Language Use and Language Attitude in Aleta Wondo Woreda

A Thesis Submitted to the Department of Linguistics in Partial Fulfillment for the

Degree of Master of Arts in Linguistics

BY: ABERA AWAJE

ADVISOR: GETU SHIKUR (PhD)

October, 2013

Addis Ababa
 ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

COLLEGE OF HUMANITIES, LANGUAGE STUDIES,

JOURNALISM AND COMMUNICATION

DEPARTMENT OF LINGUISTICS AND PHILOLOGY

LANGUAGE USE AND LANGUAGE ATTITUDE IN ALETA WONDO

WOREDA

By: ABERA AWAJE

ADVISOR: GETU SHIKUR (PhD)

A Thesis submitted to in partial fulfillment of the requirements for the Degree of

Master of Arts in Linguistics.

Approved By: Signature

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Chair person, Head of Graduate Committee

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ADVISOR

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EXAMINER

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EXAMINER

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 Table of Contents

Contents Pages

Abstract--------------------------------------------------------------------------------------------------------i

Acknowledgement ------------------------------------------------------------------------------------------ii

List of tables--------------------------------------------------------------------------------------------------iii

List of Abbreviations and list of figure-------------------------------------------------------------------iv

Acronyms-------------------------------------------------------------------------------------------------------v

CHAPTER ONE: INTRODUCTION

1.1 Description of the Study Areas-------------------------------------------------------------------------1

1.1.1 Geographical Location---------------------------------------------------------------------------------1

1.1.2 The people-----------------------------------------------------------------------------------------------2

1.1.3Socio-Economic Background--------------------------------------------------------------------------3

1.1.4 Historical Background of the Aleta Wondo---------------------------------------------------------4

1.1.5 The Language ------------------------------------------------------------------------------------------4

1.2 Statement of the Problem--------------------------------------------------------------------------------4

1.3 Objective of the study------------------------------------------------------------------------------------5

1.3.1 General Objective of the study------------------------------------------------------------------------5

1.3.2 Specific Objective of the study-----------------------------------------------------------------------5

1.4 Significance of the study---------------------------------------------------------------------------------6

CHAPTER TWO: CONCEPTUAL FRAMEWORK AND RELATED STUDIES

2.1 Conceptual Framework----------------------------------------------------------------------------------7

2.1.1 Domain of Language Use-----------------------------------------------------------------------------7

2.1.2 Language Attitude-------------------------------------------------------------------------------------9

2.1.3. Bilingualism-------------------------------------------------------------------------------------------10

2.1.4. Code-Switching---------------------------------------------------------------------------------------13

2.1.5 Borrowing----------------------------------------------------------------------------------------------14

2.2 Related Studies------------------------------------------------------------------------------------------15

CHAPETR THREE: METHODOLOGYOF THE STUDY

3.1 Demographic Characteristics--------------------------------------------------------------------------18

3.2 Sampling Techniques-----------------------------------------------------------------------------------18

3.3 Data Collection Tools-----------------------------------------------------------------------------------19

3.3.1 Questionnaire------------------------------------------------------------------------------------------19

3.3.2 Observation--------------------------------------------------------------------------------------------20

3.3.3 Interview-----------------------------------------------------------------------------------------------20

3.3.4 Focus Group Discussions (FGDs) -----------------------------------------------------------------20

3.4 Data Analysis Techniques------------------------------------------------------------------------------20

CHAPTER FOUR- DATA PRESENTATION AND ANALYSIS

4.1 Demographic Profile of the Respondents------------------------------------------------------------22

4.1.1 Number of the Respondents-------------------------------------------------------------------------22

4.1.2 Age and Sex of Respondents------------------------------------------------------------------------22

4.1.3 Place of Birth------------------------------------------------------------------------------------------23

4.1.4 The Occupation of Respondents--------------------------------------------------------------------23

4.1.5 Religious Affiliation----------------------------------------------------------------------------------24

4.1.6 Educational Background-----------------------------------------------------------------------------25

4.2 Language Background----------------------------------------------------------------------------------25

4.2.1 Language Background of Respondents------------------------------------------------------------25

4.2.2 Distribution of Mother Tongue----------------------------------------------------------------------27

4.2.3 Language Background of Mothers------------------------------------------------------------------28

4.2.4 Language Background of Respondents’ Fathers--------------------------------------------------29

4.2.5 Language Background of Spouses------------------------------------------------------------------30

4.2.6 The MT and SL Comparison of Respondents with their Fathers ------------------------------32

4.2.7 Comparison of Respondents with Mothers MT and SL-----------------------------------------33

4.2.8 The MT and SL Comparison of Respondents with immediate and nuclear Family ---------34

4.2.9 Language Background of Children-----------------------------------------------------------------36

4.2.10 The MT and SL Comparisons of Parent’s Respondents with their Children ---------------37

4.2.11 Distribution of Second Language (DSL) --------------------------------------------------------38

4.2.12 Second Language across Age Groups------------------------------------------------------------39

4.2.13 Comparison of married Respondents MT and SL with Spouses -----------------------------39

4.2.14 Comparison of Respondents MT and SL in relation with Educational Background-------40

4.3 Language Attitude---------------------------------------------------------------------------------------41

4.3.1 The most regarded Language (s) in Aleta Wondo Woreda--------------------------------------41

4.3.2 Language Attitude towards Sidaama and other Languages-------------------------------------42

4.3.3 The importance to speak second Language--------------------------------------------------------45

4.4 Language Use -------------------------------------------------------------------------------------------46

4.4.1 Lingua franca in Aleta Wondo Woreda------------------------------------------------------------46

4.4.2 Language Use of respondents with relatives from the Rural and Urban Areas---------------47

4.4.3 Domains of Language Use---------------------------------------------------------------------------49

[Link] Language Use in the Family Domain------------------------------------------------------------49

[Link] Language Use in the Outdoor Domain: Recreational areas-----------------------------------51

[Link] Language Use in Neighborhood------------------------------------------------------------------54

[Link] Language Use in the School domain-------------------------------------------------------------55

[Link] Language Use in the Health Center--------------------------------------------------------------58

[Link] Language Use in the Administration Domain--------------------------------------------------59

[Link] Language Use in the Court Domain--------------------------------------------------------------60

[Link] Language Use in the Police Station--------------------------------------------------------------61

[Link] Language Use in the Market Domain -----------------------------------------------------------62

[Link] Language Use in the Religious Domain--------------------------------------------------------63

4.4.4 Language Use in different activities and Emotion States----------------------------------------65

[Link] Language used in different Activities------------------------------------------------------------65

[Link] Language Use in the different Emotional States-----------------------------------------------67

4.4.5 Borrowing and Code-Switching--------------------------------------------------------------------68

[Link] Borrowing--------------------------------------------------------------------------------------------68

[Link] Code-Switching (CS) ------------------------------------------------------------------------------73

CHAPTER FIVE: FINDING OF THE STUDY

Finding of the Study-----------------------------------------------------------------------------------------77

CHAPTER SIX: SUMMARY AND CONLUSION

Summary and Conclusion----------------------------------------------------------------------------------82

6.1 Recommendations------------------------------------------------------------------------------------86

References----------------------------------------------------------------------------------------------------88

Appendix A-Questionnaire in English ------------------------------------------------------------------94

Appendix B- Questionnaire in Amharic ----------------------------------------------------------------100

Abstract

The primary purpose of the study was to investigate language use and language attitude in Aleta Wondo
[Link] conduct these study different research participants were involved. The main data gathering
tool was questionnaires and focus group discussion, interview, and observation were used as
supplementary instruments for data collection. The collected data was analyzed through both qualitative
and quantitative methods. In quantitative method frequencies and percentage were employed. Data from
open ended questions counts, interview and focus group discussion were analyzed qualitatively. The
result obtained shows that socioeconomic and political factors attribute multilingualism in Aleta Wondo
Woreda. Different Sidaama MT speakers are bilingual in Amharic to a greater extent. Amharic MT
speaker is bilingual to a certain extent in Sidaama language .Amharic more frequently used language the
Sidaama MT children than others language and rather than to any other age groups. Sidaama language
is more frequently used as the second language of the young and children. There is a greater tendency to
shift from Sidaama language, Gurage, Afan-Oromo, Tigrigna etc languages to the Amharic language.

Languages such as Amharic, Sidaama language, Afan-Oromo, Wolayita, Wolane, Tigrigna, Dorze,
Silitie, Gurage Kambata are used in Aleta Wondo Woreda in different domains. Amharic and Sidaama
languages are most frequently used across different domains. These are family, neighbor, school religion,
recreation, security administration, market, health, court. Amharic is the major language of inter-group
communication. Sidaama language is largely used in friend ship domains in the recreational centers in
the study area. Sidaama language and Amharic language are predominantly languages of different
outdoor domains and some sector offices are as working language with Sidaama and Amharic languages
are alternatively.

i
 Acknowledgements
A number of individuals have contributed for the successful completion of this study. I would
like to greatfully acknowledge with sincere appreciation the guidance of my advisor, Dr Getu
Shikur. His close reading and profound comments contributed in the various ways to have the
thesis in its present shape. I cannot mention all the Aleta Wondo Woreda community who has
shown their brotherly and parental affection and I thank all the students and teachers of Aleta
Wondo Woreda, Aleta Wondo primary school, Aleta Wondo Woreda senior secondary and
preparatory school teachers who were friendly and co-operative. I thank all of them.

My sincere appreciation goes to the following that helped me during stages of this study. I thank
my father Awaje Legide and my mother Shure Dayo. My fiancé Nigatuwa Amare and her father
and mother Amare Yonta and Aster Eshetu for their moral support during my study. My brother
Abayine Benta and his wife, Enatu Tesema, Tezera Damota, Argiso Nemesa, Milkiyas Lamiso,
Hula Woreda educational department and other sector offices, especially, Tamiru Buche, Lamiso
Chero, Kereyu Getahun, Kifile Tariku, Mulatu Mu’ne and his wife, Aselefech Mathows,
Abraham Kela, Yonas Wotaro, Melese Shibru, all my families and my friends for their
continuous financial and material support during my study at Addis Ababa University.

ii
List of tables

Table 1: Age group of Respondents

Table 2: The Occupation of Respondents

Table 3: Respondents Religious Affiliation

Table 4: Respondents educational Background

Table 5: The Language Backgrounds of Respondents MT speaker.

Table 6: Number of respondents self reported Language Bilingualism

Table 7: Distribution of MT and SL of respondents in relation with age groups

Table 8: Language Background of Respondent’s Mothers

Table 9: Language Background of Respondents Fathers Second Language

Table 10: The Language Background of Respondents’ Spouses SL

Table 11: The MT and SL Comparisons of Respondents with their Fathers

Table 12: The MT and SL Comparison of Respondents in relation with nuclear family

Table 13: Respondents Children Language Background of MT and SL

Table14: Distribution of Respondent’s age groups of second language

Table15: Distribution of MT and SL in relation with educational background

Table16: The most regarded language with MT

Table 17: Language Attitude towards Sidaama and other Languages

Table 18: The importance to speak second Language

Table 19: The Language that is used as lingua franca in Aleta Wondo Woreda.

Table 20: Language Use of Respondents relatives from the Rural and Urban Areas

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Table 21: Language Use in the Family Domain

Table 22: Language Use in the Recreational Areas.

Table 23: Language Use in the Neighborhood Domain

Table 24: Language Use in the School Domain

Table 25: Language Use in the Health Centers

Table 26: Language Use in the Administration Domain

Table 27: Language Use in the Court Domain

Table 28: Language Use in the Police Station

Table 29: Language Use in the Market Domain

Table 30: Language Use in the Religious Domain

Table 31: Language Use in the Different Activities

Table 32: Language Use in the Different emotional State

List of figure

Fig [Link] locational map of Aleta Wondo Woreda

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List of Abbrevations and Acronyms

Adj-Adjective

Adv-Adverb

AO=Afan-Oromo

CSA-Central Statistics Authority

CSAE-Central Statistical Authority of Ethiopia

CSO- Central Statistics Office

CS-Code-Switching

DE.M-Definite marker

DSL-Distribution of the second Language

F=Frequency

GENF-Genitive feminine

3GM-Third person singular masculine

IMF-Imperfective

M.a.s.l- Meter above Sea Level

MT-Mother tongue

NEG-Negative

NGOs=Non Governmental Organizations

NOM-Nominal

NOM3PSF-Nominal third peson singular feminine

N-Noun

v
PA-Perfective aspect

Pass-Passive

%=Percentage

1PL-First person plural

3PPL-Third person plural

PRF-Perfective

1PSM-First person masculine

[Link]-Third person singular definite

3SF-Third person singular feminine

2SGM-Second person singular masculine

SL-Second language

SNNPRS-Southern Nations Nationalities Peoples and Regional State

[Link]-Square kilo meter

[Link]- Subject Agreement

SZPEDD-Sidaama Zone Planning and Economic Development Department

UN ESCO -United Nations Education Scientific and Cultural Organization

V-Verb

vi
CHAPTER ONE: INTRODUCTION

1.1 Description of the study area

1.1.1 Geographical Location

The study area located within the Sidaama Zone, in the Southern Nations, Nationalities and
Peoples Regional State, located between 6015΄ and 6045΄N latitude, and between 38015΄ and 380
45΄E longitudes (CSAE, 2008). Aleta Wondo Woreda borders with Dale Woreda in the north,
Darra Woreda in the south, Bursa Woreda in the west, Chukko Woreda in the east, and Hula
Woreda in the south west.

Fig 1. Locational map of Aleta Wondo Woreda

1
Aleta Wondo Woreda by large falls within the southeastern highlands in some parts and in fact
yet small portion lies within the rift valley regions. The nature of topography of a particular
geographic entity has multi dimensional implications up on the development of physical
infrastructure, human way of life and the type of flora and fauna exists. According to Sidaama
Zone Planning and Economic Development Department (SZPEDD, 2003), the elevation of the
study area ranges between 1001 and 2,500 meters above sea level. According to Aleta Wondo
Woreda educational office, there are 40 government schools. There are also seven private
schools administered under the churches. Dongora Adventist, Dongora catholic, Aleta Mulu
Wongel, Aleta Adventist, Efirata, Mekane Eyesus and Kalehiwoit churches schools. However,
currently the Sidaama Afoo is serving as the medium of instruction in the first cycle in the public
schools and as school subject in the second cycle (5-8) and private schools in Aleta Wondo
Woreda. Aleta Wondo Woreda is located in the Southern Nations Nationalities and Peoples
Regional State (SNNPRS), its capital is Wondo and it is also an important commercial center in
Aleta Wondo Woreda, about 337 Kilometers (Kms) south east of Addis Ababa. As a result, of its
geographical location, different languages are spoken in Aleta WondoWoreda. It has different
ethnolinguistic and cultural groups who speak various languages. People in the border areas are
always in contact with various economic and social reasons. According to Zelealem (2008:97),
in SNNPRS most people interact on daily basis across languages which evoke research in
language contact.
According to O’grady (1999:276) “Language contacts refer to the situation where speakers of a
language frequently interact with the speakers of another language or dialect”. The languages
which are contact in Aleta Wondo are Sidaamu Afoo, Amharic, Gurage, Silt’ie, Wolayita and
Afan-Orormo etc. Sidaama belongs to Highland East Cushitic language family which also
includes Kambata, Hadiyya, Gedeo and Burji. The language classification of Amharic and
Gurage is South-Ethio Semitic (Bender, 1976). Oromo is a low land East Cushitic language
which is spoken in Aleta Wondo.

1.1.2 People
The Sidaama people are one of the ancient Cushitic people who first settled at the vicinity of
Dawa river and then moved to their present region in the southern parts of Ethiopia. Their
mother tongue is called Sidaamu Afoo, meaning Sidaama language, of Cushitic especially

2
highland east Cushitic language families. The Sidaama language has close relation with Halaba,
Kambata, Qebena, Mareqo, Tembaro, Gedo, Burji and Oromo languages. The Sidaama people,
from their out set off origin, have resided in the Sidaama zone administrative [Link] sidaama
share common boundary with Oromia regional zones in west (Profile nationalities, 2001:20).

1.1.3 Socio Economic Background

Aleta Wondo Woreda is categorized under the coffee livelihood belt. According to the 2001
SNNPRS livelihood profile Zone described as agro-ecological zone. It falls between ‘Dega’
(high land) and ‘kola’ (Tropical)) with the altitude ranging between 1001 and 2,500 above sea
level. They produce coffee; supply it to the central Ethiopian market. The main food crops
produced are potatoes, maize, sweet potatoes, millet, enset, teff, beans, barely, wheat etc. Cattle,
goat, sheep, donkey, horse and mule are the main livestock people used for food and
transportation purposes that are reared in the study area. The Woreda has good market option due
to its proximity to Dilla, Chukko and Yirgalem.

The major economic activities in Aleta Wondo Woreda are trading, mixed access to market (both
animals rearing and cultivation of plants), small scale industries and different service sectors.
With regard to trading usually cereals, fruits like mango, avocado, papaya, banana, vegetables
and mostly coffee are the commodities. The marketing activities in most cases are retailer and
whole sales. Most of the residents also live on incomes of food and drinks in their houses. But
for some of the inhabitants the economic activities are subsistence agriculture they carry out
arround town. On the other hand, there are various service sectors which are providing different
services such as health, education, transport, hotels, restaurants and shops. Concerning small
scale industries, mills, metal and wood works are undertaken in the town etc.
1.1.4 Historical background of the Aleta wondo Woreda

The Aleta Wondo Woreda has been inhabited by the Aleta tribe since the earliest time (NUPI,
2002). The Aleta tribe consists of twelve sub- tribes of which the Lamala and Womerera have
remained the sole inhabitants of the area where the town is located today. The name Aleta
Wondo is combination of two words Aleta and Wondo. Basically, Aleta is the name of tribe that
inhabited the present town and its [Link] word “Wondo” on the other hand, is a Sidaama
term which means to” shout”. Many of my informants do not know as to why the two words

3
were combined and become the name of town as well as the Woreda in which the town is
located. Hankamo, however, tried to narrate about it based on two stories that he himself heard
from elders. According to one of the stories, at times the two neighboring Sidaama tribes, the
Aletas and Garbicho, were fighting (against) each other because of boundary disputes. As
fighting was intensified, the Aleta were forced to shout loud in order to get support from their
fellow people and by so doing they got the necessary support. Since then the term ‘Aleta Wondo’
has become to the forefront which eventually has remained the name of the town. Literally
“Aleta Wondo” means “Aleta shout”

1.1.5 The Language

According to the Bureau of Finance and Economic Development (BOFED, 2007:35 as cited in
Teketel, 2011) a large number of the population live in Sidaama Zonal Administration. In most
the majority of the literature the term Sidaama is used to refer to both the people and the
language. However, the people call themselves Sidaama and they used Sidaamu Afoo (Sidaamu
Qaale) to refer to their language (Indrias et al, 2007:35). The compound word Sidaamu Afoo
literary refers to the people and the language was used by Sidaama-Amharic dictionary
(2007:35). The term qaale is used to describe the language like “Amharic” (Kawachi, 2007:1).
Thus, in this study the researcher uses the term Sidaamu Afoo refer to the language and Sidaama
refer to people. Most rural people monolingual they use Sidaama Afoo and urban people are
bilinguals. Amharic speakers call the Sidaama Afoo Sidamigna. Sidaama Afoo is spoken the in
vast area which comprises the present Sidaama Zone, estimated to be 6793 km (kilo meter
square) and in other areas such as Arsi, Bale, Gedeo and Jemjem.

1.2 Statement of the problem

The previous works conducted on attitude towards language in Ethiopia are few in number.
Research works are hardly existent regarding language use and attitude towards Sidaamu Afoo
.The few available foreign studies considered only the relationship between language use and
attitudes of teachers, and language attitude of second language learners and its effect on learning
progress ([Link],1984:170).Thus, the indigineous local languages were thoroughly forgotton.
In such urban and rural settings were many ethnolinguistic groups coexist with their respective
languages, there is need to give serious attention. This makes a convenient location to study
4
 language use and attitude of language in Aleta Wondo Woreda. Besides attitudes towards
language are another appropriate issue to study such multilingual society. So, the researcher
believes that facts have great inputs of the study, wants to investigate foregoing issues in the
study area. Furthermore, the fact that there is no research conducted in the research area
regarding sociolinguistic study. In general, language use and language attitude phenomena the in
particular, this study can give support for the necessary of such an investigation. Therefore,
taking this gap into consideration the study focuses on the following basic questions in regard to
the diverse population in Aleta Wondo [Link] are.

A) What is the pattern of language use in this area?

B) In what domains are different languages used?

C) What are the attitudes of the speakers towards their MT and the other languages spoken in the
town as well as towards bilingualism?

D) Which language is used as lingua franca in Aleta Wondo town?

1.3 Objective of the study

1.3.1 General objective:

The general objective of this study is to asses the sociolinguistic characteristics of language use
and language attitude of the linguistically diverse population area of Aleta Wondo Woreda.

1.3.2 Specific Objectives:

[Link] identifies the pattern of language use in different domains.

II. To identify the speakers attitudes towards their mother tongue and the different languages

used in Aleta Wondo Woreda.

III. To examine the nature of some major linguistic manifestations of bilingualism in such as

language contact phenomena like borrowing and code-switching.

IV. To examine the domains in which the languages are mostly used in the Woreda.
5
 V. To examine the students L1 (mother tongue) influence on their language attitude.

1.4 Significance of the study

The result of this study is believed to play a significant role in the development of Sidaamu
Afoo. It will also help to create a better condition for the community to have positive attitude
towards their MT and other languages and teaching/learning process effectively. In general, this
study can facilitate communication in the sphere of education, judiciary, the mass media and
administration in the language. As there has not been any previous sociolinguistics study in the
research area, these study to provide sociolinguistic description of Aleta Wondo town so that
social planners and development workers can make use of them. Specifically, this study is
believed to have the following importance:

A) It is helpful to provide enough information on language use and language attitudes of the people
the governmental bodies at different administrative level.

B) This study can help by giving enough information about how the people use the language and
language attitude to different non-governmental organization (NGOS) who want to involve the
society’s development activities.

C) It can also provide sociolinguistic background information for language planners, curriculum
designers and policy makers.

D) This study will provide relevant information for practitioners who are interested in language
related activities and will also as a spring board for further researcher

6
CHAPTER TWO: Conceptual Framework and Related Studies

2.1 Conceptual Framework

The study of language use and attitude is an area of interest for different scholars from various
fields. Among them are linguists in general and sociolinguists in particular. The conceptual
framework of this study is largely based on concept of language use (Fishman, 1971), setting of
language use (Clark, 1996), and patterns of language use (Wolff, 2000) and language attitude
(Baker, 1992) and (Holmes, 1992).

2.1.1 Domain of Language Use

Fishman (1971:19) defines domains in terms of institutional contexts or socio-ecological

occurrences. They are defined as the major cluster of [Link] that occurs in
particular multilingual setting. He also tries to explain about nine domains of language use in
(1971:18). These are the family, the street, the school (language of instruction, subject of
instruction and language of recess and entertainment), the worship place, the literature, the press,
the military, the court and the government administration. Family domains are one of the most
important domains to learn and use language (s). Language use in a family can be between
various participants such as parents and children, husband and wife, among children and siblings
and between family members and their relatives. Moreover, different communities use different
languages in outdoor such as street when they come across, for instance, with strangers.

According to Fishman (1972:435-53), domains are also social contexts in which the choice to
use a certain language variety is more apt to be appropriate than the use of another language
variety and language use domains as the theoretical foundation. The four domains of language
use refer to the venues in which a language is used in a community, to whom is communicating
in that language, and to the scope of the topic discussed with the language and he also. Schmidt-
Rohr (1933) posited nine domains of language use: the family, the sport field, the neighborhood,
the school, the church, literature, news paper and publication, the army and government
administration. He posited in (1972) five typical domains of language use: Families, friends,
education, religion, work and media. These domains will be closely related to people’s everyday

22
lives. When assessing language vitality and the social functions these domains of language use
are not of equal value, but the different domains use are inter-related and they affect each other.

Three domains can make the greatest impact on language use these are the media, the school and
the home. The family domain is the most important domain of use in all languages. On the other
hand, the education domain is an important language use domains. It reflects the status, function
and vitality of language transmission. Fasold (1984:183) summarized that work domains are
institutional contexts in which one language variety is more likely to be appropriate than another.
Domains are taken to be constellations of factor such as location, topic and participants. The
domain of media uses news paper and television [Link] at the endangered
language conference convened in Paris by UNESCO in 2003 on the subject of awaking public
awareness of project language, David crystal (2006:132) said “we need the arts to help us get our
initiative”.

As explained by Clark (1996:4-7), setting language use refers to place and situation where
language use takes place. The setting could be identified as spoken and written. Spoken settings
are typically characterized by the free exchange of turns among various participants. On the
other hand, for instance, either face to face conversation or on the telephone. Wirtten setting, on
the other hand, are typically characterized by peoples adopting spoken to the printed materials
for, example, books, magazines, letters, news paper etc. As mentioned by Clark (1996), setting
the language use refers to place and condition where language use takes place. Spoken setting is
typically characterized by the free exchange of turns among various participants, for instance,
either face to face conversation or on the mobile. Written setting, on the other hand, is typically
characterized by peoples practicing spoken language to printed materials. The most important
question often asked by sociolinguists to the study of the patterns of language use are who speaks
to whom, when and where, and why in which particular variety (Wolff, 2000). According to
Wolff (2000:298), ”who speaks to whom”The most important questions often asked by
sociolinguists to study the patterns of language use are who speaks what to whom, when and
where and why in which particular variety (Wolff, 2000:298). Who speaks to whom “refers to
the participants; “what” refers to the topic participants talk about, “where and when” refers to the
setting and socio-cultural context, “why and what” refers to the pragmatic function of the
particular variety ‘lect’, ‘code’ or register which is being [Link] refers to the topic of
23
participants “why and what” refers to pragmatic function of the particular variety”lect” code or
register which is being used.

2.1.2 Language Attitude

The concept ‘attitude’ is defined as the way in which a person thinks (cognitive component) feels
(affective component) and intends to behave (behavioral components) towards something. It is
the summation of the three components that is emphasized for determining the overall attitude
and not a particular component (Rajecki, 1982:3).

Language attitude refers to a settled opinion or a perception of thinking and behavior reflecting
the views of individuals as well as speech communities towards a given linguistic code or part of
it. Cooper and Fishman (1974:6) comment with reference to language attitude as follows: We
have chosen to define language attitude in terms of its referent. To determine group’s language
attitude is very important in the analysis of the process of language use and behavior. This in turn
helps to acquire a better understanding of language attitudes and other linguistic and cultural
aspects of a given speech community. It is more often than rarely that language attitude has a
heavy bearing on the answers. Edward (1994:97-102) also discussed language attitude. He raises
two points that need to take into consideration in language attitude studies. The first is that
inconsistencies often exist between assessed attitude and actions presumably related to them. He
also suggested three measurement techniques: content analysis is seen to historical and
sociological observation and as well as ethnolinguistic studies. Direct assessment and the method
guise approach is the best example of indirect measurement of language attitude. Baker (1988)
he defined attitudes as “hypothetical constructs that are inferred, conceptual inventions hope
fully aiding the description and explanation of behavior, attitude are learned predispositions, not
inherited or genetically endowed, and are likely to be relatively stable over time. He concluded
that language background is the single most important effect on attitudes bilingualism Baker
(1992:93). Favorable attitudes are vital for success in language learning and further that is one of
the major contributors’ successes in a language. Person’s attitude in this view prepares her to
react to a given stimulus in one way rather than in another. A typically mentalist definition of
attitude is given by William (1974:21): attitude is considered as an internal state aroused by
stimulation of some type and which may mediate the organism’s subsequent response (as cited in

24
Fasold, 1984:147). Attitudes are sometimes regarded as underlying predispositions and opinions
as their manifestation. According to is a Fishbein and Aixen attitude as a predisposition to
respond in a consistently favorable or unfavorable manner to a given object which may be a
person, group, and a language variety (as cited in Deprez and Persons, 1988:125). Brown
(1998:120) claims that attitudes developed at an early age in childhood are the result of
parents’attitude, contact with people who are different in a number of ways, and interacting
affective factors in the human experience. The mentalist assigns to attitude a ‘multi-layered
componential structure Lambert (1967). On the other hand mentalists usually consider attitudes
to have sub parts, such as cognitive (knowledge), affective (feeling), and conative (action)
components (Agheyisi and Fishman 1970:139, Cooper and Fishman1974:7).Whereas the
behaviorists regard them as ‘unicomponential e.g. Osgood, Suci and, Tannen Baum 1957).The
different views on the structure of attitudes multicomponential vs. unicomponential. According
to Lambert attitude consist of three components: the cognitive (knowledge), affective
(evaluation), and conative (action) components. Rokeach (1968), however, maintains that they
are composed of primarily beliefs; from which cognitive, affective and behavioral attitude types
can be formed. The other view of attitudes is the behaviorist view. On this theory, attitudes are to
be found simply in the response of people make to social situation. Holmes shares the same idea
with Leach with respect to attitudes towards language. According to Holmes, “attitude language
is strongly influenced with by social and political factors.”Then what do we understand from
people’s attitude towards language? For this question Holmes further indicates that some
people“develop attitudes towards language which reflect with which they are associated”
(Holmes, 1992:346)
2.1.3 Bilingualism
Bilingualism as a concept has open-ended semantics. “In case where perfect foreign language
learning is accompanied by loss of the native languages, it results in bilingualism, native like
control of two languages. Of course, one cannot define a degree of perfection of which a good
speaker becomes a bilingual, Bloomfield (1935:55-56) and (1933:55) describes bilingualism as
“the native like control of two or more languages. On the other hand the approach describes and
ideal, balanced bilingualism, the requirements on whom in terms of language proficiency are
[Link], (1957:51) bilingualism as the alternative uses of two or more language by
the same individual. This statement is very similar to that by Weinreich who says: “the practice
25
of alternatively using two languages is called bilingualism and the persons involved are
bilinguals. Unless otherwise specified, all remarks about bilingualism apply as well to
multilingualism, the practice of using alternatively three or more languages” Weinreich (1953:5).
The emphasis that has been placed upon what the speaker has to do with his language in the
society in which he lives leads to the idea of functional bilingualism. This term can be
interpreted under minimalist interpretation a person can be called functionally bilingual if he is
able to accomplish a restricted set of activities in a second language with perhaps only a small
variety of grammatical rule at disposal and limited lexis appropriate to the task at [Link] we
examine the experience of bilinguals around us, we quickly realize that bilinguals do not and
cannot function like two monolinguals” (Chin, Wigglesworth, 2007:5). Mackey (1962:52)
defined bilingualism as” to use more than one language. As they use their two languages for
different purposes and in the different contexts, their degree of competence in both languages
differs greatly from individual (Baker, Garcia, 1933, Chin Wigglesworth2007:5). Weinreich
(1968) categories bilingualism in terms of the concepts of language thought to be encoded in the
individual’s brain. He believed that these differences resulted from the way in which the
language had been learned. Here are the categories, as Romaine (1995:75-79) descried them:

1. Coordinate bilingualism: two set of meanings, system (e.g. a person with L1 in Sidaamu

Afoo and L2 Amharic learn the in separate events. The words of two languages are kept

Separate with each word having its own meaning, which should lead to development and
maintenance of two independent languages.

2. Sub-coordinate bilingualism: primary set of meanings and another linguistics system attached

to them. In this sub-coordinate bilingualism bilinguals interoperate words of their weaker

language through the words of the stronger language.

3. Compound bilingualism: one set of meaning and two linguistic systems attached to [Link]

Person learns the two languages in the some connecting simultaneously, so that a single

Connect words have two different verbal labels attached to it. In this case the languages are

26
 interdependent.

Bilingualism is the condition in which two living languages exist side by side in a country, each
spoken by one nation group, representing a fairly large proportion of people.” (Aucamp, 1926, in
Beziers and Van Over Beke, 1968:113). Spolsky wrote in sociolinguistics bilingualism (1998:48)
that compound bilinguals are those whose two languages were assumed to, because one language
had been learned after another. Is the opposite of compound co-ordinate bilinguals and are
supposed to have learned two languages separately. Hauge (1953:7) suggested that,”
bilingualism is understood to begin at the point where the speaker of one language can produce
complete meaningful utterance in the other language”. By natural bilingual, also spoken as
primarily bilingual (Houston,1972) we understand someone who has pick up two languages by
force of circumstances, either at home as a child, or by moving to a community where the
speaker is obliged to work with more than one language, but where instruction in two languages
has been provided. Equilingualism, alternatively called balanced bilingualism occurs when a
speaker’s mastery of two languages is roughly equivalent and where this ability may match that
of monolingual of speaker of the respective languages if looked at in broad terms of reference.
On the other hand, an equilingual may have fairly balanced knowledge of two languages but is
clearly discernible from two monoglot speakers, respectively, through possible traces of
interferences in both.

Additive bilingualism as defined by Lambert (1974) in which second language learning brings to
the speakers a set of cognitive and social abilities which don’t negatively affect those that have
been acquired in the first language but where the two linguistic and cultural entities involved in
being bilingual combine in a complementary and enriching fashion. The opposite situation arises
with subtractive bilingualism, where the second language is acquired at the expense of the
aptitude already acquired in the first languages where, instead of producing complementarity
between two linguistic and cultural systems, there is completion. Subordinate bilingualism and
would describe the case of the bilingualism who exhibits interference in his language usage by
reducing the pattern of the second language to those of the first (Paradis, 1977b:238). An
individual’s ability to speak more than one language we usually term bilingual or multilingual. A
person’s native language, which they learn as a baby, is [Link] is sometimes referred to
as L1. Many people go no to learn another language later in life, to the point at which they

27
become fluent in L2 language, such people are compound bilinguals, since there is definite
sequence linguistic competence. Some people, however, are born into families in which two or
more languages are spoken routinely and they develop both languages equally as vernacular such
people are called co-ordinate bilinguals.

2.1.4 Code-Switching

Linguistic codes in such a way as to fulfill a communicative purpose in a conversation

Wardhaugh (1986:100). These purposes can be, amongst other factors, governed by social,
cultural and psychological, phonological and morph syntactic indicators. Code-switching is the

normal phenomena a bilingual speech community Grosjean (1982:145). Controversially results

from the difficulty of clearly demarcating between code-switching and borrowing [Link] to say
a certain linguistic feature is borrowed or code-switched. Gumperz (1972:59) the position with
the same speech exchange of passages of speech belonging to two different grammatical system
or subsystems. Weinreich’s ‘ideal bilingual’ switches appropriately to changes in the speech
situation, but not in unchanged speech situation, and certainly not within single sentences.
However, according to Winford (2003:107) the “degree of use of monolingual speakers” is an
important yardstick in identifying code-switching from borrowing. Code-switching defined is an
alternative use of two languages (Gumperz, 1971, cited in Zelealem). Pop lack, (1980:11) and
Romaine, (1995) switch can be inserted anywhere, which do not have too many syntactic limits.
Tags can be in one language, with the rest of the utterance in another language. It could be inter-
sentential code-switching and intra-sentential code-switching. Intra-sentential code-switching is
the mostly referred to as code-mixing. It switches at either between what is a clause or between
sentences. Code-switching is used as the umbrella term for the two. Inter-sentential code-
switching is in the middle of the sentences or clauses, or even words, syntactically risky-
indicates competences in both languages (opposite of weinreich, 1953). According to Gumperz

28
(1976), the code-switching takes place within a single conversational span, including within a
single sentences, is conversational code-switching.

2.1.5 Borrowing

According to Grosjean (2010:58-61), borrowing is “the integration of one language into another”
in contrast with CS, the alternate use of two languages. Bilinguals bring their less activated
language by borrowing a word or a short expression from that language and adapt it
morphologically (and often phonologically) into the base language. Borrowing is one of the
outcomes of language contact is change in the structural inventory of at least one of language
involved and sometimes of both. This is often viewed as a kind of import of a structure or form
from one language system into another. This process is best known as“borrowing”, ‘loans’, or
‘transfers’ and the language involved are frequently labeled according to their roles, ‘donor’ and
‘recipient’ Weinreich (1935). For borrowing typically leads to the long term incorporation of an
item in to the inventory of the recipient language. Borrowing as a linguistics outcome of
language contact is a process by which a speech group takes a linguistics element from another
language (Thomason and Kaufman, 1998 cited in Winford, 2003:12). As Johnson (2002:8)
states, the term‘borrowing‘may also be misleading in that implies that the donor language is
being ‘robbed’ of an element that it belongs to it. Thomason’s (2001:67-68) ‘borrowing ‘as the
kind of interference that occurs when the process does not involve any effects of imperfect
learning ‘might therefore be modified to cover, at least at the extreme end of continuum,
superficial communication of this kind. Borrowing is another way in which different varieties
may become mixed up with each other is through the process of borrowing Burling (1970).

Language borrowing has been an interested various fields of linguistics for some time (Sapir
1979, Haugen, 1950). In the study language borrowing, loan words are only one of the types of
borrowings that occur across language boundaries. Loan words are adopted by the speaker of one
language from a different language (the source language). A loan word can also be called a
borrowing. The abstract noun borrowing refers to the process of speaker adopting words from a
source language in to their native language.

29
2.2 Related Studies
The researcher has made an attempt to review research works relevant of the study. Accordingly,
one of the works is sites Luleseged Erkihun (1994) “Language use in the resettlement sites”. The
target of this research was surveying language use in Dimtu, Illubabor, and Gambela. The
researcher tried to describe language use of resettlers in the different domains. His finding
showed that the use mother tongue as means of in-group communication in all domains is
retained. Moreover, Amharic to a greater degree and Afan-Oromo to a lesser degree are used for
out-group communication. But according to this study, in the domains of government and party
organizations, their choice is mostly restricted to Amharic.

Yohannes Adigeh. 2007. Attitude of the Oromo Christians towards the use of Amharic in case of
Ethiopian Orthodox Tewahido church. This study reveals that the Oromo Orthodox Christians
have low proficiency in Amharic skills and demographic factors (gender, age and education
level) have affect the attitudes of the respondents with no significant variation in attitude
between age groups and educational backgrounds. The study also show that the Ethiopian
Orthodox Tewahido Church, particularly Mahibere kidusan association has made an attempt to
use the mother tongue including the Afan-Oromo language used for the church but that as regard
to express some dogmatic and sacramental concepts of the church. The researchers also conclude
that respondents were found having low proficiency in Amharic and negative attitudes towards
the use of language at the church in Oromiya dioceses. He recommends the use of Afan-Oromo
in the Ethiopian Orthodox Tewahido Church Orormiya dioceses, and that the council of
intellectual under the S.t synod should promote the publishing of religious materials in Afan-
Oromo.

Other related research is the work of Ayub Ismael (2008). He has studied Laguage use of
Jamaican and Ras Tafarian community in Shashemene. The researcher tried to investigate the
Ras Tafarian community’s language use among themselves and which local people use in
different [Link] result obtained show that Jamaican and Ras Tafarian community in
Shashemene have tendency to assimilate to the local society, particularly, sociolinguistically. In
the community, many languages are spoken as MT and SL, but Amharic is the most chosen
language because of its history in the Ras Tafarian which is an ethnolinguistic enclave, in
relation to surrounding community.
30
Alemgena Belete (2008) studied “Attitude and motivation of students learning Afan-Oromo as a
second language: the case of Adama senior secondary school”. According to him the majority of
the students reported that they do not enjoy learning Afan-Oromo as a second language and
would not like to use it both in the classroom and outside. The majority of the students never
exert their full effort in learning the language both inside and outside the classroom. The
researcher concludes recommending that in order to overcome the negative attitudes developed
by the students because of teachers biases, the teachers of Afan-Oromo should treat second
language learners and the native learners equally, should encourage and motivate second
language learners in order to enhance the participation of the students, to use and practice the
language both inside and outside the classroom by arranging extracurricular activities. Measures
should be taken to make parents to show favorable attitudes towards the language and to design
for second language learners the syllabus differently.

Samuel Handamo (2009) has studied “Language use in Shone Town”. The study has focus on
describing the patterns of language use different ethnoliguistic groups in Shone town. In order to
meet this objectives Samuel has used random sampling to select research participants from
different ages and sex. The collected data is quantitatively and qualitatively analyzed. The result
reveal that Shone town was a multilingual seven languages were used include, Hadiyyisa,
Amharic, Wolayitato, Kambatisata, Afan-Oromo, Gurage and English. In generally, in Shone
town many languages are spoken by different ethnolinguistic groups as MT and SL. Amharic is
take the first position and Hadiyyisa also shares the second position in different domain in the
Shone town. Amharic is the lingua franca in the Shone town.

Teketel Alemayehu. 2011” Bilinguailsm and language use in Hawassa Zuria Woreda”. Made an
attempt to investigate bilingualism and language use in Hawassa Zuria Woreda among different
ethnolinguistic groups. In general, as result of socioeconomic and political factors, in Hawassa
Zuria Woreda various languages are spoken such as, Sidaamu Afoo, Amharic, Hadiyyisa,
Kambatisata, Afan-Oromo, Wolayitato and English are spoken. Different MT speakers are
bilingual in Amharic to greater extent followed by Sidaamu Afoo. Amharic is the major
language of inter group communication. It is a relatively more frequently used language in the
different domain; Sidaamu Afoo is also the next largely used language in the research setting.

31
The present and previously conducted studies have some methodological and theoretical
similarities investigate the language use situation from sociolinguistic point of view. However,
the studies have their own objectives and also carried out in a separate geographical setting and
sociocultural situation. Firstly, the current study is carried out south east of Sidaama
administrative area and in the neighborhood of Gedeo administrative zone. There is no research
conducted on language use and language attitude in the Sidaama zone as well as in the Aleta
Wondo Woreda.

32
CHAPETR THREE: METHODOLOGY OF THE STUDY

The nature of the problem, which is going to be dealt with, would mainly determine the
methodology to gather reliable data for the research. In other words, the methodology that may
be administered by the researcher may be determined by his/her research question or the
objective of the research.

3.1 Demographic Characteristics

The population of Aleta wondo was 10489, 11321 and 13, 617, 22504 in 1984, 1994, 2002 and
2007 respectively. Population grew exponentially at the rate of 0.8 percent between 1984 and
1994 and 2.4 percent between 1994 and 2002 (OPHC, 1990; OPHC, 1995; NUPI, 2002). There
are a number of estimates made by the then Central Statistical Office (CSO) that is found
inconsistent with the 1984 and 1994 censuses. For example, the office had estimated the
population of Aleta Wondo as 10,510 in 1974, while, after ten years, the 1984 census put it as
10,489. An estimate in 1980 by CSO had also inflated the population in to 14331 which has not
yet been reached in 2003. In view of this, therefore, this report is preferred to rely on the trend
observed in the 1984 and 1994 censuses and census conducted by NUPI in the year (2002) as
well as the 2007 census.

3.2 Sampling Techniques

Different languages are spoken in Aleta Wondo Woreda as a result of language contact. In order
to study the patterns of language use in the various domains, research participants were selected
from different sex and age groups and also from different occupations and educational
backgrounds. The researcher were divided the Aleta Wondo Woreda into two, namely the urban
and rural area based on the previously established kebeles. The respondents’ selection was based
on the size of the population in each group. This was enabling the research to include the various
corners as well as the different languages which are spoken in the Woreda. It has 27 kebeles or
local administrative districts. Among these, 6 kebeles namely Café (03), Dilla sefer (02), Mariam
sefer (01) urban villages and Balesto, Wotto, Bultuma were rural kebeles which were randomly
selected. These kebeles were selected as the sample areas due to the following attributes: firstly,

33
the frequent contacts of different people since these kebeles are relatively more cash crop areas
than the others. After taking this into consideration the researcher were selected randomly 6
villages rural and urban out of 27, were screened out of 179 informants by random sampling
method from the total number of the population in the woreda. Four elders were selected
randomly for semi-structured interieview specially, 3 young people were selected randomly and
interviewed to obtain linguistic data on code-swtching practices and bilingualism. Furthermore,
some data was on code-switching was taken in the situation on which young people were talking
to each other in schools.

3.3 Data Collection Tools

Different data collection tools were used in the study area of these indicators questionnaire,
interview, observation, focus group discussion. Along tape recorder were used as major data
collection methods. The instruments were useful for cross checking information since they were
related in some specific way to describe and examine the pattern of language use and language
attitude of people in the woreda.

3.3.1 Questionnaire

In this study a questionnaire was used as an important data collection tool in order to reach a
large number of respondents. Before preparing the questionnaire, the present researcher intends
to carefully understand the nature of the domains of language use and language attitude in Aleta
Wondo Woreda. The questionnaires have four sections. The first and the second sections was the
demographic information and respondents self responding their language information, language
back ground, the third section language attitude. The fourth Section is domain of language use
and respondent’s language use ni different emotional state. The questionnaire were prepared in
English and translated into Amharic, and Sidaamu Afoo to ensure that the respondents can
respond efficiently. The questionnaire was adapted mostly from Fishman (1971) and some from
the works of Zelealem (2003) and from works of other scholars. For some monolingual
respondents i.e. Sidaamu Afoo and Amharic speaking respondents the researcher helped them
completing the questionnaire by reading the items written on the questionnaire and writing their
responses. The process of administering the questionnaire was carried out by the researcher from
the very beginning up to its completion.
34
3.3.2 Observation

Observation and interview techniques were employed by the researcher in order to see the actual
language use of the people in different domains and to consolidate the data by the questionnaire.
Observation method was employed to see the patterns of language use and attitudes in different
domains such as: the market, religious centers, schools, the home, administration, heath centers,
court, police station and so on. Checklists were used to guide the researcher’s observation.

3.3.3 Interview

The interview focused on group of elderly people who are knowledgeable about the
establishment of Aleta Wondo Woreda, language attitude and other related issues in language
use. Four elders were selected randomly for semi-structured interview, three young people who
were selected randomly interviewed to obtain linguistic data on code-switching practices and
bilingualism. Furthermore, some data on code-switching were taken in the situation on which
young people were talking to each other in schools. Final, the interview used for the parents,
teachers, and students. Likewise, the questionnaire was written in English and translated into
Amharic and Sidaamu Afoo.

3.3.4 Focus Group Discussions (FGDs)

Focus Group Discussion was done by using key informants/elderly people who have indigenous
knowledge about the establishment of Aleta Wondo Woreda and Sidaamu Afoo and use of the
Sidaamu Afoo to help comparison of patterns evident among individual interviews and reconcile
contradictory information among informants. Accordingly, discussions were taken in groups
consisting of six people in the selected Kebeles. In the discussions, prominent elders of both
sexes and youngsters were included. Open-ended discussion guidelines were employed and the
discussions was chaired and recorded by the researcher.

3.4 Data Analysis Techniques

To obtain the sociolinguistic situation in Aleta Wondo Woreda, the researcher examine the data
related to the demography, bilingualism, language use, code-switching, borrowing, language
attitudes of respondents. The collected data was analyzed by using two methods. They are both
35
qualitative and quantitative methods were employed for data analysis. Most of the items from the
questionnaire were organized and presented in tables, in the form of frequencies and percentage
depending on the nature of the items.

Most of the items in the questionnaire which are convenient for counting and describing were
analyzed quantitatively. On the other hand, the open ended questions, the data from the
participant observation and the interview were described qualitatively.

36
CHAPTER FOUR: DATA PRESENTATIONAND ANALYSIS

4.1 Demographic Profile of the Respondents

4.1.1 Number of the Respondents

According to Seliger and Shohamy (1989:201, as cited in Solomon 2012), data analysis refers to
shifting, organizing, summarizing and synthesing the data so as to arrive at the results and
conclusion of the research”.For data gathering, questionnaires were distributed to 189 partcipants
in the study area,and only 179 questionnaires were returned successfully to the researcher. Of
these 112 (62.6%) were born and brought up Aleta WondoWoreda, and the rest 67 (37.4%)
respondents were born outside Aleta [Link] respondents are permanent residents of the
Aleta Wondo.

4.1.2Age and Sex of Respondents

Out of the total sample respondents, 113 (63.13 %) were males and 66 (36.87 %) were females.
The respondents’ selection for different age categories: children, youth, adults and old age
people were included which could determine language choice of different ethnolinguistic groups
in the study [Link] and adults take larger proportion of the respective ethnolinguistic groups
in the study area of the total sample taken 72 (40.22%) are youth and adults. Hence, the youth
and adults cover 74.3%. On the other hand, children and old aged people are less in number in
the [Link], they account small number 36 (25.7%) of the sample. Table (1)
below shows the age group included in the sample.

Table1: Age group of respondents

Age grouping Frequency %

10-20 22 12.28
21-31 72 40.22
32-51 61 34.08
52 and above 24 13.41

37
 Total 179 100

4.1.3 Place of Birth

The majority of respondents,112 (62.57%) were born and brought up in Aleta Wondo Woreda,
and the rest 67(37.43%) respondents born outside Aleta [Link] come to Aleta Wondo
Woreda from different corners of the region (Southern Nation Nationalities and Peoples
Regional State) and they were seeking better job opportunities.

4.1.4 The Occupation of Respondents

Occupation is one of the factors that influence language use, maintenance or shift
(MyersScotton, 2009:90).Accordingly, respondents from different types of occupation groups
were included in the [Link] is important because occupation is one element that determines
language use and attitude of different ethnolinguistic [Link] of people’s occupation in the
sample includes various ethnolinguistic groups in the Aleta [Link], before preparing
questionnaire, the occupational types were identified during the first [Link]
backgrounds of the total respondents mentioned table 2.

Table 2: The Occupation of Respondents

Number Occupations of respondents F %

1 Farmer 10 5.58
2 House wife 6 3.35
3 Merchant 9 5.02
4 Student 21 12
5 Daily labourer 4 2.23
6 Development worker 4 2.23
7 Health worker 6 3.35
8 Administrator 42 23.46
9 Public police 12 6.70
10 Teacher 65 36.08

38
 Total 179 100

The frequency of distribution in table 2 illustrates those teachers that take the largest part 65
(36.08%) and the second largest occupation type is administrators 42(23.46%).The remaining,
relatively small number of respondents are students the third largest part where as farmers 10
(5.58 %),merchant and house wife 9 (5.2%) and 6(3.35%), daily labourer and development
worker 4(2.23%) and 4(2.23%), health worker and public police 6(3.35%) and 12(6.70%)
occupation respectively.

4.1.5 Religious Affiliation

Religion defined in terms of social function is a system of beliefs and rituals with reference to
the sacred which binds people together into social [Link] is one of the factors that
determine the use and attitude of language different people in [Link] different religious
groups,language pattern could be well defined by observing ways of conducting religious
[Link] are different religious groups in Aleta Wondo Woreda, of these Protestants take
the majority as shown table 3 below.

Table 3: Respondents religious affiliation

Number Religious Affiliation F %

1 Protestant 99 55.30
2 Orthodox 60 33.5
3 Muslim 8 4.5
4 Traditional 12 6.70
5 Total 179 100

As indicated above the majority of respondents are Protestants. They are 99(55.30 %) of the total
[Link] Orthodox Christianity respondents are the second largest,which are 60(33.5%).The
rest small numbers of the respondents are Muslim 8(4.5%) and tradition religion followers are 12
(6.70%).

39
4.1.6 Educational Background

Small numbers of respondents were not received formal education (not writing and reading)
respondents during the data [Link] those respondents, the researcher fill the questionnaire
by asking respondents of the total sample, 10 respondents were illiterate (not received formal
education). The literate people have different educational background and levels as indicated in
the table (4) below.

Table 4: Respondents Educational background

Educational level of the respondents Number of respondents %

Non-literate/iliterate 10 5.9
Primary 34 19
High school 13 7.26
Diploma and above 122 68.15
Total 179 100

As indicated in the above table, the majority of the respondents’ educational backgrounds are at
diploma and [Link] are 122 (68.15%) of the [Link] respondents’ primary level and the
second largest of the samples, which are 34 (19%) 13 (7.26%) [Link] of the respondents who
are at diploma and above and primary [Link] with educational level of not received formal
education (Non-literate/iliterate) and high school level include 10 (5.59%) and 13 (7.26%) of the
sample.

40
4.2 Language Background

4.2.1Language Background of Respondents

Different languages are predominantly spoken in the research [Link] are languages are
spoken in Aleta Wondo Woreda: Sidaamu Afoo,Amharic,Gurage,Silt’ie,Wolayitato,Afan-
Oromo, and Kambatatisa, Gamo,Dorze,Wolane and Tigrigna [Link] languages. Sidaamu Afoo
is predominantly spoken as MT in the town since Aleta Wondo is the home land for Sidaama
ethnolinguistic [Link],Amharic speakers are the second largest ethnolinguistic group
in the town and Gurage and Afan-Oromo are lesser in [Link] they are compared to
Sidaamu Afoo,Amharic is the second largest spoken in the Aleta Wondo Woreda in the research
setting with regard to this,different languages groups are included in the sample.

Table 5: The Language Backgrounds of MT speakers.

Number Language background F %

1 Sidaama 112 62.56
2 Amharic 44 24.58
3 Oromo 8 4.46
4 Gurage 7 3.94
5 Others 8 4.46
6 Total 179 100

It is indicating that Aleta Wondo Woreda is a place where different (diversified) ethnolinguistic
groups live together. These diverse ethnolinguistic groups also have different MT and SL
language backgrounds. The table (6) below data clearly shows that the majority sample reported
that they can speak more than one [Link] remaining,relatively small number of
respondents shows that they can communicate in their [Link] these MT language

41
 background of the SidaamuAfoo 112 (62.56%),Amharic 44 (24 %),Afan-Oromo 8 (4.46%),
Gurage7 (3.94%) and others 8 (4.46%) and Sidaamu Afoo take first position and,Amharic is the
second largest MT speakers [Link] age, the relative large numbers of Sidaamu
Afoo and Amharic monolinguals are youth and old aged people.

Table 6:Number of respondents self reported on bilingualism

Number Respondents F %
1 Sidaama and Amharic 13 7.27
monolinguals
2 More than one language 166 92.73
3 Total 179 100

4.2.2 Distribution of Mother Tongue (DMT)

Different languages are predominantly spoken in the research [Link] are Sidaamu Afoo
Amharic, Afan-Oromo,Gurage, Silt’ie,Gamo,Tigrigna,Wolayitato, Wolane, Kambata and Dorze
[Link] socioeconomic and political histories of the residents are the main factor for the current
linguistic diversity and sociocultural change in Aleta [Link] foundation of Aleta Wondo is
primarily related with to collect tax from caravan traders who used to travel either Addis Ababa
or [Link] sample villages in the research setting were previously inhabited by Aleta tribe
and today the research setting were inhabited by various ethnolinguistic groups.

Table 7: Distributionof Mother tongue of the respondents in relation with age group

Age groups MT background

Amharic Dorze Gamo Gurage AO Sidaam Silt’ie Tigrigna Wola Wolane
a
10-20 1 -- -- 1 1 20 -- -- -- --
21-31 10 1 2 2 2 51 1 2 -- 1
32-51 22 -- -- 2 2 31 1 -- 1 --

42
52 andabove 12 -- -- 2 1 10 -- -- -- --

Total 43 1 2 7 6 112 2 2 1 1(0.5%)

(24.02) (0.5) (1.1) (3.9%) (3% (62%) (1.1) (1.1%) (0.5)
)

MT= mother tongue, AO=Afan-Oromo

Table 7 indicates that MT of respondent’s relation with across age groups the youth MT
SidaamuAfoo background and also adults takes the largest share of the age groups. Out of 82
(45.81%) SidaamuAfoo MT [Link] Amharic is the second largest position take,
22 (12.29 %) MT Amharic background and old aged people 12 (6.70 %) MT Amharic
[Link] other parts MT background groups are small in number like, Afan-Oromo youth
2 (1.1%), adults 2 (1.1%), Dorze youth 2 (1.1%), Gamo youth 2(1.1%), Tigrigna 2(1.1%)
Wolane 1 (0.5%), Gurage 2 (1.1%) youth, adult 2 (1.1%) and 2 (1.1%) old aged people age
[Link] to the table 7 relative large number of SidaamuAfoo MT speaker, Amharic
speakers youth and adult aged of these MT speakers, on the otherhand, relatively very small part
as compared to Kambata, Tigrigna, Wolane, Gamo, Wolayita, Dorze and Silt’ie MT speaking.
The number of SidaamuAfoo MT speakers increases to larger degree across to the children to
youth age groups.

4.2.3 Language Background of respondents’ Mother

After investigating, the language background of mother’s as MT and SL, the language
background of spouses was asked to the feature of among mother’s different linguistic
[Link] table shows that MT and SL of the respondents.

Table 8: Language background of Respondents’ Mother

MT Respondents mother SL

A Do Ga G K Ao Sid Si T Wola Wolay %

Amharic 22 19 -- -- -- -- -- -- -- -- -- -- 36.06

43
 Dorze -- -- -- -- -- -- -- -- -- -- -- -- --

Gamo -- -- -- -- -- -- -- -- -- -- --

Gurage 4 -- -- -- 4 -- -- -- -- -- -- -- 6.55

Kambata -- -- -- -- -- -- -- -- -- -- -- -- --

AO 2 -- -- -- -- -- 2 -- -- -- -- -- 3.27

Sidaama 31 -- -- -- -- -- -- 28 -- -- -- -- 50.81

Silt’ie 1 -- -- -- -- -- -- -- 1 -- -- -- 1.63

Tigrigna 1 -- -- -- -- -- -- -- -- 1 -- -- 1.63

Wolane -- -- -- -- -- -- -- -- -- -- -- -- --

Wolayita -- -- -- -- -- -- -- -- -- -- -- -- --

Total 61 19 -- -- 4 -- 2 28 1 1 -- -- 100

As above table data shows that, relatively speaking the largest majority of mothers tongues are
SidaamuAfoo MT speakers it accounts 31(50.81%).While 22 (36.06%) respondents Amharic
MT [Link] the other hand, respondents Gurage 4 (6.55%), Silt’ie 1(1.63%),Afan-Oromo 2
(3.27%) and Tigrigna1 (1.63%), respondent’s mothers are different MT [Link] there
is no, Dorze, Gamo,Kambata and Wolayitato and Wolane MT speaking mothers in the research
area. The mothers of both SidaamuAfoo and Gurage MT respondents have acquired Amharic as
their mother [Link] shows the sign of sociolinguistic situation and positive attitudes
towards the Amharic language. SidaamuAfoo MT speakers highly shifted to the MT Amharic.

4.2.4 Language Background of Respondents’ Fathers

As the respondents’ selection from different ethnolinguistic groups, this couldshow the presence
of different language background among the respondents [Link] to the existence of different
language background and language contact among them, different languages are being spoken in
MT and SL in Aleta Wondo [Link] below indicates that MT and SL of respondents
father.

44
Table 9: Language Background of Respondents’ Fathers MT and SL

MT Respondents Father Second Language

A Do Ga Gu K AO Sida Si Ti Wolan Wolay %

Amharic 37 35 -- -- -- - -- -- -- -- -- -- 20.23

Dorze 1 -- 1 -- -- -- -- -- -- -- -- -- 0.57
Gamo 2 -- -- 2 -- - -- -- -- -- -- -- 1.15

Gurage 7 -- -- -- 6 - -- -- -- -- -- -- 3.36

Kambata -- -- -- -- -- 1 -- -- -- -- -- -- 0.57
AO 8 - -- -- -- -- 5 -- -- -- -- -- 2.89
Sidaama 112 -- -- -- -- -- -- 73 -- -- -- -- 42.19
Silt’ie 2 -- --- -- -- -- -- -- 1 -- -- -- 0.57
Tigrigna 2 -- -- -- -- -- -- -- -- 1 -- -- 0.57
Wolane 1 -- -- -- -- -- -- -- -- -- 1 -- 0.57
Wolayita 1 -- -- -- -- -- -- -- -- -- -- 1 0.57
Total 173 35 1 2 6 1 5 73 1 1 1 1 100%

4.2.5 Language Background of Spouses

The language background of spouses as MT and SL, the language background of spouses was
asked to the feature of bilingualism among spouse’s different ethno linguistic [Link]
following table below illustrates MT and SL of the respondents’ spouses.

45
Table 10: The Language Background of Respondents’ Spouses SL

MT Respondents spouses

A Do Ga Gu K Ao Sida Si T Wola Wola %

Amharic 42 36 -- -- -- - -- -- -- - -- -- 23.45
- -
Dorze 1 -- 1 -- -- - -- -- -- - -- 0.55
-
Gamo 2 -- -- -- -- - -- -- -- - -- -- 1.17
-
Gurage 7 -- -- -- 2 - -- -- -- - -- --- 3.90
-
Kambata 1 -- -- -- -- - -- -- -- - -- --- 0.55
Afan- 8 -- -- -- -- - 5 -- -- - -- -- 4.45
Oromo
Sidaama 112 -- -- -- -- - -- 100 -- - -- -- 62.50
-
Silt’ie 2 --- -- -- -- - -- -- 2 -- --- 1.17
Tigrigna 2 -- --- -- -- - -- --- -- 1 -- -- 1.17
Wolane 1 -- -- --- -- - -- -- -- - 1 0.55
Wolayita 1 -- -- -- -- - -- -- -- - -- 1 0.55
Total 179 36 1 -- 2 - 3 100 2 1 1 1 100

As indicated in the table above, the majority of respondents reported that their spouses are
SidaamuAfoo MT speakers and they almost above half of the total number of respondent’s

46
[Link] the most commonly,men come from other areas and married local [Link]
indicated in the above data almost majority of respondents SL belongs to the SidaamuAfoo
groups around 112 (62.50%) and the second the largest respondents spouses from Amharic 42
(23.45%).The Gurage and Afan-Oromo MT respondents spouses 2 (1.17%) and 8 (4.45).Finally
the remaining ethnic respondent’s spouses SL, Silt’ie 2(1.17%), Tigrigna 1 (0.55%), Dorze 1
(0.55%), Wolane 1(0.55), and Wolayitato 1 (0.55%), there are no spouses to Kambata and Gamo
MT speakers. In general, the SidaamuAfoo MT language background is the largest and Amharic
MT language background is the second largest all ethnic language background as indicated
above in the table 10 above.

4.2.6 The Comparison of Respondents Fathers with theirMT and SL

As indicated in table 11 large differences have been shown between the respondents’ MT their
[Link] of the total the respondents SidaamuAfoo MT speakers accounts
73(40.78%),Amharic MT speakers 35 (19.55%), Afan-Oromo 5 (2.79%) and Gurage 6 (3.35%)
don’t speak their fathers mother [Link] respondents shift to Amharic different MT parents
(fathers) [Link] other words, the table shows that the existence of shift from Sidaamu Afoo,
Amharic, Afan-Oromo and Gurage [Link] only 2 (1.1 %) out of total sample Amharic
MT don’t speak their fathers [Link] respondents shift to SidaamuAfoo different MT speaking
fathers’.MT fathers of SidaamuAfoo take the relatively largest share part when compared with
others. Table below shows the MT comparison of respondents with their father.

Table 11: The MT and SL Comparison of Respondents in relation with their Fathers

MT Fathers Respondents FatherMT and SL

A Do Ga G K Ao Sida Si T Wola Wolay %

Amharic 37 35 -- -- -- -- -- -- --- -- -- -- 21.38

Dorze 1 -- 1 -- -- -- -- -- -- -- -- -- 0.56

Gamo 2 -- -- 2 -- -- -- -- -- -- -- -- 1.14

Gurage 7 -- -- -- 6 -- -- -- -- -- -- -- 4

47
 Kamabata -- -- -- -- -- 1 -- -- -- -- -- -- 0.56

AO 8 -- -- -- -- -- 5 -- -- -- -- -- 4.6

Sidaama 112 -- -- -- -- -- -- 73 -- -- -- -- 64.60

Silt’ie 2 -- --- -- -- -- -- -- 1 -- -- -- 1.14

Tigrigna 2 -- -- -- -- -- -- -- -- 1 -- -- 1.14

Wolane 1 -- -- -- -- -- -- -- -- -- 1 -- 0.56

Wolayita 1 -- -- -- -- -- -- -- -- -- -- 1 0.56

Total 173 35 1 2 6 1 5 73 1 1 1 1 100

Among the whole127 (70.94%) respondent’s fathers are bilinguals. They have also different MT
backgrounds refer MT Comparison of respondents with their families (immediate and/ or nuclear
family) conveys that there are major patterns of intermarried exhibited among different MT
speakers. SidaamuAfoo/Amharic MT speakers have intermarried to a greater extent 57 (49.13
%).An insignificant pattern also exhibited between Amharic [Link] MT intermarriage
is [Link] pattern also existed between Amhara, Gurage and [Link] speakers
Amharic, Tigrigna, Wolane, Wolayita, Sidaama, Dorze, Afan-Oromo, Gamo and Silt’ie MT
patterns of inter-marriage are rare.

4.2.7 Comparison of Respondents with mothers MT and SL

The comparison of respondents and MT in the table shows that big number of respondents 112
(62.56%) and 37(20.67 %) of mothers SidaamuAfoo and Amharic speakers respectively. The
table illustrates that 91 (50.83%) respondent become Amharic MT speakers from different
mother [Link] indicates that there is a significant shift to Amharic MT 2 (1.17%) is
shifted from SidaamuAfoo MT [Link] direction of shift is not limited to Amharic or
SidaamuAfoo but also SidaamuAfoo/Afan-Oromo, SidaamuAfoo/Gurage [Link] is a

48
significant shift MT Amharic backgrounds.6 (3.35%) MT Gurage language background shifted
to the Amharic language.

4.2.8 The MT and SL Comparison of Respondents with their immediate and

nuclear Family

The term immediate is used to in this study refers to the respondents mothers and fathers. On the
other hand, nuclear family refers to the respondents’ spouses and children. In this section the
following questions will be considered. What is the respondent MT, what is the MT of the
respondents immediate and nuclear families? How can describe the relationship between in terms
of their MT? Consider table below 12.

Table 12:The MT and SL Comparsion of Respondents’ in relation with nuclear family

Families MT Respondents MT

A Do Ga G K Ao Sidama Si Ti Wola Wolay %

Father A 44 -- -- -- -- -- -- -- -- -- -- 32.11
Mother 49 -- -- -- -- -- -- -- -- -- -- 34.50
Spouses 57 -- -- -- -- -- -- -- -- -- -- 38.88
Children 43 -- -- -- -- -- -- -- -- -- -- 44.32
Father Do -- 2 -- -- -- -- -- -- -- -- -- 1.45
Mother -- 1 -- -- -- -- -- -- -- -- -- 0.70
Spouses -- -- -- -- -- -- -- -- -- -- -- --
Children -- -- -- -- -- -- -- - -- -- -- --
Father Ga -- -- 2 -- -- -- -- -- -- - -- 1.45
Mother -- -- 2 -- -- -- -- -- -- -- -- 1.40
Spouses -- -- -- -- -- -- -- -- - -- -- --
Children -- -- -- -- -- -- -- -- -- -- -- --
Father G -- -- -- 7 -- -- -- -- -- -- -- 5.10
Mother -- -- -- 4 -- -- -- -- -- -- -- 2.81

49
Spouses -- -- -- 2 -- -- -- -- -- -- 1.36
Children -- -- -- -- -- -- -- -- -- -- -- --
Father K -- -- -- -- 1 -- -- -- -- -- -- 0.72
Mother -- -- -- -- -- -- -- -- -- -- -- --
Spouses -- -- -- --- -- -- -- -- -- -- -- --

Children -- -- -- -- -- -- -- -- -- -- -- --
Father Ao -- -- -- -- -- 8 -- -- -- -- -- 5.83
Mother -- -- -- -- -- 7 -- -- -- -- -- 4.92
Spouses -- -- -- -- -- 3 -- -- -- -- -- 2.04
Children -- -- -- -- -- 2 -- -- -- -- -- 2.06
Father Sid -- -- -- -- -- -- 69 -- -- -- -- 50.36
Mother -- -- -- -- -- -- 75 -- -- -- -- 52.81
Spouses -- -- -- -- -- -- 84 -- -- -- -- 57.14
Children -- -- -- --- -- -- 49 -- -- -- -- 50.51
Father Si -- -- -- -- -- -- 1 -- -- 0.72
Mother -- -- -- -- -- -- -- 1 -- -- 0.70
Spouses -- -- -- -- -- -- -- 1 -- -- 0.68
Children -- -- -- -- -- -- -- -- -- -- --
Father T -- -- -- -- -- -- -- -- 1 -- -- 0.72
Mother -- -- -- -- -- -- -- -- 1 -- -- 0.70
Spouses -- -- -- -- -- -- -- -- 1 -- -- 0.68
Children -- -- -- --- -- -- -- -- 2 -- -- 2.06
Father Woy -- -- -- -- -- -- -- -- -- 1 -- 0.72
Mother -- -- -- -- -- -- -- -- -- 1 -- 0.70
Spouses -- -- -- -- -- -- -- -- -- -- -- --
Children -- -- -- -- -- -- -- -- -- -- 1 1.03
Father Wol -- -- -- -- -- -- -- -- -- -- 1 0.72
Mother -- -- -- -- -- -- -- -- -- -- -- 0.70
Spouses -- -- -- -- -- -- -- -- -- -- -- --

50
Children -- -- -- -- -- -- -- -- -- -- -- --
Total
Father 137(76.53%)
Mother 142(79.32%)
Spouses 147(82.12%)
Children 97(54.18)

4.2.9 Language Background of Children

Children and youngsters cover the majority of the population in Aleta Wondo
[Link] who have children are 110 (61.45%) out of total sample and they were
asked to respond their children’s language background. According to the linguistic information
of children as MT and SL is investigated in the research area. Consider table 13 below that
shows the children’s MT and SL.

Table 13: Respondents Children Language Background ofMT and SL

MT Respondents’ children SL

A Do Ga G K Ao Si Sida T Wola Wolay %

Amharic 32 29 -- -- -- -- -- -- -- -- -- -- 28.82
Dorze -- -- 1 -- -- -- -- -- -- -- -- -- 0.90
Gamo -- -- -- -- -- -- -- -- -- -- -- --
Gurage -- -- -- -- 6 -- -- -- -- -- -- -- 5.40
Kambata -- -- -- -- -- -- -- -- -- -- -- -- --
Afan-Oromo 6 -- -- -- -- -- 5 -- -- -- -- -- 5.40
Sidaama 61 -- -- -- -- -- -- 48 -- -- -- 54.95
Silt’ie -- -- -- -- -- -- -- 2 -- -- -- -- 1.80
Tigrigna -- -- -- -- -- -- -- -- -- 1 -- -- 0.90
Wolane -- -- -- -- -- -- -- -- -- -- 1 -- 0.90
Wolayita -- -- -- -- -- -- -- -- -- -- -- 1 0.90
Total 111 29 1 - 6 - 5 2 48 1 1 1 100
51
As indicated table 13 above data presents, the majority of respondents’ children’s are
SidaamuAfoo MT speakers. While 32 (28.82%) on the other hand, children are Amharic MT
[Link] the other hand, 61 (54.95%) respondents children from SidaamuAfoo MT speaking
ethnoliguistic [Link] there is no children Kambata, Wolayita and Gamo speaking
[Link] children’s of Wolayita MT respondent’s children acquired Amharic as their
[Link] shows that the sign of language shift in this sociolinguistic condition; however, to get
more information study with a comprehensive data is important in this case. Out of total sample
Sidaamu Afoo MT children, 48 (43.24%) respondents’ children are SL speakers of Amharic,
while 5 (4.50%) children are Afan-Oromo SL speakers. Hence, the majority of SidaamuAfoo
MT children are Amharic SL [Link] the above data it is possible to conclude that most
respondents’ children are being bilinguals in Amharic and Sidaamu [Link] reason for this is
that the languages have been children used in the recreation centers, in the neighbor and being
given as the school subject from elementary school up to University [Link] all general except
mother tongue language learning is dominant being learned as [Link] Amharic,
SidaamuAfoo is also learned by different linguistic groups for the reason that Aleta Wondo
Woreda is the home land for SidaamuAfoo speaking ethnolinguistics groups.

4.2.10 Comparisons of Parent’s Respondents with their childrenMT

Out of total sample 110 (61.45%) respondents that they have got [Link] young children,
according to their parents report acquire Amharic, Sidaamu Afoo MT a greater extent 48
(43.24%) and Amharic language to certain extent 43 (39.09 %) as [Link] of the total 43
(39.09%) Amharic and SidaamuAfoo 48 (43.24%) MT speaking young children comes from
different MT speaking [Link] MT Comparison of parents and children in the table shows
that young children shift to Amharic from SidaamuAfoo 61(54.95%) Sidaama linguistic
background children used Amharic as a mother tongue, Gurage 6 (5.40%), Silt’ie 1 (0.90%) and
5 (4.50%) Afan- Oromo speaking [Link] the other hand, 48 (43.24%) and 2 (1.80%) of
young children who speaks Amharic as a mother tongue come from Sidaama and Afan-Oromo
speaking parents [Link] 48 (43.24%) young children speak Amharic as the second
language from Sidaama ethnolinguistic groups and MT Amharic linguistic groups 29 (26.12%)

52
uses the SidaamuAfoo as the second language. The above data indicates that young children who
permanently dealt in the research setting shift to Amharic from different parents MT back
[Link] shows that parents have positive attitude towards Amharic language
[Link] parents respond that they prefer Amharic to their children. The rationale of
these parents related with social and educational function of the language

4.2.11 Distribution of Second Language (DSL)

As indicated table (6) 166 (92.73%) of respondents reported that they can communicate more
than one [Link] can be understood that most of respondents are [Link] this section the
researcher attempts that to investigate which language, and what extent the languages are being
spoken as SL, how one can describe the pattern of bilingualism and multilingualism across age
groups. Table below shows that distribution of second language across age groups.

Table 14: Distribution of Respondents’ age group of Second language

Age group Second Language

Amh Do Ga Gu Ka AO Sida Si T Wolane Wolay %

m
10-20 1 -- -- 2 -- -- 16 -- -- -- -- 19
(10.6)
21-31 12 1 2 2 1 3 55 1 1 1 -- 79 (44.8)
32-51 20 -- -- 1 -- 3 27 1 1 -- 1 54 (30.6)
>52 6 -- -- 2 -- 2 14 -- -- -- -- 26 (14.7)
Total 39 1 2 7 1 8 112 2 2 1 1 100

According to table 14,the majority of respondents are Sidaamu Afoo 55 (30.72%),followed by

Amharic 20 (11.2%),Dorze,Gamo, Kambatisa, Silt’ie,Tigrigna, Wolayitatuwa and Wolane rarely
used language,while Gurage and Afan-Oromo to some [Link] general, the above data shows
that SidaamuAfoo and Amharic is the most dominant SL in the research setting area. However,
SidaamuAfoo is the major SL [Link] speaking cause of biliguality is in
SidaamuAfoo and Amharic is related with language attitudes of respondents to the
53
[Link] claims desired reason of respondents in table 11 shows that, Amharic valued as a
very

important language by respondents for advantage like inter-group communication with different
language and ethnolinguistic Ethiopians,schooling purpose etc. SidaamuAfoo is also valued as
high regarded language in the research area by the respondents since their mother tongue
speaking people are most predominant ethnolinguistic groups in the study [Link] people use
their mother tongue SidaamuAfoo in the rural area in addition to Amharic [Link],
Sidaama Afoo is very important for schooling, justice, inter-group communication and
administration, preaching in different religious sites in the research area.

4.2.12 Second Language across Age Groups

Regarding age groups,significant pattern of bilingualism are [Link] to table 7

SidaamuAfoo aken as second language by majority of in all age groups except the age groups
>51 (old aged people).This is for the reason that,more than half of youth respondents are
SidaamuAfoo MT speakers. On the other hand, SidaamuAfoo is the major SL for people age
group of 21-31,while Amharic is the second major SL for other [Link] proportion of
SidaamuAfoo SL speakers decrease across the age groups from the lowest age to the highest age
[Link] speaking, SidaamuAfoo is the highest in all the age groups,except the age
groups of >51old aged people, where SidaamuAfoo is the highest.

4.2.13 Comparison of married respondents with spouses and SL

Among the entire sample reported that they have got married of these 116 (64.80 %) have inter-
married different MT [Link] are major patterns of inter-marriage happened among
different MT [Link] and Amharic inter-married greater degree, Sidaamu Afoo 57
(49.13%) and Amharic 19 (16.37%).Out the total sample of spouses 33 (28.44%) Sidaamu Afoo
MT background spouses uses Amharic as SL and 6 (5.17%) Amharic MT spouse use
SidaamuAfoo as their SL. InSignificant pattern also existed between Amharic, Gurage and Afan-
Oromo. MT speakers Amharic, Tigrigna, Wolane, Wolaytatuwa, Sidaamu Afoo, Dorze, Afan-
Oromo, Gamo and Silt’ie MT patterns of inter-marriage are rare.

54
4.2.14 Comparison of Respondents MT and SL in relation with Educational

Background

Table 7 indicates that the distribution of MT and SL speak to their educational backgrounds with
regard to respondents MT in comparison with educational back ground of SidaamuAfoo and
Amharic MT speakers who have not received the formal education are least. However,with
regard to education a considerable number of respondents have not received formal education
.The data also shows that the majority of Sidaamu Afoo MT speakers have receiving college and
above education and Amharic speakers took the second rank college and above education.
According to illiteracy, Sidaamu Afoo MT speaker takes the first position and Amharic MT
speakers the second [Link] also receiving formal primary and secondary education
SidaamuAfoo MT speakers are the first position and Amharic speakers are the second rank.

Table15: Distribution of Respondents MT and SL in relation with educational background

MT and SL Educational background

NREduc Peduc SEduc RCEduc Total

A MT 3(1.67%) -- 4 (2.23%) 39(21.78 % 25.68
SL 2(1.1 %) -- 3(1.67) 34(18.99%) 21.76
Do MT -- 1(0.58 %) -- -- 0.58
SL -- 1(0.58 %) -- -- 0.58
Ga MT -- -- -- 2(1.1 %) 1.1
SL -- -- -- 2(1.1%) 1.1
G MT 2(1.1%) 1(0.58% ) -- 4(2.23) 1.67
SL 2(1.1 %) -- -- 4(2.23 %) 1.67
K MT -- -- -- 1(0.58 %) 0.58
SL -- -- -- 1(0.58 %) 0.58
AoMT 1(0.58 %) 1(0.58 %) 1(0.58) 5(2.79%) 4.5
SL 1(0.58 %) 1(0.58%) 1(0.58) 5(2.79%) 4.5
Sida 4(2.23 %) 28(15.64%) 8(4.46) 72(40.22%) 62.55
MT 2(1.1%) 22(12.29%) 7(3.91) 69(38.54%) 54.84
SL

55
Si 1(0.58 %) -- -- 2(1.1 %) 1.67
MT 2 (1.1 %) -- -- 2(1.1 %) 2.2
SL
T 2(1.1 %) -- -- 2(1.1 %) 2.2
MT 1(0.58%) -- -- 1(0.58 %) 1.1
SL
WolaMT 1(0.58%) 1(0.58%) -- -- 1.1
SL 1(0.58 %) 1(0.58%) -- -- 1.1
Wolay 1 (0.58 %) 1(0.58%) -- -- 1.1
MT 1 (0.58%) 1(0.58%) -- -- 1.1
SL
Total 7.34 17.96 7.27 70.9 100
MT 6.72 14.61 6.16 65.92 100
SL

NREDUC= not received formal Education, PEduc= attending primary Education, SEduc= attending
secondary Education, Reduce=Received college Education

Regarding respondents SL composition with education level, literate respondents reported that they are
more bilingual in Amharic and Sidaamu Afoo another languages. The respondents who have primary and
secondary education are bilinguals both languages of Amharic and Sidaamu Afoo. However, Sidaamu
Afoo is more largely distributed language of respondents who have college and above education are
bilinguals in Amharic greater and SidaamuAfoo largely. Relatively speaking,both literate and
illiterate respondents to be more bilinguals in Amharic and SidaamuAfoothan Afan-Oromo,
Gurage, Silt’ie etc. Following SidaamuAfoo Amharic is the second equally acquired language as
SL respondents in the research area.

4.3Language Attitude

4.3.1The most regarded Language (s) inAleta Wondo Woreda.

The response on relative use and a regarded language (s) in the research setting area indicates
that some languages are most regarded language for the respondents who have various language
[Link] seen in the table majority of respondents recognized that alternate use of
SidaamuAfoo are valued by 82 (45.81%) and Amharic 49 (27.37%) respondents [Link]
the other hand, Sidaau Afooa is alone valued by 82 (45.81%) [Link] of the total sample
the alternative use of AmharAfooic and SidaamuAfoo valued 38 (21.22%) and 10 (5.58%) of
respondents surprisingly believe that English is the most prestigious even though they cannot
56
communicate with the language. In terms of use and prestige among the languages in Aleta
Wondo Woreda, SidaamuAfoo and Amharic are highly valued by the majority of respondents,
and followed by [Link] of respondents believed that SidaamuAfoo is the most regarded
and valued since SidaamuAfoo speaking people are predominant ethnolinguistic groups in the
research area in Aleta Wondo Woreda. Some claims that it is the official language in the local
administration as well as a medium of instruction in first cycle up to college and university
[Link] majority claim that Amharic is the most valued and most regarded language (s) in
Aleta Wondo Woreda for the reason that it serves as the language of wider communication
among different language speakers ethnolinguistic groups in Aleta Wondo Woreda.

Table 16: The most regarded language (s) in relation with MT

MT Which language(s) is the most highly regard in Aleta Wondo Woreda

Which language(s) is most regard in Language F %

Aleta Wondo Woreda? Amharic 49 27.37
Sidaama 72 40.27
Amharic+Sidaama 38 21.22
Sidaama+Afan-Oromo 2 1.1
Amharic+Gurage 5 2.80
Amaharic+Sidaama+ Afan-Oromo 3 1.69
English 10 5.80
Total 179 100

4.3.2 Language AttitudeTowards Sidaama and other Languages.

The following table shows respondents’ language attitude towards Sidaama Afoo and other
languages.

Table17: Language Attitudetowards Sidaama and other Languages

Items Yes No I don’t know

F % F % F %
Q1 92 51.40 87 48.40 -- --
Q2 94 52.52% 85 47.48 -- --

57
Q3 112 62.56 67 37.44 -- --
Q4 73 40.78 126 59.22 -- --
Q5 75 41.89 88 49.16 16 8.93
Q6 105 58.65 74 37.35 -- --
Q7 93 51.95 -- 84 2 1.67
F= frequency
Q8 114 63.68 60 33.51 5 2.79
Q9 97 54.18 82 45.82 -- -- For the above question 92
(51.40%), and 87 (48.60%)
respondents answered ‘yes’ and ‘No’ respectively. This shows that large number of respondents
like SidaamuAfoo as a medium of instruction inAleta Wondo Woreda. An insignificant number
of respondents have answered’No’which shows they do not like the use of as a medium of
instruction. So the question above shows that respondents have positive attitudes SidaamuAfoo
as a medium of instruction towards their MT. The rationale for the above question it is used in
the Woreda and zonal level working language, justice, schooling purposes from primary up to
university level.

The above questions biger number of respondents 94 (52.52 %) answer “No” while significant
number of respondents are” yes”85 (47.48%) and no respondents in difference. This shows that a
slightly bigger number of respondents have a positive attitude towards their MT.

With regard to the above questions, 112 (62.56%) and 67(37.44%) respondents answered “yes”
and “No” [Link] shows that the majority of respondents thought that the Sidaama
children better know SidaamuAfoo than Amharic, which indicates that the most have positive
attitudes towards maintaining their MT.

Out of the total sample of the respondents74 (41.34%), 126 (70.39%), 6 (3.35%) answered ‘yes”,
“No”and in difference respectively. The above number indicates that the majority of respondents
have replied that speaking Amharic is not a sign of modernity. A relatively small number of
respondents are answered that speaking Amharic is a sign of modernity. Insignificant number of
respondents reported that they don’t know. This shows that the majority of respondents show the
positive attitudes of towards their mother tongue.

58
With considering question one “yes”, “No” and in difference respectively. As the above figure
shows that, the majority of respondents reveal negative attitude towards question one.A
relatively small number of respondents show positive [Link] data in the above table
indicates that the respondent shows positive attitudes towards the use of SidaamuAfoo as a
medium of instruction in Aleta Wondo [Link] the importance of Sidaamu Afoo in
their daily activities and towards the importance of SidaamuAfoo to communicating with Aleta
Wondo Woreda people. The only half of respondents show the positive attitude towards the
necessity of SidaamuAfoo to be known by children and showing the negative attitudes towards
speaking Amharic.

Out of total sample of the respondents ‘105 replied “yes” and ‘74’respondent replied “No”
respectively. This shows that the larger number of respondents recommend Amharic is more
useful both urban and rural areas in Aleta Wondo Woreda. Similarly, considerable numbers of
respondents anwered using Amharic is not useful both urban and rural areas. An insignificant
number of respondents do not have the answers,’I don’t know ‘which shows their indifferences
to the question. So the above number indicates that the Amharic is more useful both urban and
rural areas this shows that the respondents have positive attitudes towards Amharic language
both rural and urban areas.

Most respondent out of the total sample around 84 replied that Amharic and 93 respondents were
replied that SidaamuAfoo is very important a day to day interaction in the Aleta Wondo
[Link] above question a slightly biger number of respondents 93 (51.95%) SidaamuAfoo is
the useful in day today interaction. While a significant number of the research participants
indicate Amharic language is important for day to day interaction in the [Link] 2
(1.67%) insignificant numbers of respondents have [Link] shows that a bigger
number of the respondents have positive attitude towards both Sidaamu Afoo and Amharic.

The majority of out of sample 114(63.68%) Amharic and 60 (35.51%) respondents Sidaamu
Afoo. 5 (2.79%) very insignificant numbers of respondents are [Link] above figure
shows that the most research participants prefer Amharic to easily share their ideas with others.
The reason why in every where the Amharic is widely communication language in the corners of
the region. The other research participants around 60 respondents that they prefer SidaamuAfoo
easily to share their ideas with others. Because in the Aleta Wondo Woreda is the home land of
59
the Sidaama ethnolinguistic groups the majority of people easily to share their ideas with other
Sidaama linguistic [Link] above questions shows that the majority of research participants
that have positive attitude both Amharic and Sidaamu Afoo. But insignificant numbers of
respondents have in differences.

Out the total sample 97 respondents indicates ‘yes ‘and 82 research participants answer ‘No’.
The above research questions shows that most bigger number of respondents prefer
SidaamuAfoo helps people to communicate with others MT speakers and a small number of
respondents replied that ‘No’ Amharic is also important for the people in Aleta Wondo Woreda
with to make interaction others MT [Link] majority of the research participants are used to
communicate with other people SidaamuAfoo because Aleta Wondo Woreda is mostly of the
SidaamuAfooMT speakers of ethnolinguistic groups are [Link] they prefer SidaamuAfoo to
communicating with other MT [Link] other groups prefer Amharic to communicate with
differentMT speakers in Aleta Wondo [Link] Aleta Wondo Woreda diversified
ethnolinguistic groups live together with different MT backgrounds to Amharic as a common
language as means communication for the different MT [Link] above respondents
have the both Sidaamu and Amharic languages to communicate with other MT backgrounds.

4.3.3 The importance to speak second language

Table 18:The importance to speak second language

Do you think it is necessary to speak second language in Aleta Wondo Woreda?

Yes No Total
152 (80.44%) 27(19.56%) 179 (100%)

According to table 18 the largest number of respondents 152 (80.44%) believed that it is
necessary to learn to speak second language(s) in Aleta Wondo [Link] the rest 27
(19.56%) do not believed that in the relevance of acquiring or learning [Link] rationale for
former group were mainly related with the sociolinguistic and with the need of reconstructing the
ethno linguistic identity such as: communicate diverse ethno linguistic groups through different

60
languages, to make social interaction and easy transaction, to build, cross-cultural and
communication competency, to make one self familiar with modernization, new technology and
to reconstruct one ethno linguistic group through the ancestors [Link] rationales of the
later group were mainly linked with the need maintain their [Link] data indicates that
most respondents have preferred to be bilingual for various [Link] respondents claimed
the fact that knowing more than one language would be useful everyday life, particularly in view
of professionals, economic and social [Link] ethno linguistic groups have preferred their
ancestor’s language MT in addition to the language(s) that are acquired currently.

4.4 Language Use

4.4.1 Lingua franca in Aleta Wondo Woreda

In linguistically diversified settings, lingua franca is very important so as to make a bridge work
communication among different linguistic groups. In line with this, the respondents were asked
to respond on language which is employed inter-group communication. The following table 19
shows the language that used as a lingua franca in Aleta Wondo Woreda.

Table 19: The language that is used as lingua franca in Aleta Wondo Woreda

Which language do you think is the lingua Language F %

franca both rural and urban in Aleta Wondo Amharic 50 27.93
Woreda Sidaama 87 48.60
Sidaama+Amharic 40 22.34
Sidaama+Afan-Oromo 1 0.58
Amharic+Gurage 1 0.58
Total 179 100

As data in the above table reveals, the majority 87 (48.60%) respondents replied that Sidaamu
Afoo is the lingua franca in Aleta WondoWoreda.50 (27.93%) research participant’s reports that
Amharic to be is a lingua franca. Whereas 40 (22.34%) Amharic and Sidaamu Afoois lingua
franca in the research setting. The research participants reported that it is possible to generalize

61
that Amharic a lingua franca inter group communication or lingua franca in Aleta Wondo
Woreda followed by Sidaamu Afoo. In accordance to this, relatively speaking Amharic is the
most widely used language by members of different ethnolinguistic groups across of the
domains. The researchers’ observation reveals that most of domains (settings) where diversified
linguistic groups are coexist; SidaamuAfoo higher extent and Amharic a lesser extent have been
used as lingua franca or the language of out group communication.

4.4.2 Language use of respondents with relatives from the Rural and

Urban Areas?

Language use refers to the venues the language is used in the community, to who is
communicating that language and to the scope of topic discussed the language. There are
different driving forces that cause language [Link] to Appel and Musyken (1985:56),
linguistic boarder, colonial expansion, ethnolinguistic enclaves, postcolonial migrations to the
developed world are the most accountable situation of language [Link] are different ethno
linguistic groups in Aleta Wondo Woreda by sharing different value, cultures, language etc to
each [Link] language use between the respondents’ rural and urban relatives is described in
the following table

Table 20: Language use of Respondents relatives the Rural and Urban Area

Languages Language use between urban and rural relatives

Parents Parent Children % Childrenrelativ %
relatives from % relatives % relatives es from urban
rural area from urban from rural
Sidaamu 100 81.96 11 9.24 54 94.74 12 20.34
Amharic 15 12.29 92 77.31 3 5.26 46 77.96

Sidamu +A 1 0.81 16 13.45 -- -- -- --

Gurage 2 1.70 -- -- -- -- -- --
Kamba+Ao 1 0.81 -- -- -- -- --
Tigrigna 1 0.81 -- -- -- -- 1 1.70
Silt’ie 1 0.81 -- -- -- -- -- --
62
Gamo 1 0.81 -- -- -- -- -- --
Total 122 100 119 100 57 100 59 100

In the table above, language use of parents with relatives come from rural and urban area was
[Link] majority of respondents’ relatives come from the rural areas 100 (81.96%) use
Sidaamu Afoo with their [Link] main reason for the use of Sidaamu Afoo was
respondents’ shows that it is MT of relatives’ language and it enable them communicate without
[Link] reasoned out that they use Sidaamu Afoobecause of most their relatives are
monoglots (monolingual) in SidaamuAfoo, most of respondents who use Amharic with the same
addresses claimed that Amharic is their common MT. Some of parents Afan-Oromo,
Gamo,Gurage, Tigrigna and Silt’ie are the MT of their [Link] some respondents also
show that their rural relatives are monolingual in, Gamo, Tigrigna, Gurage and Silt’ie languages
[Link] the language use of parents with their relative who come from urban areas
Amharic is the most dominant [Link] covers 92 (77.31%) of the total number of [Link]
reason for the use of Amharic with urban relatives is that people from the town are they use
Amharic most frequently.11 (9.24%) parents respondents indicates that they use Amharic to
Sidaamu Afoo alternatively with their relatives come who are monoglot (monolingual) in
SidaamuAfoo even though they are inhabitants’ of the town. Some respondents also show that
they use SidaamuAfoo for it is their [Link] alternate use of Amharic and Sidaamu Afoo takes
the first position which accounts 16 (13.45%).The major reason for the use of both languages
was that they could communicate with the language in an equal level.

Out of the total sample of respondents children are 110 (61.45%).54 (94.74%) children
respondents have shown that they use Sidaamu Afoo with their relatives come from rural
[Link] Afoo is used because most of relatives frequently used in their daily activities.
Some claims that they use SidaamuAfoo to express common identity and to shows their ethnic
member of Sidaama ethnolinguistic group. A few respondents replied that it is a common MT
between children and their rural relative.

On the other hand, children’s language use with their relatives who come from urban area is
quite different from those who are from rural [Link],46 (78.30%) children

63
respondents indicate that the use Amharic their relatives come from urban [Link] major
reason is at both children and their relatives who come from urban area are proficient in
Amharic.12 (20%) children use SidaamuAfoo with their urban relatives whereas the use of
Amharic along with SidaamuAfoo and the alternate use of Amharic numerically different.

Generally, Sidaamu Afoo is a predominantly used language between the respondents and rural
relatives whereas Amharic with urban relatives. This shows that the dominance of Amharic in
the urban areas and SidaamuAfoo in the rural areas. This result had shown that consistency to
cooper et al 1976. The finding of cooper et al indicated that Amharic was the important language
in the town both first and second language whereas Afan-Oromo important in the country side.

4.4.3 Domains of Language Use

[Link] LanguageUse in the Family Domain

Members of various ethnolinguistic groups in Aleta Wondo Woreda respondents’ shows that
they acquired different languages as MT and they learned see table [Link] asking the
respondents self responding language back ground, they were also asked where, with whom and
which language they use. Hence,the respondent’s language uses in family domain are indicated
in the table below.

Table 21: Language Use in Family Domain

Languages Language between respondents

parents % Children % Spouses % Siblings %

Amharic 72 40.44 41 37.27 52 35.13 38 31.66
Sidaamu Afoo 79 44.40 34 30.90 56 37.83 44 36.66
Amharic+Sida 21 11.80 18 16.36 30 20.27 24 20
Gurage+Sidama -- -- 5 4.54 1 0.67 3 2.3
Amharic+Englis -- -- 4 3.63 -- -- -- -
Amharic+Ao 1 0.56 1 0.90 1 0.67 2 1.66
English 3 1.68 6 5.45 1 0.67 6 5
Tigrigna 1 0.56 -- -- 1 0.67 -- --
AO -- -- 1 0.90 2 1.35 -- --
Gurage 1 0.56 -- -- 3 2.07 -- --
Gamo -- -- -- -- 1 0.67 -- --
Tigrigna+AO -- -- -- -- -- -- 1 0.83
64
 Gurage+Amhari -- -- -- -- -- -- 1 0.83
Gamo+Amharic -- -- -- -- -- -- 1 0.83
Total 179 100 110 100 148 100 120 100

Out of research participants’ 110 (61.45 %) respondents that they have [Link] different
language which are used between respondents and children, Amharic language rank first 41
(37.27%) children use Amharic with their family. 72 (40.44%) parents use Amharic with their
children. While 21 (11.80%) of total respondents use Amharic and Sidaamu Afoo alte rnatively.
79 (44.40%) parents respond that to use Sidaamu Afoo with their children 34 (30.90%) claimed
to use Sidaamu Afoo with their children in the family domain. When the result compared to the
respondents, MTs the shift to Amharic observed during the respondents and children’s language
use.

Respondents who have spouses (a husband and wife) are 116 (64.80%) out of total sample.
Sidaamu Afoo is the most widely used language between a husband and wife in the family
domain since the spouses are dominantly Sidaamu Afoo MT speakers it covers 56
(37.83).Amharic the second position with 52 (35.13%) in this context. 2 (1.35%) respondents
uses Afan-Oromo with spouses whereas 3 (2.07 %) use Gurage with their spouses. The use of
Gurage and Afan-Oromo with spouses covers 5 (3.63%) respectively. Amharic along with
Sidaamu Afoo 33 (20.27%) and the Afan-oromo/Amharic are the alternative use of numerically
1 (0.67%). The use of SidaamuAfoo along with Gurage between spouses’ covers 1 (0.67%) in
the same domain. Hence all the respondents used their MT with their family members.

Youngsters who have brothers and/or sisters are out of the total [Link] and
Amharic is widely used language between the respondents and siblings while sharing
information and/ or experiences in the family domain. Accordingly, 38 (31.66 %) respondents
show that they use Amharic with brothers and sisters. 44 (36.66%) respondents (siblings)
indicate that to use SidaamuAfoo while sharing experiences to each other. On the other hand, 24
(20%) respondents show that they use Amharic along with SidaamuAfoo whereas the use of
Sidaamu Afoo along Gurage covers 4 (2.5%). As result, Sidaamu Afoo is a primary language
among sibling between is followed by Amharic language in family domain. In other words the

65
result indicates that it is nearly equal language use both Sidaamu Afoo and Amharic in the
language use respondents with their siblings.

Generally, all MT are used between respondents and their parents and, with their spouses in the
family domain. On the other hand, the shift to Amharic is observed during the respondents
language use between their siblings and children.

Out of 36 respondent’s family, 16 of the respondents that they use Amharic language routinely
with their children because they were eager to speak Amharic more than Sidaamu Afoo. Other
reasons were, Amharic will help their children to get better job opportunities’ outside the
Sidaama zone and they thought that they should be fluent in Amharic.

Related to the above respondents, other 10 participants whose mother tongue was SidaamuAfoo
use both Amharic and Sidaamu Afoo equally use with their children alternatively. The reason
why used Sidaamu Afoo and Amharic,they thought that SidaamuAfoo express their identity and
wanted their children should be fluent in Sidaamu Afoo because Sidaamu Afoo helps for their
children to cooperate with and to understand the rural SidaamuAfoo speakers who are
monolingual in [Link] remaining 15 respondents Sidaamu Afoo MT participants
used SidaamuAfoo frequently to interact with their children because they thought that
SidaamuAfoo express their identity and they wanted their children to have a higher degree of
proficiency to avoid identity crisis.

The above analysis reveals that the majority of parents’respondents, including that MT
SidaamuAfoo, used Amharic frequently. Therefore,the languages uses people living Aleta
Wondo town demonstrates the more favorable behavioral dimension of parents was towards
Amharic, rather than Sidaamu Afoo.

[Link] Language use in the outdoor domain:Recreational areas

Different languages are used in a friend ship domain of cafés/bars recreational centers. In such a
context, different languages are used with waiters, and among friends speaking SidaamuAfoo
Amhairc, Gurage, and Afan-oromo etc. All the respondents that have experience of recreation in
bars have respondents shown their language use. In line with this, which language is used with
who is the given domain, setting and topic is presented in the following table.
66
 Table 22: Language Use in the Recreational Areas

Domain Setting Address Topic in Aleta wondoWoreda Language F %

Friendship Cafés/bars Waiters Ordering what to have and Amharic 117 65.36
asking costs to pay
Sidaama 20 11.17
Amharic+Sidaa 42 23.46
ma
Total 179 100
Amharic Chatingorfunny anecdotes Amahric 149 83.24
speakers
Sidaama 21 11.73
Amharic+Sidaa 9 5.02
ma
Total 179 100
Sidaama Chatting or funny anecdotes Sidaama 106 59.77
speakers
Amharic 34 18.99
Amharic+Sidaa 39 21.78
ma
Total 179 100
Afan- Chatting or funny anecdotes Sidaama 14 7.82
oromo
speakers
Amharic 103 57.54
Amahric+Sidam 5 2.79
a
Amharic+Afan- 43 24.02
Oromo
Amharic+Sidam 14 7.82
a+Ao

67
 Total 179 100
Gurage Chatting or funny anecdotes Sidama 20 11.17
language
speakers
Amharic 107 59.77
Amharic+Sidam 5 2.79
a
Gurage 36 20.11
Amharic+Gurag 9 4.46
e
Sidama+Gurage 2 1.11
Total 179 100
Kambata Chatting or funny Amharic 91 50.87
speakers Anecdotes
Sidama 15 10.05
Amharic+Ka 22 12.29
Kamabata 25 13.96
A+Sida+K 8 4.46
Amharic+Kamba 18 10.05
ta
Total 179 100

F=Frequency

Recreational area in Aleta Wondo Woreda are mainly Amharic is used in bars/café .The
respondents were asked to give genuine information on their preferred language in the recreation
centers with waiters so as to order what to have and how much it [Link] this regard it is
portrayed that the majority of respondents 117 (65.36%) shows that they use Amharic with
waiters in a cafeteria. This indicates that Amharic is widely used language in the cafeteria
between customers and a waiter. On the other hand, insignificant number of respondents replied
that use of Amharic with SidaamuAfoo. Personal observation of the researcher has also ensured
68
that Amharic is frequently used language with waiters for Aleta Wondo Woreda is lingua franca.
Sidaamu Afoo speakers communicate with friends and acquaintances in the recreational areas
mainly in Sidaamu Afoo106 (59.77%) and to some extent in Amharic 34 (18.99 %)
communication with other languages are very rare case.

Respondents that have Amharic speaking friend are out of these 149 (83.24%) use Amharic
chatting in the cafeterias with Amharic speaking friends. Other languages such as Sidaamu Afoo
and the combination of Amharic speaking friends are 9 (5.02%) insignificantly used. Hence, in
the friendship domain Amharic is dominantly used by the respondents with their Amharic
speaking [Link] majority 149 (83.24%) of the respondents that have Amharic speaking
friends are use Amharic most dominantly in cafeterias. Significant number of respondents of
replied that they use 106 (59.77%) respondents that have Sidaamu Afoo speaking friends with
are use SidaamuAfoo most dominantly in cafeteria (in recreational areas).

Generally, the use of ethnic language is high during communication between interethnic
members with Amharic taking the first rank. Amharic played the significant role between
interethnic communications followed by Sidaamu Afoo.

[Link] Language use in the neighborhood

In Aleta WondoWoreda, the settlement of different ethno linguistic groups is not predictable
since there is no identifiable area for a certain ethno linguistic [Link] results, in the
intermingled co-existence of different ethno linguistic groups in which the Sidaama and Amharic
languages are as means of communication in the [Link], the following table shows
that language use among in the neighborhood

Table 23: Language in the neighborhood

Domain Setting Address Topic languages F %

Neighborhood Neighborhood Neighbor Greeting Amharic 70 39.10
Borrowing Sidaama 73 40.78
and lending

69
 Amharic+ 32 17.87
Sidaama
English 4 2.25
Total 17 100
9

As indicated in the above table 24, 73 (40.78%), Sidaamu Afoo is most frequently used
respondents in the neighborhood domain. Amharic language is the second largest used in
neighborhood domain 70 (39.10%) and respondents while communicating with their neighbors
.Out of the total sample 32 (17.78%) use of Sidaamu Afoo and Amharic the alternative use in the
neighborhood domain. The alternative use Afan-oromo/Kambata and Sidaamu Afoo highly rare
in the Aleta Wondo Woreda. In general speaking, Sidaamu Afoo is found to be the most
dominant language respondents while communicating with their neighbors since Sidaamu Afoo
MT speakers are the main, streaming society in the Woreda.

[Link] Language use in the school domain

Schools are one of the most developing contexts developing bilingualism. The interaction of
students with various ethno linguistic groups may have developing the acquisition of additional
language to their MT. The situation is very important where a medium of instruction in the
school a language others than ones [Link] Aleta Wondo there are various government and
private schools as stated in the background of the study area. Medium of instruction plays a great
role in language use of the schools domain. In research setting the government schools are a
medium of instruction for the first cycle (1-4) is Sidaamu Afoo and Amharic is given as one
subject grade 5-12. Moreover, Amharic and English languages are being given as school subject
at this [Link] second cycle primary (5-8) English is used as medium of instruction and also
Amharic and Sidaama language given as one [Link] high school level, on the other hand,
English is the sole medium of instruction and Sidaamu Afoo and Amharic are being given as one
[Link] kind of policy could have an implication with regard to which language is the
students should use in the [Link] this 120 teachers and students asked to respond
their language use with the teachers and [Link] respondents illustrated below in the table.

70
Table 24: Language Use in the School Domain

Addressee Level of school

language
Teachers First cycle (1-4) Second cycle (5-8) Secondary (9-10)
F % F % F %
Amharic 3 2.5 30 25 40 30.33
Sidama 6 5 10 8.33 3 2.5
Amharic+Sidama -- -- -- -- -- --
English -- -- 8 6.66 7 5.83
Amharic+English -- -- -- 8 6.66
Sidama+English -- -- 1 o.83 2 1.66
Sidama+Amharic -- -- - -- -- --
Total 9 7.5 51 42.5 60 50
Amharic 2 1.66 23 19.16 40 33.33
Sidama L 8 6.66 18 15 5 4.16
English -- -- 9 6 5
Amharic+English -- -- 2 1.66 2 1.66
Sidama+English -- -- 2 1.66 2 1.66
Students Sidama+Amharic -- -- -- -- 1 0.83
Total 10 8.33 54 45 56 46.66

The respondents indicate that Sidaamu Afoo the most predominantly used in the first cycle
students respondents.6 (5%) while communicative with their teachers as well as discussing with
their peers.A very few students in the first cycle communicating with their teachers and with
students during discussion and they are use Amharic language. Students who are attending a
Sidaamu Afoo medium schools and Amharic medium schools (thought respondents from
Amharic medium school very few in numbers. This has an implication for the bilingual
education in Aleta Wondo Woreda. According to Appel and Musyken (1987) bilingual education
refers to

71
the opportunity to be education in two languages the language of home and the language of other
groups in bilingual communities. In Aleta Wondo Woreda Sidaamu Afoo is the main streaming
society. Next to Sidaamu Afoo Amharic is also the most acquired language as MT and SL by
significant number of population. Hence, it can also be taken as majority language in this
sociolinguistic situation. The type of bilingual education which exists in Aleta Wondo Woreda is
main streaming bilingual [Link] to Baker (1993:153) main streaming bilingual
education comprises the joint use of two languages in a school. In Aleta Wondo Woreda there
are Sidaamu Afoo and Amharic medium school subject particularly in the first cycle of primary
[Link] the second cycle student’s language use, use Amharic is very significant between
students and teachers communication which numerically accounts to 30 and (25%) and
respectively. Considerable number of 8 (6.66%) of respondents that they use English with
teachers. However, during the observation time the use of Sidaamu Afoo was rare. The alternate
use of Amharic and Sidaamu Afoo, and Amharic and English was also [Link]
who are learning in secondary level most frequently used Amharic with their teachers as well as
students though English is the medium of instruction in this level. A considerable number of
respondents’ students are that they use English while communicating with their teachers where
as the use of English is very insignificant between students and student’s [Link] of
students were preparatory level students and their response shows that almost similar to
secondary level students. The observation assured that students even in the use of the local
Sidaamu Afoo. Generally, the use of Sidaamu Afoo is most predominant in the first cycle
followed by Amharic. However, in second cycle and secondary level as well as tertiary level
(preparatory) level, Amharic is most widely used in the school [Link] the discussion
regarding the easiest language to understand school subject, two groups have different [Link]
two primary school focus group believed that students MT are the easiest to understand subject
because theirMT help them as they have background knowledge. In other words, when a student
learns their MT, they can understand the content and they learn easily because they begin to
learn what they are already familiar with.

72
 [Link] Language use in the Health Centers
A health center is one of the domains where different ethno linguistic groups interact with their
physicians. In accordance, with this the respondents are asked to reply that their language use in
the health centers. The result of respondents indicated in the table 26 below.

Table 25: Language use in the Health Centers

Domain Setting Address Topic Language F %

Health Clinic Physician Telling about suffering /feeling of patient Sidamu Afoo 34 19.10
center

Amharic 97 54.49

Sidaama+ A 45 25.2
Amharic+Sidam+A 1 0.56
o
English 1 0.56
Total 178 100
Patient Sidamu Afoo 69 38.54
Amharic 41 22.95

Sida+Amharic 65 36.31

Amharic+Gur 2 1.1
Sidama+Ao 2 1.1
Total 179 100

F=Frequency

As the data indicated that,69 (38.54%) respondents experienced going to the health centers that
their language use of their physicians when they telling about their felling of pain. The majority
of the respondents’ use Sidaamu Afoo with their physicians. Amharic/Sidaamu Afoo is uses of
interpreter are rarely used in this [Link] respondents who used in interpreter are Sidaamu
Afoo monolingual when they come across Amharic monolingual physician. In general, speaking
Amharic is the most widely used in Aleta Wondo town in different health [Link] a
minimum proficiency of most the patients are observed using Amharic with their physicians.
When the physicians understand the problems of patients they treat in Sidaamu Afoo and
Amharic alternatively.
73
[Link] Language use in the administration domain

Working place administrational domains that entertain different language ethno linguistic groups
with different social groups. The research respondents in this kind of situation develop well
defined pattern of language use during interaction. With regard to this, participants were asked
what language (s) they use with their chair person in the [Link] responses of 42 employees
are indicated in the following table 26.

Table 26: Language Use in Administration Domain

Domain Setting Address Topic Language F %

Employee Office Chair person Asking for permission Sidaau Afoo 13 30.95
or supervisor or promotion
Amharic 20 47.61
Sidama+Amharic 6 14.28
Amharic+Ao 3 7.14
Total 42 100
. F=Frequency,

As table shows that the majority of the respondents of the employee around 20 (47.61%) use
Amharic in their working place with their supervisor or chairpersons to ask promotion or
permission. The alternate use of Sidaamu Afoo/Amharic is very insignificant in this domain. As
the researcher’s observation shows that, most of informal communication is carried out in the
Sidaamu Afoo or both Sidaamu Afoo /[Link] information of Sidaama zone administrative
council indicated, even though the council of the zone had decided Sidaamu Afoo to be official
language of the zone in 1985, it was not effective because most of employee could not read and
write in language particularly Latin script. Hence, also a few employees could read and write
effectively with the Latin [Link] of the formal communication such as: writing memos,
notice and application letters etc carried out in [Link] shows that Amharic is perceived as
an appropriate language for communication or it is still continuing to serve as the defacto to
official language of the zone.

74
[Link] Language use in the court domain

The other sittings were different ethno linguistic groups interact with courts. With regard to this
91(50.81%) respondents shows that they have an experience of talking on the [Link]
language use in administration domain. Sidaamu Afoo is primarily language of the court in Aleta
Wondo [Link] illustrates the following table.

Table 27: Language Use in the Court

Domain Setting Address Topic Language F %

Administration Court Judge Accusing or Amharic 70 39.10
prosecution
Sidaamu Afoo 91 50.81
Amharic+Sidaama 16 8.93
Amharic+AO 1 0.58
Sidaama+Gurage 1 0.58
Total 179 100

F=frequency,
The above table shows that, the majority of respondents use Sidaamu Afoo in the [Link] of 91
(50.81%) respondents use Sidaamu Afoo in the court whereas 70 (39.10%) respondents use
Amharic with [Link] together with Sidaamu Afoo is used by 16 (8.93 %) respondents
[Link] the other hand, 1 (0.58%) of respondents use SidaamuAfoo and Gurage and
1(0.58%) Amharic and Afan-oromo [Link] the researcher observation the judge
was leading the process of the court in Sidaamu Afoo. However, when the judge comes across
plaintiff or a defendant speaking Sidaamu Afoo/Amharic he helps to shifts those [Link]
implies that the judge is in the courts the bilinguals which are vital to entertain members of
different ethno linguistic [Link] the observation time Amharic and Sidaamu Afoo to a
greater and the other languages were lesser extent where being used in the court [Link]
observation supports the data replied by the [Link] general,Sidaamu Afoo is the
dominantly used in the court and judge domain in Aleta Wondo Woreda and the Amharic
language in some extent.

75
[Link] Language use in the police station

It is obvious that Aleta Wondo police station’s working language is Sidaamu Afoo, since it is the
parts of the zonal working language in Sidaama zone. Therefore, service seekers who do not
speak Sidaamu Afoo mostly come with one who speaks Sidaamu Afoo or Amharic fluently. In
case, they have no anyone to assist them in translation, the police members will provide the
[Link] case, of foreigners’ the English translator is provided by members of the police who
are capable enough to do [Link] interaction with police could be inevitable in the live of
human being. Accordingly, in Aleta Wondo Woreda members of different ethnolinguistic groups
interact with police when they respond questions posed by the [Link] Sergeant: Fikadu,
Getahun on average 30-40 clients got the station to seeking police service. Among these, most of
them belongs the ethnic groups of Sidaama, Amhara, Gurage, Dorze; come to the station to
seeking services of the [Link] of sample more than 85 (47.48%) respondents’ shows that
they have an experience of interacting with police. The result illustrated below in the table.

Table 28: Language use in the Police Station

Domain Setting Address Topic Language F %

Public Police Police Responding the question to the Sidaamu Afoo 85 47.48
security station police
Amharic 56 31.28
Amharic+Sidama 35 19.55
Amharic+Dorze 2 1.1
Amharic+Kambata 1 0.59
Total 179 100

As data shows that in the table above 85 (47.48%) of respondents use Sidaamu Afoo with police
in a station domain. The use of Sidaamu Afoo/Kambata other languages in the police domain is
very [Link] researchers’ observation shows that written applications are present in lice station
Sidaamu [Link], during oral communication Sidaamu Afoo is a greater extent and
Amharic language is lesser extent were in use. In general, it is possible to conclude that Sidaamu
Afoo is primarily language in the police station domain.

76
 [Link] Language use in the Market areas

Another setting for the description of language use in Aleta Wondo in a market where sellers and
buyers who speak different language MT converge trading [Link] the town there are,
Amharic, Silt’ie, Gurage, Sidaamu Afoo and Afan-oromo speakers. On the other hand, the town
is surrounded by different words and different ethno linguistic groups, such as, Dale Woreda in
the north, Darra Woreda in the south, Bursa Woreda in the west, Chukko Woreda in the east, and
Hula Woreda on the south east. People from these areas come to the town interact with one
another marking activities. Hence, the language use of these various people asked and the
respondent indicated in the following table.

Table 29: Language Use in the Market

Domain Setting Address Topic Language F %

Market Shop and open air Sellers or Asking of cost Amharic 56 33.13
market buyers material
Sidaamu Afoo 36 20.1

Amharic+Sidaama 74 43.78
Amharic+Sidaama+ 0.58
1
AO
English+Sidaama 1 0.58
Amharic+AO 1 0.58
Total 16 100
9
AO= Afan-Oromo, F=frequency

As it can be seen from the table 29 of 169 ( 100%) respondent who have an experience of
marketing activities, the majority 56 (33.13%) respondents, use Amharic for marketing purposes
various patterns of language use observed from data the [Link] alternate use of Amharic and
Sidaamu Afoo 79 (43.78%).Whereas the alternate use of Amharic and Afan-oromo 1
(0.58%).The use Sidaamu Afoo together with English takes 1(0.58%).on the other hand, three
language pattern:Amharic/Sidaamu Afoo /Afan-oromo indicated by 1 (0.58%) of respondents.

77
These varieties of patterns of language use could entail bi-multilingual nature of language in a
market.

This, in other words, implies that the absence of trade lingua franca during the process of
marketing activities although Amharic is dominantly used language followed by Sidaamu Afoo
in this domain. This result is in contrast with the findings of the study which was carried out by
in Cooper and Carpenter case,(1976:244-55) on the language in the market in linguistically
diverse context in the market (s) it seems that trading activities were facilitated by the
multilingualism of the traders rather than the emergence of trade lingua franca. However, in the
case of Aleta Wondo Woreda respondents used Amharic predominantly followed by Sidaamu
[Link] other languages insignificantly spoken in the market domain. Buyers in most cases,
use Amharic in a first contact when they do not identify the linguistic background of the sellers

[Link] Language use in the religious domain

Religion is defined in terms of social function; it is a system of beliefs and rituals with reference
to the sacred which binds people together into social groups. In the woreda religion is another
area of language use which could entertain different people with different linguistic background.
In the Aleta Wondo Woreda different religious groups are found these are Orthodox, Protestants,
Muslims, and traditional religion followers. In line this, the respondents’ shows about their
language use in their respective religion setting. Table 31 below shows that the respondents’
languages use in the church, Mosques, and different worshipping places.

Table 30: Language use in the religious domain

Domain Setting Addressee Topic Language F %

Religion Church Pastor/priest Amharic 64 38.32

Giving Sidaamu Afoo 32 19.16
sermon
Amharic+Sidaamu Afoo 60 35.92
Amharic+ Ge’ez 6 3.59
Amahric+Sidaama+Ge’ez 2 1.2

78
 English 3 1.79
Total 167 100
Mosque Sheik Leadingpray Arabic 3 42.85
ers
Arabic+Amharic 4 57.15
Total 7 100
As indicated in the table 32, 64 (38.32%) most respondents about language use of pastors or
priest in the churches whereas 3 (42.85%) respondents replied about language use sheik in the
mosque. As indicated above, 64 (38.32%) respondents stated that pastors or priest use of together
with Amharic in the church setting. The use of Amharic with Sidaamu Afoo accounted about 60
(33.89%) [Link] use of Amharic together with Ge’ez is accounts 6 (3.39%) of
respondents while the alternate use of Amharic, Sidaamu Afoo and Ge’ez covers 2 (1.2%) of
respondents. It can be concluded therefore, that Amharic as well as together with Sidaamu Afoo
the most widely used in the research setting among the research [Link] in mosque
setting most dominantly use Arabic while leading a prayer 3 (42.85%) respondents’ shows that
Arabic/ Amharic used alternatively by the sheik in the mosque setting. As it can be observed in
the above table, the use of Ge’ez and Arabic appeared in the church and mosques setting
(religious domain) [Link] to (Brenzinger 1997:277 as cited in Samuel 2009)
Ge’ez is the liturgical language used by the Ethiopian Orthodox Christian [Link]
orthodox Christians in Ethiopian study Ge’ez texts and songs they are not able to communicate
in this language every day activities. The researchers observations assure that in the Orthodox
Church (k’iddase in Amharic) and prayers facilitated in Ge’[Link] the days other than Sunday,
sermon is carried out in Amharic but on Sundays it is translated from Amharic to Sidaamu Afoo.
On Sundays, the priest presents the sermon in Amharic during the first round teaching and then
repeat the sermon which has the same content in Sidaamu Afoo for the second round (time). To
do this, bilingual priests are assigned in the by the church. The reason why the same translated
from Amharic to Sidaamu Afoo on Sunday is that the church assume that the number of
attendants increase with increasing of Sidaamu Afoo monolinguals’ or the use of both language
is aim to address the diversified linguistic groups in the worshipping places. This coincides with
the respondents’ shows on the language which is used as lingua franca in the Aleta Wondo
[Link] reason is also true for the Protestants church. During the researchers’
79
observationthe sermon was being translated from Amharic to Sidaamu Afoo sentences by
sentences or line by line use the two languages inter changeably if he is bilingual. In general, the
language use in

church for worshiping to be quite different, example, orthodox followers they use Ge’ez as a
medium of for preaching in the church particularly on Sunday, whereas other religion followers
like protestants used Amharic and Sidaamu Afoo as medium of [Link] the other hand, in
most mosques in Aleta Wondo Woreda the praying or slat is performed in the languages in the
Quran translated in to Arabic in all over the [Link], some time with a view make an
explanation are given in Amharic and sometimes in Sidaamu Afoo, during preaching [Link]
orthodox churches Qiddam regular prayers on Sunday, praying is use Ge’ez language which
considered as suckered language of the church.

4.4.4 Language used in different activities and emotion states

[Link] Language used in different activities

The research participants in Aleta Wondo Woreda were asked to respond on language use in
different activities. Accordingly, activities such as singing, praying, greeting, giving thanks,
writing, reading and counting are included in the study. Consider the table 32 below.

Table 31: Language used in the different activities

Language Singin Prayin % Giving % Count % Reading % W

activities g % g thanks ing

Amharic 60 33.51 62 34.63 47 26.25 60 33.51 56 31.58 6

Sidaama 40 22.34 31 17.35 33 18.43 30 16.75 35 19.55 2
Amh+Sida 70 39.1 62 34.63 89 49.72 70 39.10 54 30.16 6
Amh+Ge’ez 3 1.68 4 2.23 -- -- -- -- 2 1.1 1
Arabic 3 1.68 4 2.23 -- - - -- -- -- -
A+Sida+E 2 1.2 5 2.79 9 5.02 15 8.37 16 8.93 1

80
Tigrigna 1 0.58 2 1.1 1 0.58 -- -- -- -- -
English -- -- 4 2.23 -- -- 3 1.67 4 2.23 4
AO+Sidama -- -- 1 0.58 -- -- 1 0.58 -- -- -
Amh+Engli -- -- 4 2.23 -- -- -- -- 8 4.46 4
A+Sida+Ao -- -- -- -- -- -- -- -- 3 1.67 3
Total 179 100 179 100 179 179` 100 178 100 1
.

As indicated in the table above 60 (33.51%) relatively Amharic is most widely used language
during singing. It is alternatively used with Sidaamu Afoo Afan-Oromo,Tigrigna, Ge’ez etc
languages in the same [Link], the use of Amharic and its use along other language
account 79 (39.1%). In other words 40 (23.34%) respondents that they use Sidaamu Afoo alone
and along with Amharic, Sidaamu Afoo 40 (23.34%),Tigrigna1 (0.58%) and Ge’ez 3 (1.67%).On
the other hand, Sidaamu Afoo/English/Amharic 2 (1.1%),Tigrigna insignificantly used in the
singing [Link] small number 3 (1.67%) of respondents that they use Arabic where
[Link] respondents to use Arabic for singing are [Link], Amharic is dominantly
used in the singing activity followed by Sidaamu Afoo.

Praying is relatively largely done in Amharic according to both respondents accounts 62

(34.63%) [Link] the other hand, 62 (34.63%) reported that they use Amharic and
Sidaamu Afoo alternatively. The reason for the prevalence of the use Amharic and Sidaamu
Afoo associated with the wider occurrence of use both languages in the religious domain. On the
other hand, Ge’ez and Arabic respondents replied to be used with, 4 (2.23%) and 4 (2.23%)
respectively. Both languages are appeared when religious activities like praying are carried out
.Hence, relatively Amharic to a greater extent and Sidaamu Afoo to a lesser extent are dominant
used in praying activities.

Amharic is widely used in thank giving 47 (26.25%) of respondents in Amharic While 33

(18.43%) respondents giving thanks in Sidaamu Afoo. The alternate use of Amharic with
Sidaamu Afoo 89 (49.73) and the alternate use of Amharic/Sidaamu Afooand English 9 (5.02%)
Tigrigna, 1 (0.58%) when respondents giving thanks. Moreover, the combinations of Amharic
along Sidaamu Afoo / Tigrigna take 99 ([Link] sole alternate use Sidaamu Afoo and Afan-

81
Oromo language 1 (0.58%) and alternate use of Sidaamu Afoo and Tigrigna language is
insignificant during thank giving.

Out of total sample respondents,more than 60 (33.51%) use Amharic while,counting. Sidaamu
Afoo takes the second largest position 30 (16.75%) in [Link] alternate use of Amharic and
Sidaamu Afoo in counting, on the other hand, cover,70(39.10%) of sample population. General,
Amharic rank first during language use in counting while Sidaamu Afoo takes the second largest
position.

As 1 % respondents, they are asked in which languages they regularly read and/or write. With
regard to reading, the majority respondents replied that they use Amharic 56 (31.58%).The
reason for this is the written materials such as books and news papers are mostly available in
Amharic. The next most predominantly used language reading is alternate use of Amharic and
Sidaamu Afoo and the use of Sidaamu Afoo alone. These use of these totally covers 54(30.16%)
and 35(19.55%).The respondent’s youngsters who have learning junior and high school. This is
because of the current educational policies which promote MT education 8 (4.46%) respondents
also use Amharic and English alternatively while reading.

[Link] Language use in the different Emotional States

Language in the different emotional context such as insulting and cursing is also inquired in the
study. Accordingly, 3 the language use of the respondents in the different emotional states
(activities) is illustrated in the table below.

Table 32: Language use in the different emotional states

Situation Insulting % Cursing %

Amharic 69 57.5 35 29.16
Sidaama Afoo 29 24.16 59 49.16
Amharic + Sidaama 14 11.66 22 18.34
Amharic + Afan-Oromo 3 2.5 2 1.66
Sidaama +Gurage 2 1.66 1 0.83

English 3 2.5 1 0.83

82
 Total 120 100 120

Out of total sample of the respondents 120 replay on language use [Link] is widely
used language while which insulting it accounts 69 (57.5%).29 (24.1%) use Sidaamu Afoowhile
insulating in the research setting. Very few numbers of the respondents reply that they use
English while insulating which accounts for 3 (2.5%). As the respondents they are used in
different emotional states like cursing. The majority of the respondents use Sidaamu Afoo while
cursing which it accounts for 59 (49.16%). 35 (29.16%) use Amharic language while cursing.
Out of the total sample of the respondent 22 (18.43%) use both Amharic and Sidaamu Afoo
alternatively while [Link] few numbers of the respondents use Amharic/Afan-oromo and
Sidaamu Afoo +Gurage language alternatively while cursing.

4.4.5 Borrowing and Code switching

Borrowing and Code-switching are some of linguistic outcome of language contact in bilingual
communities. These linguistic attributes often observed among Sidaamu Afoo and Amharic MT
and /or SL speakers. Basically, the finding in the previous section indicates that SidaamuAfoo
and Amharic relatively the predominantly used, either exclusively or together across the
domains. Some basic feature borrowing and were collection from the research area in a tape
recorder of during the data collection time. These will be presented and analyzed in the following
sections.

[Link] Borrowing

Borrowing as a linguistic outcome of language contact is a process by which a speech group

takes linguistic element from another language(Thomason and kaufaman, 1988 cited in
winford,2013:12).In most cases one found that people linguistic items of Amharic when
basically they, speak Sidaamu Afoo in the study area. In other words, borrowed items always
(frequently) observed, in the research [Link], English items also appear in Sidaamu
Afoo conversation. Generally, speaking Amharic is the mostly source language for the
SidaamuAfoo borrowing than any of other language including Afan-oromo, Gurage and English
in ordinary communication of [Link] Amharicitems are borrowed either inmodified or
83
unmodified [Link] is a list of Amharic and English loan words which are borrowed without
modification.

Example 1

Sidaamu Afoo Amharic Gloss

šiwošɨbowire

waagawaga price

viidiyovidijovideo

sonsoma sonsoma walking slow speed

šombok’ošombok’o bamboo

šimmintosɨmɨntocement

borsaborsa wallet, bag

baandeerabandiraflag

ViIza, Video,Siminto,Borsa and Bandera are originally English and Italian [Link] are
borrowed in to Sidaamu Afoo through [Link] words are basically modified when they
are come from the originally into [Link], the entire borrowed items also ending
[Link] shows that Sidaamu Afoo can accommodate word final open syllables as it doesn’t
permit consonants at word final position, like other highland east Cushitic languages (Hudson,
1981, cited in Kawacki, 2007:7).According to Zelealem (2008:109), borrowed words which fit
into the internal structure of Sidaamu Afoo lexicon enter the language without modification since
the language share common linguistic in the specific [Link] borrowings, according to
Zelealem (2008: 109) are in Sidaamu Afoo because of various differences, underlay internal
structure of words the source [Link] or adjusting the borrowed lexical items to fit

84
the phonological and phonotactic rules of the borrowed language is another progress which is
identified Amharic borrowed lexical item into Sidaamu Afoo. The following are some of

Indicators that show loan words adapted from Amharic into Sidaamu Afoo in this manner to fit
phonological and phontactic rule of Sidaamu Afoo. Example2

Sidaamu AfooAmharic Gloss

silabase silȁbȁs syllabus

radoone redijo radio

šilingešɨlɨng shilling

silke sɨlk telephone

birra bɨrrEthiopian monetary unit

hawulte hawult obelisk

The first and most frequently occurring phonological modification, according to Zelealem
(2008:13), is the replacements of central vowels of the source language by non-central vowels in
the recipient language. On the other hand, example (2) last five loan words that are ending in
final consonant add a final vowel in the recipient language. The addition of vowels takes place to
avoid the impermissible existence of consonants at word final position, in the grammar of
Sidaamu Afoo. Sidaamu Afoo words according to Kawachi (2007: 31) entirely end in
[Link] class words of only or end in /o/, /i/in their citation forms and also end in/u/or / i/
only when followed by a suffix that consist of only or ends in one of these vowels. In the
following loan words, the semi-vowel/y/of the source language is elided in the recipient language
at consonant cluster and/or intervocality.

Sidaamu Afoo Amharic Gloss

dooniyaʒonɨjasack

fidale fidȁl letter

85
amaleamȁlhabit

alamealȁmworld

aguleagul what is hindered

akambaalo akȁmbalo lid of a clay oven

In the above Amharic loan words Agule, Alame, Amale, etc. (from agul, aflama, alem, amel, etc
respectively) exist in the impermissible cluster of consonants with an (obstruent sonorant’s)
pattern. Basically, the large majority of consonant cluster in Sidaamu Afoo are either sonorant
obstruent or glottal stop sonorant. (Hudson, 1976 Wedekind 1980 Teferra 2000 cited in Kawachi
2007:31).The impermissible patterns of consonant cluster (i.e. - is and- ya) are modified by
omitting approximate palatal and fricative from the phoneme [Link] concept of elision, in
general, is supported by Skandera and Burleigh (2005: 95 as cited in Teketel, 2011). As another
explanation, elision of consonants often occurs in order to simplify consonant clusters which
may or may not stretch across word [Link] phonological modification is often found
in Amharic loan words like amuse, roowe,xawaqa, xila, xa etc(from zeng, hamus, rob,tebeka,
tawula, respectively).In these loan words the majority of modification is processed when /a/
appeared in position.

Therefore, the voiceless stop /t/ becomes the voiceless velar fricative /x/is weak or more
sonorous because of the neighboring [Link] type of assimilation, according to (Teferra
2000 cited in Kawachi, 2007:48) are consisted of when the stem ending /b/, /k/ is followed a
suffix starting in vowel. Hence, three stops consonants are morph-phonemically conditioned or
changed into /w/, /h/, /r/ respectively. This kind of process also occurred in Amharic loan words
in the sidaamu Afoo consider the following example

Sidaamu Afoo Amharic Gloss

amusehȁmus thrusday

assaawehȁssab thought

k’awattok’ȁbȁto belt
86
niwaawenɨbab reading

roowerob wednesday

t’awak’a t’ȁbȁk’a lawyer

t’ilaʒant’ɨla umbrella

The voiced alveolar fricative (z) in Amharic loan words changed in to (s) in the recipient
[Link] some case/z/ unchanged form as in the source language. Consider the following
examples below.

Sidaamu Afoo Amharic Gloss

sambeellezȁmbil basket of women

zayte zejit oil

damoozadȁmoz salary

According to Zelealem (2008:106) /z/,the non-extent consonant in Sidaamu Afoo occurs in the
borrowed words as it is in the source language,[Link] Kawachi (2007:30) explain in
such words, /z/ is often replaced by /s/ or it is sometimes found in free variation /s/. Both
Zelealem’s and Kawachi’s findings were observed in the research setting.

There are Amharic borrowed words found in the existence of genuine words in Sidaamu
[Link] kind of borrowing usually termed as superfluous [Link] following examples
show superfluous borrowing in Sidaamu [Link] loan words are presented in the first
column and genuine Sidaamu Afoo in the second column.

Amharic Sidaamu AfooGloss

t’ȁllafaršobeer prepared locally

mȁngȁddoogoroad

87
k’ȁt’ȁro dinjeappointment

awaʒlallawaannouncement

amarȁ binfille handsome/ beautiful

To summarize, the above data analysis on the borrowing shows that the Amharic loan words can
occur either with modified or without modification in Sidaamu Afoo. Some loan words entered
in Sidaamu Afoo in the existence of genuine words. Among this kind of borrowing, modification
(adaption) seems the most frequently occurring phenomena, some of the major phonological
modification.

a. The replacement of central vowels of Amharic by non-central vowels in Sidaamu Afoo

[Link] addition of vowels in order to avoid the impermissible existent of consonant word-final

Position.

The elision of approximant palatal(y) and fricative /x/ from phoneme sequence to avoid

impermissible pattern of consonant cluster like

c. The change of/b/in to /w/ because of the neibouring vowels of the occurrence /b/in

inter-vocalic position.

d. The change of /z/ into /s/ or the occurrence of /z/ sometimes in free variation with /s/.

[Link] Code-Switching (CS)

Code-switching or code-mixing is a linguistic feature where by the users switches or mixes

linguistic codes in such a way as to fulfill communicative purposes in conversation (Wardhaugh,
1986:100).With regard to code switching the researcher identified the instances from on
switching to complete or frequently switching situation in the research [Link] switching is
conducted mostly between Sidaamu Afoo and [Link] practices of code switching
particularly between Amharic and Sidaamu Afoo most frequently language use situation in Aleta

88
Wondo Woreda. Code switching and code mixing, according to Gumperz and Bakamba cited in
Zelealem (1998:198), can be treated as inter-sentential switching and intra –sentential code
switching (cs), respectively. In this regard, intra-sentential code switching refers to switch of
Amharic into Sidaamu Afoo at the sentences whereas inter-sentential switching code switching
indicates the switching of Amharic and Sidaamu Afoo at the sentences boundary between
sentences. Furthermore, the composite of Sidaamu Afoo and Amharic are highly valued by the
majority of speakers even, the Sidaamu Afoo speakers valued the composite of both languages
more than Sidaamu Afoo [Link],in this section an overview of Sidaama-Amharic code
switching will be [Link] of data on code switching taken from ato Galfato Lamiso, the
field assistant of the researcher and one of the participants in the focus group, when talking to
various people in different [Link] in the public police station, health center,in the café,
in the court and in the market place [Link] Amharic switched items are the following.

1. ise xisso-te gudaye-nni nike-wa dagino

NoF3 ill GEN-F issue ABL IPL GEN [Link]

She comes to us for the issue of ill.

2. Saate me”etero hanni set- yew-n t’eyk’- ew

time how much it [Link] women [Link] ask.2:SGF-3SGF.

3. Ooso kaasi mmedu-nni fitnateteni dagu.

Children place field (v).Imp [Link] verb

Children from field come quickly.

4. Ama’ya injera uyite-nnae itto-mmo.

[Link] injera (n) .[Link] verb.1PSM.

My mother gives me injera to eat

89
It can be seen in the example ,1,2,3 and 4 the bilingual speakers have mixed Sidaamu Afoo and
Amharic with in sentences fitinatete, saate sewuyewun,and gudaye are Amharic linguistic items
that are identified in Sidaamu Afoo [Link] can be understood from the data there are Amharic
inter-sentential switched lexical [Link] addition to intra-sentential switching, code between or
inter sentential switching was observed in the speech of Sidaamu Afoo and Amharic
[Link] switched sentences written in [Link] the following examples.

a. Ooso timirte-te mini-ni rakke dagg-u

3PPL (children) School PP Adv V NOM

The children come from the school quickly.

[Link] dancha wuxxeta abba hooge di- sai- no

Girl (3SF) Adj (good) result V CUM NEG Pass PA (Perfective Aspect)

The gril failed the exam since she did not score good result.

c. Manch-u kassar-e mine-si wole-ho hir-i.

3. SM DE.M loss NOM N Poss. Adj Dative ([Link]) 3psm NOM

The man sold his house to other because he has got lost.

d .bero Hawaasi doogo-ra kaameel-u tagaaccaino

Adv (yesterday) N PP N DEFM Pass voice

(Masculine inanimate)

Yesterday a car was crashed on the Hawaasa road.

e. Isi mexifo looso loosa-nno daafira manu di-baxa-nno- si

3PSM Adj work (N) V [Link] people NEG V PERF [Link].

People did not like him because he works bad.

90
f. Ani lowo makari giddo-nni fule techo-ra iilloo-mmo

1PSM (I) Many problems in PP (ABL) get out today PPcame [Link].

Today, I came here from I get out many problems

It is very essential to identify which one is the matrix and which one is embedded language,
before explaining the intersential code switching between Sidaamu Afoo and Amharic.
According to East man (1992) in Zelealem (1998:202) the matrix language is determined by the
language of conversation and the language which has the majority morphemes in a given
conversation. With regard to this, in the above data the number of Sidaamu Afoo morphemes
words phrases and clauses exceeds the number of Amharic morphemes words, phrases
[Link] linewiththis all linguistic data which are taken from the people conversation was
basically conducted in Sidaamu Afoo. Therefore, based on these criteria, Sidaamu Afoo is the
matrixlanguagewhereas Amharic is embedded language in the intersentential code switching
between in sidaama and Amharic language.

The Amharic borrowed lexical items, makari, mexifo, tagaaccaino, kasare, wuxxeta, timirte are
found in the example (a-f).These items were found to be identified by monolingual sidaama
language speaker to be usually used in Sidaamu Afoo [Link], the switched
forms, in the example do not include borrowed [Link] sum up the borrowing and code
switching data which present so far is evidenced the pervasive contact between Sidaamu Afoo
and Amharic language.

91
CHAPTER FIVE: FINDINGS OF THE STUDY

In Aleta WondoWoreda more than eleven ethnic groups are found in the Woreda. These are
Sidaama, Amhara, Gurage, Silt’ie, Oromo, Kambata, Gamo, Dorze, Wolane, Tigrigna and
Wolayitato etc. Amhara, Gurage, Oromo and Sidaama are the dominant ethnic groups. Many
different languages are predominantly spoken in the research setting. These are languages are,
Sidaama, Amharic, Gurage, Silt’ie, Afan-Oromo, Kanbatatisa, Gamo, Dorze, Wolane, Tigrigna
and Wolayitato etc. these languages. Sidaamu Afoo is predominantly spoken as MT in the town
since Aleta Wondo is the home land for Sidaama ethno linguistic groups. Relatively, Amharic
speakers are the second largest ethno linguistic group in the town and Gurage and Afan-Oromo
are lesser in number.

The largest majority of mothers are Sidaamu Afoo MT speakers it accounts 31 (17.31%). While
22 (12.29 %) respondents Amharic MT speakers. On the other hand, 6 (3.35%) respondents
Gurage respondent’s mothers are different MT speakers. The mothers of both Sidaamu Afoo and
Gurage MT respondents have acquired Amharic as their mother tongue. This shows the sign of
sociolinguistic situation and positive attitudes towards of the Amharic language. The only 2 (1.1
%) out of total sample Amharic MT don’t speak their fathers MT. These respondents shift to
Sidaamu Afoo different MT speaking fathers. MT father of Sidaamu Afoo takes the relatively
largest share part when compared with others. Among the whole 127 (70.94%) responondent’s
father’s bilinguals.

The majority of respondents’ children’s are Sidaamu Afoo MT speakers. On the other hand, 61
(55.45%) respondents children from Sidaamu Afoo MT speaking ethnoliguistic groups. The
children’s of Wolayita MT respondent’s children acquired Amharic as their SL. This shows that
the sign of language shift in this sociolinguistic condition; however, to get more information
study with a comprehensive data is important in this case. Hence, the majority of Sidaamu Afoo
MT children are Amharic SL speakers. From the above data it is possible to conclude that most
respondents’ children are being bilinguals, in Amharic and Sidaamu Afoo.

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Sidaamu Afoo and Amharic is the most dominant SL in the research setting. However, Sidaamau
Afoo is the major SL respondents. Relatively speaking cause of biliguality is in Sidaamu Afoo
and Amharic is related with language attitudes of respondents to the language. They claims
desired reason of respondents in table 7 shows that, Amharic valued as a very important
language. Sidaamu Afoo is also the most regarded language in the research area by the
respondents since their mother tongue speaking people are most predominant ethno linguistic
groups in the study area. Most people use their mother tongue Sidaamu Afoo in the rural area in
addition to Amharic language. Furthermore, Sidaamu Afoo is very important for schooling,
justice, intergroup communication and administration preaching in different religious purposes in
the research site

According to table 15 the largest number of respondents 152 (80.44%) believed that it is
necessary to learn to speak second language (s) in Aleta Wondo Woreda’s. While the rest 27
(19.56%) do not believed that in the relevance of acquiring or learning SL. The rationale for
former group were mainly related with the sociolinguistic and with the need of reconstructing the
ethno linguistic identity such as: communicate diverse ethno linguistic groups through different
languages, to make social interaction and easy transaction, to build cross-cultural and
communication competency, to make on self familiar with modernization, new technology and to
reconstruct one ethno linguistic group through the ancestors language. The rationales of the later
group were mainly linked with the need maintain their language.

Table 8 indicates that the distribution of MT and SL speak to their educational backgrounds with
regard to respondents MT in comparison with educational back ground of Sidaamu Afoo and
Amharic MT speakers who have not received the formal education are least. However, with
regard to the education a considerable number of respondents not received formal education. The
data also shows that the majority of Sidaamu Afoo MT speakers have receiving college and
above education and Amharic speakers took the second rank college and above education.
According to illiteracy, Sidaamu Afoo MT speaker takes the first position and Amharic MT
speakers the second position. Relatively speaking, both literate and illiterate respondents to be
more bilinguals in Amharic and Sidaamu Afoo than Afan-Oromo, Gurage, Silti’e etc. Following
Sidaamu Afoo Amharic is the second equally acquired language as SL respondents in the
research area.

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Generally, Sidaamu Afoo is a predominantly used language between the respondents and rural
relatives whereas Amharic with urban relatives. This shows that the dominance of Amharic in
the urban areas and Sidaama Afoo in the rural areas.

Sidaamu Afoo is the most regarded language and valued since Sidaamu Afoo speaking people
are predominant ethno linguistic groups in the research area in Aleta Wondo Woreda. Some
claims that it is the official language local administration as well as a medium of instruction first
cycle up, college and university level. The majority claim that Amharic is the most valued and
high regarded language (s) in Aleta Wondo Woreda for the reason that it serves as the language
of wider communication among different language speakers ethno linguistic groups in Aleta
Wondo Woreda.

The majority 87 (48.60%) respondents replied that Sidaamu Afoo is the lingua franca in Aleta
WondoWoreda. 50 (27.93%) research participant’s reports that Amharic to be is a lingua franca.
Whereas 40 (22.34%) Amharic and Sidaamu Afoo are lingua franca in the research setting.
Most respondents replied that Sidaamu Afoo is more important as a medium of instruction and is
more important than for to use daily activities. The majority of Sidaama ethno linguistic
respondents they positive attitude their children better to know the Sidaamu afoo. The Amharic
and Sidaamu Afoo MT respondents have replied that speaking Amharic is not a sign of
modernization. A relatively small number of respondents are answered that speaking Amharic is
a sign of modern. Insignificant number of respondents reported that they don’t know. This shows
that the majority of respondents show the positive attitudes of towards their mother tongue.
It is also Amharic to easily share their ideas with others. The reason why in every where the
Amharic is widely communication language in the corners of the region. The other research
participants around 60 respondents that they prefer Sidaamu Afoo easily to share their ideas with
others. Most bigger number of respondents prefer Sidaamu Afoo helps people to communicate
with others MT speakers and small numbers of respondents replied that ‘No ‘Amharic is the also
important for people to communicate in Aleta Wondo Woreda to communicate with others MT
speakers.
Seven languages spoken in the family domain in the Aleta Wondo [Link] languages are
Sidaamu Afoo, Amharic, Dorze, Gurage, Afan-Oromo, Tigrigna and Silt’ie. The Sidaamu Afoo

94
takes the first position and Amharic is also takes the second position in the family domain in the
Aleta Wondo Woreda.
Amharic language rank first position 38 (34.54%) children use Amharic with their family.72
(40.2%) parents use Amharic with their children. When the result compared to the respondents,
MTs, the shift to Amharic observed during the respondents and children’s language use.
Sidaamu Afoo is the most widely used language between a wife and husband in the family
domain since the spouses are dominantly Sidaamu Afoo MT speakers it covers 69 (38.54).
Amharic the second position with 68 (37.98%) in this context
Out of 36 respondent’s family (parents), 16 use Amharic language routinely with their children
because they were eager to speak Amharic more than Sidaamu Afoo. Other reasons were,
Amharic will help their children to get better job opportunities’ outside the Sidaama zone and
they thought that there should be fluent in Amharic.
Recreational centers area in Aleta Wondo Woreda are mainly Amharic is used in bars/café. The
majority of respondent’s 117 (65.36%) shows that they use Amharic with waiters in a cafeteria.
This indicates that Amharic is widely used language in the cafeteria between customers and a
waiter. Personal observation of the researcher has also ensured that Amharic is frequently used
language with waiters for Aleta Wondo Woreda is lingua franca. Amharic is dominantly used by
the respondents with their Amharic speaking friends. And also Sidaamu Afoo speaking friends
with are use Sidaamu Afoo most dominantly in cafeteria (in recreational areas. In research
setting the schools are a medium of instruction for the first cycle for government schools are
Sidaamu Afoo and Amharic given as a subject for grade 5-12. In second cycle primary,
secondary and preparatory schools English is used as a medium of instruction in the research
area. Generally, the use of Sidaamu Afoo is most predominant in the first cycle followed
Amharic. However, in second cycle and secondary level as well as tertiary level (preparatory)
level, Amharic is most widely used in the school domain. Sidaamu Afoo is easiest to understand
school subject as primary level. This perception was convincible because scholars belied that the
use of MT in education contribute for learners in cognitive development.
The majority of respondents use Sidaamu Afoo in the court, police stations, health centers,

neighborhood domain. In general; Sidaamu Afoo is the dominantly used in the court domain in
and the process of judge in Sidaamu Afoo Aleta Wondo Woreda. The majority of the
respondents of the employee around 20 (47.61%) use Amharic their working place with their
95
supervisor or chairpersons to ask promotion or permission. As information of Sidaama zone
administrative council indicated, even though the council of the zone had decided Sidaamu Afoo
to be official language of the zone in 1985, it was not effective because most of employee could
not read and write in language particularly Latin script. Hence, also a few employees could read
and write effectively with the Latin script. Most of the formal communication such as: writing
memos, notice and application letters etc carried out in Amharic .This shows that Amharic is
perceived as an appropriate language for communication or it is still continuing to serve as the
defacto to official language of the zone.

The majority of respondents use Amharic for marketing purposes various patterns of language
use observed in the study [Link] alternate use of Amharic and Sidaamu Afoo. The researcher’s
observation strengthens the claimed language use data by the respondents. With regard to this,
relatively speaking Amharic and Sidaamu Afoo were most widely spoken language in the market
domain.
Most respondents about Amharic language use of pastors or priest in the churches whereas 3
(42.85%) respondents replied about language use of sheik in the mosque are Arabic language. In
orthodox churches Qiddam regular prayers on Sunday, praying is use Ge’ez language which
considered as suckered language of the church. Amharic is most widely used language during
singing, praying, thanks giving and counting.
Amharic is the mostly source language for the Sidaamu Afoo borrowing than any of other
language including Afan-Oromo, Gurage and English in ordinary communication of residents.
The Amharic items are borrowed either in modified or unmodified forms. Sidaamu Afoo can
accommodate word final open syllables as it doesn’t permit consonants at word final position

96
 CHAPTER SIX
SUMMARY AND CONLUSION

In summary, the study is primarily aimed to describe Language Use and Language Attitude in
Aleta Wondo Woreda in Sidaama Zone. It identifying the attitude of people MT speakers and
towards SL language use. To attain the intended goals of the study, 179 respondents are selected
randomly from six kebeles to participate in the research of the study. Theses research
participants are selected the different age and sex groups. The six resource respondents are also
randomly selected for interview and [Link] required data are collected from the respondents
through the questionnaire, the research interview, observation and FGD. The collected data are
analyzed qualitatively and qualitatively.

Descriptions of the study area, the historical background, language situation of Aleta Wondo
Woreda, and socioeconomic back ground and the basic information of the study area, which are
relevant for the study, are described in the first chapter. The conceptual frame work and review
of related studies that dealt with the major concept such as domains, setting and pattern of
language use, language attitude, bilingualism and also concepts of borrowing and code
switching. In addition six related studies are reviewed for being relatively for the reliability for
this paper.

The other data collected through questionnaire, interview, observation, demographic

characteristics, sampling techniques, and data analysis included in the third chapter. The other
data also collected through questionnaire are presented and analyzed in the fourth chapter. For
the doing this the result from the questionnaire are tabulated and percentages are calculated for
each item. The obtained data from the open ended questionnaire and the linguistic data in CS and
borrowing are analyzed qualitatively described. The overall the general results of the study
summarized as follows.

The majority of the respondents can communicate bilingual language. There are also
monolinguals some lesser extent. These monolinguals, respondents in most cases, are Sidaamu
Afoo and Amharic MT speaker’s respondents are mostly from the children and old aged groups.
The different languages are spoken as MT and SL in the Aleta Wondo Woreda due to historical,

97
social and economic reasons such as Sidaamu Afoo, Amharic, Gurage, Afan-Oromo, Gamo,
Silt’ie, Tigrigna, Wolane, Wolayita, Kambata and Dorze are spoken as MT.

The largest majority of mother’s language back grounds are Sidaamu Afoo MT speakers it
accounts 31 (17.31%). While 22 (12.29 %) respondents Amharic MT speakers. On the other
hand, 6 (3.35 %) respondents Gurage 4 (2.23%), Silt’ie 1 (0.58%), Oromo 2 (1.1%) and Tigrigna
1(0.58%), respondent’s mothers are different MT speakers. This shows the sign of
sociolinguistic situation and positive attitudes towards of the Amharic language. Sidaamu Afoo
MT speakers highly shifted to the MT Amharic. There is also significant pattern intermarriage
between different MT speaking respondents; intermarriage between Amharic and Sidaamu Afoo
MT speaking respondents is observed to a great extent. But the intermarriage between Amharic
MT speaking insignificant pattern also existed between Amharic, Gurage and Oromo. MT
speakers Amharic, Tigrigna, Wolane, Wolayita, Sidaama, Dorze, Oromo, Gamo and Silt’ie MT
patterns of inter-marriage are rare.

Regarding SL distribution across age groups, significant patterns of bilingualism is found in

relation with age groups. This means, Sidaamu Afoo is the major SL for people age group of 19-
30, while Amharic is the second major SL for other groups. The proportion of Sidaamu Afoo SL
speakers decrease across the age groups from the lowest age to the highest age groups. General
speaking, Sidaamu Afoo is the highest in all the age groups, except the age groups of >51 old
aged people, where Sidaamu Afoo is the highest.

Significant pattern of bilingualism are also found in comparison with respondents and their
families background. In Aleta Wondo bilingual fathers are more SL speakers of Amharic and
Sidaamu Afoo than other languages. The majority of Sidaamu Afoo MT speaking fathers and
mother’s more bilingual in Amharic. Amharic is SL of Sidaamu Afoo, Gurage, Silt’ie, Dorze,
Tigrigna, Wolayita and Afan-Oromo MT Speaking spouses. Gurage, MT speaking spouses, more
bilingual Sidaamu Afoo and Amharic languages. On the other hand, large number of respondents
who speaks Amharic MT spouses are bilingual in Sidaamu Afoo. Relatively most Sidaamu Afoo,
Tigrigna, Gurage, Afan-Oromo, Silt’ie and Dorze MT speaking children are highly bilingual in
Amharic than in other languages. On the other hand, Amharic MT speaking children are
bilingual in Sidaamu Afoo. This could before the reason that Sidaamu Afoo is the medium of
instruction as well as local official language in the research setting.
98
Sidaamu Afoo is the most regarded language in the research setting. As seen in the table 16
below majority of respondents recognized that uses of Sidaama afoo are valued by 82 (45.81%).
Next to the Sidaamu Afoo 49 (27.37%) respondents Amharic is the second prestigious language
in the research site respectively. Both Sidaamu and Amharic language(s) are considered to be
prestigious language in the research area. Regarding age groups of children and young
respondents give more high regard to Amharic and where as relatively the majority of young. On
the other hand, old aged respondents give more prestigious both Amharic and Sidaamu Afoo.
Amharic is the most preferred language for intergroup communication in AletaWondoWoreda.

Fishman (1972:435-53) language use domain as theoretical foundation. The four mains of
language use refers to the venues in language is used in community to who is communicating
that language and to the scope of topic discussed the language. Language use of parents with
relatives from rural and urban area was studied. The majority of respondents’ relatives from the
rural areas 100 (55.86%) use Sidaamu Afoo with their relatives. The main reason for the use of
Sidaamu Afoo was respondents’ shows that it is MT of relatives’ language and it enable them
communicate without difficulty. Some reasoned out that they use Sidaamu Afoo because of
most their relatives are monoglots (monolingual) in Sidaamu Afoo, most of respondents who use
Amharic with the same addresses claimed that Amharic is their common MT. Children
respondents indicate that the use Amharic their relatives from urban areas. Their major reason is
at both children and their relatives who come from urban area are proficient in Amharic.12
(6.70%) children use Sidaamu Afoo their urban relatives whereas the use of Amharic along with
Sidaamu and the alternate use of Amharic numerically different.

Generally, Sidaamu Afoo is a predominantly used language between the respondents and rural
relatives whereas Amharic with urban relatives. This shows that the dominance of Amharic in
the urban areas and Sidaamu Afoo in the rural areas. Sidaamu Afoo is linguafranca in Aleta
[Link] majority 87 (48.60%) respondents replied that Sidaamu Afoo is the lingua
franca in Aleta WondoWoreda (Aww). 50 (27.93%) research participants reports that Amharic to
be is a lingua franca. In general, both Sidaamu Afoo and Amharic is a lingua franca in Aleta
WondoWoreda.

Most of respondents are replied that their children’s were better to know the Sidaamu Afoo more
than Amharic because to maintain their MT, it is also used most majority population in both rural
99
areas and urban it is also very important for the communication with another people in Aleta
Wndo Woreda. The most majority of the respondent’s response indicates that Amharic is very
easy to share ideas with others in Aleta Wondo Woreda. Most teachers feel confidence when
they use Sidaamu Afoo related to this out 50 respondents 36 (62%) of them strongly agree that
using Sidaama afoo makes them to feel confident.

Seven languages are use in the family domain. These languages are Sidaamu Afoo, Amharic,
Afan-Oromo, Tigrigna, Gamo and Gurage. 79 (44.1 %) is used Sidaamu Afoo with parents.
Amharic takes the second position 72 (40.2%) in being used with parents, Afan-Oromo and
Gurage are nearly equal used with parents in the family domain which covers 1 (0.58%) and 1
(0.58%) respectively.

Language uses in the court, administration, neighborhood and police station, the majority of
respondents use Sidaamu Afoo in the above mentioned domains. Out of 91 (50.81%)
respondents use Sidaamu Afoo in the court, the majority of the respondents of the employee
around 20 (47.61%) use Amharic their working place with their supervisor or chairpersons to ask
promotion or permission. The alternate use of Sidaamu Afoo /Amharic is very insignificant in
this domain. The majority of the respondents’ use Sidaamu Afoo with their physicians.
Amharic/Sidaamu Afoo is uses of interpreter are rarely used in this domain. The respondents
who used in interpreter are Sidaamu Afoo monolingual when they come across Amharic
monolingual physician. As the researchers observations show that, most of informal
communication is carried out Sidaamu Afoo or both Sidaamu Afoo/Amharic. As information of
Sidaama zone administrative council indicated, even though the council of the zone had decided
Sidaamu Afoo to be official language of the zone in 1985, it was not effective because most of
employee could not read and write in language particularly Latin script.

Where as in the current contexts of the study, buyers and sellers in the market can communicate
by using Amharic. This is for reason that, different MT speakers are very much bilingual in
Amharic. Therefore, in the market place communication is facilitated by the medium of
Amharic.

Language use in the worshiping domain, religion is defined in terms of social function; it is a
system of beliefs and rituals with reference to the sacred which binds people together into social

100
groups. Regarding language use in the worshipping place, Amharic is mostly used language.
While respondents are praying in individual than they are praying in groups. Amharic is largely
used in the worshiping places. Arabic is used by Muslims and while Ge’ez rarely used Christians
in the worshipping places.

Amharic is the predominantly used in the recreational areas in the research setting. Respondents
speaking funs, anecdotes etc. Sidaamu Afoo is largely use in the recreational area with friends
chatting funny and anecdotes etc. Activities such as singing and Praying are carried out Amharic
is predominantly used which is followed Sidaamu Afoo. In the activities of giving thanks,
counting, reading and writing Amharic is mainly used. Reading and writing are highly carried
out in Amharic it has long history in the context of writing in Ethiopia. As the linguistics
evidence of language contact in AWW, the code-Switching between Amharic and Sidaamu Afoo
has been described. The result shows that the switch has occurred intra-sentential and inter-
sentential. The major motivation on code-switching for the code switching is lack of lexical item
in the matrix language (Sidaamu Afoo).

6.1 Recommendation

Based on the finding and conclusion, the following recommendations are made to resolve the
investigated problems.

 The speech community should develop awareness of using their bilingual and multi-
lingual language at different domains.

 The Woreda/Zone culture and Tourism department should create the awareness by
arising the programs of language clubs at school level, kebele woreda and zonal
levels.

 The government makes enough support for empowering the Sidaama, Amharic,
Gurage and Afan-Oromo languages for studying and compiling the dictionary and
grammar of the book.

 Integration and coordination between government and NGOS as wells among

different NGOs should be required in order to maximize their effort of solving the

101
 problem of language use and language attitude, by providing and promoting effective
use of language and providing training.
 Government language use and attitude policies should encourage private printing
enterprises different reading materials by avoiding unnecessary primary criteria and
by preparing reading materials in relatively low cost.
Further research is needed to see the language use and attitude situation of the study area and
particularly for the Silt’e, Gurage, Afan-Oromo, Dorze and Wolane languages the attention
should be given for the future research since this study is not detail done

102
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Weinreich, U.1953. Language in Contact: Finds and Problems. The Hague. Languages an

Introduction. Cambridge: Wolff, E.2000.”Language and society”. In: Heine, B. and

Nurse, D (eds.). African Cambridge University press

Winford, D.2003. An Introduction to contact Linguistics. Inida: Black well. Publisher.

Wolf. 2000.” Language and society”. In: Heine and Nurse, D. (eds.). African languages: An

Introduction. [Link] press.

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Yohannes Adiegh. 2007.” Attitude of Oromo Christians towards the use of Amharic”: The

Case Ethiopian Orthodox Tewahidio Church. MA Thesis Addis Ababa University.

Zelealem Leyew.1998. Code-Switching: Amharic-English. Journal of African Cultural Studies.

---------------------[Link] Kemantney Language: A sociolinguistic and grammaticalStudy of

Language [Link]: Rudiger Koppe.

----------------.2006. “Lexical Development in Sidaama.”Journal of Education for Development

.3, (1), 97-123.

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94
 Appendix A: Questionnaire in English

ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

COLLEGE OF HUMANITIES, LANGUAGE STUDIES, JOURNALISM AND

COMMUNICATION

DEPARTMENT OF LINGUISTICS AND PHILOLOGY

Questionnaire

The aim of this questionnaire is to collect data on issue related the patterns of language; language
use and language attitude in Aleta Wondo woreda.I would appreciate your participation
contributing to the study by completing these questions. I would also like to assure you that your
response will kept confidentially and used only this study. There is no need to write your name
and where in the form and the rest your personal data will be handled confidentially. Please mark
“√’ for your answer in the corresponding boxes when the alternative answers are given. For this
question, you could use extra space if the given space is not enough.

Part-I back ground information

1. Sex: -------------Male------------------ Female: --------------------

2. Age: 10-20----------------- 21-31:--------------- 32-51:-------------- 51 and above-------

3. Place of birth: ------------------------

4. Region: --------------------------------

5. Place of residence: -----------------------

95
6. Occupation: ---------- Farmer-------- Housewife---------- Merchant--------- Student----------

Daily labourer ------- development worker------- public police--------- teacher------

Health related service worker---------- Government employee------------ other-------------

7. Religion: ------------ Muslim------------ protestant----------- Orthodox------------ Others-------

8. Ethinolinguistic group: ----------------

9. Educational background: ---------- not received formal education--------------Elementary grade-----------

Secondary school (9-10) ----------- Received college and above education---

10. If you know any other languages name them according to your level of proficiency

11. What is (was) your mothers’ mother tongue (MT) ----------- and second language (SL) ---

12. If she knows/knew any other language, name them according to her level of proficiency?

13. What is (was) your father’s mother tongue (MT) ----------- and second language (SL) ----

14. If he knows/ knew any other language, name them according to his level of proficiency?

15. If you have spouse, what is his/her mother tongue (MT) ------- second language (SL) -----

16. If he/she knows /knew any other language name them according to the level of proficiency?

17. If you have siblings, what their mother tongue (MT) --------------- second language (SL) -----------

18. If you know another language, name them according to their level of proficiency?

19. Which languages do you use your relatives come from rural area?

Why?

20. Which languages do you use your relatives comes from the urban area?

Why?

21. Which language do you think vernacular in Aleta Wondo Woreda?

22. Which is the high regarded language in Aleta Wondo Woreda?

96
Why?

23. Is there any language (s) which is useful for you know as second language?

A) Yes B) no

24. If so what language?

25. Why do you choose that language?

26. Is there any language which you know but you don’t like to use?

A) Yes B) no

27. If so what language?

Why?

28. In your understanding which language(s) of wider communication in Aleta Wondo

Woreda?

A) Sidaama language B) Amharic

29. Please list down the languages you can speak in your order of proficiency?

Part-II Language attitudes

The following questions related to your feeling about Amharic and Sidaama language read each questions
carefully and put a circle around the right answer for each and write down your reason about the choice
on the space provided.

1. Do you think that Amharic is more useful than Sidaama language in Aleta Wondo Woreda both

urban and rural area?

A) Yes B) no

2. Which language do you think more useful in day to day interaction in Aleta Wondo?

A) Amharic B) Sidaama language

3. Which language is easier for you to share idea with others?

97
A) Amharic B) Sidaama language

4. Do you think that Sidaama language helps for commnicationwith an other people in

Aleta Wondo?

A) Yes B) no

5. Is it important to used Sidaama language as a medium of instruction more than Amharic

in Aleta wondo? A) Yes B) no

6. Do you think that your children should better know Sidaama language more than

Amharic? A) Yes B) no

7. Is speaking Amharic is a sign of civilization?

A) Yes B) no

8. During t he the Sidaama language lesson I:

A) Prefer work with the whole class

B) I like opportunities to do pair and small group work.

9. Compared to others in my Sidaama language class, I think I:

A) Do more studying than most of them

B) Do less studying than most of them

C) Study about as much as most of them.

Part-III Items assess domains of language use

Fill in the column in the fifth labeled language in the table below with the language that you frequently
use with its respective, domains, setting, addressee, and topic.

Domain setting Addressee Topic in Aleta wondo Language

Family Home Parents Planning family party

98
 Children Discussing on school lesson

Spouse Planning family party

Brother or sister Sharing or exchanging information or

experience

Friend ship Café/bar Waiters Ordering what to have and asking costs of
to pay

Sidaama Chatting or funny anecdotes

speaker

Amharic Chatting or funny anecdotes

speaker

Afan-oromo Chating or funny anecdotes

speaker

Gurage speaker Chating or funny anecdotes

Kambata Chating or funny anecdotes

speaker

Neighborho Neighborh Neighbor Greeting

od ood

Education school Teacher Asking for questions Amharic or English

lesson

Students Discussing Sidaama language lesson

Religion Church Priets\pastor Giving sermons

Mosque Shaky Leading prayers

Health Clinic Physician Explaining about your suffering

99
 Patients Asking/ advising your suffering

Administrati Court Judge Accusing or defending prosecution

on

kebele Giving comments or suggestions on issue

Market Shop and Seller Asking the price of goods

open air
market

Buyer Negotiating on price

Fill in the table below with the language(s) you use in the following situation

Situation/field Language

Singing

Giving thanks

Greeting

Counting

Writing

Reading

Prayer with in groups

Insulting

Cursing

100
 Appendix B: Questionnaire in Amharic

አድስ አበባ ዩኒቨርስ

የድህረ ምረቃ ትምህርት ቤት

የሥነ ልሳን ትምህርት ክፍል

የጽሁፍ መጠየቅ

የዚህ ጥናት ምርምር ዋና ዓላማ፣ በአለታ ወንዶ ወረዳና በከተማ የቋንቋ አጠቃቀምና የህብረተሰብ
አመለካከት ሁኔታ ምን እንደምመስል መምርመርና ትንታነ መስጠት ነዉ፡፡ በመሆኑ እርስዎ ለዚህ
ጥናተ ስኬት መጠየቁን በመሙላት ስለተሳተፉ አደንቅዎታለሁ፡፡ በክፍል ሁለት ምላሽ እየመለሱ እያሉ
የማይመለከትዎት ጥያቄ ብያጋጥሞት ለመመለስ አይቸገሩ (ይዝለሉ)፡፡ የመጠየቁ ምላሽ ለምርምር
ዓላማ ብቻ እንደምዉልና ምስጥራውነቱ የተጠበቀ እንደሆነ አረጋግጥለዎታለሁ፡፡

ክፍል አንድ

1. ፆታ፤ ወንድ ----------- ሴት ------------

2. ዕድሜ፤ (8-18)---------- (19-30)----------- (31-50)---------- (51 እና ከዚያ በላይ)---------
3. የትዉልድ ቦታ ----------------
4. ክልል -------------------------------
5. የመኖርያ ቦታ --------------------------------
6. ሥራ፤ ገበረ-------- የቤት እመቤት-------- ነጋዴ--------- ተማሪ---------- የቀን ሠራተኛ----------
አስተማሪ---------- ጸጥታ አስከባሪ-------- ግብርና------- ሃክም---------
7. ጎሳ ----------------------------
8. ሃይማኖት፤ እስላም--------- ፕሮተስታንት------- ኦርቶዶክስ-------- ሌላ-----------
9. የትምህርት ደረጃ፤ ያልተማረ------- የመጀምያ ደረጃ(1-8)------ ሁለተኛ ደረጃ(9-10)------
ኮሌጅና ከዚያ በላይ ---------

101
10. አፍ ከፈቱበት ቋንቋ ሌሎች የሚያዉቁአቸዉ ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ---------------------
--------------------------------------------------------------------------------------------------------
11. እናትዎ አፍ የፈቱበት ቋንቋ ምንድነዉ?
12. እናትዎ ሌሎች የሚያዉቁአቸዉ ቋንቋዎች ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ-----------------------
---------------------------------------------------------------------------------------------------------
13. አባትዎ አፍ የፈቱበት ቋንቋ ምንድነዉ?
14. አባትዎ ሌሎች የሚያዉቁአቸዉ ቋንቋዎች ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ-----------------------
---------------------------------------------------------------------------------------------------------
15. ያገቡ ከሆነ የባለቤትዋ አፍ መፍቻ ቋንቋ ምንድነዉ?
16. ባለቤትዋ ሌሎች የሚያዉቁአቸዉ ቋንቋዎች ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ---------------------
---------------------------------------------------------------------------------------------------------
17. ህጻናት ካለዎት አፍ መፍቻ ቋንቋቸዉ ምንድነዉ?
18. ህጻናቱ ሌሎች የሚያዉቁአቸዉ ቋንቋዎች ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ------------------------
--------------------------------------------------------------------------------------------------------
19. ወንድሞችና እህቶች ካለዎት አፍ መፍቻ ቋንቋቸዉ ምንድነዉ?
20. ወንድሞችና እህቶች ሌሎች የሚያዉቁአቸዉ ቋንቋዎች ካሉ በችሎታቸዉ ቅደምተከተል ይዘርዝሩ--------
-------------------------------------------------------------------------------------------------
21. የገጠር አከባቢ ከመጡ ቤተዘመዶች ጋር የትኛዉን ቋንቋ ይጠቀማሉ?
ምክንያቱን ይግለጹ ----------------------------------------------------------------------------------------

22. ከከተማ አከባቢ ከመጡ ቤተዘመዶች ጋር የትኛዉን ቋንቋ ይጠቀማሉ?

ምክንያቱን ይግለጹ ----------------------------------------------------------------------------------------

23. በአለታ ወንዶ ከተማ አብዘኛ ሰዉ የሚግባባበት ቋንቋ የትኛዉ ነዉ?

24. አለታ ወንዶ ከተማ ብዙ ትኩረት የሚሰጠዉ ቋንቋ የቱ ነዉ?
ምክንያቱን ይግለጹ ----------------------------------------------------------------------------------------

25. እርስዎ እንደ ሁለተኛ ቋንቋ ባዉቅ በጣም ጠቃም ነዉ የሚሉት ቋንቋ አለ?
ሀ/ አለ ለ/ የለም

26. አለ ካሉ የትኛዉ ቋንቋ? -----------------------------------------------------------------------------

27. ያንን ቋንቋ ለምን መረጡ? ---------------------------------------------------------------------------
28. እርስዎ መጠቀም የመይፈልጉት ቋንቋ አለ?

102
 ሀ/ አለ ለ/ የለም

29. አለ ካሉ የትኛዉ ቋንቋ? ------------------------------------------------------------------------------------

ምክንያቱን ይግለጹ ----------------------------------------------------------------------------------------

ስለ ቋንቋ ያለዎት አመለካከት

ለሚከተሉት ጥያቄዎች ትክክለኛዉን መልስ ከምርጫዎች መካከል ፍደላትን በማክበብ ያመለክቱ፡፡ ስለ

መረጡት መልስዎ ምክንያቶቹን በተገለጸዉ ባዶ ቦታ ይጻፉ፡፡

1. አማርኛ ከስዳምኛ ይልቅ በከተማም ሆነ በገጠር ይጠቅማል ብለዉ ያስባሉ?

ሀ/ አዎ ለ/ አይደለም

2. በአለታ ወንዶ ወረዳ የትኛዉ ቋንቋ የበለጠ ሰዎች ቀን በቀን ለመግባቢያነት ይጠቅማል ብለዉ ያስባሉ?
ሀ/ አማርኛ ለ/ ስዳምኛ

3. በአለታ ወንዶ ወረዳ ስዳምኛ ከሌላ ሰዉ ጋር ለመግባባት ይጠቅማል ብለዉ ያስባሉ?

ሀ/ አዎ ለ/ አይደለም

4. በአለታ ወንዶ ወረዳ ስዳምኛ ከአማርኛ ይልቅ ለማስተማሪያነት ይጠቅማል ብለዉ ያስባሉ?
ሀ/ አዎ ለ/ አይደለም

5. ዕለት በዕለት ሥራ እንቅስቃሴዎ ከአማርኛ የበለጠ ይጠቅማል ብለዉ ያስባሉ?

ሀ/ አዎ ለ/ አይደለም

6. ልጆች ከአማርኛ ቋንቋ ይልቅ የስዳምኛን ቋንቋ ማወቅ አለባቸዉ ብለዉ ያስባሉ?
ሀ/ አዎ ለ/ አይደለም

7. አማርኛ መናገር የስልጣኔ ምልክት ነዉን?

ሀ/ አዎ ለ/ አይደለም

8. በስዳምኛ ቋንቋ ትምህርት ክፍለ ጊዜ፤

ሀ/ ከክፍል ተማሪዎች ጋር መሥራት እመርጣለሁኝ ለ/ በቡድን መሥራትን እመርጣለሁኝ

9. በስዳምኛ ቋንቋ ትምህርት ክፍለ ጊዜ ከሌላ ቋንቋ ትምህርት ክፍለ ጊዜ ጋር ስነፃፀር፤

103
ሀ/ የበለጠ አጠናለሁኝ ለ/ ከሌሎች በነሰ ሁኔታ አጠናለሁኝ

ሐ/ በተቻለኝ መጠን ሁሉንም አጠናለሁኝ

ክፍል ሁለት

ማህበራዊ ተቋማት መሠረት ያደረጉ የቋንቋ አተቃቀም ጥያቄዎች ከዚህ ቀጥሎ በቀረበዉ ሠንጠረዥ
ንግግር ከምካሄድበት ማህበራዊ ተቋም፣ ንግግር ከምካሄድበት ጊዜና ሥፍራ፣ ከሚያነጋግሩት ሰዉ እና
ከመነጋገሪያ ርዕሰ ጉዳይ አንፃር የሚተቀሙበት ቋንቋ በተሰተዉ ክፍት ቦታ ይሙሉ፡፡

ማህበራዊ የንግግር ጊዜና ቦታ የሚያነጋግሩት የመነጋገሪያ ርዕሰ የሚጠቀሙበት

ተቋማት ሰዉ ጉዳይ ቋንቋ
ቤተሰብ ቤት ወላጅ አስፈላግ ነገሮችን
ለማቀድ
ህፃናት ት/ቤት
የተማሩትን
ለመወያየት
የትዳር ጓደኛ ለትደር አስፈላግ
ነገሮችን ለማቀድ
ወንድሞችና መረጃና ገጠመኝ
እህቶች ስለዋወጡ
ጓደኝነት ቡና ቤት አስተናጋጅ የሚጠቀሙትን
ነገር ለማዘዝና
ዋጋ ለመጠየቅ
ከስዳምኛ ተናጋር አዝናኝ ጫወታ
ጋር ለመጫወት
ከአማርኛ ተናጋር አዝናኝ ጫወታ
ጋር ለመጫወት
ከኦሮምኛ ተናጋር አዝናኝ ጫወታ
ጋር ለመጫወት

104
 ከጉራግኛ ተናጋር አዝናኝ ጫወታ
ጋር ለመጫወት
ከካምባትኛ አዝናኝ ጫወታ
ተናጋር ጋር ለመጫወት
ጉርብትና ጉርብትና ጎሮቤት ለሠላምታ
ትምህርት ት/ቤት መምህር የቋንቋ ጥያቄ
እንድሠራ
ለመፍቀድ
ተማሪ በትምህርት ላይ
ለመወያየት
ሃይማኖት ቤተክርስትያን/መስጊድ ቄስ/ሼክ ለስበስከት፣ለፀሎት
ወይም ለስግደት
ጤና ሃክም ቤት ሃክም የህመም ስሜት
ለሀክሙ ለመናገር
ታካም ሀክሙ
ህመምተኞችን
መምከር
ኣስተዳደር ፍርድ ቤት ዳኛ ክስ ለማቅረብ
ወይም
የተከሰሱበትን
ለመከላከል
ገበያ ሱቅ እና ገበያ ሻጭ ወይም ገዥ የዕቃዉን ዋጋ
ለመጠየቅና
ለመደራደር

ቀጥሎ የቀረበ ሠንጠረዥ በተዘረዘሩት ሁኔታዎች የሚጠቀሙበትን ቋንቋ፣ በክፍት ቦታ ሥር ይሙሉ፡፡

ቋንቋ የሚጠቀሙበት ሁኔታ የሚጠቀሙበት ቋንቋ

ስዘምሩ
ለተደረገላቸዉ ነገር ስያመሠገኑ
ለሠላምታ

105
ለመቁጠር
ለመጻፍ
ስያነቡ
በቡድን ስጸልዩ
ሲሳደቡ
ሲራገሙ

106
 Declaration

I, the under signed, declare that this thesis is my original work, has not been presented for degree
in any other University and that all sources of material used for the thesis has been duly
acknowledged.

Abera Awaje Signature ---------------------------

Confirmation

This thesis has been submitted for the examination with my approval as thesis

Advisor

Getu Shikur (PhD) Signature ------------------------------

October, 2013

Addis Ababa University