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)        

Pronouns (Quizlet)

The present tense and direct object  

Present tense(Quizlet)

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.

Exercise with kinship terms

 

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)

Exercises with -chi and -ri

 

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

Food vocabulary (Quizlet)

Ordering a meal in Quichua

 

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

Exercises with 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 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 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 (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 

18.5

18.6

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 

18.5

18.6

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.
 

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