###
Welcome to Lesson 52 of the Latinum Institute isiZulu course. This lesson focuses on the temporal and consequential adverb “then” as expressed in isiZulu, one of the most important connective concepts for building coherent narratives and logical sequences.
Unlike English, which uses the single word “then” for multiple meanings, isiZulu employs several distinct forms depending on context:
-ke (emphatic particle) — attaches to verbs, pronouns, and adverbs to create “then/so” meaning
ngakho / ngakho-ke — “therefore, so then” (consequential)
ngalesosikhathi — “at that time” (temporal reference)
bese — “and then” (sequential connector)
khona — “there/then” (locative pronoun with temporal extension)
The particle -ke is particularly central to isiZulu discourse, appearing constantly in everyday speech to mark sequence, emphasis, and logical connection. Understanding when and how to use each form will significantly enhance your ability to construct natural-sounding Zulu sentences.
FAQ: What does “then” mean in isiZulu?
The English adverb “then” has multiple equivalents in isiZulu: the emphatic particle -ke (added to words like manje-ke “now then,” wena-ke “you then”), the consequential ngakho (”therefore”), the temporal ngalesosikhathi (”at that time”), and the sequential bese (”and then”). The choice depends on whether you’re expressing sequence, consequence, or temporal reference.
This lesson will present 30 examples demonstrating these forms across various contexts.
Course Index:
https://latinum.substack.com/p/index
Key Takeaways:
The particle -ke is the most versatile “then” marker, attachable to verbs, pronouns, and adverbs
Ngakho expresses logical consequence (”therefore, so then”)
Ngalesosikhathi marks specific temporal reference (”at that time”)
Bese connects sequential actions (”and then”)
IsiZulu often embeds “then” meaning within verb morphology through consecutive tense
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
-ke [kɛ] — short, emphatic particle; high tone
ngakho [ŋáːkʰɔ́] — “therefore”; aspirated /kʰ/
ngalesosikhathi [ŋalɛsɔsikʰátʰi] — “at that time”; aspirated consonants throughout
bese [ɓɛ́sɛ] — “and then”; implosive /ɓ/
khona [kʰɔ́na] — “there/then”; aspirated /kʰ/
manje [mán.dʒɛ] — “now”; when combined with -ke becomes manje-ke “now then”
Note on the implosive /ɓ/: The /b/ in bese is an implosive consonant, produced by pulling air inward rather than pushing it out. This distinguishes it from English /b/.
Note on aspirated consonants: The /kʰ/ in khona, ngakho, and sikhathi is strongly aspirated — a puff of air follows the consonant, similar to the /k/ in English “kite.”
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
This section presents the target language with each word in bold, followed immediately by its English gloss. Grammatical markers appear in CAPS.
52.1 Manje-ke now-EMPH siyahamba we-PRES-go
/mán.dʒɛ.kɛ sija.háːm.ɓa/ we-PRES-go
52.2 Ngakho therefore umfana the-boy-CL1 wabaleka he-PAST-run
/ŋá.kʰɔ́ um.fá.na wa.ɓa.lɛ́.ka/ he-PAST-run
52.3 Wena-ke you-EMPH uthini? you-say-what
/wɛ́.na.kɛ u.tʰí.ni/ you-say-what
52.4 Ngalesosikhathi at-that-time sasisekhaya we-were-at-home
/ŋa.lɛ.sɔ.si.kʰá.tʰi sa.si.sɛ.kʰá.ja/ we-were-at-home
52.5 Wayesebenza he-was-working bese and-then walala he-PAST-sleep
/wa.jɛ.sɛ.ɓɛ́n.za ɓɛ́.sɛ wa.lá.la/ he-PAST-sleep
52.6 Khona-ke then-EMPH saqala we-PAST-begin ukufunda to-learn
/kʰɔ́.na.kɛ sa.qá.la u.ku.fún.da/ to-learn
52.7 Ngakho-ke therefore-EMPH angizukuza I-NEG-FUT-come
/ŋá.kʰɔ.kɛ a.ŋi.zú.ku.za/ I-NEG-FUT-come
52.8 Yena-ke he/she-EMPH wahamba he/she-PAST-go kuqala first
/jɛ́.na.kɛ wa.hám.ɓa ku.qá.la/ first
52.9 Wafika he-PAST-arrive bese and-then wadla he-PAST-eat
/wa.fí.ka ɓɛ́.sɛ wa.dlá/ he-PAST-eat
52.10 Ngalesosikhathi at-that-time inkosi the-king-CL9 yayibusa he-was-ruling
/ŋa.lɛ.sɔ.si.kʰá.tʰi iŋ.kɔ́.si ja.ji.ɓú.sa/ he-was-ruling
52.11 Kuhle-ke it-is-good-EMPH ukuthi that senze we-do-SUBJ njalo so
/ku.hlɛ́.kɛ u.ku.tʰi sɛ́n.zɛ n.dʒá.lɔ/ so
52.12 Ngakho therefore bamthanda they-him-love bonke all
/ŋá.kʰɔ́ ɓa.m.tʰán.da ɓɔ́n.kɛ/ all
52.13 Lalela-ke listen-EMPH mfana boy-CL1 wami my
/la.lɛ́.la.kɛ m.fá.na wá.mi/ my
52.14 Asambeni-ke let-us-go-EMPH manje now
/a.sam.ɓɛ́.ni.kɛ mán.dʒɛ/ now
52.15 Ngalesosikhathi at-that-time babengazi they-NEG-were-knowing lutho nothing
/ŋa.lɛ.sɔ.si.kʰá.tʰi ɓa.ɓɛ.ŋá.zi lú.tʰɔ/ nothing
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
52.1 Manje-ke siyahamba. → “Now then, we’re going.”
52.2 Ngakho umfana wabaleka. → “Therefore, the boy ran.”
52.3 Wena-ke uthini? → “And you then, what do you say?”
52.4 Ngalesosikhathi sasisekhaya. → “At that time, we were at home.”
52.5 Wayesebenza bese walala. → “He was working and then he slept.”
52.6 Khona-ke saqala ukufunda. → “Then we began to learn.”
52.7 Ngakho-ke angizukuza. → “Therefore then, I won’t come.”
52.8 Yena-ke wahamba kuqala. → “He/she then went first.”
52.9 Wafika bese wadla. → “He arrived and then ate.”
52.10 Ngalesosikhathi inkosi yayibusa. → “At that time, the king was ruling.”
52.11 Kuhle-ke ukuthi senze njalo. → “It’s good then that we do so.”
52.12 Ngakho bamthanda bonke. → “Therefore, they all love him.”
52.13 Lalela-ke mfana wami. → “Listen then, my boy.”
52.14 Asambeni-ke manje. → “Let’s go then now.”
52.15 Ngalesosikhathi babengazi lutho. → “At that time, they knew nothing.”
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
52.1 Manje-ke siyahamba.
52.2 Ngakho umfana wabaleka.
52.3 Wena-ke uthini?
52.4 Ngalesosikhathi sasisekhaya.
52.5 Wayesebenza bese walala.
52.6 Khona-ke saqala ukufunda.
52.7 Ngakho-ke angizukuza.
52.8 Yena-ke wahamba kuqala.
52.9 Wafika bese wadla.
52.10 Ngalesosikhathi inkosi yayibusa.
52.11 Kuhle-ke ukuthi senze njalo.
52.12 Ngakho bamthanda bonke.
52.13 Lalela-ke mfana wami.
52.14 Asambeni-ke manje.
52.15 Ngalesosikhathi babengazi lutho.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
Grammar Rules for This Passage:
The following grammatical structures are essential for understanding “then” expressions in isiZulu.
1. The Emphatic Particle -ke
The particle -ke is one of the most frequently used elements in spoken isiZulu. It attaches to the end of words to add emphasis or to mark sequence/consequence — effectively creating “then” meanings.
It can attach to:
Pronouns: wena-ke (you then), yena-ke (he/she then), mina-ke (I then)
Adverbs: manje-ke (now then), khona-ke (there then / then indeed)
Verbs: lalela-ke (listen then), hamba-ke (go then)
Adjectives/Statives: kuhle-ke (it’s good then)
The particle does not change form — it remains -ke regardless of what it attaches to.
2. Ngakho — Logical Consequence
Ngakho (often strengthened to ngakho-ke) expresses logical consequence, equivalent to English “therefore” or “so then.” It typically appears at the beginning of a clause:
Wayegula. Ngakho akazanga. — “He was sick. Therefore, he didn’t come.”
The morphological breakdown: nga- (by means of) + kho (contracted form of khona, the class 15/17 absolute pronoun meaning “it/this”).
3. Ngalesosikhathi — Temporal Reference
Ngalesosikhathi means “at that time” and is used to establish temporal context:
Ngalesosikhathi babengazi lutho. — “At that time, they knew nothing.”
Breakdown: nga- (by, at) + leso (that, demonstrative) + sikhathi (time, noun class 7)
The word can also appear as two words: ngaleso sikhathi.
4. Bese — Sequential “And Then”
Bese is a sequential conjunction meaning “and then.” It connects two actions in sequence:
Wafika bese wadla. — “He arrived and then ate.”
Bese is derived from the auxiliary verb -be (to be) combined with the consecutive marker. It indicates that the second action follows the first.
5. Consecutive Tense
IsiZulu has a dedicated verbal construction for expressing sequential actions, visible in the subjunctive forms used after initial past tense verbs:
Wāvuka wagqoka wahamba. — “He woke up, dressed, and went out.”
After the initial remote past (wā-), subsequent verbs take the consecutive form (wa- + verb stem). This “consecutive tense” inherently encodes “and then” meaning without needing a separate word.
6. Khona — Locative Pronoun with Temporal Extension
Khona is the absolute pronoun of noun class 15/17, primarily referring to locations. However, in isiZulu, locatives naturally extend to temporal meanings. Thus khona can mean both “there” and “then,” and khona-ke strongly emphasizes “then indeed.”
Common Errors to Avoid:
Using ngakho for simple temporal sequence (use bese instead)
Forgetting that -ke is enclitic (it attaches, doesn’t stand alone)
Confusing ngalesosikhathi (at that time) with ngalesi sikhathi (at this time)
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
Historical and Cultural Background
The particle -ke reflects a fundamental aspect of Zulu discourse: the importance of interpersonal connection and turn-taking in conversation. Adding -ke to pronouns like wena-ke (”and you then?”) invites response and maintains conversational flow. This is not merely grammatical but deeply social.
In traditional Zulu storytelling (inganekwane), the sequential markers bese and consecutive tense forms structure narratives, creating the rhythmic flow that characterizes oral literature. Stories move forward through chains of “and then... and then...” constructions that mirror the natural pace of oral performance.
Register and Formality
The forms presented here are appropriate across registers. However, note that:
-ke is slightly more informal/conversational
ngakho is neutral to formal, appropriate for written discourse
ngalesosikhathi is formal, often appearing in historical narratives and written Zulu
Idiomatic Expressions Using “Then” Forms:
Hamba-ke! — “Go then!” (dismissive or emphatic command)
Kulungile-ke — “Alright then” / “It’s fine then”
Manje-ke! — “Now then!” (calling attention, sometimes impatient)
Yini-ke? — “What then?” / “So what?”
Regional Variation
These forms are standard across isiZulu varieties in South Africa. Related Nguni languages (isiXhosa, isiNdebele, siSwati) have cognate particles with similar functions, though forms may differ slightly.
False Friends
English speakers should note that “then” as a comparison (”bigger than”) is not expressed with these words. Comparison uses kuna- or kune- constructions:
Mkhulu kunami. — “He is bigger than me.” (NOT mkhulu ngakho mina)
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
From the Poetry of B.W. Vilakazi (1906-1947)
Benedict Wallet Vilakazi was the pioneering Zulu poet who became the first Black South African to receive a doctorate in literature (1946). His poetry combines traditional izibongo praise poetry with Romantic influences, creating a distinctly modern Zulu literary voice.
From his poem “Wo, Ngitshele Mntanomlungu” (”Oh, Tell Me, Child of the White Man”):
Part F-A: Interleaved Construed Text
Ngalesosikhathi at-that-time inhliziyo the-heart-CL9 yami my yayibuhlungu it-was-painful
khona-ke then-EMPH ngakhala I-PAST-cry izinyembezi tears-CL10
ngoba because ngangingazi I-NEG-was-knowing ukuthi that kuzokwenzakalani what-will-happen
Part F-B: The Text from F-A
Ngalesosikhathi inhliziyo yami yayibuhlungu, khona-ke ngakhala izinyembezi, ngoba ngangingazi ukuthi kuzokwenzakalani.
→ “At that time my heart was painful, and then I wept tears, because I did not know what would happen.”
Part F-C: Original isiZulu Text of F-A Only
Ngalesosikhathi inhliziyo yami yayibuhlungu, khona-ke ngakhala izinyembezi, ngoba ngangingazi ukuthi kuzokwenzakalani.
Part F-D: Grammar Commentary
This passage demonstrates the emotional weight that temporal markers carry in Zulu literature. Ngalesosikhathi establishes a reflective distance — “at that time” positions the speaker looking back at past suffering. The consequential khona-ke then links the emotional state to its natural expression (weeping), while ngoba introduces the cause.
Vilakazi’s poetry often uses temporal markers to structure emotional journeys. The movement from ngalesosikhathi (establishing past moment) to khona-ke (marking result) to ngoba (explaining cause) creates a sophisticated temporal architecture that mirrors the complexity of human experience.
Note the imperfect past forms: yayibuhlungu (it was painful — continuous past) and ngangingazi (I did not know — continuous negative past). These forms, combined with the temporal framing, create the sense of an extended period of suffering and uncertainty.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
This section presents 15 additional examples in dialogue format, demonstrating natural conversational use of “then” expressions.
Part A: Interlinear Construed Text
52.16 Sawubona I-see-you mngani friend-CL1 wami my unjani you-are-how manje-ke? now-EMPH
/sa.wu.ɓɔ́.na m.ŋá.ni wá.mi un.dʒá.ni mán.dʒɛ.kɛ/ now-EMPH
52.17 Ngiyaphila I-am-well wena-ke? you-EMPH
/ŋi.ja.pʰí.la wɛ́.na.kɛ/ you-EMPH
52.18 Nami me-too ngiyaphila I-am-well ngakho therefore asixoxe let-us-talk
/ná.mi ŋi.ja.pʰí.la ŋá.kʰɔ́ a.si.xɔ́.xɛ/ let-us-talk
52.19 Kulungile-ke it-is-fine-EMPH ngizokulandela I-FUT-you-follow
/ku.lu.ŋí.lɛ.kɛ ŋi.zɔ.ku.lan.dɛ́.la/ I-FUT-you-follow
52.20 Wenzani you-do-what izolo? yesterday Angikubonanga-ke I-NEG-you-saw-EMPH
/wɛn.zá.ni i.zɔ́.lɔ a.ŋi.ku.ɓɔ.ná.ŋa.kɛ/ I-NEG-you-saw-EMPH
52.21 Bengisebenza I-was-working bese and-then ngalala I-PAST-sleep kuphela only
/ɓɛ.ŋi.sɛ.ɓɛ́n.za ɓɛ́.sɛ ŋa.lá.la ku.pʰɛ́.la/ only
52.22 Ngalesosikhathi at-that-time bengicabanga I-was-thinking ngawe about-you
/ŋa.lɛ.sɔ.si.kʰá.tʰi ɓɛ.ŋi.t͡ʃa.ɓá.ŋa ŋá.wɛ/ about-you
52.23 Yini-ke what-EMPH ubucabanga? you-were-thinking
/jí.ni.kɛ u.ɓu.t͡ʃa.ɓá.ŋa/ you-were-thinking
52.24 Ngakho therefore ngathi I-said ake let ngikushayele I-you-call ucingo phone-CL11
/ŋá.kʰɔ́ ŋá.tʰi á.kɛ ŋi.ku.ʃá.jɛ.lɛ u.t͡ʃí.ŋɔ/ phone-CL11
52.25 Kodwa but awuphendulanga-ke you-NEG-answered-EMPH
/kɔ́.dwa a.wu.pʰɛn.du.lá.ŋa.kɛ/ you-NEG-answered-EMPH
52.26 Ehhene yes bengingezwa I-was-NEG-hearing bese and-then ngabona I-PAST-see kamuva later
/ɛ.hɛ́.nɛ ɓɛ.ŋi.ŋɛ́.zwa ɓɛ́.sɛ ŋa.ɓɔ́.na ka.mú.va/ later
52.27 Hamba-ke go-EMPH ubuyele you-return emsebenzini to-work-LOC wakho your
/hám.ɓa.kɛ u.ɓu.jɛ́.lɛ ɛm.sɛ.ɓɛ́n.zi.ni wá.kʰɔ/ your
52.28 Yebo yes ngakho-ke therefore-EMPH ngizohamba I-FUT-go manje now
/jɛ́.ɓɔ ŋá.kʰɔ.kɛ ŋi.zɔ.hám.ɓa mán.dʒɛ/ now
52.29 Sobonana-ke we-FUT-see-each-other-EMPH kusasa tomorrow
/sɔ.ɓɔ.ná.na.kɛ ku.sá.sa/ tomorrow
52.30 Yebo yes khona-ke then-EMPH salani stay-well-PL kahle well
/jɛ́.ɓɔ kʰɔ́.na.kɛ sa.lá.ni ká.hlɛ/ well
Part B: Natural Sentences
52.16 Sawubona mngani wami, unjani manje-ke? → “Hello my friend, how are you now then?”
52.17 Ngiyaphila, wena-ke? → “I’m well, and you then?”
52.18 Nami ngiyaphila, ngakho asixoxe. → “I’m well too, so let’s talk.”
52.19 Kulungile-ke, ngizokulandela. → “Alright then, I’ll follow you.”
52.20 Wenzani izolo? Angikubonanga-ke. → “What were you doing yesterday? I didn’t see you then.”
52.21 Bengisebenza bese ngalala kuphela. → “I was working and then I just slept.”
52.22 Ngalesosikhathi bengicabanga ngawe. → “At that time, I was thinking about you.”
52.23 Yini-ke ubucabanga? → “What then were you thinking?”
52.24 Ngakho ngathi ake ngikushayele ucingo. → “Therefore, I said let me call you.”
52.25 Kodwa awuphendulanga-ke. → “But you didn’t answer then.”
52.26 Ehhene, bengingezwa bese ngabona kamuva. → “Yes, I wasn’t hearing [the phone] and then I saw later.”
52.27 Hamba-ke, ubuyele emsebenzini wakho. → “Go then, return to your work.”
52.28 Yebo, ngakho-ke ngizohamba manje. → “Yes, therefore then I’ll go now.”
52.29 Sobonana-ke kusasa. → “We’ll see each other then tomorrow.”
52.30 Yebo, khona-ke, salani kahle. → “Yes, then indeed, stay well.”
Part C: isiZulu Only
52.16 Sawubona mngani wami, unjani manje-ke?
52.17 Ngiyaphila, wena-ke?
52.18 Nami ngiyaphila, ngakho asixoxe.
52.19 Kulungile-ke, ngizokulandela.
52.20 Wenzani izolo? Angikubonanga-ke.
52.21 Bengisebenza bese ngalala kuphela.
52.22 Ngalesosikhathi bengicabanga ngawe.
52.23 Yini-ke ubucabanga?
52.24 Ngakho ngathi ake ngikushayele ucingo.
52.25 Kodwa awuphendulanga-ke.
52.26 Ehhene, bengingezwa bese ngabona kamuva.
52.27 Hamba-ke, ubuyele emsebenzini wakho.
52.28 Yebo, ngakho-ke ngizohamba manje.
52.29 Sobonana-ke kusasa.
52.30 Yebo, khona-ke, salani kahle.
Part D: Grammar Notes for Genre Section
This dialogue demonstrates natural conversational flow using “then” markers. Several key patterns emerge:
Turn-taking with -ke: Notice how wena-ke? (52.17) and yini-ke? (52.23) use the particle to invite response. This is quintessentially Zulu conversational style — the particle signals “now it’s your turn to contribute.”
Logical flow with ngakho: In 52.24, ngakho connects the thought process: “I was thinking about you” → “therefore I decided to call.” This cause-and-effect linking is natural in Zulu narrative.
Bese for action sequences: Examples 52.21 and 52.26 show bese connecting sequential actions. This is the standard way to narrate “first X, then Y” in conversational Zulu.
Emphatic closure with khona-ke: The final farewell (52.30) uses khona-ke to add weight to the goodbye — “then indeed, stay well.” This formulaic closing is common in Zulu conversation.
The greeting sequence: The exchange unjani manje-ke? / ngiyaphila, wena-ke? is a standard greeting pattern. The manje-ke in the initial question and wena-ke in the response maintain conversational rhythm.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
The Particle -ke
This monosyllabic particle always carries a high tone. When attached to words, it does not affect the tone pattern of the host word but adds its own high tone to the end:
manje [mán.dʒɛ] + -ke → manje-ke [mán.dʒɛ.kɛ́]
Click Consonants
IsiZulu has three click consonants, none of which appear prominently in this lesson’s core vocabulary, but they occur in supporting words:
c — dental click (tongue against front teeth, then withdrawn sharply)
q — postalveolar click (tongue against hard palate)
x — lateral click (tongue clicks against side teeth)
Example from this lesson: asixoxe contains x, the lateral click.
Aspirated Consonants
The /kʰ/ sound in khona, ngakho, and sikhathi is strongly aspirated. English speakers should think of the puff of air that follows the /k/ in “kite” and emphasize it further.
The Implosive /ɓ/
The letter b in isiZulu represents an implosive consonant, produced by drawing air inward. This is heard in bese, bengisebenza, and wabaleka. It sounds softer and “wetter” than English /b/.
Vowel System
IsiZulu has five vowels: a [a], e [ɛ], i [i], o [ɔ], u [u]. They are consistent and do not reduce in unstressed syllables as English vowels do.
Tone
IsiZulu is a tonal language with high and low tones (plus falling tones in certain contexts). Standard orthography does not mark tone, which means learners must acquire tone patterns through exposure. The IPA transcriptions in this lesson indicate high tone with acute accent where relevant.
Recommended Audio Resources:
For authentic pronunciation, seek out recordings of native isiZulu speakers. The uKhozi FM radio station (South Africa) broadcasts in isiZulu and is an excellent source of natural speech.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
The Latinum Institute has been creating online language learning materials since 2006. Our approach combines traditional construed reading methods with modern pedagogical insights, creating materials suitable for autodidact learners.
This isiZulu course follows the Institute’s established methodology:
Frequency-based vocabulary: Lessons are organized around the most common words in the language, ensuring that learners acquire high-impact vocabulary first.
Construed reading: Our interlinear format allows learners to see exactly how meaning is constructed word by word, developing intuitive grammatical understanding.
Authentic sources: Where possible, we draw examples from real Zulu literature and natural speech patterns.
Cultural integration: Language is inseparable from culture. Each lesson contextualizes vocabulary within its social and historical setting.
For more information about the Latinum Institute and our courses, visit:
https://latinum.org.uk
For verified reviews of our materials:
https://uk.trustpilot.com/review/latinum.org.uk
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
© Latinum Institute 2026. All rights reserved.
This lesson was prepared following the Latinum Institute Automated Latin Script Language Lesson Generation Protocol v2.1
---