The heart of our directory consists of profiles for each of the 82 African languages given high instructional priority in the United States. The following section discusses the kinds of information given. In compiling the profiles we were frequently confronted with reports concerning these topics. We have done our best to resolve conflicts but recognize that errors may exist. We would be grateful to receive any updates, revisions, or corrections so that they may be included in a subsequent edition of this volume. Individuals are therefore encouraged to complete the relevant sections of the language Fact Form Appendix L and send it to Professor David Dwyer, African Studies Center, Michigan State University, 100 International Center, E. Lansing, MI 48824-1035

Classification and Where Spoken

Each language heading is identified by classification and location. Because the purpose of the classification is simply to identify the language in question, we have generally followed the familiar Greenberg (1963) method, despite the existence of more recent statements such as Bennett and Sterk (1977) for Congo-Kordofanian (including Guthrie for Bantu), Khoisan, and Afroasiatic (but see Bender (1977) for the Nilotic and Semitic languages of northeast Africa). These classifications are given in the diagram below.

In the case of the Bantu languages, we have added Guthrie's (1948) subclassification numbers to aid in identification.

With respect to where these languages are spoken, we limit the specification to country and region (political or geographic), and where possible we have cited sources with language maps.

Number of Speakers

The number of people who use a language is a reasonable approximation of its social significance. In most cases, data concerning number of speakers varied considerably, and more recent estimates usually showed many more speakers. Our practice was to cite range, making an effort to provide the latest data available. While we have tried to provide statistics on second language users, this effort has been hindered by limited information.

Usage

Information concerning social significance (that is, usage) is necessary to answer fully the question of the "domain" of the language headings. We have established three categories.

1. Official Status
   As used here, an official as opposed to unofficial language has received some type of formal national recognition. Usually associated with this recognition is authorized usage in one or more of the following areas:
   
   (a) education
   (b) radio and television
   (c) government and as a lingua franca.
   
   
2. National - Regional - Local Language
   Within a country, a language may be spoken nationally, regionally, or locally. This fact is independent of its being officially recognized and authorized.
   
   
3. First Language - Lingua Franca
   A third parameter concerns whether a language is spoken principally as a mother tongue or is used substantially as a lingua franca (vehicular language, trade language), that is, it is used both as a first and second language.

Dialects

We noted earlier that an important factor in planning language offerings involves how many sets of learning materials would be required for each language heading. We also noted that the best and most dependable approach was first to examine the written tradition or traditions. Where these are firmly in place, an answer to the materials question is usually obvious. Otherwise, a dialect survey addressing the following points is in order. First, what are the significant dialects of the language group under consideration? Second, what criteria were used to establish these differences? These include degree of mutual intelligibility, common vocabulary, phonetic similarity, social differences, political distinctions, and others. Third, given this information, how many different sets of materials are required for a language heading? Which dialects (or language names) can be grouped for teaching purposes, and for each set, what would be the basic dialect upon which materials are to be based?

Because dialect surveys are carried out as part of other projects, it is rare that such a dialect survey will appear in the form described above. It is quite possible that we have stated a dialect survey is unknown to us or does not exist, but we stand to be corrected and will include that information in future revisions of this report.

Orthographic Status

As mentioned earlier, a standard orthography is relevant not only to first language users but also for the creation of standardized learning materials. For this reason, we have attempted to seek out information concerning the status of an official or standard orthography for each of these languages.

Ideally, a standard orthography should deal with the following issues: How should the segmental phonemes be represented? How should the suprasegmental phonemes be represented? How are words spelled? On a practical level, these issues are resolved with the appearance and acceptance of a dictionary.

Continued: Learning Materials

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