DOCSLIB.ORG

4 1.3.1 Alignment and Basic Order

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
4 1.3.1 Alignment and Basic Order UC Santa Cruz UC Santa Cruz Electronic Theses and Dissertations Title Ways of Pluralizing Events Permalink https://escholarship.org/uc/item/7zj310p2 Author Henderson, Robert Martin Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA SANTA CRUZ WAYS OF PLURALIZING EVENTS A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LINGUISTICS by Robert Henderson September 2012 The Dissertation of Robert Henderson is approved: Professor Adrian Brasoveanu, Chair Professor Donka Farkas, Chair Professor Judith Aissen Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright c by Robert Henderson 2012 Table of Contents List of Figures vi Abstract vii Dedicationx Acknowledgments xi 1 Introduction1 1.1 Outline of the dissertation............................ 13 1.2 Methodological note............................... 17 1.3 A Quick Introduction to Kaqchikel....................... 24 1.3.1 Alignment and basic order........................ 27 1.3.2 Derivation and verb classes........................ 30 I Plural Events 35 2 Event-internal vs Event-external Pluractionality 36 2.1 Formal foundations................................ 41 2.1.1 Ontology................................. 41 2.1.2 Cumulative Closure........................... 42 2.1.3 Thematic roles and spatiotemporal traces................ 44 2.2 Typological preliminaries: event-internal vs event-external pluractionals.... 47 2.3 Previous approaches to the internal/external split................ 53 2.3.1 Cusic 1981: Origins of the internal/external split............ 54 2.3.2 Lasersohn 1995: The first formal account................ 55 2.3.3 Wood 2007: A group-based account................... 57 2.3.4 Tovena and Kihm 2008: Group-based pluractionality in Romance................................ 59 2.3.5 van Geenhoven 2004: Pluractionality and atelicity........... 60 2.3.6 Summary of the previous approaches.................. 63 iii 3 Event-external Pluralization 66 3.1 The morphosyntax of –löj ............................ 68 3.2 Aspect and the interpretation of –löj ....................... 71 3.2.1 Aspectual insensitivity.......................... 71 3.2.2 Non-contiguous repetition........................ 73 3.2.3 Habitual readings............................. 76 3.3 Distributive and dependent pluractionality................... 78 3.3.1 The interaction of predicative distributivity and –löj .......... 80 3.3.2 The interaction of distributive quantification and –löj ......... 82 3.4 Summary..................................... 85 3.5 –löj and non-atomic event reference....................... 86 3.5.1 Accounting for aspectual insensitivity and entailment......... 89 3.5.2 Deriving vague plural cardinality.................... 96 3.5.3 Accounting for habitual readings and variable downtime........ 104 3.5.4 τ-based pluractionality as a source of atelicity.............. 108 3.5.5 Accounting for distributive readings................... 114 3.6 Conclusions.................................... 123 4 Event-internal Pluralization 125 4.1 Morphosyntax of –Ca’ .............................. 128 4.2 Aspectual selection for semelfactives....................... 131 4.3 Contiguous repetition on a single occasion................... 138 4.4 Opaqueness to distributivity........................... 139 4.5 Summary..................................... 141 4.6 A group-based analysis of –Ca’ .......................... 142 4.6.1 Accounting for distributivity and cumulativity............. 144 4.6.2 Accounting for aspectual selection and restricted entailments..... 151 4.6.3 Atelicity: A loose end.......................... 157 4.7 Spatiotemporally-defined group nouns...................... 158 4.7.1 Background on groups.......................... 159 4.7.2 Grove-type groups............................ 163 4.7.3 Grove-type groups and event-internal pluractionality.......... 170 4.8 Conclusions.................................... 176 II Plural Events and Quantification 179 5 A First Pass at Pluractional Distributivity 180 5.1 Introduction.................................... 180 5.2 Pluractional distributivity and its interpretation................ 186 5.3 A θ-role based account of –la’ .......................... 196 5.4 Interim conclusions................................ 201 iv 6 Dependent Indefinites: Licensed by evaluation pluractionality 203 6.1 Previous approaches and the typology of dependent indefinites............................... 207 6.1.1 Strong licensing: Russian nibud’-indefinites............... 207 6.1.2 Weak licensing: Telugu reduplicated-indefinites............. 210 6.1.3 The middle case: Romanian/Hungarian dependent indefinites..... 212 6.2 Dependent indefinites and distributive pluractionality are evaluation plural.. 222 6.2.1 Formal preliminaries........................... 224 6.2.2 Dependent indefinites.......................... 227 6.2.3 Distributive pluractionality....................... 232 6.2.4 Summary discussion........................... 243 6.3 Conclusions.................................... 247 6.4 Going compositional............................... 249 III Plural Events and Degrees 253 7 English Pluractional Adverbials 254 7.1 Introduction.................................... 254 7.2 Basic data and previous approaches........................ 257 7.2.1 NUM-BY-NUM .............................. 257 7.2.2 N-BY-N.................................. 265 7.2.3 Recasting incrementality......................... 268 7.3 Scales and X-BY-X adverbials........................... 272 7.4 An analysis in increments............................ 278 7.4.1 Extending the account to NUM-BY-NUM ................ 287 7.5 Conclusion.................................... 289 8 Conclusions and Future Research 291 v List of Figures 1.1 Children eating three tortillas each........................ 22 1.2 Children eating three tortillas total........................ 23 1.3 K’ichean-branch Mayan languages (after Kaufman 1974; Richards 2003).... 25 1.4 Kaqchikel-speaking region following Icke 2007 (Lago Atitlán in blue)...... 26 1.5 Standard Mayan orthography.......................... 27 1.6 Ergative or Set A: [before C] / [before V].................... 28 1.7 Absolutive or Set B: [before C] / [before V]................... 28 1.8 Glossing conventions............................... 34 3.1 –löj as a temporal modifier............................ 88 3.2 –b’iyinilöj ..................................... 90 3.3 –löj blocks atomic events............................. 94 3.4 Contiguous plural events............................. 105 3.5 Non-contiguous plural events.......................... 105 3.6 Collective reading of Xeb’ixanilöj; cf. 209 .................... 117 4.1 An example of a –Ca’ event............................ 143 4.2 Xikitz’etetz’a’; cf. 278 ............................... 147 4.3 Xurochora’; cf. 288 ................................ 153 4.4 Minimize endstates................................ 155 4.5 Atoms, Groups, and Pluralities.......................... 162 6.1 Typology of indefinite plurality......................... 247 vi Abstract Ways of Pluralizing Events by Robert Henderson The central claim of this dissertation is that there is more variation than previously recog- nized in the types of plural events that verbal predicates can denote. To make this argument the dissertation presents a detailed description and analysis of a series of pluractional suf- fixes in the Mayan language Kaqchikel that derive verbal predicates that cannot be satisfied in single-event scenarios. The guiding theoretical question is to determine the relationship be- tween pluractionality and better understood semantic phenomena such as nominal plurality and quantification. Based on original fieldwork on Kaqchikel, I argue for a broad three- way distinction between pluractional affixes, where: (i) the first class generates pluractional predicates with denotations similar to a formally distinct subclass of group nouns like grove, bouquet, horde, etc., (ii) the second class generates pluractional predicates similar to bare plu- rals, and (iii) the third class generates pluralities similar to those that are introduced when interpreting a quantifier like every. I further argue for a morphosyntactic spilt between the first type of pluractional affix and the latter two. The former composes with verb roots di- rectly before they undergo cumulative closure, while the latter two apply to verb stems that have been cumulatively closed. While pluractional verbs have types of plural reference familiar from the nominal domain, verbs in general establish plural reference in different ways than nouns, which follows from the fact that events, unlike individuals, are individuated in terms of their participants and spa- vii tiotemporal location. I argue that to individuate the events that constitute an event plurality, pluractionals structure the way that a spatiotemporal trace function or theta-role function maps an event to its domain. In the case of the first two pluractional affixes, the temporal trace is crucial. In the last case, the pluractional targets a verb’s thematic role. By structuring the relations between events and functionally related domains, the Kaqchikel pluractionals are semantically similar to Krifka’s (1986,1992) incremental theme role or certain distribu- tive adverbial modifiers in languages like English and Japanese (Brasoveanu & Henderson 2009 and Nakanishi 2007, respectively). By separating
Load more

Recommended publications
  • NWAV 46 Booklet-Oct29
    1 PROGRAM BOOKLET October 29, 2017 CONTENTS • The venue and the town • The program • Welcome to NWAV 46 • The team and the reviewers • Sponsors and Book Exhibitors • Student Travel Awards https://english.wisc.edu/nwav46/ • Abstracts o Plenaries Workshops o nwav46 o Panels o Posters and oral presentations • Best student paper and poster @nwav46 • NWAV sexual harassment policy • Participant email addresses Look, folks, this is an electronic booklet. This Table of Contents gives you clues for what to search for and we trust that’s all you need. 2 We’ll have buttons with sets of pronouns … and some with a blank space to write in your own set. 3 The venue and the town We’re assuming you’ll navigate using electronic devices, but here’s some basic info. Here’s a good campus map: http://map.wisc.edu/. The conference will be in Union South, in red below, except for Saturday talks, which will be in the Brogden Psychology Building, just across Johnson Street to the northeast on the map. There are a few places to grab a bite or a drink near Union South and the big concentration of places is on and near State Street, a pedestrian zone that runs east from Memorial Library (top right). 4 The program 5 NWAV 46 2017 Madison, WI Thursday, November 2nd, 2017 12:00 Registration – 5th Quarter Room, Union South pm-6:00 pm Industry Landmark Northwoods Agriculture 1:00- Progress in regression: Discourse analysis for Sociolinguistics and Texts as data 3:00 Statistical and practical variationists forensic speech sources for improvements to Rbrul science: Knowledge-
    [Show full text]
  • UC San Diego UC San Diego Electronic Theses and Dissertations
    UC San Diego UC San Diego Electronic Theses and Dissertations Title Divination & Decision-Making: Ritual Techniques of Distributed Cognition in the Guatemalan Highlands Permalink https://escholarship.org/uc/item/2v42d4sh Author McGraw, John Joseph Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Divination and Decision-Making: Ritual Techniques of Distributed Cognition in the Guatemalan Highlands A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology and Cognitive Science by John J. McGraw Committee in charge: Professor Steven Parish, Chair Professor David Jordan, Co-Chair Professor Paul Goldstein Professor Edwin Hutchins Professor Craig McKenzie 2016 Copyright John J. McGraw, 2016 All rights reserved. The dissertation of John J. McGraw is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Co-chair ___________________________________________________________ Chair University of California, San Diego 2016 iii TABLE OF CONTENTS Signature Page …....……………………………………………………………… iii Table of Contents ………………….……………………………….…………….. iv List of Figures ….…………………………………………………….…….…….
    [Show full text]
  • Possessive Constructions in Kaqchikel the “Plot” of My Talk: All Sources
    Possessive constructions in Kaqchikel Polina Pleshak (IxQ’anil), [email protected] ILS RAS, Saint-Petersburg, XV Conference on Typology and Grammar for Young Scholars, 24.11.2018 The “plot” of my talk: All sources say: Head-marking construction is the only possible it seems that I have found something new and undescribed (!) syntactic properties of both hmmm, actually, it is not what I thought, but it remains something that was understudied some peculiarities of the phenomenon 1. Possessive constructions (following (Koptjevskaja-Tamm 2002)) 1.1. A sort of definition Possessive relations – relations between two entities: Core possessive relations: legal ownership (my father’s house, the knife of my father); kinship (Peter’s son); part-whole (the mountain’s top) Possessive constructions – constructions expressing possessive relations Other adnominal relations can be expressed with possessive constructions in the languages of the world The splits on the scale of such semantic relations differ across languages Such semantic relations – possessive relations in a broad sense 1.2. Previous works (Nichols 1988): Languages of North America Parameters of comparison: Word order Locus of possessive marking/flagging Alienability split different structures Classes of nouns according to their behavior in possessive constructions Obligatorily possessed (inalienable possession) Optionally possessed (alienable possession) Indirectly possessed Never possessed Types of constructions Head-marking Dependent-marking Double-marking Free marking (there is a marker; neither on the dependent nor on the head) No marking Different strategies (Krasnoukhova 2012): following Nichols but Languages of South America 2. Data and background 2.1. Language and data Kaqchikel language < Kichean < Mayan 445,000 (2003 census).
    [Show full text]
  • 153 Natasha Abner (University of Michigan)
    Natasha Abner (University of Michigan) LSA40 Carlo Geraci (Ecole Normale Supérieure) Justine Mertz (University of Paris 7, Denis Diderot) Jessica Lettieri (Università degli studi di Torino) Shi Yu (Ecole Normale Supérieure) A handy approach to sign language relatedness We use coded phonetic features and quantitative methods to probe potential historical relationships among 24 sign languages. Lisa Abney (Northwestern State University of Louisiana) ANS16 Naming practices in alcohol and drug recovery centers, adult daycares, and nursing homes/retirement facilities: A continuation of research The construction of drug and alcohol treatment centers, adult daycare centers, and retirement facilities has increased dramatically in the United States in the last thirty years. In this research, eleven categories of names for drug/alcohol treatment facilities have been identified while eight categories have been identified for adult daycare centers. Ten categories have become apparent for nursing homes and assisted living facilities. These naming choices function as euphemisms in many cases, and in others, names reference morphemes which are perceived to reference a higher social class than competitor names. Rafael Abramovitz (Massachusetts Institute of Technology) P8 Itai Bassi (Massachusetts Institute of Technology) Relativized Anaphor Agreement Effect The Anaphor Agreement Effect (AAE) is a generalization that anaphors do not trigger phi-agreement covarying with their binders (Rizzi 1990 et. seq.) Based on evidence from Koryak (Chukotko-Kamchan) anaphors, we argue that the AAE should be weakened and be stated as a generalization about person agreement only. We propose a theory of the weakened AAE, which combines a modification of Preminger (2019)'s AnaphP-encapsulation proposal as well as converging evidence from work on the internal syntax of pronouns (Harbour 2016, van Urk 2018).
    [Show full text]
  • Right-Edge Phonological Phenomena in Kaqchikel – Brett C. Nelson.Pdf
    University of Calgary PRISM: University of Calgary's Digital Repository Calgary (Working) Papers in Linguistics Volume 31, 2020 2020-11-19 Right-Edge Phonological Phenomena in Kaqchikel Nelson, Brett C. http://hdl.handle.net/1880/112765 journal article https://creativecommons.org/licenses/by/4.0 Downloaded from PRISM: https://prism.ucalgary.ca N e l s o n | 72 Right-Edge Phonological Phenomena in Kaqchikel Brett C. Nelson University of Calgary Abstract This paper examines a slew of phonological phenomena that occur at the right edge of the prosodic word in Kaqchikel (cak), a Mayan language of Guatemala spoken by about 400,000 people (Heaton & Xoyón, 2016). Based on previous phonological work by Brown, Maxwell, & Little (2006) and Bennett (2018), I first introduce the phonemic inventory (22 consonants, 10 vowels) and prosodic structure of Kaqchikel, with the latter being composed of primarily stress-final, recursive prosodic words, and intonational prominence on the right-edge of the phrase. This is followed by a review of Bennett’s (2016b) discussion of the Kaqchikel tense-lax distinction in vowels, which only surfaces in stressed (word-final) syllables. Thus, an underlying lax vowel { ɪ ɛ ǝ ɔ ʊ } surfaces as its corresponding tense vowel { i e a o u } in any unstressed syllable. I next discuss final aspiration of stops, and then spirantization of final sonorants, unifying them as a process of epenthesis of a [spread glottis] feature at the right edge of the word. Each phenomenon individually shows that the right-edge is a position of particular prominence in Kaqchikel; all together they demonstrate it is one ripe for future (and current) exploration into their acoustic correlates and their higher-level prosodic and morpho-syntactic implications.
    [Show full text]
  • Cakchiquel 1. Description 1.1 Name of Society, Language, and Language
    Cakchiquel 1. Description 1.1 Name of society, language, and language family: Society: Cakchiquel, or Kaqchikel Language: Kaqchikel Language Family Mayan Language family Tree: Mayan -Quichean–Mamean -Greater Quichean -Quichean -Kaqchikel (http://en.wikipedia.org/wiki/Kaqchikel_language) 1.2 ISO code (3 letter code from ethnologue.com): CAK 1.3 Location (latitude/longitude): Guatemala, Chimaltenango Department. 14°38′N 90°30′W (http://www.ethnologue.com/show_language.asp?code=cak) 1.4 Brief history: At their height the Cakchiquels were a very powerful society, mostly due to them being a part of a very large confederation that encompassed the other neighboring cultures. Together this confederation dominated all the other societies in the area, but they quickly underwent a rapid decline with the entrance of the Spanish. Like with all the other Indian societies, the Spanish completely destroyed the Cakchiquels through warfare and disease. By the 1750s the Cakchiquels, who were at the top of the food chain a century previously, were reduced to the very bottom by becoming indentured farmers for the Spanish government and the missionaries. 1.5 Influence of missionaries/schools/governments/powerful neighbors: Originally the Cakchiquel aligned themselves with the Spanish in hopes of defeating their enemy the K’iche, but they eventually turned on the Spanish and tried fighting them. Unsurprisingly the Spanish were no matched for the Indians, and the remaining Cakchiquel fled to the mountains in defeat. It was here where they worked as farmers under the Spanish missionaries and government. (http://www.everyculture.com/Middle-America- Caribbean/Kaqchikel.html) 1.6 Ecology: The land was very mountainous with just as many canyons.
    [Show full text]
  • The Commodification of Kaqchikel: a Commodities Chain Approach to the Kaqchikel Language in the Foreign Language and Area Studies Program*
    Kansas Working Papers in Linguistics, Vol. 35 (2014), 30-52 The Commodification of Kaqchikel: A Commodities Chain Approach to the Kaqchikel Language in the Foreign Language and Area Studies Program* Philip T. Duncan University of Kansas Investigating how Kaqchikel is commodified through U.S. foreign language instruction programs reveals complex and often contradictory ideologies about language, including linguistic capital and exchange value. I argue that Kaqchikel is commodified through the FLAS program, which treats language as a skill that has value in promoting U.S. national needs (e.g., security and economic competitiveness). Moreover, while globalization has negatively impacted the vitality of indigenous languages worldwide, including Mayan languages such as Kaqchikel, the narrative I develop suggests that individuals successfully utilize existing structures of globalization in ways that subvert hegemony and cultural and linguistic homogeneity. In particular, I show how individuals use structures that emerge through globalization and commodification in order to create transborder alliances that increase the value of Kaqchikel. Keywords: Kaqchikel language, Mayan languages, language study and teaching, foreign language and area studies, less commonly taught languages, strategic languages 1. Introduction On December 29, 1996, the United Nations brokered a peace treaty between the Guatemalan government and guerrilla organizations that had been engaged in armed conflict for decades. Following several years of investigation into human rights abuses and state-sponsored violence, the Peace Accords officially marked the ending of a thirty-six-year-long civil war. This war was sparked in part by a 1954 CIA-led coup against a leftist Guatemalan government that the U.S. viewed as a threat to national security.
    [Show full text]
  • Bilingual Education in Guatemala
    Bilingual Education in Guatemala Adriana Soto‐Corominas Abstract Language shift is a phenomenon by which one language is lost and replaced by another one. This project focuses on the language shift process happening in Guatemala, a country where the majority language, Spanish, coexists with 24 Indigenous languages. The objective of this project was to assess the role and development of the Intercultural Bilingual Education (IBE) model, which was implemented with the aim of promoting a type of education that would integrate the cultures and languages of the country. In order to carry out this project, teachers from different schools and members of the government and of the Academy of Mayan Languages were contacted. Data were gathered by means of informal, semistructured interviews. After analyzing the data, it became clear that the IBE model was not being implemented as it was supposed to be and, therefore, the language shift process continues following its course in the country. Keywords: language shift; bilingual education; Indigenous languages; Mayan languages; education Introduction Antonio de Nebrija (2011), in his prologue to Gramática de la lengua castellana [Grammar of the Castilian Language], asserted that language had always been the companion of empire (p. 13, my translation). Although an empire is somehow temporary, the linguistic destruction that it leaves, unfortunately, tends to have permanent consequences. The most widely spoken languages today, such as English, Spanish, and Portuguese, are the present‐day traces of historical relationships of conquest and power (Austin, 2008). Language and power have always had a close relationship. On many occasions, a language has been imposed by forbidding or discouraging the use of other languages.
    [Show full text]
  • Cultural Resistance and Contemporary Kaqchikel-Maya Spiritual Practices
    Sacred Inheritance: Cultural Resistance and Contemporary Kaqchikel-Maya Spiritual Practices DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Elizabeth Rachel Bell, M.A. Graduate Program in Spanish and Portuguese The Ohio State University 2012 Dissertation Committee: Professor Maureen Ahern, Advisor Professor Ulises Juan Zevallos Aguilar, Co-Advisor Professor Dorothy Noyes Professor Fernando Unzueta Copyright by Elizabeth Rachel Bell 2012 Abstract The Kaqchikel Maya inhabit the fractured and dissonant society of contemporary Guatemala: increasing religious plurality, economic and ethnic inequality, drug-related violence and the legacy of military violence and discrimination. The Mayas face ongoing lack of recognition and voicelessness in a society that values them only insofar as their culture can be appropriated for a growing tourism industry. The Kaqchikels respond to this environment by using their spirituality to generate legitimacy. Mayan spirituality with its pre-Columbian episteme, when viewed in this social context, becomes a means by which the Kaqchikels articulate their agency. Both Mayas and foreign tourists regard the knowledge communicated through spirituality as one of the great achievements of the ancient Mayas. The contemporary Mayan populations consider this knowledge to be inherited, as they expertly wield its tools in a manner that sometimes, in their assessment, even supersedes the abilities of Western knowledge. This indexical past and relevant present make spirituality a salient practice for the contemporary Kaqchikels to utilize as they seek to redefine the relationship between their group and the state, as well as vis-à- vis foreign influences brought about by increasing tourism.
    [Show full text]
  • Ancient Maya Politics: a Political Anthropology of the Classic Period P
    Volume 2, Number 1 September 2020 a biannual journal published by American Foreign Academic Research (AFAR) edited by Maxime Lamoureux-St-Hilaire (Editor-in-Chief) C. Mathew Saunders (Executive Editor) and Brent K. S. Woodfill (Guest Editor) American Foreign Academic Research, Inc. AFAR is based in Davidson, North Carolina and operates as a 501(c)3 organization 20718 Waters Edge Court Cornelius, NC, 28031 The Mayanist vol. 2 no. 1 Table of Contents The Editorial. p.i-iv by Maxime Lamoureux-St-Hilaire, C. Mathew Saunders, and Brent K. S. Woodfill Research Report 1. Long-Term Collaborative Research with Lacandon Maya at Mensäbäk, p. 1–20 Chiapas, Mexico. by Joel W. Palka, A. Fabiola Sánchez Balderas, Ian Hollingshead, Alice Balsanelli, Chris Hernandez, Santiago Juárez, Josuhé Lozada Toledo, R. Jon McGee, Sebastián Salgado-Flores Articles 2. The Emergence of the Ancient Maya Kaqchikel Polity As Explained through p. 21–37 the Dawn tradition in the Guatemalan Highlands. by Iyaxel Cojti Ren 3. The Archaeology of Intensive Beekeeping in Postclassic Yucatán. p. 39–56 by Adolfo Iván Batún Alpuche 4. Disaster, Deluge, and Destruction on the Star War Vase. p. 57–75 by Marc Zender Book Review 5. Ancient Maya Politics: A Political Anthropology of the Classic Period p. 77–79 150-900 CE. SIMON MARTIN. 2020. Cambridge University Press. by Maxime Lamoureux-St-Hilaire Our Authors p. 81–82 The Mayanist Team p. 83 The Mayanist vol. 2 no. 1 The Mayanist vol. 1 no. 1 The Editorial Maxime Lamoureux-St-Hilaire Davidson College; AFAR C. Mathew Saunders Davidson Day School; AFAR Brent K.
    [Show full text]
  • The Relationship Between Language Teaching and Mayan Language
    University of Kentucky UKnowledge Linguistics Presentations Linguistics 2009 The elr ationship between language teaching and Mayan language conservation in Guatemala. Rusty Barrett University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits oy u. Follow this and additional works at: https://uknowledge.uky.edu/lin_present Part of the Linguistics Commons Repository Citation Barrett, Rusty, "The er lationship between language teaching and Mayan language conservation in Guatemala." (2009). Linguistics Presentations. 2. https://uknowledge.uky.edu/lin_present/2 This Conference Proceeding is brought to you for free and open access by the Linguistics at UKnowledge. It has been accepted for inclusion in Linguistics Presentations by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Mayan summer language programs in The relationship between language Guatemala teaching and Mayan language Oxlajuj Aj Kaqchikel program conservation in Guatemala • Began in 1990 • Sponsors:Tulane University and the University of Texas at Austin International Conference on Language Documentation and Conservation University of Hawai‘i K’iche’ Maya program March 14, 2009 • Began in 2008 • Sponsors: University of Chicago, Vanderbilt University, Rusty Barrett University of Kentucky Linguistics Program University of Kentucky Mayan summer language programs in Both programs aim to challenge prevailing language Guatemala ideologies that denigrate Mayan languages: Although the Kaqchikel program was the model and inspiration for the K’iche’ program, the two programs “The student of Kaqchikel is likely to produce reactions of differ in a number of ways because of differences in the surprise and delight with their communication attempts.
    [Show full text]
  • An Assessment of Linguistic Development in a Kaqchikel Immersion School
    Vol. 10 (2016), pp. 497–521 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24716 Revised Version Received: 01 April 2016 An Assessment of Linguistic Development in a Kaqchikel Immersion School Raina Heaton University of Hawai‘i at Mānoa Igor Xoyón Universidad Maya Kaqchikel de Comalapa Nimaläj Kaqchikel Amaq’ This paper discusses two assessments designed to evaluate the progress of stu- dents in the Kaqchikel immersion program at Nimaläj Kaqchikel Amaq’. Picture- naming production and comprehension tasks were used to test for proficiency in phonology and morphology as well as lexical acquisition. The tests targeted basic contrasts which are important to Kaqchikel grammatical structure. While students are still struggling with many aspects of the language such as the phonol- ogy and positional verbs, many are able to understand and use singular vs. plural intransitive verb morphology. Results are being used to improve the program and inform future methodological and curricular decisions. 1. Introduction1 Kaqchikel is a Mayan language spoken by about 400,000 people in Guatemala. Despite its relatively large number of speakers, for some years it has been observed that many members of the younger generations are no longer learning even the larger Mayan languages such as Kaqchikel (Garzon et al. 1998; Lewis 2001; England 2003; Hawkins 2005). The 2002 census data showed that in Kaqchikel terri- tory (departments of Chimaltenango, Sacatepéquez, and Sololá), only 60% of the in- digenous Kaqchikel population spoke Kaqchikel natively, and that the language was barely present in many of the more urban areas (Santamaría & Elkartea 2013:31). This paper reports on production and comprehension assessments conducted with 53 students participating in a Kaqchikel language and culture revitalization program at a pre-primary and primary school in Chimaltenango, Guatemala.
    [Show full text]