1- CORPUS PRESENTATION
The corpus presented here after is the result of the
recordings made within the framework of our fieldwork. It consists of all the
information collected from our fifty (50) informants: 35 men (70%) and 15 women
(30%) all aged between 15 and 66 years old and all educated native speakers of
Eegimaa. The topic for discussion was about Education in the Eegimaa
society.
|
Standard French
|
Integrated word
|
Context of production
|
1- avancer [av?Þs?]
|
[v?Þse]
|
Woli ni ?i v?Þsewul
maa20
|
2- brousse [b?us]
|
[burus]
|
Ici on fait le buhut pour emmener les garçons
dans la bourousse.
|
3- c'est-à-dire [s?tadi?]
|
[sa:dir]
|
Etre éduqué c'est ôtre sympathique
saadir ne pas ôtre n'importe comment.
|
4- choisi [?wazi]
|
[?wazise:]
|
Achila a choisisee ga?ow gagu gaa Affiledio
|
5- chose [?oz]
|
[soz]
|
Ils veulent faire res soz
leurs prop
|
6- commencé [k?m?Þse]
|
[kumasime]
|
Woli ?i kumasime tale a-b-c-d ni lekkol
yauye
|
7- comportement
[k?Þp??t?m?Þ]
|
[k?p:?rt?m?]
|
Mbu kan nu ?uh copportema yola
|
8- comprendre
[k?Þp??Þd?]
|
[k?mpr?ne]
|
?ama ni ?i ba? si sabu, Omoi babu matu
comprene
|
9- d'abord [dab ??]
|
[da:b ?r]
|
Il y a daabor papa et maman au sein de la
famille.
|
10- dépandre [dep?Þd?]
|
[dep?nde]
|
Do pan depande ni buro? babu
|
11- dernier [d???e]
|
[d?r?er]
|
Bugo gu ?ilo dár?er
|
12- école [ek?l]
|
[lek:?l]
|
In?e ni ?oge buoh na halekalen lekkol katin an
aam ni iniversite
|
13- l'historique [listo?ik]
|
|
[list?rik]
|
U ma?mé u etu?é listorik
yaa Mof çvi
|
|
20 Sentences in Eegimaa, in the corpus, will be translated in the
next part before analysis same for French ones.
14- inscris [?~sk?i]
|
[?skrive]
|
U escrive a?il ahu
|
15- leçon [l?s?Þ]
|
[l?s??]
|
Nu li?ene su leso?i?
|
16- maman [mamã]
|
[mam:a]
|
Il y a d'abord papa et mamma au sein de la
famille.
|
17- monsieur [m?sj0]
|
|
[mus?]
|
A muse ahu na oblige-oblige
|
|
|
18-papa [papa]
|
[pap:a]
|
Il y a d'abord pappa et maman au sein de la
famille.
|
|
19-parce que [pa?s(?)k]
|
[pask?]
|
Paske c'est à cause des guerres tribales
que ces gens-la ont quittes
|
|
20-politique [p?litik]
|
[polotih]
|
?i hat polotihay yo ?i kaneme.
|
|
21- pratiquement [p?atikmã]
|
[paratikma]
|
Au village, on est paratikma tous de la
môme famille.
|
|
22-premier [p??mje]
|
[pr?me:]
|
Woli ?i comasime tale a-b-c-d, woli preme
|
|
23-problème [p??bl?m]
|
[p?r?bul?m]
|
No Sálagi gu ba?me e
porobulem yauye
|
24- saleté [sal?t?]
|
[salt?:]
|
To nu ?uge an a saltee
|
25- suivre [s?iv?]
|
[si:ve]
|
U siiveutme
|
26- temps [tã]
|
[ta?]
|
Nu ?uge ni ta? yauyu
|
27- une [yn]
|
['n]
|
'n personne mal éduquée est un marginal.
|
28- université [yniv?rsite]
|
[iniv?rsite]
|
In?e ni ?oge buoh na halekalen lekkol katin an aam ni
iniversite
|
29- voilà [vwala]
|
[wa:la]
|
Waala! Wolof hum nu munde uun
|
30- vue [vy]
|
|
[v']
|
De mon point de vue
|
|
This is the corpus to be analyzed in the next chapter. It is
composed of thirty (30) words.
In this part, which is one of the most determining in the work
because conclusions will arise from it, we will present and analyze the data
collected from our informants. These following tables will help achieve our
goal.
Table 5: The age of the
informants
|
Age
|
15-25
|
25-45
|
45-65+
|
Total
|
|
Number
|
37
|
8
|
5
|
50
|
|
Percentage
|
74%
|
16%
|
10%
|
100%
|
Table 5 shows that the sample is relatively very young. Almost
3/4 of our informants are aged between 15 and 25 years old. They represent 74%
versus 16% aged between 25 and 45, the remaining 10% being the age bracket
45-65 and over.
Table 6: Sex of the
informants
|
Sex
|
Male
|
Female
|
Total
|
|
Number
|
35
|
15
|
50
|
|
Percentage
|
70%
|
30%
|
100%
|
In the table above, one can notice that 70% of the people
interviewed are men versus 30% women. This is mainly due to the fact that men
are far better represented in the schools and they were more available than
women to answer our questions.
Table 7: Level of study of the
informants
|
Level of study
|
Primary
|
Secondary
|
Tertiary
|
Total
|
|
Number
|
4
|
20
|
26
|
50
|
|
Percentage
|
8%
|
40%
|
52%
|
100%
|
Table 7 is about the level of study of our informants. It shows
that all of them have been to school. The greater majority (52%) has reached
the university level, 40%
rose the secondary level and only 8% of the sample stopped at the
primary level. One of the most significant information to be retained is that
our sample is highly educated.
Table 8: Languages spoken by the
informants
|
Djola
|
Spanish
|
French
|
Wolof
|
Mandingo
|
Fulani
|
English
|
Creole
|
Mankagne
|
Portuguese
|
|
50
|
8
|
50
|
45
|
7
|
1
|
16
|
4
|
2
|
4
|
|
100%
|
16%
|
100%
|
90%
|
14%
|
2%
|
32%
|
8%
|
4%
|
8%
|
From this table, it is noticeable that ten languages are
spoken by our informants. Among this set of ten languages, Djola and French are
spoken by all of them and 90% speak Wolof. Further details show that almost all
our informants are bilingual (Djola Ð French) or trilingual (Djola- French
-Wolof).
Table 9: Mastery of Eegimaa
|
Languages
|
Eegimaa
|
Other (s)
|
Total
|
|
Number
|
41
|
9
|
50
|
|
Percentage
|
82%
|
18%
|
100%
|
Among the people interviewed, all are Eegimaa native speakers.
But table 9 shows that nine (9) persons out of fifty master other languages
better than Djola. Out of these nine informants, six master French, two Wolof
and only one Spanish more than Eegimaa. The reason is that it is the languages,
(except for Spanish) used at home with their parents and relatives.
To sum up, we can point out that fifty persons have been
interviewed among whom 70% are men and 30% are women, all aged between 15 and
66 years. They all have been to school and 52% of them reached the tertiary
level. They all speak, at least, two languages and the most spoken ones are
Eegimaa, French and Wolof but they also speak other languages such as
English,
Portuguese, Mandingo, Spanish etc. Concerning the mastery of
the mother tongue, only 18% of our sample affirms mastering French and Wolof
more than Eegimaa because they are the languages spoken in the family circle
with parents and relatives.
| 
