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Kongo Language Course (PDFDrive)

KIKONGO

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0% found this document useful (0 votes)

334 views

Kongo Language Course (PDFDrive)

KIKONGO

Uploaded by

Esther Ndegwa

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KONGO

LANGUAGE COURSE:
MALOONGI MAKIKOONGO

A COURSE IN THE DIALECT

OF ZOOMBO, NORTHERN ANGOLA

BY
HAZEL CARTER
AND
JOAO MAKOONDEKWA

m
AFRICAN STUDIES PROGRAM
UNIVERSITY OF WISCONSIN-MADISON
AFRICAN STUDIES PROGRAM
UNIVERSITY OF WISCONSIN-MADISON

EDITOR: DAVID HENIGE

PUBLICATIONS IN AFRICAN
LANGUAGE TEACHING, 1

COPYRIGHT © 1987 THE BOARD OF REGENTS OF THE

UNrVERSITY OF WISCONSIN SYSTEM
ALL RIGHTS RESERVED

PRINTED IN THE UNITED STATES OF AMERICA

This course-book is designed for use with recorded materials,
ref. KOI. 001 - KOI.010, available as 10 open reels or 6
cassettes from:

Bureau of Audio-Visual Instruction

University of Wisconsin
1327 University Avenue
Madison, WI 53706.

Tel: (608) 262-1644

A N G O L A

B O T S W A N A
FOREWORD

Kongo (kiKoongo) is a blanket term for a large number of related, though

often quite divergent, dialects spoken principally in the Zaire, the Republic
of Congo, and Angola. The Zoombo dialect is the modern descendant of the 'San
Salvador' variety of Kongo written of by W.Holman Bentley in the Dictionary and
Grammar of the Kongo Language, first published in 1887; Zoombo is also part of
the 'domaine linguistique du Sud' described by Karl E.Laman in the Dictionnaire
kikongo-frangais of 1936. It is spoken in the north of Angola, and by refugees
from the original centres who have fled to the Zaire.
Historically, Kongo played a considerable part in the development of the
transatlantic creole languages, from United States Gullah (as noted by Lorenzo
Dow Turner in Africanisms in the Gullah Dialect, first published 1949), through
the Caribbean, to South America. Kongo influence is found even in 'non-Black'
American English: 'goober (pea)' is from Kongo nguba 'peanut/s' (see Lesson
20/2).
The present course was prepared with the assistance of a first language
speaker of Zoombo Kongo, Sr. Joao Makoondekwa, whose knowledge and love of his
language were matched by his enthusiasm and patience in teaching the co-author,
and his willing co-operation and care during the writing and recording of the
material. Language has a special place in Kongo culture; they are rightly proud
of their own, and we can do no better than quote from Bentley 1887:xxiii, in
the Preface to his dictionary:

"At every point and turn ... the richness, flexibility,

exactness,, subtlety of idea and nicety of expression of the
language revealed themselves... We find then the Kongos
speaking a language so exact and truthful that the tricks, the
double intention, the falsities and illogical perversions which
are so freely perpetrated in European languages, would not be
possible in Kongo argument. Half the quibbles and mountains of
reasoning, thrown up upon strained usage of words and
indefinite expressions ... could trouble no Kongos, with so
exact and definite a speech at their command... an elaborate
and regular grammatical system of speech of such subtlety and
exactness of idea that its daily use is in itself an
education."

It is our hope that the users of this book will, by the end of the course,
have made a beginning in appreciation of the great Kongo language. For those
who wish to go further, the Bibliography gives references.
We have especially to thank the laboratory technicians of the School of
Oriental and African Studies, University of London, in particular George
Garland, for unfailing goodwill, good advice and technical skill during
recording sessions; and the African Studies Program of the University of
Wisconsin, Madison, for encouraging and 'defraying the costs of publication.
All those students who have made suggestions for improvement are thanked, but I
should like to single out especially Kevin Donnelly, to whom is due the
suggestion to categorize nominals in terms of 'moving tone' and 'non-moving
tone', rather than the former unwieldy system of tone classes. Otherwise, all
tonal interpretation and systematization of pitch phenomena, and all errors of
ii
transcription and translation, are the responsibility of the author whose name
appears below. It cannot be said that all tonal problems have been solved; the
information given here reflects the present state of the said author's
thinking. Readers familiar with past work on this topic will notice some
changes: ye-, kwa-, compounds and relative pronouns are no longer given as
initial in the tone phrase; but there is still a great deal to be learnt about
tone in Kongo, and the present systematization can certainly not be regarded as
final.

Hazel Carter
Department of African Languages & Literature
University of Wisconsin
Madison, Wisconsin, USA
May 1987
iii

IMPORTANT NOTE

These are special teaching drills, not testing drills, as in some 'language
laboratory' courses. Please read the instructions below very carefully, to
enable you to make best use of the course.

Instructions

The material is arranged in twenty-four lessons, of (usually) six sections

each. A section consists of a teaching drill, in the format of either:

a) a two-phase or repetition drill. The speaker says a word or phrase twice,

with a following interval in which you attempt to repeat what he has said.
or
b) a three-phase drill. Here the speaker first gives a stimulus — a question,
or a statement requiring a response — and pauses for a short while. Then
he gives the required response. To use a three-phase drill:

1. Listen to the whole section several times, following from

the book, without speaking yourself.
2. When you feel ready to do so, try and answer the question
in the interval, again following from the book. Since
you are encouraged to speak at normal speed right from
the start, the interval is very short; it does not matter
if you overlap with the speaker's answer*.
3. When confident enough, answer without looking at the book.

Do NOT repeat the answer, as in conventional 'four-phase' laboratory drills.

At the head of each section is a pattern, the skeleton of the structure
being learnt, and a model or models, giving one or more examples of the
structure with lexical insertions, i.e., complete with all words. After a
section or lesson you may find notes on the grammar; use these only if you
wish. The course is designed to teach you to speak, rather than to know about
Kongo, but some people learn best when they have some idea of the grammar. You
are however strongly advised to read the notes on tone marking in Lesson 1,
otherwise you will be puzzled by the various signs indicating tone. Even if you
are used to tone-marked material, please read the notes carefully; the
significance of the diacritics is quite different from many other systems using
the same ones.
After every four lessons is a written test; keys begin on p.0000. The Kongo-
English vocabulary is at the back of the book, followed by the English-Kongo.

1
. If the intervals are really too short for comfort, you can 'explode'
the recordings-, i.e., re-record, giving longer intervals.
IV

TABLE OF CONTENTS

FOREWORD i

IMPORTANT NOTE iii

Instructions - iii

LESSON 1
1/1 Pronunciation and spelling 1
Tone-marking 2
1/2 Days of the week; predicate words 5

2/1 Future tense 1 (1st & 2nd sg) ; ee?; elision; subject pronouns
and nouns 6
2/2 Negatives 7
2/3 Stable (predicate) nouns; indirect relatives 8
2/4 1st and 2nd persons plural 8
2/5 -ko attached to nouns 9
2/6 Questions with nkhf? 'what is it?' 10

LESSON 2
3/1 Nouns as subjects: noun variants; moving high tone; compound nouns;
3rd person sg pronoun and subject prefix 10
3/2 Negatives ctd 11
3/3 Object concords, 1st & 2nd pi persons; 'I/you want' 12
3/4 Plural nouns; 3rd pi pronoun and subject prefix; kewaa'u-ko ... 12
3/5 3rd pi object concords; infinitives as nouns; elision, tone
transfer & tone shift 13

LESSON 4
4/1 Verbs of TCII; the subjunctive 14
4/2 'I don't want'; TCII verbs with -ko 14
4/3 'When?' questions 15
4/4 TCII verbs with object concord 15
4/5 1st and 2nd sg object concords: -NA- & -G- 16
4/6 Adjectival concepts; the impersonal and locative 17
4/7 Negating adjectival concepts 17

TEST FOR LESSONS 1-4 18

LESSON 5
5/1 Subjunctive, 1st & 2nd persons sg; v6 'that'; pitch features of
questions 19
5/2 Subjunctive ctd : 1st & 2nd pi, with object concords; 'why?'; 'they
want' 20
5/3 Subjunctive ctd: 3rd person sg; -fwete 'ought' 20
5/4 Object concord, 3rd person singular, -NG- 21
5/5 Future conditions : avo* + subjunctive; four-syllable contraction
rule : 22
5/6 Two present tenses; -anga 'continuative' suffix 23
V

LESSON 6
6/1 -ina 'be'; 'where?' questions; topic nouns;
concords and subject prefixes of noun classes 1/2, 3/4, 6,7,9 . . 24
6/2 Negative of -ina 'be' 26
6/3 Classes 9/10; NA consonant clusters; indirect questions 26
6/4 Indirect questions with nkh'i 'what?' 28
6/5 Inceptive or 'not yet' verb form; issya v6 28
6/6 Present tenses, ctd 29

LESSON 7
7/1 Questions with nani? 'who?' 30
7/2 More on bridging; -mphe 'also' 30
7/3 Subject/topic [projnouns; negative of -leenda; ye- 'and, with' . . 31
7/4 'Why not?' ; ye- + pronominal stem 32
7/5 'When' temporal clauses; -mene; noun class object suffixes . . . . 32
7/6 'When' temporal clauses, ctd 33

LESSON 8
8/1 Class 8; more on object suffixes; -sidi 'have managed to manage to,
yet done' 35
8/2 2nd person sg subject prefix variants; notional agreement . . . . 35
8/3 Possessive prefixes and stems; 'here is' presentative 36
8/4 Negative stabilization; -aa-V demonstrative pronouns 37
8/5 Demonstrative adjectives; Classes 5, 11, 13; -t6ma 'do well1 . . . 38
8/6 Stable (predicative) adjectival expressions 39

TEST FOR LESSONS 5-8 40

LESSON 9
9/1 The perfect suffix and present perfect tense 42
9/2 Reconverting perfect forms to the infinitive 43
9/3 The perfect ctd 44
9/4 Present perfect with 1st sg subject prefix (NA-) 44
9/5 Indirect relative perfect 45

LESSON 10
10/1 Relative pronouns; muna- 46
10/2 Irregular perfect stems 47
10/3 The -oo-o demonstrative 47
10/4 ye-/yo- 'and, with'; -ina (ye-) 'have1; class pronouns; possessive
prefixes ctd 48
10/5 Answering negative questions; se-; 'for (a time)' 49
10/6 aweVi? 'how [is it]?'; noun class prefix variants 50

LESSON 11
11/1 Stabilizing for emphasis; -G aanga present tense, ctd 51
11/2 'sometimes'; -G aanga present tense with infixed object . . . . 51
11/3 Object nouns; more on compounds 52
11/4 -G aanga present tense, ctd; the relational extension 53
11/5 -G aanga tense with suffixed object concord; Classes 14,17 . . . 54
11/6 -teka 'do first'; kwa- 'to, by' 55
vi
LESSON 12
12/1 Hortative and imperative; the kwa- emphasizer; strict class
agreement 56
12/2 'Have' ctd; 'adjectival1 verbs 57
12/3 Review 57
12/4 -ina with -anga ' continuative' suffix 58
12/5 Waawtf-vo 'since'; -vo as a suffix 58

TEST FOR LESSONS 9-12 59

LESSON 13
13/1 Illness and pain 61
13/2 cfowoo 'no'; notional agreement 61
13/3 nkkwa 'possessor' 62
13/4 Comparison; abstract nouns 63
13/5 Comparison ctd; direct relative of perfect; 3rd sg subject prefixes;
vakati 'among' 63
13/6 Comparison ctd; 1st sg subject prefixes; dropping the IV 64

LESSON 14
14/1 The passive extension 65
14/2 i- stabilized relatives; double predicates; Classes 1 & 2 subject
prefix variation; appositional phrases 66
14/3 Imperative singular; -lenda; vana-vSau 67
14/4 Imperative negative (singular) 68
14/5 Imperative with following object; stabilized indirect relative . . 68
14/6 Negative imperative + object noun; perfect suffix ctd: vowel and
consonant harmony, and the passive 69

LESSON 15
15/1 Imperative, ctd: plural; with object infix 71
15/2 Imperative ctd: with suffixed object concord; 'all' 71
15/3 Locative classes, ctd 72
15/4 Negative imperative with object concord; nasal deletion 72
15/5 Reduplication; ordinal, 'adjectival' (appositional) and compound
numerals; telling the time 73
15/6 Telling the time, ctd; cardinal and more complex numbers 75

LESSON 16
16/1 -kwa? 'how many/much?'; numerals ctd; present perfect ctd . . . . 78
16/2 Numerals ctd 79
16/3 -vwiidi 'possess'; konso 'each, every'; Classes 15/6 80
16/4 Relative pronouns ctd 81
16/5 Demonstratives ctd; i- stabilizer with nouns; more on the passive 82
16/6 Inverted relatives; more on the perfect and past perfect; contracted
subject prefixes; Class 19 diminutives 83

TEST FOR LESSONS 13-16 84

vii

LESSON 17
17/1 Relational extension; object suffix on subjunctive; reflexive infix;
compounds again 86
17/2 Relational extension ctd: 'what for?'; Class 2 subject prefixes;
strict class (vs. notional) agreement 87
17/3 'What is like?'; adjectival expression ctd; yovo 'or'; Class
la/2a nouns 88
17/4 Review of imperative with infixed object concord (15/1), 1st persons
object concords (4/5, 6/3, 3/3), relational extension (17/1-2) . . 90
17/5 'Lest'; unfulfilled conditionals ('if ever'); nga* ; -adi potential;
more on the perfect; miscellaneous points 90
17/6 Relational passive 92

LESSON 18
18/1 Further uses of -vwS; muna 'in order to'; Variants 1 and 2 again . 93
18/2 -vwa ctd; Variant 1 without IV; more adjectival expressions . . . 94
18/3 Stabilization of indirect relative ctd; -luta auxiliary; -anga
'continuative' suffix; relational extension ctd; word order . . . 95
18/4 e 'what about?'; -lembele 'have failed'; 'reason for which'; -anga
extension ctd; more on word order; double objects 96
18/5 'Whose?'; possessive pronouns; mwisl-/esi- 97
18/6 'Reason why' ctd; -lembele and -lembi; 'because of the fact that';
-kedi(inge) 'was/were1; -koondwa 'be lacking'; edl 'what' 98

LESSON 19
19/1 Present and past perfect, ctd; further perfect forms 101
19/2 Emphatic past continuous 102
19/3 yevana 'until'; negative perfect 103
19/4 Emphatic past; iboosl; perfect forms ctd; past perfect ctd;
preverbal locatives 104
19/5 kaneele vo 'although; kemu- 'without doing' 105

LESSON 20
20/1 Future tense; with avo* (future condition); nkhete + dependent verb
form; question pitch features 106
20/2 | ne | i- '(such) as'; -vita & -teka; past narrative 107
20/3 Past narrative tense; consecutive verb 108
20/4 Practice of emphatic past, and preverbal locative 109
20/5 Narrative Past Tense 110
20/6 Emphatic Past Tense 110
20/7 Future Tense (one-word) Ill

TEST FOR LESSONS 17-20 Ill

LESSON 21
21/1 Stabilization of nouns with i- 113
21/2 Stabilization without preprefix 114
21/3 Two kinds of stabilization; nouns with stem augments 114
21/4 Nftu: the body; higher numerals; [ y? 115
viii

LESSON 22
22/1 Emphatic na; causative extension 121
22/2 -liita 'do more/rather1 122
22/3 'and [it is] not1; se + subjunctive future 123
(No Section 4)
22/5 Clefted verb; 3rd sg/Class 1 subject prefix variant 123
22/6 kinuma3ha 'in order that1 124
22/7 Present Perfect Indicative 125

LESSON 23
23/1 Locatives ctd; plural augment prefixes 126
23/2 'There is/is not'; more on negatives 127
23/3 More on the inverted relative 128
23/4 Yaklhu 'so far1 with inceptive form 129
23/5 Reciprocal extension; personal names 130

LESSON 24
24/1 Mmokff (conversation) 132
24/2 Angola 134
24/3 Njendelo kuna-Ngola (Journey to Angola) 138
24/4 Ssaambu yampfumu (The Lord's Prayer) 140

TEST FOR LESSONS 21-24 140

KEYS TO TESTS 142

KONGO-ENGLISH VOCABULARY 147

ENGLISH-KONGO VOCABULARY 179

BIBLIOGRAPHY 181
MALOONGI MAKIKOONGO / KONGO COURSE

LESSON 1 / LOONGI D Y X N T H E T E

1/1 Nkhuunku yanthete / Section 1

(Repeat after the speaker. Everything is said twice before the gap.)

Kyammbote. How are you? (lit. "(health) of goodness')

Taata. Father = sir, Mr.
Neehgwa. Mother = madam, Mrs.
Eelo. Yes.
Ingeta. Certainly; yes indeed.
Vve'. No.
Saala kyamnbote. Goodbye (lit. 'stay well 1 ; said by person leaving).
Heenda kySmabote. Goodbye (lit. 'go well'; said by person staying).
Nusaala kySambote. Stay well (to several people or a senior person).
Nweenda kySaabote. Go well (to several people or a senior person).
Kedyaambfl-ko. It doesn't matter; never mind (lit. it is not an affair).
Dyaaabote! Goodl Right!
AwSyi? My goodness! (lit. 'it is how?')
AkwSyi? Where (is it)?
Ekkuma | nkhf? Why? (lit. 'the reason | is what?')
Kewa2u-ko ee? Isn't that right? [Will sound more like kewaau-kw' ee?]
Saansukal Be well brought up! (said to a person sneezing)
Unnddloka. Forgive me (excuse me; I'm sorry).
Awt-fyi ovovele? What did you say? (lit. 'it is how that you spoke?')
Kiwlldi-kd. I didn't hear; I haven't understood.
Enkhuumbu-aame My name ...
| Joao Makoondekwa. | is Joao Makoondekwa.

The book title means literally 'Lessons of the Kongo language'; maloongi
'lessons' is related to a verb -loonga 'teach', and languages (and cultures)
always have the prefix ki-, hence kikoongo. Lodngi dyanthete lit. '[it is]
lesson of the first', and nkhuunku yanthete '[it is] section of the first 1 .

Pronunciation and spelling

Pronunciation presents few difficulties for English speakers. The character

h written after a consonant symbol represents aspiration, a puff of air, as in
nkhuunku 'part, section'. You may be able to hear the difference between nkhu-
and -nku, the latter without aspiration.
Vowels have the so-called Italian values, and should be clear from the
recording. Two adjacent vowel characters represent two syllables. Thus there
are three syllables in saala 'remain, stay', but only two in sala 'work'.
Doubled consonant symbols represent genlnate sounds, which are pronounced with
greater force, and are often longer in duration, than single consonants. The
word ekkuma 'the reason' has the geminate kk pronounced as in 'neck cool'.
The spelling system used here has been specially developed by the authors,
and is not used in ordinary printed books, etc. The current orthographies in
2
Angola and Zaire do not distinguish between geminate and single consonants,
double and single vowels, and several other important features.

Tone-marking

Kongo is a tone language, in which differences of pitch pattern carry

differences of meaning, e.g.

wakaanga (high-low-low-low) '(s)he roasted, fried'

wakaanga (low-high-low-low) '(s)he tied up, hindered'

These notes are intended to give you some idea of the system, but if you find
them confusing rather than helpful, disregard the tone marks and simply copy
the speaker's voice.

(i) Tone bearing elements. Only vowels carry contrastive tone in Angolan
Kongo; there are no syllabic consonants. All voiced consonants, of course,
must be pronounced on a particular pitch, but they always either (a) start off
low in beginning a tone phrase, as in (ii) below, or (b) take their pitch from
the preceding vowel.

(ii) Tone phrases and peak pitch. Each Kongo sentence consists of one or more
tone phrases. At the beginning of each tone phrase, the voice starts on a low
pitch. During the phrase, the voice may stay low and roughly level, as when
the phrase consists of only low tone (unmarked, or with subscript dot — to be
explained later):

Oalongokl 'The students' (as subject of a verb)

or it may go up to a peak pitch (= the highest pitch of the phrase) , and then
come down again, if there is only one high tone in the phrase:

Walflhgoka. '(S)he learnt.'

Peak pitch is marked by the hachek, klicka or wedge, [v]). Here is a sentence
of two phrases, one all low, and one with a single high tone at peak pitch:

Omadya | mana'twa. 'The food I was carried.

r i - ~i
The symbol [ |_] .means 'tone phrase boundary1 — this is not necessarily a pause.
3
(iii) Bridging. A bridge is a peak 'stretched' over more than one syllable.
Beginning and ending high tones are shown by ["] and [']; everything in between
is at level (high) pitch:

Isinga kubamona. 'I am going to see them.'

Bridges occur only between the first two high tones of a phrase. You will
learn how to operate them during the first few lessons.

(iv) Stepping. Further high tones in a phrase are also marked ['] , and the
sentence is a series of 'steps', with the high tones as step edges:

Ketusinga wutuka mmbazl-ko. 'We won't return tomorrow.'

I - - I
Sentence initial vowels with tone marks are in lower case: Ihgeta 'certainly'.

(v) Initial and final high tones. A phrase initial high tone has sharply
rising pitch:
Dyannbote beeni. '(It is) very good.'

I
/

while a phrase final high tone has sharply falling pitch, especially if also
sentence final:
Kwannda 'It's a long way away.'

- \

This applies to all final high tones, whether or not at peak pitch:

Tusinga wutuka mmbazl. 'We'll return tomorrow.'

I _ _ _ _ _ |

-- "" "\J
The one exception is the question indicator ee? (see 2/1).

(vi) Suppressed high tones. In certain conditions, the first basic high tone of
a phrase is suppressed (deleted, unrealized) and the next high tone, if any,
4
takes peak pitch. Suppressed high tone is shown by the subscript dot [ ] under
the vowel character, and the behavior is as for low tones:

Enkhuunbu angudi-aandi 'The name of his mother'

cf. Yanssoong' enkhuuabu-aame. 'I told him my name.

- - I- I
/

(vii) Extra high pitch is found on the first high tone of phrases containing
•WH1 question words such as nkhi? 'what (is it)?1, aweyi? 'how (is it)?' and
mini? 'who?', when these are direct (i.e. not reported, indirect) questions.
This extra high pitch is never bridged:

Nkhi tuslnga waanga? 'What is it that we are going to do?'

The first high tone need not be actually in the question word:

Mwwaatu ayanani? 'They are clothes of whom? Whose clothes are they?'

f I

This extra high pitched high tone is not specially marked, as the context is
sufficient to signal it.

(viii) Phrasing and syntax. Phrasing has nothing whatever to do with breath
groups, pauses, etc. Phrase boundary and pause may coincide, but pause may
also occur within a tone phrase, and several phrases may be uttered without
pause. Phrasing is entirely controlled by the syntax, the relationship of
words within a sentence. Similarly, bridging, high tone deletion/suppression
and extra high pitch are dependent upon the syntax, and the system will be
gradually explained during the course.

(ix) Phrases without H. A word or phrase without H often shows a slightly

raised and emphasized pitch on the final syllable: | tukosokele. 'we have sat
down.1 This may be considered a kind of 'false' or 'imposed' H. It will not
be marked in the material here.
5

1/2 Nkhuunku yazoole / Section 2

Repeat after the speaker; everything is said twice.

Kyamd'osi. (It is) Monday. (lit. first day

Kyaztfole. Tuesday. ( second
Kyat&tu. Wednesday. ( third
Kyaya'. Thursday. ( fourth
Katafanu. Friday. ( fifth
Kya'ntsaabala. Saturday. (< Portuguese sabado)
Kyalumilhgu. Sunday. (< Portuguese domingo)
KyJnkheenge. 1st day of market week,
Kyafrtsona. 2nd day of market week,
Kyamphaa"hgala. 3rd day of market week,
Kyakkdbnzo. 4th day of market week.
Ewuunu | kyatSanu. Today | is Friday.

Days of the week; predicate words

There are two 'week' systems among the Kongo: the European seven day week,
introduced by the Portuguese, begins on Monday, (llumbu) kyamoosl 'day of the
first = first day'. The indigenous Kongo system is a four day 'market week';
the market is held in a different place on each of the four days, returning to
the first place when the cycle recommences on the fifth day. Names for the
market days vary over the Kongo area.
Strictly, all the day names in this drill mean 'It is (first day, etc.)',
but no verb is required in Kongo. Any word functioning as a predicate always
begins a phrase, and has all high tones 'realized', i.e., no deletion or
suppression.
LESSON 2 / LObNGI DYAz6oLE

2/1 Nkhuunku vanthete / Section 1

Note: this is a 'three phase' drill; please read instructions on p.iii before
starting. Bracketed vowels are elided.

Pattern : Ongey(e) | oslnga (a) ee? Ee*lo, | omon(o) | isinga a.

You'(sg) j are you going to ? Yes,| me |'l am going to .

Model : Ongey' | oslnga ssal' ee? Ee'lo, | omon' | isinga ssala.

Are you going to work? Yes, I'm going to work.

Ongey' | osinga ssal' ee? Ee'lo, I omon' isinga ssala.

wov' (speak) wova.
llaamb' (cook) llaamba.
ttaang' (read) ttaanga.
oslngS ddy (eat) ddya.
nnw' (drink) nnwa.
osinga ssikam' (get up) ssikama.
wutuk' (return) wutukfi.
wiingll' (wait) wlingila.
kkos6k' (sit down) kkosoka.
ssaal' (stay behind) ssaala.

Future tense 1 (1st & 2nd sg); ee?; elision; subject pronouns and nouns

This future form is roughly equivalent to 'I am going to ...', and

consists of three pieces:

Subject Prefix Future Auxiliary Verb Infinitive

i- 'I' -singa ssala 'to work'
o- 'you sg1 -slnga wiituka ' to return'

Thus isinga ssala 'I am going to work' and osinga wutuka 'you are going to
return'. An indicative (main) verb always begins a phrase, so the high tone of
-singa is at peak pitch (and bridged with the first one of the infinitive,)
The subject prefix (sp) is an integral part of the verb, even though there
is a separate pronoun here (ongeye, omono) with the same meaning.
The verb infinitive consists of a stem ending in -a (-sala, -vutuka), with
a prefix, meaning much the same as 'to'; for verbs beginning with a consonant
the prefix is gemination, or doubling of the first consonant: s-sala, v-vutuka.
The particle ee? placed at the end of a sentence turns it into a question of
the 'yes-no' kind. It has rising pitch, not marked, as it does not behave like
an ordinary high tone. There is no change of word order, as in English.
All Kongo words end in a vowel, which is often elided, or dropped, when
the next word begins with a vowel. Elision is indicated by apostrophe, elided
vowels being shown in brackets for the first occurrence: Ongey(e), then Ongey'.
The question indicator ee? causes elision of the preceding vowel,' or
sometimes contraction: -u (sometimes -o > -w1 and -i > -y'. This has the
effect of transferring any high tone from the final vowel to the one before it:
7
isinga vvutuka + ee? > isinga wutuk' ee?
'I am going to return' > 'am I going to return?'

Adjacent high tones are on different levels, the second one lower.
The pronouns ongeye 'you sg' and omono 'I, me' are here subject of the
verb. A noun or pronoun as subject:
(a) has an initial vowel (about which you will learn more later)
(b) begins a tone phrase
(c) has first high tone suppressed
hence ongeye > | ongeye and omdno > | omono. Here the pronouns begin
the sentence, as well as beginning a tone phrase.
Subject pronouns are not essential, since the person is shown by the
subject prefix of the verb (i-, o-), but they are often used for emphasis.

2/2 Nkhuunku yaz6ole / Section 2

Pattern : Ongey(e) | osinga (a) ee? Vve\ | kislnga a-ko.

You"| are you going to ? No, | I'm not going to .

Model : Ongey' | osinga ssal' ee? Vv&, | kislnga ssala-ko.

Are you going to work? No, I'm not going to work.

Ongey' | osinga ssal' ee? Vv&, | kisinga ssala-ko.

w6v' vvova-ko.
llaamb' llaamba-ko.
ttaang' ttaanga-k6.
osinga ddy' ddya-ko.
nnw' nnwa-ko.
osinga ssikam' ssikama-ko.
wutuk' wutuka-ko.
wiingil' wiingila-ko.
kkosok' kkosoka-ko.
ssaal' ssaala-ko.

Negatives
Any sentence in Kongo can be negated by prefixing ka- or ke- (contracted to
k- before a vowel) and suffixing -ko at the end. The verbs you have met so far
belong to a tone-class which has high tone on the first stem syllable, and
another on the final if there are more than two stem syllables: -dya, -mona,
-vutuka, -vlingila. There is one exception: stems with a nasal + another
consonant after the double vowel, like -laamba and -taanga. The double vowel
here comes from a lengthening process which took place before such sequences or
clusters of consonants; there is no difference in sound between the true double
vowel, as in -saala, and the 'long' vowel of -laamba, only a difference of
effect, as will shortly be seen. These will be called T(one) C(lass) I verbs.
When -ko is suffixed to the TCI infinitive, it will itself have a high tone
when the verb has two syllables; for this purpose the 'long vowel1 verbs
behave as the two syllable verbs: -mona-ko, -laamba-k6. With other TCI verbs,
-ko has low-tone (though sometimes the final high of the verb may be
transferred to it): -dya-ko, -v(ituka-ko, -saala-ko, -viingila-ko.
8
2/3 Nkhuunku yataatu / Section 3

Pattern: oslnga (a) ee? Etflo, | isinga a.

Is it you are going to Yes, ] it's I'm going to .
(Are you going to some — ? ) (Yes, I'm going to some .)

Model Ssalu oslnga waang' ee? Ee'lo, | ssalu isinga waanga.

Are you going to do some work? Yes, I'm going to do some work.
(Lit. is it work that you are... (... it is work that I ...)

Ssalu oslnga waang' ee? Eelo, | ssalu isinga waanga

Madya oslnga llaamb' (food, cook) madya isinga llaamba
Maaz(a) oslnga nnw' (water, drink) maaza nnwa.
Madya ddy1 (food, eat) madya ddya.
KiKdongo oslnga wov' (Kongo, speak) kiKdongo wova.
Nkkaanda ttaang' (book/letter, read) nkkaanda ttaanga
Klmbvumina oslnga nnw' (milk, drink) kimbvumina nnwa.
Mwwaatu oslnga ssuunb' (clothes, buy) •wwaatu ssuumba
Nkkaanda ssonek' (book/letter, write) nkkaanda ttaanga

Stable (predicate) nouns; Indirect relatives

The noun beginning the questions means 'It is a/some N': Ssalu 'It is work',
Mwwaatu 'They are clothes.' This kind of noun is called predicative or
stable; the English translation includes 'be', but in Kongo, the noun is
predicative simply by being at the beginning of a phrase, with no initial
vowel. If a second high tone occurs in the same phrase, there is a bridge;
this high tone may be in the same word, or the next one: | mwwaatu 'they are
clothes', | ssalu isinga (waanga) 'it is work (that) I am going (to do)'.
The form isinga (waanga, etc.) is no different in shape or basic tone-
pattern from the indicative examples used in previous lessons, but it is not
initial in the phrase, hence it is relative, not indicative; i.e., it means
'which/that I am going (to do, etc.)'. Kongo, like English, does not need
anything meaning 'which/that/whom1 in this kind of relative clause.

2/4 Nkhuunku yaya / Section 4

Pattern : Oyeeno | nusinga (a) ee? Ee'lo, | oyeeto | tusinga a.

You (pi) | are you going to ? Yes, | we [ we are going to .

Model : Oyeeno | nusinga kkosok' ee? Ee'lo, | oyeeto | tusinga kkdsoka.

Are you going to sit down? Yes, we are going to sit down.

Oyeeno | nusinga kk6sok' ee? Eelo, | oyeeto | tusinga kkosoka.

lleek' (sleep) lleeka.
wutuk" wutuka.
nuslnga ddy' ddya.
nusinga wiingil' wlingila.
ssaal' ssaala.
ttelam' (stand up) ttelama.
_ ttal' (look, watch) ttala.
w6v' wova.
9
1st and 2nd persons plural

The structure is as for Section 1 of this lesson, but using the plural
pronouns oyeeto 'we' and oyeeno 'you (more than one, or respectful to one)',
and the corresponding subject prefixes tu- 'we' and nu- 'you (pi)'. As before,
when used as subject, the pronouns are phrase initial, and show suppression of
the high tone: | oyeeto, | oyeeno.

2/5 Nkhuunku yataanu / Section 5

Pattern : nuslnga (a) ee? Vvef, | ketusinga a ko.

Is it [noun] you're going to — ? No, we're not going to
any [noun].

Model: Malavu nuslnga ssuumb' ee? VveT, | ketusinga ssuumba malavu-ko.

Is it palm wine you're going No, we are not going to buy any palm
to buy? wine.

Malavu nuslnga ssuumb1 ee? Vvtf, | ketusinga ssuumba malavu-ko.

Madya llaamb' llaamba madya-ko.
Kingeleezo vvov1 (English, speak) w o v a kingeleezo-ko.
Mmbazi wutuk' (tomorrow, return) wutuka mmbazi-ko.
Nkkaanda 11 aang' ttaanga nkkaanda-ko.
Ssalu waang' vvaanga ssalu-ko.
Nkkaanda ssonek' ssoneka nkkaanda-ko.
Akuundi mraon' (friends, see) mmona akuundi-ko.
Mmblzi nuslnga ddy1 (meat, eat) ddya mmblzi-ko.

-ko attached to nouns

To understand why the tone of -ko varies when attached to nouns, you need to
know more about noun structure. Most nouns in Kongo consist of a prefix
attached to a stem:

ma-aza 'water' mv-vwaatu 'clothes'

ma-dya 'food' nk-kaanda 'book, letter'
ma-lavu 'palm wine' kl-Koongo 'Kongo language'
s-salu 'work' ki-ngeleezo 'English language1
1
a-kuundi friends' mm-bazl 'tomorrow, outside'
mm-bizi 'meat'

Some have a third element, between the prefix and stem, called a stem augment:
kl-mb-vumina 'milk'. In the vocabulary, nouns are shown under the first letter
of the stem, e.g. ma-aza is under A, kl-mb-vumina under V.
When -ko is suffixed, nouns with high tone on the first stem syllable behave
as TCI verbs: madya-ko cf. ddya-ko, ssalu-ko cf. mmona-ko, nkkaanda-ko cf.
ttaanga-ko. Where the noun has high tone after first stem syllable, -ko has low
tone: mmbazi-ko, malavu-ko, kingeleezo-ko.
10
2/6 Nkhuunku yasaambanu / Section 6

Pattern : Omono | islnga a. Nkh! osinga a?

Me" | I am going to . What is it that you are going to — ?

Model : Omono | isinga ddya. Nkhl osinga ddya?

I ] am going to eat. What are you going to eat?

Omono | islnga ddya. Nkhf osinga ddya?

ttaanga. ttaanga?
nnwa. nnwa?
11Samba. llaamba?
w6va. w6va?
ssuunba. ssuunba?
ttaambula. (receive) ttaambulS?
mm6na. mmdna?
waanga. (do, act) waanga?
wiingila. (wait for) wlingilfi?

Questions with nkhl? 'what is it?'

The question word nkhl? 'what?' is usually in the stable form, as here,
meaning 'it is what?' Being a question word, it causes the first high tone of
the phrase to have higher than normal peak pitch, which is not bridged; see
Note (vii) on p. 4. Compare:

Nkhl osinga wfianga? 'What is it that you are going to do?'

with Ssalu islnga waanga. 'It is work that I am going to do.'

LESSON 3 / L00NGI DYATAATU

3/1 Nkhuunku yanthete / Section 1

Pattern: 0 | osinga (a) ee? Ee'lo, | oyaandi | osinga a.

The [noun] | is s/he going to ? Yes, | s/he | s/he's going to

Model : Omwaan(a) | oslngfi ddy' ee? Ee'lo, | oyaandi | osinga ddya.

Is the child | going to eat? Yes, s/he is going to eat.

Omwaan(a) | osinga ddy1 ee? Ee'lo, | oyaandi | osinga ddya.

Onkkeentfl j osinga 11Saab' (woman) * llaamba.
Onkkuundi-aSku | wutuk' (your friend, return) wutuka.
Oauuntu | wat1 (person, plow/cultivate) wfita.
Onndezi-mwaana | ssaal' (child nurse) ssaala.
Ompfuau Svata | vvy66k' (village chief, pass by) wyooka.
Oawaan' | lleek' lleeka.
Omuuntu | wivll' (listen) wivilS.
Ompfumu Svata | w6v' w6va.
11
Nouns as subjects: noun variants; moving high tone; compound nouns;
3rd person sg pronoun and subject prefix

The pronoun oyaandi, which becomes | oyaandi as subject, means both 'he' and
'she', as does the subject prefix o-. Since this is the same as for 'you
(sg)', it is advisable to use the pronoun when there is no subject noun.
Nouns have two forms: Variant 1 has an I(nitial) V(owel), which may be e- or
o- with any noun, and functions like the definite article 'the': essalu or
ossalu 'the work' and Variant 2, the form without IV ssalu 'work, some
work'. Variant 2 is the more basic, and is the form quoted in the vocabulary.
It is also used when the noun is stable (ssalu 'it is work') or as object in a
negative clause (kisinga waanga ssalu-ko 'I'm not going to do any work').
Variant 1 is used when the noun is subject of a verb, as in the questions of
this section. The noun is phrase initial, and shows the first H suppressed:
omwaana > | omwaana. For some nouns, the addition of the IV shifts this H
back one syllable: madya but omadya. Such nouns are said to have moving H, and
are marked M in the vocabulary. Nouns with stem augments, like kimbvumina,
have had H shift already. Nouns with two high tones may show the second one in
either final or penultimate position; the penultimate position tends to be used
when the first high tone is 'moved': nkkeento but dnkkeento OR onkkeento.
Onndezl-mwaana 'child-nurse' and onkkuundi-aame 'my friend' are compound
nouns in which the tone of the second component depends on that of the first,
behaving, in fact, as an extension of the first. If the first noun has non-
moving tone on the second syllable (as (o)nndezi), the second component has no
high tone; if the first has moving tone (as nkkuundi/onkkuundi), the second has
final H. There are numerous compounds of different kinds in Kongo, and they
will be shown hyphenated in this course, though they are not in current Kongo
orthography.

3/2 Nkhuunku yazoole / Section 2

Pattern : 0 | osinga (a) ee? VvS, | kasinga a nkkutii-ko.

Omwaan' | osinga ddy' ee? Vve", | kasinga ddya nkkutii-ko.

In some contexts, the 3rd person singular subject prefix is zero ( =

nothing). One such context is the negative, where the negative prefix takes
the form ka- : | oslnga ddya 's/he is going to eat' but | kaslnga ddya 's/he
is not going to eat'.
Nkkutu gives the meaning 'even, at all', and behaves as a noun with high
tone after first stem syllable, i.e. -ko has no high tone.

3/3 Nkhuunku yataatu / Section 3

Pattern : Zolele kutu (a) ee? ESlo, | ndzolele kunu a.

Do you (sg) want to us? Yes, | I want to you (pi)

Model Zolele kutuviingil(a) ee? ESlo, | ndzolele kunuviingila.

Do you want to wait for us? Yes, I want to wait for you.

Zolele kutuviingil' ee? Eelo, | ndzolele kunuviingila.

kutusadis' (help) j ndzolele kunflsadisa.
kutuaon' kunuaona.
kutusoneken' (write to) kunusonekena.
kutulaaabll* (cook for) kunulaambila.
kutukiyll • (visit) kunukiyila.
kutuvivil' kunuvivlla.
kutusoong' (tell, show) kunusoonga.
kutusaaunwiin' (explain/describe to) kunusaaunwilna.

Object concords, 1st & 2nd pi persons; 'I/you want'

Where English has a pronoun such as 'us' as object of a verb, Kongo has an
object concord which for persons comes right before the verb stem. For 1st and
2nd persons these are -tu- 'us' and -nu- 'you (pi)'. Now the prefix is ku-
instead of gemination: m-nona 'to see' but ku-tti-mona 'to see us 1 . The H
moves back one syllable, from first stem syllable to object concord, as shown.
Ndzolele 'I want' and zolele 'you (sg) want1 (variant of o-zolele) are
perfect forms of the verb -zola 'want, like, love'. Perfect forms are explained
in greater detail in Lesson 9. The two examples here have no high tones.

3/4 Nkhuunku yaya / Section 4

Pattern: 0- — | beslnga a, | kewaSu-ko ee?

Model : Owaana | beslnga ddya, | kewaau-ko ee?

Plural nouns; 3rd pi pronoun and subject prefix; kewaau-ko

The nouns in the questions are the plurals of those in 3/1. At this stage
you need not try and learn these plurals, though you may notice that some, such
as 'chiefs' and 'nurses', are identical with the singular forms. Enndezi
zawaana 'the nurses of the children1 is not a compound, as is its singular.
kewaSu-ko 'it is not so' (see 1/1) is from waau M 'thus', a pronoun of a
class referring to abstracts.

3/5 Nkhuunku yataanu / Section 5

Pattern: Nuzolel(e) o (a) o ee? Ingeta, | tuzolele kuba a.

Do you want to the [pi noun]? Yes indeed, | we want to them.

Model : Nuzolel' duon' owfian' ee? Ingeta, | tuzolele kubamona.

Do you want to see the children? Yes indeed, | we want to see them.

Variation exx. 4-8: Ingeta replaced by Ee'lo.

Nuzolel' dmnon' owaan' ee? Ingeta, tuzolele kubeuBona.

dkkiyll1 oakuundi-eeno (visit your friends) kubakiyila.
dvviingil1 oakeento (wait for the women) kubaviingila.
dssadis' owaantu (help the people) kubasadisS.
dllaaabil' owaan'-eeno (cook for your (pi) children) kubalaaabila.
dssoneken' engudl-zeeno (write to your mothers) kubasoneken§.
dddiik' owaan' (feed the children) kubadiika.
ossoong' oamobuta zawaantu (show/tell the elders*) kubSsoonga.

* l i t . ' e l d e r s of the people'.

3rd pi object concords; Infinitive as noun;
elision, tone transfer and tone shift

The object concord for the 3rd person plural 'they', when referring to
people, is -ba- (with a variant -a-): ku-ba-mona 'to see them'. In the
questions the Infinitive has IV, the Variant 1 form; it is a noun like any
other and can appear with or without IV.
14
When a vowel with high tone is elided, the high tone cannot be lost, but
must appear:

(a) on the following vowel if that has no high tone of its own: this is tone
transfer (oddiika + owaana > oddiik' owaana 'to feed the children')
(b) on the preceding vowel if the next vowel has high tone: this is tone shift
(ossonekena + engudi > 6ssoneken' engudi 'to write to the mothers')

LESSON 4 / LOONGI DYAYA

4/1 Nkhuunku yanthete / Section 1

Pattern Ndzolele vd | wa a. Dyamabote, | islnga a.

I want that j you should It is good, | I am going to -
(I want you to .) (Very well, I'll — . )

Model : Ndzolele vd | walongoka. Dyaaabote, | islnga llongoka.

I want I you to learn. All right, | I'll learn.

walongoka. Dyaaabote, | issinga llongoka.

walaanda. (follow) llaanda.
walwaaka. (arrive, get there) llwaaka.
wakota. (enter, go/come in) kkota.
wafinaaa. (approach, get near) ffinaaa.
wavuunda. (rest) wuunda.
wayaabula,.(stop, leave off) yyaabula.
wayiindula. (think, remember) yyiindula
waseva. (laugh) sseva.
wiiza. (come) kwiiza.
weenda. (go) kweenda.

Verbs of TCII; the subjunctive

This lesson introduces the other tone class of verbs, TCII. These have non-
moving high tone on the second stem syllable, except for the two vowel
commencing stems: -iza and -enda. These have no consonant to be geminated; the
infinitive prefix is ku-, which combines with the following vowel to make kw-
and double vowel: /ku+iza/ > kwiiza 'to come'. The high tone here is
'moving', and in the present context the 'moved' form is used: kwiiza.
The verb form in the questions is the subjunctive, meaning 'that you
should/may .' You will learn more about this form in the next lesson.
Dyaaabote means literally 'It is of goodness' = 'All right, very well, OK.1

4/2 Nkhuunku yazoole / Section 2

Pattern : Ndzolele v& | wa a. Vvef, | kizolele a-ko.

I want that | you should , No, | I don't want to .

Model Ndzolele v8 | walongoka. Vve\ | kizdlele llongoka-ko.

I want | you to learn. No, II don't want to learn.
15
4/2 ctd
Ndzolele vd" walongoka. VvS, | kizolele llongoka-ko.
walaanda. llaanda-ko.
walwaaka. llwaaka-ko.
wakota. kkota-ko.
wafinama. ffinama-ko.
wavuunda. wuunda-ko.
wayambula. yyambula-ko.
wayiindula. yyiindula-ko.
waseva. sseva-ko.
wiiza. kwiiza-ko.
weenda. kweenda-ko.

•I don't want1; TCII verbs with -ko

'I don't want/like to1 is expressed by kizolele a-ko, which as an

indicative is phrase initial: | kizolele ... The high tone will be bridged
with the next, as usual: | kizolele yyambula-ko 'I don't want to stop.1 In a
negative phrases, the infinitive has no IV.

4/3 Nkhuunku yataatu / Section 3

Pattern: Besinga a. Nkhf anthaangwa besinga a?

They are going to . It is what of time that they are going to — ?
(When are they going to ?)

Model : Besinga kkota. Nkhl anthaangwa besinga kkota?

They are going to go/come in. When are they going to go/come in?

Besinga kkota. Nkhf anthaangwa besinga kkota?

llwaaka. llwaaka?
kwiiza. kwiiza?
wuunda. wuunda?
kweenda. kweenda?
mmaanta (climb) mmaanta?

'When?1 questions

'When?' is expressed by Nkhl anthaangwa? lit. 'It-is-what of-time?' followed

by indirect relative, as in 2/6. Being a WH question, this structure has no
bridge, and the first high tone has extra high pitch.

4/4 Nkhuunku yaya / Section 4

Pattern Nufwete kutu a. Dya'ubote, | tuslnga kunu a.

You ought to us. Very well, | we'll you.

Model Nufwete kutulaanda. Dya^ambote, | tusinga kunulaanda.

You ought to follow us. Very well, j we'll follow you.
16
4/4 ctd
Nufwete kutulaanda Dyamnbote, | tuslnga kunulaanda.
kutukiyila kunukiyila.
kutuyizila (come for) kunuyizila.
kutuloonga (teach) kunuloonga.
kutuyiindula. kunuyiindula.
kutusanunwiina. kunusamunwiina.
kutuwaana. (meet, lit find) kunuwaana.
kutuvubila. (baptize) kunuvubila.

TCII verbs with object concord

The object concord (-tu-, -nu- etc.) is inserted before the root, as before,
and the prefix ku- replaces gemination. The concord and final vowel both have
high tone: kutukiyila 'to visit us 1 . In -izila 'to come for1 , -y- is inserted
between the concord and the stem: kunuyizila 'to come for you.'
-fwete 'ought' is an auxiliary, allied to the perfect forms (see Lesson 9).

4/5 Nkhuunku yataanu / Section 5

Pattern : Zolele kuNA (a) ee? Eelo, | ndzolele kiiG a.

Do you want to me? Yes, | I want to you (sg).

Model Zolele kunkhiyil(a) ee? Eelo, | ndzolele kukkiyila.

Do you want to visit me? Yes, | I want to visit you.

Zolele kunkhiyll* ee? (-kiyila, visit, lit. travel for)

Eelo, | ndzolele kukkiyila
kuntsadis' (-sadisa, help) kussadisa.
kunndoong' (-lodnga, teach) kulloonga.
kunmbon' (-mdna, see) kuomona.
kuntsoneken' (-sonekena, write to) kussonekena.
kunndaaabil' (-lganbila, cook for) kullaambila.
kuaphivil' (-vlvila, listen to) kuvvivila.
kunphiingil1 (-vlingila, wait for) kuvviingila.
kunthaangil' (-taangila, read to) kuttaangila.
kunjiindul' (-yiindula, remember, think of) kuyyiindula.
kungw' (-wa, hear) kuwwa.
kunndilk' (-diika, feed) kuddiika.
kuBpfilnp' (-fiimpa, measure, examine) kuffiimpa.
kunndat' (-nata, carry) kunnata.

1st and 2nd sg object concords: -NA- and -6-

The 2nd person sg object concord is gemination (-G-) of the first stem
sound, e.g. ku-s_-sadisa 'to help you'. (In s-sadisa gemination represents
'to', in ku-s-sadisa it stands for 'you'.) The first person concord 'me' is a
nasal plus another sound, represented NA; you need not try to learn these now,
but get used to recognizing the verb with and without 'me'. In the case of the
two vowel commencing stems and their derivatives, the extra -y- is geminated:
ku-y-yendela 'to go for you'. Since neither of these object concords is
syllabic, the high tone goes on to the preceding ku.
17
4/6 Nkhuunku yasaambanu / Section 6

Pattern : Dya , | kewaa'u-ko ee? Ingeta, | dya been!.

It is of ness, | isn't it so? Oh yes, | it's of ness very.
(It's [adjective], isn't it?) (Oh yes, it's very [adjective].)

Model Dyammbote, kewaa'u-ko ee? Ingeta, | dyammbote been!,

It's good, isn't it? Oh yes, J it's very good.

Dya'mmbote, | kewaa'u-ko ee? Ingeta, | dyammbote beeni.

Dyalltfdi, (true) dyalludi
DySssivi, (amazing) dyassivi
Dyamphilmpita (strange) dyamphiimpita
Dyasikila, (correct) dyasikila
Dyakizowa' (stupid) dyakizowa
Dyangaa'ngu (clever) dyangaangu
Dyaluvunff (untrue) dyaluvunu
( a l s o luvunu, e.g. in 4/7. )
Dyefakheenda (a pity, sad) dyankheenda

Kwannda' (distant, far) kwannda

KwJnkhufi (near, close) kwankhufi

Adjectival concepts; the impersonal and locative

Most adjectival concepts in this section are expressed by a prefix meaning

'of attached to a noun meaning a quality, e.g. mm-bote M 'goodness', 1-ludi
'truth'. The exception is dyasikila, a verb form neaning 'which has become
correct'. Nouns are dealt with in greater detail from Lesson 6 onwards. A
possessive prefix attached to a noun has the same tonal effect on moving tones
as the IV: mm-bote but dyammbote.
The prefix dya- is an impersonal, referring to things or matters in general;
it agrees with dya-ambu 'word, affair, matter'. The last two examples have a
locative meaning, referring to place. (For future reference, dya- is Class 5,
kwa- is Class 17.)

4/7 Nkhuunku yantsambwaadi / Section 7

Pattern : Dya , | kewaa'u-ko ee? VvS*, | kedya nkkutu-ko.

It is of ness, | is it not so? No, | it's not of ness at all.
(It's [adjective], isn't it?) (No, it's not [adjective] at all.)

Model : Dya'mmbote, kewaa'u-ko ee? Vve', | kedyammbote nkkutii-ko.

It's good, isn't it? No, | i t ' s not good at a l l .
18
4/7 ctd
Dyaanbote, kewaa'u-ko ee? Vve, | kedyaaabote nkkutu-ko.
Dyalltfdi, kedyalludi
Dy&ssivi, kedyassivi
Dyaaphilapita, kedyaaphiiapita
Dyaslkila, kedyaslklla
Dyakizowa', kedyakizowa
Dyaluvtfnu, kedyaluvunu
DySnkheenda, kedyankeenda

KwanndS, kekwannda
Kwffnkhufi, kekwankhufi

Negating adjectival concepts

Questions as for previous section, with negative answers, adding nkkutu as

In 3/2. The negative prefix appears as ke- before possessive prefix.

TEST FOR LESSONS 1-4 (key on p.142)

A. Translate from Kongo:

1. Saala kyaaabote. 12. Nkhr oslnga ttaaabula?

B. Translate into Kongo:

1. How are you? 12. She's not going to cook at all.

2. What did you say? 13. Yes, I want to help you pi.
3. I didn't understand. 14. No, they aren't going to listen.
4. My name is ... 15. Oh yes, we want to see them.
5. Today is Monday. 16. OK, I'll come.
6. I'm going to wait. 17. No, I don't want to go.
7. I'm not going to stay behind. 18. What time are they going to
8. I'm going to drink some water. arrive?
9. We're going to go back. 19. Very well, we'll follow you.
10. What are you sg going to do? 20. Yes, I want to examine you sg.
11. He's going to speak. 21. Oh yes, it's very true.
22. No, it's not far at all.
19
LESSON 5 / LOONGI DYATAANU

5/1 Nkhuunku yanthete / Section 1

Pattern : Nkhl zolele? Zolele vS | ya a?

Model : Nkhf zolele? Zolele vS | yavutuka?

Nkhl zolele? Zolele v5 | yavutuka? Ee'lo, | ndzolele v5 | wavutuka.

yakosoka? wakosoka.
yaviingila? waviingila.
yasaala? wasaala.
yavova? wavova.
yatala? watala.
yadya? wadya.
yalaanda? walaanda.
yakota? wakota.
njllza? (come) wllza.
njeenda? (go) weenda.
yafinaaa? wafinana.

Subjunctive, 1st & 2nd persons sg; v6 'that'; pitch features of questions

The subjunctive was introduced briefly in 4/1; the structure is subject

prefix + -a- + verb root + -a, and the meaning is ' [that] I should/may
do'. It is used after v6 '[so] that' to express wishing, commanding and
purpose. The 1st person 1- is contracted to y-, and the 2nd person o- to w-.
The exception is ' I' before the two vowel commencing verbs, where it has the
form nj-. The letter j represents a palatal plosive, rather like gy in Magyar.
The subjunctive has no high tone in the forms without object concords, but you
may hear the 'false' or 'imposed' high tone on the final vowel (see (ix) in the
tonal notes of Lesson 1). It always begins a phrase.
In these same two verbs, the vowel of the marker -a- is assimilated to the
root vowel, hence /o-a-iz-a/ > wiiza and /o-a-end-a/ > weenda.
The questions, it will be noted, do not have the ee? at the end; instead,
they have higher pitch than usual throughout, and no fall on the final high
tone. This is an alternative way of forming yes-no questions in Kongo. (A
'yes-no question' is one which required either 'yes' or 'no' for the answer.)
20
5/2 Nkhuunku yazdole / Section 2

Pattern : Bazolele vo | nwaba a.

Model Bazdlele v6 | nwabasadisa.

They want | you to help them.
Bazdlele vo | twabasadlsa? Ekkuaa |nkhf?
They want | us to help them? Why?

Bazdlele vd | nwabasadlsa. Bazol ele v6 | twabasadlsa? Ekkuna | nkhf?

nwabatala. twabatala?
nwabalaalida. twabalaahda?
nwabavivila. twabavivila?
nwabawa". twabawa"?
nwabavubfta. twabavubfla?
nwabalooTnga. twabaloohga?
nwabafiFnpa. twabafifmpa?
nwabakiyfla. twabaklyfla?

Subjunctive ctd : 1st & 2nd pi, with object concords; 'why?1; 'they want"

As before, the subject prefixes are contracted when a vowel follows: tu- is
replaced by tw- and nu- by nw-. With an infixed object concord — here the 3rd
person pi -ba- 'them' — the stem has infinitive tones: nwabasadisa 'that we
may help them' but nwabalodhga 'that we may teach them' (no H shift).
'Why?' is expressed by ekkuaa | nkhi? 'The reason | is what?', from k-kuma
M, a noun meaning 'reason'*. As subject of the sentence, it has IV (either e-
or o - ) , begins a tone phrase, and has first high tone suppressed.
bazdlele 'they want', unlike 1st and 2nd person forms, has a high tone.

5/3 Nkhuunku yataatu / Section 3

Pattern : 0 | ofwete a. E&lo, | dyanabote vd | ka a.

The [noun] | ought to . Yes, | it is good that | s/he .

Model Onuuntu | ofwete wuunda. ESlo, | dyanabote vd | kavuunda.

The person | ought to rest. Yes, | it is good for | him/her to rest.

Oauuntu | ofwete wutihda. Eelo, | dyanabote vd | kavuunda.

OnkkeentcT I lla'anba. kalaamba.
•
Onwaana | lleeka. kaleeka.
Onkkuundi-aaae I kkota'. kakota.
«
Oabbuunzi-aaae | fwete ddya". (my younger brother/sister) kadya.
Onlloongi | wivllS. (teacher) kavlvila.
Ose-dyaSku | ofwete kwilza. (your father, come) keeza.
Engudi-aane | kweShda. keenda.
Eapfuau aVata | fwete wo'va. kavova.
21
Subjunctive ctd: 3rd person sg; -fwete 'ought1

The 3rd sg subject prefix, 's/he1, is ka- for the subjunctive (the only one
different from forms in other tenses); -a- assimilates to following -e-, and
coalesces with -i- to make -e-, hence kadya, but keenda and keeza.
The auxiliary -fwete 'ought' occurs in 4/4. The 3rd person subject prefix
can, as noted in 3/2, be omitted.
You may be puzzled by the different forms of the possessives 'my' and
'your': onkkuundi-aaku 'your friend' but ose-dyaaku 'your father'. This is
because the two nouns are in different noun classes, as you will soon see.
However, any noun meaning person/s can take 'person' verbal subject prefixes.

5/4 Nkhuunku yaya / Section 4

Pattern : Ekkuraa | nkhf zoleele vo | yaNG a?

Model Ekkuna | nkhl* zoleele v6 | yanssadisa?

Why| do you want | me to help him/her?
Ekkuna | kadi | dyanffunu vo | wanssadisa.
Because || it's necessary for | you to help him/her.

Ekkuma | nkhf zoleele vo Ekkuna | kSdi | dyanffunu vo

| yanssadisa*? | wanssadisa.
yanwivila? wamvvivila.
yanttala? wanttala.
yanllaa'nda. wanllaShda.
yamwubfla? wamvvubfla.
yankkiyHa? wankkiyila.
yanddlika? wanddlika.
yanllodhga? wanllodhga.
yammSha? warajaoha.
yannatzf? wannataf.

*wrong in recording (wanssadisa)

Object concord, 3rd person singular -NG-

As in the subject prefixes, there is no sex-gender distinction in Kongo, and

the 3rd sg object concord can mean 'her' and 'him'. It consists of a nasal
with gemination (doubling) of the following consonant, and is symbolized by
-NG-. The nasal is 'homorganic' with the following consonant, i.e., made with
the same organs of speech, hence wa-ns-sadisa 'that you may help him', but wa-
mv-vubila 'that you may baptize him'. For -izlla 'come for' and -endela 'go
for', the -y- is added and geminated: wa-ny-yendffla 'that you may go for him'.
When the following consonant is itself a nasal, instead of writing three
characters, two are written and the second underlined to represent gemination:
22
-NG- is like -G- "you1 (and -NA- 'me1, see 6/3): it is not syllabic, so
cannot bear tone, hence ku-nt-tala 'to see him/her1, cf. ku-t-tala 'to see you
sg' and ku-tfi-tala 'to see us'.
zoleele means 'for which you want'. dyamffunu lit. 'of necessity'; mf-funu
M 'usefulness, necessity, profit1. Note no bridging with nkhf?, see 2/6.

5/5 Nkhuunku vataanu / Section 5

Pattern : Naa'ng(a) | osinga [verb] [noun].

Model Naang' | osinga ttaambula nkkaanda.

Naang1
| osinga ttaaabula nkkaanda. Av8 | yataaabula nkkaanda, | isinga yyangalala.
aaona ngudi-aaku. yaaona ngudi-aame,
wewa awwaatu. yavewa awwaatu,
(be given clothes)
ddya madya mammbote yadyaraadyamaambote,
(eat good food)
llwaaka owuunu. yalwaaka wuvfnu,
(arrive today)
wwaana yyuunga kyaonbote. yawaana yyunga-kyammbote,
(find a good coat)
ssuuaba nphu anabote. yasuuaba mphu ammbote,
(buy a good hat)
lle&nda kwiiza. yaleenda kwiiza',
(be able to come)
ssdola klnkhutu kyaoabote yasoola klnkhutu kyaaabote,
(choose an attractive shirt)
bbaka wliapi, yabaka wlimpi,
(get better, lit. catch health)
ssodapa nkk6ento ammbote, yasooapa nkkeentd ammbote,
(marry lit. borrow a good wife)

Future conditions : avo + subjunctive; four-syllable contraction rule

A future condition is expressed by av& 'if followed by the subjunctive —

phrase initial as always (and it has no 'false' H, as the following noun has
H). There is some uncertainty about the condition: 'if I do get a letter ...'
Two vowels may be contracted to one if they are at the beginning of a stem
or root of four or more syllables; -vaanga 'make, do' has a related verb
-vangakana 'get done, be feasible', where the addition of other elements has
brought the number of syllables up to four. Sometimes an adjectival expression
is compounded with its noun to make one word, which is what has happened in
yyuunga kyamabote > yyunga-kyaambote. This is particularly common when the
23
'long' vowel comes before a nasal cluster (m or n followed by another
consonant), because at some time in the past, vowels were lengthened before
such clusters, so are especially vulnerable to contraction.

5/6 Nkhuunku yasaaabanu / Section 6

Pattern Nkhf kSwaangaanga? Mu a ken (a) ee?

What is it that s/he is doing? Is it in ing that s/he is?
Vve\ | keG aanga-ko.
No, | s/he's not ing.

Model Nkhf kawaangaangS? Muddya ken' ee?

What's s/he doing? Is s/he eating?
Vvef, | keddyaanga-ko.
No, | s / h e ' s not eating
Nkhl kawaangaanga? Muddya ken' ee? VvS, keddyaanga-ko.
Mullaaaba ken' kellaambaanga-ko.
Mussala kessalaanga-ko.
Muttaanga kdttaangaangS-ko.
Muddila (weep, cry) keddilaanga-ko.
Mullongdka kellongdkaanga-ko.
Musseva kessevaanga-ko.
Mussukula (wash) kessukulaanga-ko.
Muwuunda kevvuundaanga-ko.
Mullunduauka (run) kellunduaukaanga-ko.
MuwutukS kewutukaangS-ko.

Two present tenses; -anga 'continuative' suffix

There are two ways of expressing the present. The first, shown in the
questions, consists of mu-'in' prefixed to the infinitive, stabilized by being
phrase initial, and followed by the indirect relative of -inS 'be'(explained
more fully in the next section): | mullaaaba kena ' it-is-in-cooking that-she-
is'. The prefix causes the usual shift of moving tones. This form emphasizes
the verb: 'is she cooking?' when asking for information, and expresses the
progressive aspect, 'be ing'.
The second form consists of the subject prefix + infinitive + -anga, a
'continuative' suffix: | tullaanbaanga 'we are cooking'. Addition of the
suffix brings the number of syllables up to three or more for TCI verbs, which
accordingly have a second high tone. The subject prefix, like any other
prefix, causes high tone shift. Here the negative is used; for 3rd sg the form
is ke-, and as before, -ko has low tone. Later you will learn other usages for
-anga which are not 'continuative'.
Though not shown, the two vowel commencing stems will behave regularly:
| tukweefndaanga 'we are going' and | kekwifzaanga-ko 'she's not coming'.
This second form of the present is used for both progressive and habitual:
| kellongdkaanga-ko 'he isn't learning, he doesn't learn.1
N.B. -aanga does not count towards the 'four-syllable' rule: bewiingilaanga
'they wait'.
24
LESSON 6 / LO&NGI DYASAAMBANU

6/1 Nkhuunku vanthete / Section 1

Pattern 0 aaae, | akwe'yi -ina? Mundzo -ina.

[noun] my, | it is where that it is? It is in the house that it is.

Model 0nkkeent5-aaae, | akwe'yi kena? Mundzo kena.

My wife, | where is she? (Where's my wife?) She's in the house.

Onkkeentff-aame, | akwe'yi kena? Mundzo kena

Engudi-aane, kena? (my mother) kena
Owaan'-aame, bena? (my children) bena
Ekinkhuttf-kyaame, kina? kina
Omadya-maame, mena? mena
Omvvwaatu'-myaame, mina? (my clothes) •ina
6nkkaand(a)-aa^ne, wina? (my book) wina
Onkkanda-myaa'me, mina? (my books) mina

-ina 'be1; 'where?1 questions; topic nouns;

concords and subject prefixes of noun classes 1/2, 3/4, 6,7,9

The verb -ina 'be' is irregular in some ways; it has no infinitive ('to'
form), and is found only in the present tense. It begins with a vowel, and
some subject prefixes show assimilation or coalescence of their vowels; the 1st
person singular has the form nj-:

Singular: njinfi 'I am' Plural: twina 'we are'

wina 'you are' nwina 'you are'
wina 's/he is' bena, ena 'they are'
(kena 'that
s/he is') For other forms see below,
noun classes.

The question word akweyi? 'where?' behaves like nkhi? in that it is stable, so
phrase initial, is followed by the indirect relative, and causes extra high
unbridged first high tone: | akwe'yi kina? lit. 'it-is-where that-it-is?'. In
the answer the noun denoting the place is stabilized and followed by indirect
relative — but bridged: | mundzo kina ' it-is-in-the-house that-it-is.'
The noun here is strictly not a subject, but a topic; its behavior however
is the same as that of a subject, i.e., it has IV, and the first high tone is
suppressed: Ekinkhuttf-kyaame, | akwe'yi kina? or | mundzo kina.
Nouns are assorted into a number of noun classes. Each class has a system
of agreement operating through the sentence; certain other words are required
to be in agreement with it, and this agreement, or concord, is achieved by a
set of concordial elements for each class. Exx:

Omadya - naahe, | akwe'yi mena? 'My food, where is it?'

Ekinkhuttf-kyaame. j akwe'yi kina? 'Mv_ shirt, | where is it?'

As shown in 2/3, nouns normally consist of a prefix and a stem, with perhaps a
stem augment, plus or minus IV. Each class has a prefix or set of prefixes;
25
there are often different forms of the prefix before vowels, stem augments, and
consonants; also some classes share some of their forms.
Classes are individually numbered, from 1 to 18, according to a system used
over the whole Bantu field; there is a gap for Class 12, which does not exist
in Kongo, but does in related languages. Many classes are paired sg/pl, thus
Class 1 usually has plurals in 2, Class 3 has plurals in Class 4, and so on.
The classes illustrated in this section are 1/2, 3/4, 6, 7 and 9. The
following table shows the prefix forms for nouns, and subject prefixes. There
are usually different forms of the subject prefix before consonant (full form)
and before a vowel (contracted form). One (Class 1) has a special form for the
Indirect relative. There is also variation, even within one person's speech
(idiolect); all the variants used by Sr. Makoondekwa are shown.
Subject prefixes may show assimilation or coalescence of the vowel with that
of -ina 'be1; as a help in the present drill, the indirect relative form for
each class is shown for -ina.

Class no. T~ Noun Prefix -\ Subject Pref ix 1

1 +consonant +vowel -t-stem augment 1 full contracted ind. rel.1

1 NG- mV-, mu- O-/0- w- ka-; kena

mu-u
2 a-, ba- wa- a-,ba- be-/ba/ b-, 0- ben&
a-/e-
3 NG- mwV-, mu- u- w- wina
mu-u r mo-o
4 NG- ayV-. ml-1 ml- my- mina
ml-i
6 ma- raa- ma- raa- m- mena

7 G- kyV-, ki- ki- ky- kina

kl-i
9 NA- NA- (none) i- y- yind

Exampl es: Classes 1/2 nk-keent6/a -keento M 'woman ,/women'

mwa-ana/wa-ana M 'child/children'
mu-nn-dele/a-nn-dele 'white man/white men1

Classes 3/4 nk-kaanda/nk-kaanda M 'book/books'

mo-6ngo/rayo-6ngo M 'mountain/mountains'
mu-nt-se/mi-nt-se 'sugarcane/canes'

Class 6 : ma-dya M 'food'

raa-aza M 'water'

Class 7 : s-salu M 'work, task1

kyo-ozi M 'cold(ness)
kl-lnzfl M 'pot'
kl-mb-vumlna 'milk'

Class 9 : m-phu M 'hat'

ng-udl M 'mother'
26
The noun mu-untu M 'person' is in Class 1, with plural wa-antu 'people',
slightly irregular. Further classes will be dealt with as they arise.
dnkkanda-nyaame is another example of vowel contraction (from onkkaanda).
See notes on yyunga-kyammbote in 5/5.

6/2 Nkhuunku yaz6ole / Section 2

Pattern: 0 aaae, | mundzo -in(a) ee? Vv&, | ke—ina nundzo-ko.

[noun] my, | is it in the house that — is? No, j — is not in the house.

Model : OnkkeentS-aaae, | mundzo ken' ee? Vve\ | kena mundzo-ko.

My wife, | is she in the house? No, she's not in the house.
(Is my wife in the house?)

Onkkeentcf-aame, | mundzo ken' ee? Vv$, | kena mundzo-ko.

Engudi-aame, ken' kena
Owaan'-aaae, ben 1 kebena
Oakuundi-aaae, ben 1 kebena
Ekinkhuttf-kyaaae, kin' kekina
Eyyunga-kyaa&ae, kin' kekina
Omadya-maame, men' kemena
OrnvvwaatiT-myaaae, Biln' kemina
Onkkaand'-aane, win' kewina
Onkkanda-ayaane, Bin' kemina

Negative of -ina 'be'

The negative is formed in the usual way by affixation of ke- -ko. The 3rd
sg/Class 1 form is kena, identical with the indirect relative kena 'which s/he
is', but is not confused with it; the indirect relative is not phrase initial.
-ko has a high tone when suffixed to mundzo. Eyyunga-kyaane is another
example of the 'four syllable contraction' rule applying to a compound, cf.5/5.

6/3 Nkhuunku yataatu / Section 3

Pattern : 0 aaae, | akwSyi -ina? Kiz&eyS-ko kana | akweyi -ina.

THIS SECTION IS CONTINUED ON THE NEXT PAGE

27
6/3 ctd
Omwan' -aSine, | akweyi kena? Kizeeye-ko kana akweyi kena.
Onkkuundi-aa'me, kena? kena.
Onkkaz(a)-adme, kena? (my spouse) kena.
Owaan' -a2me, bena? bena.
Oakuundi-aSme, bena? bena.
Enkkanda-myaSme, mina? mina.
Emwwaattf-myaaae, mina? mina.
Ekinkhutff-kyaame, klna? klna.
Eyyunga-kyagne, klna? klna.
Emphu-aafme, yina? yina.
Emaboongo-zaSme, zina? (my money) zina.
Entsampaattf-zaame, zina? (my shoes) zina.

Classes 9/10; NA consonant clusters; indirect questions

The prefixes for Class 9 were shown in 6/1. Classes 9 and 10 have the same
noun prefixes, but Class 10 has an extra or 'augment prefix' zi-, used when
nothing else in the vicinity shows plurality, e.g. zl-nd-zo 'houses'.
Otherwise, the prefix is NA- ('nasal plus another element'). The
manifestations of NA are shown below:

NA + f > mpf mp-fumu M 'chief

V > mbv, mb-vdva, m-phova M 'act of speaking (< -v6va)
mph m-phu M 'hat'
s > nts nt-sampaatu M 'shoe'
z > ndz nd-zo M 'house
t > nth n-thaangwa M 'time'
k > nkh n-khuf1 M 'shortness'
b > mmb mm-blzi M 'meat'
d > nnd nn-dya M 'act of eating1 (<-dya)
m > mmb mm-bona M 'act of seeing' (-m6na)
n > nnd nn-data 'act of carrying' (<-nata)
1 > nnd nn-da 'tallness' (cf. -la 'be tall')

Before vowels 1, e, and

semi-vowel y, NA > nj nj-iza 'act of coming' (<-iza)
nj-endelo 'way of going' (<-endela)
nj-llndu 'thought, idea' (<-yllndula)
Before vowels a, 1, u, and
semi-vowel w, NA > ng : ng-aangu 'wisdom'
ng-olo 'strength'
ng-udi M 'mother'
ng-waana 'act of finding' (<-waana)

There is a tendency for the first, nasal, element to be dropped in speech,

especially before voiceless plosives, p, t, k; one may often hear pfumu for
mpfumu, phu for mphu and so on.
The subject prefix for Class 10 is zi-, contracted z-; however, when the
noun subject (or topic) refers to a human (as (zi)mpfumu), prefixes of Classes
1 and 2, the person classes, may be used.
Indirect questions are introduced by kana 'whether'. The quoted question
28
has the same form as the direct questions, BUT does not have the extra high
pitch, and therefore has bridging. Compare:
| akwe'yi kena? 'where is he?1
(kana) j akweyi kena 'where he is'
As can be seen, -ko can be attached to any appropriate word, normally the
end of the clause.

6/4 Nkhuunku yaya / Section 4

Pattern : Nkhi kaslnga a? Kizeeye-ko kana | nkhi kasinga a.

It is what that s/he I don't know whether | it is what that s/he
is going to ? is going to .

Model Nkhf kasinga waanga? Kizeeye-ko kana | nkhi kasinga waanga.

What is s/he going to do? I don't know | what s/he's going to do.

Nkhf kasinga waanga? Kizeeye-ko kana | nkhi kasinga waanga.

ddya? ddya.
llaanba? llaamba.
waana? (give) waana.
ttwaasa1? (bring) ttwaasa.
ttaaabula? (receive, accept) ttaambula.
mn6na? mn6na.
nnata? nnata.
Hong6ka? llongoka.
bboonga? (pick up, take) bboonga.
ssukula? ssukula.
wilakana? (forget) wilakana.

Indirect questions with nkhi 'what?'

These are formed in the same way as in the previous section : introduced by
kana, without extra high pitch at the peak, and no bridging:

| nkhi kasinga waanga? 'what is s/he going to do?

(kana) j nkhi kasinga waanga. 'what s/he is going to do'

6/5 Nkhuunku yataanu / Section 5

Patterns: (i) 0 aaae | oslnga a. issya vo | kana ka a-ko.

. Speaker uses both TCs for this verb.

29
6/5 ctd
Onkkuundi-aame | osinga llwaaka. issya vo | kana kalwaSka-ko?
Omwaan'-aame lleeka. kaleeka-ko?
Onkkeentd-aame llaamba. kalaamba-ko?
Omwaan'-aame ddya. kadya-ko?
Ose-dyaame kwilza. kee'za-ko?
Omono | isinga kkota. issya vo | kana kota'-ko?
wubwa. (be bapt.ized) vubwa'-ko?
ssukula. sukula-ko?
ffilrapwa . (be examined) filmpwa-ko?
wutuka. vutuka-ko?

Inceptive or 'not yet' verb form; issya vo

This consists of: kana + subject prefix + verb root + -a-ko,

the subject prefix being ka- for 3rd sg (Class 1) and zero (nothing) for 2nd sg
'you1. As before, the addition of a subject prefix causes tone shift for TCI
verbs, and addition of -ko produces a second high tone for the short TCI stems.
The affirmative of this form is shown in 22/1.
| Issya v6 means literally 'it is the putting that' = 'that is to say, you
mean, so, i.e., that means, etc.1

6/6 Nkhuunku yasaaabanu / Section 6

Pattern Nkhl kawaangaanga? Mu a ken (a) ee?

What is it that s/he is doing? Is it in ing that s/he is?
Eelo, | nu a kena.
Yes, | it is in ing that s/he is.

Model Nkhf kawaangaanga? Nuddya ken1 ee? Eelo, | Buddya kena.

What is s/he doing? Is s/he ing? Yes, s/he's eating.

Nkhf kawaangaanga? Muddya ken1 ee? Efflo, | muddya kena.

Mullaanba mullaaaba
Mussala mussala
Muttaanga •Ottaanga
Muddila muddila
Mullongdka mullongdka
MullunduBUka (run) mullunduBuka
Mtiwutuka muwutuka
Muwuunda muwuunda
Muwwa (hear, understand) muwwa
Muwivila muwivila

Present tenses, ctd

The questions are as for 5/6, but the answers here are affirmative, using
the mu- + infinitive and the indirect relative of -ina, e.g. mullaamba kena
lit. 'it is in cooking that she is'.
The gemination of w as in muwwa 'in hearing' produces a velar fricative
(like g in get, but continuous), so the word tends to sound like *mugwa.
30
LESSON 7 / LOONGI DYANTSAMBWAADI

7/1 Nkhuunku yanthete / Section 1

Pattern : Oyaandi | osinga a. Na'ni osinga a?

S/he | s/he is going to . Who is it who is going to ?

Model Oyaandi | osinga yyangalala*. Na'ni osinga yyangalala?

S/ne | is going to be happy. Who [is it who] is going to be happy?

*Also occurs in TCII, see 5/5.

Oyaandi | osinga yyangalala. Na'ni osinga yyangalala?

osinga ssuumba yyuunga. osinga ssuumba yyuunga?
mmona ngudi aandi (see his/her mother)
bbaka wiirapi.
ffuunga makasi. (get angry)
ssoonpa nnduumba. (marry a girl)
kwiiza mabazi. (come tomorrow)
kutusadisa.
ttwaasa kimbvumina. (bring some milk)

Questions with nani? 'who?'

Like other question words, nani? 'who?' is stabilized by being phrase

initial, with extra high pitch for the peak: | na'ni? 'who is it?' Here
however it is subject of the clause, so is followed by the direct relative,
with Class 1 's/he' agreement, since it always refers to a person. This is
equivalent to English 'the man who came to dinner', 'the ship that died', but
whereas English has obligatory relative pronoun 'who', 'which', etc., Kongo
does not; the direct relative is identical with the indicative, but is not
phrase initial3-. The only feature which distinguishes it from the indirect
relative is that the 3rd sg/Class 1 subject prefix is o- and not ka-:
| osinga mmona 'he is going to see'
| ... osinga mmona 'who is going to see1
| ... kaslnga mmona 'whom/which/that he is going to see1

7/2 Nkhuunku yazoole / Section 2

Pattern : Oyaau | besinga a [noun]. Omono-mphe | ndzolele a [verb].

They | are going to [verb] [noun]. I also | want to [verb] [noun].

Model : Oyaau | besinga wewa lukau. Omond'-mphe | ndzolele vvewa lukau.

They | are going to be given a gift. I too | want to be given a gift.

. Exceptions: the relative is tonally different from the indicative in

the perfect, see Lesson 9; and relatives can occur stabilized in phrase initial
position: | wakubaraa njina 'it-is-one-who-has-become-ready that-I-am1, and see
also 18/3.
31
7/2 ctd
Oyaau | besinga wewa lukau. Omond'-mphe | ndzolele vvewa lukau.
kkosoka vaava. (sit here) kkosoka vaava.
ddya mnbizi.
kkota muna-ndzo (enter | into the house)
kweenda kumakazlinu (go to the shops)
waanga ssalu.
lleSnda kwllza.
ssuumba mwwaatu.
nnwa malavu.
ssoba nkkaanda. ([ex]change a book)
mn6na akuundi.

Bridging is entirely mechanical, between the first two (realized,

unsuppressed) high tones of a phrase. The first realized high tone may not
even be in the first word : ndzolele has no high tone, so the bridge begins in
the next word.
-•phe 'also, too1 is a suffix; it is always preceded by a high tone:
ssuumba-mphe 'to buy also'. Here omono is a subject, hence has IV and is
phrase initial; as a result, its own high tone is suppressed, but the one it
receives from -mphe is the first realized in the phrase, so is realized at peak
pitch: omond'-mphe.
The form muna-ndzo 'infto] the house', belongs to a category of compounds
described in 11/3. muna- — actually a demonstrative meaning 'in there'—
acts as a prefix, causing tone shift of 'moving' tones: ndzo 'house' but muna-
ndzo 'in[to] the house'. It is used instead of the straightforward prefix mu-.

7/3 Nkhuunku yataatu / Section 3

Pattern: Oyaau | besinga a . Kaa'nsi | yeeto | ketuleendi a-ko.

They | are going to . But | we |'we can't any .

Oyaau | besinga ddya mmbizi. Kaa'nsi | yeeto | ketuleendi ddya mmblzi-ko.

kweenda kumakaziinu. kweenda kumakazlinu-ko.
ssuumba mwwaatu. ssuumba mwwaatu-ko.
mm6na akuundi-aau (their) mmona akuundi-ko.
kkota muna-ndzo. kkota muna-ndzo-ko.
waanga ssalu. waanga ssalu-kd.
nnwa malavu. nnwa malavu-ko.
mmokena yempfumu. (converse with the chief) mmokena yempfumu-ko.

Subject/topic [pro]nouns; negative of -leenda; ye- 'and, with

Subject (and topic) nouns and pronouns are phrase initial even when preceded
by other words in the sentence; oyeeto > | oyeeto after kaa'nsi. The o- of
pronouns, as for nouns, is the sign of Variant 1, the variant proper to the
32
subject. (The IV is sometimes omitted, especially if after another word.)
-leenda 'be able' functions as an auxiliary, and has slightly different
forms from regular verbs. The negative has final -i, but otherwise the
negative affix ke- and the subject prefixes are as for the negative of -singa.
ye- 'and, with' is attached to nouns and pronouns, with Variant 1 pattern,
as for any pre-prefix: ap-fumu M 'chief, e-mp-fumu 'the chief, ye-ap-fumu
'with the chief .

7/4 Nkhuunku yaya / Section 4

Pattern : Kazdlele a ko.

S/he doesn't want to any .
Ekkuma | nkhl kazoleele a ko?
The reason | is what that s/he doesn't want to any o

Model Kazdlele nnwa raalavu-ko. Ekkuaa | nkhl kazoleele nnwa aalavu-ko?

S/he doesn't want to Why | doesn't s/he want to drink any
drink any palm wine. palm wine?

Kazdlele nnwa malavti-ko. Ekkuaa nkh? kazoleele nnwa nalavu-ko?

kwilza yeeto-k6. (come with us) kwilza yeeto-ko?
ttuunga ndzo-ko. (build a house) ttuunga ...
lloonga kingeleezo-ko. (teach English)
nnwa fwooao-ko. (smoke, lit. drink smoke)
lleeka mundzo-kd. (sleep in a/the house)
wwaata aphu-ko. (wear a hat)
tteeza llong6ka-ko. (try to learn)
wewa lukau-ko.
kubakiyila-ko.

'Why not?'; ye- + pronominal stem

As in 5/2, 'why?' is expressed by 'The reason | is what?1 + indirect relative,

which is here a negative. -zoleele is the perfect of -zolela 'want for', and
has no H in relatives for 3rd persons. Perfect forms are dealt with at several
later points in the course..
ye- is here attached to a stea, not a complete noun or pronoun, yeeto 'with
us' is distinct from (o)yeeto 'we, us", the full pronoun.

7/5 Nkhuunku yataanu / Section 5

Pattern : Vaava nuaene a | nusinga ee?

Model Vaava* nuaene ssala, | nusinga lleek' ee?

When you've finished working, | are you going to sleep?
Eelo, | vaava tuaene ssala, | tuslnga lleeka.
Yes, | when we've finished working, | we're going to sleep.
33
7/5 ctd
Vaava numene (1), nusinga (2) ee? Ee'lo, vaava turaene (1), | tuslnga (3)
(1) (2) (3)
ssala, lleek' lleeka.
numen' eddya, (turaene ddya) ssala dyaak(a) (work again) ssala dyaaka.
nunene ssukul' emwwaatu, wuund' wuunda.
ssob' 6nkkaanda-myeeno* wutfik' wutuka.
llaamb' oaadya -singa-m6 ddy' (eat i t ) -m6 ddya.
maokena ttelan' (stand up) ttelaaa.
ddlik' dwaana, kubasukul' (wash them) kubasukula.
ssuuab' oawwaatu, -my6 wwaat'(wear them) -ayo wwaata.

*'changed your books'; aye§to 'our' in answer

'When' temporal clauses; -Bene; noun class object suffixes

Temporal clauses are introduced by vaava, which begins a phrase, giving

| vaava, and is followed by an indirect relative. A more literal translation
would be 'When that you have finished' (cf. Shakespearean English, "When that I
was a little tiny boy").
-mene is an auxiliary meaning 'have finished'; it can be followed by either
variant of the infinitive, though all but one of the present examples (...
numen' eddya) uses Variant 2, without IV.
Only persons have infixed object concords (-tu-, -ba- -G-, etc.); Classes
other than 1 and 2 have object suffixes, which are attached to the end of a
verb, and behave tonally like -ko. If there is an auxiliary, they are attached
to that: | tuslnga-ao ssukula 'we are going to wash them (Class 4 ) ' ; -singa
behaves like a TCI verb, so the object suffix has high tone. For classes met
so far, the object suffixes are:

Class 3 -wo nk-kaanda sg, mv-vwaatii sg

Class 4 -ayo nk-kaanda pi, mv-vwaatii pi
Class 6 -ao raa-aza, ma-dya, aa-lavu, ma-kasl, ma-kazlinu
Class 7 -kyo s-salu, y-yuunga, ki-Koongo, kl-mb-vunina, ki-ngeleezo
Class 9 -yo nd-zo sg, a-phu sg, Bp-funu sg, mm-blzl sg
Class 10 -zo nt-saapaatu pi, mm-boongo, nd-zo pi, m-phu pi, mp-furau pi-

7/6 Nkhuunku vasaaabanu / Section 6

Pattern : Vaav(a) oaene — a , | oslnga (a) ee?

Model Vaav' daene ssala, | oslnga lleek' ee?

(1) (2) (3)

ssala, lleek' lleeka.
ddy' omadya, ssala dyaak(a) ssala dyaaka.
ssukul * onwwaatu, wuund' wuunda.
s s onek' onkkaanda, kuntsadis' (help me) kussadisa.(help you)
fflimp' omwaana, kumpf1impa-mph(e) kuffIimpa-mphe.
(examine me again) (examine you agan)
wat' emphatu wutuk' okuvat(a) wutuk' 6kuvata.
(plow the field) (return to the village)
mmokena, wayik' dmundzo vvayik' omundzo.
(come out of [in] the house)
ssukul1 omwaana, kunddllk' kunddiika.
(feed him)

'When' temporal clauses, ctd

| Vaava + onene > | Vaav' dnene 'when you've finished', by elision and
transfer of high tone. The' 1st person singular subject prefix for perfect
forms is NA-, and the auxiliary -mene is a perfect form, hence mmbene 'I have
finished (...ing)'.
The fifth pair contains the 1st and 2nd persons sg object concords, -NA- and
-G-, and the last the 3rd person/Class 1 object concord, -NG-: compare e.g. ku-
nt-sadisa 'to help me', kfi-^-sadisa to help you sg' and ku-ns-sadisa 'to help
him/her'.
When -mphe is preceded by a high tone, no further high tone is added, hence
kuffiimpa 'to examine you' and kuffiimpa-mphe 'to examine you too.'
35

LESSON 8 / LOONGI DYANAANA

8/1 Nkhuunku vanthete / Section 1

Pattern : E aame, | omweene'—o ee? Vv&, | kisidi—6 mmona-ko.

my, | have you seen it? No, | I haven't managed to see it.

Model Eklnkhutil-kyaaBe, | oraweene'-kyo ee? VvS', | k l s i d l - k y o mmona-ko.

My s h i r t , | have you seen i t ? No, I've not seen it yet.

Ekinkhutfl-kyaame, | omweene-kyo ee? Vve', | kisidi-kyo mmona-ko.

Eyyunga-kyaame, | -kyo -kyo
Emphu-aame, -yo -yo
Entsapaatff-zaame, -zo -z6
Elapi-aame, (my pen) -yo -yo
Enguuya-zaame, (spectacles) -zo -zo
Emmboongo-zaa'me, -zo -zo
Enkkaanda-myaa'me, -myo -myo
Ernvvwaattf-myaame, -myo -myo
EyinkhutiT-yaame, (shirts) -yo -yo

Class 8; more on object suffixes;

-sldi 'have managed to manage to, yet done'

Class 8 is the plural of Class 7. The noun prefixes are:

G- before consonants: s-salu M 'tasks'; y-yuunga M 'coats'
yi-/yV- before vowels: yi-inzti M 'pot'; ya-ana M 'gardens'
yi- before stem augment: yl-n-khutu 'shirts'
Subject prefix is yi-, contracted y-; object suffix -yo.
The object suffix attached to a perfect form without H produces H on the
final of the verb: omweene 'you have seen', omweene-zo 'you have seen them
(C1.10)* .
-sldl is an auxiliary meaning 'manage to, yet have done'. The object suffix
is attached with H, cf. -slnga 7/5.

8/2 Nkhuunku yazoole / Section 2

Pattern 0 aame, | u—mwe'en(e) ee?

My , | have you seen her/him/them?
VvS, | kisidi ku—raona-ko.
No, | I haven't managed to see her/him/them.

Model Owaan' -aame, | ubamwe'en' ee?

2nd person singular subject prefix variants; notional agreement

Where there is no infixed object concord, the subject prefix for 'you sg' is
o- or zero (contracted form w-, as in the subjunctive, 5/1); where there is an
infixed object concord immediately following the prefix, the form is u-:
(o)-mweene 'you have seen' but u-ba-mweene 'you have seen them'
The insertion of the object concord also produces H after itself.
The answers here contain infixed object concords; refer to 3/3, 3/5, 4/4,
4/5, 5/4. Although the nouns are in various classes, they are represented by
the 'personal' object concords, and not the class object suffixes as in 8/1,
since they all refer to people. This is known as notional agreement.
Emphangi-zaame is a further example of contraction, from emphaangi.

8/3 Nkhuunku yataatu / Section 3

Pattern : E aame, | akwefyi -ina? E aaku, | eS—i.

my, ] where is it that it is? your, | this is it.

Model Ekinkhutff-kyaame, | akwdyi kina? Ekinkhuttf-kyaaku, | ee"ki.

My s h i r t , | where i s i t ? Your s h i r t , here i t i s .

Ekinkhuttf-kyaame, | akwfyi kina? Ek inkhuttf-kyaaku e£ki.

Eyyuunga-kyaSine, kina? -kyatflcu, eeki.
Emphu-aanie, yina? -aSku, elfyi.
Entsapaattf-zaame, zind? -zaaku, ee'zi.
Elapi-aame, yina? -aaku, ee'yi.
Enguuya-zaame, zina? -zaaku, ee'zi.
Emmboongo-zaKine, zina? -zaSku, ee'zi.
Enkkaanda-myaa'me mina? -myaaku, eefmi.
Emwwaatff-myaame, mina? -myaaku, eSmi.
Eyinkhutd-yaame, yina? -yaaku, eSyi.
37

Possessive prefixes and stems; 'here is' presentative

Possessives such as 'my, mine' and 'your, yours1 consist of a possessive

stem representing the possessor (such as -ame for the 1st sg 'me'), to which is
attached a possessive prefix, agreeing with the 'possession': kl-nkhutfi + kya-
ame 'shirt it-of-me'. The possessive stems are:

-ame 'my, mine' -eto 'our, ours'

-andi 'his, her, its, their' -eno 'your, yours pi'
-aku 'your, yours sg' -au 'their (people)'

-andi serves for all classes, sg or pi, except 2. Possessive prefixes are:

Class 1 2 3 4 5 6
wa-,a- a-.(ba-) wa-,a- mya- dya- ma-
Class 7 8 9 10
kyaya- ya-,a- za-
Class 5 is exemplified by ose-dyaame 'my father', 6/5, and is described in 8/5.
The second form, if unbracketed, is used when the possessive comes immediately
after the noun: emphu-aame (not yaame), except in careful speech, as in the
section headings. Tonally the possessive adjective is an extension of the
noun, and fits in with the TC of the noun: with a noun with one moving H on the
first stem syllable, the possessive has H on the penultimate vowel; otherwise
it has none: ssalu-kyaame 'my work', mmvwaatu-myaame 'my clothes', nguuya-zaarae
'my spectacles'. Class 2 ba- is alternative to a-. For 1st and 2nd persons
pi, the -a- of the possessive prefix is assimilated: s-salu-kye-eto 'our work'.
'Here is/are' is expressed by a presentative meaning 'this is, here is'.
All forms in the section are from classes whose subject prefix contains -i-,
and whose presentative begins with ee-; other classes have oo-:

Class 1 2 3 4 5 6
ooyu oowa odwu eemi eedi odma

Class 7 8 9 10
eeki eeyi eeyi eezi

8/4 Nkhtiunku yaya / Section 4

Pattern : E-aa—V | [noun], | kewaa'u-ko ee? VvS", | ke nkkutu-ko.

This | is a , | isn't it? No, it's not a at all.

Model Ekyaaki | kinkhutu, | kewaa'u-ko ee? Vve", | kekinkhutu nkkutu-ko.

This'| is a shirt, isn't it? No, j it's not a shirt at all.

Note: The symbol V stands for 'any of a,i,u, according to noun class'

SECTION CONTINUED ON NEXT PAGE

38
8/4 ctd
Ekyaaki kinkhutu, | kewaSu-ko ee? Vv&, | kekinkhutu nkkutu-ko.
yytfunga, keyyiiunga
Eyaayi mphil, kemphu
ntsampaatu (a shoe) kentsampaatu
Ezaazi ntsampaatu (shoes) kentsampaatu
Omaama maa'zi (oil) kemaazi
madya\ kemadya
Olwaalu luktf (cassava porridge) keluku
Otwaatu tiyl (fire) ketiya
Owaawu nkkafanda (a book, letter) kenkkaanda
Emyaami nkkafanda (letters, books) kenkkaanda
Edyaadi dySmmbote (this is good) kedyammbote

Negative stabilization; -aa-V demonstrative pronouns

To express 'it is not a ', they are not s', ke- (or ka-) is prefixed to
Variant 2 of the noun, phrase initial, and -ko is suffixed somewhere along the
line — here after nkkutu, compare 4/7. N.B. ke-/ka- does NOT shift moving H.
The last example is an 'adjectival' possessive; forms with preprefix, like the
possessive, have pattern fixed at Variant 1.
The demonstrative pronoun here means 'this/these', implying 'in view, or now
to be described'. As subject it has IV and H suppression, e.g. emyaami (CI.4).
There is slight rise in pitch on the final syllable, showing 'this utterance
is not over — keep listening'. The forms shown above, plus Class 8, are:

Class 1 2 3 4 5 6
ndyooyu waaya waawu myaani dyaadi maama

Class 7 8 9 10 11 13
kyaaki yaayi yaayi zaazi lwaalu twaatu

Class 5 and two new classes, 11 and 13, are dealt with in the next section.

8/5 Nkhuunku yataanu / Section 5

Pattern : E aa—V, | ozzolaanga-zo ee? Ingeta, | itoma—6 zzdlaanga.

this, | do you like it? Oh yes, j I do well it to like.
Model : Ekinkhutu-kyaaki, | ozzolaanga-kyo ee? Tngeta, | itoma-zo zzdlaanga.
This shirt, | do you like it? Oh yes, j I like it very much.

EkinkhutiT-kyaaki, | dzzolaanga-kyo ee? ingeta, | itoma-kyo zzdlaanga.

Eyyuunga-kyaSki, -kyo -kyo
Emphu-yaSyi, -yo -yo
Entsapaatff-zaazi, -zo -zo
Omadya-masQaa, -mo -mo
Oliiku-lwaaflu, -lo -16
Otiisaansu-twaatu, (stories) -to -to
Onkkaanda-waa'wu, -wo -wo
Enkkaanda-myaa'mi, -myo -myo
Evata-dyalfdi, (village) -dyo -dyo
39
Demonstrative adjectives; Classes 5, 11, 13; -toma 'do well'

The demonstrative adjectives 'this/these' in this section are identical with

the pronouns from the previous section; here they follow the noun and are
compounded with it, so, like the possessives, they have H on the penultimate
syllable after nouns with moving H on 1st stem syllable, otherwise none.
Class 5 is the singular of Class 6 — though many Class 6 nouns are
'uncountables' or mass nouns, like 'water' and 'oil', and have no singulars.
Classes 11 and 13 form a singular/plural pair. The noun prefixes, subject
prefixes, possessive prefixes and object concords are shown below:

Noun Class 5 Class 11 Class 13

prefix before
consonant 0- lu- tu-
vowel dy-V, dl-i lw-V, lu-u tw-, t-
stem augment di- lu- tu-
Subject prefix:
full di- lu- tu-
contracted dy- lw- tw-
Object concord -dyo -lo -to
Demonstrative: dyaadi lwaalu twaatu
Presentative eedi oolu ootu

-toma is another auxiliary verb, 'do well1, which means much the same as
'very, (much)' in English: | itoma zzolaanga 'I like very much'. The
continuative suffix -anga (see 5/6) cannot be attached to the auxiliary, so it
goes on the infinitive, to make the present habitual/progressive.

8/6 Nkhuunku yasaambanu / Section 6

Pattern : E aa—V | -Smmbote, | kewaau-ko ee?

this, | it is of goodness, | is it not so?
fngeta, | -ammbote been! kikilu.
Oh yes, J it is of goodness very indeed.

Model Ekinkhutu-kyaaki | kyammbote, | kewalu-ko ee?

This shirt | is good, | isn't it?
fngeta, | kyammbote beeni kikilu.
Oh yes, I it's very good indeed.

Ekinkhuttf-kyaaki | kySinnbote, kewa^u-ko ee?

fngeta, kyammbote beeni kikilu.
Eyyuunga-kyaaki, kySmmbote, kyammbote
Emphu-yaayi, yafmmbote, yammbote
Entsapaatu'-zaaz i zaQnmbote, zammbote
Omadya-ma^ma manunbote, mammbote
Oluku-lwaalu lwSnmbote, lwanmbote
Onkkaanda-waafwu wdmmbote, wammbote
Enkkaanda-myaami myatambote, myammbote
Evata-dyaSdi dya'mmbote, dyammbote
40
Stable (predicative) adjectival expressions

As shown in 4/6, many adjectival concepts are expressed in Kongo by

possessive prefix on a noun meaning a quality; placed at the beginning of a
tone phrase, it is stabilized (predicative). This section practises agreement
of demonstrative and possessive prefixes in seven of the noun classes.

TEST FOR LESSONS 5-8 (key on p.142)

A. Translate from Kongo:

1. Ndzolele vo* | waviingila.

B. Translate into Kongo:

1. I want you to come back.

2. They want us to visit them? Why?
3. It's good for you to sleep.
4. It's necessary for you to listen to him.
5. If I get better, I'll be happy.
6. The child isn't crying.
7. Your clothes are in the house,
(...it is in the house that they are)
8. Your coat isn't in the house.
9. I don't know where he is.
10. I don't know what he's going to do.
11. Does that mean he hasn't arrived yet?
12. So you haven't been baptized yet?
41
13. The child is crying.
14. Who's going to get upset?
15. I want to buy some food too.
16. But we can't drink palm wine.
17. Why doesn't he want to learn Kongo?
18. When you've done chatting, are you going to do some more work?
19. When I've finished washing the clothes, I'll do the cooking.
20. (As to) your spectacles, I haven't yet seen them.
21. (As to) your father, we haven't seen him.
22. Here's your money.
23. This isn't money at all.
24. I'm very fond of this book. (This book, I like it well.) It's very good indeed.
42
LESSON 9 / LOdNGI D Y A ^

9/1 Nkhuunku yanthete / Section 1

Pattern : 0 | ba Idi ee?

Oakuundi-aSku, | bavtftukidi ee? Efflo, | bavutukidi kala.

The perfect suffix and present perfect tense

The present perfect consists of subject prefix + verb root + perfect suffix:
ba-vutuk-idi "they have returned1. The perfect suffix is -idi when the root
contains a,i or u, but -ele when it contains e or o: bakote'le 'they have
entered1. There are a number of other adjustments, to which you will be
introduced gradually; two shown in this section are the monosyllabic stems,
which have a double vowel: -dya > -dlidi, and some which replace medial and
final vowels by e: -lwaaka > -lwe€ke (see further in 10/2). -iza gives
-izldi, and ba + lzidl > beezidi * they have come'.
There are also a few which are just plain irregular: -leeka > -leele and
-enda > -ele; ba + -ele > beele 'they have gone'.
For 3rd persons and classes, TCI verbs have H on first stem syllables, and
TCII verbs have H on second stem syllable: bakdsokele 'they have sat down1, but
balweeke 'they have arrived'. For -enda and -iza the tones are shown above. As
a statement all forms will, of course, be phrase initial.
The meaning is basically 'have done', but the present perfect is often used
to refer to a present state; two examples you already know are -zolele from
-zola, e.g. ndzolele 'I want', and -zeeye from -zaaya 'know', e.g. kizSeye-ko
(or kizeeye-k6) 'I don't know'. In 1/1 you also met kiwiidi-ko 'I have't
understood', from -wa 'hear, understand'.
43
9/2 Nkhuunku yazoole / Section 2

Pattern : 0 | ba idi ee?

The s, | have they ed?
Kizeeye-ko kana | nkhi anthaangwa besinga a.
I don't know whether | what it is of time that they will .

Model 0akuundi-a3ku | bavutukidi ee?

Your friends, have they arrived? (Have your friends arrived?)
Kizeeye-ko kana | nkhi anthaangwa besinga vvutuka.
I don't know | what time (it is that) they are going to arrive.

Oakuundi-aSku | bavtftukidi ee? Kizeeye-ko kana

Reconverting perfect forms to the infinitive; indirect questions ctd

This section gives practice in recognizing the verb in perfect form, and
giving the infinitive. be- or ba- can be used throughout for the answer, but
be- is not used for the present perfect, except from assimilation, as in beele,
beezidi.
Note the bridging of the indirect question nkhi anthaangwa? 'when (it is)
'in the answer (cf. 6/3), as compared with the direct question nkhi anthaangwa?
•when (is it)?' of 4/3.

9/3 Nhuunku yataatu / Section 3

Pattern : Nkhf anthaangwa besinga a?

When is it that they will ?
Ba idi kala.
They have already ed.

Model NkhT anthaangwa besinga vvutuka?

When will they return?
Bavutukidi kala.
They have already returned.

. -yantika has several variants; see vocabularies.

44
9/3 ctd
NkhT anthaangwa besinga wutuka? Bavutukidi kala.
vvayika? Bavayikidi
llwaaka? Balweeke
yyaantika1? Bayantikidi
llaamba? Balaambidi
kkota? Bakotele
ddya? Badiidi
kwllza? Beezidi
wy6oka? Bavyookele
kkosoka? Bakosokele
lleeka? Baleele
kweenda? Beele

The perfect suffix ctd

Here the process of 9/2 is reversed, and you derive the perfect forms from
the infinitive, without help from the question.

9/4 Nkhuunku yaya / Section 4

Pattern : Fwete a.
You ought to .
NA idi kala.
I've ed already.

Model Fwete wutuka.

You ought to return.
Mbvutukidi kala\
I've already returned.

Fwete wutuka. Mbvutukidi kala'.

wayika. Mbvayikidi kalS.
llwaSka. Nndweeke
yyaantika. Njaantlkldl
lleTamba. Nndaambidi
kkota'. Nkhotele
ddy2. Nndildi
kwifza. Njiizidi
wyooka. Mbvyookele
kkdsoka. Nkhosokele
lleeka. Nndeele
kwee'nda. Njeele

Present perfect with 1st sg subject prefix (NA-)

The form of the subject prefix for this tense is NA-; see the list in the
notes to 6/3 — it is exactly the same as for the Class 9/10 noun prefixes,

. One of the variants of -yantika; see fn. previous page.

45
e.g. -kosoka > nkhosokele.
The 1st and 2nd persons have no high tone in the present perfect indicative,
unless there is an object infix (8/2), or an object suffix (8/1), or negative
markers (6/4, 9/2). If there is no other word in the phrase, there may be a
'false H' on the final syllable, as for the subjunctive.
Notice that the speaker has relaxed his 'careful' speech, and left out the
y- of yanthete in the heading. See notes to 8/3.

Nkhuunku ataanu / Section 5

Pattern : 0 |o Idi . Nkhr ka idi?

The I has ed. What is it that s/he has ed?

Model : Omwaan' | odfidi. Nkhf kadiIdi?

The'child I has eaten. What has s/he eaten?

Omwaan' odlldi. Nkhl kadiidi?

Indirect relative perfect

For the 3rd person sg/Class 1, the subject prefix is o- or zero for the
indicative and direct relative, but ka- for the indirect relative: (o)laambidi
'she (who) has cooked' but kalaambidi 'which she has cooked'. TCI verbs have
no high tone in the indirect relative, but TCII verbs have the same for all
forms: (o)boongele 'he/who has taken' and kaboongele 'which he has taken'.
46
LESSON 10 / LOONGI DYAKUUMI

10/1 Nkhiiunku yanthete / Section 1

Pattern : Fwete wutul (a) omatoondo muna —n(a) oveeno.

You should return thanks for the that you have been given.
Nthoondele been! muna — n a umpheene.
I have given thanks indeed for the that you have given me.

Model Fwete wutul' 6matoondo muna-lusadisu lun' oveeno.

You ought to be grateful for the help that you have been given.
Nthoondele been! muna-lusadisu luna umpheene.
I am most grateful for the help that you have given me.

Fwete wutul' omatoondo Nthoondele been!

muna-lusadisu lun' oveeno. muna-lusadisu luna umpheene.
muna-lau (opportunity) din' dina
muna-mmbwa (dog) yin' yina
muna-mmboongo z i n' zina
muna-tukau (gifts) tun' tuna
muna-llekwa (thing) kin' kina
muna-kinkhutu kin1 kina
muna-ylnkhutu yin' yina
muna-madya men' mena
muna-mwwaatu min' mina

Relative pronouns; muna-

As previously stated, relative pronouns are not obligatory in Kongo, but

they are nonetheless very common. They are equivalent to 'who(m), which,
that', and function as both subject and object of a relative clause. This
section shows you the use as object: 'the which you have given me.1 The
relative pronouns for all classes so far are shown in the following table:

Class 1 2 3 4 5 6
ona, ana, ena, una mina dina mena,
ndyona bana, bena mana

Class 7 8 9 10 11 13
kina yina yina zlna luna tuna

In the questions, the elision has caused transfer of the high tone: luna +
oveeno > lun' oveeno 'which you have been given.'
muna is from a series identical in shape with the relative pronouns, but
with no H, and is prefixed to a noun (with Variant 1 pattern). In current
Kongo spelling, it is written separately, but in this course it is hyphenated.
It has many meanings: 'in, for, by, with (instrument, not accompaniment), by
means of, from (materials, place)', and with an infinitive it means 'for, in
order to' (see 18/1). It can be used instead of the prefix mu-.
-veeno is the passive perfect for -vaana 'give' (from -vewa, which is
strictly the passive of -va, an older form of 'give'). The passive perfect is
explained in 14/6.
47
10/2 Nkhuunku yazoole / Section 2

Pattern : E — n ( a ) o—ee-e | -efmmbote.

The which you have ed | is of goodness.
Vv?, | e — n a NA—ee-e | —anunbl.
No, I the which I have ed I is of badness.

Model Essalu kin1 cfveenge | kyanuabote. (-veenge < -vaanga)

The work which you have done | is good.
VvS, | essalu kin? mpheenge j kyamnbi.
No, | the work which I have done | is bad.

Essalu kin' cfveenge | kyfmnbote. VvS, | essalu kin? mpheenge ky?nunbi.

Otukau tun1 dtweese | tw?- (-twaasa) tuna nthweese tw?-
Emwwaatu min' dvweete | my?- (-vwaata) min? mbvweete my3-
Olukau lun' flveene | lwaf- (-vaana) lun? mpheene lw?-
Ellekwa yin' dweene | y?- (-waana) yina ngweene ya-
Endzo zin' cTmweene | z?- (-mona) zin? mmbweene z?-

Irregular perfect stems

Some verbs form the perfect by changing the medial and final vowels to -ee-e.
As previously stated, TCI verbs have no high tones in the indirect relative,
(but -vweete has been given TCII tones here). kin1 dveenge < kin? +
oveenge, with vowel elision and H transfer.
NA + v is optionally either mbv or mph : rapheenge/mbveenge 'I have done',
mbvweete/mphweete 'I am wearing'. -vwaata is like -zolele in expressing
present state by the present perfect.
This section also practises agreement of possessive prefixes attached to the
'adjectival nouns' ma-bote M 'goodness' and mn-bi M 'evil, badness, ugliness'.

10/3 Nkhuunku yataatu / Section 3

Pattern E—oo-o , | n u — e e - 6 — o ee?

The -06-0 demonstrative

This means 'that already spoken of, the one in question'. The forms are:

Class 1 2 3 4 5 6
ndyooyo wodwo woowo oyoonyo dyoodyo modmo

Class 9 10 11 13
yooyo zodzo loolo tooto
48
H is non-moving. Here the pronoun functions as a subject, so follows the
usual rule : IV, and H suppression.
The noun with which the demonstrative agrees is here placed before its noun,
for emphasis, and the tonal behavior is as for the -aa-V demonstrative (see
8/5). i.e., the noun has Variant 1 pattern.
For the suffixed object concord in the answers, see 8/1 and 8/5.

10/4 Nkhuunku yaya / Section 4

Pattern Kina ye ayiingi-ko.

I am not with of muchness very.
Kedyaambtf-ko, | mono | -ayiingi njina -aau.
It is not a matter, | me | it is some of muchness that I have it.

Model Kina yemmboongo zayiingi-ko.

I haven't got very much money.
Kedyaanbd-ko, | mono | zayiingi njina zaau.
Never mind, I | have plenty of it.

Kina yemmboongo zayiingi-ko. Kedyaambtf-ko, | mono | zayiingi njina zaau.

yekimbvumina kya- kyayiingi kyaau
yeramvwaatu mya- myayiingi myaau
yomadya raa- ma- raaau.
yeluku lwa- lwa- lwaau
yetukau twa- twa- twaau
yemmbizl a- ya- yaau.
y§nthaangw(a) a- (time) ya- yaau.
y6nllel(e) (cloth) wa- waau.

ye-/yo- 'and, with'; -ina (ye-) 'have';

class pronouns; possessive prefixes ctd.

ye- or yo- is prefixed to the noun, and, as with all preprefixes, the noun
then has Variant 1 pattern; mmboongo 'money1, yemmboongo 'and/with money'.
'Have' is expressed in two ways:
(i) by -ina 'be' followed by ye- attached to the noun, i.e., 'I am with
...': njina yemmboongo 'I am with money = I have money', negative kina
yemmboongo-kd 'I haven't any money'. This is the form in the initiating (or
1
stimulus') statement.
(ii) by front-shifting and stabilizing the 'possession', followed by -ina in
the indirect relative, then the pronoun of the noun class of the possession
(which sounds very complicated but is not): | mmboongo njina zaau 'it-is-money
that-I-have it' — -ina in this context means 'have' by itself.
In the present examples, we have an adjectival expression, -ayiingi 'of
manyness/muchness = many, much, plenty of'(yi-ingi M 'muchness'). In these
cases, it is not compounded with the noun.
The class pronouns meaning 'it' and 'them, they,' referring to classes other
than 1 and 2, consist of a class marker prefixed to a stem -aau. The high tone
is a 'moving' one, and as always, they may have IV in certain contexts. The
complete list of pronouns, including persons, and for classes met so far, is:
49
1st sg m6no 1st Pi yeeto M
2nd sg ngeye 2nd Pi yeeno M
3rd sg/ 3rd Pi/
Class 1 yaandi M Class 2 yaau M
3 waau M 4 myaau M
5 dyaau M 6 maau M
7 kyaSu M 8 yaau M
9 yaau M 10 zaau M
11 lwaau M 13 twaau M

After -ina, the Variant 2 form, without IV, is used.

In the answer, the possessive prefix is not with its controlling noun, so
the full form is used: | yayiingi njina yaau 'I have plenty of it, compare with
yenthaangw' ayiingi 'with plenty of time'. The classes affected by this are 1
and 3 (w)a- and 9 (y)a-.

10/5 Nkhuunku yataanu / Section 5

Pattern : Kuzdlele a dyaaka-ko ee?

Don't you want to again?
ESlo, | ekkuma | ka'di | sekkolo nthuukiidi kal(S) o a.
Yes, | the reason | is because | it is now a period that I have come
from already the ing.
Model Kuzdlele kubaviingila dyaaka-ko ee?
Don't you want to wait for them any more?
Ee*lo, | ekkuma | ka'di | sekkolo nthuukiidi kal' okubaviingila.
No, || because | I've already been waiting for them a long time now.

Kuzdlele kubaviingila dyaaka-ko ee? Ee'lo, | ekkuma | ka'di | sekkolo nthuukiidi

' kal' okubaviingila.
ddya kal' oddya.
kkaangala (travel) 6kkaangala.
ttala ottala.
ssaala dyaaka mundzo-ko ossaal' omundzo.
yyimblla kal' oyyimbila.
mmokena 6mmokena.
llundunuka (run) ollundumuka.
kubalaanda (follow them) okubalaanda.
wuunda owuunda.

Answering negative questions; se-; 'for (a time)1

A negative question is answered with respect to its truth; 'yes' means 'you
are right in what you say' and 'no' means 'you are wrong'. Since here the
questioner assumes correctly what the addressee doesn't want to do, the answer
begins with 'Yes'. (Vvd would mean 'You're wrong, I do want to ...')
Se- is a prefix which implies a change; here used with a noun stabilized by
being phrase initial. It then means 'now it is...' — whereas it wasn't
before, k-kolo M 7/8 'a [long] period'; nthuukiidi 'which I have come' from',
perfect of -tuukila 'come from [at]1; infinitive with IV, meaning 'the doing'.
Literally, | sekkolo nthuukiidi kalfi + owuunda 'it is now a long time ago
50
that I have come from the resting' = 'I've been resting for a long time now.'
kala follows the usual rules of elision and H shift/transfer: kala +
owuunda > kal'ovvuunda, but kala + oddya > kal' oddya.

10/6 Nkhuunku yasaambanu / Section 6

Pattern : E aa—V, | awefyi -ina?

This , | it is how that it is?
E aa—V, | -ammbote -ina.
This , | it is of goodness that it is.

Model Ekinkhuttf-kyaaki, | aw£yi kina?

This shirt, | what is it like?
Ekinkhutil-kyaaki, | kyammbote king.
This shirt | is good/fine/OK, etc.

Ekinkhuttf-kyaaki, | awgyi kina? Ekinkhutu-kyaaki, | kyammbote kina.

Eyyuunga-kyaSki, | kina? kya- kina.
Eyinkhutil-yaayi, yina? ya- yinS.
Eyyuunga-yaa'yi,
Omuntse-waefwu, (sugarcane) wina? wa- wina.
Enkkaanda-waafwu, wina? wa- wina.
Emintse-myaami, mina? mya- mina.
Enkkaanda-rayaa'mi,
Edinkhondo-dyaadi, dina? dya- dina.
(plantain, banana)
Evata-dyaa'di, (village)
Omankhondo-maama, mena? ma- mena.
Omavata-maa^na,

awe'yi? 'how [is it]? 1 ; noun class prefix variants

aweyi? how?', like other WH question words, is stabilized and followed by

an indirect relative, and what is the 'subject' in English becomes the topic in
Kongo.
Several of the noun classes shown here have prefix variants, as shown in
6/1 and onwards, e.g. 8/5; this practises the variants before a stem consonant,
and before a stem augment.
51
LESSON 11 / L00N6I DYAKUUMI-YEMOSI

11/1 Nkhtiunku yanthete / Section 1

Pattern : NuG aang(a) e ee?

Do you pi [verb] the [noun]?
ESlo, I nkkuumbu ayayiingi tuG aang(a) e .
Yes, | it is times of manyness that we [verb] the [noun].

Model Nussukulaang' emwwaatu ee?

(2nd Do you wash the clothes?
example) Eelo, | nkkuumbu ayayiingi tussukulaang' emwwaatu.
Yes, | it is often that we wash the clothes (= we often wash. ) ctd

Nukkiyilaang' oakuundi ee? Ee'lo, | nkkuumbu myayiingi tukkiyilaang1 oakuundi,

Nussukulaang' emwwaatu tussukulaang' emwwaatu.
Nunnwaang' ekimbvumin(a) tunnwaang' ekimbvumina.
-bbakaang1 ekaalu (catch the train) -bbakaang' ekaalu.
-ssonekaang' enkkaand(a) -ssonekaang' enkkaanda.
-wwukaang1 emmbeevo (treat the sick) -wwukaang' embbeevo.
Nukweendaang'okumakazlinu tukweendaang' okumakaz i inu.
Nut twaasaang' owaan(a) -ttwaasaang' owaana.
NOddyaang' oluku tuddyaang' 61uku.
-ttaangaang' enkkaand(a) -ttaangaang'enkkaanda.
-ssuumbaang' enwwaatu -ssuumbaang' emwwaatu.
-kkaangaang 'omankhondo (roast plantains) -kkaangaang'omankhondo.

Stabilizing for emphasis; -G aanga present tense, ctd

The adverbial Nkhuumbu ayayiingi 'it is times of manyness' is stabilized, in

order to emphasize it.To emphasize any noun or noun phrase, it is stabilized—
Variant 2 form is phrase initial, and the verb is indirect relative.
The -G aanga present tense was first introduced in 5/6, and consists of:
full subject prefix + -G-/-ku- + verb root + -aanga. The tense marker is the
same as for the infinitive: -G- where the verb root begins with a consonant,-
ku- contracting to -kw- before a vowel, and -ku- before an object infix:
tu-s_-sukiil-aanga 'we wash', tu-kw-eendaanga 'we go', tu-ku-ba-mon-aanga 'we see
them' . All TCI verbs have high tone on the pre-stem and final or penultimate
syllables; all TCII verbs have one high tone, on the second stem vowel; for-
enda and -iza this is the second of the two vowels: tu-kw-eend-aanga, etc. The
form shown in the question is the indicative, that in the answer is indirect
relative, but there is no difference between them except that (as before) a 3rd
person singular/Class 1 will have ka- subject prefix in the indirect relative,
whereas the indicative and direct relative have o- (or zero).

11/2 Nkhuunku yazoole / Section 2

Pattern : NuG aang(a) e ee? Ezak1 e'nthaangwa I tuku aanga.

Do you pi [verb] the [noun]? Some times I we it.

Model Nukkiyilaang' oakuundi ee? Ezak' e'nthaangwa | tukubakiyilaanga.

Do you visit the friends? Sometimes | we visit them.
52
11/2 ctd
Nukkiyilaang' oakuundi ee? Ezak' Enthaangwa | tukubakiyllaanga.
Nuttwaasaang' owaan' tukubatwaasaanga.
Nuwwukaang' emmbeevo tukubawukaanga.
Nummonaang' engudi-eeno tukunmonaanga.
Nussonekenaang' ese-dyeeno tukunssonekenaanga.
Nussadisaang' onllodngi-eeno tukunssadisaanga.
Nullaambilaang' oakeento tukubalaambilaanga.
Nukkiyilaang1 onkkuundi-eeno tukunkkiyilaanga.
Nuwaanaang' omako-meeno tukau tukubavaanaang' otukau.
(give your in-laws presents)

'sometimes'; -G aanga present tense with Infixed object

Unlike Nkkuumbu myaylingi '(it is) many times, often1 in 11/1, ezak(a)
enthaangwa is not stable, hence not emphasized. The emphasis is rather on the
verb: 'Sometimes we do visit them...' Nouns functioning as unemphatic
adverbials, and coming before the verb, behave as do subjects and topics —
Variant 1 and phrase initial, hence the first H suppressed. Ezak' is from -aka
M, 'some, other1, one of the few true adjectives in Kongo; it precedes its
noun and has a class prefix in agreement with it, the same in shape as the
possessive prefix1. It very often shows vowel reduction, but ezaak' enthaangwa
is also found, see 11/4. The present tense here has object concord infixed as
for the infinitive; both TCs have pre-stem and final H.

11/3 Nkhflunku yataatu / Section 3

Pattern : OG aang(a) e ee?

Do you sg [verb] the [noun]?
KiG aang(a) | llurabu-yawdonso-ko.
I don't [verb] [noun] | days of allness.

Model Ossukulaang' emwwaatu ee?

Do you wash the clothes?
Kissukulaanga mmvwaatu | llumbu-yawdonso-ko
I don't wash clothes | every day.

Ossukulaang' emvvwaatu ee? Kissukulaanga mvvwaatu| llumbu-yawoonso-kd.

oddyaang' embbizi Kiddyaanga mmbizi
Okweendesaang' ekaalu (drive car) Kikweendesaanga kaalu
ossonekenaang' enkkaand(a) Kissonekaanga nkkaanda
0kwiizaang'okusiko61(a) (to school) Klkwiizaanga kusikoola
onnwaang' omalavu Kinnwaanga malavu
ottwaasaang' owaan' Kittwaasaanga waana
oss uumbaang' omady' Kissuumbaanga madya
ollaambaang' oliiku Killaambaanga luku
Okkiyilaang' ese-dyaaku Klkkiyilaanga se-dyaame

-1. This is in fact the variant found before vowel commencing stems, with
compensatory doubling of the stem vowel: z- + -aka (or -aka) > zaaka.
53
Object nouns; more on compounds

As shown in 2/5, 3/1 and 3/5, a noun standing as object after a verb is
normally in Variant 1 form for affirmative and Variant 2 for negative clauses.
'Every day1 is expressed by a kind of compound in which the first component
loses its high tones, and the compound begins a tone phrase. 1-lumbu M 7/8
'day', wo-6nso M 'allness' > llumbu yawoonso 'all days, every day1, and when
compounded, | llunbu-yawoonso.

11/4 Nkhuunku yaya / Section 4

Pattern : Ezaak' enthaangwa | oG aang(a) o .

Sometimes j s/he [verb]s the [noun].
Nkhl a„nthaangwa kaku aanga?
It is what of time that s/he [verb]s [object concord.]

Model Ezaak' Snthaangwa | ottwaasaang' owaan'-aandi.

Sometimes | he brings his children.
Nkhl anthaangwa kakubatwaasaanga?
When is it that he brings them?

Ezaak' enthaangwa Nkhf anthaangwa

| ottwaasaang' owaan'-aandi. kakubatwaas aanga?
okkiyilaang' oakuundi-aandi. kakubakiyi1aanga?
dwwukaang' emmbeevo. kakubawukaanga?
ossadisaang' oaloongi-aandi. kakubasadisaanga?
okwilzilaang' oabuunzi-aandi. kakubayi zi1aanga?
(comes for his younger siblings)
owaanaang1 omako-maandi otukau. kakubavaanaang' dtukau?
(gives her in-laws gifts)
omnonaang' engudi-aandi. kakummonaanga?
dssonekenaang' §aphaangi-aandi. kakuns sonekenaanga?
(writes to his elder sister/brother/ cousin)
dssuumbilaang' owaan'-aandi emwwaatu. kakubasuumbilaang'
(buys clothes for his children) emwwaatu?
okututwaasilaang' ekimbvumina. kakunutwaas i1aang'
(brings milk for us) ekimbvumina?
okuyyilndulaanga. (thinks of you sg) kakunjiindulaanga? (of me)

-G aanga present tense, ctd; the relational extension

The question shows indicative, the answer indirect relative, of the present
tense; remember that the Class l/3rd sg subject prefix is ka- for indirect
relative, as opposed to o- or zero for the indicative and direct relative.
The stems -sonekena, 'write to/for', -stiumbila 'buy for1, -twaasila 'bring
to/for', and -laambila 'cook for' in 11/2, contain an element known as the
relational extension, which may appear as -11-, -el-, -in-, -en- and other
forms, according to rules of vowel and consonant harmony (see 17/1).
54
11/5 Nkhuunku yataanu / Section 5

Pattern : E | -Sinmbote, | nuG aanga—o ee?

The | is good, | do you it?
Vve\ | ketuG aanga—o nkkutu-ko.
No, we don't it at all.

Model Emmbizi | yammbote, | nuzzolaanga-yo ee?

The meat | is good, | do you like it?
Vve, | ketflzzolaangfi-yo nkkutu-ko.
No, I we don't like it at all.

Emmbizi | yanmbote, | nuzzolaanga-yo ee? Vv&, | ketuzzolaanga-yo nkkutii-ko.

Oluku | lwtfmmbote, | nuddyaanga-lo ketuddyaanga-1o
Ekimbvumina | kyjf- nunnwaanga-kyo ketunnwaanga-kyo
ErnvvwaatiJ | mya'- nussuumbaanga-myo ketussuuabaanga-myo
Omankhondo | mS- nukkaangaanga-mo kenukkaangaanga-mo
Kuna"-vata j kw£- nukwee'ndaanga-ko ketukwedndaanga-ko
(at home) (go there)
Erambaanza | y3- nukkiyllaanga-yo ketukkiyilaanga-yo
(city)
Ekikoongo | kya'- ndwovaangS-kyo ketuvvovaanga-kyo
Enkhoombo | zS- nuttweelaang^-zo ketiittweelaanga-zo
'(goats) (herd them)
Owaangila | wa'- nuwataanga-wo ketuvvataanga-wo
(sesame) (grow it)

-G aanga tense with suffixed object concord; Classes 14,17

A class object concord suffixed to the present tense behaves like -ko (see
2/2); here it has no H (see 7/5).
The two new classes, 14 and 17, have the following sets of concords:

Class 14 Class 17
Noun prefix before
consonant G- ku-
vowel wV- kw-
stem augment u- ku-
Subject prefix:
full/contracted u-/w- ku-/kw-
Object concord -wo -ko
Demonstratives waawu, woowo kwaaku, kooko
Presentative oowo ooku
Possessive prefix wa- kwa-
Pronoun waau M kwaau M
Relative pronoun una kuna

Demonstratives are shown with the pattern for 'isolate' (pronominal)

occurrence, and for first component of a compound; as second component, tones
will vary as usual, depending on the tone class of the noun.
Examples of Class 14: v-vlimpl M 'health', wa-angila 'sesame', wo-onso
'allness, completeness', u-nm-ba&ngu 'skill1. Many are abstracts.
55
Class 17 is a locative class, one of three (16-18), which will be more fully
described in Lesson 23. Locative classes have prefixes and concords as do
other noun classes, but the prefix is usually attached to a complete word e.g.
(o)ku-vata 'to the village1, (o)ku-mm-baanza 'to/at the city'. The concords
carry the idea of location in themselves: kwa-nn-da '(location) of farness' =
'a long way away', and the object concord -ko means 'there1.
Instead of the straightforward locative prefix, kuna- may be attached, in
the same way as rouna- in 10/1, making a compound: kuna-vata 'to the village'.
As before, the noun will be in Variant 1 pattern. A compound of this kind has
no further suppression of high tones when it functions as a subject, as in |
kunef-vata | kwa'mmbote 'at home | it is good' (= 'it's nice at home').

11/6 Nkhuunku yasaambanu / Section 6

Pattern : Vaav(a) oG aang(a) o , | oG aang(a) e ee?

Model Vaav' okkiyilaang(a) ommbeevo, | olloombaang(a) enssw(a) ee?

Vaav1 dkkiyllaang' emmbeevo, | dlloombaang' 'enssw' ee?

fngeta, | vaav' ikkiyilaang' dmmbeevo, | iteka lloombaang1 ensswa.
Vaav 'dwutukaang' okuvata, | dssoongaanga-dyo kwangudi-eeno (tell it to your mother)
ivvutukaang' dkuvata, | iteka-dyo ssdongaanga kwangudi-aame.
oddlikaang' omwaana, | okunssukulaanga-mph(e)
iddiikaang' omwaana, | iteka kunssukulaanga.
dvv6vaanga kwampfumu, | okkuOndaang' omakoonzo
(speak to the chief; clap ceremonially)
iwdvaanga kwampfumu, | iteka kkuundaang' omakoonzo.
dwwaanaanaanga y6mmbut(a) amuuntu, | okunkkayisaang'
(meet together with an elder, greet him)
Iwwaanaanaanga yonunbut' amuuntu, | iteka kunkkayisaanga.
Vaava nuddyaanga, | nuwutulaang1 dmatoondo kwaNdzaambi (return thanks to God)
vaava tuddyaanga, | tuteka wutul' dmatoondo kwaNdzaambi.
nuttuungaang' evata, | nussoolaanga ffulu kyammbot(e)
(build the village; choose a good place)
tuttuungaang' evata, | tuteka ssoolaanga ffulu kyammbote.
nullaambaang' omadyooko, | nutteetaanga-mo (cook the cassava; cut it up)
tullaarabaang' omadyooko, | tuteka-dyo tteetaanga.
nuttuungaang'endzo, | nuzzeengaang'omabay(a) (build the house; cut poles)
tuttuungaang' endzo, | tuteka zzeengaang' omabaya.

-teka 'do first'; kwa- 'to, by'

-teka is another auxiliary, with the meaning 'do first, do before something
else'. Behavior is as for -slnga. kwa- prefixed to Variant 1 pattern expresses
'to' or 'by' a person. Non-persons have ku(na) for 'to' and mu(na) for 'by'.
56
LESSON 12 / LOONGI DYAKtJUJff-YEZOOLE

12/1 Nkhuunku yanthete / Section 1

Pattern : 0 | —zolele oG a.
The | want/s to .
Avo | —zolele, | i/e/a kwaa—.
If I want/s, I let him etc. .

Model Owaana | bazSlele ottaamba.

Owaana | bazolele ottaamba. Av6 bazolele, batambl-kwaau.

Ndzolele kweSnda. zolele, wenda'-kwaaku.
Onkkuundi-aSme | ozolele okkota. zdlele, kakotl-kwaandi.
Omwaan'-aSme | ozolele oddya. zolele, kadye-kwaandi.
Tuzolele okwiiz' ommbazi. nuzolele, nwizl-kweeno.
Eyinndende | yizolele onnw' okimbvumina. yiztJlele, yinwe-kwaau.
(young children)
0nlleek(e)-a5me | ozolele ossoneka. zftlele, | kasoneki-kwaandi.
(younger sibling of same sex)
Ndzolele mmokena yaaku. zolele, | leenda kummbokesa.
(chat with you sg) (you can 'make me converse')

Hortative and imperative; the kwa- emphaslzer; strict class agreement

The hortative means 'let him ' and consists of subject prefix + verb root
+ -e/-i. Monosyllabic stems such as -dya have -e, longer stems have -i. Tones
are as for the Variant 1 infinitive, e.g. kasoneki 'let him write' > |
kasoneki, since the hortative is, like the indicative, phrase initial. This
form very frequently has se- attached, e.g. setadi-kwaaku 'now [let you] look'
(2nd sg prefix zero); see 24/1,3 for further examples.
For 2nd person sg, the imperative (command) is used : weenda > | wenda'-
kwaaku 'go!' This also is phrase initial.
In the examples here, the hortative or imperative is compounded with the
kwa- emphaslzer, which consists of kwa- prefixed to the appropriate possessive
stem. The meaning is something like that of the American reflexive in 'Have
yourself a good time', and has the effect of emphasizing ('Yes, of course, go
ahead and . . . ' ) . The kwa- possessive behaves tonally as other compounded
possessives, with low tone for TCII verbs and TCI verbs which already have two
high tones, but adding a penultimate high with shorter TCI verbs: kakoti-
kwaandi, kasoneki-kwaandi, but kadye-kwaandi. This compound obeys the 'four
syllable rule', which contracts long vowels in the first component when the
total stem length is four or more syllables, hence batambi-kwaau, wenda-kwaaku,
nwizi-kweeno. (Remember -andi serves for all classes except 2, see 8/3.)
In the final example, the speaker has chosen to use a different form, the
auxiliary -leenda 'be able, can, may1 in the present form (zero subject prefix
for 2nd person), meaning 'you may (chat with me, lit. make me chat)'.
Note that both 2nd sg and 3rd sg have zero subject prefix here, but are
still tonally distinct: | zolele 'you want', | zdlele 's/he wants'. The rise at
57

the end of the phrases where -zolele has no high tone does not represent a true
high tone, but signals a non-final pause.
The noun eylnndende 'children, youngsters' is in Class 8, sg. ekinndende,
Class 7. The subject prefix yi- here shows the strict class agreement, and this
is the usual pattern for any agreement of a word directly adjacent to the noun;
compare the 'notional agreement' with the 'personal' classes 1 and 2 in 8/2.

12/2 Nkhuunku yazoole / Section 2

Pattern : Wina ye ee? fngeta, | njina ye .

Are you with ? Yes indeed, j I am with .

Model Wina yenthaangw(a) afwaan(a) ee?

Are you with time which has become enough? (enough time?)
Ingeta, | njina yenthaangw' afwaana.
Certainly | I have enough time.

Wina yenthaangw' afwaan' ee? Ingeta, | njina yenthaangw' afwaana.

yemmboongo zafwaan' yemmboongo zafwaana.
yomvvwaatu
yottweelezi (domestic animals)
yomavy(a) (cultivated fields) yomavya.
yendzo ammbot(e) yendzo ammbote.
yemmbidiki (bricks)
yomatoolo (corrugated iron)
yentsoonso (nails)

'Have' ctd; 'adjectival' verbs

-ina ye- 'be with' expressing 'have' was introduced in 10/4; here the form
is affirmative, and the 'possession' is not stabilized in a 'clefted' sentence
as before, since the emphasis is more on the fact of possession than the item
possessed: 'Yes, I do have some'.
-fwaana means 'become sufficient'; here the past tense (see 20/3-5), direct
relative, literally 'which has become sufficient', means 'enough', yenthaangw'
afwaana is from (e)nthaangwa yafwaana, the subject prefix showing the same
variation as the possessive prefix (see 10/4 for this too).

12/3 Nkhuunku yataatu / Section 3

Pattern : Wina ye ee? VvS, | kina ye ko.

Are you with ? No, | I am not with .

Model Wina yenthaangw' afwaan' ee?

Have you enough time?
Vvef, | kina yenthaangw' afwaana-ko.
No, | I haven't enough time.
58
12/3 ctd
Wina yenthaangw' afwaan' ee? Vve*, | kina yenthaangw' afwaana-kd.
yemfflboongo zafwaan' ydmnboongo zafwaana-kd.
yomnvwaatu yomwwaatu-ko.
yowaan(a) yowaana-k6.
ydttweelezi ydttweelezl-k6.
yonavy(a) yonavya-ko.
yendzo amabot(e) yendzo amnbote-kd.
yemabidiki yemmbidlki-ko.
yomat6olo yomat6olo-k6.
yentso6nso yentsodnso-kd.

This section reviews several points, old and new. For behavior of -ko see
2/2; for ye-/yo- see 7/3 and 10/4. ye- and yo- are completely interchangeable,
and you may use either in the answers. The speaker has sometimes varied as
between question and answer.

12/4 Nkhuunku yaya / Section 4

Pattern Nwinaanga ye ? Ingeta, | twlnaanga ye .

Are you pi with ? Yes indeed, | we are with .

Model Nwinaanga yokkuunda yafwaan(a) ee?

Do you have enough chairs?
Ingeta, | twlnaanga yokkuunda yafwaana.
Yes indeed, | we have enough chairs.

Nwinaanga yokkuunda yafwaan1 ee? Ingeta, | twlnaanga yokkuunda yafwaana.

yomat6olo mafwaana.
yowaan' aylingl
yentsoonso zafwaana.
y6ttweelezi yaylingl
ydawwaatu «yafwaan(a)

-ina with -anga 'continuatlve' suffix

This gives the notion of duration of possession over a long time: 'we
always/generally have...'

12/5 Nkhuunku yataanu / Section 5

Pattern : Kina ye ko.

I am not with .
Waawtf-vo | kwina ye ko, | nkhl oslnga waanga?
Now that | you are not with , | what is it that you are going to do?

Model Kina yenthaangw' afwaana-k6.

Kina yenthaangw* afwaana-k6. Waawtf-vo | kwina yenthaangw' afwaana-ko,

| nkhl osinga waanga?
yemaboongo zafwaana-ko. kwina yemmboongo zafwaana-ko,
yonwwaatu-ko. y6mvvwaatu-ko,
Ketwina yomatdolo-ko. kenwina yomatoolo-ko,
| nkhl nuslnga waanga?
yentsoonso zayilngi-k6.
yokkuunda yafwaana-k6.

Waawtf-vo 'since'; -vo as a suffix

Waawu is the 'this' demonstrative of Class 14 (see 11/4). When not in

agreement with a noun, it carries the meaning 'now' or 'like this', hence
(e)waawff-vo 'now that' = 'since, because1. Here -v6 is suffixed, and in this
case the H is moved to the preceding syllable. There is no IV, but the pattern
is that of Variant 1. It is phrase initial, and hence has (first and only) H:
| waawff-vo; the following verb is indicative.

TEST FOR LESSONS 9-12 (key on p.143)

A. Give the perfect stem of the following (e.g. -vayika > -vayikidi):
-vfituka, -laasba, -kota, -sala, -vova, -dya, -iza, -kosoka, -vaanga,
-lwaaka, -leeka, -mona.

B. Give the infinitive stem of the following (e.g. -kosokele > -kosoka):
-suunbldi, -wiidi, -teenge, -vyookele, -soongele, -tadidi, -diikidi,
-long6kele, -61e, -we§ne, -sevfile, -sikaoene.

C. Translate from Kongo:

1. Owaana | badlidi kala.

2. Kizdeye-k6 kana | nkhl anthaangwa beslnga wayika.
3. Njaantikidl kalet.
4. Omnbut' amuflhtu | nkhf kasevele?
5. Nthoondele been! muna-tukau tuna uaph§ene.
6. Emwwaatu mina nbvweete | Byamabl.
7. Ekyooky5-ssalu, | tuslnga-kyd waanga, | vaava tulweeke kuna-vata.
8. Kedyaambif-ko, | omono | mmbdongo zaylingi njina zaau.
9. Sekkolo nthuukiidi kal' dkubalaanda.
10. Eyyuunga-kyaTaki, | kyamobote kina.
11. Nkkuumbu myaylingi tukweendaang' okunakazlinu.
12. Ezak' Shthaangwa | tukubavaanaang' otukau.
13. Klddyaanga mobizi | lluabu-yawoonso-ko.
14. Engudi-a'andi | nkht anthaangwa kakunssuumbilaang' emwwaatu?
15. Vaava tuwovaanga kwampfuau, | tuteka kkuundaang' omakoonzo.
16. AvfT | ztflele, | kakosokl-kwaandi.
17. Njlna yeaatoolo maylingi.
60

18. Twlnaanga yentsoonso zafwaan' ee?

19. Waawu-vo | ketwlna yokkuunda zafwaana-kd, | nkhi tuslnga waanga?
20. Kuzdlele kweenda-ko ee? Eelo, | klzdlele kweenda-ko.

D. Translate Into Kongo :

1. Your friends have already gone by.

2. I don't know what time they'll eat.
3. The children have already gone.
4. I have already arrived.
5. What has he eaten?
6. Thanks very much for the help you have given me.
7. The milk they have brought is bad.
8. Those things, we'll find them when we get home.
9. No matter, I've plenty of food.
10. I don't want to wait any longer for them, because I've been witing for
them a long time already.
11. Don't you want to come? No, I don't want to come.
12. This village is very attractive.
13. We often eat cassava porridge.
14. Sometimes we visit her.
15. I don't go to school every day.
16. When does she cook for them?
17. No, [as to] goats, we don't keep them at all.
18. When I meet with an elder, I first greet him.
19. If they like, they can go inside.
20. I have enough time, but I don't have enough money.
61
LESSON 13 / LOONGI DYAKUUMI-YETATU

13/1 Nkhuunku yanthete / Section 1

Pattern kena -aau ee? ESlo, | kena -aau.

Is it that s/he has it? Yes, I it is that s/he has it,

Model Nlluunzu anttu kena waau ee?

Is it a pain of the head that she has it?
(Has she got a head-ache?)
Efilo, | nlluunzu anttu kena waau.
Yes, | she has a head-ache.

Nlluunzu anttu kena waau ee? Eelo, nlluunzu anttu kena waau.
Fukutila kena dyaau (a cold) fukutila
Baau dyaau (fever)
Mphuta zaau (sores)
Mffusukw(a) anttima waau (nausea)

Variation: Q. wina have you? A. njlnfi that I have

Nyyaau alaka wina waau (sore throat) | nyyanu alaka njina waau.
Nsseta •yaau (intestinal worms)
Mabiibi •aau (feelings of faintness)
Ssesye kyaau (measles)
Mwayiku awunu waau (diarrhoea, lit. coming out of the stomach)
Nlluunzu awuau waau (stomach-ache)

Illness and pain

The pattern follows that of 10/4, expressing possession with stable

(predicative) noun, indirect relative of -ina, and pronoun of the class of the
'possession'. Mffusukw(a) anttiaa is literally 'boiling up of the heart1, and
nyyaau is from -yana 'hurt, sting, smart, intr'.

13/2 Nkhuunku yaz6ole / Section 2

Pattern : 0 | kena -aau ee?

The | is it that s/he has it?
cfow6o, | naa*hga | kena ye ko.
Oh no, j perhaps | s/he is not with .

Model Oawaana | baau kena dyaau ee?

Has the child | got a fever?
tfowoo, | nadnga | kena yebaau-ko.
Ob no, j perhaps s/he hasn't got a fever.
(I don't really think s/he has a fever.)
62
13/2 ctd
Omwaana | baau kena dyaau ee? cfowoo, | nalnga | kena yebaau-ko.
OnkkeentcT | mabilbi kena maau yomabiibi-ko.
Onsseedya (baby) | nssdta kena myaau ydnsseta-kd.
Ennduumba (girl) j affusukw' anttima kena waau yemffusukw' anttima-k6.
Etoko (boy) | nlluunzu a w u m u kena waau yonlluunzu awumu-ko.
Ongeye | fukutila wina dyaau kina ydfukutila-kd.
mphuta wina zaau yomphuta-ko.

dowdo 'no'; notional agreement

The interjection | ffowdo does not show bridging, although it is not a

question word. Interjections sometimes have unusual behavior.
The nouns onsseedya, ennduumba and etok6 are respectively in Classes 3/4,
5/6 and 9/10. Here they have notional agreement, i.e., agreement with Class 1
(which contains persons only).

13/3 Nkhuunku yataatu / Section 3

Pattern : 0 | nkkw(a) a , | kewa&u-ko ee?

The , | it is a possessor of that s/he is, | is it not so?
Eelo, | nkkw(a) a .
Yes, | /she is a possessor of .

Model Onkkuundi-affku | nkkw' a'zzola, | kewalu-ko ee?

Your friend, | it is possessor of love that she is, | isn't she?
(she's affectionate)
ESlo, | nkkw' dzzola.
Yes, | she's affectionate.

Onkkuundi-aSku | nkkw'Szzola, | kewa3u-ko ee? Ee'lo, | nkkw' a'zzola.

Onlleeke-aSku | nkkw' akyeese (joy) nkkw' akygese.
Enphaangi-aSku | nkkw' aluyangalalu (happiness)
Oabbuunzi-adku | nkkw' anthaantu (sadness)
Eapftuiu-avata | nkkw' angaangu (wisdom)
Omwaana-ndyoSyu | nkkw' a w u m i (this child; respectfulness)
Engudi-aaku | nkkw' afhttim(a) ammbote (heart of goodness = kindness)
Omuuntu-ndyooyo | nkkw' Shttim' ammbi (heart of badness = malice)

nkkwa 'possessor'

Adjectival concepts applied to a person are often expressed by nk-kwa M 1/2

(pi a-kwa) 'possessor', with possessive prefix + the name of a quality. Since
the Class 1 possessive prefix in this context is a-, there is elision of the
final -a of nkkwa. The high tone is transferred to the possessive prefix if
possible (nkkw' aluyangalalu 'possessor of happiness, a happy person'), but if
the prefix itself has high tone, there is nowhere for the high tone of the
elided vowel to go; there is as it were a bridge within the one vowel, and no
further bridging: nkkwa + anttima + ammbote > nkkw' ifnttim1 ammbote
•possessor of a heart of goodness'. The nkkwa is stabilized in this section.
63
13/4 Nkhuunku yaya / Section 4

Pattern : Yaandl | nkkw(a) a ee?

Model Yaandl | nkkw1 azzayl been! ee?

Yaandl | nkkw' azzayl beeni ee? fngeta, | yaandl | nkkw' azzayl beeni, |
nkkw' angaangu [keauaono-ko.
nkkw1 andzayllu (knowledge)
alau dyaaabot(e) (good luck)
auzow(a) (stupidity)
Shttel(a) annda (tall stature)
Ithttel(a) ankhufl (short stature)
nkkw' angaangu zayiingi
andzayllu zaslkila
(correct knowledge)
alau dyaaabote
auzowa klkilu (indeed)

Coaparlson; abstract nouns

There are no comparative or superlative forms as in English, Comparison is

expressed by the phrase | keau ko, literally 'not in ', hence 'without
, not ' which in this context means '(more) than'. au- is attached to
the Variant 1 pattern, and the structure is phrase initial, with first high
tone suppressed.
Kongo has a large number of abstract derivatives, with finer shades of
meaning than English is capable of expressing (in single words, at least).
zzayl 14 is 'knowledgeableness', while ndzayllu 10 is 'way of knowing.' uzowa
14 is 'stupidity' as an abstract concept, while klzowa is 'stupid way of
behaving'.

13/5 Nkhuunku yataanu / Section 5

Pattern Nffni osuundldl o vakati-kweeno?

Who is it who has surpassed [in] ness between you pi?
Y
aandl | untsuundidl o—.
S/he | has surpassed me [in] ness/being .

Model Nani_osuundldl 611a vakati-kweeno?

Who is the taller/tallest among you?
Yaandl | untsuundidl 611a.
S/he | has surpassed me [in] being tall.
64
13/5 ctd
Ntfni osuundidi 611a vakati-kweeno? Yaandi | untsiiundidi 611a.
ozzayl
engaangu
endzayilu
6nttela (stature, height)
ewodnga (be large, fat)
dkkeeva (be small)

Comparison ctd; direct relative of perfect;

3rd sg subject prefixes; vakati 'among'

Another way of expressing comparison is by means of the present perfect of

-suunda 'surpass, conquer1, followed by the noun denoting the quality. In
Kongo there is no essential difference between the comparative and superlative.
The present perfect direct relative has the same tones as the indirect
relative; see also 9/5.
The 3rd sg/Class 1 subject prefixes have different forms for the present
perfect with and without object infix. These are identical to those of the 2nd
sg, namely o- or zero for indicative without object concord infixed, and u-
with infix: osuundidi 'he has surpassed1, untsiiundidi 'he has surpassed me.'
va-kati 'between, among' is a locative, in Class 16 (see 14/3, 15/3);
however, it takes agreements of Class 17 (see 11/5), here the possessive prefix
kwa-; vakati-kweeno 'at/on the midst of you, between/among you.'

13/6 Nkhuunku yasaanbanu / Section 6

Pattern : Najii osuundidi o vakati-kweeno?

Who has surpassed [in] ness/ing?
Mono | inssuundidi 6 .
Me | I have surpassed him [in] ness/ing.

Model Nani osuundidi 611a vakati-kweeno?

Who is the taller/tallest of you?
Mono | inssuundidi 611a.
I | am taller than he (I have surpassed him being tall).

Nani osuundidi 611a vakati-kweeno? Mono | inssuundidi 611a.

onttela
ewo6nga
okkeeva
eklmabuta (age = who is the elder/eldest?)

Comparison ctd; 1st sg subject prefixes; dropping the IV

The structure and questions are as before, but the roles are reversed; the
speaker is the taller, older, etc.
The 1st person singular subject prefixes for the present perfect vary
according to whether or not there is an object concord infixed after it: NA- is
used when there is no infix, and i- when there is: nt-suundidi 'I have
surpassed' but _i.-ns-suundidl 'I have surpassed him'.
65
Nouns and pronouns as subject or topic may appear without IV in the speech
of first language Kongo speakers, but it is unwise for foreigners to do this,
as it gives an impression of brusqueness, mphova zandzatuna 'snapping speech'.

LESSON 14 / LOONGI DYXlCUUMf-YEYA

14/1 Nkhuunku yanthete / Section 1

Pattern : Nani ofwete a e ?

Who is it who should the ?
E | —slnga — w a kwayeeto.
The | will be ed by us.

Model Nani ofwete ssukul(a) eawwaatu?

Who ought to wash the clothes?
Eawwaatu' | aislnga ssukulwa kwayeeto.
The clothes | will be washed by us.

Nani oslnga ssukul' eawwaatu? Eawwaattf | aisinga ssukulwa kwayeeto.

ttyaaa' enkhuni? Onkhunl | zislnga ttyaamwa (be fetched)

(fetch the firewood)

ttek' oaaaza? Oaaaza | aaslnga ttekwa (be drawn)
(draw the water)
wyeenges' endzo? Ondzo | yislnga wyeengeswa (be decorated)
(decorate the house)
yyal' oaeeza? Oaeeza | aaslnga yyalwa (be spread)
(lay, lit. spread, the table)
ttwaadls' olukutakanu? Olukutakanu | lusinga ttwaadlswa
(lead/chair the meeting) ' (be chaired/led)
ssuuab' oaavuta? Oaavuta | aaslnga ssuuabwa (be bought)
(buy the sweet potatoes)
ssaans' oawaana? Oawaan' | oslnga ssaanswa (be looked after)
(look after the child)

The passive extension

The element -w- inserted after the root gives a passive meaning: -sukula
'wash1, -sukulwa 'be washed'. This is a verbal (or radical) extension, -vewa
'be given', serves as passive of -vaana 'give', but is derived from older -va,
now only used in proverbs and cf. derivatives such as mv-ve M 1/2 'giver'.
kwa- is discussed in 11/6. ae-eza M 6 is from Portuguese mesa; it is one of
a small number of Class 6 nouns having me- rather than aa- as prefix.
66
14/2 Nkhuunku yazoole / Section 2

Pattern : 0 | —slnga wa kwa , | kewaa'u-ko ee?

Model Omwwaatif | misinga ssukulwa kwaakeentd, | kewaa'u-ko ee?

N.B: 5 and 7 are variations; penultimate has infixed object concord. See notes.

OmvwwaatCf | misinga ssukulwa kwaakeento, | kewaa'u-ko ee?

i- stabilized relatives; double predicates;

Classes 1 & 2 subject prefix variation; appositional phrases

Prefixing i- to a relative verb converts it to a predicate, meaning e.g. 'it

is he who, he is the one who': | ... beslnga ssukula 'they who will wash' >
| ibeslnga ssukula 'it is they who will wash, they're the ones who will wash'.
Being now equivalent to an indicative verb, it will be phrase initial.
The double predicate — two main clauses, as 'it is women, it is they who'
is quite common. The speaker has departed from this in three cases: in the
fifth and sixth examples, engaang1-aNdzaambi and (e)Ndzaambi are straight-
forward subjects, Variant 1 with suppression of first high tone, and in the
seventh, | mono ikubasaansa 'it is I who will look after them' is a misreading
for | mcfno | iikubasaansa 'it is me | it is I who will look after them'. The
tense here is another future form, dealt with in 20/1 and 20/7.
The 3rd person subject prefixes, Classes 1 and 2, have several variants, as
already shown (see e.g. 6/1). The 3rd sg/Class 1 direct relative form used
with i- is zero: i-0-singa-kyo fflla 'it is he who will lead it'; and in the
seventh example, the stimulus has the variant a- for 3rd pl/Class 2: a-singa
ssaanswa 'theywill be looked after'.
67
Appositional phrases relating to persons often have the possessive prefix:
Ndzaambi wa-se-dyeito 'it/he is God of our father'(nd-zaambi M 'god'), Yliso
wa-mwaan' aNdzaambi 'Jesus jDf_ the s o n of G°d'•
The possessive phrase ngaang'-aNdzaambi 'minister, lit. doctor of God' is a
compound of the same kind as the possessives described in 8/3 (and nndezi-
mwaana in 3/2); -Ndzaambi has no high tones, because ngaanga is from a tone
class having only one high tone, on the second stem syllable (like TCII verbs).

14/3 Nkhuunku yataatu / Section 3

Pattern : AwSyi, | ndenda (a) ee? ESIo, | a vana-vjfau.

How is it, I could I ? Yes, | [imperative] | at once.

Model Awe*yi, | ndenda kwiTz' ee? Eelo, | wliza vana-vJau.

I say, J could I come now? Yes, | come at once.

Aweyi, | ndenda kwilz' ee? Ee'lo, | wiiza vana-va'au.

kkubik' dmeez(a) kubika
(prepare the table)
ndenda* ddy' dya
ndenda lld§k' leeka
ssilmb' (touch, begin, hold) siimba
yyuvtil' (ask question) yuvula
wivll 1 vivila
tt&lara' (stand up) telama
ffiTmp' fiimpa
ssanuV (explain, describe) samuna

Imperative singular; -lenda; vana-va'au

The imperative singular, for verbs beginning with a consonant, consists of

the verb stem (ending in -a), with no H for either TC: | leeka 'sleep!' and |
samuna 'explain!' The two vowel commencing stems add the subject prefix, 2nd
sg, which before a vowel is w-, and causes doubling of the vowel: | wliza
'come!' and | weenda 'go!' The imperative is phrase initial. (There is also a
short form nda 'go', see 24/1.)
ndenda 'I could' is from the auxiliary -lenda 'might, could, would' — it
is a contracted form of -leenda 'be able'; notice the 1st sg subject prefix
here is a nasal (*nl > nd in Kongo).
vana-vaau is literally 'on there' = 'on the spot, immediately, at once';
both elements are in Class 16, a locative class meaning 'on' or 'at'. The
first element is a demonstrative, like muna-; the second element is the Variant
1 of the pronoun, vaau M, which follows the pattern of other class pronouns
(see 10/5). Locatives are dealt with in detail later.
68
14/4 Nkhuunku yaya / Section 4
Pattern : Awlfyl, | ndenda (a) ee?
How is it, I could I ?
5owoo, ku 1-ko, | kadi | kavena yenthaangw(a) afwaana-ko.
Oh no, don't , | because | there has no time [which is] enough.
Model AwSyi, ndenda kwilz' ee?
Well, may I come?
(faWOO, kwiizi-ko, | kadi | kavena yenthaangw' afwaana-ko.
Oh no, don't come, | because | there isn't enough time.

AwSyi. | ndenda kwiiz' ee? dbwoo, | kwiizi-ko, | kadi | kavena

yenthaangw' afwaana-ko.
kkubik' omeez(a) kukubiki-ko,
ndendff ddy' kudye-ko
ndenda lleek' kuleeki-ko,
ssilmb' kusiimbi-ko,
Variation: Vve', | ku i-ko, | kedyamffunu nkkutu-ko.
No, | don't , | it isn't at all necessary.
AwSyi, | ndenda yyuvul' ee? Vve', | kuyuvudi-ko, | kedyamffunu nkkutu-ko.
wivll' kuvividl-k6,
ttelam' kutelami-ko,
ffifmp' kufilmpl-ko,
ssamuV kusamuni-ko,
Imperative negative (singular); 'there is not'

For the imperative negative (sg), prefix ku- (<ka-u-), and suffix -1 to the
root (-e for monosyllables like -dya); -ko is suffixed. *li > di, so
kuyuvudi-k6 'don't ask questions' < -yuvula. Vowel commencing roots show ku-V
> kwW, thus kwiizi-ko. In both TCs the first stem vowel has H, and so does
-ko, save in monosyllables. (HH is not allowed, except as a result of elision
and transfer or shift.)
kavena ye-...-ko 'there has not' = 'there is not', has subject prefix of the
locative Class 16.

14/5 Nkhuunku yataanu / Section 5

Model Ndenda kweend' okuzaandu ee?

Could I go to the market?
Tngeta, | weend' okuzaandu; | dyoodyo | Tndzolele.
Of course, I go to the market; | that is what I want.
69
14/5 ctd
Ndenda kweend' okuzaandu ee? Ingeta, | weend'oktfzaandu; | dyoodyo fndzolele.
ttuut' oluku (pound the cassava meal) tuut' olilku;
ssees' onkhoovi (shred the cabbage) sees' onkhofivi;
ssyeet' onssiing(a) (twist the string) syeet' onssifnga;
ssom' emmbizi (spit the meat) som1 e'mmbizi;

Variation : Efflo, | ... | avff | dyoodyo | Izolele owaanga.

Yes, | ... | if | that j is what you want to do.
Ndenda llaamb1 omady(a) ee? Ee'lo, | laamb' omafdya, | avcf | dyoodyo |
izolele owaanga.
w u u n g i l ' embvum(a) (water t h e flowers) v u u n g i l ' embvuma*,
kkoomb1 e y y a a n z a l ( a ) (sweep t h e yeard) koomb1 Syyaanzala,
w u u n z u n ' essono ( e r a s e t h e w r i t i n g ) vuunzun1 "essono,
n n a t ' ekkuund(a) ( c a r r y t h e c h a i r ) nat' ekktfunda,

Imperative with following object; stabilized indirect relative

Since the imperative has no H, the first H of the following noun will take
peak pitch (and be bridged, if another H follows).
The indirect relative, like the direct relative, may be stabilized with i-:
indzolele 'it is what I want'. The i- takes high tone for forms which have
none of their own, and of course, the stabilization makes it phrase initial.

14/6 Nkhuunku yasaambanu / Section 6

Pattern Ndenda a o ee? VvS, | ku i ko, | ilu kala.

Ndenda ttuut' oluku ee? VvS, kutuuti lukfi-ko, | lutuutilu kalS.

ssees' onkho6vi kuseesi nkho6vi-ko, | yiseesele kala.
ssyeet' onssilng(a) kusyeeti nssiinga-ko, | usyeetelo
ssom1 emmbizi kusdmi mmbizi-k6, | isomeno
llaamb1 omady(a) kulaambi madya-ko, | malaambilu
wuungi 1' embvum (a) kuvuungudi mbvuma-ko, | zivuungilu
kkoomb' eyyaanzal(a) kukoombi yyaanzala-ko, | kikoombelo
wuunzun' essono kuvuunzuni ssono-ko, | kivuunzwiinu
nnat' ekktiund(a) (chairs) kunati kkuunda-k6, I yineeto

Negative imperative + object noun; perfect suffix ctd:

vowel and consonant harmony , and the passive

After the negative imperative, the object noun is, as usual in negative
clauses, in Variant 2 form, whereas the questions, in the affirmative, show
Variant 1: oluku but lukfl.
70
The passive perfect is a combination of the perfect suffix and the passive
extension. Unlike other extensions we shall meet, the passive has the
peculiarity of coming after the perfect suffix, where it replaces the final -i
or -e, and takes the form -u (for roots with a,i,u) or -o (for roots with e,o):
-v6va 'speak', perfect -vovele 'have spoken', passive perfect -vovelo 'have
been spoken'; -laamba 'cook1, -laambidi 'have cooked', -laambilu 'have been
cooked'. Note that "the change from 1 > d caused by final -i is reversed in
the passive. -vuunzuna 'erase' has perfect -vuunzwiini 'have erased', passive
vuunzwiinu 'have been erased'.For -nata 'carry', which has a special perfect
form -neete (see 10/2), the passive perfect is -neeto 'have been carried',
i.e., you work from the vowel of the perfect, not the infinitive vowel
(likewise -vaana 'give', -veene 'have given', -veeno 'have been given1).
The vowel harmony system of the perfect suffix was explained in Lesson 9.
There is also a consonant harmony system. Verb roots which contain a single
nasal (m or n, NOT nasal clusters such as mb and ng), have -n- instead of -1-
in the perfect: -s6neka 'write', -sonekene 'have written'; -lundumuka 'run',-
lundumukini 'have run'. Change -i to -u and -e to -o for the passive.
There are some exceptions to the vowel harmony: verbs ending in -ama have
perfect suffix -ene: -flnama 'approach', -finamene 'have approached', and those
ending in -ana replace this by -eene: -vilakana 'forget', -vilakeene 'have
forgotten', -vilakeeno 'have been forgotten'.
If the verb root ends in 11, el, In, or en the perfect suffix combines with
it to form iidl, eele, linl, or eene: -vuunglla 'water1, -vuungiidi 'have
watered', -vuunglllu 'have been watered1; -s6nekena 'write to', -sonekeene
'have written to'. Verb roots ending in ul, ol, un, or on similarly combine
with the perfect suffix to form wild!, weele, wiini, weene: -vuunzuna 'erase',
-vuunzwiini 'have erased', hence -vuunzwiinu 'have been erased'.
71
LESSON 15 / LOONGI DYAKUUMI-YETAANU

15/1 Nkhuunku yanthete / Section 1

Pattern : Yambula | twanu a. ESlo, | nutu i.

Allow | (that) we may you pi. Yes, | us.

Model Yambula | twanukayTla. ESlo, | nutukayidi.

Let | us share with you. Yes, | (do) share with us.

Yambula | twanukayfla. Eeflo, | nutukayidi.

twanusaa'nsa. nutusSansi.
twanutaambula. (receive) nututa'ambudi.
twanusadisa. nutusa'disi.
twanuvevola. (relieve [of burden] nutuve'vodi.
twanulSbmba. (request, ask) nutuloombi.
twanukaa'mba. (inform, show) nutukaambi .
twanuvivila. nutuvlvidi.
twanuffla. (lead) nutuffdi.
twanu 1 aafnda. nutula'andi.

Imperative, ctd: plural; with object infix

The plural of the imperative is obtained by prefixing nu- : nuvivilal

'listen!' With an object concord infixed, however, the final vowel is -i, and
there is high tone on the first stem vowel, for both TCs. Where roots end in
1, there is the usual change from *li > di: nutuvlvidi.
The questions show the subjunctive; with yambula 'allow', vo is not
obligatory, though it is sometimes used.

15/2 Nkhuunku yazoole / Section 2

Pattern : Mpfwete (a) e ee? Ingeta, | a—o -awoonsono.

Should I the ? Certainly, | it/them of allness.

Model Mpfwete ssiimb(a) entsoonso ee? ingeta, | slimba-zo zawdonsono.

Am I to take (hold) the nails? Certainly, | take them all.

Mpfwete ssiimb' entsoonso ee? Ingeta, | siimba-zd zawdonsono.

nnat' dmaaz(a) nata-mo mawoonsono.
ssal' essalu-yaayi (do these jobs) sala-yd ya-
ssukul' emvvwaatu-myaami sukula-myo raya-
kkes1 omlnts(e) (cut down cane) kesa-myo mya-
ttaang' otusaansu (read the stories) taanga-to twa-
ddy'oluku dya-16 lwa-
llongdk' eloongi (learn the lesson) longoka-dyo dya-
nnw' ekimbvumina nwa-kyd kya-
bbuund' owaangila (thresh the sesame) buunda-wd wa-
72
Imperative ctd: with suffixed object concord; 'all*

When the imperative has suffixed object concord, there is high tone on the
suffix after TC verbs which have only.one high tone in the infinitive stem
(like -dya, -sala, -laamba), and elsewhere, on the final verb vowel. Thus
laamba-md 'cook it 1 , but slimba-zo 'take them1.
The notion of 'all' or 'whole' is expressed by either of the nouns wo-6nso M
or wo-6nsono M, 'wholeness', both in Class 14, with possessive prefix:
entsoonso zaw6onso(no) 'all the nails', omadya maw6onso(no) 'all the food'.

15/3 Nkhuunku yataatu / Section 3

Pattern : Ndenda (a) omu/ova ee?

Model Ndenda kkot' daundzo ee?

Ndenda kkot' dmundzo ee? Eelo, | kota'-mo, | waawtf-vo | idyod'dyo zolele.

kkota •una-siko61(a)
kkdsok1 6vaffulu-kyaaki (on this place) kosoka'-vo,
kkdsoka vana-nthaandu (on top, higher)

Locative classes, ctd

Locative classes 16-18 have suffixed object concords of the same pattern as
other classes; you have already met the concord for Class 17, in 11/5
(nukwegndaanga-ko 'you go (to) there'). Class 16 -vo means 'on there' or
'thereat', and Class 18 'in there'. The compound forms vana- (see 14/4) and
muna- (see 10/1) take the same agreements as the straightforward prefixes
(o)va- and (o)mu-.

15/4 Nkhuunku yaya / Section 4

Pattern : Mpfwete (a) o ee? dowdo, | ku i—o-k6.

Should I the ? Oh no, j don't it/them.

Model Mpfwete ssukul' omankhondw' ee?* ffowoo, | kusukudi-mo-k6.

Should I wash the plantains? Oh no, | don't wash them.

SECTION CONTINUED ON NEXT PAGE

15/4 ctd
Mpfwete ssukul' oaankhondw' ee*? cfowdo, | kusukudi-ao-ko.
kkes' omlnts(e) kukesi-ayo-k6.
w a y Ik1 evat(a) (leave the village) kuvayiki-dyo-ko.
ssal' essalu yawdonsono kusadi-yo-ko.
wov' eawovo waawu kuvdvi-wo-ko.
(use this expression, lit. speak this speech)
yyuvul' enjuvu-yaayi (ask this questi on) kuyuvudi-yo-k6.
llongdk' essalu kyattuung(a) kuldngoki-kyo-ko.
(learn the work of building)
ttwaas' entsoonso zawdonsono kutwaasi-zo-ko.
ddiik' owaan(a) kubadiikl-kd.
nnat' dawaan(a) kunnati-ko.

* from oaankhondo + ee?

Negative imperative with object concord; nasal deletion

The negative imperative was shown in 14/6. Object concords are suffixed for
Classes 3-18, infixed for Classes 1-2, and all persons. First stem vowel is H;
if addition of suffix and/or -ko brings the length up to three or more stem
syllables, there is a second, final high tone. In the present case, -ko bears
this high tone; but insertion of something else before -ko would result in the
suffixed concord's having the high tone: kukesi-ayo-ko 'don't cut it', but
kukesi-ayo ayawdonsono-ko 'don't cut it all1. Both the suffix and -ko form
part of the word to which they are attached, and take their tone from it.
The variation in the pronunciation of ntsa(a)paatu 'shoe/s' and some other
words has already been pointed out. Nasal consonants tend to be dropped
(deleted) before other consonants: ntsofinso or ntsodso 'nails', apfuau or pfumu
'chief; NG and NC — but not NA — clusters tend to replace the nasal by
nasalization of the vowel: Skkaanda, nts85ao.

PICTURE DRILLS

The next sections ask questions about pictures. Cut a piece of card or paper
large enough to cover at least one of the pictures, and cover the picture
following the one you are using. Uncover each picture in turn. Since you
cannot shut the book when answering without the help of the written answers,
cover the questions and answers and leave the pictures uncovered.

15/5 Nkhuunku yataanu / Section 5

Nutadi ewaawu eyiapfwaniapfwani. Look now at the pictures.

Pattern : Kya . It is [picture] of the th.

Nkhl adla setwiina? It is what of hour that we have now?
Sedla [numeral] ewaawu. It is now hour [numeral] now.

Model Kyanthete. First (picture).

Nkhf aola setwiina? What's the time now?
Sedla-aosl ewaawu. It is now one o'clock.
74

1. Kyanthete. /< i A 1. Kyantsaabwaadi. . /C | A

Nkhl aola setwilna? L ]T J\ Nkhl adla setwiiriS? L 1 -j
Sedla-mosl ewaawu. \-» ^J Sedla-ntsaabwaadi ewa&wu. w >• y

2. Kyaztfole. r \, A 8. Kyantfana. A J "\

Nkhr a61a setwilna? h "j Nkhr aola setwilna? \~ *+ ~j
Sedla-zool(e) ewaawu. V y Sedla-naan(a) ewaawu. \ / ~y

3. Kyataatu. r \ \ 9. Kyantsaabwaadl. ;"

Nkhl aola setwilna? *- } Nkhr aola setwilna? f~ +~*
X
Seola-tatfi ewaawu. V V Sedla-vw(e) ewaawu. Xy

4. Kyaya\ /_ T J 10. Kyakrtuai. L_ v l \

Nkhl a61a setwilna? r~ \ 1 Nkhl aola setwilna? \~ )
Sedla-ya ewaawu. Vy vy Sedla-kuunl ewaawu. \, . ^y

5. Kyata'anu. _ I _| 11. Kyakuuni-yeaosi. [_ \\ -\

Nkhr a61a setwilna? V, V ^7 Nkhf aola setwilna? ^ * j
Seola-taanu ewaawu. \(i j x Sedla-kuual-yeaosl ewaawu \y *"/

1
6. KyasdTambanu. /^ •
12. Kyakuual-yezoole.
A
'.'* j
Nkhf aola setwilna? [~
Seola-saanbanu ewaawu. V Nkhr a61a setwilna? (— *
Sedla-kuumi-yezoole ewaaw V
75

Ordinal, 'adjectival' (appositional) and compound numerals;

telling the time

The ordinal numerals are used to number the pictures : the possessive prefix
is attached to a set of numerals equivalent to 'first', 'second', etc.:

a-nthete 'first' -a-ntsambwaadi 'seventh'

a-zoole 'second' -a-naana 'eighth'
a-taatu 'third' -a-vwe 'ninth'
a-ya 'fourth' -a-kuumi 'tenth'
a-taanu 'fifth' -a-kuumi-yemosi 'eleventh'
a-saambanu 'sixth' -a-kuumi-yezoole 'twelfth'

The 'adjectival' numerals are best regarded as appositional, e.g. 'a

foursome' rather than 'four'. Only 1-5 take agreements; 6-9 are invariables,
and 10 is a noun in Class 5 (pi. ma-kuumi M), as are its derivatives. Here the
agreement is with Class 9 (for mosi) and Class 10 for the others (e.g. zo-ole).
These numerals are given below; except for 'one' and 'three', they resemble
the ordinals, but have different tone patterns:
-mosi 'one' ntsambwaadi 'seven'
-ole M 'two' naana 'eight'
-tatu 'three' vwe, vwa 'nine'
-ya 'four' kuurai 'a ten1
-taanu M 'five' kuumi-yemosi 'eleven'
saambanu 'six' kuumi-yezoole 'twelve'
However, when compounded, as here, with the previous noun, they behave as the
possessives, as an extension to the noun, and take their pattern from the tone
class of the noun. In this case, they are compounded with 61a 'hour' (<
Portuguese hora), which has high tone on the first stem syllable; the numeral
will accordingly have high tone on the final, with H transfer as appropriate:
ola-vwe 'nine o'clock1, ola-vw' ewaawu 'nine o'clock now'.
The compound numerals are literally 'ten and one' for 'eleven', etc., and
the ye- form is treated as part of the preceding noun, i.e. the 'ten'. But it
cannot, apparently, participate in the tone pattern of the noun to which it is
joined; instead, it has no high tones at. As second component of a compound,-
kuumi behaves normally, as an extension of the noun: ola-kuumi; as first
component, however, it has two H's, as shown above: kuumi-yemosi 'eleven'.
Telling the time: literally one asks, 'It is what of hour that we now have?'
se- (see 10/5), implies change of state; in English we would emphasize 'now'.
The double vowel in -iina is often used for the meaning 'have' rather than
'be'. se- in the answer is on a stabilized phrase initial noun.

15/6 Nkhuunku yasaambanu / Section 6

Pattern and model as for previous section, with relevant addition from :

-yenndaambu 'and a half (half past)'

-yeminiiti-[numeral] 'and minutes ( minutes past)'
-zakoondwa-miniiti-[numeral] 'which lack minutes ( mins. to)'
76
15/6 ctd

1. Kyanthete. Kyantsambwaadi.
Nkhi adla setwiina? Nkhi adla setwiina?
Sedla-mos1-yenndaambu Seola-zoole-
ewaawu.(1.30) yeminiiti-makumoole.
(2.20)

Kyazdole. Kyanaana.
Nkhi aola s e t w i i n a ? Nkhi adla setwiina?
Seola-ya-yenndaambu Seola-taanu-
ewaawu. (4.30) yeminiiti-makumoole-
yenttaanu ewaawu.
(5.25)

Kyataatu. Kyavwe.
Nkhi aola s e t w i i n a ? Nkhi adla setwiina?
Sedla-ntsambwaadl- Seola-ntsambwaadl-
yenndaarabu ewaawu. yeminiiti-kuumi-
(7.30) yenaan(a) (7.18)

Kyaya. lO.Kyakuuni.
Nkhi aola s e t w i i n a ? Nkhi aola setwiina?
Sedla-kuumi-yemosi- Seola-naan' ewaawu-
yenndaambu (11.30) zakoondwa-miniiti-
nakuaatatu-yenttaanu.
(35 t o 8 . 0 , 7.25)

Kyataanu. 11.Kyakuual-yemosi.
Nkhi aola s e t w i i n a ? Nkhi adla setwiina?
Se61a-mosi-yeminiiti- Sedla-ntsaabwaad(i)
kuumi-yenttaanu ewaawu-zakoondwa-
ewaawu. (1.15) miniiti-nakumaya. ;
(40 to 7.0, 6.20)

Kyasaanbanu.
Nkhi adla setwiin(a)
ewaawu? 12.Kyakuual-yezoole.
Se61a-mosi-yeminiiti- Nkhi adla setwiina?
makumaya-yenttaanu Se61a-ya-zakoondwa-
(1.45) miniiti-makumataanu.
(50 to 4 . 0 , 3.10)

Telling the time, ctd; more complex numbers

In between complete hours, the calculation can be made either from the
previous hour, with ye- 'and = past' (Nos. 1-9) or from the coming hour , with
[dla]-zakoondwa '[hours] which lack' (Nos. 10-12).'Half-past' is expressed by
'and a half (or part)'; for other times, the minutes are counted (no
77

'quarters'). For past the hour, use -yenndaambu (from nn-daambu 'side, part,
half')for 'half past', and -yeminiiti (from ml-niiti) for 'minutes'.
The entire number is compounded — which means that there are no high tones
at all after the first two components. Where the numeral is interrupted by
ewaawu 'now1, the rest of the number is compounded on to ewaawu.
The form nt-taanu has the Class 4 prefix, and means rather 'a fivesome in
Class 4' than a true adjective: ml-niiti-nt-taanu 'minutes-a-fivesome'.
The multiples of 10 up to 60 are contractions of ma-kuumi 'tens' and a
compounded numeral: ma-kuumi-maya > ma-kumaya ' four tens > forty', etc.
(Here they are themselves compounded: -miniiti-makumaya, on the regular
pattern.) Over 60 they are Class 11 nouns:

lu-sambwaadi 'seventy'
1u-naana 'e i ghty'
lu-vwe, lu-vwa 'ninety'
and higher nos.: n-khama M 9/10 'hundred'
zuunda 5/6 'thousand, hundred thousand, million'

Some speakers use fuunda M 5/6 for 'thousand1.

LESSON 16 / L00N6I DYAKUUMI-YESAAMBANU

16/1 Nkhuunku yanthete / Section 1

Pattern : -- kwa olenda mm6na? It is s how many that you can see?
mosi kaka mmbweene. It is a one only that I can see.

Model Waan(a)-akw(a) olenda mmona? Mwaana-mmosi kaka mmbweene.

How many children can you see? I can see only one child.

1.
1. Wa5h(a)-akw(a) olenda 6. Yfrikhutu-kkwa

k
mmona? Klnkhutu-kimosl kaka
Mwaana-mmosi kaka
mmbweene.

0
2. 1,
2. Nkk£fanda-nkkw(a) 7. Kkuunda-kkw(a)
olenda mmona? Kkuunda-kimosi kaka
Nkkaanda-mmosl kaka

3. O a.
3. Mfnndele-nkkw(a) 8. Mmbwa-kw(a)
(whitemen) Mmbwa-mosl kaka
Munndele-mmosi kaka

4.
4. Aakal(a)-akw(a) 9. NtsoonsdMcw(a)
(men, males) Ntsoonso-mosi kaka
Yakala-dimosi kaka

5.
5. Maalci-makw(a)
(eggs)
Dyaaki-dimosi kaka 0
-kwa? 'how many/much?'; numerals ctd; present perfect ctd

The stem -kwa? 'how many/much?', with prefix of the noun class, compounds
with the preceding noun: yinkhutu-kwa, aakal(a)-akwa, waan(a)-akwa. Here the
noun is stabilized, and as -kwa? is a WH question word, the first high tone has
extra high pitch, without bridge, as usual. If the prefix of -kwa? begins with
a vowel, the noun's final vowel is elided: waan'-akwa? how many children [are
they]?'
In the answers, -mosi has the appropriate class prefixes; it is compounded
with the noun, and the whole form stabilized: mwaana-mmosi 'it is one child1,
yakala-dimosi 'it is one man'. Class prefixes for -kwa? and -mosi are as for
nouns, except Classes 4 (di-) and 9/10 (zero). Classes 1 and 3/4 have NG-: mm-
means 'single nasal plus geminate' (see 1/1 and 3/3).
The present perfect mmbweene refers to a present state.
79
16/2 Nkhuunku yazoole / Section 2

Pattern : Nkhi olenda mmona mukimpfwanimpfwani-kyaaki?

What is it that you can see in this picture?
[number] | yo [number].
It is [number] s | and [number] s.

Model Nkhi olenda mmona mukimpfwanimpfwani-kyaaki?

What can you see in this picture?
Aakal(a)-atatu, | yoakeent6-aya.
(It is) three men and four women.

Kyanthete. Nkhi olenda mmdna

muklmpfwanimpfwani-kyaaki?

Aakal'-atatu | yoakeentd-aya.

Kyazoole.

Kkuunda-saambanu yozzaanzu-kimosi,

3. Kyataatu.

Meeso-moole | yonlleembo-nttaanu.

4. Kyaya.

Maalu-noole | yomooko-moole.

5. Kyataanu.

Ngoombe-kuuml | ydndzaamba-zoole.

6. Kyasaambanu.

Mphu-zoole | ydntsampaatu-saambanu.

7. Kyantsambwaadi.

Ndzo-tatu | yontheteembwa-ya.
80
Numerals ctd.

The numerals follow the pattern as given up to now, except that here we have
more than one set of objects. In this case, each set starts a new phrase

16/3 Nkhuunku yataatu /Section 3

Muna-kimpfwanimpfwani-kyaaki, | olenda mmfin' omuuntu.

In this picture | you can see a [lit. the] person.
V
Pattern : kwa kenaanga -aau? [-no.] kenaanga -aau.
It is s how many that he has? It is [no.] s that he has them.
Model Mee'so-makwa kenaanga maau? Medso-moole kenaanga maau.
How many eyes does he have? It is two eyes that he has (them).

Mee'so-makwa kenaanga maau?

Meeso-moole kenaanga maau.

Nttfl-nkkwa kenaanga myaau? (heads)

Nttu-mmpsi waau.

Nzztfnu-nkkwa kenaanga myaau. (noses)

Nzzunu-mmpsi waau.

MatOf-makwa kenaanga maau? (ears)

Matu-moole kena* maau.

Modko-makwa kenaanga* maau? (arms/hands)

Mooko-moole kena* maau.

Variation : kwa -vwiidi konso [Variant 1 noun]?

It is how many s that each possesses?
Konso | kuvwiidi ...
Each possesses...

Nlle'embo-nkkwa kuvwiidi konso k6oko? (fingers; each arm/hand)

Konso kdoko | kuvwiidi | nlldeabo-nttaanu.

Nlle'embo-nkkwa kuvwiidi kons6 kuulu? (each leg/foot)

Konsp ktfulu | kuvwiidi | nlldembo-nttaanu myamaalu.
(ten fingers of the feet = toes)
Nlle'embo-nkkwa kuvwiidi konso muuntu?
Konso muifntu | ovwiidi | nlldembo-kuumi.

*Alternative expressions; either may be used.

-vwiidi 'possess1; konso 'each, every'; Classes 15/6

The verb -vwa become possessed o f is used in the present perfect form
-vwiidi to mean 'possess' in the present: | ovwiidi '(s)he possesses', kavwiidi
81

'which (s)he possesses'.

Konso 'each, every', is an invariable (no agreements), preceding the noun in
its proper variant, here Variant 1. The strictly correct spelling should be
kons' omuuntu, from kons(o) + omuuntu, but this is obviously inconvenient.
Classes 15 and 6 form a singular/plural pair, in which there are two kinds
of noun: three parts of the body (which all come in pairs):
ku-tu [pi ma-tfi] 'ear' (also occurs as kutu 5/6 ma-kutii)
ku-iilu M [pi. ma-alu] 'leg and/or foot'
ko-6ko M [pi mo-6ko] 'hand and/or arm1
and infinitives, e.g. y-yeela M 'to be sick; being sick; an illness1, pi. ma-
yeela M 'illnesses, diseases'. The concords for Class 6 were dealt with in 6/1
and following lessons; the concords for Class 15 are as for Class 17, with the
addition of the G- form of the prefix for the infinitives: j^-sadisa 'to help',
ku-nt-sadisa "to help me'.

16/4 Nkhuunku yaya / Section 4

Pattern : 0 | -ina .
The (s) is/are [location/'adjective'].
Dyanunbote, | twaas(a) o -na -ina .
Good, | bring the (s) which is/are [location/'adjective'].

Model Omaaki | mena vana-meeza.

The eggs | are on the table.
Dyanunbote, | twaas1 omaaki mana mena vana-meeza.
Very well, j bring the eggs which are on the table.

Omaaki | mena vana-meeza. Dyanunbote,

| twaas' omaaki mana mena vana-meeza.
omaaza | mabakidi tiya. omaaza mena mabakidi tiya.
(water, has "caught fire' == become hot)
Okimbvumina | kina muna-mmbuungu. okimbvumina kina kina
(in the cup)
Omvvwaattf | mina vana-mpfulu-aaku. twaas1 orawwaatu mina mina
(on your bed) vana-rapfulu-aame.
Oluzala | lwina vana-raeeza-maaku. oluzala luna lwina
(pen) (on your table/desk) vana-meeza-maame.
Oyinndende | yina vana-mmbazl. oyinndende yina yina vana-mmbazi.
(outside)
Ontsampaa'tu | zina kuna-ntsi ampfulu. twaas1 ontsarapaatu zina zina
(under the bed) vana-ntsi ampfulu.
Oluku | lwina lwavya. (fully-cooked). oluku luna lwina lwavya.
Otukau | twina kuna-ndzo-aame. otukau tuna twina kuna-ndzo-aaku.

Relative pronouns ctd

The relative pronoun series was introduced in 10/1. This drill practises
forms which are very similar to each other: the relative pronoun (e.g. luna
Class 11), the present tense of -ina 'be' (e.g. lwina) and the 'long loc~@T@r@~@
82
such as mena/mana.
lwavya 'which has become fully ripe/cooked' is from a verb -vya, in the
relative of the Narrative Past tense, to come in Lesson 20; it is of the same
kind as the -afwaana set from -fwaana (see 12/2).

16/5 Nkhuunku yataanu / Section 5

Pattern : E-oo-o | mu a -ina.

That , j it is in ing that it is.
Eelo, | e-oo-o | i -na — G aanga.
Yes, | that'| is the which is ing.

Model Endyooyo-mwSana | muddila kena.

Endyooyo-mwa'ana | muddila kena.

Variation: E-aa-i.... This/these ...

Demonstratives ctd; i- stabilizer with nouns; more on the passive

The two demonstratives here were introduced in 8/4 and 10/3. As before,
they are 'prefixed' to the noun which has Variant 1 pattern. As (first part of
the) topic in the stimulus, and subject in the response, the demonstrative has
IV and H-suppression, being phrase initial.
The i- stabilizer has been met before, attached to relative verbs (14/2,5);
here it is attached to nouns, with the meaning 'it is the', 'they are the',
i.e., a defining or restrictive stabilization. i- is prefixed, and the noun
therefore has Variant 1 | mwa&na ' (s)he/it is a child', but | imwa'ana
'(s)he/it is the child'.
The passive extension, like all other extensions, comes immediately after
the root in all forms except the perfect.
83
16/6 Nkhuunku yasaambanu / Section 6

Pattern : NA idi . I have ed a/some .

Untsdongi eeti kwaam(e) e — n a wa idi.
Do please show me the (s) which you ed.

Model Ntsuuabidi mwwaatu myampha.

I have bought some clothes of newness (new clothes).
Untsdongi eeti kwaam(e) emwwaatu mina wasuumbidi.
Do please show me the clothes which you bought.

Ntsuuabidi mvwaatu myampha. Untsdongi eeti kwaam' emvvwaatu mina wasuumbidi.

Nndaambidi firaSdya (a little food). efimadya fina walaambidi.
Nthuungidi ndzo ampha. endzo yina watuungidi.
Mbvoondele nkhayi kingaandi (killed a few buck). enkhayl yina wavoondele.
[v6onda, kill]
Hbvaangwiidi kooko-kwaame (hurt my hand) ekooko-kwaaku kuna wavaangwiidi.
[-vaangula, hurt]

Variation: E aame | o idi .

My has ed a/some .
Utusoongi eeti kweeto e -na idi e aaku.
Do please show us the (s) which has ed your .
(= which your has ed)

Ese-dyaame | obakidi findzdonzl. Utusoongi eeti kweeto

(caught a few/some little sp. fish) efindzoonzi fina fibakidi ese-dyaaku.
otweese tukau twaylingi. otukau tuna twatwees1
olwaaklilu kwandzeenza. endz&enza zina kalwaakillu
Engudi-aSme | okubidi finllele (woven a little cloth).
efinllele fina flkubidi engudi-aaku.
otuungidi dlntsaya dyammbwaaki (sewn a skirt of redness = red)
edlntsaya dyammbwaaki dina dituungidl

Inverted relatives; more on the perfect and past perfect;

contracted subject prefixes; Class 19 diminutives

If an indirect relative has a noun subject, it is common, though not

obligatory, for the noun to follow the verb, as in the 3rd example ('the guests
which he has been arrived at my father'). An alternative is to use the
'illogical' or inverted relative, as in edlntsaya dina dituungidl engudi-aarae
'the skirt which has sewn my mother.' Both relative pronoun and verb agree
with the real-life object — which thus becomes the grammatical subject; and
the verb is now a direct relative. The real-life subject becomes the
grammatical object. The closest structure in English is the archaic "Where
walks, they say, the shrieking ghost" — it is the ghost that is said to walk,
not the 'where1. Many Bantu languages use the inverted or illogical relative.
Two more forms of the perfect suffix are shown here: (i) verbs ending in
-ila have -iidi: -lwaakila 'arrive at' > -lwaakiidi 'have arrived at',
passive (as here) -lwaakiilu 'have been arrived at1; (ii) verbs ending in -ula
have -wiidi: -vaangula 'hurt', -vaangwiidi 'have hurt1.
Insertion of -a- after the subject prefix, with the perfect suffix, gives
84
the past perfect tense. This gives a 'more remote from the speaker1
connotation (not necessarily more remote in time), and may be translated by the
preterite 'did', rather than 'have done'. You will see that, while the present
perfect is used throughout in the stimulus statements, the answers vary. Where
the speaker giving the stimulus was personally involved in the activity, the
person answering uses the past perfect, since he was not personally involved,
and the action is 'more remote' for him; this is reflected in the translations.
When a third person was involved in the activity, it is equally 'remote' (or
close) for both speakers; here I have used the English 'have' perfect for both.
Before tense markers beginning with a vowel, the subject prefix is in the
contracted form, as e.g. for -ina; the complete list of full and contracted
prefixes follows (including Class 19, see below):

Class Full/Contracted Class Full/Contracted

1st sg i-.(NA-)/y- Class 8 yi-/y-

2nd sg o-.u-.0-/w- Class 9 yi-/y-
1st pi tu-/tw- Class 10 zi-/z-
2nd pi nu-/nw- Class 11 lu-/lw-
Class 1 O-,u-,0-,(ka- • -(k-)
) / " - . • Class 13 tu-/tw-
Class 2 ba-,be-,a-,e-/w- .0- Class 14 u-/w-
Class 3 u-/w- Class 15 ku-/kw-
Class 4 mi-, ay- Class 16 va-,ve-/v-
Class 5 di-/dy- Class 17 ku-/kw-
Class 6 aa-,me-/m- Class 18 au-/mw-
Class 7 ki-/ky- Class 19 fi-/fy-

Bracketed (ka- ) and (k-) for Class 1 are the indirect relative forms;
bracketed (NA-) for the 1st sg is for the present perfect without object infix,
and the subjunctive, for V-commencing verbs (5/1). All other variants are
unconditioned (free variants).
Class 19 is a diminutive class, meaning either 'small in size' or 'small in
quantity, few' — or both — as appropriate, and is both singular and plural.
The prefix fl- is attached to complete nouns : fl-nl-lele 'a small piece of
cloth, cf. nl-161e M 3/4 'cloth'. When an extra prefix is attached in this
way, the noun has the Variant 1 pattern, which is fixed, whether or not there
are further pre-prefixes, such as possessive. The concords are as for Class 4,
replacing a by f, e.g. (e)fyo6fyo, flnfi, fi- (subject prefix) and so on.

TEST FOR LESSONS 13-16 (key on p.144)

A. Translate from Kongo:

1. Nyyanu alaka njina waau.

B. Translate into Kongo:

1. My mother has a headache.

2. Perhaps the girl hasn't got a fever.
3. My father is wiser than I.
4. My brother is of taller stature than I.
5. This boy is the stupidest of us.
6. The water will be drawn by us.
7. Who will fetch the firewood? The boys are the ones who will fetch it.
8. Don't wait, because there isn't time. Answer at once!
9. Yes, water the flowers, if that's what you want.
10. Don't buy any eggs; they've been bought already.
11. Do tell [inform] us.
12. Must I eat all the cabbage? Yes, eat it all.
13. No, don't bring all the chairs; it isn't at all necessary.
14. What time is it? It's half past seven now.
15. How many men can you see? I can see only one man.
16. How many fingers have you? I have ten fingers; each hand has five fingers.
17. Bring the clothes that are on the bed.
18. These are the patients who are being treated.
19. Please show me the nzonzi fish you have caught.
20. Please show me the nzonzi fish your father has caught.
86
LESSON 17 / LOONGI DYXKUUMI YENTSAMBWAADI

17/1 Nkhuunku yanthete / Section 1

Pattern : Zolele | yaG ila e ee?

Zolele | yallaambil' efimady' ee? dbwoo, | kewaafu-ko; | dyammbote-vo

| yalaaaba-fyd | mono-kibee'ne.
yakkdorabel' esuku (sweep the room for you) | yakoomba-dyef
yattub11' enkkaanda muna-koleeyo yatuba-myff
(throw for you the letters in the post = mail the letters)
yassukwiil' ekinkhutu-kyaaku (wash for you) yasukulS-kyo
yassiil' edintsay(a) effeelo yasya-dyd effeelo
yannatin' omwaan' (carry for you) yaniiata

Variation (answer): | yaki ila—o | mono-kibee'ne.

I should it/them for myself, | myself.
| twaki ila—o | yeto-kibeftie.
we should it/them for ourselves, | ourselves.

Zolele | yayyendel' ekuzaandu ee? dbwoo, | kewaa"u-ko, | dyamnbote vo

| yakiyendel' ekuzaandu | mono-kibee'ne.
yassoolel' emphu (choose for you) yakisdolela-yo
yattyaamin' enkhuni (gather for you) yakityaamina-zo
yabbakil' endzoonzi (catch for you) yakibakila-zo
Nuzolele | yanusuumbil' otuzal(a) twakisuumbila-to | yeto-kibeSne.
(buy for you the pens)
yanuluundil' eramboongo (keep for you pi) twakiluCfndila-zo
yanusoneken' enkkaand(a) (write for you) twakisonekena-myo

Relational extension; object suffix on subjunctive;

reflexive infix; compounds again

Like the passive, the relational extension is an element following the root
(or radical) of the verb, which modifies or adds to its meaning. Here the
basic meaning is 'in relation to', which can be translated by a variety of
English prepositions, and is therefore often called the 'prepositional' or
'applied' extension. In these examples, the chief meaning is 'for': -laamba
'cook', -laamb-il-a 'cook for'.
The basic form is -11-, with vowel and consonant harmony as for the perfect,
i.e. (i) vowel -i- with a or i or u in root, and -e- with e or o in root; (ii)
monosyllabic stems have double vowel; (iii) consonant -1- except for roots with
a single nasal (m,n), which have -n-; (iv) roots ending -am- have -en- or -een-
; (v) -ul-, -ol-t -un-, -on- fuse to -will-, -weel-, -wiin-, -ween-. Exx.
87
(i)
-laamba cook -laambila cook for
-sala work -sadila work for.falsol use
-filmpa measure -filmpila measure for
-tuba throw -tubila throw for
-enda go -endela go for
-kooraba sweep -koorabela sweep for
(ii)*
-wa hear -wlila hear for
-sya put -slila put for
-nwa drink -nwiina drink ,for
(iii)
-nata carry -natina carry for
-soneka write -sonekena write for
(iv)
-telama stand up -telamena stand up for
(v)**
-sukula wash -sukwlila wash for
-vevola relieve of burden -veVweela relieve of for
-vunzuna erase -vunzwiina erase for
-mona see -mweena see for

* A few verbs have -ee-: -kya 'dawn1, -kyeela 'dawn on'; -ta 'speak, do1,
-teela 'do for'.
** Does not apply when the vowel of -ol- etc. is part of a double vowel, e.g.
-soola 'choose', -soolela 'choose for'.
The subjunctive with suffixed object concord follows the same rules as for
the imperative, see 15/2. The last of the first set shows an infixed concord,
dealt with in 5/2. Where there is both infix and suffix, as in the second set,
all verbs show tones as for infinitive.
The reflexive infix is -ki- or, in the infinitive, -yi-, and it behaves as
other infixed objects: yakisuuabila 'that I may buy for myself; yakilaaablla-
mo 'that I may cook them for myself; kuyivaangila 'to cook for myself.
The compounds aono-kibeene and yeto-kibeene are of the same type as llumbu-
yawoonso in 11/3: the first component has no high tones, and the compound
begins a phrase. Yeto-kibe§ne illustrates another feature of this kind of
compound: the first component has reduction of any long or double vowels: yeto-
< ye6to M 'we, us'.

17/2 Nkhuunku yazoole / Section 2

Pattern : 0 | —G aang(a) e ,
The — | — (s) the .
Ekkuma | nkhl — G ilaang(a) e ?
The reason I is what that he (they etc) (s) for the ?

Model Oakeentcf | bassukulaang' emwwaatu.

The women | wash/are washing the clothes.
Ekkuma | nkhl bassukwiilaang' emwwaatu?
The reason | is what for which they wash/are washing the clothes?
(= Why do they wash/are they washing the clothes?)
88
17/2 ctd
Oakeentff | bassukulaang' emwwaatu. Ekkuma | nkhl" bassukwiilaang1 emwwaatu?
Oaleeeke j bakweendaang' okuzaandu. bakweendelaang' okuzaandu?
Oakuundi-aifae | akwiizaang1 ommbazl. bakwiizilaang' ommbazl?
Onkhoombo | ziddyaang1 omatiiti. ziddiilaang' omatiiti?
(goats eat rubbish/garbage)
Ose-dyaifme | disseva'anga. dissevelaanga?
Onkkeentft | ollaambaang' oluku. kallaambilaang1 oluku?
Oammbuta | bakkosokaanga. bakkosokaanga?
Ongaang' amawuku | yinnataang' onkkela. yinnatinaang' onkkela?
(medical doctor carries the case)
Omphaangi-aame | ossonekaang' onkkaanda. kassonekenaang' onkkaanda?
Oyakala I diwevolaang(a) onkkaz(a)-aandi diwevweelaang' onkkaz' -aandi?

Relational extension ctd: 'what for?'; Class 2 subject prefixes;

strict class (vs. notional) agreement

An important use of the relational extension is shown here: with ekkuma |

nkhi? 'the reason | is what?', plus indirect relative with relational
extension, the meaning is 'for what reason?' = 'why?'
In the third example, the speaker has chosen to use the a- variant of the
Class 2 subject prefix in the stimulus, and the ba- variant in the response.
Either can be used, or even the be- variant.
Note that he has also taken the option to use strict class agreement for Ose
-dyaame | dissevaanga; compare examples in 12/1 and 9/1.

17/3 Nkhuunku yataatu / Section 3

Pattern : Nkhf amphila —in(a) e ? —ina -a | yovo | -a ?

It is what of kind that is the ? Is it of ness j or | is it of ness?
-a —ina.
It is of ness that it is.

Model Nkhl" amphila yin(a) endzaamba? Yina yannene | yovo' | yafnndweelo?

What is the elephant like? Is it large | or | [is it] small?
Yannene yina.
It's large. (Lit. It is of largeness that it is.)

THIS SECTION CONTINUED ON NEXT PAGE

'What Is like?'; adjectival expression ctd; yovd 'or'; Class la/2a nouns

Asking what something is like is achieved by nkhf aaphllá? ' it is what of

kind?' (m-philá 9/10 'kind, sort'), followed by indirect relative of -iná, in
the now familiar pattern. Note that in the second sentence, -iná is not
obligatory, and has indeed been omitted in the fourth example. This is cast in
the form of an indicative: 'Is it of ness or of ness?", but the answer,
which emphasizes one only of the two possibilities, is in the form of a cleft
sentence: 'It is of ness that it is' — again as usual.
The adjectival expressions in this section are for the most part of the
structure possessive prefix + name of quality (largeness, greenness, etc) or
some object typifying the quality (fire = heat). The last three however
illustrate the use of verbs in the 'narrative past' tense, like -fwáaná in
12/2. The narrative past is described in Lesson 20; meanwhile, you can think
of the first syllable as the same in shape as the possessive prefix.
'Or' is expressed by | yovd ; it usually begins, and often occupies
completely, a tone phrase. Mostly it is followed , as here, by a predicate:
| yovff | dyannddoabe ' | or | it is of blackness'.
In the first lesson you met two nouns, taáta 'Father, sir, Mr. ' and neéngwa
'Mother, madam, Mrs.' These have no prefixes in the singular, but take the
same agreements as Class 1, the 'person' class (since all nouns in it are names
of persons). The plural is formed by prefixing aki-: akitaáta 'fathers,
gentlemen' (as- in addressing a gathering), and takes the agreements of Class 2.
Since nouns of this kind control Class 1/2 agreements, but have different or no
prefix, they are said to be in Class la (singular) and Class 2a (plural).
The noun for 'sun' is the same as that for 'time': n-tháangwa or n-tháangu
M, and the noun for 'moon' is the same as that for 'month': ng-oónde M.
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However, when the meaning is 'sun1 or 'moon', the noun is in Class la — the
heavenly bodies are treated, as it were, as persons; when the meaning is the
'time' or 'month1, the noun is in Class 9/10 in each case.

17/4 Nkhúunku yayá / Section 4

Pattern Zolele | ya (a) (e) ee?

Model Zolele | yalaanba fimády(a) ee?

Zolele yalaamba fimády' ee? Eělo, | Ingeta, | unndáambidl fimádya.

yatub'ěnkkaanda muna-koleéyo unthůbidi ěnkkaanda muna-koleéyo.
yakoomb' ěsuku unkhóonbedi ésuku.
yanať effundá kuná-ndzo unndátini effundá kuná-ndzo.
(parcel, home)
yasukul' ekinkhútw' untsůkwiidi eklnkhutú.

yasy' edintsay(á) effeélo untslidi edintsay' éffeélo.

Variation (answer): | utu idi . . . for us

Zolele | yalandulul' ěnjuvu (repeat the question) utulándulwiidi énjuvu.

yasuumb' emáazi (the oil) utusůuabidi emáazi.
yasom' ěmmbizi utusómeni émmbizi.
yanusóong' endzíl(a) (show you pi the way) utusoongedi endzlla.
njeenď ekúzaandu utuyěndedi ekúzaandu.

This section reviews the imperative with infixed object concord (15/1), the 1st
person sg object concord (4/5, 6/3) and pi (3/3), and the relational extension
(17/1-2). For the subjunctive in the questions, see 5/1 and 5/5.

17/5 Nkhúunku yatáanu / Section 5

Pattern : (command) , | dinkhwa kkalá vo | idi.

Model Toma kkeba, | dinkhwa kkalá vo | bwiidi.

Do well to take care,| lest it be that | you have fallen.
(Take great care, in case you fall.)
Kele vo* | semdno mmbwiidi, | ngá | yádi mmóna nkhéenda.
If ever | I were to fall, | then j I should be sorry.
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17/5 ctd
Torna kkěba, | dinkhwa kkalá vo | bwiidi.
Kele vó | semóno nunbwildi, ngá | yádi mmóna nkhéenda.
Kudikumuka beéni-ko, | yooyele. (rush around; get tired)
semóno njoóyele,
Tufwete lláamb' endzóonzi ewuúnu, I ziwolčfle. (go bad)
sezáau ziwoléle
Ommbeevo I fwete wwůkwa I ofwiidi kwaándi (actually die)
seyáandi ofwiidi,
Fwete ttóma zzling1 emwáana vaná-nllele, | obákidi fukutila. (catch a cold)
(wrap the child up well in a cloth) seyáandi obakidi fukutila, cold)
Loond(a) enlludl, | vaav(á) émbvula yikwiiza, | unftkene.
(mend the roof; when the rain comes, it will leak)
sewáau unokene,

Variation (answer): | twádi mmóna nkhéenda. we should see sorrow (be sorry).

Nusy(a) ensswaálu, ekuumbi | divyóokele-kwaándi. (train; pass in fact)

(hurry up, lit. put the speed) = go before we arrive)
sedyáau divyookele-kwaándi,
Nuvaanaang(a) owáana madyá mámmbote, I babákidi yyéelá kwámobi.
(keep giving) (catch a bad/serious illness)
seyáau babákidi yyéélá kwámmbi,
Dyámabote vó | nweend(a) ewaáwu, I nulweeke ntháangu ásaka
(arrive time which has become too much = too late)
seyěeto tulweéke ntháangu ásaka,
Nusy(e) ěnkkaanda-myeéno auna-wakála-yeeno, | nuvidiisí-myo.
(put your books in your briefcases; lose them [-vidisa)
seyěeto tuvidiisl-myo,
Nututěetodi enjilndu tuvilakeene*. (forget: -vilákaná)
(remind us of the ideas) seyěeno nuvilakeene,

•Erroneously given as nuvilakeene on recording.

'Lest'; unfulfilled conditionals ('if ever1); ngá ; -ádi potential;

more on the perfect; miscellaneous points

'Lest1, 'in case" something happens in the future is expressed by means of

dinkhwa kkalá vo, followed by an indicative; this is best learnt as a phrase.
The present perfect is used to refer to the future.
The phrase kele vó introduces an unfulfilled or hypothetical condition,
which is either unlikely, or did not happen. (Contrast avó, which introduces a
likely or probable condition.) This is followed by an indicative verb or, as
here, a stable/stabilized noun/pronoun/relative verb. The pronoun here has the
preprefix se-, and a direct relative follows: semóno mmbwiídi '(if ever) now it
is me who has fallen' = 'if ever I were to be the one who has fallen' = 'if
ever I were to fall'. (Speaker has used TCII pattern for -bwá here.) kele vó
sometimes occurs as kelě-vo.
The particle ngá occupies a tone phrase to itself, and introduces a clause
of result, hence is translated as 'then' = 'as a result'.
The potential form of the verb consists of the auxiliary -ádi + infinitive :
| yádi mmóna 'I should see'.
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The verb -móna 'see1 is used in a number of expressions with the meaning
'experience': -móna nkhéenda 'see sorrow = 'experience unhappiness'.
The perfect of verbs ending in -isa is another fused form: -iisi; hence-
vidlsa > -vidiisi. Another example is -sádisá > -sadiisi. Perfect tone
patterns depend on several variables; for affirmative forms, without object
concords, there are TC, person (1st & 2nd against others), and mood
(indicative, direct relative, indirect relative):

Indicative Direct Relative Indirect Relative

1st & 2nd persons
TCI No H No H No H
TCII No H 2nd stem syll.. H 2nd stem syll. H
3rd persons (classes)
TCI 1st stem syll. H No H No H
TCII 2nd stem syll. H 2nd stem syll. H 2nd stem syll. H

As in the penultimate example, forms without H acquire one in the final

syllable, when an object concord is suffixed: nuvidiisi-myo 'you have lost
them'; infixing a concord also produces a stem H : inssůundidi 'I have
surpassed him'. Negative forms: all persons have 1st stem syllable H for TCI:
| kizólele-kó 'I don't want', | kiwiidi-kó 'I haven't heard/understood'. See
further under 19/3. -bwá 'fall' is one of several verbs which the speaker
assigns to both TCs; here it is treated as in TCII. For yyéelá see 16/3.

17/6 Nkhůunku yasáaabanu* / Section 6

Pattern : ( ) ka-leendi a ko.

( ) cannot any .
OzeěVo | -fwete ilwa.
Therefore | — must be ed for.

Model Kileěndi ssóneká nkkáanda-kó.

I cannot write a letter.
OzeěVo | fwete ssónekenwá.
Then | you must be written for (have it written for you)

Kileěndi ssóneká nkkáanda-kó. Ozeěvo I fwete ssónekenwá.

Kileěndi ttyáaná nkhúni-kó. fwete ttyáarainwá.
Kuleěndi ssúuaba mwwáatú-ko. (you sg) mpfwete ssůumbilwá.
Kuleěndi wóonda ntsúsu-kó. (kill a chicken) mpfwete woondelwá.
Omwaana | kaleěndi zziwúla kyeélo-kó. (open door) fwete zziwďlwiilwa.
Ose-dyaáme | kaleěndi kkóolá malavú-ko. (ext ract palm sap) fwete kkóolelwá.
Katuleěndi ssamúna dyaaabú-ko. (explain word nufwete ssaraůnwiinwa.
Katuleěndi ssyá ffeélo muná-mwwaatú-ko. nufwete ssiilwá.
Kanuleěndi nnatá ffundá-ko. tufwete nnatlnwa.
Kanuleěndi ssukúla nlléle-kó. tufwete ssukwřilwa.
Owaana | kabaleěndi ttáanga lusaánsu-ko. (re ad story) bafwete ttáangilwá.
Onsseedya | kemileěndi kkotésa mabutú-ko. mifwete kkotffselwa.
(do up buttons, lit. make buttons enter)

•Erroneously given as Nkhůunku yatáanu in recording.

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Relational passive

The combination of relational and passive extensions gives the meaning 'have
something done for/to one', literally 'be ed for', e.g. -táangilwá 'be read
to, have read for one'. (Warning: when you have mastered this in Kongo, you
will feel the lack of it in English, and begin surprising your friends with
utterances such as 'I want to be cooked for.') Some verbs ending in -ul-r -un-
and similar terminations have an extra syllable for the relational and
relational passive: -ziwúla 'open', -ziwúlwiil(w)a 'open for, (be opened for)';
-samuna 'describe, explain', -samúnwiin(w)a 'explain to, (be explained to)'.

LESSON 18 / LOONGI DYÁKUUMÍ-YENAANA

18/1 Nkhůunku yánthete / Section 1

Pattern : [noun 1] —zolele a; | [noun 2] —vwiidi émffunu ee?

It is [1] that — wishes to ; | is it [2] that — has the need?
Eě*lo, | [2] —vwiidi émffunu, muna (a) e .
Yes, | it is [2] that — has the need, in ing the .

Model Ndzo ndzolele ttúunga; | mabayá mbwiidi émffunu ee?

It is a house that I wish to build; | is it poles/planks I possess
the need? (I want to build a house; do I need planks/poles?)
Eělo, | mabayá ovwiidi émffunu, muná-ttuung' éndzo.
Yes, I it is planks that you possess the need, in building the house,
(planks are what you need for building the house.)

Ndzo ndzolele ttúunga; | mabayá mbvwiidi émffunu ee?

ESlo, j mabayá ovwiidi émffunu, muná-ttuung' éndzo.
Dintsayá ndzolele ttúunga; | nllěle mbvwiidi émffunu (-túunga = 'sew' here)
nllěle ovwiidi émffunu, muná-ttuung' edintsayá.
Nkkáanda ndzolele ssóneká; | papěele (paper)
papeěle ovwiidi émffunu, muná-ssonék' énkkaanda.
Mavutá ndzolele ssúumba; | mmboongo
mmbdongo ovwiidi émffunu, muná-ssuumb' omavutá.
Ose-dyaáme | ndzo kazolele wyéengesá; | tiita kavwiidi (decorate; paint n.)
tiita kavwiidi émffunu, nuná-wyeengés' éndzo.
Onnduumba | maáza kazolele ótteka; | nkhálu kavwiidi (draw water; calabash)
nkhálu kavwiidi émffunu, muná-ttek' omáaza.
Nkhúni tuzolele okkesá; | sseěngele tuvwiidi (chop firewood; axe)
sseěngele nuvwlidi émffunu, muna-kkés'ónkhuni.
Wůlu tuzolele ossimá1; | ppaáwu tuvwiidi (dig hole; spade)
ppaáwu nuvwiidi émffunu, muna-ssim' ówulu.
Owaana | bazdlele lluúnď éwwa-kwaáu; | luůndilu dyasikila bavwiidi
(keep their possessions; safe receptacle)
luůndilu dyasikila bavwiidi émffunu, muna-lluúnď éwwa-kwaáu.

. -siraá 'dig' contrasts with -sima M 'prevent, stop', -simá + ówulu >
-slm' ówulu. This still contrasts with -sima M, which here would be muná-
ssim' ówulu 'in preventing a hole'.
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Further uses of -vwá; muna 'in order to'; Variants 1 and 2 again

The present perfect of -vwá 'possess' indicating present possession has

already been introduced (16/3). Followed by énffunu 'the need' (mf-fúnu M 3/4
'need, profit, usefulness'), with the name of the needful object in between, it
means 'have need of something' : abvwiidi eppáau émffunu 'I need the spade'.
Here the structure has been clef ted, the name of the object front-shifted and
stabilized: ppaáwu mbvwiidl énffunu 'it is a spade that I need'.
A further use of -vwá is shown in the last example; the infinitive w w á M
can mean 'possession/s'. As always, it controls Class 15 concords, hence
éwwa-kwaáu 'their possessions'.
muna + infinitive means 'in order to', 'in doing'.
Notice that in the question Variant 2 is used for object the speaker wishes
to work on, because it is not a introduced as a particular house, skirt,
letter, etc. but 'a house', etc. When the answer is given, the object is
regarded as defined, 'the house', etc., so Variant 1 is used.

18/2 Nkhúunku yazóole / Section 2

Pattern : questions as in previous section.

Eělo, | [2] | —vwiilu énffunu nuna (a) e-[l].

Model Ndzd ndzolel(e) éttuunga; | mabayá mbvwiidi énffunu ee?

I want to build a house; | do I need planks?
Eělo, | mabaya | mavwiilu énffunu muná-ttuung' éndzo.
Yes, I planks | are needed for building the house.

Ndzd ndzolel' éttuunga; | mabayá nbwildi énffunu ee?

-vwá ctd; Variant 1 without IV; more adjectival expressions

The passive of -vwá is -vúwa, perfect form -vwiilu, hence -vwiilu émffunu
lit. 'be possessed the need' = 'be needed'.
The first noun in the answer functions as subject, for which Variant 1 is
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the proper form, phrase-initial, and with first H suppressed. However, in this
case the speaker has left off the IV. It is recommended that you do not follow
this example, but use the IV yourself, other than in this drill. See note at
end of 13/6.
Several more adjectival expressions occur here, of both the kinds with which
you are now familiar: possessive prefix attached to noun (-ákkaka 'of other
ness, other1; -ámpha 'of newness, new') and verbs in the relative narrative
past, like -á-twa '(which has become) sharp' from -twá 'become sharp' and
-a-slkila 'correct, safe' from -siklla 'become correct, safe'.

18/3 Nkhůunku vatáatu / Section 3

Pattern : Muna |i G aanga [subject] [object] ee?

Model Nuna-kkábadi | illuůndilaang(a) éiubuungu ee?

Muna-mafsika | lkállaambaang' onkkaz'aaku ee? (in the evening, your wife)

EěUo, | muna-aásika | ikáluta lláaabaangá.
Muná-ffuku I itussamůnwaang' otusaánsu (at night, stories are told)
Huná-ffuku | itůluta ssaaúnwaanga.
Muna-křhthonbo | inukkeěbaang' omávy(a) (in spring, you prepare the fields)
itůluta-mó kkeébaanga.
Muna-kkábadl | illuůndilaang' émabuungu (in the cupboard, you keep the cups)
iiluta-zó lluúndilaangá.
Muná-ndzo | inulluúndilaang' ónkhuni (in the house, you keep the firewood)
itůluta-zó lluúndilaangá.
Kunáf-nkkoko | ibattekelaang' óákeentó onáaz(a) (at the river,... draw water)
ibáluta-mó ttékaangá.
KuneT-zaandu | IssuuBbilaang' élúku (at the market, you buy cassava flour)
iiluta-ló ssúuabaangá.
Muna-mpfilnd(a)I inussolweelaang1 emphakás(a)(in the forests, you find buffalo)
itúluta-zó ssolwéelaanga.
Muna-ngoSmbe | ibábbakilaang' ówaántu ekiabvuain(a) (from cattle, get the milk)
ibáluta-kyó bbákilaangá.
Muná-naeneaene | ibakweěndaang' oyinndende kusikoól(a) (in the early morning)
ibáluta kweéndaang' okusikoóla.

Stabilization of indirect relative ctd; -lúta auxiliary;

-anga 'continuative' suffix; relational extension ctd; word order

The stabilization of the indirect relative was shown in 14/5, where the
tense was the present perfect. Here again i- is prefixed to the indirect
relative, now composed of auxiliary + infinitive: ilůta kweéndaanga 'I usually
go', iiluta. kweéndaanga 'it is that I usually go'. The -anga suffix gives the
meaning of 'continuous' (see also 18/4).
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-lúta lit. 'pass, surpass' is an auxiliary like -slnga; it can be translated
by English adverbs such as 'more, rather, usually'; suffixed object concord has
H tone. See also 22/2 for another usage.
The relational extension is often used with expressions denoting place, e.g.
'keep in the cupboard', 'find in the forest'.
The word order in the questions is verb (+ subject) + object. In English the
subject precedes the verb : 'It is at the river that the women draw water', but
in Kongo one can say, 'At the river it is that (they) draw (at) the women the
water'. (For other word orders see next section.)
The subject nouns in the answer have their IV omitted; you are advised not
to drop the IV yourself, except in this drill, cf. note at end of 13/6.

18/4 Nkhůunku yayá / Section 4

Pattern : ě* (é)kkuma —lembele 11(a) e ?

What about the reason that — failed to ?
—ádi a | kele v8 | se-[pronoun] —leéndele-dy(o) óvvaanga.
would | if that | it is now [pronoun] who is able it to do.

Model e kkuma zilembele kwiizil(a) endzéenza?

Why haven't the visitors come?
Zádi kwiiza | kele včř | seyáau baleéndele-dy(o) óvvaanga.
They would come | if | they could (do it).

& kkum1 olembele ttwaásll' ómbbuunzi-aáku? (you bring your younger sibling)
Yádi kúnttwaasá | kele vo | semóno nndeéndele-dy' óvvaanga.
kkuma zilembele kwllzll' endzéenza?
Zádi kwiiza | kele včT | seyáau baleéndele-dy' óvvaanga.
kalembele mmanlsin1 omády' emwáana? (child, finish the food)
Wádi-mó mmanlsa seyáandi leéndele-
olembele sslmin' émwáana muna-klvaangulá? (prevent; hurting himself)
Yádi kúnssima semóno nndeéndele-
yilerabele kweéndela kuna-sikoól' eyínndende?
Yádi kweénda seyáau baleéndele-
Variation (answer): —ádi —aanga | ... | se —leéndeleenge-dy' óvvaanga.
would have ed j ... | could have done it.
ě* kkum' olembele sslil' ómaloónga muna-luúndilu?
(you, put the plates in the cupboard )
Yádi-mó ssyáangá | kele v5 | semóno nndeéndeleenge-dy' óvvaanga.
(I should have put them [there] if I had been able to do it)
balembele nnatln1 émmbeevo kuná-ndzo anlloóngo?
(they take the patient to the hospital, lit. house of medicine)
Bádi kúnnataangá seyáau baleéndeleenge-
etaáta kalembele kúnthwiikll' énkkaanda? (father, send me a letter?)
Wádi-wó kúttwiikilaangá seyáandi oleéndeleenge-
(he would have sent it to you)
oásadi balembele lloóndel' enlludi? (workmen, mend the roof)
Bádi-wó lloónda seyáau baleéndeleenge-

. luúndilu 5/6 lit. 'place for keeping in' (<-luúnda 'keep') can be any
kind of receptacle, container or storage device.
97
ě* 'what about?1; -lembele 'have failed'; 'reason for which';
-anga extension ctd; more on word order; double objects

The particle ě means roughly 'what about? or 'tell me what is...'; it has
extra high pitch, and, like WH question words, does not participate in
bridging.
-lembele, a perfect form, TCI, is an auxiliary meaning 'have failed'; it is
often used instead of a negative.
In 17/2 we saw that the relational extension could be used with nkhl? to
mean 'why?' Here likewise the relational extension is used with ékkuma (kkúma
M) 'the reason1 to mean 'the reason for which', hence 'why': S (é)kkuma
kaleabele mnanlsin(a) onády(a) emwáana 'tell me, what is the reason for which
he failed to finish the food the child? = 'why didn't the child finish the
food?' The verb is indirect relative.
The -anga 'continuative' extension has another use; added to a tense, it
puts the time reference 'one back' in the past. The present tense you have
been using, e.g. óllaambaangá 'she cooks', is actually a future tense:
óllaaraba 'she will cook', plus the -anga suffix, bringing it back into the
present. Similarly, the present perfect has -ingi or -enge added (matching the
perfect suffix vowel), to give a pluperfect: baleéndele 'they have been able' =
'they are able', vs. baleéndeleenge 'they had been able' = 'they were able'.
You will see that some variation in word order occurs. In the 2nd example,
the subjects endzéenza comes after the (indirect relative) verb; in the 3rd,
the subject emwáana comes after the verb and object onádya, and in the 5th, the
subject eyinndende follows the verb and locative kuna-sikoóla; conversely, in
the final two, the subjects etaáta and oásadi come before the verb. The
position of the subject can thus vary as between before and after the verb, but
if it is after the verb, it should also be after any object or locative.
Kongo is one of the few Bantu languages which may have two object concords
with the same verb form — but one must be 'personal' or reflexive, and the
other from one of classes 3-19, as in | wádl-wó kúttwiikilaangá 'he would have
sent JLt^ you' .
kivaangulá 'to hurt oneself is a contraction of ku-yl-vaangulá (see 17/1).
For kele v6 see 17/5.

18/5 Nkhůunku yatáanu / Section 5

Pattern : -ánani [demonstrative]? -vwiidl—o ee?

They are the of whom, these/those? Is it who owns them?
Eělo, | —áfa—.
Yes, | they're 's [possessive pronoun].

Model Ntsákpaatú zánani ezaázi? Ngěye ovwiidl-zo ee?

They are shoes of whom these? Is it you who owns them?
(Whose shoes are these?)
Eěílo, I záame.
Yes, | they're mine.

SECTION CONTINUED ON NEXT PAGE

98
18/5 ctd
Ntsámpaatú zánani ezaázi? Ngěye ovwiidl-zo ee? Eělo, | zaame.
KÍvunga kyánani ekyaáki? -kyo (wrap) kyáfame.
Nkhěl(a) ánani eyaáyi? Mono abvwiidl-yo (suitcase) yáaku.
Mwwáfatú myánani emyaáml? -myo rayáaku.
Mmbwáf ánani eyoóyo? Mpfůau ávat(a) ovwiidí-yo yíandi.
Kaálu dyánani edyoódyo? Sě-dyaáku vwiidl-dyo dyáfandi.

Variation (question): Kwa —vwiilu ee? Is it by that it is owned?

NkkSanda myánani emyoómyo? Kwayěeno mi vwiilu ee? Eělo, | myěeto.

Nfisi ánani eyoóyo? y i vwiilu (cat) yěeto.
Mmbdbngo zánani ezaázi? Kwayeeto zivwiilu zřeno.
Waangila wánani ewaáwu? uvwiilu wěeno.
Nkhdbnbo zánani ezoózo? Kwaěsi-váta zivwiilu (villagers) záau.
Havyá mánani eraoómo? Kwa-ěsi-kaandá-dyaaku mivwiilu máfau.
(cultivated fields) (your clanfolk)

'Whose?'; possessive pronouns; mwisl-/esl-

The question word náni? was introduced in 7/1; here the possessive prefix is
attached, to mean 'of whom?' = 'whose?' As in all WH questions, the first high
tone of the phrase has extra high pitch, unbridged; notice this high tone is
the first of the stabilized noun — and if that noun has two high tones, the
first will be higher than the second, as in Mwwíatú myánani? 'They are
clothes of whom?' The demonstratives (see 8/4 and 10/3) come after 'of whom?'
For the possessive stems, see 8/3. Here the possessives are functioning as
pronouns, by themselves. In this case, they have nonmoving H on the first
syllable. Further, they are stable, being phrase initial, so have no IV.
The forms mwisi- M 1/2 (pi. est-) are always attached to another noun. THe
meaning is 'inhabitant of (a place), member of(a group)', rather like the -er,
-an, -ian, or -man of Londoner. Chlcagoan. Canadian, clansman. These forms are
attached to Variant 2: mwisí-váta 'inhabitant of a village, villager', cf.
évata; esl-kaandá 'clan members, clansfolk', cf. ekaánda.

18/6 Nkhůunku yasáambanu / Section (>

Pattern : 8 (é)kkuna -lembele ila(anga)? Ka ko ee?

Model ff kkuna nuleabele wóondelaang(á) ényoka?

Why didn't you kill the snake?
Kayikědiinge yáawaangudí-ko ee?
Wasn't it of poison (poisonous)?
Eělo, | ekkuma tulembele wóondelaang(á) ényoka, | ikyássya vó~
Yes, I the reason we didn't kill the snake | is because
| kayikědiinge yánwaangudí-ko.
I it wasn't poisonous.
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18/6 ctd
ě* kkuma nulembele vvóondelaang(á) ényoka? Kayikědiinge yámwaangudí-ko ee?
Eelo, | ekkuma tulembele vvóondelaang(á) ényoka,
| ikyássya vó | kayikědiinge yámwaangudl-ko.
ě kkum' éngudi-aáku kalembele kúttuungil' émmbukúna (blouse) yekivunga?
Kakědiinge yónllele áfwaaná-kw' ee? (she didn't have enough cloth?)
Ee'lo, | ekkura' ěngudi-aáme kalembele kúnthuungil' émmbukúna yekivunga,
... | kakědiinge yónllele áfwaana-kó.
§ kkum' oávati balembi zzólelaaáng1 ottek'obbulu-zaau? (farmers, sell, animals)
Kebavwiidi mmbóongo mffúnú-kw' ee? (don't need money?)
Ee'lo, | ekkum' oávati balembi ... | kebavwiidi mmbóongo mffúnu-kó.
& kkum' entheteémbwa zilembi mmónekén' ewaáwu? (stars, be visible now)
Zafukámene ziná kwamátuti ee? (is it covered that they are by clouds?)
Ee'lo, | ekkum' entheteémbwa ... | zafukámene ziná kwamátuti.

Variation: Imuná-kkuma kyákkoondwa kwa ee?

Is it by reason of the lack of ?
Ee'lo, | ekkuma ... | Ikkoondwa kwa .
Yes, | the reason ... | is the lack of .

S kkuma nulembele ffwokwéelaang' olloónď enlludl? (finish1 mending the roof)

Imuná-kkuma kyákkoondwa kwamatóolo máfwaán' ee? (corrugated iron)
Ee'lo, I ekkuma tulembele ffwokwěel' elluúnď enlludí
| ikkoondwa kwamatóolo máfwaana.
š kkum' omwáana kalembele mmanísin' omádya mawóonsono?
Imuná-kkuma kyákkoondwa kwandzál• ee? (lack of hunger?)
Ee'lo, I ekkum1 orawaana ... | ikkoondwa kwandzalá.
ě* kkum' émpfumu ávata kalembele vvóvelá kuna-lúkutakanú? (speak at the meeting)
Imuná-kkuma kyákkoondwa kwaédi kafwete vvóv1 ee? (lack of what he should say?)
Ee'lo, | ekkum' émpfumu ... | ikkoondwa kwaédi kafwete vwóva.
ě kkum' ongéye lembele mmanísin' ozzeénga* ónkhuni omázoono?
(finish cutting the firewood yesterday)
ikkuma kyákkoondwa kwánthaangw' áfwaan1 ee? (lack of enough time)
Ee'lo, | ekkuma nndembele mmanísin' ... | ikkoondwa kwánthaangw' áfwaana.
ě kkuma zinínaánga zákalalala émphatu ewaáwu? (fields, dry now)
Imuná-kkuma kyámbvula zilembele nnóka kwaylingi ee? (rain, failed much falling)
Ee'lo, | ekkuma zinlnaang' zákalalal' ... | ikkoondwa kwámbvula zayíingi.
(lack of much rain)

'Reason why' ctd; -lembele and -lembi; 'because of the fact that';
-kédi(inge) 'was/were'; -kóondwa 'be lacking'; édl 'what'

This is a development of 18/4, but now you are giving the 'reason why'
clause. The reason is introduced in the first set of answers by | ikyássya vo
lit. 'it is of the putting that' = 'it is that (+ statement of reason)'.
The variant -lembi, referring to the present, is used as well as -lembele,
which refers to the past.
-kédi is the perfect of -kalá, which has tone patterns of TCI in some of its

. Relational of -fwokóla 'put an end to'; -manlsa means rather 'cause to

come to an end', but the two can be used virtually interchangeably.
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forms, though its infinitive is TCII. It means 'be'; -inge (variant -ingi) is
the form taken by the 'contlnuative' extension when attached to it.
-kóonda means 'lack, not have'; the passive -kóondwa means 'be lacking, not
be there'. Ikkoondwa kwa- 'it is the lack o f shows again that the infinitive
is a noun — as also does nnóka kwaylingi 'much raining'.
édi is from a series used mostly as relative pronouns when there is no noun
to relate to; here we have Class 5, impersonal, meaning 'what': Ikkoondwa
kwaedl kafwete wóva 'it is the lack of what he should say' = not having
anything to say. See later in 22/6.
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LESSON 19 / LOČNGI DYAKUUMI-YEVWA

19/1 Nkhůunku yánthete / Section 1

Pattern : Wuúnu idi ee? Is it today that has ed?

čfowóo, | luaingu-lwavyookelé -a idi.
Oh no, J it is last week that ed.
Model Wuún(u) olweék(e) ee? Is it today that you have arrived?
dbwóo, | luaingu-lwavyookelé yalweéke.
Oh no, | it is last week that I arrived.

Wuůn' olweék' ee? ó*bwóo, | luaingu-lwavyookelé yalweéke.

ofutldi éaaboongo (paid) yafutidl-zo.
Wuúnu kawóveesé-dyo (told you it: -vóvesá) kaaphóveesé-dyo.
keéle kúzaandu éapfunu ávať kayelé kúzaandu éapfuau ávata.
weéle aaónaaná yongaang'-awwuk(a) yayelé aaónaaná yaándi.
(went to see [together with] the doctor [of healing])
bayaantikldi óttuung' éndzo oásadi bayaantikidl-y(o) óttuunga.

Variations (answer):
(i) I aazúuzi kyáNkheenge | it is the day before yesterday, on Nkheenge
(ii) j mazóono ... it is yesterday (that) ... [see 2/1

(i) Wuúnu katweése omalavů enkklty' (trader, nkkitl; brought the palm wine)
dowóo, | aazúuzi kyáNkheenge katweesé-ao.
bazeéngele oaabayá oaleék(e) bazeengelé-ao.
nuaaniisi éssalu twaaaniisl-ayo.
(ii) Wuůn' otaaabwiidi énkkaanda túuká kwángudl-aáku ánkhazl ee?
(received the letter from your maternal uncle)
dbwóo, | mazóono yataambwiidl-wo.
ósuuabidi éabbatl waawáan'-aáku (bought the trousers for [lit. of] )
yanssuuabiidl-wo (bought them for him)
Wuúnu ziyantikidl ónnok' éabvul(a) (rain began to fall)
zayaantikidi ónnoka.

Present and past perfect, ctd; further perfect forms

The questions are in the present perfect, since the speaker thinks the other
person has done something today, hence the event is close to both parties. The
response is in the past perfect; the speaker considers the event more remote
from him, since it took place some time ago.
Further perfect foras are -voveese from -vóvesé 'lit. cause to speak =
tell', -aanllsi from -aanisa 'cause to finish, finish (something)' and
-taaabwiidi from -táaabulé, all regular.
lualngu-lwavyookelé is from lu-ailngu 'week' + lwavyookele 'which (has)
passed'. These are compounded, hence the contraction to lualngu-; the verb is
treated as an extension of the noun, and since there is now H on the first stem
syllable, a final H is added. Frequently used phrases often are compounded.
In Kongo, seeing someone in the sense of having a meeting with him and
conversing is" expressed as 'seeing together with": -mónaaná ye-, since the
other party is equally involved. ngaáng(a)-awwuka is a compound; the second
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element is the infinitive of -wúka 'heal'; it loses its H in the compounding.
Cf. ngaang'aNdzaanbi in 14/2. The mother's brother, ngúdi-ánkhazi lit. 'mother
of the female side', is a very important figure in the life of a Kongo person.
Note túuká kwa- 'from' (derived from -túuká 'come from').

19/2 Nkhůunku yazóole / Section 2_

Pattern : Yaauwuůnu | (e |) — G aanga (e ) ee?

Up to today | does (subject) still (object)?
Vvěf, | ke G aanga(—o) dyaáka-ko, | kaánsi útu,
No, s/he doesn't (it) any more, | however,
| —aG aanga(—o) beéni, auná-ttaandu kyánkhulu.
I s/he used to (it) indeed, in the era of oldness.
(in former times)
Model Yaauwuúnu | nůkkunaang(á) engub(á) ee?
Up to today, | do you grow peanuts/ (Do you still grow peanuts?)
Vvěf, | ketukkunaanga-zó dyaáka-ko, | kaánsi útu
No, I we don't grow them any longer, | however,
| twakkúnaanga-zó beéni, muná-ttaandu kyánkhulu.
I we certainly used to grow them in former times.

Yarauwuunu | nůkkunaáng' engúb' ee?

Vvěf, J ketůkkunaanga-zó dyaáka-ko, | kaánsi útu,
I twakkúnaanga-zó beéni, auná-ttaandu kyánkhulu.
Enkhosi | yaauwuůnu | zlnmonekaang'oauntsi-yaayi (lions, seen in this country)
j kezlaaonekaangá dyaáka-ko, ... zaaaónekaangá beéni,
Yamuwuúhu I owaantu j bawetáang' óndzaanb(a) (hunt elephants)
j kabawetáanga-zo dyaáka-ko, ... bawetáanga-zo beéni
I eubaadi | yiwwaatwaáng' (palm fibre cloth, be worn)
j keylwwaatwaangá ... yawwáatwaangá ...

Variation (answer): luna-iwu ayávyooka in years gone by (before 2nd verb)

Yaauwuůnu | onkkoko wáawúna | ůwyookelaangá auna-káti kwávata-dyeéno

(that river; run through the centre of your village)
Vvěf, | keůwyookelaanga-aó dyaáka-ko, | kaánsi útu,
I auná-awu ayávyooka, j wawydokelaanga-aó beéni.
Yaauwuůnu | enkhaki-aáku | okweěndaanga kuna-aabazl ánkkanu
(your grandfather; go to the courthouse)
| kakweěndaanga-ko dyaáka-ko ... wayěndaanga-ko* beéni.
I ongeye j ókkangaleelaangá auna-awélo (travel by bicycle)
| kíkkangaleelaanga-aó ... yakkángaleelaanga-aó beéni klkilu.
| engudi zaákeentó | bázzekaáng' évusu (old ladies, plait raffia)
| kebázzekaanga-dyó ... bazzěkaanga-dyó beéni kíkilu.

Eaphatic past continuous

This expresses something which certainly used to happen. The structure is:
contracted subject prefix + -a- + G/ku- + verb root + -aanga; (as present
continuous, plus-a- before the root, but tones as for infinitive without shift
leftward of moving H: yassúuabaangá '1 did indeed use to buy', cf. issuuabaangá
'I buy, am buying'; yassúuabaanga-zó 'I did indeed use to buy them (Class 10)';
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yakubaváanaangá 'I certainly used to give them1. The Class 1 = 3rd singular
(human) prefix is k- for this tense in all moods: kassúunbaangá 's/he did use
to buy'. The two vowel-commencing stems have the -ku- form of the tense sign,
as in the present: yakweéndaanga 'I did use to go'. (In the 6th example, *
marks a narrative past continuous, given in error; see Lesson 20.)
waáwuna in No. 5 is Class 3 member of a denonstrative series meaning 'that
very, that particular', composed of the -aá-V demonstrative with -na suffixed.
ngúdi zaákeentó lit. 'mothers of women' is a polite term for 'old ladies'.

19/3 Nkhůunku yatáatu / Section 3

Pattern : One of various ways of expressing 'X hasn't happened yet; should we
Y?' The reply is: 'Yes, you should/could Y until (yevaná, yavaná) X
has happened.'

Model Endzeenza | kezllweěk(e) eéti-kó; | tufwete kubáviingil(á) ee?

The guests | haven't yet arrived; j should we wait for them?
Eělo, | nufwete kubávlingilá yavaná zilweéke.
Yes, I you should wait for them until they have arrived.

Endzeenza | kezilweěk' eétl-kó; tufwete kubáviingil' ee?

Eělo, I nufwete kubávlingilá yavaná zilweéke.
Emabizi I keyitomene wyá-ko; | ndenda-yó yyaabúla | yayila dyaák(a) ee?
(meat, not properly cooked; could I leave it to boil some more?)
| lenda-yd yyaabúla | yayila dyaáka, yevaná yitomene wyá.
Enthaangu | kana kákuluká-ko; | tulenda kweěto kkwáainin' ókweénď ee?
(sun, not yet set; should we continue walking/travelling?)
| nulenda kweěn(o) ókkwaainin' ókweénda, yeván' énthaangu kakulukidi.
Eaabeevo j kana kátoaa ssásuká-ko; | kafwete kkalá káká muna-rapfúlw1 ee?
(patient, not fully recovered; should he just be [=stay] in bed?)
| kafwete kkalá káká auna-apfulú yevaná katoaene ssásuká.
Klvěeno eéti nsswá-ko vó | njeenda; | ndenda kkalá vaáv* ee?
(I haven't been given permission to go; could I stay here?)
lenda kkal'evoovo (there) yevan' 6veen(o) onsswá vo | weenda.
Oaaaza |kana aáyanduká-ko;| ekllnzu |kifwete yyaabulwa | kyakala vana-tly' ee?
(water, not yet become hot; should the pot be let stay on the fire?)
| kifwete yyaabulwa | kyakala vana-tlya yevan' óaáaza aayandukidi.
Emabungeezi | kana yiaána wengóaoka-ko; | tulenda kkósoká-kweeto evaáv' ee?
(mist, not yet cleared; could we actually sit here?)
| nulenda kkósoká-kweeno evoóvo yevan1 éaabungeézi yiaéne wengóaoka.

yevaná 'until'; negative perfect

'Until' is expressed by yevaná (variant yavaná ) followed by the indirect

relative, lit. 'until that it has happened'. The subject of the relative may
precede or follow its verb, as usual; in these examples, the subjects precede
the verb. A future expected event after yevaná is in the perfect (as in
English :'until the mist has cleared'). Note that -toaa has a regular perfect
form, -toaene.
The negative perfect, present and past, has the same pattern for all
persons, and both TCs: H on first stem syllable, and on a suffix such as -ko or
object concord. As always, only one further H may be added, even with two
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suffixes: kizolele-zo-kó 'I don't want them1.
Note ka- for Class l/3rd sg subject prefix on kafwete; this is equivalent to
an emphatic tense (see previous and next sections).

19/4 Nkhuunku yayá / Section 4_

Pattern : [Emphatic past], | iboosi | idi, | kewaáu-ko ee?

Model Kakkiyá, | iboosi | oyodyele, | kewaáu-ko ee?

He did travel, | and then | he got tired, | isn't that so?
Eělo, | kakkiyá yevaná kayoóyele.
Yes, I he did travel until he had got tired.

Kakkiyá, | iboosi | oyodyele, | kewaáu-ko ee?

Eaphatic past; iboosi; perfect foras ctd; past perfect ctd; preverbal locatives

The eaphatic past focusses attention on the verb: 'I did look for my goats',
or, 'I looked for my goats' (rather than do anything else to them). In English
we might use an emphatic intonation, or stress the verb or its auxiliary. The
Kongo emphatic past has the structure of the emphatic past continuous, minus
-anga, i.e. subject prefix + -a- + G/ku- + root + -a. Stem tones as
infinitive, but no shift of moving H: yaaaóna 'I really did see', cf. laaona 'I
shall see'. The Class l/3rd sg subject prefix is k-, as before : kaddyá 'he
actually did eat. WARNING: in some grammars, this is given as the 'narrative
past'; in Angolan Kongo it is not; for Zoombo narrative past see Lesson 20.
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lboosf is said to be from Portuguese depois 'then, afterwards'.
Two more perfect forms here are -yeléese from -yelésa 'to make full, fill1,
and -yukwiiti from -yúkutá 'be satisfied, full (of food)'.
The past perfect here can be translated by the pluperfect: 'he did travel,
until he had got tired.' As always, there is the implication of remoteness: the
speaker is concentrating on the emphatic verb, and the result is subsidiary.
In No.4, the locative okuaabanlnu 'at the end = in the end1 comes before the
verb. A preverbal locative is like a subject/topic; it has IV, Variant 1
pattern, is phrase initial and first H suppressed: | okuaabaninu. Exceptions
are locatives with 'long' prefixed element, auna- etc. (see 11/5*, 18/2).

19/5 Nkhúunku yatáanu / Section j>

Pattern : [Emphatic past] | keau a nkkutú-ko, | iwáau ee?

Model Kakklyá | keauyyooya nkkutff-ko, | iWaau ee?

Kakklyá | keauyyooya nkkutd-ko, | IW&au ee?

kaněele vó 'although; keau- 'without doing'

'Although' kaněele vó, is followed by an indicative, often an emphatic form.

The attaching of keau- (-ko) to an infinitive, phrase initial position, and
first H suppress ed, means 'and not (verb), without doing'. Cf | keauaono-ko
'and not me, than me' (13/4). This also expresses a negative result, or
simultaneous action: 'he went and didn't come back' = 'he went without coming
back' : kakweěnda | keauwutuká-ko.
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LESSON 20 / LOĎNGI DYAMAKUMOOLE

20/1 Nkhůunku yánthete / Section 1

Pattern : Avó" | [negative future, verb 1] | [negative future, verb 2]

Model Avff | klllaaaba-kó, | kiddya-kó.

Avčf | killaamba-kó, | kiddya-kó. issya-vó | nkhetě' dya, | ofwete llafaaba?

Future tense; with avó (future condition);

nkhetě + dependent verb form; question pitch features

The one-word future tense consists of subject prefix + G/ku- + root + -a.
Tones as infinitive, with H shift one syllable to left for TCI verbs when there
is a syllable before the root: i-a-aon-a 'I shall see', tu-ků-m-mon-a 'we shall
see you sg1, tu-ku-bá-aon-a 'we shall see them', tu-s-sukůl-a 'we shall wash',
etc. This has the meaning 'we shall do', rather than 'we are going to do',
(which is expressed by the -slnga auxiliary + infinitive). The indirect
relative has ka- as usual for the Class l/3rd sg prefix: ... ká-a-mon-a 'which
he will see'. In this section we have the negative, formed as usual by k(e) —
ko: ketůllooaba nsswá-ko 'we sha'n't ask permission'.
When used with avó, this expresses a future condition. This is a condition
more certain of fulfilment than the avcf + subjunctive of 5/5: 'if you don't
ask' rather than 'if you were not to ask1. Notice that a subject noun can come
between avff and the verb, and this noun will be, as usual, in Variant 1 form,
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with IV. Strictly, the noun should be written with IV, and -Ó of avÓ elided,
ith H transferred to the noun IV: av' čf-1-auuntu, but since the elision is
across phrase boundary, it is more convenient to write the vowel on avd.
You may have noticed that there is no fall on the final H of the questions
which constitute your response. As mentioned in 5/5, this is characteristic of
yes-no questions which are not formed with ee?
The dependent verb form consists of subject prefix + root + -a, with H on
the -a except for monosyllabic stems. The ka- subject prefix is used for Class
l/3rd sg. nkhetě 'before' is used with reference to future events: nkhetě
nweendá 'before you (can) go' — and is usually accompanied by a command, or
statement of something which must happen, the condition under which the event
can take place. The tone patterns of this are not yet certain; TCI verbs seem
to have no H, unless final in the phrase, TCII verbs have 2nd stem syllable H.

20/2 Nkhůunku yazóole / Section 2

Pattern : [Verb) + [specific] | yo-[generic] -ákkaka, | ndivo ee?

Model Tufwete ttwaása ngubá | yomádya aákkaka, | ndívo ee?

Tufwete ttwaása ngubá | yomádya aákkaka, | ndívo ee?

Variation (question): | dyallÚdi ee? is it true? (replaces | ndívo ee?)

(answer): j néí | i- on 1st verb of question, indirect relative.

Ongeye | vitidi w d v a kalá-vo | kukědiingi kuúna-ko, | dyalltfdi ee?

I néí I i- '(such) as'; -vita & -teka; past narrative

| ně | i-_.means literally 'like | it is ...'; i- may be attached to noun or

relative verb (either kind). When attached to a noun or direct relative, the
íoa

meaning is 'such as', when giving examples; when i- is attached to an indirect

relative verb, the meaning is 'as1: llékwa | ně | isabftni 'articles such as
soap'; | ně | imphitidi vvóva kalá 'as I said before'. Stabilization of
relatives was described in 14/2 and 14/5; as there, forms without H acquire one
on the 1-, thus mphitidi vvóva 'I previously said', but imphitidi wóva 'it is
that/what I said'. (vó is sometimes written as suffixed, and sometimes not; in
this course it is only hyphenated when clearly attached, as when it has no H.)
Two auxiliaries shown here: -vita (perfect -vitidi) and -teka (-tekele),
both meaning 'do first, do previously, before something else' (cf. 11/6).
The forms bássoonga 'they told you sg' and bántsoonga 'they told me' ar
narrative past (see 20/5), in error for the emphatic past. Neither tone nor
gemination is symbolized in present Kongo orthography, so the written form
yasadisa may stand for any of five speech forms: emphatic past yassádisá 'I
really did help', narrative past yásadisa 'I helped'; past narrative with 2nd
sg object concord yassadisa 'I helped you', subjunctive yasadisa 'that I may
help', and subjunctive with infixed cord yassádisá 'that I may help you').
This creates interpretation problems, and accounts for several places in this
course where the reader has interpreted differently from the intention.

20/3 Nkhůunku yatáatu / Section 3^

Pattern : (E ) [verb 1] | iboosí | [verb 2].

Model Oyaandi | wanánik(a) ekkúunda, | iboosí | wákosoka.

Oyaandi | wanánik(a) ekkúunda, | iboosI | wákosoka.

The past narrative consists of the contracted subject prefix + -a- + root +
-a. TCI verbs have H on the prestem syllable, TCI I verbs on the 2nd stem
syllable: yáraona 'I saw', yanuaona 'I saw you pi 1 , but yaséva 'I laughed1,
yabaséva 'I laughed at them'. (See also 20/5.) This tense is used in telling
stories, or relating events in the remote past.
ye- + infinitive expresses a consecutive, 'and eď: yómaona 'and saw',
lit. 'and to see'.
Ndzáambi áaphuungu lit. 'God of the highest point', cf. Latin in excelsis
'in the highest1.

20/4 Nkhůunku yayá / Section 4

Model Oaabeevo | wáteez(a) óttelaaá nkkúumbu ayayíingi.

The sick man | tried to stand up many times.
Okumabaninu | awěyi, | kalleěnd(á) óttelaa(á) ee?
In the end, j well, | was he in fact able to stand?

Omabeevo | wáteez' óttelaaá nkkúumbu ayayíingi.

This section practises the emphatic past, and the preverbal locative (see
19/4). Note the useful verbs -kaná 'intend' and -yilndula 'think (of doing)'.
-kltuká means 'change/turn into something different', hence 'become (what you
are not now)'.
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20/5 Nkhůunku yatáanu / Section 5

This is a repetition drill; all examples are said once only; repeat after
the speaker.

Narrative Past Tense

TCI TCI I

yadya I ate yakSta entered

yaaona I saw yal£anda followed
yavaanga I did/made yalSngoka learnt
yátwaasa I brought yalundumuka ran
yakosoka I sat down yaylza came
yásungaaéna I remembered yayenda went

The pattern stays the same for all persons and all moods (indicative, both
relatives), but the 3rd sg/Class 1 subject prefix is k- for the indirect
relative: kamona 'which s/he saw', vs. wámona 's/he (who) saw 1 , as usual. The
examples are recorded as they are in phrase initial position, with nothing
following in the same phrase, i.e. | yádya, etc. A following word with H would
have bridging: | yády1 oaádya 'I ate the food 1 , etc.

20/6 Nkhůunku yasáaabanu / Section 6

This is a repetition drill.

Emphatic Past Tense

TCI TCI I

yaddyS I did eat yakkoti I did enter

yaudna I did see yallaafhda I did follow
yawáanga I did do/make yallundůauka I did run
yattwáasá I did bring yakwllza I did come
yakkdsoká I did sit down yakwe&hda I did go
yassůngaaená I did remember

In this tense the 3rd sg /Class 1 subject prefix is k- throughout: | kakkotá

'he really did enter* and | ...kakkotá 'which he really did enter'. Again, the
examples are spoken as they are in phrase initial position, occupying an entire
tone phrase; in the case of forms with two high tones, this produces bridging:
| yakkdsoká 'I really did sit down'. (Speaker has used TCI for -twáasá here.)
Ill
20/7 Nkhůunku yantsáabwaadi / Section 7

This is a repetition drill.

Future Tense (one-word)

TCI TCII

Iddya I shall eat ikkotá I shall enter

Inmona I shall see lllaánda I shall follow
iwaanga I shall do/make illwaáka I shall arrive
ittwaasá I shall bring illongdka I shall learn
ikkosoká I shall sit illundÚBUka I shall run
issungaaená I shall remember ikwiíza I shall come
ikweřnda I shall go

Tones are the same for indicative and relative; in the indicative, as here,
phrase initial position leads to bridging of two H's. The indirect relative
3rd sg/Class 1 subject prefix is ka-: ollongóka 's/he will learn', kallongóka
'which s/he will learn'.

TEST FOR LESSONS 17-20 (key on p.145)

A. Translate from Kongo:

1. Dyánbote vó | yakityaaaln' ónkhuni | •ono-kibeěni.

1. It's best for me to post the letter for myself.

2. Why do the people carry guns?
3. A stone is hard; human body skin is soft.
4. Carry the parcel home for me.
5. If it (the roof) were to let the rain in, I'd be upset.
6. Since you can't kill a chicken, you'll have to have it killed for you (tr.
be killed for).
7. You need money in order to buy things.
8. A safe place is needed for keeping your possessions in.
9. It's cattle people usually get milk from (tr. From cattle it is that catch
from the people the milk).
10. We should have taken the patient to hospital if we could have (done it).
11. Whose land (tr. fields) is this? Does it belong to your family
(clansfolk)? Yes, it's theirs.
12. The reason we didn't finish building the house is the lack of money.
13. It was last week that the rain began to fall.
14. People no longer hunt lions in this country, but many years go they
certainly used to hunt them.
15. The patient should certainly stay in bed until he has fully recovered.
16. He did try and try, until he succeeded.
17. Although he tried his level best (tr. did well to try), he didn't manage to
succeed at all.
18. Before he'll help you, you have to ask him.
19. You should buy food such as yams and cassava flour.
20. He took up the pen and began to write.
21. Finally the young man did become a doctor.
113
LESSON 21 / LOČNGI DYAMJÍKUMOOLÉ-YEMOSI

21/1 Nkhůunku yánthete / Section 1

This is a repetition drill.

Stabilization of nouns with 1-

ise he/it is the father inndfiiunba it is the girl

izinndtfumba it is/they are the girls
inSse they are the fathers
Iffluůhtu it is the person
lssěř it is the color iwaántu they are the people

ivata it is the village inssadisl it is the assistant

ifflávata they are the villages iásadisl it is the assistants
illiťdi it is the truth
ioalúlu they are the (sp.) inllongdki it is the pupil
bitter leaves
ibayáí it is the plank/pole ilúkutakanú it is the meeting
imabayáf they are the planks/ ilůsuunzulu it is the introduction
poles
ivaangu it is the action iluyangálalu it is the happiness
iaáVaangu they are the actions
intsoímpelo
it is the marriage (lit.
the borrowing)
This brings together nouns of all tone-patterns. When i- is prefixed, the noun
has Variant 1 pattern — any nouns with moving H will show it on the pre-stem
syllable, and nouns with two H's show bridging, since 1- has the effect of
stabilizing the noun to mean 'it/he/she' is the This is called
restrictive or defining stabilization.
114
21/2 Nkhúunku yazóole / Section 2

This is a repetition drill.

Stabilization without preprefix

sě h e / i t i s a father auuntiT it/he is a person

mase" they are f a t h e r s waantil it is/they are people

ssě" i t i s a color nnduuaba it/she is a girl

váfta i t is a village nssadisl it/s/he is an assistant

aavéťta they are v i l l a g e s asádisl htey are assistants

llůídl i t i s truth nllongdki it/s/he is a pupil

aalůlu they are bitter alongdkl they are pupils
leaves
bayáf i t i s a pole/plank lukútakanú it is a meeting
aabayaT they are p o l e s / p l a n k s lusůunzulú it is an introduction

vffangu i t i s an action luyangáflalu it is happiness

aavéfangu they are a c t i o n s ntsocfapelo it is a marriage

This is stabilization by phrase initial position only, though the phrase

boundary is not marked, since the noun is a complete sentence in itself. This
kind of stabilization has an Indefinite or undefined meaning, i.e., 'he is a
pupil', 'they are people', also the impersonal in 'it's people I want to see'.
This is in fact the first kind of stabilization you learnt (see 2/3). The noun
has Variant 2 pattern, without IV. As always, there is bridging of two H's.

21/3 Nhůunku yatáatu / Section 3

This is a repetition drill.

Nouns with and without stea augments

laise, | Basei (fathers)

ikfapha, | kímpha (tale of marvels)

laávata, | maváíta (villages)

iáaabuta, | ámabuta (elders)

iauůntu, I auuntil (person)

ikiautfntu, | kiauuntu (human nature)

ingaángula, | ngaangula (blacksmith)

ikingaángula, | kingaángula (smithery)

Both nouns in each pair belong to the same tone class, but the second has a
stem augment, which 'fixes' the pattern at Variant 1, like any other preprefix.
This is especially clear when the words are related, as auuntú and kiauúntu.
115
21/4 Nkhůunku yayá / Section 4

Nftu : the body

This section is primarily for medical students. If you do not need more than
the basic body part vocabulary, skip what you feel is unnecessary, or learn a
few items, and come back later to the others, using this as a reference guide.

Pattern : [Number of picture.) E-aa-V | i .

[Number of picture.) - This | is the .

Model Modsi. Ewaawu | íhttu.

1. This | is the head.

1. (MooTsi.) Ewaawu | fnttu (head).

2. (Zodle.) Ewaawu | intsflki (hairs).

3. (Táítu.) Ekyaaki

| iwalánganža kyánttu (skull).

4. (Yá.) Ekwaaku | itffoafo (skull).

5. (Taánu.) Oaaaaa | imeěhga (blood).

6. (Sáaabánu.) Eyaayl | ivvisi (bones)

7. (Ntsáabwaádi.) Ewaawu
| inssuni (muscle)!

8. (Naařna.) Ezaazi | řkpfuunda (flesh)

9. (Vwff.) Elwaalu | ilčTse, | yovdT,

| eyaayl | iapholí (face, visage)

10.(Kůu«i.) Ewaawu | inkkut(a) alóse

(forehead).

11.(KůuBÍ-yeaosi.) Oraaaaa
| laabffundl (cheeks).
12.(Kůumi-yezoole.) Ekyaaki | íbbobo,
| yovff, | izzěfvo (chin).
116

21/4 ctd
13. (Kůuaí-yetatu.) Okwaaku | ikíítu;
| yff | omaaaa | iaáftu (ear/s).

14.(Kůual-yeya.) Ezaazi | intse

zaaéeso (eyebrows).

15.(Kúual-yetaanu.) Eyaayi | iffukllú

yaaéeso (eyelids).

16.(Kůual-yesaaabanu.) Ezaazi
| Intsalantsala zaaéeso*(eyelashes).

17.(Kůual-yentsanbwaadi.) Edyaadl
| idíisu; | yěf | onaaaa | laěfeso (eye/s).

18.(Kůual-yenaana.) Endyooyu | iawáan'

adilsu (pupil, lit. child of the eye).

19.(Kůual-yevwa.) Ewaawu | inttungunuunu

adlisu (white of the eye).

20.(Makúmoolé.) Endyooyu | Inkkoongolo

adlisu (iris).

21.(Makůaoolé-yeaosi.) Ekyaaki
| ibbobo kyáyaanda (lower jaw).

22.(Makúmoolé-yezoole.) Ewaawu | inzzunu,

| yovd, | eyaayi | inabdombo (nose).

23.(Makůaoolé-yetatu.) Ekyaaki | ibběfo;

| y8 | eyaayi | ibbfffo (iip/s).

24.(Makůmoolé-yeya.) Ewaawu | lawaangu

anunbóoabo (bridge of the nose).

25.(Makůmoolé-yetaanu.) Edyaadl | isúunya,

26.(Makumoole-yesaaabanu.) Elwaalu
| iluzěvo; | y? | ezaazi | inďzěvo
(hair of beard, beard)

27.(Makúmoolé yentsanbwaádi.) Edyaadi

| idíimi; | yS \ oaaaaa | lapeno
(tooth, teeth).

28.(Nakůaoolé yenaána.) Ewaawu

| iaffinginya; | yet | eayaaai
j iaffingřnya (gum/s).
117

21/4 ctd
29.(Makůraoolé-yevwa.) Elwaalu
| ilObinl; | yě | elwaalú | ilOflaka
(tongue, larynx).

30.(Makůnatatú.) Ekyaaki
| imainualnu (Adam's apple).

31.(Makuaatatu-yeaosl.) Eyaayi
| Ihtsiingu (neck).

32.(Makúaatatú-yezoole.) Edyaadi
| ílaka (throat).

33.(Makůaatatú-yetatu.) Ewaawu
| inttuutu álaka, | yovčC-nphe
j Imvvuvu álaka (windpipe).

34.(Makůmatatú-yeya.) Eyaayi
| inndíinga (voice[-boxj).

35.(Makůaatatú-yetaanu.) Edyaadi
| íveeabo; | yěf | onaaaa
| iaáVeembo (shoulders).

36.(Makůmatatú-yesaaabanu.)
Ekwaaku | ikčfoko; | yě | oaaaaa
|iadóko (arm/s and/oř hand/sj.

37.(Makůaatatú yentsaabwaádi.)
Ekwaakft-aphe | ikffoko; | yě"
| oaaaaíí-mphe | iatfbko (hand/s).

38.(Makůaatatú yenaána.)
Ekyaaki | ikkongdhya (elbow).

39.(Nakúmatatú-yevwa.) Eyaayi
| intsiingu akóoko (wrist, lit.
neck of the arm).
40.(Makůaayá.) Eyaayi | iaabaanzal(a)
akóoko (palm of hand).

41.(Makúmayá-yeaosi.) Ewaawu | inlleembo;

| yS | eayaaai | Inlleembo. (finger/toes; finger/toes.)

42.(Hakúmayá-yezoole.) Eyaayi | Izzala;

| kimosl | zzála. (fingěr/toe-nail/s.)
118

21/4 Ctd
43.(Makůaayá-yetatu.) Eyaayi | intsi
aaphakáni. (under the ařmpit).

44.(Makůaayá-yeya.) Eyaayi | Tnthulu

(chest, breast).

45.(Makůaayá-yetaanu.) Elwaalu
| ilůketo (waist).

46.(Makůaayá-yesaaabanu.) Elwaalu
| i1ukutu; | yovčf | ekyaaki | iwuaŮ
(stomach or abdomen).

47.(Makůaayá yentsaabwaádi.) Ezaazi

| inkhosokélo, | yovdf | iabvwááhdilu
(buttocks [both polite terms,
'sit-upon' and 'rest-upon']).

48.(Makůaayá yenaána.) Eyaayi | lnfaa

(the back).

49.(Makůaayá yevwá.) Eyaayi | ilůbasa

lwanlaa (spine [of the back]).

50.(Makůaataanú.) Elwaalu | ilůse,

I yovd | ildse (front, lit. face).

51. (Makůaataanů-yeaosi .) Elwaalu | ilubaáfhzi;

| yě | ezaazi | iaabaanzi (rib/s).

52.(Makůaataanú-yezoole.) Eyaayi
| iaabuůndu, | yovčř | ewaawu
I jfnttlaa (heart).

53.(Makůaataanú-yetatu.) Elwaalu | ilufulů,

| yéf | oaaaaa | iaafulŮ (lůng/s).

54.(Makůaataanú-yeya.) Ewaawu | inddyí,

I yov5 | eayaaai | inddýá (intestine/s).

55.(Makúaataanú-yetaanu.) Edyaadi | lkáti,

|yovff | ekyaaki | iklaodyo (liver),

56.(Makůaataanú-yesaanbanu.) Eyaayi | ingůo(a)

anlaa (kidney, lit. peanut of the back).

57.(Makůaataanú yentsaabwaádi.) Eyaayi | indzil(a)

aaeénga (bloodvessel, lit. path of the blood).

58.(Makůaataanú yenaána.) Ewaawu | lawáanzi,

Makůnasaanbanú.) Edyaadi | řtaku, | yovď

siná dyakúulu (thighi or start of the leg).

Makúnasaanbanú-yenosi.) Edyaadi
ikungúlu (knee).

Makůnasaanbanú-yezoole.) Eyaayl
intsiingu akungúlu (kneecap).

Makůnasaanbanú-yetatu.) Ewaawu
imwindiingi akuúlu | yovcf'
inkkwáaku (shin).

Makúmasaanbanú-yeya.) Ekyaaki
iklinpfi kyakúulu (calf of'leg).*

Makůmasaanbanů-yetaanu.) Ekyaaki
ikkóodya kyakúulu* (ankle, lit.
oint of the leg).

Makúnasaanbanú-yesaanbanu.) Ekyaaki
lkkandáanga kyakúulu (instep).

Makůnasaanbanú yentsanbwaádi.) Ekyaaki

íbboonbo (heel).

MakúaasaaHbanú yenaána.) Ekyaaki

fttaaabi ([sole of] foot).

Makumasaaabanú-yevwa.) Ekyaaki
ikyúukusá, | yovd | kyúufutá (sweat).

Lusánbwaádi.) Ekyaaki | ikíntsanga,

yov8 | edyaadi | idíntsanga (tear [from eye]).

*Reader omitted bridging. Please add the following, excluded by oversight:

Ewaawu I innwá. This I is [the inside of] the mouth.

Cardinal nunerals; | yéf

The picture numbers here are given in the form of the cardinal nunerals,
used in counting, 'One, two, three', or 'Number one, Number two', etc. In
Kongo, they are always stable, lit. 'It is one1 etc. The cardinals up to 10:
nodsl one sáanbanú six
zoóle two ntsánbwaádi seven
tátu three naána eight
yá four vwě, vwá nine
taánu five kůuní ten
120
Multiples of 'ten' were shown in 15/6. Numerals up to 70 are shown
here; the speaker tends not to compound 'six' and 'seven'.
You have already met the prefix ye-, which conjoins nouns; it can also be
used by itself, as a particle, conjoining clauses or sentences. In this case,
like | yovff, it usually occupies a tone phrase to itself though it may also be
followed by -nphe to form | ye'-aphe | 'and also1.
121

LESSON 22 / LOONGI DYAMAKUMOOLE-YEZOOLE

22/1 Nkhúunku yánthete / Section 1

Pattern : E | [past verb].

The J (has) ed.
Néíni na u isa?
Who could have made (him etc.) ?
Model Omwan(a) | odftdi.
The child | has eaten.
Ncfni na unddíisá?
Whoever will make him eat (feeds him)?

Omwaan(a) | odíidi. Níni na unddíisá?

Ennďuumba j yávyeenga (become adorned). umvvyéengesá? (adorn her)
Etoko | dyřtelama. unttélamesá? (get him to stand up)
Ntsungameen(e) ewaáwu (remember now). ussungámeesa (remind you)
Enkhaak(a) | osevěle (grandparent). unssevésa (amuse, make him laugh)
Émpfumu | olweěke. unllwaákisa?
Áleeke asikočíla | amwaáfngeene (disperse, intr). ubamwangáneesa? (disperse, tr)
Mbvilakeene (I have forgotten). uvvilákeesa? (make you forget)
OnkkeentS | weěle (has gone). unyyendésa? (make her go)

Emphatic na ; causative extension

na is an emphasizer, which often comes before an imperative (command), and

in Laman's opinion is a prefix. Here the future tense follows, though the
statement is in the past. The meaning is roughly 'who would do such a thing?1
The causative extension has the basic form -is-/-es-, following the usual
vowel harmony rules: -lwaák-is-a 'cause to arrive', -sev-és-a 'cause someone to
laugh = amuse'. The meaning is 'cause someone to do something, 'get them to
do...' or 'cause something to be done'. Just as in English you can teach
children (cause them to learn) or teach mathematics (cause it to be learnt), so
in Kongo. You have already had a number of causatives: -endésa 'cause to go =
drive (a car)' < -endá 'go', -manisa 'cause to be finished' < -mana 'come to an
end', -twáadisá 'chair (a meeting), lit. cause to be conducted' < -twáalá
'conduct, present', -vóvesá 'speak to someone, lit. cause them to speak" <
-vóva, -yelésa 'cause to get full = fill1 < -yelá 'get full', and -zádisá also
'cause to get full = fill' < -zála 'become full'. Very often the English
equivalents are a pair of intransitive/transitive verbs, which may be of
identical shape: 'finish (= come to an end)' vs.'finish (something off)',
'fill (as of a lake filling up)' vs. fill (e.g. something with a liquid)'.
Some types of verbs have slightly different forms of the extension: those
ending in -ana or -ena often have -eesa, as in -vilákana 'forget' >
'vilákeesa 'make forget, cause to be forgotten' and -sungámena 'remember'
> -sungámeesa 'remind, cause to be remembered'. The ending -aana gives -aneesa:
-mwaángaana 'disperse (intr)' > -mwangáneesa 'disperse (trans)'.

. Another verb which occurs in both TCs.

122
22/2 Nkhúunku yazóole / Section 2

Pattern : Nkhl —lúta/lutidi a/aanga; | X | yovS | Y?

What is it that — s more; | is it X j or | is it Y?
—lůta/lutidi a/aanga X, | kemu-Y-ko.
— s X more, | and not Y.

Model Nkhr olutidi zzóla; | mmbfzi | yov5 | maaki?

Which do you like more; | [is it] meat | or | [is it] eggs?
Nndutidi zzóla nunbizi, | kemumaaki-kčf.
I like meat more, J and not eggs.
(I prefer meat rather than eggs.)

Nkhr olutidi zzóla; | mmbfzi | yovčT | maáki?

-lúta 'do more/rather1

-lúta was introduced in 18/3; here it can be translated as 'more, rather',

and with -zóla the meaning is 'prefer'. In this context the kemu- -ko
construction can be translated by 'rather than1.

22/3 Nhuunku yatáatu / Section 3

Model Engudi-aáku, | dintsayá dyanunbwáaki kasuumbidi, | yovíř | dyanndčfombe?

Your mother, | is it a skirt of redness that she has sewn, | or | is
it of blackness? (Has you*mother made a red or a black skirt?)
Dyammbwáaki kasuumbidi, | kedyanndóombe-kó.
It is one of redness that she has sewn, | it is not of blackness.
(It's a red one, not a black one.)

SECTION CONTINUED ON NEXT PAGE

'and [it is] not1; se + subjunctive future

When the 'and not' item is paired with a stable noun, the | kemu- -ko
construction is replaced by a stable negative, lit. 'it is not'.
Yet another future tense is created by | se + subjunctive. This is a 'more
certain' future, as well as carrying the 'changed state' meaning of sé.

OWING TO THE AUTHORS' INNUMERACY, THERE IS NO SECTION 4

22/5 Nkhůunku yatáanu / Section 5

Pattern : Mu a -iná; | nkhí kévvaangaangá?

It is in ing that s/he is; | what is it that /she is doing?
a aanga.
It is to that /she is ing.
Model Múddya kená ; | nkhl kévvaangaangá?
It is in eating that he is; | what is it that he is doing?
(He's eating; what's he doing?)
Ddyá kéddyaangá.
It is to eat that he is eating. (He's eating.)

Múddya kená ; | nkhl kévvaangaangá? Ddyá kéddyaangá.

Mússoneká Ssóneká késsonekaangá.
Muyyimbila bená; bé- Yyimbila beyyimbílaanga.
Múwova bená; Vvóva bévvovaangá.
Eyinndende | múttaamba yiná; yl- (playing) Tttáamba yíttaambaangá.
Empfumu | mummokěna ziná; zl- Mmokěna zimmokénaanga.
Můwiingilá njiná; i- Vviingll' ówiingilaangá.
124
Clefted verb; 3rd sg/Class 1 subject prefix variant
The clefted verb is a famous African construction (apparently limited to
western languages) which has found its way across the Atlantic, into Caribbean
English ("Is sick him sick"). The verb appears twice: first as a stable
infinitive, then as an indirect relative, in the appropriate tense e.g. | w ó v a
béwovaanga 'it is to speak that they (are) speak(ing)', which throws emphasis
on the meaning of the verb: 'they're speaking (not something else).'
Obviously, Kongo cannot use voice pitch as we use it in English, to convey
emphasis (among other things), since pitch is reserved for the tonal system;
clefting is one of the ways in which Kongo signals where attention is to be
directed. With a clefted verb, the 'subject' is strictly the topic (compare
6/1 and 10/6).
Here is a further variant of Class l/3rd sg subject prefix for the present
indirect relative: ke-, a variant of ka-.

22/6 Nkhůunku yasáanbanu / Section 6

Pattern : Edi ilaanga, | i a ee?

Model Edi bakweěndelaang(a) okusikoóla | illongdk(a) ee?

Edi bakweěndelaang(a) okusikoóla | lllongdk(a) ee?

Although written as one word, klnumasfna is probably two in origin: klnu

'still (be)' and maána 'those (distant) things'. (The strictly correct
spelling would be | kinu aaáha.) The meaning is 'to the end, with the goal',
and vo 'that' may come after. It is then followed by the subjunctive: kinuaaána
(vó) | balongoka 'in order that | they may learn'.
For édi see 18/6.
125
22/7 Nkhůunku yantsámbwaadi / Section 7

This is a repetition drill. Items are said in pairs, once each. Repeat each
pair after the speaker.

Present Perfect Indicative

tudiidi we have eaten tuneete we have carried

badfidi they have eaten baneěfte they have carried

tunweene we have seen tusevele we have laughed

baawěene they have seen basevěle they have laughed

tusadidi we have worked tuleende we have followed

basadidi they have worked baleěfnde they have followed

tutweese we have brought tusoompele we have borrowed

batw&ese they have brought basodapele they have borrowed

tukosokele we have sat down tulongokele we have learnt

bakSsokele they have sat down balongdkele they have learnt

tusungaaeene we have remebered tuvilakeene we have forgotten

basďngaaeene they have remembered bavilákeene they have forgotten

The patterns here are those appropriate to the word filling an entire phrase,
i.e., with the 'false H' imposed on the final syllable for the forms without
true H.
126

LESSON 23 / LOONGI DYAMÁKUMOOLÉ-YETATU

23/1 Nkhúunku yánthete / Section 1

Pattern : Nkhí kina [locative]; | [noun] ee?

What is it that is [location]; | is it ?
ESIo, | [noun] -ináanga-o [locative].
Yes, | it is which is there [location].
Model Nkhi* kin(á) ovaméeza; | nkkáfand(a) ee?
What is it that is on the table; | is it a book/letter?
Eěflo, | nkkáanda wináanga-v(o) ovaméeza.
Yes, I it's a book which is there on the table (there's a book...).

Nkhí kin' ovaméeza; | nkkáanď ee? Eěílo, | nkkáanda wináanga-v(o) ovaméeza.

I mínkkaanď (books) | nkkáanda mináanga-v(o) ovaméeza.
ovánttoto; | kyaáhdu (on ground; chair)
I kyaándu kináanga-v(o) ovánttoto.
okúvata; | zTndzo (at village; houses) | ndzo zináanga-k(o) okúvata,
kina kuna-Klbokolo; | ntti myámmang(a) (at Quibocolo; mango trees)
| ntti myámmanga mináanga-ko kuna-Kibokolo.
kináanga kuna-kyáana; | nkkáandarayamyáaz(a)(in the garden; onion beds)
nkkáanda myamyáaza mináanga-ko kuna-kyáana.
kina muna-nttéte; | tukaď (Moses cradle of palm fronds; gifts)
| tukaú twináanga-mo muna-ntteté
muná-nkkoko; |rambizizamáaz(a) (animals of the water = fish)
mmbizi zamáaza zináanga-mo muná-nkkoko.
muná-nkhela; | yíyyuung(a) (in the suitcase; coats)
yyůunga yináanga-mo munánkhela.

Locatives ctd; plural augment prefixes

The three locative classes, 16, 17 and 18, have appeared from time to time
since 11/5. As you now know, the class prefixes are usually attached to a full
noun, with a meaning like that of an English preposition. Class 16 means 'on'
: ova-nt-tóto 'on the ground'; Class 17 means 'at, to1: okú-vata 'to/at the
village [= at/to home]': Class 18 means 'in (and several other meanings)': omu-
n-natá 'in carrying1. When a locative prefix is attached to a noun, the noun
will have Variant 1 pattern, as with any preprefix: ma-váta M 'villages', but
(o)ku-má-vata 'to (the) villages'. This pattern is now fixed, whatever the
context; the H cannot move any more. The 'long locatives' vana-, kuna-, muna-,
have the same effect : kuna-mávata. For all practical purposes they can be
used interchangeably with the ordinary prefixes, but (on present showing) do
not show H-suppression when e.g. acting as subjects; see examples in 18/3 ('In
the cupboard | is where I keep the cups', etc.).
Locative prefixes are like those of any other class, and there is a full
range of concords. Since the classes carry the idea of location, many of the
concords can be used independently of a locativized noun; e.g. the
demonstratives vaáva '(on) here, kwaáku 'at/to here', mwaámu 'in here'; and the

. Like ňdzilá/ndzíla and a few others, nttéte/ntteté has variable pattern.

127
object concords -vo 'there (on)', -ko 'there(at/to)', -ao 'there(in)'.
Plural augment prefixes are used when there is nothing else to show the noun
is plural. For example, Classes 3 and 4 have the same prefix, NG-, before a
consonant: nk-káanda 'a book', nk-káanda 'books'. If there is some concord to
show which one is meant, so well and good: nkkaanda mlnaanga 'they are books
which are' has the subject concord ai-, which settles the question; but
nkkaanda could mean either 'it's a book' or 'they are books'. Class 4 is one
of those with a augaent prefix where there is an extra element between prefix
and stem, e.g. aú-nn-dele 'whiteman', pi. al-nn-dele; so the prefix ai- is
added to show the plural in cases of ambiguity: ml-nk-kaanda 'books'.
Similarly, zi- is used for Class 10: zl-nd-zo 'houses' and yi- for Class 8: yl-
y-yuunga 'coats' .
Note the difference between nk-káanda M 'book/letter/skin' and nk-kaánda
'plot, bed (for flowers etc.)'

23/2 Nkhůunku yazóole / Section 2

Pattern : Questions as in preceding section.

Answer: čfowóo, | [locative] | ka—ináanga konsó nkkutú-ko.
Oh no, J [location] j there isn't any at all.

Model Nkhf kin(á) ovaaéeza; | nkkáand(a) ee?

What is it that is on the table; | is it a book?
Čřowóo, | ovaaéeza | kavenáanga konsó nkkaanda nkkhutu-ko.
Oh no, j on the table | there isn't any book at all.

Nkhl kin' ovaaéeza; | nkkáanď ee?

'There is/is not'; more on negatives

The locative subject prefixes are used for expressions such as 'There
is/are', using -iná(anga), and sometimes following with ye-: Venáanga (y)évata
'There is a village (on/at somewhere)'. Here the negative is shown, and you
will see that the negative prefix appears variously as ke- or ka-.
128

23/3 Nhůunku yatáatu / Section 3

Pattern : E | [verb] [locative].

The [verb] [some place].
Wakweěndaanga [location] — n á [verb] e ?
Have you actually been to the [place] where [verb] the ?

Model (E)ntti | aiaaenáanga vana-aoóngo.

the trees | grow on the mountain.
Wakweěndaanga vana-aoóngo váná vamaenáang(a) énttl ee?
Have you actually been on the mountain where grow the trees?
(where the trees grow)

(E)ntti | aiaaenáanga vana-aoóngo.

Wakweěndaanga vana-aoóngo váná vaaaenáang(a) énttl ee?
(E)ngaandu | yimdnekeneengé vana-aabél(a) azzaánzu
(crocodile appeared near bridge)
vana-aabél' azzaánzu váná vaaonekeneeng(e) engaándu
Oaabeevo | okědlinge auná-ndzo-aándl. (sick man was in hnis house)
kuná-ndzo kuna kukedling' éaabeevo
Owaana | aántsa bakele ttáanga auná-nkkoko. (were swimming)
kuná-nkkoko kuna kukele ttéelaang1 ówáan' oaants'
(where were swimming the children = where the children were swimming)

Variation (answer): Wakkotá kala ... Did you actually enter..?

(E)ngo | ozzilngilaanga auna-nddúku (leopard lives in a cave)

Wakkotá kalá auna-nddúku auná auzziíngllaang1 engó
Enkkulu aauuntu | okósokeleenge auná-ndzo ánkkanu
(old man was sitting in the courthouse)
auná-ndzo ánkkanu auná aukosokeleeng' énkkulu aauúntu

The inverted relative (see 16/6) is especially common with locatives;

compare English 'poetic inversion1, as in Matthew Arnold's 'The plains of
Niflheim, where dwell the dead.' Similarly in Kongo, 'the cave wherein lives
the leopard'. Notice that the spealer often uses kuna in the answer, whatever
the locative class in the stimulus, as being more appropriate to 'going'.
The expression for 'swim1 is -t(á) oaántsa lit. 'do the swimming' -táangá
here is -tá with the continuative suffix (nothing to do with -táanga 'read'!),
and -téelá is the relational form 'do (swimming) at/in etc.' (see 17/1).
129
23/4 Nkhůunku yayá / Section 4

Pattern : Questions as in preceding section (except last one).

Answer: Yakihu | kana njeěhda—o-ko,
So far j I haven't yet gone there,
| kaánsi | njlná yékani dyakweénda—o.
j but I I have the intention of going there.

Model Wakweěndaanga vana-moóngo váná vamaenáang' éntti ee?

Wakweěndaanga vana-moóngo váná vamaenáang' éntti ee?

Yakfnu | kana njeěnda-vo-ko, | kaánsi | njlná yékani dyakweénda-vo.
vana-anbél(a) azzaánzu váná vaaonekeeneeng' engaándu
| kana njeěnda-vo-ko, dyakweénda-vo.
kuná-ndzo kuna kukediing1 óubeevo
-ko-ko, dyakweénda-ko.
kuná-nkkoko kuna kukele ttéelaang' ówáan' ománts*
-ko-ko, dyakweénda-ko.
Wakkotá kalá muna-nddúku muná Huzzilngilaang' engó
Yakinu | kana nkhotá-mo-ko, | kaánsi | njlná yékanu dyakkotá-no.
•uná-ndzo nuná nútteelaang' óáubut(a) omaáabu
(into the house in which the elders discuss affairs)
-•o-ko, dyakkotá-ao.

Yakinu 'so far' with inceptive fora

The word yakinu is probably derived from ye- 'and' attached to klnu 'still1,
see notes on kinuaa'&na in previous section. Here it is followed by the
inceptive, introduced in 6/5. The 1st sg. subject prefix is NA- for this form,
as for the present perfect: nkhotá, njeénda. The inceptive begins a phrase,
as before.
130

23/5 Nkhuunku yatáanu / Section 5

Model Ndivo | ongeye | Dssadlsaáng' óse-dyaáku, | ye" | oyaandř-mphe

Ndivo | ongeye | dssadlsaáng1 óse-dyaáku, | yěf | oyaandl-mphe | okússadisaangá; |

Reciprocal extension; personal names

This means 'do something together or to each other". For some verbs the
form is simply -aan-, as In -waánaana 'find each other = meet together, and
-mónaaná 'see each other', but for many it is -azyaan-: -zóla 'love1,
-zólazyaaná 'love each other'. Long vowels before NC are contracted when the
addition of the extension brings the number of stem syllables up to four:
-kaamba 'give news to', -kambázyaana 'exchange news with each other', and
-sóonga 'show' > -sóngazyaaná 'show each other'. Other extensions such as
the causative are often omitted: -sádisá > -sálazyaaná, -zitlsa >
-zitázyaana, but -télamesá > -télamesazyaaná.
Personal names are like other nouns; they are in Class la1. All Kongo names
have meaning. The names in this section are: Mwuúlu either 'glutton' or

. Except when the full set of names is given (two or three), in which
case the names are treated as common nouns, joined by possessive prefixes, e.g.
Luvuúvamu lwaMáyazi maKlvaatllá lit. 'Peace of-the-Governor of-Scratching-for-
oneself. Kongo naming practices are described in Ntsaásuka yenndongóka
zamwlsi-Kóongo (Upbringing and education of a Kongo) by J.Makoondekwa, tr. and
ed. H.Carter, in preparation.
131

'rescued/r'; Mayázi M 'ruler, governor'; Nsseénga has several possibilities,

including the name of a sp. of tree, or 'one who asks in marriage'; Luvuúmbu
'resuscitator'; Mavwiidi '(the affairs) have possessed = the quarrel is over1;
Nndonbéle 'Mr. Handsome' < Port. Don Belo; Mweénba 'albino'; Nndolomilngu
'Mr. Sunday' < Port. Don Doningo; Kyáaku 'yours', from a proverb meaning
'What's yours is yours; the dog drinks water' (a dog's lapping resembles
kyáaku, kyáaku 'it's yours, it's yours', suggesting that even a dog knows the
difference bwteen 'mine' and 'thine'; it is better to have a child of one's
own); Ntsi-ángani 'So-and-so's country', implying that the family is immigrant.
132
LESSON 24 / LOÓNGI DYAMAKUMOOLŽ-YEYA

The final lesson consists of a conversation, two continuous

passages, and the Lord's Prayer (Nkanď aNzambi version). The
practice of showing phrase boundary is discontinued; by now the
student should have some grasp of the phrasing system, and
subscript dots and peak pitch marking will adequately indicate
most phrase initial words. Translations are on facing pages.
Line numbers refer to Kongo version only. Bolded words are
explained in notes (footnotes Section 1, otherwise endnotes).

24/1 Nkhůunku yánthete: Mmokcr (conversation)

Vivil' emmokó kyawaántu-woole: Neěngwa Carter, yoTaáta Joáo Makóondekwá. 1

Taata Makóondekwá iyyaantik1 émmokó.

JM. Kyáfmmbot(e) , e Maama.

HC. Kyammbot(e), e Taata.
JM. Nusikamene kwěeno kyámmboť e Maám' ee? 5
HC. ínget(a), e Taata, tusikamene kwěeto kyámmbote. Oyeeno-mphe, nusikamene
kwěeno kyammbot' ee?
JM. ínget' e Maáma, tusikamene kwěeto kyámmbote, kaněele vó enlluunzu myanttu
sekamikkoondwaangá káka-kó.
HC. Emazuuzi Kyžhkheenge, yammonaaná yoMávwiidi. Ongeyě-mphe, wakúmmon' ee? 10
JM. íngeť e Maáma, yakťfmmpna. Kákkolo beéni-ko ewaáwu túuká kavutukidi
kuKizóole.
HC. Nkhi" ntsaángu zaKizóole kavutukidi zaáu?
JM. Kentsaángu beéni-ko. Dimosi káká vó, eMayaala wamene ttúunga ndzó
yamakuúmbu kíkilu! 15
HC. Waáwu útu, kedyámmbote kaveenge-kó ee? Kádi waawuna eúlolo wankkaángu
awaántu kessaánsaanga, dyámffunu kíkilu mukkalá yéndzo yatóma ssáanzuká
yomásuku mayíingi kíkilu. Nkhi ffulú katuungiidí-yo? Vana-nttóto
wásiis(a) énkkulu myaési-kandá-dyaandi, yovň, vana-waáwuna wásiis' émi
myakíse-kyaándi? 20
JM. Waawff vo endzo yiná kavíta ttúunga yináanga vana-nttóto wásiis' ése-
dyaándi, eyaayi yámpha, otúungiidí-yo vana-nttóto uná wásiis' énkkulu
myaési-kandá-dyaandi. Edyoodyo ikántsoongel' oMávwiidi, fngeta. E Maáňna,
kummbáki mmbl-ko, kaánsi, vvyóoká ndzolele wyóoká, ozeěvo, sě saadi káká
kyámmbote. Ndzolele llwaáka kúndzo (a)nlloóngo, vaavá keyazíkamene 25
eéti-ko, íngeta.
HC. Eělo, e Taéfta, kedyaambií-ko. Emončř-mphe, ndzolele kweěnda kumakazíinu,
ekkuma kádi, twináanga yénkhoondwa yállekwa yayíingi omúndzo-yaáyi, yě,
ndenda-yó ssolóla káká av5 mono njeěle kuna-makazíinu. Nda kyámmbote,
e Taáta. 30
JM. Saalá-mphe kyámmboť eMaáma.

3, 4. e is an apostrophic particle, equivalent to '0 (Father, etc.)'

13. Lit. 'What is it of news that he has returned [with] them?'See 10/4.
16. Waáwu útu lit. 'Now [it is] however!'
18. katuungiidl-yo 'that he has built it at/on', < -túungilá, relational.
133

24/1 Section 1: A conversation

(Note that line numbers refer to Kongo version only.)

Listen to the conversation of two people: Ms. Carter and Mr. JoSo 1
Makoondekwa. Mr. Makoondekwa is the one who will begin the conversation.'

JM. Good day, Mother.

HC. Good day, Father.
JM. Have you risen well, Mother? 5
HC. Indeed yes, Father, we have risen well. And you too, have you risen
well?
JM. Indeed yes, Mother, we have risen well, although only headaches are now
not lacking.
HC. The day before yesterday, on Nkheenge, I met Mavwiidi. Did you see him
too? 10
JM. Yes, Mother, I did see him. It's not long now since he returned from
Kizoole.
HC. What news did he bring back from Kizoole?
JM. Not very much news. The only thing is that Mayaala had finished
building a wonderful new house! 15
HC. Well now, isn't that a good thing he has done? For now that he has
such a crowd of people to look after, it is very necessary for him to
have a good big house, with plenty of rooms. On what site has he built
it? On the land his own clan (mother's family) left, or on that which
his father's side left? 20
JM. Since the house he built first is on the land his father left, this new
one, he has built it on the land which his forebears from his own clan
left. That is what Mavwiidi told me, in fact. Well, Mother, don't
take offence, but I do want to get back, so stay well. I want to get
to the pharmacy/hospital before it has shut, actually. 25
HC. Yes, Father, never mind. I want to go to the stores too, because we
have a shortage of many things in the house, and I can only get them if
I go to the stores. Go well, Father. 30
JM. And stay well, Mother.

19. The kaandá M 5/6 'clan' is the mother's side; the Kongo are matrilineal.
24. kusnbaki mabi-ko lit. 'don't get me wrong'; wydoká ndzolele vvyóoká 'it is
to return that I want to return'; see 22/5; sě saadi 'now let you stay';
hortative (12/1); 2nd sg prefix is zero.
25. ndzó (a)nlloóngo lit. 'house of medicine', see 18/4.
29. Nda 'Go', short form, see 14/3.
134
24/2 Nkhúunku yazóole: Angola

1. Angola intsi ánnene kíkilu. 2. Evvoonga kwántsi-yoóyo kusúundidi

evvoónga kwántsi áPutulukaále, nkkúumbu makúmoolé-yenttaanu yenndaámbu. 3.
Kůffwiilá-ko vó entsi yaNgcíla intsi ánnene kíkilu, avo* inthalu awaántu yiná
yizziíngilaanga múntsi-yoóyo, keyisúundidi ttéezó kyamazuúnda-masaambanu-ko.
4. Ekyaaki Ikkuma: muna-waán' awóonsono áwwutukaangá, tteezó kyamákumatatú
muna-konsó nkháma kemazziíngaanga-ko. 5. Ensseedya mizzifngaanga mikkě kíkilu;
av3" imyaámina míffwaangá, mitómene llúta kíkilu. 6. Muna-dyaáfdi, ntsi yaNgóla
keyivwiidi waántu ayíingi-kó.
7. Ewaawuna wininaang* énnene wántsi yaNgóla, iwaáwuná-mphe wináang' éwwete
wántsi-yaáyina. 8. Entsi yaNgfila intsi ámmbote yówweté-mphe. 9. Kaněele vó
entsi-yodyo ikěntsi ýamyoóngo beéni-ko, kaánsi yivwiidi kkundúbulu yayíingi
kíkilu. 10. Muná-kkuma kyamyoóngo-myoomyo, Ngola yivwiidi nkkóko yeylnkhoko-
nkhoko yayíingi. 11. Munkkoko-myoffmyo, mwiná yémmbizi zayíingi zamáaza,
yébbulu yákkaká-mphe. 12. Ézaazi inkhuumbu zámmbizi zamáaza ziná zináanga-mo:
mphífumba, makalála, mmbočfmvo, mphimbáf, nkkáfamba, ngolff, yezaáka, yezaáka.
13. Avcf ibbulu yiná yizziíngilaanga-mo, iyaáyi: ngaáhdu, nguvůT, mmbakíř-maaza,
lungoláf-ngola, mmbáambi-amáaza, yeyákkaka-kkaka.
14. Ntsi yaNgčfla yivwiidí-mphe mpfiínda zayíingi kíkilu. 15. Mupfiinda-
zoozo mwináanga yéntti myayíingi mina milenda vváangwa omabayá, yef, mumpfiinda-
zoozo muvwiidi bbúlu yayíingi kíkilu. 16. Vakati kwayaáu tulenda ssúungulá
bbúlu něf iyaáfyi: mphakáfsa, ntsi, mbvudf, ndzá*amba, ntsyěfsye, kimphitř, ngčf,
ndzuzř, nkhima, nkhewáf, nkháyi, yeyaáka, yeyaáka; kaáínsi, kemwiná yénkhosi
zayíingi-kó.
17. Ekimbvwaama kyántsi yaNgóla kekivvovokaná nkkutú-ko, kádi kekiná káká
muná-nkkoko-myaándi, yempf iínda-zaandi-ko, kaánsí-mphe, muna-ówu wanttóto
yéntsi-aándi anttóto. 18. Enttoto waNgdla wámmbote beéni kíkilu muná-kkuna
yoyyimísa fisTidi ngá mmboóngo yawóonsono yávaanga Ndzáabi-áaphuungu ngoló.
19. Eyaayi immboongo yiná yívvatwaangá, yř yilenda vváftwa, muná-ntsi yaNgóla:
bá, madyóokó, nkhása zamádeezo, nkhása zammbwéenge, yezaáka, yezaáka; ngubšf,
mavutí, kkwá yanphilá-nuophila, waefndu, waangila, mřhtse, mankhondčf, masířangu,
mmbiiká*, mbvifudila, maláala, manánaázi, kiikilá, masáVwooka, yobbuúndu yákkaka
yamphilá-mumphila. 20. Kaáhsi, vaná-nthaandu állekwa-yoóyo yawoónsono, eki
kisuundidi ikkáfe kuna kwináanga vó ikiabvwaaaa kyánnene kyántsi yaNgóla.
21. Ngola intsi azóole muná-ndza mvviímba muná-ntsi zawóonsono zívvatwaang1
ékkáfe.
(Mmbaninu yanndaámbu-zoole)

22. Ntsi aNgďla intsi ánnene kíkilu, yěf yaúmbvwaama wámphweena kíkilú-mphe.
23. Muntsi anttíto mwináanga yóttadi wamphilá-mumphila, wináanga vó
iklmbvwaama-kyaakína kisuundidi eyímbvwaama yántsi-yaayína yawóonsono. 24.
Ewaawu ittadi uná wináanga múntsi anttóto waNgóla: wocílo, sseěřngo, ngweěíta,
kupaáíla, miíka, matádi manjelémi (yovčf makkezlmi), mandzanzáf, yowaáka, yowaáka.
25. Kemoómo káka-kó, kaánsí-mphe, entsi yaNgřfla yivwiidi maázi mayíingi muná-
ntsi-aándi anttóto.
135
24/2 Section 2: Angola

1. Angola is a very large country. 2. The size of the land is twenty-five

and a half times the size of the country of Portugal . 3. Although the country
of Angola is a very large land, concerning the number of people who live in the
country, it does not exceed a total of six million. 4. This is the reason: of
all the children who are born, about thirty in each hundred [30%] do not
survive. 5. The babies who live are very few; those who die are very numerous.
6. Because of this, the land of Angola does not have many people. 7. As is the
size of the land of Angola, so also is the beauty of this same land. 8. The
land of Angola is a land of beauty and loveliness also. 9. Although it is not
the most mountainous of countries, yet it has very many hills. On account of
these hills, Angola has many rivers and streams. 11. In these rivers there are
many fish, and [aquatic] animals too. 12. These are the names of the fish
which are therein: apuaba, kálala, mboavo, aplaba, eel, catfish, and so on and
so forth. Concerning the animals that live therein, they are these: crocodile,
hippopotamus, otter, flat-tailed otter, water-lizard, and various others.
14. The land of Angola also possesses very many forests. 15. In these
forests there are many trees, which can be made [into] planks, and in these
forests there are very many animals. 16. Among them we might mention animals
such as these: buffalo, waterbuck, elephant, antelope, gazelle, leopard, cerval
cat, ape, monkey, harnessed antelope, etc.; but there are not many lions.
17. The wealth of the country of Angola is indescribable, for it is not only
in its rivers and its forests, but (it is) also in its soil, and under its
soil. 18. The soil of Angola is very good indeed for planting and growing
virtually every kind of crop which the great God almighty has created. 19.
These are the crops which are grown, and can be grown, in the land of Angola:
oil-palm, manioc (cassava), tree-beans, chick-peas, etc.; peanuts, sweet
potatoes, yams of various kinds, pea-beans, sesame, sugar cane, bananas
(plantains), maize/corn, seeds [esp. melon], vegetables, citrus, pineapples,
pawpaw, avocado, and other fruits of various sorts. 20. But beyond all [other]
things, that which is most important is coffee, which is the major [source of]
wealth of the land of Angola. 21. Angola is the second largest coffee
producing country in the whole world.

(Continuation [lit. end] of Section 2)

22. The land of Angola is a very large country, and of great resources also.
23. Under its soil there are minerals of various kinds, which constitute the
most important natural resource. 24. These are the minerals which are under the
soil of Angola: gold, iron, malachite, copper, mica, 'glittering (or shining)
stones' (diamonds), tin, and so on. 25. And not only these, but also the land
of Angola has much oil under its surface.

. According to Wm. A. Hance, The Geography of Modern Africa, Columbia

University Press, 1964, Angola is fourteen times the size of Portugal, with an
area of 481,226 square miles. Population in 1961 was estimated at 4.87 m.
136
24/2 ctd
26. Avčf iwaántu bazziíngilaanga muná-ntsi yaNgóla, balenda yyikilwá, yovčř
kkayilwa muna-nndaámbu néf izaáfzi: kuná-nthaandu aNgóla itwináanga yewaántu
béyyikilwaangá vó, esi-Kóongo, yovčí, aKdongo. 27. Avčf inndllnga yiná
bévvovaangá, yiyyikilwaangá-vo, kiKtfongo. 28. Owaantu-waaya benáanga ákw'
ánttela myanndá, yě\ enitu-zaáu zákumama. 29. Esse wánitu-zaáu wasáangana
beénl winá, yé wakinnddoabe yewaapheéabe, yewakátl yekáti yenndóonbe
yenpheéabe. 30. Akkaka mukáti-kwaáu benáfang' akw1 áummbaángu muná-ntsadilú-
zaau. 31. Akkaka-mphe benáanga, yS balenda kkalá afúundisí, y? azzayl aaaáabu
muná-npoveló yéntheeló zaaaáabu nuna-káti-kwaáu. 32. Akkaka muna-káti-kwaáu
benáíang' akiti áfulalala beéni kikilu, keraussungulá-ko aZóombo.
33. Ekaanda difinámeme dyaádi tuvitidi yyíka kalá, ikaánda dyakiMmbúndu,
diná dizziíngilaanga muná-ntsi yaMaláanzi, yoKátete, yóNnduundu. 34. Awaayáf-
mphe benáfanga waantú ákumama beéni. 35. Owaantu-waayá"-mphe benáfang' akwá
ummbaángu, yezzayi muná-ntsadilú-zaau.
36. Kuná-yaanda, yevena-káti kwaNgóla, itwiná yooviMmbúndu, aná benáanga vó
waantú ánnene yeákumama beéní-mphe. 37. Yaau iwaáfntu aná bévvovaang' ěnndíinga
yauMmbúndu. 38. Yaau benáanga waantú áleembama beéni, kaánsi, avčf sekunakasi
bená, sewaántu ákkaik1 olenda kubáyikilál 39. Yaatf-mphe iwaántu ámmbote, azódi
áaphatu, yónttweedí myábbulu nS iyaěfyi; ngoombě', ntsífsu, nkhčfombo, mameěme,
yompháatu.
40. Omoomo imakaánda mau-matatú mená vo imatomene zzayákana muná-ntsi
yaNgóla. 41. Kaánsi twináangá-mphe yomakaánda mákkaka ně" imaáfma: baLwimbi,
baTsyodkwe, baKwanyáfma, baNgangdela, yomákkaka, yomákkaka.
42. Eyaayi impfwóko yafimaámbu mudyaámbu dyántsi yaNgóla.

Notes
3. Lit. 'you will not die for that1 = 'despite the fact that'.
7. Lit. 'Thus that is for the size [largeness] ... it is thus also that is the
beauty1, both inverted relatives.
6. •una-dyaéfdi 'from this, because of this'.
8. Kaněele vó 'although' is often followed by kaáfnsi 'but, yet' introducing the
main clause.
9 ylnkhoko-nkhoko is another way of forming a diminutive: the stem is put into
Class 9 and reduplicated, and the whole then given Class 7 (or 8 for pi)
augment prefix: nk-kóko M 'river', kl-n-khoko-n-khoko 'stream'. Compare
klnndekwa-nndekwa 'a tiny thing', < 1-lékwa M.
12. The ngolá 'catfish' is said be the origin of the name Angola; yezaáka,
yezaáka lit. 'and others, and others (in Class 10)'; -áka 'another (of the
same kind)', whence dyaáka 'again' lit. 'another affair of the same kind'.
13. yeyákkaka-kkaka: lit. "and of various otherness". Reduplication often has
the meaning 'various kinds o f .
17. nuna-ówu 'in that [way] o f , Class 14, which often refers to manner, or the
abstract, yéntsi-aándi anttóto lit. 'and its underneath of the soil'.
18. fisíidi ngží, lit. 'a little remains and then',an idiom meaning 'almost';
here 'almost all the crops'. yávaanga .. ngoló is an inverted relative:
'(crops) which made the great God.; Ndzámbi-áraphuungu ngoló is a set phrase
for 'great God almighty', cf. ngoló 'power, strength'.
137
24/2 ctd
26. Concerning the people who live in the land of Angola, they can be named,
or divided into groups such as these: to the north of Angola it is that we have
the people who are called Congolese, or Kongo. 27. As to the language they
speak, it is called Kongo. 28. These people are of tall stature, and their
physique is sturdy. 29. The color of their bodies varies from dark to light,
and all shades in between. 30. Some • among them are skilful in various
activities. Others too are, and can be, judges, and competent in public
affairs. 32. Others among them are successful traders, especially the Zoombo.
33. The people closest to the one we have already mentioned is the tribe of
the kiMbundu, which inhabits the region of Malange, and Katete, and Dundu. 34.
These also are very sturdy people. 35. These people also are skilful and
knowledgeable in their activities.
36. To the south, and in the centre of Angola, is where we have the
oviMbundu, who are also big and very sturdy folk. 37. They are the people who
speak the language of uMbundu. 38. They are very gentle people, but if once
they get into a rage, you could take them for different people! 39. They too
are good folk, lovers of agriculture, and herders of animals such as these:
cattle, chickens, goats, sheep and poultry [ducks and geese].
40. These are the three best-known peoples in the land of Angola. 41. But
we also have other peoples such as these: the Lwimbi, the Chokwe, the Kwanyama,
the Ngangela, and and various other.
42. That is the end of [these] few words on the subject of the land of
Angola.

Notes ctd

19. -aaphilá-nraphila lit. 'of sorts in sorts', a compound meaning 'of different
kinds'.
20. kuna kwináanga vó iklbvwaaaa lit. 'which is that it is the wealth'; this
seemingly tautologous construction is extremely common, and occurs several
times in this piece, cf. 36. aná benáanga vó waantú ánnene 'who are that
they are people of size1, and 26. béyyikilwaangá-vo esl-Kóongo 'who are
called that they are Congolese'. Cf. also benáanga | akwá umabaángu 'they
are | they are possessors of skill.'
29. More literally, 'The color of their bodies, it is very mixed that it is,
and is of dark and of light, and of between and between and dark and light.'
30. ntsádilú M. lit. 'way of working'.
31. Lit. 'they are knowers of affairs in the way of speaking and the way of
conducting of affairs among themfselves]'; cf. -t(á) oaaáabu 'to conduct
affairs.'
32. This is another idiom, meaning 'especially'.
38. More literally, 'if now it is at anger that they are, it is now different
people that you could call them'.
39. Lit. 'lovers of [cultivated] fields'; from -váta 'cultivate, grow things'.
138
24/3 Nhůunku yatáatu : Njendělo kuna-Ngóla

1. Avo kuna-Ngóla sezolele okweénda, ekkolo win' ómwaámu muLoóndele,

sungamena-dyč vo nkkaángalu anndá ekíbeéni wináanga waáu. 2. Venáanga yendzilá
zazílngi zllenda kúllwaakisá kuna-Ngóla. 3. Olenda kweenda yovo muzulu, yovó"
mumasuwá, yovčT-mphe mukaalu, yovó-mphe nkkutú mumaalu. 4. Kileěndi
kúllongeselá-ko vó yooyo indzil' ofwete kweéndela, kaínsi sekileěndí-mphe
kúkkaangá ndzilá-ko, avo" yooyo indzil' ássaasu kwangéye, yiná yilenda
kúllwaakisá kuna-Ngóla kemukonso mabilbi-ko.
5. Kedyangaángu kíkilu nkkutú-ko, édi dyáyyaantik' ómweéndo, vaavá kwiná
yekonsó nkkáanda myandzlla-kó, ekkuma kádi, kekkólo-kó, sě wataambulwa
ntháambulú ámmbi, yénkheenda kíkilu. 6. Muna-dyaáfdi, vaav' óméne-dyó zzeénga
vó, fwete kweenda kuna-Angóla, fwete zzaáy1 ewilsa kana vó, enkkaanda-myaáku
myandzíla mina muna-oólodi yezzitú.
7. Waawil-vo venáanga yendzilá zaylingi ziná zilenda kúllwaakisá kuna-Ngóla,
edyaambu sědisiidi kwangéye. 8. Kaansi avo sengěye ozolele llwaáka mundzáki
kíkilu kinumaáína wavoonď evwiina dyámmon' éntsi-yoóyo, naanga mpfwete
kúlluukisá-vo weendela munnděki. 9. Lenda kkotá konsó ndzó yíttalaang'ómaámbu
roánkhangaleeló, yě yaau sebáttekel' éttíki kyamundzíl' azúlu. 10. Vaavá semene
ssúumb' ettíki-kyaáku, kana v8 kyánkhi kimbvúk(a) ózzola vó iyifwete kweěhdela,
osinga ttilúmunwa túúk' émmbaanz'-eyaáyi, yokuna-Lisbóa. 11. Émmbaanz'-eyaáyi
iyántsi yiná yíyyaalaangá éntsi yaNgóla. 12. Mummbaanz'-eyoóyo yaLisbóa,
osinga bbáka dyaáka nndéki yákkaka, yiná yisínga kúllwaakisá kuná-ntsi
yin'ozelele okkiyíla.
13. Dillendákana-kwaandi-mphe vó, ozolele kweěndela mundzíla yamáaza maka-
lúunga yovÓ mámbbu. 14. Avčř sedyoďdyo ozolele, zaaya-dyo-vo, kusinga llwaáka
kuAngóla-kó yevaná kivyookele ttéezó kyállumbu kúumí-yetaanu yoví-mphe
makúmoolé. 15. Dyallúdi vó, kettěezá nkkutú-ko yomuúntu ndyoná weéndeel(e)
omumáalu. 16. Kaáhsi kádi, avfiř sekwináanga-kwaaku mundzáki-kó, ekweendela
mukuúmbi dyamáaza indzil' ámmbote-kwaándi, ekkuma kžfdi, osinga kkalá
yenthaangw1 áfwaana muna-vvuúnda yokkiíngula ffulú yayiingi yákkaka ekkolo
kwalweéke eéti-ko muná-ntsi yaNgóla.
17. Vaav' omene ssúumb' ettíki-kyaáku kyamukuúmbi dyamáaza, yě, vaav' omene
ssikídis1 éllumbu kin' ófwete kweenda, effulu kin' osinga bbákil' ékuúmbi
dyamáaza immbaanza yaSouthárapton. 18. Tuuk* ěffulú-kyookyo, sě wanatwa yokuna-
LisbSa. 19. Etuúk' émmbaanza-yoóyo, naeihg(a) ekuumbi-dyaaku disinga nniíngama
dyaáka kuná-Ťenerífe, Matádi, iboosf Lwaáhda. 20. Eyaayi immbaanz' ánnene
kíkilu yántsi-yoóyo yaNgóla. 21. Olweěk(e) ewaáwu ozeévo, sěT tadi-kwaáku
emphil' áwwete wámmbaanz'-eyoóyo. 22. Émmbaanz'-eyoóyo yisinga kúmmweesá
kyéese kyanphilál
23. Saala kýSmmbote, yě" torna kweěndá-mphe kyámmbote!

Notes

Title: Nj-endélo 9/10 lit. 'way/s of going'

1. Lit. remember it (impersonal, Class 5) that'. The insertion of a Class 5
concord in expressions dealing with matters in general is very common; cf.
also 5. Kedyangaángu ... édi dyáyyaantik(á) 'It is not of wisdom ... this of
beginning' = 'It is not wise to begin', and 6. omene-dyó zzeénga vó 'you
have decided it that'.
2. kúllwaakisá.lit. 'to cause you sg to arrive'.
3. s-sáasu M 'ease'; kemukonso mabiTbi-ko lit. 'without exhaustion'.
139
!4/3 Section 3: Travelling to Angola

1. If you ever want to go to Angola, while you are here in London, remember
[it] that it is a very long journey you have [ahead of you]. 2. There are many
ways which will get you to Angola. 3. You can go either by air, or by boat, or
even by car, or even on foot. 4. I cannot direct you as to which way you
should go, but neither can I stop you [from taking] a way,- if that is the
easiest way for you, which can get you to Angola without any difficulty.
5. It is not very prudent at all to begin the journey when you have no
travel documents, because before long you will meet with an unpleasant
reception, and a good deal of annoyance. Therefore, when you have decided that
you should go to Angola, you should be quite certain that your travel documents
are in order, and correct.
7. Since there are many ways you can be taken to Angola, the matter is up to
you. 8. But if ever you want to get there quickly, so that you may 'kill the
thirst to see the country1, I should perhaps advise you to go by 'plane. 9.
You can go into any travel agent's, and they will then sell you an airline
ticket. 10. Once you have bought your ticket, from whatever company you (will)
want to travel by, you will be flown from this city to Lisbon. 11. This city
is in the land which rules over the country of Angola*. 12. In the city of
Lisbon, you will take yet another aircraft, which will take you to the country
you want to visit.
13. It is quite possible that you wish to go by the ocean or sea route. 14.
If ever you want that, [you have to] realize that you will not reach Angola
until about fifteen or twenty days have passed. 15. It is true that there is
no comparison with someone who has gone on foot. 16. All the same, if you are
not in a hurry, going by ship is an extremely good way, because you will have
enough time to rest, and to visit many other places before you get to Angola.
17. When you have done buying your boat ticket, and when you have fixed the
date you are to go, the place where you will catch the boat is the city of
Southampton. 18. From this place you will be taken to Lisbon. 19. From that
city, your boat will perhaps make further stops at Tenerife [Canary Is.],
Matadi [Zaire], and then Luanda. 20. This is the capital city of the country
of Angola. 21. You have now arrived, so, now [let you] go on and look about
you, at how beautiful the city is. 22. The city will give you such a deal of
enjoyment! 23. Stay well, and have a good journey!

*This piece was composed in 1969.

Notes to 24/3 ctd

5. See note to 1; nkkáanď andzlla also 'passport'; -zaáy(a) ewilsa lit. 'know
to understand thoroughly'; ye-zzitú 'and honor, good reputation'.
7. sědisiidi 'it is now that it has remained1 < -sáalá.
9. Lit. 'a house that looks to matters of the way of travelling'.
13. -lendákana 'be possible' < -leénda 'be able'.
17. Southampton is a port on the south coast of England.
21. Lit. 'the kind of beauty of this city'.
22. -mwéesá 'cause to see/experience', causative -móna; cf.-móna nkhéenda 17/5.
140
24/4 Nkhůunku yayá : Ssáambu yámpfumu (The Lord's Prayer)

Empfumu Yiísu okčí-vo, 'Avčí semfasaamba, nuvovť-vo: "Es'-eěto, win' ókúzulu,

yambul1 enkhuumbu-ašfku yazitiswa; ekimpf umu-kyaáku kiiza; oluzolo-lwaáku
Iwavaangama ovíntsi nS ikoo(ko) kúzulu. Utuváani éddya-kweéto kwállunbu
yélluabu; utuloloki omásumu-meéto enndolóka yiná tullolókaang1 oataántu-eeto.
Kutufidi múmphukumuni-kó, kaánsi utuvúluzá muná-mmbi; kádi kyaaku ikTmpfumu,
yongoló yórikkeembo ámvvu yémvvu, aámen."'

Notes

okčí-vo, an idiom = 'he (they etc.) said'.

avd* senússaamba 'if it is now that you (will) pray'= 'if ever you pray'.
éddya-kweéto lit. 'our eating'.
kwálluabu yélluabu lit. 'of days and days'.

TEST FOR LESSONS 21-24 (key on p.146)

A. Give meaning and i- stabilized forms of the following. Example: muuntú H ,

give 'person', imuťfntu. (The i- stabilized form is the one meaning
'it/she/he is the [person, etc.]'.)

nkhúumbu, llúdi, akúundi, ntsl, laú, lukútakanú, mmbízi, Ndzaámbi,

ntsaángu, lusaánsu, iwú, vutá, yyúunga, ndzó, ngaánga, nmbáanza, mbbú,
kinndóoabe, meengá, ffulú.

B. (For those who have done 21/2.) Give the names of the following parts of
the body, in Variant 2 form, e.g. for 'head' give nttú.

brain/s, bones, muscle, flesh, lip, eye, ear, tooth, arm/hand, leg/foot,
hair, finger, knee, blood vessel, liver, kidney, heart, stomach,
intestines, tongue, throat.
141
24/4 Section 4: The Lord's Prayer

The Lord Jesus said, 'When you pray, say: "Our Father, who art in heaven,
may Thy name be respected; may Thy kingdom come; may Thy will be done on earth
as there in heaven. Give us our food of every day; forgive us our sins, [with]
the forgiving that we forgive our enemies. Do not lead us into temptation, but
save us from evil; for Thine is the kingdom, and the power, and the glory of
years and years, amen."1

TESTS FOR LESSONS 21-24 CTD

C. Translate from Kongo:

1. Owaantu | balúta zzólaangá ailnda myakúle, | keaunphitilu-ko.

2. SŠ j keez' ělluabu killaánď emmbazi, | keauaabazi-ko.
3. Nkhi kéwaangaangá? Ddilá keddiláanga.
4. Mbvuaá zináanga-mo auna-kyáana.
5. Kuna-aakazíinu | kekwináanga konsó sabúni-ko.
6. Wakweěndaanga kuna-ffulú kina kissolwéelwaang1 omátadi manjelémi?
7. Dyallúdi vó | omono yenndůuab'eyaáyi | tůzzolazyaanaangá beéni klkilu.
(note "I" comes first in Kongo, not the other party.)

D. Translate into Kongo:

1. He prefers to go to work on foot, rather than by car.

2. They speak French, not Portuguese.
3. There are lots of fish in the river.
4. What are they doing? They're working.
5. There isn't any food in the house.
6. Did you actually go into the house where the chief was?
7. I and he show each other our work.

E. Having listened to the conversation and passages of Lesson 24, record

yourself reading them. Try slowly at first, aiming for a saooth flow,
rather than absolute correctness, or high speed. If you have access to the
appropriate equipment, try 'exploding' the passage (re-recording with spaces
between manageable sized stretches) and repeating each stretch a number of
times until you are confident with it.

Suggestions for further study

The best way to continue study is, of course, to go to Angola or Zaire and
talk with speakers of the language. Elsewhere speakers are not easy to find.
(In Britain, the Baptist Missionary Society often has information regarding
speakers in that country.) The authors of this course have prepared two more
books of material which you may find useful, and other titles in the
bibliography can sometimes be found.
142
KEY TO TEST FOR LESSONS 1-4 (p.18)

1. S t a y w e l l . 13. S/he is going to write.

2. I t d o e s n ' t m a t t e r . 14. No, he's not going to return.
3. Excuse me. 15. I want to wait for you pi.
4. Today is Tuesday. 16. No, they aren't going to plow.
5. I am going to 'sit down. 17. Yes of course we want to help you
6. No, I'm not going to get up. 18. OK, I'll come closer.
7. I'm going to speak Kongo. 19. No, I don't want to think.
8. Yes, we're going to work. 20. What time are they going to come?
9. I'm going to eat some food. 21. All right, we'll meet you.
10. We're going to look on. 22. I want to listen.
11. No, we're not going to buy meat. 23. Yes indeed, it's very near.
12. What are you going to get? 24. No, it's not at all peculiar.

1. Kyáombote. 12. Kaslnga lláamba nkkutú-ko.

2. Awěyi ovovele? 13. ESlo, I ndzolele kunúsadisá.
3. Kiwiidi-kó. 14. Vvě, I kebasinga wivlla-ko.
4. Enkhuumbu-aáme | [give your name]. 15. íngeta, | tuzolele kubámona.
5. Ewuunu | kyamdosi. 16. Dyámmbote, | isinga kwilza.
6. Isinga wiingilá. 17. Vvff, | kizdlele kweénda-ko.
7. Kisinga ssáalá-ko/ssáala-kó 18. Nkhí ánthaangwa besínga llwaáka?
8. Maáza isínga nnwá. 19. Dyámmbote, | tusinga kunúllaandá.
9. Tusinga wútuká. 20. ESlo, | ndzolele kúffiimpá.
lO.Nkhl oslnga wáanga? 21. íngeta, | dyallúdi beéni.
ll.Osinga wóva. 22. Vvě, | kekwanndá nkkutú-ko.

KEY TO TEST FOR LESSONS 5-8 (p.40)

1. I want you to wait.

2. They want us to help them. Why?
3. It's good/better for you to rest.
4. Why? Because it's necessary for you to rest.
5. If I find a decent shirt, I'll be glad.
6. The child doesn't eat/isn't eating.
7. My child is in the house.
8. My clothes aren't in the house.
9. I don't know where they are.
10. I don't know what s/he's going to think.
11. So that means your friend hasn't arrived yet?
12. The woman is eating.
13. Who is going to help us?
14. !__ want to go to the stores too.
15. But we can't go to the stores.
16. Why doesn't s/he want to talk?
17. When we've done working, we're going to rest.
18. When I've finished writing the letter, I'm going to help you.
19. I haven't seen your shoes (yet).
20. I haven't managed to see your children.
21. Here's your hat. 22. This isn't a hat at all.
23 .I'm very fond of your fufu.
24. This is very good indeed.
143
B. 1. Ndzolele v8 | wavutuka.
2. Bazólele vó j twabakiylla? Ekkuaa | nkhí?
3. Dyánuabote vó | waleeka.
4. Dyáoffunu vó j wanwivlla.
5. Avó* | yabaka wflapi, | isínga yyangálala/yyángalalá.
6. Oawaana | keddiláanga-ko.
7. Oawwaatťf-ayaaku | aúndzo ainá.
8. Éyyuunga-kyaáku | kekiná aúndzo-kó.
9. Klzěeyé-ko kana j akwěyi kená.
lO.Klzěeyé-ko kana j nkhi kasínga wáanga.
ll.Issya-vó | kana kalwaáka-ko?
12.1ssya-vó | kana vubwď-ko?
13.Eawaana | muddilá kená.
14.Ná*ní osínga ffúunga makasl?
15.Omonď-mphe | ndzolele ssůuaba madyá.
16.Kaáhsi | oyeeto | ketuleěndi nnwá aalavú-ko.
17.Ekkuaa | nkhf kazoleele nnwá aalavú-ko?
lS.Vaavá nuaéne aaokéna, | nuslnga ssála dyaák' ee?
lS.Vaavá aabéne sssukúl' éawwaatú, | islnga lláamba.
20.Enguuya-zaaku, | klsldl-zó aaóna-kó.
21. Ose-dyaáku, | ketusldl kúnapna.
22. Éaaboongo-zaáku, | eězi.
23. Ézaazi | kěaaboongo nkkutú-ko.
24. Enkkaanda-waáwu, | itoaa-wó zzólaangá. Waaabote beénl klkllu.

KEY TO TEST FOR LESSONS 9-12 (p.59)

A. -vutukidi, -laaabidi, -kotele, -sadidi, -vovele, -diidi, -lzidi, -kosokele,

-veenge, -lweéke, -leele, -aweene.
B. -súuaba, -wá, -táanga, -vyóoká, -sóonga, -tála, -dliká, -longóka, -endá,
-waána, -sevá, -slkaaá.

C. 1. The children have already eaten.

2. I don't know what time they're going/coming out.
3. I've started already.
4. What did the old man laugh at?
5. Thank you much for the gifts you have given me.
6. The clothes I'm wearing are awful.
7. We'll do that job when we get home.
8. Never mind, J_'ve got plenty of money.
9. I've been following them for a long time now.
10. This coat's good.
11. We often go to the stores.
12. Sometimes we give them gifts.
13. I don't eat meat every day.
14. When does his/her mother wash [his/her] clothes for him/her?
15. When we speak to the chief, we first clap hands in greeting.
16. If he likes, he can go off.
17. I've got plenty of corrugated iron.
18. Have we got enough nails?
19. As you have't enough chairs, what are you going to do?
20. Don't you want to go? No, I don't want to go.
144
1. Oakuundi-aáku | baváyikidi kalá.
2. KÍzěeyé-ko kana | nkhi ánthaangwa besínga ddyá.
3. Owaana | beěle kalá.
4. Nnďweěke kalá.
5. Ňkhl kadlldl?
6. Nthoondele běenl muna-lúsadlsú luna uaphéene.
7. Ekimbvumina klná batweese | kyánunbi. (also batweése)
8. Eliekwa-yoťJyo, | tusinga-yó wwaána, | vaavá tulwéěke kuná-vata.
9. Kedyaambťí-ko, | madyá aaylingi njlná naáu.
10. Klzdlele kubávllngllá dyaáka-ko, | ekkuaa | káfdi | sěkkolo nnthuukildl kal'
11. Kuzólele kwllza-ko ee? Eě"lo, | klzdlele kwilza-ko. [ókubávllngllá.
12. Evata-dyaádl | dyáaabote dlná.
13. Ňkkůuabu myaylingi túddyaang' 6luku.
14. Ezak' ěhthaangwa | tukůnkklyilaangá.
15. Kikweěndaanga kusikoóla | llumbu-yawoonso-kó.
16. Nkhr ánthaangwa kakubálaambllaangá?
17. Vvě*. | onkhooabo, | ketúttweelaangá-zo nkkutú-ko.
18. Vaav1 Iwwaánaanaanga yóaabuť aauúntu, | ltěka kúnkkaylsaangá.
19. AvčT | bazdlele, | bakotf-kwaau.
20. Ntháangu záfwaana njlná yaáu, | kaáhsi | klná yéaaboongo záfwaana-kó.

KEY TO TEST FOR LESSONS 13-16 (p.84)

1. I have a sore throat.

2. Oh no, perhaps you haven't got a sore throat = I don't think you have.
3. Your mother is kind, isn't she?
4. Yes, she's kinder than I.
5. He's taller than I, but I am more knowledgeable than he.
6. The food is going to be cooked by us, isn't it?
7. No, the women are the ones who are going to cook it.
8. Stand up at once. No, don't stand up, there's no need.
9. Erase the writing, if that's what you want to do.
10. No, don't sweep the yard, it's been swept already.
11. [Let you] help us; we haven't enough money.
12. Should I learn the lesson? Yes, learn all of it.
13. No, don't learn it, because there isn't enough time.
14. What's the time now? (More lit. What [of] hour have we now?)
It's one o'clock now. No, it's half past one now.
15. What can you see? I can see a single shirt.
16. How many arms/hands has he got? He has two arms/hands.
17. Bring the milk that's on the table.
18. This is the manioc/cassava that is being steeped.
19. Do please show me the house you built.
20. Do please show us the nzonzi fish your father has caught.

1. Engudi-aaae, | nllůunzu ánttloa kená waáu.

2. Ňaáhg' I onnduumba | kená yebaáu-ko.
3. Ose-dyaáae | ontsúundidi engaángu OR | nkkw'ángaángu | kemuaono-ko.
4. Óabbuunzi-aáme/ E«phaangi-aáme | ontsúundld ólla OR nkkw' anttel'annda,
5. Étoko-dyaadi | ošúundidl ouzowá vakáti-kweéto. [| kemuaono-ko.
6. Omaaza | aaslnga ttékwa kwayéeto.
7. Nánl oslnga ttyááa' énkhuni? Matokff | ibeslnga-zó ttyáaná.
145
8. Kuviingidi-kó, | ekkuaa | kádi | kavená yénthaangw' áfwaana-kó. Yuvula
9. Eeflo, | vuungul' émbvumá, | av3 | dyoodyo | izolele. [vana-váaul
10. Kusúuabi maáki-kó, | masůuabilu kalá.
11. Utukáambi.
12. Hpfwete ddy1 ónkhoóvi awóonsono ee? Eělo, | dya-16 lwawóonsono.
13. Vvě\ | kutwáasi kkúunda yawóonso-kó, | kedyámffunu nkkutú-ko.
14. Nkhí aóla setwiiná? Seóla-ntsaabwaadl ewaáwu.
15. Waantď-akw1 olenda mmóna? Muuntů-aosi káká aabweene.
16. Nllčeabo-nkkwá ovwiidi? Nllěembo-kuuml njiná myaáu; | konso kčřoko |
17. Twaas' ómvvwaatú ainá mina vana-mpfulú. [kuvwiidi niléembo-nttaanú.
18. Ezaazi | Imnbeevo ziná zlwwukwaangá.
19. Untsóongi eéti-kwaáae endzóonzi ziná wabakidi.
20. Untsóongi eéti-kwaáae endzóonzi ziná zlbakidi ése-dyaáku.

KEY TO TEST FOR LESSONS 17-20 (p.Ill)

A. 1. It's better for me to gather the firewood for myself.

2. Why are the visitors coming tomorrow?
3. The leaves of the trees are green.
4. Iron the skirt for me.
5. If you caught a serious illness, I should be sorry.
6. Since the child can't do the buttons up, he'll have to have them done up for him.
7. You need an ax for chopping up the firewood.
8. Money is needed in order to buy something.
9. In the forests is where we normally find the elephant/s.
10. I would come if I could (do it).
11. The workmen would have mended the roof if they had been able to do it.
12. Whose car is that? Does it belong to you? Yes, it's ours.
13. The reason why the sun can't be seen just now is that it is covered by
14. It is yesterday that I went to see my father. [clouds.
15. I don't ride a bicycle any more, but in former years I used to do it a lot.
16. The pot should be left on the fire until the water has boiled.
17. I searched for my goats until I had found them.
18. Although I ran hard, I didn't manage to get there in [good] time.
19. Before we go, we have to ask permission.
20. I wasn't there, as I've already said before.
21. The rain came down heavily and filled the river.

B. 1. Dyáaabote v6 | yakisiyll 'énkkaanda auna-koleéyo | aono-kibeěni.

2. Ekkuaa | nkhí owaántu bennatinaang' ealnkkele?
3. Etadi | dyábaala diná; | ebuula dyánitu amuúntu | dyalěboka diná.
4. Únndátin' effundá kuná-ndzo.*
5. Kele v3 | sewáau unokene, | ngáf | yádi msóna nkhéenda.
6. Waawťf-vo | kuleěndi wóonda ntsúsu-kó, | ofwete wóondelwá.
7. Miabóongo ovwiidi émffunu auná-ssuuab1 éllekwa.
8. Eluundilu dyaslkila | divwiilu émffunu muna-lluúnď éwwa-kwaáku.
9. Muná-ngodmbe | ibalůta bbákilaang' ówaántu eklabvuaina. [dy' ówaanga.
10. Twádl nnát'daabeevo kuná-ndzo anlloóngo | kele vS | seyěeto tuleéndeleenge-
11. Mphátu ánani ezaázi? Kwaěsi-ka(a)ndá-dyaaku zivwiilu ee? Eělo, | záau.
(0R Mavyá aá- ... eaaáaa? ... aavwiilu ... | aáau.
12. Ekkuaa tuleabele aaanls' óttuungilaáng' éndzo | ikkoondwa kwánaboongo.
13. Luaingu-lwavyookelé yayaantikidi ónnok1 éabvula.
146
14. Owaantu | kebawetáanga nkhósi nuná-ntsi-yaáyi dyaáka-ko, | kaáfnsi | muná-
m w u myávyooka, | bawetáanga-zo beéni.
15. Onmbeevo | kafwete kkalá káká Buna-mpfulú yevaná kasasukldi.
16. Kattěezá, | kattěezá, yevaná kasuundidl.
17. Kaněele vó | kattdma ttéezá, | kasJdi ssúunda nkkutú-ko.
18. Nkhetě kakunúsadisá, | nufwete kffnlloomba.
19. Ofwete ssůumba madyá j ně | imavutá yolúku.
20. Wabbodng' olúzala yóyyaantik' óssoneká.
21. Okumnbaninu, | etoko | kakkituká ngaang'-awwuka.

KEY TO TEST FOR LESSONS 21-24 (p.140)

'name', fnkhuumbu; 'truth', illOfdi; 'friends', iSkuundi; 'country, land',

Tntsi; 'chance, opportunity', ilaJ; 'meeting', ilůkutakanú; 'meat, flesh,
animal', lanbizi; 'God' , iNdzáambi; 'news', intsaáhgu; 'story, history',
ilusaánsu; 'year/s', fmvvu; 'sweet potato', ivutaf; 'coat1, lyyuunga;
'house', fiidzo; 'doctor', ingaánga; 'city', Ikabaanza; 'sea', Imbbu;
'blackness, darkness', ikinndioBbe; 'blood', imeěfnga; 'place', iffulu.

toóafo, wlsi, nssunl, mpfúunda, bbéfo, dilsu, dllnu, koóko, kuúlu, ntsúki,
nlléeabo, kungúlu, ndzil'-áaeénga, káti/kimoóyo, wumú, nddyá, lublnl, láká.

1. People generally prefer electric lamps to kerosene [ones].

2. He'll come the day after tomorrow, not tomorrow.
3. What's s/he doing? S/he's crying.
4. There are flowers in the garden.
5. There's no soap in the shops.
6. Have you actually been to the place where diamonds are found?
7. It is true that I and this girl love each other very much.

1. Olůta zzólaang' ókweéndela kuná-ssalu aunáalu, | keaukaalu-ko.

2. Kifwálaanza béwovaangá, | kekinphutdki-ko.
3. Mmblzl zasáaza zaylingi | zináanga-a(o) oaúnkkoko OR
•unáf-nkkoko |rawináangaamblzi zaaáaza zaylingi.
4. Nkhf béwaangaangá? Ssála kessálaangá OR můssala bená.
5. Munáf-ndzo | keawináanga konsó nadyá-ko.
6. Wakkotá kalá muná-ndzo («uná) nukedling1 émpfuau ee?
7. Omono yoyáfandi | tůssongazyaanaáng' éssalu-yeéto.

Kola | wasyaaaal Grow and be strong! (said to somebody sneezing, but an

appropriate wish for your further progress in Kongo.)
147

KONGO-ENGLISH GLOSSARY

Nominals — nouns, pronouns, demonstratives, 'adjectives' — are arranged in

alphabetical order of first letter of stem; thus nk-kéentó is to be found under
K.and mp-fúmu under F. Stem augments are treated as distinct from the true
stem, and placed on the prefix side of the entry, set off by hyphen from both
true prefix and stem, thus -mp- in kl-mp-fumu. Where a contracted prefix is
followed by a double stem vowel, the first of the two is placed in the prefix
syllables, e.g. mwa-ánzi. Noun class numeration is given for all nominals and
concordial elements such as subject prefixes and possessive stems.
The form entered in the glossary is normally Variant 2, without initial
vowel : mwa-ána (not omwá-ana or emwá-ana). A capital M indicates that the H
(high tone) will shift or move one place to the left when any element is
preprefixed (except the negative affix ke-/ka-): mwa-ána M implies omwá-ana,-
amwáana, etc. Bracketed (M) indicates that both 'moved' and 'unmoved' forms
have been found, e.g. nd-zilá (M) implies both endzila and endzilá. Question
marks against any feature indicate uncertainty. Some entries have been found
only in preprefixed form, and it is not known whether or not the tone has
shifted. These are given in the form with initial vowel, e.g. emm-bungéezi.
Entries marked with [*] are always phrase initial.
For verbs, the infinitive stem is given, with tones as for the 'single
prefix' form; thus -bwá, -móna, -váanga etc., and -sevá, -loónga, -longóka.
Verbs with high tone on the first syllable will always have 'moving' tone with
preprefix such as initial vowel: -móna but ómmona. Perfect forms are shown
(for some verbs) in brackets: -dyá (-diidi).
Etymologies from other languages are given for Kongo-English only.
148

ABBREVIATIONS

adj adjective OS object concord, suffixed

adv adverb pass passive
aux auxiliary verb perf perfect
caus causative Pi plural
cf compare Port Portuguese
coll collective PP possessive prefix
conj conjunction pref prefix
cpd compound prep prepositio(nal)/relational
crd cardinal (of numerails) pres presentative
csp contracted subjiect prefix pron pronoun
dem demonstrative ps possessive stem
Eng English recip reciprocal
e.o. each other rp relative pronoun
Fr French sg singular
inf infinitive sp (full) subject prefix
intr intransitive sp. species of
inv invariable subj subjunctive
kiMb kiMbundu Sw Swahili
lit literally tr transitive
n noun V verb
num numeral var variant of, has variant
oc object concord, ini'ixed
149

a- 2 s p , they (var b a - / ( b ) e - ) ; 2 pp, of b- 2 csp, they (var 0)

(var b a - / 0 - ) ; 1 & 3 & 9 pp ba- (i) 2 sp, they (var a-); (ii) 2
(immediately after controlling pp, of (var a-)
noun), of -ba- 2 oc, them (var -a-)
- a - 2 oc, them (var -ba-) bá M 5/6, oil palm tree; Elaeis
aána 2 dem, t h o s e d i s t a n t (var eéna) guinaeěnsis
ng-aándu M 9 / 1 0 , c r o c o d i l e mm-baádi M 9/10, palm fibre cloth
ng-aánga 9/10 & la/2, doctor; fringed at both ends
n. a N d z á a a b i , C h r i s t i a n m i n i s t e r ; -báalá (-baadidi), be hard
n. amáwuku/áwwuka, medical doctor •b-báaabi anáaza M 3/4, water lizard
ng-aangu 10, i n t e l l i g e n c e ; wisdom; u-aa-baángu 14, skill
-angaángu, i n t e l l i g e n t ; wise; c l e v e r mm-báanza M/nun-baánza 9/10, city
ng-aángula M 9/10 & l a / 2 , smith ••-báanzala akóoko M 9/10, palm of
ki-ng-aángula 7, ironworking hand
-ádi see - d l lu-baanzi 11/10 (mm-baánzi), rib
-áka M, some; o t h e r ; more; dyaáka 5, baáu 5/6, fever
again; eza(a)k' énthaangwa, -báká (-bakidi), catch; seize; b.mabl,
sometimes take offence; b.wlimpi, recover
• a - a k á l a / a - a k á l a M see yakála health
dya-áki M 5 / 6 , egg ab-bakú-aaaza 3/4, otter
-aku 2nd sg p s , y o u r ( s ) sg aa-baninu 9/10, end (< -mana)
akwěyi?, where ( i s i t ) ? lu-bása lwanlma M 11/13, spine
ma-alú see ku-ulú mb-báti M 3, trousers
dya-anbú M 5/6 (ma-ambú), word; m a t t e r ; bayá 5/6, pole; plank
a f f a i r ; q u e s t i o n ; kedyaaabu-ko, i t BB-bazl (N) 9, outside; tomorrow;
d o e s n ' t m a t t e r ; - t ( á ) oaaámbu, B. ánkkanu, court house; court of
discuss matters justice
-aae 1 s t sg p s , my; mine be- 2 sp, they (var ba-, a-)
aná 2 r p , who ki-beéne see kibeéne under K
mwa-ána M 1 / 2 , c h i l d ; mwaan'adlisu, been!, very, much
p u p i l of t h e eye; kya-ána M 7 / 8 , BB-béevo N 9/10 & la/2, sick person;
garden; yard patient
-and! 1 & 3-19 p s , h i s / h e r ( s ) / i t s / b-béfo 7/8, lip; (pi) mouth
their(s) ma-bela 9, side; edge; vana-aabel1 a-,
wa-ándu M 14, pea-bean by the side of; near
kya-ándu M 7 / 8 , c h a i r BB-bl M 9, evil; -arnmbi, evil; bad;
wa-angila M 14, sesame -báká B., take offence
mwa-ángu M 3 / 4 : ffl. aaaboombo, b r i d g e of BB-bidlki 9/10, brick (?<Fr brlque)
t h e nose aa-bllbi 6, feelings of faintness;
awa-ánzi M 3 / 4 , a r t e r y exhaustion
-au 2 p s , t h e i r ( s ) ab-biiká M 3/4, seed (esp. melon)
avd, if, when lu-blni M 11/13, tongue
awěyi?, how ( i s i t ) ? BB-bizi M 9/10, animal; meat; flesh;
nwa-áza M 3 / 4 , onion B. zamáaza, fish
na-áza M 6, water b-bóbo M 7/8, chin; b. kyá-yaanda,
ma-ázi M 6, o i l lower jaw
b-bóoabo M 7/8, heel
eaa-bóoBbo ?M 9/10, nose
eaa-boóavo ?M 9/10, sp. fish
150

-boónga (-boóngele), pick up; take -díisá, cause to eat or be eaten

mm-bóongo M 9/10, possession; money -dikúmuka (-dikúmukini), rush about
mm-boóngo 9/10, crop -dilá (-didldi), weep; cry
mm-bóte M 9, goodness; -ámmbote, good; diná 5 rp, which
kyámmbote, well; kyámmbotel, hallo!; -diwa (-diilu), be eaten (pass -dyá)
(n)weenda kyámmbotel, go well!, nn-dolóka 9/10, (act of) forgiveness
goodbye enn-dóombe ?M 9, blackness; darkness;
mb-bú M 3/4, sea -anndóombe , black; dark
mm-bú M 9/10, mosquito ki-nn-dóombe 7, blackness; darkness
mm-bukúna 9/10, blouse nd-dúku 3/4, cave (var nl-lůku)
b-búlu M 7/8, animal nn-duúmba M 9/10 & la/2, girl
emm-bungéezi ?M 9/10, mist nn-dwéelo M 9, smallness; -ánndweelo,
mm-búta M 9/10 & la/2, elder; elder small; little
brother; m. arauuntu, gentleman, Mr. dy- 5 csp, it
ki-mm-buta 7, age -dyá (-diidi), eat
butú 5/6 (?<Port botáo or Fr bouton) , dya- 5 pp, of
button nd-dyá M 3/4, intestine
buúla 5/6, outer skin; peel; rind ma-dyá M 6, food
-buúnda(-buúndidi), thresh dyaádi 5 dem, this
búundi 5/6, cheek dyaádina 5 dem, that very/ particular
b-buúndu 7/8, fruit dyaáka, again; further; more; still
mm-buúndu 9/10, heart (and see -áka)
mm-búungu M 9/10, cup dyaáu M 5 pr, it
mb-buunzi M 1/2, younger brother or -dyo 5 os, it
sister (same sex as referent person) dyoódyo 5 dem, the aforementioned
-bwá (-bwiidi), fall ma-dyóokó M 6 (<Tupi man(d)ioca via?),
mm-bwá M 9/10, dog manioc; cassava
emm-bwáaki ?M 9, redness; -ammbwáaki,
red E
-bwiidi see -bwá
ee? q u e s t i o n i n d i c a t o r
D e - ( i ) 2 s p , they (var a - , b a - ; b e - ) ;
( i i ) i n i t i a l vowel of nominals
nn-dá 9, height; length; depth; -anndá, (var o - ) ; ( i i i ) v o c a t i v e pref
tall; high; long; deep; kwanndá, far édi 5 dem & r p , t h i s / t h a t / a n y (which);
away konsó é d i , a n y t h i n g (impersonal);
nn-daambu 9/10, side; part; half k o n s ó ówu, s o m e t h i n g l i k e that
nn-déki 9/10, aeroplane; aircraft (?<Sw (manner)
ndege 'bird') eědi pres 5, here it is
mú-nn-dele 3/4 & 1/2, European eěfi pres 19, here it is/they are
kl-nn-dende 7/8, young child eěki pres 7, here it is
nn-dezl 9/10 & la/2, nurse; nn-dezl eěmi pres 4, here they are
amwáana/nndezl-mwaana, child nurse eěyi pres 9 & 8, here it its/they are
di- 5 sp, it eězi pres 10, here they are
-di aux (past + inf), would/should eělo, yes
(have); yádi zzóla, I should (have) eéna 2 dem, those distant (var aána)
like(d) eéti, (after imper.) please do; be on
-diidi see -dyá the point of; ke-...eéti-ko,
-díiká (-diikidi), feed not yet
-díilá (-diididi), eat for (prep -dyá) éfi 19 dem & rp,this/these/any (which)
diína 5 dem, that distant éki 7 dem & rp, this/that/any (which)
nn-díinga M 9/10, voice; language (concrete)
151
- é l e see -endá mp-fúmu M 9/10 & la/2, chief
k i - n g - e l é e z o 7, E n g l i s h culture/ kl-mp-fumu 7/8, chieftainship; realm;
language kingdom
nj-eléml 9, g l i t t e r i n g ; s p a r k l i n g ; f-fundá 7/8, parcel
t á d i dyan., diamond mf-fúnu M 3/4, necessity; need;
k y e - é l o M 7 / 8 , door profit; use; advantage; -ámffunu,
émi 4 dem & r p , t h e s e / t h o s e / a n y (which) necessary; useful; profitable;
ená 2 r p , who (var aná) -vwá X ém., have the need of X;
-endá M , go ( i n f kweénda; p a s t stem -vúwa ém., be needed
-yénda; perf - é l e ) ; (n)weenda mf-fusůkwa ánttima 3/4, nausea
kyammbote!, go well, goodbye! -futá (-futldi), pay
-endéla M (inf kweéndela, past stem mp-fúunda M 9, flesh
-yéndela, perf -endéele), go for mf-fúundisl M 1/2, judge
nj-endélo 9/10, way of going -fúunga: f. omakasl, become angry
-endésa M (-endéese), drive; make go -fwá (-fwildi), die
mwe-endó M 3/4, journey -fwáaná (-fweene), become enough
me-engá M 6, blood ki-fwálaanza 7 (?<Port francés),
-eno 2nd pi ps, your(s) pi French language or culture
me-éno see dl-lnu kl-mp-fwani-mpfwani 7/8, likeness;
kye-ése M 7, joy picture
me-éso see dl-lsu -fweene see -fwáaná
-eto 1st pi ps, our(s) -fwete aux, should; ought; will
éyl 8 & 9 dem & rp, this/these/that/ -fwéte aux, must
those/any (which) -fwlilá, die for; kúffwiilá-ko vó,
rae-éza M 6 (<Port mesa), table although
ézi 10 dem & rp, these/those/any mp-fwokó M 9/10, end
(which) -fwokóla (-fwokwéele), finish tr
-ézidi see -izá -fwokwéela, finish at/for
fwóonó M 9 (<Port fumo), smoke; -nwá
F ef., smoke tobacco
fy- 19 csp, it; they
f-feélo 7/8 (<Port.ferro), iron (for fya- 19 pp, of
pressing clothes); -syá X effeélo, fyaáfi 19 dem, this/these
iron X fyaáfina 19 dem, that/those very/
fi- 19 sp, it; they particular
-fiímpa (-fiímpidi), measure; examine fyaáu 19 pron, it; them
fiina 19 dem, that/those distant -fyo 19 os, it; them
mp-filnda 9/10, forest fyoófyo 19 dem, the aforementioned
-flla (-fididi), lead
finá 19 rp, which G
-fináma (-finámene), approach
raf-finglnya 3/4, gum (of teeth) gaále 7/8 (<Fr gare), railway station
-fúka (-fukidl), cover -G- 2nd sg oc, you sg
-fúkamá/-fukáma (-fukámene), be covered
f-fúkllú kyaméeso M 7/8, eyelid I
f-fúku M 7/8, night
fúkutila M 5/6, cold (in the head) i- ( i ) 1 s t sg s p , I ; ( i i ) d e f i n i t e
-fúlalalá(-fulaleele), persevere to the s t a b i l i z e r , i t i s / t h e y a r e the
end (hence succeed) i b o o s i conj , (and) then (?<Port
f-fulú 7/8, place depois)
mp-fulú 9/10, bed mi-lka ?M 4 ( ? < P o r t . ) , mica
lu-fulú 11/6, lung
152

ki-lklla 7/8 (?<Latin carica via -kaángala, -káangalá (-kaangeele),

Port.)i pawpaw; papaya travel
ki-lmpfi kyakuúlu M 7/8, calf of leg nk-kaángalu 3/4, journey
-iná/-ilna, be; have nk-kaángu 3/4, company; the public;
mwi-indá M 3/4, lamp; light people
mwi-lnga M 3/4, reed kaánsi conj, but; kaánsi útu, however
ingeta, yes; indeed k-kábadi 7/8 (<Eng), cupboard; closet
yi-íngi M ?8, manyness; muchness; kádi, for; ekkuma | kádi, (the reason
-aylingi, many; much is |) because
zi-ingi M 10, a number (in CI 10) k-kafé M 15 (<Port cafe), coffee
zaziingi, many (in CI 10) káká, only; merely
mwi-íni M 3, sunlight k-káka M ?14, difference; otherness;-
-inina, be for ákkaka, other; different; some; more;
di-lnu M 5/6 (rae-éno), tooth -ákkaka-kaka, various others
ki-inzú M 7/8, pot n-khaki 9/10, la/2, grandfather
mw-isl- M 1/2 (esl-), member of; kalá, already
inhabitant of (+ Variant 2); mwisl- -kalá (past TCI; -kedi/-kele), be
kaandá, member of clan; mwisl-váta, ma-kalá 6, charcoal; coal (*-kádá)
villager kalála 5/6, sp. fish
di-lsu M 5/6 (me-éso), eye; -kálalalá (-kalaleele), become dry
mwaan'adiisu, pupil of eye n-khálu M 9/10, calabash
t-iyá M 13, fire; heat; kalúunga 5/6 (<kiMb), sea; ocean
-báká t., become hot n-kháma M 9/10, a hundred
-izá M (inf kwiiza, past stem -ylza, -kambázyaana (-kambázyeene) inform one
perf -Izidi, CI 2 beézidi), come another
-izlla M (-lziidi), come for kana, whether; kana ...-ko, not yet
-kána (-kanini), intend
J k-kandáanga kyakuúlu 7/8, instep
kaněele vó, although
n-jilndu 9/10 (<-yilndula), thought; -kángaleelá/-kangáleela, travel in/by
idea; 10 (also) mind n-khángaleeló M/ n-khangáleelo 9/10,
n-júvu M 9/10, question (<-yúvulá) way of travelling
káni M 5/6, intention
K nk-kánu M 3/4, court case;
mmbazl ánkkanu, court; court house
Stems beginning with kh- + vowel are n-khása ?M 9/10, bean; n. zamadeezo,
included under k- + vowel, e.g. for tree beans; n. zammbwéenge, chick
kha- look under ka-. peas
ma-kasi 6, anger; -fúung' om. , get
ka-(var ke-)...-ko neg marker, not angry
n-kháaka M 9/10 & la/2, grandparent káti 5 & 17 liver; center; middle; k.
kaálu 5/6 (<Port. carro), car kwa- amongst; between; in the
-kaámba (-kaámbidi), inform; show midst of
nk-káamba M 3/4, eel k-katlni 7/8 (<Port cantina), pail;
kaandá M, kaánda 5/6, clan; family; bucket
lineage; tribe; race lu-kaú 11/13, gift
nk-káanda M 3/4, skin; letter; book; lu-kayá 11/6, leaf
n. andzila, travel document, n-kháyi 9/10, buck; harnessed antelope
passport -kaylla (-kaylidi), divide/share with
nk-kaánda, garden bed -kaylsa (-kayiisi), greet
-káanga (-kaangidi), fry; roast nk-kazá 1/2 (<Port casado/-da),
-kaánga (-kaangidi), tie; bind; hinder spouse; husband; wife
153
n-kházi see ng-údi koleéyo ?9, post; mail
ma-kazíinu 6 (?<Fr magasin), shop/s; k-kólo M 7/8, period of time
store/s di-n-khondó/di-n-khóndo 5/6, plantain;
ke-(var ka-)...-ko neg marker, not; banana
-kéba (-kebele), take care n-khóngo M 9/10 & la/2, hunter
-kedi see -kalá k-kongónya 7/8, elbow
-keéba (-keébele), prepare for konsó each; every; any; k. é d i , any
cultivation by clearing and burning t h i n g ( a f f a i r ) ; k. é k i , a n y t h i n g
nk-kéembo M 3/4, celebration; glory ( c o n c r e t e ) ; k. óva/óku/ómu,
n-khéenda M 9/10, sorrow; kindness; a n y w h e r e ; k . ówu, some s u c h
pity; móna n., be unhappy; feel pity (manner); k. 6yu, anybody; anyone
Kyá-n-kheenge 7 (for 1-lúmbu k.), 1st k-koódya M? 7/8; k. kyakúulu, ankle
day of market week k o ó k o dem 15 & 1 7 , that/there
nk-kéenje M 3/4, hair on face; whisker aforementioned
nk-kéentó M 1/2, woman; wife -kóolá ( - k o o l e l e ) , e x t r a c t
-kéevá (-keevele), be small -kóomba (-koombele), sweep
n-khéla M 9/10, box; suitcase n-khóombo M 9/10, goat
kele-vo, if -kóonda (-koondele), hunt
nk-kéle M 3/4, gun -kóondwa (-koondelo), be lacking
kemu- -ko, and not; without; than; n-khóondwa M 9, lack; want; absence
kemussungula-ko, especially ki-Kóongo M 7, Kongo language/culture
-kesá (-keséle), chop down; cut down nk-Kóongo M 1/2, Kongo person
lu-kéto M 11/13, waist nk-kóongolo adlisu M 3/4, iris of eye
n-khewá 9/10, monkey Kya-k-k6onzo 7, 4th day of market week
nk-kezlni 3, shining; gleaming; tádi n-khóovi 9/10 (<Port. couve), cabbage
dyan., diamond n-khósi M 9/10, lion
ki- sp 7, it -kósoká (-kosokele), sit down
-ki- oc, self -kósokelá (-kosokeele), sit down
n-khl? M 9, what?; nkhi a- ? which?; for/at/on
nkhi ánthaangwa?, when [is it]?; n-khósokeló M 9/10, buttock (lit.
nkhi aaphilá?, what kind [is it]?; place for sitting on)
ekkuna | nkhi?, why? -kota (-kotéle), enter
kiběéne/kibeéni, self -kotésa (-kotéese), admit; make enter;
kllna dem 7, that distant k. nabutu, do up buttons
-kilngula (-kilngwiidi), visit (for a -kotésela (-kotéseele), make enter for
short while) ku- 15 & 17 sp, it; there
kikilu, indeed ku- 17 prefix, at; to
n-khíraa M 9/10, ape lu-kú M 11, flour; meal; cassava
kina rp 7, which porridge
kingáandi, such-and-such; a few -kúba (-kubidi), weave
kinunaána vó, so that -kúbiká ( - k u b i k i d i ) , p r e p a r e
nk-kitl 1/2 & 3/4, trader n - k h ú f i M 9, s h o r t n e s s ; -ánkhufi,
-kituká (-kitukidi), become; turn into s h o r t ; kwánkhufi, near
-kiyá (-kiyldi), travel kůle ?9 (?< Fr. courant), e l e c t r i c i t y
nk-kiyi 1/2, traveller n k - k ú l u M 1/2 & 3 / 4 , o l d p e r s o n ;
-kiylla (-kiyiidi), visit ancestor
-kké, very/too few/small n-khúlu M 9, olden times
-ko os 15 & 17, it; there -kúluká ( - k u l u k i d i ) , descend; go/come
-ko see also ka- and ke- down; (of sun) s e t
k-kó M 14/6, in-law k-kúma M 7 / 8 , r e a s o n ; ekkuna kádi,
nk-kóko M 3/4, river because ( l i t . the reason is
ki-n-khokonkhoko 7/8, stream; brook b e c a u s e ) ; ekkuna nkhi?, why? ( l i t .
154

the reason is what?) particular; at that very place

-kúmamá (-kumamene), become strong/ kwaáme see kwa- (iii)
sturdy kwaándi see kwa- (iii)
ma-kúmataanú, fifty kwaáu see kwa- (iii)
ma-kúmatatú, thirty -kwámininá (-kwaminiini), continue;
ma-kúmayá, forty persevere
nk-kúmbu see n-khúumbu kweéno see kwa- (iii)
ma-kúmoolé, twenty kweéto see kwa- (iii)
kuna Cis 15 & 17 rp, which; where ky- 7 csp, it
-kuna (-kunini), plant; grow tr kya- 7 pp, of
k-kundúbulu 7/8, hill; hillock kyaáki 7 dem, this
kungúlu 5/6, knee kyaákina 7 dem, that very/ particular
n-khúni see lu-kúni kyaáu M 7 pron, it
lu-kúni M 11/10 (n-khúni), firewood -kyo 7 os, it
kupaála 5 (?<Port. cobre), copper kyoókyo 7 dem, the aforementioned
nk-kúta M 3/4, forehead
lu-kútakanú M 11/13, meeting L
kutu 5/6, ear (var ku-tú)
lu-kútu M 1 1 / 1 3 , stomach -lá, be tall
kí-n-khutú 7 / 8 , s h i r t láala M 5/6 (<Port. laranja), citrus
kuúmbi 5/6 (<Port.comboio), c a r ; t r a i n fruit; orange
n-khúumbu M 9 / 1 0 , name -láamba (-laambidi), cook
nk-kúumbu M 3 / 4 , t i m e ; o c c a s i o n ; -laambilu, perf -láambwa
nkk(ú)umbu-myayllngi, often -laánda (-leénde), follow
ma-kúumbu: -amák., a s t o n i s h i n g ; láká M 5/6, throat
wonderful lu-láka M 11/13, larynx
kúumí M 5/6, a ten(-some); -landúlula (-landúlwiidl), repeat
-a-kúumi, tenth -landúlwiila, repeat for
-kuumi inv adj num. ten lápi/lapl 9/10 (<Port. lapis
kuúna 15 & 17, that; there (distant) 'pencil'), pencil, pen
k-kúunda 7/8, chair; seat laú 5/6, chance; opportunity
nk-kúundi M 1/2, friend ma-lavú 6, palm wine
nk-kuúnga 3/4, song -lebóka (-lebókele), become soft
n-khúunku M 9/10, part; section -léeká (-leele), lie down; go to sleep
n-khúunzu M 910, greenness; -ánkhuunzu, nl-leéke 1/2, younger sibling of same
green sex as speaker; young person
kw- 15 & 17 csp, it; there -leele see -léeká
kwa- (i) 15 & 17 pp, of; (ii) to; by -léembamá (-1 eembamene), be gentle/
(person); (iii) + possessive stem, kind
quite; completely (in relation to nl-léembo M 3/4, finger; -amáalu, toe
person) e.g. kwaáku (in relation to -leénda (-leéndele), be able
you sg); kwaáme (. . . me); kwaándi -leénda see -laánda
(... him/ her/them ex. CI 2); kwaáu 1-lékwa M 7/8, thing; object; article
( . . . them CI 2); kweéno (. . . you -lelá (-lelele), bring up; raise child
pi); kweéto (... us) nl-léle M 3/4, cloth
-kwá? M, how many?; how much? -lembele aux, not have done
k-kwá 7/8, yam -lembi aux, not do
nk-kwá M 1/2, possessor; owner -lenda aux, may; might; could
kwaáku 15 & 17 dem, this; here -lo os 11, it
kwaáku see kwa- (iii) u-lólo M 14, crowd; great number
enk-kwáaku ?M 3/4, shin -lolóka (-lolókele), forgive
kwaákuna, 15 & 17 dem, that very/ -longésela (-longéseele), advise
155

-longóka (-longókele), learn

nl-longóki 1/2, learner; student; pupil mana (var mená) rp 6, which

loólo dem 11, the aforementioned m-mánga M 7/8, mango
-lóoraba (-loombele), ask for; request -manlsa (-manlisi), finish tr
-loónda (-loóndele), mend -manlsina (-manlsiini), finish for/at
-loónga (-loóngele), teach me- sp 6 (var ma-), it; they
loónga 5/6, plate meéme 5/6, sheep
loóngi 5/6, lesson mená (var mana) rp 6, which
nl-loóngi 1/2, teacher -mená (-menéne), grow intr
nl-loóngo 3/4, medicine; ndzo an., -méně aux, have done
hospital; pharmacy m-ménemene M 7/8, morning
lu- sp 11, it mi- sp 4, they
maá-lu see ku-úlu •ldi ?9, midday; later in the day
kuú-lu see ku-úlu miina dem 4, those distant
1-lúdi 7, truth lu-milngu 11/13 (<Port.do«ingo), week;
nl-ludl 3/4, roof Kya-lua. 7, Sunday
nl-lúku 3/4 (var nd-dúku), cave mina rp 4, which
lúlu 5/6, bitter leaf sp. m-ainúminu 7, Adam's apple
1-lúabu M 7/8, day -•o os 6 & 18, them; it; therein
luna rp 11, which -mokéna (-mokéene), chat; converse
-lundúmuka (-lundúmukini), run -mokésa (-mokéese), talk to
-lúta (-lutidi) aux, usually do; do m-mokó 7/8, conversation
rather; do more -móna (-mweene), see; m. nkhéenda,
-lúukisá (-luukiisi), warn; advise feel sad; feel pity
luúna dem 11, that distant -mónaaná (-monaneene), see each other
-luúnda (-luúndidi), keep mono pr 1st sg, I; me
nl-luúndi 1/2, keeper; one in charge moómo dem 6 & 18, therein afore
luúndilu 5/6, place for keeping; con mentioned
tainer; shelf/shelves; cupboard lu-moónso M 11, left (hand)
-luúnga (-luúngldi), light (fire) mods! crd num, one; -a-móosi, first;
nl-lúunzu M 3/4, pain; ache Kyamóosi, Monday
lw- csp 11, it -nosí adj num, one
lwa- pp 11, of mu- 18, in; in order to; by; with
-lwaáka (-lweéke), arrive (instrument); sp 18, it; there
-lwaákilwa (-lwaákiilu), be reached muna- 18, in; by; with; for; in order
-lwaákisa (-lwaákiisi) , cause to to
arrive; receive; welcome muná rp 18, in which
lwaálu dem 11, this muuna dem 18, therein (distant)
lwaáluna dem 11, this particular mw- csp 18, it; there(In)
lwaáu M pr 11, it mwa- pp 18, of
-lweéka see -lwaáka rnwaamu dem 18, in here
mwaámuna dem 18, in that very place
M -mwaéngana(-mwaángeene), disperse intr
-mwangáneesa, disperse tr
m- csp 6, they; it -mweene see -móna
ma-, sp 6 (var me-) they; it; pp 6, of -mwéesá, cause to see/experience
maáma dem 6, this; these my- csp 4, they
maánana dem 6, that/those particular •ya- pp 4, of
naána dem 6, that/those distant •yaámi dem 4, these
-maánta (-meéňte ), climb myaamina dem 4, these particular
maáu M pr 6, they; them myaáu M pr 4, they; them
156
N O

NA- 1st sg sp and oc, I; me o-, initial vowel of nominals; 2nd sg

na, emphasizer & 3rd sg/1 sp, you sg & s/he
naána crd & inv num, eight ng-ó 9/10, leopard
-a-naána, eighth okó vo, (he etc.) said that
naánga, perhaps ko-óko M 15/6, arm and/or hand
nánaázi M 5/6, pineapple 6ku rp, this/that/any (which/where)
náni? M la/2a (aki-), who? konsó 6., anywhere
-nanika (-naníkini), pull out óla 9/10 (<Port. hora), hour; time
-natá (-neéte), carry; take (o'clock)
-natína (-natílni), carry for ng-olá 9/10, catfish
nda! imper -endá, go! -61e M num adj, two
ndivo, it is so ng-oló 10, power; strength
ndyoná rp 1, who wo-ólo 14 (<Port. ouro), gold
ndyoóna dem 1, that distant; that very ólu rp 11, this which; any which
ndyoóyo dem 1, the aforementioned óna rp 6, these/those/any (which)
ndyoóyu dem 1, this to-ónfo M 13, brain/s
ně, like ómu rp 18, where(in); k o n s ó ó .,
neéngwa la/2a (aki-), mother; lady; anywhere in which
madam; Mrs. one rp 1, who(m)
-neéte see -natá mo-óngo M 3/4, mountain
-neéto perf -natwá wo-ónso(no) M 14, wholeness;
n-néne M ?14, largeness; size; -awóonsono, all; the whole
-ánnene, big; large oólodi 9 (?<Port. ordem), order
lu-néne M 11, right (hand) ng-oombé M 9/10, beast; (pi) cattle
-NG- oc 1, him; her oóna dem 1, that distant
ngá, then; in consequence ng-oónde M 9/10, month
ngéye pr 2nd sg, you sg óowóo, oh no, certainly not
lu-ngolangola 11/13, flat-tailed otter lo-sé (var. lu-sé) M 11/13, face
ngoónde M la, moon ótu rp 13, those which; any which
-niingama (-nilngamene), stop intr óva rp 16, anywhere (which); konsó
nlisl M 9/10, cat óva, anywhere; somewhere
nima 9, back ówu rp 14, this/that/any (which)
mi-nilti 4, minute(s) konsó ówu, something like that
nltu M 9/10, body mo-oyó M 3/4, life
nkhetě, before (future event) ki-mó-oyo 7/8, liver
nkhl? see n-khl? óyu rp 1, this who; s/he who; any who;
-nkhwá: dinkhwa kkalá vo, lest; in case konsó óyu, anyone
nkkutú, at all; even kyo-ózi M 7, cold; coldness
-noka (-nokene), fall (of rain); let ozeévo, therefore
rain in (of roof)
ntháangwa M la, sun P
ntsámbwaádi see nt-sámbwaádi
muu-ntú see mu-untú For stems beginning with ph + vowel,
nu- sp 2nd pi, you pi see under p + vowel, e.g. for pha-,
-nu-, oc 2nd pi, you pi see under pa-.
nw- csp 2nd pi, you pi
-nwá (-nwiini), drink; n. éfwoomó, ffl-phá M 9, newness; -ámpha, new
smoke tobacco kl-B-pha 7/8, tale of marvels
nyáanga M 9/10, grass Kya-m-phaángala 7, 3rd day of market
nyóka M 9/10, snake week
157
m-pháangl M 9/10 & la/2, elder relative n s - s á d l M 1/2, workman
(brother; sister; cousin) - s á d i l á ( - s a d i i d i ) , use
m-pháatu ?M 9/10, duck; goose nt-sádilú M 9/10, way of working
p-paáwu 7/8 (<Port. pá), spade -sádisá (sadiisi), help
ra-phakáni 9/10, armpit ns-sádisí M 1/2, helper; assistant
m-phakása 9/10, buffalo lu-sádisú M 11, help; aid; assistance
papéele 9/10, paper -saka (-sakidi), become excessive;
m-phátu M 9/10, cultivated field ntháangu ásaka, too late
m-pheémbe 9, whiteness; -am., white -sála (-sadidi), work
m-phliapita 9, strangeness; -am., nt-sálantsala M 9/10, eyelash
strange -sálazyaaná (-salazyeene), help e. o.
m-philá 9/10, kind, sort; -aaphilá- s-sálu M 7/8, work; task; job
munphila, of different kinds na-sámbala M 6, millet
m-phimbá 9/10, fish sp. nt-sámbwaádi ?M ?9 crd & inv num,
ki-m-phitl 7/8, gazelle seven
ra-phitllu 9 (<Port. petróleo), -a-nt-sámbwaadi, seventh
kerosene; paraffin lu-sámbwaádi 11, seventy
m-phofó 9/10 & la/2, blind person nt-sámpaatú M 9/10 (var. ntsápaatú
m-pholó 9/10, face <Port. sapato ), shoe
m-phóveló M 9/10, way of speaking -samúna (-samwiini) , tell stories;
m-phú M 9/10, hat explain; describe
m-phúku M 9/10, rat -samúnuna (-samúnwiini), explain
m-phúkumuní M 9/10, temptation -sanůnwiina, explain to; describe to
m-phutá 9/10, sore di-nt-sanga 5/6, tear from eye
ki-m-phutúku 7, Portuguese language kl-nt-sanga 7/8, tear from eye
Pútulukaále M 9, Portugal nt-sápaatú (var. ntsámpaatú), shoe
m-phútwiilú M 9/10, answer -sásuká (-sasukidi), recover from
em-phúumba ?M 9/10, fish sp. illness; get better
-saúka (-saúkidi), cross (e.g. river)
S ma-sávwooka M 6 (?<Port.), avocado
di-nt-sayá 5/6 (<Port. saia), skirt
n t - s á M 9/10, r e d antelope sě + subj, future tense marker
má-nt-sa 6, swimming; - t ( á ) om., swim se-, now (change of state)
K y á - n t - s a a b a l a 7 ( < P o r t . sábado) , sé M 5/6, father
Saturday kl-se 7, father's side
-sáalá (-siidi), remain behind; s-sé 14/8, color; kind
(nu)saala kyamabotel goodbye! nt-sé M 9/10, eyebrow
-sáamba (-saambidi), pray mú-nt-se 3/4, sweetcane; sugar cane
sáambanú crd & inv num, s i x lu-sé M 11/13 (var 1-osé), front; face
-a-sáafflbanu, s i x t h ns-seédya 1/2 & 3/4, baby
s-sáarabu M 7 / 8 , p r a y e r s-seéngele 7/8, ax
-saángaana (-saángeene), become mixed s-seéngo 7, iron
ma-sáangu M 6, corn; maize -seésa (-seésele), shred
nt-saángu 10, news ns-séta M 3/4, intestinal worm
-saánsa ( - s a á n s i d i ) , look a f t e r -sevá (-sevéle), laugh
lu-saánsu 1 1 / 1 3 , h i s t o r y ; s t o r y -sevésa (-sevéese), amuse
- s a á n s u k a ( - s a á n s u k i d i ) , be w e l l nt-sl M 9/10, land; country; earth;
brought up vaná-ntsi a-, underneath
-sáanzuká ( - s a a n z u k i d i ) , become wide; -sidi aux., manage to; ever do
become l a r g e -siidi: fisiidi nga-, almost; and see
s - s á a s u M ?14, e a s i n e s s ; - á s s a a s u , easy -sáalá, -syá
sabůni 9 (?<Port.sabáo/Fr. savon), soap -slila, put for
158
-silaba (-silabidi), touch; begin -súngulá: keaussungulá-ko, especially
nt-siindu akungúlu 9/10, kneecap ns-sunl 3/4, muscle
ns-slínga 3/4, string nt-8Úsu M 9/10, chicken; fowl
nt-siingu M 9/10, neck; n. akóoko, ns-súuká M 3/4, early morning
wrist -suuaba (-suuabldi), buy
-sika (-sikldi), fire (gun) -súunda (-suundldi), pass; surpass;
ma-slka M 6, evening; afternoon succeed; win
-slkaaá (-sikaaene), wake/ up; rise -súungulá (-8uungwildi), mention
-sikldisa (-sikldiisi), settle; arrange súunya 5/6, moustache
-siklla (-siklidi), be correct; be lu-súunzulú M 11/13, introduction;
safe; be proper presentation
sikoóla 9/10, school suwá 5/6, boat
-slaa (-slalnl), prevent; stop tr n8-swá 3/4, permission
-siná (-sialni), dig ns-swaálu 3, speed; -sy(á) ensswaálu,
slna M 5/6, beginning; start n. hurry; make haste
slna dyakuulu, thigh -syá (-siidi), put; -sy(á) effeélo,
-slnga aux, future marker iron [clothes]; Issya vó, that is
s-slvl M ?7 (Laman 5), astonishment; [to say]; i.e.; see previous entry
wonder; marvel; -ássivi, wonderful; -syeéta (-syeétele), twist
astonishing; marvellous nt-syésye M 9/10, antelope
s-slvu M 7/8, winter s-syésye M 7, measles
-soba (-sobéle), change tr; exchange
-soldla (-solwéele), find T
-solwéela, find at/in/for
-sóma (-soaene), spit (for roasting) For stems beginning with th + vowel,
-sóaená (-soaeene), put on spit for see under t + vowel, e.g. for tha see
Kyá-nt-8ona, 2nd day of market week under ta.
-sóneká (-sonekene), write
-sónekená (-sonekeene), write for/to -tá (-teele), speak; do; conduct;
-sóngazyaaná (-songazyeene), show e.o. -t(á) oaaáabu, conduct affairs;
ns-sóni 3/4, grass sp. - t ( á ) oaántsa, swim
s-sóno M 7/8, writing -táaaba ( - t a a a b i d i ) , play
-sóolá (-soolele), choose t-táambi M 7 / 8 , s o l e of f o o t ; foot
-sóolelá (-sooleele), choose for -táaabulá (-taaabwlidi), accept;
-soóapa (-soóapele), borrow; marry r e c e i v e ; welcome
nt-sooapélo M 9/10, marriage n-tháaabulú/n-tháaabulwá M 9/10,
-sóonga (-soongele), show; tell reception
-sóongelá (-soongeele), show to/for t-táandu M 7 / 8 , e r a ; epoch
nt-soonsó M 9/10, nail (metal); and see n-tháandu M 9, t o p
next entry ku-n-thaandu, u p s t a i r s
lu-soonsó M 11/10 (nt-soonsó), nail - t á a n g a ( - t a a n g i d i , - t e e n g e ) , r e a d ;
(metal) count
lu-súkl 11/10 (nt-súkl), hair (single) n-tháangu/n-tháangwa M 9 / 1 0 , time
11; hair (coll) 10 n t - t a á n t u 1/2, enemy
nt-súkl see lu-súki n-tháantu ?M 9, sadness
suku M 5/6, room [in house] taánu crd num, f i v e
-sukúla (-sukwlidi), wash tr -taánu M a d j , f i v e
-sukwlila, wash for -atáanu, f i f t h ; Kya-táanu 7, F r i d a y
suau M 5/6, sin t a á t a l a , f a t h e r (mode of a d d r e s s or
-súngaaená (-sungaaeene), remember t i t l e ) ; Mr.; s i r
-súngaaesá/-sungáaesa (-sungaaeese), - a - t á a t u , third; Kya-táatu 7,
remind Wednesday
159
tádi M 5/6, stone; t. dyanjeléml/ ma-tóolo 6, corrugated iron (sheets)
dyankkezlml, diamond -tóonda (-toondele), thank
t-tádi M 14, metal; mineral ma-tóondo M 6, thanks; -vútulá
táku M 5/6, thigh; buttock matóondo, return thanks
-tála (-tadidi), watch; look (at); deal toóto dem 13, these/those
with; manage; see to aforementioned
n-thálu M 9/10, sum; total nt-tóto (M) 3/4, earth; soil; ground;
tátu crd num, three dirt
-tátu adj num, three tu- 1st pl sp, we
-teéka (-teékele), shine tu- sp 13, they
-téelá (-teelele <-tá), do at/in; speak -tu- oc, us
to; call nt-tú M 3/4, head
n-théeló M 9/10, way of doing; way of ku-tú M 17/6, ear
dealing with; nthéeló zamaámbu, -tuba (-tubidi), throw
discussion; management of affairs n-thúlu M 9/10, breast; chest
-teenge, see -táanga tuna rp 13, which
-téetá (-teetele), cut up nt-tungúnuunu 3/4, white of eye
-teétola (-teétweele), remind tuti M 5/6, cloud
-téezá (-teezele), try; compare -túuká (-tuukiidi), come from
t-téezo M 7/8, measure; limited túuká, from; since
quant i ty/amount -túukllá (-tuukiidi), come from
ttéezó kya-, approximately tuúna dem 13, those distant
-téka(-tekele), draw water; sell; do -túunga (-tuungidi), build; sew;
first construct
-tékelá (-tekeele), draw (water) nt-túungi M 1/2, builder
from/at/in; sell to/for -tuúta (-tuútidi), pound
nt-téla M 3/4, stature nt-túutu álaka M 3/4, windpipe;
-télaná (-telanene), stand up trachea
-télaaesá (-telaaeese), help to stand; tw- csp 1st pl, we; csp 13, they
stand up tr; establish; set up -twá (-twiidi), become sharp
-télanesazyaaná, help e.o. to stand up; twa- pp 13, of
stand e.o. up - t w á a d i s á ( - t w a a d i i s i ) , chair
nt-téte (M) 3/4, Moses1 cradle; basket (meeting); introduce
of palm fronds -twáasá/-twaása (-tweése/-tweese),
n-théte M ?9, first (adv); -ánthete, bring
first (num adj) -twaátu dem 13, these
n-thetéembwa 9/10, star twaátuna dem 13, those particular/very
nt-tl M 3/4, tree twaáu M pr 13, they, them
-tíiná (-tiinini), run away; escape nt-twéedl M 1/2 & 3/4, herdsman;
tilnta/tilta 5/6 (<Port.tinta), paint pastoralist
•a-tliti M 6, garbage; rubbish; trash -twéelá (-tweelele), herd (animals);
t-tlki 7/8, ticket keep (animals)
-tilú»uka (-tilůmukini), fly t-twéelezl M 7/8, animal (domestic)
-tilÚBuna (-tilúmwiini), fly tr; take -tweése/-tweese, see -twáasá/-twaása
by air -twliká (-twiikidi), send
nt-tlma M 3/4, heart -tyáaaá (-tyaamini), gather (firewood)
tlya see t-iya -tyáaminá (-tyaaaiini), gather (fire
-to os 13, them wood) for
toko 5/6, boy; youth; young man U
-tóna (-tomene) aux, do well; do
carefully;, .do very much u- sp 3rd sg/1, he; she; sp 3 & 14,
kl-n-thombo 7, spring (season) it; sp 2nd sg, you sg
160
ng-ubá (M) 9/10, peanut; groundnut; -veene see -váaná
ngubá aníma, kidney -veenge see -váanga
ng-údi 9/10 & la/2, mother; ngúdi mv-vélo 3/4, bicycle
ánkkeentó, old lady; ngúdi ánkhazi, vená rp 16, where; which
maternal uncle; mother's brother -vengómoka (-vengómokene), disperse
kyu-úfutá M 7, sweat; perspiration intr; clear intr
kyu-úkusá M 7, sweat; perspiration -vengómona (-vengómweene), disperse
ku-úlu M 15/6, foot; leg; foot and leg tr; clear tr
una rp 3 & 14, which; 14 how -veta (-vetéle), hunt with dogs
nu-untú M 1/2, person; African -vévolá (-vevweele), relieve of a
ki-mu-úntu 7, human nature burden
útu, particle expressing impatience -vvévweelá, relieve of burden for
kaánsi útu, however -véwa (-veeno), be given
wu-únu (takes agreements of 7), today -vidlsa (-vidiisi), lose
ng-uvú 9/10, hippopotamus av-viimba 3, the whole; the entire
ng-uúya 10, eyeglasses; spectacles v-vlimpi 14/6, health; -báká vvlimpi,
recover health; get better
V -vlingilá (-viingiidi), wait for
-vlisá (-viisidi), make sure;
v- csp 16, there understand thoroughly
va- sp 16, there -vila (-vidídi), disappear; vanish
va- loc pref 16, on; at -vilákaná (-vilákeene), forget
va- pp 16, of -vilákeesa (-vllákeese), make forget
vaána dem 16, there (distant) mv-vindiingi akuulu 3/4, shin
-váavá (-veene), give v-vlai M 7/8, bone
-váanga (-veenge), do; make -vita (-vitidi), do first; do
-váangamá (-vaangamene), get done previously; be the first to do
váangu M 5/6, act; deed; action -vitúla (-vltwlldl), take on a journey
v-váangu M 7/8, creature -vivlla (-vlvildl), listen
mv-váangudl M 3/4, harm; poison VÓ/-VO, that
-váangulá (-vaangwiidi), hurt tr; harm -vo os 16, there(at/on)
vaáu M pr 16, thereon; thereat; vana -vóonda (-voondele), kill
váau, immediately; at once -vóondelá (-voondeele), kill for
vaáva dem 16, here(on/at) -voónga (-voóngele), be large; be fat;
vaavá, when grow bigger
-vaáva (-vaávidi), seek; search for; voóvo dem 16, here/there afore-
look for; need mentioned
vaávana dem 16, at/on that -vóva (-vovele), speak
very/particular place -vóvelá (-voveele), speak at/for; talk
v-vakála 7/8, briefcase at/for
v-valánganza 7/8, skull -vóvesá (-voveese), tell; talk to;
váná rp 16, which; where(at/on) speak to; say to
vana- 16, on; at mv-vdvo M 3/4, expression; speech
-váta (-vatidi), cultivate; grow tr -vóvokaná (-vovokeene), be describable
váta M 5/6, village; homestead; home •v-vú M 3/4, year
mv-váti 1/2 & 3/4, agriculturalist; mb-vú M 9/10, grey hair; white hair
farmer -vubá (-vubidl), baptize
-váyiká (-vayikidi), emerge; come/go -vublla (-vublldl), baptize
out nb-vudl 9/10, water antelope
nv-váyikú M 3/4: m. awumú, diarrhoea ki-ab-vuká 7/8, society; group;
ve- sp 16, there company
véenbo M 5/6, shoulder -vukúmuna (-vukúmwiini), tempt
161
mb-vúla M 9/10, rain adorn; paint
-vulúza (-vulwiizi), save; rescue -vyóoká (-vyookele), pass; pass by;
mb-vuraá 9/10, flower lumiingu luvyookele, last week;
v-vúmi 14, respectfulness i w ú uvyookele, last year
kí-mb-vumina 7, milk
v-vumú 7/8, stomach; belly
ki-vunga 7/8, wrap; shawl; blanket
lu-vúnu (M) 11/13, falsehood; lie w- csp 1 & 3 & 14, he; she; it; csp
vúsu M 5, raffia 2nd sg, you sg
vutá 5 / 6 , sweet p o t a t o -wá (-wiidi), hear
- v ú t u k á ( - v u t u k i d l ) , r e t u r n i n t r ; go -waána (-weéne), find; meet
back; come back -waánaana (-waán[an]eene) , meet
- v ú t u l á (-vutwiidi), return t r ; give together; meet e.o.
b a c k ; - v . m p h ú t w i i l ú , r e t u r n an waáu M pr 3 & 14, it; thus; so
answer; answer; r e p l y ; v . natóondo, waáwu dem 3 & 14, this; now; thus
r e t u r n thanks waawú vo, since; because
-vúwa (-vwiilu) (kwa-), be waáwuna dem 3 & 14, that
possessed/owned ( b y ) ; belong ( t o ) ; very/particular; in that very same
-vúw(a) émffunu, be needed way
mb-vuúdila M 10, g r e e n s ; vegetables waáya dem 2, these
(green) -weéne see -waána
-vuúnda (-vuundidi), r e s t ng-weéta 9, malachite
-vuúngila ( - v u ú n g i i d i ) , water ( p l a n t s ) w-wéte M 14, beauty
-vúunzuná (-vuunzwiini), e r a s e -wiidi see -wá
mv-vúuvu álaka M 3 / 4 , windpipe; t r a c h e a -wo os 3 & 14, it; thus
w ě ! , no! -wolá (-woléle), rot; go bad
vwá crd & inv num ( v a r . vwé), nine woówo dem 3 & 14, that aforementioned;
-a-vwá, n i n t h thus
lu-vwá 1 1 , n i n e t y -wuka (-wukidi), treat for illness
-vwá ( - v w i i d i ) , p o s s e s s ; own; -vw(á) ma-wúku M 6, treatment (medical)
émffunu, need wulu M 5/6, hole; pit
v-vwá M 1 5 / 6 , p o s s e s s i o n ; p r o p e r t y -wútuká (-wutukidi), be born
ki-mb-vwaama 7, r i c h e s ; wealth; wuúna dem 3 & 14, that distant; thus
resource
ú-mb-vwaama 14, r i c h n e s s ; w e a l t h i n e s s
mb-vwaándilu 9 / 1 0 , b u t t o c k ; b o t t o m
('sit-upon') y- csp 1st sg, I; csp 8 & 9, they; it
- v w á a t á ( - v w e e t e ) , put on ( c l o t h e s ) ; yá crd num, four
wear -ya adj num, four
mv-vwáatú M 3/4, garment; clothes (pi) -ayá, fourth; Kya-yá 7, Thursday
vwé crd & inv num (var.vwá), nine ya- pp 8 & 9, of
-a-vwé, ninth yá M 5/6, oil palm tree; Elaeis
lu-vwé 11, ninety guineěnsis
-vweete see -vwáatá yaáku, with you sg
-vwiidi see -vwá -yáalá (-yaadidi), rule over; govern
vwiina 5, thirst; vóond(a) evwiina, lu-yáalú M 11/13, government
slake thirst yaame, with me
-vyá (-viidi), become fully cooked; yáanda M 5, lower part; south
mature; ripen fully -á-yaanda, lower; southern
vyá M 5/6, cultivated field yaándi, with her; with him
-vyéenga (-vyeengele), adorn oneself yaándi M pr 1, he; him; her; she
-vyéengesá (-vyeengeese), decorate; -yáantiká (-yaantikidi), begin; start
162

y-yáanzala M 7/8, yard; courtyard yo- var ye-, and, with

yaáu, with them 8, with it 9 -yondálala (-yondáleele), get wet;
yaáu M pr 2, they; pr 8 & 9, they; become wet
them; it -yondéka (-yondékele), steep; soak tr
yaáyi dem 8 & 9, this; these -yoóya (-yoóyele), get tired; tire
yaáyina dem 8 & 9, that/those intr
very/particular yoóyo dem 8 & 9, those/that
y akal a 5/6 & 2 (ma-akála & a-akála M ) , aforementioned
man; husband; male yovó, or
yakinu, so far; up to now -yúkutá (-yukwiiti), become satisfied;
-yalá (-yadldi), spread get full (of food)
-yalúJBuna (-yalúmwiini), open tr -yúma (-yumini), dry intr; get dry
-yáma (-yamini), hurt intr; sting intr; y-yúunga M 7/8, coat
smart; be sore -yúvulá (-yuvwiidi), ask (question)
-yambúla (-yambwlidi), allow; let
ny-yámu M 3/4: n. álaka, sore throat Z
-yánduká (-yandukidi), become hot; heat
up intr z- csp 10, they
-yángalalá/-yangálala (-yangaleele), za- pp 10, of
become happy; become glad nd-zá M 9/10, world
lu-yangálalu 11, happiness nd-záamba M 9/10, elephant
-yangidlka (-yangidikidi), make happy; Nd-zaámbi M 9/10 & la/2, God
please záandu M 5/6, market; -tá mazáandu, go
-yá(n)tiká (-ya(n)tlkidi), begin; start marketing; shop v
yavaná, until z-zaánzu 7/8, bridge
yě (joining sentences), and zaáu M pr 10, they; them
ye- (joining nouns), and; with -zaáya (-zeéye), know; come to know
-yéelá (-yeelele), become ill zaázi dem 10, these
y-yéelá M 15/6, illness; disease; zaázina dem 10, those very/particular
sickness -zádisá (-zadiisi), fill tr
yeéno, with you pi nd-záki 9/10, speed; mu(na)-ndzáki,
yeéno M pr 2nd pi, you pi quickly
yeéto, with us nd-zalá (M) 9, hunger; famine
yeéto M pr 1st pi, we; us z-zála M 7/8, nail (of finger or toe);
-yelá (-yeléle), become full; fill up fingernail; toenail
intr lu-zála M 11/13, pen
-yelésa (-yeléese), fill tr ma-nd-zanzá 6, tin (metal)
-yendéla see -endéla -zayákana (-zayákeene), be known
yevana, until nz-zayl 1/2, knower
yi- sp 8 & 9, they; it z-zayl 14, knowledge
-yi- reflexive infix, self nd-zayllu 9/10, knowledge; way of
yiina dem 8 & 9, those/that distant knowing; epistemology
-yiindula (-yiindwiidi), think; think -zeénga (-zeéngele), cut; decide
about nd-zeénza M 9/10 & la/2, visitor;
-yika (-yikidi), mention by name guest; stranger
-yíkilá (-yikiidi), name; call by name -zeeye see -záayá
-yilá (-yidldi), boil intr -zéka (-zekele), plait
-yimbldila (-ylmbidiidi), sing for -zékoká (-zekokele), turn intr
-yimblla (-ylmblidi), sing lu-zévo 11/10 (nd-zévo), hair of
-yimlsa (-yimlisi), bring to fruition beard; 10 beard
yiná rp 8 & 9, which z-zévo 7/8, chin
-yo os 8 & 9, them; it zl- sp 10, they
163
zilna dem 10, those distant
-zlinga (-zilngidi), wrap up
-zilnga (-ziingidi), live
-ziingila (-ziingiidi), live at/in
-zlkáaa (-zlkámene), be shut; be closed
nd-zllá (M) 9/10, path; way
ziná rp 10, which
-zitázyaana, respect each other
-zltlsa (-zitll8i), respect
z-zitú 14, honor; reputation (good)
-ziwúla (-ziwiidi), open tr
-ziwúlwiila, open for
-zo os 10, them
nd-zó M 9/10, house; building
ndzó anlloóngo, hospital; pharmacy
nz-zódi M 1/2, lover
-zóla (-zolele), like; love; want; wish
-zólazyaaná, love each other
-zólelá (-zoleele), want for
lu-zólo M 11, will; wish; desire
zoóle crd num, two;
-azóole, second; Kya-zóole 7, Tuesday
•a-zóono M 6, yesterday
nd-zoónzl M 9/10, fish sp.
zoózo dem 10, those aforementioned
ki-zowá 7, stupidity; -aklzowá, stupid
u-zowá 14, stupidity
zúlu/zulú M 5, sky; heaven
nz-zúnu N 3/4, nose
zuúnda 5/6, million; hundred thousand
•a-zuúzi 6, day before yesterday
nd-zuzl 9/10, serval cat; leopard cat
164

ENGLISH-KONGO GLOSSARY

able, be, -leénda (-leéndele) 7; éyi 8 & 9; ézi 10; ólu 11; ótu
absence, n-khóondwa M 9 13; óku 15 & 17; ómu 18; éfi 19
accept, -táambulá (-taarabwiidi) anybody, anyone, konsó óyu
ache, nl-lúunzu M 3/4 anything (which), (affair) konsó édi;
act, váangu M 5/6 (concrete) konsó éki;
a c t i o n , váangu M 5/6 (impersonal), konsó édi
Adam's a p p l e , ra-minúminu 7 anywhere (which), konsó óva/óku/ómu
admit, - k o t é s a ( - k o t é e s e ) , ape, n-khima M 9/10
adorn, -vyéengesá (-vyeengeese) approach, -fináma (-finámene)
adorn o n e s e l f , -vyéenga (-vyeengele) approximately, ttéezó kya-
a d v a n t a g e , mf-fúnu M 3/4 arm and/or hand, ko-óko M 15/6
advise, -longésela (-longéseele); armpit, m-phakáni 9/10
-lúukisá (-luukiisi) arrange, -sikidisa (-sikídiisi)
a e r o p l a n e , n n - d é k i 9/10 (?<Sw ndege arrive, -lwaáka (-lweéke),
•bird') artery, mwa-ánzi M 3/4
a f f a i r , dya-ambú M 5/6 (ma-ambú) article, 1-lékwa M 7/8
A f r i c a n , mu-untú M 1/2 ask (question), -yúvulá (-yuvwiidi)
aforementioned, see that/those ask for, -lóomba (-loombele),
aforementioned assistance, lu-sádisú M 11
a f t e r n o o n , ma-sika M 6 assistant, ns-sádisi M 1/2
a g a i n , dyaáka astonishing, -amákuumbu; -ássivi
age, kl-ram-buta 7 astonishment, s-slvi M ?7
a g r i c u l t u r a l i s t , mv-váti 1/2 & 3/4 at, ku-; kuna-; va-; vana-
a i d , l u - s á d i s ú M 11 at all, nkkutú
a i r c r a f t , n n - d é k i 9 / 1 0 (?<Sw ndege at once, vana váau
'bird') at that very place, kwaákuna; vaávana
a l l , -awóonso(no) avocado, ma-sávwooka M 6
a l l o w , -yambúla (-yambwíidi) ax, s-seéngele 7/8
a l m o s t , f i s i i d i nga- baby, ns-seédya 1/2 & 3/4
a l r e a d y , kalá back, nima 9
although, kaněele vó; kůffwiilá-ko vó bad, -ámmbi
amongst, káti kwa- banana, di-n-khondó/di-n-khóndo 5/6
amuse, - s e v é s a ( - s e v é e s e ) baptize, -vubá (-vubidi); -vubíla
a n c e s t o r , nk-kúlu M 1/2 & 3/4 (-vubíidi)
a n d , yě ( j o i n i n g s e n t e n c e s ) ; y e - / y o basket of palm fronds, nt-téte (M) 3/4
( j o i n i n g nouns) be, -ilna; -kalá (past TCI -kedi/-
and n o t , kerau- -ko kele)
and then, i b o o s i be able, -leénda (-leéndele)
a n g e r , ma-kasi 6 be born, -wútuká (-wutukidi)
angry, become, -fúunga (o)makasí be closed, -zikáma (-zikámene)
animal, b-búlu M 7/8; mn-bizi M 9/10 be correct, -sikíla (-sikíidi),
animal ( d o m e s t i c a t e d ) , t - t w é e l e z i M 7/8 be covered, -fúkamá/-fukáma
a n k l e , k-koódya kyakúulu M 7/8 (-fukámene)
answer ( n ) , m-phútwiilú M 9/10; (v) be describable, -vóvokaná (-vovokeene)
- v ú t u l á mphútwiilú be fat, -voónga (-voóngele)
a n t e l o p e , n t - s y é s y e M 9/10 be for, -inlna
any, konsó be gentle/ kind, -léembamá
any which/who, dem & r e p óyu I ; ówa 2; (-leerabaaene)
owu 3 & 14; émi 4; édi 5; óffla 6; éki be given, -véwa (-veeno)
165

be hard, -báalá (-baadidi) belly, v-vumú 7/8

be known, -zayákana (-zayákeene) belong (to), -vúwa (kwa-) (-vwiilu)
be lacking, -kóondwa (-koondelo) better, get -báká wíimpi; -sásuká
be large, -voónga (-voóngele) (-sasukidi)
be needed, -vúw(a) émffunu between, káti kwa-
be on the point of, eéti (after imper.) bicycle, mv-vélo 3/4
be owned/possessed (by), -vúwa (kwa-) big, -ánnene; grow bigger, -sáanzuká
(-vwiilu) (-saanzukidi); -voónga (-voongele)
be proper, -sikila (-siklidi) bind, -kaánga (-kaángidi)
be reached, -lwaákilwa (-lwaákiilu) bitter leaf sp., lúlu 5/6
be safe, -slklla (-slkiidi) black, -anndóombe
be shut, -zikáma (-zikámene) blackness, enn-dóombe ?M 9; ki-nn-
be small, -kéevá (-keevele) dóombe 7
be sore, -yáma (-yamini) blanket, kl-vunga 7/8
be tall, -lá blind person, m-phofó 9/10 & la/2
be the first to do, -vita (-vitidi) blood, me-engá M 6
be unhappy, -móna nkhéenda blouse, mm-bukúna 9/10
be well brought up, -saánsuka boat, suwá 5/6
(-saánsukldi) body, nltu M 9/10
bean, n-khása ?M 9/10; pea-bean, boil intr, -yilá (-yididi)
wa-ándu M 14 bone, v-vlsi M 7/8
beard, nd-zévo 10 book, nk-káanda M 3/4
beast, ng-oombé M 9/10 borrow, -soónpa (-soómpele)
beauty, w-wéte M 14 bottom (sit-upon), n-khósolekó M 9/10;
because, ekkuma | kádi; waawu vo nb-vwaándilu 9/10; táku M 5/6
become, -íčituká (-kitukidi) box, n-khéla M 9/10
become angry, -fúunga (o)makasl boy, tokó 5/6
become dry, -kálalalá (-kalaleele) brain/s, to-ómfo M 13
become enough, -fwáaná (-fweene) breast, n-thúlu M 9/10
become excessive, -saka (-sakidi) brick, mm-bidíki 9/10
become full, yelá (-yeléle) bridge, z-zaánzu 7/8; (of the nose)
become fully cooked, -vyá (-vildi) Dwa-ángu ammbóombo M 3/4
become glad/happy, -yángalalá/ briefcase, v-vakála 7/8
-yangálala (-yangaleele) bring, -twáasá/-twaása (-tweése/
become hot, -báká tíya; -yánduká -tweese)
(-yandukldi) bring to fruition, -yimisa (-yimlisi)
become ill, -yéelá (-yeelele) bring up, -lelá (-lelele)
become large, -sáanzuká (-saanzukidi) brook, ki-n-khokonkhoko 7/8
become mixed, -saángaana (-saángeene) brother (elder), m-pháangi M 9/10 &
become satisfied, -yůkutá (-yukwiiti) la/2; (elder, of male) ram-búta M
become sharp, -twá (-twiidi) 9/10 & la/2; (younger, of male)
become soft, -lebóka (-lebókele) mb-búunzi M 1/2, nl-leéke 1/2 &
become strong/sturdy, -kúmamá 3/4; (mother's) ngúdi ánkhazi M
(-kumamene) 9/10 & la/2
become wet, -yondálala (-yondáleele) buck, n-kháyi 9/10
become wide, -sáanzuká (-saanzukidi) bucket, k-katini 7/8
bed, mp-fulú 9/10 buffalo, m-phakása 9/10
before (future event), nkhetě build, -túunga (-tuungidi)
begin, -siíraba (-silmbidi); -yá(n)tiká builder, nt-túungi M 1/2
(-ya(n)t iki di); -yáant iká building, nd-zó M 9/10
(-yaantikidi) but, kaánsi
beginning, slna M 5/6
166

buttock, n-khósokeló M 9/10; mb- clear intr, -vengómoka (-vengómokene)

vwaándilu 9/10; táku M 5/6 clear tr, -vengómona (-vengómweene)
button, butú 5/6 clever, -angaángu
buy, -súumba (-suumbidi) climb, -maánta (-meénte )
by, (person) kwa-; (instrument) mu-/ closet, k-kábadi 7/8
muna- 18 cloth, nl-léle M 3/4; of palm fibre,
by the side of, vana-mmběl' a- 16 mm-baádi M 9/10
cabbage, n-khóovi 9/10 clothes (pl), mv-vwáatú M 3/4
calabash, n-khálu M 9/10 cloud, tuti M 5/6
calf of leg, ki-ímpfi kyakuúlu M 7/8 coal, ma-kalá 6
call, -téelá (-teelele <-tá) coat, y-yúunga M 7/8
call by name, -yíkilá (-yikiidi) coffee, k-kafé M 15
car, kaálu 5/6; kuúmbi 5/6 cold (in the head), fúkutila M 5/6
carry, -natá (-neéte) cold(ness), kyo-ózi M 7
carry for, -natlna (-natiini) color, s-sé 14/8
cassava, ma-dyóokó M 6 come, -izá M (inf kwiiza; past stem
cassava porridge, lu-kú M 11 -ylza perf -izidi Cl 2 beézidi)
cat, níisl M 9/10; (serval) nd-zuzí come back, -vútuká (-vutukidi)
9/10 come from, -túuká (-tuukiidi);
catch, -báká (-bakidi) -túukilá (-tuukiidi)
catfish, ng-olá 9/10 come out, -váyiká (-vayikidi)
cattle, ng-oombé M 9/10 come to know, -zaáya (-zeéye)
cause to arrive, -lwaákisa (-lwaákiisi) company, ki-mb-vuká 7/8; nk-kaángu 3/4
cause to eat or be eaten, -diisá compare, -téezá (-teezele)
cause to see/experience, -mwéesá completely 1, (in relation to me)
cave, nl-lúku 3/4; nd-dúku 3/4 kwaáme; (them Cl 2) kwaáu; (you
celebration, nk-kéembo M 3/4 sg) kwaáku; (us) kweéto; (you pl)
center, káti 5 kweéno; (1-19, ex.2) kwaándi
certainly not, óowóo conduct, -tá (-teele); c. affairs,
chair (meeting), -twáadisá (-twaadiisi) -t(á) omaámbu
chair, k-kúunda 7/8; kya-ándu M 7/8 construct, -túunga (-tuungidi)
chance, laú 5/6 continue, -kwámininá (-kwaminiini)
change tr, -soba (-sobéle) conversation, m-mokó 7/8
charcoal, ma-kalá 6 converse, -mokéna (-mokéene)
chat, -mokéna (-mokéene) cook, -láamba (-laambidi)
cheek, búundi 5/6 copper, kupaála 5
chest, n-thúlu M 9/10 corn, ma-sáangu M 6
chick peas, nkhása zammbwéenge corrugated iron (sheets), ma-tóolo 6
chicken, nt-súsu M 9/10 could, -lenda aux
chief, mp-fúmu M 9/10 & la/2 count, -táanga (-taangidi,-teenge)
chieftainship, ki-mp-fumu 7/8 country, nt-sl M 9/10
child, mwa-ána M 1/2 court, (case) nk-kánu M 3/4; c. house,
child nurse, nn-dezí amwáana/-mwaana c. of justice, mmbazl ánkkanu 9
cpd 9/10 & 1/2 courtyard, y-yáanzala M 7/8
chin, b-bóbo M 7/8; z-zévo 7/8 cousin (elder), m-pháangi M 9/10 &
choose, -sóolá (-soolele) la/2
choose for, -sóolelá (-sooleele) cover, -fúka (-fukidi)
chop down, -kesá (-keséle) covered, be, -fúkamá/-fukáma
Christian minister, ngaáng(a) aNdzáambi (-fukámene)
citrus fruit, -láala M 5/6 creature, v-váangu M 7/8
city, mm-báanza M/mm-baánza 9/10 crocodile, ng-aándu M 9/10
clan, kaandá M/kaánda 5/6 crop, mra-boóngo 9/10
167

cross (e.g. river), -saúka (-saúkidi) do carefully, -tóma (-tomene)

crowd, u-lólo M 14 do first, -téka(-tekele); -vita
cry, -dilá (-didídi) (-vitidi)
cultivate, -váta (-vatidi) do more, -lúta (-lutidi)
cultivated field, m-phátu M 9/10; vyá M do previously, -vita (-vitidi)
5/6 do rather, -lúta (-lutidi)
cultivation by clearing and burning, do up buttons, -kotésa mabutú
-keéba (-keébele) do very much, -tóma (-tomene)
cup, mm-búungu M 9/10 do well, -tóma (-tomene)
cupboard, k-kábadi 7/8; luúndilu 5/6 doctor, ng-aánga 9/10 & la/2
cut, -zeénga (-zeéngele) dog, mm-bwá M 9/10
cut down, -kesá (-keséle) done, get, -váangamá (-vaangamene)
cut up, -téetá (-teetele) done, have, -méně
dark, -anndóombe dooř, kye-élo M 7/8
darkness, enn-dóombe 9; ki-nn-dóombe 7 draw water, -téka(-tekele); (from/
day, 1-lůmbu M 7/8; (of market week): at/in) -tékelá (-tekeele)
1st Kyánkheenge 7; 2nd, Kyántsona 7; drink, -nwá (-nwiini)
3rd, Kyamphaángala 7; 4th; Kya- drive, -endésa M (-endéese)
kkóonzo 7; (d. before yesterday), dry intr, become dry, -kálalalá
ma-zuúzi 6 (-kalaleele); -yúma (-yumini)
deal with, -tála (-tadidi) duck, m-pháatu ?M 9/10
decide, -zeénga (-zeéngele); -sikídisa each, konsó (+ Variant 2)
(-sikídiisi) ear, kutu 5/6; ku-tú M 17/6
decorate, -vyéengesá (-vyeengeese) early morning, ns-súuká M 3/4
deed, váangu M 5/6 earth, nt-sí M 9/10; (soil, dirt) nt-
deep, -anndá tóto (M) 3/4
depth, nn-dá 9 easiness, s-sáasu M ?14
descend, -kúluká (-kulukidi) easy, -ássaasu
describe, -samúna (-samwíini); eat, -dyá (-diidi)
-samúnuna (-samúnwiini) eat for, -díilá (-diididi)
describe to, -samúnwiina eaten, be, -díwa (-diilu)
desire, lu-zólo M 11 edge, mm-béla 9
diamond, tádi dyanjelémi/dyankkezími eel, nk-káamba M 3/4
5/6 egg, dya-áki M 5/6
diarrhoea, mv-váyikú awumú M 3/4 eight, crd & inv num naána
die, -fwá (-fwiidi) eighth, -anaána
die for, -fwiilá eighty, lu-naána 11
difference, k-káka M ?14 elbow, k-kongónya 7/8
different, -ákkaka elder sibling/relative, m-pháangi M
dig, -simá (-simíni) 9/10 & la/2; mm-búta M 9/10 & la/2
dirt, nt-tóto (M) 3/4 electricity, kůle ?9
disappear, -vila (-vidídi) elephant, nd-záamba M 9/10
discuss matters, -t(á) omaámbu emerge, -váyiká (-vayikidi)
discussion, nthéeló zamaámbu 10 emphasizer, na
disease, y-yéelá M 15/6 end, mm-banínu 9/10 (< -mana);
disperse int, -mwaángana (-mwaángeene); mp-fwokó M 9/10
-vengómoka (-vengómokene) enemy, nt-taántu 1/2
disperse tr, -mwangáneesa; -vengómona English language, ki-ng-eléezo 7
(-vengómweene) enough, become, -fwáaná (-fweene)
divide/share with, -kaylla (-kaylidi) enter, -kota (-kotéle)
do, -tá (-teele); -váanga (-veenge) entire, the, mv-vilmba 3
do at/in, -téelá (-teelele <-tá) epistemology, nd-zayllu 9/10
168
epoch, era, t-táandu M 7/8 finger, nl-léeabo M 3/4
erase, -vúunzuná (-vuunzwiini) fingernail, z-zála M 7/8
escape, -tliná (-tiinini) finish tr, -fwokóla (-fwokwéele);
especially, keaussungulá-ko -aanisa (-aaniisi); (at/for)
establish, -téiaaesá (-telameese) -fwokwéela; -manisina
European, aú-nn-dele 3/4 & 1/2 (-aanisiini)
even, nkkutú fire (gun), -sika (-sikldi)
evening, na-slka M 6 fire, t-iyá M 13
ever do, -sidi; (future) se- + indirect firewood, n-khúni M 10
relative future first (adj), -ánthete; -aaóosi; (adv),
every, konsó (+ Variant 2) n-théte
evil (adj), -ánabi first, do, -teka (-tekele); -vita
evil n. , aa-bl M 9 (-vitidl)
examine, -filapa (-filmpidi) fish, nabízí zaaáaza
excessive, become, -saka (-sakidi) fish sps., ea-phúuaba ?M 9/10;
exchange, -sóna (-sobéle) a-phiabá 9/10; nd-zoónzi M 9/10;
exhaustion, aa-bilbi 6 kalála 5/6
explain, -saauna (-saawíini); -saaununa five, crd num taánu M; adj -taánu M
(-saaunwiini) flat-tailed otter, lu-ngolángola 11/13
explain to, -saaunwiina flesh, BB-blzi M 9/10; ap-fúunda M 9
expression, BV-V6VO M 3/4 flour, lu-kú M 11
extract, -kóolá (-koolele) flower, ab-vuaá 9/10
eye, dl-isu M 5/6 (ae-éso) fly intr, -tilúauka (-tilúauklni)
eyebrow, nt-sé M 9/10 fly tr, -tilůauna (-tllůawiini)
eyeglasses, ng-uúya 10 follow, -laánda (-leénde)
eyelash, nt-sálantsala M 9/10 food, aa-dyá M 6
eyelid, f-fúkilú kyaaéeso M 7/8 foot, t-táaabl M 7/8; (and/or leg),
face, lo-sé M 11/13; lu-sé M 11/13; ku-úlu M 15/6
a-pholó 9/10 for, (conj) kádi; (prep) auna- 18;
fall, -bwá (-bwiidi) relational extension
falsehood, lu-vúnu (M) 11/13 for, be, -inlna
family, kaandá M/kaánda 5/6 for, come, -izlla (-lziidi)
famine, nd-zalá (M) 9 forehead, nk-kúta M 3/4
far away, kwanndá forest, ap-filnda 9/10
farmer, av-váti 1/2 & 3/4 forget, -vilákaná (-vilákeene)
father, sé M 5/6; (mode of address or forgive, -loldka (-lolókele)
title), taáta la/2a (aki-) forgiveness, nn-dolóka 9/10
father's side, kl-se 7 forty, aa-kúaayá
feed, -dliká (-dilkldl) four, crd num yá; adj -ya
feel pity, f. sad, -móna nkhéenda fourth, -ayá
feelings of faintness, aa-bilbi 6 fowl, nt-súsu M 9/10
fever, baáu 5/6 French language or culture, ki-
few, kingáandi fwálaanza 7
few, very/too, -kké Friday, Kya-táanu 7
fifth, -atáanu friend, nk-kúundi M 1/2
fifty, aa-kúaataanú from, túuká
fill tr, -yelésa (-yeléese); -zádisá front, lu-sé M 11/13 (var. 1-osé)
(-zadiisi) fruit, b-buúndu 7/8
fill up intr, yelá (-yeléle) fry, -káanga (-kaangidi)
find, -8olóla (-solwéele); -waána full, get, -yelá (-yeléle); (of food),
(-weéne) -yňkutá (-yukwlltl); see also fill
find at/in/for", -solwéela further, dyaáka
169
future markers, -slnga aux; se + subj great number, u-lólo M 14
garbage, ma-tiiti M 6 green, -ánkhuunzu
garden bed, nk-kaánda greenness, n-khúunzu M 910
garden, kya-ána M 7/8 greens, mb-vuúdila M 10
garment, mv-vwáatú M 3/4 greet, -kayísa (-kayíisi)
gather (firewood), -tyáamá (-tyaam- grey hair, mb-vú M 9/10
ini); (for) -tyáaminá (-tyaamiini) ground, nt-tóto (M) 3/4
gazelle, ki-m-phitl 7/8 groundnut, ng-ubá (M) 9/10
gentle, be, -léembamá (-leembamene) group, ki-mb-vuká 7/8
gentleman, mm-bút(a) amuúntu 9/10 & grow bigger, -voónga (-voóngele)
la/2 grow (intr), -mená (-raenéne); (tr)
get better, -báká wíimpi; -sásuká -kuna ( - k u n i n i ) ; - v á t a ( - v a t i d i )
(-sasukidi) g u e s t , nd-zeénza M 9/10 & l a / 2
get done, -váangamá (-vaangamene) gum (of t e e t h ) , mf-finginya 3/4
get dry, -yúraa (-yumini) gun, nk-kéle M 3/4
get full, -yelá (-yeléle); (of food), h a i r , ( s i n g l e ) , lu-súki 1 1 ; ( c o l l )
-yúkutá (-yukwiiti) n t - s ú k i 10; (of b e a r d ) lu-zévo
get tired, -yoóya (-yoóyele) 11/10 (nd-zévo); (on face,
get up, -síkamá (-sikamene) whisker) nk-kéenje M 3/4
get wet, -yondálala (-yondáleele), half, nn-daámbu 9/10
gift, lu-kaú 11/13 hallo!, kyammbote!
girl, nn-duúmba M 9/10 & la/2 happiness, lu-yangálalu 11
give, -váavá (-veene) hard, be, -báalá (-baadidi)
give back, -vútulá (-vutwiidi) harm v, -váangulá (-vaangwiidi)
gleaming, nk-kezimi 3 harm n, mv-váangudl M 3/4
glittering, nj-elémi 9 harnessed antelope, n-kháyi 9/10
glory, nk-kéembo M 3/4 hat, m-phú M 9/10
go, -endá M (inf kweénda: past stem have, -iná (ye-)
-yénda; perf -éle) have done, -méně aux
go back, -vútuká (-vutukidi) have the need of X, -vwá X émffunu
go bad, -wolá (-woléle) he, sp/csp 1 o-,u-/w-; pr 1 yaándi
go for, -yéndela (-endéele) head, nt-tú M 3/4
go marketing, -tá mazáandu health, v-viimpi 14/6
go out, -váyiká (-vayikidi) hear, -wá (-wiidi)
go to sleep, -léeká (-leele) heart, mm-buúndu 9/10; nt-tlma M 3/4
go well!, (n)weenda kyammbote! heat, t-iyá M 13
go!, ndal (imper -endá) heat up intr, -yánduká (-yandukidi);
go/come down, -kúluká (-kulukidi) -báká tiya
goat, n-khóombo M 9/10 heaven, zúlu/zulú M 5
God, Nd-zaámbi M 9/10 & la/2 heel, b-bóombo M 7/8
gold, wo-ólo 14 height, nn-dá 9
good, -ámmbote help n, lu-sádisú M 11
g o o d b y e ! , (n)weenda kyammbote!; help v, -sádisá (sadiisi)
(nu)saala kyammbote! help e. o., -sálazyaaná (-salazyeene)
goodness, mm-bóte M 9 help to stand, -télamesá (-telameese);
goose, m-pháatu ?M 9/10 (e.o.) -télamesazyaaná
govern, -yáalá (-yaadidi) helper, ns-sádisi M 1/2
government, lu-yáalú M 11/13 her, pr 1 yaándi M; os 1 -NG-; ps 1
grandfather, n-khaki 9/10 & la/2 -and!
grandparent, n-kháaka M 9/10 & la/2 herd (animals), -twéelá (-tweelele)
grass, nyáanga M 9/10; (sp.) ns-sóni herdsman, nt-twéedl M 1/2 & 3/4
3/4
170
here it is/they are, pres ooyu 1; oowa in consequence, ngá
2; oowu 3 & 14; eěmi 4; eědi 5; oom in, come/go, -kota (-kotéle)
6; eěki 7; eěyi 8 & 9; eězi 10; oólu in here, mwaámu
11; oótu 13; oóku 15 & 17; odva 16; in order to, mu-; muna-
oómu 18; eěfi 19 in that very same way, dem waáwuna 14
here, dem vaáva 16; kwaáku 17; moómu 18 in that very place, dem mwaámuna 18
here/there aforementioned, dem voóvo in the midst of, káti kwa-
16; koóko 17; moómu 18 in which, muná rp 18
here they are, see here it is/they are in-law, k-kó M 14/6
high, -anndá indeed, ingeta; klkilu
hill, hillock k-kundúbulu 7/8 inform, -kaámba (-kaámbidi)
him, oc -NG-; pr yaándi M inform one another, -kambázyaana
hinder, -kaánga (-kaángidi) (-kambázyeene)
hippopotamus, ng-uvú 9/10 inhabitant of, mw-isi- M 1/2 (esi-)(+
his, ps -and! Variant 2)
history, lu-saánsu 11/13 initial vowel of nominals, e-, o-
hole, wúlu M 5/6 instep, k-kandáanga kyakuúlu 7/8
home, váta M 5/6 intelligence, ng-aángu 10
homestead, váta M 5/6 intelligent, -angaángu
honor, z-zitú 14 intend, -kána (-kanini)
hospital, ndzo anlloóngo intention, káni M 5/6
hot, become, -báká tlya; -yánduká intestinal worm, ns-séta M 3/4
(-yandukidi) intestine, nd-dyá M 3/4
hour, óla 9/10 introduce, -twáadisá(-twaadiisi)
house, nd-zó M 9/10 introduction, lu-súunzulú M 11/13
how, una rp 14 iris of eye, nk-kóongolo adlisu M 3/4
how (is it)?, awěyi? iron (metal), s-seéngo 7
how many?, -kwá? M iron (for pressing), f-feélo 7/8
how much?, -kwá? M iron [clothes], -syá effeélo
however, kaánsi útu ironworking, ki-ng-aángula 7
human being, mu-untú M 1/2 it/them, oc 2 -(b)a- ; os 3 & 14 -wo;
human nature, ki-mu-úntu 7 5 -dyo; 6 -mo; 7 -kyo; 8 & 9-yo;
hundred, n-kháma M 9/10 10 -zo; 11 -lo; 13 -to; 15 & 17
hundred thousand, zuúnda 5/6 -ko; 16 -vo; 18 -mo; 19 -fyo
hunger, nd-zalá (M) 9 it/they, sp/csp (b)a,(b)e-/(b)- 2; u-
hunt, -kóonda (-koondele) /w- 3; mi-/my- 4; di-/dy- 5;
hunt with dogs, -veta (-vetéle) ma-,me-, /m- 6; ki-/ky- 7; yi-/y-
hunter, n-khóngo M 9/10 & la/2 8 & 9; zi-/zy- 10; lu-/lw- 11; tu-
hurry, -sy(á) ensswaálu /tw- 13; ku-/kw- 15 & 17; mu-/mw-
hurt intr, -yáma (-yamini) 18; fi-/fy- 19
hurt tr, -váangulá (-vaangwiidi) it/they/them, pr yaáu M 2 & 8 & 9;
husband, nk-kazá 1/2; yakála 5/6 & 2 waáu M 3 & 14; myaáu M 4; dyaáu M
(ma-akála & a-akála M) 5; raaáu M 6; kyaáu M 7; zaáu M
I, sp/csp i-,NA-/y-; pr mono; oc -NA- 10;lwaáu M 11; twaáu M 13; kwaáu M
i.e., issya vó 15 & 17; mwaáu M 18; fyaáu M 19
idea, n-jiíndu 9/10 it is so, ndlvo
if, kelě-vo; avó it is the, i-
illness, y-yéelá M 15/6 its, ps -andi
immediately, vana váau job, s-sálu M 7/8
impatience, particle expressing, útu journey, mwe-endó M 3/4; nk-kaángalu
in, mu-; muna-_ 3/4
in case, dinkhwa kkalá vo joy, kye-ése M 7
171
judge, mf-fúundisl M 1/2 like, -zóla (-zolele)
keep (animals), -twéelá (-tweelele) like, ně (+ i-)
keep, -luúnda (-luúndidi) like(d), should (have), -ádi zzóla
keeper, nl-luúndi 1/2 likeness, kl-mp-fwani-mpfwani 7/8
kerosene, m-phitllu 9 limited quantity/amount, t-téezo M 7/8
kidney, ngubá anlma lineage, kaandá M/kaánda 5/6
kill, -vóonda (-voondele) lion, n-khósi M 9/10
kill for, -vóondelá (-voondeele) lip, b-béfo 7/8
kind, be -léembamá (-leembamene) listen, -vivila (-viviidi)
kind (sort), s-sé 14/8; m-philá 9/10; little, -ánndweelo
(of various kinds) -amphilá mumphila live, -zilnga (-zilngidi)
kindness, n-khéenda M 9/10 live at/in, -zilngila (-ziingiidi)
kingdom, kl-mp-fumu 7/8 liver, káti 5; ki-mó-oyo 7/8
knee, kungúlu 5/6 long, -anndá
kneecap, nt-slindu akungúlu M 9/10 look (at), -tála (-tadidi)
know, come to, -zaáya (-zeéye) look after, -saánsa (-saánsidi)
knower, nz-zayl 1/2 look for, -vaáva (-vaávidi)
knowledge, nd-zayllu 9/10; z-zayl 14 lose, -vidlsa (-vidiisi)
Kongo language/culture, ki-Kóongo M 7 love, -zóla (-zolele)
Kongo person, nk-Kóongo M 1/2 love each other, -zólazyaaná
lack, n-khóondwa M 9 lover, nz-zódi M 1/2
lacking, be, -kóondwa (-koondelo) lower, -áyaanda
lady, neéngwa la/2a lower jaw, b-bóbo kyáyaanda
lamp, mwi-indá M 3/4 lower part, yáanda M 5
land, nt-si M 9/10 lung, lu-fulú 11/6
language, nn-diinga 9/10 madam, neéngwa la/2a
large, -ánnene mail, koleéyo ?9
large, become, -sáanzuká (-saanzukidi) maize, ma-sáangu M 6
largeness, n-néne M ?14 make, -váanga (-veenge)
larynx, lu-láka M 11/13 make enter, -kotésa (-kotéese),
last week, lumilngu luvyookele make enter for, -kotésela (-koteseele)
last year, m w ú uvyookele make forget, -vilákeesa (-vilákeese)
later in the day, mldi ?9 make go, -endésa M (-endéese)
laugh, -sevá (-sevéle) make happy, -yangldika (-yangidik-
lead, -flla (-fididi) idi)
leaf, lu-kayá 11/6 make haste, -sy(á) ensswaálu
learn, -longóka (-longókele) make sure, -vlisá (-viisidi)
learner, nl-longóki 1/2 malachite, ng-weéta 9
left (hand), lu-moónso M 11 male, man, yakála 5/6 & 2 (ma-akála &
leg, ku-úlu M 15/6 a-akála M)
length, nn-dá 9 manage, - t á l a ( - t a d i d i )
leopard cat, nd-zuzl 9/10 manage t o , - s i d i
leopard, ng-6 9/10 m a n a g e m e n t of a f f a i r s , nthéeló
lesson, loóngi 5/6 zamaámbu
lest, dlnkhwa kkalá vo mango, m-mánga M 7/8
let, -yambúla (-yambwlidi) manioc, ma-dyóokó M 6
letter, nk-káanda M 3/4 many (in CI 10), zaziingi
lie down, -léeká (-leele) many, -ayiingi
lie, lu-vúnu (M) 11/13 manyness. yi-lngi M ?8
life, mo-oyó M 3/4 market, záandu M 5/6
light, mwi-indá M 3/4 marriage, nt-soompélo M 9/10
light (fire)7 -luúnga (-luúngidi) marry, -soómpa (-soómpele)
172
marvel, s-sivi M ?7 mother's brother, ngúdi ánkhazi
marvellous, -ássivi mountain, mo-óngo M 3/4
maternal uncle, ngúdi ánkhazi moustache, súunya 5/6
matter, dya-ambú M 5/6 (ma-ambú); it mouth, b-béfo 8
doesn't matter, kedyaambú-ko Mr., mmbút(a) amuúntu; taáta la/2a
mature, -vyá (-viidi) (aki-)
may, -lenda aux Mrs., Neéngwa la/2a
me, pr mono; oc -NA- much, (adj) -aylingi; (adv) been!
meal, lu-kú M i l muchness, yi-lngi M ?8
measles, s-syésye M 7 muscle, ns-suni 3/4
measure n, t-téezo M 7/8 must, -fwéte aux
measure v, -filmpa (-filmpidi) my, -ame 1st sg ps
meat, mm-blzi M 9/10 nail (metal), lu-soonsó M 11/10
medical doctor, ngaáng(a) amáwuku/ (nt-soonsó); nt-soonsó M 9/10
áwwuka nail (of finger or toe), z-zála M 7/8
medicine, nl-loóngo 3/4 name n, n-khúumbu M 9/10
meet, -waána (-weéne) name v, -ylkilá (-yikiidl)
meet e.o./together, -waánaana nausea, mf-fusúkwa anttima 3/4
(-wanáneene) near, kwánkhufi 17; vana-mmběl' a- 16
meeting, lu-kútakanú M 11/13 necessary, -ámffunu
member of, mw-isl- M 1/2 (esl-) necessity, mf-fúnu M 3/4
member of clan, mwisl-kaandá neck, nt-síingu M 9/10
mend, -loónda (-loóndele), need n, mf-fúnu M 3/4
mention, -súungulá (-suungwiidi) need v, -vaáva (-vaávidi); -vw(á)
mention by name, -ylka (-yikidi) émffunu
merely, káká needed, be, -vúwa émffunu
metal, t-tádi M 14 new, -ámpha
mica, mi-lka ?M 4 newness, m-phá M 9
midday, mldi ?9 news, nt-saángu 10
middle, káti 5 & 17; (in the m. of) night, f-fúku M 7/8
vakáti kwa- nine, crd num vwá/vwé; inv adj vwa/vwe
might, -lenda aux ninety, lu-vwá 11; lu-vwé 11
milk, kl-mb-vumina 7 ninth, -avwá/-avwé
millet, ma-sámbala M 6 no! , w ě I
million, zuúnda 5/6 nose, emm-bóombo ?M 9/10; nz-zúnu M
mind, n-jilndu 9/10 (<-yilndula) 3/4
mine, ps -ame not, ka-/ke-...-ko
mineral, t-tádi M 14 not do, -lembi
minute(s), mi-nilti 4 not have done, -lerabele
mist, emm-bungéezi ?M 9/10 not yet, kana ...-ko; ke-...eéti-ko
mixed, become, -saángaana (-saángeene) now, waáwu dem 14
Monday, Kya-móosi 7 now (change of state), se-
money, mm-bóongo M 9/10 nurse, nn-dezi 9/10 & la/2; child-,
monkey, n-khewá 9/10 nndezl-mwaana 9/10 & la/2
month, ng-oónde M 9/10 object, 1-lékwa M 7/8
moon, ngoónde M la occasion, nk-kúumbu M 3/4
more, adj -áka M; -ákkaka ocean, kaluunga 5/6 (<kiMb)
more (adv), dyaáka of, pp wa-/a- 1 & 9; ba-/a- 2;mya- 4;
morning, m-ménemene M 7/8 dya- 5; ma- 6; kya- 7; ya- 8; ya-
Moses1 cradle, nt-téte (M) 3/4 /a- 9; za- 10; lwa- 11; twa- 13;
mosquito, mm-bú M 9/10 wa- 14; kwa- 15 & 17; va- 16; mwa-
mother, ng-údi 9/10 & la/2 18
173

patient (sick), mm-béevo M 9/10 & la/2

of different kinds, -amphilá-mumphila pawpaw, ki-iklla 7/8
often, nkk(ú)umbu-myayíingi pay, -futá (-futídi)
oh no, óowóo pea-bean, wa-ándu M 14
oil, ma-ázi M 6 peanut, ng-ubá (M) 9/10
oil palm, bá M 5/6; yá M 5/6 peel, buula 5/6
old lady, ngúdi ánkkeentó pen, lápi/lapl 9/10; lu-zála M 11/13
old person, nk-kúlu M 1/2 & 3/4 pencil, lápi 9/10
olden times, n-khúlu M 9 people (coll), nk-kaángu 3/4
on the point of, be, eéti (after perhaps, naánga
imper.) period of time, k-kólo M 7/8
on, va-; vana- permission, ns-swá 3/4
one, adj num -mosl persevere, -kwámininá (-kwaminiini)
one in charge, nl-luúndi 1/2 persevere to the end (hence succeed),
one, crd num móosi -fúlalalá (-fulaleele)
onion, mwa-áza M 3/4 person, mu-untú M 1/2
only, káká perspiration, kyu-úfutá/kyu-úkusá M 7
open for, -ziwúlwllla pharmacy, ndzó anlloóngo
open tr, -yalúmuna (-yalúmwiini); pick up, -boónga (-boóngele)
-ziwúla (-ziwiidi) picture, ki-mp-fwani-mpfwani 7/8
opportunity, laú 5/6 pineapple, nánaázi M 5/6
or, yovó pit, wúlu M 5/6
orange, láala M 5/6 pity, n-khéenda M 9/10
order, oólodi 9 place, f-fulú 7/8; (for keeping)
other, -ákkaka luúndilu 5/6
otherness, k-káka M ?14 plait, -zéka (-zekele)
otter, mb-bakú-maaza 3/4 plank, bayá 5/6
ought, -fwete plant, -kuna (-kunlni)
our(s), ps -eto plantain, di-n-khondó/di-n-khóndo 5/6
outer skin, buúla 5/6 plate, loónga 5/6
outside, mm-bazí (M) 9 play, -táamba (-taambidi)
own, -vwá (-vwiidi) please, -yangldika (-yangidlkldi)
be owned (by), -vúwa (kwa-) (-vwiilu) please do, eéti (after imper.)
pail, k-katlni 7/8 poison, av-váangudí M 3/4
pain, nl-lúunzu M 3/4 pole, bayá 5/6
paint n, tiinta/tiita 5/6 Portugal, Pútulukaále M 9
paint v, -vyéengesá (-vyeengeese) Portuguese language, ki-m-phutúku 7
palm fibre cloth fringed at both ends, possess, -vwá (-vwiidi)
mm-baádi M 9/10 possession, mm-bóongo M 9/10; v-vwá M
palm of hand, mm-báanzala akóoko M 9/10 15/6
palm tree (oil), bá M 5/6; yá M 5/6 possessor (of quality), nk-kwá M 1/2
palm wine, ma-lavú 6 post, koleéyo ?9
papaya, ki-iklla 7/8 pot, ki-inzú M 7/8
paper, papéele 9/10 pound, -tuúta (-tuútidi)
paraffin, m-phitilu 9 power, ng-oló 10
parcel, f-fundá 7/8 pray, -sáamba (-saambidi)
part, n-khúunku M 9/10; nn-daámbu 9/10 prayer, s-sáambu M 7/8
pass (by), -vyóoká (-vyookele); prepare, -kúbiká (-kubikidi)
-suunda (-suundidi) prepare for cultivation by slashing
passport, nkkáanda andzlla and burning, -keéba (-keebele)
pastoralist, nt-twéedl M 1/2 & 3/4 presentation, lu-súunzulú M 11/13
path, nd-zilá (M) 9/10 prevent, -sima (-simlni)
174

profit, mf-fúnu M 3/4 request, -lóomba (-loombele)

profitable, -ámffunu rescue, -vulúza (-vulwiizi)
property, v-vwá M 15/6; mm-bóongo M resource, ki-mb-vwaama 7
9/10 respect, -zitlsa (-zitiisi)
public, the, nk-kaángu 3/4 respect each other, -zitázyaana
pull out, -nanika (-nanikini) respectfulness, v-vúmi 14
pupil, nl-longóki 1/2 rest, -vuúnda (-vuúndidi)
pupil of eye, mwaan'adiisu return an answer, -vútulá mphútwiilú
put, -syá (-siidi) return intr, -vútuká (-vutukidi)
put for, -siilá return thanks, -vútulá matóondo,
put on (clothes), -vwáatá (-vweete) return tr, -vútulá (-vutwiidi)
put on spit, -sóma (-somene) rib, lu-baánzi 11/10 (mm-baánzi)
question n, n-júvu M 9/10 riches, kl-mb-vwaama 7
question, ask, -yúvulá (-yuvwiidi) richness, ú-mb-vwaama 14
question (matter), dya-ambú M 5/6 right (hand), lu-néne M 11
(ma-ambú) rind, buúla 5/6
question indicator, ee? ripen fully, -vyá (-viidi)
quickly, mu(na)-ndzáki rise, -síkamá (-sikamene)
quite, kwa- + possessive stem river, nk-kóko M 3/4
race, (lineage) kaandá M/kaánda 5/6 roast, -káanga (-kaangidi)
raffia, vúsu M 5 roof, nl-ludi 3/4
railway station, gaále 7/8 room [in house], suku M 5/6
rain n, mb-vúla M 9/10; (let r. in, of rot, -wolá (-woléle)
roof) -nóka (-nokene) rubbish, ma-tliti M 6
rain v, -nóka (-nokene) rule over, -yáalá (-yaadidi)
raise child, -lelá (-lelele) run, -lundúmuka (-lundúmukini)
rat, m-phúku M 9/10 run away, -tliná (-tiinini),
reached, be, -lwaákilwa (-lwaákiilu) rush about, -dikumuka (-dikúmukini)
read, -táanga (-taangidi.-teenge) sadness, n-tháantu ?M 9
realm, ki-mp-fumu 7/8 Saturday, Kyá-nt-saabala 7 . sábado)
reason , k-kúma M 7/8 save, -vulúza (-vulwiizi)
receive! -lwaákisa (-lwaákiisi); say to, -vóvesá (-voveese)
-táambulá (-taambwiidi) say: (he etc.) said that, ok5 vo
receptacle, luúndilu 5/6 school, sikoóla 9/10
reception, n-tháambulú/n-tháambulwá M sea, kalúunga 5/6 (<kiMb); mb-bú M 3/4
9/10 search for, -vaáva (-vaávidi)
recover from illness, recover health, seat, k-kúunda 7/8
-báká wíimpi, -sásuká (-sasukidi) second, -a-zoóle
red, -ammbwáaki section, n-khúunku M 9/10
red antelope, nt-sá M 9/10 see, -móna (-mweene)
redness, emm-bwáaki ?M 9 see each other, -mónaaná (-monaneene)
reed, mwi-ínga M 3/4 see to, -tála (-tadidi)
relieve of burden, -vévolá (-vevweele) seed (esp. melon), mb-biiká M 3/4
relieve of burden for, -wévweelá seek, -vaáva (-vaávi di)
remain behind, -sáalá (-siidi) seize, -báká (-bakidi)
remember, -súngamená (-sungameene) self, oc reflexive -ki-; -yi-; pr +
remind, -súngamesá/-sungámesa (-sunga- kibeéne/kibeéni
meese); -teétola (-teétweele) sell, -téka(-tekele)
repeat, -landúlula (-landúlwiidi) sell to/for, -tékelá (-tekeele)
repeat for, -landúlwiila send, -twliká (-twiikidi)
reply, -vútulá mphútwiilú serval cat, nd-zuzl 9/10
reputation (good), z-zitú 14 sesame, wa-angila M 14
175

set (of sun), -kůluká (-kulukidi) skirt, di-nt-sayá 5/6

set up, -télamesá (-telaraeese) skuli, v-valánganza 7/8
settle on, decide on -sikidisa sky, zúlu/zulú M 5
(-sikidiisi) slake thirst, vóond(a) evwiína
seven,crd & inv num nt-sámbwaádi small, -ánndweelo
seventh, -antsámbwaadi small, be, -kéevá (-keevele)
seventy, lu-sámbwaádi 11 small, very/too -kké
sew, -túunga (-tuungidi) smallness, nn-dwéelo M 9
shawl, ki-vunga 7/8 smart, -yáma (-yamini)
she, sp/csp 1 0-.U-/W-; pr yaándi M; smith, ng-aángula M 9/10 & la/2
she who, dem & pr óyu; ndyoná; oná smoke n, fwóomó M 9
sheep, meéme 5/6 smoke tobacco, -nwá fwóomó/éfwoomó
shelf/ves, luúndilu 5/6 snake, nyóka M 9/10
shin, enk-kwáaku ?M 3/4; mv-vindlingi so, waáu M pr 14
akúulu 3/4 so far, yakinu
shine, -teéka (-teékele) so that, kinumaána vó,
shining, nk-kezími 3 soak tr, -yondéka (-yondékele)
shirt, kí-n-khutú 7/8 soap, sabúni 9
shoe, nt-sá(m)paatú M 9/10 society, ki-rab-vuká 7/8
shop v, -tá mazáandu soft, become, -lebóka (-lebókele)
shop/s, ma-kazilnu 6 soil, nt-tóto (M) 3/4
short, -ánkhufi sole of foot, t-táambi M 7/8
shortness, n-khúfi M 9 some, -ákkaka
should (have), -ádi some other, -áka M
should, -fwete some such (manner), konsó ówu
shoulder, véembo M 5/6 something like that, konsó ówu
show, -kaámba (-kaámbidi); -sóonga sometimes, eza(a)k' énthaangwa
(-soongele) somewhere, koňsó óva/óku/ómu
show e.o., -sóngazyaaná (-songazyeene) song, nk-kuúnga 3/4
show to/for, -sóongelá (-soongeele) sore, m-phutá 9/10
shred, -seésa (-seésele) sore throat, ny-yámu álaka M 3/4
sibling: elder, mp-háangi M 9/10 & sorrow, n-khéenda M 9/10
la/2; mm-búta M 9/10 & la/2; sort, s-sé 7/8; m-philá 9/10
younger, mb-búunzi M 1/2; nl-leéke south, yáanda M 5
1/2 & 3/4 southern, -áyaanda
sick person, mo-béevo M 9/10 & la/2 spade, p-paáwu 7/8
sickness, y-yéelá M 15/6 sparkling, nj-elémi 9
side, mm-béla 9; nn-daámbu 9/10 speak, -tá (-teele); ,-vóva (-vovele)
sin, sumu M 5/6 speak at/for, -vóvelá (-voveele)
since, waawu vo; túuká speak to, -téelá (-teelele <-tá);
sing, -yimbíla (-yimbiidi) -vóvesá (-voveese)
sing for, -yirabldila (-yimbídiidi) spectacles, ng-uúya 10
sir, mmbút(a) amuúntu; taáta la speech, mv-vóvo M 3/4
sister (elder), m-pháangi M 9/10 & speed, nd-záki 9/10; ns-swaálu 3
la/2; (younger, of woman) mb-búunzi spine, lu-bása lwanlma M 11/13
M 1/2 spit (for roasting) v, -sóma (-somene)
sit down, -kósoká (-kosokele) spouse, nk-kazá 1/2
six, crd & inv num sáambanú spread, -yalá (-yadídi)
sixth, -asáambanu spring (season), kí-n-thombo 7
size, n-néne M ?14 stand e.o. up, -télamesazyaana
skill, u-mm-baángu 14 stand up, -télama (-telamene)
skin, nk-káanda M 3/4 stand up tr, -télamesá (-telameese)
176

star, n-thetéembwa 9/10 (-mokéese)

start, -yá(n)tiká (-ya(n)tikidi); tall, -anndá
-yáantiká (-yaantikidi) tall, be, -lá
start n., sína M 5/6 task, s-sálu M 7/8
stature, nt-téla M 3/4 teach, -loónga (-loóngele)
steep, -yondéka (-yondékele) teacher, nl-loóngi 1/2
still (adv), dyaáka tear from eye, kl-nt-sanga 7/8; di-nt-
sting intr, -yáma (-yamini) sanga 5/6
stomach, lu-kútu M 11/13; v-vumú 7/8 tell, -sóonga (-soongele); -vóvesá
stone, tádi M 5/6 (-voveese)
stop intr, -niíngama (-niíngamene) tell stories, -samuna (-samwiini)
stop tr, -slma (-simini) tempt, -vukúmuna (-vukúmwiini)
store/s, ma-kaziinu 6 temptation, m-phúkumunl M 9/10
story, lu-saánsu 11/13 ten, crd num. kúumi M 5/6; inv adj
strange, -amphiimpita -kuumi
strangeness, m-phiimpita 9 tenth, -akúumi
stranger, nd-zeénza M 9/10 & la/2 than, kemu- -ko
stream, ki-n-khokonkhoko 7/8 thank, -tóonda (-toondele); -vútulá
strength, ng-oló 10 matóondo
string, ns-silnga 3/4 thanks, ma-tóondo M 6
strong, become, -kúmamá (-kumamene) that (conj), vó/-vo
student, nl-longóki 1/2 that aforementioned, see that/those
stupid, -akizowá that is [to say], issya vó
stupidity, ki-zowá 7; u-zowá 14 that/those aforementioned, dem ndyoóyo
sturdy, become, -kúmamá (-kumamene) 1; woówo 2 & 3 & 14; myoómyo 4;
succeed, -súunda (-suundidi) dyoódyo 5; moómo 6; kyoókyo 7;
such-and-such, kingáandi yoóyo 8 & 9; zoózo 10; loólo 11;
sugar cane, mú-nt-se 3/4 toóto 13; koóko 15 & 17; voóvo 16;
suitcase, n-khéla M 9/10 moómo 18; fyoófyo 19
sum, n-thálu M 9/10 that/those distant, dem ndyoóna 1;
sun, ntháangwa M la
aána 2; wuúna 3 & 14; miína 4;
Sunday, kyalumiingu 7
dilna 5; maána 6; klina 7; yiina 8
sunlight, mwi-ini M 3
& 9; ziina 10; luúna 11; tuúna 13;
surpass, -súunda (-suundidi)
kuúna 15 & 17; vaána 16; muúna 18;
sweat, kyu-úfutá M 7; kyu-úkusá M 7
fiina 19
sweep, -kóomba (-koombele)
that/those particular/very, dem
sweet potato, vutá 5/6
sweetcane, mú-nt-se 3/4 ndyoóna 1, aána 2, waáwuna 3 & 14,
swim, -t(á) omántsa myaámina 4, dyaádlna 5, maámana 6;
swimming, má-nt-sa 6 kyaákina 7; yaáyina 8 & 9; zaázina
table, me-éza M 6 10; lwaáluna 11; twaátuna 13;
take, (pick up) -boónga (-boóngele); kwaákuna 15 & 17; vaávana 16;
mwaámuna 18; fyaáfina 19
(carry) -natá (-neéte) that/those which, dem & pr óyu 1; ówa
take by air, -tilúmuna (-tilúmwiini) 2; ówu 3 & 14; émi 4; édi 5; óma
take care, -kéba (-kebele) 6; éki 7; éyi 8 & 9; ézi 10; ólu
take offence, -báká mmbl 11; ótu 13; óku 15 & 17; óva 16;
take on a journey, -vitúla (-vitwiidi) ómu 18; éfi 19
tale of marvels, ki-m-pha 7/8 their(s), ps -au 2; -andi 1 & 3-19
talk, -vóva (-vovele); (converse) them, see it/them
-mokéna (-mokéene) then, iboosi; ngá
talk at/for, -vóvelá (-voveele) there, sp/csp va-,ve-/v- 16; ku-/kw-
talk to, -vóvesá (-voveese); -mokésa 17; mu-/mw- 18; os -vo 16; -ko 17;
177
-mo 18; pr vaáu M 16; kwaáu M 17; trachea, mv-vúuvu álaka M 3/4; nttúutu
mwaáu M 18; (distant), vaána 16; álaka M 3/4
kuúna 17; muúna 18 trader, nk-kitl 1/2 & 3/4
therefore, ozeévo train, kuúmbi 5/6
therein (distant), muúna dem 18 trash, ma-tíiti M 6
these, see this/these, that/those travel, -kaángala/-káangalá
they, see it/they (-kaangeele); -klyá (-klyídl)
thigh, sína dyakúulu; táku M 5/6 travel in/by, -kángaleelá/-kangáleela
thing, 1-lékwa M 7/8 traveller, nk-kiyl 1/2
think, think about, -yiindula treat for illness, -wúka (-wukidi)
(-yilndwiidi) treatment (medical), ma-wúku M 6
third, -atáatu tree, nt-tl M 3/4
thirst, vwiina 5 tree beans, nkhása zamádeezo
thirty, ma-kúmatatú tribe, kaandá M/kaánda 5/6
this/these, dem ndyoóyu I; waáya 2; trousers, mb-báti M 3
waáwu 3 & 14;rayaámi4; dyaádi truth, 1-lúdi 7
5; maá-ma 6; kyaáki 7; yaáyi 8 try, -téezá (-teezele)
& 9; zaázi 10; lwaálu 11; Tuesday, Kya-zóole 7
twaátu 13; kwaáku 15 & 17; turn into (become), -kituká
vaáva 16; mwaárau 18; fyaáfi 19 (-kitukidi)
this which, see that/those which turn intr, -zékoká (-zekokele)
this/these (which), see that/those twenty, ma-kúmooIé
those, see that/those twist, -syeéta (-syeétele)
those particular/very, see that/those two, crd num zoóle; adj -óle M
particular/very underneath, vaná-ntsi a-
thought, n-jilndu 9/10 understand thoroughly, -vlisá
three, crd num tátu; adj -tátu (-viisidi)
thresh, -buúnda (-buúndidi) unhappy, be, -móna nkhéenda
throat, láká M 5/6 unti1, yavaná/yevaná
throw, -tuba (-tubidi) up, get, -síkamá (-sikamene)
Thursday, Kya-yá 7 up to now, yakinu
thus, os -wo 14; pr waáu M 14; (like upstairs, kú-n-thaandu 17
this) waáwu dem 14; (like that/this) us, oc -tu-; pr yeéto M
woówo dem 14; (distant) wuúna dem 14 use n, mf-fúnu M 3/4
ticket, t-tiki 7/8 use v, -sádilá (-sadiidi)
tie, -kaánga (-kaángidi) useful, -ámffunu
time (o'clock), óla 9/10 usually do, -lúta (-lutidi) aux
time (period), k-kólo M 7/8 vanish, -vila (-vidídi)
time, n-tháangu/n-tháangwa M 9/10 various others, -ákkaká-kaka
tin (metal), ma-nd-zanzá 6 vegetables (green), mb-vuúdila M 10
tire intr, get tired, -yoóya (-yoóyele) very, beéni; see also much, indeed
to, ku-; kuna-; (people) kwa- village, váta M 5/6
today, wu-únu (takes agreements of 7) villager, mwisl-váta
toe, nlléembo amáalu M 3/4 visit, -kiylla (-kiyiidi); (for a
toenail, z-zála M 7/8 short while) -kilngula
tomorrow, mm-bazi (M) 9 (-kilngwiidi)
tongue, lu-blni M 11/13 visitor, nd-zeénza M 9/10 & la/2
too late, ntháangu ásaka vocative pref, e-
tooth, dl-inu M 5/6 (me-éno) voice, nn-diinga 9/10
top, n-tháandu M 9 waist, lu-kéto M 11/13
total (sum), n-thálu M 9/10 wait for, -vlingilá (-viingiidi)
touch, -siíraba (-siímbidi) wake up, -síkamá (-sikamene)
178
want for, -zólelá (-zoleele) white of eye, nt-tungúnuunu 3/4
want, n-khóondwa M 9 whiteness, m-pheémbe 9
warn, -lúukisá (-luukiisi) who, (rp) ndyoná I; (b)aná/(b)ená 2
wash for, -sukwlila who(m)?, nánl? M la/2a (akl-)
wash tr, -sukúla (-sukwlidi) whole, the, -awónso(no); mv-vilmba 3
water, ma-áza M 6 wholeness, wo-ónso(no) M 14
watch, -tála (-tadldl) whose? -ánani?
water (plants), -vuúnglla (-vuúnglldl) why?, ekkuma | nkhl?
water antelope, mb-vudl 9/10 wide, become, -sáanzuká (-saanzukidl)
water lizard, mb-báambi amáaza M 3/4 wife, nk-kazá 1/2; nk-kéentó M 1/2
way, nd-zllá (M) 9/10 will aux, -fwete
way of dealing with, n-théeló M 9/10 will n, lu-zólo M 11
way of doing, n-théeló M 9/10 win, -suunda (-suundidi)
way of going, nj-endélo 9//10 windpipe, mv-vúuvu álaka M 3/4;
way of knowing, nd-zayllu 9/10 n t - t ú u t u álaka M 3/4
way of speaking,ra-phóvelóM 9/10 w i n t e r , s - s l v u M 7/8
way of travelling, n-khángaleeló M/ wisdom, ng-aángu 10
n-khangáleelo 9/10 w i s e , -angaángu
way of working, nt-sádilú M 9/10 wish, - z ó l a ( - z o l e l e )
we, sp/csp tu-/tw-; pr yeéto M wish, l u - z ó l o M 11
wealth, ki-mb-vwaama 7 with, (instrument) muna- 18;
wealthiness, ú-mb-vwaama 14 (accompaniment) ye-/yo-
wear, -vwáatá (-vweete) with her/him/it, yaándi; w. me, yaáme;
weave, -kúba (-kubidi) w., yaáu; w. us, yeéto; w. you pi,
Wednesday, kya-táatu 7 yeéno; w. you sg, yaáku
week, lu-milngu 11/13 without, kemu- -ko
weep, -dllé (-dldldi) woman, nk-kéentó M 1/2
welcome, -lwaákisa (-lwaákilsi) (lit. wonder, s-slvi M ?7
cause to arrive); táambulá wonderful, -anákuumbu; -áasivi
(-taambwiidi) word, dya-ambú M 5/6 (ma-ambú)
well, kyámmbote work n, s-sálu M 7/8
well brought up, be, -saánsuka work v, -sála (-sadidi)
(-saánsukidi) workman, ns-sádi M 1/2
well, do, -tóma (-tomene) world, nd-zá M 9/10
wet, get, -yondálala (-yondáleele) would (have), -ádl
what?, n-khl? M 9 wrap, kl-vunga 7/8
what kind [is it]?, nkhl amphilá? wrap up, -zlinga (-zllngidl)
when [is it]?, nkhl ánthaangwa? wrist, nt-sllngu akóoko
when, vaavá write, -sóneká (-sonekene)
where, rp kuna 17; óku 17; vená/vaná write for/to, -sónekená (-sonekeene)
16; (in) ómu 18 writing, s-sóno M 7/8
where (is it)?, akwěyi? yam, k-kwá 7/8
whether, kana yard, kya-ána M 7/8; y-yáanzala M 7/8
which, rp ndyoná I; (b)aná/(b)ená 2; year, mv-vú M 3/4yes, eělo, ingeta
uná 3 & 14; mlná 4; diná 5; mana/ yesterday, ma-zóono M 6; day before
mená 6; kina 7; yiná 8 & 9; zlná 10; y., ma-zuúzi 6
luna 11; tuna 13; kuna 15 & 17; you pi, sp/csp nu-/nw-; oc -nu-; pr
vaná/vená 16; muná 18; finá 19 yeéno M
which [is it]? nkhl a- ? you sg, sp/csp O-.U-/0-; os -G-; pr
whisker, nk-kéenje M 3/4 ngéye
white, -ammphěémbe young child, kl-nn-dende 7/8
white hair, mb-vú M 9/10 young man, tokó 5/6
179

young person, n l - l e é k e 1/2 y o u r ( s ) p i , ps -eno

y o u n g e r s i b l i n g ( o f same sex a s y o u r ( s ) s g , ps -aku
s p e a k e r ) , mb-búunzi M 1/2; n l - l e é k e youth, tokó 5/6
1/2 & 3/4

BIBLIOGRAPHY

This is a very selective bibliography, since most modern studies of Angolan

Kongo are published in Portuguese, while those on Zairean Kongo are
predominantly in French, Nederlands or Swedish. These will not be included,
except for a few very important works.
The works most readily available to English speakers are:

BENTLEY, W.Holman 1887. Dictionary and Grammar of the Kongo Language.

London, Baptist Missionary Society.
1895. Appendix to the Dictionary and Grammar of the Kongo
Language. London, BMS & Kegan Paul, Trench, Trtlbner & Co.
Both volumes republished 1967 by Gregg, Farnborough.

Bentley did not mark tone, and used different systems of orthography and of
noun class numeration. The following notes may be useful:

1. No vowel length shown: -sáalá 'stay' and -sála 'work' both appear as Saala.
2. The sequences wV and yV are often spelt uV and IV, thus, Diambu for dyaambú
'word, matter' and -lwaáka 'arrive' as Luaka.
3. It is clear from the Grammar that Bentley recognized at least two of the
three kinds of nasal-consonant sequence, but did not ditsinguish between
them in his orthography, hence mvvú 'year' and mbvú 'white hair' are both
Mvu, and ntsá 'antelope' and nssá 'retinue' are both Nsa.
4. Gemination is not recognized: Vangu stands for both váangu 'action' and
wáangu ' creature' .
5. The palatal voiced stop is spelt g: Ngindu for njilndu 'thought'.
6. In the 1885 work only, i.e., not in the Appendix, si is spelt xi and zi is
ji. This reflects a pronunciation used by some speakers (and also reflects
the Portuguese way of spelling these sounds). Thus Nxi = ntsi, Jitu = zzitú.
7. Nouns in the dictionary are given under first letter of prefix, not of stem;
thus Nlele (nl-léle) is under N, and Klese (kye-ése) under K. The exception
is (our) Class 5, which is shown with the IV e- attached: Evuta (vutá).
8. There follows a 'conversion table' for the noun classes, Bentley's
numeration in the lefthand column, and the modern Bleek-Meinhof in the
righthand column:

Bentley Modern Bentl ey_ Modern

1 1/2 9 15/6
2 9/10 10 11/13
3 3/4 11 11/13 & others
4 3/4 12 14
5 7/8 13 14/6
6 - 7/8 14 16,6,18,4
7 5/6 15 19,8
8 5/6
180

Several classes appear more than once in Bentley's system, since he

distinguished classes on the basis of prefix, as well as agrement patterns.
Class 7 nouns with the 'augment prefix' ki- are in his 'Class 5', while those
with gemination are in 'Class 6'. The locatives are treated separately, and not
numbered. Despite the necessity of making these adjustments, it is very worth
while to consult Bentley's work. The following is the most important
dictionary published this century, containing some 70,000 entries, hence we
include it here, despite its being in French:

LAMAN, K.E. 1936. Dictionnaire kikongo-francais. Brussels, Falk fils for the
Royal Belgian Colonial Institute.

Laman wrote several other works on the Kongo language and people, but
relating to Zairean forms rather than Angolan. Among Portuguese publications,
the following is incuded:

da SILVA MAIA, P.António 1961. Dicionário Complementar Portugués-Kimbundu-

Kikongo. Cucujaes, the author.

This uses an orthography virtually identical to that of Bentley. For a list of

works by Swedish writers, consult the following (itself in French):

SODERBERG, Bertil & WIDMAN, Ragnar 1978. Publications en kikongo. Uppsala,

Scandinavian Institute for African Studies.

The following has a summary in English, and though it relates to a Zairean

dialect, much is applicable to Zombo:

DAELEMAN, J. 1966. Morfologie van naamwooord en werkwoord in het Kongo

(Ntandu) met ontleding van het foneemsysteem. University of Leiden.

The authors of the present course have in preparation the following

materials for the Zoombo dialect:

1. Introductory Kongo Reader. Thirteen passages with parallel English

translation, grammatical sketch, annotations and glossary. Ms 223pp.

2. Ntsaásuka yenndongóka zamwísi-Kóongo (Upbringing and Education of a Kongo).

Text with parallel translation, annotations and glossary. Ms. 208pp.

Recordings of all material will be available.

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