The influence of Indian languages on the functioning of grammatical forms in Spanish in the Mexican state of Oaxaca

The article deals with the local-specific features of the functioning of grammatical forms in the Spanish language of the Mexican state of Oaxaca. Examples of the influence of Native American languages on the grammatical structure of the Spanish language are analyzed and given. The co-existence of the dominant Spanish and Indian languages had an impact on the Mexican variant of Spanish. During the three hundred years of Spanish colonization, the cultural diversity of the State of Oaxaca was mixed and expanded. Thus, a mixture of Spanish, autochthonous and African groups emerged, which defined the language of the residents of the region in particular. The implementation of language units in the state is characterized by a peculiarity that is expressed at the grammatical level. The purpose of the article is to analyze the influence of Indian languages on the grammatical structure of Spanish in the Mexican state of Oaxaca. The research was based on articles, fiction written by Oaxaca authors. Textbooks on grammar of autochthonous languages of the Oto-Manguean group were studied. Interviews with governors, poets, state linguists and Oaxacan speakers in markets, streets, cafes were analyzed. As a result of the study, the Oaxaca resident’s speech revealed grammatical features influenced by Indian languages that distinguish local speech from that of the capital. As a result of the findings, there are prospects for further research into the influence of indigenous languages on Spanish in the State of Oaxaca.

Intergenerational Trauma and Other Unique Challenges as Barriers to Native American Educational Success

This chapter examines unique challenges in the way of Native American educational success as well as solutions to overcoming. The chapter addresses why intergenerational trauma matters, the impacts of public policy on Native American people such as the Native American Languages Act of 1990, and the importance of Native American people being connected to the land, protecting traditions, language, and their ancestors. The purpose of this literature review is to shed light on Native American educational barriers and to critique existing literature. Areas analyzed include the trend of low rates of educational attainment among Native Americans, the history of abuse towards Indigenous people and other minorities, the impact on individuals, and solutions for the future. There is a need for Native American students to stay connected to cultural tradition, cultural relevancy in education, role models for Native American people, and an importance of Native American students staying connected to family.

Women’s contributions to early American Indian linguistics

This chapter focuses on women who contributed significantly to American Indian linguistics before World War II. It highlights the lives, work, and impact of the influential scholars Mary Haas, Gladys Reichard, and Lucy Freeland, as well as the contributions of Native American women such as Ella Deloria and Flora Zuni in this period of early linguistic work on Native American languages. The personal and professional histories of these women and the challenges they faced in male-dominated academia are discussed. Despite those challenges, they contributed significantly to the discipline through their fieldwork on Native American languages, their commitment to language documentation and to their students, and the knowledge they passed on to subsequent generations. Their perseverance at a turning point in American linguistics advanced the role of women and has had a lasting effect on the climate of American scholarship.

Musings on Native American language reclamation and sociolinguistics

Sociolinguistic approaches to Native American languages are best conducted as part of a project of “language reclamation,” argues Wesley Y. Leonard. He discusses how framings of Indigenous languages as “endangered,” while in some ways well-intentioned, replicate the distance of language communities from scholarly research. An emphasis on reclamation – “efforts by Indigenous communities to claim the right to speak their heritage languages” – highlights the role of the community members in the production of knowledge on and the revival of Native American languages.

Making a genealogy of “American linguistics” with John Eliot’s Indian Grammar Begun (1666)

Summary In the history of linguistics John Pickering (1777–1846) and Stephen Du Ponceau’s (1760–1844) decision to reedit and republish John Eliot’s (ca. 1604–1690) The Indian Grammar Begun is an important but underrecognized event. Eliot’s grammar was first published in 1666, but by the early 1800s had been mostly forgotten. Applying book history and critical discourse approaches, I argue the new 1822 edition assembled by Pickering and Du Ponceau was at the center of a newly emergent knowledge project aimed to establish an ‘American’ mode of comparative linguistics on the world intellectual stage. The grammatical analysis of Native American languages, especially Algonquin, and the critique of current European models and typologies of morphology and syntax, especially von Humboldt’s, were central to Pickering and Du Ponceau’s project. Du Ponceau may be “the father of American philology”, but he was not working alone nor did the concept of ‘Comparative Philology’ derive solely from Du Ponceau. Rather, Du Ponceau was the strategist for a more collaborative, organized approach based on the study of American Indian languages. The new edition of Eliot’s grammar reveals how Du Ponceau and Pickering were establishing an informal research network devoted to North American indigenous languages. The production and arrangement of their book depended on a broad, complex, and ultimately institutionally-supported network of scholars and amateur linguists. Their edition also shows how Du Ponceau and Pickering responded to the underlying ideological debate over “savage” languages with an emergent discourse grounded in Native American languages, ‘facts’, and ‘scientific’ linguistics.

Sapir-Whorf hypothesis

The Sapir-Whorf Hypothesis is a widely used label for the linguistic relativity hypothesis, that is, the proposal that the particular language we speak shapes the way we think about the world. The label derives from the names of American anthropological linguists Edward Sapir and Benjamin Lee Whorf, who persuasively argued for this idea during the 1930s and 1940s – although they never actually characterized their ideas as an ’hypothesis’. In contrast to earlier European scholarship concerned with linguistic relativity, their approach was distinguished by first-hand experience with native American languages and rejection of claims for the superiority of European languages.

The Importance of Accuracy in the Use of Grammatical Terms and Concepts in the Description of the Distinctive Properties of Plains Algonquian Languages

The subject of this paper was inspired by my collaboration on a project involving the long-term histories of grammatical traditions led by Dr. Philomen Probert at the University of Oxford. Owing to my interest in linguistic typology and the study of the syntax-semantics-pragmatics interface in a number of languages, – especially Native American languages, which differ in many respects from Indo-European languages, –, I have observed that some languages cannot be accurately described if we use the grammatical terms and concepts commonly applied to the analysis of extensively studied languages such as English, Spanish or French, as certain grammatical properties of one language may not be equivalent to those of another and, consequently, require a different treatment. Thus, firstly, by adopting a holistic comparative perspective deriving from all areas of grammar, I aim to reveal the distinctive features that Plains Algonquian languages such as Cheyenne / Tsėhésenėstsestȯtse (Montana and Oklahoma, USA), Blackfoot / Siksiká, Kainai, and Pikani, (Montana, USA; Alberta, Canada), Arapaho / Hinóno´eitíít (Wyoming and Oklahoma, USA), and Gros Ventre / White Clay or Atsina / Aaniiih (Montana, USA) display when compared with Indo-European languages such as English, Spanish, French or German. The subsequent examination of these data will provide examples of terms and concepts that are typically used in traditional grammatical descriptions, but that do not serve to characterize the grammar of these Native American languages accurately. Finally, I will attempt to propose alternative terms and concepts that might describe the distinctive grammatical properties exhibited by these languages more adequately.