By González, Hebe Alicia
This dissertation offers a linguistic description of Tapiete, a Tupi-Guarani (TG) language spoken in Argentina, Bolivia and Paraguay. Fieldwork has been performed in Argentina, the place approximately eighty Tapiete households are settled in "Misión Los Tapietes", Tartagal, province of Salta, northern Argentina. therefore, the linguistic information and the result of this examine mirror the diversity spoken by means of the Tapietes residing in Argentina. the most beneficial properties of Tapiete phonology, the nominal and the verbal morphology, in addition to the syntactic constitution are investigated. on the lexical point, a vocabulary of 2049 entries and four hundred subentries is supplied in response to the knowledge accumulated throughout the elicitation of lexical questionnaires and texts. in particular, this dissertation investigates the expression of ownership in Tapiete, as its default marker of ownership has built from a practical extension of the default marker of ownership, t-, of sophistication II nouns in TG languages. additionally, another formalization of the alienable/inalienable competition happens, expressed throughout the life of alternative units of 3rd individual markers.In addition, this paintings discusses the restructuring of the cross-reference method in Tapiete. in particular, it describes the inability of an overt marker of 3rd individual for verbs that belong to Jensen's Set 1, except for monosyllabic roots, and the encoding of the 1st individual energetic and inactive plural unique during the verbal root marked for 3rd individual, including the affixation of the TG nominalizing morpheme -ha. additionally, the Tapiete model of Jensen's Set four individual markers differs from that of TG languages: whereas in TG languages those varieties are portmanteau morphemes that encode a primary individual singular or plural performing on a moment individual singular (e.g. TG oro-) or a primary individual singular or plural performing on a moment individual plural (e.g TG opo-), in Tapiete, either varieties encode a primary individual singular, without chance in their being interpret Read more...
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Additional info for A Grammar of Tapiete (Tupi-Guarani)
Assistants usually help teachers, offering personalized help to indigenous children: when the teacher has introduced a new topic to or gives instruction for carrying out a new activity, the bilingual assistant helps the children while they are doing it. g. how to represent a nasal vowel with a typewriter) to political ones (the acceptability or not of the orthographic conventions already adopted by other languages of the same linguistic family). This last topic is not less important because the common history of the two native peoples, who are linguistically related can be marked by relations stormy enough to make them unwilling to show any kind of similarity.
Due to the fact that Tapiete does not 24 Educación General Básica (Basic General Education) 28 have its own alphabet yet, bilingual assistants usually employ the teaching materials that are specially designed for children who speak Avá-Guaraní. However, both the children and the Tapiete teacher in charge of the Samaihuate school have demonstrated against these texts because of the differences existing between the two languages. (PROEIB 2000) 25 Last but not least, two problems that were mentioned were the lack of professional assistance and interest on the part of school authorities on the one hand and discrimination on the other.
19 This situation reveals each group difference of status, since Tapietes, as the group of minor status, have to make the bigger comprehension effort. The asymmetry is also evident through the different educational levels. Even if I have not been able to collect any precise datum, the Avá-Guaraní group and their Izoceño subgroup show a better educational level, as it is not rare for adults belonging to this community to finish their primary and high school. On the other hand, in the Tapiete community there are very few adults who have finished their primary school, and nobody has finished high school.
A Grammar of Tapiete (Tupi-Guarani) by González, Hebe Alicia