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25-472: For grammatical details, see Chatino languages , which includes examples from Yaitepec dialect. Eastern Chatino is spoken in 14 dialects in 17 communities that centered on the economic and cultural centers of Santa Catarina Juquila and Santiago Yaitepec . ISO assigns these dialects to four groups with different language codes, but there is no objective evidence that the dialects grouped together are closest to each other. Dialects include: Yaitepec Chatino has

50-700: A few lexical items and in a few completive forms of verbs. There are a variety of practical orthographies for Chatino, most based on Spanish orthography. Typically, ⟨x⟩ = /ʃ/ , ⟨ch⟩ = /tʃ/ , and /k/ is spelled ⟨c⟩ before back vowels and ⟨qu⟩ before front vowels. In Quiahije Chatino, and perhaps more broadly across Highland Chatino, superscript capitals A–L are used as lexical tone letters: ⟨ᴬ ᴮ ꟲ ᴰ ᴱ ꟳ ᴳ ᴴ ᴵ ᴶ ᴷ ᴸ⟩ , with additional letters (superscript M and S) for tone sandhi . Not all of these are distinct in all dialects; rather, they mark pan-dialect tone-cognate sets. In Yaitepec dialect,

75-775: A looser 70% criterion.) These were Tataltepec, Zacatepec, Panixtlahuaca, and the Highlands dialects, with Zenzontepec not tested but based on other studies believed to be completely unintelligible with the rest of the Chatino languages. The Highlands dialects fall into three groups, largely foreshadowing the divisions in Ethnologue . Campbell (2013), in a study based on shared innovations rather than mutual intelligibility, first divides Chatino into two groups: Zenzontepec and Coastal Chatino. He then divides Coastal Chatino into Tataltepec and Eastern Chatino. His Eastern Chatino contains all

100-624: A three-year workshop series for native speakers of Mexican indigenous languages. This series began in the summer of 2015 in Oaxaca City, on the topic of writing pedagogical grammars. This workshop was taught by Professor Luiz Amaral from the Hispanic Linguistics Program at the University of Massachusetts, who specializes in applied linguistics and language pedagogy. The making of pedagogical grammars in any language

125-665: Is a contemporary linguistic anthropologist . She received her doctorate in linguistic anthropology from University of Texas at Austin and currently teaches at CIESAS-CDMX. She is the co-founder of the Chatino Language Documentation Project. Cruz was born in Cieneguilla, San Juan Quiahije , Juquila , Oaxaca , Mexico , an indigenous community in Oaxaca , Mexico, and is a native speaker of Eastern Chatino, one of three Chatino languages . She

150-590: Is a fundamental step toward scholarly research on that language. The workshop series aims to promote dialogue between the fields of linguistics, indigenous studies, and anthropology to produce grammatical and cultural information useful for speaker communities and to support the right of every speaker to understand the linguistic structure of their own language. Through her investigation of the linguistic structure of Chatino, Cruz also been able to study anthropological aspects of Chatino-speaking communities. Her current research emphases are indigenous peoples’ land rights, and

175-425: Is an important aspect of her research, informing her purpose to bridge scholarly and community efforts toward documenting and preserving indigenous languages and linguistic practices. She is committed to the inclusion of indigenous communities in her research. In concrete terms, this has meant training speakers of indigenous languages in native language literacy and pedagogy. The first two sections below outline some of

200-410: Is no immediate risk of disappearance, then medium risk, high risk, and lastly very high risk of disappearance. Currently, Chatino dialects vary from high risk of disappearance ( chatino de Zacatepec ) to medium risk ( chatino occidental bajo ) to no immediate risk ( chatino oriental alto, chatino oriental bajo, chatino occidental alto , and chatino central ). In an effort to help revitalize

225-457: Is shown by altering the first consonant of the root, as in the following examples from Tataltepec Chatino: There is also a morphological causative in Chatino, expressed by the causative prefix /x-/, /xa-/, /y/, or by the palatalization of the first consonant. The choice of prefix appears to be partially determined by the first consonant of the verb, though there are some irregular cases. The prefix /x/ occurs before some roots that start with one of

250-524: Is the daughter of the slain indigenous leader Tomas Cruz Lorenzo The geographic focus of her research is Oaxaca, with a linguistic focus on Chatino. Though her training is predominantly in the areas of grammar, sound, and word structure, with an emphasis on the linguistic features of tonal languages, her work draws together many areas of inquiry. It crosses the disciplinary boundaries of linguistic anthropology, cultural anthropology, indigenous studies, linguistics, education, and geography. Community engagement

275-689: The Natividad Medical Center of Salinas, California had trained medical interpreters bilingual in Chatino as well as in Spanish; in March 2014, Natividad Medical Foundation launched Indigenous Interpreting+, "a community and medical interpreting business specializing in indigenous languages from Mexico and Central and South America," including Chatino, Mixtec , Trique , and Zapotec . Emiliana Cruz Emiliana Cruz (Cieneguilla, San Juan Quiahije , Oaxaca , Mexico , 30 June 1971)

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300-657: The Zapotec people , whose languages form the other branch of the Zapotecan language family. Chatinos call their language chaqꟳ tnyaᴶ . Chatino is recognized as a national language in Mexico. The Chatino languages are a group of three languages: Zenzontepec Chatino, spoken in about 10 communities in the district of Sola de Vega; Tataltepec Chatino, spoken in Tataltepec de Valdés; and a group of dialects collectively called

325-683: The Chatino language, a team of linguists and professors came together to make The Chatino Language Documentation Project. The team included Emiliana Cruz , Hilaria Cruz, Eric Campbell, Justin McIntosh, Jeffrey Rasch, Ryan Sullivant, Stéphanie Villard, and Tony Woodbury. They began the Chatino Documentation Project in the summer of 2003 hoping to document and preserve the Chatino Language and its dialects. Using audio and video recordings they have been able to document

350-512: The Chatino people be able to read and write their language. The glottal stop is variously written as a 'q' (as here), a '7', IPA ' ʔ ', or a saltillo 'ꞌ'. The last can be confused with the tone letter ' ' in a non-serif font. Tone letters in many varieties of Western Highlands Chatino are capital letters A through L. These have dedicated Unicode characters ( ᴬ ᴮ ꟲ ᴰ ᴱ ꟳ ᴳ ᴴ ᴵ ᴶ ᴷ ᴸ ). Chatino languages have some regular alternations between transitive and intransitive verbs. In general this change

375-475: The Eastern Chatino language, spoken in about 15–17 communities. Egland & Bartholomew (1983) conducted mutual intelligibility tests on the basis of which they concluded that four varieties of Chatino could be considered separate languages with respect to mutual intelligibility, with 80% intelligibility being needed for varieties to be considered part of the same language. (The same count resulted from

400-811: The details of this work. The last explains her recent project on language and landscape. Cruz has organized a series of tone workshops. In 2012, the first of three summer workshops was held. Each workshop lasted ten days. The three workshops were taught by nine linguists from Mexican and US institutions, including Emiliana Cruz, Anthony C. Woodbury (University of Texas), Francisco Arellanes (Universidad Nacional Autonoma de Mexico), Eric Campbell (University of California, Santa Barbara), Christian DiCanio (State University of New York at Buffalo), Mario Chávez Peón (Centro de Investigaciones y Estudios Superiores en Antropología Social), Alice C. Harris (University of Massachusetts), John Kingston (University of Massachusetts), and Justin D. McIntosh (University of California, San Diego). At

425-535: The following consonants: /c, qu, ty/ or with the vowels /u,a/, e.g. The prefix /xa/ is put before certain roots that begin with /t/, e.g. Palatalization occurs in some roots that begin with /t/, e.g. (Pride 1970: 95–96) The alternations seen here are similar to the causative alternation seen in the related Zapotec languages . Pride (1965) reports eight aspects in Yaitepec Chatino. Chatino languages usually have VSO as their predominant order, as in

450-594: The following example: N-da CON -give nu the xniq dog ndaha lazy ska one ha tortilla xtlya Spanish qi to nu the qo. coyote N-da nu xniq ndaha ska ha xtlya qi nu qo. CON -give the dog lazy one tortilla Spanish to the coyote 'The lazy dog gave a sweetbread to the coyote.' Chatino-language programming is carried by the CDI 's radio station XEJAM , based in Santiago Jamiltepec , Oaxaca . In 2012,

475-400: The following phonemic consonants (Rasch 2002): An epenthetic schwa sound [ə] is heard in between consonants. Rasch (2002) reports ten distinct tones for Yaitepec Chatino: the four level tones of high /˥/ , mid /˦/ , low-mid /˨/ , and low /˩/ ; the two rising tones /˦˥/ and /˨˦/; and the three falling tones /˥˦/ , /˦˨/ , /˨˩/ , as well as a more limited falling tone /˦˩/ , found in

500-483: The language during everyday life interactions. Up until 2003, Chatino was an oral language, with no written form. After beginning the Chatino Documentation project, the team began to create a written form of the Chatino Language. This transition has created more resources for revitalization projects. They hope the resources they have made will soon be used to create educational materials like books to help

525-661: The language groups. The Chatino student group included speakers from seven Eastern Chatino varieties. The students were young people; most were literacy trainers in a federal program, the Instituto Nacional para la Educación de los Adultos. This was the first-ever workshop on tones for speakers of languages of the Otomanguean stock. Many of the students have continued to formally study the tonal systems of their native languages and some are producing pedagogical materials to teach with in local schools. Cruz organized

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550-451: The other varieties, and he finds no evidence for subgrouping or further division based on shared innovations. This division mirrors the divisions reported by Boas (1913), based on speaker comments, that Chatino comprised three "dialects" with limited mutual intelligibility. Sullivant (2016) finds that Teojomulco is the most divergent variety. The Mexican Secretariat of Education uses a four risk scale to measure endangered languages. The lowest

575-589: The pronunciations are: Chatino languages Chatino is a group of indigenous Mesoamerican languages. These languages are a branch of the Zapotecan family within the Oto-Manguean language family . They are natively spoken by 45,000 Chatino people , whose communities are located in the southern portion of the Mexican state of Oaxaca . The Chatinos have close cultural and linguistic ties with

600-600: The relationship between language and landscape, and connecting both to the documentation and revitalization of endangered languages. Her project analyzes the connection between the linguistic and physical landscape of the municipality of San Juan Quiahije. This project also explores indigenous ways of talking about the land by telling the story of why, how, and to what extent elder speakers of Eastern Chatino transmit specialized vocabulary and related lexicons to their communities, which are encountering homogenizing influences. Further, it investigates language ideologies and practices as

625-597: The workshops speakers of Otomanguean languages were provided with the linguistic tools for analyzing the tonal systems of their languages. Each workshop hosted fifty students from major Otomanguean groups, including Zapotecs , Mazatecs , Mixtecs , Triquis , Chinantecs , Me’phaas , Matlatzincas , and Chatinos . In the mornings, lectures covered the phonetics and phonology of tone, methods of tone discovery and analysis, and illustrative Otomanguean tone systems, while afternoons involved tutorials for students according to their level, followed by breakout gatherings for each of

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