Setswana - Basic Grammar

Peace Corps
A comprehensive grammar of the

Tswana language
There is no word for grammr in Setswana
THERE IS NO WORD FOR GRAMMAR IN SETSWANA
A Comprehensive Grammar of the Tswana Language
i. Preface 5
ii. Orthography & Phonology 11
1. Substantives 15
2. Copulae 21
3. Verbs 25
4. Adjectives 37
5. Adverbs 43
6. Location.Time 47
7. Conjunctions 53
8. Sentence Structure 59
APPENDIX 71
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i. Preface
Introduction to the Acquisition of Setswana for

Peace Corps Volunteers
I know that for many of you, the most daunting aspect of beginning your Peace Corps service
here in Botswana is contemplating not so much the immediate task of PST before you, but,
rather more so, the following and seemingly insurmountable task of integrating yourself into a
community whose culture is so vastly different from your own. I can’t say you’re wrong for
feeling intimidated; indeed, I admit that that was, for me, a concern I grappled with
throughout PST and even still at times. But, without belaboring the nuances and subtleties of
Setswana culture that you ought to be aware of (I’ll save that for PSDN and your LCF’s), one
and arguably the most integral tool in your repertoire of community-integration stratagems is,
of course, language—and to be more specific, your acquisition of the Setswana language.
Now, I’m sure many if not all of you have studied a second language before. Some of you
may even be heritage speakers of a second language. Regardless of the context in which
you learned (and possibly acquired) your second language, you are in for a language
learning experience I doubt many if any of you have ever before undergone.
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Why Setswana is a difficult language
1. Unlike Spanish and French, which have the Real Academia Española and l’Académie
Française respectively, there is no governing board to standardize the Setswana
language. Admittedly, neither does the English language have a governing board, but
unlike Setswana, which didn’t come into official use until the independence of
Botswana, English has had a long written tradition spanning centuries during which
prescriptive rules of grammar, word usage, proper punctuation, etc. could develop.
The lack of a governing board means that everybody governs his or her own
language and has a very local concept of what is “proper” Setswana and what is not.
Therefore, even if you may say something exactly how your LCF taught you, you may
still find yourself being “corrected.”
2. Unlike more widely spoken languages like English, Spanish, French, and German,
the Setswana language has few learning resources for learners of the language.
Being such broadly studied languages, the previously mentioned languages have had
considerable research done on the non-native acquisition thereof. As a result, there
are a number of approaches and methods to choose from, including a variety of
textbooks, listening materials, and even interactive computer programs. Setswana,
however, is spoken as a secondary language by few people, and therefore does not
have the plethora of learning materials found in more commonly studied languages.
Of course, the relationship is bidirectional; that is to say, the poverty of learning
materials available in Setswana probably contributes a great deal to the fact that
Setswana is a secondary language for so few people.
3. Setswana is a Bantu language, which means it is in an entirely different family from

English or any other language most Americans study. Most of us studied Spanish,
French, or German as a second language, all of which are in the Indo-European
Language Family. While they are vastly different languages from English with no
degree of mutual intelligibility, their similarities to English and to each other are
admittedly greater than the similarities any Indo-European languages may have with
languages in other families.
4. Setswana has something akin to 18 different noun distinctions known as classes.

When one compares this to the 4 or at most 6 noun distinctions (2 or 3 genders in the
singular + 2 or 3 genders in the plural = 4 or 6 noun distinctions) found in most Indo-
European languages, this certainly sounds intimidating.
5. Setswana has tones. Unless you have been exposed to Amerindian, Asian or other
African languages possessing tones, the concept of tone as being yet another
phonetic variable to consider in speech production may be daunting.
Why Setswana isn’t as difficult as I just made it

out to be
1. Your primary aim is to attain a conversational fluency in Setswana, therefore, what
does it matter that Setswana isn’t standardized? Admittedly, it will be annoying when,
after having picked up the habit of simply saying “O tsogile?” every morning to your
peers, someone has the audacity to correct you, “Nyaa, bua, ‘O tsogile jang?’” I can’t
say I’ve come up with a way to combat this other than simply swallowing your pride
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and nodding appreciatively, but, hey, at least now you’ll be better prepared, and
hopefully, your confidence in speaking will be spared the blow that I know mine
experienced when I was first innocently “corrected” by someone only trying to help
me out.
2. The poverty of learning materials will discourage you from becoming “book smart” in
Setswana, and instead encourage you to seek out your Batswana peers to further
your acquisition of Setswana. Okay, so it’s not entirely fair to say there are NO
learning materials. Peace Corps will provide you with some Setswana learning
materials, but I’m sure many of you will find them incomplete and frankly boring. Take
this grammar book for instance: boring. In any event, take this as an opportunity to
integrate into your community and have your neighbors, coworkers, and friends
become your language teachers.
3. Few if any of you have studied a Bantu language; therefore you’re all starting from
scratch. There won’t be anyone for whom the acquisition of Setswana will be a
cakewalk. Therefore, step boldly into your language learning. We all sounded like
idiots the first time we attempted to say tlhotse. What matters most is that we
continue trying.
4. The 18 noun classes of Setswana can be best thought of as phonetic distinctions,

and reliably so. That is to say, whereas the grammatical gender of nouns in Indo-
European languages must be tediously learned with few if any reliable
generalizations to be made, the noun classes of Setswana are bound in their
prefixes. For example, we know that setilo is in Class 7, not because it’s an apparatus
as most words in Class 7 are, but rather because it begins with the prefix SE-. To use
German as an example, it may seem obvious that Mann (man) is masculine, and
Frau (woman) is feminine, but is it obvious that Käse (cheese) is also masculine and
that Schule (school) is also feminine? Or, could you have possibly anticipated that
Mädchen (girl) was in fact in the neuter gender instead of the feminine gender, as one
would expect it to be? The point I’m trying to illustrate is that whereas non-native
speakers of an Indo-European language struggle to guess the gender of unfamiliar
words, non-native speakers of Setswana and other Bantu languages need not guess
the appropriate class of a noun but can instead systematically and reliably discern it
by simply taking a look at its prefix.
5. Setswana only has two tones. I know many of you may still find this daunting, but
whereas many tonal languages have 4 or even as many as 16 distinct tones,
Setswana’s two tones (low and high) can be compared to the stressed and
unstressed syllables of a word in English. Taking the American and British
pronunciations of research for example (REsearch and reSEARCH respectively).
Now imagine that REsearch meant “to try to find something a second or third time”
(as in, “Although I’ve already looked twice, I’m going to REsearch my room a third
time.") and that reSEARCH meant “to investigate into an inquiry systematically and
methodically” (as in “ I am going to reSEARCH as much as I can about Botswana.” In
this example, it is only stress that differentiates the pronunciation of both words,
however, stress alone distinguishes each word with different, albeit related,
meanings. Tone plays a similar role in Setswana, but whereas the two definitions in
my hypothetical example had relatively similar meanings, two Setswana words
differentiated by tone alone can have vastly different meanings (e.g. mabele can
mean both sorghum and breasts).
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Some advice to aid you in your personal acquisition
of Setswana
1. Expect laughter, and try not to be put off by it. As a foreigner, few Batswana expect
you to even attempt their language. Furthermore, while we in America are
accustomed to hearing our language spoken by non-native speakers, most Batswana
find themselves in the position of being forced to speak English, and often therefore
respond enthusiastically upon discovering you are trying to learn their language. I
know, the laughter may be embarrassing, but don’t let that discourage you from
trying.
2. Take your learning materials with you to work. The first couple months out at site can
be fairly uneventful. Of course, you could bring in an interesting novel or simply play
minesweeper on the office computer to pass the time, but studying at work will 1) give
you an easy excuse to start up conversation with that coworker you still haven’t
gotten to know yet (Mma? Could you help me with a little Setswana? So, if I want to
say, “I’m tired,” I say “Ke lapile.” But, how do I say, “I’m not tired”?), 2) show your
coworkers how difficult Setswana really is when you ask them grammar questions too
difficult to explain (Wait, so, I can’t say, “Ga ke lapile”? I have to say “Ga ke a lapa”?
But, I thought...), and 3) make you coworkers more appreciative of the effort you’re
putting into your service. Subsequently, they will like you better, which will of course
make your community integration all the more effective.
3. Spend more time on grammar than on vocabulary. Don’t get me wrong, vocabulary is
very important. If some mad scientist gave me the opportunity to have instantaneous
knowledge of a language’s grammar or vocabulary, I would choose vocabulary,
because in knowing the meaning of every single word in a language’s lexicon, one
could simply figure out the grammar along the way. But the truth is, no such scientist
exists, and memorization of strings and matrices of information is something few
people besides certain geniuses and autistic savants excel at. Think of grammar as
the blueprints of a house, and vocabulary as the building materials. You only need
some of the building materials to build the frame, and the blue prints will show you
how. Once you’ve built the frame, it becomes a lot clearer where the wall will be, how
many tiles you’ll need for the roof, whether or not French windows will be appropriate,
etc. Sure, you’ll still need to reference the blueprints to learn how to put up the roof,
and how to install those fancy windows, but having established that frame makes the
task much less daunting. Similarly, a solid grounding of some basic grammar
concepts will give you the knowledge of how to piece together the bits of vocabulary
you acquire from a variety of sources. By synthesizing vocabulary into sentences
instead of memorizing it by rote, you will find better success in recalling these words
when it comes time to use them. For every grammar concept you learn, try switching
out the vocabulary with some new vocabulary. Does the sentence make sense? If it
doesn’t, find out how to make sense of it. In this way, your acquisition of Setswana
will be an act of exploration and discovery.
4. Related to your acquisition of grammar is the prohibition: don’t ask why. Why? Why,
because few people can actually answer why a grammar construction is what it is. A
linguist may give you an accurate albeit convoluted answer, explaining that whereas
languages have maybe a couple present tenses and a couple future tenses, there are
generally a multitude of various past tenses, all capturing various degrees of
continuity and distance into the past. Seeing as how the negation of a past event is
logically not an event having occurred in the past and in fact not an event at all, it is
illogical to negate the perfect tense (also known as the simple past), particularly
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because the perfect tense presumes the action has been in fact completed. A less
pretentious language instructor may simply say that in the same way you cannot
negate a noun in the perfect form in English (you can’t say I did not ate), neither can
you say Ga ke jele in Setswana, but must instead say Ga ke a ja. Instead of asking
why, ask how. That is to say, ask, “How do you negate Ke a ja?” (Ga ke je), and then
ask, “How do you negate Ke jele?” (Ga ke a ja). Now try doing that with some other
verbs. Sure, you may not know why that construction looks like that, but hey, are you
trying to learn linguistics or are you trying to attain a conversational fluency in
Setswana? Besides, could any of you explain to an ESL student why the negations of
I eat and I ate are I don’t eat and I didn’t eat respectively? In any event, most
explanations are a very unsatisfactory, “Because, that’s just how it is.” Spare yourself
the disappointment; don’t ask why. Ask how.
5. Take a break from studying Setswana. I hope some of you experience the Setswana
high that overtook me my first couple months in Botswana. But, even if you do, know
that that too will pass. You may get to a point where looking at your brown Setswana-
English-Setswana dictionary makes you sick. You may feel inclined to talk to
Margaret or Tanaka to find out what they would prescribe for an allergic reaction to
Setswana, because you tried your epi-pen, but the effect was frankly disappointing.
You may find yourself wanting to swear off Setswana, gleefully imagining what it
would be like to hurl your learning materials into a bonfire complete with an effigy of
Oteng. Don’t hate. Back off, take a breather, and put away those Setswana materials
for a couple weeks.
I wish you the best of luck in your service.
Stuart J. Sia (aka “Tshiamo”)
9
10
ii. Orthography and
Phonology
Introduction:
The phonology of a language is its inventory of phonemes (units of sound) combined to form
words. The phonology of a given language may increase with the influx of foreign words into
the language.
The orthography of a language is its graphical representation. For most languages, the
orthography is phonetic; that is to say, the orthography makes use of an alphabet to
represent the sounds of the language, thus enabling speakers or learners of the language to
sound out unfamiliar words. In the case of Setswana, the orthography is reliably phonetic,
whereas it is deceptively and often unreliably so in English.
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ORTHOGRAPHY
The Setswana alphabet uses 25 different letters (A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P,
Q, R, S, Š, T, U, W, X, Y) to represent 9 distinct vowels, 2 dipthongs, 29 pulmonic
consonants, and 3 click consonants.
In the case of the consonants, there is a high degree of reliability between a grapheme and
the phoneme it represents, with one grapheme for each phoneme and vice versa. In the
orthography presented here, H reliably indicates that a phoneme is aspirated. However,
some orthographies use the grapheme SH instead of Š, and CH instead of TŠ and TŠH. In
such orthographies, the H becomes a less reliable indicator of aspiration, and the distinction
between TŠ and TŠH is lost.
The vowels A, I, and U have a similarly high degree of grapheme to phoneme reliability. The
vowels, E and O, however, can each represent two distinct sounds. The circumflex is not a
part of standard orthography and only appears in scientific works such as dictionaries and
grammar books.
PHONOLOGY
Because Setswana orthography is so reliably phonetic, we will jump into the phonology of the
language, and in doing so, illustrate its orthography.
Tones
Setswana has two tones: low (or default) and high. Tones differentiate orthographically
identical words such as the second person personal subject marker, O (low or tone), and the
third person personal subject marker, O (high tone). The high-intoned syllable of a word in
the Tswana language can be likened to the stressed syllable of a word in English.
Vowels
Vowels are sounds produced with an unobstructed vocal tract. Sequential vowels are never
diphthongized except in the case of E and O, which when followed by an A become the
consonants Y and W respectively. Vowels form the nucleus of a syllable.
Grapheme Phonemic approximation (anglicized) Notes

A A as in mAma
E First vowel of the dipthong EY as in thEy
Ê ~E as in mEn Almost pronounced as I
I EE as in knEE
O First vowel of the dipthong OW as in lOw
Ô ~U as in pUt Almost pronounced as U
U U as in tUne
W/O W as in aWay O/U + vowel = W + vowel
Y/E Y as in cheYenne E/I + vowel = Y + vowel
Constricted (palate)  Open  Rounded (labia)

i ê e a o ô u
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Consonants
Pulmonic consonants are produced with air pressure from the lungs. Pulmonic
consonants form the onset and/or coda of a syllable in Setswana.
Grapheme Phonemic Approximation (anglicized) Notes

B B as in aBigail
D D as in laDy
F F as in deFame Dialectically =H
G CH as in Scottish loCH
H H as in manHattan
J J as in ninJa
K K as in caKe Without aspiration
KG KCH as in thinK CHanukah Can be similar to KH
KH C as in Cake With aspiration
L L as in aLoof
M M as in laMp Syllabic before consonant
N N as in laNd Syllabic before consonant
NG NG as in siNGing
NY NY as in caNYon
P P as in poPcorn Without aspiration
PH P as in Popcorn With aspiration
R RR as in Spanish caRRo
S S as in inSane
Š / SH SH as in aSHamed
T T as taughT Without aspiration
TH T as in Taught With aspiration
TL ~CL as in CLuck Without aspiration
Dialectically =T
TLH ~CL as in CLuck With aspiration
Dialectically =TH
TS TS as in thaT’S Without aspiration
TSH TS as in thaT Side With aspiration
TŠ / CH CH as in churCH function Without aspiration
TŠH / CH CH as in CHurch function With aspiration
W W as in aWay Consonantal O/U
Y Y as in cheYenne Consonantal E/I
Nonpulmonic Consonants are produced within the upper vocal tract, without air pressure
from the lungs. These consonants are present albeit rare in Setswana and form the onset of
a syllable.
Grapheme Phonemic Approximation (descriptive) Notes

C Like the sound of the interjection “tsk” Interdental click
Q Like the sound of a bottle being opened Alveolar click
X Like the sound made to call a horse Alveopalatal click
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A = aspirated; V = voiced
Point and Labial Coronal Dorsal
Manner of Bilabial; Dental; Postalveolar Palatal Velar;
Articulation Labiodental Alveolar Glottal
Nasal M N NY NG
Plosive P T K
Plosive (A) PH TH KH
Plosive (V) B D
Affricate TS TŠ / CH TL (lateral) KG
Affricate (A) TSH TŠH / CH TLH (lateral)
Affricate (V) J
Fricative F S Š / SH G
Approximant W (vowel) R (trill) L (lateral) Y (vowel) H
Click C Q X (alveopalatal,
(interdental) (alveolar) lateral)
The nasal consonants, M and N, are hummed as individual syllables before other
consonants (e.g. nthusa has three syllables: n + thu + sa).
Aspirated consonants release a puff of air upon articulation, whereas unaspirated

consonants use only as much air as is necessary to articulate (e.g. the first P in popcorn is
aspirated whereas the second P is not).
TS/TSH and TŠ /TŠH are nearly identical phonemes, respectively.
In laterally articulated phonemes, the tip of the tongue is held in place, thus forcing air around
it as opposed to over it. In the case of TL and TLH, it is not the tip of the tongue but the back
of the tongue that moves. In the case of the click consonant X, it is the sides of the tongue
that are pulled away from the back molars to produce a sucking sound.
The click consonants are present in only a few interjections in Setswana. We have already
mentioned the phoneme X. The phoneme C is produced by pulling the tip of the tongue away
from the back of the teeth to make a sucking sound. The phoneme Q is produced by pulling
the tip of the tongue down from the roof of the mouth to make the sound of a cork being
pulled from a bottle.
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1. SUBSTANTIVES
Introduction:
Substantives include nouns, pronouns, and nominal phrases.
Nouns, pronouns, and nominal phrases can function as the subject, object, or direct object of
a sentence. They can also function as the possessor or the object of possession.
Nouns represent distinct abstract and concrete concepts. Other parts of speech, when used
as the subject, object, or direct object of a sentence, or the possessor or object of
possession, can become nouns.
Pronouns take the place of nouns.
Nominal phrases are made up of a noun or pronoun and its qualifiers, which can include
adjectives, possessors, and/or verbs. For the construction of nominal phrases, see
ADJECTIVES.
Nouns of the same class are governed by the same grammatical rules. Generalizations can
be made about the nouns making up each class (e.g. Class 1 & 2 contain people). However,
many nouns fall outside these generalizations. The classes are, therefore, better understood
to be phonetic distinctions.
TABLE OF CONTENTS
Pg CONTENT
16 I. Noun Class System (Personal & Nonpersonal Nouns)
17 II. Markers, Participles, and the Possessive Preposition
18 III. Pronouns (Demonstratives, Enumeratives, & Quantitatives)
20 IV. Concords (Adjective and Relative)
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I. NOUN CLASS SYSTEM
Classes 6 & 14 and Classes 8, 10, & 12 are grammatically identical classes.
Take note that Classes i. & ii. are personal nouns in the first person, Classes iii. & iv. are
personal nouns in the second person, and Classes 1 to 18 are personal and nonpersonal
nouns in the third person. Furthermore, odd-numbered Classes i. to 13 are singulars, while
even-numbered Classes ii. to 14 are their respective plurals. Nouns in Class 15 are verb
infinitives. Nouns in Classes 16 to 18 are locative nouns.
Some nouns may not have a singular or plural form. This is especially so with Class 13
nouns, which are mostly abstract nouns and only appear in the singular. Some nouns may
have alternative singular or plural forms, particularly when prefixes are phonetically similar.
Class 11 (LO-) nouns can also take the prefix LE-, in which case, they take the same
grammatical constructions as Class 5.
Class 1 can take either no prefix (in the case of proper nouns and kinship nouns) or the
prefix MO-. Class 2 can take either the prefix BO- (in the case of proper nouns and kinship
nouns) or the prefix BA-.
Proper nouns and honorary titles belong in Classes 1 & 2. The prefix BO- makes a proper
noun plural, which is a reference to either everyone by that name or everyone with that
person. For example, boHilary could refer to everyone named Hilary, but it is more likely to
refer to Hilary and everyone with her. The possessive marker GA follows the possessive
preposition when a proper noun is the possessor (e.g. horn ya ga Hilary, which means
Hilary’s horn or the horn of Hilary).
Abbreviations:
Part of Speech
sm subject marker (of subject)
om object marker (of object)
p continuous participle or negative marker (of subject)
dp definite participle (of subject)
px prefix
[NOTE: sm = p for all classes but Class 1, for which sm = O and p = A]
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II. MARKERS, PARTICIPLES, & THE POSSESSIVE
PREPOSITION
Personal Nouns (includes abstract personal pronouns and proper names)

Class Prefix Abstract Possess. sm om p dp
Pronoun Pron.
i. NNA (I) - ME KE (N-) KE KA
ii. RONA (we) - RONA RE RA
iii. WENA (you) - GAGO O GO O WA
iv. LONA (you) - LONA LE LWA
1 - ENE (xe) - GAGWE O MO A A
2 Bo- BONE (they) - BONE BA BA
Nonpersonal Nouns (all other nouns)

Class Prefix Example sm om p dp poss
prep
1 MO- Motho (person) O MO A A WA
2 BA- Batho (people) BA BA
3 MO- Motse (village) O WA
4 ME- Metse (villages) E YA
5 LE- Leina (name) LE LA
6 MA- Maina (names A A
7 SE- Setilo (chair) SE SA
8 DI- Ditilo (chairs) DI TSA
9 - Kgomo (cow) E YA
10 DI- Dikgomo (cows) DI TSA
11 LO- Lonao (foot) LO LWA
12 DI- Dinao (feet) DI TSA
13 BO- Borotho (bread) BO BA/JWA
14 MA- Marotho (bread) A A
15 GO - Go ithuta (to learn) GO GA
16 FA - Fa pele (in front)
17 KWA- Kwa ntle (outside)
18 MO- Mo teng (inside)
Take note that abstract pronouns are only used for clarification or emphasis.
The possessive pronoun, which is in agreement with the possessor, follows the possessive
preposition, which follows and is in agreement with the object of possession. (E.g. dikgomo
tsa me, my cows.) In this example tsa is in agreement with dikgomo, and me refers to the
speaker. The possessive preposition could be accurately translated to mean of.
Take note that the subject marker, object marker, and participle are identical for Classes 2 to
18. Similarly, so too are the definite participle and the possessive preposition identical for
Classes 2 to 18.
For correct usage of the subject marker, object marker, participle and definite participle, see
VERBS.
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III. PRONOUNS
The following pronouns can function as articles or adjectives when following a noun.
Because they are pronouns, however, it is perfectly acceptable to use them in place of
nouns. Some examples include mongwe, sengwe, and gongwe, meaning someone,
something and somewhere. Similarly, ope, sepe, and gope, mean no one, nothing, and
nowhere.
Demonstratives
Class This/These This/These That/Those That/Those
[d] (near me) (near you) (over there)
1.i.iii YO YONO YOO YOLE
2.ii.iv BA BANO BAO BALE
3 O ONO OO OLE
4 E ENO EO ELE
5 LE LENO LEO LELE
6 A ANO AO ALE
7 SE SENO SEO SELE
8 TSE TSENO TSEO TSELE
9 E ENO EO ELE
11 LO LONO LOO LOLE
13 BO BONO BOO BOLE
14 A ANO AO ALE
15 MO MONO MOO MOLE
16 FA FANO FOO FALE
17 KWA KWANO KOO KWA
18 O ONO OO OLE
Demonstrative pronouns replace or immediately follow the nouns they modify (e.g. motho yo,
this person).
Take note that learning the first column of demonstratives will aid in learning the other
demonstratives. Furthermore, take note of the similarities and differences between the
demonstratives of the first column and the subject markers.
The demonstratives meaning “this/these (near me)” and “that/those (near you) are used only
in situations where more than two objects are referenced. Otherwise, simply use the
demonstratives meaning “this/these” of the first column and the demonstratives meaning
“that/those (over there)” of the fourth column.
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Enumeratives, Quantitatives, and Abstract Pronouns
Class Some/Any (-NGWE) Not any (-PE) All (-TLHE) Abstract
Each/Every (-NGWE LE –NGWE) Which? (-FE) Pronouns
[px] Other (- SELE)
i. n/a n/a n/a NNA
ii. n/a n/a RO- RONA
iii. n/a n/a n/a WENA
iv. n/a n/a LO- LONA
1 MO- O- n/a ENE
2 BA- BA- BO- BONE
3 MO- O- n/a ONE
4 ME- E- YO- YONE
5 LE- LE- n/a LONE
6 MA- A- O- ONE
7 SE- SE- n/a SONE
8 DI- DI- TSO- TSONE
9 - E- n/a YONE
11 LO- LO- n/a LONE
13 BO- BO- n/a BONE
14 MA- A- O- ONE
15 GO- GO- GO- GONE
16 GO- GO- GO- GONE
17 GO- GO- GO- GONE
18 MO- O- O- ONE
Like demonstrative pronouns, enumerative and quantitative pronouns replace or immediately

follow the nouns they modify (e.g. batho bangwe, some person).
Take note that the prefixes of the first column are identical to the prefixes of the nouns
themselves. Also take note of the similarities between the second column and the subject
markers. Finally, take note of the similarities between the third and fourth columns.
The exclusive quantitative –SI, meaning only or alone, is rarely used in conversation. The
enumerative adverbial construction [p] LE NOSI is more regularly used.
Abstract pronouns are only used for clarification or emphasis (e.g. Le nna ke a opela. I also
sing.) For Classes 3 to 18, the abstract pronoun is identical to the possessive pronoun. The
possessive pronoun, which is in agreement with the possessor, follows the possessive
preposition, which follows and is in agreement with the object of possession (e.g. bojang ba
tsone, their grass).
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IV. CONCORDS
Concords are used in the construction of nominal phrases.
Take note that the adjective concord is the demonstrative [d] followed by the class prefix [px].
Similarly, the relative concord is the demonstrative [d] followed by the subject marker [sm].
For usage, see ADJECTIVES.
Adjective and Relative

Class Adjective Relative
Concord Concord
i. YO MO- YO KE
ii. BA BA- BA RE
iii. YO MO- YO O
iv. BA BA- BA LE
1 YO MO- YO O
2 BA BA- BA BA
3 O MO- OO
4 E ME- EE
5 LE LE- LE LE
6 A MA- AA
7 SE SE- SE SE
8 TSE DI- TSE DI
9 E- EE
10 TSE DI- TSE DI
11 LO LO- LO LO
12 TSE DI- TSE DI
13 BO BO- BO BO
14 A MA- AA
15 MO GO- MO GO
16 FA GO- FA GO
17 KWA GO- KWA GO
18 O MO- OO
20
2. COPULAE
Copulae are parts of speech that link the subject of a sentence with a predicate. If we recall
our grammar lessons from our primary and secondary education, the predicate of a sentence
is everything following the subject of a sentence.
In the case of English, the verb to be is the primary copula, although other verbs like
become, feel, and seem can also function as copulae. In Setswana, however, copulae are
primarily embodied as markers, although verbs such as go nna and auxiliary verbs such as
[sm] ne [p] also function as copulae.
Copular sentences are sentences wherein the predicate does not contain any active verbs.
These sentences are concerned with identity, and the copula serves to connect the subject
with any part of speech other than an active verb. In Setswana, copulae differ between
subjects identified with nouns, adjectives, and numbers. We will call these various form of to
be Nominal Identity, Adjectival Identity, and Enumerative Identity. Furthermore, due to its
close relation to the verb to be, we will also take a look at the verb to have.
21
TO BE
[NOTE: sm = p for all classes but Class 1 for which sm = O and p = A]
Nominal Identity:
The following constructions are used in identifying the subject with another noun or pronoun.
Take note that for the present tense, all nouns in the third person take the copula KE,
whereas nouns in the first and second person take their respective subject markers as
copulae.
Present
Class Positive Construction Negative Construction
i.-iv. [sm] GA [sm]
1-18 KE GA SE
Past
i.-iv. [sm] NE [sm] LE [sm] NE [sm] SA
1-18 E NE E LE E NE E SA
Future
i.-18 [sm] TLA A NNA GA [p] KAKE [dp] NNA
Adjectival Identity:
To identify the subject with a strong adjective, simply use the subject marker followed by the
adjective (e.g. Dikgomo di bogale. The cows are fierce.). To identify the subject with a weak
adjective, follow the subject marker with the adjective prefix (same as class prefix) affixed to
the adjective (e.g. Dikgomo di dintle. The cows are beautiful.).
Present
Strong [subject marker] [strong adjective]
Construction
Example: di bogale
Sentence: Dikgomo di bogale. The cows are fierce..
Weak [subject marker] [adjective prefix]-[weak adjective]
Construction
Example: di di-ntle
Sentence: Dikgomo di dintle (DI-ntle). The cows are beautiful.
Past
i.-18 [sm] NE [p] LE [sm] NE [p] SA
Future
i.-18 [sm] TLA A NNA GA [p] KAKE [dp] NNA
22
Enumerative Identity:
To state the enumerative existence of a noun, use the existential verb GO NA LE or the
possessive verb NA LE with the following concord.
Strong NA LE [noun] [sm] LE [strong number]

Construction
(Classes 8, 10, 12)
Example: NA LE dikgomo di LE pedi
Sentence: Go na le dikgomo di le pedi.
There are two cows.
Weak NA LE [noun] [sm] LE [prefix]-[weak number]
Construction
(Classes 2, 4, 6, 14)
Example: NA LE bana ba LE ba-bedi
Sentence: O na le bana ba le babedi.
He has two children.
Take note that Classes 8, 10, and 12 take strong forms of all numbers. English numbers are
frequently used in place of Setswana numbers and are considered strong. Also acceptable in
place of DI LE is TSE. See ENUMERATIVES under SUBSTANTIVES.
Class Construction 2 3 4 5
2 BA LE BA- -bedi -raro -ne -tlhano
4 E LE ME-
6/14 A LE MA-
8/10/12 DI LE - pedi tharo nne tlhano
For other tenses see the following section on the verb TO HAVE.
TO HAVE
Present
Construction English
Positive [sm] NA LE have/has
Negative GA [p] NA do/does not have
Past
Positive [sm] NE [p] NA LE did have
Negative [sm] NE [p] SE NA did not have
Future
Positive [sm] TLA A NNA LE will have
Negative GA [p] KAKE [dp] NNA LE will not have
23
24
3. VERBS
Introduction:
The following chapter is on noncopular predicates and is concerned specifically with verbs,
which form the nucleus of most predicates. A verb can be altered in several ways. A verb in
its regular form can be preceded by the infinitive marker GO, is in the infinitive form, is in the
active voice, and takes no verb extensions. All verbs have a regular form. All verbs have an
infinitive and perfect form. However, not all verbs can be in the passive voice and not all
verbs can be extended.
Auxiliary verbs are verbs that modify another main verb. Auxiliary verbs can also modify
other auxiliary verbs. Some subject markers become affixed to the auxiliary verb, thus
becoming a part of the verb. Auxiliary verbs are discussed in this section, although they may
be technically and perhaps more appropriately understood to be copulae.
The two sections covering verb tenses and the verbs to be and to have are fundamentally a
synthesis of verb form, voice, and extension and auxiliary verbs.
The final section on object markers clarifies the placement of objects and object markers
around the verb. Some object markers are affixed to the verb, thus becoming a part of the
verb.
Abbreviations:
Part of Speech
sm subject marker (of subject)
om object marker (of object)
p continuous participle or negative marker (of subject)
dp definite participle (of subject)
[NOTE: sm = p for all classes but Class 1, for which sm = O and p = A]
TABLE OF CONTENTS
Pg CONTENT
26 I. Infinitive and Perfect Form
27 II. Active and Passive Voice
28 III. Extensions
30 IV. Auxiliary Verbs (Independent, Objective, & Participial)
32 V. Tenses (Infinitive and Perfect)
35 VI. Object Markers (Direct & Indirect)
25
I. INFINITIVE and PERFECT FORM
The infinitive form of a verb usually takes the suffix –A. Preceding it with the infinitive marker
GO forms the infinitive.
The perfect form of a verb always takes the suffix –E. It cannot be preceded by the infinitive
marker GO, but must instead take the same infinitive as the infinitive form.
There are regular and irregular perfect forms.
Take note that almost all verbs take –ILE or –TSE as a suffix in the perfect form. Irregular
forms occur when the penultimate phoneme, the consonant or consonant cluster preceding
the –A suffix, is a nasal consonant (M, N), liquid consonant (L, R), or the –TS phoneme.
Irregular forms can also occur with one syllable and two syllable verbs.
Because verbs taking the suffix –TSA and –LA have reliably predictable perfect forms, we
will include them with the regular forms.
Regular Forms
Infinitive Suffix Perfect Suffix Examples NOTES
-A -ILE dira, dirile Most verbs
-AYA -AILE/-EILE tsamaya, tsamaile
-SA -SITSE dirisa, dirisitse
-WA -WITSE tlhatswa, tlhatswitse
-TSA -DITSE bitsa, biditse
-LA -DILE kwala, kwadile 2 syllables
-ALA/-ELA -ETSE direla, diretse >2 syllables
-OLA -OTSE simolola, simolotse
Irregular Forms
Infinitive Suffix Perfect Suffix Examples NOTES
-NA -NNE/-NYE gana, ganne 2 syllables
-NA -NE omana, omane >2 syllables
-NA -NYE dirana, diranye rec. ext.
-NYA -NTSE/-NYE baakanya, baakantse
-MA -MILE adima, adimile
-AMA -AME siama, siame
-ARA -ERE apara, apere
26
II. ACTIVE and PASSIVE VOICE
The (active) infinitive form and (active) perfect form of the verb can also be made passive.
However, some verbs cannot be made passive (e.g. reciprocal and reflexive stems), simply
because it is semantically nonsensical to make such verbs passive.
In the passive voice, the agent of the action is denoted with the copula KE (e.g. O opiwa KE
tlhogo; He is killed by the head [He has a headache]).
Infinitive:
Active Suffix Passive Suffix Example
-A -WA dira; dirwa
-AYA -EWA apaya; apewa
-SA -SIWA dirisa; dirisiwa
-WA -WIWA tlhatswa; tlhatswiwa
-TA -TWA/-TIWA feta; fetwa
-TLA -TLWA/-TLIWA putla; putlwa
-TLHA -TLHWA/-TLHIWA fetlha; fetlhwa
-TSA -DIWA/-TŠWA bitsa; bidiwa
-FA -FIWA/-ŠWA alafa, alafiwa
-BA -JWA/-BIWA roba; rojwa
-GA -GWA/-GIWA tsoga; tsogiwa
-PA -PIWA/-TŠWA opa; opiwa
-MA -NGWA/-MIWA palama; palangwa
-NA -NWA/-NIWA gana, ganwa
-NYA -NNGWA baakanya; baakanngwa
Perfect:
Active Suffix Passive Suffix Example
-ILE -ILWE dirile; dirilwe
-TSE -TSWE feditse; feditswe
-ME -NGWE palame; palangwe
-NE/-NYE -NYWE/-NGWE/-NWE bonye; bonywe
27
III. VERB EXTENSIONS
Many Tswana verbs are derivations of a simpler verb. Sometimes, the resulting verb takes
on a more specific meaning than suggested by the verb stem. For example, go dirisa can
mean to cause or help someone to do, or it can simply mean to use. In another example, go
dirisana, which could mean to help each other to do something, more accurately translates
into to cooperate.
Take note that each of these extended verbs are verbs unto themselves, and can therefore
be preceded by the infinitive marker GO to form the infinitive. For the perfect form and
passive voice of extended verbs, see the sections on form and voice respectively.
Verb Stem Verb Stem English Example

Simple -A -NA To do
Applicative -ELA -NELA To do for
Causative -ISA -NYA To cause or help to do
Neutral -EGA To be done; become done; be doable
Extensive -AKA To do a lot
Reversal -OLOLA To undo
Reciprocal -ANA To do to each other
Reflexive (prefix) I- To do to oneself
Phonetic note on the reflexive prefix: the first letter of verbs beginning with the following
letters change with the inclusion of the reflexive prefix, I-.
E.g. i- + R-uta = ITH-uta = ithuta (to teach oneself; to learn)
Initial Reflexive
Phoneme Prefix
A- IKA-
E- IKE-
I- IKI-
O- IKO-
U- IKU-
G- IKG-
B- IP-
D- IT-
L- IT-
R- ITH-
S- ITSH-
28
The Simple verb extension generally suggests a relationship between a subject and an
object.
The Applicative verb extension introduces an indirect object, a recipient of the action.
The Causative verb extension can suggest that the subject is helping the object in doing the
action, or that the subject is the cause of the action being done (which can be in many
respects similar if not identical to the verb’s passive form).
The Neutral verb extension is the most variable in suggested meaning. It could mean the
action has been done to the subject and is complete (which is, once again, similar if not
identical to the verb’s passive form). It could also mean that it is possible to complete the
action. Essentially, the Neutral verb stem turns the verb into a state of being, comparable to
an adjective.
The Extensive verb extension suggests that the action is done often, a lot, with energy, or
excessively.
The Reversal verb extension suggests that the action is either being repeated or that it is
being undone.
The Reciprocal verb extension is a commonly used verb stem that suggests that the
members of a collective subject are doing the action to one another. Therefore, the subject
must be plural. Furthermore, the verb cannot be put into the passive voice.
Finally the Reflexive prefix, I-, suggests that the action is being done to the subject by the
subject. Therefore, the verb cannot be put into the passive voice. Take note of the phonetic
changes made to the first letter of the verb being modified.
29
IV. AUXILIARY VERBS
Auxiliary verbs are helping verbs that modify a main verb. Many auxiliary verbs in Setswana
translate into adverbs in English.
There are three general types of auxiliary verbs: simple, objective and participial.
Some auxiliary verbs can function as regular verbs and are in those instances constructed as
such.
SIMPLE AUXILIARY VERBS:

These auxiliary verbs are most similar to auxiliary verbs in English. However, their negatives
are found among the participial auxiliary verbs.
Construction [sm] [auxiliary verb] [main verb]

Examples Ke tla a tsamaya. I will go.
Ke ka tsamaya. I can go.
OBJECTIVE AUXILIARY VERBS:

Some verbs can take other verbs as objects. Objective auxiliary verbs take the main verb as
an object, thus requiring the Class 15 subject marker GO to precede the main verb to create
its infinitive form. See Verb Tenses for negation thereof.
Construction [sm] [auxiliary verb] [GO] [main verb]

Examples Ke ratile go tsamaya. I almost went.
Ke kgona go tsamaya. I can go. I am able to go.
Ke tshwanetse go tsamaya. I must go. I have to go.
Ke leka go tsamaya. I am trying to go.
30
PARTICIPIAL AUXILIARY VERBS:
Every noun has an indefinite and definite participle (see MARKERS & PARTICIPLES).
Because participial auxiliary verbs often reflect concepts of circumstance, most can only be
found in either the indefinite or definite past tense. Furthermore, all participial auxiliary verbs
are positive or negative in nature, meaning an auxiliary verb is not negated, but instead has a
complementary auxiliary verb that is its opposite.
When compounded with other auxiliary verbs, take note that it is the auxiliary verb itself and
the participle that follows it that comprise the construction.
Indefinite
In the indefinite (continuous) past tense, the indefinite participle follows the auxiliary verb.
Take note that the indefinite participle is the same as the subject marker for all classes
except Class 1, for which the participle is A.
Take note that in the positive construction, use of the infinitive form of the main verb denotes
continuous action, whereas use of the perfect form suggests the action has been completed.
Positive [sm] [auxiliary verb] [p] [main verb]

Construction
Examples Ke setse ke tsamaya. I am already going.
O setse a tsamaile. He has already gone.
Negative GA [p] [auxiliary verb] [p] [main verb]-e
Construction
Examples Ga ke ise ke tsamaye. I have not yet gone.
Ga a ise a tsamaye. He has not yet gone.
Definite
In the definite (narrative) past tense, the definite participle follows the auxiliary verb. The
definite participle (or simply participle) is the same as the possessive preposition for all
classes except Classes i.-iv. (which have no possessive preposition) and Class 1.
Positive [sm] [auxiliary verb] [dp] [main verb]

Construction
Examples Ke kile ka tsamaya. I have gone before./ I once went.
O kile a tsamaya. He has gone before./ He once went.
Negative GA [p] [auxiliary verb] [dp] [main verb]
Construction
Examples Ga ke kake ka tsamaya. I will not go.
Ga a kake a tsamaya. He will not go.
Phonetic Note:
For auxiliary verbs beginning with a K-, the first person subject marker and auxiliary verb are
contracted, becoming NK- instead of ke k-.
Examples: ke ka = nka (I can); ke kile ka = nkile ka (I once …)
31
V. TENSES
Take note, that the following verb tenses are in the forms most commonly cited by other
Tswana learning resources. The present tense in the positive and the negative is universal
for all verbs and all dialects of Tswana. The past tenses and the future tense in the positive
make use of the auxiliary verbs ne and tla respectively and are similarly reliable.
It is, however, in the negative where these tenses become less universal with possible
regional and even individual variation in the auxiliary verbs chosen to create these tenses.
With a thorough familiarity of the auxiliary verbs, Tswana learners should be able to
recognize the other variations and the tenses suggested there from.
INFINITIVE VERB TENSES:
The following tenses use the infinitive form of the verb. The object marker always
immediately precedes the verb.
Present
The long present tense is used when the verb stands alone or when it takes an object
marker. The short present tense is used when the verb takes an object. They are both
negated with the negative marker GA preceding the participle, and the verb taking the suffix
–E.
Positive Negative
PRESENT [sm] A (om) [verb] GA [p] (om) [verb]-e
(long)
Example: O a ja. Ga a je.
E a ja. Ga e je.
O a di ja. Ga a di je.
E a di ja. Ga e di je.
English: - eats. - does not eat.
- eats them (food). - does not eat them (food).
PRESENT [sm] [verb] [object] GA [p] [verb]-e
(short)
Example: O ja dijo. Ga a je dijo.
E ja dijo. Ga e je dijo.
English: - eats food. - does not eat food.
32
Indefinite Past (continuous)
The indefinite past tense uses the auxiliary verb NE to indicate that an action was begun in
the past and continued or continues to be done. It is negated with the negative marker SA
preceding the verb, and the verb taking the suffix –E.
Positive Negative
INDEFINITE PAST [sm] NE [p] [verb] [sm] NE [p] SA [verb]-e
(continuous)
Example: O ne a ja. O ne a sa je.
E ne e ja. E ne e sa je.
English: - was eating. - was not eating.
Definite Past (narrative)

The definite past tense uses the auxiliary verb NE to tell a story or report a sequence of
events taking place and completed in the past. Oftentimes, speakers will drop the initial [sm]
NE, simply using the [dp] before the verb. The negative is formed with the addition of the
negative auxiliary verb SEKA.
Positive Negative
DEFINITE PAST [sm] NE [dp] [verb] [sm] NE [dp] SEKA [dp] [verb]
(narrative)
Example: O ne a ja O ne a seka a ja.
E ne ya ja. E ne ya seka ya ja.
English: - did eat. - did not eat.
Future
The future tense uses the auxiliary verb TLA A to indicate that an action will take place in the
future. It is negated with the negative auxiliary verb KAKE.
Positive Negative
FUTURE [sm] TLA A [verb] GA [p] KAKE [dp] [verb]
Example: O tla a ja. Ga a kake a ja.
E tla a ja. Ga e kake ya ja.
English: - will eat. - will not eat.
33
PERFECT VERB TENSES:
The following tenses are completed with the perfect form of the verb. Take note, however,
that the negative is formed using the verb’s infinitive form.
Perfect
The perfect tense indicates that an action has been completed. Take note that the long
perfect tense is used when the verb stands alone or when it takes an object. The short
perfect tense is used when an object marker is taken. They are both negated with the
negative marker GA preceding the participle, and with the infinitive form of the verb.
Positive Negative
PERFECT (long) [sm] [verb] (object) GA [p] A [infinitive] (object)
Example: O jele. Ga a a ja. (pronounced, ga aa ja)
E jele. Ga e a ja. (pronounced, ga ya ja)
O jele dijo. Ga a a ja dijo.
E jele dijo. Ga e a ja dijo.
English: - ate. - did not eat.
- ate food. - did not eat food.
PERFECT (short) [sm] [verb] GA [p] [om] [infinitive]
Example: O di jele. Ga a di ja.
E di jele. Ga e di ja.
English - ate them (food). - did not eat them (food).
Past Perfect
The past perfect tense uses the auxiliary verb NE to emphasize that an action has been
completed. It is negated with the negative marker SA preceding the infinitive form of the
verb.
Positive Negative
PAST PERFECT [sm] NE [p] [verb] [sm] NE [p] SA [infinitive]
Example: O ne a jele. O ne a sa ja.
E ne e jele. E ne e sa ja.
English: - had eaten. - had not eaten.
Future Perfect
The future perfect tense uses the auxiliary verb TLA A BO to indicate that an action will have
taken place in the future.
Positive Negative
FUTURE PERFECT [sm] TLA A BO [p] [verb] [sm] TLA A BO [p] SA [infinitive]
Example: O tla a bo a jele O tla a bo a sa ja.
E tla a bo e jele. E tla a bo e sa ja.
English: - will have eaten. - will not have eaten.
O tla a bo a setse a jele O tla a bo a ise a je
- Will have eaten already - Will not have eaten yet
34
VI. OBJECT MARKERS
Objects follow the verb. However, object markers (which are, in reality, pronouns taking the
place of the object) precede the verb and are in some instances affixed to the verb (see
following Phonological Note).
Object markers can be used in conjunction with the objects they are representing for
emphasis.
The presence or absence of objects (not object markers) bears influence on whether the
present tense is in its long or short form (See Tenses).
Direct versus Indirect Object

The direct and indirect object markers are one in the same. Most verbs that take an indirect
object (the recipient of the action; for whom the action is being done) take the applicative
verb extension, -ELA.
Object markers (direct or indirect) precede the verb, whereas objects (direct or indirect)
follow the verb.
Indirect object markers are in some instances actually affixed to the verb (see following
Phonological Note).
The following constructions are in the present tense. For other tenses and for use with
auxiliary verbs, apply constructions to the main verb. Where ambiguities may arise, use
asterisked constructions.
CONSTRUCTION Example
* [sm] [verb] [indirect object] [object] * Ke rokela mama mosese.
I am sewing for mom a dress.
[sm] [om] [verb] [indirect object] Ke o rokela mama.
I am sewing it for mom.
[sm] [iom] [verb] [object] Ke mo rokela mosese.
I sew for her a dress.
* [sm] a [om] [iom] [verb] * Ke a o mo rokela.
I sew it for her.
35
The First-Person and Third-Person Object Marker
It is only the first person and personal third person object marker that are sometimes affixed
to the verb.
Phonological Note:
The first person object marker, N-, is affixed to the verb and may phonetically change the
verbs initial phoneme. N- becomes M- when the verb begins with bilabial (B-, P-, PH-) or
labiodental (F-) phoneme.
Initial 1st Person

Phoneme Obj Prefix
- N-
A- NKA-
E- NKE-
I- NKI-
O- NKO-
U- NKU-
G- NKG-
D-/L- NT-
R- NTH-
S- NTSH-
B-/P- MP-
F-/PH- MPH-
The personal third person object marker MO- is contracted as M- and becomes affixed to
verbs beginning with B-. The B- becomes –M-.
Initial 3rd Person

Phoneme Obj Prefix
B- MM-
36
4. ADJECTIVES
Introduction:
Adjectives are parts of speech that qualify nouns or pronouns to construct nominal phrases.
Other parts of speech, when used to qualify nouns or pronouns, can become adjectives. For
usage of nominal phrases as the subject, object, or indirect object of a sentence, see
VERBS.
TABLE OF CONTENTS
Pg CONTENT
38 I. Identity (Adjective, Enumerative)
39 II. Concords (Adjective, Enumerative, Relative)
37
I. IDENTITY
Adjectival Identity:
In the present tense. To identify a noun with a strong adjective, simply use the subject
marker followed by the adjective (e.g. Dikgomo di bogale. The cows are fierce.). To identify a
noun with a weak adjective, follow the subject marker with the adjective prefix (same as class
prefix) affixed to the adjective (e.g. Dikgomo di dintle. The cows are beautiful.). For other
tenses, use constructions for TO BE under IDENTITY. (See Verbs.)
Strong [subject marker] [strong adjective]

Construction
Example: di bogale
Sentence: Dikgomo di bogale.The cows are fierce.
Weak [subject marker] [adjective prefix]-[weak adjective]
Construction
Example: di di-ntle
Sentence: Dikgomo di dintle (DI-ntle). The cows are beautiful.
Enumerative Identity:
To state the enumerative existence of a noun, use the existential verb GO NA LE or the
possessive verb NA LE with the following concord. For other tenses, use constructions for
TO HAVE under IDENTITY
Strong NA LE [noun] [p] LE [strong number]

Construction
Example: NA LE dikgomo di LE pedi
Sentence: Go na le dikgomo di le pedi.
There are two cows.
Weak NA LE [noun] [p] LE [prefix]-[weak number]
Construction
(all other classes)
Example: NA LE bana ba LE ba-bedi
Sentence: O na le bana ba le babedi.
He has two children.
Take note that Classes 8, 10, and 12 take strong forms of numbers. English numbers are
frequently used in place of Setswana numbers and are considered strong. See
ENUMERATIVES under SUBSTANTIVES.
Class 1 2 3 4 5 6 7
8/10/12 n/a pedi tharo nne tlhano thataro supa
(all other -ngwe -bedi -raro -ne -tlhano -rataro -supa
classes)
Take note that the adjectives –NNYE (few) and NOSI (alone) are treated as weak and strong
numbers respectively (e.g. batho ba le bannye, few people).
38
II. CONCORDS
Concords are used in the formation of nominal phrases. Concords connect adjectives,
numbers, and verbs to the nouns they describe.
Adjective Concords:
To create a nominal phrase using an adjective to qualify a noun, use the appropriate
adjective concord. The weak adjective concord is merely the demonstrative pronoun followed
by the adjective prefix. The strong adjective concord is merely the demonstrative pronoun
followed by the subject marker, which makes it identical in construction to the relative
concord (see RELATIVE CONCORDS). The concord comes between the noun being
qualified and the adjective:
Strong [noun] [strong adjective concord] [strong adjective]

Construction [demonstrative] [subject marker]
Example: dikgomo [tse di] bogale
Sentence: Ke na le dikgomo tse di bogale.
I have cows that are fierce. I have fierce cows.
Weak [noun] [weak adjective concord] [weak adjective]
Construction [demonstrative] [prefix]-
Example: dikgomo [tse di]–ntle
Sentence: Ke na le dikgomo tse dintle.
I have cows that are beautiful. I have beautiful cows.
Class Strong Weak

Adjective Adjective
Concord Concord
i. YO KE YO MO-
ii. BA RE BA BA-
iii. YO O YO MO-
iv. BA LE BA BA-
1 YO O YO MO-
2 BA BA BA BA-
3 OO O MO-
4 EE E ME-
5 LE LE LE LE-
6 AA A MA-
7 SE SE SE SE-
8 TSE DI TSE DI-
9 EE E-
10 TSE DI TSE DI-
11 LO LO LO LO-
12 TSE DI TSE DI-
13 BO BO BO BO-
14 AA A MA-
15 MO GO MO GO-
16 FA GO FA GO-
17 KWA GO KWA GO-
18 OO O MO-
39
Enumerative Concords:
To create a nominal phrase using a number to enumerate a noun, use the enumerative
concord. Take note the Enumerative Concord is the same as the Adjective Concord for all
classes except Classes 8, 10, and 12.
Strong [noun] [demonstrative] [strong number]

Construction
Example: dikgomo tse pedi
Sentence: Dikgomo tse pedi di a ja.
The two cows are eating.
Weak [noun] [demonstrative] [prefix]-[weak number]
Construction
Example: baba ba ba-bedi
Sentence: Ke bone baba ba babedi.
I saw two enemies.
Take note that Classes 8, 10, and 12 take strong forms of numbers. English numbers are
frequently used in place of Setswana numbers and are considered strong. See
ENUMERATIVES under SUBSTANTIVES.
Class 1 2 3 4 5 6 7
8/10/12 n/a pedi tharo nne tlhano thataro supa
(all other -ngwe -bedi -raro -ne -tlhano -rataro -supa
classes)
Take note that the adjective –NNYE (few) is treated as a weak number (e.g. batho ba le
bannye, few people).
NOSI (alone) acts as a strong number in an adverbial construction using the participial of the
subject (e.g. ke nna ke le nosi, i live alone; o ja a le nosi; he is eating alone).
40
Relative Concords:
Nominative
To create a nominal phrase using a verb where the qualified noun is the subject of the
qualifying verb, use the nominative relative concord. The concord is merely the
demonstrative pronoun followed by the subject marker. The concord comes between the
noun being qualified and the verb. The verb must take the suffix –NG:
Nominative [noun] [nominative relative concord] [verb]-NG

Construction [d] [sm]
Example: mosetsana [yo o] opela-NG
Sentence: Mosetsana yo o opelang ke tsala ya me.
The girl who is singing is my friend.
Class Nominative
Relative
Concord
i. YO KE
ii. BA RE
iii. YO O
iv. BA LE
1 YO O
2 BA BA
3 OO
4 EE
5 LE LE
6 AA
7 SE SE
8 TSE DI
9 EE
10 TSE DI
11 LO LO
12 TSE DI
13 BO BO
14 AA
15 MO GO
16 FA GO
17 KWA GO
18 OO
41
Accusative
To create a nominal phrase using a verb where the qualified noun is the object of the
qualifying verb, use the accusative relative concord. The concord is merely the
demonstrative pronoun followed by the participle (of subject) followed by the object marker of
qualified noun. The concord comes between the noun being qualified and the verb. The verb
must take the suffix –NG. Take note that the participle and subject marker are identical for all
classes, except Class 1, for which the participle is A and the subject marker is O.
Accusative [noun] [accusative relative concord] [verb]-NG

Construction [d] (subject) [p] [om]
Example: mosetsana [yo mosimane a mo] rata-NG
Sentence: Mosetsana yo mosimane a mo ratang o montle
The girl who the boy loves is beautiful
Class Accusative
Relative
Concord
i. YO [p] N-
ii. BA [p] RE
iii. YO [p] GO
iv. BA [p] LE
1 YO [p] MO
2 BA [p] BA
3 O [p] O
4 E [p] E
5 LE [p] LE
6 A [p] A
7 SE [p] SE
8 TSE [p] DI
9 E [p] E
10 TSE [p] DI
11 LO [p] LO
12 TSE [p] DI
13 BO [p] BO
14 A [p] A
15 MO [p] GO
16 FA [p] GO
17 KWA [p] GO
18 O [p] O
42
5. ADVERBS
Introduction:
Adverbs are parts of speech that qualify verbs, adjectives, or even other adverbs. Other parts
of speech, when used to qualify verbs, adjectives, or adverbs, can become adverbs.
There are adverbs of location, time, frequency, circumstance, and manner. Location and time
will be discussed in the next chapter. Many English adverbs of frequency and circumstance
translate into auxiliary verbs in Tswana.
TABLE OF CONTENTS
Pg CONTENT
44 I. Descriptives (Independent, Instrumental)
45 II. Comparatives (Indefinite, Definite)
43
I. DESCRIPTIVES:
Independent Adverbs:
Tswana adverbs of manner, as well as some adverbs of frequency and circumstance, can
stand alone. Unlike adverbs in English, which can often go almost anywhere in the sentence,
Tswana adverbs generally come at the end of the sentence.
Construction [adverb]
Example: sentle
Sentence: Mosetsana yo o bua Sekgoa sentle.
This girl speaks English well.
Instrumental Adverbs (nouns used as adverbs):

Many adverbs are constructed using the instrumental preposition KA followed by an
adverbial noun (usually abstract nouns in Class 13, bo-). Adverbs of manner, frequency, and
circumstance in this construction come at the end of the sentence. We call this construction
an instrumental adverb.
Construction KA [adverbial noun]

Example: KA bonya
Sentence: Mme, o bua ka bonya.
But, she speaks slowly.
44
II. COMPARATIVES:
Adjectives and verbs used as adverbs are typically used in comparison
Indefinite Comparative Adverbs:

Some English adverbs translate into adjectives or verbs in Setswana. This is especially so
with adverbs of comparison. To qualify a verb, the adjective or verb is preceded by the
concord for Class 15, MO GO.
The prefix GO is affixed to weak adjectives. The suffix –NG is affixed to verbs.
Construction MO GO [adjective/verb-NG]
Example: MO GO botoka
Sentence: Mosetsana yo, o bua Sekgoa mo go botoka.
This girl speaks English better.
Example: MO GO gaisa –NG
Sentence: Mosetsana yo o montle mo go gaisang.
This girl is prettier.
Definite Comparative Adverbs:

Take note that the following construction requires the explicit statement of both objects of
comparison.
Construction GO [adjective/verb] [object of comparison]

Example: GO gaisa mosetsana yoo
Sentence: Mosetsana yo, o montle go gaisa mosetsana yoo.
This girl is prettier than that girl.
45
46
6. LOCATION AND TIME
Introduction:
Although location or time can sometimes be the subject (The bottom of my soles are dirty.
Decembers are cold.), the object (We painted the outside of the house red. I love Fridays.),
or even the indirect object (We gave the inside of my car a good clean. Give tomorrow a
chance.) of a sentence, they are usually parts of speech unto themselves, merely attaching
themselves to sentences. Few grammatical rules govern their placement, that is to say, they
can usually be thrown into or removed from a sentence without affecting the sentence
structure.
Pg CONTENT
48 I. Location
50 II. Time
47
I. LOCATION
Location answers the question of Kae? (or Where?). As its own part of speech, the location
of a sentence can come at the beginning or end of a phrase or the beginning or end of a
sentence without affecting the sentences structure.
Locative Prepositions
Preposition English Description
FA here within visible range or specific; static
KWA/KO there; not within visible range or general;
from, to expresses motion away from or toward
MO in, herein; enclosed spaces; encompassing spaces;
into expresses motion inward or motion within
LE to, from; expresses proximity and distance;
with, along expresses togetherness in motion or stativity
Adverbial Location (LE)

The locative preposition LE can be used alone as in the example, O ile le noka, meaning He
went along the river.
The locative preposition LE is used with locative adverbs like gaufi, which means near, and
kgakala, which means far, and locative verbs like bapa, which means to be parallel. The
preposition LE serves to relate the locative adverb or verb to a point of reference. We can
call this construction an adverbial location:
Construction: [locative adverb/verb] LE [point of reference]

Example: gaufi LE tuba
near to the tuba
Nominal Location (FA, KWA, & MO)

Note that the first three prepositions, FA, KWA, and MO, can become nouns (Classes 16-18)
and become, in essence, the prefix of a locative noun. Locative prepositions in English often
translate to locative nouns in Tswana. Because they are Classes 16-18, locative nouns take
the possessive marker GA followed by the possessor, the object functioning as the point of
reference. However, as prefaced, this construction usually functions as a location and when
it does so, we call it a nominal location:
Construction: [locative preposition] [locative noun] GA [point of reference]

Example: fa godimo GA tafole
on top of the desk
Nonlocative nouns can be turned into nominal locations with a locative preposition and the
suffix –NG:
Construction: [locative preposition] [nonlocative noun]-NG

Example: mo ofisi-NG
in the office
48
Locative Demonstrative Pronouns
As nouns, nominal locations can also take demonstrative pronouns referencing an object’s
relative proximity to the speaker or listener. While it may seem paradoxical for fale to mean
over there while fa means here, take note that what it really means is there within visible
range. Therefore, it can mean here in the sense that everything in visible range is here. In
another example, the command tla kwano means come here, though kwa means there.
Once again, what it really means is come towards me to a place near me.
The locative demonstrative pronouns can stand alone, just as any pronoun can.
Class Here There There

(near me) (near you) (over there)
16 FA FANO FAO FALE
17 KWA KWANO KWAO KWALE
18 O ONO OO OLE
Location as a Noun
To use a locative nominal phrase as a noun, follow the grammatical rules of Classes 16 to
18. Therefore, when used as the subject or object of a sentence, a locative nominal phrase
will use GO as its subject marker and object marker.
To use a locative nominal phrases constructed from a nonlocative noun as a noun is rare,
because the nominal phrase is usually simply reverted back to a nonlocative noun. For
example, after having said Ke tsene mo ntlong, meaning I went into the house, one could say
E ne e le ntle, meaning It was beautiful. However, one may want to emphasize that it is the
inside of the house that was beautiful (i.e. the outside of the house looks like shit), in which
case, one would say, Mo ntlong go ne go le gontle, meaning The inside of the house was
beautiful. To say The inside of his house was beautiful, one would say Mo ntlong ya gagwe
go ne go le gontle. In this example, take note that both go’s in go ne go refer to mo ntlong,
whereas ya is in agreement with ntlo.
49
II. TIME
Time answers the question of Leng? (or When?). As its own part of speech, the time of a
sentence can come at the beginning or end of a phrase or the beginning or end of a
sentence without affecting the sentences structure.
To be clear, when we refer to time, we are referring to the answer to the question of When?,
not the question of How often?, which is really a question of frequency and habit. That is to
say, forever is a concept of time whereas always is a concept of frequency. Questions of
frequency are typically answered by adverbs in English, which come in the form of adverbs
and auxiliary verbs in Setswana. Concepts of circumstance, such as already, not yet, or
almost, are also often confused to be concepts of time. They, similarly, appear in Tswana as
adverbs and auxiliary verbs.
Times often stand alone without the use of a preposition. However, when a preposition is
used, it is the adverbial preposition KA.
Other Questions Answered by Time:

Take note of the use of mang, efe, bokae, and di kae in the following questions in reference
to time.
Question Direct Translation English

Ke nako mang? Who is the time? What time is it?
Ke kgwedi/ngwaga efe? Which month/year is it? Which month/year is it?
Go (letsatsi) la bokae? Of which place is the day? What day is it?
Go (dingwaga di le) di kae? How many years is it? What is the date?
Time can be understood to be cyclical, and therefore, discrete insofar as we have broken up
our years into months, months into weeks, weeks into days, and days into hours, minutes
and seconds. To that end, time has been given names (e.g. 2009, November, and 6:30),
making some sense of the use of the questions, who and which.
However, time is also continuous insofar as we order one point after the other, as the days of
the week are ordered in Tswana, and the years have been ordered starting at 0 Anno Domini
Nostri Iesu Christi according to the Gregorian calendar, making some sense of the use of the
questions, of which place (1st, 2nd, etc) and how many.
50
PRONOUNS OF TIME:
Abstract
No Time All Time
ka gope ka metlha
never always
Relative
Past Present Future
bogologolo kgantele jaanong kgantele isago
in the past earlier now later in the future
Calendar
Past Present Future
maloba maabane gompieno kamoso kamoso o
mongwe
the other yesterday today tomorrow day after
day/week tomorrow
beke e e beke e beke e e tlang
fetileng
last week this week next week
kgwedi e e kgwedi e kgwedi e e
fetileng tlang
last month this month next month
ngogotlola ngogola mono ngwaga ngwaga e e isago
/ ngwaga e tlang
year before last last year this year next year in the future
51
NOUNS OF TIME:
Quantities of Time
motsotso (metsotso) minute(s)
oura (dioura) hour(s)
letsatsi (matsatsi) day(s) / sun(s)
beke (dibeke) week(s)
kgwedi (dikgwedi) month(s) / moon(s)
ngwaga (dingwaga) year(s)
Times of the Day

makuku dawn
phakela morning
motshegare afternoon
maitseboa evening/dusk
bosigo evening/night
Days of the Week

Mmantaga Monday
Labobedi Tuesday
Laboraro Wednesday
Labone Thursday
Labotlhano/Freitaga Friday
Sateretaga/Matlhatso Saturday
Sontaga/Tshipi Sunday
Months/Seasons of the Year

Firikgong January selemo  summer 
Tlhakole February
Mopitlwe March
Moranang April lethlafula autumn
Motsheganong May
Sleetebosigo June mariga winter
Phukhwi July
Phatwe August
Lwetse September dikgakologo spring
Phalane October
Ngwanatsele November
Morule/Sedimothule December selemo  summer 
Cultural Note: Whereas most Americans would respond to a question such as, “When did
you study in Germany?” with an answer such as, “About 6 years ago,” Batswana tend to
answer such questions with an exact or approximate date. Similarly, when asked a person’s
age, Batswana tend to give the date of birth of the person in question.
52
7. CONJUNCTIONS
(and some adverbs)
Conjunctions are parts of speech that connect sentences, phrases, and other parts of
speech. As in English, many conjunctions are constructed from two or more words. Such
examples from English include nevertheless, notwithstanding, and inasmuch.
The following chapter will be, admittedly, short. As in English, conjunctions in Setswana are
parts of speech difficult to comprehend outside of context and difficult to categorize into
groups with discernable and reliable rules. Therefore, examples will be given to effectively
illustrate usage.
What differentiates conjunctions and adverbs is unimportant to discuss, but it must be said
that many of the following examples are perhaps best described as adverbs. However, due
to the similarity in constructions shared by many conjunctions and adverbs in Setswana, they
will nevertheless be illustrated in the following chapter.
53
LE (and / with)
This conjunction can translate to mean the English conjunction, and, and the preposition,
with. Unlike English, it cannot be used to combine sentences.
Ke rata nama ya koko le nama ya kgomo.

I like chicken and beef.
Ke ile le Naledi kwa London.

I went with Naledi to London.
MME (but / and)

This conjunction can translate to mean the English conjunction, but. It is used to combine
contrasting sentences.
Examples:
Ga ke a mmona gompieno, mme ke tla a mmona kamoso.

I did not see him today, but I will see him tomorrow.
Leina la me ke Stuart Sia, mme ke bidiwa Tshiamo mo Botswana.

My name is Stuart John Sia, but I am called Tshiamo in Botswana.
KANA/KGOTSA (or)
These two conjunctions are used interchangeably and can translate to mean the English
conjunction, or. As in English, these conjunctions can be used between parts of speech or
complete sentences.
A o batla go ja nama ya kgomo kgotsa ya koko?

Do you want to eat beef or chicken?
A ke Thabang kana Mpho yo o berekang kwa sekolong?

Is it Thabang or Mpho who works at the school?
FA (if / when)
This conjunction can be translated to mean if or when. As in English, it introduces a
subordinate clause. Take note that the subject of a subordinate clause is represented by the
participle instead of the subject marker. Furthermore, to mean if, the subordinate clause must
be in the subjunctive mood, utilizing the auxiliary verb, KA.
Mpolelela fa a tsamaya.
Tell me when he leaves.
Fa ba ka tsamaya, ga ke kake ka apaya.

If they leave, I will not cook.
54
GORE (that / so that)
This conjunction can be translated to mean that or so that. As in English, it introduces a
subordinate clause. Take note that the main verb of the subordinate clause is in the
subjunctive mood and must therefore take the suffix, -E.
Ke batla gore o nthuse.

I want that you help me.
Ga ke itse gore o kae.

I don’t know where he is.
Mmolelela gore ke ne ke le fa.

Tell her that I was here.
Ba a mo thusa, gore a fetse ka pele.

They are helping him, so that he finishes quickly.
GONGWE (maybe / perhaps)

This conjunction can be translated to mean the English adverbs maybe and perhaps.
Gongwe re tla a tsamaya gompieno.

Maybe we will go today.
JAAKA (like / as / such as)

This conjunction can be translated to mean like, as, or such as.
Ke rata nama, jaaka seswaa.

I like meat, like pounded meat.
NTSWA (although / though)

This conjunction can be translated to mean although or though.
Ke tla a ja seswaa, ntswa ke sa tswarwa ke tlala,.

I will eat pounded meat, though I am not hungry,
55
LE GONE (also)
This conjunction can be translated to mean also, and is used in negative contexts.
O modumo, le gone o tsene morago.

You are noisy, and you also came late.
LE GALE (anyway)
This conjunction can be translated to mean anyway.
Ga ke a tshwarwa ke tlala, le gale ke tla a ja seswaa.

I am not hungry, but I will eat seswaa anyway.
LE FA (even though / although)

This conjunction can be translated to mean even though and although.
Ke tla a ja seswaa, le fa ke sa tshwarwa ke tlala.

I will eat seswaa, even though I am not hungry.
Le fa ke sa tshwarwa ke tlala, ke tla a ja seswaa.

Although I am not hungry, I will eat seswaa.
LE FA E LE (even / either)
This conjunction is used in a variety of circumstances.
Le fa e le metsi a siame.
Even water is fine.
Le fa e le Thabang kana Mpho o ka bereka kwa ofising.

Either Thabang or Mpho work in an office.
Le fa e le kamoso go siame.
Even tomorrow is okay.
LE [abstract pronoun] (too / also)

This conjunction can be translated to mean too and also,
Le nna, ke rata nama thata!

Me too, I looooooove meat!
Le ene ke moithaopi wa Peace Corps.

She is also a Peace Corps Volunteer.
56
E BILE (and also / furthermore)
This conjunction can be translated to mean and also and furthermore.
Beke e e tletse e bile e bokete.

This bag is full and also heavy.
E KETE / E KARE (as if / it seems as if)

This conjunction can be translated to mean as if.
O opela e kete o a lela.

She sings as if she is crying.
A mosetsana yo montle yole ke Hermione? E kare ke ene.

Is that beautiful girl Hermione? It seems as if it is her. (It seems to be her.)
E SENG (not)
This conjunction can be translated to mean not.
O tla a ya kwa Maun, e seng nna.

You are going to Maun, not me.
Thabang o rata nama ya kolobe e seng ya koko.

Thabang likes pork not chicken.
E A RE (whenever)
This conjunction can be translated to mean whenever.
E a re ba tsena, ke boife.
Whenever they enter, I get scared.
GATWE E RILE (once / once upon a time)

This conjunction can be translated to mean once or once upon a time. The following
sentence must be in the definite past tense.
Gatwe e rile go ne go na le mosimane a rata mosetsana thata.

Once upon a time there was a boy who loved a girl very much.
57
KA GORE (because)
This conjunction can be translated to mean because.
Ke rata seswaa, ka gore ke nama.

I like pounded meat, because it is meat.
KA JALO (therefore)
This conjunction can be translated to mean therefore.
Seswaa ke nama. Ka jalo, ke a se rata.

Pounded meat is meat. Therefore, I like it.
KA FA (as / while)
This conjunction can be translated to mean as or while.
Ba a bua ka fa ba a ja.
They are a speaking while they eat.
KA LESEGO (fortunately)
This conjunction can be translated to mean fortunately.
Ka lesego o tsile.
Fortunately you have come.
58
8. SENTENCE
STRUCTURE
In Setswana, all sentences are comprised of a subject, a predicate, and a copula, which
serves to connect the two. In many instances, the subject is implicit. In other instances, both
the subject and copula are implicit. Take a look at the following dialogue, in which the
subjects have been underlined and the predicates have been bolded:
A: Koko! (Knock knock!)
B: Tsena! (Come in!)
A: A Mpho le Katlego ba teng? (Are Mpho and Katlego present?)
B: Nnyaa. Ga ba yo. (No. They are not present.)
A: Mpho o kae? (Where is Mpho?)
B: O ile ko sekolong. Ke moithuti. (She went to school. She is a student)
A: Mmolelela gore ke ne ke le fa. (Tell her that I was here.)
B: Ga go na mathata. (No problem.)
In the above dialogue we find 3 different types of sentences: Declarative Sentences,

Interrogative Sentences, and Imperative Sentences.
This chapter will explore the sentence structures of declarative, interrogative, and imperative
sentences.
TABLE OF CONTENTS
Pg CONTENT
60 I. Declarative Sentences
64 II. Interrogative Sentences
68 III. Imperative Sentences
59
I. Declarative Sentences
The inherent construction of declarative sentences expects no response, although
admittedly, the speaker may presuppose an opinion or bias. Declarative sentences serve to
provide information, whether affirmatively or negatively.
In Setswana, a complete declarative sentence includes an explicit copula and an explicit

predicate. Because copulae in Setswana inherently agree with the subject, the subject may
be explicit or implicit.
SUBJECT (explicit or implicit)  COPULA  PREDICATE
Here are the declarative sentences from the previous dialogue:
Ga ba yo. (They are not present.)
O ile ko sekolong. (She went to school.)
Ke moithuti. (She is a student.)
Ga go na mathata. (No problem.)
In each of the above examples, the subject is implicit, and understood by both context and
the agreement of the copula with the implicit subject. Of course, we
could make the subject explicit in each of these sentences as well:
Mpho le Katlego ga ba yo. (Mpho and Katlego are not present.)
Mpho o ile ko sekolong. (Mpho went to school.)
Mpho ke moithuti. (Mpho is a student.)
Ga go na mathata. (No problem.)
Take note, however, of the last case, in which no subject can be made explicit. The
affirmative GO and negative GA GO are what are known in grammar as expletives, which
means they serve to complete the subjectless sentence without adding any semantic value.
These two markers are known as existential markers and can be accurately translated in
English to mean there is/are and there isn’t/aren’t.
Because copulae seem to best translate as pronouns in some instances and auxiliary or
conjunctive verbs in other instances, it will be best to understand copulae as the link between
the optionally explicit or implicit subject and the always explicit predicate.
60
THE SUBJECT (substantives)
We understand the subject of a sentence to be the protagonist of a sentence (except, of
course, in subjectless sentences employing expletives). In the case of sentences in the
active voice, the subject is the agent of the predicate, whereas in the passive voice the
subject is the recipient. In any event, the subject plays the primary role, and the sentence is
drawn up from the perspective of the subject.
The subject can be very specific, as in a proper name such as Mpho, which refers to the
single entity in the universe known as Mpho about whom the speaker is thinking. Or, the
subject can be very general, as in dilo, which means things, and can of course refer to any
number and any type of things. The subject could be a person, place, thing, or abstract
concept. In other words, the subject is a substantive (noun, pronoun, or nominal phrase), and
definitively so, because when words that we are otherwise inclined to categorize as verbs,
adjectives, or other parts of speech are used as the subject or protagonist of a sentence,
they thusly become substantives.
However, as we will discover in the chapter on SUBSTANTIVES, the Setswana Noun Class
System categorizes substantives into 18 grammatically distinct categories, which have
correspondingly distinct copulae in reference to each category. Therefore, the ability of
copulae to implicate the subject allows them to perform a function similar to the function only
pronouns can perform in English.
The subject or a sentence is a substantive, that is to say, it is a noun, a pronoun, or a

nominal phrase.
THE COPULA (markers, participles, & auxiliary verbs)

Copulae serve to connect the subject of a sentence to the predicate. As said above, copulae,
in many instances perform a function similar to pronouns. Take a look at the following
sentences derived from our dialogue:
O ile ko sekolong. (She went to school.)
Mpho o ile ko sekolong. (Mpho went to school.)
Ke moithuti. (She is a student.)
Mpho ke moithuti. (Mpho is a student.)
Take note how in the first sentence it seems most obvious to take the copula, o, to mean the
pronoun, she. In the second sentence, although not similarly smooth a translation, it once
again seems most appropriate to take the copula to mean she.
However, in the third sentence, the most obvious translation of the copula, ke, is the
combination, she is, whereas in the fourth sentence, it seems best to translate ke as simply
is. For an explanation on why the copula is o in the first instance and ke in the second
instance, please see the chapter on COPULAE.
This is the crux of my argument that it is perhaps best to view copulae as neither a part of the
subject nor as part of the predicate of a sentence, and is instead the connective tissue in
between.
61
For those of you who have studied Spanish, whose various forms of ser (one of two verbs
meaning to be) are distinct enough to render pronouns unnecessary, this insight may make
more sense. For example, although it is grammatically correct to say “yo soy estudiante,”
meaning, “I am a student,” a speaker is much more likely to say “soy estudiante.” Similarly in
Setswana, one could indeed say “nna ke moithuti.” also literally meaning “I am a student,”
but one is more likely to say “ke moithuti.” In fact, many people would prefer to translate nna
as myself, arguing that the sentence “nna ke moithuti” is most accurately translated to mean
“myself, I am a student” or “as for me, I am a student. While I do not disagree with this
translation, because it does indeed most accurately capture the intended semantics of the
sentence, it can mislead one to understand nna to be a reflexive pronoun, as in the
sentences, “I wash myself” and “I saw myself in the mirror.”
Therefore, we must unbound ourselves by the categories in which we divide our language of
English, and be open to the possibility that other languages are categorized in other ways
more illustrative of the language. When approached through the minds of English speakers,
these categories may in some instances lump several of our categories together, and in
other instances, dissect one of our categories into several further distinctive categories.
Let’s take a look at a couple more derivations of our previous sentences:
Mpho o ile ko sekolong. (She went to school.)
Mpho o setse a ile ko sekolong. (She already went to school.)
Mpho ke ngaka. (She is a doctor.)
Mpho e setse e le ngaka. (She is already a doctor.)
The first and third sentences are nearly identical to our sentences from the dialogue, and
more clearly illustrate how the copula serves to connect the subject and predicate of a
sentence. In the second and fourth examples, however, we employ the participial auxiliary
verb setse, which conveys the concept expressed in English as the adverb, already. In these
sentences, one may be tempted to include everything after the initial copula, o, as a part of
the predicate. But if we compare, for example the third sentence and the fourth sentence
(whose meanings are fundamentally the same, though the fourth sentence admittedly
expresses an air of emphasis), we can see that the subject is Mpho, the predicate is ngaka,
and therefore the copula must be everything in between.
The copula of a sentence can include markers, participles, and auxiliary verbs.
62
THE PREDICATE (substantives, adjectives, verbs, and
location & time)
The predicate is often the most complicated part of the sentence, given the ability of nearly
every part of speech to play that role. Take note that whereas a substantive, adjective, verb,
or location/time can each potentially function as the predicate in isolation, other parts of
speech, such as adverbs, conjunctions and prepositions cannot, and are therefore not listed
as potential predicates, though they can indeed be found within the predicate. Substantives
can serve as the direct or indirect object (Barack Obama is the President of the United States
of America). Adjectives can serve to identify the subject (He is eloquent). And verbs describe
a variety of states of being, relationships, actions, etc the subject may experience (Obama
addressed Congress). In the case of concrete and metaphorically present subjects, locations
can serve as predicates (Obama is in Washington DC.). And in the case of temporally bound
subjects, even time can serve as a predicate (His meeting with the Cabinet is tomorrow.)
Let’s look at some examples in Setswana:
Mpho ke ngaka. (Mpho is a doctor.) PREDICATE SUBSTANTIVE
Mpho o montle. (Mpho is beautiful.) PREDICATE ADJECTIVE
Mpho o jele dijo. (Mpho ate food.) PREDICATE
Mpho o mo ntlong. (Mpho is in the house.) PREDICATE LOCATIVE
Pati ya gagwe e kamoso. (Her party is tomorrow.) PREDICATE TEMPORAL
In the case of substantives, adjectives, locations, and times functioning as predicates, see
the chapter on COPULAE, which covers this in further depth. In the case of verbs functioning
as predicates, see the ever-extensive chapter on VERBS.
63
II. INTERROGATIVE SENTENCES
The inherent structure of interrogative sentences pose questions, subsequently expecting

answers in response. Interrogative sentences serve to elicit information.
In Setswana, as in English, the structure of interrogative sentences is fairly similar and in

many instances, nearly identical to the structure of declarative sentences.
Native speakers of English must keep in mind, however, that there is no general rising in
tone that often accompanies interrogative sentences in English. In fact, such intonation is
likely to confuse Setswana speakers for whom tone is a distinct variable in the morphology of
words.
Affirmation/Negation (yes/no)
For example, yes/no questions are formed by simply preceding a declarative sentence with
the question marker, A as in the following example from the dialogue:
A Mpho le Katlego ba teng? (Are Mpho and Katlego present?)
Ee. Mpho le Katlego ba teng. (Yes. Mpho and Katlego are present.)
A  SUBJECT  COPULA  PREDICATE ?
64
Interrogative Pronouns
Many question, however, ask for more specific information, fundamentally expecting the
listener to fill in the blanks. The blanks, or the unknown information, are denoted with
interrogative pronouns:
Pronoun Part of Speech Example

MANG personal noun Re etela mang/bomang?
BOMANG (pl) Who are we visiting?
Re etela tsala/ditsala.
We are visiting friend(s).
ENG / -NG impersonal noun Re apaya eng? / Re apayang?
What are we cooking?
Re apaya merogo.
We are cooking vegetables.
[px]-FE adjective/pronoun Re batla dibuka dife?
Which books do we want?
Re batla dibuka tsele.
We want those books.
KAE number (discrete) Re na le baithuti ba le kae?
How many students do we have?
Re na le baithuti ba le bararo.
We have three students.
BOKAE amount (aggregate) Buka e ke bokae?
How much is this book?
Buka e ke P20.
This book is P20.
JANG adverb Le robetse jang?
How did you all sleep?
Re robetse sentle.
We slept well.
KAE location Re ya kae?
Where are we going?
Re ya ko ofising.
We are going to the office.
LENG time Re kopana leng?
When are we meeting?
Re kopana makuku.
We are meeting before daybreak.
KA GORENG subordinate clause Re kopana makuku, ka goreng?
Why are we meeting before daybreak?
Re kopana makuku, ka gore re tshwanetse
go goroga kwa Francistown ka 2.
We are meeting before daybreak, because
we must arrive in Francistown by 2.
In the above examples, take note of how nearly identical the question and the answer are,
with the previously unknown bit of information taking the place of the interrogative pronoun.
Also take note, however, that for many of these examples, posing the interrogative pronoun
in isolation would suffice in conversation. For example, if someone said, “re batla dibuka,”
meaning “we want books,” we could clarify, “dibuka dife?” or even more simply “dife?”
meaning “which ones?” Or in the example, “re kopana makuku,” we could have simply asked
“ka goreng?” instead of the long-winded “re kopana makuku, ka goreng?”
65
Predication
Just as interrogative pronouns in English must be brought to the initial position of subject,
interrogative pronouns in Setswana must be brought to the final position of predicate, which
is easy in most instances as illustrated before, but can be challenging in other instances. Let
us look at another example derived from the dialogue:
Mpho o kae? (Where is Mpho)
Mpho o ko sekolong. (Mpho is at school.)
In this instance, the location is unknown. Because the location is already found in the
predicate, the sentence does not need to be restructured in any way, but can simply replace
the unknown element with the appropriate interrogative pronoun, kae. However, in instances
where it is the subject of the sentence that is unknown, the sentence must be restructured to
make the subject the predicate. Because the subject of a sentence is always a substantive,
this process can only every occur with the interrogative pronouns, MANG/BOMANG, ENG,
and –FE. We will call this process predication.
Predication with a Predicate Substantive
SUBJECT (unknown)  COPULA  PREDICATE
becomes...
[original predicate]  COPULA  [mang/eng/-fe] ?
Let us look at a small dialogue derived from our previous dialogue:
A: Ke moithuti. (She is a student.)
B: Moithuti ke ofe? (Who of you is a student?)
In the first sentence the implied subject is unclear to the listener, who must then clarify to
whom the speaker was referring. It would not be grammatically sound to say, “Ofe ke
moithuti?” since the interrogative pronoun must be in the predicate, and never in the subject
of a sentence.
66
Predication with a Predicate, Predicate Adjective, or Predicate
Locative/Temporal
SUBJECT (unknown)  COPULA  PREDICATE
becomes...
COPULA  [mang/eng/-fe] [concord] [original predicate] ?
Lets us look at a small dialogue derived from our previous dialogue:
A: O ile ko sekolong. (She went to school.)
B: Ke mang yo o ileng ko sekolong? (Who went to school?)
In the first sentence, the implied subject is unclear to the listener, who must then clarify to
whom the speaker was referring. It would not be grammatically sound to ask “Mang o ile ko
sekolong?” because as said before, interrogative pronouns must be found in the predicate
and never in the subject of a sentence. A similar construction would be employed if the
listener wanted clarity on whether it was Mpho or Katlego to whom the speaker was
referring:
A: O ile ko sekolong. (She went to school.)
B: A ke Mpho kana Katlego yo o ileng ko sekolong? (Is it Mpho or Katlego who

went to school?)
Essentially, the subject, copula, and predicate become a nominal phrase in which the
subject is the noun, the copula is the concord, and the predicate is the adjective or verb
qualifying the noun. For a more in depth look at the construction of concords, see
CONCORDS under ADJECTIVES.
67
III. IMPERATIVE SENTENCES
The inherent construction of imperative sentences pose requests or commands,
subsequently expecting compliance. Imperative sentences serve to elicit behavior.
In Setswana, as in English, the structure of imperative sentences is vastly different from both
declarative and interrogative sentences. Whereas declarative and interrogative sentences
require an explicit copula and can have nearly any part of speech as its predicate, imperative
sentences have an implicit copula and must have a verb as its predicate. Furthermore,
unlike declarative and interrogative sentences, which can appear in any person, imperative
sentences only appear in the second person, you or you (plural). The singular you is implied
when the verb appears as is. The plural you is implied when the plural suffix –NG is affixed
to the verb.
SUBJECT (implicit)  COPULA (implicit)  (verb-/-NG)

Because commands and requests are directed towards people (and sometime animals),
there is often a recipient or indirect object of the action.
Mmolelela gore ke ne ke le fa. (Tell her that I was here.)
In the above excerpt from the dialogue, mmolelela comes from the Class 1 object marker,
MO, and the verb meaning to tell, bolelela. As discussed in the section on OBJECT
MARKERS in the chapter on PREDICATES, for verbs beginning with the consonant B-, the
Class 1 object marker, MO, becomes the prefix, M-, and is affixed to the verb, whose initial
consonant B- now also becomes -M- (i.e. MO + bolelela = M- + -M- + olelela = mmolelela)
Similar phonetic changes occur when the indirect object is the 1st Person singular (Class i.).
The command, tell me, is translated as, mpolelela. And because commands and requests
always have implicit subjects in the 2nd Person, the reflexive prefix, I-, is used in the case of
indirect objects in the 2nd Person. In such cases, the prefix is affixed to the verb, which
undergoes similar phonetic alterations (e.g. tell yourself = ipolelela). A more thorough lesson
on this process is discussed in the section on OBJECT MARKERS mentioned before and the
section on VERB EXTENSIONS.
In all other instances, the verb remains unchanged and the object marker remains
unattached. However, because the object marker is in all other instances identical to the
subject marker, another change must occur to make the sentence unambiguously a
command.
Mosetsana o tshwerwe ke tlala. Mo fe borotho.

(The girl is hungry. Give her bread.)
Dikgomo di tshwerwe ke tlala. Di fe dijo.

The cows are hungry. Give them food.
In these instances where the object marker is unattached to the verb, the verb’s final vowel –
A becomes an –E.
[object marker]  (verb-E/-ENG)
68
Other constructions posing requests or commands
In English, requests or commands can be posed as “dummy” questions or statements for the
sake of being polite or unpresumptuous.
Could you please pass the bread? (Give me the bread.)
I would like another glass of water. (Give me another glass of water.)
Similarly, in Setswana, the following auxiliary verbs pose requests, commands, or

prohibitions, and some can be understood to be more polite.
Ke kopa gore...o a nthusa. (I am asking that...you help me. / Help me.)
O ka...nthusa. (You can...help me. / Help me.)
O tshwanetse go...nthusa. (You must...help me. / Help me.)
O seka wa...nthusa. (You must not...help me. / Don’t help me.)
69
70
APPENDIX
The following vocabulary lists and grammar charts are intended to comprehensively and
illustratively organize the concepts explored in this grammar.
TABLE OF CONTENTS
Pg CONTENT
72 VOCABULARY LIST OF AUXILIARY VERBS
74 VOCABULARY LIST OF ADVERBS
76 COMPREHENSIVE NOUN CLASS CHART
78 CONCISE NOUN CLASS CHART
71
VOCABULARY LIST OF AUXILIARY VERBS (Part 1 of 2)
Positive Participial Auxiliary Verbs
Indefinite Participial Auxiliary Verbs – [sm] [auxiliary verb] [p] [verb]

SETSE – have already done (perfect)
Ke setse ke badile buka ya me.
I already read my book.
NTSE – have been doing
O ntse a bala buka ya gagwe.
He has been reading his book.
NE – was doing
Re ne re bala buka ya rona.
We were reading our book.
SANTSE – still doing
Ba santse ba bala buka ya bone.
They are still reading their book.
BO – then do
Tsamaya o ye ko motlobong wa dibuka. O bo o bala buka.
Go to the library. Then read a book.
KA BO – should have done (perfect)
Le ka bo le badile dibuka tsa lona.
You all should have read your books.
ETLE – usually do (subjunctive), sometimes do
Ke etle ke bale dibuka.
I usually read books.
TLHOLA – always do, spend the day doing
O tlhola a bala dibuka.
He always reads books.
TLOGA – be about to do
Re tloga re bala buka ya rona.
We are about to read our book.
Definite Participial Auxiliary Verbs – [sm] [auxiliary verb] [dp] [verb]

KILE – have done before, have once done
Ke kile ka bala buka e.
I have read this book before.
NE – did do, had done
Re ne ra bala buka e.
We did read this book.
KA NNA – might do
Ba ka nna ba bala buka e.
They might read this book.
72
VOCABULARY LIST OF AUXILIARY VERBS (Part 2 of 2)
Negative Participial Auxiliary Verbs
Indefinite Participial Auxiliary Verbs – GA [p] [auxiliary verb] [p] [verb]

TLHOLE – no longer do
Ga ke tlhole ke bala dibuka.
I no longer read books.
ISE – not have yet done
Ga a ise a bale ele.
He has not yet read that one.
KE – never do
Ga re ke re bala dibuka.
We never read books.
Definite Participial Auxiliary Verbs – GA [p] [auxiliary verb] [dp] [verb]

A KA – not have done
Ga ke a ka ka bala dibuka.
I did not read books.
KAKE – might not do; will not do
Ga re kake ra bala buka ele.
We will not read that book.
SEKA – must not do
Le seka la bala dibuka tse.
You all must not read these books.
Simple Auxiliary Verbs
[sm] [auxiliary verb] [verb]

KA – can do
Ke ka kopana le wena ka 4.
I can meet with you at 4.
TLA A – will do
Re tla a le bona kamoso.
We will see you all tomorrow.
Objective Auxiliary Verbs
[sm] [auxiliary verb] GO [verb]

KGONA – be able to do
Ke kgona go bala ka Setswana.
I can read in Setswana.
TSHWANETSE – must do; have to do
O tshwanetse go bala buka eo.
You must read that book.
RATILE – have almost done
Re ratile go fetsa go bala buka ele.
We almost finished reading that book.
73
VOCABULARY LIST OF ADVERBS
[adverb]
SENTLE – well
O opela sentle.
You sing well.
THATA – a lot; very; very much
Ke rata nama thata,
I like meat a lot.
TOTA – completely; utterly; really
Ke a go rata tota.
I really love you.
GAPE – again
A o ya ko Molepolole gape?
Are you going to Molepolole again?
FELA – just; only
Re amogela madi a go itshetsa fela.
We only receive a living allowance.
RURI – truly; for good
O tsamaetse ruri.
He went away for good.
BONOLO – easily; gently; softly
O ntshameketse katara bonolo.
She softly played guitar for me.
KA [adverb]
KA BONYA – slowly
Ke kopa gore o bue ka bonya.
Please speak slowly.
KA BOFEFO / BONAKO – fast; quickly
O siana ka bonako,
He runs fast.
KA BOMO – deliberately; on purpose
Le dirile jalo ka bomo!
You did that on purpose!
KA SEWELO – rarely; irregularly
Re mmona ka sewelo.
We rarely see him.
KA THELELO – fluidly; eloquently
O tlhalosa dilo ka thelelo.
He explains things eloquently.
74
75
76
77
CONCISE NOUN CLASS CHART
Impersonal Nouns in the 3rd Person
(Part 1 of 2)
I. CLASS
II.
a. NOUN PREFIX, ADJECTIVE PREFIX [px]
(affixed to noun stem or adjective; determines noun class)
b. ENUMERATIVES
i. –NGWE (SOME)
ii. –NGWE LE –NGWE (EVERY; EACH)
III.
a. SUBJECT MARKER, OBJECT MARKER, INDEFINITE PARTICIPLE
(used to construct verb tense) [sm][om][p]
b. ENUMERATIVES
i. –FE (WHICH?)
ii. –PE (NOT ANY; NONE)
iii. – SELE (DIFFERENT)
IV.
a. DEMONSTRATIVES (qualify noun as proximal or distal to you or me)
i. – (THIS) [d]
ii. –NO (THIS NEAR ME)
iii. –O (THAT NEAR YOU)
iv. –LE (THAT OVER THERE)
b. RELATIVE/ADJECTIVE NOMINAL PHRASES
(used to construct nominal phrase)
i. [IV] [II]-[weak adjective]
ii. [IV] [strong adjective]
iii. [IV] [III] [verb-NG]
V.
a. PRONOUNS (takes the place of a noun; emphasizes noun)
i. –NE (IT)
b. QUANTITATIVES (qualifies noun inclusively)
i. –TLHE (ALL & THE WHOLE)
VI.
a. POSSESSIVE PREPOSITION
(qualify noun as object of possession by connecting it to its possessor; of)
b. DEFINITE PARTICIPLE (used to construct narrative verb tense) [dp]
78
CONCISE NOUN CLASS CHART
Impersonal Nouns in the 3rd Person
(Part 2 of 2)
I II III IV V VI
[sm]
[px] [om] [d] [dp]
[p]
3 MO- O- WA
4 ME- E- YO- YA
5 LE- LO- LA
6/14 MA- A- O- A
7 SE- SO- SA
8/10/12 DI- TSE- TSO- TSA
9 - E- YO- YA
11 LO- LWA
13 BO- JO-/BO- JWA/BA
15 GO - MO- GO- GA
79

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Peace Corps

A comprehensive grammar of the

Introduction to the Acquisition of Setswana for

3. Setswana is a Bantu language, which means it is in an entirely different family from

4. Setswana has something akin to 18 different noun distinctions known as classes.

Why Setswana isn’t as difficult as I just made it

4. The 18 noun classes of Setswana can be best thought of as phonetic distinctions,

I wish you the best of luck in your service.

Stuart J. Sia (aka “Tshiamo”)

Grapheme Phonemic approximation (anglicized) Notes

Constricted (palate)  Open  Rounded (labia)

Grapheme Phonemic Approximation (anglicized) Notes

Grapheme Phonemic Approximation (descriptive) Notes

Aspirated consonants release a puff of air upon articulation, whereas unaspirated

TS/TSH and TŠ /TŠH are nearly identical phonemes, respectively.

Substantives include nouns, pronouns, and nominal phrases.

Pronouns take the place of nouns.

Personal Nouns (includes abstract personal pronouns and proper names)

Nonpersonal Nouns (all other nouns)

Like demonstrative pronouns, enumerative and quantitative pronouns replace or immediately

Adjective and Relative

Strong NA LE [noun] [sm] LE [strong number]

There are regular and irregular perfect forms.

Verb Stem Verb Stem English Example

E.g. i- + R-uta = ITH-uta = ithuta (to teach oneself; to learn)

SIMPLE AUXILIARY VERBS:

Construction [sm] [auxiliary verb] [main verb]

OBJECTIVE AUXILIARY VERBS:

Construction [sm] [auxiliary verb] [GO] [main verb]

Positive [sm] [auxiliary verb] [p] [main verb]

Positive [sm] [auxiliary verb] [dp] [main verb]

Examples: ke ka = nka (I can); ke kile ka = nkile ka (I once …)

INFINITIVE VERB TENSES:

Definite Past (narrative)

Direct versus Indirect Object

Initial 1st Person

Initial 3rd Person

Strong [subject marker] [strong adjective]

Strong NA LE [noun] [p] LE [strong number]

Strong [noun] [strong adjective concord] [strong adjective]

Class Strong Weak

Strong [noun] [demonstrative] [strong number]

Nominative [noun] [nominative relative concord] [verb]-NG

Accusative [noun] [accusative relative concord] [verb]-NG

Instrumental Adverbs (nouns used as adverbs):

Construction KA [adverbial noun]

Indefinite Comparative Adverbs:

Definite Comparative Adverbs:

Construction GO [adjective/verb] [object of comparison]

Adverbial Location (LE)

Construction: [locative adverb/verb] LE [point of reference]

Nominal Location (FA, KWA, & MO)

Construction: [locative preposition] [locative noun] GA [point of reference]

Construction: [locative preposition] [nonlocative noun]-NG

Class Here There There

Other Questions Answered by Time:

Question Direct Translation English

Times of the Day

Days of the Week