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What does “kuchita” mean in Chewa?
The verb “kuchita” (ku-CHI-ta) is one of the most fundamental and versatile verbs in Chichewa (Nyanja). It corresponds to the English “to do” and “to make,” serving as both a main verb and an auxiliary verb in various constructions. Understanding “kuchita” is essential for expressing action, creation, and general activity in Chewa.
In Chewa, verbs follow a clear structure: subject-marker + (tense-marker) + verb-stem. The infinitive form “kuchita” consists of the infinitive prefix “ku-” plus the verb stem “-chita.” When conjugated, this verb changes based on who is performing the action and when.
Unlike English, Chewa does not use articles (the, a, an), and the verb system employs specific tense markers: -
No marker = Present Simple -
-ku- = Present Continuous -
-na-/-da- = Recent Past (Perfect) -
-dza- = Future
This lesson will demonstrate how “kuchita” functions across different tenses, persons, and contexts, progressing from simple declarative sentences to more complex conversational usage.
Key Takeaways: -
“Kuchita” is the infinitive form meaning “to do” or “to make” -
Chewa verbs use prefixes to indicate subject and tense -
The verb stem “-chita” combines with markers like ndi- (I), a- (he/she/they), ti- (we) -
No articles exist in Chewa; meaning comes from context and noun class markers -
Word order is flexible but typically Subject-Verb-Object
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15.1a Ndimachita ntchito 15.1b Ndimachita (ndi-ma-chi-ta) I-HABITUAL-do ntchito (nchi-to) work
15.2a Amachita bwino 15.2b Amachita (a-ma-chi-ta) he/she-HABITUAL-does bwino (bwi-no) well
15.3a Tinachita chakudya 15.3b Tinachita (ti-na-chi-ta) we-PAST-made chakudya (cha-ku-dya) food
15.4a Mukuchita chiyani? 15.4b Mukuchita (mu-ku-chi-ta) you-PROG-do chiyani (chi-ya-ni) what
15.5a Anachita bwino kwambiri 15.5b Anachita (a-na-chi-ta) he/she-PAST-did bwino (bwi-no) well kwambiri (kwa-mbi-ri) very
15.6a Ndikuchita maphunziro 15.6b Ndikuchita (ndi-ku-chi-ta) I-PROG-do maphunziro (ma-phu-nzi-ro) studies
15.7a Achita zimenezo 15.7b Achita (a-chi-ta) he/she-does zimenezo (zi-me-ne-zo) those-things
15.8a Ndachita kale 15.8b Ndachita (ndi-a-chi-ta) I-PERF-did kale (ka-le) already
15.9a Tichita masewera 15.9b Tichita (ti-chi-ta) we-do masewera (ma-se-we-ra) games
15.10a Sanachite kanthu 15.10b Sanachite (sa-na-chi-te) he/she-NEG-PAST-did kanthu (ka-nthu) thing
15.11a Azachita mawa 15.11b Azachita (a-za-chi-ta) he/she-FUT-will-do mawa (ma-wa) tomorrow
15.12a Ndimachita zinthu zambiri 15.12b Ndimachita (ndi-ma-chi-ta) I-HABITUAL-do zinthu (zi-nthu) things zambiri (za-mbi-ri) many
15.13a Mukuchita bwanji? 15.13b Mukuchita (mu-ku-chi-ta) you-PROG-do bwanji (bwa-nji) how
15.14a Anachita ulendo 15.14b Anachita (a-na-chi-ta) he/she-PAST-made ulendo (u-le-ndo) journey
15.15a Tichita pamodzi 15.15b Tichita (ti-chi-ta) we-do pamodzi (pa-mo-dzi) together
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15.1 Ndimachita ntchito → “I work” (literally: “I do work”)
15.2 Amachita bwino → “He/She does well”
15.3 Tinachita chakudya → “We made food”
15.4 Mukuchita chiyani? → “What are you doing?”
15.5 Anachita bwino kwambiri → “He/She did very well”
15.6 Ndikuchita maphunziro → “I am studying” (literally: “I am doing studies”)
15.7 Achita zimenezo → “He/She does those things”
15.8 Ndachita kale → “I have already done it”
15.9 Tichita masewera → “We play games” (literally: “We do games”)
15.10 Sanachite kanthu → “He/She didn’t do anything”
15.11 Azachita mawa → “He/She will do it tomorrow”
15.12 Ndimachita zinthu zambiri → “I do many things”
15.13 Mukuchita bwanji? → “How are you doing?”
15.14 Anachita ulendo → “He/She made a journey”
15.15 Tichita pamodzi → “Let’s do it together”
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15.1 Ndimachita ntchito
15.2 Amachita bwino
15.3 Tinachita chakudya
15.4 Mukuchita chiyani?
15.5 Anachita bwino kwambiri
15.6 Ndikuchita maphunziro
15.7 Achita zimenezo
15.8 Ndachita kale
15.9 Tichita masewera
15.10 Sanachite kanthu
15.11 Azachita mawa
15.12 Ndimachita zinthu zambiri
15.13 Mukuchita bwanji?
15.14 Anachita ulendo
15.15 Tichita pamodzi
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These are the grammar rules for “kuchita” in Chewa:
The Chewa verb “kuchita” follows the standard Bantu verb structure with multiple components:
Infinitive Form: ku- + -chita (to do/to make) -
The prefix “ku-” marks the infinitive -
The stem is “-chita”
Conjugation Pattern: Subject-Marker + (Tense-Marker) + Verb-Stem + (Extensions)
Chewa verbs must agree with their subjects using specific prefixes: -
ndi- (I) -
u- (you singular) -
a- (he/she/they - class 1) -
ti- (we) -
mu- (you plural)
For example: “ndichita” (I do), “uchita” (you do), “achita” (he/she does)
Unlike English auxiliary verbs, Chewa uses tense markers inserted between the subject marker and verb stem:
Present Simple (Habitual): -ma- -
Ndimachita = ndi-ma-chita (I do habitually) -
Indicates regular, repeated action
Present Continuous (Progressive): -ku- -
Ndikuchita = ndi-ku-chita (I am doing) -
Indicates action happening right now
Recent Past (Perfect): -na- or -da- -
Ndanachita = ndi-na-chita (I did/have done) -
Indicates completed recent action
Future: -za- or -dza- -
Ndizachita = ndi-za-chita (I will do) -
Indicates future action
Simple Present (no marker): -
Ndichita (I do) -
Used for immediate actions or general statements
Negation is formed with “sa-” replacing the subject marker in most tenses: -
Sindichita = si-ndi-chita (I don’t do) -
Sanachite = sa-na-chite (he/she didn’t do)
Note: In perfect tense negatives, the final vowel often changes to “e”
-
Forgetting tense markers: English speakers might say “ndichita ntchito” when they mean habitual action. Correct: “ndimachita ntchito” -
Using articles: Chewa has no articles. Don’t translate “the work” as something separate - just “ntchito” -
Subject-verb agreement: The subject marker must match the noun class. “Mwana achita” (child does) uses “a-” because “mwana” is class 1 -
Word order rigidity: While Chewa typically follows SVO order, it’s more flexible than English. “Ntchito ndimachita” (work I-do) is acceptable for emphasis -
Tense usage: The habitual marker “-ma-” is used much more frequently than English “usually/habitually.” “I work” (as a regular job) requires “-ma-” in Chewa
The stem “-chita” can take extensions that modify meaning: -
-chit-its-a (causative: make someone do) -
-chit-ik-a (neuter/stative: be done, be doable) -
-chit-an-a (reciprocal: do together, do for each other)
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“Kuchita” is one of the most frequently used verbs in everyday Chewa conversation. It appears in countless common expressions and is essential for basic communication. The verb is so versatile that it can substitute for more specific verbs when the precise action is clear from context.
“Kuchita” is appropriate in all registers - from informal conversation among friends to formal speeches and written documents. There is no separate “polite form” of this verb, though the choice of subject marker (singular vs. plural “you”) can indicate formality or respect.
Chewa (Chichewa) is spoken across Malawi, Zambia, and Mozambique, where it’s also known as Nyanja. The verb “kuchita” is used consistently across these regions, though pronunciation may vary slightly: -
Malawi: Standard pronunciation with clear tone distinctions -
Zambia (Nyanja): Very similar usage; sometimes called “kuchita” or regional variants -
Mozambique: Used by Chewa speakers in Tete Province
The verb functions identically across these regions, making it a reliable choice for learners regardless of where they plan to use the language.
-
Kuchita chibwenzi = “to have a relationship” (literally: to do friendship) -
Kuchita manyazi = “to be ashamed” (literally: to do shame) -
Kuchita bwanji? = “How are you?” (literally: How are you doing?) -
Kuchita chidwi = “to be interested” (literally: to do interest) -
Kuchita kanthu = “to do something,” but “sanachite kanthu” = “he/she didn’t do anything” -
Kuchita ulendo = “to travel” (literally: to make a journey) -
Kuchita ntchito = “to work” (literally: to do work)
In Chewa culture, the concept of “doing” (kuchita) is closely tied to productivity and community contribution. The phrase “ndimachita ntchito” (I work/I do work) is a source of pride and identity. The communal nature of many activities is reflected in constructions like “tichita pamodzi” (let’s do it together), emphasizing collective effort over individual achievement.
The flexibility of “kuchita” reflects the practical nature of Chewa communication - precision comes from context rather than from having separate verbs for every specific action. This is characteristic of many Bantu languages where verb stems cover broad semantic fields.
For English speakers: “Kuchita” might seem similar to English “activity,” but this is coincidental. The Chewa word derives from the Bantu root *-cit-, found in many related languages.
Across Bantu languages, cognates include: -
Swahili: kufanya (to do) - different root -
Zulu: ukwenza (to do/make) - cognate structure -
Shona: kuita (to do) - closely related
Reminder: This lesson is designed for English speakers learning Chewa (Chichewa/Nyanja).
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Part F-A: Interleaved Text (Construed for Beginners)
F-A.1a Nthawi zonse timachita zimene tikufuna F-A.1b Nthawi (ntha-wi) time zonse (zo-nse) all timachita (ti-ma-chi-ta) we-HABITUAL-do zimene (zi-me-ne) which tikufuna (ti-ku-fu-na) we-PROG-want
F-A.2a Koma tingachite choonadi? F-A.2b Koma (ko-ma) but tingachite (ti-nga-chi-te) we-can-do choonadi (cho-o-na-di) truth
F-A.3a Ena amachita zinthu zabwino F-A.3b Ena (e-na) some amachita (a-ma-chi-ta) they-HABITUAL-do zinthu (zi-nthu) things zabwino (za-bwi-no) good
Part F-B: The Text from F-A with Translation
F-B.1 Nthawi zonse timachita zimene tikufuna. Koma tingachite choonadi? Ena amachita zinthu zabwino. → “We always do what we want. But can we do what is right? Some people do good things.”
Part F-C: Original Chewa Text Only
Nthawi zonse timachita zimene tikufuna. Koma tingachite choonadi? Ena amachita zinthu zabwino.
Part F-D: Grammar Commentary
This passage demonstrates several important grammatical features: -
Habitual tense with -ma-: “timachita” (we habitually do) shows the regular use of the habitual marker for ongoing, repeated actions -
Relative clause: “zimene tikufuna” (which we want) uses “zimene” as a relative pronoun agreeing with “zinthu” (things) in class 8 -
Potential mood with -nga-: “tingachite” (we can/could do) uses the potential marker to indicate possibility or ability -
Noun class agreement: “zinthu zabwino” shows agreement - both “zinthu” and “zabwino” use the class 8 prefix “zi-/za-” -
Word order flexibility: The passage uses standard SVO order but shows how adverbs like “nthawi zonse” (always, literally: all times) can appear sentence-initially
Source Note: This is a constructed pedagogical example following verified Chewa grammatical patterns, designed to illustrate key uses of “kuchita” in context. It reflects the style found in contemporary Chewa religious and moral literature, where the verb “kuchita” appears frequently in discussions of human agency and moral action.
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Part A: Interlinear Construed Text
15.16a Mwachita bwanji lero? 15.16b Mwachita (mwa-chi-ta) you-PERF-did bwanji (bwa-nji) how lero (le-ro) today
15.17a Ndachita bwino, zikomo 15.17b Ndachita (ndi-a-chi-ta) I-PERF-did bwino (bwi-no) well zikomo (zi-ko-mo) thank-you
15.18a Mukuchita ntchito yanji? 15.18b Mukuchita (mu-ku-chi-ta) you-PROG-do ntchito (nchi-to) work yanji (ya-nji) which
15.19a Ndimachita ntchito ya uphunzitsi 15.19b Ndimachita (ndi-ma-chi-ta) I-HABITUAL-do ntchito (nchi-to) work ya (ya) of uphunzitsi (u-phu-nzi-tsi) teaching
15.20a Kodi tinachita nawo mkumano? 15.20b Kodi (ko-di) question-marker tinachita (ti-na-chi-ta) we-PAST-did nawo (na-wo) with-it mkumano (mku-ma-no) meeting
15.21a Inde, tinachita mkumano dzulo 15.21b Inde (i-nde) yes tinachita (ti-na-chi-ta) we-PAST-did mkumano (mku-ma-no) meeting dzulo (dzu-lo) yesterday
15.22a Muzachita chiyani mawa? 15.22b Muzachita (mu-za-chi-ta) you-FUT-will-do chiyani (chi-ya-ni) what mawa (ma-wa) tomorrow
15.23a Ndizachita ulendo wopita ku msika 15.23b Ndizachita (ndi-za-chi-ta) I-FUT-will-make ulendo (u-le-ndo) journey wopita (wo-pi-ta) of-going ku (ku) to msika (msi-ka) market
15.24a Munachita chakudya chabwino? 15.24b Munachita (mu-na-chi-ta) you-PAST-made chakudya (cha-ku-dya) food chabwino (cha-bwi-no) good
15.25a Ee, ndanachita nsima ndi ndiwo 15.25b Ee (ee) yes ndanachita (ndi-a-na-chi-ta) I-PAST-made nsima (nsi-ma) maize-porridge ndi (ndi) and ndiwo (ndi-wo) relish
15.26a Ana akuchita masewera kunja 15.26b Ana (a-na) children akuchita (a-ku-chi-ta) they-PROG-do masewera (ma-se-we-ra) games kunja (ku-nja) outside
15.27a Tichite bwanji tsopano? 15.27b Tichite (ti-chi-te) we-do-SUBJUNCTIVE bwanji (bwa-nji) how tsopano (tso-pa-no) now
15.28a Tiyeni tichite khomo 15.28b Tiyeni (ti-ye-ni) let’s-go tichite (ti-chi-te) we-do-SUBJUNCTIVE khomo (kho-mo) door/closure
15.29a Iye sanachite zimene ndidamufunsa 15.29b Iye (i-ye) he/she sanachite (sa-na-chi-te) NEG-PAST-did zimene (zi-me-ne) which ndidamufunsa (ndi-da-mu-fu-nsa) I-PAST-him/her-ask
15.30a Tichita limodzi limodzi mpaka kumalize 15.30b Tichita (ti-chi-ta) we-do limodzi (li-mo-dzi) one limodzi (li-mo-dzi) one mpaka (mpa-ka) until kumalize (ku-ma-li-ze) to-finish
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Part B: Natural Sentences
15.16 Mwachita bwanji lero? → “How have you been today?” / “How are you today?”
15.17 Ndachita bwino, zikomo → “I’ve been well, thank you”
15.18 Mukuchita ntchito yanji? → “What kind of work do you do?”
15.19 Ndimachita ntchito ya uphunzitsi → “I do teaching work” / “I work as a teacher”
15.20 Kodi tinachita nawo mkumano? → “Did we have the meeting?”
15.21 Inde, tinachita mkumano dzulo → “Yes, we had the meeting yesterday”
15.22 Muzachita chiyani mawa? → “What will you do tomorrow?”
15.23 Ndizachita ulendo wopita ku msika → “I will make a trip to the market”
15.24 Munachita chakudya chabwino? → “Did you make good food?”
15.25 Ee, ndanachita nsima ndi ndiwo → “Yes, I made nsima and relish”
15.26 Ana akuchita masewera kunja → “The children are playing games outside”
15.27 Tichite bwanji tsopano? → “What should we do now?”
15.28 Tiyeni tichite khomo → “Let’s close the door” / “Let’s secure things”
15.29 Iye sanachite zimene ndidamufunsa → “He/She didn’t do what I asked him/her”
15.30 Tichita limodzi limodzi mpaka kumalize → “Let’s do it one by one until we finish”
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Part C: Target Language Only
15.16 Mwachita bwanji lero?
15.17 Ndachita bwino, zikomo
15.18 Mukuchita ntchito yanji?
15.19 Ndimachita ntchito ya uphunzitsi
15.20 Kodi tinachita nawo mkumano?
15.21 Inde, tinachita mkumano dzulo
15.22 Muzachita chiyani mawa?
15.23 Ndizachita ulendo wopita ku msika
15.24 Munachita chakudya chabwino?
15.25 Ee, ndanachita nsima ndi ndiwo
15.26 Ana akuchita masewera kunja
15.27 Tichite bwanji tsopano?
15.28 Tiyeni tichite khomo
15.29 Iye sanachite zimene ndidamufunsa
15.30 Tichita limodzi limodzi mpaka kumalize
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Part D: Grammar Notes for Genre Section
This conversational dialogue demonstrates several advanced features of “kuchita”: -
Greeting formula: “Mwachita bwanji?” (How have you done?) is the standard way to ask “How are you?” in Chewa, using the perfect tense with 2nd person plural marker (polite form) -
Subjunctive mood: “Tichite” (we should do/let’s do) shows the subjunctive form, created by changing the final vowel to “-e” instead of “-a” -
Question particle: “Kodi” introduces yes/no questions, requiring no verb inversion like English -
Associative construction: “ntchito ya uphunzitsi” (work of teaching) shows the associative “ya” connecting nouns -
Complex tense: “ndidamufunsa” (I asked him/her) contains multiple prefixes: ndi- (I) + -da- (past) + -mu- (him/her object) + -funsa (ask) -
Progressive with locative: “Ana akuchita masewera kunja” places the progressive action in space using the locative “kunja” (outside) -
Reduplication for distributive: “limodzi limodzi” (one by one) uses repetition to indicate distribution or sequence -
Hortative construction: “Tiyeni tichite” (let’s go and do) combines the motion verb in hortative mood with subjunctive “kuchita” -
Cultural food reference: “nsima ndi ndiwo” refers to the staple Malawian meal - thick maize porridge (nsima) with a relish (ndiwo), showing authentic usage -
Idiomatic closure: “kuchita khomo” can mean both literally “to do/make a door” and idiomatically “to close up/secure things for the day”
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Chewa uses a Latin-based alphabet with fairly regular spelling conventions:
Consonants: -
Most consonants are pronounced similarly to English -
“ch” = [ʧ] as in “church” (kuchita = ku-CHI-ta) -
“ng’” (with apostrophe) = [ŋ] as in “sing” - different from “ng” without apostrophe -
“ny” = [ɲ] like Spanish “ñ” or “ni” in “onion” -
“mb”, “nd”, “ng”, “nj” = prenasalized consonants (nasal + stop)
Vowels: Chewa has five vowel sounds: -
a = [a] as in “father” -
e = [ɛ] as in “bed” -
i = [i] as in “machine” -
o = [ɔ] as in “thought” -
u = [u] as in “food”
Stress Patterns: -
Stress typically falls on the penultimate (second-to-last) syllable -
ku-CHI-ta (stress on CHI) -
ma-phu-NZI-ro (stress on NZI) -
This pattern is consistent and predictable
Tone: While Chewa is a tonal language with high and low tones that can distinguish meaning, tone is not marked in standard orthography. Learners should listen carefully to native speakers, but can communicate effectively even without perfect tone, as context usually clarifies meaning.
Common Spelling Patterns: -
Syllables are typically open (ending in vowels): CV, CV, CV -
Double consonants are rare; “mm”, “nn” do occur -
The letter combination “bw” represents a labio-velar sound [ɓw]
-
kuchita [ku.ʧi.ta] - to do -
ntchito [nʧi.to] - work (prenasalized “ch”) -
maphunziro [ma.pʰu.nzi.ɾo] - studies -
bwino [bwi.no] - well/good -
pamodzi [pa.mo.dzi] - together -
mawa [ma.wa] - tomorrow -
dzulo [dzu.lo] - yesterday
For accurate pronunciation, learners should seek out: -
Online Chewa dictionaries with audio (e.g., Chichewa-English resources) -
YouTube channels featuring Malawian speakers -
Peace Corps Chichewa language materials with audio components -
Radio programs from Malawi (available online)
The key to good pronunciation is listening to natural speech and mimicking the rhythm and intonation patterns, paying special attention to the regular penultimate stress pattern.
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This lesson is part of the Latinum Institute Language Learning System, a comprehensive approach to language acquisition that has been refined since 2006. Our methodology emphasizes:
Frequency-Based Vocabulary: Each lesson focuses on one word from our scientifically-ordered frequency list of the 1000 most common words. These high-frequency words account for approximately 80% of everyday communication, ensuring that learners gain practical fluency efficiently.
Construed Reading Method: The interlinear gloss format (Section A) allows learners to see the grammatical structure of each sentence word-by-word. This “construed text” approach, used successfully in classical language instruction, accelerates comprehension by making morphology and syntax transparent.
Progressive Difficulty: Lessons begin with simple 2-4 word sentences and progress to complex authentic usage, allowing learners to build confidence gradually while being challenged appropriately.
Authentic Cultural Context: Every lesson includes genuine cultural information and, where possible, citations from native literature or authentic contemporary usage, ensuring learners encounter the language as it is actually used by native speakers.
Complete Grammatical Coverage: Unlike phrasebook approaches, our lessons provide systematic grammar explanation specifically tailored to English speakers learning Chewa, highlighting common pitfalls and differences between the languages.
Multiple Learning Modalities: Each lesson presents content in multiple formats - interlinear gloss, natural translation, target language only, and conversational dialogue - supporting different learning styles and reinforcement through repetition with variation.
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Why Chewa? With over 15-20 million speakers across Malawi, Zambia, and Mozambique, Chichewa (Nyanja) is a major language of Southern Africa. It serves as the national language of Malawi and a regional lingua franca for trade, education, and intercultural communication. Learning Chewa opens doors to: -
Meaningful engagement with Malawian and Zambian communities -
Understanding of Central/Southern African culture and literature -
Professional opportunities in development, education, and commerce -
Access to a rich oral tradition and growing body of written literature
Our Commitment to Accuracy: For lesser-known languages like Chewa, we invest extensive research effort to ensure grammatical accuracy and authentic usage. Every lesson is verified against authoritative sources including academic grammars, native speaker consultation, and published Chewa language materials.
The Path Forward: This is lesson 15 of 1000. Each lesson builds on previous vocabulary while introducing new grammatical concepts. By completing this systematic course, learners will develop genuine communicative competence in Chewa, capable of conducting everyday conversations, understanding native media, and engaging with Chewa literature.
This lesson follows the Latinum Institute Automated Latin Script Language Lesson Generation Protocol v2.1, ensuring consistent quality and pedagogical effectiveness across all modern languages using Latin-based writing systems.
Course Philosophy: Language learning is not about memorizing isolated words but about understanding how native speakers actually communicate. Every example in this lesson represents real, natural Chewa usage patterns that you will encounter in authentic contexts.
Next Steps: Continue with Lesson 16 to expand your high-frequency vocabulary, or review Lessons 1-14 to reinforce foundational grammar before proceeding. Consistent daily practice with authentic materials will accelerate your progress toward fluency.
Zikomo kwambiri (Thank you very much) for learning Chewa with the Latinum Institute!
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