MADA/MATINI: “Ufundishaji wa Kiswahili Ulaya na Uchina: Modeli mbili na Changamoto zao”
演讲题目：欧洲和中国的斯瓦希里语教学：两种发展模式及其挑战（讲稿）
TOPIC: “Teaching Swahili Language in Europe And China: Two Models and Their Challenges”

MWAKILISHAJI: Yuning Shen (Chuo Kikuu cha Ualimu cha Zhejiang)
演讲人：沈玉宁（浙江师范大学非洲研究院特邀研究员）
Speaker: Yuning Shen (Zhejiang Normal University)

WEBINA: “Kiswahili Ulimwenguni” (kwa ajili ya kuadhimisha miaka 50 tangu kuasisiwa kwa Chuo Kikuu cha Nairobi, Kenya)
网络会议：“斯瓦希里文化在世界”（暨肯尼亚内罗毕大学建校50周年）
WEBINAR: “Swahili in The World” (for the 50th anniversary of the University of Nairobi, Kenya)

TAREHE: 2020/12/02, Saa 8:00 – 10:30 (za Afrika Mashariki)
日期：2020年12月2日，14点-16点30分（东非当地时间）
DATE: 2020/12/02, 2:00 p.m. – 4:30 p.m. (East African Hours)

LUGHA YA MAWASILIANO: Kiswahili (TANBIHI: Maandishi ya Kichina na Kiswahili ni tafsri kutoka lugha ya Kiswahili)
工作语言：斯瓦希里语（本文讲稿的中文和英文为翻译）
LANGUAGE OF COMMUNICATION: Swahili (The Chinese and English versions are translated from Swahili)

KIUNGO (Faili ya PPT) / 链接（PPT）/ Link (PPT): UfundishajiKiswahiliUlayaUchina.pdf
KIUNGO (HIFADHI) / 链接（视频存档）/ Link (Video archive): https://www.youtube.com/watch?v=iT6Y64UnLsE&t=2386s

斯瓦希里语讲稿整理：沈玉宁
中文翻译：吕林潇、游雨嫣
英语翻译：张梦宇、游雨嫣、R. Mutinda

[40:33] Walimu wote wenzangu, maprofesa, wakuu wa vyuo vikuu, na wadau wote kutoka sehemu mbalimbali pamoja na washabiki wa lugha ya Kiswahili wanaojumuika hapa leo kwenye webina. Hamjambo?
[40:33] 尊敬的教师同仁，各位教授、校长，以及来自各地的斯瓦希里语从业者和爱好者们，大家好！
[40:33] All my fellow teachers, professors, university presidents, all stakeholders and Swahili language enthusiasts all over the world who are gethering here today on the webinar. How are you?
[40:48] Kwa majina naitwa Yuning Shen, mmoja wa wanaowakilisha wataalam wa elimu ya Afrika nchini Uchina. Taasisi ninayoiwakilisha moja kwa moja katika kazi hii pia nitaijulisha baadaye kwani hata hii imekuwa sehemu ya waklisho langu la leo.
[40:48] 我的名字叫沈玉宁，是这次在线研讨会会上代表中国非洲研究的专家之一。在这次参会中我所代表的大学研究所我会在之后直接向大家说明，因为这个[学校的类型和学制]也在这次参会上成了我的演讲的一部分。
[40:48] My name is Yuning Shen, one of the representing Chinese experts of African studies. Later I will also explain the institution which I represent directly in this work because even this becomes a part of my presentation today.

[41:04] Lakini awali kabisa, naomba mnisamehe na lafudhi yangu ya kigeni, sababu naona walimu wangu wengi wa Kiswahili wako hapa leo. Nijaribu kila niwezavyo nisije nikawakasirisha sana kwa matamshi yangu mabaya, basi.
[41:04] 但是首先，我请大家先原谅我的外国口音，因为我看到今天与会的专家中有很多是我自己的斯瓦希里语老师。我会尽量努力，避免让他们因为我的发音难听而生我的气(笑)。
[41:04] But first of all, please forgive me for my foreign accent, because I have seen that a lot of my Swahili language teachers here today. [For them] I will try my best to avoid impure pronunciation so that they won’t be mad at me just because of this pronunciation [laughing]. OK, now.

[41:21] Mada yangu kuu ya leo ni “ufundishaji wa Kiswahili Ulaya na Uchina: modeli mbili za kukuza lugha pamoja na changamoto zao”. Madhumuni ya wakilisho hili kwa ufupi sana ni sentensi moja tu: “Uhai wa lugha ni matumizi yake.” “Uhai wa lugha ni matumizi yake”. Nitarudia rudia huku na kule, niwieni radhi, kwa sababu nitarudia tu.
[41:21] 今天我发言的主题是“欧洲和中国的斯瓦希里语教学：两种发展模式及其挑战”。该题目用一句简单的话来概括中心思想就是“语言的生命力在于它的使用本身”。“语言的生命力就在于它的使用本身”，请原谅我可能会在下面的发言里时不时地提到这句话，我请大家能容忍一下，因为我怎么样也会一直这样说的。
[41:21] My topic for today is “Teaching Swahili Language in Europe and China: Two Models and Their Challenges”. In short, it’s just about one sentence: “The life of a language is its use.” ” The life of a language is its use”. I will repeat this phrase many times. Please forgive me, because I just will repeat, many times.

[41:54] Kama mada ilivyoandikwa natakiwa kufafanua mfumo wa ufundishaji wa lugha ya Kiswahili Ulaya, kisha ule wa Uchina, kwa sababu barani Ulaya kuna nchi tofauti tofauti zenye utamaduni wao wa kufundisha lugha katika historia, pia nafikiri wengi wetu tayari walishawahi kwenda huko, wengine kwa makongamano, wengine kwa masomo, na tena leo tuko na mwalimu Beata [Wojtowicz] kutoka Upolandi yuko hapa nasi. Bila shaka yeye anajua vizuri kuliko mimi, kwa hiyo sitasema mengi sana.
[41:54]就像内容的标题缩写的那样，我应该首先阐明欧洲大陆的斯瓦希里语教学模式，然后再接着阐述中国斯瓦希里语教学模式。但因为在欧洲大陆语言教学历史中，不同的国家都有自己语言教学的风俗。并且我觉得，在座的很多人都已经去过欧洲，有的是因为参加会议交流，有的是因为进修，而且今天我们会上还有来自波兰的贝娅塔（Beata Wojtowicz）老师，她肯定在这一点上了解的比我多，所以我不会关于这个话题讲太多。
[41:54] Just like the title indicated, I should first explain the Swahili teaching model in Europe, and then explain Chinese teaching model. But because different European countries have their own teaching culture, and I also think that many of us have already been there, some because of conferences, others because of studies, and also we have teacher Beata (Wojtowicz) here with us , certainly she knows better than I do (about teaching in Europe), so I won’t say too much here.

[42:25] Nitajaribu tu kutoa taswira kwa ujumla juu ya hiyo tofauti baina ya modeli mbili. Kwa ukweli sitaki hata kuitaja moja kuwa modeli ya Ulaya nyingine modeli ya Uchina kwa sababu katika hizi enzi za utandawazi, mambo mengi ni matokeo ya mabadilishano na kufundishana.
[42:25] (所以)我就试着对这两种模式的差异做一个大概的、笼统的总结。事实上，我并不想将两种模式简单地称呼为“欧洲模式”和“中国模式”。因为在这个全球化的时代，许多事情都是相互交流学习的结果。
[42:25] (And, instead,) I’ll try to give a general picture of the differences between the two models. In fact I do not even want to call them the European model and the Chinese modeli, because in this era of globalization many things are as the result of exchanges and mutual learning.

[42:46] Sasa. Kama kitangulizi nataka kunukuu maandishi ya profesa wetu [Kyallo Wadi] Wamitila alivyo andika kwenye dibaji ya kamusi yake ya fasihi, akiwa anataja majina mengi ya wazungu wa misioni kuanzia Ludwig Krapf hadi Harold Lambert, karibu wote ni Waingereza au Wadachi.
[42:46] 好，现在，作为演讲的引导部分我引用一下我们的瓦米提拉教授（[Kyallo Wadi] Wamitila）所著《斯瓦希里文学词典》的序言中写到的这段话，[PPT]，在这里他提到了很多欧洲传教士的名字，从路德维希·克拉普夫（Ludwig Krapf）到哈罗德·兰伯特（Harold Lambert），他们几乎都是来自英国或当时的德国的传教士。
[42:46] Now. I would like to quote the way how our Professor (Kyallo Wadi) Wamitila wrote in the preface of his Dictionary for (Swahili) literature. There he mentioned many names of European missionaries, starting from Ludwig Krapf to Harold Lambert, almost all of them are from England or the then Germany.

[43:10] Ningetaka kuongeza kidogo tu kwa sababu hizo kazi hasa za mwanzo mwanzo alizotaja profesa Wamitila ni zile za misioni, lakini kuanzisha ufundishaji katika vyuo vikuu kukaja kwa kuchelewesha kidogo tu.
[43:10] 我想在此就稍微再加一点点信息，因为瓦米提拉（Wamitila）教授提到斯瓦希里语最早期的文学收集整理工作是由传教士们开展的，但在大学出现斯瓦希里语的正式教学则是稍晚一些之后的事情。
[43:10] I would like to add just a little more because those very early works that Professor Wamitila mentioned were solely missionary work, but starting university education was a little bit later.

[43:46] Mimi mwenyewe nilipoanza elimu yangu ya lugha ya Kiswahili, nilikuwa Hamburg, kaskazini mwa Ujerumani. Pia ni mahali ambapo uchunguzi wa lugha za Kiafrika ulipomea mzizi. Maanake kabla ya hapo mwanzo mwanzo ya karne ya ishirini, hakukuwa na watu wengi wanaoamini kwamba lugha za Kiafrika zihitaji ama zistahili kusomwa chuoni.
[43:46] 我自己的话，在刚开始自己的斯瓦希里语学习时人在德国的北部城市汉堡，也是非洲语言研究在欧洲最初扎根的地方。换句话说，在（欧洲的非洲语言研究在大学学制里正式建立的）二十世纪初和再更早前的时间里，是很少有人认为非洲语言是需要——或者说值得吧——在大学里去被研究学习的。
[43:46] When I started learning Swahili, I was in Hamburg in northern Germany. It is also the place where the study of African languages took root. I mean, before the beginning of the twentieth century, there were not many people who believed that African languages needed or deserved to be studied in higher education.

[44:15] Na… Kukatokea modeli ya kufundisha lugha ya Kiswahili kwa ajili ya kusaidia utafiti mwingine fulani fulani na hata mada yenyewe haina uhusiano moja kwa moja na lugha. Tanzu ya elimu hii mara nyingi pia ikawa inatajwa elimu ya … au taaluma ya maswala ya Afrika, yaani “African Studies” kwa Kiingereza.
[44:15] 接着…就慢慢发展出一种教授斯瓦希里语是为了辅助其它课题研究而教学模式，甚至在一些课题中，语言和研究主题都没有直接的关系。这种教育的专业化模式后来很多时候被称为“非洲问题的专业科学”，或者就是英文所说的非洲学“African Studies”。
[44:15] And…then a specialised teaching model emerged whereby the purpose of teaching Swahili is only to assist the research of other topics, and even in some cases, language and research subject are not even directly related. This kind of model was later often called “professional sciences on African topics”, or “African Studies” as English puts it.

[44:45] Na hiyo modeli inaendelea hadi sasa na inatumika na vyuo vingi vya Ulaya, Marekani na kwa kiasi pia na vyuo vya Asia. Labda bado kuna kile chuo cha Hamburg, pamoja na vyuo vichache bado wanashikilia kuiita tanzu [yao] kama “Isimu ya lugha za Kiafrika”.
[44:45]该模式之后在很多欧美大学和部分亚洲大学使用，一直延用至今。或许只有汉堡大学等其它少数高校仍习惯称自己的专业为“非洲语言学”[而不是“非洲研究”]。
[44:45] This model then has been used in Europe, America and a few Asian universities to date. Perhaps only a few other universities such as the University of Hamburg still call their major as “African Linguistics” [instead of “African Studies”].

[45:06] Sasa, kwa wale ambao hawajajikita katika uwanja huu, pia jana nilijaribu kuorodhesha vyuo vikuu ninavyovijua mimi mwenyewe kwamba kazi zao kuhusu lugha ya Kiswahili vinajulikana sana barani Ulaya. Bila shaka nitashindwa kutaja vyote. Naomba wanisamehe hata sasa.
[45:06] 现在，为了（照顾）那些还没有在这个领域关注很多的人，我昨天试着为他们做一个列表，列出我自己知道的一些、也是自己做出的斯瓦希里语的研究在欧洲可见度很高的一些大学。当然，我肯定不可能把所有的大学都列出来，我希望他们能——最好是现在吧——就能原谅我。
[45:06] Now, for those who has not yet focused on this field, yesterday I tried to list some of the most famous universities in Europe for them. I have listed the universities which I know myself and for which their works about Swahili Studies are quite famous in Europe. Of course, it is impossible for me to list all the universities. I hope that they will – better starting from now – just forgive me.

[45:32] Kupitia hiyo jedwali ama picha tunajua kwamba kweli ufundishaji wa lugha ya kiswhaili umesambaa katika bara la Ulaya. Lakini aghlabu kubwa ni walitumia lugha ya Kiswahili kuwa sehemu ya elimu yake tu.
[45:32] 通过这个表格，或者说图片吧，我们能发现斯瓦希里语教学遍布欧洲大陆各地。但是，在绝大多数情况下，他们只把使用斯瓦希里语作为研究学问的一个很小的部分。
[45:32] Through this picture we know that indeed the teaching of Swahili has spread throughout Europe. But most of the time they used the Swahili language as part of their research only.

[45:47] Sasa nijumuishe kidogo nilivyofafanua hadi sasa, katika mitindo ya kukuza lugha ya Kiswahili katika vyuo vikuu kuna mitindo miwili, mmoja ningeuita modeli ya “African Studies”.
[45:47] 现在，让我把目前介绍的内容做个小结，在高校中推广和促进斯瓦希里语教学时有两种模式，其中一种是我提到的“非洲研究”模式。
[45:47] Now, please let me make a summary of what I have introduced. There are two models for promoting Swahili in universities. One is the “African Studies” model I mentioned.

[46:05] Hapo lugha ya Kiswahili inatumika kama kozi ya kuchaguliwa kati ya lugha nyingine za kiafrika. Asilimia kubwa ya mradi huu mdogo kando la mada yao kuu unadumu miaka miwili tu ama mihula minne. Masomo yenyewe yanalenga mambo mbalambali yanayohusu Afrika kwa ujumla, historia, siasa, uchumi, uhusiano wa mataifa, na kadhalika, ahh, fasihi ya Afrika bila shaka, lakini kutoka mtazamo wa fasihi ya dunia.
[46:05] 在这一模式下，对学生来说斯瓦希里语课是[必修的]非洲语言课程的可以选择的一门课程。成为主要教学以外的小项目，相较来说仅占用两个学年或四个学期。这种学制本身教授课程则涉及非洲的多方面，例如历史、政治、经济、国际关系等，当然，也会涉及到非洲文学，但是是以世界文学的视角去进行讲解的。
[46:05] Under this model, Swahili is an optional course in African language courses for students. This language course will be given a very limited time span compared to the main course, it only takes two academic years or four semesters. As for the main course, this teaching model focuses on many aspects of Africa, such as history, politics, economics, international relations, etc. Of course, it also involves African literature, but the explanation is based on world literature as a starting point.

[46:38] Sasa kwa upande wa lugha ya kufundishia, karibu nchi zote, ni Kiingereza tu au lugha ya rasmi au lugha ya taifa ya nchi husika, ama chuo husika.
[46:38] 关于教学语言方面，几乎所有国家都是使用英语作为课堂的教学语言，或是在开展这些语言教学的国家使用本国的官方语言或者民族语言，又或是采用学校所规定的惯例的语言。
[46:38] Now, as far as the teaching language is concerned, almost all countries use English, or use the national language or national language in the countries where these studies are conducted, or use [other] languages prescribed by the school.

[46:50] Kwa hiyo, baada ya kuhitimu hiyo shahada ya BA, wanafunzi kweli wamepata maarifa mengi ya lugha ya Kiswahili, lakini… labda wanaweza kusoma gazeti la Kiswahili wakiwa na makamusi na daftari la sarufi lakini ikifika uwanja wa maongezi na kuwaongelesha watu watapata shida. Kwa hiyo watakiwa waende Afrika Mashariki wakae na jamii na kutumia lugha wenyewe. Hayo ndiyo modeli ya African Studies.
[46:50] 在完成这种[“非洲研究”的]学业后，学生确实学到了很多关于斯瓦希里语的知识，但是…他们也仅仅能在使用字典和语法书的情况下来读懂斯瓦希语的新闻，在进行口头流畅的交流上可能还是很有难度的。因此，鉴于这种情况，我们认为他们最好在课程完成后亲自前往东非多与当地人相处，并亲自使用这门语言来锻炼自己的交流能力。综上所述，这就是“非洲研究”模式下的斯瓦希里语教学。
[46:50] So, after completing their studies, students learn a lot about Swahili, but… they can only use dictionaries and grammar books to read Swahili, but they have trouble communicating orally. As a result, they have to go to East Africa to practice their language. This is the model of “African studies”.

[47:22] Sasa tuangalie modeli ya Uchina. Kwa sababu usomi wa ufundishaji wa lugha ya Kiswahili haujulikani sana kwa upande wa Afrika Mashariki.
[47:22] 现在让我们来看一下中国的斯瓦希里语教学模式。中国的斯瓦希里语教学模式，长期以来对东非的学者来说比较陌生。
[47:22] Now let’s look at the Chinese model. Because the model is not well known in East Africa.

[47:34] Ni tofauti kubwa sana. Na sasa pia sitaki kuiita modeli ya Uchina kwa sababu siku hizi pia kuna nchi mbili tatu za Afrika Magharibi kama Ghana, zilichukua modeli inayofanana na modeli hii makusudi kukuza lugha moja moja za kitaifa huko kwenye vyombo vya elimu ya juu. Lakini hiyo ni mada nyingine yenyewe. Turudie huko Uchina kwanza.
[47:34] 这种模式和前文介绍的模式有巨大的差异。我其实并不想称其为中国模式，因为现如今，也有两三个西非国家——加纳就是其中之一——在高等教育中采取了相似的教学模式，并以此来发展自己国家的一些民族语言。不过这是另一个话题，让我们先回到中国。
[47:34] It’s a huge difference. I don’t want to call it the Chinese model, because now there are two or three West African countries, such as Ghana, have adopted similar teaching models in higher education institutions to develop national languages. But this is another topic, let us go back to China first.

[48:03] Huko China, miaka ya sitini karne iliyopita watawala wa vyuo vikuu wa kichina waliamua kuongeza lugha ya Kiswahili katika mtaala mkuu wa kufundisha lugha za kigeni. Wakapanga mpango wa kukuza fani ya ufundishaji ili wanafunzi wapate maarifa ya kutosha ili waweze kuongea lugha hii vizuri baada ya kuhitimu mafunzo.
[48:03] 在中国，上世纪六十年代，高校教育委员会决定将斯瓦希里语添加到外语教学大纲中。他们制定了一种为了能让学生完成学业后能够流利使用这门语言的教学计划。
[48:03] In the 1960s, Chinese university administrators decided to add Swahili to the foreign language majors. They developed a plan to improve the model so that students can understand and use the language fluently after completing their studies.

[48:27] Na wakaamua kuratibu vyuo vichache tu na kufanya BA ya lugha kigeni, BA ya Kifaransa, BA ya Kijerumani, na BA ya Kiswahili pia ni mojawapo. Na hivyo, wanafunzi nao baada ya kujiunga na chuo, watasomea lugha ya Kiswahili kuanzia siku ya kwanza hadi siku watakapomaliza masomo yao, yaani miaka minne mfululizo.
[48:27]这些高校管理者们最终决定在少数几所外国语高校中设置了外语相关专业并设立学位，比如设置法语专业、德语专业等，斯瓦希里语也是其中之一。在这种模式下培养的学生，从进入大学的第一天到完成学业为止，在大学的的四年时间里都一直持续地学习斯瓦希里语。
[48:27] These administrators decided to use in a few universities and set up bachelor’s degrees in foreign languages such as French, German, and other languages, including Swahili. Therefore, students will continue to learn Swahili for a total of four years from the first day of entering the university to the end of their studies.

[48:55] Malengo hayo pia ni dhahiri sana, kwa sababu wanafunzi karibu wote akawa wanafanyia kazi vyombo vya habari huko China kama China Redio International au kitengo cha China Central Television, au kitengo maalum kwa mambo ya uhusiano wa mataifa au ya usalama au utawala.
[48:55] 这么做的目的也很明确，因为几乎所有毕业生在为中国的媒体工作，例如中国国际广播电台或中央电视台，还有另外一些学生则为外交部门、安全部门和行政部门工作。
[48:55] Their goals are also very clear, because almost all graduates work for Chinese media houses, such as China Radio International or China Central Television, and some students work for the foreign affairs, state security and administration departments.

[49:20] Lakini idadi ya wanafunzi siyo kubwa sana. Kuna vyuo vikuu viwili tu vikawa vinaendelea ama vinaruhusiwa kuwaandikisha wanafunzi lakini wanaandikisha wanafunzi kila baada ya miaka minne tu.
[49:20] 但学生的数量并不多，因为高校管理层只设置了这两所高校，这两所大学后来确实也持续地——或者说有资质——去招生，但也仅限于每隔四年招一次。
[49:20] But the number of students is not very large. Only these two colleges and universities are allowed to recruit students continuously, but only once every four years.

[49:40] Na hapo labda nianze hiyo [akiwa anajaribu kubonyeza kiungo cha http://en.cuc.edu.cn/] ya Chuo Kikuu cha Mawasiliano ya Habari cha China. Na vyuo vikuu hivi viwili vyote viko Beijing, jijini Beijing.
[49:40] 接下来，我们先从中国传媒大学开始来进行简单介绍[主讲人尝试打开网站： http://en.cuc.edu.cn/]。顺便一提，这两所大学都在北京。
[49:40] let’s start with a brief introduction from Communication University of China. [trying to click on the http://en.cuc.edu.cn/] These universities are located in Beijing.

[49:52] Emm, mnaona hii pia? [kuna tatizo la Zoom la kusambaza maonyesho ya tovuti ya https://global.bfsu.edu.cn/] Labda haionekani kabisa. Sawa. Kuna shida kidogo ila ningetaka sana kuwaonyesha tovuti yao haswa kwa upande wa Chuo Kikuu cha lugha za Kigeni kwa sababu katika mtaala wao kuna lugha arobaini hamsini hivi za kufundisha na Kiswahili ni BA moja yao.
[49:52] 嗯，大家看得到这个网站了吗？[Zoom上分享外部网页：https://global.bfsu.edu.cn/ 出现了问题]可能大家看不到。也许现在有一点小问题，但是我其实很想向大家展示这两所大学它们的网站，尤其是北京外国语大学的网站，因为在这所学校的教学大纲中大概可以教授四五十种外语并授予学士学位，斯瓦希里语就是其中之一。
[49:52] You may not see it. Okay, maybe there is a little problem now, but I actually want to show you their website, especially the website of Beijing Foreign Studies University, because in their curriculum there are about 40 to 50 foreign languages can be taught and bachelor degrees can be awarded. Degree, Swahili is one of them.

[50:36] Okay, nimeweka hiyo sifa ya modeli mbili za ufundishaji wa Kiswahili katika hiyo jedwali.
[50:36] 现在我在表格里列出了斯瓦希里语这两种教学模式的特征。
[50:36] Okay, I have listed the two models of Swahili teaching in the table.

[50:58] Labda, nijumuishe kidogo kwamba kwa ujumla wanafunzi wa modeli ya “African Studies” hawakupewa nafasi ya kutosha ili wapate ufahamu wa kutumia lugha ya Kiswahili wanavyopendelea, hivyo bila shaka wanalazimishwa kwenda halafu Afrika Mashariki wenyewe ili kuboresha lugha yao.
[50:58] 我也先把前面说过的都总结一下。总的来说，“非洲研究”模式没有足够的时间和机会来让学生系统地（积攒到他们想要更积极地使用斯瓦希里语的程度）学习斯瓦希里语，为此学生们不得不需要前往东非来提高语言交流能力。
[50:58] Let me make a quick summary first. Generally, the “Africa Studies” model does not have provided enough time and opportunities for students to learn Swahili systematically to the extend that they could use the language well enough as they wanted. For this reason students later on should travel to East Africa themselves and practice their language skills.

[51:24] Na kwa upande wa modeli ya Uchina ama modeli ya BA ya lugha ya Kiswahili, licha ya kuwa wanaongea Kiswahili na wanajua fasihi ya Kiswahili, ujumi, na historia, maendeleo, lakini kwa mambo mengi yaliyo muhimu sana kwa wakazi wa afrika Mashariki, wanafunzi hao wanakosa maelekezo. Na shida itakuwa kubwa hata zaidi ikifika kwenye eneo la ujuzi wa bara la Afrika kwa ujumla.
[51:24] 就使用中国模式或授予语言学士学位这种模式下来说，这样培养的学生尽管会说斯瓦希里语，也了解斯瓦希里语的文学，比如辞藻啦，历史啦，斯语文学的发展情况啦，但是他们对东非居民来说很多很重要的信息是缺乏了解。这种模式训练下的本科生当他们要面对非洲整体的课题时，这样知识匮乏的问题会显得更明显。
[51:24] As for the students trained in the Chinese model or in the model of granting a bachelor’s degree in languages, although the students can speak Swahili and have an idea of the Swahili language and literature, like the rhetorical devices, history, and the  development of Swahili, but they lacked in-depth knowledge of many aspects which are very much important to the people of East Africa. Undergraduates trained in this model will have more trouble when dealing with topics on Africa as a whole.

[52:04] Zamani, hakukuwa na mawasiliano mengi baina ya usomi wa Uchina na ule wa Afrika Mashariki lakini katika hii karne mpya kuna wasomi, walimu wa Kiswahili wachache waliojaribu kuimarisha huu uhusiano.
[52:04] 过去，中国和东非之间没有太多的学术交流，但是在进入新世纪之后，开始有少量的斯瓦希里语学者和老师尝试稳固并加深这种[文化和学术]交流。
[52:04] In the past, there was not much academic exchanges between Chinese and East African scholarships but in this new century there are a small number of Swahili scholars and teachers who have tried to strengthen the relationship.

[52:25] Na nitaje mmoja, Bwana Zhao Lei, pia ni mwalimu mkuu wa idara ya Kiswahili huko Chuo Kikuu cha lugha za Kigeni Beijing. Hii ni makala yake aliyoiandika kwa Swahili Forum. Na nafikiri saa hii yeye anaandika historia ya ufundishaji wa lugha ya Kiswahili [nchini China]. Saa hii, nafikiri labda mwaka huu ama mwaka ujao itachapishwa pia.
[52:25] 这里我就只提一位老师，赵磊老师，他也是北京外国语大学斯瓦希里语系的系主任。[PPT上]这是他在《斯瓦希里语论坛》（Swahili Forum）上发表的一篇文章[题目是“中国翻译斯语书的简史”]。我知道目前他正在撰写有关中国斯瓦希里语教学史的作品。我猜大概在今年或明年初的时候吧，那篇文章应该也会出版。
[52:25] And let me just mention one, Mr. Zhao Lei, who is also the head teacher of the Department of Swahili in Beijing Foreign Studies University. This [on PPT] is an article he wrote for Swahili Forum. And I think at this moment he is writing a history of Swahili language teaching [in China]. Maybe this year or next year it will be published too.

[52:48] Sasa kwa ujumla naweza kusema kwamba mpaka saa hii historia ya kufundisha lugha ya Kiswahili [nchini China] imeshapita muda wa miaka sitini kamili.
[52:48] 现在总的来说，中国的斯瓦希里语教学历史已经走过了整整60年。
[52:48] Now generally I can say that until now the history of teaching Swahili language [in China] has passed for full sixty years.

[53:19] Kama nilivyosema hapo mwanzo, siku hizi mambo mengi ni matokeo ya mabadilishano na kufundishana. Na nchini China pia kuna vyuo vikuu vilivyoanzilisha ufundishaji wa lugha ya Kiswahili kama vile viwili nilivyovitaja katika ukurasa uliopita.
[53:19] 正如我最初所说的那样，现在有很多事情都是互相学习和交流的成果。在中国，除了我上一页刚刚提到的两所高校，另外还有两所同样运用该教学模式来组织斯瓦希里语教学的高校。
[53:19] As I said at the beginning, these days a lot of things are the result of learning and cmmunication. In China, in addition to the two universities I just mentioned on the previous page, there are two other universities that use almost the same teaching model to teach Swahili.

[53:44] Na vile vile kama Tianjin Foreign Studies University tangu mwaka wa 2007 na Shanghai International Studies University [tangu mwaka 2018] – Nafikiri Bwana Ma [Jun] yuko hapa leo na wanafunzi wake.
[53:44] 比如说，2007年建立的天津外国语大学斯瓦希里语系，[2018年建立的]上海外国语大学斯瓦希里语系。今天[上海外国语大学的]马骏老师也和他的学生们一起来到了这个网络大会的现场。
[53:44] For example, Tianjin Foreign Studies University since 2007 and Shanghai International Studies University [since 2018] – I think Mr. Ma [Jun] is here today with his students.

[53:58] Na hata hivyo pia kuna vyuo vingi vinavyojaribu modeli inayofanana na “African Studies” ili wanafunzi wao wapate kionjo cha elimu ya Afrika. Sasa Peking University, na Zhejiang Normal University ninayowakilisha leo katika kazi hii, pia ni kimojawapo. Na vyuo vingine vichache.
[53:58] 除此之外，也有一些高校尝试运用类似“非洲研究”的教学模式来让学生体验非洲相关的知识。如北京大学，还有我今天代表的浙江师范大学，另外还有其他一些中国的高校。
[53:58] And yet there are also many universities that try a model similar to “African Studies” so that their students can get a taste of African education. Such as Peking University, and also Zhejiang Normal University, which I represent today, and a few others.

[54:29] Nimeweka picha ya takwimu ya tovuti yangu ya kamusi ya Kiswahili-Kichina, toleo kwenye mtandao ili tujue kwamba wasomaji wa Kiswahili wengi walitokea sehemu gani Uchina. Hapo picha ya chini. Okay.
[54:29] 下面这个这是我自己维护的在线版新编斯汉词典网站的用户使用统计图，我们大概可以了解到斯瓦希里语的学习者主要来自中国哪个地区，下面这张就是统计图。
[54:29] Okay. This is a chart of user usage for my Swahili-Chinese Dictionary site, an online dictionary aimed at Swahili readers who speak Chinese. Here’s the chart below [in this page]. Okay.

[54:58] Na pia niweke picha ya moja ya taasisi ninayoiwakilisha hapa leo. Zhejiang Normal University.
[54:58] 另外，这里我也想展示了一张我今天所代表的机构浙江师范大学非洲研究院的图片。
[54:58] In addition, here is a photo of the institution I represent today—Zhejiang Normal University.

[55:10] Sasa hapo juu ni ukurasa mkuu wa tovuti. Mnaona imeandikwa kwa lugha ya Kichina tu. Na hapo chini kuna ukurasa mwingine umeweka taarifa ya kuhusu yake kwa lugha ya Kiswahili. Labda natangulia kusema kwamba hiyo tovuti ya Kiswahili siyo kazi yangu. Hata kabla ya kujiunga na chuo mimi, tovuti ya tafsiri ya Kiswahili tayari ipo. Kwa hiyo mnaona kuna utashi mkubwa wa kujifunza lugha ya Kiswahili huko China tayari.
[55:10] 这是网站的主页，各位可以看到该网站的主页只有中文的信息，先这张图是研究院的斯瓦希里语版页面，介绍信息都是用斯瓦希里语写。在这里我还是提前说一下，这个网站的翻译和维护工作其实并不是我做的，因为在我正式和浙江师范大学非洲研究院工作前，这个网站的斯瓦希里语版就已经存在了。所以，各位可以发现，中国对学习斯瓦希里语的热情已经很高了。
[55:10] This is the homepage of the website. You can see that the website is only written in Chinese, but when you see the page on the bottom, you will find another page in Swahili. I have to say this at first, this Swahili translation of the website was not my work.. In fact, the Swahili version of the website has existed before I started work for the university. So we can see that there is a strong desire in China to learn Swahili.

[55:54] Labda sasa tuendee sehemu ya mwisho wa wakilisho langu la leo: Changamoto. Nafikiri, tofauti baina ya modeli hizi mbili nimeshazifafanua, na changamoto zao zinafanana kiasi, kwa hiyo nimeziweka pamoja. Na hata kwa sentensi moja tu: uhai wa lugha ni matumizi yake.
[55:54] 现在让我们慢慢地进入今天发言的最后一个部分了：挑战。两种模式之间的差异我在前面已经详细解了，它们所面临的挑战有些近似，所以我将它们放在一起，正如我开始时所提到的：“语言的生命力在于它的使用本身”
[55:54] Maybe now let’s move on to the last part of my presenationt today: Challenge. I think, I have already explained the differences between these two models, and their challenges are somewhat similar, so I have put them together. And even with just one sentence: the life of a language is its use.

[56:24] Na walimu wa Kiswahili Ulaya na Uchina vile vile tunapotaka wanafunzi wetu wa kigeni watumie lugha ya Kiswahili, tunataka wao watumie – waanze kutumia – wakati wanapojifunza lugha ya Kiswahili, na tena haraka iwezekanavyo.
[56:24] 对于欧洲斯瓦希里语的老师——对于中国老师也差不多的情况，当我们教我们这些外国学生使用斯瓦希里语时，我们希望他们能在学的时候就开始尽早去使用斯瓦希里语，并尽快将其掌握。
[56:24] To Swahili teachers in Europe, the situation is similar for Chinese teachers. When we teach our foreign students to use Swahili, we hope that they can use – or at least start to use – Swahili as soon as possible when they are learning, and use it as soon as possible.

[56:39] Kwa hiyo saa hii kuna ukosefu mkubwa wa vitabu vinavyoandikwa kwa lugha ya Kiswahili kwa kueleza mambo ya Afrika Mashariki. Inawabidi wasome Kiingereza kwanza na hawajui kwamba vitabu vipi ni vya ubora zaidi.
[56:39] 现在，用斯瓦希里语编写的关于东非概况的文献极其稀缺，这就迫使学生们进而选择英文文献来进行研读，然而他们也不知道哪些书是好的。
[56:39] Now, the lack of books writing in Swahili is a big challenge, which forces students to choose English texts for the purpose of study. However, they do not really know which books are better.

[56:58] Na kuna shida nyingine inayohusiana na shida hiyo ya vitabu ni kwamba walimu wa Kiswahili ama watawala kwa mambo ya ufundishaji wa Kiswahili katika vyuo vikuu nchini Uchina pia wanahitaji kuimarisha uhusiano wa ufundishaji wa lugha ya Kiswahili na ule wa lugha nyingine za Kiafrika kwa uwiano wa mataifa husika.
[56:58] 此外，还有与文献资料相关的另一个问题，在中国高校中，专门负责斯瓦希里语教学的相关行政人员还需要调节好斯瓦希里语教学与其他非洲语言的教学之间的关系，最好是根据各个国家和地区的国情去调整这些关系。
[56:58] In addition, there is another issue related to the literature. In Chinese universities Swahili teachers or administrators also need to stabilize the special relation between the teaching of Swahili language and the teaching of the other African languages according to the contries or areas in question.

[57:26] Kwa hiyo mimi mwenyewe binafsi nafurahi sana kwamba Prof. Ngugi wa Thiong’o anashiriki katika mkutano huu labda siku nyingine pia nitamsalimia kwa lugha ya Kikikuyu “Kũhana atĩa?” na kumwambia kwamba “Mwenye kupigania lugha ya Kiswahili pia ni huyu anayepigania lugha ya Gikuyu kwa uwiano wa Kenya.” “Ũrĩa ũrarũĩrĩra rũthiomi rwa Gĩthweri nowe ũrarũĩrĩra rwa Gĩkũyũ.”
[57:26] 所以对我个人来说，我很高兴恩古吉（Ngugi wa Thing’O）教授也参加了这次会议，也许下一次就用基库尤语打个招呼，“Kũhana atĩa?”（事情一切顺利？），并告诉他：“为斯瓦希里语而奋斗的人，也会为基库尤语而奋斗（Mwenye kupigania lugha ya Kiswahili pia ni huyu anayepigania lugha ya Gikuyu kwa uwiano wa Kenya.）”。“Ũrĩa ũrarũĩrĩra rũthiomi rwa Gĩthweri nowe ũrarũĩrĩra rwa Gĩkũyũ.”。
[57:26] So personally I am very happy that Prof. Ngugi wa Thiong’o is taking part in this meeting. Maybe one day I will also greet him in the Gikuyu language “Kũhana atĩa?” (How it goes) and told him that “The one who fights for the Kiswahili language is also the one who fights for the Gikuyu language. [Speaking in Swahili]” “Ũrĩa ũrarũĩrĩra rũthiomi rwa Gĩthweri nowe ũrarũĩrĩra rwa Gĩkũyũ. [Speaking in Gikuyu]”

[58:01] Changamoto ya pili, kwa sasa, hakuna tuzo ya waandishi bora wa lugha ya Kiswahili kwa Afrika Mashriki. Sasa kila mtu anajua kwamba mwaka huu Kenyatta Literature Prize imeahirishwa kwa sababu ya hii COVID. Lakini hata hivyo, kwa maeneo ya Afrika Mashariki kwa ujumla, hakuna tuzo.
[58:01] 第二个挑战是：目前对于斯瓦希里语文学来说，并没有东非整个区域整体的优秀作家奖。现在大家都知道今年的肯雅塔文学奖由于新型冠状病毒疫情的原因被推迟了。但是，即便是有这个[肯尼亚的]奖项，但对于整个东非来说，依旧没有任何奖项。
[58:01] The second challenge is the lack of a literary prize for outstanding Swahili writers in the whole region of East Africa. It is now known that this year’s Kenyatta Literature Prize has been postponed due to the COVID-19. But even so, for East Africa as a whole, there are no prizes.

[58:26] Kama hakuna tuzo iliyotolewa kila mwaka walimu wa Kiswahili katika nchi za kigeni pia tutapata kwamba ni vitabu gani ambavyo vingepata, vingestahili kupendekezwa kwa wanafunzi wetu.
[58:26] 如果没有一个每年都颁发的文学奖项，那么对于在外国的斯瓦希里语老师们，我们也会遇到困难，因为我们也不知道哪些优秀的作品值得被推荐给我们的学生们。
[58:26] If there is no annual literary award for excellent Swahili literature, as for foreign Swahili teachers we will also have trouble because we don’t know which outstanding Swahili literature should be recommended to our students.

[58:44] Na changamoto ya tatu, labda ya mwisho, inagusa gusa ile mifanyiki ya mikataba ya kazi mpaka… kuanzia… mpaka siku hizi. Kwa saba[bu]… sisemi kwamba njia ya kusambaza lugha ya Kiswahili ilikuwa siyo sahihi. Lakini labda tungefikiria kwamba labda kuna njia nyingine pia kukuza lugha ya Kiswahili kwa muda mrefu kidogo.
[58:44] 第三个挑战，也是最后一个挑战，会少许涉及一些目前斯瓦希里语在国外工作时的工作合同问题[PPT图片：在东非以外地区工作的斯瓦希里语教师的工作合同中，有极大比例的是老师本人与具体海外院校所签署的私人合同]。从以前开始……直到现在……我不是说之前的这种合同签署的方式不好，但是我们应该想想如何让[斯瓦希里语本土老师在海外教学]这个合作能更有持续性地开展下去。
[58:44] The third and final challenge will probably touches the surface of the way how work contracts of the Swahili teachers have done previously [PPT: high percentage of the work contracts of Swahili teachers abroad are privately between the foreign university and individual teachers]. Until now… starting from… even up to day… I did not want to say that this was a wrong path to take. But we may think whether there is another way so we can make the teaching of Swahili language around the globe more durable and lasting.

[59:13] Kwa sababu saa hii, saa hizi, kuna ukosefu wa ufadhili kutoka taasisi ya taifa wala ya Jumuiya ya Afrika Mashariki, sasa kama vyuo vikuu vinataka kuwaajiri walimu fulani fulani hata wao wanazuoni hawajui ni walimu gani tungewaajiri.
[59:13] 因为现在的情况是这样的，由于缺乏国家级别或东非共同体级别的资助或协助，所以一些海外的高校即使想聘用东非本土的斯瓦希里语教师，他们大学里的人也不知道应该去聘用谁。
[59:13] The state of art, due to the lack of funds and guidances of institutions from national level or from the East African Community level , so even some universities want to hire certain Swahili teachers, they often do not know whom to hire.

[59:37] Na shida nyingine ni kwamba wakati mwingi hakuna mawasiliano ya kutosha. Na kujuliana [hali] ni sehemu gani chuo kikuu kinachojikita katika nacho ni vigumu sana. Kwamba kuna walimu wa Kiswahili wametumwa nchini Uchina lakini huko hakuna idara ya Kiswahili.
[59:37] 还有一个问题是，交流非常不足，也很缺乏互相了解的途径。互相了解对方学院到底是在哪个领域里较为领先是非常困难的一件事情。比如有些非洲的斯瓦希里语老师虽然也被派往中国去，但他们并不知道原来那里是没有斯瓦希里语系的。
[59:37] Another problem is the lack of adequate communication. It is very difficult to get a deep understanding in which areas the foreign universities excel. In the past, as some Swahili teachers from Africa were sent to China, they then found out not that there is no even a Swahili department in the university.

[1:00:01] [I]kumbukwe kwamba mji wa China kuna wakazi wengi sana kwa mfano mji wangu wa kuzaliwa kuna wakazi milioni nane. Sasa hata huko kuna vyuo vikuu zaidi ya kumi na [vi]tano. Kwa hiyo kabla ya kutuma walimu wa Kiswahili, tafadhalini, fanyeni uchunguzi kwanza kuangalia kwamba vile vyuo vikuu vinafanya kazi gani.
[1:00:01] 我们需要记住的事情是，中国的城市人口一般来说都比较多，比如我自己出生的城市有800万居民，有超过十五所高校。所以，在派遣斯瓦希里语教师前往中国之前，应该先做好调查，查明中国的这些高校在做些什么研究。
[1:00:01] We should remember that the Chinese cities ofen have a very large population, for example my hometown has eight million inhabitants. Now there are even more than fifteen universities. So before sending Swahili teachers to China, I urge you, you should do some surveys to find out what research the target Chinese universities are doing.

[1:00:37] Na hiyo ndiyo mwisho wa wakilisho langu la leo. Kabla kuingia ukurasa wa mwisho, wa ule wa pendekezo, nitaje mifano miwili ya vitabu tunavyovihitaji kama walimu wa Kiswahili kwa ufundishaji wa Kiswahili katika nchi za kigeni.
[1:00:37] 这就是我今天发言的最后部分了。在进入最后一个关于我们的建议部分的页面之前，这里举两个我们这些在国外教斯瓦希里语的老师所需要的斯瓦希里语著作的例子。
[1:00:37] And that is the end of my presentation today. Before moving on the last page, the page of our recommandations, I will mention two books that all teachers in other countries truely need when teaching Swahili.

[1:00:55] Kitabu kimoja kinahusu historia ya Abakuria na Sheria zao. Na kilikuwa cha zamani kidogo, na hata hiyo cover siyo cover yake ya asili. Na ya pili ni hicho kitabu cha uongozi wa Julius Kambarage Nyerere.
[1:00:55] 其中一本是关于库利亚人（Abakuria）历史和他们法律的著作。这本书有些年头了，甚至大家现在看到的这个封面并不是它原始的封面。另一部是朱力叶斯·坎巴拉吉·尼雷尔（Julius Kambarage Nyerere）关于领导和领导力的书，也是斯瓦希里语的著作。
[1:00:55] One book is about the history of the Kuria people and their law. And it was a little old one, and even this cover [in PPT] is not its original cover. And the second is the book about leadership of Julius Kambarage Nyerere.

[10:01:18] Mapendekezo. Sita… kwa sababu ya muda… sitasema mengi sana kuhusu mapendekezo yetu, juhudi zetu za kueneza ufundishaji wa lugha ya Kiswahili. Na nisome tu:
[10:01:18] “建议”这一部分，我就…因为时间的关系…我就不在我们的建议的部分说太多了。关于怎么样让我们更好地传播斯瓦希里语教学的部分，我就不说太多了。要不这样，我就简单读一下[这个页面]吧
[10:01:18] Our recommandations. I will not… because of the time, I will not discuss this part too much about our recommandations and how we could enlarge the section of teaching of Swahili language [around the world]. Let me just read this page.

[1:01:40] Ya kwanza, kuhamasisha uandishi wa vitabu vinavyoeleza mambo ya Afrika Mashariki kwa lugha ya Kiswahili na uchapishaji wake. Ya pili, kuwashauri wachapishaji kwa kupitia sera maalum ili nao watoe nakala pacha kwa lugha ya Kiswahili ikiwa kama vitabu hivi havikuandikwa kwa lugha ya Kiswahili. Ya tatu, kuunda taasisi ama tume maalum kwa kutathmini uwezo wa kutumia lugha ya Kiswahili, mfano ni kama TOEFL kwa lugha ya Kiingereza.
[1:01:40] 第一，激励更多的人用斯瓦希里语书写关于东非方方面面的书并鼓励这些书稿正式出版。第二，出台相关政策去影响出版商们在即使原书不是使用斯瓦希里语进行书写的情况下，但也可以出版斯瓦希里语的再版作品。第三，建立专门的机构或者委员会来评估语言使用者的斯瓦希里语能力，这方面效仿英语的托福考试。
[1:01:40] First, encourage the writers create more writings about different aspects of East Africa and support these writings into printed books. Second, through specialised policies to influence publishers to provide Swahili version of any book they perceived as useful but written in a language which is not Swahili. Third, set up a special institution or committee to assess speakers’ Swahili skills. We can set a similar goal as the TOEFL test for English language.

[1:02:13] Sawa, ahsanteni sana.
[1:02:13] 好了，我的演讲就到此为止，非常感谢！
[1:02:13] Okay, thank you very much.

[1:02:16] Ahsante, ahsanteni sana nashukuru.
[1:02:16] 谢谢各位，非常感谢各位。
[1:02:16] Thank you, thank you very much thank you.

(Kwa hisani ya Chuo Kikuu cha Ualimu cha Zhejiang)（鸣谢浙江师范大学非洲研究院）(Many thanks to Zhejiang Normal University)