Readings for Amerigerian Igbo: Culture, History, Language, and Legacy

By Samuel C. Obi

Readings for Amerigerian Igbo was written to be a legacy, road map and information source for American-born Nigerian children (Amerigerians) who, unlike their Nigerian-born and raised parents, did not get the chance to be born and raised in Nigerian culture. This generation has significant language and cultural deficiencies with regard to their Nigerian root. This book was written to help this later generation, and other like future generations, to understand better the nature of their root, and what to do to help facilitate their connection to that root. A rootless human being often feels like someone who dropped out of the sky with no known origin. Such a life has a tendency to bounce around with little or no anchor. Often, people with that type of background have a tendency to lose hope of striving, as they encounter difficult life problems in their new and emerging world.

During the 1970s and early 1980s, there was a mass exodus of Nigerian students to American colleges and universities. Since then, most American-educated Nigerian graduates are forced to find jobs and settle in the United States. Being relatively new in the United States, the Nigerian community is emerging and discovering that there are problems associated with settling in the United State after all. One of those problems deals with educating and acclimatizing their American-born children with the ethos of life in the Nigeria that these parents left behind as students.

Highlights of the book include: history and background of Nigerians who studied in the United States; how Amerigerians situation evolved; what has been done to help solve the problem; the realities of things and inevitable challenges for Amerigerians; dealing with Amerigerians situation, i.e. what Amerigerians can do; roses in our culture; and some helpful lessons to speaking the Igbo language.

• Language: English
• Publisher: AuthorHouse
• Release date: Dec 23, 2010
• ISBN: 9781452097947

Samuel C. Obi

Professor Samuel Obi is a professor at San Jose State University where he has taught for over 21 years. He coordinates and teaches courses in the Manufacturing Systems program in the Department of Aviation and Technology, Charles W. Davidson College of Engineering. He also serves as an advisor to students, including the Nigerian Student Association of San Jose State University. Professor Obi has helped to found programs geared to helping Nigerian and African immigrants adjust to life in American society. One of those programs was the Nigerian Language and Cultural Institute which he actively participated in as well as serving as the Director for many years. He also helped to found and lead the Nnewi Neighborhood Association of Northern California, which has served the social and cultural needs of his fellow immigrants for many years. He has authored numerous peer-reviewed technical articles in his field, and has presented at numerous professional conferences. He has served on numerous departmental, college, university, local and national community committees. He is also an active technology transfer agent. Professor Obi is currently a Regional Director for the Honorary Epsilon Pi Tau. He is happily married with four children. He lives in Tracy, California where he is actively involved in various professional, academic, social and cultural causes.

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Preface

Readings for Amerigerian© Igbo was written to be a legacy, road map and information source for American-born Nigerian children (Amerigerians) who, unlike their Nigerian-born and raised parents, did not get the chance to be born and raised in Nigerian culture. This generation has significant language and cultural deficiencies with regard to their Nigerian root. This book was written to help this later generation, and other like future generations, to understand better the nature of their root, and what to do to help facilitate their connection to that root. A rootless human being often feels like someone who dropped out of the sky with no known origin. Such a life has a tendency to bounce around with little or no anchor. Often, people with that type of background have a tendency to lose hope of living, as they encounter difficult life problems in their new and emerging world.

Nigerians started coming to the United States of America in significant numbers during the 1970s. During the 1970s and early 1980s, there was a mass exodus of Nigerian students to American colleges and universities. At first, their intent was to study and return to Nigeria to find jobs. Many actually completed their studies and returned to Nigeria to look for jobs. But the unexpected bad economic and political situation in Nigeria forced many to return to the United States. Since then, most American-educated Nigerian graduates are forced to find jobs and settle in the United States. In the process of time, these new settlers got married and started raising their families.

Being relatively new in the United States, the Nigerian community is emerging and discovering that there are problems associated with settling in the United States after all. One of those problems deals with educating and acclimatizing their American-born children with the ethos of life in the Nigeria that these parents left behind as students. As a result, many Nigerian communities in the United States started organizing and doing different things to help their children learn the language and culture of Nigeria.

One of those efforts resulted in the formation and incorporation of the Nigerian Language and Cultural Institute (NLCI) by the Nigerian community that was burgeoning in the San Jose (California) area during the 1990s. NLCI was born in 1993 when a group of Nigerians realized that their American-born children were not experiencing the kind of culture and language that they had in Nigeria. These parents decided to form a support group in the city of San Jose and began to have informal classes in a rented room at Bethel Church of San Jose on Winchester Boulevard. The program was completely run by parents and volunteers, thereby reducing operating expenses.

In many ways, this book is the brainchild of the efforts of the parents who founded NLCI. Some of them provided helpful suggestions in this book, and were also instrumental in reviewing it. Chapter 1, History and Background of Nigerians Who Studied in the United States, explains the history and struggles of these Nigerians who immigrated to the United States as students and now become parents in a foreign land. This chapter takes the reader to what life was for these parents as children before they left Nigeria. Highlights included aspects of the beautiful Nigeria they remembered, the Nigerian-Biafran War, school life in Nigeria, the reason why they came to study in the United States, cultural shock experiences when they arrived in the United States, how they studied in the Unites States, and the general everyday life from their perspective.

The story of the evolution and emergence of the present language and cultural predicament of Amerigerians is discussed in chapter 2. The intent in this chapter is to help Amerigerians understand the context and complexities of events in the development of their situation. Chapter 3 details the various measures that Nigerian community in the United States took to help solve the emerging language and cultural problems of their Amerigerian children. Chapter 4, The Realities of Things and Inevitable Challenges, explains the realities of life to Amerigerians regarding what will eventually happen, emphasizing that parents will not always be here to help them deal with their own issues. Many recommendations to a successful social, professional, married and personal living are made in that chapter, with emphasis on the role of ethics and integrity in achieving success in their careers. Chapter 5 Dealing with Amerigerians’ Situation: What They Can Do recognizes that their problems were not completely solved and, therefore, makes various suggestions to Amerigerians on how to help deal with their language and cultural challenges.

Chapter 6, titled Roses in Our Culture, is designed to show Amerigerians that Nigerian culture has bright roses as well, and that there is something worth fighting for in that country. Its purpose is to encourage and show Amerigerians, as they struggle to find themselves, that Nigeria has beautiful things about it. Many Nigerian Igbo cultural and traditional establishments, including marriage ceremonies, funeral ceremonies, child naming ceremonies, education, work, fashion, respect for human worth, sports, food, religion, folklore, music, technology, and traditional leadership are explained. A sample of basic Igbo lessons is provided in chapter 7, to help Amerigerians learn some basics of the language, and to make available some useful and challenging information to the serious learner.

There is a glossary at the end of this book to help explain some difficult or unfamiliar words used. The reader will find the definitions very handy when native or unfamiliar words are used. These terms will actually help one to start getting used to the terminologies used in Igbo Land of Nigeria.

Several things are worth noting here. The first is that this book is not about a detailed history, language or culture of Nigeria. It only dealt with a brief and limited history and background of a small segment of the Nigerian Igbo population who came to study in the United States of America and could not return to Nigeria because of economic problems of their time. Interested readers in Nigerian history, cultures and languages should consider various books and publications on the topics, many of them available on the Web or in libraries and bookstores around the world.

It should also be noted that although this book will be helpful to Amerigerians whose parents are from every tribe and culture, it is however heavily tilted toward folks of Igbo ethnic group. As a result, some of the expressions made in the book may not rhyme exactly with what the reader may have been taught from other sources. Such differences are expected and are indeed rampant in Nigeria. Also the writer’s narrative or perspectives on an issue may be slightly different from other folks’ perspectives due to differing cultural and geographical experiences in both Nigeria and United States.

Other than serving as a legacy for Amerigerians, this book will also be a useful supplement to any college or university course material where the topic is on Igbo or Nigerian language and culture. Folks of other cultures and ethnicities will also find it handy as a source of useful ideas in tackling their own language and cultural issues or in learning a second or third language.

PROFESSOR SAMUEL C. OBI

DEPARTMENT OF AVIATION AND TECHNOLOGY

CHARLES W. DAVIDSON COLLEGE OF ENGINEERING

SAN JOSE STATE UNIVERSITY

SAN JOSE, CALIFORNIA.

AUGUST 2010.

Acknowledgements

As already suggested above, this book was made possible by the joint efforts of the parents of Amerigerians who lived in the San Jose area during the 1990s and early 2000s. The suggestions and contributions of some of these parents helped in formulating and writing this book. In fact, some of the content materials used in chapter 7 have been adapted from previous materials used in the program during the years when classes were held.

The reviewers of this book made important contributions throughout its writing. In particular, they helped in supporting the idea of writing this book and in the book’s formulation. They also acted as advisers while it was being written, spent significant amounts of time reviewing the drafts, and would have written a chapter or two each had their schedules allowed it.

They included Mrs. Victoria Awuzie of the Department of Motor Vehicles (California); Mr. Oliver Eke, Loss Control Consultant for State Fund of California – Field Services/Safety & Health Safety Department; and Mrs. Adora Obi of Tracy Unified School District (California). Special thanks also go to Igbo expert Mr. Charles Obiora of Sacramento (California) who helped to review the Igbo chapter (chapter 7) on Some Helpful Lessons to Speaking the Igbo Language. Their insight, time, sacrificial contributions, comments and recommendations helped in refining this book to what it is now. Their help is highly appreciated. Special thanks also go to the various entities consulted or utilized during the writing of this book. I must admit that a tree does not make a forest. This book could not have been written without their contributions.

PROFESSOR SAMUEL C. OBI

Contents

Preface

Acknowledgements

1. History and Background of Nigerians Who Studied in the United States

2. How Amerigerians’ Situation Evolved

3. What We Did to Help Solve the Problem

a. How We Saw the Need for Our Children to Learn Our Language and Culture

b. How We Planned and Started an Igbo Program

c. We Encouraged Speaking Igbo at Home

d. We Took Amerigerians to Nigeria

e. We Took Amerigerians to Parties: Birthdays, Weddings Etc.

f. The Rise of Other Cultural Associations and What They Did

4. The Realities of Things and Inevitable Challenges

a. Life and Social Challenges

b. Academic Challenges

c. Career Challenges

i. Responsibility

ii. Self-Control

iii. Self-Respect

iv. Fairness

v. Tolerance of Diversity

vi. Respect for Others

vii. Mutual Assistance

viii. Care

ix. Hard Work

x. Meekness

xi. Vision

d. Your Advantages

5. Dealing with Amerigerians’ Situation: What They Can Do

a. Form the Habit of Engaging Your Parents, Family Members and Friends in Igbo Discussions

b. Use Available Language Development Tools from Professionals and Online

c. Read Nigerian Books, Especially on Nigerian Language and Culture

d. Listen to Nigerian Songs and Music

e. Take Nigerian Language Courses

When Possible

f. Keep in Contact with Nigerians

g. Marry Spouses of Nigerian Origin

Whenever Possible

h. Attend Nigerian Parties and Events

i. Make Regular Visits to Nigeria

j. Belong to Local Cultural Groups

6. Roses in Our Culture

a. Nigerian Tribes and Languages

b. Traditional Leaders

c. Work

d. Community Involvement and Support

e. Funeral Ceremonies

f. Marriage Ceremonies

g. Respect, Honor and Appreciation for Human Worth

h. Child Naming Ceremonies

i. Religion

j. Sports

k. Food

l. Education

m. Folklores and Plays

n. Music and Art

o. Technology

p. Nigerian Dressing, Fashion or Attire

q. Festivals and National Holidays

r. Market Systems

7. Some Helpful Lessons to Speaking the Igbo Language

a. Igbo Alphabets

b. Igbo Numerals

c. Igbo Syllables

d. Some Three-Letter Words

e. Names of People, Animals, Places and Things

i. Names of People

ii. Names of Animals

iii. Names of Things

iv. Names of Places

f. Sample Igbo Words and Their English Equivalents Listed in Alphabetical Order

g. Sample Igbo Sentences (by Alphabets) with English Translations

h. Action Words and Sentences

i. Short Essays and Stories

i. Obodo Nigeria

ii. Nri Ndị Nigeria

iii. Igwu Egwu

iv. Ụmụ Aka

v. Emeka na Chinelo

vi. Iru

vii. Ewu

j. Igbo Songs

i. Jisọs Krịst Hụrụ M N’anya

ii. Ihe Ọbụla

iii. Ihe Ọbụla Igeme

iv. Amala Chukwu

v. Anyị Agbasawo Akwụkwọ

vi. Akwụkwụ Na-Asọ Ụsọ

vii. Nanị Jisọs

viii. Oge Erue

ix. Ofu Nwata Akwụkwọ

k. Some Igbo Plays

i. Akpakolo

ii. Kpu Kpu Mkpu Ogene

iii. Ọkụ Na-Agba N’ugwu

iv. Nzọgbu Nzọgbu

v. Onye E Lela Anya N’azụo

Glossary of Igbo-Related Terms

References

Chapter 1

History and Background of Nigerians

Who Studied in the United States

Nigeria is a beautiful country that is endowed with natural resources, wonderful cultures, great talented people and a unique location in Africa. One of the more than 50 countries of Africa, it is strategically located on the west coast of that great continent, where it is flanked by land and ocean on all sides, and by sun and rain from within. Figure 1-1. As the most populous of Africa’s countries, with well over 144 million people (based on estimates from World Population Data Sheet, 2006), it is also the richest country in the continent in terms of its human, natural and economic resources.

Nigeria’s endowments are best understood and appreciated by those who were born and raised in it. The country is a product of many forces that jointly worked to carve and shape its people, cultures, religions, business activities, governments and geography. History has it that Nigeria was initially composed of a number of ethnically based kingdoms and states. This characteristic origin is today reflected on most of its rural towns, traditional leadership and cultures. But by 1906, the area now known as modern Nigeria was brought under the British rule.

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Figure 1-1. Map of Africa Showing Its Countries (Courtesy of Rough Guides. Retrieved from: http://www.roughguides.com/website/travel/images/map_africa.gif)

Thus, Great Britain colonized Nigeria at the turn of the 20th century. The British did a lot of colonial work which affected Nigeria in many ways, including its boundaries, leadership and governments, politics, military, cultures, languages, education, occupations, sports, economy and religions. In 1960, Nigeria became independent and has ruled itself since then. For the most part, Nigeria consists of a low plateau with a few highlands to the east. The country is traversed by various rivers, the main ones being River Niger and River Benue. Figure1-2. The country is mostly agrarian, although its major economic resources are petroleum and natural gas deposits.

Figure 1-2. Map of Nigeria Showing Major Rivers and Cities. (Used with Permission from Microsoft Corporation).jpg

FIGURE 1-2. Map of Nigeria Showing Major Rivers and Cities. (Used with Permission from Microsoft Corporation)

Like most every nation, the country experienced numerous intertribal warfare before, during and after the British colonization. And between 1967 and 1970, it experienced a terrible civil war in which hundreds of thousands of lives (mostly Igbo) were lost. Almost all the Igbo generations being discussed in this book were greatly affected by that war, as some of them either fought in it or lived through it. Most lost a few precious years of their lives because of that war, an omen that caused many not to attend school during the war’s years. As a result, many went back to school after the war only to study with students who were younger than them.

Geographically, Nigeria is bounded by Niger on the north, by Chad and Cameroon