FSI - Kirundi Basic Course

F O R E I G N
S E R V I C E
I N
ST
I T
U T
KI R U N D I
B ASIC
CO U RSE
K IRU N D I
B ASI C COU RSK
This work was compiled and published with the support of the OHice of Education, Deportment of Health, Educotion and Welfare, United States of America.
Based on K i r u ndi
T e xt s a n d E x e r cises P r ovided by:
R AYMOND S E T U K U R U ,
Terence Nsanze and Daniel Nicimpaye Organized and edited by:
E ARL W .
S TE Y I C K
FOREIGN SERVICE INSTITUTE

WA S H ING TON, D.C.
KIRUNDI
FO R E I G N B ASI C
S E R V IC E I N S TI T UTE C O U R S E S E RI E S B . SW I F T
LLOY D
Acting Editor
For sale by the Supertntendent of Documents, US G o v e rnment Prxnttng Offtce
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B ASIC C O U R S E
P RE F A C E
Kirundi, together with its companion language, Kinyarwanda, is one o f the most important of Bantu languages. T hi s h ook is in t ended to g ive t h e s t u d ent a start in K i r u ndi, providing him with di alogues that r e late to some o f the first s i t uations in which he is l i k ely to use the Language, as well as with systematic practice in all major points o f grammar.
The present volume isone of a series o f shortBasic Courses in selected A frican languages, prepared by the Foreign Service Institute, under an agreement ivith the O ffice of Education, Department o f Health, Education and Welfare, under provisions o f the National De fense Education A ct. The analysis on ivhich this course is based is contained in A. E. Meeussen's Essai de Grammaire Rundi. Di c tionaries by F. M. R o degem and Elizabeth E. C ox were also o f great v alue. P ar t of the manuscript was checked at Michigan State University by Charles Kra ft, David McClure and D. Kamatari. T h e contributions o f these scholars are grate fully acknowLedged. Kirundi Basic Course is the work o f many colaborators. Raymond Setukuru, Terence Nsanze and Daniel Nicimpaye provided the dialogues and other texts, as weLL as the exercise material. Setukuru also provided data for use in the construction of notes on sounds and grammar, checked theentire manuscript, and voicedthe tape recordings which accompany the course. The manuscript was also checked by Gregoire Ndinze. General organizing, editing and the preparation o f notes were the responsibility o f Earl W. Stevick. T h e t a pe recordings were prepared in the Language Laboratory o f the Foreign Service Institute, under the direction o f Gabriel Cordova.
Howard E. Sollenberger, Dean School o f Language and Area Studies Foreign Service Institute Department of State
KIRUNDI
TABLE OP CONTENTS A learner's synopsis of Kirundi struct;ure.................. xiii
U ni t
Dialogue: E x changing greetings and getting acquainted. . . Notes : 1.

2.
5
1O
pit ch < an d T h e u s e o f t he t er m s <
<tone>.. . . , . .
Pitch in yes-no questions..................... 16
3. An ticipated high tone in final posit;ion....... 17
The use of subJect prefixes................... 18
5. The immediat;e tense........................... 19
6. 7 8.
9.
Absolut;e p e r s o na l
g/
p ro n o uns . . . . . . . . . . . . . . . . . . . .
20
Locative prefixes............................. 21 T he copu l a
/ n i / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
The combination /n/ plus /r/.................. 22
Vocabulary supplement: 1. Names for members of various ethnic groups.... 27 2. Places wh er e p eopl e w o r k . . . . . . . . . . . . . . . . . . . . . . 3 0
3. Some obJects which frequently require specification of ownership...................... 31
U nit ;
D ial o g u e : Notes :
L ookin g
f o r w o rk . . . . . . . . . . . . . . . . . . . . . . . . . .
33
l. The singular and plural forms of personal
pro nouns , 3 6
2. ObJect; prefixes................
3. T h e t o n e s of c e r tain nouns borrowed from
37 38
European languages and Swahili.............
BASIC C O U R S E
1 nfinitives............... . . . . . . . . . . . . . . . . . . 5. The verb forms that; cont;ain t;he root / -z i / . . 6 The grammatical dimension of >linkage>,.....
39
42
Vocabulary supplement;:
l. Some common act;ivities.....................

2. S o m e c o m mon o c cupations . . ..................
43 46 48
Days o f
t h e w e e k .. . . . . . . . . . . . . . . . , . . . . , . . . .
Unit; 3 D ialogue: W h ere do people live and work?.............. Notes : l . The alternat;ion of nasal consonant;s.........
2.
52
54 55
Substan t i v e
p h r a s e s .. . . . . . . . . . . . . . . . . . . . . . . .
The alternat;e forms of concordial prefixes w ith various adjective stems.............. The locative enclitic 60 62 62
/-"-he/..
. ... . . . . . . . . . .
5.
T he subsecutive prefix......................
Vocabulary supplement;: Place n ames . . . , . .. . . . . . , .. . . . . , .. . , , . . . . . . . . 63
U nit' 4 Dialogue: G e tting help in the language............. ..

N ote s :
75
1. The use of tone in the Kirundi verb........ . 2. The non-tonal features of negative
indicat;ive forms.............. 3. T h e t o ne s of im m ediate indicative verb s ,
77
78
78
80
a ffirmative and negative..................

4. 5. T h e t;onal pat;t;erns of certain reduplication s Th e c on co r d t; h a t i s u sed w h e n t h e an t ec e d e n t
is quoted material...... .................
80
KIHUNDl
Unit; 5 Dialogue: A rranging for help in language st;udy....... Notes :

l. 2. 3. O b j e ct; prefixes again . . . ................
86
88
89 89
91
A d j e ct;ives used in noun po sition s . . . ....... T h e d i f f er ence between perfective and
imperfective verb stems..................

4. T h e t r a n s l a tion equivalents of many En g l ish a dj e c t i v es . V ocabulary supplemen t :
o
Names of languages; verbs for
>heavy, 92
light, easy, hard, expensive<............
U nit
6 101
D ialogue: C omparing not;es about language study...... Notes :

1. T h e t o n e s of v e rbs that cont;ain object p r e f i x es . . . . . . . . . 2. . . . .
. .
104
j 05
T h e u s e o f d i f f erent sets of pr efixes with t h e s a m e n o u n s t em
3. 4. A
C o m p a r i s ons of in equality .
. ... . . . . . . . . . .
106
10 7 '
t e m p o r ary n ote on c e r tain verb form s . . .. .
U nit
'7
F a m i l y r e l a t ionships...................... . 118
Dialogue :
V ocabulary supplemen t : 1. 2. S o m e m or e o c cupat;ions

o
120 122
S o m e k i n s hip term s . . . ...........-.........-
BASIC C O U R SE
Notes : 1. The tones of words used with / na /

wit h 2.

an d ,

O r d i na l num era l s . . . ....................... 1 2 5
U nit ;
D ialogue: M ore about family relationships. ......... 1 3 5 Vocabulary supplement;:

Numbers N ote s : f r om 1- 20 . . . . . . .
136
1. The pronunciat;ion of /miroongo / b e f o r e

v owel s . . . . . . . . . . . . . 2.

137
V o w e l l en g t h i n t h e co ns t r u ct i on wi t h
/na/
138
p lus a
n u m er a l . . . . . . . . . . . . . . . . . . . . . . . . .
3. Possessives used without; nouns............ 139 The tone of the copular / ni/ and / si% .. 14O
V ocabulary supplemen t : S ome useful adjectives . .

141
U nit ;
9 M o r e a b ou t f a m ily re lationships ...........
Dialogue : N ote s : 1.
152
P a r t i c ipial verb forms, immediate,
affirmative...................... ......
155
Uni t
10 Review .
.
162
KIRUNDI
U nit; 1 1
D ia l o g u e :
Getting street; direct;ions...,...,,,.... ..
175 178 178
Not;es: 1. Imperatives................... ..........

2. C o p u la r f o rms used in sp e cifying
1ocati o n s . .
3.
. . . . . . .. . . . . . .
. . .
T h e n e g a t ive imperative . .
179
Uni t
12
Dialogue: M ore street directions ............. . . . . . . Notes : l. Relative verb forms............ ......... 2. Re l a t i v e pr o n o u n s . . . . . . . . . . . . . . . . . . . . . . . .
186
191 192
U nit
13 20 0
Dialogue: P lanning a short; t;rip ....... .... , . . . . . . .

N ote s :
1. The non-immediate future tense...........
204
U nit; 1 4 Dialogue: B uying food............ . . . . . . . . . . . . . . . . . .

Vocabulary supplement': Some foodstuffs and their qu a lities . . ... Not;es :
215
2]7
1 . Non-indicat;ive negative verbs............ 2 1 9 2. The use of relative verb forms in

indirect; discourse..................... Vocabulary supplement;: W ords that; occured in the indirect di s 220
course versions of some dialogues...... 2 2 8-30 vii i
B ASIC CO U R SE
U nit
15
Dialogue: B uying clothing. ... . ..... ............. 232 Vocabulary supplement: Legal
2. N ot e s :
t e n d e r . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . 234
R o ut;ine daily occurrences . . . .............. 234
1.
T h e h o d i e r n a l t ens e . . . . . . . . . . . . . . . . . . . . . . . 236
U nit ;
16
.
Dialogue: B uying food at t;he door.. ...... Notes:
. .. .
245
1. The t;one of words like /irXgi/............ 247 2. T h e h e s t e r n a l t ens e . . . . . . . . . , . . . . . , . . . . . . . 248
U nit; 1 7 D ial o g u e : Not'es: 1 Au t o nomous verb forms.. ...
zatings
o 265
. .. .
. . . . . . . 267
2. The infinit'ive as a substantive........... 269
U nit; 1 8 .
Dialogue : W o r k i n th e kit;chen.........
....
278
Notes:
1. Th e su b j u n c t i v e . . . .. . . . . .
. . . . . . . . . . . . 281
U nit
19
Dialogue: R est;aurant and kitchen......... . . . . . . . . . . . 294 Notes:

1. T h e p r e s ent'at;ive forms.................... 297
2.
T h e d e fe c t i v e v e rb / - r i / . . . . . . . . . . . . . . . . . . 299
3. The defective verb /-te /. ix
. . . . . . . . . . . . 302
KIRUNDI
U nit
20 313
R evie; . . . . . . , . . . . , . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Uni t
21 Dialogue : N ote s : C a r i n g fo r c h i l dr en...... ....
324
l. The particle /nba-.

2. 3.
/.. . .
3 27
327
Th e n on - p er s o n a l p o s s e ss i v e s . . . . . . . . . . . . . . . T h e d e m o n s trative series with. the stem
/ r V a/
T he use o f / - r i i n d a / a phr a s e . a s t h e f i r s t v er b i n

328
329 332
5. The conditional tense...................... 330 6. Adhortative forms..........................
Uni t
22 D ia l o g u e : Climate and weather ..

. . .
. ... . . . . . . . . . . . .
341 344 345 346 347
Notes: 1. The periphrastic progressive tense........

2. S t e m e x t e n sions . . . ........................ The applicative extension . . . .............. The reciprocal extension.. .. . .. . . . . ....
Uni t
23
D ial o g ue :
N ote s : 1. 2. 3.
S e a s o na l c r o p s . . . . . . . . . . . . . . . . . . . . . . . . . . . .
357
360 361 362
T h e p e r s i stive tense . . . ...... T h e i n c e p tive tense . .

. . . . . .
. .. . . . .
. ... . . . . . . . .
P o s s e s s ive phrases used in noun s l o t s . . . . .
4. Two contrasting demonstratives............ 5.

The u s e o f Cl a s s 8 f or mi x e d a n t e c e d e n t s .
365 365
B ASIC C O U R SE
U nit; 2 4 Dialogue: The geography of Burundi.... Vocabulary supplement:

Some common f a u n a . . . . . . . . . . . . . . . . . . . . . . . . .
. .
. ..
379 383
Not es: 1. T h e v e r b /-ca/ followed by a partic ipi a l

f or m
e
384
386 3 87
2.
T h e v e r b /-ba/ followed by a partic ipi a l
0 rm
3.
4. 5.
T h e w o r d / ni/ plus /uko/ plus a clau s e . . .

Th e wo r d Th e wor d
/kimwe/. /hagati/ /hagati/ .. . . . .
387 387
U nit ;
25 A v i s i t t o a f r i e n d's home ..
Dialogue :
397
Vocabulary supplement:
A rticles found in the hou s e . . . . .......... . N ote s : 400
1. 2.
3.
T h e c o n s t r u c ti on / n i S e n t e nceswi t h /-ri
- ba/ . . . . . . . . . . . . .
401
na.. . / . . . . . . . . . .
402
402
T h e a b b r e v ia tion of personal nam e s . . . . . .. .
U nit ;
26 Car t r oubl e . 411
D ia l o g u e : Not;es : l. A
s p e c ial use of the verbal extension
/ - -an-/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. 3. A Th e v o ca t i v e u s e of n ou n s . . .
4 16
417
. ... . . . . . . . .
q u e s t ion followed by a v erb that; includes the subsecut;ive prefix

Xi
/ -ka-/ . . . .
419
KZRUNDI
4.
T h e e xt e n s i o n s i n t h e s t em / - k i r i z a / . . . . . .
419
420
5 . Forms that contain two object prefixes....
U nit
27
T h e g o v e r nm ent of Burun di......... . 430
Basic sentences :
Notes :
1. M e t h o d of p luralizing unassimilated Frenc h nouns. . . . . . . . . . .
. . . . . .
435
36
2. 3.
P a s siv e st e ms. .. . . . . . . 4 T he c o n s t r u c t i o n >every y ears > . . . . .
437
438 439
A use of
/ na /
w h i c h d o e s n ot c o r r e s p o n d > h a v e > , <with> , or >a n d > . . . . .
t o En g l i s h
5 . Two alternate ways of using Class 18......
U nit
28 443
B asic dialogue: M i scellaneous topics................ Notes: l . A use of the concord for Class 17......... 2. A us e o f / - t i /
448
3. Abstract nouns of Class 14............... 4. Negative infinitives.............. 5.

The hodiernal relative after
452 454 4 55
/ ni /
U nit
29 d i a l o g ues..

S hort
458
U nit
30. 476
S hort texts, with questions and answers..............
lossary..
498
BASIC COURSE
SYNOPSIS
A LEARNER>S SYNOPSIS OF KIRUNDI STRUCTURE :
Kirundi is
the pr i n c ipal language of Burund i.
I t s h a res a
h igh degree of mu t ual in t elligibility with Kinyarwanda, the lan g uage of Rwan da . C o n s i d e red together, the cluster Kirundi -
Kinyarwanda ranks third among Bantu languages, after Swahili and Lingala, with respect to number of speakers. T h ere are however two important differences between Swahili and Lingala on the one hand and Kirundi-Kinyarwanda on the other: (1) Swahili and Lingala are spoken over very wide areas, and a high proportion of their speakers have some other Bantu language as the mother tongue; Kirundi-Kinyarwanda is spoken in a relatively small area, as the fi.rst language. (2) Swahili and Lingala are relatively free of troublesome complexities for the learner; Kirundi and Kinyarwanda are full of them. Th e two books in this series which are concerned with Swahili and Lingala set out the grammar of those languages in the form of a s e r ies of individual not es, distributed
throughout the units of the course. The present volume presents the details of Kirundi grammar in the same way. I n addition, however, this synopsis has been prepared, first of all to provide
o rientation for th ose who p lan to use the en t ire bo ok , and s e c o ndarily for the s tu d ent whose desire is to l e arn as much as p o s s ible about the language in the sh ortest time . O n l y the most
i mportant features of the grammar are me n tioned at a ll , and th e v ocabulary used in th e ex amp les has in tentionally been kept sm a l l . T he exercises, with an sw ers given in square bra ckets at the r i g h t , are not intended to m ake this synopsis into an au t o -instructional
program, but only to give the reader an opportunity to participate

i f he desires to do so , and to k eep constant check on his u n d er s tanding of the t e x t . x ii i
SYNOPSIS
KIRUNDI
The analysis on which this synopsis is based is found in Essai de Grammaire Rundi, ( Tervu r e n : M u s e e R o y al , 195 9 ) by A . E .
Meeussen. C e rtain. key ideas concerning style of treatment have

b een acquired over the ye ars from many tea chers and c o l leagu es , e specially William E. We lmer s .
The p roblems w hich are faced by a non-Bantu student of

Kirundi may be c l a s sified under the three traditional headings of
phonology, morphology, and syntax.
>Phonology< has to do with all
aspects of pronunciation, but without consideration for the grammatical function or the dictionary meaning of what is pronounced. ~Morphology> is a description of the meaningful units of the language (prefixes, roots, stems, etc. ) and of the ways in which they combine with one another within single <words<. c onti n u e s c al l e d >Syntax > t h i s des c r i p t i on u p t o t h e l ev e l s of wh a t a r e usu a l l y
> p h r a s es > and < s ent ences<.
This synopsis concentrates on two of the most complex parts of Kirundi structure: (1) the morphology of the verb, and (2)
t he pronunciation of the vow els and consonants . 1. P R I N C I PAL FEATURES OF KIRUNDI GRAMMAR The
Subject prefixes, object prefixes, roots and st ems. kinds of meaningful
el e ments w hich may be f ound in a ny o ne K i r u n d i T h e r e are three,
v erb form are both num erous and highly diverse .
h owever, at wh ich the s tudent should look fir st, both be caus e
they serve as useful landmarks in the description of complicated

verb forms, and because they correspond closely with fami l i ar c ategories of In do-European grammar . T h e s e t h re e k i nds of e l em en ts
are (1) subject prefixes, (2 ) object prefixes and ( 3) r o o t s .
xiv
B ASIC C O U R SE
SYNOPSlS
The order in wh ich th ese components o f
t h e v er b h av e b e en
n amed is the or der in wh ich they occur wi thin a w o r d . c entral of the th ree is the ro o t : t uduug a . . . t ugeend a . . . These > we c l i m b
The most
<we go
two w o r ds differ in meaning in a w ay w h i ch i s a ppar e n t l y
c lose to the di ff erence between English <climb > differ in form by th e d i ff erence between
and <go> .
The y
/-duug-/ and /-geend-/.
T he f o r m s /- duug-/
a n d / - g e end-/ may thus be identified with

P u r t h e r i n v e stigation of Kirun d i w it h -
approximately the same meanings as those for which >climb> and >go> a re used in En g li sh .
would disclose no ba sis for re cognizing any more di v isions
in either of these forms; they are therefore what the linguist calls HOOTS. E v ery language has a large stock of roots.
W hat; is the root in each of th ese verb form s : t ub o n a . . . !we s e e . . rwe b u y . ~we i r o n . I . . t .. . l
[-bon- ] [ -gur - ]
[ -g o r o o r - ]
t ugur a . . .
t ug o r o o r a . . .
E ach Kirundi verb form has one and only one ro ot . may have any of s e v eral shap es, some of whic h ar e :
A root
- C-
( s i ng l e c o n s o n a n t) a n d c o n s o n a n t) vo wel) v o wel ) wh i ch n o t be
- duug - an d i k -
> to g o f r o m >
<to st udy , l e ar n ' do ~
- VC- ( v o we l -CVC-
( one s h or t
<to w o r k <to c l i mb >
- CVlVl C-
( one l o n g
two vowel s , ViCVpC ( may or ma y by a
<to w r i
t e>
a l i k e , s ep a r a t ed
c o n s o n an t )
xv
SYNOPSIS
KIRUNDI
W hat i s
t h e r oot i n ea c h o f t he s e f or m s ? w e go f r o m . . . t hey g o f r o m . . .
t he y t he y t he y go. . . l i ve . . . do. . .
t uva . . . b ava. . .
b aZa . . . b aba . . . b akor a . . . b aand i k a . . .
[-v-] [-v-]
[ -b- ] E-kor- ]
[ -an d i k - ]
t he y w r i t e . . .
I n e a c h g r o u p of
t h r e e wor d s ,
s tate which two have r o o t s
of the same general shape ( i . e . b ah ura ba~ oroor a Bamesuura
-CVC-,
- VC-, e t c .
):
[ -goroor - ] [-mesuur- ]
baba babona bava
[-v- ]
and
By far the most common shapes for roots are -CVC- CVl V l C - .
I n Kirundi, a verb root is always fo llowed by on e or m o r e s uf f i x es : -som-som- a - som- y e -som- e <to read <
(used in certain verb forms ( used i n
c e r t a i n ot h e r v e r b f or m s)
(used in still other forms
xvi
BASIC CO U R SE
smoPSxs
-som-eesh-geend-geend- e esh -
(a non-final suffix with causative (meaning) to cause to read ) > to g o > >to c a us e to g o>
What is the final suffix in each of th ese forms ?
t ugor o o r a bagura bagure tugeende
< we ir o n > > they b u y > <that they may buy< > that w e ma y g o >
The second of each of these pairs of verb froms contains one non-final suffix. W hat is it;? babona
b abonan a
< they s e e < > they s e e each o0her >
[-an-]
t uri ma
>we cultivate< >we cause to cultivate>
turimiisha
[- i i s h .- ]
Except in the simplest imperative forms, the root is preceded by one or more prefixes of various kinds:
som-a b a- s o m - a n t i - ba - so m - a
/
t read ) )
> they r e a d > < they d o n < t r ead>
V erb prefixes will be dealt with more fully bel ow .
j:n discussion of Kirundi verbs, it is addition to
exped i e n t
t o use, i n
>root>, the terms STEM and BA SE .
T h e S T E1'4 of a
K irundi verb form is d e f ined as the root plus all suff ix es .
xvi i
SYNOPSIS
KIRUNDI
The BASE of a Kirundi verb is defined as the root plus all suffixes except the final suffix.
Most kinds of Kirundi verb forms must con tain, in ad d i tion t o t h e s t em, a su b j e c t p r ef i x : 
m-vuga
u -v u g a
a-vuga t u- v u g a mu-vuga ba-vuga
>you (sg) speak< >he/ sh e s p e a k s >

<we speak< < you ( p l ) sp e a k <
< they s p e a k >
It will be noted that the subject prefixes stand for combinations
of person
(first, second, third ) and number S ingul a r

P lu r a l
(singular, plural
):
1.
2. 3.
n - (or m -) >I >

ua-
tumuba-
<we>
< you (sg) >

< he, s h e >
>you (pl)>
>they<
If / a s o ma / is translated >he, she reads<, what is the trans

lation of /musoma/?
[ <you ( pl . )
/basoma/ ? [ >they
r e ad>]
read>j
/nsoma/?
If
[>I r e a d <]
/ b a g e e n da / is one translation is equivalent; of <they go<
w rite the corresponding translation equivalent of :

l I go l
[ngeenda]
> you (pl . )

<we go
go>
[mugeenda] [t u g eenda ] [ageenda]

x vi i i
> he/she g o e s >
BASIC CO U R SE
SYNOPSIS
Different;iation. of person and number are familiar from t;he study of non-Bantu languages. But these six prefixes are used
only when the sub ject; is personal . F o r n o n p e r sonal t;hird person
s ubj e c t s
prefixes .
( and f o r
s o m e p e r s o na l o n e s) Kirundi uses other subj e c t
J u s t; which one is chosen depends on the i d en tity of i s t h e su b j ec t : <meat i s ex p en si v e <
t he n o u n t h a t
inyama ziraziimvye
umukaat'e uraziimvye ibiriibwa biraziimvye

/
< bread i s
e xpensive <
<foodstuffs are expensive< < oranges a r e expensi v e >
For this reason, it will be necessary in this discussion of verb forms, to glance briefly at the nouns of t;he language.
I n s o me , b u t ; n o t ; a l l
c as es ,
t h e s t u d e nt
wi l l
so o n l e ar n t o
perceive an alliterative relat;ionship between the subject prefix of a verb and the pr efix t'hat begins t;he noun subject of
t 'hat v e r b . After each of the words in the list, write either /iraziimvyye / or /uraziimvye/ or /biraziimvye /:
Umukaa t;e Imikaat;e I bi i n t u I mi d u g a I bi t abo Umuduga
/ /
<Bread
i s e xp en s i v e . <
[uraziimvye]
>Breads ar e < Things a r e

<Cars
e x p e n s i v e . < [iraziimvye] e x p e n s i v e . < [biraziimvye] [iraziimvye] [biraziimvye]
a r e ex p e n s i v e . >
<Books ar e > The car
expensi v e . [ ur az i i m v y e ]
Generally, about half of the pr efixes are used wit;h singular m eaning, and most; of t;he rest; are used with plural meaning . Most n o u n s t ; e ms , t ; h e n , o c c ur
Xix
wi t h a t
l ea s t
t wo p r e f i x e s
one
SYNOPSIS
KIRUNDI
singular and one plural: c uun wa umu~

imi ~ cuun wa i ki i nt u i bi i n t u izina a mazi n g
/
>orange<
<oranges<
t thi n g t > thing s I <name t
>names <
etc .
In general,non-personal noun stems that have /umu-/ in the s ing u l a r h a v e /imi-/ in the plural, stems that have / i k i - /
in
t he s i n g u l a r
ha v e /ibi-/ in the plural, and so forth, but there
a re s ome e x c e p t i o n s .
W hat is the plural form that corresponds to each of t h e f ollowing singular noun s :
umuti i ki i n t u umushuumba u mute e t s i igi t uu n gxa umuduga

/ /
>drug< > thin g < > servant < >cook<

> domest i c
>drugs ' <things < < servan t s > <cooks>
[ i mi t i ] [ ibi i n t u ] [abashuumba] [ abat e e t s i ]
<dom. animals < [ibituungwa]

t ear s <
a nimal < >car> [ i mi d u g a ]
What is the singular form that corresponds to each of these

p lur a l s ? i bi i nt u abashuumba a baka r a a n i < thing s < ~ servant s I < thi n g >
[ i k i i nt u ] [umushuumba] [umukaraani]
< servant > > clerk >
< clerks >
BASIC CO U R SE
SYNOPSIS
i bi r a a t o
i mi n w e i mi p a k a
>shoes> > fin g e r s >

>bounda r i es >
>shoe> > fin g e r > < boundary >
[ iki r a a t o ]
[umunwe]
[umupakaj
Matching of the sub ject prefix of the verb w ith the pr e f ix o f the noun sub j ect is ca lled CONCORD .
<Concord> affects the
prefixes of several other kinds of words also. N o uns that are

alike with respect to the concordial prefixes that go with th em are said to be in th e same CLA SS . T h e r e ar e e i g h teen such
tclasses< in Kirundi.
(Remember that in this s ens e t h e s i n g u l a r >thi ngs> ar e
form /ikiintu/ <thing> and the plural /ibiintu /

in different >classes<. )
In the following pairs of sentences, the concordial prefixes have been underlined. S tate whether the two nouns ( doubl e under l i n i ng ) are in the same class, or in di fferent class es : c aa n j e caanje kirX h e ?
k ir sh e ?
Ikiraato
I ~ki c or i
< Where i s > Where i s
my shoe?< my mai ze ?>
[ same c l a s s j
Ikiraato I gi t ab o
c aanj e k
ir ih e ?
> Where i s > Where i s
my shoe?> my book?>
[ same c l a s s j
caanj e
k i r Xhe ?
Ikiraato I kii n a ~
caaw e za a w e ~
kir xh e ? r i r Xh e '?
<Where i s
[different <Where is your bicycle?< classes]
y our sh oe? >
arche?
Umudu a ~
/
< Where is your fr i en d ?
different
wa awe
u rXh e ?
> Where is your car?<
clas s e s ]
Impuuzu Zm uuzu ~
/
gaanj e zaanje
irxhe?
>Where i
s my c l o t h ? <
different
z ir X h e ?
<Where are my clothes /

cloths ?<
cl as s e s)
SYNOPSIS
KIRUNDI
An object prefix, unlike a subject prefix
, i s n e v e r r eThe
auired in a Kirundi verb, but it is optional in most forms.
object prefix reflects the class of the object of the verb, just
a s the subject prefix reflects the class of the su b j e ct . Por
most classes, the subject and ob ject prefixes are id en tical in s hape. T h e o b j e c t pr efix follows the subject prefix and s tan d s b ef o r e t h e s t em : >tha t w e sh o u l d r e c ei v e t h em>
i mmedi a t e l y
t ubi r o o n k e
(e.g.
b abir o o n k e
b aki r o o n k e b azi r o o n k e
/i bi i nt u / < thi n g s < )
<that they should receive them< <that they should receive it< ( e.g. / i k i i n t u/ ~the thing~ )
> that they should receive th em >
( e.g .
/ i m p u u zu / > c lo t h e s <)
b e u se d wh e t h e r o r n o t
T he most striking difference in the use of su b ject and ob j e ct p ref i x e s i s t ha t t h e su b j e c t p r ef i x mu s t
t her e i s an ex pl i c i t nou n s u b j e c t w hi l e t he obj e c t pr ef i x i s

n ot o f t en u s ed u n l e s s t h e n o u n ob j e c t i t s el f i s omi t t ed . In
t his respect the ob ject prefix of a B antu verb is sim ilar to th e o bject pronouns of many Eur opean languages . A l i s t of subject
and object prefixes is found below. The numbers are those which
are customarily a s s i gned to t h e se classes in t he s t u dy of Ba n t u u sed throughout this cour s e .
languages generally, and which will be
Basi c f o r m of subject prefix r e f l ex i v e
Basic form of object prefix
1 sg
1 pl . 2 sg 2 pl .
-ny tu- ku -ba-
BASIC CO U R SE
SYNOPSIS
C lass 1 C lass 2 3 4
(3 sg. p e r s onal ) (3 pl . p e r s o nal)
-mu-ba-wu-
-ya- ki -
7 8
- bi - yi -
10
Z1.
-Z1.
-ru12
13 14 15 16 18
tu-
'tu-
mu-
Choose the correct object prefix for t;he second sentence in each pair . in par e n t;heses . T h e c l a s s n umber for the noun ob j ect; is given
Baguriisha ibitooke. (8)

>They sel l bananas . < Baguriisha ibit;abo. <They s e l l b o ok s . <
Ba
Ba
guri i s ha .
>They s e l l t h em. > g u r i i sh a . gu r i i sh a . gu r i i s h a . g u r i i sh a .
[Bab i g u r iisha.] [ -bi - ]
Baguriisha imiduga. <They s el l c ar s . <

aThey s e l l
(4)
Ba Ba Ba
E-yi- ] [ -z i - ]
Baguriisha impuuzu. (10)

c l ot h es . <
Baguriisha amagi. (6) >They s el l egg s . <
[-ya-]
x xi i i
SYNOPSIS
KIRUNDI
What is the grammatical term for the underlined part of

e ach w o r d ? Babi g u r a . Babi g u r a . B abi b o n a . B abi g u r i i s h a . T ubi k e n e y e .
[object prefix] [ subj e c t [st em] [non-final suffix] [subject prefix] [object prefix] [final suffix] p r ef i x ]
T uyik e n e y e . B azig o r o o r a .
B abi ~ u r i i sh a .
[base]
Pick out the part of each word that is named by the grammatica l t er m:
The subject prefix in / bagura/ . >they s e l l < The object prefix in /t u b i b ona /. < we see t h e m < T he s t e m i n /tuyarimiisha /. iwe cause them to cultivate< T he bas e i n /tuyarimiisha /. The non-final suffix in /tuyarimiisha /. The r oo t i n /tuyarimiisha /.
[bagura]
[ tu b i b o n a ] [ tuyar i m i i s h a ] [tuyarimiisha] [tuyarimiisha] [tuyarimiisha]
T he separate verb forms which may be c o n structed on a s i n g l e verb base in Kirundi number in the thousands . P o r t u n a t e ly , th e
s ystem by wh ich they are fo rmed is not so comp licated as th i s m ight suggest. Many of them differ from one an o ther only in t h e i dentity of the su b ject and/or object prefixes which they con ta in . In -eneral, the choice of one of th ese prefixes r a t h e r t h an a n o t h e r
x xi v
BASIC CO U R SE
SYNOPSIS
does not; have any effect on the meaning of the r ema ining part of
the verb form, or the grammat;ical structures in which it; may be used. For this reason, it is possible t;o make a preliminary
d ivision of th e th ousands of forms into about 60 <s e t s< . A SET
of forms is defined for purposes of t'his discussion as in c luding all verb forms which differ from one ano ther only wit;h respect to their bases and th eir subject and ob ject; prefixes.
Which two in each of t;hese groups of three verbs are in the same <set>? b azootaangur a
b azoo k o r a
( The bas e o f
e a c h v e r b h a s b e e n u n d e r l i ne d . ) [ bazoot;aangur a ] [ bazookor a ]
wil l do >
>they will begin<

>they
bakora
~they ( will )
>I>m l o o k i n g
do~
f or > [ ndoonder a ]
ndoondera
n dor a n zoo .e e n d a
[ndora]
t launder>

tl l i ve<
[ntibamesuura]
n t i t u ~vu a
> we don<t
speak>
[ nt i d u v u g a ]
b ageen d a
/
< they g o <

< that they should go < < that you should beg in >
ba~ eende m utaa n g u r e

/
[bageende] [mutaangure]
There are 21 sub ject prefixes and 21 ob j ect; prefixes, plus t;he possibility of the absence of an object prefix, so that; for any
given base t' he number of forms in one se t is as l a rge as 21 x
21 or
441.
Th e re a r e ov e r 60 su c h s e t s , which means a t o tal of xxv
SYNOPSIS
KIRUNDI
over 25,000 forms with any one stem.
The sets of verb forms may most clearly be described in

terms of six dim ensions . t h e n u m be r of T h e s e w il l be d e s cribed in o r der of ar e i n v o l v ed .
c o n t r a s t i n g se t s i n wh i ch t h ey
Dimension 1 : Affirmative vs. ne ative. This is a t w o - wa y contrast . T h e o v e r t r e pr esentation of the contrast is ei th er
the initial prefix
/nti-/, or the non-initial prefix / - t a - / . 2 ),
The former is used with all indicat; ve forms ( see Di mens i o n

t he latter with all non -indicative forms . m itted on this dim ension .
A l l 6 0 s e t s ar e c o m -
T h a t i s , i t is p o s s ible to say d e f in -
i tely of any set ei ther that it is affirmative or that it i s
ne;ative. The meaning difference is affirmation vs. negation.
F or each verb form two pr oposed translations are giv en . Pic k t h e co r r e c t

/
on e :
nti b abona t umesu u r a
< they s e e < ~ they d o n > t

>we l a u n d e r
see>
>
[ t he y d o n < t s e e j [ we l a u n d e r j [they not having gonej ) we don>t workj
> we don>t batageenda

n ti d u k o r a
/
l a under > gone>

h a v i n g g on e < w o rk >
< they h a v i n g
>they not < we wor k > <we don > t
Dimension 2 :
M o o d . T h i s is a f o u r - way contras t .
T he o v e r t
r epresentation of th ree of the four ca tegories is found in t h e t ones; the fourth is chara cterized by a v o wel before the su b j e c t p refix . A l l 6 0 s e t s a r e c ommit t e d o n t h i s d i men s i o n . Th e f o u r
categories differ with respect to the syn tactic positions in which they are us ed : i n d i c a t ive forms are used in main clauses,
xxvi
BASIC CO U R SE
SYNOPSIS
relative forms as modifiers of substantives, autonomous forms as substantives, and participial forms in other dependent verb positions.
Most; typically, the relative form has a t one on th e sy l lable a fter the beginning of the ro o t .
Choose the better rough translation for each verb, and say w hether it is IN D ICATIVE, or RELATIVE : babona
t they s e e > w ho see >
[ >who s e e< :
REL. ]
babona
t they s e e >
w ho s e c t
[ >they
see>: I N D. ]
ageenda
t he g o e s > w ho g o e s t
[ th e g o e s t . . I N D . ]
ageenda
> he g o e s t w ho g o e s t
[t . . .
wh o g oes<: R EL.]
bamesuura
> they l a u n d e r >

who l a u n d e r t
[t . . .
w h o l aun d e r t :
RE L . ]
b ataangur a
t they
begi n >
[ t t h e y b e g i n t : I ND . ]
w ho begi n > [tthey are expensivet ]
ziziimvye
t they
a r e exp e ns i v e > whic h a r e ex p e n s i v e t
z izi i m v y e
t they
a r e exp e n s i v e > whic h a r e ex p e n s i v e t
[ twhich are expensiv e t
x xv i i
SYNOPSIS
/
KIRUNDI
biziimbuutse
< they ar e c h e a p > w hich a r e c h e a p <
[ >which a r e c h e a p > ]
P articipial forms have a tone on the first vowel af ter th e first consonant . C h o o s e th e b e t ter rough translation for ea ch
v erb, and say w h e ther it is IND ICATIVE or PART ICIPIAL :
babona
> they s e e >

>they se e i ng <
[>they
s e e i n g < : PART. ]
amesuura
> he l a u n d e r s < > he l a u n d e r i n g >
[ <he l a u n d e r s > : I N D . ]
amesuura
> he l a u n d e r s < < he l a u n d e r i n g >
[<he l a u n d e r i n g < : P ART.
u shob o r a
>you ar e a b l e < > you be i n g a b l e >
[ >you ar e
abl e> :I ND.]
u shob o r a
<you ( s g . ) a r e abl e > > you be i n g a b l e >
[>you b e i n g
a b l e > : P ART
m ushobo r a
>you ( p l . ) ar e abl e > < you be i n g a b l e >
[ >you ( p l . ) b ei ng abl e >: PART.]
C hoose the nearest translation, and say wh e ther each v e r b f orm is INDICATIVE, RELATIVE, or PART ICIPIAL : babona
< they s e e < w ho see > > they s e e i n g >
[<they
seeing<:PART.]
babona
w ho see < < they s e e > > they s e e i n g <
[>.. .
w h o s e e > : R EL . ]
x xvi i i
BASIC COURSE
SYNOPSIS
babona
w ho see < > they s e e >

4the y s e e i ng >
[ >they s e e > : I N D . ]
i zii mbuut se
> it i >it
s ch e a p < w hic h i s ch e a p > b e i n g ch ea p <
[ :
PART. ]
bashobora
>they ar e a b l e > w ho ar e a b l e > >they b e i n g a b l e <
[ .. .
w h o a r e ab l e < : REL.]
The aut;onomous mood has an extra vowel before the s ubj e c t prefix. C h oose the better t;ranslation, and state whether each
f orm is RELATIVE, or AUTONOMOUS :
babona
w ho see > > ones who s e e >
[<.. .
w h o s e e > : R EL . ]
ababona
who see > < ones who s e e <

/
[ <ones who s e e <:AUT. ]
z izi i m v y e
w hich a r e e x p e n s i v e > > ones t h a t a r e e x p e n s i v e <
[ <.. .
which ar e e x pensive REL.]
iziziimvye
w hich a r e e x p e n s i v e > > ones t;hat; ar e e x p e n s i v e >
[ >ones t h a t AUT.]
a r e ex p e n s i v e
a baroonder a
w ho seek > > ones who s e e k <
[ <ones who
s e e k > : AUT. ]
b agoroor a
who i r
on >
[ >.. .
w h o i r on < : R E L . ]
> ones who i r o n >
SYNOPSIS
KIRUNDI
State whether the words in each pair differ according to NEGATION,

/
( Dimensio n
/
1 ) or a s
/
t o MOOD ( Dimensio n 2 ): [NEG. ]

[NEG.]
bageenda,
b ageen da , b ageen da ,
/
b a t a g e e n da
nt i bag e enda bag eenda
[MOOD]
[MOOD]
zitaziimvye, zitaziimvye
D imen s i o n
3:
T i me r e l a t i on s .
T hi s i s t r ea t e d i n Me eu s s e n > s T h e m o r ph s w h ich represent
tables as a s e v en -way di stinction .
the members of the c on trast are pr efixes made up of v o w els an d consonants except that the hodiernal-hesternal distinction depends
on tone. T h ese prefixes stand just before the object prefix or before the stem if there is no object prefix. All 60 sets are committed
on thi s d i me n s i o n . Th e mea n i n g s h a v e t o d o wi t h ma t t er s s om e o f
which are usually classified as
> tense>,
s o me a s < aspect < a n d o n e
as our
<mood> (in a sense different from that in which we have named < Dimension 2 > ). T h e
t e n ses have to do w ith the p l acement of K i r u n d i d i s tinguishes four of
an action along the time ax is .
these: immediate (past, present or future), pas0-today (also

cal l e d t h e < hodier n a l < ) , p a s t - b e f o r e - t
o d a y (also called the
< hester n a l >
t e n s e) and non-immediate future.
The a s p e c t u a l
t i me r e l a t i on s a r e t h o s e wh i ch h a v e t o do wi t h O n e o f t h es e is th e in c eptiv e , i s j ust begi nni n g ; t h e o t h er i s
t he shape of an a c t ion in ti me . whic h i s u s ed f o r a n a c t i on t h a t
the persistive, which calls attention to the fact that an a c t ion i s still going on .
The form with modal meaning that is in cluded in Dim ension 3 is the conditional, which is roughly equivalent to En g lish verb
BASIC CO U R SE
SYNOPSIS
phrases with
wo u ld or m i g h t .
All seven of th ese forms are classed together wit;hin a s ingl e d i me n s i o n b e ca u s e t h e y a r e m u t u a l l y ex c l u s i v e wi t ; h o n e A l s o , a s ha s a l r eady been point;ed out, they are a l l i n 0h e c a s e o f t h e i mm e d i a t ; e t e n s e , i n t;h e v e r b s t r u c t; u r e .
a nother .
r epr e s e n t e d b y p r e f i x es ( or ,
lack of a prefix ) i n o ne an d t h e sam e s l o t
The tense t'hat; refers t;o past act;ions within t;he present
d ay ( t h e
< hodier n a l >
t e n s e) i s
c h a r a c t e r i z e d b y a n /- a- /
i m me-
diately after the subject; prefix: n kor a . . . n ako z e . . .

ll do . . . . I
>I d i d .
. . . (sometime today )
M ost; subject prefixes have a s l ightly different form when th e y s t an d b e f o r e a v owe l : a soma . . .
<he/she r e a d s . . <he/she
..>
y asomye. . . t ugeenda . . . twagi i y e . . m ugeenda. . .

mwaagi i y u geen d a . . wagi i y e . e. . . . .
r e a d . . . . (sometime today )< . . (sometime today )<
we g o . . . . T
< we went . .
~you (pl . )
g o .. . . ~
> you ( p l . ) went... (sometime today > you ( s g . ) go
).>
~you (sg. ) went; . . . .
( s o me t i m e t o d a y ) . >
Choose the better approximate translation, and state wh e ther t he verb is IMMEDIATE t;ense, or HODIERNAL ten s e :
Nataanguye . . .
Nkor a kaz i .
 >I be g i n . . . <

tl work. 1
[ hodi e r n a l ] [ immedia t e ]
> I wor k e d . . . (sometime today ).> xxxi
SYNOPSIS T wakoze k a z i . Naboonye . . .

Nkoze . . . .
KIRUNDI
> We work. >
[ hodiern a l ]
[ hodi e r n a l j [ immedia t e ] [ hodi e r n a l j
> We worked.. . (sometime today)>

.
> I see. <

>I saw . ..(sometime t;oday )> > I>ve j u s t do n e . . .< >I d i d . . . (sometime today ).> < They'v e j u s t ; r e a d . .. > < They r e a d . . . (sometime earlier today ).t > They<ve j u s t r ead . .. > <They r e a d . . . (sometime earlier
B aasomye. . . .
B asomye. . . .
[ immedia t e ]
today). <
The hesternal or <yesterday<, tense differs from t;he hodiernal in having a t;one on the subject; prefix.
Choose the appropriate time expression, and st;ate whet;her each of t;he following verb forms is HESTERNAL or HODIERNAL:
Baaboony e i ki ?
/
<What did they see (today) ( bef or e
? 1 [ H ESTERNAL] t oday) [HODIERNAL]
Baaboonye i k i ?
r
Plwaariiye iki?
> What di d
y o u (pl. )
e a t ( t ; o day)
( bef or e
t o d a y)
?l
HODIERNAL]
[HESTERNAL]
Baavuuyehe?
< Where di d
t ; h e y c o me
el
from {t;oday)
( bef or e t oday
)~
The immediate tense may be u sed in t;alking about; the immediate fut;ure, but verbs that refer t;o more remot;e future
act;ions are characterized by t;he prefix /-zoo-/.

t h e s e v e r b s i n I Mb I E D I A T E , o r ( n o n -
S tat e
w h e t h e r ea ch o f
x xxi i
B ASIC C O U R SE
SYNOPSIS
i mmediat e ) bageenda
FUTURE:
[IMM. ] [FUT.]
[FUT. ]
b azoo g e e n d a t uzoosh i k a
For purposes of this synopsis, the persistive, inceptive,

a nd conditional forms will be om itted .
Dimension 4: Im erfective vs. perfect;ive as ect. This is

a two-way contrast;. Th e o v ert representat;ion of the cont;rast is
found at; t;he very end of the verb form: e ach imperfect;ive ends in some consonant plus /-a/, while the corresponding perfective e nds i n /-e/; t'his /-e/ is preceded either by a consonant; dif-
ferent from t;hat; of the imperfect;ive, or by the imperfect;ive c onsonant; p l u s
/y/.
Some verbs have irregularly formed per-
fect;ives, however. P erfective forms are used when t;he action

is regarded as being complet'e, imperfectives are used for act;ions
in progress, or actions mentioned wit;haut regard to complet;eness,

but; t;he English translat;ion is not a reliable guide as t;o which a ct i o n s a re ar e
i consi d e r e d
c o mp l e t e < i n Ki r un d i .
t h e s et s t hat
I n a l l , 44 s et; s
ar e not, a r e t h e h av e t h e c on-
c o m m i t t e d on t ;h i s d i me n s i o n ;
inceptives and the fut;ures ( Dimensio n
3 ), whic h
s onants and final vowels o+ the imperfectives .
S tat;e whet'her each of these verbs is PERFECTIVE , or I MPERFECTIVE : n dahag e z e u raken ey e u zoo t a a n g u r a >I<v e a r r i v ed h e r e >
[ PERF.] [PERF.] [IMPERF.]

[I MPERF.
> you n e e d < < you will begin <
ndoondera
m looking for~
x xx i i i
SYNOPSIS b arar i m a
s inuumvi i s e
/
KIRUNDI
<they c u l t > I don< t
i v at e < underst and>
[IXPEm. ] [PERF ]
Notice that the English equivalent of a perfective form may or

an m~ ot s o n n d a s t a o ng|r it rel'ers to a completed action or p r o c e s s .
Dimension 5 :
To n e C l a ss .
V i r t u a l ly a ll ve rbs in K i r u n di fal l T h e o v e r t d i f f erence between th e
into one of two t one c l a ss es .
two is found in th e p r e s ence of a h igh tone in c e r tain forms of one verb, and the ab s ence of high tone in the co rresponding forms o f other verbs . O n l y 1 3 s e t s are committed with respect to th i s
d imension., 8 of which are the affirmative and negative inceptiv es .
The difference is completely without grammatical meaning.
G iven below are th ree forms of a h igh ve rb , and the c o rr e s ponding forms of a low v e rb . St a t e w h ich verb is in th e H I GH
t on e c l a s s , a n d wh i ch i s i n t h e L OW t o ne cl a s s . n aboon y e


< to s e e <
kubona babona
/
[HIGH]
>. . .who s e e <

to cultivate >
nari mye
k ur i m a b ar i m a
/
[r,ow]
< ...who cultivate <
Do t h e
s ame f or a bat a a n g u r a t waag o r o o r a
t h e t wo v er b s / - t a a n g u r a <thos e w h o b eg i n >
/ and / - g o r o o r a / :
< we ir o n e d
(today) <
( toda y ) xxxi v
b azoogoro o r a
BASIC COURSE
SYNOPSIS
I s t h e s t e m /-taangura/ in t;he HIGH class, or t;he LOW? I s t h e s t e m /- goroor a / in t;he HIGH class, or the LOW?
[HIGH] [LOW]
D imensio n 6 :
e. Lanka
This is a t wo-way d istinction.
1ts
m ost characteristic mark is t;he prefix / - r a - / , >dis j u n c t < f o r m s. Fo r ms t h a t a r e n o t di s j unc t
which is used wit'h a r e >conjun c t ; >. The
Only ten sets are committed with re spect; to t;his dimension . signif'cance of the d i stinction is grammat;ical: t he c o n j u n c t
must be followed by some kind of ob j ect or other word to w h ich it, is closely tied . T h e d i s j u nct; may be used without a f o l lowing
object', or with a following object; where t;here is no c los e c o n nect'ion between verb and object.
Place a period after each disjunct form , to c an be i-.he last word in a s e n tence .
signify that; it
P lace t h r e e d o t s ( . . . )
aft er
t ;he conjunct forms, to signify that; it must be followed by s o m e thing furt;her. n avuz e
/
 I sp o k e
( bef or e ( bef or e
today)< t oday)<
[ .. . ( conjunct ) ] [. ( d i s j u n c t;) ] [. . . ( c on j n c t ;) ] [.(di s j u nct;)]
naravuz e t ur i i y e
/
>we <ve eaten < > we>ve eat e n >
i'ur a r i
i ye
The i n t er s e c ' c i o n o f
t h e s e s i x d i men si o n s wi t h o n e an o t h er
accounts for over 90 per c ent of the forms of any K i r undi. verb. There are how ever a few set;s of forms which lie out;side this framework . M o s t i m p ort;ant are the subjunct;ive, i;he infinit;ive, T h e s e ar e d i fferentiated for Dim ension 1
and the imperat;ive.
( affirmative vs . negai-,ive), and the infinitive shows th e ton e c las s of a v er b ( Dimensio n
5 ) , but, t;hey are not; marked for mo o d ,

T h e s e s et;s need not be d i s cussed
tense, aspect, or linka ge . f urther in a b r ief synopsis .
xxxv
SYNOPSIS
KIRUNDI
The discussion of subject and object prefixes showed one important role which concordial agreement plays in the operation of the Kirundi language. A list of concordial
c lasses was given on p . x , t o g e t her with a l ist of the p r e -
f ixes which represent those classes where the sub j ects of ve rb s a re concerned.
C lass concords also appear in many o ther parts of th e
l anguage :
C lass 8 : I b i r i i bwa mu f ise ni ibi k i ?
( <Foods t h a t - y o u - h a v e a re w h i c h ? > )
C lass 10 :
I m p u u z u m u f ise ni in k i ?
(<Clothes that-you-have a re w h i c h ? > )
C lass 8 : C lass 1 0 :
Zana ibiriibwa . Ngi i b i .
> Bring foodstuffs . <
> Here t h e y > Bring

>Here
are. <
Z ana i mpuuzu .
Ngi i z i .
[ a r t i cl es o f ) c l ot hi ng . <
t he y ar e . <
C lass 3 :
Clas s 12 :
Um u d u g a w aawe n i
m wii z a . Ak a z i k a aw e n i k eeza .
> Your ca r < Your wor k
i s goo d . < i s goo d . <
Compare these two sh ort dialogues, which are id en tical e xcept for the fir s t n oun and the concords that depend upon i t .
/ /
Barafise impuuzu?
Eego, Baf i s e Oya, Ni b a raz i f i s e . ~n i i n s h i ? b a f i se n k e .
/ /
>[Do]
t h e y h a v e [ ar t i c l es o f ] c l ot h i ng ? < have t h em.<
< Yes, t h e y
> Do they h a v e ma n y ? >

>No, t h e y >How many h a v e f ew . < a r e t h er e . <
z i i n ga a h e ? gu s a .
( <[They ]
Zi t a a n u
a r e h o w - many ? > ) >
> Five o n l y .
x xxv i
BASIC CO U R SE
SYNOPSIS
Barafise ibit;abo?
/
>Do t;hey h av e
b o o k s ?>
Eego, b a r a b i f
B af i s e O ya,
/
i se .
> Yes, t ; hey h a v e t ; h e m. >

> Do t h e y >No, t ; h e y hav e many ? > h a v e f ew . <
~ v i i n sh i ? ba f i s e bak e .
b ii n gaahe ? Bit a an u g us a .
( >[They ]
a r e h o w - many ? <) >
< Five o n l y .
Now underline t;he concordial prefixes in the fo llowing
c onver s a t i o n :
/
Baf ise
/
am akara amu? se.
> Do they h a v e p e n s/ pen c i l s ? <
Eego bar a y a f i
Baf i s e
meenshi ?
[ m-]
[ma-j
Oya, bafise make. Ni a a n gaahe ? A taanu g u s a .

/
[aa-]
T hi s
c o nc l u d e s t; h e p or t i on of
t h e s y n op s i s wh i ch i s d e v o t ; e d
t;o grammar.
x xx v i i
SYNOPSIS
KIRUNDI
II. THE SOUNDS OF KIRUNDI
Pronunciation and spellin in Kirundi.

K irundi is a w ell sp elled language, in the sense that di s tinctive sounds of the language are spelled in a h i ghly consistent way . T h e i m p o r t ant exceptions are to be found in
( 1) t h e pres-
lack of consistent distinction between long and short vowels in
ordinary writing, ( 2)
t h e a b s e n c e of tone marking, ( 3) t h e
ence in some dialects of a contrast between j-jy, c-cy, sh-shy, ny-nyy,

which are lacking in the sp eech of many Barundi, including those who p r e p a r e d t h i s b o ok .
The tones
of K i r u nd i . to nes wi ll be found on p. lOff., as a
Discussion of Kirundi p art of Unit l .
T he vowels of Kirun d i . Kirundi has five vowels, spelled a ,
e, i,
o , and u . A n y o n e
of these may occur either single length or double length: /guhaga/ >to force, fill with airI with a short vowel, where /kuhaaga/ <to e at e n o u gh < ha s a l o n g v owel .
Juxtaposition of two different vowels does n ormally fluent spoken Kirundi :
n ot
occur
in
/
t he p h r a s e s p e l l e d /ni Umuruundi /
/
>he is a Murun di > is pronounced f,nUmuruundij.
The w o r d
w h i ch stem
c onsists of the pr efix whose usual form is /ba-/ and th e whose usual form is
i i nsh i / >many> is pronounced not /bainshi/, but /beenshi/.
x xx v i i i
BASIC CO U R SE
SYNOPSIS
Which of the following words, taken from a number of other Bantu languages as well as Kirundi, conform to the Kirundi pattern of vowel use?
k ut a u r a
neeza
kiongozi
[neeza]
nyama idya wakae
[nyama] [idya]
V owels at the beginning and end of a w ord are u s u ally sh o r t .
W hich of th ese Kirundi words have long vowels in a p o s i t i o
where vowels are usually short? kugeenda b aashi t s e

eego i taandukaani r o
> to g o > > they a r r i v e d > <yes >

>di f f e r en c e <
[eego]
g a nt u u
( a f o r m o f a d d r e s s)
[ntuu]
af ter a combi-
Vowels are usually, though not always, long
nation of a consonant followed by /w/ or /y/. They are also usually, but, not always, long before a nasal consonant (/m/, < semivowel s <
/n/, /ny/) followed by some consonant other than th e

t he en d o f a wor d .
/w/ and /y/. T his does not apply to vowels at the beginning or
How would each of th ese Kirundi words be r e spelled to v owel length, according to the above general rul es ?
show
SYNOPSIS
KIRUNDI
kugenda g utangur a
umwaka
< to g o > < to b e g i n < <year> >one<

> year s <
[kugeenda] [gutaangura]
[umwaaka]
kimwe
imyak a u mudanda z a u mwubat s i
[kimwe]
[imyaaka ] [umudaandaza] [umwuubatsi] [amasaangaanzira] [ i n d wi ]
> merchant < >buil d e r < >intersection< >seven >
a masaangaanzi r a
in d wi
The pronunciation of the vowels.
The phonetic values of these vowels are roughly the same as the values usually assigned to the Engli s h le t t ers in most other languages.
w o r d s c o n t a i n i n g t h e c l os e s t E n g li sh a p p r o x i m a t i o n s t o
read, red, rod ( Ameri c a n
the Kirundi sounds are respectively
E ngli s h ), raw, rude. But in final position, the phoneme e o f t e n

has a sound much l ike the vowel in English rid.
T he consonants of Kirun d i . K irundi, like most Bantu languages, is a language in wh i c h consonants occur only at the b eginning of a s y l l ab le, never a t
the end. A syllable may begin with something very simple (e.g.
/ f/ ) ,
or with something much more complicated
( e.g. / mfw/ ) .
D ivide the following Kirundi words into syllables : k uger a umuunt u i nzi r a >to ar r i v e <
[ ku- g e - r a ] [ u-muu-n t u ] [ i-nzi - r a ] [a-ma-saa-ngaa-nzi-ra]
>person< > path, way<
a masaangaanzi r a
<intersection ~bank~
[i-taa-ndu-kaa-ni-ro] [ i-baa-nki ]
The more complex consonantal combinations conform to a p attern which may be of i n t erest to students of the langua g e :
(1) Most of the simpler consonants are produced by partial

or c o m p l ete ob s t ruction of t he outward flow of ai r, pro d ucing
audible friction and/or complete stoppage. T hey are c al l e d

OBSTRUENTS. C ol . 1 Th ey a r e : C ol . 2 Col.
(iy)
( shy) s h
f pf
s
'ts
(cy)
( Those e n c l o s e d
i n () occur in some forms of the language, but
not in the speech of the Barundi who produced this book.)
(2) Corresponding to the three columns of obstruents, there are three NASAL consonants, spelled m ( Col. 1 ) , n ( C o l . 2 ), an d
n ~
( C ol . 3 ) .
(Notice that each of the single sounds / / ny /
, s h, n y /
p r e c edes
is spelled with two letters. )
M o s t of the ob s truents may be p r e -
ceded by the nasal from the same column, but wh en a n obstruent, it is sp elled n .
W hich of these words, taken from Kirundi and o ther Ban tu languages, conform t o t h e K i r u ndi rules for combinations of
n asal plus obstruent consonants ?
SYNOPSIS
KIRUNDI
impuuzu mtoto n ti b a b a
in g o ma w amshi n d a mgeni mugeenz i inka
[ >cloth >]
[ >the y d o n < t r es i d e < ]
['drum'J
[(a form of address
)]
[ >catt l e > ]
(3) A third group of consonants consists of the two SEMIVOWELS, /w/ and /y/. M ost nasals, obstruents, and combinations of nasals plus obstruents, also occur followed by / w/ a n d
/y/
( 4) T h e s o u nds / r / a n d /h/ may be followed by semivowels,
but may not be preceded by any consonant.
Which of the following look as though they might be Kirund'

w ords ? intwaar o d uf i s e o kpar e n gi b i t aambal a isti ma u soh o t s e
[ >admini s t r a t i o n > ]
[<we have<]
[ <here t h e y a r e > ]
[ <you h av e g o n e o u t > [ >i t goes<]
isa
u mucher i iceenda
[ >ni n e > ]
xii i
BASIC CO U R SE
SYNOPSIS
The pronunciat;ion of t;he consonant;s.

Obstruents. Th e p r o n u n c i ation of the o bs t ruent consonants
of Kirundi will be d e s cribed wit;h reference t;o four sets of physical characterist;ics: l. O n e s e t of p h y s i cal charact;erist;ics has to do with th e
part;s of t;he t;ongue and mouth that are involved in forma tion of each sound . P h o n e t i c symbo ls, based as closely as po s s ible on
the Kirundi spelling system, are given in square brackets. a. B ilabial (i.e. both lips) . Kir u nd i b. c.
T h e b i l a b ial soun ds of
a r e s y m b o l i z e d [ p ] , ['b j , [ 1 ] . l ow e r l i p and u p p e r t eet h : [ f ] , [ v ] . o f t ong u e a t ; u p p e r t eet h ) : [ t ] , [ d ] ,
Lab i o d e n t ;al ( i . e . Ap i co d e n t a l ( ti p
[ s] ,
d.
[ z] , etc .
Pal a t a l ( middl e o f t ong u e a t ha r d pa l at e ) : [ c ] , [sh j ,
[jj. (NB The symbol sh is to be regarded as a unit;, and not as representing s plus h.
b een c h o s e n i n or d er This compound symbol ha s
t ;o av o i d c on f l i c t ; wi t h t h e est a b l i sh e d
spelling of Kirundi. )
e.
( D o r s o)vel ar s
P revel a r s :
( b a c k o f t on g u e a t t h e s of t ; p a l a t e ) : [ k ] ,
[gl.
(like the velars, but' a lit;tie farther
forward in the m ou th
) : [k'] ,
[ g' ] .
2. A
s e c on d se t of ph y s i cal characteristics has to do w i t h
t he kind of closure which the sound requires . a. S o m e h a v e m om en tary but; complete stoppage of the a i r T h e s e ar e c a l led STO PS . Some of the stops of
s tream.
Kirundi
a r e s y mbol i z e d b y [ p ] , [ b ] , [ t ] , [ d ] , [ k j , f k ' ] ,
[ g],
[g']
x li i i
SYNOPSIS
KIRUNDI
b. S ome have audible friction, but without complete stoppage, at some point. They are called PRICATIVES.
Some fri c a t i v e s
a r e : [ f j , [ v ] , [ s] , [ z j . [ sh ] .
3. A
t h i r d se t of ph y s ical characteristics has to do w i t h
strength of ar ticulation .
a.
S T RONG ( >fo r t i s < ) ar t i c u l a t i o n :
[p ] , [ X'], [ t ] , [ s] , [ k] , [k ' ] ,
[sh], with aspiration (i.e. a strong puff of air ) f o l lowing the strongly articulated stops. WEAK ( ~leni s > ) ar t i c u l a t i o n :
[ b ] , [ v ] p [ d ] , [ z ] , [ g ] p[ g ] p [ / ] .
4. The last pair of physical characteristics are presence and absence of voice vibration during the production of the sound.
a.
S o me vo i ce d s ounds are : [ b ] , [ 1 ] , [ v ] , [ d ] , [ g ] , [ z ] , Some voicel es s s ounds ar e : [p ] , [ f ] , [v ] , [ d] ,
[ g], [ j ] .
[g], [ z ] ,
[i] .
The relationships among these four sets of physical characteristics, in the language as it is actually spoken, may be shown most clearly by a series of diagrams.
t
e4
s
etc.
Dia g r a m xli v
l a.
BASIC CO U R SE
SYNOPSIS
In Diagram la, the area within the upper circle stands for all stops, and the lower circle for all fricatives. T hat is to say, any sound that requires stoppage should be shown within
t he upper circle, and any that requires friction within th e l owe r o n e . Th e c i r cl e s a re s h o w n a s ov e r l ap p i n g b e c a u s e of
a group of sounds ca lled AFFRICATES, which consist of a stoppage f ollowed by a f r i c tion .
As the next step in developing a visual representation of i-,he relationships among Kirundi obstruents, we may remove the circles, leaving a single straight-line axis: STOPS: p , t, b , etc .
AFFRICATES'
pf ,
t s , bv , et c .
F RICATI V ES :
f , s , v , et c .
D iagram l b . In the same way, voicing vs. voicelessness a nd s t r o n g

weak articulation may for Kirundi be
vs .
c ombined on a s i n gle ax i s :
p pf sh etc .
bv etc ~ ei -.c
D ia g r a m
2.
xlv
SYNOPSIS
KIRUNDI
A third axis shows points of articulation, from the ones farthest forward in the mouth to those that are farthest back:
k etc .
c
f etc .
etc. ~ d en t a l ~ pal at al
etc .
~ p r e v e l ar
v el ar
etc .
~ ~
etc .
~
l abio de n t a l
b ila b i a l
Diagram 3 These three dimensions may be combined as in Diagram 4. In Diagram 4, solid lines connect points that stand for sounds
t hat actually occur in Kirun di . the viewer see the diagram in D a s h e d l i nes are a d ded to h e lp perspective . T h e d i s t i n c tion
b etween narrow and heavy so lid lines stands for a k ind of i n f o r mati o n w h i ch h a s n o t b een m e n ti on e d u p t o t h i s p o i n t .
In any language, certain pairs or groups of sounds that are

p hysically distinct from another are tr eated as th ough they w e r e the same . O t h e r p a ir s or groups of sounds, even though separated
from one another by comparatively small physical differences, may be treated as di stinct from one anoth er . J u s t w h i c h g r o ups of So for
s ounds are treated in which way depends on the language .
example, in EnElieh we eay that ~z 'ingin a n d ~ri ~i~n ar e d i f f e ren t w ords, and we ar e v ery cl early aware of the diff erence be tween th e c onsonant sounds in the m i d dle of th em . I n J a p a n e se , the same tw o
s ounds are treated as in terchangeable, they never distinguish wor d s from one another, and a n a t ive speaker of Japan ese normally does n ot notice the difference between th em . s ol i d l i n e s c on n e c t s ou n d s t h a t I n D i a g ra m 4 , t h e n , h e a v y
a r e , wi t h i n t h e e c on o m y o f K i r u n d i ,
t reated as non -significant variants of a s i n gle un i t . xlvi
( In l i n -
BASIC CO UR SE
SYNOPSIS
velar
I
[g]
p reve l a r
[a'
J
I
[g'
/ /
/
I I
I I
I
/
/
I
I
[
/
'[d)
[dg
/
/
/ /
/
/
/
/
/
/ J
[s ]
/
' ~ pal a t a l
/
/
/
/ J
/
/
/
J
/
[es]
[dz]
[dz
/ /
/
/
/ /
[s]
[z]
/
/
[z]
/
/
dent;al
/
/
[p
a/
I
/
/
I
I
I
J
/
/
/ /
/ /
I
[pf
I
L
/
I
/
/
[f
I I I /
[v [4
[v
~
.~
l abi odenbal
IJ
bi l a bial D iagram 4 .
The obstruent's of Kirundi: phonetic and phonemic re lat;ionships.
x lvi i
SYNOPSIS
KIRUNDI
guistic terminology, they are >allophones> of a single <phoneme>. Thus, the voiced fricative [z ], the voiceless [z], the voiced and
voiceless affricates [dz], [dz] are all members of a single Kirundi phoneme, usually written / z/ . Not e t h e pa r al l el r el a t i on s h i p s
among / g/ ( [ j ] , [ j ] , [ dj ] , [ dj ] ) , a nd /v/
bilabial fricative [b] .
( [ v j , [v ] , [ b v j , [b v ] ) .
The phoneme /b/ includes the voiced stop [b], but also the voiced The ph o n e me/ d/ i n c l u d e s [ d ] , wh i c h l i k e
[b] is a voiced stop, but the other allophone of /d/ is an unvoiced, w eakly articulated stop [d], rather than a voiced fricative. T h e diagram thus summarizes in graphic form not only the symmetries but also the violations of symmetry which are to be found in the
r elationships among the ob struent consonants of Kirund i .
The consonant phonemes of Kirundi are pronounced as follows:
/p/
[~h]
Af t er m
: A very heavy puff
i mpuuz u
> clot h <
o f air, usually but not always preceded by very brief complete stoppage of the air at the lips,
and a l s o a t t h e en t r an c e t o t h e
mp e j e j e ve f i n i sh e d >
nasal passages. [ Technically, a voiceless, heavily aspirated

b ilabial stop, alternating freely ,
w it h
a s t r on g [ h] - l i k e s o u n d . ] rup a a p uro >paper>

umupaka > bounda r y >
[p"]
In other o s i t ions: momentary u

complete stoppage of the ai r stream at the li ps, followed b y a noticeable puff of a i r . [ Tech n i c a l l y , a v o i c e l e s s , f ortis, aspirated bilabial stop . ] x lvi i i
B ASIC C O U R SE
SYNOPSIS
[' h] Aft;er n
: A v e ry heavy puff i ki i n t u < thi n g > < there i s not<
of air, usually but not always nt;aa

preceded by very brief complete
stoppage of t;he air stream by

the tongue tip at t;he upper t;eeth, and also at the en trance
to the
n a sal p a s sages.
[Tech-
nically, a voiceless heavily aspirated apicodent;al stop, alt;ernat;ing freely wit'h a strong [h]-like sound.
/
[t;" ] In other ositions:
moment;ary gutaangura z ita t u
< to b e g i n >
13E
complete st;oppage of the air stream by the tongue t;ip at the upper teeth, followed by a noticeable puff of air. [Technically, a voiceless fortis aspirated apicodent;al
s top. ] [~'h] B e t ween /ny/ and /i/ or /e/:

A very heavy puff of air, usually but; not; always prec eded b y s t o p p age b ot h i n nke
n ki n a . . .
>few< < I pl a y <
t ;he mouth and at 0he en trance to the nasal pass-
a ges.
The s t o p p a g e i n t ; h e
mouth is made be tween the
b ack o f
t he t; o n gu e a n d a n xli x
SYNOPSIS
KIRUNDI
a rea n ea r
t h e b o u n d ar y o f
t he sof't and hard palates .
[Technically: a voiceless, heavily aspirated prevelar

stop, alternating freely
with a strong [h]-like s ound. ]
["h] B etween n Uowels:
and o t h e r
kuroonka
<to r e c e i v e >
A s above, except i nk o o f eero < h a t <
that the stoppage in the mouth is at the soft pal-
ate.
[Technically, a
voiceless, heavily aspir-
ated ( dors o ) v e l a r
st op ,
alternating freely with a strong [h]-like sound. ) [kx'] B efore i , e after n and n o t gukenera <what< < to n e e d >
: m om e n t ary
complete stoppage of the

air stream by the ba ck
of the tongue against a

p oin t n e ar t h e bound ary
of the soft and hard palates, followed by friction.
[Technically, a voicel es s p r ev e l a r g r o ov e
affricate.]
B ASIC CO U R SE
SYNOPSIS
[k~]
Before other vowels and not a ft e r n : As abov e , ex -
umukaate guk or a
t bread s
t to dot
cept t'hat stoppage is at t he soft palate . [Tech-
nically, a voiceless, fortis, aspirat;ed velar stop.]

/
[b]
Af t er m
: C o m p l et;e stop-
imboga igit;aambara
<veget a b l
es >
page both at t;he lips and
> fabr i c <
at the
e n t r a n c e t o t; h e n a Voi ce v i br a-
s al p a s s a g es .
t;ion continues throughout the stoppage. [ Technically, a voiced bilabial stop.] < to wor k wood<
['h] In other o s i tions: eit;her
kubaaza
b ash i t s e
[b], a s above , o r a s ou n d
in which audible friction
i t h e y <v e a r r i v e d > > to ex a mi n e <
kuraaba
is produced at the lips, requiring, constriction but not complete stoppage of t he a i r s t; r e a m . Th e [ 1 ]
variant; is especially common between vowels. [Technically, a voiced

'bilabial fricat;ive.
]
ndoondera abaandi
>I l o o k f or >
[d]
Af t;e r
n :
Co m plet;e b e t ;ween
stoppage b o t h
>other
( people ) >
the tongue tip and th e
SYNOPSIS
KIRUNDI
upper teeth, and at the entrance to the nasal passages . Voi c e v i br a -
tion continues throughout
t he s t o p p a g e .
[ Techni a Pi c o -
c ally, a voiced l e n i s
dental stop.]
/
[dj 0
In other o s i t ions: either [ dj , a s a b o v e , o r a s t op
umuduga daata
>automobile<
gamy fathert
during which the voice is i nter r u p t e d . [Technically,
a voiceless, lenis apicodental stop.j
/g/
[g'] Sometimes after n before i ,
and
ngeenda n gir a iraangi
>I go> > I do > >ink<
e : Co mplete
stoppage at the entrance to the n a sa l p a s s a ges a n d
also between the back of
t he t o n g u e a n d a n a r e a near t h e b o u n d ar y o f t he
soft and hard palates.

Voicing continues through-
out the duration of the s top . [ Tec h n i c a ll y , a v oi ce d p r e v e l a r s t op ].
[g~] Sometimes after /ny/ and b efor e
/ i/ , / e / :
Stoppage
B ASIC C O U R SE
SYNOPSIS
a s fo r
[ g ] (a b o v e ), fo l l o wed
b y audible friction at abou t t he same position in th e m outh . T h i s s o un d is r em i -
niscent of the first sound i n EnElisn ~ud e, but it i s
not the same. I t is also different; from Kirundi [dg]
(below). [Technically, a
v oi ce d p r e v e l a r gr o o v e affricate. ] umug5re kugaruk a >woman, wi f e <to r e t u r n I <
[g]
O t herwise after n ,
and
somet;imes in an of t;he ot;her environments desc ri b e d f o r : St ; o p page
between the back of the t;ongue and the soft; palate. [ Technically, a voiced velar stop.j
[ g] , [ g I ' ]
+1
N ot; a f t e r / n y / :
c ount;erpar t
When
/g/
[g] [9 ' does not follow its nasal
/ny/, it is
usually voiceless, but
u nl i k e
/k/, it; is weakly
art;iculated and is not;

f ollowed by a puff ~f a i r . This kind of ar ticulat;ion
is symbolized by placing a
SYNOPSIS
KIRUNDI
small
c i r c l e be n e a t h t he [Technically, a
l ett e r .
v oiceless lenis stop o r affricate. ] [ f] Audible friction produced b y constriction of the air
flow between the lower lip
gu fa s h a im f u r a
> to h e l p < < fi r s t b o r n >
and uppe r
t ee t h .
Voi c e
vibration ceases during the production of this sound. [ Techni c a l l y , a
voiceless, fortis labiodental fricative. ]
/s/
[ s]
Ve ry m u c h l i k e E n g li s h s in see, but perhaps a bit farther forward toward the tip of the tongue and the back of the upper teeth. [Technically: a voiceless fortis apicodental s lit fricative . j
gusa
<only> pease< >I can >
voiceless fortis lamino-
palatal groove fricative.j
liv
BASIC COURSE
SYNOPSIS
/v/
[v]
Af t er m
li s h
V e r y much like Eng- i mv u r a [Technically,
< rain >
v i n ev e r .
a voiced labiodent;al fricat;ive.]
[ v], [ b v ] [ bv], [ v ]
Elsewhere :
l i k e [ v] ,
ex cept
kuvuga kuva
> t;o speak < > t;o [ go ] f r om >
t ;hat; t;he f r i c t; i o n ma y b e p r e ceded by moment;ary st;oppage a8 the lips [bv], and the sound may be voiceless but weakly articulat'ed [ v],
[bv].
inzoka <snake>
/z/
[z]
After n
: V e r y much like
English z in ~laze, hut perhaps farther forward t;oward the tongue tip and the back of t h e u p p e r t ; e e t ;h . [Tech-
nically, a voiced apicodental fricative ]. akazi guheza > work <

<to f i n i sh <
[z ] , [ d z ] [ z] , [ d z ]
E l s ew h e r e :
L ik e
[ z ] , ex c e p t
t ha t ; t h e f r i c t i on m a y b e p r e ceded by momentary stoppage at the lips [dz], and the

sound may be vo i celess but
weakly articulat;ed [ z],
[dz].
nje >that I go <
z
[j]
Af t ; er
Somewh a t ; l i k e
t;he first consonant' sound of E n g l Prenc h i s h az u r e , or l i ke t he
c o n s o n ant ; i n ~u e .
lv
SYNOPSIS
KIR UNDI
[lechnically, a voiced laminopalatal groove fricative. ] Li k e [ j ] , except;

B uj uumbur a kubla
[g] , [ d j ]
0 O D
El s ew h e r e :
>Bug umbura < > to g o <
[J], [dj] that the friction may be preceded by momentary stoppage [dJ], and the sound may be
voiceless but weakly artic-
u lated [ j ] , f d g ] . [ pf ] L i k e K i r u n d i [ p ] ( wit h o u t
the puff of air ) p l u s K i r u n d i [f]. [Technically, a voiceless fortis labial affricate.] gupf a > to d i e ~
/pf/
/t s/
[ ts ]
L i k e K i r u n d i [ t ] ( wit h o u t
the puff of air ) p l u s K i r u n d i [ s] . [ Tec h n i c a l l y , a v oi c e-
g uts i i n d a A batuut s i
< to wi n < < Batut s i >
less fortis apicodental affricate.]

r
/c/
[c]
Li k e Ki r un d i [ sh ] p r ec e d e d by momentary stoppage at
t he same position .
gucura umuceri
< to work meta l < iric e >
[Tech-
nically, a voiceless, fortis palatal affricate.] ubumanuko >south<
/m/
[ m]
V e r y m u c h l i k e E n g li s h m .
[Technically, a bilabial
nasal continuant.] lvi
B ASIC C O U R S E
SYNOPSIS
/n/
[n] Like English n except that stoppage in the mouth is made farther forward tow ard the tip of the ton -
ub u m a nuko
>south >
gue an d
the back of t he
upper teeth. [Technically, an apicodental nasal c onti n u a n t .
]
. Li k e
/ny/
[g ]
B e f ore k
nkora g utaangur a
tI
do >
the sound that is spelled in English ~sin er (ans not in ~fin er ).
> to b e g i n <
St o ppage
i n t h e m o u t h i s at t he
soft palate.
[ Techni -
cally, a dorsovelar nasal continuant.] r bi r d r >to d r i n k <
[ny]
El s e w h e r e :
Nu ch l i k e t he ~ n i n Fr en c h
inyoni k uny w a
s ounds s p e l l e d
~ a ner , o r n i n Spa n i s h caPion. Stoppage in the mouth is at the hard palate. (Note
t ha t t h e l e t t e r s ~ n , a s us e d
h ere b o t h
b e t ween //
and be-
tween [], stand for a single s ound, a n d n o t f or / n/ f o l lowed by
/y/ .
T hi s
s y mbol
h as been a d o p t e d i n or de r
to minimize conflict with lvi i
SYNOPSIS
the established conventions of Kirundi spelling. )
[ T ech-
nically, a palatal nasal continuant.] A flap, or tap of the tongue tip against the gum ridge. k uroonder e r a < to l o o k f or , f or someone>
/ h/ [h j
[R]
Something like English h in how, except that voicing may continue throughout the
aha heehe
>here> <where'?~
durati o n o f
t h e s o un d ( [ 5 ] ) .
Pronounced umwaana
/
/w/ [w] etc.Af ter consonants:
> chil d > > clot h i n g > <man>s s ist e r < s c hi l d < < accord i n g to >
in a great variety of ways:
icaambarwa
/sw/ often sounds like [skw], umwiishwa /mw/ usually sounds like [my], /rw/ may sound like [rgw],
with or without a short vowell ike s o u n d b e t w ee n t h e [ r j [ gj . kubwa
and t h e
Elsewhere: much like English w i n ~awa
/ y/ [ y ] e t c . After consonants: Like /w/,

/y/ after various c onsonant s is pronounced in quite different ways. A f ter / m/ i t usually sounds like [nyj; the s e q u ence /vy/ may contain [zj immediately after the
gutyo kurya myixnshi v yi i n s h i
~ like that <
< to e a t > <many> <many<
[v], /ry/ may sound like [ rt k y ] .

l vi i i
B ASIC C O U R SE
INTRODUCTION Ce livre ne constitue q u>un e l e ment; d >un c o u r s

e lementaire de Kirun d i . L>autre element indisp ensa b l e a c e co u r s , q ui e s t;
/ /
/
This book is one part of' a short basic course in Kirundi.

T he other necessary part of th e course is a sp eaker of' the lan-
guage who c a n
s e r v e a s t u t or .
u ne p e r s o n n e
p ar l e l a
In addition, there is a s et; of
langue ei-, puisse aider

/
tape recordings which most students will find useful. This course is quite frankly short, and covers only the fundamentals of the language. A n yone who completes it should be able to do three things: l. He should be able t;o use fluently and wit;h good pronunciati o n a f ew o f t h e mos t ; c o m mon
1 >etudiant .
D e p l us, il
/
e xist e
u n e s e r i e de b a n d e s
magnetiques qui pourraient

l ui et r e u t i l es . Hn t;o u t ; e
f ranchi se , abrege e t
/ /
c e c o u r s e s t un n e c o u v r e q u e l es
elements fondamentaux de la langue. A la fin de ce cours,

1<etudiant doit; pouvoir
accomplir t;rois choses: 1 Il doit; pouvoir
s entences and words of K i run d i . 2. He sh o u l d b e a b l e t o
utiliser couramment et avec

u ne b o n n e p r on o n c i a t i on
understand easily, and employ readily, the fundamental grammati cal devices of the langua g e ,
q uelque s p h r a s e s e t que l q u e s
mots di susagecour a n t
Kiru n d i . 2. I l
en
particularly the verb infleci-.ions

a nd the concordial prefix es .
d o i t p o u v o ir
3.
H e s h o u l d b e a c c u s t o m ed
comprendre fa cilement et employer aisement les tournures grammaticales e lementaires telles que le s
to taking increasing amounts of' responsibility in the pr o c ess of learning more of t;he language, w ith the help of Ba r u ndi who a r e
desinences verbales et les

p refixes d >accord grammaticaux . lix
not professional language teach-
KIRUNDI
3. Il doit avoir acquis i>habitude de prendre de plus

/
T hese ar e o f the
0 h e t hr e e g o a l s
course, and t hey have
en plus de responsabilites
/
implications for the ways in which the student should use

t he materials in the book an d on t h e t ap es : 1. H e s h o u l d p r a c t ice th e
pour ameliorer ses connaiss ance s d e l a l a n gu e en 1 >a i d e d e Ba r u n d i
r echer c h an t
qui n e
/ /
s e r a i e n t p as
necessairement professeurs de
meti e r .
sentences of the basic dialogues

u ntil he can roll them off h i s
Ce sont ces trois buts

/
tongue without conscious effort, and without noticeable mispronunc ia t i o n s . ( Inacc u r a t e pr onun-
que 1<etudiant doit avoir presents a i<esprit pour determiner 1<usage du livre et des bandes magnetiques: l. Il doit repeter les p hrases d e s d i al o g u e s g u s q u < a
/
ciation, particularly of the tones, reduces intelligibility much more seriously in Kirundi than in many other African tone
ce qu>il puisse les debiter sans effort et sans erreur marquante de prononciation. (Vne mauvaise prononciation, par t i c u l i er e m en t d a n s l e s t on s ,
diminue beaucoup plu s serieusement 1 >intelligibilite e n K i r un d i qu e d a n s b ea u c o u p
languages.
2. He should practice the exercise materi.al intensively,

a nd not just skim through i t
once o r
t w i ce.
s h o u l d us e i n i t ia tive ,
3. H e
i magination, and ing enuity to f in d
ways of increasing the amount of

responsibility which he t a kes in
d <autr e s
> langues a
t o n s > .)
2. I l
d o i t t r a v a i ller
dealing with the practice mater ials. S o , f o r e x a m p le , he w i l l
a fond les ex er cices et ne
pas se contenter de les faire

u ne o u deu x f o i s .
not be content to repeat like a

parrot . A s s o o n a s r e p e t i tion
3. Il doit user lx
a fter the instructor or th e t a p e
B ASIC C O U R SE
d>initiative, d>imagination
et d<ingeniosite pour trouver d es moyens d >augmenter sa par t de responsabilite dans 1>utilisation des ex er cices p ratiques . A i n s i , pa r ex emp l e ,
becomes easy, he will aim at a nti c i p a t i n g t h e ne x t s en t e n c e ,

w hether in dialogue or d r i l l ,
and later at adaptation of the

pzinted and recorded ma t erials i n order to say s o m e thing th a t
il ne se contentera pas de
/ /
is of real communicative value

i n the situation wh ere he f i n d s h ims e l f .
repeter comme un perroquet.

Des q u > i l n <au r a p l u s d e
difficulte a repeter apres le modele, il devra essayer d<anticiper la phrase suivante, que ce soit dans un dialogue ou dans u n
/
Specific suggestions for use of these materials will be given in Unit 1 and at other points throughout the course.
exercice; et, pl us
/
t ar d e s s a y e r d > a d a p t e r l es
textes ecrits ou en r e gistres
afin de pouvoir transposer les phrases apprises et les employer dans la situation
ou il s e t r ouv e .
On trouvera a l>Unite
I et tout le long du c o u r s , des suggestions par ticulieres p our 1>emploi de ces t ex t e s .
B ASIC C O U R SE
UNIT 1
M anier e d e r es en t ; e r c h a u e n ouvel l e se r i e de has es d e bas e .

1. L <e l e v e n e do i t p a s r eg a r d er
/
r o c e d u r e f o r us e w i t h eac h n ew set o f bas i c s en t e n c e s .
1.
T h e s t u d ent sh ould no t l o o k sen t e n ces un t i l af t er h e
leS phrases avant; d>avoir appris a les prononcer parfaitement'.

Il ne doit meme pas y j e ter un
a t; t ;h e
has learned t;o pronounce them v ery well . H e s h o u l d no t e v e n If he
coup d<oeil. S >il les regarde trop t;ot, il entendra presque

certainement; ou croira en -
g lance at them br iefly .
l ooks at t;hem too soon, he wi l l
a lmost certainly >hear>

t hink he hear s
or
t;ender
d e s s ons semblables a
/ /
th e s o u n d s f o r
ceux r e p r e s e n t ;es pa r
c e s m e mes
which t;he letters st'and in English or in some ot;her European

l anguage . I f h e w a its until
lett;res en anglais ou dans une aut;re langue europeene. S > il attend d<avoir appris a prononcer la phrase en kirundi, il aura 1 < o c c a s i o n
/
after he has learned to pron ounce the Kirundi, he w ill ha v e
d > e n t e n dr e l es
/
given his ear an opportunity to h ear t h e s o u n d s a s t h e y a r e

r eally pronounced by hi s tu t o r .
sons tels qu>ils sont; reellement p rononces p a r s o n i ns t ; r u c t e u r .
2.
Ma niere d>ecouter les p hrases .
2.
L i s t en i n
t; o t h e s e n t en c e s .
L>instructeur doit comm encer
The tutor should begin by r eading t;he ent;ire list of bas i c sent;ences aloud t'wo or t'hree t i mes . Th e s t u d e nt sh o u l d l i s -
par lire a haute voix deux ou

trois fois la l i ste des phrases
de base. L >etudiant doit

ecout;er soigneusement sans
/ /
ten carefully, wit;hout trying to repeat;. Th e tu tor sh ou ld speak at all t;imes at; a normal c onve r s a t i on al s pee d . He
essayer
de r epet er.
L >i ns t r uc -
teur doit toujours pa rler a une vi t es s e nor ma l e . I l do i t
eviter de parler plus l entement
s hould avoid speaking mor e
UNIT l
KIRUNDI slowly or more distinctly than he would ever speak with other persons for whom Kirundi is the
m other tongue . T h e s t udent<s
ou plus distinctement qu<il ne le ferait s>il parlait avec d <autr e s p e r s o n n e s p o u r l es quel l e s l e k i r un d i es t l a
langue maternelle. Les cleves doivent garder leurs livres fermes.
b ook should remain cl os ed .
3.
Ma n iere de re eter les h rases a r e s 1 > in s t r u c t eur . d o i t di r e l a
Learnin to re eat the sentences after the i nst r u c t o r . The tutor should say the first sentence at normal speed, and l e t t h e s t u d e n t s i m i t a t e hi m. If their imitation is. completely c orr e c t , he sh o u l d t h e n g o o n
L >ins t r u c t e u r
premiere phrase a vitesse normale, et laisser les cleves 1<imiter. S i leur imitation est tout a fait correcte, il doit passer immediatement a la phrase suivante. L e livre des cleves est touJours ferme. a) Si la phrase semble trop longue, l~instructeur ne d oit e n p r o n o n c e r q u > un e p e -
to the next sentence. Th e student<s book is still closed. a) If the sentence seems to be too long, the tutor should pronounce one small part of it, then a slightly longer part,
a nd finally the entire sen ten c e .
tite partie, puis une plus longue, et finalement la phrase entiere. Par exemple, la phrase / Nkor a k u u b a a n k i y a Rwaanda Uruun di / decouper ainsi : peu t se
Por example, the sentence /Nkor a k u u b a a n k i y a R w a a n da
Uruundi / might be built up as fol l o ws:
B ASIC C O U R S E
UNIT 1
U ruun d i .
R waanda Uruun d i . y a Rwaanda Ur u u n d i . Nkora

N kora k u u b aa n k i
N kora k u u
b a a nk i y a R w a a nda U r u u n d i . b) If a student still makes a mistake in pronunciation, the t;utor should correct him by repeating correctly the word t;hat the student has mispron ounced . So , f or ex a m p l e :
b) Si un eleve continue a f air e t;ion , des e r r e ur s d e p r o noncia1 > i n s t r uc t e u r do i t ; l e

/ /
corriger en repet;ant correctem ent l e mot qu e 1 < el eve a mal
prononce. A insi, par exemple: T utor : S tudent : Tut;or: S tudent : T utor : S tudent : Trait;er ainsi toutes les
p hr a s e s d u di a l ogue .
N dahageze v u b a . N dahakeze v u b a . Ndahageze. Nda h a g e z e . N dahageze v u b a . Nda h a g ez e v u b a .
( a mist a k e
4.
M a n i e r e d > a r en d r e l e s ens de s hr as e s .
4.
Le arnin t ;he meanin s of t he s e n t e n c e s .
Jusqu>ici 1<eleve ne sait pas e ncore l e s e n s d e s p h r a s e s

q u>il repete . S i o n lui donne
Up t;o this point;, t;he student
has not been told the meanings

o f the sent;ences he is pr a c ticing . I f he is told the me anings to o s oon, he will have a v ery s t r o n g
t;rop t;ot la signification des p hrases, il aura une fo r t e
t endance a
l e u r do n n e r u n e
tendency to use English intona-
int;onat;ion anglaise .
t;ion s
o n t h e s en t e n c e s .
UNIT 1
KIRUNDI
M ainten an t
/
1>instructeur
Now the tutor should say the first sentence, and have the students repeat it after
h im. T h e n h e s h o uld g ive th e
donne la premiere phrase et d emande a 1 > e l e v e d e r e p e t e r

a pres lui . E n s u ite il lui
/
donne la phrase anglaise equivalente et 1 <eleve donne la
equivalent English sentence an d the students should reply w i th the Ki r u n d i s e n t en c e . If t he
phrase e n
k i r un d i .
Si
l es
c leves font la m o indre fau t e ,
students make any mistakes at

a ll, the tutor should say th e K irundi sentence again and h a v e
1<instructeur doit redonner la

p hrase en kirundi et fa ir e
repeter les cleves apres lui.
them repeat it after him.
Traiter ainsi chaque phrase j usqu<a c e q u e l e s c l ev e s p u i s s ent d o n ne r l es ph r a s e s en
E ach se n t e n c e s h o u l d b e t reated i n t hi s wa y , u nt i l t he
students can give the Kirundi sentences promptly and without e rr o r .
kirundi, rapidement et sans

f aut e .
5.
Lectur e
a h a u t e v oi x .
N ow for the first tim e ,
Maintenant, pour la premiere

/
s tudent s
fois, les cleves doivent ouvr ir leurs livres et l ir e a
s houl d o p e n t h e i r
boo k s a n d
r ead aloud after the tu t o r . W hen they can do t h i s
h aute voix apres 1 >instructeur . Quand ils peuvent fa ire cela facilement ils peuv ent alors
e asi l y ,
they may practice reading aloud

i ndependen t l y .
s>exercer a lire a haute voix

s ans
/
q u e l e mo d e l e l eu r
so i t
donne.
Dans c e co u r s n ou s u t i l i so n s In the English equivalents f or Kirundi expressions in th i s
] et (
phrases
) et ( >
> ) dans l e s
BASIC C O U R S E
/
UNIT 1
anglaises equivalentes aux expres s i o n s c rochet s [ e n k i r un d i . Le s
course, use is made of [
],
) , and ( >
[
> ).
S quare
] renferment des
b rackets
words
] encl os e Engl i s h
mots anglais qui n > ont pas
w h i c h h a v e n o c ou n t e r p a r t
d<equivalent en kirundi mais

/
i n the Kirundi, but wh ich a r e n eeded i n o r d er t ;o m a k e g o o d
q ui sont necessaires pour tr a -
duire une expression kirundi en

anglais courant,. Le s p a r en theses
t r a n s l a t i o n s i n t o i d i oma t i c
E ngli s h .
Pa r en t h e s e s
( )
r enf e r ment d e s m o t s q u i s on t
/
enclose words which are En g l i sh
les equivalents anglais de mots qui, en kirundi, sont necessaires a la phrase mais qui seraient inutiles dans la phrase anglaise. On se sert de parentheses avec guillemets <simples< pour indiquer une traduction litterale.
counterparts of something in the Kirundi sentence, but which would not ordinarily be used in the English equivalent. Parentheses with single quotes are used to indicate a literal English version of a sentence
Dial o
ue 1 .
[ ~
1A
~
iza
Bwaak e e y e .
(A morning greeting. ) good
neeza
well
[
2B
B waakeeye n e e z a .
( Reply t o t h e ab o v e . ) name (a prefix agreeing with
i zina (5 , 6 )
/izina/)
aanje
ni
i s,
are
UNIT 1
KIRUNDI
]
3A Izi n a ryaanjye n i
[
Y ohaani .
o r: N i i twa Yohaani.
bury name is John.

c al l e d John.<
(>I am
-ri
to be
U munyaameeri k a
(1, 2)
person from America
]
4A Nd Umuny a a meer i k a .
/ - kora ( - k o z e )4
/
I<m an American. t o do , work
ku-
(a general locative p ref i x )
ibaanki
( 9, 6 o r
10)
bank (prefix agreeing with
/i b aanki
/.)
a genitival particle
--]
5B N di A a nd er e y a , nkora I<m Andre. I work at the b ank o f R u a n d a - U r u n d i .
]
kuu baank i y a R w a a nda
]
U ruun d i .
Jeewe
mu(ri )
in
[~
6A
-]
And I work at the Am e r i can
J eew e , nk o r a m u r i
C onsula t e . <consulat americain<.
BASIC COURSE
UNIT l
- ra -ha-
( a verb p r e f i x
(a prefix indicating that

t he object of the v e r b
is a
p l a c e)
- gera ( - g e z e )
vub6,
/
t o ar r i v e r ecen t l y
]
7A Ndaha g e z e v u b a .
nico I >ve just recently arrived he r e .
that is it ( agre e i n g wit h /igituma/)
igi t u ma n taar i
(7, 8)
reason (a negative auxiliary
verb
bwaakubone
(this form will not be completely analyzed ) (2 sg. object prefix )
-bona (-boonye)
to see
[
8B A. [ ~
-]
A hJ T h a t > s t h e r ea s o n [ w h y ] I h a v e n ' t s e e n y o u [ bef o r e ] .
Nico g i t uma ntaari
b waakub o n e .
9B
Ni neeza.
It<s
g o o d ( >well < )
[ t o s ee y o u] .
UNIT 1 Dial o ue 2.
KIRUNDI
1 0C
Nd . U m u n y aameeri k a .
i
I~m an American.
[1 1C W ew
l
Are ~o u an Am e r i c an ?
ur . U m u n y a a m e erika ? e i
[
12D Oya . Nd
]
U munya a f i r i k a . N o, I<m an African .
Dial o
ue 3 .
[
1 3E
i
w
Oy a . Nd
]
A re yo u a M u r u n d i ? Umu n y a r w a anda . No, I > m a M u ny ar wanda .
Ur . Um u r u u n d i ?
[
10F
Dial o
ue 4.
[
15G
3
U k o r a muri <consulat Do you work at; the American Consula t e ' ?
[
16H
a meric a i n < ?
]
- ]
Yes, I do . I wor'k. < (>It is there that
Eeg o .
Ni h o nk o r a .
[
179
Ug ez e h an o v u b a ?
]
Did y o u ar r i v e h er e v e r y r ecent ; l y ?
[~
1 8H Eego .
Y es , I di d .
B ASIC CO U R SE
UNIT
F ootno t e s 1. T he s y m b o l ( ) is placed before stems that take the full set
of concordial prefixes but not person-number or tense prefixes.

T hese stems are ca lled ADJECTIVES .
2. Numbers in parentheses after a noun indicate the sets of prefixes which are used with that noun and in w o rds wh ich ag ree wi th it. T h e n u m b e r b e f ore the comma ref ers to the singular, th e
n umber after it to the plur a l .
3. The hyphen placed before a stem in the buildups indicates that the stem takes inflection for person-number and for tense. Such stems are called VERBS.
4.
F o r m o s t v e r bs , two stem forms are giv en .
T h e f i rst of the
two, called the
< imperfective stem<, is the stem used in t h e
infinitive. The second stem, which always ends in / - e/ , c al l e d
is
t he <perfective stem.> The differences between these two

b e d i s cu s s e d i n Un i t 5.
s t ems w i l l
5.
Every Kirundi word ends with a vowel. M any Kirundi words begin
W h e n a w o r d t ha t b egins with a vo wel fo llows an o th er
with vowels .
word in the same phr a se, the final vowel of the word that pr e c ed es is usually omitted, or > elided.< I n o r d e r to r e m ind th e s t u d en t
o f this fact, the el ided vowel is dropped a bit b e low the l e v e l o f the line . I n connected speech, these elisions seem to be o b l i gatory . A t the same time, however, the student, should remember that if h e b reaks the chain of sp e ech by pau sing be tween wor ds , the fi n a l v owel of the word b e fore the pause must be pr onounced .
UNIT l
KIRUNDI It is suggested that the student practice once or twice
reading through Dialogues 2 and Q both with and without pauses between the words. For purposes of memorization, the elided form should be used exclusively.
6. E ach sentence in a dialogue is preceded by a number and a letter. The numbers run serially through all the dialogues of a single unit, and may be used for referring to individual sentences. The letters indicate the speaker. A f ter the dialogue has been learned, the instructor and individual students may thus take turns assuming >Role A,< >Role B> , et c.
l.
A n ote on the use of the terms 
and < t o n e >.
In order to understand many of the notes in this c ourse , i s n e c e s s ar y t o di s t i ngu i s h c l ea r l y b et w e e n 
The word PITCH, as used here, will refer to the fundamental frequency of vibration of the vocal cords-to placement on a musical scale. The indication of absolute pitch would be useless; RELATIVE PITCH is shown graphically within square brackets.
l able boundaries are represented as breaks in th e l i n e .
Syl-
Vowel
length is represented by the length of the line segments:
i nzi r a
kuduuga abaandi ni neeza

r
[ [ [
7 ]
pat h t o c l i mb o th e r s
~ ~
] ]
i t>s n i c e
10
BASIC COURSE
UNIT
>Pitch<, then, refers to a physical phenomenon measurable in the l abor a t o r y . Pitch fluctuations are of course found in all languages. In many languages, however, the student can get by with ignoring
t hem, using instead the p itch pa tterns of his own n a t ive langua g e . The r e s u l t may s ou nd s t r an g e , bu t i t wi l l st i l l be i nt el l i g i bl e .
In Kirundi however, as in most African languages, pitch h as functions which it does not have in English. T h u s ,
kuvuvura, with pitches [-
] means >to break a piece off>.

] m ean s >to walk haltingly in t he d a r k ~ .
~ v u vura, with pitches [ ~
Pitch, then, may be the only audible difference between two words of entirely different meanings. T o say the same thing in technical terms, Kirundi has LEXICALLY SIGNIFICANT distinctions of p it c h . But even more important than the lexical function of Rundi pitch is its place in the grammatical system of the language. Compare the following six forms, all of which have first person plural subjects, and contain the same stem /-kubuura/ >to sweepa. The differences among them are of a grammatical nature:
twaakubuuye
>we swept [ t od a y ] ~ ( c a n n o t b e t he
l ast word in th e
s enten c e twaakubuuye
[~
] >we swept [ t o d a y ] > ( can b e t h e l as t

word i n t h e s en -
tence ) twaakubuuye
t waak u b u u y e
] <we h a v i n g s w ep t [ t od a y ] > ] <whic h w e s w ep t [ t od a y ] <
UNIT 1
KIRUNDI
twaakubuuye twaakubuuye
[~
] >we swept [ b e f o r e t oday ] 1 ] <we h a v i n g s w e p t [ bef or e t o d a y ] <
( cannot b e t h e l as t w o r d )
or these three forms:
t uzookubuur a
] <we will sweep [not immediately]< ] <we going to sweep [ not immediatelyj~ ] <which we will sweep [not immediately]<
t uzookubuur a t uzookubuur a
/
[~~~ [- ~
The foregoing are examples of the GRAMMATICAL SIGNIFICANCE of p i t ch . Because of the important lexical and grammatical functions of pitch in Kirundi, the writer of a textbook in the language must record them in some way; whoever teaches Kirundi must be careful
t hat his students get 0he p i t ches right, as well as the v o w e l s
and consonants; and the student must make these matters the obj ect of much pa t i ent effor t .
There are reasons, however, why the direct graphic representation of pitch
([ ~
j, [ ~
] , etc.
) is not the optimum

M o s t o b v i o u s ly , it is
method in the pr a c tical study of K i r un di .
visually cumbersome and typographically expensive. M ore important is the fact that such a system actually presents too many details.
It i.s suitable to the b e g inner because it does provide him wi th a n immediately usable picture of p i tch re lationships . It does
s o, however, in a way w h ich fa ils to throw into sharp fo cus th e
underlying consistencies and regularities in the way Kirundi uses

p itch . G r a p h i c w r i t ing of p i tch is also difficult to use in c o n I t i s p r i n c i pally for th e s e of un i t s c a l l e d >t o n e s <.
n ected discussion of th ese ma tters . r e a s on s t hat we sh a l l i n t r oduc e a s et 12
BASIC COURSE
U NIT l
A tone is not a physical entity. I t is an abstraction

which is made for the pu rp ose of cl earer and more ef f i cient;
description of the physical phenomena of pitch, and more especially for discussion of the contrasts among various pit;ch patterns. Each tone has one or more physical realizations in terms of p1tches. In Kirundi, as in many other Bant'u languages, the pitch
phenomena are best de scribed in t;erms of two ton es, called LOW
HIGH. Low tone is quite simple: its t'ypical realization is as a level, relatively low pitch:
guhaga guhaaga
~to force, to fill with a1r > < to ea t e n ough~
As its name implies, high tone ordinarily involves the use of a relatively high pitch, but this pit;ch is not level. It; most commonly consists of a rise followed immediately by a f al l :
gufash a
[,
>
~ to h e l p ~
But in addition to tone, a full description of the pitch

p henomena of K i r undi requires at least two ad di tional concep ts . Both have to do w ith the p l a cement of the tones along t;he time a xi s . The first of th ese concepts is th e
<mora<. A MORA is a
unit of vowel length. V owels in Kirundi may consist of eit;her one or two moras, and no more. A two-mora vowel is indicated in writing by doubling the vowel letter:
k ubaz a
kubaaza
[ [
13
] ]
< to a s k < < to wor k wood<
UNIT l
KIRUNDI
The second concept having to do with the location of the peak of a high tone on the time axis is <pitch point;.< The high tone may be attached to a vowel ( whether l o n g o r
of two PITCH POINTS .
s h o r t ) a t e i t he r
T h e f a c t s may be r e pr esented graphically
somewhat as follows:
One-mora vowel
Two-mora vowel
First pitch S econd pitch point point
Single-mora vowel with high tone on first pitch point
Single-mora vowel with high tone on second pitch point
I
I
T wo things should be n o ted he r e :
(1) There is never more than one high tone per moray that is to say, it is impossible to have high tones on both the
BASIC COURSE
U NIT
first and the second pitch point of a short vowel at the same
time.
(2) If high tone occurs on the first pitch point, the

f irst part of it sp i lls over onto the pr eceding vow e l . Thi s > spillover< may consist of a r i s ing p i tch on th e But it
p receding syllable, as shown in the pr e ceding figures .
m ay also be r e a lized in any of the ways in di cated in this f i g u r e :
syllable with which the high tone is primarily a ssoci a t e d .
On long (two-mora ) vowels, there are still only two,

and not four pitch points; a high tone may occur at the beginning of the first mora, or near the end of the second mora:
/
[-~
abaana
> chil d r e n <
abaandi
> other s <
but
n ot :
or:
15
UNIT l
KIRUNDI High tone may occur on both the pitch points of the same
long vowel. T his DOUBLE HIGH TONE is realized as high level with a shor t dr o p a t t h e v e ry end .
a baantu b o o s e
> all
people>
The t e r m < pitch point< will not be used in t his cour s e .
Instead, a high tone which occurs on the first pitch point of a vowel will be called an ANTICIPATED HIGH TONE. A h igh tone that occurs on the second pitch point, and which therefore does not spill over onto the preceding syllable, will be called an UNANTICIPATED HIGH TONE. On long vowels, anticipated and unanticipated high tones are w r i t t en /-aa-/ and /-aa/ respectively. On a short vowel, they are written /-a-/ and /-5-/. D o u ble high tone is written
/-aa-/.
2.
A n ote on i t c h in e s - no u e s t ions. Compare the pitches in these two sentences:
[
Ur U muruundi .
U muruun d i ?
]
]
Y ou ar e a N u r u n d i.
Are y o u a Nu r u n d i ?
[
Ur
T he conspicuous difference between them is that the p i tch r i s e
in the yes-no question is much sharper than in the statement. The foregoing example has only one high pitch in each
s entence . T h e f o l l o w ing s en tences have more than on e :
[
Ur
Ur
~ ~
]
Y ou ar e
Are
U m u nyeekoongo .
a Congolese.
x w
]
y o u a Con g o l e s e ?
U m u ny eekoongo? i6
B ASIC C O U R SE
UNIT 1
These two sentences illustrate the fact that; the exaggeration of pitch in yes-no questions applies to all the highs in the sent ence , n o t J u s t t o C h e l as t ; . Some sentences contain no highs at all. For example:
U munyar wa a n d a .
Y ou ar e
a M u n y a r w an da . a N u n y a r w anda ?
Umunyarwaanda?
A re yo u
In this pair of sentences, the yes-no question may differ from the statement in that it has a high pitch on the first syllable, or in ending on a lower pitch than the statement, or in both of t hese r e s p e c t s .
The sum of these ways in which yes-no questions differ from

statements with re spect' to pitch will be termed YES -NO QUE S T ION
INTONATION. I t will not be written with any special symbols in 0he writing system used in this book. Its presence can be inferred whenever a question mark follows a sentence that does not contain some interrogative word such as /iki/ >what?> /ryaari/ >when'?>.
[For practice in employing the yes-no intonation side by
side with the corresponding declarative intonation, see vocabulary

supplements at the end of t his unit;.]
A n ote o n a n t i c i a ted hi
tone i n f i n a l
osit i o n .
A ny sentence can be sp oken with a DE C LARATIVE INTONATI ON .
Compare these two sentences:
[ - ~
Ni neeza.
]
It<s fine.
UNIT 1
KIRUNDI
[Ni neeza? Is it fine? I n bot h t he The second of these sentences is a yes-no question.
statement and the question, the pitch of /-za/ is low, even though it is written with high tone. T his same word does have
h ig h p i t ch wh e n i t i s not at t h e en d o f t h e se n t en c e :
~
N i n e ez a
-]
caane. It is very nice. sy l -
The r e l a t i o n s h i p b e t w e e n t h e p i t ch e s o f t he f i nal
lables of these two sentences is an example of' a general principle which may be stated as follows: W hen a short syllable which in the middle of a sentence has high tone occurs at the end of a sentence, then the pitch of that syllable itself is low. If its high tone is of the >anticipated< variety, however, the anticipatory rise in the preced1ng syllable is unaffected by the declarative intonation. 4.. A not e on t he us e o f sub ec t Compare these two forms: n kora . u kora . I w ork. r ef i x e s .
y ou (s g. )
work.
The semantic difference between first person singular
subJect and second person singular subJect is matched by the difference between /n-/ (1 sg.) and /u-/ (2 sg.) These two elements are called SUBJECT PREFIXES. E x cept for imperatives, infinitives, and a few less important forms, every R u n di verb c onta i n s a su b J e c t p r ef i x .
[ For practice in using these two subJect prefixes, see

V ocabulary Supplements 1 and 2 .
18
BASIC COURSE
UNIT 1
The prefixes which stand for personal subjects are given h ere f o r r ef er e n c e : S ingul a r F ir s t pe r s o n nu-
P lur a l tuor d u - or t'wmw-
or m or w-
S econd p e r s o n Thir d p e r so n
m u- o r
a-
or y -
ba-
or b-
T he ch o i c e
b e t w e e n /n-/ and /m-/ for first person singular
depends on the sound that follows this prefix. Th e choice among the variant; forms of the other prefixes is governed by principles which will be discussed in Unit 2 , Not;e 4. [For pract;ice in contrasting the prefixes /n-/ and /u-/, see ~vocabulary Supplement;s 1 and 2. ]
5.
A n ote on the immediate tense. Unless t;hey are labelled ot;herwise, all verbs in the
first; few units of t;his course are in the same t;ense, which is called the IMMEDIATE TENSE. The immediate tense may be used when speaking about matters which are generally t;rue: N kora k u ki vuko. I work at; the port.
I t may also be u sed to r e fer t;o actions in the imm ed iate pa s t i
N dahageze v u b a .
I arrived here very recently.
It may even be em ployed for ac tions expected in the imm e d iate
future, though no examples of this usage have occurred in Unit, 1.

I t; should be noted that the immediate Cense is no t
ordinarily used for actions which are in progress at the present.

For this meaning a v erb ph r ase is us ed . S e e U n i t 22 , Note
19
UNIT 1
KIRUNDI
Since no other verb forms have been introduced which are in contrast with the immediate tense ( except f o r
/ntaar i / a nd
/bwaakubone /,
t hi s
which are not to be made the subject of study at
t i m e), n o exercises on this tense are provided in Unit l .

A n o t e o n a b s o l ute personal r o n o u n s . Sentence 6 contains the word
/
6.
/jeewe/:
/
J eewe nkora muri <consulat americain < . consulat americain < .
is also correct, complete, and approximately the same in meaning as the first sentence. The word /jeewe / is a first person singular pronoun,
but it is used much less frequently than its English counterpart
>I<.
I t s u s e i n a sentence is optional, and has an emphatic I n t h i s r espect ,

/
f unction . m ore
/jeewe / is unlike French je, and
l i k e mo i , T he first, second and third person singular and plura l
p ro n o un s
a r e g i v en h er e f or S ing u l a r
r e f er en c e : P lu r a l tweebwe
F irs t
p e r s on
jeewe
wewe weewe
I
<we<
S econd p e r s o n T hir d p e r so n
<you (sg. ) <

/
mweebwe boobo
<you (pl . ) >

< they>
<he, sh e <
BASiC CO U R SE
UNIT j
7.
A n o te on the locative r e fixes. C ompare t h e s e

/
s ent ences:
Nkora muri >consulat americain<.

1 work at t;he American Consulate .
N kora mu r u g a a n d a .
I w o r k i n a sh o p .
N kora mw i i s 5 k o .
I work at the market;. The locative prefix which appears in all of th ese sentences is
represented differently in each of them>
/muri/, /mu-/, /mw-/.
If a noun begins with a consonant ( /consulat
/,
i s us e d .
/Yohaani /), then t;he long form of the prefix ( /muri/ )

Classes 5 ,
If a noun begins with /i/ followed by the stem ( i . e . 9 , 10 ), then the locative prefix usually has the form
/mw-/ and the /i/ is retained.

Otherwise, the form of the pr efix t'hat is used is
/mu-/.
What; has been said about /mu-/, /muri-/ and /mw-/ also applies to another locative prefix which has t;he forms / ku-/ , / kuri-/ and /kw-/. B oth prefixes have to do with location. T h e p ref i x /mu-j is more specific, and is <requently translated <in,
T h e p r e f i x /ku-/ is much less definite, and may be used
w ithin. ~
f or general association, as well as for phy sical location .
[For practice in using the right form of the right

l ocat;ive prefix with various nouns, see Vocabulary Supplement 2 . j
8 . A note on the co ula n i T he f o r m /ni/, as in:

I zina ryaanje n i Y ohaani. My name is J oh n .
21
UNIT 1
KIRUNDI
takes no prefixes of any kind. I t is thus, from the point of view of its form, a particle and not a verb. The pa r t i c l e / ni/ has ant;icipated high tone on its
s ent e n c e a n d d o es n o t
v owel if it is not the f i rst word in th e f ollow a pau se .
I f i t d o e s s t and at the beginning of th e s ent e n c e T h i s k i n d o f t o nal b eh avior
or after a pau se , it has low t o ne .
will be termed PROVISIONAL HIGH TONE, symbolized by wr iting an acute accent before the syllable which has this characterist;ic. No exercises are given for pr a cticing the provisional high
t one ,
b u t t he s t ud e n t s h o u l d l i s t en f or f l uc t; u a t i o n b e t w e e n l o w t o n e s o n /ni/ in the speech of his inst;ruct;or, according
a nd h i g h
to whether a pause has been left before the word.
9 . A note on the combination n
lus
Compare t;he following forms:

Ndi Uri Yohaani . Yohaani ? I am J o h n . y o u J oh n ?
Are
T he verb stem in each of th ese sentences is the sa me ; i t s
m ost c ommon f o r m i s /- r i /
<be ~ .
W h e n t ; h i s m o r p h eme ( or a n y
other
that ordinarily begins with /r/) occurs immediately after /n

however, what; is actually heard is / n d/ ,
/,
a n d n o t ; +/nr/ .
The
combination + /nr/ does not occur at; all in Kirundi. [For practice in this alternation between /r/ and /d/, see Vocabulary Supplement 1.]
22
BASIC C O U R S E
UNIT 1
Comment utiliser les exercices de substitution. U n gr an d n o mbr e d > e x e r c i c e s d e c e l i v r e s o n t conatus de fanon

a c e q u e ch a q u e p h r a s e s o i t e n partie semblable a c e l l e q ui la precede immediatement . On peut en trouver un ex empl e
r o c e d u r e f o r u s e w i t h s ub stitution drills.
A large number of the practice

m aterials in this book are o r g anized in such a way t ha t e a c h s entence is partly like the on e t hat immediately pre cedes it . An example is to be f o und b e l ow
ci-dessous dans le premier g roupe d e p hr a ses ay ant p o u r
in the first group of sentences .
but un exercice pratique syst emati q u e .
1.
L <i ns t r u c t e u r d i t chaq u e
1.
T h e t u t or sa y s e a c h s e n -
phrase. Le s etudiants repetent apres lui j usq u<a ce qu <i l s
tence. The students repeat it after him until they are able
t o do so easily and corr e ctly .
soient capables de 1 < i m i ter c orrectement et sans effort .
2. Les etudiants reprennent les memes phr a s es .

s ure r
2.
T h e s t u d e nts go th rough th e
I l f au t s ~as -
s ame sent e n ce s
again .
Be s ur e
q ue c h a c u n c o m p r e n d l a
that they all und erstand
s ignification de chaque phra s e .
the meaning of each sentence.
3. L <instructeur dit la premiere phrase et ensuite le mot de la

/
3. The tutor says the first sentence, and the word from the column of <cue words<, opposite the second senten ce . of the students should reply On e
c o l o n n e d e > mots c l e f s < ,
situe en face de la d e uxieme p hr a s e . L >u n d e s e t u d i an t s
doit repondre par la deuxieme

p hr a s e . L <i n s t r u c t eu r d on n e
w ith the second sentence. T h e tutor then gives the cue word 23
UNIT 1
KIRUNDI
alor s
l e ~mot-clef~ de la
from the third line, and so on through the entire series.

Thus:
troisieme ligne, et ainsi de s uit e j u s q u < a l a f i n de l ~ex Ai ns i :
er c i c e .
I n s t r u c t eu r : C las s e : I nstructeur : E tu d i a n t A:
Ur . i Ur
U m u n y a a me e r i k a ? U m u r u u n d i?
/
U muruun d i .
Um u n y a r w a an d a .
Ur. Umunyarwaanda?
i Um u b o . Ur.
1
I nstructeur : E tu d i a n t B:
Umubo?
Instructeur: U m u m6so.
/
E tu d i a n t
C:
Ur . Umumi5s o?
i
I n s t r u c t eu r :
/
Umunyamugaamba. Ur U m u nyamugaamba?
/ /
E tu d i a n t etc.
D>
L<exercice est termine q uand l e s c l ev e s p eu v e n t r epondre ainsi a t ous l e s exemples de la c o l o nne de
The drill has been comp l eted when t h e s t u d e n t c a n r e sp o n d
in this way, easily and c o r r e ctl t o all the items from th e
<mots-clefs>, correctement et s ans e f f o r t .
c olumn o f
>cues>.
P our reviser le m eme ex er ci c e ,

/
For review of the same m a t eri.al wi t h o u t a l i v e t u t or , t he
sans ins true teur, 1 > etudiant 24
B ASIC CO U R SE
UNIT
doit se servir detune carte o paque d on t e te d e c o u p e :

/
student, may make use of an opaque card with a notch cut out o f one corner:
/
un des coins a
U munyaameeri k a
U muruund i
U r. Umunyaameeri k a ?
La carte ainsi placee, (voir s chema c i - d e s s u s ) l > etudi a n t ,

doit donner la ph rase qui
/
W hen the card is in t his p o s i t i o n t h e s t u d e nt i s ex p e ct e d
t o pr o duce
th e s e nt ence whi ch
est cachee par le haut de la c art e . p hrase , Quand il a donne la o u e s s a y e d e l a do n /
i s concealed by the top of t h e
c ard .
W h e nh e h a s d o n e s o , t o d o s o , h e t hen
or a t t e m p t e d
ner, il fait descendre la carte d>une ligne pour me ttre
pulls the card downward just f ar e n o ug h t o e x p o s e t h e s e n -
a jour la phrase qu>il devait

d onne r .
tence that, he was to have prod uced :
U munyaameeri k a
Umur uund i
U r. Umunyaameeri k a ?
1
U r.
Umuruund i ?
Umunyarwaanda
25
UNIT 1
KIRUNDI H aving d o n e s o , h e r e ce i v e s immediate confirmation or correction of his own r e sp onse an d is simultaneously pr esented with the next; cue.
En procedant ainsi, il obtient; a la fois la confirmation im-
mediate { ou l a
de sa
c o r r e c t i o n)
pr o pr e r e p onse e t l e
m ot-clef suivant .
Si on retourne la carte de maniere a avoir la partie d ecoupee a d r o i t e , on pe u t s e ser vi r

/
I f t;he card is turned over s o
that; the notch is on the right hand side, the second column of s entences may b e s econd se t used as a
des p h ra s e s d e l a
2 erne co l o n n e p o u r d e mander l e s phrases equivalentes en Kirundi.
o f cu es .
Comment ut;iliser les exercices de transformation. C e group e d > e x e r c i c e s s e c ompose de trois colonnes. L a colonne 1 comprend les motsq3.efs, l a co l onn e 2 co n t ' i e n t ; d e p h r a s es, e t l a
r o c e d u r e f o r us e w i t h t;ransformation drills.
The second group of material for systematic practice cons ists of three columns. C o l u mn 1 c o n s i s t s of cu e s , C o l u m n
une s e r i e
2 contains one series of sentences, and Column 3 contains a different series of sent;ences.
colonne 3 cont;ient une diff ere nt e s er i e d e p h r a s e s .
D ans un e x e r c i c e d e c e g e n r e , les colonnes 1 et 2 peuvent etre utilisees comme un

exercice de substitution
I n drill with ma t erials of th i s
kind, Columns 1 and 2 should

b e used as a su b s titution dr i l l
(see t;he procedure outlined above for substitution drills

Then C o l u m n s
(voir les directives donnees plus haut pour les exercices de subst;itution ). Ensuit e l es
).
1 and 3 s houl d b e
used together in the same way,
BASIC COURSE colonnes 1 et 3 peuvent etre utilisees de la meme fa non en
UNIT 1
omitting Column 2. F i nally, the tutor gives the cue, one
sautant la colonne 2. P i nalement, s t udent gives sentence from

1 >instructeur donne le m o t clef, un etudiant donne la p hr a s e c or r e s p o n d a n t e d e l a Column 2, and ano ther rep l ies with the sentence from Co lumn
3.
I n t h i s wa y , s en t e n c e s
c olonne 2 ,
et un au t r e r ep o n d
f r o m t h e s u b s t i t u t i on d r i l l s
p ar u n e p h r a s e d e l a c ol on n e 3 . De cette fanon, les phrases des exercices de substitution sont combinees en une serie de petites conversations de deux lignes. Vocabular s u
r
are combined into a series of little two line conversations.
l e m ent 1
Names for members of various ethnic rou s. > Are you a n Ameri c a n ? ~
r
U munyaameeri k a > American ' Ur
U m unyaameeri k a ?
AUmuruundi
< Murund i > Ur U m u r u u n d i?
f=
Umunyarwaanda ~Munyarwanda~ Ur
j
U m uny ar waanda?
I:Umubo
Ur
j j
Umubo?
Umum5s o
Ur U mum5s o?
27
UNIT l
KIRUNDI
[
Umunyamugaamba Ur
U m unyamugaamba?
w +
Umutuutsi >Mutut s i
Ur >
U m u t u u ts i ?
]
Umuhutu > Muhutu > Ur U m u h u t u?
]
Umutwa
i Mutwa > Ur Umutwa?
Umuzuungu >European>
Ur U m uzuungu ?
]
Umubirigi < Belgi a n ~ Ur Umubirigi?
> Are you a n

/
Ameri c a n ? >
<I<m a n
A m e r i ca n . >
[
Ur
[
Nd
~
U m u n y a a me e r ik a .
U munyaameeri k a ~ American ~
/
U m unyaameeri k a ?
[
Ur i U muruun d i ? Nd
~
Umuruundi .
U muruun d i ~ Murund i ~
[U munyar w a a n d a Ur
[
Nd Umunyarwaanda.
U munyarwaanda?
~Munyarwanda'
]
Umubo U r . Umub o ? i U r. i
/
Nd
Umubo.
Pers on s f r om v ar i o u s p a r t s of Bur un d i .
Umumoso
U mum5so ?
Nd
U m u mo s o .
Umunyamugaamba
Ur . i
U m u n y a mugaamba?
Nd. U mun y amugaamba . i
28
BASIC COURSE
UNITl
Umutuut;si < Mututs i '
Ur
U m u t;uut;si ?
Nd. Umutuu t s i
1
7
Umuhutu > Muhutu > Ur U m u h u t u? Nd U m u h u t u.
Umut;wa ~Mutwa~
Ur
U m u t ; wa ?
Nd
Umutwa.
Umuzuungu >European<
Ur
U m u zuungu ?
[
Nd U muzuungu.
Umubirigi > Belgi a n <
Ur Umubirigi'?
Nd Umubirigi.
Umunyaafirika > Afri c a n <
Ur Umunyaafirika?
Nd Umunyaafirika.
7
Umuhi.indi Ox'. U muhiin d i
I Indi a n >
7
Nd
Ur Umuhlindi?
Umuhlindf.
[
Umwaarabu <Arab< Ur U mwaarabu '? N d Umwaarabu .
7
Umunyeekoongo ~ Congoles e ~ Ur U m u ny eekoongo? Ndi Umunyeekoongo .
NB The first v-owel of /Umwaarabu/ in the recording of Columns 2 and 3 i s l on g .

NB T h e d i f f e r ence between tonal patt;erns on this and the pr ev ious
r ecor d i n g
o f t h e w o r d /Umuhut'u /.
UNIT 1
KIRUNDI Vocabular s u l e m ent 2. kumu-
P laces where e o le work, T h e locative r e fixes >I work at the American con s u l a t e . <
~Do you wor k a t t h e American consulate?~
]
<consulat americain~ N k ora murf >consulat U kora mur 5 >consul at
a meric a i n > .
a meric a i n ~ ?
] ] ]
[i vuu r i r o (9, 6) >hospi t a l <
[- - [-
Nkora mw iivuuriro.
Ukora m w iivuuriro?
i s5ko (9, 6 )
<market >
N kora mw i i s 5 k o .
Ukora mw iislko?
]
muhXra >home> N kora mu u h X r a .
U kora mu u h X r a '?
i bi r o
(9, 8)
Nkora mu b i r o .
Ukora mu
bi r o?
> offi c e 
N kora mu r u g a a n d a .
U kora mu r u g a a n d a ?
work-
[
iki vuko <port >
]
Ukor a k u k i v uk o ?
(7, 8)
Nkora
ku k i v uk o .
i g i s a g a r a (7, 8) < city , t ow n ~
N kora mu g i s a g a r a .
[
U kora mu g i s a g a r a ?
[ NB G r a p h i c C one in d i cations are not wr i tten over bo rrowed wor d s t hat are shown in th eir or iginal spellings between quo ta tion ma r k s . T his does not mean that th ese words are exempt from the K i r u n d i t onal system, howev er . ]
30
BASIC COURSE
UNIT 1
Vocabular s u
l e m ent 3.
Some ob ects which fre uentl r e uire s ecification of ownershi

i ki i n t u
N ico kiintu caange.
>this
i s my
t hi n g >
ig i t u u n g wa
Nico gituungwa caange.[
]
]
>domestic animal' >book> ~ clot h i n g >
i gi t a b o icaambarwa
N ico g i t a b o c a a n J e . Nico c a ambarwa

/ /
] ] ] ]
caange.
urubaangaangwe Nirwo r u b a a n gaangwe
J J
[ -~ ~ ~
~ bicy c l e >
rwaange. o r: i k i f n g a
i pi k i p i k i Th
Niryo kiinga ryaange [

Niyo pikipiki yaange. [
~ motorbi k e ~
c o rr e s p o n d i n g p l u r a l s ar e : Nivyo biintu vyaanJe. >These a r e m y t hi n g s >
i bi i nt u
ib i tuungwa i bi t a b o ivyaambarwa mbaangaangwe a makii n g a amapikipiki
N ivyo b i t u u n gwa v y a a n g e . N ivyo b i t a b o v y a a n J e . N ivyo v y a ambarwa v y a a n g e . N izo mbaangaangwe zaange . Niyo makifnga yaange. Niyo mapikipiki yaanJe.
N.B. The differences between /ikiintu/and/kiintu/ on t h e o n e h a n d , and/nico/and/nirwo/on the other, should not concern the student at
t hi s t i me .
The wor d
/ is also used for > bicyc l e < . /igaari/ or /igaare 31
BASIC CO U R SE
UNIT
UNIT 2
D ialo ue l ,
[1 sg. subject prefix]
[ tdi s j unc t < pr ef i x ]
- gir a
( - gi z e )
t;o d o
[
1A
Nd a g i z e bwa a k e e y e .
( 'I h av e
d o n e)' good mor n i n g , !
[
2B
~ ]
Bw a a k e ey e n e e z a .
]
( Reply t o
1. )
3B
N . am a k i?
H ow are y o u ?
[
4A
N. i aameeza. -geenda ( gii y e ) -geenza ( -geenj e j e
I <m f i n e .
to go
t o cause t o go t o be c au s e d t o go
-geenzwa (-geenjej we)
[
5B
- roonder a akazi
~
U g e e nzwa n a l k i ?
] )
What can I do for you? ( <By w hat a r e y o u m a d e t o g o ? > )

t ;o l o o k work f or
(-r o o n d ey e
( 12, 1 3 )
- - - ]
6A Nd o o n d e r
zj
ak az i .
I <m looking for a j o b . to know
7B
U zi g u k o r
aka z i n y a b a ki ?
Wha t k i n d o f w or k do you k n ow
[ how] t o
d o?
33
UNIT 2
KIRUNDI
-andika
( -andi t s e
)
10)
t o wr i t e to cause to write
m achi n e
- andi k i i sh a (-andikiishije ) i mashi i n i
( 9, 6 o r
8A
Ndaa zi k w a a n d i k iish
[-
I k n o w ho w t o t y pe (<to make a machine write> ).
i mas h i i n i . [ a prefix used here w i t h -
out an antecedent, to r efe r t o m a n n e r] -iza good
]
9B Ni v y i i za . That's finef
t o be i n n e ed o f
-kenera (-keneye)
umukaraani [ 1 0B
(1, 2)
I
c le r i c a l
worker
w~ ] Nda k e n e y um u k a r a a n i . e -shobor a - t a angur a

ubu
n e e d a cl e r k .
(-shobotse
t o be
to
able
(-taanguye)
begi n
now
[
1 1A Nsh o b o r a gu t a a n g u r
u bu ?
Can I
b e g i n n ow ?
oya
- zo o -
no [non-immediate future p ref i x ]
- garuk a
( -garut s e )
t o r et u r n y es t e r d a y , t o mo r r ow
e go ( o r : e g o )
BASIC COURSE
UNIT2
[
1 2B Oy a ge e n d uz oo g a r u k a a ejo .
N o, go [ a nd ]
( y o u w i l l ) come
b ack t o mo r r o w .
]
Good bye !
1 3A
Nd i i k eb a a n u y e .
Dial o
u e 2.
[ -- 1 4C
-mu-
- -> r
Ur ak e n e y um u k a r a a n i ' ? e
Do you n e e d
a c l er k ?
[3 sg. personal object p ref i x ]
[~~
15D
- - - - - ]
Y es, I n e e d o n e . ( >Yes, I him.>
) domestic servant
Ee g o n d a mukeneye. umushuumba (1, 2)
need
16C
Ur ak e n e y -ba-
abas h u umba?
Do you need any domestic help? [3 pl. personal object p ref i x ]
[
1 7D Eeg o n d a b a k e n e y e .
]
Y es, I ne e d s o m e . ( <Yes, I nee d
them.>)
Dial o ue 3.
[-W
18E Ur aaz i k w a a n d i ki ish i mas h i i n i ?
Do yo u
know how t o t yp e ?
[an object prefix with

indefinite reference
35
UNIT 2
KIRUNDI
L
lgF
- ~
- j
Y es, I k no w (it) very well.
Ee g o ndabiizi neeza.
20E
- ]
U zoo t a angur a F in e J W i l l you begin tomorrow?
N i v y i iza .
ego?
uwaamber e Monday
]
2 1F O y a nz o o t a a n g u r a
N o, I < 1 1 b eg i n on Mo n d a y .
k u w a a mbe r e .
N B T h e w o r d /ego/ in Lines 12 and 20, like other words that end with anticipated high tone, sometimes is pronounced with high tone on the next to last syllable (i.e. /5go/or /ego/) when it s tands a t t he e n d o f a s en t e n c e .
l. A
n o t e o n th e s i n gular and plural forms of Compare t h e wor d s : s er v a n t ,
per s o nal nouns ,
umushuumba
abashuumba
s ervant s
The difference in meaning between singular and plural is m atch e d by the contrast between /umu-/ and /aba-/. The stem is /-shuumba/. M ost, though by no m e ans al l , b egi n nouns that refer to p e r s ons t o be
w i t h /umu-/ in the singular. S uch nouns are s ai d
members of CLASS 1 .
S t e m s w h ich in the singular are m em b ers of corresponding plural forms that be g in Th u s ,
C lass 1 almost always hav e
with
/aba-/. S uch plural nouns are members o f C L AS S 2 .
t he n o t a t i o n <
umushuumba
( 1, 2 )
BASIC COURSE
UNIT
means t;ha t
t h e s t e m /- shuumba/ occurs in a singular noun of ( For p r a c t i c e i n c on-
Class 1, and in a plural noun of Class 2.
trasting this pair of noun c l a sses, see Exercise 2 .
2. A
n o t e o n o b ec t
re f i x e s .
C ompare t h e
words:
I I I need. . . n e e d h i m. n e e d t h em .
Ndakene y e . . . N damukene y e . N dabak e n e y e .
T he f o r m s /-mu-/ in the second sentence and /-ba-/ in the third are OBJECT PREFIXES. An object prefix in Kirundi is in many ways like an object pronoun in English, except that, the Kirundi object
prefix is included wit;hin the verb itself . I t s t a n d s i m m e d i a tely
befor e
t ;he r o o t . The choice of object prefix depends on the person and
number, or on th e c l a ss, of the substantive for wh ich the p r e f ix
s tands .
Thus , /-mu-/ is used where the object is third person >her>. The corresponding plural prefix is / -ba-/ . For reference purposes, the personal object prefixes
singular personal. It;s most usual t;ranslation in English is < himl o r
a re
g i v e n h er e : S ing u l a r P lu r a l - tu or kwor - du- or -tw-
F ir st '
p e r so n
-n- o r - m - <me>
-ku-muor or -gu-
<us<
S econd p e r s o n Thir d p e r s on
-baher < -ba-
>you (p l . )
>them>
>
~ you (sg . ) ~
- mw- >h i m ,
N on-personal object prefixes are list;ed in the synopsis p .
x xi i
37
UNIT 2 The ch o i c e p erson
KIHUNDI a m ong /-ku-/, /-gu-/, /-kw-/ for the second
s i n g u l a r , a nd a m o n g /-tu-/, /-du-/, /-tw-/ for the first
person plural are governed by the same principles as those set f or t h ( Unit 2 , Not e 4
) for the infinitive prefix .
3.
A n o t e o n t he t o n es of c e rt ain nouns borrowed from Eur o ean
lan ua es and Swahili.

Units 1 and 2 c o n tain a number of nouns that' are ob-
viously borrowed from a European language or from Swahili: ibaanki
>bank<
( French o r E ngli s h )
Yohaani imashiini
/ /
]
]
]
~John~ <machine>
(German)
( French o r E ngli s h )
[ ~ ~
u mushofeer i umukaraani
/
< c h a u f f e u r> < cler k <
(French)
(Swahili, from A rabi c ) ( Engl i s h t hr o ugh F r e n c h ?)
>~
] ]
umubooyi
>houseboy<
The prefixes in these words have been underlined.

part of each noun that is n ot underlined is its ST EM . o f al l
The
A general formula covering the tones m ay be stated as fo llow s :
t;h e s e n ou n s
( 1)
T h e next to last syllable has two mo r as , and
t;here is a high tone on the second mora of that syllable (e.g,
/ f ee/ i n / u m ushofeer i / ) .
(2) If there is, wit h i n t h e s t ; e m , a sy l l a b l e wh i ch
precedes the penultimate syllable, it has an anticipated high
38
B ASIC CO U R SE
UNIT p
one (p. l6), (e.g. /ka/ in /umukaraani/) unless (as in /Yohaan1./)

i t is also t;he first; syllable of the wo r d . A large proportion of the nouns borrowed into Kirundi will be found to f o llow the ab ove ru l es, but th ere are num erou s
except;ions. Thus, t;he word motorcar has come into Kirundi as /umuduga/, and not as +/umuduuga /. (Another version of this same ' Roan word i s / i modokaar i /.)
4. A n o t e o n i n f i n i tive s.
Compare these forms: kumesuura > to l a u n d e r <
I:
k ur i m a
<to cultivate<
[
gusoma
< to r e a d <
guteeka
> to c o o k >
f .- ~
g utaangur a
]
< to be g i n >
Each of these Kirundi words begins with /ku- / or / g u - / .

E ach corresponds rather closely t;o an English or Fr ench <infinitiv e . < Accordingly, such forms as th ese in K i r u ndi are a lso lab e lled I NFINITIVES . T he infinitive of a K i r u ndi verb is imp ortant for tw o reasons . F i r s t , l ik e its European counterpart, t;he infinitive
m ay be used af ter a w ide range of auxiliary verb s : zi - sh o b o r a -taangur a
gusoma
g us o m a gu s o m a
<to k n o w >be a b l e <begi n
how t o r ead < t o r ead <
t;o r ead >
-shaaka g u s oma
etc.
< want t o
r ea d >
39
UNIT 2
KIHUNDI
Second, the infinitives of the various Kirundi verbs may be divided into two groups. I n one group the infinitives have no high tones, while in the other each infinitive has one high tone.
T his same difference is found in c er tain other forms of th e s e s ame two groups of v e r bs . O n c e t h e s t u d ent has learned to u s e
t he infinitive form of a v erb w ith its pr oper tone, he will ha v e l ess trouble in r emembering which tonal pa t tern to use in t h e o ther forms of 0he same ve r b . When the infinitiv e r e f i x ha s th e for m u
It will be noted that some infinitives begin with
/gu-/ and others with /ku-/. If the following syllable is a part

of the root of the v e rb , and if that sy llable begins with one of a certain group of consonants, then the infinitive prefix it s elf
has t h e c , k, of the
f or m /gu-/. The group of consonants consists of / p ,
t,
f , s , sh , h , pf , t s /. l an g u a g e .
These are the voiceless consonants
The alternation of vo iced and voiceless consonants in
a prefix before voiceless and voiced consonants, r espec t i v e l y , i n t h e f ol l ow i n g s yl l ab l e, i s som e t i m e s c a l l e d < D a h l < s L a w . >
W hen the infinitiv e r e f i x ha s th e for m kw -
T he roots of most verbs begin with consonan ts : - mesuu r s om-teek< laun d e r >
>read>
>cook>
T he roots of a few v e rbs begin with vowe l s : - an d i k - ubak r
< writ e <

) bui l d >
40
BASIC CO U R SE
U NIT 2
When the infinit- ve prefix stands before a root ( or a s ee s y n o p si s p . x x i i ) that begins with a vowel, it has
pref i x ,
/ kw-/, and the vowel that follows it is lo n g :
kwaandik a
kwuubak a
5. A
n o t e o n th e v erb forms that; contain the root
-zi
C ompare t h e s e p h r a s e s :
Uzi g u k o r a ak a zi
/
n y ab a k i ?
What kind of work do
y ou k no w [ h o w j t o
do?
N daazi kwaandikiish i mashiini.
I k n o w [ howj t o type .
T he r o o t
/ z i / , w hich o c c u r s i n t; h e v e r b s o f bot ; h t h e s e s e n t e n c e s ,
is exceptional in two ways: i t is of a most unusual shape for a

verb root;, and it is defect;ive. Its shape is unusual because almost all other verb r oot;s
in the language end with consonants:

-som- an d i k -
-mesuur-
F urthermore, the final consonant of one of th ese roots is a lw ay s f ollowed by some vowel or o th er . I n b o t h t h es e r e sp ects ,
/ - zi /
is atypical.
T his root; is also unusual in that the vowel wh ich im mediately precedes it is always long, unless t;hat vowel is th e f irst sound in the wo r d : ndagez e ndaazi I I h a v e a r r i v ed . know.
UNIT 2
KIRUNDI
The root / - zi /
i s ~defective.< This is a way of saying
that' many kinds of forms which are found wit;h almost all other v erbs a r e l a ck i n g f or /-zi/. The infinitive itself is an example: Ndamesuura.
k umesuur a b ut : N daaz i . I to know. know I l aunder.
t ;o l a u n d e r
(kumenya)
6. A note on the r a mmatical dimension of <linka e<. C ompare t h e Uzi m a i n v e r b s o f s en t e n c e s 7 and 8: ak a zi ny ab a k i ?

What kind of work do
g u kor
y ou know ho w t o Ndaazi kwaandikiish i m a shiini.
d o?
I k n o w ho w t o t y p e .
I n the
f i r s t s en t e n c e , t h e s u b j e c t pr ef i x (/u-/) stands immediately ). I n t h e seco n d s e n t e n c e , t h e r e i s an
before t;he stem ( / - z i /
extra prefix between t;he subject (/n-/ )
a n d t ;he s t e m. This
extr a
prefix has the form /da/ aft;er /n/, but its most unusual form is /ra/. (cf. Unit 1, Note 7, for the change of
/r/ to /d/ after /n/.)
This prefix has no clearly definable dictionary meaning. Its function in the verb is grammat;ical; the difference between verb forms wit'h and without it is t;otally alien t;o Indo-European languages, and even to many Bantu languages. F orms which contain this /ra/
prefix are called DISJUNCT; the forms which are like di sgunct
forms except that they lack /r a / ( Sentenc e 7 , is a b o v e) i s <con/un c t < ,
a r e C O NJUNCT. Thus, /uzi/ w h i l e /ndaazi/ (Sentence 8)
< disgunc t . <
>Congunctm and <disgunct> are the two categories
i n the dimension of LINKA GE .
BASIC COURSE
UNIT 2
The dist;inction between > conjun ct >
and <d i s ju n ct < v e r b
forms is found for only five combinations of tense and mood in

Kizundi . A l l o f t h e s e are af firmat;ive, and four are indicative. The difference between conjunct; and disjunct is dif fi cult t o describe completely . A f e w p r i n c i p les may how ever be se t o u t :
(1) A conjunct form is never final in it;s phrase,

a nd is not fo llowed by a p a u s e . ( 2) A d i s j u nc t form is not f ollowed by an i n t e r ro ga -
tive word or enclitic. (3) The combination of conjunct verb plus an object (or other complement ) is likely to express a natural or routine relationship, while the semantic relationship between a disjunct verb and its object (or other complement; ) is likely to be more c asual . Examples of conjunct verbs are found in Unit, 1, Sentences
5 and 6, and in Unit; 2, Sentences 5, 6, 7, 11 (/nshobora/).

Examples of disjunct verbs are found in Unit 2, Sentences 1, 8 a nd 10 .
E xer c i s e s Exercise 1 . U s e C o l u mn s 1 an d 2 as a s u b s t itution dr ill
(p.23 )
for learning the new words. Use Columns 2 and 3 as a transformation drill (p.26 ) for practice in swit;ching between 1 sg.
and 2 sg, subj ect prefixes, and bet;ween declarative and y e s -no intonations .
[ ~
- andi k i i
<to
]
a
Uraazi kwaandikiish
sh a ( -and i k i i
shi j e ) Ndaazi kwaandikiish
cause t;o w ri t e I
[imashiini. i mash i i n i '?
43
UNIT 2
KIRUNDI
[ ~
-mesuura
<to
- -
]
U raazi
]
k u m esuu r a ?
(-mesuuye }
N daazi k u mesuur a .
l au n d e r >
- andi k a
>to w r i
( -and i t s e
t e<
)
f
-]
Ndaazi k w a a n d ik a .
[ -<
Uraaz i
-]
]
k wa a n d i k a ?
-scma (-somye) > to r e a d > ( - r i m y e)
N daazi
gus oma.
U raaz i
gus oma?
f~
Ndaaz i k u r i ma .
[~~
Uraaz i k u r i ma ?
- rima
< to cultivate <
]
-rimiisha (-rimiishige) >to cause to cultivate' isuka (9,6) shoe~ Ndaazi kurimiish a
[ w
Uraazi kurimiish
]
a
[- ~
i suka .
f->
i suk a ?
>I know how t o c u l tivate with a hoe. < ( >. . . c a u s e a hoe to cultivate~ ) -geendesha (-geendeshej e ' t o cause t o g o >
f~
N daazi k u g e e n dees h a
] f- ~
Ur aazi k uge e n d e e s h a
u muduga (3, 4 )
< automobile <
]
umuduga.
-~
umuduga?
]
- gor o r a
<to
]
U raazi kugoror a
(-goroye)
Ndaazi
k ugo r o r
i r on <
impuuzu
(9,10)
~
i mpuu z u .
I
i mpuu z u ?
> cloth, clothes >
]
-ubaka
>to
( -uba t s e )
N daazi
kwuubaka.
U raaz i
kwuubaka?
bui l d <
44
B ASIC C O U R SE
UNIT 2
-teeka ( -t e e t s e
o cook <
[~
N daazi g u t e e k a .
[ x
U raazi
gut eeka?
E xercice 2 .
O n p e u t f a ir e c e t
Exer c i s e
2.
Th i s ex er ci s e may
exercice de plusieurs f
/
alcons:
b e used in a num ber of d i f f erent wa y s : For l ea r n i n g t h e n ew wo r d s ,
Pour etudier des mo ts nouveaux, utiliser la co lonne 2 de la premiere ligne de
use Column 2 of th e f i rs t l ine of e ach lettered section of th e e xer c i s e .
c haque s e c t i o n
/
d e 1 < exerci c e .
/
Pour etudier plus specialement le contraste entre le s
For practicing the contrast

between first and s e cond p e rson s ingu l a r su b j e c t pr ef i x es , u s e
prefixes sujets de la premiere et de la deuxieme personne du

singulier, utiliser les colon -
Columns 2 and 3 of Lines 1 and 4 of each lettered section of t he e x e r c i s e .

For practicing the con tras t between first and s econd person plural subject prefixes, use
nes 2 et 3, lignes 1 et 4 de
c haqu e s e c t i on d e 1 <ex e r ci c e .
/
Pour etudier plus sp e ci-
alement le contraste entre les prefixes sujets de la premiere et de la deuxieme personne du

pluriel, utiliser les colonnes 2 et 3, lignes 2 et 3 d e c h a qu e
Column 2 and 3 of lines 2 and 3 of e a c h s e c t i o n.

For practicing sub je ct pr efi x e s , u se C o l u m n s 1 an d 2 o f the entire exercise .
s ect i o n .
/ J
Pour etudier les prefixes sujets utiliser les colonnes 1 et 2 de 1 >exercice entier . Pour
/
F or practicing the ag r e e ment of object prefixes wi th words i n p r e ce d i n g s en t en c e s ,
e t u d i er
/
1 <a c c o r d d e s
use the entire exercise as pri n t ed .
prefixes complements avec les mots contenus dans les phra ses precedentes, utiliser 1 <exercice
UNIT 2
KIHUNDI
e ntier tel qu <il est imprim e .
S ecti o n
A.
/umukaraani / ( 1 ,
~Do you n ee d
2)
<cl er i cal
wor k e r < . Do you ( pl . ) e ne e d c l e r k s ? <
Turamukeneye. > We need t h e m . < T urabakeneye . Ndabakeneye.
abakaraani
M urakeney U rakeney e
aba k a r a a n i ?
(wewe)
aba k a r a a n i ?
S ecti o n
/
B.
/
/umushofeeri / Urakeney
e
(1, 2 ) < d r i v er <

Ndamukeneye.
T uramuk e n e y e .
u mushofeer i (mweebwe ) a bashof e e r i
u m u s h o f e e r i?
Murakeney u m ushofehri? e M urakeney Urakeney e e a ba s h o f e e r i ? ab a s h o f e e r i ?
T urabakeneye . Ndabakeneye.
(wewe)
S ecti o n
C.
/umushuumba /
U rak e ne y e e
(1 , 2 ) < s ervant<.
u mu s h u u m b a ? u mu s h u u m b a ? N damukene y e .
umushuumba
(mweebwe ) abashuumba
M urak e ne y
Turamukeneye. Turabakeneye
N dabak e n e y e .
Murakeney Urakeney
e
aba s h u umba? a ba s h u umba?
(wewe)
B ASIC CO U R SE
U NIT 2
S ecti o n umurezi
D.
/umurezi w a
a b a ana / (1, 2 ) ~ c hi l d ~snurse~

/
w a a b a ana
U rakeney
u m u r e z i w a a b a a na ?
/
N d a mukeneye .
(mweebe)
a bar e z i wa a b a a n a
/
Murakeney u m urezi wa abaana? T u ramukeneye. e

M urake ne y
a b a r e zi
b a a b a an a ?
Tu r ab ak e n e y e .
(wewe)
U rakeney
aba r e z i b a a b a a n a ? Nd a b a k e n e y e .
S ecti o n
E.
/umuvoomyi /
U rakeney
(1 , 2)
e
> w ater carri er <

Ndamukeneye. Turamukeneye. T urabakeneye . Ndabakeneye.
umuvoomyi
u m u v oomyi ?
(mweebwe)
abavoomyi
Murakeney u m uvoomyi? e M urakeney U rakeney e e aba v o o myi ? aba v o o myi ?
(wewe)
S ecti o n F . u muteet s i
/umuteetsi /
(1, 2 )
<cook< Ndamukeneye. Turamukeneye. T urabakeneye .

N dabak e n e y e .
Urakeney u m uteetsi? e Murakeney u m uteetsi? e Murakeney a b ateetsi'?

e Urak e ne y
(mweebwe)
a bate e t s i
(wewe)
a b a t ; e e t si ?
S ect;ion umubooyi
G.
/umubooyi / or : / u m ubooyi / ( 1 , 2 )
U rakeney e u m ubooyi ? e e e u m ubooyi ?
ababoo yi ?
>houseboy>
N damukene y e ,
(mweebwe)
a babooy i
M urakeney
Murak e ne y
Turamukeneye. T urabakeneye . Ndabakeneye
(wewe)
U rakeney
aba b o o y i ?
UNIT 2
KIRUNDI
E xerc i s e uwaambere >Monday< ( fi r s t )

u wakab i r i
l
3.
Day s of
t he w e e k . Nzoogaruka k u wakabi ri .
>Will you return on Nonday?Tuesday<
>Will you return on Tu esday< ? Will you return on W e d -
Wednesday> ( thi r d ) uwakane > Thursday >

/
nesday? > U zoogaruka k u wagatat u ?
T hursda y . > N zoogaruka k u wakane.

/
<Will you return on Thursd.ay? > U zoogaruka k u wakane?
>I will return on F ri d a y . > N zoogaruka k u wagataanu.
( four t h
r
uwagataanu > Frida y >
> Will you return on Frid ay ? >
>I will return on S aturd a y . >

/
( fi f t h
U zoogaruka k u
wagataanu?
N zoogaruk a k u ndatu .
wagataa
u wagataandat u < Saturd a y > (s i x t h )

uwamuungu
<Mill you return on Saturday? 1 Uzooga r u k a k u wa g a t a a n d a t u ?

/ /
>I will return on
Sunday. >
N zoogar u k a k u wa m u u n g u .
r
< Will you return on Sunday ? >
>I will return on
<Sunday>
Monday. st)
N zoogaruk a k u w a amber e .
N.B.
The sy l l abl e / ku /
r e p r e s e n t s t h e g e n e r a l l ocat i v e ; t he
s yl l a b l e /wa-/ is a possessive prefix in the same class as the

word f or >day<: t h e p r ef i x /ka-/ or /ga-/ is used in ordinal
n umerals: the remaining elements in the ab ove words ar e th e morphemes f or
> 2-6>,
for
>G o d < , a nd f o r
>fi r s t
< (mbere
).
48
BASIC CO U R SE
UNIT 2
Comment utiliser les exercises

d e c o n v e r s a t i on .
roc e d ure for use with practice conversations.
L es ex e r c i s e s
q ui su i v e nt
de c onversat io n
The practice conversations which

follow the systematic drills a re intended to pr ovide oppor tunities for gui ded pra c t ice
l e s ex er ci s e s s y s -
t ematiques ont pour bu t d>offrir une pr a tique guidee de conversation, sous forme
i n short connected dialogu es . These materials c o ntain no n e w
d e cou r t s
di al og u e s b a s e s s u r
/ w /
/
l e vocabulaire et les po int s d e grammaire deja etudies .
words or grammatical features.
La premiere colonne consiste e n un r e s u me d >un r 8 l e d u

dial o g ue . mil i e u L a c o l o n n e du l e s e xp r es -
The first column consists of an English summary of one side of

t he dialogue . Th e middle
co n t i e n t
column contains the Kirundi expressions that are needed for

t hat side of the di alogue . The
sions kirundi qui correspondent

a ce meme role du d i a logu e . La troisieme colonne contient
tnird column contains the other
1>autre rGle de la meme conver- s ide of the same conversation.

s at i o n .
1.
L <el ev e c ou v r e l a p a g e d e
1.
T h e s t u d ent cov ers all of
son livre a 1 < exception de la p remiere colonne .
t he page in his book ex c ept th e
L < i n s t r u c teur first column . T h e t u t o r l e av e s a ll three columns in his b o ok u ncov e r e d . Th e s t u d e nt gi v e s
laisse les trois colonnes de

/
son livre a decouvert. L < eleve
d onne une expression kirundi qui a Kirundi expression which carr i e s e xpr i m e en s t y l e di r ec t
/
l es
o ut the first English in struc t ion in Column 1 . d one s o , t h e t u t or Wh e n h e h a s r ep l i e s wi t h
i n s t r u c t i o n s d on n e e s e n s t y l e indirect en anglais dans la
premiere colonne. L < instructeur the next line from the o th er
UNIT 2
KIRUNDI
repond alors avec la ligne suivante de la troisieme colonne de la conversation. L >etudiant ecoute et comprend la phrase
e t repond suivant les di r e c-
s ide of the conversation. T h e

s t u d en t h ea r s an d u n d e r s t an d s
this, and goes on to reply in a ccordance w i t h t he s ec o n d

T hey pro-
E nglish instruction .
t ives donnees en anglais. I l s continuent ainsi gusqu>a la

f in du dialogue .
ceed in this way to the end of

t h e d i al o g u e .
2 . R e commencer e n de la
/
p r o c edant,
2.
T h e a b ov e p r o c e dur e s h o u l d
m eme f an on j u s q u > a c e pu i ss e p r e n dr e l e
be repeated until the student can take the first side of the dialogue without hesitation and without mistakes.
que 1 > e l e v e
/
premier role du dialogue sans hesitations et sans fautes.
3. L >instructeur doit ensuite prendre le premier role et 1<eleve doit prendre le role tenu auparavant par 1>instruct eur ,
3. Then the tutor should take the first role, and the student should take the role f'ormerly gi v e n to the tutor.
4.
L e s d e u x r o les sont tenu s
4.
B oth ro l e s i n th e d i a l ogue
p ar d e s
cl eves.
a re t a k e n b y s t u d e n t s .
Practice Conversation l. Y ou as k a n o t h e r p e r s o n
what k i n d of ' wo r k h e
U kor
ak a z i ny a b a k i ?
Nd
umukaraani.
d oes. Yo u a s k w h e t h e r h e knows ho w t o t y pe .
Uraazi kwaandikiish
imashiini?
a
/
Eego,
ndabi i zi .
50
BASIC COURSE
UNIT 2
Practice Conversation 2. Y ou as k t h e s a m e p e r s o n whether h e w o r k s i n a

b ank . Yo u a s k a b ou t his tribal or r e g ional o ri g i n .
U kora muu b a a n k i ? O ya. N k o r a m u r i > consula t a m e r i c a i n < . Ur. Umubo?

i O ya. Nd . Um u m 5 s o . i
/
51
UNIT 3
KIRUNDI
UNIT 3 Dial o ue 1 . - bona ( - b o o n y e )

aha to see
here ( >t h i s , > l oc a t i v e

c las s 1 6 ) cf . S tc. 7 . U n i t 1,
a locative prefix har i
t her e i s , t h e r e ar e
umuuntu ke
(1, 2)
person few
[
1A Mb o n a h i B u j uumbura a a
I see that here in Bugumbura t her e a r e f e w p e o p l e .
1
h ar aba a n t u b a k e . n ow, t h e n other where? (enclitic ) ( expl e t i v e ) noone
ndi
V' --he
[
2A No o n e a b a a n di B ar u u n d i
Now wher e
d o t h e o t h er
Ru n d i
p eopl e w o r k ?
1
bakorKhe?
iinshi
many, much
- kor e r a
(-koreye)
t o work for, at , e t c .
upugo (11), i ntro ( 10)

aabo
/
farm
thei r
nabo 52
a nd t h e y
( Cl.
2)
BASIC CO U R SE
UNIT 3
<subsecutive> prefix, used w hen one v e r b f ol l ow s a nother .
[ -~
3B
-]
Many work on th eir farms,' and o thers work in o ther tow n s .
Ab e e n s h i
b a k or er
i ngo
z aabo ~ a b a a n d i
nabo
]
bagakora mu biindi
]
b isaga r a .
Lki
/
what?
]
4A Muu n g w i w a a b o b ako r
0
ik i ?
W hat ; do they do on th e ir
farms?
-baaza ( - baage -cura ( cuze

/ /
) )
t o wor k w o od , t o car v e to work metal

and
na
nka
/
l ike,
as
[
5B B a r a r i ma , a b a a n d i
"]
b akabaaza, bagacura,
-
They farm, [and] some work in wood or metal, and so forth ( >and o t h e r [ t hi ng s ] l i k e
those. <
[
n
~
a
iiv y o .
ibii n d i n k
53
UNIT 3
KIRUNDI
Dial o
ue 2. aawe
y our ( s g . )
[
6C
>
]
D oes you r c l er k kn ow [ h ow]
to ty p e '?
Um u k a r a an i w a a w ar aa z i e
k waandikiish i m a shiinl?
7D
~
0
~
neez a .
]
Y es, h e k n o w s ( it )
Eeg
ar abi i zi -turuka
well .
( turuts e )
t o c ome f r o m
[
8C
]
Where does he come from?
At ur uk K h e ' ?
[ 9D At ur uk a
]
i Ngooz i . He comes from Ngozi.
l.
A n ote on the alternation of nasal consonants. Compare Sentence 1, Unit 3 with Sentence 6, Unit 2, and
Sentences g
a n d 6 , U n it 1 : m bona.. . n doonder a . . . n kora . . . 
>I am looking for...< 
The sound
s p e l l e d /m/ in the first of these words is produced by

T h e s a m e i s t ru e of th e c o n sonan t ,
b ringing the lips together .
( / b/ )
w h i c h f ol l o w s i t . The sound /n/ at the beginning of /ndoondera/ is pronounced
with the tip of th e tongue in con tact with the upper t e eth or
gum ridge. The same is true of the consonant sound (/d/) which
BASIC COURSE
UNIT 3
follows it'. The nasal phoneme which begins the word /nkora/ is also
s pell e d /n/, but it is different from the /n/ that begins

/ndoonder a /. I t is pronounced, in the word /nkora/, with the back of the tongue against; the soft palate, The same is true
of t h e c on so n a n t
(/k/) ,
w hich follows it ,
T h i s t h ir d n a s a l
s ound i s
t he s a m e o n e t h a t i s s pel l ed /ny/ when it occurs before
vowels. W hen it does stand before a vowel, it is pronounced with the middle of t;he tongue against the hard palate. It; is thus similar to Spanish n and French ~n. This same alternation of /m/ before /b, p, f/, /n/ before
/t, d, s, z/ and /ny/ before /c, g, sh, k, g/ will be found elsewhere in the language. C onsonant sequences like + /mt, nb, mk/ do not occur in Kirundi.
2.
A n ote on substantive h r a ses. The following subst;antive phrases have occurred in the
units and sentences indicated by the numbers in parentheses: izina r y a ange my name American
U munyaameeri k a
[person]
ibaanki ya Rwaanda Uruundi b ank of' RuandaUrund i gituma
( l.
5)
reason work bake Baruundi f ew peopl e

o t he r Ba r u n d i
akazi a baantu a baandi
[people]
abeenshi
many [people]
55
UNIT 3
KIRUNDI
i ngo
zaabo
their farms
abaandi
i bi i ndi
o t'hers [ p e opl e ]
o t;hers [ t hi ng s ]
/
(3 3) (3 5) (3. 6)
u mukaraani
w a a we
y our c l e r i c al employee
T wo important generalizations may be drawn from th ese da t a :
(1) The first word begins with a vowel except in the
example ( / g i t u m a/ )
( 2)
f r om U n i t ' 1 , S e n t ; ence 8 .
I n t hos e s u b s t a n t i v e e x p r e s s i o n s w h i c h c o n t a i n t wo
or more words, the second word does not begin wit;h a vowel.
Thus , t h e wo r d f o r
<Barundi people> may be either / Abar u u n d i
o r / B a r u u n d i /. I t has one of these forms in some positions in the sentence, and the other in other positions. I t has t' he form /Baruun di / if it is not; the first; word in the substantive expression. It may also have this form, even as first; word in the subs t;antive expression, if the wh ole phrase occurs in cer tain gram -
matical posit;ions. An example is / g i t u ma /
( U n i t 1 , Sen t e n c e 8 )
where the initial vowel is ab sent even though no o ther su b s t antive
s eems t o
p r e c ede t h e wor d .
I n t h e wo r d /Abaruundi / , t h e sy l l abl e /ba/ will be called
the NOUN PREFIX, and the /a/ which precedes it will be cal l e d
A UGMENT .
t he
T h u s , it; is possible to say that; in a substantive phr a s e
in Kirundi, t;he ~ augment~ is usually found with the f i rst word on l y .
[For pract;ice on t;his point, see Exercise 1.] )At this point;,
the student should refer to t;he definition of <concord < and
<class> on p
x x i o f the synopsis of Kirundi structure.]
Substantives may be d iv ided and subdivided according to a series of cr i teria .
BASIC COURSE
UNIT 3
The first crit;erion for classification of substantives has to do with the freedom with which their stems combine with class p ref i x e s .
Cl . 1 2 mwi i za beez a m wii z a l goodl l good l l goo d l 1 good l l goodl lgoodl l good l l goo d l l good l l goo d l iki i n t; u l t;hing l i g i t uma l reason l l reaso ns l umuunt u a baant u l pers on l l peo p l e l
m yii z a
5
6 7 8 9
r yi i z a meeza
c ii z a
v yi i za n zi i z a
i bi i n t u
l t;hings l i b i t u m a
1 0 n z i i za
etc .
A ste m l i k e /"iza/, which combines indifferently with prefixes of all classes, is an ADJECTIVE STEM. A substantive stem like /-ntu/ or like /-tuma/, which is restrict;ed in its combination with class prefixes, is a NOUN STEM. Noun st;ems may be divided into two categories according to whether t;hey take an initial vowel (/abaantu/, /ingo/,
/islko/) or never have an initial vowels (/Yohaani/).

Adjectives may be subclassified according to ( 1) w h e t h e r they usually precede, or follow t;he noun t;hat; they modify, and (2) whether the prefixes for Classes 1, g, 0, and 6 contain an
/m/.
Adjectives encount;ered so far which usually follow the
n oun ar e :
UNIT 3
KIRUNDI
Genitival P o ssessive Pronouns
Strong adjectives
i n Cl .
ke
1 , 3, 4, 6 )
iza
{/m/
>good<
/
/-a/
C l. 1
e .g. /
waabo baabo waabo yaabo ryaabo yaabo caabo vyaabo yaabo zaabo rwaabo kaabo t;waabo
bwaabo
/
a a bo/
<few<
> thei r >
/(m)u-/
wa ba wa' ya rya ' ya' ca' vya' ya' za
mwiiza
bake
2 /ba-/ 3 /(m)u-/ 4 /(m)i - / 5 /r i - /
beeza
m uke ( r a r e mike
m wii z a m yi i z a
r ik e
make
(rare)
r yi i z a meeza
/
6 /(m)a-/
7 /ki - / 8 /bi - /
g ike ( r a r e
bike
c ii z a v yi i z a
n z i i za n zi i za
J
9 /i- /
1 O /zi - / 11 /ru-/ 1 2 /ka - /
n ke (r a r e )
nke
rwa '
ka twa
bwa
r uke ( r a r e ) g ake (r a r e )
duke buke
r wi i z a keeza t wi i z a
b wi i z a
/
13 /tu- /
14 /bu-/ 1 5 /ku - / 1 6 /ha- /
kwa
ha
kwaabo
haabo
guke { r a r e ) hake
kwi i za heeza
[For practice with the concordial prefixes used with these adject;ives, see Exercises 1, 2, 3, 4.]
58
BASIC COURSE
UNIT 3
Adjectives which precede the noun are: > other >

Cl. 1 2 u wuu n d i abaandi uwuundi iyiin d i i ri i ndi
~ this ,
t he s e <
t th at ,
t hos e <
uwu /uyu aba

uwu
uwy'uyo
abo uwo
3
4
iyi
iyo
iro
5 6
ay aand i i ki i n d i
aya
iki
ibi
ico i vy o iyo izo
8 9
10
ibii n d i i yi i n d i
i zii n d i
iyi
11 12
13
ur uu n d i ak aa n d i
ut uundi
Uru
urwo ako utwo ubwo uko aho
aka utu ubu

uku
14 15 16
ubuu n d i uk uu n d i ah aa n d i .
aha
t For practice with the concordial prefixes used with these adjectives, see Exercise 5.]
59
UNIT 3
KIRUNDI
3. A note on the alternate forms of concordial r e fixes with various ad ective stems. Compare the Class 2 forms of these three adjectives:
bake b eensh i
/
few
many good
beeza
The most usual form of the Cl ass 2 pr efix is
/ ba - / ,
w h ic h
i s t h e f o r m t h a t oc c u r s w i t h t h e adj ec t i v e / ke/ and with all adjectives whose stems begin with a consonant. The most typical form of the stems for <many> a nd >good < are r e s p e c t i v e l y / On the
i i n s hi /
a n d / i i za/ . or
b a s i s o f t hes e <most typical> forms of prefix and
stems, one might expect the Class 2 forms to be +/baiinshi /
+/bainshi / and +/baiza/, instead of the forms that are actually

used. In general, whenever on the basis of comparison with other words one might expect a Kirundi word to have the vowel sequence +/-ai-/, what actually occurs is / - e e - / . exemplified in the forms for Class 6: Th e s a m e p r i n c i p l e i s
make
meenshi meeza
( /ma-/ pl u s / - k e / )
(/ma-/ plus /-iinshi/)
(/ma-/ plus /-iza/)
The preceding part of this note applies to the ex p e c ted v owel s eq u e n c e +/-ai-/. The remainder applies to the expected
s equence o f
/-i-/ followed by a vowel.
C ompare the Class 4 forms of the same th ree ad j e ctives : mike myiinshi m yi i z a
/
6o
BASIC C O U R SE
UNiT 3
The typical form of the Class 0 prefix is / mi-/ ,
which i s
the f'orm that occurs before consonants. Before / iinshi/ and

other stems that begin with vowels, the prefix has the form
F rom the point of v iew of ph o n etics , /y/ is the non-syllabic
/my-/.
c ount e r p a r t
of
/i/ .
/mwiiza/ / u/ . Th e
which is the non-syllabic counterpart of
In the same way , the Class 1 or C l ass 3 fo rm
c onta i n s
/w/,
basic form of the Class 1 or Class 3 prefix is of course /mu-/. In general, then, the expected sequence of / i /
or / u/
plus another vowel is actually pronounced as /y/ or /w/ plus that same vowel. I n such cases, the vowel itself is almost always long :
/ umu-/ Cl .
1 p l u s /-ana/ >child> is /umwaana/.
With the prefixes for Classes f and 8, the substitution of /y/ for /i/ would result in sequences which do not occur in
Kiru n d i :
/ki-/ Cl. 7 plus / iza/ w o ul d g i v e +/ ky-/ .

/ w o ul d g i v e +/ by-/ . /bi-/ Cl, 8 plus / iza
In place of an expected + / ky -/ ,
c ii z a
K i r u ndi u ses / c - / :
<good<
( Cl. 7 )
I n p l a c e o f +/by-/, it uses /vy-/c v yi i z a
( Cl. 8 )
[ For practice in th ese prefix alternations, use as cue and r e sponse any two p a rts of Ex er cise 3 or of E x e r c ise 4..j
UNIT 3
KIRUNDI
4. A note on the locative enclitic - - h e Compare the tones of /-turuka/ in: a turu k a i Rwa a n d a he comes f r o m Ruanda
where d o e s h e co m e f r om?
atur u k Khe
The pa r t i
c l e /-"-he/ never occurs as a separate word, yet it is
n ot an integral part of the verb form to wh ich it is a t t a ch e d .
Such a particle is an ENCLITIC. W hen an enclitic is c ited by it s elf, it will be wr i tten after double hyphens, as in th e a b o v e
example. Tonally, this particular enclitic is generally preceded by an >unanticipated> (see Unit l, Note 1 ) h i g h t o n e .
5.
r elim i n a r
not e o n t he s u b s e c utive r e f i x .
Compare Sen t e n ce s . . . b a ko r a i ki ?
3 , 4 , and 5 : w hat d o t hey do?
. . . a b a and i
nabo b a g a k o r a
and ot h e r s w o r k i n o ther t o w n s
mubiindi bisagara B arar i ma , a b aandi they farm, others

d o wo o d w o r k . . . b akab a a z a . . .
T he pr e f i x /-ka-/ in the last of these verbs is called the

S UBSECUTIVE pr ef ix . T h e s u b s e c u tive is used in a v er b f orm w h i ch T h e p r efix has
i s in a series relationship with a pr evious ve rb .
the alternate form /-ga-/ before stems that begin wi.th an unvoi ce d c o n s o n an t (cf. Unit 2 , Note 4
).
]
[The contrast between subsecutive and no n -subsecutive form s w ill not be m ade th e su b j ect of drill at this ti m e .
62
BASIC COURSE
UNIT 3
Vocabulary i
Pl a ce names. <He comes from Kitega
Aturuka
A turuk a A tu r u k a A tur u k a A tu r u k a A tu r u k a A tu r u k a A tu r u k a
i Gi t e g a .
i Mura a m v y a . i Muyiinga . i Bur u r i . i K i r u u nd o .
i B u b aanza.
Mbo.
[ [ [ [ [ -
] ] ] ]
i Ma t a n a . i Ki ga l i . i S h aangugu. i Vy uum b a .
i Bukavu .
A turu k a A turuk a A turuk a A turuk a

A tur u k a
i K o ongo ,
i Buruundi .
]
[ ~ ]
A turuk a A turuk a
A tur u k a Atu r u k a
i Rwaanda. i B u gaanae .
As t r i d a .
Por the meanings of th ese terms, see the map on p. 6Q N.B. T h e w o r d As t r i da d o es not t ake the l oc ative i.
It i s
a lso the only p lace name of European origin in this l i s t ,
63
KlRUNDI
oo 4I
t'c'j., j,".'A
" ", ' . . '
' -: t: -
g 'tt I vHCNVI
K
l
IAC
4
xj
~l
r~
., t.
K
t
VU
lAC ~ ItIOHASI
IAC IHESIA
)
K
KIGAU
outee
* 'tt
c
Qltarsma
LAC
HVOESER~A
IAC NASHO
C WERV RWEHIEAHA
t' tt
Kibungu
/''
: ;t t ,
A
saba
LAC
sa
i.AC SAKE
I.AC ROC WER
sns
Astride
ISKOHIIKA
. Ot- ' * : - ~
/
' OWo ~< '
t: '
P4. / V. +shing w~ Jg
B ubo no s g
)'( 8?
J
~R,
Mura myys ~
uo "on
U
~duo
l
D
C-
SUM BURk
'I
'V
t
l
'
/ g ..
'M /
Rucana
RWANDA
A'ND
" A 'c
B URUND I
.
'g t of IItc NI
Source
Iabmoamui bmaaaro
Tonllscy aosadaIT Kaaoaol cayitai T eu ton' caalhl Kaaraad Oriscisac maa Seoosaory Iooa tialor ohport
lii
+
0
Kcc It Terricnrr hcs cite same nasne lcscdmcnucracrtte ccnccr.
P ~A':" O A@X
tt '
. ll
BASIC COURSE
UNIT 3
Exercise 1. L ike many of the exercises in this book, this is a composite of two simpler exercises. The two simpler exercises should be mastered before the student attempts to combine them. A. P ossessive concords with the stem / aabo/ >their<.
Use C o l u mn s 1 a nd 2 o n l y .
B. P ossessive concords with the stem / ndi/ >other<.

Use C o l u mn s C. 1 a nd 3 o n l y .
U s i n g th e s ame noun b oth with and w i th out the au gm en t
(initial) vowel. Use Column 2 and Column 3, or

Columns 1 , 
>I need N dakeney
a n o t h e r c ar . >
e e
N dakeney N dakeney
N dakeney
u m u d uga waabo . i mi d u g a y a a b o .
i k i i ntu caabo.
u w u undi mu duga.
Ndakeney i y i5ndi miduga.

N dakeney N dakeney
e e
i k i i ndi kiintu. i b i i ndi biintu.
Ndakeney i b iintu vyaabo. N dakeney e e

e
isuka
/
i su k a y a a b o . a m a s uk a y a a b o .
r
Ndakeney i y iindi suka. e N dakeney

N dakeney N dakeney Ndakene y Ndakene y
amasuka impuuzu impuuzu ( pl . )

akazi umushuumba
r
N dakeney
Ndakene y
e
e
ay a a n d i m a s u k a .
i y i i ndi mpuuzu. i z i i ndi mpuuzu. ak aand i ka z i .
i mpu u z u y aa b o .
N d a k e ne y e i mp u u z u y a a b o . N dakeney
N dakene y e e
e e e
ak a z i k aa b o .
u mu s h u u m b a .
u wu u n d i mu -
waabo. abashuumba Ndak e n e ye aba s h u umba

b aabo .
shuumba.
N dakeney
ab a a n d i
bashuumba .
65
UNIT 3
KIRUNDI
Exercise 2, 3 and 4. T h ese exercises violate the principle that al l r es p o n s e s i n an ex e r c i s e s h o u l d b e c o m p l e t e s e n t e n c e s . The concordial relationships which are the subject of these exercises are however of such great importance in the structure of the
l anguage, that it has been th ought important to throw them in t o t he sharpest focus and to dr ill them as ea rly as p o s s ib le . In each section, use the nouns themselves as cu es , and the en t ir e
s ubst a n t i v e
p h r a s e s a s r es p o n s e s .
E xerci s e 2 . ~Weak~ adjectives. (Adjectives without / m/ i n prefixes for Classes 1, 3, 4, 6. )
the
a.
/ aan j e / > m y ~
P lura l 2. ab a s h u umba b a a n j e
S ingul a r 1. 3. 5. u m u s h uumba waanj e um u d ug a w a a n j e ikiinga ryaanje
4. imiduga yaanje 6. a m a s uk a y a a n j e
7. i k iintu caanje 9. i mp u u z u y a a n j e
I
8. ibiintu vyaanje 1 0. i m p u uz u z a a n j e u rubaangaangwe r waan j e
1 2. a k a z i
ka anj e
13. utuzi twaanje ( rare )
b.
/ aa w e / > y ou r ( s g . ) >
P lur a l 2. 4. 6.
8.
S ingul a r 1. 3. 5 u m u s h uumba waawe um u d ug a w aawe i k i i nga r y a a w e

ikiintu caawe
aba s h u umba b aawe i mi d u g a y a a w e a m a s uk a y a a w e

i b i i n tu vy aaw e
66
B ASIC CO U R SK
UNIT 3
/
9.
impuuzu y a a we 11.
1 0. i m p u uz u z a a we ur ub a n g a angwe r w aawe 1 1. u t u z i t wa a w e (rare )
1 2.
akazi
k a aw e
c umushuumba u mute e t s i u mushof e e r i

/ /
/ a a bo j > th e i r
/
( per s o n a l ) <
t h ei r t h ei r t h ei r t h ei r s er v an t co o k d r i v er d r i v er s
waabo
waabo waabo baabo baabo baabo

/
a bashof e e r i a batee t s i abashuumba

/
t hei r t hei r t hei r t hei r t hei r

t h ei r
cooks se r v ant s car c a rs hoe

n am e
umuduga
i mi d u g a isuka
/
waabo yaabo yaabo ryaabo
izina
/
a mazi n a
yaabo
yaabo
t hei r
t hei r
n a mes
h o es
amasuka
amapikipiki i ki i n t u i bi i n t u i b i t a bo i g i t a bo igi t uu n gwa
yaabo caabo vyaabo vyaabo

caabo
/
/
their motorbikes their thing t h ei r t h ei r t h ei r t hi ngs book s bo o k
caabo
their domestic animal
67
UNIT 3 ib i t u u n g wa
/
KIRUNDI
vyaabo
/
t hei r t hei r
d o mesti c a n i m a l s c l ot hs
ivyaambarwa
i c a a mbar w a
vyaabo caabo yaabo yaabo yaabo rwaabo zaabo

/ /
their piece of cloth, clothing their piece of clo th, clothing their motorbike their machine their farm
impuuzu
i pi k i p i k i i mas h i i n i
urugo ingo
their farms
their articles of clothing their bicycle
impuuzu
zaabo
/
urubaangaangwe
/
rwaabo
/
urugaanda akazi
utuzi
rwaabo kaabo twaabo
their workshop, factory

t h ei r wor k
C,plural of above]
E xerc i s e 3 . >Strong> adjectives. (Adjectives which have in the prefixes for Classes 1, 3, 0, 6. )
/m/
a.
/ k e/
<f e w <
f ew s e r v a n t s f ew car s few hoes f ew t h i n g s f ew c l o t h (e)s f ew j o b s
a bashuumba b a k e imiduga mike
amasuka make
i bi i n t u bi k e i mpuuz u u tuz i nke
du k e
68
BASIC C O U R SE
UNIT 3
b.
/
i n sh i /
> much, m a n y < m any se r v a n t s m any car s many hoes m any t h i n g s m any cl o t h e s much work m any j o b s
abashuumba beenshi
/
imiduga myiinshi a masuka

/
meenshi
i b i i n t u vy i i n s h i i mpuuz u n y i i n s h i
/ /
a kazi u tuz i
k e enshi t wi i ns h i
c.
/ i za/
/
~g o o d ~
abashuumba beeza imiduga myiiza amasuka meeza
i b i i n t u vy i i z a
umushuumba mwiiza umuduga mwiiza i suka n z i i z a

ikiintu ciiza
/ /
/ /
impuuzu nziiza
/
impuuzu nziiza u rubaangaangwe r w i i z a

a kaz i u tuz i k eez a t wi i z a
/ /
69
UNIT 3
KIRUNDI
E xerc i s e 0 . > Strong > an d > w eak > a d j e c t i v e s . Each line in this exercise may be used in four ways<
/
Example: umuduga waawe mwiiza

1. Tea ch e r : S tud en t A: Umu du ga . Umu du g a w a a w e . U m u d u g a w a awe mw i i za .
< your good c ar <
S tudent B :
2.
Te a c h e r:
Umudu g a .
Student A: U muduga mwiiza. Student B: U muduga waawe mwiiza.
3.
Te a c h e r<
Umudu g a .
/ /
Student A~ Umuduga waawe mwiiza.
4.
T e a c h e r:
Your good ca r .
Student A: Umuduga waawe mwiiza. [The tape recordings illustrate only the first of these ways.] a.
/
~your
/
g oo d
umuduga waawe mw ii za imiduga yaawe my ii za

/
y our g o o d
car
y our g o o d c a r s y our g o o d y our g o o d y our g o o d servant servants hoe
umushuumba waawe mw i i za a bashuumba b a a w e b e e z a i s uk a y a a w e n zi i za
B ASIC CO U R SE
UNIT 3
amasuka y a awe meeza i k i i n t u ca a w e c i i za ibiintu vyaawe vyiiza

/ !
y our g o o d h o e s y our g o o d y our g o o d y our g o o d y our g o o d t h i ng thi ngs cl oth cl othes
impuuzu yaawe nziiza

/
/
impuuzu zaawe nziiza

a kaz i k a awe k ee z a
y our g o o d g o b
b.
>my few m y few c a r s m y few s e r v a n t s my few things m y few h o e s my few clothes m y few b o o k s my few motorbikes my few bits of work
imiduga yaange mike a bashuumba baanj e bake
ibiintu vyaanje bike amasuka y a a ng e make i mpuuzu z a a nj e nke

/
/ /
ibitabo vyaanje bike amapikipiki yaanje make utuzi twaanje duke
c.
< thei r
many t hei r many c a r s
imiduga yaabo myiinshi
abashuumba baabo b e e n sh i a bakaraan i

a masuka
/
their many servants their many clerks t hei r many h o es
b a abo b e enshi
/
yaabo meenshi
amapikipiki yaabo meenshi 71
their many motorbikes
UNIT 3
KIRUNDI
ibiint;u vyaabo vyiinshi impuuzu zaabo nyiinshi
t;heir many things their many clothes
Exercise 5. Pr e osed modifiers of nouns. In using this exercise, the teacher may give an ent;ire phrase from eit;her t;he first; or the second column. The st;udent responds with t' he corresponding phrase from the other column.
uyu m u s h u u mba u wuund i
/
m u s h u u mb a
aba bashuumba uwu muduga iyi miduga iri kiinga aya masuka
iki kiintu ibi biintu
/
abaandi
UWUUndi
b a s h uumba muduga miduga kiinga

/
i yi i n d i
i ri i ndi
ayaandi i ki i n d i i bi i n d i i yi i n d i i zi i n d i
/
masuka k ii n t u
biin t;u
iyi izi
mpuuzu mpuuzu
mpuuzu
mpUuzu
/ /
uru r u b a a n gaangwe a ka k a z i
uruundi a kaandi
rubaangwe kazi
Exercise 6. Us e of the au ment; vowel with ad ect'ives which are u sed a s n o u n s . fProceed as in Exercise g.]
' many a. s e r v a nt s I Imany> a beensh i
a ba s hu u m b a b e e n s h i
imiduga myiinshi amasuka meenshi

/ /
i myi i n s h i ameenshi
72
BASIC COURSE
UNIT
ibiintu vyilnshi ibitabo vyi5nshi impuuzu nyiTnshi a kazi k e enshi
ivyiinshi ivyiinshi i ny i i n s h i akeenshi
b.
abas h u u mba b e e n shi abashuumba bak e abashuumba beeza umushuumba mwiiza umuduga mwiiza imiduga myiiza imiduga myiinshi
abeenshi abake abeeza umwiiza umwiiza i my5i z a i myi i n s h i

/ /
C.
amasuka meenshi amasuka make amasuka meeza i suka n z i i z a

i ki i n t u c i i z a ibiintu vyiiza ibiintu bike
/ / /
ameenshi amake ameeza i nzi i z a

i c i i za
/ /
i vyi i z a i bik e
NB
T h e s p e c ia l tonal pa ttern in Column 2 for th ose ad j e ctives which in Column l hav e the leng th-pitch pa ttern VV CV . An
e xample i s /abashuumba beeza /, but /abeeza/.
UNIT 3
KIRUNDI
Exercise '7. The effect of declarative intonation on a final hi h tone. Us e a form from one column as the c ue, a n d t h e c o r r e s ponding form from the other as the response. ( The t e a c h e r s h o u l d be especially strict about the tones in this exercise.)
a. Abaant u bak e . f i n a l vs . n o n -final Abaant u b a k e ca a n e .
beeza. b eenshi . Ibitabo bike. v yi i z a . v yi i n s h i .
b eeza c a a n e . b eenshi caane.
Ibitabo bike caane. v yi i z a v yi i n s h i caane. ca a n e .
b. declarative vs. interrogative

I bi i n t u bi k e . Ibiintu bike'?
I bi s a g ar a b i k e . Ibiintu vyiiza. Ibisagara vyiiza. Ibiintu vyiinshi. Ibisagara vyiinshi.
I bi s a g ar a I bi i n t u
bi ke'?
v y i i za ?
Ibisagara vyiiza? Ibiintu vyiinshi?

I bisagara vyiinshi ?
Practice conversation.
l. A s k a p e r son what his work i s , where h e w o rk s , an d wh et h e r h e
k nows how to p e r form some a c tivity that is a s s o ciated with th a t k in d o f wor k .
2. Interview persons seeking a )ob as clerical workers, domestic

s er v a n t s , an d co ok s .
BASIC C O U R S E
UNIT 4
UNIT 4
Di al o ue 1
-kuunda
(-kuunze)
to want, like to climb, go up m ount a i n
- duuga ( - d u u z e ) umusozi
(3, 4)
1A
Ur akuu n d a k u d u u g
D o you like to climb moun tain s ?
[
imisozi?
-uumva ( -uumvii s e )
ico
/
t o underst a nd ,
hear
(Cl. 7')
/
that
(pronoun)
say
- vuga ( - v u z e )
t o s p e ak ,
[
2B
"
]
I d o n < t u n d e r s t a n d ( ) what y o u j us t s aid . (negative prefix )
Sinu u m v iis i c u v u z e . e o
n ti -
- subi r a -oo--mwo
( -subiy e )
to repeat (conditional prefix ) (locative enclitic ) P lease r e p e a t . r epeat ? > ) ( ~Wouldn>t you
3B
Nt i wo o s u b i r k nw o ?
(object prefix, 1 sg. - babar i r a - ibagi r a
( -babari y e
( -ibagi y e )
t o f or g i v e t o f or g et
UNIT 4
KIRUNDI
[
4B Mbab a r ira, niibagiye Excuse me. I ive forgott;en the k uduu a . word ~
> kuduuga. >
] ]
i k i '?
What d o e s to k uduu a ~ go mean?
[
5B >KuduugaKuj
]
a
a m a h er a h e e j u r u . I tegeera > To go upwar d . > t o underst a n d
( t'egereye)
[
7A
] ~ ]
Ur at ege e r e y e ?
D o you u n d e r s t a n d ? u nders t o o d ? > ) N o, I
( >Have y o u
[
8B
O y a ' si n t e g e e r e y e .
do n > t ( under s t a n d
).
[
9B Nti w o o subirlmwo?
b uhor o
P lease r e p e a t . slowly, gently, softly
]
1 0B Vu g a b uh o r o b u h o r o . Speak s l ow l y .
[
11A >Kuduuga i b i v uga k u j
K uduuga means t o
g o u p wards.
[-
a maher a
/
h e e j ur u .
nooneho
now
1 2B
Nda v y u u m v i i s e
n o on eh o .
N ow I u n d e r s t a n d
( it ) l
76
BASIC COURSE
UNIT 0
]
1 3B Ur ak o z e c a a n e j T hank yo u v e r y m u c h / done much) < ) ( <You hav e
1.
A e n e r al note on the use of tone in the Kirundi verb.

A lthough it is true that most Su b -Saharan languages ar e
tonal, the roles which t;ones play in the structures
of these
languages are subject to endless variation. The same is true of the degrees of complexity which characterize the tonal systems.
The student has already discovered that the pro du ction
and differentiation of Kirundi tones is a matter requiring much care and practice. T hat is to say, Kirundi tones are fairly complicated on the phonological level. By this point in the course, however, the student should have begun to feel reasonably at ease in hearing and reproducing the more common sequences of tones. But' Kirundi tones also present t' he student with formidable
d i f f i cu l t i e s o n t h e g r am m a t ; i c a l l ev e l . I n t h i s l a n gu a g e , u n l i k e
some others, one cannot simply learn one tonal pattern for each verb stem, one for each substantive stem, and one for each prefix and suffix. T his is particularly true of verbs. Th e location of the prefix t;one and the stem tone varies according to the t;ense,
m ood, li.nkage and other characterist;ics of verb forms . Not in-
frequently, tone is the only overt difference between two verb

forms which differ in grammatical funct;ion.
(cf. the examples
i n U ni t
1 , No t e 1.
In Unit;s 1-3, litt;le was said about the grammatical asp e c ts
of the use of tone in Kirundi. From this point on, however, such mat;ters will occupy a conspicuous place in the notes and exercises
o f almost every un it . I t i s o f c r u c ial importance, therefore ,
t hat the st'udent master the tonal alternations represented by th e
77
UNIT 4
KIRUNDI
c ontrasts between Columns 2 and 3 of Exercises 3 and 5. F o r thi.s reason, the dialogue and vocabulary of Unit 4 have been held to a minimum.
2.
A n o t e o n t he n o n - t onal features of ne a t i ve i nd i c ative forms .
S entences 2 ,
/ /
3 , and 8 c ontain negative indi cative form s : I don>t u n d e r s t a n d

I donit understand w ouldnlt you repea t ?
s inuumvi i s e sint egeer eye ntiwoosubirKmwo?
The /-oo-/ in the last of these forms is the marker for the conditional tense, and will not be discussed here. The negative prefix in the same word is /nti-/. T his prefix precedes the subject prefix: n ti b a t e g e e r e y e n tu t e g e e r e y e n t i d u t ;egeer ey e
/
t hey d o n > t y ou ( p l .
we d o n i t
underst and
) don > t u n d e r s t ' a n d

u n d er st a n d
With the singular personal prefixes, each o f consists of a single phoneme, / n t i - /
wh i ch
com b i n e s a s f o l l o w s :
/ nti /
pl u s / a /
(3 s g. )
nt a' nt u -
he doesnl t
u n d e r s t an d
/nti/ plus /u/ (2 sg. ) / nt;i/ p l u s / n / (1 s g . )
y ou ( s g . )
I
don<t
u nder s t a n d
si n -
don>t und e r s t and
f For practice in these matters, see Exercises 2, 3, 6.]
3.
A note on the tones of immediate indicative verbs, affirmative

The following table summarizes the t;onal behavior of
BASIC COURSE
UNIT Jj
immediate indicative verbs when they are without an object prefix.
INMEDIATE INDICATIVE
AFFIRMATI CONJUNCT DISJUNCT N GA TIVE
d usoma... [
ducur a . . . [ -
t ur a soma. . . [ t ur a c u r a . . . [ -
ntidusoma...[
' n t i du c u r a .
~]
]
..[
t ubaaza. . . [
duteek a . . . [
t urabaaza. . . [ t urat eeka . . . [ ~
] ]
n t i t u b aaza. . .[ n t i dut ee k a,. . . [
] -~ ]
t umesuura.. . [
dutegeer a . . . [
]
j
t uramesuur a . . . [ t ur a t e g e e r a . . . [
~
]' ntitumesuura. . .[ .j nt i d u t e g eer a . . . [
-m . ]
The ROOT SYLLABLE of a verb form is whichever syllable contains the first part of the root of the verb. The root syllable may thus also contain a prefix: in the form twaandika,
t he r o ot i s -andik-,
bu t the root syllable is twaa.
Th e root
s yllables in the ta ble have been underlined . I f the term >root syllable> is defined in this w ay , th e t ones of the verbs in th e ta ble may be r e du ced to a se t of c o m -
pact formulas:
CONJUNCT A ll tones low . DISJUNCT Anticipated high tone NEGATIVE A nticipated high ton e on the syllable af t er r oot syllable of a l l v er b s .
on root syllable of
s ome v e r b s .
79
UNIT
KIRUNDI In many of their forms, all verbs which are alike in the
n umber and length of their syllables are also alike in tone. T h i s is true, for example, of the conjunct and the negative forms in
t his table . I n o t h e r s of t h eir forms, verbs of a g i ven sy l la bl e
structure divide themselves into two groups with respect to their

t onal behavior . T h e d i s j u nct forms in the ta ble are an ex am p l e .
/
Prom this point on , th ose verbs which act like
-cur-
an d - t eek -somand
w ill be called HIGH VERBS , and those which are lik e
-baaz- will be called LOW VERBS. A l most all Kirundi verbs will fall into one of these two classes.
)Por p ractice in tonal differentiation between high v e r b s
and low verbs s e e Exercise 1, Column 2 of Exercise 3, Column 3 of Exercise 4, Column 2 of Exercise 5 and 6.)
4.
A n ote on the tonal a t t ern of certain reduplications. Compare the tones of the word /buhoro / < s o f t l y , s l owl y >
w hen it occurs only on ce , and when it o c curs in reduplication : b uhor o
b uhoro b u h o r o
I n this reduplicative construction, the first member has th e basic tonal pattern of the wo rd, whatever that may be . Th e
second member has an an t i cipated high tone on the f i rst sy llable f ollowed by low t o n es . subject, of drill. j l This construction will not be m ad e th e
5.
A n o t e o n t he c o n c o rd used when t he ant e cedent is quo t e d material. The subject o f Sentences 5 and 11 is a q u o t ed wor d : Kuduuga bi vug ikx? What d o e s ku du u g a m e a n ?
8O
BASIC COURSE
UNIT 4
K uduuga b i v u g a k u j h eeju r u .
ama h e r a
K ~ uduu a m e a n s S o climb.
T he subject prefix is that of C l ass 8 .
Compare t;he use of the c oncord of the same c l ass in : Urazi

/ /
g u s o ma?
Do yo u
k now how t;o r ead ?
Ndabi i z i
n e e za . se.
I k n o w (it) very well.

I underst;and it.
Ndavyuumv i i
[For practice in this use of Cl. 8, see Exercise 6.]
Exercise l. H igh verbs vs. low verbs~ i n dicative immediate affirmative disjunct vs, conjunct. >Mill John read much?<
~ No, he will read li t t l e . ~
[
gusoma
k ur i m a
/
[
Y ohaani a r a s o ma c a a n e 2 ar a r i ma caaneP a r a v uga caane? ar a k or a c a ane? O ya, as'orna buhvr o . Oya, a rima b u h o r o . O ya, a v ug a b u h o r o . O ya, ak or a buhoro.
Y ohaani Y ohaani Y ohaani
kuvuga
/
gukora k umesuura
k ugo r o o r a
Y o h a ani aramesuura caaneP

Yo h aa n i a r a g or oo r a c aa n e ?
Oy a , a mesuura b u h o r o . O ya, a g o r o o r a buhoro.
UNIT
KIRUNDI
E xerc i s e a.
2.
Negat i v e t o n e p a t t e r n s i n i ndi c at i v e i m m e d i a t e . 3 s g . v s . 3 pl . < He doesn' t car v e m u c h . <

>They d o n > t car v e m uc h . <
j
kubaaza
/
Ntabaaza c a ane N tat e ek a c a a n e . N tacur a caane.
N ti b a b aaz a c a a n e . N ti b a t e e k a N ti b a c ur a caane. caane.
guteeka gucura gusoma kuri ma kumesuura k waandik a
N tasoma caane .
/
N ti b a soma c a a n e . Ntibarima caane. N tibamesuur a N ti b a a n d i k a caane. caane,
N tar i m a
caane.
N tamesuura c a a n e . N ti y a a n d i k a caane.
b. kubaaza guteeka
k umesuur a
2 pl . v s . 2 sg . N timubaaza c a a n e ? Ntimuteeka caane? Ntimumesuura caane?

N ti m u g o r o o r a c aa n e ?
N tubaaza c a a n e ? N tute ek a caane?
N tumesuura c a a n e ?
Ntug o r o o r a N tusoma ca an e ?
k ugoroor a
gusoma k waand i k a
N timusoma caane ?
caane? c a an e ?
Ntimwaandfka caane?
Nti w a a n d i k a
C.
1 pl .
vs .
1 sg . ca a n e .
k ubaa z a
/
N ti t u b a a z a
/
S imbaaza c a a n e . S indima c a a n e .
k ur i m a
N titurima caane .
82
BASIC COURSE
UNIT 0
kumesuura
/
Ntitumesuura caane. N t;it u g o r o o r a

N t'i d u t e e k a Nt;id u c u r a
S imesuura S ingor o or a
S in t e e k a
/
/
caane. caane.
k ugoro or a
k ut e e k a
caane.
c aa n e . ca a n e .
ca a n e .
gucura
k waand i k a
S incur a
caane. caane.
Ntitwaandika caane.
S inaandik a
Exercise 3. A f firmative disjunct vs. negative. a. 2 pl . and 1 pl .
<Do you (pl. )

k waandik a gucura gusoma guteeka kubaaza kuri ma kumesuura
/
w r i t e m u ch?< >No, we w r i t ; e
Oya. O ya.
/
l i t t;l e . <
j
M uraandik a M uracur a caane? Ntitwaandika caane. Nt i duc u r a c a a n e . caane?
Murasoma caane ? M urateek a c a a n e '?
Oya. Nt;idusoma caane. Oya. Nt;iduteeka caane. Oya. N titubaaza caane. Oya. Nt;iturima caane. Oya.
/
Murabaa~~ c a a n e '? Murarima c a a n e '?

c aa n e ?
M uramesuur a
N titumesuura caa n e .
b.
2 sg . a n d 1 s g .
<Do you
( sg. )
wr i t e much?
>No, I don>t write much.<
f.
k waand i k a
/
U raandik a
caane?
Oya.
O ya.
S inaandik a
caane,
gusoma
k ur i m a
U rasoma c a a n e ?
Si n s o m a c a a n e . S in d i m a caane.
U rarim a
caane?
Oya.
UNIT 4
/
/
KIRUNDI
gucura kubaaza
/
U racur a
caane?
O ya. Oya. Oya. O ya.

l
Si n c u r a c a a n e . S imbaaza c a a n e .
/
U rabaaza c a a n e ?
/
guteeka kumesuura
U rateek a c a a n e ? U ramesuura c a a n e ?
S int e ek a
caane.
Si m e s u ur a c a a n e .
E xercise 4 . N e g a t i v e im m ed iate vs. infinitive . [ Note t h a t i n this exercise, high verbs are distinguished from low v e rbs in Column 3 , b u t n o t i n Co l u m n 2 . j
>I don> t
c a r v e m u ch . <
 S ii n z i ku baaza.
kubaaza guteeka gusoma

/
/
S imbaaza c a a n e . S int e ek a
/
caane.
Siinzi guteeka. Siinzi gusoma.

Si i n z i
/ /
S insoma caane .
S in c u r a
/
gucura kumesuura k waandik a
ca a n e .
g u cu r a .
S imesuura S inaandik a
caane. caane,
S iinzi kumesuura . S iinzi kwaandika .
E xerc i s e
5 . /-bi-/ as an o b j ect prefix when the an t e cedent is an i nfinitive phras e .

>Do you like to climb m ount a i n s ? >
/ /
 t
l i ke t o. >
U rakuunda kuduu g
i m isozi?
Sin d a b i k u u n d a . S imbi k u u n d a .
or :
he
A rakuunda kuduu g
i m i sozi?
N tab i k u u n d a . N titubikuunda .
y ou (p i
N urakuunda kuduu g
i m i sozi?
BASIC C O U R SE
UNIT 4
they kumenya
Barakuunda kuduug i m isozi'? a Baraazi kuduug i m isozi'?
N tib a b i k u u n d a . Ntibabiizi.
Ntitubiizi . Sindabiizi or : Simbiizi.
a
a
y ou ( p l . ) you (sg,.)
M uraazi kuduu g
/
i m i sozi?
/
U raazi kuduu g
i m i sozi?
A raazi kuduu g
i m isozi?
Ntabiizi.
C onversation
r a c t ice l.
The student should ask the teacher the meanings of the following words. ( Each i s a sy n o n y m o r n e a r s y n o n y m o f s o m e w ord wh i c h h a s a l r ea d y b e e n l e a r n e d . ) i gi s a t a g uhi i n d u k i r a g ushik a
/
igik or wa kubaasha
C onversation
r a c t ice 2.
( Student > s
book c l o s e d .)
The student should pick the unfamiliar word out of ea ch
sentence, and ask its meaning.

Nkor a m o Ibi n ~ ak a a b o . i bita r o .
Uv5he?
85
UNIT 5
KIRUNDI UNIT 5
mbe
( a quest i o n wor d )
to give difficulty t o l ea r n
-goora { - g o oye)
- gaga {-size
1A
) ]
M be i k i ruundi kiragooye
I s Kirundi hard to l e a r n ?
[ ~
k wii g a ?
1
caane v ery , much
[
2B Nt i k i goo y e c a a n e .
]
-shaaka (-shaatse )
I t < s n o t v e r y ha r d . to like, want
C
gA
]
I want to learn it. to teach
Nas ha a k a k u c i i ga .
- iz a ( - i g i g e )
[
4B
~ ~
U rakoze c a a n e f
a ri k o
]
If you like, I will teach it to you
Thank s v e r y m uc h f but
Us haat s e n z o o k i k w i i z a .
[
5A
[
6A Ar i k o n d i
n a umutw e
-]
ugumye.
B ut I < v e g o t a h a r d he a d . [This phrase will not be broken into its component
parts . ]
86
BASIC COURSE
UNIT 5
Di al o
ue 2.
[
7C Us haa k a g u k o r i k i ? a What do you want to do?
[
8D
Ns haa k a g u t a a n g u r a
- ~
]
I want to begin to study
Kir u n d i .
[~
k wiig
-~
a
- zo o -
]
(non-immediate future p ref i x )
i k i ruundi.
-fasha (-fashije
) ]
to hel p
[- ~
9C Us haat s e n z o o g u f a s h a .
If you like, I>11 help you.
[
1 0D Ur ak o z e c a a n e .
]
Thanks a l ot .
Dial o
ue 3.
mwe
o ne, s a me
[
11E
Ikiruundi n i k inyarwaanda
Ar e Kirundi and Kinyarwaanda the same'?
[
ni
] ]
bi mwe?
[
1 2P Oya ,
si bi m w e .
N o, t h e y < r e
n o t ( th e s a m e ) .
- f i t a ( -f i s c ) i t a a n dukaan i r o
to
to have
(5, 6)
dif f small
er e n c e
[
1 3E Bif is
]
itaa n d u k a a n iro ri to . T h e y a r e a l i t tle different .
87
(~They have a small difference.~ )
UNIT 5
KIRUNDI
[
14E Ur a f i s i g i tabo c e a
]
f M
i ki r uu n d i ?
D o you h a v e
a Ki r undi bo ok?
] ]
[~
1 5F E ego . Ndaf i s e c i i z a .
Yes, I
h a v e [ a ] go o d [ on e ] . teacher who?
umwiigiisha (1, 2)
nde
r
[
16E U m w i i giisha waawe n i inde? W h o is your teacher?
/
ntuuze
s o-and- s o
f
17P Ni nt uu z e .
It>s
So-and-so.
l.
A n ote on ob ect r e f ixes. Object prefixes have already been discussed in Units 2
and 4. In the former, a table of personal object prefixes was given. The non-personal object prefixes are listed in the s ynopsi s
(p. xxi i
).
[For practice in using the object prefixes that correspond to inanimate nouns, see Exercises 5 and 6.] In Kirundi, more than one object prefix may be used in the s ame ver b :
n zook i k w i i za
I I 1 1 t e a c h i t t o y ou . ( > I > 1 1 c ause y o u (/-kw-/) to learn
i t (/-k -/ ) )
[ Forms with two ob j ect prefixes will not be made the g oal of i n -
tensive drill in this course.]
88
B ASIC C O U R SE
UNIT5
2.
A not e on ad ec t i v es u s e d i n n ou n In the sentence<
os i t i on s .
Ndafise ciiza.
I h av e a g o o d [ o n e j .
( The p h r a s e /ndafis i c iiza / is rarer than the ab o v e ,

e and is slightly different in m e a ning.
t he wor d of t h e
/ciiza/ is an adjective, but it is used as the object
v e r b /ndafise/. T his is of course one of the posit'ions

Note t'hat there
normally occupied by a noun or a noun phrase. is n o
a u g ment (init;ial vowel ) as there would be if the phrase a noun:

/
/
c onta i n e d
ndafis i g itabo ciiza endafise i k iindi gitabo
I h av e a g o o d b o o k . I h av e a n o t h e r b o o k .
[For practice on t;his point, see Exercise 7.j
3.
A n ote on the difference between erfective and im erfective v erb s t e m s .

S ome of the verb forms that have been met so fa r e nd i n
/-a/, while others end in /-e/. Except for imperat;ive and subjunctive
forms, this distinction in form stands for a difference in ASPECT.
The word ~as ect i s a f,rammarian>s term f' or the shape of ' a n
a c t i on
in time, just as the word
t;ense is used in t;alking about t;he
p lacement of an a c t ion along the time ax i s .
Kirundi has a two way aspect'ual dist;inct;ion between imperfective and perfective verb forms.
An imperfect;ive form is
one that stands for a c o n t inuing act;ion, while a perf e ctive form s tands for one that, is thought of as being completed . A majority
of the forms of a Kirundi verb, regardless of t;ense, are either imperfect;ive or perfective, and have otherwise synonymous c ount e r parts in the ot;her aspect . I m p e r f e c tive forms e nd i n
/ -a/ ,
per-
fective forms end in /-e/, and the /-e/ is either preceded by /-y-/,
UNIT 5
KIRUNDI
or there is a difference between the final consonant of the imperfective and the perfective form: A verb which has a perfective in /-ye/, with no consonant change, i s /-soma/.
Usom
a e
i ki ? i ki ?
W hat sub j ec t are you reading ? What did you und erstand
Usomy
[ as y o u
r ead j u s t
now]?
A verb which has a difference between the last consonant of corresponding perfective and imperfective forms is P turuka/ : A turu k l h e ? A tur u t s e h e ? W here i s h e f r om ?
Where is he coming from?
An example of strikingly different imperfective and perfective forms is: A geenda kw i i s 5 k o . Agiiye kw iis5ko. He goes t o t he m a r k e t .
He has just gone to the market .
The consonant of the perfective form can often be guessed if one knows the consonant of the imperfective, but because there are a nu m ber of ir regular verbs, the student is a d v i s ed t o learn the perf ective stem of each verb separately, at le a s t i n the beginning .
The consonant of the imperfective of any verb is the same

a s the consonant of the inf initive . E x e r c i s e 1 t h e r e fore serv es
to provide examples of the imperfective and perfective consonants

of some of the v erbs from pr e c eding dialogues, and also pr o v i d es a n occasion for pr a c t ice in making this consonant alternation .
90
B ASIC CO U R SE
UNIT5
A note on the translation e uivalents of man E n lish ad ectives. Kirund1, like many other Bantu languages, has a very small number of words which behave like the adjectives of Indo-European l anguages . Th e s t em /-iza/ <good> with its various concordial
p refixes, is one such ad j ective . Most translations of Indo-European adjectives in Kirundi
are actually verb forms. T hus in,

/
I kiruundi kiragooye kwiiga .
Kirundi is hard to learn.
t he ver b /kiragooye/ corresponds to English ~is hard~. The subject p ref i x

/ki-/ is in agreement with the subject /Ikiruundi/ ; / - r a - /
is
of course the disJunct prefix> the /-e/ is a part of the mark of perfective aspect. The 1nfinitive form of this same verb is / kugoora/
>to
give difficulty.< A very literal translation of the perfective
form /k i r a g ooye / might be ~it has completed the process of givIng

di f f i cu l t y . > t Exercises 2 and 3 provide some examples of new verbs which translate English adjectives.] N.B. The phrases met so far correspond to English be p lu s a d J e c t i v e : >the language is hard.> The student should not
at this time try to make phrases that correspond to English adJ ect i v e - n o u n p h r a s e s : <a hard language,> since this requires a special tonal pattern on the verb. Students who are familiar with Swahili will recognize, in the use of the perfective aspect in these forms, a parallel with the use of the / - me- /
> it is spoiled . t
t en s e i n s u c h S w a h i l i f or m s a s /imeharibika /
91
UNIT
KIHUNDI
Exercise 1.
Pe r fective vs. imperfective stems, as exemplified in t;he immediat;e perfective and the infinitive. > John has just; read the letter.He knows how to read well.~
[
gusoma Yohaan Yohaan Y oh a a n
/
]
a somy
~
g u s oma n e e z a .
i k eet e .
A raazi A raazi A raazi A raazi

/
k ugoroor a
k umesuur a k waandik a
a goroo y
ame su u y
e e
i mp u u z u . impuuzu.
r
k u g or oor a n e e za . k u m esuur a n e e z a . k waandik a n e e z a . k u g e e n d esh

/ /
Y ohaa n . y a a n d it s i k e e t e . i a
k ugeendeesha Y o haani
a g e e n d e eshe j um u d u g a . Araazi e
u muduga ne e z a . kuvuga Yohaan. avuz e i k i r uun d i , Araazi kuvuga ikiruundi

/ /
neeza.
/
kuduuga
Y ohaani
a d u u z um u s o z i . e
Araazi kuduug i m i sozi
neeza.
Exer c i s e 2 .
Perfective forms that correspond to English be plus adjective. C oncord between subject; and verb.
I kiruundi kiragooye ? I s Ki r und i har d ?
Igiswaahiri <Swahi l i >
Igiswaahiri kiragooye'?
I s Swahili hard ?
Irii n g ar a < Lingal a <

Ikinyarwaand a k woor o h a < to b e c o m e easy <
Iriingara riragooye'?
I s Li ngal a har d ?
I k i n y a r w a a nda kiragooye'?
I s K i n y a r w a anda h a r d ? Is K i n y arwaanda easy?
Ikinyarwaanda kirooroshe?
92
BASIC COURSE
UNIT 5
Igiswaahiri
Igiswaahiri kirooroshe? Iriingara rirooroshe'? U rwo r u r i m i

/
Is Swahili easy? I s Li n gal a easy?
j ;ri i n g a r a
u rwo r u r i m i
tthat lan/
r ur oo r o s h e ?
I s that language ea sy ?
guage>
i zo ndimi Izo ndimi zirooroshe ?
<those languages <
A re t ' h os e l a n g u a g e s easy'?
E xerc i s e
3.
( Conti n u a t i o n U rwo r u r i m i
/
o f Ex e r c i s e 2 ) r ur oo r o s h e ?
/
Is that language easy'? Is that b ook easy? A re t h o s e b o oks e a s y '?
i gi t a b o
ibit;abo
Ico gitabo kirooroshe'? Ivyo bitabo birooroshe? Ivyo bit;abo biraziimvye?
k uzi i m b a >to b e come e xpensi v e > ipikipiki
A re t h o s e b o o k s e x p ensi v e ?
Iyo pikipik i r aziimvye?
Is that motorcycle e xpensi v e ? Are those motorcycles e xpensi v e ?

I s t hat ca r ex p en si v e ?
amapikipiki
Ayo mapikipik a r aziimvye?

/
umuduga
l ml d u g a
Uwo mudug u r aziimvye?

I yo midug
i r a z iimvye?
Are t h o s e c a r s ex p e n sive? I s t h a t ma ch i n e ex -
i mas h i i n i
Iyo mashiin i r aziimvye'?

i
/
(sg )
i mash i i n i
p ensi v e ? A re t;hose mach i n e s e xpensi v e ?
I zo mashiini ziraziimvye ?
(pl }
93
UNIT 5 kuremeera >to b e come heavy>

impuuzu
/
KIRUNDI
/
Izo mashiini ziraremeereye? Ar e those machines heavy?
I zo mpuuzu z i r a r e m e er e ye ?
Ar e t hos e c l ot he s
h eavy ?
i bi t abo i g i t ab o ikeet e
I vyo bitabo biraremeereye ? I co gitabo kiraremeereye ?
Ar e t h o s e b o oks h e a v y ? I s t hat b o ok h e a v y ?
Iryo keet r iraremeereye? e Iryo keet r irahwahutse? e
I s that letter heavy ? I s that letter ligh t ?
kuhwahuka >to b e come

l ight in
w eight 

i pi k i p i k i
Ico gitabo kirahwahutse? Izo mpuuzu zirahwahutse? I zo mpuuzu z i r az i i m b u u t s e ?
I s that book ligh t ? Are those clothes light' ?
Ar e t hos e c l ot h e s c h e a p ?
Iyo pikipik. iraziimbuutse? I s that motorcycle i cheap? Ayo m a p ikipik a r a z iimbuu- Are those motorcycles cheap?
amapikipiki
urubaangaangwe Urwo r u b a a n gaangwe

r uraziimbuutse ?
/
Is that bicycle cheap'?
imbaangaangwe
Izo mbaangaangwe z ir a z i i m b u u t s e ?
Are
t h os e bi c y c l es
cheap?
BASIC COURSE
UNIT 5
Exercise 4.
Im m ediate dis unct affirmative vs. immediate ne ative. (Special attention should be given to the tonal. patterns of the verbs. )
t It is not hard to l e a r n .
'Is Kirundi hard to learn?< Ikiruundi kiragooye kwiiga? kuvuga

k wooroha
r
Ntikigooye kwiiga. N ti k i g o o y e N ti c o o r o s h e kuvuga. kuvuga.
I kiruundi kiragooye kuvuga ? I k i r u u n d i k i r o oroshe kuvuga ?
k wii g a kugoora kwuumva

r
Ikiruundi kirooroshe kwiiga'? Ik i r u undi kiragooye kwiiga? Ikiruundi kiragooye kwuumva'?
Nticooroshe kwiiga. Ntikigooye kwiiga. Ntikigcoye kwuumva. Nti c o o r o s h e Nti c o o r o s h e k w uumva. g u s o ma.
kwooroha I k iruundi kirooroshe kwuumva? gusoma kugoora Ikiruundi kirooroshe gusoma? Ik i r u undi kiragooye gusoma?
Ntikigooye gusoma.
Exercise 5.
Ob e ct r e f i xes with a hint from the o s s essive concords'. (Cues from Column 1 should be given first as noun plus possessive, later as noun without possessive. )
I Have y o u se e n m y b o o k ? < >I<v e seen i t .
i gi t a b o
(caanje)
(caange)
U raboony
I
i gi t abo c a a n g e ?
r
N dakiboony e .
N daki b o o n y e . N dabi b o o n y e . N dabi b o o n y e .
icaambarwa i bi t a b o
U r a b o o nye i caambarwa c a a n J e ? U raboony U raboony e e i bi t abo v y a a n g e ? i v y a a m barwa v y a a n g e ?
(vyaang e )
ivyaambarwa
{vyaange)
i keet e
U raboony
i k eet e r y aa n g e ' ?
N darfb o o n y e .
95
UNIT 5 impuuzu
KIRUNDI
{yaange )
Ur abo o n y i m p u uzu yaange?

e
N dayiboon y e , N daziboony e . N d a m u boonye.

N dababoo n y e .
impuuzu ( zaange )
Ur abo o n y e i mpuuzu zaanj e ?
umwiigiisha (waanje) Uraboonye umwifgiisha waange? abiigiisha (baange) Uraboonye abiigi/sha baange? u mushofeer i ( waange) U r a b o o ny e u mushof e er i
/
w a ange?
Ndamuboonye.
N dawuboon y e . N dabi b o o n y e .
umuduga (waanJe) i b i r o (vyaanJe ) i pi k i p i k i

/
Uraboonye umuduga w aan J e?
Ur aboon y e i b i r o v y a a nge?
Ur a b o onye ipikipiki yaange? Uraboonye u r u b a a ngaangwe
/
(yaange)
N dayiboony e . N daruboonye .
urubaangaangwe
(rwaanJe) rwaan)e
[ N13 Th e t a p e h a s /umushofeeri / w here t h e Ob e ct r e f i xes. <Do you n ee d a
/
b o o k h a s /umushofeeri /.
Exercise 6.
c l er k ?<
 /3I n eed h i m . < Ndamukeneye. Ndabakeneye.

N dabake n e y e . N damukene y e .
umukaraani abakaraani
abashuumba umushuumba
U rakeney U rakeney
U rak e ne y U rak e ne y
r
e
e e
u mukaraani ? aba k a r a a n i ?
a b a sh u u m b a ? u mu s h u u m b a ?
e e
e e e e
urubaangaangwe
i bir o
Urakeney
Urak e ne y
ur ub a a n g aangwe?
i bi r o ?
N darukeneye .
N dabi k e n e y e , N dazi k e n e y e . N dagi k e n e y e , N dabi k e n e y e .
impuuzu
i ki i nt u i bi t abo
U rakeney
U rakeney Urak e ne y
i m p uuzu?
i k i intu? i bi t abo ?
96
B ASIC C O U R SE
UNIT g
Exercise 7.
Ad ' ective used in a noun o s i tion. ~ Do you h av e

/
a book?<


N dafise ciiza . N daf i s e N daf i s e
Urafis i g itabo?
e e umuduga
/
U rafi s
/
umu d u g a ?
u r u b a an g a a n g w e ? i p i kipiki?
/
/
m wiiza .
r w1 i z a .
/
u ru b a a n g a a n g w e i pi k i p i k i impuuz u
/
U ra f i s U rafis
/
e
e e
N dafise nziiza . N daf i s e n z i i za .
U rafis
i m puuzu?
gushaaka
umubooyi abashuumba u ru g o
/
U rashaaka
i mpuuzu?
Nshaaka n z i i
za .
U rashaaka umubooyi ? Urashaaka a b a s huumba? U rashaaka u r u g o ? U rashaaka i n g w a ?

/ /
N shaaka mwi i z a . N shaaka b e e z a . Nshaaka r w i i

Nshaak a
za.
ingwa
n z i i za .
Exercise 8.
/
Ra n dom substitutions. ( Use Eng l i s h

/
s e n t e n c e s a s c u e s .)
N shaaka kwii g Bashaaka
a a
i k i ruundi.
I want to study Kirun d i . T hey want to study Kirun d i . They don~t want to s tu dy Ki r u n d i . They d o n > t w a n t t o s p e a k Ki r u n d i . I don<t k n o w ho w t o r ead Ki r u n d i . don>t k n o w how t o s peak t ha t l a n g u a g e .
k wiig i k i r u u n d i .
Nt'ibashaaka k wiig i k i r u u n d i .
Nsibashaaka
kuvu
i kizuu n d i .
Hiinzi gusom
u rw o r u r i m i .
S ii n z i
ku z e e n d e s a
u mudu a . a ~
I don~t know how to d r i v e .
97
UNIT 5 Sii n z i k u een d a k w i i s 5k o .
KIRUNDI I never (>I don>t know how to~) go to t;he market. He can>t go to the market.
H e doesn>t want to go to t he mar k e t . H e doesn>t want to s tudy Ki run d i I want to study Kirundi .
Nt;ashobora Ntashaaka
k u g e e n da k w i i s ok o . k u g e e nda kw i i s 5k o .
gaaahaaka Nshaaka
~ kwii i
kizu u n d i .
k wi ig i k i r u u n d i .
Exercise 9.
Ra n dom substitutions. I d o n > t u n d e r s t a n d ( or hear ) w hat; you s a i d . I don>t understand what y ou s a i d . f.c 0 uvuze.
/
S inuumviis i c u vuze. e o
e
/
Nshaaka k wuumv
/
I want to understand what y ou s a i d . I want to understand ( or he ar ) t hat l a n g u a g e . They don<t underst'and that language.
Nshaaka k wuumv a urwo r u r i m i .
E.
T hey d o n< t
Swahi l i .
underst and
Ndakuunda kuvug igiswaahirf. a N dakuunda k u vu g a buh o r o '. Geendeesh
I like to speak Swah i l i .
I like to speak slowly.

Dri v e s l owl y .
b uhoro .
98
BASIC COURSE
UNIT
Practice Conversation 1.
You ask w hether N r .

is studying Swahili.
Yohaani
ar i i g
igiswaahiri ?
K eg
a ta a nguye
vuba.
You ask whether his t eache r s peaks Swahili we l l . U m w i i g i i sha wi iw e
aravug h Xri
igi swaa-
neeza? A raki v u g a .
/
Practice Conversation 2. You ask has a whether N r. S wa h i l i boo k . Yohaani araf i s e
i gi t a b o c
igiswaahiri? Arabifise bibiri. You ask w h e t h e r t h e y a r e a ny go o d . Ibitabo vyiiwe

ni vyi i za? K imwe n i ciiza
caane.
Practice Conversation 3. You remark that you>d like

t o learn Swahi l i . Nshaaka kwi i g
igiswaahiri.
UNIT 5
KIRUNDI
/
U shaats e n z o o g u f a s h a . I n r e s p o ns e t o h i s sug g est i o n , y o u a s k

whet he r h e c an b eg i n immediately .
U shobora g u t a a n g u r
ubu?
Ubi s h a a t s e .
F ree c o n v e r s a t i o n . 1. A makes arrangements with B for help in learning Kirundi 2. B says something that A does not understand. A r eacts a ccor d i n g l y .
100
B ASIC CG U R SE
UNIT 6 Dial o ue l .
ngaahe h ow many ' ?
]
1A U vug
R
indi m i z i i n g a a h e ?
H ow many l a n g u a ge s d o
s peak '?
you
[
2B Mvu g a i n d im i z i ta tu .
I s p ea k t h r e e ( l a n guages .
w hi c h ' ?
he
[
3A Niiz i i h e ? o r : N i i z i i he ? Wh ich o n e s ar e t h ey '?
igif a r a ansa
[ i
French
~ -]
One is French, another is
%B
R u mwe n
igi f'araansa,
Swahili, [and] the t;hird
[ ~
uruundi n urwaa g a t a t ; u
~ ]
Kir u n d i
ig i s waahiri;
n.
i
[-
]
i c o ongereza
/
i kir uundi . i c oonger e z a /

E ngl i s h
[ -w
5A
i
x
naabi
]
D o you k n o w En g l i s h ?
b adl y
Ur aa z . I coo n g e r e z a ?
[
6B
~
gusa
]
I speak it poorly.
onl y
Nd a k i v u ga n a a b i n a a b i .
101
UNIT 6
KIRUNDI
]
7B Nda g i s o ma , n k a c a a n d i k a I only read and write it.
[ -]
g usa .
8A
U b o n i c o o ngereza kigooye?
D o y o u find ( >see<) [ t h a t ]
E nglish is difficult ?
[
9B
]
E nglish is hard to sp e a k .
I c oon g e r e z a k i r a g o o y e
kuvuga. -suumba (-suumvye) to surpass
10A Ikiruundi kiragooye
Kirundi is harder than English.
w
g usuumb i c o o n g e r e z a . a
Dial o
ue 2.
-mara ( - maze)
i gih e
to end, terminate ti me
t o be eq ua l t o
(7)
-ngana ( - n ganye)
L1 1C Umaz
~
e
igi h e k i i n g an
]
a
H ow lon g h a v e y o u s p e n t (you)
s tudying Kirundi ?
i ki wiig
i k i ruundi?
ukweezi
tatu
(1$, 6)
m oon, mont h
t hr e e
102
BASIC COURSE
UNIT 6
[
12D N d aciiz
]
a m e ezi atatu. I studied it three months.
[ - ~
13C W a ciigiiylhe? iwaacu
r
l
W here di d you st udy i t ?
a t t my ]
h ome ( >at o u r s > )
]
1 4D N a c i i g ii y i w a a c u . e I st udi ed i t i n my h ome
c ount r y .
Dial o
ue 3. umunyeeshuur e
(1, 2)
a st u d e n t
]
1 5E U r umu n y e e s h u u r e ?
A re yo u a s t u d e n t ?
[~ ]
1 6F Eego. Yes.
z.sabha (9, 6)
umuusi
hour day ( 2 4 - h ou r p e r i od }
(3, 4)
17E W ii g
a m a sK h a n g aahe a
H ow many ho ur s s tudy ?
a day d o yo u
k u mu u s i ?
]
18P N ii g a m a sah a t aanu ku a a muusi.
j: study five hours a day.
i yii nga
(9, 6 )
week
E
19E W ii g a
- ~
]
H ow many day s s tudy ? 103 a week do y o u
i m i i s i n g aahe
UNIT 6
KIRUNDI
]
mw iiyiinga?
[
2 0F
~
N i i g , i m i i s . itaanu . a i
j
I study five days
2 1Z
Wiiz
igi f a r a an s
igi h e
How l o n g h a v e y ou s t u a i e d Fren ch ' ?
[
k iingan
i k i '?
umwaaka
( g, 4 )
year
[-~
2 2F U m waa k
]
a
umw e ,
O ne year .
N B Th e
r e c o r d i n g h a s /igifaraansa/ in place of /igifaraansa /. V o cabular School s u p p l i e s. D o you n e e d a p e n c i l D o you n e e d a n y p e n s (penci l s ) ' ?
Su lementar U rakene y e
i k ar a a m u ? { g or 9 ,
/ /
6)
(pen)'?
amakar aamu
urupaapur o ir a a n gi
i gitabo c
( 11, 1 0 )
D o you n e e d a n y p a p e r ' ? D o you n e e d a n y i nk ' ? D o you n e e d a n o t e b o o k ' ? ( <book f o r w ri t i ng <)

D o yo u n e e d a n y ch a l k '?
(g, or 9)
u k w a andika
in g wa
(9)
l.
A n o t e o n t he t o n es of v e r bs that, contain object
r ef i x e s .
of
The tones of' verb forms depend not only on f a c t or s t he kinds which have already been considered (tense , also on the pr e s ence or ab s ence of an ob j ect, prefix.
e tc. )
Thi s
but
not e
applies only to si ngle object prefixes in verb forms that ar e
104
BASIC COURSE
UNIT 6
indicative immediate disjunct affirmative: Urakuund ik i git;abo?
Do you like this book?

I l i ke i t .
N da~i k u u n d a . Urag o r o o y
i z i mpu u zu ?
Have y o u i r on ed t h e s e c lot h e s ? I ironed them .
N dazi g o r o o y e .
High verbs in this form have an an t i cipat;ed high tone
on t;he object prefix, and the verb st;em itself has low tones' l o w v erbs h a v e n o h i g h t ; o n e s .
2.
A n o t e o n t he u se of d i f ferent sets of r ef i x e s w i th t h e
s ame noun s t e m . T he noun s t e m /-ruundi/ appears in the singular-plural pair of forms: Umu-ruundi A ba-ruundi
(1) ( 2)
a Rundi p e r s o n R undi p e o p l e
I t; also appears in the fo rm >
Iki - r u u ndi
(7)
t ypical or u s t o m ar y R u n d i f ashion of doing any thing in c l u d i n g sp e a k i n g , henc e
> Rundi l a n g u a g e >
U sers of this textbook have probably already discovered its u s e
als o
in : Ubu-ruundi
(14)
the count;ry of the Barundi
These same class prefixes may be ap p l ied with the same me an ings t o many noun st ems denoting ethnic groups :
105
UNIT 6
KIRUNDI
Umu-faraansa (1)
Ubu-bi r i gi
F rench p e r s o n B elgi u m
Engl i s h p eo p l e
(14) (2) (7)
Aboongereza i k i z u u n gu
European way s o f s peaki n g
a c t i ng or
jFor practice in using di fferent class prefixes with di ff erent
meanings, see Exercises 1 and 2.]
3.
A no t e on c o r n a r i s o n s o f i n e u al i t Sentence 10 contains an example of comparison> Ikiruundi kiragooye gusuumb i c oongereza. a i s har d Kirundi is harder than English ('Kirund i s urpas s i n g E n g l i s h ')
A very common way of expressing comparison of inequality in Rundi m akes us e o f t he w o r d /gusuumba/, which is the infinitive of the
v erb t h a t m e a n s Ito surpass>. In the above example, /gusuumba/ f o l l o w s a v e r b (/kiragooye/); it may also be used with adjectives: Special note should be made of the sentences in which the word that follows directly after /-suumba/ is a possessive pronoun. First of all, the tonal patterns on the possessives are unlike the tones found with t hese s ame s t e ms e l s e w h e r e ;
/
aange
aawe iiwe
/
aacu aanyu aabo

/
Notice that the singular stems have one tonal pattern, and the plural s tems an o t h e r . With regard to the prefixes used with these possessive stems,
sentences which con tain them must be d iv ided into two gr ou ps . An
106
B ASIC C O U R SE
UNIT 6
example of the first group is:
In t;his sent;ence, there is an overt subject expression ( /i b i r o
" "
' / ) ' " ' "'
"
" ""
' " / -" "/ ' / " /
-/
a p p ear s a l s o
of the class of the sub ect ex ression. Thus, / rw-/ in the sentence: Akazi k a a w e n i k ee z a g u s u umba r w a ange .
In the second group of sentences, there is no expressed subject:

Ni ~ v iiza gusuumb i v yaange.
I t / t ; he y N i k e ez a
( C l . 8 ) i s be t t; e r t h a n m 1 n e .
g u s u umb a k a a n J e .
It
( C l . 1 2) i s b e t t e r t ha n m i n e .
In these sentences the possessive after /-suumba/ has the same class prefix as its ant;ecedent. It; also has the augment vowel. Singular stems have high tone on the mora that follows the prefix: ivyaange ivyaawe i vyi i w e
/
ivyaacu ivyaanyu ivyaabo
[For pract1ce in the use of /-suumba/ in comparisons, see Exercises
34.
6.]
A tern orar note on the verbs in Sent;ences 8 and 11. U bon i c oo n g e r e z a k f g o o y e ? a U maz i g ihe kiingan i k f e a whig i k iruundi? a
D o you find tha t
Engli s h
i s har d ?
H ow lon g h a v e y o u spent , ( you) s t u d y i n g

Ki r u n d i ?
In these sentences, the main verbs are respectively /ubona/ and /umaze/. T h ese verbs are in t;he indicative mood and require no c omment h e r e . Th e v er b s /kigooye/ and /wfiga/ however begin with
high tone, and in this respect differ from indicative forms. These forms are in the participial mood, which will be discussed in great;er det;ail beginning with Unit 9 107
UNIT 6
KIRUNDI
Exercise 1. C o rresponding nouns of Classes 2 and 3.4. > Where do t h e B a r u n d i come f r o m'?>
A baru u n d i A baru u n d i b a t u r uk K h e ?
< They come f r o m B urundi . ~

Batu r u k
a a
i i
Bu r u u n d i . Rwaa n d a .
A banyarwaanda Abaf'araansa
Ababi r i gi
/
A b a n y a r w aanda b a t u r u k K h e ? Batu r u k A bafar a a ns a b a t u r u k K h e ? Ababirigi baturukKhe? A boongerez a b a t u r u k a h e ? A baarabu b a t u r u k a h e ? A banyeekoongo b a t u r u k K h e ? A bazuungu b a t u r u k K h e ?
B atur uk a mu B u f a r a a n s a . Baturuka mu Bubirigi. B atur uk a mu B woonger e z a . Baturuka muri Arabiya. B aturu k Baturu k a a i Koon g o . i Bur ay a .
/
Aboongereza Abaarabu
Abanyeekoongo
/
Abazuungu
A bahi i n d i
Abahiindi baturukKhe?
Abahi i ndi
B aturuka mu Bu h iind i .
Exercise 2. C o rresponding nouns of Classes 2 and 7. >What language do the B arundi p e o p l e s p e a k ' ?~
A baru u n d i A baruundi bavu g r uu h e ?
/
/
>They sp eak
Kirundi . '
/
u r urimi
Bavug
i k i r uundi .
A banyarwaanda
A b a n y a r w a anda b a vu g ur ur i m i
B avug
i k i ny a r w a a n d a .
r uu h e ?
/ /
A bafar a a n s a
Abafaraansa bavug u r urimi a

r uu h e ?
Bavug
i gi f a r a a n s a.
108
BASIC COURSE
UNIT 6
Abaarabu
A baarabu b a vu g ruuhe?
r r
ur ur i m i
B avug
i c aa r a b u .
Abagaande
A bagaande b a vu g
r uu h e ?
/
ur ur i m i
B avug
i k i gaa n d e .
Aboongereza
A boongereza b a vu g ur u r i m i a
r uu h e ?
B avug
i coo n g e r e z a .
Abazuungu
A bazuungu b a vu g ruuhe'?
/
ur ur i m i
Bavug, indimi nyifnshi. a
A bahi i n d i
Abahiindi bavug u r urimi
Bavug
i gi h i i ndi .
ruuhe? Abanyaamerika A b anyaamerika bavug u r urimi
B avug i coo n g e r e z a . a
ruuhe? A batuut s i Abatuutsi bavug u r urimi

r uu h e ?
Bavug
i k i r uu n d i .
Abahutu Abanyeekoongo
Abahutu bavug u r urimi ruuhe'? Bavug i k i r uu n d i . a a A banyeekoongo b a vu g ruuhe?

/ /
ur ur i m i
B avug
i n d imi nyiinshi.
Abamoso
Abamoso bavug u r urimi ruuhe? a
Bavu g
i k i r uu ndi .
UNIT 6 E xerc i s e 3.
KIRUNDI <Than<. Absolute pronouns and object prefixes. < John sp eak s F r e n c h (as a f o r e i g n I [do]. t
l a n g uage) b e t t e r
t han
jeewe
Yohaani aravug i gifaraansa ciiza gusuumba jeewe. a Araki v u g a k u n s uumba.

/ / /
wewe
Yohaani aravug i g ifaraansa ciiza gusuumba wewe. a Araki v u g a k u g u s uumba.

/ /
weewe
Y ohaani
a r a v u g igifaraansa ciiza kumusuumba. a k u musuumba.
Araki v u g a
/
tweebwe
Yohaani aravug i g ifaraansa ciiza gusuumba tweebwe. a Araki v u g a k u d u s uumba.

/
mweebwe
Yohaani aravug i g ifaraansa ciiza gusuumba mweebwe. a Araki v u g a

/
k u b a s uumba.
/
abaandi
Yohaani aravug i g ifaraansa ciiza gusuumbaabaandi. a Araki v u g a k u b a s uumba.
E xerc i s e
4.
> Than.>
C o n c o r d w i t h po s s e s s i v e s ,
>Your car is better than mine.<

< It i s be t t e r
/
t h an mi n e . <
umuduga
Umuduga waawe n i mwiiza gusuumba rwaanje. Ni mwiiza gusuumb u w aanje. a
umubooyi
U mubooyi waaw e Ni mwiiza
n i m w i i z a g u suumba rwaanje . gusuumb
u wa a n j e .
imiduga
Imiduga y a a we
ni myiiza gusuumba rwaanje.

110
BASIC COURSE
UNIT 6
Ni myiiza gusuumba iyaanje. ababooyi Ababooyi baawe n i beeza gusuumba rwaanje.

N i beeza i pi k i pi k i g us u u mb a a b a a n j e . n i n z i i z a gu suumba rwaanje.
Ipikipiki yaaw e
Ni nziiza gusuumba iyaanje.

/
amapikipiki
Amapikipiki yaawe n i meeza gusuumba rwaanje. Ni meeza gusuumba ayaanje.

r
i bir o
Ibiro vyaawe n i vyiiza gusuumba rwaanje. Ni vyiiza gusuumba ivyaanje.

/
imashiini
Imashiini yaawe n i nziiza gusuumba rwaanje. Ni nziiza gusuumba iyaanje.
a mamashii n i
Amamashiini yaawe ni meeza gusuumba rwaanje.

/
Ni meeza gusuumba ayaanje. ingwa

r
/
Ingwa yaawe n i nziiza gusuumba rwaanje. Ni nziiza gusuumba iyaanje.

r
/
akazi
Akazi kaawe n i keeza gusuumba rwaanje.

/
N i k e ez a g u s u umba ak a an j e . iraangi
/ /
Iraangi ryaawe n i ryiiza gusuumba rwaanje, Ni ryiiza gusuumba iryaanje.

/
u rupaapur o
Urupaapuro rwaawe n i rwiiza gusuumba rwaanje.

/
Ni rwiiza gusuumba urwaanje.

r
i mpaap u r o
Impaapuro zaawe n i nziira gusuumba rwaanje.

Ni nziiza gusuumba izaanje. 111
ik a r a amu
Ikaraamu ryaawe n i ryiiza gusuumba rwaanje. Ni ryiiza gusuumba iryaanje.
Exer c i s e g .
I Thanl with verbs .
S u b j e ct;-verb concord .
Iriingara rirooroshe
Is Lingala easier than

S wahi l i '?
gusuumb i g iswaahir5? ikinyarwaanda I k inyarwaanda kirooroshe gusuumb i g iswaahiri? kugoora Ikinyarwaanda kiragooye gusuumb i g iswaahiri'? i coonger ez a I c oonge r e z a k i r a g o o y e gusuumb i g iswaahiri? a Igif a r aansa kiragooye gusuumb i g iswaahir5? kwooroha Igifaraansa kirooroshe gusuumb i g iswaahirT?
Is Ki n y arwanda easier
than Swahili' ?
Is Kin y a rwanda more

difficult than Swahi li' ?
Is English more difficult than Swahili? Is French more difficult

t han Swahili ?
igifaraansa
I s F r e n c h e a s i e r t han
Swahi l i ?
a a
irii ngara
Iriingara rirooroshe gusuumb i g iswaahiri?
Is Lingala easier than

Swahi l i ?
E xerci s e
IThan' with verbs. Concord with and without change o f n umber . Iziindi nd5mi zirooroshe
g usuumb u r wo .
T he ot h e r
l an g u a g e s a r e
easier than that one T he ot h e r l an g u a g e s a r e

than
kugoora
Izifndi ndimi ziragooye

g Usuumb
Ur wo
more difficult
t hat
i bi t ab o
one. b o oks ar e mor e
Ibiindi bitabo bi.ragooye gusuumb i c o . a Ibifndi bitabo biraziimvye gusuumb i co.
T he ot h e r
difficult than that one. T he ot h e r b o oks ar e mor e
expensive than that one.
112
UNIT
BASIC C O U R SE
amapikipiki
Ayaa n d i mapikipik a raziimvye gusuumb i y o .
The other motorbikes are
more expensive than that;

one.
kuremeera
Ayaandi mapikipik araremeerey e g u s uumb iyo.
The o ther mo torbikes are
heavier than that one.
1 mashil n i
I zi f n d i
m a s h i fn i g u s uumb
The o t h e r
m ac h i n e s a r e
zir a r e meer ey e iyo. kuzi i m buuka
heavier than that one.
Iz11ndi mashifni ziraziimbuutse gusuumb iyo.
T he o t h e r
machines a r e t h a n t h a t on e .
c heaper
imiduga
Iyifndi midug iraziimbuutse gusuumb 'uwo .
T he ot;her
c a r s a r e ch e a p e r
t han t h a t o ne .
k uzi i m b a
Iyifndi midug i r aziimvye gusuumb
T he o t h e r
cars ar e more
a uw 0 .
expensive than that, one.
113
UNIT 6
KIRUNDI
E xercise 7 .
I m m e d i a t e d i sjunct affirmative verbs with and w i th ou t
an object prefix.
< Do you like this book ? <
/
> I like it . ~ N dagi k u u n d a . N dazi g o r o o y e .
gukuunda k ugoroor a g utaangur a kugeendeesha gukora gusoma kubona gukenera
Urakuund Urag o r o o y
a e
i k i g i t a bo '? i z i mpu u zu ? e a k a k a zi ?
/ /
Ura t a a n g u y
N dagataanguye .
N dawugeen d e e s h a .
U rageendeesh
Urako z
u w u m u d u ga ?
ak a k az i ?
Ndagakoze. Ndagisomye. Ndawubona. N darukeneye .
Urasomy ik i gitabo? e U rabon a u m u d uga waan j e .

/
Urakeney
ur ub a a n g aangwe?
Exercise 8. L o cative prefixes with the names for periods of time. > How many hour s U kora amasKh ukweez~
i yi i nga k wi i g a
/
a day do you work?<
a
a
a
a n g a a h e k u muu s i ?
/
U kora amasa h
an g a a h e mu k w e e z i ?
Ukora amasah a n gaahe mw iiyiingaP Wiig a m asKh a n g aahe mw iiyiinga'? a a Wiig a m asah a n g aahe ku muusi? a a Wiig a m asah a n g aahe mu kweezi? a a
umuusi ukweezi
/
114
BASIC COURSE
UNIT 6
E xerc i s e
9.
<How many?< Concord with two different ad)ective stems. < How many book s h a v e y o u ? > II h a v e
Mfi s e Mfi s e
m a ny
i bi t ab o i bi i n t u
U fis U fis U fis
e
e
i b i t a b o b i ingaahe ? i b i i n t u b i ingaahe ? i m b a a n g a angwe ziingaahe ?
v y i i n sh i . v y i i n sh i .
imbaangaangwe
/
M fise nyiinshi . Mfi s e ny i i n s h i .
impuuzu a batee t s i a bashof e e r i imiduga imyaaka amapikipiki amasuka

/
Ufis impuuzu ziingaahe? e Ufis a b ateetsi baangaahe? e Ufis a bashofeeri baangaahe? e Ufis i m idug i n g aahe? e a Ufis imyaak i r g aahe? e a Ufis amapikipiki angaahe?
e
M fis e
beenshi .
Mfise beenshi. Mfis e myi i n s h i .
Mfise myiinshi.
Mfise meenshi.
M fis e m e ens h i .
U fis e
a masu k ang a a h e ? a
E xerci s e
10.
<Which? > Concord with an adjective. IWhich mot o r c y c l e d o y o u l i k e ?I '?
i pi k i p i ki
amapikipiki
Ukuund U kuund
Ukuun d Ukuun d Ukuun d Ukuun d Ukuun d U kuun d
a
a
i y i i he p ik i p i k i
a y a a h e mapikipiki?
u r u u h e r upaapur o ' ? i z i i h e mpaapuro? i b i i h e bir o '? i k i i h e caambarwa'? i b i i h e vyaambarwa?
/
urupaapur o impaapuro
i bir o
a a a a a a
icaambarwa
i v y a a mb a r w a
urubaangaangwe
ur uuhe r ubaa n g aangwe?
115
UNIT 6 imbaangaangwe akazi umwiigiisha

u ru r i m i ikar a amu iraangi isuka
/
KIRUNDI
/ / /
Ukuund i z iihe mbaangaangwe?
U kuund
a a k a ahe ka zi ?
Ukuund u w uuhe mwiigiisha?

Ukuun d U kuund u r u u h e r u r i mi ?
/
i r i i h e k a r aamu ? i r i ihe raangi? i y i i h e su k a ?
U kuund Ukuun d
Pract;ice Conversation 1.
/
Y ou ask M r . w hether h e s p e a k s L inga l a .
Uravug
i r i i ngar a ?
N dari v u g a n a a b i n a a b 5 .
Ndary i i
/
ga k w
i ishuul i ,
You exp r e s s c u r i o sit y c o n c e r n i n g the length of ti me .
Umaz i gihe kiingan e a iki,wiig i riingara?
M az
uk w eezi k umwe
gusa .
Practice Conversat;ion 2. Y ou go o n b y a s k in g
I riingara riragooye ?
about; t;he diffic ulty of Linga la .
116
BASIC CO U R SE
UNIT 6
N ti r i g o o y e c a a n e . U shaaka k u r y i i ga ' ?
/
You would like to l earn it yourself , a nd a s k w h e t h e r h i s t e a ch e r c a n h el p y ou .
Eego.
U m w i i g i i sha
w aaw a r a s h o b o r a e k umf asha ?
F ree Conv er s a t i o n . l. A needs a clerical worker who speaks some English. B , who has been studying English for a short time, applies for the pos it i on .
2. C is a European who knows a little Kirundi but has had no experience with any other African language. H e asks D, a speaker of Kirundi who also knows some Swahili (or some other African language ) how K i r u ndi and the o ther language compare with on e a nothe r .
117
UNIT 7
KIRUNDI UNIT 7
Dial o
ue 1. umuvuukanyi
(1, 2)
s ibl i n g
[
1A
w
U rafi s
e
~
abav u u k a n y i
]
Do yo u h a v e m a n y b r o t h e r s a nd s i s t e r s '?
[~
b eens h i ?
[
2B
~
bee n s h i ca a n e .
]
No, ( t h e y a r e ) no t v e r y m a n y . to o ne who b e l o n g s
O ya s i
mweene (1, 2)
mweenewaacu
/
my sibling of the same sex term for his sister, u sed b y a b o y
m ushikaang e ( 1 , 2 )
bir i
nyene
also
[
3B
~
Mfis e
~~
]
I h av e t w o b r o t h e r s , an d also two sisters.
b e e n ewaacu
[
b abir i na ba s h i k a a n g e
]
]
b abir i ny e n e .
[
4A Bafis i m yaak i n g an e a a
How ol d a r e t hey ?
[ - ]
i ki ?
- rut a
( - r u s e)
t o pass ,
surpass
118
BASIC COURSE
UNIT 7
[~
B eenewaacu b a r a a n d u t a . My brothers are older than I, behind
inyuma (9, 10) [ 6B
]
A nd my s i s t e r s a r e y o u n g e r t han Z . ( <are b e h i n d m e <)
Bas hikaan j e nab o 'bar i
[
m uu nyuma za a nj e umuvyeeyi
(1, 2)
parent
[
[
A bavyeeyi
]
b a awe Are your parents still living' ? ( >are t h e y s t i l l t h er e ' ? < )
I i ] b aracaar i h o ' ? oose

/ /
all
]
8B B arlh o boose.
[Yes], they both are ( ther e ) .

t o be , t o r esi de
- ba ( - b a y e ) " " ' B t" '
[~
Beenewaanyu b a bKhe?
W here do y o u r ( m.) b r o t h e r s
live '? murumuna (1, 2) -baana ( - b aanye

a junior sibling
to live together, live wit h o r n ea r
- -]
1 0D Mu r umu n a a n j
ab aa n a
The younger one lives with o ur p a r e n t s .
- ~
n a
a b a v y e ey i b a a c u .
]
1 1D Af' i s imy a a k a c u m i . e He i s t en y e a r s ol d . s eni o r p er so n
mukuru
(1, 2)
119
UNIT 7
KIRUNDI
[1 2C Na muk u r u w a a we ? A nd th e o l d e r ?
[
1 3D Mu k u r u wa an p e n. My older [brother ] i s s tudent in Kitega .
[
u munyees h uu r i
[G it e g a .
3 j
1 0E Muk u r u w a a w ak o r e a
W hat kind of work does you r
older
[ br o t h e r j do ?
[
a kazi nyabaki ? umubaaji
(1, 2)
c arpent e r
[
1 5F N. umu b a a j i .
i
H e>s a c a r p e n t e r .
-r oonka amahera
(-roonse)
t o receive, money
ge t
(6)
amafaraanga (6q
1 6E
Umub a a g
ar ar oo n k a
A carpenter makes [goodj moneyj
[
amahera.
Vocabulary: N ames of some occupations.

/
Mweenewaacu n . umubaaji.
i
/
w orker
b ui l d e r
in wood
n g. umwuuba t s i
l.
120
B ASIC CO U R SE
UNIT 7
N weenewaacu
n n.
umukaraani
/
c ler k herdsman
m erch a n t p ol i c e m a n fi sh er man
umwuungere
u mudaand a z a
n
i
u m u poor X s i
/
n . umur o v y i G o thr o u g h
stituting other
the third part of the ba sic dialogue again, sub -
words f o r
y ' u mubaa) i/.
121
UNlT 7
KIRUNDX
Vocabulary: K i nship terms. The following are words which ego (a man) will use in referring to the individual shown on the c hart .
20.
m ushikaa n j e
m weene w a a c u
(I being
a m a n)
sogokuru 2. 3. ny ogo k u r u sogok u r u nyogokuru 5. daa t a w a a c u ( umugore w a d a at a waacu )
21. 22.
m ushikaa n j e umuvyaara umuvyaara mweenewaacu

/ /
/ /
23 24. 25.
6.
7. 8.
26.
27.
umug6re wa mweenewaacu muramwaanje m ushikaa n j e

/
umug a b o w a s e e n g e s eeng e
28.
29. 30. 31
9.
1 0. 1 1.
daat a/daawe
m a a ma /maawe m a a r u me (umug5re w a maarume (umugabo
u mugore waan j e muramwaanje

/
12.
32.
13.
14. 1 5. 1 6. 1 7. 1 8.
w a m a amawaacu )
33. 34.
35.
muramwaanje umuhuungw aacu u m u k o obwaacu u mwiishwa o r m uvyaraan j e umuhuungu

u mukoobw a d a ug h t er
/
/
m a a ma waacu m weene ( daata)waacu m w e e n e (daata)waacu

o r mush i k a a c u
36. 37 38. 39.
muvyaraanje muvyaraanje mweene waacu(I being a man)
older sibling: mukurwaanje or m u k u r u w a a n j e 40. younger sibling: murumunaanje
( umwiigeme) g i rl
122
BASIC COURSE
UNIT 7
o
l5
~
I 'f
o
18
a a O
0
22
<
2)
0 Zf
D0
30
34
33
$9
o z
3$ 56
0
38 3%
IO
<
'4'L
0
9b
II I
123
UNIT 7
KIRUNDI
42.
43.
44. 45
N ote that the list does not in clude the words wh ich ego wou l d u se in addressing those persons, and that it also does not in d i -
cate what those persons would call ego. [The student should check the above kinship terms to be sure that t hey a g r e e w i t h h i s t ut or < s u s a g e , a n d s h o u l d a l s o el i ci t t h e t er m s
which are missing from this list;.]
A note on the tones of words used with n a

In general, the tones of words which
< and, w i t h
fo l low/na
.<
ar e
different from the tones of the same words in m ost o ther environ -
ments.
i bi i ndi n
other ( thi n g) s
a nd o t h e r s
( C l. 8)
( the l a n g u a g e )
a ik i n y a r w a anda
i k i ny ar w aanda
I
i b iindi
Kinyar waanda
a nd K i n y a r w a a n d a
T he above examples, which illustrate the simpl est ca s e , show that the f i rst vowel of the word that fo llows / h ig h t on e . A slightly more complex relationship is il lustrated by t he w or d f o r
na/
h as a
> my (m)
s i s t e r >. my (m) si st ers
b ash i k a a n j e n a bash i k a a n j e
with my sisters
BASIC CO U R SE
UNIT 7
H ere, o n e xpecte d
t h e b a s i s of t h e f i r s t s et of ex a m p l e s , o n e m i g h t ha v e + / nabash i k a a n j e /.
/
In this instance, however, and in many
other instances where one might expect to find two consecutive

h igh tones with a w o rd , only the first is a c tually us ed . This
p rinciple holds true even wh ere the two vowels are in th e s a m e
s yl l a b l e s . '
beenewaacu
/ /
my siblings of my se.x
/
na beenewaacu
and
II
W hen the initial vowel of the noun is the i t ha t i s
used with Cl. 9-10, then the/na /form begins with/ ni i ingwa n i i n g wa
/ /
-/ :
[Exercises 1,2 provide an opportunity for practice in alternating these tonal patterns on nouns. ] There are a number of other elements in Kirundi which behave tonally like/nag. T his tonal behavior will be called DEFERRED HIGH TONE, symbolized in citation forms by an acute
a ccent written after the el emen t .
[For practice with these tonal alternations, see Exercises 1, 2, 7. ]
2.
O r d i n a l n ume r a l s .
The same tonal rules that have been described in the
preceding note for /na/ apply to the combination of any concordia)

p ref i x
(/vy/, /w-/, /z-/ etc) plus /-a/.
Thi s
h a s a l r e a dy b e e n
i llustrated in some of the day names in troduced in U ni t 2 . tatu g at a t u
(This is the root for ~three~, but it is never used without a prefix. )
t hi r d , t hr ee
w agatat u
u wagat a t u
/
(of the) third
( <[day] ( o f ) t h i r d < ) i . e . <thi r d

Wednesday
d ay , <
125
UNIT 7
KIRUNDI
Another illustration is found in the dialogue for Unit 6: Urwaagatatu n . ikiruundi.

i
<The third [language] is Kir u n d i . <
Exercise 1. T o nes of nouns after/na/ >and, with<: u se t h e

n ouns in both po ssible orders .
t wo
<I have a motorcycle and a car.<

< I have a car and a m o t or cycl e . < i pi k i pi k i umuduga
/
-
Mfis i p ikipiki n u m uduga. e a Mfis umuduga n i p ikipiki. e a
abavyeeyi r beenewaacu
-
Mfis a bavyeeyi babiri, na beenewaacu bataanu. e

/
/ /
Mfise beenewaacu bataanu, n a b avyeeyi babiri. a

/ /
beenewaacu-b ashik a n j e
/ /
Mfise beenewaacu bataanu, na bashikaange babiri.

/ r
/
Mfise bashikaanje babiri, na beenewaacu bataanu.

ikar a amu- M fis
i gi t a b o
i k a r a a mu , n ig i t a b o .
Mfis i gitabo n i k araamu. a e

i gi t abo -
ingwa
r
Mfis i g itabo n i n gwa. e a

M fis
i n gwa n
igi t a b o . u m u duga. umu s h o f e e r i .
u musho f e e r i - -
M fis
umuduga
u m u s h o f e eri n M fis
a
a
u m u duga n
i bi t abo /
M fis
impuuzu
i b i t a b o ni mp uu zu .
Mfis impuuzu n i b i tabo. e a
[NB The tones heard in Line 3, Col. 2 of the recorded version of t hi s e x e r c i s e a r e /na bashikaange/.]
126
BASIC COURSE
UNIT 7
E xerc i s e
/
2.
<We need a carpenter and a builder.< <We need a builder and a carpenter.>
/
-
u mwuubat s i u mubaaj i
D ukeneye umwuubatsi n D ukeney
u m u baagi.
e
/
u m u b aaji n
/
uu m w u u b a t s i .
u mwuunye r e umushuumba
-
D ukeney e
u m wuun g e r e n
umu sh u u m b a .
Dukene y
umu s n u u mb a n
/ /
umw u u n g e r e .
/
umupoorz.si umudaandaza
-
v
/
T uroonder
um u p o o r Xs i n
/
umu d a a n d a z a .
T uroonder a u mudaandaza n
um u p o o r X s i .
Exercise 3. O b ject prefixes with / -r ut a / .

l 'Are yo u o l d e r t han < No, he<s o l d e r t h a n I . < < I<m not o l d e r t ha n h e . <
/
Urarut a
m weenewaanyu?
O y ar a anduta . a S indamurut a .
U rar u t a
m u s h ik a a w e ?
Oy ar a anduta. a
Sindamur u t a .
U rar u t a
b a sh i k a a w e ? . a.
Oya b a r a a n d u t a Sin d a b a r u t
127
UNIT 7 Uraruta mwiishwaawe? Oy
KIRUNDI
a a raandu t a .
Sind amu r u t a .
/
U rarut a
daata;
Oy ar a anduta. a S indamurut a .
Daat
ar ar u t a s o?
Oya daat a r amuruta. a

So n t a m u r u t a ,
Umwiigiisha waac a r aturuta? u Eeg

0
ar a tu ru t a.
Ntitumuruta .
Exer c i s e 4 .
Co n co r d wi t h /
i i ns h i /, / ngaahe/, / taanu/.
> Andre ha s
a l ot of book s . <
> How many has h e ? < >He has f i

i bi t abo
/
v e. <
/
A nderey
afis
ibi t a b o v y i insh i .
r
A fise biingaahe ? Afise bitaanu .
B ASIC C O U R SE
UNIT 7
abavuukanyi
Anderey a fi s a b a vuukanyi beenshi. a e Afis e b a a n g aahe ?

Afi s e bat aa nu. u afis e ab a a n a b e e n s h i .
/ /
umwiigiisha
U mwiigiisha waa c A fi s e
ba a n g a a h e ? A i is e b at a a n u .
/
amakaraamu
Mfis amakaraamu meenshi. e U fi s e aan g a a h e ? Mfis a taanu. e
impaapuro
Dufis impaapuro nyiinshi. e

r
/
Mufise ziingaahe ? Dufise zitaanu .
Exerc i s e
5.
The v er b /-ba/ in the sense of >to reside<. A n swer should use the most appropriate place expression.
< Does a herdsman live in th e ci ty ? <
No, he lives in the country.<

Umwuunge r Oya.
ab a mu g i sa g a r a ? Ab
muh Xr a .
/
U mwuubats. aba mu g i s agara ?
E eg
ab a mu g i s a gara .
129
UNIT 7 U mrovy.
i
KIRUNDI ab a mu g i s a gar a ? ku k i vu k o .
ab a mu g i sa g ar a ?
/
O y aba
Umudaanda z
E eg
/
0
/
U mupooris. aba mu g i sagara ?
E eg
Ababaa j i baba mu gis agara? Abeenshi bab i muhXra; abaandi baba r e g i s a gar a . a
Exercise 6. The infinitive /gusuumba/ < t o s u r p a s s > c o r r e s p o n d i n g to English <than>. Immediate indicative affirmative vs. negative. <This machine is heavy.< <Is it heavier than the others?<
< It>s not heavier than the othe r s . <
imashiini
Iy i m a s hiini iraremeereye.
/
Iraremeereye gusuumb i z iindi? a Nti r e meer ey e

i g i t ab o - r e me e r a
g u s uumb i z i i ndi . a
Iki gitabo kiraremeereye . K iraremeereye gusuum b
i b iindi?
N tikiremeereye gusuum b u rur i m i
ib i i n d i .
Uru r u r i m i
r ur a g o o y e
/
-goora
R uragooye gusuum b
iz i i n d i ?
N tirugooye gusuum b
iz i i n d i .
130
BASIC COURSE
UNIT
umuduga - zi i m b a
Uyu muduga uraziimvye. Uraziimvye gusuumb i y iindi? a Ntuziimvye gusuumb i y iindi. 7. I mmediate indicative affirmative vs. negative. T o n e o f n ou n a f t e r /ya/ vs. tone without /ya/ .
> A carpenter gets more money than a b u i l d e r . >
E xerc i s e
>A builder doesn>t get more money than a carpent e r . < >The pay of a builder is not equal to that of a carpenter.> u mubaaj i - umwuubatsi Umwuubatsi n t aroonk a m ahera gusuumb u m ubaaji. a a Amahera y uumwuubatsi n t angana na ay u m ubaaJi. u mwuubats i - u mushofeer i
I
/
Umubaagi araroonk a m ahera gusuumb u m wuubatsi. a a
Umwuubats. araroonk am ahera gusuumb u m ushofeeri. i a a

/ I /
/
Umushofeeri n t aroonk a m ahera gusuumb u m wuubatsi.

/
a
J
umudaandaza- umubaaji
I
u mwuunger e - -
umupoorXsi
Amahera y umushofeeri n t angana na a r ay u u mwuuba ts i . a Umudaandaz a rar oonk amahera gus uumb umubaag i . a / a/ a / r Umubaagi n t aroonk a m ahera gusuumb u m udaandaza. a a r J Amahera y u umubaa)i n t angana na ay u m u daandaza. a a I / UmupoorXsi araroonk a m ahera gusuumba umwuungere. a / / Umwuungere n t aroonka amahera gusuumba umupoorXsi.
V /
/ / I / /
Amahera y u mwuungere n t angana na ay u m u poorXsi.

a
0
131
UNIT 7
KIRUNDI
Exercise 8, M e ntal addit;ion and subtraction of two with reference t o v a r i o u s n u mber s . >Andre i s s i x y ear s o ld . <
e i gh t y ear s ol d . <
<His older sibling is
>His younger sibling is four years o ld . <

A nderey
a
V'
afis
imy a a k afis
i taandatu .
/
M ukuruw
e
V'
e
/
imy a a k
a' u munaan i .
/
Murumunaw a fi s i m y aak i n c e e a
Y ~haan. afi s
i m y a a k ind w i .
Mukuruw a fi s i m y aak i c e enda. e e a Murumunaw a fi s i m y aak it;aanu. e e a Mari a fi s i m y aak i t a anu. e a a Mukuruw a fi s i m y aak i n d w i . e e a
/
M urumunaw
afis
imy a a k
ita t u .
Practice conversat;ion 3 . Do y ou r so n s l i v e h er e ?
Abahuungu b aawe ba b
aha ?
Oya Where d o live ? t hey Ba b h e ?
n t i b ab
aha .
B ab W hat d o do? t h ey B ako r
Ng oo zi .
iki ?
U mwe n . umu d a a n d a z a . i
Uwuundi 132
v n . um u p o o r z s i.
B ASIC C O U R SE
UNIT
Practice conversation 2. D oes you r s on Umuhu u n g u w aa w ar a a z i e know how t o read? gusoma?

/
Arab i i
zi
buho r o bu At a a n gu y e
h oro . vuba . How ol d he? i s
Afis imyaak i n g aahe? e a

A fis i t a a nu .
/
Ny i n ,
aramwiiza gusoma. W hat do e s ni n a m e a n ? ~ <Nyina> b i v u g
i k i '?
/
/
<Umuvyeeyi wiiwe.> Practice conversation 3.

H ow ol d i s
y our y o u n g er
sib l i n g ' ?
Murumunaaw a fi s i m y a ak e a e ingaahe?
A fis
r r
i c umi n
ind w i .
Does h e l i v e wit h y ou r p ar e n t s ?
A baana n
aba v y e e y i
b aany u ?
/
O y aba a
mu g i s a g ar a .
N uumwuub a t s i .
Practice conversation 4. A re yo u a U r, u munyeeshuur e ?

i
/ /
s tuden t ?
Oya namaz i m yaak a e

/
i tatu gusa mw i i shuu r e .
133
UNIT T
KIRUNDI Nshaaka ku b um u b a a ) i ,
Do you l i k e Urakuunda k wuubaka ? to do building' ? N dabikuunda c a a n e .

A babaaj i b ar a r o o n k
a mafaraanga .
Fre e
conver s at i on .
l. A asks B about the number and ages of his children, and about what they want to become. 2. A ( a M u r u n d i) asks B (a European) about his family back in
t h ey d o .
t he s t a t e s : w h e r e t h e y l i v e , a nd w ha t
134
B ASIC C O U R SE
UNIT 8
UNIT 8 BASIC DIALOGUE D ial o gu e 1 . umusore
(1, 2)
a dol e s c e n t , b a c h e l o r
[
1A
i ] Ur a c aa r . um u s o r e ?
~
A re you still a ba ch elor ?
[
2B
]
No, I<m married ( 
)
(pl.)
]
3A M uf i s abaa n a b a a n g a n e a
[- ]
i ki ?
H ow many c h i l d r e n d o y o u have?
[
0B Bab i r i :
~
umuh u u n g u w
]
a
T wo: a f our y e a r ol d b o y a n d a two year old girl.
[~ ~
i imyaak
a
i n e', n
]
a
~ ~
umukoobw w i i m y a ak a a a
[- ]
i bi r i .
[5A Ni vy i i za c aa n e .
]
That>s v e r y n i ce!
[ ~
6C
~
>
" ]
e
Xs y ou r b r o t h er ma r r i ed ?
Mwee n e waanyu a r a f i s
umug5re?
135
UNIT 8
KIRUNDI
7D
O y
ar aca ar ngaahe
r
umu s o r e .
]
No, he>s still a bachelor. how many?
[-8C Am az
- ~
miroongo
(0)
]
How ol d i s he? m ult i p l es o f t en ; l i n e s
im y a a k i n g aahe? e a
f
gD
0
1
Mir o o n g i b i r i . Twenty.
-
[1 0C
- - ~
]
Is your wife>s brother a b achelo r a l s o ' ? (>... a b achelo r a n d h e >)
Mur a mwaaw a r a c a a r e
[ - w - ~-]
u musore n a we ?
[
1 1D Oy a n umu ga b o .
]
No, he>s ( a) [ mar r i e d ] ( man).
V ocabul a r y : >John i s
Num b e r s 1 2 0 o n e y e a r ol d >.
Y ohaani afis u m waak u m w e e a

i myaak
ibiri
itatu ine itaanu i .taandat u

in d wi umunaani
/
136
B ASIC C O U R SE
UNIT 8
ic eenda i cumi
/ / /
icumi n uumwe a
i cumi n i cumi n i c umi n i cumi n i ibiri 12
a a a
i i tatu i i ne
/ J
13
i i t ganu
15 16
icumi n i itaandatu a
/
i cum1 n
/
a a a
0
indwi
/
i cumi n
u m u naani
18 19
20
i cumi n
iceenda
miroong i b iri
1.
Th e
r o n u nciation of m i r oon o b e f o re vowels. Being in Class 0, the word /miroongo / as a numeral is
always followed by a word that begins wit;h the concordial prefix /i-/. D epending on speaker and on style of speech, t;he final / o/ c it y m a y b e r e t ; a i n e d (/miroongo ibiri/), or may lose its syllabi(/miroongwibiri/,
with no lengthening of the vowel aft;er
/gw/), or may be lost altogether (/miroongibiri/).

[ For practice with multiples of ten, see Exercise 8, and al so
Exerci s e s
9-11. ]
137
UNIT 8 2.
KIRUNDI lus a n u m eral.
Vo w el len th in constructions with na
When /na / stands before a word that begins with a

vowel, it may be either elided or assimilated. I t is assimilated
i f the vowel that fo llows it is a c o n cordial prefix :
/na / plus /umwe/ is ordinarily pronounced
/nuumwe/,
and will usually be written in this book /n and will be written /n a /na / plus /ine/ is ordinarily pronounced / ni i n e a
u u mwe/
/,
iine
/.
/na/ plus /itatu/ is /niitatu /, to be written /na iitatu/.

The high tone i o n the mora that follows / na / ,
j us t ' a s
it was in those forms that had an intervening consonant ( Unit 7 ,
Note 1
).
The high tone that is found on the second syllable of
t he wo r d
(e. g. /umwe/, /ine/) is not present after /na /, in
accordance with the principle discussed in the same note in connection with /bashikaanj e
/.
When the initial vowel of the numeral is not a concordial prefix, but is a part of the root itself, then the /a/ of /na /
is elided, and the vowel that carries the ~defe r r e d ~ h i gh t o n e
comes to be the first in the word. One can picture the relationship between the unelided and the elided forms in terms of a process, in four separate stages:
l. /na / + /indwi/
2. / na i ndw i /
/na / + /ibiri/ /na ibiri/
p l ace ment o f t o n e ) ~
3. 4.
/ n i nd w i/ M ( <el i s i o n < ) ( >assimila t i o n > )~/ni i b i r i / / ni n d w / i

(a c t ual pronunciation)
/ ni i b i r i /
l38
B ASIC C O U R SE
UNIT 8
Note that the vowel of /ni ndwi / is short even though most vowels before a nasal plus a stop or fricative are long. It should be remembered that when a long vowel with high
t one on the se cond mora occurs in other than penultimate position ,
it may have the pitch pattern [ ~ Thus:

n ii n e but is
] i n s t ea d o f
[ ~
].
ni i t a t u
i s
[ ~
[For practice on combinations of /na / with numerals, see Exerc i s e s 9-11. ]
3.
P oss e s s i v e s u s e d w i t h o u t no u n s . I n Ex e r c i s e 3 , t he w o r d /gusuumba/ <t o s u r p a s s > i s f ol -
lowed directly by possessives, with no accompanying noun: Abaana baange n i banini gusuumb a b aawe.
>My children are bigger than yours.> . . . g u s uumb a a b aabo.

I.
.. t han
t heirs . i
A s one wo ul d
e x p e c t ( Unit
3 , No t e 2 ) , t h e p o s s e s s i v e h a s t h e
a ugment vowel . Aft e r
W h a t i s n e w i s th e tonal pa ttern s a n o un : W ithout a noun s
baange baawe
biiwe
/
abaanj e abaawe a bii w e abaacu abaanyu abaabo

/
/ /
baacu baanyu baabo
139
UNIT 8
KIRUNDI
Note that in the right hand column all the singular possessives have one tone pattern, and all the plurals have another. [For practice on this point, see Exercise 3.]
4. A
n o t e o n th e t one of the co ula r
ni
and
si
The el e ment
/ ni/ has appeared in a number of sentences in /Ni/ is used where a third person subject
the preceding dialogues.
is followed by a noun or adjective with which it is to be equated i n s ome way : Izina ryaanje ni Yohaani. , '~iy name i s John.
It may also be used where no explicit subject is given: Ni vyiiza. The t o n e I t ss f ine.
o f t hi s par t i cl e i s hi gh i f i t i s not i mm e d i a t e ly
preceded by pause or by silence; after pause or silence its tone

i s l o w. Th i s
>provisional< tonal behavior will be symbolized by
an acute accent placed just before the words / n i / . The negative counterpart of / ni/ is / si/. It behaves t onal l y j us t l i k e /
ni/ .
[For practice with <provisional high tone<, see Exercise 1, and also Exer c i s e s 9 -1 1 . ]
140
B ASIC COURS E
UNIT 8
Exercise 1. P r ovisional high tone on the copulas fni/ and /'si/. >Are your children small?> <They>re no t s mall . > v e ry
muto
Abaana baany u
ni
bat o ?
Si b a t
o c aa n e .
>small >
j
m unin i
[
Si b a n i n i ca a n e .
Abaana baany u
ni b ani ni ?
> larg e >

/
/ /
1 [
ni bar ee b a r e ?
mureemure s tal l >
A baana baany u
S i b a r e e b ar e
caane.
mugufi < short >
Abaana baany u
ni bagu f i ?
S i b a g uf i
c aa n e .
mukuru >old<
Abaana baany u
n i baku r u ?
S i b a k ur u
caane.
mwiiza >good l ook i n g '
A baana baany u
ni
beez a ?
S i b e ez a
caane.
[The student should supply the grapic
representation of p i tch by
filling in the spaces between square brackets over each sentence.j
UNIT 8 E xerc i s e 2.
KIRUNDI Pos s e s s i v e p r o n o u n s . < Does he k n o w my c h i l d r e n ?

/
jeewe wewe
Yohaani
/
A raaz Araaz Araaz.

/ /
ab a a n a b a a n j e ? ab a a n a b a a we ?
i
abaana b i i w e ?
Exercise 3. S u bstitution in choice of two slots. >My children are bigger than yours.<
/
Abaana baanje ni banini gusuumb a b aawe. a

biiwe
Abaana baanje n i banini gusuumb a b iiwe. a Abaana baanje n i bakuru gusuumb a b iiwe. a Abaana baanje n i bato gusuumb a b iiwe.
bakuru bato baabo bake

b eensh i
/
Abaana baanje n i bato gusuumb a b aabo. a A baana baa n j e n i bake g u s u umb a b a a b o . a
Abaana baanje n i beenshi gusuumb a b aabo. a A baana baa n j e Abaa n a b a a n j e

/
baawe b areebar e
b ani n i
n i b e e n sh i
g u s u umb a b a a w e .
n i b a r e e b ar e
g u s u umb a b a a w e . a
Abaana baanje n i banini gusuumb a b aawe. a
Exer c i s e
4.
Va l u e s of
t h e n ume r a l s .
[ Directions: Do the ex ercise on the fo llowing page at l e a s t t hree times . F i r s t,, use the sentences for imitation . The
second time, use one sentence as the cue , and give as r e sp onse
the sentences that follow it. T hen practice giving response l42
B ASIC C O U R SE
UNIT 8
sentences in which the numbers are 2 greater or 1 less than the n umber i n t he c u e s e n t e n c e . ]
Dufis i g itabo kimwe,

e D ufis
e
e e
i b i t abo bibiri,
Dufis i b itabo bitatu.

D ufis i b i t abo bine.
Dufis i b itabo bitaanu. e Dufis i b itabo bitaandatu. e Dufis i b itab

e e e
0 0 0
i n d wi. u m u naani. i c e enda. 10
Dufis i b itab Dufis i b itab
Dufis i b itabo cumi. e Dufis i b itabo cumi na kimwe. e Dufis i b itabo cumi na bibiri. e Dufis i b itabo cumi na bitatu. e Dufis i b itabo cumi na bine. e Dufis i b itabo cumi na bitaanu. e Dufis i b itabo cumi na bitaandatu. e
D ufis D ufi s
12
13
15 16
e e
i b i t a b o c umi n i b i t ab o c umi n
a a
ind w i . u m unaani.
18 19
20
Dufis i b itabo cumi n i c eenda. e a Dufis i b itabo miroong 0 i b iri.

e
143
UNIT 8
KIRUNDI
Exercise 5. C o ncords with numerals. Mfis i bitabo bibiri. e

i bi i n t u Mfi s e e i bi i nt u bi bi r i .
I h av e t w o b o o k s .
I have two thin g s .
amakeete
Mfis
Mf is
am a k e e t e a b i r i .
1 have two letters.

I have three le tters . I have t hr ee bi -
e amakeete atatu .
i mbaan g a a n g w e i ki i nga
M fis
i m b a a n g a angwe zitatu .
c ycl e s . i mp u u z u z i t at u . I have three articles

of clothing . i m a s h i ini zitatu . i ma s h i i n i
/ /
impuuzu
Mfi s
i mashi i n i
M fis Mfi s
e e e
e
I have three machines. I have four machines. I h av e f o u r br ot h e r s . I h av e f o u r s o n s . I h av e f o u r t eac h e r s . I h av e s e v e n t e a c h e r s . I h av e s e v e n c a r s . I h av e s e v e n b i c ycl e s .

I h a v e s ev e n t h i n g s .
z i n e.
/
beenewaacu abahuungu abiigiisha
M fi s M fi s
bee n e w aacu b a n e . aba h u u ng u b a n e .
Mfis a b iigiisha bane. e Mf is abiigiish i n dwi. e a
imiduga amapikipiki
M fis
i m i dug
ind w i .
Mfis amapikipik i n dwi. e

M fis M fis
/
i bi i n t u
e e e
e e e
i b i i n t in d w i . u a m a keet
amakeete imbaangaangwe abahuungu

10 i mbaan g a a n g w e
/ /
in d w i .
I have seven letters . I h a v e s ev e n b i cy c l e s .
M fis
i m b a a n g a ang w i n d w i . e u
Mfis a bahuung
Mfis M fis
i n dwi.
I h av e s e v e n s o n s .
I h a v e t e n s on s .
a b a h u u ngu cumi.. i m b a a n g a angwe cumi .
I have ten bi cy cl es .
B ASIC C O U R SE
UNIT 8
imiduga abiigiisha amakeete

/
Mfis imiduga cumi. e Mfis a b iigiisha cumi. e

Mfi s e ama k ee t e cum i .
I h av e t e n c a rs . I h av e t e n t ea c h e r s .
I have ten letters .
[ NB
M an y p e o p l e u s e /ikeete/ (5, 6) in place of / i ceete/
(7, 8 ) ] .
Exercise 6. C o n trast between numeral with and without
/na/.
>There are ten children in the school.> <There are five tall [ones] and five short [ o n e s ]. < a baan
/
i cum i
Har a abaan H arl
i c umi mw lishuure.
b a t a anu bar eebare, n a b a ta a nu
b aguf i . abaan a u m u n a ani

/ / / /
Har a baan Hari
u m u naani mw iishuure.
/ / /
bane b ar eebare, n a b an e b aguf i .

0
ibitab umunaani
0
Hari ibitab
umunaani mw iishuure.
Hari bine bito, na bine binini.

ibitabo bitaandatu H ar i b i t ab o b i taandatu mw ii shuur e . H ari bitatu bito na b i tatu binin i .
UNIT 8
E xerc i s e 7.
KIRUNDI Hi gh t one o n / si/. C oncord from one sentence to a noth e r . >Our children are not numerous.> >We have o nl y t w o .> been s h i .
abaana
Abaana baac u
si
Dufise babiri gusa. abahuungu

/
Abahuungu b a ac u
si
been s h i .
Dufise babiri gusa. bashi k a an j e B ashik a a ng e si been s h i .
Mfise babiri gusa. impaapuro Impaapuro zaacu si nyiinshi. Dufise zibiri gusa. amakaraamu
/ /
Amakaraamu yaacu si meenshi. Dufis a b iri gusa. e
i bi t abo
Ibitabo vyaacu si vyiinshi. Dufise bibiri gusa.
[N.B. Some speakers prefer the sentence pattern /ntidufis vyi i n s h i . /]
i bi t a b o
E xerci s e
8.
Practice in adding multiples of ten.
[ The t u t o r
s hould give the numbers to be a d d ed, and th e student should give the en tire sentence including
the sum. For home study, the student may use the right-hand column as cues. ] fSome speakers prefer
/kwoongeeza / to /kwoongereza/.]
I cumi kwoongere z
a
i c umi
n i m i r o on g
ib i r i .
1 0+ 10
= 20
M iroong i b iri kwoongerez i cumi 0 a miroong i t atu.

0
ni
20 + 10 30
146
B ASIC C O U R SE
UNIT 8
M iroong i t atu kwoongerez i c umi

0
ni
30+ 10 40
miroon g
Miroong
0
i ne .
/
i n e k w o o n g e re z
0
i c umi
ni
40+ 10 :
50
m iroong M iroong
/
i t aanu.
r
i n e k w o o n g e r eza miroon g
/
ibiri
40+ 20 :
60
ni miroong i t aandatu.
0
Miroong i t aanu kwoongereza miroong i b iri

0
0
50+ 2 0
70
ni miroong i n dwi.
0
/
/ /
M iroong ine kwoongereza miroong in e

0 0
n i.
4 o+ 40 = 8 o
miroong u m unaani
0
Miroong i t aandatu kwoongereza miroong

0
6 0+ 30 =
90
itatu ni miroong
0
i c eenda.
0
Miroong i n dwi kwoongereza miroong i t atu
70+ 30 :
100
n. i iguana.
[NB The instructor may prefer to use /guteerana na / in place of /kwoonger eza / i n E x e r c i s e s 8- 1 1 . j
E xercise 9 .
A d d i t i o n of numb ers such that the sum is a m u l t ip l e
of ten.
/ /
G ataanu kwoongereza gataan u

/ /
n i icumi.
/
5+5
= 10
C umi na gataanu kwoongereza gataanu n i

m iroong
0
1 5+ 5 =
20
ibiri.
147
UNIT 8
KIRUNDI
Miroong i b iri na gataanu kwoongereza gataanu ni miroong

/
2 5+5 =
30
i t a tu .
Miroong i t aandatu na gataanu kwoongereza

0
65+ 5 70
g ataanu
0
n i m i r o on g
!
in d w i .
Miroong u m unaani na gataanu kwoongereza

/ /
85+ 5 90
gataanu n i miroong
/
0
/
i c eenda. 9 5+ 5 = 100
Miroong i c eenda na gataanu kwoongereza

0
/
g ataan u
n i j .~ a n a 1 6+ 4 2 0
C umi na gataandatu kwoongereza kane n i miroong i b iri.

0
/
/
Miroong i b iri na gataandatu kwoongereza

0
/
26+ 4 3o
kane ni miroong
0
i t a tu .
Miroong i t atu na gataandatu kwoongereza

/ /
36+ 4 4o
k ane ni miroong
0
J
ine.
Miroong i t aanu na gataandatu kwoongereza

/
/
56+ 4 6o
kane ni miroong
i t aandatu.
Exercise 10 .
A d d i t i o n of m i s cellaneous number s
l e ss t h an 10 0 .
Miroong i b iri na gatatu kwoongerez

0
2 3+ 7
30
i ndwi Miroong
0
n i m i r o on g
/
it a t u .
i n e n a g a t a anu kw oongereza i n d wi
0
45+ 7
= 52
n i miroong
i t a anu na kabiri.
148
BASIC C O U R SE
U NIT
Miroong i t aandat;u n iceenda kwoongereza 0 a gat;aandat;u ni miroong i n dwi na gat'aanu.

0
69+ 6 75
Miroong u m unaani na gatat;u kwoongereza

0
8 3+ 4
= 87
kane ni miroong u m unaani n i n dwi. 0 a Cumi n i c e enda kwoongereza gataandat;u a ni miroong i b iri na gataanu.
0
/
1 9+ 6 25
Miroong i c eenda na rimwe kwoongereza

0
9 1+ 4
= 95
kane ni miroong
/ /
/
i c eenda na gataanu.
/
Cumi na gat;aandatu kwoongerez i c eenda a ni miroong i b iri na gat;aanu.

0
/ /
16+ 9
= 25
Cumi n u m unaani kwoongereza umunaani
18+ 8 26
ni miroong i b iri na gat;aandatu.

0
/
Miroong i n dwi na gatat;u kwoongerez

0
/
/
/
73+ 8
= 81
umunaani n i miroong u m unaani na rimwe.

0
Exercise 11. A d dition of numbers under 100.

U munaani kwoongereza gatat;u n i c u m i
8+ 3 11
n a r i m we .
/
Cumi n u m unaani kwoongereza gat;aalu ni
1 8+ 3 2 1
m iroong
/
i b iri na rimwe.
/
C umi n u m unaani kwoongereza kane n i a

/
1 8+ 4 2 2
m iroong
i b iri na kabiri.
149
UNZT 8
/
KXRUNDI
/
Cumi n umunaani kwoongereza gataanu ni miroong i b iri na gatatu.

0
/ /
18+ 5
= 23
Cumi n iceenda kwoongereza gataanu

/
ni
1 9+ 5 2 4
m iroong
/
0
/
i b iri na kane.
/
Cumi n iceenda kwoongere z

/
i n dwi
ni
1 9+ 7 2 6
miroong i b iri na gataandatu.

0
Miroong i b iri n
0
/
i c e enda kwoongereza
/
29+ 7 36
indwi ni miroong i t atu na gataandatu.

0
Miroong i t aandatu n i c eenda kwoongerez a 0 a indwi ni miroong

/
69+ 7 76
0
/
i n dwi na gataandatu.
/
Miroong i c eenda n
0
i c eenda kwoongerez a a
99+ 7 106
indwi n
i guana na gataandatu.
Practice conversation.
/
You ask h o w many c hi l d r e n J o h n h a s .
Y ohaan.
i
afi s
abaa n a
baangaahe'?
A fise bataandatu .
You comment that h e has mor e t h a n y ou ha ve , a n d a s k

t he a g e o f oldes t . t he
Arabaf i s e
k u u n s uumba. e
ifis e
I mfura yiiw
i myaak
i nga a h e ? Afis i cumi n e a
1$0
B ASIC C O U R SE
UNIT 8
Y ou as k t h e a g e o f h is y o u n g e s t .
Umuhererezi wiiw afise imyaak ingaahe'?
A maz u mwaak u m w e . e a
F ree c o n v e r s a t i o n . Talk about the composition of your own family, and of a number of other real-life families.
151
UNIT 9
KIRUNDI UNIT 9
BASIC DIALOGUE D ial o gu e 1 .

1A Ab a vy e e yi baa w e baf i s e
[- w
~
/
H ow many c h i l d r e n d o y o u r p ar ents h a v e ' ?
abaana baangaahe?
]
to give birth to
-vyaara (-vyaaye)
2B
] ]
T hey ha v e (finished bearing ) five: three girls and two boys.
Bama z e k u v y a a r a b a t a a n u ~
abiigeme batatu n
-
-]
. when?
abahuungu b a b i r i r yaa r i ?
/
]
3A B u u b a t s e r y a a r i '? When did they get mar r I ed'?
(3When did they build' ?' )
]
4B Hahe z i m y a aka cumi e n i i t aan u .
It
h a s b e e n (<there have ended< fifteen years.
]
-]
H ow ol d a r e t he y ' ? (>How many y ears d o t h e y h a v e ? < ) m y fa t h e r
5A
Bafis
imya a k
ing a a h e ?
daaw
(1) ~ ]
[
6B Daaw
am a z i my a a k a e e
i ne.
My father is 40.
[
mir o o n g
0
152
B ASIC C O U R SE
UNIT 9
imfura
(9)
n
eldest; of a set of s ib l i n g s
[7A
- ~
[ ~ -
I mf ur a y aa n y u
]
]
n.
i
I s y o u r ( pl . ) ol de s t [ s i b l i n g ] a boy ( > s o n > ) o r a g i r l
(<daughter < )'?
umuhuungu c a a nk e
umukoobwa?
]
daught er , gi r l
umwiigeme (1, 2)
8A
umwi i g e me.
[She] is a girl.
9C
Nama k i ' ?
H ow are y o u ?
]
1 0D Naa m e e za .
Fine .
[
11C I m u h ir a n a h o naameeza? And h o w are things at .home'? t ;o be v i g o r o u s , r ob u s t
-komera ( - k omeye
]
1 2D Bo o s e b ar a k o m e y e . E veryone is in good h e a l th .
[NB Lines 11 and 12 could be replaced by: ]
-]
11C I m u h ira barakomeye?
/ /
Are t:hey in good health a t home? t ;o b e easy
-oroher wa
(-orohewe) 153
UNIT 9
KIRUNDI
[
12 D I m u hi r a bar o o r o h e we .
They~re
f i ne (at home).
Vocabulary supplements P e ople about whom routine inquiry may

b e ma d e .
< What ( I w h o < ) is the name of the eldest child in your family'?< i mfur a u muherer e z i so nyoko shoobuj a umugeenzi
/
I zin a
/
ry
a a
ii m fura yaanyu ni inde?

/
/
/ /
eldest child y oungest chil d
Izina ry
/
um u hererezi waanyu ni inde?

/
Izina ryaa so ni inde? Izina ryaa ~n oko ni inde'? azine r y a a ~shoobu a ni i nd e?
y our f a t h e r y our m o t h e r y our e m p l o y e r , boss' friend
<What is the oldest child in your family called' ?> i mfur a u muherer e z i
/
I mfura yaanyu yiitwa ng i k i ?

0
U muhererezi waanyu yiitwa ng i k i ?

0
so
nyoko
S o yiitwa ng i k i ?
0
N yoko yiitwa ng i k i ?
0
shoobuga umugeenzi abageenzi
Shoobug a yi i twa ng iki?

0
Umugeenzi waawe yiitwa ng Abageenzi baawe biitwa ng
0
0
i ki ? i ki ?
[ NB
T h e w o r d /ngo/ <that> is commonly used to introduce a clause i n di r e c t di s co u r s e . The combination / ngo i k i /

/
u sed i n
is pro-
nounced /ngwiki/.] ' Compare /daatabuga /~my boss' ,
/ s h e ebuga / >h i s ,
lg4
h e r bos s > .
B ASIC C O U R SE
UNIT 9
l.
A n ote on partici i.al verb forms, immediate, affirmative. The verb Porms spelled ~wii a in the following two senten-
ces have different tonal patterns: Wiiga amas5h a n gaahe ku muusi? a

U maz
H ow many ho ur s
d o yo u
a day
s t u dy ?
i g i h e k i i n ga n
i ki
w ii g
i ki r u u n d i ?
How much time have you spent studying Kirun di'?
T he ver b
/wiiga/ is a PARTICIPIAL form, while / wi i g a / i s
INDICATIVE. P a rticipial counterparts exist for most indicative forms, except that in most tenses there is no distinction between conjunct and disjunct participi.als. The distinction between perfective and imperfective aspects is found in participial as well as indicative forms. The immediate participial form has high tone on the first vowel after the first consonant of the word. The remaining tones are low, both for high verbs and for low verbs. The situations in which one uses a participial and not the corresponding indicative are not susceptible to succinct summation. They should therefore be learned one at a time. For the present, practice with this form will be confined to its use in questions and statements about the duration of various activities. Exerc i s e s 1-6. ]
[See
Exercise 1. F o rmation of participials with subject prefix consist ing of consonant plus vow el . pref i x . V e r b s w ith and w i th out an o b j e c t
< How long h a v e y o u ( pl . )

k wi i g a M umaz
s p e n t , [ y o u] s t ud y i n g K i r u n d i ? > a
ik i r u u n d i ?
i g i h e k i i nga n
i k i mw iig
M umaz
i k i m u ciiga?
gusoma
Mumaz
i k i m u som
i c o g i t a bo '?
KIRUNDI
Muxmz i g ihe kiingan ikf mugisoma? e a kumesuura Numaz i g ihe kiingan iki mumesuur i z o mpuuzu? e a a
N umaz
i g i h e k i i nga n
a a
i k i m u z i m e suura ?
k wii g a
B amaz
i g i h e k i n ini bii g i k i r u u n d i ?
Bamaz i g ihe kinini baciiga? e gusoma

B amaz
i g i h e k i n ini baso m
i c o gitabo?
Bamaz i g ihe kinini bagisoma? e kume s uura Bamaz i g ihe kinini bamesuur i zo mpuuzu? e a Bamaz i g ihe kinini bazimesuura? e
kwiiga
Tumaz am asah a b iri twiiga ikiruundi? e a Yohaani amaz a m asah a t atu yiig i k i r u u n d i ? e a a
Exercise 2a. Rormation of participials with subject prefix consisting of a vowel. U e rbs with and without an object; prefix. < How long d i d y o u ( sg.) K ir u n d i ? >
s p e nd , { y o u ) s t u d y i n g
s t u d y i n g i t ?<
> How long d i d y o u s p e n d ( you)

k wi i g a U maz
i g i h e k i i n ga n i k . w i i g i k i r u u n d i ? a i a
Umaz i g ihe kiingan ik > uciiga? e a gusoma Umaz i g ihe kiingan ik i usom a i c o gitabo? e a Umaz i g ihe kiingan i k i e a
/
u g i s o ma?
I
kumesuura
i zo m puuzu? U maz i g ihe kiingan i k i u mesuur e a a

Umaz
i g i h e k i i n gan
i ki
u z i me s u u r a ?
156
BASIC CO U R SE
UNIT 9
kuba
Exer c i s e 2 b . k wi i g a
Umaz ig ihe kiingan i k e a
u b a h ano? u h aba.
U maz i g ihe kiingan i k e a

A maz
a m a sah
ata t u y i i g
ik i r u u n d i .
Amaz amasah a t atu aciiga. e a gusoma

/
Amaz am asah a t atu asom i c o gitabo. e a a

/
/
Amaz amasah a t atu agisoma. e a

/
kumes uura
Amaz amasah a t atu amesuur i z o mpuuzu. e a a

/ /
Amaz amasah a t atu azimesuura. e a
Exercise 3. P articipial forms, immediate affirmative, vowelinitial vs. consonant;-initial.
Tumaz i s%ha tumesuura.

e
W e<ve been was h i n g a n hour .
[clothes] for
Maz i s%ha mesuura. e
I<ve been washing [clothes] for a n hour .
Mumaz i s%ha mumesuura? e U maz i s 5 h a u m e suu r a ? e
Have you (pl.) been washing [clothes] f or a n h o u r ? Have you (sg.) been washing [clothes] f or a n h o u r ?
B amaz
i s a h a b a m esuur a .
T hey hav e b e e n w a s h i n g [ cl o t h e s ]
f o r a n h ou r .
A maz i sK h a a m esuur a . e
H e has b e e n w a s h i n g [clothes] for a n hour .
157
UNIT 9
KIRUNDI
Exercise 4. P articipial forms, immediate affirmative, without object prefix. >I~ve finished a year studying Kirundi.< j eewe
/ / /
{I)
~ {You) s t u d y i n g K ir u n d i ? >
only
M az
u m w a aka niig
Wiig i k iruundi gusa? a
i .k i r u u n d i .
i coonger e z a
Maz umwaaka niig e a i coonger e z a .

/
Wiig i c oongereza gusa? a
tweebwe
Tumaz umwaaka twiiga e i coonger e z a .
Mwiig i coongereza
gusa? Mwiiga kwaandika gusa?
k waandik a
Tumaz umwaaka twiiga e k waandik a .
we
Amaz umwaaka yiiga e k waandik a .
Y ii g a
k waandik a g u s a ?
kugeendeesh a umuduga
Amaz umwaaka yiiga e k ugeendeesh a u m uduga.

/ /
Yii g a
k u g e e n d eesh
u muduga gu s a ? Bii g a k u g e e n deesh a

gusa?
bo
Bamaz u mwaaka biiga e k ugeendeesh a u m uduga.

/
u muduga
iri i n gar a
Bamaz u m waaka b i i g a e i rii n gara .
Biiga iriingara gusa?
158
B ASIC C O U R SE
UNIT 9
Exercise 5. P a rticipial forms, immediate affirmative, with and without object prefix. ve s p en t a w e e k (I) studying Kirundi.> a week s t udying i t . < a
i ki r u u n d i .
>Itive s p en t
M az
i y i i nga niig
Maz i yiinga ndaciiga. e Tumaz i y iinga twiig i k iruundi. e a Tumaz iyiinga tuciiga. e Amaz u kweezi yiig i k iruundi. e a
/
/
Amaz ukweezi aciiga.

e
Umaz i g ihe kiingan ik i wiig i k iruundi? e a a Umaz i g ihe kiingan iki uciiga? e a Umaz i g ihe kiingan ik i usom i z i mpaapuro'? e a a Umaz i g ihe kiingan iki uzisoma'? e a
/
Amaz i sK h a s o m i z i mpaapuro. e a a
/
Amaz i sK h a z i soma. e a Tumaz a m asah

e T umaz
r
/
a b iri dusom i z i mpaapuro.

a
a m a sah
abi r i t u z i som a .
159
UNIT 9
KIRUNDI
Exercise 6. P a rticipial after /haheze /. <It h a s b e e n 1 5 y e a r s s i n c e t h e y b u i l t t hat s c h o o l . <

k wuuba k
/
i sh u u r i
H ahez H ahez Hahez
e e e
i m y aak i m yaak ame e z

/
a a
ibi r i b u u b at s
i y o shuQri.
kumubona k uvy a a r a k ur o o n k a k uduug a
ibi r i n d a m u b oony e . ab i r i
avyaay
/
u m w aana .
Hahez am eez. abiri aroons a m ahera. e i e

/ /
H ahez
am eez
ab i r i t u d u u z e .
Practice conversation 1
W here d o y our
Abavyeeyi
b a a w e b a b Khe?
parent s
l i ve? B ab a i Buj uu m b u r a .
What kind of
w ork d o e s y our f a t h e r
do?
akor
ak a zi
ny a b a k i ?
N. umudaandaza.
i How l o n g h a s he been d oin g t h a t w ork ? Amaz e i g i h e k i i ngan a a k or
i ki
ak o k az i ?
I myaak
itatu.
160
BASIC C O U R S E
UNIT 9
Practice conversation 2. How many c h i l d ren d o y o u Mufis e abaa n a b a a n g aahe ?

/
( pl. ) h a v e ?
B at a t u . How ol d i s t he e l de s t '? I mfur
a
/
ifis
imy a a k
i ngaahe ? Ai'i s e i c e en d a .
I s [ t he e lde st ] a b oy o r a g irl ?
N . u mu h u u ng u i
/
ca a n k e
um u k o o b w a ?
N. umukoobwa.
i
Practice conversation 3.
Where d o e s sh e go t o s c h oo l ?
Yiig@he?
/
Yiiga kwiishuur
rya
What g r a d e i s she i n ? A ri mu mwaaka
/
>Saint Michel>.
wa kaangaahe?
A ri Does s h e l i ke t o s t u dy ? Araku u n d a
/
mu wakane.
kwi i ga ?
E eg
ar a b i ku un d a .
161
U NlT 1 0
KIRUNDI
UNIT 10 REVIEW Exercise 1. S u bject prefixes for personal sub)ects. < How are y o u ? I>m f i n e . >

N dakomeye .
Arakomeye? Murakomeye? Barakomeye?
Arakomeye. Turakomeye. Barakomeye.
Exercise 2. A ffirmative vs. negative indicative. < Are you i n go o d h e a l t h ? < Urakomeye?
A rakomey e ?
>I>m not
wel l , <
Sinkomeye.
N takomey e .
Murakomeye? Barakomeye?
Nti d u komeye. Nti b a komeye.
Exercise 3. O b j ect prefixes, Classes 7 and 11 , with affirmative v er b s .
>Have you received a letter?< Uraroon s Araroon s e

e
' I have received i t . ~
i k eet e ? ( or/i c eete/ ( 7 , 8 ) ) i k eet e ? (or/ i c e e t e / ( 7 , 8 ) ) e ikee te? ( or/i c e et e / ( 7 , 8) )

e
N dari r o o n s e . A rar i r o o n s e . T urar i r o o n s e . B arar i r o o n s e .
M urar o o n s
Bararo on s
i k eet e ?( or/i c e e t e / ( '7, 8) )
162
B ASIC C O U R SE
UNIT 10
Uraroons
A raroon s
e e
e e
u r u p a apuro?
ur up a a p u r o ? u r up a a p u r o ? ur up a a p u r o ?
N daruroo n s e . A raru r o o n s e . T urar u r o o n s e . B arar u r o o n s e .
M uraroon s B arar o on s
Exercise 0.
Af f irmative vs. negative. > I hav e n ' t b e g un. >
< Have you b e g u n ? > U rataanguye ? A rataanguye ? M urataanguye ? B arat a a nguy e ?

/ /
S int a a nguy e . Ntat aang1;ye. N ti d u t a a n g u y e . N ti b a t a a n g u y e .
Exercise 5a. O b ject prefix, affirmative, high verb. >Did yo u i bi t a b o i gi t a b o u rupaapur o umusozi
i mi s o z i
/
se e my b o oks? >
> I<ve g u st ; s e e n t h e m . < N dabiboonye . N dakiboony e .

/
Uraboony i b itabo vyaanje? e U raboony U raboony U raboony Uraboony Uraboony Uraboony U raboony Uraboony
/
e e e e e
e e
i gi t abo c a a n g e ?
ur up a a p ur o r w a a n g e ? N daru b o o n y e .
/
u musozi ? i mi so z i ? u m u d ug a waange ? i mi d u g a y a a n g e? u m u g e enz i w a a n j e ? aba g e e n zi - b a ang e?

/
Ndawuboonye. N dayiboony e . Ndawuboonye. N dayiboony e . Ndamuboonye.

N dababoo n y e .
umuduga
i mi d u g a
umugeenzi abageenzi
UNIT 10 impuuzu impuuzu

/
KIRUNDI ( sg ) (pl) Ur abo o n y i mp u u z u y a a n j e ? e

J
N dayiboony e .
N dazi b o o n y e .
U r a b oony i m p uuzu zaanje? e
Exercise 5b. O b ject prefix, affirmative, low verb.

< Do yo u i bi t abo U rakeney n eed my books ?< e i b i t a b o vy a an j e ? >I n e e d t h em . <
N dabi k e n e y e . N dagi k e n e y e .
i gi t a b o umuduga ik a r a amu
/
/
Urakeney i g itabo caanje? e U rakeney U rakeney e e u m u d ug a waa n j e ? i kar a a m u r yaanj e ? y aanj e ?

/
Ndawukeneye N dari k e n e y e . N dayik e n e y e . N dari k e n e y e .
iraangi
U rakeney
i r aan g i r y aa n j e ?
[After both halves of Exercise 5 have been completed separately, they should be combined. ]
Exercise 6. O b ject prefix Classes 11 and 9, negative verbs. > Have you r e c e i v e d p a p e r ? S indar u r o o n s e .

N tar u r o o n s e . N ti t u r u r o o n s e . M t iba r u r o o n s e . S ind a y i r o o n s e . N tay i r o o n s e .
/ / / / /
e
e
ur up a a p u r o ?
u r u p a ap u r o ?
e e
u r u p a ap u r o ? u r u p a ap u r o ?
U raroon s
Arar o o n s Murar o o n s
e e
i ngw a ?
i n gwa ? i n gwa ?
Ntituyiroonse . Nti b a y i r o o n s e .
B ara r o o n s
i n g wa ?
164
B ASIC C O U R SE
UNIT 10
E xerc i s e
'7 .
Con c o r d s . < How many book s d o e s h e n e e d ? > > He needs f Su r .

Akeney e Akeney e A keney e bi ne. ane bane.
i bi t ab o
A keney
e
e e
i b i t a b o b i i ngaahe ?
amakaraamu
a baan t u abashuumba
A keney
A kene y A kene y
a m akar aam a n g a ahe?

u ab a a n t u b a a n g a a h e ?
/
e e
e
ab a s h u u mb a b a a n g a a h e ?
/ / /
A keneye b a n e .
A keney e Akeney e bane. z i ne .
/
a batee t s i
i mas h i i n i
A keney
A keney
aba t e e t s i ba a n g a a h e ?
/ /
/
i m a s h i in i ziingaahe ?
amapikipiki
i bi i nt; u
Akeney am apikipik a n gaahe? e Akeney i b iintu biingaahe? e

/ / /
Akeney Akeney
e e
an e . bi n e .
zi ne.
/
imbaangaangwe
Akeney im baangaangwe ziingaahe? e
Akeney e
Exercise 8. N e gative vs. affirmat;ive with no object prefix. >We don>t have three children.< abaana
barumuna a bahuun g u
/
I We have t w o . < Dufise babiri gusa.
Ntidufis a baana batatu. e

/
Ntidufise barumuna baacu bane. Nt;idufis abahuungu bat;aanu.

e
Dufise bat'atu gusa. D ufis e bane gusa. b a t a anu gusa .
abakoobwa
Nt;idufis abakcobwa bataandat;u. D ufis e e
U NIT l O
KIRUNDI
Exercise 9. A f firmative vs. negative with object prefixes. <Are your siblings older t han y o u ? > k urut a gufasha
kubona
/
>They ar e n o t ol de r t han I . < N ti b a andu t a . Ntibaamfasha. Nti b aambona. N ti b a a n t e g e e r e y e . N ti b a a ndoonder a .
B eenewaanyu b a r a k u r u t a ? B eenewaanyu b a r a g u f a s h a ? B eenewaanyu b a r a k u b o na ? B eenewaanyu b a r a g u t e g e e r e y e ? B eenewaanyu b a r a k u r o o n d e r a ?

/ / / /
/ / /
gutegeer a k uroonder a
Exercise 10. N e gative with object prefix. < Don>t yo u

/
l i k e t h i s boo k ? <
< No, I O ya
d o n >t ( like
i t ).<
gukuunda impuuzu kumesuura ivyaambarwa gukenera ikeet e

k waand i k a
/
Ntukuund ik i gitabo? a
Ntuk u un d
/
s i n d a gi k uunda.
a e
i zi
mpu u zu ?
/
O ya s i nd a z i k u u n d a .
/
N tumesuuy
i zi mpu u z u ?
O ya
s i n d a z i m esuuy e .
Ntumesuuy ibi vyaambarwa? e Ntukeneye ibi vyaambarwa? Ntukeneye iri keete?

N tiwaandit s e i r i keete?
Oya sindabimesuuye. O ya O ya
O ya
s i n d a bi k eneye. s i n d ar i keneye.
s i n d a r y a an dit s e .
[Speakers of Kirundi may d i ffer among themselves as to wh e th er
the first word in Column 3 should be jeego / or /oyaj.]
l66
B ASIC C O U R S E
UNIT 10
Exercise 11. V erb vs. singular agentive noun vs. plural a gent i v e n o u n . I Some peopl e
> They a r e
cook. <
ca l l e d co ok s . <
> Do you k no w a g o o d c o o k ? >

g ut e e k a B amwe b a r a t e e k a . B iitw
a b a t eetsi.
Uraaz kubaaza A baandi
u m u t e e t s i m w i iza ?
b a r abaaza.
B iitw
a b abaaji.
/ /
Uraaz umubaaji mwiiza? gucura

/
A baandi
baracura.
Biitw a b acuzi a Uraaz umucuzi mwiiza?

k ur i m a Abaand i b a r ar i ma .
Biitw a b arimyi. a Uraaz. umurimyi mwiiza? i

/
kugeendeesha
Ab a a ndi barageendeesh i m iduga. a Biitw a bashofeeri / abader e v a . a

/
/
U raaz
/
u m u s h o f e eri mwii za ?
gukora
Boose
barakor a .
/
B iitw
a b akozi.
/ /
U raaz
u m u k ozi mwiiza?
1b
UNIT 10
KIRUNDI
Exercise 12. R eply in the negative, first using a noun object, and then using an object; prefix. <Are these languages very difficult?> ( >Do t h e s e have a great difference?< ) >They aren't very different.> ( <They d o great difference.> ) < They ar e n > t . 3 ( <They d o n< t
I zi ndimi zifi s
l a n g uages
not h a v e a
have i t . 3)
it a a n d u k a aniro rinini ?
Ntizifis i taandukaaniro rinini. e Ntizirifise Uraaz .

1
i r i i nga r a ? Siinz i riingara.

Sindariizi.
Abavyeeyi baawe bafis a b aana beenshi? e Nti b a f i s e been s h i .
Ntibabaffse. A baandi bar a r ut a Y ohaani ?
N tibaruta Yohaani .
Ntibamuruta. A baana b at o barat eeka?
N ti b a t e e k a .
/
Uraroonder u m uteetsi? a
S indoonder
u m u t eetsi.
S indamur o o n d e r a .
168
B ASIC C O U R SE
U NIT 1 0
S hoobug
av u g ur ur i m i r wa a c u ? a
/
Ntavug u r urimi rwaacu.
N ta r u v u g a .
/ /
/
S hoobuJ' aruum v
ur u r i m i r w a a c u ?
/
/
N tiyuumv
u r u r i m i r w a a cu .
/
Ntarwuumva.
Exercise 13. P r actice with concords. Barafis i m baangaangwe? e Eego ba r a z i f i se. D o the y h a v e b i c y c l e s? Y es, t h e y h a v e (them). D o the y N o, t h e y h av e many? have f e w .
Bafise nyiinshi? O ya baf i s e

Ni
nke.
zi i ngaa h e ?
How many are [there]? Only five. A re t h e y l ar ge ?
Z it a an u g u s a . Ni n i n i
Z imwe
i ni ni ?
n i n i n i , i.ziindi n i n t o .
Some are l a r g e , ot h e r s a re sma l l . They have a few small

bicyc l es .
Bafise imbaangaangwe ntoonto nke.

/
Ndaken ey e B arafis
r u mwe r ut o . i b itabo?
/
j: need one small [ onej .

D o they h ave book s '?
Eego b a r a b i Baf i s e
f i se.
Y es, t h e y h a v e (them).
D o they No, the y hav e many ? h a v e f ew .
v y i i n sh i ?
O ya bafise bik e .
169
UNIT 10
N i bi i ngaa h e ?
KIRUNDI
How many ar e F if t e e n .
A re
[ t he r e ] ?
Cumi na bitaanu.
Ni v y i i za ?
t h e y g oo d ?
Bimwe n i vyiiza, ibiindi s i vyiiza caane.

B afis
S ome are g o o d , o t h e r s a re no t v e r y go o d .
i v y i iza bike.
T hey hav e a f e w g o o d ones. I n ee d o n e g o o d [ o n e ] . Do the y have p ens ?
Ndakeneye kimwe ciiza.

/
Barafis a m akaraamu'? e Eego bar a y a f i se .
Y es, t h e y h a v e (them). D o the y N o, t h e y h av e many? have f e w.
Bafise meenshi? Oya bafise make. N. aa ngaahe'?

i
How many are [there]'? O nly e l e v e n . Are t h e y l ar g e ' ?
Cumi na rimwe gusa. Ni maninimanini? Amwe ni manini, ayaandi n i mato.
Some are l a r g e , ot h e r s a re s ma l l .
They h a v e a f ew l ar g e
B afise manini ma k e .
ones.
N dakeneye rimwe rinini . I n e e d o n e l a r g e on e .
[The three preceding dialogues are almost, but not completely

p arallel to one anoth er . M a ke up
similar dialogues using o th er
K ir u nd i 170
n o u ns.]
BASIC COURSE
UNIT 10
Exercise 14. Tones after jna

s ogokuru n a
/.
m y gran d f a t h e r a n d my grandmother
/
n y o gokuru
/ /
d aata w a a cu
/
n yogokur u n a
d a at a waacu
/
m y grandmothe r a n d my paternal uncle my father>s brother a nd my w i f e
u mugore waa n j e
d aata w a ac u n waange
um u g o r e
maama
umugore waanje na maama
my wife and my mother my mother and my sibling of the same sex my sibling of the s ame sex a n d my
mweenewaacu
maama na mweenewaacu
mushikaange
m weenewaacu na mu s h i k a a n g e
sist er man)
muramwaange
/
(I being
mushikaange na muramwaange
my sister and my sibling-in-law
ibiro n i b aanki a is6ko i baanki n i s 5k o
the office and th e
bank
t he b an k a nd t h e marke t the market and th e
i bi t a r o
is5ko n i b itaro a ibitaro n i i ngo a ingo n um urimyi a
h ospi t a l the hospital and the

f iel ds t he fields and th e
ingo
umurimyi
farmer
171
UNIT 10 umudaanda za
KIRUNDI
/ /
umurimyi n u m udaandaza a
the farmer and the merchant
Practice conversation 1. You ask

whet he r
a f r i end
Ki r u n d i
Ikiruundi n i k inyarwaanda a bifis i taandukaaniro e

r ini n i ?
and Ki n y a r w anda are v e r y d i f f er ent . You al s o a sk whet h e r L ingal a a n d Swahili are the same.
S i b i mwe a r X k o bifis i taandukaaniro

e r it o .
Iriingara n i g iswaahXri
ni bi mwe?
Simbiizi. S i inz i ri i n g a r a .
Practice conversation 2.
A sk h o w m a n y Abavye ey i b a a w e b af i s e chi l d r e n y ou r f ri e n d~s par ent s abaana baangaahe? h ave , a n d whethe r t he o the r ch i l dr en a r e o l d er t h a n he is .
/ /
B afi s e 172
bane.
BASIC COURSE
UNIT 10
A baandi b a r a k u r u t a ? E ego, n d u muherer ez i waabo.
Practice conversation 3. A sk a f r i e n d w h a t Umuuntu a t eeka yiitwa a per so n wh o d o e s ng i k i ? cookin g i s 0 c al l e d , a n d w hether h e k n o w s a good cook. Yii t w
/
um u t e e t s i .
Uraaz umuteetsi m wiiza ? E ego, u r a m ur o o n d e r a ?
Practice conversation 4. You ask a f r i en d w hat l a n g u a g e h is e m p l o y e r speaks . Af t er h e rep l i e s, y ou as k w h e t h e r h is e m p l o y e r d oesn>t s p e a k Rundi. Shoobuga avu g ruuhe?
ur ur i m
A vug i gi f ar aa n s a a n i giswaahiri gusa. a

N tavug
I k i ruundi?
173
UNIT 10
KIRUNDI N taki v u g a arXkw

0
aracuumva.
P ractice conversation 5 .
You ask
where
a f r i end
hi s
ablhe?
f at he r w o r k s , a nd t h e n w h a t h e does .
Aba mu r u g o r wi i we ,
/
Akor
i ki ? A rari m a .
Practice conversation 6. Y ou ask y o u r f r i en d what a certain friend o f hi s d o e s . H is r e p l y p rompts y o u t o a sk whe t h e r

t h e f r i en d lives in the
U mugeenzi w aa w
i ki ?
ak o r
c ity . N
Aba mu g i s a g a r a ?
/
u m udaandaza .
Keg a b
0
i G i t ega.
B ASIC CO U R SE
U NIT
11
UNIT 11
BASIC DIALOGUE
g a nt u u form o f ad d r e s s u s e d
when name doe sntt com e r eadily to tip of t o n gu e
lA 2B
Bwaak e e y e g a n t u u f Bwaa k e e y e n e e z a f - zimur u r a - zi mi r a

/
Good morningi G ood morni n g )
(-zimuruye ( -zimi y e )
r evers e
of
<t o l o s e>
to get lost (persons) Show me the way. I >m lost. to direct oneself toward W here ar e you goi ng?
3A
N zim u r ura naazimiye.
- ror a ( - r o y e )
4B Ur or a hee h e ? i mi s i y o o n i 5A
(4, 4)
m issi o n I<m going to the mission. t o cont i nu e on
Ndo r a kumisiyooni.
-komeza (-komege)
-t aambuka 6B
(-taambutse
t o step
o v e r , pas s
Kome z a , ut a a mbuk e amabaraba r a abi r i .
Go straignt ahead, [and] cross

t wo s t r e e t s .
haanyuma
after that to Then w h a t do sh ou l d I do ?
- gir a
7A
( - g i z e)
r
Haany u ma n g i r e e n t e g - shi k a
( -shi t s e
)
You'l l
t o ar r i ve b e t h er e . ( >You wi l l
8B
Uz oob
ushi t s 5h o .
b e y o u - h a v i n g - a r r i v ed t h e r e . >
175
U NIT 1 1
KIRUND1
9A
Ur ak o z e c a a n e . N a g a saaga. Gee nd a am a h o r o f
Thanks a
l ot j
G ood bye ) Well, good luck ( Go well ) .
1 0B
Ee .
1 1C
Ndo r a k u m i s i yooni .
I <m g o i n g
t o t h e mi s si o n .
1 2D
I m i s iyoon i r X he ? u buseruk o
Where is the mission? [to t h e ] eas t, It>s east of the police station.
(14)
1 $C
I r i mu bus e r u k o b w a a Icommissariat>.
1 4D
I bi r o vy aa < p r o v i n c e < b ir X h e ? u bureenger o
Where are the provincial off i c e s ?
(14)
tto t h e ] west Theylre west of the market.
1 5C
Bi r i m u b u r e e n g er o b w a
is5ko.
uruhaande ( 11, 1 0 ) i poos i t a 1 6C Bi r s ide , part
(9, 6)
a
post office T hey>re near the post of fi c e .
i r uhaan d e y
iipoosita. 17D K u bi r o v y a <arond i s s e m e n t >

nihe? W h e r e a r e t h e o f f i c es o f t he
Iarondissementa?
ubumanuko i bi t a r o
(14)
[ to t h e ] s o u t h
h osp i t a l
(8, 8)
176
B ASIC C O U R SE
UNIT 11
Ni mu bumanuko bw i b itaro . a
T h e y <re south of the hospital.
Supplementary Vocabulary: P o ints of reference within a cit;y. >Where i s

ibaanki
t h e b a n k ? < <It i s i r Xh e ?
I ri
w e s t of t he r oad w ay . > a
I baank
mu bur ee nger o bw
i bar a b a r a .
/
imisiyooni
Imisiyoon i r Xhe?
Iri
m u b u r e e n g er o b w a i bar a b a r a .
ihoot;eer i
( 9, 6 )
I hoo t ; e e r . i r Xh e ?
Iri
m u b u r e e n g er o b w a i bar a b a r a .
a mahooteer i
A mahooteer i
ar c h e ?
A ri m u b u r e e n g er o b w a i bar a b a r a .
ibi t;aro
Ibitaro birXhe?
B ir i
/
m u b u r e e n g er o b w
i bar a b a r a .
inzu y
i i s aansi
Ku nz u
r.i s a a n s i
g asol i n e s ta t i o n
niche?
~ commissaire >
K u nzu y a
< commissaire ~
p olice c h i e f
niche?
m usit a a n t;eer i
(la)
Kuu nzu ya mu sitaant;eeri
admi n i s t r a t or
pl. baamusit;aanteeri
niche?
iki baanza
(7, 8)
Ikibaanza co kw iis5ko k irXhe ?
square
177
U NIT l l
KIRUNDI A masaangaanzi r a a rc h e ? intersection

c hur c h
a masaangaanzir a { 6 ) uruseengero
i s eenger o
( 11, 1 0 ) o r 9, 1 0)
U ruseenger o r u r X h e ?
(5
l.
A n o t e o n im e r a t i v e s . The imperative consists of the imperfective stem of a
verb, with or without an object prefix: Komeza. G eend a m a h o r o . a N zimurur a .

/
<Continue on [in the direction]. > > Go well . > > Show me th e w ay . >
(>Unlose me. >)
In the imperative, high and low verbs alike have low tone. The imperative forms are suitable for requests between equals. T hey are also used for perfunctory commands and requests such as the ones cited above. For real requests, however, greater courtesy calls for the use of the negative conditional. form has already been met: Ntiwoosub i r Kmwo? >Please r e p e a t . > ( 3Wouldn>t you One such
repeat?<
In these forms al so , there i.s no distinction between high an d
low verbs, both having low tones.
tFor practice, see Exercises
1, 6. ]
2.
A n ote on the co ular forms used in s e cif in
l o c a tions.
In sentences which specify or ask about the locations of

things, the word wh ich follows the subject may be the d e f e cti.ve
/-ri/ with a subject prefix, o r i t
m a y b e /ni/, which has no
178
B ASIC C O U R SE
U NIT 1 1
p re f i x .
Bot h ar e usu a l l y t r an s l a t ; e d < i s < .
I f t h e subj e c t i s a
noun with no preceding locative prefix, t;he copular form is sub-
ject prefix plus /ri/. I f the noun is preceded by a locat;ive,

/ ni / i s us ed t
I b i r o . . . b i r Xh e ? Ku b i r o . . . n i he ? Where i s t he of f i c e ?
N ote also the tonal diff erence .
Where is [the area of'] the o ff i c e ?
[For practice, see Exercises 6, 7.]
3.
Th e ne ative im erative. The dialogues for this unit; contain no examples of the
negative counterparts of imperative forms. S uch forms are: IDon<t ( you s g . ) r et u r n h e re . >
<Don<t ( you p l . ) r e t u rn h er e . <

The underlined words are in fact negative subjunctives ( Uni t N ote 1 ). Note t;he placement' of high tone when the subJect 18,
prefix begins wit;h a consonant; (e. g. / nt;imugaruke/) and when it d oes no t (/e. g. / ntuugaruke/). [For practice, see Exercises
3-5.]
Exercise l . R e q u e s ts , u s ing eit;her the imperat;ive or t;he negat;ive c onditional forms . I Begi n t o wo r k . >
r
> Please b e gi n
t o work. >
g utaangur a
k ugeen d a
T aangura g u k o r a .
Geenda k w i i ga .
N tiwoot;aangur a g u k o r a ?
Ntiwoogeenda kwiiga?
kugaruk a
Garuk
ubu .
Ntiwoogaru k
ubu?
179
UNIT 11 g usubi i r a
/
KIRUNDI S ubii r a J a kw
Nfash a
k uvuga. i sok o .
k u r i m a.
Ntiwoosubiira kuvugaZ N tiwooj a k w i i sok o 2
kubla
gufasha
k ur o o n d e r a
N tiwoomfasha kurim a ? N tiwooroonder
R oonder
i gi t abo c a a n g e .
i g itabo
caanj e Z
Exercise 2. L o cative questions and answers with and without / ku- j .

<Where i s t he < It is next to th e
m issi o n ? >
r
/
m arket . > I r . i r uh a a n d e y i s ok o . i a N. i r u h a a nd e Bir . N Ar

N
imisiyooni
k u mi s ' y oo n i
/
Imisiyoon i rXhe? Ku misiyooni nihe? Ibitaro birXhe?

Kubi t a r o n i h e ?
i s ok o . a i sok o .
i bi t a r o
ku b i t a r o a mahoot e e r i k u ma h o o t e e r i
/ / / /
i r uh a a n d e y i r uh a a n d e y a
i s ok o . a i s5k o .
i s ok o .
A mahoo teer .
i
/
a rc h e ?
/
i r uh a a n d e y
i r uhaa nde y
K u mahooteeri nihe ?
a a
musitaanteeri
K u nzu y a
t e er i
/
musi t a a n-
i r uh a a n d e y
i s 5k o .
n i h e '? k i r Xh e ? Kir i i r u h a an d e y a i s ok o .
iki baanza
I ki b aanza
Exercise 3. I n finitive vs. negative imperative (p1.). aWe want to return here. <
Dushaak a ku g ar uk a hano .
>Don<t r e t u r n
Nti m u g a r u k e e
h e re . <
h an o .
Dushaaka k ubla i muhXra.
Ntimug i muhXra.
18O
B ASIC CO U R SE
UNIT1 1
D ushaaka k u g e enda k u B ushaaka g u t a a n g ur a D ushaaka g u s u b i r a D ushaaka g u t a ambuk D ushaaka k w i i g a .
k i b aanza. gukora.
/
Ntimugeenda ku kibaanza.
/
Ntimutaangure gukora.
N timusubire kuvuga . N timutaambuk Ntimwiige.
k uvuga.
8
i bar a b a r a .
i b a rabara.
Exercise 4. I n finitive vs. negative imperative N shaaka g u t a a n g ur a N shaaka k u g e enda k u N shaaka ku g gukora. k i b aanza. > Don<t b e gi n
(sg. ) .
t o w o rk . > gukora. k i b aanza.
N tuut a angur e N tuugeende k u N tuuj e
i muh X r a . hano.
/
i muhX r a .
N shaaka k u g a r u k a N shaaka g u s u b i r a N shaaka g u t a ambuk N shaaka k w i i g a .
N tuugaruk e h a n o . N tuusubi r e
/
k uvuga. a i bar a b a r a .
k uvuga.
Ntuutaambuk i b arabara. e Ntiwiige.
Exercise 5. N e gative imperative (singular vs. plural).
<Don st [you ( s g . ) ] s t u dy f r
Ntiwiige,
< Don>t [you ( p l . ) ] s t u d y ) >

Nti m w i i ge .
N tuusub i r e
/
kuvuga. hano.
/
N timusubire kuvuga . Nti m u g a r u k e N timug e h a n o.
N tuugar uk e
N tuuj
i muhXra. ku k i baanz a .
i muhfra.
N tuu g e e n d e
N timugeende ku kibaanza .
181
UNIT 11 Ntuutaambuk i b arabara. e N tuut a angur e gukora.
KraUNDI
Ntimutaambuk i b arabara. e Ntimutaangure gukora.
E xercise 6 .
P l a c e s w i t hin a ci ty; a new use of the p a r ti cipial .
Ushitse ku misiyooni, ukomeze.
When you ( sg. )

at
h a v e a r r i v ed
co n t i nu e
t h e mi s s i o n ,
on. Ushitse kuu baanki

/
uk o meze.
/
When you ( sg. ) h a v e a r r i v ed at the bank, continue on. When you
Utaambutse kuu baanki u k o meze.
(sg. ) have passed

c ont i nue on .
t he b a n k ,
Utaambuts ku mahooteeri u k omeze. e

/
When you (sg.) h av e p a ssed the hotels, continue on. When you (pl. ) h a v e p a s sed t he h o t e l s , con t i n u e o n . When you (pl. ) h av e p a ssed / crossed t h e s t r ee t , cont inue on.
Mutaambutse ku mahooteeri m u komeze.
Mutaambuts
ib a rabara mukomeze.
Ataambuts
ib a rabar a k o meze. a e
W hen he ha s p a s s e d /crossed
the street, he should
c onti n u e
Ataambuts ibi t a r o a kom e z e . e
on.
W hen he ha s p a s s e d
the hospital, he should
c onti n u e
D utaambut s i b i t a r o du k om e z e .
on.
W hen we h a v e p a s s e d t he hospital, we are to cont i n u e o n .
BASIC C O U R S E
UNIT 11
Dushitse ku bitaro dukomeze.
W hen we hav e a r r i v e d a t t;he hospital, we are to c onti n u e o n . W hen we hav e a r r i v e d a t

the hotel, we are t;o cont;i n u e o n . W hen we h a v e a r r i v e d a t t h e c h u r c h , we a r e t o cont i n u e on .
Dushitse kw
ii h o o t eeri d ukomeze.
W hen we hav e a r r i v e d a t ; t he c h u r c h , w e a r e t o c onti n u e o n . Dushitse kuu nzu y a is a ansi dukomeze. W hen we hav e a r r i v e d a t the gasoline stat;ion, we a re t o c o n t i n u e o n .
Exercise 7. V o wel length wit;h locat;ive vs. vowel length with p ossess i v e . <I<m going to the b ank. > ibaanki N dora ku u b a a n k i . k w ii baanki .
i hoot e e r i Ndora k u u h o o t e er i . kw iihooteeri. a mahoot e e r i
/ /
<Our house is south of t he b a n k . <

/
Inzu yaac iri mu u bumanuko b w

/
i baa n k i .
I nzu yaac
iri mu
b umanuko bw
ii h o o t e e r i .
N dora
k u m a h o ot;eeri . .
Inzu yaac iri mu u bumanuko bw a m ahooteeri.
i nzu y a a n y u
N dora ku u n z u yaanyu.
Inzu yaac iri mu b umanuko b w a i n zu y a a n y u .
183
UNIT 11 i bi t a r o Ndora k u
KIRUNDI b i t ar o . Inzu yaac iri mu u bumanuko bw i b itaro.
i bir o y aan j e
Ndora k u
b i r o ya a n j e.
I nzu y aac
i ri bw
mu i bi r o
bumanuko
y aanj e . iki baanza

/
N dora k u
k i b a anza.
Inzu yaac iri mu

u b umanuko b wa i k i b a a n z a .
/
/
i s eenger o
N dora k w i i s e e n g e r o .
Inzu yaac iri mu b umanuko b w

/
i s ee n g e r o .
uruseenger o
N dora k u
r u s e engero.
Inzu yaac iri mu b umanuko b w

/
ur u s e e n g e r o .
i poos i t a
Ndora ku u
poosi t a .
Inzu yaac iri mu u

b umanuko bw
kw iipoosita. >commissariat> Nd o r a kuu >commiss ari a t > . ( kw i i > c ommiss a r i a t t )
ii p o o s i t a .
Inzu yaac iri mu bumanuko bwaa

' commissariat . '
P ractice conversation . Z xcus e me.
N babari r a .
P l e a s e Naa z i m i y e . Ntiwoonzimurura?
I >m lost . o ut .
straighten me
U ror a heehe?
/ /
B ASIC C O U R SE
UNIT 11
1 <m going t o t ;he po l i c e s ta t i o n .
Ndora kuu >commissariat<.
T aambuk
ama b a r a b a r
a tat'u.
Then w h a t I do? do
Haanyuma ng i r e e
n t e?
Ut aambut'se iryaagat;at u u zoob T hank y o u v ery mu ch ) Good bye . U rakoze c a a n e .

/
us h X t s 5 h o .
a g a saaga. E e. G e e n d am a h o r o . a
/
185
UNIT 12
KIRUNDI UNIT 12
BASIC DIALOGUE 1A Aha niho n g i s h i k
I >ve just arrived in Usumbu r a .
B uj u u mb u r a . 2A Nd o o n d er
u wo om f a s h a .
I>m looking for someone wh o m ight help me .
gute 3B Ur oon d e r g ir a uugu f a s h a k u -
to do
how?
You are looking for someone who wil l h el p y o u t o do w h a t?
gute?
to be accustomed to
-menyeera
(-menyereye
4A Si ndaa m enyee r i a Bu j uumbura. 5B 6A Uk en e y i k i e noon e ?
)
I don > tknow Usumbura ye t.
T hen what
do you need?
Nk en e y i b i i ntu e v yi i n s h i .
I need a lot of things.
7B
Noon e n o o g u f a s h a a n t e ? - t abaar a -erek a i nz i r a

/
Mell, how might I help you? to hel p

to show
( - t ab a a y e )
/
( -eret s e )
(9, 10)
w ay, p a t h Help me please, show me the way (w h i c h g o e s ) t o t he

h ot e l s .
8A
Nt abaa r a , u n y e r e k e
inzir
/
ij a ku
/
mahoot e e r i
186
B ASIC C O U R S E
UNIT 12
9B
Usha a k a gushikKyo ryaari?
W h e n do you want to get; there'? t o be p o s s i b l e As soon a s possibl e.

get
-shoboka (-shobotse
1 0A Vu b a , b i sh o b o t s e .
- fat a
11B
( - f as h e )
Take a
t o ta ke , t ax i . t;o t u r n ,
Fata i t;agisi.
- ca ( - c i i y e ) -mara ( - maze
i
12B
cu t ,
to finish, spend time
b u r y o o r : i bur y o a
to the right; When you get to the big avenue, go t;o the right;.
Um az e g u s h i k i ir
ibarabara rinini, uc e i
/
bur y o .
-reengaana
- h i i n d u ki r a
(-reengaanye)
to pass to turn
( -h i i n d u k i y e
-i b u b a amfu e
/
)
to t;he left
13B
Ur en g a a n y i nzu
zitaandatu, uhiindukirir i b u b aamfu .
/
W hen you h a v e
e
p a ssed by s i x
h ouses, turn lef t ,
-ba ( - b aaye)
1 4B I b a an k b ury o i z o ob a i r b waawe.
to
be be on y our
The b a n k w i l l ri g h t ;
-saanga (-saanze)
to f ind, wat;ch
187
UNIT 12
KIRUNDI
nyuma (9, 10)

15B Ih o t e eri uyisaang i nyuma y a i baa n k i .
behind You [<11] find the hotel b ehind t h e b a n k .

W
1. 2.
k u r adi o Ho t e l Ta n g a n i k a
5. 4.
k u k i v uk o Sa v on n e r i e
3. 6.
i bi t ar o
7. 8.
9.
k u k i y ag a Paguidas
Pl a t a r u n d i
Luv i nc o
[A map of a p art
of a f i c t i onal city in Burund i , ]
188
B ASIC C O U R S E
U NIT1 2
Su plementar d i alo ues. In order to acquaint the student with a wide range of possible replies to his requ ests for street directions, this Unit c ontains a larger number of supplementary dialogues than th e preceding Units, but has no s eparate section for Supplementary V ocab u l a r y .
Point X to Point 1 on the map
- kur i k i r a ( -kur i k i y e
to follow to direct toward

t he n o r t h Y ou follow this street nor th .
-gana ( - g anye
u buraar u u k o
(10)
Ukurikir iri barabara ugana a

m u bu r a a r u u k o .
I
Utaambutse
r o r y a', u c ubon a a
i nzu y a a n d i t s e k o >Radio<.
kur i
When you cross that one [pointing] y ou>11 se e a b u i l di ng w h e r e i s w r i t t en >Radio>. to

on the left
i b u b aamfu
r
Ni k u r i
i u r u r u h a an d e r w
I t>s to the left .
bu b aamfu .
Point X to Point, 2
/
N tiwoonyerek Tangani k
a h o H o teeri
W ould you please show me wh e r e the Tanganika Hotel is' ?
ir k?
189
UNIT 12 haakury a Ni iy
0
KIRUNDI on th e a o t h e r s i de
ub o n a h a a k u r y a y
It<s that one [that] you can see on the other side of the
s tre e t . door The e n t r side. an c e i s on t h e o t h er
i bar a b a r a . umuryaango (3, 4) U muryaango u r i ruhaande.

/
k u r uun d i
Point X to Point 3 Ntiwoonzimurura? Would you please give me

d i r e c t i on s ?
U rorl h e ? Ndora k u
Ni a a h a
W here ar e b i t ar o .
r
you goi ng'?
I>m going to the hospital.

I t>s right here .
n y e n e.
imbavu (9, 10)

h ii r y a
side of building the opposite side from

t hi s
Umuryaang uri muu mbavu

0
The entrance is on the opposite

s ide s
z o hi i r y a .
Point X to Point 6
Napa kur i
/
<L u v i n c o < a r i k o
I was g o i n g t o <Luvi n c o > ,

I got lost .
but
n aazimi y e .
N ti w o o h a a n y e r e k a ? W ould you please show it to m e ? t owar d
amarora 190
B ASIC C O U R S E
UNIT 12
Kurikir ir i barabar a m aror a a a mu b u manuko .

h eepf o I ri heepfo y
Foll o w this street south.
b el o w ik i b a a n z a . I t<s below the squa r e .
Point X to Point 5
Twaaga ku
ki vuk
0
ar Xk o
We were going to the port, but we got l os t .
twaazimiye. N tiwoohat weer e k a ? Mukomez iri barabara a mu b u manuko .

/ / /
Would you show it to us '?
musca
You continue on this street [ andj g o s o u t h .
Mugiiye kureengaan i k ibaanza a

/
W hen you h a v e p a s s e d t h e square, you turn left.
m uc
i b u b aamfu.
- hera ( - h e z e )
oose Niyo
/ / / /
to al l
end
nz
i h er a z oo s
I t is the last building on th e
b ubaamf u .
l e f t (>the building which ends all on the left< ).
l.
A n o t e o n r e l a t i ve verb forms. I n Kirundi, as in En glish or Fr en ch, a verb with it s
objects may be used as a modifier of a substantive. In Europ ean languages, this is done by us ing a sp e cial re lative pro n oun at the beginning of the clau se . K i r u n d i is q u ite di f f erent :
191
UNIT '12 I yi nzi r
KIRUNDI i j a k u mi s i y o o n i . This r o a d g o e s t o t he mi s s i o n . this road that goes

t o the mission . . .
/ /
i yi
nzi r
i j a ku mi si y o o n i . . .
I zi nzu zihera zoose i bubaamfu .
These b u i l di n g s e n d a ll on the le f t . the buildings which e nd all on the l e f t . . .
i zi nzu zihera zoose i bubaamfu . . .
The words /ija/ and /zihera/ in these examples are RELATIVE verb forms, in contrast to /ija/ and /zihera/, which are indicative, and also in contrast to / zi h er a / which is participial. (The forms with the stem /-ja/ are parts of a defective paradigm In general, relative forms of the immediate tense have
h igh tone on the po s tradical syllable . T h i s i s th e s am e to n a l
).
pattern that was found on the imm ediate negative indicative forms
in Unit; 4. Note that the monosyllabic stem / j a/ ,
whic h
ha s no
postradical syllable, has high tone on the stem itself. Relative forms are used when a verb is used as a modifier of a substantive. R elative verbs have no separate disjunct forms, [For practice with relative forms of verbs, see Exercises 1-5 and
7-8. ]
2.
Rel a t i v e
r o n ou n s .
T he dialogue for this unit contains the fo llowing expr es s ions : ...aho H oteeri T. iri .
(there) where the Hotel

T. i s .
Ni i
ubona . . . 192
It is that one, [ that ] y ou s e e . . .
B ASIC C O U R S E
UNIT 12
cf.
Ni ~i
u bona . . .
It<s the one [that] you

see o
The relative clauses in these examples do not modify nouns which are present in these sentences. In place of the nouns, and
indicating the classes of the nouns, are the forms wh ich have been underlined . T h e y w i l l be c a l led RELATIVE PRONOUNS The relative pronoun for ea ch
( Neeussen 5 371 > p r e c e s s i v e s >). except for t h e t one o n t h e f i nal
class is Just like the di stal demonstrative
( Unit
3 , No t e 2
),
sy l l abl e : /iyo/ vs. /iyo/, for
example. [ For practice, see Exercise 4.]
Exercise 1. R e lative forms of some familiar verbs. < A person wh o guteeka gucura kubaaza kuri ma kuvoma
g ut e e k a k wi i g a
c o o k s i s cal l ed a coo k . >
Umuunt a t eeka yiitw u m uteetsi. u a

U muunt
a c u r a y i it w
u m u cuzi.
Umuunt a b aaza yiitw u m ubaaJi. u a Umuunt a r ima yiitw u m urimyi. u a Umuunt a voma yiit w umuvomyi. u a
A baant u A baant u b ateeka biitw
r
a b a t eetsi.
biiga biitw a b iigiishwa. a

/
kugeendeesha
k waand i k i i s h a
Abaantu bageendeesh i m iduga biitq a b ashofeeri.

Abaantu baandikiish
i m a s h i in i biitw
a bakaraa n i .
193
UNIT 12
KIRUNDI
Exercise 2. A n other use of relative forms: < who(sg.) ? <
( >It
kuvuga
k waand i k a
/
i s w h o ( sg . ) who speaks Kirundi ? < )

e
avug
N iind
ik i r u u n d i ?
Who sp e a k s W ho s i g n s
K i r undi ? p eo p l e
N iinde yaandik
a
/
a b a antu?
in /up ?
W ho r e a d s E n g l i sh '?
gusoma kumenya
Niind
/
e
/
asom
i . coongereza ?
/
Niin d
az i ur ub a a n g a angwe?
Who knows [ how t o ride] a bicycle? Who is studying

Swahi l i ? c l ot h es ' ?
k wii g a
/
Niinde yiig i g iswaahXri?
a
/
kumesuura
Niind am esuur i m puuzu? e a
W ho was he s
Exercise 3. R e lative forms with >who ( pl. ) < kuvuga

/
Nibaande bavug i k iruundi? a

/
W ho (pl. )
Kir u n d i ?
s p eak/
kwaandi ka ,
g u s o ma, -zi, kwiiga, kumesuura, kugoroora.
E xerc i s e > Where i s
4.
Sen t e n c e s (Col. 2) that contain relative pronouns,
t h e hot el ?<
<Please tell us where the hotel is.>
I hoot ee r
i r Xhe ? a
ah
N tiwootwerek
/ / /
ih oo t e e r i i r i ?
I mbaang a a n gw e z a a c u zi r Xh e ?
/ / / /
N tiwootweerek
ah
imba a n g a a n gwe zaacu zi r i ?
194
BASIC CO U R SE
U NIT l 2
Ibiro vyiiwe birXhe? Ntiwootweerek a h

a 0
i b i r o vyiiwe biri?
U muduga waawe ur X h e ?
N tiwootweerek I mfura yaacu irXh e ? a ah o umud u g a w aa w uri ? e
Nt;iwoot;weerek ah i m f ura yaac i ri '? a o u I ngwa z a ac u z i r X h e ? Ntiwootweerek a h

a 0
i n g w a zaacu ziri'?
I r aang i
r y a a c u r i r Xh e ? Ntiwootweerek a h i r a a ngi ryaacu riri? a o
I kar aamu r y a a c u
ri rXhe?
Ntiwootweerek a h i k a r aamu ryaacu riri? a o Amakaraamu yaa c

/ /
ar c he ?
/ /
Ntiwootweerek a h a m a k araamu yaac a ri '? a o u
E xercise 5 . A f f i r m a t ive indicative vs. negative indicative vs . affirmative relat;ive, > Does t h i s p a t h g o t o t ;o w n ? >
<This Co ne ]
d o e s n > t g o t o t ow n . <
<Please show me the path that goes to town.>
Iyi nzir i/a mu gisagara'? a

/
Iyi ntiija mu gisagara. Ntabaar u nyerek i n zir i ] a mu gisagara. a e a
195
U NIT 1 2
KIRUNDI
Uyu mukaraan a k ora muu >commissariat<? Uyu n takora muu <commissariat<

/ /
Ntabaar u nyerek
a
u m ukaraan. akora muu >commissariat<.

i
Zyi tagis i r aziimbuutse? Z yi nt i zi i mb u u t s e . Ntabaar u nyerek i t agis i z i imbuutse. e a Uyu mubooy a m esuur U yu a i m p uuzu?
n t a m e suu r i mp u u z u . a Ntabaar u nyerek u m ubooy a m e suur i m p uuzu. e a a
Iki gitabo kirooroshe? Iki nticooroshe.

/
Ntabaar u nyerek i g itabo cooroshe. e a Ukor
a a ka k az i ?
Aka s i k o nk o r a . Ntabaar a uny e r e k ak az e
/
uk or a .
E xercise 6 .
A f f i r m a t ive vs . negative instructions .
<Turn to the right. >

/
<Don>t turn to the l e ft. < N tuuhiindukiri r b ubaamf u .
g uhiindukir a
H i i n d u k i ri r i b u r y o .
k ugeen d a u bur a a r u u k o
/
Geend
bur y o .
N tuugeend
i b u b aamfu. mu b u manuko .
G eenda mu bu r a a r u u k o .
/
N tuu g e e n d e
/
kubla
u buseruk o
J a mu b u r a a r u u k o .
J a mu b u s e r u k o .
N tuuje mu bumanuk o . Ntuuj e

/
mu bur ee n ger o .
196
B ASIC C O U R SE
UNIT 12
Exercise 7. I n dicative vs. relative t;one patterns on j-rij >be<. i n y u ma Ihooteer ir . i nyuma
i The hotel is behind t he b a n k .
y a i baanki . Inz ir. i nyuma y

U i i baanki isoko
n i i h o o t e e ri .
The building which is b ehi n d t h e b an k i s a ho t e l . The hotel is beh ind
Ihooteeri ir i nyuma
t he mar k e t .
ya i s b k o .
Inz i r u
3.soko
i n y uma y a
n' L i h o ot e er i . i
The building which is
behind the market

i s a hot el . T he hotel is to th e r ight of the m a r -
uburyo
Ihooteeri ir. i buryo b w i so k o . a I nz u i r . i bur y o bw a

n i i h o oteeri. i
ket .
The building which is t o the right of th e
i soko
market; is a hotel.
The hotel is behind
iki baanza
Ihoot;eeri ir. i nyuma ya iki baanza. Inz ir. inyuma y

u i i kibaanza
/
t he s q u a r e .
The building which is

b ehi n d t ; h e s qu a r e i s a ho t el . The h o t e l i s b ey o n d t ;he s q u a r e .
n i i h o oteeri.
/
h aakury a
Ihooteeri iri haakurya y a ikibaanza.

/
I nz
/
i r i haak u r y a y
/ /
a
/
i kibaanza i kiv uk o
n i i h o oteeri.
The building which is b eyon d t h e sq u a r e i s a h o t el . The h o t e l i s b e y on d t ;he p o r t ' .
Ihooteeri iri haakurya y a i kiv u k o .
197
U NIT l 2
/
KIRUNDI I nz
/
i r i haak u r y a y
/
a
/
The building which is b eyon d t h e p o r t i s
ikivuko n i ihooteeri.
h eepf o Ihooteeri iri heepfo y i ki v u k o . Inz
a hot e l . The hotel is near [on the lower level ]

t he p o r t . The building which is
i r i h e e pfo y
i kivuko
n i i h o oteeri.
[NB Absence of high tone on the ~rela t i v e s entenc e o f ea c h l i ne i n Ex e r c i s e 7 . ]
[on the lower level] n ear t h e p o r t i s a h ote l . < use of / i r i / i n t he s ec o n d
Exercise 8. I n dicative affirmative vs. relative indicative vs. negative indicative.

I bi bitabo birooroshe ?
A re t h e s e
b o oks e a s y '? books.
T urakene y
i bi t abo v y o o r o s h e .
W e need e as y T hese ar e A re t h e s e h ard t o
Ibi ntivyooroshe.
/ /
n o t ea s y . l a n guages s t ud y ?
Izo ndimi ziragooye kwiiga?
Turakeney i n dimi zigooye. e Izi n tizigooye.

A ya mapikipik. araziimbuutse ? i
We need difficult
languages . These are not difficult. Are these motorcycles

cheap ?
Turakeney a m apikipiki aziimbuutse.

e
W e n e ed cheap motorc ycl e s . T hese ar e n o t c he a p .
Aya n t aziimbuutse.
I zi mpuuzu ziramesuuye ? T urakeneye impuuzu zim esuuye .
A re t h e s e c l o t h e s wa s h e d ? We nee d w a s h e d cl o t h e s .
Izi
nt i z i m e s u u y e .
T hese ar e
not w ashed.
B ASIC C O U R SE
UNIT 12
A ya makee t
ar ah w a h u t s e ?
/ /
Are these letters light' ?
D ukeney
a m ak ee t anw a h u t s e . e e
n t ah w a h u t s e .
/
We need light letters.

T hese are not ligh t . Does t h i s t y p ewr i t er wri t e we l l ? We need a typewriter t ha t w r i t es we l l . Thi s o n e d o e s n > t wr i t e w el l .
Ay a
I yi mashiini yaandika nee za ?
D ukeney
i m a s h i in i ya andika neeza .
Iyi ntiyaandika neeza.

/
Izi mpuuzu ziraziimbuutse?

/
A re t h e s e
cl o thes cheap? cl ot hes.
Dukeney i m puuzu ziziimbuutse. e

I zi n t i z i z i imbuutse .
W e need c h ea p T hese ar e
not ch eap.
U yu mudug
ug e e n d a n e e z a ? e
umu d u g
Does this car go w ell ? We nee d a ca r wh i ch
D ukene y
u g e en d a n e e z a.
g oes we l l .
/ / /
U yu
/
n t u g e e nd a n e e z a .
This o n e d o e s n o t go w ell .
Does t h i s h ar d ? co o k wo r k
U yu mubooy .
i
ar a k or a c a ane?
D ukeney
u m u b oo y ak o r a ca a n e .
/
W e need a
work s
cook who
har d.
U yu
n t a k ora c aane.
Thi s o n e d o e s n o t work h a r d .
199
UNIT 13
KIRUNDI UNIT 13
BASIC DIALOGUE - t e e mbe e r a

/
to tr avel
around
(- t e emberey e 1A
)
I want to travel around dur i n g
Nshaa k a g u t e e mbeera
mur.
/
these [next] few days.

i iyi mi i s i . Where are you go ing to tr a v el' ? to I know
2B
Uz o o t e em b e e r e r a h ee h e ?
-menya 3A Si ndaa h a menya. urugeendo

kur e
don>t k n o w wher e y et .
( 11, 1 0 )
j our n e y far
4B
Uzoof at kure?
ur uge e n d o r w a a
A re yo u g o i n g t o j und e r )take a l o n g t r i p ( <a t r i p o f f a r <)?
5A
Oya , n z ooteembeera mu
ma>provinces> ya haafi
N o, I<m going to travel in th e provinces in the neighborhood o f U s u mb u r a .
y a Buj u umbura . heehe

6B 7A Uz o o ga r u k i r a h e eh e ? Si i n z i . . . w here ?
W here ar e
I
you goi ng ?
d o n < t k n ow .
- j aana na .
to go together with
( -j aanye na . . . )
BB
9A
Uz ooj aa n a n a a n d e ?
Nz o o j a a n a n a u mu g e e n z i .
/
Who are you going wi th'? l <m going to go with a f r i e n d .
200
B ASIC C O U R SE
UNIT 13
2. The driver of a company truck sees his friend John on the streets of the city. we - t e g e er a 1 0C
r
you -- -j (-tegeereye
/
t o wai t Hey John, what are you w a i t ing
Yoh a a n i w e , ut eg e e r e y e
i ki ?
f or ?
11D
Nt e g erey u m u duga wo ku j i Gi t e g a . - r o r e e r a ( -ror er e y e / -roreer ey e ) mugabo - ha ( h ~ p af t er m )
I> m w a i t ing for a car to go to Git;ega.
t o wai t ;
but t ;o gi v e m oney, f r a n c s
Wait;, I<ll take you, bu t
amafaraanga/amafaraanga
1 2C Ror ee r a n d a k u j a a n a , m ugab
/
y ou>11 pay me u r a a mp 0 a
(money).
a mafaraanga .
( or: . . .
u rampa'. . .
'
'
)
t o go f r om
- va ( - v u uye )
13D Kuv a h a n o k u g e r Ky o
a angaa h e ? 14C S i m een s h i , ni
How much is it' from here to
( get )
t h e re ?
I t<s no t
mu c h .
I t >s j u s t
50 EP].
miroong i t aanu gusa.
0
201
UNIT 13
/ /
KIRUNDI Nb e g u b o n a r r uungana g u t e ?
ikilomeetero
15D
ur u g e end o
How m u c h of a trip do you think it is?
(7, 8)
kilometer h undr e d I t<s close to 117 ki l om eters .
iguana (5, 6)
1 60 Har . i b i l o m e e tero ha af . i i
/
i j ana na cumi n i ndwi .
- hi t a 1 7D Ur ab a
( -hi s e )
to take, bring in passing

Y outll be picking me up .
umpi t an a .
3
18E Ns h a aka kuj i K igari. U muunt 19F Har age r K y o g u t e ? There a r e t hr e e w a y s [ of t o go t h e r e . I want to go to Kigali. H o w does a p e r s o n g e t t her e ?
in z i ra zitatu zo
k uha j a . 2 0E N. i z i i he ? i
/
What
/
( <which> ) a r e t he y ?
or
caanke
ikamyo ( 9, 1 0 o r indeege
2 1F
6)
truck
( 9, 1 0 )
a
or
a ir p l a n e Y ou can g o b y ( <wit h t ) t r u c k ,
ta xi , or p l an e .
Us h o b o r a k u g e e n d a n i k a myo , c aa n k e
/
t agi s i ,
indeege.
c aank
202
B ASIC C O U R S E
UNIT l3
umwaanya (3, 4)
22E U m u u n t a m a r u m w a any u a a u ngana g ut e
n zi r a ?
/
period of time How lon g (>a period of time w hich e q u a l s w h a t >) does a
p er so n sp end e n r out e ?
muu
2 3F
i k am y o n
ama s K h a
By truck it is about 8 hours.
haafi umunaani. 24F N a t a g isi, ni haaf a masah a a ta anu. minut e By plane it is about 25 m inut e s . By taxi it is about 5 hours.
25F
umunota (3, 4 ) o r : u munut a N i n deege n iminota
haafi miroongw ibiri

0
i i t aanu .
2 6E 2 7F 2 8E
Ur ak o z e . Uz oo g e e nd a r y a a r i ' ? Nz o o g e e nda h X r y a y eejo.
T hank y o u f When are you going to leave? I Im going the day after tomorrow. ( >the o t h e r s i de of t omorr ow> )
H ow long will you be g o n e ?
29F
U z o o ma r i g ihe kiingan a a
i k. i i Ki g a l i ?
( <How much t i m e w i l l y ou s pend en r o u t e ' ? >) I>m going to spend about a month.
3 0E
Nzo o m ar a n k
uu kw e e z i .
203
UNIT 13 1.
KIRUNDI
A n ote on the non-immediate future tense. This unit contains several examples of a future tenseg U zooteembeerer a
/
heehe?
W here ar e
t ravel ?
you going t o
U zoogaana na ande ?
W ith whom will you g o ?
T he formal representation of this tense is by m e ans of the p r e -
fix
/ -zoo-/ and an appropriate tonal pattern on the stem. I n
the affirmative indicative, that tonal pattern is the low one:

a ll syllables of the stem have low to ne . I n t h e o t her m o o d s ,
a nd in the negative indicative, the stem has high tone on t h e
root syllable. The meaning of the /-zoo-/ tense is <non-immediate future.<

In general, this tense is not used for a fu ture earlier than
tomorrow, but under some circumstances it may be used where the meaning is clearly future today. An example is found in
Dia l o g u e 1 1, St c . 19 : u sh i t s eh o .
Uzoob
You'll have arrived there.
The t e n s e
p r e f i x /-zoo-/ may be thought of as having a
basic high tone ex cept in the affirmative indicative, but th is
high tone is not realized after another high tones

Stituzoogufasha N tazoo g u f a s h a b ut . . . n tazoogu f a s h a .
r
$ 1 e won>t h e l p
H e won> t
you.
hel p y ou .
. .. he won' t
he l p y ou .
If as in the last of these examples, the <provisional> high tone (Unit 1, Note 8 ) of /nta/ is pronounced high, the high t one o f /-zoo-/ is not pronounced. [ For practice, see Exercises 1-4 an d 7 - 9 . j
ao4
B ASIC CO U R SE
U NIT l 3
Exercise l. I n finitive vs. future, 1 sg. affirmative.

/
guteembeera
N shaaka g u t e e mbeera .
Nzooteembeera mur. iyi

i mii s i
/
. mu r iyi
kuduuga
Nshaaka k u d uuga .
Nzooduug a mii s i .
g ushi k a
N shaaka g u s h i k K y o .
Nzooshikayo mu r mii s i .
iyi
guhiindukira
Ns h a aka guhiindukira.
N zoohiindukira mur i y i
mii s i .
Exercise 2. I n finitive vs. future, 3 pl. affirmative. gufasha g ufat a k uror a kubona k ujaan a B ashaaka k u g u f a s h a . Bashaaka gufat a m afaraanga meenshi . a B ashaaka k u r o r K h e ? B ashaaka k u t u b o n a . Basha a k a k u t u j a a n a . B azooguf ash Bazooyaf at Bazoorora h Bazootubo n a ej o . 5j o . 5j o . 5j o . a ej o .
a
e a
Bazootu j a a n
Exercise 3. I n finitive vs. future, 3 sg. negative. >He wants to travel, but he won>t travel in the n ext f e w d a y s . > guteembeera
/ / / / /
Ashaaka guteembeera, ariko n t azooteembeera mur i yi m i f si .
kuduuga /
k uduug a
A shaaka kuduuga, ariko n t azooduuga mur i y i

m i~ si .
2D5
UNIT 13 k wii g a Ashaaka kwiiga, ariko n t azookwiiga...
n tazi i g a . . .
guhiindukira As h a aka guhiindukira, ariko n t azoohiindukira...
Exerci.se 4. Infinitive vs. future, 1 pl. negative.

<We want t o h el p y ou . . . > i
Dushaaka kugufasha, ariko n t ituzoogufasha mur. iyi miisi. Dushaaka kukugaana, ariko n t ituzookujaana...
/
Dushaaka kuduuga, ariko n t ituzooduuga... Dushaaka kukubona, ariko n t ituzookubona...
Exercise Q. V erbs after j-roreera/
>t o w a i t >
>Wait and I<11 be back.> k uror e e r a umwiigiisha k ugufa s h a shoobuga

k weer e k a abaandi uburyo
R oreera n d a g a r u k a .
/
Roreer u mwiigiish a r agaruka. a 5. Roreer umwiigiish a r agufasha. a a

Roreer a sh o o b u g
/
a r a gu f a sh a .
Roreera
Roree r
s h o o bu g ar ak w e e r e k ubur y o . a a
ab a an d i b a r ak w e e r e k
ubur y o .
~o6
B ASIC C O U R SE
UNIT 13
Exercise 6. L onger sentences after / r or e er a / .

/ /
jeewe
bo tweebwe u mushof e e r i
/
Roreera ndaku)aana mugab u r aamp

0
/
a
/
a m a faraanga. a a a m a faraanga. a m a faraanga.
Roreera barakujaana, mugab u r abah

0 0
/
Roreera turakugaana, mugab u r aduh

/
Roreera arakugaana, mugab u r amuh

0
a m a faraanga.
Exerc i s e 7 . The /-zoo-/ tense: indicative negative with various kinds of subject prefixes, and relative affirmative.
< You won't help him . <
<The boss won't help him.< <Others won>t help him.l

<Who wi l l k umuf a s h a hel p hi m?<
Ntuzoomufasha . Shoobuja n tazoomufasha.

A baandi n t i b a z o omufasha .
Niind a zoomufasha? e g ufat a u r u g e endo N tuzoofa t a ur uge e n d o .

n t a z oo f a t
Shoobug a A baandi
ur ugeend o .
n t i b a z o o rufata .
/
N iind a z o o r u fa ta ?
k wi i g a
Ntuz i i
ga .
Shoobuga
A baandi
n t a zi i ga .
n t i b aziiga.
N iind 1
a ziiga?
R e m e m be r t ha t if the pr ovisional high tone is pr onounced on
/ nt a - / ,
then /-zoo-/ has low tone. ( Unit 207
1 , Note 8 ).
UNIT 13 gukurikira ixi barabara
KIRUNDI Ntuzookurikir iri barabara. a Shoobuja n tazoorikurikira.

/ /
A baandi
/
n t i b a z o orikurikira .
/ /
N iind k uz i m i r a Ntuzoozimira.
a z o o r i k urikira ?
Shoobuja n tazoozimira. Abaandi n tibazoozimira.

N iind
a z o o zimira?
gutaangur a
Ntuzoot a angu r Shoobuj a
5j o .
n t az o o t a a n gu r ego . a
A baandi n tibazootaangur 5 j o . Niind a z ootaangur 6jo? e a
kubla kw ii s 5ko
N tuzaoga k w i i so k o . S hoobuj a n t a zo o g a y o .
Abaandi n tibazoojayo. N iin d e a zoo j a y o ?
Exercise 8. P a irs of short sentences combined into a single longer s enten c e .

Uzooj a m u bu r a a r u u k o ?
/
Uzooga mu bumanuko?
/
Uzooja mu buraaruuko c aanke mu bumanuko?

>Mill you go north, or south? >
208
BASIC C O U R SE
UNIT
13
D ushobora k u g e e nda n
um u d u g a .
D ushobora k u g e e nda n i k am y o . a
Dushob or a ku g e e n d a n
umu du g a
ca an k e n
i k a my o .
>We can go b y c a r , or by t r u ck . <

Ukuun d
i n z i r a n g u Zi ?
Ukuun d
i n zi r a y a k u r e ?
U kuund
i n z i r a n g uf i
c a ank
i ya k u r e ?
<Do you like the short road, or the long o ne'?>
Azoomar u m waanya munini muu nzira?
Azoomar u m waanya muto muu nzira? a

/ / / /
Azoomar u m waanya munini c a anke muto muu nzira'?
>Will he be a long time, or a short time, on the way? >

/ /
M uramwaawe n
umu s o r e ?
/
M uramwaawe n
umu g a b o ?
/ / / /
Muramwaawe n . umusore c a anke

i
n i umugabo'?
>Is your wife>s brother a bachelor, or a [married] man? >
Exercise 9. T ime expressions af ter / nka -
<ab o u t > .
> I<11 spend about two months on the road.>

/
N zoomara nk k ab i r i
/
a\
u u k w e e z i muu n z i r a .
/
Nzoomara nk
aa m e e z i ab i ri m uu n z i r a .
umwaaka
Nzoomara nk i imyaak i b iri muu nzira. a a
UNIT 13 rimwe i yi i n g a g atat u

umuusi ri mwe
/
KIRUNDI Nzoomara nk u u mwaaka muu n z i r a.
Nzoomara nk i i yiinga muu nzira. a

N zoomara nk N zoomara nk N zoomara nk N zoomara nk
a
a
a m a y i in g
a t a t u mu u n z i r a .
i m i i s . i t atu muu nz i r a .
1
a a
u m u u s i muu n z i r a . i s a h a mu u n z i r a .
is%ha gataanu
Nzoomara nk amasah a
a t a anu muu nzira.
Exerc i s e
1 0.
Con c o r d s w i t h /-o/ before an infinitive. How does a ma n b u i l d a house ? T here a r e

bui l d
Umuuntu yuubak i nzu gute? a H ar. u b u r y o b w i i n s h i bw o

i
m an y w ay s t o
a h ou s e .
k wuubak
a
i
i n zu . uburyo bwi i z a b wo D o you k n o w t h e b e s t (>a good<) w ay t o b u i l d a h ou s e ' ?
U raaz.
k wuubak a ?
Kuv a h u m u un t a s h ika ku bitaro a a u

g ut e ? Har i n z ir a nyiinshi zo
P rom her e h o w d o e s a m a n get to the hospital?
T here a r e m an y w ay s t o g et t h e r e .
/
k uhas h i k a .
/
Uraazi inzira ngufi yo k uhas h i k a ?
Do yo u k n o w t h e s h or t e s t r oa d t o g e t t h e r e ?
210
B ASIC C O U R S E
UNIT 13
Umuunt a m esuur i m p uuzu gute? u a H ar. i u b u r y o b w i i n s h i bw o
H ow does on e w as h c l o t h e s ? T here a r e m a n y w ay s t o w ash c l o t h e s .
kumesuura . U raaz ubu r y o b w i i z a b w o D o you k n o w t h e b e s t w a y of washing clothes?
kumesuura ?
Exercise 11. D i stance and time of travel. [ Studen t s How many k i l o m e t e r s i s i t f r omB u j u m bur a t o G i te a? ~ >It>s a l most 1 2 0 k m. > <How long does it take to get there?
Kuv i Bujuumbura kuj i G itega har i b iromeetero biingaahe? a a
Ni haafi ig n imiroong i b iri, uana

a
0
U muunt a h ageend u m waany u n ga n i k i ? u. a a a Amaslh a t atu. a ( or : 4 m a sa h at a t u.) a
Kuv i Bujuumbura kuj i Ngoozi har. ibiromeetero biingaahe? a a i Ni haafi iguanan a miroong
0
i t aanu.
U muunt a h ageend u m waany u n ga n i k i ? u a a a Amasah

K uv
a t at u .
i N u y i i n g a ha r
0
i N g o o z i ku j
ib i r o m e e t ero bi ingaahe ?
Ni haafi miroong i c eenda.

r
Umuunt
a h a g e en d
u m w a a n y a un ga n iki ?
a NB Th e different pronunciations of /na/ plus /imiroongo/ illustrated in the recordings for this exercise. ]
211
A masah
a bi r i
UNIT 13
KIRUNDI
Kuv i G itega kuj i M uyiinga har. ibiromeetero biingaahe? a a i
N i haaf .
i guana n
u
i m i r o on g it a a n d a t u .
0
/
Umuunt
a h a g e en d
/
um w a a n y
ung a g
iki ?
Amasah
/
at a t u .
/ /
K uv
i G i t e g a ku j
i B u r u r i h ar . ibiromeetero biingaahe ? a i
0
/
Ni haafi ig uanan a m i r o o n g
Umuunt
i ne .
/ /
a h a g e en d
u m w a a n y ung a n
iki ?
Amasah
at a t u .
/ /
Kuv i BuJuumbura kuj i Muraamvya har i b iromeetero biingaahe? a a

N i haafi miroon g
0
i t aanu.
/ / /
U muunt a h ageend u m waany u n ga n i k i ? u a a a

I sa h
/ /
i mwe .
/
Kuv i Gitega k ubla mu Rutana har. ibiromeetero biingaahe? a i
Ni haafi ig uana na cumi.

/ /
Umuunt
a h a g e en d u m w a a n y
un g a n
iki ?
Amasah [ The
abi r i . t h e t on e s i n t h e l a s t
/
s t u d e n t s h ou l d sup p l y
t wo s et s
of
s entenc e s ] .
K uv i B u j u u m b ura ku j i B u b a a n z a a a N i haafi miroon g Umuunt
0
ibiro m e e t ero bingaah e ?
i t a andatu .
a h a g e en d u m w a a n y
un g a n
ik i ?
I s ah
i mwe .
212
B ASIC C O U R SE
UNIT 13
Kuv i Bujuumbura kuj i Bururi har. ibiromeetero biingaahe? a a i
Ni haaf
i guana na miroong i taanu. 0
Umuunt a h ageend u m waany u n ga n i k i '? u a a a

Amasah
at a t u .
Practice conversations.
I <m goin g t o t ake a t r i p

n ext week.
N zooga gu t e embeera k w
i iyiinga riiza .
A hJ To Rumonge. Nzooja mu Rumoonge.
UzoororKhe?
Ni kur e J
Uzo o m ar a y
i gihe kiingaan i k i ?
F or a b ou t weeks.
t wo
Nk amayiing a b i ri. a a Uzoogeenda r y a a r i ?
O n Wednes d a y .
Ku wa
gat at u .
2. Is R u mo ng e o n . f a r f r om K igo ma ? Nu Rumoong e
/
ni
k ur e
ya i Ki g oma? Oya n iho haafi. 21$
UNIT 13 I wan t t o go t her e n e x t month.
KIRUNDI N shaaka k u j a y o k weezi kuuza. Uzoomaray

k iingan
0
mu
i gi he
iki?
d ont t
k no w
Sindabiizi neeza .
r
yet .
U zoogeend a mu u ndeege?
No, b y
car .
Oya nzoogeenda mu muduga. N i amafar aang a angaahe?

r
/
It>s just; 8 f rs . p e r k il omet er . It<s not much.
u munaani g u s a k u ki l o meeter o .
S i meenshi
caane.
B ASIC C O U R SE
U NIT
UNIT 14 BASIC DIALOGUE - bar i r a

ingene
/
( -bari y e )
t o t el l how? t o buy , s el l
- gura ( - g u z e )
imboga (9, 10) 1A Mbar i r a i n gen e ugur a
v egeta b l e s
Tell me how you s ell t'hose
v egeta b l e s .
izo mboga. ishu
(5, 6 o r
9 , 1 0) 10)
cabbage c arr o t c eler y Which [kinds] do you want? Cabbage(s) , ca r r o t s , c el er y . . . ?
i karoot i i ser er i 2B Ush a a k
( 9, 6 o r
(9, 10)
a i z i i he ? A m a shu,
amakarooti, isereri... ? 3A Am as h u . I r y a nini uyigur 4B a uu t e ?

0
C abbage. H o w m uc h d o y o u charge for that big [head]? (<How do you sell it?< ) O nly 3 0 F.
Am af a r aanga miroong i t'at;u g u s a .
5A
Ni
i n t a v Kh o ?
Do yo u
c o m e d o w n o n y o ur
pr i c es ?
6B
7A
I me .
( or: Me . )
(Emphatic affirmative ) No, [ I > 1 1 ] g i v e y o u 1 5.
O y a , nda g u h a c u m i n a ataanu.
/
8B
Ek a n a awe
si
u k u gu r a d a .
(elliptical ) Come o n ,
r easona b l e .
l et ' s be
215
UNIT 14 9B
KIRUNDI Mpa m i r oong i b iri na

0
G ive me 2 5 .
ataanu. 1 0A Ud a s h a a t s
e
ama f a r a a n g a
If
y o u d o n > t wa n t
20 P . ,
g ood by e )
miroongo ibiri
urab5ho. - gabi r a
1 1B Ee g o ,
/
( - ga b i y e )
t o give as a g i f t
za n a , n k u g a b i r e .
Yes, give it to me ( >bring<) . I>11 make you a present of

it.
Di al o 12C
ue 2 . U gur i i s h
iki ?
What are you selling? salt sugar I have salt, sugar, etc.
umuunyu i sukaar i 13D
(3) (9)
Mf i s u m u u nyu, isukaari, e
n
i biindi.
1 4C
Ugu r i i sh
ut
umuun y u ?
How do yo u spoon
Two s p o o n s
sel l
sal t ,?
i kiy i i ko
15D
(7, 8)
Ibiy i i k o b i b iri kw i if ar aa n ga .
f or
a f r anc .
1 6C 1 7D
Ur az i i m b a c a a n e ) Oy a , k 0 ar i we w e n d a g u h a
bitatu bitatu .
Youir e
v e r y h i gh i
No, [but] for you, I>11 give you three [for one franc].
- ger a
( - g e z e) ( - g e r e y e) 216
- ger er a
t o weigh , m e a s ure in s o m e o the r f a sh i o n t o weigh f or
B ASIC C O U R S E
UNIT 14
1 8C
Ng e r e r
uw amaf a r a a n g a a
Measure me out Q P. worth.
at'aanu.
S upplementary Vocabulary . < This
Som e f o o d s t u ffs and th eir qu a l i ti es . f r u i t; i s g oo d . <

/ /
icaamwa indi mu
(7, 8)
(9, 10)
I ki caamwa I yi ndimu
n i ciiza. n i n ziiza.
piece of fruit
lemon orange
umucuungwa
(3, 4)
Uyu mucuungwa n i mwiiza.
umucuungwa
umweembe
/
(3, 4)
( 11, 1 0 )
Uyu mweembe n i mwiiza.
mango
umweembe
u rut o r e umuhwi i gi t o o k e
U ru rut;ore n i U yu muhwi I ki gitooke

v
rwiiza.
/
e ggplan t
banana plant a i n o ni o n
(3, 4) (7, 8) (7, 8)
n i mwiiza. n i ciiza. n i ciiza.
igi t u u nguru
I ki gituunguru
inyama (9, 10)
Izi nyama n i nziiza.

/ /
meat fish fish
i fi
( 9, 10 ) ( 9, 1 0 )
I yi fi
n i nziiza. n i n ziiza.
( lar g e ) ( small )
i ndagar a
I zi ndagara
Q ualities of fru i t .
/ /
- sha
>to
( - hi i y e )
ge t r i pe>
I yi micuungw
i r ahiiye?
A re t h e s e ripe?
No,
or anges
0 ya
n t ihiiye.
t h e y a r en ' t
( ri p e ) .
21(
UNIT 14
KlHUNDI U yu mucuungw
/
u r a h ii y e ' ?
Is this orange ripe?

No, i t i sn i t .
Oya n tuhiiye. gusoosa > to b e

r
sweet >
Iyi micuungw i r asoosa? a O ya, nt i so o s a .
A re t h e s e
s weet ?
or anges
N o, t h e y
Are
ar en>t .
gukaata >to be bitter / sour'
Irakaat a '?
t h e y s ou r ?
Oya n tikaata. Imicuungwa n ti k a a t a .

r
No, t h e y
ar en' t . n o t s ou r .
Oranges a r e
- bora ( - b o z e )
>to r o t <
U yu mucuungw
r
I
u r a b o ze'?
I s t h i s or an g e r ott e n ? No, i t i s n <t .
O ya n t u b o z e . U rahi i y e .
- h i i sh i r a
It is ripe. A re t h e s e ripe? eggplant
Izi ntore zirahiishiye?
( -h i i s h i y e ) > to r i p e n > Oya n tizihiishiye.
N o, t h e y
ar en>t.
nini
Sbig l
Iyi shu ni nini?
Is this head of
c abbage l a r g e ?
to I li t t l e > I yi shu ni nto? Is this head of
c abbage sma l l ? t oot o > fresh >

Iyi shu n i n t o o to '? Is this head of
c abbage f r e s h ?
- kaba ( - k a v y e )
>to g r o w s t a l e , dry, old, wiltedunri pe ,
g r e e n , r aw <
Iyi shu ni rnbisi?
I s t h is cabbage raw?
K ind s
o f me a t :
>Give me beef.< inka
(9, 10)
Mp
i n y ama z
ii n k a .
c at t l e
i ngur u b e inkbko
Mp inyama z i n gurube. a a Mp inyama z i n koko. a a c hick e n
l.
A n ote on non-indicative ne atives. In Unit 0, the use of / nti-/ as a negative prefix was
described. T his prefix is used with all negative : ndicative forms, and only with indicative forms. U shaats e . . . Utaguze
Uaashaatse ...
I f you want . . . If you don<t want... if you don>t want...
These two verb forms are participial. The third, which is negative, contains the prefix /-ta-/. Unlike /- 'nti-/ which occurs at the very beginning of a word, / - t a - / after the subject prefix. This prefix has an alternant form /-da-/, which is used
w hen the sy llable that fo llows it begins with a v o i c eless con so -
oc c u r s i m m e d i a t e l y
nant. This is illustrated by the second of the above examples. T onal l y , /-ta-/ is basically low, and has no effect on the
tones of neighboring syllables.

T his negative prefix is us ed, not only in p a r ti cipial form s , b ut in most other non -indicative forms as we l l .
219
UNIT 14 2.
KIRUNDI
A n ote on the use of relative verb forms in indirect discourse. C ompare t h e s e two s ent ences~
/ /
Bakora mu biindi bisagara.

/ /
T hey wor k
c it ' es .
i n ot he r
Amubar i r
r
a k o bak o r a m u
He t e l l s h i m t h a t t h ey w ork in other ci ti e s .
b iindi bisagara .
T he ver b
/bakora/ in tge first sentence is indicative.

a relative form .
In
the second sentence, the verb is /bakora /, A fte r as t h e w o r d / k o/ ,
w h i c h i s ordinarily translated into English
>that>, a verb is in th e r e lative mood
Exercise 1. A f firmative vs. negative of relative forms. >We want mangoes that are ripe.< <We don<t want mangoes that are not ripe.<
l
gusha
D ushaak
i m y e e m b ihi i y e . e a
/
N ti dus haak imyeemb i d e a

/
ahi i ye .
/
indXmu
D ushaak
i n d xmu zihiiye.
/
Ntidushaak imXhwi Dushaak a
in d i m u z i d a h iiye .
i m i h w . i h i iye i
/ /
Ntidushaak g usoo s a
/
i m ihw J
ida h i i y e
D ushaak
i m i hw . isoosa. i
/
N tidushaak i mi c u u n g w a D ushaa k
imihw
i dasoosa .
i mi c uu n g wa i s o o s a .
N tidushaak
i m i c u u n gw i d a s o o s a .
[ NB
F o r w o r d s l i k e /indXmu/, some speakers shift the tone pattern
/ when the word is followed by a word that begins with low tone.] t o / i nd i m u
220
B ASIC C O U R SE
UNIT 14
Exercise 2. P a rticipial vs. indicative disjunct, affirmative. <Do these oranges seem ripe to you [as you look at
them]? <
3Yes,
/
t h e y ar e r i p e . >
/
gus ha
U bon
i y i m i c u u ng w Eeg
ihi i y e ?
i rahi i y e , n t o r e zi h i i y e ? z i r ah i i y e .
/
i nt or e
Ubon
i zi Eego
k ubor a
U bon
i z i n t ore ziboze?
/
E ego z i r a b o z e . imXhwi
U bon
i y i m x hw. iboze? i
E eg m yii z a
i r ab o z e .
/
/
/
Ubon iyi mxhw a Eego
a r i myiiza?
ni myiiza.
Exercise 3. R e lative verb forms, affirmative.

> Do t h e y
/
h a v e r i p e o r an g e s ' ? >
gusoosa
B afis
i m i c u u ng w
is o o s a ?
D o they
h a v e swe e t
oranges ?
ih i i y e ? Do t h e y h ave r i pe
gusha
B afis
i m i c u u ng w
oranges ?
Do t h e y h a v e r i p e l emons ? Do t h e y h a v e ex p e n s i v e o ra n g e s ?
indXmu
Bafis
in d i m u z i h i i y e ?
k uz i i m b a
Bafi s
i n d i mu z i zi i mvy e ?
221
UNIT 14 imXhwi Bafi s im i hw
KIHUNDI i z i i mv y e ? D o the y h a v e e x p e n s i v e bananas? Do t h e y have cheap

banaj;ms?
kuziimbuuka
Ba f i s i m i hw iz i i mbuutse?
e
e
amashu
Baf is
amash
az i i mbuutse?
D o the y h a v e c h e a p cabbage?
Do they have wilted
gukaba
B at'i s
sma sh
a kav e ? ~
cabbage? D o the y h a v e d r i e d o u t e ggpla n t ? D o the y h a v e s o u r e ggpla n t s ? D o the y have s our
i nt or e
Bafis
in t ore zikavye?
gukaat a
Bafis in tore zikaata? e Bafis in d imu zikaata?
indXmu
l emons ? i h d ima ~ z ihi i e?
gusha
/ /
Bafis
Do the y h a v e r i p e lemons ?
Do th ey h a v e r i p e
i mi c u u n g w a
Bafis
im i c u u n w
i hii y e ?
oranges ?
E xercise 4 . I n d i c a t ive vs . relative in dir ect vs . indire c t discour s e . Nzoof a t a ur ugeendo r waa k ur e . l<m going to take a
l ong t r i p .
B abar i r e k o n z o of a t r waa k u r e .
/ /
u r u g e en d o
Tell them that I >m
going to take a long t rip . I<m going to travel

a roun d t h e se d ay s .
N zooteembeera, mu r
iy i miisi.
B abarire ko nz o oteembeera mur . 1 i yi mi i s i . 222
T ell them I am g o in g t o t r a v e l ar o u nd t h e s e
days'
B ASIC C O U R SE
UNIT 14.
N zoov
a i Bu j uu m b ur a e g o .
I will leave Bujumbura t omorr ow . T ell t h e m I wi l l l eav e
Babarire ko nzoov i Bujuumbur a a
B u)umbur a
t om o r r o w .
go.
N zoobahi t a n a . B abari r e k o n z o obahi t a na . I will pick you/ t h e m u p .
Tel l t h em I t hem u p . I wil l wi l l pi c k
N zoogaruka k u
whkane.
/
come b a ck
T hursday . B abari r e k o nz o o g a r u k a k u w a k a n e .
/ /
Tel l
t h em t h a t
wi l l
c ome back T h u r s d a y . Ntituzoogura ivyaamwa.

/
/
/ /
W e will not buy f r u i t .
Babarire ko tutazoogur i v yaamwa. a Ntituzooken i v yaamwa. a Babarire ko tutazooken i v yaamwa. a Ntituzooteek i m b5ga. a
B abarire ko tu tazootee k im boga.
Tell them that we will not buy fruit. We will not need fruit. Tell t h e m w e w i l l need f r u i t . not
W e will not cook v e g e -
t abl e s . a
Tel l t h em t h a t we wi l l n ot c o o k v e g e t a b l e s .
N tituzoobagabi r
u y u muduga.
We will not of'fer you

t hi s u y LL ca r .
B abarire ko tu ta zoobagabi r
Tel l t h em t h a t we wi l l n ot offer you th i s
muduga.
/ / /
car.
We wi l l not t el l o ur n a m e s . a m a z in a y ou
Ntituzoobabarira amazina yaacu.
B abarire ko tu ta zoobabari r
/
Tell t h e m w e w i l l n o t
tell you our names.
yaacu.
223
UNIT 14
/
/
KIRUNDI
N tituzooja mu bir e g o .
0
W e wil l n ot go t o t he office tomorrow.

0
Babarire ko tutazooja mu bir e go .
Tell t h em that we will not go to the office

t omor r o w .
N tituzoogur
iyi nzu.
W e will not buy th i s
house a
iyi nzu.
( bui l d i n g ).
B abarire ko tu tazoogu r
Tel l t h em t h a t we wi l l n ot b u y t h i s h ou s e . I will not come ba ck
Sin z o o g a r u k a
ku wa g a t a t u .
Wednesday. B abari r e g ata t u . Sinzoova h a n

0
ko
n t az o o g a r u k a k u w a
Tel l
t h em t h a t
wi l l
not c o me b ac k Wednesday. 6j o .
/ /
wil l
not
l ea v e h er e
t omorr o w .
/
Babari r e
ko
n t az o o v a h a n
5j o.
T ell them that I w i l l n ot l e a v e h e r e t o m orr o w .
S inzoot a a ng ur a
/
g u k or a e g o .
/
I will not begin to w ork t o m o r r o w .

Tel l t h em t h a t I wi l l n ot b e g i n t o wo r k t omor r o w . I will not, get lost.
B abari r e gukor
/
ko a ego .
n t az oo t a a n g u r a
S inzoozimira .
/ / /
B abarire k o
n t a z o o z im ir a .
T ell them that I w i l l
not get lost.
220
B ASIC C O U R SE
U NIT 1 4
Exercise 5. I n dicative vs. relative, in direct vs. indirect

d iscou r s e .
< j:>m loo k i n g
f o r [someone] who might help me.< h e l p m e .>
>Tell him that I<m looking for [ someone] who mi gh t N doonde r
uwo o m f a s h a .
M ubarire ko ndo ondera uwoomfasha .

/
/ /
Ihooteer. ayisaang i nyuma y i b aanki. i a a Mubarire k i i hooteer. ayisaang i nyuma y i b a anki. 0 i a a

r
/ /
Nshaaka guteembeera kw iiyiinga riiza. Mubarire ko nshaaka guteembeera kw iiyiinga riiza. Ndamujaana. Mubarir e
N teg e r e y e
r
k o n d a mugaana.
/
umu d u g a .
/
Mubarire ko ntegerey u m uduga. e

Dushaak a g u t a a n g u r a vu b a b i s h ob o t s e .
r
/ /
Mubarire ko dushaaka gut;aangura vuba bishobotse.

D ushikiriy
i b a r a b ara r i n i n i .
/ r
M ubarire ko dushikiri y
i b a r a b ara r in in i . a
/
l biro vyaanje biri mu bu seruko b w

/
ib a a n k i .
/
M ubarire k
/
i b i r o v y a a nje biri mu bu s eruko b w

/
ib a a n k i .
S hoobuja yiitwa Yohaa n i .

/
Mubarire ko shoobuja yiit;wa Yohaani.
225
UNIT 14
KIRUNDI
Exercise 6. Us e of the interrogative stem /-te/; indicative v s. r e l a t i v e v er b s . <How do they sell those vegetables?> >I don>t know how they sell those vegetables.< Izo mboga bazigura bate? Siinzi ingene bagur izo mb5ga. Izo mboga baziteeka bate? Siinzi ingene bateek izo mb5ga.
Inyama z i n gurube baziteeka bate' ?
Siinz i ngene bateek i nyama z i n gurube. a a Bashik a k u b i r o r y aa r i ?
Siinz i g ihe bashika ku biro. Bava mu k az i r y a a rf ?
Siinz i g ihe bava mu kazi. A/a kw iisoko ryaari? Siinz igi h e a ) a kw iisoko.
Exercise 7. I n dicative vs. relative vs. participial. > Are t h e s e o r a nges s p o i l e d ? <
>Andre said they are not spoiled,> >but they look spoiled to me.> [NB /k / before a vowel is pronounced /kw/.]
0
226
B ASIC C O U R SE
UNIT j 4
Iyi micuungw i r aboze? a A nderey

a
/
av u z e k
i t ab oze ,
/
arik o I yi micuungw a
mb ona i boz e . n i mibisi? ihi i s h i i y e ,
A ndereya avuze k
a riko mbona ari mib i s i . A ya mashu n i manini?

/
Anderey a v uze k
a
a r i matoomato,
/
/
ariko mbon ari manini. a A ya mashu a r a k a v y e ?

/
Anderey a vuze k
a
/
a r i matooto,
/
a rik o
m bo n ak a v y e . a
Izi mboga zirakavye?

/ /
/
Anderey
av u z e k
ar i
nt oot o ,
a rik o
m b ona z i k a v y e .
Izi mboga zirakaata? A nderey a av u z e k o z i da k a a t a ,
ariko nuumva zikaata.

I ki caamwa kirakaata ?
A nderey
av u z e k o k i da k a a t a ,
ariko nuumva gikaata. Iki caamwa kirasoosa? A nderey a

/
av u z e k o k i da s o o s a ,
/
a rik o
n u u mva g i s o o s a . 227
UNIT 14
KIRUNDI
Narrative version of the basic dialogue of Unit l. [ To b e l e a r n e d by the student. Th e teacher then asks questions about this narr a t i v e . ] Yohaani n a
/
A n d e r e y a b a r a r a mukanya . a
A n d e r e y izi n a a
/
Y ohaani abari r
/
ryiiwe n uu k ar a o
A ndereya amubari r
/
Um u n y aameerika.
/ / /
iz i n a r y i i w e
u uk
a k o r a ku u b a a n k i .
/
Y ohaani
avuga k
/
ak or a m u r i
J ohn a n d A n d r e w g r e e t o ne another . J ohn tells A ndrew his name an d t h a t he is a n Am e r i c an . A ndrew tells him h i s n ame an d t h a t h e wor k s i n a b an k . J o h n s ay s t hat he works at th e American consulate, bu t t ha t h e h a s a r r i v e d h e r e r ecen t l y . Th a t i s t h e
r eason h e
him.
/ /
hasn' t
s ee n
<Consulat americain,> ariko k

0
a h a g eze v u ba .
/
Ni co
/
gitum a t aari bwaamubone.
NEW WORDS
-ramukanya
ko
(-ramukanige
t o g r e e t ; o n e an o t h er
that
( used t o
i nt r o-
d uce a n
i ndi r ec t
sta t ement
N arrative version of the ba sic dialogue of Unit 2 .
A rageend ac a
ak o m aanga k u r u u g i Bam u b a g i g e a ak az i . <

Av u g a
/ /
He goes an d
door
k n o cks a t t h e
a n d sa y s g o o d m o r -
a g i r a bw a a k e e ye . a
ayamugeenz
B amubaz k
/
a t i : >Ndoonder
a zi g u k or a . a
/
n ing . Th e > h a v i n g a s k e d him ( twhat m a ke s h i m g o > ) > I<m l o o k i n g h e sa y s , f or w o r k . < The y as k

h im wha t wo r k h e k n ow s
ak az i
a zi kwaandikiis h
i m a shiini.
( how) t o d o. He says t hat h e k n o w s ( how) t o

t ype. T h e y h a v in g t o l d
228
B ASIC C O U R SE
UNIT 10
B amubariy e ac
/
az oo g a r u k a b u k e e y 0 e
h i m t h a t ; h e i s t ;o r e t u r n
ar i i k eb a a n u r a ,
the following day, ne s ays g oo d b y e .
NEW WQRDS
-komaanga (-komaanze uruugi -ca ( 11) ,
to
knock
i n z u u g i ( 10 )
door
t o c u t ( t;hi s v e r b h a s many English equivalents, according t;o c ont e x t , i t i s u s e d
h ere t o
c o n n ect t h e
t wo c l au s e s w hi ch
c ontai n /komaanga / a nd / - g i r a /. special verb stem m eaning < s a i d < ayamugeenza an exampl e o f an >autonomous< form of
/ - geenza/ .
Th i s
p ar t ; i c u l a r wor d h a s the prefix of a
Class 6 substantive
/ aya-/
b ukeey e
and th e 3 s g .
object prefix /-mu-/.

the following day
N arrat;ive version of the ba sic dialogue of Unit 3 . Yohaan i

/
ab a z
An d e r e ya i y
Abaru u n d i
b a k o r a , n g o ku k
/
/ /
B ujuumbura hari ba ke .
A m u b arira
J ohn a s k s A nd r e w w h e r e the Baz undi work , b e ca u s e t ; h e r e i n Usumbur a t h e r e a r e f ew p eople . H e t e lls him that' t;hey work in other
ko bakora mu biindi bisagara. 229
cities. He explains to
UNIT 14
/
KIRUNDI
/
Amusiguurira k a b eenshi bakora

0
muung i w aabo.
0
B a r arima,
/
/ /
him that many people work on their farms. T hey f a r m , d o w o o d a n d metal work, and many
o the r t hi ngs .
b arabaaza, baracura, n vy i i n sh i .
ib i i n d i
NEW WORDS
iyo
that that
(pronoun)
( conj u n c t i o n
ngo
kuko
b ecaus e
g usigu u r a
(-si guuye)
t o expl a i n
T ell
me how you
Mbari r ivy o
sell this
i ngen
/
ugur
f rui t .
v y a amwa.
Ushaa k i bi i h e ?
O ranges a n d lemons.
I mi c u u n g w a
indl mu .
/
How much d o y ou charg e f o r t h os e l a r g e
Imicuungwa minini
minini uyigur
oranges ? angaahe?
Umwe kw iifaraanga.
230
B ASIC C O U R SE
UNIT 14
D o you r e d u c e your p r i ce s ' ? T hey ar e ripe. not
Ni in t a v Kho?
Nti h i
i sh i y e .
P ractice conversation 2 .
2.
H ow much a r e t hose c a r r ot s ?
A yo makaro o t i u yaguru u t e ? a Amafaraang i c umi ku a mupfuungo.

/
A bunch o f ( ~i n w h i c h i s ~) how many?
Umupfuung u r imw
0 0
a makaroot i
a n gaahe?
A taa n u .
V ery h i g h . Z >11 gi v e y o u e igh t f r an c s .
A razi i m v y e .
Nda g u h a
/
amafaraang umunaani. a Mp i c e enda.
Give me two b unch e s .
Mp
i m i p f u un g
0
ib i r i .
N tushaak No.
i z iindi?
Oya.
UNIT 15
KIRUNDI
UNIT 15 BASIC DIALOGUE
i s h i m i i zi 1A N shaa k a k u g u r
(9, 6)
is h i m i i z i .
s hi r t ; I want; to buy a shirt;.
cornel
2B I n g o n kwe e r e k e . C ome and let me show y o u .
ubwooko 3A Mufi s
e
(14, ' ~ or
6)
k ind ,
so r t
a y a ahe mooko
What kinds of sh irt's do you have ?
y a a mashi m i i zi ? 4B Tur af i s <Arrow<, <Beco<, W e<ve Ar r ow , B e c o , Manhat t a n . . .
< Manhatt a n < .

5A Nsh a a k
<Arrow <.
wan t
Ar r o w.
-aambara 6B
7A
(-aambaye)
t;o wear
Waam b a r i z i ihe numero? a

/
What is your size?

F ifteen, please f and
Cumi n a z i t a a n u . kaandi
- kwi i r a
8B
( -kwi i y e
)
/
t o sui t
Amashi m i i z i m e eza kaa nd . i a kwi i y
S hir t' s l ike
which suit your typ e
a b aa n t u nk a a w e
[ t h a t ar e ] go o d a n d (<peopl e y o u <) ar e B e c o .
ni <Become
- roonder e r a (-r o o nd er eye )
to look for, for someone
232
B ASIC C O U R S E
UNIT 15
9A
Ndoon d e r e r n iy o
>Arrow >,
Find me t;he Arrows, that is what I w a n t.
nshaaka.
Di al o
ue 2 .
agashimiizi ( 12, 13 )
s hir t ;
(in diminut;ive class, but; here not; referring
literally to size )
1 0C Waam b a y
aga s h i m i i z i
Y ou>re we a r i n g ( <You've p u t ; on>) a n i c e s hi r t J W h er e

d id y o u b uy i t ?
k eeza .
11D Nayi g u z
W a kaguzlhe ?
mu g i t;oondo kuu
I bought; it t;his morning at
E staf .
>Estaf >. gutyo 12C O h) B a f i se amashimiizi

/ /
like that;
Ohf They have nice shirts

l ike t ha t ?
m eeza gu t y o ' ? 1 3D 1 4C 15D Si mbi Zi gu r caa n e . angaa h e ? T hey<re n o t H ow much do bad. they cost ?
N a y i gu z a m a ja n a t a anu. e a
- nj e
I pai d 5 0 0 F .
1 6C
Naa n j e n z o o y i g u r a . igitaambara
I<m going t;o buy one too.

clot;h, material B y the way, where did you buy t h i s piece of material' ? only , al one
(7, 8)
i .c o
17D
ah aa n d i
n y en e,
git;aambara wakiguzehe'?
18C
Ku <El Greco> nivyo bisa.
A t E l Greco they are plent;iful.
233
IT 1
KIRUNDI
Supplementary vocabulary: L e gal tender. i gi c e r i Yaguhaay i b iihe biceri?
What kind of coins d id h e g i v e y o u ? He gave me a p ie c e . H e gave me a p ie c e . 1 P.
ifar aanga
Yampaaye ifaraanga rimwe.
imeya
Y ampaay i m e y a . e
1/2 P.
icaasha Y ampaay iki i n g o r o ongoro e i caa s h a . He gave me a p ie c e . 5 F.
inooti
U f i s a y a ahe manooti. e Nfise amanoot a b iri ya iicumi.
W hat kind of b i l l s
d o you h a v e ? I h av e t w o 1 0 F . n otes . I h av e t w o 2 0 F . n otes . I have t w o 5 0 F . n otes . I have t w o 1 0 0 F n otes . I h av e t w o 5 0 0 F . n otes .

I h a v e t wo 10 0 0 F . n ot e s .
10 F
20 P
y a imiroong0 i b iri. y a imiroong0 i taanu. ya i]ana. y a a magan a t a a n u . a

y igihuumbi.
50 F
100 P
500 F
1000 F
Supplementary vocabulary: routine daily occurrences. -vyuuka

e
r
( -vyuutse )
t o get
up
Navyuuts m u gitoondo.
I got up in the mo r n i n g .
2g4
B ASIC CO U R SE
UNIT l 5
-iiyoza
N ii y o g e g e . - kar a b a N aakarav y e .
Naambaye .
/
(-i i y ogege)
to bathe oneself I t o o k a b at h .
(-karavye)
I washed . I go t
t o wash h a n d s/ f a c e
d r e s s ed . t ;o e a t
- f u ungur a N aafuunguye . Nagiiye mu kazi.
( -f u u n g uy e
)
I ate.
I wen t t o w o r k. overseer
daatabuga (1) ( pl. b a a daatabuga ( 2))

umusase
(3)
midmorning
In the middle of t;he morning
Daatabuja y
/
m u bi r o ance
ku musase.
the boss came into t;he o ff i c e . to be dissatisfied He was dissatisfied wit;h my work. At noon I returned home to
e at .
/
- gaya ( - g a y e )
Y aagay e ak a z i k aa n g e .
Saa sita nasubiy i m uhira e

k uf u u n g u r a .
Nasubiye mu kazi saa munaani. - shi i m a
I went back to work a t 2 . to be satisfied
(-shi i mye)
-shiimira ( -shi i m i y e ) D aatabuJa y a a g a r u t s e ,

a raanshiimira .
n o oneh
The boss came back, [and] t;hen

he was satisfied wit;h me.
235
U NIT 1 5
KIRUNDI
l.
A n ot;e on the hodiernal tense. Examples of the hodiernal tense are found in the following
s entenc e s :
/
N ~ a i uze mu Ni tooudo .
/
I bought it ( in )
m orni n g .
[t'his]
Naja kuri <Luvin co> ariko n aaz i m i
I was going to Lu v i n c o , b ut; I g o t ; l o s t ; .
This tense is ordinarily used only for act;ions which have tak en
place on t;he same day. It's name is derived from the Lat;in word for >today<. In form, the hodiernal is represented by a prefix
/-a-/, which stands immediately before the object prefix or, if t here is no object prefix, immediat'ely before the stem. T h e basic tone of this prefix is low. [ See Exer c i s e s 1, 2.
The stem tones used with verbs in the ho d iernal t;ense vary
from set t;o set. As in the immediate tense, there are separate conjunct and disjunct forms for the affirmat;ive. [ See Exer c i s e s 3, 4, 5. ]
The mark of the disjunct; hodiernal i s not; / - r a - / , only /-a-/, and this second /-a-/ may best be t;hought of as fol l o w i n g t h e t ; ense p r e f i x .
but
Aga i n as i n t h e i m m e d i a t e t ; e n s e ,
conjunct forms have low s tem to ne ; disjunct; forms have basic stem t one: t;hat is t;o say, high verbs have a h igh. tone and low verb s
d o not .
[ See Ex er c i s e s
6,7. ]
I n the participial and re lat;ive moods, prefix tones ar e
as for the immediat;e (and for all other tenses ): high for partic ipial and low for r e lative . S t e ~i tone in the affirmative rela -
t;ive is post-radical high, as for the corresponding imm ediate
forms.
[ See Ex er c i s e
8. ]
Affirmative participial forms have basic stem tones in 236
B ASIC C O U R SE
U NIT 1 $
this respect, the hodiernal tense differs from the immedi.ate tense, whose affirmative participials have low stem tones.
[See
E xercis e 9 . ]
In the negative, all stem tones are low for all m o ods of t he hodiernal ten s e .
[ See Ex er c i s e
10.]
E xercise 1 .
H o d i e r na l c onjun ct .
< What di d
kubona
/
y o u s e e ( in )
[ t h i s ] m o r n in g ? <
W aboony
i k i mu gitoondo?
/
/
gukora gusoma k waandik a

k wi i g a
Wakoz iki mu gitoondo? e

/
/
Wasomy iki mu gitoondo? e Waandits iki mu gitoondo? e

W iiz e i k i mu gitoondo?
guteeka kuroonka k uror a kugeenda

g uf a t a g ut e e mbe e r a
/
Wateets iki mu gitoondo? e

/ /
Waroons iki mu gitoondo? e

W aroyehe mu gi toondo ?
Wagiiyehe mu gitoondo?
W afash e i k i m u g i t o on d o ?
/ /
W ateembeereyehe mu gi toondo ?
Exer c i s e
2.
Ho d i e r n a l
di s j unc t ,
Cl a s s 1 su b j e c t
pr ef i x .
~ Did he a r r i v e [ t oda y ] ? <

g ush i k a
/
Y aash i t s e ? Yaa taan g uye ?

/
g ut a a n g u r a
237
UNIT 15 kugeenda kugaruk a kuvuga g uhi i n d u k i r a k uzimi r a

/
KIRUNDI Y aagii y e ? Y aagaru t s e ? Yaavuze? Y aahi i n d u k i y e ? Y aazimi y e ?
Exercise Q. H o diernal disjunct, various subject prefixes. 3The oranges got ripe [sometime today].< imicuungwa
i bi t o o ke
/
Imicuungwa yaahiishiye. Ibitooke vyaahiiye. Intore zaahiishiye. I nt or e z a aboze.
i nt or e kubora imyeembe indXmu icaamwa [ NB

afte r
I myeembe yaaboze . I ndimu z a a b o z e . Icaamwa caaboze .

/
T h e p r e f e r e n c e f o r / -hXi s h i y e / after some nouns, and / - h i i y e /

o t h er s .
Exercise 0. H o diernal disJunct vs. hodiernal conjunct. > He ret u r n e d [ t o day]. < > Nhen [ t o d a y ] r et u r n ? > d i d he
g uhiindukir a g ush i k a k uzi m i r a
Yaahi i n d u k i y e . Yaash i t se .
Y ahiindukiye ryaa ri ? Y ash i t s l h e ?
Y aazimi y e .
Yazimiye ryaari?
238
B ASIC C O U R SE
U NIT 1 5
kuvyaar a kuvuga
Yaavyaaye.
/
Yavyaay
Yavu z
i k i '?
Yaavuze.
i ki ?
Exercise 5. Disjunct vs. conjunct, hodiernal indicative. t Some speakers may prefer to use conjunct forms in the first, sentence of each pair, as well as in the second. ] <The children have done a lot.< baakoze
I What have they do n e ? <
(Cj)
v yi i n s h i . Baakoz e i ki ? e
i k i '?
Abaana baakoze (Dj)
Abaana baanditse vyiinshi. Abaana ba aboonye v y i i ns h i .
B aandits
Baboony
e
e
i ki ?
iki?
Abaana buumviise vyiinshi. Abaana biize vyiinshi. Abaana baabajije vyiinshi.
B uumviis Bi i z e
i ki ?
Baabajije iki?
yakoze (Cj
Yohaani
)
Y ako z
yaakoze (Dj ) v yi i n s h i .
iki ?
Yohaani yaanditse vyiinshi.

Y ohaani yiize vyiinshi .
Y aandits i k i ? e
Yiiz e Wakoz i ki ?
Nakoze Naakoze
(Cj) (Dj )
vyi i n s h i .
iki ?
Nuumviise vyiinshi.
N abajije vyiinshi .
W uumviis Wabaji j Mwaakoz
i k i '? i ki ? Xk i ?
e e
Twaakoze (Cj) vyiinshi. Twaakoze (Dj) Mwiize vyiinshi.
239
Twiiz
i k i '?
UNIT 15
KIHUNDI
Exercise 6, H o diernal disjunct with object prefix, personal. >Did you see me (today] at the market?<
W aamboonye kw ii s o k o ? W aatuboonye kw ii s o k o ? Waababoony e kw i i s ok o ?
> I sa w y o u . < Naakuboonye. Naababoonye. Naababoonye.

N aamuboony e .
/
W aamuboonye kw i i s o k o ?
Exercise 7. H o diernal disjunct with object prefix, impersonal. > Did yo u kubona k waandik a kuroonka kugera
t wei g h t
r
s e e t h i s l et t er e e
ir i Keete? ir i keete?
J
[today]? <
<I saw
/
i t .<
W aaboony W aandits
N aar i b o o n y e .
N aaryaand i t s e .
N aar i r o o n s e .
Waaroons iri keete? e Waagez iri keete? e W aar oo n d e y i r i e W aasomye ir i

k eet e ?
/
N aari g e z e .
k uroonder a gusoma [ NB
N aar.ir o o n d e y e . Naari s o mye .
k eet e ?
T h e o m i s s i o n o f /r/ in 0he third column of Line 5.]

H o d i e r na l r e lative .
E xercise 8 .
<That c h i l d , i t i s he wh o m I s aw . > t he on e I s aw . <)

kubona k uzi m u r u r a g ukuu n d a kumenya
( >That c h i l d i s
Uyo mwaana
/
n iw e
l
naboonye.
Uyo mwaana
/
/
n iwe n a z i m u r u y e . n iwe n a k uun z e . niwe namenye.

/
Uyo mwaana
Uyo mwaana
/ /
gufasha
Uyo mwaana n iwe nafashije. 24O
B ASIC COURSE
U NIT 1 5
Exercise 9. H o diernal indicative vs. hodiernal participial. IDid h e gus hika

k ugll r a
a r r i v e [ sometime t o d a y t ? >
IMaybe he
Nkeeka
a r r i v ed . <
Y aash i t s e ?
yaashi t se .
Y aaguz
i m p uuzu?
N keeka y a a g u z
impuuzu. gusoma
Yaasomy e i ki g i t ab o ? N keeka y a a s o my e
/
iki gitabo.
/
gukora
Yaako z
ak a k az i ?
N keeka y a a k o z a ka k a z i .
guteeka
Yaat e e t s
i zi
n y ama ?
N keeka y a a t e e t s izi n y a ma.
k ugoroor a
Yaago r o o y
i z i mpu u z u ?
N keeka y a a g o r o o y
i zi mpuuzu.
Exercise 10. H o diernal relative negative. >The person who didn>t arrive [todayj is John.>
g ush i k a k ugeen d a U muunt U muunt U muunt U muunt U muunt
11
a t a a s h i ts e n i Y o h a a n i .
/
a t a a g i iy e n i Y o h a a n i .
/
kuvuga kwuumva gufasha

/
a t a a vuze n i Y o h aani.
/ /
u
u
a t u u m v i is e n i Y o h a a n i . a t a a d uf'ashige n i Y o h a a n i .
24-1
UNIT 15 Exerc i s e 1 sg . 11 .
KIRUNDI
Hodi er n a l p as t .
Q uesti o n s
a n d a n s w e r s , 2 s g . and
Wakoz iki mu gitoondo? e N agii y e k w i i s5k o .
What did you do in the morning? I went to the market.

W hat did you do at th e m a r k e t ? I bought things .
Wakoz iki kw iis5ko? e

N aguz W aguz
i b iintu.
i b i ihe biintu? e
What kind of things did you buy? I bought vegetables.
N aguz
i m b5ga.
Exercise 12. H o diernal past. Yohaani yagiiy6he mu gitoondo? Yagiiye mu gisagara. Yakoz iki mu gisagara?
e
Q uesti o n s
an d a n swers , 3 sg .
W he r e did John go this morning? H e went t o t ow n . What did he do in town? H e worke d .
Yaakoze. Yataanguye g u k or a ryaari ? a i s aha
What time did he begin work'? He began wor k at 8.
Yataanguye g u ko r
z ibi r i .
Exercise 13. H o diernal past. Q u estions and answers, 3 pl.

A baana baagiiyehe mu gi toondo ? Where d i d t h e c h i l dren go t h i s
m ornin g ? Baagiiye kw iishuuri.

B aakoz
They went
t o s ch o o l .
i k i kw iishuuri?
W hat did they do at s c h o o l ? They s t u d i ed .
Bi i z e .
242
BASIC CO U R SE
UNIT 15
Exercise 14. H o diernal past. 1 pl . Nwaakoz iki mu git;oondo'?
Questions and answers, 2 pl. and
W hat di d y o u ( pl. )
m orni n g ? W e wor k e d .
do t hi s
Twaakoze. Nwaakoz e a ka a h e k a z i ?
e
What kind of work did you do '?

/
T waamesuuy
i m p uuzu.
W e washed c l o t ; h e s .
Practice conversat'ions.
Those ar e n i c e c arr o t s . W here di d y o u g et t h e m ?
Aya makarooti n i meeza. Wayaguzehe?
N ayaguze k w i i s o k o mu gi t ;oondo. How much? W ayaguz e ut e ? Ntiyanziimvye caane. T here i s w h e r e m any peopl e have b ough t
them.
u u k o y a a z a n ywe n a
b eenshi .
2.
Did yo u g o t o t he mar k e t today'?
W aagiiye kw iisok u y u
0
m uusi ' ?
N aagii y e .
243
UNIT 15 W hat di d y o u w ant t o b u y?
KIRUNDI W ashaaka k u gu r i ki ?
Nashaak i b iintu
vy i i n s h i .
Did y o u g o by car ?
Wagiiye n u m uduga? a Nafashe > taxi >.
Did yo u g o t o t he b an k a l s o ?
Ntiwagiiye kuu baanki?
O ya, nagiiy e j o . e
F ree c o n v e r s a t i o n . Practice asking and answering questions about activities that have or have not been performed earlier during the day.
B ASIC C O U R S E
U NIT 1 6
UNIT 16 BASIC DIALOGUE Dial o gu e l .

madaamu Madame
i rXgi ( 5 , 6 )
ntaa 1A Ma da a m u , n t a a mag
u ro o n d e r a ?
/
egg
i t i s not;, t h er e i s n o t
Are you in the market fo r
eggs? ( >Is it not eggs that y ou s e e k ? < )
-zana-( - z anye
)
Y es, I
t ;o b r i n g
-raaba (-raavye)
2B Nday a r o o n d e r a , z a n a ndaabe. 3A Raab a , u sa a n g ar i a m eeza caan e .
t o e x ami n e
a m ( <I s e e k t h e m l ). B rin g [ t ; h em ] [ s o ] t ha t ; I may examine [t;hem ].
Look [them] over, you'll find that; they are very nice.
-pii ma (-pi i mye)

4B Nday a p i f m e n d a b e
0
to test, measure M ay I t ; e s t ; t h e m [ t ; o b e s u r e ] that they are in good

cond i t i o n ?
akomeeye?
e
5A
Oy a', em a g x y a a n j
/
N o, a l l
my e ggs ar e good.
a komeeye y o o s e . icuumweeru - shi r a
(7, 8)
week
to e n d , b e co m e e x h a u s t ; e d
( -shi z e )
in supply
245
UNIT 16 6B
/
/
/
KIRUNDI
Ay o nag u z e mu c u umweeru
/
/ /
gishize yari mabi n ka y o o s e . - t o or a 7A ( - t oo y e )
Those that I bought last week were almost all bad (<bad almost all< ).
to
choose
Ror ee r a n d a g u t o o r e r e
/
/ /
W ait, I>11 choose some ni c e
ones f o r
y o u.
mw aameeza.
0
8B
N too r e ramwo miroong

0
P ick me out twen ty .
i bi r i .
9B
Nguh
am a f a r a a n g an g a a h e '?
How much ( money d o
I gi v e
you)?
10A U m p a miroong i b i ri
0
/
(You give me ) 20 F.
nyene. 1 1B Nga a y o . a yaandi . Ej

0
ur aan z a n i r
Here i t is. ( <Here t hey a r e . < ) B rin g m e s ome mor e t o m o r r o w .
-bonana ( -bonanye )
12A Ur ak o z e c a a n e Madaamu, t uzoobonan D ial o gu e 1 3A 2. a ego .
t o see
one an ot her
Thank yo u v e r y m u c h , M a <am. S ee you t o m o r r o w '
Ay a m a g i w a y a g uz e n a a n d e ?
Where (>wit h w h o m< ) di d y o u b uy t h e s e e g g s ' ?

I got them from Jo h n . Did he bring them on M o n d ay' ?
1 4B 1 $A
Nay a g u z e n a Y o h a a n i . Yay a a z a ny e k u m u u s i
w aamber e ?
246
B ASIC C O U R SE
UNIT16
16B
Oy a ,
n t a a magi yar
No, h e d i d n ' t ha v e e g g s t he time h e wa s h e r e
aafise igihe yari hano. 1 7B Am a g i y a y a a z a ny e k u

wa k a b i r i . He b r o u g h t t h e e g g s o n Tu e sd a y .
shaasha 1 8B Yav u z e k a ri
0
n ew, f r e s h He said that these eggs are fresh.
aay a m a @
/
m a s h a asha .
l. A note on the tone of words like irX i A number of words, when pronounced in isolation or at the end of a phrase, have unanticipated high tone on the next to last syllable. An example is /irXgij <egg<. For some speakers, this tonal pattern remains constant regardless of contextt an egg ir ~X i r y aan g e m y egg
For others, the tonal patternI ir i ~ i r y aang e
is heard when another word follows, especially if that word begins with low tone. The marking of tones in such instances vacillates in this book between one of these patterns and the other.
247
U NIT l 6 2.
KIRUNDI
A n ote on the hesternal a st tense. Examples of the tense are found in the following sen-
t ences : Baavuze k
/
aa z uy u m u u s i. o a aay a m u g . a r i
i
T hey s ai d h e w a s c oming t o d a y . H e sai d [ y e s t e r d a y or earlier] that

t he e g g s w e re fresh.
Yavuze k
m ashaas h a .
N ayaguze n a Y o h a a n i .
/
I bought them from

John .
Yayaazanye. a yo nagu z e . . .
H e brough t
t h em.
those that I b ought . . .
This tense is ordinarily used only in talking about things that happened yesterday or earlier. It gets its name from the Latin w ord f o r > yester d a y . > In general, hesternal forms of the verb are spelled exactly like their counterparts in the hodiernal. Th e exceptions a re t h e d i s j un c t f or m s . (The hesternal is the only tense which
has separate conjunct and disjunct forms for the affirmative

p articipial, as well as for the affirmative indicative . )
I t wi l l
be remembered that the hodiernal forms all contained an

i mmediately before the ob j ect prefix or the st em .
/-8,-/
T he characteristic difference between hodiernal and h e s ternal forms is that the la tt er, in addition to the g e n eral past
/-a-/, have a high tone. The location of this tone varies accord in g b ef o r e t o t h e st r u c t u r e o f the t h e p r e f i x wh i ch st an d s i m m e d i a t el y
/-a-/ .
(i.e.
If that prefix, in its ba sic form, is MO NOPHONIC
248
B ASIC C O U R SE
UNIT 16
consists of a single vowel (/u,a,i/) or consonant (/n/), then the high tone is on the vowel of the syllable that follows the
Thus!
/-a-/.
nayaguze cf, nayaguze wazimesuuye cf. wazimesuuye y agi i y e cf. y agi i y e
I bought them [before today]. I bought them [today]. did you launder them'? ( hest e r n a l ( hodi e r n a l he went ( hodi e r n a l
)
( hest e r n a l
)
is
[For drill on this point, see Exercises 3, 0, 5.] If the prefix that stands before the past / - a- / DIPHONIC (consists of two phonemes ) , t h e n t ai n e d o n t he / - a - / .
t he high tone is r e -
Th e / - a - / i t se l f i s long, and the tone falls
on the second half of the vowel. T h us> b aatur u t s e h e ? cf. b aatur u t s e h e ? where did they come from [ bef o r e t oday ] ? where did they come from [today]?
T hus the tone fa lls on the s e cond mora of the ve rb , for mon opho n ic and diphonic prefixes alike . [ F o r d r il l on t his p o i n t , see
Exerc i s e s
1, 2, 5. ]
The disjunct forms are different from the conjunct only
in having the syllable /-ra-/ immediately after the tense prefix /-a-/. N ote that in this respect the hesternal tense is like the immediate tense, which also has /-ra-/ in its disjunct forms.
I t is unlike the hodiernal, where disjunct forms have an e x t r a
/-a-/, but no /-r-/. Thus>
249
UNIT 16
KIRUNDI
Twaaragiiy i Gitega igihe e t waar i Bur uu n d i .

Y o haani i gi h e
We went to Kitega while w e were i n B u r u n d i.
Twaara b o o ny e t waa r i
W e saw John w h i l e
were i n Bur u n d i .
we
Bu r u u n d i .
Narasomy ico gitabo igihe e

n akur o r e e r a .
I read that book while I was waiting for you.
Twaagiiy i Gitega ejo. e
We went to Kitega y est e r d a y .
The stem tone of most hesternal forms, both affirmative and negative, is low. The exceptions are the disjuncts, both indicative and participial, which have a high tone on the root syllable in those forms with a diphonic subject prefix. N keeka ba a r a g i i y e
k ivuk o .
ku
Maybe they went to t he p o r t ,
It should be noted that low stem tone is found even in the affirmative relative forms of the hesternal tense. I n this respect, the hesternal tense is unique. In the immediate and recent tenses, affirmative relative forms have postradical high tone (cf. Unit 4 , Note 3 ) . Be c a u s e t h e s t e m t o n e o f t he i n di -
cative forms of the hesternal tense is low, relative and conjunct indicative forms of the affirmative of this tense turn out to be
i dentical with one ano th er . Thus<
Naguz
a yo .
I b o u gh t t ho s e . those that I bought...
a yo nagu z e . . .
[For practice on this point, see Exercise 13.]
250
B ASIC C O U R SE
UNIT 16
Participial forms of the hesternal have an initial high tone, just as they have in the other tenses. Where this tone
falls on a syllable that includes a <monophonic> subject, prefix,

the high tone that one mi ght exp ect on the fo llowing syllable is n ot p r onounced . Thu s ' M aybe he examined th em .
N keeka y a y a r a a v y e .
r
(hesternal participial cf, Y ayaraavy e e j o .
He examined them yesterday. (hesternal indicative )
[For practice on this point, see Exercise 12.] W here t h e s u b j e c t pr ef i x i s <diphonic>, and the vowel
following it is long, the high tone of the participial is found on the first half of the vowel, and the high tone of the hesternal tense is retained on the second half. T his produces a double h igh t o n e .' Nkeeka b aa j e ej o.
Exercise 1. H o diernal vs. hesternal past, conjunct. P r actice in differentiation. D iphonic subject prefixes. a. < What di d y o u r ec e i v e [ t od a y ] ? < <What did you re ceive [before t oday ] ? > e e e e i ki ? i ki ? i k i ? (ejo) i ki ? (ejo) Mwaaroons M waaroons M waaroons M waaroons e
e
Mwaaroons Mwaaroons M waaroons Mwaaroons
i ki ? i ki ? i ki ? i ki
r
( ejo )
e e
( e j o)
251
UNIT 16
KIRUNDI w e d o [ t oda y ] ?
/
b . < What d i d Twaakoz

Twaako z
t What did we do Twaakoz

Twaako z
[bef or e
t oday]? 1
i ki ? e e e
iki ?
e
e e e
i ki ?
i ki ? i ki ?
(ejo)
Twaakoz Twaakoz
i ki ? i ki ?
(ejo)
Twaako z
(ejo)
Twaakoz
i ki ?
(ejo)
c.
'Where did they come from [before today]?~ B aatur u t s ehe ? B aatur u t s e h e ? B aatur u t s l h e ? B aatur u t s l h e ?
>Where did they come from [today]?1
(ejo) (ejo)
B aatur u t s l h e ? B aatur u t s l h e ? B aatur u t s l h e ? B aatur u t s l h e ?
(ejo) (ejo)
D
Exercise 2. H o diernal vs. hesternal past.

c ation. D i p h o n i c su b j ect prefixes .
Practice in identifi-
a.
Ve r b s t e m s u s e d i n E x e r c i s e l . mwaaroons
mwaaroon s e e
i ki ?
iki ?
/
{ejo)
Hs
Hd
b aatur u t s 5 h e ?
b aat u r u t s 6h e ?
/
(ejo)
Hs Hd Hd
t waa r o o n s
i ki ?
b aaroon s mwaakoz
b aar o o r e e
i ki ? i ki ?
(ejo) (ejo)
Hs Hs Hd
i ki ?
252
B ASIC C O U R S E
UNIT 16
m waaturu t s 5 h e ? (eJo) t waakoz
Hs
Hd
i ki ?
b.
O t h e r v er b s t e m s .
b aagezl h e ? baagez5he?
(eJo)
Hs
Hd
m waashit s e h e ? baaguze i k i ?
(eJo)
Hs
m waasomy i k i ? e baate et s
e
(eJo) (eJo)
/
Hs Hs
Hd Hd
i k5 ?
m waamesuuy i k i ? e mwaaroondey baaguz e e i ki ?
i ki ?
(eJo)
Hs
Hd
m waateets i k i ? e
Exercise 3. H o diernal vs. hesternal, conJunct. P r actice in differentiation. N onophonic subJect prefixes. a. < What did I do [ t o d a y j ? >
Nakoz Nakoz e i ki ? i ki ?
<What did I do [before Nakoz

Nakoz
todayj ?<
D
e e
e
i ki ?
iki ? iki ?
(eJo)
e
e
Nako z Nakoz
i ki ? i ki ?
( e J o) (eJo)
Nakoz
Nakoz
i ki ?
( e Jo)
253
UNIT 16
KIRUNDI What did you receive [ today] ?
b. W hat did you receive [before t oday ] ? Waroons Waroons W aroons

Waroon s
e
e
i ki ?
(ejo)
(ejo)
W aroons W aroons W aroons

Waroon s
e e e
e
i ki ? i ki ? i ki ?
i ki 2
i ki ?
i ki ?
i ki ?
( ejo ) ( ejo )
S D
S
e
e
c. Where did he come from [before today]? Y atur u t s 6 h e ? Y atur u t s 5 h e ? Y atur u t s 6 h e ? Y atur u t s 5 h e ?
Where did he come from [today]?
(ejo) (ejo)
Yatur u t s She? Yatur u t s ehe ? Y atur u t s l h e ? Y atur u t s l h e ?
( ejo )
(ejo)
S
D
Exercise 4. H o diernal vs. hesternal conjunct. P r actice in identification. M onophonic subject prefixes. nakoz
n ako z
e e
i ki ?
i ki ? e
(ejo)
Hs
waroons
i ki ?
Hd
y atu r u t s 5 h e ? wasomy e e
e
(ejo) (ejo)
Hs
i ki ? i ki ?
Hs
Hd
y ate et s
wamesuuy
i ki ?
(ejo)
Hs Hd
w ashi t s 5 h e?
a~4
B ASIC C O U R SE
UNIT 16
yagez5he?
waguz e i ki ?
( eg o )
Hs
Hd
E xercise 5 .
H o d i e r na l vs . he sternal con/unct . P r a c t i c e in i d e n -
tification. M onophonic and diphonic subject prefixes. y ate et s

e
i ki ?
Hd Hd
baagez6he? mwaaroons t waakoz e e i ki ?
(ego)
Hs
Hd Hd
i ki ?
waguz5he? mwaaturutslhe? baasomy e i ki ? e i ki ?
(ego)
Hs
Hd
baamesuuy y amesuuy e
(ejo)
Hs Hs
Hd
i ki ?
( eg o)
w ashi t s 5 h e ?
E xercise 6 .
H e s t e r na l c on/un ct .
< What di d gukora

kubona W akoz
y o u d o (on) [ t h a t ]
m o r n i n g '?>
i k i mu gitoondo?
Waboony iki mu gitoondo? e

Wii z
/
k wii g a kusoma kuroonka k waandik a
iki e e e
mu g i t oo n d o ?
/
W asomy
i k i mu g itoondo?
W aroons
i k i mu gi t oo n d o ?
i k i mu gitoondo?
W aandits
>55
UNIT 16
KIHUNDI
Exercise 7. H e sternal conjunct. >He/she began [before today] at noon.<

/
g utaangur a kuvyaar a
k uzi m i r a g ush i k a
/
Yataanguye s a a Yavyaaye sa a Yazimiy e
si t a . si t a.
/
saa. si t a .
Yashitse saa sita. Yagiiye saa sita. Yahiindukiye saa sita.
kugeenda g uhi i n d u k i r a
Exercise 8. H e sternal, object prefixes. >Did you finish the w ork y e s t e r d a y ? > kumara kuroonka k wii g a k wii b a g i r a
k ubab a r i r a
/
3I finished it yesterday.>
W amaz a k a z
e
/
ej o ?
/
Nakamaz
e
/
ejo .
/
Waroons
e
M e e t e jo? e e
0
Narir o o n s Nacii z e
ej o .
W iiz ico gitab
ejo?
ej o .
' Wiibagiy ikaraam e j o ? e u

Wababar i y
/
Nayiibagiy e j o. e N amubabari y e e j o . Nahagarut s

Nayar i m y e
Y oh a a n
/
ej o ? ejo ?
kugaruk a kuri ma kugoroora
W agaruts e
i m uhir u
/
ej o .
W arimy a m ash
/
ejo?
/ /
ej o .
/ /
W ago r o o y i m p uuzu zoose? e
Nazi g o rooye z oose .
[NB The apparently free alternation between / 5jo / [ i ] a nd / e j o / [ ] i n t hese sentences of Note 1. T his word will be left unmarked for tone in the remainder of these exercises, so that the student may
m ark the various occurrences of this word as he h e ars them from h i s
o wn t u t o r . ]
zg6
B ASIC C O U R SE
U NIT 1 6
Exercise 9. Hodiernal vs. hesternal. < Did he d o

/
Nonophoni c
p r e f i x es .
i t t oda y ? >
>[No] h e d i d i t y es t er d a y . < Y abiko z

e
g ukor a k uuzan a g upi i m a g ush i k a
Yabi k o z
uy u
mu u s i ?
eg o .
e e
Y abiizany Y abipiimy Yash i t s e
e
e
uyu muusi?
/
Yabii z a n y
ego .
uyu muusi? mu u si ?
/
Y abipiimy e g o . Y ashi t s Yakagay Yagii y e

e e
u yu
ego.
ego . ego .
kugaya kugeenda
Y agay Yagii y
e e
a ka z . u y u muu s i ? uy u muu s i ?
/
Exer c i s e
10 .
Hodiernal vs. hesternal. > Did t h e y d o i t t oda y ? >
D i p honic prefixes. < They di d

day, l
i t y es t er -
g ukor a k uuza n a
Baabi k o z
u yu m u u s i ?
/
Baabiko z
ego . e
e
0
Baabiizany uyu muusi? e Baayapiimy uyu muusi'? e

/
Baabi i z a n y Baayapi i m y Baashi t s e h Baabiga y Baagii y

e e
ego . ego . ego .
g upii m a
g ush i k a
B aashi tseh u y u m u u s i ?
0
kugaya
k ugeen d a
B aabiga y
uy u m u u s i ?
ego . ego .
Baagiiy uyu muusi? e
257
UNIT 16
KIRUNDI
Exercise 11. H e sternal, affirmative vs. negat;ive. >Did they arrive yesterday'?> I No, t h e y d i d n > t
( arr i v e ) . <
kuuza g utaangur a gufasha
k uz i m i r a
/
B aal
ej o ?
e
N tib a a g e . ego ? e ego ? N ti b a a t a a n g u p e . Ntibaamufashije. Ntibaazimiye.

Ntibiize.
Baataangu y Baamufashi j B aazimi y B ii z e e
eg o ?
k wii g a g uhiindukira
ego ?
Ba a h i indukiy e g o ? e
Ntibaahiindukiye.
Exercise 12. H est;ernal indicat;ive vs. participial. > Did he a r r i v e y es t e r d a y ? < II think he arrived y est e r d a y . <
kuuza
/
Ya J e
ego?
e e ego ? ego ?
N keeka yap
ego.
ego. e ego .
g utaangur a ~ ufa s h a k uzi mi r a k wii g a

g uhi i n d u k i r a
Yataanguy
N keeka y a t a a n g uy e Nkeeka y a b a f a s h i j Nkeeka y a z i mi y

Nkeeka
Y abaf ashi g Yazimi y Y ii z e e
ego ?
ego .
eg o ? e
e j o '?
y ii z
ego . ego.
Yahiindukiy
Nkeeka y ahi i n d u k i y e
Exercise 13. H e sternal indicat;ive vs. relative. >I bought some things y est'erd a y . > kugura kuuzana N aguz i b iint e g o . e u Nazany
e
>Where are the things y ou boug h t ? < Ibiintu waguze birXhe? Ibitab w a zany
0
i bi t ab
ego .
b i r Xhe?
258
B ASIC C O U R SE
UNIT 16
kwaambara
Naambay a g ashimiizi e keeza.

/
Agashimiizi waambaye karKhe?
k ugabi
Yangabiy
/
impuuz u
I mpuuzu y a k u g a b i y
irXhe?
n zi i z a .
/
guteeka k ugoroo r a
Twaateets inyam e a B aagoroo y

/ /
ego.
I nyama mwaateetse zirXh e ?
i mp u u z u
I mpuuzu b a a g o r o o y e z ir X h e ?
nyi i n s h i .
Exercise 14. H e sternal, negative participial. >Maybe he kubona kumenya

/
di dn>t see u s . >
N keek N keek
a a a
at aa t u b o o n y e . a t aa t u m enye .
kwuumva k utegeer a
Nkeek at aat wuumviise. N keek
a at aa d u t e g e e r e y e .
Exercise 15. S ubstitution in Sentences 1 and 2. < You>re l o o k i n g f o r egg s , a ren' t y o u ? < N taa mag amashu gukuunda inyama kugura kwiibagira
/
<I<m looking for them.<
ur oo n d e r a ?
N dayaroonder a . N dayaroonder a . Ndayakuunda.

N dazi k u u n d a . N dazi g u z e . Naazi i b a g i ye .
Ntaa
m a s h u r o on d e r a ? u u
N taa mash N taa n ya m
uk u u n d a ? u k u unda?
N taa n ya m u g u z e ? a N taa n ya m w i i bagiye'?
259
UNIT 16 E xerc i s e 16 .
KIRUNDI Su bs t i t u t i o n s i n Se n t e n c e 3 . > Examine t h e eggs.< > You>11 f i n d good. <

Usaang
t he y > r e v e r y
amagi amashu in y a ma
R aab a m X g i . a
R aab R aab R aab
/
a a a a
ar i a ri ari a ri
meeza c a a n e . m e e z a ca a n e . n z i i za ca a n e . n z i i za ca a n e .
/
am a s h u . i n y am a . i mp u u z u
Usaang Usaang Usaang
a a a a a
impuuzu imicuungwa
i mi d u g a i bi t abo
/
Raab
Raab
i m i c u u n g wa .
i mi d u g a .
Usaang ari myiiza caane. a

/
Usaang ari myiiza caane. a U saang
Raab
i bi t abo .
ari
vy i i za caa n e .
Exercise 17. S ubstitutions in Sentence g. < All m y amagi imyeembe i ntor e

gukaba
/
/
eggs ar e g o o d . <
/ /
Amagi yaanj a k omeeye yoose. e Imyeembe yaang i komeeye yoose. e Intore zaanje zikomeeye zoose. I nt or e
/
z a ange z i k a vy e z o o s e .
/ /
imb5ga
i bi t uu n gur u
Imboga zaanje zikavye zoose.

I bituunguru vyaanje bikavye vyoo se .
26o
B ASIC C O U R S E
UNIT 16
Exercise 18. S u bstitutions in Sentence 9. >How many francs do I give you?< amafaraanga amagi 3 sg
i bi i n t u i mi c u u n g w a
/ /
N guh a m a f a r a a n g ang a a h e ? a a
N guh Aguh Aguh
a a
am a g
/
an g a a h e ?
/ /
amag a n g a a he-'?
j
a ibiintu biingaahe'?
Aguh im icuungwa ingaahe? a Tuguh im icuungwa ingaahe? a T uguh Tuguh a a m ag i a n g a a h e ? a m a f a r a a ng a a n g a ahe '?
/
1 pl . amKgi amafaraanga
Exercise 19. S u bstitutions in Sentence 13. >Who did you buy these eggs from [yesterdayj'?>
aIllcLgi
Aya
m a g i w a y a g uz e n a a n d e '?
i bi i n t u
Ibi biintu wabiguze naande?

/
/
/ /
imicuungwa inyama ik a r a amu urubaangaangwe

i gi t abo
/
Iyi micuungwa wayiguze naande'?

/
Izi nyama waziguze naande?

/ /
Iyi karaamu wayiguze naande? U ru r u b a a ngaangwe war u guz e n a a n d e ? Iki gitabo wakiguze naande'?
/
/
iraangi
Iri raangi wariguze naande?
UNIT 16 E xerc i s e 20 .
KIRUNDI Subs t i t u t i o ns i n Se n t e n c e 1 5 . < He brough t t h e s e e gg s o n Monday. <
amagi
i bi i n t u
Aya magi yayaazanye ku muusi waa mbere.

I bi biintu yabiizanye ku mu usi waa mber e . I bi biintu yabiizanye uyu muu s i .
uyu muusi
i bi t abo
/ /
Ibi bitabo yabiizanye uyu muusi. Ibi nitabo yab5izanye ku muusi wa gatatu.
/
/
kumuusi wa gatatu imicuungwa abaana amafaraanga m ugito o n d o

/
Iyi micuungwa yayiizanye ku muusi wa gatatu.

/ / / /
Aba baana yabaazanye ku muusi wa gatatu.

/ /
Aya mafaraanga yayaazanye ku muusi wa gatatu.

/
Aya mafaraanga yayaazanye mu gitoondo.
W here di d y o u buy t h e s e eggs?
A ya magi w a y a guz e h e e h e ?
N ayaguze n a B e r n a r d o .
How many di d
y ou bu y ?
W aguz a n g a a h e ? a
M iroong itatu.
W hen d i d b rin g
he t h em ?
Yayaazanye r y a a r i ?
K w iiyiinga rihe z e .
T hey a r e n > t v ery g o o d .
S i meeza c a a n e . 262
B ASIC C O U R SE
UNIT 16
H ow much d i d y ou pa y f o r them?
W ayaguz
a m af a r a anga
angaahe? Miroon g
/
i ne n
a ataanu .
Y a azanye
m ashaasha u y u m uusi . U saang

/
Yar aa b e .
a k o m ey e .
2a.
(Hesternal )
W avyuutse r y a a r
/
What time did y ou ge t u p y est e r d a y ?
ego?
Navyuut s i s a' zi bi r i .
W hat di d y o u do a f t e r y ou
W ako z i k e
uvy uu t s e ?
got up?
N ari i y o g e j e . W hat di d y o u do af t e r y ou
b at h e d ?
U maze kwi i y o z a
i ki ?
wakoz
Naraambaye.
Did y o u ea t b r e a k f a s t '?
Warafuunguye mu gitoondo?
Nariiy u m ukaate e g usa,

k azi .
nca nb a mu
263
UNIT 16 W hen di d g et t o you work'?
KIRUNDI Washitse ku kazi ryaari?
Kw iisaha zitatu n
i nusu .
2b.
What
( Hodier n a l
t i me d i d
)
W avyuutse muus i? N avyuutse is5h i m w e . a r y aar i
/
uy u
y ou ge t today?
up
What d i d y ou do af t er
Wakoz
i k
u vy u u t s e ?
y ou go t
up? N ii y o g e j e .
When yo u h ad f ini s he d
U maze kwi i y o z a
i ki ?
wakoz
b athi n g ,
did
what
you do ?
Naambaye. D id yo u eat ? Waafuunguye?

Nafa sh e b i k e ey a .
M aze g u f u u n g u r a n agiiye mu ka z i . Do yo u y our li ke w o rk ? U rashiim
a k a zi kaawe?
Si k a b i
c a an e .
B ASIC C O U R SE
VNn 17
UNIT 17 BASIC DIALOGUE D ial o gu e 1 .

ino 1A I n o mu f uu n g u r a k w i isah 2B
/
her e W hat time do you eat h e r e
[ in a
i y i i he ?
t h i s c ou n t r y ] ?
Ama s a ha y o gu f u u n g u r a
T he hours of ea ting are no t the s a me .
s. a amwe.
igoro
i saa s i t a 3B Isa h a ya kabiri, isaa
/
/
evening noon
E ight a.m., noon, and in th e
e venin g .
sita no mw iijoro.
- rya ( - r i i ye )
4A M u Bur u u n d i ba r y a k aangaahe k u 5B Har n
/
to
eat
muusi ?
Ther e a r e t h o s e w h o e at t hr ee
How many times a day does one ( >do t h e y > ) e a t i n Bur u n d i ?
a b a r y a g a t a tu abarya kane. ibiriibwa

/
times, and those who eat four times.

something to ea t n W hat foodstuffs do you h a v e ?
(8)
6A
Ibirii b w a m u f is e i bi k i ' ?
( <The foodstuffs that you h ave ar e w h a t ? <)

I n Burundi, many things ar e
7B
Mu Buru u n d i h a r imwa
grown. v yi i n s h i . umukaate
8A Muraku u n d
(3, 4)
b rea d
im i k a a t e ?
Do you
( pl . )
l i k e br ea d ?
265
UNIT 17 9B Ha r . a hay i k uu n d a , n i a a batay i k u u n d a .

Di a l o g u e 2.
KIRUNDI There are those who like it, and those who don<t like it.
A casual invitation to a c l ose friend .
-soonza 1 0C 1 1D
(-shoonge)
I
t o be
h un g r y
Ee m we , n u u mva n s h o o n j e . W o o s h i i m a kubla kury a i waanj e ?
f e e l hu n g r y . you b e s at i s f i ed t o go
Would
eat at my place?
-buza ( -bugige )
12C Noo b u zwa n i i k i ? Noobishiima caane. 1 3D Nt aa v y o ?
t o f or b i d
Why n ot ? ( <By what w o u l d I be for bi d den?> ) I > d b e v ery p l e a s e d f ( addres s i n g wif e )
I s ( n > t ) t h e r e s o mething jto eatj ?

t o si t dow n do w n .
- shik a 14E
haasi
N i m u shike haasi.
P lease s i t
-boneka (-bonetse
1 5D Ngw i i n o d u f u u n g u r e . I ndya z a a b on e t s e . L 6C U m u g or e w a a w at ee k a e n eeza c a a n e f - r ek a
/
to be visible Come, let>s eat. The food i s h e r e ( >has c ome i n t o vi ew < ).

Y our wife cooks very w e l l j
( -r e t s e )
to stop doing something

to make fun of
-hema (-hemye) da
(emphatic particle)
266
B ASIC C O U R SE
UNIT 17
1 7D
Re k a k u m uhema da . . .
Stop making fun of her!
mbeega
1 8D Nb e e g i z i nyama n i a
i z 1 9D 20C Ni
( a quest i o n wor d
W hat kind of meat is th i s ?
i iki ?
i z
i n gu r u b e .
I t t s p o r k ( tof a
pi g t
).
Nuumbabarire, siindy i nyama z a
Excuse me, I don at eat pork.
i ngur u b e .
1.
A n ote on autonomous verb forms. Sentences 5 and 9 of this unit contain examples of so-
called tautonomous> verb forms: Har ~a t a r a gat at u . . . T here a r e t h o s e w h o e a t t hre e t i m e s . . . There are those that like them, and those that don<t like them.
a
An
tautonomous< form was also found in the indirect discourse at
the end of Unit 10:

T hey asked him what ma k e s h im g o . T he slots in which autonomous forms are used are the sam e
ones in which nouns may be used: s u bject or object of a verb, position following /na / or / hari/, etc. In this sense, they are like substantives. U n like substantives, however, they may have the same objects and modifiers
t hat other verb forms ha v e :
267
UNIT 17 a barya g a t a t u a bary a i ny a m a
KIRUNDI t hose wh o e a t t hr e e t i m e s those who eat meat
Autonomous forms may contain object prefixes, and are inflected for aspect (imperfective vs. perfective ) and t e n s e , j us t ;
as other verbs are , except that there is no di stinction in th e p ast affirmative between hodiernal and hesternal . A utonomous forms are of course not differentiated for in -
dicative, participial and relative functions. For this reason, the classification >autonomous> is grouped together with those three categories into a single <dimension> of the Kirundi verb. The structure of the autonomous forms is completely regular. The vowels and consonants are those of the relative form, except for an augment vowel before the prefix in the autonomous form. If the corresponding relative form begins with a vowel, the pre-prefix consists of vowel plus s emi - v o w e l ; otherwise it consists of a v o w e l o n l y : a badashaaka . . . cf. a baantu b a d a s h aak a . . . iyisoosa cf.
/
[ t h o s e j wh o d o n > t w a n t . . . p eople wh o d o n > t w a n t . . . those that are sweet o ranges t h a t a r e s w e e t
imicuungwa isoosa 1 , 2. j
[ See Ex er c i s e s
With respect to it's first tone, an autonomous form has a h igh tone on th e th ird unit of vowel length . I f th e second
v owel of the word is sh o rt , the tone thus falls on the th ir d syl l a b l e s
iyisoosa abataa r i i y e
s weet o n e s those who didn>t eat
268
B ASIC C O U R S E
UNIT 17
If the second vowel is long, however, the tone falls on the

s econd half of i t s
abaari,iye
[ See Ex er c i s e s 3, 4] .
< those who at e <
'Zhe stem tones of autonomous forms are th ose most typ i cal o f the tense to wh ich the form belongs . T h i s m e an s t hat m ost s e t s
have low stem tone [see Exercises 5, 6]. The future affirmative and negative have high tone on the root syllable for all verbs, and the inceptive affirmative and negative ( Unit tone on the root sylla'ble of high verbs only: affirmative i mmediat e h odi e r n a l h este r n a l
f ut u r e
2 3 ) hav e hi gh
n e al i v e ~ abadasoma abataasomye abataasomye abatazoosoma

/ /
abasoma abaasomye
/ /
abaasomye abazoosoma
/ /
2.
A n ote on the infinitive as a substantive. Sentence 2 of this unit contains the expressions amasaha y u gufuungur a a y ogufuungur a
As in many other languages, the form which is ca l led an
/
/
> the hours of eating >
>in f i
n i t i v e > h a s t h e p r i v i l e g e of
t a k i n g t h e s am e o b j e c t s a n d
modifiers as any other verb form, but it also may be used in posi t i o n s , or
b y nouns . >slo t s < i n t h e s en t en c e w hi ch a r e u s u a l l y f i l l e d
W h e n t h e K i r u ndi infinitive is used in a n oun s l o t ,
it has the pre-prefix /u-/; any adjectives, possessives, e t c . 269
KIRUNDI that agree with it have the concordial prefix of Class 15 (/ku-/ /kw-/). T his class contains a few members which are not infinitvess /ukweezi / >m onth> is one of them.
c f. also: u g u s oma kw iiw e n i k w i iz a h is rea d i n g i s g o o d
W hen th e
p a r t i c l e /na / or one of the possessives / ya ,
wa
vya /etc. is used before an noun of Class 15, the /a/ of the particle and the preinitial / u/ o f t h e no u n c o a l e s c e t o gi v e / o/ , a vowel which is phonetically halfway between y a u gufuungur a
/
/a/ and /u/.
-+
y o g uf uungura
Compare the coalescence of this same /a/ with /i/ to produce
/ e/
( U n i t 3 , No t e 3 ) .
An infinitive may be treated in this way,
or it may retain the vowel /u/, thus being pronounced either
/yogufuungura / o r
/ y u g u f u ungura /.
[ S e eExercis e 7 . ]
Exercise 1. A u tonomous forms, immediate affirmative vs. negative, Class 2 subJect prefix. > Those who k n o w ho w t o w rit e a r e n u m e r o u s . >
kumenya Abazi kw a a n d i ka ni.
> Those who d o n > t k n o w h o w to write are few.> A bataazi kwaandika n i bake.
b eens h i .
gushaaka
Abashaaka k w i i g a
b eens h i .
ni
Abadashaaka k w i i g a
bake .
ni
kurya
Abary i nyama a
n i beenshi. Abatary i nyama a
n i bake.
270
B ASIC C O U R SE
UNIT 17
k uroonk a
Abar oo n k am a h e r a ni a b eenshi .
Abatar o on k bake.
am a h e r a ni
kuba
Ababa muu ng o b eenshi .
z a abo
ni
Abataba muu ng o bake.
z a ab o
ni
gukora
Abakora mu
b eens h i .
g i s a gar a
ni
Abadakora mu bake.
g i s a g ar a
ni
Exercise 2. R e lative vs. autonomous, immediate affirmative, v ari o u s c l a s s e s . >Are r i p e m a n g oes e xpensi v e ? < imyeembe Zmyeemb i h iishiy e e irazi i mvye? imicuungwa Imicuungwa ihiishiy iraziimvye?
/
> Are r i p e
o nes expensi v e ?>
Zyihiishiy i r aziimvye? e
I yi h i i s hi y
i r a z i i mv y e ?
gusoosa
Imicuungwa isoos irazi i mvye?
Iyisoos i r aziimvye?
ic a amwa
I c aamwa g i s o o s a
I gisoosa kiraziimvye ?
kiraziimvye? gukaba I caamwa gi k a v y e kiraziimvye?

i ntor e I gikavye kiraziimvye ?
I nt or e
zi kavye
Izikavye ziraziimvye?
z ir a z i i m v y e ?
271
UNIT 17
in d j .mu
KIRUNDI Indimu zikavye ziraziimvye? Indimu zikaata ziraziimvye? Imicuungwa ikaat i r aziimvye? Izikavye ziraziimvye? Izikaata ziraziimvye? Iyikaat i r aziimvye? a
gukaata imicuungwa
Exercise 3 . A u t o n o m ou s forms, past hodiernal or h e s ternal, affirmative .
kuuzana gusoma kugura k ugabi r a k waandik a k wii g a kumara
>Who brought this book?> (>[He] who brought this book is who?~ )
U wazany U wasomy
/
e e
i k i g i t ab o nii n d e ? i k i g i t abo nii n d e ?

/
Uwaguz iki gitabo nii nde? e Uwatugabiy iki gitabo n5i nde? e Uwaandits iki gitabo nii nde? e Uwii z e
e
i ki
gi t abo n i i
nd e ?
Uwamaz iki gitabo nii nde?
Exercise 4. A u tonomous forms, hodiernal negative. < Those who d i d n > t gukora gufasha
k wi i g a
/ /
w o r k [today] won>t receive money.<

/
A bataakoze
n t i b a z o o roon k a m a f a r a a n g a .
Abataadufashige n tibazoor oonk amafaraanga. a

/ / / /
A batiize
/
kubla
k ur i m a k ugar u k a
Abataagiiye n t ibazooroonk a m afaraanga. a

/
A bataarimye A bataagaruts e
n t i b a z o oroon k a m a f a r a a n g a .
272
B ASIC C O U R SE
U NIT 1 7
Exercise 5. A u tonomous forms as objects of verbs. A f firmat;ive v s. n e g a t i v e . > Bring t h e s w e e t ones. > >Stop bringi.ng ones that aren>t s w e e t . > R eka kuuzana i y i d a s o o s a .
Reka k u u z a n a i y i dak aat a .
(imicuungwa )
gukaat a
Z an i y i s oo s a . a
Z an i y i k aa t ; a .
(ind'Imu)
kubora
Z an i z i kaa t ; a . a Z an i z i . b o z e . a
R eka kuuzana i . z i d a k a a t a . R eka kuu zana i z i t ' a b o z e . R eka kuuzana i b i t ab o z e . R eka kuu zana i y i t ab o z e . Reka kuuzana iyidahiiye.
(ib i t ;ooke ( imihwi

gusha
Z an i bi b oz e . a Z an i y i b oz e . a Zan
i yi hi i ye.
Exercise 6. A u tonomous forms, immediat;e negative vs. af f irmative. <The ones that, aren > t sweet; are cheaper than the o nes t h a t ar e . <
/
gusoosa gukaat;a
Iyidasoos i raziimbutse gusuumba iyisoosa.
Iyidakaat i r aziimbutse gusuumba iyikaata.
(indfmu
k ubor a
) )
Izidakaata zi.raziimbutse gusuumba izikaata.

I zitaboze ziraziimbutse gusuumba izibo ze .
/
/
/
(ibi t ;ooke (imfhwi gusha
I bitaboze biraziirrbutse gusuumba ibibo z e .
Iyitaboz i razi.imbutse gusuumba iyiboze. e

I yihiiye iraziimbut;se gusuumba iyidahiiy e .
[NB Some speakers may prefer to reverse the st;atement; of this comparison, putting the greater of the two it;ems before /-suumba/ > to pa s s > . ]
273
UNIT 17
KIRUNDI
Exercise 7. S u bstitutions in Sentences l and 2. P o ssessive plu's infinitive. < What t i m e d o y o u e a t her e ? < o f eat i ng v a r y . >
<The hour s g ufuungur a
Ino mufuungura kw iisah i y iihe'? a

/ /
A maslha yogufuungura s kuvyuuka
a amwe.
Ino muvyuuka kw iisah i y iihe'?
Amaslha y okuvyuuk a k wii y o z a
aam w e .
Ino mwkiyoza kw iisah i y iihe? Amaslha y okwi i y o z a s aamw e .
kugeenda mukazi
I n o m u geenda mu kazi kw iisah i y iihe'?
A masKha yokugeenda mu kazi s
a amwe,
Exercise 8. S u bstitutions in Sentence 4. L o catives with varioes stems. >How many times a day do they eat in Burundi' ?> Uburuundi waanyu
/
Mu Buruundi barya kaangaahe ku muusi'?

/ / /
Iwaanyu murya kaangaahe ku muusi? I waabo b a r y a k a a n g aahe k u m u u s i ' ?

/
/
waabo Buguumbura ibi sagara
I Bujuumbura barya kaangaahe ku muusi?

/
Mu bisagara barya kaangaahe ku muusi?
274
B ASIC C O U R SE
UNIT 17
Exercise 9. S u bstitutions in Sentence 6. C oncords.

< What f o o d s d o y ou ha v e ? < ibiriibwa i bi t abo I biriibwa muf ise n . i Ibitabo mufis e Ivyaamwa mufis e I mboga mufis e n n ibiki?
ibiki ? ibiki ?
ivyaamwa
imb5ga
n iinki? i
(bo)
impuuzu abaana
Imboga bafise n . iinki'? Impuuzu bafise n iinki? Abaana b a f i s e n abak i ?
E xerc i s e
10 .
Su bs t i t ut i on s i n Se n t e n c e 1 7 . <Stop making fun of him / her . >
guhema kuri ma g uaoma ~
Reka kumuhema. R eka ku r i m a . guk or a , kuv u g a , g u k a r a b a .

/ / /
You a s k w h a t p e op l e eat for breakfast i n Burundi .
M u Buruund i
b a f u u ngur a
iki mu gitoondo'?
M u bi s a g ar a a beenshi
imikaate.
har bary a
275
UNIT 1'7 W hen your f r i end r epl i e s , y o u a s k

whet he r fast;. t ; h e y ea t ,
KIHUNDI
/
Barar y
i v y aa mwa mu
gi toondo?
fruit for breakOya, n t ' i b ar y
iv y a a mwa mu g ito ondo . 2. You a s k y o u r f r i en d what his favorite f oo d i s . W h en h e I biriibw
u k uunda
gusuumba ibiindi n . i bi i he ? i
t e l l s y o u , y ou ask whether it is e xpensi v e i n B u rundi
N kuund
i ny a m a z
i nkoko .
I nyama z
i nk ok o
ziraziimvye mu
B uruu n d i ? Nti z i zi i mv y e ca a n e .
/
Y ou i n q u i r e h o w
Ugeenda k w
/ /
i i s ok o
many times a
week y o u r f r i end goes t o t h e mar k et . Y ou f u r t h er a sk w h a t ' h o u r o f
kaangaahe mu cuumweeru?
t he da y
he goes.
Kabi r i ca a n k e
gat;at;u.
276
B ASIC C O U R SE
U NIT 1 7
U geenda g i h e k i ?
Ngeenda saa t a t u .
Y ou see t h a t y o u r
f r i e n d h as a b asket of frui t , a nd a s k w h e r e he bough t i t . You c o mment that it is very n i c e , a nd i n q u i r e a bou t t h e p r i c e .
Ibi vyaamwa wabiguzehe?
N abi g u z e iisoko.
/
kw
N. ivyaamwa vyiiza.
i
W abiguz
ang a a h e ? N abigu z e am a f a r a a n g a
c umi o
F ree c o n v e r s a t i o n .
D iscuss the eating habits of the people of va rious countrie s .
UNIT 18
KIRUNDI UNIT 18
BASIC DIALOGUE D ial o gu e 1 . (Continued from Dialogue for Unit; 17.) food i ndya (9 , 1 0 )
1A Iziin d i n nd y a m u f u u n gura W hat ot;her foods do you e a t ?
(>Other foods that you eat,

i zi i h e ? are w h i ch ? I
ubushaza i bihar a g e ibijuumpu 2B Tur y
(14)
peas beans s weet p o t ; a t o e s W e eat p e a s , p otat o e s . b e ans an d s weet
(8) (8)
ubus h a z a ,
ibiharage n i b ijuumpu. a
inz6ga
/
(9)
/
beer
t o dr i nk
-nywa (- nyooye)
3A M u r an y w i nz o g a m u a B uruundi ? 4B Tur an yw i nz o g a k e e n s h i . a
Do you d r i n k
b e e r i n Bur u n d i ' ?
We drink beer oft;en. t o make o f What mat;erial do you use in m aking b e e r ? sorghum
mil l et
-kuura (-kuuye)
5A Inzog a m u z i k u ura mu k i ?
amahoonda
(6)
ub'Gro (14)
6B Tuzi k u ura mu bitooke, m u mahoonda, n o
buro
W e make it from bananas , sor g hum and mill e t .
mu
278
B ASIC C O U R S E
U NIT 1 8
D ial o gu e 2 . In the kitchen.
-heza (-he3eje)
- oza ( - o g e j e )
isahaani 7A
/ /
t o f i n i sh
to wash
d ish , p l at e
(9, 6)
Naahe j e j e k w o o z a a masahaani . -oog0esha

/
I just finished washing th e d ishes .
(-oogeesheje
t o us e wat er
in washing
amaazi
(6) )
-mera ( - meze
8B
to be in a certain state What kind of water did you use?
Wayo o g eeshej a m aazi e amez e aate ?
-kor e e sha isabune -hora

/
(-koreesheje
to use
( 9, 6 )
J
( o r : i sa b u ne ) s o a P
t o b e c ome c o o l liquid ) j : used s o a p ( f oo d o r
(-hoze)
i s abu n e
9A
Nak or e e s h e j
na a ma az .
/
and c ol d w a t e r.
ahoz e .
-shuusha
1 0B Sh uu s h
( -shuuh i j e
)
a
to
heat
ama a z i , h aa n y u m
Heat the water, then do th em
a gain .
u yasu b i r e m w o .
-hora
(-hoze)
t o al ways do t o b e c ome h o t W e always use hot wa t er ,
-shuuha (-shuushe)
1 1B Du h o r a du k o r e e s h
/
a
/
a maazi a s h u u s h e ,
279
UNIT 18
KIRUNDI
-kuura (-kuuye)
ubuhoma (10)
1 2B ni y
0
/ /
to remove, extract
dir t i nes s
ak uur
u b u h om a
that is what takes off all

t he d i r t .
bwoose kuki why?
13A
Kuk i '? eb on meeza.
ar i
Why? T h e y l o o k al l r i ght; to mef
yamara isuku
(~)
(-aanduye)
o r :i nd w a a r a
/
/
h ygi e ne ,
c l e a n li n e s s
-aandura i ngwaara 14.B

Y amar
to cont r a c t; sickness
(a di s ease)
(9, la)
a
i s uku ritwii
But hygiene teaches us to use hot wat;er so that we

don<t g e t s i ck .
g ii s h a
/
gukor eesh a
/
a maaz, a s h u u s h e
i
kugira ngo nt;it;waandur ingwaara

h ii n g a
/
(indwaara).
w ait ; a minu t;e and
1 $A
Eeg o n d u u mv i i s e ,
hii ng a
r
/
Y es, I u n d e r s t a n d , wai t I <11 heat it .
n da y a s h u u s h e . Can you see if that w a t er is hot;?
1 6B
Ubo n a y a a m a a z i
y aash u u s h e ? mbere
/
i n f ac t
- bi r a
( -bi z e )
280
t o boi l
B ASIC C O U R SE
UNIT> 8
1 7A
Eeg o , m b e r e m b o n a
Yes, in fact it>s boiling.
a r ik 0 a r a b i r a . i zi i k o ( 5 , 6 )
/ /
stove
a li t t l e T ake it off the stove and l e t c ool a little .
/ /
gatooya
18B Ya ku u r e k u z i i k o ,
u yare k 1 9B
aho r e g a t o o y a .
Then w a s h t h o s e d i sh es i n
Haa n y u m u b o n e g u s u b i r a a k uyoozamw a y o
0
/
/ /
( th e w a t e r ) again .
m asahaani .
l.
A n o t e o n t he s ub 'unctive. The term SUBJUNCTIVE applies to certain Kirundi verb form s
which lie ou tside of the six major dimensions
c f.
S y nopsi s p . xx v i
).
Grammatically, these forms are >dependent<, in the sense that they are not ordinarily used as the only or as the principal verb of a complete sentence. S emantically, the Kirundi subjunctive covers approximately the same area as that which is common t o
s o-called subjunctive of Indo-European, and of other Bantu la n g uages . p resen t T h i s w i l l b e d i s cu ssed more explicitly at th e e nd o f not e . t he t he
In form, the subjunctive shares with the (non-subjunctive) perfectives the final vowel /-e/. This / - e/ , ho w e v e r , i s pr eThus>
c eded by the imperfective stem , n ot by the perfective st em . cf. Perf e c t i v e : Subj u n c t i veg
a guze. . . a gure . . .
he bought / s o l d . . . that h e m a y ' b uy / sel l . . .
UNIT 18
KIRUNDI
The subjunctive does not take any tense prefixes except the
f utur e /-zoo-/. It is not differentiated for indicative, participial,

relative or autonomous mood, and may in fact be thought of, in
s ome respects at lea st, as an ad d itional, highly defective mo o d . T he affirmative, non-future subjunctive has the su b j e c t prefix, followed by the ob j ect prefix or pr efixes if any , fo llowed by the imperfective stem, followed by final
/ - e/ e
tu
zi
mesuur
The stem of an affirmative non-future subjunctive form has

a high tone . T h e p r e c ise lo cation of this high tone is p r e d i c -
table,but the rules for its
location have a different basis from
t hat w h i c h u n d e r l i es t h e pl ac e m ent o f t he s t e m t o n e i n m o s t ot h e r v er b forms. The location of the stem tone of the other forms is stated in terms of syllables, with the root syllable ( Unit
4,
Note 3) being taken as the point of reference. The important

point to note here is that a s in gle syllable may have either a
s hort
v o w e l (one unit of vowel length ), o r a
l o n g v o w e l (two
units of vowel length ).
It is the syllable, not the unit of
vowel length, that is the basic unit, for calculating the position
o f the stem tone for most of the other forms of the Kirundi ve r b . In the subjunctive, on the other hand , the number of s yllables is irr elevant for the description of stem ton es . d oes count is the number of un its of vowel leng th : What
282
B ASIC C O U R S E
U NIT 1 8
Immed. Neg. Indic. ( basi c u n i t i s t h e sy l l abl e ) n ti t u r a a b a

ntitumesuura ntiduhiindukira ntidukurikira n ti d u t a b a a r a
S ubgunct i v e (basic unit is the mora ) t ur a ab e

t umesuu r e duhi i n d u k i duku r i k i r e re
d utabaar e tugur e
/
' nt i t u g u r a
From this point on, the word NOHA will be used as an equivalent f or unit the phrase < o f v ow e l l eng t h . <
In the above examples, the stem tone of all the subgunctive forms falls on the third mora of the stem except that in / t ugur e/ , which has only two moras in its stem, the tone falls on the last
mora.
[ See Ex e r c i s e s
1, 2] .
In affirmative subgunctive forms that have a single object prefix, the mora or moras of the object prefix must be counted in finding the location for the stem tone. The tone falls on the third mora of the unit which includes both the object prefix and
t he st ems t ubi g u r e
t hat w e
s h o u l d b u y/ s el l
t hem
t uzi mesuur e
t ubi r a a b e
that we should launder them that we should examine them
t wi i y o z e [ See Ex er c i s e s 3, 9 . ]
that we should bathe ( ourselv es
283
UNIT 18
KIRUNDI If there is an object prefix,and the subject prefix is
/n-/ , then there is an added syllable /-da-/ between the two< t u bi b a bi -
-raab- -e
- raab- - e
that we should examine them

that they should examine th em that I should examine th em
n --d a - b i - - raab- - e
[ See Ex er c i s e
3. ]
T he structure of the negative subjunctive forms is mu c h
simpler. The negative begins with / n t i - / , wh i ch c o m b i n e s w i t h subject prefixes in exactly the same way as for the negative indicative ( Unit 4 , No t e 2 ).
There is a high tone on th e s e c ond
mora of the word. S tem tone is low< n ti b a k u g ay e ' ntaazimire [ See Ex er c i s e 4. j so that they should not criticize you
s o that he should not get lo s t
Uses of the sub unctive. Any attempt to summarize the use of the Kirundi subjunctive
in terms of its m e aning would be fru itless
a nd c o n f u s i n g .
T he dialogues and ex er cises provide a fair sampling of the w ay s in w hich subjunctive forms are us ed : a f t e r i m p e r a tiv es , a f t e r c er The
/
t ain verbs, and af ter certain other wor d s s uch a s student is adv ised to note the kinds
/ hi i n g a /.
s epara t e l y .
of sentences in wh ich h e
finds subjunctive forms, and to pr a c tice each on e
{ See Exer c i s e s
2 , 3 , 4 , 9 , 10 . ]
284
B ASIC C O U R SE
UNIT 1 8
Exercise 1. S u bjunctive. P l acement of stan tone according to t he s t ; r u c t u r e o f t he s t em .

A. CV C V s t em s . Ngur
r
k ugur a
e e e
i zo f i ? i c o g it;abo? ubu ? ngo nk or
Shall I buy th ese f ish? S hall they read that bo o k ? S hall we finish now ?
gusoma
guheza
r
/
Basom Duhe z
g ukor a
Ashaak a
/
H e wants me to work for tw o
days
i miis. ibiri . i
B.
/
C V VCV s t;ems.
Roree r
g uhi i s h i r a
ah i i s h i r e .
W ait till it gets rip e .
kuraaba
Zan
i y o m y e e mbe
Bring t;hose mangoes so I may e xamine t h e m .
n dayi r a a b e . g ufuungur a
/
N go duf u u n g u r e .
M uh
( Come) l e t > s G ive ) t h e m ] choose.
eat . t o h i m s o h e may
g utoor a
at; o o re .
[After each section of Ex er cise 1 has been pra c ticed by i t s e lf, it' s houl d b e c om b i n e d wi t h a l l p r e c e d i n g s e c t i o n s , s o t h a t ; t; h e student is given sen tences taken at random from all s ect;ions
practiced up t;o that time.]

C. CV C VV C s t ems . Geend
k umesuur a k ugo r o o r a
um e s u u re .
r
Go do
t h e l aundr y .
G eend u g o r o o r e . a
r
G o do the ironing . Go hel p J oh n .
gut;abaara g utegeer a
Geend Geend
a
a
ut; a b a ar e Y o h a a n i . u t ;e g e e r
/
i nk a .
G o wait for the ca t t l e .
UNIT 18 D. CV s t ems.
/
KIRUNDI
k ur y a
N tiwoor o r e e r a
/
n g o t ur y e ? ng o n y we?
/
Please wait so we may eat. Please wait so I may drink.

L et's go to Ki tega .
kunywa
N tiwoondor e er a
e
kubla
kuva
Ngo tuj i Gitega. H ii ng a tuve hano.
L et>s l e a v e h e r e .
E.
T h e s t e m / -za/ . Hi i ng a z e t ur aa b e . a
/
k uuz a
Wait till he comes so we m ay l o o k .
F. S tems that begin with a vowel. k wii g a Reka y i i g e

/
g u s o ma.
/
Wait and let him learn to read. L et >s b u i l d

h er e .
kvlUubak-
Ngo t w u u b a k
i n zu h a n o .
a ho u s e
kwiiyoza kwaambara
Roree r a twiiyoze. Hiinga yaambar i mpuuzu. e
Wait while we bathe. Wait and he>11 get d ressed .
Exercise 2. S ubgunctive after imperative.

>Go into the kitchen and wash the di sh es. >
/
/ /
kwooza kuuzana
in y a ma
Geenda mu gikooni wooz a m asahaani. e G eenda mu g i k o o n

i
/
u zan
i
e
/
a m a s a haa n i . i ny a m a .
e
G eenda mu g i k o o n G eenda mu g i k o o n
u zan
guteeka
u tee k
i ny a m a .
286
B ASIC C O U R SE
UNIT 18
indya
/
G eenda mu g i k o o n . . ut ee k i ndy a . e i
Qeenda mu g i k oon . ury i n dy a . i e
/
kur ya umukaate
k ur o o n d e r a ibitaambara ibiyiiko
Geenda mu gik o on . i ur y e u m u kaat e .

G eenda mu gi k
ooni . u ro o n de r
/ /
umu k a a t e . i b i t aambara. ib i y i i k o .
/ /
G eenda mu giko on , uroonde r G eenda mu gikoo n

/
e e
e
u r o o nder
/
amasahaani kwooza
/
Geenda mu gikoon u r oonder a m asahaani. G eenda mu g i k o o n ,

/
w ooz
a m a s ahaan i .
Exercise 3. S u bjunctive after imperative: O b ject prefixes after 1 sg . w i t h /-da-/ vs. other persons and numbers without / -da-/ . >Bring the fruit so we c an l o o k i t ov e r . < kuraaba g upii m a
k ugur a
/
<. ..so that I may look

o ver . < Zan Zan Zan Z an a a a a i vy a a mwa n dabi r a a b e . i v y a a mwa ndabipiime. i vy a a mwa n dabi g u r e .
/ /
Zan i vyaamwa tubiraabe. a Zan ivyaamwa tubipiime. a

/
Z an
i v y a a mw a tu bigure .
/
kurya
Zan ivyaamwa tubirye. a
i v y a a mwa nda b i r y e .
B.
<Brin g t h e c l o t h e s so I may examine th em. < Zan Z an Zan
<. . . s o t h a t , t h ey . . . <
/
k ur a a b a g upi i m a k ugur a
a
a a
i mp u u z u n d a zi r aa b e . i m p u u z u n d a z ipiime . i mp u u z u n da z i gu r e .
/
Z an
Z an Zan
a a
i m p uuzu b a z i r a a b e .
i m p u u z u b a z ipiim e . i mp u u z u b a z i gu r e .
/
kwaambara
Z an
im p u uzu ndazaambare.
Z an. i m p u uz u b a z aambare . a
287
U NIT l 8
KIRUNDI
/
kumesuura k ugoroo r a
Zan impuuzu ndazimesuure. a Z an i m p u u z u n d a z i g o r o o r e . a

/ /
Zan impuuzu bazimesuure. a
Zan impuuzu bazigoroor|:.
C.
>Brin g t ; h e w a t ; e r so t h a t he may heat it;.> Z an
<. . .s o t h a t I . . . >
gushuvzha
k ur a a b a kunywa
am a a z
/
ayashuushe.
/
Z an
a a a
am a a z i n da y a s h u u s h e .
Z an a m aa z ay a ra a b e . a Z an a m aa z ay a n y w e . a
/
Z an
Z an
a m a az i n d a y a r a a b e .
am a a z i n da y a n y w e .
/
Exerci s e
/
0.
Nega t ; i v e s u b j u n c t i v e .
/
kuzimira
ufa s h e nt;aazimire.
Help him so he doesn>t; g et; l o s t ; . Wash those pot;atoes so

we d o n < t g e t ' s i ck .
kwaandura
R o o n g i z o ntoofanyi a ntitwaandur i n gwaara. e
kugaya
K ora n e ez a n t ; i b a k u g ay e .
Work well so that t;hey d on>t complain ab ou t
you.
/
jeewe
K ora n e ez a
s i i n d a kugaye.
...so that; I don<t com-
p lai n
a b out y o u .
Exer c i s e 5 ,
Su b s t;i t u t; i o n s i n Se n t en c e 7 . >I>ve finished washing the dish es. >
kwooza k waand i k a g upi i m a
N aahejeje kwoo z Naahej e j
a m a s ahaani.
e k wa a n d i k
i k e et 'e .
Naahejeje gupiim
a m a g i..
288
B ASIC C O U R SE
UNIT 18
kurya gukaraba
kwaambar a
N aahejej e N aahej ej e
kurya. gukaraba.
Naahe j e j e kwaambam.
Exerc i s e
6.
Th e v er b /-mera/ (cf. Sentence 8).

< What kind of water did you wash wi t h ? <
kwoogeesha
kunywa
/
W oogeeshej am aazi amez a a t e ?

e e
/
W anyooy
a m a a z i a me z aat e ?
inzoga kugura
isabuuni ibiriibwa k ur y a
/
W anyooy i n z5 g i m e z i i t e ? e a e W aguz
Waguz W aguz
e e e
i n z o g i me z i i t e ? a e
i s a bu un
/ /
i me z
i i t e?
i b i r i i bwa bimeze bi t e ?
W ariiy
e
e
i b i r i i bwa bim eze bi te ?
inyama
u mukaat e
/
W arii y
/
i ny a m a z i m e z e z i t e ?
W ariiy um ukaat u m e z u u t e ? e e e
Exer c i s
e 7.
Th e v er b
/ -hor a/ .
u s e h ot wa t e r . > ama a z
/ /
>We al w ay s
/
g ukor e e s h a k ur y a k wi i y o z a
Duhor a
dukor eesh
/
a s h u u sh e .
D uhora tur y
i m b o g a n y i i n shi .
/
D uhora twiiyoza mu gi toondo . Duhor a t u m u s a a n g a k u k i b a an z a .
gusaanga < join>
UNIT 18
KIRUNDI
Duhora tuj i Gitega mu <camion<.
jeewe
M pora nk o r e e s h
am a a z i a s h u u s h e .
E xercise 8 .
S u b s t i t u tion in Sentence 12 . <Water is what removes dirt. < A maazi niy

/
aku u r
/
ubu h o m a .
/
isaabune
k uz i i m b a
Isaabune ni y Isaabune ni y
/
i k uu r u b u homa. 0 a
0
i z i imvye.
/ /
urupaapur o inyama amagi

/
Urupaapuro n i rwo ruziimvye. I nyama

/
n i zo zi zi i m vye.
0
AmKgi ni y
a z i imvye.
0
0
umudu.ga
i mi d u g a
Umuduga ni w
I miduga
u z i imvye.
izi i m v y e .
niy
E xerci s e 9 . p ref i x .
Subjunctive with /hiinga/, with and without an object
<Wait and I>11 heat the

wat e r .
/
<Wait and I<11 heat it.<
<
r
H iinga nshuush i biriibw a k uuza n a k ur y a u mucer i g ut e e k a
amaazi.
H ii n g a H ii ng a
ndayashuushe. nd a b i s h uushe .
Hiin g a n s h u us h i b i r i i b w a . e H ii n g a n zan e e e i b i riibwa. i b i r iibwa. u m uceri. e u m uceri.
H iinga ndabiizane . Hi i n g a ndabir y e .

/
H iinga ndy H iinga ndy
H ii ng a
H ii n g a
/
n d a wur y e .
n dawuteeke .
/
H iinga nteek
290
B ASIC C O U R SE
UNIT 18
t;weebwe kugura
k ur a a b a
Hiinga duteek u m uceri. e

/
Hiinga tuwut;eeke. H ii ng a H ii ng a
/
Hiinga tugur u m uceri,
t u wugure . t u wuraabe.
H ii n g a
t ;uraa b
u mu ce r i .
Exer c i s e
10 .
Su b j u n c t i v e wi t h
/ - r e k a/ .
< Leave i t ( th e w a t e r ) t h a t
<Wai t until t' he wa ter i s hot . < R ek a m aa z ash u u h e . a

k ub i r a
/ / /
it may get hot;.< Y are k
e e e e e
a sh u u h e .
Rek
a m aa z abi r e .
/
Yarek Yarek W urek W urek
ab i r e . ah o r e . u ho r e . ushe, zi she.
/ /
guhora umuceri gusha inyama

/
R ek a m a az . a h o r e . a i R ek u m u c er . u h o r e . a i R ek u m u c er . u s h e . i a R ek i ny a m a z i s h e . a R ek
/
Z ir ek e
guhora
i ny a m a z i h o r e .
Z ir ek e z i h o r e .
Pract;ice conversat;ions.
Y our f r i en d a sk s y ou w h e t ' h e r p eopl e o f t ; e n e at m a n g o e s i n t ;he US . He
A banyaameerik a
/
barary
i myeembe keenshi ? Oya, si k ee n sh i .
asks yo u w h e t;her w e have a n y mangoes i n t he

US.
Bararim i m yeembe
muri Ameerika ? A bo mu b u m a n u k o
b aray i r i m a . 291
U NIT l 8
2.
KIRUNDI
Y ou ar e a domest;ic servant;. Y ou not;i f y y o u r employer that you

have finished the l aundry . Bu t y o u did it; with cold w at e r .
Naahej ej e impuuzu.
/
k u m esuur a
W ameshuu j
amaazi
a shuu s h e ? O ya, n ameshuuj

/
a yaho z e . Ni k u k . i e
ut aak o r e e s h e j
ayashuushe?
3.
A s an empl o y e e , y ou r e p o r t ; 0 h a t ; t he s u p pl y o f soap i s e x h a u s t ;ed.
Y ou a s k w h e th e r
I sabune y a a s A i z e .
Geend
u gu r
i yi i ndi .
y ou s h o ul d g o i mmediat e l y .
Ngeende k u y i g u r
ubu ? O ya bur a ) a an a s a a
s it a .
4
You a r e a n em-
p loy er . You a sk y ou r e m ploye e h o w much

h e p a i d f o r t ;h e s oap . Yo u p o i n t o ut t ; h a t ; w h a t ; h e h as b o u g h t ; w a s t ;he e x p e n s i v e kind.
lyi sabuni wayi.guz e
angaahe?
Nayi g u z
/
a ma f a r a a n g a
cumi . N t'iwari kugur
iyo
292
B ASIC C O U R SE
U NIT 1 8
m akeeya?
Waguz e
iyiziimvye.
/
Yaanziimvye, mugabo
ni n zi i z a .
293
UNIT 19
KIRUNDI UNIT 19
BASIC DIALOGUE I n a public eating pla c e .
ntaa
neg. of /harl/ <there is / are>
u rut o o f a n y i
( 11, 1 0 )
p otat o
intoofanyi (9, 10)

lA Ntaa n to o f a n y i D idn>t you cook any p o t a to e s ?
m waateet s e ? h ii n g a
2B
/ /
(>Are there not potatoes t hat y o u c o o k e d ? > ) w ait ! Wait, let me go see. (>Wait that I may go to examine. < )
t ha t W hat about it ? I t h ink that
( or: h i i n g e)
Hi i n g a n j e k u r a a b a .
ngo 3A B ite ? N g i r a ngo ntaazo.
there aren't any of them. koko 4B Waab i m enye kokof trul y You wer e r i gh t . t r u l y . <)
t o f ee d
( >You kn ew
- gabur i y a
( -gaburi y e )
5A Ng ab u r i r a umu c e r i , n a Give me ( >feed me> ) r i c e
a nd me a t .
inyama.
2.
Prep a r i n g
/
Ri c e
6c
Ej
u m u c e r i n a r i iy e uur y oo s h e .
Y esterday the rice I a t e was d e l i c i o u s .
w ar . i
294
B ASIC C O U R SE
UNIT 19
7C
Um u c eri bawuteeka bate?
H ow is r i c e co o k e d ? (<Rice, h ow do t h e y c o o k i t ? > ) Y ou t a k e r i c e a n d t h e n y o u
wash it; in clean cold wat'er.
8D
Ufat
um u c e ri, ukawuroonga
meez
mu maaz i
ahoz e . pot
inkono -suka 9D
(9, 10)
( -sut s e )
t o p ou r
i nt o
Haany u m uk a w u s uk a muu a
/ /
n kon
i r imw
aam a a z
T hen you pour it into a p o t containing hot wa t er, on t h e s t ov e .
ashuushe, 10C Uk or e e s h gute?

a
k u zi i k o .
0
i nk on
i mez e
What kind of pot; do you use?
i safu r i y a
1 1D
(9, 6)
k et t l e Y ou can cook it in a k e t t l e , or in a Kirundi-style pot;.
Us h o b o r a k uw u t e e k a m w
isafuriya, c aanke muu

n kono y
I k i r uundi . W hen i t i s d on e , t ;h e n w h a t ?
12C
U h i i y u m u unt, agir e u a
a at e ?
( >.. . h o w d oe s a p e r s o n d o ? < )
-uumuuka 1 3D Um u c e r
(-uumuuts e
t ;o ge t
dr y
ur y oo h a w u umuut s e .
Rice t;ast;es good when it doesn't contain much wat;er. cover, lid of a Kirundi po t c oal s cover of a k e t tle
igipfuundikizo amakara
u mufu n i k o
(7, 8)
(6)
(3, 4)
295
UNIT 19 1 4D N u k u w uumuuts a b a s u k a makar

/
KIRUNDI To make i t dr y (>in making it
as h u u s h e k u a
is a f u r i y a .
dry> ) you ( > t h ey>) pu t

pot.
hot
c oals on the cover of th e
m ufuniko w
umuunyu
/
(3)
s al t Y ou didn>t mention sa l t . (>There is no salt that you
1 5C
a t a a mu u n y u w a v u z e ?
m entio n e d . >
- koza ( - k o j e g e )
16D Abaantu bamwe bashiima gushi r
/
t o ea t
wi t h co n d i m e n t s
um u u n y u muu k u wukoza .
S ome people like to put s a l t wit h t h e v e g e t a b l e s t h ey
eat with it. ( >.. . f o r eating wi th it. > )
m boga zo
3.
imaangaziini ( 9, 10 o r
1(E Har in t o o f a ny i z i sigaye
/
6)
Are there some potatoes in t he storeroom ye t ?
m u maangaziini ?
-goomba (-goomvye ) 18F N b e r e n a g o omba k u k u ba za

k o n t o o z i t e ek m uusi . ba 19E 2 0F B
a
to want, desire, lack

I intended to ask you if I couldn>t cook some for t od a y .
uy u
(an emphatic particle )

u t e e ka .
/ /
ar i z
/
Cook
th em.
Na a h e j e j e ku z i h a r u r a n o k uz i r o o n g a .
I finished peeling and w ashi n g t h em .
2 1F
No o n e n zi t e e k a a n t e ?
N ow how d o
c o ok
0h em ?
z96
B ASIC C O U R SE
UNIT 19
-karaanga (-karaanza ) 22E Uzikaraanga mu mavuta.

hogi 2 3E H o g i n kwe e r e k u kor e e s h a . 2 4F Ar i k o s i n z . i n g en e i b akor e e s h 2 5E
1
'
t o fr y
or r oas t ;
You fry them in fat.

l et >s go
amav u t , a
G o on a n d I <1 1 s h o w y o u t; h e f at ; t o u s e .
B ut; I don>t know how to u s e t ha t f a t .
ay o ma v u t ; a .
N g o n kw e e r e k e .
Come [on a n d ] you.
I [ >l l j s how
26F Nt;aa ziindi mboga nt;eeka?
Aren>t there other vegetables f or m e t o c o o k ? ( <. . . t ; h a t; I c o o k ? <) (an emphatic particle )

No, but donit you fo r get; to
n tuuz e
2 7E
O y a m u gabo n t u u z e k wii b a g i r a isal aade k u k u u zana meeza.
bring the salad to t;he t 'able .
1.
A n o t e o n t he
rese n t a t i ve forms.
O ne type of verbless sentence in Kirundi has as it s n u cleus a PRESENTATIVE fo rm . in t ; h e s e s en t e n c e s : E x a m p l e s of p r e s entatives are found
UNIT 19
KIRUNDI
Zan in toofanyi. a
N gii z i .
Bring some p otatoes.

Here t h e y are. T here t h e y ( Cl. 1 0 ) a r e . ( Unit 1 7 , St c . 14 )
Here is the money I brou gh t
Ngi i z o
Ngaay
a ma f a r a a n g a n a z a n y e .
These
Ipresentativea forms may be rep r esented according to
t he following formula :
/ng/ plus demonstrative with the first vowel long; the first mora has a provi.sional high tone ( Unit 1 and the last has an anticipated high tones
>This i s h e, et c .
, Not e 8 ) ,
<That i s h e, et c . > ( used i f t he p erson s p o k e n a b ou t i s n ea r e r t he h e a r e r )

/
C l.
nguuyu
/
nguuyo ngaabo n gi i r y o
ngaaba n gi i r i
/
ngaaya
etc.
ngaayo
etc. <here i t i s >, < ther e
The most general English equivalents are it i s >.
Depending on the relative distance from the speaker and hearer

o ne may use a nu m ber of d i f f erent sets of pr esentative form s , e ach based on a d i f f erent set of demonstratives .
Meeusseh ( 351 lists five such eeriest'

Cl. Cl . 1 2 n g u uy u n g a ab a etc.
/
nguuyo
nguuno
nguurya ngaabary a
etc.
/
n guu r i i y a
r r
ngaabo
etc.
ngaabano
etc.
ngaabar i i y a
etc.
298
BASIC C O U R S E
UNIT19
The third of these series (/ nguuno/, / ngaabano/ etc.) is not; used by all speakers of Kirundi.
A presentative form may be u sed as the only word in a s entence . I t m a y a l s o be u sed fo llowed by a n o un , as i n c Ngiik. igit'abo caange. i Thi s h e r e i s my b o o k .
( <Thi s i s
it,
my book. >)
N giikirya igitabo caanje . Ther e i s my b o ok . e noun, in turn, may also be followed by a r e l a tive
verb, as in the t;hird of the above examples. present;ative forms, see Exercises 5, 6].
CFor practice with
2. A note on the defective verb T he de f e c t i v e every uni t
-ri
v e r b /-ri/ has been encountered in almost
si nce Uni t 1 <

N d. u m u z u u n g u .
/
I >m a Eu r o p e a n . U racaar .
/ /
Pers i s t i v e r
u musore ?
Are yo u s t ; i l l a bach e l o r ' ? T he r i c e

good
N on-re c e n t '
U muceri . . . w a r.
i
was
u uryooshe .
I mm. P a r t i c i p : I mm. R e l : M bon
( cf .
They
St c . 6}
l oo k good
a
0
ar i nziiza.
to me. ar
t ha t h e i s A meri c a n .
. .. k
U munyaameeri k a .
Non- r e c . Re l y
. ..i g ihe
y a r i han o .
. . . t h e t i me h e
w as he r e . ( Unit 1 6 ,
S tc. 1 6 )
T he s t e m /-ri/ is inflect;ed for mood (indicative, participial, relative and au tonomous) and for four of t;he t;enses
299
UNIT 19
KIRUNDI
(immediate, hodiernal, hesternal, persistive.
Forms which contain the stem /-ri/ are not differentiated
for a s pect; (perfective, imperfective ) o r f o r l i n k ag e ( conj u n c t ,

d is j u n c t ). The missing tenses are supplied by forms containing t he s t e m /-ba/, which is regular .
T h e s a m e i s t rue for i n f i n i -
t ive, subjunctive and imperative forms . In general, the forms th at contain / - r i /
f ol l ow t h e sa m e
patt e r n
a s t he (conjunct ) forms of regular verbs. I t should be

co nt ains o nly one
remembered., however, that because the stem
syllable, forms which for most verbs have high tone on the p ost;-
radical syllable (e. g. the immediate relative ) will have high t one o n t h e / -ri /
ari
i t s el f <
~ .
. .who i s <
(rel a t i v e )
In the same way, the prefix tone of the participial, which for most' verbs falls on the first vowel after the first; consonant, will fall on /-ri/ if the subject prefix is monophonicc ari
r
>he bei n g . .
.<
(participial)
Sample forms are given in the t;able below, which is t'aken from Meeussen (p. 106). Each set contains a 3 pl. form as an example
of the forms with diphonic subject prefixes, 3 sg. as a representative of the forms with monophonic vowel prefixes, and 1 sg. as
the form with monophonic nasal prefix .
IND. Imm. bari
PART. bari
r
REL. bari
r
abar i uwul i
r
ari
ndi nc1 i nc1 i
300
B ASIC C O U R SE
UNIT lg
Hodi e r n a l
baar i
baari yari
/
baari yari nari

baar i yar i nar i b aki r i a ki r i n ki r i
/
/
abaari uwari
yari
nari
H est e r n a l
nari baari
y ar i nari b aki r i a ki r i n ki r i
/
/
baari yari
nar i
/
abaari
uwari
Pers i s t
b ak'i r i .1 a ki r i n ki r i
a bak i r i u wuki r i .
/
Varr .
bar a c a a r i , a r a c a a r i , nda c a a r i .
IND.
/
PART.
/
BEL.
/
AUT. a bat a r i u wut a r i

/
Zmm.
n ti b a r i
b at a r i a tar i n tar i
!
b at a r i
/
n tar i
sindi
a tar i
n tar i b ataar i
a taar i n taar i
/
H odier n a l
/
ntibaari
nti y a r i s inar i n ti b a a r i
/
ba t a a ri
a taar i n taar i b at a a r i
/ /
a bataar i
uwut aa r i
/
H es ter n a l
b at a a r i a taar i n ta a r i b atakir i
/
a bat a a r i
/
n ti y a r i s inar i
a taar i
/ /
u wut a a r i
n taar i b a t akivi a tak i r i

/
Pers i s t
n tibakiri n tak i r i s ink i r i
abat a k i r i
a tak i r i
n tak i r i
u wutak i r i
n tak i r i 301
UNIT 19
KIRUNDI
Forms that contain /-ri/ never contain an object prefix. They may, however, be followed by the locative enclitics / -ko/ , / - h o/ , ( cf . / - y o / , / - m w o / , or t ; h e i n t er r o g a t i v e l o ca t i v e enclitic /-he/ . Un i t 3 , Not e 4. ). [ F o r p r a c tice with some of the fo rms that; /-ri/, see Exercises 1-4.]
Apparently not completely subsumed by the f o r egoing ar e t he data of Ex er cise 10 s
c ontai n
Zan i safuriya zirimw i n zoga.

amasafuriy Z an
a a
a r imw
/
in z '6ga.
B ri n g t h e k e t t l e s w ith beer in th em .
i s a f u r iya zirim w a a m a a z i .
0
amasafuriy a r imwo aamaazi. T wo poi n t s s h o u l d % e n o t e d i n t he s e s e n t e n c e s : ( 1) T he t ; o n e o n t h e s u b je c t pr ef i x / z i - / i n t he f i r s t

r el a -
example indicates that, these forms are part;icipial, a nd n o t
tive. ( 2)
r
Bef o r e n o u n s o f C l . 9 , 10 (e. g. /inz6ga/) the mora
of /-mwo/ undergoes normal elision, but before nouns of the ot'her c lass e s (e. g. /amaazi/, above), the vowel is not; lost. Instead,
i s assimilated to the quality of the vowel that follows i t .
3.
A note on the def ective verb
-te
< to d o
how?<
This verb, like the relat;ed verbs /-tya/ <to do or be thusl
a nd / - t y o / <to do or be t;hat way< has even fewer forms than / - r i / .

These verbs t a k e su b j e c t pr ef i x es , bu t onl y i n on e s e t , wh i ch
c orresponds approximately to the immediate affirmative participial : U muceri bawuteeka ba te ? How do t h e y c oo k r i c e ?
( Sentenc e 7 /...umuunt a g iraate? /

u
. . . h o w d o e s a p e r s on d o ?
( Sentenc e
12)
302
B ASIC C O U R S E
UWn 19
/Nzi t e ekaante? /
M oo g e e s h e j am a a z i
H ow do I
c o o k 0 h em?
(Sentence 21
a
a mez
aa t e ?
What kind of water did you use? ( Unit 1 8 , St c . 8 )
These verbs have certain peculiarities~ ( 1) T h e y a l w ays o c cur after some other ver b .
(2) Unlike the participial forms of other verbs, these verbs never hav~ the tone on the last syllable, even when the subject prefix is monophonic. (cf. Unit 16, Note 2
).
(Q) The final vowel of the preceding word is usually lengthened if the vowel of the syllable which precedes it, is short (cf. the second example, above. ) . Len g t h e n i n g a l s o o c c u r s ,
of course, before the 1 sg. form, which begins with a nasal plus a nothe r c o n s onant
( /nt-/ ) .
[For drill sentences which contain forms of / - t e / , s ee E x e r c i s e s 1 2-14 . ]
Exercise l. I mmediate indicative of /-ri/, affirmative vs. n egat i v e . Ii m n o t S ind
a Bel gi an . <
je e we wewe
N d. Umunyaameri k a .
i
/
U m ubirigi.
Ur
/
U m u nyaameri k a .
/
N tur. Umubirigi . i S Um ubirigi. A b a birigi.
we tweebwe
mweebwe bo
/
N . Umunyaameri k a .
i
T ur
Nuri
A b a n y a amer i k a .
/
N titur
A b a n y a amer ik a .
N timur. Ababirigi . i S. Ababi r i gi . i
A b a n y aamer i k a .
303
U NIT l g
KIRUNDI
Exercise 2.
Im m ediate affirmative participial of / - r i / . >I went, t o t h e m a r k e t. >
>He arrived when I was at the market;.< (<...I being at, the market.< )
je e we N agiiye kw iisoko . Y ashitse ndi kw iisoko . wewe
/
W agiiye kw iisoko . Y ashits e u r i kw iisoko.
Yohaani
Y ohaani yagiiye kw iisoko . Y ashits e a r i kw iisbko.
tweebwe
Twaagiiye kw iis5ko.
Yashitse turi kw iisi5ko.
mweebwe
Mwaagiiye kw iisoko.
Y ashitse muri kw iisoko .
bo
Bagiiye kw iisoko. Yashitse bari kw iis5ko.
Exer c i s e
3.
Th e v e r b /-ri/, affirmative vs. negative participial. <Does h e l o ok t o y ou l ike a Belgian ? > <He seems t o m e n ot b e a B e l g i an . < M bon Mbon M bon Mbon t o
Umubirigi umuzuungu
/
U bon
a a a
a r . Umubirigi? i
a a
a a
a t ar . Umubirigi. a t ar . umuzuungu. a t a r . u m w i i g iisha . i a t ar i u mudaand a z a .
U bon
U bon U bon
a r . um u z u u n gu ?
i
/ /
umwiigiisha u mudaand a z a
/
ar
/
umw i i g i i s h a ?
/
a r . u mu d a a n d a z a ? a i
3O4
B ASIC C O U R SE
U NIT
19
umusore
U bon a r . um u s o r e ? a i
M bon a t ar a
umus o r e .
abasore
a baka r a a n i
/
Ubon a r a
Ubon U bon
abas o r e ?
a b ak a r a a n i ?
/
/
Mbon Mbon M bon M bon M bon
a t a r . a b a s or e . i a t ar
/
ar
a b ak ar a a n i .
/
a bazuu n g u Abahi i nd i
ar . a b a zu u n g u ? a i
a t a r . a ba zu u n g u . a i
Ubon
Ubon
a a
a r . A b a h i i nd i ?
ar Abany a a f i r i k a ?
a a
atar
/
Aba h i i n d i .
/
A banyaafirik a
a t a r , A b a ny aafirika .
Exercise 4. A f firmative of /-ri/y indicative vs. participial vs.

r elative; vowel-initial vs. consonant-initial prefixes . >Are a l l t h e o r a n g e s h er e ? <
>I think they are here.< <He sai d

/
t h a t t h e y a r e h e r e. >
i micuungwa y o o s e
Imicuungwa yoos iri hano?

e
Mbon
i r i hano .
/ /
Y avuz e
k
/
ir i
h an o .
amKgi
A magi y o o s e a r i
Mbon
han o ?
ha n o . k
0
/
ar i
Yavuz e abaana
/
ar i
hano .
Abaana
boose bar i
/ /
hano ?
Mbona b a r i Yavuz e
/
hano . ko ba r i
/
hano .
i bi.cer i
I biceri vyoose biri hano ? Mbona b i r i hano . ko bi r i hano .
Yavuz e
305
UNIT 19 inkono
/ /
KIRUNDI I nkono z o os e z i r i hano ? M bona zi r i

Yavuze
/ / /
h an o .
ko zi r i hano .
[It is suggested that, the student or instructor devise a num b er of similar exercises for practicing contrasts among the va riou s
f orms o f
/ -ri / . ]
Exercise 5. Two sets of presentative forms. < Bring p o t a t o e s . < Zan i n toofanyi. < Here t h e y Ngii z i
/
/
are. >
< There t h e y N gii z o . 'Nguuwo.

' Ngi i c o .
/
/
are. <
Z an u m u c e r i . a Z an
Zan
Nguuwu.
Ngi i k i .
a
a
i gi t uu n g u r u .
u r u t or e .
Nguuru. Ngaaya. Ngii r i .
'Nguurwo. 'Ngaayo. ' Ngi i r y o . ' Ngi i y o . 'Ngaabo.
Z an a m a s h u . a Z an i k ar a a mu . a
/
Z an i s ab u n i . a
Zan a abaan a .
N gii y i .
Ngaaba .
E xercise 6 .
P r e s e n t a t ive with relative verbs . <Here are the potatoes we cooked [todayj. <
/ /
guteeka intoofanyi k uuzan a k ugur a amagi i ny a ma
N giiz
i n t o o f a nyi twaateetse .
N gaay
a m agi n a z a ny e .
N giiz. inyama naguze . i
go6
B ASIC C O U R SE
UNIT 19
g ukora a k a z i
N gaak
kwoogeesha amaazi
kurimiisha isuka
a Ngaay amaazi n o ogeesheg e.

a Ngiiyi isuka narimiishige.
a k a z i na k o z e .
E xerc i s e 7 . / Ntaa/ plus noun plus relative verb. S ubstitution i n Sentence 1 . <Didn>t you cook any potatoes?< (>Aren>t there potatoes that you cooked'?>) guteeka intoofanyi k ugura i b i t uu n g u r u i m p u u zu Ntaa ntoofanyi mwaateetse?
/
Ntaa bituunguru mwaaguze? Ntaa mpuuzu mwaamesuuye? Ntaa Yohaani N taa k a z i m waaboonye?
k umesuura
kubona Yohaani g ukora a k a z i

k waand i k a i k eet e
m w a akoze ?
Ntaa keete mwaanditse? Ntaa bituunguru mwaariiye? 'Ntaa maazi mwaavoomye'?
k urya
i b i t uu n g u r u
/
kuvooma amaazi,
E xerc i s e
8.
IThere a r e n ' t
an y > v s . > There ar e
s o me>.
< Are t h e r e a n y p ota t o e s ? I
>I think there
a ren>t
any. >
<. . . t h e r e a r e some. > ( I they

a re Ch e r e >
) )
Hari intoofanyi?
N gira
ngo 'ntaazo.
...zi r Xho. ( or . . . zi r i ho . ...i r Xho. ...bi r Xho.
H ar H ar
i m Xhwi ? i bi t uun g u r u ?
N gira N gir a
ngo 'ntaayo. ngo 'ntaavyo.
307
UNIT 19 Har. i Har

Har i
KIRUNDI
i nt or e ? i s ab u n i ?
i gi t abo ?
N gira n g o ' n t a a z o . N gira N gir a N gira ngo 'ntaayo. ngo 'ntaaco. ngo 'ntaarwo.
...zi r
Xho.
...i r Xho.
. . . k i r Xh o . . ..r ur j ho,
H ar. u r u p a a p u r o ? H ari Hari H ar i k ar a a mu ? i sa a n s i ? i mf u u n g u r w a ?

/
N gira n g o ' n t a a r y o . N gir a N gira ngo 'ntaayo. ngo n t a azo.
...r i r X ho. ...i r Xho.

. . . z i r xh o .
Exercise 9. A g reement of subject prefixes in I feel
h u ngry. >
h u ngry. <
> Give ( > f e e d > ) me r i c e . > Ngaburi r Nugaburi r Tugaburi r Bagaburi r a e e e umu c e r i . umu c e r i . umu c e r i . umu c e r i .
N uumva nshoon j e . Y uumv
a s h o on j e .
T wuumva dushoon j e . B uumva bashoon j e .
Exercise 10. Use of relative verb forms after /i n gene / ,

s t i t u t i on i n Sen t en c e 2 4 .
Sub-
>I don>t know the way they use this fat. >
/
g ukoreesha amavut a
k ugeen d e e s h a umuduga
/
S iinz. ingene bakorees h a y o mavuta. i a

/
Siinzi ingene bageendeesh u m uduga. a

/ /
k urya
i n y a ma i m b o ga i n z5ga
S iinz. ingene bar y
i z o nyama.
kuroonga g ukuura
Siinz. ingene baroong izo mboga. i a

S ii n z ingene b akuu r
i nz 5ga .
308
B ASI C COU RS E
UNrT 19
kugaburira imashiini
Siinz ingene bagaburir i m ashiini. a

Q iinz. ingene batee k
J
/
auteeka umuceri
u m u ceri.
E xercise 11 .
S u b s t i t u t ion in Sentence 9 . >Bring a pot with wa ter in it, <
( <in w h i c h i s wa t e r . <)
/ / /
Zan inkono irimw a a maazi.

a
0
i saf u r i y a inz6ga
Zan i safuriy i r imw a a m aazi. a a 0

v Zan isafuriya zir"'mw inzoga.
/
ikiyiiko, umuunyu
ibiyiiko
/ /
Zan ikiyiiko kirik u umuunyu.

a
a
0
0
Zan ibiyiiko birik u umuunyu.

Z an a i s a h a an . irik w
i
/ /
isahaani, imfuungurwa amasahaani igitabo, impaapuro

i bi t abo
/ /
i m f u ungurwa.
/
Zan amasahaan. arikw i m fuungurwa. a i 0 Zan igitabo kirimw i m paapuro.

a a
0 0
Zan ibitabo birimw i m paapuro.

i s aans i Zan
umuduga ,
u m u dug
uri m w
isa a n s i..
Exercise 12 . A u s e o f t h e par ticipial mood . Sent e n c e 1 2 .
S u b s t i t u tion in
> When the rice is done, what do you d o ? >
( ~.. . h ow
d oes a p e r s o n a c t ? >) umuceri inyama

Umucer
agir a u h i i y e' , u mu u n t u
at e?
at e?
/
a gir a Inyama zihiiy e' , umuun t u
309
UNIT 19 amashu intoofanyi guhora umuceri

i bi t oo ke
Amash a h iiye, umuunt a g ira ate? u u Intoofanyi zihiiye, umuunt a g ira ate?
l ntoofany Umucer . i zihoz e', umuuntu a g ira ate? u muunt u a g ira ate?
uh o z e' ,
Ibitooke bihoz e', umuunt a gira ate? u
amaazi gushuuha imbbga guhera amafaraanga
A maazi a h o z e', umuunt a g ira ate? u

/
Amaazi ashuush e' , umuunt a g ira ate? u Imblga zishuush e' , umuunt a g ira ate? u I mb5ga z i h e z e', umuunt a gira ate? u A mafaraan g ahe ze', umuunt a g ira ate? a u
/
[NB The comma in each of these sentences represents an optional pause. If 0he pause is made, the final vowel of the word that p recedes i t m u s t of cour s e b e p r o n o u n c e d . j
Exercise 13. T ones on monophonic and diphonic prefixes with /-tej. S ubstitution in Sentence 7'.
a)
3 pl . and 2 sg.
> How do t h e y cook r i ce'?>
>How do Uwutee k Uzi t e e k Ubi t e e k you c o o k i t ?>
umuceri i ntor e
i bi t oo ke
Umuceri bawuteeka bate? Intore baziteeka bate? Ibitooke babiteeka bate'? Imboga baziteeka bate' ?
ut e?
a ut e?
a a
ut e?
I
imb5ga
Uzit e e k
ut e?
310
B ASIC C O U R S E
UNIT 19
b)
3 sg. and 2 pl .
> How does sh e cook v egetabl es ? < < How do y o u (p1.) cook t h e m'?> N uzit e ek a mute '?
imb5ga
i bi t oo ke i nt or e
I mbog a
Ibitook
az i t eek K t e ? a e
a b i t e e k Kte ?
M ubiteeka mute ?
I ntor a ziteek K t e ? e a Umucer a w u t e e k Kt e ? a
Muziteeka mute? N uwuteeka mu t e ' ?
umuceri
E xerc i s e 1 4 . s yl l a b l e s .
Vowel length before /-te/ after long and short Substitution in Sentence 7. < Rice, how do you c ook i t ' ?> u w u t e e k ut e ? >How do yo u Uwugur Uzigu r U bigu r U yagur Uzigu r a sel l i t ?<
umuc eri intoofanyi ibi t u unguru amashu
Umucer
a a
uu t e ? uu t e ? uu t e ' ? uu t e ' ? uu t e ' ?
I ntoofany u z iteek
ute?
I bituungur u b iteek u t e ? u a Amash u y a t e e k ut e '? u a I nyam u z i t e e k
inyama
u t e '?
[NB The lengthening of the next to last vowel in Columns 2 and 3 of

t his exercise seems to be op tional. Notice the examples of this k i n d
of variation in the recorded versions of these exercises.] Practice conversations.
Did you finish writing the

1 et t e r s ' ?
Waahegege kwaandik amakeete? a
Npegej 311
ubu .
UNIT 19
KIRUNDI
Ngaayo. Shall I take

t hem t o t h e post office'? Roreer a n s h i r ek o
N dayajaane k u u p o o s i t a ' ?
z aa > t i m b r e s < .
2.
I don<t h a v e any more
Ntaa
<timbres t mfise.
stamps.
(>I
no longer h ave s t a mp s . >
)
Ndazifise nyiinshi. U keneye z i i n g a a h e '?
/
T wo te n f r a n c
[stamps].
Zibiri z amafaraang a a
/ /
/
i cum, imw
iimwe.
Ngiizi shirako.
312
BASIC C O U R SE
UNIT 20
UNIT 20 REVIEW Exercise l. I d entify the following indicative con/unct verb forms for tense. R e spond by supplying the appropriate time e xpres s i o n . a. Subject prefix consisting of a vowel (/u/ ) c ounte r p a r t ; (/w/). uboony
e
o r i t s n ons y l l a b i c
i ki ? e e e i ki ? i k i '? i ki ?
ubu uyu muusi ejo

/ /
waboony waboony wasaanz u saanz e
uyu muusi
Ubu
i ki ?
/
wasaanz
i k i '?
uyu muusi
w iibagiy i k i ? e w atur u t s 5 h e ? w atur u t s e h e ? wavuuy5he? wavuuyehe'?

urii y e iki ?
ubu/uyu muusi ego

uyu muusi
/
ego
uyu muusi
/
w ariiy
iki?
ego
313
UNIT 20
KIRUNDI
b. S ubject prefix consisting of consonant plus vowel. baboony e e e e i ki ? i ki ?

iki ? iki ? i ki ?
ubu uyu muusi
baaboony
b aaboon y b aasa an z b asaan z
ego
u yu mu u s i ubu
e e
baasaanz
i ki ?
uyu muusi
b iibagiiy i k i ? e b aatur u t s 5 h e ? baaturu ts She? baavuuy5he? baavuuy5he? b ariiy i k i ? e b aariiy i k i ? e
ubu/uyu muusi ego

uyu muusi
/
ego
uyu muusi
/
ego
[After completing both halves of Exercise 1, the instructor should give the students lines from both halves, selected a t r a n d o m. j [After the students have completed this phase of the exercise,
t he instructor should add verbs in the imm edia t e , recent
and non-recent tenses in 1 sg., 3 sg., 1 pl., and 2 pl.j
314
B ASIC C O U R SE
U NIT 2 0
Exercise 2. Co n trast among participial, relative and indicative forms. T his exercise may be done with either the English or
t he K i r u n d i a a t h~ cu e .
Umucer
u hi i y e ,
(turawurya.
Mhen th e r i c e i s done. . . Rice t h a t i s d one. . . The r i c e done, i s
Umucer
uhl i y e
( 'ni mwiiza. )
Umucer
u r ah i i y e,
( ari k o . . . ) (urageenda.) (n
ukwaakabi r i .
U kweezi k u b o n e t s e ,
When th e m o on c omes up . . .
U kweezi k u b o n e t s e
T he moon t h a t has app e a r e d . . . T he moon h a s risen, W hen th e w a t e r i s hot . . . Mater that is h ot . . . The wate r hot, i s
U kweezi k u r a b o n e t s e ,
/
( ari k o . . . ) (ushiremw umuceri.)

0
A maaz
a s huushe,
A maaz
/
a s huushe,
/
( ni y o ak u ra ubu h oma. )
A maaz
/
a r a s huushe,
/
( ariko . . . )
( umbari r e .
Abaana
bavyuut se ,
W hen t h e
ch i l -
dren g e t
u p. . .
A baana ba v y u u t s e
(bakwiiye kwiiyoza.)
T he c h i l dr ' e n t ha t h a v e
gott e n A baana b a r a v y u u t s e .
up. . .
( ari k o . . . )
T he ch i l d r e n a re u p .
315
UNIT 20
KIRUNDI
Exercise 3. T r anslate into Kirundi the following sentences or p art s o f sen t e n c e s : 1.

2.
The r i ce i s done .
The rice is getting done
3. 4. 5. 6.
Ri c e that is done... The bo o k i s h ea v y . The book t h a t i s hea v y . . .
T h e one [i. e. the bookj that is heavy... The vegetables are wilted. V e g e tables that are wilted... Those [vegetables) that are wilted...
7.
8.
9.
10. If the vegetables are wilted...

1 1. Th e t ea ch e r h el p s u s .
12. If the teacher helps us... 13. T he t ea c h e r w h o h e l p s u s . . . [ Hej wh o h e l p s u s . . .

Peo p l e w ho e at p or k . . .
14..
1 5.
16. If people eat pork... 17. [ Tho s e j w h o e a t p o rk . .

.
TWO-LINE CONVERSATIONS 1. Nd o r a k u u B . B . A . a r i k o
I>m going to the Banque

Belgo-Africaine, but I >m n ot s u r e wh e r e i t i s .
n taho n z i
ne e z a .
316
B ASIC C O U R SE
UNIT 20
Ukurikir iri barabara a
J ust follow this street. I t >s on the other side of'.

. .
nyene. Ni haakurya ya ...
2.
Nd a g u s a a n g
mu h i r a k u
W ill I find you at h om e
musase? U tal'.aansaanze n z o oba n d i

h eepf o
/
i nz u .
early in the morning [i. e. around 8 a.m.]. If you don>t find me there, I >11 b e d o w n b e l o w t h e house.
S i kur e .
I t i sn < t f ar .
U rwo r u r i m i
/ /
r w o h aakurya
/ /
y aamaazi n t irwooroshe. a Ariko n tirugooye kurut i coonger e z a . a
That; language from abroad (>the other side of the water< ) i s n < t e a s y . But it isn<t harder than
Engl i s h .
S o yi i t w a
nde?
What is your father's name'? My father is called John.
Daata yiitwa Yohaani.
Ngo s h o o b u j
ar i
kw
1 hear y o u r b o s s i s at t h e hospi t a l .
i ivuur i r o ?
/
Eego yajaany u m wiigeme

e w ii w e .
Yes,
h e t o o k h i s d au gh t er .
UNIT 20 6. Amafaraang i g ihuumb
KIRUNDI I s 1 00 0 f r a n c s e n o u g h f o r them?
a rabakwi i r a
e
n e e za'? Ico s [ You] give them coins. T h a t isn>t {something that is )

difficult.
Ubah i b iceri ikigooye.
7.
N o one ngu r muusi'? U ragur
ik
uy u
What shall I buy to d ay'?
i nda g a r a .
Buy small fish.
8.
Ut ur u t s e h e e h e g a A n t o o n Xya we? Nvuye haafi y i k ibaanza
Where have you come from,

Antoinette' ?
I<ve come from near the s quare , a c r o s s t h e m a r k e t .
haambavu y
i s5k o .
9.
Amafaraanga y a an g heehe'?
ar i
Where is my money'?
Ntabaara niibagiye, toora ngaaya.
E xcuse me) I forgot. y ou a r e .
Here
1 0. Ubwooko b w
i z o mp u u z u
Where do these kinds of heavy clothing come from'?
z ir emeer ey e g u t y o
b ut u r u k h h e g a nt u ?
318
B ASIC C O U R S E
U NIT 2 P
Tnyiinshi ziv i Burlya.
Ariko
r e e ro n
i zi va
si nke.
Many come from Europe. (>But in addition the ones that come from America are not
few. ~)
m uri Ameerik a
1 2. A h
u r o r e er ey
i ki ?
/
What are you waiting for?

I>m waiting for the bro ther
N dore e r e y
u mu v u u k a n y i
o f my b o s s .
w a daat a b u g a .
13. Kurikir iri barabara a

/
ni w a r e e n gaan
/
Follow this road and when you get to the forge, y ou>11 b e t h e r e ( >you wi l l have a r r i v e d t he r e < ).
u rugaanda , u shi t s e h o . Al
/
uzoob a
n . i r y a n z i h er a u i zoose?
/
A h)
j:s it the last building ?
14. Wewe na mus h i k a a we, umuto niinde?

M ushikaange , n iwe muto.
W ho is y o u n g er , y o u o r y ou r s ist e r ?
My sister is the younger
one.
15. Zyo mpuuzu n i nziiza.
That article of clothing is
good
Eego n i. nz i i z a , k aand Y es, it is, and it is l i g h t
[ too. ]
i rahwahut s e .
319
UNIT 20
KIRUNDI
16.
U b u n d o o n de r i hoot e e r i . a Ngireente ngo ndayishikiire?

K omeza, u r ee n gaan
r
I>m looking for a hotel. How can I g et t o on e ?
i n zu ni
Go straight ahead, pass tw o b uildings, and the th ir d
zibiri, iya gatat u i hoot e e r i .

/
i s a hotel .
17. Mushiki wa Yohaani a ngana a t e ' ? Mushikiw a ramusuumba e caane.
H ow ta l l
J ohni s
( bi g ,
old )
i s
s i s t er ?
His s i s t e r ( bi gg er ,
i s mu c h t al l er ol d e r ) t han h e .
18. 'Ntaa micuungwa mufise?

Turayifis a r iko mikeey e a iraboze.
D on>t y o u
h av e an y o r a n g es'?
M e have them, but a few o f
them are rotten.
1 9.
Ni k uk i Yoh a a ni . avuga
b uhor o ? Ni b u h o r o ar i k o
r
/
Why does John speak so softly / slowly? It ( I hi s s p e a k i n g ] ) i s soft, but, it isn>t bad.
si
naabi..
20.
U r a s h i ima kw i ig a I kir u u n d i ?
D o you en ) oy s t u d y i n g
Kir u n d i ?
J eewe
s i ns h i . i m a k u c i i g a . 320
Me, I don>t like to study it. I t <s hard.
K ir a g o oy e .
B ASIC C O U R SE
U NIT 2 0
21.
Qu t aambuka no guhita
'* I!"- "
" "' ' "
I "hM
different?
biraf'ia itaandukaaniro? e
0! B i f i s ita a n d u k a aniro e r ini ni ! O h, theywre quite different !
22. Waguz
i m b oga zikavye.
Y ou bought dried-up veg etables . I didn>t find any oth er s .
Ntaa ziindi naroonse.
2 3,
I yo m p uuzu y a ashi z e .
That article of clothing is
w orn o u t . Gur iyiindi. a Ntaa mafaraanga mfise. N tabaar a um p e m a k e ey a .

Buy a n o t h e r .
I d o n > t h a v e m o n ey .
H elp me, and give me som e
(>a few I f r a n c s ] I ).
You say
want week,
t h a t y ou
t o go t o
Nshaaka k ubla mu Kayaanza

m w iyiinga riiza .
K ayanza n e x t
an d as k
y our
f r i en d
h e has
U ramaze k u j K y o ?
M aze kujay
0
whet he r
e ver b e e n t h e r e . You ask h o w many

h ot e l s t h er e ar e
/
ibihe
b itaanu .
/
i n K a y a n za . You ask wha t t he

h otels are lik e .
H ari
am a h o o t e e r i, a n ga a h e ?
321
UNIT 20 Y ou ask w h i c h i s ni cest .

You a s k t he
KIRUNDI
/
Har
aa t at u .
A mez a a t e ?
e
pri c e o f ac c omodati o n s .
You e x p r e s s y o u r a ppr e c i a t i on , and t h a n k y ou r friend, for his h el p .
I mwe muriyo n i
n zi i z a g u su u m b a i zi i ndi .
/
Inziiza n iyiihe? Ni ihooteeri ya...

Ikiintu coos
u shaaka k i r i m w o . N zoobah
a mafaraang
angaahe? B izoova k u u n z u
uzoofata n i m i is a uzoomarKho.
/ / /
Emwe ndagushiimiye. U rakoze c a a n e .
2. Your f r i en d a d mires something t ha t y o u h a v e . Y ou r e p l y t h a t y ou b o u g h t i t at Muz i n d a , and a sk w h e t h e r h e h as e v e r b e en t here . Y o u a sk Inkok

0
i r i hano
ni
n zi i . za .
N ayiguze ku Muziinda . Uramaze kuhashi ka ?
W a y ig u z l h e ?
M aze kuhaga k e e n s h i . 322
B ASIC C O U R SE
U NIT 2 0
w hat h e t here .
does You as k
Uhor
u g ay o gukor
i k i '? Mpora nb a k u d a a n dazKyo ,
H im what h e
t r a de s i n . Y ou ask h o w busin es s s e e ms t o be g o i n g . U daandaz5y
0
i i k i .' ?
N daanda z a y
/
i mpuuzu, amasafuriya , ibiyiiko, n i bi i ndi. .
Ivy
a ubu d a a n daza ,
ubona bimeze bite' ? N daroonk a udu f a r a a n g a
dukeeduke.
323
UNIT 21
KIRUNDI
U NIT 2 1
BASIC DIALOGUE - t e e mb e r e z a
/
t o c a us e
to go about
( - t e ember e j e
1A
)
G o take the children to th e
U ge gut e embere z
a
/
aba a n a
p ark t o d a y .
uyu muusi, hariya muu f pa r c < . 2B
Ndabajaana nka-
giheki ?
W hat t i m e
shal l
I t ak e t hem ?
a s, l i k e
/
3A
N ka saa t a a n u Nk a i s a h a z i t aa n u ,
/
By el e v e n , s o a s t o br i ng them back for lunch at ( >so t h a t at n oo n noon. you return with them to
s aa si t
ubaga r u k a n e
eat.>)
gu f uungur a. i nko o f e e r o 4B Bageenda baambay i nkoof e e r o ? - ri i n d a izuuba

5A
(9, 10)
e A re t h e y s u p p o se d t o w e a r
hats?
wearin g
( <Do they g o
hats? > ) p r o t ec t
(they)
( -r i i n z e )
t o guard , sun
(5)
E e , k a an d . u b ar i i n d e i
/
Yes, and keep them from going

o ut in the sun very mu c h .
kubla ku zuuba caane.

i gi t i
6B
(7, 8)
0
tree I believe there are trees

t her e . shadow
N ab oon y e h a ri h
ib l t i .
igituutu
(7)
B ASI C CO U RS E
UNIT
21
7B
Si v y i i z a ku g a a n a
I sn' t
i t [ a ] go o d [ i d e a ] t o
abaana mu gituutu
caavyo?
2.
/
take the children into t hei r s h a d e ?
akanwa ( 12, 1 3 ) rya 8C Ubon iki 9D 1 0D a

/
mouth t ha t o v er t her e
ur y a m w aa n af ' s a e mu k a nwa?
What does that baby have in

his mout h ?
Hi i nga nd a a b e . N. i f ar aa n g a .
L et me s e e . It>s a piece of money. to try Prom now on, try to keep him from putting things in his mouth.
-gerageza ( -geragej e )
1 1C Kuv a uy u m u u s i,
u rager a g ez a k u mur i i n d a ntaashir i b iintu mu e kanwa. 1 2D Nb o n agoo y e , m u g a b o a n zoogerage z

/
It
uk o
s e ems t o m e t h a t he < s diff'icult' [ t o c a r e f ' o r ] , but I will try my best ( I t h a t w h i c h I c an < ).
nshoboye.
1 3E
Um w aa n ar c he ? a iki go
W here i s
t he baby? back y a r d
(7, 8)
( -i i c a y e )
a n en c l o s e d
t o be se a t e d
-iicar a i vya a t s i
(8)
325
grass
UNIT 21
KIRUNDI
-kina (-kinye)
14F A r i m u kigo yiicaye mu vyaat s - hava ak i na . ( - h avuuye)
to pl ay He is sitting in the grass in the yard playing.
to do
a s a co n s e q u e n c e
-guma (-gumye)
1 5E Ur ar aa b a n t a a h a v e aguma ku z u u b k inin i
/
to stay ( You) w a t c h o u t s o h e do e s n > t stay in the sun a long time, and consequently get sick.
a i gi he a ar wa a r a .
y oo h a v
-ryaama (- r y aamye )
1 6F Nah a a n d i n y e n e ,
/
t o l i e do w n By the way, what time do I put him to bed?
ndamugaana k u r y a ama r yaa r i ?
-ruhuuka ( -ruhuutse )
17E I g i h e caa saa sit
/
to rest B y noon , br i ng hi m back and
( you ( p l . ) ) f e e d h i m ,
then bathe him, and put him to bed so he gets s ome re s t .
uramuuzana, mumugaburire, haanyum

/
a u mwooze,
ubone kumuryaamik
a ruh u u k e .
18F
Ni
v y oo s e n k w i i y e g ukora ? inzoka
Is that all I>m supposed to

do?
(9, 10)
snake
326
BASIC CO U R SE
UNIT 2 1
19E
Ig i i he muzooba muri gukina, uramuriinda neez a', i n z o k a

ntizimurye .
/
While ( >the t i m e > ) you (p l . ) a re p l a y i n g , t ak e g o o d care of him so that snakes
d on>t b i t e
( >eat<) h i m .
1 , A note on the a r ticle The pa r t i

/
nka-
cl e /nka- / appears in Sentence 3c

/
n ka sa a t a a n u
11 a. m.
This particle, whose tonal behavior is like that of /na- / (Unit
7,
N ot e 1 ) , i s
co mmonl y t r a n s la t e d < a s < o r < l i k e < .
Som e
further examples of its use ares Yaambaye nk a mweenewaabo.

/
He is dressed like his b rot h e r . Someone like John could a nswer y o u .
Nka Yohaani
y o okubari r a .
[For practice in using / nka / ,
s e e Exerci ses 6 , 7 . ]
2.
A note on the non- ersonal o s s essivess I n sent ence 7:

/
/
...mu gituutu caavyo.
in the shade of th em
[i. e. the trees, Cl. 8] t he wor d /caavyo/ contains two concordial morphemes.
The f i r st
is represented in this word by /c-/ (Class 7) and agrees with
/igituutu/ (Class 7). The second concordial morpheme is represented in this word by /-vy-/ (Class 8) and agrees with /ibXti/. 327
UNIT 21
KIRUNDI
Other words built on the same model are found in<
Xngo zaabo
i nyama ya ay o inyama zaazo
their
( Cl, 2 ) f a r ms ( Cl . l O )
meat (Cl. 9) of it [e. g. chicken
( Cl. 9 ) ]
meat ( C l . 10 ) o f t h e m [ e . g . c hick en s ( Cl. 1 0 ) ] book o f it
ibi t ab o v y aaco
/
[ e. g .
K i r u ndi ( Cl . 7) ]
a baantu h aakury a h aafi
b a a co
/
people of it [e. g. the city (Cl. 7)] beyond it [e. g. street ( Cl. 5 ) ] n ear ( C 1 . 9 ) t h e m [ e . g . hou s e s ( Cl. 1 0 ) ]
yaaryo
yaazo
The general formula for the non-personal possessives is: Concord 1 pl u s /aa/ p l u s
C oncord 2
p l u s /o/
-0
-aaetc .
-ch-
[For practice with impersonal possessives, s ee Exer c i s e s
3, 4. ]
3. A
n o t e o n th e d em onstrative series with stem
In Unit 3 , Note 2
i ntr o d u c ed a
t w o series of demonstratives were
uyu mwaana uyo mwaana

/
t hi s
chil d
[ h er e ]
that child [the one referred to al r eady]
S entence 8 contains a member of a th ird demonstrative series :
urya mwaana
that child [over there]
328
B ASIC C O U R S E
U NIT Pl
Other members of the same series are:

/
/
u taam b u t s e
rirya ...
when y o u
cr o ss t h a t
one
(i.
i rya
/
e . / i ba r a b a r a / Cl as s 5 )
h o u s e [ ther e ]
nzu
t hat
b arya b a a n t u
those people [over there]
The general formula for this series of demonstratives is< Concord with high tone, plus /rya/ but if the concordial prefix is monophonic, the tone is pronounced on /rya/ and not on the prefixa
C l. 1
urya
barya urya irya rirya

etc.
/
[For practice on this set of demonstratives, see Exercises 4, 5.]
A not e o n t h e u s e o f
-riinda as the first verb in a h r a se.
When /-riinda/ is used before another verb, the verb that

follows it may be in th e a f firmative infinitive form, as in
S entence 5 : u bar i i n d e k ubla ku zuuba caane

y ou s h o u l d k e ep t h em f rom going in th e s un v e r y m u c h
UN1T 21
KIRUNDI
Or the second verb may be in the negative subjunctive, a s i n

l i t
Sentence
. ..kumuriinda ntaashi r
i b i intu
...to keep him f rom
putting things
i nto his mou th .
mu kanwa T hese t w o
f o r m s (affirmative infinitive and negative subgunctive ) [F or practice on
are largely interchangeable after / - r i i n d a /.
this point, see Exercise 2, ] [ This note is typical of many that could be written concerning the use of the subjunctive, infinitive, participial or other form of any verb when it follows certain specified verb stems. The student should be alert to these matters, and compile his own lists of verbs that are followed by certain m oods o f ot h e r v e r b s . ]
5.
A note on the conditional tense. Examples of the conditional tense have been encountered
in earlier units~ ntiwoosubirlmwo w ooshii m a . . .

n oobishiima . . .
wouldn>t you repeat it? w ould y o u be p l e ased. .. ' ?
Itd like it .
noobuzwa n
i i ki ?
/
by what would I be forbidden ? if he asks me, I will help

h im or > if he as k e d
yoombaza, n o omuf a s ha
me, I would help him In the last of the above examples, the conditional is u sed i n
b oth clauses . N o t e t h a t , although the second clause may b e
translated with an English future tense (>I will help him.>),
B ASIC C O U R SE
U NIT
21
the verb in Kirundi must be in the conditional, and not in the
/ - z oo- /
t ense.
With respect to its meaning, 0he Kirundi conditional
is fairly close to the so-called conditional forms of certain Indo-European languages. The conditional in some languages is c al l e d a >mood>, but in Kirundi the conditional marker /-oo-/
is mutually exclusive with the markers for immediate, hodiernal, hesternal, and future tenses, and so is itself called a >tense. I The conditional has no affirmative participial form, but all other combinations of affirmative and negative with the four moods(indicative, participial, relative, autonomous ) are
f ound.
Separate conjunct and disjunct forms exist for the immediate affirmative, but for high verbs only, since the only difference between the two linkages is that conjunct has low stem tone where
disjunct has basic stem tones'

Bookor Bookor a i ki ?
(Cj) (Dj )
What would they do? Would they do my work'? What would they
ak a z i k aa n j e ?
b ut t
Soofuungu r
i ki ?
(Cj)
eat ".
Would they eat'?
B oofuungur a ' ?
(Dj)
Affirmative relative forms have post-radical high: u muuntu y o o k u t a b a a r a .

. .
a per so n wh o c o u l d h elp y o u . . .
"
All other conditional forms have low stem tone: Uwogutabaara n i Y oha a n i . [ A pe r s o n ] w h o c o u l d h elp y o u i s J oh n . I A per s on ] wh o woul d n ot h e l p y o u i s John.
Uwutoogutabaara n i Yohaani.
331
U NIT 2 1
KIRUNDI
Compare also the negative conditional forms discussed in

Unit 1 1 , No t e 1 .
N ote that in di sjunct forms that have an ob j ect prefix , t he stem tone remains on the root syllable and not on th e ob j e c t . T his contrasts with the tonal behavior of infinitives I
gufasha kumufasha noofasha

n oomuf a s h a
e
t o hel p t o hel p I hi m
w o u l d h el p
I would help him
[For practice on this point, see Exercise 1.]
6.
Ad hortative forms. The dialogues of this unit include the following: a From now on , Stc. 15
i
tr y t o. . . <Watch ou t . ..<
Ur ar a aba . . .
T he underlined verbs are here translated into English as imp era t ives, but they are quite different in form from the simp l e i mper a t i v e d i s cu s s e d i n Un i t are called ADHORTATIVE verbs . 1 1, No t e 1 .
T he f o r m s q u o t e d a b o v e
C o n c e r n ing th em, Meeussen tells
us (
) 464) that adhortatlve verbs occur almost exclusively lo
the second person, with the syllable /-ra-/ after the subject
prefix . l the first T h e s e f o rm s h ave provisional high tone on S t e m t o n e is low for b oth hi gh
consonant after the first vow el .
and low verbs. The adhortative is used in conveying instructions

or suggestions which do not have to be [The adhortative will not be made th e c arried out immediately .
object of drill in this course.]
332
B ASIC C O U R SE
UNIT
21
Exercise 1. C onditional forms, affirmative. L o cation of tones in forms containing object prefixes.
< Will y o u h e l p h i m ? >

kumufasha kuj aana k umuror e e r a k umwii z a k umubari r a k umugabur i r a Uzoomufasha'? N uzoojaana ? U zoomurore e r a ' ? U zoomwiiz a ' ? U zoomubari r a ? U zoomugabur i r a ?
>If he asks me, E will

h el p hi m . >
/ /
Y oombaza, n o omuf a s h a . Y oombaza,

/
t woojaana.
Y oombaza, n o omur o r e e r a . Yoombaza, n oomwi i z a . Yoombaza,

/
n oomubari r a .
Y oombaza, n o omugabur i r a .
E xerc i s e 2 . /-riinda/ as the first of two verbs. N e gative subjunctive vs. affirmative infinitive. <They shouldn't go into t he su n mu c h . < (<... i nt o m uc h s u n . > ) k uja k u z u u b a r yi i n s h i 'Ntibaje ku zuuba ryiinshi.
I Keep t h e m f r om going into the
s un much . < Ubari i n d e ku zuuba

r y i i n sh i .
kuj a
g uki n i r a m w iibarabara
Ntibakinire mw iibarabara.
Ub a r i inde gukinira m w ii b a r a b a r a .
k uj a k w i i y a nduz / a ingwaara
'Ntibaje kwiiyanduz
/
Ubar i i
n de k u j a
i ngwaara .
k wi i y a n d u z
i ngwaara .
k uzi m i r a 'Ntibazimire. U bariinde kuzimira .
333
UNIT 2l
KIRUNDI
kurya ibiintu bibi

/
Ntibary i b iintu bibi? e
U bari i n d e
kury
i biintu bibi . k uva h a n o N ti b a v e h a n o. Ubar i i

/
n de k u v a
hano.
Exercise 3. I n a nimate possessives. < Do you s e e t h e t r ee s ? < (>Is it not trees t hat y o u s e e ? >) i bXt i Ntaa b i t ubona ? <Take the children into t hei r s h a d e . <
Jaan a b aana mu gituutu
caavyo. inzu N taa n z u ubo n a ? Jaan a baana mu gituutu
caayo. umuduga N taa mudug a ub o n a ? Jaan a b aana mu gituutu a

/
caawo. igXt i Ntaa gi t ubona ? Jaan a baana mu gituutu
caaco.
Exerc i s e
4.
Dem o n s t r a ti v e s w i t h j " r y a/. Inanimate possessives. > Do you s e e tree?> Urabona k i r y a that
>Take t h e i t . ~ ch i l d o v er by
g a ti ?
J aan J aan
a a
u m waana h a a f i y aa c o .
/ /
/
urugaanda
U rabona r u r y a rugaanda?
/
u m waana h a a i i y aa r w o .
BASIC C O U R S E
U NIT
21
icamion
Urabon
i r ya
J aan
u m waana h a a f i y aa y o .
<camion>?
u ruseenger o i seenger o U rabona r u r y a irya r useenger o ? s eengero ? Urabon ur y a
/
/
J aan
u m waana h a a f i y aa r w o .
yaayo.
u m waana h a af i y a a w o .
/
umuryaango
a
/
J aan
muryaango? amasaangaanzi r a Ur abon a ar y a J aan a u m waana h a af i y aa y o .
m asaangaanzi r a ? i nz i r a Urabon
a i r y a nz i r a ?
J aan
u m waana h a af i y aa y o .
Exercise 5. D emonstratives with j ryaj. M onophonic and diphonic p ref i x e s . <Whose child is that?> umwaana umuunyu ig i t u u n g wa
u rut o r e
/
( <tha t
c h i l d i s of who m ? < )
U rya mwaana U rya muunyu
n n
uwaa n d e ? uwaa n d e ? i c a a nde?

/
/
Kirya gituungwa n R urya r u t o r e n
ur waa n d e ? i c a a n de?
igitaambara
inkoko ikiyiiko
Kirya gitaambara n I ry a nk ok o n
i y aand e ? i c a a n de? i y a a n de?
Kirya kiyiiko n Irya pikipiki n K arya k a z i n
i pi k i p i ki akazi
ak aand e ?
335
UNIT 21
KIRUNDI
Exercise 6 . O ne use of jnka- j . <They will return about 11:00,< B azoogaruk a n k

/
i saha z i t aa n u .
/
/
g utaangur a g atat u guheza

k ab i r i
/
Bazootaangura nk i s aha zitatu. a Bazootaangura nk i s aha zitatu. a Bazooheza nk i s aha zitatu. a

/
Bazooheza nk i s aha zibiri. a Bazoov5yo nk i s aha zibiri. a B azoovKyo nka saa mooyajisKh i m w e . a
/ /
kuva ri mwe kurya

/
B azoorya nka saa mooyajisKh i m w e . a
E xerc i s e
7.
Another use of jnkaj. >He is dressed like his brother.>

/ /
Yaambaye nk a mweenewaabo.
/
/ /
umugeenzi kuvuga se kumera

/ /
Yaambaye nk u m ugeenzi wiiwe. a Avuga nk u m ugeenzi wiiwe. a Avuga nk a se

/
/
or >
nk a s e wi i we .
A meze nka s e . Ameze nk u m wiigiisha. a Yaambaye nk u m wiigiisha. a

/ /
umwiigiisha kwaambar a
mweenewaabo
Yaambaye nk a mweene waabo.
336
B ASIC C O U R SE
U NIT 2 1
Exercise 8. Use of participial /hariho/. C oncordial prefixes

with
/-riho/ .
(Answers are either affirmative or negative, as
a ppropri a t e .
)
>Did y o u s ee a ny t he p a r k ? < t r ees i n
II s a w
s o me (today).<
bi r i ho .
ibXt i
W aboonye hari h
i b Xti muu
Naboon ~
<pare<? abaantu Waboonye harih a b aantu muu

0
Naboon ~
bar i h o .
>pare<? imiduga Waboonye harih i m iduga

0
N aboony
at aa y o .
m uu <par e > ?
/ / /
i vy a a t s i
W aboonye hari h
i v y aatsi
Naboony
bi r i ho .
m uu <par e < ? inzoka

J'
J
/
Waboonye harih i n zoka muu

0
N aboony
at aa z o .
> pare I? amapikipiki Waboonye harih a m apikipiki

0
N aboony
at aa y o .
m uu >par e < ?
J /
inka
Waboonye harih i nka muu

0
N aboony
at aa z o .
I parc < ?
i mi s o z i W aboonye hari h muu
0
i m i sozi
N aboony
a t aa y o .
<pare<?
337
Exercise 9. Participial used to express current action. M o nophoni.c vs. diphonic prefixes with participial forms. IThe children are sitting on t he g r a s s p l a y i ng . > Abaana biicaye mu vyaatsi bakina. k wii g a kuryaama gusoma
/
<The child is seated on the grass p la y i n g . < U mwaana yiicaye mu vyaats a k ina . Umwaana yiicaye mu vyaatsi yiiga. Umwaana aryaamye mu vyaats y i i ga .
/ / /
Abaana biicaye mu vyaatsi biiga. Abaana baryaamye mu vyaatsi biiga. Abaana haryaamye mu vyaatsi basoma.
/
U mwaana aryaamye mu vyaats a s oma .
Lu
kwiicara gufuungura
Abaa n a biicaye mu vyaatsi basoma. A b a a na biicaye mu vyaatsi

/
U mwaana yiicaaye mu vyaats a s oma .

/ /
Umwaana yiicaaye mu vyaats

/
b afuungur a . kuryaama
/
a fuungur a .
/ /
Abaana baryaamye mu vyaatsi b afuungur a .
Umwaana aryaamye mu vyaats a fuungur a .

/
B ASIC C O U R SE
U NIT 2 1
Exercise 10. S h ifting of tenses. < Where do y o u Chem'?>
(Immediate, recent, non-recent).

t ake >I take them to the
p ar k , t
U bagaana h e eh e ?
m ugi t o o n d o
I
N dabajaana muu Nabagaanye muu
<par e > . <pare>.
Wabagaanye h e ehe mu
g ito ondo ?
ego
giheki
W abagaanye h ee h
ego ?
N abagaanye muu < p a r e < . Nabagaany i s aha zitatu. e
W abagaanye g i h e k i
eg o?
m u gi t o o n d o W abagaanye g i h e k i
(uyu muusi
imiisi yoose
Nabagaany e i s aha zitatu.
m u gi t o o n d o ? U bagaana g i h e k i ? Ndabag aan a i saha z i t at u .

/
As a p a r e n t , y ou Mwaakoz i k i h a a n y um a e ask y ou r c h i l d > s n urse w ha t s h e y a sa a s i t a ' ?

did with th e chi l d du r i n g t he a f t e r n o o n . Y ou c h e c k t o b e
T waateembereye . M waagumye ku z u u b a
i gihe k i ni ni ?
sure t h a t
t he
child wasn't out
i n t h e s u n t oo long .
Oya twaagumye ku zuuba haa f

imwe.
i s5h
339
UNIT 21
KIHUNDI
2.
(As a p ar ent;,
y ou i n t ; e r v i e w a n app l i c a n t f or a j ob c ar i n g f or y o u c h i l dren. ) Y o u a s k
whet;her t he
U raazi
k w o o z aba a n a a
no kubagabur i r a ? Ndabi i z i n e e za .
U ramaze k u r e r a haandi ?
a ppl i c a n t k n o w s h ow t o f e e d a n d
b ath e c h i l d r en .
abaa n a
Y ou ask w h e t h e r s he ha s h a d p ri o r e x p e r i e n c e .
Ndez
a b a a n a i gi h e c aa n e .
k inin i
Free Conver s a t ; i o n ." l. A parent; gives instructions for t;he day to t;he person who t;akes c a r e o f hi s chi l dr en . 2. A parent; int;erviews a prospect;ive babysit;ter. 3. A babysitt;er, who feels underpaid, tries to make a case f or a n i nc r e a s e i n w a g e s .
300
B ASIC C O U R SE
UNIT 22
UNIT 22 BASIC DIALOGUE haanze THE WEATHER

o ut s i d e t o f al l Is it raining outside'?
-gwa (- guuye)
l A Ub o n a h a an z
i ri k
ir a gwa? i gi c u 2B
(7, 8)
cloud
Oya a r iko mboony i b i c e u

/ /
No, but I see there are many c louds . ( <. . . t h e cl o u d s a r e
ari vyiinshi.
many.<)
r ai n I n t h i s s e a s o n ( <time<), h o w long does it rain?
imvura
3A
(9)
/ /
Mur i i k i gih i m v ur e a i gw u m waan y ung a n a a a
i ki ?
- hi t a
( -hi s e )
to be finished the principal rainy
urushaana
( ll )
season (May)
4B N i iyur u s h a an a n tiigwa ng i hi t e. I t is the rain of the uru shaana ,
it doesn't stop. ( >i t d o e s n ' t fall that it may cease> )
inyuma
(9) (3, 4)
b ehi n d , n oon ,
a f t er d a yt i me
umutaaga 5A
Mbee g a m u r u s h a a n a ikuunda k u gwa i n y u ma
In the rainy season, does it u sual l y ( >does i t l i k e t o >)

fall in the afternoon or i n the morning ?
y a umutaaga c a a nk e mu
gitoondo ?
34.l
UNIT 22
/ /
KIRUNDI I mvu r a y ur u sha a n a
6B
a a
The rain in the rainy season d oesn>t g o b y s c h e d u l e ,
ntigir i s %ha. haba ( C /-ba/ umugorooba 7B
<bel)
t her e s unset , Sometimes i t o r at
i s evening f al l s a t ni ght ,
(3, 4)
Haba m w i i go r o , ku m utaaga 'caanke k u m ugoroob ubwo a i k ag w a .
i n the middle of the d a y ,
sunset.
perhaps I feel it is warm here ( <here is warm< ); maybe it will r ai n ? I t > s ( o f ) t h e ur u s h a n a ; t he r e <s no-one wh o k n ows wh er e i t c omes f r o m . s mall c l ou d
8A
Ko nuu m v a h a s h u us he', ub w o nti h a v
a i gwa ?
9B
Ni
iy
a ur ush aa n a n t a a
wumeny i y i t u r utse. a o
a gacu (12 ,
1 0A
1 3)
Noo n e t ur y a d u c u k o mbona tutaremye?
But i . t s e e m s t o m e t h a t t hos e clouds aren>t heavy [enough].
2. 1 1C Hano m u f i s
ib i h e v y
How many s e a s ons ( >ti me s o f y ear> ) d o y o u h a v e h e r e ?
u umwaaka b i i n g a a h e ?
1 2D Dufis
/
ibi h e v y
/
W e have f o u r .
u umwaaka b i n e . 13C W o o s h o b or ak u u mp a a mazina y a a v y o ?

/ /
Could y o u
g i v e m e t he i r na m e s ?
342
B ASIC C O U R SE
U NIT 2 2
- tega ( - t e z e )
to receive ear
b egin n i n g d ry s e a s o n
( physica l l y )
u Hutwi (l5, 6 )
impeeshi
(9)
o f d ry s ea s o n
i ci ( 5 )
agataasi 1 4D Teg
(12)
ur us h a a n a , i ci , n
s eason o f
e a r l y r ai ns
a ama t w i s
Listens u rushaana, impeshi, ici, and agatasi.
i mpeeshi , a gataa s i . 15C N 3ci i he
gihe kirimw f imvura

0
Which one has the most rain? ( >I t 1 s w h i c h s e a s o n i n which is much rain?> )
nyi i n s h i 1 6D 17C N
? It<s ur u shana.
ur u sha a n a .
Mu c i muhora mukor
In ici, what do you ordinarily do?
i bi k 1 ?
1 8D
Ici n
igi h ab a a n a e
Ici is the season that the children like.
bakuunda. - kuundi r a 1 9C
( -kuundiye )
to like for What do they like it for? to run no) They p l a y a n d r u n , w e ll , i t>s n i c e )
B a g i k uundir i k i ? a - 11ruk a eka
( -i i r u t s e )
20D
Bar ak i n a , bak i i r uk a ,
e ka ni vyi i za.
34.3
UNIT 22
KIRUNDI
2 1C
Mba r i r
a
/
ubu r y
/
ukuun d
Tell me how you like urushana.
urushaana. 2 2D Ze m we , n t a r w o n k u u n d a . O h, I d o n > t . ( >I t i s n ot that that I like.< )

Why don>t you li.ke it? t o be co l d
2 3C
Ni
k uk i
u t ar uk uunda ?
-kanya ( - k a nye)
ivy oondo 24D
(8)
mud The rain is heavy, it>s cold out, and there>s a lot of
mude
I m v u r i b a nyiinshi, a h aanze h a g akanya , h akab a i vyo ondo
v yi i n s h i .
1.
A n o t e o n t he
er i h r a s t i c
ro ressive.
T he sen t e n c e s : Ubona haan z e i r i k o ir a gwa? ar abi r a . Can you see if it>s raining outside? The water is boiling. They (Cl. 8) are getting
r ot t e n . c ontain a construction which is summarized in the f o llowing fo r mula :
Amaaz
Bi r i k
ari k
o b i r abor a .
Subject, prefix plus /-riko/ plus Subject prefix plus

disj u n c t v er b . The tone
The two subject prefixes are always o f the same cla ss .
344
B ASIC CO U R SE
UNIT 22
for t;he indicative is on the syllable /-ko/. The first; of t;he above examples contains an example of the participial mood. This construction consists of a two-word phrase, but the phrase plays much the same part in sentences as do the one-word tenses that have already been st'udied. For this reason, it; is
cal l e d a I periphrastic tense. < I t i s u s e d w hen th e sp e aker wi sh e s
to call attention to t;he cont;inuing nature of an action which is going on. W ith respect to English translations, the periphrastic progressive of Kirundi is oft;en but not; always matched by an English present progressive ( Iis ing<). The infinitive that [ For p r a c t i c e w i t h t he per i -
c orresponds t o
/-riko/ is /kubako/.
phrastic progressive, see Exercises 1, 2, 3.]
2.
A e n e r a l note on the stem extensions. C ompare t h e Bakuund a t w o s e n t ; ences : i ci . They like ici. What do they like it for?
/
B agikuundir i k i ?
The root which underlies each of these verbs is /-kuund-/ >to like<. The stems of the two verbs are respect'ively /-kuund-/ a nd / - k u u n d i r - / .
a STEM EXTENSION. T here are a number of such Iextensions< which may o c cur w i th
The el e ment
/-ir-/ in t;he second will be called
verb roots in Kirundi. S tem extensions have the following characteristics: 1. They follow the root of the verb.
2. Th ey n e v er en d a wo r d .
3. A verb may contain no extensions at all, o r i t
may
34.5
UNIT 22
KIRUNDI
conta1n one, two, or even more of them. 4. Each extension has its own effect upon the way 1n which the total verb form is used, a nd on its meaning .
3.
A note on the a l i cative extension. The particular stem extension which was used as an exampl e
in the preceding note is called the APPLICATIVE extension. further examples ares Yagukore y e i ki ?
/
Some
What did he do for you?
Ntiwoomumesuurir i m puuzu?
Please wash the clothes

f o r h i m.
The applicative extension has two forms'
after the vowel
/e/ or /o/ in the preceding syllable, it is /-er-/q o ther w i s e (i. e., after /i, u, a/) it is /-ir-/.
Very frequently, the meaning of the applicative e xten s i o n is that the action of the verb is performed with reference to, or for the benefit of, some thing or person. T he t h i n g o r per s o n
is usually, though not invariably, to be found 1n the sentence, either as a noun or as an object prefix.
The applicative extension is
sometimes translated into
English with a >for< phrase, as in the examples which have been cited above. In other instances, the translation may be somew hat different :
Ari k
ar ak i na . he ?
H e is
pl ayi ng.
Akin i r l
Where is he playing' ? that I should arrive at it
. . . n d a y i sh i k i r e
( Unit 2 0 )
346
B ASIC C O U R S E
UNIT 22
With some verb stems but not for others, the applicative stem is used in the following construction: ahaantu h o g u s o mer a a pl a c e f o r r ead i n g
( cf.
ahaantu h o k u r y a a ma
/ g u s oma/ <t o r e a d < )
a pl a c e t o s l ee p
(cf. /kuryaama/ <to sleep< )

[Practice in the various uses of the applicative extension is p rov i d e d i n E x e rc i s e s + , ~F, 6, 7. ]
A note on the reci rocal stem extension. Another rather productive stem extension is found in this s enten c e s Turabonana.
/
See you
lat erf
( <We [wi l l ]
s ee one
another. < )
The form of this extension is /-an-/. U n like the applicative extension, it is not subJect to change according to the vowel of t h e r oo t . The meaning of the extension /-an-/ is often that two or more subJects are acting upon one another. For this reason, it is called the RECIPROCAL extension. I t may also be used to show
t hat two or more sub J e cts are performing the ac tion Jo in t ly .
[Examples of the use of the reciprocal extension will be found i n Exer c i s e 8. ]
347
UNIT 22
KIRUNDI
Exercise 1. S ome miscellaneous sentences that contain progressive periphrastics.
bo
abaana
Barik o
bar akor
i k i '7
What are they doing'?

The c h i l d r e n a r e
A baana ba r i k o
barakina.
p aly i n g . abagabo inkono Abagabo b a r i k o

I nkon
0
b a r akor
ira v a .
ak az i .
T he men ar e
worki ng .
irik
The pot is leaking. ( >i s l e a k in g >
< /-va/ ~go from~)

imvura Imvur iri k
a
0
i r a gwa.
It is raining.
Exercise 2. P rogressive periphrastic vs. perfective. >Some are rotting,> >and ot h e r s

i yi i ndi
a r e r ot t en . <
0
(imicuungwa ) ( ib i t o o k e ( in t o r e )
Imw irik i r a bora, e o Bimwe biriko birabora, Zimwe ziriko zirabora, Imw irik
e
0 0
n ay
i r abo z e .
ibiindi navyo biraboze.

i zi i ndi
n azo z i r a b o z e .
0 0
(imihwi)
(umuhwi) (int o o f anyi (amashu)
i r a bora, ur abor a ,
iyiindi nay i r aboze. u wuundi n a w ur ab o z e .
Umw u r i
e
Zimwe ziriko zirabora, Amw a r i

e
i ziindi nazo zirabo z e .
ar abo ra ,
a yaandi
nay
ar abo z e .
348
B ASIC C O U R S E
U NIT 2 2
Exercise 3.
Pr o gressive periphrastic,
>The oranges ar e
imicuungwa
i ntor e
/ /
r o t t i n g .>
0
I micuungw
irik
ira b o r a .
Intore ziriko zirabora. Intore ziriko zirakaba. Isereri ziriko zirakaba. Indimu ziriko zirakaba. Indimu ziriko zirasha. Ibitooke biriko birasha.
/
gukaba i ser er i indXmu gusha i bi t o o k e imicuungwa kubora

/
Imicuungw i ri k i r a sha. a o
/ /
/
Imicuungw i ri k i r a bora. a o
Exercise 4. The applicative extension with certain verbs in < where< qu e s t i o n s . >The child is playing.> gukin a
k wi i g a
>Where is he playing?< Akin i r l

Yi i g i
Umwaan ari k a
/
0
/
ar ak i na .
/
he ?
U mwaan
/
arik
o
/
ar i i g a .
r Kh e ?
gus orna
kwooga
k wi i y o z a
U mwaan a r i k ar a so m a . a o
/
AsomerKhe? YoogerKhe? Y ii y o g e r e z l h e ? A ri i r 5 h e ?
Umwaan
ar i k
arooga.
Umwaan a ri k a r i iyoza. o a
/
kurya
Umwaan
a ri k
a rar y a .
UNIT 22
KIRUNDI
Exercise 5. Us e of the applicative extension after /ahaantu/ with certain verbs, but not with others. I>m looking for a place to read.> N doonder Ndoonder N doonder Ndoonder Ndoonder N doonder a a aha a n t u h o g u s o mer a . aha a n t u h o k w ii ca r a .
/
Nshaaka g u soma. Ns h a aka kwiicara. Nshaaka k u r y a a ma. N shaaka k u r y a . N shaaka g u k a r a b a . N shaaka k w i i y o z a .
a
a
aha a n t u h o k u r y a a ma . aha a n t u h o k u ry a . aha a n t u h o g u k a r a b i r a . aha a n t u h o k w ii y o g e r e z a .
a
a
Exercise 6. A typical use of the applicative extension. > Please b r i n g s poon. Please b r i n g s poon. <
me a
Ntiwoozan i k iyiiko? a
/
Ntiwoonzanir i k iyiiko?
a a a a
N tiwooza n
i nk o n o ?
Ntiwoonzanir i n kono? Ntiwoonzani r is a fur i ya?
i safu r i y a igipfuundiki zo
Ntiwoozan i s afuriya? a Ntiwoozan

igipfuundikizo?
Ntiwoonzanir i g ipf>un di k i z o ?
/
umuunyu
/ /
N tiwooza n
Nti w o o z a n
/
a a a
u m uunyu?
/
N tiwoonzani r N tiwoonzani r
a a
u m uunyu?
/
isabune
i sa b u n e ?
i s abune?
/
amasahaani
N tiwooza n
h aani ?
a masa-
Ntiwoonzanir a m asaa haani ?
350
Exercise 7. The applicative extension. O b ject; prefixes in disjunct immediate verbs. > They ar e
/
cooking r i ce. <
> Who are they cooking it f o r ? I
guteeka umucer i gusiguura ijaambo g ukora a k a z i kumesuura i m p uuzu

/ /
Bariko barateek u m uceri. a Bariko barasiguur i jaambo. a Barik o

/
B arik o
b a r a w u t e e k er a n d e ?
Bariko bararisiguurira nde? B arik o

/
bar akor
ak az i .
b a r a g akor er a n d e '?
Bariko baramesuur i m puuzu. a B arik o

/
/
Bariko barazimesuurira nde'? B arik o b a r a z i g o r oor er a n d e '?
kugoroor a i m p u u zu kubariira ishimiizi k waandika i k e e t e k wuubaka i n z u kuvooma amaazi

/
b a r a gor oor
a a
i mpu u z u .
i s h imiizi. i keete.
B ariko barabarii r B ariko baraandi k Bari k o

/
Bariko barayibariirira nde? Barik o

Bar i k o
b a r a r y a a n d i k i r a n de ?
b a r ay u u b a k i r a nd e ?
b a r uu b a k
i nz u .
/
Bariko baravoom a m aazi. a
B arik o
b a r a y a v oomera n d e ' ?
UNIT 22
KIRUNDI
Exercise 8. S ome sentences containing the reciprocal extension, with a variety of translations into English. < one anot h e r ~ a. gufasha Abiigiishwa barafashanya.
/
The s t u d e n t a not h e r .
s h el p o n e
kubona
Turabonana.
W e [wi l l ) s ee ea c h other [later]. T hey know on e a n o t h e r . They wr i t e t o one a noth er .
kumenya kwaandikira
Baramenyana. B ara a n dikiranira.
b. kuba k waandik a
< togeth e r > They live together. They are writing together. [i . e. in the same room] They ar e d o i n g t h e i r l aundr y t o g e t h e r . We ate together yest er d a y .
Barabaana. B arik o bar aandikana.
kumesuura
B arik o
b a r a mesuur a n a .
k ufuungur a
Twaarafu ung ur an y
ego .
c . (o ther s )
gukur i k i r a gutaanduka U kuri k i r a n a n a a n d e ? Barat a a ndukaanye . Whom do you f o l l o w ' ? T hey hav e p a r t e d company.
352
B ASIC C O U R SE
U NIT ~ ~
Exercise 9. L o cative prefixes with various time expressions. R ecent v s . n o n - r e c e n t .

~A11 o f t hos e
[people]
came this morning [ today ] , t

ig i t o o Txl 0
~ They came i n t h e m o r nin g . [ y e s t e r d a y ] . > B aage mu g i t o o n d o . B aage ku m u r a a n g o .
A bo boose b a ag e mu g i t o o n d o . A bo boose b a a j e
/ /
umuraango umugorooba,
/
k u mur aango.
A bo boose b a ag e k u
/
B aaje k u
mugorooba.
mugorooba.
ig oro
/
A bo boose b a ag e mw i i g o r o .
/ /
Baal e mw iig oro.
s aasi t a
A bo boose bag.je k w i s a a
B aaje saa ( i i s a a) si t a .
(ii s aa ) 8 a. m.
/ /
s i t a.
'/
A bo boose ba aj e
zi b i r i .
k w i i sah a
Baage kw iisaha zibiri.
Exercise 10. O b ject prefixes with negative relative. R e lative m ood i n a < why> ques t i o n . t l i k e urushana. <
/
IMhy donit you like it?<
urushaana ivy oondo
S inkuun d S inkuun d
a a
u r u s h aana. i vy oo n d o . a i v y oo n d o .
N i k u k . u t a r u k uu n d a ? i Ni k u k u t ab i k uu n d a ?
(tweebwe )
amKgi
kuduuga imisoz i
N ti d u k u un d
N i kuki mutabikuunda ?
Ntidukuund a m Kgi. a
Ntid u k u u nda ku duu g
Ni kuki mutayakuunda?
N i kuki mutabikuunda ?
i miso z i .
353
U NIT 2 2
KIRUNDI Nti d u k u unda s h o o buga . Ni kuki mutamukuunda?
shoobuj a amapikipiki
indeege
/
Ntidukuund a m apikipiki. Ni kuki mut ayakuunda?
Ntidukuund i n deege . a
N i kuk i m u tazikuunda?
E xercise ll .
N e g a t i v e r e l ative vs. negative indicative . D i m i n u -
t ive
concords. > Those l i t t l e cl ou d s d o n > t s eem heavy [ e n o ug h t o giv e r a i n ] . > <They ar e n o t he a v y . >
uducu
Turya ducu ko mbona tutaremye. K arya g a c u k o m b on a k a t a r e my e . Birya bicu ko mbona bitaremye. Kirya gicu ko mbona kitaremye. Kirya gicu ko mbona kitiiruka. Birya bicu ko mbona bitiiruka. Karya gacu ko mbona katiiruka. Turya ducu ko mbona tutiiruka.
Ntituremye. Nti k a r e mye . Ntibiremye. Ntikiremye. Nticiiruka. Ntivyiiruka. Ntikiiruka. Ntitwiiruka.
agacu
i bi cu igi cu k wii r u k a
i bi c u
agacu uducu
Exercise 12. A u tonomous mood after /'ntaa/, an object prefix. > There i s n o - o n e w h o k nows hi s n a m e . > kumenya k ushobor a gushaaka Ntaa wuuzi izina ryiiwe.
/
with and without
> There i s no - o n e w h o k nows i t . <

Ntaa wuriizi
Nt aa w u s h o b or a k u d u f a s h a . N taa wushaaka k u v u g a .
N taa wub i s h o b o r a .
N taa w u b i s h a a k a .
B ASIC C O U R S E
U NIT 2 2
gushii ma
kurya guhema kunywa g ukwi i r a
Ntaa wushiima kugaruka. N taa wury i f
Ntaa wubishiima. N taa wuy i r y a . Ntaa wumuhema. N taa wuy i n y w a .

Ntaa wubakwi i r a .
i b oze.
N taa wuhem u w a t aazi. a o Ntaa wuny w a i s aa n s i . boose.
N taa wukwi i r a
You ask w ha t t he weather is like i n Bu gumbura i n J uly . You co m ment o n t he similarity or dissim1larity of this weather to s ummer weat h e r in the U. S.
Mu kweezi kw indwi i zuuba r y
B uguumbura r i m e z e rite'? Ni ryiinshi caane. Ico gihe i %ashington t h arashuushe c a a n e . N oone ha r a r u t

ino.
2.
A citizen of B urundi a s k s y o u q uest i o n s a b o u t

weathe r i n t he
Noon
i w a a nyu i ci a
igihe
r imar
United States.
k in@an
a iki?
355
UNIT 22 Y ou r e p l y . Rimar
KIRUNDI
/
a m e e z at a t u .
/
I waanyu h a r w
/
a
/
imvura nyiinshi r yaa r i ? Ikuunda k u r w a mu k weezi k waa k a n e .

/
F ree c o n v e r s a t i o n . l. A asks B about; t;he four seasons in North America. 2. C and D discuss regional differences in climate within i-.he c onti n e n t a l U n i t ed S t a t e s .
NOTICE Beginning with Unit 23, the student; will be given a number of responsibilities in connection with the exercises and even the dialogues. T h ese responsibilities will include marking tone, marking vowel length, and completion of exercises. In thi s way,
t;he student should become increasingly self-sufficient in his language study, so that by the time he has finished t;he book he
will be independeni-. of printed helps .
356
B ASIC C O U R SE
U NIT 2 3
UNIT 23 BASIC DIALOGUES.

1A Mp a v a n g e en d a kw iisoko
r
< What i s
i n s ea s o n ? >
I <11 be going to Che ma r k e t
kugur
/
a a
[sometime soon] to buy o ranges an d p o t a t o e s .
i mi c u u n g w a
intoofanyi.
- eera ( - e e z e )
2B Nt av y
0
to ripen You won' t g e t any . (<There are not those Chat you get.> ) They a r e n ' t r ea d y y e t . And what about potatoes' ? l ong a g o T he s t o r e d o n e s a r e n o l on g e r
ur oon k a ,
n ti b i r e e r a . 3A N . in t o of'anyi nazo'?
i
keera 4B I zaa k ee r a n t aa
z iki r i ho ,
around ( >.. . n o l o n ge r e x i s t >).

umwoonga 5B Nshaa s h a
/
{3, 4)
v al l e y And the new ones aren>t [mature] (<...are still in the yet.
n azo z i r ac a a r i
mu myoonga. 6A Noon e i mi cuu n g w a

r y aar i ?
v all e y s . >
W ell, w h e n d o o r a n g e s a p p e a r [ on t h e m a r k e t , ] ' ?
i b o n ek a a tar i 7B
except a
They don<t start to ripen u nt i l J une .
Ntitaa n g u r a g u h i i shir
a tar i
mu kwaa
g ataandat u . inanaasi
(9, 10)
357
p ineappl e
UNIT 23
KIRUNDI N iina n a asi ntizireera? And the pineapples, aren't t hey r i p e y et ? I think [ s o ] b ut I don > t k no w
8A
9B
Nkee k a , ariko simbiizi

n eeza .
r
f o r su r e .
2.
ikigoori t oot o 10C
(7, 8)
maize f r e sh , g r e e n , u n ri pe
N t a a bigoori bitoot
0
u muuntu y o o b ona k w i isok

0
ubu .
There<s n o g r e e n c o r n t o be seen at the market nowadays. ( >There i s n o t gr e e n c o r n that a person would see at t he mar ke t n o w . >) to be exhausted, finished Those grown in the valleys a re a l l gon e . ( <Those t h a t t hey g r e w . . . > )
i n th e hi l l s
- raangir a
11D
( -raangiy e )
Iv y o baarimye mu m yoonga v y a a r a r a a n g i y e . i muhXra

r
12C
No o n i v y i muhXr a e o n ti b i r e e r a ?
What about those [grown]

i n t h e h i l l s , a r en i t t hey
m ature y e t ? T his i s Ja nuary .
1 3D 1 4D
Ub u
n i mu k w a a m b e r e . u z oo b o n a
Nt aa bi g o o r
You won>t s e e a n y c o r n o n t he market until March. (>There

i s no corn that you w i l l
kw iisoko atari mu
see... >)
k waa ga t a t u .
amasKka (6)
-herah eza
sorghum to finish completely
( -herahej e )
358
B ASIC C O U R SE
U NIT 2 3
-biba (-b/vye) 1)C M b e g a n k a @ a masaka

b ari k o k ublba ,
1 6D
to plant [small seeds] When, for example, will this
sorghum that they are [now]

b a r a heraheza a z e er a r y a a r i . ? a
indwi. D uring ici, in Ju ly .
finishing planting be mature?
Mu ci , m u k w
3 u meenga (or ~ umeengo ) igi hugu

17E j: think, one might say
(7, 8)
countr y ,
r egi o n
Ki no gi hu g u u m e enga kirashuushe.
This country seems to be [quite] hot, doesn>t it?
1 8F
Han
Bugu u m b ur a
/
It>s hot here at Bujumbura.
h arashuushe . imbuto 19E
(9, 10)
I m b u t o zikuunda hano ni i zi / he ? ipaampa
plant, seed, fruit (i n k i n y a r w a n da W hat c r o p s a r e u s u a l her e ?
(5)
c ott o n [ Around ] h e r e w e g r o w r i ce a nd c o t t o n .
20F
Ha n o turim u m u ceri a n a i pa a m pa . ikirimwa

/
/
(7, 8)
c rop ( < s o met h i n g cultivated.> )

A nd does all Burundi cu l ti -
2 1E
No o n
Ubu r u u n d i b wo o s e
v ate
t h os e c r o p s'?
burarima ivyo birimwa?
359
UNIT 23 22F O y a ni h a n
r
KIRUNDI
i B u juumbura
No, it>s [only] here at B ugumbura an d i n K u m o s o .
no mu Kumoso.
23E Ipaa m p a r y a a nyu mu r ikoz i ki ?
What do you do with your c ot t o n ?
-tuma (-tumye) Uburaya 24F
to
send
(14)
Europe Some is sent to Europe, and t he r e s t ( >the ot h e r > ) s tays h e r e.
Ri m w e ritumw i B u raya, a
iriindi rikaguma
hano.
l.
A n ote on the e r s istive tense. Examples of the persistive tense are to be found in
Sentences 4 and g of this uni6: Ntaa zikiriho. there are not those which still exist (autonomous n egat i v e )
they are still in the va ll ey s
Z iracaari mu myoon ga .
(indicative immediate )
Compare al so

/
T he persistive is represented in two ways: /-raca+ i n

the affirmative indicative, and
/-ki-/ (alternating with / -gi - /
according to Dahlia Law (Unit 2, Note 4 ) in all other forms.

With respect to tonal pa tterns, the affirmative indicative is
again the only exceptional form, with high stem tone for high 36O
B ASIC C O U R S E
U NIT 2 3
verbs and low stem tone for low verbs. O t herwise, the tones of the persistive forms follow the general rules for their moods,
a fflrmat1ve and ne gative .
A racaakor a . Aracaasoma.
N takigeenda mu ka z i .
/
H e is still working . H e is still reading .
He no l o n g e r
g o e s t o w o r k.
Ikiruundi kiracaangoora. I still have difficulty with

Ki r u n d i ,
Yakubariy i g itabo e nkisoma.

/
He told you about the book that I am still reading.
The meaning of the persistive in Kirundi is that an action or state lasts comparatively late with respect to some e xpect a tion expressed or implied in the context. r at he r It is called a <tense>
t h a n a n >aspect> because the prefixes which are used to
represent it occur in the same slot within the word where other >tense> prefixes are found, and is mutually exclusive with them. [For practice with persistive forms, s ee Exer c i s e s 2 - 4 , 12 . ]
2.
A n o t e o n t he i n ce t ive tens e .
Examples of the inceptive tense are to be found in

S entences 2, 8, and 12 of this un i t e
N ti b i r e e r a .
[Nti-bi-raa-eera)
They a r e n > t yet .
r i pe
Nti z i Compare al so '
r e er a .
361
UNIT 23
/
KIRUNDI
Sindaamenyeer i Bujuumbura.
Iim not acquainted with Bujumbura yet'.
( Unit 1 2)
Sindaahamenya. I don>t know it [ t h e p lace] y e t . {Unit
13)
F urt he r e x amples a r e s
N ti b i r a a k a b a . They arenlt wilt;ed
yet . Ntibaraarima.
/
They haven't cultiv ated y e t . Are t h e y

Are
B ir e e r a ? B ir a a k a b a ? I mvur
/ /
r i p e y et ?
t h e y wi l t ed y e t ; ?
a
/
i r aag w a ?
Is it; raining yet? H as he g o n e t o be d yet ?
Araaryaama'?
In it;s formation, the inceptive tense is gratifyingly regular. I t is marked both in the affirmative and in the negative by the prefix /-raa-/. It; alone among all the tenses of Kirundi, has basic stem tone {high for high verbs, low for low verbs ) in all its moods, both affirmat;ive and negat;ive. There
are no perfective forms for the inceptive tense, and th ere is no
cont;rast between conjunct and disjunct' linkages. wit;h inceptive verbs, see Exercise 1.]
[ For p r a c t i c e
P ossessive
h r a s e s u se d in noun s l o t s .
S entence 4 of the ba sic dialogue for this unit i s o Izaa keera nt a a z ikiriho. Those o f l ong ago
no l o n g e r 362
ex i st .
BASIC COURSE
UNITP3
Compare: intoofanyi zaa keera A posses s i v e >potatoes of long ago<
p h r a s e l i k e /zaa keera/ is not used in slots
that are normally occupied by nouns subject or ob)ect of a verb, for example. I n stead, a form that; begins with /i-/ is found, as in the first; of the above examples. F urther examples are:
/i za a v uba/ / i z a uu b u / / i z a ee J o / /i z a uu y u mwaaka / /izaa mwaak a uuyu/ /i za a Yohaani / i za a k u r e / /i za a Buguumbura / /i za a

a
next / l as t y e a r (/mwaaka uuyu/

has n o a u gment; vowel )
a b aana /
/iz uumwaana/ / i z a i mi s o z i /
/iz
a um u s o z i/
a
/iz ibisagara/ /ivya fbisagara/ /irya ibisagara/ / i z a impuuzu / /i v y i ' .mpuuzu /

a
363
UNIT 23 /iz i b iceri /
KIRUNDI
/ i z a i nd a g a r a /
/iz i ikaraamu /
The f a c t s a b o u t t o n e a n d l en g t h o f d ata may be summ ar ized as fo llows s t h e s e c o nd v ow e l i n t hes e
1. Where the word that follows /i(z)a/ is a noun,

a. w h i c h ha s an i n i t ial vowel ,
I. and the stem vowel of the noun ( e. g . /ibaanki/) begins with low tone, then the second vowel of the possessive phrase is short, with high tone:
/izibaanki /.
II. and the stem vowel of the noun ( e. g .
/umwaana/) begins with high tone, then

the second vowel of the possessive phrase is long, with high tone on the first mora:
/i z uumwaana/.
b. which has no initial vowel, the second vowel of the possessive phrase is long and low, with
n o effect on the tone of the fo llowing syllab le :
/izaa Bujuumbura /
/iz a a kare/.
2. where the word that follows /i(z)a/ is not a noun, the second vowel of the possessive phrase is long, and the third mora has high tone: [Por drill on these matters, see Exercise 6.]
/ i z uubu/ .
364
B ASIC C O U R S E
U NIT P 3
Two contrastin d emonstratives.
Compare the p h r a s es :
i no z in o nzu nzu
this house [near me and maybe near you] these houses [near me and maybe near
you]
1yi i zi n zu n zu
t hi s h o u s e [ n e a r u s ] t hese h o u se s [ n e a r u s ]
Note that the demonst;ratives that contain / no/ have high tone on the first vowel that follows a consonant. this set of demonst;ratives, see Exercise 5.] [For practice with
The use of Cl. 8 for mixed antecedent;s. Compare the following pairs of sentencess Mpava ngeenda kw iisoko kugur
/
im i cuungwa.
N ta~
ur oo n k a . in t oofanyi.
Mpava ngeenda kw iis5ko kugur N taz ur oo n k a . a
Mpava ngeenda kw iisoko kugur

/
im i cuungwa n
in t o ofanyi.
v Nta~
ur oon k a .
Where, as in the third of these examples, the ant;ecedent nouns (here /imicuungwa/ and /intoofanyi/) are members of different
c oncord classes, concordial elements which refer back to them a r e
ordinarily those of Class 8 (/-vy-/ in the above example
).
365
UNIT 23 E xerc i s e l .
KIRUNDI I n cep t i v e t en s e .
a. N egative questions. kuroonga

/
Ntaraaroonga zaa ntoofanyi7
H asn>t h e w a s he d t h o s e pota t o e s y e t ? H asn>t h e r e c e i v e d a l e t t e r y et ?

Hasn' t s he heat ed
kuroonka
Ntaraa r o on k
a
a
i k eet e ?
gushuusha
N taraashuus h
am a a z i ?
water
yet ? explai ned
k ubi s i g u u r a
N taraa bi s i g u u r a ?
H asn>t h e
i t y et ?
g usubi r a
Ntaraasubira mu kazi?
Hasn>t h e r et u r n e d t o w ork y e t ? Hasn' t h e p a s s e d t hi s w ay y e t ? H asn>t h e b e g u n t o s tudy y e t ? D oesn>t h e y e t u n d e r stand what it means ? H asn>t s h e c o o k e d t h e c hicke n y e t ? Hasn't he left Europe
y et ?
gutaambuka
/
Ntaraataambuk iyi nzira?
g utaangur a
/
Ntaraataangura kwiiga?
g utegeer a
Ntaraategeer ico bivuga? a N tara a t e e k i nk ok o ?
guteeka
kuva
Ntaraa v
i Bur ay a ?
k ur i m a
Ntaraarim
i m 'boga?
Hasn' t h e pl ant ed v ege t a b l e s y e t ?
b. A ffirmative questions. Araaroong i n toofanyi? a

Araa r o o n k i k eet e ?
Has he a l r e a d y w a s he d t h e p otat o e s ?
Has h e a l r e a d y r e c ei v e d t h e l e t t er ?
366
B ASIC C O U R SE
U NIT 2 3
A raashuus h
a maazi ?
Has he a l r e a d y h e a t e d t h e water '? Has he already explained it? Has he a l r e a d y r et u r n e d t o work?

Has h e cr o s s e d t h e p a t h y e t ?
Araa b i s i
guur a ?
A raasubi r a
mu ka zi ' ?
Araataambuk iy i nzira'? a A raat a angur a A raat e g ee r a kwii ga'? i co b i v ug a ?
Has he b e gu n
t o s t u d y y et ?
D oes he a l r e a d y u n d e r s t a n d what it; means? H as he a l r e a d y c o o k e d t h e c hick e n ? Has he l e f t / come bac k f r o m E urope y e t ? Has he planted vegetables yet ?
A raat ee k
a i nk ok o ?
Araav
i Bur ay a ?
Araarim i m boga ? a
[After the two halves of Exercise 1 have been pract;iced separately, they should be practiced together, using the affirmative question from Part B as cue, and the negative from Part A as response. ]
E xercise 2 .
P e r s i s t ive ten s e .
>Isn<t that book finished ( or< wor n o u t ;) yet ?> i gi t a b o i bi t a b o imp uuzu
ici
/
>It is worn out/

f i n i sh e d . <
Ico git;abo ntikiraashira? Ivyo bitabo n t ibiraashira? Izo mpuuzu n t iziraashira?

Iri ci n t i r i r a a shira'?
C aarashi z e . V yaaras h i z e . Z aarash i z e .

Riz o o s h i r a vu ba .
367
KIRUNDI
/
agataasi ivy oondo i nko o f e e r o umuunyu

isabune
/
Aka gataasi n t ikaraashira? Ivyo vyoondo n t ibiraashira? Iyo nkoof cero ntiraashira?
Uyo muuny u
/
K azooshi r a
vuba.
B izoo s h ira vuba.

Yara s h i z e .
n t u r a a sh i r a ?
W arashi z e .
Yara s h i z e . Bwaara s h i
/ /
Iyo sabune n t iraashira?

Ubwo b u r o n t i b u r a a sh i r a ?
/
uburo
ze.
i bi juumpu Ivyo bi juumpu ntibiraashira? Vyaa r a shize. [NB The loss of high tone on /raa/ when the preceding f 'nti / i s high , c f . Un i t l 3 , Not e l . ] E xerci s e Q. Persistive tense, affirmative question vs. negative answer. >Is that water still >That w a t e r i s no b oi l i n g ? < longer boiling.>
/
k ubi r a kunywa
/
Y aa maaz
/
ar ac a a b i r a ?
/
/
Yaa maazi n t akibira. U mwaana amaazi.

/
U mwaana ar a c a any w
a maazi ?
n t ak i n y w
kuri ma
Yohaan a r acaarim i n tore? i a
Yohaani n t akirim i ntor e .
kuro r ee r a
S hoobug
/
ar ac a a r o r e e r a ?
/
S hoobuga
/
n t agi r or e e r a .
/
gusoma kuvuga kuryaama gucura gukoreesha

/ /
Umunyeeshuur 1 <r ad i
0
ar ac a a s o ma?
/
/
Umunyeeshuure n t agisoma. I >radio> n tikivuga. Umwaana n t akiryaamye. Yohaani nt ag i cu r a . a

i yi
< i r aca a v u g a ?
/ /
Umwaan a r a c a a r y a amye? a Y ohaani

/
/
a r a c aacura?
/ /
U racaakor e es h
i y o sab u n e ?
S ingikorees h
sabune.
368
B ASIC C O U R S E
UNIT 23
gushuuha kugwa
H aanze ha r a c a a s huushe ?
H aanze
n t i hag i s h u u s h e .
lmvur
i r a c aagwa'?
Imvura nt;ikigwa.
Exercise 4 .
Pe r s i st;ive tense, autonomous .
kuba
Ntaa wukiri mu biro.

I
T here i s
no - o n e ( who is )
s till in the of f i c e .
kumenya
N t;aa wukimeny
i n zira.
T here i s n o l ong e r a n y o n e w ho knows t h e w a y . N o-one l i v e s t h e r e a n y l onger . N o-one c omes an y m o r e .
kuba
N taa wuk i h a b a .
N taa wuk i i z a . gushaaka N taa wu g i s h aa k
i nz 6g a .
N o-one want s l onger .
beer a ny
kwuubaka
N taa wucuubaka g u t y o .
Nobody builds in this

f 'ash i o n a n y m o re .
kuumfasha kugaruk a g uf i t a
k ubon e k a
Ntaa wukiimfasha. N taa wuk i g a r u k a . Ntaa wugifis u m uduga. e

N t;aa w u k i b o n e k a iyi miisi . mur
/
N o-one h e l p s
me any mor e .
N o-one c omes b ac k a n y m o r e . N o-one ha s a car any more.
W e don>t s e e a n y o n e a n y m ore t h e s e d a y s .
Exercise 5. I)emonstratives with / no/

< These c l o t ; he s a r e e xpensi v e . <
impuuz u
r
< The expen s i v e s a re h e r e . >
ones
Z ino mpuuzu ziraziimvye .
I ziziimvye ziri ha n o .
urubaangaangwe
Runo r ub a a n g aangwe r ur a z i i m v y e .
Uruziimvye ruri hano.
369
UNIT 23
KIRUNDI
igitaambara
Kino gitaambara kirazi.imvye.
Ikiziimvye k iri hano.
i zi i k o
R ino ziiko riraziimvye . Bino biti biraziimvye .
Iriziimvy e r iri hano.

I bi.ziimvye b i r i h a n o . U wuzi i m v y I yiziimvy
ibX ti umuduga inzu ameeza i nkoo f e e r o

ishu
Uno mudug u r aziimvye. a Ino nz i r aziimvye. u Ano meez a r aziimvye. a Ino nkoofeer i r aziimvye.
0
e e
uri
hano .
iri hano.
Ayaziimvy ar i hano. e Iyiziimvy iri hano. e Iyiziimvy iri hano.

e
Ino sh i r aziimvye u
Exercise 6. P o ssessives used as substantives. a > Where ar e t h e o n e s ( Cl . 1 0 ) t h at p er tain to the bank?
ibaanki i noot i
I z i b a a nk i z irXh e ?
a
a
I vy
i b a anki birXhe?
I z i n o o t i z ir lh e ?
Ivy inooti birXhe? a Ivy impuuzu birlhe? a I vy a ur us h a a n a b i r X h e ?
impuuzu urushaana
/
Iz Iz a
i mp u u z u z i r X h e ? ur us h a a n a z i r X h e ?
b. ici i zi i k o i s h i m i i zi
Iz iici zirlhe?
I vy I vy I vy
a
Iz 1izfiko zirXhe? a
I z i i s h i m i izi zirXhe ?
a a
i ici birXhe? i i z i ik o b i r X h e ? i i s h i m i izi birX h e ?
370
BASIC C O U R SE
UNIT ~3
kare
Yohaani
I zaa kar e z i r E h e ?
I za a Y o h a a n i zi r Xh e ?
I vyaa k a r e
b i r l he ?
b i r Xh e ?
I vya a Y o h a a n i
Buguumbura
Izaa B u guumbura zirXhe?
Iv y a a Buguumbura birlhe?
d.
vuba ubu
I zaa v u b a I zu ub u a
/
zi r Xhe?
I vyaa v u b a
bir Xhe?
zi r Xhe?
I vyu u b u b i r l h e ? a
/
ego
uyu mwaaka
/
I ze e g o z i r X h e ? a Z zu uyu mwaaka z i r X h e ? a
I vye eg o b i r X h e ? a I vyu u y u m waaka b i r X h e ? a
[After each section of this exercise has been practiced separately, it should be combined with the section (s) that preceded it.]
Exerc i s e
7.
Nay s of us i n g / at a r i / . D oes he h a v e muc h money ?

He ha s n o t h i n g ex cep t
Afis > amafaraanga meenshi?

A tari impuuz u nt a a k i i ndi af i s e .
[his] clothes. Aja mu kazi mu gitoondo? Atari ku musase n t aaja mu kazi. Nshaaka k umenya n e e z a O NU. I want to get acquainted
wit h t h e UN .
Atar u ku j
k iindi
i 'New York', ntaa
T here i s n o w a y e x c e p t t o go t o N ew York .
wo ok o r a .
371
UNIT 23
/ /
KIRUNDI
/
Niind a z oonkorer i m ashiini? e a Atari Yohaani n taa wuund

a bi i z i .
Who will repair the machine for me? N o one k n ows

i t
[about ]
ex c e p t J o h n .
Exercise 8. The non-concordial >semi-verbal< forms. >I see that there are a
l ot of clouds . <
! /
< There ar e m a n y c loud s . >

I bicu n i v y iinshi.
lbl
Cu
Mboony i bi c a r i vyiinshi. e u Mboony u du c a r i twiinshi. e u

/
/
/
uducu ivy oondo

/
Uducu n i twiinshi. I vyoond o ni
Mboony i vyoondo ari vyiinshi.

e
v yi i n s h i . ubushaza ib i ) u u mpu indya

/
imikaat e i ngur u b e
amKgi
izuuba
/
amafaraanga amakara [The student should write out the r emaining sentences in th i s
exercise, showing vowel length and tone, and then pr a c tice the compl e t e d ex e r c i s e i n t h e u su a l man n e r . ]
/
372
B ASIC C O U R S E
U NIT
23
Exercise 9. S ubjunctive as main verb.

infinitive ,
T he ver b
/-ja/ plus
>What shall I go and do?>
>Go take the children f or a w a lk . < J a gu t e embere z a a aba a n a . aba a n a .
Nje g u ko r we kugura bo g ufat a tweebwe gukora

/
i ki ? i ki ?
Aje g u ko r
Aje kugu r
A je g u t e e mbere z
a a
i ki ?
Aje kugur i b iriibwa. a Baje kugur i b iriibwa. a Baje gufat i b iriibwa. a Tuje gufat i b iriibwa.
Baje k u g u r
i ki ?
B aje gufat i k i ? a T uje gufat i k i ? a Tuje g u k o r a i ki ?
Tuje guteek ibiriibwa. a
Exercise 10. B a sed on Stc. 1, use of participial verbs after
/ - hava/ .
m goin g market ? t o t he >I>m going to go [somewhat later] to the market.
kugeenda
M pava ngeenda k w iis5ko.
N zoohava n g e enda k w i i s 5 k o .
k waand i k a
Mpava naandika ikeete rija kwaa murumunaanj e,
N z o o hava
kugwa
Imvur iha v i g w a ku a a mugorooba.

I
I mvur
i z oo h a v a
kuruhuuka
Mpava nduhuuka mvuuye kw ii s oko.
Nzoohava
373
UNIT 23
k ubon e k a
/ /
KIRUNDI
I z u u b a r i h a va r i b on ek
/
I zuuba r ' z o o h a v a
i nyuma ya
gusoma
saa s Xt a .
/ /
M pava nsoma rirya kee te . M pava n g e r a g e z a inzu. kwooz

/
Nzoohav a Nzoohav a
kugerageza
k ubi b a
Mpava mbib ayo masaka. a
Nz o o h ava
[The student should write out the rest of Column 3, showing tone and vowel length, and then use the exercise for drill. ]
Exercise 11. The construction of Sentence 2. >I'll send him [to get] oranges. >
/ /
<He won>t g e t a n y. < ( >There a r e n o n e t hat h e w i l l get . <) N tay

0
imicuungwa wewe intoofanyi bo inanaasi mweebwe

i bi g o or i
/
Mpava mutum i m icuungwa. a M pava ngu t u m a imicuungwa.
ar oo n k a .
N tayo n d o o nk a . N tazo n d o o n k a .
/
/
Mpava ngutum i n toofanyi. a Mpava mbatum i n toofanyi. Mpava mbatum

M pava mbatum
N tazo b a r o o n k a .
N taz o Ntaz o Ntavy o N tavy o N tay o bar oonka. t u r o on k a . t u r o on k a . ndoonka. ndoonka.
a a a
i nanaasi .
i n anaasi. i bi go o r i .
Mpava mbatum
wewe amakara
bo
/
M pava ngutum'a i b i g o o r i .
/
Mpava ngutum, 'a amakara,

Mpava mbatum
a makar a .
N tay o b a r o o n k a .
374
B ASIC C O U R SE
UNIT 23
imyeembe
/
Mpava mbatum i m yeembe. a Mpava mutum i m yeembe.

/
N tayo b a r o o n k a . N tay 'Ntay

0
0
we imicuungwa
ar oo n k a .
a ro o n k a .
Mpava mutum
i m i.cuungwa.
Exercise 12. I mmediate vs. persistive tenses, negative. <Isn't the maize ripe?>
kweer a
/
<It
Nti b i
i s n > t r i p e y et . <
r eer a .
Ibigoori n tivyeeze? Intoofanyi n t izeeze'? Intoofanyi n t izihiiye? I mXhwi n t i hi i y e ?
intoofanyi gusha imlhwi

/
N ti z i r e e r a . N ti z i r a a s h a . N t1raas h a . N ti r a a h e r a . N ti r a a h e r a . N ti r a a s h i r a . Ntiziraashira.
N tiziraaziimbuuka .
guhera inz5ga g ushi r a inanaasi kuziimbuuka imicuungwa

k uz i i m b a
Imlhwi n t iheze? I nz5ga I nzoga I nanaas i n t i hez e ? n t i sh i z e ? nt i z i shi z e ?
Inan a a s i n t i ziziimbuutse? Imicuungwa n t iziimbuutse?

Imicuungwa n t i z i i m v ye'?
Ntiraaziimbuuka.
Ntiraaziimba .
Exercise 13. R a ndom substitution based on Sentence 5.
[ The t u t o r
should read aloud the un d erlined portion of each s en tence, and t h e s t u d e n t s h o u l d r ep l y wi t h t h e en t i r e se n t en c e . ]
Nshaasha n azo ziracaari mu myoonga.
T he new o ne s a r e
s til l i n t he
v al l e y s .
Bitooto n a v o b i r a c a a ri mu myo onga.
The new / s of t
gr e e n
ones are still in t h e v a l l ey .
375
UNIT 23
/
/
KIRUNDI
/
Bitooto n a vyo biracaari kw iisoko.
There are still new

o nes at the mark e t .
There are still

l ittle fish at th e m arke t . Abaant u b a r a c a a ee n d a k w i i s ok o . People are still g oin g t o t h e m ark e t . People are still at
Abaant u
bar ac aa ri
k u k i baanz a .
t he s q u a r e . Abaantu ba r i k o ba r a ee n d a k u ki b a a n z a . People are still going to the market .

/
Abaantu b a r i k o
~ bara v u
i.coon cress ciinsbi.
Pe o ple still speak a lot of English.
Abashaasha b a r i k o b a r a v u g i coonger e z a a c ii n s h i . Abashaasha b a r a c a a ri k u k i baa n z a . Nshaasha

/
na z o z i r a c a a r i k u k i baa n z a .
/
E xercise 14 .
A l t e r n at e su b s titution drill based on S e n t ence 14 . I You wonmt find any corn except in Ju n e . I
N taa b i g o o r
i nt or e
uz oo b o na atari mu kwaa gataandatu.

/ /
Ntaa ntor u zoobon a a t ari mu kwaa gataandatu. e

/
kuroonka
amahera
Ntaa Ntaa
nto " uzooroonk a t ari mu kwaa gataandatu. a e

/
/
/ /
r naher u z o o r o on k
at a r i m u k wa a g a t a anda tu .
376
UNIT
23
BASIC C O U R SE
guha
umwaanya
k ur o o n k a
Ntaa maher u z oomuha atari mu kwaa gataandatu. a Ntaa mwaany u z oomuh a t ari mu kwaa gataandatu.
/
i vy e e t e
a a Ntaa vyeet u z ooroonk a t ari mu kwaa gataandatu. e a
N taa mwaan y
a / / / u z o o r o on k a t a r i m u k wa a g a t aandatu .
Exercise 15. I n dicative vs. relative of progressive, based on

Sent e n c e 15.
B arik o
ama s K k a . a AmasKka bariko barabiba n i meeza?

/
/ /
bar abi b
[The student or the instructor may complete this exercise, using other verb-object combinations from among those that the student h as a l r e a d y Exerci s e 16 . met . ] Th e u se o f /umeenga/, based on Sentence 17.
/
I Buguumbura h a r a s h u u s h e . I Bujuumbur u m eenga harashuushe. a
[The student should practice placing /umeenga/ in sentences, using

m aterial from pr e ceding uni t s . ]
377
UNIT 23
KIRUNDI
Practice conversat;ions. l. A conversation in which A asks B whet;her he has seen any potatoes at the market; recently. B replies that he has been
there but hasn>t seen any . A a s ks why . B s a y s it; is because
the st;ared ones are all gone, and the new ones aren't ready yet.
2. A c o n v e r s a t ion in w h ich A asks B ab ou t certain crops an d B r e p l i e s t;hat' they are not A a s k s what we do with
whether t;hey are grown in the U .S .
g rown much, but that corn is more comm on .
our corn. B r eplies that some is used for fodder and some for
food.
3. A conversation in which A asks whether cotton is grown in the U.S. B replies that; it is, mainly in the south. A asks about; rice, and gets the same answer.
F ree c o n v e r s a t ' i o n . 1. Ask a speaker of Kirundi about the differences between the economy of Burundi and the economy of Rwanda. 2. Speak for two minutes on the economy of your home state. (For this purpose, it may be necessary to use some nouns t;hat are not in this book. )
37'8
B ASIC C O U R S E
U NIT 2 4

1A W avuuye m u r yaa r i ? 2B
/
GEOGRAPHY OF BURUNDI
Ki.ruundo When,did you come from K ir un d o ?
Nape h i i r y a
ar i k o
eego
I came the day before yesterd ay, b u t I > 1 1 b e g o i n g b a c k

soon.
n z o o c a n s u bi r a y o
vuba. I zuuba r y
i waa n y u
/
I hear that the heat (<the
nuumva ng o ir y a a 4A
ni nk
s un>) over t h e r e (<at y our place> ) is comparable to

that of Bugumbura.
B u g uumbura .
W hat is it lik e ?
R imeze g u t e ?
akeeza (12)
5B E ka n t a a k eeza karut a
beauty There>s no difference from Bujumbura .
Buguumbura. ubushuuhe 6B Kaan d i n a
(14)
heat And the heat at night is the

same.
ubush u u h e
b wo mw iijoro n i c o
kimwe. ubwo
( a qu e s t i o n
w o r d ) us ed
i n asking for verifi c at i o n
-teera (-teeye)
- t e er wa ikiyaga
/
to cause
to be ca u s e d
(-teewe)
(7, 8)
379
lake
UNIT 24
KIRUNDI U bwo n t i hat e e r w a gushuuha n a b iyaga ? haasi d own, b e l o w

W ell, yes, and the low a l t i /
7'A
I sn' t i t h eat e d b y t hos e l akes ?
bi r ya
8B
Eq, o k aa n d i ng i r a ng o
/
ni
na
u uk
ar i
haas i .
t ude , I gue s s . b eing - l o w > )

bir d
(>that
inyoni
(9, 10)
9A
Nag o omba ubla k kuraab

i nyon i z o ku r i
Rwiihiinda, ariko si i n z i uk w e e z i z i ba
I>d like to go to see the birds at [Lake] Rwihinda but I don>t know [which] month they [should] be back. ( >. . . t h e y a r e t h e y h avin g - r e t u r n e d > )
z aagaru t s e .
10B Ni m u ci . ni naho
I t>s [ i n ] i ci .
in addition
i shaa b a umupaka
1 1B
(g, 6) (3, 4)
Jungle, rain forest b order ,

B esi d e s ,
b o undary
Ni n a h o h am e z e n e e z a ho kur aa b
/
[ the w e a t h e r ] i s n i c e
i sh a am b a
for visiting the rain forest of the [eastern] b order .
r yo k u
m u p ak a .
to be br oug h t
jaanwa ( gaanywe) 1 2A Um u u n t aj aan y w e n u a uguteembeera y o o c Khe? - bur a ( - b u z e)

/
Which w a y w o u l d a p er so n g o i f h e we r e o n a t ou r ?
to lack, fail to find
380
B ASIC C O U R SE
UNIT 2 4
vya
( here s
< the a r e a
a r o u n d >)
1)B
U s h aatse, mu vyaa
K ayaanza, a ho woobon
b abu r
If you wish, through the
K ayanza area, Ngozi ,

i a Ng o o z i , ab a a n t u
(there)
[ where ] y o u w o u l d s e e p eopl e wh o a r e l a ck i n g [ space ] ( w h e r e ) t o bu i l d [houses] and to farm.
aho buuba k a
(a )a h o b a r i ma . - i i h a r i za ( -i i h a r i g e
to have a thing by oneself
i baa ( =mu vyaa

igikooko 14B
)
wild animal T hen you w o u l d (>wil l > ) c o me b ack n e a r /thru Gitega, Bururi, and Nakamba, ( there ) [ w h er e ] you would find cat;tie and wild animals living by t hemselv e s .
(7, 8)
Uk a z o ohiindukira i baa Git'ega, Bururi, M akaamba, a h uzoosaang i bikook

0
/
i nk a n a
ar i v y o
vyiiharij a m ashaamba. e
- geza ( - g e j e g e )
1 5A Ar i k o ububus h uuhe b waa B uj u u mb ur a buuza
to escort to a d e termined p oi n t ; , t o t e st , t o t r y But the heat of Bu gumbura is a bout to drive me aw a y .
k uungeza k u r e . h arugur u -iipf uuza keeya u p ther e
( -i i p f u u j i g e )
t ;0 wi s h
( for )
g8i
UNIT 24 16B N
KIRUNDI ibi r o m eetero bikeey A fte r y o u h a v e g on e s o me
k ilometers into the mou n -
u geenda g u s h i k a
r
harya
tain, you will wish for

something to make you r e turn
haruguru mu mi s o zi
[from the mountains].
u kaca w i i p f u u z a
i ki k u g ar u k ana .
i ki b i r a 17A
(7, 8)
d ense
f or es t
Nahaa n d i n y e n e k i r y a k ibir a k o nk i b o n e r a
B y the way, that dense for es t
that I [always] see from a

d istance what is it l i k e ?
k ure k i m e z e g i t e ?
-pfuka ( -pf u t s e ) akoogo (12, 13)

- hanaant u k a
t o be
f r e sh ,
c ool
s mall
s t r ea m
t o fall from high ab ov e
( -hanaantut s e
ibuye 18B
)
stone
(5, 6)
i
H a r a p futse, har. imisoz it a a n dukaanywa n a u u t w o og o d uhaku mabuye.
The ai r i s f r es h ( >th er e i s f r e s h > ) , [ a n d ] t h e r e ar e m ountai n s ( which ar e ) separated by small streams w hich c a s c a d e d own o v e r
t h e r o ck s .
n aant u k a
i gi i s h o
1 9B
(5, 6 )
eye It<s a lovely view)
Ek a har a r y o o h e y e
i j i i s ho .
in the middle of
382
B ASIC C O U R SE
UNIT 24
2 0A
Mbe g
imisozi yo hagati
mu gihug i m eze nk U a iiyi mbona hee)uru ya Buguumbura?

21B Oya , i y o h a g at i n t ir i
Are the mountains ( of) i n the middle of the country like those I see above Bujumbura ?
No, the ones in the in t erior a ren' t v er y h i gh .
h eejur u
caane.
inzuuzi
(9, 10)
l arg e
r i v e r (cf. /uruuzi/
< river >
2 2A
Noo n e
nt a a n z u u z i
And aren>t there some large r ivers ?
nini ziriho?
2 3B
Har i ho R u v u b u n a Ruvyir o o n za ,
/
na z
T here a r e t h e R u v u b u a n d t h e Ruvyir o n z a ; t h e ot h e r s ar e s mall .
iziindi ni ntoonto,
Su l ementar
v o cabular . S ome common fauna.

i B u ruundi. >There a r e n o t ma ny
N taa ntare nyiinshi zi r
lions
( which a r e ) i n
>
B urun d i . i nta r e in g we
(9. 10)
lion l eopar d monkey cro c o d i l hyena e
(9. lo)
(9, 10) ( 9, l o )
inguge ingoona i mfy i s i
( 9, lo )
383
UNIT 24
/
KIRUNDI
umuswa
i nto z i u ru n y e g e r i i mpoong o
w hit e
ants
(10)
( 11, 1 4 )
a rmy an t s
small, black ant, a nt e l o p e g aze l l e
i nger e g e r e
/ /
igitaangurirwa
imvubu
s pi d e r
hippo
Harih impoong i B uruund. i ariko s i nyiinshi caane.

0
>There are some antelope in Burundi, but they aren>t v ery n u mer o u s .
H ari h
0
i mvubu muri Ruvubu . a r e h i p p o i n Ru v u b u . >
<There
Harih i m fyisi mu mashaamba yo ku mupaka.

0
>There are hyenas in the forests along ( >of3 ) t h e b o r d e r . <

H ari h
0
inzovu mu kiyaaya caa Rusiizi.
> There are elephants in the plain of Ru si z i .
1.
Th e v er b
- ca
f o l l o wed b
ar ti c i i a l f o r m .
S entence 2 contains the phrase i

/ / /
..a r i k o
n z o o ca n s u bir a y o v u b a .
. ..but g oin g f or U n i t
I >11 b e b ack s oon . 12 :
Compare also, in the supplementary dialogues
384
B ASIC C O U R SE
U NIT
~4
U taambutse rirya, u c
ubona.
.
[ When] y o u
cro s s e d
have
one ,
t ha t
you>11 t h e n
Further examples are the fo llowing :
see..
N zooca ng een d
i muh X r a .
and then I will go home 'Zhen I will tell h i m t h e s e w o r ds . a nd t h e n I wen t . . .
Nca ndamubarir ayo majaambo. a N acii y e M pejej e n g e e nd a k w a Y o haa n i . n c a n g e e nd a k w a Y .
When I finish, I
( will )
Mpejeje nkageend i m u hxra. a N avuuye k w i i s5 k o , n c a n g e e n d a
k wa Y o h a a n i .
g o . ..
When (ever) I finished, I used t o g o h o me. When I came from

the market, I then.
w ent t o
J o h n 's
[once].
Ngeenda kw i i s 5 k o , h a a n y u ma n ce ngeenda kwa Y .
/
I will go to th e
market, and afterward I < 1 1 g o t o John>s. I go to the market,

and then I go . . .
N geenda kw i i s o k o , n k a c a
/
ngeend a . .
( habi t u a l
W ithout a large number of further examples, it is imp o s sible to give a full d e s cription of these constructions, which
involve the use of the verb /-ca/ plus some form of another
verb. I t i s p o s s i ble to po int out, however, that in all of
these examples except one, the second verb is pa r ticipial in form. A s f a r a s m e a n ing is con cerned, the verb phr ase with
/-ca/
g85
UNIT 20
KIRUNDI c omplet i o n
usually refers to an a c tion that was begun af ter th e
of the action of the preceding clause. construction, see Exercise 4 .]
[For practice with this
2.
Th e v er b
- ba
f o l l o wed b
arti c i i a l f o r m .
Sentence 9 contains the following construction :

r
/
...ziba
z aagarut s e
[at which] they should
( have) r e t u r n ( e d )
Compare also Unit 11, Sentence 8: U zoob a u s h i t s5 h o .
Y ou will be th er e
(>You will be you-havingarr i v e d t he r e . > )
In both these sentences, a form of the verb /-ba/ is followed by a participial form of some other verb. The English translation for this construction varies, in part according to the tense of the f orm o f / -ba/ . W hen t he
/-zoo-/ tense is used, the meaning is not unlike an English future perfect tense ( Bwil l hav e
<). When /-ba/ is in
the immediate tense, the Engli.sh translation may be with <should>, or may refer to the regular time [e. g. in each year, week,
semester] at which a c e r tain action or pro cess is or dinarily c ompleted . T h e f o l l o w ing are further examples : Azooba yaagu z e i bi t abo . He will have bou gh t b ooks . H e sh o u l d h a v e b ou g h t t he b o o k s . or . He
Aba y a a g u z
i bi t abo .
has [regularly] bought h is b o o k s [e g . b y

t he end of the fi r s t
week of
cl as s ] .
386
B ASIC C O U R SE
UNIT 24
uk
ar wa a y e , a b a y a a g i i y e
kw ii shuure.
If he hadn>t been ill, h e woul d h a v e g o n e t o s chool .
[For practice with this const;ruct;ion, see Exercise 5 .]
3.
T he wor d
ni
lus
uko
lus a cla u s e .
Sentence 8 contains the phrase: n uk

0
ar i
haas i
In this phrase t;he verb is relative in form. C l auses of this kind seem to have a causative meaning (>since<, >because< ), bu t
again, paucity of examples makes further discussion impossible.
4.
T h e wor d
k i mw e
This word, contained in Sent;ence 6 of the dialogue for
this unit, is of course the adjective root / mwe/ >one> with the prefix for Class 7. I n this sentence, t;here is no noun of
t ;he s a m e c l a s s wi t h wh i ch i t ca n b e s a i d t c b e i n a g r e em e n t ; .
Presumably if such a noun did st;and before /kimwe/, it would be
/ikiintu/ >thingI.
s imi l a r
< the same thing > .
In any case, the use of /kimwe/ in this and
c o n s t r u c t ; i o n s , co r r e s p o nd s f a i r l y cl os e l y t o Eng l i s h
5.
The word
h a Kti
ha ati
T his word is used in th ree way s :
(1) With one noun following its

. ..hagati mu gihugu . . . . ..in the middle of th e
c ount r y . . .
387
UNIT 24
KIRUNDI
Here, /hagati/ is followed by /mu/, and is translated >in the

m iddl e / mids t of . . . >
(2) With two nouns following it: Muraamvy iri hagati ya a B ujuumbura n a Ngoozi .
Muramvya is be tween Bujumbur a a n d N g o z i .
Here, /hagatf/ is treated like a noun of Class 9, being followed
by /ya/ .
(3) Not followed by a nouns i yo haga t i . . . those ( Cl. 4 ) i n t he interior or : those [ which a r e ] bet w e e n
[For practice with /hagati/ in the second of these uses, see E xerci s e
9.]
Exercise 1. C h anges of tense, mood and person, based on

Sent e n c e s 1 an d 2 .
> Did yo u l e a v e K ir u nd o t h e d a y b efor e y e s t e r d a y ? > W avuuye mu K i r u u n d o hii r y a y eego?

K i r uu n d0
/

Na)e h i i
r y a y ee j o .
ego
Wavuuye m u
Nag e
e)o.
e go? uyu muusi

/
W avuuye m u
/
K i r u un d o
N aJ
uy u muusi .
u yu m u u s i ?
r
k ubi b a k u w a amb er e
W ayabivy
uyu muusi? k u wa a m b e r e ?
Nayabi v y
u y u mu u s i . k u wa a m b e r e .
W ayabi v y e
N ayabi v y e
388
B ASIC C O U R S E
U NIT 2 4
n ii n d e
N ii nd e y a y a b i v y e k u
Nije (or~ Ni jeewe)

n ayabi vy e
/
waambere?
hiirya yeejo Ni i n de yayabivye h ii ry a uyu muusi
/
k u w a a mber e .
Nije nayabivye hiirya y eej o .
yeejo? uyu
Nii nd e
/
yayabivy
N ije nayabiv y
uyu muusi.
m uusi ? kumutuma
/
'Niinde yamutumye mu Ki r u u n d uy u mu u s i ?
/
Nije namutumy uyu muusi. e
ejo
Niinde yamutumye mu Kir u un d

0
N ije namutumy e j o . e
ej o ?
Exercise 2. B a sed on Sentence 3, substitute nouns and also possessive plural personal pronouns.
>The sun at your place is like that of
Bujumbura. <
/ /
Izuuba ry i w aanyu n i n k i r y aa Bujuumbura. a a jeewe

u bushu u h e bo i mvur a
/
Izuuba ry i w aacu n i n k i r y aa Bujuumbura. a a

U bushuuhe bw U bushuuhe bw
a a
i w a a c u ni n k i w a a b o ni n k
a a
ubw a a B u j u u m bu r a . ubw a a B u j u u m b u r a .
Imvura y i w aabo n i n k i y a Bujuumbura. a a Imvura y z w aanyu n i n k f y a Bujuumbura. a a

A baantu b A baantu b
/
wewe
b aant u j eewe
/
a a
i w a a n y u ni n k i w a a c u ni n k
/ / /
aba a B u j u u m b u r a . aba a B u j u u m bu r a .
amashuure
Amashuure y i w aacu n i n k a y a Bujuumbura. a a
389
UNlT 24
/
KIRUNDI
/
Amashuure y i w aabo n i n k a y a BuJuumbura. a a ibi f u u ngurwa 1bif u u n g u r wa v y

I bi f u u n g u r w a
/
a a
i wa a b o
i wa a cu
ni
ni
nk
f v y a a B u f uumbura.
geewe
vy
n k f vy a a B u j u u mbur a . a
E xercise 3 .
C o n c o r d ial agreement, based on Sentences 3, 4 .
>What is the sun like at your place / i n y o u r p a r t

of t h e wo r l d ? >
r
izuuba amas huur e inzuuzi

i bi b i r a
Izuuba ry i w aanyu rimeze gute? a Amashuure y i w aany a m eze gute'? a u

/ / /
Inzuuzi z i w aanyu zimeze gute? a Ibibira vy i w aanyu bimeze gute? a

/ /
inyoni
ibik o oko
Inyoni z iw aanyu zimeze gute? a

/ /
Ibikooko vy i w aanyu bimeze gute? a

/ /
ibiyaga
u bush u u h e i mi s o z i
/
Ibiyaga vy i w aanyu bimeze gute' ? a U bushuuhe b w

/ / / /
i wa a n y u b u meze g u t e ?
/
Imisozi y i w aany i m eze gute? a u Abaantu b i w aanyu bameze gute?
abaantu
E xerc i s e
Ukweez i
4.
/-ca/ plus participial verbs.

e
gus hi z
, u zoo j a h e ?
W here ar e
you goi ng
a fter the end of th e m onth ? I <1 1 g o b a c k t o w ork . ik i' ? W hat will you do wh en you've finished washing t he f l o o r ?
Nzooca
n s u b i r a k u k a zi .
N i waheza kwoo z
i nz
ukor
390
B ASIC C O U R SE
U NIT
24.
N ca ngeenda k w i i s5 k o .
/
I>11 go to market.
/
W oomeny u r urimi wookor i k i ?
What would you do if you knew th e l a n g u a ge' ? I>d then begin to study other things.
W hat would you do if h e b rou gh t eg g s ?
Nooca ntaangura kwiig i b iindi. a

/ /
Y oozan
a m a g i w o o mu h
iki ?
N ooca ndamuh
a maf a r aanga.
I>d give him some money. W hat woul d gone? you have done
I y atageenda wari kumugir u t e ? 0 a
t o him if he ha d n a t
Naca ndamuh
a k a a ndi k az i .
I woul d h a v e g i v e n
h im o t h e r wor k .
E xerc i s e
/
5.
/-ba/ plus participial verb, vs. inceptive negative.

/
Ziba zaagarutse mur u uku kweezi.
They ( Cl .
m onth .
10) s houl d have come b ac k t h i s
N ti z i r a a g a r u k a .
/
/
T hey ha v en> t b ack y e t . They ( C l .
c o me
Zib a
z e e z e m u r . uu k u k we e z i . i
10 ) sh o u l d
h ave gotten ripe th i s m onth .
Nti z i r e er a .
They a r e n a t yet .
r i pe
Imvura iba yaataanguye kugwa mur

u uku kweezi .
/
The r a i n s h ou l d h a v e b egun this mon th .
Nti r a a g wa.
I t
h as n > t f a l l en y e t,
391
UNIT 24.
/ /
KIRUNDI
/
H aba haa t a a n guy e g u s h uuha mu r

/
uuk u
It should have begun to

g et hot t h i s mon t h .
kweezi .
N ti h a r a a s h u u h a .
/
It hasn't gotten h ot y e t .
r
I ntoofanyi ziba zaashize mu r k weez i .

/
uuku
[The supply of] potatoes

s houl d h a v e r u n o u t this month . It hasn't run ou t
Ntiziraashira.
yet .
Exercise 6. S entences that contain /"o/ plus /ku/ plus a noun of location. ( Based on S e n t e n c e 1 1 . ) <We will look at, the forests of the border.>
/
umupaka i mis o z i
i Ki b i r a
/
Tuzooraa b
i s ha a mba r y o k u m ~u aka.
Tuzooraab im isozi yo ku m~u aka. a

Tuzooraab
a a a a a a a a
i m i s o z i yo mu K~ibir
/ /
inzuuzi i gi h u g u abaantu
i Koongo
/
Tuzooraab
Tuzooraab
in z uuzi zo mu Kibira.
r
/ / /
i n z u u z i zo ha gati m u ~ i h u u .
Tuzooraab
Tuzoor a a b Tuzooraab
ab a antu bo hagati mu gihugu.

a b s. a n t u b o m u r i K ~ o on o . ind i m i z o m u ri Koo ng o. i n d imi z
/ /
indimi i Bugaande
r
/ /
T uzooraab Tuzoor a a b
/
i B u g aande.
ibi sagar a
i Tanganyi k a
/
i b i s a a r a vy
Bu g a a n d e .
Tuzoor a a b Tuzooraab
i b i s ag a r a v yo mur i
/ /
T a nganyi k a .
indimi
ind i m i z o muri
T a n g a n y ik a .
392
BASIC C O U R S E
U NIT 2 4
Exercise 7. Se n tences to illustrate the use of /-iihariza/, b ased o n S e n t e n c e 1 4 .

I yi nz
a r a y iiharije. e
He has
t h e h o u s e t o hi m s e l f .
Ni kuki yiiharij iy o nzu yoose?
Why doe s h e h a v e t h e wh o l e h ouse t o h i ms el f ? Who h as a house to hi ms e l f ? John owns all those stores
Ni i n d e
y i i h ar i j
i n zu ?
Yohaani yiiharij a rya maangaziini e yoose. Abavuukanyi babiri biiharij e

/ /
/ / / /
( by)
hi msel f .
Two brothers own all those s tor e s ( by) t h e m s e l v e s .
arya maangaziini yoose. Nitwe twiiharij a r ya e maangaziini yoose. N imwe mwiiharij a r ya e

/
W e are
the ones who. . .
Are yo u
th e o nes who. . .
maangaziini yoose~ Nibo bi.iharij arya

/
/
/ /
Are t h e y
t h e o nes who. . .
maangaziini yoose?
Exercise 8. S e ntences with /-iipfuuza/, based on Sentence 16. a. W i th aut o n o mous c ompl ement . a
i k i k u g a r ukana ? or > ic o o k u g a r uka n a ? i k i i n g a r ukana . o rg i .coongarukana . u w o omp
W iipfuuz
Do y'ou wish for some means / way/occasion to come back? I wish for some means /way/
o cca s i o n t o com e b a ck .
W iipfuuz Niipfuuz
N iipfuuz N iipfuuz
aka z i .
I wish for someone who w o u l d
g ive me w o r k .
393
UNIT 24
/
KIRUNDI H e wi s h e s f o r so m e o n e w h o w ould give him wo r k .
Y iipfuuz
u w o omuh
aka z i .
b.
W i t h i n f i n itive complement i Mbo. H e wishes to leave M b o . He wi s h e s t o bu y a h o u s e .
Y iipfuuza ku v Y iipfuuza kugu r
a a
i nz u . i nyoni.
Y iipfuuza kuraa b
H e wishes to look at t h e bi r d s
E xerci s e 9 . /hagatf/ plus two nouns: a l e s s o n i n t h e ge o g r a p h y of Burundi. [Students should look at maps, and not at this page Muraamvy iri hagati ya Bujuumbura na Ngozi. Muraamvya
/ /
Ngoozi Gitega K igal i

U buru u n d i
Ngoozi iri hagati ya Muraamya na Butare. Gitega iri hagati ya Muraamvya na Ruyigi. Kigali iri hagati ya Nyaanza na Byuumba. Uburuundi buri hagati y Urwaanda r u r i
a
/
i K o ongo n a T a n g a n y i k a .
J / / /
Urwaanda
h ag a t i y a U buruundi
Ubug a a n d e .
E xercise 10 .
R a n d o m s u b s t itution, based on Sentence 21 .
Iyo hagati ntiri heeguru caane.
Those (Cl. 4, e. g. hills)

i n the central part ar e n ot v e r y h i gh .
I mi s o z i
T he mountains of Ng o zi a ren' t v er y h i gh .
caane.
I mi s o z i y
Ng o o z i
/
nt i f i s e
Don>t the mountains of
a mashaamba meenshi ?
Ngozi h a v e f ores t s ?
m a ny
3g4
B ASIC C O U R SE
UNIT 24
Imisozi y i Ngoozi ntifis
in t are?
Don>t the mountains of N gozi h a v e ( many)li o n s ? In the forests of

t he b o r d e r s , lions. t h er e a r e
M u mashaamba o ku mu aka
i nt a r e. M u mashaamba yo ku mu pak a i mf' l . s i . ~
/
hari
ha r
In the rain forests of t he b o r d e r s , t h e r e a r e
hyenas.
/ /
Mu mashaamba yo ku mupaka nzovu z i h a r i .
ntaa
In 0he rain forests of
t he b o r d e r s , t he r e ar e n o el e p h a n t s . nt a a nzovu zihari. In the center of the count r y , t he r e a r e no e lephan t s .
Ha ati mu ihu u
practice conversations.
l. A c o n v e r s a tion in wh ich A a sks about the climate in B > s
home state. B replies briefly. A responds by comparing it with some other state. B makes a non-committal reJoinder.
2. A conversation in which A (an American) is trying to persuade B to s tudy in some one par ticular part of the U n i ted States
on account of the pleasant weather, scenery, etc.
3,
A conversation in which A has gust returned from a v i sit to
a game park. B asks about what he saw there.
395
UNIT 24. F ree c o n v e r s a t i o n s .
KIRUNDI
1. Plan a vacation itinerary from your present location to Denver, Colorado, returning by a different route.
2 . A n s w e r q u e s tions about a non -African country that you h a v e v i s i t ed .
396
B ASIC C O U R SE
UNIT 25
UNIT 25
BASIC DIALOGUE 1A Vy o o ba v y i i z a n g umuus. i
0
It
w o u l d b e [very] nice if y ou would come to vi si t
u m w u sh i k e e
us (a t
h o me ) some d a y .
k utur aa b
i muh X r a .
- geza ( - g e j e j e
2B 3B 4A Nz oog e z a k u u z a . Nzoo z a n k a r y a a r i ? Ur aaza k u m u u s i
w a Muun g u .
to try I<11 t;ry to come.

About; when shall I come'?
[What about] (you come on)

Sunday?
5B
Ur ako z e .
Thanks;
[On Sunday at A>s house.] 6B 7A 8A 9A Ndagi z e b w a a k e ey e . Bwaa k e e y e n e e z a . Shi ka . Uy u ni umu g e e n z i

M a ri y a .
Good morningf Good morning/ Come in . This is my wife Mary.
waanj e
1 0A
Aba
aabaa n a b a a c u n a Any e e s i .
These ar e o u r chi l dr en J ohn an d A g n e s .
Yohaani
[B greets the children. T his greeting is probably not formal enough for use with adults. ) 1 1B 12B Ur aa h o g a Y o h a a '? Ur aa h o g a Any e ? How are y o u , J o hn' ?
H ow are y o u , A g n e s ?
397
UNIT 25 13A S hika h a a s i . I car a

1 4B
KIRUNDI
S it
downj
haasi .
T hank y o u .
Ur a k o z e .
amakuru
1 5B
(6)
What i
news s n ews ? peace, tranquility
Ay a a n di m a k u r u ?
amareembe 1 6A 1 7A 18A 1 9B 2 0A
21B
(6)
amar ee m b e .
Everything is all right. We>re in good health. W hat do y o u d r i nk ?
Tur oo r o s h e . Un yw i k i ? a Coca - C o l a . Nt uun y w i n zO g k ? a N i waba uyifise n i v yi i z a . Mbabarir a inz5ga . si ny w a
C oca-Col a . Don>t y o u d r i n k be e r ?
If you have it, that>s fine.
Please excuse me, I don>t d rin k b e e r .
[B looks around the room and comments.]

2 2B U raa z i g u t oo r
ib i i n t u
You k n o w
h o w t o c h o o s e n i ce
t hi n g s f
v yi i z a f akabaati 2 3B Nk a
( 12, 1 4 )
c los et ,
cu p b o a r d
ak a k aba a t i
W here did you buy t his cu p b oard , f or i n s t an c e ?
wakaguz5he? u mufre e r e
2 4A
I
( 1, 2 )
[religious] brother
I bought it in Kam enge at
Na k a g u z e m u K a a m e e n g e k u b a f r e er e .
/
the [religious
] brot h e r s .
B ASIC C O U R SE
U NIT 2 5
2 5B
Bar ak o r a n e e z a .
T hey do a
good gob. pay
- taeni a
2 6B
( - t a anze)
t o gi ve ,
W a g a t a a n z e k ay a a n g a n 0 a
i ki ?
How much did you pay for it' ?
2 7A
Ibih u u m b i b i b i r i .
T wo t h o u s a n d .
[When A>s children are out of earshot, B compliments A and his w if e o n C h e m. ] i nder o 28B
(9, 10)
e ducat i o n You have very polite children.
M u r a fi s a b a ana bari e n a i nd e r o n z i i za .
/
/
- rer a ( - r e z e )
2 9A Tur ag e r a g e z a k u b a r e r a n eez a ar i k o b i r ag o o y e .
to rear We try to raise them well, but it is difficult.
[B prepares to leave.]
-sigara
3 0B
3 1B
(-si gaye)
Good-bye.
See yo u
Si gar
ama h o r o .
( <stay [ i n ] p e a c e < )
( awe wi l l be
Tu z o o b a t u b on a n a .
l at er .
w e-seei n g - o n e - a n o t h e r i j:maana 32A J aana n a i l maa n a .

/
/ /
S upreme Bei n g
/
Good-bye
( Igo w i t h
God< ).
G eenda amahoro .
( >go [ i n ]
p e a c e <)
399
UNIT 25 Su l ementar i di r i s h a
in y e g a mo
/
KIRUNDI v o cabular . A rt ;icles found in the house.
(5, 6) (9, lo ) (6, 6)

( l~, 6 )
window
c hai r
ameeza
u bur i r i i bi k o r ee s h o
t abl e
bed
vyo k u m e e za i s eenge r y itara uruugi umuryaango isaandugu

/
t abl e war e
i nz ovu
(5) (5. 6)
( ll )
i v or y l amp, c a n d l e
door ( the ob j e c t ,
) )
door (the opening ( 5 or g , 6 ) box , chest
O ral readin
ra c t i ce.
[The student should read each sentence to his t;eacher. The teacher corrects his pronunciation, and the process is repeated until t;he student can read aloud perfectly. The student may then t'ry writ;ing t;he tones on the selection. The right hand column
may be used for an E n g lish translation, which the student may t hen use as a ba sis for r e translation into Kirund i . j Andereya yabajije mugeenzi we ko u muusi umwe atooshi k
i m u h ira iwe.
Yaramweemereye ko azooza ku muusi wa Muungu, agiXrako aramushiimira.

Ku muusi wa Mu ungu Yohaani yageze
k waa mugeenziwe A n d e r e ya .
Yar a b o o n y e
4ao
B ASIC C O U R S E
UNIT 25
u mugeenzi
a baana ba A n d e r e y a .
e
Yohaani bamufuunguriy inzoga

a raanka ng o
Coca C o l a .
ntay
Ama z
an yw a .
umwa a n y
Yany o o y e a
a b on a
k aa k a b a at i
Ander e y a , ar a k a -
mushiimira, ac. amubaza niyo yakaguze. Y a rashiimye n<indero
y a a baana b a A n d e r ey a n a M a r i y a .
1.
T h e c o n s t r u ctio n
ni
-ba I n case
it
J
Ni wab u y ifise... a
/
y o u ( sg.)
have have
Ni mwaaba muyifise...
I n case
t p
y o u ( pl. )
Ni twaaba tuyifise... N i b a ab a b a g e enda . . . N i. baaba b a t a g e en d a . . . Ni b a ab a baagi i y e . . .
I n case we h av e i t , . . . I n c a s e t h e y g o. . . , I n c a s e t h e y d o n < t g o. . . , In c a s e t h e y ' v e g o ne .. t .hodier n a l ] In case they go later...
N i b a ab a b a z o o geenda . . .
In the above examples, / ni/ plus /-ba/ plus a participial form of another verb is used as shown. C ompare Sentence 21 of the
b asic dialogue for this un i t .
UNIT 25 2. S e n t e n ceswi t h - ri
KIRUNDI na . . .
The construction used in the right hand column of examples is sometimes used as a synonym for /-fisc/. Its literal meaning
i s of > have t . B arafis e a b a ana babiri. B ari n a a ba a n a b ab i r i , c ou r s e <be w i t h , < a n d i t s u su a l En g l i sh t r a n s l a t i o n i s
>They h a v e T urafis e
t wo ch i l dr en . < + Turi n
i n t o ofanyi.
i n t o ofanyi.
> We have p o t a t o e s . > Arafis imyaak i b i ri. e a < He is two y ear s o l d . <
+ Ari n
i i m y aak
ibi r i .
But this new construction with /-ri n a-/ cannot be used f reely in all situations and so should be used with caution. T h e sentences marked with an asterisk are acceptable to some speakers,
b ut sound unnatural to others .
3.
Th e abbreviation of e r s onal names.

Yohaani M ari y a Anyees i
/
. ..ga
Yohaa ?
/
or : or ! or :
/
ga Yo h a g a Ma r i g a An y e g a An d e r e
...ga Marii? . ..ga . ..ga Anyee ? A n d e ree? ...ga
Andereya
/
or ;
ntuuze >what<s-his-name<
nt uu
[ The student should prepare a general statement about the di f f erences in form that he ob serves in the two columns of da t a
g iven a b o v e . ] 402
B ASIC C O U R S E
UNIT 2 5
Exerc i s e l . Us e of /nka / to introduce a sentence; concord involving a demonstrative and the obJect prefixes of two verbs. ~Where did you buy this cupboard, f' o r i n s t an c e ? > akabaat i ububaat i ameeza inyegamo ibi k o r e esho itara amatara isaandugu
/
/
>I bough t
i t her e . >
N ka ak a
k ab a a t i
wa k a g u z 5 h e ?
Nakagu z
e e e e e e e e e e e
i no .
N ka ubu b u b a at i
/
w a b u g u z 5he ?
/
Nabuguz Nayaguz Naziguz Nabigu z N arig u z Nayaguz Nayigu z Nayaguz Nabuguz Nayaguz
/
i no . ino .
ino.
Nka aya meeza wayaguz5he ? Nka izi nyegamo waziguz5he? Nka ibi bikoreesho wabiguz5he? Nka iri tara wariguz5he? Nka aya ma t a r a N ka i y i
/
i no . i no . i no. i no. i no . i no.

/
w a y a g u z 5he ?
s aa n d ug u w a y i g u z 5 h e ?
amasaandugu u buri r i a marir i
Nka aya masaandugu wayaguz5he? N ka ubu b u r i r i wab u g u z 5 h e ? N ka aya ma r i r i wa y a g u z 5 h e ?
i no.
Exercise 2. Use of participial form after /-aba/; placement of

high tone with pr efixes that consist of vowels vs . prefixes
that begin with consonants. inz6ga umuceri

bo
U rafi s
i n z6g a ?
Ni wab u yif'ise ni vyiiza. a Ni wab u wufise n i vyiiza. a

N i baaba bawufis e n i vyiiza.
Urafis u m uceri? e Barafis umuceri'?

e
imb Vga mweebwe i su kaari

/
Barafis im boga? e
M uraf is i m ~ g a .e
Ni baaba bazifise n i vyiiza. Ni mwaaba muzifise n i vyiiza.
e
e
Murafis i sukaari'? Ni mwaaba muyifise n i vyiiza.
UNIT 25
/
KIRUNDI U rafi s U rafi s

Bara f i
/
wewe
umuunyu
e
e s
wew e ? um u u n y u ? e
umu u n y u ?
/
/
Ni waba uyifise n i vyiiza.
Ni waba uwufise ni vyiiza.

N i baaba bawufis e n i vyiiza.
bo amaazi
mweebwe u bur i r i
/
Barafis am aazi? e
M urafis N uraffs
/
Ni baaba bayafise n i vyiiza.

N i mwaaba muyafis e N i mwaaba mubufis e n i vyiiza. n i vyiiza.
e e
amaazi? u b uriri?
Exercise 3. S ubJect and object prefixes. > Don>t yo u wewe mweebwe we

bo
/
drink beer?I d r i
nk
i t . >
N tuunyw
/
Ndayinywa . T urayi n y w a . A rayi n y wa . B arayi n y w a . B aayiny o o y e . Y aayiny o o y e . N aayiny o oy e N arayi n y o o y e . Y arayi n y o o y e . B arayi n y o o y e , B azooyi n y wa ,
A zooy i n y w a . N zooy i n y w a .
Ntimunyw i n zbga?
N taanyw
i n z5 g a ?
N tibany w
/
i n z5 g a ?
uyu rruusi
Ntibaanyooy i n zoga uyu muusi? e Ntiyanyooy i n zoga uyu muusi? e Ntiwanyooy i n zoga uyu muusi? e Ntiwanyooy i n zoga e j o?
e e
we (3 sg. )
wewe ejo
/
Ntiyanyooy i n zoga ejo?

bo
Ntibaanyooy i n zoga e j o?
e
[ fut u r e ]
Ntibazoonyw i n zoga ejo? a Ntazoonyw a

a
i nzo g a e j o ?
i n z og a e j o ?
wewe
N tuz o o ny w
B ASIC C O U R SE
UNIT 25
Exercise 4e R andom substitution. Uyu n Uyu n u m u g eenzi waanje Mariya. umu k o obwa waanje Mariya.
/
This is my wife Maria.

This is my daughter M ari a . This is the daughter of my f r i en d . I /we went with my fr i e n d >s
Uyu
umu k o o bwa wa mu e enzaan 'e.

/ /
Twaa aan e
umu k o o bwa w a
d aught e r . m ugeenzaanj e . Twaagaanye n a m u eenzaan e . Twaajaanye n

cj.
u r n ugbre n a a b a ana b a a
We went with my friend>s wife and children.
a baan d i .
We went with the others. We went with the boss. D o you k n o w t h e b o s s ?

/
Twaagaanye n a d a a t a b u a . Uraazi da a t a b uga?
Uraaz umu eenzi waan e Mari a?
D o you k n o w my w i f e Marie? This is my wife Maria.
Uu ~
umu a e e nai waanJe Man|ya'?
Exercise g. I n dicative /-zoo-/tense vs. relative / - z o o - / t e n s e v s .

s ubgunctive of the same verb . A zooshika kuturaa b
i muhfra.
He <11 come t o home. J ohn s ay s
see us a t
Y ohaan
avuze k
az oos h i k a k u t u r a a b a
h e > 1 1 c ome t o
v isit us at hom e .
i muh i r a . Vyooba vyiiza ng a s hike kuturaab

0
I t would be nice if h e w ould visit us at ho m e .
i muhXra .
40>
UNIT 25
KIRUNDI They>11 g o t o l oo k f or [ somethi n g ] i n t h e s ho p s . J ohn s ay s that . . .
Bazoo/a kuroondera mu maangaziini.

/
Y ohaan
/
a v u z e k o b a z o o) a k u r o o ndera
/
m u maangaziini . V yooba
/
v y i i za n g o b a j e k u r o on d e r a
/
I t would be nice if . . .
m u maangaziini .
B azoore r
/
abaa n a n e e z a .
/
They'll raise the children w el l .

/
Y ohaan
a v uze ko b a zoorer a
J ohn s ay s
that . . .
a baana n e e z a . V yooba v y i i z a neeza.

/
ngo barer
abaa n a
It would be nice if...
N zoosubi r a y o
/
vuba.
/
I >11 r e t u r n
/
t he r e s o o n .
Y ohaan
avuze k
azo o s u b i r a y o v u b a .
John says that he>ll return t her e s o o n .

It would be nice if h e woul d r e t u r n t h er e s o o n .
V yooba v y i i z a
ng
a subi r e y o v u b a .
Tuzoog a
k u t e e mbeer a mu r
i yi
mi i s i .
We are going to go t ake a trip during these [next
f ew] d a y s . Yohaan
mur,
/
a v u z e k o t u z o o g a k u t e e mbeera
i yi mi i s i .
J ohn s ay s
that . . .
Vyooba vyiiza ngo tuje ku teembeera mur.

/
It would be good if...
i yi
mi i s i .
406
B ASIC C O U R SE
UNIT 25
Nziiga caane mur iyi miisi.
I<m going to study hard in
these [next few] days.

Y ohaan
i yi
/
avuze k
mi i si .
az i i ga caa n e m u r
J ohn s a i d
t hat . . .
Uyooba vyiiza ngo yi ige caane mur, i i yi mi i s i .
l t would be good i f . . .
I mvur
/
a
i
i zoo g w ego . a avuze k

/
It > s going to rain tomorrow.

/
Yohaan.
i mvur
i z oog w a a
John says it<s going to r ai n t o m o r r o w .
ego.
Vyooba v y i i z a ng i gw ego . o e It would be nice if it would rain tomorrow.
Exercise 6. C oncord with a demonstrative and an ad)ective, but n ot w i t h / ari / . >This table, for instance, do you t hin k i t <s ni c e? < aya meeza a ka k a z i a ha haantu N k aya a Nk a k a a N k aha a Nk i a
/
/
m e e za , u b o n ar i mee z a ? a k a z i , ub o n ar i k eeza ? a haan t u , ub o n ar i heez a ? a
i B u guumbura
/
Bu g u u mbura , u b o n ar i heez a ? a
iri iseenge ry i n zovu a
N k ir. iseenge ry i n zovu, ubon a r i a i a a
ryiiza '?
izi n y eg a m o
/
Nk
i z i n y e g a mo, ubo n
a r i nziiza?
amasKka
N k a m a s aka , a
u b o n ar i mee z a ' ? a
407
UNIT 25 inz5ga indeege

ino
/
KIRUNDI Nk i nz o g a , u b o n ar i n z i 5za? a a Nk indeege, ubon ari nziiza?
a
a
a
/
Nk
i n o , u b on
a r i h e e za ?
E xerc i s e
7.
> Future > v s .
> futur e
p e r f e c t;>. <We'll be seeing ( ' wil l be w e-havi n g - s e e n < ) one a n o t h e r , < T uzooba t u b o n ana . T uzooba t u j a a n a . T uzooba du k o r a n a . T uzooba t u b a a n a . <[At that timej we will be living together.< Tuzooba turima mu
/
< We>11 see on e a n o t h e r lat er . < kubonana kujaana

/
Tuzoobonana. Tuzoogaana. T uzookorana . Tuzoobaana. <We will live together. <

/
gukora kubaana
kuri ma
Tuzoorima mu myoonga.
myoonga. guteembeera g ushik a guheza kugeenda

k ur y a kwooza g ushuu s h a
/
T u z ooteembeera. T uzooshi k a .
Tuzoohe z
T uzooba d u t e embeera .
Tuzoob a dushi t se .
ak o k az i .
Tuzooba du h egege ak o Tuzooba t u g i i

Tuzoob a
kazi .
Tuzoogeenda. T uzoorya .
/
ye.
( twaagii y e )
t ur i i y e .
/
T uzookwooz
a m a s a haa ni .
Tuzooba twoogeje amasahaani.

T uzooba tushuuhije amaa z i .
Tozoosh u u s h
ama a z i .
(>we will be boiling water< ) Tuzooba twaashuuhije amaazi. ( <we wil l ha v e b o i l ed t he water, but i.t may no l onger b e h o t ')
408
B ASIC C O U R SE
U NIT p 5
In the next to last line of the above exercise, the /zoo/
form of
/kwooza / should, according to the rules, be /t u zooza/ ,
'but this is 1dentical in form with the same form of m eaning <we will com e> .
/-za/,
F o r t h i s r e a s on, many speakers of th e
language employ the form /t u z o okwooza / in place of /t u zooza / w h en t he v e r b i s /-oza/.
Exer cise 8. Indicative vs. autonomous forms of the / zoo/ < They'l l co me. <
t ense.
>Those who will come a re f e w . < Abazooza s i been s h i . si
Bazooza. kugeenda Bazoogeenda.
Abazoogeenda b eenshi .
kwaandur i yo
/
B azaandur
n g waar a Bazuumva.
i y o ng w a a r a .
A bazaandur
si
i y o ng w a a r a
beenshi .
kwuumva kwaambara kuduuga gufasha kugaruka kumuhema

k ubab a r i r a
A bazuumva Abazaambara Abazooduuga Abazoofash a

J
s i bee n s h i .
/
Bazaambara. Bazooduuga. B azoofas h a . B azoogaruk a . Bazoomuhema. B azoobabar i r a .
si
been s h i .
s i b ee n s h i . si si been s h i . been s h i .
r
Abazoogaruk a
A bazoomuhem a Abazoob a b a r i r b eens h i . a
/
s i b e enshi. si
g uki n a
B azook i n a .
Abazoo k i n a
si
b e e n sh i . si
kureengaana
Bazooreengaana.
Abazoo r e e n g a a n a
009
b eenshi .
UNIT 2Q Practice conversations.
KIRUNDI
1. A conversation in which A invites B. B asks whether he can

b ring his family . A s a y s h e d i d n <t know B was m a r r i ed . B s a y s A a s k s i f t hey h av e ch i ldr en .
h e has been married for two years . B says they have a l i t tle boy .
A s a y s b r in g them al o ng , e t c .
2. A
c o n v e r s a tion in which A in vites B .
B s a y s h e ca n c om e if
h e doesn't have to work that day .
A a s k s w h e n B w il l k now f o r
sure. B says he will let him know Friday.
3.
B tells C about his visit to A<s home.
(Use the content of
the basic dialogue for this. ]
Fre e
conver s at i on .
1. Invite a friend to visit you. M ake necessary arrangements concerning time, and give him clear directions for finding your p la c e .
2. You have just bought a souvenir of Burundi, and discuss

i ts merits with a fr i en d .
410
B ASIC C O U R SE
UNIT 26
UNIT 26 BASIC DIALOGUE [The student; should try t;o use the first version of the dialogue, imitating and later reading aloud. H e shoul d t h e n writ;e the t;one marks, checking by reference to the second version
l.
1A N . a m ak i i g a n t uu ? What' s t h e ma t t e r ?
( pp 414-5 ) ]
-pf a a na
(-pfaanye)
to belong t;o the same k i n g r ou p
[cf .
2B Nt ubo n a k
0
-pfa, (- p f u uy e
umu d u g a
)]
t ;o di e Don<t you see that; the car d ied o n m e ?
wampfaanye? 3A Haap f uu y i k i nkagufasha? e [Tell me] what part is out of
order
( <has di e d<) an d I < 1 1
h elp y o u . 4B Amaa z i y a a m p er a n y e . It<s out of water. (IThe w ater h a s b e c ome e x h au s t e d
f or me. < -bura (-buze)

umuhana
)
l ac k
t o mi s s ,
(3, 4)
u r i mu
t he a r e a a r o u n d a d well i n g A nd you l a c k w a t e r , [ ev e n t;hough] y o u [ ar e ] i n a

v il l age ?
5A
Uk ab ur
ama a z
m iha n a ? 6B No ogi r a n t e k o b a t a an z i ?
What should I do [ since ] ( t h a t ) I am no t k n o w n ( <they d o n > t know me I )?

to ask
-saba 7A
(-savye)
H iin g a nje kuyagusabira.
L et me go and ask for it on y our b e h a l f . H elp me, my friend .
8B
Nt abaa r a m u g e enzi waanje . 411
UNIT 26
KIRUNDI - aki i r a ( -aki i r i y e) to take from someone Take it and pour it in. T hank yo u v e r y m u c h .
to recover from il lness t o do r i ght a wa y
9B 1 0A
Ak i i r
us uk e m wo .
Ur ak o z e c a a n e . - ki r a
( -ki z e )
- ca p l u s p a r t i c i p ia l v e r b 1 1B N oon
ub
i ciiy
ikir a ?
I s it all right now ?
i me (or :
- unguru z a 1 2A I me .
/ me/ ) ( -unguruj e )
yes
to give a lift
Ur or a h ee h e
Y es. W h e r e a r e y o u g o i n g , and I<11 give you a lift.
n kakwuunguru z a ? 1 3B 1 4A W e w ur or a h e e h e ? e Nd o y i Mur aa m v y a . e
Where a r e ~o u g o i n g ?
I>m on the way to Muramvya. t o c a us e t o ar r i v e [Would youj please drop me

off a t Bu k ey e ?
- geza ( - g e j e J e )
1 5B Nt ab a a r unge z e m u a Bukeeye. - i n j i r a ( -i n g i y e )
1 6A In ji r a t u g e e n d e .
to come in to
Get in [and] let's go.
2.
-neezerwa
1 7C K
0
(-neezer ewe
t o be
pl eas e d
u t an e e ze r e w e n a maki ?
What>s the matter that you a re u n h a p p y ?
412
B ASIC C O U R SE
UNIT26
18D
Is a a nsi iraamperanye mu
mudugay
My car is out of gas. (<The gasol i n e h a s r u n o u t on
m e in t h e c a r . a)
S end me to buy some for y o u .
1 9C
Nt u m a n z e ( or: n J e )
k uy i k u g u r i r a .
iriitiro ( 9, 1 0 o r
or: iriitiro 2 0D Irii t;ir i m w e n
0
6)
l i t er
H ow much is one lit er ?
a maher 2 1C N
a a
ang a a h e ? i n dw i gus a . It>s only seven francs. t o hur r y Go and get; me ten liters.
amah e r
-ihuuta 2 2D
(-i huuse)
e
I huu t e un z a n i r
iriitiro (or: amariit;iro) cumi 2 3D W a t a a n z am a h e r a e angaahe? 24C N i m i r oong i n dwi gusa.

0
H ow much di d
you pay?
O nly 7 0
f r ancs.
t ip,
impeembo (9, 10)
s al a r y , wa g e , r ewar d
2 5D
Niro o n g
ita t u n i
impeembo yaawe.
K eep th e c h a n g e . i s y o u r t i p . <)
( >Thi r t y
geho - aanka 26E

0
c oncer n i n g ( - a anse)
a t o r ef u s e
me
J e h um u d u g u r a anyaankiye. 413
M y c a r won>t work.
UNIT 26 N tiwoont a b a a r a ? 22F Ngut a b a a z i k i ? e
KIRUNDI
W ould you help me ?
H ow (>wit h
h el p
w h a t ~) can I
you ?
- ki r i z a ( -kir i j e ) [applicative of / -kiza/ > to cur e > ] 2 8E Ur aa b e k o w o o s h ob or a

k uwuun k i r i za .
t o c u r e f or
S ee if you can fix it for m e .
29F
Rek a n g e z e m u gabo naanj e nt avyo nzi
Let me try, but I myself d on>t k n o w [much about] it.
erega
a ls o [ h e r e , a n e x p r e s s i o n of s u r p r i s e ]
W ell) T h e r e i t g oe s a t
3 0E
Er eg a bi r ak u u n z e .
l ast f
3 1F N. ah o ng e z a k a a n d i
i
( s all I can do , and I
ngir a
ng
ur ash i k
hope you will arrive s afe l y .
amahoro. a gashi r u k a
3 2E Ur ak o z e ca an e . n guh
b u t e (12)
No on e Thank
f ee ,
t i p An d
y o u v e r y mu c h .
i ki
ku
what ca n f ee ) ?
I gi v e y ou (as a
g ash i r u k a b u t e ~
3 3F
Oy a nt aa c o .
Naan j e
u zoontaba ar a n i w asaang a aho
No, n o t h i n g . You ' l l do t h e s ame for me if you f ind m e i n the same fix .
b iinyaankiriye .
414
BASIC C O U R SE
UNIT 26
34E
Ur ak o z e c a a n e .
Tur a-
Thank yo u v e r y m u c h . y ou l a t e r .
See
bonanye.
akagaruka 3 5F N ak agar u k a .
(12)
Hurr y
a ret u r n i ng ba c k )
1A
ama k i
ga n t uu ?
2B 3A 4B 5A 6B 7A 8B
9B
N tu b o n a k u m u duga wampiaanye?
0
H aap f uu y i k i nkagufasha? e Ama a z i y a a m p er a n y e . Ukab u r a m a a z u r i mu mihana? a N oog i r a nte ko bataanzi? H iin g a nje kuyagusabira. N tab a ara mugeenzi waanje.
Ak i i r
/
u su k em w o .
1 0A l lB 12A 1 3B 1 4A 1 5B 1 6A
1 7C 1 8D
Ur ak o z e c a a n e . No o n u b i c i i y i k i r a ? e u e I me . Ur or a hee h e n k a k wuungur u z a '?
W e w ur or a he e h e ? e Nd oy
e
i Mur aa m v y a .
Nt ab a a r ung e z e m u B u k e e y e . a I n gi r a t ug e e n d e .
K
/
u t an e e z er e w e
/
/
ama k i '?
/
Isaa n s
ira a m p e r a nye mu mu du ga .
415
UNIT 26 1 9C
2 0D 2 1C 2 2D
KIRUNDI Nt u m a n z e ( or> n g e )
Irii t i r im w e n 0 N. a ma h e r
kuyi kuguri r a .
a maher
gus a .
an g a a h e ?
i n d wi e
Ihuu t e u n z a ni r
ir i i t i r o (or: amariitiro ) cumi .
2 3D 24C 25D 2 6E
27F
W a t a a n z am a h e r anga a h e ? e a N i m i r oong i n dwi gusa.

0
Mi r o on g i t at u n i impeembo yaawe.
0
J eh
umu d u g ur aa n y a a n k i y e . a
e i k j. ?
Nti w o o n t a b a a r a ?
Nda g u t ab a a z
28E 29F 3 0E
3 1F
Ur aa b e k o w o o s h obor a k u wuunk i r i za . Re k a n g e z e mu gabo n a a ng e n t av y o n z i . Er eg a b i r ak u u n z e .

N . a h o n g e z a k a a ndi ngira n g
i 0
u r a shik
a ma h o r o .
32E 3 3P
Ur a k oze caane. N o one nguh i k i ku gashirukabute'? a

/
O y a n t aaco. N a anj u z o ontabaara n i wasaang a h o e a

b iinyaankiriye .
3 4E
Ur a k o z e ca a n e .
Tu r ab on a n y e .
3 5P
N. ak ag a r u k a .
i
1. A
s e c i a l us e of the verbal extension I n Unit 22, Note 4
-an-
, the verbal extension
/ - an- /
was
described as adding a m eaning of reciprocality or mu tuality to a verb stem of wh ich it forms a pa rt . T h a t s t a t em ent does no t
hold true for the el emen t /-an-/ in these sentences, taken from
416
B ASIC C O U R SE
UNIT 26
the dialogue for this unit: Ntubona k u m uduga wampfaanye?

0
D on<t y o u s e e t h a t t he c a r h a s d i ed on me?
[ cf .
/ - p f a / < to d i e > ]
A maazi
/ /
y a a mperany e .
The water is al l g one , [ an d t h i s h as h a d a n ef f e c t
on me] .
[cf. /-hera/ >to c ome t o a n e n d > ]

Isaansi iraamperanye mu muduga. My car is out of gas.
All of these verbs that contain /-an-/ also include an object
prefix. In this respect, and with respect to their translation

meanings, these verbs are strongly reminiscent of the stems that
include the applicative extension ( Unit
2 2 , N o t e 3 ).
As a
matter of fact, informal usage (at least for some speakers) allows t he us e o f /-herera/ in place of /-herana/ in the above examples. The same i.s not true for /-pfaana/ and /-pfiira /.
The
latter is used in such contexts as discussions of Christian theology, corresponding to English >to die for or on behalf of. <
[For practice with / -an-/ used in this way, see Exercises 1 and 2 . ]
2.
Th e v o c a t i v e u s e o f
n ou n s .
The dialogue contains the sentence :

/
N tabaara mugeenzi waanje .
< Help me ,
my
f riend) >
T he w o r d
/mugeenzi / has no initial vowel .
I t
d o e s h a v e a h i gh
t one on the first mora of the st em .
In both these ways it di ffers
UNIT 26
KIHUNDI
from the citation form / umugeenzi/ .
I t has t h i s f o r m when i t i s
used >vocatively>, that is to say, when it is used to name the p erson b e i n g s p oken t o .
The following are some pairs of ci tation and vo ca tive f orms of some nouns that are commonly used in this way : umwiigiisha mwiigiisha mukoobwa
umukoobwa umuhuungu
/
muhuungu
These three nouns have, in the first stem syllable, a long vowel with high tone on the second mora. The vocative is just like the citation form except for the absence of an initial vowel. T h ese next three nouns do not have, in the first stem syllable of the citation form, a long syllable with high tone on the second mora: umugeenzi d aatabuj a umwaana mugeenzi daatabuga mwaana
/
For these nouns, the vocative differs tonally from the citation form. A noun that lacks an initial vowel even in the citation
form, thus makes possible a pair of sentences which differ only i n t one :
N tabaar a d a a t a . N tabaar a d a a t a .
I help my fa th er .
Help me, father.
[/daata/
i n this sense may be sa i d n ot o n l y t o o n e >s ow n father, but to any gr ow n
man.]
4l8
BASIC C O U R SE
UNIT 26
3.
Th e construction in which a u e st;ion is followed b a v e rb t hat i nc l u d e s t h e s u b s e c u t ; i v e r ef i x -kaB oth o f t he s e s e n t ; ences c o n t a i n t he s u b s e c u t i v e e

i k i n k a g u f a sha ?
/-ka-/ :
H aapfuuy
What is out of o rd er , a n d I <1 1 h el p y ou . Where a r e y ou
U ror a
h e eh e n k a k wuunguru z a ?
g oing ,
and I < 11
give you a lift;.
Each of these sentences may be compared with a pair of simpler s entenc e s : Haapfuu y e i ki ? What is out of order? I [ 3 11 j h el p yo u .
N dagufasha .
U rora b e c h e ? N dakwuunguruz a .
W here ar e
y o u h e a d e d '?
I<11 give you a lift.
[For practice with t;his use of /-ka-/, and for additional examples, s ee Exer c i s e 9.
]
- ki r i z a
The extensions in the st;em
The dialogue contains the sentence :
N oon u b i c iiy i k ira? e u e

N ot; i l l u s t r a t e d i n t h e d i a l o gu e i s t h e s t ;e m :
Is it all right; now?
to cure
( i . e . c a u s e t o r e co v e r o r become all rig6t ) containing the root / - k i r - / ,
This is, of course, analyzable as
419
UNIT 26
KIRUNDI
with the causative extension b e ing represented by the presence of
/ -z- /
+/- k i z i
i n s t ead of / - r - / at the end of the root,

r a/,
a s i l l u s t r a t e d i n t h e se n t en ce > Uraab e
/
The stem with
both the causative and applicative stems is / - k i r i z a/ and n o t
k o w o o s h o b o r a k u w u u n k i r i za .
S ee i f
y ou ca n
f ix it for m e .
5.
Fo rms that contain two ob ect r e f i x e s . The infinitive in this sentence contains two object
p ref i x e s : Ntuma nze
( or: n j e )
ku~ikugurira
Send m e (that I may go ) t o buy i t f o r y ou .
The first of the two prefixes (/-yi/) stands for /isaansi/, which would be the direct object of the verb, w hil e p ref i x
object .
t h e se cond
(/-ku-/) stands for the second person singular indirect

I n t h e i n f i n itive, for both high and low ver bs , th e
first prefix has high to ne, and the first syllable of the s t em
has high tone. [ For practice with infinitives that contain two object prefixes, see Exercise 5.]
I mmediate disjunct indicative forms follow the sam e t ona l rul e:
Ndakiku g u r i r a . (/-gur a/ ,
a l ow
I [ >11] b u y i t
f or y ou .
verb
Ndakikufatira. (/-fata/, a high verb )

The negative conditional has ' Ntiwookimfatira .
I [ a l l ] g et i t f or y o u .
n o high tone in th ese form s ~ Please get it
f or 42O
me.
B ASIC C O U R SE
UNIT 26
A hodiernal form ist
N aakguf a t i y e .
A hesternal form i s :
I got it for you
[ today] .
Narakigufatiye.
I got it for you [before today.]
[The student may want to explore for himself the tonal pa tterns
used when two object prefixes are used with some of the verb forms that are not covered by these few examples. ]
Exercise l. I n dicative vs. autonomous forms. V ariation of

s ubject prefix and ob ject prefix .
< The car h a s d i e d o n

me. I
/
> Where i s t h e on e t hat d i e d o n y o u ? < U wugupfaan y U wumupfaany e e ur Xh e ? ur X h e ?
Umuduga waampfaanye . we i mashi i n i jeewe ipikipiki we uburaangaangwe

/
Umuduga waamupfaanye . Imashiini yaamupfaanye. Imashiini yaampfaanye. Ipikipiki yaampfaanye. Ipikipiki yaamupfaanye. Urubaangaangwe r waam upfaa n y e .
/
Iyimupfaany i r Xhe? e Iyigupfaany i r Xhe ? e Iyigupfaany i r Xhe?

e e
Iyimupfaany i r Xhe? U rumupfaan y r ur X h e ?
j'eewe
Urubaangaangwe r waampfaanye.
U rugupf a an y
r u r Xh e ?
ikar a a mu
Ikar aamu ( r ) y aampfaany e .
Iyi-/Irigupfaany
(r)i r Xhe?
42l
UNIT 26
KIRUNDI
Ikaraamu (r)yaamupfaanye.
Iyi-/Irimupfaany
(r)i r Khe?
imboga jeewe imir Xma
we
/
/
Imboga zaamupfaanye .
I zimupfaany
e
e
zirXhe?
Imboga zaampfaanye. Imirima yaampfaanye.

Imirima yaamupfaanye .
/
/
Izigupfaany z i rXhe?
I yigupfaany
irXhe?
I yimup f aany ir X h e ? e
Exerci s e 2 . Us e of /-an-/ in its applicative function; concord b etween s e n t e n c e s . <I<m out o f

/
w a te r . <
>That [ i
. e . wat e r ]
n e ed . <
i s what I amaazi
A maazi y a a mperany e . I saans i

/
N iyo n k e n e y e . N iyo n k e n e y e .
N iwo n k e n e y e .
/ /
isaansi
umuunyu
/
y a a mper a ny e .
U muunyu w a a mp e r a n y e .
/ /
i sukaar i umuceri amahoonda

ubur o isabune amakar a
/
I sukaar i U muceri
y a a mp er a ny e , w a amperany e .
/
N iyo n k e n e y e .
A mahoonda yaamperanye .
U buro
/
N ibwo n k e n e y e . N iy o N iy o N ivy o N iz o Niyo N iy o
/
b w a a mp e r a n y e .
/
I sabune y a amperany e . A makara y a amperany e .

/
nkeneye. nkeneye. nkeneye. nkeneye. n keney e . nkeneye.

/
ivyaamwa
indimu
Ivyaamwa vyaamperanye .
I ndimu zaamperanye .
amKgi inzoga
A magi y a amperany e . I nzoga y a amperany e . 422
BASIC C O U R SE
UNIT 26
amavuta
A mavuta y a amperany e .
N ivy o
/
i bi t o o k e
umwaanya
/
Ibitooke vyaamperanye.
Umwaanya waamperanye .
nk eneye.
/
Exercise 3 .
T h e c o n s t r u ction of Sentence 5, contrasted with a
s emanti c a l l y r el at ed ~wh - q u e s t i o n . >How can yo u l a c k w a t e r , an d you in an inhabited area?l> wewe Ukabur am aazi uri mu mihanaf a
/
<Why do y ou l a c k water rt
Ni kuki
u buz
a maazi ?
geewe
we tweebwe
/ /
Nkabur a m aazi ndi mu mihanaJ
Ni kuki
Ni kuki
mbu z a maazi ? e
a buz e a maazi ?
Akabura amaazi ari mu mihana| Tukabura amaazi turi mu mihanaj

/
Ni kuki tubuz a m aazi'? e

Ni kuki Ni kuki
mweebwe bo
Mukabura amaazi muri mu mihanat Bakabura amaazi bari mu mihanaJ
m ubuz a m a a z i ? e
/
b abuz
a maazi ?
E xerc i s e
Nti b a a n z i
4.
.
<What should I do, seeing that... ?> T hey do n< t k n o w me .
N oogiraante ko ba taanzi ?
W hat shall I do ,
[ si n c e ]
know me '?
t hey d on>t
Simfis am afaraanga. e
/
I donit have mon ey .

/
N oogiraante ko nt'afis
a m a f a r a anga ?
Sindavyuumviise.
/
I didn>t get (hear, u nders t a n d ) i t [ g u s t
N oogiraante ko ntavyuumviise ?
now].
423
UNIT 26
/ /
KIRUNDI
Ntibaraabiinsiguurira.
T hey ha v en> t
i t t o me .
explai ned
Noogiraante ko bataraabiinsiguurira?
S ii n z i
/
k wo o g a .
I don > t know ho w t o

swim.
N oogiraante ko ntaazi kwooga ? S ink o mey e .
I <m not well.
Noogiraante ko ntakomeye? Sindaaheza. N oogir a a n t e N dii c a y e . Aoogiraante ko niicaye? N dagarut s e .

Noogi r a a n t
/
/
I haven>t finished y e t .
k o n t a r a aheza? I >m seat e d .
I>m back .
e k o n g a r u t se ?
/
Ndii b a g i y e Noogiraante ko niibagiye? B aangabi y

e
I>ve forgotten.
i mb w a .
T hey'v e p r e s e n t e d m e w it h a d o g . e
imbwa? People aren't glad to see me d o i n g t h i s .
N oogiraante ko baangabi y
Baraangaya .
N oogir a a n t e
k o b a a ngaya?
424
B ASIC CO U R SE
UNIT 2 6
Exercise 5. V a riation of both object prefixes in a single word. <Wat;er is what I w ant. <
amaazi
/
>Let me g o s ome fo r
a n d a s k f or you. i
A maazi A maazi
ni y o ns h a a k a . ni y
0
H iinga nje ku~agusabira .
we
isaansi
/
as haa k a .
a sh a a ka .
0
Hiinga nje kuyamusabira.

H iinga nje kuyimusabira . H iinga nje kuyibasabira .
I s a a ns i l saans i
ni y ni y o
tweebwe
dushaaka. impaapuro I mpaapur o dushaaka. bo I mpaapur o bashaaka. amavuta jeewe i r a a n gi

/ / /
ni z o
Hiinga nje kuzibasabira.
ni z o
Hiinga nje kuzibasabira.
Amavuta n iyo bashaaka. Hiinga nje kuyabasabira. A mavuta I r a ang i ni y o ns h a a k a . Hiinga nje kuyagusabira.
ni r y o nshaaka. Hiinga nje kurigusabira. a s h aaka. Hiinga nje kurimusabira.

0
/
we inyama
igipfuundikizo
Iraangi n ir y I nyama ni z
0
a shaa k a .
ni c
0
H ii ng a n j e k uzi m u s a b i r a .
Hi i n g a n j e k uki m u s a b i r a .
Igipfuundikizo
ashaaka.
tweebwe
/ /
Igipfuundikizo
nico
H iinga nje kukibasabira .
dushaaka.
i bi c e r i
Ibiceri ni.vyo
d ushaa k a .
Hiinga nje kubibasabira.
UNIT 26 bo
KIRUNDI Ibiceri nivyo bashaaka. Hiinga nge kubibasabira.
amaazi
Amaazi
n i y o b a sh a a k a .
H ii ng a n J e k u y a b a s a b i r a . Hiinga nje kuyagusabira.
jeewe
A maazi
ni y o ns h a a k a .
Exercise 6. The construction of Sentence 17. >What<s the matter that you<re not happy?< kuneezeerwa
k wi i h u u t a
/ /
u t a n e e z e r ew e n
amak i ?
K u tiihuuse n . amaki? 0 i K K
0
k wii r u k a k wii c a r a
/
u tiirutse n u t iicaye n
a m aki? a m aki?
i
kuryaama kugaruka kutavuga
K u taryaamye n . amaki?
0
/
K u tagarutse n
0
/
a m a ki '?
/
(neg. o f j - v u g a /)
0
/
u t a vuze
n . am a k i?
i
kuvyuuka
u t a vyuutse kare n
a m aki?
E xerci s e
7.
/na-/ with various persons and numbers.

< They h e l p e d h i m. <
< And th e y >11 h e l p
me t oo. >
jeewe
kgbona wewe g uf a s h a
/
B aaramutabaaye .
B aaramuboo n y e , B aaramubo o n y e .
/
/
N aange bazoon t a b a a r a . Naange bazoombona.

N aawe b a z o o k u b o n a .
/
B aaramufash i g e .
N aawe bazooguf a s h a .
426
B ASIC C O U R SE
U NIT 2 6
we
Baaramufashije.
N awe bazoomufasha . Nawe bazoomugaya. N aatwe ba z o o t u g a y a .

/ /
kugaya
tweebwe k ur a mu t s a mweebwe k ut a b a a r a
/
Haararnugaye.
Baaramugaye. Baaramuramukije.
B aaramur a mu k i g e .
/
Naatwe bazooturamutsa. N aamwe bazoobaramut s a . N aamwe bazoobat a b a a r a .

/
B aaramutabaaye .
Exercise 8. R andom substitution based on Sentence 3. Haapfuuy ik i nkagufasha? e What ha s you?

Uken e ~ i ki
/
h a p p e n ed (<what died> ) and I < 1 1 h e l p
nk aguf aeha ?
W hat do y o u n e e d , a n d I >1 1 h elp y o u ? What do you need, and II11

a sk h I m ?
U keney
i k i n k am u b a z a ?
Unaaz .
1~
i v ~ a a a n ka mu b a z a ?
D o you k n o w wh er e h e > s going, [and if notj Illl

a sk h i m .
Uraaz
ah
aaba nk a m waandik i r a ?
Do you k n o w wh er e
h e l i v es ,
a nd I<11 write him .
a nd I < l l
wr i t e t o h i m.
Itll take a piece of pap er a nd write to him . Nfat
u r u p a a p uro n k a a ndik i k e e t e .
I>ll take a piece of paper

a nd write a le tter .
427
UNIT 26 Exerc i s e
A shaa k
KIRUNDI 9.
iki ?
Us e of a /-ka-/ form after a question. W hat doe s h e want;?

to h i m .
N daki mwe e r e k a .
I will show it
Ashaak iki nkak5mweereka? W hat does he want, and I>11

s how it to him ?
U gii y 5 h e ? TurakugaanKyo. Ugiiyehe tukajaana?
W here ar e
you goi ng'?
W e will give you a l i f t .
W here ar e y o u g o i n g , an d w e>11 go t o g e t h e r .
W hat did he ask f o r ? I <11 give it to h im .
Yasavy
i ki ?
N daki mu h a .
Y asavy
i k i nk a m u h a ?
What did he ask for, and I>11 give it to him? W here di d he pass by'?
Y aci i y K h e ? Ndamukuri k i r a.
I >1 1 f o l l ow h i m .
Yaciiyehe nkamukurikira?
W here di d
h e p a s s b y , so I
c an follow him ?
Ashaak
a i ki ?
W hat doe s h e
I >1 1 b r i n g i t
want ?
f or h i m.
Ndaki mu g u r i r a . A shaak
i k i n k a k imugurira ?
W hat does he want, and I > l l buy it for him'? W hat s i ck n e s s h as h e co n t ract e d ?
Agwaay
i ki ?
Ndamuvuura.
/
I >11 c ur e
e
hi m.
A gwaay
i k i nk a m u v u u r a ?
W hat has he g ot, and I < 1 1 c ur e h i m?
428
B ASIC C O U R SE
UNIT 26
[From this point on, students and instructor should devise their own practice conversations, by recombining vocabulary and grammatical structures that are already familiar. I t is suggested that
g ood first lines for th ese conversations would be 1 , 12 , 17 , 2 6 ,
or variations on these lines.]
UNIT 27
KIRUNDI
UNIT 27
BASIC S E NTENCES
intwaaro (9, 10)

I ntwaar o y
government
The government of Burundi head to administer king The h e a d o f t h o se w ho go v e r n the country of Burundi is
Ub u r u u n d i .
umutwe ( 3, 4 )
-gaba (-gavye)
umwaami
2.
(1, 2)
U mutwe w
a b agab a
c
i gihugu
Ubu r uu n d i
t he k i n g .
n umwaami .
-haangaama (-haangaamye ) 3. U b u h ahaangaamye Mwaambutsa wa kane. 4. U m w a ami akurikirwa na baa<ministres>. - shi i n g a ( -s h i i n z e )
t o pu t a s t i ck i n t h e The king is followed by
t o a s c en d
t h e t hr o n e
N o w M wambutsa IV is on tne t hr o n e .
m ini s t e r s .
g round , -t e g eka ubugavyi ubutuunzi 5.

Hari
t o p ut i n shap e l aws
( -teget s e )
to make / e n f o r c e
g over n m e n t economy
(14) (14)
<mi n i st r e > wa n a ab a a n d i
Ther e i s t h e p r i me mi n i s t er , a nd o t h e r s w ho a r e p u t i n
a mbere ,
charge of running [various] a

a ct i v i t i e s i n t h e c ou n t r y : t he administration of in -
b aash i i n z w e g ut eg e k i bikorwa mu gihu gu :
ternal affairs ( <of t h o s e l i v e i n t h e c o u n t ry > ), 430
who
BASIC C O U R SE
UNIT 27
ubugavyi n u b utegetsi
e ducat i o n , e c o n o my , a n d other [things].
bw ababa mu gi hugu,
a
i ndero , i bi i ndi . umushiingamKteeka legislator ubut uunzi , n
(1, 2)
6.
Hari n a b ashiingamateeka. a - i i t e g e r e z a (-iitegereje ) iteeka The r e are also legislators. t o wa t c h , law s u p er v is e
(5, 6)
a
A bo r e er o b i i t eg e r e z amateek
ak o r e e s h wa
A nd t he y s u p e r v i s e/ en f o r c e the laws which are in force i n B u r u n d i , a n d t h e y e stablish new laws.
mu Buruundi, bagashiinga n 8. a a m a t ~ e k o m a s haasha . The ministers are chosen by

t he k i n g .
B a a >minis tres > batoorwa n a u m waami.
9.
A b a s h iingamateeka
b at o o r w a n a i gi hugu .
The legislators are chosen

by the popul ac e .
-gabanya
(-gabanige)
t o di v i de The country is divided into p ro v i n c e s .
10. Igihugu kigabanigwe mu

malprovinces I.
11.
A m a > p r o v i n c e s < a t e g e k wa
n a ba a l g o u v e r n e u r s <.
The p r o v i
n c e s a r e g o v er n e d by
g overno r s .
12. Ama<provinces< agabanijwe

/
muri za<arrondissements >,
The p r o v i n c e s a r e d i v i d e d into arrondissements, whic h a r e g o v er n e d by
KIRUNDI
z i t e g e kwa n a ba>administrateurs <. 1 3. ( Za ) < A r r o n d i s s e ment s < zigabanijwemwo zaa<communes<. intaahe 14.
adminis trators.
T he ar r o n d i s s e ment s
are
d ivided into communes .
(9, 10)
judgment, oath T he communes ar e g o v e r n e d by mayor s a n d t h e e l d e r s of t;he commune.
<Communes< zitegekwa na b aa<bourgmest r e s < , n a a b ashi i n g antaahe
baa I commune > .
abadasi g a a na
(1, 2)
[name of a political p arty ] ( >t h o s e w h o n e v e r a re i n di s co r d > )

political parties In Burundi t;here are two
umugaambwe 1 5. M u B u r u u ndi h a r
(3, 4)
i migaambwe minin . i ibiri: ari b o < Fron t A b a d a s i gaana U P R ONA n a C o mmun . <
l arge parties: t h e Abadasi ga ana (or UPRONA),

a nd the Front Commun .
u buteg e t s i iminwe
16.
(14)
power
h and , hands
(4)
U b u t;egetsi buri mu minwe y a U P R ONA.
The power is in the ha nds of UPRONA.
432
BASIC C O U R SE
UNIT 27
17. Umwaami ntashobora kugir
The king cannot belong to a p art y .
umugaambwe.
18. Mu mategeko ntashobora
no ku g i r According to the law , he
c annot a
umu ga a m b we k
0
even show pr ef e r ence

a n o t h er .
f or
o n e p a r t y ov er
y eer e k a n a k uru t
ak u u n z e
u wu u n d i . elec t i on
i t o or a ( 5 , 6 )
-heruuka
( -heruut s e
)
t o wi n seat o ne who g o v e r n s I n t h e l a s t el ec t i on s , t h e party called UPRONA was t he on e t h a t w o n ,
- t s i i n d a ( -t s i i n z e ) i nt e b e
(9, 10) (1, 2)
uwutwaara
19. Mw iitoora riheruuka umugaambwe wiitwa UPRONA niwo watsiinze. kubwa 20. Kubwi itegeko ryaashiinzwe
a ccor d i n g
to
According to the law passed

by the legislature, new e lections will be he l d
n a b ashiingamateeka
iriindi toora rizoohora
every
f i v e ye ars
ri k orwa nkvd imyaak

a
i taan u
i t a a n ih e z e . u
433
UNIT 27 I ntwaar o y
2.
KIRUNDI Ubur u u n d i .
Umutwe w a b agab i g i hugu c U b uruundi n . umwaami a a a i

U bu hahaangaamye Mwaambutsa wa ka n e .
4.
Umw a a m i a k u r i kirwa na b a a >ministres > . Hari <ministrel wa ambere, n
a b a a n d i b a a shiinzwe gutegek
ibikorwa mu gihugu:
u bugavyi n
a a
u b u t e g e tsi b w ab a b a
m u gihugu, indero, ubutuunzi, n
i b iindi.
6. 7.
H a r i n a b a shiingamKteeka. a
/ /
Abo reero biitegerez a m ateek a k oreeshwa mu Buruundi, a a bagashiinga n a m ategeko mashaasha. a
8. 9.
B a a > ministres> batoorwa n u m waami. a Ab a s h iingamKteeka batoorwa n i gihugu. a

/
10. Igihugu kigabanigwe mu maiprovinces.> 11. Ama>provinces I ategekwa nabaaigouverneurs>. 12. Ama<provinces> agabanigwe muri za>arrondissements>, zitegekwa na ba>administrateurs.>
13.
14.
(Za)>Arrondissements< zigabanigwemwo zaa>communes.>

/
/
> Communes > zitegekwa na baa <bourgmes tres I, n ab a s h i i ngantaahe
baa I commune > . 1 5. M u B u r u u ndi ha r ariy o 1 6. 1 7. i m i g a a m bwe mini n i b i r i : C o mmun . > A badas i g a a n a
U P R ONA n a > Fron t
U b u t e g e tsi buri mu mi nwe ya U PRONA .

/
/
U m w a am i n t a shobora kugi r
u m u gaambwe.
B ASIC C O U R SE
UNIT 27
18. Mu mategeko ntashobora no kugir u m ugaambwe yeerekana k

a
0
a kuunze k u r u t
uwu u n d i .
19. Mw iitoora riheruuka umugaambwe wiitwa UPRONA n iwo watsiinze.

20. Kubw
iit e g e k o r y aa shiinzwe n ab a s h'.ingamKteeka irixndi
t oora rizoohora rikorwa nki imyaa k
it a a n ita a n ih ez e . u u
1.
Me t hod of l u r alizin u n a ssimilated French nouns. Compare the singular and plural forms of these nouns, none
of which has been completely assimilated into the pronunciation system of the language. u mu<gouverneu r < umu <administrateurbourgmest r e < umu>mini s t r e baa<ministre<
In the singular of the above Class 1 nouns, the regular prefix /umu-/ is used. The plural /baa-/ has no initial vowel, and the vowel that it has is long. i>Commune< zaa>communes> ama<communes3 i >pr o v i n c e < zaa>prov i n c e s < a ma>provi n c e s 3 > arrond i s s ement >
(10)
(6)
(10)
(9)
z a>arr o n d i s s e ment s > ama3arrondissements>
(10)
(6)
435
UNIT 27
KIRUNDI
T hese three examples are nouns that do not stand for p e r so n s .
Those which in French begin with a consonant have initial / i - / are in Class 9. Th e last example, which begins with a vowel in
F rench, has no pr efix of any k ind in the s ingular .
and
T h e plurals
of all these non-personal nouns are in ei ther of the c l a s ses 6 or 10.
2.
Pa s s i v e st ems .
Compare these pairs of sentences:

/
Baa<ministres> batoorwa n u m waami.
The ministers are chosen by the king.

/
Umwaam. atoora baa <minis tres <,

i The k i n g A koreesh c h o o s e s t h e mi n i s t e r s . i b i t a b o v y i inshi .
H e uses many b o o k s .
I bitabo bikoreeshwa n i v y iinshi.
T he books
t h a t a r e u s e d a r e many.
In these two pairs of s en tences, the difference between a ctive and pa ssive verb st ems is marked by the p r e s ence or ab s en c e of the extension /-w-/, which is found af ter the o ther ex tensions
(if any), right before the final vowel. T his represents the most
c ommon way of fo rming passives, but there are a nu m ber of e x c e p tions.
B ASIC C O U R S E
UNIT
27
A cti v e
Passiv e
-ha
w ith perfect stems : - haay e
/
<give>
but
-haabwa
< be gi v e n <
-haawe
-ca - ci i y e
/
> pass by ,
cut, etc. <
- c i i bw a - ci i w e
/
- ry a
<eat <
-ri i
bw a
- ri i ye
- r i i we
It will be noted that these monosyllabic verbs a little pattern of th eir ow n .
c onfor m t o
The con s t r u c t i o n
/
< e v er y
y ear s <
a
( e. g .
II
S t c . 2 0).
it a an i i t a anu.
Il
/
Itoora rikorwa haanyuma y i m yaak
<Elections are held every five years. N N ja k w i i s ok o m u m i i s i i t at i i t at u .

T he length of an i n t erval is expressed by reduplication of th e a ppropriate numeral, as in the ab ove examples . first vowel of the se cond half has high tone . initial vowel is pr esent with both halves N o t e that the N o t e a l s o t ha t an
of the reduplication,
437
UNIT 27
KIRUNDI
and that the last vowel of the first half is assimilated to the
quality of the init;ial vowel of the second half; the two
vowels may be cont;racted. That is t'o say:

i tat u i t at u
is p r o n ounced:
or:
[ i t a t i i t at ; u ] [ i t a t i t at ' u ]
4.
A u se of n a wh i c h does not corres ond toEn lish >have>, I with < o r < a n d > . Har abashiingamKteeka.
/
There are legislators. There a r e l at;or s . a l so l egi s -
Hari n a b ashiingamKteeka. a
/ /
Ntashobora no kugir umugaambwe
y eerekana k
l lw11undi .
akuu n z e k u r u t ; a
H e [ t h e k i n g ] c an > t e ven s how p r e f e r e n c e f or o n e p a r t y ov e r

a not h e r .
Siinzi kuvug I g ifaraansa.
don>t k no w how t o
s peak F r e n c h . I don>t e v e n k n o w how t o r e a d i t .
Siinzi no kugisoma.
In t ;he
n ouns.
a b ov e s e n t ;ences , /na/ does not' stand between two
F o r t h i s r e a s on , it cannot be translated by Eng lish Ia n d i . or I eve n . >
A more appropriat;e t;ranslation is > also <
438
B ASIC C O U R SE
UNIT 27
5.
Tw o alternate wa s of usin C l a ss 18. Compare Sentences 12, 13 of the basic dialogue: Ama>provinces> agabanigwe muri za<arrondissements.>
The provinces are divided into a r rondissements.
Za<arrondissements< zigabanigwemwo zaa>communes<. Za<arrondissements> zigabanigwe muri zaa<communes <. The arrondissements are divided into communes.
The interchangeability of /muri/ and /-mwo/ which appears i n t h e a b o v e p a i r s of s ent e n c e s i s n ot p er m i s s i b l e i n m o s t s i t ua t i on s w h e r e /muri/ is used:
/
A fi s A fi s But n o t < + Afi s
e e e
amafaraanga mur, ibaanki

i
amafaraanga mw iibaanki.
/
H e has money i n t he b a n k .
amafaraangamwo ibaanki. b a a n k i.
/
A kora mur i
He work s bank.
in a
But
n o t > +Akor amwo i b a a n k i
E xercise l .
A c t i v e vs . p a s sive stems . The k i n g ch o s e t h e ministers.

/
/
Umwaami yatooye baa>ministres>.

/
Baa<ministres> baatoowe n u m waami. a
The m i n i s t e r s we r e c hosen b y t h e king.
UNIT 2 (
KIRUNDI
A ntooni yabivy a m asak e g o . e a

/ /
/
A ntoin e s o we d s o r g hum yest e r d a y . T he so r g hum was s o wn

by Ant o i n e .
Amasaka yabibwe na Antooni.
T uzoogurir
i p a am p a
i Bu j u u m b u r a .
We wi l l s el l t h e c ot t o n i n Bu g u mbur a. Where will th e cot t o n b e so l d ? J ohn g u a r d e d t h e of f i c e .
I paampa rizoogurirwKhe ?
Y ohaani yariin z
ibiro.
Ibiro vyaariinzwe na Yohaani.
T he o f f i c e w a s g uarded b y J o h n . Some ant s b i t me y est e r d a y .
I ntozi zaandiiy e g o .
e
N ari i w e
i i n t oz . ego .
i
I was bitten by a n t s
y est e r d a y .
E xerc i s e
s t an d <There
2.
/ na/
u s e d b e t w e e n n o u n s v s. its use when it d oes n o t
b e t w een n o u n s. a r e wh i t e a n t s i n t h e Con g o . < .
~There ar e
a l s o a rmy ant s . <
< There are white ants and army ants in the Co n g o . >
H ari h
um u s w a i K o o n g o . a
i i n tozi.
H ariho n H arih
0
u m u swa n
iin t o z
i K o ongo.
44o
BASIC COURSE
UNIT 2 7
Mu ruuzi harimw i n goona.

0
Harimwo n i m vubu. a
H arimw
0
i n g o ona n
imv u b u .
[ Make up s i m i l a r
s e t s of s en t e n c e s u s i n g :
/intare/
and / i n g we /;
/ u r u n y e g er i / and / u muswa/ ;
/ i n z u u zi / a n d / i m i s o z i / , / i m y o onga/ . ]
Exercise 3. R e gular intervals of time.

/
Agaruka mu mayiing a b iri. a

/
He r e t u r n s weeks. i
ev ery t w o
A garuka mu may iin g
a b i r . aabiri.
He returns [regularly)
e ver y t wo we e k s .
A ntuma kuu poosita mu masah a t a t a u

a at a t u .
He s e n d s m e t o t h e post office every t hre e h o u r s .
[ The s t u d e n t
sh o u l d c on st r u c t
s e n t en c e s s i mi l a r
t o t hes e ,
in
which he tells how of ten he d oes certain things, or how o f t en c ertain events take pla c e .
44l
UNIT 27
KIRUNDI
Exer c i s e
4.
S en t en c e s u s i n g / - h e r u u k a
1
/
H e was ill during th e l ast days of la s t m onth . We travelled around d uring the last we e k o f last mon th .
Yar. arwaaye mu m i is . iheruuka y uukweez i

/
/
gu h e z e.
/
Twaarateembereye mw iyiinga r iheruuka ry
u u kwe e z i
gu h e ze . i
A mafaraan g
/
ar ad u h e r e r a k u m u u s .
u k wee z i .
We ran out of money on

t he last day of th e
u her u u k
month [not necessarily

l ast month . j
D uher u u k a
k ub a b o n a .
W e saw them not lo n g
ago.
Duher u u k a Aheru u k a gushika. g u ki r a .
/
W e arrived recently .
H e re c o v e r e d / She h a d
a b ab y r e ce n t l y .
/
Ejo nzoov
/
i B u j u u m b ura ubw
i imper u u k a .
T omorrow I will le a v e B ujumbura for th e last time .
B ASIC C O U R S E
UNIT 28

- zi i n d u k a
( -zi i n d u t s e 1A
to go early in the m orning : t ; o d a w n

The w e a t h e r w as b a d a t da wn
Uyu m u u si haaziindutse naabi .
t;his morning. (<Today d awned ba d l y . < ) I t h i n k i t >s g oi n g t ; o r ai n . to last all day b ad weat h er : c l ou d y but n o t r ai ny It may not rain, but it will b e c l o u d y a l l day .
2A
Ngi r a n g i m v u r i r a g wa. 0 a - i i r i r w a ( -i i r i w e) u ruf u u r i
(11)
3B
I r a sho b o r a k u t a g wa, mugabo hakiirirw u rut'uu r i .
4A 5B 6A
Ubi me n y ut e '? a Ndaab a i bi cu .
H ow do yo u k n o w (it ) .
I look at; the clouds.
Noone b i r y a bi cu s i ivy iimvura'? a
Aren>t those clouds rainclouds' ?
7B
Eeg o , mugabo ntibiremye caane.
Yes, b u t t he y a r e n ' t h eavy [ e n o u g h ] .
(very)
8A
Noone r ee r o h a g w a i m v u r a
n ke k u k
0
i b i cu
So it will rain little ( rai n ) since the clouds are not heavy.
b i t a r e my e .
u muyaga (3, 4 )
wind
~IT 9 13
28 Oy a , ntiwuumv u y u a m uyaga? Niwo
KIRUNDI
N o, don < t you f eel this wind ?
uvyiirukana ntibiroonk
It will drive them away so that they don>t have time t o ge t h e a v y e n o u g h t o r ai n ( rai n ) .
umwaanya wo k u r e ma
n go bigwemw
0
i mvura. t o t el l I s that the only th ing th a t t e l l s y ou t h a t ?
- bwi i r a
10A
( -bwii y e )
Ico n i c o k i b i kubwiira
gusa? agashuuhe
(12)
h eat c h a r a c t e r i z e d b y
humidity
i kir e er e
(7, 8)
atmosphere p l . means envir o nment ( ?)

s ur r o u n d i n g s
1 13
Oy a , ntiwuumva k a t a a
0
No, don<t you no tice tha t
t her e
i s n > t [ much] h u m i d i t y ?
g ashuuhe k a r i k ire er e .
2.
mu
harya
12C H ar y a i k i n i ik i mu Kir u u n d i ?
by the
way
Say, what is this [called]

i n Ki r undi ?
i kir a a t o 13D
i
(7, 8)
it? S inuu-
shoe
Iv y o s. ibiraato?
lt>s a pair of shoes, isn>t
1 4C
Nsu b i r i r a m wo . mvi i s e .
Again, please'? I- didn>t get it.
B ASIC C O U R SE
UNIT28
3
1 5E
mugeenzi Nb e g a h a r y a m u K i r u u n d i
>mugeenzi< birataan dukaa ny e n
courteous a p pellation
i n K i r u nd i ?
< umugeenzi > ? 1 6F Caa n e n y e n e . - ubaha 1 7F Mu g e e n z i n < sir > ubwii r a caane. 18E Nt i w o ombarir i n gene a mpava mbaz i n zira ni a n azimi r a ? - raan g i r a 19F Uh ez e ugi r e u t i : a
i n z ira iroor
Y es i n d e e d f ( - u b a s h e) uk uv u g a to respect Nu eenzi ~ m e a n s ( <is Zo < sir < o r > madam< when yo u are a d d r e s s i n g s o meone whom y ou r e s p ec t v e r y m u c h .
say<)
c a a n k e <madame> u w o w u u bashe
Please tell me how I ask [ my] wa y i n c a s e I ge t l ost .
( -raangiy e }
to
show
T hen yo u s a y , > Show me t h e w ay t o K i t eg a . < a
n daangir i 2 0E
G i t eg a . Isn't there any o ther way t hat you say i t ?
No on e n t a a ku u n d i m ubiv u g a ?
uburyo
21F
(14 }
Ther e it.
way
a r e m a n y w a y s t o s ay
Har i u b u r y o b w i inshi bwo k ubi v u g a .
UNIT 28 umwaarimu (1, 2) 22G
KIRUNDI teacher How many t e a c h er s a r e o n y our f a c u l t y ? {<By how m any t e a c h er s a r e y o u t aught ? < )
There are about fifty t ea c h e r s .
M w i i g iishwa n a a baarimu a baangaahe?
23H
Har . a b i i g i i sha bashika i m iroong

0
i t aanu.
u mwiir a b u r e
(1, 2)
a bl a c k p e r s o n a whi t e p e r s o n
Are they black or wh i te'?
umweera (1, 2) 24G N i a b iirabure caanke n abeera? uruvaange 2 5H 2 6G N. ur uv a a n g e .

i
{ 11, 10 )
m ix t u r e They I r e m i x e d .
Ab e e n s h i n i baa n d e ? u bwii n s h i
Which are in the ma/ority? amount, quantity They<re a b o ut ; e q ua l number. i n
(14)
2 7H
Bam e z e n k
abaa n g a n a
mu bwiinshi .
1A 2A
Uyu muu s i h a a z i indutse naabi .

/
Ngira ng i m vur
0
i r a gwa.
Irashobora kutagwa, mugabo hakiirirw u r ufuuri.

4A 5B 6A Ub i men y u u t e ?
Nda a b
i b i cu .
/
N oone b i r y a b ic u
si ivy
i imvur a ?
446
B ASIC C O U R SE
UNIT 2 8
7B 8A 9B
E ego , mugabo n t ibiremye caane. Noo n e r eero hagwa imvura nke kuk i b icu bitaremye.
0
Oya ,
nt i w uumv u y u muyaga? a
/
Ni w o vyiirukana n t ibiroonk e
/ /
u mwaanya wo kurema ngo bigwem w 1 0A 1 1B 1 2C Ico Oy a , n ico k i b i k u b w iira gu sa ? n tiw u u m v a k
i mvura.
at a a g a s h u uhe kari mu k i r e er e .
Har y a i k i
nii k i m u K i r u u n d i ?
13D 14C 15E
Iv y o
ibi r a a to?
Ns u b i rirKmwo. S i nuumviise. Mb e g a harya mu Kiruundi >mugeenzi< birataandukaanye n a < umugeenzi < ?
1 6F 1 7F
Caa n e n y e n e ! M u g e enz i
/
uk uv ug a > sir <
c a a n k e <madame> ubwiira uwo
w uubashe c a a n e . 18E 19F

2 0E 2 1F 2 2G
Nt i w o ombarir i n gene mpava mbaz i n zira n i nazimira? a a Uh e z

e
ugir
u t i : ndaangir i n zira iroor i G itega. a a
Noo ne
n ta a k u u n d i mu b ivuga ?
Hari u b u r y o b w i inshi bwo kubivuga . Mwii g i i s hwa n aa b a a r imu ba angaahe ?

0
23H
2 4G
Har
ab i i g iisha bashika miroong i t aanu.

ab ee r a ?
Ni abii r a b u r e ca ank e n
2 5H 2 6G
N. ur uv a a n g e .
i
Abe e n s h i
ni
baan d e ?
447
UNIT 28 27H
KIRUNDI B a m e ze nk a b a angana mu bwiinshi. a
1.
Th e use of the concord for Class 17 in Sentence 20.

C ompare : Ntaa k uundi mubivuga? Isn>t there any o t h er
way that you say it?

N taa k u u n d i muvuga?
/
Isn < tthere any ot her w ay t h a t y o u s p e a k ? Isn>t there anything [ el s e ] t h a t y ou s a y

[in addition to
Ntaa biindi muvuga?
t ha t ] ? In the last of these sentences, it might be possible to say that the noun antecedent of / bi- /
like
i n / bi i n d i / i s s o m e t h i n g
> /ib i i
nt u / understood. >
I n t h e f i rs t two s en tences , no
such >understood antecedent< can be found for / -ku-/ i n / k u u n d i /. Compare also the sentence'. Ntaa buryo b u undi b uundi buryo m u b ivuga?
( C l . 1 ' 7)
T he phr a s e s / bury o
b u u n d i/ and /buundi buryo/ are appar-
ently freely interchangeable with /kuundi
/.
Exer c i s e
l .
[ Th e s t u d en t
sh ou l d com p l e t e t h e se p ar t i a l l y
organized exercises, and then use them for practice. ]

<Did h e Abi v u z e s ay i t g ut y a ?
I
l i k e t hi s ? >
<He sai d
Abi vu z e
i t s o m e o t h e r w a y .>
uk u u n d i .
448
B ASIC C O U R SE
UNIT 28
Y abivuz e g u t y a ? Y abivuz e g u t y a ?
Y abivuz e u k u u n d i . Y abivuz e u k u u n d i .
[kubigira, kuvyaandika, kuzibiba, kuzooza...]
E xerci s e
2. gutya? uk u u n d i .
/
N iwe y a g i z e Y agi z
Niwe
/
yagi z
uk uundi .
[kuvuga, gusoma, kugeenda, kumesuura, etc.]
449
UNIT 28
KIRUNDI
E xerci s e
3. T ubivuga g u t y o gusa.
N taa kuundi mubivuga ?
[guteeka, kuvuga, gut;eembeera, gukina, e tc . j
B ASIC C O U R S E
UNIT 28
2.
T he u s e of
-ti as in Sentence 19.
The stem /-ti/ is a verb stem, which takes the usual subject prefixes, though non-personal subject prefixes with / - t i /
a re rare . T h i s s t e m i s no t in f lected in any o t her way , how ev er .
Its sole use is to in troduce direct quotations : At i t Nd a s h o o n g e . t
He says / s a i d ,
h ungr y . t
tItm
A zoovuga a t i
nda s h o o n g e .
He will say, 'I tm

h ungr y . t
A zoogir a
a t i n da s h o o n g e .
He t o l d me , tItm
Ambariye ati ndashoonge.
h ungry . <
Exercise 4. The following three sentences illustrate the c ontr a s t b etween us e o f /-ti/ followed by an indicative verb, and /ko/
f ollowed by a r e l a tive verb . The student should assemble a
number of other sets of three sentences related to one another in this way, and then use them for practice.
A ti :
tNdashoonge. t A vuz e at ar ash o o n J e .

/
A vuze k o a sh o o n g e .
UNIT ~8
KIRUNDI
3.
A bstract nouns of Cl . 14 .
Many adjectives, and many nouns which are not in Class 14, have counterparts in Class 14. T he. Class 14 noun is almost invariably abstract.
iinshi nini to
/
much, many l ar g e young b achel or , y o u n g adult male
u bwi i n s h i u bun i n i u but o
plural, amount bigness

y out h
umusore
ubusore
b achel o r h o o d , y oung a d u l t h o o d
(male)
umuuntu
u muvyeey i u mwii r a a b u r e umuriinzi
/
person
p a r en t negr o
u buun t u u buvy e e y i u bwi i r u bur i i

/
kindness p ar e n t h o o d b l a ck n es s p rot e c t i o n k ingshi p c hi l d h o o d kindness
ab u r e n zi
guard
king c hi l d oldest child
umwaami
umwaana i mf u r a
/
ubwaami ubwaana u buf u r a

/
4g2
B ASIC C O U R SE
UNIT 28
d aatabug a
bos s , ov er s e e r
ubuga
s lav e r y
E xerc i s e 5 . [ The student should assemble further pairs of w o r d s , one member of each pair being an abstract noun of Class 14.j
E xerc i s e
kuru
6.
[The student should fill the blanks.]
o ld(person) ,
elder farmer
to know
an
power,
authori t y
umurimyi
-menya -isa
agri c u l t u r e
ubumenyi
good man
d i r e c t ion in w h i ch a dul t manhood
umugabo
amareenger o
west
s omeone or s o m e t hin g d i s a p p e a r e d
to b e c ome e a s y u bwoor o h e
/
s of t n e s s
453
UNIT 28
Ne at;ive infinitives .
KIRUNDI
S entence Q c o n t a i n s :
I rashobor a Compare al so: k u t a gw a . I t may not ra in .
A rashobor a k u t a a z a .
Aras h o b o r a k u d a s h i k a uy u
He may not ; c o me.
muusi. A rashobor a k u t a v u g a . C ompare a l s o : N ti s h o b or a k u gwa. I t; c a n > t rai n .
W hat are the ru les for pr edicting the t;one of the negative in -
finitive? V erify your st;atement by testing it; with a number of

o ther verbs, bot;h high and low . What; is the rule for predicting whether the infinitive
prefix will have the form /ku-/ or /gu-/?
What is t;he rule for
predicting whether the negative prefix will have the form /-ta-/
o r /-da-/ ?
Exercise 7 . [ T h e s t u d ent should assemble a number of a d d i tional s entences, useful in his own daily li f e , which contain negative
i n f i n i t i v es .
4g4
B ASIC C O U R S E
Ur4?V Z8
5 . The hodiernal relative after
ni
Sentence 18 contains a new use of / n i / : Ntiwoombarira ingene mpava mbaza inzira n i nazimira. Please tell me how I ask [my ] way in case I get l ost . cf . a l so : N(zoo) g i r a a nt e
ni nazimira?
What shall I do if I get lost?>

/
[ - z oo - i f b ey o n d today ]
Noogira ante nzimiye? What would I do " f I get lost'?<

/
[anyti me]
N gira ante nzimiye ?
W hat do
but not :
I do w h e n /if I>m lost?>
+ Noogira ant e
n i n a zimira?
<55
UNIT a8
KIRUNDI
Use of the construction with / ni/ plus a relative verb seems to be confined to instances where the action referred to is future. C omparable sentences where the action is not future have a participial verb ( e. g . E xerci s e 8.
/ n z i m i y e/ ) a n d d o n o t h a v e / ni / .
[The student should assemble additional sentences of this kind, and as certain for each sentence the appropriate
form of the second verb. ]
BASIC COURSE
UNIT 28
457
UNIT 29
KIRUNDI UNIT 29
Unit 29 consists of a number of short dialogues on a variety of topics. T hey contain little that is new, either in vocabulary or i n g r a mmar .
Tones are not marked at a ll, and in dication of vowel l en g th is inconsistent . T h e E n g l ish translations are rough, and ev en
proofreading is incomplete, I t is suggested that the student

m emorize each dialogue so that he can play ei ther role in i t fluently and wi th out mistakes . A f t e r i t ha s b een m e m o r i zed in
this way, the dialogue may serve as the model for new sentences. Finally, one or two lines from each dialogue should be used as the starter for a series of free conversations.
B wakeye g a Y o h a l B wakeye n ez a g a S i m o(ni) . K o wi h ut a

/
G ood morni n g
John)
Good morning Simon. W hy are y o u i n su c h a hur r y ?
n > a maki ?
- ra a z a
to leave unfinished over

night
Nihutira akazi naragige.
I >m hur r y i n g y est e r d a y .
( for )
[ t o f i ni sh ]
the work that I di d n>t finish
Ni v y i z a , g en d a u k o r e .
Fi ne ,
g o an d wo r k .
Bimo(ni), turabonana hanyuma. Egome n<agasaga.
S ee you later, Simon . 0 . K. , g o o d by e .
2. Ubona a r > i s a h a z i n ga h e ? W hat time to you h a v e ? Why do y o u a sk ?
U zibariza ik i ?
B ASIC CO U R SE
UNIT pg
Har>umuntu yant;umiye.
( There i s ) someone (who) i n vited me.
M bona ar > i s a h a
N lag a s a g a
y 11 b e go i n g. ( >I >ve g o n e . < )

O.K., have a nice t;ime.
ndagi ye .
E gome g e n d a
n < amahor o l
3
Mwaramutse. B wakeye. N> a ma k i ? G ood morni n g . G ood morni n g . How a r e y o u ?
N dondera ibifungurwa. M u t eka ibiki n >ibiki ?
I<m looking for somet'hing to eat. What all do you have
(>cook>)?
Shall I give you the menu (<the paper where it is w ri t t e n d o w n < )? That would be kind of you.
I l i k e t h es e .
N guhe ur u p a p ur o
vyandit s eko?
W oba ukoze . Nshimye ibi. Mpa amazi .

N ta disera mufi s e ?
Give me some water.

Don<t y o u h a v e a ny d e s s er t ?
Z ir a n d i t s e H agarar a
k u r up a p u r o . n d ar ugusubi z e .
It<s (written ) on t h e m e n u .
Wait; and I<11 bring it back to
you. Urakoze. N'agasaga. T hank y o u .

G ood b y e .
UNIT 29
KIRUNDI
Ibitambara vy<amakostime biri

he? N gibi, tora ico ushaka . ni c i z a c ane . Iki
W here are the fabrics for su i t s ?
Here t h e y a r e . Ta k e wh a t t ev e r y ou w a n t . Th i s o n e i s v er y nice.
Mbarira ingene mugurisha i ki gitambara .
T ell me how you s ell this fabr i c .
Soma, biranditse. Ntaburira igikwiye ikostime.

U rak o z e .
R ead.
I t i s written.
C ut off enough for a s u i t . T hank y o u .
Genda utange amafranga, b aguhe n > i b i f u n g o .

Ubwir e n < a b a n d i k o a k o k e za
Go and pay and they will give

you but t o ns
T ell others that you go t th i s
nice stuff here at our [ stor e ] . w agakuye ah a i wacu.
5.
D ufise abana ba ta tu . T ura b a k o r e r a i v y o d u sh o b o r a We h ave three children.
W e do t h e
can f o r
b e s t , { Iwhatev e r < ) we
t h em.
vyose.
T urabambika t u k a n abagaburira . We clothe them an d w e f e e d t h em .
{ moreover )
U mugoroba wos e t u r a b u h a g i r a .
W e give them a b ath ev ery ev en i n g .
46o
BASIC COURSE
UNIT 29
Umwe muri. bo n<umunyeshuli.
One of them goes to school. His t e a c h e r t el l s m e h e i s
Umwigisha wiwe yambariye ko

y iga neza .
doing ( >studyi ng>) we l l .
6.
B wakey e . Good mo r n i n g .
B wakeye n e z a . Nitwa Yozefu, nturuka i Kitega.
G ood morni n g . M y name i s ( <I'<m call e d > ) Joseph, [and] I come from K it e g a . And I<m Henri. I come from
N gozi .
Nance ndi Hari, nturuka i

Ngozi. I Ngozi havugwa amaki ga?
What is going on ( >being s a i d >

i n Ngozi ?
Nasize
h a v u gwa ameza.
W hen I left everything was f i n e .
Woshima ko ndakwereka aho mba?
Mould you like me to show you

wher e I l i ve?
O o, woba u n t a b a y e J
Y es, that would be very n ice of you.
Ngo tulane iyi nzira.
Come on, let's go this way ( tog e t h e r ).
7
-ramukanya ( r amukan i j e
na
t o g r e e t on e a n o t h e r I < d l i k e y ou t o me e t Hen r i .
N agomba n g < u r a m u k a n y e H ari .
46l
UNIT 29 Amahoro n e z a
Amahoro
KIRUNDI g a H a r i we ! H ow are y o u , H a r r y ? How do you do, Antoinette 9

Where have you come fr om , s ir'?
n e z a g a An t ; o n i a we .
U t;urutse he ga n tu ! N iviriye mu ki zungu .
I<ve come from the commercial ( ~European- s t y l e < ) [ s e c t i o n ) .

a d r i nk
utunyoobwa (13)
N kuro n d e r e r e u t u n y o b w a ?
May I get you something to

d ri n k ?
U rakoze, mbabarira ndihuta .
Thanks . h ur r y .
Ex cu s e m e.
I Im i n a
8.
Ngomba ku bla i N g o z i .
N tiwombarira inzira nkurikira ? Fata ibarabara rikuru rirora i Ki gal i . I s t h at t h e on e t h a t t a k e s me
I want to go to Ngozi. C o uld you tell me t;he way to go? (. .the way that I follow?>
T ake the big highway that g o e s
to Kigali.
N iryo rinshikana i Ng o z i ?
t o Ngo z i ?
Oya. I gi s aga r a uger ak o N o. T h e p l a c e t hat you w i l l g et t o wh e n y o u h a v e p a s s e d I kibira is Bukeye Mi ssion .
usohotse Ikibira n <Imisiyoni y a Bukey e .
-sohoka - si g a z a
( -soho t s e ) ( -s h i g a j e )
to get out of to leave a part of s omet h i n g How far will I st ill have t;o go?
Nzoba
n s h i g a j e u r u g en d o r u -
ngana i k i
? 462
(>How much of a Journey will I still have left?> )
BASIC CO U R SE
UNIT 29
-baandaanya (-baandaanige)
R unini . Uban d a n y e u g e r e m u Uf at e i bar a b a r a
t o go
on
K ayanza . r y<i
i
b u r y o l er o , r i kug e z a
A long way. You go on until y ou ge t t o K a y a n z a . Th en you take the road to the right, which takes you to Ngozi.
Ngozi .
Ibarabara rimeze rite. Ricamwo imiduga myinshi, k andi n i r y i za .
H ow is
t h e r oa d ?
Thereis a lot of tr a f f ic, but
is good.
9.
N u Burund i menshi? E e, n on e i bi sa g a r a v y o s e n a zamisiyoni ntibifantanijwe n <amabarabar a ? Y ose none a meze n k > ay a y t all the cent ers of
a m a b ar a b ar a n i
A re r o a d s a r e n u m e r ou s i n B urundi ?
populations and the missions l inked by r o a d s ?
Are all of them like the ones
(of) a t
k aabur i i m b o
B u gumbura?
macadam
(9)
Oya nta kaburimbo, kandi
No, they>re not macadam, and s ome ar e q u i t e nar r o w .
amwe amwe ni mato mato cane.
063
UNIT 29 10.
n t a b wo
KIHUNDI
[a negative word> first

s ent e n c e h a s v e r b i n i mmediate relative y l as t h a s v er b i n h o diernal participial
f or m. ]
N tabwo uturuka muri Am erika ? A ren't you from Am er i ca ? Y es, indeed, I<m an Am e r i can . When di d y ou co m e h er e ?
Egome cane nd<Umunyamerika. W age in o ryari ? gushize.
N ape mu kwez i
I came last month .
M u kuza waje mu k i ?
H ow di d y o u c o m e ? ( >In c o mming . . . < ) I c ame by p l a n e . How long will you stay here?
M u kuza ,
n aj e muu n dege.
Uzomara ino igihe kingana gute?

Ntabwo ndabi zi ..
d o n > t k n ow .
I nj i r a 1 N daguhaye bwakeye .
B wakey e n e z a . N oshob or a Dir e k i k ub o nana n a
Come in J (I give you) good morning.

Good mo r n i ng)
C ould I see the Dir ector ?
t er i ? W ait and I <11 see . l ot t o do . H e has a
Hinga ndabe, afise ivy >akora v y i i n sh i .
464
BASIC C O U R SE
UNIT
29
Wamubaza iki?
What did you [have to] ask him? t o as k kug a f o r , r equ e s t
- saba ( - s a v y e )
Namusaba < bourse > yo
kwiga muri Am erika
I asked him [for] a scholarship

t o go to study in Am e r i c a .
-uzuza G enda ury a
(-uzuJe)
to fill out G o to that clerk and he w i l l
m u k a r an i a g u h e k wuzuza.
give you some forms to fill i mpapuro z o U rakoze , G enda

o ut .
n < a g a s a ga . ama h o r o .
T hank y ou .
Good l u c k .
Go o d b y e .
12.
Nshaka kwiga Ikirundi.

N umva ukivuga ne za . n guye Wata-
I want to learn Kirunoi .
ku c i g i r a i no none ?
I>ve heard that you speak it well. Did you begin the study of it here?
few, little No, I knew a li t tle when I
keeya Q ya, n a p e n z i gi k e y a .
came.
Urumva i y o ab a r u n d i b a v u g a ? D o you understand it when th e Baru nd i p e op l e s p e a k ?
Imfura yanyu n>umuhungu canke

n>umukobwa ?
Is your oldest child a boy or

a gi r l ?
N<umwigeme.
Y avut s e r y ar i ?
She<s a
W hen wa s She wa s
gi r l .
sh e bor n ? bor n i n
Yavutse mu mir ongo ine n.<indwi.
t47.
465
UNIT 29 i tari k i
KIRUNDI
(9, 10)
date (of month)

W hat d a t e ?
Hari kw<itariki zingahe?

Hari ku wa cumi n s ( o n ) May 1 9 .
W here
does she l i v e ?
A bana n <abavyey i umurimo
bacu.
She lives with our parents. employment, work, )ob Does sh e No, sh e h a v e a j ob ? doesn' t . does she d o ?
(3, 4)
A rafise umurimo ?
Haba namba. None akor a i ki ?
T hen what
Araciga amashuli.
She<s still ( studyi ng ) s chool .
[i n]
13. Y iga h e b e ? Y iga i Bu g u mbur a .

n a ba n d e ?
W here doe s s h e s t u d y ? She studies in Bujumbura.

W ho t e a c h e s She<s taught h er ? by t h e Wh i t e Si s t e r s .
Yigi s hwa
Y igishwa n >Ababikira bera .
- t a ang a
( - t aa n z e)
to pay
W ho>s the tuition paid by ?
Amafranga ayatangirwa nande? Abavyeyi barayamutangira,

Uri n >ab a v y e y i ba t u n z e .
[Ourj parents pay it for her.

Y ou h a v e They <r e r i ch p a r en t s . not so r i ch .
Nti b a t u n z e
ca n e .
466
BASIC CO U R SE
U NIT
29
Mbe barafise akazi? B arakor a .

B akor a b os e u k o ar i b ab i r i ?
Do the y [ yes, j
h ave g obs ? t hey work.
D o the y b o t h w o r k ? ( Yes, )
W here d o
B ose b a r a k o r a . B akor a B akor a h e h e? mu bi r o . emwe
t hey both work.

t h ey wo r k .
T hey work in an o f f i c e .
Emwe bafata amafaranga menshi! Arabaye. B afat a akwiye.
Say, they get a lot of money! It>s enough. e n ough.
T hey ge t
N one ayo m a f a r a n g a y o s e b a y a k oza i k i ?
How do they use all that money?
B arayar e r e s h a
a b an a b a b o .
T hey use it to rear th eir ch i l -
dren. B arabagur i r a i nd y a b a f u n g u r a ,
They buy them the food th ey
eat, the clothes they wear, impuzu bambara, ibitabu biga n > i v y o b a s o ma. umuryaango - t e er a
t h e b o o k s t h ey s t u d y an d
t hose t h e y r e a d .
(3, 4)
family, kinship group t o r e a ch, sow t o t hr ow ,
( - t ee y e)
Umuryango wawe urateye imbere cane. - shi r w a ( -s h i z w e

/
Your family is very advanced.
to be satisfied B ut we are not sa tisfied .
A riko ntiturashirwa .
467
UNIT 29 14. M be ur i g a ?
KIRUNDI
Ar e yo u
a s t u d e n t ? ( <Do you
study? ~)
E gome, maze imyaka ine mur i k ol e j i . Wiga m u r i k o l ej i i yi he? What school do you s t udy at;? I study in the Bujumbura s e c o n d ary s c h o o l . Yes, Itve had four years of s econ d ar y s ch oo l .
Niga muri koleji yindwi mw >ishuli
How many students in a class?
There a r e s e v e n t e e n o f us i n m y cl a s s .
y anj e .
A bo mwi g a n a b a v a h eh e ? W here do the memb ers of th e s tudent body come fr om ?
Batu r u k a
n k a h o s e m u B u ru n d i .
They come from just about everywhere i n Bu r u n d i .
M wiga ibiki n >ibiki ?
W hat all do you s tu dy ? a mathemati c or e x e r c i s e p r o blem
i gih ar u r o
(7, 8)
Twiga ibiharuro, igifransa icongereza, ikidagi n >i k i l a t i n i . T urigishwa n <ibindi vyigwa .
W e study math, Fren ch, Engli sh , G erman and Lat in .
We st u d y
ot her
cou r s e s .
468
B ASIC CO U R SE
U NIT 2 9
15.
-t eg e r e z wa
/
( -teger ej we
t o b e r e q u i r e d , ob liged
Mw>ishuli mut;egerezwa kuvuga

u ruh e r u r i mi ?
W hat l a n g u ag e a r e y o u s u p p o s e d
t o s p e a k i n s ch o o l ?
Ikifaransa kirat;egerezwa. A banyeshuli barakunda igifransa ?
Frenc h
i s r e qu i r e d .
D o t h e s t u d e nts like Fr en ch ?
A benshi
n <abagikunda.
M ost o f
l ike
t h e m ( are o n e s w h o)
i t;. un d i c l a s s es d o
Mufise amashuli y>Ikirundi

angahe m u ndwi ?
How many K i r
y ou hav e a
week?
l6. i gi t a b u
(7, 8)
m odern- s t ; yl e b o o k t used b y s o m e s p e a k e r s in distinct;ion to /igitabo/, formerly >an al t ;ar < ] D o you bu y

( <Do y o u
Mbe murigurira ibitabu?
your own books?

buy books f or
yours e l v e s ' ?> ) - t aanga ( - t ;aanze)

t o gi ve S ome of them are bought for u s
Bimwe tubigurirwa n>abavyeyi ibindi bit;angwa na Kolegi.
by ou r
g iven
p a r e n t s ; ot he r s ar e
b y t h e s ch o ol . to finish
-tooza (-toogege)
U zotoza amashuli rya r i ?
W hen will you finish your s ch o o l ?
469
UNIT 29
Nshigaje imyaka ibiri muri
KIRUNDI
I still have two ye ars in
s econdary s c h o o l . Kole j i
Utog e j e
.
K ol e gi u zo ) a h e ?
Where will you go when you have

f inished secondary scho o l ?
Nzogerageza k u g e nda mur i

v er s i t e .
uni -
I >11 try to go to a u n i v e r si ty .
17 Muranywa inzoga y<ikizungu? A barundi b e n s h i b a ra y i n y w a . D o you d r i n k E u r o p ean b e er ?
Many Barundi people drink it.

to dislike
- anka ( - a n s e )
M ugabo har i ab a n d i b a y a n k a . B ut t h e r e
a r e ot h e r s w h o
d on~t like it .
N one wewe ukunda i n z o g a y Ikirundi n <iy Ikizungu
z ira z i m b a . Z itwa ngo ik i ?
Do yo u
j ike
Kir u nd i
b e er '?
I like Kirundi and jalso ] E uropean b e e r .
B ut E u r o p ean b e e r i s ex p e n s i v e .
W hat are they ca ll ed ?
~Primus< ni yo nyinshi.
<Primus> is the biggest (>the a bundant ~ ) one.

W here i s < Primus > m a d e ?
I kor e r w a
hehe i yo
< Primu s > ?
< Primus> ikorerwa i Bujumbura .
< Primus< is made in B u J u m bura
4yo
BASIC COURSE
UNIT 29
i cupa ( 5, 6 )
I cupa r i g u r w a a m a i'aran g a
b ot t l e Twenty five or thirty francs.
mirongo ibiri n <atanu canke m irongo itatu .
ibir e enga
(8) (c f
/ - r e e nga/)
higher
(to g o
b e y o n d)
Mu mahoteli icupa rigurwa
In the hotels, a bo ttle is
3 5 francs amafaranga mirongo itatu n ~atanu n > i b i r e n g a . ikiguzi
or more.
(7, 8)
p ri c e ,
c o s t , cha r g e
Ino ibiguzi ntibingana no muri Amerika. ukuri

Uvuze ukur i .
Price s h e r e a r e n o t so hi gh a s in Ameri c a .
(17)
You ar e
t he t r u t h
r i ght .
18.
Ikirundi ni kimwe mu Bu rundi bwose? Is Kirundi the same throughout B urun d i ?
-gaaniira (-gaaniriiye )
to converse part , s ec t i on
i mpaande (9 ,
10)
Uriga Ikirundi uzoganira uko

u shak a m u mpande z o s e
S tudy K i r u n d i [andj you will conv erse o n w h a t e v e r s u b j e c t you like in all parts of
B urun d i .
z >Ubur u n d i .
471
UNIT 29
KIRUNDI
Is Kirundi har d to J earn?
Mbe Ikirundi kiragoye kwiga? - shi r u k a u b u t e ( -shi r u t s e .
..)
to be zealous, diligent
Ntikigoye cane ku wu shiruka u but e .
I t is not hard for one w h o a pplies himself .
-it ako
Nzoger a g e z a Ushat s e
( - i t aa y e k o )
to do with vigor I<11 try to work hard on i.t. If y o u l i k e I >1 1 t e a c h y ou .
k uc i t ak o .
n zo k w i g i s h a .
U rakoze c a n e J Ariko ndi n>umutwe ugumye.

N zoger a g e z a k u k wumvi s h a .
T hank yo u v e r y m u c h .
B ut I have a th ick sku l l . I <11 try to make you un d e r s tand .
N dagukenguru k i y e , Uzonkenguru k i r a
m ugenzi , h a n y u ma.
Thank y ou ,
si r J
There>s time for that later.
19.
A ha ni ho ngishika i Bujumbura . N donder a u w omfas h a . I <ve just arrived in Bujumbu r a . I<m looking for someone wh o m ight help me . W hat kind of help do you w a n t ?
Urond er a
u gu f a s h a k u g i r a g u t e ?
(<You are looking for someone

who h e l p s S indamenyera i Bujumbura . y ou t o d o wh a t ? >
I haven>t gotten acquainted with B ujumbu r a . W hat d o y o u n e ed ?
Ukeney e
i ki
none ?
N keneye ibintu vyinshi .
I need a lot of th in g s .
BASIC COURSE
U NIT
2 cg
N one nogu f a sh a n t e ? Ntabara unyereke inzira ija

ku mahoteli .
How might I help you, then? Please show me the way to the h ote l s .
20.
Ihoteli uyisanga inyuma

y ~i b a n k i .
Y ou'll find the ho tel on th e f ar side of the ba n k .
Mbe ugomba ihoteli yose ubonye!
Do you want whatever hotel
y ou s e e ? Narondera ihoteli itazimba.
(i.e .
j us t any h ot e l
I>m looking for an inexpensive

h ot e l .
Mbe igihugu cawe n>ikihe? U keka k o mv a h e h e ?
What is your nationality? Where do you think I come

from?
-sa [no perfective stem] U sa n<Umunyameri k a . Wa bimenye.

Ubu n i h o u g i sh i k a ?
t o r e s e mbl e You look like an American. You guessed i t J

Y ou>re just now arriving ?
Nta munsi ndamara ino.
I h a v e n> t b e e n h e r e a d a y y e t .
21. Hari amahoteli azimba There are some hot els that ar e expensive, and others tha t
n>ayandi atazimba.
a re n o t .
UNIT 29
KIRUNDI
Muri hoteli Paguidas batanga amafaranga 300 kw>ijoro.

A handi h o n <a n g a h e ?
At the Paguidas they pay 300 F a day .
H ow much is it el sewher e ? I n other hotels it is m o r e . Even h e r e t h i n g s ar e ex p e n s i v e .
Mu yandi mahoteli ararenga . E rega n>ino ibintu birazimba . Ariko ibintu ntibizimba nko m uri Amerika .
But things are not so ex p e n s iv e a s i n A m e ri c a .
ikiriingo ikiriingo
(7. 8)
ti me , moment
Ibiribwa vy>ikiringo kimwe b igurwa angahe? c anke 1 5 0 .
How much is a meal?
B igurwa 10 0
I t c o s t s 1 0 0 F o r 1 50 F .
22.
Mbe urafise umwanya w>ugutembera~

Egome, Ukunda ndawuf i s e . g u t e m b e r e r a h eh e ?
Do you have time to go for a walk / r i d e ?
Yes, I W here do
hav e ( i t ) . y o u w a n t t o go ?
r el a t i v es
i ncut i
Ku b a g e n z i Mbe umeny an a N <abat a r i
(9, 10)
n o k u n cu t i . n a b en s h i ?
T o my friends and r e la tives .
D o you k n o w many
[people J?
bak e .
A good many. (<With those who a re no t f e w . < )
474.
BASIC CO U R SE
U NIT 2 c }
23.
Abavyeyi
ba we baf'use abana
H ow many c h i l d r e n d o y o u r p ar ents h a v e '?
bangahe?
B afise abahungu batandatu , They h a v e s i x b oy s an d t wo
g ir l s . n <abakobwa ba b i r i .
E mwe muri benshi J
Say, there are a lot oi' you!

In Burundi, eight children
Mu Burundi abana umunani si b enshi . H arih o

cumi .
i sn>t
many.
a b a v y ey i b a r e n z a a b a n a
T here a r e p a r e n t s w h o h a v e more than ten children.
UNIT 30
KIRUNDI UNIT 30
L ike Unit 29, Unit 30 makes heavy demands on the student. I t consists of a series of brief paragraphs on historical and political matters. E ach paragraph appears as a series of numbered sentences. The sentences are followed by a series of questions and answers. Unit 30 has two purposes. T he most obvious is the introductionn of new vocabulary. Th e s e c o n d, and more impo rtant, is
to demonstrate a method by which new papers and other written

material can be u sed in c o ntinuing the study of th e languag e b eyond this brief series of l e ssons .
y a
k e e r a vy i Burundi kuva mu mwaaka wa 1850. Umwaami waa mbere w>Uburuundi yari Ntare. 3. Bavuga ko yahaangamye ku ngoma imyaaka myiinshi. 4. Amazina y<Abaami b'i Buruundi n>aayas N t are, Mutaga, Mweezi na Mwaambutsa. 5. N tare avyaara Mweezi, Mweezi akavyaara Mutaaga, Mutaga
n awe a k a v y a a r a M w a a mbu t s a .
6.
Ab a r u u n d i b a r a k u u nd a a b aami b a a b o .
B u r u u ndi barubaha Umwaami rwoose .
7. M u 8.
I c o a v u z e b o ose b a r agikurikiza .
Utub az o
k u vy a ak e e r a vy i Buruundi'? Hg ome , ariko i vya keera caane ntavyo tuuzi . M be twaari tuuzi ivyaa keera vy ~iico gihugu imb ere ya 1 8 5 0 ? O ya, na ababizi babizi nka imigani .
BASIC COURSE
UNIT 30
Twaataanguye kubimenya ryaari? H a ari nko mu mwaaka
w <18$0.
W iize ivyaa keera vy >igihugu caawe heehe ? m w ~ishur i . 2 . U m w a am i waa m b e ere w <Uburuundi yari Mwaambutsa ? Oya n t a v y o nzi n e ez a . N a v yiize
Mbe haarabaaye umwaami yiitwa Ntare mu Buruundi?

E gome ni umwe mu bami ba k e e r a .
Uyo mwaami yamaze imyaaka ingaahe ku ngoma? Y a haangamye ku ngoma imyaaka myiinshi. 3. N a a n gwa y a r a r a a mvye k u n g o ma ? E g o me (or) Caane. Ntare yamaze imyaaka 60 atwaara Uburuundi? Oya daata. Noone wiyumviira ko Ntare yatwaaye akangana iki? Kuumbure yatwaaye nk<imyaaka 50. Umwaami yamusubiiriye ku ngoma nii nde? N <Umuhuungu
wiwe mweezi yamusubiiriye . 4. U r a a z i ku m u twe am a zina y'abaami bo mu Bu ruun di ? menshi Amazin a c an e . y a abo ar ar ee nga a ne? Oy a n ~a y o ny e n e . U m w a a m i wa a m b e r e Si
U mwaami waa mb eere yiitwa nde ? yiitwa Ntare . 5.
N a a n gw a M u taaga yavyaawe na Mw e e zi ?
Caane.
477
UNIT 30
Mbe uwavyaye Ntare waa mbeere uramuuzi? Oya n < ivyo bavuga mu migani ntibisobanutse neza.
Mweezi w e ewe a v y a a rwa n a a n de ? Av y a r w a n a Nt a r e . N i m w e ene Mutaaga. Abensh i
M waambutsa ava kuri nde w e e we ? 6.
W o o m e nya ab aruund i b a k u u nda ab aami baa b o ?
bazi ko atari umwami nta wundi yoshobora gu tunganya
igihugu.
A baami baatsiindiye ikindi gihugu atari Uburuun d i ?
Oya da. Noone abatwaara mu Buruundi ni baande muri iki gihe? Umwaami Mwaambutsa IV ni we ari ku ngoma, mugabo hatwaara kandi hategeka Leeta y>Uburuundi
B. Ab a zu u n g u b as h i k a m u B ur u n d i .
1. Mu mwaaka w>i 1881 ni ho abapaatri beera baashika mu Rumoonge. 2. Rumoonge n<igisagara kiri ku nkoombe y <ikiyaga ciitwa T aangani k a .
3. A b o b a p a a tri bamaze im i isi mik eey i B uruu n d i . m u g i hugu c abaans i ca an k e n g o n ~i b i k o ok o .
478
BASIC CO U R SE
UNIT 30
7. B abiiciye muu nzu baari bagandikiyemwo. 8. B a b i ciishije amacumu n<imyaampi.
9. Imbere y>aabo Bapaatri beera abaandi Bazuungu baari

b aarashitse mu Buruundi .
10. Mu mwaaka w>i 1859 ni ho Richard Burton, na John Speke b aashik a kur i Ta n g a a n i k a .
11. Bahamaaze amayiinga makeeyi gusa. 12. Bavuuye mu Buruundi baciiye bageenda mu biindi bihugu vyo muri Afrika. 13. Haheze imyaaka cumi n>iitatu ni ho Livingston na Stanley batuura mu Buruundi.
1. Mbee turaazi aho abapaatri beera baashika mu Rumoonge? Egome.

A bapaatri baashitse mu Burundi ryaar i ?
Baashitse mu Buruundi (bashikiye mu Rumoonge ) muri 1881. 2. Igisagara ca Rumoonge uraazi aho gihere reye?
Caane. N oone woombwiira aho ico g i s a gara ki r i ?
R umoonge kiri kuu nkoomhe y >ikiyaga ciitwa Taanganika .
UNIT 30
KIRUNDI
3. Xbeeye abapaatri baashitse mu Buruundi muri 1881 baararaambiyeho? O yaa ntibahamaze igihe kinini.
B ahaabaaye imiinsi ingaahe noone ? B aahaamaze imiinsi mikeeyi caane .
4. Noone baciiye basubira inyuma iwaabo ga?

O ya ntibasubiye inyuma, kandi nta n >ahandi baroy e . N oone b a a r o y e Abar u u n d i hee h e ? baar abi i s he .
W oomenya baabiciiye ububi ?
Ekaa umengo nta kibi bariko.

Baabaho oy e i ki n oo n e ?
Abaruundi baagira ngo abo bapaatri n <aabaansi b >i g i h u g u .
6. Noone ntivyavuuye kuko mu Buruundi bataari bwa'boone

a beera? B a m w e b a mwe ni ko b a b ivuga, ariko simb i zi
neza.
M beeye baabiita abaantu non e ? A baruundi bamwe baag' ra ngo abo bazuungu n < ibikooko , abaandi baabiita abaansi . 7. Ba a b i i ci y e h e eh e ? B aabatsiinze mu rusaago rwaabo . M beeye baari bagandikiye kure y <ikiyaga Tanganika ?
O yaa har i
k u nk o mbe y a c o . 480
BASIC CO U R SE
UNIT 30
8.
N o one b aabiiciishi pe inkooho?

O ya ntazo bari bafi se . Noone b a a b i i sh e b a t e ' ?
B aabaateeye amacumu babarasa n >imyaampi . 9. U b w o i m b ere y <aabo Bapaatri nt >abaandi beera baari b w a t uure mu Buruundi ? U raaz i A b o o n g e l eza babiri bari baara sh itseho .
am a z i n a y a a b o n o o n e ? ar i R . Bu r t o n n a J . Sp ek e .
Nkeka k o
10. Aboongeleza Richard Burton na John Speke baashitse muri Afrika ryaari? B a ashitse muri Afrika mu mwaaka wi1859. Abo Boongeleza baarashitse mu Buruundi? E gome, b a r a g ez e k u 1 1. B a a r a h a t e v y e k i y a g a T angani k a .
c a ane noone? si can e .
O yaaye n g i r a n g o
B aahmnaze igihe kingana ik i ?
Baahamaze nk>amayiinga maakeeyi gusa.

12. Aho baviiriye mu Buruundi baa ciiye basubira mu B woonge l e z a no o ne? Oy aa y e .
B aar a h e j e ) e b a g e e n d a h e e h e ? B aagiiye kugeenduura ibiindi bihugu vy >Afrika . lg. Hariho uwuundi muzuungu w <umwoongeleza yooba yarabakurikiye m uri Afrika ? Egome.
481
UN1T 30
KIHUNDI U yo muzuungu y a ar i nde ?
Yiitwa Livingston yaari kumwe n'uwuundi mwoongeleza

S tan l e y .
C.
Ab a d a a g i m u Bu r u u n d i . 1. M u m p e r a z < ikingana c <icumi n <iceenda ni ho A b a d aag i b ashika mu Buruundi no mu Rw aan da .
2. Aho abaruundi baboneye abo banyamahaanga baciiye batangur a 3. k u b a r w aanya .
M uri ico gihe Mweezi Gisaabo ni we y ari ku n g o m a .
4. Abaruundi n~Abadaagi bamaze imyaaka barwaana, b arahava b a r u mvi.i k a n a . 5. Umwaami n>abaganwa n<abagabo baremera kubana nmabo banyamahaanga. 6. Bamaze kwumvikana n|Abaruundi, Abadaagi baciye bagereera i Bugumbura. 7. Mu mwanka w Ii 1899 Abadaagi bashiinze ikibaanza
c >Abasirikari i Hugumbura . B ujumbura ni co gisagara gikuru c >Uburuundi .
9.
A badaagi ntibatevye mu Buruundi .
1 0. Haahamaze nk >imyaaka miroongo ibiri gu sa . 1 1. Batwaye ico gihugu gushika indwaano iteere . 1 2. Intwaro basaanzeho ni yo bagumiJeho . 13. Baretse guhindura intwaro n >imigenzo y <Abaruundi kuko
basaanze ari vyiiza bitakwiiye guhindurwa. 482
BASIC COURSE
UNIT 30
14. Indwaano aho itereye mu bihugu vyose hari 1914.

1 5. Abadaagi aho batsindiwe baciiye bava mu Bu ruun d i . 1 6. Aho Abadaagi baari mu Buruundi no mu R w a anda ni h o A baru u n d i n <A b a n y a r w a a n d a b a m e n y e e r a n a n > A b a z u u n g u .
1 7. Ariko lero Abazuungu ntibari benshi muri ivyo b i hu g u .
18. Abaantu batari bake bo muri ivyo bihugu baraaba A bazuungu n k > i b i k o o k o . 19. Muri ico gihe Uburuundi n<Urwaanda vyaari bitwise kimwe umwaami waaco ikindi umwaami waaco.
A badaagi m u
Buruundi .
1. Abadaagi aho baashika mu Buruundi no mu Rwaanda u rahaazi ? Ego caane. Abo Bazuungu baaturuuye mu Buruundi ryaari? Baahaashitse mu mpera z>ikiingana ca cumi n<icenda.
2. A h o a b a d a agi bashikiye abaruundi baarabakuunze ?
Oya, hari uwukunda uw>atazi ikimuzanye. Noone baageendewe bate mu mibaano yaabo? Abaruundi 3. b a a b a a nge k u r w a anya a b o b a n y amahaanga.
Muri ico gihe Umwaami yaari kuu ngoma yaari inde?

M weezi Gisabo ni we yari kuu ng oma .
483
UNIT $0
KIRUNDI Mbeeye uyo Nweezi Gisabo yaararaambiye ku ngoma?

Rwoose. 4. N o o n e A b a ruundi n >Abadaagi baarahavuye baruumvikana b ar a r e k a k ur waana?
E go, ariko babanje kugera mu mi t w e . B aarwaanye imyaaka myiinshi caan e ? O ya, nta ntwaro bari baf'ise zo kubandanya indwano .
5.
Abeemeye
k u b a a n a n < a b o b a n y a m a h a a ng a n i
b a an d e ?
Umwaami, abaganwa n<abagabo ni bo bahaavuuye bakeemera k u b a ana n t a b o b a n y amahaanga.

A bo badaagi baashitse ubwambeere mu Buruundi baar i
b eenshi
caane?
O yaa, b a g e n k t i n z e d u k a . 6. Aho buumvikaaniye ntabaruundi abadaagi baciiye bagereera

h eehe ?
Barahejeje bagereera i Bugumbura.

M beeye Bugumbura ni co gi sagara gikuru c ~Uburuundi ? E gome, ni ho n <abakuru ba l eta ba r i , 7. A h o a b a d a agi baashiinga ikibaanza c <abasirikaare i B ujumbura haari ryaari ? I kibaanza c>Abasirikaare caagereerewe mu mw aaka w a
1899.
484
BASIC CO U R SE
UNIT g p
Muri ico gihe haari abasirikaari beenshi b>abaruundi noone? Oyaa nta n<abari bariho. 8. Igisagara gikuru c>Uburuundi ni ikiihe? Egisagara gikuru c<Uburuundi ni (Usumbura ) Bu)umbur a .
N beeye i Bu)umbura ni ku k iy aga Taanganika ? Ni k u nk o mbe y a c o.
9. Noonega Abadaagi baaratevye mu Buruundi? Oyaa. 10. Baahaamaze nk>imyaaka ingaahe? Ari myiinshi ni miroongo ibiri gusa. 11. Aho indwaano ya mbere ytisi yoose yateera Abanyamahaanga b aatwaara U b u r u u nd i b a a r i ba a n d e ?
Baari abadaagi kuko aribo baatwaaye Uburuundi gushika ku ndwaano ya mbeere y<isi yoose. N<ukuvuga ko baavuuye mu Buruundi aho baatsiindiwe
1 cer o ' ?
N<uko.
1 2. Mbeeye baariigeze bahindura intwaaro basaanzeho ? Oya.
N oone baagengege g u t e ?
B aakurikige intwaaro yaari isanzwe mu Bu ruun d i t uretse tumwe tumwe baahiinduye .
085
UNIT 30
KIRUNDI
13. Ni. kuki bat;aahiinduye imigeenzo n<iintwaro muri ico gihugu ? Baaretse kubihiindura kuko baasaanze bimeze neeza. Nta n>umwanya ukwiye bahamaze.
N oone baarahejeje barashiima rwose imigeenzo y ~Abaruundi ? E go c a a n e .
14. Indwaano yo kw'iisi yoose yateeye mu mwaaka uwuuhe? Indwaano yateeye mu bihugu vyoose muri 1914 gushika m uri 1 9 1 8 , Noone mu Buruundi no mu Rwaanda naho indwaano yarahashitse? Oyaaf 15, A b a r u u nd i n < a b a ny a r waanda.
1 6. Noone abazuungu baari beenshi muri ivyo bihu gu ?
Oyaa bar i
A bazuung u
k u r u s hi .
b a a r i h o b a a sh i k a b a a n g a a h e ?
Baari bakeeyi baashika ku gitigiri gitooyi.

17. uri ivyo bihugu abaantu baaraba a bazuu ng u bai;e?
Abaantu bo mu Buruundi no mu Rwaanda baaraaba abo B azuungu n k Urwaanda vyaari bifise kimwe umwaami waaco ikiindi umwaami waaco? Ego.
Noone ivyo bihugu uko ari bibiri vyaariigeze bigira u mwaami umwe abigaba vyoose ? A baami baamye ari babiri umwe mu Bu ru undi uwuun d i
mu Rwaanda.
D.
A b a b i l igi mu Bu ruundi no muu R w a a +o 1. M u m w a ak a w tigihuumbi am a jana iceenda na c umi na
g ataandat u
(1916) niho Abadaagi baava mu Buruundi.
2. Tnaama ya Uersailles yagizwe muri 1919.

3. I y o N a am a ni yo y a g abaanganije ibihugu bitaari
bwaaronke intaahe ytukwikuukiira. Ibihugu vyti Bulaya vyaatsiinze iyo Ndwaano yo muri 1914-18 vyaaciiye bigaabaangana ibihugu vyo muri Afrika.
5. 6. 7, U b u r u u ndi le ero n <Urwaanda vyaaciiye bitwaarwa n tUbu b i l i g i . U b u b i l igi muri ico gihe ni bwo bw aatwaara Koongo . N o o n e l e ero Ababiligi baatwaaye Uburuundi n tUrwaanda
k uva 1 9 1 9 . 8. Duharuye imyaaka baategetse ivyo bihugu dusaanga itareenga miroongo ino n<umwe.
9. K o o n g o n < igihugu kibaangikanye n >Uburuundi n tUrwaanda .
487
UNIT 30
KIRUNDI
1 0. Na co ny ene caatwaarwa n tUbubiligi .
1 1. A b a r u u nd i
n > A b a zuungu b a a t a a n guy e k u menyeer an a a h o
A beera babeereye beenshi muri Africa yo ha g a t i . 1 2, Abirabure baaciiye bareka kwiita abazuungu ibikooko .
D.
A b a b i l igi mu Bu ruundi no mu Rw a an d a .
1. Abadaagi baavuuye mu Buruundi ryari? Baavuuyeho mu mwaaka igihuumbi amajana iceenda na cumi na gataandatu. Baabi.rukanye indwaano imaze guhera noone? Oyaaye, indwano ntiyarangiye muri 1918.
2. M b e e y e ni i nde azi umwaaka Inaama ya V e r sailles
yagi r i w emwo? Iyo Naama yagizwe muri 1919.

Nbeeye Inaama ya Versailles ntiyagizwe indwaano. y >i b i h u g u Egome. vy oo s e y aa h e z e ?
3.
Mbeeye iyo Naama haari ico yakoze kiraaba Uburuundi n>ibiindi bihugu ? Caane.
488
B ASIC CO U R SE
U NIT 3 p
Iyo Naama yagize iki noone? lnaama ya Versailles yagabaanganije ibihugu bitaari
b waaroonke intaahe y >ukwikuukiira . 4. N o o n e i b i hugu vyaagabaanganije ibihugu ntwaarwa urabizi ? Egome. Ibihugu vyaatsiindiye indwaano ya 19 1 4 -18 vyaagi ze bite i Versailles ?
Vyagabaanganye ibiindi bihugu vyaari bigitwaarwa n>abanyamahaanga muri ico gihe. 5. U buruundi Egome. Vyaaci.iye bitwaarwa n>ikiihe gihugu noone? Ububiligi ni bwo bwaashikiriJwe Uburuundi bugerekako Urwaanda.
6. M b e e y e a b a b i ligi hari ikiindi gihugu baatwaara mur i A i'rika muri ico gihe ? Ime. X kiindi gihugu baagaba caari ikihe noon e ? M uri ico gihe ababiligi ni bo ba agaba Kongo Mb i l i g i . 7. H a r i h o u uz i aho Ubub iligi bwataanguriye gutwaara ivyo b ihugu Egome. v y a a h or a bi gab wa n < Abadaagi?
n ~ U r waanda n a v y o b a a r a b i g a b a a nganye n o o n e ?
489
UNIT 30
KIRUNDI
B aabit wwye k u v a
r y a a r i noo n e ?
Baabitwaaye kuva mu mwaaka w~1919.

8. W o m e ny a im y aaka baategetse ivyo bihugu uko i n g a n a ? Duharuuye imyaaka dusaanga ari nka m i r oongo in e n>iine gusa n <ukuvuga kuva mu mp era y > indwaano
nkuru muri 1918 gushika muri 1962 aho nya bihugu vyi k u u k i i r a . Noone iyo myaaka baahamaze ni mike? Oyaa. 9. Mbeeye igihugu ca Kongo giherereye heehe? Kiri mu bureengero bw>Uburuundi ni Urwaanda hakurya y~ikiyaga ciitwa Tanganika. Ababiligi baaratevye muri Kongo mbee? Rwoose. 10. Kongo caatwaarwa n<Ababiligi?
Egome. N oone Ububiligi bwaashikirijwe Kongo mu g ihe k i imw e n >Ubur u u n d i ? O yaa, aho ababiligi baashikiira Uburuundi baar i b amaze imyaaka myiinshi baatwaara Kongo mb i li g i . 1 1. Abaruundi n >Abazuungu baataanguye kumenyeerana ryaa r i ? B aat a a n g u y e k u m e n y e e r a n a a h o ab a z u u n g u b a b e e r e y e
b eenshi muri Afrika yo haga ti .
490
BASIC COURSE
U NIT 3 0
Noone baari baaratevye kumenyeerana n<abo banyamghaanga? R woose caane .

1 2. Abirabure baaretse kwiita abazuungu ibikooko ryaa r i ? Aho abirabure bamaariye kumenyeerana n >Abazuungu b aar a h a v u u y e b a a ra b ona k o ar i abaant u .
M beeye baarabaaye bakibiita ibikooko ?
Oyaa.
E. Intwaaro mu Buruundi ku ngoma y'Ababiligi. 1. Mu biraaba intwaaro Ababiligi baakurikije imigeenzo y <i k i r u u n d i
2.
b a a h a a s aanze .
T w i i h w e ege iyo migeenzo y <ikiruundi tubona ko umu kuru
mu ntwaaro y<igihugu yari umwaami. 3. Muunsi ytumwaami haari abaganwa. Abaganwa nabo baakwirikirwa n>abatwaare.
5. A b a t w a are le ero baafashwa n <abalongoozi aribo biita
abahamagazi .
6. U k o n i k o i n t w a aro y ari im eze mu Buruundi no mu R w a a n d a .
7.
Haheze imyaaka ibiri caanke itatu intwaaro y<Abaganwa

n >Abatware iciiwe i Buruundi n>i Rwaanda . Nta baganwa, nta batwaare ntibaasohowe, baararuhuukijwe gusa .
091
UNIT 30
KIRUNDI
9. Abaganwa batwaara mu Buruundi baari miroongo itatu na

b at a a n d a t u . 10. Abatwaare biitwa ivyeegeera vy >abaganwa. Baaraashika ku
manana.
11. Abaganwa bakuukira amateritwaari . 1 2. Amateritwaari yoose mu Buruundi yashika iceenda gu s a : B ururi, Bubaanza, Bujumbura, Gitega, Muhiinga ,
Muramvya, Ngoozi, Rutana, Ruyigi. 13. Umukuru wa teritwaari yari Musitanteeri yeera. 10. Musitanteeri ni we yagaba abaganwa boose bakukira iteritwaari atwaara. 15. Musitanteeri yaba muri Teritwaari. 1 6. A b aganwa nabo b a ab a mu mat o o ngo y a b o . 17. Zina muganwa weese yategeka abatwaare baatwaara mu
g ihugu ci i we .
18. Amategeko yashiingwa n<Umwaami na Leeta yaraanguuzwa n <abaganwa n<abat waar e babo.
1 9. Leeta n tumwaami baashiinga amategeko y tigihugu , i gihugu kikayashikirizwa n < abakuru baandi . 2 0. Abatwaare batwaara ibice bito bito vy >igihugu . 21. Akazi kabo kaari ak <ugushikiriza abantu amajaambo yavuzwe na Leeta n >ugukoresha imilimo Leeta y at e g e t s e .
092
BASIC COURSE
UNIT 3O
22. Mu bikorwa vyinshi abaroongoozi ni bo bashikiriza
abaantu ivyatagetswe.
2 3, Uburuundi b u g i zwe n <ibihiimba bikuru bikuru i c e en d a :
B ulagane, Bututsi, Buyogoma, Buyen zi, Bweeru , I mbo, Mugaamba, Kilimiro . I ntwaaro mu Buruundi ku ngoma y >Ababiligi .
1, Mbeeye Ababiligi baarahinduye imigeenzo basaanze mu Buruundi mu vy>intwaaro? Oya. Noone baageenjeje bate mu gut;egeka ico gihugu? Baakurikije imigeenzo baahasaanze. 2. Mbeeye umukuru mu ntwaaro yari inde muri ico gihe?
Umwaami ni we yari mukuru mu b i r a aba int;waaro y>ico
g ihe . Mbeeye noone yari afise abamufasha gutwaara n>ugutegeka i gi h u g u ? Rwoose.

3. M b e ey e a b a akurikira mu bu kuru mu n t a ara baari baan d e ? A baganwa ni bo baakurikira mu buku ru .
N>ukuvuga ko baari ivyegeera vy>Umwaami leero.

Ee. 4. M b e e h a a r i g eze haba abatwaare mu Buruun d i ?
Egome.
493
UNIT 30 Abatwaare b a a k or a
KIRUNDI i ki ? i v y e g e r a v y > a b a ganwa.
Abatwaare b a a r i
5.
A b a l o n g o ozi baakora iki boobo ? Abalongoozi aribo bahamagazi baategeka mu k i b a an za c >Abat w a a r e . N oone leero baari intumwa z <abatwaare ?
Egome. 6. Intwaaro yo mu Rwaanda nayo yari incise abatwaare n>abaganwa noone ? Ime. Ivyo bihugu leero vyaari bifise intwaaro zimwe? Mu biraaba abaami, abaganwa n~abatwaare imigeenzo y <ivy o b i h u g u y a r a s a . 7. N o one ubu intwaaro y<abaganwa n~abatwaare iracaariho muri ivyo bihugu? Oya da.
I yo ntwaaro yaciiwe ryari noone ? Haheze imyaaka nk <itatu iyo ntwaaro iciiwe mu B uruu nd i no m u Rwaanda.
8.
N o o n e g a a b a g anwa n <abat waar e b a a r a s o h owe? Oyaye.

N oone b a a b a k o g e g e i ki k o b a t a a so h o w e ? b a a r i i c a r itswe
Nt>abaganwa, nt >abatwaare ntibaasohowe ,
gusa.
BASIC CO U R SE
U NIT 3 0
9. Uraazi igitigiri c>abaganwa baatwaara mu Buruundi?

Egome. B aar i b aa n g a a h e n o o n e ?
A baganwa baari miroongo itatu na ba taandatu . 1 0. A b a t w a a r e b aa r i Egome. b e en s h i b o o bo n o o n e ?
B aari
n k a b a n gaahe? ku ma nana.
B aaraashi k a
11. Mbeeye abaganwa bakuukira Amateritwaari noone? Egome. Amateritwaari yagabwa n>abaganwa bangaahe? Iteritwaari imwe yagabwa n~abaganwa batatu gushika k uri b a t a andatu.
1 2. Amateritwaari mu Buruundi yari angaahe ?
Y oose hamwe yaar a s h i k a
i ce e n d a .
Uraazi amazina y>ayo materitwaari?

Egome. 1 3. Umukuru w a t e r itwaari yari musitanteeri noon e ?
Egome.
M usitanteeri yari Umubiligi caanke Umuruun d i ? M usitanteeri yari Umuzuungu .
49g
UNIT 30
KIHUNDI
14. Ni inde yagaba abaganwa boose baakuukiira iteritwaari? Musitanteeri ni we yagaba abaganwa boose baakuukiira
i teritwaari yi w e . B aari ivyegeera vyiwe leero ? Egome. 1 5. Mbeeye hariho uzi aho Mu sitanteeri yaba ? Ime.
Y aba heehe n o o n e ? Musitanteeri yaba muri teritwaari. 1 6. A b aganwa boobo b ab a h e e h e ? A baganwa baaba mu mat o ongo y a a b o . Amatoongo yaabo yari mu shei'eri yaabo nyene?
Egome.
1 7. Umuganwa y a t e g ek a
a b a t w a ar e a b a a h e ?
Umuganwa weese yategeka abatwaare bo mu ntaara yiiwe gusa.
Hari umuganwa y a r aaf'ise ubukuru ku ba twaare b 'uwuundi muganwa?
Oyaa. 18. Amategeko y<umwaami na Leeta yaranguuzwa na baande? Y araanguuzwa n <abaganwa n <abat waar e .
L eeta ni yo yi t egekera noone ? E kaaye .
496
BASIC CO U R SE
U NIT
30
19. Ni baande baashiinga amategeko? Umwaami na Leeta ni bo baashiinga amategeko yti k i h u gu. Noone si abaganwa n>abatwaare baayaashikiriza abaantu? Caane.
2 0. Abatwaare baategeka ibice bingaana ik i B aategeka ibice bito bito vy <igihugu .
B aanganya n t a b a g anwa no one ? Namba.

2 1. Akazi k tabatwaare kaari akaahe ?
Baashikiriza igihugu amajaambo ya Leeta. Mbeeye ni bo baakoreesha imilimo Leeta yataanze?

Egome. 2 2. Abalongoozi boobo baakora ik i ? Nabo nyene baashikiriza abaantu ivyaavuzwe
n <abakuru b a
Leeta.
A balongoozi leero baavugira abatwaare ?
Caane.
2 3. Uburuundi bugizwe n >ibihiimba bikuru bikuru bingaah e ? B ugizwe n<ibihiimba iceenda . Urab i i z i n o on e ?
Egome caane Bulagane, Bututsi, Buyogoma,

B uyenzi, Bweeru, Imbo, Kilimiro , N u g a a m ba , Bu g e s era .
KIRUNDI
GLOSSARY
[Words are alphabetized by the first letter of the root, regardless of presence or absence of prefixes. In order to make
t he listing easier to fo llow, the words have been sp a ced so th a t the first letters of the ro ots form a s t r aight vertical column
o n th e
page.]
-A-
a abo i w-aac u
3D 6D
t hei r
a t [ my ]
h o m e ( I a t o u rs > )
umu-nya-afirika umw-aaka
(1,2) 6D
A fr i c a n year
(person
( 3,4)
- aki i r a ( -aki i r i y e ) 26D -aambara ic - a ambarwa u mu-nya-ameer i k a umw-aami umw-aampi ic - aamwa - aandi k a
t;o take from someone
(-aambaye) 15D
to wear c lo t h i n g American king arr ow piece of frui.t t o wr i t e to cause, to write t o contr a c t my

t;o refuse, dislike
( 7,8)
( 1,2 ) 27D
1 SV
1D
(person)
( 1,2 )
( 3,4) (7,8)
30 1 4 SV
( -aandi t s e ) 2D
- aandi k i i sh a (-aandikiishije ) 2D -aandura

a anj e
(-aanduye ) 18D
1D
(a di s ease)
-aanka (-aanse) 26D

umw-aansi
( 1,2 ) ( 1,2 )
5D
30 13 D 1SV 28 D
enemy
period of tim e Arab but teacher
umw-aanya ( 3,4 ) umw-aarabu a ri k o umw-aari mu atar i
( 1,2 )
23D
except
498
BASIC COURSE
-aambika (-aambitse ) 29
i vy-aat s i aawe
t o cl ot h e grass
( 8)
3D
21D
your
(sg.)
ba
19D
(an emphatic particle
-ba ( - b a aye )
haba - babar i r a u mu-baaj i
i b u - b a a mf u
I
7BD
t o be , t h er e
t o r es i d e is
(cf . / - b a / < b e~) 22D

( -babar i y e ) 4D
to forgi ve c arpent e r t ;o t;he l e f t ;
( 1,2 )
1 2D
7BD
-baana (-baanye )
7 BD
to live toget;her,
live wit;h or near
-baandaanya
t o go
o n , c ont i n u e
( -baandaanij e ) 29
uru- b a angaangwe (11, 10 )
- baa n g i k a n a
/
1 SV
b icy c l e
t o be parallel , n ei g h b o r i n g t o bank
(-baangikanye ) 30
i - b a a nk i umu-baano
( 9,6 o r
10) 1D
( 3) 3 0 i k i - b a a n z a (7,8) 30
- bar i r a - bar i z a a ka-baa t i -baaza
living together p la ce , square
( -bari y e ) ( -bar i j e ) ( 12,14) ( -baage)
14D 29
t o t el l to ask
2$D 3D 23 D 18 D
c los et ,
c u p board
t o wor k w o o d , t o c ar v e
ubu-bi
( 14)
30
ugliness, evil to plant [small seeds]

t o boi l d ense f o r e s t ;
- bi b a
( -bi v ye ) ( -bi ze )
- bir a
i k i - b i r a ( 7, 8)
24D
499
KIRUNDI b ir i
u wa- k a - b i r
l
7BD
i 2SV 1SV 1SV
two Tuesday B elgi a n o ff i c e unri p e ,

they
umu-birigi (1,2) i -bir o

b is i bo
(person)
g r e e n , r aw
(8,8)
1 4 SV
umu-Bo ( 1,2 )
boobo
1S V
someone from a p a r t i cular
p art
t;hey
o f Bu r u n d i
im-boga -bona
( 9,10 )
14D
1D
veget;a bl e s t o see, get
( -boonye )
-bonana (-bonanye )
16D
t o se e o ne anot her to be visible t o ro t
-boneka (-bonetse ) 17D -bora umu-booyi

u -b u i 2D 1 2D
( -boze) ( 1,2 )
1 4 SV 2S V
houseboy
now to the left;
b u - b a a mf u
b ukeeye -bura
i
14 S V
t;he following day
( -buze)
24D
1 2D
t o lack, fail to f in d to the right
b u - r y o o r : i bu r y o
im-but;o ( 9,10 ) i-buye -buza
23 D
plant, seed, fruit s t'one

t o f or b i d
( g,6)
24D
17D 28D
1D
( -buJi j e ) ( -bwii y e )
2 2D
b waakeey e
(a morning greeting
t o t el l
- bwi i r a
u -bw o
p erhaps ;
a q u e s ti o n w o r d
u sed i n a s k i n g f o r verificat;ion
nta- bw o
29
( a neg a t i v e
w o r d)
- ca ( - c i i y e ) 12D $00
t o t ur n , o u t
BASIC CO U R SE
-ca plus participial v er b 26D caane caanke i - c a a sh a i - c e e nd a i gi - c e r i

i -c i
t o d o r i g h t aw a y v ery , much
5D 9D 21D
- ii - c a r a ( -i i c a ye ) 15S V 8S V
t o be
s eat ed
5 franc
nine
pi ece
(7,8) 15SV
2 2D
coin d ry s e a s o n
a ga-cu ( 1 2 , 1 3 ) i gi - c u ( 7,8 )
8SV i - c um i
22D 22 D
small cloud cloud ten
i-cumu ( 5,6)
30
spear orange
b ot t l e
umu-cuungwa (3,4) 1 4 SV or : u m ucuungwa
i- cupa ( 5,6) 2 9 - cura ( - c u z e) 3 D

i n-cu t i
to work metal r el a t i v e
-D-
( ,10)
17D
29
da
(emphatic particle
i n- d a g a r a iki - daagi
( 9,10 )
1 4 SV 7SV
( small )
m erch a n t
f i sh
( 7 ) 29
( 1,2 ) 7SV ( 1)
German (language)
umu-daandaza daata
m y fa t h e r overseer
who?
d aatabuj a ( 1) 1 5 S V p l . b a a d a a t a b u j a (2) n-de 5D in - d e ege in-der o in-di mu
( 9,10 ) ( 9,10 ) ( 9,10 )
13D 25D 1 4 SV
501
a i r p l an e e duca t i on
lemon
KIRUNDZ
i - d i r i sh a (5,6) umu-duga
2 5 SV
4D 30
18D
window
automobile to climb, go up f ight', b a t t ;l e
( 3,4)
2 SV
-duuga ( -duuze)
indwaano
i n- dwaar a
/
(9,10 )
or :
s ic k n e s s
i n- gwaar a in-dya
( 9,10 )
18 D
-E-
food
i c - e e g e er a e ego ego or :
e ka
(7,8) 30
hj o 2D
lieutenant, understudy
1D
yes y est e r d a y , t o morrow
2 2D
umw-eembe (3,4) 14SV or: u mweembe e emwe 2 9 mw-cene ( waacu) ( 1 , 2 )
mango (expression of astonishment)
7B D
my sibling of the same sex to ripen a whi t e person
- eera ( - e e z e )
umw-eera erega
23D
(1,2)
26 D 12D
a lso ; a n e x p r e s s i o n o f s urp r i s e
to show
-ereka ( -er e t s e )
ak-eeza ( 12) 2 4 D ( cf . ni i za ) ukw-eezi
beauty, a pretty thing

m oon, mont h
(15,6 )
6D
i - f a r a a n g a 13D o r : i f ar a a n g a i g i - f a r a a n s a ( 7) - f at a ( - f as h e)
m oney, f r a n c s
(5,6)
French
6D
5D
12D
(language)
get
-fasha ( -fashi ge )
- fat any a 29 ( -f a t a n i j e )
t ;o h e l p
t o take,
to connect with on e a not h e r
502
BASIC COURSE
i fi - fi t a
( 9, 1 0 ) ( -f i s c )
/
14S V 5D
( lar ge ) f i s h
to have [religiousj brother
u mu-f r e e r e
25 D
igi - f u u n go
( 7,8)
( 3,4 )
29
19 D 9D 28D 2 4 SV 27 D 30
b ut t o n
- f uungur a u mu-fu n i k o i m-f u r a u ru- f u u r i i m-f y i s i
(-fuunguye) 15SV
to eat;
cover of a k e t t le
(9,10 ) ( 11) ( 9,10 )
firstborn
b ad w e a t h e r : cl ou dy b u t ;
n ot r a i n y hyena
- gaba ( - g avye )
-gabaanganya
to administer t o di v i d e
t o di v i de
up
( -gabaanganige )
- gabany a 27D
(-gabanige) -gabir a
umu-gabo
( -gabiye ) 7S V
19D
14 D
to give as a gift
( 1,2 )
(marri ed ) man
to feed polit;ical parties f ac t o r y , w o r k shop
- gabur i r a
( -gaburi y e ) umu-gaambwe ( 3,4) 2 7 D uru-gaanda (11,10) 1SV

- gaandi k a
( -gaandit s e
) )
to stay to stay temporarily

p rov e r b , f abl e
- gaandi k i r a ( -gaandiki y e cf. - gaandi k a 30 umu-gani
( 3,4)
30
29
- gaani i r a ga-nt;uu
to converse f or m o f a d d r e s s u s e d w h e n name doesn>t come readily

to tip of tongu e chi e f , head of a
( -gaani r i i y e )
11D
umu-ganwa (1,2)
<cheff e r i
e<
503
KIRUNDI
i-gaari (or: i - g a a r e ) (5,6 ) a ka-gar u k a
b icyc l e
l SV
a retur n i n g
( 12)
26D 2D
-garuka ( -garut se )
h a- g a t i 24 D
to return
(intransitive )
i n t h e mi d d l e o f
ga-t o oy a ubu-gavyi
18D
a li t t l e
( 14)
27D 15 S V 2D
government
to be dissatisfied
- gaya ( - g a ye )
-geenda
( -gi i y e )
to go to cause to go, to drive a car j our n e y to explore, inspect

how?
- geendesh a 2S V ( -geendeshej e uru- g e endo
)
13D
( 11,10 )
-geenduur a i n - g en e -geenza mu-geenz i umu-geenzi umu-geenzo

/
30 {-geenduuye )
14D ( -geenj e j e ) 28D 9SV 2D
t o c a us e t o g o courteous, appellation
fri end
(3,4)
30
1D
c ust o m
- gera ( - g e z e - gera ( - g e z e
-gerageza i n- g e r e g e r e - ger e r a
) )
t o ar r i v e to weigh, measure in some

f ashi o n
14D 21D
( -ger a g e j e ) ( 9,10 )
t o try g aze l l e t o weigh f or
24S U
{ -gereye) 1 4 D 24D
- geza ( - g e j e j e )
to cause to arrive , escor t t o a determined po in t ; to test, try
irX-gi
( 5,6 ) 16 D - gir a { -gi ze ) 2D ( 7,8 ) ( 11,10 ) 21 D 3D

504
egg
to do
i ki - g o u ru- g o
a n e n c l o s e d ba c k y a r d
far m
B ASIC C O U R S E
in-goma ( 9,10)
- goomba in - g o ona umu-gore 19D
30
d rum; k i n g s h i p to want, desire, lack
(-goomvye) ( 9,10 ) 2 4 SV
c rocod i l e
woman, wi f e
(1,2) 7S V - goora ( - g o oye ) 5D ( 7,8 } 23 D ( 3,4 ) 22 D -goroora (-gorooye) 2SV

gufi 5SV
to give difficulty
maize
i ki - g oor i
umu-gorooba
s unset;,
t o i r on
evening
short monkey to stay t o b uy , pig only sell
in-guge ( 9,10 } 2 4 S V -guma (-gumye } 2 1 D - gura ( - g u ze )

in-gurube g usa gu-t e iki - g uzi
14 D 1 4 SV
( 9,10 )
6D 12D
{ to do ) h o w?
{ 7,8)
6S V
29
22D
p ri c e
t o f al l c hal k
- gwa ( - g u u y e ) i n - gw a
in- gwaar a ( 9,10 ) 18D o r : i n- d w a a r a in- gwe
s ic k n e s s l eopar d
-H-
( 9,10 )
3D
2 4 SV
a-ha
her e
- ha ( - h a aye ) 13 D ( h~ p a f t e r m )
- hagar a r a hagati umu-hamagazi umu-hana
t o gi v e
t o wai t in the middle of lowest rank in t r a d i tional administration the area around a d w e l l ing
(-hagaze} 29
( 9}
24D
30
( 1,2 ) 26 D
( 3,4 )
505
KIRUNDI
- hanaant uk a
24D
to fall from high above
( -hanaantut s e uru-haande ( 11,10)

- haangaama
h aanyum a
)
11D
s ide , part t o a s c en d t h e t hr o n e after that
o ut s i d e
27D
11D
{-haangaamye)
haanze ibi - h ar a ge hari 22 D
( 8)
3D
18D
beans
t h er e is, t h er e ar e
- i i - h a r i z a (-iiharije) 24D harugur u i gi - h a r u u r o ha-ry a haasi s hik a ha as i 24D
to have a thing by oneself up ther e
( 7,8)
28D 24D 17D
29
a mat;hematics problem by the way
d own, b e l o w t ,o si t do w n a s a co n s e q u e n c e
-hava (-havuuye )
he --he i gi - h e
r
21D
to do
w hi c h ?
6D 3D
where? (encli,tic )
( 7,8)
13D
6D
4D
time
h eehe heejur u
where? above
-hema { -hemye)
-hera ama-her a or:
r
17D 9D
t;o make fun of

t o c o m e t o an e n d t owar d s
{ -heze)
4D
ama-hydra (6)
- her a h e z a
7BD
23D
money to finish complet;ely
a m aher a
( -her a h e j e u mu-her e r e z i
)
9S V 18D
youngest child, last; born to finish p art , hal f
( 1,2 ) - heza ( - h e j e g e )
igi-hiimba ( 7,8)
30
g06
BASIC COURSE
umu-hiindi ( 1,2 ) 1SV o r : u mu h i i n d i

- h i i n d u ki r a - hi i n d u r a 12 D
I ndi a n to turn to change

wait f i n th e h i l l s
( -h i i n d u k i y e 30 ( -h i i n d u y e ) ( or :
h ii n g a
h i i nge ) 18D
i mu-hydra 2 3 D mu-hydra 1 SV
- hi i s h i r a ( -h i i s h i y e ) 14SV
home to ri pen
to be finished
-hit;a (-hi se ) - hit a - hi i y e

j e -h o hogi
22 D 13 D
( -hi se )
26D 19D
to t'ake, bring in passing
( s e e / - s h a/)
c oncer n i n g l et>s go me
ubu-homa ( 14) ama-hoonda ( 6)
18D
d irt ; i n e s s
18D
18D 18D
sorghum t o b e come c o o l liquid ) t o a l w ay s do ( foo d or
- hora ( - h o z e ) -hora
-hoora cf . ama-horo
b u-h o r o
/
( -hoze)
( -hooye) 3 0 -hoora (-hooye)

29 4D
to harm someone for a purpose to avenge peace slowly, softly, gently
igi - h ugu
( 7,8)
23D
7SV
count r y , s on, b o y
r egi o n
umu-huungu ( 1,2 ) umu-Hutu
( 1,2 ) 1 S V -hwahuka (-hwahutse ) 5SV ( 3,4 ) 1 4 SV
a Hut;u p e r s o n
to become light; in weight
umu-hwi
banana
507
KIHUNDI
-I- i b a g i i r a ( -i bag i i y e ) 4D to forget t o be seated (applicative form
-iicara
cf.
( i i c a ye )
/
21 D
30
- ii c i r a ( -i i ci y e ) -iiciisha 30 (-iiciishije ) - ig a
/
t o ki l l
-chica (-ji she)
t o kill by means of , cau s e t o ki l l
( - i ze )
5D
to learn
gir l t ea c h e r
umw-iigeme ( 1,2 ) umw-iigisha ( 1,2 )
7S V 5D
- i i h a r i z a (-iiharije) 24D -ihuut a

/
to have a thing by oneself

t o hurr y
( -ihuuse) 2 6D
( - i i h w e e j e ) 30
/
-i i h w e e za
t o e x a mi n e yes
h ow many ? how?
i -me ( o r : / m e/ )
i i n g a ah e i ngen e i ng o - inj i r a iinshi -i i p f u u z a u mw-ii r a b u r e
/
26D
6D 14D
15D
cornel
/
(-in/ iye)
3D
24D
to come into, enter many, much t o wi s h
( for )
( -i i p f u u g i j e ( 1,2 )
)
28 D 28D
22D a bl a c k p e r s o n
to last all day to run
- i i r i r wa ( - i i r i we )
-iir u ka
( - i i r ut s e )
u mw-ii s h w a ( 1,2 ) -itako

/
7S V
m an<s s i s t e r < s s o n o r daughter 29

to do with vigor t o wat ch , s uper v i s e to t eac h
(-i t a a yeko
27 D
- i i t e g er e z a
(-iitegereje ) -iza
i za
/
5D
1D
good
508
BASIC CO U R SE
- ja ( - g i i y e )
i-jana
4D
13 D
13D 24D
to go hundred
to go together with to be b r ou g h t
( 5,6 )
- j a an a n a . . .
( -j aanye n a . . . )
- gaanwa ( - J a a n y we )
je j e-h o 26 D
c oncer n i n g
me
j eewe
1D
i - j i i sh o ( 5,6)
24D 17D 18D
eye evenin g s weet p o t a t o e s
( 5,6) ibi - g uumpu ( 8)

in-ka ( 9,10 )
k aabur i i m b o umu-kamyi i- k amyo k aandi
i-joro
1 4 SV 14 S V
c at t l e to grow stale, wilted, etc. macadam

m il k m a n
- kaba ( - k a v ye )
( 9)
7S V
29
6) 13D 22D 1 5 SV 6S V
( 1,2 )
15D
( 9,10 or
truck and
t o be c ol d
-kanya ( -kanye)
ama-kara
( 6)
19D
( 5 or 9 , 6 )
coals t o wash h a nd s a n d/ o r f ac e p en, p e n c i l

c ler i c al c ar r o t to be bitter, sour b rea d wor k e r
- kar a b a i- k a r a a mu u mu-kara an i i -karoot i - kaat a u mu-kaat e ke 3D
( -karavye )
( 1,2 ) 2D ( 9,6 o r 1 0 ) 1 4 D ( -kaase) ( 3,4 ) 1 4 SV 17 D 29 2D
few
( -keetse )
t o suppose, t o be su sp e c t i n n ee d
-keeka -kena
(-keneye )
509
KIRUNDI
- keengur u k i r a 29 ( -keengur u k i y e ) k eer a

k eey a bu- k e e y e i-ki
to
t h a n k s om e o n e
23D
2 4D 1 4 SV
long ago, far in future
the following day what ? kilometer
3D
or: ikiromeetero
iki-].omeetero (7,8) 13D
- kina ( - k i n y e )
i - k i i n g a ( g,6)
21D
to pl ay b icy c l e to recover from illness t o cur e f or
1 SV
26 D
- kir a
( -ki ze )
- ki r i z a ( -ki r i j e ) 26D [applicative of
/-ki za/
ko 1 4 SV
<t o cure<] that 7SV 21 D

( used t o i n t r od u c e an indirect statement )
umu-koobwa ( 1,2 ) i n-koof e er o k oko igi - k o oko cf. in-koko igi - k o oko
d augh t e r , g i r l hat
( 9,10 )
19 D
trul y
( 7,8)
( 9,10 ) ( 7p8)
30
1 4 SV 24D
animal, insect
c hi c k e n wild animal to knock bank , s h or e
a g a - k o o k o (12,13)
- komaang a
1 4SV
(-komaanze in - k oombe -komera
)
to be in good he a l th t o cont i nu e one pot
(9,10 ) 30 ( -komeye) 9 D
11D
-komeza ( -komeje ) in-kono
( 9,10 ) ( 1,2 )
19D 1S V
umu-nyee- k o ongo -kor a
Congoles e
(person)
( -koze ) 1 D - kor e r a ( -koreye ) 3D

$10
t o d o , wor k t o work for, at , e t c .
BASIC COURSE
- kor e e sh a < sr- k o r e e s h o vyo k u

/
18D
to use
(-koreeshege)
m e eza (8) 25SV t abl e war e
to eat with condiments a cco r d i n g why? t o
k oza ( - k o j e g e )
k ubwa
k uk i
19D
27D
1 8D
- kuuk i r a k uko
( -kuukiy e ) 30
14 S v 30
/
to pertain to, be a part of, be subject to because m aybe, p r o b a b l y
kuumbure -kuunda
/
(-kuunze)
22 D
4D
to want, like to like for
- ku u n d i r a
/
(-kuundiye
/
-kuura (-kuuye
-kuur a k ur e k uru ama-kuru mu-kuru - kwi i r a 13D 8S V
)'
18D 18D
t o make f o r to remove, extract far

ol d
(-kuuye)
( 6) ( 1)
25D 7BD
news e lder , se n io r
( -kwii y e (9,10 )
15D
-L-
t o sui t
l eet a
30
g over n m en t
iki-lomeetero ( 7,8)
13D
kilometer
or: ikiromeetero
m adaamu
/
16D
Madame
maama ( 1,2 )
j :-maan a 2 5D
7S V
my mot;her
S upreme B e i n g
ubu-manuko
( 14) 1 1 D -mara ( -maze) 6 D

511
[ to
t he ] so u t h
t o end, termina te, finish , spend t i me
KIRUNDI
-maarume ( 1,2 ) i -mash i i n i mbe 5D

17 D
7S V 2D
motheris brother machine
( 9,10 )
( a quest i o n wor d
( a qu e s t i o n
b ef o r e i n f ac t
mbeega i -mber e m bere u waa-mb er e
w o r d)
30
18D 2D
Monday ( <fi r s t < )
i-me ( or: / me/ )

u -meenga 2 3 D (or : u m e engo )
- meny a 2D
26D
yes
1 think, one might say t ;o k n o w
(-menye)
- menyeer a 12D
to be accustomed to
(-menyereye
)
to get acquainted with each
-menyeerana 30 (-menyeerany e - mera ( - m e ze ) -mesuura

i - m ey a
o th e r
18D
to be in a certain state to l a under 1 /2 f r a n c p i ec e
(-mesuuye ) 2SV 2 5 SV
1 5SV
a-meeza
umu-Mos o
( 6,6 )
1SV
t abl e
(person from a certain p art o f Bu r u n d i )

but;
m ugabo
umu-ny a - m u g a amba mu-gee nz i i mu-h ar a
13D ( 1,2 )
2 8D 23D 2SV
1SV
(person form a part of Burundi )

courteous, appellat;ion i n th e hi l l s Sunday in
uwa-muung u
m u(ri )
mwe
1D
5D
29 512
mwe
/
o ne,
same
e e-mwe
(expression of ast;onishment)
BASIC CO U R SE
mweebwe
Mweezi. 30 -N-
y ou (p l
name of a series of kings
na
3D 6D
and b adl y
naabi i- n aama
n amak i
(9,10 )
2D
30 23D
treaty
> How are y o u ? < p ineappl e or; is it true? eight other 2D good-by seven four Thursday
i- n a naasi naangwa umu-naani ndi

/
( 9,10 )
30 8SV
3D
n di i k e b a anuy e i - n dw i ne u wa-ka-n e
/
8SV 8SV 2S V 26 D
- neezerw a ngaahe
to be
pl eased
(-neezerewe
8D
)
how many?
-ngana ( - n ganye )
n go i - ng o 19D 15D
6D
t o be t ha t
eq ua l
t o
cornel
5 franc p i e c e i s, a r e l ar g e
i k i i - n g o r o o n g o r o (7,8) 1 5SV
ni lD
nin i
8SV
ikii-njaana ( 7,8) nka i -n o 3D 17D 3D

4D
30
c entur y
l ike, as
here n ow, t h e n
now m inu t e
noone
n ooneh o
( expl e t i v e )
umu-nota ( 3,4) 1 3 D o r : u munu t a
513
K j:RUNDI
i-nooti n t;aa
(5,6)
16D
1 5 SV
banknot e it is not,, there is not
rneg. of /<hari/ <there

is / a r e > j
n t a bw o 29
( a neg a t i v e
w o r d)
i k i i - nt u ( 7,8 ) umuu-ntu ga nt u u
1S V 3D
t hi n g
( 1,2 )
11D
person
f or m of ad dr e ss u s e d w he n
name doesn>t come readily to tip of tongue
aka-nwa ( 12,13 )
i mi - n we
21 D
mouth hands
( 4)
27D ( 1,2) 30
2 4 SV 29 7S V
i- n yama (10) 14SV umu-nyamahaanga
meat f or e i g n e r , chair small black ant also a dr i n k grandmot;her your mot'her

bir d
s t r an g e r
i- n y e gamo ( 9,10 ) u ru- n y e g er i nyene
2 5 SV
( 11,14)
7BD
aka-nyoobwa ( 12,13) nyogokuru nyoko
( 1,2 )
(pl .
i-nyoni
( 1,2 ) 9S V b a a nyoko ) ( 9,10 ) 24 D
i- n yuma ( 9,10 )
h aa- n z e 2 2D
7BD -nywa (- n yooye ) 1 8 D

-0-
behind ,
t o dr i nk o ut;si d e
a f t er
- oogeesha 18D ( -oogeeshej e ak-oogo
t ,o use i n w a s h i n g
)
24D 6) 15D
s mal l k ind , mud s t ; re a m so r t
( 12,13) ( 8)
ubw-ooko ( 14,14 or ivy-oondo
22D
514
BASIC COURSE
umw-oonga
( 3 ~ 4 ) 23D
8S V
6D
v al l e y to add
- onger ez a
i c-oongerez a
r
( -ongerej e )
English ( language )
- oroha ( - o r o s he
-oroh er wa 9D { -or ohewe ) oose o ya 7BD 1D
/
5SV
t o b e c ome ea s y
to be in good hea l th all
no
- oza ( - o g e j e )
umu-paka
18D
-P-
to wash
{ 3,4 ) i -paampa (5 )
24 D 23 D
b order , c ott o n p art; ,
b o undary
im-paande u ru- p a apur o
( 9,10)
( 11,10)
29
6SV 26D
secti on pa p e r w age,t;i p , r e ward
s heet o f s ala r y , end b egin n i n g

t o di e
im-peembo ( 9,10 ) im-per a
( 9,10)
30
22D 26D 26D 24D
i m-peeshi ( 9 )
o f dr y s ea s o n
- pfa ( - p f u u y e)
-pfaana ( -pfaanye ) - pfuka ( - p f u t s e )

igi-pfuundikizo ( 7,8) - ii - p f uuza 24D
to belong to the same k in g r o u p t o be f r es h , coo l
19D
cover, lid of a Kirundi pot t o wi sh
(for)
ke
( -i i p f u u g i g e )
i-pikipiki ( 9,6 ) - pi i m a im-poongo umu-poorXsi i-poosi t ;a im-puuzu
1SV 16 D 2 4 SV 7SV 11 D 2 SV 515
motor b i
( -pi i mye ) ( 9,10 ) ( 1,2 ) ( 9,6 ) ( 9,10 )
to test, measure a ntel o p e pol i c e man post office c lot;hi n g
KIRUNDI
-raaba
( -raavye )
16 D
to examine to live long

to start the day t o gr eet on e a n o t h er
- raambi r a (-raambiye ) 30 c f . -raamba (-raamvye) -ramuka
( -ramutse )
29
- ramukany a 14S V ( -r amukan i j e ) - raan g i r a - raan g i r a - raanguur a
( -raangiy e ) 28D ( -raangiye ) 23D (-raanguuye) 30
to show t o be e x h a u s t e d , f i n i sh e d
to explain fully shoe E urop e
i k i - r a a t o ( 7,8) U bu-ray a
28D 29
( 14) 2 3 D - raaza ( - r a a j i j e ) -reka ( -r e t s e )
to leave unfinished o vern i g h t to stop doing something peace, tranquility to 'become heavy
higher , mo r e
17 D
ama-reembe ( 6) -remeera ibi - r e e nga

r
25D 29
12D
(-remeereye ) 5SV
( 8)
- r eengaan a u bu-r e e ng er o
to pass
(-reengaanye) ( 14)
8SV
11D 25 D 28 D
I to t h e j to rear
tal l
west
-rer a
( -reze )
r ee r e
i k i - r e e r e ( 7,8 )
atmosphere [pl. means

e nvi r o n m e n t , sur r o u n d i n g s j
u mu-r e z i
c hi l d < s
nurse
waabaana
- ri 1D
( 1,2 )
2S V
to be tdefectxve st e mj except
trut h
ata -r i
u ku - r i
/
23D
29
ibi-riibwa ( 8)
17D
516
s omet h i n g
t o eat
B ASIC C O U R SE
-ri ma ( -ri mye )
2SV
to cultivate t ongue, l a n guage
u ru- r i m i ( 11) 5 S V pl. in-dimi (10)

- r i m i i sh a 2 SV
( -ri m i i s h i j e ) u mu-ri mo
t o cause to cu ltiva te , to use in cu ltivating employment
( 3,4) 2 9 iki-rimwa ( 7,8) 23D

- ri i n d a ( -r i i n z e) 21D
c rop ( ' somet h i n g cultivated' )

t o guard , pr ot ec t
i - r i i ng a r a ( 5)
iki-riingo ( 7,8) or: ikiriingo ubu-r i r i
5 SV 29
L ing a l a ti me ,
bed
moment
( 14,6 )
2 5 SV 6) 26D
i-riitiro (9,10 or
or: iriitiro
l it er mil l et
u bu-r o
( 14)
18D
(-roondeye ) 2D
- roonder a
t o look
f or
- r oonder er a 15D ( -r o o n d er e y e ) umu-roongo ( 3,4) miroongo umu-roongoozi -roonka - r or a
to look for, for someone

line
8D
(4)
30
multiples of ten guide t o receive, g et
( 1,2 ) (-umuhamagazi
( - r oy e )
)
7BD
to direct oneself toward t o wai t fi sh er man
( -roonse )
11D
- r o r e e r a ( -r o r e r e y e / -roreer eye ) 1 3 D u mu-rovy i
( 1,2 )
7S V
-ruhuuka
( -r u h u u t s e ) 21D 22D
to rest, to be di sm issed to run
-fi - r u ka
umu-Ruundi -rut a
(-i i r u t se )
( 1,2 ) ( -ruse )
1D 7BD
517
a Rundi
t o pass ,
(person)
su r p a s s
KIRUNDI
-rwaana ( -rwaanye)
ik i - n y a - r w a a n da
30
to fi ght Kinyar wanda (l an =uage
( 7)
5 SV
1D 17D
21D
umu-nya-Rwaanda ( 1,2 )
r ya 2 1D
a Rwanda (person
t ha t o v er t her e
- ry a ha-ry a
/
( - r i i ye) 28D
/
to eat
b y th e way
-ry aama ( -r y a amye) umu-ryaango umu-ryaango -rwaanya r yaar i

i bu - r y o or : i
t o l i e d o wn
( 3,4 )
2 5 SV
door ( the o p e n i n g )
family, kinship, group 30
to fight, cope wi th when?
( 3,4)
9D
bur y o
29
( -rwaani j e )
12 D
to the right
-sa [no perfective s tem] 29 sa 15D 26D
to r e s embl e
o nly , to ask soap

k et t l e
a l on e
- saba ( - s a v y e )
i- s a b u ne ( 9,6) 1 8 D o r: i s a b u ne i - s a f u r i y a ( 9,6) i gi - s a gar a u ru- s a a g o
19D
1S V
( 7,8 )
c ity ,
t ow n
( 11,10) 3 0 i - saha ( 9 , 6 ) 6D
i- s a h aani
a temporary dwelling
hour d ish , pl at e
( 9,6)
23D (5 or
18D
9 , 6 ) 2 5 SV
12D
ama-saka
( 6)
s or g h u m b ox , ch e s t
i- s a a ndugu -saanga umu-sase

/
( -saanze )
to find, watch midmorning noon
( 3,4 )
17 D
1 5 SV
i -saasit a i-seenge
ivory
(>tooth of elephant> )
r ya i n z o v u (5) 25SV
518
B ASIC C O U R S E
i-serer i
( 9,10 )
14D 14S V
5D
c eler y
ubu-seruko ( 19) 1 1 D
- sha ( - h i i y e )
-shaaka i- s h aamba uru- s h a ana s haasha ubu-shaza c f. u ru- s h i ( -shaa t s e )
f to t h e ] e a s t
t o ge t r i pe
to want, like jungle, rain forest the principal rainy
( 5,6 ) ( 11)
16D
24 D 22D
season (May)
n ew, f r e sh
( 14)
18D 30
peas Fr. >cheff e r i e a domain of a traditional

c hi e f
(i ) - s h eef er i
(9 , 6 )
i - n t aa r a (9,10)
( 11,6)
30
( 1 ,2 ) 7BD
11D 17D
palm of hand, slap boy's term for his sister

t o ar r i ve
m u-shi k a ( anje) - shi k a
( -sh i t s e )
- shi k a h a a s i - shi i m a
t o si t
dow n
(-shi i mye ) 15SV ( 12,13 ) 15D
to be sat;isfied s hir t s hir t (in diminutive class, but here not; referring literally to size ) to put a stick in the g round , t o p ut i n s hap e
legislator t o end , bec ome ex haus t ed
i-shimiizi ( 9, 6) 1 5 D a ga-shi m i i z i
- sh i i n g a
( -s h i i n z e )
27D
umu-shiingam5teeka ( 1,2) 2 7 D - shi r a
( -shi ze ) ( 12)
16 D 26D
in supply a ga-sh i r u k a b u t e
- shi r u k a
f ee , t i p
to be active, diligent
ubu t e
29
{-shi r u t ;se
- shi r w a -shoboka -shobor a
)
29 2D
519
to be satisfied t o be t o be p o ss i b l e abl e
( -shi.zwe)
( -shobot s e ) 12D ( -shobot s e )
KIRUNDI
shoobuj a ( 1,2 ) 9S V ( pl . b a a s h o o b u j a) u mu-shof e e r i
e mployer , d ri v e r cabbage
to
boss
( 1,2 )
2SV
18D
i- shu
( 5,6 or ( 12) ( 14) (1,2 )
9 , 10) 14D 28D 24D 2D 6D 30
-shuuha aga-shuuhe ubu-shuuhe
( -shuushe )
b e c ome h o t
h eat c ha r a c t er i z e d b y humidity heat s er v a n t student schoo l to heat
umu-shuumba (1,2 ) u mu-nyee- s h u u r e i-shuuri -shuusha haa-s i 24D
(5 or 9 , 6 )
( -shuuhij e ) 1BD
d own, b e l o w
i si ( 5 6 )
umuu-si
30 6D
29 29
1 4 SV
e ar t h ,
wor l d
( 3,4)
day ( 2 4
h o u r p e ri od )
- siga ( - s i z e )
- si g a z a - si g u u r a
t o l e a v e b eh i n d
(-si g a j e )
(-si guuye )
to cause to stay, to
leave a part of s o m e thing t;o e x p l a i n s ol d i e r m is s i o n
u mu-si r i k a a r e ( 1,2 ) imi-siyooni ( 4,4 )
30 11 D
s o (1 , 2 ) 9S V ( pl . b a a s o)
- so b a a n u k a
y our f a t ; h e r
t o be explained, explicable , t o b e s o r t e d o ut g ran d f a t h e r
30 ( -sobaanut s e
)
29
sogokuru -sohoka -sohorwa i-soko
(1,2) 7 SV ( -sohowe) 1 SV
2S V 17D
( -soho t s e )
to get out of t;o be dismissed, fired marke t to read t o be hun g ry b a c he l o r
30
( 5,6 )
-soma ( -somye ) -soonza umu-sor e
( -shoon j e )
( 1,2 )
8D
520
a dol e s c e n t ; ,
BASIC CO U R SE
-soosa [perfective stem not c ommon] umu-sozi
to be sweet, good-tasting
( 3,4)
4D
19D
m ount a i n
- subi i r a ( -subi i y e ) 4D - suka ( - s u t s e ) i-suka
to repeat
t o pour hoe i nt o
(9,6) 2 SV
i-sukaari
( 9) 1 4 D i - s u k u ( 5) 1 8 D
-suumba ( -suumvye) umu-swa ( 3)
igi-swaahiri
/
sugar hygiene, cleanliness
6D
to surpass
whit e an t s
2 4 SV
Swahil i
(language
-tabaara
(-tabaaye} 12D
to help
book n ot e b o o k
i g i - t a b o (7,8) 1SV i gi - t a b o 6S V c ukwaandi k a a i g i - t a b u ( 7,8) 2 9
(7,8)
m odern- s t y l e b o o k [used by some s p e ak er s i n distinction to /igitabo/, formerly >an altar< ] n oon, d a y t i m e
judgment, oath cloth, material t o step ov e r , pas s
umu-taaga in-t a ahe
( 3,4 ) ( 9,10 )
1 1D
22 D 27D
igi-taambara ( 7,8)
- t a a mbuk a
15D
( - t a ambut s e t aandat u
/
)
six
8S V
2 SV
u wa-g a - t a a n d a t u
S atu r d a y
i - t a a n d u k aa n i r o -t a anga - t a angur a
/ /
(5,6) 5D
25D 2D
d i f f e r en c e
( - t a a n ze )
t o give ,
to begi n s pi d e r
pa y
( -t a a n guye )
igi-taangurirwa (7,8) 2 4SV
KIRUNDI
t aanu uwa-ga- t a a n u
6D 2S V
five P rid a y
i-tara
i n-t a a r a i n-t a r e
(5,6)
( 9,10 ) ( 9,10 )
2 5 SV
30 2 4 SV 29 11 D
2 2D
l amp, c a n d l e
coun t r y , r e g i on lion
i -tar i ki
(9,10 )
( 12) 6D 2SV
date
(of month )
of ea r l y r a i n s
i b i - t a r o ( 8,8 ) a ga-t a a s i t at u uwa-ga- t a t u gu-t e -teba i n-t e b e

r
h osp i t a l s easo n t hr e e
Wednesday
to do ho w ?
12D
(-tevye ) (9,10) 27D

22D 27D ( -teget se )
t o stay seat
l on g
-tega ( - t e z e )
-t e g eka - t e g e er a
to receive to make /
( physi c a l l y
e n f o r c e l aw s
(-tegeereye ) 4D
( -t e g e r e j w e ) 29
to understand; to wait for

to be required, obliged
-t e g e r e z wa u bu-t e g e t s i -teeka i-teeka
( 14)
27D
power to cook law to tr avel ar o u n d
( -t e e t s e ) 2SV
( 5,6)
27D
- t eembeer a 13D (-t e emberey e )

- t e e mb e r e z a 21D
t o cause t o go abou t
( - t e ember e j e -teera - t e e r wa
- ti
)
24D 24D
t o cause, to be t o r e a ch c au s e d
( -teeye ) ( - t e e we )
1 4SV
s pecial verb st em : >said <
i gX- t i
( 7,8 )
5D
21 D
tree
i g i - t i gi r i
to
( 7,8)
30
number
small
( of
t h i ng s )
522
BASIC CO U R SE
u ru - t o o f a n y i
i g i - t o ok e
(11,10) 1 9D in-toofanyi (9,10) { 7,8 ) 1 4 SV
p otat o p lan t a i n
c ultivated fields ,
i-t oongo
( 5,6)
( - t o o y e) ( 5,6 )
30
16D
14S V
r eal e s t a t e
- toor a
i-toora u ru- t o r e t oot o ga-t o oy a
to choose
elec t i on
27 D
( 11, 10 ) 14S V 18D
e ggplan t f r e sh , g r e en, u n ri pe
a li t t l e
-tooza ( -toogeje )
i n-t o z i
29 27D
t o fi ni sh a rmy a n t s
to wi n
( 10)
2 4 SV 23D
- t s i i n d a ( -t s i i n z e )
-tuma (-tumye )
igi - t u ma
to send reason messenger to o wn to perfect, set right onion d omesti c economy

t o ar r i v e t o c o m e f r om
( 7,8) 1 D in- t umwa (9,10) 30

-tuunga ( -tuunze) 2 9
-t u ungaanya
/
30 (-tuungaanige)
(7,8) 1 4 SV i g i - t u u n g wa ( 7,8) 1 SV u bu-t u u n z i (14) 27D

-tuur a -turuka u mu-Tuut s i
/
igi - t u u n gur u
a n i mal
( -tuuye ) ( 1,2 )
5D
30 3D 1SV
( -t ur u t s e ) 21D 1S V 27D
a Tut s i
shadow
(person)
igi-tuutu ( 7) n -t u u z e
S o-and- s o a Twa p e r s o n , p y g my
umu-Twa ( 1,2 )
umu-twaar a in-t waaro
twe
{ 1,2 ) { 9,10 )
o ne who g o v e r n s
g over n m en t
27D
we
523
KIRUNDI
umutwe ( 3,4) tweebwe u gu-t w i gu-ty o
27D
22 D
head
( 15,6 )
15D
ear
like that
-ubaha
(-ubashe ) 28D -ubaka (-ubatse ) 2SV

u mw-uubat s i u ru- u g i pl.
to respect,
t o bui l d b ui l d e r
( 1,2)
7S V
( 11}
1 4 SV
23D
door ( the o b j e c t
i n z u u g i (10)
I think; one might sa y
u meenga -uumuuka
/ /
(or: umeengo ) (-uumuutse ) 19D

/
t o ge t
dry one
- uumvi i k a n a 30 ( -uumvi i k a n y e ic - u umweeru

/
t o under s t and another

week
16D -uumva ( -uumvii s e ) 4D

/
( 7,8)
t o h e ar , herdsman
understand
umw-uungere
- ung u r u z a
( 1,2 )
2 6D
7S V
t o give a lif t
(unguruj e
umu-unyu
)
salt 29
to fill out
( 3)
14D
-uzuza (-uzuje
- va ( - v u u y e ) uru- v a a nge
}
13D
t o go
f r om e
( 11,10)
28D
mix t u r
- v i i r a ( -v i i r i y e ) 29
t o leave from ; to leave at a c e r ta in time
umu-voomyi
v ub a
( 1,2 )
1D
2SV
24S V
wate r
ca r r i e r
r ecen t l y hippopot amus
im-vubu
( 9,10 )
BASIC COURSE
- vuga (-vuze)
umu-vuukanyi
iki - v uko i m-vur a
4D 7BD
1S V
t o s p e ak ,
s ibl i ng
say
( 1,2)
22D
( 7,8 ) ( 9)
24 D
port
rai n
i - v u u r i r o ( 5,6 ) v ya
1SV
h osp i t a l
) the
area ar ound< )
- vyaar a
u mu-v y a a r a u mu-v y e e y i
/
(-vyaaye) 9D ( 1, 2) (lp2 ) 7SV 7BD
to give birth to , to beget
maternal cousin parent t o ge t up
-vyuuka
(-vyuutsa ) 15SV
we
13D 30
1D
you
weese
wewe weewe
/
each ( Cl. 3 ) y ou (s g . )
h e, she
iki - y aga
( 7,8) 2 4 D umu-yaga ( 3,4 ) 2 8 D

yamara
iki-yiiko
lake
wind but spoon to bathe oneself
18 D
-ii - y oza
( 7,8 ) 14 D (-i i y o g e j e ) 1 5 SV
- zana ( - z a n y e ) in - z e eduka
- zi 2D
16D
t ;o b r i n g a cc i d e n t
( 9,10) 3 0 2D
(see / - menya/ )
work water
aka-zi amaa-zi
( 12,13)
( 6)
18D
525
KIRUNDI
i - z i i k o ( 5,6) - zi i m b a -zi i m b uuka - zi m i r a
18D
5SV
stov e t o b e c ome ex p en s i v e to b e c ome c h eap
(-zi i mvye ) 5SV
(-zi i mbuutse
- zimur ur a i-zina 11D
)
l lD to get lost ( of r evers e o f
name t o go early in th e morni n g ; t o d awn
( -z i m i y e )
p e r s o n s)
~ to l os e >
(-zimuruye) (5,6 ) 1D
- zi i n d u k a 28D ( -zi i n d u t s e ) i n-z i r a
( 9,10 ) ( 9,10 ) ( 5)
12 D 21 D 21D 1S V 20 D
w ay, p a t h beer snake house

sun
in-zoga ( 9)
in-zoka
18D
in-zu
(9,10)
i-zuuba
umu-zuungu ( 1,2 ) i n- z u u z i
European
(person)
( 9,10 )
l arg e r i v e r (cf. /uruuzi/ < riv e r > )
526
* U. 9 G O VERNMENT P R I NTING OF F IC E 1 9 6 50 - 7 5 2 - 2 16(145)

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TABLE OP CONTENTS A learner's synopsis of Kirundi struct;ure.................. xiii

Dialogue: E x changing greetings and getting acquainted. . . Notes : 1.

pit ch < an d T h e u s e o f t he t er m s <

Pitch in yes-no questions..................... 16

3. An ticipated high tone in final posit;ion....... 17

The use of subJect prefixes................... 18

5. The immediat;e tense........................... 19

Locative prefixes............................. 21 T he copu l a

The combination /n/ plus /r/.................. 22

3. Some obJects which frequently require specification of ownership...................... 31

l. The singular and plural forms of personal

European languages and Swahili.............

l. Some common act;ivities.....................

Vocabulary supplement;: Place n ames . . . , . .. . . . . . , .. . . . . , .. . , , . . . . . . . . 63

U nit' 4 Dialogue: G e tting help in the language............. ..

a ffirmative and negative..................

is quoted material...... .................

Unit; 5 Dialogue: A rranging for help in language st;udy....... Notes :

A d j e ct;ives used in noun po sition s . . . ....... T h e d i f f er ence between perfective and

imperfective verb stems..................

Names of languages; verbs for

light, easy, hard, expensive<............

D ialogue: C omparing not;es about language study...... Notes :

T h e u s e o f d i f f erent sets of pr efixes with t h e s a m e n o u n s t em

t e m p o r ary n ote on c e r tain verb form s . . .. .

V ocabulary supplemen t : 1. 2. S o m e m or e o c cupat;ions

S o m e k i n s hip term s . . . ...........-.........-

Notes : 1. The tones of words used with / na /

O r d i na l num era l s . . . ....................... 1 2 5

D ialogue: M ore about family relationships. ......... 1 3 5 Vocabulary supplement;:

1. The pronunciat;ion of /miroongo / b e f o r e

9 M o r e a b ou t f a m ily re lationships ...........

P a r t i c ipial verb forms, immediate,

Getting street; direct;ions...,...,,,.... ..

175 178 178

Not;es: 1. Imperatives................... ..........

Dialogue: P lanning a short; t;rip ....... .... , . . . . . . .

1. The non-immediate future tense...........

U nit; 1 4 Dialogue: B uying food............ . . . . . . . . . . . . . . . . . .

1 . Non-indicat;ive negative verbs............ 2 1 9 2. The use of relative verb forms in

course versions of some dialogues...... 2 2 8-30 vii i

R o ut;ine daily occurrences . . . .............. 234

Dialogue: B uying food at t;he door.. ...... Notes:

1. The t;one of words like /irXgi/............ 247 2. T h e h e s t e r n a l t ens e . . . . . . . . . , . . . . . , . . . . . . . 248

U nit; 1 7 D ial o g u e : Not'es: 1 Au t o nomous verb forms.. ...

2. The infinit'ive as a substantive........... 269

Dialogue: R est;aurant and kitchen......... . . . . . . . . . . . 294 Notes:

3. The defective verb /-te /. ix

21 Dialogue : N ote s : C a r i n g fo r c h i l dr en...... ....

l. The particle /nba-.

Th e n on - p er s o n a l p o s s e ss i v e s . . . . . . . . . . . . . . . T h e d e m o n s trative series with. the stem

5. The conditional tense...................... 330 6. Adhortative forms..........................

22 D ia l o g u e : Climate and weather ..

341 344 345 346 347

Notes: 1. The periphrastic progressive tense........

T h e p e r s i stive tense . . . ...... T h e i n c e p tive tense . .

P o s s e s s ive phrases used in noun s l o t s . . . . .

4. Two contrasting demonstratives............ 5.

U nit; 2 4 Dialogue: The geography of Burundi.... Vocabulary supplement:

Not es: 1. T h e v e r b /-ca/ followed by a partic ipi a l