In this lesson, we explore how Bemba expresses the concept of "it" - a fundamental pronoun that English speakers use constantly but which works very differently in Bemba. For the autodidact student, understanding "it" in Bemba means grasping one of the core features of Bantu languages: the noun class system. Unlike English, which uses a single word "it" for all non-human subjects and objects, Bemba uses different forms depending on the class of the noun being referenced. This lesson will demonstrate how "it" appears as various subject markers (ci-, i-, u-, li-, etc.) and how these change based on what "it" refers to.
Course Index: https://latinum.substack.com/p/index
FAQ: What does "it" mean in Bemba? In Bemba, there is no single word for "it." Instead, the language uses different subject markers and pronouns that agree with the noun class of the item being discussed. For example, "it" referring to a thing (icintu) uses "ci-", while "it" referring to a tree (umuti) uses "u-".
Throughout our 15 examples, you'll see how "it" manifests differently when referring to objects, animals, abstract concepts, and locations. This system, while initially complex for English speakers, actually provides more precise information about what is being discussed than the English "it" ever could. Each usage of "it" in Bemba tells you something about the nature, size, or category of the thing being referenced.
This lesson forms part of the Latinum Institute Modern Language Course series, designed for independent learners who wish to master Bemba through systematic exposure to authentic language patterns. The interlinear glossing method allows immediate comprehension while building intuitive understanding of Bemba's grammatical structures.
Key Takeaways: -
Bemba has no single word for "it" - the form changes based on noun class -
Common subject markers include ci- (things), i- (animals), u- (trees), li- (singular objects) -
The copula "ni" often translates as "it is" -
Context and noun class agreement are essential for proper usage
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10.1 Cili it-is pa on tebulo table
10.2 Ni it-is cintu thing cimo good
10.3 Icupo cup lili it-is mu in kitchen kitchen
10.4 Umuti tree uli it-is mupepi near na with ng'anda house
10.5 Cilepwa it-fails ukufika to-arrive nomba now
10.6 Ni it-is ifwe us abaleisa who-come
10.7 Imbwa dog ili it-is panse outside
10.8 Bushe Q cili it-is cobe yours
10.9 Akasuba sun kali it-is pakati high lelo today
10.10 Libuku book lili it-is-LOC pali at ba HON teacher teacher
10.11 Ubu it bwali was bwino good sana very
10.12 Cakuti it-means tuleya we-go mailo tomorrow
10.13 Yakuti it-happened pa on Sunday Sunday
10.14 Ico that-it ndefwaya I-want ni is amenshi water
10.15 Kwali it-was ubushiku night bwakusuka of-rain
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10.1 Cili pa tebulo. It is on the table.
10.2 Ni cintu cimo. It is a good thing.
10.3 Icupo lili mu kitchen. The cup is in the kitchen.
10.4 Umuti uli mupepi na ng'anda. The tree is near the house.
10.5 Cilepwa ukufika nomba. It fails to arrive now.
10.6 Ni ifwe abaleisa. It is us who are coming.
10.7 Imbwa ili panse. The dog is outside.
10.8 Bushe cili cobe? Is it yours?
10.9 Akasuba kali pakati lelo. The sun is high today.
10.10 Libuku lili pali ba teacher. The book is with the teacher.
10.11 Ubu bwali bwino sana. It was very good.
10.12 Cakuti tuleya mailo. It means we go tomorrow.
10.13 Yakuti pa Sunday. It happened on Sunday.
10.14 Ico ndefwaya ni amenshi. What I want is water.
10.15 Kwali ubushiku bwakusuka. It was a night of rain.
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10.1 Cili pa tebulo.
10.2 Ni cintu cimo.
10.3 Icupo lili mu kitchen.
10.4 Umuti uli mupepi na ng'anda.
10.5 Cilepwa ukufika nomba.
10.6 Ni ifwe abaleisa.
10.7 Imbwa ili panse.
10.8 Bushe cili cobe?
10.9 Akasuba kali pakati lelo.
10.10 Libuku lili pali ba teacher.
10.11 Ubu bwali bwino sana.
10.12 Cakuti tuleya mailo.
10.13 Yakuti pa Sunday.
10.14 Ico ndefwaya ni amenshi.
10.15 Kwali ubushiku bwakusuka.
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These are the grammar rules for expressing "it" in Bemba.
Bemba does not have a single word equivalent to the English "it." Instead, the language uses a sophisticated noun class system where the form of "it" changes based on the class of the noun being referenced. This system provides more information than English, as each form tells you something about the nature of what is being discussed.
Noun Class Agreement Every noun in Bemba belongs to one of approximately 18 classes, and the pronoun or subject marker for "it" must agree with that class: -
Class 7 (ici-): things, objects → subject marker "ci-" -
Class 3 (umu-): trees, plants → subject marker "u-" -
Class 5 (i-): single items → subject marker "li-" -
Class 9 (in-): animals, houses → subject marker "i-" -
Class 11 (ulu-): long objects → subject marker "lu-" -
Class 12 (aka-): small things → subject marker "ka-" -
Class 14 (ubu-): abstract concepts → subject marker "bu-"
The Copula "Ni" The word "ni" functions as a copula meaning "it is" and can be used with nouns of any class. This is the closest Bemba comes to a universal "it is" construction.
Demonstrative Forms "Ico" (that thing) and "ici" (this thing) can function as "it" when pointing to or emphasizing something from Class 7.
Locative "It" When "it" refers to a place or time, Bemba uses: -
"kwali" (it was - locative past) -
"kuli" (it is - locative present) -
"pakuti/yakuti" (it happened/occurs)
Common Mistakes -
Using only one form of "it" for all nouns (forgetting class agreement) -
Confusing "ni" (it is) with subject markers -
Applying English pronoun logic to Bemba constructions -
Forgetting that adjectives and verbs must also agree with the noun class
Comparison with English While English uses "it" for all non-human subjects regardless of their nature, Bemba's system distinguishes between: -
Living vs. non-living things -
Size (small with aka-, large with ici-) -
Shape (long things with ulu-) -
Abstract vs. concrete concepts -
Single vs. plural items
Grammatical Summary Subject Marker + Verb Stem pattern: -
Ci-li (it is - for things) -
U-li (it is - for trees) -
Li-li (it is - for single objects) -
I-li (it is - for animals) -
Ka-li (it is - for small things) -
Bu-li (it is - for abstracts)
The negative forms add "ta-" before the subject marker: -
Ta-ci-li (it is not - things) -
Ta-u-li (it is not - trees)
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In Bemba culture, the noun class system that determines how "it" is expressed reflects a worldview that categorizes reality differently than English does. This classification system groups things not just by animacy but by shape, size, function, and cultural significance.
Respectful Reference When referring to objects belonging to elders or important people, speakers often use honorific forms even for "it." For example, a book belonging to a chief might be referred to with more formal constructions than one belonging to a peer.
Animate vs. Inanimate While English speakers might use "it" for animals, Bemba speakers use class markers that acknowledge the animate nature of animals (Class 9), distinguishing them from truly inanimate objects. This reflects a cultural recognition of animals as living beings deserving of linguistic distinction.
Size and Diminutives The use of "aka-" prefix and "ka-" subject marker for small things allows speakers to express affection, contempt, or simply size. Calling something small using these markers can be endearing (a small child) or dismissive (a small problem).
Regional Variations Urban Bemba spoken in the Copperbelt region sometimes simplifies the class system, especially among younger speakers who code-switch with English. Rural areas maintain stricter adherence to traditional class agreements.
Idiomatic Expressions -
"Cili bwino" (it is fine/good) - common response meaning everything is okay -
"Ni ifyo cili" (that's how it is) - expressing acceptance of a situation -
"Yakuti shani?" (how did it happen?) - asking about an event -
"Cakuti ni..." (it means that...) - explaining significance
False Friends English-speaking learners often assume "ni" always means "it is," but "ni" specifically functions as a copula and cannot replace subject markers in verbal constructions. The distinction between "ni cintu" (it is a thing) and "cilefuma" (it comes from) must be maintained.
Register and Politeness In formal situations, speakers may use longer, more explicit forms rather than dropping pronouns. "Ico cintu" (that thing) might be preferred over simply using the subject marker "ci-" when clarity and formality are required.
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From a traditional Bemba praise song:
"Cili cintungulu ca mfumu, tacaleke. Ico mfumu yatemwa, ecipanga. Nga cili mu lubansa, bonse balemona. Ico cikulu mu calo, ni mfumu. Yabika amafunde yakwe, tapwa nangu umo uwingafwilako. Bushe cili cakutatamfya? Awe, cili ca kutasha calo conse."
F-A: Interleaved/Construed Text
Cili it-is cintungulu throne ca of mfumu chief tacaleke not-ordinary Ico that-which mfumu chief yatemwa loves ecipanga it-is-decision Nga when cili it-is mu in lubansa courtyard bonse all balemona they-see Ico that-which cikulu great mu in calo land ni is mfumu chief Yabika he-placed amafunde laws yakwe his tapwa there-is-not nangu even umo one uwingafwilako who-can-doubt Bushe Q cili it-is cakutatamfya to-scatter Awe no cili it-is ca of kutasha to-help calo country conse all
F-B: Authentic Text with Translation
"Cili cintungulu ca mfumu, tacaleke. Ico mfumu yatemwa, ecipanga. Nga cili mu lubansa, bonse balemona. Ico cikulu mu calo, ni mfumu. Yabika amafunde yakwe, tapwa nangu umo uwingafwilako. Bushe cili cakutatamfya? Awe, cili ca kutasha calo conse."
"It is the throne of the chief, not ordinary. What the chief loves is justice. When it is in the courtyard, all can see. The greatest thing in the land is the chief. He has established his laws, there is not even one who can doubt them. Is it to scatter discord? No, it is to help the whole country."
F-C: Authentic Text Only
Cili cintungulu ca mfumu, tacaleke. Ico mfumu yatemwa, ecipanga. Nga cili mu lubansa, bonse balemona. Ico cikulu mu calo, ni mfumu. Yabika amafunde yakwe, tapwa nangu umo uwingafwilako. Bushe cili cakutatamfya? Awe, cili ca kutasha calo conse.
F-D: Grammar and Vocabulary Explanation
This traditional praise text demonstrates multiple uses of "it" in formal Bemba. "Cili" appears repeatedly with Class 7 nouns (cintungulu - throne). "Ico" functions as "that which" or "what," creating relative constructions. The text shows how "it" forms can carry deep cultural meaning - the throne isn't just an object but a symbol of authority requiring specific linguistic treatment. The rhetorical question "Bushe cili cakutatamfya?" uses "it" to challenge potential critics, while the response "cili ca kutasha" affirms the positive nature of chiefly rule. Note how "ecipanga" (it is justice/decision) drops the subject marker, showing that in elevated speech, the copula "e-" can replace the full "cili" construction.
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10.16 Ba HON mayo mother balisosa said cili it-is pa on tebulo table
10.17 Nalefwaya I-wanted ico that cintu thing mailo yesterday nomba but tacili it-is-not apa here
10.18 Bushe Q mwaishiba you-know uko where kwali it-was
10.19 Ee yes twishiba we-know kwali it-was mu in bedroom bedroom lelo today ubushiku morning
10.20 Kanshi so cilefwaikwa it-is-needed shani how nomba now apa here
10.21 Mwingamweba you-can-tell ba HON tata father ukuti that baletefye they-should-bring ico it
10.22 Imbwa dog yalilya ate nomba but cili it-is cinono small ifyo so tacingatemwa it-won't-be-loved
10.23 Akasuba sun kalikaba it-is-shining sana very ukuti such-that takwingalala it-can't-be-played panse outside
10.24 Ni it-is nani who waisenda moved libuku book lyandi my nalilefwaya I-need-it
10.25 Umwana child alilile cried pakuti because ali it-is nshala hunger yalikumupatikisha that-affected-him
10.26 Ico that cakuti it-means tacilepo it-won't-happen ukufika arriving kuno here ubushiku tonight
10.27 Yakuti it-happened bwino well ukuti that bonse all bali they-are satisfied satisfied
10.28 Bushe Q kwali was-it ifyo like-that calelanda it-was-said kuli to ine me
10.29 Cilicilefye it-is-just akantu small-thing akalenga that-causes amashala arguments yakalekaleka unnecessary
10.30 Ubu this bulepela it-ends apa here tacilesubapo it-won't-return kuno here
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10.16 Ba mayo balisosa cili pa tebulo. Mother said it is on the table.
10.17 Nalefwaya ico cintu mailo nomba tacili apa. I wanted that thing yesterday but it is not here.
10.18 Bushe mwaishiba uko kwali? Do you know where it was?
10.19 Ee, twishiba kwali mu bedroom lelo ubushiku. Yes, we know it was in the bedroom this morning.
10.20 Kanshi cilefwaikwa shani nomba apa? So how is it needed now here?
10.21 Mwingamweba ba tata ukuti baletefye ico. You can tell father that they should just bring it.
10.22 Imbwa yalilya nomba cili cinono ifyo tacingatemwa. The dog ate but it is small so it won't be loved.
10.23 Akasuba kalikaba sana ukuti takwingalala panse. The sun is shining so much that one can't play outside.
10.24 Ni nani waisenda libuku lyandi nalilefwaya? Who is it that moved my book? I need it.
10.25 Umwana alilile pakuti ali nshala yalikumupatikisha. The child cried because it is hunger that was affecting him.
10.26 Ico cakuti tacilepo ukufika kuno ubushiku. That means it won't happen, arriving here tonight.
10.27 Yakuti bwino ukuti bonse bali satisfied. It happened well that everyone is satisfied.
10.28 Bushe kwali ifyo calelanda kuli ine? Was it like that, what was said to me?
10.29 Cilicilefye akantu akalenga amashala yakalekaleka. It is just a small thing that causes unnecessary arguments.
10.30 Ubu bulepela apa, tacilesubapo kuno. This ends here, it won't return here.
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10.16 Ba mayo balisosa cili pa tebulo.
10.17 Nalefwaya ico cintu mailo nomba tacili apa.
10.18 Bushe mwaishiba uko kwali?
10.19 Ee, twishiba kwali mu bedroom lelo ubushiku.
10.20 Kanshi cilefwaikwa shani nomba apa?
10.21 Mwingamweba ba tata ukuti baletefye ico.
10.22 Imbwa yalilya nomba cili cinono ifyo tacingatemwa.
10.23 Akasuba kalikaba sana ukuti takwingalala panse.
10.24 Ni nani waisenda libuku lyandi nalilefwaya?
10.25 Umwana alilile pakuti ali nshala yalikumupatikisha.
10.26 Ico cakuti tacilepo ukufika kuno ubushiku.
10.27 Yakuti bwino ukuti bonse bali satisfied.
10.28 Bushe kwali ifyo calelanda kuli ine?
10.29 Cilicilefye akantu akalenga amashala yakalekaleka.
10.30 Ubu bulepela apa, tacilesubapo kuno.
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This conversation section demonstrates "it" in everyday Bemba dialogue. Notice the variety of forms: "cili" for things (Class 7), "kwali" for locations and situations, "ali" for conditions like hunger, "kalikaba" for the small but intense sun (Class 12), and "bulepela" for abstract concepts (Class 14).
The negative forms appear frequently in conversation: "tacili" (it is not), "tacingatemwa" (it won't be loved), "takwingalala" (one cannot play), "tacilepo" (it won't happen), and "tacilesubapo" (it won't return). These show how the negative marker "ta-" combines with various class markers.
The text includes compound forms like "cilicilefye" (it is just), showing reduplication for emphasis. "Yalikumupatikisha" demonstrates how "it" (ya- for Class 9 hunger) can be part of complex verbal constructions meaning "it was affecting him."
Questions using "it" appear in forms like "Bushe kwali ifyo?" (Was it like that?), showing how interrogatives combine with various "it" forms. The phrase "Ni nani" (who is it) demonstrates the copula usage in identification questions.
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The Latinum Institute has been creating innovative language learning materials since 2006, pioneering the use of comprehensible input through interlinear texts. Our Bemba course applies the same proven methodology that has helped thousands master classical and modern languages.
This construed text approach allows learners to understand immediately while gradually internalizing grammar patterns. By seeing word-for-word translations alongside natural sentences, students develop reading fluency without the frustration of constantly consulting dictionaries or grammar tables.
The method particularly suits autodidacts who prefer learning through exposure to authentic texts rather than formal grammar instruction. Each lesson provides sufficient repetition and variety to reinforce patterns while maintaining engaging, culturally relevant content.
For reviews of our materials and methodology, visit: https://uk.trustpilot.com/review/latinum.org.uk
The interlinear glossing technique accelerates comprehension by making the structure of Bemba transparent. As you progress through the lessons, you'll find yourself needing the glosses less and less, naturally transitioning to reading pure Bemba text with confidence.
Our materials respect the complexity and beauty of Bemba while making it accessible to English speakers. We believe that with the right approach, anyone can learn to read and understand this important African language.
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