English loanwords in Amharic textbooks: Formal and functional approaches

Abstract This study investigates the structure and function of English loanwords included in Amharic textbooks for grades 9 to 12. It used a mixed methods approach, combining quantitative content analysis and qualitative linguistic research to identify and classify a total of 311 high-frequency English loanwords that occur in the textbooks. An additional 512 loanwords were identified but were excluded due to low frequency. The study addresses the phonological and morphophonological adjustments made to incorporate the loanwords and reflects the linguistic strategies used to assimilate loanwords into Amharic phonology. This often includes the insertion of the vowel /ɨ/ to prevent unacceptable consonant clusters. Functionally, English loanwords in the textbooks cover a wide range of semantic areas, including law, politics, government, art, culture, science, and technology, and show where English has influenced local vocabulary. The results also show that although some loans are considered unnecessary, they play an important role in helping students become familiar with English. The study highlights the importance of maintaining a balance between the use of foreign words and the integrity of the native language to prevent language invasion. The findings contribute to the understanding of the dynamic relationship between language development and educational resources in the context of globalization and may serve as a guide and important resource for language policy and curriculum development.