Organization of the Dictionary
The dictionary’s contents are arranged on the air table software linked to this online open resource on PressBook. With a focus on elementary proficiency, each section of the airtable is structured using insights from the American Council on the Teaching of Foreign Languages (ACTFL) can-do statements. All the vocabulary contents are organized to enable the user of the dictionary to produce words both in isolation and in Yoruba sentences while targeting ideas in the context of the specific focus of each section of the dictionary. To better understand the organization of the proficiency-based dictionary, details of each of the can-do-statements are listed in chronological order, with details of what each section contains.
Understanding the Different Sections in the Airtable
I. Vocabulary contents
The vocabulary contents are added to each can-do-statement that describes the proficiency performance of elementary learners. It is worthy of note that the elementary proficiency captured in this dictionary is reflective of the language use of learners across the sublevels of elementary proficiency. As a result, words, phrases, and sample sentences are tailored to the novice, novice mid, and novice high elementary proficiency levels. Students can use sentences that range from simple phrases to sentences that allow communication of basic ideas appropriate for elementary learners of Yoruba.
II. Organization of the Airtable
All the content in the Airtable is organized following the outline listed below:
a. The list of vocabulary that correlates with the can-do statement
b. The corresponding recorded pronunciation of the words
c. The part of speech or grammatical category of each of the words
e. The English definitions of each vocabulary
f. Sample Yorùbá sentences and the translation
g. The colloquial form of some of the vocabulary and sample sentences, where applicable.
III. Interpreting Abbreviations in the Dictionary
a. Parts of speech: Specific abbreviations listed below are used to represent the parts of speech.
Noun “n.”
Pronoun “pr.”
Verb “v.”
Adverb “adv.”
Adjective “adj.”
Preposition “prep”
Conjunction “ConJ.”
Question marker: “que. mk.”
Negation “neg.”
IV. Pronunciation
Each of the words listed across the different can-do-statements has a corresponding audio-recorded pronunciation. To access the pronunciation, click on the play button, and you can listen to how each word is pronounced. Feel free to repeat the pronunciation as you hear it. You may also self-record yourself on your personal device to practice the pronunciation. The recorded voice on the airtable will always be your point of reference for self-assessing the accuracy of your own pronunciation.
V. Searching the Vocabulary
Although the words are listed across can-do statements with the appropriate pronunciation, it is possible to search the different categories of parts of speech on the airtable. For example, you may search all nouns in the entire dictionary or filter your search by the can-do statement.
Note that the words are not organized using the Yorùbá alphabetical order since Airtable lacks this function.
VI. Contextualized audiovisuals with grammar notes
The vocabularies listed for each can-do-statement are furnished with sample sentences, an audio recording of each word, a sample monologue, and dialogue, followed by a detailed explanation of grammatical concepts. The grammar explanation offers students an insight into how grammatical rules inform word usage and sentence construction in Yorùbá.
VII. H5P activities
The H5P activities offer students the opportunity to practice some of the vocabulary in digital flash cards. Users are expected to click on the H5P flash cards for practice.