Nominal Incorporation in Shiwilu (Kawapanan): Nouns, Classifiers and the Deceased Marker =ku’

Shiwilu is a good representative of the Andes-Amazonia transitional zone, in that it exhibits a mixture of phonological and grammatical traits that are typical of the languages of these two regions (Valenzuela 2015, 2018). The present article addresses a phenomenon that is common in Amazonian languages but absent in the Central Andean families Quechuan and Aymaran: nominal incorporation (Dixon and Aikhenvald 1999: 10; Adelaar with Muysken 2004; Aikhen- vald 2017: 296). In this work, ‘nominal incorporation’ is a cover term to designate the process of inserting into the verb a noun, a classifier, or the deceased marker =ku’.https://digitalcommons.chapman.edu/language_books/1006/thumbnail.jp

Applicative Constructions In Shipibo-Konibo (Panoan)

This article provides a detailed, typologically informed treatment of applicative constructions in Shipibo-Konibo, a Panoan language from Peruvian Amazonia. Shipibo-Konibo has three applicative suffixes: affective (i.e., benefactive or malefactive), dedicated malefactive, and associative. These applicative types are rather common cross-linguistically and hence the language cannot be said to be particularly rich either in terms of number or kinds of applicative constructions. Nevertheless, the Shipibo-Konibo system exhibits certain points of special interest such as the interplay between transitivity and the different applicative construction types, which include a restriction on the dedicated malefactive to combine with transitive verbs only, and the almost exclusively benefactive semantics of the affective when attached to transitives. Also noteworthy are the high degree of symmetry with regard to the morphosyntactic properties of base and applicative objects, obligatoriness/optionality of applicative constructions, and the semantic requirements of certain arguments

Argument Encoding and Pragmatic Marking Of the Transitive Subject In Shiwilu (Kawapanan)

Shiwilu (a.k.a. Jebero) is a nearly extinct Kawapanan language from Peruvian Amazonia. The goal of this article is twofold. First, it investigates the obligatory cross-referencing of arguments in the complex Shiwilu verb. This system is predominantly nominative accusative, with the caveat that main clause object markers coincide with those conveying subject in one type of clause involving nominal predicates, as well as subject and object of dependent clauses. Second, this article provides a first analysis of the enclitic =ler, which may attach to transitive subjects and thus exhibits an ergative-like distribution. Unlike the situation in languages with syntacticized ergative systems, omission of =ler does not yield ungrammatical utterances; however, transitive clauses displaying a =ler-marked subject NP are not unusual either. It is argued that =ler has discriminatory and discourse-pragmatic functions, and is comparable to instances of optional or pragmatic marking of the ergative/agentive in other languages

Shiwilu (Jebero)

Shiwilu (a.k.a. Jebero) is a critically endangered language from Peruvian Amazonia and one of the two members of the Kawapanan linguistic family. Most of its nearly 30 remaining fluent speakers live in and around the village of Jeberos (District of Jeberos, Province of Alto Amazonas, Loreto Region), at approximately 5° S, 75° W. The documentation of Shiwilu is scarce and no survey grammar is available. Until very recently, the only trained linguist who had worked on Shiwilu was John Bendor- Samuel, who carried out fieldwork in 1955–1956 and completed a doctoral thesis in 1958 (see Bendor-Samuel 1981 [1958]). An abridged version of the thesis, which includes an outline of the phonology, was published as Bendor-Samuel (1961). Whereas recent publications have focused on the social position of the Shiwilu language (Valenzuela 2010), morpho-syntactic aspects (Valenzuela 2011), and a formal demonstration of its family affiliation with the Shawi language (a.k.a. Chayahuita) (Valenzuela Bismarck 2011), the present article is the first account of its sound system since the work by Bendor-Samuel

Language Classification in Western Amazonia: Advances in Favor of the Pano-Takana Hypothesis

The languages of the Pano and Takana families exhibit a considerable number of lexical and structural affinities that cannot be ascribed to mere chance and are not readily detectable instances of borrowing. After the comparative studies by Key (1968) and Girard (1971) the proposal of a genetic relationship between these two families was generally accepted (e.g. Loos 1973, 2005; Suárez 1973; Kaufman 1990; Campbell 1997). Without solid argumentation, however, this classification was later put into question (Fabre 1998; Loos 1999; Fleck 2013) and, even today, there is no full consensus as to whether the observed similarities are due to genetic inheritance or long-term language contact. The present paper offers lexical and grammatical evidence in support of the hypothesis that Pano and Takana are genetically connected. Comparing for the first time what can be considered Proto-Pano and Proto-Takana reconstructions, it is shown that 18 of the 40 items in the basic vocabulary list proposed by the Automated Similarity Judgment Program (asjp) (Holman et al. 2008) might be cognate; this includes 9 body-part terms. Also, a set of alleged grammatical cognates are assembled, and shared constructions involving motion verbal morphology, intransive and transitive auxiliaries, transitivity harmony restrictions, and switch-reference are discussed

Degrees of Temporal Remoteness in Pano: Contribution to the Cross-linguistic Study of Tense

Beyond simply indicating future or past tense, the languages of the Pano family grammatically distinguish various degrees of temporal distance relative to a reference point, typically the moment of utterance; i.e., they possess what has been called ‘metrical tense’ (Chung & Timberlake 1985; Frawley 1992), ‘degrees of remoteness’ (Comrie 1985; Dahl 1985; Bybee et al. 1994; Botne 2012), or ‘graded tense’ (Cable 2013). This article offers a comparative analysis of the rich graded tense systems found in Pano, concentrating on morphologically expressed categories. In so doing, it seeks to expand our typological knowledge of languages exhibiting this feature, particularly in regards the internal organization of the systems, interactions between the graded tense markers and other grammatical categories (aspect, modality, evidentiality, negation, and number), and the probable sources of the graded tense markers. Despite being one of the largest genetic clusters with elaborate graded tense systems in the world, Pano languages have not been given (much) attention in crosslinguistic treatments of this feature

BARBARA TRUDELL. Más allá del aula bilingüe. Comunidades y Culturas Peruanas Nº 26. Ministerio de Educación-Instituto Lingüístico de Verano: Lima: ILV, 1995; 192 pp.

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Cuando los Otros no son los Mismos Ideologia y Análisis Gramatical: un caso desde la Amazonía Peruana

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Presentación de la edición

The intersectionality between interculturality, education and women is fundamental for the creation of inclusive and equitable societies. Intercultural education not only enriches learning and promotes respect for diversity, but also empowers women, offering them greater opportunities for their personal and professional development. Through the implementation of educational policies and practices that integrate these perspectives, we can move towards a world where all people can reach their maximum potential.La interseccionalidad entre interculturalidad, educación y mujer es fundamental para la creación de sociedades inclusivas y equitativas. La educación intercultural no solo enriquece el aprendizaje y promueve el respeto por la diversidad, sino que también empodera a las mujeres, ofreciéndoles mayores oportunidades para su desarrollo personal y profesional. A través de la implementación de políticas y prácticas educativas que integren estas miradas, podremos avanzar hacia un mundo donde todas las personas puedan alcanzar su máximo potencial

Program of Socio- emotional learning for teachers of two vulnerable schools in Chile: it's effects in the students

Se describe un programa de capacitación en desarrollo socioemocional, realizado el 2009-2010, a 120 directivos y profesores de dos colegios que atienden alumnos vulnerables en Chile y el impacto que éste tuvo en los participantes y en los alumnos. El programa se basó en un modelo de aprendizaje experiencial que busca desarrollar competencias socioemocionales en los profesores. Se profundizó en temas como: paradigma de la inteligencia emocional; autoestima; clima escolar y convivencia social; aprendizaje socioemocional en el contexto escolar; importancia de los vínculos; familia y desarrollo socioemocional; intimidación escolar; resiliencia. Se evaluó la autoestima de los profesores, así como la de alumnos de kínder a octavo básico con el objetivo de aportar evidencia local en favor de la formación docente en aprendizaje socioemocional y su impacto tanto en la autoestima de los profesores, como en la autoestima y rendimiento académico de los alumnos. Para medir el impacto del programa se reevaluó la autoestima de los profesores y la de los alumnos que presentaron Baja Autoestima. Los resultados mostraron que el programa mejoró la autoestima de los profesores, de los estudiantes y el rendimiento académico (Lenguaje y Matemática).A program of training in socio-emotional learning, carried out in the years 2009 - 2010 to 120 headmasters and teachers of two schools of poor contexts in Chile, and it´s effect in the teachers and the students, is described. It is based in a model of experiential learning that seeks out the development of socio-emotional competencies. Some topics were dealt in depth such as: emotional intelligence paradigm; self-esteem; school social climate and social coexistence; socio-emotional learning in school context; importance of affective bonds; family and socio-emotional development; bullying; resilience. Self-esteem of teachers and students from Kinder to 8th grade was assessed to provide evidence that support teachers training in socioemotional learning, and its impact on both teachers’ self-esteem and students’ self-esteem academic achievement. To evaluate the impact of the program all teachers, and the students with Very Low Self-Esteem, were re-assessed. Results show that the program improved self-esteem of teachers, students and school outcomes (Language and Mathematics)