Ecuadorian Kichw 1-2 Syllabus Quichua Language Learning Resources
June-July 2019 78 classroom hours.
Instructors:
Dr. Janis Nuckolls, Brigham Young University
Dr. Tod D Swanson, Arizona State University
Dr. Armando Muyulema, University of Wisconsin Madison
This course introduces graduate students to the Kichwa language and moves them toward fluency as quickly as possible. Morning classes present basic grammar and vocabulary thematically dealing with broad topics such as "self and other," "space and time." Exercises are geared to teach the performative language skills needed to carry out research or other kinds of work with Kichwa communities. Throughout the course Kichwa language is used as a window into Kichwa culture and worldview. To this end the afternoon features a lecture on some aspect of Kichwa Humanities usually related to language, poetry, oral literature, or the arts using video examples in Kichwa. Following the lecture students engage in discussion with native speakers on the topic of the lecture. Because the graduate students taking the course tend to be highly motivated but at varying levels of competence an effort is made to individualize instruction often tailoring language instruction to the research topic or needs of the student.
Objectives: On completing this class the student should be able to
June:
1. Make social introductions, use greeting and leave-taking expressions.
2. Talk 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.
July:
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
II. Grading
6 Tests: 60%.
PowerPoint Quichua dialogues 40%.
Schedule (Subject to change)
Week 1
Saturday, June 1 Arrive in Quito
Sunday, June 2
9:30 AM Tour old Quito
12:00 Lunch at Real Audiencia
1:00 Chartered bus leaves for the Amazon
2:30 Swim in the volcanic hot springs of Papallacta
1:00 Guango Lodge Hummingbird site
3:00
6:PM Arrive at Iyarina
7:00 PM Dinner
Monday, June 3
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 Kichwa dialects. Pastaza Kichwa, Tena Kichwa
Teaching and learning goals. Some early reflections on Kichwa. Explorers' and missionaries' first impressions of other Amazonian languages. Orthographies of Ecuadorian Kichwa. Cultural discussion points. The consonants and vowels of Pastaza and Tena Kichwaa
Tuesday, June 4
Part 1: The Responsive Self in a Relational World
9:30-10:00 FLAS Meeting with Tod Swanson
Determining your motivation for learning Quichua. Why this is important.
Selection of personal "Islands of competence" based on your motivation and o reading To be fluent: Adventures in language learning
10:00-12:30
Lesson 1: The most basic verbal interactions
Greetings as yes/no questions
More complex yes/no questions
Ending a social interaction
1 Practice 1. Yes/No questions with -chu and answers with -mi Quizlet.
Work on Quizlet matching game for Vocabulary 1.
Listening skills: Spend 1 hour transcribing video in pairs.
Practice with speaking - Nelly Shiguango
Advanced- Greetings with yes/no questions using -cha, -nda, -ra and more adverbs.
Adverbs 1for combining with yes no questions.
1:00 – 2:30 PM Lunch
2:30-3:30 Swanson Lecture: "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."
Readings:
3:45-5:00 Discussion
7:00 PM Dinner
Wednesday June 5
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Lesson 2
The verb ana ‘to be’
Personal pronouns
Tips for using pronouns and verbs
Chapter 2. Practice 2. Questions and answers in third person singular (present or present perfect).
Chapter 2. Practice 3. Questions in third person plural
1:00 – 2:30 PM Lunch
2:30 PM – 3:30 pm. Guest Lecture, Prof. William Balée, Tulane University. The Anthropogenic Quality of Amazonian Forests."
Thursday, June 6
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Use of the Present Tense with Object Markers (PowerPoint)
Machakuy sapura mikun: practice with the direct object
Infinitive + object marker with munana
Chapter 3, Practice 1 (Napo dialect): Questions about relatives using -yuk, -cha, ana+2nd pers; Answers with mana+ pers. Example: Kariyukcha angi? Ari kariyuk mani.
Chapter 3, Practice 2 Questions and answers about relatives using -charina, with -chu and -mi; Answers with mana+ 1st pers. Example: Karira charingichu? Ari. Karira charini. (Napo dialect)
1:00 – 2:30 PM Lunch
2:30 PM – 5:00 pm
The Tayag Woman and Her Children. The Tayag Woman as Clay Mother
Eulodia Dagua, The Moon's Sister Becomes the Kingu Constellation ;
Friday, June 7
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
Test over week 1 Nuckolls and Swanson, Chapters 1-3.
Saturday and Sunday June 8-9
Monday, June 10
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
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
4.1 Practice information questions with "ima" + question marker -ta; Question in 2nd person singular; Answer in 1st person singular with object marker. Example. (to eat 'mikuna'; meat 'aycha) Imata mikungi? Aychata mikuni.
4.2 Practice answering the following information questions which ask pi ‘who?’ Remember to add the direct object suffix. Example: llachapa 'clothing' taksana 'to launder' (ñaña 'sister of female'). Pita llachapara taksan? 'who washes clothes'? Ñañami llachapara taksan.
4.3 Practice asking and answering the following information questions for third person plural subjects, which you will insert in your answers Example: mikuna 'to eat /aycha 'meat'/wawaguna 'children' Imata mikunawn wawaguna? 'what do the children eat?' Aychatami mikunawn wawaguna 'The children eat meat.'
4.4 Practice turning the following commands into polite, non-immediate imperatives. Example: Ali aychata apamungi 'bring nice meat' > Ali aychata apamu-pa-ngi 'please bring nice meat'
4.5 Practice the open-ended question by having someone read each of the following statements and then ask you about what you are doing. You should then respond by substituting the word in parentheses with an appropriate response
4 Exercise 1 with -chi. Translate or match the following sentences.
Additional Exercises:
Simple information questions with -ta/-ra and answers (Quizlet)
Performative skill for IRIS testing:
1:00 – 2:30 PM Lunch
2:30 PM – 3:30 pm. PM "Causing anger, and causing empathy"
Bitter, bitter ayambi: A song to ward off anger
3:45 PM – 5:00
Tuesday, June 11
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Exercises on questions with -chu and -ra
1:00 – 2:30 PM Lunch
2:30 PM – 5:00 PM
Swanson Lecture- Comparison of Japanese Art to Amazonian Art
Reading 1: Graham Parkes, Japanese Aesthetics
Reading 2: Byung-Chul Han, "The Copy is the Original"
Eulodia Dagua, The Nalpi River Bowl
Eulodia Dagua: A ceramic representation of the Kuwa Entza River
Wednesday, June 12
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Swanson Lecture and Discussion: "Why Anthropologists are Liars: The Kichwa perception of Academic Discourse as Falsification."
Reading: Janis B. Nuckolls and Swanson, Tod D. (2014). "Earthy Concreteness and Anti- Hypotheticalism in Amazonian Quichua Discourse. Tipití: Journal of the Society for the Anthropology of Lowland South America: Vol. 12: Iss. 1, Article 4, 48-60.
Thursday, June 13
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
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)
Overlapping vocabulary for human, plant, and animal body parts
Swanson Lecture: Comparison of Quichua verbal art and Haiku: Similarities and Differences
Friday, June 14
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Independent work on Quichua
Saturday and Sunday, June 15-16
Monday, June 17
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
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
8. 1 -chi and reflexive -ri. Translate or match using one of the verbs in parenthesis.
8 exercise 5. Translate the following numbers into Quichua.
8. 4 Answer the following questions using Quichua numbers.
1:00 – 2:30 PM Lunch
3:00-5:00 Practice with native speakers.
Llakichina: Causing empathy in Kichwa art and poetry.
Tuesday June 18
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Nuckolls and Swanson, Chapter 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.
Swanson Lecture: "The uses of silence and empty space in Quichua Narrative and Art."
Reading: Keith Basso, "To Give Up on Words: The Uses of Silence in Apache Culture."
The opacity of animal languaged as privacy. Japanese "wabi" and Quichua minimalism.
Quichua poem, "Only and Owl Will Call."
Wednesday June 19
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Nuckolls and Swanson, Chapter 10: Suffixes of togethernesss and separateness
The reciprocal suffix –naku
10 Practice 1 Make simple sentences with each of the following -naku verbs, using the given pronoun.
The conjunctive suffix –ndi
The exclusive suffix -pura
10 Writing Exercise 1 Choose the best suffix, -ndi or -pura for each of the following sentences:
The limitative suffix -lla
10 Practice 2. For each of the following sentences, use the suffix -lla on one its words to change its meaning to 'just', 'only', or 'very'. Example: Pay kullkita shuwan 'He/she steals money' > pay kullkillata shuwan 'He/she steals only money.'
1:00 PM – 2:30 PM Lunch
3:00 PM – 5:00 PM
Part 2: Space and Time
Thursday, June 20
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Lesson 11
Purposive –ngaw
11 Practice 1. Answer questions with purposive -ngaw forms.
11 Practice 3. Asking "why" questions with ima raygura and answering purposive -ngak. Example: Ima raygura llaktama ringichi? (Why are you going to town?) palanda/katuna. Palandara katungak riunchi.
Example: Imamandata aswangi? 'Why are you making chicha? Ñuka jista/rana
Ñuka jistata rangaw aswani.
The durative suffix –u
Directional suffixes –ma and –manda
The immediate imperative forms –i and –ichi
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)
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Swanson Lecture and Discussion: "Why Anthropologists are Liars: The Quichua perception of Academic Discourse as Falsification."
Reading: Janis B. Nuckolls and Swanson, Tod D. (2014). "Earthy Concreteness and Anti- Hypotheticalism in Amazonian Quichua Discourse. Tipití: Journal of the Society for the Anthropology of Lowland South America: Vol. 12: Iss. 1, Article 4, 48-60.
Task: Write the 10 best "why" questions you can in your chosen "islands of language competence" using imamandara or imaraygura. Write the answers to these questions. Perfect the questions and answers with a native speaker. Put them into Quizlet. Memorize them then work in groups practicing the why questions of your classmates.
Quichua language for talking about the weather. Performance goal: Be able to make small talk about the weather.
Friday, June 21
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 June 22-23
Monday-Friday, June 24-29 Break
Saturday and Sunday June 29-30
Monday July 1
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Lesson 12
The attributive –k
12.1 Attributive constructions. Practice making attributive constructions using verb roots along with mana 'to be' (-mi + ana):
Example: ali/allmana > ali allmak man 'He/she is a good weeder.'
12.2 Attrbutive + immediate imperative (Pastaza). Practice constructions which use one attributive and one immediate singular imperative verb, using the following sets. Be sure to add any case suffixes necessary for words other than verbs.
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 2
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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 3
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
2:45 PM – 5:00 PM
Translation and anlysis of Quichua song lyrics
Song: Tamia Tuta
Vocabulary for song "Tamia Tuta
Thursday, July 4
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Exercises with -sha/-kpi in if..... then constructions
-sha/-kpi as if/then with nina (If you say/want...)
-sha/-kpi as if/then with past tense conditional (If you had I would have).
-sha/-kpi in temporally sequenced actions
-sha simultaneous actions- (adverbial)
-sha/-kpi because (when one verb is the cause of the other)
-sha/-kpi combined with future tense verbs
-sha/-kpi combined with past tense verbs
-sha in polite imperative construction (dame haciendo)
Practice using -sha/kpi to construct 2 word sentences
-sha as exaggeration -nsha (pastaza -shá)
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Quichua
Task: Write the 10 best "how" questions you can in your chosen "islands of language competence." Write the answers to these questions using verbs with -sha for the dependent steps toward the main goal. Use verbs with -kpi for the outside or contingent circumstances affecting how you carry out the task. Perfect the questions and answers with a native speaker. Put them into Quizlet. Memorize them then work in groups practicing the why questions of your classmates.
Reading: Rayo amarunda apin "Thunder Catches Boas"
Vocabulary for Thunder Catches Boas
Friday, July 5 (Not counted toward FLAS contact hours.)
9:30 AM – 12:30 PM Catch up and independent work on Quichua.
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Catch up and independent work on Quichua.
Saturday and Sunday July 6-7
Monday July 8
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Lesson 16
Present perfect -shka
Narrative past –shka
Grammatical characteristics of -shka
Promises, threats, and other expressions with –shka
Complex predicates with -ska-ra
1:00 – 2:30 PM Lunch
2:45 PM – 5:00 PM
Translation and analysis and discussion of poem Uksha Urku
Vocabulary for lyrics to Uksha Urku
Tuesday July 9
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
2:45 PM – 5:00 PM
Swanson Lecture, On the future and time in Quichua thinking
Luisa Cadena, "On the return of the animals and the dead."
Whorf article
Taita Carnaval,
Pelizzario, Uwi
Wednesday July 10
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Swanson, Lecture on Perspectivalism
Readings: Viverios de Castro, "Amerindian Perspectivalism."
Pedro Andi, The Musician Wren
Yaqui, "Night People."
Contrast to sermon on the bat.
Thursday July 11
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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
Exercise with -y pasana and -y tukuna
1:00-2:30 Lunch
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Friday, July 12 (Not counted toward FLAS contact hours.)
9:30 AM – 12:30 PM Catch up and independent work on Quichua.
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Catch up and independent work on Quichua.
Saturday and Sunday July 13-14 Swanson and Carson in Yasuni
Monday, July 15 FLAS students leave for Yasuni
Undergrads return from Yasuni
Tuesday, July 16, FLAS students in Yasuni
9:30-12:30 Quichua.
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.
Lunch 1:00-2:30
3:00 – 5:00 PM. Quichua
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.
Wednesday, July 17 FLAS students in Yasuni
9:30-12:30 Quichua.
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.
Lunch 1:00-2:30
3:00 – 5:00 PM. Quichua
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.
Thursday July18 FLAS students return from Yasuni
Friday, July 19 (Not counted toward FLAS contact hours.)
9:30 AM – 12:30 PM Catch up and independent work on Quichua.
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM Catch up and independent work on Quichua.
Saturday- Sunday, July 20-21
Monday, July 22
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 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 23
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
The conditional mood continued
The relative order of meaningful elements
When order is not strictly regulated
19.1 Translate the following conditional sentences
19. Practice 3 Now construct sentences, again following the 123 or 321 order, using the following word sets, and also, including -gama or -manda suffixes wherever possible. Assume that subects have been deleted, and use the 'going-to-do' compound future
Conditional present tense sentences
Conditional past tense sentences
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Wednesday, July 24
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Lesson 20
Evidential -cha
Inchoative –ya
The subjunctive
Tools for sequencing actions
20. Writing Exercise 1. Dubative questions with -chuy?
20. Writing Exercise 2. Expressing perspective with nisha nin
20. Practice 1 Practice turning subjunctive clauses into negated subjunctive clauses.
20. Practice 2 with the subjunctive -chun
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Thursday, July 25
8:30 Breakfast
9:30-10:00 FLAS Meeting with Tod Swanson
10:00 AM – 12:30 PM
Windup, Final exam and IRIS Assessment.
1:00 – 2:30 PM Lunch
3:00 PM – 5:00 PM
Friday, July 26
Travel to the airport