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79-717: The Cannonball River ( Lakota : Íŋyaŋwakağapi Wakpá ) is a tributary of the Missouri River , approximately 135 miles (217 km) long, in southwestern North Dakota in the United States . It rises in the Little Missouri National Grassland , in the badlands north of Amidon in northern Slope County . It flows ESE past New England , Mott , and Burt . It is joined by Cedar Creek approximately 15 miles (24 km) southwest of Shields and flows northeast, past Shields, forming

158-473: A comparative table of the various writing systems conceived over time for the Dakota languages, cf. the specific section of the article Sioux language . Dakota has five oral vowels, /a e i o u/ , and three nasal vowels, /ã ĩ ũ/ . In respect to phonology, Eastern and Western Dakota differ particularly in consonant clusters. The table below gives the possible consonant clusters and shows the differences between

237-465: A concept. Abstract intransitive ; (wa-) Does not specify an object and is further generalized as a concept. Abstract possessive ; (wa- + -ki; & wa- + hd-) Specifies that the action is upon one’s own, and is further generalized as a concept. Abstract transitive ; (wa-) Requires an object, and is further generalized as a concept. Auxiliary ; Follows an unconjugated verb and modifies it. Benefactive ; Dative 2; (-kíči-) An action that

316-605: A dual Dakota/Lakota program, offering an Associate of Science degree in Dakhótiyapi. The Cankdeska Cikana Community College on the Spirit Lake reservation offers a Dakota Language Certification. A Dakota-English Dictionary by Stephen Return Riggs is a historic resource for referencing dialect and historic documents. The accuracy of the work is disputed, as Riggs left provisions in the English copy untranslated in

395-500: A fluent speaker to use. In 2013 Lakota teachers at Red Cloud Indian School on Pine Ridge Indian Reservation discussed their use of orthography for their K–12 students as well as adult learners. The orthography used at Red Cloud "is meant to be more phonetic than other orthographies... That means there are usually more 'H's than other versions. While many orthographies use tipi ... Red Cloud spells it thípi." He continues, "the orthography also makes heavy use of diacritical marks... that

474-454: A following ⟨ƞ⟩ , ⟨ŋ⟩ , or ⟨n⟩ ; historically, these were written with ogoneks underneath, ⟨į ą ų⟩ . No syllables end with consonantal /n/ . A neutral vowel ( schwa ) is automatically inserted between certain consonants, e.g. into the pairs ⟨gl⟩ , ⟨bl⟩ and ⟨gm⟩ . So the clan name written phonemically as ⟨Oglala⟩ has become

553-516: A grammatical sentence that contains only a verb. (interjection) (conjunction) (adverb(s)) (nominal) (nominal) (nominal) (adverb(s)) verb (enclitic(s)) (conjunction) When interjections are used, they begin the sentence or end it. A small number of interjections are used only by one gender, for instance the interjection expressing disbelief is ečéš for women but hóȟ for men; for calling attention women say máŋ while men use wáŋ . Most interjections, however, are used by both genders. It

632-481: A higher tone than all other vowels in the word. This is generally the vowel of the second syllable of the word, but often the first syllable can be stressed, and occasionally other syllables as well. Stress is generally indicated with an acute accent: ⟨á⟩ , etc. Compound words will have stressed vowels in each component; proper spelling will write compounds with a hyphen. Thus máza-ská , literally "metal-white", i.e. "silver; money" has two stressed vowels,

711-468: A noun, signifies the different parts of one's self. For example, the possessive natural article pronoun mi- , which means "my," can be added to nouns such as "eye," in miíšta , or "words," in mióie; for inalienable objects such as one's body or intellectual property, and in some cases for possessive form of relative terms such as "my little brother," misúŋ, or "my daughter," mičhúŋkši. (However most relative terms are in their base form possessive; or use

790-428: A property. (In English, such descriptions are usually made with adjectives .) Verbs are inflected for first-, second- or third person , and for singular, dual or plural grammatical number . There are two paradigms for verb inflection . One set of morphemes indicates the person and number of the subject of active verbs. The other set of morphemes agrees with the object of transitive action verbs or

869-400: Is postpositional , with adpositions occurring after the head nouns: mas'óphiye él , "at the store" (literally 'store at'); thípi=kiŋ ókšaŋ , "around the house" (literally 'house=the around') (Rood and Taylor 1996). Rood and Taylor (1996) suggest the following template for basic word order. Items in parentheses are optional; only the verb is required. It is therefore possible to produce

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948-651: Is a Siouan language spoken by the Dakota people of the Očhéthi Šakówiŋ , commonly known in English as the Sioux. Dakota is closely related to and mutually intelligible with the Lakota language . It is definitely endangered, with only around 290 fluent speakers left out of an ethnic population of almost 250,000. Dakota, similar to many Native American languages, is a mainly polysynthetic language , meaning that different morphemes in

1027-540: Is a Siouan language spoken by the Lakota people of the Sioux tribes. Lakota is mutually intelligible with the two dialects of the Dakota language , especially Western Dakota , and is one of the three major varieties of the Sioux language . Speakers of the Lakota language make up one of the largest Native American language speech communities in the United States , with approximately 2,000 speakers, who live mostly in

1106-524: Is common for a sentence to begin with a conjunction. Both čhaŋké and yuŋkȟáŋ can be translated as and ; k’éyaš is similar to English but . Each of these conjunctions joins clauses. In addition, the conjunction na joins nouns or phrases. Lakota uses postpositions , which are similar to English prepositions, but follow their noun complement. Adverbs or postpositional phrases can describe manner, location, or reason. There are also interrogative adverbs, which are used to form questions. To

1185-446: Is commonly called reduplication. Examples are as such; waštéšte "good things", p’op’ó "it is very foggy", and šigšíčA "bad things, ugly things" In order to show possession in Dakota, a possessive pronoun may be prefixed whichever noun is being possessed. Two forms of possessive nouns occur, the natural class and the artificial or alienable class. Natural class pronouns express possession that cannot be alienated, and when prefixed to

1264-450: Is done in kind to one another. Reflexive ; (-ič’i- & -ihd-) An action done to or for one's self. Stative ; A verb describing a state of being. Transitive ; An action that requires an object or subject. In the Dakota language, affixes are used to change the meaning of words by attaching to the root word. Affixes can be added to both nouns and verbs, and they come in the form of prefixes and suffixes. Prefixes are added to

1343-544: Is for someone else’s benefit or on their behalf. Causative ; (-ye, -ya & -yaŋ) An action that causes something or someone to change state or action. Dative 1; (-ki- & -khi-) An action that indicates an object or recipient. Ditransitive ; An action that requires two objects, whether the actor and another or two items. Intransitive ; An action that doesn’t need an object. Possessive ; (-ki-, & -hd-) An action that targets one's own. Reciprocal ; (-kičhi- +/- -pi) An action between two parties that

1422-568: Is in fact lexically closer to the Lakota language than it is to Santee-Sisseton. The following table gives some examples: Yankton-Yanktonai has the same three ablaut grades as Lakota (a, e, iŋ), while in Santee-Sisseton there are only two (a, e). This significantly impacts word forms, especially in fast speech and it is another reason why Yankton-Yanktonai has better mutual intelligibility with Lakota than with Santee-Sisseton. Some examples: There are other grammatical differences between

1501-478: Is marked with an acute accent : ⟨á, é, í, ó, ú, áŋ, íŋ, úŋ⟩ on stressed vowels (which receive a higher tone than non-stressed ones) The following consonants approximate their IPA values: ⟨b, g, h, k, l, m, n, ŋ, p, s, t, w, z⟩ . ⟨Y⟩ has its English value of /j/ . An apostrophe, ⟨'⟩ , is used for the glottal stop . A caron is used for sounds, other than /ŋ/ , which are not written with Latin letters in

1580-398: Is more appropriate. They are both used in matters of time and space. As mentioned above, nominals are optional in Lakota, but when nouns appear the basic word order is subject–object–verb. Pronouns are not common, but may be used contrastively or emphatically. Lakota has four articles : waŋ is indefinite, similar to English a or an , and kiŋ is definite, similar to English

1659-440: Is not popular among some educators and academics". Delphine Red Shirt, an Oglala Lakota tribal member and a lecturer on languages at Stanford University , disagrees and prefers a Lakota orthography without diacritical marks. "I'm very against any orthography that requires a special keyboard to communicate," she said. First language speaker and veteran language teacher at Red Cloud, the late Philomine Lakota, had similar concerns with

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1738-484: Is often written without diacritics . Besides failing to mark stress, this also results in the confusion of numerous consonants: /s/ and /ʃ/ are both written ⟨s⟩ , /h/ and /χ/ are both written ⟨h⟩ , and the aspirate stops are written like the unaspirates, as ⟨p, t, c, k⟩ . All digraphs (i.e. characters created by two letters, such as kh, kȟ, k') are treated as groups of individual letters in alphabetization. Thus for example

1817-420: Is phonetically [laˈkˣota] ). For some speakers, there is a phonemic distinction between the two, and both occur before /e/ . No such variation occurs for the affricate /tʃʰ/. Some orthographies mark this distinction; others do not. The uvular fricatives /χ/ and /ʁ/ are commonly spelled ⟨ȟ⟩ and ⟨ǧ⟩ . All monomorphemic words have one vowel which carries primary stress and has

1896-811: Is spent teaching and speaking the language. On May 3, 2022, the Tribal Council of the Standing Rock Sioux , in a near-unanimous vote, banished the Lakota Language Consortium (and specifically, LLC linguist Jan Ullrich and co-founder Wilhelm Meya) from ever again setting foot on the reservation. The council's decision was based on the LLC's history with not only the Standing Rock community, but also with at least three other communities that also voiced concerns about Meya and

1975-729: The Shakopee Mdewakanton Sioux Community funded a Dakota language training program called Voices of Our Ancestors, which provided four tribal communities with the resources to immerse 20 students in 40 hours a week of language. The tribal colleges which participated were Cankdeska Cikana Community College in North Dakota, Fort Peck Community College in Montana, the Nebraska Indian Community College Santee campus and

2054-643: The Sisseton Wahpeton Oyate college was established. They maintain a Dakota studies program, with Dakota language specialist trainings. The college has a dictionary and other materials available on their website, created through grants at their Kaksiza Caŋhdeṡka Center. These books and materials are hand crafted with the hard work and dedication of elder speakers of the Lake Traverse reservation community, with regular weekly meetings to create curriculum or work with learners; President Azure at

2133-550: The "SLO" or even "Suggested Lakota Orthography." Tasha Hauff writes, Choosing a writing system, or orthography, is often a serious point of contention in Indigenous communities engaging in revitalization work (Hinton, 2014). While writing a traditionally oral language can itself be considered a colonial act, standardizing a writing system is fraught with political as well as pedagogical complications. Because teachers at Standing Rock were in need of language-teaching materials, and

2212-426: The . In addition, waŋží is an indefinite article used with hypothetical or irrealis objects, and k’uŋ is a definite article used with nouns that have been mentioned previously. There are also nine demonstratives , which can function either as pronouns or as determiners . Verbs are the only word class that are obligatory in a Lakota sentence. Verbs can be active, naming an action, or stative , describing

2291-640: The Czech linguist advocates resembles the Czech orthography – making it easier for Czech people to read. The Europeans predominantly use the internet to give the impression that this "Czech orthography" is a Lakota product and the standard for writing Lakota." "The Rosebud Sioux Tribe was the first of the Lakota tribes to take legal action against the self-authorizing practices the LLC committed by utilizing names of Lakota language experts without their consent to obtain funding for their projects." Rosebud Resolution No. 2008–295 goes further and compares these actions to what

2370-586: The Dakota Language Program collaborated to develop the Dakota Language House Living Learning Community in hopes of it becoming a full-immersion Dakota program. It is an opportunity for students to live with others who are speaking, or learning to speak, Dakota. Dakota language instructor Šišóka Dúta ( Sisithunwan-Wahpethunwan Dakhota ) noted, "To speak the language is to literally breathe life into

2449-523: The Dakota version and sometimes revised the meaning of Dakota words to fit a Eurocentric viewpoint. Dakota Prisoner of War Letters is a great historic resource as it highlights fluently written Dakota language letters from the time of the Camp Kearney prison camp located in Davenport, IA, in 1863–1866. These letters are to relatives back home or to their closest representative they could find. It

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2528-485: The IPA: ⟨č⟩ /tʃ/ , ⟨ǧ⟩ /ʁ/ , ⟨ȟ⟩ /χ/ , ⟨š⟩ /ʃ/ , ⟨ž⟩ /ʒ/ . Aspirates are written with ⟨h⟩ : ⟨čh, kh, ph, th,⟩ and velar frication with ⟨ȟ⟩ : ⟨kȟ, pȟ, tȟ.⟩ Ejectives are written with an apostrophe: ⟨č', ȟ', k', p', s', š', t'⟩ . The spelling used in modern popular texts

2607-572: The LLC materials but do not write in the orthography. These are usually Elders who remain in the habit of writing the way they learned. A few people at Standing Rock, however, have been offended by the notion of a standard way of writing Lakota/Dakota, especially one that seems unlike any of the systems used by Elders. Community members have been particularly wary of the SLO ["Standard Lakota Orthography"], which appears to be developed by outsiders who are not fluent speakers and would require considerable study for

2686-422: The LLC was one of the few organizations developing such resources, Standing Rock adopted the new orthography, but not without resistance from members of the community. ... The new writing system at Standing Rock was often criticized or even rejected within the community. Some fluent speakers at Standing Rock have not accepted the new writing system. There are some who continue to work in language education and who use

2765-469: The LLC's promotion of their New Lakota Dictionary , websites and other Internet projects aimed at revising and standardizing their new spelling of the Lakota language. "Lakota first language speakers and Lakota language teachers criticize the "Czech orthography" for being overloaded with markings and – foremost – for the way it is being brought into Lakota schools"; it has been criticized as " neocolonial domination." Sonja John writes that "The new orthography

2844-510: The LLC, "saying he broke agreements over how to use recordings, language materials and historical records, or used them without permission." The "Standard Lakota Orthography" as the LLC calls it, is in principle phonemic, which means that each character ( grapheme ) represents one distinctive sound ( phoneme ), except for the distinction between glottal and velar aspiration, which is treated phonetically. Lakota vowels are ⟨a, e, i, o, u⟩ nasal vowels are aŋ, iŋ, uŋ. Pitch accent

2923-407: The Lakota Language Consortium and its " Czech orthography " from the reservation and its educational system. This ban was a response to a series of protests by community members and grassroots language preservation workers, at Rosebud and other Lakota communities, against the Lakota Language Consortium (LLC). Despite its name, the LLC is an organization formed by two Europeans. Concerns arose due to

3002-731: The Sisseton Wahpeton College in South Dakota. The Fort Peck Culture Department create the Yanktonai Dakota Vocab Builder in the same year. In 2018, the Lower Sioux Indian Community launched their Dakota immersion Head Start and also maintains online language classes to support the learning of their children and their families. The Dakota Wicohan program on Lower Sioux works with older youth to immerse them in

3081-639: The approach... then the question is whose version will be adopted? This will cause dissent and politics to become a factor in the process." Also in 2002, Sinte Gleska University rejected a partnership with the European-owned Lakota Language Consortium. Sinte Gleska uses the orthography developed by Albert White Hat , which on December 13, 2012, was formally adopted by the Rosebud Sioux Tribe per Tribal Resolution No. 2012–343. This resolution also banned

3160-498: The beginning of a word, infixes inside of the word, and suffixes are added to the end of a word. For example, the verb wóyakA means "to tell a story" in Dakota. By adding the infixed " -ki- ", the word becomes wókiyakA , which means "to tell someone". On the other hand, by adding the suffix " -pi ," the word becomes " wóyakapi ", which can mean "a story, a narrative" or "they are all telling stories". Dakota being an agglutinative language means that affixes are added to

3239-458: The causative suffix -yA .) Meanwhile, artificial possessive pronouns are used to signify property and possessions that can be transferred or traded. For example, the artificial pronoun tha- , which may become thi- , and tho- , is equivalent to the verb tháwa , "his or hers," can be prefixed onto nouns such as "bow," in thinázipe , and "friend," in thakhódaku . Dakota is mainly a subject-object-verb (SOV) language, where nouns, whether they are

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3318-651: The creation of the tribe. Other creation stories say language was invented by Iktomi . A wholly Lakota newspaper named the Anpao Kin ("Daybreak") circulated from 1878 by the Protestant Episcopal Church in Niobrara Mission , Nebraska until its move to Mission, South Dakota in 1908 continuing until its closure in 1937. The print alongside its Dakota counterpart Iapi Oaye ("The Word Carrier") played an important role in documenting

3397-445: The development of a written form of Lakota was Ella Cara Deloria , also called Aŋpétu Wašté Wiŋ (Beautiful Day Woman), a Yankton Dakota ethnologist, linguist, and novelist who worked extensively with the Dakota and Lakota peoples, documenting their languages and cultures. She collaborated with linguists such as Franz Boas and Edward Sapir to create written materials for Lakota, including dictionaries and grammars. Another key figure

3476-608: The dialects. The University of Minnesota was the first American University to establish a Dakota language class in their American Indian studies department. In 1966 a small group petitioned the University's administration to "establish links between the University and Minnesota's eleven federally-recognized tribes to develop recruitment and retention efforts for American Indian students, and to create courses on issues of importance to American Indian communities". In 2022, University of Minnesota's American Indian Studies Department and

3555-599: The dialects: The two dialects also differ in the diminutive suffix ( -daŋ, -da in Santee, and -na in Yankton-Yanktonai and in Sisseton) and in a number of other phonetic issues that are harder to categorize. The following table gives examples of words that differ in their phonology. There are also numerous lexical differences between the two Dakota dialects as well as between the sub-dialects. Yankton-Yanktonai

3634-477: The enlistment and affairs including obituaries of Native Sioux soldiers into the army as America became involved in World War I . Lakota has five oral vowels, /i e a o u/ , and three nasal vowels, /ĩ ã ũ/ (phonetically [ɪ̃ ə̃ ʊ̃] ). Lakota /e/ and /o/ are said to be more open than the corresponding cardinal vowels, perhaps closer to [ɛ] and [ɔ] . Orthographically, the nasal vowels are written with

3713-399: The first a in each component. If it were written without the hyphen, as mazaska , it would imply a single main stress. A common phonological process which occurs in rapid speech is vowel contraction , which generally results from the loss of an intervocalic glide. Vowel contraction results in phonetic long vowels ( phonemically a sequence of two identical vowels), with falling pitch if

3792-415: The first underlying vowel is stressed, and rising pitch if the second underlying vowel is stressed: kê: (falling tone), "he said that", from kéye ; hǎ:pi (rising tone), "clothing", from hayápi . If one of the vowels is nasalized, the resulting long vowel is also nasalized: čhaŋ̌:pi , "sugar", from čhaŋháŋpi . When two vowels of unequal height contract, or when feature contrasts exist between

3871-442: The first, the second, and the third. Person is indicated through the addition (first and second person) or subtraction (third person, the verb is used in its simplest form) of personal pronoun affixes. There are two forms of tense in the language, the aorist (as verbs, adjectives, and other nouns, sometimes called the indefinite) and the future . In order to express the future tense, the suffixes kta or kte are placed after

3950-493: The form of affixes can be combined to form a single word. Nouns in Dakota can be broken down into two classes, primitive and derivative. Primitive nouns are nouns whose origin cannot be deduced from any other word (for example makhá or earth, phéta or fire, and até or father), while derivative nouns are nouns that are formed in various ways from words of other grammatical categories. Primitive nouns stand on their own and are separate from other words. Derivative nouns, on

4029-491: The language and culture. Dakota Wicohan offers curriculum on Dakota values, language and customs through their website. In North Dakota, there are state and tribal colleges teaching Dakota. The University of North Dakota has an Indigenous Language Education program up through a Bachelor of Science degree. Sitting Bull College , which serves the Standing Rock Indian Reservation maintains

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4108-428: The language because you're using the air to speak language, and so, in a metaphorical but in the literal way. So by speaking the language, we're breathing life into it and that's actually a phrase in our language". The University's classes currently include classes on teaching Dakota, alongside Dakota Linguistics, for years one through four. In 2023, the University introduced a Dakota language major program. In 1979,

4187-484: The non-Lakota speaker, the postpositions él and ektá sound like they can be interchangeable, but although they are full synonyms of each other, they are used in different occasions. Semantically (word meaning), they are used as locational and directional tools. In the English language they can be compared to prepositions like "at", "in", and "on" (when used as locatives) on the one hand, and "at", "in", and "on" (when used as directionals), "to", "into", and "onto", on

4266-595: The northern border of Sioux County and the Standing Rock Indian Reservation . It joins the Missouri in Lake Oahe near Cannon Ball . The cannonball concretions found in the vicinity of this river are the source of its name. This article related to a river in North Dakota is a stub . You can help Misplaced Pages by expanding it . Lakota language Lakota ( Lakȟótiyapi [laˈkˣɔtɪjapɪ] ), also referred to as Lakhota , Teton or Teton Sioux ,

4345-507: The northern plains states of North Dakota and South Dakota . Many communities have immersion programs for both children and adults. Like many indigenous languages, the Lakota language did not have a written form traditionally. However, efforts to develop a written form of Lakota began, primarily through the work of Christian missionaries and linguists, in the late 19th and early 20th centuries. The orthography has since evolved to reflect contemporary needs and usage. One significant figure in

4424-418: The nouns, both subject and object, are always placed at the beginning of the clause. Dakota has two major dialects with two sub-dialects each: The two dialects differ phonologically, grammatically, and to a large extent, also lexically. They are mutually intelligible to a high extent, although Western Dakota appears lexically closer to the Lakota language with which it has high mutual intelligibility. For

4503-435: The orthography, and argues against changing the spelling forms she learned from her father. However, she did consider that, a shared curriculum could "create consistency across the region and encourage the long-term viability of the language. However, Philomine is also cognizant that it will take more than a school curriculum to preserve the language." She added, "In order for a language to survive, it can't simply be taught from

4582-443: The other hand, are formed by the addition of affixes to words in other grammatical categories. Verbs in Dakota can appropriate, through agglutination and synthesis, many of the pronominal , prepositional , and adverbial or modal affixes of the language. There are many verbal roots, all of which are only used once certain causative prefixes are added, forming participles . Like in English, Dakota verbs also have three persons ,

4661-424: The other. (Pustet 2013) A pointer for when to use él and when to use ektá can be determined by the concepts of location (motionless) or motion; and space vs. time. These features can produce four different combinations, also called semantic domains, which can be arranged as follows (Pustet 2013): Summed up, when a context describes no motion, él is the appropriate postposition; when in motion, ektá

4740-441: The place name Ogallala . The voiced uvular fricative /ʁ/ becomes a uvular trill ( [ʀ] ) before /i/ and in fast speech it is often realized as a voiced velar fricative [ɣ] . The voiceless aspirated plosives have two allophonic variants each: those with a delay in voicing ([pʰ tʰ kʰ]) , and those with velar friction ([pˣ tˣ kˣ]) , which occur before /a/ , /ã/ , /o/ , /ĩ/ , and /ũ/ (thus, lakhóta , /laˈkʰota/

4819-403: The preceding vowel is nasalized, then the resulting vowel is also nasalized): hi=pi=kte , "they will arrive here", [hiukte]; yatkáŋ=pi=na , "they drank it and...", [jatkə̃õna] . Lakota also exhibits some traces of sound symbolism among fricatives, where the point of articulation changes to reflect intensity: zí , "it's yellow", ží , "it's tawny", ǧí , "it's brown". (Compare with

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4898-422: The prefix a- meaning "upon" AkáȟpA + -kiči + -čhiyA = Akáȟpekičičhiye . Overall, affixes in the Dakota language play an important role in creating new words and adding nuances to the meaning of existing words. They allow speakers to express complex ideas in a concise and efficient manner. Infixoids are morphemes that can occur either as infixes , circumfixes , or transfixes depending on

4977-453: The root word without changing the form of the root word. This can result in long, complex words that can convey a lot of information in a single word. For example, the Dakota word akáȟpekičičhiyA , means "to cover up something for one; to pass by a matter, forgive, or cancel". This word is made up of the root word kaȟpÁ (meaning "to cover, knock down or take something down"), the suffix - kičičhiyA meaning "to or for, (causative)", and

5056-462: The similar examples in Mandan .) Several orthographies as well as ad hoc spelling are used to write the Lakota language, with varying perspectives on whether standardization should be implemented. In 2002, Rosebud Cultural Studies teacher Randy Emery argued that standardization of the language could cause problems "because the language is utilized diversely. If standardization is determined to be

5135-526: The specific context and meaning of the word being used. Locatives Abstract and indefinite object markers A duplifix is a morpheme that is a morphological process in which the root or part of a word (or even the whole word) is repeated exactly or with a slight change. Unlike other types of affixes, duplifixes can emphasize or intensify the meaning of the word rather than change its grammatical function, or can be used to indicate plurality or repetition, or to modify adjectives or verbs for emphasis. This

5214-699: The subject and object need to be marked, two affixes occur on the verb. Below is a table illustrating this. Subject affixes are marked in italics and object affixes are marked in underline . Some affixes encompass both subject and object (such as čhi - ...). The symbol ∅ indicates a lack of marking for a particular subject/object (as in the case of 3rd Person Singular forms). Cells with three forms indicate Class I, Class II, and Class III verb forms in this order. Example: uŋk á ni pȟepi "We are waiting for you" from apȟé "to wait for somebody". Dakota language The Dakota language ( Dakota : Dakhód'iapi or Dakȟótiyapi ), also referred to as Dakhóta ,

5293-507: The subject of stative verbs. Most of the morphemes in each paradigm are prefixes, but plural subjects are marked with a suffix and third-person plural objects with an infix . First person arguments may be singular, dual , or plural; second or third person arguments may be singular or plural. Examples: máni "He walks." mánipi "They walk." Example: waŋwíčhayaŋke "He looked at them" from waŋyáŋkA "to look at something/somebody". Subject and object pronouns in one verb If both

5372-419: The subject or object, always come before the verb. And when two nouns are used in the same clause, where one is the subject and the other is the object, the subject is most usually placed first. Verbs are also usually placed after adjectives that are used to qualify either the subject or the object and adverbs that qualify the verb. When additional words are used within a clause that are not either nouns or verbs,

5451-677: The time said, "Many of our graduates are now out in the community and k-12 schools teaching what they learned and how they learned it, and are continuing to succeed in language revitalization". They also have an online Dakota/English dictionary. The University of Minnesota and the Sisseton-Wahpeton Oyate College are working together to create the Dakota Language Audio Journal, which will be the first publicly available language journal, featuring recordings of conversations and stories. In 2017,

5530-519: The top. A language is a living thing and students need to breathe life into it daily; talking with friends, family and elders in Lakota". In 2018, at the Cheyenne River Indian Reservation , Lakota speaker Manny Iron Hawk and his wife Renee Iron Hawk discussed opening an immersion school and the difficulties around choosing an orthography to write Lakota; Mr. Iron Hawk voiced support for the LLC (SLO) Orthography, saying it

5609-459: The verb eyÁ "to say something" uses the same affix in an infixed position, so if you want to say "she says to you", you would add the same affix ki- as an infix instead, with ni- 2sT resulting in " eníčiye " ( ni- + ki- + eyÁ ). Similarly, the affix -uŋ- which can mean "you and I" (1d), and is shared with -uŋ-...-pi "we all, us all" (1p), can be found in both positions of prefix and infix, depending on

5688-406: The verb in use. The verb iyáyA "to leave or pass by" in 1s ibdábde (I leave), while in 1d uŋkíyaye (you and I leave). The same affix in the verb máni "to walk" is infixed as 1d maúŋni . This phenomenon of affixes functioning as both prefixes and infixes in Dakota language is an example of the complex morphological structure of the language, and it requires careful attention to

5767-407: The verb, much in contrast to expressing the aorist tense, which requires no marking, but is instead derived from the context of what is being said. Source: Abstract benefactive ; (wa- + -kíči-) An action that is for someone else's benefit and is further generalized as a concept. Abstract causative ; (wa- + -yA) An action that causes something to change state or action and is generalized as

5846-425: The vowels and the glide, two new phonetic vowels, [æː] and [ɔː] , result: iyæ̂: , "he left for there", from iyáye ; mitȟa: , "it's mine", from mitȟáwa . The plural enclitic =pi is frequently changed in rapid speech when preceding the enclitics =kte , =kiŋ , =kštó , or =na . If the vowel preceding =pi is high/open, =pi becomes [u]; if the vowel is non-high (mid or closed), =pi becomes [o] (if

5925-429: The word čhíŋ precedes čónala in a dictionary. In 1982, Lakota educator Leroy Curley (1935–2012) devised a 41-letter circular alphabet. The basic word order of Lakota is subject–object–verb , although the order can be changed for expressive purposes (placing the object before the subject to bring the object into focus or placing the subject after the verb to emphasize its status as established information). It

6004-431: The word they are attached to. In the case of Dakota language, some affixes can function as both a prefix and an infix, depending on the specific instance of the word. For example, the Dakota verb " dá " means "to ask for something". If you want to say "I ask for something from you", you add the affixes ki- to indicate dative 1 case (to someone), and čhi- 1s-2s (I to you) resulting in " čhičída ". However,

6083-585: Was Albert White Hat Sr. , who taught at and later became the chair of the Lakota language program at his alma mater, Sinte Gleska University at Mission, South Dakota, one of the first tribal-based universities in the US. His work focused on the Sicangu dialect using an orthography developed by Lakota in 1982 and which today is slowly supplanting older systems provided by linguists and missionaries. The Lakota people 's creation stories say that language originated from

6162-503: Was accessible to second language learners, but know not all agreed with him. Others in the community voiced a preference for the tribe creating their own orthography. While Mr. Iron Hawk supports this approach, Renee Iron Hawk also expressed a sense of urgency, saying "We should just use what we have, and then fix and replace it, but we need to start speaking it now". The Iron Hawks both agreed that too much time has been spent arguing over which orthography to use or not use, and not enough time

6241-415: Was done to children taken from their families by the residential schools . In 2006 some of the Lakota language teachers at Standing Rock chose to collaborate with Sitting Bull College , and the Lakota Language Consortium (LLC), with the aim of expanding their language curriculum. Teachers at Standing Rock use several different orthographies. Language activists at Standing Rock also refer to it as simply

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