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Welcome to Lesson 22 of the Latinum Institute Modern Hausa Course. This lesson focuses on “cewa” (چَوَا), the essential subordinating conjunction meaning “that” in English. As a complementizer, “cewa” introduces subordinate clauses, particularly in reported speech, thoughts, and statements of fact. This small word is the bridge between a main clause and its dependent complement, making it fundamental to constructing complex Hausa sentences.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “cewa” mean in Hausa?
“Cewa” (pronounced /ʧeːwàː/) is the Hausa complementizer equivalent to English “that” when introducing subordinate clauses. It typically follows verbs of saying, thinking, knowing, or believing to connect the main clause to what was said, thought, or believed. While optional in casual speech, its inclusion adds formality and clarity to complex sentences.
In this lesson, you will encounter “cewa” in 30 carefully constructed examples demonstrating its use with various reporting verbs, in different tenses, and across formal and informal registers. The lesson presents both Boko (the Latin-based official orthography) and Ajami (the traditional Arabic-based script), allowing learners to engage with Hausa’s rich dual-script heritage.
Key Takeaways -
“Cewa” introduces subordinate clauses after verbs of speech, thought, and perception -
It is optional in casual speech but adds formality when included -
Hausa subject pronouns must accompany verbs even when a noun subject is stated -
The complementizer appears after the TAM (Tense-Aspect-Mood) marker
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Boko Script (Latin-based): The official modern orthography adopted in 1930. Features special characters: ɓ (implosive b), ɗ (implosive d), ƙ (ejective k), ‘y (glottalized y). Written left-to-right.
Ajami Script (Arabic-based): Traditional script used since the 14th century. Unlike Arabic, Hausa Ajami retains all vowel diacritics for clarity. Written right-to-left. Special letters include چ (c), ڟ (ts), ݣ (g), and غ (gh).
Note on Format: Line (a) presents Boko with glossing; line (b) presents Ajami with romanization and glossing.
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22.1a Ya he-PERF ce said cewa that ruwa water ya it-PERF zo come
22.1b يَ (ya) he-PERF چَ (ce) said چَوَا (cewa) that رُوَا (ruwa) water يَ (ya) it-PERF زُو (zo) come
22.2a Mun we-PERF sani know cewa that gaskiya truth ne COP.M
22.2b مُنْ (mun) we-PERF سَنِي (sani) know چَوَا (cewa) that گَسْكِيَ (gaskiya) truth نَ (ne) COP.M
22.3a Ta she-PERF faɗa tell cewa that zata she-FUT zo come
22.3b تَ (ta) she-PERF فَضَ (faɗa) tell چَوَا (cewa) that زَتَ (zata) she-FUT زُو (zo) come
22.4a Na I-PERF ji hear cewa that kasuwa market ta it.F-PERF rufe close
22.4b نَ (na) I-PERF جِي (ji) hear چَوَا (cewa) that كَسُوَ (kasuwa) market تَ (ta) it.F-PERF رُفَ (rufe) close
22.5a Sun they-PERF tabbatar confirm cewa that aiki work ya it-PERF ƙare finish
22.5b سُنْ (sun) they-PERF تَبَّتَرْ (tabbatar) confirm چَوَا (cewa) that أَيْكِي (aiki) work يَ (ya) it-PERF قَرَ (ƙare) finish
22.6a Malami teacher ya he-PERF ce said cewa that koyo learning na of Hausa Hausa yana it-is da with muhimmanci importance
22.6b مَلَمِي (malami) teacher يَ (ya) he-PERF چَ (ce) said چَوَا (cewa) that كُويُو (koyo) learning نَ (na) of هَوْسَ (Hausa) Hausa يَنَ (yana) it-is دَ (da) with مُهِمَّنْچِي (muhimmanci) importance
22.7a Yara children sun they-PERF gaskata believe cewa that rana sun za FUT ta it.F fito come-out
22.7b يَرَا (yara) children سُنْ (sun) they-PERF گَسْكَتَ (gaskata) believe چَوَا (cewa) that رَانَ (rana) sun زَ (za) FUT تَ (ta) it.F فِتُو (fito) come-out
22.8a Muka we-REL.PERF gane understand cewa that hanya road ta it.F-PERF toshe block
22.8b مُكَ (muka) we-REL.PERF گَنَ (gane) understand چَوَا (cewa) that هَنْيَ (hanya) road تَ (ta) it.F-PERF تُوشَ (toshe) block
22.9a Uwa mother ta she-PERF ce said cewa that abinci food ya it-PERF shirya prepare
22.9b أُوَ (uwa) mother تَ (ta) she-PERF چَ (ce) said چَوَا (cewa) that أَبِنْچِي (abinci) food يَ (ya) it-PERF شِرْيَ (shirya) prepare
22.10a Babu NEG.exist shakka doubt cewa that shi he mutum person ne COP.M nagari good
22.10b بَابُو (babu) NEG.exist شَكَّ (shakka) doubt چَوَا (cewa) that شِي (shi) he مُتُمْ (mutum) person نَ (ne) COP.M نَگَرِي (nagari) good
22.11a Mun we-PERF tuna remember cewa that jiya yesterday mun we-PERF haɗu meet da with shi him
22.11b مُنْ (mun) we-PERF تُونَ (tuna) remember چَوَا (cewa) that جِيَ (jiya) yesterday مُنْ (mun) we-PERF هَضُو (haɗu) meet دَ (da) with شِي (shi) him
22.12a Labari news ya it-PERF nuna show cewa that tattalin economy arziƙi prosperity yana it-is samun getting ƙarfi strength
22.12b لَابَرِي (labari) news يَ (ya) it-PERF نُونَ (nuna) show چَوَا (cewa) that تَتَّلِنْ (tattalin) economy أَرْزِقِي (arziƙi) prosperity يَنَ (yana) it-is سَمُنْ (samun) getting قَرْفِي (ƙarfi) strength
22.13a Ina I-CONT tsammanin thinking cewa that wannan this shi it ne COP.M mafi most kyau good
22.13b إِنَ (ina) I-CONT تْسَمَّنِنْ (tsammanin) thinking چَوَا (cewa) that وَنَّنْ (wannan) this شِي (shi) it نَ (ne) COP.M مَفِي (mafi) most كْيَوْ (kyau) good
22.14a A IMPERS ce say cewa that hikima wisdom ta it.F-PERF fi surpass arziƙi wealth
22.14b أَ (a) IMPERS چَ (ce) say چَوَا (cewa) that هِكِمَ (hikima) wisdom تَ (ta) it.F-PERF فِي (fi) surpass أَرْزِقِي (arziƙi) wealth
22.15a Duk all sun they-PERF yarda agree cewa that zaman life lafiya peace ya it-PERF fi surpass komai everything
22.15b دُكْ (duk) all سُنْ (sun) they-PERF يَرْدَ (yarda) agree چَوَا (cewa) that زَمَنْ (zaman) life لَافِيَ (lafiya) peace يَ (ya) it-PERF فِي (fi) surpass كُومَيْ (komai) everything
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22.1 Ya ce cewa ruwa ya zo. Ya ce cewa ruwa ya zo. “He said that the rain has come.”
22.2 Mun sani cewa gaskiya ne. Mun sani cewa gaskiya ne. “We know that it is the truth.”
22.3 Ta faɗa cewa zata zo. Ta faɗa cewa zata zo. “She said that she will come.”
22.4 Na ji cewa kasuwa ta rufe. Na ji cewa kasuwa ta rufe. “I heard that the market has closed.”
22.5 Sun tabbatar cewa aiki ya ƙare. Sun tabbatar cewa aiki ya ƙare. “They confirmed that the work has finished.”
22.6 Malami ya ce cewa koyo na Hausa yana da muhimmanci. Malami ya ce cewa koyo na Hausa yana da muhimmanci. “The teacher said that learning Hausa is important.”
22.7 Yara sun gaskata cewa rana za ta fito. Yara sun gaskata cewa rana za ta fito. “The children believe that the sun will come out.”
22.8 Muka gane cewa hanya ta toshe. Muka gane cewa hanya ta toshe. “We understood that the road has been blocked.”
22.9 Uwa ta ce cewa abinci ya shirya. Uwa ta ce cewa abinci ya shirya. “Mother said that the food is ready.”
22.10 Babu shakka cewa shi mutum ne nagari. Babu shakka cewa shi mutum ne nagari. “There is no doubt that he is a good person.”
22.11 Mun tuna cewa jiya mun haɗu da shi. Mun tuna cewa jiya mun haɗu da shi. “We remember that yesterday we met with him.”
22.12 Labari ya nuna cewa tattalin arziƙi yana samun ƙarfi. Labari ya nuna cewa tattalin arziƙi yana samun ƙarfi. “The news showed that the economy is gaining strength.”
22.13 Ina tsammanin cewa wannan shi ne mafi kyau. Ina tsammanin cewa wannan shi ne mafi kyau. “I think that this is the best.”
22.14 A ce cewa hikima ta fi arziƙi. A ce cewa hikima ta fi arziƙi. “It is said that wisdom surpasses wealth.”
22.15 Duk sun yarda cewa zaman lafiya ya fi komai. Duk sun yarda cewa zaman lafiya ya fi komai. “Everyone agreed that living in peace surpasses everything.”
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22.1 Ya ce cewa ruwa ya zo. Ya ce cewa ruwa ya zo.
22.2 Mun sani cewa gaskiya ne. Mun sani cewa gaskiya ne.
22.3 Ta faɗa cewa zata zo. Ta faɗa cewa zata zo.
22.4 Na ji cewa kasuwa ta rufe. Na ji cewa kasuwa ta rufe.
22.5 Sun tabbatar cewa aiki ya ƙare. Sun tabbatar cewa aiki ya ƙare.
22.6 Malami ya ce cewa koyo na Hausa yana da muhimmanci. Malami ya ce cewa koyo na Hausa yana da muhimmanci.
22.7 Yara sun gaskata cewa rana za ta fito. Yara sun gaskata cewa rana za ta fito.
22.8 Muka gane cewa hanya ta toshe. Muka gane cewa hanya ta toshe.
22.9 Uwa ta ce cewa abinci ya shirya. Uwa ta ce cewa abinci ya shirya.
22.10 Babu shakka cewa shi mutum ne nagari. Babu shakka cewa shi mutum ne nagari.
22.11 Mun tuna cewa jiya mun haɗu da shi. Mun tuna cewa jiya mun haɗu da shi.
22.12 Labari ya nuna cewa tattalin arziƙi yana samun ƙarfi. Labari ya nuna cewa tattalin arziƙi yana samun ƙarfi.
22.13 Ina tsammanin cewa wannan shi ne mafi kyau. Ina tsammanin cewa wannan shi ne mafi kyau.
22.14 A ce cewa hikima ta fi arziƙi. A ce cewa hikima ta fi arziƙi.
22.15 Duk sun yarda cewa zaman lafiya ya fi komai. Duk sun yarda cewa zaman lafiya ya fi komai.
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These are the grammar rules for “cewa”:
Function and Position
“Cewa” is a complementizer (subordinating conjunction) that introduces dependent clauses, particularly those expressing what was said, thought, known, or believed. It appears immediately after the main verb and its TAM (Tense-Aspect-Mood) marker, connecting the main clause to the subordinate clause.
The basic structure is: Subject + TAM-marker + Verb + CEWA + Subordinate Clause
Verbs That Take “Cewa”
The complementizer “cewa” most commonly follows these verb types:
Verbs of speech: ce/faɗa (say/tell), ambata (mention), bayyana (explain) Verbs of cognition: sani (know), tuna (remember), manta (forget), tsammani (think) Verbs of perception: ji (hear), gani (see) Verbs of belief: gaskata (believe), yarda (agree) Evidential expressions: babu shakka (no doubt), a ce (it is said)
Optional Usage
In casual speech, “cewa” can be omitted without changing the essential meaning. Both forms are grammatically correct:
Formal: Ya ce cewa zai zo. (He said that he will come.) Casual: Ya ce zai zo. (He said he will come.)
The inclusion of “cewa” adds explicitness and is preferred in formal contexts, writing, and when introducing lengthy or complex subordinate clauses.
Subject Pronoun Requirement
A distinctive feature of Hausa grammar is that subject pronouns must accompany verbs even when a noun subject is stated. When using “cewa,” both the main clause and the subordinate clause must have their respective subject markers:
Malami ya ce cewa koyo yana da kyau. (Teacher he-said that learning it-is with good.) “The teacher said that learning is good.”
Common Mistakes
Omitting subject pronouns: Students may write “Malami ce cewa...” instead of “Malami ya ce cewa...” Remember that the TAM-marked pronoun (ya/ta/sun etc.) must appear even when a noun subject is present.
Confusing “ce” and “cewa”: The verb “ce” (to say) is different from the complementizer “cewa” (that). They often appear together as “ya ce cewa” (he said that), which is grammatically correct, not redundant.
Word order errors: The complementizer must come between the matrix verb and the subordinate clause. It cannot begin a sentence or appear at the end.
Gender Agreement in Subordinate Clauses
Remember that within the subordinate clause following “cewa,” all normal Hausa gender agreement rules apply. Masculine subjects take “ya/yana” forms while feminine subjects take “ta/tana”:
Ya ce cewa ruwa ya zo. (He said that the rain [m.] has come.) Ta ce cewa rana ta fito. (She said that the sun [f.] has come out.)
The “Cewa” vs. Zero Complementizer
Unlike English where “that” can often be omitted, Hausa “cewa” carries a slightly different nuance when present versus absent:
With cewa: More formal, emphatic, clear boundary between clauses Without cewa: More casual, flowing, common in everyday speech
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Oral Tradition and Reported Speech
In Hausa culture, the accurate transmission of speech is highly valued. The proverb “Magana jari ce” (Speech is profit/capital) reflects the cultural importance placed on words and their proper reporting. This makes “cewa” particularly significant, as it marks the boundary between a speaker’s own words and those being attributed to another.
Formal vs. Informal Register
In formal contexts such as news broadcasts on Radio Nigeria or Voice of America Hausa Service, “cewa” is consistently used. In everyday market conversations or among friends, it may be dropped. Learners should be aware that using “cewa” appropriately signals linguistic competence and awareness of register.
Religious Discourse
In Islamic scholarly discourse, which has profoundly influenced Hausa intellectual culture, “cewa” frequently appears in phrases like “Allah ya ce cewa...” (God has said that...) or “Annabi ya ce cewa...” (The Prophet said that...). The complementizer adds reverence and clarity to religious citations.
Storytelling Conventions
Traditional Hausa storytelling (tatsuniya) makes extensive use of reported speech. Storytellers employ “cewa” to introduce direct or indirect speech of characters, creating a layered narrative structure. The phrase “in ji shi” (he said) or “ta ce cewa” (she said that) punctuates these narratives.
Regional Variations
While “cewa” is standard across Hausa-speaking regions (Nigeria, Niger, Ghana, Cameroon, and diaspora communities), some dialectal variations exist in its pronunciation, ranging from /ʧeːwàː/ to /ʧèːwáː/ depending on the region. The complementizer function remains consistent across all dialects.
Modern Media Usage
In contemporary Hausa media, including newspapers like Gaskiya Ta Fi Kwabo and digital platforms, “cewa” appears frequently in news reporting to attribute statements to sources. Journalists use constructions like “Gwamna ya ce cewa...” (The Governor said that...) to maintain journalistic accuracy.
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The following excerpt is adapted from the storytelling tradition exemplified by Abubakar Imam’s “Magana Jari Ce” (1937-1960), a foundational work of modern Hausa literature featuring a wise parrot who tells stories. This passage demonstrates the use of “cewa” in narrative contexts.
Sarki king ya he-PERF kira call manzonsa messenger-his ya he-PERF ce say cewa that ya he-SUBJ tafi go ya he-SUBJ kawo bring labari news daga from ƙasashen lands waje outside
سَرْكِي (sarki) king يَ (ya) he-PERF كِرَا (kira) call مَنْزُونْسَ (manzonsa) messenger-his يَ (ya) he-PERF چَ (ce) say چَوَا (cewa) that يَ (ya) he-SUBJ تَافِي (tafi) go يَ (ya) he-SUBJ كَاوُو (kawo) bring لَابَرِي (labari) news دَگَ (daga) from قَاسَاشَنْ (ƙasashen) lands وَجَ (waje) outside
Manzon messenger ya he-PERF tafi go ya he-PERF dawo return ya he-PERF ce say cewa that ya he-PERF ga see abubuwa things masu which ban cause mamaki amazement
مَنْزُونْ (manzon) messenger يَ (ya) he-PERF تَافِي (tafi) go يَ (ya) he-PERF دَاوُو (dawo) return يَ (ya) he-PERF چَ (ce) say چَوَا (cewa) that يَ (ya) he-PERF گَ (ga) see أَبُوبُوَ (abubuwa) things مَسُو (masu) which بَنْ (ban) cause مَمَكِي (mamaki) amazement
Sarki king ya he-PERF yi do farin white ciki inside sosai very domin because ya he-PERF sani know cewa that duniya world tana it.F-is da with al’ajabi wonders da and yawa many
سَرْكِي (sarki) king يَ (ya) he-PERF يِي (yi) do فَرِنْ (farin) white چِكِي (ciki) inside سُوسَيْ (sosai) very دُومِنْ (domin) because يَ (ya) he-PERF سَنِي (sani) know چَوَا (cewa) that دُنِيَ (duniya) world تَنَ (tana) it.F-is دَ (da) with أَلْعَجَبِي (al’ajabi) wonders دَ (da) and يَوَ (yawa) many
Sarki ya kira manzonsa ya ce cewa ya tafi ya kawo labari daga ƙasashen waje. Manzon ya tafi ya dawo ya ce cewa ya ga abubuwa masu ban mamaki. Sarki ya yi farin ciki sosai domin ya sani cewa duniya tana da al’ajabi da yawa.
“The king called his messenger and said that he should go and bring news from foreign lands. The messenger went and returned and said that he had seen things that cause amazement. The king was very happy because he knew that the world has many wonders.”
Sarki ya kira manzonsa ya ce cewa ya tafi ya kawo labari daga ƙasashen waje. Manzon ya tafi ya dawo ya ce cewa ya ga abubuwa masu ban mamaki. Sarki ya yi farin ciki sosai domin ya sani cewa duniya tana da al’ajabi da yawa.
سَرْكِي يَ كِرَا مَنْزُونْسَ يَ چَ چَوَا يَ تَافِي يَ كَاوُو لَابَرِي دَگَ قَاسَاشَنْ وَجَ۔ مَنْزُونْ يَ تَافِي يَ دَاوُو يَ چَ چَوَا يَ گَ أَبُوبُوَ مَسُو بَنْ مَمَكِي۔ سَرْكِي يَ يِي فَرِنْ چِكِي سُوسَيْ دُومِنْ يَ سَنِي چَوَا دُنِيَ تَنَ دَ أَلْعَجَبِي دَ يَوَ۔
Key Vocabulary: -
Sarki (سَرْكِي) - king, traditional ruler -
Manzo (مَنْزُو) - messenger (manzonsa = his messenger, with possessive suffix) -
Kira (كِرَا) - to call, summon -
Labari (لَابَرِي) - news, story -
Ƙasashe (قَاسَاشَ) - lands, countries (plural of ƙasa) -
Waje (وَجَ) - outside, exterior -
Dawo (دَاوُو) - to return -
Mamaki (مَمَكِي) - amazement, wonder -
Farin ciki (فَرِنْ چِكِي) - happiness (lit. “white inside”) -
Al’ajabi (أَلْعَجَبِي) - wonder, marvel (Arabic loanword) -
Duniya (دُنِيَ) - world (Arabic loanword)
Grammar Points Illustrated: -
Triple use of “cewa”: The passage demonstrates “cewa” in three distinct contexts: introducing a command (ya ce cewa ya tafi), introducing reported perception (ya ce cewa ya ga), and introducing known fact (ya sani cewa). -
Subjunctive after “cewa”: When “cewa” introduces a purpose or command clause, the verb takes subjunctive form (unmarked TAM): “ya ce cewa ya tafi” (he said that he should go). -
Narrative chaining: Hausa narrative style chains clauses with “ya...ya...ya” creating flowing sequences of completed actions.
Abubakar Imam (1911-1981) revolutionized Hausa literature with works that blended traditional storytelling with modern prose techniques. “Magana Jari Ce” (Speech is Profit) established the template for Hausa prose fiction, using the frame narrative of a wise parrot storyteller. The work demonstrates the power of reported speech, making “cewa” central to its narrative architecture. Imam’s skillful use of complementizers to layer stories within stories reflects the sophisticated oral tradition of Hausa culture while adapting it for the printed page.
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The following news report demonstrates “cewa” in journalistic contexts, reflecting modern media usage.
22.16a Gwamnatin government-the tarayya federal ta it.F-PERF sanar announce cewa that za FUT a IMPERS gina build sabbin new makarantu schools
22.16b گْوَمْنَتِنْ (gwamnatin) government-the تَرَيَّ (tarayya) federal تَ (ta) it.F-PERF سَنَرْ (sanar) announce چَوَا (cewa) that زَ (za) FUT أَ (a) IMPERS گِنَ (gina) build سَبِّنْ (sabbin) new مَكَرَنْتُو (makarantu) schools
22.17a Ministan minister-the ilimi education ya he-PERF bayyana explain cewa that aikin work-the zai it-FUT fara begin nan here ba NEG da with jimawa delay ba NEG
22.17b مِنِسْتَنْ (ministan) minister-the إِلِمِي (ilimi) education يَ (ya) he-PERF بَيَّنَ (bayyana) explain چَوَا (cewa) that أَيْكِنْ (aikin) work-the زَيْ (zai) it-FUT فَرَ (fara) begin نَنْ (nan) here بَ (ba) NEG دَ (da) with جِمَوَ (jimawa) delay بَ (ba) NEG
22.18a ‘Yan children-of jarida newspaper sun they-PERF ruwaito report cewa that al’umma community ta it.F-PERF maraba welcome shirin plan
22.18b يَنْ (yan) children-of جَرِيدَ (jarida) newspaper سُنْ (sun) they-PERF رُوَيْتُو (ruwaito) report چَوَا (cewa) that أَلْأُمَّ (al’umma) community تَ (ta) it.F-PERF مَرَابَ (maraba) welcome شِرِنْ (shirin) plan
22.19a Shugaban leader-the ƙasa country ya he-PERF jaddada emphasize cewa that ilimi education shi it ne COP.M mabuɗin key-of ci eating gaba forward
22.19b شُوگَبَنْ (shugaban) leader-the قَاسَ (ƙasa) country يَ (ya) he-PERF جَدَّدَ (jaddada) emphasize چَوَا (cewa) that إِلِمِي (ilimi) education شِي (shi) it نَ (ne) COP.M مَبُضِنْ (mabuɗin) key-of چِي (ci) eating گَبَ (gaba) forward
22.20a Wasu some masana experts sun they-PERF yi do hasashe prediction cewa that aikin work-the zai it-FUT ɗauki take shekaru years biyu two
22.20b وَسُو (wasu) some مَسَنَ (masana) experts سُنْ (sun) they-PERF يِي (yi) do هَسَشَ (hasashe) prediction چَوَا (cewa) that أَيْكِنْ (aikin) work-the زَيْ (zai) it-FUT ضَوْكِي (ɗauki) take شَكَرُو (shekaru) years بِيُو (biyu) two
22.21a Ministoci ministers sun they-PERF tabbatar confirm cewa that kuɗi money ya it-PERF ishe suffice don for aikin work-the
22.21b مِنِسْتُوچِي (ministoci) ministers سُنْ (sun) they-PERF تَبَّتَرْ (tabbatar) confirm چَوَا (cewa) that كُضِي (kuɗi) money يَ (ya) it-PERF إِشَ (ishe) suffice دُونْ (don) for أَيْكِنْ (aikin) work-the
22.22a Wani certain ɗan son-of majalisar council-of wakilai representatives ya he-PERF nuna show damuwa concern cewa that tsarin plan-the na of iya may fuskantar face ƙalubale challenges
22.22b وَنِي (wani) certain ضَنْ (ɗan) son-of مَجَلِسَرْ (majalisar) council-of وَكِيلَيْ (wakilai) representatives يَ (ya) he-PERF نُونَ (nuna) show دَمُوَ (damuwa) concern چَوَا (cewa) that تْسَرِنْ (tsarin) plan-the نَ (na) of إِيَ (iya) may فُسْكَنْتَرْ (fuskantar) face قَالُوبَالَ (ƙalubale) challenges
22.23a ‘Yan children-of makaranta school sun they-PERF ce say cewa that suna they-are farin white ciki inside matuka extremely
22.23b يَنْ (yan) children-of مَكَرَنْتَ (makaranta) school سُنْ (sun) they-PERF چَ (ce) say چَوَا (cewa) that سُونَ (suna) they-are فَرِنْ (farin) white چِكِي (ciki) inside مَتُوكَ (matuka) extremely
22.24a Iyaye parents sun they-PERF nuna show godiya gratitude sun they-PERF ce say cewa that wannan this babbar big.F nasara victory ce COP.F
22.24b إِيَايَ (iyaye) parents سُنْ (sun) they-PERF نُونَ (nuna) show گُودِيَ (godiya) gratitude سُنْ (sun) they-PERF چَ (ce) say چَوَا (cewa) that وَنَّنْ (wannan) this بَبَّرْ (babbar) big.F نَسَرَ (nasara) victory چَ (ce) COP.F
22.25a Shugaban leader-the ƙungiyar association-of malamai teachers ya he-PERF yi do kira call ga to gwamnati government cewa that ta it.F-SUBJ ƙara increase albashin salaries-of malamai teachers
22.25b شُوگَبَنْ (shugaban) leader-the قُنْگِيَرْ (ƙungiyar) association-of مَلَمَيْ (malamai) teachers يَ (ya) he-PERF يِي (yi) do كِرَا (kira) call گَ (ga) to گْوَمْنَتِي (gwamnati) government چَوَا (cewa) that تَ (ta) it.F-SUBJ قَرَ (ƙara) increase أَلْبَشِنْ (albashin) salaries-of مَلَمَيْ (malamai) teachers
22.26a Jami’an officials-of gwamnati government sun they-PERF amsa reply cewa that za FUT su they yi do la’akari consideration da with bukatar needs-of malamai teachers
22.26b جَمِيعَنْ (jami’an) officials-of گْوَمْنَتِي (gwamnati) government سُنْ (sun) they-PERF أَمْسَ (amsa) reply چَوَا (cewa) that زَ (za) FUT سُو (su) they يِي (yi) do لَعَكَرِي (la’akari) consideration دَ (da) with بُوكَتَرْ (bukatar) needs-of مَلَمَيْ (malamai) teachers
22.27a Bincike research ya it-PERF nuna show cewa that kashi portion sittin sixty cikin in ɗari hundred na of yara children ba NEG su they da with damar opportunity-of makaranta school ba NEG
22.27b بِنْچِكَ (bincike) research يَ (ya) it-PERF نُونَ (nuna) show چَوَا (cewa) that كَشِي (kashi) portion سِتِّنْ (sittin) sixty چِكِنْ (cikin) in ضَرِي (ɗari) hundred نَ (na) of يَرَ (yara) children بَ (ba) NEG سُو (su) they دَ (da) with دَمَرْ (damar) opportunity-of مَكَرَنْتَ (makaranta) school بَ (ba) NEG
22.28a Hukumar authority-of kula caring da with ilimi education ta it.F-PERF tabbatar confirm cewa that za FUT ta it.F ɗauki take mataki step na of gaggawa urgency
22.28b هُوكُومَرْ (hukumar) authority-of كُولَ (kula) caring دَ (da) with إِلِمِي (ilimi) education تَ (ta) it.F-PERF تَبَّتَرْ (tabbatar) confirm چَوَا (cewa) that زَ (za) FUT تَ (ta) it.F ضَوْكِي (ɗauki) take مَتَكِي (mataki) step نَ (na) of گَگَّوَ (gaggawa) urgency
22.29a ‘Yan children-of siyasa politics sun they-PERF yi do alkawari promise cewa that za FUT su they goyi support bayan behind shirin plan-the
22.29b يَنْ (yan) children-of سِيَاسَ (siyasa) politics سُنْ (sun) they-PERF يِي (yi) do أَلْكَوَرِي (alkawari) promise چَوَا (cewa) that زَ (za) FUT سُو (su) they گُويِي (goyi) support بَايَنْ (bayan) behind شِرِنْ (shirin) plan-the
22.30a A IMPERS ƙarshe end duk all ɓangarori sides sun they-PERF yarda agree cewa that ilimi education shi it ne COP.M tushen foundation-of bunƙasar development-of ƙasa country
22.30b أَ (a) IMPERS قَرْشَ (ƙarshe) end دُكْ (duk) all بَنْگَرُورِي (ɓangarori) sides سُنْ (sun) they-PERF يَرْدَ (yarda) agree چَوَا (cewa) that إِلِمِي (ilimi) education شِي (shi) it نَ (ne) COP.M تُوشَنْ (tushen) foundation-of بُنْقَسَرْ (bunƙasar) development-of قَاسَ (ƙasa) country
22.16 Gwamnatin tarayya ta sanar cewa za a gina sabbin makarantu. Gwamnatin tarayya ta sanar cewa za a gina sabbin makarantu. “The federal government announced that new schools will be built.”
22.17 Ministan ilimi ya bayyana cewa aikin zai fara nan ba da jimawa ba. Ministan ilimi ya bayyana cewa aikin zai fara nan ba da jimawa ba. “The Minister of Education explained that the work will begin soon.”
22.18 ‘Yan jarida sun ruwaito cewa al’umma ta maraba da shirin. ‘Yan jarida sun ruwaito cewa al’umma ta maraba da shirin. “Journalists reported that the community welcomed the plan.”
22.19 Shugaban ƙasa ya jaddada cewa ilimi shi ne mabuɗin ci gaba. Shugaban ƙasa ya jaddada cewa ilimi shi ne mabuɗin ci gaba. “The President emphasized that education is the key to progress.”
22.20 Wasu masana sun yi hasashe cewa aikin zai ɗauki shekaru biyu. Wasu masana sun yi hasashe cewa aikin zai ɗauki shekaru biyu. “Some experts predicted that the work will take two years.”
22.21 Ministoci sun tabbatar cewa kuɗi ya ishe don aikin. Ministoci sun tabbatar cewa kuɗi ya ishe don aikin. “Ministers confirmed that there is sufficient money for the work.”
22.22 Wani ɗan majalisar wakilai ya nuna damuwa cewa tsarin na iya fuskantar ƙalubale. Wani ɗan majalisar wakilai ya nuna damuwa cewa tsarin na iya fuskantar ƙalubale. “A member of the House of Representatives expressed concern that the plan may face challenges.”
22.23 ‘Yan makaranta sun ce cewa suna farin ciki matuka. ‘Yan makaranta sun ce cewa suna farin ciki matuka. “Students said that they are extremely happy.”
22.24 Iyaye sun nuna godiya sun ce cewa wannan babbar nasara ce. Iyaye sun nuna godiya sun ce cewa wannan babbar nasara ce. “Parents showed gratitude and said that this is a great victory.”
22.25 Shugaban ƙungiyar malamai ya yi kira ga gwamnati cewa ta ƙara albashin malamai. Shugaban ƙungiyar malamai ya yi kira ga gwamnati cewa ta ƙara albashin malamai. “The leader of the teachers’ union called on the government to increase teachers’ salaries.”
22.26 Jami’an gwamnati sun amsa cewa za su yi la’akari da bukatar malamai. Jami’an gwamnati sun amsa cewa za su yi la’akari da bukatar malamai. “Government officials replied that they will consider the needs of teachers.”
22.27 Bincike ya nuna cewa kashi sittin cikin ɗari na yara ba su da damar makaranta ba. Bincike ya nuna cewa kashi sittin cikin ɗari na yara ba su da damar makaranta ba. “Research showed that sixty percent of children do not have access to school.”
22.28 Hukumar kula da ilimi ta tabbatar cewa za ta ɗauki mataki na gaggawa. Hukumar kula da ilimi ta tabbatar cewa za ta ɗauki mataki na gaggawa. “The education authority confirmed that it will take urgent steps.”
22.29 ‘Yan siyasa sun yi alkawari cewa za su goyi bayan shirin. ‘Yan siyasa sun yi alkawari cewa za su goyi bayan shirin. “Politicians promised that they will support the plan.”
22.30 A ƙarshe, duk ɓangarori sun yarda cewa ilimi shi ne tushen bunƙasar ƙasa. A ƙarshe, duk ɓangarori sun yarda cewa ilimi shi ne tushen bunƙasar ƙasa. “In the end, all sides agreed that education is the foundation of national development.”
22.16 Gwamnatin tarayya ta sanar cewa za a gina sabbin makarantu. Gwamnatin tarayya ta sanar cewa za a gina sabbin makarantu.
22.17 Ministan ilimi ya bayyana cewa aikin zai fara nan ba da jimawa ba. Ministan ilimi ya bayyana cewa aikin zai fara nan ba da jimawa ba.
22.18 ‘Yan jarida sun ruwaito cewa al’umma ta maraba da shirin. ‘Yan jarida sun ruwaito cewa al’umma ta maraba da shirin.
22.19 Shugaban ƙasa ya jaddada cewa ilimi shi ne mabuɗin ci gaba. Shugaban ƙasa ya jaddada cewa ilimi shi ne mabuɗin ci gaba.
22.20 Wasu masana sun yi hasashe cewa aikin zai ɗauki shekaru biyu. Wasu masana sun yi hasashe cewa aikin zai ɗauki shekaru biyu.
22.21 Ministoci sun tabbatar cewa kuɗi ya ishe don aikin. Ministoci sun tabbatar cewa kuɗi ya ishe don aikin.
22.22 Wani ɗan majalisar wakilai ya nuna damuwa cewa tsarin na iya fuskantar ƙalubale. Wani ɗan majalisar wakilai ya nuna damuwa cewa tsarin na iya fuskantar ƙalubale.
22.23 ‘Yan makaranta sun ce cewa suna farin ciki matuka. ‘Yan makaranta sun ce cewa suna farin ciki matuka.
22.24 Iyaye sun nuna godiya sun ce cewa wannan babbar nasara ce. Iyaye sun nuna godiya sun ce cewa wannan babbar nasara ce.
22.25 Shugaban ƙungiyar malamai ya yi kira ga gwamnati cewa ta ƙara albashin malamai. Shugaban ƙungiyar malamai ya yi kira ga gwamnati cewa ta ƙara albashin malamai.
22.26 Jami’an gwamnati sun amsa cewa za su yi la’akari da bukatar malamai. Jami’an gwamnati sun amsa cewa za su yi la’akari da bukatar malamai.
22.27 Bincike ya nuna cewa kashi sittin cikin ɗari na yara ba su da damar makaranta ba. Bincike ya nuna cewa kashi sittin cikin ɗari na yara ba su da damar makaranta ba.
22.28 Hukumar kula da ilimi ta tabbatar cewa za ta ɗauki mataki na gaggawa. Hukumar kula da ilimi ta tabbatar cewa za ta ɗauki mataki na gaggawa.
22.29 ‘Yan siyasa sun yi alkawari cewa za su goyi bayan shirin. ‘Yan siyasa sun yi alkawari cewa za su goyi bayan shirin.
22.30 A ƙarshe, duk ɓangarori sun yarda cewa ilimi shi ne tushen bunƙasar ƙasa. A ƙarshe, duk ɓangarori sun yarda cewa ilimi shi ne tushen bunƙasar ƙasa.
Journalistic Usage of “Cewa”
In news reporting, “cewa” functions as a crucial attribution marker. Hausa journalism follows conventions similar to English, where reported speech requires clear attribution. The complementizer signals to readers that the following content represents someone else’s statement, not the journalist’s assertion.
Verbs of Attribution in News Hausa: -
sanar (to announce) - official statements -
bayyana (to explain, clarify) - detailed explanations -
ruwaito (to report) - journalistic reporting -
jaddada (to emphasize) - stressed points -
tabbatar (to confirm) - verified information -
nuna damuwa (to express concern) - cautionary statements -
yi hasashe (to predict) - forecasts -
yi alkawari (to promise) - commitments
Passive Constructions: Hausa uses impersonal “a” for passive voice, often combined with “cewa”: “A ce cewa...” (It is said that...) “Za a gina...” (Will be built...)
Complex Noun Phrases: News Hausa employs elaborate noun phrases before “cewa”: “Gwamnatin tarayya ta sanar cewa...” (The federal government announced that...) “Shugaban ƙungiyar malamai ya yi kira cewa...” (The teachers’ union leader called that...)
Statistical Reporting: When reporting statistics, “cewa” introduces the data: “Bincike ya nuna cewa kashi sittin cikin ɗari...” (Research showed that sixty percent...)
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“Cewa” Pronunciation: IPA: /ʧeːwàː/ -
“c” represents the affricate [ʧ] as in English “church” -
“e” is long [eː], similar to “ay” in “say” but held longer -
“w” is a standard [w] glide -
“a” is long [aː] with low tone
Special Hausa Consonants: -
ɓ /ɓ/ - implosive bilabial stop (air flows inward) -
ɗ /ɗ/ - implosive alveolar stop -
ƙ /kʼ/ - ejective velar stop (produced with glottal pressure) -
ts /tsʼ/ - ejective alveolar affricate
Tone Patterns: Hausa is a tone language with three tones: high (unmarked in standard orthography), low (marked with grave accent in linguistic texts), and falling. “Cewa” has the pattern: High-Low-Low (/ʧéːwàː/).
Common Pronunciation Errors for English Speakers: -
Pronouncing “c” as [k] instead of [ʧ] -
Shortening long vowels -
Ignoring tone distinctions -
Pronouncing “ƙ” as regular [k] instead of ejective [kʼ]
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The Autodidact Methodology
This course is designed for self-directed learners who want to achieve genuine fluency through systematic study. The interlinear format presents each Hausa word with its grammatical function and English equivalent, allowing learners to build understanding from the ground up. Rather than memorizing phrases, students learn to parse sentences analytically, developing the skills to read authentic Hausa texts independently.
The Dual-Script Approach
By presenting both Boko and Ajami scripts, this course prepares learners for the full range of Hausa written materials. While Boko is the modern standard, Ajami remains important for Islamic scholarship, historical documents, and cultural heritage. Familiarity with both scripts opens doors to a richer engagement with Hausa literature and society.
How Interlinear Glossing Accelerates Comprehension
Research in second language acquisition supports the effectiveness of glossed texts for vocabulary acquisition and grammatical awareness. The word-by-word breakdown removes guesswork, while the progression from construed text (Section A) through natural sentences (Section B) to target-language-only (Section C) builds confidence and independent reading ability.
nexal-codes: #Hausa #HausaLanguage #LearnHausa #AfricanLanguages #Ajami #Boko #NigerianLanguages #ChadianLanguages #WestAfrica #LanguageLearning #Autodidact #Interlinear #LatinumInstitute #Complementizer #Grammar #SubordinateClause #ReportedSpeech #HausaGrammar #AbubakarImam #HausaLiterature
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✓ Lesson 22 Hausa complete
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