MAP — Modular Aggregation of Principles for Bible Translation

Extracted text from Oluwapelumi_Bankole_BTC_2023_final.pdf:

Raising a Bible Translation Workforce for Nigeria: A Review of the TCNN Programme Oluwapelumi Bankole pelumi_bankole@sil.org 2023 Bible Translation Conference October 13 - 17, 2023, Dallas, TX

Bible Translation (BT) Needs in Nigeria

512

Number of Nigerian languages

About

Number of Nigerian languages with just Scripture portions

Number of Nigerian languages with full Bible

About

184

Number of Nigerian languages that are likely to need a translation project starting

70 Number of Nigerian languages with New Testament only

242 Number of current Nigerian language active projects Source: SIL Nigeria, June 2023.

About TCNN LBTD About the Linguistics and Bible Translation Department (LBTD) of the Theological College of Northern Nigeria, Jos, Plateau State, Nigeria

Linguistics and Bible Translation Department (LBTD) has been existing in Nigeria since 2005. In 2005, there were only 3 students. Now the students in LBTD has grown to 78.

TCNN LBTD is a place for raising and reskilling local translators and upcoming consultants, and preparing people for other areas of Bible translation.

TCNN LBTD in 2015

Photo credit: Ben Kuwitzky

Heads of Department TCNN LBTD

Dr. David Crozier

Dr. John Hollman

Dr. Matthew Harley

Dr. Russell Norton

2005 – 2013

2013 – 2016

2016 – 2019

2019 till date

Programs of TCNN LBTD LBTD run the following programs:

Bachelor of Arts degree in Linguistics and Bible Translation

Postgraduate Diploma in Linguistics and Bible Translation

Master of Arts degree in Linguistics and Bible Translation

Areas of Specialization at TCNN LBTD

Postgraduate Diploma

Master of Arts Degree

Language Documentation and Description Koine Greek Translation Classical Hebrew Translation

Stirtz (2015:1) explained 5 approaches to linguistic analysis

Traditional Institutional

Participant Grammar book

Participant and grammar book Stirtz, Timothy M. 2015. Rapid Grammar Collection as an Approach to Language Development. SIL Electronic Working Papers, 2015-004, https://www.sil.org/resources/publications/entry/62483 (accessed September 11, 2023).

Stirtz (2015:1) explains the institutional approach: “Another approach by SIL has been to send mother-tongue speakers with academic potential to universities or other institutions for linguistic training. During their coursework or afterwards, they analyze the grammar of their language and are regarded as experts who can inform the communities about the best choices for the writing system.”

Stirtz (2015:2) says institutional approach is good for Nigeria in “…the institutional approach may work best in places like Nigeria, where there are far more languages needing development than available linguistic personnel can individually assist.”

From the inception of TCNN LBTD till date, students have done the linguistic analysis of 98 languages.

These include the phonological and grammatical analysis of each of these languages. They also collect over 1500 words.

Olsen (2008) highlighted three hindrances to the application of knowledge to workplace situation in Africa:

Obstacles from Student Expectations

Obstacles from Application Timeline Obstacles from Methods of Teaching You would see more about these in the responses to the questionnaires

Olsen, Elizabeth J. 2008. Training for Translation: How Can We be More Integrative in Our Approach? A View from the Formal Education Perspective in Africa. http://diu.edu/documents/gialens/Vol2-1/Olsen-Trainingfor-Translation.pdf (accessed April 1 2023).

What TCNN LBTD does My experience with BA1 students in Jan 2022

Also potential students are asked why they want to join LBTD during the interviews. Fieldwork for two semesters out of a 4 year BA program Few of our students did 6 weeks internship with SIL Mentoring, evaluation from students, different methods of teaching

Why would someone have many years of experience in Bible translation and still need TCNN LBTD It is holistic and can help a person specialize in an area or help to discover an area of strength.

There are many courses attached to an area of specialization that cannot be taught in one workshop.

In my experience some individuals in Bible translation (BT) organizations would prefer workshop training to academic training? These are the reasons?

It is practical

It is time saving It helps to solve specific problems

What a workshop training might not be able to achieve It might not help people to specialize in a specific area because there are a lot of things that can not be taught in one workshop. Participants at linguistic workshops do not learn as much as the facilitators. It benefits the facilitators more than the mother tongue speakers because facilitators have previous training.

What is the impact of TCNN on Bible translation in Nigeria? To determine the impact of LBTD on BT in Nigeria, I sent out questionnaires to past students of TCNN LBTD. There were 40 responses.

The Relevance of LBTD, TCNN to roles in BT organizations All 40 past students except ONE agreed that the course they studied at TCNN is relevant to their past or current role.

Over 25 courses were listed by 32 past students of TCNN LBTD as being relevant to their current roles in BT. These courses as noted by these past students help them in literacy work, exegesis, transcription of sounds, Bible translation, BT advisory checks, dictionary making, discourse analysis and so on. More importantly, it is helping them to train others as well.

However, only 12 of these past students have written at least one of the following categories after studying at TCNN: Grammar write-up

Discourse write-up

Orthography write-up

Sociolinguistic write-up

Phonology write-up

Dictionary making

Please note that these 12 people do not include people who are still working on their write-ups.

All 40 past students have been involved in at least one of the following since their graduation from LBTD TCNN.

We cannot talk about BT today and not talk about the technology that is helping us achieve fast results. The following chart shows the number of past BT students and the computer programmes that they learned at TCNN LBTD.

The following shows the number of past students using the computer programmes learned at TCNN in their current role: Paratext

Wesay

Flex

Saymore

Phonogy Assistant

Bloom

All 40 past students agreed that courses at TCNN LBTD are applicable to workplace situations in Bible Translation (BT) organizations.

Strongly Agree Agree

Undecided Disagree Strongly Disagree

Each of these 40 students chose at least one of the following teaching methods as what they enjoyed while at TCNN LBTD:

Most of the past students agree that lecturers at LBTD ensure their assignments meet the best practices requirement of Bible translation.

Strongly Agree Agree Undecided Disagree

Strongly Disagree

LBTD lecturers have helped at least 10 of the 40 past students to solve a translation or linguistic problem after leaving TCNN. At least 35 past students remember what the lecturer said to them that spurred them on in the work of Bible translation.

Challenges faced by TCNN LBTD

Lack of Personnel

Lack of funds

The use of foreign examples in many linguistic books hinders the understanding of linguistic concepts

Sending organizations sometimes do not discern the right person for academic training

Some students are not interested in Bible translation work

Proposed Solution We need to shift from English to Nigerian examples when explaining linguistic concepts. More financial support will help LBTD, TCNN Sending organizations should lookout for people that have academic abilities. Envision students and keep asking them during the interview BT organizations should continue to open their doors to our graduates

More experienced consultants should come to LBTD or help to mentor our graduates

For more information about TCNN LBTD, please contact Russell – russell_norton@sil.org

Acknowledgement

I appreciate the suggestions of Dr. Russell Norton, Prof. Andy Warren-Rothlin and Kathleen Spence. I thank Mr. John Muniru for his contribution to the questionnaire.

Thank You

Extracted text from Oluwapelumi_Bankole_BTC_2023_Final.mp4:

Ear. Lasi. Really the Nigeria for me, I just betray you in my language, which is Yoruba language. I said good morning from the country of Nigeria. I am M Banko wherever you are in the world right now, whether you're in the morning or afternoon or evening, I bring you greetings from Nigeria. I will be sharing about raising a Bible translation workforce in Nigeria. A review of the T CNN program. I would like to share my screen before I continue. I would like to let you know the needs we have in Nigeria. In Nigeria, there are 512 languages and only 40 of these languages have a full Bible. Why 70 have only knew the estimates about 90 of these languages are just scripture portions. Why about 184 are likely to need a Bible translation project to start 242 of these languages have active projects going on. I would also like to give you a brief introduction to the linguistics and Bible Translation Department of the Theological College of Northern Nigeria. Just practice is Nigeria. Ling increases embargo translation department. O BT D has been existing in Nigeria since 2005. In 2005, there were only three students. Now, the students in L BT D has grown to 78. We praise God for that T CNN L BT D is a place for raising and resting local translators and upcoming consultants and preparing people for other areas of Bible translation as well. This is what T CNN L BT D looks like in 2015. During our 10th anniversary, you can see some of the lecturers are there and the students and I must tell you that most of these students are now working in different language projects across Nigeria. I am also in the picture during the celebration of the 10th anniversary, I was a student then the heads of department of T CNN L BT D. We have Doctor David Cruz here from 2005 to 2013. Doctor John Goodman from 2013 to 2016, Doctor Matthew Haley from 2016 to 2019. And Doctor Russell Morton to the HOD from 2019 till now, the programs of LT CNN L BT D. We run the following programs, Bachelor of Art degree in linguistics and Bible translation, which is a four year course and postgraduate diploma in linguistics and Bible translation. A one year course and Masters of Art degree in linguistics and Bible translation, which is a two year course areas of specialization at T CNN L BT D for the postgraduate diploma. We have the following areas of specialization, language, documentation and description. Koine Greek translation, Classica Hebrew translation for Master of Arts Degree. We have language, documentation and description, Kin Greek translation, and classical Hebrew translation. Start explain five approaches to linguistic analysis. And T CNN is using one of these right now to raise the Bible translation workforce for Nigeria. These are the uh different approaches listed by stats. It says traditional institutional participants, grammar group participants and grammar group is T CNN L BT D is using the institutional approach for state analysis that explains the institutional approach. As another approach by SI L has been has been to send mother tongue speakers with academic potential to universities or other institutions for linguistic training during their coursework or afterwards, they analyze the grammar of their language and are regarded as the experts who can inform the communities about the best choices for the writing system. Start 2015 verse uh 2015 page two says institutional approach is good for Nigeria. In his own words, he says the institutional approach may work best in places like Nigeria where there are far more languages needing developments than available. Indus personnel can individually assist. We can see from this uh from this explanation by such that it is good. It is a good thing that T CNN exists. T CNN L BT D exist in Ontaria. From the inception of T CNN Utility B students have done linguistic analysis of 98 languages. These include the phonological and grammatical analysis of each of these languages. They also collate over 1500 words. However, or I added three hindrances to the application of mole to workplace situation in Africa. And I am here to disagree that this is not, these are not the case for to see another opportunity all since 2008, since there are obstacles from student expectations in in Africa. Obstacles from application timeline, obstacles from methods of teaching concerning obstacles from student expectations. This means that students come with expectations that they are only here to collect the certificates. They are not going to apply the knowledge when they are done in school. Why obstacles from application timeline has to do with a gap between the time that a person learned a particular skill and when the person has the opportunity to apply it, obstacles for methods of teaching, it has to do with uh route learning. Root leg oing explains that Roth learning is the case is from my experience that root learning is the case in Africa. I am here to tell you that from the responses to add the questionnaires, Ruth Lenny is not the case in T CNN L BT D. What does T CNN L BT D do? From my experience with the B A one students in January 2022? I asked each of these students, why Bible translation? Why L BT D? Why don't you go elsewhere and each of them has great testimonies of why they would want to be part of Bible transition. They want to translate the Bible into their own languages and other languages as well. Also potential students are hurt why they want to join their BT D during the interviews. So we do not have many students in T CNN L BT D who are not interested in Bible transition. Because if we have people who tell us during the interviews that they will not be interested in Bible transition, we gladly ask them to consider another department or perhaps another school field work for two semesters out of a four year B A program is what happens during our llB A program in T CNN LB TV. And also we have had cases where few of our students did six weeks internship with SI L Nigeria. We also do mentoring for our students as lecturers. Not only that our students have the opportunity to evaluate the course they are taking. At the end of the course we use different methods of teaching when, when taking a particular course such as lecturing individual exercises, group work and so on. Why would someone have many years of experience in Bible translation and still need to take a course in T CNN L BT D. It is because it is holistic and can help a person specialize in an area or help to discover an area of strength. There are many courses attached to an area of specialization that cannot be taught in one workshop. In my experience, some individuals in bible translation organizations prefer workshop training to academic training. Why? Because it is practical, it is time saving. It helps to solve specific problems. However, what day was sha training might not be able to achieve is it might not help people to specialize in a specific area? Because there are a lot of things that cannot be taught in one workshop. Participants at linguistic workshops do not learn as much as the facilitators. It benefits the facilitators more than the mother tongue speakers because facilitators have previous training. What is the impact of T CNN on Bible translation in Nigeria to determine the impact of L BT D on on Bible translation in Nigeria? I sent out questionnaires to pass students of T CNN L BT D. There were 40 responses. All 40 past students except one agree that the course they studied at T CNN L BT D is relevant to their past or current rule. Yeah, over 25 courses were listed by 32 past students of T CNN L BT D has been relevant to the current chosen Bible translation. These courses as noted by these past students help them in literacy work, exegesis, transcription of Science Bible translation, BT advisory checks, dictionary making, discuss analysis and so on. More importantly, it is helping them to train others as well. And before I go on I need to say that many, some of our students, at least I know over 10 of them who have come back to T CNN L BT D to invest in other students by lecturing as well. I am doing the same by teaching other students and investing, giving back to T CNN L BT D. However, only 12 of these past students have written at least one of the following categories. After studying at T CNN, grammar, writer, discuss, writer, photography, writer, social linguistic writer, phonology, writer, dictionary making, please note that these 12 people do not include people who are still working on their writers. There are some reasons for this which you will see why we only have two, which you will hear about later. All 40 past students have been involved in at least one of the following since their graduation from L BT DT CNN. I will give you a few minutes to look at the table. Thank you. Also, we cannot talk about Bible translation without talking about the technology that is helping us achieve fast results. The following chart shows the number of past Bible translation students and the computer programs that they learned at T CNN L BT D. We have seen more para legs, we see phonology assistant, para prats and so on. Only one of his students said he has learned none of these computer programs at T CNN L BT. So about 27 of them now use para test in the current rule. Y the use BC in their, in their current role. Flex, flex, we have 15 people who use it in their current role. Same more six people who use it in their current role. Technology assistant, two people who use it in their current role. And blue two people as well. All past for all past students, all the 40 past students, I agree their courses at T CNN L BT D are applicable to workplace situations in body translation organizations. Each of these 40 students chose at least one of the following teaching methods as what they enjoyed. While at T CNN L BT D, remember I told you earlier on that we use different methods at T CNN L BT D such as lecturing group exercises, student presentations, class discussions, individual assignments. Most of the past students agree that lecturers at L BT D ensure their assignments meet the best practices requirement of Bible translation. L BT D lecturers are at least 10 of the 40 part today to solve a translation on in this problem. After leaving TCNM, at least 35 past students of these 40 people remember what the lecturer said to them that spur them on in the work of Bible translation. This is to eliminate, eliminate one of the obstacles raised by all sense that even lecturers in our own experience, lecturers do not expect their students to apply what they are teaching them in workplace situation. This is not the case with T CNN L BT D. Lecturers have good relationship with students. There are challenges that there are challenges Allen is faced by T CNN LB TV. We have lack of personnel, lack of funds, the use of foreign examples in many linguistic groups. In that the understanding of linguistic concepts send the organization sometimes do not design the right person for academic training. There are people who should, who sending organizations should send for academic training. Some students are not interested in Bible translation work. Some of our students after going through the Bible transition for a few Bible transition departments causes for a few years begin to realize that this may not be what they would like to do. What are the proposed solutions? We need to shift from English examples to Nigerian examples when explaining the basic concept. And for one had this challenge with my students when using the disco manual and the students complained to me that's they could not understand what I was teaching because they were English examples. So I worked alongside the Catholic be to put in Nigerian examples. I mean from Nigerian languages and from there, they were able to understand what I was talking about and they were happier. We need more financial support, T CNN L BT D needs more financial support because some of us today need laptops. They can't work without laptops. Not only that C CNN L BT D, we need financial support to keep going to run administration and all that sending organizations to look out for people that have academic abilities. There are people who can cope with the demands of academics when there are people who can school. So I would encourage sending organizations to design, to look out for people who can cope with the demands of academics and send them to T CNN P TT envision students, I keep asking them during the interview. Yes, we keep envisioning our students and we keep asking them during the interview if they would like to be part of Bible translation work or not. BT organizations should continue to open their doors to our graduates. Now, we have many graduates. We would like BT organizations to continue to open their doors to our graduates, to continue to engage them. Just like I said, the other time, only 12 of these past 40 students have completed a write off. BT organizations should make use of the skills that the skis that these grat have gotten when they employ them or when they engage them, whichever word fits your contexts, more experienced consultants should come to L BT D or able to mentor our graduates. Experienced consultants can help to mentor our graduates so that they can be encouraged so that they can keep going. There are many challenges on the field, they can keep going and keep doing that, which they have gone to school for. We need more experienced consultants at T CNN L BT D to help us teach these students. I would want to invite you if you would like to be part of what is happening in T CNN L BT D. You can contact Russell or even if you need more information about T CNN L BT L BT D, you can as well contact yourself. I appreciate the suggestions of Doctor Russell Norton, Professor Andy Rodley and Kathleen Spence. I thank Mr John for his contribution to the questionnaire as well. Thank you for listening.

Raising a Bible Translation Workforce for Nigeria; a Review of the TCNN Programme

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