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Andes and Amazon Field School Summer 2021
Kichwa Syllabus Level 1 -2 (140 contact hours)
Dates: June 13-July 23 (6 weeks)
Instructors:
Dr. Tod D Swanson, Arizona State University
Dr. Armando Muyulema, University of Wisconsin Madison
Dr Janis B. Nucholls
Lcda. Nely Shiguango
Bélgica Dagua
Note: Due to travel restrictions this course will be taught over Zoom. Instruction will be taught in two teams. The morning session (9:00-12:00 AM) will be taught by Dr. Armando Muyulema and native Amazonian Kichwa speaker Nely Shiguango. The afternoon session 1:00-4 PM) will be taught by Dr. Tod Swanson with native Amazonian Kichwa speaker Bélgica Dagua
In compliance with FLAS eligible Kichwa requirements this course offers
•140 hours of in-class instruction over a period of 6 weeks
•Pre and post-course testing assess progress toward the performance goals set forth in USDE IRIS testing instruments.
This course introduces graduate students to the Kichwa language and moves them toward fluency as quickly as possible. 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. 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. The study of Kichwa songs and videotaped oral literature will help to keep things lively.
Required Text
Janis B. Nuckolls and Tod D. Swanson, Amazonian Quichua Language and Life: Introduction to grammar, ecology, and discourse. Lexington Books, 2020.
Amazonian Kichwa Songs (with learning aids for study and memorization)
Grading Policy
Students are given a letter grade
Attendance and participation 40%
6 weekly tests: 10% each= 60%
Objectives: On completing this class the student should be able to
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 to 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 the correct use of the direct object marker and word order.
9. Be able to ask and answer questions of how something is done
10. Be able to ask and answer questions of why something occurs.
11. Be able to carry out a simple interview on the demographics of a community
Course Schedule
Monday, June 14
9:00—12:00 Swanson Introduction
Teaching and learning goals.
Historical overview of the Quechua language family and its spread to Ecuador and the Amazon
Phonology and orthographies of Ecuadorian Kichwa.
12:00-1:00 Lunch
1:00-4:00 PM Instructors: Swanson
Lesson 1: The most basic verbal interactions -chu mana 1st and second person singular in present tense
Greetings as yes/no questions; More complex yes/no questions; Ending a social interaction
Explorers' and missionaries' first impressions of Kichwa and other Amazonian languages.
1 Practice 1 Yes/No questions as greetings
Part 1: Self and Other
Tuesday, June 15
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Lesson 2: Expressing ideas of being: The present tense. The verb ana “to be”. Personal pronouns.
Exercises:
Pronouns (Quizlet)
Present tense (Quizlet)
Chapter 2. Practice 2. Questions and answers in third person singular (present or present perfect).
Chapter 2. Practice 3. Questions in third person plural.
Lack of abstraction in indigenous languages
Shared Body: The Amazonian Kichwa Relational Self and its Implications for Language.
In class practice active listening to Kichwa with short videos related to shared body: Eulodia Dagua, "Our Babies Cry Like the Animals We Eat," "Newborn Child Dies Like the Snake His Father Killed.”
Work on vocabulary.
Wednesday, June 16
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Conversation on family.
12:00-1:30 Lunch
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 3: Talking about family Direct object marker -ta; -yuk, charina, consanguineal kinship terms
Kinship terms (Quizlet exercise)
Family and kinship terms for consanguineal (blood) relations.
Asking questions about family. Telling about one’s family with charina ‘to have’ and direct object marker –ta, and possessive marker -yuk
Use of the Present Tense with Object Markers (PowerPoint)
Chapter 3, Practice 1 (Pastaza dialect): Questions about relatives using -yuk, -cha, ana+2nd pers; Answers with mana+ pers.
4:00-5:00 Kichwa Lyrics and Music- Nazario Alvarado
Thursday, June 17
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 4: Types of questions: Ima, pi, Information questions with question marker -ta/-ra; Open-ended questions with the topicalizer – -ga, The causative suffix –chi; polite/non-immediate imperative.
Powerpoint: Machakuy sapura mikun: practice with "pi", present tense, and the direct object
PowerPoint: The Imperative
4.1 Practice information questions with "ima" + question marker -ta;
4.2 Practice answering the following information questions which ask pi ‘who?’
4.4 Practice turning the following commands into polite, non-immediate imperatives.
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.
4 Exercise 1 with -chi. Translate or match the following sentences.
Friday, June 18
Monday, June 21
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Performative skill for IRIS testing: Ordering a meal in Kichwa
Work on verbs: munana, gustana, ministina, charina, ushana, mikuna and upina.
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Riksinakuy- Personal pronouns, Greetings, kana Part 2
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
Sharing Food in Kichwa Language and Culture
Tuesday, June 22
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 6: Articulating the perspectives of self and other, Articulating the perspectives of self and other
The speaking self –mi; -mi + ana = mana; the voice of the ‘other’ –shi; affinal kinship terms.
Perspectival Speech and the Kichwa Perception of Honesty or "Why Anthropologists are Liars.”
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.
Wednesday June 23
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 6: Articulating the perspectives of self and other
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
Thursday, June 24
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 7: Human and nonhuman bodies
PP on common terms for human, plant, and animal bodies.
Quizlet overlap of human, plant and animal body parts
Impersonal verbs
PP on first person object suffix -wa
Quizlet overlap of human, plant and animal body parts
Impersonal verbs
Possessive markers
Possessives (Quizlet)
Possessives with nouns (Quizlet)
Possessives with nouns (Quizlet)
Possessive + object marker in the sense of "for x."
Ideophones for bodily movements and configurations
Of related interest:
Lecture on shared body
DNA jumps between animals species. No one knows how often.
Friday, June 25
Monday, June 28
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Lesson 8: Expressing thoughts, feelings, processes, and enumeration
PowerPoint on the 4 meanings of the suffix -ri-
The reflexive suffix –ri
The internal cognitive processes suffix –ri
The bodily configurational suffix –ri
The low animacy suffix –ri
Homework exercises
Practice 1- in chapter 8
Written exercises 1 in chapter 8
8. 1 -chi and -ri. Matching exercise in Quizlet.
8. Exercise 2 with -chi, -ri. Quizlet exercise Choose the best verb with or without -ri or -chi to complete each sentence, and add the correct person ending for the present tense.
Play "Simon says" with bodily configuration verbs to see who can adapt the bodily position first.
Play "Simon says" imitating the facial expression that goes with cognitive process -rir- verbs.
Write a sentence with the low animacy counterparts of the following higher animacy verbs
Ideophones for bodily configurations.
Exercises with numbers:
8. 4 Answer the following questions using Kichwa numbers.
8 exercise 5. Translate the following numbers into Kichwa
4:30-5:30 Kichwa Songs and Music. Nazario Alvarado
Tuesday , June 29
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar. Direct Imperative, -was (also, too, and), -wa/n (with)
Lesson 9: Suffixes of instrumentality, accompaniment and the imperatives directness
The instrumental and comitative –wan (PP)
The despitative –was
The immediate imperative forms
Negating the immediate imperative forms
The first person plural imperative –shun
9 exercise 1. Inclusive/despitative -was. Fill in the blanks below by suffixing the word indicated with the most appropriate suffix, using either -wan or was.
9. 1 Practice making sentences with the instrumental -wa by suffixing it to the appropriate noun in each of the following sets of words. Vary your person/number usage and be sure to add the direct object marker -ta wherever necessary.
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.
Work with translation of Kichwa poem, "Only and Owl Will Call.”
Wednesday, June 30
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 10: Suffixes of Togetherness, Separateness, and Exclusivity
Nuckolls and Swanson, Chapter 10 Suffixes of togetherness and separateness.
10 Practice 1 Make simple sentences with each of the following -naku verbs, using the given pronoun.
10 Writing Exercise 1 Choose the best suffix, -ndi or -pura foreach of the following sentences
10 . Practice 2 Add suffix -lla to change the meaning to 'just', 'only', or 'very'.
Kichwa language for talking about the weather. Performance goal: Be able to make small talk about the weather.
Vocabulary for Only and Owl will Call
Only an Owl Will Call
3:00-4:00 Kichwa Songs and Music. Nazario Alvarado
Part 2: Space and Time
Thursday, July 11
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 11: Purpose, directionality, duration, color durative -u
11 Practice 1. Imamandata aswangi? Answer questions with purposive -ngaw forms.
11 Practice 3. Asking "why" questions with ima raygura and answering purposive -ngak. The durative suffix –u
Purposive suffix -ngak (Quizlet)
-ngak PowerPoint exercise with pictures
11.3 Questions with "Ima raygura llaktama ringichi? Answers with gak
11.7 Questions with ima raygura yurara kuchunawn? Answers with purposive -gak
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.
Place in Kichwa Language and Culture
Reading: Joseph Bastien, Mountain of the Condor
Work with Quichua oral literature text, “Santu Urku.”
Friday, July 2
Monday, July 5
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 12: Attribution, location, past tense (continued).
Directional suffixes –ma and –manda
Exercises with -ma and -manda (level 1)
-ma and -manda with personal pronouns and names (example "Juanbakma")
Exercise: Supply the appropriate question with ima or may for answers with -ma and -manda (Quizlet)
The immediate imperative forms –i and –ichi
Reading: Swanson, “Relatives of the Living Forest.”
Further work on the language of place.
Asking and Giving Directions (PowerPoint)
Asking Directions in Kichwa
Place Vocabulary
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
Tuesday, July 6
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 12: Attribution, location, past tense
12.1 Attributive constructions. Practice making attributive constructions using verb roots along with mana 'to be' (-mi + ana):
12.2 Attributive + 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.
Immediate imperative (Quizlet)
12.3 In the next exercise, use either -y/-bi, -ma, or -manda, depending on which makes best sense.
Work with Quichua oral literature text, “Trees Call Rain.”
Wednesday, July 7
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 12: Attribution, location, past tense -pi; -ta; past tense marker -ra/-ka
Lesson 12.b PowerPoint
Change adjectives to adverbs by adding adverbial suffix -ta (Quizlet)
Ideophonic adverbs
locative suffix -pi
12.3 Exercise: Complete the sentence using either -y/-bi, -ma, or -manda, depending on which makes best sense.
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
Thursday, July 8
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 13: Habituality, complex movement suffixes, delimitation habitual -k; -mu; -gri; -gama -kta
Habitual aspect with attributive –k
The translocative suffix –gri
Verb stem +-y + -rina; Example: apay rikani (Quizlet)
The –gama, -kta, and –ta adverbial suffixes
Exercise with past tense (Pastaza)
Past tense with -ma, -manda, -pi
More practice with past tense using questions + -chu or -ra (Quizlet)
Attributive -k (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)
Work with Kichwa oral literature text, “Trees Call Rain.”
Friday, July 9
Monday, July 12
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 14: The Co-reference suffix -sha
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
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
Tuesday, July 13
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 15: The Switch-Reference suffix -kpi
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
-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)
Reading and translation of Kichwa text: Rayo amarunda apin "Thunder Catches Boas"
Vocabulary for Thunder Catches Boas
Wednesday, July 14
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 16: The Present Perfect -shka
Present perfect -shka
Narrative past –shka
Grammatical characteristics of -shka
Promises, threats, and other expressions with –shka
Complex subjects with -shka
Complex predicates with -ska-ra
Translation and analysis and discussion of poem Uksha Urku
Vocabulary for lyrics to Uksha Urku
3:00-4:00 Kichwa Songs and Music. Nazario Alvarado
Thursday July 15
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 17: Talking about the future
Practice with verbs in future tense (Quizlet)
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
Exercise with the future tense -nga rana
“On the future and time in Kichwa thinking and language.”
Reading and translation of Kichwa oral literature text, Luisa Cadena, "On the return of the animals and the dead."
Friday, July 16 No class.
Monday, July 19
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 18: Varieties of compound verbs
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
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
18.5
18.6
Exercise with -y pasana and -y tukuna
Work with -sha; -kpi
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
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.
Kichwa Perspectivalism
Readings: Viveiros de Castro, "Amerindian Perspectivalism."
Reading and translation of Quichua oral literature text, Pedro Andi, “The Musician Wren”.
Reading: Rayo amarunda apin "Thunder Catches Boas"
Tuesday, July 20
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 19: Conditionality, ordering and connecting ideas
The conditional mood
The relative order of meaningful elements
When order is not strictly regulated
19.1;19.2;19.3; 19.1 Translate the following conditional sentences
19.2 Form sentences using instrumental, locative, or direct object markers. Assume subjects are deleted. Inflect verb for present using 123 word order. Example: Alberto/upichina/aswa > Aswawan masha Albertota upichinma (123 present conditional)
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 subjects have been deleted, and use the 'going-to-do' compound future
Conditional present tense sentences
Conditional past tense sentences
Conversational practice with telling about your family in Kichwa.
Translation of Quichua story, “Baltzar Gualinga Wangana Kuraga.”
Wednesday, July 21
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Materials for Beginning Kichwa Grammar
Lesson 20: Evidentiality, speech reports, Inchoative -ya, and Purposive -chun
Evidential -cha
Inchoative –ya
The subjunctive
Tools for sequencing actions
Translate the following quoted speech sentence.
20. Writing Exercise 1. Dubative questions with -chuy?
20. Writing Exercise 2. Expressing perspective with nisha nin Translating quoted speech.
20. Practice 1 Practice turning subjunctive clauses into negated subjunctive clauses.
20. Practice 2 with the subjunctive -chun
Further practice on the subjunctive.
Review and practice for IRIS assessment.
Conversational practice with interviewing in Kichwa about family
Translation of Kichwa story, “Ishki Kandu Rumimanda”
3:00-4:00 Kichwa Songs and Music Nazario Alvarado
Thursday, July 22
9:00-9:45 Plenary: Skills for interviewing on Kichwa culture
10:00-12:00. Conversational Kichwa- Shiguango/Muyulema
Lunch 12:00-1:30
1:30-3:00 PM Grammar- Swanson
Beginning Kichwa- Grammar- Swanson
Materials for Beginning Kichwa Grammar
Course wind up. More work on the subjunctive.
Practice simple reporting about a news event in Kichwa.
Further practice on the subjunctive.
Review and practice for IRIS assessment.
Practice telling about your life and job in Kichwa
Translation of Kichwa story, “Balatzar Gualingaina Wangana Kuraga.”
Friday, July 23
IRIS Testing and Conclusion
Present Tense
Direct object marker -ta/ra
Use of the Present Tense with Object Markers (PowerPoint)
Infinitive + object marker with munana
Machakuy sapura mikun: practice with the direct object
Pita ñambira riksin. Dialogue with direct object.
Simple information questions with -ta/-ra and answers (Quizlet)
Past Tense
Exercise with past tense (Pastaza)
More practice with past tense using questions + -chu or -ra (Quizlet)
Future Tense
Exercise with the future tense -nga rauna
Attributive -k
Attributive with object marker -kta
Attributive -k with past tense (habitual action "used to" ___)
Co and switch reference suffixes -sha/kpi (Quizlet)
-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)
-sha as exaggeration -nsha (pastaza -shá)
Conjunctions
More on although, but, change of intention
Conditional
Conditional present tense sentences
Conditional past tense sentences
Complex predicates with -ska-ra
Imperatives
Achuar Immediate imperative (plural)
Polite imperative with -sha kuway
Exercise with negative imperative in 2nd person singular
Nominalized -y verb + pasana for perfective aspect
nominalized verb -y + tukuna for passive
nominalized verb -y + apina and kachan
-naypi if/the with imperative
Place
Exercise: Supply the appropriate question with ima or may for answers with -ma and -manda (Quizlet)
Possessives
Possessives with nouns (Quizlet)
Possessive + object marker in the sense of for_______
Purposive -ngak/ngawa
Purposive suffix -ngak (Quizlet)
-ngak PowerPoint exercize with pictures
Suffixes
Questions
Beginning information questions
Supply appropriate question ima/may for answers with -ma/ -manda (Quizlet)
Wondering or rhetorical questions with -y and -cha
-s even hough/ no matter how much
Time and Temporal Movement
Vocabulary of time and temporal movement
Arranging the length of a stay/ practice for talking about duration
Vobabulary and Semantics
Quichua plant names matched to scientific names
Age sets
Overlapping vocabulary for human, plant, and animal body parts
Humor (Swanson, Asichina, the Language of Kichwa Humor)
Ayllumanda Rimana: Speaking of Relatives
Phrases for recording and interviewing
Compound verbs with shayana, sirina, llutarina, etc.
Comparison
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