DOCSLIB.ORG

Subject Positions in Marshallese

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Subject Positions in Marshallese UNIVERSITY OF CALIFORNIA Los Angeles Subject Positions in Marshallese A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Heather Willson 2008 The dissertation of Heather Willson is approved. Alessandro Duranti Mark Hale Timothy Stowell Pamela Munro Anoop Mahajan, Committee Chair University of California, Los Angeles 2008 ii TABLE OF CONTENTS LIST OF FIGURES .......................................................................................................... vii LIST OF TABLES ............................................................................................................ vii LIST OF ABBREVIATIONS ............................................................................................ ix Chapter 1. Introduction ................................................................................................. 1 1.1 Introduction to the Marshallese language ........................................................... 2 1.2 A note on speakers .............................................................................................. 4 1.3 Micronesian languages........................................................................................ 5 1.4 Previous works on Marshallese .......................................................................... 7 1.5 Outline of the dissertation ................................................................................... 8 Chapter 2. Grammatical Sketch of Marshallese ......................................................... 10 2.1 Marshallese phoneme inventory and orthography ............................................ 10 2.1.1 Consonants ................................................................................................ 10 2.1.2 Vowels ...................................................................................................... 11 2.1.3 Orthography .............................................................................................. 13 2.2 Morphology....................................................................................................... 15 2.2.1 Nouns ........................................................................................................ 15 2.2.2 Determiners ............................................................................................... 16 2.2.3 Pronouns ................................................................................................... 18 2.2.4 Subject agreement clitics .......................................................................... 21 2.2.5 Adjectives ................................................................................................. 25 2.2.6 Verbal morphology ................................................................................... 26 2.2.6.1 The causative prefix ka- ........................................................................ 26 2.2.6.2 The object marking suffix ..................................................................... 31 2.2.6.3 Directionals ........................................................................................... 35 2.2.6.4 The derivation of transitive and intransitive verbs ............................... 38 2.2.6.4.1 Underlyingly intransitive with no transitive counterpart ................ 39 2.2.6.4.2 Underlyingly transitives with no intransitive counterpart .............. 40 2.2.6.4.3 Suppletive verbs .............................................................................. 41 2.2.6.4.4 Underlyingly intransitive - trans form derived from the intrans ..... 42 2.2.6.4.5 Underlyingly transitive - intrans form derived from the trans ........ 43 2.2.6.4.6 Verbs with identical transitive and intransitive forms .................... 45 2.2.6.4.7 Intransitive verbs with objects ........................................................ 46 2.2.6.5 Deriving verbs from nouns ................................................................... 48 2.2.7 Tense, aspect, modality and adverbs......................................................... 49 2.3 Syntax ............................................................................................................... 57 2.3.1 Determiner phrases ................................................................................... 57 iii 2.3.1.1 Determiners and quantifiers .................................................................. 57 2.3.1.2 Adjectives ............................................................................................. 58 2.3.1.3 Relative Clauses .................................................................................... 59 2.3.1.4 Possessives ............................................................................................ 62 2.3.1.4.1 Inalienable possession ..................................................................... 64 2.3.1.4.2 Alienable possession ....................................................................... 64 2.3.2 Prepositional phrases ................................................................................ 67 2.3.3 IP level syntax ........................................................................................... 68 2.3.3.1 Verbless sentences ................................................................................ 69 2.3.3.2 Sentences with overt verbs.................................................................... 71 2.3.4 CP level syntax ......................................................................................... 71 2.3.4.1 Complementation .................................................................................. 71 2.3.4.2 Questions............................................................................................... 73 2.3.4.2.1 Yes/no questions ............................................................................. 73 2.3.4.2.2 Embedded questions ....................................................................... 76 2.3.4.2.3 Wh- questions ................................................................................. 78 2.3.4.2.3.1 Class 1 ...................................................................................... 78 2.3.4.2.3.2 Class 2 ...................................................................................... 81 2.3.4.2.3.3 Class 3 ...................................................................................... 83 2.3.4.2.4 Complex wh- elements ................................................................... 83 2.3.4.2.5 Resumptive elements ...................................................................... 85 2.3.4.2.6 Indirect wh- questions ..................................................................... 86 2.3.4.2.7 Partial wh- movement ..................................................................... 88 2.3.4.2.8 Multiple wh- movement .................................................................. 89 2.4 Summary ........................................................................................................... 90 Chapter 3. Basic Word Order ..................................................................................... 91 3.1 Introduction ....................................................................................................... 91 3.2 Subject position and declaratives ...................................................................... 92 3.2.1 Transitive sentences .................................................................................. 94 3.2.1.1 Transitives with one internal DP argument .......................................... 94 3.2.1.2 Transitives with a DP argument and a PP argument............................. 95 3.2.1.3 CP arguments ...................................................................................... 101 3.2.2 Intransitive sentences .............................................................................. 106 3.2.2.1 Intransitives without a PP ................................................................... 106 3.2.2.2 Intransitives requiring a PP argument ................................................. 108 3.2.2.3 Intransitives with an optional PP ........................................................ 109 3.3 Initial, internal and final subjects: phonological and semantic differences .... 110 3.3.1 Intonation ................................................................................................ 110 3.3.2 Information status ................................................................................... 118 3.3.2.1 Wh- questions ...................................................................................... 119 3.3.2.2 Indefinites ........................................................................................... 121 3.3.2.3 Sentence initial non-subject DPs ........................................................ 121 iv 3.3.2.4 Final subjects and right dislocation..................................................... 122 3.3.2.5 Conclusions regarding information structure ...................................... 126 3.4 The basic word order typology of Micronesian languages ............................. 127 3.5 Summary ......................................................................................................... 132 Chapter 4. The Structure of Marshallese Declaratives ............................................. 133 4.1 Sentences with initial subjects ........................................................................ 133 4.1.1 Constituency
Load more

Recommended publications
  • English Grammar for Students of French
    English Grammar for Students of French The Study Guide for Those Learning French Seventh edition Jacqueline Morton with the collaboration of Hélène Neu, University of Michigan, Ann Arbor The Olivia and Hill Press® THE O&H STUDY GUIDES Jacqueline Morton, editor English Grammar for Students of Spanish English Grammar for Students of French English Grammar for Students of German English Grammar for Students of Italian English Grammar for Students of Latin English Grammar for Students of Russian English Grammar for Students of Japanese English Grammar for Students of Arabic English Grammar for Students of Chinese Gramática española para estudiantes de inglés © 2013, Jacqueline Morton All rights reserved. No part of this work may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage retrieval system, without permission in writing from the publisher. Printed in the U.S.A. ISBN: 978-0-934034-42-5 Library of Congress Control Number: 2013930691 CONTENTS Study Tips 1 Tips for learning grammar 1 Tips for learning vocabulary 2 Tips for learning word forms 4 Tips for effective study 4 1. What’s in a Word? 6 Meaning 6 Part of speech 6 Function 7 Form 7 2. What is a Noun? 9 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 Hearing the plural 15 5. What is an Article? 16 Definite articles 16 Indefinite articles 18 Non-count nouns and partitive articles` 20 Study Tips — Nouns and their gender 21 6. What is the Possessive? 22 7.
    [Show full text]
  • Running Head: COFA PARENTS and EARLY CHILDHOOD DEVELOPMENT 1
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Running Head: COFA PARENTS AND EARLY CHILDHOOD DEVELOPMENT 1 CHUUKESE AND MARSHALLESE PARENT PERSPECTIVES OF EARLY CHILDHOOD DEVELOPMENT A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY March 2018 By Victoria C. Timmerman Thesis Committee: Katherine T. Ratliffe, Chairperson Lois A. Yamauchi E. Brook Chapman de Sousa Keywords: Micronesia, Parents, Developmental Screening, Early Childhood Development, Early Childhood Milestones, Cultural Practices COFA PARENTS AND EARLY CHILDHOOD DEVELOPMENT 2 Abstract Recently there has been a significant increase in the number of COFA citizens emigrating to the US. Reasons for emigration include seeking employment and education opportunities, and improved healthcare. To advocate for early childhood health and well-being while optimizing cultural sensitivity, it is important to understand parenting perspectives of COFA citizens. Twenty adults (13 women, 7 men) from Chuuk and the Marshall Islands participated in five focus groups to discuss how parents care for and raise children between birth and five years old. Strategies emphasized by participants were maintaining nutrition, using local medicines, and observing children’s growth. Implications include how healthcare providers who work with Chuukese and Marshallese parents can link conversations about development with nutrition, and that these findings can help inform healthcare providers about local medicine practices. Additionally, educators can use these findings to further their understanding of the cultures and family backgrounds of Chuukese and Marshallese students.
    [Show full text]
  • The Grammaticalization of Demonstratives: a Comparative Analysis
    Nicholas Catasso 7 Journal of Universal Language 12-1 March 2011, 7-46 The Grammaticalization of Demonstratives: A Comparative Analysis Nicholas Catasso Università Ca’ Foscari di Venezia * Abstract An article, irrespective of its distribution across natural languages, dialects and varieties, is a member of the class of determiners which particularizes a noun according to language-specific principles of grammatical and semantic structuring. Definite articles in Indo- European languages – in those grammatical systems where they are present – are derived from ancient demonstratives through a grammaticalization process: given that demonstratives are deictic expressions (i.e. they depend on a frame of reference which is external to that of the speaker and of the interlocutor) with the role of selecting a referent or a set of referents, it is easy to understand what the role of “universal quantifier” of the, which is in English the prototypical – but questionable – example of definiteness, is due to. Demonstratives are frequently reanalyzed across languages as grammatical markers (very often as definite articles, but also as copulas, relative and third person pronouns, sentence connectives, Nicholas Catasso Dipartimento di Scienze del Linguaggio - Dorsoduro 3462 - VENEZIA 30123 (VE) Phone 0039-3463157243; Email: [email protected] Received Oct. 2010; Reviewed Dec. 2010; Revised version received Jan. 2011. 8 The Grammaticalization of Demonstratives: A Comparative Analysis focus markers, etc.). In this article I concentrate on the grammaticalization of the definite article in English, adopting a comparative-contrastive approach (including a wide range of Indo- European languages), given the complexity of the article. Keywords: grammaticalization, definite articles, English, Indo- European languages, definiteness 1.
    [Show full text]
  • Practical Marshallese
    Practical Marshallese Peter Rudiak-Gould 1 Dedication To the people of Ujae Atoll for teaching me their language Gan ri-Ujae ro kcn aer kar katakin ec kajin eo aer Contact the author Please email the author at [email protected] with any questions or comments. Copyright Statement This book was originally written for the WorldTeach Marshall islands program for use by its volunteers. It can be freely distributed to anyone in any form. However, it is also © Peter Rudiak-Gould 2004.and thus cannot be sold or used for financial gain. 2 Table of Contents Introduction 5 Lessons 6 Lesson 1: The Letters and Sounds of Marshallese 6 Lesson 2: Hello, How are you, Thank you (Beginning Phrases) 9 Lesson 3: One, two, three, four (Numbers, time, age, and price) 11 Lesson 4: Monday, Tuesday, January, February (Words from English) 13 Lesson 5: I am happy, you are happy (Subject pronouns) 15 Lesson 6: I know, you know (Verbs that work like adjectives) 17 Lesson 7: I am running, you are running (The present tense) 19 Lesson 8: I ate, you ate (The past tense) 21 Lesson 9: I will run, you will run (The future tense) 23 Lesson 10: I am about to go, you are about to go (Near future tense) 25 Lesson 11: I am in Majuro, you are in Ebeye (Location) 27 Lesson 12: Me, you, him, her (Object pronouns) 29 Lesson 13: Me, you, him, her (again?) (The emphatic pronouns) 31 Lesson 14: I am not playing, you are not playing (Negatives) 33 Lesson 15: Wrapping up pronouns and tenses 35 Lesson 16: Are you eating? Are you happy? (Yes/No questions) 37 Lesson 17: Do you know?, Yes
    [Show full text]
  • French Language Studies – Grammar Reference Resource
    French Language Studies – Grammar Reference Resource Contents Nouns ................................................................................................................................................................................. 4 Introduction to Nouns ..................................................................................................................................................... 4 number: singular, plural ................................................................................................................................................. 6 Gender: Masculine, Feminine ....................................................................................................................................... 8 Voila vs. il y a .............................................................................................................................................................. 10 Temps, heure, fois ....................................................................................................................................................... 11 Determiners ...................................................................................................................................................................... 13 Introduction to Determiners .......................................................................................................................................... 13 Determiners: Definite Articles .....................................................................................................................................
    [Show full text]
  • A Beginning Reading Program in Marshallese
    Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses 1969 A Beginning Reading Program in Marshallese Charles E. Eko Central Washington University Follow this and additional works at: https://digitalcommons.cwu.edu/etd Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Teacher Education and Professional Development Commons Recommended Citation Eko, Charles E., "A Beginning Reading Program in Marshallese" (1969). All Master's Theses. 1088. https://digitalcommons.cwu.edu/etd/1088 This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. A BEGINNING READING PROGRAM IN MARSHALLESE A Thesis / Presented to the Graduate Faculty Central Washington State College In Partial Fulfillment of the Requirements for the Degree Master of Education by Charles E. Eko July, 1969 uo1.8U'!lf" A\ 'lbnqsua1ra ;)8~no 1 •qlllS UC!}Jill''.f'"ll :t/. J~~!{UJJ If.~"'-~}~,'. q?.1 No11~:n10~ 7V1::i.1c1s 'F,;? I'€" ·1 L l.._s ct7 APPROVED FOR THE GRADUATE FACULTY ________________________________ John E. Davis, COMMITTEE CHAIRMAN _________________________________ Azella Taylor _________________________________ Doris Jakubek Nan Rikaki Ro Im Rijikul Ro Ilo Ailin In Majel Kin Menin Joij Im Jiban Ko Ami · Kaj oj o Nan Na Kom Emol. TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION • • • • • • • • • • • • • • • • • 1 STATEMENT OF PROBLEM • • • • • • • • • • • • 2 NEED FOR THE STUDY • • • • • • • • • • • • • 2 LIMITATION OF THE STUDY • • • • • • • • • • 5 No Standard Orthography • • • • • • • • • 6 Extremely Limited Materials in Marshallese • • • • • • • • • • • • • • 6 Untrained Teachers • • • • • • • • • • • • 6 Geography • • • • • • • • • • • • • • • • 7 Culture • • • • • • • • • • • • • • • • • 8 II.
    [Show full text]
  • Marshallese and English
    MARSHALLESE AND ENGLISH EVIDENCE AND RECOMMENDATIONS FOR AN H1MERSION ~10DEL OF EDUCATION IN THE REPUBLIC OF THE MARSHALL ISLANDS Pamela Pine and William Savage Department of English as a Second Language University of Hawai'i at Manoa ABSTRACT The Republic of the Marshall Islands, located in the Pacific region most commonly referred to as Micronesia, has recently assumed a new and more independent political status after nearly 400 years of colonization. The purpose of this paper is to propose educational reform through a language planning framework suited to the political, social, and cultural characteristics of this emerging nation. The first section of the paper traces the history of language issues and education policies which have affected the entire Micronesian region and, more specifically, the Marshall Islands. This is followed by an overview of current language and education programs in the Marshall Islands, with a description of their administrative, financial, curricular, and staffing features. The third section of the paper provides a summary of negative school outcomes which occur at all levels of the Marshallese educational system. Possible causes of these outcomes are considered from both infrastructural and global perspectives. The discussion ends with a mandate for change, suggesting that an immersion model of bilingual education is the most appropriate framework for analysis and language planning in the Marshall Islands today. In the fourth section, a review of the basic features of immersion education is followed by a discussion of program varieties. The discussion centers on the argument that a program based on •additive bilingualism• is the most appropriate model for this student population.
    [Show full text]
  • Problems of English Grammar
    Problems of English Grammar Version 6.0 Prof. Dr. Russell Block University of Applied Sciences - München Department 13 - General Studies Summer Semester 2018 © 2018 by Russell Block Um eine gute Note in der Klausur zu erzielen, genügt es nicht, das Buch zu lesen. Sie müssen auch die “Show” sehen! The causes why our English tongue hath not yet been thoroughly perceived are the hope and despair of such as have either thought upon it, and not dealt in it, or that have dealt in it, but not rightly thought upon it. Richard Mulcaster (1582) Contents Part I: Languages and Language Learning ................................... 9 1 Language learning .................................................. 9 1.1 First language – child in appropriate situation . 9 1.2 What children learn............................................ 9 1.2.1 Evidence from errors (9) 1.2.2 Impoverished corpus (9) 1.2.3 Different corpuses – same grammar (10) 1.3 Critical age hypothesis ........................................ 10 1.3.1 Brain damage (10) 1.3.2 Genie (10) 1.3.3 Experience (10) 1.4 Second language learning ..................................... 11 1.4.1 Children – classroom experience ineffective (11) 1.4.2 Adults – No longer able to extract the rules from simple exposure. (11) 1.4.3 First and Second Language Learning - extracting the rules (11) 2 Contrastive Linguistics.............................................. 15 2.1 Basic thesis................................................. 15 2.2 English as a Second Language (ESL) in the USA and in Germany . 15 2.3 The mapping problem......................................... 16 3 Difficulties of English .............................................. 17 3.1 Tense and aspect system....................................... 17 3.2 Complementation system ...................................... 17 Part II: The Theoretical Framework ....................................... 19 framework............................................................. 19 2 What can be a rule of English grammar?................................
    [Show full text]
  • TEACHING FRENCH USING MNENONIC DEVICES John J. Janc PROFESSOR of FRENCH EMERITUS Minnesota State University, Mankato
    TEACHING FRENCH USING MNENONIC DEVICES John J. Janc PROFESSOR OF FRENCH EMERITUS Minnesota State University, Mankato Mnemonic devices are basically memory aides. I have always found them useful as have those who take my classes. When trying to create one, teachers should never hesitate to give free reign to their imagination. They must play with the letters and, when necessary, look for other examples that fit the rule under consideration. Sometimes one really must "cheat" a little. Words may have to be repeated or letters used that do not fit the acronym. Teachers should regularly repeat the devices in class and should require students to memorize them when feasible. Very often, after having taught one, I give extra credit on the next quiz to those who are able to reproduce the device and explain the grammatical point that it illustrates. I then require everyone to know it by heart for the following quiz or examination. Some devices may appeal to the ear, others to the eye. Some need to be used in conjunction with another one in order to make sense. The reader will find examples of these different points below. ADJECTIVES This is the traditional device used to help students remember which adjectives normally precede the noun. Beauty: beau, joli, vilain Age: jeune, nouveau, vieux Number: premier, dernier, deuxième Goodness: bon, gentil, mauvais, méchant, vilain Size: court, haut, grand, gros, long, petit Here is a French version of the preceding one. Taille: court, haut, grand, gros, long, petit Caractère: bon, gentil, mauvais, méchant, vilain Âge: jeune, nouveau, vieux Autre: autre Nombre: premier, dernier, deuxième Beauté: beau, joli, vilain I have also used "BIG MAC" to supplement the preceding two.
    [Show full text]
  • Grammatical Description and Classroom Application. Theory and Practice in Data-Driven Learning
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RERO DOC Digital Library Published in Bulletin VALS-ASLA 97, 17-39, 2013 which should be used for any reference to this work Grammatical description and classroom application. Theory and practice in data-driven learning Betsy KERR University of Minnesota 9 Pleasant St. S.E., Minneapolis MN 55422, USA [email protected] Partant de certains concepts intéressants du domaine de la linguistique sur corpus, cet article défend l'idée de faire une place plus importante à l'acquisition du vocabulaire et de mieux intégrer les aspects lexicaux et grammaticaux dans l'enseignement de la langue. Nous nous intéressons tout particulièrement à l'idée de la centralité des séquences lexicalisées dans les productions orales, telle qu'elles sont identifiées dans la grammaire lexicale de Sinclair puis appliquées à la didactique des langues avec l'approche de Lewis. De plus, cet article montre, à partir d'activités types, comment l'apprentissage à partir de corpus est propice aux activités métacognitives centrées sur l'apprenant, pointant des aspects importants concernant le lexique et la grammaire du français. Finalement, nous passons en revue plusieurs outils qui se prêtent à la préparation de ce type d'activité par l'enseignant. Mots-clés: Concordance, corpus, approche lexicale, didactique des langues, linguistique sur corpus, FLE, concordanciers en ligne 1. Introduction Many proponents of data-driven learning (DDL) or the use of concordance- generated data in language teaching and learning have lamented the fact that second language educators, especially outside of the field of English L2 instruction, have not embraced the use of DDL in significant numbers (see for example Cheng 2010: 327-328).
    [Show full text]
  • German Grammar in English for International Students
    German Grammar in English for International Students Version 2.6 Prof. Dr. Russell Block FK 13 – General Studies University of Applied Sciences – München Winter Semester 2013 © 2013 Contents: Introduction: .............................................................8 Chapter 1: The Sound of German ............................................9 1 Standard German .....................................................9 2 The standard dialect ...................................................9 3 Overview of the German consonants .....................................9 3.1 Tense vs. lax .................................................11 3.2 The final devoicing rule .........................................11 3.3 Comments on individual consonants . 11 3.3.1 Vogel-V ...............................................11 3.3.2 The origin of <w> .......................................12 3.3.3 The problem of /h/ .......................................12 3.3.4 Ach-Laut – ich-Laut ......................................12 3.3.5 The pronunciation of final <g> . 12 3.3.6 The strange case of /s/ ....................................13 3.3.7 r-peculiarities ...........................................13 3.3.8 Affricates ..............................................13 3.3.9 Foreign sounds ..........................................13 3.3.10 The Glottal Stop ///......................................14 4 Vowels ............................................................14 5 The German vowels ..................................................15 5.1 Vowel length
    [Show full text]
  • By Daniel Krauße
    Parrot Tim1 3 Feascinating Facts about Marshallese The Thinking of Speaking Issue #35 January / December 201 9 AAnn IInnddiiggeennoouuss YYeeaarr HHooww 22001199 bbeeccaammee tthhee I ntern IInntteerrnnaattiioonnaall YYeeaarr ooff ation Year al IInnddiiggeennoouuss LLaanngguuaaggeess Ind of igen Lan ous guag Is es SSaayy TTāāllooffaa ttoo TTuuvvaalluuaann sue An iintroductiion to the Tuvalluan llanguage SSttoorryy ooff tthhee RRoommaa A hiistory of European "Gypsiies" VVuurrëëss ooff VVaannuuaattuu Cooll thiings about thiis iindiigenous llanguage 3300 FFaasscciinnaattiinngg FFaaccttss aabboouutt MMaarrsshhaalllleessee Diiscover detaiills about thiis iislland llanguage PPLLUUSS •• IInntteerrvviieeww wwiitthh aauutthhoorr aanndd ppuubblliisshheerr DDrr.. EEmmiillyy MMccEEwwaann •• BBaassiicc GGuuiiddee ttoo NNaahhuuaattll •• RReevviieeww ooff MMooaannaa Parrot Time | Issue #35 | January / December 2019 1 1 3 Fascinating Facts about Marshallese LLooookk bbeeyyoonndd wwhhaatt yyoouu kknnooww Parrot Time is your connection to languages, linguistics and culture from the Parleremo community. Expand your understanding. Never miss an issue. Parrot Time | Issue #35 | January / December 2019 2 Contents Parrot Time Parrot Time is a magazine Features covering language, linguistics and culture of the world around us. It is published by Scriveremo Publishing, a division of 1 0 A User-Friendly Introduction to the Tuvaluan Parleremo, the language learning community. Language On what was formerly known as the Ellice Islands lives the Join Parleremo today. Learn a Polynesian language Tuvaluan. Ulufale mai! Learn some of it language, make friends, have fun. yourself with this look at the language. 1 8 An Indigenous Year The UN has declared 2019 to be the International Year of Indigenous Languages. But who decided this and why? Editor: Erik Zidowecki Email: [email protected] Published by Scriveremo Publishing, a division of 20 13 Fascinating Facts about Marshallese Parleremo.
    [Show full text]