Mamaindê Grammar

Total Page:16

File Type:pdf, Size:1020Kb

Mamaindê Grammar Mamaindê Grammar: A Northern Nambikwara language and its cultural context Volume I Published by LOT phone: +31 30 253 6006 Janskerkhof 13 fax: +31 30 253 6406 3512 BL Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration: “Beyond the Threshold” – portrait of a Mamaindê child by Micah Eberhard (graphite on paper). ISBN: 978-94-6093-012-6 NUR 616 Copyright © 2009: David M. Eberhard. All rights reserved. VRIJE UNIVERSITEIT Mamaindê Grammar: a Northern Nambikwara language and its cultural context ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad Doctor aan de Vrije Universiteit Amsterdam, op gezag van de rector magnificus prof.dr. L.M. Bouter, in het openbaar te verdedigen ten overstaan van de promotiecommissie van de faculteit der Letteren op maandag 7 december 2009 om 13.45 uur in de forum zaal van de universiteit, De Boelelaan 1105 door David Mark Eberhard geboren te Siguatepeque, Honduras promotor: prof.dr. W.L.M. Wetzels copromotor: prof.dr. W.F.H. Adelaar Dedication To my son, Micah David Eberhard, 1987-2007, whose unexpected passing during the writing of this work has enabled me to finally understand that linguistics is simply one of my favorite unimportant things in life. 1 Thanks Micah, for pointing out the truly important things… 1 Adapted from the words of a friend, Keith Lango. contents acknowledgements...................................................................................................... i abbreviations............................................................................................................. iii i preliminaries......................................................................................................v i.i goal, target and motivation of research........................................................ v i.ii research data ........................................................................................... v i.iii theoretical assumptions.......................................................................... vi i.iv limitations .............................................................................................. vi 1 Mamaindê: Painting the Broader Picture...........................................................1 1.1 The Cultural Context .............................................................................. 1 1.1.1 The Language-Culture Link...........................................................1 1.1.2 Ethnic Denomination......................................................................2 1.1.3 Environmental System ...................................................................2 1.1.4 The Social System..........................................................................9 1.1.4.1 Mamaindê Communities............................................................9 1.1.4.2 Mamaindê Kinship and Descent..............................................17 1.1.4.3 Mamaindê Economy................................................................17 1.1.4.4 Mamaindê Rites and Ceremonies............................................19 1.1.5 Worldview....................................................................................19 1.2 The Linguistic Context ......................................................................... 21 1.2.1 The Nambikwara Language Family.............................................21 1.2.2 The Merging of Lects...................................................................31 1.2.3 The Mamaindê Sociolinguistic Situation .....................................32 1.3 The Historical Context.......................................................................... 36 1.3.1 A Brief Overview of Nambikwara History ..................................37 1.3.2 The History of the Mamaindê.......................................................42 2 Phonology........................................................................................................49 2.1 The Mamaindê Phonemes..................................................................... 49 2.1.1 The Consonants............................................................................52 2.1.1.1 Phonemic Contrasts of Consonants .........................................52 2.1.1.2 Unaspirated Plosives................................................................55 2.1.1.2.1 The /p/ ..............................................................................57 2.1.1.2.1.1 Phonotactics.............................................................57 2.1.1.2.1.2 The Allophones........................................................58 2.1.1.2.1.3 The Special Case of the [ ʙ] ......................................59 2.1.1.2.2 The /t/ ...............................................................................60 2.1.1.2.2.1 Phonotactics.............................................................60 2.1.1.2.2.2 The Allophones........................................................60 2.1.1.2.2.3 Non-Allophonic Variants.........................................64 2.1.1.2.2.4 The Underspecified /T/ and its Allophones..............65 2.1.1.2.3 The /k/ ..............................................................................67 2.1.1.2.3.1 Phonotactics.............................................................67 2.1.1.2.3.2 The Allophones........................................................67 2.1.1.2.4 The /ʔ/ ...............................................................................68 2.1.1.2.4.1 Phonotactics.............................................................68 2.1.1.2.4.2 The Allophones........................................................69 2.1.1.3 Aspirated Plosives ...................................................................70 2.1.1.3.1 The /p ʰ/.............................................................................71 2.1.1.3.1.1 Phonotactics.............................................................71 2.1.1.3.1.2 The Allophones........................................................71 2.1.1.3.2 The /t ʰ/..............................................................................71 2.1.1.3.2.1 Phonotactics.............................................................71 2.1.1.3.2.2 The Allophones........................................................72 2.1.1.3.3 The /k ʰ/.............................................................................72 2.1.1.3.3.1 Phonotactics.............................................................72 2.1.1.3.3.2 The Allophones........................................................73 2.1.1.4 Glottalized Consonants............................................................74 2.1.1.5 Fricatives .................................................................................76 2.1.1.5.1 The /h/ ..............................................................................76 2.1.1.5.1.1 Phonotactics.............................................................76 2.1.1.5.1.2 The Allophones........................................................78 2.1.1.5.2 The /s/...............................................................................79 2.1.1.5.2.1 Phonotactics.............................................................79 2.1.1.5.2.2 The Allophones........................................................79 2.1.1.5.2.3 The Underspecified /S/ and its Allophones..............80 2.1.1.6 Nasals ......................................................................................83 2.1.1.6.1 The /m/ .............................................................................83 2.1.1.6.1.1 Phonotactics.............................................................83 2.1.1.6.1.2 The Allophones........................................................83 2.1.1.6.2 The /n/ ..............................................................................84 2.1.1.6.2.1 Phonotactics.............................................................84 2.1.1.6.2.2 The Allophones........................................................84 2.1.1.6.2.3 Non-Allophonic Variants.........................................85 2.1.1.6.2.4 The Underspecified Nasal and its Variants ..............85 2.1.1.7 Liquids.....................................................................................92 2.1.1.7.1 The /l/ ...............................................................................92 2.1.1.7.1.1 Phonotactics:............................................................92 2.1.1.7.1.2 The Allophones:.......................................................92 2.1.1.7.1.3 Non-Allophonic Variants.........................................93 2.1.1.8 Glides.......................................................................................93 2.1.1.8.1 The /j/ ...............................................................................93 2.1.1.8.1.1 Phonotactics:............................................................93 2.1.1.8.1.2 The Allophones:.......................................................94 2.1.1.8.2 The /w/..............................................................................94 2.1.1.8.2.1 Phonotactics:............................................................94 2.1.1.8.2.2 The Allophones:.......................................................95 2.1.1.8.2.3 Non-Allophonic Variants.........................................95 2.1.2 The Vowels ..................................................................................96 2.1.2.1 Oral Vowels.............................................................................96 2.1.2.2 Nasal Vowels...........................................................................96
Recommended publications
  • Peoples in the Brazilian Amazonia Indian Lands
    Brazilian Demographic Censuses and the “Indians”: difficulties in identifying and counting. Marta Maria Azevedo Researcher for the Instituto Socioambiental – ISA; and visiting researcher of the Núcleo de Estudos em População – NEPO / of the University of Campinas – UNICAMP PEOPLES IN THE BRAZILIAN AMAZONIA INDIAN LANDS source: Programa Brasil Socioambiental - ISA At the present moment there are in Brazil 184 native language- UF* POVO POP.** ANO*** LÍNG./TRON.**** OUTROS NOMES***** Case studies made by anthropologists register the vital events of a RO Aikanã 175 1995 Aikanã Aikaná, Massaká, Tubarão RO Ajuru 38 1990 Tupari speaking peoples and around 30 who identify themselves as “Indians”, RO Akunsu 7 1998 ? Akunt'su certain population during a large time period, which allows us to make RO Amondawa 80 2000 Tupi-Gurarani RO Arara 184 2000 Ramarama Karo even though they are Portuguese speaking. Two-hundred and sixteen RO Arikapu 2 1999 Jaboti Aricapu a few analyses about their populational dynamics. Such is the case, for RO Arikem ? ? Arikem Ariken peoples live in ‘Indian Territories’, either demarcated or in the RO Aruá 6 1997 Tupi-Mondé instance, of the work about the Araweté, made by Eduardo Viveiros de RO Cassupá ? ? Português RO/MT Cinta Larga 643 1993 Tupi-Mondé Matétamãe process of demarcation, and also in urban areas in the different RO Columbiara ? ? ? Corumbiara Castro. In his book (Araweté: o povo do Ipixuna – CEDI, 1992) there is an RO Gavião 436 2000 Tupi-Mondé Digüt RO Jaboti 67 1990 Jaboti regions of Brazil. The lands of some 30 groups extend across national RO Kanoe 84 1997 Kanoe Canoe appendix with the populational data registered by others, since the first RO Karipuna 20 2000 Tupi-Gurarani Caripuna RO Karitiana 360 2000 Arikem Caritiana burder, for ex.: 8,500 Ticuna live in Peru and Colombia while 32,000 RO Kwazá 25 1998 Língua isolada Coaiá, Koaiá contact with this people in 1976.
    [Show full text]
  • An Introduction to Three Nambikwara Ethnohistories
    An Introduction To Three Nambikwara Ethnohistories January, 2019: Edwin B. Reesink – Allegories of Wildness – Three Nambikwara ethnohistories of sociocultural and linguistic change and continuity –Rozenberg Publishers – ISBN 978 90 3610 173 8 – 2010 – will be online soon. International fame for the Nambikwara came from the central role they play in the work of the late Claude Lévi-Strauss. In his most popular book, Tristes Tropiques, over fifty years ago, he already had painted a particular picture of the Nambikwara way of life. Until the end of his long life this great scholar reminisced about his formative years in anthropology and the influence of the several Indian peoples he encountered during his travels in the interior of Brazil. In effect, the Nambikwara, as seen in the quote, occupy a special place, one not just of scientific interest but particularly one of a sympathy and feeling sometimes not readily associated with this anthropologist. At the time of the travels by Lévi- Strauss and the other people of his expedition, the dry season of 1938, the Nambikwara happened to be in an intermediate phase of their history: enjoying their political autonomy yet already shaped and devastated by the encroachment of Brazilian society. The sparse, intermediate but regular contacts with Brazilians made them susceptible to being devastated yet further by epidemics. Previously, from 1907 onward, the Brazilians by means of the so-called Rondon Mission penetrated into the vast territories in which lived a large number of different local groups who each considered themselves to be different from their neighbours. Rondon, the State and later researchers recognized this diversity but ultimately still tended to maintain the idea of “one Nambikwara people”.
    [Show full text]
  • Current Studies on South American Languages, [Indigenous Languages of Latin America (ILLA), Vol
    This file is freely available for download at http://www.etnolinguistica.org/illa This book is freely available for download at http://www.etnolinguistica.org/illa References: Crevels, Mily, Simon van de Kerke, Sérgio Meira & Hein van der Voort (eds.). 2002. Current Studies on South American Languages, [Indigenous Languages of Latin America (ILLA), vol. 3], [CNWS publications, vol. 114], Leiden: Research School of Asian, African, and Amerindian Studies (CNWS), vi + 344 pp. (ISBN 90-5789-076-3) CURRENT STUDIES ON SOUTH AMERICAN LANGUAGES INDIGENOUS LANGUAGES OF LATIN AMERICA (ILLA) This series, entitled Indigenous Languages of Latin America, is a result of the collaboration between the CNWS research group of Amerindian Studies and the Spinoza research program Lexicon and Syntax, and it will function as an outlet for publications related to the research program. LENGUAS INDÍGENAS DE AMÉRICA LATINA (ILLA) La serie Lenguas Indígenas de América Latina es el resultado de la colabora- ción entre el equipo de investigación CNWS de estudios americanos y el programa de investigación Spinoza denominado Léxico y Sintaxis. Dicha serie tiene como objetivo publicar los trabajos que se lleven a cabo dentro de ambos programas de investigación. Board of advisors / Consejo asesor: Willem Adelaar (Universiteit Leiden) Eithne Carlin (Universiteit Leiden) Pieter Muysken (Katholieke Universiteit Nijmegen) Leo Wetzels (Vrije Universiteit, Amsterdam) Series editors / Editores de la serie: Mily Crevels (Katholieke Universiteit Nijmegen) Simon van de Kerke (Universiteit
    [Show full text]
  • Revista COCAR, Belém, V.13. N.25, P. 621 a 646 – Jan./Abr
    AS CONCEPÇÕES DE PROFESSORAS E PROFESSORES INDÍGENAS DAS ETNIAS (BORORO, NAMBIKWARA, PARESI, CHIQUITANO E UMUTINA) SOBRE CRIANÇAS E INFÂNCIAS INDÍGENAS THE CONCEPTIONS OF INDIGENOUS TEACHERS AND TEACHERS OF THE ETHNICS (BORORO, NAMBIKWARA, PARESI, CHIQUITANO AND UMUTINA) ABOUT CHILDREN AND INDIGENOUS CHILDREN Beleni Saléte Grando Universidade Federal de Mato Grosso- UFMT Vilma Aparecida de Pinho Universidade do Estado do Pará - UFPA Arlete Márcia de Pinho Universidade Federal de Mato Grosso - UFMT Resumo Este artigo apresenta os resultados de uma pesquisa de Mestrado em Educação cujo propósito principal foi estudar as concepções de professoras e professores indígenas sobre a criança e a infância indígenas. A pesquisa qualitativa exploratória sistematiza os dados das entrevistas realizadas com 13 professoras e professores indígenas dos povos: Bororo, Umutina, Paresi, Chiquitano, Nambikwara em processo de formação contínua. Buscamos entender a especificidade e a identidade do ser professor indígena ao mesmo tempo em que esses não se separam de seus outros papeis de educadores da criança como mães, avós e tios, mas articulando a atuação docente na alfabetização e os reflexos da ação da escola numa sociedade que impõe seus processos de colonização e negação de suas formas específicas de ser indígena. Percebemos nas concepções das professoras e professores indígenas 3 (três) tipos de crianças indígenas: a criança sendo criança, criança no povo e criança na escola, manifestaram modos de ver as crianças como seres da complexidade sociocultural e de múltiplas identidades como a criança-criança; a criança-povo; a criança-aluno e essas são contribuições importantes no processo de educação para reconhecer a diferença e a diversidade de cada povo.
    [Show full text]
  • Diálogos Múltiplos Em Contextos Linguísticos E Identitários
    Diálogos múltiplos em contextos linguísticos e identitários: relato de experiências vivenciadas na comunidade Wakalitesu/Nambikwara da aldeia Três Jacus1 Multiple dialogues in language and identities contexts: report of experiences in the wakalitesu/ nambikwara community of the three Jacus village Áurea Cavalcante Santana2 Alex Feitosa Oliveira3 DOI: https://doi.org/10.26512/rbla.v11i1.23954 Recebido em janeiro/2019 e aceito em fevereiro/2019. Resumo Relatamos experiências vivenciadas na comunidade Wakalitesu/Nambikwara da aldeia Três Jacus, localizada na Terra Indígena Tirecatinga, no município de Sapezal-MT. O grupo indígena Wakalitesu fala uma língua pertencente à família Nambikwara do Sul e vivencia, na atualidade, múltiplos contextos linguísticos e identitários, em razão da convivência, dentro de sua comunidade, com outros grupos Nambikwara ̶ Halotesu, Mamaindê e Negarotê ̶ , assim como, com outros grupos indígenas falantes de línguas geneticamente distintas ̶ Iranxe, Manoki e Paresi. Nesse contexto étnico plural, a maioria dos moradores da comunidade Três Jacus se autodenomina Wakalitesu. Seu desejo é o de promover e fortalecer a língua indígena, utilizando-a mais amplamente na comunidade e na escola. Com esse intento, fomos convidados por alguns líderes da aldeia Três Jacus para lhes prestar assessoria linguística. Nessa perspectiva, propomos à comunidade aliar as pesquisas linguísticas, desenvolvidas pelos pesquisadores da UFMT, com uma formação continuada para os professores Wakalitesu, organizando encontros, oficinas e seminários.
    [Show full text]
  • David Eberhard Ph.D
    David Eberhard Ph.D. Linguistics, Vrije Universiteit, Amsterdam, The Netherlands, 2009 David Eberhard is passionate about minority languages and those who speak them. Before coming to Thailand in 2013, he spent 18 years doing linguistic research and language development for the Mamaindê, a small endangered Nambikwara language of west-central Brazil. His descriptive work heavily focuses on the phonology and morphology of this highly poly-synthetic language family. Besides field linguistics in Amazonian languages (and the concomitant task of learning to speak those languages), his research has more recently concentrated on new approaches to language vitality assessment, language conservation and language development of endangered languages in general. This emphasis not only values language diversity, but it stresses the need for community ownership, and the importance of realistic, sustainable language use goals that take into account the current vitality of all languages in a community’s repertoire. Dr. Eberhard has developed and offered community based language development workshops to promote language awareness among mother tongue speakers of endangered language communities in numerous countries / regions, including the following: Brazil (Amazonia), Malaysia (Sabah, Sarawak, West Malaysia); Papua New Guinea (Sepik, Central Highlands); Indonesia (Central Java), and São Tomé e Príncipe (West Africa). Responsible language description and language development must both begin with the desires of the community of speakers at the center. When this is ensured, both researcher and community gain a greater appreciation and wonder for all languages, in particular the smallest ones. As Eberhard reminds his students, language is the ‘sound of relationship’. Current projects: • Minority Language Communities, Language Shift, and Identity: Exploring factors which condition identity when a traditional language is lost.
    [Show full text]
  • On Male and Female Speech and More: Categorical Gender Indexicality in Indigenous South American Languages F
    ON MALE AND FEMALE SPEECH AND MORE: CATEGORICAL GENDER INDEXICALITY IN INDIGENOUS SOUTH AMERICAN LANGUAGES F. Rose To cite this version: F. Rose. ON MALE AND FEMALE SPEECH AND MORE: CATEGORICAL GENDER INDEXI- CALITY IN INDIGENOUS SOUTH AMERICAN LANGUAGES. International Journal of American Linguistics, University of Chicago Press, 2015, 81 (4), pp.495-537. hal-01216653 HAL Id: hal-01216653 https://hal.archives-ouvertes.fr/hal-01216653 Submitted on 19 Oct 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ON MALE AND FEMALE SPEECH AND MORE: CATEGORICAL GENDER INDEXICALITY IN INDIGENOUS SOUTH AMERICAN LANGUAGES1 FRANÇOISE ROSE DYNAMIQUE DU LANGAGE (CNRS AND UNIVERSITÉ DE LYON) Abstract Indexing the gender of the speaker or the addressee within any type of sentence is often considered as sociolinguistic variation rather than as a gender-exclusive rule. This paper presents a survey of categorical (rather than statistical) gender indexicality in grammar with the greatest number of languages to date. It also offers a data-informed typology of categorical gender indexicality based on 41 indigenous South American languages, aimed at encouraging and facilitating research on genderlects. Examples are classified according to which speech act participants have their gender indexed and in which area of the grammar (lexicon, discourse markers, phonology, morphology).
    [Show full text]
  • COLPI Compilation of an Indigenous Brazilian Portuguese L2 Corpus
    COLPI Compilation of an Indigenous Brazilian Portuguese L2 corpus Gláucia Buratto Rodrigues de Mello°, Heliana Mello* °UFMG, FAPEMIG *UFMG, CNPq, FAPEMIG COLPI stands for "Corpus Oral de Língua Portuguesa Indígena" or Indigenous Portuguese Language Oral Corpus. It is a small sized oral corpus which documents Brazilian Portuguese as a second language as spoken by Brazilian Indigenous peoples. In this paper we describe its compilation process and its main characteristics. This corpus represents a first step in the attempt to document and make available data that so far has been scattered and not accessible to researchers. The recordings were carried by an anthropologist in her fieldwork and mostly document narratives, therefore portraying monologic texts. COLPI is part of a larger project aimed at documenting Brazilian Portuguese spontaneous speech, the C-ORAL-BRASIL corpus. Keywords: Brazilian Portuguese, Indigenous peoples, second language corpus 1. Introduction: COLPI compilation COLPI is a project dedicated to the compilation of Brazilian Portuguese (BP) spoken as a second language (L2) by Indigenous Brazilian peoples. It is a branch of a larger project the C-ORAL-BRASIL which, on its turn, stands for Spontaneous Brazilian Portuguese spoken corpus as described in Raso & Mello (2012)1. The major goal behind COLPI is to document and make available to the larger research community, samples of L2BP as spoken by different ethno- linguistic indigenous groups in Brazil. The motivation for the creation of COLPI emerged from the availability of previously recorded L2BP files and the opportunity to integrate a portion of them into the C-ORAL-BRASIL corpus. The recordings had been carried in a 1 www.c-oral-brasil.org CHIMERA.
    [Show full text]
  • Indian Tribes of Brazil
    Indian Tribes of Brazil Ingarikó ! Taurepang ! ! Karipuna do Amapá ! Galibi do Oiapoque ! # Mayongong Makuxi # ! Galibi do Uaçá Palikur ! ! Sikiana Yanomami Wapixana Tiriyó ! Kuripako Baníwa ! Warekena ! Akuriô Desana ! # Wayana ! # Isolados do Mapuera Waiãpi Kobewa # ! ! ! Wanano ! Tukano Apalaí ! Tuyuka ! Tariano !! Arapaso ! Barasano do Norte ! ! Juriti ! Miriti ! Dâw Baré Karafawyana Zo'é Maku-Yuhup! ! Hixkariana ! ! Pira-Tapuia # # ! Siriano ! ! !Karapanã Kaxuyana ! Wai-Wai Isolados do Cuminá # ! Mandawaka Maku-Nadëb ! Xereu # ! Waimiri-Atroari # Mawayana ! Maku-Húpda # Katuena Anambé Tembé Urubu-Kaapor Kambeba ! ! # ! Kuruaya Tremembé ! Miranha ! ! Kokama Sateré-Mawé Arara do Pará Assurini do Tocantins Tapeba ! # ! ! Guajá ! Tikuna Assurini do Xingu ! # ! Isolados do Quixito Mura Wokarangma Parakanã Korubo ! ! Araweté ! ! Guajajara Krejê ! ! ! Isolados do São José Gavião do Pará ! Isolados do Curuçá # ! Matsés ! Tsohom-Djapá Isolados do Parauari ! ! ! Kulina ! ! Suruí do Pará ! Gavião do Maranhao Himarimã Isolados do Rio Tapirapé ! ! Marubo Matis ! Isolados do Jandiatuba Torá # # ! ! ! Krikati Potiguara ! Kanamari Suruwahá Apinajé Canela ! ! Banawá Munduruku ! Nukuini ! Deni ! ! Mura-Pirahã Amawaka Jamamadi Juma ! # Xambioá Poyanawa Isolados do Alto Jutaí Jarawara Kariri ! ! ! ! Parintintin ! ! Katukina-Juruá ! ! Kayapó ! ! Isolados do Mamoriazinho! Paumari Tenharim # Krahô ! ! Kamanawa Apurinã ! # ! Katukina-Jutaí # Isolados do Teles Pires ! Xukuru Arara do Acre ! Isolados do Arama e Inau ! ! Atikum Kapinawá Jaminawa Isolados do
    [Show full text]
  • Rondon, Myth, Ideology and Petty Domination,Allegories of Wildness
    Allegories Of Wildness ~ Refractions Of Wildness: The Choreography Of War Peoples with histories[i] To best understand the situation with the Latundê, it is essential to have as much historical understanding as possible to comprehend the basis of the present and to more clearly see these people as but one thread in the myriad of local groups and peoples that comprise the Nambikwara fabric. The documentary history of the Latundê showed the contingencies that amounted to a tragic destiny. The field research discussed afterwards demonstrated that the destiny and viability of their social group, ethnic identity, and language is unclear. For the small group of people now called Latundê, we have can only get a fleeting glimpse of their history and only of a short amount of time. This is in part because of communication difficulties, but owes also to the Indians’ reticence to discuss the past. It is quite obvious that they parted ways with the main body of the Northern Nambikwara not too long ago. Linguistically, the Lakondê dialect is very similar, aside from a number of syntactic and lexical differences. The major leader of the latter group, the one who was responsible for contact, and who is the brother of Dona Tereza, claimed that the two languages were the same. Therefore the small group of Latundê must have participated in the northern network described for the history of the Sabanê. As to the Sabanê, they were documented to be in the Roosevelt/Tenente Marques area at the time of Rondon’s incursion and initial expropriation. Additionally, they have stories about prior migrations.
    [Show full text]
  • Descriptive and Comparative Research on South American Indian Languages
    Historical overview: Descriptive and comparative research on South American Indian languages Willem F. H. Adelaar 1. Introduction The extreme language diversity that was characteristic for South America must have been a challenge to native groups throughout the subcontinent, struggling to maintain commercial and political relations with each other. Due to the absence of phonetically based writing systems in pre-European times there is hardly any documentation about the way cross-linguistic communication was achieved. How- ever, the outlines of a conscious linguistic policy can be assumed from the Incas’ success in imposing their language upon a millenary multilingual society. Second- language learning, often by users of typologically widely different languages, must have been an everyday concern to the subjects of the Inca empire. Sixteenth-cen- tury chroniclers often report in a matter-of-fact way on the ease and rapidity with which native Americans mastered the language of their conquerors, be it Quechua, Spanish or any other language. Apart from such cases of political necessity, there are indications that language played an essential role in many South American native societies and that it could be manipulated and modified in a deliberate way. The use of stylistic speech levels among the Cuna (Sherzer 1983) and of ceremo- nial discourse among the Mbyá (Cadogan 1959; Clastres 1974), the Shuar (Gnerre 1986) and the Trio (Carlin 2004), the appreciation of rhetorical skill as a requisite for leadership among the Mapuche, the distinction of female and masculine speech among the Karajá (Rodrigues 2004) and the Chiquitano (Galeote 1993), the associ- ation of language choice and family lineage among the peoples of the Vaupés region (Sorensen 1967; Aikhenvald 2002), and the association of language choice and professional occupation in highland Bolivia (Howard 1995) appear to indicate an awareness of linguistic functionality not limited to daily communication alone.
    [Show full text]
  • Environmental Shielding Is Contrast Preservation
    Phonology 35 (2018). Supplementary materials Environmental shielding is contrast preservation Juliet Stanton New York University Supplementary materials These supplementary materials contain four appendices and a bibli- ography: Appendix A: List of shielding languages 1 Appendix B: Additional information on shielding languages 4 Appendix C: List of non-shielding languages 37 Appendix D: Summary of vowel neutralisation survey 45 References 49 The materials are supplied in the form provided by the author. Appendices for “Environmental shielding is contrast preservation” Appendix A: list of shielding languages Key for appendices A-C Shaded = shielding occurs in this context Not shaded = shielding not known to occur in this context The language names provided in appendices A-C are those used by SAPhon. Evidence = type of evidence found for a vocalic nasality contrast, in addition to the author’s description. (MP = minimal or near-minimal pairs; NVNE: nasal vowels in non-nasal environments; –: no additional evidence available) Shielding contexts V-V?˜ (Evidence) Language Family Source Appendix B NV VN]σ V]σN Yes MP Ache´ Tup´ı Roessler (2008) #1, p. 4 Yes MP Aguaruna Jivaroan Overall (2007) #2, p. 4 Yes MP Amahuaca Panoan Osborn (1948) #3, p. 5 Yes MP Amarakaeri Harakmbet Tripp (1955) #4, p. 5 Yes MP Amundava Tup´ı Sampaio (1998) #5, p. 6 Yes MP Andoke (Isolate) Landaburu (2000a) #6, p. 6 Yes MP Apiaka´ Tup´ı Padua (2007) #7, p. 7 Yes MP Apinaye´ Macro-Ge Oliveira (2005) #8, p. 7 Yes – Arara´ do Mato Grosso Isolate da Rocha D’Angelis (2010) #9, p. 8 Yes MP Arikapu´ Macro-Ge Arikapu´ et al.
    [Show full text]