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Vitality of Damana, the Language of the Wiwa Indigenous Community

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Vitality of Damana, the Language of the Wiwa Indigenous Community Western University Scholarship@Western Electronic Thesis and Dissertation Repository 6-24-2020 3:00 PM Vitality of Damana, the language of the Wiwa Indigenous community Tatiana L. Fernandez Fernandez, The University of Western Ontario Supervisor: Bruhn de Garavito, Joyce, The University of Western Ontario : Trillos Amaya, Maria, Universidad del Atlantico A thesis submitted in partial fulfillment of the equirr ements for the Master of Arts degree in Hispanic Studies © Tatiana L. Fernandez Fernandez 2020 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Latin American Languages and Societies Commons Recommended Citation Fernandez Fernandez, Tatiana L., "Vitality of Damana, the language of the Wiwa Indigenous community" (2020). Electronic Thesis and Dissertation Repository. 7134. https://ir.lib.uwo.ca/etd/7134 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Vitality of Damana, the language of the Wiwa People The Wiwa are Indigenous1 people who live in the Sierra Nevada de Santa Marta in Colombia. This project examines the vitality of Damana [ISO 693-3: mbp], their language, in two communities that offer high school education in Damana and Spanish. Its aim is to measure the level of endangerment of Damana according to the factors used in the UNESCO Atlas of the World’s Languages in Danger. Quantitative and qualitative data were collected through a questionnaire that gathered demographic and background language information, self-reported proficiency and use of Spanish and Damana [n=56]. Besides the questionnaire, interviews with teachers and parents [n=27], and students [n=29] elicit attitudes towards the languages in question and describe the condition of Damana. Finally, the project includes detailed field notes.Results indicate a difference in language use and competence between older and younger generations, suggesting a pattern of language shift that results in rating the language as definitely endangered. The most urgent linguistic needs for these communities include Native Damana-speaking teachers, language documentation and pedagogical material. Keywords Damana, Indigenous languages, Diglossia, Bilingualism, Language Vitality, Wiwa people, Minoritized languages, Oral tradition. 1 In his style guide, Practical English Usage, Swan (as cited by the Department of Justice of Canada, 2015) states that initial capitals are used for “nouns and adjectives referring to… ethnic groups.” And despite the fact that the Canadian Constitution Act, 1982 does not capitalize the term aboriginal peoples, the words Aboriginal, Indigenous and Natives are capitalized in the Canadian context. This does not only show proper grammar but demonstrates respect. In the Colombian context Aboriginal is a synonym of primitive and the term was used by the conquerors and colonists to undervalue Indigenous peoples and justify their extermination. Therefore, the term is considered peyorative and it is avoided. Politically, the Indigenous groups are Peoples that integrate the Colombian Nation. That is why we decided to aovid the term Aboriginal in this text. ii Summary for Lay Audience The Wiwas are an Indigenous people located in the slopes of the mountains of Sierra Nevada de Santa Marta in Colombia. This project examines the current condition of their language, Damana [ISO 693-3: mbp], in the two only communities that offer high school education in Damana and Spanish to the Wiwa Native people. Despite having a speech community of 7,400 individuals, previous research on Damana remains poor, and very few grammar or lexicon surveys have been produced (Anderson, 2014). Moreover, we do not know of any study that had considered Damana within these two educational contexts. This study measures the level of endangerment of the language according to the factors used to compile the UNESCO Atlas of the World’s Languages in Danger (Moseley, 2012). Results show a positive attitude towards Damana by the members of the Indigenous community. Results also indicate a difference in language use and competence between older and younger generations suggesting a pattern of language shift that allows us to rate the language as vulnerable or definitively endangered. The most urgent linguistic needs for these communities include Native Damana-speaking teachers, language documentation and pedagogical material. The project concludes with general considerations of the reach of the different initiatives applied in the two schools including the efforts of the community and the Wiwa secretary of education. Further steps in the revitalization of the language can be better designed if the current situation of language loss is clearly determined. Information on language vitality is essential in the description of a language, especially when language endangerment is identified, to provide an effective support effort at different levels. iii Acknowledgments The present study was made possible thanks to the efforts of several individuals who generously contributed their time and assistance. I want to express my gratitude to my two supervisors, professors Joyce Bruhn de Garavito and Maria Trillos Amaya who provided valuable comments to the numerous manuscripts they read and helped me give this document its final shape. Thank you to Alvaro Rios, cartographer, who agreed to do all the maps included in this thesis. Thank you to professors Tania Granadillo, Olga Tararova, Jorge Emilio Rosés, Ana García-Allén, David Heap, Alena Robin; PhD and MA Hispanic Studies students Grace Gomashie, Rubí Castillo, Adriana Araújo, Martha Black, Nelson Méndez; Western librarian Peggy Ellis and all the administrative staff in the Language & Cultures Department. Thank you to my husband, Robert and my two children, Ricardo and Valeria, who patiently put off family plans and projects and filled out my absence from my duties as a mum and carried out my chores while I completed this paper. Finally, all my respect and appreciation to the Wiwa people that opened the doors of their two boarding schools and let me touch their culture and learn about their beliefs, traditions and wisdom. Thank you to Mamo Ramón Gil; David Gil, Cabildo Gobernador; Santiago Gil, Secretary of Education of the Wiwas; Aris Ramírez, principal of the ethno-educational institution Zalemakú Sertuga; Jose Crespo, principal of the ethno-educational institution Zharneka; the staff of the two schools and all of the students and parents that participated in this project. Their genuine caring attitude and willingness to assist me in the completion of this project helped me grow socially, professionally and spiritually. I want to acknowledge the generous contribution of Western University through a Faculty of Arts & Humanities Graduate Dean’s Entrance Scholarship, a Hispanic Studies Graduate Chair’s Entrance Scholarship, and an Alumni Graduate Award. I am also thankful for the funding obtained as a recipient of the Joseph-Armand Bombardier Canada Graduate Scholarship in Social Sciences & Humanities Research [CGSM - SSHRC]. iv Table of Contents Abstract ............................................................................................................................... ii Summary for Lay Audience ............................................................................................... iii Acknowledgments.............................................................................................................. iv Table of Contents ................................................................................................................ v List of Tables ................................................................................................................... viii List of Figures ..................................................................................................................... x List of Appendices ........................................................................................................... xiii Chapter 1 ............................................................................................................................. 1 1 Introduction .................................................................................................................... 1 Chapter 2 ............................................................................................................................. 9 2 Literature Review ........................................................................................................... 9 2.1 Diglossia ................................................................................................................. 9 2.2 Minoritized Peoples and Languages ..................................................................... 12 2.3 Wiwa People ......................................................................................................... 14 2.3.1 Geographical and Historical Background ................................................. 14 2.3.2 Wiwa Government .................................................................................... 21 2.4 Damana ................................................................................................................. 25 2.4.1 Oral Tradition Language ........................................................................... 27
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