10:00 AM GMT: This morning I had my first official Hausa lesson here in Nigeria. I met my lovely malama (teacher) Safratu at the Cathedral school in Jimeta which is the target academy for our project. Conveniently, she lives just 5 minutes behind the campus.
My quick synopsis of the differentiators in learning Hausa as compared to learning romantic languages:
-The roots of the language are a mixture of both West African Tribal languages and Arabic
-The grammer, declension, and tenses are fairly straightforward, making the language seem relatively easy to learn (at first).
-Many concepts are expressed with multi-word combinations derived from colloquialisms. So, a mushroom, for instance, is commonly referred to as "Lemar Kwado". This translates directly to "Frog's Umbrella."
- The most difficult aspect - many words have completely different or conflicting meanings depending upon the context in which they are used. This reminds me of Tonal languages like Thai or Cantonese, given that Westerners aren't used to attributing tones with altered word definitions. Here though, there isn't even a tonal difference to pick up on. For instance, "kwado" can mean either "frog" or "padlock," only the context of the sentence(s) surrounding the word dictates which is being used to the listener. This gets much more difficult with short words like "ya" which have 4 or 5 different meanings, and often represent the introductory sound in many other words as well...
Thankfully, I've received a small amount of tutoring in the US, and I've been working to converse with the locals for a week or so now, so I have a tiny frame of reference built up in which to integrate my "wrote" learning.
2:00 PM GMT: In the early afternoon met with Chairman (of the Jimeta Academy School Board) Kadala. Mr. Kadala is a recently retired Civil Servant (he was an educationalist) who has recently accepted the role of "Project Coordinator" for our laptop initiative. He will be the project's main point of contact here in Yola. He already possesses 3 out of 4 of the necessary qualifications for successfully championing a project of this nature.
1) An understanding of the regular operations of schools as institutions
2) Sufficient free time in his schedule to devote to the project
3) The authority to reprioritize the schedules of other people involved (The school Principal, Teachers, Members of the LCCN Church who have electrical, IT, and Mechanical skills, etc.)
However, he is lacking in a critical 4th. He is baffled by computers, which will make him very difficult to contact from both Denmark and the US. If this project is to be successful, we need to be in nearly daily contact from continents away, and the telephone is too expensive, unreliable, and insuffient for the transmission of documents of any kind.
This afternoon, I gave Mr. Kadala his first lesson in the basic use of a computer. He can now manage multiple windows, find and open internet explorer, navigate to his yahoo email account, open emails, identify spam, and download attachments. Not bad for 2.5 hours with no experience or typing skills! By the end of the meeting he was excited by his progress and thanked me for helping him to conquer his fear of the machine. More specifically, he found in his previous short lived attempts that the computer offered an overwhelming amount of information. Understanding some of the basic organizational concepts helped him to put the information in it's place.
My lessons will continue tomorrow afternoon, Chairman Kadala's Saturday morning.
Bhatura ina son a koyo Hausa, Don Chairman son a koyo Na'ura mai kwakaluwa
(This white man wants to learn Hausa, Respected Chairman wants to learn Machine with Brain)