Zulu

Welcome to Zulu!

Zulu Gallery

Photo Credits

Zulu language icon created by Aaminah Abid
“Irreecha Festival.jpg” by Mohammed Kassahun is licensed under the Creative Commons Attribution-Share Alike 4.0 International license.
“Sycomore in Ethiopia.jpg” by Bernard Gagnon is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported, 2.5 Generic, 2.0 Generic and 1.0 Generic license.

“Oromo_Tribe.jpg” by Rod Waddington is licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license.
Oromo Linguistics word cloud created by Kaye Ocampo.
Oromo Sayings icon created by Lucy Meanwell.
Zulu map created by Jiwon Lee.

Zulu Overview

Expand your understanding of the Zulu language and people by exploring the following modules.

- Basics

Language names, family, geography, speakers, ethnicities, and status

  •  Niger-Congo
    • Bantu
      • Nguni 

Zulu map

South Africa (2011) – population by first language spoken and province 

    • Western Cape: 24,634 
    • Eastern Cape: 31,634 
    • Northern Cape: 8,501 
    • Free State: 118,126 
    • KwaZulu-Natal: 7,901,932
      • 77.8% of people in KwaZulu-Natal speak IsiZulu as a first language.  
    • North West: 84,835 
    • Gauteng: 390,036 
    • Mpumalanga: 965,253 
    • Limpopo: 62,253

  11, 587, 374 people (22.7% of the total population) speak IsiZulu as their first language in South Africa. 

   “IsiZulu is the most frequently spoken language in South Africa’s households, followed by IsiXhosa.” 

  • [add info]
    • The Central Zululand dialect 
    • The Zululand Coast Dialect 
    • The Natal Coast Dialect 
    • The Lower Natal Coast Dialect 
    • The South West Natal Dialect 
    • The Northern Natal Dialect

According to Ethnologue, the EGIDS for Zulu language is 1 (National) – the language is used in education, work, mass media, and government at the national level. 

- Language

Writing system, linguistic typology, notable linguists

  • Since 405 AD – one of the older Indo-European languages with a written form
  • Inspiration from Phoenician alphabet
  • Mesrob Mashdots – linguist, philosopher, teacher – also created Amharic 

ա 

[a] 

բ 

[pʰ] [b] 

գ 

[kʰ] [g] 

դ 

[tʰ] [d] 

ե 

[e/je] 

զ 

[z] 

է 

[e] 

ը 

[ə] 

թ 

[tʰ] 

ժ 

[ʒ] 

ի 

[i] 

լ 

[l] 

խ 

[χ] 

ծ 

[dz] [ts] 

կ 

[g] [k] 

հ 

[h] 

ձ 

[tsʰ] [dz] 

ղ 

[ʁ] 

ճ 

[dʒ] [] 

մ 

[m] 

յ 

[j/h] 

ն 

[n] 

շ 

[ʃ] 

ո 

[o/vo] 

չ 

[tʃʰ] 

պ 

[b] [p] 

ջ 

[tʃʰ] [] 

ռ 

[r] 

ս 

[s] 

վ 

[v] 

տ 

[d] [t] 

ր 

[ɾ] 

ց 

[tsʰ] 

իւ 

[y] 

փ 

[pʰ] 

ք 

[kʰ] 

օ 

[o] 

ֆ 

[f] 

*phones in blue = WA realization 

*phones in red = EA realization 

 

The following writing system examples are taken from Seyfarth et al (2023)The North Wind and the Sun

Yerevan Eastern Armenian in orthography

Beirut Western Armenian in orthography

Broad phonetic transcription of Armenian text

ZULU VOWEL CHART (Khan, 2016) 

  

front 

  

back 

high 

i 

  

u 

mid 

e 

  

o 

low 

  

ɑ 

 

ZULU CONSONANT CHART  

 

Bilabial 

Labio-dental 

Dental 

Alveolar 

Post-Alveolar 

Palatal 

Velar 

Glottal 

Plosive  

        b 

  pʰ 

  p’ 

  

  

         d 

  tʰ  

  t’ 

  

  

        ɡ 

 kʰ  

 k’  

  

Implosive

       ɓ 

  

  

  

  

  

       ɠ 

  

Nasal

       m 

  

  

        n 

  

       ɲ 

       ŋ 

  

Trill

  

  

  

        (r) 

  

  

  

  

Fricative

  

f       v 

  

s      z 

  ʃ 

  

  

h     ɦ 

Affricate 

  

  

  

  

tʃ      dʒ 

  

  

  

Lateral fricative 

  

  

ɬ     ɮ 

  

  

  

  

  

Approximant 

       w 

  

  

  

  

       j 

       w 

  

Lateral approximant 

  

  

  

       l 

  

  

  

 

  • /r/ sound appears only in loanwords. 

ZULU CLICKS 

 

Dental 

Post-alveolar 

Lateral 

Voiceless unaspirated 

 

k! 

 

Voiceless aspirated 

 

k!ʰ 

kǁʰ 

Voiced 

ɡǀ 

ɡ! 

ɡǁ 

Voiced nasalized 

ŋǀ 

ŋ! 

ŋǁ 

NOUN CLASS SYSTEM 

Class 

Prefix 

Noun (example) 

English gloss 

Semantic content 

1 

umu-/um- 

umuntu/
umlungu
 

person/
European
 

Human beings 

1a 

u- 

ubaba 

father 

Proper names, kinship terms, personifications 

2 

aba-/abe-/ab- 

abantu/
abelungu/
aboni
 

people/
Europeans/
sinners
 

Regular plural of class 1 

2a 

o- 

obaba 

fathers 

Regular plural of class 1a 

3 

umu-/um- 

umuthi/
umthombo
 

tree/
stream
 

Natural phenomena, both parts, plants, animals 

4 

imi-/im 

imithi/
imeqo
 

trees/
wizard spell
 

Regular plural of class 3 

5 

ili-/i- 

ilitshe or itshe 

stone 

Natural phenomena, animals, body parts, collective nouns, undesirable people, augmentatitves, derogatives 

6 

ama-/ame- 

amatshe/
amehlo
 

stones/
eyes
 

Regular plural of class 5, mass terms and liquids, time references, mannerisms, modes of action 

7 

isi-/is- 

isisu/isono 

stomach/sin 

Body parts, tools, instruments and utensils, animals and insects, languages, diseases, outstanding people, amelioratives, derogatives, diminutives, augmentatives, curtatives (shortness and stoutness), mannerisms 

8 

izi-/iz- 

izisu/
izono
 

stomachs/
sins
 

Regular plural of class 7 

9 

iN(n,m)- 

inkomo/imvu 

cow/sheep 

Animals, people, body parts, tools, instruments and household effects, natural phenomena 

10 

iziN(n,m)- 

izinkomo/
izimvu
 

cows/
sheep
 

Regular plural of class 9 

11 

ulu-/u- 

uluthi or uthi 

stick 

Long, thin entities, languages, body parts, natural phenomena, implements, utensils and other artefacts, augmentatives, derogatives 

12 

 

 

 

 – 

13 

 

 

 

 – 

14 

ubu-/ub-/u- 

ubuso/
uboya/
utshani
 

face/
hair/
grass
 

Abstracts, collectives, locations, infinitives  

15 

uku-/uk-/ukw- 

ukudla/
ukona/
ukwakha
 

food/
to sin/
to build
 

Infinitives 

16 

pha- 

phandle 

outside 

Locations 

The form of the prefix in Zulu is generally VCV, which includes a pre-prefix (V) and a basic prefix (CV). Zulu singular classes have a vowel, either [i] or [u] as pre-prefix. 

[add info]
  • Swazi language did not have a standardized writing system so relied on Zulu. Zulu is taught in schools. 
  • Zulu is a Nguni language and is mutually intelligible with other Nguni languages such as Xhosa, Swati, and Ndebele. 
  • Zulu’s click sounds are acquired from Khoisan language. 
  • Zulu was the lingua franca among Africans in the South African mines area, and Zulu was the primary language basis for the pidgin ‘Fanagalo’ (or Fanakalo) for Europeans to communicate with Africans. 

- Context

Historical and current context of the language

  • Natal 
    • 1810s-1838, Part of the Zulu Kingdom 
    • 1838-1843, Independent Boer Republic 
    • 1843-1910, British Colony 
    • 1910 to Present South Africa Province (Officially KwaZulu-Natal since 1994) 
  • Zululand 
    • 1810s-1879, Independent Zulu Kingdom 
    • 1879-1897, Under British Administration 
    • 1897 to Present, Merged with Natal 
  • Zulu Kings 

    • 1810s-1828, Shaka
      Drawing of King Shaka
    • 1828-1840, Dingane 
    • 1840-1872, Mpande 
    • 1872-1884, Cetshwayo 
    • 1884-1913, Dinizulu 
  • Before the 1810s, the group of people who would later be recognized as the Zulu ethnic group did not have a distinct unified ethnic name to identify themselves. 
  • People identified themselves with their chiefdoms or lineages and the Zulu was just one among the many. 

    • The only way to be a Zulu was to be a member of the Zulu chiefdom or the Zulu lineage. 
  • People also identified themselves as a part of larger groups like Lala, Mbo, Ntungwa, abaSenhla, abaSenzansi, and Nguni, each of which included many different lineages and chiefdoms. 
    • None of these groups was exactly the same as the Zulu group we know today. 
    • They included not only Zulu but also other ethnicities like Xhosa and Swazi that we recognize today. 
  • The Zulu ethnic group emerged due to the creation of the Zulu kingdom c. 1816. 
  • The zulu ethnic group comprised individuals identifying based on a common language, culture, and ancestry. 
  • tekela (or tekeza), thefula and Zunda were spoken during the pre-Shakan era in the KwaZulu-Natal area. 
  • After Shaka’s reign (c.1816-1828), Zunda became known as isiZulu, while the others (tekela, thefula) are now considered Zulu dialects. 
    • “Before Shaka’s time, the Zulu ethnic group (amaZulu) and the Zulu kingdom did not exist, so the only way to be a Zulu was to be a member of the Zulu chiefdom or the Zulu lineage.”
  • In 1824 May, the first European settlers arrived in Natal by sea. 
  • From the late 1830s, Natal was conquered by Boers during the period of the Zulu kingdom (c.1816-1897). 
  • In the 1840s, British took control of Natal from Boers and colonized it during the Anglo-Zulu War in 1879. Meanwhile, the Zulu kingdom remained independent. 
  • From the 19th century, missionaries and other Europeans, mostly working for the colonial administrations, started documenting African languages, using the Latin alphabet. 
    • The European missionaries created religious materials (translations of the Christian scriptures) and linguistic materials (Zulu grammar books and dictionaries) to enable people to read and write religious texts in Zulu. 
      • Zulu Grammar books by Hans Schreuder (1850), Colenso (1855 and 1859), and Lewis Grout (1859) 
      • Zulu dictionaries by J. Perrin (1855), J. L. Dohne (1857), Colenso (1861 and 1884), Charles Roberts (1880), A. T. Bryant (1905 and 1917), and R. C. Samuelson (1923) 
  • In 1859, John William Colenso, a bishop of Natal, visited the Zulu king (Umpande) with three Zulu people – a teacher (William) and two students (Magema and Ndiyane). 
    • They wrote their impressions of the experience, and the texts were edited by Colenso. 
    • In 1901, Their texts were published as Inncwadi yamuhla umbishopo waseNatal ehambela kwaZulu. 
    • By Zulu critic, Cyril Lincoln Sibusiso Nyamwezi, the three Zulu texts are considered to be the earliest written works by Zulu. 
  • The first book in Zulu by a native Zulu was Abantu abamnyama lapha bavela ngakhona (Where the black people came from) published in 1922 written by Magema kaMagwaza Fuze. 
    • He was educated by Colenso. 
    • He argued for unity among black people. 

- Samples

Samples of phrases and texts in the language

Phrase 

English translation 

Sawubona! 

Sanibona! 

hello/hi/good day!’  (to one person) 

‘hello/hi/good day!’ (to more than one person) 

Hamba kahle 

Hambani kahle 

Sala kahle 

Salani kahle 

goodbye’ (go well [you sing.]) 

‘goodbye’ (go well [you pl.]) 

‘goodbye’ (stay well [you sing.]) 

‘goodbye’ (stay well [you pl.]) 

Ngiyabonga 

thank you’ 

Yebo 

‘yes’ 

Hhayi (often precedes an affirmative)

or

Cha 

‘no’ 

Ngubani igama lakho? 

‘What’s your name?’ 

Igama lami ngu… 

‘My name is …’ 

Unjani? 

‘How are you?’ 

Ngiyaphila 

‘I am well/ I am fine’ (common response to ‘How are you?’) 

INKULULEKO – By Mazisi Kunene 

Siyoba umbelebele nasemuva kwakho 

Silifune lelo litshe lesethembiso 

Siwuthathe umendo lapho uqala khona 

Sithi yiwo lona osusenze sabekezela 

Sathi nokuba silizwa ilizwi lakho 

Selikude, seliyakunyamalala nemimoya 

Sathi yiya uyakubuya, ungowakithi 

Siqungq isibindi nokuba ususiphika 

Sikubuka phakathi emehlweni akho 

Sithi: Khumbula phela phela yithi abashumayeli bakho 

Yithi size naye umnewethu simetshethe ngehlombe 

Yithi ebesiyakulibek’ ilitshe 

Ngalo sithi sesiyakukhumbula owakho umnikelo. 

 

 

 

 

FREEDOM – By Mazisi Kunene 

We shall be your followers even long after you are gone.  

We will search for that promised stone, 

We will take the marriage where it began, 

Saying it is the one that made us to persevere 

Even when we will hear your voice. 

It will be far, becoming faint with the wind. 

We believe that you will return because you belong to us. 

We are brave even when you ostracize us. 

We see you from the inner side of your eye 

We say remember, we are your intermediaries. 

We say we brought him, our brother, bearing him on our shoulder. 

We say he was about to place the stone 

With which we shall remember you for your sacrifice. 

 

Order of words 

    • In Zulu, word order etiquette often differs from English. 
    • Men are mentioned before women, and the first person is mentioned before the second or third persons. 

For example,

    1. Manene namanenekazi is ‘gentlemen and ladies’ instead of ‘ladies and gentlemen’

2. bobaba nomame/nabomame is ‘fathers and mothers

3. Mina nawe is ‘I and you’ instead of ‘you and I’

4. Mina naye is ‘I and he’ instead of ‘he and I’ 

- Culture

Culture, food, literature, and more

Ujeqe (steamed bread) 

Recipe: https://www.zolanene.com/2020/09/02/ujeqe/ 

    • [Add pic and info]

Uphutu 

Recipe
:
https://www.zolanene.com/2020/08/21/uphuthu-crumbly-pap/ 

    • Maize meal is a staple food in Zulu. 
    • It is a crumbly maize meal porridge. It can be enjoyed both cold with amasi or hot with beans or cabbage. 

traditional dish that is made from ground maize meal

Amadumbe (Taro)

    • It is like sweet potatoes. They can be boiled, steamed, or grilled. Zulu people often use mashed amadumbe as weaning food but it is also enjoyed by all ages. Nowadays, South Africans fry cut amadumbe strips as a French fry alternative.  

Chakalaka 

    • It is one of the most popular foods in South Africa. It originated from gold mine workers and was later adopted by various tribes including the Zulus. It is made from vegetables, beans, and lots of tomatoes, and served with starchy dishes such as uphuhtu and white steamed rice.

Isitambu  

Recipe: https://www.zolanene.com/2020/09/13/isitambu-samp-beans/ 

      • Also known as umngqusho, isitambu is a Zulu dish made of maize and sugar beans. It goes well with meat-based Zulu dishes and serves as a staple meal for many South Africans. 

Koeksisters 

    • The wordkoeksisterscomes from the Dutch wordkoek”, meaning wheat flour confectionery. South African koeksisters are made by frying plaited dough strips in oil and then dipping them in ice-cold sugar syrup.

Meat

    • In Zulu culture, meat allocation is based on gender and age
      (Sikhakhane, n.d.)
       
    • Men are givenhigh-status portionssuch as iNhloko (head) and iSibindi (liver) cooked in a potjie (three-legged pot), typically served medium rare with salt.

       

    • Boysrefers to male children, male teenagers, young males, and unmarried males in Zulu culture and they are given portions including amanqina (feet), hind legs, and lungs.

       

    • Women and girls are given usu (tripe) and served it with iDombolo (dumpling) and uJeqe (steamed bread). 

LadySmith Black Mambazo

Band of Ladysmith members

LadySmith received five Grammy awards and nineteen nominations. The group was formed in Durban, South Africa in the 1960s. They are an entirely male acapella group, performing for about 50 years in the traditional Zulu style, isicathamiya. 

Mbuso Khoza

[add info about the musician, not available in doc]

Izibongo

    • Izibongo refers to praises, praise names, or praise poems in Zulu, Ndebele, and Xhosa cultures. 

    • It constitutes a form of oral poetry widely used in southern Africa.

       

    • Izibongo are closely related to Tswana praise poems (maboko) and Sotho praise poems (lithoko).

       

    • Izibongo cross genre boundaries and closely related to song, chant, and dance.

       

    • The primary focus of izibongo is naming, identifying, and giving significance to individuals or objects.

       

    • The act of praising focuses on embodying a person’s personality through naming, linking them with their community, lineage, and origins.

       

    • Once a name is given, it becomes an permanent part of parson’s identity, even after death.

       

    • Izibongo have been used to validate marriage ceremonies, express lineage continuities, and for social entertainment.

       

    • In urban areas, izibongo is less prevalent but is still used in ceremonies and social gatherings.

       

    • It has been a way for men working in urban areas to find relaxation in cramped hostels and compounds since the 1920s.

       

    • Izibongo compositions are inspired by biography, self-experiences, and social comments.

       

    • The collection of izibongo features praises from both significant figures and ordinary people, reflecting the diversity of izibongo.

       

    • Words in Zulu may not follow the standardized forms to capture the diversity of dialects, like the thefula dialect around EMpangeni where the medial “l” is often replaced by a “y”.
    • The aim of the written form of izibongo here is to maintain the essence of spoken language, balancing the fast pace of excited speech while ensuring clarity.
[confirm if to add excerpt]

Mazisi Kunene  

    • Mazisi Kunene (May 12 1930- August 11, 2006), a poet and activist, was inspired by the history of the Zulu people, the struggle against apartheid in South Africa and the oral tradition of African literature. 
    • His literary contributions were primarily in Zulu, emphasizing the importance of retelling African history in a way that made it relevant and genuine for both Africans and non-Africans. 
    • His writing, such as “Emperor Shaka the Great” and “Anthem of the Decades,” reshaped historical perspectives, earning him recognition as Africa’s poet laureate by Unesco in 1993, and South Africa’s poet laureate in 2005. 

Benedict Wallet Vilakazi

    • Benedict Wallet Vilakazi (1906-47) is widely known as the father of modern Zulu poetry, and a pioneer in Zulu language studies.  
    • He was also a renowned essayist and wrote widely to newspapers like Ilanga lase Natal and others, which established him as a significant intellectual voice in South Africa.  
    • Born on January 6, 1906, in Groutville, Natal, and passed away at the age of 41 on October 26, 1947, in Johannesburg.  
    • Vilakazi was a poet, novelist, and educator who devoted his life to teaching and the study of Zulu language and literature.  
    • He also published the Zulu-English Dictionary with Clement Doke, making a significant contribution to the enrichment of literary intellectual discourse in South Africa. 

Mkhosi woMhlanga (reed dance) 

Youtube: https://youtu.be/m6L0f69lpDk?si=pKsaJLbHvanxU71Y

    • The reed dance ceremony is a traditional annual ceremony that takes place in September, which is the start of spring at the eNyokeni Palace in Nongoma, Zululand. 

       

    • Girls from across the country gather to celebrate through traditional Zulu dress, traditional singing, and dancing. Older Zulu women teach young girls who have to be virgins to participate about how they should act as mature women, respect their bodies and also encourage celibacy until marriage.

       

    • This huge gathering also gives a great opportunity to discuss contemporary social issues that affect them, such as HIV and teen pregnancies.

    • The highlight of the event is a reed-giving ceremony, led by Zulu princesses.

       

    • The young women, dressed in vividly beaded attire, gather cut reeds and present them to the king. Zulu men also join in this part of the ceremony, singing and mock fighting.

       

    • In Zulu tradition, people believe that their original ancestor came from a reed bed, so the laying of reeds at the king’s feet is a sign of respect for the Zulu culture.

       

    • The reeds are also used to construct traditional Zulu huts and to craft the mats and baskets that are renowned within Zulu culture

Indlamu 

https://danceask.net/indlamu-dance-south-africa/ 

https://youtu.be/sLHbP2v6nOU?si=l8CwPCfD_U7VTbbX 

South African Broadcasting Corporation (SABC) News

Ukhozi FM radio 

Other Useful links To Explore

iQukwane

It is a traditional Zulu house, is constructed using mud, leaves, branches and tree poles. It is shaped like a round beehive.

Children, tourist and a tradional-style house at a reconstructed Zulu Village, South Africa, 1979

- Credits and References

References, image credits, and how to cite this profile

Adenekan, S. (2017, September 20). Mazisi Kunene. The Guardian. https://www.theguardian.com/news/2006/oct/17/guardianobituaries.booksobituaries1 

Andrzejewski, B. W., Pilaszewicz, S., & Tyloch, W. (Eds.). (1985). Literatures in African languages: theoretical issues and sample surveys. Cambridge University Press 

Arndt, J. S. (2015). Missionaries, africans and the emergence of xhosa and zulu as distinct languages in south africa, 1800-54 (Order No. 10089627). Available from ProQuest Dissertations & Theses Global. (1780006657).   

Buell, L. C. (2005). Issues in Zulu verbal morphosyntax. ProQuest Dissertations Publishing. 

Buell, L. C. (2011). Zulu ngani ‘why’: Postverbal and yet in CP. Lingua, 121(5), 805–821. https://doi.org/10.1016/j.lingua.2010.11.004 

Burton, M. W., Blumstein, S. E., & Stevens, K. N. (1992, January). A phonetic analysis of prenasalized stops in Moru. Journal of Phonetics, 20(1), 127–142. https://doi.org/10.1016/s0095-4470(19)30243-8 

Cheng, L. L., & Downing, L. J. (2013). Clefts in Durban Zulu. In K. Hartmann & T. Veenstra (Eds.), Linguistik Aktuell/Linguistics Today (pp.141–163). Amsterdam: John Benjamins.  doi:10.1075/la.208.05che 

Cole, D. T. (1980, January). In memoriam C. M. Doke, 1893–1980. African Studies, 39(1), 99–100. https://doi.org/10.1080/00020188008707552  

Doke, C. M. (1955). Zulu syntax and idiom. Longmans, Green.  

Cook, T. (2014). Adjectival Reduplication in Zulu. Southern African Linguistics and Applied Language Studies, 32(4), 433–446. https://doi.org/10.2989/16073614.2014.999988 

Eberhard, David M., Gary F. Simons, and Charles D. Fennig (eds.). 2023. Ethnologue: Languages of the World. Twenty-sixth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. 

Fowler, K. D. (2006). Classification and collapse : the ethnohistory of Zulu ceramic use. Southern African Humanities, 18(2), 93–117.  

Glottolog (n.d.). https://glottolog.org/glottolog/language  

Gunner, L., & Gwala, M. (1991, September 30). Musho! MSU Press.   

Ige, B. & De Kadt E. (2002) Gender Politeness: Zulu-speaker identities at the University 

of Natal, Durban. Southern African Linguistics and Applied Language Studies 20: 147-161

Khan, T. 2016. IsiZulu Adoptives from English and Afrikaans: An Optimality Theory Analysis. Unpublished MA Thesis, University of the Witwatersrand.  

Kouteva, T., Heine, B., Hong, B., Long, H., Narrog, H., & Rhee, S. (2019). List of Languages. In World Lexicon of Grammaticalization (pp. 489-516). Cambridge: Cambridge University Press. doi:10.1017/9781316479704.006  

Kubeka, I. S. (1979). A preliminary survey of Zulu dialects in Natal and Zululand (Doctoral dissertation). 

[Learn Zulu]. (2020, Apr 3). Learn Zulu Ask a First Name [Video]. YouTube. https://youtu.be/xfTQ2rqE0Dg?si=NuRevwkMVJVhe_tI    

Luthuli, T. P. (2007). Assessing politeness, language and gender in hlonipha (Doctoral dissertation). 

Mahoney, M. R. (2012). The Other Zulus: the spread of Zulu ethnicity in colonial South Africa. Duke University Press 

Nag, O. S. (2017, April 25). Who Are The Zulu People, and Where Do They Live? WorldAtlas. https://www.worldatlas.com/articles/who-are-the-zulu-people-and-where-do-they-live.html  

Nene, Z. (2020, September 8). Ujeqe. Zola Nene. https://www.zolanene.com/2020/09/02/ujeqe/  

Nene, Z. (2020, September 13). Isitambu (Samp & Beans). Zola Nene. https://www.zolanene.com/2020/09/13/isitambu-samp-beans/  

Nene, Z. (2020, September 14). Chakalaka. Zola Nene.  https://www.zolanene.com/2020/09/10/chakalaka/  

Nene, Z. (2020, September 14). UPHUTHU [Crumbly Pap]. Zola Nene. https://www.zolanene.com/2020/08/21/uphuthu-crumbly-pap/  

Nurse, D., & Philippson, G. (2006, March 21). The Bantu Languages. Routledge. 

Okoro, D. (2016, June 14). Two Zulu Poets: Mazisi Kunene and BW Vilakazi. Cissus World Press.  

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Sanneh, S., & Hammond-Bloem, M. (2021). Colloquial Zulu : the complete course for beginners. Routledge.  

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Stuart, J. (2022). A history of the Zulu Rebellion, 1906, and of Dinuzulu’s arrest, trial, and expatriation. Good Press 

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Uanikhehi. (2018, January 29). LadySmith Black Mambazo wins fifth Grammy award. CNN.  https://www.cnn.com/2018/01/29/africa/ladysmith-black-mambazo-grammy/index.html 

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Zulu reed dance is a celebration of Zulu culture. (n.d.). South African Tourism. https://www.southafrica.net/gl/en/travel/article/zulu-reed-dance-is-a-celebration-of-zulu-culture  

King Shaka – James King, Public domain, via Wikimedia Commons 

Uphuthu – Craigfraser, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons 

Amadumbe – Ossewa, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons 

Chakalaka – philipp from cape town, south africa, CC BY 2.0 <https://creativecommons.org/licenses/by/2.0>, via Wikimedia Commons (This picture is cropped) 

Isitambu – Jon Mountjoy, CC BY 2.0 <https://creativecommons.org/licenses/by/2.0>, via Wikimedia Commons 

Koeksisters – Arnold Goodway, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons 

ladysmith – By Raph_PH – https://www.flickr.com/photos/raph_ph/41036851484/in/album-72157695502428854/, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=68707976

emperor shaka book cover – find credits

benedict – Unknown source, Public domain, via Wikimedia Commons

reed dance – Retlaw Snellac Photography from Belgium, CC BY 2.0 <https://creativecommons.org/licenses/by/2.0>, via Wikimedia Commons 

other image -Retlaw Snellac Photography from Belgium, CC BY 2.0 <https://creativecommons.org/licenses/by/2.0>, via Wikimedia Commons 

shakaland – Jean-Marc Astesana from Voisins le Bretonneux, France, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons 

other place – John Atherton, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons 

The content of this profile was created by [identify name]. To cite: 

last name, first name. (date). Zulu. In Ozburn, Avery (ed.) The Language Profiles Project. Available online at https://languageprofiles.ca/home/zulu/.

We would also like to acknowledge [add names].

The map was created by Jiwon Lee.

Recordings and checking of Zulu content were done by [add name]. 

Zulu datasets

Find Zulu datasets for use in Linguistics courses

Notice for Screen Reader Users: We invite and encourage you to use the downloadable datasets for an optimal experience. Please find download links at the top of each dataset section.

    • Cleft Sentences (syntax)
    • Reduplication (phonology, morphology)
    • Tautology (semantics)
    • Word Order (syntax)
    • Loanwords (phonology)
    • “Why” Questions (syntax)
    • Language of Respect (sociolinguistics)

You can download the editable dataset documents by looking in the corresponding subsection.

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(need to resolve Avery’s comment in original document. Once done, document should be updated here)

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u-hlebez-a 

2SG-whisper-FV 

‘you whisper’ 

 

u-[hlebe+hlebez-a] 

‘you’re doing a bad job of whispering.’ 

 

si-fund-a 

1PL-study-FV 

‘we study’ 

 

si-[fund-a+fund-a] 

‘we are doing a bad job of studying.’ 

umuntu o-m-fíʃane 

person.1 REL1-CM1-short 

‘a short person’ 

 

o-m-[fíʃa+fiʃane] 

‘somewhat short person’ 

abafana a-ba-dala 

boys.2 REL2-CM2-old 

‘old boys’ 

 

a-ba-[dala+dala] 

‘somewhat old boys’ 

umuntu o-mu-hle 

person.1 REL1-CM1-good 

‘good-looking person’ (cl.1) 

 

o-[mu-hle+mu-hle] 

‘somewhat good-looking person’ 

izintombazane e-zin-hle 

girls. 10 REL10-CM10-good 

‘good-looking girls’ (cl.10) 

 

e[zin-hle+zin-hle] 

‘somewhat good-looking girls’ 

umuntu o-mu-de 

person.1 REL1-CM1-tall 

‘tall person’ (cl.1) 

o-[mu-de+mu-de] 

‘somewhat tall person’ 

    • Zulu reduplication can indicate diminished or unintensive meaning  
    • When adjectives have at least two syllables, duplication occurs without including the syllabic prefix. 

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    1. Bengihamba nabazali bami, obaba nomame.  

‘I was going with my parents, my father and mother.’ 

2. Ngibabone ngalana awami amehlo. 

‘I saw them with these very eyes of mine’ 

 3. Ngiziziwele ngezami izindlebe. 

‘I heard them with my own ears’ 

4. Inja imlume ngamazinyo ayo. 

‘The dog bit him with its teeth.’ 

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(resolve avery’s comment in original document and then reupload if any changes are made)

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There are three ‘why’ questioning strategies in Zulu. 

    1. U-cul-el-a-ni? 
      2S-sing-APPL-FV-what
      Why are you singing? What are you singing for? 
      • This way can only be used to question affirmative clauses.

2. Y-in’ indaba w-enz-a lokho? 
    COP-what 9.story 2S-do-FS 17.that
    ‘Why do you do that? What makes you do that? 

      • This way can question both negative and affirmative clauses. 

3. (a) A-wu-khulum-i ngani?
         NEG-2S-speak-FS why
         ‘Why aren’t you talking? 

  (b) Ni-khulum-a nga-ni? 
        2P-speak-FS about-what 
        ‘What are you talking about?’ NOT ‘Why are you talking?’ 

      • This way can only be used to question a negative clause. 
      • In (3a), ngani has the meaning of ‘why’, but in the affirmative question (3b), the only interpretation that is possible is ‘what about’ or (instrumental) ‘what with’.  

            * Ni-(ya-)bhem-a nga-ni/ngani?   
              2P-DJ-smoke-FS about-what/why

            intended: ‘Why do you smoke?’ 

Although it might seem like ngani cannot be used to mean ‘why’ in (3b) due to ambiguity, this word does not convey ‘why’ meaning even when there is no confusion. For instance, a verb like bhema meaning ‘to smoke’ cannot take a complement meaning ‘about something’, ngani cannot express the ‘why’ meaning in this case. 

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