Peace Corps Basic Mandinka Course With Cultural Notes

A Basic Mandinka Course
with
Cultural Notes
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LAICUAGE
The language lessons are composed of dialogues ,,N-ith drills, ques ions,
and improvised situations all based on the real life.experiences of
, peace Corps Volunteers in The .Gambia. There i phasis on the or
.ince it is the direct method we are using, but there are .soLe gramm
atacal ex7Dlanations in speciPl circumstances, although mnst of, the
grammar method is avoided. We also:avoid givin:g rule with so many
exceptions. There is sorl T1tin involv and each student should
have a pen and notebook.
ti_ailtie to the Dialoue.
I. reth
'The teaeher reads each d ialogue firt and tha students listen
carefully. The first time this is, done, the stiuents 1%lon't know
exactly What the teacher is talking about, but they would have a
general idea of Ilhat Mandinka soUndS like' compared to'their owm
languages. They 'should-be prepared 'for tFle urfamilia,* sounds,'
e.gd: a", "gne", etc.
Choral Tnetition:
At the beginning of each d ialogue, the teAher should go
through the sentences at least one time' (more than once if
time is available) with choral repetition. The teacher says
the sentence or phrase and the entire group repeats after him
in chorus. This protess is repeated right through 'the d
b. Packward b4iid-un:
In certain cases, a sentence might be too long for norn- enet- 1
ition, in which case it has to be broken don= to make it easier
for the students to repeat and assimi_latn. Backward build-up
ik also used for long sentences in which the final words Imay
be lost by trying regular choral repetition. The teacher starts
from the end of the sentence' and goes backwards'to th9 beginzi-
ing with students repeating after. each addition. 1:]xample!
Inteh man
Jeh ( )
Na buko (2 )
jeh
- 1an )
;an na buko ÷2÷3 )

Inteh (4)
Inteh man (1-F+344)

is is ohly done whn and where necessary for better nronun-
isitonation and rh:rthra (P.I.R.). Choral repetition
ih zetting every ody to par,ticipate in repeating the
e-iterce and in:'eLl'ing the rh' hm anclk-Should be used often.
c. rividu.aJ. _re2et.11122:
Aftar choral repetition, the teacher has the students repeat
iniividually to find out who has not been following during the
chOral repetition. This is the time for'individual help for
better P.I.R.,,and a chance to test the pronunciation f each
student.'
avelzents:
The teacher shoUld moye around instead of standing in one place
during4he lesson. Three major points where the teacher must
stana are the mildle, the extreme right, ,and the extreme leff.
In this way, the teacher oan be at one end of the plassroom and
direct his questions to students at the opposite end; Students
not be cuestioned in the order they are'sitting. For exam-
le, if the teadher starts froth the right, by the time he-
eachts the left, the last student would Probably be 'relaxing
he -..apuid know that he wouldn't be called.on for a while.
To avoid this, the teacher mus&lask questions et ra:ndom while
ing a:olund to make the students-I-alert and the class live
e.
It is better to encourage your students rather th n discourage

m. The 'teacher should give frequent and varied encouraging
words to the students ar correct responses. If the teacher'
merely says "good'? after eve'ry correct repetition, then the
word will lose its,meaning. However, different positive en-
.,coureEemnts such as non-verbal communication (smiling, gesture
intonatio, noises made by the tongue', etc.) would be -y
effective.
qIlobel ex nations:
At this 7oint the students have been merely parroting sounds.
They can say quite a few phrases correctly, but do not know what
they mew:, and wouldn't know what the dialógue, was about. This
is wten a global explanat.ion can be used effectively to give
studehts a general idea of_what the 7lialozue is about. This
way, they will knaa who is speaking.Lo whomand about.vklat in a
general sense.
rrbcise_errAanatiOns:
This is necessary for the students to urxiertand the meanings'of
-indiyidual words used in the d ial9gue.This way, they may have

noti _ _
the grammar and structure of both phraseS and senten-
ceq. Same methods the-teacher can use in the explanation are:
- actions, situations
- gestures.
- facial expressions
objects
- comparisen of objects
- intonation
- images: drawings, photos, crirings, 'etc.
environment (e.g.-sunhine)
- translation
During the.precise explanation there should be some repetition

for further practice. The process should be as follows:'
- repetition of the whole rhrase

fragmentation: isolate the elements
- repetition of fragments
-lanation through the context
- explanation outside thp context
- creation: the pse of original'w_
backJ.othe context
- repetition of=the'wholelphrase
Having had enough repetitions\the students now,should be able

to say all the sentences orthedialogUe; They should also
know the meaning of all the wDrds used, The teacher then dic-.
tates the dialogue, reading'slowly and pronouncing the words
distinctly, and the students take them,down, 'spelling the worjs
exactly as they hear them, The students should learn the dia-
.
logue before going on to the next one,
II. Drills
4
y
At this e, the stUdents should know a reasonable nizaber Of word,s,

phrases ar. sentences. It is then the duty of the teacher to help
them ex6and their knowledge by constructing now sentences with th
limited vocabulary they have. This is done in the form of drills,
e.g., substitution, transformation, and ex nsions driUs
a. SpbstitutiOn dr mz1
l
The teacher takes model sentences or phrases from the main dia-
logue which the students know by-now; Then he suggests words
or phrases to be substituted..in the original sentences or
This process is done right through the sentences or the dialogue,:
-espec4.ally with thedifficult ones. Example:
Intel). min na buko-jeh Teacher "Iteh"

Student: Iteh man na buko jeh "Ateh"
11
Ateh man na buko jeh. "Itdlu"
.=

7tolu 'ha buko jeh etc.
a
77.ouble substitution:
:This is o little mpre difficult, but shpuid be done to test the
erstanding.of the students. 7Jards er phrases are given,by
the teacher, and the students must substitUte them in the right
7-1ce which Varies each time. The ability to do this shows
the student, acquired saMe knowledre of sentence cebstruc-
t'on.
Irteh man na buko jeh. Teacher: "Iteh"

7tudent: Tteh man na buko jeh "Kalaa"
II 6
Iteh mon na1aa jeh, ete.
nsfcTmotion:
the teacher gives a model sentence and the -student
the same thinr in other words.d Examble:.
-
Teach : I ye bung° fita le

.udert: 7aa fita le
Teacher: I 7e bungo muu le
Student: I -7aa muu le *.
d. I =
-5.xmansion:
this time the sttdents should know quite a few wards, phrases
arc: sentences and can expand a. given sentence by adding. wârds or
b'-.rases given by the'teacher. Example:
Naa! Teacher: "Nka"

rko naa! "Jang"
rko baa 11Ban041
Nko naa jang bang} etc.
Gestures should be used thro -_aut the drill because

thov help the teacher.to know'whether the students knowwilat
. -
are ta1kin. about'.
T. ions:
\ The-re are a nuraber of quest:ions at the enoi of eaCh dialogue for the
-'dents to answer. Theie are to test the ,stud nts? understanding
of the dialOiJek.
ans:
These are imnrovised situations during which the students create

their own &Plagues making best -use of thnir vocabulary. All the
sould take bart .in this exercise.

C inarateut
A P.!
TT a in food
as in Vnin
-?!e lerFth of the vowel sound is shoWn bv doubling the
flithorp
c. Consor
R
S T
I.:\ V
v
SpeciAl sounds:
'.are.irka has snecial sounds that most foreigners find extreme
_difficult to r_p_!-ce. 71-ev are:
pja na:
r7e = as
Sho-..! the movement of the tong:ue in makin,g this nartioular17

difficult sourd: ":17-en. To make this sound, Vie tin of .the
tor;71,e is placed at the back of the front teeth as 1..elen nro-
nonnothr the word "nine, then the tip of' the tongue is re-.
moved from that position as the middle nart .of the tongue is
placed against te Palate.
,

6,-
a
Ldhguae.ts an integral nart of a culture. It is often attempted to

sPpA:rate them im trainIng programs for the sake of scheduling. ,Here
trfto ntegrate the two ds mUch as Possible. For every 'dialogue
there 4s a cultural introduction which could be discussed., Thefol-
l-owng Pzercises are for "cioss-culturaltraining".
ole rla7s:
These are short zlays :Py trainees and or O'ainers through Which
a cer.aar. asnect of the cultdre is enforced. Role 'plays are
tost effective when trainees participate in them for situational
. reinforceme::.t.
For exa=ple, a typical cultural situation WouLd be enacted by

people who understand the Gambian culture. The rest of the grou6
would obeerve the proceedings and state: (a) things about the -
role Play they liked, (b) things they disliked, and (c) things
they observed and djAn't understand. Next, the role play would
be re-enacted, and the "actors" would be replaced one by one until
tey are all trainees. Finally, a discussion is held in whicii all
aspectd,of the role play are covered with the aim of understlanding
the clatural situation represented by the role play.
,
Feld Trips (§orties):
, Sorties vary from: the initial discovery of a new milieu working as

a group.; to an indiviaual job-related trip, live-ins, visits to:
imstitutions etc. Sorties are most effective when trainees have,
specific obOectives to work on. Mapsfre issued when necessarY1
The foligwing is an exampl8 of a sortie developed by the R.T.R.O.,
in Senegal,
ie no, 1
Culture shock, feeling lost-, no familiar cues - these are

,
exnressions usua;17 associated with being in .0. foreign countr7

(fol4ign in the &lase of unfamiliar)., As you explore and learn' .
to read the sns, yell ray find that things are not as different
as you expected, or-lzou may find that-some things are quite.diffl.
erent after all, In order to find out, though4 one thing is
sure - you have to'be there, and you have to use your own exper-
ience and perception.

Obectives of sortie:
to discover the new, - working as a group to 1ocate7,.,
some of the Services and things we need to sat-isfy our-
basic eecurit.Y
2. to learn how to orient oneself.
3: to, obserVe itasic greetings - where, how, how.afte
4.- to obsez;lre appearance.
Prooedure
Workingwith your staff, decide s a group on some of the

things you would like to locate to make you feel more com-
fortable in BaniUl. 4
'Put these thi. ns or services in a list acco ing to your

pfiorities and)working with your guide, decide which things
can be found in the immediate neighbourhood.
Using local transport, or walking if possible, in the.company

of your languAs-e teacher, locateand visit as many Of the
places and'things mentioned in your list'as poesible.
- 4. Brieng back as much of the following information as possible:
h. how to get there - IOC-LEI:in; transportation

b, if you purchased anything- how Much did the artic e
cost?
c. how was your experierme in finding this serviceior 3-11g
different from the same sitluation in the States - or was
it the same?
Observe and describe the People you see and Meet:
a. ,can you identify the personts fun tion. based on his

appearance?
6. Comment on greetings you observ they the shme or

different from U.S. greetings?
Note the things that raise question your mind and that
you wolad like answers to.
Make a list of the new words and expressions, you heard or

-Learne,d during the sortie.
The following is-a typical list of thirge or services prepared

by a group of trainees:
Sortie no. Transportation how to get Ps

of the city
10

*2 Ste_ - oost office, writing paper,
envelopes
Food stores, market cokes, cigarettes, beer
Reading materials - books, phrase books
.merican newspapers, magazines
Druzs chemist
6. Filvc- photo stores, developing
7. Bars, eafes, restaurants
Bargaining or set prices ,
9. Clothes, shoes, .etc.
Items that could be found in the.i

neighbourhood.
This resulted'in a ie to:
Post office
Snpermarket, small boutique,
African market
3. News -
4. Drug store
Other items were covered in a subsequent sortie.
III. Critical inciden
:These are cultural experiences from a volunteer,s point of view

clearly.demonstrrting the _difference between two cultures dna
brief anecdote. They are read hnd discussed by the group trainee
/trainer). The following are examp
1. I had a teacher who was pa.t,icularly resistant to science as

a subject. She avoided it as much as possible prior to my
'arrival, and was very resentful of me as a science teacher.
I think mUch.of this was out of fear of failure. I praised
lier every effdrt and pretended not to be aware of her fail-
S. She has become a very enthusiastic science teachc
,and she is like a child When discovering new things.
2. Upon my arrival at my job as a teacher, I found a dilapidated

school with:buildings which needed repair. Perfectly good
equipment was unused, and the staff, and needed and wanted
help. For two weeks, I investigated all aspects of the sit-
uation, poking into every nook and asking a thousand ques-
tions, and listing everything that needed to be repaired,
replaced, cleaned, or altered. I knew the staff wouldnIt
. much help, so I was personally able 'to solve most of them.
fi

events:
Thes= are similar to ritica1 incidents except that they may not
critical", but reflect p ely a dif e7ence in culture.
For expi:e:
I was on my va to a new village. Every time I woula come

to a fork it- I would ask in perfect MandinkeIs
.e road .
this the right road? nd they would always say yes. I

got increiibls- lost, was running out gas and gave up and
hack home.
didnTt I t'ne rizht directions?
ield a
This is a brain-storming of a goal, sta ing c- al force

,and aainst, and means of achieving the goal. or example:
t
FORCE FIELD AVALYSIS
are the factors _nat can help,or hinder me in achieving

thefollo-rdng goal?
want to be fully accePted village' as a nativ Gambian"
orces fOr: Forces au.tinst:
hich of tHO ahove.do I have no control over?

2. ';:?Iich can ,1 change and how?
3.t 3--ould I attembt or abandon the goal?
12-

V
ay =training. the trainee will be able to greet effective
a. exchange at least!flve greetrLgs in the target language

b. ekplain the importance of.greetings
c. .use ai-.least 3 hon-yerbal_gesturea for,greeting
d. state at'least seven meaning&of "tubaab"
,
-2. By the end, of.training trainee 1411 be able ta iden

pronounce names of peoplW and places.
Aa. ask the name of a person 'or place in the target language
b. state at least 10 .Gambian first names az 10 Gambian last
r,Tmes
state'etilenst 15 towns in The Gambia
state the dI'visions of The Gaçbia
th6 end of traii the trainee will be able to count anduse

loal currency in t__ target la= uage.
count up to a,thousand in t e target language

state the fellowing Gambian currency in the target la -uage
0
D25.00 D0.50
Dlq..loo £0.25
b 5.00. 'D0.10
D0.05
no.ot
explain the countimg system

take a taxi without assistane using,the target language
differehtiate vehicle number elates P-
4. the end of' training the trainee will be able to shop easilr
e target language in all commértial quarter3 .
an'ftezi in the= market using the target language

gain for a better price for An item in the'target
guage
give'thenames &prat least 20 items in the market in the
target.language, including fruits, vegetables and meat
nathe:in,the target language at iea-1- 5 domestic anals a
Sive food fish.
By the ena of training the rainee.will be familiar wit,h Gambian ,
cainary'art.
13

x
names cf _ le
6 Gambian dishes
er ooa in the -Garret language, giving:
. name
F;uar.'-ity
flavor
&est
the etiquette at including:
si
.t ho L'i,g the bowl
usinE ànly the right hand
on1F, ld-ers t alk 'at meals
te at least r.ousehold utensils in the target la uage
but not limited to:
dish
plate
. 'spoon
knife'
. fork
end cif trainipa'the trainee will be able to receive and

ections _ to daily activities.
ceive and 'sIccessfully follow :directions in the target

ge to at least four places of his work-related activities
ate in te taret language directions includaii
::orth
South
. East
r.est
left
right
directions in thb target la_ uag6 to at lea
followirg r ces:
.. Peace Corp_ _f_ice
AL:erican .cassy
Post Gffice
Ferr: crossing
,.'Car park (garage
cribe P.antil 1ving at lea's
cr
peor-a,
im7ortrt places
end of trainin the trainee will be able to descri h in the

;ar'et La_-guage com7ound living conditions.
1 1-

a. ,liescribe in the t- Liage a traditional ( mbian house
at least
color
. size
location
pu::_ber of rooms
. number of door's
;ber of windows
provision'for li.hting and water
state the priz-ary colors
c, state at least 6 adjectives describing size and shape in the
_rget.language
:tate the names of rooms in a house in the target language
.-tate at least five fixtures/appliances in the target ia uage
ding but not limited to:
li7ht bulb
shower
toilet
state the names ofat least 7 nieces of firn.tre in the target
langbage including but not limited to:
, chair a
table
. bed
stove
reZrierator
cabinet
; desk
g. state the element of land1ord7tenant relatIonship
the end of training the trainee will be able to describe social

conventions and relationships within the community.
stAte at least 10 fatily relationship titles in the target

language, indludina but not limited to:
father
. mother
siste her
uncle
grandmo father
inlaw
cousin.
state the best approach to elder
737 the end of train±r7 the t ainee will be able to use accurate
descriptive forms for a day.
6,
15

a. 'state at lea t five term in the target la-- uage cescribi
v.the weather, such as hot,. co rain, dry, season
b. state in the target language the da7s of the week
o, state in the target lanr.uag,e e nonths of the
d. describe how groundnuts- are -rown in C:ambia -
e. describe the effect of the drhton Gambia
the eni of trad ng the tra nee be a to give

an employee,
a, instruct a cook ana wash l in the tai-qet lan7uare

state the functions of a maid and-te relationshin wd.h the
employer:
11. Pr the end -of training the tratnee will be able to descrice
state in the taxget language nositions, cazts and movel-aents or
the body.
a,
including but. not lit.
state in the:target lang
to:
e physical positions
'standina
Sitting
squatting
lying
beniL
ate in the targe language at least narts of the
n. state dn the -barge language at least L movements of
12, B7 the end of trainin g. the trainee Till be able to instr
tailor using the t'arget 1
a, have a dress made in the ar:-et re, giv

size (long, &ort
type of dress .
cost
bargain
th e end of trainm rainee,will be able to he

with Cambian music an- ments in t're
sing at .1east two seRzs in t tarret iewae

'describe at least twomrSical instr=ents Oornon. n
TlleHGambia
e end,of traininr the'.tr-Are eorr.,_:neste

.
effectively in thQ tat-et lan,,.are.

a. construct At least sent ences donstratj of -the
follaaing:
statement-
. question
exclamation
command
b. demonstrate the intonation ratterns of the target lan- 30.
e. construct at least 2 sentences demonstrating each of u.
following:
past
: present
future
construct at least 2 sentences to Oemonstrate the correct tse
of each personal and nobsessive pronoun J.11 the target language
describe the Alternative wa:i.-s tenses tan be use in the tar7et
language
CPT A_TNTMO
ArIFILOR I STI CE 1tUAG/CLTURAL OB
the erid of Volun servte e trainee will,be able to:
Sneak at least one dia/ogue minim7rm of five_responses) with 9C'1:

-acclpae7 on each of the followinj Subjects:
a. instrutta worker to do a job

b. seeking for infonmation aboirt a :iob
describ' ,job.done-to others
last at,least 8 mPterials, tools and/or fltensil6 used,on the

in the target.language.
Measure at least 5 items with 100% acburacy of language:ice in

the target language. The-measurement must include length, volume,
weight, and must be in the arnronriate t:Vne measurement sten
.(English or metric) used,by the native eneakers.
State at least four Gambian-proverb's in the targe
State at least-6 Ga:Abian Zandinka) sl rsrrtitions.
17

15 .
escbe acclzratel:, how (rnbians extend, a.cent and refuse

inv ions to ereo"ies, including christeninrs and weddi
for at least five different occasjons,

ing,a Unique dress dtfferent froM,the-other
_ibe th Gover.,...ent strlct-

. Area. Co%ncils
. 'Districts
. Parliament
frescri.h.e. t.
cational system in The Gambia.
IC. TA.t he natioa3. and religion holidays and thQir rea ons.
1/ ,--e7.crstrate't a1it to console.a be- eaved person in t1,e

-ronriate r.
-)
L-..ist clan rie ax téir roleS.
18

17.7
ek ireek 3 weak 5t1-, 4-reek r6th.'week 7th. .ireelt
'1
abccl
d
bc :a
7n the, above chart, the numbers in the left har d. colnlem renres., Lanyllare,
lt'ral Trninr Learning TEM.:DAI,OBJFCTIVYS, The small letter6 vxder the
tle EN ROPTE or TtITFRIr OPJFIZTIP For
r,ol,nns 7?-ited."ist week, etc,"
2 t'ne end of tra1nin7 the irainee 1;611 be a_Te to identify- and ere
no'.Irce i-ames of ,,eonle a. aces.
a. e of a erson ,of niace in the Tarret iprua-e

q7,R7 loatt 10 G7.- 7 n ard 19 narrel-i.,n last namPs
C. stat e
ti lea-,tgiorg
re,-7 15 ta-ms
rf ""--e fnhn
r-arthia
tr thr tj,e EN -ROTTEobjective "b" of

c.'"arlt aboV Tri'?.7AI,
.
2 will be met_ in ti-e fit week of training; en objective
and "d" wi11 be Met 11;., the 5th week oft,r,k-linirc, and

Traini.m
Lu cat ion:
Resrurce neSo _e:

,
iatrials:
handouts:
Outline of naterial to be ered:
Ne _odologv resentation:
7valuation:
fr, of rateriai covered
no. of trainees achieved
'objective
no. of trainees did not
acicve or.,jective
FollOW VD:
20

.18.
Trainee:
tr.
T)ate Time:
bject atter:
Yaterials and or
Kisral aids:
-
_
s:
000000 a. 0#0000
Inn -t
21

!!_alektzr: Sala
kum
Sa-Larzale kum
Iaiek Sala_am
rith alltt-te necessary gesItures, e.g. shaking

Teach dr,*rcle 1
hands, putting hand:9 on the chest 5'etc. Explath the culturaa

_
behaviors.
cl e 2
1
aira aorong
aira be? ,
Kaira be?'
Kafra doropg
Pay s-.:ecial attentioi to the interrogative inton4ioA
Questions.
c2 Sp Ipral e kum
.16ctrai Salaam
Kaira be?
Yaira dorong
C-Tcle
Ml Tana-O'-tana te
/Cori tana te?
Kori tar.a te?
Tana-o-tana te
_Show an e2smole of th,e way this greeting- is done by busy p iple.
y the class, call one df therh and greet hirn/her using
-,.;?..ak
cycle 3,_ e.g., John, 'Kori tan.a te? ete. This must go with the
wavinz of the hand.
4
EaPeter ye angale kango ,moi le A
Burma ye Nandirzka kango moi le
Ha a ye Mandingka kango mai le
Doring dorong
.P er ye' angale kango moi le?.
3urama ye .11.ar1ingka kango moi_
iie e Mandingka kango moi
. -Fe Ma ingka kango moi le?
22

20.
nzale kango moi le?

za.ie kang6 moi le?
kanzo moi le?
ngka kango moi le?-
..
kango =Lie?
_ale kango moi le?
ye :andillgka kao moi le?
manding dorong
-the "dorcaring dorong")
Yr.sota,Ameri e
'sota minto le. Iso tea "I bbta ming?"
a min;to le?
bota ;zerica le
1.;ota ni-to le
*:-ota-America le
7e_ anakale kango moi le?
.Ha ga ana-ale kanzo moi.le
.,.and;Ing.ka kango moi le?
-ing dorong,

ILLol.E;tion
'15a1ama1ekum" is the keyword to arv social and or.business dea1iigs

',with Gambians.' "Sala.malekum" (Arabic) means uPeacv_be on you
the dbpropriate.respope "Malekum Salaam" "may peace return to
falam-lays emphasis onggrettings and about'90% of the Gambian -

ulation being Muslims are influenced.by Islam 1
°This initial exchange of greetings is used' by all trioes includim

the nsn-muslims. The intonation might sound'slAghtly differet from
tribe 7to,tribe. Th e exChanzLe-ivf greetings offin goes with hashakes
nd
especially among men, Zt hle}been practiced betwe:en men and women
because-of outside influences amd is now cam= among most p'eople in
..
the Banjul area, Another common gesture is the putting of hancs on

the chest after the handshake, This is a sigH of respect especially
to elders. .
Different'gestures can be used when-greeting.including shaking hamd_

Isaving, cupping hands togeEher; ard ray last very long among
people that have, not seen each other.for a long time.
Without greeting people,-one.can hardly accomplish anjrthirig -so I can

hardly over-emphasize the importance,of greetings in this bulture.
Dialogue
SairrIPlekUL
Peter: Malekum Salaam
Bakary: Kaira'be?
Peter: Kaira dorong
Bakary: I- bota. minta?'
Peter: Mib9ta America le 3
Bakary: America n olu le?

Peter: I be je
Bakary: Kaira be?
PFter: Kaira dorong
Bakary: La! Wing tubabo ye ilandinka ka4go mii le
'Hot In .xchangin greetircg3 w/%1,1 someone you are meeting for the
_irst-time, questio like.fl bota mintol are'asked for information
2,1

22.
toe use in greetings. ...knother 'possible ciVestion woUld be "I kontongo

mu letti?" for the last name because it is used a lot in greeting.
"Tubaabo" was' originally used by WoLlofs for people frosn -"Tougal"
(France) who were'white men. Through generations, the word has been
used by many people ard no4, has alpout seven digferent -meanings as
follows:
1. Waite man
2. Educat.ed- p er son
3. 'Someone in '..iestern Dress and or Western behavior
4. Langlinge (Tubaab language
5. An/immediate boss in an office
6. European
,7. Rich person
Drills
A: SUBSTIT
Kaira be?
Hera be?
Katra dorong
Hera dorong
I bota minto?
I bota mire
Mlbota kmerica
Ganbi
BajuL
W4a114-D004
5. America niko- le?

Gambia
New York
1ashington
Banjul
I bee be jeh
jeh
. TdAã SFORMAT ION
Kaiia be? 2. I be kairp.to?

Kaira dorong' Kaira dorong
I bo ta minto?. I bota m
America Niko lu 1 Gambia Niko lu le?
I be jeh'I I bee be jeh

.0
7 bota =into?
America
I 6ota zthto Am
Tubaaoo
Tubaabo, I bota mdng America fo G
bota America le?

le bang 4
I bola America le pang
le bang_ro
1 rota Americ bangfo Gambia
D: GR-11.r.AR.
Sgular Plural raction
lst nIte nitelu
erson ilte iltelu
person alte attelu
'7:STIONS
1. Salamalekum?
2. Kaa be/I be kaira o?
3, Ibotamingto3
4. I bota mdng?
5. America nIko lu le?
6. America nikol?
,SITUATIO?.
Ask stizrits to walk towards each her from opposite ands o

clsss and greet eadh other.
Cross cultural djscu1d.
Discrepant _event
Bob was on his way to Gunjur ano a ime h came to a fork in the
road he asked in perfect Mancliuka "Is this_the right way to
Gunjur?" ana would get "yes" asan ansver ar'perfqct silerwe.
Bob got incredibly lost. What:went wrong?

214..
UTE FULA NJANCO
et 4 on
-
Fore'z-ners with, ambian names, especially tubaabs, seem funny to

Cattians. Namesakes, family relationships and clan relationships
often irldicated by the last names makes someone accepted within
the family and/or clanLd.rrespective of color, race or citizenship.
jokes are common between certain f Jes,

6
e.g.'the Tourays
the-Ceesays their slaves, etc. If as a foreigner one happens to .
get te name "Ceesay", a Touray can call You a slave of his.'

Another common joke is,"Ceesays eat too much one can hardly get
enougn food forthem". The response to these statements is often
reciprocatf with a similpr coke,
*Keba Touray: Ali'be kaira to?

Lamin: Kaira dorong
Keba Touray: Camara, kaira be?
Lamin: Kaira dorong alhandulilah'
KebaTouray: Alhamduldlan.Camara. Nlko gying kontongo.dung?
.Lamin: ing kontongo mu kana le ti - America 'Ilk° le mu
Keba Tour sv-ing alto mu Abdou Ceesay le ti
Bob:.
Lamin: Alko,saying I kontongo mu Ceesay le ti
Bob: Nte kontongo mu CeeSay le ti?
Keba Touray: Ha.-.CeesaY, ete mu na jongo ie ti kaira be?
Bobit Kaira cong, Touray
Keba Touray: Sonk giray aye
Bob: Touray
."Note: !TAlhaodulilah" (Arabic ) means "TharIL to God". It is used

after a positive answv to ally question'abut the body) health. It
is also used after the-completion of any ta eig. working, eat
:7 etc.
A: S
1. Tburay Ie mu I kontongo ti?'

Koza le mu-I kontongo ti?
25L2
CeeseY ,
Fatty.

nko
_ne
to mu Bakary le ti?
Momodou
tamin
Fatou
Lie
Abdo__
rpi
Burama MiBye lc mu
Yomdpu_Dabo
Abdou Fatty
KustAag Tour_a-r --e )
F4011 _skse
NArm_q
AL- Sonko
Give the stud ents cards with.names of other Countries and

ask them o take for Eranted that they are citizens of the
countries stated on their respective cards then as- the
-followin7
Teacher: America nIko le mu I ti?

Student: Hani Nimu Gambia !Ilk° le ti etc. acco: i
to their identity cards
Do thesare usin_ card Division of The Gambia

Towils_ip The Gambia
Tribal locations in The Gamb
Jarra, Saloum, Badibu
Teacher indicat' u a st ud nt_ and another ent answers
Teacher: Nying mu America nfko le ti?

:=tudent: Hani,nying mu London ko le ti
Tpac'ner: ying kontonuo mu-Dabo le ti?
Hani,nying kontongo mu ...... le
Teacher: r:ring to mu Ebrima le ti?
StOent: Hani, lying to mu ....... le ti
TeaclIer: 1:7inE to mu Robert Smith le ti?
Student: Hani, nying to mu le ti
rAlt OPKA i
1.. Nte to mu Aliu le ti Nying to mu Momodou le ti

Nte mu Gambia'nfko le ti Nying mu Gambia nIko le ti
Nte kontongo mu Dabo le ti Nying kontongo mu Sonko le

mu landi nzko le ti mu s.andingko le ti
ir,e to mu Aliu 7;n-co le , to -:omodou Sonko le ti
Teache ! eit
Momodou na ta
Zbrima na ta v_a na ta
?-:iaiana t a
Philip na ta ning Philip
Alhagi ye Bob
Lbrima ye Bob -ima ye Bob je
Peter ye Nacdingka kango

moi Peter ning Bob ingka
-Bob ye Nandingka kango moi ngo moi
Peter ye ia.gka to soto Peter ning Bob ye a to

Bob ye Mandingka to sot° soto
Kaira be? ii be kaira to?

I be di? be di?
I be nya di? Ali be nya di?
Teacher: Student:
.%-yina mu America nTkp le ti? 3rjflg r America nlko le ti

I ko di(nya di) mu America niko le ti
To another stUdent: A'ko A mu Americd niko le ti
nya di? A'ko di? Ako
mung?
!lying mu Angle nlko le t

2. Baboucarr na ta
3. Tom ye Mandingka korrtongo soto
4. Nying tubabo ye Mandingka kango moi le,
5. Nying bota America'le
Note: E ko mu" is the question ask- when you want someone

to repeat something he said.
C: C'UESTIONS:
r. Ask for the names and last names of the people on-the pie .
tures, e.g. 1.inqg to ndi? etc.

2. Indicate Bob: Nying kontong9 mu mune ti, .Angle kango to?
Mandingka kango to?
to mu Marie le ti? Hani, (Njto mu le ti
4. I kontongo mu Nbaye le ti? Hand., (N'kontongo mu .... le ti)
29

27.
5. be i? I korltorLgd dung?
6. to a kontongo d
7. = Co ta,mirz? I bibta mdng to?
ye ,.,Mardinzka kango mci?
-ying tubabo ye 1.andinka kango moi?
1 1 ye tero, soto jang?
ing ne mu T teri ti? (terima ti?
I la flying tero (terima) tondi?
11.. .aoucarr nata?
1i. Sarry ning Linaa nat a (le
13. 7 be kaira to ,,kaira be
14. Ali be kaira to?
15. I ye kala soto ye kala so o)?
';-
sk =abh udent to greet the rest he class as a group
_2. Ask students to pretend they are Meeting each other for
the first i.ime
- greetings
- introduction o1 a friend, etc.
FLEID TRIP
6
Go to a compound with a frieth and greet the people introducing

your friend
his name is
his last name i
he is an Aiericari
his Gambian. name is, etc.

28.
:GU SAT-3A7I JANG0
-a:,24s 7r.e Caia have vellOw ,nmmber niates. Taxis within the city
sf Ean.fl are mostiv =1.en,atlts taking ,three passengers, eac',1 payinr 12
a7y rlace the city. Seven-passenger-Peugeot taxis
".7,:ses are used, for long journeys up-river.
cor.tin7 s;.,stem in - !!aninka is base t tent. Since The Gambia

over to dee-in:al currency, most people, YIe contimed using
F'7,-,114.rgs and nence, esrecially in the markets and shops. You will
0,-Pfore hear neonle use shillings ard pence, but insist on Dalasis
7'..1;t!ltq a_s it is esier'to bar;:ain in.
7 Zollof ) means 'the small one" --d Burai 'the big one", which
4 E
alasi (Ya. k "ICC bututs" is' enual to four 7hillfings in the old
7 o clu-renC7 to be used' and its euuivalents:
DC%02
De. 72
7r--rans.z D0.25
rala 1:10:050'
A
arc,.ns Tee 75
A
7:107.110A
;7nret'.tice: janjul hei, bita ming

_ Ha; Lo
rrentice: Al sele
A
,arLa' Lanin sele ta moto Icon() aye itolu kontong..

.1
:1
P.c-s n'7nr Salanalek
malekum Salaam .
Jan7 Fak-au moto jo mu jelu le ti?

Jang ning Bakan,'moto Jo mu butut tangsaba a ning
--worc,..r.:la le ti
nfte mang kodo soto de, I te dumg? -I ye sato le?
Ha. !=ite ye_ butut tang lulu soto le
-Alharduli1PLh

An-,rentice Ali la jo
Lamin: Hing,Mybe gila janr ne
Note: Pa. -erent areas. are used for different détinatons.

shollt their destinations in so ch of na7sen;=ers to -
waye!- Sarjui waye! etc.
Drills
A: Ti JS91i ,TJON
T be di? I be kaira to?

T to dung? I to ndi?
I kontongo dung: I kontongo (Fontoso
5: SJ77TTUTTON
IIte,ye mandingka kango moi le?

ve mandingka kango 110i le?
Itte nata? I nata?
I Ye Alhaji Joof je?
I te ye kodo sOto le?
I te ye muso soto le?-
I te (I ye) (ye) keo sota le?
T te ye molu kontong ne?
I.dung ta (1_031a ta) moto kono-le?
-T sela ta?
Not Ekolain the difference he bu
TEACH NUMBERS 1-10
fula, saba, n-:' lulu

Woro, woro wula, sei, konongto, tang
Substitution
Woro
'dor() wula
Sei
Kono
2. Tang ,
Tang ning kiling

lulu-
woro
thro

woro
woro wula
sei
konor7to
eme
ning k'
tang saba ning fula ning
saba ndng 111Tu
nand nir g nanl
lulu ndra nand
elmg konongo ning lulu
saba
konon_k,o
k
LCION
Au kiling (thxtut kiling

lulu
niRg aglal
Dalasi kiling
lulu
tarA.
uwang
fiN
e nasso sato?
o. sot
b ItLUtU fa sato?
bututqLEe._1111m soto?
bututq;JULiKABLI1MJ21111 soto?
ye do ko kilinçsoto
uso o?

31.
2. Illte ye kxio soto

luntano soto
bututu worn soto
bututu tang nine lulu sot 0
doIokin soto
koto oto
DO TBLE SHBSTITITrION
Ousaan ye kodo soto

thisman ye butcutu.14.1,1u soto
Bob ye .bututu lulu sato
Fiob ye passo Soto
romodou ye passo Soto
1.7omodou ye doko fula soto
Mel-ye doko fula soto
Mji ye (do)._ feng soto le
G: TilAIISF_ORMAVON
N.Ip_rie ye bututu lulu so c - Nite ye butitu lulu Sotto

Bob ye mari3ingka tero (terima) sato .1Pte ye mandingka tero
(terima) soto
Nfteri (terima) Ye luntango sot0 .NIte ye luntango soto (riga:
luntango sot o)
Atte ye koto fula le soto kilte ye koto fula le soto (riza
koto fula le eoto)
Phi1ipyemusu saba le soto litte ye musu saba le to'
(musu sabo
Wing ye pass() soto le N1te ye pa o nga
passo sato
H: TITIRION
mang kodo soto

Ntmang -muso soto
ng America tero soto
ng mandixigka kontongo soto
manclingka to soto
Nimang passo soto
2. I rnang kodo sato .
I :Tang _luso Soto

I rang kinerica tero soto
I mang mamdingki kontongo so o
I mang maniingka to soto
I mang passo Ebto

A'rngapso sot°
t-r,g mandin,gka to sato.
htraarr mandingka kontongo sot°
Atmang America tero sot°
Atmang muso soto
Aimang kodo sot°
fir:aative
nerson: riga sot°
2nd person: I ye a ,sgo (yaa sato)
3rd nerson: Alye at sato (a yoa sot°
tive
1 st nerson: a sOto (ntmaa soto)
Ntma
2nci nerpon: I maa soto)
I. mang at soto
3rd persori: At rang a..! sot o (aa soto)
DIAL.t211,LIALTILA
EanjUl ju! le
(be).ta (I
Serrakuirla, Mtbi ta Serrekimaa le
ta Eakau ta Bakau ie
ta Basse Ntbi.ta Basse ie
ITOTION
ng ni arijui mu jelu le
Serrekunda
New York
Be2-:au
2. ning Banjul nu bututu muwalig_ n flthile ti

delasi kilirine ti
dalasi-nani
dalasi tang
M: ISFORMATION
a dalasi tang sato Nga dplasi tang dorong ne soto

a dalasi lulu sbto Nga dalasi lulu dorong ne sato

aiasi fulg, soto dalasi fula ne soto
asi kilin soto a d- si kiling dorong ne soto
clasa to eount from(Jeft to right

2. Tre jelu le soto?
Momedou nin7 Bob beloring silo drqa ?
ob bi ta mizig? Rob ka ta ming?
?ob ka ta irig tale? Fob bi
ta rranc to le?
:.:omodou ka ta
.It7e kodo soto?
Al7e je11,1 Ue soto?
_7 Bakau passo mu jelu le ti?
9. , in hanA,- :lying mu jelu Ic ti? ,'
10. T ka ta min??
--TUATION
An American takes a taxi, greets the passengers and finally

fo- t'!le,fare: asks
A wonan ne- by wants to hear him speak Mandingka
arxi azks him questions:
I tondi?
I bota
I ye mandingka kanFo oi?
Ye maiingko rr.oi le?
Ye arin,ka to soto etc.
What is "no t7,-.:on, ndngkon"?
Do the mopen nage" exercise using a big book.

Example: Bob-(iii-Mand-i- )a) Open page 187. 4
rest of class try tb open to the nage
- 3ob asks atudents to read to see if they opened
the page.

LTIAI(GtE INJAtZ0
The most interesting part. of the Mandinka culture is bargain

Outsiders not used to bargaining find it boring apd a waste of time.
";Thy not fix a brice?" one of them said. "Then the necessary human
relations are lost" reolied a Gambian,
jnost everythinc- is bargained for. Only in ,supermarkets end

iç stores are there fixed prices, and even in these placea somscme
eaole attempt to bargain and are at times successful.
Ti baraining,
the more information you give to the,vendor about your
self, name, nationality, reason for lotwinP the object, etc; the
rlore likely he will give yoU a better price. Another-technique isto
Pretend to walk away after being told the first price. ,(Thc gesture
means that the nrice iseso exorbitant that I don't-have to waste time
bareaininp, for it.) In rlost cases you are called back ard a better
orice often follows&
"1 ye jeiu le oto" (how much do you have? ) is-a commorLquestion in

barrainin!r.. The vendor in this case wants to know how much you can
offer.and not how much money you have.
)1_al ue
Ali be kaira to?

Kaira dorong
::.omodou: Nyin,7 ba7o yardo mu jelu le ti?
Firila: I be hn1. j1:7' le ma, bulurine fo ,oima?
LoModon: nbe ko-.1,ma le ma
ririla: Yardo dalasi
Yomodou: te; woi nba ko ko! A jawu ya ta bake
alta la
ye jelu le sato?
Yomodou: NPa dalasi fula le sato
Firila: doyata le, domandinfr la fa dalasi ula ning bututu tang
-lulu jo
Momodou: Yoo
Firila: lafita elu le la
nomodou: Yardi saba sa nina
Firila- Hine
Momodeu: Ye dalasi tang falingo soto?
Firila: Haa alnati. Hine Illa falinfT
Yomodou: ara
Firila: Ninis bara

35 .
o jelu? (yaro jelu?

o mu 4elu le (D jelu?
Ccunonao jelu?
o je1u?
2. jelu?
d_ipg jelu?
Po:to jelu?
Kojaro jelu?
pg-seto jelu?
Sito je1u?
Donq*o jelu?
)(4T*9 jelu?
_'mato jelu?
Eero jelu?
Laos, jelu?
1. .DAYP S2X nIma Lemuno sang n'ma

qamato ang nima Soranso sang ntra
alikpro. sang nIma POMO sang ntma
Knyo sang nlma o sing nima
Napa Sang nIma akaya sang nIma
Ataya sang nima vambo sang nom
5ub2 sanz nima Nveo sang nima
y_gbp-o. sang n'iaa
C:
lemuno soto? Ye xrjrigo sUbo!soto?

Ye:pobaro soto? Ye _s.a,12 subo soto?
Ye dabo soto? Ye ba subo sato?
Ye kano soto? Ye sewo subo soto?
Ye nomoitero soto? Ye suo'subci soto?
Ye 1aFmo soto? Ye _
,onlsomewo s,:bo 50 0?
Ye palato sato?
Ye koo sotd?

D: TEAC THE FO Iii-C._'6=Ars of .clp 111 tag ic
tet te atda jaw ya te le
Aldo; jaiw ya ta,baa ke
ka na fo ko te ke
Alda jaw ya ta le baa ke
NSION
A jaw yaa ta baa ke

de,
Alda jaw yaa ta baa ke
k e z t a 3/0_ fo ko to ke
A'da.jaw yaa ta oaa --e wo o ko to ke
F:
..
Dalasi fula le be ntbUlu _a dalasi-fula Foto,
Dalaui lulu le be nfloulu 1:Ea dalasi Dau sot()
-Delani tang ne be ntbulu Nga dalasi tang ne soto
Bututu tang Dan le .be Nga bututu tang lulu le soto
NVing'rcri ne be nlbulu Nga flyIng ne soto
Nv a butut kiling soto Butut kiling dorong ne be nlbulu
Nga butut lulu sato Butut lulu dorong ne be nibulu
Nga bututitang lulu so o Butut tang lulu dorong ne.be ntbulU
ga dalagi lulu soto DalaSi lulu dorong ne be nlbulu
dalasi tang soto dalasi tang dorong ne s.oto
G: Q:LTEST_ Ip NS
Kaira be? cp
2. Ali be .kaira to?
3. Nying jelu? (a belongs:to the students
4. Ye kcdo" soto?
5. Yejelu le soto?
6. Ye dalasi kiling falingo seto?
7. Ye butut tang lu/u falingo soto?
H: wijaLig ION
Set up a shop hive stut e_ _gs from.

eetings
bargaLndAg
change, etc.

37.
ave st sell one anotht- heir th.2u-.;
4ent to the Eaajul market to buy graefruit from my favorite

-egeta2le vendor. Another rrn was there buYing grapefruit, a
when gy turn came he vendor tried to overcharge me .yhis irritatei
me as I had bought grapefruit from him before at a lower price, bUt
argLments went for naught. Finally, because I reallywanted
grapefrtat I bought .a few and ,walked aWay.angrily. I had weake'd
cout 10 yards when the vendor came running tro with several =re
zrapefrult, apologizing profusely. He told me that he had just
overtharged the man in front Of me ard as long as the, other man was
in hearing distance, he could not give me a lower price. He then
gave the extra ,rapefrait,.
I went back to the same verdor and found another PCV there btroring
tomatoes. The pcv asked the price and. the vendor gave him a
price. The PCV -looked at me enquiringly, the verdor looked a', no
aitclousay, ar4 I looked., away and said noth_ing. _After the Ito !
unteer ha4 paid the,hikh price and left I paid the correct priG,,
for nrj.t toes and left.
IV wife and I went. to rikaa to buy strip cloth. We argued with

one storekeeper urthil we agreed upon a price. 'Thinking he might
lower his price even more, we told him that we would look ,..some more
but would return. ?then we returned, he was no _Longer there. The
r%-ular shopkeeper, who happened to be the real owner, had returned.
We told biza-about the price we had agreed upon, but he said it was
too small. I was angzy about this since I had came to an agreement
with the other man, so we left. "The owner then seht another boy
to call ne back. The dner then offered me a chair, and- usirg
imter-preters we each lained our pbsitions arid began bargainirg
agaip.- finaLly agre on a-price. I offered the owner- a cigarette
at one time, an:1 even iough he did not accept it he _was very im-
pressed.
(
ritnen I arrived in The Gambia I decided I needed .a ir of thongs

(rubberrsandais), but I really did not feel like taking a tari to
Banjul hecadse it was so- hot, wri. I wanted to go swimming instead.
So nat=ally I was very happy to have a boy "just drop by" and offer
to go and get the= for me. Not yet fully understanding the value cf
40

Ga.nbian-currency, I handed my, "friend." five dalasisl_as did my
rComma7,e who also needed somethongs. -When he returned sone time
later with the the:1gs (which,-by the way, were not the sizes '
reqdested) we.asked fer the change. His reply was: "Oh, these cost
let of money, and besides I had to pay for the taxi".

DI
uct ion
lanjul is the capital and only city in The Gambia. Wnen the
Portuguese first came to The Gambia, they met some Mandingoes
on this islard (Banjul) and asked them what the name of the nlace
.was. Thinking they were asked what the7 were'doing, the Manl.iingces
said they were looking forBang julo" (Bamboo ropes). The Po_
uguese had this down as the name of the place.
This island today .is inhabited by 40,wo people, It is main

commercial and administrative.area in the country.
There.are two local divisions:- "Pmlfdie" and "Soldier Town"

the first division, half the people died of some disease, crd ir
the latter, soldiers cammed during the First World ".1ar. This is
how their names came to be. But, preSently, there are three -col-
.
itical divisions, Banjul North, South, and Central.
pialpmje
Momodou: Fatou,'kaira be?

Fatou: Kaira dorong
Momodou: I.be di?
FatoU: Mtbe jang dorong - I be di?
Mamodou: ,NIkolI ma long Standard Bank,be d _rg?
Fatqu: lte fanang = fo ite ma.n tara :lying sate to
jang,- atbe Buckle StreetPolice Station nya
tilingo la
Momodou ning Bob -ata Police StatiouJ.-
Momodou ning Bob Salamaiekum

Police Officer:. Malekum Salaam. N3rin,g tubabo ye ma inka
kango moi le kat
Bob: Standard Bank be ming to le?
Police Officer: Wo le be I nya ti1jrigo la
b: Ning bara
Police Officer: I ning bara
Drill
1.a. nYLng b.
jang
nying
42

Suma
Siznalu
jumalu
2, a, mune Mu b, u mune ti?

ill.Lng to ang mu. mingto le ti?
juma le mu _nig mu juma le ti?
juma le mu nying mu juma le ti?
jumalu le mu nyinu. mu .jumalu le ti?
jumalu le mu. nyinu mu jurmalu le ti?
DRILLS
a, Wo mu ne ti?
ana Jana mu ming to le i9
wo wo mu juma le ti?
wo wo mu juma le ti?
wolu wolu mu juma lu le i?
wolu wolu mu juma lu le i?
-STIffION
.
Police be ming to le?

Wase be ming to le?
Lopitati be Ming to le?.
,&t1antic Hata be ming to le'
1.1&neakunda.be.ming to le?
RID be-ming to le?
esident Jawara be ming to le?
2 i ma long bunAg $i soto dameng.
sukure be dameng?
larango be dameng?
ango be dameng?
jcan.c -larango be dameng?
laramg.kank rano be dame:-
si.soto dameng)
a Ta marase to b, ali ta marase
a ali ta baa da
Ta ostqf1cq au ta PQ5t. Of ice
Ta 4U rwo1uy ali ta 1.:omodou nyolu ya
Ta ali t4 lee
D: IONLAT
C.3a C.3b 43
C3b C.3a

41.
o1e i'en be I rato

Wo le le =al menu be I nyato
le mu meng be 1 Aya tiltnigo la
kona
kaa-
ka
ma:ra
ung
la
I ko
I te
I ko murv ite
fo ko te ke
ko _mums ite kana fo ko te ke
u3.w LCION
Di La Leman Street
ta Peace Corns Office
1 -ca. Yundum GoU
kbi ta Far)
Koe sai
A1.3.7.?
ta ta
Comoro' a domo
LflO I ming
simango pl_
kontongo kontong
sio si
10 lo
tambo tambi
yelerna yelema
Teach the difreent intonations for questions, 5 at an 52
commands.
44

;ii?
Ai e di ?
bd ming to?
L.' A be *** ming to?
5. Fo I iang taxa Banjul?
6* I L-2,nz tara America?
7,, Lying tubabo yd mardingka k'ingo moi e?
8. Lo!
9. Uoz*orp ke waye?
cha!
11. I te-domoro ke la?
12. Ta
UATION
j;
laya hide and seek game.

-ze a treasure hunt.

-D W41U E WORO &TANGO
Introduction
Tha rigidity in observance of strict disean at mealtimes is

"rapidly giving way to more flexible situations. Parents today are
not as strict in the observance of too many restrictions at meals as
before. This is partly because parents today are younger than before
and because of outside influences.
Today things'have changed tremendously. Children enjoy liberty at

meals and arents are far less rigid.
In the past, at the beginning of mgals, each child under the.age of

maturity (generally under 15 years of age) was given some i'lgat or fish
instead of being left to take 'It from the bowl as the elders did. Also
children of this age-held the bowl with their left hands to prevent it
from rocking.
Eating with the left hand iaconsIdered evil. The main reasons
this,are because of Islam's objection to using the left handand that
it is used with water as "toilet paper",
Never refuse £OOdL At least taste it even when you are not hungrY.-
Dialogue
,EOModou: I gi ta?
_b: Ha de ntgi ta. I la suo:ye boro no le. Na nga kontong
HomOdou: I ning bara_
Bob: . Na kontong waye
.Momodou: Kojarv di nona,nga domanding jube je
Bob; Uh! Nying chuo ye kano le soto
MomodoUt Fo I mang 7arfi kano la?
Bob:, Muck
Momodou: I t,e wo Laso oatu keno te
Bob: - Yoo S
'
Note: In Landinka, obvious que tions like Are you'eating?" when you
see someone eating are asked for politeness and not for information.
Anether common question is "I gita?", as in the above dialogue. Tt
is conSidererimpolite to walk.past someone you know without t ellirug
him something, or acknowledging his presence. If you have nothing
to tell him, ask him if he is doing whatever he is doing, e.g. "Are
you sitting, standing," etc.

ta
eontopg
uzt
TEACH the following different ways of inviting POple E0 eat:
1. Na kontong
2, Na Aga kontong
3. Na kontong6 la
4. 1 ti nalcontong na
5. Na kontongo to
ALSO TEACH the fo4awin& as-possible answers to the above.invitation'

and the gesture indicating aach:
1. Nifata
2. Aikanyang ta (Nikany ta)
3. Bisimi la
4. Albaraka
5. Ning bara
suBTX-21,141'
Na nga kontong
Na dompro la
Na niro la
EKPANSION
Na p8a kontong
Niko.
Wko na nga kontong
Niko na nga kontong wAye

Its daal
Niko its daal na nga konto
47

45.
o-togo to
na?
na waye?
-,=andinz nene
1-.erebil
__,--- a la kati
4 'lalakati
ever the drill F putting'. "afdi n na" befnr each sentence,
e-- at7:i ntna dorranding nene eto.
lafita dor._ a la?

1.--tev-ach
s--nr-er 4
11P lassas
raso
-to
oina ioho
0 p
,p1
rFacn irp
rlarkatanro
a
T:
'aro di ntna
to

7uruseta di nsi3a
Tasa-19.
ao -'_ le? b. a;
Kalero le?
'Tengtengo le? asfe
Tameo le?._ astame
Cunuwaro le. asmamangdi
ngkalo astu
Kulungo aswanti
T ta9
kontong ta?
I te kontopg na waye.
_T lafita-clomoda la?
TubdOo.lafiia benactlind la?
6. I ye.(ye) kojaro Olosa soto?
7. ye bulu la domoro no.
Ye ming? I ye ming?
9. Ye asnene? !
10. Ye assuruba?
11. T lafita kano la?
12 I la sup ye boro no?
StrUATION
E-..ob goes to lunch at He refuses to eat because the fo
Gonver
49
L7 .
In:trod2zctipn
Tn rrai-eas hos are,nenerall=?'round or sn.lare e.
Made eiV---.er of mild, reeds or :Inlet 'stalks. The roOf s c nicEl ar.d
thatohed rrass or rhun nalm leaves. !stoet '-o!:ses have
aryi col.nle of -windows.
the towns and, 6most villares e a different st7le.
ar.o oAde either 'of mud bric1,7F:, CPM --?Ve
ania. And at loast two main rooms: t P bed and
ITTe ro;f's :tre made of corn:rated- 51-41.e*
Furnit--.re..7enerall7). consists of bds, stools.
r-i -fon the old rvn. C--rboards arclior siee'coards are
also rdel rod on It,ich a collection 'of rlasses and enamel nots And
bas,ins 6 dis--11a7red. -Cm--tains are 1-11117 at windows and doors.
.
;
ilentare is &:nr,mon in the urban area Banjul at-id!. its environs, b4
is graduallr srreadint -m-country.as 1m to date.hposes are bein;,- _
.Cost of rentFevaraes friOm house to 'o se aeneing unon, the niFlier

of rooms "air d! ures/40.idnces in the holise. Generall- it ran7es
from 910.CO to a may' :ra of 1)100.00,, .
f'
aro'ai:a'"s furnished' by the occ,mants and not the owners.

.
The landlord-tenant relationship is often stron_ and fr$erldly;

differ:ence in culture eiften destroys this relationship.
Qie,loLue
Rob: 7romodou,- ga. bungo soto

Vomodoli: Kori bungo bete va ta?
Bob: Bea ke. AI:lara ta fana. e saal kai soto,
cabinefi fula atning. marrasini kiling
Yomodou: Alye kurang larrroo soto?
Bob: Pa-allnalanteri jaa ma soto atnan r, b,3n.17 daa lu
Komodo Albe mini to"? ,
Bob: Albe cinema da la. Bung koyo le mu at rara ta
Ilomod.on: ori alve koo du la soto?
Pob:- Ha, atye koo elli 1,-1. Soto, karno a'riin uoripo
omodoi!: I la ,nyinr bungo bete ya ta

Drills
A: 3U7373TITNTICN
Ye bungo soto.
---
saalo
cabinet°
ainsalLna
DEEIDE2
kblongo
Albuneto warata?
Alkamo
Alkoo dula
Alkolongo
&aal jelu be be
cabineti
palanteri
btur, daa
mangasini
. TRANSFORMATION
1. Alwara ta? 2. Almang wara

Albete ya ta? Afmang bete ya
Aldi ya ta?. Almang di ya
Aldo ya ta? Almang do ya
Altonkoni ma Va.? Afmang tonkoni ma
Almolomolo ta? Almang molomolo
-Grammar: For negative 11

-" a!ter"aand drop "
SIMTIMTION
Bung kovo le mu?
finge
wulengo
netemungko
jaMba kero
qeYM4
baa
kanyandingo
fa num

A'bango ye lamoo soto?
bolis_
-RcedUla
o.
e cinema caa la
ny4ti1iro la
koma la
LlIng_Aengo 3;e.
Ungo rang siranAo soto

tabulo
lavani2
grAga2
armolo
ON
Aibe cinema daa la

Fitzeerald.Street
Aibe Fitzgerald Street cinema daa la
Niko
. Niko aibe Fitzgei-ald Street cinema daa la
TION
Te_c -a/koirila
Studen bung baa le mU koima
Teacher. dingo/fingma.
tudent: bung dingo le mu fin ma:
betema/warama
betemaikanyandingo
betema/wulengo
betema/tonkOmina
7.14
1. 7e bungo soto?
2. Aibungo bete ya ta?
3. Aiwara ta?
L. Aiye saali jelu le soto?
5. Aiye cabineti jelu le soto.
6. Aiyemangasino soto?
7. Aiye lampo sato?
Alye.electri lampo le sato?
52

bui,7 da :elu le soto?
le-soto?
1J,T?(D be minzto?
-.arlgo 7e kóo dula soto?
DescrlD your house to the rest of the class giving colo size
15 of rooms.

TrItr =ion
b
Tn The Qambia most all.neople are-related because of
family svstem. Peenre of different families living in the, sa-re ecz,-
pound for a long._tdme often, end lin calling one another brot-r
sister. -People mith!the 'same last name,can find out if the-- are
related b7r tracing .back to,their. graninarents. Families can trace te
grardparents t hro ugh,'V'eir last .hame (santa). Also, most --Ponle n=e
their .childreh after greatarsimarents. prandor,.rentg,- or
The traditional nuclear fari con,ts- of tn
mint- - freat-gr a ents
!Tama grandparents
fa - father
'na mother
n'do - siblinz
nlkoto -elder
Note: "Ntdo" (mall arri "nlkoto" (elder orhj, g are added to the
apnropr-iate term to 'ndicate 7,-ofarigee (hrothers, sisters,
Also T.'keo" (male aso" (female) ar used cto distinguish the
sexes- F:or.. example: lkoto keo 6lder brother); "nTdo mune"
7ro,inger sister .
The family incilzdes

binki father's /sister-
nanding - mother I s - sister
barinr7 - meth er s brothe'r
(note: father 1 rother is called
"small father" farding)
ma!maringo - grardphild
baringndinK brother's or sister's child
barimmuso . mother's brother's wife
keo husband
.muso wife
bitang in-law
Peonle often say "Ile are one father and. cfc!, ther" to ii1cate
they are,real brother's in the westepn sens0. "1-!Tba", "fa", and"ralf
are used in,addressinc: elders of the. sane o7,e. as onb'S narents. "?a"
Crorci the w811d. "papa", is commrly used now because of wes:tern
One (hardly call.s elders b;',- their dames; 'e.g. "m'fa". "na", or "fr,- are
always used before the names, i.e. "ila 7atou" or "Fa Ke'r'a"

52.
liomodou "oh T min7 to le?

rob: -itata m!radirr 7a ''et.er lo'E ming
tbmodeu: Al mu T mune ti? T kotoma le
Bob: nlga lonr 4arr e. !:Itrri le mu =
omodou: Ali thulunr ta le 'rake

Bob: T to fara ni I doko rVlllmg ta bake
oriodo flltolu lb denr ta cia n1nr faa la
Boh: Alto druni-,
-7:omodou: Alto mu'Distaa le ti-
Bob: Alna ta le nunr
Nomodou: Alkg hi fango a bi na jan ne
riU
,271
A:
tata nun mi- kunune)

u
-meone in the,class)
tata nunr ming., (without a na e but talking
to sotheone)
OB!ATION
ta tata nung
di yamo diamu ta nunr
domo dotho rang
ming ming ne nung
kaan karang ta
soto soto le.nung
For the pas ease alwa7s add "ta" "ta le", "rin u" to verb.
Nltata nung Banjul kunung
at
ali

53.
F4rst dc srb.ttition drill e.p . la, lb

.7-en tran-,forrntior.-drill e.p. la to lb
re I je le n'mg lb Tte T je le nrnr

rca je le n= ate nca 4P le nunP
1-7e Ti-je le r.71n7 altoir nra 11 je le
re-e je Ttolu nre je le romr
2a T je la le 2b Ite r'he T je la le
!'-ne a je !a le alte rObe a je la le
je la le a'tolu mlbe all je la le
:m'be ali :- la Itolr ri'be Ti Ic la le
3a '.oft ta le 3b Mc, mthi ta le

I bi ta le *Ite T bi ta le
a'bi ta le ate, albi ta le
ta le NItolu an'bi ta le_
all bi ta le ali bi ta lc
-
=L121L=_w,
TTC
1. "eae'cer: ninr Ilrmodon ta ta nrnc Panjrl le

7+7-dent: 740'7 rirr Momodor be ta la Parjul le ('-'ona
m.. nir q. ta ta nrrr Prnsanr, ne
"1-4b nirr rbr4ma be (bi) ta: ThnsarF ne.Sona
-7: :ir7ob !liar remodor 7e benaclAn6 le demo r-nr
Yomolor be benacno le domo TA Finir-
v-r7c ch ri1r -rcr!o.:-ta t vn- aer Corn7 Office 1 p
70'n ril7 rodo, be ta Peace ncirn, O1 f4ce le sena
,1741..4 tn
dt'arrela
domoro la
ri.nr la
..ararP.o la

511
t4i
te H ta
ite bi
e bi ta
a nttn),7 bi f.a
4 ali bj ta
itol,7 hi ta
le mu
le mu
or,7_aa le m0
2. doko le ?
rikoto
Te? a 1 a le? c. affaama le?

arbaa le? aibaama le?
7-1-,-koto rza le? a,koto le? afkote ma le?'
oko7a le? aldoko le? aldooma le?
r,arin-ma le? afbarinrma le? afbaring le?
bitalr.ma le? albitanEma le? alhitanr7 le?'

en "keo" and "muso"
ama us9
mare keo
doko keo
,doko rquiso
bAtanf7 muso
bitang keo
rh ta ta nimg rainz to le kunrr

eter mu P&p teri le ti?
mu Bob irtgrila le ti?
ba -ingo
terima
Tiob ninr: Peter mu1nru7 ta le?
9ob ninfr Peter trr11-1r 2. ta le?
7'17stafa ros noirodou dokona le ti?
Ye haa soto?
7, ba:a le?
8. Ye rrrSo soto?
9. Ye bitango soto?
10. Ite rrl.sl: keo le ti 10 ml1F0
r-,-17 TSP.
P f,amily tree of t'ne e7tersied family s-stern irr'Ara

maternal are raterral lines, Jsr Gambian nnmes.

'2nere are two main seasons in The Gambia. The rainy season sts
'rpm June to September. Tnis is the farmlng season. The drv sea:7
is often called "the rest season" for farmers.
o
1,anainka (lunar) mcnths of the year are hardiy used by people in the
urban area because civil servants are paid by the English months, and
most people are more interested in the end of the month than the
annearance of the moon flevertneless, andinka months are used to
determine religious holidays.
In Mandinka, "Tilibo" (east "Till (west) are common directions

used by everyone. "Tilibo" is facing the "ka-aba" in Mecca, and
is the opposite Airection. The other two directions depend
on the location of the individual. If the river is in the north you
say "baa-na fango" (river) forms-Jai. Then you say "saloum" opposite
for south. Landmarks are often used to indicate directions.
0
The groundnut is Gambia's cruel' cash crop. The growing season begins
in May when farmers clear their'-farms. Then in June, when the first
rains come, the farmers sow their seed. The rest of the rainy season
is spent weedilig. In early October, farmers begin harvesting. They
thrash, winnow and bag their groundnuts in preparation for the trade
-eason which begins arourd December. The trade season is the busiest
ime in The Gambia. There ds always a lot of buying and selling be-
tween farmers and traders. Some of the groundnut crop is exnorted to
EUrope. Some oil is extracted for local conskimption and some for export,
Dialoaue
Bob: ' Way te te kando- (kandia!)

Mom ou: Kando (kandia) tambi ta
Bob: Nga mira sangio be na le bi
Eomodou: Nnlbe kari juma 1e kono?
Bob: June-karo (mandingka kango to
Samaa futa ta nang
Momodou: Kando ye a yitandi le
Bob: fling sangio keta suma ya si ke
Lomodou: Ha, ning sangio nata sumaya si ke
Bob: Alhamdulilah
Drills
SUBBTIT ION
1. Wa2 e te ka

te
o keta
tfLobot.a.
,o boita
sinango keta
ket
a mira Sangio bi na le bi
sumava be ke la le
tilo be bo la le
fortvo be boi la le
d1c2
oUla be_fanu la le
Sargio be ke la le bi -lb. Sangio be kela le soma

Sumaya be ke la le bi Sumaya be kela le soma
Sumaya be boi la le bi Sumaya be boi la le soma
Fo-vo be boi la le bi Forgo be boila le soma
2a. Sumaya si ke 2b. Sumaya te ke la

Kandla si ke Kandla te ke la
Dibo si dung Dibo te dungna
Fonyo si boi Fpnyo te boi la
Dula be fanu la le Atte fanu la
TFACH
The d ays of the week:

-
4enengo
Talato
Arabo
Aramiso
Arajumo
Sibito
Dimuso
D: EXPANSION
Kandia si ke bi
'41a7 t.t.12
iay te te kandia si ke bi
Bake
Way te te kandia si ice bake bi
NIko
Way te te, nlko kandia si ke bake bi
60
-
-1° TZ/ 211

-eTuas
oc3TTL
OCT
von-1
o-p:FET; oq
omnoraa 0.1
sin.uo-i Jo.
7_ oguoLloY, vqrcuav 0210u0N
oqucray
ruy Tq ns On%
=i7-= ruv Tq ns 0 ou vT 9 oT
rav. Tq as on:i 'Du uT oVuucuura
G=i q0;i o
ow:.;
=, $1,47
,70.1 VG= 0-reN OT VI

03ITISIL 0
o-47`c
To-1176 ns ardi
UflS oze>1
V=7:7
>TM-
T9,

TTmrrr'T
karo be suata la le
karo be sum:7a la le
Einn karo be kandi la le
r,kari karo be kandi la le
rkaro be kandi la le
crkaro be kandi la le
YinFkaro fo.114.0 be boi la le
irw karo d_ibo si
fIO
Yandia ke ta?
he,kandia rjr
San70 be kelá bi?
Ya mira?
5. EmTbe sama le ko o?
.Sangio ke ta bi?
7. 1,311!,ta kari .1771-na?
8. .rmerica kandi ta?
9. sangio keta, alsi ?
JO. Neno si ke?
917,ATIOYS
1. Direct a blind man.to a soecifi- place Fiving direct,ion,

nlace, otO.'
0
Talk about the weather u river during -e- season in
a r7rol!ri discussion;
62

60.
ctr;!
Trtr,,dc,J.07-
Tr !laic :I) 1- 0 _ ;1°

are also .
-'er1e 4-"-nctinr7-7.
dnp- --pvp.tn h rich to 'rave a ra_ SalarJ es for raids ran7e
fro:- 0 0 d er -w.rt nf
jt an-carance, and attit-le to..lards t.
rcervart s It lih. a'ri1it7,- to sneal,:: Yardinka

1.r) 5 r7 aier All arranpements finar. transactions
cone vb= Tir areli no written ocets
Salanalekum?
17 Faaam
ae?
tacelo koto. eto
tir.tce: von
hi nIla fita -e &no taM.
Taton: 7-7 derr MY mene tJ?
"Ina norinroll le rwl.
-e na kaira!eoro
F7t7!77.-+Tir.,Tr7,`
,.arans,7o le?
?a-rno
170-
a mato (m_ac ho )
aro
tabelo kotp
santo
dAla si na)
koma
l'oto
dema
-717TON
oe ahi10 koto
A 'be 1 a ran.77o koto
.63
61 .
larara
eira
rr..e sirara koma
Alb korry.
Alb o Immo
aasino kono
.agasino
almoro nat
Ar-e almoro
Aroa sirango da la
C:
-e tabulo karg A'be tabula to

Albe larango santo Atnelarango to
roe sitarookarg Albe sirango to
Aroe saalo koro Albe saalo to
Aloe cabineto kono Albe cabineto to
perongo kono Albe perongo to
A"-e tabulo kara

719ro da
Aroe tabula karg almoro da la,
saa lo to
A'be tabulo kan7 ro 'cla la saa lo to
7? ' PC ON
fItara b.
tabiro altabi
koora (kuro) a'koo alku)
lafar atla fa
nene (nenero alnene
rasiro a'pasi
1
a kandi ing di
altala
TT ION
koo nye
-asi
fuda
-7-7
tilangdi

'Ico/nasi
Ii Roo n7e veil IDas'_ nye
Teacber: Kobro
Tabi/ta la
Urro tabi bi
ben&r:ino
n-fl.rkatango
f_oada
churo
simiso ku nye
kawasolu
kurrto
doroào
samatolu
nafo
. I-le? (Nife le
2. .......... le? aaybody the trainoes know
3. T 7a Chu tabo no?
4. lye ....... tabs) no? (American dish)
5. Ila ny-in7 dongdiyo seniya ta?
6. 11a nyinz kurrto be noring ne?
7. I 7e kuro no?
8.. I 7e.mbindano soto le?.
9. - 7e mbindino soto le?
70. fr,ec le mu fo muso?
Trainees instruct one another as maids to cook an Anerican dish;

to do the laund and/or other domestic work.

63
TAN
Very observant elders can often tell if someone home training -
in this culture by his physical comportment.
With elders, one is sup osed to sit or stand straight with hands con-
trolled; in other words no fluttering handt or putting hands n
podkets. Also, legs mu t not be placed high on a table, bed,'or
chair.
It is a superstition among Mandinkas that one must not raise his/her

legs-when lYing down. This will'cause an individual to die in a for-
eign land.
Dialogbe
Baboucarr: .Bob, I ka mune r-ong1<oto jang?

Bob: N'be taxi le batu la. bi ta Pea'.:e Corps Office le
Babobcar Peace CNI0S Office be ming to le?
Bob: Alba Leman Street', Lawyer.Saho nyolu la suo dala
Bob ning Baboucarr be post office to
Babou_ Mlbi na je le ka na.I jube

Bob: Silo tiling foo baAdala Orange Street I si laa I built
baa kang, a'tiling Orange Street ka ta Leman Stieet
laa I bulu baa kang. Ni I ngoging ta dorong, ate le
mu mu bung jang koyo ti I mara la
Baboucarr: WO bete ya ta mlbi na le ning alah song ta
Bob: I kana nil de
Baboucarr: N'te fili la
Drills.
A: SDBSTITUTIO
Bob I ka mune io_r_Igkoto jang?

sie
lo (long long)
laa
114-
sembe
nyoi

L1ka taxi lc batu
atka
nnlka
all ka
Feace Coroc Office ne o le?

rra Ferrv
Garaso
American Rubasny
Starard Bark
a=E2
B. 'NA' FORTIATION
Peace. Corps Off -e be ming to'le": b. Ming to le= Peace Corps Office ti?
Barra' Ferry Barra Rerry
Garaso .Garaep
American &nbassy nerican albassy
Standard Bank Standard Bank
-PWD
Marasco Maraseo
-SUBSTITUTION
1. Baa da
ryogirle'
alnoma
ta
tki
mara la
bulu baa
,nyato;
komo
santo
dumo
D: TRANSTrsORMATION
a, ngogi b. ngogino
,tambo
noma- nomo-
tiling tiling
67_

.65.
-tata'-
-;ambi ta
naLs
-s nom4 ;ta-
TT.A.t
a hana ta b. Nfti, ta la
kana tambi 'Nfte tabj la
kana ngoging NIte ngoging na
'Kara na" Nite na la
kana a'til: nite al tiling
TON u
A:ibe 1,..an Street

n'bedi_kungo-it6'
Albe Ver,an Street 1 kungo to
'74a Di -
Albe Die Leman. et bedi kungo to
_
Afbe, Half Die L treet bedi kungo.to'
l'EACH the parts of te bc4y :
Bulo
Zulo
Bobango
Nungo
Nya
Db
Kungo
I- QUEMOzZ
.ka mune 1770- :0 -?
2. I ka mune la?
3. 1 bi.lala ming?
63

oto!
'ea mune
F-eace 'Corns La' ice u0.
- 6 .Ga_reso be :ming to?
ce ta 7Linz ?
bi na Le?
baa
mara le?.
44. 'Oe 'diya ta A.16h Ste ?
students eacil orar like a musiim .oniy stating the

-_ca1 positions instezd of reading verses'frorn. the Quran,
..

,
_UE TAM_
Introd -tion
fn the past, clothing.typical of The Gambia was the "kulembe and

ih4"simbong". Both men and womeri wore the "kulembeng" which -as a
two-strip type of'skirt about knee length. 'Cne strip covered
front and the other the back. On the sides were sbort stripS,
cuarter of each of the long ones in front ard behind. "Simhorg" 411
worn by men today, is a type of troosers just like a pair of sho
but bigger, and is usually knee length.
Arabs brought the Islamic religion whidh reuired long dress for hoth
men and women. The men had "kaftans" (long half-gowns), and women
Had something similar to the dress-;of the Faizabethan era. Tiders,
however, still retain this style, having marde only a few changes. For
head dress, the elderly and mdddle-aged yomen used "kala" and "puff".
The "puff" looked very mudh like the present day afro, but was 7Pde
of wool. "Kal.R." is still used by some Catholic elderly women when
they have important occasions to celebrate.
As late as the mdd-fifties, youths still wore 'Kulemteng" eloer

used "simbong" and frocks and gowns (waramba) Old "simbongs" wer6'
used when working on the farm. Up to date farmers, esp-ecially in the
Mandinka areas, sttll have simbongs for working on the farm.
European influence brOught aboutuchanges in the traditional dress.

This influence was first noticed on the educated Gambians. ToodAY
many'Gambians wear European dress such as shortsi skirts a. pants.
During the last two decades, fashions in dress have undergone a lot of
changes, especially on the side of women and youths. For conventional
dress, men put on a suit (coat, trousers, shirt, tie, etc.). The
Mandinka women still retain their pride in putting on big gowns on
important occasions. For teenagegirls al* young women, tl-ere are
blouses and skirts, mini-', maxi-, and micro-mini skirts, hot pants,
"get down", and patches that are presently in fashion. Bo:Ft have
shorts, pants, "tip" (pantt with 'bell bottoms), iT;et doWn and also
patches.
For every occasion, there is a particular t7ne of aress. In 0_1 Musli=

functions, the gown is very popular, especially the white ones. The
dress for one going to a funeral service is different from that of a
wedding only by the additional strip of cloth hupg on the shoulder or
on the head, and the socr6wful facial expression in the case of a
mourning, are either in corm-
funeral. Widows, during the period of
plete white or complete black with a head-tie, frock and payne.
70

Those who are just from circumcision also have their ionl special dress
which they nut on for'about two weeks.
qialague
Bob ning AO= ou: Salamalekum?

Karral la: Malekum salaam
Momodou: Is:ga karra lo le soto
ral la: Juma? Ite le mu bang for tubabo
odou: Ate le mu
Xarral la: I-la fitd mune kara la? : Ite la
chubo'(karabulo) ny-i na ta
b: Baa ke-
Karra la: I be arkara la mune ti?
Bob: SiMiSO
Karral la: Yoo - I si arkama sining wvra ro
Bob: Jelu le mu?
Karralla: nani clorong
Bob: Artala
Haral la: Ite fana Boh; yoo
Drills
A: 5UB3TITtYIION
Nrta ta karra lo le la
ta ta
Arta ta
Mgrta ta
Ali ta ta
Iirta ta
Ite le' fo nying tubabo

Ate
---
Nte
Iitolu
Atolu
liomodou
N'la fita"ye sirn4so le kara

Ic rto
dor iko
nafo
filazit2
robo
dogeo
warambo
foroko

I si a,ka ma. sng (soma) wuraro
somamia '(seilo)
jlja
-tilibulo (tilinkungte)
alansapo
fitiro
7 mSvORMTION
.z.,-.....t....---,---.
,a. alnYinya ta b. afmang,

almUlung ja-Auta almang mu4Ing 1-',a
alsita -almang sii
aluare ta alytang pare
arsutuya 4-- armangsutuya
a'Jaflga va ta aimang janga ya
aldoya ta almang doya
aldete,ta almang doya
EXPAN5TON
lac/hubo (karabulo t a
Ite/d.ung Ilia chubo nyi nya

-t
ko ite dung Ilia chubo nyi nya a

_Aake
Tko ite dung I la chubo nyi nya ta baake
sta3TIT TON
Afl! ite fanang

at
aaLtal:Imaaa
gslaJAmaa
Nlte fana-LE
La19.11.-IDLAGE
wing fanAna
kNSFORMATION
,
us.
a. Ite daal Ite fanarg

Ate daal Ate fanarg
Nnitolu daal Nnitolu fanang
Itolu daal Itolu fanang
Nte dna. Nte fanang
Fatou daal 747atou fahang
72

'ita =me kara
nyi rk7a ta? hatelier the traip has
Itio iir dpaiako mu jelu le ti?
'tye simisi-jelu le sot,o ?
k-urrti jelu le soto?--
Fro le be Ilia? (teacii "feto")
7. -bi na a lak&ma sining (soma
-uma le ta mu le tamti samiso ti?
9. Its le mu fo a;te?
Juria?
are-li-ith a' aildr or uress in the get language to

'a dress :made.

There are a lot of mnsical instrinents whic, arc t-pical of Th 7,A71b5.7,
Senegal, some of -which are the 'halam, kora, balafon, riti
'and tame.
The- kora s ,the most known instriinient with which tunes of famo*.
sonffs are nlayed lncl c1r the National Anthem. This ir
is made of calabash, skins erI strings.
7eonie do not normally dance to kora riusic.
"Sewruba" is Mai_ ingka danctng. There are three drmis are

short and beaten.by men sitting, and are hung on the shoulders the _
chief drummer:aho alwa7s has a whist1e. This is dne way one can tell
the:difference between Wollof and Yandinzka dr=inj.
andingkas' are Some o= the best eirTers if not tne baet in Th_e ambia _
zo the7 dance well to"the rirthm of the d rino on their feet. u,

ro.r rr c1 out while dancing like the wings of a bird piidinc* in the
air.' 'lancing to the rIv.h_m 'begins with the feet ane. tra..nsfers to the
rirs towan's the end of the dance. Dancing is done in tcrns. 4-4.1=
-nonle dfolco in twos As a sign of friendship or relattonshi.
la fi ta sibi te sto la
la ri ta-Sibi tO 'sflto la
'to bna ja. fi ta. MO bee la ft ta,
Tin bee' la fi ta, mo bee la- fiAa
Fo bee la fi ta sioi to suto la

he la fita sibi to suto la
London .Aani tr,

London ani ta
Jana jube, :lane jube
d imba . d imba
diyih dioba
A !dung nItolu nem-. r,io

Tnte 1.-ana
Yomodol!: Dine mu
" -1;yinata vto suno:kuto miniz ka na jang wa lati
1:omodou: Juma. ,Sunjkutu koyo le mu
20b:- Fang' fang.- Ate lemu
lomodou: At6 mu Isatou Wie le ti
766: I sinyo lc mu .
Yomodou: Ha de nisinyo le mu
T,ob nin 1,:omodo'u ye,nyo jube.
Dri122
A: St_TITUTION.
Tnteh fana
Ateh
Intelu
Atelu
Itolu
Int& d
Iteh
Ateh
Tntelu
Atelu
FUN
nata a to la Ngaa to lon ne
I nyinata a to la Yaa to lon ne
A ririnata a to la A yaa to lon ne
rinata a to la Rgaa to lon.ne
1.1i nyinata a to la Ali yaa to lon ne
I nyinata a to la Yaa to lon'ne

.;e.a
O MU oss.w 90 . le mu nito ti
AO mu ISatou,le ti Isatou le mu ito ti
Ato mu'l=omodon le ti Nomodo u. le mu ato ti
Tto riingMomcdoii 0...... ning ornodou le Mu
ti ito ti
to muo=dou tiomodou nin Bob rut ali
ti to ti
omdou Bob 1`..omadou ning .Bob mu ito
le ti to ti
1st person possessive ronoun

2nd nerson singular
Derson 11
1st person pos es

Ali la -rd rerson 11
htolu)
= .
person 11
F: SUBSTITtJ
to ion Pe
Yaa to ion ne
yaa kontor4o lon ne
kontonr,o lon ne
suo lop ne
suo lon ne
suo lon ne
7tolu yaa sup long
Bob y o ion pe
.2. Tnte nsircro le mu
Tteh
1,te'n

71L.
riso le
t`ne sudents to construct sentences us t his table,
Lnteh 3_1117c1 le mu
Iteh ita sinyo le mu .
Ate ala sinyo le mu
arftelu na sinyo le mu
Atelu ali la sinyo le mu
Itolu Vit:olu la inyo le mu
-nu Dodou Sanyang le ti. 1oxnodou fama

-neng lungo le ti
',.(ati-ra le kt=ata?
T1an worowula .straanda le ku7.2ata .
Dcdou le?
ILfa DOdoli
Abe ku oia
Ake ala fengolu le d
Lalan worowula tambi ta minitii tang ning lulu
fa Dodou be. dosamola
A be ta do kuo la
Ta seiniritala le k ta
Abe okuola ala doku du la to
Talarz saba le _ta
1fa be sai la
Abe kontongo la
.Abe fonyo kang'
Talang lulu le kuata
Abe s,lo la
Lialary: sei le kumata
Abe siman7 na
Talar tam: ninz to le ktmata
ilfa Dodou be sino la
77

-UB3TITUTION
1. Bi mu teneng lungo le
talata
arabo
aramesa
arjuma
sibiti
alahad-i
e kumata
\sita
DOUBLE SUBST_ITUTION
Talang wordwula samanda

Talang saba somanda
Talang saba suto
suto
Talang kononto woraro
TalUg_tamg,woraro
Talang tang tilibulo
T
SUKTITUTION
Nfa Dodoufkuni a
Xontong
simarg-
dalAM4
futa
ta
'b 1:uo la? Abe kuo la

Abe dokuo lal Abe dokuo la
Abe fonyo la? , Abe fonyo la
Abe simango la? Abe simango la
Abe domorola? Abe domorbla
Abe sino la? Abe sino 1 a

TaJang kiline kumata Talang kUin taibi 'La
Talang fula kumata Talang.fula tambi ta
Thlang. lulu kumata Talang lulu tambi ta
Talang tang krmata-.4 Talang tang tambi ta
Eontongo sita Kontongo-tambi ta
simango sita Simango,tambi ta
Dasamo sita Dasamo te.bi ta
kiX1M1ON
Talang-kiling kUmata
Ningto
Talarr kiliag ning to kuinata
be kontoncola
kJin ning to kumata Burs- be konto- o la
;P_T-IATIO
Burama be kontongo la Abe kontongo la

Burama be simango la Abe simango
Burama be dasamo la Abe dasano la
Burama be fonyo kang Abe fon:to -
Burama be gi la Abe gi la
Burama be ku la- Abe ku la
0:
Eune mu?..
2,
3, ;!ko gunemu?
Yaá to ion ne?.
5. A tondiZ
6. Ate le mu?
7. 'Tla sivo le nu?
8, ne mu I. someone ass)
9. wing pc raiii,Burama ti?
10. :Jati juma le ti?
11. Somanda fo woraro?
12. ta?
I kuni ta?
forwo ding ta?
kontong ta?
79

Peace Corps Basic Mandinka Course With Cultural Notes

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Peace Corps Basic Mandinka Course With Cultural Notes

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A Basic Mandinka Course

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ti_ailtie to the Dialoue.

;an na buko ÷2÷3 )

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It is better to encourage your students rather th n discourage

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During the.precise explanation there should be some repetition

- repetition of the whole rhrase

Having had enough repetitions\the students now,should be able

logue before going on to the next one,

At this e, the stUdents should know a reasonable nizaber Of word,s,

Intel). min na buko-jeh Teacher "Iteh"

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Irteh man na buko jeh. Teacher: "Iteh"

Teach : I ye bung° fita le

Naa! Teacher: "Nka"

Gestures should be used thro -_aut the drill because

These are imnrovised situations during which the students create

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Sho-..! the movement of the tong:ue in makin,g this nartioular17

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Ldhguae.ts an integral nart of a culture. It is often attempted to

For exa=ple, a typical cultural situation WouLd be enacted by

Feld Trips (§orties):

, Sorties vary from: the initial discovery of a new milieu working as

Culture shock, feeling lost-, no familiar cues - these are

exnressions usua;17 associated with being in .0. foreign countr7

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Workingwith your staff, decide s a group on some of the

'Put these thi. ns or services in a list acco ing to your

Using local transport, or walking if possible, in the.company

- 4. Brieng back as much of the following information as possible:

h. how to get there - IOC-LEI:in; transportation

Observe and describe the People you see and Meet:

a. ,can you identify the personts fun tion. based on his

6. Comment on greetings you observ they the shme or

Make a list of the new words and expressions, you heard or

The following is-a typical list of thirge or services prepared

Sortie no. Transportation how to get Ps

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9. Clothes, shoes, .etc.

Items that could be found in the.i

This resulted'in a ie to:

Other items were covered in a subsequent sortie.

III. Critical inciden

:These are cultural experiences from a volunteer,s point of view

1. I had a teacher who was pa.t,icularly resistant to science as

2. Upon my arrival at my job as a teacher, I found a dilapidated

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I was on my va to a new village. Every time I woula come

this the right road? nd they would always say yes. I

didnTt I t'ne rizht directions?

This is a brain-storming of a goal, sta ing c- al force

FORCE FIELD AVALYSIS

are the factors _nat can help,or hinder me in achieving

want to be fully accePted village' as a nativ Gambian"

orces fOr: Forces au.tinst: