It’s Monday morning, and class is in full swing with instructor Janice Vicaire
Heading out for lunch with friends today? You can ask, “Goqwei getutmn?” (What would you like to eat?).
Today, students learned all about foods, as well as what pleases their palate!
Nin, getutm plamuei. Gatu gilew? Goqwei getutmoq?
Three details on top of the basic pattern laid out earlier will help you handle the comings and goings of the /e/.
(a) The /e/ vowel actually comes up as /a/ when it’s followed by /q/. Otherwise the pattern is the same.
naqa’si I stop
→ ‘nqa’si stop!
→ ‘npa’sites I will stop
naqalg I leave h/her
→ ‘nqal leave h/her!
→ ‘nqalates I will leave h/her
maqtawe’g s/he/it is black
→ ‘mqatawapu “black-broth” = cormorant
(b) Because /o/ is generally originally from /a/—give or take some other details—a few words have the same pattern with /o/. The most common and useful of these is /poqt-/ ~ /’pqot/ ‘start, begin to…’.
poqtlugwei I start working
→ ‘pqotlugwa start working!
→ ‘pqotlugwetes I will start working
(c) Finally, a few words have a slightly quirky pattern between the e-form and the plain form. The most important of these is /wejgu-/ ~ /jugu-/ ‘coming this way/here’.
wejgu’ei I am coming (here)
→ jugu’a come (here)!
→ jugu’ates I will come (here)
wejgua’tu I am bringing it (here)
→ jugua’tu bring it (here)!
→ jugua’tutes I will bring it (here) (also said /juguattes/)
A vowel /e/ appears in the first syllable of many Mi’gmaq verbs. You will notice that this /e/ goes missing in lots of related words.
teli’si I speak (that) way
tli’si speak (that) way!
tli’sites I will speak (that) way
tli’suti language (way of speaking)
This /e/ comes in mostly for events that are real: they are actually happening, or they did. This is why they’re not used for commands or for the future, since haven’t actually happened yet. It is also pretty consistently not used for most related nouns (like tli’suti ‘language’ here), and verbs made directly/recently from nouns.
What’s more, this /e/ only comes in on words whose first syllable has the weak vowel /’/. Where the /e/ is not used, you get the original weak vowel form. But most often that weak vowel is actually dropped or left unwrittten. That lost vowel is why the /e/-less forms start with two consonants in a row, like /tl/ up above.
You will be understood most of the time if you mix up when to use the /e/-forms and when not to, but it does sound like a kid saying “I sleeped all night”. For the start, just learn to recognize it when it happens—“Oh, that had the /e/, and that didn’t”—and pretty soon you will pick up the pattern automatically.
When /l/ and /n/ come together in a word, generally the /l/ will turn into /n/: so /ln/ becomes double /nn/. Since /l/ is common ending, you will see this pattern whenever it is added to words ending in /n/.
su’nn ‘cranberries’ (comes from su’n-l) su’n ‘cranberry’
signn ‘socks’ (comes from sign-l) sign ‘sock’
It also happens in the opposite direction: when you add /n/ to something ending in /l/.
etlatal I am eating
etlatann you are eating (from etlatal-n)
mesgil I am big
mesginn you are big (from mesgil-n)
This pattern is distinctive to Listuguj Mi’gmaq: speakers from the east do not make this sound change. This is the reason, for example, why Listuguj speakers say /nnu/ while others say /lnu/.
(There is at least one important exception to this rule—seen in words like /nemulneg/ ‘we see you’—more on that when it comes up.)
The sound /a/ in Mi’gmaq is pronounced low and in the back of the mouth. When you add a /g/ after it, the /a/ sound pulls the /g/ down low and back into your throat, giving it that very distinctive guttural sound that we write with /q/.
(There are still some words—like jagej ‘lobster’—that do have /ag/, but as a general rule, /ag/ almost always comes out pronounced as /aq/, especially, as Erin notes, before a consonant or the end of the word.)
So for example, the common ending -g, which you may know from these two words
tap’tang ‘potatoes’ tap’tan ‘potato’
comes out as -q after the -a- that some words have before the ending:
ga’taq ‘eels’ (comes from ga’ta-g) ga’t ‘eel’
muinaq ‘bears’ (comes from muina-g) muin ‘bear’
As Erin notes, /o/ will do the same thing, so that /og/ comes out as /oq/. This is probably because /o/ mostly comes from /a/-sounds that have fused together with a nearby /w/ or /gw/ sound.
It’s hard to reliably hear the difference between gwu (“gwoo”) and gu (“goo”). So if putting a word together would get you /gwu/, the language naturally simplifies it to /gu/. For similar reasons, any time you might get /ugw/ at the end of the word, it can be pronounced either as /ugw/ or as /-ug/. But then if more is added to the word, the full /ugw/ will always be pronounced, since it’s not at the end any more. Same goes for /uggw/, too, so we say
gesalugg ‘we (you+me) love h/her’
but then adding -ig, to refer to more people, we say
gesaluggwig ‘we (you+me) love them’
“Where Are Your Keys?” is a language game that I just found out about at CoLang. The game is played with several simple objects, such as a red stone, a white stone, a red stick, and a white stick. The players then repeat several phrases about these objects (such as, “what’s that?” and “I want the red stick”) while pointing and passing them around. The phrases are repeated many times with different variations by the players, so the people I was talking to said that they found it was a great way of getting people comfortable talking. This is a video of Mohegan language learners playing the game.
Another example of things that other people are doing with video is Katie Grant, a participant in the Sauk Master-Apprentice program who is making youtube videos about things she is learning in the Sauk language.
Hello from Kansas everyone! I’ve been here for just over a week now at CoLang, a six-week institute on Collaborative Language research on endangered languages. I’m really excited to be here and I’ve been learning a lot in all my courses and meeting a lot of great people. The courses I took last week were XML, Lexicography, FLEx, and Grantwriting. I’m going to give a short summary of some useful things from each below. If anyone is interested in learning more about a particular topic, just let me know and I can send you notes or links!
XML: This is a formatting language that allows you to mark parts of a text as having a certain relationship to each other. You can mark the text directly, or use various programs that create this type of markup (like FLEx, see below) or format it into a particular type of output (like only the sentences in one language, or a comparison table, or a webpage, using tools like XSLT).
Lexicography: This class was all about making dictionaries. Although there are several Mi’gmaq dictionaries, it was still useful to learn about some of the decisions that dictionary-creators make and the software that can be used to do that, particularly since some of these can also be used to organize language data more generally. There’s a great list of pros and cons of various software programs in one of the presentations from the class.
FLEx: This is one popular database program that many linguists use or are familiar with. We learned how to import and backup data, how to do glossing, editing the lexicon, categorizing and linking terms with each other, and doing statistics on how many times a word occurs and in what contexts. I feel like at this point I probably know enough that I could figure out basically anything else I want to do by clicking around or reading help documents.
Grantwriting: This class was taught by two profs who were experienced in applying for grants and reviewing other people’s grants. We learned about different granting agencies and got to see some examples of both accepted and rejected grants and reviews. The most important things that they identified in grantwriting are: having a good idea, being believable that you will accomplish it, and doing so in an ethical manner (more detailed notes about how to do this that I’ll pull out in grantwriting season). Although we’ve applied to SSHRC before, there were also a few international granting agencies that I wasn’t already aware of, such as the Endangered Language Fund and the Endangered Languages Project, so these might be other things to consider at some point.
In week 2 I’m taking Archives/Databases, Strategies to Reintroduce Languages, Pedagogical Grammar, and Internet/Multimedia, which are also going well, so I’ll give a summary of those next week!
Hello all!
Today was the first day of classes (however there was some confusion and turnout wasn’t optimal, but we will recruit more tonight!).
The first lesson starts out by the students learning how to introduce themselves and talk a bit about their families and where they come from. By learning all this, at the same time students are learning many grammatical elements without all the dreaded tables and parsing!! This is the beauty of this teaching method: the situational phrases also convey key grammatical elements (this is the grammar-phobe friendly method 😉 ). For example at the beginning of the class the students learn how to say where they live (e.g. Wigi Muliang ‘I live in Montreal’). The –g ending denotes location. Later on in the lesson this comes in handy when the students learn places and various nouns like jinm ‘man’, gisisgwisgw ‘elderly woman’, and patawti ‘table’, awti ‘road’ etc. Then the students can make sentences like jinm gaqamit patawtigtug ‘the man is standing by the table’. The locative ending surfaces again with patawti ‘table’ (although in a different form, but the introduction of the locative ending at the beginning of the lesson makes this concept easier to grasp once learning how to construct longer phrases). And thus the lessons go!
One of the goals for this summer is to document the curriculum for the Mi’gmaq lessons. By the end of the summer we will have generated a kind of curriculum from the lessons to act as a guide for future instructors of Mi’gmaq. Lessons will be divided up by content, so for example one class which meets for 1.5 hours could contain more than one lesson. For example today there were two lessons (Lesson 1: teluisi…’My name is…’ and Lesson 2: jinm gaqamit… ‘The man is standing…’). Lesson 1 comprises of introductions of oneself whereas Lesson 2 comprises of creating basic sentences (as exemplified above). An example of a lesson and a lesson template for this methodology will be posted soon!
All in all, so far so good! We are all looking forward to some spectacular classes and learning more and more Mi’gmaq! 🙂
Interesting new project from Google: a website for information in and about endangered languages. Description from their main page, at www.endangeredlanguages.com:
The Endangered Languages Project, is an online resource to record, access, and share samples of and research on endangered languages, as well as to share advice and best practices for those working to document or strengthen languages under threat. (Source)
More details on the project at the Google blog press release and an FAQ on sources for the information. People here at CoLang with me seem pretty interested by this, and a few of the people here are already involved.
I just checked out the entry for Mi’gmaq, and it’s pretty incomplete. For example, only one location is listed where the language is spoken, around Shubenacadie, Nova Scotia, the primary spelling is listed as Micmac, and the primary classification is listed as Algic. There are three Youtube videos linked, but no other materials in the language.
However, people and organizations are encouraged to sign up and add more to the entries. On the one hand, getting involved could correct some of this information and make more resources available. On the other hand, it would be extra work for us, and we’re already making materials available online. At minimum, maybe we could consider logging in and making some links to Mi’gmaq-language resources that are already online? Anyone have any thoughts on this?