Zulu and other African Languages

LEARN ZULU, STARTING SEPT 2009.

BRYANSTON, BEDFORDVIEW, PRETORIA

khalipha@telkomsa.net

SOUTH AFRICA'S HI-TECH HEALER AMANDA GCABASHE

BBC News website, Johannesburg http://news.bbc.co.uk/2/hi/africa/7969109.stm

Swishing a wildebeest tail and wearing a fez-like hat adorned with goat's gall bladders, Amanda Gcabashe seems an unlikely figure for a web-savvy African healer.

But from her plush home in Johannesburg's northern suburbs, she is the face of a modern sangoma, as a traditional healer is known in South Africa.

The 34-year-old former South African business executive has set up a website to try to debunk the myths and secrets surrounding healers and their powers.

We don't kill people and we don't subscribe to killing people

Her practice in the middle-class suburbs has attracted people from across the racial divides - part of her aim to bring sangomas, who tend to be a hidden part of rural and township life, out into the open and to address their bad image.

"Whenever you read media reports or any kind of publicity around an African healer, it's always in the negative and for me that was the starting point," she says.

The recent killing of albino people in Tanzania and Burundi for get-rich quick potions are a case in point.

South Africa too has experienced grisly killings for body parts used in traditional cures - so called "muti murders" - which, Ms Gcabashe says, all sangomas should condemn.

Screen grab from the Mphutungwane website

Amanda Gcabashe's website has a glossary of Zulu terms

"We need to stand up and have our voices heard: We don't kill people and we don't subscribe to killing people. We all get lumped together as healers when there are healers and there are those who use their medicines and abilities for other kinds of things," she says.

"I'm from a corporate background. I realised the power of the internet to get information out there and to start a conversation and a dialogue about what we do."

The glossary of terms on the website describes a sangoma as "one who has the inborn ability to decipher the language of amadlozi [ancestors] including the interpreting of dreams".

"We believe our ancestors give us guidance," says Ms Gcabashe, who became a traditional healer eight and half years ago.

Frequently asked questions

As a child, her family never used traditional healers and it was in her twenties that she found her calling - prompted in part by visions of herself dressed in the white and red regalia of a sangoma.

Pictures of bones from Mphutungwane website

Women advised not to wear trousers

Shoes to be left outside consulting area

Turn off mobile phones

Expect to sit a grass mat on the floor

Not all sangomas use bones to communicate with the ancestors

Silver coins sometimes required as part of the payment

Find out if candles or other items are required

If consulting on someone else's behalf, bring an item of that person's clothing

Now her online mission is to show that sangomas are relevant in the 21st Century, much like counsellors, and should be taken seriously along with other forms of complementary therapies.

"When someone comes to see a sangoma you basically discuss whatever problem they are having and try and offer solutions - from a spiritual point of view - and give them tools that they can use to make their lives easier or help them health wise," she says.

"We don't promise instant riches, a fulfilled life is what we try and achieve for people."

People are not able to book appointments on her website - www.mphutungwane.co.za - but there is a query form.

She answers emails every day - varying from how to deal with a miscarriage traditionally to curious inquires from as far a field as France - so much so that she is now setting up a "Frequently Asked Questions" section.

The website also advises first-timers and people trying to reconnect with their cultural roots about what to expect when consulting a sangoma - and how to behave.

Women should not wear trousers, shoes should be removed and mobile phones turned off.

And while all consultations take place on a grass mat, not all sangomas throw bones to communicate with the ancestral world.

Ms Gcabashe says she speaks directly to her ancestors - something she learnt to do during her nine-month initiation.

For my consultation, I sat on the floor as she stood sideways before me, flicking her fly whisk as she addressed her ancestors in Zulu.

After some minutes she said my mother's mother's grandmother - an elderly Irish lady, bent over double - had hobbled forward to give advice.

As nothing is known about my Irish grandmother's family, I was surprised at her appearance on the scene - it even felt like an impudent intrusion.

"She asks that you should light a candle for her later," Ms Gcabashe said.

I softened and we proceeded - after one or two false starts - to discuss my career, affairs of the heart and ended with some health advice.

In my case, no medication was prescribed - and not all sangomas, who say they can communicate with the spirit world, are able to dispense medicines.

This is done by inyangas - practitioners trained to collect and prepare herbal cures.

Ms Gcabashe is an inyanga too and has ambitions to open an African healing centre.

Frustrated with the lack of reference books on African medicine, she also hopes her website will be a start towards compiling such information.

She believes sangomas have an important role to play in fighting HIV/Aids - by far South Africa's biggest health issue - especially addressing the stigma of HIV and making people understand that it is manageable if treated as a life-long condition.

But she disputes the controversial claim by a former South African health minister that remedies such as eating African potatoes can combat HIV.

She says traditional medicines can be used along with Western medicine in the treatment of HIV/Aids - by increasing appetite and strengthening the immune system.

"If someone's on ARVs [anti-retrovirals] I never say: 'Throw them away and take my medicine.'"

The day after our interview I received a call from the taxi driver who had delivered me to the appointment in the upmarket gated estate - agog to hear how much "the sangoma in the suburbs" had charged.

In the townships, he said, a visit to a sangoma costs about 50 rand (£4), cheaper than a visit to the doctor.

Ms Gcabashe's fee is 200 rand for an hour-and-a-half session.

But with an average of five clients a week and daily queries on her website which do not necessarily translate into physical consultations, it is not a lucrative business.

"It's my gift and I can't run away from it," she says, adding that she is a consultant on traditional customs, such as weddings, to supplement her income.

"We're all very Westernised but when we come to get married, we want to do the traditional thing."

Teaching computers to speak African languages from IOL Newsletter www.iol.co.za

20 February 2009 at 06h00

In celebration of International Mother Language Day on February 21, a group of African computer and language experts is planning a community-driven push to expand the accessibility of PCs to African users by increasing the number of locales available for African languages.

A locale is a set of data that guides a computer to adapt to the local language and country. According to the project just 36 of Africa’s approximately 2000 languages have their own locale at present and they aim to create another 100 in 2009.

ANLoc, The African Network for Localisation, is a Pan-African network undertaking a number of projects to help eliminate technological barriers that prevent computers from being used by mother tongue speakers.

International Mother Language Day is hosted on 21 February each year by UNESCO and aims at raising awareness of mother tongue usage.

To celebrate the day the locales sub-project is focused on creating 100 new African locales. Once locale data is in place, Africans often enjoy a first class computer experience for the very first time as locales affect how well a computer’s spell-checker works, finding and indexing of African language documents and searching using tools such as Google.

The ANLoc Network is encouraging African language speakers in African and the diaspora to celebrate International Mother Language Day by helping to develop a locale for their language.

Visit their websiteto find out how to contribute a locale for your language.

Collaborate in forum for African development

South African language Wikipedias on the rise

Google, HSBC back African Internet project

isiKhwene "uPholi"

Department praises language ruling

Pressure on schools - many of them already struggling with scarce resources - to

provide greater parity in language instruction has been increased by a judgment

handed down by the Equality Court in Durban.

The court found this week that Durban High School had discriminated against a

Grade 8 pupil in 2007 by offering him Zulu tuition only at the lowest language level

The school at the time offered English as a first language at LLC1 and Afrikaans at

This was discriminatory, the court found, in that pupils whose home language was

Afrikaans received a greater number of lessons at a higher level of tuition than

those who were obliged to learn Zulu at the LLC3 level.

The court said the ideal was for DHS to offer Zulu at the highest level of tuition, but

it stopped short of finding that the school should do so. The ideal standard, the

judgment said, was one which "no school in this province or this country meets".

It added that a finding by the court that the school should meet this ideal would not,

under the circumstances "serve any real lasting or worthwhile purpose".

But the judgment does paint a very clear picture of the need for more parity and

this, said the national department of education, was fully in line with its own aims.

The department added, however, that there were some huge obstacles to climb in

parts of the country.

"We will be studying the judgment fully," said Director General of Education

Duncan Hindle, "but on the first reading I don't take any issue with it. Our policy

has always been to build a multilingual nation and this judgment is very much in

line with what we want to do."

Hindle said his department would like to move faster in achieving this, but it was

hampered by "resource constraints".

He said the problem was less intimidating in KwaZulu-Natal, where the population

was largely homogeneous in speaking Zulu.

"It is a lot more complex in Gauteng, with all 11 official languages being used - and

some unofficial ones as well."

Hindle said all schools were being encouraged to offer African languages, but in

urban areas account had to be taken of the logistics involved.

"Teachers of African languages are also among our most scarce resources."

He said most schools offered the language of instruction at "level one".

Other languages, like Afrikaans in an English-language school, would be offered at

"We have expressed the view that every school should offer an African language

Schools should also work towards an ideal where they could offer more than one

language at LLC1, he said.

His assurances about progress were repeated in KwaZulu-Natal, where Mbali

Thusi, spokesperson for education MEC Ina Cronje, said every effort was being

made to meet the language needs of the communities in the province.

Thusi said the number of high schools that offered Zulu at first language level now

stood at 1 471, an increase of 176 since 2004.

"We are very proud of this achievement and it dispels the often-repeated myth that

the status of Zulu is declining. The majority of schools in KwaZulu-Natal offer

The department was also looking at the possibility of including tuition in Eastern

languages in KwaZulu-Natal schools and providing more support for Xhosa.

In KwaZulu-Natal the overwhelming majority of school pupils spoke Zulu as their

mother tongue, said the magistrate, J V Sanders, when presenting his "personal

view" at the end of the judgment.

"The ideal of true, meaningful and lasting transformation in the area at which Zulu

is taught at schools, is that every single school in this province should be fully

equipped to offer Zulu at LLC1 level."

"It is my considered view that the day that Zulu is indeed offered at LLC1 level by

all, or at least the vast majority of schools in KwaZulu-Natal, then genuine

transformation in this area would have been achieved."

The court hearing followed a complaint by Ntombenhle Nkosi, who claimed the

school was discriminating against her son and pursuing a policy of "subjugation of

indigenous languages".

Nkosi, the chief executive of the Pan South African Language Board, claimed that

the children at the school were being taught "kitchen Zulu".

The court ruled that her son's name must not be published.

.. This article was originally published on page 4 of The Sunday Tribune on

Published on the Web by IOL on 2008-10-05 10:18:00

faith but is not liable for any loss or damage caused by reliance on the information

IOL: Department praises language ruling Page 2 of 2

http://www.iol.co.za/general/news/newsprint.php?art_id=vn20081005101823734C853161... 10/6/2008

LEARN A ZULU WORD A DAY - see the very end of this page.

USING INDIGENOUS CULTURE TO TEACH MATHS Impti Du Toit 11 January 2006 at 11h00 IOL News

The scope of career choices is often unnecessarily narrowed down simply because a learner has not had the opportunity to study Grade 12 maths and science, or obtained pass marks in these subjects, which are regarded as "difficult".

Without maths or science, the student is often unable to unlock the doors to a challenging career to which he might otherwise have been extremely well suited.

Vuyiseka January of the Shuttleworth Foundation says most learners in South Africa find mathematics hard to understand because traditionally it has been taught as an abstract subject.

As maths is often divorced from a real world context when taught at school, most pupils are unable to understand how it is used in business and everyday activities.

An additional challenge facing black learners is that education in this country is often eurocentric which removes learners mentally and spiritually from their roots.

Lessons are often conducted in English, which may be the pupil's second, third, fourth or even sixth language, she says.

To help educators overcome these learning problems and introduce a more realistic understanding of maths, the Shuttleworth Foundation has piloted a project called Africa meets Africa, which aims to incorporate indigenous cultural knowledge into education.

The aim is to use African arts and crafts, with which learners are familiar, to demonstrate that maths is part of their daily lives and therefore neither abstract nor that difficult to understand, says January, who has an arts and social science background, and manages the project.

For example, in traditional Zulu culture women make pots, weave baskets and produce complex pieces of beadwork. the project aims to use the understanding of shapes and counting skills inherent in producing these crafts to introduce learners to mathematical concepts.

In this way, educators will build on a framework of understanding already familiar to the learner.

At an elementary level, pupils are introduced to natural numbers by counting the beads in one triangle within the design of a crafted object.

Learners in higher grades are taught to understand maths pictorially by looking at the patterns in these objects, as they learn to apply arithmetic formulae and geometry concepts.

As a first step in the project, which is aimed at Grade 4 to 9 learners, the Shuttleworth Foundation has produced an illustrated book and video for educators to use in developing lesson plans for maths or arts and culture classes.

The organisation is funding the testing of these resources in classrooms to see whether they address the educational issues.

January says that during the project, material will be prepared and introduced to department of education officials, and training workshops will be conducted for 800 educators and trainee educators.

Classroom visits and interviews with educators will also be held to ascertain the usefulness of the material in the classroom. A website will be developed and maintained to enable educators to share material and access new material as it is developed.

In 2006 the project will be introduced to schools in KwaZulu-Natal. later it will be rolled out to Gauteng, where it is already in demand, as well as to other parts of the country.

The launch of the project has not been without its own challenges.

January says that in KwaZulu-Natal some parents actually viewed it as a step backwards to have their culture incorporated into education, and cultural overtones in the syllabi were shunned as "proper" education is seen as eurocentric.

But she points out that by incorporating indigenous knowledge into education, learners come to value their culture and the contribution it makes to their general knowledge.

January is also working on the Paarl Local Science Expo, which aims to get learners and educators in townships involved in science.

For details call the Shuttleworth Foundation on 021 970 1200.

LEARNING THE LINGO GIVES YOU A LEG UP

IOL NEWS June 09 2005 at 07:18AM

The demand for language training is growing in South Africa as more and more people understand that language diversity breaks down language barriers and is immensely rewarding for all parties.

The ability to speak English as well as one of the country’s black languages goes a long way to earning the respect of the people of our nation.

South African English second language speakers are becoming more and more aware that in order to achieve specific workplace skills and in order to reach real efficiency, a good level of English is necessary.

These are the people who are aware that improving their English language skills will mean either a better chance of employment or an improved likelihood of promotion through improved efficiency. They are prepared to make personal sacrifices in to improve their present status.

South African second language speakers who have successfully completed an English Improvement course at Wits Language School state that their self-confidence, and with it their self esteem has grown.

They say that improving their English language skills has led to a strong sense of empowerment. South Africans learning a black language find that their efforts earn respect and bring knowledge.

Developing a rapport with people in their own language removes barriers and creates the opportunity to communicate with more confidence. So, whether it is for business, for personal enhancement, for travelling purposes, to improve academic knowledge or simply for cultural interest, language training helps us to move towards being citizens of the world.

Wits Language School offers training in a diversity of languages such as English Improvement, Business English and English as a Foreign Language as well as Zulu, Sotho, Afrikaans, French, Spanish, Arabic and Mandarin – courses are held during the week in the evenings, or on Saturday mornings.

The training is carried out on a "face-to-face" basis, with an emphasis on personal interaction in small groups.

For more information contact: Wits Language School on 011-717 4206 or email: wls@languages.wits.ac.za or visit www.wls.co.za

CAPE MOVES TO MAKE XHOSA COMPULSORY

Igsaan Salie, August 14 2005 at 04:38PM

The Western Cape education department will take the first steps towards making Xhosa compulsory in all schools across the province from the beginning of next year.

Education MEC Cameron Dugmore told Sunday Argus he was confident that an implementation plan would be in place by the end of October and the first schools would start teaching the language next year.

At a Language in Education Policy Summit this week, Dugmore said the move followed national minister Naledi Pandor's call for all pupils to study an indigenous language.

Dugmore said the implementation of the plan to make the language compulsory would be a slow process and the number of teachers would have to be increased.

Two key aspects would be investigated. Learners would be taught in their mother tongue and learn English from Grade R to six.

"The second area sees an introduction of a third language in the curriculum probably during the senior phase of schooling which is grades seven to nine.

"For example Xhosa-speaking learners would have the option of learning Afrikaans and English-speaking learners would be able to learn Xhosa."

The issue of text books and reading material would also be addressed in the coming months, and he proposed creating "language lobby groups" by partnering with the Northern Cape and Eastern Cape in an attempt to create a big enough demand to interest publishers.

A task team would be formed at the end of the month to discuss the plan and Dugmore estimated that by December the province would adopt a language-in-education policy.

Xhosa teachers would be needed across the province and Dugmore said "direct engagement with tertiary education institutions will be crucial" to ensure that there would be employable Xhosa teachers available in the coming years.

Welcoming the announcement as "long overdue", Don Pasquallie of the South African Democratic Teachers' Union said unions and parents still needed to be consulted.

Paul Colditz, national chairperson of the Federation of Governing Bodies of South African Schools, expressed concern about making a specific language compulsory. He said learners should be given the choice of what language to study rather than a particular language be specified.

"By making a particular language compulsory we are moving back to 1976," Colditz said.

This article was originally published on page 1 of Sunday Argus on August 14, 2005

Zulu Language Learning Programme

Contact Emma Gumede, Zulu teacher at Aurora Private School and Beaulieu Prep, for information about her MASILALELE CDs for your learners. Phone her on 072 478 3844 or 882 4404. (Emma is in red, in the picture above.)

Masizwane Series: Learners Books and Teachers Guides

Contact Macmillan Publishers. Lindiwe Ndaba and Emma Gumede co-authored Masizwane 1, 2 and 3, and Lindiwe Ndaba, Mary Stuart and Charmaine Diamond co-authored Masizwane 4, 5 and 6.

African Voices www.africanvoices.co.za is a small language company that produces learning materials for African languages. Their Xhosa and Zulu CD-ROMs (with textbooks) have been given top marks by Yale University's software review panel and are used by many schools, organizations and individuals nationwide. They have just produced audio phrase CDs for Xhosa, Zulu, Sotho and Tswana.

From IOL News 8 April 2005 : STOP NEGLECTING AFRICAN LANGUAGES, SAYS MBEKI

April 07 2005 at 05:24PM

African languages were not spoken enough in schools, parliament, provincial legislatures, municipalities and other public and private institutions, President Thabo Mbeki said on Thursday.

"This is one of the pressing issues that our traditional leaders should be concerned with," said Mbeki, addressing the National House of Traditional Leaders in Cape Town.

Talking about the role that the body could play in promoting language, tradition and identity, Mbeki said language was a critical factor in sustaining national identity.

"It contains in it the history of those who use it. It communicates the traditions, customs, the morals and values of the people."

Language contains 'the history of those who use it'

Mbeki said people could not stand idly by while their languages were facing decline, and used himself as an example of someone speaking a "foreign language" at the event.

Quoting from a Pan South African Language Board report, Mbeki noted that the only indigenous language defended by its speakers was Afrikaans.

He said in addition to language, there were indications that African people, particularly in urban areas, did not organise and participate in festivals celebrating traditional songs and dance.

In the process, it was easier for the country's youth to identify with musicians from places they had never seen, and deal with issues foreign to native situations and experiences.

"Invariably, this process inculcates an alien culture in many of our people."

Mbeki raised these issues because he felt the house had the leadership best placed to deal with matters of language, tradition and identity.

Mbeki also appealed to the organisation to consolidate efforts to stamp out crime and Aids, particularly in rural communities.

He commended the house for attempts at forming a continental body of traditional leaders, saying this was a positive development in realising the regeneration of the continent.

"Undoubtedly, there cannot be an African renaissance without the active participation of our traditional leaders who are the custodians of our history, tradition and customs." - Sapa

“TALK African language courses take educators through an eight-week course in which they:

Begin to learn an African language from their own language helper

Learn about differences and similarities between their own and African cultures, thus making them more effective educators in the multilingual environment

Gain language learning skills, which they continue to use when the course is over”

Contact: judy@phaphama.org 083 798 1256 www.phaphama.org

True Xhosa meanings get lost in translation From IOL News

Myolisi Gophe

March 12 2005 at 01:56PM

Many of the official signs in Xhosa that are appearing around the Western Cape are a fiasco.

The signs are so badly translated that they have been described as "meaningless and offensive".

Like the one advising pregnant women to phone a clinic when they are in labour, translated as "phone the clinic when your tummy is running".

Or the sign that should tell people they can book for a picnic, but saying instead "you can bring book for picnics".

A Cape Town road sign proclaiming "no hawking" has been mistranslated into Xhosa as "no walking", completely baffling pedestrians.

And the one telling people that drinking is prohibited on a beach informs them instead "there is no alcohol here", in effect an invitation to bring their own booze.

Instead of making Xhosa-speaking people feel welcome, the signage baffles, misleads and annoys them.

This revelation follows Cape Town Mayor Nomaindia Mfeketo's statement that black people do not feel welcome in the city. Ironically, some of the absurd signs have been put up by her own municipality.

Language experts have blamed carelessness and negative attitudes for the poor Xhosa translations on official signs on roads, at beaches, hospitals and other public places. Translators appear to be unqualified or have relied solely on dictionaries.

Xhosa is one of three official languages in the province, with English and Afrikaans, but the translation into Xhosa at government, provincial and municipal institutions, heritage sites and public spaces has been found to be ridiculous.

Language experts say those who commission translations see this indigenous language as valueless and treat it as less important than Afrikaans or English.

"When people want translations into Afrikaans they will get qualified translators, editors and proof-readers, but when it comes to Xhosa they just drag in anybody," said Tessa Dowling, director of the African Voices language institution in Muizenberg.

Sydney Zotwana, former head of translation services in parliament, said another problem was the lack of standardisation of the language. Xhosa, along with other African languages, was struggling to cope with the new parliamentary, scientific and technological concepts.

Dowling and Wynberg Girls' High School Xhosa teacher Thandi Mpambo-Sibukwana recently did a study which showed signage translation was appalling. An example, which Mpambo-Sibukwana described as the worst, was at the Afrikaanse Taal Monument in Paarl.

The sign "you can book for picnics" has been translated into Xhosa as meaning "you can bring book for picnics".

ZULU TEACHERS and HEADS OF SCHOOLS

Sisendleleni, an isiZulu language working group, meets at Sacred Heart College regularly. Its vision/purpose is to enable and promote effective teaching and learning of isiZulu as an additional language in secondary schools, to provide support to teachers of isiZulu as an additional language, and to identify and develop resources that support effective learning of isiZulu for this purpose. For more information, send your email address to Colin Northmore Head of Sacred Heart. Include in your header the word Sisendleleni and your name.

www.zyama.com/ This site offers information on the art, culture and history of African tribal art, featuring over 1,200 artifacts from 100 ethnic groups.

CONVERSATIONAL and/or CORPORATE ZULU LESSONS

Who's teaching? Experienced Zulu Second Language teacher, Charmaine Diamond and Zulu assistants.

Details about next course - contact: Charmaine on 083 292 2956

ZULU WORD FOR THE DAY You'll need a Zulu speaker to help with pronounciation, especially on the days marked with an asterisk.
Mon	1	ngiyabonga	thank you
Tues	1	kulungile	okay, it's okay
Wed	1	siza	help
Thurs	1	ngingakusiza ?	can I help you ?
Fri	1	ungisizile	you've helped me
Mon	2	thula	be silent / be peaceful
Tue	2	shesha	hurry up
Wed	2	yebo	yes
Thurs	2	angazi	I don't know
Fri *	2	cha	no
Mon	3	ngena	come in
Tues	3	manje	now
Wed	3	buya	come back/return
Thurs	3	kusasa	tomorrow
Fri	3	ngizobuya	I will come back
Mon	4	unjani?	how are you?
Tues	4	yizwa	listen
Wed*	4	kahle	well, nicely
Thurs	4	izolo	yesterday
Fri	4	hamba	go, travel
Mon	5	sawubona	hello (speaking to one person)
Tues	5	halala	congratulations
Wed	5	ngicela	please may I have
Thurs	5	angifuni	I don't want
Fri	5	lutho	nothing
Mon	6	wenzani?	what are you doing?
Tues	6	ngiyafunda	I'm reading/studying
Wed*	6	ngiyaphumula	I'm resting
Thurs	6	ngiyasebenza	I'm working
Fri	6	ngiyazama	I'm trying
Mon	7	kanje	like this
Tues	7	ubuyile	she/he's come back/returned
Wed	7	shisa	hot
Thurs*	7	uphi?	where is he/she?
Fri	7	khuluma	speak
Mon	8	akasebenzi	she/he's not working
Tues*	8	namhlanje	today
Wed*	8	uxolo	excuse me
Thurs	8	ngiyagula	I'm sick
Fri	8	ngisaphila	I'm well
Mon	9	eThekwini	to/from/in Durban
Tues	9	gijima	run
Wed*	9	ngikhathele	I'm tired
Thurs	9	umalusi	shepherd
Fri	9	vuka	wake up
Mon	10	kuyabanda	it's cold
Tues	10	landela	follow
Wed	10	ngoba	because
Thurs	10	siyakhumbula	we remember
Fri*	10	futhi	also, too
Mon	11	kodwa	but
Tues*	11	uthi	he says/she says
Wed	11	sengibuyile	I've returned/I'm back
Thurs	11	lungisa	put right; prepare; tidy up
Fri	11	imali	money
Mon*	12	thenga	buy
Tues*	12	ukudla	food
Wed	12	utheni?	what did he/she/you say?
Thurs	12	gibela	ride
Fri	12	amahhashi	horses
Mon*	13	ibhanoyi	aeroplane
Tues*	13	phakathi	inside
Wed*	13	phandle	outside
Thurs*	13	qaphela!	beware!
Fri	13	inja	the dog
Mon	14	yenza	make, do
Tues	14	amandla	strength
Wed	14	ubisi	milk
Thurs*	14	qaphela	watch out for ...
Fri	14	ingozi	wound; accident; danger
Mon	15	sanibona	hello (to more than one person)
Tues	15	nonke	"you-all"
Wed	15	ngijabulile	I'm happy
Thurs	15	ngilambile	I'm hungry
Fri*	15	ithekisi	taxi
Mon	16	inyama	meat
Tues	16	itiye	tea
Wed	16	ikhofi	coffee
Thurs	16	ushukela	sugar
Fri	16	amanzi	water
Mon	17	isinkwa	bread
Tue	17	phuza	drink (verb)
Wed	17	yidla	eat (verb)
Thurs	17	sizanani	help one another
Fri	17	masizwane	let's hear/understand one another
Mon	18	ukhathele na?	are you tired?
Tues	18	sanibonani	hello (speaking to a group)
Wed *	18	bayacula	they're singing
Thurs	18	imoto	car
Fri	18	angitholanga	I didn't get
Mon	19	utholephi?	where did you get (it)?
Tues	19	into	a thing
Wed	19	lento	this thing
Thurs	19	izinto	things
Fri	19	ushonile	he/she has died
Mon	20	ungcono	he/she's better
Tues*	20	ungahluphi	don't worry
Wed	20	ungabhedi	don't talk nonsense
Thurs	20	ngiyavuma	I agree
Fri	20	ungisize	please help me
Mon	21	ekuseni	in the morning
Tues	21	emini	midday
Wed	21	ntambama	in the afternoon
Thurs	21	ebusuku	at night-time
Fri*	21	mhlawumbe	perhaps
Mon	22	unamanga	he's lying
Tues	22	funa	want/need
Wed	22	ufunani?	what do you want?
Thurs	22	uku-	to
Fri	22	ukusiza	to help
Mon	23	ukufunda	to learn
Tues*	23	gcwalisa	fill up (eg petrol)
Wed*	23	ugcwalise	please fill up
Thurs	23	kwenzenjani?	what's the matter?
Fri	23	malini?	how much is it?
Mon	24	abafikanga	they haven't arrived
Tues	24	siyeza	we are coming
Wed	24	asazi	we don't know
Thurs	24	lalelisa	pay attention; listen
Fri	24	sizojwayelana	we'll become used to one another
Mon	25	bulala	kill; hurt
Tues	25	isibhamu	gun
Wed	25	esontweni	in/at/to church
Thurs	25	thandaza	pray
Fri	25	busisa	bless
Mon	26	sobonana	See you! (We'll see one another again)
Tues	26	siyeza	we are coming
Wed	26	sheshisa	hurry up, be quick
Thurs	26	izandla	hands
Fri	26	ziyagezana	they wash one another
Mon	27	kulula	it's easy
Tues	27	kubalulekile	it's important
Wed	27	ekhaya	to/from/at home
Thurs	27	utheni?	what did you say?
Fri	27	ngithe	I said
Mon	28	ngikufisela ...	I wish you ...
Tues*	28	inhlanhla	luck
Wed	28	hlonipha	act respectfully
Thurs	28	masithandazeni	let us pray
Fri	28	noma	or
Mon *	29	gcwalisa	fill up
Tues	29	futhi	(adv) again/once more
Wed	29	futhi	(conj) moreover
Thurs	29	uyabhema	he's smoking
Fri	29	bhala	write
Mon	30	inyanga	month
Tues	30	ngalenyanga	in/during this month
Wed	30	isonto	week
Thur	30	ngigugile	I'm forgetful like an old person
Fri	30	isigebengu	robber; bad/evil person
Mon	31	izigebengu	robbers; bad/evil people
Tues	31	khumbula	remember
Wed	31	khetha	choose; select
Thurs	31	udokotela	doctor
Fri	31	ubuhlungu	pain
Mon*	32	qala	begin
Tues*	32	letha	bring
Wed	32	ePitoli	to/from/in Pretoria
Thurs	32	eGoli	to/from/in Johannesburg
Fri	32	kwaMary	at Mary's place
Mon	33	kuyashisa	it's hot
Tues	33	umzuzwana	a short while
Wed	33	umZulu	a Zulu person
Thurs	33	amaZulu	Zulu people
Fri	33	isiZulu	the Zulu language, Zulu manner of life, Zulu habit or custom
Mon	34	isiswe	nation
Tues	34	sodwa	we alone/only us
Wed	34	uma (conj)	if/when
Thurs	34	valelisa	bid goodbye to
Fri	34	shosholoza	move fast
Mon	35	sesibuyile	we've returned/we're back now
Tues	35	sifuna ...	we want/are looking for ...
Wed	35	imfula	river
Thurs	35	emfuleni	in/at/to/from the river
Fri	35	dabula	tear/split (verb)
Mon	36	amanzi	water (noun)
Tues	36	imvula	rain (noun)
Wed	36	letha	bring
Thurs	36	thatha	take
Fri	36	itafula	table
Mon	37	unesi	nurse
Tues	37	igazi	blood
Wed	37	umfowethu	my/our brother
Thurs	37	ubhuti	brother/"boet"
Fri	37	ntshontsha	steal
Mon	38	kuyabanda	it's cold
Tues	38	phumula	relax
Wed	38	duduza	comfort
Thurs	38	ngebhanoyi	by plane
Fri	38	vakashela	visit (someone)
Mon	39	incwadi	book
Tues	39	inhliziyo	heart
Wed	39	ikhanda	head
Thurs	39	udokotela	the doctor
Fri	39	hlala	sit, stay, remain
Mon	40	phansi	underneath
Tues	40	bhala	write
Wed	40	bala	count
Thurs	40	olwandle	in/at/to/from the sea
Fri	40	abangane	friends
Mon	41	izinkomo	cows
Tues	41	izimvu	sheep
Wed	41	izimbuzi	goats
Thurs	41	nginomkhuhlane	I have flu/a cold
Fri	41	ngiyakhwehlela	I am coughing
Mon	42	ngiyathimula	I am sneezing
Tues	42	ngizophuma	I will leave
Wed	42	ngiyaphumula	I am resting

Remember that the "th" in Zulu is like the "Th" in "Thames" and "c", "q" and "x" are clicks