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Àbèsàbèsì Orthography: A Proposal Affricates ʧ ʤ Roll r Lateral l Approximants j w The sounds should be written thus: Table 1 Phonetic Phonemic Orthography [b] [bae] ‘come’ [badi] ‘beat’ /b/ /bae/ ‘come’ /badi/ ‘beat’ b bae ‘come’ badi ‘beat’ [b w ] [ẹ b w i] ‘goat’ / b w / /ẹ b w i/ ‘goat’ bu ẹbui ‘goat’ [p] /p/ p [ìpɔ̀mpɔ̀m] ‘thigh’ /ìpɔ̀mpɔ̀m/ ‘thigh’ ìpɔ̀mpɔ̀m ‘thigh’ [d] /d/ d [dò]‘want’ [dàgì] ‘vomit’ /dò/ ‘want’ /dàgì/ ‘vomit’ dò ‘want’ dàgì ‘vomit’ [t] [t] t [ta] ‘build’ [te] ‘exist’ ‘ [ta] ‘build’ [te] ‘exist’ ta ‘build’ te ‘exist’ [ʤ] /ʤ/ j [ʤòmì]‘swear’[ʤe] ‘eat’ /ʤòmì/ ‘swear’/ʤe/ ‘eat’ jòmì ‘swear’ je ‘eat’ [k] /k/ k [ko] ‘sing’ [kàyì] ‘count’ /ko/ ‘sing’ /kàyì/ ‘count’ ko ‘sing’ kàyì ‘count’ [k w ] /k w / ku [ik w i] ‘penknife’ /ik w i/ ‘penknife’ ikui ‘penknife’ [g] /g/ g [ga] ‘enough’ [gùmù] ‘to /ga/ ‘enough’ /gùmù/ ‘to cover ga ‘enough’ gùmù ‘to cover cover hole’ hole’ hole’ [kp] /kp/ kp [kpasi] ‘hear’ [kpani] ‘to /kpasi/ ‘hear’ /kpani/ ‘to k kpasi ‘hear’ kpani ‘to decive/trick’ decive/trick’ decive/trick’ [gb] [gb] gb [gbòmì] ‘to heat’ [gba] ‘give’ [gbòmì] ‘to heat’ [gba] ‘give’ gbòmì ‘to heat’ gba ‘give’ [f] [foi] to uproot’ [fù] ‘to [f] [foi] to uproot’ [fù] ‘to cook’ f foi to uproot’ fù ‘to cook’ cook’ [s] sà ‘know’ sagi ‘call’ /s/ /sà/ ‘know’ /sagi/ ‘call’ s sà ‘know’ sagi ‘call’ [∫] /∫/ ṣ [∫o] ‘weep’ [∫uù] ‘run’ /∫o/ ‘weep’ /∫uù/ ‘run’ ṣ o ‘weep’ ṣ uù ‘run’ [ʧ] /ʧ/ tṣ [ʧai] ‘small’ [ʧoò] ‘lead the /ʧai/ ‘small’ /ʧoò/ ‘lead the way’ tṣ ai ‘small’ tşoò ‘lead the way’ way’ tṣ ẹrẹ na ‘mend me’ [ʧ w ] [ìʧ w ì] ‘a type of beans cake’ /ʧ w / /ìʧ w ì/ ‘a type of beans cake’ tṣ u ìtṣ ùì ‘a type of beans cake’ [h] [hoi] ‘ripe’ [honò] ‘hard’ [h w ] [ih w i] ‘urine’ [m] [mi] ‘do’ [muà] ‘full’[imi] ‘pregnancy’ [n] [nù] ‘go’ [nani] ‘wash (plates)’ [ono] ‘a type of seed’ [ɲ ] [ɲ umì] ‘sweat’ [oɲ o] ‘wife’ [iɲ i] ‘water’ [ŋ] [íniŋi] ‘four’ /h/ /hoi/ ‘ripe’ /honò/ ‘hard’ /h w / /ih w i/ ‘urine’ /m/ /mi/ ‘do’ /muà/ ‘full’/imi/ ‘pregnancy’ /n/ /nù/ ‘go’ /nani/ ‘wash (plates)’ /ono/ ‘a type of seed’ /ɲ / /ɲ umì/ ‘sweat’ /oɲ o/ ‘wife’ /iɲ i/ ‘water’ [ŋ] /íniŋi/ ‘four’ www.iosrjournals.org h hoi ‘ripe’ honò ‘hard’ hu ihui ‘urine m mi ‘do’ muà ‘full’ imi ‘pregnancy’ n nù ‘go’ nani ‘wash (plates)’ ono ‘a type of seed’ ny nyumì ‘ sweat’ onyo ‘wife’ inyi ‘water’ ng íningi ‘four’ 42 | Page
[y] [iyi] ‘day’ [yo] ‘dance’ [w] [wo] ‘resemble’ [wosi] ‘carry’ [l] [lo] ‘weave’ [logi] ‘help’ [r] [erikisi] ‘a type of ant’ [okpòro] ‘pilar’ [y] [iyi] ‘day’ [yo] ‘dance’ /w/ /wo/ ‘resemble’ /wosi/ ‘carry’ /l/ /lo/ ‘weave’ /logi/ ‘help’ /r/ /erikisi/ ‘a type of ant’ /okpòro/ ‘pilar’ Àbèsàbèsì Orthography: A Proposal y iyi ‘day’ yo ‘dance’ w wo ‘resemble’ wosi ‘carry’ l lo ‘weave’ logi ‘help’ r erikisi ‘a type of ant’ okpòro ‘pilar’ All the 22 consonants phonemes Àbèsàbèsì attests are represented. Since speakers are familiar with ‘ṣ ’ used to represent ‘∫’, I suggest ‘tṣ ’ should represent ‘ʧ . The choice of ‘tṣ ’ is based on the principle of familiarity. The intended user of the orthography are familiar with Yoruba orthography uses ‘ṣ ’ to represent ‘∫’ for the voiceless alveolar plosive quality is introduce grapheme to make it sound similar to the phonetic palato- alveolar fricative. The above suggestion is informed by the fact that it is easy for beginner class understand things that look alike. The teacher needs to guide the pupils to take note of the differences in ‘s’ ’ṣ ’ and ‘tṣ ’ as graphemes. Furthermore, I propose the nasal quality in ‘ɲ ’ and ‘ŋ’ should be represented by writing the grapheme for alveolar nasal ’n’ to precede ‘y’ and ‘g’ respectively which results in the realization of ‘ny’ and ‘ng,’ the grapheme are in agreement with Schroeder 2010:7-8 suggestion for similar phonemes in Bantu Orthography. The above suggestions make the orthography as close as possible to the Yoruba Orthography which learners are already familiar. It also makes the orthography close to languages that attests similar graphemes as Suggested in Schroeder 2010. 3. Vowels (i) Oral Vowels Oral Vowels: Graphemes for the 7 Àbèsàbèsì oral vowels are shown on table 2 below. The vowels should be represented as: Table 2 Phonetic Representation Phonemic Representation Orthographic Representation [i] [imi] ‘pregnancy’ [iyi] ‘day’ /i/ /imi/ ‘pregnancy’ iyi/ ‘day’ i imi ‘pregnancy’ iyi ‘day’ [e] [ehu] ‘rat’ [hu] ‘dry’ /e/ ehu ‘rat’ /hu/ ‘dry’ e ehu ‘rat’ hu ‘dry’ [o] [oyo] dance (noun) [ko] ‘sing’ /o/ /oyo/ dance (noun) /ko/ ‘sing’ o oyo dance (noun) ko ‘sing’ [ε] sεmὲ ‘greet’ [ε] ‘it’ /ε/ /sεmὲ/ ‘greet’ /έ/ ‘it’ ẹ sẹmẹ̀ ‘greet’ ẹ́ ‘it’ [a] [sà] ‘know’ [bà] ‘come’ /a/ /sà/ ‘know’ /bà/ ‘come’ a sà ‘know’ bà ‘come’ [ɔ] /ɔ/ ọ [ɔbɔ] ‘hand’ [lɔ] ‘throw’ /ɔbɔ/ ‘hand’ /lɔ/ ‘throw’ ọbọ ‘hand’ lọ ‘throw’ [u] [ku] ‘fall’ [hu] ‘die’ [u] [ku] ‘fall’ [hu] ‘die’ u ku ‘fall’ hu ‘die’ Literate speakers, young and old, are familiar with all the graphemes propose on table 2 because of their exposure to Yoruba Literature. Therefore we do not envisage any problem in learning and teaching them. (ii) Nasalized Vowels The five nasalized vowels are: ĩ ԑ ̃ ɔ ̃ ũ ã The vowels occur in words as represented on table 3 thus; www.iosrjournals.org 43 | Page
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