DOCSLIB.ORG

IXILERA IXIL, IXIL, IXIL Language Family

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
IXILERA IXIL, IXIL, IXIL Language Family IXILERA IXIL, IXIL, IXIL Language family: Mayan, Quichean-Mamean, Greater Mamean, Ixilan. Language codes: ISO 639-1 - ISO 639-2 - ISO 639-3 ixl Glottolog: ixil1251. Beste izen batzuk (autoglotonimoa: ixil): ixil, chajul [IXJ] hizk. Guatemala. ixil, nebaj [IXI] hizk. Guatemala. ixil, san juan cotzal [IXL] hizk. Guatemala. GUATEMALA ixil, chajul [IXJ] 18.000 hiztun, (1998, SIL) Quiché Departamendua. Mayan, Quichean-Mamean, Greater Mamean, Ixilan. Dialektoa: ilom. Adin guztietakoak. Hiztegia, gramatika, VSO. ixil, nebaj [IXI] 35.000 hiztun (1991, SIL). Nebaj eskualdea, Quiché departamendua. Mayan, Quichean-Mamean, Greater Mamean, Ixilan. Adin guztietakoak, hiztegia, gramatika, VSO. ixil, san juan cotzal [IXL] 16.000 hiztun (1998, SIL). Quiché departamendua, Mayan, Quichean-Mamean, Greater Mamean, Ixilan . % 70-75eko ulergarritasuna 3 ixileren artean, elebitasun eskasa espainieraz, adin guztietakoak, VOS. Hizkuntza / lengua: ixilera / ixil / ixil / ixil. Hiztunak / hablantes (1995): 69.000-140.000 (Wikipedia). Herrialdea / país: Guatemala. oOo HISTORIA. Guatemalan 21 hizkuntza maia mintzatzen dira, gehi 3 ez maia, hots, garifuna edo karibea, xinka eta gaztelania, hau ofiziala izanik, eta 21 horien artean ixilera agertzen da. Maia herriaren bizitza kulturalaren trantsizioaz jakitun, inbasio espainolak sortua, gaurko maiek diote beren arbasoek utzitako kulturak munduko beste edozein herri zibilizaturen ezaugarri guztiak dituela. Honela bada, maiek beren existentzia garatzen ari den herri bezala aitortzen dute eta mundu osoari azaldu nahi diote beren borondatea nortasun, kultura eta historia propioak dituztela eta hau lortu dezaketela “Proyecto Lingüístico Francisco Marro-quín” bezalako erakundeen interbentzioari esker. HIZKUNTZA. Ezaugarri nagusiak. Fonetika. Ixilera hizkuntza maian 37 hots grafiko daude 10 bokalak barne. Morfosintaxia. A) Ixileraz, aurrizkiak eta atzizkiak bakarrik daude, ez dago artizkirik: taq’on (zure lana) delakoan t singularreko hirugarren pertsonaren aurrizkia da eta aq’on lana adierazten duen erroa da. B) Aditz trantsitibo eta intrantsitiboak daude. C) Adjektiboa beti izenaren aurrean doa. D) Bozaren 3 kategoria bereiz daitezke: boz aktiboa, boz pasiboa eta boz antipasiboa. E) Hona hemen ixileraz lehenengo 10 zenbakiak: ma’l (1), ka’va’l (2), oxva’l (3), kaava’l (4), o’va’l (5), vaajil (6), jujva’l (7), vaaxajil (8), b’eluval (9), laval (10). Idazkera. Gramatika honetan erabilitako alfabetoa Gobernuaren Akordioz ofizialdutakoa da, Guatemalako Hizkuntza Maien Akademiarena. *** HISTORIA. En Guatemala existen 21 idiomas mayas, más 3 no mayas que son garífuna o caribe, xinka y español como oficial, dentro de los cuales aparece el idioma ixil. Conscientes de la transición de la vida cultural del pueblo maya, ocasionada por la invasión española, los mayas actuales afirman que la cultura que les legaron sus ancestros posee todas las características de cualquier pueblo civilizado del mundo. Así pues, los mayas afirman su existencia como un pueblo en desarrollo y no quieren dejar de manifestar al mundo su voluntad de seguir teniendo una identidad, cultura e historia propias, que pueden lograr gracias a la intervención de instituciones como el “Proyecto Lingüístico Francisco Marro-quín”. LENGUA. Principales características. Fonética. En el idioma maya ixil hay 37 sonidos gráficos incluyendo las 10 vocales. Morfosintaxis. A) En ixil, únicamente hay prefijos y sufijos, no hay infijos: en taq’on (su trabajo) la t es prefijo de tercera persona singular y aq’on es la raíz que significa trabajo. B) Existen verbos transitivos e intransitivos. C) El adjetivo siempre le antecede al sustantivo. D) Se pueden mencionar 3 categorías de voz: voz activa, voz pasiva y voz antipasiva. E) Los 10 primeros números en ixil son: ma’l (1), ka’va’l (2), oxva’l (3), kaava’l (4), o’va’l (5), vaajil (6), jujva’l (7), vaaxajil (8), b’eluval (9), laval (10). Escritura. El alfabeto que se utiliza en esta gramática es el oficializado bajo Acuerdo Gubernativo, de la Academia de las Lenguas Mayas de Guatemala. GRAMATIKAK, METODOAK, ESKULIBURUAK GRAMÁTICA DEL IDIOMA IXIL, Maximiliano Poma S., Tabita J.T. de la Cruz, Manuel Caba Caba, María Marcos Brito, Nocolás A. Cedillo, P.L.F.M., 21x16, 261 or., Guatemala, 1996. HIZTEGIAK, LEXIKOAK DICCIONARIO DEL IDIOMA IXIL, Ixil-Español, Antonio Cedillo Chel eta Juan Ramírez, 21x16, 384 or., Guatemala, 1999. FONOLOGIA Bokalak / Vowels Short Front Central Back Close u [ŭ] Near-Close i [ɪ̆ ]* Mid o [ŏ] Mid-low e [ɜ̆ ] Open a [ɐ̆ ] Long Front Central Back ii [iː] High uu [yː] ee [eː] Close-mid oo [øː] Open aa [aː] Kontsonanteak / Consonants Velar Bilabial Alveolar Postalveolar Retroflex Palatal Uvular Glottal Normal Palatalized Normal p [p̪ ʰ] t [tʰ] k [kʰ] ky [kʰʲ] q [qʰ] ' [ʲʔ] Plosive Ejective t' [tʼ] k' [kʼ] ky'[kʼʲ] Implosive b' [ɓ] q' [ʛ] Nasal m [m] n [n] nh [ŋ] Fricative v [v~f] z [s] xh [ɕ] x [ʃ] j [χ] Normal tz [͡tsʰ] ch [͡tɕʰ] tx [͡ʈʂʰ] Affricate tz' tx' Ejective ch' [͡tɕʼ~dʑʼ] [͡tsʼ~dzʼ] [͡ʈʂʼ~ɖʐʼ] Flap r [ɾ] Approximant w [ʋ] l [l] y [j] .
Load more

Recommended publications
  • Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education
    FIRE: Forum for International Research in Education Vol. 5, Iss. 3, 2019, pp. 84-104 GUATEMALAN IXIL COMMUNITY TEACHER PERSPECTIVES OF LANGUAGE REVITALIZATION AND MOTHER TONGUE-BASED INTERCULTURAL BILINGUAL EDUCATION Kelly Dalton1 Marymount University, USA Sarah Hinshaw George Mason University, USA John Knipe Limestone College, USA Abstract Recent scholarship indicates several benefits of mother tongue education (MTE) in supporting student learning. Within one Mayan community in Guatemala, Ixil is the mother tongue spoken at home and faces extinction due to Indigenous oppression and genocide. This qualitative case study highlights efforts of 13 teachers and administrators at one primary school that took up the dual task of offering MTE and revitalizing the Ixil language. In order to gain a better understanding of Indigenous teachers’ perceptions of language, culture, and MTE, this research was guided by the following questions: (1) How do teachers perceive their own understanding of attitudes and beliefs about language and culture? (2) How do they perceive their role in MTE and language revitalization? (3) Are teachers critical in their understanding of the importance of language revitalization and best practices for language pedagogy? Data was collected via site observations and surveys, then analyzed using constant comparative analysis. Themes that emerged included how teachers perceive their language revitalization and MTE agentive roles; how agency is expressed through the process of negotiating language and understanding through literacy; and addressing local priorities. Implications of the study and for future study are discussed. Keywords: Minority Group Teachers, Teacher Attitudes, Language Revitalization, Bilingual Intercultural Education, Intercultural Competence 1 Correspondence: Rowley Hall, 1004D, Marymount University, 2807 N.
    [Show full text]
  • Fieldwork and Linguistic Analysis in Indigenous Languages of the Americas
    Fieldwork and Linguistic Analysis in Indigenous Languages of the Americas edited by Andrea L. Berez, Jean Mulder, and Daisy Rosenblum Language Documentation & Conservation Special Publication No. 2 Published as a sPecial Publication of language documentation & conservation language documentation & conservation Department of Linguistics, UHM Moore Hall 569 1890 East-West Road Honolulu, Hawai‘i 96822 USA http://nflrc.hawaii.edu/ldc university of hawai‘i Press 2840 Kolowalu Street Honolulu, Hawai‘i 96822-1888 USA © All texts and images are copyright to the respective authors. 2010 All chapters are licensed under Creative Commons Licenses Cover design by Cameron Chrichton Cover photograph of salmon drying racks near Lime Village, Alaska, by Andrea L. Berez Library of Congress Cataloging in Publication data ISBN 978-0-8248-3530-9 http://hdl.handle.net/10125/4463 Contents Foreword iii Marianne Mithun Contributors v Acknowledgments viii 1. Introduction: The Boasian tradition and contemporary practice 1 in linguistic fieldwork in the Americas Daisy Rosenblum and Andrea L. Berez 2. Sociopragmatic influences on the development and use of the 9 discourse marker vet in Ixil Maya Jule Gómez de García, Melissa Axelrod, and María Luz García 3. Classifying clitics in Sm’algyax: 33 Approaching theory from the field Jean Mulder and Holly Sellers 4. Noun class and number in Kiowa-Tanoan: Comparative-historical 57 research and respecting speakers’ rights in fieldwork Logan Sutton 5. The story of *o in the Cariban family 91 Spike Gildea, B.J. Hoff, and Sérgio Meira 6. Multiple functions, multiple techniques: 125 The role of methodology in a study of Zapotec determiners Donna Fenton 7.
    [Show full text]
  • Educating for a Just Society
    Association of Literacy Educators and Researchers Yearbook, Volume 41 Educating for A Just Society Editors: Alexandra Babino Nedra Cossa Juan J. Araujo Robin D. Johnson Educating For a Just Society The Forty-first Yearbook: A Double Blind Peer-Reviewed Publication of the Association of Literacy Educators and Researchers Co-Editors Alexandra Babino Nedra Cossa Texas A&M University-Commerce Georgia Southern University Juan J. Araujo Robin D. Johnson Texas A&M University-Commerce Texas A&M University-Corpus Christi Editorial Assistant Kathryn Dixon Texas A&M University-Commerce Copyright 2019 Association of Literacy Educators and Researchers Photocopy/reprint Permission Statement: Permission is hereby granted to profes- sors and teachers to reprint or photocopy any article in the Yearbook for use in their classes, provided each copy of the article made shows the author and year- book information sited in APA style. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Association of Literacy Educators and Researchers to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright laws. Address inquiries to the Association of Literacy Educators and Researchers (ALER) April Blakely. ISBN: 978-1-883604-08-0 Table of Contents ALER Officers and Elected Board Members vii Acknowledgements xi Introduction xiii Presidential Address Uncomfortable Conversations: Offering Arab Culture and Arab Literature a Place in the American Classroom Conversation Tami Craft Al-Hazza 1 Research Awards 11 Elizabeth G.
    [Show full text]
  • Market Town Strategy for Nebaj and the Greater Ixil Region Guatemala
    Market Town Strategy for Nebaj and the Greater Ixil Region Guatemala-CAP Income Generation Activities Project (AGIL) Cambridge, MA August 2000 Lexington, MA Hadley, MA Bethesda, MD Contract # Washington, DC 520-C-00-00-00035-00 Chicago, IL Cairo, Egypt Johannesburg, South Africa Prepared for United States Agency for International Development/ Guatemala 1A Calle 7-66 Zona 9 Guatemala 010009 Prepared by Mike Richards Abt Associates Inc. Suite 600 4800 Montgomery Lane Bethesda, MD 20814-5341 Market Town Strategy for Nebaj and the Greater Ixil Region Market Town Strategy for Nebaj and the Greater Ixil Region EXECUTIVE SUMMARY The Ixil region historically has been isolated from the main economic and political spheres of Guatemala. In the pre-Hispanic era, the Ixil resisted incorporation by the politically stronger K’iche’. Throughout the Colonial Period, and even into the Republican Period, Ixil people successfully managed to resist intromission or control from state authority. As recent as the 1970s and 1980s, the Ixil also resisted being controlled by guerrilla insurgents and State authority; regrettably, this resistance cost many their lives and disrupted Ixil society for almost two decades. Today, the Ixil are recovering from a prolonged period of conflict, and the scars of war are still present. With regard to endowment of natural resources, the Karst geological formation throughout most of the area conditions low productivity in agriculture. The Ixil region is climactically diverse, with high mountain ranges that experience periodic frost to tropical lowland regions. What is common to all these ecosystems, however, is a great deal of precipitation and high humidity, and these factors are not propitious for producing high value export crops that brought about economic booms in other highland regions.
    [Show full text]
  • Reflexive and Reciprocal Elements in Ixil. PUB DATE 90 NOTE 28P.; for Serial Issue in Which This Paperappears, See FL 020 572
    DOCUMENT RESUME ED 353 802 FL 020 574 AUTHOR Ayres, Glenn TITLE Reflexive and Reciprocal Elements in Ixil. PUB DATE 90 NOTE 28p.; For serial issue in which this paperappears, see FL 020 572. PUB TYPE Reports Research/Technical (143) Journal Articles (080) JOURNAL CIT Kansas Working Papers in Linguistics; v15 n2 p18-44 1990 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Foreign Countries; Language Research; Language Typology; *Mayan Languages; Nouns; *Sentence Structure; *Structural Analysis (Linguistics); Uncommonly Taught Languages IDENTIFIERS Guatemala; *Ixil; *Reflexives ABSTRACT Reflexives and reciprocals in Ixil, a Mayan language of Guatemala, appear to have features that distinguish them from reflexives surveyed in typological studies suchas Faltz (1985) and Geniusiene (1987). Third person reflexives and reciprocalsseem to have the form of a possessed noun optionally followed bya possessor NP. Moreover, reflexives occur only as direct objects,as subjects of copulative clauses, and in constructions derived from transitive verbs. Evidence for that analysis is presented, witha description of reflexives and reciprocal elements in Ixil. (Contains 18 references.) (Author/JL) *****1.***************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TOREPRODUCE 1 MA ERIAL HAS BEENGRANTEC U.S. DEPARTMENT OF EDUCATION Office oI EduCal,onal Research and improvement TO THE
    [Show full text]
  • APPLICATION for GRANTS UNDER the National Resource Centers and Foreign Language and Area Studies Fellowships
    U.S. Department of Education Washington, D.C. 20202-5335 APPLICATION FOR GRANTS UNDER THE National Resource Centers and Foreign Language and Area Studies Fellowships CFDA # 84.015A PR/Award # P015A180120 Gramts.gov Tracking#: GRANT12659906 OMB No. , Expiration Date: Closing Date: Jun 25, 2018 PR/Award # P015A180120 **Table of Contents** Form Page 1. Application for Federal Assistance SF-424 e3 2. Standard Budget Sheet (ED 524) e6 3. Assurances Non-Construction Programs (SF 424B) e8 4. Disclosure Of Lobbying Activities (SF-LLL) e10 5. ED GEPA427 Form e11 Attachment - 1 (LLILASBensonGEPAstatement1031746810) e12 6. Grants.gov Lobbying Form e13 7. Dept of Education Supplemental Information for SF-424 e14 8. ED Abstract Narrative Form e15 Attachment - 1 (LLILASBensonAbstractInstructions1031746796) e16 9. Project Narrative Form e17 Attachment - 1 (LLILAS_BensonNarrative20181031746828) e18 10. Other Narrative Form e68 Attachment - 1 (2018_Profile_Form1031746829) e69 Attachment - 2 (LLILASBensonTOCacronyms1031746825) e70 Attachment - 3 (LLILASBensonAbstract1031746826) e75 Attachment - 4 (LLILASBensonPersepctivesNeed1031746815) e77 Attachment - 5 (LLILASBensonAppendA_CV_PositionDescriptions1031746816) e79 Attachment - 6 (Appendix_B_LLILASBensonCOURSES1031746830) e177 Attachment - 7 (Appendix_C_PMFsLLILASBenson1031746818) e205 Attachment - 8 (LLILASAppendD_Letters1031746834) e210 11. Budget Narrative Form e219 Attachment - 1 (LLILASBensonBudget2018_20221031746811) e220 This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for example, e1, e2, e3, etc.). Page e2 OMB Number: 4040-0004 Expiration Date: 12/31/2019 Application for Federal Assistance SF-424 * 1.
    [Show full text]
  • The Ixil Maya and the Discovery of Rare Mural Paintings in Guatemala
    Original title / título original: Between the past and the present: the Ixil Maya and the discovery of rare mural paintings in Guatemala Author(s)/ autor(es): Jarosław Źrałka, Katarzyna Radnicka Published originally as/ Publicado originalmente en: Estudios Latinoamericanos, 33/34 (2013-2014), pp. 169-185 DOI: https://doi.org/10.36447/Estudios2014.v33-34.art7 Estudios Latinoamericanos is a journal published by Polish Society for Latin American Studies (Polskie Towarzystwo Studiów Latynoamerykanistycznych). Polish Society for Latin American Studies is scholarly organization established to facilitate research on Latin America and to encourage and promote scientific and cultural cooperation between Poland and Latin America. Estudios Latinoamericanos, revista publicada por la Sociedad Polaca de Estudios Latinoamericanos (Polskie Towarzystwo Studiów Latynoamerykanistycznych). Sociedad Polaca de Estudios Latinoamericanos es una asociación científica fundada con el fin de desarrollar investigaciones científicas sobre América Latina y participar en la cooperación científica y cultural entre las sociedades de Polonia y América Latina. Estudios Latinoamericanos 33/34 (2013-2014): 169-185 Between the past and the present: the Ixil Maya and the discovery of rare mural paintings in Guatemala Jarosław Źrałka and Katarzyna Radnicka Abstract The Ixil Maya area is located in Quiche Department of the north-western part o f the Guatemalan Highlands. It has witnessed a continuous occupation since the 1st millennium BC till today. This archaeologically interesting region has provided many important discoveries o f rare cultural mixture, with distinct features typical fo r both Maya Highlands and more distant Lowlands. Recently, the scholarly interest has focused on Chajul where a few years ago, in one o f the local houses, well preserved wall paintings dated to the Colonial period were exposed by the house owner during the process o f its renovation.
    [Show full text]
  • La Parada: Explaining Ixil Day Laborers in Virginia
    LA PARADA: EXPLAINING IXIL DAY LABORERS IN VIRGINIA ILLEGALITY, LOSS, HOPE AND COMMUNITY By Esther Ibáñez-Holtermann Submitted to the Faculty of the College of Arts and Sciences of American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Anthropology Chair : Brett Williams, Ph.D. Salvador Vidal-Ortiz, Ph.D. Alice Foltz Dean of the College of Arts and Sciences Date 2011 American University Washington, D.C. 20016 © COPYRIGHT by Esther Ibáñez-Holtermann 2011 ALL RIGHTS RESERVED DEDICATION A Gabriella y Nicolás LA PARADA: EXPLAINING IXIL DAY LABORERS IN VIRGINIA ILLEGALITY, LOSS, HOPE AND COMMUNITY BY Esther Ibáñez-Holtermann ABSTRACT This ethnographic study looks at the lived experiences of Guatemalan indigenous day laborers meeting at La Parada , an informal corner in Virginia. Seen as transient, de- spatialized workers, it is easy to forget that they are human beings participating in our communities. In an increasingly anti-immigrant environment, this study explores the social, cultural, and economic links they develop with the communities they interact simultaneously: their own Ixil-speaking day labor community; the transnational community they left behind in the highlands of Guatemala; the Spanish-speaking community in Virginia and the wider English-speaking community. A focal point of this dissertation is the power and violence of illegality on their lived experiences. Illegality not only marginalizes these day laborers, it significantly affects their social life. Unable to imagine a future in the United States, predominantly as a consequence of their real or presumed illegality, the increased levels of violence in the communities they left behind in the highlands of Guatemala, make a return unthinkable for the majority.
    [Show full text]
  • Little to No Language Indigenous Latin American Children in New
    Little to No Language Indigenous Latin American Children in New Jersey July 14, 2012 Version 2 Aggie Sung Tang, producer and host of a public access television show called Education Round Table, based out of Princeton Community TV of Princeton, NJ. [email protected] 609-802-8788 1 Statement Many different LDTCs, Bilingual, ESL and preschool teachers in New Jersey state they have come across Latino children described as having “Little to No Language.” Educators stated that these children were assessed in Spanish and not English. These children are as young as 3, who have been admitted to either Abbot school districts’ preschool programs or Special Education preschool programs. Others are in elementary school up to age 8. These children are more likely to be placed in Special Education, because they are assessed to have “Little to No Language.” The three top reasons from educators that explain this phenomenon are the following: 1. Latino parents of these children have to work multiple jobs, so they do not have time to speak to their children. 2. Latino parents have so little education that there is no language to pass onto their children. 3. These Latino children have learning disabilities. 2 Analysis for reasons to “Little to No Language” Getting a better understanding of where New Jersey’s Latino population originate may lend a better understanding to this “Little to No Language” description. The passenger traffic data from the New York New Jersey Port Authority, who runs all the airports in the area including Newark, JFK and Laguardia, indicate that the majority of the passenger traffic (arrivals and departures) involve 2 market groups: 1.
    [Show full text]