You can cite this article as: Sani, A-U. & Bakura, A.R. (2023). Humanities and the Challenges of the 21st Century Internet Community: Hausa Studies in Struggle.Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences, (9)10, 224-231. www.doi.org/10.36344/ccijhss.2023.v09i10.004.
Humanities and the Challenges of the 21st
Century Internet Community: Hausa Studies in Struggle
By:
Abu-Ubaida SANI
Department of Languages and Cultures,
Federal University, Gusau, Zamfara
State, Nigeria
Email: abu-ubaidallah@fugusau.edu.ng,
abuubaidasani5@gmail.com
And
Adamu Rabi’u BAKURA
Department of Languages and Cultures,
Federal University, Gusau, Zamfara
State, Nigeria
Email: adamubakura@fugusau.edu.ng, arbakura62@gmail.com
Abstract
This research aims to
identify and analyze the inadequacies and shortcomings within both active and
inactive Hausa websites and blogs. The employed research methodologies included
interviews, involving direct contact with operators of Hausa internet media to
gather pertinent information. Simultaneously, a direct analysis of internet
content was conducted to extract information at its source. The
study revealed primary shortcomings associated with Hausa internet platforms,
namely (i) cultural insensitivity, (ii) orthographic errors, and (iii) subpar
information quality. These challenges are identified as stemming from various
factors, including the limited involvement of language, literature, and Hausa
cultural experts in managing internet platforms, as well as inadequate support,
among other issues. In conclusion, the study proposes
recommendations to enhance the presence of Hausa within the online sphere,
emphasizing the necessity for the active engagement of experts in language,
literature, and Hausa culture within the internet domain to ensure its success.
Keywords: Internet, Hausa Websites, Hausa Blogs, Hausa
Language, Hausa Studies
1.0 Introduction
The internet has ushered in a profound transformation across
various facets of life, with academia being a notable beneficiary. The
significance of the internet in academic pursuits cannot be overstated.
According to Clement (2020, p. 1), “By
now, a world without the internet is unimaginable.” Consequently, envisioning academia
without the internet today is equally unthinkable. The integration of
e-libraries is now a standard feature in developed institutions, and numerous
academic online platforms, such as Academia (https://www.academia.edu),
Orcid (https://orcid.org), Google Scholar (https://scholar.google.com), and Research
Gate (https://www.researchgate.net),
allows institutions, organizations, scholars, and researchers to disseminate
their academic outputs, including books, articles, and reports.
Despite these advancements, there remains a significant
dearth of Hausa materials online. As of October 2023, only six indexed journals
were found to publish Hausa articles. The visibility of Hausa scholars'
activities and research is remarkably limited on the internet. Information
regarding Hausa departments and resource persons is scant, and the online
visibility of Hausa scholars and their academic works is also notably low. This
underscores the urgency of research to investigate the root causes of this setback
and propose effective solutions. Improving the online presence of Hausa
materials and relevant information is synonymous with enhancing the Hausa
academia as a whole.
This research aims to address three primary objectives: (i)
identify the inadequacies of existing Hausa websites and blogs, (ii) ascertain
the causes of these inadequacies, and (iii) propose strategies to enhance Hausa
websites and blogs.
1.1 Methodology
The focus of this
study is dedicated to a thorough examination of existing Hausa websites and
blogs, aiming to shed light on their current statuses and the challenges they
confront. To gather insightful data, a proactive approach was taken by
establishing direct communication with the operators of these Hausa online platforms. Key contact details,
including phone numbers and email addresses, were meticulously sourced from the
'About Us' pages prominently featured on the respective websites. Others
were obtained through connections.
The investigative
process involved conducting interviews with the operators, employing versatile
communication channels such as social media platforms like WhatsApp and
Facebook for the purpose. For
operators who expressed a preference for alternative means of contact, email
communication was seamlessly integrated into the investigative approach. In
addition to virtual interactions, a series of physical visits were made to
engage with operators of some of the most active Hausa websites. These
face-to-face encounters were instrumental in obtaining comprehensive insights
into the underlying causes of the identified weaknesses within these digital
spaces.
This
multi-faceted methodology was designed to ensure a holistic understanding of
the challenges faced by Hausa websites and blogs, offering a nuanced
perspective that combines virtual and in-person interactions for a more
comprehensive and insightful analysis.
2.0 Challenges of Hausa Internet Media Development
The obstacles hindering the advancement of Hausa internet media are
clear. Out of the forty-four (44) websites scrutinized, merely two site owners
have a foundation in Hausa studies. These platforms are amsoshi.com (Answers)
and makarantarhausa.com (Hausa School). As a result, the findings reveal
significant concerns regarding content quality and safety within the Hausa
internet sphere. Chiefly, the pressing issues affecting the Hausa online
landscape include:
i. Cultural
Insensitivity
ii. Orthographic Errors
iii. Subpar Information Quality[1]
2.1 Cultural Disregard
The disregard of Hausa culture is evident within certain Hausa internet
sites, notably the notorious Batsa Post. True to its name ("obscene"
in Hausa), this platform predominantly shares explicit images and videos,
directly conflicting with Hausa cultural and religious values. Its primary
focus revolves around showcasing nudity through visuals. Batsa Post attempts to
replicate nude images of Hausa women, extending to videos. While the content
features Hausa across its menus, written in the Hausa language, it's
discernible that the site isn't operated by Hausa individuals. This conclusion
is drawn from several reasons, including:
a. Frequent
typographical errors in almost every sentence (violating writing conventions).
b. Disparities
between the dialect of Hausa used and the authentic Hausa language, and
instances where the learner's language (L2) can be directly observed.
Image 1 is directly extracted from the Batsa Post website. Although the text is brief, numerous errors are apparent within it. These mistakes include:
a. Instead of
"taunawa," the correct form should be "tona wa."
b. The incorrect rendition of
"kamashi" is "kama shi."
c. The portion "akace"
should be corrected to "aka ce."
d. The term "dauki"
should be revised to its accurate form "ɗauki."
e. "Vidiyan" should be
rectified to the correct form "bidiyon."
Moreover, various parts of the
text indicate that the site isn't managed by Hausa speakers. Certain sections
exhibit evident signs of machine translation, notably where an attempt to
articulate the page's purpose resulted in the phrase:
In Image 2 above, it's evident that machine
translation was employed. This is noticeable in:
i. The text initially began in Hausa,
transitioned to English, and later reverted to Hausa.
ii. The word "ba'a" was written
instead of "ba a.”
iii. The word “fada” was wrongly written
instead of the correct form “faɗa.”
After this page, numerous pages upload
pictures that contradict Hausa culture. These typically include images of women
within the context of Hausa religion and culture, often featuring:
1- Portraits of Hausa female actors (Hausa
movie stars)
2- Images of overseas women involved in the
film industry and public relations
3- Photographs of other Hausa women or women
from different countries[2]
2.2 Numerous
Orthographic Errors
While the adage "Nobody is above
mistake" and the notion that "Perfection is divine" are commonly
acknowledged, the prevalence of typographical errors on specific Hausa internet
sites is notably high. This can be attributed primarily to the lack of
proficiency in Hausa writing among site the administrators. Some operators of these Hausa internet sites have candidly disclosed their motivations for
establishing and maintaining these platforms. However, it becomes evident that
in each response, issues concerning adherence to writing conventions are
present. The primary challenges arise from mishandling and improper use of
hooked consonants. Furthermore, instances of violating orthographic conventions
are widespread across various Hausa internet platforms. Here are a few
examples:
Dan Allah kira ga mafi
yawancin ku yan uwan mu mawakan Hausa Hip Hop ma su tasowa, ku daina turancin
da ba daidai ba ne ko ku rage inya zama dole ku yi turancin da ba daidai ba ne
a wakar ku, kuna bada Arewa da ma jihar Kano ne, domin babu anfanin ka yi yaran
da ba ka iya ba daidai a waka bayan ga na ka yaran na asali wanda ka kware a
kai. San nan sama da kashi 70% na wannan turancin da su ke yi ba daidai ba ne,
gashi kuma sama da kashi 80% na ma su sauraron wakokin ku ba sosai su ke jin
turancin nan ba, kunga asara biyu kenan, ka yi waka amma kai kan ka ba ka san
abun da kake fada ba a ciki, kuma ga sakon ka bai kai ga wadan da su ya kamata
ya kaiwa ba (Dabo, 2019: 1).
From the excerpt above, we can deduce that:
i.
The entire length of the text was written as a single sentence. It is appropriate to divide it into several
sentences.
ii.
Hooked letters are not used.
iii.
Some words are inappropriately
joined together.
iv.
Some words are separated where
it's unsuitable, like short possessives in Hausa.
On the Qalubale page, there's a similar example.
Here's what the text looks like:
Shidai wannan matashi
yasamu nasarar kammala tattakinsa lafiya ya kuma isa kano tangaram inda kai
tsaye yawuche ofishin ABBA KABIR YUSUF dake a nasarawa shikadai batare da yan
tarba ko rakiya ba inda ya,isa office din amma ko ruwa ba,abashi ba, hasalima bai
samu ganin kowa ba chikin jagororin kwankwasiyar inda aka shaida masa wai sunyi
tafiya zuwa ABUJA (Ahmed, 2020: 1).
From the text above, we can infer the
following:
a. The entire text is written as a single
sentence.
b. There are instances where words are
combined instead of being separated when appropriate.
c. "ch" is used as "c,"
for instance, "yawuche" instead of "ya wuce."
In addition to these examples, numerous Hausa
internet sites display similar typographical errors. Almost every Hausa
internet site reviewed showcases instances of such errors. However, two notable
exceptions stand out for their adherence to the rules of writing. The first is
the Amsoshi website (https://www.amsoshi.com),
and the second is Makarantar Hausa (https://makarantarhausa.com).
2.3 False Information (Misinformation)
Misinformation is rampant on the internet. In
2017, the renowned Professor Abdullahi I. S. S. addressed the issue of
encountering inaccurate online information about Maguzawa da Maguzanci (Pagans
and Paganism) within the cultural realm. As long as individuals unfamiliar with
Hausa culture continue to helm the Hausa internet, the persistence of these
errors remains inevitable.
A notable example is the lack of knowledge
about Hausa culture among the Hausa sites’ administrators. This deficiency in
expertise compromises the authenticity of the cultural information they
provide. Cultural education stands as an independent field, pursued and studied
similarly to other fields of sciences, warranting serious consideration. The
same principle applies to the fields of Hausa literature and the Hausa
language. When individuals lacking sufficient knowledge guide the Hausa internet
domains, it can result in detrimental consequences, akin to hindering progress.
3.0 The Reasons Behind the Decline of Hausa Internet Sites
Several factors
pose challenges to the development of the Hausa internet sites. Below, you'll find detailed information about these challenges:
3.1 Infrastructure
The online operation of Hausa websites and blogs is significantly
hindered by the frequent power outages experienced in the region. The
reliability of these digital platforms is compromised as interruptions caused
by power failures pose a substantial obstacle to their seamless functioning.
The inconsistency in the electricity supply adversely affects the business
continuity of these online entities, leading to disruptions in content
creation, updates, and overall user experience. The struggle to maintain a
consistent online presence becomes pronounced in the face of persistent power
challenges, impacting the accessibility and reliability of Hausa websites and
blogs.
3.2 Limited Support and Encouragement
Supporting technology
innovators is a very significant concept in developed
nations. This is the major reason that prompts many brands
to integrate donation buttons on their platforms, allowing users to contribute.
While browsing various internet sites, one often encounters these donation buttons, a trend observed even on renowned platforms like Wikipedia.
Displayed below is an image depicting a donation button:
3.3 Nature of the Internet
The inherent nature of the internet significantly influences the growth
of Hausa internet dealings. It's a multifaceted and intricate platform that
demands specialized knowledge and skills. Operating within the realm of the
internet involves navigating various programming languages, including but not
limited to:
a. HTML (Hypertext Markup Language)[3]
b. PHP (Personal Home Page Tools)[4]
c. CSS (Cascading Style Sheets)[5]
d. Javascript[6]
Effectively managing internet affairs necessitates proficiency in these
languages to navigate and succeed within this complex digital landscape.
a. Insufficient availability of instructors
to teach internet and computer languages.
b. Absence of schools specialized in internet
and computer language education
c. Limited societal emphasis on this facet of
education among Hausa communities
d. The
necessity of paying for training to learn computer languages and the internet,
restricting access for many interested individuals who lack financial means
Moreover, the management of an internet site
is a time-intensive endeavor. Learning these languages, as mentioned above
(refer to points "a", "b", and "c" under 3.3),
demands significant time investment, presenting a notable challenge. Having
such time proves to be no small feat.
Extending support to administrators of Hausa
websites and blogs is crucial for enhancing their effectiveness. Adequate
support provides them with the means to manage their platforms more
efficiently, allowing a dedicated focus on their work without the distraction
of essential needs. This backing empowers administrators to concentrate on
improving and maintaining their websites, contributing positively to the
development of the Hausa online community.
3.4 Resistance to Change
Humans inherently struggle with embracing life changes, leading to the
concepts of "resistance to change" and "cultural lag."
These notions underline the doubts and hesitations individuals experience when
confronted with life-altering changes. People tend to perceive the familiar
path they follow as the correct one, while viewing new paths as fraught with
challenges and limitations, hindering their development.
Individuals tend to overcome this resistance to change when they adopt a
mindset focused on embracing it. Often, once they accept new concepts, they
realize that the newfound path offers greater benefits than their current
trajectory. Gradually, they adapt to these changes, discovering that what
initially seemed unfamiliar eventually becomes part of their routine. [7]
Creators of Hausa internet sites encounter similar challenges. Interviews
conducted as part of this research with Hausa internet owners reveal:
a. Lack
of support when approaching Hausa studies institutions or departments[8]
b. Insufficient
support and attention when engaging Hausa language experts[9]
c. Absence
of anticipated support from Hausa students[10]
In essence, aligning with the Hausa popular saying: "modernity comes
in era," emphasizes the importance of recognizing the current era. It
echoes the sentiment that "Time is companion," signifying the need to
acknowledge and adapt to the present times.
3.5 Insufficient Hausa Text Editing Tools
The absence of proficient Hausa text editing tools remains a significant
hurdle in its internet development. In comparison to the English language,
which boasts robust text editing engines, Hausa lacks adequate editing
mechanisms. For instance, renowned software like Microsoft Word promptly highlights
errors by underlining incorrect words in red or sentences in blue, aiding the
writer in identifying mistakes.
On the internet, including social media, there are available text editing
tools. An excellent illustration is Grammarly, installable on computers and phones. This tool promptly identifies errors
as the user types, providing correction suggestions. At times, it even
autonomously corrects the text without requiring the author's direct
intervention or decision-making process.
However, in the case of Hausa, the scenario
is different. Instead of rectifying mistakes, machines often misconstrue texts,
sometimes completely altering it. For instance, when using Microsoft Word for
Hausa writing, if a word resembles an English word, the machine might
automatically replace it. For instance:
a. “bara”
(begging) can change to “bar a”
b. “boko”
(formal education) can change to “book”
c. “buga” (hit)
can change to “bugs”
d. “daya” (one) can change to “days”
e. “ita ce” (she
is the one) can change to “it ace”
f. “waje”
(place) can change to “wake”
g. “yamma”
(east) can change to “gamma”
h. “yawo”
(movement) can change to “yawl”
This issue leads to numerous spelling-related
problems, necessitating dual efforts from writers. They must rectify their
original errors and address text alterations caused by machines. Consequently,
Hausa writings on the internet often contain errors related to writing
standards.[11]
This isn't the sole reason for the prevalence
of writing standard mistakes in Hausa internet media. Many errors arise when
administrators disregard the rules of Hausa writing. Essentially, they write in
Hausa based on personal expectations, unhindered by laws preventing individuals
unfamiliar with the language and culture from participating in internet
activities.
As a result, it falls upon Hausa experts and
analysts to advocate for the establishment of quality internet sites, combating
the breach of Hausa writing rules in the online sphere.
3.6 Hausa Hooked Consonants
Hausa language includes distinct consonants,
often referred to as "hooked letters." These unique characters
include /Ƙ/, /ƙ/, /Ɗ/, /ɗ/, /Ɓ/, /ɓ/. Incorporating these letters in Hausa
writing is similar to seasoning a dish, adding essential flavor. However, due
to the complexities in typing these characters, many internet platforms opt for
similar, more accessible alternatives. This practice extends to various devices
like cell phones and other internet-enabled gadgets, resulting in substitutions
like:
a- Using /K/ instead of /Ƙ/
b- Utilizing /k/ instead of /ƙ/
c- Employing /D/ instead of /Ɗ/
d- Applying /d/ instead of /ɗ/
e- Opting for /B/ instead of /Ɓ/
f- Choosing /b/ instead of /ɓ/
In some instances, there are slight
modifications where these letters are represented with an apostrophe, such as:
i- Using /K'/ instead of /Ƙ/
ii- Employing /k'/ instead of /ƙ/
iii- Representing /'D/ instead of /Ɗ/
iv- Displaying /d'/ instead of /ɗ/
v- Incorporating /'B/ instead of /Ɓ/
vi- Utilizing /'b/ instead of /ɓ/
Although this practice is commonly employed,
it doesn't fully address the issue. Subsequently, font styles like Rabi'at and Abdalla[12]
emerged, specifically designed to include these hooked letters. Moreover,
advancements in technology led to the creation of software programs
accommodating these specific characters. In 2019, Microsoft introduced Hausa
fonts featuring these hooked letters, compatible with various computer systems.[13]
3.7: Lack of Familiarity with Internet Usage Among the Hausa Community
A prevalent issue within the Hausa community is the lack of proficiency
in navigating the internet. This encompasses challenges in (i) accessing
internet sites and (ii) effectively searching for necessary information,
videos, or audio content. Lawal Dalha, the site manager of the Bakandamiya,
articulated this concern by stating, "Many of our Hausa people,
particularly those without extensive education, struggle with the ease of using
this valuable resource."
4.0 Findings and Discussions
To date, there exist a substantial count
of forty-four (44) primary Hausa internet sites, marking a significant presence
compared to counterparts in Nigeria and Niger languages. However, this number
pales in comparison to the vast global internet landscape, which hosts over 1.7
billion websites. The challenges faced by Hausa internet platforms profoundly
impact not only the cyberspace but also Hausaland and the integrity of the
Hausa language itself. These issues are intertwined with the limited internet
literacy among Hausa individuals and the insufficient support provided to
internet operators.
Internet sites wield considerable
influence over societal norms and cultural fabric. Visitors encountering
articles, videos, and audios on these platforms can inadvertently adopt foreign
attitudes and behaviors, thus impacting the broader community. Alarmingly, the
study revealed the presence of Hausa internet sites posing a threat to
traditional Hausa culture. This threat emanates from rampant errors in content
and the dissemination of material conflicting with Hausa tradition and
religious values. Among the reported challenges faced by Hausa internet
media are:
i- Clashes with Hausa cultural
norms
ii- Presence of numerous
orthographic errors
iii- Frequent dissemination of
inaccurate information
Hausa youth
and children naturally engage with the internet world, inevitably being
influenced by its content. To address this, the most viable solution for the
Hausa community is to establish and promote Hausa-centric internet sites.
Providing access and encouragement in such spaces becomes crucial, offering
choices and discounts for individuals rooted in the Hausa culture.
The study
highlights various challenges faced by Hausa internet networks, encompassing:
i. Environmental
challenges within the Hausa region, including electricity and internet service
issues
ii. Lack of
support and guidance from experts and authorities
iii. Complexities
in learning the internet related skills
iv. Resistance
to embracing changes
v. Absence of
reliable Hausa text editing tools, hindering adherence to writing rules
vi. Insufficient
methods for easily writing cursive letters in Hausa
vii. Limited
knowledge among Hausas about internet systems and their usage
Acknowledging
the impactful presence of certain Hausa internet sites, empowering their
managers becomes crucial to maintaining quality across cultural content. A
steady supply of high-quality Hausa internet media can significantly influence
and enhance the online community, diminishing fewer desirable elements.
Considering
the advantages and disadvantages of social media, the responsibility lies with
informed decision-making. Collaboration among authorities, parents, experts,
and analysts is pivotal. Collective efforts should aim to maximize the benefits
of the internet for young individuals while mitigating potential drawbacks
To confront these hurdles
effectively, this study proposes the following recommendations:
i. Establish a dedicated
infrastructure for Hausa internet operators. This could include backup power
options like generators and ensure reliable internet services. Collaborations
with institutes and language departments in Nigeria can aid in implementing such
plans.
ii. Foster collaboration between
institutions and Hausa studies departments to bolster internet support.
Strengthening the Hausa cultural presence in the online sphere is vital.
iii. Offer specialized courses,
training, and workshops exclusively tailored for individuals with existing
knowledge in the computer industry and those seeking to join, fostering
meaningful contributions.
iv. Undertake concerted efforts
to educate and raise awareness about contemporary internet usage, especially
among Hausa teachers and students. Embracing internet usage is imperative, and
neglecting it may result in a skewed representation of reality. As the saying
goes, "When the wall cracks, the lizard finds refuge." Preventing
these cracks in Hausa internet media and addressing their negative impacts on
Hausa culture is paramount.
v. Recognize and encourage
innovators like Muhammad Bello, the creator of the website Makarantar Hausa,
Abu-Ubaidah Sani, the creator of Amsoshi website and Prof. Abdalla Uba Adamu,
who pioneered Rabi'at and Abdalla writing systems. Supporting them in developing
high-quality text editors is crucial.
vi. The issue of hooked letters
has been resolved with Microsoft's provision of common hooked consonants. The
focus should now be on educating individuals on effectively utilizing these
tools.
vii. Employ appropriate channels
like radio programs, songs, and informational gatherings to sensitize Hausa
communities about safe and beneficial internet practices. Such methods can
effectively caution and guide individuals in navigating the online sphere.
5.0 Conclusion
The major problem with the Hausa websites is their inability
to be relevant to students, researchers, and scholars in Hausa academia. This
issue persists largely because many running Hausa internet sites lack a
foundational understanding of the Hausa language, literature, and culture. Consequently,
the contents available on these platforms often suffers from weak quality and
inadequate substance. Hausa's inherent nature, coupled with the challenging
environment of the Hausa region encompassing electricity shortages, poverty,
weak internet infrastructure, and similar issues, further exacerbates the
predicaments faced by Hausa in the digital realm.
The imperative solution lies in fostering a robust alliance
and collaboration among Hausa language experts, academic departments teaching
Hausa, research centers dedicated to Hausa studies, and internet specialists.
This alliance is crucial not only to surmount these challenges but also to
uplift Hausa internet platforms and enhance Hausa's presence in the online
domain. Building a strong internet infrastructure is fundamental to reforming
the digital landscape, enabling a more accurate and positive representation of
Hausa culture and its people.
References
Adamu, A. U. (2000). “Hausa
Language and Culture on the Internet.” An article published in the Weekly
Trust of 20th November.
Adamu, A. U. (2004). “Hausa
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Conference on Studies in Hausa Language, Literature and Culture at Beyero
University, Kano.
Ahmad, A.A. (2013). Tasirin
Wayar Salula a Kan Tarbiyyar ‘Ya’yan Hausawa. In Bunza, A.M. da wasu (editoci).
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I. A. (2020). Comrade AAT ya yi tattaki daga Katsina domin ta ya Kwankwasiyya alhinin
faɗuwa zaɓe. https://qalubale.news.blog/2020/02/09/comrade-aat-yayi-tattaki-daga-katsina-domin-ta-ya-kwankwasiyya-alhinin-faduwa-zabe/.
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(2020). Worldwide digital population as of January 2020. https://www.statista.com/statistics/617136/digital-population-worldwide/.
Dabo,
D. (2019). Shawara a kan Turanci ga mawaƙan Hausa hiphop masu tasowa – Daga Dabo Daprof. http://www.hausatop.com/shawara-akan-turanci-ga-mawakan-hausa-hiphop-masu-tasowa-daga-dabo-daprof/.
Sani, A-U. (2020). How to use “The Universal Hausa Hooked-Letters”. https://www.amsoshi.com/2020/02/how-to-use-universal-hausa-hooked.html.
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[1] This has to do with the historical aspects and other information
related to Hausa culture,
literature, and the language.
[2]
On the impact of the internet in general on the Hausa culture and language, see
Adamu, (2000); Adamu, (2004); Almajir, (2008); Ashiru, (2012); and Ahmad,
(2013).
[3] Internet
Architecture Language
[4] Internet
Configuration Language
[5] Internet
Command Prompts.
[6] Internet
Software Configuration Language.
[7] As of
2020, numerous individuals still rely on Microsoft Office 2007 and resist
transitioning to newer versions released after 2007. This resistance to change
echoes in various facets of life, aligning with the Hausa popualr saying:
"Sai an gwada akan san na warai" (the taste of the pudding is in the
eating).
[8] Contrary
to developed nations where nearly every university department is typically
equipped with an internet site, the Hausa study departments present a different
scenario. Up until 2020, this research found no Hausa teaching department in
Nigeria or Niger equipped with its internet sites. This disparity signifies a
significant gap, akin to having "wata miyar sai a maƙwabta” (a better
soup is only found at the neighborhood).
[9] In a
conversation with Bunza, (2019) following his return from an international
awareness conference in Poland, he emphasized the necessity of internet
connectivity for educators in developed nations, contrasting with the situation
in the Hausa region. The research reveals a paucity of Hausa scholars with a
notable internet presence.
[10] Additionally,
Hausa students exhibit proficiency in social media platforms like Facebook and
WhatsApp, investing considerable time on these sites. Encouraging them to focus
on following Hausa websites, as Bunza suggested, might lead to more extensive
engagement, eliminating potential disinterest, or as he put it, "there
would be much gains.”
[11] This
information stems from an analysis of 44 Hausa internet sites.
[12]
Prof. Abdalla Uba Adamu is
credited with pioneering the Rabi'at and Abdalla Hausa writing styles. He
introduced these writing styles for the first time, demonstrating innovation
and creativity in the field. Since 2019, they had consistently being utilized contributing significantly to the
diversity and richness of the written Hausa language, until the emergence of
the universal Hausa hooked letters.
[13] Detail about these hooked letters can be obtained through: https://www.amsoshi.com/2020/02/how-to-use-universal-hausa-hooked.html.
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HAUSA: Kuna iya rubuto mana tsokaci ko tambayoyi a ƙasa. Tsokacinku game da abubuwan da muke ɗorawa shi zai tabbatar mana cewa mutane suna amfana da wannan ƙoƙari da muke yi na tattaro muku ɗimbin ilimummuka a wannan kafar intanet.