Week Five: Time to Adjust the Schedule

This week, my Kinyarwanda study saw me reviewing numbers and time. In addition, it saw me continuing to study my lessons from last week, pertinently vocabulary relevant to classroom and household objects, clothing, food and drink, as well as animals and body parts. In addition, and in order to enhance the manner in which I discuss my relationship to these terms, I also reviewed the verbs “to want” (gushaka) and “to have” (kugira), as well as colors, demonstrative adjectives, descriptive adjectives, and numbers or counting. 

I try to make time for my language study as frequently as possible, but sometimes I fear the independent nature of my learning allows me to postpone it. Indeed, the demands of my coursework and teaching assistantship are immediate. I need to read this and this by Monday and submit a summary, I need to read this and that by Tuesday and write a discussion post, I need to read this and that by Wednesday and prepare a presentation, and then have to grade my students’ essays by Friday. This is representative of a regular week, but there are occasionally time-consuming incidentals. For example, my mother and brother visited last weekend, and next week, my students will submit an additional assignment that I will have to grade alongside their essays. Of course, this does not serve as an excuse as to why I am not where I want to be in my language-learning, because everyone enrolled in or teaching African 670 and 697 are just as busy, if not busier, than I am, but it does indicate to me that I need to do more than just decide what I am going to learn. I need to decide and outline when I am going to learn it.

Pertinently, I plan to spend the hour after I wake with Kinyarwanda each morning at the very least. My current path represents independent language-study. It is at my own pace and at own time, sure, but it can’t just be studied whenever I have time for it, because I will never have time for it. It is a course; therefore, I need to make time for it like any other that is presently in my schedule. As a final point to this pep talk, during last week’s meeting of 670, I received wonderful advice from Dr. T to keep my language study on track or at least on schedule: create an incentive system to keep myself motivated. She expanded this to insist that it doesn’t have to be as menial as “review my Kinyarwanda flash cards, and receive a piece of chocolate cake.” Instead, it can contribute to maintaining a schedule- rewarding my language study with something I have to do anyway (e.g. not checking my email until I have studied Kinyarwanda, not responding to a call-for-papers until I have constructed a practice conversation). I think this will be effective for me.

Speaking of keeping to a schedule, I have found that developing a practice conversation and recording a video by Wednesday each week is not feasible for me. Instead, I will have to separate my Wednesday blog post from my end-of-the-week recording, due to time constraints. This might work to my advantage, however, as I have scheduled a weekly meeting with my language mentor, A, for Wednesday after class, and this way, we can review the practice conversation before I post it, enabling a little more confidence on my part.

Sorry there isn’t more to report this week. I am still trying to find a rhythm. Fortunately, I think the consistency of meeting with my language mentor will keep me more honest and motivated.

Murakoze kandi murabeho!

Week Four: Learning Independently, Not in Isolation

Last week, my Kinyarwanda study saw me reviewing vocabulary pertinent to classroom and household objects, clothing, food and drink, as well as animals and body parts. In addition, and in order to enhance the manner in which I discuss my relationship to these terms, I also reviewed the verbs “to want” (gushaka) and “to have” (kugira), as well as colors, demonstrative adjectives, and descriptive adjectives. Needless to say, it was a lot to do within the confines of one week, and, accordingly, I fear I may not have done the topics as much as justice as they deserve. Therefore, I hope to continue reviewing this vocabulary and grammar as I continue on with this week’s lesson, but reflecting back on this “change,” I can’t help but think it’s a good thing.

Indeed, I am not learning each lesson in isolation. Ideally, my lessons are composed in such a way that I can build off what I previously learned and apply new vocabulary to existing structures and further complicate existing structures with new ideas. Of course, reading this, it sounds like a more-or-less obvious observation about language study, but historically, at least for me, this has not always been my approach. In classroom language study, I accumulate a sizable vocabulary, but due to my lack of familiarity with structure, I find myself unable to apply my vocabulary purposefully. It’s disjointed, and as I move on to the next topic, it becomes even more so, and, finally, as I move away from language, study this problem is exacerbated. Pertinently, I intend to review what I have learned, because that is effective for me, but I need to be willing and able to think about how this concept applies to that vocabulary term, how that vocabulary term fits into this sentence, and how this sentence can be used in that context. I apologize if this sounds like a reiteration of previous blog posts, but what I really need to teach myself is this:

I am not learning this language to learn it. I am learning this language to use it.

The more I wrap my head around this, the more inspired I am to practice. Pertinently, you will not find a video of me speaking Kinyarwanda attached to this week’s blog. As way of explanation, I was not pleased with the practice discussion I created in light of the situation I described, so I wanted time to enhance it, and as independent language-learning allows me to complete tasks at my own pace, I thought it best not to include a video presently. With that said, however, my individualized study plan is structured in such a way that these videos act as a form of weekly assessment for me, so I still need to complete it, but only when I am comfortable. Necessarily, please anticipate another post including the video sometime within the next week.

Finally, and in this instance I am saving “the best for last,” I contacted the African Association of Madison this week, in order to determine if there is a community of Kinyarwanda speakers in the area, and I was fortunately put into contact with a Rwandan gentleman involved with the organization, A. A has graciously agreed to meet with me on a regular basis, but we are still sorting out the “when” and “where” details. When initially beginning this course, I was skeptical of whether or not I would be able to find Kinyarwanda speakers in the area, but I am delighted to find at least one. Indeed, learning independently does not have to be in isolation, whether that indicates my individual lesson plans or my contact with the community, and that’s reassuring to me. I hope to provide you more news as a relationship with my language partner develops!

Murakoze, kandi murabeho!

Week Three: Becoming Reacquainted with Kinyarwanda

Mwiriwe! (Good Afternoon!/Good Evening!)

We, ninde? (Him, who is he?)

Uyu ni musaza wanjye. Yitwa Matthew (Matayo). Ni umunyeshuri muri Kaminuza ya Jackson, ariko ni umukozi mu isoko. Atuye Manchester, Michigani, ariko akomoka Riverivew, Michigani.

(This is my brother. His name is Matthew. He is a student Jackson College, but he is a worker at the market. He lives in Manchester, Michigan, but he is from Riverview, Michigan.)

We, ninde? (Him, who is he?)

Uyu ni Data. Yitwa David (Dawidi). Ni umufasha muri Worthington Steel Industries. Atuye Riverview, Michigani, ariko akomoka Wyandotte, Michigani. (This is my Dad. His name is David. He is a helper at Worthing Steel Industries. He lives in Riverview, Michigan, but he is from Wyandotte, Michigan.)

We, ninde? (Her, who is she?)

Uriya ni Mama. Yitwa Marcy. Ni umukozi muri Oakwood Hospital. Akomoka kandi atuye Riverview, Michigani. (That is my Mom. Her name is Marcy. She is a worker at Oakwood Hospital. She lives in and is from Riverview, Michigan.)

Bo, ni bande? (Them, who are they?)

Uyu ni sogokuru, n’uriya ni nyogokuru. Bitwa David (Dawidi) na Ella. Batuye Riverview, Michigani, ariko sogokuru akomoka Hiawatha, Kansas, na Nyogokuru akomoka Grundy, Virginia. (This is my Grandpa, and that is my grandma. Their names are David and Ella. They live in Riverview, Michigan, but grandma is from Hiawatha, Kansas, and Grandma is from Grundy, Virginia.)

Last week, my Kinyarwanda-learning witnessed my review of a number of concepts from last summer’s intensive language study, namely different varieties of greetings and partings, introductions, “small talk,” nationalities, and professions. It was reassuring to me that, after only minor review, that much of what I was learning was already there. Granted, I recognize that as the weeks progress, my lessons will inevitably become much more challenging, but I can hope that it- the language- is still there- in my head and my heart (“umutima wanjye”). 

Pertinently, and as a follow up to my last post, my professor, Dr. T, suggested that I research a technique known as “lowering affective filter” and determine its applicability to my own self-guided language study. Unfamiliar to me initially, this hypothesis, created by Stephen Krashen, identifies motivation, self-confidence, and  anxiety as variables that pertain to success in second language acquisition (31). He goes on to state that:

those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have

         a high or strong Affective Filter- even if they understand the message, the input will not reach the part of the brain responsible for  language acquisition, or the language acquisition device. (Krashen 31)

It’s bit of a daunting prospect- my neurosis impacting my language-learning-, but I can see its applicability to my experience in the classroom, and, accordingly, I have identified two primary techniques that not only lend themselves to independent study, but could also assist my own particular style of language-learning:

1.) No Tests: This is a more-or-less obvious omission, but it does not and should not indicate that my course of study will lack some form of assessment. Indeed, I will set goals for myself throughout the semester, and my success will be measured by how well I perform these tasks and the manner in which my lesson plan can be altered, not by how well I test on the material.

2.) No Forced Dialogue: This is a two-part omission. Not only does it indicate that I will not be forced to speak when I am uncomfortable doing so, it also means that I will make a concentrated effort to learn and use speech that I anticipate using in natural conversations. With that said, this does not mean that I will not speak. Instead, it means I will speak on my time about what I would like.

My language-learning process is still developing, and, accordingly, I appreciate this opportunity to reflect and “refine” it all the more.

Murakoze kandi murabeho!

Works Cited

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Hayward: Alemany Press, 1982. Print.

Week Two: Returning to Kinyarwanda

Muraho! (Hello!)

Mwebwe muri bande? (You, who are you?)

Nejejwe nokukubona! (Nice to meet you!)

Nitwa Kathryn (Gatarina). Ndi umunyeshuri w’ikinyarwanda. Niga muri Kaminuza ya Wisconsin- Madison. (I am Kathryn. I am a student of Kinyarwanda. I study at the University of Wisconsin- Madison.)

Amakuru ki? (What's the news?)

Although this is the first diary entry recording my study of Kinyarwanda, it is not where my journey with the language begins. Indeed, I enrolled in an intensive study of Kinyarwanda at Boston University in Summer Semester 2014, and due to the one other student dropping the course, the class resembled an individualized course of study- between only Professor B and me. I performed well in the course, and as I was its lone student, the class was designed to accommodate my pace. I found myself approaching it, however, like I did other language courses beforehand- memorizing information and regurgitating it for an exam-, and though I was successful in all course assessments, I found that this approach created an unnecessary divide between the language I was learning and the language I was using. The course itself, however, remained significant to me as it led to my first trip to Rwanda.

While in country, I was given the opportunity to speak Kinyarwanda, and though I appreciated the chance to practice, I don’t believe I used it as much as I could or should have. My two American companions were comforted by my language-speaking abilities, and our Rwandan companion, D, was amazed at my language skills, going as far to call me a Rwandan. Accordingly, D frequently encouraged me to speak Kinyarwanda, and even though I wanted to show off my newly acquired skills, I often refused to do so in the most indignant manner. I cannot precisely determine the reason why, but the closest I have come is this: 

I was afraid of not speaking Kinyarwanda perfectly.

Indeed, the possibility that I speak incorrectly was such a daunting prospect to me that I declined to speak altogether. No matter where we went, however, no matter how isolated the valley, how sheltered the woods, or somber the memorial site, we were immediately identified with an echoing cry of “umuzungu! umuzungu!” (though grammatically speaking, we were abazungu or, better yet, abazungukazi), Such visibility presented me with countless opportunities to speak. I recall distinctly a scene at Urwibutso Rwa Nyange (Nyange Memorial) where a number of schoolchildren surrounded my group, and I said “muraho” to our curious spectators. The children giggled at my affected greeting, and though D was quick to explain that it was only an American speaking Kinyarwanda that surprised them, I couldn’t help but feel it was my pronunciation. I was embarrassed and grew even more hesitant to speak.

Returning to my alma mater, Michigan State University, to complete my masters degree, I quickly fell out of practice, not only due to coursework demands, but also my inability to confirm that what I was doing, how I was learning, how I was speaking, was, indeed, right. Now enrolled at the University of Wisconsin-Madison, these issues have not resolved themselves. I still have commitments to my coursework, and as an independent learner in African 697: Directed Study of a Less Commonly Taught Language, I still cannot always confirm whether or not my pronunciation is correct, my spelling free from errors, and my cultural understanding completely in tune; however, I do have some important reminders that perhaps I did not have access to before or, more accurately, I didn’t see the validity of until now.

Most prominently, I have noted that I should learn to thrive under ambiguity. According to the “Peace Corps Volunteer: On-going Language Learning Manual,” “successful language learners are able to live with a lot of ambiguity in everyday situations.” Perhaps this appears obvious, and in my own research, I value a sense of confusion. Recognizing that not fully understanding a topic within African Studies is part of “getting it,” as I lack a felt intuition. Within language-learning, however, I have always strived for perfection, and despite Professor B’s frequent insistence that my speaking doesn’t have to be perfect and that I just have to do it, the message never sank in. Perhaps the appeal to perfection is what blurred the lesson for me, but I appreciate the lesson about ambiguity more, because though I am not a master of Kinyarwanda, and perhaps I will never aim to be one, I can still try.

In addition, alternating the manner in which I learn Kinyarwanda is prudent. Historically, I succeed in traditional language learning classrooms, as I can memorize information and regurgitate it, and though that is easy and gratifying to do well on assessments, it doesn’t help me for life-long language learning. In conclusion, I must be willing to get creative and innovative, practical and efficient, and willing and able to change and adapt my learning plan as necessary!

Murakoze kandi murabeho! (Thank you and goodbye!)

Works Cited

Peace Corps. "Peace Corps Volunteer: On-going Language Learning Manual." Washington D.C: Peace Corps, 2000. Print.