Ecuadorian Quichua 1-2    Afternoon Syllabus

June 2016    78 classroom hours.

 

Dr. Janis Nuckolls,  Brigham Young University

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)

 

Tuesday June 6:

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 

 

Wednesday, June 7     5 classroom hours

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

Thursday, June 8     5 classroom hours      

 

9:30-12:30    

 

1:00 – 2:30 PM  Lunch   

 

3:00-5:00 

The Present Tense and Direct Object

Machakuy sapura mikun: practice with the direct object

Use of the Present Tense with Object Markers (PowerPoint)                              

Pronouns (Quizlet)

7:00 PMDinner 

 

Friday, June 9     5 classroom hours

3:00 PM – 5:00 pm

Quichua Verbal Infixes  -ri  -chi

Infinitive + object marker with munana

 

Saturday and Sunday June 10-11

Monday, June 12     5 classroom hours

 

9:30 AM – 12:30 PM

Lesson 3

1:00 – 2:30 PM  Lunch  

 

3:00 PM – 5:00 pm

Quichua for Visiting and Eating 

 

Exercise with kinship terms

 

 

 

Tuesday, June 13    3:00 PM – 5:00 PM  Quichua

Adjectives and Complex Nouns

Simple information questions with -ta/-ra and answers (Quizlet)

Exercises with -chi and -ri

 

Wednesday, June 14     5 classroom hours

9:30 AM – 12:30 PM 

 

Lesson 5   3:00 PM – 5:00 PM

The Past Tense

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.

Exercises on questions with -chu and -ra

Food vocabulary (Quizlet)

Ordering a meal in Quichua

 

Thursday, June 15     5 classroom hours

9:30 AM – 12:30 PM 

Lesson 6

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM           Test over Vocabulary 1

 

Friday, June 16     5 classroom hours

9:30 AM – 12:30

Lesson 7

 

Body part terms

Impersonal verbs; first person object suffix -wa

Possessive markers

Numbers

Exercises with numbers

 

3:00-5:00 Quichua

Possessives (Quizlet)

Possessives with nouns (Quizlet)

 

Saturday and Sunday, June 17 and 18:

 

Monday, June 19     5 classroom hours

 

9:30 AM – 12:30

 

Lesson 8

The polyfunctional suffix -ri

The reflexive suffix –ri

The cognitive suffix –ri

The bodily configurational suffix –ri

The low animacy suffix –ri

1:00 – 2:30 PM  Lunch   

3:00-5:00  Practice with native speakers.

Tuesday, June 20     5 classroom hours

9:30 AM – 12:30 PM  

 

Lesson 9

The instrumental and comitative –wan

The despitative -was

The negative imperative ama-chu construction

The first person plural imperative –shun

3:00-5:00 Quichua

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.  

 

Wednesday, June 21     5 classroom hours

9:30 AM – 12:30 PM  

 

Lesson 10

The reciprocal suffix –naku

The conjunctive suffix –ndi

The exclusive suffix -pura

The limitative suffix -lya

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 22     5 classroom hours

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 with -ma and -manda 

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 23     5 classroom hours

 

9:30 AM – 12:30 PM  

Lesson 12

The attributive –k

Locative suffixes (my Lesson 18: pp.146-149) 

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.

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)

 

Saturday and Sunday, June 24 and 25:

 

Monday, June 26     3 classroom hours

9:30 AM – 12:30 PM

 

Lesson 14

Adverbs in Quichua

Co-reference suffix –sha (use pp. 116-121, my lesson 14)

Also, pp.57-58 of Sounds Like Life

 

1:00 – 2:30 PM  Lunch  

 

3:00 PM – 5:00 PM

Tuesday, June 27:

 

9:30 AM – 12:30 PM

 

Lesson 15

Switch reference suffix–kpi (use my Lesson 17, pp.138-145)                     

 

1:00 – 2:30 PM  Lunch   

 

3:00 PM – 5:00 PM Quichua

 

Wednesday,  June 28     5 classroom hours

 

9:30 AM – 12:30 PM     Final exam and assessment.

 

Thursday,  June 29

Travel to Quito

Ecuadorian Quichua 2 Syllabus

 

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

 

Monday, July 3   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, July 4     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, July 5     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 July 6     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 July 7     5 classroom hours

8:00 Breakfast

9-12  Class  FLAS Graduate students   Canoe in to Tiputini Biodiversity Station

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 Tiputini Biodiversity Station

 

Monday July 10     No classes at Iyarina

8:00 Breakfast

9-12  FLAS Graduate students  Canoe to Estación Científico Yasuní

BYU Quichua undergraduates Travel to Yasuni

 

1:00 Lunch

2-5  

7:00 Diner

 

Tuesday, July 11    No classes at Iyarina
9:30 AM – 1:00 PM    FlAS Graduate Students Travel to Iyarina

 

Wednesday, July 12    FLAS Graduate Quichua Resumes at Iyarina
9:30 AM – 1:00 PM     

Lesson 18

Nominalized -y verb +tukuna for passives 

Nominalized –y verb + pasana  for perfective aspect 

Nominalized –y verb + kalyarina for inceptive action 


1:00-2:30 Lunch
2:30-4:00

Exercise with -y pasana and -y tukuna

Thursday, July 13     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, July 14     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

 

Monday, July 17     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, July 18     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, July 19
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, July 20     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, July 21     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, July 22 and 23

Monday, July 24     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, July 25     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, July 26:

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 July 27  Travel to Quito

Travel to Quito.
 

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