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Ecuadorian Quichua 1-2 Syllabus
June 2018 78 classroom hours.
Dr. Armando Muyulema, University of Wisconsin Madison
Dr. Tod D Swanson, Arizona State University
Michael Severino, MA
This course combines a thematic with a more pragmatic approach to the study of Quichua. The morning classes present the Quichua language thematically dealing with broad topics such as "self and other," "space and time." By contrast, the afternoon class is organized pragmatically around learning practical performative skills. In this class grammatical constructions are presenting in whatever order is needed to facilitate rapid acquisition of performance goals. Hence it may occur that a morning class serves as a review, deepening understanding of a construction already introduced more quickly for pragmatic reasons in an afternoon class.
Objectives: On completing this class the student should be able to
1.Make social introductions, use greeting and leave-taking expressions.
2.Talking about spatial movement so as to be able to ask or give directions on how to get from one place to another.
3.Ask and answer simple questions about date and place of birth, nationality, marital status, occupation,
4.Make basic living arrangements such as renting a room or calling a taxi.
5.Be able make social introductions and use greeting and leave-taking expressions.
6.Buy needed items in a store.
7.Be able to understand simple sentences on these topics performed at normal speed by native speakers.
8.Be able to construct basic sentences in the present and past tenses with correct use of the direct object marker and word order.
9.Be able to use the noun suffixes -pi, -ma, -manda, -gama to describe movement in space.
10.Be able to ask yes/no question using the -chu question marker; and to answer positively or negatively using the forms -mi or mana -chu correctly.
II.Grading
6 Tests: 60%.
PowerPoint Quichua dialogues 40%.
Schedule (Subject to change)
Week 1
Saturday, June 2
Sunday, June 3
9:30 AM Tour old Quito
12:00 Lunch at Real Audiencia
1:00 Chartered bus leaves for the Amazon
2:30Swim in the volcanic hot springs of Papallacta
1:00Guango Lodge Hummingbird site
3:00
6:PM Arrive at Iyarina
7:00 PM Dinner
Monday, June 4
9:30 AM – 12:30 PM Introduction to the History and Geography of the Region.
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM
Introduction. Historical overview of Amazonian Quichua dialects. Pastaza Quichua, Tena Quichua
Teaching and learning goals. Some early reflections on Quichua. First impressions of other Amazonian languages
Orthographies of Ecuadorian Quichua. Cultural discussion points. The consonants and vowels of Pastaza and Tena Quichua
Tuesday, June 5
9:30-12:30
Part 1: The Responsive Self in a Relational World
Lesson 1: The most basic verbal interactions
Greetings as yes/no questions
More complex yes/no questions
Ending a social interaction
Greetings as yes/no questions
More complex yes/no questions
Ending a social interaction
1:00 – 2:30 PM Lunch
2:30-3:30 Shared Body or the Quichua Relational Self .
Eulodia Dagua, "Our Babies Cry Like the Animals We Eat," "Newborn Child Dies Like the Snake His Father Killed."
3:45-5:00
Machakuy sapura mikun: practice with the direct object
7:00 PMDinner
Wednesday June 6
9:30-12:30
Lesson 2
The verb ana ‘to be’
Personal pronouns
Tips for using pronouns and verbs
1:00 – 2:30 PM Lunch
2:30 PM – 3:30 pm Swanson Lecture, "Why is Amazonian Art and Literature perceived as "Primitive" ? A comparison to the ideals of Late Antiquity." Quote from Father Enrique Vacas Galindo, 1895. "Ih the Jívaros had been civilized they would have been the best poets in the world." (Si los jívaros fueran civilizados, serían los mejores poetas del mundo.." ) Discussion of quotes from Bernardo Recio, Frank Drown, Father Pierre.
Use of the Present Tense with Object Markers (PowerPoint)
The present tense and direct object
Infinitive + object marker with munana
Week 2
Thursday, June 7
9:30 AM – 12:30 PM
Lesson 3: Talking about family
Family and kinship terms for consanguineals (blood relations)
Asking questions about family
Telling about one’s family with charina ‘to have’ and direct object marker –ta
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 pm
In class assignment on past tense: Use pictures to create a PowerPoint in Quichua with captions describing your grandparents lives in the past. Present your power points to a native speaker and revise.
Friday, June 7
8:30Breakfast
9:30 AM – 12:30 PM
Supervized Review, Testing, Vocabulary and Work on Projects
Saturday and Sunday June 9-10
Monday, June 11 5 classroom hours
Lesson 4: Information questions, polite directives and open-ended questions
Asking information questions
The syntax of questions
Non-immediate imperatives and the politifying suffix -pa
The causative suffix –chi
Open-ended questions with topicalizer –ga
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Quichua
Simple information questions with -ta/-ra and answers (Quizlet)
Tuesday, June 12
9:30 AM – 12:30 PM
Lesson 5: Affirming, negating and evading
More on yes/no questions
Replying to a yes/no question with a negative statement
Evasion and echo questions
Plural suffixes
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Exercises on questions with -chu and -ra
Wednesday, June 13
9:30 AM – 12:30 PM
Lesson 6: Articulating the perspectives of self and other
The speaking self –mi
-Mi + ana = mi-ana > mana
The voice of the ‘other’ –shi
Questions with –shi
Affinal ‘others’
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Test over Vocabulary 1
Thursday, June 14
9:30 AM – 12:30
Lesson 7: Human and nonhuman bodies
Ideophones for bodily movements and configurations
Impersonal verbs
First person object suffix -wa
Possessive markers
3:00-5:00 Quichua
Possessives (Quizlet)
Possessives with nouns (Quizlet)
Friday, June 15
8:30 Breakfast
9:30 AM – 12:30 PM Supervized Review, Testing, Vocabulary and Work on Projects
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Supervized Review, Testing, Vocabulary and Work on Projects
Saturday and Sunday, June 16-17
Monday, June 18
8:30 Breakfast
9:30 AM – 12:30
Lesson 8: Expressing thoughts, feelings, processes, and enumeration
Reflexive suffix –ri
The cognitive suffix –ri
The bodily configurational suffix –ri
The low animacy suffix –ri
Numbers
1:00 – 2:30 PM Lunch
3:00-5:00 Practice with native speakers.
Tuesday June 19
8:30 Breakfast
9:30 AM – 12:30
Lesson 9: Suffixes of instrumentality, accompaniment and directness
The instrumental and comitative –wan
The despitative –was
The immediate imperative forms
Negating the immediate imperative forms
The first person plural imperative –shun
Kamachina ‘to advise’
Exercise with negative imperative in 2nd person singular
Create a power point in Kichwa describing your childhood. Describe the places using the participle + locative construction. Present your power points.
1:00 – 2:30 PM Lunch
3:00-5:00 Practice with native speakers.
Wednesday June 20
Lesson 10: Suffixes of togethernesss and separateness
The reciprocal suffix –naku
The conjunctive suffix –ndi
The exclusive suffix -pura
The limitative suffix -lla
1:00 PM – 2:30 PM Lunch
3:00 PM – 5:00 PM Quichua language for talking about the weather. Performance goal: Be able to make small talk about the weather.
Part 2: Space and Time
Thursday, June 21
9:30 AM – 12:30 PM
Lesson 11
Purposive –ngaw
The durative suffix –u
Directional suffixes –ma and –manda
The immediate imperative forms –i and –ichi
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Exercise: Supply the appropriate question with ima or may for answers with -ma and -manda (Quizlet)
Immediate imperative (Quizlet)
Purposive suffix -ngak (Quizlet)
-ngak PowerPoint exercize with pictures
Asking and Giving Directions (PowerPoint)
Friday, June 22
8:30 Breakfast
9:30 AM – 12:30 PM Supervized Review, Testing, Vocabulary and Work on Projects
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Supervized Review, Testing, Vocabulary and Work on Projects
Saturday and Sunday June 23-24
Monday-Friday, June 25-30 Break
Monday July 2
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 12
The attributive –k
Locative suffixes
The past tense
Ideophonic adverbs
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
In class assignment on past tense: Use pictures to create a PowerPoint in Quichua with captions describing your grandparents lives in the past. Present your power points to a native speaker and revise.
Tuesday, July 3
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 13
Habitual aspect with attributive –k
The cislocative suffix –mu
The translocative suffix –gri
The –gama, -kta, and –ta adverbial suffixes
Exercise with past tense (Pastaza)
More practice with past tense using questions + -chu or -ra (Quizlet)
Attributive -k as adjective with nouns (Quizlet)
Attributive k with m-ana (Quizlet)
Attributive -k with past tense as habitual action (Quizlet)
Attributive with n + v-durative-k-object marker (Quizlet)
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Wednesday, July 4
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 14
Co-reference suffix –sha
-sha verb’s action simultaneous with or independent of main verb’s action
-sha verb facilitating action of main verb
negating a –sha verb
questioning a –sha verb
nina + -sha
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Thursday, July 5
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 15
Switch reference suffix–kpi
If/then –kpi constructions
When/while/after x happens/y happens –kpi constructions
Sequencing of –sha and -kpi
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Quichua
Friday, July 6
8:30 Breakfast
9:30 AM – 12:30 PM Supervized Review, Testing, Vocabulary and Work on Projects
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Supervized Review, Testing, Vocabulary and Work on Projects
Saturday and Sunday July 7-8
Monday July 9
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 16
Present perfect -shka
Narrative past –shka
Grammatical characteristics of -shka
Promises, threats, and other expressions with –shka
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Tuesday July 10
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 17
Talking about the future
The compound future –nga + rana ‘going to do something’ construction
Questioning the compound future
Exhortative future constructions
Useful expressions for talking about temporality
Attributive future
1:00 – 2:30 PM Lunch
Exercise with the future tense -nga rana
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Wednesday July 11
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 18
Nominalizing verbs with –y suffix
Passive -y verb +tukuna for passives
Completive –y verb + pasana for perfective aspect
Inceptive –y verb + kallarina for inceptive action
General principles of sentence construction: subject deletion; subject transposition
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Thursday July 12
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 18 Nominalizing verbs continued
18.1 Nominalized -y verb +tukuna for passives
Nominalized –y verb + pasana for perfective aspect
18.2 Answer the following questions by making use of the words in parentheses.
Example: Imata tukushun? (mikuna, puma) ‘What will become of us?’
Mikuy tukushun pumamanda. ‘We’ll end up being eaten by a jaguar.’
18.3 Practice expressing the completive construction by responding to direct imperatives.
Example: Mikwi! 'eat!' Ña mikwi pasanimi! 'Well I've (already) eaten!'
18.4 Nominalized –y verb + kallarina for inceptive action
1:00-2:30 Lunch
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Friday, July 13
8:30 Breakfast
9:30 AM – 12:30 PM Independent work on Quichua
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Independent work on Quichua
Saturday and Sunday July 14-15 Swanson and Carson in Yasuni
Monday, January 16 FLAS students leave for Yasuni
Tuesday, January 17, FLAS students in Yasuni
Wednesday, January 18 FLAS students in Yasuni
Thursday January 19 FLAS students return from Yasuni
Friday, July 20
9:30 AM – 12:30 PM Independent work on Quichua
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Independent work on Quichua
Saturday- Sunday, July 21-22
Monday, July 23
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 19
The conditional mood
The relative order of meaningful elements
When order is not strictly regulated
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Tuesday, July 24
8:30 Breakfast
9:30 AM – 12:30 PM
The conditional mood
The relative order of meaningful elements
When order is not strictly regulated
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Wednesday, July 25
8:30 Breakfast
9:30 AM – 12:30 PM
Lesson 20
Evidential -cha
Inchoative –ya
The subjunctive
Tools for sequencing actions
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Thursday, July 26
8:30 Breakfast
9:30 AM – 12:30 PM
Windup and final evaluations
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Friday, July 27
Travel to the airport
Dr. Janis Nuckolls, Brigham Young University
Dr. Armando Muyulema, University of Wisconsin Madison
Dr. Tod D Swanson, Arizona State University
Michael Severino, MA
Course objectives:
1. Be able to use coreferential or dependent verbs in more complex sentences
2. Be able to ask and answer questions of how something is done
3. Be able to ask and answer questions of why something occurs.
4. Be able to carry out a simple interview on the demographics of a community
5. Be able to use the future tense and conditional tenses.
Grading:
6 Tests: 60%.
PowerPoint Kichwa dialogues 40%.
Schedule (subject to change
Week 1
Monday 5 classroom hours
9:30 AM – 1:00 PM
Asking and answering questions of why. Suffixes -ngaj; ngawa. Work on dialogues in your “islands of competence.
1:00-2:30 Lunch
2:30-4:00 Amplify description of family history to include reasons for change or migration. Work with native speakers of transcription of Kichwa videos to improve comprehension.
Tuesday 5 classroom hours
9:30 AM – 1:00 PM
Lesson 16
Present perfect narrative -shka
Narrative past -shka
Past perfect –shka with ana
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM Assignment: Assume that you are a graduate student coming to do research in a Kichwa community of your choice. Write a dialogue telling a local person what kind of work you hope to carry out in their community.
Wednesday 5 classroom hours
9:30 AM – 1:00 PM
The future tense paradigm
Infinitive verb + nina ‘to plan, want, desire’
The immediate future –nga + rana ‘going to do something’ construction
The subjunctive
1:00 – 2:30 PM Lunch
Exercise with the future tense -nga rana
2:30 PM – 4:00 PM Drills with temporal phrases. Test over new vocabulary.
Exercises with -sha/-kpi in if..... then constructions
Thursday 5 classroom hours
9:30 AM – 1:00 PM
FLAS Graduate students travel to Yasuni
BYU Quichua undergraduates continue with Quichua at Iyarina
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM BYU Quichua undergraduates continue with Quichua at Iyarina
Friday 5 classroom hours
8:00 Breakfast
9-12 Class FLAS Graduate students
BYU Quichua undergraduates continue with Quichua at Iyarina
1:00 Lunch
3-5 BYU Quichua undergraduates continue with Quichua at Iyarina
7:00 Diner
Saturday and Sunday July 8-9: FLAS Graduate Students at Estación Científico Yasuní
Week 2
Monday No classes at Iyarina
8:00 Breakfast
9-12 FLAS Graduate students at Estación Científico Yasuní
BYU Quichua undergraduates Travel to Yasuni
1:00 Lunch
2-5
7:00 Diner
Tuesday No classes at Iyarina
9:30 AM – 1:00 PM FlAS Graduate Students Travel to Iyarina
Wednesday FLAS Graduate Quichua Resumes at Iyarina
9:30 AM – 1:00 PM
Lesson 18
18.1 Nominalized -y verb +tukuna for passives
Nominalized –y verb + pasana for perfective aspect
18.2 Answer the following questions by making use of the words in parentheses.
Example: Imata tukushun? (mikuna, puma) ‘What will become of us?’
Mikuy tukushun pumamanda. ‘We’ll end up being eaten by a jaguar.’
18.3 Practice expressing the completive construction by responding to direct imperatives.
Example: Mikwi! 'eat!' Ña mikwi pasanimi! 'Well I've (already) eaten!'
18.4 Nominalized –y verb + kallarina for inceptive action
1:00-2:30 Lunch
2:30-4:00
Exercise with -y pasana and -y tukuna
Thursday 5 classroom hours
9:30 AM – 1:00 PM
Lesson 19
The conditional mood
Obligative verb + ana construction
Ideophones, aspect and co-reference
Inchoative -ya
1:00-2:30 Lunch
2:30-4:00 PM Continue listening to and writing simple dialogue on working with a community on environment issues. .
Friday 5 classroom hours
9:30 AM – 1:00 PM Work with medical Kichwa
1:00-2:30 Lunch
2:30-4:00 Write a dialogue on illness and health with a native speaker.
Test over the week’s work.
Saturday and Sunday, July 15 and 16
Week 3
Monday 5 classroom hours
9:30 AM – 1:00 PM Language for talking about buying, selling and business
1:00-2:30Lunch
2:30-4:00 Language for hiring an assistant in a Kichwa community.
Practice writing dialogues around buying and selling. Use past and present tenses as well as verbs in dependent clauses.
Tuesday 5 classroom hours
9:30 AM – 1:00 PM Practice writing dialogues around interviewing for a job. Use past and present tenses as well as verbs in dependent clauses. Further work on business Kichwa. Language for talking about buying, selling, and business.
1:00-2:30 Lunch
2:30-4:00 Practice writing dialogues around buying and selling. Use past and present tenses as well as verbs in dependent clauses.
Wednesday
9:30 AM – 1:00 PM Language for participating in a community political meeting
1:00-2:30 Lunch
2:30-4:00 Practice writing dialogues around participating in a community meeting. Use past and present tenses as well as verbs in dependent clauses. Use polite and diplomatic speech.
Thursday 5 classroom hours
he final week focuses on interviewing traditional speakers, transcribing the interviews, discussing them and improving interview technique. Analysis of grammar and the learning of new vocabulary comes from working with instructors on interview texts.
8:30 Breakfast
9:30 AM – 1:00 PM Students interview native speaker course assistants in pairs on selected topics. Questions are carefully prepared ahead of time.
1:00 – 2:30 PM Lunch
2:30 PM – 4:00PM Transcriptions and analysis of Kichwa interview videos.
Friday 5 classroom hours
8:30Breakfast
9:30 AM – 1:00 PM Students interview native speaker course assistants in pairs on selected topics. Questions are carefully prepared ahead of time.
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM Transcriptions and analysis of Kichwa interview videos.
Saturday and Sunday
Week 4
Monday 5 classroom hours
8:30 Breakfast
9:30 AM – 1:00 PM Students interview native speaker course assistants in pairs on selected topics. Questions are carefully prepared ahead of time.
1:00 – 2:30 PM Lunch
2:30 PM – 4:00PM Transcriptions and analysis of Kichwa interview videos.
Tuesday 5 classroom hours
8:30 AM Breakfast
9:30 AM – 1:00 PM Kichwa class meets
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM Kichwa class meets
7:00 PM Dinner
Wednesday
8:30 AM Breakfast
9:30 AM – 1:00 PM Kichwa course wrap up. Presentation of student projects.
1:00 – 2:30 PM Lunch
2:30 PM – 4:00 PM Final exam and IRIS Assessment.
7:00 PMDinner
Thursday Travel to Quito
Travel to Quito.