Phonological Issues in North Alaskan Inupiaq. Alaska Native Language Center Research Papers No

Total Page:16

File Type:pdf, Size:1020Kb

Phonological Issues in North Alaskan Inupiaq. Alaska Native Language Center Research Papers No DOCUMENT RESUME ED 398 760 FL 024 069 AUTHOR Kaplan, Lawrence D. TITLE Phonological Issues in North Alaskan Inupiaq. Alaska Native Language Center Research Papers No. 6. INSTITUTION Alaska Univ., Fairbanks. Alaska Native Language Center. REPORT NO ISBN-0-933769-36-9; ISSN-0883-8526 PUB DATE 81 NOTE 287p. AVAILABLE FROMAlaska Native Language Center, University of Alaska, P.O. Box 757680, Fairbanks, AK 99775 -7680. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS Alaska Natives; Contrastive Linguistics; Descriptive Linguistics; Diachronic Linguistics; English; Eskimo Aleut Languages; *Inupiaq; *Language Patterns; *Linguistic Borrowing; Morphology (Languages); Orthographic Symbols; *Phonology; Regional Dialects; Uncommonly Taught Languages IDENTIFIERS *Language Contact ABSTRACT The monograph on .the North. Alaskan dialect of . Inupiaq, an Eskimo language," Makes a phonological comparison of the two sub-dialects, Barrow and Kobuk. An introductory section outlines basic word structure and standard orthography, and gives an overview of the dialects' phonology. Subsequent sections give an extensive phonological analysis of these patterns and processes: consonant assimilation; assibilation and palatization; and consonant gemination. In general, a synchronic perspective is taken, although some consideration is given to historic factors. Loan words and changes possibly attributable to contact with English are also explored briefly. Contains 54 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ALASKA NATIVE LANGUAGE CENTER RESEARCH PAPERS Number 6 PHONOLOGICAL ISSUES IN NORTH ALASKANINUPIAQ Lawrence D. Kaplan PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL Office of Educational Research and Improvement E?UCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) r i document has been reproduced as received from the person or organization originating it. 1981 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONALRESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. This series of linguistic papers is published at irregular intervals. The papers deal with advances and problems in linguistic research in Alaskan and related Native American languages: Athabaskan-Eyak-Tlin- git, Eskimo-Aleut, Haida, and Tsimshian. The papers are often of greater length than those normally pub- lished in journals. Early drafts of some papers have been circulated informally among specialists, and the final revised works are here made generally available for the first time. Alaska Native Language Center's work in education, folklore, and second-language teaching has resulted in more than 200 publications. The basic research aspect of ANLC, essential to these other activities, is reflected in the present series, and in comprehensive dictionaries now in preparation. Address correspondence and orders to: Alaska Native Language Center Box 111 University of Alaska Fairbanks, AK 99775-0120 ALASKA NATIVE LANGUAGECENTER RESEARCH PAPERS Number 6 PHONOLOGICAL ISSUES IN NORTH ALASKAN INUPIAQ by Lawrence D. Kaplan 1981 , 4 Alaska Native Language Center University of Alaska Fairbanks P.O. Box 900111 Fairbanks, Alaska 99775-0120 Kaplan, Lawrence D. Phonological Issues in North Alaskan Inupiaq Alaska Native Research Papers Number 6 © 1981 by Alaska Native Language Center All rights reserved Printed in the United States of America ISSN 0883-8526 ISBN 0-933769-36-9 First Printing, 1981 150 copies Second Printing, 1990 50 copies The University of Alaska is an EO/AA employer and educational institution. 3 CONTENTS Page Abbreviations 6 Preface 7 Acknowledgments 14 1 Introduction 17 1.1 Basic word structure 17 1.2 The standard orthography 19 1.3 Introductory phonology 28 1.31 Representation of segments by distinctive features 28 1.32 Surface constraints 1.4 31 Goals of this work 34 2 Consonant Assimilation 37 2.1Introduction 2.2 37 Regressive assimilation inBarrow 39 2.21 At morpheme boundaries 39 2.22 Morpheme-internal assimilation 2.3 42. Regressive assimilation inKobuk 43 2.31 Failure of assimilationbefore cluster-initial suffixes 45 2.32 Failure of assimilationconditioned by syncope 50 2.33 Additional suffixes beforewhich assimilation fails 55 2.4 Progressive assimilation 2.5 57 Collapsing the assimilationrules 59 2.6Assimilation precedingenclitics 2.7 62 Assimilation in thesubordinative verb mood 65 2.8 Assimilatory changes in pointof articulation 69 2.81 The case of nigig 70 2.82 Other cases 73 3 Assibilation and Palatalization 76 3.1 Introduction 76 3.2 Palatalization in Barrow 3.21 79 Palatalization following verbstems . 79 3.22 Palatalization followingnoun stems . 82 3.23 A synchronic approach topalatalization 83 3.24 The palatalization rule 85 3.25 Non-alternating palatals 87 3.251 i preceding non-coronals . 87 3.252 Accounting for non-alternating palatals 88 5 5.23 Lenition 171 5.24 Alternation involvings and y 176 5.25 Alternation involving t 180 5.3 Alternation of continuants withzero . 182 5.31 Stem-internal alternations 182 5.32 Discussion of the data 184 5.33 Continuant deletion 188 5.331 Velar deletion at morpheme boundaries 188 5.332 Velar deletion in plurals. 193 5.333 Stem-internal velar deletion . 197 5.334 A solution to velar deletion . 202 5.34 Alternations ofr withzero 205 5.341 Alternations at morpheme boundaries 205 5.342 Stem-internal alternations ofr with 0 . 208 5.343 Gemination of . 210 5.4 Consonant gradation . 212 6 Consonant gemination 221 6.1 Introduction 221 6.2 Gemination preceding additivesuffixes . 225 6.21 Selectively truncating suffixation . 229 6.211 Pluralization in nouns 233 6.212 Weak versus strong consonants. 241 6.213 Vowel epenthesis with suffixes consisting of a single consonant 245 6.22 The (u)t(!) suffixes 247 6.3 Replacive suffixation and gemination . 250 6.4 Demonstratives 254 6.5 Analysis of gemination 256 6.6 Conclusion 265 Conclusion 269 Appendix 1: Map of Alaska 275 Appendix 2: List of Rules 276 References Cited 279 6 ABBREVIATIONS 1 first person mod modalis case 2 second person neg negative 3 third person nom nominal 4 fourth person opt optative abl ablative case p, pl plural abs absolutive case PB Point Barrow aeq aequalis case PE Proto Eskimo AI North Alaskan Inupiaq poss possessive B Barrow real realized BS Bering Strait rel relative C consonant rep reportative cop copular s, sg singular CY Central Yupik SLI St. Lawrence Island d, dl dual SP Seward Pen- fut future insula I Inupiaq sub subordinative imp imperative term terminalis case inst instrumental tr . transitive int intransitive unreal unrealized inter interrogative V vowel K Kobuk WG West Green- KI King Island landic loc locative 7 PREFACE The Eskimo-Aleut language family hastwo branches, Aleutian Aleut and Eskimo. Within Eskimo are four lan- guages of which three are Yupik-- Central Yupik, Siberian Yupik, and Alutiiq (also called Sugpiaq)-- and the other Inupiaq. Inupiaq is the Alaskan name for thecontinuum of dialects spoken from Unalakleet, Alaskaacross the Alaskan and Canadian Arctic to Greenland. The Inupiaq branch of Eskimo is otherwise knownas Eastern Eskimo and has also been called "Inupik" by Morris Swadesh, who erroneously identifies "inupik" as theBarrow word for "real person" (1951:69). The correct word with this meaningis inupiaq, and it is doubtful thatany dialect actually uses "inupik." Alaskan Inupiaq can be divided intotwo major dialect groups, each of which can be further subdividedinto two dialects. The first group, North AlaskanInupiaq, is spo- ken from Unalakleet at itssouthernmost boundary, north along the head of Norton Sound,through the Kobuk River valley, around Kotzebue Sound andthe northern shore of the Seward Peninsula and northalong the Arctic coast, in- cluding the inland village ofAnaktuvuk Pass, and into the Mackenzie River delta region ofNorthwest Canada. Within North Alaskan Inupiaq, wecan identify a North Slope dialect 8 spoken from Kivalina north and east along the Arctic coast into Canada (see also 3.1), and a Malimiut dialect spoken south of Kivalina, predominantly in the Kobuk River area, Kotzebue Sound, and the head of Norton Sound, excluding most of the Seward Peninsula. The dialect of Anaktuvuk Pass, home of the Nunamiut Eskimos, represents in several respects a dialect transitional between Malimiut and North Slope, with individual speakers tending in one direction or the other. The division between these two dialects is based principally on differing degrees of consonant assimilation and palatalization. While all forms of North Alaskan Inupiaq have some degree of consonant palatalization, it is the lack of this feature, together with the development of an elaborate "conso- nant weakening" system, which characterizes the other major dialect group, Seward Peninsula Inupiaq, in phonological terms. Consonant weakening affects alternate syllables, causing lenition or deletion, and this syllable-skipping mechanism, rather than its result, is reminiscent of pro- sodic processes of Alaskan Yupik, a probable substratum. Seward Peninsula Inupiaq comprises the Bering Strait and Qawiaraq dialects: the Bering Strait variety is found in the western portion of the Seward Peninsula, including King Island and the Diomedes. The southern
Recommended publications
  • Winter Camping and Backpacking Tips
    Winter Camping and Backpacking Tips Camping or backpacking in the snow appeals to anyone who enjoys the beauty and peacefulness of a pristine winter wonderland. There are no bugs or crowds, and who doesn't enjoy playing in the snow? With a little preparation, you also might be surprised at how comfortable it can be. Here's a look at how to get started. Pre-trip Planning Winter outings offer different challenges than summer camping. You must be prepared for more severe weather and shorter daylight hours by having extra gear and additional skills. Before you leave home, have a plan. Don't go alone. Share your adventure with a few friends who have expertise in different winter skills (snow shelters, route finding, snow travel, etc.). Study maps and research the area. How long will it take to get there and set up camp? If something goes wrong, what emergency services (i.e., medical, search & rescue) are closest? Talk to people who have been there and can give you pointers. Check the weather forecast. Are conditions favorable? The NOAA-NWS Web site offers detailed backcountry forecasts. Check the local road and trail conditions. Recognize and avoid avalanche areas. Check the local avalanche forecast and don't go if avalanche danger is high. Keep in mind that avalanche forecasts may be general and not accurate for specific areas. If you are on or near any slope greater than 20°, your group should have formal avalanche training. Leave a trip plan. Let others know where you'll be, when you'll be there, when you'll return, vehicle information and names and contact number for participants in your group.
    [Show full text]
  • United Caribou Association of the Nunamiut
    United Caribou Association of the Nunamiut Item Type Report Authors Tooyak, Andrew Jr Publisher University of Alaska Anchorage Download date 02/10/2021 08:48:34 Link to Item http://hdl.handle.net/11122/6748 UNITED CARIBOU ASSOCIATION OF THE NUNAMIUT By Andrew Tooyak, Jr. RECOMMENDED: _______________________________ Justus “Kenny” Mekiana _______________________________ Nancy Nix, MD, MPH&TM, MEd, CHES _______________________________ Elizabeth Hodges Snyder, PhD, MPH Chair, Advisory Committee _______________________________ Virginia Miller DrPH, MS, MPH Chair, Department of Health Sciences APPROVED: ______________________________________ William Hogan, MSW Dean, College of Health __________________________________ Date UNITED CARIBOU ASSOCIATION OF THE NUNAMIUT A PROJECT REPORT Presented to the Faculty Of the University of Alaska Anchorage In Partial Fulfillment of the Requirements for the Degree of MASTER OF PUBLIC HEALTH By Andrew Tooyak, Jr. Anchorage, Alaska May 2016 Abstract Caribou is one food source that the people in Anaktuvuk Pass, Alaska rely on as a dependable and traditional source of food. United Caribou Association of the Nunamiut (UCAN) hopes to emulate the Alaska Eskimo Whaling Commission in a way that secures a first right of refusal over sport hunters and others. What UCAN proposes by its presence are negotiated restrictions to ensure subsistence taking of caribou by residents of Anaktuvuk Pass. Because the caribou of three Arctic herds are unrestrained and transient, and a shared resource of the State of Alaska, the State Board of Game views the caribou as a shared resource to be used by all citizens of the State of Alaska. The framers of UCAN want to ensure that the State Board of Game, sport hunters, and others know that the people of Anaktuvuk Pass are concerned about their food security.
    [Show full text]
  • Building a Tipi
    Building a Tipi Overview: This lesson uses photographs, objects, and a small tipi to introduce students to the tipi as one type of housing used long ago by Indians living on the Kansas plains. Sentence strips and corresponding pictures reinforce ten facts about the tipi. This lesson is designed to be taught in two parts. Recommendation: It is recommended that the lesson “Indians in Kansas Today” be taught first and that the tipi lesson be taught in conjunction with those on the grass house and earth lodge. Objectives: Content The student identifies facts about the tipi. The student identifies that natural resources were used to make tools and tipis. The student identifies where tipis were used in Kansas. Skills The student matches pictures to expository text. The student reads expository text to gain knowledge. The student reads to practice fluency. Essential Questions: Who lived in tipis in Kansas? Why did Indians choose to make their house out of bison hide and wood? Trunk Materials Needed: “Setting Up a Tipi” sequence cards Miniature tipi o Tipi cover (fabric) o Tipi footprint marked for pole placement (fabric) o 4 Lacing Pins o Tipi Instruction Sheet Kansas floor map (fabric) Tipi scale model 10 pink tipi sentence strips and corresponding picture clue cardss Pocket chart Reproduction Objects Pole sample Scraper (stone attached to elk antler) Tanned hide without fur Sinew Awl Flesher Images #13-20 #13 – Dry Kansas Environment Indian Homes in Kansas - A Traveling Resource Trunk Kansas State Historical Society ©2006 40 #14 – Tipi Village #15 – Bison #16 – Travois #17 – Setting Up a Tipi #18 – Scraping a Bison Hide #19 – Three Tipis #20 –Girls with a Toy Tipi Materials You Need to Supply: 11 poles for tipi (These should be 36” long and approximately 5/16” in diameter.
    [Show full text]
  • Notes on the Nunamiut Eskimo and Mammals of the Anaktuvuk Pass Region, Brooks Range, Alaska
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications from the Harold W. Manter Laboratory of Parasitology Parasitology, Harold W. Manter Laboratory of 12-1951 Notes on the Nunamiut Eskimo and Mammals of the Anaktuvuk Pass Region, Brooks Range, Alaska Robert L. Rausch University of Washington, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/parasitologyfacpubs Part of the Parasitology Commons Rausch, Robert L., "Notes on the Nunamiut Eskimo and Mammals of the Anaktuvuk Pass Region, Brooks Range, Alaska" (1951). Faculty Publications from the Harold W. Manter Laboratory of Parasitology. 502. https://digitalcommons.unl.edu/parasitologyfacpubs/502 This Article is brought to you for free and open access by the Parasitology, Harold W. Manter Laboratory of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications from the Harold W. Manter Laboratory of Parasitology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Rausch in ARCTIC (December 1951) 4(3). Copyright 1951, Arctic Institute of North America. Used by permission. Fig. 1. Paneak, a Nunamiut man. Rausch in ARCTIC (December 1951) 4(3). Copyright 1951, Arctic Institute of North America. Used by permission. NOTES ON THE NUNAMIUT ESKIMO AND MAMMALS OF THE ANAKTUVUK PASS REGION, BROOKS RANGE, ALASKA Robert Rausch* HE Brooks Range, in northern Alaska, is biologically one of the least-kn.own Tregions in North America. It has been during the last few years only that the use of light aircraft has made effective travel here possible. Since April 1949, 1 have made field observations in the Anaktuvuk Pass country, in the central part of the range; this work, the investigation of animal-born~ disease, has necessitated a thorough study of the indigenous mammals.
    [Show full text]
  • Making the Best of Two Worlds: an Anthropological Approach to the Development of Bilingual Education Materials in Southwestern Alaska
    DOCUMENT RESUME ED 323 065 RC 017 719 AUTHOR Morrow, Phyllis TITLE Making the Best of Two Worlds: An Anthropologicdl Approach to the Development of Bilingual Education Materials in Southwestern Alaska. PUB DATE Aug 87 NOTE 338p.; Ph.D. Dissertation, Cornell University. AVAILABLE FROMUniversity Microfilmes International, Inc., 300 N. Zeeb Rd., Ann Arbor, MI 48106. PUB TYPE Dissertations/Theses - Doctoral Dissertatims (041) -- Reports - Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Alaska Natives; *Anthropology; Biculturalism; Bilingual Education; *Bilingual Education Programs; *Bilingual Instructional Materials; Cultural Background; *Cultural Education; Cultural Interrelationships; Eskimos; *Material Development; Multicultural Education; *Native Language Instruction; Program Development; Secondary Education; Yupik IDENTIFIERS Alaska (Southwest); *Yupik Eskimos ABSTRACT For the Yupik Eskimos of southwestern Alaska, a primary goal of bilingual-bicultural education is to forge a society that represents the "best of two worlds." While this is an expressed ideal, educational programs have focused on first and second language learning and have not dealt with the relationship between Yupik and non-Yupik cultures or with the concept of culture change. This thesis describes a secondary-level bilingual-bicultural program designed by an anthropologist to address such issues. Background information is provided on Yupik culture and language and on the history of bilingual education in the region. The results of a survey of parent, teacher, student, and administrator opinions of bilingual education are summarized. The collaboration of the ethnographer with Native teachers in the development of instructional materials and methods is discussed. The paper discusses in detail the program projects that guide students to examine personal values in light of Yupik tradition and current social, economic, and political conditions.
    [Show full text]
  • Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
    Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America.
    [Show full text]
  • About the Caa / À Propos De L'aca
    ABOUT THE CAA / À PROPOS DE L’ACA The Canadian Archaeological Association (caa) was founded in 1968. Membership includes professional, avocational and student archaeologists, as well as individuals of the general public of any country, who are interested in furthering the objectives of the Association. The objectives of the caa are as follows: § To promote the increase and the dissemination of archaeological knowledge in Canada; § To promote active discourse and cooperation among archaeological societies and agencies and encourage archaeological research and conservation efforts; § To foster cooperative endeavours with aboriginal groups and agencies concerned with First Peoples’ heritage of Canada; § To serve as the national association capable of promoting activities advantageous to archaeology and discouraging activities detrimental to archaeology; § To publish archaeological literature, and; § To stimulate the interest of the general public in archaeology. ——— L’Association canadienne d’archéologie (aca) a été fondée en 1968. Ses adhérents comptent des archéologues dont c’est la profession ou un violon d’Ingres et des étudiants, ainsi que des membres venant du grand public et de n’importe quel pays, qui ont en vue de favoriser les objectifs de l’Association. Les objectifs de l’aca sont les suivants: § promouvoir l’accroissement et la propagation de connaissances archéologiques au Canada; § promouvoir une coopération et des échanges actifs entre les sociétés et les organismes archéologiques, et favoriser le travail de recherche et de conservation; § stimuler les efforts de coopération avec les groupes autochtones et les organismes concernés par le patrimoine canadien des Premières nations; § servir d’association nationale pouvant promouvoir les activités avantageuses pour l’archéologie et décourager les activités nuisibles à l’archéologie; § publier de la documentation archéologique; § stimuler l’intérêt du grand public pour l’archéologie.
    [Show full text]
  • Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
    EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study.
    [Show full text]
  • Agentive and Patientive Verb Bases in North Alaskan Inupiaq
    AGENTTVE AND PATIENTIVE VERB BASES IN NORTH ALASKAN INUPIAQ A DISSERTATION Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By TadatakaNagai, B.Litt, M.Litt. Fairbanks, Alaska May 2006 © 2006 Tadataka Nagai Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3229741 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3229741 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AGENTIVE AND PATIENTIYE VERB BASES IN NORTH ALASKAN INUPIAQ By TadatakaNagai ^ /Z / / RECOMMENDED: -4-/—/£ £ ■ / A l y f l A £ y f 1- -A ;cy/TrlHX ,-v /| /> ?AL C l *- Advisory Committee Chair Chair, Linguistics Program APPROVED: A a r// '7, 7-ooG Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. iii Abstract This dissertation is concerned with North Alaskan Inupiaq Eskimo.
    [Show full text]
  • Inuit=People for Thousands of Years, Inuit Thought They Were Alone in The
    Inuit=People For thousands of years, Inuit thought they were alone in the world. They called themselves Inuit or the people. There are different variations of “Inuit” across the circumpolar world. There are the Yupik of Siberia; Inuppiat/ Yupik of Alaska; Inuvialuit in the western Arctic of Canada; Inuinnaqtun in the Kitikmeot Region of Nunavut; Inuit who cover all of the regions from Kivalliq, Qikiqtaaluk, Nunavik and Labrador; and then the Kalaalliit of Greenland. Inuit were given the name Eskimo by the early Europeans—as we are widely known around the world today. We have always called ourselves Inuit and most regard Eskimo as a foreign word that it is. In fact, many Inuit today find the word Eskimo to be offensive and derogatory. We prefer the name Inuit as that is what we call ourselves. The word Eskimo comes from Cree and means, “eater of raw meat”. Inuit are known to eat cooked meat once in a while! In Inuktitut (our language), we have grammatical singular, dual and plural forms as opposed to the English singular and plural. That is: one person = inuk; two persons = inuuk; and, for three or more, it is inuit. When referring to the Inuit as a collective, some English-speakers may say “the Inuit people” which is, to Inuktitut-speakers, just repeating the word people twice. “The Inuit” by itself is sufficient, and that is what we prefer. Inuit believe that they have one language that they share with the rest of the other Inuit groups around the world. Even though Inuit are scattered all over the globe, they share one language-the Inuit Language1.
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • North Slope Borough Fiscal Year 2020-2021
    NORTH SLOPE BOROUGH FINAL BUDGET DOCUMENT Photo Provided By: Kevin Fisher, Utqiagvik Alaska ORDINANCE 2020-3 FISCAL YEAR 2020-2021 NORTH SLOPE BOROUGH Office of the Mayor P.O. Box 69 UTQIAGVIK, AK 99723 HARRY K. BROWER, JR., MAYOR Members of the North Slope Borough Assembly Utqiagvik, Alaska In accordance with the North Slope Borough municipal charter provisions, I am pleased to present the annual budget document for the fiscal year 2020-2021. This operating budget is balanced as required by law, and projects expenditures to equal estimated operating revenues of $413,861,293. This budget is based on a preliminary forecast of our property tax receipts associated with oil and gas assets of the North Slope Borough. I requested that our departments for the most part, prepare a status quo budget in order to have a balanced budget without reliance from our savings. The foundation of our budget is built on property tax revenues. We continue to be blessed with stable property tax values and expect to receive approximately $387,460,000 in funding for the coming year. This funding is primarily collected from oil and gas properties, but it also includes tax payments from local businesses and homeowners. Our remaining estimated revenue of $26,429,854 is derived from charges for services, investment income and intergovernmental contributions. This year’s budget reflects an increase in revenues of $11,530,474 from the prior year’s original budget. The increase in estimated revenue is primarily due to an increase in the Borough’s population. Recent census data put our population on slope at 17,591, which is approximately a 400 person increase over last year.
    [Show full text]