Yoruba Alphabet List Phoneme Orthography IPA Orthography English a a àgā aga chair

Yoruba Alphabet List Phoneme Orthography IPA Orthography English a a àgā aga chair ã ã, a īkã ̄ ikã, ika termite b b bàbá baba father d d d ì di to plait dʲ dy dʲ ī dyi steal d͡ʒ j d͡ʒɛ̀ jẹ eat e e sè se cook ɛ ẹ, e̠ ɛ̄dʲɛ̄ ẹdyẹ blood f f fɔ̀ fọ wash g g gɛ̄ gẹ to cut g͡b gb g͡bálɛ̀ gbalẹ to sweep i i īlé ile house ĩ ĩ, i ɛ̄j̃ ĩ ̄ ẹyĩ, ẹyi egg k k kà ka to read k͡p p k͡pák͡pá papa field l l lá la make

Yoruba Alphabet List Phoneme Orthography IPA Orthography English m m mũ ̄ mu to drink n, n̩ n ɔ̀nɔ̀ ọnọ road o o òd͡ʒò ojo rain ɔ ọ, o̠ ɔ̀mɔ̀ ọmọ child ɔ̃ ọ̃, õ̠, ọ, o̠ ɛ̄fɔ̃ ̄ ẹfọ̃, ẹfọ mosquito r r rɔ̀ rọ to fall s s sálò salo run ʃ ṣ, sh ʃìré ṣire, shire to play t t tà ta to sell u u fū fu give ũ ũ, u mũ ̄ mu to drink w w ɔ̄wɔ́ ọwọ hand j y ījò iyo salt Since nasal and oral vowels are all phonemes, they can be marked differently such as a, ã, i, ĩ, o, õ, u, ũ. However, since nasal vowels are not common, it may be possible to under-differentiate them and mark them the same as oral vowels without difficulty for readers. This may be the better choice, especially if tone needs to be marked with diacritics above the vowels.

Alphabet Symbol Choices Review What is the most important factor when choosing alphabet symbols?

Alphabet Symbol Choices Review What is the most important factor when choosing alphabet symbols? Acceptabilityː The orthography must be acceptable to the people who are going to use it; otherwise, they will not likely use it.

How does phonology help literacy development? Phonology shows us which sounds in a language need alphabet symbols, and which do not. (Steps 1-14) Sometimes sounds change when words or parts of words are joined in various ways. Phonology helps us find the best spelling rules for these difficult situations. (Steps 18-19)

Steps for finding spelling rules when words or morphemes come together (2 of 2) 18. Identify Morphophonological Changes 19. Identify Word Boundary Changes

Exercise 1ː Divide these words up into parts with meaning (even if you can’t label the meaninɡ very well) cats playinɡ kicked walker

Exercise 1ː Divide these words up into parts with meaning (even if you can’t label the meaninɡ very well) cat-s play-inɡ kick-ed walk-er

MORPHEMEː The smallest part of a word with meaning; can be the entire word. cat ‘type of animal’ -s ‘plural’

MUNDARI Sudan RootRoot + ɟa ‘Don’t’ 1. pɪ ‘asked’ pɪɟa ‘Don’t askǃ’ 2. gɔɲ ‘gave’ gɔɲɟa ‘Don’t giveǃ’ 3. ɟɔŋ ‘took’ ɟɔŋga ‘Don’t takeǃ’ 4. kɔn ‘did’ kɔnd̪a ‘Don’t doǃ’ 5. ruk ‘replied’ ruggə ‘Don’t replyǃ’ 6. d̪uc ‘tangled’ duɟɟə ‘Don’t tangleǃ’ 7. mɛt̪ ‘looked’ mɛd̪d̪a ‘Don’t lookǃ’ 8. rɔp ‘paid’ rɔbba ‘Don’t payǃ’

MORPHO-PHONOLOGICAL CHANGE (MORPHO-PHONEMIC CHANGE)ː Sound changes when morphemes come together.

SUFFIXː a morpheme attached to the ends of words. ENGLISH -ed in walked MUNDARI -ɟa in pɪɟa ‘Don’t askǃ’ PREFIXː a morpheme attached to the beginnings of words. ENGLISH im- in improper CAIRO ARABIC il- in ilkursi ‘the chair’

Exercise 2ː Find the morpheme and its allomorphs that makes the change in meaning from column 1 to column 2. Write the morpheme or allomorph separately to the left. CAIRO ARABIC Morpheme/ Column 1Column 2Allomorph 1. kursi ‘chair’ ilkursi ‘the chair’ 2. baːb ‘door’ ilbaːb ‘the door’ ɡeːb ‘pocket’ ilɡeːb ‘the pocket’ dars ‘lesson’ iddars ‘the lesson’ 5. nimra ‘ɡrade’ innimra ‘the ɡrade’ 6. satr ‘line’ issatr ‘the line’

Exercise 2ː Find the morpheme and its allomorphs that makes the change in meaning from column 1 to column 2. Write the morpheme or allomorph separately to the left. Before which phonemes does the sound change and why? CAIRO ARABIC Morpheme/ Column 1Column 2Allomorph 1. kursi ‘chair’ ilkursi ‘the chair’ il- 2. baːb ‘door’ ilbaːb ‘the door’ il- ɡeːb ‘pocket’ ilɡeːb ‘the pocket’ il- dars ‘lesson’ iddars ‘the lesson’ id- 5. nimra ‘ɡrade’ innimra ‘the ɡrade’ in- 6. satr ‘line’ issatr ‘the line’ is-

Complete Assimilation (+ = morpheme break) CAIRO ARABIC OriginalSounds like /l/  /d/ before + d /il-dars/  /iddars/ ‘the lesson’  /n/ before + n /il-nimra/  /innimra/ ‘the grade’  /s/ before + s /il-satr/  /issatr/ ‘the line’ /il-kursi/  /ilkursi/ ‘the book’ The final /l/ assimilates completely to the followinɡ consonant when that consonant is alveolar (as is the /l/)

Morphological Processes Labialisation Palatalisation Voicing Assimilation to the place of articulation Complete assimilation Deletion (Elision) Insertion (Epenthesis) [+ATR] spreading Raising Many of these processes also occur in roots

Voicing and weakening assimilation LUMUN Sudan /k/  [ɣ] in-between vowels  [k] elsewhere OriginalSound In roots /kakɛk/  [kaɣɛk] ‘tree type’ Across morpheme /ɔ-kɪn/ [ɔɣɪn] ‘REF-they’ boundary

Exercise 3ː Find the morpheme that makes the change in meaning from column 1 to column 2. What changes in the verb when the morpheme is added? EJAGHAM Column 1 Column 2 1. aɡɔm 'he fines' aɡɔma 'he always fines' 2. atɛŋ 'he braids’ atɛŋa 'he always braids’ 3. apini 'he tumbles' apina 'he always tumbles' 4. akɔɛ 'he couɡhs’ akɔa 'he always couɡhs'

Exercise 3ː Find the morpheme that makes the change in meaning from column 1 to column 2. What changes in the verb when the morpheme is added? EJAGHAM Column 1Column 2 1. aɡɔm 'he fines' aɡɔma'he always fines' 2. atɛŋ 'he braids’ atɛŋa'he always braids’ 3. apini'he tumbles' apina'he always tumbles' 4. akɔɛ'he couɡhs’ akɔa'he always couɡhs' When the verb ends in a V (vowel), that V is deleted (disappears).

Vowel Deletion (Elision)( = nothinɡ; / = in the environment of) EJAGHAM V  before + V or V  / ___ + V /apini-a/  /apina/‘he always tumbles’ This meansː A final root vowel is deleted before the first vowel of a suffix.

Exercise 4ː Find the morpheme and allomorph that show each noun class. Write the morpheme and allomorph below each column. What environment causes the change to the allomorph? LARU Sudan Noun Class 1Noun Class 3 d̪ɔ̀tɔ̀ ‘CM-lizard’ gɛ̀n ‘CM-mountain’ d̪ᶦd̪ʊ̀ɽɪ̀ ‘CM-stool’ gᶦrɪ́nà ‘CM-rope d̪ᶦmɔ̀ɽà ‘CM-snail’ gᶦɲɛ̀n ‘CM-dog’ d̪ᶦmùd ‘CM-lynx’ gᶦbə̀ɽù ‘CM-cloud’

Exercise 4ː Find the morpheme and allomorph that show each noun class. Write the morpheme and allomorph below each column. What environment causes the change to the allomorph? LARU Sudan Noun Class 1Noun Class 3 (CM = concord marker) d̪ɔ̀tɔ̀ ‘CM-lizard’ gɛ̀n ‘CM-mountain’ d̪ᶦd̪ʊ̀ɽɪ̀ ‘CM-stool’ gᶦrɪ́nà ‘CM-rope d̪ᶦmɔ̀ɽà ‘CM-snail’ gᶦɲɛ̀n ‘CM-dog’ d̪ᶦmùd ‘CM-lynx’ gᶦbə̀ɽù ‘CM-cloud’ d̪- Noun Class 1 morpheme g- Noun Class 3 morpheme d̪ᶦ- Noun Class 1 allomorph gᶦ- Noun Class 3 allomorph d̪-, g- are used before vowels; d̪ᶦ-, gᶦ- are used before consonants.

Vowel Insertion (Epenthesis) LARU  [ᶦ] after C and before + C or  [ᶦ] / C ___ + C / d̪-d̪ʊ̀ɽɪ̀/  / d̪ᶦd̪ʊ̀ɽɪ̀/‘CM-stool’ This meansː The vowel /ᶦ/ is inserted when consonants are joined together through morphology.

Exercise 5ː Find the morpheme and its allomorphs that makes the change in meaning from column 1 to column 2. Underline the morpheme and its allomorph. What environment causes the change to the allomorph? LARU Sudan Column 1Column 2 /ɪ/ d̪ᶦlɪ̀ŋɪ̀d̪ ‘insect’ d̪ᶦlɪ̀ŋɪ̀d̪álʊ̀ ‘on insect’ /ɛ/ d̪ᶦɽɛ̀bɛ̀n ‘stone’ d̪ᶦɽɛ̀bɛ̀nálʊ̀ ‘on stone’ /a/ d̪áⁿd̪áŋ ‘lizard’ d̪áⁿd̪áŋálʊ̀ ‘on lizard’ /ɔ/ d̪ɔ́gɔ́r ‘tree t.’ d̪ɔ́gɔ́rálʊ̀ ‘on tree t.’ /ʊ/ d̪ʊ́rtʊ́n ‘tablet’ d̪ʊ́rtʊ́nálʊ̀ ‘on tablet’ /i/ gìd̪ìn ‘chicken house’ gìd̪ìnə́lù ‘on chicken house’ /ə/ d̪ə́ⁿd̪ə́ŋ ‘knife’ d̪ə́ⁿd̪ə́ŋə́lù ‘on knife’ /u/ gùgùn ‘hare house’ gùgùnə́lù ‘on hare house’

[+ATR] Rightward Spreading LARU V  [+ATR] after V[+ATR] + or V  [+ATR] / V[+ATR] + ____ /gìd̪ìn-álʊ̀/  /gìd̪ìnə́lù/‘on chicken house’ This meansː [+ATR] quality spreads from the vowels of roots to the vowels of suffixes

Exercise 6ː Find the morpheme that makes the change in meaning from column 1 to column 2. What changes in the verb when the morpheme is added? Write the changes on the right. LARU Sudan Vowel Column 1Column 2Change /ɪ/ d̪àgɽɪ́ ‘to chew’ d̪ə̀gɽìd̪í ‘Chewǃ’ /ɛ/ d̪ɛ̀dɛ́ ‘to cut’ d̪ìd̪ì ‘Cutǃ’ /a/ ŋáŋá ‘to rub’ ŋə̀ŋə̀d̪í ‘Rubǃ’ /ɔ/ rɔ́ ‘to grind’ rùd̪í ‘Grindǃ’ /ʊ/ rʊ́ ‘to be changed’ rùd̪í ‘Be changedǃ’ /i/ pí ‘to beat’ pìd̪í ‘Beatǃ’ /ə/ pə́ ‘to nail’ pə̀d̪í ‘Nailǃ’ /u/ d̪rú ‘to sip’ d̪rùd̪í ‘Sipǃ’

Exercise 6ː Find the morpheme that makes the change in meaning from column 1 to column 2. What changes in the verb when the morpheme is added? Write the changes on the right. LARU Sudan Vowel Column 1Column 2Change /ɪ/ d̪àgɽɪ́ ‘to chew’ d̪ə̀gɽìd̪í ‘Chewǃ’ ɪ  i /ɛ/ d̪ɛ̀dɛ́ ‘to cut’ d̪ìd̪í ‘Cutǃ’ ɛ  i /a/ ŋáŋá ‘to rub’ ŋə̀ŋə̀d̪í ‘Rubǃ’ a  ə /ɔ/ rɔ́ ‘to grind’ rùd̪í ‘Grindǃ’ ɔ  u /ʊ/ rʊ́ ‘to be changed’ rùd̪í ‘Be changedǃ’ ʊ  u /i/ pí ‘to beat’ pìd̪í ‘Beatǃ’ /ə/ pə́ ‘to nail’ pə̀d̪í ‘Nailǃ’ /u/ d̪rú ‘to sip’ d̪rùd̪í ‘Sipǃ’

[+ATR] Leftward Spreading LARU V  [+ATR] before + V[+ATR] or V  [+ATR] / ___ + V[+ATR] / ŋàŋà-d̪í/  / ŋə̀ŋə̀d̪í/‘Rubǃ’ This meansː [+ATR] quality spreads from the vowels of suffixes to the vowels of roots

Vowel Raising (with [+ATR] spreading) LARU /ɛ/, /ɔ/  /i/, /u/ before + V[+ATR] /d̪ɛ̀-d̪í/  /d̪ìd̪í/‘Cutǃ’ /rɔ́-d̪í/  /rùd̪í/‘Grindǃ’ When [+ATR] quality spreads to the vowels /ɛ/, /ɔ/, these vowels are raised to the [+ATR] vowels /i/, /u/. We expect these vowels to become the [+ATR] vowels /e/, /o/, but they don’t because these vowels don’t exist in Laru.

Class Assignmentː • Find all Yoruba verbs with continuous aspect (those with ing in the English translation). What is the morpheme and its allomorphs that give these verbs the continuous meaning? • What environment causes the change to the allomorph? Make a rule in words or symbols for this change. Give one example word for each allomorph change. Reading Assignment A Guide to Phonological Analysis pg 86-88; 146-147

Yoruba Alphabet List Phoneme Orthography IPA Orthography English a a àgā aga chair

Yoruba Alphabet List Phoneme Orthography IPA Orthography English a a àgā aga chair

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