Andes and Amazon Field School Summer 2020

 

Quichua Syllabus Level 1 -2  (140 contact hours)                                              

 

 

Dates: June 15-July 24 (6 weeks)

Instructors:

Dr. Tod D Swanson, Arizona State University

Dr. Armando Muyulema, University of Wisconsin Madison

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 Quichua speaker Nely Shiguango.  The afternoon session 1:00-4PM) will be taught by Dr. Tod Swanson with native Amazonian Quichua speaker Bélgica Dagua

 

In compliance with FLAS eligible Quichua 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 Quichua 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 Quichua communities. Throughout the course Quichua language is used as a window into Quichua 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. Although instruction is in real time distance format the lessons will be available on the Open Ed X platform so that students can review things they may need extra time on.  The study of Quichua 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.

 

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 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 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 15

9:00—12:00  Swanson      Introduction  

Teaching and learning goals.  

Selection of personal "Islands of competence" goals. 

Historical overview of the Quechua language family and its spread to Ecuador and the Amazon

Explorers' and missionaries' first impressions of Quichua and other Amazonian languages. 

Phonology and orthographies of Ecuadorian Quichua.  

 

1:00-4:00 PM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter 1 Greetings as yes/no questions; More complex yes/no questions; Ending a social interaction

 

Tuesday, June 16

9:00—12:00  Muyulema and Shiguango

Reading: Nuckolls and Swanson, Chapter 2

Personal pronouns.  The present tense.  The verb ana “to be”.

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.

 

1:00-4:00 PM  Instructors: Swanson and Dagua

Lack of abstraction in indigenous languages

Shared Body: The Amazonian Quichua Relational Self and its Implications for Language. 

 

In class practice active listening to Quichua 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 17

9:00—12:00  Swanson and Dahua

 

Nuckolls and Swanson, 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, and possessive marker -yuk

Use of the Present Tense with Object Markers (PowerPoint)       Machakuy sapura mikun: practice with the direct object

 

 

 1:00-4:00 PM  Instructors: Muyulema and Shiguango

 

Conversational Quichua on family 

Grammar drills around family and kinship

Chapter 3, Practice 1 (Napo dialect): Questions about relatives using -yuk, -cha, ana+2nd pers; Answers with mana+ pers. Chapter 3, Practice 2 Questions and answers about relatives using -charina, with -chu and -mi; Answers with mana+ 1st pers. Vocabulary

 

Thursday, June 18

9:00—12:00 Instructors: Muyulema and Shiguango 

 

Reading;  Swanson and Nuckolls, Lesson  4

 

Information questions with question marker -ta/-ra

Open-ended questions with the topicalizer –ga

Polite directives, non-immediate imperatives and the politifying suffix -pa

The causative suffix –chi 

 

1:00-4:00 PM  Instructors: Swanson and Dahua

4.1   Practice information questions with "ima" + question marker -ta;

4.2  Practice answering the following information questions which ask pi ‘who?’ 

4.3 Practice asking and answering the following information questions for third person plural subjects, which you will insert in your answers’

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 19

9:00—12:00 Instructors: Muyulema and Shiguango 

Review and test over Week 1.

 

Monday, June 22

9:00—12:00  Muyulema and Shiguango

Nuckolls and Swanson, 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—4:00 Instructors: Swanson and Dahua

Sharing Food in Quichua Language and Culture

Performative skill for IRIS testing:

Ordering a meal in Kichwa

Food vocabulary (Quizlet)

 

Work on verbs: munana, gustana, ministina, charina, ushana, mikuna and upina.

 

Tuesday, June 23

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

 

Reading;  Swanson and Nuckolls, 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’

 

1:00-4:00 PM Instructors: Swanson and Dahua

Perspectival Speech and the Quichua 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 24

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

 

Reading;  Swanson and Nuckolls, 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

 

1:00-4:00 PM Instructors: Swanson and Dahua

 

Perspectival Speech and the Quichua 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.

 

Thursday, June 25

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Lesson 7: Human and nonhuman bodies

Swanson and Nuckolls, Chapter 7

Impersonal verbs 

First person object suffix -wa

Possessive markers

Possessives (Quizlet)

Possessives with nouns (Quizlet)

 

1:00-4:00 PM Instructors: Swanson and Dahua

Ideophones for bodily movements and configurations

Overlapping vocabulary for human, plant, and animal body parts 

 

Friday, June 26

Review and test over Week 2

 

Monday, June 29

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Swanson and Nuckolls, Chapter 8  Numbers

Exercises with numbers: 

8. 4 Answer the following questions using Quichua numbers.

8 exercise 5. Translate the following numbers into Quichua.

 

1:00-4:00 PM Instructors: Swanson and Dahua

Expressing thoughts, feelings, processes, and enumeration

Reflexive suffix –ri

The cognitive suffix –ri

The bodily configurational suffix –ri

The low animacy suffix –ri

8. 1 -chi and reflexive -ri. Translate or match using one of the verbs in parenthesis. 

8. Exercise 2 with -chi, -ri. Choose the best verb with or without -ri or -chi to complete each sentence, and add the correct ending for the present tense.

 

 

 

 

Tuesday , June 30

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Nuckolls and Swanson, 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

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

1:00-4:00 PM Instructors: Swanson and Dahua

Create a power point in Quichua describing your childhood.    Describe the places using the participle + locative construction.  Present your power points.  

 

Work with translation of Quichua poem, "Only and Owl Will Call.”

 

Wednesday, July 1

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Nuckolls and Swanson, Chapter 10   Suffixes of togethernesss 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.  For each of the following sentences, use the suffix -lla on one its words to change its meaning to 'just', 'only', or 'very'.

 

1:00-4:00 PM Instructors: Swanson and Dahua

Quichua language for talking about the weather. Performance goal:  Be able to make small talk about the weather.

 

Part 2: Space and Time 

 

Thursday, July 2

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Lesson 11.  Purposive –ngaw/ ngak

 

11 Practice 1.  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

 

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.

 

1:00-4:00 PM Instructors: Swanson and Dahua

 

Place in Quichua Language and Culture 

Reading: Joseph Bastien, Mountain of the Condor

Work with Quichua oral literature text, “Santu Urku.”

 

Friday, July 3

Review and test over Week 3

 

Monday, July 6

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter  11 (continued).

Directional suffixes –ma and –manda

The immediate imperative forms –i and –ichi

Exercise with -ma and -manda 

Exercise: Supply the appropriate question with ima or may for answers with -ma and -manda (Quizlet)

 

1:00-4:00 PM Instructors: Swanson and Dahua

Place in Quichua Language and Culture 

Reading:  Swanson, “Relatives of the Living Forest.”

Further work on the language of place.

Asking and Giving Directions (PowerPoint) 

Asking Directions in Quichua

Directions

Place Vocabulary

 

Tuesday, July 7

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter  12

The attributive –k

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)


1:00-4:00 PM Instructors: Swanson and Dahua

Work with Quichua oral literature text, “Trees Call Rain.”

 

Wednesday, July 8

9:00—12:00 AM  Instructors: Muyulema and Shiguango

The past tense

Ideophonic adverbs

locative suffix -pi

12.3  Exercise:   Complete the sentence using either -y/-bi, -ma, or -manda, depending on which makes best sense.

 

1:00-4:00 PM Instructors: Swanson and Dahua

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.

 

Thursday, July 9

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, 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 (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)

 

1:00-4:00 PM Instructors: Swanson and Dahua

Work with Quichua oral literature text, “Trees Call Rain.”

 

Friday, July 10

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Review and Test over Week 5

 

Monday, July 13 

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Nuckolls and Swanson, Chapter  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

 

1:00-4:00 PM Instructors: Swanson and Dahua

Translation and analysis of Quichua song lyrics

Vocabulary for song "Tamia Tuta

Text of Tamia Tuta

Tuesday, July 14

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter  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

-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)

 

1:00-4:00 PM Instructors: Swanson and Dahua 

Reading and translation of Quichua text: Rayo amarunda apin "Thunder Catches Boas"

Vocabulary for Thunder Catches Boas

 

Wednesday, July 15

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Lesson 16

Nuckolls and Swanson, Chapter  16

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

 

1:00-4:00 PM Instructors: Swanson and Dahua

Translation and analysis and discussion of poem Uksha Urku

Vocabulary for lyrics to Uksha Urku

 

Thursday July 16

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter  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 

Exercise with the future tense -nga rana

 

1:00-4:00 PM Instructors: Swanson and Dahua

“On the future and time in Quichua thinking and language.”

 

Reading and translation of Quichua oral literature text, Luisa Cadena, "On the return of the animals and the dead."

 

Friday, July 17

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Review and test over Week 5

 

Monday, July 20 

 9:00—12:00 AM  Instructors: Muyulema and Shiguango

Nuckolls and Swanson, Chapter  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

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

 

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.

 

1:00-4:00 PM Instructors: Swanson and Dagua

Quichua 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 21

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Reading:  Nuckolls and Swanson, Lesson 19

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

Conditional past tense 

Conditional present tense sentences

Conditional past tense sentences

 

1:00-4:00 PM Instructors: Swanson and Dahua  

Conversational practice with telling about your family in Quichua.

Translation of Quichua story, “Baltzar Gualinga Wangana Kuraga.”

 

Wednesday, July 22

9:00—12:00 AM  Instructors: Muyulema and Shiguango 

Nuckolls and Swanson, Chapter  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

 

1:00-4:00 PM Instructors: Swanson and Dahua

Further practice on the subjunctive.

Review and practice for IRIS assessment.

Conversational practice with interviewing in Quichua about family

Translation of Quichua story, “Ishki Kandu Rumimanda”

 

Thursday, July 23 

9:00—12:00 AM  Instructors: Muyulema and Shiguango

Course wind up.  More work on the subjunctive.

Practice simple reporting about a news event in Quichua.

 

1:00-4:00 PM Instructors: Swanson and Dahua

Further practice on the subjunctive.

Review and practice for IRIS assessment.

Practice telling about your life and job in Quichua

Translation of Quichua story, “Balatzar Gualingaina Wangana Kuraga.”

 

Friday, July 24 

Test over week 6

IRIS Testing and Conclusion

  • facebook
  • Twitter Round
  • googleplus
  • flickr