Table Of ContentRISUI411
DOCUMIINT
AL 001 926
48
ED 028 425
By-Blair, Robert W.; And Others
Cakchiquel Basic Course.
Brigham Young Univ., Provo. Utah
(Dept. of
Research.; Peace Corps
Washington. D.C. Bureau of
Spons.Agency-Office of Education (DHEW),
State), Washington, D.C.
Bureau No- BR -6-9745
Pub Date 69
Contract 0EC-4,-7-069745-0070
519p.
Note-910p.; Volume I: 392p., Volume II:
EDRS Price MF-S3.50 HC-S45.60
Materials, *Language
Aids, *Cakchiquel. *Instructional
Descriptors- Audiolingual Methods, Autoinstructional
Recordings. Teaching Methods
*Second Language Learning, Tape
Instruction, Pattern Drills (Language).
Identifiers-Core Stage, Preparation Stage
and lead the
goal in view: to encourage
This course is designed with one primary
Each of the 12 units has a
Cakchiquel in and out of class.
learner to communicate in
together with
of a self-instructional program
"preparation stage" which consists
with the instructor or coming
preparatory to meeting
other activities for the student
and it Consists of phonology
of this preparatory material is on tape,
to class. Much
Following the preparation
drills and explanations.
drills (earlier units) and grammar
by the instructor in short
which* material is presented
stage is the "core stage in
(Stevick. ED 012 897). This
called micro-wave cycles
question-answer exchanges
of the material introduced
supervised application and active use
stage provides for
and activities found in the core
By. means of the exercises
in the preparation stage.
of overlearning, which he will
the student can attain a state
stage it is hoped that
It is expected that the
and use of the material.
then maintain by the continued review
glosses are given in the
that is the language in which
student knows Spanish since
useful sentences and dialogs.
Appended are a Cakchiquel chrestomathy,
core stage.
and
discussion, verb conjugations.
'questions and problems for
games and contests.
to Peace Corps.
write
tapes.
obtaining
For information
lists.
Oft
vocabulary
Washington, D.C. 20525. (DO)
,
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Jtypc-Ak
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cAKektourt 0ASIC
Volume I
Om,
prepared by
Robert W. Blair
Kristine Campbell
Lyle Campbell
John S. Robertson
Jamwl. Stone
Roger M. Thompson
Abraham Juracán
Enos *aids Matzer
Benton Smith
_
HEALTH:EDUCATION & WELFARE
U.S. DEPARTMENT OF
OFFICE Of EDUCATION
FROM THE
REPRODUCED EXACTLY AS RECEIVED
THIS DOCUMENT HAS BEEN
POINTS Of VIEW OR OPINIONS
ORIGINATING IT.
PERSON OR ORGANIZATION
EDUCATION
REPRESENT OFFICIAL OFFICE Of
STATED DO NOT NECESSARILY
POSITION OR POLICY.
CAKCHIQUEL BASIC COURSE
Volume I
prepared by:
Robert W. Blair
Kristine Campbell
Lyle Campbell
John S. Robertson
James J. Stone
Roger M. Thompson
Abraham Juracgn
Enoe de Jeslis Matzer
Benton Smith
drawings by:
Judith Levorsen
1969
developed under contract with
Cakchiguel Basic Course was
Health,
Office of Education Department of
the United States
(Contract number OEC4-7-068745-0070)
Education, and Welfare
Grateful
(Contract number PC25-1506).
and with Peace Corps
for this support.
acknowledgment is here made
Services
Printed by BYU Printing
3.
TABLE OF CONTENTS
page
Introduction
I.
.
The Cakchi quel Language
A.
Peace Corps Contribution
1.
The Historical Setting
2.
vi
Languages Today
The Situation of Mayan
3.
vii
Distinc tive Traits of Cakchiquel
B.
vii
St ructural Characteristics
1.
ix
Characteristics
So cio-linguistic
2.
xi
Study
Prolo gomena to Cakchiquel
C.
xi
Myth versus.Fact
1.
xv
Cakchiquél Can Be Learned
2.
xv
Learning
The Principal Key of Language
3.
Intensive Language
Three Auxiliary Principles of
4
.
xv
Learning
xvi
The Course Design
5
.
xvii
What is Expected of the Student
6.
xvii
One Last Word
7.
xviii
Writing System
General Introduction to the
D.
xviii
Syllable Structure
1.
xvix
Vowels
2.
xx
Word Stress
3.
xx
Reduced Vowels
4.
xxi
A Vowel Alternation
5.
xxi
Phonetic Consonant Chart
6.
xviii
Pronunciation to Remember
Important Rules of
7.
xviii
Dialect Differences
8.
. xxv
in Cakchiquel in this Book
The Orthographic Symbols Used
.
.
E.
xxv
Consonants
1.
xxv
Corresponding Phonetic Symbols
a.
xxv
Vowels
2.
xxvi
(Al Instructor)
Lesson Plan Outline
F.
xxvii
Unidad 1 (Ejemplo)
G.
, OOOOO O . .
OOOOOO
1
Unit One
II.
1
Preparation Stage
A.
8
Manual del Instructor
1.
12
DemostraciOn para Comprensi6n Pasiva
2.
15
Etapa Principal
B.
20
Unit Two
III.
20
Preparation Stage
A.
20
Program
1.
30
Manual del Instructor
2.
34
Comprensi6n Pasiva
DemostraciOn Grgfica para
3.
39
Grammar Induction
4,
41
Etapa Principal
B.
47
Homework
C.
48
Looking Ahead
D.
50
,
Unit Three
IV.
50
.
Preparation Stage
A.
. OOOOO
50
Program OOOOOOOOOOOOO 0
.
1.
63
Manual del Instructor
2.
69
Comprensi6n Pasiva
Demostra.ci6n Grgfica para
3.
72
Grammar Induction
4.
75
Looking Ahead
5.
75
Subject Pronouns
0
0
0
O
a.
75
Possessive Pronouns
b.
75
.
.
To or From + Pronoun
....
c.
76
With + Pronoun ....
d.
76
To know OOOOOOOOOO
e.
80
Etapa Principal
B.
80
ManipulaciOn
1.
82
.. ....
Looking Back
C.
Study
Advanced Listening for
D.
87
.
.
.
Review
0
E.
. ........
..
90
Unit Four
90
.
.
Sta'ge OOOO
Preparation
A.
90
.
..
... 0
Program
...
1.
97
Induction OO
Grammar
.
2.
ri 00.00000110080000
97
demonstrative
The
a.
...
98
and la...1a7
.
The' frame's re..4121
Jare7
99
ana jala7, Eel and
.
The demonstratives
...
100
is it?'
.
7Achike rir,'What
101
... .
..
.
.
Kela7 and kere7 ..
.
.
.
.
101
nobns
.
.
Indlrect Object pro
102
question marker
.La,- yes-or-no
.
.
##
103
Wi - if
,0
.
, ..
104
,zga.
le-Os imperative
.
.
.
-
.
.
.
.
.
105
. .... .
..
.
Le_all_ - right?
.
.
..
1.06
Listen and Study
3.
....... .
107
.
.
4.
Survive:1 EXpreasions
108
Comprensi6n Pasiva
.
"bemostraci6n Grgfica para
S.
111
.
Etapa Principal
B.
.
127
VI.' Unit Five
127
Preparation Stage
A.
'127
Prograi
1.
...
132
..
Re4iew ot Patterns .... .
2.
132
tiansitive verbs
.
Imperative forth of
a.
...
132
.Free*Peraorial PrOnouns
b.
132
of pronouns
Indirect ObJeCt form
c.
133
Grammar Induction
3.
133
Wi 'if' and chi 'that'
a.
nu, 21, ru
135
Singular possessive pronouns:
b.
7i, ki
136
Plural possessive pronouns:
c.
138
The negative frame.
d.
139
Negative imperative
e.
139
Etaman 'to know'
f.
140
Grammar Induction
4.
140
Imperative forms
a.
141
'Let's imperative'
b.
142
Chart of Transitive Imperative
c.
142,
Chart of Intransitive Imperative
d.
143
Check Your Observations
e.
and be
144
go
Two irregular imperatives:
p_e_ 'come'
1
f.
145
don't
Negative imperative:
g.
147
Pasiva
Demostraci6n Grgfica para Comprensi6n
5.
151
Looking Ahead
6.
152
Etapa Principal
B.
165
Listening In
C.
168
Looking Back and Ahead (Practice Listening)
D.
171
Find Out
E.
172
Unit Six
VII.
172
Preparation Stage
A.
172
Program
1.
174
Manual del Instructor
2.
176
Comprensi6n Pasiva
Demostraci6n Grgfica para
3.
178
Grammar Induction
4.
178
vowel-intial stems
Pronoun prefixes before
a.
181
Two uses of pronominal prefixes
b.
182
This (one) that (one)
c.
184
Directional Particles
d.
186
Actividades
e.
188
Etapa Principal (preliminary)
B.
188
Actividades
1.
190
Survival phrases
2.
192
Etapa Principal
C.
216
Repaso
D.
Unit Seven
VIII.
Preparation Stage
A.
Survival
1.
DemostraciOn Grgfica para Comprensi6n Pasiva
2.
Imperativos
3.
4 Grammar Induction
3rd person singular and plural verb prefixes
a.
.
251
Etapa Principal
B.
276
Looking Ahead
C.
^ r
"r=f-t.-",1"."="...7-7.-.1,10F10051VARINWfatiON
r-.
iv
278
Unit Eight
IX.
278
Preparation Stage
A.
278
Program
1.
281
ComprensiOn Pasiva
DemostraciOn Gráfica para
2.
283
Comprensi6n Pasiva
Demostraci6n Greica para
OOOO
3.
286
. OOOOOOOOOOO
Survival
4.
OOOOOOOOO
287
State of Health
5.
288
Grammar Induction
6.
288
prefixes
singular and plural verb
1st and 2nd person
a.
304
Nominal predication
b.
304
Negative with Ja,
c.
305
(male- and female-related)
Cultural note
d.
309
The particle e OO OOOOOOOOOO
.
.
OOOO
e.
OOOOOOO
313
K'a... still, yet
O
.
f.
314
k'a (verb) yan
Acabar de (verb) - xa
g.
314
No...hasta - man...k'a
h.
316
Grammar Induction
7.
316
Location phrases with
a.
316
of
top
Pa ru wi - on, on
b.
317
ch
with
Location phrases
c.
318
pronouns
Location phrases with
d.
319
near + pronoun
(1)
320
behind + pronoun
OOOOOOO
(2)
320
between + plural pronoun
.
(3)
323
ichin chi
In order to.... r
OOOOOO
OOOOOO
e.
325
Relative clauses
.
f.
.
.
.
329
verbs
e7 with intransitive
.
The motion specifier
g.
332
Still - k'a...na ..... .
h.
335
prefixes
and 3rd person
Chart of 1st, 2nd
1.
336
Find Out
8.
337
Etapa Principal
B.
INTRODUCTION
The Cakchiquel Language
Peace Corps Contribution
Peace Corps must be included
Among the notable accomplishments of the
It took the Peace Corps
languages.
the shattering of certain myths about
American government, that Spanish and Portu-
to discover, at least for the
languages of Latin America; that indeed,
important
guese are not the only
Mexico down through the Andes
in many large and heavily populated areas from
Chile, aboriginal languages greatly predom-
and as far south as Paraguay and
It took the Peace Corps,
inate over the language imposed by the Europeans.
level, to find out that, even in
with volunteers working at the grassroots
practically bilingual, such as Highland Guatemala, in
many areas said to be
small minority, and then
fact Spanish is rarely spoken, and then only by a
In many such aleas the indigenous
often haltingly and with embarrassment.
other European language, is
tongue, not remotely related to Spanish or any
language of hearth and home, the language
the mother tongue of the people, the
conversation, work, and play.
of thoughts and dreams, of love and prayer, of
which their individual personalities
It is a preciously held heritage through
Spanish in these supposedly bilingual areas
and group unity are expressed.
meeting the outside world.
is the language used by a small minority for
the military
Spanish is the language of the schools, the government, and
its popularity.
establishment, connotations of which do not particularly enhance
highly complex languages,
It took the Peace Corps to show also that these
radically from that of the European
whose structures and idioms differed most
indeed must be by one desiring to es-
languages, could indeed be learned--and
with the people in these areas.
tablish rapport and communicate effectively
indigenous tongues whose
Today PCV's in Latin America are learning several
Guarani, Aymara,
in the United States:
strange sounding names are little known
In the future, no doubt, as Volunteers
Quichg.
Quechua, Cuna, Cakchiquel, Mam,
will be added to the list.
push into untouched areas, other tongues
The Historical Setting
ancestral civiliza-
During the so-called dark ages,when the once great
in a desert of authoritarian dogma,
tions of Western Europe were withering
several civilizations flourishing like
there were in the western hemisphere
Undiscovered until the sixteenth century,
lush oases in a parched world.
Aztecan, the Incan, and the Mayan, managed
thesp mighty civilizations, the
the fundamental accomplishments
to archieve by the tenth century some of
social organization, jurisprudence, science
that mark great civilizations in
communications, art and architecture, and even
and mathematics, engineering,
quality steel,
Although they had not developed gun powder, high
medicine.
they had built great cities and transportation
nor even harnessed the wheel,
discoveries in mathematics, astronomy, and
systems and made almost incredible
other fields of science.
il,7471MR,
vi
Already declining before the Conquest, all three of these great civili-
zations became victims in the 16th Century of the superior military technology
The exploits and daring of the conquer-
and strategy of the Spanish invaders.
from the conquest stems part of our
ors are, of course, legend today, because
But to Cortez, who vanquished the Aztecs and the Mayas in bloody
own history.
conflict, and to Pizarro, who conquered the entire Incan nation by an incred-
virtual
ibly daring ruse and virtually without a battle, are due the rape and
civiliza-
destruction of the spirit that moved these Indian nations to achieve
tion.
As we know, the leaders of these nations were put to death, but the popu-
Thus the once mighty stream
lations remained as subjects of the new rulers.
despotic tyrants of a
of their history cut off, and the people now ruled by
The people survived, but their civ-
foreign race, the Indians turned inward.
This was an unhealthy survival; life remained but the
ilizations did not.
spirit that gave life was gone.
of
Today, scarcely 400 years after the conquest, the direct descendants
still identify them-
these not very ancient civilizations, the descendants who
eight to ten million--
selves as Aztec, Mayan, or Incan Indians, number some
Their heritage from
only a fraction of their population before the conquest.
Little more than their sense of identity, manifest mainly by their
the past?
400 years.
Indian language, which, incidentally, has changed little in the last
before the con-
They no longer look back nostalgically to the good old days
They no longer have a his-
quest, for their sense of history has been broken.
But the scars
They are rooted only to the present.
tory nor seek a destiny.
the
of their unsuccessful confrontation with Western civilization, the hurt,
feelings of inferiority remain and are manifest in a suspicion of the non-
Ihdian and a resistance to non-Indian institutions, including the Spanish
language.
The Situation of Mayan Languages Today
The great Mayan civilization which once ruled most of the territory of
entire Yucatan
Southern Mexico, all of Guatemala, part of Honduras, and the
Except for the Lacandon
Peninsula survives today in the very same area.
Guatemala and thus have escaped
group which fled deep into the rain forest of
governed under
until now the conquering armies, the Mayan people today are
Many of them have
live.
the respective governments of the areas where they
nation; their identification is with their kinfolk and other
no concept of
This provincial 'identification is manifest in
townspeople where they live.
Each Indian town has its own peculiar dress
their dress and in their speech.
(minor) dialect peculiarities.
and almost every town has developed certain
possible to
But with all the minor diversity of dialects, it is still
the
recognize the ancestral grouping of dialects, or rather languages, within
There are half a dozen groups in the Mayan family.
Mayan language family.
with, is the largest
One of these groups, and the one we are most concerned
These three
Quiche, and Tzutujil.
of the six groups and includes Cakchiquei,
considerable degree mutually
languages are so closely similar as to be to a
That is, they could probably be considered dialects of one
intelligible.
language.
Cakchiquel, though having less speakers than Quiche, has assumed a posi-
tion of prominence which may be due to the fact that it is spoken in the area
