SPEECH COMMUNITY-BASED DOCUMENTATION, DESCRIPTION, AND
REVITALIZATION: KARI'NJA IN KONOMERUME
by
RACQUEL-MARlA YAMADA
A DISSERTATION
Presented to the Department of Linguistics
and the Graduate School of the University of Oregon
in partial fulfillment of the requirements
for the degree of
Doctor of Philosophy
September 2010
11
University of Oregon Graduate School
Confirmation of Approval and Acceptance of Dissertation prepared by:
Racquel Yamada
Title:
"Speech Community-Based Documentation, Description, and Revitalization: Kari'nja in
Konomerume"
This dissertation has been accepted and approved in partial fulfillment of the requirements for
the Doctor of Philosophy degree in the Department of Linguistics by:
Spike Gildea, Chairperson, Linguistics
Eric Pederson, Member, Linguistics
Susan Guion, Member, Linguistics
Janne Underriner, Member, Linguistics
Brian Klopotek, Outside Member, Anthropology
and Richard Linton, Vice President for Research and Graduate Studies/Dean of the Graduate
School for the University of Oregon.
September 4, 2010
Original approval signatures are on file with the Graduate School and the University of Oregon
Libraries.
© 2010 Racquel-Maria Yamada
111
in the Department of Linguistics
Racquel-Maria Yamada
An Abstract of the Dissertation of
for the degree of
to be taken
IV
Doctor of Philosophy
September 2010
Title: SPEECH COMMUNITY-BASED DOCUMENTATION, DESCRIPTION, AND
REVITALIZATION: KARI'NJA IN KONOMERUME
Approved:
Spike Gildea
Since 2005, I have been working with members of the Kari'nja community of
Konomerume, Suriname to document, describe, preserve, and revitalize their heritage
language, the Aretyry dialect of Kari'nja (Cariban family). Simultaneously, I have
worked to develop, pilot, and articulate a model of field research that depends on
participation from speech community members. This dissertation combines exposition of
this model of field research with presentation of a large body of the results from the
application of that new model.
Ethnically Kari'nja, Konomerume community members have witnessed a decline
in language use in recent generations. Although I work primarily with members of the
Konomerume community, a village on the banks of the Wajambo River in Suriname, in
recent years, I have expanded my work to include two other communities in the region,
Corneliskondre and Kalebas Kreek. My work with Kari'nja community members
vconcerns four broad, interrelated areas of endangered languages research, each described
in a section of the dissertation. Following Chapter 1, which provides an orientation to the
dissertation as a whole, Chapter 2 reviews strengths and problems with prior models of
fieldwork, then proposes a new model of fieldwork with members of Indigenous
communities. Chapter 3 demonstrates some of the linguistic results of our work together
in Konomerume, offering a more pedagogical overview of some aspects of Kari 'nja
grammar followed by more academic descriptions of nonverbal predication and an
innovative main clause progressive construction. Chapter 4 addresses how documentation
can be combined with applied linguistics to support revitalization through formal
language teaching. Finally, Chapter 5 describes the documentary corpus that is found in
the appendices, explaining procedural steps used in creating the corpus and outlining the
actual documentary products that we have produced.
The Appendices are the concrete representation of the body of collaborative work
that the Kari'nja community and I have done together. They include DVD videos, a
substantial collection of transcribed, translated, and grammatically annotated texts in
multiple genres, a dictionary, a pedagogical grammar sketch, and a curriculum guide for
formal teaching of introductory Kari'nja.
CURRICULUM VITAE
NAME OF AUTHOR: Racquel-Maria Yamada
GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED:
University of Oregon, Eugene, OR
Chapman University, Orange, CA
Queens College, CUNY, Flushing, NY
DEGREES AWARDED:
Doctor of Philosophy, Linguistics, September 2010, University of Oregon
Master ofArts, 2001, Chapman University
Bachelor of Arts, 1994, Queens College
AREAS OF SPECIAL INTEREST:
Endangered languages documentation, description, preservation, and
revitalization
Social science fieldwork models
Cariban language family, esp. Kari'nja
Morphosyntax
Syntax
PROFESSIONAL EXPERIENCE:
Graduate Teaching Fellow, Department of Linguistics, American English
Institute, Northwest Indian Language Institute, University of Oregon,
2004-2010
Rural Community Development Volunteer, U. S. Peace Corps, Donderskamp,
Suriname 1995-1998
VI
Vll
GRANTS, AWARDS AND HONORS:
Aretyry Kari'nja (Carib): Training Speech Community Members in Documentation,
Description, and Materials Development, National Science Foundation (Documenting
Endangered Languages Initiative), 2010-2012
Graduate Summer Research Award, Kari'nja Documentation and Revitalization:
Wajambo Region Workshops, Center on Diversity and Community, University of
Oregon, 2008-2009
Field Trip Grant, Kari'nja Language Documentation and Dictionary Project, The Hans
Rausing Endangered Languages Project, 2007-2009
Kari'nja Language Documentation project, Endangered Language Fund, 2006-2007
Kari'nja Materials Development, Bakony Professional Development Grant, 2006
Graduate Teaching Fellow, Department of Linguistics, American English Institute,
Northwest Indian Language Institute, University of Oregon, 2004-2010
High Honors in Linguistics, Elaine Goran Newman Memorial Award in Linguistics,
Dean's List, cum laude, Women's Swim Team Scholar Athlete, All College Woman
Scholar Athlete, Queens College, 1994
PUBLICATIONS:
Yamada, Racquel-Maria. Under Review. Integrating Documentation and Formal
Teaching of Kari'nja: Documentary materials as pedagogical materials.
Yamada, Racquel-Maria. In press. An updated analysis of ky- and -ng in Kari'nja:
Evidentiality or deixis? International Journal ofAmerican Linguistics.
Yamada, Racquel-Maria. 2008. Integrating Documentation and Formal Teaching of
Kari'nja: Design and Use of Teaching Materials Based on Documentary
Materials. In T. de Graaf, N. Ostler, & R. Salverda, eds., Endangered Languages
and Language Learning: Proceedings ofFELXXII, 24-27 September 2008. Bath:
Foundation for Endangered Languages, 57-61.
Yamada, Racquel-Maria. 2008. Collaborative Linguistic Fieldwork: Practical
~nnll('~tlnn nfthp ptnnnUTPrrrlpnt tnnrle1 TnVln-1Jnn-o nnf>UWloVlfntinVl nVld
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Conservation (1) vol. 2: 257-282. Manoa: University ofHawai'i Press.
Vlll
ACKNOWLEDGEMENTS
As we express our gratitude, we must never forget that the highest appreciation is
not to utter words, but to live by them.
-John Fitzgerald Kennedy
To say that this work would not have been possible without Chief Ferdinand
Mande is to diminish his role in it. This dissertation is the product of our work together,
but his own work on Kari'nja preceded my involvement by many years. I also owe a
special debt of gratitude to Sieglien Oosterwolde Jubithana. Wan bigie brasa, mi matie.
An incredible community of Kari'nja speakers, teachers, and learners enabled this
project: Maria Alkantara, Cecilia Ampa, Dennis Jubithana, Harold Jubithana, Regina
Chu, Joanne Mande, Headmaster Harry Sabajo, Ignatius Mande, Vivian Aroepa, Emma
Herman and her sisters, Yvonne Marlbons, the late Jeanette Njajoekare, and former and
present village leaders Herman Marry, Riccardo Alkantara, Roberto Joghie, Greta Brank,
and Vivian Aroepa. Elder speakers, especially Henriette Alkantara, were indispensable.
Cecilia and Harold Arupa and Mabel and Jan Takora and their families kept me safe,
housed, and well-fed. In addition, Dr. Johannes Legiman, has been indispensible.
Thank you to the community of scholars at UO and elsewhere, including Eric
Pederson, Susan Guion, Scott DeLancey, and Belinda Young-Davy for challenging me to
turn the things that I am passionate about into valid academic research. Thank you to
Brian Klopotek for setting a good example of how to navigate sensitive territory with
dignity. Janne Underriner has consistently stood in my corner even when we had
differences of opinion. And, to my advisor, Spike Gildea, en lugar de palabras, Ie debo
mil abrasos. I haven't always been easy to advise, but he has risen to the challenge(s). I
IX
am grateful to Berend Hoff for his patience and kindness with this upstart Caribanist and
to Odile Renault-Lescure for encouraging me to expand my academic horizons.
I am grateful for the funding that has come from a variety of sources: a Graduate
Teaching Fellowship from DO, and grants from the National Science Foundation (grant
#0965784), The Hans Rausing Endangered Languages Project at the School of Oriental
and African Studies, the Center on Diversity and Community at DO, the Endangered
Languages Fund, and the Bakony Professional Development Grant. Despite the amount
of intellectual and financial support I have received, one might expect this dissertation to
be without flaws. This is hardly the case, and I take full responsibility for any omissions,
mistakes, or mischaracterizations of others' work.
For love, laughter, and endless patience for my rants, I am grateful to Tim Thomes,
Rosa Vallejos, Brian Butler, Judith Fernandes, Mamie Atkins, and especially my
Dissertation Buddies, Gwendolyn Lowes and Joana Jansen. Linda Campbell always
keeps the pieces organized with patience and good humor. Maria Aguirre has helped me
become the person I was always meant to be, and Michael Lebowitz reminds me to show
up. Thank you to my friends-who-are-family: Karma Tshering, the Skinner-Lopatas, and
the Yahner/Kapericks. In addition, LJers, FTW.
Finally, but not insignificantly, I acknowledge the love and support of my family.
My parents taught me by example the importance of formal schooling and the value of an
education. My sister has helped me learn to be more kind. My extended family has
always stood behind me with love. My children inspire me to be a better person, and my
spouse, well, there are no words for the debt of gratitude I owe him. Jeff, I love you.
For Jeanette and for Desrey.
Amujako terapa, tamushi maro.
x
Xl
TABLE OF CONTENTS
Chapter Page
I. INTRODUCTION . . .1
1.1 Organization of the Dissertation.. .. ._ ..... .... 1
1.1.1 Community Partnerships Model of Linguistic Fieldwork . .2
1.1.2 Academic Description.. . ._ 5
1.1.3 Applied Linguistics and Language TeachinK __ 6
1.1.4 Documentation _.. __ .. 6
1.2 Collaboration .. __ . 7
1.3 The Community .__ __ .. ._._ .. __ 8
1.4 Status of Kari'nja__ .. __ _. .. . .._ 13
1.5 Future Directions.. _ . ._ _ _16
1.5.1. Refining and Testing the Community Partnerships Model .! 6
1.5.2 Additional Academic Description .! 8
1.5.3 Ongoing Pedagogical Goals._ 20
1.5.4 Documenting New Domains, Dialects, and Languages _ __ .20
II. THE COMMUNITY PARTNERSHIPS MODEL 22
2.1 Terminology . 26
2.2 Why Are Things the Way They Are? Tradition! _ _.. .33
2.3 Criticism. __ __ . 38
2.4 Methodologies and Linguistics 43
2.5 Community Partnerships Model _ . . ._ 46
XlI
Chapter Page
2.5.1 Hallmarks of the Community Partnerships Model. A8
2.5.1.1 Collaboration _.. . 50
2.5 .1.2 Teamwork ._.. ._. . .... . .._..._52
2.5.1.3 Integration .. .... .. 54
2.5.1.4 Ownership and Control .. .__ .. _. __ . . . 56
2.5.1.5 Accountability ._. .. 58
2.5.1.6 Ongoing TraininK .. . . .__ ._ 59
2.5.1.7 Community-Member Voice ... . ..._.. _. 61
2.5.1.8 Accessibility ofProducts__ ._._ .. . 64
2.5 .1.9 Long-Term Commitment .... 66
2.5.1.1 0 Activism. . 67
2.5.2 Konomerume Case Study . . .__ .._..... 69
2.5.2.1 The Community ... _. . .. _._._ .. _._ ... __ ....._69
2.5.2.2 (Some of) the People. . .... . . 71
2.5.2.3 The Greater Context and Community-Outsider Relations 75
2.5.2.4 Hallmarks of Community Partnerships Model as Realized in
Konomerume. .. _. ..._..._... .78
2.5.2.4.1 Collaboration .78
2.5.2.4.2 Teamwork. .81
2.5.2.4.3 Integration . .83
2.5.2.4.4 Ownership and Contro1.. . .85
Chapter
xiii
Page
2.5.2.4.5 Accountability 87
2.5.2.4.6 Ongoing TraininK 88
2.5.2.4.7 Community-Member Voice 89
2.5.2.4.8 Accessibility of Products 92
2.5 .2.4.9 Long-Term Commitment. 95
2.5.2.4.10 Activism 96
2.5.3 Implementation 98
2.5.3.1 Community Entry. 101
2.5.3.2 Needs and Assets Assessment. 103
2.5.3.3 PrioritizinK 106
2.5.3.4 Project Planning and Design 108
2.5.3.5 Team BuildinK 111
2.5.3.6 Training 113
2.5.3.7 Implementation 113
2.5.3.8 Reflection 115
2.5.4 Overcoming Obstacles 115
2.5.5 But I'm a Linguist, Not a Development Worker! (Conclusions and
Criticism} 119
III. LINGUISTIC RESULTS 124
3.1 Overview ofKari'nja Grammar 124
Chapter
XIV
Page
3.1.1 Introduction 124
3.1.2 Phonology and Orthography .1 26
3.1.3 Word Classes .1 32
3.1.3.1 Verbs 133
3.1.3.1.1 Person Marking .1 33
3.1.3.1.2 Argument Specification: Order & ConstituencY .138
3.1.3.1.3 TAMN .1 41
3.1.3.1.4 Verbalizing Morphology .143
3.1.3.2 Nouns 144
3.1.3.2.1 Collective MarkinR .145
3.1.3.2.2 Nominalizing Morphology .146
3.1.3.3 Pronouns 147
3.1.3.4 Postpositions 150
3.1.3.5 Adverbs 152
3.1.3.6 Numbers and Particles 155
3.1.4 Complex Constructions _ .1 57
3.1.4.1 Simple Main Clause Construction 157
3.1.4.2 Adverbials and the Syntax 158
3.1.4.3 Subordination ....
u
• •••••••• 159
3.2.1
3.2 Nonverbal Predication 162
Introduction "'" 162
Chapter
xv
Page
3.2.2 Functional Categories of Nonverbal Predication )63
3.2.3 Kari'nja Forms 167
3.2.4 Kari'nja Nonverbal Predicate Constructions )68
3.2.4.1 Simple Juxtaposition 168
3.2.4.2 a Copula 175
3.2.4.3 e'i Copula 184
3.2.5 Comparing Non-Copular, a, and e'i Predicates )93
3.2.6 Outstanding Issues 194
3.2.6.1 Use of me in nonverbal predicates 195
3.2.6.2 Use of 'ne in nonverbal predicates 197
3.2.6.3 Tuweitjo 199
3.2.7 Future Work 203
3.3 The Innovative Progressive .204
3.3.1 Introduction .204
3.3.2 The Construction .205
3.3.2.1 Semantics and Discourse Distribution 21 0
3.3.3 The Set II System 212
3.3.4 Source Constructions 213
3.3.5 Theoretical 1\1atters ~ 218
3.3.6 Formal Evidence for Reanalysis 224
3.3.7 Cognates 225
Chapter
xvi
Page
IV. DOCUMENTATION AND FORMAL TEACHING 227
4.1 Terminology 230
4.2 Planning 232
4.3 Formal Teaching 235
4.3.1 Students, Teachers, and Time 236
4.3.2 Goals and Content. .238
4.3.3 Teaching Methodology 239
4.4 Materials Development.. .244
4.4.1 Supporting Teacher-Learners: Pedagogical Grammar & Dictionary .245
4.4.2 Pedagogical Materials: Orthography Development... .247
4.4.2.1 Orthography Issues and Prosodic Phenomena 248
4.4.2.2 Visual Aids 250
4.4.3 Leamer Resources .254
4.5 Assessment and Outcomes .256
4.5.1 Materials 257
4.5.2 Program 260
4.6 Conclusions 262
V. STRUCTURE OF THE DOCUMENTATION 266
5.1 Texts 269
XVll
Chapter Page
5.1.1 Elicitation Videos _ _ _ _ _._._ 273
5.1.2 Interviews _.._. .__ .. _._ 275
5.1.3 Conversations __ _ _ _ 275
5.1.4 Procedural Discourse __ 276
5.1.5 Other Genres 277
5.2 DVD Videos _ , _..278
5.3 Dictionary _ 279
5.4 Grammatical Sketch _ """" _ ' 281
5.5 Curriculum Guide , _ 282
5.6 Future Directions 284
APPENDICES
A. CURRICULUM PLANNING WORKSHOP _ _._ .._.. __ ._._ _ __ 286
B. TEXT OF CHIEF MANDE'S SCL PRESENTATION._ __ .__ _304
C. TEXTS __ """""""""""""""""""""'" . __ '" . .. __ _ 307
C.1 Elicitation Videos _ _ 307
C.1.1 Cassava Film Book on Tape. __ . ._. __ _ 309
C.1.2 Cassava Film Full Annotation 392
C.1.3 Fishing Film 491
C.2 Interviews 546
C.3 Conversations _ _ 602
Chapter
XV111
Page
C.3.l Two Elder Women 603
C.3.2 Three Middle Aged Women. . 621
C.3.3 Male/Female Middle Aged. . 651
C.4 Procedural Discourse. . 689
D. DICTIONARY . 706
E. GRAMMAR SKETCH IN SRANAN TONGO. 922
F. CURRICULUM GUIDE.. 946
G. DVD VIDEOS 984
REFERENCES. . . . 985
POCKET MATERIAL: DVDs inside back cover
XIX
LIST OF FIGURES
Figure Page
3.1. Proper Inclusion Predicate _ J 64
3.2. Attributive Predicate 165
4.1. Polymorphemic Kari'nja dictionary entry 246
4.2. Monomorphemic Kari'nja dictionary entry _ _ _ 246
4.3. Kari'nja numbers poster _ 252
4.4. Amaro 'you' Kari'nja Talking Card _ 254
4.5. Kiere kumitjyry 'cassava washing' Kari'nja Talking Card 254
4.6. Example of "Book on Tape" text for Kari'nja leamers 256
xx
LIST OF TABLES
Table Page
2.1. Project phases, corresponding tools, and traininK 61
3.1. Kari'nja Consonants . . .... .128
3.2. Kari'nja Vowels .. __ ._ _. ._ _.. _. __ .. _. 128
3.3. Palatalized Consonants .__ .. . ._._.. __ . 129
3.4. Verbal person marking prefixes .. .__ .135
3.5. Word class changes __ .. .143
3.6. Nominal possessor morpho10gy .__ .__ . .__ . 145
3.7. Irregular collective markers. .__ ._. _.. 145
3.8. Nomina1izing morphology. _ ._._ _.. . . 147
3.9. Kari'nja Indefinite Pronouns._. __ . ..148
3.10. Kari'nja Definite Animate Pronouns 148
3.11. Kari'nja Definite Inanimate Pronouns. . .. __ ._ 148
3.12. Kari'nja Pronominal Morphology . ._.1 49
3.13. Person and collective marking on postpositions . __ . .151
3.14. Kari'nja numbers ._ .__ .. _ _. 155
3.15. Universal tense declarative and polarity question forms of a copula .1 75
3.16. Collective Universal tense declarative and question forms ofa copu1a .176
3.17. Di~tant Past non-Collective and Collective forms ofa copula ....._.. .!76
3.18. Recent past tense declarative forms of e'i copula ._ _.. .1 85
3.19. TAM marking of e'i copula ._ . __ ._ .1 85
Table
XXI
Page
3.20. Distribution of copular forms among tenses J93
3.21. Distribution of predicate and construction types among semantic functions. J94
3.22. A and O/S person markers . 209
4.1. Different representations of Kari'nja eleven . 251
5.1. Elicitation film narrators 274
XXII
LIST OF MAPS
Map Page
1.1. Map of Suriname . .. . ._ .. ._ .1 0
CHAPTER I
INTRODUCTION
Since 2005, I have been working with members ofthe Kari'nja1 community of
Konomerume, Suriname to document, describe, preserve, and revitalize the Aretyry
dialect. Simultaneously, I have worked to develop, pilot, and articulate a model of field
research that depends on participation from speech community members. Although I
work primarily with members of the community of Konomerume, a village on the banks
of the Wajambo River in Suriname, in recent years, I have expanded my work to include
two other communities in the region, Corneliskondre and Kalebas Kreek. Ethnically
1
Kari'nja, Konomerume community members have witnessed a decline in language use in
recent generations. This dissertation presents many aspects of our work to date.
1.1 Organization of the Dissertation
The dissertation is composed of four parts, each of which addresses one of four
interrelated areas of endangered languages research based on my work with community
members in Konomerume and beyond. These four areas are: social science fieldwork
models, academic description, applied linguistics and language teaching, and language
1 Also known as Carib of Suriname, speakers' autodesignation is Kari'nja Auran for the language and
Kari'nja for its speakers. Speakers support my shorthand usage of Kari'nja for the language here.
2documentation. Social science fieldwork models are addressed in Chapter 2. Chapter 3,
which begins with an orientation to Kari'nja grammar, provides an academic description
of particular aspects of the language. In Chapter 4, I address the issue of documentation
for formal teaching. Finally, Chapter 5, combined with a substantial body of appendices,
provides a documentary corpus of the Aretyry dialect of Kari'nja. Each of the four areas
of inquiry is further described below.
In the remainder of section 1.1, I describe the four components of this
dissertation. Although information in the four sections overlaps somewhat, each chapter
may be read independently. This chapter concludes with a brief introduction to
community collaboration, ethnographic information, the status of the language, and
ongoing work.
1.1.1 Community Partnerships Model of Linguistic Fieldwork
My interest in models of linguistic fieldwork has developed out of a recognition
that a traditional model was untenable in my own particular fieldwork situation. This
recognition led to my piloting and articulating the more community-responsive model
described in Chapter 2 of this dissertation. My overarching concern is with how to
conduct social science research within communities that have a direct interest in our work
in a way that is respectful, responsible, and reciprocal. I strive to work with members of a
community that shares an interest in this work rather than on a language or "subjects"
with no voice in the process. Community empowerment is the lens through which the
other areas of the dissertation are presented.
3An important part of my learning experience has been discovering what
methodology would allow me to maintain the kinds of relationships I want with my
friends and colleagues in the Kari'nja community while also allowing me to collect the
kind of scientifically reliable data that makes for good language documentation and lays a
foundation for insightful linguistic analysis. In order to develop a successful model, I
have ranged well beyond the linguistics literature, reading widely in Anthropology,
Ethnic Studies, and Critical Indigenous and Decolonizing Methodologies. Combined
with my ongoing work with members of the Konomerume community, this broader
investigation has resulted in the Community Partnerships Model described in Chapter 2.
The model articulates a collaborative approach to field research with members of
Indigenous communities whose languages may be endangered. The model is grounded in
literature on Critical Indigenous and Decolonizing Methodologies, and draws on
Sustainable Community Development models for its methods.
Built into the model is planned obsolescence for the outsider researcher.
Although a researcher may continue to develop and undertake new projects with a
particular community, an overarching goal of the model is to provide the tools and
training necessary to empower community members to conduct independent projects of
their own design. The model assumes a long-term commitment to a particular
community on the part of the researcher, with community members assuming new
responsibilities as additional projects are developed. The Community Partnerships
Model relies heavily on speech community members' ownership of and participation in
research that concerns them.
4Grounding in Critical Indigenous Methodologies opens a door to new types of
collaboration that not only value but actively engage with Indigenous ways ofknowing
about and understanding the world. Although the data presented in this dissertation are
more traditional in nature, there is nonetheless a partnership with community members
that opens the door to novel kinds of work. For example, we intend to work together in
the coming year to compile ethnobotanical information from a Kari'nja perspective. This
will allow us to present information and represent knowledge in a way that makes sense
to Kari'nja from Konomerume.
The model is broadly applicable to the practice of social science research with
members of Indigenous communities in academic disciplines other than linguistics. In
particular, the model's recommendations for implementation, and their grounding in
Sustainable Community Development models have wide applicability. For example,
discussions of community entry and the accompanying observation and adjustment
periods are applicable to any research situation that places an outsider academic
researcher in an Indigenous community that is not his or her own. The specific situation
described herein involved community members working with an outsider academic on
language related issues, including documentation, description, preservation and
revitalization ofKari'nja as it is spoken in the Wajambo region of Suriname. However,
the underlying methodology is directly relevant to social science field research in a more
general way.
51.1.2 Academic Description
In my fieldwork, I seek to explain how and why people do what they do with
language by examining it in actual use. My academic interest lies in what that says about
the nature of language in general and what is possible in human language. This approach
affects, for example, how I collect data in that I am more interested in recording a
database of naturalistic language than I am in filling the boxes in a paradigm through
elicitation.
My choice of what to describe, as an academic linguist, is guided both by speech
community input and by structural facts about the language that have typological,
historical, and language teaching implications. I am most interested in understanding the
"slice of time" the synchronic language represents within the greater diachronic context.
Often, in situations of language endangerment, diachronic changes that would take
generations to actualize in a healthy language seem to happen in fast-forward. As such, I
believe that adequate description of threatened languages depends on an understanding of
diachronic change.
Academic descriptions of Kari'nja have focused primarily on phonological,
morphological, and morphosyntactic systems (c.f. Hoff, 1968, 1986, 1995). Syntax and
semantics have been examined primarily within the finite main clause system. Nonverbal
and innovative main clause systems remain under-described.
In Chapter 3 ofthis dissertation, I describe two aspects of the language that are
outside of the typical main clause system in Kari'nja. These include the structure and
semantic functions of nonverbal predication in Kari'nja, and a historically nominalized
6subordinate clause form that appears to have evolved into an independent main clause
construction (henceforth referred to as the Main Clause -ry construction). Chapter 3
begins with an orientation to general structural facts about Kari'nja and continues with
independent sections on nonverbal predication and the Main Clause -ry construction.
1.1.3 Applied Linguistics and Language Teaching
I am interested in three primary questions relating applied linguistics and
language teaching to situations of language endangerment: How does second language
teaching pedagogy apply to situations of endangered languages? What are the specific
challenges in an endangered language situation, and how can they be addressed? How
can documentation directly feed formal teaching and revitalization? I address these
questions in Chapter 4. This chapter describes the process of concurrently creating
formal teaching materials and a documentary corpus of Kari'nja.
1.1.4 Documentation
Since 2005, community members and I have expanded the documentary corpus of
the Aretyry dialect of Kari'nja (Cariban) to include primary data in the form audio and
video recordings, and annotated texts. In addition, we have developed applied
descriptive and pedagogical materials. Combining local teachers' experience and my
background in language teaching and curriculum development, we have developed
yearlong elementary school and adult course curricula, a three-language dictionary, a
learners' grammar, and additional pedagogical materials. The last part of the dissertation
1.2
7
represents the documentation. It includes Chapter 5, an orientation to the documentation
as well as metadata, followed by a substantial body of appendices that include primary
and descriptive data.
Collaboration
My relationship with community members dates to a three-year residence in the
community as a Peace Corps Volunteer beginning in 1995. My spouse and I lived and
worked in the community as volunteers in the Rural Community Development sector. At
the time, then-Chief Ferdinand Mande was working on his own to write down as much of
the language as he could remember, and consulting with elders when his memory failed
him. I could offer rudimentary advice at that time, but did not begin working with him
on the language until much later.
After our return to the U.S., my spouse and I kept in touch with members of the
community. When, in 2003, I decided to pursue an advanced degree in linguistics, I
contacted Chief Mande to offer my support to his ongoing documentation. I described
what I would be able to do, what my own academic goals were, and what each of us
might expect to gain from a partnership. After he enthusiastically agreed, I set about
applying to programs, and he sought consent from elders and other community members
for us to begin our collaboration. In 2005, we began to work on an extensive language
documentation project that was to include audio and video recording. We have
developed and implemented all activities collaboratively, always seeking advice and
participation from other community members.
1.3
8
We have taken a team approach to documentation and preservation with
community member teams taking responsibility for different aspects of each project. We
see all projects as interrelated and long term. As such, there is overlap and
communication among the various teams such that all projects feed into and benefit from
each other. For example, elder speakers are adamant that cultural practices be
documented along with the language. Younger teachers, who take a communicative
approach to language teaching, feel it essential that naturalistic language be taught. Both
groups decide together what to document and what to teach such that all parties' needs are
met.
Although my skills are not completely obsolete in the community-I continue to
develop and nurture projects-there are elements of our shared work for which I am no
longer solely responsible. Community members have taken control of the technical
aspects of documentation. Since training a technology team, I have not had to stand
behind a video camera or operate a voice recorder. In addition, lesson planning for the
elementary and adult school courses is done by teachers in cooperation with native
speaking elders. Community ownership of and responsibility for aspects of our shared
work frees me to focus on developing new projects both within and beyond
Konomerume's borders.
The Community
Konomerume is located in the northwest quadrant of Suriname, on the southern
bank of the Wajambo River, west of Corneliskondre. In Map 1.1, the location of
9Konomerume is indicated with a star [0]. Konomerume is the Indigenous name for the
community known as Donderskamp to outsiders. There is debate as to the origins of the
name. Konomerume, in Kari'nja, and donderen, in Dutch, both mean 'thunder' so the term
may have been calqued in one direction or the other. However, one of the early outsider
missionaries to visit the community was a Dutch priest, Pater Donder. Outsiders'
histories of the region tend to credit him with naming the village.
10
Map 1.1. Map of Suriname
© NoordhoffPublishers Atlas Productions
Used with permission.
Konomerume is located on the banks of the Wajambo River in the Sipaliwini
district of Suriname. As the crow flies, it is approximately 35 kilometers from the
East-West Highway. However, the intervening swampland makes it impossible to access
11
the village by car. There is a well-maintained airstrip in the community that is used
primarily by doctors for their quarterly visits to the community, and occasionally by
politicians during election season. Charter flights are possible, but are prohibitively
expensive. Although the airstrip is maintained year-round, it tends to flood during the
rainy seasons, making air travel to the community an unreliable choice.
Since there is no road, and air travel tends to be expensive and unreliable, the
primary means of getting to Konomerume from the capital city of Paramaribo is by boat.
The typical route is to hire overland transport to Boskamp--a bumpy 2-hour ride-
followed by a 10- to 24-hour boat ride. Types of boat include a purportedly monthly boat
operated by the Scheepvaart Maatschappij Suriname (SMS), an unreliable weekly lumber
mill barge (that requires additional private transportation for the 1-4 hour ride from the
mill to the village), occasional barges carrying sand and gravel from Nieuw Nickerie to
Paramaribo, and privately owned dugout canoes with outboard motors. Community
members travel to Paramaribo to purchase non-staple foods, household supplies, and
general goods. Transportation is a constant source of concern.
The main village of over 350 residents rests on approximately one square
kilometer with footpaths to different neighborhoods within the village, and beyond that to
the fields where staple crops are grown. The front part of the village, on the banks ofthe
river, is mud, the back part of the village is a white sand savannah, and the middle part is
a combination of the two. Originally, Konomerume was two villages-a Kari'nja village
on the riverbanks, and a Lokono community in the savannah. Over time, through
intermarriage, the two communities merged into a single, predominantly Kari'nja, village.
12
A democratically elected village council comprised of one chief and 2-6 council
members governs the village. The council serves as an intermediary between community
members and the national government as well as outsiders. Local protocols dictate that
any outsiders arriving in the village ask an assistant chief to organize a meeting with the
chief in order to introduce themselves and their reason for being in the village formally to
the community at large. The current council, elected in 2009, includes one chief and
three council members. This progressive council includes two female council members.
The community includes an elementary school overseen by the Catholic Church
that serves approximately 110 students in grades K through 6. Several years ago,
then-Chief Mande made an agreement with the leadership of the Roman Catholic
Denominational Education Council (RKBO) to train local community members to be
teachers. Prior to that, the RKBO had been sending teachers from Paramaribo to staff the
school. At that time, teacher retention was an ongoing problem for the frequently
understaffed school. Since training community members as teachers, teacher attrition has
been much less frequent.
Students who want to continue formal schooling beyond the sixth grade must
move to Paramaribo. There have been discussions of the possibility of establishing a
boarding school in the region so that students and their families are not faced with the
social and financial burdens of supporting a child living in Paramaribo, but said school
has not been established to date.
In addition to the elementary school, there is a mission-run clinic also staffed by
community members who were trained in Paramaribo. The clinic provides a wide range
13
of services including prenatal care, pharmacy services, and tooth pulling. Community
organizations include a Women's Group, a Sports Club, and an agriculture cooperative.
1.4 Status of Kari'nja
Kari'nja, a member ofthe Cariban language family, is classified as highly
endangered by the UNESCO Red Book (2003). There are an estimated 10,226 Kari'nja
speakers worldwide (Gordon, 2005). This number may be inflated, however, as census
figures in individual countries conflate speakers and members of an ethnic group (Gildea,
in press). Three dialects have been identified, though comparative work within the
language is limited. Of 10,226 Kari'nja, an estimated 7,251 in Venezuela speak the
Tabajari dialect, 1,300 in French Guiana and Brazil speak Tyrewuju, 475 in Guyana
speak the Aretyry dialect, and an estimated 1,200 Kari'nja speakers in Suriname speak
either Tyrewuju or Aretyry (Gordon, 2005). Ofthese 1,200, the vast majority speaks
Tyrewuju, the prestige dialect. As Aretyry dialect speakers, members of the
Konomerume community frequently feel discriminated against. In fact, the more
common name for their dialect, Murata (a term which they consider pejorative), reflects
the notion that their dialect is somehow "bastardized" and therefore less valuable than the
more prestigious Tyrewuju.2
Scientific publications on Kari'nja exist for all three dialects, but little of it is
accessible to speakers. Mosonyi (1978, 1982) has published descriptive work on Tabajari.
2 By some accounts (c.f. Hoff, 1968:26), the name Murato reflects historical intermarriage between Kari'nja
from western Suriname and members of other tribal groups, possibly Saramaccan or Kwinti, who are
descendants of escaped slaves. Konomerume community members I have spoken with reject this version
of their history, preferring to refer to themselves as "pure" Kari'nja.
14
Renault-Lescure (1981, 1983) has described aspects of Tyrewuju (also known as Galibi,
as spoken in French Guiana). The same authors have also created some applied materials
for these two dialects, written in Spanish and French, respectively. Courtz (2008)
describes aspects of the Tyrewuju dialect. Descriptions of the Aretyry dialect can be
found in Hoff (1968, 1978, 1986, 1995,2002), and Yamada (in press); Gildea (1994,
1998) provides further analysis of Hoff s (1968) primary descriptive materials. Hoff s
(1968) grammar provides an academic description of Aretyry phonology and morphology
and his subsequent publications address aspects of morphosyntax. Hoff (1968) includes a
collection of traditional stories and one conversation. Until quite recently, these 16 texts
represented the only widely available documentation of the Aretyry dialect.
In addition to one Lokono (Arawakan) community, Tapu Ripa, the
Coppename/Wajambo region of Suriname includes three Aretyry Kari'nja villages:
Konomerume, Corneliskondre, and Kalebas Kreek. In these three communities, most
elder native speakers aged 65 and above still use Kari'nja daily as their primary language
of communication among themselves. Middle-aged speakers, who range in age from 40
to 65 years old, are native speakers, though many no longer use the language daily.
Younger adults aged 20 to 40 understand the language, but are not fluent speakers.
Currently, children are not acquiring the language natively, but there is an effort to
revitalize the language through formal lessons and expanded contexts of use.
Most ceremonial contexts, including first blood celebrations, mourning rituals,
and other major life events are partially conducted in Kari'nja. The Catholic Church, in
which lay community members conduct services, has adopted a Kari'nja component. The
15
communities in this region have shifted to Sranan Tongo, the national lingua franca, and
Dutch is learned as a second language at school through sink-or-swim immersion. Few of
the oldest native speakers were schooled in any language, though some are partially
literate in Dutch. A majority of the middle-aged native speakers as well as all young
adults are literate in both Dutch and Sranan Tongo.
Originally two independent communities, one Lokono and one Kari'nja,
Konomerume is the largest of the three Kari'nja communities in the region, and it has the
greatest number of living speakers. Approximately 15 elders still use the language daily,
and another 25 middle-aged speakers use the language regularly to communicate with
elder parents. Since documentation and revitalization began in 2005, the language has
enjoyed increased prestige in the community, and middle aged and young adult speakers
are making a greater effort to use the language more often among themselves. In
addition, weekly lessons in the elementary school have re-introduced children to the
language. Many younger parents, most of whom are passively fluent, have found that it
is their children who inspire them to attempt to speak the language.
With the exception of the Hoff (1968) texts, there was no published material that
was accessible to speakers ofthe Aretyry dialect prior to our work together. Although
some community members are able to read the Hoff (1968) texts, they find the
orthography and English translations mostly inaccessible. There have been no widely
available applied materials for the Aretyry dialect of Kari'nja, and the descriptive work
that exists is intended for an audience of academic linguists, and is thus inaccessible to
speakers. No locally available linguistic work on Kari'nja has been published in a
16
language that is spoken in Suriname. All but the eldest Aretyry Kari'nja speakers are
literate in Dutch and Sranan Tongo, but work from Venezuela is in Spanish, that from
French Guiana is in French, and that from Suriname is in English. There is a need in the
speech community for documentation that is physically and intellectually accessible to
speakers, as well as descriptive and pedagogical materials that will support them in their
revitalization efforts. We will continue our work to address this situation.
1.5 Future Directions
The completion of this dissertation represents an intermediate step in my ongoing
work with members of the Konomerume community. We will continue to work toward
goals in each of the four areas examined here.
1.5.1 Refining and Testing the Community Partnerships Model
My work in Konomerume has followed a logical progression toward community
members' independence as documenters and preservers of their heritage language. We
began with interactive workshops in documentation, linguistic description, and formal
teaching methods. This was followed by workshops they designed and delivered in other
communities in the region as well as our co-presentation of an academic paper to the
annual meeting of the Society for Caribbean Linguistics in French Guiana (Yamada et aI.,
2008). Our commitment to advancing the model as described here is evident in our
ongoing work together. Members ofthe community continue to learn both about their
17
heritage language, and how to most effectively document, describe, preserve, and
revitalize it.
In 2010, nine members of the Konomerume team came to Oregon to participate in
a series of workshops that provided them with more advanced training than I have been
able to deliver in the field. These workshops were offered through two separate institutes
that joined forces for their respective 201 0 iterations. The Institute on Field Linguistics
and Language Documentation (InField) provided linguists, language activists, language
teachers and members of minority language communities with linguistics field training
on a variety of topics that are relevant to language documentation, maintenance, and
revitalization. Since 1997, the Northwest Indian Language Institute (NILI) has provided
training in applied language teaching and in linguistics to Native American language
teachers of the Northwest through its summer institute and on-site trainings.
During the NILI/InField workshops, the Konomerume team worked on a variety
of individual projects both independently and in collaboration with others. This
represents the next logical step in the process of empowering community members to
develop their own projects employing the tools and training they have received to date.
In addition, they expanded on their current knowledge with more advanced training.
They participated in intensive workshops on Kari'nja linguistics, videography,
lexicography, Immersion teachng methods, language activism, and materials
development, among others. In addition, they presented aspects of their ongoing work to
the Models plenary session. Finally, Chief Mande co-presented a workshop on fieldwork
ethics and community partnerships.
18
Our next goal with regard to the Community Partnerships Model is to test its
replicability with members of new communities. Although the model as it is currently
articulated has been piloted and tested in Konomerume, it remains to be seen whether and
to what extent it is more broadly applicable. Future projects will seek to address a variety
of issues of replicability as well as the extent to which an outsider researcher must be
integrated in the speech community, the role of community motivation, the effects of
limited access to formal schooling on capacity for documentation work, and how to
ensure that resources are actually used by the wider community rather than guarded by a
few powerful parties. Members of the Konomerume community and I intend to take the
model to the greater region by working to document and describe Lokono, a language of
a different family.
1.5.2 Additional Academic Description
My own future descriptive goals include examining the role of prosody in the
construction of interrogatives. Although Hoff has examined intonation and stress in
unpublished manuscripts (Gildea, p.c.), published descriptions ofthe language (c.f. Hoff
1968, 2005, Mosonyi 1978) are incomplete in their examination of the role of prosody in
the formation of interrogatives. However, our initial recordings suggest that intonation,
rather than morphology, plays a central role in forming interrogatives. While at Oregon
in 2010, members of the Konomerume team recorded elders in the controlled
environment of the lab. These recordings will shed light on previously under described
19
prosodic features ofthe language, including the possible role of intonational melodies in
distinguishing interrogative versus declarative utterances.
Recordings made in 2010 will also shed light on other prosodic phenomena in the
language. Areas that require additional investigation include the roles and interaction of
vowel length, glottalization, intensity, and pitch excursion and their effects on rhythm,
intonational melodies, and the identification of primary and secondary stress. Hayes
(1995) provides an unusual theoretical treatment of primary stress assignment in related
language Hixkaryana, assigning primary stress to the extrametrical final syllable before
footing creates a separate layer of secondary stresses; Meira (1998) describes and models
the stress system of Tiriy6. As summarized by Gildea,
An interesting facet of these iambic stress systems is that in most of these
languages, the iambs are only useful for predicting secondary stress, which
correlates almost solely with vowel length. In contrast, primary stress appears to
be based on pitch excursion, which has been claimed to fall on the (never
lengthened) final syllable in Hixkaryana, Apalai, Makushi, and (perhaps) Tiriy6
(cf. Hayes 1995 on the typological oddity of this pattern, which leads to difficulty
modeling it in his theory of metrical phonology) (in press).
Hayes' model cannot account for the still more complex stress phenomena of
Kari 'nja, as described in Hoff (1968). The recordings made in the DO phonetics lab in
2010 will allow us to perform the instrumental analysis necessary to confirm and add
acoustic detail to Hofrs (1968) transcriptions. Sources and realization of prosodic
phenomena in the language will be the subject of future academic descriptions. These
issues, and how they relate to practical orthography development, are revisited in sections
3.1.2, 4.4.2.1, and 5.1 of this dissertation.
20
1.5.3 Ongoing Pedagogical Goals
We will continue to expand and refine the pedagogical materials provided herein.
Future versions of the dictionary will be illustrated, and an updated pedagogical grammar
will be based on curricular themes rather than on structural facts. We will develop a
second-year course that builds on content taught in the first year.
1.5.4 Documenting New Domains, Dialects, and Languages
Part of the description discussed in Section 1.5.2 involves recording native speakers
in the controlled environment of a lab. Although this is an unnatural setting, every effort
was made to document naturalistic speech. In addition to recording individual words,
naturalistic frame sentences were employed. Our goal is to capture previously
undocumented aspects of the prosodic system by recording sentences at natural rates of
speech. Speakers were asked to recite short sentences from memory rather than reading
them. This methodological choice serves two purposes. One is to preemptively alleviate
potential embarrassment for non-literate speakers; and the other is to fulfill the goal of
recording naturalistic spoken, rather than read, speech.
In the immediate future, we hope to record speakers of a previously undocumented
variety of Kari'nja as spoken in Guyana as a part of our NILI/InField project. We will
travel to the monolingual community of Baramitra to begin documentation with
community members there. My role as facilitator will support Konomerume team
members as they record speakers in a variety of gemes. In addition, the NILI/InField
project will support the team as they work with members ofthe two other Wajambo
21
region Kari'nja communities to provide the tools and training necessary to establish
independent documentation and preservation projects there. Future goals include
collaborating with members of the Lokono community ofPowakka to begin
documentation and preservation of this highly endangered Arawakan language.
Data on actual numbers of Lokono speakers are outdated, and there is little natural
language documentation of the language. Existing descriptions rely primarily on older
word lists and bible translations. There is a need for an accurate census ofLokono
speakers and community members, documentation of natural language in a variety of
speech genres, and for linguistic descriptions that draw on these data. In addition to
testing and refining the Community Partnerships Model of linguistic field research
articulated herein, we hope future projects will result in a significant contribution to the
documentation and description ofLokono.
22
CHAPTER II
THE COMMUNITY PARTNERSHIPS MODEL
This chapter is motivated by my desire to recognize that I work with people, in
addition to on a language. The people I work with and I share an interest in their
heritage language. Our motivations differ, but we have a mutual goal of better
understanding how the language works. In addition, we share a passionate commitment
to the speech community-them as insider members, me as an outsider academic with
strong ties. We have been engaged in this research together as partners rather than as
researcher/subjects.
When I came to graduate school, I learned about scientific objectivity and the
importance of subject anonymity. I read articles that included poignant mention of
language consultants in the acknowledgements but nowhere else. I met tenured
professors who had not returned to their field sites since they were graduate students. I
met other graduate students who were looking forward to the year of fieldwork/year of
dissertation writing that seemed to be the expected cycle when earning a Ph.D. in
linguistics. The underlying message seemed to be that specific, long-term engagement
with members of subject communities would somehow invalidate academic results and
that scientific objectivity required distance from subjects.
23
I have found that this objectivity is one of the most complicated issues to
negotiate, and one of the least addressed in print. The hardest part of graduate school, for
me, has been in finding a balance between scientific objectivity and interpersonal
engagement with my "subjects." In most cases, linguists engaged in the documentation
and description of endangered languages become a part of the speech community in one
way or another. I work closely with mothers and grandmothers, uncles and sons. I have
benefited both personally and professionally from their patience and kindness. I have
laughed at their jokes and cried at their losses. I feel a deep and personal grief when
another elder passes away.
What many of the more traditional models of fieldwork lack is overt recognition
that relationships with people are inherent in this type of research. No matter what their
objective, their theoretical framework, or their institutional allegiance, all linguistic
fieldworkers collect language data in its natural setting from the people who speak it. As
such, linguistic fieldwork is very much a social enterprise, and linguistics a social
science. Even the most laboratory-oriented theoretical linguist must contend with the fact
that language data come from people. However, unlike laboratory linguists, who may
have limited social interaction with their subjects, linguistic fieldworkers are, by
necessity, thrust into intricate and complex social interactions with people. In fact, in a
linguistic fieldwork situation, those with whom we work cease to be objectified
"subjects," and instead become informants, consultants, teachers, collaborators, partners,
friends. Each of these terms defines a particular type of relationship, and each attempts
to recognize the differential status a participant in field research has.
24
What this has meant for me is that I find it impossible to neglect community
members' interests and just "do the linguistics." Community members want to play an
active role in "my" research, and I have invited their participation. When the Chief of
Konomerume wanted to continue his own documentation in partnership with me, I could
not say no. When elders told us what we should be documenting, we had to listen. When
one of the village teachers suggested we develop an elementary school curriculum, I
could not take seriously an advisor's suggestion that I save "that applied stuff' until after I
had ajob and tenure somewhere. My relationships with people in Konomerume
necessitate a model of field research that promotes active engagement with and by speech
community members.
For me, traditional models have been untenable. I am too involved with the
people with whom I work to be able to simply write academic papers about the language
and then move on. This was something I heard often in my early days in Suriname,
"Soon, you'll go back to America, publish a book about us, make a lot of money, and then
forget all about us-just like every other outsider we have welcomed." Furthermore,
community members are too involved with me to be able to allow me to see them or their
language as mere objects of study.
Language endangerment does not happen in a vacuum, nor does work with
endangered Indigenous languages. There is a whole social, cultural, and political context
that is often backgrounded in the name of scientific objectivity. In the sense that
objective means "undistorted by emotion or personal bias" (Miller, 2010), I am not
objective. I am passionately engaged in the business of language documentation,
25
description, and revitalization with a community of people who reinforce my
commitment. As with many such communities, the reasons behind their situation and
that of the language are deep and complex. Understanding and responding to the context
demands an emotional investment and a time commitment that go beyond those typically
required of an academic researcher.
I advocate a model of linguistic fieldwork that does two things. One is to link
academic descriptions to the greater context. Grammatical descriptions of threatened
languages that neglect to recognize the context of language endangerment are not
unethical, they are simply incomplete. The second goal for an updated model is to
empower community members to take more active roles in research into their languages.
Their engagement can result in shared labor, greater recognition of interpersonal
connections, and richer grammatical description. A more responsive model would
provide overt recognition ofthe different types of relationships between researchers and
speech community members inherent in linguistic fieldwork, mechanisms for community
members to blur the line between "researcher" and "subject" by actively participating in
research that concerns them, and specific engagement with the greater social, political,
and ethical contexts of language endangerment.
Fortunately, I am not alone. Academic researchers who engage in linguistic
fieldwork have been calling for new models, models that recognize "subjects" as people
who have a vested interest in this work. Scholars in other disciplines, too, are demanding
that attention be paid to how we interact. Grinevald (1998) and Deloria (1988), Smith
(1999) and Rice (2004), among others, have asked the questions and provided the
2.1
26
challenges that underpin this work. Emerging models of linguistic fieldwork and
examples of community engagement can be found in Stebbins (2003), Wilkins (1992),
Czaykowska-Higgins (2009), Florey (2004) and Dwyer (2006). I am humbled by these
researchers' precedent and grateful to be following in their considerable footsteps.
This chapter contributes to a small but growing literature that says that a natural
science based model of research with speakers of endangered Indigenous languages may
no longer be tenable. We have long known that engaging with people the way we do
demands a greater commitment to understanding both the greater context of language
endangerment and community needs. However, we are only just beginning to articulate
more responsive and responsible models of field research. This chapter represents one
such attempt.
Terminology
Much of the terminology used in this chapter is necessarily broad. In this section,
I describe the sense in which I use relevant terms, and cite other researchers' definitions
where appropriate.
Social sciences include those academic disciplines concerned with human
behavior and society. They frequently include more qualitative methods of data
interpretation and analysis. Social science disciplines include, but are not limited to,
branches of anthropology, psychology, economics, political science, sociology, and
linguistics. I often contrast social sciences with natural sciences, which focus on the
physical world and include such disciplines as the geosciences, biology, astronomy,
27
chemistry, and physics. They tend to rely on experimental, quantitative methods. There
is frequent overlap in terms of method, and many branches of social science rely on
experimental methods. In linguistics, experimental studies are common: for example,
psycholinguistic studies that include advanced brain-imaging techniques. However, most
linguistics work among Indigenous peoples calls for more qualitative approaches.
Linguistic fieldwork consists of any work a linguist might do in situ as opposed to
in the controlled environment of a lab. Grinevald (1979) defines this as "the
investigation of a language directly from its native speakers." The linguistic fieldworker
must travel to the place where the language is spoken in context. There is an unfortunate
association for many between "the field" and some "exotic" and faraway locale. This
association is unfortunate because of the "othering" of speech community members it
engenders (Sardar, et aI., 1993, and Abu-Lughod, 1991). Nonetheless, the most "typical"
linguistic fieldwork situation involves an outsider linguist working with a community of
speakers to document and describe a lesser-documented and often threatened Indigenous
or minority language. Of course, what's typical is not easily defined, and is changing as
more native speakers of lesser-documented languages become trained linguists capable of
doing their own documentation and description (c.f. Caesar-Fox, 2003; Bommelyn,
1984).
Indigenous refers to original or native inhabitants of a particular area, as
determined by local community histories. I use the term to refer to both peoples and their
languages. I contrast this term with outsider, which I use primarily in reference to
academic researchers who are not Indigenous members of the communities in which they
28
work. When discussing historical relationships, I occasionally use White to refer to the
outsider majority or colonizer culture, and non-White to refer to the minority Indigenous
culture. The more traditional case was that of a White, male, Euro-origin researcher
working within a non-White community. One sub-goal of this chapter is to challenge the
nature of and assumptions inherent in this traditional scenario, and its failure to recognize
contributions made by outsider researchers regardless of their gender or ethnicity. As a
non-White female working with members of a community that is not my own, I am a
non-traditional outsider researcher. Furthermore, an important element of the model
described herein includes providing insider community members with the tools and
training to conduct research projects of their own design. As more Indigenous
researchers conduct their own projects, the nature of the "typical" situation is further
challenged.
I employ speech community in reference to the group of target language
community members. In situations where the language is endangered, members of the
speech community may be at all levels of fluency-from native-speaking elders who use
the language as their daily means of communication to children who have no fluency in
the target language but who are nonetheless ethnically and culturally members of the
speech community. Speech community members may live in the community, or they
may be former residents who have moved to another community (usually a larger city)
for economic or other reasons. Target language refers to the language of focus, often
endangered, minoritized, or under-studied. The academic fieldworker and speech
community members may communicate in some other lingua franca.
._----_._- --------- ----_.._.__.- --
29
Methods are the "how" of data collection. In linguistic fieldwork, methods
include the step-by-step manner or technique by which one elicits, records, and analyses
language data. In a linguistic fieldwork situation, this includes such questions as, does
one record texts, interview subjects, use questionnaires, or do direct elicitation? Will one
use video recording, audio recording, or paper and pencil? Methods include the
hands-on, technical aspects of data collection, management, and analysis.
Methodology is often employed in reference to method, yet the two terms are
different. Methodologies are the "why" of methods. Methodology refers to the overall
structure or framework that governs one's choice of method. In linguistic fieldwork with
speakers of endangered Indigenous languages, researchers' scientific methodology
governs how they interact with participants. Methodologies may be either quantitative or
qualitative and have an influence on how one interacts with speech community members.
Researchers driven by quantitative methodologies that depend on statistical validity and
generalizability may see those from whom they collect data as mere "subjects" who
produce quantifiable tokens on demand. Quantitative methods include structured,
quantifiable data collection techniques, and the resulting language data are controlled and
theory-driven. By contrast, qualitative methodologies emphasize description of
phenomena as they actually exist. Qualitative methods include more open-ended, global
data collection techniques and the resulting data and analyses are naturalistic and
languages-driven. Although linguistic descriptions may rely on quantitative data-that
is, descriptions of observable patterns-language documentation relies on qualitative
data-naturalistic recordings of language in use.
30
How researchers interact with participants is strongly influenced by their
methodological approach to social science research. In addition, how researchers collect
or record data is strongly influenced by their theoretical approach to language. If one is
interested in the formal aspects of language as "a system of rule-governed structures"
(Brown, 2001 :34), one might choose direct elicitation of paradigms. However, a
researcher interested in functional aspects of language as a communicative system may
prefer to record speakers in more authentic settings. Questions asked when determining
which methods to employ might include: why would one choose to record texts rather
than do direct translation and what are the advantages of video recording over audio?
Ethics refers to standards of conduct. How one behaves in the field, and the role
one's "subjects" play in research are governed by the personal and professional ethical
posture one chooses to assume. This includes researcher responsibility to those whose
languages they study as well as the nature and limits of that responsibility (Cameron et
aI., 1997).
Subjects refers to those from whom a researcher collects data. The term is
borrowed from biomedical research that assumes the objectivity inherent to a positivist
framework. This objectivity has the unfortunate side effect of objectifying those from
whom a researcher collects data. While accepted in a laboratory setting, objectification
of individuals in a typical fieldwork situation is insensitive, patronizing, and
inappropriate. Fortunately, linguistic fieldworkers have largely abandoned the term.
Each of the terms with which it has been replaced carries its own set of issues? Each
3 See Pimple (1995) for more on this topic.
31
unique fieldwork situation requires that the outsider researcher and insider community
members negotiate mutually acceptable terms of address. In addition, speech community
members and fieldworkers must be prepared to choose new terms as their relationships
evolve and responsibilities shift.
Epistemology refers to ways of knowing and theorizing knowledge. Academia, as
a largely positivist-based system, tends to be limited in terms of acceptible ways of
constructing knowledge. The present work is guided in part by a desire to expand the
structure of the academe to include different knowledge systems and ways of
categorizing and understanding the world. An underlying goal is to invite insiders'
representations of themselves (c.f. Parker & John, 2010). The validity and reliability of
data collected and tested empirically are not compromised when one is open to different
ways of knowing. In fact, our understanding of the world can only be improved when we
expand our definition of knowledge to include epistemologies that depart from the
empiricist, positivist-oriented system (c.f. Smith, 1999). This is not to suggest that
empirical study be abandoned. It is simply to say that, as a social science, linguistics
would benefit from the inclusion of data points that originate from non-positivist
knowledge bases. 4
Cove (1995) suggests that both researcher and communities of "the researched"
stand to gain from expanding definitions of science that include differing epistemologies.
For example, Maori rejection of Euro-intellectual imperialism has led in part to greater
4 C.f. Gegeo & Watson-Gegeo (2001), for a description of The Kwara'ae Genealogy Project. Note
especially the discussion of ways in which Kwara'ae construct knowledge. Interestingly, "sensory
information is privileged among the sources of information from which the Kwara'ae construct knowledge"
(Gegeo & Watson-Gegeo, 2001 :62).
------- -- ------------
32
self-determination, a reversal of language endangerment, and a stronger sense of self for
a formerly oppressed minority. Furthermore, Maori-centered research challenges
academics to expand notions of knowledge and what it means to know (c.f. Smith,
1999: 172). Battiste (2004), too, argues for the recognition ofIndigenous epistemologies
by academia. She echoes the arguments of Nettle and Romaine (2000) that Indigenous
knowledge has value to "Western" science. She quotes scholars who "acknowledge
(that) Indigenous peoples throughout the world have practiced earth science and have
discovered by their own methods important knowledge that enable [sic] them to live
sustainably" (2004:3).
Differing epistemologies have many applications to the practice of linguistic
analysis and description. Indigenous epistemologies apply to Indigenous categories and
can enhance ways of understanding language systems. For example, Caesar-Fox (2003)
found that members ofthe Waramadong community had well articulated speech genres
that had been absent in other analyses of Akawaio. Franchetto (2010:131, n. 10)
identifies a formal unit of Kuikuro clause-level syntax that has no parallel in current
linguistic theories. Inviting differing ways of knowing about and understanding the
world does not challenge current academic practice, but rather enhances it.
Colonialism refers to the practice of overtaking, subjugating, and governing
people in one region by a ruling class in another (c.f. Kohn, 2006). Decolonization, in a
strictly political sense, refers to the achievement of independence by a former colony.
However, I use the term here in a much broader social sense to include actions that
"undo" damage done by colonization. Sites of decolonization include areas where the
33
colonizing culture has dominated, minoritized, and portrayed as inferior Indigenous
peoples. Decolonization includes practices that recognize differing ways of
understanding the world as equally valid, and that empower formerly colonized peoples
toward autonomy and self-determination. Steps toward decolonization include:
identifying colonialist practices and their modem remnants (including assumptions that
underlie current practices), eliminating practices that contribute to continued exploitation
and disempowerment, providing opportunities for members of colonized communities to
speak for themselves, and promoting Indigenous-led research.
A model offield research unifies several of the terms defined so far. A model
includes methodological underpinnings, actual methods employed, and an examination of
how methods support the methodology. The Community Partnerships Model (CPM)
articulated in this chapter includes methods of decolonizing the practice of linguistic
fieldwork with members of Indigenous communities.
2.2 Why Are Things the Way They Are? Tradition!
Ifyou are neutral in situations ofinjustice you have chosen the side ofthe oppressor.
Ifan elephant has its foot on the tail ofa mouse, and you say that you are neutral,
the mouse will not appreciate your neutrality.
-Bishop Desmond Tutu, quoted in Fine et aI., 2004: 4
To answer the question of why people with whom we work have, by and large,
been absent in the products of that work, we need to understand something about the
history of social science research among Indigenous peoples. Two interacting aspects of
the legacy of social science research with members of Indigenous communities have
34
affected our interactions with and representations of the people with whom we work.
First, social science research has been deeply entwined with colonialism. Second, social
science research borrowed a positivist approach from the natural sciences. I discuss the
legacy of each of these in turn.
Scientific research among Indigenous peoples has been "implicated in the worst
excesses of colonialism" (Smith, 1999: 1). Scientific observation-both natural and
social--of Indigenous peoples has been used to justify conquering, "civilizing," and
eradicating the Indigenous peoples of the world. In the natural sciences, skulls were
filled with millet to measure cranial capacity in an effort to prove that non-Whites were
intellectually inferior (Gould, 1996), thereby justifying their exploitation. Social science
became a purportedly objective "way of representing the dark-skinned other to the White
world....Anthropological and sociological observers went to a foreign setting to study the
culture, customs, and habits of another human group. Often, this was a group that stood
in the way of White settlers. Ethnographic reports of these groups were incorporated into
colonizing strategies, ways of controlling the foreign, deviant, or troublesome other"
(Denzin and Lincoln, 2008:4). Colonialist practices purporting to "tame the Savage"
have had a profoundly negative impact on Indigenous languages. Social scientists have
been complicit with practices seeking to exterminate and/or assimilate all peoples seen as
standing in the way of "progress."
I have heard the defense, "but] am not a colonizer-I am just interested in
advancing human knowledge and the greater good." However, part of the legacy of
colonialism is a privileging of one perspective at the expense of another. Indigenous
35
peoples have become the objects of White inquiry with little power in the process. The
outsider academic formulates "valid" research questions and then investigates them in
Indigenous contexts (Swadener and Mutua, 2008:38). Working from this model, the
outsider researcher inherently assumes a position of entitlement and power. The "greater
good" usually applies primarily to that of the community of outsider researchers with
little or no attention paid to Indigenous people's needs. According to Smith, "obvious as
this may be, it must be remembered that, historically, Indigenous peoples have not seen
the positive benefits of research" (1999: 191).
Questions and issues formulated and addressed by the academic mayor may not
be relevant to communities of "the researched." That is not to say that members of
Indigenous communities have no interest in academic research. However, outsider
researchers rarely seek input or advice from speech community members in formulating
questions of import. The researcher's perspective is privileged and the assumptions that
underlie the approach are rarely questioned. For instance, outsiders assume that they
have a right to study other peoples, but communities of "the researched" have no such
reciprocal right. Furthermore, they are denied even the right to participate in research in
any meaningful way other than in the role of "data provider."
In addition to the imprint left by colonialist history, social science research among
Indigenous peoples is affected by its basis in a positivist approach to science. "Positivism
entails a commitment to the study of frequency, distribution, and patterning of observable
phenomena and the description, in law-like general terms, of the relationships between
those phenomena" (Cameron et al., 1992:6). Observable facts are used to formulate
36
predictions, and falsifiability and truth conditions are key elements in the approach. The
researcher's role is to act as an objective observer who records values-free facts. In
language work, the object of study, the language, is provided by speakers who, by and
large, have been treated in a manner consistent with the role of "subjects" in other types
of research. There is no room, here, for context or subjectivity. Researchers are expected
to be distant, objective, and employ professional detachment.
Linguists working to describe a language for an academic audience spend much
of their time recording data and observing and reporting patterns. A positivist approach
demands a type of objectivity and academic distance on the part ofthe researcher that is
appropriate in natural and health science research.s This sense of scientific detachment
has traditionally been expected of researchers in more socially oriented research,
including that conducted among members ofIndigenous communities, as well. It has
been widely accepted that we have a responsibility, as researchers, to remain unengaged,
and we declare our detachment with a sense of pride. "It would have been presumptuous
of us to weigh the loss of a language against the burdens facing Uganda. We tried to
behave like responsible linguists with professional detachment" (Ladefoged, 1992:810, as
quoted in Czaykowska-Higgins, 2009:34).
Positivism's "prescriptions for objectivity" (Roscoe, 1995:48) can lead to an
objectification of "subjects" (in this case, the language speakers). The language, as an
object of study, becomes devoid of any real connection to its speakers, who become mere
data generators. In this role, speakers, treated as subjects, are expected to remain
5 There are areas of linguistic research where detachment may be appropriate, but these are usually more
akin to natural science studies (e.g., neurolinguistic study of language processing among English speakers).
37
anonymous. When the object of study is a language that is (or has been) spoken by
living, breathing people who have been colonized, minoritized, and otherwise mistreated
in the name of "progress," a lack of engagement can be problematic. Our "subjects" do
more than "provide data" that is the object of our study. We ask them to engage with us
in deeply personal ways so that we can record something that is a part of their heritage
and identity. In my experience, very few prefer to remain anonymous.
The legacy of colonialism and a natural science model as it has been applied to
the social sciences is evident in the terms used to describe participants in research, the
ways in which participants are represented in results, and the practices expected of both
researchers and members of the communities researched. Emerging models of social
science field research, particularly research as it relates to members of Indigenous
communities, are looking critically at these issues in an attempt to develop more
responsive and responsible models offieldwork. However, traditional models are not
easily usurped, and the greater academic community has been slow to adopt novel
practices. Emerging approaches are largely initiated and carried out by individual
researchers on a smaller scale. Members of Indigenous communities and outsider
researchers with whom they work are demanding that we look critically at institutional
practices grounded in colonialism in an attempt to both root out exploitative practices and
develop more responsible approaches.
2.3
38
Criticism
What was funny at one point ain't funny no more. One ofmy mama's
favorite jokes was, "How do you name all them Chinamen? Drop the silverware.
Ting-tong. Ching-chong." That ain't funny no more.
-Jesse Jackson (quoted in Fussman, 2008)
Civil rights movements in the United States and elsewhere demand that we look
critically at the relationships between members of the majority culture and members of
ethnic and racial minorities. In this climate of examination and re-evaluation of
long-held assumptions, social scientists are examining the historical roots of our practice
and our relationship to members of communities in which we work. As social scientists
begin to realize that our history of imperialism and hegemony has had a profoundly
negative effect on members of Indigenous communities and their languages, we are
recognizing that "That ain't funny no more." That is, practices that objectify and devalue
the people with whom we work are no longer tenable. In this section, I highlight some
criticism of the ways in which social science research has been conducted among
Indigenous peoples and examine critical Indigenous responses. Just as the civil rights
movement asked us to examine the roots of long-held prejudices, so the authors of critical
Indigenous and decolonizing methodologies ask that we evaluate the assumptions
inherent in traditional models of field research with Indigenous peoples. Whose
epistemology is privileged? Who has the right to conduct research projects? What
assumptions are inherent in the practice of research by White outsiders "on" Indigenous
peoples?
39
The history of relationships between outsider academic researchers and members
of Indigenous communities is rife with stories of colonialism on the part of researchers
and justified mistrust on the part of community members. Indigenous scholars and allies
have criticized an academic enterprise that sees members ofIndigenous communities as
mere "subjects" available for research that advances the researcher's scholarly agenda
with insufficient attention paid to the needs or goals of the Indigenous or minoritized
community. Furthermore, savvy communities are working to prevent research with their
members that does not include some sort of collaboration or attention paid to Indigenous
interests.
In a seminal essay, Deloria (1969) opened the door to published criticism of the
way in which social science research is conducted among Indigenous peoples. This early
critique paints a picture of anthropologists (that could easily be applied to linguists) as
willing participants in colonialist and exploitative practices. He describes a researcher so
consumed by the pursuit of "pure" knowledge and professional advancement that he fails
to see his research subjects as fully realized human beings with needs and knowledge of
their own. Deloria criticizes the social scientist's practice of pursuing one form of
knowledge "for knowledge's sake." Furthermore, he calls for a rejection of research
agendas that fail to address the needs ofIndigenous peoples. "We should not be objects
of observation for those who do nothing to help us" (Deloria, 1969:94).
Limon (1991) argues that the modern researcher cannot escape the influence of
precursors. He outlines how social science has, either consciously or unconsciously,
supported social domination of marginalized minorities and suggests, "the precursor's
40
influence has been deeply internalized" by modern science. He implores modern
scientists to think about their precursors' influence with an eye toward distancing
themselves from a racist past.
Warren (1998:82) quotes Luis Enrique San Colop's ethical failures of outsider
researchers, which include:
• neglecting to consult with community members prior to initiating projects,
• rarely presenting research products to the community,
• failing to make products intellectually accessible,
• hiding religious agendas,
• foregrounding the researcher's agenda, and
• taking community input for granted (as cited in Stephen, 2002:12).
Other authors argue that, despite some attempts to acknowledge and change the
way in which research is conducted among Indigenous peoples, it is nonetheless the
outsider's perspective that is privileged. The structural relationship is still colonialist
(Biolsi and Zimmerman, 1997:18), with the outsider researcher holding all the power,
and Indigenous peoples still fulfilling the role of "research subjects." Furthermore, the
outsider has become the "expert" on all things Indigenous. Wax (1997:55) asks, "How
did it happen that anthropologists came to think of themselves as having the mandate not
only to study but to speak for Indian peoples?" Outsiders confuse observations and
interpretations with true understanding and unwittingly represent themselves as "experts"
41
on a particular culture. Linguists understand structural facts about the language from an
academic's perspective, but rarely have the time to truly understand what the language
means to its people.6 "But knowing what others have observed about another culture
does not mean that the scholar emotionally understands that culture, and this point many
anthros miss completely" (Deloria, 1997:218).
Critical Indigenous and decolonizing methodologies have emerged in response to
the status quo in social science research, and a need for more community-oriented
approaches. Smith (1999) challenges the ways in which research has been conducted in
Indigenous communities, and reminds us that we are products of our history.
Colonialism has had a profound impact on the practice of social science research, and by
privileging one way of knowing over all others, we often unwittingly perpetuate
imperialist ideals. She describes a methodology from the perspective of "the researched,"
and calls for models that put Indigenous peoples' needs and goals at the forefront.
Core values underlying critical Indigenous methodologies include
self-determination and autonomy for Indigenous peoples, and centering Indigeneity by
privileging the Indigenous voice in research projects. The articles in Denzin et al. (2008)
outline approaches to research that privilege an Indigenous perspective. These
methodological approaches to field research with Indigenous communities call upon
researchers to reframe their methods such that community members are empowered to
participate in research that affects them. Some characteristics of decolonizing research
6 By no means do I intend to suggest that gaining an insider's perspective should be a goal for outsider
linguists. Instead, we might consider ways in which an insider's perspective could be included in our
descriptions. I will suggest later in this chapter that this is possible if we work in partnership with insider
community members. C.f. section 2.5.1.7.
42
involving Indigenous community members and outsider academics in social science
research include the following (adapted from Denzin et aI., 2008 and Smith, 1999):
• collaboration on all aspects of a project
• sustained time in the community for the outsider researcher
• intellectual and physical access to results/publications for community members
• local ownership and control of projects
• community input into what is studied and how members are represented in results
• researcher accountability to community
• social activism
• privileging Indigenous epistemologies
• training for community members
Critical Indigenous methodologies are necessarily broad and refer to all research,
regardless of discipline, done with and by members of Indigenous communities about
these communities. Emerging decolonizing methodological theories criticize traditional
approaches, and some provide case studies describing more community-responsive
research (c.f. Smith, 1999: 142-162). However, there has been little practical discussion
of methods in most disciplines. Authors of critical Indigenous methodologies
occasionally mention language and culture as sites for decolonization, but none go so far
as to discuss actual methods of practicing field research in a decolonizing way. Few
descriptions of linguistics fieldwork mention critical Indigenous theory directly.
43
However, there is a small but growing body of literature that advocates for more
community-inclusive approaches. These are the topic of the next section.
2.4 Methodologies and Linguistics
Cameron et al. (1992, 1997) describe three approaches to linguistics research that
are based on how outsider researchers and those with whom they work interact. Ethical
research is research on subjects. Ethical researchers are concerned with treating their
informants fairly, and happily pay them for their time. The relationship is not
collaborative, and the investigator stands to gain the most from the relationship. It is not
uncommon for subjects in an ethical research situation to feel the researcher has exploited
them. I once challenged an ethical researcher with a comment I'd heard many times in
the field. "You're going to take these data and publish a book and make a lot of money
and we'll still be here living the same way." The researcher in question argued that
royalties he had earned from the book he had published were, in fact, a pittance and that
his subjects had been fairly compensated for their time. He was able to ignore the fact
that publication of his book and the resulting tenured position had earned him a
comfortable upper middle class existence while the speech community remained
relatively unchanged for the encounter. While "ethical," the ethical model fails to take
into account those non-monetary perks one is afforded in academia (Smith, 1999).
Furthermore, ethical research explicitly ignores the socio-political and cultural context of
the language and its speakers.
44
Advocacy research is research on andfor subjects. The advocacy framework
suggests that linguistic fieldworkers need to use their knowledge in service of those with
whom they work. Cameron et al. (1997) describe Labov' s testifying in the Ann Arbor
trials as a classic example of advocacy fieldwork. Labov testified that Black Vernacular
English is a systematic, distinct variety of English, and not merely "bad English."
Wolfram (1998) describes another case of advocacy fieldwork. His work with a
dialect awareness program with the Oracoke brogue was of an advocacy approach. There
was community-based collaboration, but the researchers still had the power to usurp
community decisions. Furthermore, there was a lack of ownership of the project by the
community. Despite collaboration, individuals still referred to programs as "Walt's."
Cameron et al. (1997: 154) argue that linguistic fieldworkers need to move beyond
advocacy research toward an empowerment framework. Empowerment research is done
on, for, and with social science subjects. Its basic tenets include interactive methods,
acknowledgement of subjects' own agendas, and the sharing of knowledge. It is
important to note that an empowerment framework does not advocate researchers
subjugating their own agendas in favor of those with whom they work. Instead, it
advocates working collaboratively toward some mutually determined and mutually
beneficial goal. Researchers have many potential roles in the field and these should be
exploited to their own benefit and that of their collaborators.
Grinevald (1998) offers support for this idea by suggesting that the linguistic
fieldworker is usually the only linguist available to a particular community. As such, the
linguist has a responsibility to share knowledge and expertise with the community.
45
According to Cameron et al. (1997: 161), "if knowledge is worth having, it is worth
sharing" and worth making accessible to non-experts.
According to England (1992), we have several obligations to speech community
members. These include:
1. Recognizing the political and social context for our research and, where
necessary, taking the part of the language we study and its speakers.
2. Recognizing the rights of speakers of politically subordinate languages over those
languages, and paying attention to their expressed wishes for the public
presentation of facts about their languages.
3. Contributing to the training oflinguists who are speakers of subordinate
languages, at every level from the empirical to the theoretical.
4. Publishing descriptions and analyses ofthe languages we work on that are of the
highest possible quality, and making those publications available to speakers of
the language (1992:34-5).
In one of few linguistics articles that explicitly draws on critical Indigenous
theory, Czaykowska-Higgins (2009) moves beyond an empowerment approach to include
research done on,for, with and by speech community members. Crucial distinguishing
features of her Community-Based Language Research include recognition "that
community members have expertise and can be experts" (2009:25), and a dedication to
partnerships across the community member/researcher boundary. She argues that
46
research on endangered Indigenous languages is a non-neutral activity, and that we have
an ethical obligation to use our skills as linguists to further speech community
aspirations. She borrows elements of community-based research from other disciplines
including:
•
•
•
•
collaboration between the researcher and community members,
democratization of knowledge,
social action and social change for achieving social justice, and
recognition of research as a practical act with practical implications for improving
social conditions (2009:25-26).
2.5 Community Partnerships Model
In linguistics, the subfield of endangered language documentation frequently
necessitates work with members ofIndigenous communities, many of whom have a
vested interest in research into their languages. Many are already engaged in some form
of documentation and/or revitalization or have solicited the advice and cooperation of a
university-trained linguist to help initiate programs. Collaboration has become a
buzzword, and there have been several case studies published that describe research done
in cooperation with speech community members (c.f. Axelrod, 2010; Stebbins, 2003;
Wilkins, 1992; Yamada, 2007; Bowern & James, 2005; Battiste, 2004; B. Leonard, 2001;
Rieschild, 2003; and Hale, 2001). Newer guides to field research include issues to
consider when working with communities (c.f. Bowern, 2008; Grenoble & Whaley,
47
2006). There are several models that call for community-based collaboration (c.f. Dwyer,
2006; Furbee & Stanley, 2002; and Penfield et ai., 2008). However, there has been little
practical examination of field research methods within the specific contexts of critical
Indigenous methodologies and methods of sustainable community development.
Furthermore, there has been no attempt to develop, pilot, and test a coherent collaborative
model that also includes practical methods of implementation.
The remainder of this chapter outlines a model of linguistic field research with
members of Indigenous communities that draws on critical Indigenous methodologies as
well as on sustainable community development approaches that depend on community
participation. I describe hallmarks of the model in the context of decolonization, and
then illustrate each element through research conducted with members of the Kari'nja
community ofKonomerume, Suriname. This is followed with a discussion of how to
extend and implement the model in other communities.
The Community Partnerships Model (CPM) described here is part of an emerging
movement that seeks to reframe the practice of field research with members of
Indigenous communities. It shares many features with Community-Based Language
Research (CBLR) as articulated by Czaykowska-Higgins (2009), including recognition of
speech community members as partners in research that concerns them. There is a social
activism component, as well as a commitment to establishing and nurturing long-term
relationships. Furthermore, the model builds on the notion of speech community
members as experts by valuing their voice and by providing training so that they can
eventually conduct research projects of the community's design. This model is not meant
48
to compete with the CBLR and other speech community-oriented models, but rather to
expand on and complement them.
The CPM encourages participation in research and builds capacity for future
projects initiated, developed, and implemented by community members. By working in
partnership with an outsider researcher, community members gain the tools and training
to be able to conduct fully independent research projects. During the partnership, the
outsider researcher and Indigenous community members work together toward mutually
determined and mutually beneficial goals. However, an overarching objective of the
model is to build capacity for non-partnered, Indigenous-centered research.
The model is not meant to be a "one size fits all" model. It is appropriate for the
specific context of community-oriented social science field research conducted in
partnership with members of Indigenous communities. It is assumed that community
members want to play an active role in said research. Researchers investigating
non-endangered minority languages may find that speakers have no interest in forming
research partnerships, in which case, other models may be more appropriate.
2.5.1 Hallmarks of the Community Partnerships Model
Each of the features of the Community Partnerships Model places additional
demands on the outsider researcher over the short term. However, long-term benefits
compensate for the increased time commitment required at the outset of a project. The
model is characterized by new approaches in the following areas:
49
1. Collaboration
2. Teamwork
3. Integration
4. Ownership and control
5. Accountability
6. Ongoing training
7. Community-member voice
8. Accessibility of products
9. Long-term commitment
10. Activism
This CPM assumes that outsider researcher(s) will be working in partnership with
Indigenous community members. Each aspect of the model is designed to foster effective
partnerships. An important aspect of a decolonizing approach is the recognition that
community member partners are intelligent, capable researchers in their own right. At
the outset of a collaborative project, they may lack the tools and training to conduct their
own academic research, and a goal of the CPM is to build capacity for Indigenous-led
research. Planned eventual obsolescence for the outsider researcher is an underpinning of
the approach. As community members take on new responsibilities, the outsider may
continue to provide opportunities for community members to grow and learn to the extent
that they are interested in doing so. In addition, the outsider researcher's role may change
and include functions including, teacher, facilitator, or advisor. This model advocates
50
work in a reciprocal, engaged, responsive manner that encourages input from and values
equally the opinions of all members---outsider and Indigenous---of a community
partnership. Furthermore, the approach demands transparency in all aspects of a
research project.
This section describes each of these in terms of additional demands on the
outsider researcher and community members, long-term benefits to the researcher and
speech community, and how each approach supports decolonization. This is followed by
a case-study illustration from my own work in Konomerume, and a plan for
implementing the Community Partnerships Model.
2.5.1.1 Collaboration
In 1992, Language published a group of short essays on endangered languages
and responsible linguistics (Hale et aI., 1992). In it, several prominent linguists called for
responses to language endangerment that include collaboration with speech communities
and local ownership of projects. Since then, the field of language documentation as a
unique endeavor has begun to take shape. The calls for speech community involvement
of fifteen years ago have given rise to today's calls for approaches that address speech
community issues more directly. Despite an interest in and a desire to meet speech
community needs, linguists often struggle with meeting both their own and community
needs. Attempts are made to address community needs only after the goals of the
outsider researcher have been met. According to Nathan and Fang, "documentation as it
51
is currently practiced mainly serves the purposes of descriptive and typological linguists"
(2008:177).
According to the CPM, the researcher and community members work together
toward mutually determined and mutually beneficial goals. Each may take on
different roles, with community members taking increased responsibility for work more
traditionally done by an outsider. This model bridges the gap between outsider academic
linguist and insider speech community linguist by inviting community member
participation in the research process. This benefits the researcher by establishing and
building trust within the community, and by sharing the workload. This allows for
increased data recording and descriptions that reflect native speaker insights.
This aspect of the CPM supports decolonization and benefits the speech
community by working to redistribute the power that defines the research agenda (c.f.
Swadener & Mutua, 2008:38), and empowers community members to have a voice in
research that concerns them. Community members are equal partners with equal power
to suggest or reject potential projects. Cooperative determination of a research agenda is
assumed at the outset of any collaboration, and projects are only undertaken if they are of
balanced mutual benefit. It is sometimes the case that individual aspects of a particular
project may focus more on one member's needs, but the overall partnership is balanced.
The needs and goals of one group are not subjugated in favor of those of another. The
researcher relinquishes "the power and authority that has traditionally rested
unquestionably on the researcher and the institutions that the researcher represents"
(Swadener & Mutua, 2008:41). We, as outsider researchers, are accustomed to
52
entertaining community needs only after our own goals are met. The CPM demands that
we work in a truly collaborative way by establishing goals at the outset that meet the
shared needs of all partners.
2.5.1.2 Teamwork
Although the "lone wolf" linguist is becoming a thing of the past in endangered
language research, newer approaches frequently assume that teams are composed of
multiple outsider academic researchers. The CPM assumes a team approach with
different community member teams working in conjunction with the outsider researcher
on different aspects of a project. By this model, the outsider academic is not the only
expert in the room. Rather, the researcher contributes his or her own unique expertise to
a collaborative effort that includes knowledge and skills contributed by speech
community members who share equal status and responsibility. This aspect of the model
supports decolonization by building capacity among Indigenous community members,
providing training, and redistributing the workload. Community members are not the
researcher's employees, but rather members of teams that work toward mutually
determined goals.
The researcher must identify and train team members, with the result that the
workload is later shared with motivated community members. The outsider researcher
does not need to be a member of all teams. Once the community's and researcher's needs
and goals have been identified, teams can be established. The outsider researcher, in
cooperation with community leaders, works to establish teams and to identify and train
53
various team members. Once team members have been trained, they take responsibility
for and ownership of particular aspects of a project. An eventual goal is to train
community members to conduct their own research, taking responsibility for all aspects
of a project. In a typical documentation and description project, different community
member teams can operate equipment, transcribe and translate texts, build a documentary
corpus, and begin developing research questions. In addition, trained community
member teams may begin to record their own ways of knowing about their world. An
additional goal of the model is to encourage community-led research and differing
epistemologies. In training community members how to record and document on their
own, they may then have the capacity to how they are represented to outsiders.
Teams might include a technology team that operates and maintains equipment, a
documentation team that records, transcribes and translates texts, a curriculum
development and teaching team that works on revitalization, and an analysis and
description team that develops research questions. When working with communities that
have had limited access to formal schooling, the outsider may need to provide more
ongoing oversight of the analysis team. However, once team members have been
introduced to basic linguistic concepts and analysis techniques, they are able to
participate in academic discussions of their languages (c.f. Axelrod (2010), who provides
a description of community-led investigation of ergative patterns in Ixil Mayan). The
extent to which team members are able to participate in academic discussions depends on
the type and level of training.
2.5.1.3 Integration
54
Identifying and building community member teams depends on some measure of
community integration on the part of the outsider researcher. In order to best determine
which members of the community are best suited to each task, the outsider researcher
needs to know what skills and knowledge are available in the community. Furthermore,
an understanding of community politics and protocols is essential to building the trusting
relationships the CPM demands. Integration as a participant-observer can be
accomplished by becoming involved in non-language related projects in the community,
by performing basic tasks for elders, and by attending important community meetings
(c.f. Watahomigie and Yamamoto, 1987). Integration benefits the researcher by allowing
greater access to community members and to community events. Effective
documentation depends on varied, naturalistic data from a variety of genres, access to
which, in turn, depends on trusting relationships with community members.
This element by no means supports the practice by some researchers of "going
native" (Crowley & Thieberger, 2007: 175-6). According to Crowley & Thieberger,
"While it is perfectly possible for a linguist to adopt local traditions as a way of being
respectful, and local people may even encourage you to do this, nobody will be fooled
into believing that you have become one of 'them,' even if you might believe this
yourself" (2007:175). Although a well-integrated researcher may become "like family,"
the outsider researcher nonetheless has many privileges not usually afforded to
Indigenous partners, including the privilege of leaving the community. While the
relationship between the outsider academic and insider community member may be one
55
of cooperation, it is also one of difference. "The relationship is also-from the
Indigenous side of difference-significantly one of struggle, resistance, and caution"
(Jones & Jenkins, 2008:473). By this model, the researcher is encouraged to participate
in community events when invited while remaining mindful of his or her status as an
outsider.
Developing lasting relationships with community members comes with
corresponding responsibilities. Researchers may be asked to provide funding, labor, or
other help for individual and community events. The more integrated the researcher, the
more blurred the line between personal and professional becomes. Relative wealth
between researcher and community members make it difficult, in many cases, to say,
"No." Furthermore, the engagement required by the CPM further blurs the lines. The
model does not advocate compromising one's personal finances in order to serve the
community. However, the researcher can help community members meet their non-
language related goals by helping seek alternative sources of funding or acting as an
intermediary between community members and outsider NGOs, for example.
In order to be well integrated in a community, the researcher must, by default,
spend time interacting with its members. This aspect of the CPM supports decolonization
by promoting more long-term interaction with a particular community. Furthermore, a
well-informed advocate is a more effective advocate. Once integrated within a
community, the outsider researcher can provide valuable support to social activism
efforts on the part of community members.
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2.5.1.4 Ownership and Control
A significant element of building balanced partnerships includes balancing
ownership and control. Of all the characteristics of the Community Partnerships Model,
this is perhaps the most difficult for outsider academic researchers to embrace. We are
accustomed to having the sole power to determine a research agenda and complete
control over how our goals are realized. For many researchers, the idea of relinquishing
some control is terrifying. This model asks that we depend on community members in a
way that is unfamiliar to us. With tenure review deadlines looming over us, we may feel
that depending on community members to be able to complete aspects of our shared work
in what we consider to be a timely manner seems ill-advised at best and impossible at
worst. However, building trusting relationships is not a one-sided endeavor. We ask
community members to trust us to not exploit them--despite their decades of experience
with researchers doing just that. In return, we have to trust that, once they have adequate
tools and training, community members will complete the tasks they undertake.
This element departs from Indigenous methodologies in that the outsider
researcher and Indigenous community members initially share control. However, it
nonetheless seeks to decolonize power structures by empowering community members to
have a voice in and shared responsibility for research that concerns them. The outsider
researcher is de-centered in favor of a collaborative approach to needs assessment, goal
setting, project development, team building, training, and implementation. Community
members and the outsider researcher share power and control over all aspects of a
collaboration. A true partnership depends on two-way dialogue (c.f. Stephen, 2002:343).
57
By sharing ownership of a research agenda, the outsider researcher opens the way for a
more authentic, balanced partnership, and eventual ownership of independent projects by
speech community members.
In addition to shared ownership of the research agenda, the CPM advocates that
equipment used to record language data remain the property of the speech community.
Over the short term, this element requires that the outsider researcher train community
members in equipment maintenance and use. Over the long term, it allows for recording
to continue in the absence of the researcher, and encourages community members to
pursue independent projects of their own design.
This aspect of the model is more than an emotional appeal to relative wealth.
While it is true that the outsider researcher is usually able to afford to purchase
equipment and community members frequently are not, this aspect of the CPM seeks to
build capacity within the speech community. Furthermore, this element builds trust.
The researcher can be seen as contributing to the community's goals in a "put your money
where your mouth is" way.
Training a local technology team and providing them with tools that remain in the
village empowers community members to decide what to document and what to make
accessible to outsiders. This leads to a sense of local ownership of the documentation
process. In addition, time invested in training a local technology team allows community
members to pursue goals beyond language documentation.
Finally, the outsider researcher and insider community members share ownership
and control of data and analyses. Wider access to recordings, texts, and tokens of
------- ------- -- ---
58
language is controlled by the speech community in partnership with the outsider
researcher. This particular aspect of the CPM is a thorny one for outsider researchers in
that career advancement depends on one's ability to publish results. By this model, the
researcher works with community members to determine how to approach publication
and access in a manner that meets everyone's needs. Strategies for meeting community
and outsider needs have included choosing not to publish sensitive materials, restricting
access to data, requiring outsiders to apply to the community before being granted access
to archived materials, blacking out tokens oflanguage in publicly available analyses, and
making documents available only to the community. The important part of this element
is that control and ownership are shared, and an outsider researcher must be prepared to
negotiate with community members in a way that empowers them to restrict access to
data they deem sensitive.
2.5.1.5 Accountability
Many outsider researchers are accustomed to being accountable only to
themselves and to the institutions we represent. The CPM demands that researchers be
held accountable to their speech community partners, as well. I have heard many stories
of researchers who promised the world and then delivered next to nothing, as far as
community members were concerned. Early in a project's development, the outsider
researcher and community member partners must divide labor and determine who is
responsible for which aspects of a project. Although community members are likely to
have limited access to bureaucratic means of protecting their rights, they must
59
nonetheless be empowered to terminate a project should the outsider researcher fail to
meet pre-negotiated responsibilities. I recommend local protocols be followed, including
written documentation of all members' rights and responsibilities where culturally
appropriate.
Another area for accountability involves benefit. Before any project is
undertaken, stakeholders ask, "Who benefits?" In addition, the outsider researcher asks,
"How might internalized colonization be a factor?" If outsider researchers are to be truly
accountable to community members, they must be able to honestly examine internalized
systems of oppression and work against them once identified.7 The researcher and
community members work together to ensure that the community's rights to self-
determination, ownership of data, recordings and images, and privacy are protected.
2.5.1.6 Ongoing Training
During each phase of a documentation project, the researcher asks, "What are the
tools and training necessary to complete this phase?" She or he then provides such to
community member teams. Research, then, is able to continue in the absence of the
outsider researcher and community teams are able to pursue additional independent
projects. Furthermore, advanced training for community members encourages their
participation in the greater academic discussion of their language and culture.
7 An example of internalized colonization involves the "greater good" of academic research. We, as
academic researchers, are conditioned to see the pursuit of academic knowledge as a benefit to "mankind."
However, which "men" are included in "mankind" is rarely addressed. A thorough examination of
internalized systems of oppression is outside the scope of this chapter, but c.f. Smith (1999), Said (1978).
60
Ongoing training for community members supports two additional features of the
model: empowering community members to have a voice in research, and making
products both intellectually accessible and physically available. This supports
transparency in that community members both have a voice in the research agenda and
can understand the goals and products of research. Furthermore, training serves
community needs for capacity building to support ongoing and future research projects.
Note that training of this nature invites community members into the academic
discussion in a novel way. Community members are empowered to have a voice in how
they participate in research that concerns them, and especially how their language and
cultural practices are represented to outsiders. This supports self-determination for
community members. In addition, training for community members facilitates a more
two-way dialog between community members and outsider researchers, which works to
better balance power relationships. Indeed, as long as the researcher is providing
training, there is a power imbalance, but training for community members can lead to
more balanced relationships.
Table 2.1 outlines phases of a typical documentation and description project, the
tools required, and necessary training. At each phase ofa project, the outsider researcher
develops training modules for community members. For some phases, such as
orthography development, the researcher and community members work together to
develop tools that meet both their individual and shared needs. The phases, as outlined
here, assume that the researcher will be working with a computer to transcribe, translate,
and analyze texts.
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Table 2.1. Project phases, corresponding tools, and training
Phase Tools Training Needs
Record Recorder and/or Recording practices, including methods of gaining
camcorder most useful data
Mechanics of recorder use
Transcribe Orthography Literacy
Transcription software Phonetics/Phonology
Translate Word processing Bilingualism
software
Document Dictionary building Semantics
software
Analyze Parsing software Morphology
Data management Syntax
software
This CPM draws on sustainable development models that depend on planned
obsolescence for the outsider researcher. The researcher trains community member
teams who can then train additional members within the community and in other
communities. Although the researcher must develop and facilitate initial trainings, the
eventual goal of the CPM is to develop the capacity for community member teams to
conduct their own training programs for other communities. This results in greater
sustainability for projects over the long term. This further supports decolonization by
building capacity, increasing autonomy, and facilitating self-determination.
2.5.1. 7 Community-Member Voice
Training for speech community members supports an additional component of the
CPM. That is, community members are empowered to have a voice both in research that
concerns them, and in how they are represented to outsiders. An important site for
decolonization involves the question of whose voice is represented in research.
62
This model advocates recognizing speech community members as experts in their
own right. An outsider's integration with a community and understanding of the language
from an academic perspective does not equate to expert status within the community. It
has been the case that outsider academics have learned the language well enough to be
considered fluent speakers, and, in some cases, have become among the last speakers.
However, it is community members who are experts on the language, especially as it
relates to the culture. Although the outsider academic may be an expert on the
community among other academics, in the field, this model advocates for the community
member as expert.
Empowering community members to have a voice in research that concerns them
requires that they be equipped with the tools, training, and access to the wider discussion
of their languages. By providing tools and training and by developing projects
collaboratively, the outsider researcher encourages participation by community members
from the beginning. As the collaboration continues, community members are able to
participate in more and more areas of research until they are eventually able to conduct
independent projects wherein only their voice is represented. From the beginning,
community members are viewed as experts who require only tools and training in order
to be able to participate more fully in academic research. Eventually, the outsider
researcher takes a less prominent role. This is only possible if the outsider is able to
approach the partnership with modesty.
Crowley & Thieberger (2007:175-6), in a section entitled, "Linguists behaving
badly," describe some egregious instances of an outsiders inappropriately representing
63
themselves as experts. In one case, the outsider repeatedly corrected native speaker
elders on their language use. In another example, researchers at conferences repeatedly
referred to "my" language, and "my" community when referring to the language and
community with whom they work. The disrespect and cultural appropriation endemic to
these two examples seem to be privileges of White academia that are desperately in need
of challenge. A third example hits painfully close to horne for me. In it, the outsider
researcher insisted on using a local language in order to make a political statement when
the dominant language would have been more appropriate. In my own associations in
Suriname, I have been militant in my refusal to employ Dutch (the colonizer's language).
I know that I have used the national lingua franca, Sranan Tongo, in situations when my
Kari'nja partners in Kon'omerume would have preferred I use Dutch. I regret having
needlessly embarrassed them through my own obstinate insistence that the local language
be equally valued in all situations. I hope that I have since learned some measure of
humility.
As with any partnership, mutually agreed upon divisions of labor are essential,
and this includes whose voice is prominent. From a critical Indigenous perspective,
Indigenous voices should be foregrounded. However, it is usually the outsider researcher
who has the tools, training, and access to be able to participate in the greater academic
discussion. Whose voice is foregrounded is an essential site for decolonization. The
CPM advocates providing speech community members with training and access to be
able to participate independently in the greater academic discussion of their languages.
----------
64
Jones & Jenkins (2008) have chosen to handle the question of whose voice is
heard by co-authoring papers written primarily by one member or the other. This model
advocates for training community members in the language of academic such that they
can eventually speak for themselves and be heard.
2.5.1.8 Accessibility ofProducts
I have heard numerous stories of researchers who have sought to meet speech
community needs by "giving back" copies of recordings and publications to community
leaders. Community members have frequently met these efforts with indifference.
Products they have been "given" are either unusable (as in the case of the researcher who
left CD recordings in a community with no electricity and a single, broken, battery-
operated CD player), impossible to understand (as in the case of publications written in a
language that is not spoken in the community or that are left with community members
who have not had the benefit of access to formal schooling), or irrelevant to community
goals or interests (as in a highly abstract study ofX-Bar theory as applied to Indigenous
languages of the Americas).
Rather than the academic "giving back" by providing documentation materials to
the community after-the-fact (Nathan & Fang, 2008: 178), the Community Partnerships
Model advocates "working together" at the outset to assess needs and determine which
products best support community goals. There are two important aspects of product
accessibility. First of all, products of documentation need to be physically available to a
community in a way that is useful. For example, if providing CD recordings of text data,
65
the researcher needs to ensure that community members have access to and knowledge of
how to operate a CD player. This may seem irrelevant in a North American context, but
it is not irrelevant in other parts of the world where access to electricity and electronics
are not givens.
Secondly, products must be intellectually accessible. There are many ways to
accomplish this, including training community members in linguistics, incorporating
community member insights in analyses and descriptions, translating analyses into a local
language, and creating maximally useful documentation by including, for example,
reverse look-ups in a dictionary. Each of these examples is a way of introducing
community members to academic work and initiating community access. An eventual
goal of the model is for community members to participate in description and analysis as
partners. Intellectual accessibility and physical availability of products are important
sites for decolonization that are directly addressed by this aspect of the CPM.
This is not to say that all aspects of a multi-faceted partnership need to be equally
accessible to all members. There are some academic descriptions that are only relevant
to a small subset of researchers. Similarly, some cultural practices in need of
documentation are less relevant in an academic context. The CPM advocates
determining together which products are maximally useful and which serve the needs of
one group or the other. Pursuing projects independently is not incompatible with the
model, as long as there is balance in determining accessibility, and in whose needs are
met with which types of products.
2.5.1.9 Long Term Commitment
66
The CPM assumes a long-term commitment to working within a particular
community on the part of the researcher. "Helicopter" projects, where a researcher
descends on a particular community for a short period of time to address single questions
and then never returns, are compatible with the model as long as the researcher in
question is a short-term member of the committed researcher's team. However, such
projects must be in keeping with the community's overall goals. By the CPM, the
primary researcher works with community members to develop multiple projects that
build on each other such that a more complete picture of the language situation can be
painted. This results in comprehensive documentation, as well as in detailed academic
descriptions. Over the long term, the researcher is able to develop and address more
informed questions of greater intellectual depth.
Lasting partnerships support accountability in that community members have
ongoing access to the outsider researcher. Furthermore, the outsider researcher has an
extended period oftime to complete projects, and is under less pressure to deliver
products immediately. A long-term commitment supports decolonization by providing
greater opportunities to address community needs. The researcher and community
members can work together toward longer-term community goals, rather than focusing
solely on the researcher's short-term objectives. In addition, long-term relationships are
more conducive to creating maximally useful products rather than the museum pieces that
many short-term projects result in.
2.5.1.10 Activism
67
In situations of language endangerment, it is rarely just the language that is
endangered. The assimilationist effects of colonization and minoritization include losses
of cultural practices, economic stability, land, and self-determination. To focus on and
problematize the language to the exclusion of the greater social, political and cultural
context is to fail to see those with whom we work as fully realized, complex people with
greater needs than documentation of their languages for posterity. To focus solely on the
researcher's agenda with regard to the language is to perpetuate the colonialist and
exploitative practices that have contributed to language endangerment.
When working with speakers of an endangered or minoritized language,
researchers may choose to address the greater socio/political situation rather than
scooping the language out of its context. Outsider linguists may no longer ignore the
greater political and social systems that have led to endangerment. We have a
responsibility to recognize and address the context using whatever tools we have at our
disposal. Grinevald (1998) argues for contextualization of the enterprise of linguistic
fieldwork. According to Grinevald, "The fact is, we can hardly afford to send the wrong
people, unprepared people into the sensitive and complex situations that most of these
endangered language situations are. There are linguistic fieldwork issues to handle, and
there are also much larger ethical/sociopolitical issues that make sheer survival of a
research project a difficult endeavor" (1998:157).
Areas in which linguists are uniquely qualified to engage more fully with the
greater context include:
--_._-~---
68
• support for revitalization
• training for community members
• advocacy with government and NGOs
• cooperative projects that support community activism
The CPM advocates for research as neither objective nor neutral. However, it
does not encourage researchers to speak "on behalf of' community members. Rather, I
recommend working in cooperation with Indigenous speech community members on
projects of local community relevance. The role of advocate requires a different kind of
responsiveness on the part of the researcher. Anthropologists have called this role
"witness" (Stephen, 2002:22). According to Malkki, this involves "trying to be an
attentive listener, recognizing the situatedness of one's intellectual work, and affirming
one's own connections to the ideas, processes, and people one is studying" (as quoted in
Stephen, 2002:22). The outsider researcher supports community activism. My earlier
description of using the local language when the dominant language would have been
more appropriate is an example of inappropriate activism. Rather than supporting
community members, I caused them embarrassment. Were I in the same situation again,
I would follow community members' lead, rather than expect the reverse.
This aspect of the Community Partnerships Model supports decolonization by
acknowledging the greater context that leads to language endangerment, taking steps to
counter it, and recognizing community members as experts on matters that concern them.
69
Furthermore, it places researchers in a position of advocate, working for a "greater good"
that includes Indigenous peoples. Deloria (1997:218-221) implores researchers to
analyze and improve their own society based on their non-romanticized knowledge of
Indigenous peoples. Rather than problematizing the Indigenous context, Deloria suggests
that researchers become problem-solvers in majority U.S. society. He asks that we
develop a personal identity as concerned human beings and to move away from the
comfortable image and identity of a detached "scholar."
2.5.2 Konomerume Case Study
The CPM developed as a direct result of my work with members of the Kari'nja
community of Konomerume. In this section, I describe the community and our work
together in terms of how elements of our work reflect elements of the CPM.
2.5.2.1 The Community
Aretyry, a dialect of the Cariban language Kari 'nja,8 is spoken in western
Suriname and eastern Guyana. Known to outsiders as Murato (a term that speakers
consider pejorative),9 Aretyry is one of two dialects identified in Suriname. Tyrewuju,
the prestige dialect, is spoken in the eastern part of the country. There are an estimated
8 Kari'nja is usually referred to in the literature as Carib of Suriname or simply Carib. I use speakers'
autodesignation throughout.
9 C.f. note 2 on Murata.
70
10,226 Kari'nja speakers worldwide (Gordon 2005), but only a small percentage of those
speaks the Aretyry dialect. I0
Konomerume is a village of approximately 300 people located on the banks of the
Wajambo River in northwest Suriname. As the crow flies, it is approximately 35
kilometers from the East-West Highway, but there is no way to get through the
swampland that separates the village from the road. Getting to Konomerume from the
capital city ofParamaribo involves a 2-hour bus ride followed by a boat ride of 12-24
hours, depending on type of boat. According to local historians, Konomerume represents
the geographic and social border between Kari'nja and Lokono in northwest Suriname.
The village was originally split with Kari'nja residing near the river and Lokono in the
savannah. Eventually, through intermarriage, the two communities came to be
recognized as a single, predominantly Kari'nja, village. Many community members
claim dual Kari'njaILokono heritage. In the greater Wajambo region, Konomerume lies
between the Kari'nja village of Corneliskondre to the east, and the Lokono community of
Tapuripa to the west. Family ties between the three villages and beyond are common.
In Konomerume, there are four groups of speakers roughly delimited along age
lines. Native speaking elders aged 65 and above are fully fluent and still use Kari'nja
daily as their primary language of communication among themselves. "Middle aged"
speakers range in age from 40 to 65 years old. They are native speakers who no longer
use the language daily, and are thus less fluent than elders. Many younger adults aged 20
10 This section includes some redundancy with pages 8-15.
71
to 40 understand the language, but are not fluent speakers. Currently, children are not
acquiring the language natively, and most understand only a few words.
2.5.2.2 (Some of) The People
Chief Ferdinand Mande is a 60-year-old native Kari'nja speaker who stopped
using the language regularly at age 16 when he left the village. He returned to
Konomerume in the late 1980s when he was elected village chief. He decided then that
one of his duties as chief would be to document Kari'nja, which had, in his adulthood,
been all but replaced by Sranan Tongo, the national lingua franca, and Dutch, the official
language of Suriname. He began writing down as much of the language as he could
remember, and consulted with elders when he couldn't recall important terms. He kept
his recollections in notebooks in his home and spent so much time at his desk that he
became known as "The Writing Chief."
A driving force behind the documentation, description, and revitalization
endeavor, Chief Mande had been engaged in his own documentation of the language
when he and I began our work together. He was chief ofthe village when we began, and
has been instrumental in nurturing community support for our projects. He has been my
primary counterpart in the village and is responsible for seeing through projects that we
initiate together. In addition, he identifies and contacts potential collaborators for new
projects. When he chose to retire from village leadership in 2006, he and I met with
newly elected village leaders to ask for their support of our ongoing and planned projects.
In addition to enthusiastically authorizing our work, the new chief, Roberto Joghie, has
72
emphasized the importance of maintaining Kari'nja during community meetings by
inviting elders to address meetings in Kari'nja and encouraging young adults to attend the
Kari'nja classes. In addition, he served as an actor in one of our locally produced
elicitation videos.
Elder native speakers have witnessed profound changes in the community in their
lifetimes. Many remember a time, before the Catholic Church brought a school to the
village, when only Indigenous languages were spoken and traditional clothing worn.
When the school came, children were forced to speak Sranan Tongo and Dutch, and to
abandon their Indigenous attire in favor of the more "modest" styles introduced by the
priests. While no one is advocating in favor of a complete return to the "old" ways
exclusively, elders nonetheless lament all they have lost.
Henriette Alkantara is a well-respected advocate for cultural preservation and
revitalization in Konomerume. She shares her knowledge of language and cultural
practices with patience, and she is adamant that our language work include an emphasis
on documenting cultural practices also in need of revitalization and on recording and
teaching the language that accompanies them. Toward that end, she prepared for a recent
elicitation session by assembling the various tools for cotton spinning. Amazed at our
good fortune, Chief Mande and I abandoned that day's original plan and recorded her
description of spinning instead.
Elder native speakers serve as advisors and community protocols dictate that they
be consulted individually as decisions are being made. As projects progress, Chief
Mande meets with elders to keep them informed and to seek their advice. Other elders
73
participate in language projects as consultants. Their voices are heard, figuratively, in
what we choose to document, and literally in our recordings of the language. Although
some elders have asked to not be recorded, most are in favor of documentation and
revitalization of Kari'nja. Admittedly, there are a few elders who do not understand why
we would want to revitalize a language that they have seen fall out of prestige in their
lifetimes, but they have nonetheless given us their endorsement.
The community is currently engaged in revitalizing the language with a variety of
activities. Among them is formal teaching. There is one adult course taught in the
evenings and children receive weekly lessons in the community elementary school. Both
elementary school teachers and middle-aged speakers participate in teaching.
Led by ChiefMande, the original middle-aged speaker-teacher group included
Maria Alkantara and one other teacher who has since passed away (her impact on the
community is described in more detail below). This group of three teachers formed the
core of the curriculum planning team. In addition, they have participated in workshops in
Kari'nja grammar and linguistics, and in methods and materials for second language
teaching. When the program was restructured last year, Cecilia Arupajoined this team.
Originally, the young adult teacher-learner group included the full K-5 elementary
school staff of seven. This group partnered with the middle-aged speaker-teachers to
develop teaching materials. They also piloted materials in the elementary school. As we
continue to refine existing materials and develop new ones, we have worked with a
smaller core group of three teachers. This group is led by Sieglien Jubithana (who also
heads the technology team), and includes Yvonne Malbons and Regina Chu.
74
Finally, a group of students from the adult course has been an active part of the
documentation and revitalization process. They have participated in assessment and
dictionary editing workshops providing feedback on materials and teaching methods.
Led by three of Chief Joghie's sisters, this group includes one of Chief Mande's daughters
and one of the new assistant chiefs.
When the groups come together, Chief Mand6, teacher-learner Sieglien Jubithana,
and I act as workshop facilitators. We have also conducted a regional workshop and
co-presented a paper in French Guiana. Each of us takes responsibility for different
tasks, but we share leadership roles equally for various projects.
Young adults in the community are in the unique position of balancing the old and
the new. The current leadership is committed to modernization in the community,
including introducing electricity and running water, while maintaining and revitalizing
important cultural practices, including the language.
In 2008, the community suffered a terrible tragedy when one of the middle aged
speaker-teachers died suddenly. II Her death had a profound effect on community
members, and on me personally. As the community works to recover from this
significant loss, several members have renewed their commitment to revitalizing the
language. The teaching and documentation programs were restructured, but she can
never be replaced. She continues to be deeply missed.
11 I avoid using her name here not because of Kari'nja customs, but rather in recognition of the strong
emotions it evokes both in me and in Konomerume community members. She is mentioned by name in the
acknowledgements of this dissertation.
2.5.2.3
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The Greater Context and Community-Outsider Relations
Suriname's present constitution-ratified in 1987 and amended in 1992 to reduce
much of the military's power-makes no specific reference to Indigenous peoples or their
rights (Kambel & MacKay, 1999:134). Indigenous peoples in Suriname have basic
constitutional rights in common with others, including rights to equal protection and
freedom of religion, but cultural rights, rights of self-determination, and land and
property rights fail to meet international standards. Suriname is alone in failing to
recognize or protect the land rights of Indigenous peoples (Rainforest Foundation, n.d.).
Furthermore, if those rights that are recognized are violated, there are no adequate
provisions for remedy (Kambel & MacKay, 1999:147).
According to Kambel and MacKay,
From the perspective of indigenous and Maroon12 rights, their
fundamental rights as indigenous peoples and Maroons and as Surinamese
citizens, are not adequately protected. As mentioned above, they are
completely invisible in the Constitution, despite the fact that (in the case
of indigenous peoples) their existence predates the establishment of the
colonial and post-colonial State and that (in the case of both the Maroons
and indigenous peoples) the government has explicitly recognized their
political autonomy in peace treaties...
One of the main obstacles to effective protection of indigenous and
Maroon rights is article 41 which provides that all natural resources are
property of the nation. The lack of effective indigenous and Maroon
participation in the policy-making structures of the State leaves the
government (which remains dominated by coastlanders) with almost
complete freedom to do as it pleases with natural resources. Since the
majority of these resources are found in or near indigenous and Maroon
territories, they are the first to suffer the consequences of the current
12 Maroons are descendents of escaped slaves who reside in Suriname's interior. They represent several
tribal groups, each of which has a unique language and distinctive cultural practices largely influenced by
African forbearers.
76
policy of uncontrolled resource exploitation. Despite promises made by
the government ... they are also the last to benefit from the positive aspects
of such activities (1999: 147-8).
This situation is reflected in situations wherein the government sells timber or
mining concessions in traditional Indigenous hunting and gathering grounds. Local
resources are exploited with little or no benefit paid to the Indigenous community.
The Association of Indigenous Village Leaders in Suriname (VIDS) has partnered
with international organizations such as The Rainforest Foundation and the Amazon
Conservation Team (ACT) to pressure the government to recognize Indigenous land
rights and end timber and mining concessions on their traditional lands (Rainforest
Foundation, n.d.). Activities have included local workshops, GPS lands demarcation
projects, cultural mapping, and interviews with elders on traditional land use.
In 2006, Chief Mande chose to step down as chief and a new village council was
elected. The new council has sought out greater exposure in national affairs and has
worked with the VIDS on a land demarcation and community mapping project. The new
leadership is dedicated to establishing land rights in order to control logging activity in
their traditional hunting, gathering, and fishing areas. They are also working to develop
protocols for working with outsider researchers within the community.
Konomerume has hosted several outsiders, some with positive results, others with
negative results, and some with a mixture of both. Missionaries representing Catholic,
Jehovah's Witness, and evangelical Protestant denominations have had a strong influence
on the community. With the Catholics came a school. While many see this as a positive
contribution-most community members are now literate-it is not without negative
77
impacts on language use. Many elders recall having their mouths washed out with soap
for speaking in their native language on school grounds.
Secular outsider non-governmental organizations (NGOs) have built structures in
the community, but few have made arrangements for continued maintenance. As a result,
most outsider-provided structures in the community are in various states of disrepair.
The community pier, for example, was, until quite recently, dangerously unstable and a
source of constant concern.
The United States Peace Corps had a successful presence in the community for
five years, but then abruptly ended their relationship with the community. The lack of
reliable transportation to and from Paramaribo was blamed for not placing volunteers in
Konomerume after 2000. Community leaders have petitioned to have volunteers return,
but it remains to be seen whether the Peace Corps will be able to honor this request.
Academic researchers have studied various aspects of community organization,
but few have maintained contact with the community beyond their yearlong fieldwork
periods. There is a sense in the community that researchers gain fame and fortune with
their publications with no benefit paid to the community. While it is a rare publication on
Kari'nja that results in substantial remuneration for the researcher, it is nonetheless the
case that researchers reap significant non-monetary rewards from field research in terms
of career advancement and prestige. Although no researcher sets out to exploit those
with whom she or he works, there is nonetheless a justified mistrust among many
community members of outsider researchers.
2.5.2.4
2.5.2.4.1
The Community Partnerships Model as Realized in Konomerume
Collaboration
78
Beginning in 1995, I spent three years as a Peace Corps volunteer in
Konomerume. As a Rural Community Development volunteer, I worked with
community members on such wide-ranging projects as rebuilding the village school and
establishing a beading cooperative. In addition, I developed native-like fluency in the
dominant language in the community, Sranan Tongo. At the time, Chief Mande was
working on his own to write down as much of the Kari'nja language as he could
remember. We kept in touch after I returned to the U.S. and, in 2005, we, along with
other community members, began a more extensive language documentation project that
includes audio and video recording.
Because of my earlier integration in the community and Chief Mande's ongoing
documentation, he and I were able to immediately begin work on documentation in
support of both my needs as an academic researcher and the community's revitalization
goals. All activities undertaken are developed and implemented cooperatively, are of
balanced mutual benefit, and involve additional members of the community. Early in our
collaboration, Chief Mande, other village leaders, community elders, and I discussed
what to document and how to proceed. We all agreed that any documentation we
undertook should not record tokens of elicited language, but rather cultural practices and
the language that accompanies them. Together we decided that cassava-bread production
would be a great place to start our documentation. A labor-intensive and time-consuming
process, cassava-bread production is an important cultural practice rich in specialized
79
language. Village leaders were concerned that our documentation not exclude
non-Kari'nja speakers. So, we decided to film different members of the community
performing different aspects of the process and each actor would describe what he or she
was doing in whatever language was most comfortable. During the editing process, clips
would be compiled into a single film. We were as concerned with involving multiple
community members and documenting cassava-bread making as we were with recording
Kari'nja procedural discourse. Thus, the film has portions in Kari'nja, Sranan Tongo,
and Dutch.
Concurrently with Cassava Film production, Chief Mande, the technology team,
and I were recording interviews with elders about various topics of interest, including
village history, local geography, and family relationships. We found that some elders
were more comfortable than others at just talking in Kari'nja. For the more timid elders,
we found that elicitation tools such as the Frog Stories (Slobin 2004) provided them with
a less threatening context for speaking. We decided to continue this technique using
tools such as The Pear Film (Chafe 1980) or The Fish Film (Tomlin 1995, 1997).
However, we eventually realized that The Cassava Film would be an excellent elicitation
tool for our purposes. It was locally produced, featured actual community members, and
was rich in locally appropriate cultural content. Also, we were less interested in the
typological questions the Pear and Fish Film protocols are designed to address, and more
interested in eliciting culturally relevant data (Yamada, 2007).
Our decision making process is collaborative, and community members take on
roles and responsibilities more traditionally fulfilled by outsider academics. Our
80
planning and development meetings are done in a workshop format facilitated by
different members. A consensus model guides our decision making and we are usually
able to compromise when we disagree. However, we have also abandoned projects when
we could not achieve consensus. For example, some team members were interested in
documenting the process of making kasiri, a fermented beverage made from cassava.
Other members were concerned that outsiders not be exposed to the process. We
discussed various ways in which we could film the process-including possibly leaving
out the more sensitive aspects, or restricting access to resulting films-but in the end we
were unable to agree on a way to fully document the process while maintaining
sensitivity to community secrets. As such, we have not documented this process.
Members of different community groups have participated in different workshops
depending on need. For example, one dictionary editing workshop included elder
speaker-teachers, young adult teacher-learners, and adult learners. Our process, though
time-consuming, is rewarded by greater community participation in and ownership of
projects. In addition, the time spent in workshops pays dividends in terms of greater
distribution of the workload.
As our work has progressed, I have sought out Chief Mande's advice and input
into questions of academic relevance. This process, and our shared commitment to
establishing research goals cooperatively, has stimulated new academic research. For
example, early on, we discovered a Kari'nja construction that had been previously
described by Hoff (1986) that seemed to be used interchangeably with a second, similar,
construction. Chief Mande and I were both having trouble understanding the difference
81
between the two constructions on a metalinguistic level. In addition, Chief Mande found
that teaching the constructions was difficult because learners were unable to predict when
to use one or the other. We asked for help from elder speakers who were unable to
describe the difference between the two constructions, though they could easily identify
contexts of use. Chief Mande was having trouble teaching the constructions, and he
disagreed with the existing academic analysis. I recognized one of the constructions as
having typological and historical interest. We decided together that this would be a topic
of both local and greater academic interest. This resulted in a description of the [ky- V
-ng] construction in Kari'nja (Yamada, in press). A similar process led to our decision to
analyze the Main Clause -ry construction described in Chapter 3.
2.5.2.4.2 Teamwork
In Konomerume, different community member teams take responsibility for
different aspects of each project. Teams, including a team of elder speaker/teachers, a
team of young adult teacher/learners, and a technology team, work with village leaders to
develop projects. All projects are interrelated and long term. As such, there is overlap
and communication among the various teams such that projects feed into and benefit
from each other. For example, elder speakers are adamant that cultural practices be
documented along with the language. Younger teachers, who take a communicative
approach to language teaching, feel it essential that naturalistic language be taught. Both
groups and I decide together what to document and what to teach such that all parties'
needs are met.
82
The Konomerume technology team is a shining example of the success of the
team approach. Sieglien and Dennis lubithana, a young married couple, have headed this
team since its inception, and they have shown themselves to be capable, motivated, and
dedicated to Kari'nja documentation and revitalization. In 2006 and 2007, grants from
the Endangered Language Fund (ELF) and the Endangered Languages Documentation
Programme (ELDP) funded recording equipment for projects in Konomerume, but
neither specified who would maintain ownership of equipment at project conclusion.
Within the Community Partnerships Model, grant-funded equipment becomes
community propeliy. Since recording equipment was to stay in the village it was
important to identify and train a technology team that would be responsible for ongoing
equipment maintenance and use after my return to the U.S. Village leaders chose
technology team members based on capability, responsibility, and long-term
commitment. Dennis and Sieglien lubithana agreed to take responsibility for recording
and processing of data as well as for equipment maintenance.
As I began to train them, it became apparent that labor would be divided within
the team. S. lubithana took responsibility for the computer and D. lubithana for the
camcorder. D. lubithana, who had never before used a camera, took to it with ease. In
addition to demonstrating creativity and an eye for artistic production value, he is
constantly looking for ways to improve both sound and video quality. S. lubithana, an
elementary school teacher, is a superior problem solver. Her attention to detail and
dogged determination are demonstrated in her having taught herself to type, as well as to
use programs such as Windows Movie Maker and Roxio Media Suite to create polished
83
finished products with raw documentary footage. She accomplished this despite never
having used a computer prior to 2006.
In the six months after The Cassava Film was produced, the technology team
made two additional films in my absence recording two important events: a birthday
celebration for a respected elder that included traditional music, dance, and dawn rituals,
and community participation in the National Indigenous Peoples' Day. They produced
and distributed DVDs of these to several community members, and are working to create
lesson materials to support the former. In addition, they established a relationship with
the head of a repair company in the capital city who, motivated by a desire to contribute
to Kari 'nja documentation and preservation, has provided service for the camcorder and
laptop free of charge. The ongoing dedication and work of the technology team is an
example of the success of the team approach.
2.5.2.4.3 Integration
My integration in the community dates to three years of continuous residence in
Konomerume as a Peace Corps Volunteer. Although my own situation is unique-few
researchers have the opportunity to live in a community for such an extended period of
time-there are nonetheless elements of the Peace Corps community development model
that are worthy of emulation in the social science field research context. Community
entry is an important aspect of integration that is often neglected by time-pressured
researchers intent on "hitting the ground running," Community members need time to
observe how the researcher interacts with people and community protocols, and the
84
outsider needs time to observe and learn how the community functions. I spent the first
few weeks in Konomerume attending meetings, meeting community members,
participating in work parties, and simply being visible in the community. Time spent
simply observing and learning is an investment that is later rewarded often unforeseen
ways.
In my own case, I learned how the community operated and could then identify
who might be more suited for different types of partnership. Often, the first person to
volunteer is not necessarily the most suitable for a particular job. Through observation, I
was able to learn about the various family and political ties in the community and how
decisions are made. In addition, leaders began to trust that I was not there to tell them
how to be, but rather to work together on goals that the community values.
I made plenty of mistakes as I worked toward integrating in the community.
Maintaining my own values and recognizing which practices I could let go ofwas often a
delicate balancing act. For example, when I arrived in Konomerume, I had been a
vegetarian for eleven years. I attempted to maintain this dietary choice throughout my
time in the village. Eventually, though, I realized that my steadfast insistence was
causing more stress and work for community members who hunt and fish for proteins and
farm for starches.
A common practice is to hold work parties in the community. The host provides a
meal for community members who help clear a field or raise a roof. I realized after
awhile that I was being invited to fewer work parties because no one could figure out
what to feed me. Despite my assurances that, "I will just eat the rice!" community
85
members chose not to invite me rather than face the embarrassment of not being able to
provide me with a complete meal. When I eventually gave up the practice, community
members rejoiced in having made me "more human." I realized that many choices that
are appropriate and easy to maintain in my own community may be inappropriate and
interfere with integration in the speech community.
2.5.2.4.4 Ownership and Control
Ownership has occasionally been a problematic issue in Konomerume. Although
we share a research agenda and community members participate actively in designing
documentation, description, and revitalization projects, equipment ownership has
provided some challenges over the long term.
Initially, Chief Mande felt it was important that equipment be presented to the
language project, and not to the community at large. In the past, outsiders have made
blanket donations to the community and this has proven disastrous. Either equipment sat
unused because no one knew how to operate it, or it was quickly broken by community
members who felt they had a right to use it despite not having been trained in how to do
so. Once equipment of this sort is broken, no one is willing to take responsibility for
repairs. A common refrain is, "If I pay to fix it, I am going to keep it as my own."
I thought I was doing everything "right" with regard to equipment ownership. I
involved Chief Mande and other leaders in every aspect of decision making, and we
ensured that a small group ofpeople was adequately trained and fully responsible for
equipment maintenance and use. In fact, this has worked for the most part. The
86
lubithanas have been creative in their equipment maintenance. For example, they
provide printing services in the community for nominal fees that they use to pay for
supplies and maintenance not provided by their contact in Paramaribo.
As in any community, there have been problems in the area of control. The
lubithanas have found that some community members object to their carrying the
equipment to Paramaribo for maintenance, despite initial agreements that this was
necessary. In addition, some community members feel that there should be greater
access granted to equipment, despite a community-wide agreement that anyone cleared to
use equipment has to be trained by the .Tubithanas first. We have agreed that the
equipment belongs not to me, but to the Kari'nja language program, and they are
responsible for settling disputes independently. However, when disputes arise,
community members often call me for advice on how to resolve them. Although I am
happy to participate in discussions and express my opinions, I often feel like my
suggestions carry more weight than those of community members. I am not entirely
comfortable with my role in settling disputes.
Overall, the equipment is well cared for and continues to be used. However, there
are still some minor unresolved issues of control and ownership. I am not suggesting that
I should be eliminated from the information-gathering aspect of decision making (unless
the community chooses to exclude me). Rather, my efforts at convincing community
members that they really do have full ownership of and control over equipment have not
been entirely successful.
87
Another area that has proved challenging is control over what to document. The
technology and teacher teams agreed to produce an independent documentation and
elicitation film on First Blood rituals. We worked together to identify a relevant topic,
but it was agreed that the film would be produced independent of my involvement. To
date, the film has not been fully completed. I believe there may be a sense in the
community that this is "my" film and not theirs, and that I need to see it through to
completion. I get this sense because other community-initiated films were seen through
to completion. The difference is that I was not involved in any aspect of the latter films.
The lesson learned, here, is that community-initiated projects can be completed
independently, but those initiated in partnership need to be seen through in partnership. It
is not a matter of trust, but rather one of cooperation. Ifwe begin a project
collaboratively, I need to be prepared to cooperate all the way through.
Despite some issues, however, the community has taken control over the
equipment for use in independent projects. For example, the Konomerume team has used
their equipment to make recordings in support of their struggle for land rights and to
document recent flooding in order to make a stronger case for the need for federal aid to
rebuild the community.
2.5.2.4.5 Accountability
I am accountable to members ofthe teams with which I work, community leaders,
and the community at large. I have a responsibility to deliver on my promises, and show
88
up when I say I will. I am further expected to adhere to university protocols in terms of
protection for my community partners.
Although community members have little legal recourse should I fail to meet my
commitments, they do have the power to bar me from working with the community.
This, combined with my dedication to the friendships I have established in the
community, has been enough to compel me to maintain accountability. More difficult is
admitting when I need help. I tend to believe I can "do it all" which works to the
detriment of truly balanced partnerships. However, I have learned that it is preferable to
admit my failings honestly and to ask for help when I need it.
2.5.2.4.6 Ongoing Training
At each phase of our collaboration, I have asked, "What are the tools and training
necessary to complete this phase?" Community members and I have then worked
together to develop workshops to provide such to relevant teams. Workshops are
cooperative, hands-on, and students acquire knowledge inductively. Sample guidelines
for a curriculum planning workshop can be found in Appendix A.
According to Stephen (2002:343), in a truly balanced partnership, speech
community partners need to be able to go to the outsider's country for additional training.
Chief Mande's perspective is that a balanced partnership should include reciprocal study.
He once challenged an outsider researcher seeking to work in Konomerume by asking,
"You've corne here over and over to study me. When do I get to go to your country and
study you?" Although our work has yet to result in community members' independent
89
study of my language or culture, we are nonetheless taking steps toward training
opportunities that bring them to the U.S. My advisor at the University of Oregon, Spike
Gildea, and I were recently awarded an NSF-DEL grant that brought the Konomerume
team to Oregon for more advanced training in linguistics, language documentation, and
revitalization. The team received that advanced training at the 2010 Institute on Field
Linguistics and Language Documentation and at the Northwest Indian Language Institute
(NILI/InField).13 For that project, the Konomerume team intends to begin independent
documentation of a variety of Kari'nja spoken in Guyana.
2.5.2.4.7 Community-Member Voice
Chief Mande's language activism predates his association with me. He had been
documenting the language independently and had been advocating for new language
policies with the VIDS since the early 90's. He has been a vocal supporter of language
preservation both in his own community and within Suriname. What he has gained
through our collaboration is access to a broader audience and greater exposure to more
global issues of language endangerment.
As we have worked together, Chief Mande and others in the community have
gained the training and confidence necessary to be able to participate in the wider
academic discussion of their language. The first two papers we worked on were strongly
influenced by Chief Mande's ideas and our conversations together. However, they were
written primarily from my perspective and in my own voice.
13 C.f. http://logos.uoregon.edu/infield2010/home/index.php
90
We developed a practical orthography cooperatively, and our orthography reflects
community member's ideas. Since Aretyry is not the prestige dialect in Suriname, there
is a strong feeling of having been discriminated against in both development work in the
country and academic representations ofthe language. Konomerume community
members are adamant that we represent the language as they, themselves, speak it. As
such, our orthography represents some phonetic details that would be absent in a more
inclusive orthography. However, our choices are about more than just how the language
is to be represented. In choosing to represent it in a particular way, we are making a
political statement. Our orthography says that the Aretyry dialect is a full-fledged dialect
in its own right, as worthy of representation as the more prestigious Tyrewuju.
Members of the Konomerume team are dedicated to sharing their knowledge and
experience beyond the community's borders. In June 2008, 12 members of the
Konomerume documentation and revitalization team successfully delivered an
introductory workshop on language documentation and revitalization in the nearby
community of Kalebas Kreek. Funding was provided by the Center on Diversity and
Community at the University of Oregon (CoDaC) and private donation. Three
participants from another nearby community, Corneliskondre, joined 12 from Kalebas
Kreek for the weekend workshop during which the Konomerume team shared
documentation and teaching tools they've produced to date. The workshop, conceived of
and planned by members of all three communities, was led by the Konomerume team,
and facilitated by me. One of the greatest benefits of this workshop was the fostering of
relationships among the three communities. Konomerume team members were
91
empowered by their roles as workshop leaders, and those from Kalebas Kreek and
Corneliskondre were inspired to initiate their own programs with advice and assistance
from Konomerume.
Later that year, I was invited to present a paper at the annual meeting of the
Society of Caribbean Linguistics (SCL) on our collaboration in Konomerume. I
persuaded the conference organizers that a paper on collaboration should be presented
collaboratively. They agreed and invited Chief Mande and S. lubithana to attend the
conference and co-present the paper, in English, with me. Chief Mande's fluency in
English comes from having worked for an American company in Suriname as a young
man, and S. lubithana was briefly schooled in English. The three of us cooperatively
determined the content, organization, and division of labor for our presentation. We then
each wrote individual segments independently so that each of our voices (both literal and
figurative) would be heard in the presentation. Although Chief Mande and S. lubithana
asked for help translating particular terms, the content of each of their portions of the
paper is their own. The text of Chief Mande's individual portion of the presentation can
be found in Appendix B. With this conference, Ms. lubithana and Chief Mande became
active participants in the academic discussion of their language. Their presentation was
well-received and established them as linguists in their own right.
Presenting a joint paper was the next step toward independence for Konomerume
community members. In 2010, Chief Mande and I, as members of an international team
of language activists, presented a workshop on fieldwork ethics and community
partnerships to NILI/InField. In addition, the greater Konomerume team participated in
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the Models plenary session, independently presenting the goals, achievements, and
pitfalls of their work in language documentation, description, and revitalization to an
international audience of language activists that included students and academics.
2.5.2.4.8 Accessibility ofProducts
In Konomerume, community control of equipment ensures that physical
availability of documentary products is a given. We include blank media in our materials
budgets so that recordings can be made available to speakers, community leaders, and
teachers immediately. During one field trip, I used a portion of the budget for language
consultants to purchase mini CD players for all elders who had been recorded to date
(twenty in all). Simply presenting CDs and players, however, was not sufficient to make
recordings accessible. In most cases, I had to take the extra step of training the elder or a
younger family member to operate the player. In a few cases, I had to visit the elder
multiple times to demonstrate player operation before they were comfortable using them
on their own.
Providing CD players and training elders in their use helped make older
recordings accessible, as well. After Berend Hoff generously made available recordings
he had made in the 1950s, I frequently saw elders swinging in their hammocks with
earphones in their ears and tears in their eyes as they listened to long-dead parents,
uncles, and aunts "singing the old songs."
In addition to physical availability, the CPM advocates for making products of
documentation intellectually accessible, as well. In Konomerume, this has meant
93
developing and facilitating workshops in introductory linguistics through the medium of
academic descriptions of Kari'nja. Chief Mande and I had been working on linguistics
for some time before we were approached by community teachers asking us to create a
workshop for them. We agreed, and facilitated a workshop together. Chief Mande
decided on the order in which we would present material, and we facilitated the
workshop together. In an early workshop, I put the following paradigm on the board:
(l) fOky kupija
t- eky kupi -Ja
3R- pet wash -Prs.Tns
'S/he washes h/her own pet'
(2) akupija
a- kupi -Ja
20- wash -Prs.Tns
'S/he washes you'
(3) nifjupija
ni- kupi -Ja
3A30- wash -Prs.Tns
'S/he washes h/her'
Participants noticed that, in the third example, the construction in which a third
person agent acts on a third person object, the Ikupil was pronounced differently. Unlike
the other two, the Ikl is pronounced ItDl. We noticed that this happened with other words,
as well, and that it only occurred following an Iii sound. Once we had identified and
named the phenomenon (liThe Ugly i"), we looked to see where else it occurred. We
discovered that it frequently crosses word-clitic boundaries, and less frequently crosses
word-word boundaries.
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By illustrating patterns with real examples, allowing teachers to arrive at
conclusions inductively, and coining terms that are intuitively accessible to the teachers,
Chief Mande and I were able to provide them with access to metalinguistic discussions of
Kari'nja. After this workshop, participants began to notice other phonological
phenomena, such as post-nasal voicing.
This has set the stage for us to examine other linguistic domains in a similar
manner. Participants can bring things they notice to the larger group, and together we
analyze what is happening. The process has made the unique way in which academic
linguists examine language intellectually accessible to community members. This, in
tum, opens the door to future independent analyses. Community members are invited to
participate in metalinguistic discussions of the language in a way that respects their input
and is meaningful to them.
Finally, we have taken additional steps in our dictionary development that are
primarily aimed at making the dictionary maximally useful to outsider academics and
community members alike. For example, the dictionary includes reverse look-ups in
Sranan Tongo and Dutch as well as English. Also, examples are tied to text data so that
users can find them in context. Finally, community members have participated in all
aspects of dictionary development so that they are familiar with its format. Relevant
teams are involved in editing and expanding the dictionary, as well.
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2.5.2.4.9 Long-term Commitment
ChiefMande, members ofthe Konomerume teams, and I have a IS-year history
of friendship and collaboration. We have been working on documentation, description,
and revitalization of Kari'nja for the past five years. Our work is well known in the
region and beyond. As I develop new projects, I work with members of the
Konomerume team to expand our existing work rather than abandoning them in favor of
a new community.
As discussed in section 1.5.4, we hope to begin documentation of Lokono, an
Arawakan language spoken in Suriname. Our documentation will include collaborating
with Lokono community members and providing them with tools and training to be able
to conduct their own independent projects. The Konomerume team will record speakers
and begin building a documentary corpus, and I will begin analyzing aspects of the
language. All of this will be done in collaboration with Lokono community members
who will participate in training workshops facilitated by the Konomerume team and by
me. This project represents the logical "next step" in our work together. In 2008, we
expanded our work with Kari'nja beyond the geographic border ofKonomerume. We are
now ready to expand beyond the linguistic border ofKari'nja. We share a long-term
commitment to working together that does not end with the publication of this
dissertation.
2.5.2.4.10 Activism
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The greater context of language endangerment in Konomerume includes an
ongoing struggle for the right to use and control ancestral lands both for traditional
practices and to generate income. The Surinamese government continues to sell logging
concessions in the areas traditionally used by the Konomerume and neighboring
communities. There has been talk of selling mining concessions, as well. Community
leaders are struggling to gain control of these lands in order to generate income by
sustainably logging them independently and to protect traditional hunting, fishing,
gathering, and farming areas. Toward this end, the VIDS has been working with
community members to document and map their traditional territory.
In 2007, ChiefMande and Sieglien Jubithana conducted a series of interviews, in
Kari'nja, with village elders. There were three overlapping goals for these interviews.
Ms. Jubithana, working with the VIDS, hoped to establish the outer boundaries of the
community's territory and to identify types of land use by location. She, along with
community leaders and the VIDS, would use recordings to present their case to
government officials as they struggle to obtain land rights. For Chief Mande, these
interviews would form the basis for a history of the community that he is writing. For
me, the interviews were an important element in the documentary corpus of the language.
In addition, language teachers and other community members could use texts in support
of revitalization activities. This cooperative project supports multiple objectives,
including community activism.
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In addition to struggling to obtain rights over their traditional territory, the
community is actively engaged in Kari'nja revitalization. Our work together has provided
materials for formal teaching, greater visibility for the language, and an increased sense
of pride among community elders.
My own advocacy has included meeting with members of the VIDS in order to
increase visibility and respect for the language work being done in Konomerume. There
is an ongoing struggle in the country between prestige and non-prestige dialects. There is
a not-unfounded belief among non-prestige speakers that greater resources are devoted to
promotion and maintenance of the prestige dialect. I see it as part ofmy work as a
linguist to advocate in favor of official recognition for the non-prestige dialect. I have
argued that all dialects are equally valid, linguistically, and are worthy of support and
preservation. Once Konomerume community members realized that their dialect has
been unfairly devalued and inaccurately portrayed as "bastardized" (the dialect is known
to outsiders as 'Murato,' a clear derivative of mulatto), they began working to counteract
the negative effects ofthese long-held assumptions. I have used my training in
linguistics to help support their struggle.
Finally, the community has used their training and equipment in support of
independent advocacy. Recent flooding damaged much of the community pier. The
technology team was able to document damage on video, and present striking visual
evidence of the need for assistance to government authorities. This would not have been
possible prior to our collaboration. The community now has a newly rebuilt pier.
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2.5.3 Implementation
Implementation ofthe model draws heavily on asset-based models of sustainable
community development. In particular, I have drawn on several Peace Corps training
manuals implementing the Participatory Analysis for Community Action (PACA) model
(Peace Corps, 2007), Urban Habitat's Participatory Planning for Sustainable Community
Development (PPSCD) approach (Seitz, 2001), and the Methodology of Collaborative
Cultural Mapping developed by the Amazon Conservation Team (ACT) (2008). Most of
the phases of implementation come from the Peace Corps (2003) manual, and are adapted
to linguistic field research. This manual is an excellent resource that includes specific
activities for implementing each project phase.
Community partnerships are developed through workshops that draw on
community assets, identify goals and objectives, and provide training for community
members. Ideally, the outsider researcher will have been formally invited by the
community to work on a particular project or projects and will be partnered with a speech
community member at the outset who takes responsibility for guiding the researcher
through the initial community protocols. The Community Partnerships Model is not
compatible with approaches to field research that promote descending on a community
with a pre-established research agenda created in the absence of community input. In the
absence of an invitation, the researcher will have engaged with the community in some
way prior to seeking funding for a particular project.
The first phases ofproject development--community entry and assessment-will
have been completed before a researcher seeks funding for a project. Should advance
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cooperation with the community be impossible, the researcher might need to be prepared
to revisit project objectives based on community input. Stephen suggests that the
researcher:
• "(write) a proposal in the local language and (be) prepared to change it substantially
in response to the needs of those one works with
• (present) oneself and one's proposal to the community, (answer) questions, and (be)
prepared to submit to collective opinion the issues of whether and how one may
proceed" (2002: 11).
Successful community development depends on a number of factors contributing to
project sustainability. These same factors contribute to the success of
community-oriented field research projects, as well. Characteristics of successful
community development projects that could equally apply to community research
partnerships include the following (adapted from Peace Corps, 2003):
• Involve all stakeholders in all aspects ofproject planning, including setting goals
and developing a research agenda
• Set realistic goals, objectives, time frame, and budget
• Clearly define project tasks and responsibilities
• Train community members to conduct their own projects
• Assign qualified community members to specific roles
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• Monitor project progress
• Inform and involve larger community
• Evaluate and reflect on each project phase
• Instigate changes as necessary throughout project implementation
In implementing the Community Partnerships Model, community members are
involved in each phase of the process. Teams of community members are taught how to
conduct each project phase, and the researcher serves as a facilitator. The process of
identifying and developing projects cooperatively builds community capacity for
developing projects oftheir own design. Community members learn how to assess
needs, recognize assets, set goals, assign roles and responsibilities, and implement
projects. Should they later decide to seek outside funding for independent projects, they
will be equipped to negotiate outsider protocols for developing and submitting proposals.
Project phases include: community entry, assessment, prioritizing, project design,
team building, training, and implementation. Although phases are presented in a linear
manner, they can be viewed as overlapping and cyclical. It is not the case that a phase is
completed and then abandoned. For example, each time a researcher returns to a
community, she or he may have to observe formal community entry protocols that may
include presenting oneself to community leaders, explaining the goals for a particular
visit, etc. Depending on researcher and community member schedules, implementation
may be completed over the course of several shorter, two to four month, visits to the
community, or a single, longer period of residence. Ideally, the researcher spends an
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initial visit on entry, assessment, and initial project planning, and then returns to complete
a project. Reflection is an important element at each phase. All partners must be given
an opportunity to reflect on their involvement with projects, and share their impressions
as new projects are developed. All phases in the following sections are adapted from
Peace Corps (2003). The following sections describe each phase of implementation and
how it relates to the practice of linguistic field research.
2.5.3.1 Community Entry
Community entry is an observation phase offield research. The outsider
researcher takes time to observe and learn about community practices and protocols.
This important phase will influence the researcher's integration in the community, ability
to identify partners, and the strength of future partnerships. Note that observation is not
unidirectional during this phase. Community members, too, are learning about the
outsider researcher and are observing whether and how she or he follows formal
community protocols, interacts with community members, and complies with local
conventions. Ideally, the outsider researcher will have a primary partner or counterpart in
the community, usually identified by community leaders, who will guide him or her
through the early stages of community entry. Researchers should expect to spend much
of this time explaining why they are in the community and what they and the community
can expect from their partnership.
Formal community protocols for this phase may include the following:
• formal introduction to community leadership
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• individual introductions to elders
• community-wide meetings facilitated by community leaders to introduce
researcher to community-the researcher mayor may not lead these meetings
• additional meetings with leaders to reflect on issues brought up at
community-wide meetings
In addition to formal meetings with leaders and community members, the
researcher is encouraged to seek out opportunities to interact informally with members of
the community as they perform daily activities. This may not be practical if residents are
employed outside the community. However, there may be retired elders with whom the
researcher can interact. I would urge caution when offering "help" with activities since
many tasks take years to learn how to do well. Presuming to be able to actually help may
be seen as patronizing and disrespectful.
The community entry phase is also a learning phase. The researcher is learning
how to function in the community, and community members are learning how to interact
with the researcher. During this phase, the researcher can also begin observing language
in use. She or he may be introduced to speakers at various levels of fluency. The
researcher can learn who speaks the language and in what contexts. In addition to
meeting with community leaders and elders, the researcher may interact with potential
research partners who are younger and less fluent (or non-speakers, in many cases). The
community entry phase is also a time to learn whom the researcher will be working with.
Depending on community protocols, leaders may appoint partners or ask for volunteers.
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It is important that the researcher observe local community protocols for identifying
partners rather than approaching potential collaborators individually without input from
community leaders.
2.3.5.2 Needs and Assets Assessment
Once community members and leaders have accepted the outsider researcher and
partners have been identified, the researcher and community partners can begin assessing
needs and assets. The needs and assets assessment phase is an information-gathering
phase. During this time, the researcher and community members work together to
identify resources and needs in the community. In addition, participants work together to
determine community member and researcher assets in terms of talents, training, and
interests. It is important to focus on the positive during this phase, identifying strengths
in the community that will contribute to a planned collaboration. Since this is an
information-gathering phase, it would be more useful for the researcher to resist the
temptation to make recommendations or pass judgment.
Needs and assets assessment may be implemented in several ways including
workshops, interviews, and formal meetings. Community assets include: individual skills
and capacities among the researcher, community partners, and community members at
large; local organizations including schools, women's groups, and sports organizations;
and larger institutions such as Indigenous rights groups, NGOs, and government bodies.
Needs may include language-specific issues such as support for revitalization or greater
community infrastructure issues such as rebuilding community structures. During this
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phase, the researcher and community members list all needs and assets they can think of,
without regard for whether or not they will be "doable." Community members need to
have a voice in the process and be heard, so it is important that all ideas be included.
During the next phase, participants will work together to identify resources and
associated projects.
The CPM assumes that all projects phases are conducted in partnership with
community members, and that is especially true for this particular phase. A successful
partnership depends on community members' engagement in the assessment of their own
unique situation. Most communities of "the researched" are accustomed to being defined
by outsiders using the outsiders' criteria. The right to define oneself is a crucial site for
decoIonization. It is imperative that community members define their needs and assets
for themselves so that they are empowered to have ownership of the process, and be
engaged in the work ahead.
This phase differs from assessment phases in community development models in
that it is project/product oriented rather than goals oriented. Goals for partnerships
between linguistics researchers and members of Indigenous communities may include
documentation, description, preservation, and/or revitalization of endangered languages.
Community members and researchers can begin t1}.is phase by identifying
language-related goals and then discussing projects that support these established goals.
It may also be useful during project identification and planning phases to discuss broader
goals to ensure that community members and the researcher agree that they are worthy of
pursuit.
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Once needs and assets have been established, the researcher and community
partners begin to list potential projects that they may choose to work on. As each project
is listed, the researcher and community partners also list the skills or knowledge needed
to complete a particular project, and issues or problems that may hinder project
completion. During this phase, the researcher and community partners can begin to
match previously identified assets with potential projects. For example, if one of the
projects is the documentation of a particular cultural practice (for example, weaving a
specific type of basket) and the language that accompanies it (for example, procedural
discourse describing the necessary tools and their use), community members with skill in
the practice may be identified.
It is useful at this phase if the researcher has a variety ofproducts from other
documentation or description projects. They may be complete or incomplete. Seeing
work in progress may facilitate understanding ofthe process that went into creating it.
Sample audio and video recordings, dictionaries, grammars, and pedagogical materials by
the partner researcher or from other researchers and communities will allow community
members to see an array of products in advance of determining which types materials
might meet their individual needs. The researcher can also suggest timelines and discuss
resources necessary to complete each type of project. The researcher may also find it
useful to demonstrate different types of each product. For example, the researcher may
display samples of illustrated thematic dictionaries that are narrow in scope side-by-side
with samples of comprehensive encyclopedic volumes. The researcher and community
members can discuss the relative merits of each and their usefulness to particular
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audiences. They may also address time and resources issues with producing each type of
product.
2.3.5.3 Prioritizing
Prioritizing requires that the team ofresearcher(s) and community members
analyze and identify the value and importance of projects identified during the previous
phase. 14 Analysis includes determining what is needed to complete a particular project,
and prioritizing includes deciding which projects are most important to the community
and the researcher. Although the researcher is likely to facilitate this phase, she or he
also has a vote. However, the researcher is not in a position to override community
priorities in favor ofhis or her own.
This phase is best facilitated through workshops for community partners and other
stakeholders including community leaders. During this phase, the researcher and
community members analyze each potential project listed during the assessment phase.
Interested stakeholders examine each project to establish its level of urgency, gauge
community interest, determine whether they have the resources necessary to complete a
project and what additional resources will be required, discuss probable timelines, and
ascertain whether some projects might overlap. Once each potential project has been
analyzed in this way, group members can begin prioritizing projects.
14 When I was in the Peace Corps, we called this phase "voting with leaves," because that was a strategy
used to facilitate prioritizing among non-literate counterparts. Decision makers were given a number of
small items (leaves, stones, shells) which they used to indicate their preference for particular projects over
others. Projects that received more votes were given a higher priority than those that received fewer.
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Trying to determine which potential project is "most important" involves too
vague a criterion. More specific criteria include:
•
•
•
•
greatest benefit to most people (e.g. documenting a specific cultural practice may
serve both researcher and greater community revitalization needs, while
documenting an isolated word list of names for things that mayor may not exist
in the community would serve a much smaller audience)
biggest impact on community (e.g. involving the community in creating signage
for community locations in the Indigenous language provides visibility in a way
that one-on-one elicitation of place names does not)
fewest outside resources required
potential for completion in available timeframe
After analyzing and prioritizing potential projects, the researcher and community
members can eliminate projects that are not within the scope of available resources.
Most projects will require training for community partners. Training provides
community members with the skills needed to become self-sufficient; thereby
strengthening the overall project and supporting one of the hallmarks of the Community
Partnerships Model. For example, a documentation project may require training in
equipment operation that can be provided by the researcher. Other projects, for example,
community mapping, may require tools and training, such as GPS systems, that are not
immediately available, but may be obtained by partnering with other organizations.
Some project ideas may be desirable, for example an internet-ready multimedia
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dictionary, but may not ultimately be obtainable or useable because of a lack of technical
resources in the community. Finally, some projects, such as rebuilding a village school,
may be only tangentially related to the goals of the partnership and can be eliminated
early on. It is nonetheless useful for the community to have developed a needs-based
project list, as it may be revisited in partnership with other outsider researchers or
organizations.
Once the researcher and community partners have a list of potential projects that
can be accomplished with available resources, the team may rank projects according to
priority. To the extent possible, the researcher and community members use traditional
local decision-making methods. In some communities, this is done through democratic
processes, in others, consensus is imperative. The researcher and community members
then identify which specific project or projects they will undertake.
2.3.5.4 Project Planning and Design
Project planning includes several interrelated steps. In addition to planning how
to create particular products and accomplish particular goals, team members identify
training, personnel, and time needs.
This phase, too, can be conducted in a workshop format. It may involve only
those community members who will be conducting the actual work of the partnership.
As such, workshops conducted during this phase may be smaller than those for previous
phases. Depending on local protocols, community leaders may choose to provide
oversight of any workshops, either as participants or observers. Community leaders may
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also need to be involved in the process of identifying and approaching potential personnel
for different aspects of projects to be planned.
The researcher and community members should seek to undertake projects that
are "SMART: Specific, Measurable, Attainable, Realistic, and Time-bound" (Peace
Corps, 2003:78). Prior to embarking on any project, the following questions need to be
addressed:
• Who are the relevant stakeholders?
• Who will participate and in what way?
• What teams are needed to complete the project(s)?
• What are the training needs?
• How will training needs be met?
• How does project implementation interact with the local seasonal calendar?
• What is the timeline?
• How will project progress and success be assessed?
By and large, the outsider researcher will be providing training workshops for
relevant community members. These may involve technical training in equipment use
and maintenance, introductory literacy and orthography development, best practices in
documentation, lexicography, or training in individual topics in linguistics. Depending
on what skills are needed for each project, the researcher can design workshops for
particular community teams. If local resources or knowledge are to be incorporated, the
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researcher may work with community members to develop training workshops to share
their individual knowledge or skills.
An often neglected element ofproject planning is the seasonal calendar.
Depending on the community, people may be unavailable during important planting
times when they have to travel long distances to their fields. In other communities, there
may be restrictions on storytelling at different times of the year. This could prove
disastrous for a project that aims to record traditional stories during a season when
traditional storytelling is prohibited. The researcher and community members plan
projects carefully to avoid unforeseen obstacles caused by lack ofknowledge of certain
seasonal activities.
I will illustrate this point with a personal experience. I once made the mistake of
assuming that the rainy season in Konomerume would be an ideal time to record elder
speakers in their homes. Most families finish their annual planting before the start of the
rainy season because the rains make it difficult to undertake long journeys to the fields.
Community members are often involved in quieter homebound activities, such as cotton
spinning and basket weaving that, I thought, would provide an ideal environment for
recording. What I failed to plan for, however, was the effect the rains might have on
recording. Many homes in Konomerume now have corrugated tin roofs (a shift from the
more traditional leaf-roof architecture). Heavy rain on a tin roofed structure provided a
less than ideal recording environment. In most cases, people had to resort to mime in
order to make themselves understood. In addition, since the technology team and I had
agreed that it was easier to record elder speakers in their own homes, we had to carry the
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equipment through the village to the elders' homes. The winds that accompany a typical
tropical monsoon made it nearly impossible to transport the equipment without some of it
getting wet.
When planning a project timeline, in addition to seasonal considerations, the
researcher and community members set mini-goals along the way. For example, if the
project aims to produce a video recording and texts of elders narrating as they engage in
traditional cultural practices, there will be intermediate steps to creating the final product.
In this case, they may include: identification and training of a technology team; video
related issues including recording and editing; identification and training of a text team;
transcribing, translating and analysis of texts; and production of the final product(s).
Each task is identified and sequenced on the timeline along with the tools and training
needed to complete each one. Tasks are organized in a spiral, with each task building a
scaffold that supports the next. In addition, a reflection period is included for each
intermediate step when team members can assess their progress toward the eventual goal.
During the reflection periods, the researcher and community members evaluate their
progress to date and ensure they have measures in place to embark upon the next project
phase.
2.3.5.5 Team Building
Once projects have been identified, analyzed, and planned, the researcher and
community members work together to organize teams that will take responsibility for
each project phase. In some cases, one large team, composed of community leaders,
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elders, young adults, and the outsider researcher will work on all aspects of a project. In
others, training smaller teams is more appropriate, each of which is responsible for a
different project segment. Working with teams of community members supports many of
the goals of decolonization. Community teams take responsibility for their own research
and are involved in each phase. In addition, they are building capacity for future
independent projects of their own design and are involving as much of the community at
large as possible. Finally, teams composed of community members working in
cooperation with an outsider researcher maximize available resources and efficiency in
that no single person has to "do it all."
Depending on local protocols, identifying and building teams may involve
community leadership. Team members are chosen based on capacity, motivation, ability
to complete tasks, and long-term commitment. Where possible, teams should include
members of different ages, genders, and with different roles in the community. However,
local politics and familial relations can make the identification of potential team members
a delicate process. Care must be taken to avoid accusations of nepotism. Whenever
practical, it is wise to involve as much of the larger community as possible in determining
who would be best suited to particular tasks. There may be historical reasons why the
community may choose one person over another, and the outsider researcher must
exercise caution to avoid being drawn into long-standing disputes. Choosing potential
team members is another area where it is imperative that the outsider researcher
recognize speech community members as experts. Although the outsider researcher may
have his or her own ideas about who is best suited to particular tasks, there may be other
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local cultural aspects of choosing team members, such as particular familial ties and/or
appropriate gender roles, to which the outsider is not privy.
Teams can work together to share roles and responsibilities. In addition, teams
may choose to elect a leader who will be responsible for ensuring that tasks are actually
carried out.
2.3.5.6 Training
For each individual project, the researcher and community members ask, "What
are the tools and training necessary to complete this task?" They then work together to
design training workshops to provide community member teams with the knowledge and
skills necessary to complete each task.
In my experience, workshops are more effective if they are hands-on, encourage
participants to learn inductively, and foster interaction among participants and the
facilitator. Community members "learn by doing," and workshops are organized such
that new skills are practiced as they are introduced. The plan provided in Appendix A
illustrates a team-based workshop approach to developing an introductory curriculum.
2.3.5.7 Implementation
Implementation may not be separate in and of itself, but rather can be conceived
of as part of an overlapping process. For example, part of training a technology team to
conduct documentation involves actually recording speakers using the language.
Resulting recordings can then be used in training a documentation team to transcribe and
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translate recorded data. As the documentation team is being trained, the technology team
can be making additional recordings that will eventually become a part of the greater
documentary corpus. By this model, the training itself allows teams to create concrete
products that are the goal of the partnership.
As teams begin working independently on particular project aspects, the outsider
researcher works with team leaders to monitor several aspects of team progress.
Materials and equipment need to be examined for appropriateness and adequacy. Teams
need to determine whether they have received adequate training to perform particular
tasks, or whether additional or more advanced training is necessary. Interest and
motivation can begin to lag as teams become more engaged, and the outsider researcher
and team leaders need to ensure that responsibilities are being met according to the
previously outlined timeline. If time goals are not being met, team leaders work with the
outsider researcher to determine why, and then teams work to adjust and implement a
revised schedule. Unforseen circumstances can prevent work from progressing as
planned. This is natural in a new project and should not be seen as a major obstacle.
Team members simply adjust or revise the overall plan in a manner that considers and
accounts for new factors.
The role of administrator can fall to the outsider researcher or to another
motivated community member. The model assumes community members will be trained
to eventually administer projects oftheir own design. As projects progress, the outsider
researcher is engaging with teams and fulfilling his or her own roles as determined during
the planning phase, including training community members to take over individual
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responsibilities. Administration duties may be shared until community members are
trained and comfortable with leading an individual project or projects.
A large-scale documentation, description, and preservation project involves
several overlapping and interacting stages. Initially, the outsider researcher may bear
most of the responsibility for implementation. However, an eventual goal (inherent in the
CPM) is for the researcher to relinquish responsibility as community members become
comfortable and proficient in their new roles.
2.3.5.8 Reflection
During the reflection phase, the outsider researcher and community teams work
together to evaluate their progress, reflect on lessons learned, revise phases and projects
as needed, and plan for future collaboration. This step is important at all phases, but
reflecting at the conclusion of a particular project may be more formal than the ongoing
reflection that occurs during intermediate steps. In addition to members of the
implementation teams, community leaders, elder speakers, and other stakeholders may be
involved in this phase. This is also a time to present results and products to community
leaders and the community at large.
2.5.4 Overcoming Obstacles
My original title for this section was, "Reasons Why a Partnership Might Fail." I
carefully listed all of the "failures" I had experienced in my own work, and those I had
been told about. As I read through my list, I was embarassed to discover that over 80%
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of my reasons represented supposed failures on the community's part. I realized that I
had been participating in the time-honored tradition by outsider researchers of blaming
Indigenous people for project failures. When social scientists have attempted to engage
community members in the academic endeavor, project failures are often blamed on
community infighting, mistrust, misappropriation, or factionalism (c.f. Morrill, 2008, for
a thoughtful explication of Klamath termination and the lasting legacy of outsiders
having unfairly blamed factionalism). In my experience, it is difficult to identify and
acknowledge my own role in a project's failure. One of the many legacies of colonialism
is the ease with which we blame Indigenous community members for not being capable
enough, schooled enough, assimilated enough, White enough.
In our rush to blame the community, we fail in two ways. We neglect to examine
our own role, and we fail to recognize that no community is homogenous. We seem to
assume that there should be no dissent in a small Indigenous community. Our
assumptions get in the way of true collaboration, and, when a project fails, it is a lot
easier for us to blame our Indigenous partners than to look for real reasons for failure and
try to learn from them. In my experience, no group is homogenous, and factions,
disagreements, and obstacles affect any group, regardless of size or origins of members.
Our cross-cultural partnerships are not immune. All participants in a truly balanced
partnership playa role in a project's successes and in overcoming obstacles. In this
section I examine potential obstacles to success and discuss how they might be overcome.
One of the most daunting obstacles to successful collaboration is time.
Traditionally-funded research projects rarely allow for adequate time spent in the
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community on the part of the researcher. Furthermore, many researchers view time spent
training community members as time wasted. The prevailing opinion is that all time in
the community needs to be spent on the "more important" business of conducting
research. However, this mindset interferes with building effective community
partnerships. A well-trained team of community members can conduct independent
research in the absence of an outsider academic. In a well-planned partnership, the
outsider researcher does not have to be present in the community in order for tasks to be
completed. Rather than viewing time spent in training as time wasted, we may view it as
an opportunity to maximize available resources as well as build capacity for future
productivity.
One common complaint I have heard from other researchers is that they do not
have time while in a community to develop workshops cooperatively. This occasionally
results in researchers attempting to predict what community needs might be in the
absence of real engagement with community members. I once attended a conference
presentation of a purportedly collaborative project where the presenter had developed
workshops on language revitalization independently. He spent only 3-5 days in each of
several communities during which he delivered the workshop in addition to engaging in
other research activities. Although community members appeared engaged and
interested during the workshop presentation, to call this sort of project collaborative is a
misnomer. Introducing methods of revitalization is an admirable goal, but to do so in the
absence of real community engagement is to continue the paternalistic practice of
presuming to know what communities need or want. Given the researcher's lack of prior
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contact with community members, he had no way of knowing whether and to what extent
the community was interested in revitalization. A more community oriented approach
would engage in a needs and assets assessment with community leaders rather than
delivering a prepackaged workshop without prior engagement.
One of the realities of working with speakers of endangered Indigenous languages
is that many of the people with whom we work are elderly. The tragedy of losing an
elder can have resonating effects beyond the practical effects on a documentation project.
The loss of an elder has a profound emotional effect on both community members and
outsider researchers. It takes time to recover from such a loss, and it is appropriate to
give ourselves permission to grieve.
Another obstacle to engaging in community-based collaboration involves
individuals who want to work with a particular outsider researcher against the desire of
the community at large. The Community Partnerships Model, as a community-based
model, assumes that at least some portion of the community is interested in collaboration.
Factions, political infighting, and nepotism are issues for any partnership, and must be
dealt with on an individual basis.
Finally, differing notions of success can hinder successful collaboration. During
the planning phase, team members must decide what they need to accomplish in order to
be successful. In situations of language endangerment, it is rarely the case that the
endangered language will be revitalized to the extent that it is once again used by all
community members in all contexts. Often, this is what elders expect from a
documentation project, and anything less is considered a failure. The researcher needs to
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use caution when making promises, and all team members need to understand the goals
of a project and how they will be achieved. Involving the greater community in project
planning can contribute to greater understanding ofjust what is possible. The more
informed the population, the greater the likelihood that community members will know
what they can expect to accomplish and what are unrealistic goals (c.f. W. Leonard,
2008, on differing notions of success).
Other potential obstacles include a lack of information, preparation, or training.
These are best addressed throughout the project rather than at the conclusion of a failed
project. Reflection at each project phase includes assessment ofprogress and evaluation
of ongoing training needs.
2.5.5 But I'm a Linguist, Not a Development Worker!
(Conclusions and Criticism)
A possible criticism of the CPM is the fact that, as a researcher and as a linguist,
the outsider, by default, does not arrive in a community completely agenda-free. The
researcher is there to do a research project, in linguistics, with speakers of an endangered
Indigenous language. This is true. However, here again, what is required for
decolonization of this type of research is a change in mindset on the part of both the
researcher and community members. Arriving in a community uninvited with a fully-
fledged project plan and research agenda is not supported by the CPM. Furthermore, the
model does not support pushing an agenda on a community that has expressed no prior
interest in language-related work.
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The researcher sets out to work in communities who share an interest in working
in some way with their Indigenous or heritage language. They may not have a specific
project idea in mind, but by working in partnership, community members and the
outsider researcher develop an agenda together. The researcher is no longer an expert
who has arrived to tell the community how to live their lives. Nor is she or he a data
miner sent to exploit community resources.
How one finds a community in which to work depends on networking on the part
of the outsider researcher and community members. Once a researcher has established a
collaborative project with a particular community, it is not uncommon for neighboring
communities to take notice. For example, the boat ride from Paramaribo to Konomerume
involves passing two other Kari'nja communities. After seeing us pass by several times
and hearing about our work in Konomerume, leaders in both of these communities began
to ask when ChiefMande and I would begin working with them. The documentation
workshop in Kalebas Kreek in 2008 originated with their queries. These sorts of contacts
can bring new researchers and communities together. I can imagine introducing another
researcher interested in working with Kari'nja to ChiefMande, who could facilitate
meetings with leaders in Konomerume-adjacent communities. I have heard other
researchers say, "The community near where I work really wants to work with a linguist.
I wish I knew of someone to recommend to them!" Motivated communities exist and can
be found by networking with other researchers with already established projects in the
region of interest.
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In addition to relying on other researchers to serve as "matchmakers," outsider
researchers may contact government and nongovernmental institutions in the country of
interest for assistance in finding communities who have expressed a need for an outsider
researcher. For example, the Museu Paraense Emilio Goe1di in Brazil has a long list of
communities requesting assessoria lingiifstica, and not enough academic linguists to
fulfill stated needs (Gildea, p.c.).
Another potential criticism of the model is the inherent power imbalance between
the outsider researcher and speech community members. Since responsibility for
providing training initially rests with the outsider researcher, there is still an imbalance of
power, with the researcher holding the more powerful position. While the model goes a
long way toward empowering community members to participate actively in research that
affects them, there can nonetheless be a sense that the researcher is still the "leader" of
projects undertaken by community member teams. By working toward
mutually-determined and mutually-beneficial goals, all stakeholders benefit. In addition,
training for community members builds capacity for future independent work of their
own design.
A related criticism revolves around the notion of differing epistemologies. This
work has been criticized for not pushing the epistemology envelope. That is, the
linguistic results presented here are not unique in style. They represent a "Western"
academic analysis of aspects ofKari'nja grammar. This way of analyzing and
representing language is, indeed, a traditional one. In fact, representing Kari'nja from a
Kari'nja perspective was never my intention here. What the CPM has allowed for is a
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conversation between me and community member linguists about how their language
works. Our analysis is a "Western" academic one because Kari'nja do not analyze or
represent language in this way. Other projects, done both in collaboration and by
Konomerume community members independently, represent more Kari'nja ways of
observing and representing the world.
Finally, I would like to reiterate that the CPM is not meant to be a "one size fits
all" model, nor do I intend to apply that research conducted in different ways is somehow
unethical. In fact, there are many ways to conduct responsive field research with
members of Indigenous communities. This model contributes to the conversation about
manners and methods of conducting more responsible and collaborative research. I am,
indeed, indebted to the researchers who have been writing about their own experiences
with collaborative work for considerably longer than I have.
There are several models of field research with Indigenous languages that call for
collaboration with community members,15 and the model described herein is meant to
complement rather than compete with other collaborative models. What makes the
Community Partnerships Model unique is the specific engagement with decolonizing and
critical Indigenous methodologies. Furthermore, its basis in models of sustainable
community development lends a practical aspect to the CPM. Recommendations for
application of the model come directly from my experience as a Peace Corps volunteer in
Rural Community Development, as well as from published sources. Community
development models have been extensively piloted, tested, and refined to the point where
15 c.f. Czaykowska-Higgins, 2009; Cameron et al., 1997
123
we know that they can lead to more balanced and responsive relationships among
outsiders and Indigenous community members. Applying them to the practice of field
research is a logical "next step."
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CHAPTER III
LINGUISTIC RESULTS
This chapter is divided into three sections. Section 3.1 provides an overview of
Kari'nja grammar as relevant to the sections that follow. In section 3.2, I describe the
system of nonverbal predication in Kari'nja. Finally, section 3.3 provides a description of
an innovative construction in the language, the Main Clause -ry construction.
3.1
3.1.1.
Overview of Kari'nja Grammar
Introduction
Recordings of naturalistic data from a variety of speech genres provide the basis
for sound academic descriptions. The Community Partnerships Model provides linguistic
data that are of comparable quality to those recorded through other models. Furthermore,
since community members are actively engaged in recording, transcribing, and
translating primary data, a broader quantity of texts is available. Data recorded in
collaboration with Konomerume community members confirm earlier analyses as well as
provide the basis for the analysis ofpreviously undescribed, poorly understood, or
emerging phenomena.,-
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The Kari'~ja examples in this and other chapters come directly from texts
recorded in Konomerume (and described in more detail in chapter 5). These texts also
provide the basis for the academic description provided herein. Examples from the texts
are marked with a letter/number code. All text examples are meant to be transparent in
that they identify speakers and are easily located in the greater text context. Speakers
have given informed consent for their information to be used in this way. Elicited
examples are unmarked.
The Kari'~ja line in all examples demonstrates the Konomerume practical
orthography, which represents more phonetic detail than other orthographies. It includes,
for example, a digraph following i to indicate a regular process of palatalization. This is
followed by a more "linguist friendly" parse line that represents underlying forms
unaffected by phonological processes. Motivation for orthography choices are described
in more detail in section 3.1.2 below.
Rather than refer to Kari'nja as a nominative/accusative or ergative/absolutive
language, I refer to patterns in the language that fall into one ofthese categories. In
languages like some Cariban languages, that have more than one means of expressing
argument structure, it seems more appropriate to refer to patterns. These patterns may be
present in the morphological system, in the morphosyntax, or in word order restrictions.
Throughout this chapter, I describe patterns in terms of how syntactic arguments are
coded, indicate which arguments pattern together in a particular construction type, and
how they do so.
126
In Kari'nja, these patterns appear in the morphology in the form of person
markers, and in the syntax in word order restrictions. A and 0 refer to the two arguments
of a transitive construction, and S refers to the single syntactic argument of an intransitive
(c.f. Dixon, 1979, 1994). In nominative/accusative patterns, A and S pattern together
forming a nominative category, and 0 forms an accusative one. In ergative/absolutive
patterns, A is the single member of the ergative category, and S and 0 pattern together to
form an absolutive category.
This overview includes an orientation to Kari'nja grammar condensed from
previous descriptions of the language combined with my own analyses. I also include a
description of how various phenomena are represented in the Konomerume practical
orthography. This is followed by a description of the previously undescribed system of
nonverbal predication. A final section provides a description of a nominalized
subordinate clause construction that has been reanalyzed as a finite main clause
progressive construction.
3.1.2. Phonology and Orthography
Hoff (1968) identified 17 consonants and 18 vowels in Kari'nja, while Courtz
(2007) identifies only 9 consonants and 6 vowels. The primary difference between the
two analyses is in how each linguist chooses to treat phonological processes. Hoff (1968)
distinguishes, for example, long and short vowels as independent phonemes, while
Courtz (2007) views vowel length as a prosodic feature. Courtz's minimalist approach is
127
further evident in the fact that he recognizes only voiceless stops as independent
phonemes, and voiced stops as derived by rule.
In deciding our own approach to analysis of the phonological system, and, more
importantly to us, how to represent it in a practical orthography, Chief Mande and I have
opted for an eclectic approach. Our goals include representing Kari'nja as it is spoken in
Konomerurne, supporting learners, and, more tangentially, representing the language in a
maImer that would be transparent to speakers of other Kari'nja dialects. Furthermore, we
opted for representations that require the fewest keystrokes on a modem keyboard
because community members are novice typists and find diacritics and unusual characters
difficult to type.
We represent 14 independent consonants with single graphs, a velar nasal with a
digraph, as well as 7 palatalized consonants with digraphs, as illustrated in Table 3.1. In
the table, when two consonants appear in a single cell separated by a comma, the
consonant to the left is voiceless. The glottal stop and alveolar fricative are voiceless, all
other single consonants are voiced. Table 3.2 illustrates the 6 vowels, five of which are
relatively transparent. The exception is y, which represents a High, Central, umounded,
tensed, spread vowel.
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Table 3.1. Kari'nja Consonants
Bilabial Alveolar Palatal Velar Glottal
Stop p, b t, d k,g ,
....... Nasal m n ng~
I]) Flap r""d
~ FricativeI]) sp.,
I]) Approximant w J""d~ Lateral I........
.~ Stop PJ tj, dj
'"@ Fricative sh
.......
ro Nasal mi ni'"@
P-. <L Approximant wJ
Table 3.2. Kari'nja Vowels
Front Central Back
High 1 Y u
Mid e 0
Low a
The palatalized consonants are frequently realized as affricates. Hoff
(1968:32-33) describes the fine-grained tongue-position distinctions between palatalized
consonants and affricates and recognizes them as independent phonemes. Although it is
possible that I do not hear the finer grained distinctions, it is also possible that they are
not present in modern Konomerume Kari'nja. For our purposes, it is sufficient to identify
and represent the palatalized consonants with digraphs, with the understanding that some
may be pronounced slightly differently in different contexts by native speaking elders.
Some of the independent consonants palatalize to the same place and manner of
articulation, leaving fewer palatalized consonants than independent ones. Table 3.3
illustrates Kari'nja's regular process of palatalization after Ii/. In cases when an i-prefix
129
conditions palatalization, the prefix becomes optional. That is, speakers recognize no
functional difference between ipjoriry and pjoriry. In the texts, we have chosen to
transcribe inflected words as pronounced-either with or without the prefix. A
word-initial palatalized consonant indicates an erstwhile i- inflection.
Table 3.3. Palatalized Consonants
ThiS form IS likely polymorphemlc, historIcally.
Process Kari'nja Gloss Inflection Result Gloss
p>pj pori 'branch' i-pori-ry ipjoriry 'its branch'
m>mj mainja 'field' i-mainja-ry imjainjary 'h/her field'
n>nj nimjoku 'hammock' i-nimioku-ry injimjokuru 'h/her hammock'
w>wj wenapo 'behind' l-wenapo iw;enapo behind h/her'
t> tj tunda 'arrive' ni-tunda-i niljundai 's/he has arrived'
k>tj kupo 'atop' i-kupo iljupo 'on it'
d> dj idjeke 'for that reason'·
r> dj -ry 'Pssd' woryi-ry woryidjy 'h/her woman'
g> dj pingo (ST) 'bush pig' poindjo 'bush pig'
j > dj jako 'attime' i-jako idjako 'at that time'
s> sh sapato 'shoe' i-sapato-ry ishapatory 'h/her shoe'
.
Kari'nja has a number of reducing roots and stems. When inflected with a
particular subset of inflections, the final syllable of a reducing stem or root drops, leaving
vowel length behind.16 In our practical orthography, we enclose reducing syllables in ( )
in our dictionary entries and in the parse line of examples. This is illustrated in example
1 with a reducing root (which also includes a palatalized consonant in the practical
orthography), and example 2 with a reducing stem.
16 This description is somewhat incomplete. Depending on the environment, the reduced syllable may be
realized as glottalization (usually in front of a nasal consonant), a dip in pitch on the preceding vowel,
(usually in front of lsi or Ir/), or as vowel length (in most other environments). All are represented with a
colon in our practical orthography.
130
(1) kumi:sha. I7
kumi(ky) -ja
wash.Inan -PRS.TNS
's/he washes (0),18
(2) Kyko'mapo:take.
ky- ko'ma -po(ty) -take
IA20- call-ITER -FUT.TNS
'I will call you.' (Intrv WiTo 0037)
Reducing roots and stems sometimes condition allomorphy in inflections. For
example, the present tense suffix -ja -> -sa after non-nasal reducing roots as illustrated
in example I above. The conditioned allomorph is shown in the practical orthography,
and the original form is shown in the parse line of all examples. Resulting vowel length
on the stem is represented with :, illustrated in examples I and 2.
Many suffixes do not condition reduction. In these cases, we represent the stem
as it is pronounced, without ( ), in the practical orthography. For parsed examples, we
include a parse line with the reducing root enclosed in ( ), as represented in dictionary
entries and illustrated in example 3.
17 This verb form has an obligatoI)' separate nominal 0 which causes vowel length in the fIrst syllable of
the verb. This is not typically represented in our current orthography.
18 Abbreviations used in this chapter follow: V:: long vowel, 1: fIrst person, 2: second person, 3: third
person, 1+2: fIrst person dual inclusive, 1+3: fIrst person exclusive, 3R: third person reflexive, A: A
argument, 0: 0 argument, Sa: Sa argument, So: So argument, AGT: ergative A argument, AN: Animate,
AZR: Adverbializer, COLL: Collective number, cOP: Copula, DAT: dative, DEM: Demonstrative, mST: distal,
DBT: Doubt, ./\TTR: essive, FUT.n~s: Future Tense, Hes: Hesitation, l1\·1PER: Imperative, I1'~: InanL'tJ1ate, I1'~~-l\·t
Inanimate, INSTR: instrumental, INTNS: IntensifIer, ITER: Iterative, MD: medial, Nm: name, NZR:
nominalizer, Gee: Occupied.With, Part: particle, PROG: progressive aspect, PX: proximal, PRS.TNS: present
tense, PSSD: Possessed, REC.PST.Tns: Recent Past Tense, RM: remote, SaInt: Salient, SAP: Speech Act
Participant (1,2, 1+2), non-SAP: non-Speech Act Participant (3A, 30, 3S), TAM: Tense, Aspect,
Modality, TAMN: Tense, Aspect, Modality, Number.
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(3) pakotopotyr/9
pakoto -po(ty) -ry
slash -ITER -NZR
'it's repeated slashing'
As discussed in section 1.5.2, the prosodic system in the language remains poorly
understood. Areas that have proven recalcitrant, from a descriptive standpoint, include
the phonetics of stress and syllable loss (c.f. note 17), the phonology of stress, and
predictability. The phonetic realization of stress in Kari'nja is neither completely
consistent nor completely predictable. What may be realized as glottalization in one
environment may be vowel length in another. In addition, there appear to be ideolectal
differences among speakers, further hindering our ability to describe the phonetics of
stress with full certainty. Elided syllables, such as those described earlier in this section,
leave behind a heavy syllable. Here, too, its phonetic realization may vary depending on
environment and speaker.
The prosodic system has been described as an iambic system (c.f. Gildea, in
press), but there are complications. The foot structure, which differs from primary stress,
is organized in such a way that the head ofa foot gets prosodic prominence. However,
the phonetic realization ofprominence varies. Furthermore, there are both diachronic and
synchronic phenomena that cause a heavy first syllable. A heavy first syllable does not
effect the iambic system-the heavy syllable forms a foot on its o\vn a.'ld subsequent
19 The third person possessor results in vowel length in the first syllable. It is not regularly represented in
the current practical orthography.
132
syllables continue predictable patterns-but conditioning factors for a heavy first syllable
is unpredictable, which is problematic for learners.
A heavy first syllable may be the result of historical syllable loss or synchronic
morphophonemics. Although historical forms are difficult to recover without extensive
comparative work, synchronic forms include, for example, the marker of a first-person
possessor of a consonant-initial noun. This situation causes a morphophonemic stress
shift to the first syllable. Rather than describing the G- marked first person possessor as a
morpheme, one might view it as a prosodic element, underlyingly.
Finally, the diagnosis and representation of word, clitic, and morpheme
boundaries can be problematic. Hoff (1968) used stress to diagnose word boundaries.
The renewed attention paid to stress and its phonetic and phonemic realization may lead
to updated decisions regarding word boundary identification and orthographic
representation. For further discussion of orthography issues and our handling of them,
see sections 4.4.2.1 and 5.1.
3.1.3. Word Classes
Hoff (1968) identifies six independent word classes that he describes based on
structural properties. These are verbs, nouns, postpositions, adjectives, demonstratives,
and numerals. He later (1986) described a separate class of non-modal particles. Courtz
(2007) chooses to term Hoffs (1968) demonstratives class 'pronouns,' and adds a separate
class ofinteJjections that includes subclasses of vocatives, onomatopoetic words, and
other interjections.
133
Following Hoff (1968) and Courtz (2007), we identify seven unique classes that
can be identified based on morphological properties and their function in the syntax.
Kari'nja has a rich system of class-changing morphology that allows members of one
open class to become members of another. Words so derived are fully realized members
of the new class, subject to additional inflectional and class-changing morphology. In the
sections that follow, I give a briefoverview of each class in terms of structural properties
and their function in the grammar followed by an illustration of class-changing
morphology.
3.1.3.1 Verbs
The heart of the Kari'nja system lies in the verb. A complete sentence may be
comprised of a single inflected verb word. Gildea (1998) terms it a Set I system,
characterized by personal verbal prefixes that identify both the A and°of a transitive
event, and the S of an intransitive event. A set of verbal Set I suffixes indicates Tense,
Aspect, Mood, and Number (TAMN). Arguments may be further specified by a separate
nominal element that is not case marked. Word order restrictions in the language exhibit
a nominative-accusative pattern. Each of these elements is illustrated below.
3.1.3.1.1 Person Marking
Transitive refers to a two-argument event; intransitive to a single-argument one.
A, 0, and S are employed here as a means of distinguishing arguments in events
designated by the verb. A and 0 represent the two arguments in a transitive event, and S
134
the single argument in an intransitive event (c.f. Dixon, 1979). Although this is primarily
a syntactic distinction-that is, those arguments specified by the grammar-it is
nonetheless the case that A generally refers to the semantically more "agentive"
participant and 0 the semantically more "patient-like" one. Kari'nja has a Split-S system.
That is, the S argument may be indicated through one of two sets of verbal
person-marking prefixes. One set is termed Sa, the other, So. I refer to the syntactic
category of S as "subject," in reference to the single actor in a one participant event, or, in
the case of stative predicates, as the nominal element of which a state is predicated.
Speech Act Participant (SAP) is used throughout this chapter to refer to first and
second person, speaker and hearer. Non-SAP is used to refer to third person participants,
those who are not a direct part of the speech event. A third person may be a part of the
speech event-I can talk about someone who is sitting next to me-but, as a non-SAP,
slhe is neither the speaker nor the intended hearer. The SAP/non-SAP distinction
becomes important in the discussion of direct versus inverse events. In Kari'nja, a direct
event is one in which a SAP acts on a non-SAP. Inverse refers to the opposite scenario.
In Kari'nja, participants in any event designated by the verb are indicated by
personal prefixes affixed to the verb stem. For 2-participant (transitive) events, prefixes
are portmanteau forms that indicate the person of both the A-argument and the
O-argument.20 Kari'nja distinguishes between 4 persons in this way: 1,2, 1+2, and 3.
20 Gildea (1998) notes that these portmanteau forms are sensitive to the SAP/non-SAP distinction and
prefers to term them inverse/direct. As noted in Table 3.4, the inverse (3-A/SAP-O) prefixes are formally
identical to the So intransitive set, and the direct (SAP-AI3-0) prefixes resemble the Sa set.
----------------- ----
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1+2 refers to the two Speech Act Participants, for which Kari'nja has a single category,
recognizing the two persons together as a single syntactic argument.
Table 3.4 illustrates the verbal person-marking prefixes. The intransitive prefixes
are aligned in the chart so that they illustrate the formal similarity to direct and inverse
transitive prefixes. Allomorphy is indicated with parentheses or slashes. The 3A30
prefix may receive an additional (ky-) that is a relic of an old deixis marker. A thorough
description ofthis morpheme is outside the scope of this chapter, but c.f. Yamada (in
press) for a complete treatment?! The reader should note only that the ky-is not related to
transitivity, as its placement in the table might indicate.
Table 3.4. Verbal person marking prefixes
A1O- 1 2 1+2 3 Sa
1 k(y)- s(i)- w-
2 k(y)- m(i)- m-
1+2 kys(i)- kyt-
3 0-/j- aG)-/o- k(y)- (ky-) n(i)- (ky-) n-
So 0-/j- aG)-/o- k(y)- (ky-) n(i)-
The following examples illustrate person marking for both transitive and
intransitive finite main clause constructions.
(4) Sitjotoja (maria ke).
si- koto -ja maria ke
lA30- cut -PRS.TNS knife Instr
'I cut it (with a knife).' (CF CeAr 0042)
21 C.f. also Hoff (1986) for a different analysis.
136
(5) Kyko'mapo:take.
ky~ ko'ma -po(ty) -take
lA20- call-ITER -FUT.TNS
'I will call you.' (Intrv WiTo 0037i2
(6) Yaroja.
y- am -ja
3AI0- take -PRS.TNS
'S/he takes me. '
(7) Mapitjaje.
m- apika -ja
2A30- spread.out -PRS.TNS
'You spread it out.' (MaufU 00030)
(8) Kysitja:sa.
kysi- ka(py) -ja
1+2A30- make -PRS.TNS
'We make it.'
(9) Ajapoija.
aj~ apoi -ja
3A20- hold -PRS.TNS
'It holds you.' (Mauru 00103)
(10) Napoija.
D- apOl-Ja
3A30- sieze -PRS.TNS
'It holds it.' (CF JoKa 0042)
For intransitive events, Kari'nja has what has been termed a "Split-S" system.
That is, two separate sets of verbal prefixes can be employed to indicate the single
argument of an intransitive event. The two sets are termed So and Sa, and the choice of
set is determined based on the particular verb root. One subset of verb roots takes Sa
prefixes and the other takes So. There appears to be a .historical basis for the split in
22 This example is glossed here based on its discourse context. It may also be glossed as 'You will call me.'
Context disambiguates.
137
other languages in the family. Although there is a small subset of historically
monomorphemic verb roots unaccounted for, Meira (2000) provides convincing evidence
that members of the Sa set were historically transitive roots that were detransitivized with
a prefix.23 So prefixes are formally identical to transitive inverse prefixes, and Sa
prefixes share some formal similarity to transitive direct prefixes. Each set is illustrated
in the examples that follow.
Sa:
(11) Ju'pa wo'nykyi.
ju'pa w- o'ny(ky) -i
well lSa- sleep -REC.PST
'I slept welL' (FM-MA 00001)
(12) My.' tong.
m- y(to) -ng
2Sa- go -PRS.TNS
'You've gone.' (FM-MA 00427)
(13) Mo'jaro kysatong.
mOJaro ky- y(to) -ja -tong
there 1+2Sa- go -PRS.TNS -COLL
'We all go there.' (FM-MA 00565)
(14) Ny:sa.
n- y(to) -ja
3Sa- go -PRS.TNS
'He goes.' (FF HeAl 00061)
So:
(15) Eromete jaitje:take.
eromete j- aike(py) -take
later lSo- finish -FUT.TNS
'T ~+~~ Till f';~~nh , mv r'n A~ ()()()O~'1
J.AUvJ. .1 J.J. J.J.J.J.J.;:)J.J.. \.1 0 .1 0 vvrll VVV7JJ
23 Hoff (1968) classifies the set based on his analysis of their being w- initial.
138
(16) Ajawo:ja
aj- awo(my) -ja
280- stand -PRS.TNS
'You stand up.'
(17) Ero wara koma.jatong. 24
era wara k- ema(my) -ja -tong
this way 1+280- live -PRS.TNS -COLL
'We live this way.' (CF WiMa 0103)
(18) Natytaje.
n- atyta -ja
380- grow -PRS.TNS
'It grows.' (CF HeMa 0013)
3.1.3.1.2 Argument Specification: Order and Constituency
In addition to morphological person-marking, participants may be further
specified by a separate nominal word. For intransitive events, the person marking prefix
is obligatory even in the presence of a separate subject nominal. This is illustrated in
example 19.
(19) Racquet nitjundai
racque1 ni- tunda -i
Nm 3So- arrive -REC.PST
'Racque1 has arrived again.'
rapa.
rapa
agam
With transitive events, ifthe A argument is a SAP, and the 0 argument a separate
nominal word, the separate 0 nominal and the AO prefix may co-occur:
24 There is a vowel change from the root to the inflected form. e -> 0 / 1+2So-_. C.f. Meira, Gildea, &
Hoff (in press) for a thorough description and comparative reconstruction ofablaut in Cariban languages.
~~-~~-------
139
(20) Eropo jainjaturu sitjumi:sha.
eropo j- arinjatu -ry si- kumi(ky) -ja
here 1- baking.pan -PSSD lA30- wash.INAN -PRS.TNS
'Here I wash my baking pan.' (CF CeAr 0030)
However, in situations in which 3A acts on 30, a strategy is necessary to
disambiguate two third-person participants (c.f. Hoff, 1995). When the separate nominal
represents the 30 participant, it is in complementary distribution with the 3A30 prefix.
That is, when the separate a nominal is present it must precede the verb and there is no
personal prefix.
o V
(21) Typyty epano:sa jumy.
ty- pyty epano(py) -ja jumy
3R- wife help -PRS.TNS a.lot
'(He) really helps his wife.' (CF JeNj 0018)
* 'his wife really helps (him)'
If a separate nominal precedes the verb and the prefix occurs, the separate
nominal automatically refers to the A participant:
A
(22) Mo'ko i.jo
mo'ko 1- JO
3.AN.DIST 3j- husbandj
'Her husband helps her.'
* 'she helps her husband'
n-V
nepano:sa.
n- epano(py) -ja
3Aj30j- help -PRS.TNS
When separate nominal words are employed to refer to both participants in a
3A30 event, word order disambiguates. The nominal that immediately precedes the verb
140
refers to the a participant, and the other nominal refers to the A. This situation
represents one of few word order restrictions in Kari'nja (another exists in the nominal
system described in section 3.1.3.2). The [0 V] verb phrase constituent forms a tight
bond, and the A argument is free to occur on either side of it.
(23a) A 0 V
Mo'karo a'na . 25eneJatong.
mo'karo a'na ene -ja -tong
3.AN.COLL 1+3 see -PRS.TNS -COLL
'They watch us.'
(23b) A 0 V
A 'na rno 'karo enejatong.
'We watch them.'
* 'they watch us'
(23c) 0 V
A 'na enejatong
'They watch us.'
* 'we watch them'
A
rno'karo.
For intransitive events, a separate S nominal may occur on either side of the verb
with no change in meaning.
(24) Nitjundai
ni- tunda-i
3So- arrive -REC.PST
'They have arrived.'
rno'karo.
mo'karo
3.AN.COLL
25 For purposes of verb agreement, the fIrst person dual exclusive pronoun (l+3), is treated as a third person
nominal in Kari'nja.
3.1.3.1.3 TAMN
141
Tense, Aspect, Mood, and Number (TAMJ\J) are indicated in Kari'nja with verbal
suffixes. Rather than a singular/plural distinction, Kari'nja marks collective/noncollective
number. This is because the two SAPs, first and second person (1 +2) together, is
recognized by the grammar as a single independent grammatical argument. As such,
"1 +2 Singular" would actually be referring to more than one person. For this reason,
collective/noncollective better reflects Kari'nja-intemal number specifications?6
While person marking is indicated with prefixes, TAMN are indicated with
suffixes. Verbal suffixes code temporal distinctions such as future:
(25) Sipjesasamatake.
si- pesasama -take
1A30- sprinkle -FUT.TNS
'I will sprinkle some onto it.' (CF CeAr 0040)
modal distinctions such as optative:
(26) Nownow me mokaro wokyryjang mainjapaty eneng.
nownow me mokaro wokyry -jang mainja paty ene -neng
right.now Attr 3.AN.COLL man -CaLL field place see -OPT
'Right now, the men must go look for field places.' (UrMaHeAl 00051)
and collective number:
(27) Senejatong.
s- ene -ja -tong
1A30- see -PRS.TNS -COLL
'I see them.'
26 There is disagreement among Caribanists regarding the collective/noncollective distinction. For a more
complete picture of how the singular/plural distinction is treated in the family by other analysts, c.f., Meira
(1999) for Tiriyo, Derbyshire (1985) for Hixkaryana, and Hoff (1968) for Kari'nja.
142
The verbal collective marker, -tong, differs from collective markers for other
word classes. In the nominal system, the collective marker is -kong, and it is -ine for
postpositions. The verbal -tong also occurs as something like an infix in the Distant Past
tense form, -jakong for non-collective and -jatokong for collective. See Table 3.17 for
illustration of this form and Gildea (1998: 102) for a full illustration of-to with other Set I
suffixes.
In addition to Set I inflections, Kari'nja main clauses are subject to derivational
morphology, as well. For example, a verbal suffix may indicate aspectual distinctions
such as iterative:
(28) Sakykapo:sa.
s- akyka -po(ty) -ja
lA30- press -ITER -PRS.TNS
'I press it repeatedly.' (CF CeAr 0042)
There is an independent verbal suffix, -ry that is not to be confused with the -ry
nominalizer/possessed marker nor the -ry imperfective suffix described in section 3.3.
Verbal -ry indicates what Hoff (1968: 175) terms non-temporal irrealis mood. It is affixed
to verb sterns that are also obligatorily inflected with the full complement of Set I
prefixes.
3.1.3.1.4 Verbalizing Morphology
143
In Kari'nja class changing morphology easily allows members of one open class
to become members of another. In the examples in Table 3.5, which by no means
represent the full richness of the system, verbs become nouns and vice versa:
Table 3.5. Word class changes
Root Gloss Derived Form Gloss
po(my) 'plant' pjomypo 'his.planted.one'
Vt i-po(my)-:po N
3-plant-NzR
po(my) 'plant' pomyry 'planting'
Vt po(my)-ry N
plant-NzR
auhto 'house' auhtyma 'give.house'
N auhto-ma Vt
house-vzR
pyi 'shyness, shame' pyi'tjo 'make.shy'
N pyi-'to Vt
shyness-VZR
Borrowed verbs, which may be verbs in the source language, are subject to
Kari'nja verbalizing morphology before being integrated into the system. A verb so
borrowed may then be nominalized.
(29a) seti
seti
set (ST)
'set'
> setimja
seti -rna
set -VZR
'set'
(29b) Kynishetimjatong.
ky- ni- seti -rna -tong
RM- 3A30- set (ST) -VZR -COLL
'They set them.' (FF CeAr 00008)
144
(29c) shetimjary poko
i- seti -rna -ry poko
3- set (ST) -VZR -NZR occ.with
'he is occupied with setting it' (Lit. 'its setting') (CF HeMa 0070)
3.1.3.2 Nouns
The area of the nominal system that is most relevant here is the morphosyntax of
possession in Kari'nja. Like most other Cariban languages,27 Kari'nja indicates a noun is
possessed with a suffix-ry (and allomorph-ru) for most nouns. The person of the
possessor may be indicated by a person-marking prefix that is formally identical to those
used on postpositions, and the SAP portion ofthe O/So set of verbal person markers.
Possessor may also be indicated with a separate nominal element.
For SAP possessors, a separate pronoun may co-occur with the personal prefix.
However it is redundant and sounds strange to speakers except in pragmatically marked
emphatic contexts. For non-SAP possessors, the separate nominal is in complementary
distribution with the person-marking prefix. [Possessor possessed] noun phrases form a
tight bond, and represent another of the few word order restrictions in the language.
Collective number is indicated with a suffix,-kong, that is unique to the nominal system.
The collective marker may refer to either the possessor or the possessed. Context
disambiguates. These facts are illustrated in Table 3.6.
27 C.f. Gildea (1998:104-133) for an overview.
----------------- -- -
145
Table 3.6. Nominal possessor morphology
Prefix Person Form Gloss Form Gloss
kurijara 'canoe' asaka 'friend'
ku:rijarakong 'my canoe(s)' a:sakarykong 'their
friend(s).pssD'
0-/j 1 ku:rijarary 'my canoe' ja:sakary 'my friend'
a-/aj- 2 akurijarary 'your canoe' ajasakary 'your friend'
ky-/k- 1+2 kykurijarary 'our canoe' kasakary 'our friend'
i-/0- 3 itjurijarary 'his canoe' asakary 'his friend'
ty-/t- 3R tykurijarary 'his own canoe' tasakary 'his own friend'
jopoto ku:rijarary 'the chiefs jopoto 'the chiefs
canoe' a:sakary friend'
*jopoto *asakary
itjurijarary jopoto
3.1.3.2.1 Collective Marking
In addition to the-kong collective marker, there are four other, highly restricted
markers of the nominal collective. Each of these inflects a small subset of nouns, as
identified by Hoff (l968:227-229). These are illustrated in Table 3.7.
Table 3.7. Irregular collective markers
Suffix Example Gloss Collective Form Gloss
-kong wo'to 'fish' wo'tokong 'fishes'
-gong auran~ 'story' aurangong 'stories'
-sang je(po) 'bone' je:sang 'bones'
-Jang woryi 'woman' woryijang 'women'
-nang vrui 'brother' yruinan~ 'brothers'
[Possessor possessed] noun phrases, like other noun phrases in the language, may
further specify A, 0, or S arguments of a matrix verb. For exa!nple:
146
[A ] [0] [V]
(30) Jopoto a:sakary tykerery kumi:sha.
jopoto asaka -ry ty- kiere -ry kumi(ky) -ja
chief friend -PSSD 3R- cassava -PSSD wash.INAN -PRS.TNS
'The chiefs friend washes his own cassava.'
[0 ]
(31) Ku:rijarary
0- kurijara -ry
1- canoe -PSSD
'I wash my canoe.'
[A-V ]
sitjumi:sha.
si- kumi(ky) -ja
1A30- wash. INAN -PRS.TNS
[S ] [S-V ]
(32) Jopoto a:sakary nitjundai.
jopoto asaka -ry ni- tunda -i
chief friend -PSSD 3So- arrive -REC.PST.TNS
'The chiefs friend has arrived.'
3.1.3.2.2 Nominalizing Morphology
Kari'nja has several class changing morphemes that nominalize verb or adverb
words. Table 3.8 illustrates a subset of nominalizing morphology, which by no means
represents the full richness of the system. Of interest to the present discussion is the-ry
nominalizer that was reanalyzed in the Main Clause -ry construction. Other nominalizers
are included here in order to demonstrate a portion of the semantic breadth of the system.
147
Table 3.8. Nominalizing morphology
Morpheme Meanin~ Example
-mbo 'past, former, devalued' konymbo
k-ene-mbo
I+2-see-Pst
'our former seeing'
-'po 'one who islhas Ved' atyta'po
atyta-'po
grow-one.who.is
'grown one; having grown'
-neng 'one who does V' uku:neng
uku(ty)-neng
know-one.who.does
'one who knows; expert'
-byng 'one who is/has not (been) itjundabyng
Ved' i-tunda-byng
3-arrive-one.who.is.not
'the one who has not
arrived'
-ry Action nominalizer kotory
koto -ry
cut -NZR
'it's cutting'
3.1.3.3 Pronouns
The closed class of pronouns (or demonstratives) includes personal pronouns
(such as 'I,' 'you,' 'he/she/it') and inanimate demonstratives (such as 'this' and 'that'). Hoff
(1968:270) cleverly arranges the class of demonstratives according to the following
distinctions: definite/indefinite, animate/inanimate, and those that indicate place or
direction versus those that don't. Table 3.9 illustrates the set of indefinite
demonstratives, 3.10 iUustrates definite animates, 3.11 illustrates definite inanimates, and
3.12 illustrates a subset of pronominal morphological derivation (information in tables
from Hoff, 1968:270-278 and from elicitation).
Table 3.9. Kari'nja Indefinite Pronouns
Pronoun Gloss
noky 'who'
oty 'what'
o'to 'whatever'
owe 'where'
oja 'whither'
o'tonome 'for some reason or other; why'
o'toro 'a certain number;how many'
O'toro and o'tonome are probably historically morphologically complex.
Table 3.10. Kari'nja Definite Animate Pronouns
Pronoun Gloss
awu 1
amoro 2
ky'ko 1+2; 'we.Inc1'
a'na 1+3; 'we.Exc1'
mose 3.AN.PX; 'h/her here'
mo'ko 3.AN.DIST; 'h/her there'
moky 3.AN.RM; 'h/her over there'
injoro 3An Anaphoric; 'h/her just mentioned'
Table 3.11. Kari'nja Definite Inanimate Pronouns
Pronoun Gloss
ije 'there'
mo'e 'over there'
ija 'to there (thither)'
mo'ja 'to over there'
eny 3.INAN.PX; 'this'
ero 3.INAN.PX; 'this'
moro 3.INAN.DIST; 'that'
mony 3.INAN.RM; 'that over there'
idjo 3.Inan Anaphoric; 'this just mentioned'
148
---------- --
149
Table 3.12. Kari'nja Pronominal Morphology
Morpheme Gloss Example Gloss Example Gloss
-bang 'kind' otybang 'what kind?' erobang 'one of this kind'
oty -bang ero -bang
-mbo 'discrepancy' owembo 'from where?' mo'embo 'from yonder'
owe -mbo mo'e -mbo
-kong erokong 'these'
'Collective' ero -kong
-ang nokang 'who all?'
noky -ang
-aro mo'karo 'they'
mo'ko -aro
Both animate and inanimate demonstrative pronouns share a three-way deictic
distinction that includes distinct lexemes for proximal, distal, and remote. Based on the
location of the speech event as the deictic center, a speaker may use a different word to
refer to 'h/her.here,' 'hlher.there,' and 'hlher.over.there.' These are illustrated in examples
33 and 34.
(33a) mose (33b) mo'ko (33c) moky
3.AN.PX 3.AN.DIST 3.AN.RM
'hlher.here' 'h/her.there' 'hlher.over.there'
(34a) ero (34b) moro (34c) mony
3.INAN.PX 3.INAN.DIST 3.INAN.RM
'this' 'that' 'that.over.there,
Both Hoff (1968:270) and Courtz (2007:62) include the list of what might be
called question words in their classes of demonstratives and nouns, respectively. Hoff
(1968:270) classifies these as indefinite demonstratives. They are not termed question
words because they may be used in a noninterrogative sense. A construction that
150
includes an indefinite pronoun as an argument requires a change in intonation and can
co-occur with an optional question marking particle for an interrogative reading,
illustrated in example 35.
(35) Noky ko mose na?
noky ko mose na
who QP 3.AN.DIST 3.cop
'Who is this?' (FF HeAl 00008)
3.1.3.4 Pm.tpositions
Postpositions in Kari'nja form a small, closed class ofwords used to fulfill
functions such as locative and dative. Hoff (1968:248-249) identifies 32 members of this
class. In a postpositional phrase, the object precedes the postposition, and may be a
separate nominal or pronominal element, a person marking prefix, or a full [Possessor
Possessed] noun phrase. In the following examples, the object of the postposition is a
separate nominal. Note that the nominal in example 36c is a nominalized verb.
(36a) marija ke
marija ke
knife Instr
'with a knife'
(36b) topu tupo
topu tupo
stone atop
'atop a stone'
(36c) kiere ku:mitjyry poko
kiere kumi(ky)-ry poko
cassava wash.INAN-NZR occ
'occupied washing cassava'
(Lit. 'cassava's washing')
In addition to being inflected for person with prefixes, postpositions may be
inflected for collective number with the suffix-ine. The same set of person-marking
prefixes is used in the nominal system as possessor markers and, with the exception of
151
the 3 and 3R prefixes, in the verbal system as So markers. Table 3.13 illustrates person
and collective marking morphology.
Table 3.13. Person and collective marking on postpositions
Prefix Person Form Gloss Form Gloss
aporitjo 'beside' -ine Collective
@-/j-/y- 1 japoritjo 'beside me'
a-/aj-/o- 2 ajaporitjo 'beside you' ajaporitjoinje 'beside you all'
k-/ky- 1+2 kyporitjo 'beside us' kyporitjoirije 'beside us all'
i-/f.}- 3 aporitjo 'beside h/her' aporitjoinje 'beside them'
ty-/t- 3R taporitjo 'beside taporitjoirije 'beside
h/herself' themselves'
Of particular relevance to the discussion of nonverbal predication in section 3.2 is
the attributive postposition, me. This postposition heads a phrase that performs an
adverbializing function semantically, but that is syntactically a postpositional phrase.
There is some evidence that it may be grammaticalizing and, as such, is semantically
bleached-in many cases it serves only a syntactic role?8 In the construction types
described in the next section, it performs the job of attributing the property of its nominal
complement to the subject of a nonverbal predicate. In describing the distribution of
different nonverbal predicate constructions and their complement types, I include me
complements in the class of postpositional phrases. Note, however, that me phrases are
semantically adverbial, with me loosely translating to 'like' or 'as.'
28 C.f. Derbyshire (1985) for a cognate form in Hixkaryana that he terms a'denominalizer.'
3.1.3.5
152
(37a) peru > peru me
dog as, like a dog
(37b) jumy > jumyme
father as, like a father
Adverbs
The class of modifiers has been termed 'adjective' by Hoff (1968) and Courtz
(2007), while Meira & Gildea (2009) call it an 'adverb' class. Although some analysts
argue for a universal class of adjectives (c.f. Dixon 2006), there is syntactic evidence to
suggest that the Kari'nja class of modifiers is, in fact, adverbial. The typical role of an
adjective is to modify a noun or pronoun, while an adverb's function is to modify
members of other word classes-including verbs, adjectives, and other adverbs. Initial
findings suggest that nominal modification is done by means of other nouns in Kari'nja,
and the class ofmodifiers is syntactically adverbial in that members of the class require a
verbal or copular head.
In Courtz's (2007:72-73) examples, nominal modification requires that the
modifying element be nominalized with a-no suffix, the result of which he terms
'adnominal.' This is illustrated in his example, included here as example 38a.29 The bare
modifier, in Courtz's examples, only occurs as the predicate of a nonverbal copular
construction, as in example 38b below.
29 Courtz's examples are presented here maintaining his orthography and glosses.
153
(38a) moko kawono meku
moko kawo -no meku
that high -adn monkey
'that monkey up there'
(38b) kawo manton mokaron meku
kawo man-ton mokaron meku
high is-Tprapl those monkey
'those monkeys are up there' (Courtz, 2007:72-73)
My own data suggest that nominal modification may be fulfilled by means of
nominal modifiers in a [Possessor Possessed] relationship with the modified noun, while
attribution with a modifying element requires a copula and an adverbial (or attributive
postpositional phrase) modifier. Although there are data to suggest this relationship, it is
possible that this is an extremely restricted construction. More focused elicitation is
necessary to confirm this analysis. Examples 39 and 40 illustrate.
(39) paranakry woryidjy
paranakyry WOryl -ry
White woman -PSSD
'the White woman,30
(40) Towa'pore
t- ewa'po -re
AZR- happiness -AZR
'I am happy.'
wa.
wa
I.coP
Ultimately, what is important is what evidence is used to make a claim in favor of
one category name or IDiother. In the Kari'nja case, the syntax suggests that the class of
modifiers is syntactically adverbial (must occur with a verb or copula, for instance),
30 'White' in example 39 refers to ethnicity and not color.
154
members of which must be nominalized to modify nouns. Since nominal modification is
frequently done by means of other nouns, the nominalized adverbs fit with the rest of the
system. A semantics-based classification might lead another analyst to term it an
adjectives class. For my purposes here, I use the term 'adverb' for the class of modifiers
not as a means of aligning with one analyst or another, but rather in recognition of initial
syntactic findings. A more thorough treatment of the question of whether the modifying
class in Kari'nja is adjectival or adverbial is beyond the scope of the present work, but
will be the subject of a future paper (c.f. Schachter & Shopen, 2007:1-3, for a discussion
of syntactic versus semantic groupings of word classes).
In addition to monomorphemic adverbs, the modifiers class welcomes new
members by means of a well-attested adverbializing circumfix, t-N,V-Ce. The t-N,V-Ce
affixes to either nominal or verbal roots resulting in an adverb. Resulting adverbs may
modify verbs and serve as attributive predicates in nonverbal copular constructions.
(41 a) uwa > tuwake
uwa t- uwa -ke
'dance' 'fond of dancing'
Vo A
(41b) ka(py) > tyka:se
ka(py) t- ka(py) _se31
'make' 'made'
Vt A
31 Recall that Kari'nja has a number ofreducing roots that condition allomorphy and vowel length. The
reducing segment is enclosed in ( ) in the parse line. In addition, a nasal reducing root conditions a nasal
suffix.
3.1.3.6
155
(4lc) y'kony > ty'kone
y'kony t- y'ko(ny) -e
'dirt' 'dirty'
N A
(4ld) emamin > tomaminje
emamin t- emamin -se
'work' 'hard working'
N A
Numbers and Particles
Smaller numeral and particle classes are less immediately relevant to the present
study. Since the introduction of formal schooling in Dutch, Kari'nja numbers have all but
been replaced by Dutch numbers. People tend to know and use the numbers from one to
ten, but few use Kari'nja numbers larger than ten. Kari'nja numerals are used in a few
distributionally limited phrases such as the phrase for 'alone,' owing upupo, which
translates to 'one head,' literally.
When Chief Mande and I were working to document the system of numbers, there
was disagreement as to the order of elements for numbers larger than ten. We have
chosen Chief Mande's system in favor of that described by Hoff (1968), but do not have
high expectations for a universal revitalization oflarger Kari'nja numbers. Table 3.14
lists a selection of Kari'nja numbers using ChiefMande's system. C.f. Hoff (1968: 179)
for a thorough treatment of how larger numbers are built in Kari'nja.
According to Meira (p.c.), numbers larger than 10 (or possibly even 5) appear to
have a low degree oflexlcallzatlon ln other languages in the family. That is, higher
numbers in other languages do not have standardized names. This may also be the case
for Kari'nja.
156
Table 3.14. Kari'nja numbers
Number Kari'n_ia
1 owing
2 oko
3 oruwa
4 ok'paime
5 aijatone
6 owing tuwopyimja
7 oko tuwopyim;a
8 oruwa tuwopyimja
9 owing apositjyyry
10 aijapotoro
11 aijapotoro owing itjuponaka ('ten with one on its top')
12 aijapotoro oko itjuponaka
13 aijapotoro oruwa itjuponaka
14 aijapotoro ok'vaime itjuponaka
15 aijapotoro aijatone itjuponaka
16 aijapotoro owing tuwopyinifa itjuponaka
17 aijapotoro oko tuwopyimja itjuponaka
18 aijapotoro oruwa tuwopyimja itjuponaka
19 aijapotoro owing apositjyyry itjuponaka
20 owing kari 'nja ('one human')
21 owing kari 'nja owing itjuponaka
30 owing kari 'nja aijapotoro itjuponaka
31 owing kari 'nja aijapotoro itjuponaka owing itjuponaka
40 oko kari 'nja
The particles class is a small closed class with limited inflectional possibilities,
and no morphological means of welcoming new members. The reader is directed to Hoff
(1986, 1995) for a thorough treatment of modal and nonmodal particles in Kari'nja.
157
3.1.4 Complex Constructions
In this section, I describe the process by which the phrases described above
combine to form complex sentences. A complete sentence in Kari'nja may be composed
solely of a single, inflected verb word. In addition, arguments may be specified by
additional nominal elements---either simple nouns or [Possessor Possessed] noun
phrases. Postpositional phrases, too, may act as arguments of a matrix verb, as well as
fulfilling complementation functions. Little analysis of complex constructions in Kari'nja
has been done to date, and a full treatment is outside the scope of this chapter. However,
I will present here the types ofcomplex construction most relevant to later discussions of
nonverbal predication and the novel Main Clause -ry construction.
3.1.4.1 Simple Main Clause Construction
The simple main clause construction is illustrated in the section on verbs, section
3.1.3.1. This construction illustrates what Gildea (1998:16) terms the Set I verbal system
in Cariban languages. It is characterized by a transitive personal prefix set as illustrated
in Table 3.4, the collective suffix, and nominative word order restrictions for separate
argument nominals (in that A and S pattern together as free constituents with the 0
nominal restricted to a position immediately preceding the verb in 3A30 events). In
addition, many languages in the family share Kari'nja's Split-S system of intransitive
personal prefixes. Auxiliaries are absent in Set I, as is case marking of the A and 0
nominals, when present. Although Gildea (1998:16) does not identify a single cognate
Set I TAM suffix that exists across the family, the indication of TAM by means ofa set
158
of verbal suffixes is consistent with a Set I system, and nearly all (if not all) of the
Kari'nja Set I suffixes do have cognates in Set I systems in other languages (c.f. Gildea,
1998:101-103).
3.1.4.2 Adverhials and the Syntax
As noted in sections 3.1.3.4 and 3.1.3.5, adverbial functions may be fulfilled by
monomorphemic adverbs, morphologically derived adverbs, and adverbial postpositional
phrases. In addition to the attributive postposition me, other postpositions such asjako,
'at the time of,' can fulfill adverbial functions.
(42a) moro jako (42b)
that at.time
'at that time'
(CF WiMa 0139)
tybetiry me
his.own.bait as
'(to act) as his bait'
(FF MaAl 00021)
(42c) tymainjary me
his.own.field as
'(to act) as his field'
(CF JuAl 0001)
Noun phrases that include nominalized verbs as their heads may also be
adverbialized in this way:
(43) arepa pomyry jako
cassava plant -NZR attime
'at cassava planting time' (CF WiMa 0016)
The resulting adverbial phrase may complement lexical verbs and it may function
as a copulaI' complement, as in:
159
(44) Jawa me mango
bad.one as 3.cop
'It's bad.' (Mauro 00018)
(45) A'na tumary me mango
1+3 soUp.PSSD as 3.coP
'It's like our soup (souplike).' (CF luAl 0035)
Only one verbal element-either a lexical verb or a copula-is permitted with an
adverbial predicate, and copulas do not function as auxiliaries in Kari'nja. In order to
predicate 'angry' with a copula, the transitive verb 'to anger' is detransitivized and then
adverbialized.32
(46) l I 1_ • 1_ • 33lV10Jf.O worYl no:reJf.Ol.
moko woryi n- wot- ere'ko -i
3.AN.DIST woman 3S- DETR- anger (Vt) -REC.PST.TNS
'That young woman is angry.'
3.1.4.3
(47) Moko woryi to:reke
moko wory! t- wot- ere'ko -ke
3.AN.DIST woman AZR- DETR- anger (Vt) -AZR
'That young woman is angry.'
*Moko woryi norekoi mang.
Subordination
mang.
mang
3.coP
In Kari'nja, and indeed most Cariban languages, nominalization is a primary
strategy for subordination.34 The verb to be subordinated is nominalized and may then
32 Note that detransitivization is incidental to copular predication.
33 Note that some human propensity predicates (angry, hungry, etc.) are accomplished with lexical verbs in
Kari'nja.
34 Hoff and Kiban (2009) argue in favor of terming the resulting nominals participles rather than
nominalizations. Although I am sympathetic to their position, I have chosen to employ the more widely
accepted term here.
160
appear as a subordinate clause copular complement, object of a postposition, or as an
argument complement of a matrix verb. In the following Kari'nja examples, the
nominalized subordinate clause acts as the complement of a matrix verb (example 48),
the subject of a copula (example 49), or the object of the postposition poko (examples
50-52).
Matrix Verb Complement:
(48) Moro awashi atytary seneja.
moro awashi atyta -ry s- ene -ja
that com grow -NZR lA30- see -PRS.TNS
'I see the com is growing.' (Lit. 'the com's growing') (CF JeNj 0010)
Copular Subject:
S COP
(49) Ero wara [arepa e'keidjy] [mang].
ero wara arepa e'kei -ry mang
this way cassava bake -NZR 3.cop
'This is how cassava is baked' (Lit. 'cassava's baking is like this').
(CF WiMa 0105)
Object of Postpositionpoko:
(50) Pitjary poko mo'ko mang.
0- pika -ry poko mo'ko mang
3- pee1-NzR occ.with 3.AN.DIST 3.coP
'She is busy peeling it' (Lit. 'occupied with its peeling'). (FF HeAl 00028)
(51) Da
da
then
mo'ko
mo'ko
3.AN.DIST
i:jo
1- IJO
3- husband
kynepano:sa
ky- n- epano(py) -ja
3.RM- 3A30- help -PRS.TNS
161
tjumitjyry poko.
i- kumi(ky) -ry poko
3- wash -NZR occ.with
'Then her husband helps her with washing it.' (CF HeMa 0032)
(52) Ljo
1- IJO
3- husband
kynepano:sa
ky- n- epano(py) -ja
3.RM- 3A30- help -PRS.TNS
kiere apo
kiere apo
cassava stick
pa:kotopotyry poko.
pakoto -po(ty) -ry poko
slash -ITER -NZR occ.with
'Her husband helps her with chopping up the cassava sticks.'
(CF CeAr 0012)
In the nominalized subordinate clause construction, the nominalized verb acts as a
possessed noun. The [Possessor Possessed] noun phrase can fulfill the role ofa separate
nominal argument for the lexical or copular matrix verb. In example 48, moro awashi
atytary, 'the com's growing' is the noun phrase 0 complement of seneja, 'I see 0.'
The noun phrase 0 argument has its own internal structure. In the case of moro
awashi atytary, in addition to acting as the possessor of atytary, 'growing,' awashi, 'com,'
is a notional S. In the case of transitive subordinate clause events, the possessor noun is
the notional 0 argument, and the A argument is specified by the postposition 'wa,
DatiAgt, inflected for person with a prefix.
The nominalized subordinate clause acts just as other noun phrases in the
language. The word order is [Possessor Possessed], the possessed element is inflected
with the suffix-ry, and the person ofthe possessor may be indicated by a person marking
162
prefix, or by a separate nominal element. As evidenced in example 53, the postposition
refers to the A and not the 0 argument. The notional 0 or S arguments act as possessors
of the nominalized verb.
(53) Eroko
ero -kong
this -COLL
e:nery
ene -ry
see -NZRj
jako y'wa
jako y- 'wa
attime 1j- OAT
jukme 'ne sepoija.
juku me 'ne s- epOi -Ja
good ATTR INTNS 1Aj30j-find-PRs.TNS
'I find it pleasing when I see things like this.' (Lit. 'the seeing of these
things by me') (CF WiMa 0028)
In the two sections that follow, I describe two parts of the Kari'nja system that are
outside of the typical finite main clause. In 3.2, I describe the system of nonverbal
predication. Section 3.3 provides a description of an emerging main clause progressive
construction.
3.2 Nonverbal Predication
3.2.1 Introduction
Languages may use different formal means of coding states, processes, and
actions. Processes such as movement and transformations, and actions, including
changes of state, are generally coded with verbs. States, which may include locations,
Different stative functions may be predicated of a nominal element through different
verbal or other means. In this chapter, I describe three construction types by which
---_ .._-_._----
163
Kari'~a codes states nonverbally. In addition, I describe the functional properties of
nonverbal predication in Kari'nja.
The motivation for this chapter comes from a desire to understand the typology of
nonverbal predication in the Cariban family. Furthermore, Chief Mande and other
teachers have, to date, had trouble explaining to students when one construction type is
preferred over the other two. With this chapter, I hope to sort out the functional
motivation for using each of the available nonverbal predicate construction types with a
goal of better understanding the constructions in Kari'nja as well as to provide data for
other academics interested in the formal and functional properties of nonverbal
predication more generally.
3.2.2 Functional Categories of Nonverbal Predication
In a chapter entitled "Predicate nominals and related constructions," Payne
(1997: 111-128) describes six stative functions that languages may code outside of the
verbal system. For each one, a nominal element, henceforth the "subject," has some
property predicated of it with constructions that may include nominal, adjectival,
adverbial, adpositional, or other predicate types. I use "subject" throughout to refer to the
nominal element of which a state is predicated. Formally, the subject is obligatorily
coded in the copular form in Kari'nja when present or by a pronoun or noun in the
noncopular simple juxtaposition construction. In a copular construction, the subject may
be further specified by a separate nominal element. Payne's six nonverbal predicate
164
functions include: equative, proper inclusion, attributive, locative, existential, and
possessive.
Equative predicates link two cognitively distinct entities into a single participant
as in "Salvador is my father." In this example, both "Salvador" and "my father" refer to
the same unique entity. Since this construction type identifies a single participant, in
languages with free word order, it may be difficult to distinguish the subject from the
predicate. An equative predicate may be represented as, [Subject] = [Predicate].
Predicates of proper inclusion locate a subject within a category as defined by
the predicate. "John is a teacher" includes "John" in the class of entities defined as
"teachers." This may be represented as in Figure 3.1.
Figure 3.1. Proper Inclusion Predicate
Predicate
(category)
0Ub~
Attributive predicates assign some characteristic or property to the subject
nominal. Attributives modify or describe the subject. In English, attributes are
frequently coded with adjectival predicates as in, "He is tall." Languages may code
165
. attributive predicates similarly to proper inclusion in that the subject is included as a
member of the class of entities that share a particular property. For example, in "He is a
tall man," "he" is among the class that can be defined as "tall men;" this would be
represented as in Figure 3.1. This predicate type may also have some formal resemblance
to possessive predicates in that the attribute may be viewed as being possessed by the
subject nominal, as in Spanish, Tiene hambre, 'He has hunger' or English 'He has unusual
height.' This predicate type may be represented as in Figure 3.2.
Figure 3.2. Attributive Predicate
Subject
Predicate locatives locate the subject nominal in space or time with reference to
some other entity. For example, in "He is under the bed," "he" is located in relationship
to "the bed." Location in time includes nonverbal predicates such as, "He is early."
Locative predicates may also be represented by Figure 3.1 as, [Subject] at [Location], in
166
which the outer circle of Figure 3.1 represents an actual location within which the subject
is located.
Existential constructions predicate the existence or availability of something,
usually at some location. These may include general statements of existence such as,
"There is a tooth fairy," in which the location is unpsecified, or an entity made available
at a specified location as in, "There's food out back."
Possessive predicates describe a particular relationship between two entities, that
of "owner" and "belonger," or "holder" and "thing held." English can predicate
possession with the verb of possession have, as in "I have a dollar." English may also
indicate possession with a possessive pronominal adjective in a proper inclusion
predicate such as, "That is my dollar," identifying "that" as a member of the class of
things known as Itmy dollars. It Many languages use locatives to predicate possession,
which gloss in English to something like, ItThe dollar is by/near/at/with me. It
In the sections that follow, I describe three constructions in Kari'nja that are used
to predicate states of subject nominals. The subject may be coded with a separate
nominal element, or by means of person-marking prefixes on one of the two available
copular forms. Sections describing each of the formal constructions are followed by a
discussion of their distribution among the semantic categories. A final section addresses
problematic aspects of the analysis.
167
3.2.3 Kari'nja Forms
Kari'nja has three formal means of predicating property concepts of a nominal
element nonverbally: simple juxtaposition, the a nonverbal copula, and the e'i verbal
copula.35 Each construction type has different formal properties in terms of predicate
type, person marking, negation, TANIN, and question forms. In addition, each formal
construction type differs in terms of which set of Payne's (1997) semantic categories it
codes.
Copula, here, is used in the sense ofPustet (2003) to refer to an element that acts
as a predicate nucleus but "does not add any semantic content to the predicate phrase it is
contained in" (2003:5) (c.f. also Dryer, 2007). As a predicate nucleus, it performs the
verbal function of adding TAM to a nonverbal predicate, as well as, in Kari'nja, providing
a home for person and number marking morphology.
The two copular forms described in this chapter are not limited to the
constructions described herein. As described in sections 3.1.3.2.2 and 3.1.3.5, Kari'nja's
rich system of class changing morphology allows lexical verbs to be easily nominalized
or adverbialized. The resulting adverbial or nominal phrases can then act as
complements of the copula, as in the negative construction (c.f. also Alvarez, 2000). In
this construction, the adverbialized negative verb acts as a complement to the copula, as
in example 54.
(54) Anene'pa wa.
ail- ene -'pa wa
3.NEG- see -NEG 1.COP
'I don't see it.' (Lit. 'I am not seeing it.')
35 C.f. Stassen (1997:91) for a discussion of verbal copulas.
168
In addition, postpositional phrase constructions may act as copular complements,
such as with the desiderative postposition se in example 55.
(55) Amu tuna se wa.
amu tuna se wa
some water Desid I.cop
'I want some water.' (Lit. 'I am wanting some water.')
Although these constructions are formally similar to the [copula + complement]
constructions described in this chapter, their semantic functions are beyond the scope of
the stative functions described herein. As such, these construction types are not included
in this chapter. In addition, some property concepts, including some human propensities
such as hunger, may be predicated with lexical verbs. These are a regular part of the
verbal system and, as such, are not included in this chapter.
3.2.4 Kari'nja Nonverbal Predicate Constructions
In the following sections, I describe the three formal means Kari'nja has of
predicating states of nominal subjects. These include the simple juxtaposition
construction, the a copula, and the e'i copula. Each construction type is described in turn.
3.2.4.1 Simple Juxtaposition
In order to predicate a property concept of a nominal element, Kari'nja speakers
may juxtapose two elements, as in the following example:
Subj Pred
(56) Jety 'ne Racquel.
j- ety 'ne Racquel
1- name.PSSD INTNS Nm
'My name is Racquel.'
As in all main clause constructions in Kari'nja, the subject nominal of a simple
juxtaposition construction may be a full noun, a pronoun, or a [Possessor Possessed]
noun phrase.
Full Noun:
Pred Subj
(57) Poto pore mainja.
poto pore mamJa
big.one very field
'The field is a very big one.' (CF JeNj 0011)
Pronoun:
169
(58)
Subj
Afose ne
mose 'ne
3.AN.PX INTNS
'This is my mother.'
Pred
sano.
0- sano
1- mother
PossessorlPossessed Noun Phrase:
Subj Pred
(59) Jawo ety 'ne Paco.
jawo ety 'ne Paco
uncle name.PSSD INTNS Nm
'My uncle's name is Paco.'
170
In the texts, predicates in a simple juxtaposition construction include noun phrases
(NP), adverbial phrases (AP), or postpositional phrases (PP), as in the following
examples:
Subj Pred
(60) Ero fparanakyry netrY]NP.
ero paranakyry net -ry
this white.person net -PSSD
'This is a white person's net.' (CF JuAl 0079)
Pred Subj
(61) [Tomaminje pore]AP mose woryi rio
t- emamin -je pore mose wory! n
AZR- work -AZR very 3.AN.PX woman INTNS
'This woman is very hardworking.' (CF JeNj 0006)
Subj Pred
(62) Mo'ko pitjani mje [tyjumy maro]pp.
moko pitjani me ty- jumy maro
3.AN.DIST child small 3R- father with
'The little boy is with his own father.' (CF HeAl 0063)
Although the subject is more often construction-initial, either the subject or
predicate may come first with no apparent difference in meaning. When the predicate is
a noun phrase, the intensifier 'ne, though not obligatory, frequently co-occurs with one of
h . 1 . 36t e nomma constItuents.
36 Although not a copula itself, the Intensifier 'ne may be ripe to become one. In the related Cariban
language Akawaio, a similar nonverbal, noncopular predicate nominal construction requires an intensifier
on the subject nominal (Gildea, 2005 & p.c.).
Pred
(63) Omepaneng
omepa-neng
teach (Vt) -one.who.does (NZR)
'I am a teacher.'
Subj
awu 'ne.
awu 'ne
I.Pro INTNS
171
The construction may be negated by means of a negative particle, such as kapyng,
'not,' placed after the predicate, as in example 64.
Pred
(64) Jumy kapyng
0- jumy kapyng
1- father NEG.PTC
'He is not my father.'
Subj
'ne mo'ko.
'ne mo'ko
INTNS 3.AN.DlST
A past tense-like distinction is possible with the 'former, devalued' suffix,-mbo
affixed to the predicate noun phrase.
Subj Pred
(65) Mo'ko pytymbo.
moko 0- pyty -mbo
3.AN.DlST 1- wife -former
'She is my former wife.' (Or, 'She was my wife').
In general, there is not a question form for the juxtaposition construction. A
copula and change in intonation are necessary to form a polarity question.
pary 'ne mose
grandchild INTNS 3.AN.PX
'Is this your grandchild?'
*Pary 'ne mose?
'.,An
, f,s;, mose na?
na
3.cop
172
I found examples in the texts ofthe juxtaposition construction fulfilling all but the
existential and possessive functions. Simple juxtaposition is also rejected for these two
functions in elicitation. Although juxtaposition is possible for all but these two functions,
distribution among functions differs based on predicate type. Equative and proper
inclusion functions are fulfilled only by NP predicates. Non-nominal predicates for
either of these functions are rejected in elicitation.
Equative:
(67) Ero a'na beredery.
ero a'na berede -ry
3.IN.px 1+3 bread -PSSD
'This is our bread.' (CF JuAl 0055)
Proper Inclusion:
(68) [Potonong]NP iljerery.
poto -nong i- kiere -ry
big.one -COLL 3- cassava -PSSD
'Her cassava are big (ones).' (CF JeNj 0017)
(69) Awu 'ne omepaneng. 37
awu 'ne emepa -neng
l.Pro INTNS teach -one.who.does
'I am a teacher'
*[Awu 'nelNP [omepaneng me]pp
37 Note that in this example, the e of emepa is an 0 in the unpossessed form. C.f. Gildea, Meira, & Hoff
(2010) for a comparative reconstruction of ablaut in the Cariban family.
173
The attributive function may also be fulfilled by adverbial phrase predicates, as in
the following:
Attributive:
(70) [Tonameije]AP oty wjotory andykyry.
tonameije oty i- woto -ry andyky -ry
slippery Hes 3- fish -PSSD tail -PSSD
'His fish's tail is slippery.' (FF CeAr 00029)
(71) [Tarure]AP wjery.
tarure 1- wewe -ry
dry 3- wood -PSSD
'Her wood is dry.' (CF MaCh 0027)
Finally, the locative function may be fulfilled by either an adverbial or
postpositional predicate.
Locative Adverbial:
(72) [Ty'se pore]AP rapa oty sheifry.
ty'se pore rapa oty i- seif -ry
far very again Hes 3- sieve -PSSD
'Her sieve is so very far away.' (FF JuAI 0065)
Locative Postpositional (repeated from 62):
(73) Mo'ko pitjani mje [tyjumy maro]pp.
moko pitjani me ty- jumy maro
3.AN.DIST child small 3R- father with
'The little boy is with his own father.' (CF HeAl 0063)
174
Although non-copular attributive adverbial predicates are not uncommon in the
texts, they tend to be rejected in elicitation. When I ask for grammaticality judgements of
the text examples, speakers consistently either add in a copula, or change the predicate to
another word class to make the utterance more "correct." For example, Mo'ko woryi
tore 'ke, 'The woman is angry,' was consistently changed to one of the following (74a with
a copula, 74b with the lexical verb form of tore 'ke):
(74a) Mo'ko woryi [tore'ke]AP mang.
mo'ko woryi t- wot- ere'ko -ke mang
3.AN.DIST woman AZR- DETR- make.angry -AZR 3.cop
'The woman is angry.'
(74b) Mo'ko woryi [norekoi]vp.
mo'ko woryi n- wot- ere'ko -i
3.AN.DIST woman 38- DETR- make.angry -REC.PST.TNS
'The woman is angry.'
?Mo 'ko woryi tore 'ke.
Although it is accepted, the locative noncopular predicate, too, tends to be
"corrected" in elicitation, with speakers adding in one of the copular forms. For example:
(75a) [Okoju eropo]pp
okoju eropo
snake here
'A snake is here.'
mang.
mang
3.cop
(75b) Okoju eropo ne'L
okoju eropo n- e'i -i
snake here 3- Cop -REC.PST. TNS
'A snake was here.'
?Okoju eropo.
175
According to Gildea (p.c.), several other languages in the family permit only
nominal predicates in nonverbal, non-copular constructions. Although they are not
infrequent in the texts, given speakers' grammaticality judgements, the [AP NP] and [PP
NP] constructions in Kari'nja are probably an innovation in progress, possibly due to
elision of the third person copula, mang (c.f. Hoff, in personal communication with
Gildea, cited in Gildea 1998:266, note 7).
3.2.4.2 a Copula
The a copula links a subject nominal to nominal, adverbial, or postpositional
phrase predicates. Cognates to a, and indeed the Kari'nja a copula itself, have been
termed 'suppletive' (c.f. Derbyshire, 1985) or 'defective' (c.f. Hoff, 1968:282) as a means
of recognizing its limited distribution and int1ectional possibilities. Tables 3.15, 3.16,
and 3.17 illustrate the form's int1ectional possibilities.
Table 3.15. Universal tense declarative and polarity question forms of a copula
Person Copula Gloss Question Gloss
a Cop -ng Uncty
1 wa 'lam' wang 'amI?'
2 marna) 'you are' mang 'are you?'
1+2 kytaije 'we are' kytanon~ 'are we?'
3 na 's/he/it is' nang 'is s/he/it?'
3 mang 's/he/it is'
176
Table 3.16. Collective Universal tense declarative and polarity question forms of a
copula
Person Collective Gloss Collective Gloss
Copula Question
-tong ColI -tong + Coll.Interrog
Intonation
1
2 mandong 'you all are' mandong? 'are you all?'
1+2 kytatong 'we are' kytatong? 'are we?'
3 nandong 'they are' nandong? 'are they?'
3 mandong 'they are'
Table 3.17. Distant Past non-Collective and Collective forms of a copula
Person non-collective Gloss Collective Gloss
-jakong Dist.Pst.Tns -ja-to-kong Pst.Tns.Coll
1 wakong 'I was'
2 makong 'you were' matokong 'you all were'
1+2 kytakon~ 'we were' kytatokong 'we all were'
3 kynakong 's/he/it was' kynatokong 'they were'
3
The a copula is confined to 'Universal,38 and 'Distant Past' tenses. Its inflections
are limited to person marking, a collective affix, a Distant Past suffix, and an 'uncertainty'
suffix that, when combined with interrogative intonation, is used to form polarity
questions. The collective Universal tense form may be declarative or interrogative
depending on intonation. Presumably, this is also true of the Distant Past tense form. In
its base form, the a copula indicates 'Universal' tense, and may be inflected for Distant
Past tense with the suffix -jakong.
38 What I term the 'Universal' tense form has also been referred to as present (Courtz, 2007:282), non-
temporal (Hoff, 1968: 175), or non-past (Gildea, 1998:98), among other terms. This tense form is used to
refer to situations or events in the present, but may also be used for past events in contexts such as
storytelling.
177
There are two different third person forms, mang and na. The difference between
the two forms appears to be related to prior knowledge. According to Hoff, "na is used
when the speaker makes a statement about a state of affairs he finds in existence at the
moment of speaking, mang (orthography mine) is used when he makes a statement about
a state of affairs which he already knew about apart from the speech event" (1968:213).
The person of the subject in an a copula construction is indicated in the copular
form. Two analyses are possible here. It is possible that the root a is inflected with
person marking prefixes. This analysis works for all but the third person known form,
mang, which, with the exception ofprosody, is formally identical to the second person
interrogative and formally similar to the second person declarative form. Although it is
likely the case that these forms were historically affixed with Sa prefixes, I find it more
felicitous to view the non-Collective, Universal tense declarative forms as
monomorphemic synchronically. Speakers, too, prefer this word-centered choice for
these high-frequency forms.
In addition to the copular person marking, the person of the subject may be
further specified with a separate nominal element. In terms of word order, the a copula is
typically construction final. This is consistent with other main clauses in the language,
which are typically (though not obligatorily) verb final. Although [Predicate Subject
Copula] is the more frequent order, separate Subject and Predicate constituents may
occur in either order preceding the copula.
178
Pred (N) Subj
(76) Tumung 'ne jumy kore moro arepa na.
tumung 'ne Jumy kore moro arepa na
mound INTNS INTNS Supr 3.INAN.DIST cassava 3.coP
'That cassava is really big (mounded).' (CF HeMa 0020)
Pred (A) Subj
(77) Takyse k'ba moro kiere pung mango
takyse kaba moro kiere pung mang
firm already 3.INAN.DIST cassava meal 3.coP
'That cassava meal is firm already.' (CF JeNj 0029)
Subj Pred (PP)
(78) Awu omepaneng me wa.
awu omepa-neng me wa
I.Pro teach -one.who.does Attr l.coP
'I am a teacher.'
In addition to polarity question forms illustrated in Table 3.15, the a copula may
be combined with a question word plus an optional question particle to form information
questions.
(79) Noky ko mose na?
noky ko mose na
who QP 3.AN.msT 3.COP
'Who is this?' (FF HeAl 00008)
The a copula permits several nonverbal predicate types to predicate property
concepts of nominal, pronominal, and copula-internal subjects. These include the
following:
Simple Noun:
Pred.N Subj
(80) Pyraporari 'ne mo'ko mang.
pyraporari 'ne mo'ko mang
fish.sp INTNS 3.AN.DIST 3.cop
'That is a pyraporari fish.' (FF CeAr 00072)
Pred.N Subj
(81) Masuwa moro mang.
masuwa moro mang
net 3.INAN.DIST 3.cop
'That is a fishing net.' (FF HeAl 00006)
Adverb:
Pred.A Subj-
(82) Tykase mang.
firm mang
net 3.cop
'It is firm.' (FF HeAl 00039)
179
(83)
Pred.A
Towa'pore
t- ewa'po -re
AZR- happiness -AZR
'I am happy.'
Subj-
wa.
wa
l.cop
180
Postpositional Phrase:
Subj [NP ] P ]PRED
(84) Tumary moro wa'to tupo mango
0- tuma -ry moro wa'to tupo mang
1- pot -PSSD 3.INAN.DIST fire atop 3.coP
'My pot is on the fire.' (FF CeAr 00091)
[N P ]PRED Subj
(85) Pitjary poko mo 'ko mango
i- pika -ry poko mo'ko mang
3- pee1-NzR occ.with 3.AN.DIST 3.COP
'She is busy (occupied with) peeling it.' (FF HeAl 00006)
[NP ] P ]PRED Subj-
(86) Ewa'po ro me pore mang.
ewa'po ro me pore mang
happiness indeed ATTR INTNS 3.COP
'He is indeed very happy.' (FF JeNj 00064)
As with the noncopular predicate, the distribution of semantic functions differs for
a copula predicates depending on predicate type.
Equative:
The equative function is fulfilled only by NP predicates as in the following
examples:
(87) [P:ary 'ne]NP mose
0- pary 'ne mose
1- grandchild INTNS 3.AN.PX
'TJ:ljs is my grandcpild.'
mang.
mang
3.coP
(88) [J:umy 'ne]NP
0- jumy 'ne
1- father INTNS
'That is my father.'
Proper Inclusion:
moko
moko
3.AN.DIST
mango
mang
3.cop
181
Proper inclusion may be fulfilled solely by a me PP or NP:
(89) Awu 'ne [omepaneng
awu 'ne emepa -neng
1 INTNS teach -one.who.does
'I am a teacher'
me]pp wa.
me wa
Attr 1.cop
(90) [Omyja pore woryi]NP mose mang, tjybrymbo kapyng
omyja pore woryi mose mang tjybry -mbo kapyng
beautiful Supr woman 3.AN.PX 3.cop old.woman -Devl Neg(Ptc)
'This is a beautiful young woman, not an old grandmother.'(CF JuAl 0031)
Attributive:
The attributive function requires either an AP or PP predicate. The latter is
headed by the attributive postposition, me.
(91) [TowajJore]AP wa.
t- ewa'po -re wa
AZR- happiness -AZR l.cop
'I am happy.'
(92) Tanshi [tukobire]AP
tanshi tukobire
grandfather bald
'Grandfather is bald.'
mang.
mang
3.cop
(93) [A 'na tumary me]pp
a'na tuma -ry me
1+3 soup -PSSD Attr
'It's like our soup' (CF JuAl 0035)
Locative:
mang.
mang
3.coP
182
Locative predication is fulfilled with postpositional phrase predicates and either
copula-internal or separate nominal subjects.
(94) [Matasapai tupo]pp mang.
matasapai tupo mang
matapi.stick atop 3.coP
'She is (sitting) on the matapi stick.' (CF UrMa 0023)
(95) Moro kurijara 'ne [pe.'ia pO]pp mango
moro kurijara 'ne peJa po mang
3.INAN.DIST canoe INTNS waterside at 3.coP
'That canoe is at the waterside.'
(96) [Tafara tupo]pp wa.
tafara tupo wa
table atop I.coP
'I am on the table.'
Existential:
Existence is predicated with an adverbial predicate via the marked copula and
separate nominal subject.
(97) Tamushi
tamushi
god
'God exists.'
[mondo]AP
1
monuo
present
mango
mang
3.coP
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Possessive:
Possession with the a copula is predicated with a copula-internal or separate
nominal subject with an adverbialized nominal predicate (he is 'bearded,' 'macheted,'
'wifed,' 'childed').
(98) [Tysumbarake 'ne]AP mang.
t- sumbara -ke 'ne mang
AZR- machete -AZR INTNS 3.COP
'He has a machete.'
(99) [Totasipjoke 'ne]AP mang.
totasipoke 'ne mang
bearded INTNS 3.cop
'He has a beard.' (Lit. 'He is bearded')
(100) Mose poitjo [typyke]AP mang,
mose poitjo t- pyty -ke mang
3.AN.DIST young.man AZR- wife -AZR 3.cop
[tymene]AP mang.
t- yme -ne mang
AZR- child -AZR 3.coP
'This young man has a wife, he has a child.' (CF WiMa 0008)
A separate nominal or copular subject with a possessed noun predicate is also
possible with the a copula. However, in this case, possession is not what is actually
being predicated. This construction fulfills the proper inclusion function, identifying the
subject ('that') as an item belonging in the category of "items owned by subject" ('his
machete'). Example 102 is a more marginal use of this construction, and could be argued
to be a predicate of possession. It could also be considered a bridging context, opening
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the door to this construction being used as a possessive predicate. Until more widespread
examples of this type surface, I will continue to analyze this as a proper inclusion, not
possessive, predicate.
(l01) lshumbarary
i- sumbara -ry
3- machete -PSSD
'That is his machete.'
'ne mora
'ne moro
INTNS 3.INAN.DIST
mango
mang
3.cop
(102) Oruwa 'ne i'mjakary mang.
oruwa 'ne i- 'rna -kong -ry mang
four INTNS 3- child -COLL -PSSD 3.cop
'He has four children.' (Lit. 'His children are four')
3.2.4.3 eli Copula
The e'i copula is a regular Sa verb, and, as such, participates in the full range of
temporal, aspectual, and modal distinctions. It inflects as other Set I verbs do, with
person marking prefixes and TAMN suffixes. In addition to its function as a copula in
stative predications, e'i may also code processes such as 'become' or actions such as 'do.'
The stative function 'stay' is also coded by e'i. These functions are outside the scope of
this chapter because they do not involve direct linking of a state or property to a nominal
subject. 'Become' predicates a change of state, but with a focus on the stative end point
resulting from the change. Each of these glosses is possible alongside a stative predicate
reading in all of the tense fonns available to e'i with the exception of Universal tense. In
Universal tense, the only tense in which e'i and a are in competition, e'i never receives a
stative copula reading. This is described in more detail below. Table 3.18 illustrates
person marking for the e'i in its copular function, and Table 3.19 illustrates TAM.
Table 3.18. Recent past tense declarative forms of e'i copula
185
Person Prefix Form Gloss
e'i CoP
1 w- we'i 'I was'
2 m- me'i 'you were'
1+2 kyt- kytei 'we were'
3 n- ne'i 's/he/it was'
Table 3.19. TAM marking of e'i copula
Tense Suffix Form Gloss
Recent Past -i we'i 'I was'
Past Habitual -to weitjo 'I used to be'
Distant Past -jakong kyneijakong 'he was then'
Imperative -ko eitjo 'you must'
Future -take we'itjake 'I will'
Future Optative -nen~ ne'inje 'let it be'
Future Optative -seng kyteisheng 'let us be'
(Collective)
The following examples illustrate TAM marking of the e'i copula in context.
Simple Past (-0):
(103) Awu erapa jopoto me we'i.
awu erapa jopoto me w- e'i
1.Pro again boss Artr 1- cOP
'I was the boss.' (FM-MA 00329)
186
Past Continuous (-to):
(104) Awu ko, anukuty'pa erapa weitjo.
awu ko an- uku(ty) -'pa erapa w- e'i -to
1 SaInt NEG - know -NEG also 1- COP -PST.CaNT
'Me then, I didn't know about it, either.' (Lit.' I was (continuously) not
knowing.') (FM-MA 00360)39
Imperative (-ko):
(105) Da m:aro eitjo mijaro.
da 0- maro e'i -ko mijaro
then 1- with cOP -Imper there
'Then you must stay with me there.' (Intrv WiTo 0065)
Future (-take):
(106) Erepa'mambo we'itjake.
erepa -'rna -mbo w- e'i -take
food -NEG -former 1- cOP -Fut
'I will be without food.' (UrMaHeAI00012)
Future Optative (-neng):
(107) Weh{jykong ne'inje.
we'i -ry -kong n- e'i -neng
COP -NZR -CaLL 3- COP -OPT
'Let their being be .' (Intrv WiTo 0059)40
Future Optative (Collective) (-seng):
(108) Ero wara kyteisheng, ja:sakarykong.
ero wara kyt- e'i -seng j- asaka -ry -kong
3.IN.px way 1+2- COP -OPT.CaLL 1- companion- pass - CaLL
'Let's be like this, my friends.' (CF WiMa 0057)
39 Though not a copular use of the form, this example is included to illustrate the tense marker.
40 This odd sounding example includes a nominalized e'i as the subject nominal, 'their being.' The speaker
was discussing the love his daughter had for his then-future son-in-law, and his desire to not stand in the
way of their being together. The greater discourse context included something like, "As long as they love
each other, their being together is not a problem for me. Let their being (together continue to) be."
187
E'i may also be inflected for Universal tense with the suffix -ja. In this tense, it is
in direct competition with the a copula. In -ja tense, the e'i copula fulfills a different
semantic function than predicating a state of a subject. In this tense form, e'i means
either 'become,' 'do,' or 'stay,' as in the following examples:
(109) Da
da
then
moro
moro
3.INAN.DIST
arinjatu
arinjatu
pan
ashimbe
ashimbe
hot
kyneijang.
ky- n- e'i -ja -ng
RM- 3- COP -PRS.TNS - DBT
'Then the pan becomes hot.' (CF WiMa 0081)
(110) Amyijaro wapotosang me meijatong.
amyijaro wapoto(po) -sang me m- e'i -ja -tong
2Col elder -CaLL Attr 2- COP -PRS.TNS -CaLL
'You all have become elders.' (FM-MA 00541)
(111) Ero wara a'na eropo kyneijang.
ero wara a'na eropo ky- n- e'i -ja -ng
this way 1+3 here RM- 3- COP -PRS.TNS - DBT
'We do it this way here.' (CF JuAl 0029)
In most tenses, polarity questions are formed through a combination of
uncertainty-ng and a change in intonation. Polarity questions with e'i in unmarked recent
past are formed with a change in intonation only. Generally, prosody combined with
context make it clear that a question is being asked.
(112) Aembo me'i?
aembo m- e'i
finished 2- cOP
'Are you finished?'
188
(113) Paramuru po me'i?
paramaru po m- e'i
Paramaribo at 3- cOP
'Were you in Paramaribo?'
Information questions are formed in combination with a question word and an
optional question particle. The e'i retains its tense marking in the interrogative
construction.
(114) Oty ko
oty ko
what QP
me'i, kaije
m- e'i 0- ka -ja
2- cOP 1- say -PRS.TNS
ija,
i-'wa
3-DAT
oty ko me'i?
oty ko m- e'i
what QP 2- cOP
'What have you done, I said to her, what have you done?' (FM-MA 00429)
(115) Oty poko ko neitja?
oty poko ko n- e'i -take
what occupied.with QP 3- cOP - FUT.TNS
'What will she be occupied with?' (MC02 00074)
As a regular Sa verb, the e'i copula participates in a wider range of constructions
and is subject to meaning and class changing morphological processes, unlike the a
copula. The following examples demonstrate some of the range of syntactic
constructions a nominalized e'i participates in, none of which are possible with the a
copula.
189
Nominalized argument of lexical verb:
(116) Da
da
then
emydjy
0- emyi-ry
3- daughter - PSSD
ngano,
n- ka -no
3Sa- say -PRS.TNS
Papa, eneta [owe tata weidjY]NP!
papa ene -take owe tata we'i -ry
father see - FUT.TNS where mother be -NZR
'Then his daughter said, "Papa, go see where mother is!'" (FM-MA 00392)
Nominalization with postpositional phrase:
(117) moro pjoko kyweitjokong
moro i- poko ky- we'i -to _kong41
3.INAN.DIST 3- occupied.with 1+2- cOP - PST.NZR - CaLL
'that thing we were occupied with' (UrMaHeAI 00036)
Adverbial of purpose:
(118) Eropo moro oty ari'njatu kumi:sha ju'pa weitjo'me.
eropo mora oty arinjatu kumi(ky) -ja ju'pa we'i -to'me
here that thing cassava.pan wash -PRS.TNS good cOP -Purp
'Here she washes the pan so that it can be good.' (CF HeMa 0043)
My focus for this chapter is on this form's role as a copula in a nonverbal stative
predication. Meira and Gildea (2009:39-40) posit an intransitive verb meaning 'dwelr as
the etymological source for the synchronic copula e'i throughout the Cariban family.42
By their analysis, one might expect adverbial complement types in the copula
41 The nominalizing -to suffix is homophonous with the past continuous -to. Their difference, in this
phrase, is reflected in the nominal collective -kong. Had this been a verbal construction, it would have
taken the verbal collective marker-tong. In addition, the verbal prefix would have been the Set I kyt-.
42 A thorough examination ofpotential etymological sources for the copular form of e'i is outside the
present scope. Therefore, I rely on Meira and Gildea's (2009:39-40) speculation. However, I do wonder
how the more dynamic meanings of e'i as a change ofstate verb might have evolved from a stative verb
like 'dwell.' Stassen (1997:91-94) provides an interesting description of change ofstate verbs evolving into
copular forms as semantics shift from a focus on the change to a focus on the resultant state.
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construction based on their source as "adverbial modifiers ofthe locative verb"
(2009:40). They posit the following source and resultant constructions based on the
origin of cognates to e'i as an intransitive verb meaning something like 'dwell' and its
grammaticalization to a copular construction:
Function Example Result
Locative He dwells over there. He is [over there]AP.
Attributive He dwells happily. He is [happy]AP.
Proper Inclusion He dwells as a hunter. He is [a hunter]AP.
Equative He dwells as my father. He is [my father]AP.
Following this logic, one can imagine many ofthese functions being fulfilled by
adpositional phrases in languages that use them. One might also imagine the following
additional forms and semantic functions in the source and resultant complements:
Function
Locative
Attributive
Example
He dwells in a house.
He dwells like that.
Result
He is [in a house]pp.
He is [like that]pp.
Given its source as an intransitive verb, one would not expect to find nominal
complements for the copula e'i. Furthermore, one might expect primarily adverbial or
postpositional complements with adverbial meanings. These expectations are borne out
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in the synchronic complement types and semantic distribution of the copula e'i in
Kari'nja. The most marginal of the source construction functions posited by Meira and
Gildea, equative, is not found in the texts. Additionally, neither existential nor possessive
were present in the texts. However, I do have some elicited examples of the possessive
function with e'i. More focused elicitation across tenses may yield additional functions
for this form. As with the posited source construction, the synchronic e'i copula allows
only adverbial and postpositional predicates. The following examples illustrate each of
the functions and complement types of the e'i copula construction.
Proper Inclusion is predicated with a postpositional phrase:
Proper Inclusion:
(119) Ah, moropo te'ne [bassja me]pp rapa me'itjo.
ah moropo te'ne bassja me rapa m- e'i -to
ah there actually ast.chief Attr again 2- COP - PST.CONT
'you were actually an assistant chiefthere. ' (Intrv FlBr 0034)
(120) [Bestuur me]pp
bestuur me
leader Attr
'I was a leader.'
we'i.
w- e'i
1- COP
Attribution may be predicated by adverbial or postpositional phrase predicates:
Attributive:
(121) [l\tforo wara]pp ekepy'po fe'ne
moro wara ekepy'po te'ne
that way death actually
'Her death was like that.' (FM-MA 00431)
ne'i.
n- e'i
3- cOP
192
(122) [Jato 'ke pore]pp ne'i.
j- ato'ke pore n- e'i
1- painful very 3- cOP
'It was very painful to me.' (FM-MA 00419)
(123) [Awosin me]pp kyneitjang
awosm me ky- n- e'i -take-ng
weight Attr RM- 3- cOP - FUT.TNS -DBT
'It will be heavy for me.' (FM-MA 00460)
(124) [Typyitje]AP kyte'i, uwa.
t- pyi -se kyt- e'i -i uwa
AZR-shame-AzR VET-COP-VET no
'You must not be ashamed.' (CF WiMa 0112)
y'wa.
y- 'wa
I-DAT
Locative predicates with e'i include only postpositional phrases:
Locative:
(125) [Moropo]pp ne'i.
mora po n- e'i
3.INAN.DlST at 3- cOP
'He was there.' (FM-MA 00464)
As with the a copula, possession is predicated with a t-N-ke adverbialized noun:
Possessive
(126) [Tysumbarake]AP
t- sumbara -ke
AZR- machete -AZR
'He had a machete.'
(127) [Tysumbarake
t- sumbara -ke
AZR- machete -AZR
'You had a machete.'
ne'i.
n- e'i
3- cOP
'ne]AP me'i.
'ne m- e'i
INTNS 2- cOP
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3.2.5 Comparing Noncopular, a, and e'i Predicates
Table 3.20 compares the distribution among tense, aspect, and mood suffixes of
the one noncopular and two copular constructions. For each category, the declarative
form is shown above, and the means of forming a polarity question (-ng, prosody, or
both) is shown below.
Table 3.20. Distribution of copular forms among tenses
TENSE~ Past Present (Universal) Future
ASPECT/MOOD Distant Recent Unmarked -ja -take
1 -iakonJ! -0
Punctual a e'i no copula a e'i
prosody prosody none both both
Continuous e'i
-to both
Optative/Hortative- e'i
seng prosody
As demonstrated in the table above, choice of copular form is primarily a
tense-based choice. The noncopular form is restricted to 'universal' tense situations in
which it is unmarked, morphologically. The 'former' suffix -mbo permits a past tense-like
reading, but this has somewhat restricted distribution and is therefore not included in the
chart. The a copula is employed for 'universal' and 'distant past,' and e'i is used for all
other tense or aspect dinstinctions. The e'i copula may also be inflected for 'universal'
tense with -ja, but in those cases, it is consistently glossed as something other than a
simple copula, either 'stay,' 'do,' or 'become.'
These findings seem to support the oft-claimed notion that a lack of a copula, in
languages that permit this type of construction, equates with present tense (c.f. Dryer,
194
2007; Pustet, 2003). In addition to linking subject to predicate, a copular form is
necessary to indicate TAMN.
In Table 3.21, distribution among predicate types is demonstrated for each
nonverbal predicate function. Marginal examples, those that were found in the texts but
rejected in elicitation, are marked with? The table does not include the tuweiljo form,
described below.
Table 3.21. Distribution of predicate and construction types among semantic functions
Function Noncopular
lPi-~di~.ie~ll\Yfje]';~~Gi"#~~[:rj}i,;;,".
a Co lula e'i Copula
1'~;G ":APftc, ;~PP;/:NRH:':c;
Equative
Proper Inclusion
Attributive
Locative
Existential
Possession
x
X
?
?
X X
x X
X X
X
X
X
X
X
X
X
X
For Equative and Proper Inclusion predicates, there seems to be no functional
motivation for choosing the noncopular or a copula construction. However, the a copula
construction is more frequent in the texts for these two functions, and is more easily
elicited. For the functions in which the a and e'i copulas are in competition, the choice of
one form or the other is based on tense/aspect, as described above.
3.2.6 Outstanding Issues
Up until now, I had hoped the reader would simply overlook the presence or
absence of 'ne in nonverbal predicates. I had also hoped the reader would not look too
195
carefully at the semantics of me- headed postpositional phrases. However, there are some
outstanding issues where these two elements are concerned, which I will address now.
3.2.6.1 Use o/me in Nonverbal Predicates
Historically, me is an attributive postposition roughly translating to 'as, like,
resembling.' It still clearly performs this semantic function with lexical verb
constructions, as in examples 128 and 129:
(128) Amu
amu
a
pishipjo
pisi -mbo
piece -devalued
y'kotojang
y'koto -ja -ng
cut -PRS.TNS - DBT
tybetiry me
ty- beti -ry me
3R- bait -PSSD Attr
tykoweidjy betitoto'me.
ty- kowei -ry beti -to -to'me
3R- fishook -PSSD bait -VZR- PURP
'He cuts a small piece as his bait so that he can bait his hook.'
(FF MaAI 00021)
(129) Eropo amu, ah, ma'mi seneja
eropo amu ah ma'mi s- ene -Ja
here some Hes boy 1A30- see -PRS.TNS
wewe pa'kotory ija
wewe pa'koto -ry i- 'wa
tree slash -NZR 3- AGT
tymainjary me painjare.
ty- mainja -ry me painjare
3PSSR- field -PSSD Attr maybe
'Here some, ah, I see a young man cutting a tree perhaps for his field (to
serve as his field).' (CF JuAl 0001)
196
However, in nonverbal predicates, the semantics of attribution often seems to
have been bleached. Although this semantic value is still available, me marks predicates
that cannot be interpreted to mean 'like' or 'resembling,' in that they serve equative or
proper inclusion functions. For example:
(130) Mo'ko jumy me
mo'ko jumy me
3.AN.DIST father Attr
'He is my father.'
mango
mang
3.coP
(131) Roberto Joghie ety me
roberto joghie ety me
Nm Nm name.PSSD Attr
'Roberto Joghie is his name.' (CF WiMa 0002)
(132) Mo'ko jopoto me kynakong.
mo'ko jopoto me kynakong
3.AN.DIST chief Attr 3.COP.DIST.PST.TNS
'He used to be chief.' (Intrv CeAr 0109)
na.
na
3.coP
Although example 130 could also be interpreted as 'He's like a father to me,' 131
and 132 both refer to predicates that are solidly equative or proper inclusion. In these
cases, the me appears to fulfill the purely syntactic function of allowing a nominal
element to be used as a predicate with a copula, distinct from the semantic function of
attribution. This is a distinction noted by Hoff (1968: 198). He suggested two separate
elements: one postposition me, and a second particle or suffix me, the latter of which
performs the strictly syntactic function of marking the complement of an a copula.
The construction types described herein employ the syntactic me. However, in
these cases, it still seems to be an independent postposition, phonologically. It does not
197
condition reduction of the preceding element, and is phonologically independent.
Furthermore, me as described here does not alter the rhythmic structure of the
complement word as would be expected ofa suffix (c.f. Hoff, 1968:88-93).
While nominal complements of the a copula are not uncommon in the texts, they
are unusual in the family. Although a reconstruction of the morphosyntax of copular
complementation is outside the scope of this chapter, it will be the subject of future work.
3.2.6.2 Use oj'ne in Nonverbal Predicates
The intensifier 'ne, too, has proven recalcitrant from a descriptive standpoint.
Although it is historically an intensifier, and it may still fulfill this semantic function, it,
too, has bleached semantics. It frequently occurs in constructions that have no obvious
semantic element of intensification. Given the apparent bleaching, I had hoped to
discover a purely syntactic function for this particle, as well. I had thought originally that
it might be marking the (pro)nominal subjects of noncopular, nonverbal predicates, as it
frequently appears in this position.43 Examples 133 and 134 suggest such a function:
(133) Omepaneng
omepa -neng
teach -one.who.does
'I am a teacher.'
awu 'ne.
awu 'ne
1 INTNS
(134) Mose 'ne omepaneng.
mose 'ne omepa -neng
3.AN.DIST INTNS teach -one.who.does
'He is a teacher.'
43 A function Gildea (2005) identified in a similar construction in Akawaio with the suffix -roo
198
However, the data have not borne this conclusion out. Although it frequently
appears in this position, it also appears to mark predicates, and freely occurs in copular
constructions. I later thought it might be "filling in" for me marking nominal
complements of copulas. This hypothesis proved false when I discovered that 'ne is
perfectly acceptible with an adverb (an expected collocation, given its historically
intensifying function).
It also appears to be totally optional, and provides no additional semantics with its
presence. It marks adverbial, nominal, and, most surprisingly, postpositional phrase
predicates, as in the following (n.b. tuweitja is the subject of the next section):
(135) Ma'ka D emydjy mara 'ne tuweitja, P.
mo'ko D emyi -ry maro 'ne tuweitjo P
3AnMd Nm daughter -PSSD with INTNS he.was.coNT Nm
'He used to be with D's daughter, P.' (Intrv WiTo 0118)
The following examples were elicited on separate occasions when I was eliciting
around predicates ofpossession. They demonstrate that 'ne may appear with either
copular form, is optional, and does not appear to add any obvious semantic value.
(136) [Tysumbarake 'ne]AP mango
t- sumbara -ke 'ne mang
AZR- machete -AZR INTNS 3.COP
'He has a machete.'
(137) [Tysumbarake ]AP ne'i.
t... su..~bara ~ke "_ ,::a';.1..1.- ,"".I.
AZR- machete -AZR 3- cOP
'He had a machete.'
(138) [Tysumbarake
t- sumbara -ke
AZR- machete -AZR
'You had a machete.'
'ne]AP me'i.
'ne m- e'i
INTNS 2- cOP
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'Ne usually glosses to English 'really.' Two ofthe semantic functions of 'really' in
English, one intensifying ('He is really big') and one validating, ('He is really a teacher'),
seem to fit the distribution ofthis form in those cases when it adds semantic value.
However, the semantics appear to have bleached to such an extent that it is often more of
a filler. It still occupies the appropriate structural positions for the Kari'nja particle word
class (i.e. it never follows a copula), but in most instances it is not obvious what semantic
value it adds. Should it become more frequent in the noncopular construction, one might
speculate that it may eventually be reanalyzed as a copula itself. This would yield a
copular construction with unusual word order and inflectional possibilities. Although
there are no documented sources for this speculation, more detailed descriptions of
nonverbal predication in other Cariban languages may shed light on this potential (and
potentially unusual) grammaticalization pathway.
3.2.6.3 Tuweitjo
There is one form of e'i that defies a simple explanation, tuweitjo. This form was
glossed by Hoff (1968:432) as, 'always having been then.' This gloss fits the morphology
of the form. The original copula, we'i is adverbialized by means of the t-V-se circumfix,
and then nominalized by means of the past continuous nominalizing suffix -to.
200
(139) tuweitjo
t- e'i -se -to
AZR- COP -AZR - PST.CONT.NZR
'always having been then' (Hoff, 1968:432) or
'the one that was continuously'
The resulting form enters the syntax as a noun, and as such may be the subject or
predicate of a noncopular, nonverbal construction. This is certainly a satisfactory
analysis for the constructions that predicate equative or proper inclusion functions. In the
following example, the postpositional phrase [ka/topo me] 'my uncle' is predicated of the
subject tuweitjo, 'the one that was continuously,' a predicate of proper inclusion.
(140) Ka'topo me erapa tuweitjo, mo'ko
ka'topome erapa tuweitjo mo'ko
uncle Attr also one.that.was. CONT 3.AN.DIST
'He was also my uncle, the late Arupa.' (Intrv WiTo 0051)
[the one that was continuouslY]NP is [my uncle]pp
Arupa mi.
arupa mi
Nm late
(141) Da moro wara tuweitjoinje.
da moro wara t- we'i -se -to -ine
then 3.INAN.DIST way AZR- cOP -AZR-PST.CONT.NZR -COLL
'They were always like that then.' (Intrv WiTo 0080)
[the ones that were continuouslY]NP are [that way]pp
This analysis is less tenable when there is an adverbial predicate (which is
marginal in simple juxtaposition constructions), or when predicating some function other
than equative or proper inclusion (the only functions for which the simple juxtaposition
construction is permitted).
201
Adverbial:
(142) Ma apyimje tuweitjoinje.
rna apyime t- we'i -se -to -ine
but many AZR- COP -AZR - PST.CONT.NZR -COLL
'But they were many.' (Intrv WiTo 0147)
Locative:
(143) Ero Kaitjapuru
ero Kaitjapuru
3.IN.pxNm
wyinjo
wymJo
from
moro wyinjo te'ne tuweitjo.
mora wyiI\io te'ne t- we'i -se -to
3.INAN.DIST from actually AZR- cOP -AZR - PST.CONT.NZR
'It used to be over Kaijapuru way.' (Intrv FlBr 0065)
(144) Da
da
then
moropo soso
mora po soso
3.INAN.DIST at only
Kari'nja nde
Kari'nja nde
Kari'nja and.them
tuweitjoinje.
t- we'i -se -to -ine
AZR- COP -AZR - PST.CONT.NZR -COLL
'Only Kari'nja used to be there.' (Intrv WiTo 0105)
(145) Moropo tomo,
mora po t-omo
3.INAN.DIST at 3R-family
moro furu
mora.furu
mostly
jo:mory
J- omo -ry
1- family -Pos
moropo tuweitjo.
mora po t- we'i -se -to
3.INAN.DIST at AZR- cOP -AZR- PST.CONT.NZR
'His family there, mostly my family used to be there.' (Intrv WiTo 0141)44
44 Torno, 'his own family' was a misspeak that the speaker self-corrected in the next utterance.
202
Existential:
(146) Atypyty,
Atypyty
Tibiti
Atypyty
Atypyty
Tibiti
tuweitjo,
t-we'i -se-to
AZR- COP -AZR - PST.CONT.NZR
Kari'nja jumy tuweitjo
kari'nja Jumy t- we'i -se -to
Kari'nja INTNS AZR- COP -AZR-PST.CONT.NZR
'Tibiti, it was Tibiti, there used to be a lot of Kari'nja.' (Intrv WiTo 0137)
In these cases, despite its nominal form, tuweitjo seems to fulfill the verbal
function of a copula-adding tense and aspect to a nonverbal construction. I posit a
trajectory wherein it entered the grammar as one of the nominal elements in a nonverbal,
noncopular proper inclusion construction.
(147) Omepaneng 'ne tuweitjo.
omepaneng 'ne tuweitjo
teacher INTNS one.that.was.coNT
'He used to be a teacher.'
[the one that was continuously]NP is [a teacher]NP
Over time, it has come to indicate the past tense imperfective value of the
predicate rather than predicating proper inclusion ofthe subject noun in the category of
things with that tense/aspect value. This change in semantics then allowed a wider range
of complements, including adverbial and postpositional phrases, as well as separate
subject (pro)nominals, all of which contributed to an increase in frequency for this form.
(148) Penaro
penaro
long.ago
Subj
jako idjo
jako iro
attime 3.INAN.ANA
203
Pred
soso itju me tuweitjo.
soso itu me tuweitjo
only forest Attr one.that.was.Cont
'Back then it used to be only forest.' (Intrv FlBr 0064)
3.2.7 Future Work
This section represents a first pass at describing the formal and functional
properties of nonverbal predication in Kari'nja, and is the first description to elucidate the
opposition between the a and e'i copulas for any language in the family. Future work
will include an examination of cognates in other languages in the family and a
contribution to their reconstruction from independent sources. More and better
descriptions will make this possible. Fortunately, there are several young Caribanists
currently working to describe a wide range of languages in the family.
In addition, future work may include a description of different categories of
attribution-color, size, human propensity, distance, etc.-and the formal properties of
each category. In Kari'nja, many human propensities, such as hunger, sadness, and anger,
are predicated with verbs,45 while other attributes are predicated with nouns. Future work
will examine the formal means by which attributive categories are predicated and
potential correlations between semantic category and syntactic word class.
45 C.f. example 46 in this chapter.
-------- -- -------
204
Finally, a future paper will examine whether time stability of the predicated
property affects construction choice. According to Pustet (2003), in languages that have
both copular and non-copular constructions available, more time stable concepts may be
coded with non-copular forms, while less time stable concepts require a copula. Gildea
(2005) claims the same ofAkawaio. More focused elicitation is necessary to sort out the
more fine grained aspects of the semantics of nonverbal predication in Kari'nja, with an
eye toward different strategies for coding permanance versus time stability. Kari'nja
presents an interesting case in that it has both a noncopular construction as well as two
available copular constructions.
3.3 The Innovative Progressive
3.3.1 Introduction
Since community members and I are actively engaged with one another, ideas for
descriptive topics often develop organically through our shared work. Such was the case
with a historically subordinate clause nominalization that appears to function
synchronically as a finite main clause construction. As ChiefMande and I worked
through the texts, we discovered several instances of a construction that he felt was
ungrammatical in isolation. However, as we looked more carefully at instances of the
construction and the contexts in which it appears, it became clear that there was more to
it thm'} simple speaker error. There appeared to be both formal and functional regularity
in the construction as a finite main clause. We decided to examine the construction in
various speech genres in order to describe its synchronic function, posit a diachronic
205
pathway, and situate it among cognate constructions in the family. The fonner supports
community teaching goals, and the latter two contribute to our understanding of the
Cariban family and greater theoretical issues of diachronic change and origins of ergative
patterns.
3.3.2 The Construction
The predominant main clause system in Kari'nja is a Set I system (Gildea, 1998),
characterized by a particular set of personal prefixes (illustrated in Section 3.1 above), the
-tong collective suffix, accusative word order restrictions, and an absence of both
auxiliaries and case marking. With the exception of auxiliaries, the Main Clause -ry
construction differs from the Set I system in each of these fonnal properties. Tbe
following examples illustrate the construction in both transitive and intransitive events,
and with the different patterns of argument specification available in the construction.
Intransitive
[[ S ] [V]]
(149) Kyy, arepa pu:nary.
kyy arepa puna -ry
hm cassava.bread grow -PRG
'Hm, the cassava is growing.' (CF MaCh 0008)
[s-V ]
(150) Ty'muru me mara i'tjory.
ty- 'mum me maro i- y(to) -ry
3R.PSSRi-SOll sl11all \-vitli 3i- go -PRG
'He's going with his small son.' (CF MaCh 0047)46
46 C.f. Hoff (1995) for a discussion of subject properties, including control of coreference with 3R, ty-.
206
Transitive
[[ 0 ] [ V ]] [a- Erg]
(151) Kiere apo emokyry ija.
kiere apo emo(ky) -ry i- 'wa
cassava stick push -PRG 3- AGT
'He is pushing the cassava stick.' (CF MaCh 0007)
[ 0- V ] [a- Erg]
(152) Itjotopotyry ija.
i- koto -po(ty) -ry i- ja
3- cut -ITER -PRG 3- AGT
'She's chopping it up.' (CF MaCh 0011)
[0- V ] [a- Erg]
(153) Amotyryko kahty ija.
0- amo(ty) -ry -kong kahty i-'wa
3- string -PRG -COLL perhaps 3-AGT
'Maybe he is stringing them.' (FF HeAl 0014)
[ A ]
(154) Torawone moko wokyry 'wa
torawone moko wokyry twa
quickly 3AnMd man Agt
'That man is covering it quickly.' (CF HeAl 0010)
[0- V] [a-Erg]
(155) Djukme 'ne rapa ipitjary i'ja.
djukme 'ne rapa i- pika -ry i- ja
good INTNS again 3- peel -PRG 3- AGT
'She's peeling it so nicely.' (CF JuA1 0021)
[0- V]
njo'pondory.
i- nopong -nto -ry
3- cover -rna -PRG
This construction is typologically interesting because it represents novel main
clause ergative patterns in the language in terms ofword order, case marking, and
collective number marking. The S and 0 arguments together form an absolutive word
order category. In both transitive and intransiti\'e constructions, a separate nominal
element is in complementary distribution with a prefix indicating person, as in examples
149 and 150 for intransitive, and 151 and 152 for transitive events. In the transitive
------- - - - .._--
207
construction, the preverbal nominal or prefix refers to the a argument. In the intransitive
construction, the preverbal nominal or prefix refers to the S. Together, these form an
absolutive category, with the word order restriction that the S or a argument must
immediately precede the verb unit. In the absence of a separate nominal, the verbal
person-marking prefix refers to either the S of an intransitive or the a of a transitive
event.
In the transitive construction, the ergative A argument, indicated with the Ergative
postposition, 'wa, is free to occur on either side of the OV unit. This argument, too, may
be indicated by a separate nominal element or by a prefix, with the separate nominal plus
postposition forming a unit, as illustrated in example 154.
Case marking is restricted to ergative case, as indicated by the case marking
postposition. The a and S arguments are not marked for case, leaving an unmarked
absolutive category.
Collective number marking, too, follows an ergative/absolutive pattern. In
intransitive main clause -ry constructions, a collective S argument is indicated by a suffix
on the -ry inflected word. However, this suffix is the nominal-kong form rather than the
-tong form generally associated with the Set I system. The collective intransitive form is
illustrated in example 156.
[S- V]
(156) Itjoryko, pjyty 1"jenapo tao
i- y(to) -ry -kong i- pyty i- wenapo ta
3- go -PRO -COLL 3- wife 3- behind at
'They are going, his wife at his behind (behind him).' (CF CeAr 0010)
208
Example 157 illustrates a collective transitive construction. Both A and 0 are
plural with the collective 0 indicated by a suffix on the separate 0 nominal and the
collective A indicated by a suffix on the agent-marking postposition. Presumably, the -ry
verb would take a collective suffix in the absence of a separate 0 nominal, as it does with
a collective S in the intransitive. The suffix -kong marks either the S of an intransitive or
the 0 of a transitive event as collective. The A of a transitive event is marked with the
collective marker -ine affixed to the Agent-marking postposition.
[ 0 ] [V] [A-]
(157) Koreparykong kapyry ky'wainje.
k- erepa -ry -kong ka(py) -ry ky- 'wa -ine
1+2- food -PSSD -COLL make -PRG 1+2- Agt -COLL
'We're making our cassava.' (CF WiMa 0099)
Additional information may be included in the Main Clause -ry construction
either in the form of an oblique postpositional phrase or it may be modified with an
adverbial element as in example 158.
(158) Torawone jumy wjopitjary.
torawone Jumy i- wot- pika -ry
quickly INTNS 3- DETR- peel -PRG
'She is peeling so quickly.' (CF HeAl 0025)
Since, in this construction, 'wa uniquely indicates the person of the A, there is an
arglLlllent to be made in favor of analyzing 'v.,'a as an Ergative case marking postposition
with a person-specifying prefix. Since case is more typically a nominal category
209
cross-linguistically, I will continue to tenn this an A-marking postposition so as to avoid
possible confusion with the more typologically common indicators of case.
The collective marker for Sand 0, illustrated in example 157, is -kong (rather
than -tong as it is in the Set I system), while the A collective marker is -ine. The set of
personal prefixes differs from that of the Set I system. The A-marking prefix set is
fonnally identical to the postpositional set, and the S-marking set resembles nominal
possessor markers. The sets of A- and S-marking prefixes are illustrated in Table 3.22.
Table 3.22. A and O/S person markers
The regular process ofpalatalizatlOn conditions a 'wja allomorph of 'wa followmg i. In many cases, the
w elides, leaving 'ja as the palatalized allomorph of 'wa. Speakers recognize no functional difference
between the different pronunciations i'wja and i'ja. I represent the less phonetically complex 'ja here as the
palatalized allomorph because it appears more frequently in the texts.
A Person Form Gloss S/O Person Form Gloss
Prefix Prefix
twa Ergative
@-/j-Iy- 1 y'wa 'I.Agt' 0-/j- 1 punary 'lam
growing'
a-Iaj-Io- 2 o'wa '2.Agt' a-/aj- 2 apunary 'you are
growing'
k-Iky- 1+2 ky'wa '1+2.Agt' ky-/k- 1+2 kypunary 'we two are
growing'
i-I@- 3 i'ja '3.Agt' i-/0- 3 pjunary 'he is
growing'
ty-It- 3R ty'wa '3R.Agt' ty-It- 3R typunary 'he,
himself, is
growing'
'"
Unlike most Set I inflections, the -ry inflection in the Main Clause -ry
construction does not condition syllable reduction. For example, in exa..1!lple 156, the
reducing rooty(to) does not reduce. However, in a regular Set I construction inflected
with Universal -ja tense, it does.
-------------
210
3.3.2.1 Semantics and Discourse Distribution
The construction appears to indicate progressive aspect describing an event or
process that is ongoing, with no obvious end point, at the time of the speech act. The
other available form for imperfective aspect is a verbal suffix /-jaine/, termed 'Durative'
by Hoff (1968: 175), and 'Habitual' by Gildea (1998: 102). The construction described
here fulfills a different aspectual function, that of an action in progress at the time of
speaking with no specified start or conclusion.47 Speakers use the construction somewhat
interchangeably with the 'Universal' -ja tense when describing ongoing events. In the
discourse, the construction appears to be a finite main clause with no obvious lexical or
copular verb controller. The stretch of discourse in example 159 illustrates this final
fact.
This example comes from the Cassava Film narrations. For this set oftexts,
speakers were asked to narrate a locally-produced elicitation video. The main speaker in
this example is a 65-year-old female who has resided in Konomerume all of her life. She
speaks primarily Kari'nja in her daily life.
In this set oftexts, speakers employ primarily 'universal' -ja tense in their
descriptions. However, Main Clause -ry often appears as a part of the main descriptive
narrative. There are also a few pragmatically-marked instances of clauses in -i tense used
when the speaker is surprised. The one clause in future -take tense was an aside, off the
47 Although the construction is previously undescribed, Hoff (1968: 120) does make brief mention ofa fmite
nominalized-ry construction used in pragmatically marked situations.
211
main event line, where a speaker says, 'I'm going to watch this and then I'm going to sleep
well' (CF PaCh 0005).
In the following stretch of discourse, each sentence is separated by a pause of
several seconds, and in some cases, a different speaker in the background prompts the
main speaker to speak (indicated with parentheses and a different code for the
background speaker). In addition, the speaker begins several sentences with an
interjection after a several-second pause. Each of the events is separated in time both in
the film and in the description.
Note that there's no obvious pattern to when the speaker uses the -ry form versus
the -ja form. I originally thought she might be choosing the -ja form after prompting, and
then would continue with the -ry form (indicating that the -ry forms were possibly
governed by a -ja marked main verb), but on more careful examination, this did not bear
out. The speaker uses -ry forms both for events on the main storyline ("He's pushing the
cassava sticks"), and for adding asides or background information ("It's growing so
nicely"). Example 159c could be eventive; it could be stative. In the particular piece of
film, the camera goes to the newly sprouted cassava for a few seconds in order to indicate
that it is growing. In this stretch of discourse, example 159c refers to the event of
growing, and 15ge adds information about the growing.
212
159a.) Myry, kiere apo e'mokyry i'ja. -ry
'Look at that, he's pushing the cassava sticks.' MaCh 0007
159b.) (Eropo rapa?
'What about here?' WiMa)
159c.) Kyy, arepapunary. -ry
'Hm, the cassava is growing.' MaCh 0008
159d.) ((unclear) asitjo.
'Just talk a little.' WiMa)
15ge.) Koo, poitjome 'ne atytary. -ry
'Wow, it's growing so nicely.' MaCh 0009
159f.) (Eropo rapa?
'What about here?' WiMa)
159g.) Kyy, arepa kalong. -ja
'Hm, they're pulling cassava.' MaCh 0010
159h.) I'tjotopotyry i'ja. -ry
'She's chopping it up.' MaCh 0011
159i.) Myry, tjary k'ba i'ja. -ry
'Look at that, he's already pulling it.' MaCh 0012
159j.) (Dty (unclear) eropo?
'What about here?' WiMa)
159k.) Kynitjotopo:satong moro kiere sumbara ke. -ja
'They're chopping up the cassava with a machete.' MaCh 0013
Whatever their discourse pragmatic function, Main Clause -ry constructions are
clearly independent in discourse, and therefore finite by Givon's (2001) definition.
3.3.3 The Set II System
Gildea (1998:18-20) identifies a Cariban verbal system that shares the
morphosyntactic features of the Main Clause -ry construction in Kari'nja. This system,
which he terms "Set II," has several features also found in the Kari'nja MaiR Clause -ry
construction. Set II features include absolutive personal prefixes, a separate marker of
ergative case (specified with unique person markers), ergatively organized word order,
and unique collective marking. Gildea (1998) argues convincingly that the Set I system
is the conservative verbal system--one that he reconstructs to Proto-Carib--and that all
213
other Cariban verbal systems are innovative. The Main Clause -ry construction may have
evolved along grammaticalization pathways similar to those identified in other languages
with Set II systems. In the next section, I examine potential source constructions for this
innovative construction.
3.3.4 Source Constructions
Subordinate clause nominalizations are a well-attested source of new main clause
grammar in the family. In the Main Clause -ry construction, the subordinate clause has
been reanalyzed as an independent main clause. The former nominalization functions as
the main verb in the innovative construction. Since the entire subordinate clause
construction has been reanalyzed, it brings with it all of the morphological and syntactic
properties of the source construction. As such, the novel construction has patterns of
argument structure, argument specification, and person and collective marking absent in
other areas of the verbal system.
The postposition 'wa functions as a Dative in transitive nominalized subordinate
clauses. The notional A is indicated by the person marking prefix:
(160) Ma'mi seneja wewe pakotory i'ja.
ma'mi s- ene -Ja wewe pakoto -ry i- 'wa
bOYj 1A30j- see -PRS.TNS tree slash -rYj 3j- Dat
'I see the young man is slashing a tree.' (Lit. 'the tree's slashing by him')
(CF JuAl 00001)
214
The object of a postposition may be indicated by means of a prefix or by a
separate nominal element. For third person participants, the prefix and the separate
nominal element are in complementary distribution:
(161a) i'ja
i- 'wa
3- Dat
'by h/her/it'
(161b) weju twa
sun 'wa
sun Dat
'by the sun'
(161c) *weju i'ja
In the novel construction, the Dative postposition is reanalyzed as an A marker
with the person of the A specified by the person marking prefix or a separate A nominal,
in complementary distribution. This results in a novel ergative category in Kari'nja, as
only the A in a Main Clause -ry construction may be indicated in this way.
(162) Myry,
myry
look.at.that
'Look at that!
[0- V] [A-]
tjary kaba i'ja!
i- ka -ry kaba i- 'wa
3- remove -PRO already 3- Agt
She's pulling it already!' (CF MaCh 0012)
When a verb is nominalized in order to function as a subordinate clause, its
notional arguments serve different syntactic functions in the resulting nominalization.
For intransitive subordinate clauses, the erstwhile subject serves as the possessor of the
nominalization in a [Possessor Possessed] relationship. For transitive subordinate
clauses, the -ry nominalized verb is in a [Possessor Possessed] relationship with the
notional 0 acting as possessor. The person ofthe possessor may be indicated with a
-------------_.._._-----
215
separate noun, or with nominal person markers. The obligatory [Possessor Possessed]
word order in the subordinate clause source is reflected in the [S V] or [0 V] order of the
reanalyzed construction, resulting in a novel absolutive category in the language both in
terms of word order and morphological argument specification.
Collective markers, too, reflect the subordinate clause source. As an erstwhile
nominal construction, the reanalyzed verb brings with it the nominal collective marker
-kong. The postpositional collective marker -ine marks the A in the reanalyzed
construction.
Returning to example 149, Arepa punary, 'the cassava is growing,' the former
possessor ofpunary, 'growing,' arepa, 'cassava,' is an S argument in the new construction.
Example 151 illustrates the transitive construction. The 0 argument, kiere apo, 'cassava
stick,' is the erstwhile possessor of emokyry, 'pushing,' in the Main Clause -ry
construction. The A marker /wa in the reanalyzed construction derives from a dative
postposition in the source.
Gildea (1998:161-182) reconstructs the Set II system for several languages from a
variety of potential source constructions, all of which began as nominalized subordinate
clauses. The source constructions as identified by Gildea (1998:161-182) that are
relevant to Kari'nja Main Clause -ry include the simple juxtaposition and the a copula
nonverbal predicate constructions.
Recall from the previous section that Kari'nja can predicate equative and proper
inclusion functions ofa subject nominal with another noun. That is, two noun phrases
may be juxtaposed and form a complete sentence, as in example 163.
216
[NP ] [NP ]
(163) Mose woryi Konomerume ponong.
mose worYl konomerume po-no(ng)
this woman Nm at-one.who.is.Nzr
'This woman is from Konomerume.' (Lit. 'a K one.') (CF WiMa 0068)
Since morphological derivation makes it possible to create a noun from a verb, it
is a trivial matter to form a simple juxtaposition construction with a nominalized verb.
For example, the nominalizer -'po can derive e'kei'pjo 'baked one' from the verb e'kei,
'bake.' The resultant nominal can then act as the predicate in a simple juxtaposition
construction. Example 164 illustrates the construction with a non-derived noun, and
example 165 illustrates the same construction with e'kei'pjo.
[NP] [NP]
(164) Ero amu kurijara.
this one canoe
This one is a canoe.' (CF HeAl 0063)
[NP] [NP]
(165) Ero amu e'kei'pjo.
ero amu e'kei -'po
this one bake -one.who.is
'This one is a baked one.'
217
This non-copular construction requires a nominal predicate, as illustrated below:
[NP] [NP]
(166) Potonong itjerery.
poto -nong i- kiere -ry
big.one -COLL 3- cassava -PSSD
'Her cassava are big ones.' (CF JeNj 0017)
[AP ]
*Potome
[NP ]
itjerery.
It is possible to posit the simple juxtaposition construction as the source of the
Main Clause -ry construction. There is formal similarity between two juxtaposed noun
phrases and the intransitive Main Clause -ry construction with a separate nominal subject.
It is easy to imagine that 'Her pot is cooking' in example 167 may have been a simple
juxtaposition meaning something like 'Her pot is a cooking one.'
(167) Tjumary motyry.
i- tuma -ry mo(ty) -ry
3- cooking.pot -PSSD cook -PRO
'Her pot is cooking.' (FF HeAl 00073)
However, since the simple juxtaposition construction allows only nominal
predicates, one would need to posit an additional step wherein adverbial modification
enters the construction. As illustrated in example 158 ('she is peeling quickly'), the Main
Clause -ry construction allows adverbial modification of the -ry marked verb. If the
construction is derived from the simple juxtaposition construction, the presence of
adverbial modification might represent syntactic evidence for reanalysis of the formerly -
218
ry derived nominal as a true verb. However, I am not convinced that there is sufficient
time depth to the construction to have been so fully incorporated into the verbal system.
A more likely source is the a copular construction. This construction allows a
wider range ofpredicate types, and has also been identified as a source of Set II systems
in other languages in the family (c.f. Gildea, 1998:168-172).48 The primary problem with
this analysis is the lack of any remnant of the a copula in the reanalyzed construction.
Other languages in the family that have innovated Set II systems from cognate source
constructions retain some remnant of the copula, usually as an optional auxiliary (c.f.
Gildea, 1998:168-172). There is some evidence that, in the Kari'nja a copula
construction, the copula is optional (c.f. the last paragraph of3.2.4.1; Hoff, 1995). Gildea
(1998:266n.7) describes a p.c. with Hoff where Hoff notes that the absence of the copula
is always interpreted as mango If the copula is indeed optional, it is easier to posit this
construction as the source of Kari'nja Main Clause -ry. Particularly in the intransitive
construction with an optional copula, it is easy to imagine a semantic shift from 'It is the
cassava's growing' to 'The cassava is growing.'
3.3.5 Theoretical Matters
Up until now, I have used the term reanalysis as though it is a widely-accepted
phenomenon. In fact, debates about the nature and mechanisms of grammatical change
are far from resolved. Rather than enter the theoretical fray, I will highlight mechanisms
48 C.t: also Mosonyi's (1982) -ryma, Future Tense marker.
219
that are most relevant to this study and describe the sense in which I use them to explain
what I have observed happening in Kari'nja.
I take the point of view that any description of a language's forms is a description
of a "slice of time." Living languages evolve over time and attempts to describe the state
of a language with no regard for diachrony are likely to encounter forms that "break"
synchronic rules. Descriptions that consider diachrony attempt to explain apparent
weirdness in forms or categories as the result of changes in progress. Clines are assumed
in historical descriptions and a particular form may be at any (somewhat arbitrary) point
along a grammaticalization pathway. There is a statistical (though not universal)
tendency toward unidirectionality in language change, which makes it possible to posit
where a particular form might have come from.
Hopper and Traugott (2004:7) present the following cline to describe the general
direction in which individual forms change:
content item> grammatical word> clitic > inflectional suffix
In general, big, heavy lexical words shrink in both phonological size and semantic
content. Semantically, forms tend to move from more concrete to more abstract
meanings. Formally, content words tend to become function words before becoming
more bound forms.
Historical descriptions of structure are useful in explaining oddities. When a
particular form has been assigned to a particular category based on its structural behavior
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(e.g. it conforms to morphosyntactic restrictions), a description that takes diachrony into
account may explain why that form does not conform to all rules of a particular category
(e.g. it does not take a particular set of inflections). Functional descriptions are enriched
by inclusion of diachrony in that historical changes are often functionally motivated.
In the case of Main Clause -ry, the construction's noun-like behavior (in that it
lacks Set I inflectional morphology and does not participate in certain collocations) can
be explained based on its source as a nominalized subordinate clause. The construction
fills a functional gap in aspectual marking, providing a more specific means of referring
to present progressive aspect. Prior to the reanalysis of this construction, speakers had
three means of fulfilling this function: the habitual marker -jainje could be extended to
progressive situations, the 'universal' -ja tense was deployed, or ongoing events could be
described in a subordinate clause. The innovative construction provides a more specific
aspectual marker-for progressive, rather than habitual, aspect-than was previously
available.
Harris and Campbell (1995:50) posit three (and only three) mechanisms of
syntactic change: reanalysis, extension, and borrowing.49 Although other mechanisms
mayor may not exist,50 the one that is most relevant to this study is reanalysis. The
construction is clearly neither borrowed nor calqued. Language-internal extension
involves the application ofmorphological forms or syntactic patterns associated with one
type of construction to another. Gildea uses the example of person-marking morphology:
49 They claim that other previously identified mechanisms are merely "specific instances or consequenses
of' the three that they posit (Harris and Campbell, 1995:50)
so A debate thereof is outside the present scope.
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"a language might have two independent series of prefixes marking the same person
distinctions, one series as possessors of nouns, the other as subjects ofverbs. Given the
essential similarity in categories of the person being marked, speakers could extend one
series ofprefixes to the other environment, displacing the second series ofprefixes and
leaving the language simpler than it was before" (1998:38). Grammatical changes
resulting from extension tend to affect discrete categories of form. In Gildea's example,
only the person-marking morphology in the second construction type is affected, not the
construction as a whole.
In the Main Clause -ry construction, individual formal changes have yet to occur.
Over time, as speakers recognize this as a verbal, rather than nominal, construction,
internal extension may occur. For example, the Set I plural suffix -to might begin to
mark the main clause use of -ry as it has in innovative progressives in Kaxuyana and
Apalai (Gildea, 1998:211 for Apalai, and 1998:214 for Kaxuyana). The construction
itselfmay be affected in the form of changes in inflectional morphology, or elements of
the novel construction, such as ergative patterns, may creep into the rest of the verbal
system.
More immediately relevant are grammatical changes affecting all aspects of a
construction. Gildea (1992) terms this construction reanalysis. Most explanations
describe reanalysis as a change in underlying structure that is not reflected in the surface
form. According to Hopper and Traugott (2004:50), the hearer and speaker have
different interpretations of the structure and meaning of a particular construction. In
reanalysis, a change in meaning precedes any overt change in structure. Heine (2002)
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refers to this early step as a bridging context. The source form and the reanalyzed form
may exist simultaneously in the synchronic language with the source form unchanged,
but the novel function is evident only in the reanalyzed construction. A reanalyzed
construction may be in competition with older ways of saying the same thing. As a
reanalyzed construction is used more frequently, the older construction may be restricted
to certain pragmatically-governed situations, or it may drop out of use altogether.
The -ry subordinate clause form that is the source ofMain Clause -ry is still a
vibrant construction in Kari'nja. The -ry construction has taken on a novel function as a
main clause. It has been subject to pragmatic changes in discourse distribution in that it
appears to have replaced other means of referring to progressive aspect. There are no
instances of -jainje as a TAM marker in my texts. When asked, speakers can translate-
jainje marked verbs, but the form appears to have dropped out ofuse as a progressive
marker.
Since a change in meaning precedes overt changes in structure in reanalyzed
constructions, there has been much debate as to what constitutes sufficient evidence for
reanalysis. Types of evidence for reanalysis include semantic, pragmatic, syntactic,
morphological, and phonological changes. In the initial stages of reanalysis, a
construction may only have changed in meaning and in discourse distribution. Early
changes may not be obvious (to linguists), existing primarily in the minds ofthe speakers.
However, as a form is used more frequently in the novel function, syntactic distinctions
may start to emerge and language-internal extension may lead to discrete formal changes.
Eventually, morphological evidence, such as the use ofverbal rather than nominal person
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markers, will confirm that a construction is a well-established member of a new category.
Finally, phonological erosion can signal further evolution of the form.
I prefer to view reanalysis as a continuum along which novel uses of existing
forms can be placed. Constructions can be more or less grammaticalized, depending on
the amount of change they have undergone. A cline of evidence for reanalysis, based on
types of changes, might look like this (with examples in parentheses):
semantic (change in meaning) > pragmatic (change in discourse distribution) >
syntactic (change in form or collocation) > morphological (change in inflectional
categories)
Phonological changes (e.g. erosion) are occasionally listed as the endpoint on
clines of evidence for reanalysis (c.f. Heine 2002). However, phonological erosion can
be coterminous with syntactic changes. In fact, phonological changes are sometimes the
first formal evidence of change (e.g. the gonna construction in English). As such, I
exclude it from the cline, but include it as another formal piece of evidence for reanalysis.
The Main Clause -ry construction has changed semantically and pragmatically. It
is used in a novel semantic function, and is more frequent in discourse in the new
function. This reanalysis has led to other pragmatic changes in that other means of
referring to progressive events have reduced discourse frequency. Overt syntactic change
includes this construction's independence. It continues to be used as a subordinate clause
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construction, but in its novel function, it is a fully independent main clause not governed
by a separate finite matrix verb or copula.
3.3.6 Formal Evidence for Reanalysis
I have been calling the Main Clause -ry construction an innovative main clause,
but it could also be said that the construction is nominal. It still retains all of its formal
nominal properties. Person marking has not changed to the Set I system for transitive
events, it does not employ Set I TAM morphology, the [Possessor Possessed] word order
is retained, and it employs the nominal and postpositional, not the verbal, collective
markers.
Evidence for reanalysis lies in functional changes in the semantics of the
construction. It has been reanalyzed as an independent, progressive main clause.
Discourse distribution illustrates that this construction has all but replaced other means of
fulfilling the progressive function. In the texts, the other potential morphological marker
of progressive, the habitual -jainje, is completely absent. Structurally, the construction
appears in the discourse with no obvious matrix verb or copular controller. Furthermore,
it may appear with adverbial complements, which would not be possible were the
construction simply a nonverbal simple juxtaposition predicate nominal construction.
Finally, (Gildea, 1998:160) notes that the 1+2 Set I prefix, kyt-, marks this construction in
the Venezuelan dialect of Kari'nja. There are no examples ofthis type in my texts, but
future elicitation will determine whether this has happened in Konomerume Kari'nja, as
well.
225
3.3.7 Cognates
The Main Clause -ry construction in Kari'nja parallels other well-attested cases of
change in cognate constructions in the family. In independent innovations, Kuikuro,
Pem6n, Makushi, and Akawaio have developed similar verbal systems, termed Set II by
Gildea (1998). In fact, Kuikuro, Pem6n, and Makushi have moved significantly further
along this grammaticalization pathway-adopting fully Set II systems (Gildea, 1998).
In addition to those constructions already described, preliminary investigation by
Caceres and Gildea (2009) suggests that Ye'kwana has independently innovated a similar
imperfective construction. According to Caceres and Gildea (2009), the Ye'kwana
construction may have evolved along a similar grammaticalization pathway and for
similar functional reasons.
In all ofthe cases of innovative Set II systems documented to date, a nominalized
subordinate clause nominalization has been reanalyzed as a main clause construction.
Each of the cases of innovative ergative patterns identified to date in the Cariban family
gives weight to Gildea's (1998:247) assertion that the ergative splits in the Cariban family
are counter to universals identified by Dixon (1979, 1994). According to Dixon (as
quoted in Gildea, 1998:247), "if a split is conditioned by tense or aspect, the ergative
marking is always found in either past tense or perfect aspect" (1979:95) (emphasis in the
original). The Kari'nja Main Clause -ry construction codes present progressive, a clear
counter-example to Dixon's universal. I look forward to future descriptive work with
226
Cariban languages that sheds light on the nature and mechanisms of the rise of ergative
patterns. The Cariban family has a history of disproving our purported "universals."
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CHAPTER IV
DOCUMENTAnON AND FORMAL TEACHING
In this chapter, I describe a subset of the work we have done to date in
Konomerume. It can be seen as the actualization of the Community Partnerships Model
(CPM) described in chapter 2 ofthis dissertation. The materials described herein are a
subset ofthe community-oriented results and are a counterpart to the linguistic results
described in chapter 3. This chapter is meant to stand alone in support of readers
interested in the process of simultaneously creating a documentary corpus and materials
in support of formal teaching. As such, I provide an introductory overview of our work
together to date that reiterates some of the description provided in chapter 2. However,
my focus here is on the aspects ofthe community's and my shared work that supports
both documentation and formal teaching goals.
In response to the loss of more traditional modes of transmission and decreased
contexts of use, members of many endangered language communities have begun
revitalization programs that include formal teaching. Linguistic documentation of these
languages often occurs independently of revitalization efforts and is largely led by
outsider academics. Separation of documentation and revitalization is unnecessary. In
fact, the two endeavors can readily support and strengthen each other. This chapter
228
describes the process of concurrently creating formal teaching materials and a
documentary corpus ofKari'nja. Activities described embody the CPM, which is
underpinned by a methodological approach to linguistic fieldwork that is collaborative
and speech community-based.
A little cartoon came across my desk a couple ofyears ago. In it, a group of
people is lamenting the loss of their language. "Our language is dying," they cry. "Who
will help us save our language?" Enter the masked superhero. "I'm here!" he announces,
fist to his hip and eyes pointed skyward. "Yay!" shout the people. "Are you here to save
our language?" "Yes!" he announces with authority. "Let's get to work! The first thing
we need to do is figure out the case marking system. Is that ergative or nominative
alignment?"Sl
Linguists working to document endangered languages are frequently represented
as caped crusaders, tasked with saving the world's languages before it is "too late."
Speech community members are portrayed as helpless, impotent victims of circumstance.
The reality, as portrayed in this cartoon, is that linguists are often primarily interested in
academic topics that are tangential (at best) to revitalization. The actuality outside the
cartoon is that speech community members are neither helpless nor impotent. They may
have a direct interest in research into their languages, and they can be excellent
collaborators for both documentation and revitalization. This is evidenced by ongoing
work in Konomerume.
51 The cartoon had been copied from an unknown source.
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Unfortunately, for most linguistic fieldworkers, time devoted to preservation or
revitalization is "second shift" work. That is, work that can be done only after the more
pressing work of documentation and academic description is finished. That this work is
often more pressing only to the academic has not escaped the notice of speech
community members interested in revitalizing their heritage languages. Savvy
communities are demanding that documentation and description directly address their
needs as language activists. Already taxed linguists are left to choose between pursuing
the goals of the speech community or their own goals as academics. In most cases,
academic goals take precedence. The extra time and energy required by applied,
revitalization focused work affords few rewards in academia beyond good feelings.
There is little funding, and publication of a set of lessons does not count toward a tenure
review. The pressure to "publish or perish" often outweighs an honest desire to help
speech community members to address their needs; even motivated speech community
members have little leverage to compel cooperation by an outsider academic linguist.
This chapter is motivated by my desire to work together, as academic linguists, to
find new ways of "doing it all." This motivation has guided my work with the Aretyry
Kari'nja speaking community of Konomerume. Speech community members and I have
been working to document, describe, and revitalize their dialect of Kari'nja. We approach
documentation and revitalization as concurrent, complementary activities of equal
importance. Community ownership of and participation in all projects means we all have
a voice in this work.
4.1
230
In this case, collaboration includes planning documentation that supports
community revitalization goals. Rather than create pedagogical materials after-the-fact
as a means of "giving back to the community" (Nathan and Fang 2008: 178), community
members and I have worked together to create documentation that is readily available to
teachers and learners. This has been as simple as including reverse look-ups in print
copies of the lexical database and as complicated as printing screen captures from
documentation videos to be used as "Talking Cards" (Beavert, et aI., 2005).
This chapter also represents a step toward identifying the academic value of
pedagogical work in service of speech community goals. The particular part of our
ongoing work that I describe here is the process of creating pedagogical materials for
formal teaching concurrently with documentation. The greater focus in this chapter is on
pedagogy and the sorts of questions that we asked ourselves along the way. I hope the
example here will inspire other documentary linguists to describe their own "second
shift" activities in revitalization. Perhaps we can support each other in finding new ways
of addressing the needs of all members of a documentation endeavor-outsider academics
and speech community members alike-in addition to recognizing the academic merit of
applied work.
Terminology
Documentation refers, in the sense of Himmelmann, to creation of a "lasting,
multipurpose record of a language" (2006:1). Any documentary corpus is, by its very
nature, reductionist. That is, it attempts to represent the vast richness of a language with
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only the small pieces that are practical to record. In order to serve varied planned and
unforeseen needs, a good corpus records a variety of types of language in context-rich
situations. By the methodological fieldwork framework espoused here, speech
community members are instrumental in determining appropriate content for
documentation.
Revitalization is often used as a cover term for formal teaching of an endangered
language. This is not the sense in which I use it here. Revitalization refers to expanding
contexts of use of a threatened language. Often, in situations of endangerment, contexts
of use of the language have been diminished such that the language may be used only in
formal ceremonial contexts. Through revitalization, a language may again be used in
contexts where it had been replaced by another more dominant language. In addition, the
endangered language may be used in new contexts where it was never used before-the
classroom often being one of these. While activities such as formal teaching can support
revitalization, they cannot be the whole story. My focus in this chapter is on
development of materials in support of formal teaching. However, this is only a subset of
the ongoing revitalization activities in Konomerume and the Wajambo region.
When documentation and support of revitalization are viewed as separate
enterprises, language resources must be mobilized. According to Nathan, mobilization of
language documentation "means taking linguistic documentation and working with
speaker communities and other specialists to deliver products that can be used to counter
language endangerment" (2006:364). When documentation and support of revitalization
are approached as complementary, concurrent activities, mobilization is a given rather
232
than a separate activity. The documentary corpus is created both as an archive of
particular aspects of the language in use, and as a resource for preservation and
revitalization. When decisions about how the corpus will be used for preservation are
made at the outset of documentation, the goals of preservation inform what and how to
document. In addition, materials created in support of revitalization add to the
documentary corpus.
4.2 Planning
The products described in this chapter represent only a small portion of a long-
term documentation, description, and revitalization project. There is a time depth to this
work that may not be adequately reflected in the small portion described here. Our
ongoing work together, using the CPM, draws heavily on sustainable community
development approaches that depend on community participation. Community members
take on roles and responsibilities more traditionally fulfilled by outsider academics. Our
planning and development meetings are done in a workshop format facilitated by
different members. A consensus model guides our decision making and we are usually
able to compromise when we disagree. However, we have also abandoned projects when
we could not achieve consensus.
Members of different community groups have participated in different workshops
depending on need. For example, one dictionary editing workshop included elder
speaker-teachers, young adult teacher-learners, and adult learners. Our process, though
time-consuming, is rewarded by greater community participation in and ownership of
233
projects. In addition, the time spent in workshops pays dividends in terms of greater
distribution of the workload.
Since planning for revitalization began during the documentation project, we were
in the unique situation of being able to plan documentation with a specific goal of
supporting formal teaching. Our objective, in planning, was to seek to meet the needs of
all major stakeholders in the Kari'nja documentation and revitalization endeavor.
Although different groups of community members have different specific needs,
all agree that documentation and revitalization are important. Each of the following
groups has played a significant role in our ongoing success: elected village leaders, elder
native speakers, middle-aged speaker-teachers, young adult teacher-learners, and adult
learners.
A driving force behind the documentation, description, and revitalization
endeavor, former Chief Ferdinand Mande had been engaged in his own documentation of
the language when he and I began our work together. He was chief of the village when
we began, and has been instrumental in nurturing community support for our projects.
He has been my primary counterpart in the village and is responsible for seeing through
projects that we initiate together. In addition, he identifies and contacts potential
collaborators for new projects. When he chose to retire from village leadership in 2006,
he and I met with newly elected village leaders to ask for their support of our ongoing
and planned projects. In addition to enthusiastically authorizing our work, the new chief,
Roberto Joghie, has emphasized the importance of maintaining Kari'nja during
community meetings by inviting elders to address meetings in Kari'nja and encouraging
234
young adults to attend the Kari'nja classes. In addition, he served as an actor in one of
our locally-produced elicitation videos.
Elder native speakers serve as advisors and community protocols dictate that they
be consulted individually as decisions are being made. As projects progress, Chief
Mande meets with elders to keep them informed and to seek their advice. Their voices
are heard, figuratively, in what we choose to document, and literally in our recordings of
the language. Although some elders have asked to not be recorded, most are in favor of
documentation and revitalization of Kari'I1ia. Admittedly, there are a few elders who do
not understand why we would want to revitalize a language that they have seen fall out of
prestige in their lifetimes, but they have nonetheless given us their endorsement. The
more typical view, though, is that held by Henriette Alkantara who is adamant that there
be an emphasis on documenting cultural practices also in need of revitalization and on
recording and teaching the language that accompanies them.52
Led by Chief Mande, the original middle-aged speaker-teacher group included
Maria Alkantara and one other teacher described in more detail in section 4.2. This
group of three teachers formed the core of the curriculum planning team. In addition,
they have participated in workshops in Kari'nja grammar and linguistics, and in methods
and materials for second language teaching. When the program was restructured last
year, Cecilia Ampa joined this team.
52 Toward that end, she prepared for a recent elicitation session by assembling the various tools for cotton
spinning. Amazed at our good fortune, ChiefMande and I abandoned that day's original plan and recorded
her description of spinning instead.
235
Originally, the young adult teacher-learner group included the full K-5 elementary
school staff of seven. This group partnered with the speaker-teachers to develop the
materials described here. They also piloted materials in the elementary school. As we
continue to refine existing materials and develop new ones, we have worked with a
smaller core group of three teachers. This group is led by Sieglien Jubithana (who also
heads the technology team), and includes Yvonne Malbons and Regina Chu.
Finally, a group of students from the adult course has been an active part of the
materials development process. They have participated in assessment and dictionary
editing workshops providing feedback on materials and teaching methods. Led by three
of Chief Joghie's sisters, this group includes one of Chief Mande's daughters and one of
the new assistant chiefs.
When the groups come together, Chief Mande, teacher-learner Sieglien Jubithana,
and I act as workshop facilitators. We have also conducted a regional workshop and co-
presented a paper in French Guiana. Each of us takes responsibility for different tasks,
but we share leadership roles equally for various projects.
4.3 Formal Teaching
Once we decided that we would be implementing a formal teaching program, we
had several issues to address. Elder speaker/teachers and younger teacher/learners
participated in a series of curriculum planning meetings. However, before we could plan
actual curriculum we needed to understand what our needs would be. Questions we
asked ourselves specific to formal teaching included:
••
•
•
•
Who would students and teachers be?
How much time would be allotted to instruction?
What were the goals of formal teaching?
What would course content be?
Which teaching approach would best support stated learning objectives?
236
Each of these issues is discussed in the following sections.
4.3.1 Students, Teachers, and Time
We decided to initiate two separate programs: weekly lessons in the community
elementary school, and an evening course for adults. Elementary school teachers have 30
minutes per week for "flex" lessons, and they decided to start the program by using those
instructional minutes in grades K-5 on Kari'nja. We recognized that this was an
inadequate amount of time, but we anticipated that children would get additional input
outside of class time, both from elder community members and from their parents. The
adult course would meet twice per week for one hour and would target parents of the K-5
students. In this way, children and their parents could receive lessons on similar topics to
support each other's learning at home.
It was important to choose teachers early in our planning because they would
have a direct impact on appropriate teaching materials and the types of materials that
would be useful. The most fluent elder speakers lack the energy necessary to teach small
237
children and are uncomfortable with technology and materials such as picture cards.
They also lack training as teachers or experience as students. The elementary school
teachers, members of the young-adult generation, though trained as teachers, are not
fluent speakers (and, in some cases, are non-speakers). Members of the middle-aged
generation are fluent but rusty speakers, do not have training as teachers, but have had the
benefit ofmuch more formal schooling than their parents' generation. However, they are
also the busiest group in terms of other family, work, and home commitments. Everyone
agreed that the best approach would be one that teamed members of the different
generations so that they could share their respective strengths.
The curriculum planning team decided that the elementary school teachers would
teach their own weekly Kari'nja lessons. However, each of them agreed to develop an
informal Master/Apprentice-type (Hinton, 2002) relationship with a community elder.
Fortunately, each ofthem has direct access to such an elder--either a parent or
grandparent. Teacher-learners would consult with elders prior to delivering lessons to
check their own pronunciation and understanding of lesson content.
The adult school would be taught by Chief Mande, Maria Alkantara, and one
other middle aged speaker, and they would divide the work. Two ofthe elementary
school teachers agreed to both enroll in the adult course and serve as lesson planning
consultants for the speaker-teachers.
Thus, there would be three groups responsible for formal teaching of the
language. Elder speakers would act as language consultants outside of class time for all
teachers, and would occasionally visit the classes, as their health and schedules allowed.
238
Middle-aged speaker-teachers would teach the adult school course and would consult
with elementary school teachers for help with lesson planning. Young adult teacher-
learners would teach weekly thirty-minute lessons in their own elementary school classes
and would consult with elder speakers both to plan lessons and to further their own
language development.
4.3.2 Goals and Content
Elders suggested and the team agreed that cultural practices and the language
integral to them comprise an essential part of any formal teaching program. In addition,
community members, especially elders, felt that functional fluency in the domains of
speaking and listening be given greater emphasis than metalinguistic knowledge or
literacy. Reading and writing would be introduced insofar as they support speaking
goals, but the primary emphasis at all levels would be on communicative competence in
the domain of speaking. Communicative competence, here, refers to the ability to
negotiate communicative events within the social and cultural context of the community.
The team began brainstorming "where to begin" in terms of content. Keeping in
mind the social and cultural contexts in which language would be used, we realized that
cassava bread production occupied the most time for the greatest number of people in the
community. Therefore, content from The Cassava Film, an elicitation video produced as
part of the documentation, would be included in the first year's curriculum. Lessons
would begin with basic greetings and classroom language and would be followed by the
cassava-making process. Students would learn how to greet others in the community in
239
the context of going to fell a field to plant cassava. As we discussed various elements, it
became apparent that we would need several modules to cover all of the necessary
language. We organized content into smaller units with functional topics such as
greetings, asking what someone was doing, asking where someone was going, etc.
We also decided to document cultural practices one by one, beginning with
cassava bread production. This was followed by fishing and matapi (basket) weaving.
Each process was documented by filming the entire process in pieces, editing to create a
single film, and recording speakers describing the resulting film. The products of
documentation, which include audio and video recordings, as well as transcribed and
translated texts, form the basis of the formal teaching curriculum. The first units focus on
greetings and classroom language. Other early units, based on The Cassava Film, are the
basis for the materials described in this chapter. Additional documented practices form
the bases for additional units. Since the processes of documentation and curriculum
development are concurrent, each has informed the other. Teaching materials are not just
drawn from existing documentation products; the choice of what to document is also
guided by what elders and teachers feel is important to teach.
4.3.3 Teaching Methodology
Before we could create materials in support of formal teaching, we needed to
determine what approach to language learning would best fulfill our goals within the
context of our available resources and limitations. One of our biggest challenges was
how to encourage communicative competence in learners while simultaneously
240
supporting teachers who were only passively fluent in the language. Communicative
competence refers to a learner's ability to use language in a meaningful way in various
settings. It is a teacher's responsibility to determine and enrich the path that promotes the
skills needed to teach competency. Therefore, we needed to garner from the field of
language teaching which teaching skills would support learners' communicative needs.
In particular, we focused on approach, method, and technique.53
Approach includes the theories of language and language learning that underpin a
method of teaching. For example, if one believes that language is "a system of rule-
governed structures (Brown, 2001:34)" and that learning is accomplished through the
formation of habits (Brown, 2001 :34), one might choose a teaching method that
emphasizes rote memorization. Method refers to the way in which an approach is
realized in the classroom. This includes teacher and student roles, types and sequencing
of classroom tasks, and the form and role of instructional materials (Brown, 2001: 17).
For example, a method that emphasizes rote memorization would be teacher-centered and
might include techniques that call for mimicry and repetition of memorized phrases.
Techniques are what teachers and students actually do. These include the "exercises,
activities or tasks used in the language classroom for realizing lesson objectives" (Brown,
2001:16). "Drill and Kill," or extended repetition of memorized dialogues, is a technique
53 Technical terminoloQV in this section is adanted ITom Brown (200 1), Mv use ofthese terms is Q"enerallv
.....oJ .I. -, -" .J 1,..1 oJ
consistent with Brown's, though somewhat simplified. The reader is directed to Brown (2001) and
Richards and Rodgers (1986:14-30) for a more exhaustive explication of relevant terms. The most
important point, here, is that what one does in the classroom must be built on an understanding of both the
nature of language and of language learning. Ideally, decisions about how students are to learn and how
teachers are to teach are made before appropriate materials are created.
241
whose goal is "overlearning" of a particular structure. This is a common technique in
behaviorist methods that view language learning as habit formation.
Although an in-depth examination of the history of language teaching theory was
not relevant to our planning, an understanding of our goals and how best to achieve them
was. Since everyone agreed that we wanted students to be able to interact with each
other and with elders, we needed an approach that emphasized functional fluency,
meaningful language in context, and conversation. We also agreed that the interaction of
language and culture were essential components. Communicative approaches such as
Communicative Language Teaching (CLT) seemed to meet these needs. However, we
were dealing with the very real obstacle of non-fluent teachers. We also recognized that
native-like fluency would not come in 30-120 instructional minutes per week. In the end,
we decided to use an eclectic approach that allowed us to incorporate a variety of
methods and techniques.
The following key points guided our planning (most adapted from Hinton, 2003):
• Kari'nja lessons are Kari'nja only. For many children, thirty minutes per week
would be their only exposure to the language in use. Teachers should make
maximum use of those minutes by staying in the language as much as possible.
• Limit lessons to no more than seven new elements per lesson. This would
encourage mastery of new material in the short amount of time allotted, be less
overwhelming to teachers or students, and give teachers the opportunity to be
well-prepared in advance by consulting with elder speakers.
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• Teach classroom management and general patter language (such as greetings and
weather talk) early on to encourage staying in the language for the full lesson
period.
• Develop content that is context-rich and culturally appropriate. There would be
no need to coin a Kari'nja word for "snow" because snow does not fall in
S · 54unname.
• Use realia where practical; photos and illustrations where not. This helps teachers
to stay in the target language and resist the temptation to simply translate. In
addition, students are encouraged to interact with language and the world around
them in a way that mimics a more naturalistic setting.
• Incorporate elements of methods such as Total Physical Response (TPR) that
replicate first language (LI) learning.
• Borrow techniques such as chain drills from the Audio-Lingual Method (ALM) to
allow teachers to practice their own pronunciation as they teach, but use this only
as one of many activities. Strive for more communicative techniques as much as
possible.
• Recycle previously learned vocabulary and build on it.
• Focus on verbs, complete sentences, and questions and answers that encourage
interaction and negotiation in the language. For example, rather than having
students memorize long lists of nouns in isolation, teach frames such as:
54 This is a departure from the rest of the community elementary school's curriculum, which is based on the
Dutch system.
What is grandma doing?
She is cassava.
baking
grating
sifting
pulling
What are you doing?
I am grating _
bitter cassava
coconut
sweet cassava
purple potato
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We developed a yearlong curriculum that was piloted in all grades as well as in
the adult school. Notional-Functional thematic units include open-ended individual
lessons, each of which is based on a short dialog. The dialogs are then expanded with
additional vocabulary. The dialogs are short so that teacher-learners can practice them
with elders ahead of time to increase their own confidence. Activities that accompany
lessons aim to encourage student interaction in the language. In addition, each lesson
provides a familiar structure that can be covered in a 3D-minute period. For the adult
course, lessons serve as a jumping-offpoint for speaker-teachers who expand their
content for young-adult learners.
Content for dialogues comes from both The Cassava Film and from consultation
with elder speakers. All dialogues will be recorded by elder speakers and will be
available to learners on CD.55 These recordings complement formal teaching and enrich
the documentary corpus.
55 Learners all have CDs of the Cassava Film texts, but recording of the dialogues is still in progress.
244
4.4 Materials Development
We faced several limitations in developing materials. Available technology is
extremely limited. Technological resources include one camcorder, one laptop computer,
and one printer that belong to the Kari'nja project. The technology team, headed by Ms.
Jubithana, operates and is responsible for these. Electricity recently came to the
community in the form of a generator that runs for approximately 3 hours per night.
However, fuel often runs out before monthly replenishment, so electricity cannot be
counted on toward the end of a month. Since the generator came, several families have
bought CD and DVD players.
With only one laptop computer, a community-accessible multimedia corpus as
described by Nathan (2006) is simply not possible. In addition, lack of consistent
electricity limits the kinds of materials that can be created for classroom use. Lessons for
the elementary school cannot depend on DVDs, but those for the adult school (which is
held when electricity is running) can contain a video component. However, still screen
captures, printed onto paper, can be used, as can audio CDs since a few battery-operated
CD players are available to the school.
Materials were developed with three primary goals in mind. The first is to
support elementary school teachers, who are novice speakers, in both their teaching and
learning. They require reference materials that describe the language in a language they
can read and that provide useful examples of the language in use. Second, teachers at
both elementary and adult levels (the latter of whom are native speakers) need
pedagogical materials to use in the classroom. Third, learners need resources to support a
245
more Kari'nja-rich environment at home. All materials add to the documentary corpus
either by recording language as it is used or by increasing our understanding of Kari'nja
linguistics. In the next three sections, I describe some of the materials we have
developed and how they address our needs in terms of linguistic description and language
teaching.
4.4.1 Supporting Teacher-Learners: Pedagogical Grammar & Dictionary
The goal of supporting novice-speaker elementary school teachers is addressed
with a small pedagogical grammar and a working dictionary. The former is based largely
on a community-based grammar workshop and on Hoff's (1968) description of the
language. The pedagogical grammar is in Sranan Tongo, and is intended primarily for
teacher reference.
A working dictionary is based primarily on The Cassava Film texts and Hoff's
(1968) word list. This dictionary differs from dictionaries created for academic
audiences in ways that support local teaching efforts. It includes definitions in English
and Sranan Tongo (and will eventually include Dutch), example sentences, text
references, and reverse look-ups in two languages. It takes a word-centered approach
such that teachers can look up fully inflected words they come across in texts and find
complete definitions. In addition, morphologically complex words include a parse line
that cross-references the individual pieces. For complex headwords, there is a reverse
lookup based on the root. Although its primary function is teacher reference, the
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dictionary is part ofthe documentary corpus. Most examples reference the texts, so users
can look up example sentences in context. Figures 4.1 and 4.2 illustrate entry types.
Figure 4.1. Polymorphemic Kari'nja dictionary entry
kynipja'kotopo:sang
Aforph:ky- ni- pa'koto -potty) -ja -
ng
[UrMa 0004]
Vt
English: Slhe slashes it repeatedly.
Sranan Tonga: Ai kap'kapu eng.
See: pa ' koto
Figure 4.2. Monomorphemic Kari'nja dictionary entry
pa'koto
[CeAr 0003]
English: slash; chop
Sranan Tonga: djonk; kap'kapu
Vt
English: Slash, as in the branches off of a felled tree. Contrast with /akoto/ 'fell.' /akoto/ may only be used
with erect things like a standing tree. /pa'koto/ may be used with other things like fish or meat.
Sranan Tonga: Kapu, leki te je djonk den taki baka di wan bon fala. A no de na srefi leki /akoto/ 'fala.'
/akoto/ je gebruik nanga sani san e knapu, leki wan bon san no fala ete. /pa'koto/ e grbruik owktoe nanga tra
sortu sani leki fisi noso meti.
Kiere apo pa'kotopo:satong.
They cut up the cassava sticks.
Den e kap'kapu den kasaba tiki.
See: akoto, koto
Category: Cassava Film
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The dictionary was created using Toolbox and LexiquePro. I use a Toolbox
lexical database for parsing and glossing texts. Ms. Jubithana and Chief Mande then use
this database in LexiquePro to expand the dictionary. LexiquePro makes it easy to
include locally-relevant elements such as reverse look-ups, cross-references, and multiple
languages. Although learners do not have access to computers, printing versions of the
dictionary in progress provides more immediate support than could be had by waiting for
a final, published version. I am currently training Ms. Jubithana to use Toolbox, as well.
4.4.2 Pedagogical Materials: Orthography Development
Pedagogical materials include a lesson packet and accompanying visual aids such
as posters and Talking Cards. The process of creating posters for the classroom provided
opportunities to discuss orthography, and led to the eventual development of a new
practical orthography. We had several specific issues in orthography development and
felt that previous choices by Hoff (1968) and Courtz (2008) did not meet our needs. We
were concerned with creating a practical orthography that could be typed on a standard
keyboard by novice typists. We hoped to avoid the introduction of additional keystrokes
necessary to produce symbols such as 1) and r. In addition, we needed to decide whether
and how to represent phonological processes in the language.
We decided that novice speaker-teachers needed all the support an orthography
could give them in terms of representing the language as it is spoken. Therefore, we
represent a regular process ofpost-i palatalization with digraphs that include j as the
248
second element. There is some ambiguity inherent in this choice in that t and k both
palatalize to the same place of articulation and are both represented with tj. In addition,
this representation ofpalatalization obscures related forms. For example, kupi 'wash'
becomes nitjupi- when inflected for third person. As learners become more comfortable
with reading the language, we may revisit this choice and decide that we no longer need
to represent phonological processes in this way.
Other specific issues in practical orthography development include how to
represent a central, back, unrounded vowel. Previous choices include i and f, both of
which require additional keystrokes. We decided to follow the Dutch system and use j
for the palatal glide, freeing y for the vowel. This is also consistent with our
representation of palatalized consonants.
Orthography development served both documentation and teaching needs. Using
a practical orthography that speakers were involved in creating makes print materials
immediately accessible to them. In addition, it affords them full participation in the
documentation and revitalization process. Since community members are involved in all
aspects of documentation as well as revitalization, a practical orthography that is easy for
them to use is essential to accurate transcription of recorded texts.
4.4.2.1 Orthography Issues and Prosodic Phenomena
The first question asked, when developing a practical orthography is, "Who is it
meant for?" When we initially began working together, our goal was to develop a
practical orthography that would be accessible to speakers and easily employed by novice
249
typists. Only after we began developing materials did we realize that learners' needs
were not being effectively met. We then began amending the orthography in ways that
would support learners. For example, we include phonetic details such as post-i
palatalization and post-nasal voicing.
Where we have failed to adequately support learners is in our representation of
the prosodic system. As described in section 3.1.2, the corrolates and realization of
stress, rhythm, and melody remain poorly understood. Furthermore, the same
phenomenon may have multiple phonetic realizations. Ultimately, we chose to represent
only two types of prosodic phenomena: vowel length resulting from a reducing syllable,
and what I term "historical" vowel length. We chose to represent these two because they
are not a part of the regular rhythmic system of the language. Our thought was that
learners would acquire the regular rhythmic system inductively, and the orthography
would help them with the unpredictable areas. However, we failed to take into account
the real difficulties faced by non-fluent teachers in predicting stress, vowel length, and
pitch excursion. Additionally, these areas of Kari'nja remain poorly understood. As
such, our orthography and its realization in the texts is a work in progress. As our
understanding evolves, we expect to amend our texts and dictionary. In addition, it is
likely that an updated version of the dictionary and a new version of the texts will include
some method of representing rhythmic changes that result from inflection. At present,
the following prosodic features are not represented by our practical orthography:
•250
heavy first syllables (resulting from historical changes, a separate 0 or possessor
nominal, or a first person possessor of a consonant-initial noun)
• stress shifts as a result of inflection
Other analysts have chosen different ways of representing prosodic phenomena in
the orthography. Mosonyi (1978) uses geminate consonants to indicate stress and and a
colon to indicate vowel length. Hoff (1968) opted for a more phonetic solution and used
different graphs to represent the different phonetic realizations of elided and heavy
syllables. Courtz (2007) indicates missing syllables with a grave accent and an
underscore for stress. Each of these is problematic in its way, but all seek to represent the
deep complexity of Kari'nja prosody in some sort of systematic way. As we refine and
update our own orthography, we will review the relative merits of each analyst's approach
as a means of finding our own. In addition, we expect that the results of our prosodic
analysis to shed additional light on this poorly understood system, which may result in
novel representations.
4.4.2.2 Visual Aids
Creation of the numbers poster illustrated in Figure 4.3 uncovered some
interesting facts about Kari'nja numbers.56 We discovered that no one in the community
really remembered higher numbers in Kari'nja because they had all been replaced with
Dutch numbers (or they had never been used). Chief Mande had developed his own
56 C.f. also section 3.1.3.6 of this dissertation.
251
system that he was promoting in the community. We consulted Hoff (1968), but
ultimately decided to use ChiefMande's system, as it was already being used by other
middle-aged speakers. The primary difference is the order of elements and the use of an
inflected post position in ChiefMande's system. For example, the number eleven is
compared in Table 4.1.
Table 4.1. Different representations of Kari'nja eleven
Chief Mande Hoff (1968)
aijapotoro owing itjuponaka aijapotoro kuponaka owing
aijary -opatoro owing i- kupo naka aijary -opatoro kupo naka owmg
hand -on.both.sides one 3- on toward hand -on.both.sides on toward one
Lit. 'both hands with one on its top' Lit. 'on top of both hands comes one'
This process has served documentation by increasing our understanding of
Kari'nja numbering systems (i.e., generating the description in section 3.1.3.6). It has
served formal teaching by agreeing on a consistent system to use in the classroom. Both
were accomplished in the context of creating pedagogical materials.
252
Figure 4.3. Kari'nja numbers poster
Owing Ona'ta Oko Onukong
3--
;1\
~
Oruwa
Aljarelyrykong
Okpaime
Onukong
AIJalOne 011;0 htuponakB
Wo'io
AI/alone
Aljarelyrykong AlllllOM OwIng IIJuponakRAIJ.relyrykong
OwIng Karl'nJl!l
Aljapaloro "Juponaka
Karl'nja
10 .,.... 306)'~e
.,. .,..,... .e;,;. .tCh: :: .20 :<-::.X
I 'l"'WlAilapaloro Owing Karl'njaL Polndjo Pushlljyrykong
Additional visual aids include line drawings, cartoons, and photographs, many of
which are screen captures from documentation videos. Two primary questions in their
development included whether or not to include words on individual illustrations, and
how to illustrate morphological complexity in the language. Since pronouns and
adpositions tend to have fewer inflections, we included words for these, but not for verbs
and nouns. We tried several systems and rejected others because they added much
complexity but little in terms of illustration of forms. For example, one system included
separate, color-coded cards for inflectional morphology, some of which can be used with
different word classes. By this system, seneja '1 see it' was represented with three cards:
253
one for s- 'IA30,' one for ene 'see,' and a third for -ja 'Prs.Tns.' This proved unwieldy
for teachers. In addition, it invites comparison to other languages that represent the
different elements with different words. Instead, we now have one card representing ene,
and teachers model the different inflected forms with a single card. Teachers prefer to
work with fewer cards and the single card is more true to Kari'nja, which can represent
an entire transitive or intransitive event with a complete sentence consisting of a single
inflected verb.
In general, materials take a word-centered approach that de-emphasizes
metalinguistic discussions of morphology. However, teachers have found that adults
benefit from lessons that incorporate discussions of grammar. As a result, elder teachers
have included such discussions as a part of their lessons. Materials nonetheless assume
learners will learn grammatical structure inductively. We use a "Talking Cards (Beavert
et ai., 2005)" system whereby teachers and learners use cards where it is impractical to
use realia. For example, at the beginner level, a teacher may pass out cards representing
various activities such as peeling, grating, and baking cassava. S/he would then ask
students in Kari'nja what they are doing and they would respond based on what is
illustrated on the card they are holding. Higher-level learners may also be asked to
describe additional aspects of an illustration. Figures 4.4 and 4.5 illustrate Talking Cards.
254
Figure 4.4. Amoro 'you' Kari'nja Talking Card
amoro
Figure 4.5. Kiere kumitjyry 'cassava washing' Kari'nja Talking Card
4.4.3 Learner Resources
Leamer resources include "Books on Tape," or transcribed, translated texts from
documentation materials with CD recordings to accompany them. In addition, learners
have access to DVD copies of documentary videos upon which audio and texts are based
255
as well as the dictionary described in section 4.4.1. In developing these, the team
(speaker-teachers in particular) decided that Toolbox-type texts, which include parsing
and morphological information, were too "busy," and distracted readers. Instead, simple
interlinear translations were extracted from the texts. Figure 4.6 illustrates a portion of
one such text (Dutch translations will be included soon). Speakers are indicated with a 4-
letter code, and individual sentences are numbered for easy reference. Every word in the
texts has a dictionary entry, and text reference codes are listed with dictionary entries so
that the two resources complement each other. Examples, then, can be found in context.
This cross-referencing component is extremely useful to both descriptive linguists
and to adult learners. For example, when looking for examples of particular phenomena,
I can find an inflected form in the dictionary, see whether the example sentence is an
appropriate illustration, and then look up the greater discourse context in which it
occurred. This makes the data more transparent and ensures I find the most appropriate
example possible. For learners, the reverse process is helpful. They can listen to a CD
and read along in the text. They can then look up fully inflected words they are
unfamiliar with and find additional example sentences and parsed forms. They can also
then look up individual morphemes.
256
Figure 4.6 Example of "Book on Tape" text for Kari'nja learners
Cecilia Arupa
CeAr 0001
CeAr 0002
CeAr 0003
CeAr0004
CeAr 0005
CeAr 0006
4.5
Eropo oty tymainjara akotojang.
Sranan Tongo: Djaso ai fala eng gron.
English: Here he fells his field.
Nederlands:
Da kynomanong.
Sranan Tongo: Dan ai fadon.
English: Then it falls down.
Nederlands:
Djombo oty moro, wewe poriry pa:kotopo:sa, kynitjokotopo:sa.
Sranan Tongo: Dan ai kapkapu den taki foe a bon, ai kotkoti den
English: Now, urn, that, he slashes the tree branches, he slashes them.
Nederlands:
Da eropo tymainjary tykoroka, i'ja mango
Sranan Tongo: Dan djaso a bron a gron foe eng.
English: Then here he is burning his field.
Nederlands:
Djombo, tymainjary weritja:no.
Sranan Tongo: Dan ai krin a gron foe eng.
English: Then, he clears his field.
Nederlands:
Eropo pjyty kynanu:ja, tymainjary anu:ja.
Sranan Tongo: Djaso a frow foe eng ai tjapu, a tjapu a gron foe eng.
English: Here his wife hoes, she hoes her field.
Nederlands:
Assessment and Outcomes
Since our work is long-term and ongoing, assessment and improvement of
·at . . 1 n . l' 1 , ,11 1 I 1maten- S is essential. ~ommumtymemoers lntenu lO evemuallY aeve op a several-year
curriculum for both elementary and adult levels that can be used in other communities.
Before developing new materials, we need to know what has worked and what has not.
257
Teachers piloted learning materials over the course of a school year and we held an
assessment workshop in July of2008. In it, we discussed several issues including:
•
•
materials themselves, including their ease of use and their appropriateness,
program design and its improvement.
Each of these is discussed in the following sections.
4.5.1 Materials
Young adult teacher-learners, middle-aged teacher-speakers, and adult learners all
participated in assessment. All participants agreed that the dictionary is the most useful
tool developed. Although it is flawed, adult learners and teachers nonetheless appreciate
its existence and refer to it often. An updated dictionary will include Dutch glosses,
expanded examples, and more elder speaker involvement in editing with a goal of
correcting spelling and glossing errors. In addition to its tangible use as a reference tool,
its mere existence has increased the prestige ofthe language in the community. Elders
can open a book in which something has been written down in their language. More
importantly, they can read it. Their language has a value and prestige on a par with more
dominant languages with longer literary traditions. Having community-accessible print
materials supports pride in the language in a concrete way.
The second most useful tool, according to participants, is the set of "Books on
Tape" texts. Having Sranan Tongo free translations is essential to their having value in
258
the community. Although the Kari'nja portion of Hoff's (1968) texts is extremely
valuable to community members, their translation into English does nothing to support
learners literate only in Sranan Tongo and Dutch.57 We are in the process of creating free
translations of all texts into Dutch, as well.
The pedagogical grammar as a product has been useful to only a small number of
young adult teacher-learners. Although all middle aged speaker-teachers participated in
its development, and the process of creating the grammar was useful in the evolution of
their understanding of the academic component of grammatical analysis, they nonetheless
find it to be too abstract to be very useful to them as teachers. We held a short workshop
with young adult learners and distributed copies of the grammar to them in 2009. Since
they have more formal schooling, we hope that they will be able to make use of the
grammar. We have planned another assessment workshop for 2011.
During the workshop where these facts came to light, I realized that, although
elder speaker-teachers were able to understand and assimilate our discussions of Kari'nja
grammar, they were less able to comprehend written Sranan Tongo descriptions of it.
Although they are literate in Sranan Tongo, they are more accustomed to reading abstract
descriptions in Dutch. In addition, there was a significant time lag between our grammar
workshop and printing copies of the grammar. I made the inaccurate assumption that
they would be able, after several months, to read and comprehend a written version of
what had been an oral workshop. Although the younger teacher-learners were able to do
57 Note that there was little need for support of revitalization in Hoffs time, as the language was still
vibrant then. The set of 16 texts included in his grammar was, for a long time, the only available
documentation of the Aretyry dialect, and for that, community members and I are grateful.
259
this, the elder speaker-teachers were not. A better model would have included sufficient
time to have a separate grammar workshop for the speaker-teachers, led by the teacher-
learners, once a printed version of the grammar became available.
The visual materials, including posters and Talking Cards, as well as the
accompanying lesson packet, have been very successful in the elementary school. Busy
teachers appreciate being able to simply grab a folder that includes everything they need
to teach a 30-minute lesson. Most of the illustrations are clear and useful, and the
dialogues are brief enough while still providing adequate room for creativity. Adult
school teachers, however, were less comfortable with the Talking Cards and lesson
packet. This is largely due to their lack of experience in classroom teaching techniques.
They were unsure ofhow to best incorporate visuals into their lessons and did not fully
understand the lesson packet's organization. This situation will be addressed with a
restructuring of the adult program described in the next section.
CD audio recordings represent another tool that has both tangible and intangible
benefits. Learners actively listen to recorded texts and read along. They have found that
the recordings are invaluable in terms of increasing their listening skills and helping them
learn the rhythmic system of the language. Elder speakers have enjoyed listening to each
other and have used the recordings as a way of remembering forgotten vocabulary. Just
listening to someone else talk about a particular topic has caused many an elder to say
something like, "Oh, yeah! Now I remember the word for '__' is __." Or, "She's
using a Sranan Tongo borrowing here! That word in Kari'nja is __."
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In addition to modem recordings, Berend Hoff has generously provided copies of
all recordings he made in the 1950's. Listening to their ancestors' stories and songs has
had a profound emotional impact on the community. Even the toughest tough guys cried
as they heard, for the first time, the actual voices of long-deceased grandparents. After
listening to recordings ofher aunts and great aunts singing, Henriette Alkantara was
inspired to "sing the old songs" at her 80th birthday this year. We were all wiping the
tears away as we listened to her and her sisters sing these songs accompanied by their
adult grandchildren. These kinds of benefits cannot be quantified, and are rarely a part
of our public discussions, but they are of increasing importance in situations of language
endangerment. The connection to heritage that was revived with listening to the old
recordings has strengthened the bonds between today's generations and has renewed the
younger folks' dedication to reviving Kari'nja.
4.5.2 Program
Overall, the teaching program has been successful in that children are
enthusiastically taking home the Kari'nja they have learned in school. Adult learners,
too, are motivated and dedicated to learning and are pleased with their own progress in
the language. However, a recent tragedy has forced a complete restructuring of the
program.
In June 2008, one of the middle aged speaker-teachers died unexpectedly. She
was a major force in the Kari'nja documentation and revitalization program and is
irreplaceable. However, her death has highlighted the motivation and dedication of other
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members of the project. Despite the tremendous loss-both personal and in terms of the
program-experienced with her death, other members of the team have expressed their
commitment to continuing their work in her absence. In addition to her loss, Chief
Mandt, too, will no longer be teaching. Financial obligations have forced him to move to
Paramaribo.
Since October 2008, the adult school course has been taught by Ms. Jubithana in
cooperation with Maria Alkantara and Cecilia Arupa. In addition, she is training two
additional teacher-learners, Regina Chu and Yvonne Marlbons, to teach the adult course.
This five-member teaching team will be responsible for carrying the adult course forward
and will begin curriculum development for upcoming years.
The three elementary school teachers, Ms. Jubithana, Ms. Chu, and Ms. Marlbons,
have made the most use of the pedagogical grammar and lesson materials and will use
them to support their teaching of the adult course, as well. Ms. Alkantara and Ms. Arupa
provide content in the form of functionally useful language, and Ms. Jubithana, Ms. Chu,
and Ms. Marlbons develop lessons that incorporate both language in use and
metalinguistic discussions. We hope this expanded team can better support adult learners
in part by making use of all available resources.
The dedication to continuing despite the loss of two primary players illustrates the
benefits of a community-based approach such as that outlined in the Community
Partnerships Model (CPM). It is not simply a single academic or speech community
linguist who is responsible for documentation and revitalization, but rather an entire
community that owns and is responsible for its language.
4.6
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Conclusions
You may have gotten this far and may now be thinking, "Who has the time to do
this? I have a reference grammar to finish!" If there is one primary take-home message
here, it is that one person cannot do it all. The idea of the "lone wolf' linguist is a thing
of the past. As we develop approaches to linguistic fieldwork that view speech
community members as partners rather than consultants (or worse, "subjects"), there is
less pressure on the academic linguist to do it all. With a team approach, community
members and outsider academics work together and share each other's strengths. In the
example described here, the young adult teachers have experience teaching, but are not
fluent speakers. Elder speakers have the language but are not experienced teachers.
Together, the two groups form a team that is capable of planning for and teaching the
language formally. As the team identifies what and how to teach, we all work together to
make sure our documentation can support specific teaching goals.
Our commitment to a community-inclusive approach dates to our work together
when I was a Peace Corps Volunteer. Early on, we established relationships based on
shared goals and a mutual desire to work in a sustainable way. Chief Mande told me,
several years ago, that he no longer wanted to allow researchers into the community
because they only took and never gave back. He once challenged a researcher, "You
come here to study me. When do I get to go to your country to study you?" His views
have shaped our work together on Kari'nja as he was adamant that he and other
community members be included in the research as partners rather than as "subjects." I
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am constantly reminded that I work with people rather than with a language in a vacuum.
ChiefMande, Ms. Jubithana, and other community members have shaped my approach to
research that concerns them by actively engaging in that research.
As for questions of pedagogy, it is better to ask how students learn and how
teachers will teach before making materials. For the academic linguist whose schooling
and experience are limited to theoretical linguistics without an applied focus, it is
possible to develop partnerships with pedagogy specialists either within the speech
community or at the home academic institution. What has worked for me is involving the
language teachers in the documentation process. They are the ones who are responsible
for formal teaching, and are best able to articulate what their needs are in terms of
materials and content.
That said, I recognize that it may be impractical to address pedagogical questions
at the outset of documentation. It is nonetheless possible to make one's corpus more
"pedagogy friendly." Rather than assume that a good, varied documentary corpus is
easily mined later for pedagogical needs, research into what those needs are can pay big
dividends in terms of making a corpus maximally useful. According to Nathan and Fang,
"Documenters can contribute to language pedagogy in four main areas:
A. undertake basic training in awareness of issues in language pedagogy in
order to better understand how to make their materials useful for language
teachers and learners
B. prepare resources using cross-disciplinary teams
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c. share their sociolinguistic research to help in the planning and
establishment of language programs
D. create pedagogically useful metadata" (2008:178).
Here, again, I advocate a team approach. Working with those speech community
members who will be responsible for formal teaching is obviously the ideal choice, but
that may be impractical. At my university, I have gotten invaluable advice on meeting
pedagogical needs from language teachers and pedagogy specialists in departments other
than Linguistics.
The projects described here assume a long-term commitment to a particular
community. Our community-based approach has allowed us to grow together and
develop relationships that carry us through the highs and lows ofplanning and
implementation. I began this project with strong academic training, but collaboration
demands that I not be the one with all the answers. Much of what we do is experimental,
and not everything works. However, we have fun, we carryon, and we keep looking for
things that resonate with all of us. Our strong interpersonal relationships make this
possible.
Where does this leave a linguist interested in data specific to an isolated issue who
really does not have time to devote to community issues? Here too, a collaborative
approach is useful. Establishing partnerships with existing longer-term projects is better
than striking out alone and risking being labeled a "helicopter researcher" (Lutter, 2007)
who benefits from a community's generosity without contributing in any direct way to
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the preservation of the language of study. In the Konomerume case, community
members have been happy to share data with researchers working to better understand
Cariban linguistics as long as the researchers share their results with the community.
Although there may be no direct link to formal teaching, speech community linguists are
nonetheless interested in better understanding how their language fits in the greater
Cariban context. This is only possible if researchers make their work both physically and
intellectually accessible to the community through partnerships with either community
members or established researchers.
This chapter provides a case study example to address the need for a practical
approach to documentation in direct support of formal teaching of endangered languages.
The real superheroes here are the speech community linguists who are working against
tremendous odds to preserve and revitalize their minoritized and endangered languages.
Their work is arduous, unpaid, ongoing and requires a tremendous amount ofmotivation.
They have a direct interest in research into their languages and deserve a voice in the
process. Their participation, dedication, and ownership of our projects are essential not
just to meeting their own goals for revitalization, but to my work in linguistics as well.
We share a commitment to cooperation. My goal is not "giving back," but rather
"working together" to cooperatively identify and undertake mutually beneficial projects
such that we all share both the workload and the benefits.
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CHAPTER V
STRUCTURE OF THE DOCUMENTATION
In response to a worldwide decline in linguistic diversity, academic linguists have
begun to theorize language documentation as a unique subfield of linguistics. Theories of
this emerging subfield define documentation and academic description as independent of
one another in terms of goals, content, and intended audience. Himmelmann (2006: 1-30)
provides a useful overview of documentation as an endeavor distinct from but
overlapping with description. According to Himmelmann, "a language documentation is
a lasting, multipurpose record of a language" in actual use (2006: 1). Academic
descriptions may be based on documentations, but the process and goals of a
documentation are described as worthy pursuits in their own right. The primary
distinction between the two is that a documentation records communicative events in
actual use, and description records the system of language as an abstraction.
Himmelmann (2006) describes the basic format for a language documentation in
terms of two necessary components-what he terms primary data and the apparatus.
Primary dada include recordings of "observable linguistic behavior" (2006:7) that include
as broad a range ofcommunicative events as it is practical to record. In addition,
Himmelmann includes as primary data speakers' metalinguistic knowledge of such things
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as taboos, discourse organization, taxonomies, and grammaticality judgments. These are
documented by recording speakers talking in the language about the language.
The apparatus includes metadata and annotation. Metadata for both the
documentation as a whole and for individual sessions is recorded. Metadata is used for
cataloguing and organizing the documentation. Annotation includes at a minimum
transcription and free translation of the primary data. More elaborated annotation may
include interlinear glossing, grammatical and ethnographic commentary, and cross-
referencing (Himmelmann, 2006:13).
Description, according to Himmelmann, is a separate undertaking and includes
the types of components, such as academic grammars and dictionaries, that are typically
produced by outsider academics. Descriptions rarely include information on
communicative practices---{)ne is unlikely to discover how to greet an elder in a typical
academic description-focusing instead on the system of language. As an abstraction, the
typical description provides little in terms of accountability. "There is no way of
knowing whether fundamental mistakes have been made unless the primary data on
which the analyses build are made available in toto as well" (Himmelmann, 2006:19).
Furthermore, descriptions provide little to non-linguists.
The goals of and audiences for documentations and descriptions usually differ
with speech community members typically making less use of the latter in favor of the
former, and outsider academics focusing on producing the latter. However, as noted in
earlier chapters, this distinction has begun to blur as more members of endangered
language communities take greater responsibility for research into their heritage
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languages. Furthennore, adequate academic description depends on rich source data, so
linguists do make use of documentation as the basis for description.
Both documentation and description are necessary if we are to record and
understand what is possible in human language. Although they may be approached
separately, documentation and description overlap, and are frequently conducted by
teams. My goal in working with members ofthe Konomerume community has been to
provide tools and training such that community members can be confident documenters
and describers of their heritage language. However, it is nonetheless the case that
community members tend to be more confident in their ability to document, and I tend to
be more confident in my ability to describe. Fortunately, the team approach has allowed
us to make full use of our independent strengths, and has provided us all with access to
tools and resources for both documentation and description.
While recognizing that no one corpus can be all things to all people, the corpus
provided herein seeks to meet goals in both documentary and descriptive domains. While
both speech community and outsider academic audiences are served, it should be noted
that each individual component might be of greater interest to one group or the other. We
include primary data with annotations in the fonn of texts and video recordings.
Descriptive elements include a dictionary and grammar sketch. In addition, a curriculum
guide includes elements of each domain. The following components are included in the
corpus, each of which fonns a separate appendix (with the exception of the DVD videos,
which are included in a pocket):
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Documentation:
• Texts
• Two DVD videos
Description:
• Dictionary
• Grammar sketch
Hybrid:
• Curriculum guide
In the sections that follow, I describe each of these components in terms of the
process of creation, goals, and intended audience. I also describe weaknesses of each
component in its current incarnation, and plans for future revisions.
5.1 Texts
By far the most substantial section is the set of annotated texts. Two annotation
styles are represented, each ofwhich fulfills a different purpose. The first style of
annotation is a simple transcription of the text data with interlinear free translations in
English and Sranan Tongo. These texts may be used in a manner akin to "Books on
Tape." Learners can follow along, reading the texts, as they listen to the audio recordings
that accompany them. For this purpose, both teachers and learners found the additional
infonnation provided in more detailed armDtations to be distracting. Academic linguists
may find this annotation style useful when studying discourse phenomena. The greater
space between individual records in the more detailed annotation often makes it difficult
270
to examine a string of discourse as a unit. The simplified annotation style makes it
possible to look at larger strings of discourse on a single page, illuminating phenomena
that may otherwise be obscured. The Cassava Film texts are provided here as an
example of the limited annotation style. We created them by extracting and reformatting
the necessary components from the more finely detailed annotations.
The second, more detailed, annotation style includes the following components,
organized in the following order:
•
•
•
•
•
Kari'nja transcription (in italics)
Morphological parse
Morpheme-by-morpheme gloss
Free translation in Sranan Tongo
Free translation in English
Each individual entry represents a full sentence, determined by the syntax,
intonation contours, and pauses. Complete sentences are represented in the English free
translation following English conventions. A sentence begins with a capital letter and
ends with a period. In some cases, the speaker paused for longer than five seconds before
uttering the remainder of a particular sentence. These cases are separated into two
individual entries, connected with ... at the end of the first entry to indicate that the
sentence continues in the following entry. Fragments are included as independent entries
when pauses and the syntax make it clear that the speaker never completed the sentence.
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Fragments are represented with neither an initial capital nor a period in the English free
translation.
Chief Mande and I have developed a practical orthography for the variety of
Kari'nja spoken in Konomerume that we use in the Kari'nja transcription line. Since the
Aretyry dialect is the non-prestige dialect in Suriname, ChiefMande and other
community members were adamant that our work represent their dialect rather than using
orthographies developed for the Tyrewuju dialect. Use of this orthography fulfills goals
beyond simply representing the language in a written form. By departing from
orthographies developed for other dialects, we are making a statement about the linguistic
validity of the Aretyry dialect, which has traditionally been looked down upon-by
government leaders and other Kari'nja-as "bastardized," despite a complete lack of
linguistic support for this opinion.
In developing the Konomerume orthography, we chose to represent more
phonetic detail than is found in other orthographies. For example, regular processes of
palatalization and post-nasal voicing are represented with different graphs. We felt that
learners could use all the help an orthography could provide, and learners found they
preferred to be able to read words as they appear without having to remember, for
example, to palatalize consonants after Iii. We will revisit decisions we've made as the
orthography is put to greater use, and we may amend our earlier choices as learners
become more accustomed to phonological processes.
I recognize that the practical orthography may obscure related forms. As a result,
all entries include a second, morphological parse line that is more "analysis friendly." It
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represents underlying allomorphs unaffected by phonological processes. This is followed
by glosses of individual morphemes and then free translations in Sranan Tongo and
English.
The practical orthography is limited in that we do not represent many prosodic
phenomena. We anticipating updating our orthography in response to community
member input, and will likely include representation of the issues described in section
4.4.2.1. At present, one may view the texts and dictionary as works in progress to be
updated as our understanding and needs evolve. The reader interested in using the data
here is encouraged to contact me or Spike Gildea at the University of Oregon for updated
versions of texts or dictionary entries.
In addition to serving as primary data for the documentation, the texts provide a
basis for academic description. Furthermore, they may be put to practical use as teachers
mine them for lesson topics. In addition to archived data, community members have
copies of all recordings. They also have the technological resources to be able to extract
text samples for use in formal teaching and other revitalization activities. In addition,
elders and other community members enjoy listening to the recordings of each other for
the simple pleasure of again being immersed in Kari'nja. Having written texts to
accompany the recordings elevates the language to a level ofprestige more
commensurate with other languages that have longer literary traditions.
The Cassava Film texts mentioned above represent one of the four discourse
gemes included. These gemes are: narrations of elicitation videos, interviews,
conversations, and a special procedural discourse. I describe each of these gemes in tum.
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5.1.1 Elicitation Videos
Our overarching goal throughout our work together has always been to document
both language and cultural practices. From an academic standpoint, a corpus ofvaried,
naturalistic data provides a solid foundation for good description. From a practical
standpoint, examples of functional communicative acts in actual use support strategies for
preservation and revitalization.
Early in the documentation, before elder speakers were comfortable with being
recorded, we sought out methods of eliciting naturalistic data that would be less
intimidating to nervous elders. We began by recording narrations of Mercer Meyer's
Frog Stories (c.f. Slobin, 2004) and found that having something to describe allowed
elders to speak less self-consciously. We cast around for other elicitation tools that might
provide more dynamic descriptions, and decided to record descriptions of The Pear Film
(Chafe, 1980). However, before we began recording for this film, we realized that we
could produce our own elicitation film that would include content that was more locally
culturally relevant. Thus was born The Cassava Film (c.f. Yamada, 2007 for a more
thorough description of the process of creating the film and recording the narrations).
Ten different native-speaking elders narrated the 13-minute video, and text
transcriptions of their narrations are provided in both the simple and complex annotation
styles. In addition, there is a DVD of the actual elicitation video.
The elicitation film narration geme is also represented by texts of narrations of the
Fishing Film. Recording narrations for this film followed the same protocol as the
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Cassava Film, with elders narrating the action of the video as they watched it on a laptop
screen. In the film, men are shown fishing with the more traditional stick and hook, as
well as with more modern drift nets. The much older practice of fishing with bow and
arrow is all but lost, with only a few extremely elderly men having used these tools in
their youth. As such, we were unable to record the bow and arrow technique. The film
continues with one of the men carrying home a sack of fish that are then cleaned and
prepared by his wife. The film concludes with the fisherman and his hardworking wife
sitting down to eat.
Our goal in choosing elders to narrate the films was to ensure that both age groups
of native speakers (elder and middle aged) and both genders were represented.
Information about each elder is provided in Table 5.1.
Table 5.1. Elicitation film narrators
Code Gender Age Group Film(s)
CeAr F Middle C,F
HeAl F Elder C,F
HeMa M Elder C
JeNj F Middle C,F
JoKa F Elder C
JuAl F Middle C
MaAI F Middle F
MaCh F Elder C
PaCh M Elder C
UrMa F Middle C
WiMa M Middle C
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5.1.2 Interviews
The second discourse genre is interviews. Chief Mande is working to compile a
history ofKonomerume. In addition, the Association of Village Leaders in Suriname
(VIDS) has been working on a lands demarcation project that includes interviews with
community members on land use and outer borders of the community's traditional
hunting, fishing, planting, and gathering grounds. We decided to combine these two
projects with our documentation. The result is a series of interviews conducted by Chief
Mande and Ms. lubithana with thirteen different elders. Texts of two of these interviews,
conducted with two elder men, are included here. I chose to include these two here in
order to provide more gender balance to the documentation. Speakers for the other
genres are predominantly female.
In the interviews, Chief Mande asks about personal histories, including when and
how speakers came to reside in Konomerume (if they are were not born there), family
information, community history, and elders' impressions ofKonomerume during their
youth and today. These interviews provide invaluable information from both linguistic
and ethnographic perspectives.
5.1.3 Conversations
Texts of three conversations are included. One is between two elder women (who
are sisters) talking about general topics of interest. The second is between three middle-
aged women talking about the day's events (the day of recording happened to coincide
276
with a national holiday). The third conversation is between Chief Mande and his
sister-in-law about the then-recent death ofone of the Kari'nja teachers.
Together, the conversation texts represent the two age groups of native speaking
women, and may provide the basis for an examination of age-related differences. In
situations of language endangerment, grammatical change can happen in fast-forward.
As Blackburn-Morrow (2006) discovered, significant changes may actualize as quickly
as one generation to the next. Changes in progress highlighted by the conversation texts
will be the focus of future description.
5.1.4 Procedural Discourse
Finally, we decided to record a procedural discourse. In addition to illustrating
such practical and typologically interesting grammatical features as Imperative mood, the
procedural discourse demonstrates an important cultural practice. In the Mauru Film, an
elder shows her granddaughter how to spin cotton. We chose to have the grandmother
teach her granddaughter rather than simply demonstrating the procedure in an effort to
create a more naturalistic linguistic situation. In addition to describing individual steps as
she performs them, the grandmother interacts with her granddaughter in a natural way.
"Try it, let me see," she says. And, "No, that's backwards, do it this way." These
interactions would not have been captured had we chosen to record a single speaker
describing the steps rather than demonstrating the procedure.
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5.1.5 Other Genres
The reader may have noticed that there is one popular genre is conspicuously
absent from the texts. Traditional stories are not included in the corpus. Hoff (1968)
provides several excellent examples of the traditional story genre, and we felt that, while
important, the story genre does not meet our more immediate needs for functionally
useful language. I have recorded Chief Mande re-telling some of the stories documented
in Hoff (1968) (his grandfather was one of Hofrs consultants), but these texts are not
included in the corpus. Chief Mande would like to eventually publish a separate volume
of traditional stories as told by himself and others.
Also not included are the Frog Stories. Although elders enjoyed narrating them,
and teachers and learners use them as "Books on Tape," the texts are not of sufficient
quality to be included here. In all candor, I was not savvy enough as a linguist when they
were recorded to have provided adequate annotation, nor was I experienced enough to be
able to guide a native speaker in annotating these texts.58 Furthermore, they fail to
document local cultural practices, which was an additional goal of our documentation.
When deciding on genres to document, we recognized that we would be creating a
corpus that might later be used to recover lost parts of the language. We asked ourselves
what people might want to talk about and/or recover in terms of cultural practices and the
language that accompanies them. We were interested in documenting tokens of language
that had the potential to be functionally useful. These issues, in part, guided our choice
58 The question arises, then, of what counts as sufficient training in linguistics in order to be able to
effectively annotate texts of a language with which one is otherwise unfamiliar. In my experience, some
training in linguistic analysis is necessary.
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of genres to document. In addition to the texts described here, we have documented day-
to-day language through our development of a yearlong curriculum, as described below.
5.2 DVD Videos
Two DVD videos are included in the corpus, each of which documents an
important cultural practice, and the language that accompanies it. The first is the
Cassava Film elicitation video. In it, the process of making cassava bread, an important
staple food, is documented beginning with clearing a field in preparation for planting,
progressing through harvest and preparation, and ending with the finished product. This
labor- and time-intensive process was recorded in segments and then edited into a single
13-minute film. Elder speakers then narrated the film as they watched it on a computer
screen. Among community resources are this video and CD copies of all ten elder
speakers' narrations. Speech community members have access to CD copies of all text
data presented here, all of which are also archived.
The second DVD video is the Mauru Film. In it, one of the community elders
describes and demonstrates the process of processing and spinning cotton to one of her
granddaughters. The video includes Kari'nja subtitles so that learners may read along as
the actors speak. In addition, the transcribed, translated, and annotated text is included in
the body of primary text data. In addition to fulfilling documentation goals in the areas
of language and culture, it embodies a lovely connection between generations. This is an
intangible, but nonetheless significant, benefit.
5.3 Dictionary
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Our goals for the dictionary are many and it will continue to be an ongoing work
in progress. We did not want the dictionary to be a simple lexical database with Kari'nja
to English translations. We sought to provide more detailed semantic and ethnographic
information for individual entries, and this is an area that we will continue to build upon.
The dictionary is currently cross-referenced to the Cassava Film texts, with an
eventual goal of cross-referencing all texts. A user may find a word in the dictionary and
then look it up in the discourse context. This serves both academics looking for
comparative data, teachers searching for real language data on which to base lessons, and
learners seeking to understand appropriate discourse contexts for individuallexemes. In
addition, reverse look-ups in English and Sranan Tongo are provided.
Kari'nja's rich morphological system proved a unique challenge to represent in an
alphabetical format. We experimented with other presentation styles-including
groupings based on semantic domain or function in the syntax-and felt that these
ultimately required a higher learning curve for users. In the end, the typical alphabetical
dictionary format, though not without flaws, is the most user-friendly. We chose to
include fully inflected headwords that include a parse line that cross-references both the
individual morphemes and roots. These are also included as headword entries in their
own right. This allows users to look up fully inflected words they encounter in the texts
and then further look up individual morphemes.
Although this has been the most useful solution for fully inflected words and
individual morphemes, we have been unable to adequately represent the multiple possible
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stems within an individual word. Kari'nja allows a single root to be int1ected with
multiple class-changing morphemes. A verb root may be morphologically nominalized
with the resulting full noun word providing a stem for additional meaning- and
class-changing morphology, as well as morphological int1ection. We have opted only to
represent the largest possible chunk as it appears in the texts as a headword, and then
each individual root and morpheme in the parse rather than cluttering an entry with
several potential intermediate stems.
Allmorphy provides additional challenges. Kari'nja has several reducing roots
and morphemes. That is, when int1ected with particular int1ections, the reducing syllable
is elided, leaving vowel length behind. Reducing syllables are enclosed in () in the
unint1ected entries. For int1ected entries that have reduced, the resulting vowel length is
represented with a colon. When reduction is not conditioned, the reducing syllable is
simply included as a part of the word. The following sample headword entries, glosses,
and parses illustrate these choices.
(I a) anu(my)
Vt
'lift, hoe'
(Ib) anumyry
N
See: anu(my) -ry
'hoeing'
(Ic) anu:ja
Vt
See: any(my) -ja
'slhe hoes (0)'
There is one sound that differs according to dialect.59 In some dialects, it is
realized as Ih/ or Ix! and in others a glottal stop and in still others as vowel length. In
Konomerume, it appears most frequently as a glottal stop, which we represent as '.
59 Preliminary data suggest that the difference may go beyond regional dialect to idiolect.
5.4 Grammatical Sketch
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The grammatical sketch is a direct result of the grammar workshop that Chief
Mande and I held for the elder speaker/teachers and young adult teacher/learners. At the
time, we had few resources in terms of descriptions of Kari'nja from which to draw. Our
primary source of information about the structure of the language was Hoff (1968). We
were faced with the task of extracting information on language structure that we could
apply to learning situations. Hoff (1968) was not intended for this purpose. When the
grammar was written, the language was still vibrant. As such, Hoff (1968) is a volume
intended for an audience of academic linguists with some training in the Structuralist
tradition.
As we worked through the information together, we struggled with how to present
it in a way that made sense to workshop participants. Our intended audience and goals
were modest. We wrote the sketch as a reference for the young adult teacher/learners as
a way for them to go back over the information we had discovered in the workshop.
The resulting sketch reflects the structure-oriented organization of the source
material. In the end, this has been the least used element of the documentation, with only
a small subset of teacher/learners referring to it with any sort of regularity. Although the
sketch would be accessible to a Sranan Tongo-fluent academic linguist, it is less so for
those with limited linguistics training and even more limited exposure to grammatical
terms in any language.
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A further goal ofthe grammatical sketch, one that it fulfills adequately, is to
support use of the dictionary. Abbreviations used in the dictionary appear in the
grammatical sketch and users can use the sketch to gain a better understanding of the
formal properties of word classes and categories indicated in dictionary entries.
Teacher/learners also like having easily-referenced charts like those provided in the
sketch when developing lessons.
A revised version ofthe sketch will be expanded to better tie in with the Kari'nja
curriculum. Rather than organizing the sketch based solely on formal categories, an
updated version will include emphasis on discourse/pragmatic function. A revised
version will also make greater use of charts in illustrating categories. Although the
sketch is intended primarily as a reference for teacher/learners, it is nonetheless useful to
academic linguists unfamiliar with the structure of Kari'nja. It provides an introduction to
the language for academics just beginning work with Cariban languages.
5.5 Curriculum Guide
The curriculum guide is a direct result of a curriculum development workshop
ChiefMande and I held with the teachers. One may ask how a curriculum guide is a
useful part of a documentation or description. What the guide provides that is found
nowhere else in the documentation are examples of day-to-day language organized
around functionally useful categories. This type of language, essential to any
preservation or revitalization effort, is usually excluded from the typical documentation.
When included, it is often included only as part of conversational or other text data, and
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requires teachers and learners to comb through texts and examples in an academic
description in order to build lessons. Although the tokens of language are not primary
data, in the sense of Himmelmann (2006)-they are not spontaneous, they were elicited
with a particular function in mind-they nonetheless provide useful tokens of naturalistic
language.
The guide was developed through a curriculum development workshop.
Appendix A provides an overview of the topics and procedure we followed. All
participants had a voice in the process, and we made use of both whole-group and
small-group interaction. We began by setting goals for the workshop, including both the
tangible and intangible outcomes we anticipated. In addition to developing a yearlong
curriculum, teachers wanted to be introduced to communicative methods and materials
for second language instruction. All experienced elementary school teachers, they were
only familiar with the "sink or swim" immersion that is practiced in Suriname. In
facilitating this segment of the workshop, I drew on my knowledge of Communicative
Language Teaching as well as Hinton's (2003) suggestions for teaching a language when
the teacher isn't a fluent speaker.
In constructing the curriculum guide, less-fluent teachers paired with native
speaking elders in order to construct sentences. Together, teachers and elders decided
which semantic domains to address, and then they worked together to construct sample
sentences and mini dialogues that could be used in the classroom. Although not
spontaneous, the dialogues illustrate naturalistic language provided by native speakers.
Furthermore, the dialogues and examples detail community-specific domains.
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Vocabulary includes names of local places, locally appropriate greetings, and culturally
relevant activities. Lexemes are not presented as lists in isolation, but rather in frame
sentences and mini dialogues.
One of the major challenges faced by teacher/learners of severely endangered and
sleeping languages is the difficulty in reconstructing functionally useful language from
academic descriptions. According to Marnie Atkins (p.c.), a heritage teacher/learner of
Wiyot, a sleeping language indigenous to California, academic descriptions have been
largely inaccessible to her. While she is grateful that outsider linguists took an interest
in, and worked to describe her heritage language, she wishes they' could have provided
more practical documentation including conversations, recordings of natural language,
and examples of functionally useful language.
Members of the Konomerume community are currently working to reverse
language shift. It is our hope that the samples of language provided in the curriculum
guide will support these efforts by younger generations.
5.6 Future Directions
As illustrated in earlier chapters, my relationship with members of the
Konomerume community is ongoing, and will not end with the completion of this
dissertation. We will continue to expand the documentary corpus, refine existing
descriptive materials, and train members of other Kari'nja communities in documentation,
description, and revitalization. In addition, we intend to begin working with speakers of
Lokono, an endangered Arawakan language of Suriname.
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In terms of specific improvements to the documents provided here, community
members have recorded, transcribed, and translated three other elicitation films
documenting two types ofweaving and first blood rituals. Information from these and
other recordings will be included in an expanded dictionary. In addition, a revised
dictionary will include illustrations in the form of photographs and line drawings.
Community members began work on this aspect of the project in 2010 when they came to
Oregon to participate in a series of workshops on endangered language documentation,
description, preservation, and revitalization.
As a final caveat, I would like to reiterate that the texts and dictionary are works
in progress. As our needs and understanding of the prosodic system evolve, so too will
our orthography. In addition, the time constraints inherent in completing a dissertation
did not allow me to exercise as much care in analysis as I would have preferred. As such,
there are certainly errors of parsing and analysis in the texts. The Kari'nja transcriptions
and English free translations are accurate, but the parse and gloss lines have errors. I
suggest that readers interested in using these data in their own analyses contact me or
Spike Gildea at the University of Oregon for the most up-to-date versions of texts or
dictionary entries.
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APPENDIX A
CURRICULUM PLANNING WORKSHOP
In October of2006, the Konomerume elementary school teachers and I held a
workshop to develop a year-long elementary school curriculum. The teachers are all
novice Kari'nja speakers. As such, we invited middle aged speakers to participate in the
workshop to help with developing topics and mini dialogs to be used in lesson planning.
I facilitated the workshop, in Sranan Tongo, together with Chief Mande and
Sieglien Jubithana. Our goals for the workshop were to develop a year-long curriculum,
determine needed materials, and discuss different methods of teaching second languages.
I developed the section on second language teaching methods based on my knowledge of
formal teaching methods, as well as on Hinton's (2002,2003) recommendations for
teaching a language when the teacher isn't fluent.
Each phase of the workshop began with an introductory presentation on the day's
topic followed by either large or small group work. Smaller groups came up with lists of
potential topics to be included in an introductory syllabus, and the groups came together
to make decisions on which to include. Smaller groups of elder speakers and younger
teachers worked to further develop curricular themes and provide content for each
teaching unit.
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The workshop plan provided here is a translated version of the original, Sranan
Tongo, plan. The resulting curriculum guide can be found in Appendix F. A more
detailed description of the workshop may be found in Chapter 4 of this dissertation. The
Workshop Plan included here represents an excerpted portion of the greater workshop
plan. The full workshop included development of an Adult School curriculum, as well,
which differed from the content provided herein primarily in terms of number of
available instructional minutes and inclusion ofmore complex content.
In addition to developing lessons that include functionally useful language, we
chose to develop lesson content based on things we were documenting. Clearing a field,
making cassava bread, and going fishing are all modules with content that came directly
from the documentation project.
288
Workshop Plan
Title: Curriculum Planning Workshop
Target Audience: Konomerume St. Gerardus School teachers
Length: One Week
Workshop Goals:
• Determine structure for lesson planning, including number of available
instructional minutes per week.
• Develop a year-long curriculum plan for teaching introductory Kari'nja to
elementary school students.
• Develop content for lessons.
• Decide on a teaching approach.
• Create an easy-to-use structure for lessons.
Learning Objectives for Teachers:
• Learn about second language teaching methods for both traditional settings
and settings in which the teacher isn't fluent.
• Develop an approach that makes sense in the Konomerume context.
Description:
• Begin each session with an overview of goals for that day.
• Introduce necessary concepts.
• Large group discussion of how to meet day's goals.
• Small groups work to determine topics or develop content.
• Bring groups back together to decide collectively which content to keep and
which is better saved for future planning.
Table A.I. Curriculum Development Workshop Plan
289
Module
Introduction
Different
Systems
Description
Workshop Goals:
I) Year-long Kari'nja Curriculum
(Jaarsplan)
o Modules/topics (thema's)
o Lesson plans (les voorbereiding)
o Materials planning/development
2) Following years' curricula planning
(volgende jaren; jari san kon)
o How to plan for future years
o Spiraling; building on previous
years
o Developing a full elementary
curriculum, K-6
3) Materials Development (materialen
regelen; set materialen)
4) Methodology and Methods
(methodiek)
u.S. System
o Curricula
• School Curriculum
o Set by state/district (door
administratie)
o Topics organized by level
(san 0 de in Ie Klas, 2e
Klas, etc.)
• Class Curriculum
o Set by teacher (door
onderwijzer)
o Yearly
o Curriculum organized by
module/topic (thema)
• Module: Baka
Kasaba
• Les 1:
puru
kasaba
• Les 2:
krabu,
griti,
Result
290
matapi
• Les 3:
stampu,
balm,
tranga ini
son
• Les4:
njam eng
• Gefen
• Repetitie
Konomerume System
(Presented by teachers)
Year's Teachers work together to determine amount School Year 2006-2007
Plannning of time to be spent on Kari'nja during the
year. Begin: January 2007
End: August 2007
30 minutes per lesson
2 lessons per week
25 weeks
50 lesson ~ hours total
Topics Small groups work together to determine Topics/Modules/Thema's
potential topics for curriculum units.
Focus on locally-appropriate topics and the Greetings
language that accompanies them. • times of day
For each theme, list additional relevant • terms of address
topics, activities, or vocabulary. • question forms
Counting and Spelling
Where are you going?
What are you doing?
The Body
• bathing & other
body-related
activities
• things that hurt
• illness
Making a Field
• fell
• bum
• clean
• plant
• weed
Firewood
• kurukuru
• splitting
Making Cassava
• harvest
• scrape/peel
• grate
• matapi
• kasuripo
• sift
• bake
• dry
• eat
Cooking
• kasuripo
• pepper
• salt
• rice
• sides
Fishing/Hunting
• area
• materials
• canoe
Canoe
• make
• use
I=iri
~elebrations
• end of
291
292
mourning
0 8 day
0 6 week
• village fest
• Indigenous Day
• birthday
• first blood
Content Small groups work together to determine Greetings
content for identified topics. • mormng
• midday
• afternoon
• evenmg
• terms of address
• How are you?
Locations
• field
• water side
• town
• savannah
• clinic
• hunting
• fishing
• school
• soccer field
• to grandma's
aunt's, ...
Activities
• dancing
• drinking
• praymg
• weeding
• bathing
• cleaning
• shopping
Teaching Introduce methods of teaching second Methods/Methodiek
Methods languages.
Work together to determine an appropriate How to teach when the
approach for Konomerume. teacher isn 't fluent.
293
Include the following elements:
0 Accuracy vs. fluency 1) Find an elder teacher
0 Authentic language and situations 2) 3-5 new things per
0 Use ofrealia lesson
0 Community-appropriate topics 3) Verbs! They're the heart
0 Functionally-oriented language of the language!
0 Complete sentences over individual 4) Repeat terms
words in isolation 5) Steps:
0 Focus on speaking and listening A) Presentation
(presentatie)
*complete
sentences
*realia (or photos)
B) Repetition
C) Yes/No
questions
D) Imitation
questions
E) Produce
6) Learn from your elder in
the same way you'll teach--
with lots of repetition and
practice.
Lesson Small Group Work: C.f. Appendix F
Planning 1) Teachers and elder speakers work
together to determine content necessary for
each lesson.
2) Organize content into lesson chunks.
*only 3-5 new items per lesson
3) Each lesson includes a mini dialogue that
can be learned by the teacher ahead of time,
and content that may be replaced in
dialogues.
4) Develop content in cooperation with
elders and from documentation.
3) Discuss what additional language and/or
materials (realia) will be necessary for
lesson.
Wrap-up Review workshop goals.
Determine extent to which they've been met.
Discuss needs for future planning.
List next steps.
294
The following tables represent the results of individual groups' work to develop
curriculum modules and content. Some of the teachers were more comfortable
developing lessons in Dutch; others preferred to work in Sranan Tongo. Their
untranslated results are provided here.
Table A.2. Terms of Address (Thema: Fa/oe gi odie en/aloe kari s'ma)
Les Titel Sranan Tongo Kari'nja Auran
Omu, fa joe tan/de?
Jawo, oty wara su mang?
Ai go boeng.
Jupa su rorupo.
A ne go so boeng.
Ah, jupa ne waty.
omu Jawo
tante wo'py
pikin brada piry
bigi brada sewo
sisa (pikin of bigi) jenauty
opa tansje
oma pi'pi
zwagne pamy
zwageres mo'wysary
granpa tamushi
granma nopoko
neef patymy
nicht pase
pikin boi kydjyme
bigi boi kydjy
pikin meisje shu 'wi
bigi meisje wodi
schonpa ymetamuru
schoonma ymeno'ty
rna ta'ta
pa jumy
uma s'ma worYl
mannengre wokyry
ml vrouw pyry
ml masra yijo
jong boi poitjo
jong dame omyija (ko)
meester ome'paneng
juffrouw orne'paneng woryi
pikin san ne waka pitjani
baby pitjani meko
Table A.3. Village Locations (Thema: Pe joe ego?)
Les Titel Sranan Ton2o Kari'nja Auran
Mi e go na gron. fu krin grasi tjopy yna wysa
Manja wa wysa. fu prani wopoi je wysa
fu puru kasaba aje wysa (teki)
kiere u kurunga wysa (puru)
fu trow wiri wen plJase wysa
fu fala manja a koto wysa
Mi e go na wenkri. fu bai sukru ipiioshi epekase
Wengere wa wysa. fu bai swarfu suarufu epekase
fu bai zoutu wa~j0 epekase
fu bai aleisi epyryry epekase
fu bai brede perere epekase
Mi e go na voetbal veld. fu prei bal bary sapimja
Wosa pimjatopo wa wysa. fu luku bal barye:ne
fukrak ashinjangainje
Mi e go fisi. mi e losi weko mere taije
Wo'to weto wysa. trowe net nety semaije
nanga par boto kuruiara maro
brabakotoe wo'to sana kaije
Mi e go na skoro. fu leri womepa
Shitjoro wa wysa. fu skrifi welmlJero
fu singi wareta
fu telen enepoto'me
fu leisi wereishimja
295
Table A.4. Activities (Thema: San joe e doe?)
San .joe e doe? Q'ty ko meijan2? San en2 e doe? Q'ty ko nei.ian2?
Ik schrijf . . . Hij/Zij kyneimjerojangweI mJeroJa
Ik zing waretaije kyniwjaretanong
Ik lach jaowaije kynawanong
Ik speel wesapimjaije kynesapimjunang
Ik loop wysa kynysang
Ik ren wekanu~ja kynekatuijang
Ik baad wekupija kynekupijang
Ik eet wonasa kynonasang
Ik slaap wonysa kynonysang
Ik spring wotaporoija kynotaporojang
Ik val womOlJe kynomanong
Ik huil wotamoja kynotamojang
Table A.5. Question forms
Nederlands Kari'n.ia Nederlands Kari'nja
Slaap ik? Wonysang? Ik slaap. (awu) wonysa.
Slaap jij? Monysang? Jij slaapt. (amoro) monysa.
Slaap hij? Nonysang? Hij slaapt. (mo'ko) kynonysang
Slapen wij? Nonysang a'na? Wij slapen A'na nonysa.
Slapen zij? Nonysatong? Z~j slapen. Kynonysatong.
Slapen jullie? Monysatong? Jullie slapen. (amyjaro) monysatong.
Table A.6. Numbers
Number Kari'n.ja Auran
I owmg
2 oko
3 oruwa
4 okpaime
5 aijatone
6 aijatone owing itjunonaka
7 aijatone oko itjuponaka
8 aijatone oruwa itjuponaka
9 aijatone okpaime itjuponaka
10 aijapatoro
296
--------------------
Table A.7. Times of day (Thema: Tenfoe a dei-natuuronderwijs)
Sranan Tongo Kari'nia Auran
mus-dei, 3-5 uur emamyryjako
dei broko, 6 uur nemamyi
dei kuritja
bakana koije
neti ko'ko
tide erome
tamara koropo
esdei koijaro
tra esdei monyngojaro
tra tamara monyngoropo
Jan shiritjo
wanmun owing nu'no
297
Table A,S, Spelling (Alfabet)
298
Leter
a auhto (oso) amoro (ioe) arepa (brede)
b biribiri (frudu
sabana)
e eky (kwiki) emy (basi) ekano (a beti eng)
1 i:tju (busi) imembo (pikin)
J ja:kara:wa (dia) jakono (mati)
k kuwaji (krabasi) kamisha (krosi) kusa (krabu)
m matapi manare (zeef) matasa'pai (matapi
tiki)
n nimjoku (amaka)
0 owing (wan) oko:ju (sneki) omepako (leri)
p PYJai pondjo (pingo) pandira (fraga) pyryke (pikin
lagadisa)
r ra'na (mindri)
s sambura (trom) samaku (bigi
prapi)
t ta'ta (mama) tu'na (watra) tuma (patu)
u upupo (ede) u'mari (hoofd
tooi)
w wo'to (fisi)
y ymba (schouder
blad)
sh shu'wi (meisje)
dj djupa (boeng)
tj pitjani (pikin tjaty (a futu foe tja'ko (meki)
nengre) eng)
Table A.9. Body parts (Thema: Lichaamsdelen)
Les Sranan Kari'nja mi eng __
--
Toneo Auran
1) Go wasi joe fesi ombata jembatary embatary
itjumitja. Jesl pa:na panary IpJanary
Mi e go wasi mi oksel ojata jejatary embatary
kumishe wysa. penis aroky jarokyry arokyry
vagma ory jeryry eryry
wiri ?u:se jusety usetyry
2) Tapoejoe mofo pota potary ipjotary
etapuko. aI onu Jenuru enuru
Mi e tapoe mi JeSl ?pa:na panary ipjanary
setapu;ja. kumba powe po'wety ipjowety
noso onata jenatary enatary
3) Mi e krasi mi nangra amosai ?jamosaitjyry amosaitjyry
shishitjoja. tifi jewa jery IJery
tongo ?nuru anuru muru
anu alJa jaijary aijary
4) Sanjoe e seki? bil wesepi wesepiry .. .lWJeseplry
Oty ko mishusunganon? ede upupo jupupo upupo
Mi e seki mi bobi manaty manatyry imjanatyry
shishesengaije. futu pupu pupuru ipjupuru
5) San e hati? bere wembo juwembo uwembo
Oty ko jetumbe o'wa na? baka onga ynganatyry indjanary
Mi e hati. neki
jetumbe na. kindi
skoroe mota motary imjotary
299
300
Table A.1O. Steps to clearing a field (Thema: Meki Gron)
Tjupu shinjaje.
Les Sranan Toneo Kari'nja Auran
1) Fala gron owroe sumbara
Manja akotore feiri kyrykyry
Tekia gi ml. watra tu:na
Moro ipinia ko ywa. aksi wywy
Omdat we go fala gron.
Manja ako'to kysa.
2) Bron gron swarfu suwarufu
Mania koroka watra tu:na
Kong'we.
O'ko.
Wi go leti a gron.
Manja po'ma.
Tjari a kon.
Moro e:neko.
3) Trowwiri
Weiri pijako
Meki wan ipi.
Amu a'na noko.
Bron a wiri.
Ipjomako moro weiri.
4) Prani kasaba tiki kijerapo
Wopono napi napoi
Tjari a kon. naSI nana
Moro e:neko. tjen ashitjaru
Tjapu wan 010. karun awashi
Moro nona anungo.
Prani a
Moro pongo.
5) Krim grasi
Tjupunary
Jepi mi krim grasi.
Kopanoko tjupu narypoko.
Trow a ipi.
Moro tjumu emako.
1\...-; ...... 1.......;...-- ............. n;I.lV.l.l v JUllll ts1ai>1.
Table A.H. Making cassava bread (Thema: Meki Kasaba, Arepa Kapyry)
301
Les Sranan TODf~o Kari'o.ia Aurao
1 We e go na gron fu Manja wa kysa
purukasaba kiere yka
Joe tjari a Amoro moro aroko.
Mi 0 tjari a Awumoro sarotake.
Kapu a kasaba tiki. Moro kierapo itioko ko.
owroe sumbara
kurukuru kurukuru
mutete mutete
2 Griti Kasaba Kiere Kyry
Mi e krabu kasaba nanga nefi. Kiere shitja ka~iemaria ke.
Mi e griti kasaba nanga gritgriti. Kiere shitjuja semari ke.
Mi e griti ini botoboto. Kiere kumykanda shitjuja.
Me tranga eng nanga matapi. Sarymoja matapi ke.
semari tiki seman epy
3 BakaKasaba Arepa Ekeidjy
Mi e stampu ini a mata nanga mata tiki. Shitjumoja moro akota ako epy ke.
Joe e seif nanga seif. Amoro munaje manare ke.
Eng e baka tap' a pan. Mo:ko arinjatu tupo kynosekeijang.
Mi e koti eng nanga nefi. Maria ke sasakaiie.
poti ini son weju taka yko
Joe e drai eng nanga waiwai. Morijaije woriwjori ke.
faja udu we'we
4 Mi e njam kasaba. Arepa senasa.
Losi a kasuripo. Kashiripjo setokaije.
Bori a pepre watra. Tumaitjupo shimiokaije.
Poti a fisi ini. Wo'to syja itjaka.
pepre pomyt
soutoe WalJO
meti to'nomy
Nian switi! Tykatanore o'nako!
Table A.12. Greetings and times of day (Thema: Groeten + Natuuronderwijs)
Les Sranan Tongo Kari'n.ia Auran
1 Groeten
(Meister, Jut) fa joe de? Omepane, oty wara su mang?
Mi de boeng. Mondowa.
Mi no de so boeng. Jupa ne waty wa.
Mi deweri. Rupotai.
Mi de siki. Jetumbewa.
Hangri e kiri mi. Kumyja.
Drei watra e kiri mi. Tuna kyrydjy woja.
2 Ten foe adei
A tide. eromena.
son faja Weju ashibje erome na.
koroe Tysanore erome na.
dof'dof Tonupije erome na.
A1en e fadon. Konopo kynopasang.
Alene kon. Konopo kynosang.
3 Tide, Tamara, Esdei Erome, Koropo, Kojaro
Esde a bende Kojaro me'i.
Tra esde a bende Monyngoja jaro me'i.
Mi no sabi fa tamara 0 de. Koropo onjewara iweidje anukuty pa wa.
4 Manten (6-9 uur)
Goede morgen. Komandong surapa.
Fa joe sribi? Oniewara monykyi?
Mi sribi boeng. Djupa wonykyi.
Mi no sribi boeng. Djupa onykypa we'i.
5 Brekten (9-12 uur)
Dag! Onjewara sukytaton?
Hangri e kiri mi. Kumyija.
Mi wani nian. Wonapy se wa.
Me go bori. Wetumoka wysa.
6 Middag (12-1500 uur)
Goeje middag. Djupa surorypo kytatong.
A son faja. Weju ashimbie jumy na.
Mi e sweti. Teramu taije.
Mi e go wasi. Wekupi wysa.
302
303
7 Mofo neti (1500-1800 um)
Goeje avond (een persoon). Komamyi surapa.
(moro leki een persoon) Kykomaijaton surapa.
Mi weri! Rupotai!
Me go rust. Wesamanga wysa.
Mi e go koiri. Wotawa wysa.
8 Neti (1800-00 um)
Goeie avond. Kykomaijaton surava.
Akowroe. Tysanore na.
Mi e go sribi. Wonyse wysa.
Sribi boeng. Djupa onyko.
Table A.13. Family (Thema: Famirie (o:mo) + Nummers)
Les Sranan Ton2o Kari'nia Auran
1 Disi na mi famirie. Mose ne jomory.
Mi nenna Jety ne
Fajoe nen? Onjewara ko ajety na?
Disi na mi (mama). Mose ne (ta'ta).
2 Eng nen na Moko etyna
Mi (l1<ma) nen na (Jumy) ety ne
Fa joe (m!l1a) nen? Onjewara ko (ajumy) ety nang?
3 Mi abi memang.
Mi abi (5) (brada). Aijatone ru'na me mango
Omeni bradajoe abi? O'toro ko arona nang?
O'toro ko apiryjang?
Omeni jari joe abi? O'toro ko ashritjory nang?
Mi abi 10 jari. Aijapatoro ne shiritjory wa.
304
APPENDIXB
TEXT OF CHIEF MANDE'S SCL PRESENTATION
What follows is the text of Chief Ferdinand Mande's presentation to the annual
meeting of the Society for Caribbean Linguistics held in Cayenne, French Guiana on
28-31 July 2008. He, Sieglien Jubithana, and I presented a paper entitled, Collaborative
Linguistic Fieldwork: Kari'nja in Konomerume. We met several times in preparation for
the presentation to determine content and divide labor. Each of us then prepared an
independent presentation covering a different aspect of our work together. Our
preparatory meetings were conducted in Sranan Tongo, and the presentation was in
English. I helped Chief Mande and Ms. Jubithana to translate particular terms and
correct grammatical errors, but the content of each portion of the presentation was
developed by the individual presenter. Chief Mande's portion follows:
I would like to greet everyone here, especially those who have come from other
countries. I am Ferdinand Mandi, from Suriname, the village ofKonomerume. I'm the
headofthe Kari 'nja documentation and teaching program.
I find that collaborative work is a great thing---especially when we are talking
about good things-things like our own languages. I have heard and I have read that so
305
many wonderful languages are being lost. This is a sad thing. Dominant languages like
English, Dutch, Spanish and others have pressured weaker languages to sacrifice
themselves so that the dominant languages can remain dominant.
Some of those same people, people who speak these dominant languages, have
taken the initiative to study the weaker languages that have been minoritized. This is a
good thing. As long as that is happening, it's a good thing.
Racquel Yamada was one of these young American women who had a good idea
like that in 2005. I was chiefofKonomerumefrom March 6th, 1992, until May 24'h, 2008.
I agreed with Racquel. So, we made an agreement to work together on Kari 'nja. Our
collaboration has gone so well. Our work is not like the work ofany of the others who
came to study Kari 'nja-people like Albrink, Penard and Penard, HojJ, and others. Our
work in Konomerume is a whole new kind ofcollaboration.
It's like this: those of us who have the language don't just give it up without
getting anything in return. We give the language, but we get it back, as well. We're
learning about our own language, and in this way we have learned what great value it
has. This is a big thing for us today. Racquel has given her whole self to this project,
and it is with greatjoy that she studies Kari'njafrom Konomerume.
We three, and others, work together with great joy because we Kari 'nja are
working to document and describe something that belongs to us-our own language. It is
a great thing to document languages that are being lost, but it would be even better if the
speakers themselves couldfind help to learn about how their languages work, and how to
preserve them before they are completely lost.
306
Organizations like UNICEF and the UN should support language projects like
this. Pay the people who want to teach their languages back to their own people. The
people who have the language are still alive-they are there. Better to support them and
revitalization before they are gone.
If the us. wants to document endangered languages, that is a good thing. It
would be better, though, if they supported projects that also support preservation and
revitalization. It would be better to support goodprojects rather than spending so much
money on things like war.
It is good to learn a national language to be able to communicate in public
places, but at home our own languages should be spoken. Only then can you say that so
many languages in one country live side by side. The best thing would be ifpeople didn't
feel that they were better than others-ifthey didn't discriminate against others. As long
as there's discrimination, there will never be peace. Only by loving each other can we
have peace.
It's fine ifI am in your country andyou pressure me to learn your language so we
can talk together. However, you can't stop me from speaking my own language. Even if
I learn your language, I'll know your language, I'll be able to talk with you, but I'm not
going to turn into you. I will stay who I am, how God made me-with my own culture,
my own language-to live in the world in my own way. It is the same for you. Let's live
well together.
307
APPENDIXC
TEXTS
The texts included in this appendix come from several different genres, and are
from speakers of different ages and genders. Metadata is provided for each individual
text that includes the context of recording, ages of speakers, and additional relevant
metadata. Individual records are coded with a 4-letter, 4-number code. Speaker codes
are meant to be transparent so that individual tokens can easily be found in the greater
text context. Speakers' names are included at the beginning of particular stretches of text.
This transparency supports greater accountability and provides a direct connection
between text data and the individual speaker who provided it.
C.I Elicitation Videos
Over the years we have been working together, community members and I have
developed and used several elicitation videos documenting processes such as making
cassava, fishing, and different types of basket weaving. Included here are texts from the
Cassava and Fishing elicitation videos. For each, different elder speakers narrated the
action as it happened on a computer screen. For the Cassava Film texts, I include two
308
different annotation styles. The first is the "Book on Tape" style that includes only a
Kari'nja line, and then free translations into English and Sranan Tongo. The second
annotation style is the more detailed style that includes parse and gloss lines. The
Fishing Film texts, as well as all subsequent texts, are provided only with the more
detailed annotation.
After we recorded and edited the Cassava Film to create a 13-minute elicitation
video, we recorded native speakers narrating it. The film was narrated by ten people
including four middle aged and six elder speakers. Three males and seven females
narrated the film. Our protocol was to show the film one time without elders speaking.
During the second viewing, we instructed elders to narrate the action in the film as
though they were witnessing real action in real time. The film itself is included here as a
DVDvideo.
We changed our protocol for the Fishing Film, and did not provide speakers with
a preview of the film. Speakers narrated the film during their first viewing. There appear
to be no obvious linguistic differences in narration related to the differing protocols. One
female elder speaker and four middle aged speakers narrated this film. Only one of the
Fishing Film narrators was male.
309
C.l.l Cassava Film Book on Tape
Cecilia Arupa
CeAr 0001 Eropo oty tymainjara akotojang.
Sranan Tongo: Djaso ai fala eng gron.
English: Here he fells his field.
CeAr 0002
CeAr0003
CeAr 0004
CeAr 0005
CeAr 0006
CeAr 0007
CeAr 0008
Da kynomanong.
Sranan Tongo: Dan ai fadon.
English: Then it falls down.
Djombo oty moro, wewe poriry pa:kotopo:sa, kynitjokotopo:sa.
Sranan Tongo: Dan ai kapkapu den taki foe a bon, ai kotkoti den
English: Now, urn, that, he slashes the tree branches, he slashes them.
Da eropo tymainjary tykoroka, i'ja mango
Sranan Tongo: Dan djaso a bron a gron foe eng.
English: Then here he is burning his field.
Djombo, tymainjary weritja:no.
Sranan Tongo: Dan ai krin a gron foe eng.
English: Then, he clears his field.
Eropo pjyty kynanu:ja, tymainjary anu:ja.
Sranan Tongo: Djaso a frow foe eng ai tjapu, a tjapu a gron foe eng.
English: Here his wife hoes, she hoes her field.
I:jo kynepano:sa, kiere apo emo:po:sa.
Sranan Tongo: Eng masra e jepi eng, ai trusu den kasaba tiki.
English: Her husband helps her, he pushes in (plants) the cassava sticks.
Pjyty rapa, amu anu:ja rapa.
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English: His wife again, she hoes again.
310
CeAr 0009 Eropo atytapo, mero tykake, erepary atytapo.
Sranan Tongo: Dan djaso fa a gro, dan a fasi fa a gro, a fatu.
English: Here how it grows, the way it grows, it grows well.
CeAr 0010 Itjoryko, pjyty wjenapo tao
Sranan Tongo: Den g'we, a frow foe eng de na eng baka.
English: They leave, his wife behind him.
CeAr 0011 Da eropo oty kiere apo pa'popo:sato.
Sranan Tongo: Dan djaso, dan, de kapkapu den kasaba tiki.
English: Thene here, urn, they chop up the cassava sticks.
CeAr 0012 I:jo kynepano:sa kiere apo pa:kotopotyry poko.
Sranan Tongo: A masra foe eng e jepi eng foe kapkapu den kasaba tiki.
English: Her husband helps her with chopping up the cassava sticks.
CeAr 0013 Da eropo mohko i:jo kiere, mukano, tumung 'ne rapa, itjereryko.
Sranan Tongo: Dan djaso a masra foe eng e hari den kasaba puru, den tjari
furu njanjan, den kasaba.
English: Then here her husband pulls the cassava out, her cassava roots
are really big, they make a big mound.
CeAr 0014 Mjukare i'ja potono itjerery ko.
Sranan Tongo: Ai hari den puru, dan den kasaba bigi.
English: He pulls them out, their cassava roots are big.
CeAr 0015 Eropo pjyty kiere oty, kiere pakotopo:sa, mo' kurukuru taka kyny:ja.
Sranan Tongo: Djaso a frow foe eng e kapkapu den kasaba, ai poti den go
ini a kurukuru.
English: Here his wife, um, she chops up the cassava roots, she puts them
in the kurukuru.
CeAr 0016 Ero mohko i:jo moro kurukuru.
Sranan Tongo: Djaso a masra foe eng, a kurukuru...
English: Here her husband, the kurukuru...
311
CeAr 0017 A'nokahpo da moro wagi tjaka kyny:ja.
Sranan Tongo: Di a fum eng, dan a poti eng go ini a wagi.
English: When he fills it, then he puts it in the wheelbarrow.
CeAr 0018 Eropo pjyty kynitjano.
Sranan Tongo: Djaso a frow foe eng e puru eng.
English: Here his wife pulls it.
CeAr 0019 Eropo tykerery kumi:sha, kumykang daka kyny:ja.
Sranan Tongo: Djaso ai wasi den kiere foe eng, dan ai poti den go ini a
kasaba boto.
English: Here she washes her cassava roots, then she puts them in the
cassava boat.
CeAr 0020 Eropo pjyty kynitjyja tykerery, kyija.
Sranan Tongo: Djaso a frow foe eng e griti na kasaba foe eng, ai griti eng.
English: Here his wife grates her cassava roots, she grates it.
CeAr 0021 Da mohko i:jo kynepano:sa moro kiere kumitjry po:ko.
Sranan Tongo: Dan a masra foe eng e jepi eng foe wasi den kasaba.
English: Then her husband helps her with washing those cassava roots.
CeAr 0022 Eropo noky 'ma:i, kynarymoja ky... moro matapi tjaka.
Sranan Tongo: Djaso a k'ba griti, dan ai poti eng gwe ini a matapi.
English: Here she's finished, then she puts it into that matapi.
CeAr 0023 Moro tjashiripjory kyno kynosejukano.
Sranan Tongo: Na a kasaba watra foe eng e dropu.
English: Now its cassava liquid is dripping.
CeAr 0024 Da eropo kynotandy'moja, tymatapiry, matasapai tupo.
Sranan Tongo: Dan djaso ai sidon, eng matapi, tapu na matapi tiki.
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CeAr 0025 Eropo ja'nataitja
Sranan Tongo: Djaso a kon tranga k'ba.
312
English: Here it has gotten hard.
CeAr 0026 Eropo oty we'we shirakapo:sa.
Sranan Tongo: Djaso me broko faja udu.
English: Here, urn, I bust firewood.
CeAr 0027 Da tarure rapa moro nira kapotyry.
Sranan Tongo: Dan a wan di mi broko, a drei toe.
English: Then the busted one, it's really dry!
CeAr 0028 Eropo kiere pu oty, jaijary ke so'tyja.
Sranan Tongo: Djaso me masi a kasaba meel fini nanga mi anu.
English: Here, I break up the cassava flour with my hands.
CeAr 0029 Eropo sapoija ako ta, moro kiere pu syryi, sapoija, eropo su'naije.
Sranan Tongo: Djaso mi masi na kasaba ini na mata, dan mi poti eng, mi
masi eng, dan djaso mi seif eng.
English: Here I pound it in a mortar, I put the cassava flour in, I pound it,
then here I sift it.
CeAr 0030 Eropo jainjaturu shitjumisha.
Sranan Tongo: Djaso mi wasi mi baka pan.
English: Here I wash my cassava pan.
CeAr 0031 Da eropo jainja oty wa'to shipjomangaije moro arinjatu pi'njo naka.
Sranan Tongo: Dan djaso mi e meki faja ondro a pan.
English: Then here, urn, I make a fire under the cassava pan.
CeAr 0032 Kyy, ja, da jarinjaturu shijatoja.
Sranan Tongo: Kyy,ja, dan mi e trusu faja udu gi a pan foe mi.
English: Oh, yeah, then I put the firewood under my cassava pan.
CeAr 0033 Da eropo jainjaturu tu, moro wa'to nitjoro ty'mai.
Sranan Tongo: Dan djaso a pan foe mi, a faja k'ba bron.
English: Then here, my pan, the fire has finished burning.
313
CeAr 0034 Da saipjaka'i, da moro apiripjo ke sotyja, tjorotyry senese.
Sranan Tonga: Dan mi panja eng, dan mi poti a kasaba sakasaka go na eng
tapu, so mi si if ai bran.
English: Then I spread it, then I put on a little cassava flour so I can see if
it's burning.
CeAr 0035 Da shipi'pjaijeno.
Sranan Tonga: Dan mi bradi eng.
English: Then I spread it out.
CeAr 0036 Da eropo kiere pu ahty tupo, da shipi'tjaije.
Sranan Tonga: Dan djaso mi teki a masi kasaba, dan mi e bradi eng.
English: Then here I take the cassava flour, then I spread it.
CeAr 0037 Tywahto ekynjy jenyrymbo wo'wo ka'mano.
Sranan Tonga: Dan a smoko foe a faja e bram mi ai.
English: The fire smoke burns my eyes.
CeAr 0038 Da eropo shitjakaije ashitjo, typyimjene tera kynitja.
Sranan Tonga: Dan djaso mi krabu eng pikinso, anders dan ai go diki
turnsi.
English: Then here I scrape a little, otherwise it will get too thick.
CeAr 0039 Eropo ro ashitjo nawomyinjo.
Sranan Tonga: Djaso a kon opo pikinso.
English: Here it rises a little.
CeAr 0040 Da shipjesasamatake, shipjesamaije ko'u.
Sranan Tonga: Dan me go poti pikinso mora na eng tapu, now mi poti
pikinso go na eng tapu.
English: Then I will sprinkle a little more onto it, now I sprinkle a little
more onto it.
CeAr 0041 Eropo suri:mjaije.
Sranan Tonga: Djaso mi drai eng.
English: Here I flip it.
314
CeAr 0042 Da sakykapo:sa, shitjotoja maria ke.
Sranan Tongo: Dan me perspers eng, dan mi koti eng nanga nefi.
English: Then I press it all over, I cut it with a knife.
CeAr 0043 Djombo eropo saro:ja kurando naka weju wa apohka to'me.
Sranan Tongo: Dan djaso mi tjari eng go na doro sei foe a son kan drei
eng.
English: Then here I carry it outside so the sun can dry it.
CeAr 0044 Neko mose amu wokyrymbo wytory oty tyserepirymbo amu ema tuna
taka.
Sranan Tongo: Luku djaso wan man e go foe go trowe eng net ini watra.
English: Look, this guy is going to throw his fishing net into the water.
CeAr 0045 Kande moropo maitjuru po'poro me wotombo amu upi kynysa.
Sranan Tongo: Kande foe smel switi a pepre watra, ai go suku wan fisi.
English: Maybe to sweeten his soup pot, he's going to look for some fish.
CeAr 0046 Eropo moro tyserepiry muija.
Sranan Tango: Djaso ai poti a net foe eng.
English: Here he sets his net.
CeAr 0047 Imjuru meko kynepano:sa moro kurijara.
Sranan Tongo: A pikin boi foe eng e jepi eng nanga a boto.
English: His little boy helps him with the canoe.
CeAr 0048 Oty to'to manong pinje wa aroru pona.
Sranan Tongo: Ai poti eng ini balans foe a lonwatra no tjari eng g'we.
English: He keeps it balanced so the water doesn't carry it away_
Henriette Alkantara
HeAl 0001 Moko ma'mi we'we akotoja.
Sranan Tongo: Ajongoe man e koti bon.
English: That young man cuts the tree.
315
HeAl 0002 We'we akotoja ne, tymainjary akotoja.
Sranan Tongo: Ai koti bon, ai koti eng gron.
English: He cuts the tree, he cuts his field.
HeAl 0003 Injoro myry, amu rapa akotoja.
Sranan Tongo: Na eng srefi, ai koti wan tra wan baka.
English: Look at that, he, himself, he cuts another one.
HeAl 0004 Myry, kynipjoritjano ko'u.
Sranan Tongo: Luku wan sani, now ai koti den taki.
English: Look at that, now he cuts the branches.
HeAl 0005 Mainjary poritjano ne.
Sranan Tongo: Ai puru den taki foe a gron.
English: He removes the branches from his field.
HeAl 0006 Moro sumbara ke.
Sranan Tongo: Nanga a owroe.
English: With that machete.
HeAl 0007 Koroka k'ba i'ja mang, nipjasan ko'u.
Sranan Tongo: A brom eng k'ba, now ai trowe den.
English: He has burned it already, now he clears it.
HeAl 0008 We:ri pja'sa ne, mo:se woryi kananu:ja, nona:nuja samba ke.
Sranan Tongo: A trowe na wiri, dan a vrow disi e digi a doti, ai digi eng
nanga tjapu.
English: He clears the leaves, this woman lifts (digs) it, she lifts (digs) the
dirt with a hoe.
HeAl 0009 Kiere apo poija, mohko ma'mi kynitjumyndoja.
CI 'T' A • • 1 1.. '1'" • •k>fal1an longo: .t\.i pram a t\:asaua tit\:i, ai poti eng na ipi.
English: He plants the cassava stick, that young man puts it in a mound.
HeAl 0010 Tora:wone moko wokyry wa njo'pondory.
316
Sranan Tongo: A man e tapu den 010 so snel.
English: That man covers the holes so quickly!
HeAL 0011 I:jo painjare njomo se na jupa ne djombo anene'pa wa.
Sranan Tongo: Mi no sabi ifna eng masra djaso want mi no si eng so
boeng.
English: Maybe it's her husband, I don't know because I don't see him so
well.
HeAl 0012 Amu awashi atytary k'ba, wijonatoko, kynatytano mo:ro mjainjary
konda.
Sranan Tongo: Wan karun e grow k'ba, na san den prani, ai grow k'ba ini
na gron foe den.
English: Some corn is sprouting already, what they've planted, it's already
growing in their field.
HeAl0013 Myry.
Sranan Tongo: Luku wan sani.
English: Look at that.
HeAl 0014 Mjainjary kynysa k'ba dja.
Sranan Tongo: Den gron e gwe k'ba dja.
English: Their field is already going away here (already growing).
HeAL 0015 Djupa ne anene'pa wa.
Sranan Tongo: Mi no si so boeng.
English: I don't see so well.
HeAL 0016 Kiere kano.
Sranan Tongo: Ai puru a kasaba.
English: He pulls cassava.
HeAl 0017 Kiere mukano mobko ma'mi, mobko i:jo.
Sranan Tongo: A jongoe man e puru a kasaba, a masra foe eng.
English: That young man pulls cassava, her husband.
317
HeAl 0018 Moro inipjakotory, moro initjotory, kano mohko ma'mi.
Sranan Tongo: A wan di ai kapu, a wan di a koti k'ba, na dati ajongoe
man e puru.
English: That slashed one, that cut one, that young man pulls it.
HeAl 0019 Mohko woryi kiere apo kotoja, mjukary'ja.
Sranan Tongo: A frow e kapu den tiki foe a kasaba, dan ai had den puru.
English: That woman cuts cassava sticks, then she pulls them.
HeAl 0020 Tumung ne tango.
Sranan Tongo: Den njan foe eng bigi.
English: The roots are really big.
HeAl 0021 Kynitjaton de.
Sranan Tongo: Den puru den nomo.
English: They just keep pulling them.
HeAl 0022 Sumbara ke mohko woryi kynitjotopo:sa, moro kiere koto:ja,
kurukuru taka.
Sranan Tongo: Nanga owroe a uma ai kotkoti den, ai koti a kasaba, go ini
akurukuru.
English: That woman chops them with a machete, she cuts the cassava,
into the kurukuru.
HeAl 0023 Moro kurukuru maro moro kroi wagi taka mohko i:jo kynanoja.
Sranan Tongo: Nanga a kurukuru a masra foe eng e opo eng poti eng go
ini a kroi wagi.
English: Her husband puts them into that wheelbarrow with that kurukuru.
HeAl 0024 Eropo kynopitjano.
Sranan Tongo: Djaso ai pid eng.
English: Here she peels it.
HeAl 0025 Torawone jumy wjopitjary.
Sranan Tongo: Ai piri esesi.
English: She peels very quickly!
318
HeAl 0026 Eropo kynitjumi:sha, kiere kumi:sha kumykang daka.
Sranan Tongo: Djaso ai wasi eng, ai wasi a kasaba go ini a kasaba boto.
English: Here she washes it, she washes the cassava into the cassava boat.
HeAl 0027 Kynokyja, eropo kynokyjang go'u, eh mohko i:jo kynitjumi:sha i'wja.
Sranan Tongo: Ai griti, djaso ai griti now, eh, a masra foe eng e wasi eng
gl eng.
English: She grates, here she grates now, eh, her husband washes it for
her.
HeAl 0028 Tuwoky'ma k'ba mang, kynarymoja.
Sranan Tongo: A kaba griti, a 0 pers eng now.
English: She's finished grating, she'll squeeze it now.
HeAl 0029 Da matapi tjaka kyny:jang.
Sranan Tongo: Dan ai poti eng go ini a matapi.
English: Here she puts it in the matapi.
HeAl 0030 Amu ijang napa itjaka moro matapi tjaka.
Sranan Tongo: Ai poti wan baka go ini a matapi.
English: She puts another one in the matapi.
HeAl 0031 Kynitjano k'ba takyse k'ba mango
Sranan Tongo: A puru eng k'ba, a tranga kaba.
English: She pulls it already, it's hard already.
HeAl 0032 Myry! We'we moja mo:se.
Sranan Tongo: Luku wan sani! A wan disi e broko faja udu.
English: Look at that! This one breaks firewood.
HeAl 0033 Wywy ke, we'we moja.
Sranan Tongo: Nanga aksi, ai broko faja udu.
English: With an ax, she breaks firewood.
HeAl 0034 Jarinjaturu ja'ty.
Sranan Tonga: Udu foe eng baka pan.
English: Wood for her baking pan.
HeAl 0035 Kyna'mokano moro oty taka, ako taka.
Sranan Tango: Ai masmas eng pispisi poti eng go ini a sani, ini a mata.
English: She mashes it up to put it in the thing, in the mortar.
HeAl 0036 Moro kiere pung a'mokano djombo kynapoija nu'nano.
Sranan Tonga: Ai masi a tranga kasaba, dan ai stampu eng, dan ai seif
eng.
English: She mashes the cassava, then she pounds it, then she sieves it.
HeAl 0037 Arinjatu tjarinjaturu kumi:shang go'u.
Sranan Tonga: A baka pan, ai wasi a baka pan foe eng now.
English: The baking pan, she washes her baking pan now
HeAl 0038 Che!
Sranan Tonga: "
English: "
HeAl 0039 Wa'to kyryja.
Sranan Tonga: Ai meki faja.
English: She makes a fire.
HeAl 0040 Moro pjo'mangatopo ke kynitjupija.
Sranan Tonga: Ai nati eng nanga a sani foe leti eng.
English: She wets it with the thing for lighting it.
HeAl 0041 Tjarinjaturu jatoja.
Sranan Tonga: Ai poti faja gi a pan foe eng.
English: She gives her pan firewood.
HeAl 0042 Tytowe jaka k'ba i'wja mango
Sranan Tonga: A panja den faja k'ba.
English: She is spreading out the fire already.
319
320
HeAl 0043 Da kyneneja.
Sranan Tongo: Dan ai luku eng.
English: Then she looks at it.
HeAl 0044 Da tjorotyry ene:ja moro apiripjo ke ari'njatu kuponaka kyny:ja.
Sranan Tongo: Dan a poti a kasaba sakasaka tapu a pan foe luku if ai
bromo
English: Then she puts some cassava flour on top of the pan to look and
see if it bums.
HeAl 0045 Oty kynoruja tjijarinjaturu roja wahto.
Sranan Tongo: Ai blow eng, ai blow a faja foe a pan.
English: She fans it, she fans the pan's fire.
HeAl 0046 Tjamutato'me.
Sranan Tongo: Foe a kan leti.
English: So that it can take (flare up).
HeAl 0047 Tjananatato'me tja'mutai ko'u moro ijarinjaturu.
Sranan Tongo: Foe a kan kon kisi a suifer faja, dan a pan foe eng kon kisi
fajanow.
English: So that it can take well, now her pan has taken flame.
HeAl 0048 Kynapitjano ko'u moro tykerepu.
Sranan Tongo: Ai bradi eng now, a seifkasaba.
English: She spreads it now, the cassava flour.
HeAl 0049 Myry! Apitjano ko'u moro nju'napo.
Sranan Tongo: Luku wan sani, ai bradi eng now, a sani di a seif.
English: Looi at that! She spreads it out now, the sifted one.
HeAl 0050 Kynipjepamano.
Sranan Tongo: A harhar a kasaba.
English: She drags the cassava.
HeAl 0051
HeAl 0052
HeAl 0053
HeAl 0054
HeAl 0055
HeAl 0056
HeAl 0057
HeAl 0058
321
Pjekuramaro, kynipjekuramano nono me.
Sranan Tongo: Foe seti a fesi mooie, ai seti a fesi foe eng mooie nownow.
English: To make it pretty, she pretties its face now.
Wori'wjori ke.
Sranan Tongo: Nanga waiwai.
English: With a fan.
Kynipjekuramano ne.
Sranan Tongo: Ai mooie a fesi foe eng.
English: She pretties its face.
Da kynipjesasamata moro, wjopotyry, pjesasamako, konawapo:sa.
Sranan Tongo: Dan ai seif moro na eng tapu foe a kan kon mooie, ai luku,
ai seif na eng tapu, ai lafu.
English: Then she sifts more onto it so it can look good, she looks, she
sifts onto it, she laughs.
Tyjarinjaturu enepo:sa tywatory.
Sranan Tongo: Ai luku eng baka pan, eng faja.
English: She looks at her pan, its fire.
Kyipjesasamano kyngano Kari'nja kynipjesasamano, moro pije:ry.
Sranan Tongo: Ai seif moro na eng tapu, so Kari 'nja e taki, ai seif moro na
eng tapu, a fesi foe eng.
English: She sifts more on top of it, so Kari'nja say, she sifts more on top,
its face.
Noky, kynurindjano ko'u, kynakykano.
Sranan Tongo: Suma, ai drai eng now, ai pers eng.
English: Who, she flips it now, she presses it.
Kynishekano marija ke.
Sranan Tongo: Ai priti eng nanga nefi.
English: She splits it with a knife.
322
HeAl 0059 Am tyka k'ba, ja, kynaroja kurando naka.
Sranan Tongo: A puru wan k'ba, ja, ai tjari eng go na dorosei.
English: She pulls one already, yes, she carries it to outside.
HeAl 0060 Kurando weju taka kyny:ja zinky kuponaka.
Sranan Tongo: Dorosei, ai poti eng na ini a son, ai poti eng tapu a zink.
English: Outside, she puts it in the sun, onto the zink roofing.
HeAl 0061 Onjewara nare Kari'nja moro zinky ejatoja matji auran.
Sranan Tongo: Mi no sabi fa Kari'~a e kari a zinc plad, mi kari eng ini
blaka man tongo.
English: I don't know what Kari'nja call zink roofing, I said it in Sranan
Tongo.
HeAl 0062 Da suroten syjatoja.
Sranan Tongo: Mi kari eng nomo.
English: I just say it.
HeAl 0063 Ero amu kurijara mohko pitjani mje tyjumy maro.
Sranan Tongo: Disi na wan boto, a pikin boi de nanga eng pa.
English: This is a boat, a small boy is with his father.
HeAl 0064 I'tja maswary ne otyry po:ko.
Sranan Tongo: Insei ai sani eng net.
English: Inside he's busy with his net.
HeAl 0065 Tymaswary emano ko'u.
Sranan Tongo: Ai trowe eng net now.
English: He throws his net now.
323
Herman Marry
HeMa 0001 A'ba, mose we'we akotoja wywy ke ne we'we akotoja.
Sranan Tongo: la, disi wan e fala udu, nanga aksi ai fala udu.
English: Yeah, this one fells a tree, with an ax he fells a tree.
HeMa 0002 We'we tymainjary akotoja.
Sranan Tongo: Udu, na eng gran ai fala.
English: In his field he fells a tree.
HeMa 0003 Da eropo moro we'we kynomanong.
Sranan Tongo: Dan djaso a bon e fadon.
English: The here the tree falls.
HeMa 0004 Monjakotopo nomano.
Sranan Tongo: A wan di a fala fadon.
English: The one he fells falls down.
HeMa 0005 E'wa, e'wa kynysa pjoritja ko'u kynysa.
Sranan Tongo: Djaso ai go, ai g'we go kapkapu den taki.
English: Here he goes, he goes away to go remove the branches.
HeMa 0006 Moro tynakotopo poritja.
Sranan Tongo: Foe kapu den taki foe a wan di a fala.
English: To remove the branches ofthe one he felled.
HeMa 0007 Eropo da mene:ja moro weri pjapoko, ko'u koroka k'ba iwja na.
Sranan Tongo: Djaso je si ai trowe a wiri k'ba, a bram eng k'ba.
English: Then here you see he picks up the leaves, now he has burned it
already.
IIeMa 0008 \Vei'i pjasang go'u.
Sranan Tongo: A trowe wiri now.
English: He throws away the leaves now.
324
HeMa 0009 Moro pa kyrimjapo moro oty weri tjapo poijang go'u mohko pjyty.
Sranan Tongo: A wan pe a krim k'ba, dan drape a frow foe eng ai prani
now.
English: The one where he cleaned already, then there his wife is planting
now.
HeMa 0010 Da moropo moro kiere apo i'ja, moro oty.
Sranan Tongo: Dan drape ai hori na kasaba tiki, a sani dati.
English: Then there he is holding the cassava sticks, that thing.
HeMa 0011 Nipjomypo taka.
Sranan Tongo: Go ini a sani di a prani.
English: Into the one he has planted.
HeMa 0012 Eropo awashija typoije mang arepa.
Sranan Tongo: Djaso a prani karun, kasaba.
English: Here he is planting com, cassava.
HeMa 0013 Djukme 'ne koro naty'taije.
Sranan Tongo: Ai gro so boeng.
English: It grows so very nicely.
HeMa 0014 Ero moro itjoryko.
Sranan Tongo: Disi na di den g'we.
English: Here is where they go away (Lit. 'their leaving').
HeMa 0015 Moropo kiere apo kotoija.
Sranan Tongo: Drape ai koti a kasaba tiki.
English: There he cuts the cassava sticks.
HeMa 0016 Mi srefi mi ai e,
Sranan Tongo: "
English: (in Sranan Tongo) Myself, my eyes, ll..tTI•••
HeMa 0017 Mar mi si pikinso.
Sranan Tongo: "
English: (in Sranan Tongo) but I see a little bit.
HeMa 0018 Alkantara, Henriette: Aijauran.
Sranan Tongo: Joe tal.
English: Your language.
HeMa 0019 Marry, Herman: M'm so, eropo kynimjukano.
Sranan Tongo: M'm, so, djaso ai hari eng puru.
English: M'hm, so, here he pulls them.
HeMa 0020 Tumung 'ne jumy ko'we moro arepa na.
Sranan Tongo: A kasaba tjari furu njanjan.
English: The cassava is really mounded.
HeMa 0021 M'hm, kynimjukano noro.
Sranan Tongo: M'hm, ai hari eng puru ete.
English: M'hm, he just pulls and pulls them still.
HeMa 0022 Mohko i:jo kynepano:sa arepa mukary po:ko.
Sranan Tongo: Eng masra e jepi eng foe puru den kasaba lutu.
English: Her husband helps her with pulling the cassava roots.
HeMa 0023 Da mohko moro kurukuru taka kyny:ja, nitjotopo:sa.
Sranan Tongo: Dan eng e poti eng go ini a kurukuru, ai kotkoti eng.
English: Then he puts them into the basket, she cuts them up.
HeMa 0024 Moro kurukuru taka y:to'me.
Sranan Tongo: Foe poti eng go ini a kurukuru.
English: In order to put them into the basket.
HeMa 0025 Da kyny:ja mo' kroi wagi tjaka.
Sranan Tongo: Dan ai poti eng go ini na kroi wagi.
English: Then he puts them into the wheel barrow.
325
HeMa 0026 Da moropo kynipitjano.
Sranan Tonga: Dan drape ai piri eng.
English: Then there she peels it.
HeMa 0027 Ha, moro now.
Sranan Tonga: Ha, dati now.
English: Ha, that now.
HeMa 0028 A'ha da eropo kynipitjano moro a kiere pitjano.
Sranan Tonga: la, dan djaso ai piri eng, ai piri a kasaba.
English: Yeah, then here she peels it, she peels the cassava.
HeMa 0029 Eropo kynitjumi:sha mohko kumykang daka y:to'me.
Sranan Tonga: Djaso ai wasi eng foe poti eng go ini a kasaba boto.
English: Here she washes it to put it into the cassava trough.
HeMa 0030 Eropo kynikyjan po'no tjumitjy'mai 'ne.
Sranan Tonga: Djaso ai griti eng now, a kaba wasi eng.
English: Here she grates it now, she's finished washing it.
HeMa 0031 Da nitjyjang po'no.
Sranan Tonga: Dan ai griti eng now.
English: Then now she grates it.
HeMa 0032 Da mohko i:jo kynepano:sa tjumityry po:ko.
Sranan Tonga: Dan a masra foe eng e jepi eng foe wasi eng.
English: Then her husband helps her with washing it.
HeMa 0033 Eropo moro matapi tjaka, matapi tjaka po'no kyny:ja.
Sranan Tonga: Djaso go ini a matapi, ai poti eng go ini a matapi now.
English: Here into the matapi, now she puts it into the matapi.
HeMa 0034 Narymoja 'ne.
Sranan Tonga: Ai pers eng.
English: She really squeezes it.
326
327
HeMa 0035 Eropo kyna'moja amu pore pinjato'me i'ja.
Sranan Tongo: Djaso ai stampu eng foe a kan teki moro.
English: Here she mashes it in so that it can take some more.
HeMa 0036 Eropo matasapai tjupo po'no ma kynakykano.
Sranan Tongo: Djaso ai sidon tapu na matapi tiki, ai meki a tranga.
English: Here she sits on the matapi stick, she presses it.
HeMa 0037 Eropo takynoka k'ba i'ja mang matapi wyinjo kynishokano.
Sranan Tongo: Djaso a meki a tranga k'ba, ai puru eng libi na matapi.
English: Here she has made it hard, she takes it out of the matapi.
HeMa 0038 (Ero)po ja'ty y'mopo:sa po'no ni'mjopo:sa 'ne.
Sranan Tongo: Djaso ai broko faja udu now, ai brokobroko eng.
English: Here she busts firewood now, she busts it up.
HeMa 0039 Eropo nipjotukano moro oty ako taka apoto'me.
Sranan Tongo: Djaso ai pispisi eng go ini a mata foe stampu eng.
English: Here she breaks it up and puts it in the mortar in order to pound
it.
HeMa 0040 Eropo kynapoja.
Sranan Tongo: Djaso ai stampu eng.
English: Here she pounds it.
HeMa 0041 Eropo eropo oty moro paranakyry manarery taka kyny:ja.
Sranan Tongo: Djaso, djaso, sani, ai poti eng go ini eng bakra seif.
English: Here, here, urn, she puts it into the white person's sieve.
HeMa 0042 Jupy melle otyto'me i'ja nu'na'no 'ne.
Sranan Tongo: Foe sani eng boeng, ai seif eng.
English: In order to do it right, she really sieves it.
328
HeMa 0043 Eropo moro oty arinjatu kumi:sha jupa weitjo'me.
Sranan Tongo: Djaso sani, ai wasi na baka pan foe a kan de boeng .
English: Here, urn, she washes the baking pan so that it can be good.
HeMa 0044 Moro wijetymbo ka'no 'ne.
Sranan Tongo: Foe puru a frustu foe eng.
English: She takes the rust off of it.
HeMa 0045 Eropo moro wa'to pomangano moro arinjatu pi'njo naka.
Sranan Tongo: Djaso ai leti a faja go ondro a pan.
English: Here she lights the fire under the pan.
HeMa 0046 Moro wato, wa'to wotapoitjo'me ne kynipjomanganon moro arinjatu
pinjo.
Sranan Tongo: A faja, foe a faja kan teki, meki a leti eng ondro a pan.
English: The fire, so that it can take, she lights it under the pan.
HeMa 0047 Eropo jupa weidje ke moro arinjatu ashimje apoija moro oty ke.
Sranan Tongo: Djaso foe di a de boeng, dan ai luku a faja foe a pan nanga
a sani.
English: Here, because it's good, then she takes the fire under the pan with
the thing.
HeMa 0048 Moro kiere pu.
Sranan Tongo: A tranga kasaba
English: The pressed cassava.
HeMa 0049 Ashinja poto jupa weitjome.
Sranan Tongo: Te a faja, foe a kan de boeng.
English: When it's hot, so that it can be good.
HeMa 0050 Eropo kyna'memano moro woriwjori ke.
Sranan Tongo: Djaso ai figi eng pum nanga a waiwai.
English: Here she swipes it away with a fan.
329
HeMa 0051 Eropo kynuroja jupa weitjo'me.
Sranan Tonga: Djaso ai wai eng foe a kan de boeng.
English: Here she fans it so that it can be good.
HeMa 0052 Da moro arinjatu kuponaka kyny:jang moro kiere pu apitjano itjupo.
Sranan Tonga: Dan ai poti eng tapu a baka pan, ai bradi na seifkasaba
tapu eng.
English: Then she puts it onto the baking pan, she spreads out the sifted
cassava on it.
HeMa 0053 Kynekeija k'ba 'ne.
Sranan Tonga: Ai baka eng k'ba.
English: She bakes it already.
HeMa 0054 Eropo moro wjopapyry pona moro woriworyi tje kyno, kynotyjang.
Sranan Tonga: Djaso foe a no fadon, ai seti eng nanga a waiwai.
English: Here so it doesn't fall down, she sets it with a fan.
HeMa 0055 Eropo jupy mene moro pijeryjang.
Sranan Tonga: Djaso ai seti a kasaba boeng.
English: Here she sets it right.
HeMa 0056 Da mombo pahpota da kynimjerota.
Sranan Tonga: Dan baka dati, dan ai go peni eng.
English: Then after that, then she'll paint it.
HeMa 0057 M'hm mijerory waty mao
Sranan Tonga: M'hm, a ne go peni eng.
English: M'hm, she won't paint it.
HeMa 0058 Moro moro akoshimbjo kano moro arepa wyinjo.
Sranan Tonga: Ai puru pikinso libi a kasaba.
English: She takes a little bit from the cassava bread.
HeMa 0059 Da moro oty kynipjesasamano, po'no jupy me moro pijery weitjo'me.
Sranan Tonga: Dan ai seki pikinso na eng tapu foe seti eng boeng now.
English: Then she shakes a little on top so that it can be good.
330
HeMa 0060 Eropo kynurinjano.
Sranan Tongo: Djaso ai drai eng.
English: Here she flips it.
HeMa 0061 Eropo kynitjotojang go'u.
Sranan Tongo: Djaso ai koti eng now.
English: Here she cuts it now.
HeMa 0062 Da eropo weju taka po'no yje kynysa apokato'me.
Sranan Tongo: Dan djaso dan a g'we go poti eng ini a son foe a kan drei.
English: Then here she goes and puts it in the sun so that it can dry.
HeMa 0063 Moropo moro, moro kurijara taka ponong kynarukapo:sa.
Sranan Tongo: Drape, ai lai eng go now ini a boto.
English: There, he puts it all into the boat now.
HeMa 0064 Moro eke'ipjo eke'ipjo.
Sranan Tongo: A baka wan, a baka wan.
English: The baked one, baked one.
HeMa 0065 Painjare moro na.
Sranan Tongo: Kande na dati.
English: Maybe it's that.
HeMa 0066 U'wa, u'wa, moro net te'ne, moro serepi.
Sranan Tongo: No, no, dati na net, na fisi net.
English: No, no, that's a net, a fishing net.
HeMa 0067 Ekeipjo arukapo:sa no awu naka ekeipjo arukapo:sa k'ba.
Sranan Tongo: Ai lai na baka wan, no, mi denki taki na baka wan ai lai.
D~~l~nh' ll~ p"tn ;n t"he b<:>lr",rl nne nn T thnun-"ht l't "T<H' the "h<:llt-Pr1 ronp heL.l.1e,.l.l.:l • .l.l\.J u ....:>.l '-_LL u..1.'\..\.Ju- '-f_LL , .1..1.'-', ..I. " V 6.1..u, "."LA.lJ"..1. IUU.Llrrt.. "'.L.a._
put in already.
331
HeMa 0068 No, wi musu taki...
Sranan Tonga: "
English: (Sranan Tonga) No, we have to say...
HeMa 0069 Ja, eropo.
Sranan Tonga: la, djaso.
English: Yeah, here.
HeMa 0070 Da eropo moko tymuru emepano moro net oty moro serepi otyry
po:ko shijetimjary po:ko.
Sranan Tonga: Djaso ai leri a pikin boi foe eng foe sani a net, foe seti eng.
English: Then here he teaches his young son to set the net, to set it, he's
occupied with setting it.
HeMa 0071 Te! tukutypa wa, huh!
Sranan Tonga: Te! A no de foe sabi, mil
English: Ha! It's not for me to know, huh!
HeMa 0072 Wo'ta poitjopo.
Sranan Tonga: Foe kisi fisi.
English: To catch fish.
HeMa 0073 Ja wo'ta poitjopo.
Sranan Tonga: la, foe kisi fisi.
English: Yeah, to catch fish.
A1anjoekare, JeaneUe
leNj 0000 Mm Roberto we'we akotojang ero wywy maro.
Sranan Tonga: Roberto e koti wan bon nanga aksi.
English: Roberto fells a tree with an ax.
JeNj 0001 Anomai moro we'we.
Sranan Tonga: A fadon, na bon.
English: It falls, the tree.
JeNj 0002
JeNj 0003
JeNj 0004
JeNj 0005
JeNj 0006
JeNj 0007
JeNj 0008
JeNj 0009
332
Da morokon pjoriry ykotopo:sang mohko roberto moro we'we poriry
ykotopo: sang.
Sranan Tongo: Dan ai kotkoti den taki, roberto disi e kotkoti den taki foe a
bon.
English: Then he slashes those branches, Roberto here slashes the tree
branches.
Da eropo weri pjasang tymainjary tao
Sranan Tongo: Dan djaso ai trowe den wiri ini eng gron.
English: Then here he trows the leaves away in his field.
Tomaminje pore mose wokyry.
Sranan Tongo: A man disi de wan wroko man.
English: This man is a real hard worker.
Eropo Sieglien kynopoijang, arepa poijang eropo.
Sranan Tongo: Djaso sieglien e prani, ai prani kasaba djaso.
English: Here Sieglien plants, she plants cassava here.
Tomaminje pore mose woryi ri myry.
Sranan Tongo: A frow disi e wroko, jere.
English: This woman really works, you see.
Paripje pore moro samba akujang.
Sranan Tongo: Ai tjapu boeng tranga.
English: She hoes with real force.
Roberto mohko moro no'no etapujang, kiere apo etapujang.
Sranan Tongo: Roberto e tapoe na doti, e tapu na kasaba tiki.
English: Roberto covers the dirt, covers the cassava sticks.
Moropo eropo moro ko arepa potoro me k'ba mango
~"<lnarn Tnnon' n ..<lnp rI'<l"n rlpn lr<l"<lh<l P lrnn 1...'0' lr'h","-'~""'~~ ~ ~ 'tJ'~~6'tJ'• .LJ.L""'.t''''''' '-I.J"'U'tJ, '-1..'-".1..1. .L1o...L4.U",V"' '"" .l.""-'tJ'.L.A. V.l.-C.L .I.'tr... v'-&-.
English: There, here, the cassava is getting big already.
JeNj 0010
JeNj 0011
JeNj 0012
JeNj 0013
JeNj 0014
JeNj 0015
JeNj 0016
JeNj 0017
333
Moro awashi atytary sene:ja.
Sranan Tongo: Mi si fa a karun e gro.
English: I see the corn's growth.
Poto pore mainja, Sieglien mainjary.
Sranan Tongo: Wan boeng bigi gron, a gron foe sieglien.
English: A big field, Sieglien's field.
Eropo Roberto typyty maro kynysang mainja wa.
Sranan Tongo: Djaso roberto nanga eng frow ego na gron.
English: Here Roberto, with his wife, goes to the field.
Arepa yka kynysatong kiere, kiere, urn, yka kynysatong manja wa.
Sranan Tongo: Den go puru kasaba brede, den go puru kasaba, kasaba na
gron.
English: They go to pull cassava bread, cassava, urn, they go pull cassava
in the field.
Typyty epano:se.
Sranan Tongo: Ai go jepi eng frow.
English: He helps his wife.
Eropo mohko Roberto kiere kanong.
Sranan Tongo: Djaso roberto e puru kasaba.
English: Here Roberto pulls cassava.
Tumung 'ne erepary.
Sranan Tongo: A kasaba tjari njanjan.
English: The cassava is really mounded.
Moro oh, apotonong ikjejery.
Sranan Tongo: Den kasaba foe eng bigi.
English: Oh, his cassa"va are big.
JeNj 0018
JeNj 0019
JeNj 0020
JeNj 0021
JeNj 0022
JeNj 0023
JeNj 0024
JeNj 0025
JeNj 0026
334
Tomaminje topore mose wokyry ri typyry epano:sa jumy.
Sranan Tongo: A man disi na wan wroko man, ai jepi a frow foe eng.
English: This man is a real hard working man, he really helps his wife a
lot.
Moropo kroi wagi tarytojang moro kiere ke.
Sranan Tongo: Drape ai lai na kroi wagi nanga den kasaba.
English: There he fills the wheelbarrow with the cassava.
Eropo mohko pjyty Roberto pyty kiere pitjanong.
Sranan Tongo: Djaso a frow foe eng, roberto frow, e piri kasaba.
English: Here his wife, Roberto's wife, peels cassava.
Da eropo mohko Roberto pyty kiere kumi:shang.
Sranan Tongo: Dan djaso a frow foe roberto e wasi a kasaba.
English: Then here Roberto's wife washes cassava.
Da eropo kynoky:jang.
Sranan Tongo: Dan djaso ai griti eng.
English: Then here she grates it.
Da mohko i:jo kynepano:sang kiere kumitjyry po:ko.
Sranan Tongo: Dan a masra foe eng e jepi eng foe wasi kasaba.
English: Then her husband helps her with cassava washing.
Moro wara tywoju'pore jumy mang wokyry wa typyty epanopyry.
Sranan Tongo: Drape ai sori so boeng fa aijepi eng frow.
English: It's so attractive the way the man is helping his wife.
Eropo kynotarymojang moko woryi.
Sranan Tongo: Djaso a frow e pers eng.
English: Here that woman presses it.
Potopore mjatapiry.
Sranan Tongo: A matapi foe eng bigbigi.
English: Her matapi is really big.
JeNj 0027
JeNj 0028
JeNj 0029
JeNj 0030
JeNj 0031
JeNj 0032
JeNj 0033
JeNj 0034
335
Eropo matapi kupo kynatandymajang, matasapai kupo.
Sranan Tongo: Djaso ai sidon tapu na matapi, tapu na matapi tiki.
English: Here she sits on the matapi, on the matapi stick.
Eropo moro kiere pung kanong moro matapi wyinjo.
Sranan Tongo: Djaso ai puru na pers kasaba libi na matapi.
English: Here she pulls the squeezed cassava from the matapi.
Takyse k'ba moro kiere pung mango
Sranan Tongo: A kasaba kon tranga k'ba.
English: The cassava is hard already.
Eropo Cecilia we'we y'mojang.
Sranan Tongo: Djaso Cecilia e broko faja udu.
English: Here Cecilia breaks fIrewood.
Tapo'pore 'ne rio
Sranan Tongo: A abi krakti ini eng anu.
English: She has strength in her hands.
Tybang we'we y'mojango.
Sranan Tongo: Na sort udu ai broko?
English: What kind of wood is she breaking?
Eropo kiere pung otyjang.
Sranan Tongo: Djaso ai sani a matapi kasaba.
English: Here she does something to the hard cassava.
Apoto'me eropo kiere pung apoijang, ako tao
C'I_ro_!'""_ T..... ....... ....... -.::; ,... ~ n: __ 0: +olr; t"] QtQ 1"'\· lr'::JC.'':I'ha • .; t0H:UlaJ.l 1 ulll;;U' 10", Ilia"1 elig, al LviU nu illu u'p1 ~....u .." ..., ...., In~ na rna.a.
English: In order to pound it, she takes the hard cassava, into the mortar.
JeNj 0035
JeNj 0036
JeNj 0037
JeNj 0038
JeNj 0039
JeNj 0040
JeNj 0041
JeNj 0042
JeNj 0043
Eropo kiere pung u'nanong.
Sranan Tongo: Djaso ai seif a kasaba meel.
English: Here she sifts the cassava flour.
Eropo arinjatu kumi:shang.
Sranan Tongo: Djaso ai wasi na baka pan.
English: Here she washes the baking pan.
Eropo wa'to kyryjang arinjatu jatojang.
Sranan Tongo: Djaso ai meki faja, ai poti faja gi na pan.
English: Here she makes fire, she gives the pan fire.
Tyneporypo 'ne rapa arinjatu ja'tory i'ja.
Sranan Tongo: Na eng eigie fasi baka ai poti faja gi a pan.
English: In her own way she gives her pan fire.
Eropo kynose'keijang.
Sranan Tongo: Djaso ai baka eng.
English: Here she bakes it.
Eropo moro kiere pung apitjanong moro arinjatu kupo.
Sranan Tongo: Djaso e bradi na kasaba meel tapu na pan.
English: Here she spreads the cassava flour onto the cassava pan.
Da moro arepa pesasamanong.
Sranan Tongo: Dan ai trowe pikinso kasaba mee! tapu a wan san di de
tapu a pan.
English: Then she shakes on a little cassava flour.
Oty ko nang.
Sranan Tongo: San p'sa nanga eng.
English: What's happening with her?
Eropo moro arepa urindjanong.
Sranan Tongo: Djaso ai drai na kasaba.
English: Here she flips the cassava bread.
336
JeNj 0044
JeNj 0045
JeNj 0046
JeNj 0047
JeNj 0048
JeNj 0049
337
Da eropo kynitjotopo:sang moro arepa.
Sranan Tonga: Dan djaso ai kotkoti na kasaba.
English: Then here she cuts up the cassava bread.
Da moro weju taka kyny:jang moro arepa.
Sranan Tonga: Dan ai poti eng go ini a son, na kasaba brede.
English: Then she puts it in the sun, the cassava bread.
Apohta, apohtato'me moro arepa y:jang moro weju taka.
Sranan Tonga: Foe drei, foe drei eng, ai poti na kasaba go ini na son.
English: To dry, in order to dry it, she puts the cassava in the sun.
Eropo Roberto kyny:sang wo'to weto, ty'myru meko maro, kurijara
tao
Sranan Tonga: Djaso Roberto e go foe fisi, nanga a pikin boi foe eng, ini
boto.
English: Here Roberto goes to fish, with his little boy, in a boat.
Eropo moro oty y:ja tuna kaka.
Sranan Tonga: Djaso ai poti na sani go ini na watra.
English: Here he puts the thing in the water.
Tominje kupore mose wokyry rio
Sranan Tonga: A man disi na wan wroko man, jere.
English: This man is a real hard worker.
Kabalefodo, Joosje
JoKa 0001 Eropo mainja kotoja mohko myrekoko.
Sranan Tonga: Djaso a jongoe man e fala gran.
English: Here the young man fells a field.
JoKa 0002 Wewe akotoja mainja.
Sranan Tonga: A fala udu gran.
English: He fells a tree, field.
JoKa 0003
JoKa 0004
JoKa 0005
JoKa 0006
JoKa 0007
JoKa0008
JoKa0009
JoKaOOlO
JoKa 0011
Wjery nomai tjaba.
Sranan Tongo: A udu foe eng fadon k'ba.
English: His tree falls already.
Eropo kynitjotopo:sa.
Sranan Tongo: Djaso ai kotkoti eng.
English: Here he chops it up.
Kanare kotoja.
Sranan Tongo: Ai koti den top foe eng.
English: He cuts the treetops.
Eropo kyniwjeritjano pjondo'me.
Sranan Tongo: Djaso den krim eng foe kan prani.
English: Here he removes the leaves in order to plant it.
Pjyty kynopo:jang.
Sranan Tongo: Eng frow e prani.
English: His wife plants it.
Arepa e'moto'me kiere apo.
Sranan Tongo: Foe trusu a kasaba tiki.
English: In order to push the cassava sticks.
Wjeri pjasa.
Sranan Tongo: Ai trowe a wiri.
English: He throws away the leaves.
Kiere apo e'mosa.
Sranan Tongo: Ai trusu na kasaba tiki.
English: He pushes the cassava sticks.
Moro arepa kynatytanong k'ba.
Sranan Tongo: A kasaba e grow k'ba.
English: The cassava grows already.
338
JoKa 0012
JoKa 0013
JoKa 0014
JoKa 0015
JoKa 0016
JoKa 0017
JoKa 0018
JoKa 0019
339
Eropo kiere apo kotoja arepa kato'me.
Sranan Tongo: Djaso ai kapu den kasaba tiki foe puru a kasaba.
English: Here he cuts the cassava sticks in order to remove the cassava.
Mohko i:jo kynitjano k'ba.
Sranan Tongo: A masra foe eng e hari eng puru k'ba.
English: Her husband there pulls it already.
Kynitjai tjaba nukurungai.
Sranan Tongo: A puru eng k'ba, a hari eng puru.
English: He pulls it already, he pulls it.
Potonong bore mjunu erepary munu.
Sranan Tongo: Den njanjan foe eng bigi so te, kasaba njanjan.
English: It's fruit is huge, the cassava's fruit.
Kurukuru taka kyny:po:sa, da narukato kroiwagi taka.
Sranan Tongo: Ai poti den go ini a kurukuru, dan den lai eng go ini a kroi
wagl.
English: He puts them in the basket, then he puts it in the wheel barrow.
Kynopitjano k'ba.
Sranan Tongo: Ai piri eng k'ba.
English: She peels it already.
Tjyto'me.
Sranan Tongo: Foe griti eng.
English: In order to grate it.
Mijarijary typo'tyry, kyngano.
Sranan Tongo: A nefi foe eng e brinki, ai taki.
English: Her knife shines, she says.
340
JoKa 0020 Kynitjumi:shang k'ba kumykang daka tjy'to'me.
Sranan Tongo: Ai wasi eng k'ba poti go ini a kasaba boto foe griti eng.
English: She washes it already, into the cassava trough, in order to grate it.
JoKa 0021 Kynokyjang k'ba.
Sranan Tongo: Ai griti k'ba.
English: She grates already.
JoKa 0022 I:jo kynitjumi:shang i'ja.
Sranan Tongo: Eng masra e wasi eng gi eng.
English: Her husband washes it for her.
JoKa 0023 Kynarymoja matapi tjaka.
Sranan Tongo: Ai poti eng go ini a matapi.
English: She puts it into the matapi.
JoKa 0024 Kynotarymoja.
Sranan Tongo: Ai pers.
English: She squeezes.
JoKa 0025 Tjupoitjo'me.
Sranan Tongo: Foe sidon na eng tapu.
English: In order to sit on it.
JoKa 0026 Kynotarymoja kaba matasapai kupo mango
Sranan Tongo: Ai pers k'ba, a de tapu na matapi tiki.
English: She squeezes already, she is on the matapi stick.
JoKa 0027 Nakypyi tjaba, kynitjanong nitjai nitja'mai tjaba.
Sranan Tongo: A kon tranga k'ba, ai puru eng, a puru eng, a puru eng k'ba.
English: It's hard already, she removes it, pulls it out, pulls it out already.
JoKa 0028 Jahty poro mopo:sa wewe e'keitjopo.
Sranan Tongo: A faja udu foe eng ai brokobroko foe baka eng.
English: She breaks up her fIrewood to bake.
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Sikera kiere pu a'mu tukanong mata taka, ako taka apoto'me.
Sranan Tongo: Ai masmas a tranga kasaba go ini na mata, ini na mata foe
stampueng.
English: She mashes the hard cassava into the mortar, in the mortar in
order to pound it.
Kynu'nanong k'ba.
Sranan Tongo: Ai seif eng k'ba.
English: She sifts it already.
I'je konopopo:satong.
Sranan Tongo: Dis sei, den lukuluku.
English: This side, they watch and watch.
Arinjatu kumi:shang kaba.
Sranan Tongo: Ai wasi na baka pan k'ba.
English: She washes the cassava pan already.
Ijatoto'me.
Sranan Tongo: Foe poti faja gi eng.
English: In order to give it fire.
Arinjatu ja'tojatong.
Sranan Tongo: Den poti faja udu gi na pan.
English: They give the pan firewood.
Ja'toi tjaba.
Sranan Tongo: Ameki faja k'ba
English: She made the fire already.
Kyny:ja wewe poro e'mopo:sa ijaty wjotapoitjo'me.
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English: She puts it, she pushes the firewood now so that it can take.
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Apiripjo pa:sa tjuponaka i'tjorotyry eneto'me kynamejato.
Sranan Tonga: Ai trowe na kasaba sakasaka go na eng tapu foe luku if a
bram, dan den figi eng.
English: She throws some cassava flour on it in order to look and see if it
burns, then they swipe it away.
Arinjatu roja wjotapoi tjo'me.
Sranan Tonga: Ai blow na pan foe a kan teki.
English: She fans the pan so that it can take.
Eropo arinjatu kuponaka kyny:jato api'tjato'me.
Sranan Tonga: Djaso den poti eng tapu na pan foe bradi eng.
English: Here they put it on the pan in order to spread it out.
Kynipjepjokuramato jupy me.
Sranan Tonga: Den meki a fesi foe eng boeng.
English: They make its face nice.
Atypepitja eng.
Sranan Tonga: A krabu a fesi foe eng.
English: She scrapes its face.
Woriwjorikong te djombo napoija.
Sranan Tonga: A wai foe den ai hori eng.
English: Their fan holds her.
Kynishasa'na kynishasamato pjery pjery sasamato kiere pung ge.
Sranan Tonga: Den seti eng mooie, den seti eng boeng nanga a seif
kasaba.
English: They set it nicely, set it nicely with sifted cassava.
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Tjo'poro 'ne tjato moro arinjatu iwja mango
Sranan Tongo: A poti tumsi fum faja gi na baka pan.
English: She gives too much fire to the baking pan
Pjoriry korokanong.
Sranan Tongo: Ai brom eng bomfutu.
English: She bums her shins.
Norindjai.
Sranan Tongo: A drai eng.
English: She flips it.
Kynitjakato kaba.
Sranan Tongo: Den krabu eng k'ba.
English: They scrape it already.
Nitjato pijaka kyny:sa kurando naka.
Sranan Tongo: Den puru eng, dan ai tjari eng go na dorosei.
English: They pull it, then they carry it to outside.
Zinky kuponaka kynunemato.
Sranan Tongo: Den opo eng poti na loktoe tapu na zink.
English: They put it up on the zink roofing.
Mohko serepi y'je kynysa.
Sranan Tongo: A wan dati ego poti srepi.
English: That one goes to put nets.
Imjy.
Sranan Tongo: Go tai eng.
English: Ties it.
Kynimjyjang k'ba.
Sranan Tongo: Ai tai eng k'ba.
English: He ties it already.
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Serepi my:jang.
Sranan Tongo: Ai tai na serepi.
English: He ties the nets.
Maka sriba apoitjo'me.
Sranan Tongo: Foe kisi maka sriba.
English: In order to catch maka sriba.
Maka sriba 'maka, 'maka tatong poro.
Sranan Tongo: Do klari ala den maka sriba now
English: Finish the maka sriba, they'll finish them now.
344
Juliette Alkantara
JuAIOOOI So eropo amu, ah ma'mi sene:ja we'we pahkotory i'ja tymainjary me
painjare.
Sranan Tongo: Djaso mi si wanjongoe wan ai kapu wan bon, kande foe
eng gron.
English: So here, urn, I see a young man's tree cutting, maybe for his field.
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Eropo, oty, wywy akujang.
Sranan Tongo: Djaso, urn, ai gebruik wan aksi.
English: Here, urn, he uses an ax.
Eropo mo:ro we'we kynomanong oty, kynakota.., kynakotojang.
Sranan Tongo: Djaso a bon e fadon, urn, a fala eng.
English: Here a tree falls, urn, he fells it.
Moro ko pjoripjo pahkotopo:sang ero wara manja akotojatong eropo
Konomerume po.
Sranan Tongo: Dan ai kapkapu den taki, na so den meki gron djaso na
Konomerume.
English: He slashes the branches there, here in Konomeru....1Ue, the)' cut
fields this way.
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Moro manja, ah, korokai da kyniwijeritjanong oty pjo, pjomypohto
iwjao
Sranan Tongo: A bron a gron, dan a krim eng foe a kan prani eng.
English: He burned the field, then he removes the leaves so he can plant it.
ero wara eropo a'na nemaijao
Sranan Tongo: A so we libi djaso.
English: This is how we live here.
Eropo mohko ipjyty mainja po:jang, moro itjorotypo pojatong arepa
keo
Sranan Tongo: Djaso a frow foe eng ai prani gron, pe a bron, den prani
eng nanga kasaba.
English: Here his wife plants the field, they plant the burned place with
cassava.
Mohko i:jo kynepano:sang morokong, oty, kiere apo y:to'meo
Sranan Tongo: A masra foe eng e jepi eng foe poti den kasaba tiki.
English: Her husband helps her with them, urn, in order to put the cassava
sticks.
Moro imjainjary auty nga'na pohta mango
Sranan Tongo: A gron foe eng de leti baka eng oso.
English: Her field is right behind her house.
Eropo moro pjomypo mene:jatong djukme 'ne oty moroko arepao
Sranan Tongo: Djaso je si fa den prani eng, en den kasaba e kon so moi.
English: Here you all see their planting it, and the cassava are coming up
so nicely.
Onjewara mykaine, ai go djukmene moro pjomypo mango
Sranan Tongo: Mi no sabi faje taki, fa den prani eng a de so mooie.
English: How do you say it, how they go, they are planting it so nicely.
Eropo kynusatong tymjainjarykon wa arepao
Sranan Tongo: Djaso den go na gron foe kasaba.
English: Here they go to their field for cassava bread.
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Arepa, ah, moro, koreparykong.
Sranan Tongo: Kasaba, dati na wi njanjang.
English: Cassava, urn, that's our food.
Arepa katong moro kiere apo y'tokopo:satong.
Sranan Tongo: Den puru a kasaba, dan den kotkoti a kasaba tiki.
English: They pull cassava, they cut up the cassava sticks.
Eropo mohko i:jo kynepano:sang moro kiere kary po:ko, tumung 'ne
rapa erepary mango
Sranan Tongo: Djaso a masara foe eng e jepi eng foe pum a kasaba, dan a
kasaba abi fum njanjan, toe.
English: Here her husband helps her with cassava pulling, the cassava are
really mounded, too.
Djukme 'ne moro, oty, mainja tatyta mango
Sranan Tongo: A gron, a gro so mooie.
English: It's so nice, the field is growing so nicely.
Pjyty kynepano:sang moro oty kiere apo kotory po:ko, tumung 'ne
tampokorymbo mjainjary mango
Sranan Tongo: Dan a frow e jepi eng foe kotkoti den kasaba, a gron abi
somem nJanJan.
English: His wife helps him with cassava stick-cutting, their field is so
very mounded (has a lot of food).
Eropo oty moro kiere katong moro tywagiry ta kurukuru ta
kynarojatong moro tywagirykong taka.
Sranan Tongo: Djaso den lai a kasaba go ini eng wagi den ~ari eng ini
kurukuru poti go ini den wagi.
English: Here they put the cassava in his wheelbarrow, then they carry it
in the basket and put it in their wheelbarrow.
Tumung 'ne tampokorymbo mjainjarykon mango
Sranan Tongo: A gron foe den ~ari fum njanjan.
English: Their field is so very full (rich, filled with food).
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Ne'ko eropo morokong ah, kiere pitjapo:sang arepa me.
Sranan Tongo: Luku, djaso ai piri den kasaba foe meki kasaba brede.
English: Look, here she peels those cassava roots to make cassava bread.
Djukmene rapa ipitjary, i'ja ero wara na eropo a'na erepary.
Sranan Tongo: Dan ai piri eng so mooie, dan so djaso wi njan de.
English: Her peeling is so nice, this is how our food is here.
Pitjatong.
Sranan Tongo: Ai piri den.
English: She peels them.
Eropo moro kiere kumi:shanong juk'me 'ne.
Sranan Tongo: Djaso ai wasi den kasaba so mooie.
English: Here he washes the cassava roots so nicely.
Ero wara a'na eropo kynimjaminjanong.
Sranan Tongo: Djaso na so wi e wroko.
English: This is how we work here.
Arepa kyry jako djukmene oty, kynitjumi:shang.
Sranan Tongo: Te den meki kasaba, dan ai wasi eng so krin.
English: They wash it so clean for kassava-making.
Moro kiere eropo kynokyjang.
Sranan Tongo: Djaso ai griti den kasaba.
English: Here she grates the cassava.
Shjemariry rapa merone tijeke tampokorymbo.
Sranan Tongo: A gritgriti foe eng baka, a srapu turnsi.
English: Her grater, it's very sharp.
I:jo kynepano:sang moro kiere kumitjyry po:ko.
Sranan Tongo: Eng masra e jepi eng foe wasi den kasaba.
English: Her husband helps her with the cassava washing.
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Eropo moro oty matapi taka ero wara a'na eropo kyneijang.
Sranan Tongo: Djaso ai poti a sani ini a matapi, na so we doe djaso.
English: Here she puts it in the matapi, this is the way we do it here.
Moro arepa matapi taka kyny:jatong, da itjuponaka
kynotandymotang eromete ja'nato'me.
Sranan Tongo: Dan a kasaba, den poti go ini a matapi , dan a 0 sidon na
eng tapu foe a kan kon tranga.
English: Then the cassava, they put them in the matapi, then she sits down
on it in order to make it hard now.
Omyija pore woryi mose mang tjubrymbo kapy.
Sranan Tongo: Na wanjongoe uma de djaso, a no wan granma.
English: This is a young woman here, not an old grandma.
Eropo mose oty, a'na eropo mojang omyijakon de...
Sranan Tongo: Djaso den sani, wi foe djaso, denjongoe uma.
English: Here the thing, we here, the young women...
Emepa:tong akinju'ma mango
Sranan Tongo: Leri den den no musu lesi.
English: Teach them not to be lazy.
Eropo moro matapi kupo kynotandymojang.
Sranan Tongo: Djaso ai sidon tapu na matapi.
English: Here she sits down on the matapi.
Moro aitjuru, a'na eropo, ero Konomerume po, oty a'na tumary me
mango
Sranan Tongo: Dan a watra foe eng, djaso gi wi, na Konomerume, a de wi
pepre watra.
English: Then its water, here for us, here in Konomerume, it is our pepper
water.
Moro aitjuru moro ta alna woto y:jang tonomy.
Sranan Tongo: Dan ini a pepre watra dati, wi poti fisi, meti.
English: Then in that pepper water we put fish, meat.
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Po'maitjuru me eropo mose tjubrymbo oty wewe y'mopo:sang.
Sranan Tongo: Foe meki pepre watra, djaso a granma disi e broko faja
udu.
English: To make pepper water, here this grandmother breaks up
firewood.
Merone iwjiry rapa.
Sranan Tongo: Dan a aksi foe eng baka de wan fasi.
English: Her ax is a certain way (Lit. 'like thaf).
I:jo ane:panopyhpa mango
Sranan Tongo: Eng masra ne jepi eng.
English: Her husband is not helping her.
Asekero tjybrymbo oty tywery angiriritjojang.
Sranan Tongo: Dan eng srefi, a granrna disi, e brokobroko eng eigie faja
udu.
English: Then this grandma, by herself, breaks up her firewood (Lit.
'bulldozes it').
Eropo oty kynose'keijang.
Sranan Tongo: Djaso ai baka eng.
English: Here she bakes it.
Eromete mose tjybrymbo moro akotanong.
Sranan Tongo: Danjus'now, a granrna disi e teki a mata tiki.
English: Then just now, this grandma takes the mortar stick.
Apoijang moro kiere pu kynu'nanong.
Sranan Tongo: Dan te ai teki a tranga kasaba, dan ai seif eng.
English: Then she takes the hard cassava, then she sifts it.
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Erome no ponong tampoko nde oty de no otykong, ukuty'pa noro ero
am paranakyry seifry.
Sranan Tongo: Den granpa foe unu, kande den no sabi, disi na wan bakra
seif.
English: These days our grandfathers, maybe they don't know, this is a
white person's sieve.
So ero arinjatu kumi:shang.
Sranan Tongo: So, ai wasi na balm pan disi.
English: So, she washes this baking pan.
Fosi tywosekeidjy oty, kynu, arinjatumbo, oty kumi:shang.
Sranan Tongo: Fosi a begin baka, urn, dan ai wasi na owroe baka pan.
English: Before she begins again, urn, then she washes the old cassava
pan.
Dan, fa je taki tywijake 'ne alta.
Sranan Tongo: Dan, fa je taki te a doti tumsi.
English: The, how do you say if it's very dirty.
Eropo wa'to kyryjang arinjatu pinjo.
Sranan Tongo: Djaso ai meki faja ondro na pan.
English: Here she makes fire under the pan.
Ero wara alna kynose'keipjo:sang ero Konomerume po arinjatu
tampokorymbo kupo.
Sranan Tongo: Na so wan fasi djaso na Konomerume wi e baka kasaba
tapu wan balm pan.
English: In this way we here in Konomerume bake on top of a cassava
pan.
Eropo kyny:tang.
Sranan Tongo: Ai go poti eng djaso.
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Moro arinjatu ene:jang, morowara moro oty tjanana kyry weidjy
ashimbe a'ta.
Sranan Tongo: Ai luku na baka pan, so te a hete foe a faja, na so ai luku
eng.
English: She looks at the pan, that way she is checking ifthe fire is hot.
Da moro arepa pitjatang moro pan kupo, kuponaka.
Sranan Tongo: Dan ai go bradi na kasaba tapu na pan, na tapu.
English: Then she will spread the cassava on the pan, on top.
Ero wara a'na ero Konomerume po mang, ero ne a'na erepary.
Sranan Tongo: Na so djaso wi de na Konomerume, disi na wi njanjan.
English: We are this way here at Konomerume, this is our food.
Paranakyry kyngano a'na oty erepary ero mango
Sranan Tongo: Den bakra e taki na disi na wi njanjan.
English: White people say this is our food.
Berede waty ero a'na beredery.
Sranan Tongo: Brede no de, disi na wi brede.
English: There is no bread, this is our bread.
Ashimbje moro arinjatu mango
Sranan Tongo: A baka pan faja.
English: The pan is hot!
Da moro arepa pitjatang moro arinjatu kuponaka.
Sranan Tongo: Dan ai go bradi na kasaba tapu na baka pan.
English: Then she will spread the cassava out on top of the pan.
Joe mu' jep' mi now, jep' mi.
Sranan Tongo: "
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ero wara mohko tjybry tyrepary elkeijang.
Sranan Tongo: Na so wan fasi na granma e baka eng kasaba.
English: That grandma bakes her cassava this way.
Ashimbje ne merone oty.
Sranan Tongo: A sani faja so teo
English: The thing is so hot!
Moro pan tykananake tampokorymbo mang, wa'to ashilmja waty
i'wja.
Sranan Tongo: A pan faja so te, a musu faja gi eng.
English: The pan is so hot, it must be so hot for her.
Myry.
Sranan Tongo: Luku wan sani.
English: Look at that.
Ashimbje tampokorymbo moro arinjatu mang, tykanana kene wa'to
upinjo.
Sranan Tongo: A baka pan faja, want a faja e gi flam na ondro sei.
English: The baking pan is very hot, the fire is flaming underneath.
Tysepore rapa oty sheifry.
Sranan Tongo: Dan a seiffoe eng de baka so fara.
English: Then her sieve is so far away again.
ero wara ero po Konomerume po alna kyneima:jang.
Sranan Tongo: A so wan fasi wi foe Konomerume e libi dja.
English: This is the way we live here in Konomerume.
ero wara pahporo alna tjybry nde omyijakong de.
Sranan Tongo: Djaso wi alamala, jongoe uma nanga granma.
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Kynosekeipjo:sang, eropo ero mango
Sranan Tongo: Ai baka kasaba, djaso a sani de.
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English: She bakes and bakes, here it is.
Da da, oto nykong tykanong moro kynawapo:sang mera ashimbje 'ne.
Sranan Tongo: Dan, dan, mi no sabi san ai taki, mar ai lafu so faja.
English: Then, then, I don't know what she's saying, but she is really
laughing.
Ashimbje 'ne rapa moro oty.
Sranan Tongo: A sani srefi a faja.
English: The thing itself is hot.
Pan i'wja mango
Sranan Tongo: Na pan gi eng.
English: The pan for her.
Arinjatu.
Sranan Tongo: Baka pan.
English: Baking pan.
Eromete oty moro arepa urindjatang.
Sranan Tongo: Dalak ai go drai na kasaba.
English: In a little while she will flip the cassava.
Moro a'a wa'to mero ne tykananake tampokorymbo.
Sranan Tongo: A faja a gi so wan bigi flam.
English: The fire is giving such a big flame.
Idjombo ro erombo pahpota moro arepa y:sa osekanong, no?
Sranan Tongo: Dan baka dati, dan ai kotkoti na kasaba, no?
English: Then after that she'll cut the cassava, right?
ero lvara a'na k'jneijang arepa kjTljljako.
Sranan Tongo: So wi e do te we meki kasaba.
English: This is how we are when we make cassava.
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Myry, kurando naka kyny:jang weju taka ahpota me.
Sranan Tongo: Dan ai poti eng go dorosei ini na son foe a kan drei.
English: Look at that, she puts it outside in the sun so that it can get dry.
So mose wokyry ro'mu kyny:sang wo'to weto.
Sranan Tongo: So a man disi e go foe fisi.
English: So, this man goes fishing.
Uh eromombo 'ne wokyryjang tykoweidjy waty noro mjaroinje mango
Sranan Tongo: Den man sIma foe now, uku no de moro nanga dan.
English: Dh, men nowadays, fishooks are not with them anymore.
Ero paranakyry netry.
Sranan Tongo: Disi na wan bakra net.
English: This is a white person's net.
Aropo:satong tu'na wo'to weto.
Sranan Tongo: Den tjari den sani dati na watra go kisi fisi.
English: They carry them to the water to go catch fish.
Ty'muru meko maro kynysang moro oty net.
Sranan Tongo: Ai go nanga a pikin boi foe eng foe go poti net.
English: He goes with his little son go put that net.
ero wara ero ponong oty a'na kyneimajang Konomerume po.
Sranan Tongo: So wan fasi wi djaso we libi na Konomerume.
English: This is the way we live here in Konomerume.
Maria Chobin
MaCh 0001 Wewe akotojang noky berto mainja kotojang painjare.
Sranan Tonga: Ai fala a bon, surna, kande berto e fala gron.
English: He fells a tree, urn, maybe Roberto cuts a field.
MaCh 0002 Myry nomai tjaba.
Sranan Tonga: Luku wan sani, a fadon k'ba.
English: Look at that, it falls already I
MaCh 0003 Kynipjoritjanong.
Sranan Tonga: Ai kapkapu den taki.
English: He removes the branches.
MaCh 0004 Tijeke jumy shumbarary myry.
Sranan Tonga: A owroe foe eng srapu so teo
English: His machete is so sharp.
MaCh 0005 Namoi:sha k'ba ko'wero mo' weri.
Sranan Tonga: Ai piki den wiri k'ba.
English: He picks up the leaves already.
MaCh 0006 Mainja po:jang.
Sranan Tonga: Ai prani gron.
English: He plants a field.
MaCh 0007 Myry kiere apo e'mokyry i'ja.
Sranan Tonga: Luku wan sani, ai trusu a kasaba tiki.
English: Look at that, he is pushing the cassava sticks.
MaCh 0008 Kyy, arepa punary.
Sranan Tonga: Tel A kasaba e grow.
English: Wow, the cassava's growing.
MaCh 0009 Koo, otjomene atytary.
Sranan Tongo: Tel So mooie ai gro.
English: Wow, it's growing so nicely.
355
MaCh 0010 Arepa katong.
Sranan Tongo: Den puru kasaba.
English: They pull cassava.
MaCh 0011 I'tjotopotyry i'ja.
Sranan Tongo: Ai kotkoti eng.
English: She chops it up.
MaCh 0012 Myry tjary k'ba i'ja.
Sranan Tongo: Luku wan sani, ai puru kaba.
English: Look at that, he's pulling it.
MaCh 0013 Kynitjotopo:satong moro kiere sumbara ke.
Sranan Tongo: Den kotkoti a kasaba nanga owroe.
English: They chop up the cassava with a machete.
MaCh 0014 Myry nitjamatong k'ba.
Sranan Tongo: Luku wan sani, den puru eng k'ba.
English: Look at that, they pull it already.
MaCh 0015 Kynipitjatong k'ba.
Sranan Tongo: Den piri eng k'ba.
English: They peel it already.
MaCh 0016 Da tyjeke moro mjarijary wjopitjatopo.
Sranan Tongo: Dan a nefi foe eng srapu, a wan di ai piri.
English: Then her knife is sharp, the peeled one.
MaCh 0017 Kynitjumi:shang k'ba.
Sranan Tongo: Ai wasi eng k'ba.
English: She washes it already.
356
MaCh 0018 Kumykang daka.
Sranan Tongo: Go ini a kasaba boto.
English: Into the cassava trough.
MaCh 0019 Myry kynitjyjang k'ba.
Sranan Tongo: Luku wan sani, ai griti eng k'ba.
English: Look at that, she grates it already.
MaCh 0020 Kynitjumi:shang.
Sranan Tongo: Ai wasi eng.
English: She washes it.
MaCh 0021 Nokymai tjaba kynarymojang k'ba.
Sranan Tongo: A k'ba griti, ai pers eng k'ba.
English: She's finished grating already, she squeezes it already.
MaCh 0022 Dty ko eropo.
Sranan Tongo: San na djaso.
English: What is here?
MaCh 0023 Kynarymojang k'ba.
Sranan Tongo: Ai pers eng k'ba.
English: She squeezes it already.
MaCh 0024 Da nitjai tjaba, neko.
Sranan Tongo: Dan a puru eng k'ba, luku.
English: Then she removed it already, look!
MaCh 0025 Nakypyi tjaba.
Sranan Tongo: A kon tranga k'ba.
English: It got hard already.
MaCh 0026 Ja'ty mopo:sa painjare wewe arinjatu ja'ty wjosekeitjopo.
Sranan Tongo: Kande ai broko faja udu, udu foe baka pan.
English: Maybe she breaks firewood, wood for the baking pan.
357
358
MaCh 0027 Tarure wjery.
Sranan Tongo: A udu foe eng drei.
English: Her wood is dry.
MaCh 0028 Kynapoja nu'naje k'ba painjare myry kana, kanapojang te'ne.
Sranan Tongo: A stampu eng, ai seif eng k'ba kande, luku wan sani, ai
stampu eng.
English: She pounds it, maybe she sifted it already, look at that, she
pounds it.
MaCh 0029 Da san kynu'nanong k'ba.
Sranan Tongo: Dan san, ai seif eng k'ba.
English: Then, what, she sifts it already.
MaCh 0030 Tarinjaturu kumi:shang tuwose'keitjo'me.
Sranan Tongo: Ai wasi eng baka pan foe baka.
English: She washes her baking pan for baking.
MaCh 0031 Nija'toja arinjatu ja'toja tuwose'ketjo'me.
Sranan Tongo: Ai poti udu, ai poti udu na baka pan foe a kan baka.
English: She puts firewood, she puts wood at the baking pan for baking.
MaCh 0032 Myry ija'tory i'ja.
Sranan Tongo: Luku wan sani, ai poti udu gi a faja.
English: Look at that, she's giving it firewood.
MaCh 0033 Kynose'keija poro mo' arinjatu a'memanong kaije djombo.
Sranan Tongo: Ai baka now, dan ai wai a baka pan, mi sa taki.
English: She bakes now, then she fans the baking pan, I say.
MaCh 0034 Capt: Eropo rapa.
Sranan Tongo: Djaso baka.
English: Here again.
359
MaCh 0035 Chobin, Maria: Moro arepa e'keija.
Sranan Tongo: Ai baka na kasaba.
English: She bakes the cassava.
MaCh 0036 Topo'ruka.
Sranan Tongo: A tranga wan.
English: The hard one.
MaCh 0037 Ono onjewara nare katake moro arepa oty urindjato'me.
Sranan Tongo: Mi no sabi fa mi musu taki, na sani foe drai a kasaba.
English: I don't know what I should say, the thing for flipping the cassava.
MaCh 0038 Kapa joe taki tranga?
Sranan Tongo: "
English: You spoke loudly?
MaCh 0039 Ashimbjei i'ja mango
Sranan Tongo: A faja gi eng.
English: It's hot for her.
MaCh 0040 Ne'ko kynebakmapo:sa kynimjeroja.
Sranan Tongo: Luku, ai bakbaka eng, ai peni eng.
English: Look, she bakes and bakes it, she paints it.
MaCh 0041 Kynipjosunja nare kynipjusosokanong ewa kaije.
Sranan Tongo: A wani seti eng boeng, mi no sabi fa ai seti eng boeng
now, so mi taki.
English: She wants to set it right, I don't know how she sets it right now, I
say.
MaCh 0042 Moro arepa urindjai tjaba.
Sranan Tongo: A drai na kasaba k'ba.
English: She's flipped the cassa"va alread:y.
360
MaCh 0043 Da, kynishakano k'ba.
Sranan Tonga: Dan ai priti eng k'ba.
English: Then she tears it already.
MaCh 0044 Da nitjai tjaba.
Sranan Tonga: Dan a puru eng kaba
English: Then she pulls it already.
MaCh 0045 Kynipjak'anong poro mojano zink kupo tyje i'ja nang.
Sranan Tonga: Ai poti den now na dorosei, ai poti den tapu na zink.
English: Then she takes them outside, she puts them on the zink roofing.
MaCh 0046 Serepi me kynysa kurijara tao
Sranan Tonga: Ai go poti srepi ini boto.
English: He goes and puts the nets in the boat.
MaCh 0047 Ty'muru me maro i'tjory.
Sranan Tonga: Nanga a pikin boi foe eng ai go.
English: He's going with his little boy.
MaCh 0048 Kynimjyjang poro liba tao
Sranan Tonga: Now ai tai eng ini a liba.
English: He ties it in the river now.
Paulus Chobin
PaCh 0001 So ero wywy akuru poko jupa sene:ja potjome sene:ja.
Sranan Tonga: So, fa ai gebruik a aksi, mi si eng boeng, mi luku eng
boeng.
English: So, the way he uses the ax, I see it well, I see it really well.
PaCh 0002 Mainja kotojang painjare ro.
Sranan Tonga: Kande ai koti gron.
English: Maybe he's cutting a field.
361
PaCh 0003 Myry.
Sranan Tongo: Luku wan sani.
English: Look at that.
PaCh 0004 M'm moro kaije kurero.
Sranan Tongo: M'm na dati mi taki.
English: M'm, that's what I say.
PaCh 0005 Eh! Jupa jumy wopo:sa ero typoshinje wo'nytake.
Sranan Tongo: Eh! Mi luku tumsi boeng, dan mi 0 sribi switi.
English: Eh! I look really well, then I will sleep well (Lit. 'sleep sweetly').
PaCh 0006 Weri pjasa kaba painjare roo
Sranan Tongo: Kande ai trowe wiri k'ba.
English: Maybe he throws away the leaves already.
PaCh 0007 Myry pjyty wopy myry.
Sranan Tongo: Luku wan sani, en frow e prani, luku.
English: Look at that, his wife plants, look.
PaCh 0008 Arepa se tyweidje ke kynopoijang.
Sranan Tongo: Foe di ai wani kasaba meki a prani.
English: She plants becasue she is wanting cassava bread.
PaCh 0009 Opomypa aja'ta akumyry ajaijakanon.
Sranan Tongo: Ifjoe no prani dan hangri 0 kirijoe.
English: Ifyou don't plant, then hunger will kill you.
PaCh 0010 Sakurambo am saijata.
Sranan Tongo: Te joe wani pikin sakura.
English: When you want a little sakura.
362
PaCh 0011 A no auhty moro mango
Sranan Tongo: A no eng oso dati.
English: That is not his house.
PaCh 0012 Auhty.
Sranan Tongo: Eng oso.
English: His house.
PaCh 0013 Jupa jumy wopo:sa.
Sranan Tongo: Me luku heri boeng.
English: I see really well.
PaCh 0014 Eropo eh.
Sranan Tongo: Djaso, eh.
English: Here, eh.
PaCh 0015 Fa mi ne si boeng kaba.
Sranan Tongo: "
English: Since I don't see well already.
PaCh 0016 Tje kiere kanong kyny:ja kiere apo kotojang tuwopondo'me.
Sranan Tongo: Tje, ai puru kasaba, ai koti den kasaba tiki foe a kan prani.
English: So, he pulls cassava, he puts it, he cuts the cassava sticks for
planting.
PaCh 0017 Imjunu kanong.
Sranan Tongo: Ai puru den knol foe eng.
English: He removes its roots.
PaCh 0018 Kiere kande kasiri ka:sa.
Sranan Tongo: Den kiere kande meki kasiri.
English: The cassava maybe make kasiri.
PaCh 0019 Tumung 'ne jumy.
Sranan Tongo: Ai tjari fum njanjan.
English: It's really mounded with food.
363
PaCh 0020 Opoto pore mjunu ero wara jerepary munu we'ipjoto.
Sranan Tonga: Den njanjan foe eng bigi, if den kasaba foe mi ben kan kon
bigi so.
English: Its roots are big, would that my cassava could be that big.
PaCh 0021 Eropo kiere kanong sene:ja kroi wagi taka kyny:ja a kaba.
Sranan Tonga: Djaso ai pum den kasaba, me si, ai poti den go ini a kroi
wagik'ba.
English: Here he pulls cassava, I see it, he puts them in the wheelbarrow
already.
PaCh 0022 Eropo kynipitjanong tywokyto'me.
Sranan Tonga: Djaso ai piri eng foe a kan griti eng.
English: Here she peels it in order to grate it.
PaCh 0023 Eh!
Sranan Tonga: Eh!
English: Eh!
PaCh 0024 Mjarijary me typotyry.
Sranan Tonga: A nefi foe eng e brinki so.
English: Her knife really shines.
PaCh 0025 Eropo kiere kumitjyry sene:ja.
Sranan Tonga: Djaso mi si ai wasi na kasaba.
English: Here I see her cassava washing.
PaCh 0026 Wokyno kynokyjang kaba.
Sranan Tonga: Ai griti, ai griti eng k'ba.
English: She grates, she grates it already.
PaCh 0027 Kyy, mohko i'mje moro kiere kumi:shang i'ja.
Sranan Tonga: Kyy, a pikin foe eng e wasi a kasaba gi eng.
English: Wow, her child washes the cassava for her.
364
PaCh 0028 Oh! I:jo mohko nang.
Sranan Tongo: Oh! Dati na eng masra.
English: Oh! That's her husband.
PaCh 0029 Ai matapi kaba, matapi akyto'me, kashiripjo mo:kato'me.
Sranan Tongo: Ai matapi k'ba, foe tranga a matapi, foe bori na kasuripo.
English: She matapis already, in order to harden the matapi, in order to
boil the kasiripo.
PaCh 0030 Jarawa mo:kato'me.
Sranan Tongo: Foe bori a zeekoe.
English: In order to cook the manatee.
PaCh 0031 Onoto'me.
Sranan Tongo: Foe njam eng.
English: In order to eat it.
PaCh 0032 Kynipjoja kaba kynitjupoja kaba a'kyto'me.
Sranan Tongo: Ai stampu eng k'ba foe a kan tranga k'ba.
English: She pounds it already, so that it can be pressed already.
PaCh 0033 Djombo kynekeitja mohko wijamu mohko wijamu katyte moro
tamune nekeija.
Sranan Tongo: Dan ai go baka eng, dan a tra, oh a tra wan e baka eng weti.
English: Then she'll bake it, then the other one, the other one bakes it
white (meaning doesn't brown it).
PaCh 0034 Eropo wewe mojang tywosekeitjo'me myry.
Sranan Tongo: Djaso ai broko udu foe a kan baka.
English: Here she busts firewood in order to bake, look.
PaCh 0035 Dh! Mashipje membo.
Sranan Tongo: Uh! A langa so tel
English: Oh! She's so tall!
PaCh 0036 No! Noso bambusi.
Sranan Tongo: No! Ofbambusi.
English: No! Or bamboo!
PaCh 0037 Bambushimbjo sarakapo:sa.
Sranan Tongo: Ai pritpriti bambusi.
English: She splits up bamboo.
PaCh 0038 M'm mose a wan tra wan.
Sranan Tongo: M'm disi na wan tra wan.
English: Oh, this is a different one.
PaCh 0039 A wan disi e baka moro tamune tog.
Sranan Tongo: A wan disi e baka moro weti, tog.
English: This one bakes even more white, you know.
PaCh 0040 O'ty kynu'nanong e'keitjo'me.
Sranan Tongo: San, ai seif eng foe baka eng.
English: What, she sifts it so that she can bake it.
PaCh 0041 Eropo arinjatu kumi:shang, djombo moro pinjo wa'to ka:ta.
Sranan Tongo: Djaso ai wasi a pan, dan ai go meki faja na ondro.
English: Here she washes the pan, then she will make a fire under it.
PaCh 0042 Wa'to ka:sa moro oli ke.
Sranan Tongo: Ai meki faja nanga olio
English: She makes fire with oil.
PaCh 0043 Eromete kynipj'omanong, pokang!
Sranan Tongo: Dalak ai leti eng, pokang!
English: Pretty soon she lights it, pow!
PaCh 0044 Kynipjo'manon kaba.
Sranan Tongo: Ai leti eng k'ba.
English: She lights it already.
365
366
PaCh 0045 Kyne'keija kaba moro enepo:jang arepa e'keidjy, apiripjo pasang
tjnponaka.
Sranan Tongo: Ai baka eng k'ba, na dati ai sori, foe baka kasaba, ai trowe
den kasaba sakasaka go na eng tapu.
English: She bakes it already, that's what shows, cassava baking, she
throws some flour on top of it.
PaCh 0046 (empty)
PaCh 0047 Tje! Ai g'we baka.
Sranan Tongo: 11
English: Oh! She goes away again.
PaCh 0048 Moro arepa eke'i.
Sranan Tongo: Ai baka a kasaba.
English: She bakes the cassava.
PaCh 0049 Djombo kynipjakanon wejn taka apo'tato'me.
Sranan Tongo: Dan ai tjari eng go na dorosei ini a son foe a kan drei.
English: Then she carries it out into the son so it can dry.
PaCh 0050 Mohko takono wa amn enato'me.
Sranan Tongo: Foe a tra wan foe a kan njan pikinso toe.
English: For the other one, so the other one can eat a little, too.
PaCh 0051 Serepimbjo amnje kynysa.
Sranan Tongo: Ai go poti wan net.
English: He goes to put a net.
PaCh 0052 Moro arepa etapyry me serepimbjo amn.
Sranan Tongo: foe stim mofo foe a kasaba, ai poti a srepi.
English: For a side dish for the cassava, he puts the net.
PaCh 0053 Moro serepi myjang tuna ka wotombo ama poitjo'me.
Sranan Tongo: Ai poti na srepi foe a kan kisi wan fisi.
English: He puts the net in the water in order to catch a fish.
PaCh 0054 Noso jarawa.
Sranan Tongo: Ofzee koe.
English: Or a manatee.
PaCh 0055 M'hm.
Sranan Tongo: M'hrn.
English: M'hrn.
Ursula Marry
UrMa 0001 Eropo wewe akotojan tymanjary akotojan.
Sranan Tongo: Djaso ai fala udu, ai fala eng gron.
English: Here he fells a tree, he fells his field.
UrMa 0002 Da moro njakotory nomai.
Sranan Tongo: Dan a wan di ai fala fadon.
English: Then the felled one falls.
UrMa 0003 Eropo kynipjoritjanong.
Sranan Tongo: Djaso ai koti den taki.
English: Here he removes the branches.
UrMa 0004 Kyipja, oty, kynipjakotopo:sang.
Sranan Tongo: Urn, ai kapkapu den.
English: Urn, he chops them up.
UrMa 0005 Tykorose k'ba mang, kyniwjeritjanong.
Sranan Tongo: Abron k'ba, ai krim den wiri.
English: It's bllilit already, he rcmo\rcs the leaves.
367
368
UrMa 0006 Eropo pjyty nono anu:jang.
Sranan Tongo: Djaso a frow foe eng e digi a doti.
English: Here his wife digs the dirt.
UrMa 0007 Mohko i:jo kynitjary'tojang, anumyry poworo.
Sranan Tongo: A masra foe eng e lai eng, mar a frow e tan digi go doro.
English: Her husband fills it, but she keeps on digging.
UrMa 0008 Da kyninjopondojang mohko i:jo.
Sranan Tongo: Dan a masra foe eng e domru eng.
English: Then her husband covers it.
UrMa 0009 Eropo moro wjonatokong tatyta k'ba mango
Sranan Tongo: Djaso den sani di den prani grow k'ba.
English: Here the planted things are grown already.
UrMa 0010 Eropo kynysatong mainja wa.
Sranan Tongo: Djaso den go na gron.
English: Here they go to the field.
UrMa 0011 Eropo, oty, kyni.
Sranan Tongo: Djaso, urn, urn...
English: Here, urn, urn...
UrMa 0012 Eropo kynitjeretatong kiere katong eropo.
Sranan Tongo: Djaso den puru kasaba, dan den puru kasaba djaso.
English: Here they pull cassava, they pull cassava here.
UrMa 0013 Eropo mohko i:jo kiere mukanong i'ja.
Sranan Tongo: Djaso a masra foe eng e hari den kasaba puru gi eng.
English: Here her husband pulls cassava for her.
369
UrMa 0014 Eropo kyni, kynimjukanong i'ja potonombore erepary munu.
Sranan Tongo: Djaso ai hari den puru gi eng, dan den njanjan foe a kasaba
bigi.
English: Here he pulls the roots for her, they have really big roots, a lot of
food.
UrMa 0015 Koro mohko woryi sumbara ke kynitjotopo:sang kurukuru taka
yto'me.
Sranan Tongo: Beginbegin a frow e kotkoti den nanga owroe foe poti den
go ini a kurukuru.
English: In the beginning, this woman chops them up with a machete in
order to put them in the basket.
UrMa 0016 Eropo mohko i:jo kroi wagi tjaka kynotjororokanong kurukuru maro
ro kyny:jang i'tjaka.
Sranan Tongo: Djaso a masra foe eng ai trowe den go ini a kroi wagi, ai
poti den nanga ala kurukuru go insei.
English: Here her husband pours them out into the wheelbarrow, he puts
them in it with the whole basket.
UrMa 0017 Eropo kynupitjanong k'ba.
Sranan Tongo: Djaso ai krabu k'ba.
English: Here she peels already.
UrMa 0018 Eropo kiere kumi:shang kymakang daka kynyija.
Sranan Tongo: Djaso ai wasi na kasaba, ai poti eng go ini a kasaba boto.
English: Here she washes cassava, she puts it in the cassava trough.
UrMa 0019 Eropo kynoky:jang, da mohko wokyry mohko kiere kumi:shang i'ja.
Sranan Tongo: Djaso ai griti, dan a man e wasi a kasaba gi eng.
English: Here she grates, then the man washes the cassava for her.
UrMa 0020 Tyky'ma k'ba i'ja mango
English: She's finished grating already.
UrMa 0021 Da eropo kynarymojang matapi taka kyny:jang.
Sranan Tongo: Dan djaso ai pers eng, ai poti eng go ini a matapi.
English: Then here she presses it, she puts it in the matapi.
UrMa 0022 Eropo kyny:jang boro moro matapi taka kyna'nokanong.
Sranan Tongo: Djaso ai poti eng go ini a matapi, ai furu eng.
English: Here she puts it into the matapi, she fills it.
UrMa 0023 Nepung tasapai tupo mango
Sranan Tongo: A de tapu na matapi tiki.
English: She's on the matapi stick.
UrMa 0024 Kynakynokanong eropo.
Sranan Tongo: Ai meki a tranga djaso.
English: She makes it hard here.
UrMa 0025 Taky'nong ka k'ba i'ja mango
Sranan Tongo: Dan a meki a tranga k'ba.
English: Then she makes it hard already.
UrMa 0026 Kynapitjanong k'ba matapi wyinjo.
Sranan Tongo: Ai bradi eng k'ba libi na matapi.
English: She spreads it from the matapi already.
UrMa 0027 Mo:se wewe mopo:sang.
Sranan Tongo: A wan disi e broko faja udu.
English: This one breaks firewood.
UrMa 0028 Eropo moro kiere pu a'mu kanong.
Sranan Tongo: Djaso ai masi na pers kasaba.
English: Here she mashes the grated cassava.
UrMa 0029 A'ko taka eropo kynapojang ko'u.
Sranan Tongo: lni a mata ai stampu eng now.
English: In the mortar she pounds it now.
370
371
UrMa 0030 Eropo kynu'nano.
Sranan Tongo: Djaso ai seif eng.
English: Here she sifts it.
UrMa 0031 Eropo tjarinjaturu kumi:shang.
Sranan Tongo: Djaso ai wasi a baka pan foe eng.
English: Here she washes her cassava pan.
UrMa 0032 Eropo moro jarinjaturu ja'tojang, wa'to po'manganon pinjo.
Sranan Tongo: Djaso ai poti faja gi na baka pan, ai leti faja na eng ondro.
English: Here she makes fire for her pan, she lights the fire under it.
UrMa 0033 Eropo moro tjarinjaturu tawopaka mang k'ba i'ja mango
Sranan Tongo: Djaso a panja na baka pan foe eng k'ba.
English: Here she is spreading her baking pan to the edge already.
UrMa 0034 Da tjorotyry enejang go'u.
Sranan Tongo: Dan djaso ai luku if ai bron.
English: Then she looks at its burning now.
UrMa 0035 Eropo kana'memanong.
Sranan Tongo: Djaso ai wai eng figi.
English: Here she swipes it away.
UrMa 0036 Moro wa'to urojang tjamuta'to me.
Sranan Tongo: Ai blow a faja foe a kan teki flam.
English: She fans the fire so it can take.
UrMa 0037 Eropo moro kiere pung u'napo y:jang moro arinjatu tupo.
Sranan Tongo: Djaso ai poti a kasaba di seiftapu na pan.
English: Here she puts the sifted cassava on the pan.
UrMa 0038 Da kynapitjanong ko'u.
Sranan Tongo: Dan ai bradi eng now.
English: Then she spreads it out now.
UrMa 0039 Kynipjekuramanon.
Sranan Tongo: Ai poti a fesi foe eng mooie.
English: She pretties its face.
UrMa 0040 Woriwjori ke kynipjekura'manon djukme wjetjo'me.
Sranan Tongo: Nanga a waiwai ai seti eng mooi foe a kan de boeng.
English: She pretties it with a fan so tht it can be good.
UrMa 0041 Da kynipjesasamanong.
Sranan Tongo: Dan ai seifmoro na eng tapu.
English: Then she sifts a little more onto it.
UrMa 0042 Eropo kynurindjano.
Sranan Tongo: Djaso ai drai eng.
English: Here she flips it.
UrMa 0043 Kynakykapo:sa woriwjori ke.
Sranan Tongo: Ai pers eng nanga a waiwai.
English: She presses it with a fan.
UrMa 0044 So sne) kynishekapo:sa k'ba.
Sranan Tongo: So snel ai pritprit eng k'ba.
English: So quickly she splits it already.
372
UrMa 0045 Eropo amu ty'kaijama kurando naka kynarojang weju taka.
Sranan Tongo: Djaso a puru wan dan ai tjari eng go na doro sei ini son.
English: Here she pulls one already then she carries it to outside in the
sun.
UrMa 0046 Eropo mohko ty'muru meko maro kurijara ta na.
Sranan Tongo: Djaso a de nanga a pikin boi foe eng ini a boto.
English: Here he is with his young boy in the boat.
373
UrMa 0047 Tywotory apoitjopo serekamanong painjare.
Sranan Tongo: Ai sreka a sani foe eng di a musu kisi fisi.
English: He arranges his fish-catching thing, maybe.
Wilfred Mande
WiMa 000 I Manja akotyry seneja.
Sranan Tongo: Me si taki ai fala gron.
English: I see he cuts a field.
WiMa 0002 Eropo noky nare mose rapa na Roberto Joghie ety me na.
Sranan Tongo: Djaso mi no sabi s'ma, Roberto Joghie na eng nen.
English: Here I don't know who, Roberto Joghie is his name.
WiMa 0003 We'we akotoja tymanjary tao
Sranan Tongo: Ai koti a bon ini a gron foe eng.
English: He cuts the tree in his field.
WiMa 0004 Ero wara Kari'nja manja, manja poko mango
Sranan Tongo: So den Kari'nja e do na gron wroko.
English: This is the way Kari 'nja are working in the field.
WiMa 0005 Da mo' we'we kynomanong seneija.
Sranan Tongo: Dan mi si dati a bon e fadon.
English: Then I see that tree falls down.
WiMa 0006 Djukme 'ne miainjary, kynipjakotopo:sang moro ko iwjepjoritjasang
pahko topo sang ajutato me.
Sranan Tongo: A gron moi, so ai kapu-kapu ala den taki foe den kan drei.
English: His field is lovely, he chops it up, he removes all the branches.
374
WiMa 0007 Ero wara kykaro Kari'nja me mainja kyshitjasatong ero
Konomerume po.
Sranan Tongo: A so wan fasi wi leki Kari'nja e meki gron djaso na
Konomerume.
English: This is the way we Kari 'nja make fields here in Konomerume.
WiMa 0008 Mose poitjo typyke mang ty'mene mango
Sranan Tongo: Ajongoe boi disi abi vrouw, a abi pikin.
English: This young man has a wife, he has children (Lit. 'is wifed' 'is
childed').
WiMa 0009 Idjeke mainja ka:sa.
Sranan Tongo: Foe dati ede meki ai meki gron.
English: For that reason he makes a field.
WiMa 0010 Eropo seneja rapa we:ri pjasang moro manja korotypo pahpota.
Sranan Tongo: Djaso mi si baka a trowe wiri baka di a gron bron.
English: Here I see again he throws the leaves away after burning the
field.
WiMa 0011 Dan moro we:ri mipjasa.
Sranan Tongo: Dan je trowe den wiri.
English: Then he throws the leaves away.
WiMa 0012 Da mipjoja eropo mose woryi mainja pojang.
Sranan Tongo: Dan je prani eng, djaso a vrouw e prani a gron.
English: Then you plant it, here the woman plants the field.
WiMa 0013 Arepa po:jang painjare.
Sranan Tongo: Kande ai prani kasaba.
English: Maybe she plants cassava.
375
WiMa 0014 Da moko i:jo kynepano:sang moro kiere apo y:jang moro atokapo
taka amitjapo taka te'ne.
Sranan Tongo: Dan a masra foe eng e jepi eng, ai poti a kasaba go ini a 010
den diki.
English: Then her husband helps her, he puts the cassava sticks into the
holes they dig.
WiMa 0015 Da kynetapujang.
Sranan Tongo: Dan ai tapoe eng.
English: Then he covers them.
WiMa 0016 Ero wara Kari'nja kynopojang tymainjary ta arepa pomyry jako.
Sranan Tongo: So Kari'nja e prani te ai prani kasaba ini eng gron.
English: This is the way a Kari'nja plants when he plants his field with
cassava.
WiMa 0017 Mene:ja tahty yngana roten moro tymainjary tykase mang takohto.
Sranan Tongo: Je si taki na baka eng oso dan a meki eng gron.
English: You see that it's behind his house then he makes his field.
WiMa 0018 Moro sekarisha o'wainje onjewara ne mainja poko kyweidjykong
ipjomy mapo pahpota.
Sranan Tongo: Me verteri unu fa we doe te a gron k'ba prani.
English: I tell you how we do it when the field is fmished planting.
WiMa 0019 Da mene:ja moro atytary ko'u ero arepa atytary sene:ja djupy me:ne.
Sranan Tongo: Danje si now dati a kasaba e gro, mi si dati ai gro so
mOGle.
English: Then you see now the growing, I see this cassava growing is so
lovely.
WiMa 0020 Moro pahporo ne pjomypo mene:ja mainja tao
Sranan Tongo: Je si ala sani prani na ini a gron.
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376
WiMa 0021 Eropo itjory ko sene:ja mainja wa.
Sranan Tongo: Djaso mi si dati den go na gron.
English: Here I see they go to the field.
WiMa 0022 Painjare nysatong asewenapo ta wijemy moro tjararary ta erapa.
Sranan Tongo: Kande den go na gron dan a kurukuru de ini den wagi.
English: Maybe they go one behind the other and the basket is in their
wheelbarrow, too.
WiMa 0023 Da eropo arepa kasang katong painjare arepa ykaty'to mandon.
Sranan Tongo: Dan djaso den meki kasaba, den puru kasaba, kande den go
puru kasaba.
English: Then here they make cassava, they pull it, maybe they are pulling
cassava.
WiMa 0024 Djukme 'ne rapa ero film ta sene:ja moro kiere apo pakotopo:sang
kana kana manon.
Sranan Tongo: Dan djaso me si ini a film, so mooie, fa den kapkapu a
kasaba tiki, den. vermorsh eng
English: Then here I see in the film, so lovely, how they cut up the cassava
sticks, they are wasting them.
WiMa 0025 Da moro kiere kanon mohko i:jo.
Sranan Tongo: Dan a masra foe eng e puru na kasaba.
English: Then her husband pulls the cassava.
WiMa 0026 Tumung 'ne surapa moro erepary.
Sranan Tongo: Da a kasaba foe eng tjari njanjan toe.
English: The cassava is really mounded, too.
WiMa 0027 Japokope jumy terapa ero wara enery.
Sranan Tongo: Ai gi mi prisiri foe si fa a de so.
English: It is very pleasing to me seeing how this is.
WiMa 0028 Ero ko oty ko enery jako y'wa jukmene sepoija.
Sranan Tongo: Te mi si den sani disi so wan fasi, dan mi fen eng so boeng.
English: When I'm seeing things this way, I find it so wonderful.
377
WiMa 0029 Idjeke ashito jato ke mang mainja poko waty erome nokong weidjy.
Sranan Tongo: Foe dati ede meki ai hati mi pikinso foe di den wan foe
now no wani doe gron wroko.
English: For that reason, it hurts me a little that the ones today are not
wanting to do ground work.
WiMa 0030 Mene:ja djombo.
Sranan Tongo: Dati je si toe.
English: You see that, too.
WiMa 0031 Tumung 'ne jumy moro erepary kary.
Sranan Tongo: A fasi fa ai puru a kasaba, a abi so furu njanjan.
English: They way he pulls cassava, it's really fat.
WiMa 0032 Torepane aja'ta epinjama'pa erapa mana.
Sranan Tongo: Te joe abi gron njanjan, danje ne pina toe.
English: If you have food, you're not deprived, too.
WiMa 0033 Kykaro eropo Konomerume ponokong kytopoisheng.
Sranan Tongo: Wi foe Konomerume, meki wi prani.
English: We here from Konomerume, let's plant.
WiMa 0034 Mainja pjongo mainja tjako epinjama'pa aweitjo'me.
Sranan Tongo: Prani gron, meki gron, foe joe no kan pina.
English: Plant a field, make a field, so that you aren't deprived.
WiMa 0035 Ajasakary anakimjapa paidjo aweitjo'me.
Sranan Tongo: Foe joe no kan trobi den tra wan.
English: So that you are not bothering your friends.
\'Ti~1a 0036 Aseke amainjary taka mysa, pahporo metjaije.
Sranan Tongo: Danje go inijoe eigie gron, danjoe puru ala sam.
English: Then you go in your own field, then you pull everything.
378
WiMa 0037 Sene:ja rapa eropo moro tytararary karytojaton.
Sranan Tongo: Mi si baka fa den lai den wagi.
English: I see again how they fill their wheelbarrow.
WiMa 0038 Da moro pahpota mokho pjyty kiere pitjanong.
Sranan Tongo: Dan baka dati, dan a vrouw foe eng e piri a kasaba.
English: Then after that, his wife peels the cassava.
WiMa 0039 Mene:ja ero wara woryi emaminjary ero Konomerume tao
Sranan Tongo: So wan fasije si fa den uma sma e wroko ini
Konomerume.
English: So you see how women work here in Konomerume.
WiMa 0040 Arepa kapyry jakong iwjainje wory:jang wa moro kiere pitjanong.
Sranan Tongo: Te den e meki kasaba, den uma sma, dan den piri a kasaba.
English: When they make cassava, the women, then they peel cassava.
WiMa 0041 Pitja'ma pahpota da kynitjyjang.
Sranan Tongo: Te a k'ba piri eng, dan ai griti eng.
English: When she fmishes peeling it, then she grates it.
WiMa 0042 Ero moro komerykong arepa kapyry jako kywainje.
Sranan Tongo: Disi na fasi fa wi de te wi meki kasaba.
English: This is our custom when we are making cassava.
WiMa 0043 Marija jupanokon moro mijarijary.
Sranan Tongo: A nefi, dan so wan boeng nefi baka a abi.
English: The knife, such a good knife she has.
WiMa 0044 Da mo' ke kynipitjanong moro pahpota.
Sranan Tongo: Dan nanga dati ai piri eng, baka dati.
English: Then with that she peels it, after that.
379
WiMa 0045 Mene:ja djombo da kynitjumi:shang mol kiere kumi:shang
juk'mene.
Sranan Tongo: Je si dati, dan ai wasi na kasaba, ai wasi a kasaba so boeng.
English: You see it, then she washes it, she washes the cassava so well.
WiMa 0046 Want, eh, tywerikike rapa moro kiere alta ja'wame mango
Sranan Tongo: Want efu a kasaba doti, dan a no boeng.
English: Becasue, urn, if the cassava is dirty then it is bad.
WiMa 0047 Idjeke'ne djupy MeIne mitjumisha.
Sranan Tongo: Foe dati ede meki je wasi eng so boeng.
English: For that reason you have to wash it so well.
WiMa 0048 Da eropo wjokyry mene:ja kynokyjang.
Sranan Tongo: Dan djaso je si fa ai griti, ai griti.
English: Then here you see her grating, she grates it.
WiMa 0049 Moro kiere kyna... kyjang moro kymykang da moro shemariry rapa
tjeky jumy sene:ja.
Sranan Tongo: So ai griti na kasaba ini na kasaba baki, dan a gritgriti foe
eng srapu so te, me si.
English: She, urn, grates the cassava into the cassava trough, then I see her
grater is so very sharp.
WiMa 0050 Da moko i:jo kynepano:sang moro kiere kumitjyry po:ko.
Sranan Tongo: Dan a masra foe eng e jepi eng foe wasi den kasaba.
English: Then her husband helps her with cassava washing.
WiMa 0051 Pahporo ne wokyry ja ero wara alta jupa jumy o'manong kynysang
mene:ja djombo.
Sranan Tongo: Ef ala den man s'ma bende so, dan alibi e go boeng, je si
dati.
English: If all the men here were like that, then life would go well, you see
tl" t
"..l. ".
380
WiMa 0052 Da matapi ta y'tojang motywoky mapo pahpota kynarymojang poro
mo' matapi ta.
Sranan Tongo: Dan ai poti eng go ini a matapi, ai pers eng na ini na
matapi.
English: Then she puts it all into the matapi, then she presses it in the
matapi.
WiMa 0053 Ja, omyjanokong erome nokong Konomerume po nokong amuko
nymbo ero wara tyweidjykong sepa mandon.
Sranan Tongo: la, denjongoe wan foe now, denjongoe umana
Konomerume, den no wani doe so mom.
English: Yeah, then young ones now, the young women from
Konomerume, they don't want to do that anymore.
WiMa 0054 Woktyry se'pa wa ngato mainja pomyry se'pa wa ngatong.
Sranan Tongo: Mi no wani griti, den taki, mi no wani prani gron, den taki.
English: I don't want to grate, they say, I don't want to plant a field, they
say.
WiMa 0055 Ma neko myse omyja mose mango
Sranan Tongo: Ma luku, a wan disi na wanjongoe uma.
English: But look, this one is a young woman.
WiMa 0056 Neko tykultururu anemapa mang kawo kynapoijang.
Sranan Tongo: Luku, a ne trowe eng kulturu, ai hori eng hei.
English: Look, she's not throwing away her culture, she holds it high.
WiMa 0057 E:wa kyteisheng kasakary ko.
Sranan Tongo: Meke wi de so, kondreman.
English: Let's do the same, my countrymen.
WiMa 0058 Ero jasakary ko kaije terapa Konomerume po nokong.
Sranan Tongo: Djaso me taigie unu, kondreman foe Konomerume.
English: Here I tell you again, my countrymen from Konomerume.
381
WiMa 0059 Eropo matasapai tu'po kynotandymojang.
Sranan Tongo: Djaso ai sidon tapo na matapi tiki.
English: Here she sits on the matapi stick.
WiMa 0060 Mene:ja moro kasiripjo wopyry moro matapi wyinjo.
Sranan Tongo: Je si fa a kasuripo komopo libi na matapi.
English: You see here the cassava water coming out of the matapi.
WiMa 0061 Kynakykojang moro matapi ta eropo takysy terapa moro kiere pu
ne'i.
Sranan Tongo: Ai tranga a kasaba djaso, dan djaso je si a kasaba kon
tranga k'ba.
English: She hardens the cassava here, the here the cassava becomes hard
already.
WiMa 0062 Da moro oty kumykang daka kyny:jang.
Sranan Tongo: Dan ai poti na sani go ini na kasaba boto.
English: Then she puts it into the cassava trough.
WiMa 0063 Mose amu woryi tomaminjene roten mose woryi mjang.
Sranan Tongo: A frow disi na wan frow di e wroko tranga.
English: This woman is a very hardworking woman.
WiMa 0064 We'we y'mojang aseke 'ne roten tyijo anene'pa paidjo terapa mango
Sranan Tongo: Ai broko faja udu eng srefi, a ne luku eng masra srefsrefi.
English: She breaks up the firewood all by herself, she doesn't look to her
own husband at all.
WiMa 0065 Tyijo animjo mokypa mang uwa paidjo.
Sranan Tongo: A ne wakti eng masra srefsrefi.
English: She doesn't wait for her own husband at all.
WiMa 0066 Neko moro wjyry tjo'po moro wjyry mange
Sranan Tongo: Luku a aksi foe eng, a aksi foe eng bigi moro eng srefi.
English: Look, her ax, her ax is bigger than she is.
382
WiMa 0067 Se'me we'we rakapo:sang itje mene:ja djombo.
Sranan Tongo: Tog danje si fa a pritpriti den faja udu, datje si.
English: Nonetheless, she splits the firewood, that you see.
WiMa 0068 Mose woryi Konomerume ponong.
Sranan Tongo: A frow disi na foe Konomerume.
English: This woman is from Konomerume.
WiMa 0069 Konomerume wa kynose omaije eropo kynemaija.
Sranan Tongo: Den ben kon foe libi na Konomerume, dan den libi djaso.
English: She came to live in Konomerume, she lives here.
WiMa 0070 Eropo moro arepa a'na onjewa'na erapa Kari'nja nykaije.
Sranan Tongo: Djaso we sani a kasaba, mi no sabi fa Kari'nja e taki.
English: Here we do the cassava, I don't know what Kari'nja call it.
WiMa 0071 Moro ako ta kyniwjojang 'ne roten fini mje weitjo'me.
Sranan Tongo: Dan ai masi eng ini a mata foe a kan kon fini.
English: She mashes it in the mortar so that it can become very fine.
WiMa 0072 Eropo kyno... kynunanong.
Sranan Tongo: Djaso ai seif eng.
English: Here she sifts it.
WiMa 0073 Mene:ja moro oty mjanarery.
Sranan Tongo: Je si a seiffoe eng.
English: You see her sieve.
WiMa 0074 Paranakyry manarery moro mango
Sranan Tongo: Dati na a bakra seif.
English: That is a white person's seive.
WiMa 0075 Kymanarery konymbo anene'pa norD terapa kyteijatong.
Sranan Tongo: Wi ne si wi eigie seifmoro.
English: We aren't seeing our own sieves anymore.
383
WiMa 0076 Ero Konomerume ta itjapyry anukutypa painjare kytatong.
Sranan Tongo: Djaso ini Konomerume, kande wi no sabi meki eng mom.
English: Here in Konomerume, maybe we don't know how to make it
anymore.
WiMa 0077 Eropo moro arinjatu kumi:shang.
Sranan Tongo: Djaso ai wasi na pan.
English: Here she washes the cassava pan.
WiMa 0078 Moro arinjatu djombo rapa mitjumi:sha.
Sranan Tongo: A baka pan, joe musu wasi eng fosi.
English: The baking pan, you have to wash it first.
WiMa 0079 Fosi moro arepa e'keidjy o'wa.
Sranan Tongo: Fosi joe begin baka na kasaba.
English: Before you start cassava washing.
WiMa 0080 Moro mene:ja onjewara yry mang i'wja, wa'to kasang moro arinjatu
pinjo.
Sranan Tongo: So je si san a musu doe, dan ameki na faja ondro na baka
pan.
English: So you see what she has to do, she makes a fire under the cassava
pan.
WiMa 0081 Mo' wa'to kapy poto da mo' arinjatu ashimbje kyne'ijang.
Sranan Tongo: Dan te je meki na faja, dan a baka pan e kon faja.
English: Then when you're making the fire, the baking pan becomes hot.
WiMa 0082 Da undymbo shimja rapa moro arepa anyry'pa mana.
Sranan Tongo: Dan joe ne poti na kasaba so mar.
English: Then you don't just put the cassava on it (without checking it).
384
WiMa 0083 Moro u'napo arepa e'keidje jako o'wa, uwa moro paranakyry ngano
moro tempuratuur rapa muku:sa.
Sranan Tongo: Danje poti a kasaba so wan fasi, den bakra e taki, je musu
sabi na tempuratuur (foe na baka pan) fosi.
English: Then you put the sifted cassava in such away, no, white people
say you need to know the temperature (of the pan) first.
WiMa 0084 Mohko, mohko woryi kynuku:sang, mohko terapa aseikyry
kynuku:sang.
Sranan Tongo: A uma s'ma sabi eng omdat eng srefi sabi fa a de.
English: This one, this woman knows it because she herself knows how it
IS.
WiMa 0085 Mo' emamindje weidje ke terapa mohko kynuku:sang.
Sranan Tongo: Foe di a de eng wroko meki eng sabi eng.
English: Because it's her work is how she knows it.
WiMa 0086 Mene:ja eropo mo' tempuratuur mariki mjano moro apiripjo
emanong itjuponaka.
Sranan Tongo: Djaso je si ai luku na termpuratuur, ai trowe na kasaba
sakasaka go tapu eng.
English: Here you see she looks at the temperature mark, she throws some
cassava flour on top of it.
WiMa 0087 Da moro ene:ja tjorotyry jako da ashimbje jumy kyne kynuku:sang.
Sranan Tongo: Dan ai luku dati, dan te ai bron, dan a sabi taki a faja tumsi.
English: Then she looks at that and when it bums then she knows it is too
hot.
WiMa 0088 Da djupa painjare ja mene:ja moro woriworyi ke ipjapyry i'wja.
Sranan Tongo: Dan kande je si eng boeng fa a trowe sakasaka nanga a
waiwai.
English: Then maybe you see O.K. how she is tossing it on top with a fan.
WiMa 0089 Da moro wa'to urojang djupa iweitjo'me.
Sranan Tongo: Dan ai blow a faja foe a kan de boeng.
English: Then she blows the fire so that it can be (take) O.K.
385
WiMa 0090 Da moro wa'to kynitja'mu'tanong.
Sranan Tongo: Dan a faja ai teki flam.
English: Then the fire flares.
WiMa 0091 Da moro u'napo aije nytong mene:jatong djombo.
Sranan Tongo: Dan ai gwe go teki a kasaba di a seif, dati wi si.
English: Then she goes and takes the sifted one, that you all see.
WiMa 0092 Da mojembo pore rapa kiere pu iwja tu'na.
Sranan Tongo: Dan a seif a kasaba so fara baka.
English: Then she sifted the cassava so far away again.
WiMa 0093 Da moro i.. ijarinjaturu mene:ja wjopyry kynitjororokanong
itjuponaka.
Sranan Tongo: Daje si na baka pan foe eng, danje si ai kon, ai trowe na
kasaba tapu na baka pan.
English: Then you see her baking pan, the her coming, she pours the
cassava on top of it.
WiMa 0094 Da kynapitjanong.
Sranan Tongo: Dan ai bradi eng.
English: Then she spreads it out.
WiMa 0095 Ero, ero wara koreparykong kyshitjasatong ky'karo Konomerume po
anukutypa ajata.
Sranan Tongo: Djaso na so wan fasi we meki na kasaba, na Konomerume,
ifjoe no sabi.
English: This, in this way we make our food here in Konomerume, if you
didn't know.
WiMa 0096 Da arepa ekeidjy ajukmiritjo matang ukutyry jako neko.
Sranan Tongo: Dan foe meki kasaba e go drai joe ede te joe sabi.
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know.
386
WiMa 0097 Mose woryi kynuku:sang jumy, idjeke ijane roten torepary
e'keipjo:sang jasakarykong.
Sranan Tongo: A frow disi sabi eng, foe dati ede meki ai baka eng kasaba
oten di a wani, mi kondreman.
English: This woman knows it really well, for that reason she makes
cassava any time she wants, my countrymen.
WiMa 0098 Konomerume ponongkong mene:jatong, onjewara komamyrykong
wytory.
Sranan Tongo: Suma foe Konomerume, we si fa a libi foe wi ego.
English: People from Konomerume, you all see our living goes.
WiMa 0099 Koroeparykong ka'pyry kywainje.
Sranan Tongo: A fasi fa we meki wi kasaba.
English: The way we make our cassava.
WiMa 0100 Mene:ja mose woryi komepatong ero film taka kytopo:satong
mene:ja.
Sranan Tongo: We si a frow disi e len unu foe poti unu go ini film, en dati
WI Sl.
English: You see this woman teaches us in this film, we look, you see it.
WiMa 0101 Amyijaro.
Sranan Tongo: Oeng.
English: You all.
WiMa 0102 Wory:jang.
Sranan Tongo: Uma s'ma.
English: Women.
WiMa 0103 Eropo emamindjong ero Konomerume po ero wara koma:jatong.
Sranan Tongo: Disi na wroko foe wi na Konomerume, na so we libi.
English: This is our work in Konomerume, we live this way.
WiMa 0104 Mene:ja djombo.
Sranan Tongo: Na so we si eng.
English: So you see it.
387
WiMa 0105 Ero wara arepa ekeidjy mango
Sranan Tongo: A so kasaba e baka.
English: In this way cassava is baked.
WiMa 0106 Mene:ja moro wa'to arinjatu pinjo moro, moro arepa etokanong.
Sranan Tongo: Je si a faja ondro a pan, na dati e losi na kasaba.
English: You see the fire under the pan, that roasts the cassava.
WiMa 0107 Mohko woryi erapa o'winje mene:ja eropo o'winje mango
Sranan Tongo: A frow srefi, je si djaso, je si eng wan djaso.
English: The woman herself, you see here, she one is here.
WiMa 0108 Epano:ng mohko i:jo epano:neng anene'pa wa ma o'winje moro
arepa kasang.
Sranan Tongo: Ajepi man, a masra foe eng, di musujepi eng, mi ne si,
eng wan de foe meki na kasaba.
English: The helper, her husband, who must help her, I don't see him, she
alone is there to make cassava.
WiMa 0109 Ero wara komaijatong jasakarykong, djupa o'potoko kykulturukong
ero mango
Sranan Tongo: So we libi, kondre man, oen luku boeng, disi na wi kulturu.
English: This is the way we live, friends, be careful, this is our culture.
WiMa 0110 Ero wara ne ero Konomerume po komaijatong.
Sranan Tongo: Na so we libi djaso na Konomerume.
English: This is how we live here in Konomerume.
WiMa 0111 Idjeke awopotyry jako e'na pokako komamyry ko ne ero mango
Sranan Tongo: Foe dati ede, ifje luku, jo mag verwonder na so we libi dja.
English: For that reason, if you look, you will be amazed at how we are
388
WiMa 0112 Typyitje kyte'i u'wa omepako te'ne eroko.
Sranan Tongo: Joe no musu shen, ne, joe musu leri den sani disi.
English: You must not be ashamed, no, you must learn these things.
WiMa 0113 O'tykong ka:wo kysapoisheng ka:wombo po:re kysapoisheng.
Sranan Tongo: Meki wi hori den sam na loktoe, meki wi hon eng boeng
hei.
English: Let's hold these things (in) high (regard), let's hold it good and
high.
WiMa 0114 Da menetake kotyrykong moro awoshing muku:take erapa.
Sranan Tongo: Danjo si den sani foe wi, dan joe si owktoe na warde foe
eng.
English: Then you will see these things of ours, then you will know its
value.
WiMa 0115 Kynawapo:sang mohko arepa ka'neng.
Sranan Tongo: A s'ma di e meki kasaba e laflafu.
English: The person who is making cassava is laughing and laughing.
WiMa 0116 A'na oty aonopo:sa nare anetapa djombo wa.
Sranan Tongo: Wi no sabi san e lafu bikasi mi ne jere.
English: We don't know what she's laughing at because I can't hear.
WiMa 0117 Ma ero wara kynysang jasakarykong Konomerume ponokong.
Sranan Tongo: Ma na so ai go, kondreman, foe Konomerume.
English: But so it goes, friends, countrymen from Konomerume.
WiMa 0118 Ero arepa kapyry process mene:ja ero film tupo.
Sranan Tongo: Je si na process foe meki kasaba tapu na film.
English: You see the cassava-making process on this film.
389
WiMa 0119 Da morowara ero anukuty'pa wa, onjewara nare Kari'nja nykaije ero
poko.
Sranan Tonga: Dan mi no sabi fa a de, mi no sabi fa Kari'nja e taki tapoe a
san disi.
English: Then I don't know how it is, I don't know how Kari'nja talk
about these things.
WiMa 0120 Ma nitjaitjoja painjare.
Sranan Tonga: Mar kande ai gi eng fatu.
English: But maybe it fattens him.
WiMa 0121 Da moro pahpota da kynurindjanong.
Sranan Tonga: Baka dati, dan ai drai eng.
English: After that, then she flips it.
WiMa 0122 Da mene:ja urindjapo pahpota.
Sranan Tonga: Danje si baka te a drai eng.
English: Then you see again when she flips it.
WiMa 0123 Da kynakykanong.
Sranan Tonga: Dan ai perspers eng.
English: Then she presses it.
WiMa 0124 Moro pahpota ashitjo kyninjojang.
Sranan Tonga: Da baka dati ai libi eng pikinso.
English: Then after that she leaves it a little.
WiMa 0125 Da kinirakapo:sang ko'u, moro mene:ja eropo moro wa'to mene:ja
moro kuru moro kyna, kynatokanong.
Sranan Tonga: Dan now ai pritprit eng, dan drape je si a faja, na faja dati e
meki a losi.
English: Then she splits it up now, there you see it, you see the fire is what
makes it roast.
WiMa 0126 Djombo moro pahpota weju taka kynarojang menejatong.
Sranan Tonga: Dan baka dati ai tjari eng go ini a son, na dati we si.
English: Then after that she puts it in the sun, you all see it.
390
WiMa 0127 Da moro sekymbo tuponaka kyny:jang moro weju ashinjy mo zinky
ashinjojang erapa da kynarukanong.
Sranan Tongo: Dan ai poti eng tapo na zink, dan a zink srefi e kon faja,
dan dati e drei eng.
English: Then she puts it on the zink roofing, then the sun heats the zink
itself, then that dries it.
WiMa 0128 Eropo rapa mene:ja woto weto, awotory jako.
Sranan Tongo: Djaso je si baka pe je go fisi.
English: Here again you see when you're fishing, your fish.
WiMa 0129 Mohko wokyry moro net yje kynysang.
Sranan Tongo: A man dati e go poti wan net.
English: That man goes to set a net.
WiMa 0130 Eropo mene:ja mohko ty'muru me'ko emepanong ty'muru me'ko
arojang tymaro.
Sranan Tongo: Djaso je si ai leri a boi foe eng, dan ai tjari a boi foe eng
nanga eng.
English: Here you see he teaches his little boy, then he takes his little boy
with him.
WiMa 0131 Mene:ja mohko i'mjuru me'ko kynopo:sang.
Sranan Tongo: Je si dati a pikin boi foe eng e luku.
English: You see that his small boy watches.
WiMa 0132 Da mohko ijumy moro net emanong.
Sranan Tongo: Dan a pa foe eng e trowe na net.
English: Then his father throws the net.
WiMa 0133 Wojumy wojumy po.
Sranan Tongo: Na wajamho, dja na wajambo~
English: It's the Wajambo, the Wajambo here.
391
WiMa 0134 Ero wara a'na kynemaijang.
Sranan Tongo: A so wi e libi.
English: This is the way we live.
WiMa 0135 Erome kowei anyry'pa noro mandong, net y:jatong de woto
apoitjo'me.
Sranan Tongo: Den ten disi, den ne poti uku moro, mar den poti net foe
kisi fisi.
English: These days, they don't use hooks anymore, but they set nets to
catch fish.
WiMa 0136 Moro kysenejatong.
Sranan Tongo: Dati we si.
English: That we see.
WiMa 0137 Ero tupo ero film ta jasakary ko opoko djupa 'ne, uku'to'me o'wa,
onjewara ne komamyrykong.
Sranan Tongo: Tapu disi, ini a film disi, kondre man, oen musu luku
boeng, foe joe kan sabi, a fasi fa wi libi srefi.
English: On this, in this film, countrymen, you must look very carefully in
order to know how we live.
WiMa 0138 Ero taro suterapa nijtotoja.
Sranan Tongo: Dan djaso a sa koti baka.
English: Then here it stops (cuts).
WiMa 0139 Amu jako suterapa.
Sranan Tongo: Wan tra leisi baka.
English: Some other time again.
C.l.2 Cassava Film Full Annotation
392
eropo oty
eropo oty
here Res
tymainjary
ty- mainja -ry
3R.Pssr- field -pssd
akotojang
akoto -ja -ng
cut.down -Pres -Dbt
Here he fells his own field.
Cassava Demo 2006 CeAr 0001
Cecilia Arupa
da kyno :manong
da ky- n- o:ma -non
then 3.Rm- 3Sa- fall -Prs.Tns.Dbt
Then it falls down.
Cassava Demo 2006 CeAr 0002
djombo oty
djombo oty
then Hes
moro wewe poriry pa'kotopo:sa
moro wewe pori -ry pa'koto -po (ty) -ja ***
3InMd tree branch -pssd slash -Iter -Pres ***
kynitjokotopo:sa
ky- n- koto -po(ty) -ja
3.Rm- 3AO- cut -Iter -Pres
Then, urn, he slashes the tree branches, he chops them up.
Cassava Demo 2006 CeAr 0003
da eropo tymainjary tykoroka i'ja
da eropo ty- mainja -ry t- koroka i-
then here 3R.Pssr- field -pssd T- scrub 3-
Then here he has burnt his field.
Cassava Demo 2006 CeAr 0004
mang
I ja mang
Agt 3.Cop
djombo tymainjary weritja:no
djombo ty- mainja -ry weri -ka -:no
then 3R.Pssr- field -pssd leaves -Remv -Prs.Tns
Then he removes the leaves from his field.
Cassava Demo 2006 CeAr 0005
eropo pjyty kynanu:ja
eropo i- pyty ky- n- anu(my) -ja
here 3- wife 3.Rm- 3AO- hoe -Pres
tymainjary anu:ja
ty- mainja -ry anu(my) -ja
3R.Pssr- field -pssd hoe -Pres
Here his wife hoes, she hoes her own field.
Cassava Demo 2006 CeAr 0006
i: jo
i-
3-
ijo
husband
kynepano:sa, kiere apo emo:po:sa
ky- n- epano(py) -ja kiere apo emo(ky) -po (ty) -ja
3.Rm- 3AO- help -Pres cassava feel push -Iter -Pres
Her husband helps her, he pushes the cassava sticks.
Cassava Demo 2006 CeAr 0007
pjyty rapa amu anu:ja rapa
i- pyty rapa amu anu(my) -ja rapa
3- wife again somehoe -Pres again
His wife hoes a little bit again.
Cassava Demo 2006 CeAr 0008
eropo atytapo mero tykake erepary atytapo
eropo atyta -'po mere tykake erepa -ry atyta -'po
here grow -one.who.is at.once fat food -pssdgrow -one.who.is
Then here, the way it grows, the way it's growing, its food is fat.
Cassava Demo 2006 CeAr 0009
itjoryko pjyty wjenapo ta
i- y(to) -ry -kong i- pyty i- wenapo ta
3- go -Nzr -Col 3- wife 3- behind at
They are leaving, his wife at his behind.
Cassava Demo 2006 CeAr 0010
393
da eropo oty
da eropo oty
then here Hes
kiere apo pa'kotopo:sato
kiere apo pa'koto -po(ty) -ja -tong
cassava stick chop -Iter -Pres -Col
Then here, urn, they chop up the cassava sticks.
Cassava Demo 2006 CeAr 0011
i: jo
i-
3-
kynepano:sa
ijo ky- n- epano(py)
husband 3.Rm- 3AO- help
kiere apo
-ja kiere apo
-Pres cassava stick
pa'kotopotyry poko
pa'koto -po(ty) -ry poko
slash -Iter -Nzr with
Her husband helps her with chopping up the cassava sticks.
Cassava Demo 2006 CeAr 0012
da eropo mo'ko i: jo kiere muka:no tumung
da eropo mo'ko i- ijo kiere muka(ry) - :no tumung
then here 3AnMd 3- husband cassava pull -Prs.Tns mound
'ne rapa (unclear) (unclear) itjereryko
'ne rapa *** *** i- kiere -ry -kong
really again *** *** 3- cassava -pssd -Col
Then here her husband pulls the cassava, they have .big mounds, their
cassava.
Cassava Demo 2006 CeAr 0013
mjukary
i- muka (ry)
3- pUll
i 'ja
i-
3-
potono itjereryko
'ja potono i- kiere -ry -kong
Dat large.ones 3- cassava -pssd -Col
394
He pulls them for her, their cassava are big ones.
Cassava Demo 2006 CeAr 0014
eropo pjyty kiere oty,
eropo i- pyty kiere oty
here 3- wife cassava Hes
kiere
kiere
cassava
pa'kotopo:sa, mo(ro) kurukuru taka kyny:ja
pa'koto -potty) -ja moro kurukuru taka ky- n-
slash -Iter -Pres 3InMd basket into 3.Rm- 3A
y(ry) -ja
0- put -Pres
Here his wife, cassava, she chops up the cassava, she puts them into the
Cassava Demo 2006 CeAr 0015
basket.
ero mo'ko i:jo
ero mo'ko i-
3InPx 3AnMd 3-
moro kurukuru (unclear)
ijo moro kurukuru ***
husband 3InMd basket ***
Here her husband, the basket, urn ...
Cassava Demo 2006 CeAr 0016
a'no:kapo da moro wagi tjaka
a'no(py) -ka -'po da moro wagi i- taka
fill -Caus -one.who.is then 3InMd wheel barrow 3- into
kyny:ja
ky- n- y(ry) -ja
3.Rm- 3AO- put -Pres
Since she has filled it, then she puts it into the wheel barrow.
Cassava Demo 2006 CeAr 0017
ero po pjyty kynitjano
ero po i- pyty ky- ni- ka -:no
3InPx at 3- wife 3.Rm- 3AO- remove -Prs.Tns
Here his wife takes it.
Cassava Demo 2006 CeAr 0018
eropo tykerery kumi:sha
eropo ty- kiere -ry kumi(ky)
here 3R.Pssr- cassava -pssd wash
kyny:ja
ky- n- y(ry) -ja
Rm- 3AO- put -Pres
kumykang daka
-ja kumykang taka
-Pres cassava.boat into
Here she washes her cassava, she puts them into the cassava boat,
Cassava Demo 2006 CeAr 0019
eropo pjyty kynitjyja,
eropo i- pyty ky- ni- ky -ja
here 3- wife 3.Rm- 3AO- grate -Pres
tykerery kyja
ty- kiere -ry ky -ja
3R.Pssr- cassava -pssd grate -Pres
Here his wife grates it, she grates her cassava.
Cassava Demo 2006 CeAr 0020
395
da mo'ko i:jo
da mo'ko i-
then 3AnMd 3-
kynepano:sa moro
ijo ky- n- epano(py) -ja moro
husband 3.Rm- 0- help -Pres 3InMd
kiere kumitjyry poko
kiere kumi(ky) -ry poko
cassava wash -Nzr with
Then her husband helps her with the cassava washing.
Cassava Demo 2006 CeAr 0021
eropo noky
eropo n- wot- ky
here 3Sa- Detr- grate
ma:i, kynarYmoja kyy
'ma(ty) -i ky- n- arymo -ja kyy * ... {Intj}
finish -Affirm 3.Rm- 3AO- put.in -Pres Interj *Hes
matapi tjaka
matapi taka
manioc.press into
moro
moro
3InMd
Here she has finished grating, she puts it in, urn, into the matapi.
Cassava Demo 2006 CeAr 0022
moro tjashiripjory
moro i- kasiripo -ry
3InMd 3- cassava. liquid -pssd
kynosejukano
ky- n- wos- ejuka -:no
3.Rm- 3AO- Detr- make.drip -Prs.Tns
The cassava liquid, urn, it drips.
Cassava Demo 2006 CeAr 0023
kyno
kyno
***
da eropo (unclear) kynotandy'moja (unclear)
da eropo *** ky- n- wot- andy'mo -ja ***
then here *** 3.Rm- 0- Detr- seat -Pres ***
tymatapiry matasapai tupo
ty- matapi -ry matasapai tupo
3R.Pssr- manioc.press -pssd matapi.stick on
Then here, urn, she sits, on her matapi stick.
Cassava Demo 2006 CeAr 0024
eropo ja'natai tja
eropo ja'na -ta -i kaba
here hardness -Vzr -Affirm Prfct
Here it has become hard already.
Cassava Demo 2006 CeAr 0025
eropo oty
eropo oty
here Hes
wewe shirakapo:sa
wewe s- raka -po (ty) -ja
wood 1A- break.up -Iter -Pres
396
Here, urn, I break up firewood.
Cassava Demo 2006 CeAr 0026
da tarure rapa moro nirakapotyry (laughs)
da tarure rapa mora ni- raka -potty) -ry ***
then dry again 3InMd 3- break.up -Iter -Nzr ***
It's dry, the broken up one.
Cassava Demo 2006 CeAr 0027
eropo kiere pu oty,
eropo kiere pung oty
here cassava mashed. cassava what
sotyja
s- oty -ja
1A- do. something -Pres
jaijary ke
j- aija -ry ke
1- hand -pssd Instr
Here the cassava meal, urn, I break it up with my hands.
Cassava Demo 2006 CeAr 0028
eropo sapoija ako ta moro kiere pu
eropo s- apoi -ja aka ta mora kiere pung
here 1A- seize -Pres mortar in 3InMd cassava mashed. cassava
syryi
s- y(ry)
1A- put
sapoija eropo sU'naije
-i s- apoi -ja eropo s- u'na -ja
-Rec.Pst 1A- seize -Pres here 1A- sift -Pres
Here I mash the cassava meal in the mortar, then I put it, then here I
sift it.
Cassava Demo 2006 CeAr 0029
eropo jarinjaturu
eropo j- arinjatu -ry
here 1- cassava.pan -pssd
Here I wash my cassava pan.
Cassava Demo 2006 CeAr 0030
da eropo jainja oty
da eropo j- ainja oty
then here 1- hand Hes
arinjatu pinjo naka
arinjatu pinjo naka
cassava.pan under towards
shitjumisha
si- kumi(ky) -ja
1A30- wash -Pres
wa'to shipjomangaije moro
wa'ta si- po'manka -ja mora
fire 1A30- light -Pres 3InMd
Then here I light a fire underneath the pan with my hands.
Cassava Demo 2006 CeAr 0031
kyy, ja, da jarinjaturu shija'toja
kyy ja da j- arinjatu -ry si- ja'to -ja
Interj yes then 1- cassava.pan -pssd 1A30- put.firewood -Pres
Urn, yeah, then I put firewood under my pan.
Cassava Demo 2006 CeAr 0032
da eropo jainjaturu tu
da eropo j- arinjatu -ry t-
then here 1- cassava.pan -pssd 3R-
moro wa'to
*** moro wa'to
*** 3InMd fire
397
nitjoroty'mai
ni- koro(ty)
3- burn
-'rna -i
-Cmpltv -Rec.Pst
Then here, my pan, the fire has finished burning.
Cassava Demo 2006 CeAr 0033
da saipja:kai da moro apiripjo ke
da s- aipja(py) -ka -i da moro piripjo ke
then 1A- scatter -Remv -Rec.Pst then 3InMd cassava. flour Instr
sotyja tjorotyry senese
s- oty -ja i- koroty -ry s- ene -se
1A- do. something -Pres 3- burn -Nzr 1A- see -Purp
Then I have scattered it, then I use some flour to check its burning.
Cassava Demo 2006 CeAr 0034
da shipipjaijeno
da si- pipata -e -no
then 1A30- make flat -Prs.Tns -Prs.Tns.Dbt
Then I flatten it out.
Cassava Demo 2006 CeAr 0035
da eropo kiere pu (unclear) da
da eropo kiere pung unclear da
then here cassava mashed. cassava *** then
shipitjaije
si- apika -e
1A30- spread. out -Prs.Tns
Then I spread out the cassava meal.
Cassava Demo 2006 CeAr 0036
tywa'to ekyinjy
ty- wa'to ekyinjy
3R.Pssr- fire smoke
jenurymbo wo'wokamano
j- enu -ry -mbo wo'wo -ka -rna -no
1- eye -pssd -devalued burning.skin -Tvzr -Chg -Prs.Tns.Dbt
The fire's smoke burns my eyes.
Cassava Demo 2006 CeAr 0037
da eropo shitjakaje asitjo typyimjene
da eropo si- kaka -e asitjo ty- pyimje -se
then here 1A30- scrape -Prs.Tns a.little 3R.Pssr- much -Ptcp
tera kyneitja
terapa ky- n- e'i -take
again 3.Rm- 3Sa- Cop -Fut
Then here I scrape it a little, otherwise it will be too thick.
Cassava Demo 2006 CeAr 0038
eropo ro asitjo nawomyinjo
eropo ro asitjo n- awomyi -:no
here Idtf a.little 3Sa- lift -Prs.Tns
Here it rises a little.
Cassava Demo 2006 CeAr 0039
da shipjesasamatake shipjesamaije ko'u
da si- pesasama -take si- pesasama -e ko'u
then 1A30- shake -Fut 1A30- shake -Cty now
Then I will sprinkle more on top, now I sprinkle more on top.
Cassava Demo 2006 CeAr 0040
eropo surimjaje
eropo s- urima-e
here 1A- flip -Cty
Here I flip it.
Cassava Demo 2006 CeAr 0041
da sakykapo:sa shitjotoja marija ke
da s- akyka -potty) -ja si- koto -ja marija ke
then 1A- press-Iter -Pres 1A30- cut -Pres knife Instr
Then I press it, I will cut it with a knife.
Cassava Demo 2006 CeAr 0042
djombo eropo saroja kurando naka weju 'wa
djombo eropo s- aro -ja kurando naka weju 'wa
then here 1A- carry -Pres outside towards sun Agt
apokato'me
apoka -to'me
dry -Purp
Then here I carry it outside so that the sun can dry it.
Cassava Demo 2006 CeAr 0043
'neko mose amu wokyrymbo y'tory oty
ene -ko mose amu wokyry -mbo y'to -ry oty
see -Imper 3AnPx someone man -devalued go -Nzr Hes
tyserepirymbo amu ema tuna taka
ty- serepi -ry -mbo amu ema tuna taka
3R.Pssr- fishing.net -pssd -devalued some throw water into
Look here a man is going to throw his fishing net into the water.
Cassava Demo 2006 CeAr 0044
kande moropo maitjuru pO'pore me wotombo
kande moropo tumaitju(po) -ry polpore me woto -mbo
maybe there soup -Pssd sweet.smellingAttr fish -devalued
amu upi kynysa
amu upi -se ky- n- y(to) -ja
some seek -Purp 3.Rm- 3Sa- go -Pres
Maybe in order to flavor his soup, he's going to look for some fish.
Cassava Demo 2006 CeAr 0045
398
eropo moro tyserepiry ny:ja
eropo moro ty- serepi -ry n- y(ry) -ja
here 3InMd 3R.Pssr- fishing.net -pssd 3AO- place -Pres
Here he puts his net.
Cassava Demo 2006 CeAr 0046
i'mjuru meko kynepano:sa moro kurijara
i- 'muru meko ky- n- epano(py) -ja moro kurijara
3- son small 3.Rm- 3AO- help -Pres 3InMd canoe
His small boy helps him with the canoe.
Cassava Demo 2006 CeAr 0047
oty to'to manong pinje 'wa aroru pona
oty to'to manong pinje 'wa aro -ry pona
Hes *** obliquely *** Dat carry -Nzr against
He balances it against being carried away.
Cassava Demo 2006 CeAr 0048
mo'ko ma'mi wewe akotoja
mo'ko ma'mi wewe akoto -ja
3AnMd boy tree cut.down -Pres
That young man is chopping down a tree.
Cassava Demo 2006 HeAl 0001
Henriette Alkantara
wewe akotoja 'ne
wewe akoto -ja 'ne
tree cut.down -Pres really
tymainjary akotoja
ty- mainja -ry akoto -ja
3R.Pssr- field -pssd cut.down -Pres
He chops down a tree, he fells his own field.
Cassava Demo 2006 HeAl 0002
injoro myry, amu rapa akotoja
injoro myry amu rapa akoto -ja
3AnAna look.at.that something again cut.down -Pres
It's him, he cuts down another one.
Cassava Demo 2006 HeAl 0003
myry, kynipjoritjano ko'u
myry ky- ni- pori -ka -no ko'u
look.at.that 3.Rm- 3AO- branch -Remv -Prs.Tns.Dbt now
Look at that, now he removes the branches.
Cassava Demo 2006 HeAl 0004
mainjary poritjano 'ne
0- mainja -ry pori -ka -no 'ne
3- field -Pssd branch -Remv -Prs.Tns.Dbt Intns
He removes the branches from his field,
Cassava Demo 2006 HeAl 0005
399
moro sumbara ke
mora sumbara ke
3InMd machete Instr
with that machete.
Cassava Demo 2006 HeAl 0006
400
koroka k'ba i'ja
koroka kaba i-
scrub Prfct 3-
mang nipjasan ko'u
'ja mang ni- pa -ja -ng ko'u
Agt 3.Cop 3AO- throw.away -Pres -Dbt now
He has burnt it already, now he throws it away.
Cassava Demo 2006 HeAl 0007
weri pjasa 'ne mose woryi
weri pa -ja 'ne mose woryi
leaves throw. away -Pres really 3AnPx woman
kynanu:ja nonanu:ja samba ke
ky- n- anu(my) -ja nona anu(my) -ja samba ke
3.Rm- 3AO- hoe -Pres earth hoe -Pres hoe Instr
He throws away the leaves, that woman hoes the dirt, she hoes with a
hoe.
Cassava Demo 2006 HeAl 0008
kiere apo po:ja mo'ko ma'mi
kiere apo po (my) -ja mo'ko ma'mi
cassava stick plant -Pres 3AnMd boy
kynitjumundoja
ky- ni- tumung -nto -ja
3.Rm- 3AO- mound -chg -Pres
That young man plants the cassava sticks, he mounds it.
Cassava Demo 2006 HeAl 0009
torawone mo'ko wokyry 'wa njopondory
torawone mo'ko wokyry 'wa i- nopong -nto -ry
quickly 3AnMd man Agt 3- cover -chg -Nzr
That man is covering the holes quickly.
Cassava Demo 2006 HeAl 0010
i: jo
i-
3-
painjare mose na jU'pa 'ne djombo
ijo painjare mose na jU'pa tne djombo
husband maybe 3AnPx 3.Cop well Intns then
anene'pa wa
an- ene -hpa wa
3Neg- see -Neg lCop
Maybe this is her husband; I can't see it so well.
Cassava Demo 2006 HeAl 0011
amu awashi atytary k'ba, wijonatoko
amu awashi atyta -ry kaba i- wot- n- atyta -to -kong
some corn grow -Nzr Prfct 3- Detr- 3Sa- grow -Hab -Col
kynatytano moro mjainjarykong da
ky- n- atyta -no moro i- mainja -ry -kong ta
3.Rm- 3So- grow -Prs.Tns.Dbt 3InMd 3- field -pssd -Col in
Some corn is growing already, the one they planted, it is growing in
their field.
Cassava Demo 2006 HeAl 0012
myry
myry
look.at.that
Look at that.
Cassava Demo 2006 HeAl 0013
mjainjary kynysa k'ba dja
i- mainja -ry ky- n- y(to) -ja kaba dja
3- field -pssd 3.Rm- 3Sa- leave -Pres Prfct here
Their field is already going away here.
Cassava Demo 2006 HeAl 0014
djupa 'ne anene'pa wa
jU'pa 'ne an- ene -hpa wa
well really 3Neg- see -Neg 1Cop
I can't see it so well.
Cassava Demo 2006 HeAl 0015
kiere kano
kiere ka -no
cassava remove -Prs.Tns.Dbt
He removes the cassava.
Cassava Demo 2006 HeAl 0016
kiere mukano mo'ko ma'mi mo'ko
kiere muka -no mo'ko ma'mi mo'ko
cassava remove. tubers -Prs.Tns.Dbt 3AnMd boy 3AnMd
401
i: jo
i-
3-
ijo
husband
That young man pulls the cassava, her husband.
Cassava Demo 2006 HeAl 0017
moro inipjakotory,
moro i- ni- pa'koto-ry
3InMd 3- 3AO- slash -Nzr
moro initjotory,
moro i- ni- koto -ry
3InMd 3- 3AO- cut -Nzr
kano
ka
remove
mo'ko ma'mi
-no mo'ko ma'mi
-Prs.Tns.Dbt 3AnMd boy
The slashed one, the cut one, the young man removes it.
Cassava Demo 2006 HeAl 0018
mo'ko woryi kiere apo kotoja, mjukary
mo'ko woryi kiere apo koto -ja i- muka -ry
3AnMd woman cassava stick cut -Pres 3- remove. tubers -Nzr
402
i 'ja
i- I ja
3- Dat
That woman cuts the cassava sticks, she is pulling them.
Cassava Demo 2006 HeAl 0019
tumung 'ne tango
tumung 'ne tankon
mound really enormous
The roots are enormous.
Cassava Demo 2006 HeAl 0020
kynitjatong de
ky- ni- ka -tong de
3.Rm- 3AO- remove -Col them
They are harvesting them.
Cassava Demo 2006 HeAl 0021
sumbara ke mo'ko woryi kynitjotopo:sa,
sumbara ke mo'ko woryi ky- ni- koto -po (ty) -ja
machete Instr 3AnMd woman 3.Rm- 3AO- cut -Iter -Pres
moro kiere kotoja, kurukuru taka
moro kiere koto -ja kurukuru taka
3InMd cassava cut -Pres basket into
That woman cuts them up with a machete, she cuts the cassava, into the
Cassava Demo 2006 HeAl 0022
basket.
moro kurukuru marc moro kroiwagi taka mo'ko
moro kurukuru maro moro kroiwagi taka mo'ko
3InMd basket with 3InMd wheel.barrow into 3AnMd
i: jo
i-
3-
kynaroja
ijo ky- n- aro -ja
husband 3.Rm- 3A30- carry -Pres
with a basket her husband carries it into the wheel barrow.
Cassava Demo 2006 HeAl 0023
eropo kynopitjano
eropo ky- n- wot- pika -no
here 3.Rm- 3AO- Detr- peel -Prs.Tns.Dbt
Here she peels.
Cassava Demo 2006 HeAl 0024
torawone jumy wjopitjary
torawone jumy i- wot- pika -ry
quickly Intns 3- Detr- peel -Nzr
She is peeling quickly.
Cassava Demo 2006 HeAl 0025
eropo kynitjumisha kiere kumi:sha
eropo ky- ni- kumi(ky) -ja kiere kumi(ky) -ja
here 3.Rm- 3AO- wash -Pres cassava wash -Pres
kumykang daka
kumykang taka
cassava.boat into
Here she washes it, she washes the cassava into the cassava boat.
Cassava Demo 2006 HeAl 0026
kynokyja, eropo
ky- n- wot- ky -ja eropo
3.Rm- 3AO- Detr- grate -Pres here
kynokyjang go'u, eh mo'ko
ky- n- wot- ky -ja -ng ko'u eh mo'ko
3.Rm- 3AO- Detr- grate -Pres -Dbt now eh 3AnMd
i: jo kynitjumisha i'wja
i- ijo ky- ni- kumi (ky) -ja i- 'wa
3- husband 3.Rm- 3AO- wash -Pres 3- Dat
She grates, here she grates now, eh, her husband washes it for her.
Cassava Demo 2006 HeAl 0027
tywoky'ma k'ba
t- wot- ky -'rna kaba
T- Detr- grate -Cmpltv Prfct
mang, kynarymoja
mang ky- n- arymo -ja
3.Cop 3.Rm-3.Rm- 3A30- put.in -Pres
She is finished grating, she puts it in (the matapi) and squeezes it.
Cassava Demo 2006 HeAl 0028
da matapi taka kyny:jang
da matapi taka taka ky- n- y(ry) -ja -ng
then manioc.press into into 3.Rm- 3AO- put -Pres -Dbt
Then she puts it into the matapi.
Cassava Demo 2006 HeAl 0029
amu y:jang napa itjaka moro matapi
amu y(ry) -ja -ng rapa i- taka moro matapi
something put -Pres -Dbt again 3- into 3InMd manioc.press
taka
taka
into
She puts some more into it, into the matapi.
Cassava Demo 2006 HeAl 0030
kynitjano k'ba takyse k'ba mang
ky- ni- ka - :no kaba takyse kaba mang
3.Rm- 3AO- remo've -Prs.Tns Prfct firm Prfct '< ('nn
- - --r
She removes it already, it's hard already.
Cassava Demo 2006 HeAl 0031
403
Myry! wewe moja mose
myry wewe 'mo -ja mose
look.at.that wood break -Pres 3AnPx
Look at that! This one splits firewood.
Cassava Demo 2006 HeAl 0032
wywy ke, wewe moja
wywy ke wewe 'mo -ja
ax lnstr wood break -Pres
With an ax, she splits firewood.
Cassava Demo 2006 HeAl 0033
jarinjaturu ja'ty
j- arinjatu -ry ja'ty
1- cassava.pan -pssd firewood
firewood for her baking pan
Cassava Demo 2006 HeAl 0034
kyna'mokano moro oty taka, ako taka
ky- n- a'moka -no moro oty taka ako taka
3.Rm- 3AO- crumble -Prs.Tns.Dbt 3lnMd thing into mortar into
She crumbles it into that thing, into the mortar.
Cassava Demo 2006 HeAl 0035
moro kiere pung a'mokano djombo
moro kiere pung a'moka -no djombo
3lnMd cassava mashed. cassava crumble -Prs.Tns.Dbt then
kynapoja nunano
ky- n- apo -ja n- una -no
3.Rm- 3AO- mash -Pres 3AO- sift -Prs.Tns.Dbt
404
She crumbles the cassava meal, then she pounds it, then she sifts it.
Cassava Demo 2006 HeAl 0036
ari'njatu tjarinjaturu kumi:shang go'u
arinjatu ty- arinjatu -ry kumi(ky) -ja -ng ko'u
cassava.pan 3R.Pssr- cassava.pan -pssd wash -Pres -Dbt now
The baking pan, she washes her baking pan now.
Cassava Demo 2006 HeAl 0037
che!
che
how. sad
How sad!
Cassava Demo 2006 HeAl 0038
wa'to kyryja
wa'to kyry -ja
fire make -Pres
She makes a fire.
Cassava Demo 2006 HeAl 0039
405
moro pjo'mangatopo ke kynitjupija
mora i- po'manka -tapa ke ky- ni- kupi -ja
3lnMd 3- light -lnstr lnstr 3.Rm- 3AO- moisten -Pres
She wets it with the kerosene (Lit. 'instrument for lighting it').
Cassava Demo 2006 HeAl 0040
tjari'njaturu jatoja
ty- arinjatu -ry ja'to -ja
3R.Pssr- cassava.pan -pssd put.firewood -Pres
She gives her pan firewood.
Cassava Demo 2006 HeAl 0041
tytowe k'ba i'wja mang
tytowe kaba i- 'wa mang
*** Prfct3- Agt 3.Cop
She is spreading out the fire already.
Cassava Demo 2006 HeAl 0042
da kyneneja
da ky- n- ene -ja
then 3.Rm- 3AO- see -Pres
Then she looks at it.
Cassava Demo 2006 HeAl 0043
da tjorotyry eneja moro apiripjo ke
da i- koroty -ry ene -ja mora piripjo ke
then 3- burn -Nzr see -Pres 3lnMd cassava. flour lnstr
ari'njatu kuponaka kyny:ja
arinjatu kuponaka ky- n- y(ry) -ja
cassava.pan onto 3.Rm- 3AO- put -Pres
Then with cassava meal that she puts onto the pan she looks to see if it
burns.
Cassava Demo 2006 HeAl 0044
oty kynoruja tjari'njaturu
oty ky- n- uro -ja ty- arinjatu -ry
Hes 3.Rm- 3AO- blow -Pres 3R.Pssr- cassava.pan -pssd
uroja wa'to
uro -ja wa'to
blow -Pres fire
Urn, she blows it, she blows her pan's fire.
Cassava Demo 2006 HeAl 0045
tjamukato'me
i- kamuka -to'me
3- cause.to.flare.up -Purp
so that it can catch fire
Cassava Demo 2006 HeAl 0046
tjananatato'me tjamutai ko'u moro
i- kanana -ta -to'me i- kamuka -i ko'u mora
3- flame -have.N -Purp 3- cause.to.flare.up -Affirm now 3lnMd
jari'njaturu
j- arinjatu -ry
1- cassava.pan -pssd
So that it can have the right flame, now her pan has caught flame.
Cassava Demo 2006 HeAl 0047
kynapitjano ko'u moro
ky- n- apika -no ko'u moro
3.Rm- 3AO- broaden -Prs.Tns.Dbt now 3InMd
tykerepu.
t- kiere pung
3R- cassava mashed. cassava
She spreads it out now, her cassava meal.
Cassava Demo 2006 HeAl 0048
MYry! apitjano ko'u moro
myry apika -no ko'u moro
look.at.that broaden -Prs.Tns.Dbt now 3InMd
njunapo
i- n- una -po
3- 3AO- sift -one.who.is
Look at that! She spreads it now, the sifted one.
Cassava Demo 2006 HeAl 0049
kynipjepamano
ky- ni- pepama -no
3.Rm- 3AO- drag -Prs.Tns.Dbt
She drags the cassava.
Cassava Demo 2006 HeAl 0050
pjekurama ro, kynipjekuramano
i- pekurama ro ky- ni- pekurama -no
3- make.pretty indeed 3.Rm- 3AO- make.pretty -Prs.Tns.Dbt
nownow me
nownow me
right.now Ess
In order to make it pretty, now she makes it pretty.
Cassava Demo 2006 HeAl 0051
wori'wjori ke
woriwori ke
fan Instr
with a fan
Cassava Demo 2006 HeAl 0052
kynipjekuramano 'ne
ky- ni- pekurama -no 'ne
3.Rm- 3AO- make.pretty -Prs.Tns.Dbt really
She makes it pretty.
Cassava Demo 2006 HeAl 0053
406
da kynipjesasamata moro,
da ky- ni- pesasama -take moro
then 3.Rm- 3AO- shake -Fut 3InMd
,
***
***
wjopotyry,
i- opo(ty) -ry
3- look -Nzr
407
pjesasamako, kynawapo:sa
i- pesasama -kong ky- n- auwa -po (ty) -ja
3- shake -Col 3.Rm- 380- laugh -Iter -Pres
Then she will shake some onto it, she looks, she shakes some onto it,
she
Cassava Demo 2006 HeAl 0054
laughs.
tari'njaturu enepo:sa tywatory
t- arinjatu -ry ene -potty) -ja t- wa'to -ry
3R- cassava.pan -pssd see -Iter -Pres 3R- fire -pssd
She checks on her baking pan, her fire.
Cassava Demo 2006 HeAl 0055
kynipjesasamano kyngano
ky- ni- pesasama -no ky- n- ka -no
3.Rm- 3AO- shake -Prs.Tns.Dbt 3.Rm- 38a- say -Prs.Tns.Dbt
kari'nja kynipjesasamano
kari'nja ky- ni- pesasama -no
Kari'nja 3.Rm- 3AO- shake -Prs.Tns.Dbt
She shakes some onto it, that's what Kari'nja say, she shakes some onto
it.
Cassava Demo 2006 HeAl 0056
noky, kynurindjano
noky ky- n- urima -no
wh.An 3.Rm- 3AO- flip -Prs.Tns.Dbt
kyna~kano
ky- n- akyka -no
3.Rm- 3AO- press -Prs.Tns.Dbt
ko'u,
ko'u
now
Who, she flips it now, she presses it.
Cassava Demo 2006 HeAl 0057
kynishekano marija ke
ky- ni- seka -no marija ke
3.Rm- 3AO- tear -Prs.Tns.Dbt knife Instr
She tears it with a knife.
Cassava Demo 2006 HeAl 0058
amu tynka k'ba, ja, kynaroja kurando naka
amu tynka kaba ja ky- n- aro -ja kurando naka
some pull Prfct yes 3.Rm- 3AO- carry -Pres outside towards
She pulls one already, yeah, she carries it outside.
Cassava Demo 2006 HeAl 0059
kurando weju taka kyny:ja zinky kuponaka
kurando weju taka ky- n- y(ry) -ja zinky kuponaka
outside sun into 3.Rm- 3AO- put -Pres zink.roofing onto
408
She puts it outside in the sun, onto the zink roofing.
Cassava Demo 2006 HeAl 0060
onjewara nare kari'nja moro zinky ejatoja
onjewara nare kari'nja moro zinky ejato -ja
how Doubt Kari'nja 3InMd zink.roofing call -Pres
mati auran
mati auran
Suriname.Maroon language
I don 't know how Kari 'nja say "zinc roofing," I said it in Sranan Tongo.
Cassava Demo 2006 HeAl 0061
da suroten syjatoja
da su- roten s- ejato -ja
then really- only 1A- call -Pres
I just call it.
Cassava Demo 2006 HeAl 0062
ero amu kurijara mo'ko pitjani mje tyjumy marc
ero amu kurijara molko pitjani 'me ty- jumy maro
3InPx some canoe 3AnMd child small 3R.Pssr- father with
This is a boat, the small boy is with his own father.
Cassava Demo 2006 HeAl 0063
i • t j a masawary •ne otyry poko
i- ta masawa -ry 'ne oty -ry poko
3- in fishing.nets -pssd really do. something -Nzr with
Inside it he does something with his net.
Cassava Demo 2006 HeAl 0064
tymasawary emano ko'u
ty- masawa -ry ema -no kolu
3R.Pssr- fishing.nets -pssd throw -Prs.Tns.Dbt now
Now he throws his net.
Cassava Demo 2006 HeAl 0065
aha,
aha
yes,
mose wewe akotoja wywy ke 'ne wewe
mose wewe akoto -ja wywy ke 'ne wewe
I understand 3AnPx tree cut -Pres ax Instr really tree
akotoja
akoto -ja
cut -Pres
Yes, this one cuts a tree, he cuts a tree with an ax.
Cassava Demo 2006 HeMa 0001
Herman Marry
wewe tymainjary akotoja
wewe ty- mainja -ry akoto -ja
tree 3R.Pssr- field -pssd cut -Pres
Tree, he cuts his own field.
Cassava Demo 2006 HeMa 0002
da eropo moro wewe kyno:manong
da eropo moro wewe ky- n- o:ma -no -ng
then here 3InMd tree 3.Rm- 3Sa- fall -Prs.Tns.Dbt -Dbt
Then here that tree falls down.
Cassava Demo 2006 HeMa 0003
moro njakotopo no:mano
moro i- ni- akoto -po n- o:ma -no
3InMd3- 3AO- fell -one.who.is 3Sa- fall -Prs.Tns.Dbt
The felled one falls down.
Cassava Demo 2006 HeMa 0004
409
e 'wa, e twa kynysa
e- 'wa e- 'wa ky- n- y(to)
Detr- Dir Detr- Dir 3.Rm- 3Sa- go
ko'u kynysa
ko'u ky- n- y(to) -ja
now 3.Rm- 3Sa- go -Pres
pjoritja
-ja i- pori -ka
-Pres 3- branch -Remv
This way, this way he goes, now he goes to cut the branches.
Cassava Demo 2006 HeMa 0005
moro tynakotopo poritja
moro ty- n- akoto -po pori -ka
3InMd 3R.Pssr- 3AO- cut -one.who.is branch -Remv
to remove the fallen branches
Cassava Demo 2006 HeMa 0006
eropo da meneja moro weri
eropo da m- ene -ja moro weri
here then 2A- see -Pres 3InMd leaves
pjapoko ko'u koroka k'ba i'wja na
i- patty) -po -kong ko'u koroka kaba i- 'wa na
3- throw.away -one.who.is -Col now scrub Prfct 3- Dat 3.Cop
Here then you see the leaves he has thrown away, now he has burned it
already
Cassava Demo 2006 HeMa 0007
weri pjasang go'u
weri pa -ja -ng ko'u
leaves throw.away -Pres -Dbt now
Now he throws away the leaves.
Cassava Demo 2006 HeMa 0008
moropo krimjapo moro oty
moropo krim -ja -po mora oty
there clear .. brush -Pres -one .. \-Jho .. is 3 InMd Res
weritjapo po: jang go'u mo'ko
weri -ka -po po (my) -ja -ng ko'u mo'ko
leaves -Remv -one.who.is plant -Pres -Dbt now 3AnMd
410
pjyty
i- pyty
3- wife
There the one he has cleared already, where he has removed the leaves,
now his wife plants it.
Cassava Demo 2006 HeMa 0009
da moropo mora kiere apo i 'ja mora oty
da moropo moro kiere apo l- I ja moro oty
then there 3InMd cassava stick 3- Dat 3InMd thing
Then there he has the cassava stick, that thing.
Cassava Demo 2006 HeMa 0010
nipjomypo taka
ni- po (my) -po taka
3AO- plant -one.who.is into
into the planted one
Cassava Demo 2006 HeMa 0011
eropo awashi i'ja
eropo awashi i-
here corn 3-
typo:je mang arepa
'ja t- po (my) -je mang arepa
Agt T- plant -Have 3.Cop cassava.bread
Here he has planted corn, cassava bread.
Cassava Demo 2006 HeMa 0012
djukme 'ne koro natytaje
djukme 'ne koro n- atyta-e
well really Appeal 380- grow -Prs.Tns
It grows so well.
Cassava Demo 2006 HeMa 0013
era mora itjoryko
ero moro i- y(to) -ry -kong
3InPx 3InMd 3- go -Nzr -Col
Here they are going.
Cassava Demo 2006 HeMa 0014
moropo kiere apo kotoja
moropo kiere apo koto -ja
there cassava stick cut -Pres
There he cuts the cassava sticks.
Cassava Demo 2006 HeMa 0015
mi srefi mi ai e (unclear),
mar mi si pikinso
ajauran
a- auran
2- language
your language
Cassava Demo 2006 HeMa 0018
Alkantara, Henriette
m'm so,
m'm so
Hes so
eropo kynimjukano
eropo ky- ni- muka -no
here 3.Rm- 3AO- remove.tubers -Prs.Tns.Dbt
411
M'hm, so, here he pulls the roots.
Cassava Demo 2006 HeMa 0019
Marry, Herman
tumung 'ne jumy kore mora arepa na
tumung 'ne jumy kore mora arepa na
mound really Intns Surpr3InMd cassava.bread 3.Cop
The cassava is really very big.
Cassava Demo 2006 HeMa 0020
m'hm,
m'hm
***
kynimjukano nora
ky- ni- muka -no noron
3.Rm- 3AO- remove. tubers -Prs.Tns.Dbt still
M'hm, he is still pulling them.
Cassava Demo 2006 HeMa 0021
mo'ko i:jo
mo'ko i-
3AnMd 3-
kynepano:sa arepa
ijo ky- n- epano(py) -ja arepa
husband 3.Rm- 3AO- help -Pres cassava.bread
mukary poko
muka -ry poko
remove. tubers -Nzr with
Her husband helps her with pulling cassava.
Cassava Demo 2006 HeMa 0022
da mo'ko mora kurukuru taka kyny:ja
da mo'ko mora kurukuru taka ky- n- y(ry) -ja
then 3AnMd 3InMd basket into 3.Rm- 3AO- put -Pres
nitjotopo:sa
ni- koto -potty) -ja
3AO- cut -Iter -Pres
Then he puts them into the basket, he cuts them up.
Cassava Demo 2006 HeMa 0023
mora kurukuru taka y:to'me
mora kurukuru taka y(ry) -to'me
3InMd basket into put -Purp
In order to put them into the basket.
Cassava Demo 2006 HeMa 0024
da kyny~ja mo' kroiwagi tjaka
da ky- n- y(ry) -ja mora kroiwagi taka
then 3.Rm- 3AO- put -Pres 3InMd wheel.barrow into
Then he puts them into the wheel barrow.
Cassava Demo 2006 HeMa 0025
da moropo kynipitjano
da moropo ky- ni- pika -no
then there 3.Rm- 3AO- peel -Prs.Tns.Dbt
Then there she peels it.
Cassava Demo 2006 BeMa 0026
ha, moro now
*** mora now
*** 3InMd now
Ha, there now...
Cassava Demo 2006 BeMa 0027
aha da eropo kynipitjano moro
aha da eropo ky- ni- pika -no mora
yes, I understand then here 3.Rm- 3AO- peel -Prs.Tns.Dbt 3InMd
a kiere pitjano
a kiere pika -no
ah cassava peel -Prs.Tns.Dbt
Yes, then here she peels it, she peels the cassava.
Cassava Demo 2006 BeMa 0028
eropo kynitjumisha mo'ko kumykang daka
eropo ky- ni- kumi(ky) -ja maiko kumykang taka
here 3.Rm- 3AO- wash -Pres 3AnMd cassava.boat into
y:to'me
y(ry) -to'me
p~ -~~
Here she washes it in order to put it into the cassava boat.
Cassava Demo 2006 BeMa 0029
eropo kynikyjang po'no
eropo ky- ni- ky -ja -ng paino
here 3.Rm- 3AO- grate -Pres -Dbt now
412
tjumitjy'mai
i- kumi(ky)
3- wash
'ne
-'rna -i 'ne
-Cmpltv -Affirm really
Here she grates it now, she is finished washing it.
Cassava Demo 2006 BeMa 0030
da nitjyjang po'no
da ni- ky -ja -ng paino
then 3AO- grate -Pres -Dbt now
Then she grates it now.
Cassava Demo 2006 BeMa 0031
da mo'ko i;jo
da maiko i-
then 3AnMd 3-
kynepano;aa
ijo ky- n- epano(py) -ja
husband 3.Rm- 3AO- help -Pres
tjumityry poko
i- kumi(ky) -ry poko
3- wash -Nzr about
Then her husband helps her with washing it.
Cassava Demo 2006 HeMa 0032
eropo moro matapi tjaka, matapi tjaka po'no
eropo mora matapi taka matapi taka pa'no
here 3InMd manioc.press into manioc.press into now
413
kyny: ja
ky- n- y (ry)
3.Rm- 3AO- put
-ja
-Pres
Here into the matapi, she puts it into the matapi now.
Cassava Demo 2006 HeMa 0033
narymoja 'ne
n- arymo -ja 'ne
3AO- squeeze -Pres really
She squeezes it.
Cassava Demo 2006 HeMa 0034
eropo kyna'moja amu pore pinjato'me
eropo ky- n- a'mo -ja amu pore pina -to'me
here 3.Rm- 3AO- mash.with.hands -Pres some more take -Purp
i I ja
i- 'ja
3- Dat
Here she mashes it so that it can take more.
Cassava Demo 2006 HeMa 0035
eropo matasapai tjupo po'no mang
eropo matasapai tupo porno mang
here matapi.stick on now 3.Cop
kynakykano
ky- n- akyka -no
3.Rm- 3AO- press -Prs.Tns.Dbt
Here now she is on the matapi stick, she presses it.
Cassava Demo 2006 HeMa 0036
eropo takynoka k'ba i'ja
eropo t- akynoka -se aba i-
here T- press -Ptcp rfct 3-
kynisho' kano
ky- ni- so'ka -no
3.Rm- 3AO- take.out -Prs.Tns.Dbt
mang matapi wyinjo
'ja mang matapi wyinjo
Agt 3.Cop manioc.press from
Here she has pressed it alread}T, she takes it out of the matapi.
Cassava Demo 2006 HeMa 0037
(ero) po ja'ty y'mopo:sa
era po ja'ty y- 'rna -po(ty)
3InPx at firewood 3AO- break -Iter
po'no
-ja pa'no
-Pres now
ni'mjopo:sa
ni- 'mo -po (ty)
3AO- break -Iter
'ne
-ja 'ne
-Pres really
414
Here she splits up firewood now, she really splits it up.
Cassava Demo 2006 HeMa 0038
eropo nipjotykano moro oty ako taka
eropo ni- potyka -no moro oty ako taka
here 3AO- break.up -Prs.Tns.Dbt 3InMd thing mortar into
apoto'me
apo -to'me
pound -Purp
Here she breaks it up in order to pound it in that mortar.
Cassava Demo 2006 HeMa 0039
eropo kynapoja
eropo ky- n- apo -ja
here 3.Rm- 3AO- pound -Pres
Here she pounds it.
Cassava Demo 2006 HeMa 0040
eropo eropo oty
eropo eropo oty
here here Hes
kyny: ja
ky- n- y (ry)
3.Rm- 3AO- put
moro paranakyry manarery taka
moro paranakyry manare -ry taka
3InMd White.person sieve -pssd into
-ja
-Pres
Here, here, urn, she puts it into a White person's sieve.
Cassava Demo 2006 HeMa 0041
jupy mene otyto'me i'ja
juku mene oty -to'me i-
well very.good do. something -Purp 3-
'ne
'ne
really
In order to fix it right, she sifts it.
Cassava Demo 2006 HeMa 0042
eropo moro oty ari'njatu kumi:sha
eropo moro oty arinjatu kumi(ky)
here 3InMd thing cassava.pan wash
nu'nano
'ja n- u'na -no
Dat 3AO- sift -Prs.Tns.Dbt
jU'pa weitjo'me
-ja jU'pa we'i -to'me
-Pres good become -Purp
Here, urn, she washes the baking pan in order to make it good.
Cassava Demo 2006 HeMa 0043
moro wijetYIDDO kano 'n~
moro wety -mbo ka -no 'ne
3InMd rust -devalued remove -Prs.Tns.Dbt really
She removes the rust.
Cassava Demo 2006 HeMa 0044
415
erapa mora wa'ta pa'mangana mora ari'njatu pi'nja
eropo mora wa'to po'manka -no mora arinjatu pinjo
here 3InMd fire light -Prs.Tns.Dbt 3InMd cassava.pan under
naka
naka
towards
Here she lights the fire down under the pan.
Cassava Demo 2006 HeMa 0045
mora wa'ta, wa'ta watapaitja'me
mora wa'to wa'to wot- apoi -to'me
3InMd fire fire Detr- take -Purp
'ne
'ne
really
kynipj'amanganan mora ari'njatu pi'nja
ky- ni- po'manka -non mora arinjatu pinjo
3.Rm- 3AO- light -Prs.Tns.Dbt 3InMd cassava.pan under
The fire, so that the fire can take, she lights it under the pan.
Cassava Demo 2006 HeMa 0046
erapa jU'pa weidjy ke mora ari'njatu ashi'mja apaija
eropo jU'pa we'i -ry ke mora arinjatu ashi'mja apoi -ja
here good be -Nzr Instr 3InMd cassava.pan hot take -Pres
mora aty ke
mora oty ke
3InMd thing Instr
Here since it is O.K., she uses that thing to make the pan's heat take.
Cassava Demo 2006 HeMa 0047
mora kiere pu (unclear)
mora kiere pung ***
3InMd cassava mashed. cassava ***
the cassava meal
Cassava Demo 2006 HeMa 0048
ashi'mja pata jU'pa weitja'me
ashi'mja poto jU'pa we'i -to'me
hot large.one good be -Purp
in order for it to have a good hot fire.
Cassava Demo 2006 HeMa 0049
erapa kyna'memana mora wari'wjari ke
eropo ky- n- a'mema -no mora woriwori ke
here 3.Rm- 3AO- swipe.away -Prs.Tns.Dbt 3InMd fan Instr
Here she swipes it away with a fan.
Cassava Demo 2006 HeMa 0050
erapa kynuraja jU'pa weitja'me
eropo ky- n- uro -ja jU'pa we'i -to'me
here 3.Rm- 3AO- blow -Pres good be -Purp
Here she fans it so that it can be O.K.
Cassava Demo 2006 HeMa 0051
416
da moro ari'njatu kuponaka kyny:jang
da moro arinjatu kuponaka ky- n- y(ry) -ja -ng
then 3InMd cassava.pan onto 3.Rm- 3AO- put -Pres -Dbt
moro kiere pu apitjano itjupo
moro kiere pung apika -no i- kupo
3InMd cassava mashed. cassava broaden -Prs.Tns.Dbt 3- upon
Then she puts it on top of the baking pan, she spreads the cassava flour
out on
Cassava Demo 2006 HeMa 0052
it.
kyne'keija k'ba 'ne
ky- n- e'kei -ja kaba 'ne
3.Rm- 3AO- bake -Pres Prfct really
She bakes it already.
Cassava Demo 2006 HeMa 0053
eropo moro wjopapyry pona moro wori'woryi tje
eropo moro i- wot- papy -ry pona moro woriwori ke
here 3InMd 3- Detr- pour -Nzr NegPrps 3InMd fan Instr
... , kynotyjang
... {Intj} ky- n- oty -ja -ng
Hes 3.Rm- 3A30- do.something -Pres -Dbt
Here so that it doesn't falloff, she sets it with the fan.
Cassava Demo 2006 HeMa 0054
eropo jupy mene moro pjeryjang
eropo juku mene moro i- pe -ry -jang
here good very.good 3InMd 3- face -pssd -Coll.An
Here she sets its face right.
Cassava Demo 2006 HeMa 0055
da mombo pahpota da kynimjerota
da moro -mbo pahpota da ky- ni- mero -take
then 3InMd -Pst Past then 3.Rm- 3AO- write -Fut
Then after that, she will paint it.
Cassava Demo 2006 HeMa 0056
m'hm
m'hm
m'hm
mijerory
i- mero -ry
3- write -Nzr
waty mang
waty mang
Neg.Ex 3.Cop ***
(unclear)
***
M'hm, she is not painting it.
Cassava Demo 2006 HeMa 0057
morc mora akoshi~~jo kane morc
moro moro akosi -mbo ka -no moro
3InMd 3InMd a.little -devalued remove -Prs.Tns.Dbt 3InMd
arepa wyinjo
arepa wyinjo
cassava.bread from
417
She takes a little off of the cassava bread.
Cassava Demo 2006 HeMa 0058
da moro oty
da moro oty
then 3InMd Hes
kynipjesasamano po'no jupy
ky- ni- pesasama -no po'no juku
3.Rm- 3AO- shake -Prs.Tns.Dbt now good
me moCro) pjery weitjo'me
me moro i- pe -ry we'i -to'me
Attr 3InMd 3- face -pssd be -Purp
Then she sprinkles some on top now so that its face can be O.K.
Cassava Demo 2006 HeMa 0059
eropo kynurimjano
eropo ky- n- urima -no
here 3.Rm- 3AO- flip -Prs.Tns.Dbt
Here she flips it.
Cassava Demo 2006 HeMa 0060
eropo kynitjotojang go'u
eropo ky- ni- koto -ja -ng ko'u
here 3.Rm- 3AO- cut -Pres -Dbt now
Here now she cuts it.
Cassava Demo 2006 HeMa 0061
da eropo weju taka po'no y:je kynysa
da eropo weju taka po'no y(ry) -e ky- n- y(to) -ja
then here sun into now place -Prs.Tns 3.Rm- 3Sa- go -Pres
apokato'me
apoka -to'me
dry -Purp
Then here she goes and puts it into the sun so that the sun can dry it.
Cassava Demo 2006 HeMa 0062
moropo moro, moro kurijara taka po'no
moropo moro moro kurijara taka po'no
there 3InMd 3InMd canoe into now
kynaru'kapo:sa
ky- n- aru'ka -po (ty) -ja
3.Rm- 3AO- put.in -Iter -Pres
There, that, urn, now she puts it into the boat.
Cassava Demo 2006 HeMa 0063
moro e'keipjo e'keipjo
moro e'kei -po e'kei -po
3InMd bake -one.who.is bake -one.who.is
That's the baked one, the baked one.
Cassava Demo 2006 HeMa 0064
painjare moro na
painjare moro na
maybe 3InMd 3.Cop
418
Maybe it r s that.
Cassava Demo 2006 HeMa 0065
uwa uwa moro net te'ne moro serepi (laughs)
uwa uwa mora net te'ne mora serepi ***
no no 3InMd net actually 3InMd fishing.net ***
No, no, that is a net, a fishing net!
Cassava Demo 2006 HeMa 0066
e'keipjo aru'kapo:sa
e'kei -po aru'ka -po (ty)
bake -one.who.is put.in -Iter
no
-ja no
-Pres no
awu naka
awu naka
1 towards
e'keipjo aru'kapo:sa k'ha (laughs)
e'kei -po aru'ka -po (ty) -ja kaba ***
bake -one.who.is put.in -Iter -Pres Prfct ***
He puts the baked one in, no, I thought he was putting in the baked one!
Cassava Demo 2006 HeMa 0067
no, wi musu taki ...
ja, eropo (laughs) (laughs)
ja eropo *** ***
yes here *** ***
Yeah, here ...
Cassava Demo 2006 HeMa 0069
da eropo mo'ko ty'muru emepano moro net
da eropo ma'ko ty- 'muru emepa -no mora net
then here 3AnMd 3R.Pssr- son teach -Prs.Tns.Dbt 3InMd net
oty moro serepi otyry poko
oty mora serepi oty -ry poko
Hes 3InMd fishing.net do. something -Nzr with
shijeti'mjary
i- seti -'rna -ry
3- set -Cmpltv -Nzr
poko
poko
with
Here he teaches his young son to set nets, to set it.
Cassava Demo 2006 HeMa 0070
tel tukutypa wa, huh!
te t- ukuty -hpa wa huh
Interj T- know -Neg 1Cop Interj
Tel It's not for me to know, huh!
Cassava Demo 2006 HeMa 0071
wo'to apoitjopo,
*** woto apoi -tapa
*** fish catch -Circ
to catch fish
Cassava Demo 2006 HeMa 0072
419
ja wo'to apoitjopo
ja woto apoi -topo
yes fish catch -Cire
Yes, to catch fish.
Cassava Demo 2006 HeMa 0073
m'm roberto wewe akotojang ero wywy mara
m'm roberto wewe akoto -ja -ng ero wywy mara
Hes roberto tree cut -Pres -Dbt 3InPx ax with
M'm, Roberto cuts a tree with an ax.
Cassava Demo 2006 JeNj 0000
Njanjoekare, Jeanette
a no:mai moro wewe
a n- o:ma -i moro wewe
3.An.Nom 3Sa- fall -Affirm 3InMd tree
The tree has fallen.
Cassava Demo 2006 JeNj 0001
da morokong
da moro -kong
then 3InMd -Col
pjoriry y'kotopo:sang mo'ko roberto moro wewe poriry y'kotopo:sang
i-pori-ry y'koto-po(ty)-ja-ng mo'ko roberto moro wewe pori-ry
y'koto-po(ty)-ja-ng
3-branch-pssd cut-Iter-Pres-Dbt 3AnMd roberto 3InMd tree branch-pssd
cut-Iter-Pres-Dbt
Then he chops up its branches, Roberto is cutting up the tree branches.
Cassava Demo 2006 JeNj 0002
da eropo weri pjasang
da eropo weri pa -ja -ng
then here leaves throw. away -Pres -Dbt
tymainjary ta
ty- mainja -ry ta
3R.Pssr- field -pssd in
Then here he throws away the leaves in his field.
Cassava Demo 2006 JeNj 0003
tomaminje pore mose wokyry
tomaminje pore mose wokyry
hard. working very 3AnPx man
This man is very hardworking.
Cassava Demo 2006 JeNj 0004
eropc s1sg11sn kyncpc:jang,
eropo sieglien ky- n- wot- po (my)
here *** 3.Rm- 3AO- Detr- plant
po:jang eropo
po (my) -ja -ng eropo
plant -Pres -Dbt here
arapa
-ja -ng arepa
-Pres -Dbt cassava.bread
Here Sieglien plants, she plants cassava here.
Cassava Demo 2006 JeNj 0005
tomaminj e pore mose woryi ri, myry
tomaminje pore mose woryi ri myry
hard. working very 3AnPx woman Intns look.at.that
This woman is very hardworking, you hear.
Cassava Demo 2006 JeNj 0006
pari'pje pore moro samba akujang
pari'pje pore moro samba aku -ja -ng
violent very 3InMd hoe use -Pres -Dbt
She uses a hoe with a lot of power.
Cassava Demo 2006 JeNj 0007
roberto mo'ko moro nono etapujang, kiere apo
roberto mo'ko moro nono etapu -ja -ng kiere apo
roberto 3AnMd 3InMd earth close -Pres -Dbt cassava stick
etapujang
etapu -ja -ng
cover -Pres -Dbt
Roberto covers the dirt, he covers the cassava sticks.
Cassava Demo 2006 JeNj 0008
moropo eropo moro ko arepa potono me k'ba mang
moropo eropo moro ko arepa potono me kaba mang
there here 3InMd Salnt cassava.bread large.ones Attr Prfct 3.Cop
There, here, over there the cassava are already big ones.
Cassava Demo 2006 JeNj 0009
moro awashi atytary seneja
moro awashi atyta -ry s- ene -ja
3InMd corn grow -Nzr 1A- see -Pres
I see the corn growing.
Cassava Demo 2006 JeNj 0010
poto pore mainja, sieglien mainjary
poto pore mainja sieglien mainja -ry
large.one very field *** field -pssd
It's a very big field, Sieglien's field.
Cassava Demo 2006 JeNj 0011
420
eropo roberto typyty maro kynysang
eropo roberto ty- pyty maro ky- n- y(to)
here roberto 3R.Pssr- wife with 3.Rm- 3Sa- go
mainja 'wa
mainja 'wa
field Dir
Here Roberto, with his wife, goes to the field.
Cassava Demo 2006 JeNj 0012
-ja -ng
-Pres -Dbt
421
arepa (unclear) kynysatong kiere,
arepa unclear ky- n- y(to) -ja -tong kiere
cassava.bread *** 3.Rm- 3Sa- go -Pres -Col cassava
kiere, um, yka kynysatong mainja 'wa
kiere *** y- ka ky- n- y(to) -ja -tong mainja 'wa
cassava *** 3- remove 3.Rm- 3Sa- go -Pres -Col field Dir
They go to pull cassava bread, cassava, urn, they go to the field to pull
Cassava Demo 2006 JeNj 0013
cassava.
typyty epano:se
ty- pyty epano(py) -se
3R.Pssr- wife help -Fut2
He will help his wife.
Cassava Demo 2006 JeNj 0014
eropo mo'ko roberto kiere kanong
eropo mo'ko roberto kiere ka -non
here 3AnMd roberto cassava remove -Prs.Tns.Dbt
Here Roberto pulls cassava.
Cassava Demo 2006 JeNj 0015
tumung 'ne erepary
tumung 'ne erepa -ry
mound really food -pssd
Their cassava is really big.
Cassava Demo 2006 JeNj 0016
moro oh,
moro 0
3lnMd oh
apotonong ikjejery
- *** apoto -nong i- kiere -ry
- *** big.one -Col 3- cassava -pssd
Her cassava are big ones.
Cassava Demo 2006 JeNj 0017
tomaminje topore mose wokyry ri
tomaminje pore mose wokyry ri
hard. working very 3AnPx man ?
typyty
ty- pyty
3R.Pssr- wife
epano:sa
epano (py)
help
jumy
-ja jumy
-Pres lntns
This man is really hardworking, he helps his wife a lot.
Cassava Demo 2006 JeNj 0018
moropo kroiwagi tary'tojang moro kiere ke
moropo kroiwagi tary'to -ja -ng moro kiere ke
there wheel.barrow fill -Pres -Dbt 3lnMd cassava lnstr
There he fills the wheel barrow with cassava.
Cassava Demo 2006 JeNj 0019
eropo mo'ko pjyty roberto pyty kiere pitjanong
eropo mo'ko i- pyty roberto pyty kiere pika -non
here 3AnMd 3- wife roberto wife cassava peel -Prs.Tns.Dbt
Here his wife, Roberto's wife, peels cassava.
Cassava Demo 2006 JeNj 0020
da eropo mo'ko roberto pyty kiere kumi:shang
da eropo ma'ko roberto pyty kiere kumi(ky) -ja -ng
then here 3AnMd roberto wife cassava wash -Pres -Dbt
Then here Roberto's wife washes cassava.
Cassava Demo 2006 JeNj 0021
da eropo kynokyjang
da eropo ky- n- wot- ky -ja -ng
then here 3.Rm- 3AO- Detr- grate -Pres -Dbt
Then here she grates.
Cassava Demo 2006 JeNj 0022
422
da mo'ko i:jo
da mo'ko i-
then 3AnMd 3-
kynepano:sang
ijo ky- n- epano(py) -ja -ng
husband 3.Rm- 3AO- help -Pres -Dbt
kiere kumitjyry poko
kiere kumi(ky) -ry poko
cassava wash -Nzr with
Then her husband helps her with cassava washing.
Cassava Demo 2006 JeNj 0023
moro wara tywoju'pore jumy mang
mora wara tywoju'pore jumy mang
3InMd like attractive Intns 3.Cop
epanopyry
epano(py) -ry
help -Nzr
wokyry I wa typyty
wokyry 'wa ty- pyty
man Agt 3R.Pssr- wife
It is so nice, how this man helps his wife.
Cassava Demo 2006 JeNj 0024
eropo kynotarymojang mo'ko woryi
eropo ky- n- wot- arymo -ja -ng ma'ko woryi
here 3.Rm- 3AO- Detr- squeeze -Pres -Dbt 3AnMd woman
Here that woman squeezes it.
Cassava Demo 2006 JeNj 0025
poto pore mjatapiry
poto pore i- matapi -ry
large.one very 3- manioc.press -pssd
Her matapi is a very big one.
Cassava Demo 2006 JeNj 0026
eropo matapi kupo kynotandy'mojang,
eropo matapi kupo ky- n- wot- andy'mo -ja -ng
here manioc.press upon 3.Rm- 3AO- Detr- sit -Pres -Dbt
matasapai kupo
matasapai kupo
matapi.stick upon
Here she sits on the matapi, on the matapi stick.
Cassava Demo 2006 JeNj 0027
eropo moro kiere pung kanong moro
eropo moro kiere pung ka -non moro
here 3InMd cassava mashed. cassava remove -Prs.Tns.Dbt 3InMd
matapi wyinjo
matapi wyinjo
manioc.press from
Here she removes the cassava meal from the matapi.
Cassava Demo 2006 JeNj 0028
takyse k'ba moro kiere pung mang
takyse kaba moro kiere pung mang
firm Prfct 3InMd cassava mashed.cassava 3.Cop
The cassava meal is firm already.
Cassava Demo 2006 JeNj 0029
eropo cecilia wewe ¥'mojang
eropo cecilia wewe y- 'mo -ja -ng
here cecilia wood 3AO- break -Pres -Dbt
Here Cecilia splits firewood.
Cassava Demo 2006 JeNj 0030
423
taijapore 'ne
taijapore
handy
ri
'ne ri
really ?
She is really handy.
Cassava Demo 2006 JeNj 0031
otybang wewe y'mojang go
oty -bang wewe y- 'mo -ja -ng ko
what -type wood 3AO- break -Pres -Dbt QP
What kind of wood is she splitting?
Cassava Demo 2006 JeNj 0032
eropo kiere pung otyjang
eropo kiere pung oty -ja -ng
here cassava mashed. cassava do. something -Pres -Dbt
Here she does something to the cassava meal.
Cassava Demo 2006 JeNj 0033
apoto1me eropo kiere pung apoijang ako
apo -to'me eropo kiere pung apoi -ja -ng ako
mash -Purp here cassava mashed. cassava take -Pres -Dbt mortar
ta
ta
in
In order to mash it, she takes the cassava meal into the mortar.
Cassava Demo 2006 JeNj 0034
erapa kiere pung u'nanang
eropo kiere pung u'na -non
here cassava mashed. cassava sift -Prs.Tns.Dbt
Here she sifts the cassava meal.
Cassava Demo 2006 JeNj 0035
erapa ari'njatu kumi:shang
eropo arinjatu kumi(ky) -ja -ng
here cassava.pan wash -Pres -Dbt
Here she washes the pan.
Cassava Demo 2006 JeNj 0036
erapa wa'ta kyryjang ari'njatu
eropo wa'to kyry -ja -ng arinjatu
here fire make -Pres -Dbt cassava.pan
ja'tajang
ja'to -ja -ng
put.firewood -Pres -Dbt
Here she makes a fire, she gives her pan firewood.
Cassava Demo 2006 JeNj 0037
424
tyneparypa
ty- n- epo(ry)
3R.Pssr- 3AO- find
ja'tary i'ja
ja'to -ry i-
put.firewood -Nzr 3-
'ne rapa ari'njatu
-po 'ne rapa arinjatu
-one.who.is really again cassava.pan
'ja
Agt
She is giving her pan firewood in her own way.
Cassava Demo 2006 JeNj 0038
erapa kynase'keijang
eropo ky- n- wos- e'kei -ja -ng
here 3.Rm- 3AO- Detr- bake -Pres -Dbt
Here she bakes.
Cassava Demo 2006 JeNj 0039
erapa mora kiere pung apitjanang mora
eropo moro kiere pung apika -non mora
here 3InMd cassava mashed. cassava spread.out -Prs.Tns.Dbt 3InMd
ari'njatu kupa
arinjatu kupo
cassava.pan upon
Here she spreads the cassava meal out on the pan.
Cassava Demo 2006 JeNj 0040
da mora arepa pesasamanang
da moro arepa pesasama -non
then 3InMd cassava.bread shake -Prs.Tns.Dbt
Then here she sprinkles some on the cassava bread.
Cassava Demo 2006 JeNj 0041
425
oty
oty
what
ko nang
ko na -ng
QP 3.Cop -Dbt
What is she doing?
Cassava Demo 2006 JeNj 0042
eropo moro arepa urindjanong
eropo mora arepa urima -non
here 3InMd cassava.bread flip -Prs.Tns.Dbt
Here she flips the cassava bread.
Cassava Demo 2006 JeNj 0043
da eropo kynitjotopo:sang moro
da eropo ky- ni- koto -po(ty) -ja -ng mora
then here 3.Rm- 3AO- cut -Iter -Pres -Dbt 3InMd
arepa
arepa
cassava.bread
Then here she cuts up the cassava bread.
Cassava Demo 2006 JeNj 0044
da moro weju taka
da mora weju taka
then 3InMd sun into
kyny:jang, moro arepa
ky- n- y(ry) -ja -ng mora arepa
3.Rm- 3AO- put -Pres -Dbt 3InMd cassava.bread
Then she puts it in the sun, the cassava bread,
Cassava Demo 2006 JeNj 0045
a'pota, apokato'me moro
a'pota apoka -to'me mora
dry dry -Purp Purp
moro weju taka
mora weju taka
3InMd sun into
arepa y:jang
arepa y(ry) -ja -ng
3InMd cassava.bread put -Pres -Dbt
dry, so that it can dry the cassava bread, she puts it into the sun.
Cassava Demo 2006 JeNj 0046
eropo roberto kynysang wo'to weto
eropo roberto ky- n- y(to) -ja -ng woto weto
here roberto 3.Rm- 3Sa- go -Pres -Dbt fish occ.with
ty'muru me'ko mara kurijara ta
ty- 'muru meko mara kurijara ta
3R.Pssr- son small with canoe in
Here Roberto goes fishing with his small son in a canoe.
Cassava Demo 2006 JeNj 0047
eropo moro oty y:ja tuna kaka
eropo moro oty y(ry) -ja tuna taka
here 3InMd thing put -Pres water into
Here he puts the thing into the water.
Cassava Demo 2006 JeNj 0048
tominje ku pore mose wokyry ri
tomaminje ku pore mose wokyry ri
hard. working *** very 3AnPx man ?
This man is very hardworking.
Cassava Demo 2006 JeNj 0049
eropo mainja kotoja mo'ko myrekoko
eropo mainja koto -ja mo'ko myrekoko
here field cut -Pres 3AnMd young.man
Here the young man fells a field.
Cassava Demo 2006 JoKa 0001
Kabalefodo, Joosje
wewe akotoja mainja
wewe akoto -ja mainja
tree cut -Pres field
He cuts a tree field.
Cassava Demo 2006 JoKa 0002
wjery no:mai tjaba
i- wewe -ry n- o:ma -i kaba
3- tree -pssd 3Sa- fall -Affirm Prfct
His tree falls already!
Cassava Demo 2006 JoKa 0003
eropo kynitjotopo:sa
eropo ky- ni- koto -po (ty) -ja
here 3.Rm- 3AO- cut -Iter -Pres
Here he chops it up.
Cassava Demo 2006 JoKa 0004
kanare kotoja
kanare koto -ja
treetop cut -Pres
He cuts the treetops.
Cassava Demo 2006 JoKa 0005
eropo kyniwjeritjano pjondo'me
eropo 1_.... ni- werl ,.- -no ~- po (my) .... _1'""-I\.y- -J\.Q. - .... u HL~
here 3.Rm- 3AO- leaves -Remv -Prs.Tns.Dbt 3- plant -Purp
Here he removes the leaves so that he can plant it.
Cassava Demo 2006 JoKa 0006
426
pjyty kynopo:jang
i- pyty ky- n- wot- po (my) -ja -ng
3- wife 3.Rm- 3AO- Detr- plant -Pres -Dbt
His wife plants.
Cassava Demo 2006 JoKa 0007
arepa e'moto'me kiere apo
arepa e'mo -to'me kiere apo
cassava.bread push -Purp cassava stick
IN order to push the cassava sticks.
Cassava Demo 2006 JoKa 0008
wjeri pjasa
i- weri pa -ja
3- leaves throw.away -Pres
He throws away its leaves.
Cassava Demo 2006 JoKa 0009
kiere apo e'mosa
kiere apo e'mo -ja
cassava stick push -Pres
He pushes the cassava sticks.
Cassava Demo 2006 JoKa 0010
moro arepa kynatytanong k'ba
moro arepa ky- n- atyta -non kaba
3InMd cassava.bread 3.Rm- 380- grow -Prs.Tns.Dbt Prfct
The cassava grows already.
Cassava Demo 2006 JoKa 0011
eropo kiere apo kotoja arepa kato'me
eropo kiere apo koto -ja arepa ka -to'me
here cassava stick cut -Pres cassava.bread remove -Purp
Here he cuts the cassava sticks to pull the cassava.
Cassava Demo 2006 JoKa 0012
427
mO'ko i:jo
mo'ko i-
3AnMd 3-
kynitjano k'ba
ijo ky- ni- ka -:no kaba
husband 3.Rm- 3AO- remove -Prs.Tns Prfct
Her husband already pulls them.
Cassava Demo 2006 JoKa 0013
kynitjai tjaba kuru ngai
ky- ni- ka -i kaba kuru ni- ka -i
3.Rm- 3AO- remove -Affirm Prfct Affirm 3AO- remove -Rec.Pst
He has pulled them already, he has pulled them.
Cassava Demo 2006 JoKa 0014
potonong bore mjunu erepary munu
potono pore i- munu erepa -ry munu
large.ones very 3- fruit food -pssd fruit
Its fruit is so very big, the cassava food.
Cassava Demo 2006 JoKa 0015
kurukuru taka kyny:po:sa, da
kurukuru taka ky- n- y(ry) -po (ty) -ja da
basket into 3.Rm- 3AO- put -Iter -Pres then
naru' kato kroiwagi taka
n- aru'ka -to kroiwagi taka
3AO- put.in -Col wheel.barrow into
He puts it in the basket, then they put them into the wheel barrow.
Cassava Demo 2006 JoKa 0016
kynopitjano k'ba
ky- n- wot- pika -no kaba
3.Rm- 3AO- Detr- peel -Prs.Tns.Dbt Prfct
She peels it already.
Cassava Demo 2006 JoKa 0017
tjyto'me
i- ky -to'me
3- grate -Purp
in order to grate it
Cassava Demo 2006 JoKa 0018
mijarijary typo'tyry kyngano
i- marija -ry typotyry ky- n- ka -no
3- knife -pssd shiny 3.Rm- 3Sa- say -Prs.Tns.Dbt
Her knife is shiny, she says.
Cassava Demo 2006 JoKa 0019
kynitjumi:shang k'ba kumykang daka
ky- ni- kumi(ky) -ja -ng kaba kumykang taka
3.Rm- 3AO- wash -Pres -Dbt Prfct cassava.boat into
tjyto'me
i- ky -to'me
3- grate -Purp
She washes it already in order to grate it into the cassava boat.
Cassava Demo 2006 JoKa 0020
kynokyjang k'ba
ky- n- wot- ky -ja -ng kaba
3.Rm- 3AO- Detr- grate -Pres -Dbt Prfct
She grates already.
Cassava Demo 2006 JoKa 0021
iijO kz~itjumi:sh&ng i1ja
i- ijo ky- ni- kumi(ky) -ja -ng i- 'ja
3- husband 3.Rm- 3AO- wash -Pres -Dbt 3- Dat
Her husband washes it for her.
Cassava Demo 2006 JoKa 0022
428
tjaba,
-i kaba
-Affirm Prfct
429
kynarymoja matapi tjaka
ky- n- arymo -ja matapi taka
3.Rm- 3AO- put.in -Pres manioc.press into
She squeezes it into the matapi.
Cassava Demo 2006 JoKa 0023
kynotarymoja
ky- n- wot- arymo -ja
3.Rm- 3AO- Detr- squeeze -Pres
She squeezes.
Cassava Demo 2006 JoKa 0024
tjupoitjo'me
i- kupo -to'me
3 - upon - Purp
in order to sit on it
Cassava Demo 2006 JoKa 0025
kynotarymoja kaba, matasapai kupo mang
ky- n- wot- arymo -ja kaba matasapai kupo mang
3.Rm- 3AO- Detr- squeeze -Pres Prfct matapi.stick upon 3.Cop
She squeezes already, she is on the matapi stick.
Cassava Demo 2006 JoKa 0026
nakypyi
n- akypy
3Sa- be.pressed.together
kynitjanong nitjai
ky- ni- ka -non ni- ka -l
3.Rm- 3AO- remove -Prs.Tns.Dbt 3AO- remove -Affirm
nitja'mai tjaba
ni- ka -'rna -i kaba
3AO- remove -Cmpltv -Affirm Prfct
It has gotten firm already, she removes it, she has removed it, she has
removed it already.
Cassava Demo 2006 JoKa 0027
ja'ty poro mopo:sa
ja'ty poro 'mo -po (ty)
firewood Intns break -Iter
wewe e'keitjopo
-ja wewe e'kei -topo
-Pres wood bake -Circ
She breaks up the firewood, the wood to bake with.
Cassava Demo 2006 JoKa 0028
(unclear) kiere pu amu (unclear) mata taka, ako taka
unclear kiere pung amu unclear mata taka ako taka
*** cassava mashed. cassava some*** mortainto mortarinto
apoto'me
apo -to'me
pound -Purp
She mashes the cassava meal into the mortar in order to pound it.
Cassava Demo 2006 JoKa 0029
kynu'nanong k'ba
ky- n- u'na -non kaba
3.Rm- 3AO- sift -Prs.Tns.Dbt Prfct
She sifts it already.
Cassava Demo 2006 JoKa 0030
ije kynopopo:satong
ije ky- n- opopo -potty) -ja -tong
there 3.Rm- 3AO- peek -Iter -Pres -Col
Over here, they watch.
Cassava Demo 2006 JoKa 0031
ari'njatu kumi:shang kaba
arinjatu kumi(ky) -ja -ng kaba
cassava.pan wash -Pres -Dbt Prfct
She washes the pan already.
Cassava Demo 2006 JoKa 0032
ija'toto'me
i- ja'to -to'me
3- put.firewood -Purp
in order to give it firewood
Cassava Demo 2006 JoKa 0033
ari'njatu ja'tojatong
*** arinjatu ja'to -ja -tong
*** cassava.pan put.firewood -Pres -Col
They give the pan firewood.
Cassava Demo 2006 JoKa 0034
ja'toi tjaba
ja'to -l kaba
put. firewood -Affirm Prfct
She has made the fire already.
Cassava Demo 2006 JoKa 0035
kyny:ja wewe poro e'mopo:sa ja'ty
ky- n- y(ry) -ja wewe poro e'mo -potty) -ja ja'ty
3.Rm- 3AO- give -Pres wood Intns push -Iter -Pres firewood
wjotapoitjo'me
i- wot- apoi -to'me
3- Detr- take -Purp
She gives it, she pushes the firewood now so that it can take flame.
Cassava Demo 2006 JoKa 0036
430
a piripjo pasa tjuponaka
a piripjo pa -ja i- tupo
3.An.Nom cassava.flour throw.away -Pres 3- on
i'tjorotyry eneto'me
i- koro(ty) -ry ene -to'me
3- burn -Nzr see -Purp
naka
towards
431
kyna'mejato
ky- n- a I merna -ja -to
3.Rm- 3AO- swipe.away -Pres -Col
She flings some cassava meal onto it to see if it burns, then she swipes
it away.
Cassava Demo 2006 JoKa 0037
ari'njatu uroja wjotapoitjo'me
arinjatu uro -ja i- wot- apoi -to'me
cassava.pan blow -Pres 3- Detr- take -Purp
She blows the pan so that it can take.
Cassava Demo 2006 JoKa 0038
eropo ari'njatu kuponaka kyny:jato
eropo arinjatu kuponaka ky- n- y(ry) -ja -to
here cassava.pan onto 3.Rm- 3AO- put -Pres -Col
apitjato'me
apika -to'me
spread. out -Purp
Here they put it onto the cassava pan so that she can spread it out.
Cassava Demo 2006 JoKa 0039
kynipjekuramano jupy me
ky- ni- pekurama -no juku me
3.Rm- 3AO- make.pretty -Prs.Tns.Dbt good Ess
They make its face pretty.
Cassava Demo 2006 JoKa 0040
a type pitja eng
a ty- pe pika eng
3.An.Nom 3R.Pssr- forehead scrape 3
She scrapes its face.
Cassava Demo 2006 JoKa 0041
woriwjorikong ke djombo napoija
woriwori -kong ke djombo n- apoi -ja
fan -Col Instr then 3AO- take -Pres
She holds it with their fan.
Cassava Demo 2006 JoKa 0042
kynishasama kynishasamato pjery
ky- ni- pesasama ky- ni- pesasama -to i- pe -ry
3.Rm- 3AO- shake 3.Rm- 3AO- shake -Col 3- face -pssd
i- pe -ry pesasama
3- face -pssd shake
pjery sasamato kiere pung ge
-to kiere pung ke
-Col cassava mashed. cassava Instr
She sprinkles some onto it, they sprinkle some onto its face, they
sprinkle
Cassava Demo 2006 JoKa 0043
some onto its face with the cassava meal.
tjo'poro 'ne ja'to moro ari'njatu i'wja mang
tjo'poro 'ne ja'to moro arinjatu i- 'wa mang
*** really put. firewood 3InMd cassava.pan 3- Dat 3.Cop
She has given the pan too much firewood.
Cassava Demo 2006 JoKa 0044
pjoriry korokanong
i- pori -ry koroka -non
3- shin -pssd burn -Prs.Tns.Dbt
She burns her shin.
Cassava Demo 2006 JoKa 0045
nurindjai
n- urima-i
3AO- flip -Affirm
She flips it.
Cassava Demo 2006 JoKa 0046
kynitjakato kaba
ky- ni- kaka -tong kaba
3.Rm- 3AO- scrape -Col Prfct
They scrape it already.
Cassava Demo 2006 JoKa 0047
nit jato pja'ka kynysa kurando
ni- ka -to i- pa'ka ky- n- y(to) -ja kurando
3AO- remove -Col 3- take.out 3.Rm- 3Sa- go -Pres outside
naka
naka
towards
They remove it, then she carries it outside.
Cassava Demo 2006 JoKa 0048
zinky kuponaka kynunemato
zinky kuponaka ky- n- unema -to
zink.roofing onto 3.Rm- 3AO- pick.up -Col
They lift it up onto the zink roof.
Cassava Demo 2006 JoKa 0049
mo'ko serepi y:je kynysa
mo'ko serepi y(ry) -e ky- n- y(to) -ja
3AnMd fishing.net place -Prs.Tns 3.Rm- 3Sa- go -Pres
That one goes to place a fishing net.
Cassava Demo 2006 JoKa 0050
imjy
i- my
3- tie
tie it
Cassava Demo 2006 JoKa 0051
432
kynimjyjang k'ba
ky- ni- my -ja -ng kaba
3.Rm- 3AO- tie -Pres -Dbt Prfct
He ties it already.
Cassava Demo 2006 JoKa 0052
serepi myjang
serepi my -ja -ng
fishing.net tie -Pres -Dbt
He ties the fishing net.
Cassava Demo 2006 JoKa 0053
maka sriba apoitjo'me
maka-sriba apoi -to'me
fish~sp catch -Purp
in order to catch maka sriba
Cassava Demo 2006 JoKa 0054
maka sriba maka, maka ma:tong poro (laughs)
-
maka sriba maka maka 'rna (ty) -tong poro ***
fish~sp spine spine finish -Col Intns ***
They'll finish all of the maka sriba now.
Cassava Demo 2006 JoKa 0055
433
so
so
so
eropo amu, ah
eropo amu ah
here someone Hes
ma'mi seneja wewe pa'kotory
ma'mi s- ene -ja wewe pa'koto -ry
boy 1A- see -Pres tree slash -Nzr
i I ja
i-
3-
tymainjary me painjare
'ja ty- mainja -ry me painjare
Dat 3R.Pssr- field -pssd Attr maybe
So here one, ah, I see a young man cuts a tree, maybe for his field.
Cassava Demo 2006 JuAI 0001
Juliette Alkantara
eropo, oty,
eropo oty
here Hes
wywy akujang
wywy aku -ja -ng
ax use -Pres -Dbt
Here, urn, he uses an ax.
Cassava Demo 2006 JuAI 0002
eropo moro wewe kyno:manong oty,
eropo moro wewe ky- n- o:ma -non oty
here 3InMd tree 3.Rm- 3Sa- fall -Prs.Tns.Dbt Hes
k}rnakotoj ang
ky- n- akoto -ja -ng
3.Rm- 3AO- cut -Pres -Dbt
Here the tree falls, urn, urn, he fells it.
Cassava Demo 2006 JuAI 0003
kynakota .. ,
kynakota
***
434
moropo pjoripjo pa 'kotopo: sang ero wara
moropo i- pori -po pa'koto -po (ty) -ja -ng era wara
there 3- branch -Pst slash -Iter -Pres -Dbt 3InPx way
mainja akotojatong eropo konomerume po
mainja akoto -ja -tong eropo konomerume po
field cut -Pres -Col here donderskamp at
There he slashes the branches, they fell fields this way here in
Konomerume.
Cassava Demo 2006 JuAl 0004
moro mainja, ah,
mora mainja ah
3InMd field Res
korokai da
koroka -i da
scrub -Affirm then
kyniwijeritjanong oty
ky- ni- weri -ka -non oty
3.Rm- 3AO- leaves -Remv -Prs.Tns.Dbt Res
pjo,
pjo
***
pjomypoto
i- po (my) -po -to
3- plant -one.who.is -If
i'wja
i- 'wa
3- Dat
He burns, ah, the field, then he removes the leaves, urn, so he can plant
it.
Cassava Demo 2006 JuAl 0005
ero wara eropo a'na nema:ja
era wara eropo a'na n- ema(my)
3InPx way here 1+3 380- live
We live this way here.
Cassava Demo 2006 JuAl 0006
-ja
-Pres
eropo mo'ko ipjyty mainja po:jang, moro
eropo ma'ko i- pyty mainja po (my) -ja -ng mora
here 3AnMd 3- wife field plant -Pres -Dbt 3InMd
itjorotypo po:jatong arepa ke
i- koro(ty) -po po (my) -ja -tong arepa ke
3- burn -one.who.is plant -Pres -Col cassava.bread Instr
Here his wife plants the field, where it is burnt, they plant it with
cassava.
Cassava Demo 2006 JuAl 0007
mo'ko i:jo
ma'ko i-
3AnMd 3-
kynepano:sang
ijo ky- n- epano(py) -ja -ng
husband 3.Rm- 3AO- help -Pres -Dbt
morokong oty,
mora -kong oty
3InMd -Col Res
kiere apo y:to'me
kiere apo y(ry) -to'me
cassava stick put -Purp
Her husband helps her in order to put the cassava sticks.
Cassava Demo 2006 JuAl 0008
moro imjainjary auhty yngana pota mang
mora i- mainja -ry 0- auhto -ry yngana pota mang
3InMd 3- field -pssd 3- house -pssd behind inside 3.Cop
His field is right behind his house.
Cassava Demo 2006 JuAI 0009
eropo mora pjomypo menejatong djukme
eropo moro i- po (my) -po m- ene -ja -tong djukme
here 3InMd 3- plant -one.who.is 2A- see -Pres -Col well
435
'ne oty
'ne oty
really Hes
mora ko arepa (unclear)
moro ko arepa ***
3InMd SaInt cassava.bread ***
Here you see how they plant it, the cassava is (doing) really well.
Cassava Demo 2006 JuAI 0010
onjewara mykai 'ne, ai go djukme
onjewara m- yka -l 'ne ai go djukme
how 2A- say -Affirm really it.will will good
pjomypo mang
i- po (my) -po mang
3- plant -one.who.is 3.Cop
How do you say it, they are planting it so well.
Cassava Demo 2006 JuAI 0011
eropo kynysatong
eropo ky- n- y(to) -ja -tong
here 3.Rm- 3Sa- go -Pres -Col
tymjainjarykon 'wa arepa
ty- mainja -ry -kon 'wa arepa
3R.Pssr- field -pssd -ColI Dir cassava. bread
Here they go to their field for cassava.
Cassava Demo 2006 JuAI 0012
'ne mora
'ne moro
really 3InMd
arepa, ah,
arepa ah
cassava.bread Hes
mora, koreparykong
moro koreparykong
3InMd our.food
Cassava bread, ah, that is our food.
Cassava Demo 2006 JuAI 0013
arepa katong mora kiere apo
arepa ka -tong moro kiere apo
cassava.bread remove -Col 3InMd cassava stick
y'kotopo:satong
y'koto -po (ty) -ja -tong
cut -Iter -Pres -Col
They pull cassava, they chop up the cassava sticks.
Cassava Demo 2006 JuAI 0014
eropo ma'ko i: jo kynepano : sang
eropo mo'ko i- ijo ky- n- epano (py) -ja -ng
here 3AnMd 3- husband 3.Rm- 3AO- help -Pres -Dbt
mora kiere kary poko tumung 'ne rapa erepary
moro kiere ka -ry poko tumung 'ne rapa erepa -ry
3InMd cassava remove -Nzr with mound really again food -pssd
436
mang
mang
3.Cop
Here her husband helps her with cassava pulling, the cassava is really
big, too.
Cassava Demo 2006 JuAl 0015
djukme 'ne moro, oty,
djukme 'ne moro oty
well really 3InMd Hes
mainja tatyta mang
mainja t- atyta mang
field T- grow 3.Cop
That is good, urn, the field is growing well.
Cassava Demo 2006 JuAl 0016
pjyty kynepano:sang moro oty
i- pyty ky- n- epano(py) -ja -ng moro oty
3- wife 3.Rm- 3AO- help -Pres -Dbt 3InMd Hes
kiere
kiere
cassava
apo kotory poko, tumung lne tampokorymbo
apo koto -ry poko tumung 'ne tampokory -mbo
stick cut -Nzr with mound really Intns -devalued
mjainjary mang
i- mainja -ry mang
3- field -Pssd 3.Cop
His wife helps him with cutting the cassava sticks, the field is really
very full.
Cassava Demo 2006 JuAl 0017
eropo oty
eropo oty
here Hes
moro kiere katong moro
moro kiere ka -tong moro
3InMd cassava remove -Col 3InMd
tywagiry ta kurukuru ta
ty- wagi -ry ta kurukuru ta
3R.Pssr- wheel.barrow -pssd in basket in
kynarojatong moro
ky- n- aro -ja -tong moro
3.Rm- 3AO- carry -Pres -Col 3InMd
tywagirykong taka
ty- wagi -ry -kong taka
3R.Pssr- wheel.barrow -pssd -Col into
Here, urn, he pulls the cassava and carries it in the basket to put in
his wheel barrow, (he puts it) into their wheel barrow.
Cassava Demo 2006 JuAl 0018
tumung 'ne tampokorymbo
tumung 'ne tampoko -ry -mbo
mound really grandfather -pssd -devalued
mjainjarykong mang
i- mainja -ry -kong mang
3- field -pssd -Col 3.Cop
Their field has a lot of food.
Cassava Demo 2006 JuAl 0019
neko eropo morokong ah,
ene -ko eropo moro -kong ah
see -Imper here 3InMd -Col Res
kiere
kiere
cassava
437
pitjapo:sang arepa me
pika -po(ty) -ja -ng arepa me
peel -Iter -Pres -Dbt cassava.bread Ess
Look, here she peels those cassava to make cassava bread.
Cassava Demo 2006 JuAl 0020
djukme 'ne rapa ipitjary, i'ja
djukme 'ne rapa i- pika -ry i-
good really again 3- peel -Nzr 3-
na eropo a'na erepary
na eropo a'na erepa -ry
3.Cop here 1+3 food -pssd
ero wara
'ja ero wara
Agt 3InPx way
She is peeling so well, this is what our food is like.
Cassava Demo 2006 JuAl 0021
pitjatong
pika -tong
peel -Col
She peels them.
Cassava Demo 2006 JuAl 0022
eropo moro kiere kumi:shanong djukme
eropo moro kiere kumi(ky) -ja -nong djukme
here 3InMd cassava wash -Pres -Col good
Here she washes the cassava so nicely.
Cassava Demo 2006 JuAl 0023
'ne
'ne
really
ero wara a'na eropo, kynimjaminjanong
ero wara a'na eropo ky- ni- emamina -ja -nong
3InPx way 1+3 here 3.Rm- 380- work -Pres -Col
This is how we are here, she works.
Cassava Demo 2006 JuAl 0024
arepa kyry jako djukme 'ne oty,
arepa kyry jako djukme 'ne oty
cassava.bread make at. time good really Res
kynitjumi:shang
ky- ni- kumi (ky) -ja -ng
3.Rm- 3AO- wash -Pres -Dbt
When they make cassava, she washes
Cassava Demo 2006 JuAl 0025
so tvYel1 ..
moro kiere eropo kynokyjang
moro kiere eropo ky- n- wot- ky -ja -ng
3InMd cassava here 3.Rm- 3AO- Detr- grate -Pres -Dbt
438
The cassava here, she grates.
Cassava Demo 2006 JuAl 0026
shemariry rapa merone tyjeke tampokorymbo
i- semari ~ry rapa merone tyjeke tampokory -mba
3- grater -pssd again like. that sharp Intns -devalued
Her grater is so very sharp.
Cassava Demo 2006 JuAl 0027
i:jo
i-
3-
kynepano:sang
ijo ky- n- epano(py)
husband 3.Rm- 3AO- help
moro kiere
-ja -ng mora kiere
-Pres -Dbt 3InMd cassava
kumitjyry poko
kumi(ky) -ry poko
wash -Nzr with
Her husband helps her with cassava washing.
Cassava Demo 2006 JuAl 0028
eropo moro oty
eropo mora oty
here 3InMd Hes
matapi taka ero wara a'na eropo
matapi taka era wara a'na eropo
manioc.press into 3InPx way 1+3 here
kyneijang
ky- n- e'i -ja -ng
3.Rm- 3Sa- Cop -Pres -Dbt
Here she puts it in the matapa, this is how we do it here.
Cassava Demo 2006 JuAl 0029
moro arepa matapi taka
mora arepa matapi taka
3InMd cassava.bread manioc.press into
kynyjatong, da itjuponaka
ky- n- y(ry) -ja -tong da i- kupo naka
3.Rm- 3AO- put -Pres -Col then 3- upon towards
kynotandymotang eromete
ky- n- wot- andy'mo -take -ng eromete
3.Rm- 3AO- Detr- sit -Fut -Dbt later
ja'nato'me
ja'na -to'me
become.hard -Purp
They put the cassava into the matapi, then she will sit in it so that it
becomes hard.
Cassava Demo 2006 JuAl 0030
omyja pore woryi mose mang tjybrymbo kapyng
omyja pore woryi mose mang tjybry -mba kapyng
beautiful .. one ~very woman 3fu""'1PX ., ,.,-- _, ..:I -devalued :Neg.Ja\..-U!-, U..Lu.woman
This is a beautiful young woman, not an old lady.
Cassava Demo 2006 JuAl 0031
eropo mose oty,
eropo mose oty
here 3AnPx Res
a'na eropo mojang omyjakong de
a'na eropo mojang omyja -kong de
1+3 here 3AnPxCoI young.woman -Col them
439
here she, urn, here we, the young women ...
Cassava Demo 2006 JuAI 0032
emepatong akinju'ma mang
emepa -tong akinju -'rna mang
teach -Col lazy -Neg 3.Cop
Teach them not to be lazy.
Cassava Demo 2006 JuAI 0033
eropo moro matapi kupo
eropo moro matapi kupo
here 3InMd manioc.press upon
kynotandy'mojang
ky- n- wot- andy'mo -ja -ng
3.Rm- 3AO- Detr- sit -Pres -Dbt
Here she sits on the matapi.
Cassava Demo 2006 JuAI 0034
moro aitjuru a'na eropo ero konomerume po oty
moro aitjuru a'na eropo ero konomerume po oty
3InMd liquid 1+3 here 3InPx donderskamp at Res
tumary me mang
tuma -ry me mang
soup -pssd Attr 3.Cop
Then the liquid, here in Konomerume, it is our soup.
Cassava Demo 2006 JuAI 0035
a'na
a'na
1+3
moro aitjuru moro ta a'na woto y:jang tonomy
moro aitjuru moro ta a'na woto y(ry) -ja -ng tonomy
3InMd liquid 3InMd in 1+3 fish put -Pres -Dbt meat
Then into the liquid, we put fish, meat.
Cassava Demo 2006 JuAI 0036
po'mai aitjuru me eropo mose tjybrymbo oty wewe
y'mopo:sang
po'ma -l aitjuru me eropo mose tjybry -mbo oty wewe y'mo
-po(t
light -Rec.Pst liquid Attr here 3AnPx old. woman -devalued Res wood
break -
y) -ja -ng
Iter -Pres -Dbt
To make pepper water, here that grandmother splits firewood.
Cassava Demo 2006 JuP~l 0037
merone iwjyry rapa
merone i- wywy rapa
like. that 3- ax again
Her ax is like that.
Cassava Demo 2006 JuAl 0038
440
i:jo
i-
3-
anepanopy'pa mang
ijo an- epano(py) -hpa mang
husband 3Neg- help -Neg 3.Cop
Her husband does not help her.
Cassava Demo 2006 JuAl 0039
aseke ro tjybrymbo oty
aseke ro tjybry -mba oty
by.Xself Idtf old. woman -devalued Hes
tywery angiriritjojang (laughs)
ty- wewe -ry angiriri -to -ja -ng ***
3R.Pssr- wood -pssd bulldozer -vzr -Pres -Dbt ***
All by herself, this grandmother breaks up her own firewood.
Cassava Demo 2006 JuAl 0040
eropo oty
eropo oty
here Res
kynose'keijang
ky- n- wos- e'kei -ja -ng
3.Rm- 3AO- Detr- bake -Pres -Dbt
Here she bakes.
Cassava Demo 2006 JuAl 0041
eromete mose tjybrymbo moro akotanong
eromete mose tjybry -mba mora akotanong
later 3AnPx old. woman -devalued 3InMd mortar.stick
Then just now this grandmother takes the mortar stick.
Cassava Demo 2006 JuAl 0042
apoijang moro kiere pu
apoi -ja -ng mora kiere pung
take -Pres -Dbt 3InMd cassava mashed. cassava
kynu'nanong (unclear)
ky- n- u'na -non ***
3.Rm- 3AO- sift -Prs.Tns.Dbt ***
Then she takes the cassava meal, she sifts it.
Cassava Demo 2006 JuAl 0043
erome no
erome no
now no
ponon tampoko nde oty
ponon tampoko nde oty
who.are.at grandfather and. them Hes
de no
de no
them no
otykong, ukuty'pa noro ero amu paranakyry
oty -kong ukuty -hpa noron era amu paranakyry
thing -Col know -Neg also 3InPx something White.person
aeifry (laughs)
seif -ry ***
seive -pssd ***
These days, our grandfathers, urn, they don't know things, this is a
White person's sifter.
Cassava Demo 2006 JuAl 0044
441
so era ari'njatu kumi:shang
so era arinjatu kumi(ky) -ja -ng
so 3InPx cassava.pan wash -Pres -Dbt
So, she washes this baking pan.
Cassava Demo 2006 JuAl 0045
fosi tywose'keidjy oty,
fosi t- wos- e'kei -ry oty
first 3R- Detr- bake -Nzr Hes
kumi:shang
kumi(ky) -ja -ng
wash -Pres -Dbt
kynu, ari'njatumbo, oty
kynu arinjatu -mba oty
*** cassava.pan -devalued Hes
Before she bakes, um, she washes the old baking pan.
Cassava Demo 2006 JuAl 0046
dan, fa
dan fa
then how
je
je
you
taki tywijake 'ne a'ta
taki tywijake 'ne a'ta
say dirty really if
Then, how do you say, when it's really dirty.
Cassava Demo 2006 JuAl 0047
eropo wa'to kyryjang ari'njatu pi'njo
eropo wa'ta kyry -ja -ng arinjatu pinjo
here fire make -Pres -Dbt cassava.pan under
Here she makes fire under the pan.
Cassava Demo 2006 JuAl 0048
era wara a'na kynosekeipjo:sang era
*** era wara a'na ky- wos- e'kei -po(ty) -ja -ng era
*** 3InPx ibis 1+3 3.Rm- Detr- bake -Iter -Pres -Dbt 3InPx
konomerume po
konomerume po
donderskamp eh
ari'njatu tampokorymbo kupo
arinjatu tampokory -mba kupo
cassava.pan Intns -Pst upon
This is the way we bake on a baking pan here in Konomerume.
Cassava Demo 2006 JuAl 0049
eropo kyny:tang
eropo ky- n- y(ry) -take -ng
here 3.Rm- 3AO- put -Fut -Dbt
She will place it here.
Cassava Demo 2006 JuAl 0050
mora ari'njatu enejang, mora wara mora oty
mora arinjatu ene -ja -ng mora wara mora oty
3InMd cassava.pan see -Pres -Dbt 3InMd way 3InMd Hes
tjanana kyry weidjy ashimhe a'ta
i- kanana kyry we'i -ry ashimbe a'ta
3- flame make become -Nzr hot if
She watches the pan, to make the flame that way, to see if it becomes
hot.
Cassava Demo 2006 JuAl 0051
da mara arepa pitjatang mara pan kupa,
da mora arepa pitja -take -ng mora pan kupo
then 3InMd cassava.bread spread -Fut -Dbt 3InMd pan upon
kupanaka
kuponaka
onto
Then she will spread the cassava on, onto the pan.
Cassava Demo 2006 JuAl 0052
442
era wara a'na era kanomerume pa mang era
era wara a'na era konomerume po mang era
3InPx way 1+3 3InPx donderskamp at 3.Cop 3InPx
erepary
erepa -ry
food -pssd
'ne a'na
'ne a'na
really 1+3
This is how we are here in Konomerume, this is our food.
Cassava Demo 2006 JuAl 0053
paranakyry kyngana a'na aty
paranakyry ky- n- ka -no a'na oty
White.person 3.Rm- 3Sa- say -Prs.Tns.Dbt 1+3 Hes
erepary era mang
erepa -ry era mang
food -pssd 3InPx 3.Cop
White people say this is our food.
Cassava Demo 2006 JuAl 0054
berede waty, era a'na beredery
berede waty era a'na berede -ry
bread Neg.Ex 3InPx 1+3 bread -pssd
There is no bread, this is our bread.
Cassava Demo 2006 JuAl 0055
ashimbe mara ari'njatu mang
ashimbe mora arinjatu mang
hot 3InMd cassava.pan 3.Cop
The pan is hot.
Cassava Demo 2006 JuAl 0056
da mara arepa pitjatang mara ari'njatu
da mora arepa pitja -take -ng mora arinjatu
then 3InMd cassava.bread spread -Fut -Dbt 3InMd cassava.pan
kupanaka
kuponaka
onto
Then she will spread the cassava onto the cassava pan.
Cassava Demo 2006 JuAl 0057
(whispers) joe mu' jep' mi now, jep' mi (laughs)
ero wara mo'ko tjybry tyrepary
era wara ma'ko tjybry ty- erepa -ry
3InPx way 3AnMd old. woman 3R.Pssr- bread -pssd
e'keijang
e'kei -ja -ng
bake -Pres -Dbt
The old woman bakes her bread this way.
Cassava Demo 2006 JuAI 0059
ashimbe 'ne merone oty
ashimbe 'ne merone oty
hot really like. that thing
It is so very hot.
Cassava Demo 2006 JuAI 0060
moro pan tykananake tampokorymbo mang
mora pan t- kanana -ke tampokory -mba mang
3InMd pan T- flame -Have Intns -devalued 3.Cop
ashi'mja waty i'wja
ashi'mja waty i- 'wa
hot Neg.Ex 3- Agt
The pan is so very hot, it must be really hot for her.
Cassava Demo 2006 JuAI 0061
myry
myry
look.at.that
Look at that!
Cassava Demo 2006 JuAI 0062
ashimbe tampokorymbo moro ari'njatu
ashimbe tampokory -mba mora arinjatu
hot Intns -devalued 3InMd cassava.pan
wa'to
wa'ta
fire
443
mang tykananake 'ne
mang ty- kanana -ke 'ne
3.Cop 3R.Pssr- flame -Have really fire
wa'to upi'njo
wa'ta upi'njo
under
The pan is really hot, the fire is flaming underneath.
Cassava Demo 2006 JuAI 0063
ty'se pore rapa oty
ty'se pore rapa oty
far very again Hes
sheifry
i- seif -ry
3- seive -pssd
Her sifter is so far away.
Cassava Demo 2006 J~~l 0064
ero wara eropo konomerume po a'na
era wara eropo konomerume po a'na
3InPx way here donderskamp at 1+3
444
kynema:jang
ky- n- ema(my) -ja -ng
3.Rm- 380- live -Pres -Dbt
We live this way here in Konomerume.
Cassava Demo 2006 JuAI 0065
ero wara pahporo a'na tjybry nde omyjakong
ero wara pahporo a'na tjybry nde omyja -kong
3InPx way all 1+3 old. woman and. them young.woman -Col
de
de
them
This way all of us, old women and young women ...
Cassava Demo 2006 JuAI 0066
kynosekeipjo:sang, eropo ero mang
ky- wos- e'kei -po (ty) -ja -ng eropo ero mang
3.Rm- Detr- bake -Iter -Pres -Dbt here 3InPx 3.Cop
She bakes and bakes, it is here.
Cassava Demo 2006 JuAI 0067
da da, oty
da da oty
then then what
nykong tykanong moro
nykong t- ka -no moro
*** T- say -Gen 3InMd
kynawapo:sang
ky- n- auwa -potty)
3.Rm- 380- laugh -Iter
(laughs)
***
***
mere ashimbe
-ja -ng mero ashimbe
-Pres -Dbt at.once hot
'ne
'ne
really
Then, then, I don't know what she says, but she is laughing really hard.
Cassava Demo 2006 JuAI 0068
ashimbe 'ne rapa moro oty
ashimbe 'ne rapa moro oty
hot really again 3InMd thing
The thing is really hot ...
Cassava Demo 2006 JuAI 0069
pan i'wja mang
pan i- 'wa mang
pan 3- Agt 3.Cop
... the pan is for her.
Cassava Demo 2006 JuAI 0070
ari1njatu
arinjatu
cassava.pan
the cassava pan.
Cassava Demo 2006 JuAI 0071
eromete oty
eromete oty
later Hes
moro arepa urindjatang
moro arepa urima -take -ng
3InMd cassava.bread flip -Fut -Dbt
445
In a little while, she will flip the cassava.
Cassava Demo 2006 JuAl 0072
moro a'a wa'to mere 'ne tykananake
moro a'a wa'to mero 'ne t- kanana -ke
3InMd yes fire at.once really T- flame -resembling V
tampokorymbo
tampokory -mbo
Intns -devalued
The fire is really flaming.
Cassava Demo 2006 JuAl 0073
idjombo ro erombo pahpota
irombo ro ero -mbo pahpota
then Idtf 3InPx -Pst Past
osekanong, no? (unclear)
osekanong no ***
*** no ***
moro arepa
moro arepa
3InMd cassava.bread
ysa
ysa
***
Then, after that, she cuts the cassava, no?
Cassava Demo 2006 JuAl 0074
ero wara a'na kyneijang arepa kyry
ero wara a'na ky- n- e'i -ja -ng arepa kyry
3InPx way 1+3 3.Rm- 3Sa- Cop -Pres -Dbt cassava.bread make
jako
jako
at. time
We do it like this when we make cassava.
Cassava Demo 2006 JuAl 0075
myry, kurando naka kyny:jang weju
myry kurando naka ky- n- y(ry) -ja -ng weju
look.at.that outside towards 3.Rm- 3AO- put -Pres -Dbt sun
taka a'pota me
taka a'pota me
into dry Ess
Look at that, she puts it outside in the sun so it can dry.
Cassava Demo 2006 JuAl 0076
so mose wokyry ro'mun kynysang wo'to
so mose wokyry ro'mun ky- n- y(to) -ja -ng woto
so 3AnPx man certainly 3.Rm- 3Sa- go -Pres -Dbt fish
weto
weto
occ.with
So, this man is going fishing.
Cassava Demo 2006 JuAl 0077
uh erombo 'ne wokyryjang
*** era -mba 'ne wokyry -jang
*** 3InPx -Pst really man -Coll.An
tykoweidje waty noro mjaroinje mang
ty- kowei -ry waty noron i- mara -ine mang
3R.Pssr- fishhook -pssd Neg.Ex also 3- with -Col 3.Cop
Urn, today's men, they don't have their fishhooks with them anymore.
Cassava Demo 2006 JuAl 0078
ero paranakyry netry
era paranakyry net -ry
3InPx White.person net -pssd
This is a White person's net.
Cassava Demo 2006 JuAl 0079
aropo:satong tuna wo'to weto
aro -po (ty) -ja -tong tuna woto weto
carry -Iter -Pres -Col water fish occ.with
They carry them to the water to catch fish.
Cassava Demo 2006 JuAl 0080
446
ty'muru me'ko marc kynysang
ty- 'muru meko maro ky- n- y(to)
3R.Pssr- son small with 3.Rm- 38a- go
oty net
oty net
Res net
He goes with his small son to set the net.
Cassava Demo 2006 JuAl 0081
moro
-ja -ng mora
-Pres -Dbt 3InMd
ero wara ero ponon oty
ero wara era ponon oty
3InPx way 3InPx who.are.at Res
a'na
a'na
1+3
kynema:jang
ky- n- ema(my)
3.Rm- 380- live
konomerume po
-ja -ng konomerume po
-Pres -Dbt donderskamp at
We live this way here in Konomerume.
Cassava Demo 2006 JuAl 0082
wewe akotojang noky berto mainja
wewe akoto -ja -ng noky Roberto mainja
tree cut -Pres -Dbt wh.An roberto field
akotojang
akoto -ja
cut -Pres
painjare
-ng painjare
-Dbt maybe
He cuts a tree, who, urn, maybe Roberto cuts a field.
Cassava Demo 2006 MaCh 0001
Maria Chobin
myry no:mai tjaba
*** myry n- o:ma -i kaba
*** look.at.that 3Sa- fall -Rec.Pst Prfct
Look at that! It has fallen already!
Cassava Demo 2006 MaCh 0002
kynipjoritjanong
*** ky- ni- pori -ka -non
*** 3.Rm- 3AO- branch -Remv -Prs.Tns.Dbt
He removes the branches.
Cassava Demo 2006 MaCh 0003
tyj eke jumy shumbarary myry
tyjeke jumy i- sumbara -ry myry
sharp Intns 3- machete -pssd look.at.that
His machete is so sharp.
Cassava Demo 2006 MaCh 0004
447
namoi:sha
n- amoi (ky)
3AO- pick.up
k'ba kO'wero mo' weri
-ja kaba ko'wero mora weri
-Pres Prfct obviously 3InMd leaves
He picks up the leaves already.
Cassava Demo 2006 MaCh 0005
mainj a po: j ang
mainja po(my) -ja -ng
field plant -Pres -Dbt
He plants the field.
Cassava Demo 2006 MaCh 0006
myry kiere apo emokyry i'ja
myry kiere apo emo(ky) -ry i- Ija
look.at.that cassava stick push -Nzr 3- Agt
Look at that, he is pushing the stick.
Cassava Demo 2006 MaCh 0007
kyy, arepa punary
kyy arepa puna -ry
Interj cassava.bread grow -Nzr
Wow, the cassava is growing.
Cassava Demo 2006 MaCh 0008
kyy, otjome 'ne atytary
kyy otjome 'ne atyta -ry
Interj *** Intns grow -Nzr
Wow, it ~s growing so well.
Cassava Demo 2006 MaCh 0009
arepa katong
arepa ka -tong
cassava.bread remove -Col
They pull the cassava.
Cassava Demo 2006 MaCh 0010
itjotopotyry
i- koto -po (ty) -ry
3- cut -Iter -Nzr
She is cutting it up.
Cassava Demo 2006 MaCh 0011
i 'ja
i-
3-
, ja
Agt
448
myry tjary k'ba i'ja
myry i- ka -ry kaba i- 'ja
look.at.that 3- remove -Nzr Prfct 3- Agt
Look at that, he is pulling it already.
Cassava Demo 2006 MaCh 0012
kynitjotopo:satong moro kiere sumbara ke
ky- ni- kata -po (ty) -ja -tong mora kiere sumbara ke
3.Rm- 3AO- cut -Iter -Pres -Col 3InMd cassava machete Instr
He chops up the cassava with a machete.
Cassava Demo 2006 MaCh 0013
myry nitja'matong k'ba
myry ni- ka -'rna -tong kaba
look.at.that 3AO- remove -Cmpltv -Col Prfct
Look at that, they pull it already.
Cassava Demo 2006 MaCh 0014
kynipitjatong k'ba
ky- ni- pika -tong kaba
3.Rm- 3AO- peel -Col Prfct
She peels it already.
Cassava Demo 2006 MaCh 0015
da tyjeke moro mjarijary, wjopitjatopo
da tyjeke mora i- marija -ry i- wot- pika -tapa
then sharp 3InMd 3- knife -pssd 3- Detr- peel -Cire
Then her knife is sharp, the peeled one.
Cassava Demo 2006 MaCh 0016
kynitjumi:shang k'ba
ky- ni- kumi(ky) -ja -ng kaba
3.Rm- 3AO- wash -Pres -Dbt Prfct
She washes it already.
Cassava Demo 2006 MaCh 0017
kumykang
kumykang
cassava.boat
daka
taka
into
into the cassava boat
Cassava Demo 2006 MaCh 0018
myry kynitjyjang k'ba
myry ky- ni- ky -ja -ng kaba
look.at.that 3.Rm- 3AO- grate -Pres -Dbt Prfct
Look at that, she grates it already.
Cassava Demo 2006 MaCh 0019
kynitjumi:shang
ky- ni- kumi(ky) -ja -ng
3.Rm- 3AO- wash -Pres -Dbt
She washes it.
Cassava Demo 2006 MaCh 0020
noky ma:i tjaba kynarymojang k'ba
noky 'ma(ty) -i kaba ky- n- arymo -ja -ng kaba
wh.An finish -Affirm Prfct 3.Rm- 3AO- squeeze -Pres -Dbt Prfct
She has finished grating already, she squeezes it already.
Cassava Demo 2006 MaCh 0021
449
oty
oty
what
ko eropo
ko eropo
QP here
What is here?
Cassava Demo 2006 MaCh 0022
kynarymojang k'ba
ky- n- arymo -ja -ng kaba
3.Rm- 3AO- squeeze -Pres -Dbt Prfct
She squeezes it already.
Cassava Demo 2006 MaCh 0023
da nitjai tjaba, neko
da ni- ka -i kaba ene -ko
then 3AO- remove -Affirm Prfct see -Imper
Then she has pulled it already, look.
Cassava Demo 2006 MaCh 0024
nakypyi tjaba
n- akypy -i kaba
3AO- be.pressed.together -Affirm Prfct
It has become pressed already.
Cassava Demo 2006 MaCh 0025
ja'ty mopo:sa painjare wewe ari'njatu ja'ty
ja'ty 'rna -po (ty) -ja painjare wewe arinjatu ja'ty
firewood break -Iter -Pres maybe wood cassava.pan firewood
wjosakaitjopo
i- wos- e'kei -tapa
3- Detr- bake -Circ
Maybe she splits firewood, firewood for her baking pan.
Cassava Demo 2006 MaCh 0026
450
tarure wjery
tarure i- wewe-ry
dry 3- wood -pssd
Her wood is dry.
Cassava Demo 2006 MaCh 0027
kynapoja nU'naje k'ba painjare
ky- n- apo -ja n- u'na -e kaba painjare
3.Rm- 3AO- pound -Pres 3AO- sift -Prs.Tns Prfct maybe
myry kyna, kynapojang te'ne
myry kyna ky- n- apo -ja -ng te'ne
look.at.that *** 3.Rm- 3AO- pound -Pres -Dbt actually
She pounds it, she sifts it already maybe, look at that, she pounds it.
Cassava Demo 2006 MaCh 0028
da san kynu'nanong k'ba
da san ky- n- u'na -non kaba
then what 3.Rm- 3AO- sift -Prs.Tns.Dbt Prfct
Then what, she sifts it already.
Cassava Demo 2006 MaCh 0029
tari'njaturu
t- arinjatu -ry
3R- cassava.pan -pssd
kumi:shang tywose'keitjo'me
kumi(ky) -ja -ng t- wos- e'kei -to'me
wash -Pres -Dbt T- Detr- bake -Purp
She washes her baking pan in order to bake.
Cassava Demo 2006 MaCh 0030
nija'toja ari'njatu jatoja
ni- ja'to -ja arinjatu ja'to -ja
3AO- put. firewood -Pres cassava.pan put.firewood -Pres
tywose'keitjo'me
t- wos- e'kei -to'me
T- Detr- bake -Purp
She gives it firewood, she gives the pan firewood in order to bake it.
Cassava Demo 2006 MaCh 0031
myry ija'tory i'ja
myry i- ja'to -ry i- 'ja
look.at.that 3- put.firewood -Nzr 3- Agt
Look at that, she is giving it firewood.
Cassava Demo 2006 MaCh 0032
kynose'keija poro mo' ari'njatu
ky- n- wos- e'kei -ja poro moro arinjatu
3.Rm- 3AO- Detr- bake -Pres Intns 3InMd cassava.pan
a'memanong kaije djo~bo
a'mema -non ka -e djombo
swipe.away -Prs.Tns.Dbt say -Prs.Tns then
She bakes now, then she swipes the baking pan, I say.
Cassava Demo 2006 MaCh 0033
eropo rapa
eropo rapa
here again
Here again?
Cassava Demo 2006 MaCh 0034
Wilfred Mande
moro arepa e'keija
mora arepa e'kei -ja
3InMd cassava.bread bake -Pres
She bakes the cassava.
Cassava Demo 2006 MaCh 0035
Maria Chobin
topo'ruka
The firm one.
Cassava Demo 2006 MaCh 0036
451
one ...
Hes
onjewara nare katake moro arepa oty
onjewara nare ka -take moro arepa oty
how Doubt say -Fut 3InMd cassava.bread thing
urindjato'me
urima -to'me
turn. over -Purp
I don't know what I should say, the thing to flip the cassava with ...
Cassava Demo 2006 MaCh 0037
kapa joe taki tranga? (ai taki gi eng masra san be dreg eng) (laughs)
ashimbe i' j a
ashimbe i-
hot 3-
mang
'ja mang
Dat 3.Cop
It is hot for her.
Cassava Demo 2006 MaCh 0039
'neko kynebakmapo:sa
'ne -ko ky- n- ebakma -po (ty) -ja
really -Imper 3.Rm- 3AO- reverse -Iter -Pres
kynimjeroja
ky- ni- mero -ja
3.Rm- 3AO- write -Pres
Look, she turns it around, she paints it.
Cassava Demo 2006 MaCh 0040
kynipjosunja nare
ky- ni- posun -ja nare
3.Rm- 3AO- *** -Pres Doubt
kynipjusosokanong ewa kaije
ky- ni- pusoso -ka -non ewa ka -e
3.Rm- 3AO- *** -Remv -Prs.Tns.Dbt? say -Prs.Tns
She wants to set it right, she doesn't set it right, I say.
Cassava Demo 2006 MaCh 0041
452
moro arepa urindjai tjaba
mora arepa urima -i kaba
3InMd cassava.bread turn. over -Affirm Prfct
She has flipped the cassava already.
Cassava Demo 2006 MaCh 0042
da, kynishekano k'ba
da ky- ni- seka -no kaba
then 3.Rm- 3AO- tear -Prs.Tns.Dbt Prfct
Then she splits it already.
Cassava Demo 2006 MaCh 0043
da nitjai tjaba
da ni- ka -i kaba
then 3AO- remove -Affirm Prfct
Cassava Demo 2006 MaCh 0044
kynipja'kanong poro mojaro zinky kupo
ky- ni- pa'ka -non para mijaro zinky kupo
3.Rm- 3AO- take.out -Prs.Tns.Dbt Intns there zink.roofing upon
y:je
y(ry)
put
i'ja
-e i-
-Prs.3-
mang
'ja mang
Dat 3.Cop
Now she takes them outside, she is putting them there on top of the zink
roof.
Cassava Demo 2006 MaCh 0045
serepi me kynysa
serepi me ky- n- y(to)
fishing.net Attr 3.Rm- 3Sa- go
kurijara ta
-ja kurijara ta
-Pres canoe in
He goes to put the fishing net in the canoe.
Cassava Demo 2006 MaCh 0046
ty'muru
ty-
3R.Pssr-
'muru
son
'me mara itjory
'me maro i- y(to)
smallwith 3- go
-ry
-Nzr
He is going with his small son.
Cassava Demo 2006 MaCh 0047
kynimjyjang poro liba ta
ky- ni- my -ja -ng poro liba ta
3.Rm- 3AO- tie -Pres -Dbt Intns river in
He ties it in the river.
Cassava Demo 2006 MaCh 0048
so era wywy akuru poko ju·pa eeneja poitjome
so ero wywy aku -ry poko jU'pa s- ene -ja poitjome
so 3InPx ax use -Nzr with good lA- see -Pres beautiful
seneja
s- ene -ja
lA- see -Pres
So, here he uses an ax, I see it well, I see it beautifully.
Cassava Demo 2006 PaCh 0001
Paulus Chobin
mainja kotojang painjare ro
mainja koto -ja -ng painjare ro
field cut -Pres -Dbt maybe Idtf
Maybe he fells a field.
Cassava Demo 2006 PaCh 0002
myry
myry
look.at.that
Look at that.
Cassava Demo 2006 PaCh 0003
m'm moro kaije kore ro
m'm moro ka -e kore ro
Hes 3InMd say -Prs.Tns Surpr Idtf
M'hm, that's what I'm saying.
Cassava Demo 2006 PaCh 0004
eh! jU'pa jumy wopo:sa ero typoshinje
eh jU'pa jumy w- opo(ty) -ja ero ty- posin -se
eh good Intns lSa- look -Pres 3InPx 3R.Pssr- sweetness -Ptcp
wo'ny:take
w- o'ny(ky) -take
lSa- sleep -Fut
Eh! I see so well, then I will sleep well.
Cassava Demo 2006 PaCh 0005
weri pjasa kaha painjare ro
weri pa -ja kaba painjare ro
leaves throw.away -Pres Prfct maybe Idtf
Maybe he throws leaves away already.
Cassava Demo 2006 PaCh 0006
myry pjyty wopomyry
myry i- pyty wot- po (my) -ry
look.at.that 3- wife Detr- plant -Nzr
Look at that, his wife is planting.
Cassava Demo 2006 PaCh 0007
arepa se tyweidjy ke
arepa se ty- we'i -ry ke
cassava.bread Desid 3R.Pssr- be -Nzr Instr
kynopo : j ang
ky- n- wot- po (my) -ja -ng
3.Rm- 3AO- Detr- plant -Pres -Dbt
She plants because she is wanting cassava.
Cassava Demo 2006 PaCh 0008
453
----------
454
opomypa
0- po (my)
2- plant
aja'ta akumyry
-hpa a- alta a- kumyry
-Neg 2- if 280- be.hungry
ajaijakanong
ajaijakanong
***
If you don't plant, you will be hungry (Lit. 'hunger will kill you').
Cassava Demo 2006 PaCh 0009
sakurambo am'
sakura -mbo amu
thick. drink -devalued some
saijata
saijata
***
When you want a little sakura.
Cassava Demo 2006 PaCh 0010
a no
a no
3.An.Nom no
auhty moro mang
0- auhto -ry moro mang
3- house -Pssd 3InMd 3.Cop
That is not his house.
Cassava Demo 2006 PaCh 0011
auhty
0- auhto -ry
3- house -Pssd
His house.
Cassava Demo 2006 PaCh 0012
jU'pa jumy wopo:sa
jUlpa jumy w- opo(ty) -ja
good Intns 18a- look -Pres
I see really well.
Cassava Demo 2006 PaCh 0013
eropo eh
eropo eh
here eh
Here now, eh ...
Cassava Demo 2006 PaCh 0014
fa mi 'ne si boeng kaba
tje
tje
(sympathy)
kiere kanong
kiere ka
cassava remove
kyny:ja,
-non ky- n- y(ry) -ja
-Prs.Tns.Dbt 3.Rm- 3AO- put -Pres
kiere apo kotojang tywopondo'me
kiere apo koto -ja -ng t- wot- po (my)
cassava stick cut -Pres -Dbt T- Detr- plant
-to'me
-Purp
Oh no, he pulls cassava, he puts it, he cuts the cassava sticks in order
to plant.
Cassava Demo 2006 PaCh 0016
imjunu kanong
i- munu ka -non
3- fruit remove -Prs.Tns.Dbt
455
He removes its fruit.
Cassava Demo 2006 PaCh 0017
kiere kande kasiri ka:sa (laughs)
kiere kande kasiri ka(py) -ja ***
cassava maybe manioc.drink make -Pres ***
Cassava bread, maybe he makes kasiri.
Cassava Demo 2006 PaCh 0018
tumung Jne jumy
t umung I ne j umy
mound really Intns
It is really big.
Cassava Demo 2006 PaCh 0019
opoto pore mjunu ero wara jerepary munu
opoto pore i- munu era wara j- erepa -ry munu
large very 3- fruit 3InPx way 1- food -pssd fruit
we'ipjoto
w- e'i -po -to
lSa- Cop -one.who.is -If
Its fruits are really bit, would that my cassava could be big like this.
Cassava Demo 2006 PaCh 0020
eropo kiere kanong seneja kroiwagi
eropo kiere ka -non s- ene -ja kroiwagi
here cassava remove -Prs.Tns.Dbt 1A- see -Pres wheel.barrow
taka kyny:ja a
taka ky- n- y(ry) -ja a
into 3.Rm- 3AO- put -Pres ah
kaba
kaba
Prfct
Here he pulls the cassava, I see it, he puts it in the wheel barrow
already.
Cassava Demo 2006 PaCh 0021
eropo kynipitjanong tywokyto'me
eropo ky- ni- pika -non t- wot- ky -to'me
here 3.Rm- 3AO- peel -Prs.Tns.Dbt T- Detr- grate -Purp
Here she peels it in order to grate.
Cassava Demo 2006 PaCh 0022
eh!
eh
eh
Eh!
Cassava Demo 2006 PaCh 0023
mijarijary 'me typotyry (laughs)
i- marija -ry 'me typotyry ***
3- knife -pssd small shiny ***
Her little knife is shiny.
Cassava Demo 2006 PaCh 0024
eropo kiere kumitjyry seneja
eropo kiere kumi(ky) -ry s- ene -ja
here cassava wash -Nzr lA- see -Pres
Here I see she washes the cassava.
Cassava Demo 2006 PaCh 0025
wokyno kynokyjang
wos- ky -non ky- n- wot- ky -ja -ng
Detr- grate -Prs.Tns.Dbt 3.Rm- 3AO- Detr- grate -Pres -Dbt
kaba
kaba
Prfct
She grates, she grates already.
Cassava Demo 2006 PaCh 0026
kyy, mo'ko i'mje moro kiere kumi:shang
kyy mo'ko i- 'me moro kiere kumi(ky) -ja -ng
Interj 3AnMd 3- small 3InMd cassava wash -Pres -Dbt
i' ja
i- 'ja
3- Dat
Wow, her little one washes the cassava for her.
Cassava Demo 2006 PaCh 0027
456
oh!
o
oh
- ***
- ***
i: jo
i-
3-
mo'ko na
ijo mo'ko na
husband 3AnMd 3.Cop
(laughs)
***
***
Oh! That's her husband!
Cassava Demo 2006 PaCh 0028
ai matapi kaba, matapi akyto'me, kashiripjo
ai matapi kaba matapi akyka -to'me kasiripo
it.will manioc.press Prfct manioc.press press -Purp cassava. liquid
mo:kato'me
mo(ty) -ka -to'me
boil -Tvzr -Purp
She matapis already, in order to squeeze the matapi, in order to boil
the liquid.
Cassava Demo 2006 PaCh 0029
jarawa mo:kato'me
jarawa mo(ty) -ka -to'me
sea.cow cook -Tvzr -Purp
in order to cook manatee
Cassava Demo .,rlnr T"'I-.f""'l-. nn,n.tiC.VVO rcl\......l.l VV.::JV
onoto'me
ono -to'me
eat.meat -Purp
457
to eat it
Cassava Demo 2006 PaCh 0031
kynipjoja kaba kynitjupoja kaba
ky- ni- apo -ja kaba ky- ni- tjupo -ja kaba
3.Rm- 3AO- pound -Pres Prfct 3.Rm- 3AO- *** -Pres Prfct
akyto'me
akyka -to'me
press -Purp
She pounds it already, she pounds it so that it can be pressed.
Cassava Demo 2006 PaCh 0032
djombo kyne'keitja mo'ko wijamu mo'ko
djombo ky- n- e'kei -take mo'ko wijamu mo'ko
then 3.Rm- 3AO- bake -Fut 3AnMd other.one 3AnMd
wijamu kahty moro tamune ne'keija
wijamu kahty mora tamune n- e'kei -ja
other.one maybe 3InMd white 3AO- bake -Pres
Then she will bake it, the other one, oh, the other one bakes it white.
Cassava Demo 2006 PaCh 0033
eropo wewe 'mojang tywose'keitjo'me
eropo wewe 'rna -ja -ng ty- wos- e'kei -to'me
here wood break -Pres -Dbt 3R.Pssr- Detr- bake -Purp
myry
myry
look.at.that
Here she splits wood so that she can bake.
Cassava Demo 2006 PaCh 0034
uh! mashipje membo
*** mashipje membo
*** tall Intns
Uh! She is so very tall!
Cassava Demo 2006 PaCh 0035
no! nose bambusi
no nasa bambusi
no or bamboo
No! Or bamboo!
Cassava Demo 2006 PaCh 0036
bambusimbjo sarakapo:sa
bambusi -mba saraka -potty) -ja
bamboo -devalued split -Iter -Pres
She splits up some old bamboo.
Cassava Demo 2006 PaCh 0037
m'm mose a wan tra wan
a wan disi e baka moro
a
tamune tog
tamune tog
white ***
458
This one bakes even more white, right?
Cassava Demo 2006 PaCh 0039
oty kynu'nanong e'keitjo'me
oty ky- n- u'na -non e'kei -to'me
Hes 3.Rm- 3AO- sift -Prs.Tns.Dbt bake -Purp
What, she sifts it in order to bake it.
Cassava Demo 2006 PaCh 0040
eropo ari'njatu kumi:shang, djombo moro pi'njo wa'to
eropo arinjatu kumi(ky) -ja -ng djombo moro pinjo wa'to
here cassava.pan wash -Pres -Dbt then 3InMd under fire
ka:ta
ka(py) -take
make -Fut
Here she washes the pan, then she will make a fire underneath.
Cassava Demo 2006 PaCh 0041
wa'to ka:sa moro oli ke
wa'to ka(py) -ja moro oli ke
fire make -Pres 3InMd *** Instr
She makes fire with kerosene.
Cassava Demo 2006 PaCh 0042
eromete kynipjo'manong, pokang!
eromete ky- ni- po'ma -non pokang
later 3.Rm- 3AO- set.fire -Prs.Tns.Dbt flame.burst
Later she lights it, pokang!
Cassava Demo 2006 PaCh 0043
kynipjo'manong kaba
ky- ni- po'ma -non kaba
3.Rm- 3AO- set.fire -Prs.Tns.Dbt Prfct
She lights it already.
Cassava Demo 2006 PaCh 0044
kyne'keija kaba moro enepo:jang
ky- n- e'kei -ja kaba moro ene -po: -ja -ng
3.Rm- 3AO- bake -Pres Prfct 3InMd see -Caus -Pres -Dbt
arepa e'keidjy, apiripjo pasang
arepa e'kei -ry piripjo pa -ja -ng
cassava.bread bake -Nzr cassava. flour throw.away -Pres -Dbt
tjuponaka
i- tupo naka
3- on towards
She bakes it already, and that is shown, in order to bake cassava, she
throws some cassava meal onto it.
Cassava Demo 2006 PaCh 0045
tje! ai g'we baka
(Branan Tongo)
moro arepa e'kei
moro arepa e'kei -i
3InMd cassava.bread bake -Rec.Pst
She has baked the cassava.
Cassava Demo 2006 PaCh 0048
djombo kynipja'kanong weju taka a 'potato 'me
djombo ky- ni- pa'ka -non weju taka a'pota -to'me
then 3.Rm- 3AO- take.out -Prs.Tns.Dbt sun into dry -Purp
Then she takes it outside into the sun so that it can dry.
Cassava Demo 2006 PaCh 0049
mo I ko takono I wa amu ena: to I me
mo'ko t- akono 'wa amu ena(py) -to'me
3AnMd 3R- friend Dat something eat -Purp
So that her friend can eat a little something.
Cassava Demo 2006 PaCh 0050
serepimbjo amyje kynysa
serepi -mba my -e ky- n- y(to) -ja
fishing.net -devalued tie -Prs.Tns 3.Rm- 3Sa- go -Pres
He goes and ties a net.
Cassava Demo 2006 PaCh 0051
moro arepa etapyry me serepimbjo amy
mora arepa etapy -ry me serepi -mbo my
3InMd cassava.bread side.dish -pssd Ess fishing.net -devalued tie
459
tuna ka wotombo
-ng tuna ka woto -mbo
-Dbt water in. water fish -devalued
For a side dish for the cassava
Cassava Demo 2006 PaCh 0052
moro serepi myjang
mora serepi my -ja
3InMd fishing.net tie -Pres
he ties the net.
amu apoitjo'me
amu apoi -to'me
some catch -Purp
He ties the net in the water in order to catch some fish.
Cassava Demo 2006 PaCh 0053
nose jarawa (laughs)
nasa jarawa ***
or sea.cow ***
or manatee . ..
Cassava Demo 2006 PaCh 0054
m'hm
m'hm
m'hm
M'hm.
Cassava Demo 2006 PaCh 0055
eropo wewe akotojang tymainjary
eropo wewe akoto -ja -ng ty- mainja -ry
here tree cut -Pres -Dbt 3R.Pssr- field -pssd
akotojang
akoto -ja -ng
cut -Pres -Dbt
Here he cuts a tree, he fells his own field.
Cassava Demo 2006 UrMa 0001
Ursula Marry
da moro njakotory no:mai
da moro i- n- akoto -ry n- o:ma-i
then 3InMd 3- 3AO- cut -Nzr 3Sa- fall -Affirm
Then the cut one has fallen.
Cassava Demo 2006 UrMa 0002
eropo kynipjoritjanong
eropo ky- ni- pori -ka -non
here 3.Rm- 3AO- branch -Remv -Prs.Tns.Dbt
Here he removes the branches.
Cassava Demo 2006 UrMa 0003
460
kyipja,
ky- i-
3.Rm- 3-
oty,
*** -ja oty
*** -Pres what
kynipja , kotopo: sang
ky- ni- pa'koto -po (ty) -ja -ng
3.Rm- 3AO- slash -Iter -Pres -Dbt
Urn, he chops them up.
Cassava Demo 2006 UrMa 0004
tykorose k'ba
t- koroka -se kaba
T- burn -Ptcp Prfct
mang, kyniwjeritjanong
mang ky- ni- weri -ka -non
3.Cop 3.Rm- 3AO- leaves -Remv -Prs.Tns.Dbt
It is burnt already, he removes the leaves.
Cassava Demo 2006 UrMa 0005
eropo pjyty none anu:jang
eropo i- pyty nona anu(my) -ja -ng
here 3- wife earth hoe -Pres -Dbt
Here his wife digs the dirt.
Cassava Demo 2006 UrMa 0006
mo'ko i:jo
mo'ko i-
3AnMd 3-
kynitjary1tojang;
ijo ky- ni- tary'to -ja -ng
husband 3.Rm- 3AO- fill -Pres -Dbt
anumyry poworo
anu(my) -ry poworo
lift -Nzr during
Her husband fills it while she is digging it.
Cassava Demo 2006 UrMa 0007
da kyninjopondojang mo'ko i:jo
da ky- ni- nopondo -ja -ng mo'ko i-
then 3.Rm- 3AO- cover -Pres -Dbt 3AnMd 3-
Then her husband covers it.
Cassava Demo 2006 UrMa 0008
ijo
husband
461
eropo moro wjonatokong tatyta k'ba mang
eropo mora i- wos- ato -kong t- atyta kaba mang
here 3InMd 3- Detr- hole -Col T- grow Prfct 3.Cop
Here the planted ones are already growing.
Cassava Demo 2006 UrMa 0009
eropo kynysatong
eropo ky- n- y(to)
here 3.Rm- 3Sa- go
mainja
-ja -tong mainja
-Pres -Col field
'wa
'wa
Dir
Here they go to the field.
Cassava Demo 2006 UrMa 0010
eropo, oty,
eropo oty
here Hes
kyni. ..
Here, urn, urn ...
Cassava Demo 2006 UrMa 0011
eropo kynitjerekatong kiere katong eropo
eropo ky- ni- kereka -tong kiere ka -tong eropo
here 3.Rm- 3AO- pull.off -Col cassava remove -Col here
Here they pull it, they pull cassava here.
Cassava Demo 2006 UrMa 0012
eropo mo'ko i:jo
eropo ma'ko i-
here 3AnMd 3-
i'ja
i- I ja
3- Dat
kiere mukanong
ijo kiere muka -non
husband cassava remove.tubers -Prs.Tns.Dbt
Here her husband pulls cassava for her.
Cassava Demo 2006 UrMa 0013
eropo kyni ... , kynimjukanong i'ja
eropo kyni ky- ni- muka -non i- 'ja
here *** 3.Rm- 3AO- remove.tubers -Prs.Tns.Dbt 3- Dat
potonoIDDore erepary munu
potono pore erepa -ry munu
large.ones very food -pssd fruit
Here he pulls them for her, the roots are big ones.
Cassava Demo 2006 UrMa 0014
462
koro mo'ko woryi sumbara ke
koro mo'ko woryi sumbara ke
at.the.beginning 3AnMd woman machete Instr
kynitjotopo:sang kurukuru taka y:to'me
ky- ni- koto -po (ty) -ja -ng kurukuru taka y(ry) -to'me
3.Rm- 3AO- cut -Iter -Pres -Dbt basket into put -Purp
From the beginning, the young woman cuts them up with a machete in order
to
Cassava Demo 2006 UrMa 0015
put them into the basket.
eropo mo'ko i:jo
eropo mo'ko i-
here 3AnMd 3-
kroiwagi tjaka
ijo kroiwagi taka
husband wheel.barrow into
kynotjororokanong kurukuru marc ro
ky- n- wot- kororoka -non kurukuru maro ro
3.Rm- 3AO- Detr- pour.out -Prs.Tns.Dbt basket with Idtf
kyny:jang itjaka
ky- n- y(ry) -ja -ng i- taka
3.Rm- 3Sa- put -Pres -Dbt 3- into
Here her husband dumps them into the wheel barrow, he puts them inside
with the basket.
Cassava Demo 2006 UrMa 0016
eropo kynopitjanong k'ba
eropo ky- n- wos- pika -non kaba
here 3.Rm- 3AO- Detr- peel -Prs.Tns.Dbt Prfct
Here she peels already.
Cassava Demo 2006 UrMa 0017
eropo kiere kumi:shang kumykang daka
eropo kiere kumi(ky) -ja -ng kumykang taka
here cassava wash -Pres -Dbt cassava.boat into
kyny:ja
ky- n- y(ry) -ja
3.Rm- 3AO- put -Pres
Here she washes the cassava, she puts it into the cassava boat.
Cassava Demo 2006 UrMa 0018
eropo kynokyj ang , da mo'ko wokyry
eropo ky- n- wot- ky -ja -ng da mo'ko wokyry
here 3.Rm- 3AO- Detr- grate -Pres -Dbt then 3AnMd man
mo'ko kiere kumi:shang i' ja
mo'ko kiere kumi(ky) -ja -ng i- I ja
3AnMd cassava wash -Pres -Dbt 3- Dat
Here she grates, then the man washes the cassava for her.
Cassava Demo 2006 UrMa 0019
tyky'ma k'ba i'ja
t- ky -'ma kaba i-
T- grate -Cmpltv Prfct 3-
mang
I ja mang
Agt 3.Cop
She is finished grating already.
Cassava Demo 2006 UrMa 0020
da eropo kynarymojang matapi taka
da eropo ky- n- arymo -ja -ng matapi taka
then here 3.Rm- 3AO- squeeze -Pres -Dbt manioc.press into
kyny:jang
ky- n- y(ry) -ja -ng
3.Rm- 3AO- put -Pres -Dbt
Then here she squeezes it, she puts it into the matapi.
Cassava Demo 2006 UrMa 0021
eropo kyny:jang boro moro matapi taka
eropo ky- n- y(ry) -ja -ng para mora matapi taka
here 3.Rm- 38a- put -Pres -Dbt Intns 3InMd manioc.press into
kyna'nokanong
ky- n- a'no(py) -ka -non
3.Rm- 380- fill -Tvzr -Prs.Tns.Dbt
Here she puts it in, she really fills the matapi.
Cassava Demo 2006 UrMa 0022
(unclear) matasapai tupo mang
unclear matasapai tupo mang
*** matapi.stick on 3.Cop
She is on the matapi stick.
Cassava Demo 2006 UrMa 0023
kynakynokanong eropo
ky- n- akyka -non eropo
3.Rm- 3A30- press -Prs.Tns.Dbt here
She presses it here.
Cassava Demo 2006 UrMa 0024
463
takynoka k'ba i'ja
t- akyka kaba i-
T- press Prfct 3-
mang
I ja mang
Agt 3.Cop
She has already pressed it.
Cassava Demo 2006 UrMa 0025
kynopitjanong k'ba matapi wyinjo
ky- n- wos- pitja -non kaba matapi wyinjo
3.Rm- 3AO- Detr- spread -Prs.Tns.Dbt Prfct manioc.press from
She spreads it out from the matapi.
Cassava Demo 2006 UrMa 0026
mose wewe mopo:aang
mose wewe 'rna -po (ty) -ja -ng
3AnPx wood break -Iter -Pres -Dbt
This one splits up firewood.
Cassava Demo 2006 UrMa 0027
eropo moro kiere pu
eropo moro kiere pung
here 3InMd cassava mashed. cassava
a'mokanong
a'mo -ka -non
mash.with.hands -Tvzr -Prs.Tns.Dbt
Here she mashes the cassava meal.
Cassava Demo 2006 UrMa 0028
ako taka eropo kynapojang ko'u
ako taka eropo ky- n- apo -ja -ng ko'u
mortar into here 3.Rm- 3AO- pound -Pres -Dbt now
She pounts it in a mortar now.
Cassava Demo 2006 UrMa 0029
eropo kynu'nano
eropo ky- n- u'na -no
here 3.Rm- 3AO- sift -Prs.Tns.Dbt
Here she sifts it.
Cassava Demo 2006 UrMa 0030
eropo tjari'njaturu kumi:shang
eropo ty- arinjatu -ry kumi(ky) -ja -ng
here 3R.Pssr- cassava.pan -pssd wash -Pres -Dbt
Here she washes her baking pan.
Cassava Demo 2006 UrMa 0031
eropo moro jari'njaturu ja'tojang, wa'to
eropo moro j- arinjatu -ry ja'to -ja -ng wa'to
here 3InMd 1- cassava.pan -pssd put.firewood -Pres -Dbt fire
po'manganon pi'njo
po'manka -non pinjo
light -Prs.Tns.Dbt under
Here she puts firewood under her baking pan, she lights a fire
underneath.
Cassava Demo 2006 UrMa 0032
eropo moro tjari'njaturu tawopake
eropo moro ty- arinjatu -ry t- awopa -ke
here 3InMd 3R.Pssr- cassava.pan -pssd T- one.on.edge -Instr
464
mang k'ba
mang kaba
3.Cop Prfct 3-
i 'ja
i-
Dat
mang
I ja mang
3.Cop
Here she is spreading out her baking pan already.
Cassava Demo 2006 UrMa 0033
da tjorotyry
da i- koro(ty) -ry
then 3- burn -Nzr
enejang go'u
ene -ja -ng ko'u
see -Pres -Dbt now
Then she sees if it is burning now (Lit. 'its burning').
Cassava Demo 2006 UrMa 0034
eropo kyna'memanong
eropo ky- n- a'mema -non
here 3.Rm- 3AO- swipe.away -Prs.Tns.Dbt
Here she swipes it away.
Cassava Demo 2006 UrMa 0035
moro wa'to urojang tjamutato'me
moro wa'to uro -ja -ng i- kamuta -to'me
3lnMd fire blow -Pres -Dbt 3- flare.up -Purp
She blows the fire so that it can take flame.
Cassava Demo 2006 UrMa 0036
eropo moro kiere pung u'napo
eropo moro kiere pung u'na -po
here 3lnMd cassava mashed. cassava sift -one.who.is
y:jang moro ari'njatu tupo
y(ry) -ja -ng moro arinjatu tupo
put -Pres -Dbt 3lnMd cassava.pan on
Here she puts the sifted cassava meal onto the pan.
Cassava Demo 2006 UrMa 0037
da kynapitjanong ko'u
da ky- n- apika -non ko'u
then 3.Rm- 3AO- spread.out -Prs.Tns.Dbt now
Then she spreads it out now.
Cassava Demo 2006 UrMa 0038
kynipjekuramanong
ky- ni- pekurama -non
3.Rm- 3AO- make.pretty -Prs.Tns.Dbt
She sets its face.
Cassava Demo 2006 UrMa 0039
wori'wjori ke kynipjekuramanong djukme
woriwori ke ky- ni- pekurama -non djukme
fan lnstr 3.Rm- 3AO- make.pretty -Prs.Tns.Dbt good
wjetjo'me
i- we'i -to'me
3- become -Purp
She sets its face with a fan so that it can be good.
Cassava Demo 2006 UrMa 0040
da kynipjesasamanong
da ky- ni- pesasama -non
then 3.Rm- 3AO- shake -Prs.Tns.Dbt
Then she sifts some on top.
Cassava Demo 2006 UrMa 0041
eropo kynurindjano
eropo ky- n- urima -no
here 3.Rm- 3AO- flip -Prs.Tns.Dbt
465
Here she flips it.
Cassava Demo 2006 UrMa 0042
kynakykapo:sa wori'wjori ke
ky- n- akyka -po (ty) -ja woriwori ke
3.Rm- 3AO- press -Iter -Pres fan Instr
She presses it with a fan.
Cassava Demo 2006 UrMa 0043
so snel kynishekapo:sa k'ba (laughs)
so snel ky- ni- seka -potty) -ja kaba ***
so quickly 3.Rm- 3AO- tear -Iter -Pres Prfct ***
She splits it so quickly already!
Cassava Demo 2006 UrMa 0044
eropo amu ty'kaijama kurando naka
eropo amu ty'kaijama kurando naka
here some *** outside towards
kynarojang weju taka (laughs)
ky- n- aro -ja -ng weju taka ***
3.Rm- 3AO- carry -Pres -Dbt sun into ***
Here she removes it and carries it outside into the sun.
Cassava Demo 2006 UrMa 0045
eropo mo'ko ty'muru me'ko maro kurijara ta na
eropo ma'ko ty- 'muru meko mara kurijara ta na
here 3AnMd 3R.Pssr- son small with canoe in 3.Cop
Here he is with his small son in a canoe.
Cassava Demo 2006 UrMa 0046
tywotory apoitjopo serekamanong painjare
ty- woto -ry apol -topo sereka -'rna -non painjare
3R.Pssr- fish -pssd catch -Circ set -Cmpltv -Prs.Tns.Dbt maybe
He sets his things so that maybe he can catch some fish.
Cassava Demo 2006 UrMa 0047
mainja akotory seneja
mainja akoto -ry s- ene -ja
field cut -Nzr 1A- see -Pres
I see that he fells his field.
Cassava Demo 2006 WiMa 0001
Wilfred Mande
eropo noky nare mose rapa na roberto joghie ety
eropo noky nare mose rapa na roberto joghie ety
here wh.An Doubt 3AnPx again 3.Cop roberto Nm name
me na
me na
Attr 3.Cop
I don't know who this is here, Roberto Joghie is his name.
Cassava Demo 2006 WiMa 0002
466
467
wewe akotoja tymainjary ta
wewe akoto -ja ty- mainja -ry ta
tree cut -Pres 3R.Pssr- field -pssd in
He cuts the trees in his field.
Cassava Demo 2006 WiMa 0003
era wara kari'nja mainja, mainja poko mang
era wara kari'nja mainja mainja poko mang
3InPx way Kari'nja field field with 3.Cop
This is the way Kari'nja fields are, the way they make fields.
Cassava Demo 2006 WiMa 0004
da mo' wewe kyno:manong seneja
da mora wewe ky- n- o:ma -non s- ene -ja
then 3InMd tree 3.Rm- 3Sa- fall -Prs.Tns.Dbt lA- see -Pres
Then I see that the tree falls.
Cassava Demo 2006 WiMa 0005
djukme 'ne mjainjary,
djukme 'ne i- mainja -ry
well really 3- field -pssd
kynipja 'kotopo: sang mora ko
ky- ni- pa'koto -po (ty) -ja -ng mora ko
3.Rm- 3AO- slash -Iter -Pres -Dbt 3InMd Salnt
iwjepjory tjasang
i- wewe pori -ry i- ka -ja -ng
3- tree branch -pssd 3- remove -Pres -Dbt
pa'kotopo:sang arutato'me
pa'koto -po (ty) -ja -ng aru -ta -to'me
slash -Iter -Pres -Dbt dryness -Vzr? -Purp
His field is so nice, he chops up the tree branches, he removes them, he
slashes them so they can dry.
Cassava Demo 2006 WiMa 0006
era wara ky'karo kari'nja me mainja
*** era wara ky'karo kari'nja me mainja
*** 3InPx ibis 1+2Col person Attr field
kyshitja:satong era konomerume po
kys- ka(py) -ja -tong era konomerume po
1+2A- make -Pres -Col 3InPx donderskamp at
This is how we Kari'nja make a field here in Konomerume.
Cassava Demo 2006 WiMa 0007
mose poitjo typyke mang ty'mene mang
mose poitjo t- pyty -ke mang ty'mene mang
3AnPx young.man T- wife -Have 3.Cop having.child 3.Cop
This young man has a wife, he has a child.
Cassava Demo 2006 WiMa 0008
idjeke mainja ka:sa
idjeke mainja ka(py) -ja
for.that.reason field make -Pres
For that reason he makes a field.
Cassava Demo 2006 WiMa 0009
eropo seneja rapa weri pjasang moro
eropo s- ene -ja rapa weri pa -ja -ng moro
here 1A- see -Pres again leaves throw.away -Pres -Dbt 3InMd
mainja korokapo pahpota
mainja koroka -po pahpota
field burn -one.who.is Past
Here I see he throws away the leaves after burning the field.
Cassava Demo 2006 WiMa 0010
dan moro weri mipjasa
dan moro weri m- pa -ja
then 3InMd leaves 2A- throw.away -Pres
Then you throwaway the leaves.
Cassava Demo 2006 WiMa 0011
da mipjo:ja eropo mose woryi mainja
da m- po (my) -ja eropo mose woryi mainja
then 2A- plant -Pres here 3AnPx woman field
po:jang
po (my) -ja -ng
plant -Pres -Dbt
Then you plant it, here the young woman plants a field.
Cassava Demo 2006 WiMa 0012
arepa po:jang painjare
arepa po (my) -ja -ng painjare
cassava.bread plant -Pres -Dbt maybe
Maybe she plants cassava.
Cassava Demo 2006 WiMa 0013
468
da mo'ko i:jo
da mo'ko i-
then 3AnMd 3-
kynepano:sang
ijo ky- n- epano(py) -ja -ng
husband 3.Rm- 3AO- help -Pres -Dbt
moro kiere apo y:jang moro
moro kiere apo y(ry) -ja -ng moro
3InMd cassava stick put -Pres -Dbt 3InMd
atokapo taka amitjapo taka te'ne
atoka - 'po taka amika -'po taka te'ne
make.hole -one.who.is ~-- .... .-. dig.hole _____1__ .!_ in.to actually..L.L.LL.U -Ulle .. WllU .. .lob
Then her husband helps her, he puts the cassava sticks into the hole,
into the hole.
Cassava Demo 2006 WiMa 0014
-------------------------
469
da kynetapujang
da ky- n- etapu ._j a -ng
then 3.Rm- 3AO- cover -Pres -Dbt
Then he covers it.
Cassava Demo 2006 WiMa 0015
era wara kari'nja kynapa:jang
ero wara kari'nja ky- n- wot- po (my)
3InPx way Kari'nja 3.Rm- 3AO- Detr- plant
-ja -ng
-Pres -Dbt
tymainj ary ta arepa pomyry j aka
ty- mainja -ry ta arepa po (my) -ry jako
3R.Pssr- field -pssd in cassava.bread plant -Nzr at.time
This is the way a Kari'nja plants when he plants cassava in his own
field.
Cassava Demo 2006 WiMa 0016
meneja tauhty yngana raten
m- ene -ja t- auhto -ry yngana roten
2A- see -Pres 3R- house -pssdbehind only
mora tymainjary tyka:se mang (unclear)
moro ty- mainja -ry t- ka(py) -se mang unclear
3InMd3R.Pssr- field -Pssd T- make -Ptcp 3.Cop ***
You see that he has made his field right behind his house.
Cassava Demo 2006 WiMa 0017
mora sekarisha a'wainje anjewara 'ne mainja
moro s- ekari(ty) -ja 0- 'wa -ine onjewara 'ne mainja
3 InMd 1A- tell -Pres 2- Dat -Col how really field
paka kyweidjykang ipjamy'mapa
poko ky- we'i -ry -kong i- po (my) - 'rna -po
with 3.Rm- be -Nzr -Col 3- plant -Cmpltv -one.who.is
pahpata
pahpota
afterward
I tell you how we do it when we finish planting a field.
Cassava Demo 2006 WiMa 0018
da meneja mora atytary ka'u era arepa
da m- ene -ja moro atyta -ry ko'u ero arepa
then 2A- see -Pres 3InMd grow -Nzr now 3InPx cassava.bread
atytary seneja djukme
atyta -ry s- ene -ja djukme
grow -Nzr 1A- see -Pres good
'ne
'ne
really
Then you see that it is growing now, I see that this cassava is growing
"•.rer}T
Cassava Demo 2006 WiMa 0019
well.
mora pahpara 'ne pjomypa
moro pahporo 'ne i- po (my)
3InMd all really 3- plant
meneja mainja
-po m- ene -ja mainja
-one.who.is 2A- see -Pres field
470
ta
ta
in
You see everything is planted in the field.
Cassava Demo 2006 WiMa 0020
eropo itjoryko seneja mainja 'wa
eropo i- y(to) -ry -kong s- ene -ja mainja 'wa
here 3- go -Nzr -Col 1A- see -Pres field Dir
Here I see they are going to the field.
Cassava Demo 2006 WiMa 0021
painjare nysatong asewenapo ta wijemy moro
painjare n- y(to) -ja -tong as- wenapo ta wijemy mora
maybe 3Sa- go -Pres -Col Recp- behind at basket 3InMd
tjararary ta erapa
i- tarara -ry ta erapa
3- wheel.barrow -pssd in also
Maybe they are going one behind the other with a basket in their wheel
Cassava Demo 2006 WiMa 0022
barrow.
da eropo arepa ka:sang katong painjare
da eropo arepa ka(py) -ja -ng ka -tong painjare
then here cassava.bread make -Pres -Dbt remove -Col maybe
arepa ykatyto mandong
arepa y- ka -ry -tong mang -tong
cassava.bread 3- remove -Nzr -Col 3.Cop -Col
Then here they make cassava, they pull cassava, maybe they are going to
pull cassava.
Cassava Demo 2006 WiMa 0023
djukme 'ne rapa ero
djukme 'ne rapa era
good really again 3InPx
film ta seneja moro kiere
*** ta s- ene -ja mora kiere
*** in 1A- see -Pres 3InMd cassava
apo pa'kotopo:sang kanakana mandong
apo pa'koto -po (ty) -ja -ng kanakana mang -tong
stick slash -Iter -Pres -Dbt waste 3.Cop -Col
Then I see here in this really nice film how they slash the cassava
sticks and
Cassava Demo 2006 WiMa 0024
they are wasting them.
da moro kiere kanong mo'ko i:jo
da mora kiere ka -non mo'ko i-
then 3InMd cassava remove -Prs.Tns.Dbt 3AnMd 3-
Then her husband pulls the cassava.
Cassava Demo 2006 WiMa 0025
ijo
husband
471
tumung 'ne surapa moro erepary
tumung 'ne su- rapa moro erepa -ry
mound really honorific- again 3InMd food -pssd
They have a lot of food, too!
Cassava Demo 2006 WiMa 0026
japokupe jumy terapa ero wara enery
j- apokupe jumy terapa ero wara ene -ry
1- pleasing.to Intns again 3InPx way see -Nzr
Seeing this is very pleasing to me.
Cassava Demo 2006 WiMa 0027
eroko otyko enery jako y'wa
ero -kong oty -kong ene -ry jako y-
3InPx -Col thing -Col see -Nzr at. time 1-
me 'ne sepo:ja
me 'ne s- epo(ry) -ja
Attr really 1A- find -Pres
juku
'wa juku
Agt good
When I see these things, I find it good.
Cassava Demo 2006 WiMa 0028
idjeke ashitjo jato'ke mang mainja poko waty
erome
idjeke ashitjo j- ato'ke mang mainja poko waty
erome
for.that.reason a.little 1- painful 3.Cop field with Neg.Ex now
no 'kong weidjy
no'kang we'i-ry
wh.An.Col be -Nzr
For that reason, it bothers me a little when people today don't want to
do
Cassava Demo 2006 WiMa 0029
ground work.
meneja djombo
m- ene -ja djombo
2A- see -Pres then
You see that, too.
Cassava Demo 2006 WiMa 0030
tumung 'ne jumy moro erepary kary
tumung 'ne jumy moro erepa -ry ka -ry
mound really Intns 3InMd food -pssd remove -Nzr
He is pulling it and it has so much food.
Cassava Demo 2006 WiMa 0031
torepane aja'ta epinjama'pa
t- erepa -se a- a'ta e- pina
T- food -Ptcp 2- if Detr- deprived
erapa mana
-rna -hpa erapa ma(na)
-Chg -Neg also 2.Cop
If you have food, you are not deprived, too.
Cassava Demo 2006 WiMa 0032
ky'karo eropo konomerume ponokong
ky'karo eropo konomerume ponon -kong
1+2Col here donderskamp who.are.at -Col
kytopoisheng
kyt- wos- po (my) -seng
1+28a- Detr- plant -Opt.Col
We from Konomerume here, let's plant.
Cassava Demo 2006 WiMa 0033
mainja pjongo mainja tja:ko
mainja i- po (my) -ko mainja i- ka(py) -ko
field 3- plant -Imper field 3- make -Imper
epinjama'pa aweitjo'me
e- pina -rna -hpa a- we'i -to'me
Detr- deprived -Chg -Neg 2- be -Purp
Plant fields, make fields, so that we won't be deprived,
Cassava Demo 2006 WiMa 0034
472
ajasakary
a- asaka -ry
2- companion -pssd
anakimja'pa paidjo aweitjo'me
an- akima -hpa paidjo a- we'i -to'me
3Neg- bother -Neg at.all 2- be -Purp
so that you don't have to bother your friends and family.
Cassava Demo 2006 WiMa 0035
aseke amainjary taka my:sa, pahporo
aseke a- mainja -ry taka m- y(to) -ja pahporo
by.Xself 2- field -pssd into 28a- go -Pres all
mitjaije
m- ka -e
2A- remove -Prs.Tns
Then you go into your own field and you pull everything.
Cassava Demo 2006 WiMa 0036
seneja rapa eropo moro
s- ene -ja rapa eropo mora
1A- see -Pres again here 3InMd
tytararary tary'tojaton
ty- tarara -ry tary'to -ja -tong
3R.Pssr- wheel.barrow -pssd fill -Pres -Col
I see now here they fill their wheel barrow.
Cassava Demo 2006 WiMa 0037
da moro pahpota mo'ko pjyty kiere pitjanong
da moro pahpota mo'ko i- pyty kiere pika -non
then 3 InMd Past 3~~_~d 3- wife cassava nAPl -Prs.Tns.Dbt~--~
Then after that his wife peels cassava.
Cassava Demo 2006 WiMa 0038
meneja era wara waryi emaminjary era
m- ene -ja ero wara woryi emamin -ja -ry ero
2A- see -Pres 3InPx way woman work -Pres -Nzr 3InPx
kanamerume ta
konomerume ta
donderskamp at
Here you see women in Konomerume work this way.
Cassava Demo 2006 WiMa 0039
473
arepa kapyry
arepa ka(py)
cassava.bread make
jaka i'wjainje waryijang 'wa
-ry jako i- 'wa -ine woryi -jang 'wa
-Nzr at. time 3- Agt -Col woman -Coll.An Agt
mora kiere pitjanang
moro kiere pika -non
3InMd cassava peel -Prs.Tns.Dbt
When they are making cassava bread, the women peel the cassava.
Cassava Demo 2006 WiMa 0040
pitjama pahpata da kynitjyjang
pika -'rna pahpota da ky- ni- ky -ja -ng
peel -Cmpltv Past then 3.Rm- 3AO- grate -Pres -Dbt
When she is finished peeling it, then she grates it.
Cassava Demo 2006 WiMa 0041
era mora kamerykang arepa kapyry jaka
ero moro k- emery -kong arepa ka(py) -ry jako
3InPx 3InMd 1+2- custom -Col cassava.bread make -Nzr at. time
ky'wainje
kys- 'wa -ine
1+2A- Dat -Col
This is our custom when we make cassava bread.
Cassava Demo 2006 WiMa 0042
marija jU'pa na'kang mora mijarijary
marija jU'pa no'kang moro i- marija -ry
knife good wh.An.Col 3InMd 3- knife -pssd
The knife, her knife is such a good one.
Cassava Demo 2006 WiMa 0043
da ma' ke kynipitjanang mora pahpata
da moro ke ky- ni- pika -non moro pahpota
then 3InMd Instr 3.Rm- 3AO- peel -Prs.Tns.Dbt 3InMd Past
Then with that she peels it, after that,
Cassava Demo 2006 WiMa 0044
474
meneja djombo da kynitjumi:shang
m- ene -ja djombo da ky- ni- kumi(ky) -ja -ng
2A- see -Pres then then 3.Rm- 3AO- wash -Pres -Dbt
mo' kiere kumi:shang juku me 'ne
moro kiere kumi(ky) -ja -ng juku me 'ne
3InMd cassava wash -Pres -Dbt good Attr really
you see that, then she washes it, she washes the cassava so well.
Cassava Demo 2006 WiMa 0045
want, eh,
want eh
because eh
mang
mang
3.Cop
tywerikike rapa moro kiere a'ta ja'wame
t- weriki -ke rapa moro kiere a'ta ja'wame
T- dirt -Have again 3InMd cassava if bad
Because if the cassava is dirty, it is bad.
Cassava Demo 2006 WiMa 0046
idjeke 'ne jupy mene mitjumi:sha
idjeke 'ne juku mene m- kumi(ky) -ja
for.that.reason really good very.good 2A- wash -Pres
For that reason, you wash it so well.
Cassava Demo 2006 WiMa 0047
da eropo wijokyry meneja
da eropo i- wos- ky -ry m- ene -ja
then here 3- Detr- grate -Nzr 2A- see -Pres
kynokyjang
ky- n- wot- ky -ja -ng
3.Rm- 3AO- Detr- grate -Pres -Dbt
Then here you see she is grating, she grates.
Cassava Demo 2006 WiMa 0048
moro kiere kynokyjang moro
moro kiere ky- n- wot- ky -ja -ng moro
3InMd cassava 3.Rm- 3AO- Detr- grate -Pres -Dbt 3InMd
kumykang da moro shemariry rapa tyjeke jumy
kumykang ta moro i- semari -ry rapa tyjeke jumy
cassava.boat in 3InMd 3- grater -pssd again sharp Intns
seneja
s- ene -ja
lA- see -Pres
The cassava, she grates into the cassava boat, then I see that her knife
Cassava Demo 2006 WiMa 0049
da mo'ko i:jo
da mo'ko i-
then 3AnMd 3-
kynepano:sang
ijo ky- n- epano(py) -ja -ng
husband 3.Rm- 3AO- help -Pres -Dbt
475
moro kiere kumitjyry poko
moro kiere kumi(ky) -ry poko
3lnMd cassava wash -Nzr with
Then her husband helps her with the cassava washing.
Cassava Demo 2006 WiMa 0050
pahporo 'ne wokyryjang ero wara a'ta djupa jumy
pahporo 'ne wokyry -jang ero wara a'ta jU'pa jumy
all really man -Coll.An 3lnPx way if good lntns
o'manong kynysang meneja
ema(my) -no ky- n- y (to) -ja -ng m- ene -ja
live -lnf 3.Rm- 3Sa- go -Pres -Dbt 2A- see -Pres
djombo
djombo
then
If all of the men were like this, then life goes well, you see that.
Cassava Demo 2006 WiMa 0051
da matapi tary'tojang motywoky apo
da matapi tary'to -ja -ng motywoky apo
then manioc.press fill -Pres -Dbt high. spot pound
pahporo kynarymojang poro mo'
pa'poro ky- n- arymo -ja -ng poro moro
all 3.Rm- 3AO- squeeze -Pres -Dbt lntns 3lnMd
matapi ta
matapi ta
manioc.press in
Then she fills the matapi, she squeezes it all into the matapi.
Cassava Demo 2006 WiMa 0052
ja, omyjanokong erome no'kong konomerume po
ja omyja -no -kong erome no'kang konomerume po
yes young.woman -Honor -Col now wh.An.Col donderskamp at
no 'kong amukonymbo ero wara
no'kang amu -kong -mbo ero wara
wh.An.Col someone -Col -devalued 3lnPx way
tyweidjykong se'pa mandong
ty- we'i -ry -kong se -hpa mang -tong
3R.Pssr- be -Nzr -Col Desid -Neg 3.Cop -Col
Yeah, the young ones today, the ones from Konomerume, they don't want to
do this any more.
Cassava Demo 2006 WiMa 0053
wokytyry se'pa wa ngato mainja
\-J08- ],,, -ry se _l-.~~ wa n- ka .... --- mairLja
'":t ..L..L!:-'u, - l-ULJ.'.:::j
Detr- grate -Nzr Desid -Neg 1Cop 3Sa- say -Col field
pomyry se'pa wa ngatong
po (my) -ry se -hpa wa n- ka -tong
plant -Nzr Desid -Neg 1Cop 3Sa- say -Col
476
"I don' t want to grate," they say, "I don' t want to plant a field," they
say.
Cassava Demo 2006 WiMa 0054
ma neko mose omyja mose mang
rna ene -ko mose omyja mose mang
but see -Imper 3AnPx young.woman 3AnPx 3.Cop
But look, this is a young woman.
Cassava Demo 2006 WiMa 0055
neko tykultururu a'mema'pa mang kawo
ene -ko ty- kulturu -ry a'mema -hpa mang kawo
see -Imper 3R.Pssr- culture -pssd erase -Neg 3.Cop high
kynapoijang
ky- n- apoi -ja -ng
3.Rm- 3AO- hold -Pres -Dbt
Look, she isn't throwing away her culture, she holds it up high.
Cassava Demo 2006 WiMa 0056
ero wara kyteisheng kasakaryko
ero wara kyt- e'i -seng j- asaka -ry -kong
3InPway 1+2Sa- Cop -Opt.Col 1- companion -pssd -Col
Let's be like this, my friends and family.
Cassava Demo 2006 WiMa 0057
ero jasakaryko kaije terapa konomerume
ero j- asaka -ry -kong ka -e terapa konomerume
3InPx 1- companion -pssd -Col say -Prs.Tns again donderskamp
po no'kong
po no'kang
at wh.An.Col
Here I tell you, again, my friends and family from Konomerume.
Cassava Demo 2006 WiMa 0058
eropo matasapai tupo kynotandy'mojang
eropo matasapai tupo ky- n- wot- andy'mo -ja -ng
here matapi.stick on 3.Rm- 3AO- Detr- seat -Pres -Dbt
Here she sits on the matapi stick.
Cassava Demo 2006 WiMa 0059
meneja moro kasiripjo wopyry moro
m- ene -ja moro kasiripo w- o (py) -ry moro
2A- see -Pres 3InMd cassava. liquid Sa- come -Nzr 3InMd
matapi wyinjo
matapi wyinjo
manioc.press from
You see how the liquid comes from the matapi.
Cassava Demo 2006 WiMa 0060
477
kynakykajang mora matapi ta erapa
ky- n- akyka -ja -ng moro matapi ta eropo
3.Rm- 3AO- press -Pres -Dbt 3InMd manioc.press in here
takyse terapa mora kiere pu ne'i
takyse terapa moro kiere pung n- e'i
firm already 3 InMd cassava mashed. cassava 3Sa- Cop
She squeezes it here in the matapa, here the cassava meal is firm
already.
Cassava Demo 2006 WiMa 0061
da mora aty
da moro oty
then 3InMd Hes
kyny:jang
ky- n- y (ry)
3 . Rm- 3AO- put
kumykang daka
kumykang taka
cassava.boat into
-ja -ng
-Pres -Dbt
Then she puts it into the cassava boat.
Cassava Demo 2006 WiMa 0062
mase amu waryi tamaminje Jne raten mase waryi
mose amu woryi tomaminje 'ne roten mose woryi
3AnPx someone woman hard. working really only 3AnPx woman
mang
mang
3.Cop
This woman is a woman who is hardworking.
Cassava Demo 2006 WiMa 0063
wewe y'majang aseke 'ne raten
wewe y- 'mo -ja -ng aseke 'ne roten
wood 3AO- break -Pres -Dbt by.Xself really only
tyija anene'pa paidja terapa mang
ty- ijo an- ene -hpa paidjo terapa mang
3R.Pssr- husband 3Neg- see -Neg too already 3.Cop
She splits firewood all by herself, she doesn't even look to her husband
at all.
Cassava Demo 2006 WiMa 0064
tyija animjamaky'pa mang
ty- ijo an- momoky -hpa mang
3R.Pssr- husband 3Neg- wait -Neg 3.Cop no
She doesn't wait for her husband at all.
Cassava Demo 2006 WiMa 0065
uwa paidja
uwa paidjo
too
neka mora wjywy apata mora wjywy mang
ene -ko nlora l- wywy __ ...... .f-.-.. mora l- w'rwy mangU}/UL.U
see -Imper 3InMd 3- ax large 3InMd 3- ax 3.Cop
Look at her ax, her ax is so big.
Cassava Demo 2006 WiMa 0066
478
se'me wewe rakapo:sang tje
se'me wewe raka -po (ty) -ja -ng tje
nonetheless wood break.up -Iter -Pres -Dbt (sympathy)
meneja djombo
m- ene -ja djombo
2A- see -Pres then
Nonetheless she breaks up the wood, you see that.
Cassava Demo 2006 WiMa 0067
mose woryi konomerume ponon
mose woryi konomerume ponon
3AnPx woman donderskamp who.are.at
This woman is from Konomerume.
Cassava Demo 2006 WiMa 0068
konomerume 'wa kyno:se
*** konomerume 'wa ky- n- o (py)
*** donderskamp Dat 3.Rm- 38a- come
oma:je
-se ema (my)
-Purp live
-se
-Purp
eropo kynema: j a
eropo ky- n- ema(my)
here 3.Rm- 380- live
-ja
-Pres
They came to Konomerume to live, they live here.
Cassava Demo 2006 WiMa 0069
eropo moro arepa a'na onjewara erapa kari'nja
eropo moro arepa a'na onjewara erapa kari'nja
here 3InMd cassava.bread 1+3 how also Kari'nja
nykaije
n- yka-e
3AO- say -Prs.Tns
Here we (do something with) the cassava, I don't know how Kari'nja say
it.
Cassava Demo 2006 WiMa 0070
moro ako ta kyniwjojang 'ne roten fini
mora ako ta ky- ni- wo -ja -ng 'ne roten fini
3InMd mortar in 3.Rm- 3AO- beat -Pres -Dbt really only fine
mje weitjo'me
me we'i -to'me
Attr be -Purp
She beats it in the mortar so that it becomes fine.
Cassava Demo 2006 WiMa 0071
eropo kyno ... kynu'nanong
eropo kyno ky- n- u'na -non
3 .. R1Tl- .... "'JI_ _...!.J::.L..':U-I.U- b.Ll.. L - P:r.-s .. Tl1.S .. Dbt
Here she sifts it.
Cassava Demo 2006 WiMa 0072
meneja mara aty mjanarery
m- ene -ja mora oty i- manare -ry
2A- see -Pres 3InMd thing 3- sieve -pssd
You see her sifter.
Cassava Demo 2006 WiMa 0073
paranakyry manarery mara mang
paranakyry manare -ry mora mang
White.person sieve -pssd 3InMd 3.Cop
That is a White person's sifter.
Cassava Demo 2006 WiMa 0074
tymanarery kanymba anene'pa
ty- manare -ry k- wot- ene -mba an- ene -hpa
3R.Pssr- sieve -pssd 1+2- Detr- see -Pst 3Neg- see -Neg
nara terapa kyteijatang
noron terapa kyt- e'i -ja -tong
anymore already 1+2Sa- Cop -Pres -Col
We don't see our own sifter anymore.
Cassava Demo 2006 WiMa 0075
era kanamerume ta itjapyry anukuty'pa painjare
era konomerume ta i- ka(py) -ry an- ukuty -hpa painjare
3InPx donderskamp at 3- make -Nzr 3Neg- know -Neg maybe
kytatang
kytatong
1+2.Cop.Coll
Here in Konomerume maybe we don't know how to make it.
Cassava Demo 2006 WiMa 0076
erapa mara ari'njatu kumi:shang
eropo mora arinjatu kumi(ky) -ja -ng
here 3InMd cassava.pan wash -Pres -Dbt
Here she washes the pan.
Cassava Demo 2006 WiMa 0077
479
mara ari'njatu djamba rapa mitjumi:sha
mora arinjatu djombo rapa m- kumi(ky)
3InMd cassava.pan then again 2A- wash
The baking pan, you wash it first.
Cassava Demo 2006 WiMa 0078
fasi mara arepa e'keidjy a'wa
fosi mora arepa e'kei -ry 0- 'wa
first 3InMd cassava.bread bake -Nzr 2- Agt
Before you bake the cassava.
Cassava Demo 2006 WiMa 0079
-ja
-Pres
mara meneja anjewara y(ry) mang i'wja wa'ta
mora m- ene -ja onjewara y(ry) mang i- 'wa wa'ta
3InMd 2A- see -Pres how make 3.Cop 3- Dir fire
ka:sang mora ari'njatu pi'njo
ka(py) -ja -ng moro arinjatu pinjo
make -Pres -Dbt 3lnMd cassava.pan under
You see how it is done, then she makes a fire under the baking pan.
Cassava Demo 2006 WiMa 0080
mo' wa'to kapypoto da mo' ari'njatu
moro wa'to ka(py) -po -to da moro arinjatu
3lnMd fire make -one.who.is -After then 3lnMd cassava.pan
ashimbe kyneijang
ashimbe ky- n- e'i -ja -ng
hot 3.Rm- 3Sa- Cop -Pres -Dbt
When the fire is made, then the pan becomes hot.
Cassava Demo 2006 WiMa 0081
da undymbo shimja rapa mora arepa
da undypo shimja rapa moro arepa
then place.where.X.is *** again 3lnMd cassava.bread
480
anyry'pa
an- y (ry)
3Neg- put
mana
-hpa mana
-Neg 2.Cop
Then you don't just put the cassava there.
Cassava Demo 2006 WiMa 0082
mora u'napo arepa e'keidjy jako o'wa,
moro u'na -po arepa e'kei -ry jako 0- 'wa
3lnMd sift -one.who.is cassava.bread bake -Nzr at. time 2- Agt
uwa mora paranakyry ngano mora tempuratuur
uwa moro paranakyry n- ka -no moro tempuratuur
no 3InMd White.person 3Sa- say -Prs.Tns.Dbt 3lnMd temperature
rapa muku: sa
rapa m- uku(ty)
again 2A- know
-ja
-Pres
When you are baking the sifted cassava, White people say you need to
know
Cassava Demo 2006 WiMa 0083
the temperature.
maiko, ma'ko woryi kynuku:sang,
mo'ko mo'ko woryi ky- n- uku(ty)
3AnMd 3AnMd woman 3.Rm- 3AO- know
mo'ko
-ja -ng mo'ko
-Pres -Dbt 3AnMd
terapa asekery kynuku:sang
terapa aseke -ry ky- n- uku(ty)
already by.Xself -Nzr 3.Rm- 3AO- know
-ja -ng
-Pres -Dbt
This, this woman knows it, she, herself, knows it.
Cassava Demo 2006 WiMa 0084
mo' emamindje weidjy ke terapa mo'ko
moro emamin -je we'i -ry ke terapa mo'ko
3lnMd work -Have be -Nzr lnstr already 3AnMd
481
kynuku:sang
ky- n- uku(ty) -ja -ng
3.Rm- 3AO- know -Pres -Dbt
Because it is her work, she knows it.
Cassava Demo 2006 WiMa 0085
meneja eropo mo' tempuratuur mariki manong moro
m- ene -ja eropo moro tempuratuur mariki manong moro
2A- see -Pres here 3InMd temperature mark oblique3InMd
apiripjo emanong itjuponaka
piripjo ema -non i- kupo naka
cassava. flour throw -Prs.Tns.Dbt 3- upon towards
Here you see how she marks the temperature, she throws some cassava meal
Cassava Demo 2006 WiMa 0086
onto it.
da moro eneja tjorotyry jako da ashimbe jumy
da moro ene -ja i- koro(ty) -ry jako da ashimbe jumy
then 3InMd see -Pres 3- burn -Nzr at. time then hot Intns
kynuku:sang
ky- n- uku(ty) -ja -ng
3.Rm- 3AO- know -Pres -Dbt
Then she looks at that, when it burns, then she knows it is too hot.
Cassava Demo 2006 WiMa 0087
da djupa painjare ja meneja moro wori'woryi ke
da jU'pa painjare ja m- ene -ja moro woriwori ke
then good maybe yes 2A- see -Pres 3InMd fan Instr
ipjapyry i'wja
i- papy -ry i- 'wa
3- pour -Nzr 3- Agt
Then maybe you see O.K. how she is pouring it with the fan.
Cassava Demo 2006 WiMa 0088
da moro wa'to urojang djupa iweitjo'me
da moro wa'to uro -ja -ng jU'pa i- we'i -to'me
then 3InMd fire blow -Pres -Dbt good 3- be -Purp
Then she blows the fire so that it can be O.K.
Cassava Demo 2006 WiMa 0089
da moro wa'to kynitjamutanong
da moro wa'to ky- ni- kamu -ta -non
then 3InMd fire 3.Rm- 3Sa- flame -have.N -Prs.Tns.Dbt
Then the fire takes flame.
Cassava Demo 2006 WiMa 0090
da moro u'napo aije nytong menejatong
da moro u'na -po aije nytong m- ene -ja -tong
then 3InMd sift -one.who.is get *** 2A- see -Pres -Col
djombo
djombo
then
Then she goes and gets the sifted wan, you all see that.
Cassava Demo 2006 WiMa 0091
da mojembo pore rapa kiere pu i'wja
da moje -mbo pore rapa kiere pung i- 'wa
then there -devalued very again cassava mashed. cassava 3- Dir
tuna
tuna
water
Then her cassava meal is so very far away.
Cassava Demo 2006 WiMa 0092
da moro ari'njaturu meneja
da moro 0- arinjatu -ry m- ene -ja
then 3InMd 3- cassava.pan -Pssd 2A- see -Pres
482
wjopyry
i- w-
3- Sa-
kynitjororokanong
o(py) -ry ky- ni- kororoka -non
come -Nzr 3.Rm- 3AO- pour.out -Prs.Tns.Dbt
itjuponaka
i- kupo naka
3- upon towards
Then you see her baking pan, she is coming, she dumps some onto it.
Cassava Demo 2006 WiMa 0093
da kynapitjanong
da ky- n- apika -non
then 3.Rm- 3A30- spread.out -Prs.Tns.Dbt
Then she spreads it out.
Cassava Demo 2006 WiMa 0094
ero, ero wara koreparykong kyshitja:satong ky'karo
ero ero wara koreparykong kys- ka(py) -ja -tong ky'karo
3InPx 3InPx way our. food 1+2A- make -Pres -Col 1+2Col
konomerume po anukuty'pa aja'ta
konomerume po an- uku(ty) -hpa a- a'ta
donderskamp at 3Neg- know -Neg 2- if
This, we make our food this way in Konomerume, if you didn't know.
Cassava Demo 2006 WiMa 0095
da arepa e'keidjy ajukmiritjo
da arepa e'kei -ry aj- uku(ty)
then cassava.bread bake -Nzr 2- know
ukutyry jako neko
uku(ty) -ry jako ene -ko
understand -Nzr at. time see -Imper
-miri
-***
-to
-When
matang
matang
***
Then, when you know how to bake cassava, it will make your head spin.
Cassava Demo 2006 WiMa 0096
483
mose woryi kynuku:sang jumy,
mose woryi ky- n- uku(ty) -ja -ng jumy
3AnPx woman 3.Rm- 3AO- know -Pres -Dbt Intns
idjeke i'jainje roten torepary
idjeke i- 'ja -ine roten t- erepa -ry
for.that.reason 3- Agt -Col only 3R- food -Pssd
e'keipjo:sang jasakarykong
e'kei -po (ty) -ja -ng j- asaka -ry -kong
bake -Iter -Pres -Dbt 1- countryman -pssd -Col
This woman knows it well, for that reason, she bakes her food whenever
she wants, my friends.
Cassava Demo 2006 WiMa 0097
konomerume ponokong menejatong, onjewara
*** konomerume ponon -kong m- ene -ja -tong onjewara
*** donderskamp who.are.at -Col 2A- see -Pres -Col how
komamyrykong wytory
k- ema(my) -ry -kong i- y(to)-ry
1+2- live -Nzr -Col 3- go -pssd
People from Konomerume, you see how our living goes.
Cassava Demo 2006 WiMa 0098
koreparykong kapyry
k- erepa -ry -kong ka(py)
1+2- food -Pssd -Col make
We are making our food.
Cassava Demo 2006 WiMa 0099
ky'wainje
-ry kys- 'wa -ine
-Nzr 1+2A- Agt -Col
meneja mose woryi komepatong ero
m- ene -ja mose woryi k- emepa -tong ero
2A- see -Pres 3AnPx woman 1+20- teach -Col 3InPx
film taka
*** taka
*** into
kytopo:satong
kyt- opo(ty)
1+2Sa- look
meneja
-ja -tong m- ene -ja
-Pres -Col 2A- see -Pres
You see this woman teaching us in this film, look, you see it.
Cassava Demo 2006 WiMa 0100
amyijaro
amyijaro
2Col
you all
Cassava Demo 2006 WiMa 0101
woryijang
woryi -jang
woman -Coll.An
women
Cassava Demo 2006 WiMa 0102
eropo emamindjong ero konomerume po ero wara
eropo emamin -tong era konomerume po era wara
here work -Col 3InPx donderskamp at 3InPx way
484
koma:jatong
k- ema (my)
1+280- live
-ja -tong
-Pres -Col
This is our work here in Konomerume, we live this way.
Cassava Demo 2006 WiMa 0103
meneja djombo
m- ene -ja djombo
2A- see -Pres then
You see it then.
Cassava Demo 2006 WiMa 0104
ero wara arepa e'keidjy mang
era wara arepa e'kei -ry mang
3InPx way cassava.bread bake -Nzr 3.Cop
Cassava is baked this way.
Cassava Demo 2006 WiMa 0105
meneja moro wa'to ari'njatu pi'njo moro, moro
m- ene -ja mora wa'ta arinjatu pinjo moro mora
2A- see -Pres 3InMd fire cassava.pan under 3InMd 3InMd
arepa etokanong
arepa etoka -non
cassava.bread roast -Prs.Tns.Dbt
You see the fire under the pan, the cassava bread roasts.
Cassava Demo 2006 WiMa 0106
mo'ko woryi erapa o'winje meneja eropo
ma'ko woryi erapa o'win -neng m- ene -ja eropo
3AnMd woman also one -one. who. does 2A- see -Pres here
o'winje mang
o'win -neng mang
one -one.who.does 3.Cop
You see that woman by herself here, she is alone.
Cassava Demo 2006 WiMa 0107
epano:ng
epano (py)
help
mo'ko i:jo
-no ma'ko i-
-Ent 3AnMd 3-
epano:neng
ijo epano(py)
husband help
-neng
-Opt
anene'pa
an- ene
wa
-hpa wa
ma
rna
o'winje
o'win -neng
moro
mora
arepa
arepa
3Neg- see -Neg leap but one
ka:sang
ka(py) -ja -ng
make -Pres -Dbt
-one.who.does 3I~~d cassava.bread
485
Her helper, her husband should help her, I don't see him, she, alone,
makes
Cassava Demo 2006 WiMa 0108
cassava.
ero wara koma:jatong
ero wara k- ema(my)
3InPx way 1+280- live
-ja -tong
-Pres -Col
-Imper 1+2- culture -Col 3InPx
kykulturukong erojasakarykong, djupa opotyko
mang
j- asaka -ry -kong jU'pa opo(ty)
mang
1- companion -pssd -Col good look
3.Cop
-ko k- kulturu -kong ero
We live this way, my countrymen, look carefully, this is our culture.
Cassava Demo 2006 WiMa 0109
ero wara 'ne ero konomerume po
ero wara 'ne ero konomerume po
3InPx way really 3InPx donderskamp at
koma:jatong
k- ema (my)
1+280- live
-ja -tong
-Pres -Col
We live this way here in Konomerume.
Cassava Demo 2006 WiMa 0110
idjeke awopotyry
idjeke a- opo(ty)
for.that.reason 2- look
jako e'napokako
-ry jako e'napokako
-Nzr at. time be.amazed
komamyryko
k- ema (my)
1+2- live
'ne ero mang
-ry -kong 'ne ero mang
-Nzr -Col really 3InPx 3.Cop
For that reason, if you look, you will be amazed at how we live here.
Cassava Demo 2006 WiMa 0111
typyitje kyte'i uwa omepako te'ne
t- pyi -se kyt- e'i uwa wot- emepa -ko te'ne
T- shame -Ptcp 1+28a- Cop no Detr- teach -Imper actually
eroko
ero -kong
3InPx -Col
You must not be ashamed, you must learn these things.
Cassava Demo 2006 WiMa 0112
otykong kawo kysapoisheng
oty -kong kawo kys- apoi -seng
thing ~Col high 1+2A= hold -Opt.Col
kysapoisheng
kys- apoi -seng
1+2A- hold -Opt.Col
kawombo
kawo -mbo
high -devalued
pore
pore
486
Let's hold these things up high, let's hold these things in very high
regard.
Cassava Demo 2006 WiMa 0113
da menetake kotyrykong moro awoshing
da m- ene -take k- oty -ry -kong moro awosin
then 2A- see -Fut 1+2- thing -pssd -Col 3InMd weight
muku:take
m- uku (ty)
2A- know
erapa
-take erapa
-Fut also
You will see our things, you will also know their value.
Cassava Demo 2006 WiMa 0114
kynawapo:sang
ky- n- auwa -po (ty)
3.Rm- 380- laugh -Iter
ka:neng
ka(py) -neng
make -one.who.does
mo'ko arepa
-ja -ng mo'ko arepa
-Pres -Dbt 3AnMd cassava.bread
The person making cassava is laughing.
Cassava Demo 2006 WiMa 0115
a'na oty
a'na oty
1+3 Hes
anonopo:sa
anonopo:sa
*** ***
nare aneta'pa djombo wa
nare an- eta -hpa djombo wa
Doubt 3Neg- hear -Neg then 1Cop
We don't know why she is laughing because I can't hear it.
Cassava Demo 2006 WiMa 0116
ma ero wara kynysang
rna ero wara ky- n- y (to) -ja -ng
but 3InPx way 3.Rm- 3Sa- go -Pres -Dbt
jasakarykong konomerume ponokong
j - asaka -ry -kong konomerume ponon -kong
1- companion -pssd -Col donderskamp who.are.at -Col
But it goes this way, my countrymen, from Konomerume.
Cassava Demo 2006 WiMa 0117
ero arepa kapyry
ero arepa ka(py)
3InPx cassava.bread make
tupo
tupo
on
process meneja ero film
-ry process m- ene -ja ero ***
-Nzr *** 2A- see -Pres 3InPx ***
You see the cassava making process on
Cassava Demo 2006 WiMa 0118
this -C-' "1_L.L.LlIl.
da moro wara ero anukuty'pa wa, onjewara nare
da moro wara ero an- uku(ty) -hpa wa onjewara nare
then 3InMd way 3InPx 3Neg- know -Neg 1Cop how Doubt
kari'nja nykaije ere peke
kari'nja n- yka -e ero poko
Kari'nja 3AO- say -Prs.Tns 3InPx with
Then I don't know how it is, how Kari'nja talk about this.
Cassava Demo 2006 WiMa 0119
ma nitjaitjeja painjare
rna ni- kata -ja painjare
but 380- get.fat -Pres maybe
But maybe it makes her fat.
Cassava Demo 2006 WiMa 0120
da mere pahpeta da kynurindjaneng
da moro pahpota da ky- n- urima -non
then 3InMd Past then 3.Rm- 3AO- turn.over -Prs.Tns.Dbt
Then after that, she flips it.
Cassava Demo 2006 WiMa 0121
da meneja urindjape pahpeta
da m- ene -ja urima -po pahpota
then 2A- see -Pres turn.over -one.who.is Past
Then you see after it's flipped.
Cassava Demo 2006 WiMa 0122
da kynakykaneng
da ky- n- akyka -non
then 3.Rm- 3AO- press -Prs.Tns.Dbt
Then she presses it.
Cassava Demo 2006 WiMa 0123
mere pahpeta ashitje kyninjejang
moro pahpota ashitjo ky- ni- no -ja -ng
3InMd Past a.little 3.Rm- 3AO- leave -Pres -Dbt
Then after that, she leaves it a little.
Cassava Demo 2006 WiMa 0124
da kynirakape:sang ke'u, mere
da ky- ni- raka -po (ty) -ja -ng ko'u moro
then 3.Rm- 3AO- break.up -Iter -Pres -Dbt now 3InMd
487
meneja erepe mere wa'te meneja mere
m- ene -ja eropo moro wa'to m- ene -ja moro
2A- see -Pres here 3InMd fire 2A- see -Pres 3InMd
mere kyna, kynete:kaneng
moro kyna ky- n- eto(ry) -ka -non
3InMd *** 3.Rm- 3AO- roast -Tvzr -Prs.Tns.Dbt
kuru
kuru
***
Then now she splits it, you see it there, you see the fire here,
roasts it.
Cassava Demo 2006 WiMa 0125
djembe mere pahpeta weju taka kynarejang
djombo moro pahpota weju taka ky- n- aro -ja -ng
then 3InMd Past sun into 3.Rm- 3AO- carry -Pres -Dbt
menejatong
m- ene -ja -tong
2A- see -Pres -Col
Then after that, she carries it into the sun, you all see that.
Cassava Demo 2006 WiMa 0126
da mora sekymbo tupo naka
da moro seky -mbo tupo naka
then 3InMd zink -devalued on towards
488
kyny:jang
ky- n- y (ry)
3.Rm- 3AO- put
mora weju ashinjy mo'
-ja -ng moro weju asiny moro
-Pres -Dbt 3InMd sun heat 3InMd
zinky ashinjojang erapa da
zinky asina -ja -ng erapa da
zink.roofing get.hot -Pres -Dbt also then
kynarukanong
ky- n- aruka -non
3.Rm- 3AO- dry -Prs.Tns.Dbt
Then she puts it onto the zink roof in the sun, the zink becomes hot,
then that dries it.
Cassava Demo 2006 WiMa 0127
eropo rapa meneja woto weto awotory jako
eropo rapa m- ene -ja woto weto a- woto -ry jako
here again 2A- see -Pres fish oee.with 2- fish -pssd at. time
Here you see when you go fishing.
Cassava Demo 2006 WiMa 0128
ma'ko wokyry mora net yje
mo'ko wokyry moro net y (ry) -e
3AnMd man 3InMd net put -PrS.Tns
kynysang
ky- n- y (to) -ja -ng
3.Rm- 3Sa- go -Pres -Dbt
That man goes to put the net,
Cassava Demo 2006 WiMa 0129
eropo meneja mo'ko ty'muru me'ko
eropo m- ene -ja mo'ko ty- 'muru meko
here 2A- see -Pres 3AnMd 3R.Pssr- son small
emepanong ty'muru me'ko arojang
emepa -non ty- 'muru meko aro -ja -ng
teach -Prs.Tns.Dbt 3R.Pssr- son small take -Pres -Dbt
tymarc
ty- maro
3R.Pssr- with
Here you see he teaches his little son, he takes his little son with
him.
Cassava Demo 2006 WiMa 0130
489
meneja ma'ko i'mjuru me'ko
m- ene -ja mo'ko i- 'muru meko
2A- see -Pres 3AnMd 3- son small
kynopo:sang
ky- n- opo(ty) -ja -ng
3.Rm- 38a- look -Pres -Dbt
You see his little son looks.
Cassava Demo 2006 WiMa 0131
da ma'ko ijumy mora net emanong
da ma'ko i- jumy mora net ema -non
then 3AnMd 3- father 3InMd net throw -Prs.Tns.Dbt
Then his father throws the net.
Cassava Demo 2006 WiMa 0132
wojumy wojumy po
wojumy wojumy po
Wajambo.River Wajambo.River at
Wajambo River, this is at the Wajambo River.
Cassava Demo 2006 WiMa 0133
era wara a'na kynema:jang
era wara a'na ky- n- ema(my)
3InPx way 1+3 3.Rm- 380- live
We live this way.
Cassava Demo 2006 WiMa 0134
-ja -ng
-Pres -Dbt
erome kowei anyry'pa nora mandong, net
erome kowei an- y(ry) -hpa noron mang -tong net
today fishhook 3Neg- put -Neg anymore 3.Cop -Col net
y:jatong de woto apoitjo'me
y(ry) -ja -tong de woto apoi -to'me
put -Pres -Col them fish catch -Purp
These days, they don't put fishhooks anymore, they put nets to catch the
fish.
Cassava Demo 2006 WiMa 0135
mora kysenejatong
mora kys- ene -ja -tong
3InMd 1+2A- see -Pres -Col
We see that.
Cassava Demo 2006 WiMa 0136
490
ero tupo ero film ta jasakaryko opo:ko
ero tupo ero *** ta j- asaka -ry -kong opo(ty) -ko3 InPx on 3 InPx *** in 1- companion -pssd -Col look -Imper
djupa 'ne, uku:to'me o'wa, onjewara 'ne
jU'pa 'ne uku (ty) -to'me 0- 'wa onjewara 'ne
good really know -Purp 2- Agt how really
komamyrykong
k- ema(my) -ry -kong
1+2- live -Nzr -Col
On this, in this film, my countrymen, look well, so that you can know
how we live.
Cassava Demo 2006 WiMa 0137
ero taro suterapa nitjotoja
ero taro su- terapa ni- koto -ja
3InPx as.far.as honorific- again 3AO- cut -Pres
Then here it ends.
Cassava Demo 2006 WiMa 0138
amu jako suterapa
amu jako su- terapa
some at. time honorific- again
Until another time again.
Cassava Demo 2006 WiMa 0139
491
C.1.3 Fishing Film
eh, mojang itjorykong wo'to weto
eh mojang i- y(to) -ry -kong wo:to weto
eh 3AnPxCol 3- go -Nzr -Col fish occ.with
Urn, these people, they are going away to catch fish.
Fishing Film CeAr 00001
Cecilia Arupa
da, papa dja mang,
da papa dja mang
then Father here 3.Cop Hes
sani, terapa mu,
san terapa ***
alreadyHes 3-
itjorykong,
i- y (to) -ry
go -Nzr -Col
kyy, nitjundatong k'ba
-kong kyy ni- tunda -tong kaba
Interj 380- arrive -Col Prfct
My dad, himself, is here, they are going away, they've arrived already.
Fishing Film CeAr 00002
swampu ta
swampu ta
swamp at
to the swamp
Fishing Film CeAr 00003
eropo netry komyijatong
eropo net -ry k- wot- amy -ja -tong
here net -pssd 1+2- Detr- tie (0) -Pres -Col
Here they're tying their nets.
Fishing Film CeAr 00004
netry komyijatong, eromete menetatong
net -ry k- wot- amy -ja -tong eromete m- ene-
net -pssd 1+2- Detr- tie (0) -Pres -Col later 2A- see
take -tong
-Fut -Col
They're tying their nets, later we'll see.
Fishing Film CeAr 00005
onjewara
onjewara
how
tynetrymbo setimjary i'wjainje
ty- net -ry -mbo seti -rna -ry i- 'wa -ine
3R.Pssr- net -pssd -devalued set -Chg -Nzr 3- Agt -Col
The way they set their nets.
Fishing Film CeAr 00006
myry
myry
look.at.that
Look at that.
Fishing Film CeAr 00007
kynishetimjatong
ky- ni- seti -rna -tong
3.Rm- 3AO- set -Chg -Col
They are setting it.
Fishing Film CeAr 00008
492
tansji oty
tansi oty
grandfather Hes
kurijara apoija i'ja
kurijara apoi -ja i-
canoe hold -Pres 3-
I ja
Dat
The grandfather is holding the boat for him.
Fishing Film CeAr 00009
myry mose rapa amu
myry mose rapa amu
look.at.that 3AnPx again someone
Look, this person here again.
Fishing Film CeAr 00010
myrekoko meko
myrekoko meko
child small
He's a young boy.
Fishing Film CeAr 00011
oty
oty
what
mo'ko
ma'ko
3AnMd
What is that person.
Fishing Film CeAr 00012
we'wekong kotopo:sa
wewe -kong koto -po (ty) -ja
tree -Col cut -Iter -Pres
He cuts the trees.
Fishing Film CeAr 00013
mose rapa arakaniru upija
mose rapa arakaniru upi -ja
3AnPx again bait seek -Pres
He's looking for the bait.
Fishing Film CeAr 00014
tykoweidjy betitjoto'me
ty- kowei -ry beti =to ~tolme
3R.Pssr- fishhook -pssd bait -vzr -Purp
To put the bait on his fishhook.
Fishing Film CeAr 00015
myry eropo
myry eropo
look.at.that here
493
do. something -Pres bait -vzr -Pres fish -
tykoweidjy
amu ukuto'me
ty- kowei -ry
amu uku -to
3R.Pssr- fishhook -pssd
devalued some hook -P
otyja
oty -ja
betitjoja
beti -to -ja
wotombo
woto -mbo
'me
urp
Look, here he puts the bait on the fishhook in order to catch a fish.
Fishing Film CeAr 00016
eromete tykoweidjy emata moro ipjoriry taka
eromete ty- kowei -ry ema -take moro ipjoriry taka
later 3R.Pssr- fishhook -pssd throw -Fut 3InMd creek into
In a while he's going to throw his hook into the creek.
Fishing Film CeAr 00017
mose kaba itjory
mose kaba i- y(to) -ry
3AnPx Prfct 3- leave -Nzr
He's leaving already.
Fishing Film CeAr 00018
pyimjeke kahty kynysa
pyimjeke kahty ky- n- y(to) -ja
slow maybe 3.Rm- 3Sa- go -Pres
He goes so slowly.
Fishing Film CeAr 00019
wo'to momary pona
woto moma -ry pona
fish shoo -Nzr against
So he doesn't scare the fish away.
Fishing Film CeAr 00020
myry, tykoweidjy emai tjaha
myry ty- kowei -ry ema -i kaba
look.at.that 3R.Pssr- fishhook -pssd throw -Rec.Pst Prfct
He throws his hook already.
Fishing Film CeAr 00021
myry amu apo: i tj aha
myry amu apoi -i kaba
look.at.that some catch -Rec.Pst Prfct
Look, he catches one already.
Fishing Film CeAr 00022
oty
oty
what
nare n'do,
nare n'do
Doubt so
warapa painjare mose na
warapa painjare mose na
fish.sp maybe 3AnPx 3.Cop
494
I don't know what it is, maybe it is walapa.
Fishing Film CeAr 00023
eropo kynitjanong,
eropo ky- ni- ka -non
here 3.Rm- 3AO- remove -Prs.Tns.Dbt
tykoweidjy wyinjo
ty- kowei -ry wyinjo
3R.Pssr- fishhook -pssd from
He takes it from his hook.
Fishing Film CeAr 00024
kynamotoja
ky- n- amoto -ja
3.Rm- 3A30- string -Pres
He strings it on the string.
Fishing Film CeAr 00025
oty amu pisjipjo tywotory,
oty amu pisi -po ty- woto -ry
Hes some piece -devalued 3R.Pssr- fish -pssd
a small piece of the fish's tail
Fishing Film CeAr 00026
andykyry meko y'kotoja
andyky -ry meko y'koto -ja
tail -pssd small cut -Pres
He cuts the small piece of the tail.
Fishing Film CeAr 00027
beti tykoweidjy, betitjo'me
beti ty- kowei -ry beti -to -to'me
bait 3R.Pssr- fishhook -pssd bait -vzr -Purp
The bait, so he can put bait on his hook.
Fishing Film CeAr 00028
tonameije oty
tonameije oty
slippery Hes
wjotory andykyry
i- woto -ry andyky -ry
3- fish -pssd tail -pssd
The fish's tail is slippery.
Fishing Film CeAr 00029
ipjoriry esjiwjo 'ne mandong
ipjoriry esiwo 'ne mang -tong
creek on.bank really 3.Cop -Col
They are on the bank of the creek.
Fishing Film CeAr 00030
495
myry, tykoweidjy betitjoja
myry ty- kowei -ry beti -to -ja
look.at.that 3R.Pssr- fishhook -pssd bait -vzr? -Pres
Look at that, he puts bait on his hook.
Fishing Film CeAr 00031
metamy ero tykoweidjy emata ipjoriry taka
metamy era ty- kowei -ry ema -take ipjoriry taka
later 3InPx 3R.Pssr- fishhook -Pssd throw -Fut creek into
In a while he puts the hook in the creek.
Fishing Film CeAr 00032
pyimjeke kahty, oty,
pyimjeke kahty oty
slow maybe Res
wo'to ukujatong, myry
woto uku -ja -tong myry
fish hook -Pres -Col look.at.that
Then they hook fish slowly.
Fishing Film CeAr 00033
eropo wa'to kyryjato, tyweipjotoko'me
eropo wa'to kyry -ja -tong ty- weipa -tong -to'me
here fire make -Pres -Col 3R.Pssr- roast -Col -Purp
Here they make a fire to roast them.
Fishing Film CeAr 00034
oty sa'rombo arutasa ke
oty sa'rombo aruta -ja ke
Res leaves get.dry -Pres Instr
tywa'torykong apoipjojato
ty- wa'to -ry -kong apoi -po -ja -tong
3R.Pssr- fire -pssd -Col take -Caus -Pres -Col
What, with the dry leaves, they take those to make their fire (Lit. 'to
cause the
Fishing Film CeAr 00035
fire to take').
tokyinjy wa'toryko
t- ekyinjy 0- wa'to -ry -kong
T- smoke 3- fire -Pssd -Col
Their fire makes a lot of smoke.
Fishing Film CeAr 00036
kynijatojato tykanana ke
ky- ni- ja'to -ja -tong ty- kanana ke
3.Rm- 3AO- put.firewood -Pres -Col 3R.Pssr- flame Instr
ne'itjo'me
n- e'i -to'me
3Sa- Cop -Purp
They put wood on it so that it can take flame.
Fishing Film CeAr 00037
496
eropo
eropo
here
here
Fishing Film CeAr 00038
oty
oty
Res
tampoko oty
tampoko oty
grandfather Res
tywotory pitjapo:sa
ty- woto -ry pika -po (ty) -ja
3R.Pssr- fish -pssd peel -Iter -Pres
What, the grandfather, he peels his own fish.
Fishing Film CeAr 00039
tyweipjotoko'me tuwonata
ty- weipo -tong -to'me t- wos- ena(py) -ta
3R.Pssr- roast -Col -Purp T- Detr- eat -Fut
tuwonatoko'me
t- wos- ena(py) -tong -to'me
T- Detr- eat -Col -Purp
In order for them to roast it, they will eat, in order for them to eat.
Fishing Film CeAr 00040
kynitjumyijatong
ky- ni- kumy(ry) -ja -tong
3.Rm- 380- be.hungry -Pres -Col
They are hungry.
Fishing Film CeAr 00041
ipjoriry esjiwjo mandong
ipjoriry esjiwjo mang -tong
creek on.bank 3.Cop -Col
They are next to the creek.
Fishing Film CeAr 00042
eromete oty
eromete oty
later Res
tywotorykong oty
ty- woto -ry -kong oty
3R.Pssr- fish -pssd -Col Res
rakapo:satong
raka -po(ty) -ja -tong
slice -Iter -Pres -Col
Later they will slice up their fish.
Fishing Film CeAr 00043
n'do,
n'do
so
myry
myry
look.at.that
~u, look at that.
Fishing Film CeAr 00044
497
oja nare nysa, da amu upi erapa
oja nare n- y(to) -ja da amu upi erapa
whither Doubt 3Sa- go -Pres then some seek also
kyny:satong, wo'to
ky- n- y(to) -ja -tong woto
3.Rm- 3Sa- go -Pres -Col fish
I don't know where he is going, then he is going to find some fish.
Fishing Film CeAr 00045
tyjeke rapa mjarijarykong
tyjeke rapa i- marija -ry -kong
sharp again 3- knife -pssd -Col
His knife is so sharp.
Fishing Film CeAr 00046
merone ra
merone ra
like. that ?
mjarijarykong wena oty, myry
i- marija -ry -kong wena(po) oty myry
3- knife -pssd -Col behind Hes look.at.that
taijary ke rapa da tywotory pupa
t- aija -ry ke rapa da ty- woto -ry upu'po
3R- hand -Pssd Instr again then3R.Pssr- fish -Pssd head
arakano
araka -no
split -Prs.Tns.Dbt
Then, behind their knife, urn, with his own hand he splits his fish's
head.
Fishing Film CeAr 00047
oty tywotory pupa arakano
oty ty- woto -ry upu'po araka -no
Hes 3R.Pssr- fish -pssd head split -Prs.Tns.Dbt
Urn, he splits his fish's head.
Fishing Film CeAr 00048
jetuma waty aijajaryko, myry
je'tun -rna waty aija -ry -kong myry
pain -Chg Neg.Ex hand -pssd -Col look.at.that
His hands don't hurt? Look at that.
Fishing Film CeAr 00049
fosi we'wembo
fosi wewe -mbo
first stick -devalued
amanumyryko
amanumyryko
***
tywotoryko pupo arakato'me taijarykong ke terapa
ty-woto-ry -ko upu'po araka -to'me t-aija-ry-kong ke terapa
3R.Pssr- fish-pssd-Col1 head split -Purp 3R-hand-pssd-Col Instr again
Instead of taking a piece of wood to split their fishes' heads, they use
their own hands.
Fishing Film CeAr 00050
eromete kynitjotopo:ta
eromete ky- ni- koto -po (ty) -take
later 3.Rm- 3AO- cut -Iter -Fut
Later he will cut it up.
Fishing Film CeAr 00051
498
djombo kynipjondota
djombo ky- ni- po (my) -to
then 3.Rm- 3AO- plant -vzr
tiki meko ke
-take tiki meko ke
-Fut stick small Instr
Then he will give it a small stick.
Fishing Film CeAr 00052
myry, n'do
myry n'do
look.at.that so
Look at that, so.
Fishing Film CeAr 00053
iwjokopoty'mapo
i- wot- koto -po (ty)
3- Detr- cut -Iter
mere
-'rna -po mero
-Cmpltv -Caus at.once
kynitjumitjang
ky- ni- kumi(ky) -take -ng
3.Rm- 3AO- wash -Fut -Dbt
When he is finished cutting it up, he will wash it.
Fishing Film CeAr 00054
sa'rombo tupo kokaty tyje
sa'rombo tupo kokaty t-
leaves on *** 3R-
tywotorykong
ty- woto -ry -kong
3R.Pssr- fish -pssd -Col
y(ry)
put
i' ja
-e i-
-Prs.Tns 3-
I ja
Agt
They put their fish onto leaves.
Fishing Film CeAr 00055
waijo ke kynisjowtutoja
waijo ke ky- ni- sowtu -to -ja
salt Instr 3.Rm- 3AO- salt -vzr -Pres
He salts it with salt.
Fishing Film CeAr 00056
da kynipjutato
da ky- ni- pu(ru) -take -to
then 3.Rm- 3AO- roast -Fut -Col
Then he will roast it.
Fishing Film CeAr 00057
myry, mo'ko wijamu 'wa kyngano
myry mo'ko wijamu 'wa ky- n- ka -no
look.at.that 3AnMd other.one Dat 3.Rm- 3Sa- say -Prs.Tns.Dbt
499
mora tiki me kamu itjato koro sepyndyi
mora tiki me kamu i- koto koro s- epynto -i
3InMd stick Attr flame3- cut now 1A- put.sticks -Affirm
Look at that, he tells the other one to take a small stick to stick the
fish.
Fishing Film CeAr 00058
n'do,
n'do
so
enepyry i'ja
0- ene(py) -ry i-
3- bring -Nzr 3-
I ja
Agt
So, he is bringing it.
Fishing Film CeAr 00059
myry, kynarojang mora wahto
myry ky- n- aro -ja -ng mora wa'ta
look.at.that 3.Rm- 3A30- carry -Pres -Dbt 3InMd fire
unda ta
unda ta
right.beside at
Look at that, he carries it over next to the fire.
Fishing Film CeAr 00060
erome te (unclear)
erome te ***
now but Hes
Now.
Fishing Film CeAr 00061
kynopitjatong itjumyrykong
ky- n- wot- pika -tong i- kumy(ry) -kong
3.Rm- 3A30- Detr- peel -Col 3- be.hungry -Col
kynaijangato
ky- n- aijanga -tong
3.Rm- 3A30- dying.of.A -Col
They peel because hunger is killing them.
Fishing Film CeAr 00062
n'do,
n'do
so
eropo kynona:sato
eropo ky- n- wot- ena(py) -ja -tong
here 3.Rm- 3A30- Detr- eat -Pres -Col
So, here they eat.
Fishing Film CeAr 00063
typosinje 'ne ko kahty oty
t- posin -se 'ne ko kahty oty
T- sweetness -Ptcp Intns neat maybe Hes
They're eating so well.
Fishing Film CeAr 00064
enapyryko
ena(py) -ry -kong
eat -Nzr -Col
eropo oty
eropo oty
here Hes
pomyimbo
pomyi -mba
pepper -devalued
pinjato mora
pina -ja -tong mora
take -Pres -Col 3InMd
Here he takes the chile pepper.
Fishing Film CeAr 00065
onjewara nare ero oty ejatojato
onjewara nare ero oty ejato -ja -tong
how Doubt 3lnPx thing call -Pres -Col
I don't know what to call this thing.
Fishing Film CeAr 00066
moro
moro
3lnMd
That.
Fishing Film CeAr 00067
myry mose am' tampoko wopyry
myry mose amu tampoko wot- o (py) -ry
look.at.that 3AnPx some grandfather Detr- come -Nzr
netry ene kynysa
net -ry ene ky- n- y(to) -ja
net -pssd see 3.Rm- 3Sa- go -Pres
Look at that, a grandfather is coming, he is going to see his net.
Fishing Film CeAr 00068
eropo netry eneja tyjapukuitjary y:ja
eropo 0- net -ry ene -ja ty- apukuitja -ry y(ry) -ja
here 3- net -Pssd see -Pres3R.Pssr- paddle -Pssd put -Pres
tykurijarary taka
ty- kurijara -ry taka
3R.Pssr- canoe -Pssd into
Here he looks at his net, he puts his own paddle into his boat.
Fishing Film CeAr 00069
pjosing'ma 'ne njoro
i- posin -'rna 'ne injoro
3- sweetness -Neg lntns 3AnAna
He is not happy at all.
Fishing Film CeAr 00070
amu kane wjoto tykota
amu kane i- woto tykota
some *** 3- fish spoiled
Some of his fish are spoiled.
Fishing Film CeAr 00071
500
djombo amu eneja myry pyraporari
djombo amu ene -ja myry pyraporari
then some see -Pres look.at.that fish.sp
mang pyraporari apoi
mang pyraporari apoi
3.Cop fish.sp catch
'ne mo'ko
'ne mo'ko
lntns 3AnMd
Then he looks at it, look at that, it is pyraporari, he caught a
pyraporari .
Fishing Film CeAr 00072
501
sumbarary (Hes)
0- sumbara -ry ***
3- machete -Pssd Hes
sumbarary a'sary ke oty
0- sumbara -ry a'sa -ry ke oty
3- machete -Pssd neck -pssd Instr Hes
tywotory wojang
ty- woto -ry wo -ja -ng
3R.Pssr- fish -Pssd kill -Pres -Dbt
His machete, he kills his fish with the neck of his machete.
Fishing Film CeAr 00073
nysa auhto 'wa 'ne kynysa
n- y(to) -ja auhto 'wa 'ne ky- n- y(to) -ja
38a- leave -Pres house Dir really 3.Rm- 38a- go -Pres
He leaves, he goes to his house.
Fishing Film CeAr 00074
eromete kynitjundata type'jary
eromete ky- ni- tunda -take ty- pe'ja -ry
later 3.Rm- 380- arrive -Fut 3R.Pssr- waterside -pssd
Later he'll arrive at his waterside.
Fishing Film CeAr 00075
tapoije jumy i'ja
t- apoi -se jumy i- I ja
T- catch -Ptcp Intns 3- Agt
He caught a lot.
Fishing Film CeAr 00076
myry, nitjundai tjaba
myry ni- tunda -i kaba
look.at.that 380- arrive -Rec.Pst Prfct
Look at that, he has arrived already.
Fishing Film CeAr 00077
'wa
'wa
Dir
tywotory tary'topo:sa
ty- woto -ry tary'to -po(ty)
3R.Pssr- fish -pssd fill -Iter
He puts his fish into the sack.
Fishing Film CeAr 00078
moro saka taka
-ja moro saka taka
-Pres 3InMd sack into
kynotytokanong
ky- n- wot- y(to) -ka -non
3.Rm- 38a- Detr- leave -Remv -Prs.Tns.Dbt
He leaves.
Fishing Film CeAr 00079
nitjundai tjaba 'ne
ni- tunda -i kaba 'ne
380- arrive -Rec.Pst Prfct Intns
He has arrived already.
Fishing Film CeAr 00080
itjary
i- y (to) -ry
3- leave -Nzr
He is going.
Fishing Film CeAr 00081
eramete kynitjundata tauhty 'wa
eromete ky- ni- tunda -take t- auhto -ry 'wa
later 3.Rm- 380- arrive -Fut 3R- house -pssd Dat
Later he will arrive at his house.
Fishing Film CeAr 00082
erapa nitjararakaije mora preti tjaka
eropo ni- kororoka -e moro preti taka
here 3AO- pour.out -Prs.Tns 3InMd plate into
Here he pours them into the plate.
Fishing Film CeAr 00083
erapa
eropo
here
Here.
Fishing Film CeAr 00084
wata sjipitjaije
woto si- pika-e
fish 1A30- peel -Prs.Tns
I peel fish.
Fishing Film CeAr 00085
502
sjitjatapa:sa mora aka aty
si- koto -po(ty) -ja moro oko oty
1A30- cut -Iter -Pres 3InMd two Hes
pahpara "ne sjitjatapa:sa
pahporo 'ne si- koto -po(ty) -ja
all Intns 1A30- cut -Iter -Pres
tjakarykang
i- kaka -ry -kong
3- scrape -Nzr -Col
I chop them up, urn, I scrape them, I cut up all of them.
Fishing Film CeAr 00086
pitja"mapa mera y'wa
pika -'rna -po mero y- 'wa
peel -Cmpltv -Caus at.once 1- Agt
Then I finish peeling them.
Fishing Film CeAr 00087
sj itjatapa: take suwesekaje
si- koto -po(ty) -take s- uweseka-e
1A30- cut -Iter -Fut 1A- tear -Prs.Tns
I will cut them up, then I clean them.
Fishing Film CeAr 00088
pitja'mapo mere da sjitjumi:sja
pika -'rna -po mero da si- kumi(ky) -ja
peel -Cmpltv -Caus at.once then 1A30- wash -Pres
When I finish peeling it, then I wash it.
Fishing Film CeAr 00089
503
tjumitjy'mapo
i- kumi (ky)
3- wash
mere, da sarotake
-'rna -po mero da s- aro -take
-Cmpltv -Caus at.once then 1A- carry -Fut
When I finish washing them, then I will carry them away.
Fishing Film CeAr 00090
tumary moro wahto tupo mang
0- tuma -ry moro wa'to tupo mang
1- cooking.pot -Pssd 3InMd fire on 3.Cop
My pot is on the fire.
Fishing Film CeAr 00091
kynimjo:sa
ky- ni- mo(ty) -ja
3.Rm- 380- boil -Pres
It boils.
Fishing Film CeAr 00092
tyja'nare
ty- ja 'na -re
3R.Pssr- hardness -T
rapa mo'ko oty woto mysarary
rapa mo'ko oty woto mysara -ry
again 3AnMd thing fish gill -pssd
That fish gill is hard.
Fishing Film CeAr 00093
a'na
a'na
1+3
'ne kynitjumy:ja
'ne ky- ni- kumy(ry) -ja
Intns 3.Rm- 380- be.hungry -Pres
We, we are hungry.
Fishing Film CeAr 00094
eromete jaitje:take mondo noro 'ne mo'ko woto
eromete j- aike(py) -take mondo noron 'ne mo'ko woto
later 150- finish -Fut present still Intns 3AnMd fish
Later, I will finish. There are still fish.
Fishing Film CeAr 00095
oty wetuma moka'mapo mere
oty tuma mo(ty) -ka -'rna -po mero
Hes cooking.pot cook -Tvzr -Cmpltv -Caus when
Urn, when I finish cooking.
Fishing Film CeAr 00096
djombo se
djombo se
then oh!
wonapy'mapo
wot- ena (py)
Detr- eat
mere da
-'rna -po mero da
-Cmpltv -Caus when then
504
wotandy'motake rapa
wot- andy'mo -take rapa
Detr- sit -Fut again
Then, when I finish eating, then I will sit down again.
Fishing Film CeAr 00097
sanokatake po'no
s- anoka -take po'no
1A- roast -Fut now
Then I wi 11 dry them.
Fishing Film CeAr 00098
ero poko te'ne wo'mitjaijeno
ero poko te'ne wot- mikaje -no
3InPx occupied. with actually Detr- *** -Prs.Tns.Dbt
I am busy with this first.
Fishing Film CeAr 00099
wonapy se ko wa
wot- ena(py) se ko wa
Detr- eat Desid Salnt 1Cop
I want to eat.
Fishing Film CeAr 00100
eh! eropo
eh eropo
eh here
Eh! Here.
Fishing Film CeAr 00101
sy:ja tuma taka
s- y(ry) -ja tuma taka
1A- put -Pres cooking.pot into
I put it into the pot.
Fishing Film CeAr 00102
kashiripjo taka
kasiripo taka
cassava. liquid into
Into the cassava liquid.
Fishing Film CeAr 00103
eropo pomyi, pomyi sisjowtutoja
eropo pomyi pomyi si- sowtu -to
here pepper pepper 1A30- salt -vzr
moro kashiripjo
-ja moro kasiripo
-Pres 3InMd cassava. liquid
Here is pepper, pepper, I salt the cassava liquid.
Fishing Film CeAr 00104
moro pomyi sy: j a kashiripjo taka
moro pomyi s-
3InMd pepper 1A-
y(ry) -ja kasiripo taka
put -Pres cassava. liquid into
505
I put the pepper into the cassava liquid.
Fishing Film CeAr 00105
i'mjoty'mapo mero, wotato,
i- mo(ty) -'rna -po mero w- o (py) -po -to
3- cook -Cmpltv -Caus when lSa- come -one.who.is -After
i'mjotypoto sitjaje,
i- mo(ty) -po -to si- ka -e
3- cook -one.who.is -After 1A30- remove -Prs.Tns
saroja kukuru taka
s- aro -ja kukuru taka
1A- carry -Pres kitchen into
When it is finished cooking, then I will pull it, than I will carry it
into the
Fishing Film CeAr 00106
kitchen.
eropo mose yijo, tata, tampoko aseke 'ne roten
eropo mose y- ijo tata tampoko aseke 'ne roten
here 3AnPx 1- husband mother grandfather by.Xself Intns only
torypary kanong
t- erepa -ry ka -non
3R- food -pssd remove -Prs.Tns.Dbt
Here my husband, mother, he pulls his food by himself.
Fishing Film CeAr 00107
sorewa y:ja itjaka
sorewa y(ry) -ja i- taka
mashed.pepper put -Pres 3- into
He puts the massed pepper into it.
Fishing Film CeAr 00108
da mora tuma junu kapyng isharimja'pa na
da moro tuma junu kapyng i- sari -rna -hpa na
then 3InMd soup *** Neg 3- satisfy -Chg -Neg 3.Cop
Maybe the pepper in the soup doesn't satisfy him.
Fishing Film CeAr 00109
djombo su waijo pinjanong da
djombo su waijo pina -non da
then Emot salt take -Prs.Tns.Dbt then
k}~y:jang itjaka
ky- n- y(ry) -ja -ng i- taka
3.Rm- 3A30- put -Pres -Dbt 3- into
Then he takes salt and puts that into it.
Fishing Film CeAr 00110
myry! pjosi'mja painjare moro tuma na
myry i- posin -'rna painjare moro tuma na
look.at.that 3- sweetness -Neg maybe 3InMd soup 3.Cop
Look at that! Maybe the pot isn't delicious.
Fishing Film CeAr 00111
ah! pjosi'mja kapyng
ah i- posin -'rna kapyng
Hes 3- sweetness -Neg Neg
506
tywetumamoka
ty- wot- tuma -mo
3R.Pssr- Detr- cooking.pot -?
wjonapyry
i- wot- ena(py) -ry
3- Detr- eat -pssd
wa tje!
-ka wa tje
-Tvzr 1Cop (sympathy)
Ah! I didn't cook it well! He eats.
Fishing Film CeAr 00112
typosinj e 'ne kynona: sa
t- posin -se 'ne ky- n- wot- ena(py) -ja
T- sweetness -Ptcp Intns 3.Rm- 3A30- Detr- eat -Pres
He eats so well.
Fishing Film CeAr 00113
kynopo:sa
ky- n- opo(ty) -ja
3.Rm- 3Sa- look -Pres
Then he looks.
Fishing Film CeAr 00114
eropo awu eropo wa
eropo awu eropo wa
here 1 here 1Cop
Here I am.
Fishing Film CeAr 00115
kokaty
kokaty
***
wona:sa rapa 'ne kumyry
w- wot- ena(py) -ja rapa 'ne kumy(ry)
lSa- Detr- eat -Pres again Intns be.hungry
jaijangano erapa 'ne kumy:ja 'ne
j- aijanga -no erapa 'ne kumy(ry) -ja 'ne
10- dying.of.A -Prs.Tns.Dbt also Intns be.hungry -Pres Intns
I eat, hunger is killing me, I am really hungry.
Fishing Film CeAr 00116
noky
noky
who?
mose na? kurijara ta, noky, tokna mose rapa
mose na kurijara ta noky tokna mose rapa
3AnPx 3.Cop canoe in who? *** 3AnPx again
Who is this? In the boat, who? This is Tokna.
Fishing Film HeAl 00001
Henriette Arupa Alkantara
507
mojang itjorykong
mojang i- y(to) -ry -kong
3AnPxCol 3- go -pssd -Col
They are going.
Fishing Film HeAl 00002
oty
oty
what
y:po:satong ko
y(ry) -po (ty) -ja -tong ko
do -Iter -Pres -Col QP
tjupu, tjupu koto
itupu itupu koto
weeds weeds cut
What are they doing? Weeds, they cut weeds.
Fishing Film HeAl 00003
***Hes
Urn •••
Fishing Film HeAl 00004
ero, oty, uh
ero oty ***
3InPx thing Hes
otyjatong myry
oty -ja -tong myry
do. something -Pres -Col look.at.that
This thing, urn, they do something with it, look at that.
Fishing Film HeAl 00005
masuwa kaije djombo, masuwa moro
masuwa ka -e djombo masuwa moro
fish. trap say -Prs.Tns then fish. trap 3InMd
fish. trap Kari'nja fish. trap -pssd
mang, serepi ejatojato
kynemakatong
mang serepi ejato -ja
ry ky- n-
3.Cop fishing.net call -Pres -Col
3.Rm- 3A30- comb
emaka -tong
.parting -Col
masuwa,
-tong masuwa
kari'nja masuwary
kari'nja masuwa
Fishing net, I say, that is a fishing net, the one they call serepi,
fishing net, they are opening a path for the Kari'nja fishing net.
Fishing Film HeAl 00006
oty
oty
what
upijatong, oty
upi -ja -tong oty
seek -Pres -Col what
upijang nare eropo?
upi -ja -ng nare eropo
seek -Pres -Dbt Doubt here
What are they looking for? I don't know what they are looking for here.
Fishing Film HeAl 00007
508
noky mose na? dennis? dennis mose na, oty poko
nare na?
noky mose na dennis dennis mose na oty poko
nare na
who? 3AnPx 3.Cop *** *** 3AnPx 3.Cop what occupied. with Doubt
3.Cop
Who is this? Dennis? This is dennis, what's he doing here?
Fishing Film HeAl 00008
kyy ero tjupu oty
kyy era itupu oty
Interj 3InPx weeds thing
Oh, this is grass.
Fishing Film HeAl 00009
mlm mose myrekoko molko mang wo'to ukujang
m'm mose myrekoko mo'ko mang woto uku -ja -ng
Hes 3AnPx young.man 3AnMd 3.Cop fish hook -Pres -Dbt
'ne , moro, oty,
'ne mora oty
Intns 3InMd Hes
amu apo'i
amu apoi -i
one catch -Rec.Pst
onjewara terapa moro, oty,
onjewara terapa mora oty
how already3InMd Hes
myry! woto
myry woto
look.at.that fish
This is a young man, he hooks fish, that, urn, how is that? Look at
that! He
Fishing Film HeAl 00010
caught a fish!
noky mo'ko na? warapa?
noky ma'ko na warapa
wh.An 3AnMd 3.Cop fish.sp
What is that? Walapa?
Fishing Film HeAl 00011
warapa ejatojato noky 'ne mose mando
warapa ejato -ja -tong noky 'ne mose mang -tong
fish.sp call -Pres -Col wh.An Intns 3AnPx 3.Cop -Col
This is the one they call Walapa, that's it.
Fishing Film HeAl 00012
nardo pyngepy'mapo myre mose na
nardo pyngepy -'rna -po myre mose na
*** become.scrawny -Cmpltv -one.who.is Dismay 3AnPx 3.Cop
This is Nardo who has become so skinny?
Fishing Film HeAl 00013
amotoryko kahty i I ja
amoto -ry -kong kahty i- 'ja
string -Nzr -Col maybe 3- Agt
Maybe he is stringing them.
Fishing Film HeAl 00014
509
a'a amu oty moro tykoweidjy
a'a amu oty mora ty- kowei -ry
yes some thing 3InMd 3R.Pssr- fishhook -Pssd
po'wonondose amu, amu wojang amu
po'wono -nto -se amu amu wo -ja -ng amu
point.of.hook -chg -Purp some somekill -Pres -Dbt some
pitjano ko'wero njorombo koro ty
pika -no ko'wero injoro -mba koro ty
peel -Prs.Tns.Dbt obviously3AnAna -devalued now ?
napo'ipjo oty
n- apoi -po oty
3A30- hold -one.who.isHes
janapa kotoja napa
janapa koto -ja rapa
*** cut -Presagain
Yeah, the thing for his hook, he kills the fish in order to cut a piece
of it to put
Fishing Film HeAl 00015
on the point of his fishhook.
tykoweidjy po'wono ro
ty- kowei -ry po'wono ro
3R.Pssr- fishhook -Pssd point.of.hook indeed
On the point of his fishhook.
Fishing Film HeAl 00016
ero wara 'ne moro mandong
era wara 'ne mora mang -tong
3InPx way Intns 3InMd 3.Cop -Col
They are like this.
Fishing Film HeAl 00017
tjupo ta moro poto tuna ta
tjupo ta mora poto tuna ta
fishing.hole in 3InMd large water in
In the fishing hole, they are in big water.
Fishing Film HeAl 00018
mo'ja itjory moro owarira naka
mo'ja i- y(to) -ry mora owarira naka
to.yonder 3- go -Nzr 3InMd middle towards
kynysang moro
ky- n- y(to) -ja -ng mora
3.Rm- 3Sa- go -Pres -Dbt 3InMd
tykoweidjy ema
ty- kowei -ry ema
3R.Pssr- fishhook -pssd throw
He is going out to the middle, he goes to throw his fishhook.
Fishing Film HeAl 00019
nimje kynitjomeretanong wahto kyryjang
nimje ky- ni- komereta -tong wa'ta kyry -ja -ng
*** 3.Rm- 3AO- roast -Col fire make -Pres -Dbt
Then they make a fire, they roast them.
Fishing Film HeAl 00020
ero arumbo korokatong
era aru -mba koroka -tong
3InPx dryness -devalued burn -Col
Here they burn the dry one.
Fishing Film HeAl 00021
moro oty wapu arumbo ke roten
mora oty wapu aru -mba ke roten
3InMd thing tree.sp dryness -devalued Instr only
tywa'torykong kyryry i'wjainje
ty- wa'ta -ry -kong kyry -ry i- 'wa -ine
3R.Pssr- fire -pssd -Col make -Nzr 3- Agt -Col
They make their fire with the dry prasara leaves.
Fishing Film HeAl 00022
tyjumy marc ijumy 'ne mose na
ty- jumy mara i- jumy 'ne mose na
3R.Pssr- father with 3- father really 3AnPx 3.Cop
with his own father, this is his father.
Fishing Film HeAl 00023
eny wara naka nitjomeretatong
eny wara naka ni- komereta -tong
3InPx way towards 3AO- roast -Col
That is how they roast it?
Fishing Film HeAl 00024
sa'rombo ke roten poitjome jumy ne'ijang moro
sa'rombo ke roten poitjome jumy n- e'i -ja -ng moro
leaves Instr only beautiful Intns 3Sa- Cop -Pres -Dbt 3InMd
akomererykong kyneitjang
a- komereta -ry -kong ky- n- e'i -take -ng
2- roast -Nzr -Col 3.Rm- 3Sa- Cop -Fut -Dbt
They use only the very nice leaves, your roasted ones will be nice.
Fishing Film HeAl 00025
tykomerery pitjary i'ja
ty- komereta -ry pika -ry i- 'ja
3R.Pssr- roast -Nzr peel -Nzr 3- Agt
He is peeling the fish for roasting.
Fishing Film HeAl 00026
ky'jene waty je'ishang
They are thinking of nothing but their work.
Fishing Film HeAl 00027
pitjary poko mo'ko mang
pika -ry poko mo'ko mang
peel -Nzr occupied.with 3AnMd 3.Cop
510
He is busy peeling it.
Fishing Film HeAl 00028
mo'ko wijamu sa'romho roten ene:sang
mo'ko wijamu sa'rombo roten ene(py) -ja -ng
3AnMd other.one leaves only bring -Pres -Dbt
tykomerery me
ty- komereta -ry me
3R.Pssr- roast -pssd Ess
The other one brings only the dry leaves for his roasting.
Fishing Film HeAl 00029
511
a no
a no
3.An.Nom no
nitjaraidjomatatong?
ni- karai -to -rna -take -tong
3Sa- black -If -Chg -Fut -Col
Won't it blacken everything?
Fishing Film HeAl 00030
tykarai jene 'ne mo'karo komereryko
ty- karai jene 'ne mo'karo komereta -ry -kong
3R.Pssr- black *** Intns 3AnMdCol roast -Nzr -Col
na da moro wara pjuru
na da moro wara i- pu(ru)
3.Cop then 3InMd way 3- roast
jako o'wainje
jako 0- 'wa -ine
if 2- Agt -Col
Then our roasted one will blacken, if we roast it that way.
Fishing Film HeAl 00031
tjamuru paidjo myry na
i- tamu -ry paidjo myry na
3- grandfather -pssd too look.at.that 3.Cop
His grandfather is there, too.
Fishing Film HeAl 00032
tyjapo ta 'ne wo'to ukujatong
tyjapo ta 'ne woto uku -ja -tong
swamp in Intns fish hook -Pres -Col
They hook fish in the swamp.
Fishing Film HeAl 00033
torawonemho waty ro'kong tykomerery
torawone -mbo waty ro'kong ty- komereta -ry
quickly -devalued Neg.Ex only 3R.Pssr- roast -Nzr
rakary i 'ja
raka -ry i- 'ja
slice -Nzr 3- Agt
He is not slicing the roasting ones quickly.
Fishing Film HeAl 00034
amu 'ne mose na,
amu 'ne mose na
someone Intns 3AnPx 3.Cop
tokna
tokna
***
This is someone, Tokna.
Fishing Film HeAl 00035
eh!
eh
eh
Eh!
Fishing Film HeAl 00036
512
oty
oty
what
jako mona:tatong torawonembo
jako m- wot- ena(py) -take -tong torawone -mbo
at. time 2A- Detr- eat -Fut -Col quickly -devalued
waty tykomerery rakary i'ja
waty ty- komereta -ry raka -ry i- 'ja
Neg.Ex 3R.Pssr- roast -Nzr slice -Nzr 3- Agt
Then what time will you eat? He is not peeling his food quickly.
He is
Fishing Film HeAl 00037
peeling it not quickly) .
ai fadon now
Fishing Film HeAl 00038
It is falling now.
ja, now a (unclear) takyse mang
takyse mang
firm 3.Cop
Yeah, now it is tight.
Fishing Film HeAl 00039
(Lit.
da now erome waijo ke
da now erome waijo ke ***
then now now salt Instr Hes
kynipjoshinjanong
ky- ni- posin -ja -no
3.Rm- 3AO- sweetness -Pres -Ent
kynitjyrykyrymanong mo'ko
ky- ni- kyrykyryma -non mo'ko
3.Rm- 3AO- rub -Prs.Tns.Dbt 3AnMd
tykomerery kyrykyrymanong waijo ke
ty- komereta -ry kyrykyryma -non waijo ke
3R.Pssr- roast -Nzr rub -Prs.Tns.Dbt salt Instr
Then now, today, with salt, he sweetens it, he rubs it, he rubs his
roasted one
Fishing Film HeAl 00040
with salt.
aijatone 'ne typitja i'ja,
aijatone 'ne ty- pika i-
five Intns 3R.Pssr- peel 3-
eh!
'ja eh
Agt eh
sapi mje waty terapa
sapi me waty terapa
game Attr Neg.Ex again
He has peeled five, eh! That's no joke!
Fishing Film HeAl 00041
njorombo emo:sa
injoro -mbo emo(ky) -ja
3AnAna -devalued push -Pres
513
kynepyndojang
ky- n- epy
3.Rm- 3A30- stick
da wa'to epo
-nto -ja -ng da wa'to epo
-*** -Pres -Dbt then fire above
kyny:jang
ky- n- y(ry) -ja -ng
3.Rm- 3A30- put -Pres -Dbt
Now he pushes that, he sticks it, then he puts it above the fire.
Fishing Film HeAl 00042
tjomeretarykong
i- komereta -ry -kong
3- roast -pssd -Col
They are roasting.
Fishing Film HeAl 00043
tjananakyry ta nipjujato
i- kanana -ky -ry ta ni- pu(ru) -ja -tong
3- flame -*** -pssd in 3AO- roast -Pres -Col
He roasts it right in the flame.
Fishing Film HeAl 00044
onjewara kuru moro sa'rombo djupa nipjuru
onjewara kuru moro sa'rombo jU'pa ni- pu(ru)
how Affirm 3InMd leaves well 3AO- roast
How are the leaves going to roast it well?
Fishing Film HeAl 00045
wjonapyryko
i- wot- ena(py) -ry -kong
3- Detr- eat -Nzr -Col
kynona:satong
ky- n- wot- ena(py) -ja -tong
3.Rm- 3A30- Detr- eat -Pres -Col
They are eating, they eat.
Fishing Film HeAl 00046
itjomererykong epyndo po
i- komere -ry -kong epy -nto po
3- fish -pssd -Col stick -*** at
Their fish are stuck.
Fishing Film HeAl 00047
myry, pomyi pinj ano
myry pomyi pina -no
look.at.that pepper take -Prs.Tns.Dbt
Look at that, he takes pepper.
Fishing Film HeAl 00048
kydjy
kydjy
young.boy
harold kynotaimjano
harold ky- n- wot- aimja -no
*** 3.Rm- 3A30- Detr- paddle -Prs.Tns.Dbt
514
Young Harold paddles.
Fishing Film HeAl 00049
kurijara ta oty
kurijara ta oty
canoe in what
neneja nare
n- ene -ja nare
3A30- see -Pres Doubt
In his canoe, I don't know what he's looking at.
Fishing Film HeAl 00050
tymasawary
ty- masawa -ry
3R.Pssr- fishing.nets -pssd
His fishing nets.
Fishing Film HeAl 00051
woto kano
woto ka -no
fish remove -Prs.Tns.Dbt
He pulls fish.
Fishing Film HeAl 00052
myry! tuna kaka rapa mo I ko warawarambo
myry tuna taka rapa mo'ko warawara -mbo
look.at.that water into again 3AnMd fish.sp -devalued
amano enepyry waty
ema -no ene(py) -ry waty
throw -Prs.Tns.Dbt bring -Nzr Neg.Ex
Look at that! He throws the Warawara right into the water, he doesn' t
bring
Fishing Film HeAl 00053
it.
warawara me iweidjy
warawara me i- we'i
fish.sp Attr 3- be
ke kynamano
-ry ke ky- n- ema -no
-Nzr Instr 3.Rm- 3A30- throw -Prs.Tns.Dbt
Because it's Warawara, he trows it away.
Fishing Film HeAl 00054
mo I ko teko i I wj a I ne mang, myry!
molko teko i- 'wa 'ne mang myry
3AnMd *** 3- Dat Intns 3.Cop look.at.that
That one is pleasing to him, look at that!
Fishing Film HeAl 00055
purapurari
purapurari
fish.sp
Purapurari .
Fishing Film HeAl 00056
njapaipja
i- n- apoi -po
3- 3A30- catch -one.who.is
The one he caught.
Fishing Film HeAl 00057
sapitjapy wa'ta tapaije i'ja
sapitjapy woto t- apoi -se i- 'ja
a.lot fish T- catch -Ptcp 3- Agt
He has caught a lot of fish!
Fishing Film HeAl 00058
515
awe ka
owe ko
where QP
pai amu enepyry
pai amu ene(py)
also some bring
i'wja komerery
-ry i- 'wa komere -ry
-Nzr 3- Agt roast.fish -pssd
me?
me
Ess
Is he going to bring some for me to roast?
Fishing Film HeAl 00059
itjundapa pe'ja ta
i- tunda -po pe'ja ta
3- arrive -one.who.is waterside at
He has arrived at his waterside.
Fishing Film HeAl 00060
saka taka kahty tywatary ara nysa
saka taka kahty ty- woto -ry aro n- y(to) -ja
sack into maybe 3R.Pssr- fish -Pssd carry 3Sa- go -Pres
He goes carrying his fish in the sack.
Fishing Film HeAl 00061
(laughs)
***
Hes
wjatary awasin i'wja aijangary tamary ta
i- woto -ry awosin i- 'wa aijanga -ry t- ema -ry ta
3- fish -Pssd weight 3- Agt dying.of.A -Nzr 3R- path -Pssd in
myry
myry
in look.at.that
The weight of his fish is killing him in his path, look at that.
Fishing Film HeAl 00062
sapitjapy wa'ta patana pare aty
sapitjapy woto potono pore oty
a.lot fish large.ones very Hes
ka'pa ta
ka'pa ta
basin in
That is a whole lot of fish in the basin.
Fishing Film HeAl 00063
uwa kapyng pjyty kynishikirimjana
uwa kapyng i- pyty ky- ni- shikrim -rna -no
no Neg 3- wife 3.Rm- 3AO- clean -Chg -Prs.Tns.Dbt
kynipitjano
ky- ni- pika -no
3.Rm- 3AO- peel -Prs.Tns.Dbt
His wife doesn't say no, she cleans them, she peels them.
516
Fishing Film
toworo 'ne
toworo 'ne
alone Intns
HeAl 00064
jumy pjyty
jumy i- pyty
Intns 3- wife
'wa wolto pitjary
'wa woto pika -ry
Agt fish peel -Nzr
All by herself, his wife peels fish.
Fishing Film HeAl 00065
kynipitjano 'ne k'ba
ky- ni- pika -no 'ne kaba
3.Rm- 3AO- peel -Prs.Tns.Dbt Intns Prfct
kynuwesekekano
ky- n- uweseka -no
3.Rm- 3A30- tear -Prs.Tns.Dbt
She has peeled them already, now she splits them.
Fishing Film HeAl 00066
akupa akupa tango tapoije i'ja
akupa akupa tankon t- apoi -se i- 'ja
fish.sp fish.sp enormouT- catch -Ptcp 3- Agt
Kubi, he has caught a huge kubi!
Fishing Film HeAl 00067
kynitjokotopo:sang pjyty
ky- ni- koto -po (ty) -ja -ng i- pyty
3.Rm- 3AO- cut -Iter -Pres -Dbt 3- wife
His wife chops it up.
Fishing Film HeAl 00068
injorombo kumisha
injoro -mbo kumi(ky) -ja
3AnAna -devalued wash -Pres
Then she washes it.
Fishing Film HeAl 00069
myry kynetumamokano
myry ky- n- wot- tuma -mo
look.at.that 3.Rm- 3A30- Detr- cooking.pot -?
Look at that, she is cooking.
Fishing Film HeAl 00070
-ka -no
-Tvzr -Prs.Tns.Dbt
kynimjokano
ky- ni- mo(ty)
3.Rm- 3AO- cook
ko'u tumaitju(po) ta
-ka -no ko'u tumaitju(po) ta
-Tvzr -Prs.Tns.Dbt now pepper.water in
She cooks it now in pepper water.
Fishing Film HeAl 00071
kashiripjo taka kynipja:sa
kasiripo taka ky- ni- patty) -ja
cassava.liquid into 3.Rm- 3AO- throw.away -Pres
She throws it into the cassava liquid.
Fishing Film HeAl 00072
tjumary motyry
i- tuma -ry mo(ty) -ry
3- cooking.pot -pssd cook -Nzr
Her pot is cooking.
Fishing Film HeAl 00073
po'myi jumy
pomyi jumy
pepper Intns
So much pepper!
Fishing Film HeAl 00074
po'myi y:jang itjaka
pomyi y(ry) -ja -ng i- taka
pepper put -Pres -Dbt 3- into
She puts pepper into it.
Fishing Film HeAl 00075
sapi mje waty po'myi papyi itjaka
sapi me waty pomyi papy -i i- taka
game Attr Neg.Ex pepper pour -Rec.Pst 3- into
It's no joke how much pepper she throws into it!
Fishing Film HeAl 00076
da, moro po'myi kyja
da moro pomyi ky -ja
then 3InMd pepper grate -Pres
Then she grates the pepper.
Fishing Film HeAl 00077
awu terapa moro wara wahty wa po'myi mjaro moro
awu terapa moro wara waty wa pomyi maro moro
1 again 3InMd way Neg.Ex leop pepper with 3InMd
kashiripjo shimjokaje imjero ro
kasiripo si- mo (ty) -ka -e imjero ro
cassava. liquid lA30- cook -Tvzr -PrS.Tns at.once indeed
I am not like that, I cook the cassava liquid with the pepper right
away_
Fishing Film HeAl 00078
da mO'ko wo'to shipja:sa itjaka
da mo'ko woto si- patty) -ja i- taka
then 3AnMd fish lA30- throw.away -Pres 3- into
Then I toss the fish into it.
Fishing Film HeAl 00079
517
i: jo
i-
3-
ko'wero ashitjo ko po'myi y:ja
ijo ko'wero ashitjo ko pomyi y(ry) -ja
husband obviously a.little SaInt pepper put -Pres
518
typeretiry taka
ty- pereti -ry taka
3R.Pssr- plate -pssd into
Her husband puts a little pepper into his plate.
Fishing Film HeAl 00080
***
Hes
ja, sa'monopyi
ja s- a I mono (py)
yes 1A- mistake
jaurano ri
-i j- auran -ry ri
-Rec.Pst 1- words -pssd Intns
Oh, yeah, I made a mistake with my words.
Fishing Film HeAl 00081
pjoshin mje wahty ko katy wjonapyry
i- posin me waty ko katy i- wot- ena(py) -ry
3- sweetness Attr Neg.Ex SaInt fat 3- Detr- eat -Nzr
He is eating so happily.
Fishing Film HeAl 00082
tjambarary wO'napyry
i- tambara -ry wot- ena(py) -ry
3- lover -pssd Detr- eat -Nzr
Her lover is eating.
Fishing Film HeAl 00083
mo'ko wadi pjo'no wadi mjaro
molko wodi i- ponon wodi mara
3AnMd young.woman 3- who.are.at young.woman with
kynona:satong go'u
ky- n- wot- ena(py) -ja -tong kolu
3.Rm- 3A30- Detr- eat -Pres -Col now
That woman, now he eats with his woman.
Fishing Film HeAl 00084
owe kahty
owe kahty
where maybe
wodidjy
wodi
young.woman
mose amerikan
mose amerikan
3AnPx American
no'na:sa
-ry n- wot- ena(py)
-pssd 3A30- Detr- eat
-ja
-Pres
Then where does the American woman eat?
Fishing Film HeAl 00085
Qnapy·pa
wot- ena(py)
Detr- eat
mijaroinje mang
-hpa i- maro -ine mang
-Neg 3- with -Col 3.Cop Hes
ah,
ah
yes
ja
ja
She doesn't eat with them, ah, yeah.
Fishing Film HeAl 00086
eropo mokaro wo'to weto kyny:satong
eropo mo'karo woto weto ky- n- y(to) -ja -tong
here 3AnMdCol fish occ.with 3.Rm- 38a- go -Pres -Col
Here they go fishing.
Fishing Film JeNj 00001
eropo mose kydjy dennis mora kurijara aroja
eropo mose kydjy dennis moro kurijara aro -ja
here 3AnPx young.boy *** 3InMd canoe take -Pres
Here the young man, Dennis, carries the canoe.
Fishing Film JeNj 00002
eropo kynitjundatong
eropo ky- ni- tunda -tong
here 3.Rm- 380- arrive -Col
Here they arrive.
Fishing Film JeNj 00003
519
oty
oty
what
poko nare eropo? noky nare mose
poko nare eropo noky nare mose
occupied. with Doubt here wh.An Doubt 3AnPx
na? ma'mi dennis?
na ma'mi dennis
3.Cop boy ***
What are they doing here? Who is this? Young Dennis?
Fishing Film JeNj 00004
kyy,
kyy
Interj
stanga
stanga
***
Oh, Stanga.
Fishing Film JeNj 00005
kyy, serepi
kyy serepi
Interj fishing.net
Oh, a fishing net.
Fishing Film JeNj 00006
y:jang eropo tuna kaka
y(ry) -ja -ng eropo tuna taka
put -Pres -Dbt here water into
Here he puts it into the water.
Fishing Film JeNj 00007
wo'to apoitjo'me
woto apoi -to'me
fish catch -Purp
In order to catch fish.
Fishing Film JeNj 00008
jawo eropo kurijara aimjano
jawo eropo kurijara aimja -no
mat.uncle here canoe paddle -Prs.Tns.Dbt
My uncle paddles the boat here.
Fishing Film JeNj 00009
eropo ma'mi stanga
eropo ma'mi stanga
here boy ***
Here is young Stanga.
Fishing Film JeNj 00010
swampu ta mang
swampu ta mang
swamp in 3.Cop
He is in the swamp.
Fishing Film JeNj 00011
520
oty
oty
what
poko nare na?
poko nare na
occupied.with Doubt 3.Cop
What is he doing?
Fishing Film JeNj 00012
eropo kydjy dennis, kydjy dennis painjare mose na
eropo kydjy dennis kydjy dennis painjare mose na
here young.boy *** young.boy *** maybe 3AnPx 3.Cop
Here is young Dennis, maybe it's young Dennis.
Fishing Film JeNj 00013
oty
oty
what
upijang go? arakaniru?
upi -ja -ng ko arakaniru
seek -Pres -Dbt QP bait
What is he looking for? Bait?
Fishing Film JeNj 00014
arakaniru upijang wo'to ukuto'me
arakaniru upi -ja -ng woto uku -to'me
bait seek -Pres -Dbt fish hook -Purp
He is looking for bait in order to hook fish.
Fishing Film JeNj 00015
eropo arakaniru y:jang tykoweidjy kuponaka
eropo arakaniru y(ry) -ja -ng ty- kowei -ry kuponaka
here bait put -Pres -Dbt 3R.Pssr- fishhook -pssd onto
Here he puts the bait onto his fishhook.
Fishing Film JeNj 00016
oty
oty
what
auwapo:sa nare
auwa -po (ty) -ja nare
laugh -Iter -Pres Doubt
I don't know what he's laughing about.
Fishing Film JeNj 00017
eropo mose kydjy stanga wo'to ukujang
eropo mose kydjy stanga woto uku -ja -ng
here 3AnPx young.boy *** fish hook -Pres -Dbt
Here young Stanga hooks fish.
Fishing Film JeNj 00018
tykoweidjy emanong
ty- kowei -ry ema -non
3R.Pssr- fishhook -pssd throw -Prs.Tns.Dbt
He throws his fishhook.
Fishing Film JeNj 00019
amu wo'to apo'i
amu woto apoi -i
some fish catch -Rec.Pst
521
He has caught a fish.
Fishing Film JeNj 00020
nokybang wo'to ko mose na?
noky -bang woto ko mose na
wh.An -kind.of fish QP 3AnPx 3.Cop
What kind of fish is that?
Fishing Film JeNj 00021
mo'ko wo'to amotojang
mo'ko woto amoto -ja -ng
3AnMd fish string -Pres -Dbt
He strings the fish.
Fishing Film JeNj 00022
nokybang wo'to ko mose na? kyy,
noky -bang woto ko mose na kyy
wh.An -kind.of fish QP 3AnPx 3.Cop Interj
warapa mose na
warapa mose na
fish.sp 3AnPx 3.Cop
What kind of fish is this? Oh, this is Walapa.
Fishing Film JeNj 00023
eropo beti y'kotojang
eropo beti y'koto -ja -ng
here bait cut -Pres -Dbt
Here he cuts the bait.
Fishing Film JeNj 00024
amu wo'to apoitjo'me rapa i' ja ty'wa
amu woto apoi -to'me rapa i- , ja ty- 'wa
some fish catch -Purp again 3- Agt 3R.Pssr- Dat
In order to catch another fish for himself.
Fishing Film JeNj 00025
beti y:jang tykoweidjy kuponaka rapa
beti y(ry) -ja -ng ty- kowei -ry kuponaka rapa
bait put -Pres -Dbt 3R.Pssr- fishhook -pssd onto again
He puts bait onto his fishhook again.
Fishing Film JeNj 00026
tykoweidjy emano rapa
ty- kowei -ry ema -no rapa
3R.Pssr- fishhook -pssd throw -Prs.Tns.Dbt again
He throws his fishhook again.
Fishing Film JeNj 00027
eropo
eropo
here
Here.
Fishing Film JeNj 00028
ma'mi stanga wa'to kyryjang eropo
ma'mi stanga wa'to kyry -ja -ng eropo
boy *** fire make -Pres -Dbt here
Young Stanga makes a fire here.
Fishing Film JeNj 00029
jawo eropo
jawo eropo
mat.uncle here
My uncle is here.
Fishing Film JeNj 00030
oty aijurymbo y:jang kydjy stanga 'wa wato
oty aijury -mbo y(ry) -ja -ng kydjy stanga 'wa wa'to
thing *** -devalued give -Pres -Dbt young.boy *** Dat fire
kyryto'me
kyry -to'me
make -Purp
He gives young Stanga a dry thing in order to make a fire.
Fishing Film JeNj 00031
eropo
eropo
here
Here.
Fishing Film JeNj 00032
522
mose jawo wo'to kirimjanong
woto krim -rna -non
3AnPx mat.uncle fish clean -Chg -Prs.Tns.Dbt
My uncle here cleans fish.
Fishing Film JeNj 00033
mo'ko we wo'to uwesekano
mo'ko we woto uweseka -no
3AnMd well fish tear -Prs.Tns.Dbt
He splits the fish.
Fishing Film JeNj 00034
mo'ko wo'to rakano
mo'ko woto raka -no
3AnMd fish split -Prs.Tns.Dbt
He splits the fish.
Fishing Film JeNj 00035
ja'na me rapa mo'ko wo'to pupa i ' ja mang
ja'na me rapa mo'ko woto upu'po i- , ja mang
hardness Attr again 3AnMd fish head 3- Dat 3.Cop
The fish head is hard for him.
Fishing Film JeNj 00036
523
eropo mo'ko pupo
eropo mo'ko upu'po ***
here 3AnMd head Hes
pupo rakano
upu'po raka -no
head split -Prs.Tns.Dbt
Here, the head, he splits the head.
Fishing Film JeNj 00037
marija ke
marija ke
knife Instr
with a knife.
Fishing Film JeNj 00038
eropo mose wo'to y'kotopo:sa
eropo mose woto y'koto -po (ty) -ja
here 3AnPx fish cut -Iter -Pres
Here he slices the fish up.
Fishing Film JeNj 00039
eropo waijo y:jang mokaro wo'to kuponaka
eropo waijo y(ry) -ja -ng mo'karo woto kuponaka
here salt put -Pres -Dbt 3AnMdCoI fish onto
Here he puts salt onto those fish.
Fishing Film JeNj 00040
eropo mose jawo tywotory pu:jang
eropo mose jawo ty- woto -ry pu(ru) -ja -ng
here 3AnPx mat.uncle 3R.Pssr- fish -pssd roast -Pres -Dbt
Here my uncle roasts his fish~
Fishing Film JeNj 00041
kynitjomeretano
ky- ni- komereta -no
3.Rm- 3AO- roast -Prs.Tns.Dbt
He roasts it.
Fishing Film JeNj 00042
524
eropo mose kydjy
eropo mose kydjy
here 3AnPx young.boy
jatoja
jalto -ja
put.firewood -Pres
dennis
dennis
***
***
Hes
moro wato
moro wa'to
3InMd fire
Here young Dennis puts firewood on the fire.
Fishing Film JeNj 00043
eropo
eropo
here
here
Fishing Film JeNj 00044
kynona:satong
ky- n- wot- ena (py) -ja -tong
3.Rm- 3A30- Detr- eat -Pres -Col
They eat.
Fishing Film JeNj 00045
oty komere ena:satong posin 'nje 'ne
oty komere ena(py) -ja -tong posin 'ne 'ne
Hes roast.fish eat -Pres -Col sweetness Intns Intns
They eat their roasted fish so well.
Fishing Film JeNj 00046
racquel i'mjaroinje
racquel i- maro -ine
*** 3- with -Col
Racquel is with them.
Fishing Film JeNj 00047
wo'to purupo
woto pu(ru) -po ***
fish roast -one.who.is Hes
marc
maro
with
ena:sang arepa
ena(py) -ja -ng arepa
eat -Pres -Dbt cassava.bread
She eats roasted fish with cassava 0
Fishing Film JeNj 00048
moropo, eropo mo'ko jawo, po'myi
moropo eropo mo'ko jawo pomyi
there here 3AnMd mat. uncle pepper
There, here that uncle, pepper...
Fishing Film JeNj 00049
525
ah!
ah
Hes
erapa mase jawa
eropo mose jawo
here 3AnPx mat. uncle
harold arupa
harold arupa
*** ***
Ah! Here this uncle is Harold Arupa.
Fishing Film JeNj 00050
kurijara aimjana erapa
kurijara aimja -no eropo
canoe paddle -Prs.Tns.Dbt here
sherepiry enejang
i- serepi -ry ene -ja -ng
3- fishing.net -Pssd see -Pres -Dbt
He paddles a canoe here, he looks at his fishing net.
Fishing Film JeNj 00051
wa'ta amu
woto amu
fish some
some fish
Fishing Film JeNj 00052
tywataapaije sherepiry ta na
t- woto apoi -se i- serepi -ry ta na
T- fish catch -Ptcp 3- fishing.net -Pssd in 3.Cop
A fish is caught in his net.
Fishing Film JeNj 00053
myry
myry
look.at.that
Look at that.
Fishing Film JeNj 00054
naky
noky
who?
Who?
Fishing Film JeNj 00055
anjewara rapa mase wa'ta y:jata
onjewara rapa mose woto y(ry) -ja -tong
how again 3AnPx fish do -Pres -Col
How are they doing with these fish now?
Fishing Film JeNj 00056
myry apai mje tapaije majang wa'ta i'ja
myry apoi me t- apoi -se mojang woto i- 'ja
look.at.that catch Attr T- catch -Ptcp 3AnPxCol fish 3- Agt
Look at that, he has caught a lot of fish
Fishing Film JeNj 00057
asaparapi seneja
asaparapi s- ene -ja
fish.sp 1A- see -Pres
I see the Asaparapi.
Fishing Film JeNj 00058
eropo
eropo
here
526
nitjundai
mora mang
ni- tunda
-ja moro
380- arrive
put -Pres
typeljary 'wa, tywotory y:ja
saka taka
-i ty- pe' ja -ry 'wa ty- woto -ry Y (ry)
mang saka taka
-Rec.Pst 3R.Pssr- waterside -pssd Dir 3R.Pssr- fish -pssd
3InMd 3.Cop sack into
\g
Here he has arrived at his waterside, he puts his fish into the sack.
Fishing Film JeNj 00059
kyny:sa auhto 'wa
ky- n- y(to) -ja auhto 'wa
3.Rm- 38a- go -Pres house Dir
He goes to the house.
Fishing Film JeNj 00060
ewa'poru me pore mang mora mokaro woto apoipjo
ewa'po -ry me pore mang moro mo'karo woto apoi
happiness -pssd Attr very 3.Cop 3InMd 3AnMdCol fish catch -one
po
. who. is
He his happy with those caught fish.
Fishing Film JeNj 00061
myry eropo olwing waskom walta eropo
myry eropo owin waskom woto eropo
look.at.that here one wash.basin fish here
Look here is a wash basin with fish here.
Fishing Film JeNj 00062
eropo mo'ko pjyty mokaro wo'to e
eropo mo'ko i- pyty mo'karo woto e
here 3AnMd 3- wife 3AnMdCol fish ***
kirimjano
krim -rna -no
clean -Chg -Prs.Tns.Dbt
HEre his wife cleans the fish.
Fishing Film JeNj 00063
ewa'paru me pore mang
ewa'po -ry me pore mang
happiness -pssd Attr very 3.Cop
She is so happy!
Fishing Film JeNj 00064
527
nakybang wa'ta ku
noky -bang woto ku
wh.An -kind.of fish ***
mase akupa?
mose akupa
3AnPx fish.sp
What kind of fish is this, Kubi?
Fishing Film JeNj 00065
akupa
akupa
fish.sp
Kubi.
Fishing Film JeNj 00066
kirimjana
krim -rna -no
clean -Chg -Prs.Tns.Dbt
She cleans it.
Fishing Film JeNj 00067
maiko wa'ta uwesekana
ma'ko woto uweseka -no
3AnMd fish split.belly -Prs.Tns.Dbt
She splits the fish.
Fishing Film JeNj 00068
uwemba kana
uwembo ka -no
belly remove -Prs.Tns.Dbt
She removes the belly.
Fishing Film JeNj 00069
kynitjatapa:sa maiko wa'ta
ky- ni- koto -po (ty) -ja ma'ko woto
3.Rm- 3AO- cut -Iter -Pres 3AnMd fish
She chops up the fish.
Fishing Film JeNj 00070
erapa makara
eropo mo'karo
here 3Antv1dCol
wa'ta kumi:shang
woto kumi(ky) -ja
fish wash -Pres
-ng
-Dbt
Here she washes the fish.
Fishing Film JeNj 00071
eropo tuma taka kyny:jang mokaro
eropo tuma taka ky- n- y(ry) -ja -ng mo'karo
here cooking.pot into 3.Rm- 3A30- put -Pres -Dbt 3AnMdCol
wo"to
woto
fish
Here she puts them into a pot, the fish.
Fishing Film JeNj 00072
528
kynetumamokanong
ky- n- wot- tuma -mo
3.Rm- 3A30- Detr- cooking.pot -?
She cooks them.
Fishing Film JeNj 00073
-ka -non
-Tvzr -Prs.Tns.Dbt
jupy mene rapa itjumary
jupy mene rapa i- tuma -ry
good Intns again 3- cooking.pot -pssd
Her pot is great, too.
Fishing Film JeNj 00074
myry polmyi tjango
myry pomyi tankon
look.at.that pepper enormous
Look at that, the peppers are huge!
Fishing Film JeNj 00075
tumary a"mengano eropo
0- tuma -ry a'menka -no eropo
3- cooking.pot -Pssd stir -Prs.Tns.Dbt here
Here she stirs her pot.
Fishing Film JeNj 00076
polmyi y:jang tumary taka
pomyi y(ry) -ja -ng tuma -ry taka
pepper put -Pres -Dbt cooking.pot -pssd into
She puts pepper into her pot.
Fishing Film JeNj 00077
posin "nje poro
posin 'ne para
sweetness Intns sufficient
racquel
racquel
***
kyno"nata
ky- n- wot- ena(py) -take
3.Rm- 3A30- Detr- eat -Fut
Racquel will eat well!
Fishing Film JeNj 00078
tumaitjupo ena:ta
tumaitju(po) ena(py) -take
pepper.water eat -Fut
She will eat pepper water.
Fishing Film JeNj 00079
eropo mose jawo
eropo mose jawo
here 3AnPx mat.uncle
This is my uncle here.
Fishing Film JeNj 00080
529
torepary
t- erepa
3R- food
-ja -ng
-Pres -Dbt
kanong aseke po'myi y:jang
-ry ka -non aseke pomyi y(ry)
-pssd remove -Prs.Tns.Dbt by.Xself pepper put
He takes his own food by himself, he puts in pepper.
Fishing Film JeNj 00081
moro torepary taka
moro t- erepa -ry taka
3InMd 3R- food -pssd into
into his food
Fishing Film JeNj 00082
waijo y:jang ashitjo noron tumary taka
waijo y(ry) -ja -ng ashitjo noron tuma -ry taka
salt put -Pres -Dbt a.little still cooking.pot -pssd into
He puts in a little more salt into his pot.
Fishing Film JeNj 00083
eropo kynona:sang
eropo ky- n- wot- ena(py) -ja -ng
here 3.Rm- 3A30- Detr- eat -Pres -Dbt
Then here he eats.
Fishing Film JeNj 00084
no'kang nare nykaije soso erepary posin
no'kang nare n- yka -e soso erepa -ry posin
wh.An.Col Doubt 3A30- say -Prs.Tns only food -pssd sweetness
I don't know what he is saying, just that his food is delicious.
Fishing Film JeNj 00085
ashimbje wo'tory! eropo cecilia kynona:sa
ashimbe woto -ry eropo cecilia ky- n- wot- ena(py) -ja
hot fish -pssd here cecilia 3.Rm- 3A30- Detr- eat -Pres
His fish is hot! Here Cecilia eats.
Fishing Film JeNj 00086
tumaitjupo a'meja
tumaitju(po) a'me -ja
pepper. water dip -Pres
She dips pepper water.
Fishing Film JeNj 00087
erepe mejang, tansji, we'te wete ny:sateng
eropo mojang tansi woto weto n- y(to)
here 3AnPxCol grandfather fish occ.with 3Sa- go
Here they are, grandfather, they go fishing.
Fishing Film MaAl 00001
Maria Magdalena Alkantara
tansji
tansi
grandfather
-ja -tong
-Pres -Col
530
parimjykeng mare kyny:sateng ipjeriry 'wa we'te wete
pari-ry -kong mara ky- n- y(to) -ja -tong ipjoriry 'wa woto weto
son. in. law -pssd -Col with 3.Rm-3Sa-go-Pres -Col creek Dir fish ace
My grandfather and his son-in-law go to the creek to fish.
Fishing Film MaAl 00002
meneja itjerykeng piripiri ra'na
m- ene -ja i- y(to) -ry -kong biribiri ra'na
2A- see -Pres 3- leave -Nzr -Col flooded. savanna in.middle.of
You see they go to the middle of the swamp.
Fishing Film MaAl 00003
erepe mese myrekeke
eropo mose myrekoko
here 3AnPx young.man
tynetyry myjang we'te apeitje'me
ty- net -ry my -ja -ng woto apoi -to'me
3R.Pssr- net -pssd tie -Pres -Dbt fish catch -purp
Here this young man ties his net in order to catch fish.
Fishing Film MaAl 00004
tywepyry
ty- a (py)
3R.Pssr- come
mere idjembe
-ry mero idjombo
-Nzr when then
kynenetang
ky- n-
3.Rm- 3A30-
ene -take -ng
see -Fut -Dbt
When he comes back, then he will look at it.
Fishing Film MaAl 00005
kynisjetimjaneng we'te apeitje'me
ky- ni- seti -rna -non woto apoi -to'me
3.Rm- 3AO- set -Chg -Prs.Tns.Dbt fish catch -Purp
He sets it in order to catch fish.
Fishing Film MaAl 00006
ty'wainje
ty- 'wa -ine
3R.Pssr- Dat -Col
531
For themselves.
Fishing Film MaAl 00007
wapotombo marc mang
wapotornbo mara mang
elder with 3.Cop here
eropo wo'to poko mandong
eropo woto poko mang -tong
fish occupied.with 3.Cop -Col
He is with an elder, here they are occupied with fish.
Fishing Film MaAl 00008
kynikirimjanong moro
ky- ni- krim -rna -non moro
3.Rm- 3AO- clean -Chg -Prs.Tns.Dbt 3InMd
tykoweidjy urupyry pona
ty- kowei -ry uru(py) -ry pona
3R.Pssr- fishhook -pssd stick -Nzr against
He cleans it so that his fishhook doesn't get stuck.
Fishing Film MaAl 00009
eropo mose myrekoko arakaniru upijang
eropo mose myrekoko arakaniru upi -ja -ng
here 3AnPx young.man bait seek -Pres -Dbt
HEre this young man looks for bait ...
Fishing Film MaAl 00010
wo'to apoitjo'me tykoweidjy marc
woto apoi -to'me ty- kowei -ry mara
fish catch -Purp 3R.Pssr- fishhook -pssd with
.. . in order to catch fish with his hook.
Fishing Film MaAl 00011
eropo
eropo
here
tykoweidjy otyjang arakaniru we'to apoitjo'me
ty- kowei -ry oty -jang arakaniru woto apoi -to'
3R.Pssr- fishhook -pssd do. something -Coll.An bait fish catch -Pu
me
rp
Here he baits his hook in order to catch fish.
Fishing Film MaAl 00012
kynawapo:sang ko katy
ky- n- auwa -po(ty) -ja -ng ko katy
3.Rm- 380- laugh -Iter -Pres -Dbt 8alnt fat
He laughs and la.ug.lJ.s.
Fishing Film MaAl 00013
eropo mose woto amu ukujang
eropo mose woto amu uku -ja -ng
here 3AnPx fish some hook -Pres -Dbt
532
Here this guy hooks a fish.
Fishing Film MaAl 00014
mokaro wo'to menetake warapa painjare
mo'karo woto m- ene -take warapa painjare
3AnMdCol fish 2A- see -Fut fish.sp maybe
You will see the fish, maybe it's Walapa.
Fishing Film MaAl 00015
mokaro eropo kumyi mero ipjoriry ta mang
mo'karo eropo kumy(ry) -i mero ipjoriry ta mang
3AnMdCol here be.hungry -Vet Intns creek in 3.Cop
These guys are eating a lot in the creek.
Fishing Film MaAl 00016
menejatong? warapa mose mang
m- ene -ja -tong warapa mose mang
2A- see -Pres -Col fish.sp 3AnPx 3.Cop
Do you all see it? This is Walapa.
Fishing Film MaAl 00017
warapa jumy ero wyinjo mang
warapa jumy ero wyinjo mang
fish.sp Intns 3InPx from 3.Cop
There are a lot of Walapa over this way.
Fishing Film MaAl 00018
kande moro aweitjopombo, warapa wahty
kande moro a- we'i -topo -mbo warapa waty
maybe 3InMd 2- be -Circ -devalued fish.sp Neg.Ex
mang, ma ero
mang rna ero
3.Cop but 3InPx from
wyinjo, aretyry wyinjo, mondo mang
wyinjo arety -ry wyinjo mondo mang
west -pssd from present 3.Cop
Maybe over in your place, there are no Walapa, but around here, on the
west
Fishing Film MaAl 00019
side, they are.
tywotory apoipjo mero kynamotojang
ty- oto -ry apoi -po mero ky- n-amoto -ja -ng
3R.Pssr- fish -pssd catch -one.who.is when 3.Rm-3A30-
string -Pres -Dbt
When his fish are caught, he strings them.
Fishing Film MaAl 00020
amu pishipjo y'kotojang
amu pisi -po y'koto -ja -ng
some piece -devalued cut -Pres -Dbt
tybetiry me tykoweidjy betitotjo'me
ty- beti -ry me ty- kowei -ry beti -to -to'me
3R.Pssr- bait -Pssd Attr 3R.Pssr- fishhook -Pssd bait -vzr -Purp
He cuts a small piece as his bait in order to bait his fishhook.
Fishing Film MaAl 00021
kynitjotojang amu rapa ukuto'me
ky- ni- koto -ja -ng amu rapa uku -to'me
3.Rm- 3AO- cut -Pres -Dbt some again hook -Purp
He cuts it in order to hook another one again.
Fishing Film MaAl 00022
djombo kyny:sang
djombo ky- n- y(to) -ja -ng
then 3.Rm- 3Sa- go -Pres -Dbt
tykoweidjy emata rapa ipjoriry taka
ty- kowei -ry ema -take rapa ipjoriry taka
3R.Pssr- fishhook -pssd throw -Fut again creek into
Then he goes, he will throw his fishhook into the creek again.
Fishing Film MaAl 00023
tykoweidjy emata rapa pjoriry taka
ty- kowei -ry ema -take rapa ipjoriry taka
3R.Pssr- fishhook -Pssd throw -Fut again creek into
He will throw his fishhook into the creek again.
Fishing Film MaAl 00024
da wato po'manganon moro ipjoriry esjiwjo
da wa'to po'manka -non moro ipjoriry esjiwjo
then fire light -Prs.Tns.Dbt 3InMd creek on.bank
He makes a fire on the bank of the creek.
Fishing Film MaAl 00025
sa'rosa ke wato kyryjang
sa'rosa ke wa'to kyry -ja -ng
leaves Instr fire make -Pres -Dbt
tyweipjurukongto'me
ty- wot- pu(ru) -kong -to'me
3R.Pssr- Detr- roast -Col -Purp
He makes a fire with leaves so that they can roast.
Fishing Film MaAl 00026
mo'ko wapotombo kynepano:sang wato
mo'ko wapotombo ky- n- epano(py) -ja -ng wa'to
3AnMd elder 3.Rm- 3A30- help -Pres -Dbt fire
kyryry poko
kyry -ry poko
make -Nzr occupied. with
That elder helps him with making the fire.
Fishing Film MaAl 00027
djombo wato kyrypoto wo'to shikirimjatatong
djombo wa'to kyry -poto woto shikrim -rna -take -tong
then fire make -*** fish clean -Chg -Fut -Col
533
534
tyweipjurukongto'me
ty- wot- pu(ru) -kong -to'me
3R.Pssr- Detr- roast -Col -Purp
When they've made the fire, they will clean them in order to roast them.
Fishing Film MaAI 00028
mose wapotombo amu kirimjanong
mose wapotombo amu krim -rna -non
3AnPx elder some clean -Chg -Prs.Tns.Dbt
This elder cleans one.
Fishing Film MaAI 00029
tynipjuru
ty- ni- pu(ru) -ry
3R.Pssr- 3AO- roast -Nzr
me tynenapyry me ipjoriry esjiwjo po
me ty- n- ena(py) -ry me ipjoriry esjiwjo po
Attr 3R.Pssr- 3A30- eat -Nzr Attr creek on.bank at
For his roasting, for his eating, next to the creek.
Fishing Film MaAI 00030
typoshinje jumy ipjoriry esjiwjo awewotokary
jako
ty- posin -se jumy ipjoriry esjiwjo a- wot- woto -ka
ry jako
3R.Pssr- sweetness -Ptcp Intns creek on. bank 2- Detr- fish -Remv -
Nzr at. time
aweipjuru jako
a- wot- pu(ru) jako
2- Detr- roast at. time
It's great when you catch
then you ea t .
Fishing Film MaAI 00031
mo'na:sa
m- wot- ena(py) -ja
2A- Detr- eat -Pres
fish and when you roast next to the creek,
menejang tampoko 'wa wo'to
m- ene -ja -ng tampoko 'wa woto
2A- see -Pres -Dbt grandfather Agt fish
shikirimjary
shikrim -rna -ry
clean -Chg -Nzr
Do you see how the grandpa is cleans his fish?
Fishing Film MaAI 00032
eropo ero wyinjo a'na epinjama surorypo mang
eropo ero wyinjo a'na e- pina -rna su rorypo mang
here 3InPx from 1+3 Detr- suffer -Chg Emot possibly 3.Cop
Here, on this side, we aren't suffering.
Fishing Film MaAI 00033
epinjama'pa surorypo
e- pina -rna -hpa su rorypo
Detr- deprived -Chg -Neg Emot possibly
535
mang,
mang
3.Cop fish
we'te jumy ere
woto jumy ero
Intns 3InPx from
wyinje mang
wyinjo mang
3.Cop
We aren't poor here, there are plenty of fish from here.
Fishing Film MaAl 00034
menejake tampeke 'wa we'te
m- ene -ja -ko tampoko 'wa woto
2A- see -Pres -Imper grandfather Dir fish
shikirimjary tynipjuru me
si- krim -rna -ry ty- ni- pu(ru) me
lA30- clean -Chg -Nzr 3R.Pssr- 3AO- roast Ess
You all see that the grandfather is cleaning the fish in order to roast
them.
Fishing Film MaAl 00035
mese tampeke tyjapere jumy mang
mose tampoko tyjapore jumy mang
3AnPx grandfather capable Intns 3.Cop
This grandfather is quite capable.
Fishing Film MaAl 00036
tysiritjeke jumy mang tagtig
ty- siriko -se jumy mang tagtig
3R.Pssr- year -Ptcp Intns 3.Cop eighty year
occ.with 3R.Pssr-
-ng woto weto
we'te wete
-Pres -Dbt fish
n- y (to) -ja
kynysang
mare
ky-
mara
3Sa- go
jaar mang se1me
typarimjyky
jaar mang se'me
ty- pari (my) -ry
3.Cop nonetheless 3.Rm-
son. in. law -pssd with
He is very old, he is eighty, but nonetheless he goes fishing with his
son-in-law.
Fishing Film MaAl 00037
meneja ety
m- ene -ja oty
2A- see -Pres what
iweidjy
i- we'i -ry
3- do -Nzr
You see what he is doing.
Fishing Film MaAl 00038
pari'pje mang
pari'pje mang
strong 3.Cop 3R-
tywe'tery me'mekery i'wja
ty- woto -ry mo'moko -ry i- 'wa
3R.Pssr- fish -Pssd *** -Nzr 3- Agt
He is strong, he is hitting his fish's head.
Fishing Film MaAl 00039
kynipjutang
ky- ni- pu(ru) -take -ng
3.Rm- 3AO- roast -Fut -Dbt
kynishikirimjanong
ky- ni- shikrim -rna -non ***
3.Rm- 3AO- clean -Chg -Prs.Tns.Dbt Hes
kynitjotopo:sang
ky- ni- koto -potty) -ja -ng
3.Rm- 3AO- cut -Iter -Pres -Dbt
He will roast it, he cleans it, he chops it up.
Fishing Film MaAI 00040
tiki kuponaka idjombo kyny:tang
tiki kuponaka idjombo ky- n- y(ry) -take -ng
stick onto then 3.Rm- 3A30- put -Fut -Dbt
Then he puts it onto a stick.
Fishing Film MaAI 00041
menetake eromete onjewara iweidjy
m- ene -take eromete onjewara i- we'i -ry
2A- see -Fut later how 3- be -Nzr
Later you will see how he does it.
Fishing Film MaAI 00042
tyjapore jumy mose tampokombo mang
tyjapore jumy mose tampoko -mbo mang
capable Intns 3AnPx grandfather -devalued 3.Cop
This grandfather is very capable.
Fishing Film MaAI 00043
tyweipjurupoto meneja woji
ty- wot- pu(ru) -po -to m- ene -ja woji
3R.Pssr- Detr- roast -one.who.is -After 2A- see -Pres palm. leaves
kupo
kupo
upon
tywotory tyjeja mang waijo y:jang
ty- woto -ry t- y(ry) -se mang waijo y(ry) -ja -ng
3R.Pssr- fish -Pssd T- put -Ptcp 3.Cop salt put -Pres -Dbt
536
When the roasting is finished, you see he puts his fish onto the palm
leaves, then he puts salt.
Fishing Film MaAI 00044
kynimjerimjanong
ky- ni- merima -non
3.Rm- 3AO- rub -Prs.Tns.Dbt
He rubs it.
Fishing Film MaAI 00045
kyny:tang wato kupo pjuto'me
ky- n- y(ry) -take -ng wa'to kupo i- pu(ru)
3.Rm- 3A30- put -Fut -Dbt fire upon 3- roast
He puts it onto the fire in order to roast it.
Fishing Film MaAI 00046
-to'me
-Purp
537
menejang? wahto
m- ene -ja -ng wa'to
2A- see -Pres -Dbt fire
Do you see it? The fire.
Fishing Film MaAl 00047
kynemo:sa
ky- n- emo(ky)
3.Rm- 3A30- push
wahto esjiwjo weipjutoto'me
-ja wa'to esjiwjo wot- pu(ru) -to'me
-Pres fire next.to Detr- roast -Purp
He pushes it next to the fire in order to roast it.
Fishing Film MaAl 00048
myry
myry
look.at.that
ipjaryimjy
-Pres3R.Pssr- Detr- eat
i-
kong
3-
Col
pari
-to'me
fish. trap
-Purp
kynepano:sa
-ry ky- n- epano(py) -ja
-pssd3.Rm- 3A30- help
tywo 'natoko 'me
ty- wot- ena(py) -
Look at that, his son-in-law helps him so that they can eat.
Fishing Film MaAl 00049
wahto kyryjatong kynipjomangatong
walta kyry -ja -tong ky- ni- po'manka -tong
fire make -Pres -Col 3.Rm- 3AO- light -Col
tywotorykong puto'me
ty- woto -ry -kong pu(ru) -to'me
3R.Pssr- fish -pssd -Col roast -Purp
They make a fire, they light it in order to roast their fish.
Fishing Film MaAl 00050
myry kynona:satong
myry ky- n- wot- ena(py) -ja -tong
look.at.that 3.Rm- 3A30- Detr- eat -Pres -Col
Look at that, they eat.
Fishing Film MaAl 00051
tywonapysa
ty- wot- ena(py)
3R.Pssr- Detr- eat
mere amu ukujatong rapa
-ja mero amu uku -ja -tong rapa
-Pres when some hook -Pres -Col again
When they finish eating, they will hook another one again.
Fishing Film MaAl 00052
kande kynarorykong me auhto 'wa
kande ky- n- aro -ry -kong me auhto Iwa
maybe 3.Rm- 3A30- carry -Nzr -Col Attr house Dir
Maybe they are carrying it home.
Fishing Film MaAl 00053
538
pe'myi more kynipjinaneng
pomyi moro ky- ni- pina -non
pepper 3InMd 3.Rm- 3AO- take -Prs.Tns.Dbt
tysakary wyinje tywetery ena:saneng
ty- saka -ry wyinjo ty- woto -ry ena(py) -ja -non
3R.Pssr- sack -Pssd from 3R.Pssr- fish -Pssd eat -Pres -
Prs.Tns.Dbt
He takes the pepper from his sack to eat with his fish.
Fishing Film MaAl 00054
mese amu
mose amu ***
3AnPx someone Hes
we'te wete erapa
woto weto erapa
fish occ.with also
kyny:sang
ky- n- y(to) -ja -ng
3.Rm- 3Sa- go -Pres -Dbt
tykurijarary ta myry tynetyry eneja
ty- kurijara -ry ta myry ty- net -ry ene -ja
3R.Pssr- canoe -Pssd in look.at.that3R.Pssr- net -Pssd see -Pres
This is one, he goes fishing too, he is in his canoe, look at that, he
looks at his net.
Fishing Film MaAl 00055
iwje'tery amu tyketa mang
i- woto -ry amu tykota mang
3- fish -pssd some rotten 3.Cop
One of his fish is spoiled.
Fishing Film MaAl 00056
kynemata idjembe ma amuken
ky- n- ema -take idjombo rna amu -kong
3.Rm- 3A30- throw -Fut then but some -Col
apeijang
apoi -ja -ng
catch -Pres -Dbt
He will throw it away, but then he catches more.
Fishing Film MaAl 00057
we'te jumy apeijang
woto jumy apoi -ja -ng
fish Intns catch -Pres -Dbt
He catches a lot of fish.
Fishing Film MaAl 00058
eropo alna epinjama'pa walto poko mang,
eropo a'na e- pina -rna -hpa woto poko mang
here 1+3 Detr- deprived -Chg -Neg fish occupied.with 3.Cop
-Nzr canoe
menejang
m- ene -ja
ja -ng
2A- see -Pres
Pres -Dbt
wo'to poromyry
-ng woto poromy(ry) -ry
-Dbt fish jump.up
539
kurijara ta, kyniwjojang
kurijara ta ky- ni- wo
in 3.Rm- 3AO- kill
wjota poromyry pona
i- wo -take poromy(ry) -ry pona
3- kill -Fut jump.up -Pssd against
Here we don't lack fish, you see the fish jumping in the boat, he kills
it to keep it from jumping away.
Fishing Film MaAl 00059
moro kurijara wyinjo kyny:sang
moro kurijara wyinjo ky- n- y(to) -ja -ng
3InMd canoe from 3.Rm- 38a- leave-Pres -Dbt
Then he leaves the canoe.
Fishing Film MaAl 00060
auhto 'wa kyny:sang
auhto 'wa ky- n- y(to) -ja -ng
house Dir 3.Rm- 38a- go -Pres -Dbt
He goes home.
Fishing Film MaAl 00061
kynitjundanong eromete tauhty 'wa
ky- ni- tunda -non eromete ty- auhto -ry 'wa
3.Rm- 380- arrive -Prs.Tns.Dbt later 3R.Pssr- house -Pssd Dir
Later he arrives at his house.
Fishing Film MaAl 00062
type'jary 'wa pe'ja
ty- pe ' j a - ry I wa pe I j a
3R.Pssr- waterside -pssd Dir waterside
To his waterside, waterside.
Fishing Film MaAl 00063
myry kyny:jang saka taka
myry ky- n- y(ry) -ja -ng saka taka
look.at.that 3.Rm- 3A30- put -Pres -Dbt sack into
tynarory me tauhty 'wa
ty- aro -ry me ty- auhto -ry 'wa
3R.Pssr- carry -Nzr Attr 3R.Pssr- house -Pssd Dir
Look at that, he puts it into a sack to carry it to his house.
Fishing Film MaAl 00064
moro wara kuru awo (unclear) woto kanong
moro wara kuru jawo unclear woto ka -non
3InMd way Affirm mat.uncle *** fish remove -Prs.Tns.Dbt
So that's the way my uncle catches his own fish.
Fishing Film MaAl 00065
nitjundai type'jary 'wa
ni- tunda -i ty- pe'ja -ry 'wa
380- arrive -Rec.Pst 3R.Pssr- waterside -pssd Dir
He has arrived at his waterside.
Fishing Film MaAl 00066
kyny:sang mapa naka auhto 'wa
ky- n- y(to) -ja -ng mapo naka auhto 'wa
3.Rm- 38a- go -Pres -Dbt ashore towards house Dir
He goes ashore toward home.
Fishing Film MaAl 00067
moropo pjyty kynimjomo:sang
moropo i- pyty ky- ni- momo(ky) -ja -ng
there 3- wife 3.Rm- 3AO- wait -Pres -Dbt
His wife waits for him there.
Fishing Film MaAl 00068
mo'ko wopy kynimjomo:sang wo'to marc
mo'ko wopy ky- ni- momo(ky) -ja -ng woto maro
3AnMd aunt 3.Rm- 3AO- wait -Pres -Dbt fish with
tjundapo menejang
i- tunda -po m- ene -ja -ng
3- arrive -one.who.is 2A- see -Pres -Dbt
The aunt waits for him, you see his arrival with fish.
Fishing Film MaAl 00069
wopy tywo'tory shikirimjanong
wopy t- woto -ry shikrim -rna -non
aunt 3R- fish -Pssd clean -Chg -Prs.Tns.Dbt
The aunt cleans her fish.
Fishing Film MaAl 00070
kynshikirimjanong
ky- ni- krim -rna -non
3.Rm- 3AO- clean -Chg -Prs.Tns.Dbt
She cleans it.
Fishing Film MaAl 00071
djombo amukong mo:kanong, amukong
djombo amu -kong mo(ty) -ka -non amu -kong
then one -Col cook -Tvzr -Prs.Tns.Dbt one -Col
apokanong, amukong
apoka -non amu -kong
dry -Prs.Tns.Dbt one -Col
Tnpn she cooks some, she dries some, some.
Fishing Film MaAl 00072
waijo marc kynishowtumanong
waijo maro ky- ni- sowtu -rna -non
salt with 3.Rm- 3AO- salt -Chg -Prs.Tns.Dbt
540
She salts them with salt.
Fishing Film MaAl 00073
tytumary taka amukong y:tang
ty- tuma -ry taka amu -kong y(ry) -take -ng
3R.Pssr- cooking.pot -pssd into one -Col put -Fut -Dbt
She will put some into her cooking pot.
Fishing Film MaAl 00074
541
ero wara eropo a'na kynema:jang
ero wara eropo a'na ky- n- ema(my)
3InPx way here 1+3 3.Rm- 380- live
We live in this way here.
Fishing Film MaAl 00075
ero aretyry wyinjo
ero arety -ry wyinjo
3InPx west -pssd from
This side is the west.
Fishing Film MaAl 00076
menejako wo'py 'wa
m- ene -ja -ko wopy 'wa
2A- see -Pres -Imper aunt Agt
-ja -ng
-Pres -Dbt
tywotory kynishikirimjanong
ty- woto -ry ky- ni- shikrim -rna -non
3R.Pssr- fish -pssd 3.Rm- 3AO- clean -Chg -Prs.Tns.Dbt
You see the aunt cleans her fish.
Fishing Film MaAl 00077
tyjapore jumy mose wopy mang
tyjapore jumy mose wopy mang
capable Intns 3AnPx aunt 3.Cop
This aunt is very capable.
Fishing Film MaAl 00078
shikirimjapoto
shikrim -ja -hpo -to
clean -Pres -Pst -After
tytumary taka kyny:tang kasiripjo
taka
ty- tuma -ry taka ky- n- y(ry) -take -ng kasiripo
taka
3R.Pssr- cooking.pot -Pssd into 3.Rm- 38a- put -Fut -Dbt
cassava. liquid into
r.T'I- .... _ .... 1-..... ~.: _.: .... 1- ........
YV.L.LC.L.L O.L.LC .L .L.L.L.Li:;).L.LCO cleaning s11e will put ~+­.LL. into her pot l into
cassava liquid.
Fishing Film MaAl 00079
pjoshimja waty moro kasiripjo mang
i- posin -rna waty moro kasiripo mang
3- sweetness -Chg Neg.Ex 3InMd cassava.liquid 3.Cop
542
Won't her soup be delicious.
Fishing Film MaAI 00080
kynopo:sang mero pjoshi'mja
ky- n- opo(ty) -ja -ng mero i- posin -'rna
3.Rm- 3A30- look -Pres -Dbt Intns 3- sweetness -Neg
tywotory shikirimjanong mose wopy
ty- woto -ry krim -rna -non mose wopy
3R.Pssr- fish -pssd clean -Chg -Prs.Tns.Dbt 3AnPx aunt
This aunt looks tough while she is cleaning her fish.
Fishing Film MaAI 00081
auwa'pa srefi mang
an- auwa -hpa srefi mang
Neg- laugh -Neg self 3.Cop
She doesn't laugh at all.
Fishing Film MaAI 00082
simjomo:sa
si- momo(ky) -ja
1A30- wait -Pres
'wa tjundato'me,
-Pssd Dir 3-
tjundapatumary
mang
0- tuma
mang
1- cooking.pot
3.Cop
-ry 'wa i- tunda
arrive
-to'me l-
-Purp 3-
tunda
arrive
noro
-hpa noron
-Neg still
I wait for her at my pot so that she can arrive, but she still hasn't
arrived.
Fishing Film MaAI 00083
myry kynitjumi:shang ko'u
myry ky- ni- kumi(ky) -ja -ng ko'u
look.at.that 3.Rm- 3AO- wash -Pres -Dbt now
Look at that, now she washes it.
Fishing Film MaAI 00084
tumary taka y:to'me
tuma -ry taka y(ry) -to'me
cooking.pot -pssd into put -Purp
In order to put it into her pot.
Fishing Film MaAI 00085
eropo mang
eropo mang
here 3.Cop 2A-
meneja tytumary taka kyneijang
ko'u kashiripjo
m- ene -ja ty- tuma -ry taka ky- n- e'i -ja -ng
ko'u kasiripo
see -Pres 3R.Pssr- cooking.pot -pssd into 3.Rm- 380- Cop -Pres -Dbt now
cassava. liquid
543
Here she is, you see her, she puts it into her pot ow, in the cassava
liquid.
Fishing Film MaAl 00086
pjoshimja wahty
i- posin -rna waty
3- sweetness -Chg Neg.Ex
kynetumamokanong
ky- n- wot- tuma -mo
3.Rm- 3A30- Detr- cooking.pot -?
-ka -non
-Tvzr -Prs.Tns.Dbt
tywonato'me
ty- wot- ena(py}
3R.Pssr- Detr- eat
-to'me
-Purp
It is so delicious, she cooks in order to eat.
Fishing Film MaAl 00087
po'myi y:ja itjaka
pomyi y(ry} -ja i- taka
pepper put -Pres 3- into
She puts pepper into it.
Fishing Film MaAl 00088
tuma y'motypoto
tuma y- mo(ty} -po -to
cooking.pot 3- cook -one.who.is -When
Until her pot cooks.
Fishing Film MaAl 00089
da mo'ko awo aseke torypary kanong
da mo'ko jawo aseke t- erepa -ry ka -non
then 3AnMd mat.uncle by.Xself 3R- food -pssd remove -Prs.Tns.Dbt
Then this uncle, he gets his food by himself.
Fishing Film MaAl 00090
typyty animjomoky'pa mang
ty- pyty an- momo(ky} -hpa mang
3R.Pssr- wife 3Neg- wait -Neg 3.Cop
He doesn't wait for his wife.
Fishing Film MaAl 00091
mora kuru djupa mang
moro kuru jU'pa mang
3InMd ahead well 3.Cop
That is a good thing.
Fishing Film MaAl 00092
son wokyry merone typyty mama: sang
son wokyry merone ty- pyty momo(ky} -ja -ng
some man like. that 3R.Pssr- wife wait -Pres -Dbt
remove -Purp but 3AnPx mat. uncle no by.Xself 3R-
kato'me,
ka
torepary
kanong
t- erepa -ry
erepa -ry ka
3R- food -pssd
food -pssd remo
-non
ve -Prs.Tns.Dbt
ma moae awo
-to'me rna mose jawo
uwa aaeke
uwa aseke
544
torepary
t-
Some men wait for their wives to pull their food, but this uncle, no, he
pulls his own food by himself.
Fishing Film MaAl 00093
menetake torepary kary i'ja
m- ene -take t- erepa -ry ka -ry i- 'ja
2A- see -Fut 3R- food -pssd remove -Nzr 3- Agt
You will see he pulls his own food.
Fishing Film MaAl 00094
aaeke sorewa y:jang
aseke sorewa y(ry) -ja -ng
by.Xself mashed.pepper put -Pres -Dbt
He puts in the mashed pepper by himself.
Fishing Film MaAl 00095
tytupory taka
ty- tupo -ry taka
3R.Pssr- plate -pssd into
Into his plate.
Fishing Film MaAl 00096
da kynona:aa
da ky- n- wot- ena(py) -ja
then 3.Rm- 3A30- Detr- eat -Pres
kynona:tang
ky- n- wot- ena(py) -take -ng
3.Rm- 3A30- Detr- eat -Fut -Dbt
Then he eats, he will eat.
Fishing Film MaAl 00097
ero wara eropo a'na kynema:ja
ero wara eropo a'na ky- n- ema(my)
3InPx way here 1+3 3.Rm- 380- live
jasakarykong
j- asaka -ry -kong
1- countryman -pssd -Col
We live this way here, my countrymen.
Fishing Film MaAl 00098
-ja
-Pres
myry wijonapyry ashimbje!
myry i- wot- ena(py) -ry ashimbe
look.at.that 3- Detr- eat -pssd hot
Look at that, her food is hot!
Fishing Film MaAl 00099
kynonasa moro wara typoshinje mang, tysanore a'ta pjoshimja mang
\g
She eats that way so well, if it's cold, it is not delicious.
Fishing Film MaAl 00100
wo'nano
wot- ena(py) -no
Detr- eat -Prs.Tns.Dbt
She eats.
Fishing Film MaAl 00101
pjyty eromete kynona:tang erapa
i- pyty eromete ky- n- wot- ena(py) -take -ng erapa
3- wife later 3.Rm- 3A30- Detr- eat -Fut -Dbt also
mo'ko wopy
ma'ko wopy
3AnMd aunt
Later his wife will eat too, that aunt.
Fishing Film MaAl 00102
myry menejatong? ero wara a'na
myry m- ene -ja -tong era wara a'na
look.at.that 2A- see -Pres -Col 3InPx way 1+3
545
kynona:sang
ky- n- wot- ena(py)
3.Rm- 3A30- Detr- eat
ero wyinjo
-ja -ng era wyinjo
-Pres -Dbt 3InPx from
Look at that, do you see it them? We eat this way around here.
Fishing Film MaAl 00103
arepa
arepa
cassava.bread
cassava bread.
Fishing Film MaAl 00104
546
C.2 Interviews
Chief Mande conducted interviews in 2006 with several elders about their
impressions of the community over the years, village history, and other topics of interest.
Included here are texts of two of these interviews. Both are elder men. Williams Tokna
(WiTo) is from Pikin Saron, near the Paramaribo airport, but came to Konomerume as a
young man and has lived in the community ever since. Florius Brank (FIBr) is from
Konomerume originally, but lived for a time in Tibiti, a former village in the Wajambo
region. Mr. Brank raised 13 children in Tibiti and Konomerume, and Mr. Tokna arrived
in Konomerume as a widower with three small children. ChiefMande (FeMa) conducted
the interviews, and Dennis Jubithana filmed them. Sieglien Jubithana followed Chief
Mande's interviews with her own questions as part of the Association of Indigenous
Leaders in Suriname (VIDS) lands demarcation project.
Florius Brank
so, jawo, eropo ko'koro ro'mun a'na
so jawo eropo kokoro ro'mun a'na
so mat.uncle here early.morning certainly 1+3
nopyi, meneja djombo era film taka ajy:to'me a'na wa
n- o(py)-i m- ene -ja djombo ero film taka aj- y(ry)-to'me a'na wa
3Sa-come-Rec.Pst 2A-see-Pres then 3InPx film into 2-put -Purp 1+3 1eop
So, uncle, we come to you this morning, you see it that, in order to put
you into film.
DK Interviews 2006 FlBr 0001
FeMa
m'm
m'm
Res
M'hm.
DK Interviews 2006 FlBr 0002
FlBr
da amukong wytong poko
da amu -kong w- y(to) -ng poko
then some -Col lSa- go -Dbt about
woturupotake o'wa
w- ot- uru -po -take 0- 'wa
lSa- Detr- talk.to -Caus -Fut 2- Dat
Then, I am going to ask you about some things.
DK Interviews 2006 FIBr 0003
FeMa
m'hm
m'hm
mlhm
M'hm.
DK Interviews 2006 FIBr 0004
FIBr
anukutyry meju:sa anukuty'pa aja'ta
a- uku(ty) -ry m- eju(ku) -ja an- uku(ty) -hpa a- a'ta
2- know -Nzr 2A- answer -Pres Neg- know -Neg 2- if
minjoja
m- no -ja
2A- leave -Pres
Answer what you know, and if you don't know, leave it.
DK Interviews 2006 FIBr 0005
FeMa
m'm
mlm
Res
M'hm.
DK Interviews 2006 FIBr 0006
FIBr
ah, moro owin me onjewara ko
ah moro owin me onjewara ko
Res 3InMd one Attr how QP
547
ajety
aj- ety -ry
2- name -Pssd
na nanga moro asiritjory
na nanga moro a- siriko -ry
3.Cop and 3InMd 2- age -pssd
o'toro na
o'toro na
how.many 3.Cop
Ah, the first one is, what is your name and how old are you?
DK Interviews 2006 FIBr 0007
FeMa
oh, ah
ah ah
oh Res
Oh, ah ...
DK Interviews 2006 FIBr 0008
FIBr
ajety
aj - ety -ry
2- name -pssd
Your name.
DK Interviews 2006 F1Br 0009
FeMa
548
awu jety
awu j-
1 1-
Florus Karolus Brank
ety -ry Flarus Karalus Brank
name -pssd *** *** ***
My name is Florus Karolus Brank.
DK Interviews 2006 F1Br 0010
F1Br
da moro asiritjory o'toro na
da maro a- siritja -ry a'tara na
then 3InMd 2- age -pssd haw.many 3.Cap
Then what is your age?
DK Interviews 2006 F1Br 0011
FeMa
71 jari
71 years.
DK Interviews 2006 F1Br 0012
F1Br
m'hm
m'hm
m'hm
wapotombo me mei'mjai 'ne jawo
wapatombo me m- e'i -'rna -i 'ne jawa
elder Attr 2Sa- Cop -Cmpltv -Rec.Pst Intns mat.uncle
M'hm, you have become an elder, uncle.
DK Interviews 2006 F1Br 0013
FeMa
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 F1Br 0014
F1Br
o'toro ko
a'tara ka
haw.many QP
o'makong na
0- 'mu -kong na
2- child -Col 3.Cap
How many children do you have?
DK Interviews 2006 F1Br 0015
FeMa
um., 13
Urn, 13.
DK Interviews 2006 F1Br 0016
F1Br
m'hm
m'hm
m'hm
eropo nandong
eropo na -tong
here 3.Cop -Col
549
M'hm, are they here?
DK Interviews 2006 FIEr 0017
FeMa
uwa amukonymbo 'ne ty'se mang, oruwa roten 'ne eropo
uwa amu -kong -mba 'ne ty'se mang oruwa roten 'ne eropo
no some -Col -devalued Intns far 3.Cop three only Intns here
mang
mang
3.Cop
No, some are far away, only three are here.
DK Interviews 2006 FIEr 0018
FIEr
m'hm
m'hm
m'hm
so, da, eropo Konomerume po penaro ro
so da eropo Konomerume po penaro ro
so then here Donderskamp at long.ago indeed
ajemando eropo womang
a- ema(my) -to eropo w- ema(my) -no
280- live -Pst4 here 8a- live -Prs.Tns.Dbt
M'hm, so, then, you have lived here in Konomerume for a long time, were
you
DK Interviews 2006 FIEr 0019
FeMa
born here?
ja, eropo ro 'ne y'momipjo, y'momipjo mang
ja eropo ro 'ne y- 'momipjo y- 'momipjo mang
yes here indeed Intns 1- eggshell 1- eggshell 3.Cop
Yes, here is where my eggshell is, my eggshell is here.
DK Interviews 2006 FIEr 0020
FIEr
a'ha
aha
yes
Yes.
DK Interviews 2006 FIEr 0021
FeMa
ero sabana po
era sabana po
3InPx savannah at
In the sava~~ah here&
DK Interviews 2006 FIEr 0022
FIEr
oh, eropo po'nong amoro
oh eropo ponon amoro
oh here who.are.a2
550
Oh, so you are from here?
DK Interviews 2006 FlBr 0023
FeMa
m'm
m'm
Hes
M'hm.
DK Interviews 2006 FlBr 0024
FlBr
ma, Atypyty 'wa mytoneng
rna Atypyty 'wa m- y(to) -neng
but Tibiti Dir 28a- go -Pst5
But, you went to Tibiti?
DK Interviews 2006 FlBr 0025
FeMa
ma Atypyty
rna Atypyty
but Tibiti
'wa,
'wa
Dir
ja, Atypyty 'wa wytoneng
ja Atypyty 'wa w- y(to) -neng
yes Tibiti Dir 18a- go -Pst5
But to Tibiti, yes, I went to Tibiti.
DK Interviews 2006 FlBr 0026
FlBr
moropo papa mi jarowa tuwaroma
moropo papa mi jarowa tuwaroma
there Father late hither care. for
My late father took me there to raise me.
DK Interviews 2006 FlBr 0027
moropo wetuwaromai te oty,
moropo w- e- tuwaroma -i te ... {Intj} oty
there 18a- Detr- raise -Affirm until Hes Hes
pytoton
0- pyty -to
1- wife -vzr
-tong
-Col
I grew up there until, well, they gave me a wife (Lit. 'they wifed me').
DK Interviews 2006 FlBr 0028
wemekai moropo te leki moropo
w- emeka -i moropo te leki moropo
18a- have.child -Affirm there until thus there
jetypyi
j- ety(py)
180- age
-l
-Affirm
I had children there until I became old there.
DK Interviews 2006 FlBr 0029
moropo bijna kaije djombo
moropo bijna ka -e djombo
there *** say -Prs.Tns then
There, almost, I say.
DK Interviews 2006 FlBr 0030
551
eh,
eh
eh
pyty
... {Intj} 0-
Hes 1-
rombypo
pyty -ry rom (by)
wife -Pssd die
mere ero wyinjo
-po mero ero wyinjo
-one.who.is when 3InPx from
naka wopyi
naka w- o(py)
towards lSa- come
-l
-Rec.Pst
Eh, after my wife died, I came back here.
DK Interviews 2006 FlBr 0031
kyy, moro wara
kyy moro wara
Interj 3InMd way
'ne
'ne
Intns
Oh, that's how it is.
DK Interviews 2006 FlBr 0032
FeMa
m'm
m'm
Hes
M'hm.
DK Interviews 2006 FlBr 0033
FlBr
ah, moropo te basija me rapa tuweitjo,
ah moropo te basija me rapa t- we'i -se -to
Hes there Interj lieutenant Attr againT- be -Ptcp -Pst.Cont.Nzr
ah, me'itjo
ah m- e'i -to
Hes 2Sa- Cop -Pst4
Ah, you were a Bassja there, ah, weren't you?
DK Interviews 2006 FlBr 0034
FeMa
m'm
m'm
Hes
M'hm.
DK Interviews 2006 FlBr 0035
FlBr
me'itjo
m- e'i -to
2Sa- Cop -Pst4
You were.
DK Interviews 2006 FlBr 0036
FeMa
ja, befo mo'ko pyty rombyry
ja befo mo'ko pyty rom (by) -ry
yes *** 3AnMd wife die -Nzr
mi bende k'ba m'hm
m'hm
m'hm
552
Yes, before my wife died, I was already, m'hm.
DK Interviews 2006 FlBr 0037
FlBr
ja, jU'pa 'ne ma omu. da, ah,
ja jU'pa 'ne mang omu da ah
yes good Intns 3.Cop uncle then Res
shitjoro taka mytone
shitjoro taka m- y(to) -neng
school into 2Sa- go -PstS
Yes, it is good, uncle. Then, ah, did you go to school?
DK Interviews 2006 FlBr 0038
FeMa
uwa
uwa
no
No.
DK Interviews 2006 FlBr 0039
FlBr
uwa. da, eropo jemamyry onjewara ko
uwa da eropo j- ema(my) -ry onjewara ko
no then here 1- live -Nzr how QP
mepoijang?
m- epa (ry) -ja -ng
2A- find -Pres -Dbt
No. Then, how do you find your living here?
DK Interviews 2006 FlBr 0040
FeMa
eropo ma
eropo mang
here 3.Cop be
weitjopo me idjeke 'ne eropo wa
we'i -tapa me idjeke 'ne eropo wa
-Circ Attr for.that.reason Intns here lCap
Because this place is my home, I am here.
DK Interviews 2006 FlBr 0041
FlBr
want, weitjopo me waty a'ta da, opy'pa weidjy
want we'i -tapa me waty a'ta da a (py) -hpa we'i -ry
because be -Circ Attr Neg.Ex if then come -Neg be -Nzr
manombo ma
mang -tong -mba mang
3.Cop -Col -devalued 3.Cop
Because, if it wasn't my place, I would not have come here.
DK Interviews 2006 FlBr 0042
di weitjopo me weidjy ke eropo y'momipjo
di we'i -tapa me we'i -ry ke eropo y- 'momipjo
*** be -Circ Attr be -Nzr Instr here 1- eggshell
weidjy ke 'ne wopyi
w- e'i -ry ke 'ne w- o (py)
lSa- Cop -Nzr Instr Intns lSa- come
ero 'wa
-i ero 'wa
-Rec.Pst 3InPx Dir
553
Because this is my place, my eggshell is here, I came here.
DK Interviews 2006 FIBr 0043
m'hm
m'hm
m'hm
ja ju'pa mango amukon wapotosang tjosang
ja ju'pa mang amu -kong wapoto(po) -sang i- y(to) -sang
yes good 3.Cop some -Col elder -Col 3- go -Col
muku:sang
m- uku(ty) -ja -ng
2A- know -Pres -Dbt
M'hm, yes, it is good. Do you know some of your elders who have died?
DK Interviews 2006 FIBr 0044
FeMa
eropo noko?
eropo no'kang
here wh.An.Col
People here?
DK Interviews 2006 FIBr 0045
FIBr
a'a awo 'ne suku:sa jawopyry
a'a jawo 'ne s- uku(ty) -ja j- wopy -ry
yes mat. uncle Intns 1A- know -Pres 1- aunt '-pssd
yijombo, Api mi
y- ijo -mbo Api mi
3- husband -Pst Nm late
Yes, I know an uncle, my aunt's late husband, the late Api.
DK Interviews 2006 FIBr 0046
nanga, noky, nare moro rapa, Matipijo nanga, Matipijo, Dokoko,
nanga noky nare moro rapa Matipijo nanga Matipijo Dokoko
and wh.An Doubt 3InMd again *** and *** ***
nanga, eh,
nanga eh
and eh
Banda mi
Banda mi
*** late
And, who, I don't know anymore, Matipijo, and Matipijo, Dokoko, and, eh,
DK Interviews 2006 FIBr 0047
the late Banda.
ja. uwapo no'kong amukon muku:sang
ja uwapo no'kang amu -kong m- uku(ty) -ja -ng
yes before wh.An.Col someone -Col 2Sa- know -Pres -Dbt
Yes. Do you know some ~~o were here before?
DK Interviews 2006 FIBr 0048
FeMa
uwa uwapo no'kong no
uwa uwapo no'kang no
no before wh.An.Col no
me mokaro anukuty'pa
me mo'karo an- uku(ty) -hpa
Attr 3AnMdCoI 3Neg- know -Neg
'ne wa mokaro
'ne wa mo'karo
Intns lCop 3AnMdCoI
No, I don't know those (elders) from before.
DK Interviews 2006 FIBr 0049
FIBr
554
kyy, oh,
kyy oh
Interj oh
ja, da pitjani me moro mytoneng
ja da pitjani me moro m- y(to)
yes then child Attr 3InMd 2Sa- go
Atypyty
-neng Atypyty
-Pst5 Tibiti
'wa
'wa
Dir
Dh, oh, yes, then did you go to Tibiti as a child?
DK Interviews 2006 FIBr 0050
FeMa
m'm
m'm
Hes
eh!
eh
eh
koromo meko ja'ta wytone
koromo meko j- a'ta w- y(to)
recent small 1- when lSa- go
moro 'wa
-neng moro 'wa
-Pst5 3InMd Dir
M'hm, eh! I went there when I was young.
DK Interviews 2006 FIBr 0051
FIBr
m'hm,
m'hm
m'hm
sinsi o'wing jari ja'ta wytoneng moro 'wa
sinsi owin jari j- a'ta w- y(to) -neng moro 'wa
*** one *** 1- if lSa- go -Pst5 3InMd Dir
M'hm, since I was a year old, I went there.
DK Interviews 2006 FIBr 0052
idjeke te mokaro wapotosa
idjeke te mo'karo wapoto(po)
for.that.reason Interj 3AnMdCoI elder
For that reason, the elders ...
DK Interviews 2006 FIBr 0053
FeMa
-sang ... {Intj}
-Col Hes
ah,
ah
Hes
uwa,
uwa
no
anukuty'pa
an- uku (ty)
3Neg- know
wa
-hpa wa
-Neg lCop
Ah, no, I don't know.
DK Interviews 2006 FIBr 0054
FIBr
ja, moi so.
jU'pa 'ne ma
jU'pa 'ne mang
good Intns 3.Cop
It is good.
DK Interviews 2006 FIBr 0056
FeMa
dan, ero Konomerume awu erapa ero po'nong wa
dan ero Konomerume awu erapa ero ponon wa
then 3InPx Donderskamp 1 also 3InPx who.are.at lCop
Then, this Konomerume, I am from here.
DK Interviews 2006 FlBr 0057
amoro eropo erapa ero po'nong mana
amoro eropo erapa ero ponon mana
2 here also 3InPx who.are.at 2.Cop
You are also from here.
DK Interviews 2006 FlBr 0058
555
oty
oty
what
ko
ko
QP
muku:sang
m- uku (ty)
2A- know
Konomerume, onjewara
-ja -ng Konomerume onjewara
-Pres -Dbt Donderskamp how
Konomerume menejan erome
Konomerume m- ene -ja -n erome
Donderskamp 2A- see -Pres -pssd today
What do you know of Konomerume, how do you see Konomerume today?
DK Interviews 2006 FlBr 0059
eh
eh
eh
Eh.
DK Interviews 2006 FlBr 0060
FlBr
penaro jakonombo wara
penaro jako -no -mbo wara
long.ago at. time -Gen -devalued way
Is it how it was back then?
DK Interviews 2006 FlBr 0061
FeMa
jakonombo wara
jako -no -mbo wara
at. time -Gen -devalued way
Like that time?
DK Interviews 2006 FlBr 0062
FlBr
ja, penaro jako 'ne itju me tuweitjo
ja penaro jako 'ne itju me t- we'i -se -to
yes long.ago at. time Intns forest AttrT- be -Ptcp -Pst.Cont.Nzr
ma, te'ne
mang te'ne
3.Cop actually
Yeah, before it used to be only forest here.
DK Interviews 2006 FlBr 0063
erome ne'i juku mene ko'u ne'i, penaro jako idjo
erome n- e'i juku mene ko'u n- e'i penaro jako iro
today 3Sa- Cop good Intns now 3Sa- Cop long.ago at.time 3InAna
556
soso itju me tuweitjo
soso itju me t- we'i -se -to
only forest AttrT- be -Ptcp -Pst.Cont.Nzr
Today it is nice, now it is, back then it was just forest.
DK Interviews 2006 F1Br 0064
era Kaitjapuru wyinjo mora wyinjo te'ne
era Kaitjapuru wyinjo mora wyinjo te'ne
3InPx *** from 3InMd from actually
tuweitjo, mora fosi me
t- we'i -se -to mora fosi me
T- be -Ptcp -Pst.Cont.Nzr 3InMdfirst Ess
pjejarykonymbo po te'ne
i- pe'ja -kong -mba po te'ne
3- landing.place -Col -devalued at actually
It was over where Kaitjapuru was, over there where their first pier was.
DK Interviews 2006 F1Br 0065
dan, ko'u era wyinjo naka jupy mene ne'itjong ko'u
dan ko'u era wyinjo naka juku mene n- e'i -tong ko'u
then now 3InPx from towards good Intns 3Sa- Cop -Col at.last
Then, they came over here, and now they are O.K.
DK Interviews 2006 F1Br 0066
pa'poro kaije ko eropo nokynymbo
pa'poro ka -e ko eropo noky -mba
all say -Prs.Tns Salnt here wh.An -former
All of them, I say, the ones who used to be here.
DK Interviews 2006 F1Br 0067
ja
ja
yes
Yes.
DK Interviews 2006 F1Br 0068
FeMa
da mora, oty,
da mora oty
then 3InMd Hes
wyinjombo wo'ne
wyinjo -mba w- a (py)
from -devalued lSa- come
da jU'pa
-neng da jU'pa
-Pst5 then good
weidjy seporyi
we'i -ry s- epo(ry)
be -Nzr lA- find
eropo mora
-i eropo mora
-Rec.Pst here 3InMd
Then there, urn, I came from over there, then I found it good to be here.
DK Interviews 2006 F1Br 0069
F1Br
mijero
mijaro
there
'ne anene'pa we'i
'ne an- ene -hpa w- e'i
Intns 3Neg- see -Neg lSa- Cop
557
I didn't see that it was so good over there 0
DK Interviews 2006 FIBr 0070
ja. a,
ja a
yes ah
nam,
nam
***
ero kaurangon pa'poro
ero k- auran -kong pa'poro
3InPx 1+2- language -Col all
kykultururykong kyny:sa
k- kulturu -ry -kong ky- n- y(to) -ja
1+2- culture -Pssd -Col 3oRm- 38a- go -Pres
kynuta:sa
ky- n- uta (py) -ja
3 oRm- 380- lose -Pres
Yes 0 Urn, name, this, our language, and all of our culture is going, it
is being
DK Interviews 2006 FIBr 0071
FeMa
lost.
m'm
m'm
Hes
M'hm.
DK Interviews 2006 FIBr 0072
FIBr
onjewara ko
onjewara ko
how QP
moro oty mepoijang
moro oty m- epo(ry) -ja -ng
3InMd thing 2A- find -Pres -Dbt
How do you find that?
DK Interviews 2006 FIBr 0073
FeMa
ja'wa moro te'kuru mang
jawa moro te'kuru mang
badoone 3InMd well 3oCop
mo'ko epory mang
mo'ko epo(ry) -ry mang
3AnMd find -Nzr 3.Cop
It is a bad thing, that's how I find it.
DK Interviews 2006 FIBr 0074
FIBr
ukutyry mojaro mo'karo pitjanitjo, vooraal
uku(ty) -ry mijaro mo'karo pitjani -kong vooraal
know -Nzr there 3AnMdCol child -Col ***
It is good to keep knowing it, especially the children.
DK Interviews 2006 FIBr 0075
mokaro pitjanitjo soso mati auran da, soso
mo'karo pitjani -kong soso mati auran ta soso
3ArJ..1dCo1 l...":'...::1 -Col only Surirlaine .. t...1arOOll langu.age lrl ---, --C.1..1...l...l.U Ull.LY
mando
mang -tong
3oCop -Col
Those kids, only in Branan Tonga, they are only (speaking) in that.
DK Interviews 2006 FIBr 0076
mati auran da shanokon srefi moro wara mang
mati auran ta sana -kong srefi mora wara mang
Suriname.Maroon language in adult -Col self 3InMd way 3.Cop
In Branan Tonga, even the adults are like that.
DK Interviews 2006 FIBr 0077
558
fosi
fosi
first
fu
fu
***
kari'nja auran da eruparyko mati
kari'nja auran ta erupa -ry -kong mati
Kari'nja language in talk.to -Nzr -Col Suriname.Maroon
auran da ko'u kynerupato
auran ta ko'u ky- n- erupa -to
language in now 3.Rm- 3A30- talk.to -Col
Before, urn, they spoke in Kari'nja, now they talk to them in Branan
fungo.
DK Interviews 2006 FIBr 0078
a so
a so
3.An.Nom so
wan fasi anutaka'pa mandong
wan fasi an- uta (py) -ka -hpa mang -tong
one way 3Neg- lose -Tvzr -Neg 3.Cop -Col
In that way they are not losing it.
DK Interviews 2006 FIBr 0079
kynutakaton
ky- n- uta (py)
3.Rm- 3So- lose
taurango srefi auran
-ka -tong t- auran -kong srefi auran
-Tvzr -Col 3R- language -Col at.all language
anukuty'pa mandong
an- uku(ty) -hpa mang -tong
3Neg- know -Neg 3.Cop -Col
They lose their language, they don't even know the language.
DK Interviews 2006 FIBr 0080
amu shitjoro Kari'nja shitjoro awonga se a'na mang
amu shitjoro kari'nja shitjoro awo(my) -ka se a'na mang
one school Kari'nja school get.up -Tvzr Desid 1+3 3.Cop
We are wanting to open a Kari'nja school.
DK Interviews 2006 FIBr 0081
FeMa
moro kyno:sang siritjo ta
mora ky- n- a (py) -ja -ng siritjo ta
3InMd 3.Rm- 3Sa- come -Pres -Dbt year in
In the ye~r that is coming.
DK Intervlews 2006 FIBr 0082
da, amukon tetykong yryi
da amu -kong t- ety -kong y(ry)
then someone -Col 3R- name -Col put
surapa
-l su- rapa
-Rec.Pst really- again
tywomepa se mandong
ty- wot- emepa se mang -tong
3R.Pssr- Detr- teach Desid 3.Cop -Col
Then a few have put their names, they are wanting to learn.
DK Interviews 2006 FIEr 0083
jewa'potaje mora oty enery ke, onjewara
j- ewa'po -ta -e mora oty ene -ry ke onjewara
1- happiness -have.N -Prs.Tns 3InMd thing see -Nzr Instr how
mora mepoijang
mora m- epa (ry) -ja -ng
3InMd 2A- find -Pres -Dbt
I am happy to see such a thing, how do you find it?
DK Interviews 2006 FIEr 0084
559
ah,
ah
Res
jU'pa jumy mandong,
jU'pa jumy mang
good Intns 3.Cop -Col
jU'pa jumy mang
-tong jU'pa jumy mang
good Intns 3.Cop
Ah, they are very good, it is very good.
DK Interviews 2006 FIEr 0085
FIEr
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 FIEr 0086
FeMa
jU'pa jumy sepoija mora, oty mora wara a'ta pa'poro
jU'pa jumy s- epa (ry) -ja mora oty mora wara a'ta pa'poro
good Intns 1A- find -Pres 3InMd Hes 3InMd way if all
kynetatong rapa mora taurangong
ky- n- eta -tong rapa mora t- auran -kong
3.Rm- 3A30- hear -Col again 3 InMd 3R- language -Col
I find that very good, if it's like that, then they will hear their
language again.
DK Interviews 2006 FIEr 0087
FIEr
m'hm
m'hm
m'hm
mora me kuru mora wara a'na
mora me kuru mora wara a'na
3InMd Attr Affirm 3InMd way 1+3
kynonymengano
ky- n- wot- enumenga -no
3.Rm- 3A30- Detr- think -Prs.Tns.Dbt
M'hm, for that reason we are thinking like that.
DK Interviews 2006 FIEr 0088
FeMa
idjeke era meneja djamba era a'na weidjy
idjeke ero m- ene -ja djombo ero a'na we'i -ry
for.that.reason 3InPx 2A- see -Pres then 3InPx 1+3 be -Nzr
For that reason you see we are doing this.
DK Interviews 2006 FIBr 0089
era kurama se a'na mang
ero kurama se a'na mang
3InPx look.after Desid 1+3 3.Cop
We are wanting to keep this.
DK Interviews 2006 FIBr 0090
560
m'hm,
m'hm
m'hm
jU'pa 'ne ma
jU'pa 'ne mang
good really 3.Cop
M'hm, that's good.
DK Interviews 2006 FIBr 0091
FIBr
m'hm
m'hm
m'hm
kyna:sang
ky- n-
3.Rm- 3Sa-
o (py)
come
-ja -ng
-Pres -Dbt
kypaijanga kaije djamba
k- pa -jang -kong ka -e djombo
1+2- grandchild -Coll.An -Col say -Prs.Tns then
M'hm, our grandchildren are coming, I say.
DK Interviews 2006 FIBr 0092
FeMa
m'm
m'm
Hes
M'hm.
DK Interviews 2006 FIBr 0093
FIBr
aidje 'ne eneta'me erapa i'wainje taki
aidje 'ne ene -to'me erapa i- 'wa -ine taki
later Intns see -Purp also 3- Dat -Col say
Later, so they can see it, I say,
DK Interviews 2006 FIBr 0094
FeMa
mase 'ne tansji mi
mose 'ne tansi mi
3AnPx Intns grandfather late
tuweitje, idja'me te ere wara a'na
t- we'i -se -to i- -to'me te ero wara a'na
T- be -Ptcp -Pst.Cont.Nzr3- -Purp Interj 3InPx way 1+3
this was our late grandfather, for that reason we are like this.
DK Interviews 2006 FIBr 0095
m'm
m'm
Hes
M'hm.
DK Interviews 2006 F1Br 0096
F1Br
painjare mepoija
painjare m- epo(ry) -ja
maybe 2A- find -Pres
Maybe you find it . ..
DK Interviews 2006 F1Br 0097
FeMa
ah, jU'pa jumy mang
ah jU'pa jumy mang
Hes good Intns 3.Cop
Ah, it's really good.
DK Interviews 2006 F1Br 0098
F1Br
561
m'hm
m'hm
m'hm
paranakyrykon penaro ko ero wara
paranakyry -kon penaro ko ero wara
White.person -Coll long.ago Salnt 3InPx way
tuweitjoinje
ty- we'i -topo -ine
3R.Pssr- be -Cire -Col
M'hm, the White people, they were like this before.
DK Interviews 2006 F1Br 0099
FeMa
pa'poro morokong otykong arotoinje
pa'poro moro -kong oty -kong aro -to -ine
all 3InMd -Col thing -Col carry -Hab.A -Col
tuweitjopo 'wa
ty- we'i -topo 'wa
3R.Pssr- be -Cire Dir
They carried everything away to their country (Lit. 'their dwelling
place') .
DK Interviews 2006 F1Br 0100
m'm
m'm
Hes
M'hm.
DK Interviews 2006 F1Br 0101
F1Br
anenepy'pa
an- ene(py)
3Neg- bring
noro tuweitjoinje, ma ero
-hpa naran ty- we'i -tapa -ine ma era
-Neg anymare 3R.Pssr- be -Cire -Cal but 3InPx
te'ne eropo kyneitjan ky'ko ekosainje
te'ne eropo ky- n- e'i -take -ng ky'ko ekosa -ine
actually here 3.Rm- 3Sa- Cop -Fut -Dbt 1+2 with -Col
They did not bring it anymore, but this will stay here with us.
DK Interviews 2006 FlBr 0102
FeMa
jU'pa kuru mang
jU'pa kuru mang
good Affirm 3.Cop
That's great.
DK Interviews 2006 FlBr 0103
FlBr
moro menetake rapa ero pahpota
moro m- ene -take rapa ero pahpota
3InMd 2A- see -Fut again 3InPx afterward
You will see yourself again, afterward.
DK Interviews 2006 FlBr 0104
FeMa
ja jU'pa 'ne ma
ja jU'pa 'ne mang
yes good Intns 3.Cop
Yeah, that's good.
DK Interviews 2006 FlBr 0105
FlBr
da shitjotoja rapa erome
da si- koto -ja rapa erome
then 1A30- cut -Pres again today
Then, I cut it here today.
DK Interviews 2006 FlBr 0106
FeMa
grantanji ero wara awotandy'mopo a'na marc
grantanji ero wara a- wot- andy'mo -po a'na maro
thank. you 3InPx way 2- Detr- seat -one.who.is 1+3 with
Thank you so much for sitting with us like this.
DK Interviews 2006 FlBr 0107
idjeke eropo nitjotoja rapa a'na
idjeke eropo ni- koto -ja rapa a'na
therefore here 3AO- cut -Pres again 1+3
It's good now, she will cut here.
DK Interviews 2006 FlBr 0108
562
m'hm
m'hm
m'hm
... {Intj}
Hes
M'hm.
DK Interviews 2006 FlBr 0109
F1Br
Williams Tokna
da amukong otykong poko
... {Intj} da amu -kong oty -kong poko
Hes then some -Col thing -Col about
woturupotake o'wa
w- ot- uru -po -take 0- 'wa
lSa- Detr- talk.to -Caus -Fut 2- Dat
So, I am going to ask you about a few things.
DK Interviews 2006 WiTo 0001
FeMa
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 WiTo 0002
WiTo
da koju:sa
da k- wot- eju(ku) -ja
then 2A10- Detr- answer -Pres
Then I will ask you.
DK Interviews 2006 WiTo 0003
FeMa
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 WiTo 0004
WiTa
dan, moro ajety muku:sang? onjewara ko
dan moro aj- ety -ry m- uku(ty) -ja -ng onjewara ko
then 3InMd 2- name -pssd 2A- know -Pres -Dbt how QP
ajety nang?
aj- ety -ry na -ng
2- name -pssd 3.Cop -Dbt
Then, do you know your name? What is your name?
DK Interviews 2006 wiTo 0005
FeMa
jety suku:sa ma moro kari'nja auran da
j- ety -ry s- uku (ty) -ja rna moro kari'nja auran ta
1- narrle
___ ...:::I
lA- know -Pres 1-.~_~ """J "T"~_ ... lt....::J T'~~_~ I ~_~_ language in-l'l:>l:>U .uUL ..) ..Ll11VlU .l\.elLL"UJel
'ne te ro'mun ejatory anukuty'pa wa. mose
'ne te rO'mun ejata -ry an- uku (ty) -hpa wa mase
Intns Interj certainly call -Nzr 3Neg- know -Neg leap 3AnPx
563
typana karaimo
ty- pana karai -mo
3R.Pssr- ear black-?
suku:sa.
s- uku(ty) -ja
1A- know -Pres
auran da roten jety
auran ta roten j-
language in only 1-
ety
name
-ry
-pssd
564
I know my name, but I don't know how it's called in Kari'nja.
know my
DK Interviews 2006 WiTo 0006
WiTo
name in Sranan Tongo.
moro me ejatoko
moro me ejato -ko
3InMd Attr call -Imper
Just say it.
DK Interviews 2006 WiTo 0007
FeMa
I only
m'm
m'm
Res
awu jety
awu j-
1 1-
ety
name
mang
-ry mang
-pssd 3.Cop ***
Williams Teodorus Tokna
Williams Teodorus Tokna
*** ***
My name is Williams Teodorus Tokna.
DK Interviews 2006 WiTo 0008
WiTo
asiritjory rapa
a- siritjo -ry rapa
2- age -pssd again
And your age?
DK Interviews 2006 WiTo 0009
FeMa
siritjory, siritjory mang 72 jaar
siritjo -ry siritjo -ry mang 72 jaar
age -pssd age -pssd 3.Cop72 year
My age, my age is 72 years.
DK Interviews 2006 WiTo 0010
WiTo
m'm,
m'm
Res
ja um,
ja ***
yes Res
Konomerume po'nong amoro?
Konomerume ponon amoro
Donderskamp who.are.at 2
M'hm, yes, urn, are you from Konomerume?
DK Interviews 2006 WiTo 0011
FeMa
UWQ.
uwa
no
No.
DK Interviews 2006 WiTo 0012
WiTo
565
awu Konomerume ponon kapyng
awu Konomerume ponon kapyng
1 Donderskamp who.are.at Neg
I am not from Konomerume.
DK Interviews 2006 wiTo 0013
awu wo:sa
awu w- 0 (py)
1 lSa- come
kon Konomerume 'wa penaro 'ne
-ja kon Konomerume 'wa penaro 'ne
-Pres *** Donderskamp Dir long.ago Intns
I carne to Konomerume a long time ago.
DK Interviews 2006 WiTo 0014
mo'ko pamy me weitjoto
mo'ko pamy me we'i -to -tong
3AnMd brother.in.law Attr be -pst.cont -Col
jene:sakong
j - ene (py)
10- bring
ero Konomerume 'wa
-ja -kong ero Konomerume 'wa
-Pres -Col 3InPx Donderskamp Dat
The one who is my brother-in-law brought me here to Konomerume.
DK Interviews 2006 WiTo 0015
oty,
oty
Hes
mo'ko pamy me weitjoto da siritjo
mo'ko pamy me we'i -to -tong da siritjo
3AnMd brother.in.law Attr be -pst.cont -Col then year
matypyty ena:se jene:sako
'marty) -ty ena(py) -se j- ene(py)
finish -Nzr eat -Purp 10- bring
-jakong
-Pst.Punct
Urn, the one who is my brother-in-law brought me here to celebrate (eat)
the end of the year.
DK Interviews 2006 WiTo 0016
oruwa y'makong marc
oruwa y- 'mu -kong mara
three 1- child -Col with
with my three children.
DK Interviews 2006 WiTo 0017
pamy itjapombo y'wa
pamy i- ka -po -mbo y-
brother.in.law 3- say -Caus -devalued 1-
siritjo ena:se
'wa siritjo ena(py)
Dat year eat
-se
-Purp
wy:sa
w- y (to)
lSa- go
weitjopo 'wa
-ja we'i -topo 'wa
-Pres be -Circ Dir
He said to me, "Brother-in-law, I am going to celebrate t.b.e jlear at mjr"
horne village."
DK Interviews 2006 WiTo 0018
mo'ko pa'kanonenymbo enery mere
mo'ko pa'ka -no -neng -mbo ene -ry mero
3AnMd take.out -Prs.Tns.Dbt -one.who.does -Pst see -Nzr when
566
tata enery mero nanga jomorykong enery mero
tata ene -ry mero nanga j- omory -kong ene -ry mero
mother see -Nzr when and 1- family -Col see -Nzr when
To see the person who brought me to life, to see my mother, to see my
family.
DK Interviews 2006 wiTo 0019
awopy
a- 0 (py)
2- come
y'wa
y- 'wa
1- Dat
se painjare mana
-ry se painjare mana
-Nzr Desid maybe 2.Cop with
marc kyngako
maro ky- n- ka -kong
3.Rm- 3Sa- say -Col
"Perhaps you want to come with me?" he said to me.
DK Interviews 2006 WiTo 0020
da moro wara itjary ke kynako,
da moro wara i- ka -ry ke ky- na -jakong ***
then 3InMd way 3- say -Nzr Instr 3.Rm- 3.Cop -Pst.Punct Hes
wyto se ro 'ne wa pamy moro
w- y (to) se ro 'ne wa pamy moro
lSa- go Desid indeed Intns 1Cop brother. in .law 3 InMd
aweitjopo ene
a- we'i -topo ene
2- be -Circ see
When he said that, I told him, re want to go, brother-in-law, to see your
village. "
DK Interviews 2006 WiTo 0021
bika etymbo ro'kong setaje Konomerume
bikasi ety -mbo ro'kong s- eta -e Konomerume
because name -devalued only 1A- hear -Prs.Tns Donderskamp
Konomerume da wy:sa amaro
Konomerume da w- y(to) -ja a- maro
Donderskamp then lSa- go -Pres 2- with
ykapombo
y- ka -po -mbo
1- say -one.who.is -devalued
"Because I only hear the name, Konomerume, Konomerume, then I'll go with
DK Interviews 2006 wiTo 0022
you," I said.
da idjo wara wo'ne mo'ko pamy 'wa
da iro wara w- o (py) -neng mo'ko pamy 'wa
tllen 3 In.Al1.a way lSa- corne -Pst5 3AnIvid brother. in. law Dat
jenepyry
j - ene (py)
10- bring
marc wo'ne
-ry mara w- o (py)
-Nzr with lSa- come
-neng
-PstS
567
Then that's how I came, because my brother-in-law brought me with him I
came.
DK Interviews 2006 WiTo 0023
ma penaro pore wo:sa ko penaro pore eropo
rna penaro pore w- o (py) -ja ko penaro pore eropo
but long. ago since lSa- come -Pres SaInt long. ago since here
wa sinsi myrekokombo mere ro ja'ta wo:sa
wa sinsi myrekoko -mbo mere ro j - a'ta w- o (py) -ja
lCop *** young. man -Pst when indeed 1- if lSa- come -Pres
ko
ko
SaInt
Yeah, but I came here so long ago, such a long time ago I was here, I
came here when I was a young man.
DK Interviews 2006 WiTo 0024
idjeke ko moro o'toro siritjo ero Konomerume po
idjeke ko moro oltoro siritjo ero Konomerume po
for.that.reason SaInt 3InMdhow.many year 3InPx Donderskamp at
weidjy anukuty'pa
we'i -ry an- uku(ty)
be -Nzr 3Neg- know
wa
-hpa wa
-Neg lCop
For that reason, I don't know how many years I have been here at
DK Interviews 2006 WiTo 0025
Konomerume.
bika womepatopo taka tjo'pa tyweidjy wa
bikasi womepatopo taka i- y(to) -hpa ty- we'i -ry wa
because school into 3- go -Neg 3R.Pssr- be -Nzr lCop
Because I did not go to school.
DK Interviews 2006 WiTo 0026
idjeke moroko anukuty'pa kahty wa
idjeke moro -kong an- uku(ty) -hpa kahty wa
for.that.reason 3InMd -Col 3Neg- know -Neg maybe lCop
For that reason, I don't really know those things.
DK Interviews 2006 WiTo 0027
idjo wara moro wopypombo
iro wara moro w- o(py)
3InAna way 3InMd lSa- come
That is the way I came.
DK Interviews 2006 WiTo 0028
mang
-po -mbo mang
-one.who.is -Pst 3.Cop
then 3InPx lSa- Cop
da
da
ero
era
weitjo
\"1_ eli
mame, mose jemydjy
-to rname rnose ;- emyi -'r"
.J -.1
-Pst4 *** 3AnPx 1- daughter -Pssd
mjenda'mase 'ne sene:sa
i- menta -'rna -se 'ne s- ene(py)
3- menstruate -Cmpltv -Ptcp IntnslA- bring
-ja
-Pres
kon
kon
***
568
Then since I had to come, I brought my daughter, and she had just become
a young woman.
DK Interviews 2006 WiTo 0029
da moro wopymbo ro da mose myrekoko
da moro w- o (py) -mbo ro da mose myrekoko
then 3 InMd lSa- come -Pst indeed then 3AnPx young.man
pjoko tyweijembo me kynako
i- poko t- we'i -se -mbo me ky- na -jakong
3- about T- become -Ptcp -Pst Attr3.Rm- 3.Cop -Pst.Punct
Then since I came, this young man was with her.
DK Interviews 2006 WiTo 0030
awu anukuty'pa wa awu oty,
awu an- uku(ty) -hpa wa awu oty
1 3Neg- know -Neg 1Cop 1 Hes
woku enyry
woku eny (ry)
beer drink
aropotyry poko roten ko'mambo:sa
aro -potty) -ry poko roten ko'ma(my) -po (ty) -ja
take -Iter -Nzr occupied. with only get.dark -Iter -Pres
I didn't know it, I, urn, was just drinking kasiri all day.
DK Interviews 2006 WiTo 0031
dis ten myrekoko tykoweidjy emanong
dis ten myrekoko ty- kowei -ry ema -non
*** *** young.man 3R.Pssr- fishhook -Pssd throw -Prs.Tns.Dbt
jemydjy tuponaka
j- emyi -ry tuponaka
1- daughter -Pssd onto
By this time, the young man had thrown his hook onto my daughter.
DK Interviews 2006 WiTo 0032
idjo wara da mose jemydjy tapoije
iro wara da mose j - emyi -ry t- apoi -se
3I nAna way then 3AnPx 1- daughter -Pssd T- take -Ptcp
kynotapoisheng ma moro
ky- n- wot- apoi -seng rna moro
3.Rm- 3A30- Detr- take -PstS.Col but 3InMd
wjotapo'isheng
i- wot- apoi -seng
3- Detr- take -PstS.Col
In that way, my daughter was taken, they took themselves, she was taken.
DK Interviews 2006 WiTo 0033
da maiko itja1topo kapiten mi arupa mora jako
da mo'ko i- ka'topo kapiten mi arupa moro jako
then 3AnMd 3- uncle *** late *** 3InMd at. time
mondono ro tuweitjo
mondo -no ro t- we'i -se -to
alive -Ent indeed T- be -Ptcp -Pst.Cont.Nzr
569
Then my uncle, the late Chief Arupa, at that time he was still alive.
DK Interviews 2006 WiTo 0034
da mo'ko ngakong undymbo ma wapotombo
da mo'ko ni- ka -kong undypo mang wapotombo
then 3AnMd 3Sa- say -Col place.where.X.is 3.Cop elder
emydjy poko koro kysakimjaitjo
emyi -ry poko koro kys- akima -i -ko
daughter -Pssd occupied. with Appeal 1+2A- flirt -Vet -Imper
Beauty tykambo me kynako
Beauty t- ka -mbo me ky- na -jakong
*** T- say -devalued Attr 3.Rm- 3.Cop -Pst2
typatymy 'wa
ty- patymy -ry 'wa
3R.Pssr- nephew -Pssd Dat
Then he said, "Beauty, don't be flirting this elder's daughter for no
reason, " he said to his nephew.
DK Interviews 2006 WiTo 0035
bika koromo meko rorupo mo'ko ijumyko mang ma
bikasi koromo meko rorypo mo'ko i- jumy -kong mang rna
because recent small defficient 3AnMd 3- father -Col 3.Cop but
wapotombo me mang
wapotombo me mang
elder Attr 3.Cop
"Because you see her father as a little boy, but he is an elder."
DK Interviews 2006 WiTo 0036
na so
na so
thus so
wotandy'monong kyne'itjang,
wot- andylmo -non ky- n- eli -take -ng
Detr- seat -Prs.Tns.Dbt 3.Rm- 3Sa- Cop -Fut -Dbt
kyko'mapo:take
k- ko'ma -po (ty) -take
lA20- call -Iter -Fut
"And so we will sit down, I will send for you. "
DK Interviews 2006 WiTo 0037
bika ashitjo ro'mun moro ajemery ja'wa
bikasi ashitjo ro'mun moro aj- erne -ry jawa
because a.little certainly 3InMd 2- custom -pssd bad. one
me mang
me mang
Attr 3.Cop
"Because your tAlay is not good 0 "
DK Interviews 2006 wiTo 0038
tykambo me mo'ko itja'topo je
ty- ka -mbo me mo'ko i- ka'topo ... {Intj} je
3R.Pssr- say -Pst Attr 3AnMd 3- uncle Hes you
That's what his uncle said.
DK Interviews 2006 WiTo 0039
da djembe da meke re pamy
da djombo da mo'ko ro pamy
then then then 3AnMd indeed brother. in. law
jene
jene
***
'ne
'ne
Intns
nymbe
nyffibo
***
570
kyngake, a'a se Beauty wapetembe
ky- n- ka -kong a'a se Beauty wapotombo
3.Rm- 3Sa- say -Col yes Desid *** elder
akimjaje emydjy peke, ma
akima -e 0- emyi -ry poko rna
torment -Prs.Tns 3- daughter -Pssd about but
wetandy'mene kyne'itja me'ke kapiten
wot- andy'mo -no ky- n- e'i -take mo'ko kapiten
Detr- seat -Inf 3.Rm- 3Sa- Cop -Fut 3AnMd ***
mi mjare
mi maro
late with
Then my brother-in-law said, "Yes, Beauty, the way you bother this
elder's daughter, we will si t down wi th the late Chief."
DK Interviews 2006 WiTo 0040
bika ashitje emepe'pa mana bika mese
bikasi ashitjo erne -mbo -hpa rna (na) bikasi mose
because a.little manner -devalued -Neg 2.Cop because 3AnPx
wapetembe mang kawai anupi'pja mang
wapotombo mang kawai an- upi -hpa mang
elder 3.Cop fight Neg- seek -Neg 3.Cop
"Because your manner is not good, because this is an elder, he is not
looking for trouble. "
DK Interviews 2006 WiTo 0041
ty'make mare nepyi,
ty- 'mu -kong maro n- o (py)
3R.Pssr- child -Col with 3Sa- come
-i
-Rec.Pst
tymydjy ije upi waty tywe:se
ty- emyi -ry lJO upi waty t- w-
3R.Pssr- daughter -pssd husband find Neg.Ex T- Sa-
o (py)
come
-se
-Ptcp
mang, tetetawase nyteng,
mang t- wot- etawa -se n- y(to)
3.Cop Detr-T- Detr- visit -Ptcp 3Sa- go
mere wara makimjaje
moro wara m- akima-e
3InMd way 2A- tease -Prs.Tns
ein mal te
-ng ein mal te
-Dbt *** *** when
emydjy peke da ety
emyi -ry poko da oty
daughter -pssd about then what
waty mang
waty mang
Neg.Ex 3.Cop
571
"He came with his children, he didn't come to find a husband for his
daughter, he came to visit, but anyway since you are bothering his
daughter, then we need to sit and talk."
DK Interviews 2006 WiTo 0042
ma wotandy'monong 'ne kyne'itja
rna wot- andy'mo -non 'ne ky- n- e'i -take
but Detr- seat -Prs.Tns.Dbt Intns 3.Rm- 3Sa- Cop -Fut
moko sewo oty
mo'ko sewo oty
3AnMd older.brother Hes
ajerupata jupy mene moro
a- erupa -take juku mene moro
20- talk.to -Fut good Intns 3InMd
aweidjy
a- we'i
2- be
ja'wa me aweidjymbo emato'me
-ry jawa me a- we'i -ry -mbo ema -to'me
-Nzr bad. one Attr 2- be -Nzr -devalued throw -Purp
o'wa wyrypopo tuponaka
0- 'wa wyrypopo tuponaka
2- Agt trash.heap onto
"We will have to sit with this brother, urn, and he will talk with you to
get you to throw your bad manners onto the trash heap. "
DK Interviews 2006 WiTo 0043
moro wara ro tykambo me moko tja'topo
moro wara ro ty- ka -mbo me mo'ko i- ka'topo
3InMd way indeed 3R.Pssr- say -Pst Attr 3AnMd 3- uncle
i'wja kynako
i- 'wa ky- na -jakong
3- Dat 3.Rm- 3.Cop -Pst2
That is the way his uncle talked with him.
DK Interviews 2006 WiTo 0044
da ko'mapo i'wjainje moro
... {Intj} da ko'ma -po i- 'wa -ine moro
Hes then call -one.who.is 3- Dat -Col 3InMd
auranano weto,
0- auran -no weto
3- story -num occ.with
verjadering
verjadering
***
Then they called me to come to a meeting to talk it over.
DK Interviews 2006 WiTo 0045
idjombo mo'ko kapiten mi kyngano i'wja
idjombo mo'ko kapiteni mi ky- n- ka -no i- 'wa
then 3AnMd chief late 3.Rm- 3Sa- say -Prs.Tns.Dbt 3- Dat
ki'nurujatong
ky- n- uru -ja -tong
3.Rm- 3A30- admonish -Pres -Col
kynurujatong
ky- n- uru -ja -tong
3.Rm- 3A30- admonish -Pres -Col
572
kynurujatong
ky- n- uru -ja -tong
3.Rm- 3A30- admonish -Pres -Col
Then the late Chief talked to him, he admonished him, he admonished him,
he admonished him.
DK Interviews 2006 WiTo 0046
metana se Beauty mose wapotombo
m- eta -no se Beauty mose wapotombo
2A- hear -Prs.Tns.Dbt Desid *** 3AnPx elder
emydjy poko aja'ta mora ajemerymbo
emyi -ry poko a- a'ta moro a- eme -ry -mbo
daughter -Pssd occupied. with 2- if 3InMd 2- manner -Pssd -Pst
emako wyrypopo tuponaka emako
ema -ko wyrypopo tuponaka ema -ko
throw -Imper trash. heap onto throw -Imper
"You listen, Beauty, if you are with this elder's daughter, throw your
manner onto the trash heap, throw it away."
DK Interviews 2006 WiTo 0047
idjombo pjoko mandong
idjombo i- poko mang
then 3- occupied.with 3.Cop -Col
tee aitjepysang
-tong te aike(py) -ja -ng
until finish -Pres -Dbt
And so he was occupied with him until, he finished.
DK Interviews 2006 WiTo 0048
da y'wa
da y-
then 1-
para kynoturupose
'wa poro ky- n- wot- uru -po -se
Dat Intns 3.Rm- 3A30- Detr- talk.to -Caus -Purp
Then they asked me.
DK Interviews 2006 WiTo 0049
idjo wara se,
iro wara se
3InAna way oh!
idjo wara
iro wara
3InAna way
patymy ngano, idjo wara,
patymy n- ka -no iro wara
nephew 3Sa- say -Prs.Tns.Dbt 3InAna way
"In that way, nephew," he said, "In that way, in that way."
DK Interviews 2006 WiTo 0050
ka'topo me erapa tuweitjo mo'ko se
ka'topo me erapa t- we'i -se -to mo'ko se
uncle Attr also T- be -Ptcp -Pst.Cont.Nzr3AnMd oh!
mi
mi
late
He was my uncle, too, the late Arupa.
DK Interviews 2006 WiTo 0051
arupa
arupa
***
573
idjeke kuru mo'ko pamy
idjeke kuru mo'ko pamy
for.that.reason Affirm 3AnMd brother. in. law
jomoru me mandong
j- omary -ry me mang -tong
1- family -pssd Attr 3.Cop -Col
For that reason, my brother-in-law is part of my family, too.
DK Interviews 2006 WiTo 0052
ja ka'topo me mandong, da idjo
ja ka'topo me mang -tong da ira
yes unele Attr 3.Cop -Col then 3InAna way
awu
awu
1
wara jaurana go'u
wara j- aurana ko'u
180- talk at.last
Yeah, he is my uncle, then in that way I spoke now, me.
DK Interviews 2006 WiTo 0053
ja
ja
yes
Yes.
DK Interviews 2006 WiTo 0054
FeMa
y'wa
y-
1-
j awo j u 'pa mang moro
'wa jawo jU'pa mang mora
Dat mat.uncle good 3.Cop 3InMd way
wara mang jawo
wara mang j awo
3.Cop mat.umat.unele
ka'kong da jU'pa mang
ka -jakong da jU'pa mang
say -Pst.Punet then good 3.Cop
"For me, it is O.K., uncle, that way is, uncle," I said, "It is good."
DK Interviews 2006 wiTo 0055
WiTo
wan sani ete ro'mun kaije parimjy
wan sani ete ro'mun ka -e pari (my)
one *** *** certainly say -Prs.Tns son. in. law
me we'ipoto
me we'i -po -to
Attrbe -one.who.is -If
jemydjy
j- emyi -ry
1- daughter -Pssd
bongbongary se'pa iweitjake
bongbong -ka -ry se -hpa i- we'i -take
bang.bang -Remv -Nzr Desid -Neg 3- be -Fut
"Just one more thing," I said, "If fraU become my son-in-lar,~7, I don' t
want you to beat my daughter. "
DK Interviews 2006 WiTo 0056
bikasi j emydjy bongbongary enery j ako
bikasi j- emyi -ry bongbong -ka -ry ene -ry jako
because 1- daughter -pssdbang.bang -Remv -Nzr see -Nzr if
574
a'na respeki ambeta, efi respeki'pjata peke mare
a'na respeki ambo (ka) -take efi respeki -hpa -take poko mara
1+3 respect break -Fut if respect -Neg -Fut about with
da awu erapa irespeki'pja we'itjake parimjy peke
da awu erapa i- respeki -hpa w- e'i -take pari (my) poko
then 1 also 3- respect -Neg lSa- Cop -Fut son. in. law about
"Because if I see you beat my daughter, then our respect will break, and
if he doesn't have respect, I won't have respect for him as my son-in-
law either. "
DK Interviews 2006 WiTo 0057
en mere se'pa we'itjake
en mora se -hpa w- e'i -take
and 3InMd Desid -Neg lSa- Cop -Fut
wykapembe i'ja
w- yka -po -mba i-
lSa- say -one.who.is -devalued 3-
i' jainje
I ja i- I ja -ine
Dat 3- Dat -Col
"And I will not want that," I told him, for them.
DK Interviews 2006 WiTo 0058
da tjy'ne mere 'ne jate'ke waty mang jawe
da tjy'no mora 'ne j- ato'ke waty mang jawo
then *** 3InMd Intns 1- offensive Neg.Ex 3.Cop mat.uncle
wykapembe, asese kaba
w- yka -po -mba as- se kaba
lSa- say -one.who.is -devalued Recp- Desid Prfct
mandeng,
mang
3.Cop -Col
ma mejare te'kuru ere
-tong rna mijaro te'kuru era
but there well well
asese
as- se
Recp- Desid
weidjykeng ne'inje
we'i -ry -kong n- e'i -neng
be -Nzr -Col 3Sa- Cop -Opt
"Then, for me, it is not a problem, uncle," so I said, "They are wanting
each other, they love each other, so let them be. "
DK Interviews 2006 WiTo 0059
tee ety
te oty
until Hes
anyky efi mere re'mun reten moro ero wara
anyky efi mora ro'mun roten mora era wara
illness if 3InMd certainly only 3InMd 3InPx way
wjesanemasang any:matan
i- wot- sana (ma) -ja -ng anyky -rna -take -ng
3- Detr- love -Pres -Dbt illness -Chg -Fut -Dbt
wxkapo i'wja
w- yka -po i- 'wa
lSa- say -Pst 3- Dat
"Let it be this way that only illness will end their love," I said to
him.
DK Interviews 2006 WiTo 0060
575
idjo wara te'ne erome eropo wa
iro wara te'ne erome eropo wa
3InAna way actually now here 1Cop
So I said, and so now I am here.
DK Interviews 2006 WiTo 0061
jemydjy wykapo a
j- emyi -ry w- yka -po a
1- daughter -pssd1Sa- say -Pst 3.An.Nom
we setimjapo, da mose parimjy
we seti -rna -po da mose pari (my)
well set -Chg -Caus then 3AnPx son. in. law
ten di
ten di
*** ***
moro auran
moro auran
3InMd story
me weitjotong tauhto taka tyre ero wara
me we'i -to -tong t- auhto taka tyre ero wara
Attr be -Pst4 -Col 3R- house into *** 3InPx way
wjomimjapombo ero 'wa
i- wot- emima -po -mbo ero 'wa
3- Detr- move -Caus -Pst 3InPx Dir
My daughter said, after the story was set, then this son-in-law was in
his own
DK Interviews 2006 WiTo 0062
house, this way he moved to here.
mony po auhty kynako moro koromo
mony po 0- auhto -ry ky- na -jakong moro koromo
3InRm at 3- house -Pssd 3.Rm- 3.Cop -Pst.Punet 3InMd recent
wjomimjatopo na
i- wot- emima -topo na
3- Detr- move -Cire 3.Cop
When he had just moved here, his house was way over there.
DK Interviews 2006 WiTo 0063
so da tymaroinje ero jenepypombo
so da ty- maro -ine ero j- ene(py) -po -mbo
so then 3R.Pssr- with -Col 3InPx 10- bring -Caus -devalued
i'wjainje
i- 'wa -ine
3- Dat -Col
And so they brought me here with them.
DK Interviews 2006 WiTo 0064
jemydjy ngako, papa ewate
j- emyi -ry ni- ka -ko papa ewate
1- daughter -pssd 3Sa- say -Imper daddy ***
ero wara wokyry
era wara ~.- ,-- .~---WU1\.YLY
3 InPx way man
jakimjaje, da marc eitjo mo'jaro
j- akima -e da maro e'i -ko mijaro
10- flirt -Prs.Tns then with Cop -Imper there
j emangaryno
j - ema (my)
10- live
eneko mose wokyry
-ka -ry -no ene -ko mose wokyry
-Tvzr -Nzr -Prs.Tns.Dbt see -Imper 3AnPx man
576
'wa ngano mose jemydjy
'wa n- ka -no mose j- emyi -ry
Dat 38a- say -Prs.Tns.Dbt 3AnPx 1- daughter -pssd
My daughter said, "Papa, this man has asked for my hand, so you must
come there with me to see how this man lives with me, " my daughter said.
DK Interviews 2006 wiTo 0065
bika awu wytose rapa jako, ma moro wara
bikasi awu w-· y{to) -se rapa jako rna moro wara
because 1 18a- go -Purp again at. time but 3 InMd way
itjapombo ke da te now eropo wa
i- ka -po -mbo ke da te now eropo wa
3- say -one.who.is -Pst Instr then until now here 1Cop
Because I would have gone back, but since she spoke like that, then I am
here
DK Interviews 2006 WiTo 0066
now.
ekosa mjaroinje eropo jaty:sa
ekosa i- maro -ine eropo j- aty{py) -ja
with 3- with -Col here 180- grow.old -Pres
So together, with them, I am growing old here.
DK Interviews 2006 WiTo 0067
ja ja, moro wara te'ne ero 'wa atundang jawo
ja ja moro wara te'ne ero 'wa a- tunda -ng jawo
yes yes 3InMd way actually 3InPx Dir 280- arrive -Dbt mat.uncle
Yes, yeah, in that way you arrived here, uncle.
DK Interviews 2006 wiTo 0068
FeMa
jupy me jumy moro atoriry mang
juku me jumy moro a- tori -ry mang
good Attr Intns 3InMd 2- story -pssd 3.Cop
Your story is so beautiful.
DK Interviews 2006 WiTo 0069
ah
ah
Hes
oty
oty
what
ko
ko
QP
muku:sang
m- uku (ty)
2A- know
mokaro Akarani
-ja -ng mo'karo Akarani
-Pres -Dbt 3AnMdCoI Bigi.Poika
ponoko Kari'nja ,
ponon -kong kari'nja {rntj}
who.are.at -Col Kari'nja Hes
onjewara
onjewara
how
weidjykonymbo muku:satong
we'i -ry -kong -mbo m- uku{ty) -ja -tong
be -Nzr -Col -devalued 2A- know -Pres -Col
577
What do you know about those Kari'nja from Bigi Poika? Do you know how
they live?
DK Interviews 2006 WiTo 0070
moropo emamyryko
moropo ema(my) -ry -kong
there live -Nzr -Col
How they live there?
DK Interviews 2006 WiTo 0071
m'hm,
m'hm
m'hm
uwapo
uwapo
before
M'hm, before ...
DK Interviews 2006 WiTo 0072
WiTo
Kari'nja paidjo mokaro
kari'nja paidjo mo'karo
Kari'nja too 3AnMdCol
Are they Kari'nja, too?
DK Interviews 2006 wiTo 0073
FeMa
a'a kari'nja, eromete djombo te moksima
a'a kari'nja eromete djombo te moksi -rna
yes Kari'nja these.days then Interj mixed -Chg
mando,
mang
3.Cop -Col
typanakaraije weja'weja nde pjo'ny
-tong typanakaraije weja'weja nde pjo'ny
Creole.person Hindustani and. them Javanese.person
nde moropo typykeinje mandong
nde moropo ty- pyty -ke -ine mang -tong
and. them there 3R.Pssr- wife -resembling V -Col 3.Cop -Col
Yes, Kari'nja, well these days they are mixed, Creoles, Hindustanis,
Javanese, they are all taking wives there.
DK Interviews 2006 WiTo 0074
wiTo
ma uwapo penaro moko wapotosa
rna uwapo penaro mo'ko wapoto(po) -sang
but before long.ago 3AnMd elder -Col
tuweitjo
t- we'i -se -to
T- be -Ptcp -Pst.Cont.Nzr
But way back when, they used to be elders.
DK Interviews 2006 WiTo 0075
eropo eropo ajemaija tyko'maijato
eropo eropo a- ema(my) -ja ty- ko'ma(my) -ja -to
here here 280- live -Pres 3R.Pssr- night. fall -Pres -Col
578
ka'pa teko weidjy mang
ka -hpa teko we'i -ry mang
say -Neg *** be -Nzr 3.Cop
Here, here you live, why shouldn't I say it is so?
DK Interviews 2006 WiTo 0076
bika eropo k'ba komaijato eropo
bikasi eropo kaba k- ema(my) -ja -to eropo
because here Prfct 1+280- live -Pres -Col here
komaijato
k- ema(my) -ja -to
1+280- live -Pres -Col
Because we live here already, we live here.
DK Interviews 2006 WiTo 0077
idjo wara erapa moropo tuweitjoinje mokaro
ira wara erapa moropo ty- we'i -tapa -ine mo'karo
3InAna way also there 3R.Pssr- be -Circ -Col 3AnMdCoI
wapotosa jako
wapato (po) -sang jako
elder -Col at. time
It was like that there before, in the time of the elders.
DK Interviews 2006 WiTo 0078
wantoe wapotosa suku:sa
wantoe wapoto(po) -sang s- uku(ty)
*** elder -Col 1A- know
kapiteni mi uwapo
-ja kapiteni mi uwapo
-Pres chief late before
'ne kapiteni mi suku:sa
'ne kapiteni mi s- uku(ty) -ja
Intns chief late 1A- know -Pres
I know a few elders, the late Chief, I know the first late Chief.
DK Interviews 2006 WiTo 0079
da mora wara tuweitjoinje, oty
da mora wara ty- we'i -tapa -ine oty
then 3InMd way 3R.Pssr- be -Circ -Col Hes
jako ase'wa wjosejuruko
jako as- 'wa i- wos- eju(ku) -ry -kong
at. time Recp- Dat 3- Detr- inform -Nzr -Col
woku enyry
woku eny(ry)
beer drink
Then they were like that, when they were drinking kasiri, they informed
each other.
DK Interviews 2006 WiTo 0080
sarnbura pok:o mo IkarD my"rekoko
drum about 3AnMdCoI young.man
pirishiri mje warekong
pirishiri me ware -kong
happiness Attr song -Col
nde
nde
and. them
sambura poko mokaro myrekoko
579
They sang happily, they knocked the drum, those young boys.
DK Interviews 2006 WiTo 0081
moro o'win amu sambura ma, mati niwjory
moro o'win amu sambura mang mati ni- wo -ry
3InMd one one drum 3.Cop Suriname.Maroon 3AO- beat -Nzr
sambura moroko wory i'wjainje
sambura moro -kong wo -ry l- 'wa -ine
drum 3InMd -Col beat -Irr 3- Agt -Col
Well, one is a sambura drum, the other was a Maroon drum that they beat.
DK Interviews 2006 WiTo 0082
kynuwatong woku enyijatong
ky- n- uwa -tong woku eny(ry) -ja -tong
3.Rm- 3So- dance -Col beer drink -Pres -Col
They danced and drank kasiri.
DK Interviews 2006 WiTo 0083
eny:kono mainja emaminjako mushiro 'wa
eny(ry) -kong -no mainja emamina -kong mushiro 'wa
drink -Col -Prs.Tns.Dbt field work -Col col.labor Dat
kyny:satong
ky- n- y(to)
3.Rm- 3A30- go
-ja -tong
-Pres -Col
They drank, they did field work when they went to work parties.
DK Interviews 2006 WiTo 0084
mainja akotory, weri patyry, pjomyry,
mainja akoto -ry weri pa(ty) -ry i- po (my) -ry
field cut.down -Nzr leaves throw.away -Nzr 3- plant -Nzr
woryijang idjo wara tuweitjoinje
woryijang iro wara ty- we'i -topo -ine
woryi -jang 3InAna way 3R.Pssr- be -Circ -Col
To cut a field, to throwaway leaves, to plant, the women were like
that, they were like that.
DK Interviews 2006 wiTo 0085
moropo nona moro wara erapa mandong,
moropo nono moro wara erapa mang
there now 3InMd way also 3.Cop -Col
mojaro moro
-tong mijaro moro
there 3InMd
emerykong kyny:sa
erne -ry -kong ky- n- y(to) -ja
manner -pssd -Col 3.Rm- 3Sa- go -Pres
The people there are like that, their manner is (goes) like that there.
DK Interviews 2006 WiTo 0086
moro wara ro djombo oty
moro wara ro djombo oty
3InMd way indeed then Hes
woku 'maty pate ase'wa
woku 'rna (ty) pato as- 'wa
beer finish place Recp- Dat
580
wjosejuruko
i- wos- eju(ku) -ry -kong
3- Detr- inform -Nzr -Col
They are like that, when the kasiri is finished, they inform each other.
DK Interviews 2006 WiTo 0087
mo'ko mo'ko jopoto mo'ko hasija mo'ko
mo'ko mo'ko jopoto mo'ko basija mo'ko
3AnMd 3AnMd chief 3AnMd lieutenant 3AnMd
typoitjoryko eju:sa
ty- poitjo -ry -kong eju(ku) -ja
3R.Pssr- young.man -pssd -Col inform -Pres
The leader, the bassja, he informs all of his people.
DK Interviews 2006 WiTo 0088
wokumho ni'mjatyishe
woku -mbo ni- 'ma(ty)
beer -former 380- finish
ero auhto ta
ero auhto ta
3InPx house in
ngano
-i -se n- ka -no
-Rec.Pst -Ptcp 38a- say -Prs.Tns.Dbt
He says, the kasiri is finished here in this house.
DK Interviews 2006 WiTo 0089
amu 'wa terapa ka'mako
amu 'wa terapa ka'makong
something Dir already let's.go.Coll
Let's go somewhere else.
DK Interviews 2006 WiTo 0090
mijaro poro mo'ko jopoto auhty 'wa nero ka'mako
mijaro poro mo'ko jopoto auhto -ry 'wa nero ka'makong
there Intns 3AnMd chief house -pssd Dir authentic let's.go.Coll
Let's go over there to the cheif's own house.
DK Interviews 2006 WiTo 0091
moropo woku rapa mang
moropo woku rapa mang
there beer again 3.Cop T-
wapotosa
wapoto(po) -sang
elder -Col
tykatoinje
t- ka -to -ine
T- say -Hab -Col
There is kasiri there, the elders would say.
DK Interviews 2006 WiTo 0092
idjoko wara moropo tywesapimjaryko
iro -kong wara moropo ty- wot- sapima -ry -kong
3InAna -Col way there 3R.Pssr- Detr- play -Nzr -Col
aropotoinje wapotosa
aro -poto -ine wapoto(po) -sang ... {Intj}
carry -*** -Col elder -Col Hes
581
The elders used to walk and play that way there.
DK Interviews 2006 WiTo 0093
moro aweitjopo 'ne ro Pikin.Saron me
moro a- we'i -topo 'ne ro Pikin.Saron me
3InMd 2- be -Circ Intns indeed Pikin.Saron Ess
kynejatojatong Kari'nja auran da ety
ky- n- ejato -ja -tong kari'nja auran ta ety
3.Rm- 3A30- call -Pres -Col Kari'nja language in name
muku:san
m- uku(ty) -ja -n
2A- know -Pres -pssd
Your home village, the one they call Pikin Saron, do you know it's name
in Kari' nja?
DK Interviews 2006 WiTo 0094
FeMa
moro 'ne Saronno ety moro mang
moro 'ne Saron -no ety moro mang
3InMd Intns Pikin.Saron -Ent name 3InMd 3.Cop
That is its name, Saran.
DK Interviews 2006 WiTo 0095
WiTo
ety ety
ety ety
name name
moro nang
moro na -ng
3InMd 3.Cop -Dbt
Name, that is its name?
DK Interviews 2006 WiTo 0096
FeMa
a'ha ety moro mang ero
aha ety moro mang ero
yes name 3InMd 3.Cop 3InPx way
wara erapa kuru mang ero
wara erapa kuru mang ero
also Affirm 3.Cop 3InPx
kari ero ipjoriry Konomerume
kari ero i- pori -ry Konomerume
*** 3InPx 3- creek -pssd Donderskamp
Yes, that is its name, it's like this, the way we call this creek
Konomerume.
DK Interviews 2006 WiTo 0097
WiTo
kyy
kyy
Interj
Oh.
DK Interviews 2006 WiTo 0098
FeMa
idjo wara erapa moro ipjoriry moro mang
iro wara erapa moro i- pori -ry moro mang
3InAna way also 3InMd 3- creek -pssd 3InMd 3.Cop
That creek is that way, too.
DK Interviews 2006 WiTo 0099
WiTo
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 WiTo 0100
FeMa
moro ipjoriry ety kuru moro Saron m'm
mora i- pori -ry ety kuru moro Saron m'm
3InMd 3- creek -pssd name Affirm 3InMd Pikin.Saron Hes
That creek's name is Saran, yeah.
DK Interviews 2006 WiTo 0101
WiTo
djombo teko moropo mo'ko papa mi moro tuweitjopo
djombo teko moropo ma'ko papa mi mora ty- we'i -tapa
then *** there 3AnMd Father late 3InMd 3R.Pssr- be -Circ
mang awonga
mang awo(my) -ka
3.Cop get.up -Tvzr
In that way, my late father opened a place there.
DK Interviews 2006 WiTo 0102
582
da so
da so
then so
me
me
Ess
moro presi ejatojatong moro Pikin.Saron
moro presi ejato -ja -tong mora Pikin.Saron
3InMd place give.name -Pres -Col 3InMd Pikin.Saron
Then that's how that place was named Pikin Saran.
DK Interviews 2006 WiTo 0103
bika joe abi Saron foe Paramuru po'nong da moromb0
bikasi joe abi Saran foe Paramuru ponon da moro -mba
because *** *** Saron for Paramaribo who.are.at then 3InMd -Pst
ejatojatong Pikin.Saron me
ejato -ja -tong Pikin.Saron me
call -Pres -Col Pikin.Saron Ess
Because you have Saran by Paramaribo, so they call that place Pikin
Saran.
DK Interviews 2006 WiTo 0104
da moropo so
da moropo so
then there so
'ne
'ne
Intns
Kari'nja nde tuwaitjo
kari'nja nde t- we'i
Kari'nja and. them T- be
-se -to
-Ptcp -Pst.Cont.Nzr
583
And so there were only Kari'nja there.
DK Interviews 2006 WiTo 0105
FeMa
m'm
m'm
Hes
Kari'nja, Kari'nja ma erome erapa oty,
kari'nja kari'nja rna erome erapa oty
Kari'nja Kari'nja but today also Hes
aseke mandong
aseke mang -tong
by.Xself 3.Cop -Col
M'hm, Kari'nja, there are Kari'nja, but today they are also mixed.
DK Interviews 2006 WiTo 0106
WiTo
mojang no, typanakaraije, moro pjo'ny nde,
mojang no typanakaraije moro pjo'ny nde
3AnPxCol no Creole.person 3InMd Javanese.person and. them
weja'weja, paranakyry nde srefi, moropo amu
weja'weja paranakyry nde srefi moropo amu
Hindustani White.person and. them even there some
kynako paranakyry
ky- na -jakong paranakyry
3.Rm- 3.Cop -Pst2 White.person
These, the Creoles, the Javanese, the Hindustanis, the White people,
e~n
DK Interviews 2006 WiTo 0107
some White people are there.
m'm
m'm
Hes
M'hm.
DK Interviews 2006 WiTo 0108
FeMa
moropo typyke kynako Kari'nja
moropo t- pyty -ke ky- na -jakong kari'nja
there T- wife -resembling V 3.Rm- 3.Cop -Pst2 Kari'nja
woryidjy ke
woryi -ry ke
woman -pssd Instr
There was (a White person) who had a Kari'nja woman as his wife.
DK Interviews 2006 WiTo 0109
WiTo
mo'ko terombo tywowombo me
... {Intj} mo'ko terombo ty- wot- wo -mbo me
Hes 3AnMd *** 3R.Pssr- Detr- kill -Pst Ess
kyuako arakapusa ke
ky- na -jakong arakapusa ke
3.Rm- 3.Cop -Pst2 shotgun Instr
Well, he killed himself with a shotgun.
DK Interviews 2006 WiTo 0110
a'a moropo ro ja'ta moro oty
a'a moropo ro j- a'ta moro oty
yes there indeed 1- when 3InMd thing
kynepasa'ma
ky- n- pasa -'rna
3.Rm- 3Sa- happen -Cmpltv
Yes, that thing happened when I was right there.
DK Interviews 2006 WiTo 0111
584
moro wjowopombo a no
moro i- wot- wo -po -mbo a no
3InMd 3- Detr- kill -one.who.is -Pst 3.An.Nom no
mje waty
me waty
Attr Neg.Ex
His killing himself was not a random thing.
DK Interviews 2006 WiTo 0112
espresi
espresi
***
wotaro tytombo me kynatoko oty 'wa ah,
w- otaro tytombo me ky- na -tong -jakong oty 'wa ah
Sa- hunt *** Attr 3.Rm- 3.Cop -Col -Pst2 thing Dir Hes
mijaro Kysuwini wyinjo naka mo'ko Kari'nja
mijaro Kysuwini wyinjo naka ma'ko kari'nja
there Cosewijne.River from towards 3AnMd Kari'nja
woryidjy marc
woryi -ry mara
woman -pssd with
They were hunting over there by the Cosewijne, him with his Kari'nja
wife.
DK Interviews 2006 WiTo 0113
da tjundasa
da i- tunda -sang
then 3- arrive -Col
Then they arrived.
DK Interviews 2006 WiTo 0114
tywotauhtyma'ma kaba mo'ko paranakyry moropo
ty- wot- auhtyma -'rna kaba mo'ko paranakyry moropo
3R.Pssr- Detr- give.house -Cmpltv Prfct 3AnMd White.person there
tyweidjy kynako moropo
ty- we'i -ry ky- na -jakong moropo
3R.Pssr- be -Nzr 3.Rm- 3.Cop -Pst2 there
The White man had made his house there already, it was there.
DK Interviews 2006 WiTo
da tjundasang moro tauhtyko 'wa
da i- tunda -ja -ng moro t- auhty -kong 'wa
then 3- arrive -Pres -Dbt 3InMd 3R- house.Pssd -Col Dir
Then they arrived at their house.
DK Interviews 2006 WiTo 0116
da amu tonaryke meko mo'ko pjyty kynako
da amu tonaryke meko mo'ko i- pyty ky- na -jakong
then one baby small 3AnMd 3- wife 3.Rm- 3.Cop -Pst2
Then his wife had a small baby then.
DK Interviews 2006 WiTo 0117
mo'ko Dofi emydjy marc ine tuweitjo,
mo'ko Dofi emyi -ry maro 'ne t- we'i -se -to
3AnMd *** daughter -pssd with IntnsT- be -Ptcp -Pst.Cont.Nzr
Poroja
Poroja
***
He was with Dofi's daughter, Poroja.
DK Interviews 2006 WiTo 0118
da iwjokasang
da i- wot- ka -sang
then 3- Detr- remove -Col
Then they came out (of the car).
DK Interviews 2006 WiTo 0119
idjombo teko da mo'ko pitjani tykaja pjyty
idjombo teko da mo'ko pitjani t- ka -ja i- pyty
then *** then 3AnMd child 3R- remove -Pres 3- wife
585
tywoka tyto
tywoka t-
*** 3R-
tauhty taka
y(to) t- auhto -ry taka
go 3R- house -pssd into
Then she took out the child, and his wife went into the house.
DK Interviews 2006 WiTo 0120
da tyrapary yka
da ty- rapa -ry y-
then 3R.Pssr- gun -Pssd 3-
... {Intj}
Hes
wy:sa tyka
ka w- y(to) -ja t-
say lSa- go -Pres 3R-
ka
say
Then he said he was going to get his gun.
DK Interviews 2006 WiTo 0121
moro tyrapary ty:je i'wja tytary ke,
moro ty- rapa -ry t- y(ry) -e i- 'wa tytary ke
3InMd 3R.Pssr- gun -pssd 3R- put -Prs.Tns 3- Dir bullets Instr
da moro ipinjary
da moro i- pina -ry
then 3InMd 3- take -Nzr
He had put his gun there with bullets (in it), then he took it.
DK Interviews 2006 WiTo 0122
da a hori eng
da a hori eng
then 3.An.Nom *** 3
moro pjotyry poko
moro i- poty -ry poko
3InMd 3- tip -pssd about
586
Then he held it at its tip.
DK Interviews 2006 wiTo 0123
da djombo tjyngary i'wja a moro
da djombo i- tynga -ry i- 'wa a moro
then then 3- pull -Nzr 3- Dat 3.An.Nom 3InMd
erobang moro oty shitjururu 'wa tykaka
ero -bang moro oty i- sitjuru -ry 'wa ty- kaka
3InPx -kind.of 3InMd thing 3- seat -pssd Agt 3R.Pssr- trigger
mango
mang
3.Cop
Then, the way he pulled it, this thing from the car seat cocked it.
DK Interviews 2006 wiTo 0124
Ah! eropo 'ne typoije ja kynako moropo ro tywoma kynako
Ah! It caught him there in the chest, he was killed there.
DK Interviews 2006 WiTo 0125
bro! tomba tapu
bro tomba tapu
Pow! face atop
Pow! On his face!
DK Interviews 2006 wiTo 0126
san!
san
what
ja jupy 'ne oty kapyng moro
ja juku 'ne oty kapyng moro
yes good Intns thing Neg 3 InMd
What! Yeah, that is not a good thing.
DK Interviews 2006 wiTo 0127
FeMa
da, Atypyty ekary erapa penaro jako Kari'nja weitjopombo
da Atypytyekary erapa penaro jako kari'nja we'i -topo -mbo
then Tibiti message also long.ago at.time Kari'nja be -Cire -Pst
me
me
Ess
So, then, we got a message that Tibiti used to be a Kari'nja place.
DK Interviews 2006 WiTo 0128
ala
a'a
yes
Yes.
DK Interviews 2006 WiTo 0129
WiTo
muku:sa erapa
m- uku(ty) -ja erapa
2A- know -Pres also
Do you know that, too?
DK Interviews 2006 WiTo Ol30
FeMa
a'a suku:sa Atypyty, Atypyty po kuru awu tywoma
a'a s- uku(ty) -ja Atypyty Atypyty po kuru awu tywoma
yes lA- know -PreS Tibiti Tibiti at Affirm l be.born
wa
wa
lCop
Yes, I know Tibiti, I was born in Tibiti.
DK Interviews 2006 WiTo Ol3l
WiTo
kyy
kyy
Interj
Oh.
DK Interviews 2006 WiTo Ol32
FeMa
587
moropo po'wepo tunaijembo
moropo po'wepo t- una (my)
there umbilical.cord T- bury
me tata mi
-e -mbo me tata mi
-Prs.Tns -Pst Ess mother late
'wa mang idjeke awu Atypyty po'nong wokapyry
awu
'wa mang idjeke awu Atypyty ponon wot- ka (py) -ry
awu
Agt 3.Cop for.that.reason l Tibiti who.are.at Detr- make -Nzr
l
wa
wa
lCop
My mother buried my umbilical cord there, so for that reason, I am a
Tibiti person.
DK Interviews 2006 WiTo Ol33
WiTo
moro Saronmbo 'ne moropo wetuwaro'maitje
moro Saron -mbo 'ne moropo wetuwaro'maitje
3InMd Saron -Pst Intns there ***
Over in Saron, there I grew up.
DK Interviews 2006 wiTo 0134
kyy
kyy
Interj
Oh.
DK Interviews 2006 WiTo 0135
FeMa
m'm idjeke moro 'ne weitjopo nero moro mang
m'm idjeke moro 'ne we'i -topo nero moro mang
Hes for.that.reason 3InMd Intns be -Circ authentic 3InMd 3.Cop
M'hm, for that reason, that is my actual place.
DK Interviews 2006 WiTo 0136
WiTo
Atypyty, Atypyty tuweitjo, Kari'nja
Atypyty Atypyty t- we'i -se -to kari'nja
Tibiti Tibiti T- be -Ptcp -Pst.Cont.NzrKari'nja
jumy tuweitjo
jumy t- we'i -se -to
IntnsT- be -Ptcp -Pst.Cont.Nzr
Tibiti, Tibiti used to be, so many Kari'nja used to be there.
DK Interviews 2006 WiTo 0137
ero, moropo Kari'nja uwary erapa weidjyko
ero moropo kari'nja uwa -ry erapa we'i -ry -kong
3InPx there Kari'nja dance -Nzr also be -Nzr -Col
This, there were Kari'nja dances.
DK Interviews 2006 WiTo 0138
588
woku enyry jako, Ah!
woku eny(ry) jako ah
beer drink at. time Hes
sambura poko mombotyryko 'ne roten
sambura poko mombotyryko 'ne roten
drum about *** Intns only
When they drink kasiri, Ah! They greet the dawn with sambura drums
(they dance all night).
DK Interviews 2006 WiTo 0139
m'hm
m'hm
m'hm
M'hm
DK Interviews 2006 WiTo 0140
FeMa
moropo tomo, moro furu j omory moropo
moropo t- omo moro furu j- omo -ry moropo
there 3R- family 3InMd *** 1- family -pssd there
tuweitjo
t- we'i -se -to
T- be -Ptcp -Pst.Cont.Nzr
There family, mostly my family used to be there.
DK Interviews 2006 WiTo 0141
WiTo
eromete djambo mokaro wapotosa
eromete djombo mo'karo wapoto(po)
these.days then 3AnMdCol elder
mambo pa'poro
-sang moro -mbo pa'poro
-Col 3InMd -Pst all
ty'ma'ty'ma
t- 'ma(ty)
T- finish
mandong
-'rna mang -tong
-Cmpltv 3.Cop -Col
589
Today, all of those elders have died (Lit. are finished).
DK Interviews 2006 wiTo 0142
mokaro pajangonymbo
mo'karo pa -jang -kong -mbo
3AnMdCoI grandchild -Coll.An -Col -devalued
tywotaipjapy'ma
t- wot- aipja(py)
3R- Detr- scatter
mandong
-'rna mang -tong
-Cmpltv 3.Cop -Col
Their grandchildren have scattered.
DK Interviews 2006 wiTo 0143
owe nare amukonymbo na
owe nare amu -kong -mbo na
where Doubt someone -Col -devalued 3.Cop
I don't know where most of them are.
DK Interviews 2006 wiTo 0144
tra wan Paramuru po tra wan owe nare Bernardsdorp po
tra wan Paramuru po tra wan owe nare Bernardsdorp po
*** one Paramaribo at *** one where Doubt Bernardsdorp at
Some are in Paramaribo, some, I don't know where, in Bernardsdorp.
DK Interviews 2006 WiTo 0145
idjo wara tywotaipjapy'ma
iro wara t- wot- aipja(py)
3InAna way 3R- Detr- scatter
In that way they have scattered.
DK Interviews 2006 WiTo 0146
ma apyimje tuweitjoinje
ma apyime t- we'i -topo -ine
but many T- be -Circ -Col
But they were many_
DK Interviews 2006 WiTo 0147
mandong
-'ma mang -tong
-Cmpltv 3.Cop -Col
da ero Konomerume po ajemaija
da ero Konomerume po a- ema(my)
then 3InPx Donderskamp at 280- live
So you live here in Konomerume.
DK Interviews 2006 WiTo 0148
FeMa
erome kaije djombo onjewara ko
erome ka -e djombo onjewara ko
today say -Prs.Tns then how QP
-ja
-Pres
mepoijang,
m- epo(ry) -ja -ng
2A- find -Pres -Dbt
ajemamyry
aj- ema(my) -ry
2- live -Nzr
Today I say, how do you find it living here?
DK Interviews 2006 WiTo 0149
um, eropo sepoija jopoto jU'pa
*** eropo s- epo(ry) -ja jopoto jU'pa
Hes here 1A- find -Pres chief good
Urn, I find it good here, Chief.
DK Interviews 2006 WiTo 0150
WiTo
jU'pa eropo sepoija
ju'pa eropo s- epo(ry) -ja
good here 1A- find -Pres
I find it good here.
DK Interviews 2006 WiTo 0151
idjo wara te now eropo jU'pa sepoija jopoto
iro wara te now eropo jU'pa s- epo (ry) -ja jopoto
3 I nAna way until now here good 1A- find -Pres chief
In that way, until now, I find it so good, Chief.
DK Interviews 2006 WiTo 0164
590
m'hm
m'hm
m'hm
sambura warery poko erapa
sambura ware -ry poko erapa
drum song -pssd occupied. with also
koneja
k- wot- ene -ja
1A20- Detr- see -Pres
M'hm, I see you sing sambura songs.
DK Interviews 2006 WiTo 0165
FeMa
moro sambura warery arory muku:sang
moro sambura ware -ry aro -ry m- uku(ty)
3InMd drum song -pssd carry -Nzr 2A- know
djupa
djupa
well
Do you know how to carry sambura songs well?
DK Interviews 2006 WiTo 0166
-ja -ng
-Pres -Dbt
hm.
***
Hes
moro te'ne ashitjo jU'pa 'ne anukuty'pa
moro te'ne ashitjo jU'pa 'ne an- uku(ty)
3InMd actually a .little good Int.ns 3Neg- know
wa
-hpa wa
-Neg leap
Hm. Well, that, I don't actually know it so well.
DK Interviews 2006 WiTo 0167
WiTo
591
ma sambura siwjoja jasakarykong maro
rna sambura si- wo -ja j- asaka -ry -kong maro
but drum 1A- beat -Pres 1- fellow -pssd -Col with
But I beat the sambura with my friends.
DK Interviews 2006 WiTo 0168
ma moko sambura warery aroneng, moko
rna mo'ko sambura ware -ry aro -neng mo'ko
but 3AnMd drum song -pssd carry -one.who.does 3AnMd
ejukuru suku:sa
eju(ku) -ry s- uku(ty)
answer -Nzr 1A- know
-ja
-Pres
But the person who carries the sambura songs, I know how to answer him.
DK Interviews 2006 WiTo 0169
m'm
m'm
Res
moro wara te wa ah,
moro wara te wa ah
3InMd way Interj 1Cop Res
wanwan suku:sa
wanwan s- uku(ty)
*** 1A- know
a'a
-ja a'a
-Pres yes
M'hm, I am that way, I know a few, yes.
DK Interviews 2006 WiTo 0170
da ishe
da i-
then 30-
jumy te seneja
se jumy te s- ene -ja
like Intns Interj 1A- see -Pres
Then I see that you like it.
DK Interviews 2006 WiTo 0171
FeMa
a'a,
a'a
yes
moro te'ne ishe
moro te'ne i-
3InMd actually 30-
ro uwa moro kuru
se ro uwa moro kuru
like indeed no 3InMd Affirm
kotyrykong moro mang
k- oty -ry -kong moro mang
1+2- thing -pssd -Col 3InMd 3.Cop
Yes, I like that, because that is our own thing.
DK Interviews 2006 WiTo 0172
WiTo
idjeke ko jakuwary srefi moro se mang jopoto
idjeke ko jakuwary srefi moro se mang jopoto
for.that.reason SaInt spirit even 3InMd Desid 3.Cop chief
For that reason, even my spirit wants that, Chief.
DK Interviews 2006 WiTo 0173
a'a,
a'a
yes
a'a,
a'a
yes
awu erapa awu ishe
awu erapa a~J i-
1 also 1 30-
jumy erapa wa
se jumy erapa wa
like Intns also 1Cop
Yes, yes, I too love it a lot.
DK Interviews 2006 WiTo 0174
FeMa
ma yse'pa te'ne mang
rna y- se -hpa te'ne mang
but 10- like -Neg actually 3.Cop
But it doesn't love me.
DK Interviews 2006 WiTo 0175
setaje surerupe sambura warery
s- eta -e su rorypo sambura ware -ry
1A- hear -Prs.Tns Emot possibly drum song -pssd
I only hear sambura songs.
DK Interviews 2006 WiTo 0176
a"ha
aha
yes
Yes.
DK Interviews 2006 WiTo 0177
WiTo
592
iwje
i-
30-
se wa wareta se wa
wo se wa wareta se wa
beat Desid 1Cop sing Desid 1Cop
I want to beat it, and I want to sing.
DK Interviews 2006 WiTo 0178
FeMa
a"a
a'a
yes
Yes.
DK Interviews 2006 wiTo 0179
WiTo
anukuty"pa te'ne wa
an- uku(ty) -hpa te'ne wa
3Neg- know -Neg actually 1Cop
But I don't actually know it.
DK Interviews 2006 WiTo 0180
FeMa
idje wara re, idje wara re
ira wara ro ira wara ro
3InAna way indeed 3InAna way indeed
That's how it is, that's how it is.
DK Interviews 2006 WiTo 0181
WiTo
idjeke 'ne awesapimjaryke enery jake
idjeke 'ne a- wot- sapima -ry -kong ene -ry jako
for. that. reason Intns 2- Detr- play -Nzr -Col see -Nzr if
y'wa, y'wa
y- 'wa y-
1- Dat 1-
'ne mang
'wa 'ne mang
Dat Intns 3.Cop
593
For that reason, I like to see when you play.
DK Interviews 2006 WiTo 0182
FeMa
a'ha
aha
O.K.
Yes.
DK Interviews 2006 WiTo 0183
WiTo
ero sambura ero Konomerume po djombo ashitjo wena{po) taka
ero sambura ero Konomerume po djombo ashitjo wena(po) taka
3InPx drum 3InPx Donderskamp at then a.little behind into
kyny:sang
ky- n- y(to) -ja -ng
3.Rm- 3Sa- go -Pres -Dbt
This sambura, it is going backward a little here in Konomerume.
DK Interviews 2006 WiTo 0184
FeMa
a'a,
a'a
yes
a'a,
a'a
yes
a'a
a'a
yes
Yes, yes, yes.
DK Interviews 2006 WiTo 0185
WiTo
dan, onjewara monymenganon wjoto'me
dan onjewara m- wot- enumenga -no i- o (py)
then how 2A- Detr- think -Prs.Tns.Dbt 3- come
rapa
rapa
again
Then, how do you think it can come back again?
DK Interviews 2006 WiTo 0186
FeMa
-to'me
-Purp
so, moro wjopyry kaije jopoto awu wjopy
so moro i- o(py) -ry ka -e jopoto awu i- o(py)
so 3InMd 3- come -Nzr say -Prs.Tns chief 1 3- come
se wa
se wa
Desid leap
So, for it to come back, I say Chief, I want it to come back.
DK Interviews 2006 WiTo 0187
WiTo
594
bika ero ero sambura kwarerykong idjo
bikasi ero ero sambura k- ware -ry -kong iro
because 3InPx 3InPx drum 1+2- song -pssd -Col 3InAna
uta:kary se'pa wa
uta (py) -ka -ry se -hpa wa
lose -Tvzr -Nzr Desid -Neg 1Cop
Because these are our sambura songs and I don't want them lost.
DK Interviews 2006 WiTo 0188
idjo wara erapa ero maraka utapyry se'pa wa
iro wara erapa ero maraka uta (py) -ry se -hpa wa
3InAna way also 3InPx rattle lose -Nzr Desid -Neg 1Cop
woryijang woryijang tomamindjy erapa mang
woryijang woryijang t- wot- emamin -ry erapa mang
woryi -jang woryi -jang 3R- Detr- work -Pssd also 3.Cop
In that way, too, I don't want to lose the rattle, that is the women's
work.
DK Interviews 2006 WiTo 0189
karawasi moro utapyry se'pa wa awu ma
karawasi moro uta (py) -ry se -hpa wa awu mang
rattle 3InMd lose -Nzr Desid -Neg 1Cop 1 3.Cop
I don't want the rattle to be lost.
DK Interviews 2006 WiTo 0190
moro te'ne pa'poro wapotosa karawasi emykonYmbo
moro te'ne pa'poro wapoto(po) -sang karawasi emy -kong -mbo
3InMd actually all elder -Col rattle owner -Col -Pst
sambura emykonYmbo, san epory p'sa nYmbo, eropo
sambura emy -kong -mbo san epo (ry) -ry p'sa nymbo eropo
drum owner -Col -Pst what find -Nzr *** *** here
Konomerume po pa'poro ni'mjaty'mato
Konomerume po pa'poro ni- 'ma(ty) -'ma -tong
Donderskamp at all 380- finish -Cmpltv -Col
The rattle leaders, the sambura leaders, all of those elders that I met
when I first came to Konomerume, all of them have died.
DK Interviews 2006 WiTo 0191
Api mi moko seneto sambura jopotory mere, ware,
Api mi mo'ko s- ene -tong sambura jopoto -ry mere ware
Nm late 3AnMd 1A- see -Col drum chief -Pssd Intns song
ware emy me nanga mose sure jawo Brank
ware emy me nanga mose su- ro jawo Brank
song ownerAttr and 3AnPx honorific- indeed mat.uncle ***
I saw the late Api as the head saubura man, and songs, the song leader
was this uncle, Brank.
DK Interviews 2006 WiTo 0192
mokaro te sepo:ne
mo'karo te s- epo(ry)
3AnMdCol Interj 1A- find
koromo
-neng koromo
-Pst5 recent
595
tundapombo ero Konomerume 'wa
tunda -po -mba era Konomerume 'wa
arrive -one.who.is -former 3InPx Donderskamp Dir
They were the ones I met when I first arrived in Konomerume here.
DK Interviews 2006 WiTo 0193
idjeke ko ashitjo jato'kerypo
idjeke ko ashitjo j- ato'ke -ry -po
for.that.reason SaInt a.little 1- painful -pssd -one.who.is
mang, ero kultururykong iweidjy
mang era kulturu -ry -kong i- we'i -ry
3.Cop 3InPx culture -pssd -Col 3- become -Nzr
wena(po) taka
wena(po) taka
behind into
For that reason, it hurts me a little that we are leaving our culture
behind.
DK Interviews 2006 WiTo 0194
idjeke ke mojang jasakarykong 'wa
idjeke ke mojang j- asaka -ry -kong 'wa
for.that.reason Instr 3AnPxCoI 1- countryman -pssd -Col Dat
kaije, uwa kaije kysapoisheng mojaro
ka -e uwa ka -e kys- apoi -seng mijaro
say -Prs.Tns no say -Prs.Tns 1+2A- hold -Opt.Col there
For that reason, I tell my friends and family, no, I say, let's hold
onto it.
DK Interviews 2006 WiTo 0195
moko amu apamy me weitjotong ma'mi karyl
mo'ko amu a- pamy me we'i -to -tong ma'mi karyl
3AnMd someone 2- brother.in.law Attr be -Pst4 -Col boy ***
ko moko 'wa kako ma'mi kako,
ko mo'ko 'wa ka -ko ma'mi ka -ko
SaInt 3AnMd Dat say -Imper boy say -Imper
jewapotai ko kako
j- ewapota -i ko ka -ko
ISo- get.happy -Affirm SaInt say -Imper
The one who is your brother-in-law, the young Karyl, I told him, "Young
man," I told him, "I am happy," I told him.
DK Interviews 2006 WiTo 0196
bika ero sambura muku:sa
bikasi era sambura m- uku(ty)
because 3InPx drum 2A- know
ashitjo ero 'wa
-ja ashitjo era 'wa
-Pres a.little 3InPx Dir
Because you know a little of this sambura.
DK Interviews 2006 wiTo 0197
atamuru mi warerykong muku:sa
a- tamusi -ry mi ware -ry -kong m- uku(ty) -ja
2- grandfather -pssd late song -pssd -Col 2A- know -Pres
erapa
erapa
also
You also know your late grandfather's songs 0
DK Interviews 2006 wiTo 0198
596
da jewapotai da o 'wing
da j- ewapota -i da o'win
then 180- get.happy -Rec.Pst then one
Then I am the happy one.
DK Interviews 2006 wiTo 0199
o •• {Intj}
Hes
ja, dan ero kaurango erapa
ja dan era k- auran -kong erapa
yes then 3InPx 1+2- language -Col also
kynutapy'manong
ky- n- uta (py)
3. Rm- 380- lose
ero Konomerume ta
-'rna -non era Konomerume ta
-Cmpltv -Prs.Tns.Dbt 3InPx Donderskamp in
Yes, well, our language too is being lost here in Konomerume.
DK Interviews 2006 WiTo 0210
FeMa
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 WiTo 0211
WiTo
da amoro wapotombo me juwapotory me
da amoro wapotombo me j- uwapoto -ry me
then 2 elder Attr 1- leading.person -Pssd Attr
tampokorymbo me mana erapa, wy:sa
tampokory -mba me rna (na) erapa w- y(to) -ja
Intns -devalued Attr 2.Cop also 18a- go -Pres
muku:sa, kaije djombo
m- uku(ty) -ja ka -e djombo
2A- know -Pres say -Prs.Tns then
Then you, as an elder, as my leader, you are an elder, you know it, I
say.
DK Interviews 2006 WiTo 0212
FeMa
a'a
a'a
yes
Yes.
DK Interviews 2006 WiTo 0213
wiTo
shipjaraimijaje ashitjo
si- paraimija -e ashitjo
1A- jump.over -Prs.Tns a.little
I break it down a little.
DK Interviews 2006 WiTo 0214
FeMa
m'hm
m'hm
m'hm
M'hm.
DK Interviews 2006 WiTo 0215
WiTo
597
da moro shitjoro awonga
da moro shitjoro awo(my)
then 3InMd school get.up
se a'na mang jU'pa painjare
-ka se a'na mang jU'pa painjare
-Tvzr Desid 1+3 3.Cop good maybe
mepoija
m- epo(ry)
2A- find
-ja
-Pres
Then we want to open a school, maybe you find that good?
DK Interviews 2006 WiTo 0216
FeMa
m'm
m'm
Hes
moro 'ne jU'pa sepoija
moro 'ne jU'pa s- epo(ry)
3InMd Intns good 1A- find
moro 'ne jU'pa
-ja moro 'ne jU'pa
-Pres 3InMd Intns good
sepoija jopoto
s- epo(ry) -ja jopoto
1A- find -Pres chief
M'hm, I find that good, I find that very good, Chief.
DK Interviews 2006 WiTo 0217
WiTo
bika mose paranakyry woryidjy 'wa te'kuru wyka jU'pa
bikasi mose paranakyry woryi -ry 'wa te'kuru w- yka jU'pa
because 3AnPx White.person woman -pssd Dat well lSa- say good
mang buurvrouw wykai i'wja
mang buurvrouw w- yka -i i- 'wa
3.Cop neighbor.woman lSa- say -Rec.Pst 3- Dat
Because I told this White woman, well, I said "It is good, neighbor
lady," I told
DK Interviews 2006 WiTo 0218
her.
mora awop~~o erc kari1nja auran boke
moro a- o (py) -po ero kari'nja auran poko
3InMd 2- come -one.who.is 3InPx Kari'nja language occupied.with
weidjy
we'i -ry
become -Nzr
598
since you became interested in this Kari'nja language.
DK Interviews 2006 WiTo 0219
bika eropo'non pah
bikasi eropo -'non pah
because here -Neg.Col eh!
ana,
ana
***
eropo'non waty nora
eropo -'non waty noron
here -Neg.Col Neg.Ex also
pa'poro kari'nja weitjopo, wara ro pa'poro era a'na auran
pa'poro kari'nja we'i -tapa wara ro pa'poro era a'na auran
all Kari'nja be -Circ way indeed all 3InPx 1+3 language
kynutapy mang
ky- n- uta (py) mang
3.Rm- 3So- lose 3.Cop
Because here, pah! It's not here, all of this is Kari'nja country, but
everywhere
DK Interviews 2006 WiTo 0220
we are losing our language.
erome noko nymbo pitjanitjo soso mati auran
erome no'kang nYffibo pitjani -kong soso mati auran
now wh.An.Col *** child -Col only Suriname.Maroon language
da soso mati auran da mandong
ta soso mati auran ta mang -tong
in only Suriname.Maroon language in 3.Cop -Col
These kids today, only in Sranan Tongo, they are (speaking) only in
Sranan
DK Interviews 2006 WiTo 0221
Tonga.
awasi merupaje ajauran da, anukuty'pa
winsi m- erupa -e aj- auran ta an- uku(ty)
even.if 2A- talk.to -Prs.Tns 2- language in 3Neg- know
-hpa
-Neg
wa tata oty
wa tata oty
1Cop mother what
awu kary anukuty'pa wa,
awu ka -ry an- uku(ty) -hpa wa
1 say -Nzr 3Neg- know -Neg 1Cop
kyngatong terapa
ky- n- ka -tong terapa
3.Rm- 3Sa- say -Col again
Even if you talk to them in your language, they say, "I don I t know it,
mama, I
DK Interviews 2006 WiTo 0222
don't know it," they keep saying.
so
so
so
meki era a'na auran kynutapy
meki era a'na auran ky- n-
make 3InPx 1+3 language 3 .. Rm- 380-
manong
uta (py) mang
lese 3.Cop
-tong
lSa-
wykai otijako i'wja
w- yka -i otijako i- 'wa
say -Rec.Pst the.other.day 3- Dat
599
For that reason I said to them just the other day, our language is being
lost.
DK Interviews 2006 WiTo 0223
a'a tanshi ngano moro 'ne seneja
ala tamusi n- ka -no mora 'ne s- ene -ja
yes grandfather 3Sa- say -Prs.Tns.Dbt 3InMd Intns 1A- see -Pres
"Yes, grandpa," they said, "I see that."
DK Interviews 2006 WiTo 0224
idjo wara otijako serupai mijaro
iro wara otijako s- erupa -i mijaro
3InAna way the.other.day 1A- talk.to -Rec.Pst there
That's the way I talked to them the other day over there.
DK Interviews 2006 WiTo 0225
dan, ero ta ro roten terapa a'na nitjotoja erome
dan ero ta ro roten terapa a'na ni- koto -ja erome
then 3InPx at indeed only already 1+3 3AO- cut -Pres now
jawo amumbo jako suterapa
jawo amu -mba jako su- terapa
mat.uncle some -devalued at. time honorific- again
Then, here we cut it today, uncle, some other time again.
DK Interviews 2006 WiTo 0226
FeMa
kyy, a'ha
kyy aha
Interj I.understand
Oh, yes.
DK Interviews 2006 WiTo 0227
WiTo
ero poko te'ne kyno'ne a'na ero
ero poko te'ne ky- n- o(py) -neng a'na ero
3InPx about actually 3.Rm- 3Sa- come -Pst5 1+3 3InPx
kokoro o'wa
kokoro 0- 'wa
early.morning 2- Dat
For this we came to you this morning.
DK Interviews 2006 WiTo 0228
FeMa
a'ha
aha
I.understand
I understand.
DK Interviews 2006 WiTo 0229
WiTo
da juku me jumy seporyi
da juku me jumy s- epo(ry)
then good Attr Intns1A- find
erapa towa'pore a'na
-i erapa towa'pore a'na
-Rec.Pst also happy 1+3
600
mang ere wara ajauran pinjape wa ke a'na
mang ero wara aj- auran pina -po wa ke a'na
3.Cop 3InPx way 2- language take -one.who.is 1Cop Instr 1+3
wa
wa
1Cop
Then I find it so very good, we are happy that we are able to take down
your story this way.
DK Interviews 2006 WiTo 0230
FeMa
idje wara
iro wara
3InAna way
Like that, yes.
DK Interviews 2006 WiTo 0231
WiTo
mose enetake djombo film ta
mose ene -take djombo film ta
3AnPx see -Fut then film in
You will see yourself in film.
DK Interviews 2006 WiTo 0232
FeMa
eroko otykong kunamytang a'na
ero -kong oty -kong k- una (my) -take -ng a'na
3InPx -Col thing -Col 1+2- protect -Fut -Dbt 1+3
We will protect these things.
DK Interviews 2006 WiTo 0233
kyy
kyy
Interj
Oh.
DK Interviews 2006 WiTo 0234
wiTo
ishe ro a'ta
i- se ro ... {Intj} a'ta
3- Desid indeed Hes if
Only if you want.
DK Interviews 2006 WiTo 0235
FeMa
a'a
a'a
yes
Yes.
DK Interviews 2006 WiTo 0236
WiTo
601
mapoitjake rapa amu
m- apoi -take rapa amu
2A- hold -Fut again one
You will get one, too.
DK Interviews 2006 WiTo 0237
FeMa
kyy, a'ha
kYY aha
Interj I.understand
Oh, yes.
DK Interviews 2006 WiTo 0238
WiTo
idjeke te'ne ero wara a'na emamin mang
idjeke te'ne ero wara a'na emamin mang
for.that.reason actually 3InPx way 1+3 work 3.Cop
This is the way our work is.
DK Interviews 2006 WiTo 0239
FeMa
ah, u'hm
ah u'hm
Hes Hes
Ah, yes.
DK Interviews 2006 WiTo 0240
WiTo
idjeke djupa mang
idjeke djupa mang
for.that.reason good 3.Cop
That's how it is, it's good.
DK Interviews 2006 wiTo 0241
FeMa
ja, a'ha ja idjo wara ro djupa 'ne ma
ja aha ja iro wara ro djupa 'ne mang ... {Intj}
yes I.understand yes 3InAna way indeed good Intns 3.Cop Hes
Yeah, good, it's good that it is like that.
DK Interviews 2006 WiTo 0242
WiTo
602
C.3 Conversations
In 2008, we recorded a series of conversations. We tried to record a range of ages
and genders of speakers. Included here are texts from three conversations. In the first,
two elder women discuss themes of the day. They are sisters and both have resided in the
Wajambo region all of their lives. Both have spent time living in the neighboring
community of Comeliskondre, but have spent most of their lives in Konomerume.
The second conversation is between three middle aged women. One of them has
lived for most of her life in Konomerume, but was born in Pikin Saron. One of the
women was born in raised in Konomerume, and has spent much ofher life there. She has
also lived in Paramaribo for extended periods. The third woman was born in
Konomerume, but has lived for most ofher adulthood in Paramaribo. She visits the
village during holidays, and stays with her adult son who lives in the community with his
family.
The third conversation is between Chief Mande and a middle aged woman. She is
the second woman described above. In it, they discuss the then-recent death of another of
the Kari'nja speaker/teachers.
603
C.3.! Two Elder Women
Joe kan begin te joe wani.
You may begin when you'd like.
UrMaHeAl 00001
RaYa
Konopo jumy kyno:sa wo'.
konopo jumy ky- n- o (py) -ja wodi
rain Intns 3.Rm- 38a- come -Pres young.woman
A lot of rain is corning, young one.
UrMaHeAl 00002
HeAl
Oty
oty
what
wara ko
wara ko
way QP
amainjary na?
a- mainja -ry na
2- field -pssd 3.Cop
How is it going with your field?
UrMaHeAl 00003
nu'mu:sa?
n- u'mu(ku) -ja
380- submerge -Pres
Has it sunk?
UrMaHeAl 00004
Mainjary sejatome mang, u'muku'pa surorupo mango
0- mainja -ry sejatome mang u'mu(ku) -hpa su rorypo mang
1- field -pssd *** 3.Cop submerge -Neg Emot possibly 3.Cop
My field is fine, it is not sunk, anyway.
UrMaHeAl 00005
UrMa
jumy
-Pres Intns Hes
-ja jumy ***
mainjary kynu'mu:sa
su tuna ekarishato
mainja -ry ky- n- u'mu(ku)
su tuna ekari(ty) -ja -tong
field -pssd 3.Rm- 380- submerge
Emot water tell -Pres -Col
Jako awu
potonombore
jako awu 0-
potono pore
at.time 1 1-
large.ones more
i'tja.
i- ta
3- in
My field sank a lot then, they tell me there's a whole lot of water.
UrMaHeAl 00006
HeAl
Mero 'ne wonumengaje t~POkOryIDDO.
mero 'ne wot- enumenga -e tampokory -mba
Intns Intns Detr- think -Prs.Tns Intns -devalued
I've been thinking about it a lot.
UrMaHeAl 00007
Tjaro?
tjaro
is.that.so
Really?
UrMaHeAl 00008
UrMa
Tu'mu:se ro na?
t- u'mu(ku) -se ro na
T- submerge -Ptcp indeed 3.Cop
Is it really sunk?
UrMaHeAl 00009
A'a.
a'a
yes
Yes.
UrMaHeAl 00010
HeAl
***Hes
UrMaHeAl 00011
erepa'mambo we'itjake.
erepa -'rna -mba w- e'i -take
food -Neg -former lSa- Cop -Fut
I won't have food (Lit. I will be foodless).
UrMaHeAl 00012
604
Se'me mokaro mainja u'mukuru upinjamo anejuku'pa
mandong, ene
se'me mo'karo mainja u'mu(ku) -ry upi -namon an- ejuku -hpa
mang -tong ene
nonetheless 3AnMdCol field submerge -Nzr seek -A. Col 3Neg- inform -Neg
3.Cop -Col see
i:tjotoko'me waty.
i- y(to) -tong -to'me waty
3- go -Col -Purp Neg.Ex
And nonetheless we didn't tell the people who are looking for sunken
fields, so they could go look at it.
UrMaHeAl 00013
UrMa
idjo wara roo
ira wara ro
3InAna way indeed
Exactly.
UrMaHeAl 00014
HeAl
Uwa,
uwa
no
anejuku'painje nora wa.
an- ejuku -hpa -ine noron wa
3Neg- inform -Neg -Col still 1Cop
605
No, I still haven't told them.
UrMaHeAl 00015
Mora ko kaije, penaro waty.
mora ko ka -e penaro waty
3InMd Saint say -Prs.Tns long.ago Neg.Ex
I say that, it's not so long ago.
UrMaHeAl 00016
UrMa
Mora erome nyto
mora erome n- y(to)
3InMd today 3Sa- go
a'na itjirimja idjo.
a'na i- krim -rna ira
1+3 3- clean -Chg 3InAna
The one we went to clean today.
UrMaHeAl 00017
Tapeinje 'ne tuna era wara kynapeinjano.
t- apeina -se 'ne tuna era wara ky- n- apeina -non
T- flow -Ptcp Intns water 3InPx way 3.Rm- 3So- flow -Prs.Tns.Dbt
The water flows this way, it flows.
UrMaHeAl 00018
I' tja.
i- ta
3- in
In it.
UrMaHeAl 00019
HeAl
I'tja.
i- ta
3- in
In it.
UrMaHeAl 00020
UrMa
Eh!
eh
eh
Eh!
UrMaHeAl 00021
HeAl
ami tampokorymbo kopotatong
oml tampokory -rr~o k- wot- epo(ry)
poverty Intns -former 1+20- Detr- find
Serious poverty is coming to us, young one.
UrMaHeAl 00022
-Lake
-Fut
woO .
-tong wadi
-Col young.woman
606
ami ta 'ne kyte'itjatong, erepa'ma.
omi ta 'ne kyt- e'i -take -tong erepa -'rna
poverty in Intns 1+2Sa- Cop -Fut -Col food -Neg
We will be in poverty, without food.
UrMaHeAl 00023
Mero jenumengapoja, jenumengapoja mambo, da
tuwaronkepyi mo'ko Mavis 'wa wykary poko mokaro
mainja enenamo eju:to'me.
mero j- enumenga -po -ja j- enumenga -po -ja membo da 0-
tuwaronkepy -i mo'ko Mavis 'wa w- yka -ry poko mo'karo mainja
enenamo eju(ku) -to'me
Intns 10- think -Caus -Pres 10- think -Caus -Pres Intns then
lSo- forget -Rec.Pst 3AnMd *** Dat lSa- say -Nzr about 3AnMdCol
field *** inform -Purp
For that reason, it makes me think about it, it makes me think about it
a lot, then I've forgotten to tell Mavis to in order to inform the ones
who are looking at fields.
UrMaHeAl 00024
UrMa
Wonumengary poko roten ja'ta.
wot- enumenga -ry poko roten j- a'ta
Detr- think -Nzr occupied. with only 1- if
I am just thinking (worrying).
UrMaHeAl 00025
Aha.
aha
I.understand
I understand.
UrMaHeAl 00026
HeAl
Ty'se 'ne jenuru wyinjo ne'i.
ty'se 'ne j- enu -ry wyinjo n- e'i
far Intns 1- eye -pssd from 3Sa- Cop
It has become far away from my eyes.
UrMaHeAl 00027
UrMa
A'a.
a'a
yes
Yeah.
UrMaHeAl 00028
HeAl
***
Hes
UrMaHeAl 00029
mere imjainjaryke kynenatata
field -pssd -Col 3.Rm- 3A30-
Mera 'ne ami tjaka
erapa.
mero 'ne ami i-
ena -take -tong erapa
when Intns poverty 3-
treat -Fut -Col also
taka mora i-
into 3InMd 3-
mainja -ry -kong ky- n-
607
That's why our fields will put us in poverty again.
UrMaHeAl 00030
Oty
oty
what
nare kysena:tata?
nare kys- ena(py) -take -tong
Doubt 1+2A- eat -Fut -Col
I don't know what we will eat.
UrMaHeAl 00031
Eperyry tepene jumy mango
eperyry topene jumy mang
rice expensive Intns 3.Cop
Rice is very expensive.
UrMaHeAl 00032
Tapene mambo eperyry ekarishata da tapene, tapene.
topene membo eperyry ekari(ty) -ja -tong da topene topene
expensive Intns rice tell -Pres -Col then expensive expensive
They tell me rice is so very expensive, it's expensive, expensive.
UrMaHeAl 00033
UrMa
Mera 'ne amu anepekaty'pa we'i a'wing saka raten separyi.
mero 'ne amu an- epeka(ty) -hpa w- e'i owin saka roten s-
epa (ry) -i
Intns Intns some Neg- buy -Neg lSa- Cop one sack only 1A-
find -Rec.Pst
I didn't buy any at all, I only found one sack.
UrMaHeAl 00034
HeAl
Sepekatyi
s- epeka(ty)
1A- buy
mera i'jainje, pitjanitjo 'wa.
-i mora i- 'ja -ine pitjani -kong 'wa
-Rec.Pst 3InMd 3- Dat -Col child -Col Dat
occupied. with
I bought it for them, for my children.
UrMaHeAl 00035
Ma, awu kaije, wan pisi me, aty,
kyweitjakang.
rna awu ka -e wan pisi me oty
we'i -to -kong
but 1 say -Prs.Tns one piece Attr Hes
1+2A- be -Pst4 -Col
mora pjaka
mora i-
3InMd 3-
poko kys-
But, I say, on the one hand, urn, the thing we're occupied with.
UrMaHeAl 00036
UrMa
608
Oty, wjara ro kynenepoja papa auranymbo
meropo kaije djombo,
oty i- wara ro ky- n- ene -po -ja papa auran -mba
mero -po ka -e djombo
Hes 3- way indeed 3.Rm- 3A30- see -Caus -Pres Father words -
devalued write -one.who.is say -Prs.Tns then
tamusi auran meropo.
tamusi auran mero -po
God words write -one.who.is
Urn, it shows the way God's words wore written, I say, God's written
words.
UrMaHeAI 00037
Wjara ro kynenepojang.
i- wara ro ky- n- ene -po -ja -ng
3- way indeed 3.Rm- 3A30- see -Caus -Pres -Dbt
It shows it exactly that way.
UrMaHeAI 00038
Ero wara mainjakonymbo u'mukupoto.
era wara mainja -kong -mba u'mu(ku) -po -tong
3InPx way field -Col -devalued submerge -one.who.is -Col
All of the fields are sunk this way.
UrMaHeAI 00039
A no kytepinja'matato no?
a no kyt- e- pina -rna -take -tong no
ah no 1+2Sa- Detr- poor -Chg -Fut -Col no
Then we I re going to be poor, no?
UrMaHeAI 00040
HeAl
ami ta ro poko.
ami ta ro poko
poverty in indeed about
Only in poverty.
UrMaHeAI 00041
ami ta ro kyte'itjato.
ami ta ro kyt- e'i -take -to
poverty in indeed 1+2Sa- Cop -Fut -Col
We will be in poverty.
UrMaHeAI 00042
ami ko kopo:jato.
ami ko k- wot- epa (ry) -ja -to
poverty SaInt 1+20- Detr- find -Pres -Col
Poverty finds us.
UrMaHeAI 00043
Awu te nopoko me kaba wa.
awu te nopoko me kaba wa
1 Interj old. woman Attr Prfct 1Cop
609
I am already an old woman.
UrMaHeAl 00044
Eromete nona taka wy:take wo' .
eromete nono taka w- y(to) -take wodi
later earth into lSa- go -Fut young.woman
Soon, I will go into the earth, young one.
UrMaHeAl 00045
Moro te'ne tamushi shibjegimaje jumy.
moro te'ne tamusi si- begi -rna -e jumy
3InMd actually God 2Sa- pray -Chg -Prs.Tns Intns
That's why I pray to god a lot.
UrMaHeAl 00046
A now mibjegimjaje, a now, oty, ko'i irompy'pa
mana.
a now m- begi -rna -e a now oty ko'i l- rom (py) -hpa
mana
ah now 2Sa- pray -Chg -Prs.Tns ah now Hes fast 3- die -Neg
2.Cop
Since you pray to him, since, urn, you won't die quickly.
UrMaHeAl 00047
UrMa
Wjara ro wo' ko'i wonumengary jako ro
rapa, pajang ri kaije,
l- wara ro wodi ko'i wot- enumenga -ry jako ro
rapa pa -jang ri ka -e
3- way indeed young. woman recently Detr- think -Nzr at.time indeed
again grandchild -Coll.An ? say -Prs.Tns
koropo pahpopo omi ta jumy me'itjato, kaije
i' jainje.
koropo pahpopo omi ta jumy m- e'i -take -to ka -e
i- I ja -ine
tomorrow passed. away poverty in Intns 2Sa- Cop -Fut -Col say -Prs.Tns
3- Dat -Col
It's that way, young one, I was just thinking, my grandchild, I say,
tomorrow you all will be in a lot of poverty, I told them.
UrMaHeAl 00048
HeAl
Pajang erepary, oty, ero jako koro mainja paty
enetoko kaije, pitjanitjo 'wa.
pa -jang erepa -ry oty ero jako koro mainja paty
ene -to -ko ka -e pitjani -kong. 'wa
grandchild -Coll.An food -pssd Hes 3InPx at. time now field place
see -Col -Imper say -Prs.Tns child -Col Dat
Grandchildren's food, urn, you must look for a place (for) a field right
now, I said to the children.
UrMaHeAl 00049
u'mu:totombo
rypo i 'jainj e.
rapa mainja kysakototo kaije
610
u'mu(ku) -to -to -mbo rapa mainja kys- akoto -to ka -e
rypo i - , j a - ine
submerge -Hab.A -Col -devalued again field 1+2A- fell -Col say -
Prs.Tns Frust 3- Dat -Col
You all must cut fields that are not submerged, I tried to tell them.
UrMaHeAl 00050
Kaije ro penaro moro a'na emaminjary jako mainja
ta mokaro wodijang 'wa
ka -e ro penaro moro a'na emamin -ja -ry jako mainja
ta mo'karo wodi -jang 'wa
say -Prs.Tns indeed long. ago 3InMd 1+3 work -Pres -Nzr at. time garden
in 3AnMdCol young.woman -Coll.An Dat
kaije, ero nownow me mokaro wokyryjang mainja paty
eneng kaije, kaije
ka -e ero nownow me mo'karo wokyry -jang mainja paty
ene -neng ka -e ka -e
say -Prs.Tns 3InPx right.now Attr 3AnMdCol man -Coll.An field place
see -Hort say -PrS.Tns say -Prs.Tns
i I jainje.
i- 'ja -ine
3- Dat -Col
That's what I said to the women when we worked in the field before, I
said, right now the men must go look for field places, I said, I said to
them.
UrMaHeAl 00051
UrMa
Da kaurango anamyitja'pa mandong.
da k- auran -kong an- amyika -hpa mang -tong
then 1+2- words -Col 3Neg- believe -Neg 3.Cop -Col
Then then don't believe our words.
UrMaHeAl 00052
HeAl
oty ko moja tamysano nykano, kyngato
nde.
oty ko mojang tamysano n- yka -no ky- n- ka -to
nde
what QP 3AnPxCol elders 3A30- say -Prs.Tns.Dbt 3.Rm- 3Sa- say -Col
and. them
"What are these elders saying," they all say.
UrMaHeAl 00053
Oty,
oty
Hes
auranano amyitjaporo waty 'ne mando.
0- auran -no amyika -poro waty 'ne mang -tong
1- words -Gen believe -Expect Neg.Ex Intns 3.Cop -Col
T~_ they don't believe our words.
UrMaHeAl 00054
selfishness 3InMd actually 10-
Tyramake jumy 'ne mando,
jere'koja pjokoinje.
tyramake jumy 'ne mang
ere'ko -ja i- poko -ine
selfishness Intns Intns 3.Cop -Col
make.angry -Pres 3- about -Col
tyramake,
-tong tyramake
moro te'ne
moro te'ne
611
j-
They are so selfish, selfish, that makes me angry with them.
UrMaHeAl 00055
Wapotosa auran anamyitja'pa pai.
wapoto(po) -sang auran an- amyika -hpa pai
elder -Col words 3Neg- believe -Neg never
They never believe elders' words.
UrMaHeAl 00056
Ty'se tytoryko serpa mainja akoto mando.
ty'se t- y(to) -ry -kong se -hpa mainja akoto mang -tong
far T- go -Nzr -Col Desid -Neg field cut.down 3.Cop -Col
They don't want to go cut a field far away.
UrMaHeAl 00057
UrMa
Ty'se pore, kyngato.
ty'se pore ky- n- ka -to
far very 3.Rm- 3Sa- say -Col
"It's too far," they say.
UrMaHeAl 00058
Owe nare, jongu me tywe'idjyko se'me.
owe nare jongu me ty- we'i -ry -kong se'me
where Doubt young Attr 3R.Pssr- be -Nzr -Col despite
What about it, they're young, (for goodness sakes)!
UrMaHeAl 00059
Kapa jango ky'karo, mainja kysakototoinje, te abra, ero,
Konomerume totyne ipjoriry.
kapa jango ky'karo mainja kys- akoto -toine te abra ero
Konomerume totyne ipjoriry
*** ***
1+2Col field 1+2A- cut.down -Pst4.Col to across 3InPx
Donderskamp named creek
How is it that we could cut fields all the way across this creek called
Konomerume.
UrMaHeAl 00060
Mero 'ne jere'kojato.
mero 'ne j- ere'ko -ja -to
Intns Intns 10- make.angry -Pres -Col
They make me so angry.
UrMaHeAl 00061
HeAl
Idjeke kaije pitjanitjo 'wa erome rapa, ah!
idjeke ka -e pitjani -kong 'wa erome rapa ah
for.that.reason say -Prs.Tns child -Col Dat today again Hes
612
For that reason, I told the kids again today, ah!
UrMaHeAl 00062
Ty'se, oty, sakau ty'se, Tashiwjoi po mainja akototoko
kaije i'wjainje rypo.
ty'se oty sakau ty'se Tashiwjoi po mainja akoto -to -ko ka
-e i- 'wa -ine rypo
far Hes sand far creek.nm at field cut.down -Col -Imper say
-Prs.Tns 3- Dat -Col Frust
Far, urn, far sand, you must cut a field at the Tashiwjoi creek, I tried
to tell them.
UrMaHeAl 00063
Ukuty'pa onjewara pore nare kyne'itjato.
uku(ty) -hpa onjewara pore nare ky- n- e'i -ta -to
know -Neg how more Doubt 3.Rm- 3Sa- Cop -Fut -Col
It's not to know, I don't know what they will do.
UrMaHeAl 00064
Mora wyinjo teko ro djupa mang mainja paty sabana ta
my: sa.
moro wyinjo teko ro jU'pa mang mainja paty sabana ta m-
y (to) -ja
3InMd from *** indeed good 3.Cop field place savannah in 2Sa- go
-Pres
Over on that side was a good field place, you go in the savannah.
UrMaHeAl 00065
UrMa
Swampu anajabra'ma'pa mana.
swampu an- aj- abra -'rna -hpa mana
swamp Neg- 2- cross -Cmpltv -Neg 2.Cop
You don' t cross the swamp.
UrMaHeAl 00066
Uwa.
uwa
no
No.
UrMaHeAl 00067
HeAl
Amyijaro ny:ta a'na?
amyijaro n- y(to) -ta a'na
2Col 3Sa- go -Fut 1+3
Shall we go further?
UrMaHeAl 00068
Akore'pe wa weinjo na?
akore'pe wa weinjo na
long.time lCop *** 3.Cop
Has it been too long?
UrMaHeAl 00069
Uwa.
uwa
no
No.
UrMaHeAl 00070
HeAl
613
Amyijaro a'na auran a'ta kaije
amyijaro a'na auran a'ta ka -e
2Col 1+3 story if say -Prs.Tns
korero?
korero
***
Shall we continue with our story, I said?
UrMaHeAl 00071
Idjombo kaije rapa, Paramuru 'wa wytong.
idjombo ka -e rapa Paramuru 'wa w- y(to) -ng
then say -Prs.Tns again Paramaribo Dir lSa- go -Dbt
Then I'll talk again, I'm going to Paramaribo.
UrMaHeAl 00072
Mero 'ne, oty,
mero 'ne oty
Intns Intns Hes
wyry me ro'kong wytong.
wyry me ro'kong w- y(to) -ng
strength Attr only lSa- go -Dbt
Well, I'm going only a lot of effort.
UrMaHeAl 00073
Da wyry me rapa wopyi
da wyry me rapa w- o (py)
then strength Attr again lSa- come
taky'me pore tarara tao
-i taky'me pore tarara ta
-Rec.Pst squished very car in
Then I will come back with a lot of effort, so squished in the car.
UrMaHeAl 00074
Djombo kurijara ta rapa mjero 'ne, wokunjary.
djombo kurijara ta rapa i- mero 'ne wot- ekunja -ry
then canoe in again 3- Intns Intns Detr- straighten. legs -Nzr
Then in the boat, I can't straighten my legs.
UrMaHeAl 00075
Pupuru ekunjary srefi supija.
pupu -ry ekunja -ry srefi s- upi -ja
foot -pssd straighten. legs -Nzr self lA- seek -Pres
I look to straighten my legs.
UrMaHeAl 00076
Moro jenumengapoja tampokory want awu wyto se
wa.
moro j- enumenga -po -ja tampokory want awu w- y (to) se
Vla
3InMd 10- think -Caus -Pres Intns because 1 lSa- go Desid
lCop
That makes me think a lot because I want to go.
UrMaHeAl 00077
UrMa
Ma moro jenumengapoja kurijara imimbi me mango
rna moro j- enumenga -po -ja kurijara imimbi me mang
but 3InMd 10- think -Caus -Pres canoe small Attr 3.Cop
But that makes me think, the boat is so small.
UrMaHeAI 00078
Da akore'pe wotandy'mory supija japy je'tumbe mango
da akore'pe wot- andy'mo -ry s- upi -ja japy je'tumbe mang
then long.time Detr- seat -Nzr 1A- seek -Pres back hurt 3.Cop
Then I look to sit for a long time, my back hurts.
UrMaHeAI 00079
614
-one.who.is -If
Da mo' winsi ero wyinjombo awytopoto
rapa, mojembo awopyry.
da moro winsi ero wyinjo -mbo aj- y(to)
rapa moje -mbo aj- o(py) -ry
then 3InMd even.if 3InPx from -devalued 2- go
again there -devalued 2- come -Nzr
-po -to
Then even if you can leave from here, then to come from there again.
UrMaHeAI 00080
Hm.
***
Hes
Hm.
UrMaHeAI 00081
HeAl
Moroko akore'pe jemapoi.
moro -kong akore'pe j- ema(my) -po-i
3InMd -Col long. time 180- stay.for.night -Caus -Rec.Pst
That's why I stay for a long time.
UrMaHeAI 00082
Kurijara waty a'ta wopyry.
kurijara waty a'ta w- o(py) -ry
canoe Neg.Ex if 18a- come -Nzr
There's no boat for me to come.
UrMaHeAI 00083
Wonumenga'mai.
wot- enumenga -'rna -i
Detr- think -Cmpltv -Rec.Pst
I really thought about it!
UrMaHeAI 00084
Djupa !lle te!lle IDose, Aulerikan wodidjy meki erc Iwa
djupa 'ne te'ne mose amerikan wodi -ry meki ero 'wa
good Intns actually 3AnPx American young.woman -pssd make 3InPx Dir
wopyi.
w- o(py)
18a- come
-i
-Rec.Pst
615
It's good that this American woman made me come here.
UrMaHeAl 00085
Tundai jarowa kaije djombo.
0- tunda -i jarowa ka -e djombo
180- arrive -Rec.Pst hither say -Prs.Tns then
I arrived here, I say.
UrMaHeAl 00086
Mo'ko jaipjo'pa iwje'ipjotombo,
pah!
mo'ko j- aije -po -hpa i- w- e'i -po -to -mbo pah
3AnMd 10- fetch -Caus -Neg 3- 18a- Cop -one.who.is -If -devalued eh!
If she hadn't sent for me, pah!
UrMaHeAl 00087
Erome moropo noro weidjy'manombo.
erome moropo noron w- e'i -ry
now there still 18a- Cop -Nzr
Maybe I would still be there now.
UrMaHeAl 00088
- I rna -no -mbo
-Neg -Caus -devalued
Kurijarako opy'pa ro tjo'pa ro moro wyinjo
naka mang, moro 'ne.
kurijara -kong o (py) -hpa ro i- y(to) -hpa ro moro wyinjo
naka mang moro 'ne
canoe -Col come -Neg indeed 3- go -Neg indeed 3InMd from
towards 3.Cop 3InMd Intns
Boats don't come, they don't go from there at all.
UrMaHeAl 00089
UrMa
Mero nownow me wonumengaje tampokory wyto se
jumy rorypo, pitjanitjo ene wa, moro
mero nownow me wot- enumenga -e tampokory w- y(to) se
jumy rorypo pitjani -kong ene wa moro
at.once right.now Attr Detr- think -Prs.Tns Intns lSa- go
Desid Intns possibly child -Col see 1Cop 3InMd
teko moro jenumengapoja.
teko moro j- enumenga -po -ja
*** 3InMd 10- think -Caus -Pres
That's why I think a lot now, I want to go, well, to see the children,
that makes me think.
UrMaHeAl 00090
A'a.
a'a
yes
Yes.
UrMaHeAl 00091
HeAl
616
Mo'ko ajemydjy tywopy se jumy erapa mango
mo'ko aj- emyi -ry ty- o (py) se jumy erapa mang
3AnMd 2- daughter -pssd 3R.Pssr- come Desid Intns also 3.Cop
Your daughter really wants to come, too.
UrMaHeAl 00092
Moro erapa kynapoija.
moro erapa ky- n- apoi -ja
3InMd also 3.Rm- 3A30- hold -Pres
That holds her back.
UrMaHeAl 00093
Amu waty a'ta.
amu waty a'ta
some Neg.Ex if
Because there is not one.
UrMaHeAl 00094
Oty
oty
what
ta ko
ta ko
in QP
no'ta?
n- o (py) -take
3Sa- come -Fut
In what will she come?
UrMaHeAl 00095
Da jopoto nde kurijarary rapa oty'pa srefi mao
da jopoto nde kurijara -ry rapa oty -hpa srefi mang
then chief and.them canoe -pssd again do.something -Neg at.all 3.Cop
The chiefs' boat isn't done at all.
UrMaHeAl 00096
A nitjyry'pa noro mando,
a ni- kyry -hpa noron mang
3.An.Nom 3AO- make -Neg still 3.Cop -Col
ijotoko'me.
-tong i- o (py) -to -to'me
3- come -Col -Purp
It's still not made, in order for them to come.
UrMaHeAl 00097
Akore'pe pore mao
akore'pe pore mang
long.time very 3.Cop
It's a very long time.
UrMaHeAl 00098
n-ky-
-no
-'rna
nde
ka
wo
jopoto
ngano, oty,
jopoto nde nytoneng
kyngano,
n--ry
wot-
-se
mo'ko pjaidjy
noko tandy'mo:sa
pjoko wolwolma
Penaro waty
mojang asery
Paramuru I wa
penaro waty.
penaro waty mo'ko i- pai
mOJang asery no'kang t-
-neng Paramuru 'wa i- poko
ka -no penaro waty
long.ago Neg.Ex 3AnMd 3- older.sister -pssd 3Sa- say -Prs.Tns.Dbt Hes
3AnPxCol new.one wh.An.ColT- seat -Ptcp chief and. them 3Sa- go
-Opt Paramaribo Dir 3- occupied.with Detr- fight -Cmpltv 3.Rm- 3Sa-
say -Prs.Tns.Dbt long.ago Neg.Ex
617
Not long ago her older sister said, urn, make the new ones, the ones who
were seated as leaders, make them go to Paramaribo to fight over this,
she said, not long ago.
UrMaHeAI 00099
UrMa
Want mokaro ro, mo'ko Cynthia nde surorypo ko
kyno'wo'mato pjoko.
want mo'karo ro mo'ko Cynthia nde su rorypo ko ky-
n- wot- wo - 'rna -to i- poko
because 3AnMdCoI indeed 3AnMd *** and. them Emot possibly SaInt 3.Rm-
3A30- Detr- fight -Cmpltv -Col 3- occupied. with
Because they, even Cynthia and the others, they fought over that.
UrMaHeAI 00100
Aurango anamyitja'pa mando.
auran -kong an- amyika -hpa mang -tong
story -Col 3Neg- believe -Neg 3.Cop -Col
They don't believe their story.
UrMaHeAI 00101
A'a.
a'a
yes
Yeah.
UrMaHeAI 00102
HeAl
Okomboto ro I ne tytopo ekari: sha 'wa.
oko -mboto ro 'ne t- y(to) -po ekari(ty) -ja 'wa
two -num indeed Intns 3R- go -one.who.is tell -Pres Dat
She told me she's gone two times already.
UrMaHeAI 00103
Wo'wo'ma mijaroinje mokaro jopoto nde maro.
wot- wo -'rna i- maro -ine mo'karo jopoto nde maro
Detr- fight -Cmpltv 3- with -Col 3AnMdCoI chief and. them with
She faught with them, along with the leaders.
UrMaHeAI 00104
Mero 'ne wotarema'pa terapa weramapo:sa
kyngano.
mero 'ne wot- are -rna -hpa terapa wot- rama -po (ty) -ja ky-
n- ka -no
Intns Intns Detr- rest -Chg -Neg again Detr- walk -Iter -Pres 3.Rm-
3Sa- say -Prs.Tns.Dbt
She said she walked without a rest.
UrMaHeAI 0010S
Moro wara ro ko kyngano erapa.
moro wara ro ko ky- n- ka -no erapa
3InMd way indeed SaInt 3.Rm- 3Sa- say -Prs.Tns.Dbt also
That's what she said.
UrMaHeAl 00106
Asano tywopyry upija kaije.
a- sana ty- o(py) -ry upi -ja ka -e
2- mother 3R.Pssr- come -Nzr seek -Pres say -Prs.Tns
I say, even your mother is trying to come.
UrMaHeAl 00107
Moro wara ro kyngato erapa.
mora wara ro ky- n- ka -to erapa
3InMd way indeed 3.Rm- 3Sa- say -Col also
That what they said, too.
UrMaHeAl 00108
618
Moro ajaijano apyratary ene:se korupo ajumy
tywopy se ma,
mora aj- alJa -no a- pyrata -ry ene (py) -seng korupo a- jumy
ty- o (py) se mang
3InMd 2- hand -Gen 2- money -pssd bring -Opt.Col *** 2-
father 3R.Pssr- come Desid 3.Cop
kaije.
ka -e
say -Prs.Tns
Your father wants to come, he must bring your money (that you must
receive to) your hand, I say.
UrMaHeAl 00109
Moro
moro
3InMd
teko kynapoijato, onjewara ko
teko ky- n- apoi -ja -to onjewara ko
*** 3.Rm- 3A30- hold -Pres -Col how QP
no:ta?
n- o (py) -take
3Sa- come -Fut
That holds her, how will she come?
UrMaHeAl 00110
Wyry me pore erapa kywo'neng awu, kaije, ko'mapo'po poko.
wyry me pore erapa kywo'neng awu ka -e ko'mapo'po poko
strength Attr more also *** 1 say -Prs.Tns *** about
I also came with a lot of trouble, I say, because they sent for me.
UrMaHeAl 00111
Wykai i' ja, djombo kyngano idjo wara
ro ma tante kyngano.
w- yka -i i- , ja djombo ky- n- ka -no iro wara
ro mang *** tante ky- n- ka -no
lSa- say -Rec.Pst 3- Agt then 3.Rm- 3Sa- say -Prs.Tns.Dbt 3InAna way
indeed 3.Cop Hes aunt 3.Rm- 3Sa- say -Prs.Tns.Dbt
I told him, then she said, that's how it is, auntie, she said.
TJrMaHeAl 00112
619
Ero nownow me tyto se a'na mang, kaije djombo
okasi upija a'na.
era nownow me t- y (to) se a'na mang ka -e djombo
okasi upi -ja a'na
3InPx right.now Attr T- go Desid 1+3 3.Cop say -Prs.Tns then
opportunity seek -Pres 1+3
Right now we are wanting to go, I say, we are looking for an
opportuni ty.
UrMaHeAl 00113
UrMa
-Nzr at. time maybe 1+3 3.Rm- 3Sa- go
tymiritje wepasamary
tymiritje w- pasama -ry
Amu
amu
take
some barge Sa- pass
jako,
jako
kande a'na kynyta.
kande a'na ky- n- y(to) -
-Fut
When a barge passes, maybe we will go.
UrMaHeAl 00114
in 3- in -Imper young.woman 2-
-Prs.Tns.Dbt
ta i'tjango
-ry
-no
-pssd
paddle
husband
ky-ijo0-
o:jo
wadi
wo',
ta -kota i-
A'a, akurijarary
kynotarimjano.
a'a a- kurijara
n- wot- aimja
yes 2- canoe
3.Rm- 3A30- Detr-
Yeah, go in your own boat, young one, your husband paddles.
UrMaHeAl 00115
HeAl
Oruwa dei mapoija moropo ema tao
oruwa dei m- apoi -ja moropo ema ta
three day 2A- hold -Pres there path in
You stay three days in the path.
UrMaHeAl 00116
Djombo mo'ny:sato.
djombo m- o'ny(ky) -ja -to
then 2Sa- sleep -Pres -Col
Then you all sleep.
UrMaHeAl 00117
Kaweri mukujato
kaweri m- uku -ja -to
fish.sp 2A- hook -Pres -Col
metuma'mokatono.
metuma'mokatono
***
You all hook Kaweri, then you cook.
UrMaHeAl 00118
Penarc jake kytopytoinjs
penaro jako kyt- a (py)
long.ago at.time 1+2Sa- come
idjc wara.
-toine ira wara
-Pst4.Col 3InAna way
The way we used to come back then.
UrMaHeAl 00119
620
Moro ko kynepasamano rapa kymaroinje.
mora ko ky- n- pasa -rna -no rapa kys- mara -ine
3InMd Salnt 3.Rm- 3Sa- happen -Chg -Prs.Tns.Dbt again 1+2A- with -Col
Tha t ' s going to happen again wi th us.
UrMaHeAl 00120
A dati e kon now.
That's coming now.
UrMaHeAl 00121
M'hm.
m'hm
m'hm
M'hm.
UrMaHeAl 00122
Kurijara srefi waty tarimjamy.
kurijara srefi waty t- aimja -ry
canoe at.all Neg.Ex T- paddle -Irr
There aren't even canoes to paddle.
UrMaHeAl 00123
Eh!
eh
eh
Eh!
UrMaHeAl 00124
Moro wara 'ne terapa.
mora wara 'ne terapa
3InMd way Intns again
Like that again.
UrMaHeAl 00125
621
C.3.2 Three Middle Aged Women
A boeng, te joe wani.
O.K., when you want.
MC02 00001
RaYa
A'ha.
aha
O.K.
Yeah.
MC02 00002
MaAl
Foe erome?
foe erome
for today
About today?
MC02 00003
Ai, erome.
ai erome
yes today
Yes, today.
MC02 00004
OdAr
Ingie dei.
Indigenous day.
MC02 00005
Erome a'na ero mas'pasi me totyne apoitjang, mokaro
wokyryjang futbal.
erome a'na ero mas'pasi me totyne apoi -take -ng mo'karo
wokyry -jang futbal
today 1+3 3InPx Emancipation.Day Attr named hold -Fut -Dbt 3AnMdCol
man -Coll.An soccer
Today we will hold something called Emancipation Day, the men will play
soccer.
MC02 00006
MaAl
Moro poko painjare ne'ijatong.
moro poko painjare n- e'i -ja -tong
3InMd about maybe 3Sa- Cop -Pres -Col
Maybe they're
MC02 00007
Jejuku'pa
j - eju (ku)
10- inform
busy wi th tha t .
djombo ne'itjong.
-hpa djombo n- e'i -tong
-Neg then 3Sa- Cop -Col
They didn't inform me, then.
MC02 00008
3InMd at. time 10- inform
jeju:seOty bestuur me
kyno:tong,
oty bestuur me
ky- n- o (py) -tong
Hes leadership Attr
3.Rm- 3Sa- come -Col
we'i jako
ma erome, pah!
w- e' i jako
rna erome pah
lSa- Cop at. time
but today eh!
moro jako
moro jako j- eju (ku)
622
-se
-Purp
When I was part of the leadership, they came and informed me then, but
now? Pah!
MC02 00009
Amu apy I pa pai.
amu an- o (py) -hpa paidjo
someone 3Neg- come -Neg at.all
They don't come at all.
MC02 00010
Jeju:se mang mo'ko sargie mi te'ne, mo'ko te'ne
tuweitjo.
j - eju (ku) -se mang mo'ko sargie mi te'ne mo'ko te'ne t-
we'i -se -to
10- inform -Purp 3.Cop3AnMd deceased late actually 3AnMd actually T-
be -Ptcp -Pst.Cont.Nzr
She informed me, the one who passed, when she was (alive).
MC02 00011
Kyno:sang y'wa jeju:se me, erome uwa
noro mango
ky- n- o (py) -ja -ng y- 'wa j- eju(ku) -se me erome uwa
noron mang
3.Rm- 3Sa- come -Pres -Dbt 10- Dat 10- inform -Purp Attr today no
anymore 3.Cop
She came to me to inform me, but she's not here anymore.
MC02 00012
Da moro bal pahpota painjare kynosenytatong
moje Bronne auhty po.
da moro bal pahpota painjare ky- n- wot- eny (ry) -take
tong moje Bronne auhto -ry po
then 3InMd soccer afterward maybe 3.Rm- 3A30- Detr- drink -Fut
Col there *** house -pssd at
Maybe after the ball (game), they will go drink over at Bronne's house.
MC02 00013
Bronne.
Bronne
***
Bronne.
MC02 00014
Bronne auhty po.
Bronne auhto -ry po
*** house -pssd at
At Bronne's house.
MC02 00016
623
CeAr
A'a, mo'ko amukong eju:tong.
a'a mo'ko amu -kong eju(ku) -tong
yes 3AnMd someone -Col invite -Col
Yeah, he invited some people.
MC02 00017
MaAl
Moro 'wa na'neng.
moro 'wa na'neng
3InMd Dir first
Over there first.
MC02 00018
Kyny:tatong.
ky- n- y(to) -take -tong
3.Rm- 3Sa- go -Fut -Col
They are going to go.
MC02 00019
CeAr
A'a.
a'a
yes
Yes.
MC02 00020
MaAl
I'wjato'pa tiro nang ero 'wa, paranakyry wa'tory.
i- wa'to -hpa tiro na ero 'wa paranakyry wa'to -ry
3- fire -Neg Hrsy 3.Cop 3InPx Dir White.person fire -pssd
He is without fire, urn, White people's fire.
MC02 00021
Da koko tywonyry
da koko t- wot- eny(ry)
then night T- Detr- drink
she'pa moropo mango
se'pa moropo mang
do.not.want there 3.Cop
Then he doesn't want to drink there at night.
MC02 00022
Idjombo
idjombo
then
Dbt
pahpota oja nare wytono
pahpota oja nare w- y(to)
afterward whither Doubt Sa- go
kyne'itjang.
-no ky- n- e'i -take -ng
-Ent 3.Rm- 3Sa- Cop -Fut
After that, I don't know where they will go.
MC02 00023
Kande mo' ko ...
kande mo'ko
maybe 3AnMd
Maybe him ...
MC02 00024
624
Kande mijaro.
kande mijaro
maybe there
Maybe over there.
MC02 00025
CeAr
Basija Tara auhty, auhty 'wa.
*** basija Tara auhto -ry auhto -ry 'wa
Hes lieutenant *** house -pssd house -pssd Dir
Bassja Tara's house, at his house.
MC02 00026
MaAI
-Col indeed Title Title manioc.drink -
Kande mo'ko kyjopotorykong
ko tyjasakore erapa
kande ma'ko kys- jopoto -ry
ko tyjasakore erapa
maybe 3AnMd 1+2A- chief -pssd
pssd SaInt sour also
kyngatong.
ky- n- ka -tong
3.Rm- 3Sa- say -Col
ro
-kong ro
BD,
BO
BD
BO
kasiriry
kasiri -ry
Maybe our boss, B.D., they say B.O.'s kasiri is sour, too.
MC02 00027
CeAr
Dh.
oh
oh
Oh.
MC02 00028
MaAI
C (overlapping *):
Moropo fosi, anenyry'pa rorupo wa, ero wyinjo naka
kyto:sa.
mora po fosi an- eny (ry) -hpa rorypo wa era wyinjo naka
kyt- a (py) -ja
3InMd at first Neg- drink -Neg defficient 1Cop 3InPx from towards
1+2Sa- come -Pres
There first, I don't drink, well, but then we'll come over this way.
MC02 00030
Akuru pe.
akuru pe
clay Having
The muddy place.
MC02 00031
0*:
M* :
M'hm.
m'hm
m'hm
M'hm.
MC02 00033
0*:
Uwa.
uwa
no
No.
MC02 00035
c*:
A'a.
a'a
yes
Yes.
MC02 00037
Ero wyinjo naka kyto:satong saf'safri tog.
ero wyinjo naka kyt- o (py) -ja -tong saf'safri tog
3InPx from towards 1+2Sa- come -Pres -Col slowly ***
We'll come this way slowly, right.
MC02 00038
Da ero 'wa.
da ero 'wa
then 3InPx Dir
Then to here.
MC02 00039
MaAl
625
M'm,
m'm
Hes
da ky:sato i'ja
da kyt- y(to) -ja -to i-
then 1+2Sa- go -Pres -Col 3-
sabana tao
I j a sabana ta
Dat savannah at
M'm, then we'll go with him to the savannah.
MC02 00040
CeAr
Sabana tao
sabana ta
savannah in
In the savannah.
MC02 00041
OdAr
M'hm
m'hm
m'hm ***Hes
koko, tuna ta wopyi, pah!
koko tuna ta w- o (py) -i pah
night water in lSa- come -Affirm eh!
M'hm, for me to come in the water at night? Pah!
MC02 00042
shapiry taka awu tjo'pa koko.
i- sapi -ry taka awu i- y(to) -hpa koko
Gen- mud -pssd into 1 Gen- go -Neg night
I don't go into the mud at night.
MC02 00043
Pah!
pah
eh!
Pah!
MC02 00044
CeAr
Awu rapa.
awu rapa
1 again
Me, then.
MC02 00045
626
Vooraal fa
Vooraal fa
*** how
womimjai,
w- omima
lSa- move
pah!
-i pah
-Rec.Pst eh!
Especially since I've moved, pah!
MC02 00046
Tjo'pambo pai, we'itjake.
i- y(to) -hpa -mbo paidjo w- e'i -take
Gen- go -Neg -devalued at.all lSa- Cop -Fut
I'm not going to go at all.
MC02 00047
Oty,
oty
Hes
onjewara nare.
onjewara nare
how Doubt
What, I don't know how.
MC02 00048
MaAl
Kuritja wy:take
kurita w- y(to) -take ***
day lSa- go -Fut Hes
I'll go during the day.
MC02 00049
CeAr
HIn, koko.
*** koko
Hes night
Hm, night.
MC02 00050
OdAr
Koko te'kuru.
koko te'kuru
night well
At night, well.
MC02 00051
CeAr
Tysapire, peru wety, pah!
t- sapi -se peru wety pah
T- mud -ptcp dog excrement eh!
Muddy, dog poop, pah!
MC02 00052
OdAr
627
mas'pasi womy
Emancipation.Day clothes
Idjeke ero wara, oty,
musu weri einjelijk.
idjeke ero wara oty
for.that.reason 3InPx way Hes
\g
mas'pasi womy, oen ben
For that reason, this way, urn, you were actually supposed to wear
Emancipation Day clothes.
MC02 00053
MaAl
A'a.
a'a
yes
Yeah.
MC02 00054
CeAr
Moro tymeremere.
moro t- mery mery -se
3InMd T- drawing drawing -Ptcp
The colorful ones.
MC02 00055
A'a.
a'a
yes
Yes.
Me02 00056
MaAl
Wjomyko.
i- womy -kong
3- clothes -Col
628
Their clothes.
MC02 00057
CeAr
Pangi, awu pangiry amu mondo mang, nitjyrypo.
pangi awu pangi -ry amu mondo mang ni- kyry -po
clothing 1 clothing -pssd one present 3.Cop 3AO- make -one.who.is
Pangi, my pangi is here, the one I made.
MC02 00058
MaAl
Awu dati amu waty mango
awu dati amu waty mang
1 that one Neg.Ex 3.Cop
Me, that, there isn't one.
MC02 00059
CeAr
Amu, amumbo waty.
amu amu -mbo waty
one one -devalued Neg.Ex
One, there isn't any.
MC02 00060
OdAr
Awu, amu mondo marc
awu amu mondo 0-
lone present 1-
mango
maro mang
with 3.Cop
Me, there is one with me.
MC02 00061
MaAl
shitjrypombo mo'ko woryi a'na emepane, mo'ko
woryi, moro tjuturory poko.
si- kyry -po -mbo mo'ko woryi a'na emepa -neng mo'ko
woryi moro i- tu'turu -ry poko
1A30- make -one.who.is -Pst 3AnMd woman 1+3 teach -one.who.does 3AnMd
woman 3InMd 3- congratulate -Nzr occupied. with
When I made it, the woman who was our teacher, that woman, (taught us
how to) decorate it.
MC02 00062
A'a.
a'a
yes
Yeah.
MC02 00063
CeAr
Oko a
oko a
two 3.An.Nom
ben gi
ben gi
*** ***
mi,
mi
pangi nanga janjisary.
pangi nanga j- anjisa -ry
clothing and 3- shawl -pssd
Two she gave me, panji and its shawl.
MC02 00064
MaAl
629
Mere mare
moro 0-
3InMd 1-
mango
maro mang
with 3.Cop
That is wi th me.
MC02 00065
c*:
A'a, amere te'kuru amu amare na.
a'a amoro te'kuru amu a- maro na
yes 2 well some 2- with 3.Cop
Yes, you well, one is with you (you have one) .
MC02 00067
Awu dati amumbe waty mango
awu dati amu -mbo waty mang
1 that some -former Neg.Ex 3.Cop
Me, then, there is not any.
MC02 00068
0*:
Awu, awu amumbe waty .
awu awu amu -mbo waty
1 1 some -former Neg.Ex
Me, there is not one with me.
MC02 00070
M*:
Sambura peke waty kyne'itja.
sambura poko waty ky- n- e'i -take
drum occupied.with Neg.Ex 3.Rm- 3Sa- Cop -Fut
They will not be playing sambura.
MC02 00072
A'a.
a'a
yes
Yes.
MC02 00073
CeAr
ko1"'\ ......>J'-:r
oty
what
__1.._
~'"'.....'"'
poko ko
occupied. with QP
_""""" I .; .... -:. '!"!IO ~
.......... .... "'"J~.
n- e'i -take
3Sa- Cop -Fut
What will they be playing?
MC02 00074
MaAl
Tel
te
Interj
Eh!
MC02 00075
CeAr
Awasi boksu, mora paranakyry boksuru.
winsi boksu moro paranakyry boksu -ry
even.if boom.box 3InMd White.person boom.box -pssd
Even if it's a boom box, the White person's boom box.
MC02 00076
630
Pangiry sU'mengdake
pangi -ry s- u'ma(my)
clothing -pssdlA- turn
a'sawo'inje.
-take 0- a'sawo -ine
-Fut 3- neck -Col
I'm going to spin my pangi over their necks.
MC02 00077
MaAl
Awu oty
awu oty
1 Hes
kamisa nare semyndotake, womy.
kamisa nare s- emynto -take womy
clothes Doubt lA- put.on -Fut clothes
I don't know what clothes I'm going to wear, clothes.
MC02 00078
CeAr
Mora wara kytopotatong.
moro wara kyt- wot- epo(ry)
3InMd way 1+2Sa- Detr- find
We will find each other somehow.
MC02 00079
MaAl
Ai.
ai
yes
Yeah.
MC02 00080
OdAr
c*:
-take -tong
-Fut -Col
Kytopotatong, ase'wa, pa'poro senetatong,
buurvrouw, uwarykong.
kyt- wot- epo (ry) -take -tong as- 'wa pa'poro s- ene -take -tong
buurvrouw uwa -ry -kong
l+2Sa- Detr- find -Fut -Col 'D ......... 'W"'-. n~+- ~"1"1 , "7\ see T;'I .... 4- ,",_"1"n.c.vl-' .uc<'- c<-'--'- ..L..l""1.'- - J.' u.L. -\..-u.J...
neighbor.woman dance -Nzr -Col
We will find each other, everyone will look at neighbor lady, their
dancing.
MC02 00082
3A30- brew -Nzr -devalued Intns get.drunk -Fut -Dbt
namokyrymbo
0*:
Buurvrouw
erome.
buurvrouw
erome
neighbor. woman
today
n- amoky -ry -mbo
'ne
'ne
tyndang
ty(my) -take -ng
631
Neighbor lady's brew will get me drunk today.
MC02 00084
Metai?
m- eta -i
2A- hear -Rec.Pst
Did you hear?
MC02 00085
Anamokyry tyndang erome.
a- amoky -ry ty(my) -take -ng erome
2- brew -Nzr get.drunk -Fut -Dbt today
Your brew is going to get me drunk today.
MC02 00086
R:
Awu ro?
awu ro
1 indeed
Who, me?
MC02 00088
Amaro, aha.
amoro aha
2 yes
You, yes.
MC02 00089
OdAr
Anamokyry kaije.
a- amoky -ry ka -e
2- brew -Nzr say -Prs.Tns
Your brew, I said.
MC02 00090
Wetyndake anamokyry poko.
w- ty(my) -take a- amoky -ry poko
lSa- get.drunk -Fut 2- brew -Nzr occupied. with
I'm going to get drunk on your brew.
MC02 00091
-devalued savannah at 3.An.Nom 2A- make -one.who.is
mitjyrypoAnamokyrymba
kasiri.
a- amoky -ry
kasiri
2- brew -Nzr
manioc.drink
-mbo
sabana
sabana
po, a
po a m- kyry -po
632
Your brew at the savannah, the kasiri you made.
MC02 00092
CeAr
R:
Awu kasiri.
awu kasiri
1 manioc. drink
My kasiri.
MC02 00094
M'hm.
m'hm
m'hm
M'hm.
MC02 00095
CeAr
Mora poko atyndatong.
moro poko a- ty(my) -take -tong
3InMd occupied. with 2- get.drunk -Fut -Col
They're going to get you drunk with it.
MC02 00096
R:
Eh!
eh
eh
Eh!
MC02 00098
Te joe wani.
When you wan t .
MC02 00099
3:18
Mora wara kuru erome we'injo na.
moro wara kuru erome we'i -no na
3InMd way Affirm now be -Ent 3.Cop
TA7,... .rJ~ ~j- :I-'l-. .... l- w"ay :1-1-._ ...... _ .rJ~ ..~"CO uv -'- L- l-J.J.ct L. L..L.LC:;O c; UClyO.
MC02 00101
MaAl
Pah!
pah
eh!
Pah!
MC02 00102
Penaro ero wara waty.
penaro era wara waty
long.ago 3InPx way Neg.Ex
Before it wasn't this way.
MC02 00103
Tuweitjo so
t- we'i -se -to so
T- be -Sup -Pst.Cont.Nzr so
wan juru
wan juru
one hour
633
kawina
kawina
music. type
kaba.
kaba
Prfct
ben naki
ben naki
*** ***
It used to be, kawina drums would be playing already.
MC02 00104
Kawina.
kawina
music. type
Kawina.
MC02 00105
CeAr
Ala sei.
Everywhere.
MC02 00106
OdAr
Moro futbal po.
mora futbal po
3InMd soccer at
At the soccer field.
MC02 00107
MaAl
A'ha.
aha
yes
Yes.
MC02 00108
CeAr
Pun pun pun pun pun.
pun pun pun pun pun
thud! thud! thud! thud! thud!
Pun pun pun pun pun.
MC02 00109
MaAl
(unclear) pore.
So much.
MC02 00110
CeAr
634
Mero, onjewara nare katake, mere 'ne erome mojang jongu hoi nde,
oty nare nandong.
mero onjewara nare ka -take mero 'ne erome mojang jongu boi nde
oty nare na -tong
Intns how Doubt say -Fut Intns Intns now 3AnPxCol young boy
and. them what Doubt 3.Cop -Col
I don't know how I'm going to say it, these young boys today, I don't
know what it is with them.
MC02 00111
MaAl
Te!
te
Interj
Eh!
MC02 00112
CeAr
Hm!
***
Hes
Hm.
MC02 00113
OdAr
Akinju pe, of
akinju pe of
lazy Having or
na oty
na oty
3.Cop what
djombo, ukuty'pa.
djombo uku(ty) -hpa
then know -Neg
Lazy, or what it is, (there's) no knowing.
MC02 00114
MaAl
FOB ten ala hal jako, pun pun pun pun, tjaunarekong.
*** ten ala bal jako pun pun pun pun i- kawina
kong
Hes *** all soccer at. time thud! thud! thud! thud! 3- music. type -
Col
Before, whenever there was soccer, pun, pun, pun, pun, thier kawina.
MC02 00115
Moro kawina.
mora kawina
3Ir~d musicat}~e
The kawina.
MC02 00116
CeAr
Den abi kawina?
Do they have kawina?
MC02 001l?
OdAr
Tje pah!
che pah
how. sad eh!
As if!
MC02 00118
Den abi!
They have it!
MC02 00119
MaAI
Den abi!
They have it!
MC02 00120
CeAr
Se'me ko kytatong.
se'me ko kytatong
nonetheless SaInt 1+2.Cop.Coll
Here we are nonetheless.
MC02 00121
MaAI
635
Mandong,
mang
3.Cop -Col
da?
-tong da
then
Are they, then?
MC02 00122
OdAr
Tykuruturukong se'pa mandong.
ty- kuruturu -kong se -hpa mang -tong
3R.Pssr- culture -Col Desid -Neg 3.Cop -Col
They don't want their culture.
MC02 00123
CeAr
Myry!
myry
look.at.that
Look at that.
MC02 00124
MaAI
So~Dura WQpoto. uwa'pa mandong.
sambura wo -po -to uwa -hpa mang -tong
drum hit -one.who.is -When dance -Neg 3.Cop -Col
When they knock sambura drums, they don' t dance.
MC02 00125
CeAr
636
Ajuwarykong enejatong de mokaro poitjonong.
aj- uwa -ry -kong ene -ja -tong de mo'karo poitjo -nong
2- dance -Nzr -Col see -Pres -Col them 3AnMdCol young.man -Col
They look at how you all dance, those young boys.
MC02 00126
Djombo koropo ajamitjatong.
djombo koropo aj- amika -tong
then tomorrow 2- tease -Col
Then the next day, they tease you.
MC02 00127
MaAl
Ajamitjatong, koropo, koijaro 'ne merone tuwese
kore 'ne ajuwai.
aj- amika -tong koropo koijaro 'ne merone t- uweseng -se
kore 'ne aj - uwa -i
2- tease -Col tomorrow yesterday Intns like. that T- buttocks -Sup
Surpr Intns 2- dance -Rec.Pst
They tease you, the next day, "You danced like that yesterday, stink
butt."
MC02 00128
CeAr
Gen.Hum- dance -Gen -Col
uwa
Aporishitjyryko me moro wara, muwanotong
kyngano, kokaty,
a- pori -sitjy -ry -ko me moro wara m-
ky- n- ka -no kokaty
2- shin -*** -pssd -Imper Attr 3InMd way
3.Rm- 3Sa- say -Prs.Tns.Dbt ***
-no -tong
kyngato.
ky- n- ka -to
3.Rm- 3Sa- say -Col
"You all danced with your skinny legs that way," he says, they say.
MC02 00129
Oro suwanopyi porirymbo kaije, poriry 'ne
moro mang, kaije.
oro s- uwa -nopy -i pori -ry -mbo ka -e pori -ry 'ne
moro mang ka-e
opt 1A- dance -Caus -Opt shin -pssd -devalued say -Prs.Tns shin -pssd
Intns 3InMd 3.Cop say -Prs.Tns
"Let me dance with my old legs," I say, "they're my legs," I say.
MC02 00130
Awu wetymyry
awu wot- ty(my)
1 Detr- get_drunk
animjomoky'pa terapa wa.
-ry an- momo(ky) -hpa terapa wa
-Nzr Neg- wait -Neg already lCap
I don't wait until I'm already drunk.
MC02 00131
Jaweja kuruturu peke.
j- awo(my) -ja kuruturu poko
180- stand.up -Pres culture about
I get up for culture.
MC02 00132
Karawashi pe, karawashi te'ne anilebimja'pa wa.
karawasi po karawasi te'ne an- lobi -rna -hpa wa
rattle at rattle actually 3Neg- love -Chg -Neg 1Cop
For the rattle, well, the rattle, that I don't love.
MC02 00133
4:43
Mere kuru jetyja.
moro kuru j- oty -ja
3InMd Affirm 10- do. something -Pres
That does something to me.
MC02 00135
637
pa'pere jenuru
pa'poro j- enu-ry
Wetu'memyry
wot- u'me (my)
u ' me (my) - j a
Detr- go.around
go. around -Pres
-ry
-ng
-Nzr
-Dbt
jake
jako
at. time all 1-
kynetu 'me: j ang
ky- n- wot-
eye -pssd 3.Rm- 3A30- Detr-
When I spin, all of my eyes spin.
MC02 00136
Moro ere wara awytory, ere wara, ere wara rapa.
moro ero wara a- y (to) -ry ero wara ero wara rapa
3InMd 3InPx way 2- go -Nzr 3InPx way 3InPx way again
The way you go this way and that, this way, this way again.
MC02 00137
MaAl
Mere maraka betre.
moro maraka betre
3InMd rattle better
Maraka is better.
MC02 00138
Maraka te'ne djupa rapa mang, maraka peko, juwaje.
maraka te'ne jU'pa rapa mang maraka poko j - uwa
e
rattle actually good again 3.Cop rattle occupied. with 180- dance -
Prs.Tns
Maraka, that's good; I dance with maraka.
MC02 00139
CeAr
Je si tel
You'll see!
MC02 00140
Idjeke, idjoko paidjo ero, vooraal nownow so.
idjeke iro -ko 0 paidjo ero vooraal nownow so
for.that.reason 3InAna -Imper mper too 3InPx *** right.now so
For that reason, even those guys, especially now so.
MC02 00141
638
happiness -Neg
pirishiri -hpa noron
Fa mose woryi waty mang kaije, mere
terapa we'i'mjaje.
fa mose woryi waty mang ka -e mero
terapa w- e'i -'rna -e
how 3AnPx woman Neg.Ex 3.Cop say -Prs.Tnslntns
anymoragain lSa- Cop -Neg -Prs.Tns
pirishiri'pa noro
The way that woman is not here, I say, then I am without happiness
anymore.
MC02 00142
Kande, kande akore'pe.
kande kande akore'pe
maybe maybe long. time
Maybe, maybe after a long long time.
MC02 00143
A kan de da moro jako fosi baka.
Maybe at that time first again.
MC02 00144
Kande ipirishiri'pa we'itjake erapa i'mjaty jasakarykong
maro.
kande i- pirishiri -hpa w- e'i -take erapa i- 'ma(ty) j- asaka
-ry -kong maro
maybe 3- happiness -Neg lSa- Cop -Fut also Gen- finish 1-
countryman -pssd -Col with
Maybe I won't be happy anymore with my friends and family.
MC02 00145
5:23
Atoriry akono waty mango
a- tori -ry akono waty mang
2- story -pssd friend Neg.Ex 3.Cop
The friend you told stories with isn't here anymore (Lit. your story
friend) .
MC02 00147
MaAl
M'hm.
m'hm
m'hm
M'hm.
MC02 00148
CeAr
-Nzr let's.go young.woman dance
aporito roten a'na we'i -ry kalma
asaporitjoAwu ...
itjary.
awu ***
l- ka
1 Hes
3- say
as-
-ry
Detr-
-Nzr
roten a'na weidjy
beside only 1+3 be
ka'ma wo'
wodi
639
uwa,
uwa
Me, we were always side by side, "Come on go dance, woman," she'd say.
MC02 00149
MaAl
Itjary.
i- ka -ry
3- say -Nzr
She'd say.
MC02 00150
CeAr
Moro tynishanore
moro t- ni- sano(ma) -re
3lnMd T- 3AO- love -T
nero poku etapoto.
nero poku eta -po -to
authentic music hear -one.who.is -When
When she heard the music that she loved.
MC02 00151
MaAl
Poku
poku
music
tu,
tu
***
a'a,
a'a
yes
da moro poko kynuwano.
da moro poko ky- n- uwa -no
then 3lnMd about 3.Rm- 3So- dance -Prs.Tns.Dbt
Music too, yeah, then she danced to that.
MC02 00152
CeAr
Tomero 'ne no'mu mana, kaije.
tomero 'ne no'mu mana ka-e
manner lntns *** 2.Cop say -Prs.Tns
You are a certain way, I said.
MC02 00153
Awu ko moro nishanory poko juwa se ma, da
ajuwary se'pa mana mara kaije.
awu ko moro ni- sano(ma) -ry poko j- uwa se ma da aj-
uwa -ry se -hpa mana maro ka -e
1 SaInt 3lnMd 3AO- love -Nzr about lSo- dance Desid but then 2-
dance -Nzr Desid -Neg 2.Cop with say -Prs.Tns
I want to dance to the one I love, then you don't want to dance with me,
I said.
MC02 00154
Moro wara a'na ne'i eropo a'na mango
marc \~Jara a'na n- eli <::'1."""""""""'_ a'na ........ ~,....~'-..L.~l::-"V LLLl.A..L.L~
3lnMd way 1+3 3Sa- Cop here 1+3 3.Cop
We were like that, we are here.
MC02 00155
Son tron sejupo:sa!
son tron s- eju -po (ty)
some turn 1A- abuse -Iter
-ja
-Pres
640
Sometimes I give her a hard time.
MC02 00156
Owere kaije ka'ma, ajawongo.
owere ka -e ka'ma a- awo(my) -ko
O.K. say -Prs.Tns let's.go 250- stand.up -Imper
I say it's O.K., come on, you get up.
MC02 00157
5:50
Mose 'ne ri, kyngano y'wa, a no mose
ka'ma te'ne kaije.
mose 'ne ri ky- n- ka -no y- 'wa a no mose
ka'ma te'ne ka -e
3AnPx Intns ? 3.Rm- 35a- say -Prs.Tns.Dbt 10- Dat 3.An.Nom no 3AnPx
let's.go actually say -Prs.Tns
This woman, she tells me, just come on already, I say.
MC02 00159
Erome moko, jeruty nanong moko onjewara nare.
erome mo'ko jeruty na -nang mo'ko onjewara nare
today 3AnMd my.sister.in.law 3.Cop -Col 3AnMd how Doubt
Today, the one woman, my sister-in-law, I don't know how.
MC02 00160
MaAl
Wopy, wopy me djombo moko, kon wi taki, Merlona, moko po'no japoritjo
mang, tori pjoko
wopy wopy me djombo mo'ko kon wi taki Merlona ma'ko pa'no j-
aporito mang tori i- poko
aunt aunt Attr then 3AnMd *** *** say *** 3AnMd now 1-
beside 3.Cop story 3- about
erome.
erome
today
Aunt, she's our aunt, let's say, Merlona, she is beside me, telling
stories today.
MC02 00161
Erome, ai.
erome ai
today yes
'T',,~~,.,. ""~~h
.l. "-,,I,....U...4..y I )' \..-YoL.L ~
MC02 00162
CeAr
Woku undypo o'ko
woku undypo 0-
beer place.where.X.is 2-
o(py)
come
'ne japoritjo naka.
-ko 'ne j- aporito naka
-Imper Intns 1- beside towards
At the kasiri house, you come over by my side.
MC02 00163
MaAl
Moropo a'na shipjotu poko mang, kaije djombo.
mora po a'na shipjotu poko mang ka -e djombo
3InMd at 1+3 joke occupied.with 3.Cop say -Prs.Tns then
There we are busy with jokes, I say.
MC02 00164
(unclear)
A'a, moko erapa amu.
a'a mo'ko erapa amu
yes 3AnMd also one
Yeah, she's one.
MC02 00166
CeAr
Tytori pjoshing 'ne jumy mango
ty- tori posin 'ne jumy mang
3R.Pssr- story sweetness Intns Intns 3.Cop
Her stories are very sweet. (funny)
MC02 00167
MaAl
Tori se jumy mango
tori se jumy mang
story Desid Intns 3.Cop
She really loves stories.
MC02 00168
CeAr
641
Mopyi
m- 0 (py)
2Sa- come
rapa, kaije.
-i rapa ka -e
-Rec.Pst again say -Prs.Tns
You've come back, I say.
MC02 00169
MaAl
M'hm.
m'hm
m'hm
M'hm.
MC02 00170
OdAr
~~toritje juwy mang.
t- tori -se jumy mang
T- story -Ptcp Intns 3.Cop
She has a lot of stories (Lit. she is very storied).
MC02 00171
CeAr
Tyteritje jumy mango
t- tori -se jumy mang
T- story -Ptcp Intns 3.Cop
She has a lot of stories.
MC02 00172
Mere wara a'na mang, meke mare.
mora wara a'na mang mo'ko mara
3InMd way 1+3 3.Cop 3AnMd with
We are like that with her.
MC02 00173
MaAl
642
Osenery'pa
wot- eny(ry)
Detr- drink
teke meke mango
-hpa teko ma'ko mang
-Neg *** 3AnMd 3.Cop
She doesn't drink.
MC02 00174
M'm, newnew.
m'm nownow
Hes right.now
M'm, right now.
MC02 00175
OdAr
Uwa, anenyry'pa mango
uwa an- eny(ry) -hpa mang
no 3Neg- drink -Neg 3.Cop
No, she doesn't drink it.
MC02 00176
MaAl
Bijna mere biri srefi anenyry'pa mango
*** mora biri srefi an- eny(ry) -hpa mang
Hes 3InMd beer self 3Neg- drink -Neg 3.Cop
She almost doesn't even drink beer.
MC02 00177
Ngane.
n- ka -no
3Sa- say -Prs.Tns.Dbt
She says.
MC02 00178
Cty nare nenaje.
oty nare n- ena -e
what Doubt 3A30- deal.with -Prs.Tns
I don't know what gets her.
MC02 00179
643
Itjurupo otyja.
i- turupo oty -ja
3- heart do. something -Pres
It does something to her heart.
MC02 00180
CeAr
Da moropo moro tasi apemyry mo' ja, oty, apemyry
jako moro amu kapyng sitjyry.
da moropo moro tasi ape (my) -ry mo'ja oty ape (my) -ry
jako moro amu kapyng si- kyry
then there 3InMd palm. sp braid -Nzr over. there Hes braid -Nzr
at. time 3InMd some Neg 1A- make
They braided palm leaves over there, urn, when they were braiding, I made
a little then.
MC02 00181
Da moro jako moropo 'ne senyryi.
da moro jako moropo 'ne s- eny(ry)
then 3InMd at. time there Intns 1A- drink
Then, at that time, I drank there.
MC02 00182
-i
-Rec.Pst
Moro typoshinje 'ne moro kasiri eny:jang.
moro t- posin -se 'ne moro kasiri eny(ry) -ja -ng
3InMd T- sweetness -Ptcp Intns 3InMd manioc. drink drink -Pres -Dbt
Then she drank kasiri so happily.
MC02 00183
Ah, moro pahpota kuru te, tyturupo apo'i.
ah moro pahpota kuru te ty- turupo apo -i
Hes 3InMd afterward Affirm when 3R.Pssr- heart feel -Rec.Pst
Ah, after that time, she felt her heart.
MC02 00184
Apo'i rapa.
apo -i rapa
feel -Rec.Pst again
She felt it again.
MC02 00185
MaAI
6:58
Mero
otyjang
mero
-jang
at.once
woja
wo -ja
terapa
k.ill -Pres
ko, mere
terapa
ko mero
0 .... 1 ...... 01- ....... .f- ..... __ .....
vCl~.l.1 L. et L. .. U.l.L\",...c
'ne
'ne
Intns
woremary
wot- erema
Detr- breath.e
-ry
-:Nzr
akoto
akoto
cut .. dovrn
oty
do.something -Coll.An already
kyngano.
ky- n- ka -no
3.Rm- 3Sa- say -Prs.Tns.Dbt
It was killing me, it's cutting off my breath again, she said.
MC02 00187
CeAr
644
Tje, kaije, da kysenytong noro idjeke,
kaije.
tje ka -e da kys- eny(ry) -tong noron idjeke
ka -e
(sympathy) say -Prs.Tns then 1+2A- drink -Col anymore for.that.reason
say -Prs.Tns
Wow, I said, then for that reason you musn't drink anymore, I said.
MC02 00188
Mi biribie idjombo poro amu anenyry'pa.
mi biribie idjombo poro amu an- eny(ry)
believe then past some 3Neg- drink
I believe she hasn't drunk since then.
MC02 00189
MaAl
-hpa
-Neg
Idjeke myre moro oty jako moro tuna maro a ben
sani, tykoimja eng.
idjeke myre moro oty jako moro tuna maro a ben
san tykoimja eng
for.that.reason indeed 3 InMd thing at.time 3InMd water with 3.An.Nom ***
thing mix 3
For that reason, the other day, urn, she did it with water, mixed it.
MC02 00190
OdAr
7:10
M'hm.
m'hm
m'hm
M'hm.
MC02 00192
CeAr
Da se'me neko awu kaije, pah, moro wara jenary
ke kaije.
da se'me ene -ko awu ka -e pah moro wara j - ena
-ry ke ka -e
then nonetheless see -Imper 1 say -Prs.Tns eh! 3InMd way 10- treat
-Nzr Instr say -Prs.Tns
Then look at me, then, I say, pah, since it treats me like that, I say.
MC02 00193
Awu jaitjepyinje
awu j- aike(py)
1 180- finish
Prs.Tns
kaije, kasiri enyry poko, kaije.
-ine ka lr -. ..... ~ ...... ~ eny {:r"y} poko ,_- -e~ .n...Gt.O,.1..,1.....L J\..cl
-Col say -Prs.Tns manioc. drink drink about say -
I, I'm finished, I say, drinking kasiri, I say.
MC02 00194
Jatjepyi.
j - aike (py)
180- finish
I am finished.
MC02 00195
-i
-Rec.Pst
645
Ije woposa
ije w- opo(ty)
there lSa- look
I just look, I say.
MC02 00196
suroten kaije.
-ja suroten ka -e
-Pres *** say -Prs.Tns
Tomepore 'ne moro wara kyte'itjo, kaije djombo.
tomepore 'ne moro wara kyt- e'i -to ka -e djombo
*** Intns 3InMd way 1+28a- Cop -Col say -Prs.Tns then
It looks bad that we have become that way, I say.
MC02 00197
MaAl
Woku anenyry'pa.
woku an- eny(ry) -hpa
beer 3Neg- drink -Neg
I don't drink kasiri.
MC02 00198
Daroom kaije, onjewara nare
siksie.wiki jako, oty nare seny:take, awu dati biri amu
Daroom ka -e onjewara nare
siksie.wiki jako oty nare s- eny(ry) -take awu dati biri amu
*** say -Prs.Tns how Doubt
six. week at. time thing Doubt 1A- drink -Fut 1 that beer some
sepeka:take, kaije, seny:take awu, kaije.
s- epeka(ty) -take ka -e s- eny(ry) -take awu ka -e
1A- buy -Fut say -Prs.Tns 1A- drink -Fut 1 say -Prs.Tns
For that reason I say, I don't know how during the Six Week, I don't
know what I will drink, me then, I will buy some beer, I say, I will
drink it, me, I say.
MC02 00199
CeAr
Moko j emydjy wapotory
mo'ko j- emyi -ry wapoto(po)
3AnMd 1- daughter -pssd elder
I said that to my eldest daughter.
MC02 00200
7:45
(unclear)
Akusare.
akusare
foam
'wa, kaije.
-ry 'wa ka -e
-pssd Dat say -Prs.Tns
Its foam.
MC02 00202
OdAr
Akusarembo.
akusare -mbo
foam -devalued
Its old foam.
MC02 00203
CeAr
646
Aijapatoro kisi
aijapatoro
ten
joe kan tjari go, ta'noka.
t- a'no(py) -ka
3R- fill -Tvzr
You can carry ten cases there to fill.
MC02 00204
OdAr
Ane 'nyry me.
a- eny(ry) me
2- drink Ess
For you to drink.
MC02 00205
A'a.
a'a
yes
Yes.
MC02 00206
CeAr
A'na 'ne ajepanotang enyry poko.
a'na 'ne aj- epano(py) -take -ng eny(ry) poko
1+3 Intns 2- help -Fut -Dbt drink occupied. with
WE will help you with drinking it.
MC02 00207
OdAr
8:07
Amoro.
amoro
2
You.
MC02 00209
CeAr
Era wara a1na tariry na.
ero wara a'na tori -ry na
3InPx way 1+3 story -pssd 3.Cop
This is how our story is.
MC02 00210
MaAl
647
take -Imper 3AnMdCoI elder
aro
aroko
'wa.
wapato (po) -sang 'wa moje
Dat
'wa
-Col
wapotosa
mo'karo
mokaro
-ko
A'na torirymbo
moje, awe'itjopo
a'na tori -ry -mba
a- we'i -tapa 'wa
1+3 story -pssd -devalued
there 2- be -Circ Dir
Take our story there to the elders in your country.
MC02 00211
Aroko oro a'na auran etang, eropo a'na ashitjo nawoja.
aro -ko oro a'na auran eta -ng eropo a'na ashitjo n- awo (my)
ja
take -Imper Opt 1+3 story hear -Dbt here 1+3 a.little 380- get.up
Pres
Carry it and make them hear our story, we get up a little.
MC02 00212
Ero wara waty Konomerume tuweitjo.
era wara waty Konomerume t- we'i -to
3InPx way Neg.Ex Donderskamp T- be -Hab
This isn' t how Konomerume used to be.
MC02 00213
Eropo waty mokaro Kari'nja tuweitjo,
wyinjo.
eropo waty mo'karo kari'nja t- we'i
wyinjo
here Neg.Ex 3AnMdCoI Kari'nja T- be
Pst.Cont.Nzrto.other.sidefrom
-se -to
-Ptcp -
mije
mija
This is not where the Kari'nja used to be, over on the other side.
MC02 00214
Moro Konomerume tuweitjo, na moro u'mukuru
ke ero wyinjo naka notong.
mora Konomerume t- we'i -se -to na mora u'mu(ku) -ry
ke era wyinjo naka n- o (py) -tong
3InMd Donderskamp T- be -Ptcp -Pst.Cont.Nzr3.Cop 3InMd submerge -Nzr
lnstr 3InPx from towards 38a- come -Col
That used to be Konomerume, since it sank they had to come over to this
side.
MC02 00215
Notong.
n- a (py)
38a- come
-tong
-Col
They came.
MC02 00216
('eAr
Pa'poro mokaro suma ero wyinjo mango
pa'poro mo'karo suma era wyinjo mang
all 3AnMdCoI people 3InPx from 3.Cop
All of the people are on this side.
MC02 00217
MaAl
648
Ma mije wyinjo na'neng, mokaro wapotosang, komandong,
kaije djombo.
rna mija wyinjo na'neng mo'karo wapoto(po) -sang k- ema(my)
-tong ka -e djombo
but to. other. side from first 3AnMdCol elder -Col 1+2- live
-Col say -Prs.Tns then
But over on that side before, the elders, we lived, I say.
MC02 00218
Moro poko.
moro poko
3InMd about
About that.
MC02 00219
M'hm.
m'hm
m'hm
M'hm.
MC02 00220
CeAr
Etatoko.
eta -to -ko
hear -Col -Imper
You all listen.
MC02 00221
MaAl
Awu srefi ero wyinjo naka wopyi.
awu srefi ero wyinjo naka w- o (py)
1 self 3InPx from towards lSa- come
Even I came to this side.
MC02 00222
Moko pe'ja ponon wokyry poko.
mo'ko pe'ja ponon wokyry poko
3AnMd waterside who.are.at man about
Because of the man from the waterside.
MC02 00223
Ngatong.
n- ka -tong
3Sa- say -Col
They say.
MC02 00224
-i
-Rec.Pst
649
Djombo Tara 'wa kaije, Tara, alarsyry amu
irenimjako y'wa, wysa auhto 'wa,
djombo Tara 'wa ka -e Tara a- lars -ry amu i- leni
-rna -ko y- 'wa w- y(to) -ja auhto 'wa
then *** Dat say -Prs.Tns *** 2- rubber.boots -pssd some 3-
lend -Chg -Imper 1- Dat 18a- go -Pres house Dir
konopo jumy, ero wara konopo.
konopo jumy ero wara konopo
rain Intns 3InPx way rain
Then I said to Tara, "Tara, lend your rubber boots to me, I'm going
home, there's a lot of rain, just rain."
MC02 00225
Oty me tyry
oty me tyry
what Attr ***
-Prs.Tns.Dbt
wokyry mipinjai pe'ja po'nong, ngano.
wokyry m- pina -i pe'ja ponon n- ka -no
man 2A- take -Rec.Pst waterside who.are.at 38a- say
"For what reason did you take a man from the waterside," he said.
MC02 00226
Alarsyry anyry'pa o'wa
a- lars -ry an- y(ry) -hpa 0-
2- rubber.boots -pssd Neg- put -Neg 2-
wa.
'wa wa
Dat 1Cop
I am not putting your rubber boots for you (buying them for you) .
MC02 00227
Ja, mitjano rapa.
ja m- ka -no rapa
yes 2A- remove -Prs.Tns.Dbt again
Yeah, you took them off again.
MC02 00228
Pah, idjombo mere kaije, pah, sabana taka wysa. Wopyi
sabana taka ko'u.
pah idjombo mero ka -e pah sabana taka w- y (to) -ja w-
o (py) -1 sabana taka ko'u
eh! then when say -Prs.Tns eh! savannah into 18a- go -Pres 18a-
come -Rec.Pst savannah into at. last
Pah, then I said, pah! I'm going to the savannah. I finally came to the
savannah.
MC02 00229
Uwa.
uwa
no
No.
MC02 00230
Idjeke woku enyje, tjopa, gemakelijk mi wa pe'ja 'wa.
For that reason, going to drink kasiri, it's easy to go to the
waterside.
MC02 00231
Ere wara jauran mango
ero wara j- auran mang
3InPx way 1- story 3.Cop
My story is like this.
MC02 00232
Ja, jare'wa.
ja jarowa
yes hither
Yes, over here.
MC02 00233
CeAr
650
Jare'wa wepyi.
jarowa w- o (py)
hither lSa- come
I came over here.
MC02 00234
-l
-Rec.Pst
C.3.3 MalelFemale Middle Aged
Awu erapa jU'pa wa'nykyi.
awu erapa jU'pa w- o'ny(ky)
1 also well 18a- sleep
I slept well myself.
FM-MA 00001
FeMa
-i
-Rec.Pst
651
Mora kanameru kape' kape mora te j embakai .
mora konomeru kape'kape mora te j- embaka-~
3InMd thunder lightening 3InMd Interj 10- awaken -Rec.Pst
The thunder and lightening woke me.
FM-MA 00002
FeMa
Typashinje 'ne wanykyrymba wetykai
memba.
t- posin -se 'ne w- o'ny(ky) -ry -mba w- e- ty'ka
-~ membo
T- sweetness -Ptcp Intns 18a- sleep -Nzr -former 18a- Detr-
frighten -Rec.Pst st Intns
I was sleeping so well, then it frightened me so much!
FM-MA 00003
FeMa
Awu erapa mera 'ne japarangai.
awu erapa mero 'ne j- poromy(ry) -ka -i
1 also Intns Intns 10- jump.up -Caus -Rec.Pst
Me, too, it made me jump.
FM-MA 00004
MaAl
Wetykapa raten a'na tambala mara.
w- ty'ka -po roten a'na tambara mara
8a- frighten -Caus only 1+3 lover with
We were frightened, me and my husband.
FM-MA 00005
MaAl
Ontverwakti me terapa.
It was so unexpected, too.
FM-MA 00006
FeMa
n_ awanykyry.uobo ta te ajupa'kai.....a-
da a- a 'ny (ky) -ry -mba ta te a- upa'ka -i
then 280- sleep -Nzr -devalued in but 280- wake.up -Rec.Pst
Then, in your sleep, you wake up.
FM-MA 00007
FeMa
Hm.
***
Res
Mero mango
mero mang
Intns 3.Cop
652
Hm. So it is.
FM-MA 00008
MaAl
Da ero mase kopano:sa
djombo, um, terapa, ontverwakti me,
da ero mose k- wot- epano(py)
djombo *** terapa ontverwakti me
then 3InPx 3AnPx 1+20- Detr- help
then Res already *** Ess
kytotong, mene kywe'itjopo
onjewara nare, kotame terapa
k- y(to) -tong mene kyt- we'i
onjewara nare kotame terapa
1+2- leave -Col difficult 1+2Sa- be
how Doubt sadly already
kyte'imjatong.
kyt- e'i -'rna -tong
1+2Sa- Cop -Neg -Col
mombo kaije
-ja moro -mbo ka -e
-Pres 3InMd -former say -Prs.Tns
nymbo, um,
-to -po nymbo ***
-Rab -one.who.is *** Res
Then this one who helped us, I say, urn, who left us so unexpectedly, our
place, urn, I don't know how, we have become so sad.
FM-MA 00349
FeMa
Uin, mutundapo pahpota seneja, kotame jumy
kywe'idjyko seneja.
*** m- tunda -po pahpota s- ene -ja kotame jumy
kyt- we'i -ry -kong s- ene -Ja
Res 2Sa- arrive -one.who.is afterward lSa- see -Pres sadly Intns
1+2Sa- be -Nzr -Col lSa- see -Pres
Urn, after my arrival, I saw it, I saw that we were in such sadness.
FM-MA 00350
FeMa
Moro ashitjo jenakuru enepyi kaije djombo.
moro ashitjo j- enaku -ry ene(py) -~ ka -e djombo
3InMd a.little 1- tears -pssd bring -Opt say -Prs.Tns then
That brought on my tears a little, I say.
FM-MA 00351
FeMa
Moro wara waty terapa ise we'i moro wytory
mango
moro wara waty terapa i- se w- e'i moro w- y (to) -ry mang
3Iruy~d way l\.T..-,-. 'r,"I ..... __ , ....... .- .... ....:1 •• .., "'.- ..... ..;.....::1 , <'- '"'-- "')T ..... "' ... .....:J , <'- go -:NzrJ.'H::::'::j .. 'c'A Q..J....l..Ca.uy J- J..ICO..LLL ..J..uQ- "U1-J J ..l...1.1.LY.1LL .L.ua.-
3.Cop
That's not how I wanted it to be when I left.
FM-MA 00352
FeMa
653
Te timiritjeng daka jedimja i'tjepe.
te timirikeng taka j- odi -rna i- tapa
to river.boat into 10- greeting -Chg 3- on
She went to greet me all the way to the boat, on it.
FM-MA 00353
FeMa
Merepe jenuru semaje.
mora po j- enu -ry s- ema -e
3InMd at 1- eye -pssd 1A- throw -Prs.Tns
I threw my eyes there (Call. for 'I thought about it').
FM-MA 00354
FeMa
Any' pe iweidjy anukuty'pa we'itje.
anyky pe i- we'i -ry an- uku(ty) -hpa we'itjo
illness Having 3- be -Nzr 3Neg- know -Neg ***
I didn't know she was sick.
FM-MA 00355
FeMa
Mere wepype pahpeta te, mere menyngejare
painjare, meke emydjy
mora w- a (py) -po pahpota te mora monyngojaro
painjare ma'ko emyi -ry
3InMd lSa- come -one.who.is afterward when 3InMd day.before.yesterday
maybe 3AnMd daughter -pssd
kynekari:shang y'wa.
ky- n- ekari(ty) -ja -ng y- 'wa
3.Rm- 3A30- tell -Pres -Dbt 1- Dat
After I came, maybe the day before yesterday, her daughter told me
(about it).
FM-MA 00356
FeMa
Taki aseke iwjeipjukary mere infus ke, mere
anekaritjy'pa erapa iwje'ipjemhe,
taki aseke i- wot- pUka -ry mora infus ke mora an-
ekari(ty) -hpa erapa i- we'i -po -mba
say by.Xself 3- Detr- pierce -Nzr 3InMd injection Instr 3InMd 3Neg-
tell -Neg also 3- do -one.who.is -Pst
ngane meke emydjy.
n- ka -no ma'ko emyi -ry
3Sa- say -Prs.Tns.Dbt 3AnMd daughter -pssd
She told me that she shot herself with injections, that she didn't speak
about it either, her daughter said.
FM-MA 00357
Fef\1a
654
Idjeke 'ne a'na erapa anukuty'pa, um,
kyngatong.
idjeke 'ne a'na erapa an- uku (ty) -hpa ***jakong ky- n- ka -tong
for.that.reason Intns 1+3 also 3Neg- know -Neg Hes
Pst.Punet 3.Rm- 3Sa- say -Col
kynakong,
ky- na
3 . Rm- 3. Cop -
For that reason, even we didn't know, urn, it was like that, they said.
FM-MA 00358
FeMa
M'hm.
m'hrn
m'hm
M'hrn.
FM-MA 00359
MaAl
Moro wara tyweije.
mora wara t- we'i -se
3InMd way T- be -Ptep
That's what she did.
FM-MA 00360
FeMa
Da so dan, hm, kaije, da aseke terapa moro tywombyry
'wa
da so dan *** ka -e da aseke terapa mora ty-
wo -mba -ry 'wa
then so then Hes say -Prs.Tns then by.Xself already 3InMd 3R.Pssr-
kill -Pst -pssd Dat
tywosaropo mang, kaije.
ty- wot- aro -po mang ka-e
3R.Pssr- Detr- carry -Caus 3.Cop say -Prs.Tns
Then so, then, hrn, I say, then she brought on her own death, I say.
FM-MA 00361
FeMa
M'm.
m'm
Hes
M'hrn.
FM-MA 00362
MaAl
Moro wara moko emydjy kynekari:sha.
mora wara mo'ko emyi -ry ky- n- ekari(ty) -ja
3InMd way 3AnMd daughter -pssd 3.Rm- 3A30- tell -Pres
That's what her daughter told me.
FM-MA 00363
FeMa
Nekarityi
n- ekari(ty)
3A30- tell
nare o'wa.
-i nare 0-
-Rec.Pst Doubt 2-
'wa
Dat
655
I don't know whether she told you about it.
FM-MA 00364
FeMa
***
Hes
moro jako ro nykai a'na 'wa erapa.
moro jako ro n- yka -i a'na 'wa erapa
3InMd at. time indeed 3A30- say -Rec.Pst 1+3 Dat also
She told us too at that time.
FM-MA 00365
MaAl
Kyy.
kYY
Interj
Oh.
FM-MA 00366
FeMa
Kyy, kaije, now fosi suku:sa
kYY ka -e now fosi s- uku(ty)
Interj say -Prs.Tns now first 1A- know
erapa, kaije.
-ja erapa ka -e
-Pres also say -Prs.Tns
Oh, I say, now finally I know about it, too, I say.
FM-MA 00367
MaAl
Awu ko anukuty'pa erapa we'itjo.
awu ko an- uku(ty) -hpa erapa we'itjo
1 SaInt Neg- know -Neg also ***
I didn't know either.
FM-MA 00368
FeMa
Tje, kaije.
tje ka -e
(sympathy) say -Prs.Tns
Oh, I say.
FM-MA 00369
MaAl
-Rec.Pst 10- frighten
y'narangapoiDa me eropo a'na y'narangapoi,
'ne eropo.
da me eropo a'na y- naranga
'ne eropo
then Attr here 1+3 10- frighten
Rec.Pst Intns here
-po
-CetuS
-i y- naranga -po -i
-Caus -
Then she frightened us here, I was really frightened here.
FM-MA 00370
MaAl
Moro etapo.
moro eta -po
3InMd hear -one.who.is
the way we heard
FM-MA 00371
FeMa
Etapo.
eta -po
hear -one.who.is
the way we heard
FM-MA 00372
MaAl
Paramuru ta awu erapa y'narangapoi.
Paramuru ta awu erapa y- naranga -po -i
Paramaribo at 1 also 10- frighten -Caus -Rec.Pst
I was frightened in Paramaribo.
FM-MA 00373
FeMa
M'm.
m'm
Res
M'hm.
FM-MA 00374
FeMa
656
Eropo auhto po wa, da moko tambala ngano, o'ko
'ne, o'ko 'ne woryi.
eropo auhto po wa da mo'ko tambara n- ka -no 0- o (py)
-ko 'ne 0- o (py) -ko 'ne woryi
here house at lCop then 3AnMd lover 3Sa- say -Prs.Tns.Dbt 2- come
-Imper Intns 2- come -Imper Intns woman
I am here at home, then my husband said, come, come woman!
FM-MA 00375
MaAl
Neko se,
ene -ko se
see -Imper ohl
ngano.
n- ka -no
3Sa- say -Prs.Tns.Dbt
Come look, he said.
FM-MA 00376
MaAl
Tata Jeanette arojatong poli 'wa.
tata Jeanette aro -ja -tong poli 'wa
mother *** carry -Pres -Col clinic Dir
They are carrying Aunt Jeanette ~o the clinic.
FM-MA 00377
MaAl
Oty
oty
what
nare ne'i.
nare n- e'i
Doubt 3A30- Cop
I don't know what is happening (to her).
FM-MA 00378
MaAl
657
Oty ko
oty ko
whatQP
nang, kaije.
na ka-e
3.Cop say -Prs.Tns
What is it, I said.
FM-MA 00379
MaAl
Kande painjare mankeri apo'i.
kande painjare mankeri apoi -i
maybe maybe injury take -Rec.Pst
Maybe she was injured (Lit. took an injury).
FM-MA 00380
MaAl
Eneta, ngano .
ene -take n- ka -no
see -Fut 3Sa- say -Prs.Tns.Dbt
Go see her, he said.
FM-MA 00381
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00382
FeMa
Da wytong iwjenasang tao
da w- y(to) -ng i- wena(po) -sang ta
then lSa- go -Dbt 3- behind -Col at
Then I went behind them.
FM-MA 00383
MaAl
Wyto, oty
w- Y (to) oty
lSa- go what
ko ne'i, kaije.
ko n- e'i ka -e
QP 3Sa- Cop say -Prs.Tns
I go, what is going on (with her), I said.
FM-MA 00384
MaAl
Idjo wara ngatong, mainja
iro wara n- ka -tong mainja
3InAna way 3Sa- say -Col field
'wa 'ne nytong.
'wa 'ne n- y(to)
Dir Intns 3Sa- go
-nn
--.:J
-Dbt
So they said, she went to the field.
FM-MA 00385
MaAl
658
Tyturupo apo'i.
ty- turupo apoi -i
3R.Pssr- heart hold -Rec.Pst
She held her heart.
FM-MA 00386
MaAl
Tyturupo apo'i tiro, ngatong.
ty- turupo apoi tiro n- ka -tong ***
3R.Pssr- heart hold Rrsy 3Sa- say -Col Res
I hear she held her heart, they said.
FM-MA 00387
MaAl
Morombo pahpota auhto po, oty juweka se wa tyka
mango
mora -mba pahpota auhto po oty j- weka se wa t-
ka mang
3InMd -devalued afterward house at Res 180- defecate Desid lCop T-
say 3.Cop
After that at home, urn, "I want to defecate, " she said.
FM-MA 00388
MaAl
Hm.
Rm
hm
Hm.
FM-MA 00389
FeMa
Wysa
surorypo
w- y (to)
rorypo
18a- go
defficient
no wekapose tyto aseke
mango
-ja no weka -po -se t- y (to) aseke su
mang
-Pres no defecate -devalued -Ptcp T- go by.Xself Emot
3.Cop
"I am going to defecate, " but she went by herself.
FM-MA 00390
MaAl
Ma erama'pa aseke ne'i, moropo tuwaijakuta mang,
tyweije mora
rna e- rama -hpa aseke n- e'i moropo tuwaijakuta mang t-
we'i -se mora
but Detr- return -Neg by.Xself 38a- Cop there slumped. over 3.Cop T-
be -Ptcp 3InMd
tywotand'ymopo po.
t- wot- andy'mo -po po
T- Detr- seat -one.who.is at
But she didn't return by herself, she was slumped over there, she stayed
where she sat.
659
FM-MA 00391
MaAl
-pssd 3Sa- say -Prs.Tns.Dbt Father see -Fut where mother
ngano,
ene -take owe
Da emydjy
weidjy!
da emyi
we'i -ry
then daughter
be -Nzr
-ry n- ka -no
Papa, eneta
papa
owe tata
tata
Then her daughter said, "Papa, go look where Mama is!"
FM-MA 00392
MaAl
Dis ten moropo tyweseku mango
dis ten moropo tyweseku mang
*** *** there lose.oneself 3.Cop
By that time she had lost herself.
FM-MA 00393
MaAl
Imjero, wan tron mere i'ja
imjero wan tron mero l-
suddenly one turn at.once 3-
taro
'ja t-
Agt T-
i 'ja
aro i-
carry 3-
mango
'ja mang
Agt 3.Cop
Suddenly, all at once, it carried her away.
FM-MA 00394
MaAl
M'm.
m'm
Hes
M'hm.
FM-MA 00395
FeMa
Idjeke.
idjeke
for.that.reason
For that reason.
FM-MA 00396
MaAl
Dan moro wekatopo ta i'ja
dan moro weka -topo ta l-
then 3InMd defecate -Circ in 3-
moro tapoije.
'ja moro t- apoi -se
Agt 3InMd T- take -Ptcp
Then, there in the restroom, it took her.
FM-MA 00397
FeMa
Tt-:::IT'\n;;lCIto i .";::::1
---r--..J- .J-'
i- t- apoi -se i- , ja
3- T- take -Ptcp 3- Agt
It caught her.
FM-MA 00398
MaAl
660
say -Nzr -Col Instr then lSa- gosay -Prs.Tns 3-
itjarykong da, wytong ene
ene
see-Dbt
Y (to) -ngw-da
ge
ka -ry -kong kei-
kaije,
ka -e
Djombo
rapa.
djombo
rapa
then
again
Then, I say, they said, I'll go check on her again.
FM-MA 00399
MaAl
Ene wysa, kaije, itja
ene w- y(to) -ja ka -e i-
see lSa- go -Pres say -Prs.Tns 3-
eneta.
tja ene -take
*** see -Fut
I'll go check on her, I said, go check on her.
FM-MA 00400
MaAl
Sapo'i.
s- apoi
1A- hold
I held her.
FM-MA 00401
MaAl
Oty
oty
what
ko
ko
QP
mang, wo', kaije,
mang wodi ka -e
3.Cop young.woman say -Prs.Tns what
oty
oty
QP
ko mang?
ko mang
3.Cop
"What have you done, sister," I said, "what have you done?"
FM-MA 00402
MaAl
Oty
oty
what
ko
ko
QP
ajeporyi?
aj- epo(ry)
2- find
-i
-Rec.Pst
What has found you?
FM-MA 00403
MaAl
Aijary poko sapoija.
aija -ry poko s- apoi -ja
hand -pssd about 1A- hold -Pres
I held her on her hand.
FM-MA 00404
MaAl
Oty ko mang, kaije.
oty ko mang ka -e
v·.Jhat QP 3.Cop C!::::t't , -Prs.Tns~~1
"What have you done?" I said.
FM-MA 00405
MaAl
Ju'pa paidjo enuru tywotapuru mao
ju'pa paidjo enu -ry ty- wot- tapu -ry mang
good at.all eye -pssd 3R.Pssr- Detr- close -Nzr 3.Cop
Her eyes were closed.
FM-MA 00406
MaAI
Aurana'pa noroo
auran -hpa noron
speech -Neg anymore
She didn't speak anymore.
FM-MA 00407
FeMa
Aurana'pa noro sref'srefi, aurana'pao
auran -hpa noron sref'srefi auran -hpa
speech -Neg anymore *** speech -Neg
She didn't speak anymore at all, didn't speak.
FM-MA 00408
MaAI
661
Oty
oty
what
ko mang, wo', kaijeo
ko mang wodi ka -e
QP 3.Cop young.woman say -Prs.Tns
"What have you done, sister," I said.
FM-MA 00409
MaAI
Pari'pje moro oty 'wa tapoije mango
pari'pje moro oty 'wa t- apoi -se mang
strong 3InMd thing Dat T- take -Ptcp 3.Cop
She was taken really hard by the thing.
FM-MA 00410
FeMa
A'a,
a'a
yes
pari'pje moro anykyry 'wa tapoije mango
pari'pje moro anyky -ry 'wa t- apoi -se mang
strong 3InMd illness -pssd Dat T- seize -Ptcp 3.Cop
Yes, her illness took her really hard.
FM-MA 00411
MaAI
Anykyry 'wa, u'hm.
anyky -ry 'wa u'hm
illness -pssd Dat Hes
Her illness, yeah.
FM-MA 00412
FeMa
Idjo roo
iro ro
3InAna indeed
That's it.
FM-MA 00413
MaAl
Q'wing auran o'ta'pa ne'i.
owin auran wot- eta -hpa n- e'i
one speech Detr- hear -Neg 3Sa- Cop
Not one word could be heard anymore.
FM-MA 00414
MaAl
Ne'i sref'srefi.
n- e'i
3Sa- Cop
There was nothing at all.
FM-MA 00415
MaAl
Te leki i'tjopo.
te leki i- y(to) -po
when thus 3- leave -one.who.is
Until she left.
FM-MA 00416
FeMa
Te leki i'tjopo.
te leki i- y(to) -po
when thus 3- leave -one.who.is
Until she left.
FM-MA 00417
MaAl
Hm.
Hrn
hrn
Hm.
FM-MA 00418
FeMa
Jato'ke pore ne'i.
j- ato'ke pore n- e'i
10- painful very 3Sa- Cop
I was so very painful to me.
FM-MA 00419
MaAl
662
Wotaitjapopoty1mai.
wot- aita -po -potty)
Detr- cry -Caus -Iter
I cried and cried.
FM-MA 00420
MaAl
-rna -l
-Chg -Rec.Pst
663
Hm.
Hm
hm
Hm.
FM-MA 00421
FeMa
Irombo po juru jako moro bel wory jako.
djombo po juru jako moro bel wo -ry jako
then at hour at.time 3InMd bell strike -Nzr at.time
Then at the hour she died, the bell tolled at that time.
FM-MA 00422
MaAl
Oh, kaije, tje, nytong.
oh ka -e che n- y(to) -ng
oh say -Prs.Tns how. sad 3Sa- go -Dbt
Oh, I said, how sad, she has gone.
FM-MA 00423
MaAl
A'na kynotaitjanong tambara maro.
a'na ky- n- wot- aita -non tambara maro
1+3 3.Rm- 3A30- Detr- cry -Prs.Tns.Dbt lover with
We cried, me with my husband.
FM-MA 00424
MaAl
A'na nytong
a'na n- y(to)
1+3 3Sa- go
ene.
-ng ene
-Dbt see
We went to see her.
FM-MA 00425
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00426
FeMa
mytong 'ne
'ne roten.
m- y(to) -ng 'ne
'ne roten
Ee, kaije ,
mytong
ee ka -e
m- y(to) -ng
roten wodi
roten wo' I
_n ........... r'TI,...., ....
J:.L.O • .L.L.LO
.............
00.1'
kaije ,
ka -e
young. VJomanonlyIntns-Dbt-Prs.Tns 2Sa- go
-Dbt Intns only
mm sa~l
2Sa- go
"Ee," I said, "You just went away, sister," I said, "You just went
away. "
FM-MA 00427
MaAl
664
Eh! Ko'imbjo 'ne!
eh ko'i -mbo 'ne
eh fast -devalued Intns
Eh! So very quickly!
FM-MA 00428
MaAl
Oty
oty
what
ko
ko
QP
me'i, kaije i'ja, oty
m- e'i ka -e i- 'ja oty
2Sa- Cop say -Prs.Tns 3- Dat what
ko
ko
QP
me'i?
m- e'i
2Sa- Cop
"What have you done," I told her, "What have you done?"
FM-MA 00429
MaAl
Awu anukuty'pa wa, mo'kang, i'mjakong kynuku:sang,
anukuty'pa
awu an- uku(ty) -hpa wa mo'kang i- 'mu -kong ky- n- uku(ty)
-ja -ng an- uku(ty) -hpa
1 Neg- know -Neg 1Cop 3AnMdCol 3- child -Col 3.Rm- 3A30- know
-Pres -Dbt Neg- know -Neg
wa.
wa
1Cop
I don't know, them, her children, they know it, I don't know.
FM-MA 00430
MaAl
Mora wara ekepy'po, te'ne ne'i.
moro wara ekepy'po te'ne n- e'i
3InMd way death actually 3Sa- Cop
Her death was like that.
FM-MA 00431
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00432
FeMa
O'matong.
o'ma -tong
death -Col
Their dying.
FM-MA 00433
MaAl
665
A'na djombo Glen mara moro mokarobangong kupinje we'inje,
kaije djombo.
a1na djombo Glen maro moro mo'karo -bang -kong kupi -ine we'i -ine ka
-e djombo
1+3 then *** with 3InMd 3AnMdCol -type -Col bathe -Col be -Col
say -Prs.Tns then
We, together with Glen, we wash those kinds of people, I say.
FM-MA 00434
MaAl
Kyy, a'a,
kyy a'a
Interj yes
amoro wane moro moro poko mana.
amoro wane moro moro poko mana
2 must 3InMd 3InMd occupied.with 2.Cop
Oh, yes, you are busy with that.
FM-MA 00435
FeMa
Tjo'pa
i- y (to)
3- go
noro we'inje.
-hpa noron we'i -ine
-Neg anymore be -Col
I am not going anymore.
FM-MA 00436
MaAl
Ma noky ko
rna noky ko
but wh.An QP
notytang.
n- oty -take -ng
3A30- do. something -Fut -Dbt
But who will do it?
FM-MA 00437
MaAl
Ah, kaije, jakonombo 'ne mose mango
ah ka -e j- akono -mbo 'ne mose mang
Res say -Prs.Tns 1- friend -former Intns 3AnPx 3.Cop
Ah, I said, she was my friend.
FM-MA 00438
MaAl
Oro shitjupi idjeke, kaije.
oro si- kupi idjeke ka-e
Opt 1A30- bathe therefore say -Prs.Tns
Therefore I shall wash her, I said.
FM-MA 00439
MaAl
Da moro wyinjombo awu, aseke ro sene:poi
y'wa.
da moro wyinjo -mbo awu aseke ro s- ene(py) -po -i
y- 'wa
then 3InMd from -devalued 1 by.Xself indeed 1A- bring -Caus -
Rec.Pst 10- Dat
Then from there, I, I made them bring her to me.
FM-MA 00440
MaAl
Moro club 'wa na'neng narotong.
moro club 'wa na'neng n- aro -tong
3InMd club Dir prior 3A30- carry -Col
They carried her first to the club.
FM-MA 00441
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00442
FeMa
Moromb0 wyinjo,
moro -mbo wyinj 0
3InMd -devalued from
From there,
FM-MA 00443
MaAl
Moro ekepy'po
moro ekepy'po
3InMd corpse
the body,
FM-MA 00444
FeMa
Moro ekepy'po moropo afscheid pinjatong.
moro ekepy'po moropo afscheid pina -tong
3InMd corpse there farewell take -Col
Her body, they said farewell there.
FM-MA 00445
MaAl
Moropo a'na urary mang moro ja'na.
moropo a'na ura -ry mang moro ja'na
there 1+3 crying -Nzr 3.Cop 3InMd hardness
There our crying was very strong.
FM-MA 00446
MaAl
Pa'poro a'na urary moropo mango
pa'poro a'na ura -ry moropo mang
all 1+3 crying -pssdthere 3.Cop
All of us were crying there.
FM-MA 00447
MaAl
Tje.
tje
(sympathy)
666
667
How sad.
FM-MA 00448
FeMa
Djombo mere narotong, kynarojatong auhto 'wa.
djombo mero n- aro -tong ky- n- aro -ja -tong auhto 'wa
then when 3A30- carry -Col 3.Rm- 3A30- carry -Pres -Col house Dir
Then after that, they carried her, they carried her home.
FM-MA 00449
MaAl
Moropo, eh,
moro po eh
3InMd at eh
kynotaitjapopo:satong.
ky- n- wot- aita -po -po(ty) -ja -tong
3.Rm- 3A30- Detr- cry -Caus -Iter -Pres -Col
There, eh, they wailed and wailed.
FM-MA 00450
MaAl
Kyngatong nero i'mjako.
ky- n- ka -tong nero i- 'mu -kong
3.Rm- 38a- say -Col authentic 3- child -Col
That's what they said, her children.
FM-MA 00451
MaAl
Kynotaitjapopo:satong.
ky- n- wot- aita -po -po(ty) -ja -tong
3.Rm- 3A30- Detr- *** -Caus -Iter -Pres -Col
They wailed and wailed.
FM-MA 00452
MaAl
Eh, kaije, asanoko 'ne nytong.
eh ka -e a- sano -kong 'ne n- y(to) -ng
eh say -Prs.Tns 2- mother -Col Intns 3Sa- go -Dbt
Eh, I said, your mother has gone.
FM-MA 00453
MaAl
A winsi awotaitjapotyry jako.
a winsi a- wot- aita -po (ty) -ry jako
3.An.Nom even.if 280- Detr- *** -Iter -Nzr at.time
Even if you wail and wail.
FM-MA 00454
MaAl
Opy'pa nora kyne'itjang, ere'na'pa nora
kvne'it;a.
o-(py) -hpa noron ky- n- e'i -take -ng ere'na -hpa noron ky-
n- e'i -take
come -Neg anymore 3.Rm- 3Sa- Cop -Fut -Dbt faint -Neg anymore 3.Rm-
3Sa- Cop -Fut
668
She is not going to come back, she is not going to recover anymore.
FM-MA 00455
MaAl
Moro wara a'na naroi auhty 'wa (unclear).
moro wara a'na n- aro -i auhto -ry 'wa unclear
3lnMd way 1+3 3A30- carry -Rec.Pst house -pssd Dir ***
In that way, we carried her to her house.
FM-MA 00456
MaAl
A'na mokaro, Glen marc, a'na tjupinjeng ma o 'wing
upu'po weidjy ke.
a'na mo'karo Glen maro a'na i- kupi -neng mang o'win
upu'po we'i -ry ke
1+3 3AnMdCol *** with 1+3 3- bathe -one.who.does 3.Cop one
alone be -Nzr lnstr
We, with Glen, we were the ones to wash her, because I was alone.
FM-MA 00457
MaAl
-ry 'wa w- yka -i 0- o (py) -ko
-seng
-pssd Dat lSa- say -Rec.Pst 2- come
-Opt.Col
Moko ipitjy
kopanokyse.
mo' ko i- piry
neng k- wot- epano(py)
3AnMd 3- younger. sister
-Hort 1+2- Detr- help
'wa wykai, o'kone
-lmper
Her younger sister, I told her, "Come, you have to come help me."
FM-MA 00458
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00459
FeMa
Q'wing (upu'po)
kyne'itjang
owin upu'po
n- e'i -take
one alone
3Sa- Cop -Fut
kaije.
ka -e
say -Prs.Tns
'ne
'ne
-ng y-
really
-Dbt 1-
oty, iwjomy emyndory awosin me
y'wa
oty i- womy emynto -ry awosin me ky-
'wa
what 3- clothes put.on -Nzr weight Attr 3.Rm-
Dat
I by myself, putting on her clothes will be heavy for me, I said.
FM-IvI.P, 00160
MaAl
Moko wokyry, wokyry handel man, a'na woryi mje terapa.
mo'ko wokyry wokyry handel man -tong a'na woryi me terapa
3AnMd man man handle *** -Col 1+3 woman Attr again
669
The man, the man handles men, and we handle women.
FM-MA 00461
MaAl
Moro wara a'na mang, moropo mango
mora wara a'na mang moropo mang
3InMd way 1+3 3.Cop there 3.Cop
We are like that, she is there.
FM-MA 00462
MaAl
Tel Tjupimjapo mero, kurando naka a'na nyryi.
te i- kupi - 'rna -po mero kurando naka a'na n-
y(ry) -l
Interj 3- bathe -Cmpltv -one.who.is when outside towards 1+3 3A30-
put -Rec.Pst
Oh! After finishing washing her, we put her outside.
FM-MA 00463
MaAl
Moropo ne'i.
mora po n- e'i
3InMd at 3Sa- Cop
She stayed there.
FM-MA 00464
MaAl
Sireifjyrymai kaije djombo mokaro i'mjuko
'wa, wysa no auhto 'wa
si- reifyry -rna -i ka -e djombo mo'karo i- 'mu -kong
'wa w- y(to) -ja no auhto 'wa
1A30- give -Chg -Rec.Pst say -Prs.Tns then 3AnMdCol 3- child -Col
Dat lSa- go -Pres leave house Dir
kaije wekupi.
ka -e w- e- kupi
say -Prs.Tns lSa- Detr- bathe
I give her, I said, to her children, I am going to my house to bathe, I
said.
FM-MA 00465
MaAl
Hm.
Hm
hm
Hm.
FM-MA 00466
FeMa
-take 'ne rapa 0-
-Fut Intns again 2-
Wotake
w- a (py)
lSa- come
Ine rapa.,
'wa -ine
Dir -Col
I will come back to you all again.
FM-MA 00467
MaAl
Djupa mang, ngatang.
jU'pa mang n- ka -tong
good 3.Cop 3Sa- say -Col
It's good, they said.
FM-MA 00468
MaAl
Mora wara a'na ne'i.
mora wara a'na n- e'i
3InMd way 1+3 3Sa- Cop
We did it like that.
FM-MA 00469
MaAl
Dan mora kaije ra kynuna:seng?
dan mora koije ro ky- n- una (my) -seng
then 3InMd evening indeed 3.Rm- 3A30- bury -Pst5.Col
Then did they bury her that same night?
FM-MA 00470
FeMa
Uwa.
uwa
no
No.
FM-MA 00471
MaAl
Irankarapa.
ironkoropo
next.day
The next day.
FM-MA 00472
FeMa
The next day.
Irankarapa.
ironkoropo
next. day
The next day.
FM-MA 00473
MaAl
Nemangai 'ne a'na.
n- emanka -i 'ne a'na
3Sa- stay.up.all.night -Rec.Pst Intns 1+3
We stayed up all night with her~
FM-MA 00474
MaAl
Nemangaseng na'neng.
n- emanka -seng na'neng
3Sa- stay.up.all.night -Pst5.Col prior
670
They stayed up all night with her first?
FM-MA 00475
FeMa
Ala.
a'a
yes
Yes.
FM-MA 00476
MaAl
Nemangai a'na.
n- emanka -i a'na
3A30- stay.up.all.night -Rec.Pst 1+3
We stayed up all night with her.
FM-MA 00477
MaAl
671
tunda -ry mang -tong -mbo
arrive -Nzr 3.Cop -Col -devalued
Moko ipjaryimjembo
amukong.
mo'ko i- pari (my) -mbo
amu -kong
3AnMd 3- son. in. law -former
beforehand someone -Col
tundary manombo kuru,
kuru
Her son-in-law had to arrive first, some others.
FM-MA 00478
MaAl
Kyy, Paramuru ponokong.
kyy Paramuru ponon -kong
Interj Paramaribo who.are.at -Col
Oh, the ones from Paramaribo.
FM-MA 00479
FeMa
A'a,
a'a
yes
Paramuru ponokong amukong kynoseng.
Paramuru ponon -kong amu -kong ky- n- o (py)
Paramaribo who.are.at -Col some -Col 3.Rm- 3Sa- come
-seng
-Opt.Col
Yeah, some of the ones from Paramaribo had to arrive.
FM-MA 00480
MaAl
A'na nemangai.
a'na n- emanka -i
1+3 3A30- stay.up.all.night -Rec.Pst
We stayed up all night with her.
FM-MA 00481
Ko'koro, tien juru ten, a'na naroi mora 'wa.
kokoro tien juru ten a'na n- aro -i moro 'wa
early.morning ten hour *** 1+3 3A30- take -Rec.Pst 3InMd Dir
In the morning, at ten, we carried her there.
FM-MA 00482
MaAl
Una: je.
una (my) -e
bury - Prs . Tns
To bury her.
FM-MA 00483
FeMa
672
Una: je,
una (my)
bury
moro 'wa.
-e mora 'wa
-Prs.Tns 3InMd Dir
To bury her there.
FM-MA 00484
MaAl
Moro wara
mora wara
3InMd way
'ne a'na ne'i.
'ne a'na n- e'i
Intns 1+3 3Sa- Cop
We did it like that.
FM-MA 00485
MaAl
JU'pa 'ne ero weju moro jako kynakong
jU'pa 'ne era weju mora jaka ky- na -jakang
good Intns 3InPx sun 3InMd at. time 3.Rm- 3.Cop -Pst2
Was the sun out (good) at that time?
FM-MA 00486
FeMa
Ju'pa 'ne waty.
jU'pa 'ne waty
good Intns Neg.Ex
No, it wasn't so good.
FM-MA 00487
MaAl
Kawete ashitjo notapo'i.
kawete aShitja n- wot- apoi-i
good a.little 3A30- Detr- hold -Rec.Pst
It's good that she held a little.
FM-MA 00488
MaAl
Notapo'i.
n- wot-
31'.30- Detr-
She held.
FM-MA 00489
FeMa
apoi -i
[10ld -Rec .. Pst
673
A'a.
a'a
yes
Yes.
FM-MA 00490
MaAl
-Rec.Pst say -Prs.Tns then
We, mora wara nepasamai,
era kyweitjakang.
we mora wara n- e- pasa -rna
e'i era kys- we'i -tapa -kong
well 3InMd way 3A30- Detr- happen -Chg
3Sa- Cop 3InPx 1+2A- be -Circ -Col
-i
kaije
ka -e
djamba,
djombo
ne'i,
n-
Well, it happened like that, I say, it did, our place here.
FM-MA 00491
FeMa
Ky'kara era panakang, kytanumengatang, maka nytang,
era ja'nary
ky'karo era ponon -kong kyt- wot- enumenga -tong mo'ko n-
y(to) -ng ero ja'na -ry
1+2Col 3InPx who.are.at -Col 1+2Sa- Detr- think -Col 3AnMd 3Sa- go
-Dbt 3InPx become.hard -Nzr
wyinja, kaije djamba.
wyinjo ka -e djombo
from say -Prs.Tns then
Those of us from here, we think, she left, she left these hard times, I
say.
FM-MA 00492
FeMa
M'hm.
m'hm
m'hm
M'hm.
FM-MA 00493
MaAl
Ky'kara te i'tja nora kytatang.
ky'karo te i- ta noron kytatong
1+2Col Interj 3- in still 1+2.Cop.Coll
We here, we are in it still.
FM-MA 00494
FeMa
Kytamitjaseng.
kyt- wot- mita -seng
1+2Sa- Detr- get.roots -Opt.Col
Let's be strong.
FM-MA 00495
FeMa
674
Ero rapa, komepatong, kaije djombo, djupa ase'wa
komandoko me.
ero rapa k- wot- emepa -tong ka -e djombo ju'pa as- 'wa
komandoko me
3InPx again 1+20- Detr- teach -Col say -Prs.Tns then good Recp- Dat
good. life Ess
This teaches us again, I say, to live well with each other.
FM-MA 00496
FeMa
Pa'poro otykong djombo metaje eropo, eropo noro kapyng.
pa'poro oty -kong djombo m- eta -e eropo eropo noron kapyng
all thing -Col then 2A- hear -Prs.Tns here here only Neg
You here everything here, not just here.
FM-MA 00497
FeMa
Ala Kari'nja weitjopo wara ro ero oty metaje
ase'wa Kari'nja weidjy.
ala kari'nja weli -topo wara ro ero oty m- eta -e as-
'wa kari'nja we'i -ry
all Kari'nja be -Circ way indeed 3InPx Hes 2A- hear -Prs.Tns
Recp- Dat Kari'nja be -Nzr
Everywhere that Kari'nja live, you hear how they are, how Kari'nja are
wi th each other.
FM-MA 00498
FeMa
Weidjy.
w- e'i -ry
lSa- Cop -Nzr
How they are.
FM-MA 00499
MaAI
Djupa awopotyry
djupa a- opo(ty)
good 2- look
jako moro wara erapa meneja.
-ry jako moro wara erapa m- ene -ja
-Nzr if 3InMd way also 2A- see -Pres
If you look carefully, you the way it is.
FM-MA 00500
FeMa
mo'karo Witsantie ponon
mokaro Witsantie ponokongMoro otijako nymbo me ro terapa
jopoto 'wa ko'mapo poko.
moro otijako nyffibo me ro terapa
kong jopoto 'wa ko'ma -po poko
3InMd the.othe*** Attr indeed already
Col chief Agt call -Pst about
3AnMdCol*** who.are.at -
Not long ago: the people from Witsantie: the chief sent for me.
FM-MA 00501
FeMa
Da serupato moro poko.
da s- erupa -to moro poko
then 1A- talk.to -Col 3InMd about
I talked with them about this.
FM-MA 00502
FeMa
Ju'pa koma:seng kaije.
jU'pa k- wot- ema(my) -seng ka-e
good 1+280- Detr- live -Opt.Col say -Prs.Tns
Let's live well, I said.
FM-MA 00503
FeMa
Hm.
Hm
hm
Hm.
FM-MA 00504
MaAl
675
Ja'wa me ro ro'mun komaijatong ase'wa
kaije i'wainje.
jawa me ro ro'mun k- wot- ema(my) -ja -tong as- 'wa ka
-e i- 'wa -ine
bad. one Attr indeed certainlyl+2- Detr- live -Pres -Col Recp- Dat
say -Prs.Tns 3- Dat -Col
We are living in a bad way together, I told them.
FM-MA 00505
FeMa
Moro erokong jako da kytotamojatong.
mora era -kong jako da kyt- wot- amo -ja -tong
3InMd 3InPx -Col at. time then 1+28a- Detr- cry.for -Pres -Col
These days, then, we cry.
FM-MA 00506
FeMa
Hm. So.
Hm so
hm so
Moro kuru.
mora kuru
3InMd Affirm
Hm. So. Like that.
FM-MA 00507
MaAl
Oty
oty
what
tauro poko moro nang, kaije.
t~ auran poko mora na -ng ka -e
3R- words about 3InMd 3.Cop -Dbt say -Prs.Tns
What is that about, I said.
FM-MA 00508
FeMa
Kyrombysang
k- rom (py)
1+280- die
n'do
-sang n'do
-Col so
roten kytotamojatong.
roten kyt- wot- amo -ja -tong
only 1+28a- Detr- cry.for -Pres -Col
Only when we die, we cry.
FM-MA 00509
FeMa
676
Da ase'wa kywosenerykong jako te ja'wa me ase'wa
kytatong kaije.
da as- 'wa k- wos- ene -ry -kong jako te jawa me as-
'wa kytatong ka -e
then Recp- Dat 1+2- Detr- see -Nzr -Col at.time when bad. one Attr Recp-
Dat 1+2.Cop.Coll say -Prs.Tns
Then when we look at ourselves, we are bad with each other, I said.
FM-MA 00510
FeMa
Ju'pa moro i'pjoro ro mang ngatong.
jU'pa moro i- poro ro mang n- ka -tong
good 3InMd 3- sufficient indeed 3.Cop 3Sa- say -Col
That is true, they said.
FM-MA 00511
FeMa
Eropo moro wara erapa ase'wa kytoserupaseng kaije
djombo.
eropo moro wara erapa as- 'wa kyt- wos- erupa -seng ka -e
djombo
here 3InMd way also Recp- Dat 1+2Sa- Detr- talk.to -Opt.Col say -
Prs.Tns then
Here we have to talk like that with each other, I said.
FM-MA 00512
FeMa
Ju'pa komandokong
jU'pa k- wot- ema(my)
good 1+2- Detr- live
So that we can live well.
FM-MA 00513
FeMa
me.
-to -kong me
-Hab -Col Ess
Da kuritja wararo ase'wa jU'pa kyteisheng.
da kurita wararo as- 'wa jU'pa kyt- e'i -seng
then day all Recp- Dat good 1+2Sa- Cop -Opt.Col
Then every day we must be good to each other.
FM-MA 00514
FeMa
Amo'ma kyteisheng ase'wa.
amony -'rna kyt- e'i -seng as- 'wa
greed -Neg 1+2Sa- Cop -Opt.Col Recp- Dat
We must not be greedy with each other.
FM-MA 00515
FeMa
Ase'wa.
as- 'wa
Recp- Dat
To each other.
FM-MA 00516
MaAl
677
Taure kyteisheng, tawa'pare kyteisheng, kaije
djamba.
taure kyt- e'i -seng towa'pore kyt- e'i -seng ka -e
djombo
smiling 1+2Sa- Cop -Opt.Col happy 1+2Sa- Cop -OpLCol say -Prs.Tns
then
Let's smile, let's be happy, I say_
FM-MA 00517
FeMa
Mora wara ka'tainje 'net era kamamyrykang typashinje
mango
mora wara k- a'ta -ine 'ne era k- ema(my) -ry -kong t- posin
-se mang
3InMd way 1+2- if -Col Intns 3InPx 1+2- live -Nzr -Col T-
sweetness -ptcp 3.Cop
If we are like that, then our living will go well.
FM-MA 00518
FeMa
JU'pa mango
jU'pa mang
good 3.Cop
It is good.
FM-MA 00519
FeMa
H'hm.
***
Hes
M'hm.
FM-MA 00520
MaAl
Da aty
da oty
then what
jaka nare mora eshikshi wikiry na?
jako nare moro eshikshi wiki -ry na
at.time Doubt 3InMd six week -pssd 3.Cop
Then when will here six weeks be?
FM-MA 00521
FeMa
Oka augustus jaka ngata
aka augustus jako n- ka -tong
two August at. time 3Sa- say -Col
The second of August, they said.
FM-MA 00522
MaAl
'ne.
'ne
Intns
678
Oh, mora jako.
oh moro jako
oh 3InMd at. time
Oh, at that time.
FM-MA 00523
FeMa
A'a mora jako.
a'a moro jako
yes 3InMd at. time
Yes, at that time.
FM-MA 00524
MaAl
M'hm.,
m'hm
m'hm
jU'pa
jU'pa
good
'ne mao
'ne mang
Intns 3.Cop
H ' hm, it's good.
FM-MA 00525
FeMa
Awu djombo kande mora jako 'ne da apy'pa nora
we'itjake.
awu djombo kande moro jako tne da an- o (py) -hpa noron w-
e'i -take
1 then maybe 3InMd at. time Intns then 3Neg- come -Neg anymore 1Sa-
Cop -Fut
Maybe right at that time, I will not come again.
FM-MA 00526
FeMa
Mora koijaro korupaty ipjoko idjo poko
we'itjake mijaro.
moro koijaro k- wot- erupa -ry i- poko iro poko w-
e'i -take mijaro
3InMd yesterday 1A20- Detr- talk.to -Nzr 3- about 3InAna about 1Sa-
Cop -Fut there
The thing I talked with you about yesterday, I will do that still.
FM-MA 00527
FeMa
Era jauhty retyry upiry poko erapa djombo
kaije, moko woryi djombo auhto
ero j- auhto -ry rety -ry upi -ry poko erapa djombo ka
-e mo'ko woryi djombo auhto
3InPx 1- house -pssd ridge -pssd find -Nzr occupied. with also then
say -Prs.Tns 3AnMd woman then house
djupy auhto tjako
jupy auhto'- ka(py}
good house 3- make
moropo ngano.
-kc mcrcpo n- ka -no
-Imper there 3Sa- say -Prs.Tns.Dbt
IN order to find the roof for my house, I say, that woman says make a
good house there, she says.
FM-MA 00528
FeMa
679
Kyy.
kyy
Interj
Dh.
FM-MA 00529
MaAl
Ajaty:sa 'ne ngano.
a- aty(py) -ja 'ne n- ka -no
280- grow.old -Pres Intns 38a- say -Prs.Tns.Dbt
She says, you're getting old.
FM-MA 00530
FeMa
A'a.
a'a
yes
Yeah.
FM-MA 00531
MaAl
-Nzr about 1+28a- Detr- think
potyry
po (ty) -ry
-Vet anymore 38a-
Woji
woji
-no
palm. leaves pick
say -Prs.Tns.Dbt
poko
poko
kytonumengai
kyt- wot- enumenga -i
noro
noron
ngano.
n- ka
You must not think about picking palm leaves anymore, she says.
FM-MA 00532
FeMa
Tjapy'mapoto, da ky: take moropo 'wa
ngano.
i- ka (py) - 'rna -po -to da k- y (to) -take moropo 'wa
n- ka -no
3- make -Cmpltv -one.who.is -When then 1+2- go -Fut there Dir
38a- say -Prs.Tns.Dbt
When you finish making it, we will go there, she said.
FM-MA 00533
FeMa
Mokaro y'makong nero moropo japoi se mandong,
mo'karo y- 'mu -kong nero moropo j- apoi se mang -tong
3AnMdCol 1- child -Col authentic there 10- hold Desid 3.Cop -Col
Even my children, they want to keep me there.
FM-MA 00534
FeMa
eropc
uwa ka -e eropo
no say -Prs.Tns here
Ine weidjy se1pa wa, kaije.
'ne we'i -ry se -hpa wa ka -e
Intns be -Nzr Desid -Neg 1Cop say -Prs.Tns
No, I said, I don't want to stay here, I daid.
FM-MA 00535
FeMa
Eropo 'ne ajaijainje romotake kaije.
eropo 'ne aj- aija -ine rom (py) -take ka -e
here Intns 2- hand -Col die -Fut say -Prs.Tns
Here in your hands I will die, I said.
FM-MA 00536
FeMa
Moropo romotake wan dei rorupo kaije.
moro po rom(py) -take wan dei rorypo ka -e
3InMd at die -Fut one day possibly say -Prs.Tns
I will die there one day, I said.
FM-MA 00537
FeMa
Ma moropo 'ne frei datra aija wa kaije.
rna moropo 'ne frei datra aija wa ka -e
but there Intns *** doctor hand 1Cop say -Prs.Tns
But there I am in the hands of a free doctor, I said.
FM-MA 00538
FeMa
A'a.
a'a
yes
Yes.
FM-MA 00539
MaAl
680
Moropo wopoija wopomy se ja'ta,
kaije.
moro po w- wot- po (my) -ja w- wot- po (my) se j- a'ta ka
e
3InMd at lSa- Detr- plant -Pres lSa- Detr- plant Desid 1- if say -
Prs.Tns
There I plant when I want to plant, I said.
FM-MA 00540
FeMa
Moro wara serupatong kaije djombo, amyijaro wapotosang
me me'imjatong do
mora wara s- erupa -tong ka -e djombo amyijaro wapoto (po)
sang me m- e'i - 'rna -tong to
3InMd way 1A- talk.to -Col say -Prs.Tns then 2Col elder
Col Attr 2Sa- Cop -Cmpltv -Col ?
Dat -Colsay -Prs.Tns 3-
kaije,
ka -e
i'wainje.
-ine
I talked with them in that way, I say, you all have become elders, I
said to them.
FM-MA 00541
FeMa
osenetoko, esorgumatoko, kaije.
as- ene -to -ko e- sorgu -rna -to -ko ka-e
Recp- see -Col -Imper Detr- care.for -Chg -Col -Imper say -Prs.Tns
You look after yourselves, take care of yourselves, I said.
FM-MA 00542
FeMa
A'a. Moro djupa mykai.
a'a moro jU'pa m- yka-i
yes 3InMd good 2Sa- say -Rec.Pst
Yes. You spoke it well.
FM-MA 00543
MaAl
Ma mose asano jekosa kyne'itjang.
rna mose a- sano j- ekosa ky- n- e'i -take -ng
but 3AnPx 2- mother 1- with 3.Rm- 3Sa- Cop -Fut -Dbt
But your mother is going to stay with me.
FM-MA 00544
FeMa
681
A'na ene se ajatainje mytatong
a'na ene se aj- a'ta -ine m- y(to)
1+3 see Desid 2- if -Col 2Sa- go
a'na ene.
-take -tong a'na ene
-Fut -Col 1+3 see
If you all want to see us, you will go see us.
FM-MA 00545
FeMa
Wykai i'wjainje.
w- yka -i i- I wa -ine
lSa- say -Rec.Pst 3- Dat -Col
I told them.
FM-MA 00546
FeMa
Ju'pa surorupo jeju:tong,
jU'pa su rorypo j- eju(ku)
good Emot possibly 10- inform
kaije djombo.
-tong ka -e djombo
-Col say -Prs.Tns then
They spoke to me in a good way, I say.
FM-MA 00547
FeMa
Moro mete, wy:take ashitjo now, omaminja, kaije
djombo.
moro mete w- y (to) -take ashitjo now emamina ka -e
djombo
3 InMd reason lSa- go -Fut a.little now work say -Prs.Tns then
For that reason, I will go for a little while, to work, I say.
FM-MA 00548
FeMa
682
Jato'ke rorupo mora wara mango
j- ato'ke rorypo mora wara mang
1- painful defficient 3InMd way 3.Cop
It hurts me that it is like that.
FM-MA 00549
FeMa
Tauhty 'ne we'ipjomboto k'ba terapa
onumenga'pa weidjy
t- auhto -ry 'ne w- e'i -po -mba -to kaba terapa wot- an-
enumenga -hpa we'i -ry
3R- house -pssdIntns18a- Cop -Pst -devalued -If Prfct alreadyDetr-
Neg- think -Neg be -Nzr
manombo.
mang
3.Cop -Col
-tong -mba
-devalued
If I had my own house already, I wouldn't have so many worries.
FM-MA 00550
FeMa
JU'pa 'ne mao
jU'pa 'ne mang
good Intns 3.Cop
It'5 O.K.
FM-MA 00551
MaAl
JU'pa 'ne mora awonumengary mang ajaty:sa
kuru.
jU'pa 'ne mora a- wot- enumenga -ry mang a- aty(py) -ja
kuru
good Intns 3InMd 2- Detr- think -Nzr 3.Cop 280- grow.old -Pres
Affirm
O.K., the way you think, you are getting old already.
FM-MA 00552
MaAl
M'hm.
m'hm
m'hm
M'hm.
FM-MA 00553
FeMa
Da jupy auhto ta ajatypy'po weitjo'me.
da juku auhto ta aj- aty(py) -hpo we'i -to'me
then good house in 2- grow.old -Pst be -Purp
Then (this is so) you can be in a better house ~~en you grow old.
FM-MA 00554
MaAl
Bikasi ajatypyry jako erokong otykong poko
683
bikasi aj- aty(py)
***
-ry jako era -kong oty -kong poko
because 2-
Hes
grow.old -Nzr if 3InPx -Col thing -Col occupied. with
Because if you age with these things ...
FM-MA 00555
MaAl
Morgu.
morgu
morning
Morning!
FM-MA 00556
Passerby
Morgu, morgu, wodi .
morgu morgu wadi
morning morning young.woman
Morning, morning, young woman!
FM-MA 00557
FeMa
Djupa mango
jU'pa mang
good 3.Cop
It's good.
FM-MA 00558
MaAl
Djupa 'ne mose erupai o'makong marc, apyty marc.
jU'pa 'ne mose erupa -i 0- 'mu -kong mara a- pyty mara
good Intns 3AnPx talk.to -Rec.Pst 2- child -Col with 2- wife with
You spoke well with your children, with your wife.
FM-MA 00559
MaAl
M'hm.
m'hm
m'hm
M'hm.
FM-MA 00560
FeMa
Appeal 1+2A- leave -Rec.Pstcome -Imper -Hart Appeal again 1+3
(sympathy)
kysinjoiO'kone
eropo, tje!
0- a (py) -ko
t_je
2-
here
koro
-neng koro
rapa
rapa
a'na koro
a'na koro kys- no -i eropo
You must come back, don't leave us here!
FM-MA 00561
MaAl
684
Uwa, want, omimja'pa we'itjake moro forhuis biliet eropo ro
sinjotake.
uwa want omima -hpa w- e'i -take mora forhuis biliet eropo ro
si- no -take
no because move -Neg lSa- Cop -Fut 3InMd *** *** here indeed
lA- leave -Fut
No, because, I won't move, I will leave my doctor card here.
FM-MA 00562
FeMa
Aleen tundapoto datra 'wa wy:to'me wytoto'me
frei me kaije.
Aleen tunda -po -to datra 'wa w- y (to) -to'me w- y (to) -
to'me frei me ka -e
*** arrive -one.who.is -When doctor Dat lSa- go -Purp lSa- go
Purp free Attr say -Prs.Tns
Because when I arrive here, I can go to the doctor, I can go freely, I
say.
FM-MA 00563
FeMa
Itjapoto
i- ka -po -to
3- remove -one.who.is -If
dan mi na abi eng moro.
dan
then
If I remove it, I won't have it anymore.
FM-MA 00564
FeMa
Djupa mang kaije djombo, mo'jaro ky:satong.
jU'pa mang ka -e djombo mijaro kyt- y(to)
good 3.Cop say -Prs.Tns then there 1+2Sa- go
It's good, I say, then we continue forward.
FM-MA 00565
FeMa
Moro shitjoro mo'jaro nytoneng.
mora shitjoro mijaro n- y(to) -neng
3InMd school there 3Sa- go -Hart
Make the school continue forward.
FM-MA 00566
FeMa
-ja -tong
-Pres -Col
Ero wytopoto
kaije djombo.
era w- y(to) -po
-e djombo
3InPx lSa- go -one.who.is
say -Prs.Tns then
amyijaro mo' jaro arotoko,
-to amyijaro mijaro aro -to -ko ka
-When 2Col t.here carry -Col -Imper
When I leave, you all carry it forward, I say.
FM-MA 00567
FeMa
685
JU'pa nare na.
jU'pa nare na
good Doubt 3.Cop
I don't know if that's good.
FM-MA 00568
FeMa
Kynarota
ky- n- aro -take
3.Rm- 3A30- carry -Fut
We will carry it.
FM-MA 00569
MaAl
'ne a'na.
'ne a'na
Intns 1+3
Itjory idjeidjy wararo a'na kynytang.
i- y(to) -ry i- dei -ry wararo a'na ky- n- y(to)
3- go -Nzr 3- day -pssd each 1+3 3.Rm- 3Sa- go
It's going, on each of its days, we will go.
FM-MA 00570
MaAl
-take -ng
-Fut -Dbt
Sarotatong pjokoinje we'itjake, kaije
i I jainje.
s- aro -take -tong i- poko -ine w- e'i -take ka -e
i- , ja -ine
1A- carry -Fut -Col 3- occupied. with -Col lSa- Cop -Fut say -
Prs.Tns 3- Dat -Col
I will carry them, I will be with them, I told them.
FM-MA 00571
MaAl
Intns 10- pleasing.t03.Cop
japokupeA'ha, jU'pa 'ne ma, ero ajauran
towa'pore wa, moro etapo
aha jU'pa 'ne mang ero aj- auran
towa'pore wa moro eta -po
yes good Intns 3.Cop3InPx 2- words
happy 1Cop3InMd hear -one.who.is
ke.
ke
Instr
'ne
'ne j- apokupe
mang,
mang
Yeah, that's good, your words are pleasing to me, I am happy to hear
that.
FM-MA 00572
FeMa
Onjewara katake nare, mama kynoremanong
noro.
onjewara ka -take nare mama ky- n- wot- erema -non
noron
how say -Fut Doubt mother 3.Rm- 3A30- Detr- live -Prs.Tns.Dbt
still
I don't know what to say, but my mother is still alive.
FM-MA 00573
FeMa
686
Mama noro erapa supija.
mama noron erapa s- upi -ja
mother only also lA- cannot -Pres
I can't leave my mother alone.
FM-MA 00574
FeMa
A'a.
a'a
yes
Yes.
FM-MA 00575
MaAl
here Cop Desid lSa- Cop -Fut say -Prs.Tns
we'itjake,So langa
djombo.
so langa
djombo
so ***
then
mondo noro a'ta eropo e'i se
mondo noron a'ta eropo e'i se
alive still if
w-
kaije
e'i -take ka -e
As long as she is still alive, I will want to be here, I say.
FM-MA 00576
FeMa
Uwa noro a'ta, we, oja ko wytang eropo erapa
junamy se rapa awu wa.
uwa noron a'ta we oja ko w- y (to) -take -ng eropo erapa j -
una (my) se rapa awu wa
no still if well whither QP lSa- go -Fut -Dbt here also 10-
bury Desid again 1 lCop
If she is no more, well, where will I go? I want to be buried here,
too.
FM-MA 00577
FeMa
Moro kaije, awu erapa.
moro ka -e awu erapa
3InMd say -Prs.Tns 1 also
I say that, me too.
FM-MA 00578
MaAl
Eropo wa oja ko
eropo wa oja ko
here lCop whither QP
wytang,
w- y (to)
lSa- go
kaije, eropo
-take -ng ka -e eropo
-Fut -Dbt say -Prs.Tns here
'ne.
'ne
Intns
I am here, where will I go, I say, right here.
FM-MA 00579
MaAl
Parata poko waty mango
pyrata poko waty mang
money about Neg.Ex 3.Cop
687
It's not about money here.
FM-MA 00580
MaAI
Moro kuru.
moro kuru
3InMd Affirm
That's true.
FM-MA 00581
FeMa
Mose onjewara kari'nja nykaije.
mose *** onjewara kari'nja n- yka-e
3AnPx Res how Kari'nja 3A30- say -Prs.Tns
Um, how do Kari'nja say it?
FM-MA 00582
MaAI
Motunaija.
m- wot- una (my)
2A- Detr- bury
You bury yourself.
FM-MA 00583
MaAI
Motunaija
m- wot- una (my)
2A- Detr- bury
-ja
-Pres
eropo parata anupi'pja mana.
-ja eropo pyrata an- upi -hpa mana
-Pres here money Neg- seek -Neg 2.Cop
To be buried, you don't look for money here.
FM-MA 00584
FeMa
Paramuru ta arombypoto
Paramuru ta a- rom (py)
Paramaribo at 280- die
'ne parata jumy moro.
-po -to 'ne pyrata jumy moro
-one.who.is -When Intns money Intns 3InMd
If you die in Paramaribo, it's a lot of money.
FM-MA 00585
FeMa
JU'pa mang wa'wa, ero poko roten de wopyi
ero ko'koro ajerupa kaije.
jU'pa mang wa'wa ero poko roten de w- o (py) -i
ero kokoro aj - erupa ka -e
good 3.Cop older.sister 3InPx about only them 18a- come -Rec.Pst
3InPx early. morning 2- talk.to say -Prs.Tns
It'S O.K., sister, I came to you this morning to talk to you just about
this, I say.
FM-rvrA 00586
FeMa
JU'pa 'ne ma moro
jU'pa 'ne mang moro
good Intns 3.Cop 3InMd also
erapa.
erapa
688
It's good, this again.
FM-MA 00587
MaAl
Y'wa 'ne moro kytorupatong.
y- 'wa 'ne moro kyt- wot- erupa -tong
1- Dat Intns 3InMd 1+2Sa- Detr- talk.to -Col
It is good, to me, our talking (together).
FM-MA 00588
MaAl
Ja, mose woryi marc erapa amyijako tori pjoko kyteisheng.
ja mose woryi maro erapa amyijako tori i- poko kyt- e'i -seng
yes 3AnPx woman with also some.day story 3- about 1+2Sa- Cop -Opt.Col
Yeah, with this young woman, too, we will have to talk about our story
some day.
FM-MA 00589
FeMa
Ju'pa kysapoisheng,
jU'pa kys- apoi -seng
good 1+2A- hold -Opt.Col
Let's hold her well.
FM-MA 00590
FeMa
Te so langa mondo a'ta, kopanopyrykong jako
i I ja, jU'pa kysapoisheng
te so langa mondo a'ta k- wot- epano(py) -ry -kong jako i-
, ja jU'pa kys- apoi -seng
to so *** present if 1+2- Detr- help -Nzr -Col at.time 3-Dat good 1+2A- hold -Opt.Col
mose omyjako, kaije djombo.
mose omyja -kong ka -e djombo
3AnPx young.woman -Col say -Prs.Tns then
As long as she is here, when she helps us, let's hold her well, this
young woman, I say.
FM-MA 00591
FeMa
Ero taro roten.
ero taro roten
3InPx until only
Just until here.
FM-MA 00592
FeMa
C.4 Procedural Discourse
Our procedural discourse is the text of the Mauru Film, included with the
dissertation as a DVD video. In it, an elder demonstrates cotton spinning for her
granddaughter, and the granddaughter attempts it on her own. The grandmother is
Henriette Alkantara, and her granddaughter is Sieglien Jubithana.
689
Ein,
ein
***
twee,
twee
***
drie.
drie
***
One, two, three.
Mauru 00001
DeJu
otyry poko ty ein, twee, drie, nykaije,
ko'wero 0: jo.
oty -ry poko ty ein twee drie n- yka -e
ko'wero 0- ijo
do. something -Nzroccupied.with ? *** *** *** 3A30- say -Prs.Tns
obviously 2- husband
What now, your husband has said, "One, two, three."
Mauru 00002
HeAl
oty
oty
what
poko ko
poko ko
occupied. with QP
mang, pipi?
mang pipi
3.Cop grandma
What are you doing, grandmother (Lit. with what are you occupied)?
Mauru 00003
SiJu
Mauru shipju'kaje, su'wi.
mauru si- pu'ka -e suwi
cotton 1A30- remove. seeds -Prs.Tns young.woman
I am removing seeds from cotton, young one.
Mauru 00004
HeAl
Mauru korero shipju'kaje.
mauru korero si- pu'ka -e
cotton *** 1A30- remove.seeds -Prs.Tns
I am taking the seeds out of cotton.
Mauru 00005
Kopanoko amu pu'kary poko.
k- wot- epano(py) -ko amu pu'ka -ry poko
1+2- Detr- help -Imper some remove. seeds -Nzr occupied. with
Help me with pulling some seeds.
Mauru 00006
Muku:sang pju'kary?
m- uku(ty) -ja -ng i- pu'ka -ry
2A- know -Pres -Dbt 3- remove.seeds -Nzr
Do you know how to pull them?
Mauru 00007
Uwa.
uwa
no
No.
Mauru 00008
SiJu
Da kopanoko idjeke.
da k- wot- epano(py) -ko idjeke
then 1+2- Detr- help -Imper therefore
Then help me then.
Mauru 00009
HeAl
Amu sy:ja o'wa.
amu s- y(ry) -ja 0- 'wa
one 1A- give -Pres 2- Dat
I'll give one to you.
Mauru 00010
Pju'kako.
i- pu'ka -ko
3- remove.seeds -Imper
Remove the seeds.
Mauru 00011
Onjewara?
onjewara
how
How?
Mauru 00012
SiJu
ero wara 'ne mipju'kaje
ero wara 'ne m- pU'ka -e
3InPx way Intns 2A- remove.seeds -Prs.Tns
You remove the seeds this way.
Mauru 00013
HeAl
Menejang?
m- ene -ja -ng
2A- see -Pres -Dbt
690
Do you see it?
Mauru 00014
Eny, jupy mene mang, myry.
eny jupy mene mang myry
3InPx good Intns 3.Cop look.at.that
That's so good, look at that.
Mauru 00015
Eny wara 'ne mipju'kaje.
eny wara 'ne m- pU'ka -e
3InPx way Intns 2A- remove.seeds -Prs.Tns
You pull the seeds that way.
Mauru 00016
Amu me kyshipju'kai.
amu me kys- pu'ka -i
one Attr 1+2A- remove. seeds -Rec.Pst
This is how you pull the seeds.
Mauru 00017
Efi, era wara eny wyinja pju'kary jaka a'wa
epjapa mang, jawa me mango
efi era wara eny wyinjo i- pU'ka -ry jako 0- 'wa
epjopa mang jawa me mang
if 3InPx way 3InPx from 3- remove. seeds -Nzr at. time 2- Agt
backward 3.Cop bad. one Attr 3.Cop
If you pull it like that from that side, it is backward, it is bad.
Mauru 00018
Eny wara te'ne mipju'kaje.
eny wara te'ne m- pu'ka -e
3InPx way actually 2A- remove.seeds -Prs.Tns
You actually remove the seeds this way.
Mauru 00019
Mora epiry 'wa.
mora epiry 'wa
3InMd eye. side Dir
On its eye side.
Mauru 00020
A'a, mora 'ne djupa mipju'kaje.
a'a mora 'ne djupa m- pU'ka -e
yes 3InMd Intns well 2A- remove.seeds -Prs.Tns
Yes, you are removing them well.
Mauru 00021
Asepakaraka 'ne mora mango
as- pokoro -kong 'ne mora mang
Recp- following -Col Intns 3InMd 3.Cop
The stick together as one.
Mauru 00022
691
692
Mora ejatoja 'ne kari'nja asepokoro me.
mora ejato -ja 'ne kari'nja as- pokoro me
3InMd give.name -Pres Intns Kari'nja Recp- following Ess
That's what Kari 'nja call, "asepokoro."
Mauru 00023
Asepokoro koro mora epy'po mango
as- pokoro koro mora epy'po mang
Recp- following now 3InMd seed 3.Cop
The seeds are so stuck together.
Mauru 00024
Era?
era
3InPx
This?
Mauru 00025
SiJu
A'a.
a'a
yes
Yes.
Mauru 00026
HeAl
2A- spread.out -Prs.Tns 3-
mapitjaje,
remove.seeds -one.who.is -After 2-
pju'kapoto
0-
-to-popU'kai--eapikam-
Djombo
o'wa.
djombo
'wa
then
Agt
Then you spread it out, after you have removed the seeds.
Mauru 00027
Apitjako
apika
spread. out
Prs.Tns
morombo, era wara
-ko mora -mba era wara
-Imper 3InMd -devalued 3InPx way
'ne mapitjaje.
'ne m- apika -e
Intns 2A- spread. out -
Spread that one out, you spread it out this way.
Mauru 00028
Marc djupy mene kynotapitjano, apitjako.
mora jupy mene ky- n- wot- apika -no apika
ko
3InMd good Intns 3.Rm- 3A30- Detr- spread. out -Prs.Tns.Dbt spread. out -
Imper
It spreads out well, spread it out.
Mauru 00029
Era wara 'ne mapitjaje.
era wara 'ne m- apika -e
3InPx way Intns 2A- spread.out -Prs.Tns
693
You spread it out this way.
Mauru 00030
Jupy mene.
jupy mene
good Intns
It's so good.
Mauru 00031
kuponaka m-
-Pres Recp- onto
Te asepoko my:ja,
asekusekuponaka.
te as- poko m- y(ry)
as- kuponaka
when Recp- about 2A- put
Recp- onto
-ja
asekuponaka
as-
my: ja,
y (ry)
2A- put
-ja as-
-Pres Recp-
When you put them together, you put one on top of the other, all of them
on top of each other.
Mauru 00032
Menejang?
m- ene -ja -ng
2A- see -Pres -Dbt
Do you see it?
Mauru 00033
A'ha,
aj- ***
2- Hes
djupa 'ne ma, nare jaro'wa.
jU'pa 'ne mang nare jarowa
good really 3.Cop Doubt hither
Yes, it's good, don't you want to come closer?
Mauru 00034
Ero wara 'ne my:ja,
ero wara 'ne m- y(ry)
3InPx way Intns 2A- put
djombo ko mipjopongaje.
-ja djombo ko m- poponga-e
-Pres then SaInt 2A- pound -Prs.Tns
You put it this way, then you pound it.
Mauru 00035
ty'pune oty pju'kapoto o'wa, da djombo
mipjopongaje.
ty'pune oty i- pu'ka -po -to 0- 'wa da djombo
m- poponga -e
much Hes 3- remove.seeds -one.who.is -When 2- Agt thenthen
2A- pound -Prs.Tns
When you have removed a lot of seeds, then you pound it.
Mauru 00036
Eny wara my:ja.
eny wara m- y(ry)
3InPx way 2A- put
You put it this way.
Mauru 00037
-ja
-Pres
Apyime.
apyime
many
A lot.
Mauru 00038
Asekuponaka my:ja.
as- kuponaka m- y(ry) -ja
Recp- onto 2A- put -Pres
You put them on top of each other.
Mauru 00039
694
Ero
era
3InPx
kare, ero, shipju'kai, menejang?
kare era si- pu'ka -i m- ene -ja -ng
*** 3InPx 1A30- remove.seeds -Rec.Pst 2A- see -Pres -Dbt
I have pulled these seeds, do you see it?
Mauru 00040
Ty'pune syryi,
ty'pune s- y(ry)
much 1A- put
eny wara.
-i eny wara
-Rec.Pst 3InPx way
I have put a lot, that way.
Mauru 00041
Da, mipjopongaje, wara.
da m- poponga -e wara
then 2A- pound -Prs.Tns way
Then, you knock it this way.
Mauru 00042
3.Rm- 3A30- Detr- spread.out -
-Nzr at.time
kynotapitjanoMoro wjotapitjato'me
mony me, pjopongary
mora i- wot- apika
many me i- poponga -ry
3InMd 3- Detr- spread. out
Prs.Tns.Dbt 3InRm Attr 3-
o'wa.
0- 'wa
2- Agt
jako
-to'me
jako
-Purp
pound
ky- n- wot- apika -no
You spread it out so that it is spread like that, then you pound it.
Mauru 00043
Da djombo ko motyja eny wara.
da djornbo ko m- oty -ja eny wara
then then Salnt 2A- do.something -Pres 3InPx way
Then you do it that way.
Mauru 00044
Menejang?
m- ene -ja -ng
2A- see -Pres -Dbt
Do you see it?
Mauru 00045
695
A'a,
a'a
yes
senei.
s- ene-i
1A- see -Rec.Pst
Yes, I've seen it.
Mauru 00046
SiJu
Da eny wara my:ja jupy mene.
da eny wara m- y(ry) -ja jupy mene
then 3InPx way 2A- put -Pres good Intns
Then you put it like that, so it's good.
Mauru 00047
HeAl
Te, djembe mame:ja, wara, aijapery peke.
te djombo m- ame(my) -ja wara aijapo -ry poko
when then 2A- roll.up -Pres way hand -Pssd about
Then you roll it up this way, with your hand.
Mauru 00048
Wara my:ja, eny wara.
wara m- y(ry) -ja eny wara
way 2A- put -Pres 3InPx way
You put it like so, this way.
Mauru 00049
Da djupa kaba mango
da jU'pa kaba mang
then good Prfct 3.Cop
Then it is O.K. already.
Mauru 00050
Da djombe me'peija, ere kuitja.
da djombo m- e'poi -ja era kuitja
then then 2A- spin -Pres 3InPx spindle
Then you spin it on this spindle.
Mauru 00051
Menejang, ere yrype y'wa?
m- ene -ja -ng era y(ry) -po y- 'wa
2A- see -Pres -Dbt 3InPx put -one.who.is 1- Agt
Do you see how I'm putting this one?
Mauru 00052
Da ere wara me'peija.
da era wara m- e'poi -ja
then 3InPx way 2A- spin -Pres
Then you spin it like this.
Mauru 00053
696
Ajapory taka memo:sa.
aj- aijapo -ry taka m- emo(ky)
2- hand -Pssd into 2A- push
-ja
-Pres
You push it into your hand.
Mauru 00054
3lnPx lntns spindle
Jupy mene, da ero wara me'poija ko'u,
kuitja mene kari'nja
jupy mene da ero wara m- e'poi -ja ko'u
kuitja mene kari'nja
good lntns then 3lnPx way 2A- spin -Pres now
spindle lntns Kari'nja
ero
ero
'ne
'ne
kuitja,
kuitja
kynejatoja.
ky- n- ejato -ja
3.Rm- 3A30- call -Pres
Very nice, then you spin it like this now, this is a spincle, Kari'nja
call it a nkuitja. n
Mauru 00055
Da me'poija.
da m- e'poi -ja
then 2A- spin -Pres
Then you spin it.
Mauru 00056
Myry, kynotu'meja.
myry ky- n- wot- u'me(my) -ja
look.at.that 3.Rm- 3A30- Detr- go.around -Pres
Look at that, it's turning.
Mauru 00057
Detr- turn -
kynotu'mejang,
-j au'mawot-n-
djupa a'ta djukmene
ne'i, tjyry.
jU'pa a'ta juku mene ky-
n- e'i i- kyry-ry
good if good lntns 3.Rm- 3A30-
bad. one 3Sa- Cop 3- make -Nzr
Moro e'mariry
ero ko ja'wa
moro e'mari -ry
-ng ero ko jawa
3lnMd roundness -Nzr
Pres -Dbt 3InPx SaInt
If its roundness it right, then it turns well, this one is made badly.
Mauru 00058
Kuitjato'pa a'tainje.
kuitja -to -hpa a'ta -ine
spindle -vzr -Neg if -Col
They don't make spindles for me.
Mauru 00059
Kuitja kyryry anukutyipa srefi mandong, erome nokonymbo
pitjanitjo.
kuitja kyry -ry an- uku (ty) -hpa srefi mang -tong erome noky -mbo
pitjani -kong
spindle make -Nzr 3Neg- know -Neg self 3.Cop -Col now wh.An -
devalued child -Col
697
They don't even know how to make a spindle, these kids today.
Mauru 00060
Da awu wa
idjeke ke
da awu wa
idjeke ko
then 1 1Cop
occupied. with
semu'mama re'keng, kuitjary kyryry
uwape'pa mango
s- emu 'rna -'rna ro'kong kuitja -ry kyry -ry
uwa -po -hpa mang
1A- deceive -Neg only spindle -pssd make -Nzr
therefore Salnt dance -one.who.is -Neg 3.Cop
peke,
poko
Then I just kid myself thinking I can make a spindle, for that reason it
doesn't dance.
Mauru 00061
Djupa uwa'pa mang, etu'memy'pa djupa mango
djupa uwa -hpa mang wot- u'me(my) -hpa djupa mang
good dance -Neg 3.Cop Detr- go.around -Neg good 3.Cop
It doesn't dance right, it doesn't turn well.
Mauru 00062
Menejang?
m- ene -ja -ng
2A- see -Pres -Dbt
You see it?
Mauru 00063
Ere wara me'peija, djembe mitjaje rapao
era wara m- e'poi -ja djombo m- ka -e rapa
3InPx way 2A- spin -Pres then 2A- remove -Prs.Tns again
You spin it like this, then you remove it again.
Mauru 00064
Menejang?
m- ene -ja -ng
2A- see -Pres -Dbt
You see it?
Mauru 00065
A'a.
a'a
yes
Yes.
Mauru 00066
SiJu
Erepe typune my:ja waty mere 'ne mango
eropo typune m- y(ry) -ja waty mero 'ne mang
here heavy 2A- put -Pres Neg.Ex Intns Intns 3.Cop
Put a little more here, that's terribly good.
Mauru 00067
HeAl
Ija reten etyry jake e'wa ipju'ma mango
ija roten oty -ry jako 0- 'wa i- pui - 'rna mang
thence only do. something -Nzr at.time 2- Agt 3- enlarge -Neg 3.Cop
698
When you just do it (without paying attention), then it's not thick
(enough) .
Mauru 00068
Mjoshinjy pa'poro
i- rnosin -ry pa'poro ***
3- length -pssd entire Hes
Its whole length ...
Mauru 00069
Mjoshinjy'pa mango
i- rnosin -ry -hpa mang
3- length -pssd -Neg 3.Cop
It's not long enough.
Mauru 00070
***
Hes
Da eny wara mame:ja.
da eny wara m- arne (my) -ja
then 3InPx way 2A- roll.up -Pres
Then you roll it like this.
Mauru 00071
Menejang?
rn- ene -ja -ng
2A- see -Pres -Dbt
Do you see?
Mauru 00072
A'a,
a'a
yes
seneja.
s- ene -ja
1A- see -Pres
Yes, I see it.
Mauru 00073
SiJu
Ero wara 'ne mauru poko aja'ta, me'poija mauru.
ero wara 'ne rnauru poko a- a'ta rn- e'poi -ja rnauru
3InPx way Intns cotton occupied. with 2- if 2A- spin -Pres cotton
If you are busy with cotton like this, then you spin cotton.
Mauru 00074
HeAl
Sapitjapy me'poija.
sapitjapy m- e'poi -ja
a.lot 2A- spin -Pres
You spin a lot of it.
Oty
oty
what
00075
neko otu'memy'pa jU'pa ero kuitja mango
ene -ko wot- u'me(my) -hpa jU'pa ero kuitja mang
see -Irnper Detr- go.around -Neg right 3InPx spindle 3.Cop
Look, what is making this spindle not spin right?
Mauru 00076
Emaminjary kapyng ja'wa me na.
emamin -ja -ry kapyng jawa me na
work -Pres -NzrNeg bad.one Attr3.Cop
Its working isn't good (It doesn't work well).
Mauru 00077
pesapesa ke.
pesapesa ke
crooked Instr
It's crooked.
Mauru 00078
Evna, Evna, nare mora tjapa amu ene:ka!
Evna Evna nare mora i- ka -po amu ene (py) -ko
*** *** Doubt 3InMd 3- remove -one.who.is one bring -Imper
Evna, Evna, bring the one that's removed already!
Mauru 00079
699
Kaitja i'ja
ka -i -ko i-
say -lImper -Imper 3-
oro amu ene:neng mora bal.
'ja oro amu ene(py) -neng mora bol
Dat Opt some bring -Opt 3InMd ball
Tell her to bring that ball.
Mauru 00080
Bal me.
bol me
ball Ess
Like a ball.
Mauru 00081
Ah?
ah
Hes
Ah?
Mauru 00082
M'a go aksi eng?
Ja.
ja
yes
Yes.
Mauru 00084
HeAl
Myry, mati auran daka karapata.
myry mati auran taka k- aropo -tong
look.at.that Suriname.Maroon language into 2A10- return -Col
Look at that, you all made me go back into Branan Tonga.
Mauru 00085
Myry, eny wara kuru mao
myry eny wara kuru mang
look.at.that 3 InPx way Affirm 3.Cop
Look at this, it 's like this.
Mauru 000B6
e'paipjata a 'wa ... Ene:ka!
e'poi -po -to 0- 'wa ene (py) -ko
spin -one.who.is -If 2- Agt bring -Imper
If you spin it ... Bring it!
Mauru 000B7
Eneka mora!
ene -ko moro
see -Imper 3InMd
Look at that!
Mauru OOOBB
Djupa 'ne aty e'paidjy jaka jupy me mango
djupa 'ne oty e'poi -ry jako jupy me mang
good Intns thing spin -Nzr at.time good Attr 3.Cop
When you spin it well, it's good.
Mauru 000B9
Paranakyry maururu wara erapa kyne'paija.
paranakyry mauru -ry wara erapa ky- n- e'poi -ja
White.person cotton -pssd way also 3.Rm- 3A30- spin -Pres
It spins like White people's cotton, too.
Mauru 00090
Nimjaku me erapa my:ja.
nimjoku me erapa m- y(ry) -ja
hammock Attr also 2A- make -Pres
You make it into a hammock, too.
Mauru 00091
Mora pata, bal!
moro poto bol
3InMd large. one ball
Tha t big ball!
Mauru 00092
Ja.
ja
yes
Yes.
Mauru 00093
Ah!
ah
Res
700
701
Ah!
Mauru 00094
-tong k-aropo -ja
karopojatong
2A10- return -Pres -Col
k-
daka rapa
te'ne.
taka rapa
auran
auran
te'ne
language into again
-Col actually
Ka mati
kore'kojatong
ka mati
ere'ko -ja -tong
crappy Suriname.Maroon
2A10- make.angry -Pres
You all make me go back into that crappy Sranan Tonga, you all are
making me angry!
Mauru 00095
Ero wara kapyng na.
era wara kapyng na
3InPx way Neg 3.Cop
It's not this way.
Mauru 00096
Menejato?
m- ene -ja -tong
2A- see -Pres -Col
To you all see it?
Mauru 00097
A'a.
a'a
yes
Yes.
Mauru 00098
SiJu
oko aseta
aka as-
two Recp-
ra
ta ra
in ?
pona my: ja,
pona m- y(ry)
against 2A- put
da me'meja rapa.
-ja da m- e'me -ja rapa
-Pres then 2A- braid -Pres again
You put it on top of itself, then you spin (braid) it again.
Mauru 00099
HeAl
Da nimjoku me mitjyryja ko'u.
da nimjoku me m- kyry -ja ko'u
then hammock Attr 2A- make -Pres now
Then you make a hammock now.
Mauru 00100
Moro wara 'ne mauru e'poidjy jako na.
mora wara 'ne mauru e'poi -ry jako na
3InMd way Intns cotton spin -Nzr at. time 3.Cop
It's that way when you spin cotton.
Mauru 00101
Paranakyry maururu roten oty'pa mango
paranakyry mauru -ry roten oty -hpa mang
White.person cotton -pssd only do.something -Neg 3.Cop
702
Only the White people's cotton isn't done like that.
Mauru 00102
Ero mauru akore'pe pore nimjoku me ajapoija, e'poipjoto
o'wa.
ero mauru akore'pe pore nimjoku me aj - apoi -ja e'poi -po
-to 0- 'wa
3 InPx cotton long. time very hammock Attr 2- hold -Pres spin
one.who.is -When 2- Agt
This cotton holds you for a long time when you make a hammock, when you
spin it.
Mauru 00103
Moroko paranakyry, oty,
moro -kong paranakyry oty
3InMd -Col White.person Hes
nitjyryrykong te'ne pah!
ni- kyry -ry -kong te'ne pah
3AO- make -Nzr -Col actually eh!
The ones White people make, pah!
Mauru 00104
ko'i ... kynotambo:sa moro nimjoku kyry jako
o'wa.
ko'i *** ky- n- wot- ambo (ka) -ja moro nimjoku kyry jako
0- 'wa
fast Hes 3.Rm- 3A30- Detr- break -Pres 3InMd hammock make at. time
2- Agt
It breaks quickly when you make a hammock.
Mauru 00105
Ma ero kari'nja nitjyry ne'poipjo! Pah!
rna ero kari'nja ni- kyry n- e'poi -po pah
but 3InPx Kari'nja 3AO- make 3A30- spin -one.who.is eh!
But this Kari'nja made spun one, pah!
Mauru 00106
Akore'pe pore mang, kande awopoja
akore'pe pore mang kande a- wo -po -ja
long.time very 3.Cop maybe 2- kill -Caus -Pres self
srefi.
srefi
It stays for a very long time, maybe it'll even kill you (you'll die and
leave it behind).
Mauru 00107
Tje!
tje
(sympathy)
Wow!
Mauru 00108
SiJu
M'm.
m'm
Hes
703
M'hm.
Mauru 00109
HeAl
Idjo wara kuru ero mauru e'poidjy jako o'wa
iro wara kuru ero mauru e'poi -ry jako 0-
3InAna way Affirm 3InPx cotton spin -Nzr at.time 2-
It's that way when you spin this cotton.
Mauru 00110
mango
'wa mang
Agt 3.Cop
E'poidjy muku:sang?
e'poi -ry m- uku(ty)
spin -Nzr 2A- know
-j a -ng
-Pres -Dbt
Do you know how to spin it?
Mauru 00111
A'a.
a'a
yes
Yes.
Mauru 00112
SiJu
amu e'poitjo nare. senese
amu e'poi -ko nare s- ene -seng
one spin -Imper Doubt 1A- see -Opt.Col
Spin some, let me see.
Mauru 00113
HeAl
(laughs)
Asitjo roten
pore tjyryko,
ashitjo roten
pore i- kyry
a.little only
more 3- make
enepoko. mony pato. moro patoko
e'poidjy.
ene -po -ko many pato moro pato -kong
-ko e'poi -ry
see -Caus -Imper 3 InRm on.side.of 3InMd on.side.of -Col
-Imper spin -Nzr
Just show me a little, on that side, make it over on that side, to spin
it.
Mauru 00115
HeAl
mo'meja
jarowa, aha.
m- wot- e'me -ja
jarowa aha
2A- Detr- braid -Pres
hither O.K.
u'mengo, aha,
Uwa! merenakaje,
u'me(my) -ko aha
uwa m- erenaka-e
go.around -Imper O.K.
2A- sober.up -Prs.Tns
'ne, jarowa, tje.
'ne jarowa tje
Intns hither (sympathy) no
Turn it, yeah, you are spinning, come here, oh. No! You are doing it
backwards, here, O.K.
Mauru 00116
704
Amu rapa otyko mony pato.
amu rapa oty -ko mony pato
one again do. something -Imper 3InRm on.side.of
Do one again on that side.
Mauru 00117
Eropo.
eropo
here
Here.
Mauru 00118
SiJu
aha.
aha
yes
Yes.
Mauru 00119
HeAl
knee -Pssd -Pst 2A- put -Pres 3InPx
my: ja,Myry, aha, onjewara
wara te'ne y:ko.
myry aha onjewara
wara te'ne y(ry) -ko
look.at.that O.K. how
way actually do -Imper
ajekusarypo
aj- ekusa -ry
2-
-hpo m- y(ry) -ja
eny
eny
Look at that, O.K., how do you put it on your knee, do it right, this
way.
Mauru 00120
Eny wara, myry, eny wara otyko.
eny wara myry eny wara oty -ko
3InPx way look.at.that 3InPx way do.something -Imper
This way, look at that, do it like this.
Mauru 00121
oh
oh
oh
Oh.
Mauru 00122
SiJu
omepatoko te'ne e'poidjy poko.
omepa -tong -ko te'ne e'poi -ry poko
learn -Col -Imper actually spin -Nzr occupied. with
You all must learn to spin right.
"'11'-., ............ nn1 '")")
... • ...COLU..L. U. VV..1...c..J
HeAl
Da e'poidjy muku:take,
da e'poi -ry m- uku(ty)
then spin -Nzr 2A- know
awomepary jako.
-take a- wot- emepa -ry jako
-Fut 2- Detr- teach -Nzr at. time
Then you will know how to spin, when you learn.
Mauru 00124
i'pjoro 'ne mango
i- poro 'ne mang
3- sufficient Intns 3.Cop
It's O.K.
Mauru 00125
kore ri
*** kore ri
Hes Surpr?
Truly.
Mauru 00126
SiJu
i'pjoro mango
i- poro mang
3- sufficient 3.Cop
It's fine.
Mauru 00126
HeAl
I've spoiled your whole work.
Mauru 00127
SiJu
705
Djupa
djupa
good
'ne mao
'ne mang
Intns 3.Cop
It's good.
Mauru 00128
HeAl
Idjombo ro?
idjombo ro
then indeed
And then?
Mauru 00129
Onjewara noro?
onjewara noron
how anymore
What more?
Mauru 00130
706
APPENDIXD
DICTIONARY
Fortunately, modern technology allows us to create a dictionary that is not
dependent on formal publication to be immediately useful. Versions of works in progress
have been available in the community, and team members have been involved in editing
workshops. The version presented here is our most complete to date. However, a future
version will be cross-referenced to all texts, and will include illustrations.
This appendix begins with a Kari'nja to English and Sranan Tongo dictionary.
This is followed by English to Kari'nja and Sranan Tongo to Kari'nja word lists.
A a
707
a
a
a-
a'a
English ah. Sranan Tonga ah.
Int}.
English 3.An.Nom. Sranan Tonga a.
Pro. English s/he. Sranan Tonga a. From:
Sranan Tongo s/he--A doe eng. 'S/he
did it.'.
English 2; 20; 2So. Sranan Tonga j oe.
prs. English you; personal prefix,
inverse 3A20 for transitive verbs, So
for intransitives, possessor for nouns.
Sranan Tonga joe; voorvoegsel
san e sori 'joe;' a kan
fasi go na werkwoord of
naamwoord. Foe Vt
werkwoord, e sori a s'ma
do eng gi joe. Nanga Vo
werkwoord, e sori joe doe
eng. Foe naamwoord, e
sori joe abi eng. ajauran
(aj- auran) your language. joe
taal. taal van jauw.
English yes. Sranan Tonga ai. Hollands jaa.
Ptc. See: aha.
Ptc. English Usually translated as 'yes,'
but is different from a'a, 'yes.' This
yes has additional 'I understand'
semantics. Sranan Tonga Moro furu,
ai vertaal leki 'ja,' mar
owktoe a abi temakke
nanga 'ja, mi begrijp. '.
See: aha; a'a.
ah kaho English ghost. Sranan Tongo j ej e.
Hollands geest.
N. Category: culture nature.
ahkary English shadow; shade. Sranan
Tonga skadow.
N. Category: nature.
ahkaryka English make.afraid. Sranan
Tongo meki . frede. Hollands schrikken.
Vt. English scare. Sranan
Tonga skrekie. See: ahkary -ka;
ahkary. Wawa irumi jahkarykapoi.
My older brother scared me. Mi
bigi brada meki mi
s kreki. 1vlijn broer heeft mij laten
schrikken.
abra English across; cross. Sranan
Tongo abra; abra.
Pp; V. From: Sranan Tongo.
aemPO English ready. Sranan Tongo be r i j d.
A.
ah pei English weave.roof. Sranan
Tongo brei. dak. Hollands vlecht.
Vt. English weave roof. Sranan
Tango brei dak. Woji sapeija. I
braid the leaves. Mi e brei tasi
blad. Vlechtik tasi.
afscheid English farewell. Sranan
Tongo afscheid. Hollands afscheid.
[FM-MA 00445]
N. From: Dutch.
ah
aha
English Hes. Sranan Tonga ah.
Int}.
English I.understand; O.K.; yes. Sranan
Tonga ai.
ahsahto English dig.gutter.
Vt. English dig gutter. Sranan Tongo di k
gotro.
ahto English stick.w.fork.
N. English stick with fork. Sranan
Tongo juku nanga forku.
Category: culture artifact.
ahtonto English support. Sranan
Tango kraka.
708
ai English it.will; yes.
V; Ptc. English it will. Sranan Tonga a a
de. See: ai. From: ST.
English presently; soon. Sranan
Tonga dj ons roo
A.
English a.little.
Ptc. English a little. Sranan
Tonga pikinso.
English hand. Sranan Tonga anu.
N.
English isn't.it. true.
Ptc. SrananTongotru, no?
Vo. [MC0200194]
aiku hto English make.liquid.
Vt. English make liquid. Sranan
Tongomeki kon watra.
See: aikuru.
ai ku rna English add.liquid.
Vt. English add liquid. Sranan Tonga pot i
watra gi (0). See: aikuru.
aire
ai pyna English stand.together.
Va. English stand together. Sranan
Tonga kenapu makandra.
aita English cry. Sranan Tonga krei. [FM-MA
00420,24]
Vt.
aitapo [FM-MA 00420]
Vt?
aimja English paddle. Sranan Tonga padi.
Vt. [HeAl FF00049]
ainte
ai pajawa English shark. Sranan
Tonga sarki.
N. Category: animal fish.
aipja(py) English distribute; scatter. Sranan
Tongoprati; panja.
Vt. [Cassava Film CeAr 0034]
aine
ainja
ai rna English smoke. Sranan Tonga smako.
Vt?
airnara English fish.sp. Sranan Tonga fisi. sp.
N.
Category: Cassava Film.
Vt.
English later. [Intrv.FIBr 0094]
Ptc?
ahtytupo
aija
aidje
English hand. Sranan Tonga anu.
N. Category: body.
aijanga English dying.of.A. Sranan
Tonga X • e • ki r i • X.
Vt. English Likely a calque from Sranan
Tonga where 'be hungry' is said
'hunger is killing 0.'. Itjumyrykong
kynaijangato. Hunger is killing them
(they are hungry). Hangri e kiri
den. [CeAr FF00062, FFOOI16, HeAl
FF00062]
aijapatoro English ten. Sranan Tonga tien.
A. English ten; on both sides. Sranan
Tonga tien; na ala toe sei.
See: aija.
aijapo English dexterity; hand.work; hand.
Sranan Tonga hand. werk; anu.
N. English made by hand. Sranan
Tonga sani san meki nanga
anu. See: aija -pO; aija. Mose aijapo
ne ero mango This is h/her hand
wo~.A s'ma dati wroko de
dja.
aijatone English five. Sranan
Tonga f e ifi e. Hollands vijf.
A. See: aija.
aijauran See: a- auran.
N. English your language. Sranan
Tonga joe tonga. Hollands taal van
jouw. [HeMa 0018] See: auran.
Category: Cassava Film.
English get; fetch. Sranan Tonga kis i.
Vt. [UrMaHeAI 00087]
aije
ai ke(py) English fmish. Sranan
Tonga klari.
aitjuru English liquid; juice. Sranan
Tonga wa tra.
ai'ty
N. Category: nature.
English whining. Sranan Tonga stowtu.
N. Category: body.
aj- English 2.
prs. See: a-.
ajasakary See: a- asaka -ry. [WiMa 0035]
N. English your friends. Sranan
Tonga joe mati. See: asaka.
Category: Cassava Film.
aja'ta See: a- a'ta. [PaCn 0009]
Pp. English ifyou. Sranan Tonga if joe.
See: a'ta. Category: Cassava Film.
ajawa English resin; torch. Sranan
Tonga kandra.
N. English special torch made with
resin. Sranan Tonga bus i kandra.
Category: nature plant culture
artifact.
ajenapiry English your lie; you are a liar.
SrananTongona lei foe joe;
joe na wan leis'ma.See:~­
enapi -ry; enapi.
ajoma English refuse. Sranan Tonga weigr i.
Vt.
ajukmiri See: aj- uku(ty) -miri. [WiMa
0096]
Vt. English you know it. Sranan
Tonga joe sabi eng. See: uku(ty).
Category: Cassava Film.
Ajureng English Ajureng. Sranan
TongoAjureng.
Nm.
aju(ru) English bake. Sranan Tongobaka.
Vt. English bake until browned or to a
particular color. Sranan Tongo ba ka te
a kon bruin.
709
aka'ny English race.
N. English race. Sranan Tonga s trei
Ion.
Akarani English Bigi.Poika. Sranan
Tonga Bigi. Poika.
Geo.N. English name of a village on the
Saramacca river. Sranan Tonga nen
foe wan dorpu san de tapu
na Saramacca liba.
akare English cayman. Sranan Tonga kaiman.
N. Category: animal reptile.
Akaripoto English Akaripoto.creek. Sranan
TongoAkaripoto. kreek.
Nm.
akawanay English storage.tin.
N. English storage tin. Sranan Tonga b I i k
foe kibri sani.
Category: culture artifact.
akere'i English bird.sp. Sranan
Tonga fowroe. sp; sonfowroe.
Hollands zonnevogel.
N. Category: animal bird.
akima English tease; torment; importune; flirt;
bother. Sranan Tango trobi.
Vt. English tease or bother with both
positive and negative connotations,
positive in use for asking a woman to
be one's wife. Sranan
Tongotrob'trobi, te joe
aksi wan uma efu a wani
tron joe vrouw.
akinju English lazy. Sranan Tonga lesi.
A.
akinju'ma See: akinju -'rna. UuA10033]
A. English not lazy. Sranan Tonga no
lesi. See: akinju. Category: Cassava
Film.
Tongomeki .lesi.
akinjuroajuwy English tree.sp. Sranan Tongo bon. sp.
N. Category: plant tree.
akami English trumpeter.bird. Sranan
Tongo fowroe.
. N. Category: animal bird.
ako
English make.lazy. Sranan
Vt. See: akinju.
English mortar. Sranan Tonga ma tao
N. Category: culture artifact.
710
akutuma English make.cloudy.
Vt. English make cloudy as in water or
air. Sranan Tongo me ki kon
dungrudungru. See: akutuno.
English use. Sranan Tongo gebrui k.
Vt.
akujang See: aku -ja -ng. [JeNj 0007]
Vt. English slhe uses (0). Sranan Tongo ai
gebruik (eng). See: aku.
Category: Cassava Film.
N. English cutting. Sranan Tongo na
fasi fa a koti. See: akoto.
Category: Cassava Film.
aku
akumyry See: a- kumyry. [PaCh 0009]
Vo. English you are hungry. Sranan
Tongo joe e hangri. See: kumyry.
Category: Cassava Film.
akupa English fish.sp. Sranan Tongo kubi.
N. Category: animal fish.
aku r; English agouti; rabbit. Sranan
Tongo kon ' koni.
N. Category: animal mammal.
aku ru English soft.one; clay. Sranan
Tongo safu. wan; tokotoko.
N. English Lit. soft wet dirt.
akuru See: aku -ry. [PaCh 0001]
N. English using. Sranan Tongo fa ai
gebruik eng. See: aku.
Category: Cassava Film.
akusa English needle. Sranan Tongo nanai.
Hollands naald.
N. Category: culture artifact.
akusare English foam; froth. Sranan
Tongo skoma.
N. English froth or foam on beer or
kasiri. [MC02 00202]
Akusiwai English Akusiwai. Sranan
TongoAkusiwai.
Nm.
akuta English get.soft. Sranan
Tongo kon. safu.
Va.
See: akoto -ry. [WiMa 0001]akotory
akosi
akoto English cut.down; fell. Sranan
Tongo kapu; fala.
Vt. English cut down as in cutting a
whole field to prepare for planting, or
felling a single tree; used for things
that are erect like trees. Sranan
Tongo fala; kapu trowe.
Tymainjary akotoja. He cuts his own
ficldAi kapu eng eigie
gron. [CF CeAr 0001] See: pa'koto.
akotoja See: akoto -ja. [HeAl 0001]
Vt. English slhe cuts (0) down. Sranan
Tongo ai kapu (eng). See: akoto.
akotojang See: akoto -ja -ng. [JeNj 0000]
Vt. English slhe cut (0) down. Sranan
Tongo a fala (eng). See: akoto.
Category: Cassava Film.
akotojatong See: akoto -ja -tong. [JuAI
0004]
Vt. English they cut (0). Sranan
Tongo den kapu (eng) .
See: akoto. Category: Cassava Film.
English a.little. Sranan Tongo pi kinso.
A.
akotanong English mortar.stick. Sranan
Tongomata. tiki.
N. [CaDemo JuAI 0042]
akokowa English dove.sp. Sranan
Tongo fowroe . sp.
N. Category: animal bird.
akono English friend; partner. Sranan
Tongo ma t i. Hollands vrtend.
N. Category: kinship social.
akore'pe English long.time. Sranan
Tongo langa. ten.
A.
akoshimbjo See: akosi -mbo. [HeMa 0058]
A. English a little. Sranan
Tongo pi kinso. See: akosi.
Category: Cassava Film.
711
akyka English press. Sranan Tongo pers.
Vt.
akutuno English make.cloudy. Sranan
Tongorneki. dungru.
Vt. See: akutuma.
Amanakuwa English Amanakuwa. Sranan
Tongo Amanakuwa.
Geo.N.
ambo(ka) English break. Sranan
Tongo broko.
Vt. [Intrv.WiTo 0057]
Amerika English America. Sranan
TongoAmerika.
Geo.N.
amerikan English American. Sranan
Tongo arnerikan.
A. From: Sranan Tongo; English.
English dip. Sranan Tongo dipi.
Vt. English Used to describe the way
pepper water (soup) and cassava bread
are eaten. The cassava bread is dipped
into the pepper water to soften, and is
then used to scoop up pieces of fish or
meat. Sranan Tongo Wan fasi foe
njan kasaba nanga pepre
watra nanga kasaba. Na
kasaba e dipi go ini na
pepre watra foe kon safu,
dan e gebruik foe opo na
fisi of rneti. UeNjFF00087]
amekun English wrist. Sranan Tongo pols.
Hollands pols.
N. Category: body.
a'me
a'mema English erase; swipe.away; push.
Sranan Tongo figie.
Vt. UoKa 0037, HeMa 0050]
a'memanong See: a'mema -non.
[MaCh 0033]
Vt. English slhe throws (0) away. Sranan
Tongoai trowe (eng).
See: a'mema. Category: Cassava
Film.
a'mema'pa See: a'mema -hpa. [WiMa
0056]
Vt. English s/he does not throw (0)
away. Sranan Tongo a ne trowe
(eng). See: a'mema.
Category: Cassava Film.
ame(my) English roll.up; coil. Sranan
Tongo 1010.
Vt. [Mau ru 00071]
a'menka English stir. Sranan Tongo drai.
[FF JeNj 00076]
Vt.
English press. Sranan Tongo pers.
English some. Sranan Tongo wantoe.
See: amu; amu. Category: Cassava
Film.
amainjary See: a- mainja -ry. [WiMa
0036]
N. English your field. Sranan Tongo j oe
gron. See: mainja.
Category: Cassava Film.
am'
akynoka
Vt.
akypy English pressed.together. Sranan
Tongo kon de tranga, leki te
joe pers kasaba ini
rna tapi. Hollands pressed together until
hard, as in pressed cassava that comes
out of a matapi.
Va.
akyry English plague; danger. Sranan
Tongo gefalek.
N. See: akyta.
akyta English have.plague. Sranan
Tongo abi. gefalikheid.
Vo. See: akyry.
akyto'me See: akyka -to'me. [PaCh
0029]
Vt. English in order to press (0). Sranan
Tongo foe pers (eng).
See: akyka. Category: Cassava Film.
ala English all. Sranan Tongo ala. [FM-MA
00498]
Pte. From: ST.
712
amoi(ky) English pick.up; collect. Sranan
Tongo opo; piki.
Vt.
Vt. English tjari kon insei.
amonka English raise.spirits. Sranan
Tongo meki. breitie.
Vt.
English something; someone; some;
one. Sranan Tongo wan. sani;
wan.s'ma; son; wan.
Pro.
amore English magic. Sranan Tongo bonu.
N. Category: culture.
amorepa English do.magic. Sranan
Tongobonu. wroko.
Vt?
amukonymbo See: amu -kong -
mbo. [WiMa 0053]
N. English some of them. Sranan
Tongo wantoe foe den. See: amu.
Category: Cassava Film.
amuna English get.white. Sranan
Tongo kon. weti.
Vo.
amu
amuno English make.white. Sranan
Tongo meki •weti.
VI.
amony English avarice; greed. Sranan
Tongo gridi.
N.
a'mono(py) English mistake. Sranan
Tongo mi s i. Sa'monopyi jaurano. I
mispoke. Mi misi mi wortoe.
[FF HeAl 00081)
Vt.
amoro English 2.
Pro. English you. Sranan Tongo joe.
amosaiky English claw. Sranan
Tongo nangra.
N. Category: body.
amoto English string. Sranan Tongo tringie.
Vt. [CeAr FF00025)
amoty English strap; sling. Sranan Tongo banti.
N. Category: culture artifact.
ampoty English break. Sranan
Tongobroko.
Vt.
English bring.in~
English cry.for. Sranan Tongo krei • gi.
Vt.
'3 ""'''n'\\ I
""'IIIVIII,
English begin; mash.with.hands. Sranan
Tongo begin; masi. nanga. anu.
Vt. [CF UrMa 0028]
amohto English give.strap. Sranan
Tongo gi. banti.
Vt.
amo
a'mo
a'moka English crumble. Sranan
Tongo brokobroko.
Vt.
a'mokano See: a'moka -no. [HeAl 0036]
Vt. English s/he crumbles (0). Sranan
Tongoai pis'pisi (eng).
See: a'moka. Category: Cassava Film.
a'mokanong See: a'mo -ka -non. [UrMa
0028]
Vt. English s/he mashes (0). Sranan
Tongo ai masi (eng). See: a'mo.
Category: Cassava Film.
amoky English brew.
Vt.
Ametary English Calabash.Creek. Sranan
Tongo Kalabas. Kreek.
Geo.N. English Lit. near a hole. Sranan
Tongo Lit. ini wan 010.
ami N. [CaDemo WiMa 0014]
amika English tease; mimic; dig.hole. Sranan
Tongo dregi.
Vt. See: akima; ami -ka 'remove
holeness'. [MC02 00127)
amitjapo See: ami -ka -po. [WiMa 0014)
See: ami. Category: Cassava Film.
713
Pro. English we, us. Sranan Tonga unu.
anakimja'pa See: an- akima -hpa. [WiMa
0035]
amu nu English whiteness. Sranan
Tonga weti.
N.
a'na English 1+3; us. SrananTongo unu.
Pro. English me and him. Sranan
Tonga mi nanga eng.
See: angiriri -to -ja
andyky English tail. Sranan Tonga tere.
N. Category: body.
andy'mo English seat; appoint. Sranan
Tonga poti. sidon.
Vt.
ankresi English English. Sranan
Tonga ingirisi. Hollands engels.
N. From: Sranan Tongo.
anjisa English shawl; scarf. Sranan
TOngoanjisa; panji.
N. Category: culture artifact. From:
angiriritjojang
-ng. UuAI 0040)
s/he bulldozers (0). English ai dozer
(brokobroko) (eng). See: angiriri.
Category: Cassava Film.
animjomoky'pa See: an- momoky-
hpa. [WiMa 0065]
Vt. English slhe does not wait for (0).
SrananTongoa ne wakti (eng).
See: momoky. Category: Cassava
Film.
N.
anene'pa See: an- ene -hpa. [WiMa
0064)
Vt. English slhe does not look at (0).
Sranan Tonga a ne 1uku (eng).
See: ene. Category: Cassava Film.
anepanopy'pa See: an- epano(py)
-hpa. UuAI 0039)
Vt. English not helping. Sranan Tonga no
j epi. See: epano(py).
Category: Cassava Film.
aneta'pa See: an- eta -hpa. [WiMa
0116)
A. English not hearing (0). Sranan
Tonga ne jere ( eng) . See: eta.
Category: Cassava Film.
angiriri English bulldozer. Sranan
Tonga dozer.
N.
English 2eol.
English build. Sranan Tonga bauw.
Vt.
amy
amy
Vt. English not botheiing (0). Sranan
Tonga ne trobi (eng).
See: akima. Category: Cassava Film.
ana'wanari English fish.sp. Sranan
Tonga fisi. sp.
amyi ka English believe. Sranan
Tonga bribi.
Vt.
amyiky English gather. Sranan
Tonga poti. makandra.
Vt.
amyje See: my -e. [PaCt! 0051]
Vt. English slhe ties (0). Sranan
Tonga eng e tai (eng). See: my.
Category: Cassava Film.
A.
amyijaro
English tie (0). Sranan Tonga tai
(eng) . See: my. [PaCt! 0052)
Vt. English tie (0). Sranan Tonga tai
(eng). See: my. Category: Cassava
Film.
amyijako English some.day. Sranan
Tonga wan. deL [FM-MA 00589)
an- English 3Neg; Neg.
prs. English not (0); combines with -
hpa. Sranan Tonga no (eng); ai
kon same nanga -hpa.See:-
hpa. anene:pa wa (an- ene -hpa) I
don't see. (Lit. 'I am not seeing'). Mi
ne si.
anoka English roast; barbecue. Sranan
Tonga losi.
Vt.
anonopo:sa [WiMa 0116] Category: Cassava
Film.
a'no(py) English fill. Sranan Tonga furu.
Vo.
a'no:kapo See: a'no(py) -ka -pO.
N. English hlher filling it. Sranan Tonga a
fasi fa a furu eng.
See: a'no(py). Category: Cassava
Film.
antyta English grow.tail; gettail. Sranan
Tongogro.terei kisLtere.
Vo.
anuhto English give.vibr.lath. Sranan
Tonga gi. tongo.
Vt.
anukuty'pa See: an- uku(ty) -hpa. [WiMa
0076]
Vt. English not knowing. Sranan Tonga no
sabi. See: uku(ty).
Category: Cassava Film.
anu(my) English lift; pick.up; hoe. Sranan
Tonga OpOi tj apu.
Vt. English Lit. pick up, used for hoeing
in preparation for planting. This
reducing root does not condition the 1-
sal present tense allomorph. Sranan
Tonga opo doti i tj apu.
Tymainjary anu:ja. S/he hoes h/her
field. Ai tj apu eng gron. [CF
CeAr 0008]
anumyry See: anu(my) -ry. [UrMa 0007]
N. English hoeing. Sranan Tonga fa ai
t j apu. See: anu(my).
Category: Cassava Film.
anuru English vibr.tongue. Sranan Tonga tongo.
1'1. Category: culture artifact.
anu:ja See: anu(my) --ja.
714
Vt. English slhe hoes (0). Sranan
Tongoai tjapu (eng).
See: anu(my). Category: Cassava
Film.
anu:jang See: anu(my) -ja -ng. [UrMa
0006]
Vt. English s/he hoes (0). Sranan
Tongoai tjapu (eng).
See: anu(my). Category: Cassava
Film.
anyko English make.ill; sicken. Sranan
Tongomeki. siki.
Vt.
anyky English illness. Sranan Tongo S i ki.
N. Category: body.
any'ma English spoil; upset. Sranan
Tonga por i i mandi.
Vt.
anyry'pa See: an- y(ry) -hpa. [WiMa
0082]
Vt. English slhe does not put (0). Sranan
Tonga ai ne poti (eng).
See: y(ry). Category: Cassava Film.
anyta English fall.ill; get.sick. Sranan
Tonga kon. siki.
Vo.
apa English dry.up. Sranan Tango drei.
Vo.
apakan i English bird.sp; hawk. Sranan
Tonga fowroe. SPi aka.
Hollands valk.
N. Category: animal bird.
aparare English savanna. Sranan
Tonga sabana.
N. Category: nature.
apeina English flow. Sranan Tonga Ion. watra.
Vo.
ape iny English tidal.current.
N. Sranan Tonga frudu watra
nanga fala watra.
Category: nature.
ape(my) English braid. Sranan Tongo brei.
715
api English redness. Sranan Tongo de. redi.
N.
api ro English make.red. Sranan
Tongo me ki . redi. Hollands makt.root.
VI.
apipi English shallow.one. Sranan
Tongoplata. wan.
N.
apipoky English cut.grass. Sranan
Tongo koti. grasi.
Vt.
api English broadness. Sranan
Tongo de. bradi. Hollands breede.
N.
apika English broaden; scatter; spread.out.
Sranan Tongo bradi; panj a.
VI.
English seize; take; catch; hold. Sranan
TongokiSi; teki; hori.
Vt. Woto amu sapo'i. I caught a
fish. Mi kisi wan fisi. Ik heb
een vis gevangen. wa'to
wotapoitjo'me so that it can take
flame. foe a kan kisi flam.
apoi
Vt. English slhe spreads (0) out. Sranan
Tongo ai bradi (eng). See: apika.
Category: Cassava Film.
apitjato'me See: apika -to'me. UoKa 0039]
Vt. English in order to spread it out.
Sranan Tongo foe a kan bradi
eng. See: apika. Category: Cassava
Film.
apo English mash; pound. Sranan
Tongomasi; fon; stampu.
Hollands stamp.
Vt. Kiere pung sapoja. I pound the
cassava flour. Mi e stampu na
ka saba. Ik stamp de casave.
apo English arm; stick. Sranan Tongo anu;
tiki.
N. English "stick" meaning may be
unique to cassava as in Ikiere apol
'cassava stick,' the branches of the
cassava plant that are cut into foot-
long pieces and planted. Sranan
fu~o"tiki" kan de gi soso
/kiere apo/ 'kasaba
tiki,' den taki foe na
kasaba prani san e
kap'kapu dan den prani
den. Category: body.
[HeMa 0046]
apoija See: apoi -ja. [HeMa 0047]
apo English feel; taste. Sranan Tongo fir i ;
tesi.
Vt.
apohtun English right.side; right.hand.
Sranan Tongo let. sei;
let i. sei. anu. Hollands bij-rechter.
N. Category: body.
See: apika -non. UeNj 0040]
VI. [MC0200181]
English Nm.
Nm.
Api
api roma English paint.red. Sranan
Tongo peni . redi.
Vt.
apitjano See: apika -no. [HeAl 0049]
VI. English slhe spreads (0) out. Sranan
Tongoai bradi (engl. See: apika.
Category: Cassava Film.
apitjanong
api ri pjo English cassava.meal. Sranan
Tongo kasaba. sakasaka. See: a-
piripjo -ry; piripjo. [CeAr 0034]
N. English cassava flour; in possessed
form, refers to 2.Pssr, 'your cassava
flour' with an elided suffix. Sranan
Tongo kasaba sakasaka; na
kasaba sakasaka foe joe.
See: piripjo. Category: Cassava Film.
api ri PO English remnants. Sranan
Tongo sakasaka.
N.
716
aposiwa English attract. Sranan
Tango kari. kon.
Vt.
apowe English left.hand. Sranan
Tongo let. sei. anu. Hollands Iinker-.
N. Category: body.
appio English change. Sranan Tongo kenki.
Vo.
apuhto English give.cover. Sranan
Tongo gi . tapu.
aporito English beside. Sranan
Tongo na. seisei.
Pp.
aporitonaka English to.beside. Sranan
Tongo go. na. seisei.
Pp.
apos ikyry English tip.of.wing. Sranan
Tongo punt. foe. frei.
N.
a'pota English dry. Sranan Tongo drei.
A.
a'potato'me See: a'pota -to'me. [PaCh
0049]
Vt. English in order to dry (0). Sranan
Tongo foe drei (eng).
See: a'pota.
apoto English big.one. Sranan
Tongobigi. wan.
N.
apoto'me See: apo -to'me. [HeMa 0039]
Vt. English in order to pound it. Sranan
Tongo foe stampu eng. See: apo.
Category: Cassava Film.
apotonong See: apoto -nong. UeNj 0017]
N. English big ones. Sranan Tongo den
bigi wan. See: apoto.
Category: Cassava Film.
apoty English cut. Sranan Tongo koti.
Vt.
English kiss. Sranan Tongo bosi.aposima
Vt.
Vt. English s/he takes (0). Sranan
Tongo ai te ki (eng). See: apoi.
Category: Cassava Film.
apoijang See: apoi -ja -ng. UuA10043]
Vt. English s/he takes (0). Sranan
Tongo ai teki (eng). See: apoi.
Category: Cassava Film.
apoitjo'me See: apoi -to'me. UoKa 0054J
Vt. English in order to catch (0). Sranan
Tongo foe ki s i (eng) . See: apoi.
Category: Cassava Film.
apoitjopo See: apoi -topo. [HeMa 0072]
N. English catching (0). Sranan
Tongo ki s i (eng). See: apoi.
Category: Cassava Film.
apojo English helper. Sranan Tongo j epi . man.
N.
apoka English dry. Sranan Tango drei.
Vt. English dry as in place in the sun to
dry. Sranan Tonga dre i 1 e ki dre i
ini son. Morokong jereparykong
apokapose wysa. I am going to
continue to dry my cassava. Mi go
drei den kasaba foe mi go
doro. See: aruka.
apokato'me See: apoka -to'me. [CeAr
0043]
Vt. English in order to dry it. Sranan
Tongo foe drei eng. See: apoka.
Category: Cassava Film.
apoku pe English pleasing.to. Sranan
Tongo gi. prisiri.
Pp. English Antonym: ato'ke.
aponon English messenger. Sranan
Tonga bas kopu . man.
N. Category: social culture.
apony English seat; bench. Sranan
Tongo sturu; banj i.
N. Category: culture artifact.
aporemyn English owner. Sranan
Tongo eiginari. Hollands eigenaar.
N.
717
Vt. See: tapuma.
Vt.
apukuitja English paddle; tree.sp. Sranan
Tonga padi; bon. sp.
N. Category: culture artifact plant
tree. From: Nheengatu.
apuru English close. Sranan Tonga tapu.
Vt
apu ru PO English hut. Sranan Tonga kampu.
N. Category: culture artifact.
aputy English closet; cover. Sranan
Tonga ososkin.
N. English cover; material used to wall
a room. Sranan Tonga san e
gebruik foe meki ososkin.
Category: culture artifact.
apyimamy English become.many. Sranan
Tonga kon . furu.
Vo.
apuruma
apyime
A.
English close. Sranan Tonga tapu.
English many. Sranan Tonga furu.
arakapusa English shotgun. Sranan
Tonga gon.
N. Category: culture artifact. From:
Spanish.
aramari English snake.sp. Sranan
Tonga sne ki . sp. Hollands slaang.sp.
N. Category: animal reptile.
arapapa English stilt.bird. Sranan
Tonga fowroe. sp.
N. Category: animal bird.
aras iku n English tree.sp. Sranan
Tonga bon. sp.
N. Category: plant tree fruit.
arasuka English soft.one. Sranan
Tango safu. wan.
N.
arawata English howler.monkey. Sranan
Tonga babun.
N. Category: animal mammal.
arawe English cockroach. Sranan
Tonga kakalaka.
N. Category: animal arthropod.
apyimemy English increase. Sranan
Tonga me ki . moro.
Vo.
Tonga sne ki . sp; beti.
N. Sranan Tonga uku beti.
Category: animal reptile. [CeAr
FF00014]
araari English bird.sp. Sranan
Tonga fowroe. sp.
N. Category: animal bird.
arabo English eel.sp. Hollands aal.sp.
N. Category: animal fish.
araka English split. Sranan Tonga pr i ti.
Vt. English split as in splitting a fish's
head in preparation for smoking or
roasting. Sranan Tonga priti, leki
te joe priti wan fisi ede
foe kan losi of drei eng.
[CeAr FF00048]
arepa English cassava.bread. Sranan
Tonga kasaba. brede.
Hollands cassave.brood.
N.
English top; west. Sranan
Tonga loktu. sei; westsei.
N. Category: nature.
arety
are isihto English give.rice. Sranan
Tonga gi . aleisi.
Vt.
areisita English get.rice. Sranan
Tonga kisi. aleisi. See: areisi -tao
Va.
English rest. Sranan Tonga rust.
N. [UrMaHeAl 000105]
areisi English rice. Sranan Tonga aleis i.
Hollands rijst.
N. Category: plant. From: Sranan
Tongo.
are
EngHsh sn~~e.sp; bait Sraiiaiiarakaniru
718
aruwako English Arowak. Sranan
Tonga Arawaka.
Eth.N.
aryhto English give.wick. Sranan
Tonga gi . kandra. tetei.
VI.
aruwasi English even.if. Sranan
Tango awinsi.
Ptc. From: Sranan Tongo.
ary English leaves; wick. Sranan
Tonga wiwiri; kandra. tetei.
N. Category: nature.
Nm.
English get.dry. Sranan Tonga kon. drei.
Vo.
arutato'me See: aru -ta -to'me. [WiMa
0006]
Vt. English in order to dry (0). Sranan
Tongofoe drei (eng). See: aru.
Category: Cassava Film.
Vt. English dry; remove water from as
in dry a plate with a towel or remove
the water from a creek. Sranan
Tonga drei; puru watra leki
te je drei wan preti
nanga brokokrosi of te je
puru watra libi wan kriki
san e hori watra.lpjoriry
meko arutapo arukase wysa. I'm
going to dry out a small creekbed that
is holding water. Mi go drei a
watra foe wan pikin kriki
san e hori watra. See: apoka.
aru'ka English put.in. Sranan
Tonga poti . go. ini.
Vt.
aru'kapo:sa See: aru'ka -pO(ty) -ja. [HeMa
0067]
Vt. English s/he puts (0) in repeatedly.
SrananTongoai pot'poti (eng)
go ini. See: aru'ka.
Category: Cassava Film.
arupa
aruta
arinjatu English cassava.pan. Sranan
Tongo kasaba . pan.
N.
aroru See: aro -ry. [CeAr 0048]
N. English carrying. Sranan Tonga fa a
tj ari eng. See.' aro.
Category: Cassava Film.
aropo:satong See: aro -pO(ty) -ja
-tong. UuAI 0080]
Vt. English s/he carries (0) repeatedly.
Sranan Tonga ai t jar' t jari
(eng) . See: aro. Category: Cassava
Film.
aro English carry; take. Sranan Tonga t jari;
teki.
VI.
arojang See: aro -ja -ng. [WiMa 0130]
Vt. English slhe takes (0). Sranan
Tonga ai teki (eng). See: aro.
Category: Cassava Film.
aropo English return. Sranan
Tonga tjari .baka.
Vt. [Mauru 00085]
ari'njatu English cassava.pan. Sranan
Tonga kasaba. pan. See: arinjatu;
arinjatu. Category: Cassava Film.
ari'njatumbo See: arinjatu -mbo.
UuA10046]
N. English old cassava pan. Sranan
Tonga oru kasaba pan.
See: arinjatu. Category: Cassava Film.
ari'njaturu See: arinjatu -ry.
N. English cassava pan, possessed.
Sranan Tonga kasaba pan foe
eng. See: arinjatu. Category: Cassava
Film.
ari papy English distribute. Sranan
Tonga prati.
Vt.
aru English dryness. Sranan Tango drei.
N.
aru ka English dry. Sranan Tonga drei.
719
arynkepy English be.stripped.of.leaves.
Sranan Tonga puru • wiwi r i.
Vo.
arymo English put.in; squeeze. Sranan
Tonga poti • ini; kwins i.
Hollands pers.
Vt. English Usually used in reference to
the act ofputting grated cassava into a
matapi and squeezing it to remove the
liquid. Sranan Tonga E so r i da t i
je put na kiere pung go
ini na rnatapi dan je
bigin kwins eng foe puru
na watra foe eng. Kiere pung
sarymoja matapi tjaka. I squeeze the
grated cassava in the matapi. Mi e
pers a kasaba ini a
rna tapi. Ik pers de cassave in de
matapi.
aryna English bud; get.Ieaves. Sranan
Tongosproiti; kisi.wiwiri.
Vo.
a'sa English gutter; groove; neck. Sranan
Tonga gotro; neki.
N. Category: culture artifact.
asaka English companion; fellow;
countryman. Sranan Tonga rnati;
kondre. man. Hollands dorpsgenoot.
N. English Used to refer to the group
that includes friends and family. Like
"my people" in colloquial American
English. Category: social.
asaparapi English fish.sp. Sranan
Tonga fisi. sp.
N. Category: animal fish.
asary English mold. Sranan Tonga bu ku.
N. Category: nature.
a'sawo English neck. Sranan Tonga neki.
N.
English hot. Sranan Tonga faj a.
aseke English by.Xself; alone. Sranan
Tonga wawan. See: ase- ke.
A.
asekery See: aseke -ry. [WiMa 0084]
N. English alone. Sranan Tonga eng wan.
See: aseke. Category: Cassava Film.
asena English side.by.side. Sranan
Tonga sei . na. sei.
A.
ashi'mja
A.
ashinjojang See: asina -ja -ng. [WiMa
0127]
Vt. English get (0) hot. Sranan
Tongomeki (eng) kon faja.
See: asina. Category: Cassava Film.
ashinjy English hot. Sranan Tonga faj a.
Category: Cassava Film.
ashitjo English a.little. Sranan Tonga pi kins o.
Ptc. English a little bit. Sranan
Tongo pi kinso.
as ikaru English sugar.cane. Sranan
Tonga tj en.
N. Category: plant.
as imbe English hot. Sranan Tonga fa j a.
A.
asewenapo See: as- wenapo. [WiMa 0022]
Pp. English one behind the other. Sranan
Tonga wan baka tra wan.
See: wenapo. Category: Cassava
Film.
ashimbe English hot. Sranan Tonga faj a.
See: asin -pe.
A.
asepase English together. Sranan
Tongomakandra.
A.
asery English new.one. Sranan
Tonga nieuw. wan.
N.
English Detr; Recp. Sranan Tango srefi.
val. English to hlher own self. Sranan
Tonga gi den srefi. asewenapo
(ase- wenapo) one behind the other.
baka rnakandra. [WiMa 0022]
as-
720
asomome English related. Sranan
Tonga famiri.
A.
asiwota English eattill.full. Sranan
Tonga n jan. te . furu.
Va.
asiwoky English satiety. Sranan
Tonga ati. sidon.
N.
atyta English grow; sprout. Sranan Tonga gro;
sproi ti.
Va. Moro taja atyta'po jupy me
jumy seneja. I see that the taro has
sprouted so well. Mi s i a t a j a e
gro so rnooie.
atytapo See: atyta -po. [CeAr 0009]
N. English grown one. Sranan Tango a
wan san gro. See: atyta.
Category: Cassava Film.
atun
ato'ke English vexatious.to; offensive;
annoying.to; painful; annoying. Sranan
Tonga trob' trobi.
Pp. English Antonym: /apokupe/. [FM-
MA 00419, 00549]
atopuru See: a- topu -ry; topU.
Categ01y: Cassava Film.
atseiwa English sneeze. Sranan
Tongohatjei.
Va.
English fever. Sranan Tango korsu.
N. Category: body.
atu rjja English thom.bush. Sranan
Tongomaka. busi.
N. Category: plant.
Atypyty English Tibiti; Tibiti.River.
Sranan Tonga T ibi ti;
Tibi ti. Liba.
Geo.N. English The name for both the
river and the community on the river.
Sranan Tonga Nen gi na libi en
owktoe na dorp tapu na
1iba. [Intrv.FlBr 0050]
Vt. Moro pekui akyko. Wash that
plate. Wasi na preti dati.
aty(py) English grow.old. Sranan
Tonga kon. owroe.
Va.
aty English clean; wash. Sranan Tonga krim;
wasi.
English if; when; then. Sranan Tango if;
te; dan.
Pp.
asiwoiny English clarity. Sranan
Tonga krim.
N. English i.e. of water (clear,
transparent). Sranan Tonga i . e. kr im
watra, no dof' dof.
asiwoka English satiate. Sranan
Tongomeki. ati. sidon.
Vt.
asirnpamy English become.hot. Sranan
Tonga kon. faja.
Va.
asina English get.hot. Sranan Tonga kon. faj a.
Vt. [WiMa 0127]
as iny English heat. Sranan Tonga fa j a.
N. Category: nature.
asiwoina English get.clear. Sranan
Tonga kon. krin.
Va. See: asiwoiny.
as iwoino English make.clear. Sranan
Tongomeki. krin.
Vt.
English hole. Sranan Tonga 010.
N. Category: nature.
atoka English make.hole. Sranan
Tongorneki.olo.
Vt.
a'ta
ato
atokapo See: atoka -po. [WiMa 0014]
N. English hole. Sranan Tonga 010.
See: atoka. Category: Cassava Film.
atytary See: atyta -ry. [HeAl 0012]
awara English palm.sp. Sranan Tonga awara.
N. Category: plant tree palm.
aware English opossum. Sranan Tonga awari.
N. Category: animal mammal. From:
Sranan Tongo.
awashi English com. Sranan Tonga karun.
N. Category: plant.
awashija English com. Sranan Tonga karun.
See: awashi; awashi.
Category: Cassava Film.
awas i English friend. Sranan Tonga rna t i.
N. Category: culture social.
awatay English ant.sp. Sranan
Tonga mira. sp.
N. Category: animal arthropod.
aweiny English glimmer. Sranan Tonga brinkie.
N.
aweitjo'me See: a- we'i -to'me. [WiMa
0034]
Va. English in order for you to be. Sranan
Tonga foe joe kan de. See: e'i.
Category: Cassava Film.
awo(my) English stand.up; get.up. Sranan
Tonga opo. knapu; opo.
Va.
awomyi English lift. Sranan Tonga opo.
Va. [(eAr 0039]
awonty English uncles. Sranan Tonga omu.
N. Sranan Tonga den omu, moro
leki wan. Category: kinship social.
See: awo.
N. English its growing. Sranan Tonga na
fasi fa a gro. See: atyta.
Category: Cassava Film.
augustus English August. Sranan
Tonga augustus. [FM-MA 00522]
Nm. From: ST.
au hto English house. Sranan Tonga oso.
N. Category: culture artifact animal
fish.
auhtompo English fish.sp. Sranan
Tonga fisi • sp.
N. Category: animal bird.
auhty English house.Pssd. Sranan
Tonga wan. s I rna. oso.
N. Category: culture artifact.
auhtyma English give.house. Sranan
Tonga gi • oso. See: auhty -mao
Vt.
au htyna English get.house. Sranan
Tonga kisi • oso. See: auhty -na.
Va.
auran English language; story; words; speech;
voice. Sranan Tonga taal; tongo;
tori; wortu; sten
N. Category: body social.
aurana English talk. Sranan Tonga taki.
See: auran -na?
Va.
aurankepy English stop.speaking. Sranan
Tonga tapu •piki.
Va.
aurarano English stories. Sranan
Tonga tori.
N.
auwa English laugh. Sranan Tonga la fu.
Va. See: auru.
721
auro
auru
English cry; yelp. Sranan Tonga krei;
bari.
Va. English yelp as in a dog's cry. Sranan
Tonge bari krei leki \IIIan.
dagu.
English laughter. Sranan Tonga lafu.
N. See: taure. Category: body.
awopa English one.on.edge. Sranan
Tongona.seisei; kanti;
lanki.
N.
awopotyry See: a- OpO(ty) -ry. [WiMa
0111]
afifiampa English play. Sranan Tongo prei.
Vo?
N. English your looking. Sranan Tongo fa
joe e 1u ku. See: opo(ty).
Category: Cassava Film.
awoshing See: awosin. [WiMa 01141
Category: Cassava Film.
awosin English weight. Sranan
Tongowegi.
N.
aWIJ
722
N. English your meat. Sranan Tongo j oe
meti. Hollands vlees van jouw.
See: wotO. Category: Cassava Film.
English 1.
Pro. English I; me. Sranan Tongo mi.
awotory See: a- woto -ry. [WiMa 0128]
723
B - b
Baku English Baku. Sranan Tongo Baku.
Nm.
N. Category: culture artifact. From:
English via Sranan Tongo.
ban English alas! Sranan Tongo t j e !; che!
Ideo.
begi
bel English bell. Sranan Tongo bel. [FM-MA
00422]
N. From: ST.
berede English bread. Sranan
Tongo brede.
N. From: Sranan Tongo.
beredery See: berede -ry. UuAI 0055]
N. English h/her bread. Sranan Tongo eng
brede. See: berede.
Category: Cassava Film.
Bernardsdorp English Bemardsdorp.
Sranan Tongo Bernardsdorp.
[lntrv.wiTo 0145]
Geo.N. English The name ofa Kari'nja
village near Paramaribo. Sranan
Too~Na nen foe wan
Kari'nja dorp krosi bei
foe Paramaribo.
berto See: Roberto. Category: Cassava
Film.
bestuur English leadership. Sranan
Tongo bestuur. Hollands lederschap.
N. From: ST.
beti English bait. Sranan Tongo beti.
N. From: Sranan Tongo. [CeAr
FFOOOI5]
betre English better. Sranan Tongo betre.
A. From: ST.
bifosi English before. Sranan Tongo fosi.
Pte. From: Sranan Tonog.
bijoro English term.of.abuse. Sranan
Tongo kosi. wortu.
English pray. Sranan Tongo begi.
Va. [UrMaHeAI00046]
begima English pray. Sranan Tongo prei.
Vt? From: Sranan Tongo.
English bed. Sranan Tongo bedi.
bambusimbjo See: bambusi -mbo.
[PaCh 0037]
N. English old bamboo. Sranan
Tongo owroe bambusi.
See: bambusi. Category: Cassava
Film.
bal English soccer. Sranan Tongo bal.
N. From: ST.
bambusi English bamboo. Sranan
Tongo bambus i.
N. From: Sranan Tongo.
bedy
Banka English Banga. Sranan Tongo Banga.
Nm.
basija English lieutenant. Sranan Tongo basj a.
N. English the chiefs helper (several in
each village). Sranan Tongo na
jepiman for na kapitein
foe wan dorpu. Category: culture
social. From: Sranan Tongo.
Beauty Nm.
bedaki English Christmas. Sranan Tongo kerst.
N. From: Sranan Tongo?
Banda Nm.
- ban9 English kind.of; type. Sranan
Tongo sortu.
chg. English demonstrative nominalizer
(makes nouns out of demonstratives)
with resulting noun referring to kind
or type. Sranan Tongo ai meki
naamwordt san e beteken
'so wan sortoe'. mosebang
someone like him here. wan s' ma
leki as' ma disi.
724
N.
bikasi English because. Sranan Tonga om. da t ;
bika.
Pp. From: English via Sranan Tongo.
biri English beer. Sranan Tonga b i r i.
N. Category: culture artifact. From:
Sranan Tongo.
bongbong English bang.bang. Sranan
Tonga pow. pow.
Ideo.
bongbongka
English come.bang.bang; beat.
Sranan Tonga kon • pow. pow; f on.
Va.
biribie English believe. Sranan Tonga bi ribi e.
V. From: ST.
booo English wham! Sranan Tonga pow!
Ideo.
bo English bang! Sranan Tonga pow!
Ideo.
boa English splash. Sranan Tonga kapon!
Ideo.
bobobo English bat.noise. Sranan
Tonga fremusu. barbari.
Ideo.
boi English boy. Sranan Tonga boi.
N. From: ST.
boiti English except. Sranan Tonga boi t i.
Ptc. From: Sranan Tongo.
boksu English boom.box. Sranan Tonga boksu.
N. From: ST.
bol English ball. Sranan Tonga boL
N. [Mauru 00080] From: Sranan
Tongo.
itundabyng (i- tunda -byng) one
who does not arrive. wan san ne
doro.
Nm.
See: pore. Category: Cassava Film.
See: pora. Category: Cassava Film.
English Pow! [Intrv.wiTo 0126]
Int}.
Nm.
N. From: ST.
-byng English Priv; one.who's.not. Sranan
Tonga wan. san. no.
Nzr. English verbal suffix meaning 'one
who is not V'. Sranan Tonga ai fasi
na werkwordt foe beteken
rna wan san no V I.
English book. Sranan Tonga bu ku.
N. Category: culture artifact. From:
Sranan Tongo.
buurvrouw English neighbor.woman. Sranan
Tongobirti. vrouw.
bore
boro
Brank
bro
Bronne
buku
English Title. Sranan Tonga B • 0 •
Nm. English regional representative.
From: ST.
English flooded. savanna. Sranan
Tonga biribiri.
N. Category: nature. From: Sranan
Tongo.
biribiri
BO
C - c
clubcecilia
che
English cecilia. Sranan Tonga cecilia.
Nm.
English how.sad. Sranan Tonga che.
Int}.
English club. Sranan Tonga klub.
00441]
N. From: ST.
Columbus English Columbus. Sranan
Tonga Columbus.
[FM-MA
725
Nm. Cynthia Nm.
D - d
Dokoko Nm.
N. English Tool used in third (of three)
step in digging a boat. Used to make
the inside ofthe boat smooth after the
initial digging is fmished. Sranan
Tonga Wroko sani gi na derde
stap foe dik wan boto.
Ai gebruik foe meki na
insei foe na boto grati
baka di je djonku eng.
See: purure; puruhsaito; soroilja.
Dijemo English Dijemo. Sranan
Tonga Dij emo.
Nm.
disten English this.time. Sranan Tonga disten.
A? From: Sranan Tongo.
dja English here. Sranan Tonga dj aso.
Pte. From: Sranan Tongo.
djombo English then. Sranan Tonga dan.
Pte.
djukme English well; good. Sranan
Tonga boeng.
A. English Usually in a phrase as in
Idjukme 'nel 'really good'. Sranan
Tonga Moro furu ini wan sen
leki /djukme 'ne/ 'heri
boeng' . See: juku.
djupa English good;well. Sranan Tonga boeng.
See: ju'pa.
A. Category: Cassava Film.
Dofi [Intrv.WiTo 0118]
Nm.
English then. Sranan Tonga dan.
Pte. From: Sranan Tongo.
English voiced altemant conditioned by
a preceding nasal-fmal word.
See: taka. [eF UrMa 0018]
Category: Cassava Film.
English them. Sranan Tonga den.
Pro. English them, used in an
interesting way as a sort of intensifier
(see example). Sranan Tonga den,
owktoe e gebruik foe
soorie dati wan sani e go
doro nomonomo (luku na
voorbild). Kyniljatong de. They
just keep pulling them. Den puru
den go doro. [HeAl 0021] From:
Sranan Tongo.
English day. Sranan Tonga de i.
N. [FM-MA 00570] From: ST.
dennis Nm.
desere English tool.for.boat. Sranan
Tonga boto. wroko. sani.
dei
dati English that. Sranan Tonga da t i.
DPro. From: Sranan Tongo.
datra English doctor. Sranan Tonga datra.
N. Category: social culture. From:
Sranan Tongo.
English fish.sp. Sranan Tonga f is i . sp.
N. Category: animal fish.
dan English then. Sranan Tonga dan.
Pte. From: Sranan Tongo.
daki
daka
de
da
dorindorin English wobbling. Sranan
Tongodegedege; sek'seki.
Ideo?
doro English through; on. Sranan Tonga doro;
tapu.
Pp. From: Dutch via Sranan Tongo.
E - e
e
e-
Aux. From: Sranan Tongo.
English Detr.
val. [FM-MA --391]
e'i English COp.
Va. English be or become. Sranan
Tonga kon foe de.
726
ejato English call; give.name. Sranan
Tonga kari; gi .nen. Hollandsroep.
Vt. Nare em ety ejatoko y'wa. Say
the name of this for me. Karia
nen foe a sani disi gi
mi.
ejatoja See: ejato -ja. [HeAl 0061]
Vt. English s/he calls (0). Sranan
Tongoai kari (eng). See: ejato.
Category: Cassava Film.
eju English abuse. Sranan
Tonga trob' trobi.
Vt.
ejuka English make.drip. Sranan
Tongomeki. drop. See: eju -ka.
Vt. English drip. Sranan Tonga drop.
[CeAr 0023]
eju(ku) English answer; invite; inform.
Sranan Tonga piki. antwoord;
kari. kon; melde.
Vt. [MC02 00012; FM-MA 00547]
eka English bite. Sranan Tonga beti.
Hollands bijt.
Vt. Moko peru jekai. That dog bites.
A dagu dati e beti.Dathund
bijt.
eka English in.front. Sranan
Tonga na. fesi. sei.
N. Category: body.
ekanopy English think; believe; expect.
Sranan Tonga denki; bribi;
verwaktie.
Vt.
-e English Prs.Tns. Sranan Tonga now. now.
TAM English now; altemant of -ja after
a-ending Vs; also known as 'non-past'
for other languages. Sranan Tonga a i
fasi na den werkwordt foe
beteken a sani e p'sa
nownow; srefi leki -ja,
mar ai kon baka den
werkwordt san e klara
nanga /a/. See: -ja.
ebakma English reverse. Sranan
Tonga ba kaba ka.
Vt. [MaCh 0040] From: Sranan Tongo.
ee English mm. [FM-MA 00427]
Inlj.
eee English hey. Sranan Tonga eh!
Inlj.
eema English path. Sranan Tonga pasi.
N.
efi English if. Sranan Tonga if.
Ptc. From: English via Sranan Tongo.
eh English eh. Sranan Tonga eh.
Inri
ehka English indeed. Sranan Tonga esko.
Ptc.
ehkyryryka English treat. Sranan
Tonga kisi. betre. Hollands behandel.
Vt. English treatment or healing by a
pyijai (to a patient). Sranan Tango te
je kisi jepi foe wan
pyi j ai. See: pyijaL
ehtu mika English hatch. Sranan
Tonga bas. e ks i e. Hollands gebroed.
V. See: tumika.
ekanumy
Vo.
English run. Sranan Tonga Ion.
727
ekary English message. Sranan Tonga bas kopu.
N.
ema English path. Sranan Tongo pas i.
N. Category: nature.
emahto English lay.path. Sranan
Tongomeki. pasi. See: ema -hto.
N. English baked. Sranan Tonga na baka
wan. See: e'kei. Category: Cassava
Film.
ekepy'po English corpse;death. Sranan
Tonga dedeskin; dede.
N. [FM-MA 0043 J] Category: body
nature.
ekesiu English insect.sp.
N. Category: animal arthropod.
ekosa English with; at. Sranan Tonga nanga.
Pp. [lntrv.WiTo 0067]
ekunja English straighten.legs. Sranan
Tonga langa. futu.
Va. English when you put your feet
straight out in front ofyou. [UrMaHeAI
00075, 00076]
ekunty English hoop. Sranan Tongo upru.
N. English big metal ring. Sranan
Tongobigi linga san meki
foe isri.
ekunu English waist. Sranan Tonga bere.
N. Category: body.
ekusa English knee. Sranan Tongo kindie.
N. Category: body.
eky English pet. Sranan Tango sorgu.
N. English companion animal. Sranan
Tongometi san je sorgu na
oso leki dagu, keskesi,
popokai. Category: animal culture.
ekyinjy English smoke. Sranan
Tongo smoko.
N. Category: nature.
ekyry English thorn. Sranan Tongomaka.
N. Category: nature.
ema English throw. Sranan Tongo fringi;
trowe.
Vt.
See: e'kei -topo. UoKa 0028]
English sell. Sranan Tonga seri.ekarama
Vt.
ekari(ty) English tell. Sranan
Tonga taigie.
Vt.
e'keitjopo
e'keipjo:sang See: e'kei -pO(ty) -ja
-ng. [WiMa 0097]
Vt. English slbe bakes (0) repeatedly.
SrananTongoai bakabaka (eng).
See: e'kei. Category: Cassava Film.
e'keitjo'me See: e'kei -to'me. [PaCh 0040]
Vt. English in order to bake (0). Sranan
Tongo foe baka (eng). See: e'kei.
Category: Cassava Film.
e'kei English bake. Sranan Tonga ba ka.
Vt. English bake as in cassava, bojo,
porn, kasiri; not meat, fish, or
vegetables. Sranan Tonga baka leki
kasaba, baja, porn,
kasiri; no meti, fisi of
gruntu.
e'keidjy See: e'kei -ry. [PaCh 0045]
N. English baking (0). Sranan Tonga na
fasi fa ai baka (eng).
See: e'kei. Category: Cassava Film.
e'keija See: e'kei -ja. [MaCh 0035]
Vt. English slbe bakes (0). Sranan
Tongo ai baka (eng). See: e'kei.
Category: Cassava Film.
e'keijang See: e'kei -ja -ng. UuAI 0059]
Vt. English slbe bakes (0). Sranan
Tongo ai baka (eng). See: e'kei.
Category: Cassava Film.
e'keipjo See: e'kei -po. [HeMa 0064]
N. English baked one. Sranan Tonga na
baka wan. See: e'kei.
Category: Cassava Film.
e'me
Vt. See: ema.
emaka English comb.parting. Sranan
Tonga priti. nanga. kankan.
Vt.
emamin English work. Sranan
Tonga wroko.
N. Category: social culture.
emarn ina English work. Sranan
Tonga wroko.
Vo.
emamindje See: emamin -je. [WiMa 0085]
A. English work. Sranan Tonga wroko.
See: emamin. Category: Cassava
Film.
emamindjong See: emamin -tong.
[WiMa 0103]
N. English work. Sranan Tonga wro ko.
See: emamin. Category: Cassava
Film.
emaminjary See: emamin -ja -ry. [WiMa
0039]
N. English h/her working. Sranan
Tonga na fasi fa ai wroko.
See: emamin. Category: Cassava
Film.
ema(my) English dawn; stay.for.night;
live. Sranan Tonga dei. broko;
tan.foe.neti; libi.
Vo.
emanka English stay.up.all.night. Sranan
Tonga broko. dei. [FM-MA 00474,
00481]
728
Vt. English Staying up all night, or
greeting the dawn, is a part of many
cultural celebrations including burials
and post-burial rituals. Usually,
celebmnts dance to one ofmany
different instrument and singing
styles, depending on the celebration.
Sranan Tonga Na broko dei na
wan kulturu sani san s'ma
e doe foe firi bepaalde
feest, b.v. te wan s'ma e
beri, en owktoe foe den
siksie wiki en tratra
feest. Den s'ma e dansi
en singi nanga b.v.
sambura of maraka. Tra
poko e singi foe tratra
feest.
emano See: ema -no. [HeAl 0065]
Vt. English s/he throws (0). Sranan
Tonga ai trowe (eng). See: ema.
Category: Cassava Film.
emanong See: ema -non. [WiMa 0086]
Vt. English slhe throws (0). Sranan
Tonga a i t rowe (eng) . See: ema.
Category: Cassava Film.
e'mari English roundness. Sranan Tonga lontu.
N. [Mauru 00058]
ernbaka English awaken. Sranan
Tonga we ki. [FM-MA 00002]
Vt.
eme English custom; manner. Sranan
Tonga kulturu. sani; manirie.
N. English Way of doing something.
Sranan Tonga Fasi foe doe wan
sani. [lntrvWiTo 0038]
Category: culture social.
English braid. Sranan Tonga brei.
Vt. [Mauru 00099]
emehpy English forehead. Sranan
Tonga fes ' ede.
N. Category: body.
emeka English have.child. Sranan
Tonga ki si . pikin. [lntrv.FIBr 0029]
Va.
729
Vt. English in order to push (0). Sranan
Tongofoe trusu (eng).
See: e'mo. Category: Cassava Film.
emo:po:sa See: emo(ky) -po(ty) -ja.
Vt. English s/he pushes (0). Sranan
Tonga ai trus I trusu (eng).
See: emo(ky). Category: Cassava
Film.
N. See: empatapo. Category: body.
empataka English make.flat. Sranan
Tongobradi; meki.plata.
See: empata -ka.
Vt. See: empata.
empo English past; on.other.side. Sranan
Tonga p I sa; na. tra. sei.
A.
emepa English teach. Sranan Tonga leri.
Vt.
emepano See: emepa -no. [HeMa 0070]
Vt. English s/he teaches (0). Sranan
Tongoai leri (eng).See:emepa.
Category: Cassava Film.
emepanong See: emepa -non. [WiMa 0130)
Vt. English s/he teaches (0). Sranan
Tonga ai leri (eng). See: emepa.
Category: Cassava Film.
emepatong See: emepa -tong. UuAI 0033)
Vt. English teach them. Sranan
Tonga leri den. See: emepa.
Category: Cassava Film.
emerepy English get.foolish; go.mad;
go.crazy. Sranan Tonga kon .law.
Vo.
empata English face. Sranan Tonga fesi.
emima English move. Sranan Tonga froisi.
[lntrv.WiTo 0062, 63]
Vt.
emo(ky) English shoot; send; push. Sranan
Tongosutu; seni; trusu.
Vt.
e'moky English swallow. Sranan
Tonga swari.
Vt.
emokyry See: emo(ky) -ry. [MaCh]
N. English pushing. Sranan Tonga fa ai
trusu. See: emo(ky).
Category: Cassava Film.
e'mopo:sa See: e'mo -po(ty) -ja. UoKa
0036]
Vt. English s/he pushes (0) repeatedly.
Sranan Tonga ai trus I trusu
(eng) . See: e'mo. Category: Cassava
Film.
e'mosa See: e'mo -ja. UoKa 0010]
Vt. English s/he pushes (0). Sranan
Tonga ai trusu (eng). See: e'mo.
Category: Cassava Film.
Ptc. From: Dutch.
en English and. Sranan Tonge nanga.
emu ka English teach. Sranan Tango leri.
Vt.
English louse. Sranan Tonga loso.
N. Category: animal arthropod.
English owner. Sranan Tonga eiginari.
Hollands eigenaar.
N. Category: culture social.
emyi English daughter. Sranan Tonga me iss j e.
Hollands dochter.
emy
ena English treat; deal.with. Sranan
Tango 1 uku; sorgu.
Vt.
N. Category: kinship.
emynto English put.on. Sranan
Tonga weri.
Vt.
emu'ma English deceive. Sranan
Tango lei.
Vt.
emy
empoka Englishwake.up. Sranan
Tongoweki.
Vt.
See: e'mo -to'me. UoKa 0008]e'moto'me
730
enapi English lie; nonsense. Sranan Tonga lei;
nonsens.
enari English fear. Sranan Tonga frede.
N.
enapowa English snore. Sranan
Tonga snorku.
Vo.
enari ry English fear; nervousness. Sranan
Tonga beifi. ati; dj ombo. ati.
N.
enepo:sa See: ene -po(ty) -ja. [HeAl
0055]
Vt. English s/he watches (0) repeatedly.
SrananTongoai luk'luku (eng).
N. See: enaunan. Category: kinship
social.
enaunan English sister.PI. Sranan
Tonga sisa.
N. English more than one sister. Sranan
TongomOro leki wan sisa.
See: enauhty.
ena:to'me See: ena(py) -to'me. [PaCh
0050]
Vt. English in order to eat (0). Sranan
Tongofoe njan (eng).
See: ena(py). Category: Cassava Film.
enema English abstain; fast; bear.child. Sranan
Tongohori.trifu; no.njani
kisi .pikin.
Vt.
enepo:jang See: ene -po fi -ja -ng.
[PaCh 0045]
Vt. English s/he shows (0). Sranan
Tongoai sori (eng). See: ene.
Category: Cassava Film.
ene English see. Sranan Tonga si.
Vt.
eneja See: ene -ja. [WiMa 0087]
Vt. English s/he sees (0). Sranan Tango ai
si (eng). See: ene.
Category: Cassava Film.
enejang See: ene -ja -ng. UuA10051]
Vt. English s/he sees (0). Sranan Tonga ai
luku (eng). See: ene.
Category: Cassava Film.
eneke English looking.like. Sranan
Tonga dj ersi. See: ene -ke.
Pp.
English eat. Sranan Tonga nj an.
Vt. Sena:sa arepa mara. I eat it
with cassava bread. Mi e n j an
eng nanga kasaba brede. Eet
ik het met kasave brood.
ena(py)
N. See: ajenapiry.
enapita English lie. Sranan Tonga lei.
See: enapi -tao
Vo.
enahta English nose. Sranan Tonga noso.
N. Category: body.
enaku English tears. Sranan
Tonga ai .lon. watra. [FM-MA
000351]
N.
enapo English snore. Sranan Tonga snorku.
N. English Note that this word was
sometimes used predicatively as in the
example below. Sranan Tonga Sons, a
wortoe disi kan gebruik
leki wan werkwordt leki
ini na voorbild na ondro.
Moko enapory. He snored. (Lit. his
snore). A snorku. (Lit. eng
snorku).
e'napokako English be.amazed. Sranan
Tango verwonder. [CaFi WiMa 0111]
V.
enarita English get.nervous. Sranan
Tango kon .beifi. ati.
Vo. See: enariry.
enauhty English sister. Sranan Tonga sisa.
See: ene. Category: Cassava Film.
ene(py) English bring. Sranan
Tonga t j ari . kon.
Vt. [HeAl FF00053]
enery See: ene -ry. (WiMa 0027J
N. English seeing (0). Sranan Tonga foe
si (eng). See: ene.
Category: Cassava Film.
eneto'me See: ene -to'me. UoKa 0037]
Vt. English in order to see (0). Sranan
Tonga foe a kan si (eng).
See: ene. Category: Cassava Film.
731
DPro. English it. Sranan Tonga eng (no
wan libi sani). See: era. [Mauru
00049J
enyhto English lower. Sranan Tonga saka.
Vt. English bring down. Sranan
Tonga saka kon na ondro.
eny(ry) English drink. Sranan Tonga dr ingi.
Vt.
Vt. See: panama.
epanama English listen. Sranan
Tonga arkie.
eng English 3.
Pron. English h/her. Sranan Tonga eng.
enkuna English comb. Sranan
Tonga kan ' kan.
Vt.
epano(py)
Vt.
English help. Sranan Tonga j epi.
enky English grunt; noise. Sranan
Tonga knoru; bari.
N. Category: nature body.
ensima English make.nervous. Sranan
Tongomeki. skreki. ati.
Vt.
entaka English facing. Sranan
Tonga fesi. na. fesi.
Pp.
enu English eye. Sranan Tonga ai.
N. Category: body.
enukepy English be.dazzled. Sranan
Tonga de . breni.
Va. English from lonul 'eye'. Sranan
Tonga te j e feni wan sani
heri mooie; owktoe te wan
sani e breni joe nanga a
brinkie foe eng.
enumenga English think. Sranan
Tonga denki.
Vt. (UrMaHeA100007]
enumenka English think.of. Sranan
Tonga denki. wan. sani.
VI.
enuta English become.aware; be.aware. Sranan
Tonga kon. de. wakti. fasi;
hori. wakti.
Va.
eny English 3InPx.
epanopyry See: epano(py) -ry. UeNj 0024]
N. English helping. Sranan Tonga na
j epi. See: epano(py).
Category: Cassava Film.
epano:neng See: epano(py) -neng. [WiMa
0108]
Vt. English slhe must help (0). Sranan
Tonga ai musu j epi (eng).
See: epano(py). Category: Cassava
Film.
epano:ng See: epano(py) -no. [WiMa
0108]
N. English helper. Sranan Tonga j epi
man. See: epano(py).
Category: Cassava Film.
epano:sa See: epano(py) -ja. UeNj 0018]
Vt. English slhe helps (0). Sranan
Tongoai jepi (eng).
See: epano(py). Category: Cassava
Film.
epano:se See: epano(py) -se. UeNj
0014J
VI. English s/he will help (0). Sranan
Tonga a 0 j epi (eng).
See: epano(py). Category: Cassava
Film.
epeka(ty) English buy. Sranan Tonga bai.
Vt.
732
epinopy English medicate. Sranan
Tonga dresi.
episamy English wink.to. Sranan
Tonga wink.
Vt.
epema English pay; avenge. Sranan Tonga pai;
renfrensL
Vt.
N. See: epinopy.
epjopa English backward. Sranan Tonga verki t.
A. epjopa mango it is backward. a
de verki t. [Mauru 00018]
epy
Vt.
ere'ko English make.angry. Sranan
Tongorneki. ati. bron.
Vt.
ereky English wound. Sranan Tongornankeri.
N. Category: body.
erema English breathe; live. Sranan Tonga blo;
libi.
Vt. [MCOZ 00187, FM-MA 00573]
eremi English song. Sranan Tonga singi.
N. Category: culture.
ere'na English faint. Sranan Tonga flaw.
English stick; stem; tree. Sranan
Tonga ti ki; bon. Hollands stam;
boom.
N. See: epynto. Category: nature.
epyi rna English jump.over. Sranan
Tonga dj ornpo. abra.
Vt.
Vt. See: eramu.
eramuta English sweat. Sranan
Tonga sweti.
Vo. Category: body.
erang English guard. Sranan Tango waktirnan.
N. Category: social.
eranto English put.guard. Sranan
Tonga poti . waktirnan.
Vt. See: erang.
erapa English also. Sranan Tonga owktoe.
Ptc.
epynto English put.sticks. Sranan
Tongopoti. tiki. See: epy -nto.
Vt. See: epy.
epy'po English seed. Sranan Tango plansun.
Hollands zaad.
N. Category: nature.
epyry English flower. Sranan Tonga brornki.
N. Category: nature.
eramuhto English cause.sweat. Sranan
Tonga rneki. sweti.
English eye.side. Sranan Tango a i . s e i.
N. [Mauru 00020]
English medicine. Sranan Tonga dresi.
Vt. See: epity.
epo English above. Sranan Tonga na .loktu;
tapu.
Pp.
e'poi English spin. Sranan Tonga drai.
Hollands spin.
Vt. English spin as in to spin cotton.
Sranan Tonga drai leki foe drai
ka tun. Mauru sehpoija. I spin
cotton. Mi e brei katun. Ik
spin katoen.
epo(ry) English find. Sranan Tonga feni.
epiry
epity
epery English rice; fruit. Sranan Tonga aleis i;
froktu. Hollandsrijst; frucht.
N. Category: plant.
eperyry English rice. Sranan
Tonga aleisi. Hollands rijst.
N. Category: plant.
epety English price; payment. Sranan
Tango preis; pairnan.
N. Category: culture.
epinjama'pa See: e- pina -ma -hpa.
[WiMa 0032]
V. English not deprived. Sranan Tonga ne
pina. See: pina. Category: Cassava
Film.
733
Va.
erenaka English sober.up.
Vt. SrananTongomeki wan s'ma
san drungu kisi eng srefi
baka.
ere'ny English speed. Sranan Tongo snelheidi
buku.
N.
erepa English food; bread. Sranan Tongo nj ani
brede.
N. Category: culture nature plant
tree.
erepakepy English run.out.of.bread. Sranan
Tongomankeri .brede. See: erepa-
kepy.
Va. See: erepa.
erepary See: erepa -ry. UeNj 0016J
N. English h/her food. Sranan Tongo eng
nj an. See: erepa. Category: Cassava
Film.
ererema English hang.up. Sranan
Tongo anga-anga.
Vt.
Ptc. See: erome; ero. [Intrv.wiTo 0074]
eropo English here. Sranan Tongo dj a.
Adv; Pp. English This fonn is complex
historically, combining 3.Inan.Px leral
with the locative postposition Ipol.
The source construction is evident in
copular constructions that otherwise
do not take adverbial predicates. Sranan
Tongo Fosi, disi ben de toe
wortoe, lerol nanga Ipol.
Sano eropo mango My mother is
h~e.Mi mama de dja.
erotonomang English from.then.on.
N? English from then on. Sranan
Tongovan aaf a ten dati.
eru pa English talk.to. Sranan
Tongo taki . nanga.
Vt.
eshi kshi English six. Sranan Tongo S iksie.
[FM-MA 00521]
Nm. From: ST.
esjiwjo English on.bank; nextto. Sranan
Tongona.libakantii na.sei.
Pp. [CeAr FF00030]
eri
etamy English lace. Sranan Tongo tai.
Vt.
etapu English close; cover. Sranan Tongo tapu i
domru.
Vt.
eta English whistle; squeak. Sranan
Tongo froi ti.
Va.
etake English sounding.like. Sranan
Tongobarbari .leki.
Pp.
English untie. Sranan Tongo 1 usu.
English hear. Sranan Tongo jere.
Vt.
etampoka
Vt.
eta
erome English today; now; soon. Sranan
Tongotidei nownowi dlonsro.
A.
English all? Sranan Tongo heri ?
A? From: Sranan Tongo.
Ernest English Ernest. Sranan Tongo Ernest.
Nm.
ero English 3InPx.
DPro. English this. Sranan Tongo di s i.
eroko See: ero -kong. [WiMa 0112J
Pro. English these. Sranan Tongo den
disi. See: ero. Category: Cassava
Film.
erombo See: ero -mbo; ero.
Category: Cassava Film.
eromete English later; these.days. Sranan
Tongo dalaki den. ten. disi.
Hollands later.
etapujang See: etapu -ja -ng. UeNj 0008]
Vt. English slhe covers (0). Sranan
Tongo ai tapu (eng). See: etapu.
Category: Cassava Film.
734
etapy English side.dish. Sranan
Tango stimmofo.
N. English side dish of meat or fish,
served over rice. Sranan
Tango stimmofo san e nj an
tapu aleisi.
etapyry See: etapy -ry. [PaCh 0052]
N. English its side dish. Sranan Tonga eng
stim mofo. See: etapy.
Category: Cassava Film.
etasipoty English moustache. Sranan
Tonga snor.
N. Category: body.
Vt.
Evna Nm.
See: e- 'wa; 'wa. Category: Cassava
Film.
etypo English music.sound. Sranan
Tongopoku .barbari.
N.
ety(py) English age. Sranan Tonga kon. grani.
[Intrv.FIBr 0029]
Vo.
etyka English give.name. Sranan Tongo gi. nen.
Vt.
ewa English rope. Sranan Tongo tetei.
N. Category: culture artifact.
e'wa
English close. Sranan Tongo tapu.
Vt.
etapuru
etawa English visit. Sranan Tongo koi r i.
Vt. Sranan Tango koiri go luku
s 'rna. See: otawa.
ewahporo English cheer.up; calm. Sranan
Tongo kowroe. eng. ati.
Vt.
etuna English hurt; ache. Sranan Tonga hati.
Vo.
etoka English roast. Sranan Tonga los i.
See: eto(ry) -ka.
Vt. See: eto(ry).
etokanong See: etoka -non. [WiMa 0106]
Vt. English slhe roasts (0). Sranan
Tongoai losi (eng).See:etoka.
Category: Cassava Film.
eto(ry) English bum; roast. Sranan Tonga brom;
losi.
Vo. English roast as in meat or fish.
Sranan Tonga los i, b. v. meti of
fisi. Moro wo'to ne seto:ja. I roast
the fish. Mi e losi a fisi.
ewapota English get.happy. Sranan
Tonga kon. breiti.
Vo.
ewa'ma English embrace. Sranan
Tonga hori; brasa.
Vt.
English tie. Sranan Tongo tai.
English tum. Sranan Tonga t ron.
Vt.
ewa'po English kindness; calmness;
happiness. Sranan Tonga bunfas i;
kowroe.ati; rustig;
brei ti.
N.
ewanama
Vt.
ewa'no(py) English incite.desire. Sranan
Tonga gi .lostu.
Vt.
ewahto
English blow. Sranan Tango wai.
Vt.
eto
ety English call; name; sound. Sranan
Tongokari; nen; barbari.
N. English call as in bird call. Sranan
Tonga kari leki fowroe
singie.
etyhto English bring.down. Sranan
Tonga hari. na. ondro.
ewarumamy English get.dark. Sranan
Tonga kon • dungru.
Vo. See: ewarumy.
ewarumy English darkness. Sranan
Tonga dungru.
N. Category: nature.
fa
fadry
e'wehto English give.fringe. Sranan
Tonga gi. franj a.
Vt. See: e'wety.
e'wety English fringe. SrananTongo franja.
N. Category: culture artifact.
F - f
English how. Sranan Tonga fa.
Intrg. From: Sranan Tonga.
English priest. Sranan Tonga pater.
Hollands vader.
N. Category: culture social. From:
Spanish? Dutch?
fan kama English receive. Sranan
Tonga fanga.
Vt. From: Sranan Tonga.
fasi English way. Sranan Tonga fasi.
N. From: Sranan Tonga.
735
ewiriwi ri ka English pluck.hair. Sranan
Tonga puru. wiri. See: e- wiwiri -
ka.
Vt.
Florus Nm.
foe English for. Sranan Tonga foe.
Pp. From: ST.
foma English fold. Sranan Tonga fow.
Vt. From: Sranan Tonga.
fos i English first. Sranan Tonga f 0 s i.
A; N. From: Sranan Tonga.
'Frede English Friday. Sranan Tonga freida.
Hollands vrijdag.
N. From: Sranan Tango.
filbert
film
fini
Nm.
English film. Sranan Tonga film. [Int.FIBr
0001]
N. From: ST.
English fme. Sranan Tonga fini.
A. From: Sranan Tonga.
frei
futbal
English free. Sranan Tonga frei. [FM-MA
00563]
N. From: ST.
English soccer. Sranan Tonga fu tbal.
N. From: ST.
G 9
garasi English glasses. Sranan Tonga ai. grasi.
Hollands briL
N. Category: culture artifact.
Garibi English Galibi. Sranan Tonga Galibi.
Geo.N.
ge See: ke. Category: Cassava Film.
Glen Nm.
go English will. Sranan Tonga o.
tam. From: Sranan Tonga.
go See: ko. Category: Cassava Film.
-gong English Col. Sranan Tonga furu.
num. English Collective form after
nasals. SrananTongoAi beteken
moro leki wan. Ai kon
baka den leter 1m, n,
ng! . See: -kong. auran >
aurangong story> stories. tori >
furu tori.
gororororo English flop. flop. flop. Sranan
Tango t j ororororo.
go'u
Ideo. English sound that is made when
pouring, for example, liquid from a
bottle. Sranan Tongo na barbari
san e meki te, b.v., je
kanti watra libi wan
batra.
See: ko'u. Category: Cassava Film.
736
Gudopu English Good.Hope. Sranan
Tongo Goede. Hoop.
Hollands Goede.Hoop.
Geo.N.
gyryry English rrrr.
Ideo.
grantanji English thank.you. Sranan
Tongo grantanj i.
Ptc. From: ST.
H h
harold Nm.
handel English handle. Sranan Tongo handel.
[FM-MA 00461]
Vt. From: ST.
hkita English get.yellow. Sranan
Tongo kon. geri.
Va.
hko English Poor. SrananTongopoti.
Ptc.
hkonta English get.dirty. Sranan
Tongo kon. doti.
hkaita English get.dysentery. Sranan
Tongo kisi .lusu. bere.
Va. See: yhkaity.
hkaka English into. Sranan Tongo go . ini.
Pp.
hkare English not.really. Sranan Tongo no. tru.
Ptc.
Hm
heee
hehe
hen
hka
English shout. Sranan Tongo bari.
Ideo.
English hee.hee. Sranan Tongo hehe.
Ideo.
English ah! Sranan Tongo ah !
Int}.
English Iness.
Pp. English in, at. Sranan Tongo ini,
na.
Va. See: yhkony.
hkonto English make.dirty. Sranan
Tongomeki. doti.
Vt. See: yhkony.
hkoto English CUt. Sranan Tongo koti.
Vt.
hkuru English certainly. Sranan Tongo seiker.
Ptc.
hkyrintoma English lay.down. Sranan
Tongo didon.
Vt.
Englishhm.
Hes.
-h pa English Neg. Sranan Tongo no. X.
azr; nzr. English suffixes to nouns or
verbs, adding 'not doing X' meaning;
combines with lan-I. Sranan Tongo ai
fasi na naamwoord of
werkwoord foe taki 'no
doe X;' ai kon same nanga
/ an- /. anene:pa wa I don't see.
(Lit. 'I am not seeing'). Mi ne si.
[HeAl 0011]
- hpO English PSt.
737
Nzr. English nominalizer turns verbs
into nouns meaning either 'the having
been V-ed' or 'one who is V-ed. When
collective, I-hpol becomes I-(h)sang/.
Sranan Tonga ai tron wer kwoord
go na naamwoord san e
betekken 'na fasi fa a V'
of 'na wan san V. Te
moro leki wan de, ai tron
/- (h) sang/. See: -po; -hsang.
e'keipjo baked one. na baka wan.
hpOpota English meet.evil.omen. Sranan
Tonga kon. na. takru. sani.
Va.
-hsang English Pst.Col.
chg. English collective form of -hpo.
SrananTongona srefi leki -
hpo, mar for moro leki
wan. See: -hpo.
htaka English Aq.Dir; into. Sranan
Tonga go. na. ini.
-hto
huh
Pp. English into water. Sranan Tonga go
ini watra.
English Neg. Sranan Tonga no.
nzr. English nominalizer which attaches
to verbs and results in nouns meaning
'thing or person who is unable to V'.
Sranan Tonga ai form naamwoord
uit werkwoord nanga a
betekkenis 'na s'ma san
no mang doe X'. apoihto (apoi -
hto) one who doesn't want to catch.
na wan san no wani kisi.
English Interj. Sranan Tonga huh.
Hollands huh.
Pte.
i-
-i
-i
-i
English 3; 30; Gen. Sranan Tonga eng;
gi . eng; foe. eng.
prs.
English Rec.Pst. Sranan Tonga p I sa.
tam. English recent past tense; speaker
involvement (see example). Sranan
Tongoa p'sa k'ba mar no
langa ten; owktoe te a
s'ma san e taki e
verwonder (luku na
voorbeeld) . Myry! No:mai kaba!
(n- o:ma -i) Look atthat! It fell
already! Luku wan sani! A
fadon k' ba! [MaCh 0002]
English Vet.
tam, English negative imperative; 'must
not V'. Sranan Tonga ai fasi na
werkwoord foe beteken 'no
musu X'.
English lImper; Opt; Affirm.
tam. English in optative meaning,
suffixes to verb with meaning 'may I
V'. Sranan Tonga ai fasi na
werkwoord foe betekken
'dat mi mang X'.
idjeke English for.that.reason; therefore. Sranan
Tonga om. dati. ede.
Pte.
idjombo English then. Sranan Tonga dan.
Pte.
idjomero English then. Sranan
Tonga a. ten. da ti.
A.
ihkiry English yellow. Sranan Tonga geri.
Hollands gee!.
N. See: ihkiryhpa.
ihki ryh pa English not.yellow. Sranan
Tonga no. geri. Hollands met.gee!.
See: ihkiry -hpa.
i'mje
N. See: ihkiry.
ija English thence; thither. Sranan
Tonga go. drape.
A.
i'ja See: i- 'ja.
Pp. English for h/her. Sranan Tonga g i
eng. See: 1a. Category: Cassava Film.
ija'tory See: i- ja'to -ry. [MaCh 0032]
N. English putting fIrewood. Sranan
Tonga foe poti faj a udu.
See: ja'to. Category: Cassava Film.
ija'toto'me See: i- ja'to -to'me. UoKa
0033]
Vt. English in order to give it fIrewood.
SrananTongofoe poti faja gi
eng. See: ja'to. Category: Cassava
Film.
ije English there. Sranan Tonga drape.
A.
ijo English husband. Sranan Tonga masra.
N. Category: social kinship.
ijohto English give.husband. Sranan
Tonga gi. masra. See: ijo -hto.
Vt. See: ijo.
ijonku English boy. Sranan Tonga boi.
N.
ijopa English give.husband. Sranan
Tonga gi .masra. See: ijo -pal.
Vt. See: ijo.
Uota English have.husband. Sranan
Tonga abi .masra. See: ijo -tao
Vo. See: ijO.
ijota English get.husband. Sranan
Tonga kisi .masra.
Vo.
ijumy See: i- jumy. [WiMa 0132]
N. English h/her father. Sranan Tonga eng
p' pa. See: jumy. Category: Cassava
Film.
738
ikarikanari English cinnamon.wood. Sranan
Tonga kaneri • udu.
N. Category: nature. From: Sranan
Tongo.
ikjejery See: i- kiere -ry.
N. English h/her cassava. Sranan Tonga na
kasaba foe eng. See: kiere.
Category: Cassava Film.
imempoko English small. Sranan
Tonga pi kin.
A.
imene English diffIcult. Sranan Tonga f romu.
Hollands moeilijk.
A?
imimbi English small. Sranan
Tonga pi kin. Hollands kleine.
N. [UrMaHeAI 00078]
imimpiki English small. Sranan
Tonga pikin. Hollands kleine.
N.
imjainjary See: i- mainja -ry. UuA10009]
N. English h/her fIeld. Sranan Tonga eng
gron. See: mainja.
Category: Cassava Film.
See: i- 'me. [PaCh 0027]
Ptc. English his small one. Sranan
Tonga eng pikin wan. See: 'me.
Category: Cassava Film.
imjero English suddenly; at.once; really. Sranan
Tonga wantron. Hollands ont.ve1:Wacht.
Ptc. [FM-MA 00394]
imjunu See: i- munu. [PaCh 0017]
N. English its fruit. Sranan Tonga n a
froktu foe eng. See: munu.
Category: Cassava Film.
i'mjuru See: i- 'muru. [CeAr 0047]
N. English h/her son. Sranan Tonga eng
pikin boi. See: 'muru.
Category: Cassava Film.
imjy See: i- my. UoKa 0051]
Vt. English tie it. Sranan Tonga tai eng.
See: my. Category: Cassava Film.
impo English one.fed.up. Sranan Tonga furu.
N.
inamu English partridge. Sranan
Tonga fowroe • sp.
N. Category: animal bird.
inan English?
?
inaro English 3AnAnaCoi.
Pro. English the ones we were talking
about. Sranan Tonga den wan over
san wi ben taki.
-ine English Col. Sranan Tonga furu.
num. English more than one. Sranan
TongornOro leki wan.
ineku English fish.poison. Sranan
Tonga fisi. dresi.
Hollands vis.vergift.
N. Category: culture.
infus English injection; IV. Sranan
Tonga infus. [FM-MA 00357]
N.
inipjakotory See: i- ni- pa'koto -ry. [HeAl
0018)
N. English the cut one. Sranan Tonga a
wan di a kapu. See: pa'koto.
Category: Cassava Film.
initjotory See: i- ni- koto -ry. [HeAl
0018)
N. English the cut one. Sranan Tonga na
wan di a koti. See: koto.
Category: Cassava Film.
iniwan English any. Sranan Tonga eniwan.
Ptc. From: Sranan Tongo.
injoro English 3AnAna.
DPro. English the person we were
talking about. Sranan Tonga na s' rna
over san wi ben taki.
intapipo English stone.offruit. Sranan
Tonga froktu. koko.
N. Category: nature.
into English here.you.are. Sranan
Tonga luku. dj a.
739
Ptc. See: iro.
ipipije Englishthin.SrananTongo fini.
A.
ipitjary See: i- pika -ry. UuA10021]
N. English its peeling. Sranan Tonga fa
ai piri eng. See: pika.
Category: Cassava Film.
ipjapyry See: i- papy -ry. [WiMa 0088]
N. English its pouring. Sranan Tonga na
fasi fa ai fringi eng.
See: papy. Category: Cassava Film.
ipjoriry English creek. Sranan
Tonga kriki. Hollandskreek. See: i-
pori -ry.
N. English Lit. its branch, used to refer
to the 'branch of a river' or creek.
Sranan Tonga Lit. na taki foe
eng, ai betekken na 'taki
foe na liba' noso kriki.
[(eAr FF00017] Category: nature.
ipjyty English his.wife. Sranan
Tonga eng. wefi. See: i- pyty.
N. See: pyty. Category: Cassava
Film.
irako English big.ant. Sranan Tonga rni r a.
N. Category: animal arthropod.
Iraku English Iracoubo.
Geo.N.
iro English 3InAna; this. Sranan Tonga disi.
DPro. English the thing we were talking
about. Sranan Tonga na sani over
san wi ben taki.
iroke English thus. Sranan Tonga na. SO.
See: iro -ke.
Ptc. English with this. Sranan
Tonga nanga disi.
iromy English dry.season. Sranan
Tonga drei . ten.
N. lrome jako. Now it is the dry
season. Nownow wi de na drei
ten. Category: nature.
iromy English remain. Sranan Tonga tan.
V. English stay a long time. Sranan
Tongo tan langa. lromyry ne moro
mango That person has a 'stay long'
manner. A tan-langa fasi de
ini a s'ma dati.
ironkoropo English next.day. Sranan
Tongo tra. tamara.
N. See: koropo.
iseiry EnglishneW.One. Sranan
Tongo nieuw. wan.
N.
ise'me English but. Sranan Tongo mar.
Pte. See: se'me.
isenurupiry English past. Sranan Tongo p I sa.
N.
iso'neng English younger.sister. Sranan
Tongo j ongu. sisa.
N. Category: kinship social.
isu'wy English lath; palm.rib. Sranan
Tongo lati.
N. Category: nature.
ita'ro English really. Sranan Tongo tru. tru.
A.
itauhty English rapid. Sranan Tongo snel.
N.
i'tja See: i- tao [HeAl 0064)
Pp. English in it. Sranan Tongo ini eng.
See: tao Category: Cassava Film.
itjaka See: i- taka. [UrMa 0016]
Pp. English into it. Sranan Tongo go na
ini. See: taka. Category: Cassava
Film.
itjapyry See: i- ka(py) -ry. [WiMa 0076)
N. English its making. Sranan Tongo na
meki foe eng. See: ka(py).
Category: Cassava Film.
itjeiery See: i- kiere -ry.
N. English h/her cassava. Sranan
Tongo eng kasaba. See: kiere.
Category: Cassava Film.
740
itjereryko See: i- kiere -ry -kong. [CeAr
0014)
N. English their cassava roots. Sranan
Tongo den kasaba foe den.
See: kiere. Category: Cassava Film.
itjorotypo See: i- koro(ty) -po. [JuAI
0007)
N. English the burnt one. Sranan Tongo na
brom wan. See: koro(ty).
Category: Cassava Film.
i'tjorotyry See: i- koro(ty) -ry. [JoKa
0037)
N. English its burning. Sranan Tongo na
bran foe eng. See: koro(ty).
Category: Cassava Film.
itjory See: i- y(to) -ry. [MaCh 0047)
N. English h/her leaving. Sranan Tongo na
fasi fa ai go. See: y(to).
Category: Cassava Film.
itjoryko See: i- y(to) -ry -kong.
N. English their leaving. Sranan Tongo a
fasi fa den g'we.See:y(to).
Category: Cassava Film.
itjotopotyry See: i- koto -po(ty) -ry.
[MaCh 001l]
N. English h/her repeated chopping.
SrananTongo fa ai kat' koti
eng. See: koto. Category: Cassava
Film.
itju English forest. Sranan Tongo busi.
N. Category: nature.
itjupo See: i- kupo. [HeMa 0052)
Pp. English on it. Sranan Tongo tapu
eng. See: kupo. Category: Cassava
Film.
itjuponaka See: i- kUpo naka. [JuAI0030]
Pp. English atop it. Sranan Tongo tapu
eng. See: kupo. Category: Cassava
Film.
itomeronory English mythical.age. Sranan
Tongowinti. ten.
N.
N. See: tjybry. Category: social.
ituhpo English lake; waterpool. Sranan
Tonga watra. pan. Hollands meet.
N. Category: nature.
itupu English weeds. Sranan Tonga grasi.
N. Category: nature.
itopuru SrananTongoatop.it.
Hollands tapu.eng. See: i- topu -ry.
N. See: topu. Category: Cassava
Film.
itoto English enemy; upland.people;
foreigner. Sranan Tonga fej anti;
tapsei.s'ma; dorosei.s'ma.
N. English Hoff notes (1968:336,
footnote 107) that 'Maroni Caribs still
apply the name Itoto both to Wayana
and Trio Indians "all upland people
with long hair".'. Sranan Tonga Hoff
(1968:336, footnote 107)
e taki den Kari'nja foe
Maroni e kari den Wajana
nanga Trio ingie Itoto,
en owktoe den s'ma foe
tapsei san abi langa
wiri. Category: culture social.
itubyry English old.woman. Sranan
Tonga owroe . uma.
i'wja
ituru
J j
j-
ja
English forest. Sranan Tonga busi.
N. See: itju. Category: nature.
English 10; 1So; 1. Sranan Tonga g i.mi ;
mi; mi. wan.
prs. English inverse 3AIO for transitive
verbs, So for intransitive, I.Pssr for
nouns.
English yes. Sranan Tonga ai.
Ptc.
741
ity'me English silent. Sranan Tonga pi.
Hollands stiL
A.
ity'na English fall.silent. Sranan Tonga kon. pi.
Vo.
iweitjo'me See: i- we'i -to'me. [WiMa
0089]
Va. English in order to become. Sranan
Tonga foe a kan de. See: e'i.
Category: Cassava Film.
See: i- 'wa. UuA10061]
Pp. English for hlher. Sranan Tonga g i
eng. See: 'wa. Category: Cassava
Film.
iwjepjory See: i- wewe pori -ry.
N. English tree's branch. Sranan
Tonga bon ta ki. [WiMa 0006]
See: pori.
iWjyry See: i- wywy -ry. UuA10038]
N. English hlher ax. Sranan Tonga eng
aksi. See: wywy. CategOfy: Cassava
Film.
i:jo See: i- ijo. [CeAr 00211
N. English her husband. Sranan
Tonga eng masra. See: ijo.
Category: Cassava Film.
TAM. English also called 'non-past
tense,' -sa after reducing roots. Sranan
Tonga ai fasi na werkwoord
foe betekken wan sani san
e p'sa nownow, -sa na
baka den werkwoord san
abi wan pisi leki -py of
-ja English Pres. jaar English year. Sranan Tonga j ari.
N. From: Dutch.
jaijary See: j- aija -ry. [CeAr 0028]
jako
N. English my hand. Sranan Tongo mi
anu. See: aija. Category: Cassava
Film.
-jaine EnglishPst3.
tam. English present continuous; -saine
after reducing roots. Sranan Tongo ai
p'sa over en over, mi
gwentie foe doe eng; -
saine baka den werkwordt
san e lasi wan pisi (leki
-ky, -ty).
jainja See: j- ainja. [CeAr 0031]
N. English my hand. Sranan Tongo mi
anu. See: ainja. Category: Cassava
Film.
jainjaturu English your.cassava.pan. Sranan
Tongo joe. kasaba. pan. See: j-
arinjatu -ry.
N. See: arinjatu. Category: Cassava
Film.
jakarawa English deer.sp. Sranan
Tongo dij a. sp.
N. Category: animal mammal.
English attime; if Sranan
Tongo na. ten; efu.
Pp.
-jakong English Pst.Punct; Pst2.
TAM. English -sakong after reducing
roots, -kong after a-ending roots, past
punctual; collective -jatokong. Sranan
Too~-sakong baka werkwoord
san e lasi wan pisi, -
kong baka werkwoord san e
k'ba nanga lal, ai
betekken wan sani san
p'sa k'ba tapu wan precis
ten; -jatokong for moro
leki wan. See: -jatokong.
Senejakong. I saw him then. Mi
ben si eng ini na ten
dati. [IntrvWiTo 0016]
jakuwahto English give.spirits. Sranan
Tongo gi. winti. See: jakuwary-
hto.
Vt. See: jakuwary.
742
jakuwary English spirit. Sranan
Tongo winti.
N. [Intrv.wiTo 0173) Category: culture.
jamatu English basket. Sranan
Tongopagara.
N. English a particular type of round,
cone-shaped basket with a wel1-fitting
lid. Sranan Tongo wan sortoe
lontu manki san e soorie
leki wan punt, en a abi
wan dexel san e sidon
precis na eng tapu.
Category: culture artifact.
ja'mun English body. Sranan Tongo skin.
N. Category: body.
ja'na English hardness; become.hard. Sranan
Tongo tranga; kon. tranga.
N; Vt.
ja'natai See: ja'na -ta -i. [CeAr 0025)
V. English become hard. Sranan
Tongo kon tranga. See: ja'na.
Category: Cassava Film.
ja'nato'me See: ja'na -to'me. UuAI 0030)
Vt. English in order to become hard.
Sranan Tongo foe kon tranga.
See: ja'na. Category: Cassava Film.
- jang English Coll.An. Sranan Tongo furu.
num. English more than one, used only
on a few nouns. Sranan TongomOro
leki wan, ai gebruik gi
wantoe naamwordt nomo.See:-
kong. wori > woryijang; wokyry >
wokyryjang woman> women; man >
men.uma s'ma > den uma
s'ma; man s'ma > den man
s'ma.
jano English truly. Sranan Tongo trutru.
Ptc.
janon English memory. Sranan Tongo membre.
Ptc.
jansiky English depth. Sranan Tongo dipi.
N. Category: nature.
743
over.
English Pst2.Col.-jatokong
See: ja'to -i. UoKa 00351
Vt. English s/he has made a fIre. Sranan
Tonga ameki faj a k' ba.
See: ja'to. Category: Cassava Film.
-jatoine English Pst3.Col.
tamn. English past habitual collective.
SrananTongoai fasi tapu
werkwoord foe betekken
wan sani san moro leki
wan s'ma ben doe over en
N. English my friends. Sranan Tonga den
mati foe mi. See: asaka.
Category: Cassava Film.
jasakarykong See: j- asaka -ry -
kong. [WiMa 0097]
N. English my friends. Sranan Tonga den
mati foe mi. See: asaka.
Category: Cassava Film.
English put.fIrewood. Sranan
Tonga gi. faj audu.
Vt.
jatoja See: ja'to -ja. [HeAl 0041]
Vt. English s/he puts fIrewood. Sranan
Tonga ai poti faj a udu.
See: ja'to. Category: Cassava Film.
ja'tojang See: ja'to -ja -ng. UeNj 0037]
Vt. English s/he puts firewood. Sranan
Tonga ai poti faja udu.
See: ja'to. Category: Cassava Film.
ja'tojatong See: ja'to -ja -tong. UoKa
0034]
Vt. English they give (0) fIrewood.
Sranan Tonga den poti faj a udu
g i (eng) . See: ja'to.
Category: Cassava Film.
jato'ke See: j- ato'ke. [WiMa 0029]
Pp. English hurts me. Sranan Tonga hati
mi. See: ato'ke. Category: Cassava
Film.
ja'to
ja'toi
japokupe See: j- apokupe. [WiMa 0027]
Pp. English pleasing to me. Sranan
Tonga ai gi mi prisiri.
See: apokupe. Category: Cassava
Film.
japuka English cause.decay. Sranan
Tonga meki . pori. See: japuru -ka.
Vt.
japuru English decayed.wood. Sranan
Tonga pori. udu.
N. Category: nature.
japuta English moulder. Sranan Tonga pori.
Vo.
japy English back. Sranan
Tonga baka. bonj o.
N. [UrMaHeAI 000791
jarawa English sea.cow; manatee. Sranan
Tonga zee . kaw.
N. Category: animal mammal.
jarinjaturu See: j- arinjatu -ry. [(eAr
0030]
N. English my cassava pan. Sranan
Tongomi kasaba pan.
See: arinjatu. Category: Cassava Film,
jari'njaturu See: j- arinjatu -ry.
N. See: arinjatu. Category: Cassava
Film.
j ary English upstream. Sranan Tonga tapse i.
N. Category: nature.
jasakaryko See: j- asaka -ry -kong.
[WiMa 0058]
jarowa English hither. Sranan Tonga kon.
A.
jansipje English deep. Sranan Tonga dipi.
See: jansiky -hpe.
A. See: jansiky. Ero tuna jansipe
mango This water is deep. A watra
disi de dipi.
Janumesi English Janumesi. Sranan
Tonga Janumesi.
Nm.
744
English without.sharpness. Sranan
Tonga no. srapu. See: je -hto.
N. English Lit. without teeth. Sranan
Tonga Lit. sondro tifi. See: je.
jehto
English cousin; my.sister.in.law. Sranan
Tonga neif; swageress.
N. Category: kinship social.
jeta English getteeth; get.sharp. Sranan
Tongokisi.tifi; kon.srapu.
English bone. Sranan Tonga bonj o.
N. Category: body.
jerepary See: j- erepa -ry.
N. English his or her food. Sranan
Tonga eng nj an. See: erepa.
Category: Cassava Film.
jeru
jeruty
jepo
Vo. See: je.
j e'tumbe English pain; hurt. Sranan
Tongopein; hati.
A.
je'tun English pain; illness. Sranan Tonga hati;
sib.
1',,'.
N.
jehtunkepy English stop.hurt. Sranan
Tonga tapu. hati. See: jehtun -
kepy.
Vo. See: jehtun.
jenonopy English quarrel. Sranan
Tonga feti.
Vt.
jenurymbo See: j- enu -ry -mbo. [(eAr
0037)
N. English myoId eyes. Sranan Tonga mi
owroe ai. See: enu.
Category: Cassava Film.
English container. Sranan Tonga baki.jeny
English bad. Sranan Tonga ogri.
English yOU. Sranan Tonga joe.
Pron.
N. See: ja'wame.
English mat.uncle. Sranan Tonga omu.
N. English mother's brother. Sranan
Tongom'ma brada.
Category: kinship.
English tooth. Sranan Tonga t ifi.
N. Category: body.
English firewood. Sranan
Tonga faj audu.
N. Category: nature.
English bad.one; as.ifl Sranan
~n~takru.wan; a.no.kan!
N;lnt}. English Used as an interjection to
express dismay or disbelief. Also
used as a noun to mean 'a bad or
negative thing.'. Sranan Tonga Ai
gebruik leki /'pah! '/ foe
sori take je ne bribi of
je no lobi so. Owktoe e
gebruik foe sani san no
de boeng gi joe. Jawe me
mango It is a bad thing. A de wan
no boeng sani. [Mauru 00018)
tam. English -satokong after reducing
roots, past punctual collective. Sranan
Tonga -sakong baka werkwoord
san e lasi wan pisi, ai
betekken wan sani san
p'sa k'ba gi moro leki
wan s' rna. See: -jakong.
See: ja'to -ry.
N. See: ja'to. Category: Cassava
Film.
je
je
ja'ty
jawo
ja'tory
jawa
ja'wame
A.
ja'wang English wickedness; evil.thing;
bad.one. Sranan Tonga takru. a ti;
ogri. wan.
-je English Have. Sranan Tonga abi.
azr.
Jeanette Nm.
jo English?
Int}.
Joghie English Nm.
Nm. Juka
John English John.
Nm. juku
jompo English Relevant. Sranan
Tonga belangerij k. jukuPte.
jongu English yooog. Sranan Tonga j ongu.
A. From: Sranan Tongo.
jonto English cover. Sranan Tonga tapu.
Vt. English to cover as with a banana
leaf in preparation for cooking. Sranan
Tonga tapu nanga b. v. wan
bana blad foe kan baka.
jopoto English chief; boss. Sranan
Tonga kaptein; basi.
N. Category: social.
jopotoma English make.chief Sranan
Tonga meki. kaptein. See: jopoto -
rna.
Vt. See: jopotO.
jopotomamy English become.large.
Sranan Tonga kon. bigi.
Vo.
jorokan English evil.spirit. Sranan
Tonga takru. winti.
N. Category: culture.
jonty English covering. Sranan Tonga domru.
N.
juku
jumy
jumy
ju'pa
jUpo
jupy
juru
745
English Djuka. Sranan Tonga Dj uka.
N.
English ant.sp. Sranan Tonga mira. sp.
N. Category: animal arthropod.
English spirit.sp. Sranan
Tonga winti . sp.
N. Category: culture.
English good; well. Sranan Tonga boeng.
A.
English papa; father. Sranan Tonga papa.
N. Category: kinship social.
English Intns.
Pte. English very. Sranan Tonga furu.
English good; well; right. Sranan
Tonga boeng.
A.
English sweet.cassava. Sranan
Tonga swi ti. kasaba.
N. Category: plant.
English good. Sranan Tonga boeng.
See: juku.
A. Category: Cassava Film.
English hour. Sranan Tonga j uru.
N. From: Sranan Tongo.
K - k
k-
ka
English 1+2; 1+20; 1+2So; IA20;
2AIO. Sranan Tonga 1+2.
prs. English first person dual inclusive;
So for intransitive; inverse 3A1+20
for intransitive; local (1)2 or 2> I).
Sranan Tonga joe nanga mi.
See: kys-.
English remove. Sranan Tonga puru.
Hollands haal.van.
ka
Vt. English Remove meaning is more
common, but may also refer to 'pull' as
in 'pull (or harvest) cassava.'. Sranan
Tonga Kan de puru leki te j e
puru wan sani libi wan
tra sani, en owktoe te je
hari kasaba puru.
English say. Sranan Tonga taki.
Va.
746
ka English in.water. Sranan
Tonga ini. watra.
P.
kaikusi English jaguar. Sranan
Tonga tigrL
N. Category: animal mammal.
ka English crappy. Sranan Tonga ka.
A. English expletive. From: Sranan
Tongo.
- ka English Caus.
Tvzr. English causative. Sranan
Tonga meki doe. See: -nopo; -po; -
nopy.
English flame. Sranan Tonga flam.
Nm.
English trigger. Sranan
Tonga kaka. foe. gon. [lntrv.wiTo
0124]
N. From: ST.
See: taka. Category: Cassava Film.
English scratch; scrape. Sranan
Tonga krabu.
Vt.
kanana
ka'ma
Kaitjapuru
kaka
English let's.go. Sranan Tonga ko' • g' we.
Ptc. See: ka'makong.
ka'makong English let's.go.ColI. Sranan
Tonga kon. g' we.
Ptc. English let's go everyone. Sranan
Tonga kon g I we (mora leki
wan) • See: ka'ma.
kaka
kaka
kamiro English make.pale.red. Sranan
Tongomeki. redi. See: kami -roo
Vt.
kamisa English clothes. Sranan
Tonga krosL
N. Category: culture artifact.
kamu English flame. Sranan Tonga flam.
N. Category: nature.
kamuka English cause.to.flare.up. Sranan
Tongomeki. flam.
Vt.
kamuta English flare.up. Sranan
Tonga flam.
Vo.
kanakana English waste. Sranan
Tonga dot. sanL
A? [CaFi WiMa 0024]
kami English pale.red. Sranan Tonga redi.
N.
English?
Int}.
English Remv. Sranan Tonga puru.
vzr. English creates verbs from nouns
with meaning 'remove N'. Sranan
Tongoai meki werkwoord uit
naamwoord nanga
betekkenis 'puru X'.
kaba
-ka
kaije
ka'
English Prfct. Sranan Tonga k ' ba.
Ptc. English already, tjaba variant after
i-ending words. Sranan Tonga kaba,
tjaba baka wortoe san
k'ba nanga Iii. From: Sranan
Tongo.
kabara English goat. Sranan Tonga krabi tao
N. Category: animal mammal.
kabirita English goat. Sranan
Tonga krabi tao
N. Category: animal mammal. From:
Sranan Tongo.
kahty English maybe. Sranan Tonga kande.
Ptc. English perhaps; like painjare, but
with more certainty. Sranan
Tonga kande; leki painj are,
mar mora seiker. Moro kahty
njoro. Maybe that's h/her. Kande
na a s'ma dati na eng.
See: painjare.
See: ka -e. [MaCh 0041)
Va. English I say. Sranan Tongomi
taki. See: ka. Category: Cassava
Film.
N.
karai
kapu
kanapoja Category: Cassava Film.
kanare English treetop. Sranan Tongo bon. tapu.
N. UoKa 0005]
kanawa English big.boat. Sranan
Tongo bigi. boto.
N. English Hoff (1968: 19) 'a boat
holding 60-80 people, which is no
longer made.'. Sranan Tongo Hoff
(1968:19) 'wan bigi boto
san e hori 60 tot 80
s'ma, san den ne meki
mora. ' . Category: culture artifact.
kande English maybe. Sranan Tongo kande.
Pte. From: Sranan Tongo.
kan kasapa English lizard.sp. Sranan
Tongo lagadisa. sp.
N. Category: animal reptile.
kano See: ka -no. [HeAl 0016]
Vt. English s/he removes (0). Sranan
Tongo ai puru ( eng) . See: ka.
Category: Cassava Film.
kanong See: ka -non. UeNj 0015]
Vt. English s/he removes (0). Sranan
Tongo ai puru (eng). See: ka.
Category: Cassava Film.
kantra English candle. Sranan Tongo kandra.
N. Category: culture artifact. From:
Sranan Tongo.
ka'pa English basin. Sranan
Tongo bigi •preti.
N. [HeAl FF00063]
kape'kape English lightening. Sranan
Tongo blixem. [FM-MA 000021
N.
kapeseu English wasp.sp. Sranan
Tongo waswasi • Sp.
N. Category: animal arthropod.
kapiteni English Chlet. Sranan
Tongo kaptein.
N. See: jopotO. Category: social.
From: Sranan Tongo.
747
kapiwa English capybara. Sranan
Tongo kapuwa.
N. Category: animal mammal.
English heaven. Sranan
Tongo gadokondre. Hollands heme!.
N. Category: nature.
kapuja English rope. Sranan Tongo t.etei.
N. Category: culture artifact.
ka(py) English make; weave. Sranan
Tongomeki; brei.
Vt.
kapyng English Neg. Sranan Tongo no.
Pte.
kapypoto English made. Sranan
Tongomeki. wah. See: ka(py) -po -
to. [WiMa 0081]
N. See: ka(py). Category: Cassava
Film.
kapyry See: ka(py) -ry. [WiMa 0099]
N. English making. Sranan Tongo a f as i
fa a meki. See: ka(py).
Category: Cassava Film.
karahsawa English fish.sp.
N. Sranan Tongo liba kwi.
Category: animal fish.
English black. Sranan Tongo blaka.
N. See: tykaraije.
karaima English blacken. Sranan
Tongomeki. blaka.
Vt.
karairo English make.black. Sranan
Tongomeki .blaka.
Vt.
karapana English mosquito.sp. Sranan
Tongomaski ta. sp.
N. Category: animal arthropod.
karara English bird.sp. Sranan
Tongo fowroe. sp.
N. English macaw. Sranan Tongo raaf.
Category: animal bird.
748
kary
kase English make. Sranan Tonga me ki.
Vt.
kasiri English manioc.drink. Sranan
Tonga cassava. dringi.
N. Category: culture artifact.
kas iri pO English cassava.liquid. Sranan
Tonga kasaba. watra.
N. English Poisonous liquid that is
squeezed out ofgrated manioc and
boiled to remove arsenic before
adding fish, salt, and hot pepper to
make pepre watra. Sranan Tonga Na
watra san e kwinsie libi
na kasaba baka di a
griti. A abi vergift san
e komopo te we bori na
watra. Baka di ai losi
boeng, s'ma e gebruik eng
foe meki pepre watra
nanga fisi, soutoe, nanga
pepre.
kasuru English beads. Sranan Tonga klara.
N. Category: culture artifact.
kata English get.fat. Sranan Tango kon. fa tu.
See: katy -tao
Vo. See: katy.
katake See: ka -take. [MaCh 0037]
Va. English s/he will talk. Sranan Tonga a
otaki. See: ka. Category: Cassava
Film.
kato'me See: ka -to'me. [JoKa 0012]
Vt. English in order to remove it. Sranan
Tonga foe puru eng. See: ka.
Category: Cassava Film.
katong See: ka -tong. [JuAI0014]
they remove (0). English den puru (eng).
See: ka. Category: Cassava Film.
ka'topo English uncle. Sranan Tonga omu.
N. Category: kinship.
Katuwera English Katuwera. Sranan
Tonga Katuwera.
Nm.
karara English fry. Sranan Tonga ba ka.
Vt. English to fry as in meat, fish, or
vegetables. Sranan Tonga ba ka ini
oli b.v. meti, fisi, of
groentoe. Wa'ta sitjararakaje. I
am frying fish. Mi e ba ka f is i .
kararima English get.fmished. Sranan
Tonga klari.
Vt. From: Sranan Tongo.
karawasi English tree.sp; rattle. Sranan
Tongobon.sp; karawasi.
N. English A type ofrattle made with a
basket. Also the name for the type of
music played with basket rattles,
usually by women. [MC02 00133]
Category: plant tree culture artifact.
kareta English letter; paper; book. Sranan
Tongobrifi; papira; buku.
N. Category: culture artifact.
kari'nama English make.human. Sranan
Tonga meki. libi. s I rna.
See: kari'nja -rna.
Vt.
kari'nja English person; Kari'nja; Indian;
score (twenty). Sranan
Tongolibi.s'ma; Kari'nja;
ingie; twentig.
N.
Karolus Nm.
karukuri English gold; splendour. Sranan
Tonga gowtoe.
N. Category: culture nature.
See: ka -ry. [JuAI 0015]
N. English removal. Sranan Tonga fa s i
fa a puru. See: ka.
Category: Cassava Film.
karyl Nm.
kasakaryko See: j- asaka -ry -kong.
[WiMa 0057]
N. English my friends. Sranan Tonga den
mati foe mi. See: asaka.
Category: Cassava Film.
katy English fat. Sranan Tonga fatu.
749
kawina English music.type. Sranan
Tongo kawina.
N. From: ST.
N. Category: body.
kawai English fight. Sranan Tongo feti.
N.
-ke English Instr.
Azr.
kei English key. Sranan Tongo sroto.
N. Category: culture artifact. from:
English?
keihto English lock.up. Sranan
Tongo tapu. nanga. sroto. See: kei
-hto.
Vt.
Vt. English s/he will make (0). Sranan
Tongoa 0 meki (eng).
See: ka(py). Category: Cassava Film.
ke English Instr.
Pp. English with an instrument, tje
altemant after i ending words. Sranan
Tongo nanga wan wroko sani,
tje baka wortoe san k'ba
nanga Iii.
- ke English Cty. Sranan Tongo s e i ke r.
evd. English I-kel occurs in the future (I-
ta-kef); the present has I-el (~ 1-01).
-ke English resembling V. Sranan
Tongo djersi X.
azr. English adverbializer that, when
suffixed to verbs, results in an
adposition meaning 'resembling'.
SrananTongo ai fasi na
werkword foe beteken 'ai
sori leki'.
keny English river.mouth. Sranan
Tongomofo .liba.
N. Category: nature.
kepu English wet. Sranan Tongo nati.
N?
kepu ro English make.wet. Sranan
Tongomeki. nati.
Vt. See: kepu.
-ke(py) English stop; Cessative. Sranan
Tongo klari; sLop. foe. doe.
English fight. Sranan Tongo feti.
Tongo ai meki
kawaima
kawonaka English up.high. Sranan
Tongo na . hei.
A. See: kawo.
ka:neng See: ka(py) -neng. [WiMa
0115)
Vt. English slhe makes (0). Sranan
Tongo a i me ki (eng) . See: ka(py).
Category: Cassava Film.
ka:sa See: ka(py) -ja. [PaCh 0018)
Vt. English slhe makes (0). Sranan
Tongo ai meki (eng). See: ka(py).
Category: Cassava Film.
ka:sang See: ka(py) -ja -ng. [WiMa
0023)
Vt. English slhe makes (0). Sranan
English high. Sranan Tongo hei.
A.
kawombo See: kawo -mbo. [WiMa 0113]
A. English very high. Sranan
Tongo boeng hei. See: kawo.
Category: Cassava Film.
kawo
Vt. See: kawai. Category: culture.
kawari English horse. Sranan Tongo as i.
N. Category: animal mammal.
kaweri English fish.sp. Sranan Tongo fisi. sp.
N. Category: animal fish.
kawete English good. Sranan
Tongo boeng. [FM-MA 00488)
A.
ka:ta
Category: Cassava Film.
See: ka(py) -take. [PaCh 0041)
750
chg. English verbal cessative suffix
meaning to stop an action before it is
complete. Sranan Tonga ai fasi na
werkwordt nanga a
betekenis 'stop foe doe
wan sani fosi a klari
gelemaal' .
ke reka English pull.off. Sranan
Tonga puru. libi.
Vt.
kerki English church. Sranan Tonga kerki.
Hollands kerk.
N. Category: culture. From: Sranan
Tongo.
Ki bainare English Kibainare. Sranan
Tonga Kibainare.
Nm.
N. Kiere sit;iaje (si- ka -e). I pull
cassava. Mi e puru kasaba. Ik
haal cassave weg. Category: culture.
kierepung English grated.cassava. Sranan
Tonga gri ti. kasaba.
N. English grated cassava, can be pre-
pressed or post-pressed in a matapi.
Sranan Tonga kasaba san griti
k'ma, kan de fosi a
matapi, of baka di a
matapi k' ba. See: kiere.
Category: culture.
kija English oh!
Inlj.
kijereu English tree.sp. Sranan
Tonga bon. sp.
N. Category: plant tree.
kojo
koije
kokoro English early.morning. Sranan
Tonga mus . dei.
A.
English oh!
In(j.
koko English night. Sranan Tonga neti.
A.
English evening. Sranan
Tonga mofo. neti.
A.
koijenopamy
English become.evening. Sranan
Tonga kon. mofo. neti. See: koije -
no -pamy.
Vo. See: koije.
-ko English Imper. Sranan Tonga Musu.
tam. English marks an imperative, 'do
V!'. Sranan Tonga' joe musu do
X! ' . Eneko! Look! Luku!
kofi English coffee. Sranan Tonga kofi.
N. Category: culture. From: Sranan
Tongo.
koh ko English coconut. Sranan Tonga kron t o.
N. Category: plant.
koh pO English over. Sranan Tonga abra.
Hollands over.
Pp.
kohta English shout. Sranan Tonga bari.
Vo.
kohty English cry. Sranan Tonga krei.
N.
ko'i' f: I IEnglish ast; ear y; soon; recent y. Sranan
Tonga snel; fruku; djonsro;
so.net.
A.
koijaro English yesterday. Sranan
Tonga esdei.
A.
English cassava. Sranan Tonga kasaba.
Hollands cassave.
English QP; SaInt.
Pte. English marks a question. Sranan
Tonga ai marki wan aksi
(vraag). Oty ko ere nang? What
is this? San na disi?
ko
kiere
ko English neat. Sranan Tonga krin;
netjes.
Pte.
ko'ma English call. Sranan Tonga kari.
Vt.
ko'ma(my) English get.dark; night.falL
Sranan Tonga kon. dungru.
Vo.
ry. [WiMa 0111]
N. English our living. Sranan Tonga na
libi foe wi. See: ema(my).
Category: Cassava Film.
komamyrykong See: k- ema(my) -ry
-kong. [WiMa 0098]
N. English our living. Sranan Tonga na
libi foe wi. See: ema(my).
Category: Cassava Film.
komandoko English good.life. Sranan
Tonga 1 ibi . boeng. [FM-MA 00496]
N.
koma:jatong See: k- ema(my) -ja
-tong. [WiMa 0103]
Vo. English we live. Sranan Tonga wi e
libi. See: ema(my).
Category: Cassava Film.
komepatong See: k- emepa -
tong. [WiMa 0100]
Vt. English s/he teaches us. Sranan
Tonga ai leri unu. See: emepa.
Category: Cassava Film.
komere English roast.fish. Sranan
Tonga losi. fisi.
N. [HeAl FF00047, FFOOOS9]
komy Englishjump. Sranan Tonga dj ompo.
Korn pe Engiisn Combt:. Sranan
Tonga Kombe.
Geo.N. English The name of a village.
Sranan Tonga nen foe wan dorpu.
Vt. [HeAl FF00024, FF00020, JeNj
FF00042]
komerykong See: k- emery -
kong. [WiMa 0042]
V. English our customs. Sranan Tonga wi
kul turu sani. See: emery.
Category: Cassava Film.
komamyryko
komereta
See: k- ema(my) -
English roast. Sranan Tonga los i.
751
Vo?
-kong English Col. Sranan Tonga furu.
num. English Collective nominal suffix.
As in other languages, the plural form
can be also used honorifically (cf.
Ity'wo-konl 'honoured brother-in-
law'). Collective number; not the same
as 'plural' in that the 'singular' form for
I+2 actually refers to more than one
participant. Collective 1+2 refers to
'all ofus.' I-kong! is the regular form,
others are irregular. Sranan Tonga Moro
leki wan. Leki ini tra
tal, na form disi kan
gebruik for sori respeki
(cf. /ty'wo-kon/ 'respeki
swagrie' ) . See: -kon; -gong;-
sang; -jang; -nang. pitjani >
pitjanikong child> children. pikin
> furu pi kin.
ko'no English at.last. Sranan
Tonga eindelij k.
Pte.
ko'no English actually; in.fact. Sranan
Tonga sref' srefi; eng. srefi.
Pte. Mose ko'no ne matapi kasang.
He's the one who makes the best
matapis. Eng na wan man san
e brei den moro boeng
matapi. Awu ko'no nejuwary
se'pawa. I actually don't want to
dance. Mi srefi no wani
dansi.
konomeru English thunder. Sranan
Tonga donder.
N.
Konomerume English Donderskamp.
Sranan Tonga Donderskamp.
PN.
ko'non English indeed. Sranan Tango foe. tru.
Pte.
konopo English rain. Sranan Tonga alen.
Hollands regenen.
N. Category: nature.
kontre English village. Sranan Tonga dorpu.
752
N. Category: culture. From: Sranan
Tongo.
koreparykong English our.food. Sranan
Tonga wi. nj an.
kopose English opposite.side. Sranan
Tonga tra . sei.
N.
N. See: erepary.
korero Pte. Sranan Tonga e taigie nanga
san joe de bij sig? [Mauru
00005, UrMaHeAI 00071]
Vt. English Can mean 'scrubbed clean'
as in a field that has been burned.
Sranan Tonga Kan abi temakke
owktoe nanga 'krim' leki
wan gron san bron k'ba.
See: koro(ky). [CeAr 0004, JoKa 0045]
korokai See: koroka -i. DuAI0005J
Vt. English s/he bums (0). Sranan
Tongoai brom (eng).
See: koroka. Category: Cassava Film.
korokanong See: koroka -non. UoKa 0045]
Vt. English it bums (0). Sranan Tonga ai
brom (eng). See: koroka.
Category: Cassava Film.
korokapo See: koroka -po. [WiMa 0010]
N. English burned one. Sranan
Tonga brom wan. See: koroka.
Category: Cassava Film.
koromo English recent. Sranan
Tonga so. net.
A.
kororoka English pour.out. Sranan
Tonga kanti.
Vt.
koro'na English deep; under.water. Sranan
Tonga dipi; ondro. watra.
A. Moro tuna koro'na ne moro
wywy mango My axe is under the
deep water. Na aksi foe mi de
na ondro na dipi watra.
koronaka English into.depths. Sranan
Tonga go. na. dipi. watra.
A.
Koronersi English Cornelis. Sranan
Tonga Cornelis.
Nm.
koropo English tomorrow. Sranan
Tonga tamara.
A.
korotoko English chicken. Sranan
Tonga oso. fowroe.
N. Category: animal bird.
koro(ty) English burn. Sranan Tonga bron.
English Appeal.
Pte.
English scrub.
Ideo.
English Surpr. Sranan
Tonga moro. bigi. wan.
Pte.
English make.decay. Sranan
Tonga meki. pori.
Vt.
English now; atthe.beginning. Sranan
TongonOwnow; na.begin.
A.
kooo English SO. Sranan Tonga kooo.
Intj. English I see... Sranan Tonga Na so
a de ...
kopore English Intns. Sranan
Tonga moro. furu.
Pte.
koro
koro
koposeme English across.the.river;
on.opposite.side. Sranan
Tonga abra .liba; na. tra. sei.
A.
koposenaka English to.other.side. Sranan
Tonga go. na . tra. sei.
A.
kore
koro
koro
kOioika Engiish graze; scrape. Sranan
Tonga krabu.
Vt.
koroka English scrub; bum. Sranan
Tonga krim; bromo
753
kota English decay. Sranan Tongo frat;
pori.
Vo.
Vo. Mainja kynitjoro:sang. The
field bums. A gran e bran.
korotyry English burning. Sranan
Tongo ai • bran.
kory
N. Moro wewe korotyry seneja. I
see the tree's burning. Mi si fa a
bon e bran.
English decay. Sranan Tongo pori;
frat.
N. English i.e. rotten meat, something
rotten. Sranan Tongo b. v. frat
meti, wan sani san pori.
N. English our thing. Sranan Tongo na
sani foe wi. See: oty.
Category: Cassava Film.
ko'u English at.Iast; now. Sranan
Tongo nownow.
Ptc.
kowaro English small. Sranan
Tongopikin.
A.
kowei English fishhook. Sranan
Tongo fisi. uku.
N. Category: culture artifact.
ko'wero English obviously. Sranan
Tongo seiker.
Ptc.
Tongo fO\"lrOe. Sp.
N. English toucan, large. Sranan
Tongo kuj ake. Category: animal bird.
kUj Ukuju English bird.sp. Sranan
Tongo fowroe. Sp; pingo. aka.
See: krim. Category: Cassava Film.
kroiwagi English wheel.barrow. Sranan
Tongo kroiwagi.
N. See: wagi. From: Sranan Tongo.
English bird.sp. Sranan
Category: Cassava Film.
English tear. Sranan Tongo p r i t i.
Ideo. English the noise that's made
when something is tom. Sranan
Tongona bari san e meki te
wan sani e priti.
English spindle. Sranan
Tongo bakabonj o.
N. Category: culture artifact.
kujang'keing
ku
kUitja
English clean; clear.brush. Sranan
Tongo krim.
Vt. See: shikrim. From: Sranan
Tongo.
krimjapo See: krim -ja -po. [HeMa
0009]
Vt. English s/he clears brush away.
SrananTongoai krim eng.
kre
krim
koti English CUt. Sranan Tongo koti.
[lntrv.wiTo 0202]
Vt. From: ST.
kotame English sadly. Sranan
Tongo sari. fasi. [FM-MA 00349]
A.
koto English cut; chop; saw. Sranan
Tongo koti; kapu; sag.
Hollands snijd.
Vt. See: akoto; pa'koto.
Kynitjotopo:sang. S/he cuts it
repeatedly. Ai kat' koti eng.
Zij snijd het cassave brood. [CF JeNj
0045]
kotoja See: koto -ja. [HeAl 0019)
Vt. English s/he cuts (0). Sranan Tongo ai
koti (eng). See: koto.
Category: Cassava Film.
kotojang See: koto -ja -ng. [PaCh 0002)
Vt. English s/he cuts (0). Sranan Tongo ai
koti (eng). See: koto.
Category: Cassava Film.
kotory See: koto -ry. [JuAI0017]
N. English cutting. Sranan Tongo fas i
fa a koti. See: koto.
Category: Cassava Film.
kotyrykong See: k- oty -ry -kong. [WiMa
0114]
754
See. kupL KJei€ kuml:sha. SIte
washes cassava. Ai wasi
kasaba.
N. Category: animal bird.
kUjuma English make.brawn.red. Sranan
Tongomeki. redi .bruin.
Vt.
kUj uro English make.yellow.brown. Sranan
Tongomeki. geri .bruin.
Vt.
kukuru English kitchen. Sranan
Tongo kukru.
N. From: Sranan Tongo.
ku Ituru English culture. Sranan
Tongo kul turu.
N.
kuma English be.high.tide. Sranan
Tongo de. frudu. watra.
Vo.
kumaka English tree.sp. Sranan
Tongobon.sp; kankantri.
N. English cotton-silk tree.
Category: plant tree.
kumawari English bird.sp. Sranan
Tongo fowroe. Sp.
N. English heron. Sranan Tongo sabaku.
Category: animal bird.
kumety English tree.sp. Sranan
Tongobon.sp; wan.tei.
N. English tree, providing dye.
Category: plant tree.
ku mi(ky) English wash; clean. Sranan
Tongowasi; krim. Hollands was.
Vt. English wash inanimate or dead
things, including body parts, but not
the whole body; palatalizes to
Itjumi(ky)1 after Iii. Sranan Tongo wasi
sani san no de na libi,
of san dede, kan de pisi
foe a skin (b.v. anu) ,
mar no heri na skin; ai
tron Itjumi(ky)1 baka Iii.
Tongo pipa. todo.
N. Category: animal amphibian.
Kupanama English Coppename. Sranan
Tongo Coppename.
Geo.N.
English tree.frog. Sranankunawaru
N. English washing. Sranan Tongo na
wasi. See: kumi(ky).
Category: Cassava Film.
kumi:sha See: kumi(ky) -ja. [HeAl 0026]
Vt. English s/he washes (0). Sranan
Tongoai wasi (eng).
See: kumi(ky). Category: Cassava
Film.
kumi:shang See: kumi(ky) -ja -ng. [HeAl
0037]
Vt. English s/he washes (0). Sranan
Tongoai wasi (eng).
See: kumi(ky). Category: Cassava
Film.
kumi:shanong See: kumi(ky) -ja-
nong. UuA10023]
Vt. English slhe washes (them). Sranan
Tongo ai wasi (den).
See: kumi(ky). Category: Cassava
Film.
ku mykang English cassava.boat; trough.
Sranan Tongo kasaba . boto.
N. English A trough into which cassava
is grated. It is made in a manner
similar to a dugout canoe, but with
open ends so that the cassava liquid
can flow out. Sranan Tongo Wan boto
san sIma e griti kasaba
go ini. E meki leki den
pikin boto, mar a de opo
na den sei alijn foe na
kasaba watra kan losi
g I we. [CF UrMa 001 8]
ku my(ry) English be.hungry; starve. Sranan
Tongo de. hangri.
Vo. [CeAr FF00041 /kynitjumyijatong!l
kunami English fish.poison. Sranan
Tongo fisi. dresi.
N. Category: culture artifact.
See: kumi(ky) -ry. [CeAr 0021]kumitjyry
755
English beforehand; ahead; Affmn.
Sranan Tonga f os i.
Pp; Pte. Sranan Tonga e sori so a
de, tog; a no de tra fasi.
[Mauru 00086] Category: Cassava Film.
ku ru hara English tree.sp. Sranan
Tonga bon. sp.
N. Category: plant tree.
ku rawa English plant.sp. Sranan
Tonga prani . sp.
N. English bromelia, provides rope.
Sranan Tonga wan s ortoe brornki
san e gi tetei. Category: plant.
ku rewako English parrot.sp. Sranan
Tonga popokai . Sp.
N.
kuru
ku ru ku ru English basket. Sranan
Tonga bas ki tao
ku ri English red.clay. Sranan
Tonga redi • doti.
N. Category: nature.
ku rijara English canoe. Sranan Tonga boto.
N. Category: culture artifact.
ku ri mata English fish.sp. Sranan
Tonga fisi. sp.
N.
kurita English day. Sranan Tonga dei.
N. Category: nature.
kuritanene English noon; midnight. Sranan
Tonga rnindri . dei;
rnindri. neti.
A.
kuritanory English day.Pssd. Sranan
Tonga dei.
N. English special day, as in a birthday.
SrananTongo spesrutu dei, leki
wan frijari dei.
Category: nature.
English bathe; moisten. Sranan
Tongowasi; nati.
Vt. English wash a live thing. Sranan
Tonga wasi wan libi sani.
ku pesini English tree.sp. Sranan
Tonga bon. sp; fong. udu.
N. See: kupesini poripo.
Category: animal plant animal reptile.
kupesini poripo
English bushmaster.snake. Sranan
Tonga rnaka. sne ki.
N. English Lit. 'non-genuine Ikupesini/
branch'. Sranan Tonga Lit. 'no-tru
kupesini taki'.
kupi
kupo
ku pili English tree.sp. Sranan Tonga bon. sp;
copi.
N. Category: plant tree.
ku pi ra English fish.sp. Sranan Tonga fi si . Sp.
N. Category: animal fish.
Kupirisi English Kupirisi. Sranan
Tonga Kupirisi.
Nm.
English upon. Sranan Tonga tapu.
Pp.
ku ponaka English onto. Sranan
Tonga na. tapu.
Pp.
kurama English treat; look.after. Sranan
Tongodresi; sorgu.
Vt. English i.e. health treatment. Sranan
Tongob.v. dresi foe kisi
betre.
kurando English outside. Sranan
Tonga doro. sei. Hollands buiten.
A.
kurantonaka English to.outside.
Sranan Tonga na. dorosei.
kurasiwai English bird.sp. Sranan
Tonga fowroe . sp.
N. Category: animal bird.
N. English Special basket woven of
warimbo that is used to transport
things like cassava roots and firewood.
Includes a headstrap, traditionally
made of a special bark, but now often
a woven strap. Is carried with the
strap across the head and the basket on
the back (women) or with the strap
over the head and an arm through it
for support (men). Sranan
Tongo Spesrutu baski ta san
meki foe warimbo en san e
gebruik foe show sani
Ieki kasaba nanga
fajaudu. A abi wan banti
san e go tapu na s'ma
ede. Fosi na banti disi
bende wan buba foe wan
spesrutu bon, mar now
mora furu s'ma e gebruik
bakra banti. Na banti e
go tapu na ede (uma s'ma)
of tapu na anu (man
s'ma), en na baskita e
sidon na a s'ma baka.
Category: culture artifact.
ku rumu English vulture.sp. Sranan
Tongo tingi. fowroe. sp.
N. Category: animal bird.
Ku ru pi English Kumpi. Sranan Tongo Kurupi.
Nm.
ku rutu ru English culture. Sranan
Tongo kurturu.
N. From: ST.
ku ruwese English palm.sheath. Sranan
Tongo maripa. boto.
756
N. English The outside covering of a
bunch of palm fruit, used as a large
bowl when sifting cassava flour; still
used occasionally, but mostly replaced
by plastic tubs. Sranan Tongo Na buba
foe wan bosu maripa. A
ben gebruik foe seif
kasaba go ini. Wantoe
s'ma e gebruik eng so
ete, mar mora furu s'ma e
gebruik den bakra tobo
san meki foe plastiek.
Su'naje manare ke kuruwese taka. I
sifted it with a sieve into a palm
shemh.Mi seif eng nanga a
seif go ini na maripa
boto. Ik zeefhet mit het zeef op een
maripa bootje. Category: nature.
Kuruwini English Cuyuni.
Geo.N.
kusa English crab.sp. Sranan Tongo krabu. Sp.
N. Category: animal arthropod.
kusari English deer.sp. Sranan Tongo dij a. sp.
N. Category: animal mammal.
kusewe English anatto. Sranan
Tongo kusuwe.
N. Category: plant culture.
kushi'na English kitchen. Sranan
Tongo ku kru.
N. Category: culture artifact. From:
Spanish.
kutaa English type.of.arrow. Sranan
Tongo wan. sortu. peiri.
N. Category: culture artifact.
kuwai English calabash. Sranan Tongo krabasi.
N. Category: culture artifact.
kuwama English bamboo.sp; flute. Sranan
Tongo bambusi. sp; flui t.
N. Category: plant culture artifact.
kuwata a::nnli~h 1l'lonwp" ~n--•.~ '-" J .
N. English Spider monkey. Sranan
Tongo Kwatta. Category: animal
mammal.
kyna
kuwatyry English tree.sp. Sranan
Tongobon.sp; bar.kraki.
N. Category: plant tree.
ky English grate; rasp. Sranan Tonga gri ti.
Hollands raspen.
Vt.
ky English Lsee. Sranan Tonga rni . s i.
Ptc.
ky- English 3.Rm. Sranan Tonga eng. drape.
prs. English Historically /moky/, now
used for distant 3 (when contrasted
with non-Iky-/ marked verb in present
tense). Only in 3A30 [ky- ni- V -
TAM -ng] construction. This
construction is in contrast with [ni- V
-TAM] in present tense, though the
latter has become the marked
construction. Sranan Tonga a s I rna
dati e doe eng. 80so te
je taki over [eng doe gi
eng] . kyny:jang (ky- n- Very) -ja -
ng) S/he put it. A poti eng.
kydjy English young.boy. Sranan
Tonga j ongu. boi.
N. [HeAl FF00049]
kyja See: ky -ja. [CeAr 0020]
Vt. English slhe grates (0). Sranan
Tongoai griti (eng). See: kyo
Category: Cassava Film.
ky'karo English 1+2Col.
Pro. English we; us. Sranan Tonga unu.
ky'ko English 1+2. Sranan Tonga 1 +2.
Pro. English we two. Sranan Tonga rni
nanga joe.
kykulturukong See: k- kulturu -
kong. [WiMa 0109]
N. English our culture. Sranan Tonga wi
kul turu. See: kulturu.
Category: Cassava Film.
English (hesitation). Sranan Tonga (ah,
uh) . Category: Cassava Film.
757
Vt. English s/he will pound it in a
mortar. Sranan Tonga a 0 fon eng
ini wan rnata. See: ako.
Category: Cassava Film.
kynakotojang See: ky- n- akoto -
ja -ng. UuAI 0003]
Vt. English s/he cuts it down. Sranan
Tonga ai kapu (fala) eng.
See: akoto. Category: Cassava Film.
kynakykajang See: ky- n- akyka -
ja -ng. [WiMa 0061]
Vt. English slhe presses it. Sranan
Tonga ai tranga eng. See: akyka.
Category: Cassava Film.
kynakykano See: ky- n- akyka -no. [HeAl
0057]
Vt. English slhe presses it. Sranan
Tonga ai pers eng. See: akyka.
Category: Cassava Film.
kynakykanong See: ky- n- akyka -
non. [WiMa 0123]
Vt. English slhe presses it. Sranan
Tonga ai pers eng. See: akyka.
Category: Cassava Film.
kynakykapo:sa See: ky- n- akyka -
po(ty) -ja. [UrMa 0043]
Vt. English slhe presses it repeatedly.
SrananTongoai perspers eng.
See: akyka. Category: Cassava Film.
kynakynokanong See: ky- n- akyka -
non. [UrMa 0024]
Vt. English slhe presses it. Sranan
Tonga ai tranga eng. See: akyka.
Category: Cassava Film.
kyna'mejato See: ky- n- a'mema -ja -to.
UoKa 0037]
Vt. English s/he swipes it away. Sranan
Tonga ai figi eng. See: a'mema.
Category: Cassava Film.
kyna'memano See: ky- n- a'mema
-no. [HeMa 0050]
kynakota See: ky- n- ako -take.
758
non. [UrMa 0038]
Vt. English s/he spreads it out. Sranan
Tongo ai bradi eng. See: apika.
Category: Cassava Film.
kynapoijang See: ky- n- apoi -ja -ng.
[WiMa 0056]
Vt. English s/he swipes it away. Sranan
Tongo ai figi eng puru.
See: a'mema. Category: Cassava
Film.
kyna'memanong See: ky- n- a'mema
-non. [UrMa 0035]
Vt. English s/he swipes it away. Sranan
Tongo ai wai eng figi.
See: a'mema. Category: Cassava
Film.
kyna'moja See: ky- n- a'mo -ja. [HeMa
0035]
Vt. English s/he mashes it. Sranan
Tongo ai masi eng. See: a'mo.
Category: Cassava Film.
kyna'mokano See: ky- n- a'moka
-no. [HeAl 0035]
Vt. English s/he crumbles it. Sranan
Tongo ai pispisi eng.
See: a'moka. Category: Cassava Film.
kyna'nokanong See: ky- n- a'no(py)
-ka -non. [UrMa 0022]
Vt. English s/he fills it. Sranan Tongo ai
furu eng. See: a'no(py).
Category: Cassava Film.
kynanu:ja See: ky- n- anu(my) -ja.
[HeAl 0008]
Vt. English slhe hoes it (Lit. lifts dirt).
SrananTongoai tjapu eng.
See: anu(my). Category: Cassava
Film.
kynapitjano See: ky- n- apika -no. [HeAl
0048]
Vt. English s/he spreads it out. Sranan
Tongo ai bradi eng. See: apika.
Category: Cassava Film.
non. [WiMa 0127]
Vt. English s/he dries it. Sranan Tongo ai
drei eng. See: aruka.
Category: Cassava Film.
kynaru'kapo:sa See: ky- n- aru'ka-
po(ty) -ja. [HeMa 0063]
Vt. English s/he puts it in repeatedly.
Sranan Tongo ai pot' poti eng go
ini. See: aru'ka. Category: Cassava
Film.
kynarymoja See: ky- n- arymo -ja. [CeAr
0022]
Vt. English s/he put it in. Sranan Tongo a
poti eng insei. See: arymo.
Category: Cassava Film.
Vt. English s/he holds it. Sranan Tongo ai
hori eng. See: apoi.
Category: Cassava Film.
kynapoja See: ky- n- apo -ja. [HeAl
0026]
Vt. English s/he pounds it. Sranan
Tongo ai stampu eng. See: apo.
Category: Cassava Film.
kynapojang See: ky- n- apo -ja -ng.
[MaCh 0028]
Vt. English s/he pounds it. Sranan
Tongo ai stampu eng. See: apo.
Category: Cassava Film.
kynaroja See: ky- n- aro -ja. [HeAl
0059]
Vt. English s/he carrys it. Sranan Tongo ai
tj ari eng. See: aro.
Category: Cassava Film.
kynarojang See: ky- n- aro -ja -ng.
[UrMa 0045]
Vt. English s/he carries it. Sranan
Tongo ai tj ari eng. See: aro.
Category: Cassava Film.
kynarojatong See: ky- n- aro -ja
-tong. UuAI 0018]
Vt. English they carry it. Sranan
Tongo den tj ari eng. See: aro.
Category: Cassava Film.
See: ky- n- aruka -kynaru kanong
See: ky- n- apika -kynapitjanong
759
kyne'keija See: ky- rl- e'kei -ja. [HeMa
0053]
Vt. English slhe bakes it. Sranan Tonga ai
baka eng. See: e'kei.
Category: Cassava Film.
kynarymojang See: ky- n- arymo -
ja -ng. [MaCh 0021]
Vt. English s/he squeezes it. Sranan
Tonga ai pers eng. See: arymo.
Category: Cassava Film.
kynatytano See: ky- n- atyta -no. [HeAl
0012]
Vo. English it grows. Sranan Tonga ai
gro. See: atyta. Category: Cassava
Film.
kynebakmapo:sa See: ky- n- ebakma
-po(ty) -ja. [MaCh 0040]
Vt. English slhe reverses it repeatedly.
Sranan Tonga ai bakabaka eng.
See: ebakma. Category: Cassava
Film.
kyneijang See: ky- n- e'i -ja -ng. UuAI
0029]
Va. English slhe is. Sranan Tonga eng
de. See: e'i. Category: Cassava Film.
ka -non. [\A/iMa 0125]
Vt. English slhe causes it to be roasted.
Sranan Tonga ai me ki a los i.
See: atoka. Category: Cassava Film.
kyne'keitja See: ky- n- e'kei -take. [PaCh
0033]
Vt. English s/he will bake it. Sranan
Tango a 0 baka eng. See: e'kei.
Category: Cassava Film.
kynema:ja See: ky- n- ema(my) -ja.
[WiMa 0069]
Vo. English slhe lives. Sranan Tonga ai
libi. See: ema(my).
Category: Cassava Film.
kynema:jang See: ky- n- ema(my)
-ja -ng. UuA10065]
Vo. English h/she lives. Sranan Tonga ai
libi. See: ema(my).
Category: Cassava Film.
kyneneja See: ky- n- ene -ja. [HeAl
0043]
Vt. English s/he watches it. Sranan
Tonga ai 1uku eng. See: ene.
Category: Cassava Film.
kynepano:sa See: ky- n-
epano(py) -ja. [CeAr 0021]
Vt. English slhe helps hlher. Sranan
Tonga ai j epi eng.
See: epano(py). Category: Cassava
Film.
kynepano:sang See: ky- n-
epano(py) -ja -ng. UuA10008]
Vt. English s/he helps hlher. Sranan
Tonga ai j epi eng.
See: epano(py). Category: Cassava
Film.
kynetapujang See: ky- n- etapu -
ja -ng. [WiMa 001 5]
Vt. English slhe covers it. Sranan
Tonga ai tapu eng. See: etapu.
Category: Cassava Film.
kyneto:kanong See: ky- n- eto(ry) -
See: ky- n- atyta -
kyne
kynatytanong
non. UoKa 0011]
Vo. English it grows. Sranan Tonga ai
gro. See: atyta. Category: Cassava
Film.
kynawapo:sa See: ky- n- auwa -
po(ty) -ja. [HeAl 0054]
Vo. English slhe laughs repeatedly.
Sranan Tonga ai laf I lafu.
See: auwa. Category: Cassava Film.
kynawapo:sang See: ky- n- auwa-
po(ty) -ja -ng. UuA10068]
Vo. English slhe laughs repeatedly.
Sranan Tonga ai laf I lafu.
See: auwa. Category: Cassava Film.
English (hesitation). Sranan Tonga (ah,
uh) . Category: Cassava Film.
no. [HeMa 0019]
Vt. English slhe pulls (harvests) roots.
SrananTongoai hari den lutu.
See: muka. Category: Cassava Film.
kynimjukanong See: ky- ni- muka-
non. [UrMa 0014]
Vt. English s/he removes the roots.
Sranan Tonga ai hari den lutu
puru. See: muka. Category: Cassava
Film.
kyngano See: ky- n- ka -no. [HeAl
0056]
Va. English slhe says. Sranan Tonga ai
taki. See: ka. Category: Cassava
Film.
kyni Category: Cassava Film.
kynikyjang See: ky- ni- ky -ja -ng.
[HeMa 0030]
Vt. English slhe grates it. Sranan Tonga ai
gri ti eng. See: kyo
Category: Cassava Film.
kynimjaminjanong See: ky- ni-
emamina -ja -nong. UuAI 0024]
Vo. English they work. Sranan Tonga den
e wraka. See: emamina.
Category: Cassava Film.
kynimjeroja See: ky- ni- mero -ja. [MaCh
0040]
Vt. English slhe paints it. Sranan Tonga ai
peni eng. See: mero.
Category: Cassava Film.
kynimjerota See: ky- ni- mero -take.
[HeMa 0056]
Vt. English s/he will paint it. Sranan
Tonga a a peni eng. See: mero.
Category: Cassava Film.
kynimjukano See: ky- ni- muka-
760
kyninjojang See: ky- ni- no -ja -ng.
[WiMa 0124]
Vt. English s/he leaves it. Sranan Tonga ai
libi eng. See: no.
Category: Cassava Film.
kyninjopondojang See: ky- ni-
nopondo -ja -ng. [UrMa 0008]
Vt. English s/he covers it. Sranan
Tonga ai damru eng.
See: nopondo. Category: Cassava
Film.
kynipitjano See: ky- ni- pika -no. [HeMa
0026]
Vt. English s/he peels it. Sranan Tonga ai
piri eng. See: pika.
Category: Cassava Film.
kynipitjanong See: ky- ni- pika-
non. [PaCh 0022]
Vt. English s/he peels it. Sranan Tonga ai
piri eng. See: pika.
Category: Cassava Film.
kynipitjatong See: ky- ni- pika-
tong. [MaCh 0015]
Vt. English s/he peels them. Sranan
Tonga ai piri den. See: pika.
Category: Cassava Film.
kynipja'kanong See: ky- ni- pa'ka-
non. [MaCh 0045]
Vt. English slhe takes it out. Sranan
Tonga ai poti eng na
dorosei. See: pa'ka.
Category: Cassava Film.
kynipja'kotopo:sang See: ky- ni-
pa'koto -po(ty) -ja -ng. [UrMa 0004]
Vt. English slhe slashes it repeatedly.
Sranan Tonga ai kap' kapu eng.
See: pa'koto. Category: Cassava Film.
kynimjyjang See: ky- ni- my -ja -ng. kynipjekuramano See: ky- ni-
[joKa 0052]
Vt. English slhe ties it. Sranan Tonga ai
tai eng. See: my.
Category: Cassava Film.
pekurama -no. [HeAi 005]j
Vt. English slhe makes it pretty. Sranan
Tonga ai seti eng maoie.
See: pekurama. Category: Cassava
Film.
kynipjekuramanong See: ky- ni-
pekurama -non. [UrMa 0039]
Vt. English s/he makes it pretty. Sranan
Tonga ai poti eng mooie.
See: pekurama. Category: Cassava
Film.
kynipjepamano See: ky- ni- pepama
-no. [HeAl 0050]
Vt. English s/he drags it. Sranan Tonga ai
har' hari eng. See: pepama.
Category: Cassava Film.
kynipjesasamano See: ky- ni-
pesasama -no. [HeAl 0056]
Vt. English s/he sprinkles it. Sranan
Tonga ai sek' seki eng.
See: pesasama. Category: Cassava
Film.
kynipjesasamanong See: ky- ni-
pesasama -non. [UrMa 0041]
Vt. English s/he sprinkles it. Sranan
Tonga ai sek' seki eng.
See: pesasama. Category: Cassava
Film.
kynipjesasamata See: ky- ni-
pesasama -take. [HeAl 0054]
Vt. English s/he will sprinkle it. Sranan
Tonga a 0 poti pikinso foe
eng. See: pesasama.
Category: Cassava Film.
kynipjoja See: ky- ni- apo -ja. [PaCh
0032]
Vt. English s/he pounds it. Sranan
Tonga ai stampu eng. See: apo.
Category: Cassava Film.
kynipj'omanganon See: ky- ni-
po'manka -non. [HeMa 0046]
Vt. English s/he lights it. Sranan Tonga ai
leti eng. See: pomanka.
Category: Cassava Film.
761
Vt. English s/he lights it. Sranan Tonga a i
leti eng. See: po'ma.
Category: Cassava Film.
kynipjorjtjano See: ky- ni- pori -
ka -no. [HeAl 0004]
Vt. English s/he cuts off the branch.
Sranan Tonga ai koti na taki.
See: pori. Category: Cassava Film.
kynipjorjtjanong See: ky- ni- pori -
ka -non. [MaCh 0003]
Vt. English s/he removes branches.
Sranan Tonga ai kapu den taki.
See: pori. Category: Cassava Film.
kynipjosunja See: ky- nj- posun
-ja. [MaCh 0041] See: posun.
Category: Cassava Film.
kynipjusosokanong See: ky- ni-
pUSOSO -ka -non. [MaCh 0041]
See: pUSOSO. Category: Cassava Film.
kynirakano English ky- ni- raka -no.
Vt. English s/he slices it. Sranan Tonga ai
priti eng. See: raka.
kynirakapo:sang See: ky- ni- raka-
po(ty) -ja -ng. [WiMa 0125]
Vt. English s/he breaks it up repeatedly.
Sranan Tonga ai pritpriti eng.
See: raka. Category: Cassava Film.
kynishasama See: ky- ni-
pesasama. UoKa 0043]
Vt. English s/he sprinkles it. Sranan
Tonga ai sek' seki eng.
See: pesasama. Category: Cassava
Film.
kynishasamato See: ky- ni-
pesasama -to. UoKa 0043]
Vt. English they sprinkle it. Sranan
Tonga den e sek' seki eng.
See: pesasama. Category: Cassava
kynipjo'manong See: ky- ni- po'ma-
non. [PaCh 0043)
Film.
kynishekano
no. [HeAl 0058]
See: ky- ni- seka -
Vt. English slbe tears it. Sranan Tonga ai
priti eng.See:Seka.
Category: Cassava Film.
kynishekapo:sa See: ky- ni- seka -
po(ty) -ja. [UrMa 0044]
Vt. English s/he tears it repeatedly.
SrananTongoai pritprit eng.
See: seka. Category: Cassava Film.
no. [HeMa 0037]
Vt. English s/he takes it out. Sranan
Tonga ai puru eng. See: so'ka.
Category: Cassava Film.
kynitjai See: ky- ni- ka -I. UoKa 0014]
Vt. English slbe removes it. Sranan
Tonga ai puru eng. See: ka.
Category: Cassava Film.
kynitjakato See: ky- ni- kaka -tong.
UoKa 0047]
Vt. English they scrape it. Sranan
Tonga den krabu eng. See: kaka.
Category: Cassava Film.
kynitjamutanong See: ky- ni- kamu -
ta -non. [WiMa 0090]
V. English it flames. Sranan Tonga ai
teki flam. See: kamu.
Category: Cassava Film.
kynitjano See: ky- ni- ka - fi no.
Vt. English slbe removes it. Sranan
Tonga ai puru eng. See: ka.
Category: Cassava Film.
kynitjanong See: ky- ni- ka -non. UoKa
0027]
Vt. English slbe removes it. Sranan
Tonga ai puru eng. See: ka.
Category: Cassava Film.
kynitjary'tojang See: ky- ni- tary'to
-ja -ng. [UrMa 0007]
Vi. English s/he fills it. Sranan Tonga ai
furu eng. See: tary'to.
Category: Cassava Film.
kynitjatong See: ky- ni- ka -tong. [HeAl
0021]
kynisho'kano See: ky- ni- so'ka -
762
Vt. English slbe pulls (removes) them.
Sranan Tonga ai puru den. See: ka.
Category: Cassava Film.
kynitjerekatong See: ky- ni- kereka
-tong. [UrMa 0012]
Vt. English slbe pulls them off. Sranan
Tonga ai hari den puru.
See: kereka. Category: Cassava Film.
kynitjokotopo:sa See: ky- n- koto -
po(ty) -ja. [CF CeAr 0003]
Vt. English s/he cuts it up. Sranan
Tonga ai kat' kati eng.
See: koto. Category: Cassava Film.
kynitjororokanong See: ky- ni-
kororoka -non. [WiMa 0093]
Vt. English s/he pours it out. Sranan
Tonga ai trawe eng.
See: kororoka. Category: Cassava
Film.
kynitjotojang See: ky- ni- koto -
ja -ng.
Vt. English slbe chops it. Sranan Tonga ai
kati eng. See: koto.
Category: Cassava Film.
kynitjotopo:sa See: ky- ni- koto -
po(ty) -ja. [HeAl 0022]
Vt. English s/he cuts it repeatedly. Sranan
Tonga ai kat' kati eng.
See: koto. Category: Cassava Film.
kynitjotopo:sang See: ky- ni- koto -
po(ty) -ja -ng. UeNj 0044]
Vt. English slbe cuts it repeatedly. Sranan
Tonga ai kat' kati eng.
See: koto. Category: Cassava Film.
kynitjotopo:satong See: ky- ni- koto -
po(ty) -ja -tong. [MaCh 0013]
Vt. English s/he chops then repeatedly.
Sranan Tonga ai kap' kapu den.
See: koto. Category: Cassava Film.
kynitjumisha See: ky- ni-
kumi(ky) -ja. [HeAl 0026]
Vt. English s/he washes it. Sranan
Tongo ai wasi eng. See: kumi(ky).
Category: Cassava Film.
kynitjumi:shang See: ky- ni-
kumi(ky) -ja -ng. UoKa 0020]
Vt. English s/he washes it. Sranan
Tongo ai wasi eng. See: kuml(ky).
Category: Cassava Film.
kynitjumundoja See: ky- ni- tumung
-nto -ja. [HeAl 0009]
Vt. English s/he heaps it. Sranan Tongo ai
poti eng na ipi. See: tumung.
Category: Cassava Film.
kynitjupija See: ky- ni- kupi -ja. [HeAl
0040]
Vt. English s/he moistens it. Sranan
Tongo ai nati eng. See: kupi.
Category: Cassava Film.
kynitjyja See: ky- ni- ky -ja. [CeAr
0020]
Vt. English s/he grates it. Sranan Tongo ai
griti eng. See: kyo
Category: Cassava Film.
kynitjyjang See: ky- ni- ky -ja -ng.
[MaCh 0019J
Vt. English s/he grates it. Sranan Tongo ai
griti eng. See: kyo
Category: Cassava Film.
kyniwijeritjanong See: ky- ni- weri -
ka -non. UuAI 0005]
Vt. English s/he removes the leaves.
Sranan Tongo ai krim den
wiwiri. See: weri.
Category: Cassava Film.
kyniwjeritjano See: ky- ni- weri -
ka -no. UoKa 0006J
Vt. English s/he removes leaves. Sranan
Tongo ai puru wiwiri. See: weri.
Category: Cassava Film.
kyniwjeritjanong See: ky- ni- weri -
ka -non. [UrMa 0005]
763
Vt. English s/he removes the leaves.
Sranan Tongo ai krim den
wiwiri. See: weri.
Category: Cassava Film.
kyniwjojang See: ky- ni- wo -ja -ng.
[WiMa 0071]
Vt. English s/he beats it. Sranan Tongo ai
fan eng. See: WO.
Category: Cassava Film.
kynokyja See: ky- n- wot- ky -ja.
[HeAl 0027]
V English s/he grates. Sranan Tongo ai
gri ti. See: kyo Category: Cassava
Film.
kynokyjang See: ky- n- wot- ky -ja -ng.
[HeAl 0027]
V English s/he grates. Sranan Tongo a i
gri ti. See: kyo Category: Cassava
Film.
kynomanong See: ky- n- oma -
ng.
Va. English it falls. Sranan Tongo ai
fadon. See: oma. Category: Cassava
Film.
kynopitjano See: ky- n- wot- pika -no.
[HeAl 0024]
Va. English s/he peels. Sranan Tongo ai
piri. See: pika. Category: Cassava
Film.
kynopitjanong See: ky- n- wos-
pika -non. [UrMa 001 7J
V. English s/he peels. Sranan Tongo ai
krabu. See: pika. Category: Cassava
Film.
kynopitjanong See: ky- n- wos-
pitja -non. [UrMa 0026]
Vt. English s/he spreads it. Sranan
Tongo ai bradi eng. See: pitja.
Category: Cassava Film.
kynopopo:satong See: ky- n- opopo-
po(ty) -ja -tong. UoKa 0031]
Va. English they peek repeatedly. Sranan
Tongo den e 1ukuluku.
See: opopo. Category: Cassava Film.
kynopo:jang See: ky- n- wot-
po(my) -ja -ng. UeNj 0005]
V. English slbe plants. Sranan Tongo ai
prani. See: po(my).
Category: Cassava Film.
kynopo:sang See: ky- n- opo(ty)
-ja -ng. [WiMa 0131]
Va. English slbe looks. Sranan Tongo ai
luku. See: opo(ty).
Category: Cassava Film.
kynoruja See: ky- n- uro -ja. [HeAl
0045]
Vt. English slbe blows it. Sranan Tongo ai
wai eng. See: uro.
Category: Cassava Film.
kynosejukano See: ky- n- wos-
ejuka - fi no. [CeAr 0023]
V. English it drips. Sranan Tongo a i
dropu. See: ejuka.
Category: Cassava Film.
kynose'keija See: ky- n- wos- e'kei -ja.
[MaCh 0033]
V. English she bakes. Sranan Tongo ai
baka. See: e'kei. Category: Cassava
Film.
kynose'keijang See: ky- n- wos-
e'kei -ja -ng. UeNj 0039]
V. English slbe bakes. Sranan Tongo ai
baka. See: e'kei. Category: Cassava
Film.
kynosekeipjo:sang See: ky- wos- e'kei
-po(ty) -ja -ng. UuAI 0049]
V. English slbe bakes repeatedly. Sranan
Tongo ai bakabaka. See: e'kei.
Category: Cassava Film.
kynotandy'moja See: ky- n- wot-
andy'mo -ja. [CeAr 0024]
Va. English slbe sits. Sranan Tongo ai
sidon. See: andy'mo.
Category: Cassava Film.
764
kynotandy'mojang See: ky- n- wot-
andy'mo -ja -ng. UuAI 0034]
V. English slbe sits down. Sranan
Tongo ai sidon. See: andy'mo.
Category: Cassava Film.
kynotandymotang See: ky- n- wot-
andy'mo -take -ng. UuAI 0030]
V. English slbe will sit down. Sranan
Tongo a 0 sidon. See: andy'mo.
Category: Cassava Film.
kynotarymoja See: ky- n- wot-
arymo -ja. UoKa 0024]
V. English slbe squeezes. Sranan Tongo ai
pers. See: arymo. Category: Cassava
Film.
kynotarymojang See: ky- n- wot-
arymo -ja -ng. UeNj 0025]
V. English slbe squeezes. Sranan Tongo ai
pers. See: arymo. Category: Cassava
Film.
kynotjororokanong See: ky- n-
wot- kororoka -non. [UrMa 0016]
V. English slbe pours. Sranan Tongo ai
t rowe. See: kororoka.
Category: Cassava Film.
kynoto English bird.sp. Sranan
Tongo fowroe. sp; pongpong.
N. Category: animal bird.
kynotyjang See: ky- n- oty -ja -ng.
[HeMa 0054]
Vt. English slbe does it. Sranan Tongo ai
sani eng. See: oty.
Category: Cassava Film.
kyno:manong See: ky- n- 0 fi ma
-non. [HeMa 0003]
Va. English it falls. Sranan Tongo ai
fadon. See: 0 fi mao
Category: Cassava Film.
kyno:se See: ky- n- o(py) -se. [WiMa
0069]
765
-to. [JoKa 0049]
Vt. English s/he picks it up. Sranan
Tonga ai opo eng. See: unema.
Category: Cassava Film.
non. [JoKa 0030]
Vt. English s/he sifts it. Sranan Tonga a i
seif eng. See: u'na.
Category: Cassava Film.
no. [HeAl 0057]
Vt. English s/he flips it. Sranan Tonga ai
drai eng. See: urima.
Category: Cassava Film.
no. [HeMa 0060]
Vt. English s/he flips it. Sranan Tonga a i
drai eng. See: urima.
Category: Cassava Film.
Vt. English s/he blows it. Sranan Tonga ai
wai eng. See: uro.
Category: Cassava Film.
kyny:po:sa See: ky- n- y(ry) -po(ty) -ja.
[JoKa 0016]
Vt. English s/he puts it repeatedly. Sranan
Tonga ai pot' poti eng.
See: y(ry). Category: Cassava Film.
kyny:satong See: ky- n- y(to) -ja -tong.
[JeNj 0013]
Va. English they go. Sranan Tonga den e
go. See: y(to). Category: Cassava
Film.
kyny:tang See: ky- n- y(ry) -take -ng.
[JuAI0050]
kynyjatong See: ky- n- y(ry) -ja -tong.
[JuAI0030]
Vt. English they put it. Sranan Tonga den
poti eng. See: y(ry).
Category: Cassava Film.
kynysa See: ky- n- y(tO) -ja. [CeAr 0045]
Va. English hlshe goes. Sranan Tonga ai
go. See: y(tO). Category: Cassava
Film.
kynysang See: ky- n- y(to) -ja -ng.
[JeNj 0012]
Va. English s/he goes. Sranan Tonga ai
go. See: y(tO). Category: Cassava
Film.
See: ky- n- y(ry) -ja. [CeAr
0015]
Vt. English s/he puts it. Sranan Tonga ai
poti eng. See: y(ry).
Category: Cassava Film.
kyny:jang See: ky- n- y(ry) -ja -ng.
[JeNj 0045]
Vt. English s/he put it. Sranan Tonga a
poti eng. See: y(ry).
Category: Cassava Film.
kyny:jato See: ky- n- y(ry) -ja -to.
[JoKa 0039]
Vt. English they put it. Sranan Tonga den
poti eng. See: e'i.
Category: Cassava Film.
kyny:ja
See: ky- n- urima -
See: ky- n- u'na -
See: ky- n- urima -
See: ky- n- unema
See: ky- n- urima -
kynu'nanong
kynurimjano
kynurindjanong
non. [WiMa 01211
Vt. English s/he turns it around. Sranan
Tonga ai poti eng tra fasi.
See: urima. Category: Cassava Film.
kynuroja See: ky- n- uro -ja. [HeMa
0051]
kynunemato
Va. English s/he comes for the purpose
ofX. Sranan Tonga a kon foe X.
See: O(py). Category: Cassava Film.
kynu Category: Cassava Film.
kynuku:sang See: ky- n- uku(ty)
-ja -ng. [WiMa 0084]
Vt. English s/he knows it. Sranan Tonga a
sabi eng. See: uku(ty).
Category: Cassava Film.
kynu'nano See: ky- n- u'na -no. [UrMa
0030]
Vt. English s/he sifts it. Sranan Tonga a i
seif eng. See: u'na.
Category: Cassava Film.
kynurindjano
766
kyshitia:satona See: kvs- ka(ov) -ia
"" - , .. , ....
-tong. [WiMa 0007]
Vt. English we two make them. Sranan
Tongo wi e meki den. See: ka(py).
Category: Cassava Film.
kysapoisheng See: kys- apoi -
seng. [WiMa 0113]
Vt. English let us hold it. Sranan
Tongomeki wi hori eng.
See: apoi. Category: Cassava Film.
English I +2Sa. Sranan Tongo 1+2Sa.
prs. Sranan Tongo mi nanga joe
doe eng nanga Va
werkwordt.
kys iu English monkey.sp. Sranan
Tongo keskesi. sp.
N. Category: animal mammal.
Kysuwini English Cosewijne.River. Sranan
Tongo Cosewi j ne . Liba. [Intrv.WiTo
0113]
Geo.N.
kyt-
kytatong English I +2.Cop.CoIl; we.are.
Sranan Tongo wi. de. [MC02 00121;
Cassava Demo WiMa 0076]
Va. English be. Sranan Tongo de.
kyte'j See: kyt- e'i. [WiMa 0112]
Va. English we become. Sranan Tongo wi
kon de. See: e'i. Category: Cassava
Film.
kyteijatong See: kyt- e'i -ja -tong. [WiMa
0075]
Va. English we are being. Sranan
Tongo wi de. See: e'i.
Category: Cassava Film.
kyteisheng See: kyt- e'i -seng. [WiMa
0057]
Va. English let us be. Sranan Tongo me ki
wi de. See: e'i. Category: Cassava
Film.
kytopoisheng See: kyt- wos-
po(my) -se -ng. [WiMa 0033]
Vt. English let us plant. Sranan
Tongomeki wi prani.
See: po(my). Category: Cassava Film.
kytopo:satong See: kyt- opo(ty) -ja
-tong. [WiMa 0100]
Va. English we see. Sranan Tongo wi s i.
See: OpO(ty). Categoty: Cassava Film.
kyweidjykong See: ky- w- e'i -ry-
kong. [WiMa 0018]
Va. English they are. Sranan Tongo den
de. See: e'i. Category: Cassava Film.
English make. Sranan Tongo me ki.
Vt.
Vt. English s/he will put it. Sranan Tongo a
o poti eng. See: y(ry).
Category: Cassava Film.
English 1+2A. Sranan Tongo 1 + 2A.
prs. English me and you, we two A with
transitive verbs. Sranan Tongo mi
nanga joe, wi toe, e
gebruik foe taki joe
nanga mi doe eng nanga vt
werkword.
English goods. Sranan Tongo sani.
N.
kyryja See: kyry -ja. [HeAl 0039)
Vt. English s/he makes (0). Sranan
Tongo ai me ki (eng) . See: y(ry).
Category: Cassava Film.
kyse
kyry
kyry
English case. Sranan Tongo kasi.
N. Category: culture artifact.
kysenejatong See: kys- ene -ja -
tong. [WiMa 0136]
Vt. English we see it. Sranan Tongo wi
si eng. See: ene.
Category: Cassava Film.
kys-
kyryjang See: kyry -ja -ng. UeNj 0037]
Vt. English s/he makes (0). Sranan
Tongo ai me ki (eng). See: y(ry).
Category: Cassava Film.
kyrykyryma English rub; scrape. Sranan
Tongo lobi; krabu.
Vt. [HeAl FF00040]
767
kyy English Interj. Sranan Tongo kyyy.
Inter}.
Kyyyy English hey! Sranan Tongo SOOOO.
Int}.
L -
Vt.
English love. Sranan Tongo lobi.
Vt. From: ST.
English river. Sranan Tongo 1 iba.
N. From: Sranan Tongo.
liba
lobi
English rubber.boots. Sranan Tongo lars.
[MC02 00225]
N.
lars
English thus. Sranan Tongo leki.
A. From: Sranan Tongo.
leni English lend. Sranan Tongo leni. [MC02
00225]
leki
M m
m- English 2A; 2Sa. Sranan Tongo 2A; 2Sa.
prs. English you; 2A for transitive
verbs; 2Sa for intransitive. Sranan
Tongo j oe doe eng foe Vt of
Va werkwordt.
mainja English field; garden. Sranan
Tongogron; djari.
Hollands kostgrondje.
m- English Gen.Hum. Sranan
Tonga joe. wan.
pos. English genitive.
ma
-ma
English but. Sranan Tongo rna r.
Ptc. From: Sranan Tongo.
English Chg.
Vzr. English changes a noun to a verb
with the meaning 'cause to become;
produce; provide; handle'. Sranan
Tonga ai kenki wan naamwoord
go na wan werkwoord nanga
a betekkenis 'meki kon
foe de; gi I • Kari'njama;
auhtyma to cause to become human;
build a house for someone. me ki
kon wan libi s'ma; bauw
wan oso gi wan s'ma.
mae English alas! Sranan Tongo t j e !
Int}.
mae English Voc.
N. Category: kinship.
768
ma(na) English 2.Cop. Sranan Tonga j oe . de.
Va.
mama English mother. Sranan Tonga mama.
N. English "vocative," that is, used
when the person is being addressed.
Sranan Tonga ai gebruik for
kari as' rna.
Makanowaka English Makanowaka.
Sranan Tonga Makanowaka.
Nm.
Makydona English McDonald. Sranan
Tonga Makdona.
Nm.
ma'matakara English fish.sp. Sranan
Tonga fisi . sp.
N. Category: animal fish.
ma'mi English boy. Sranan Tonga boi.
N. English "vocative," that is, used
when the person is being addressed.
Sranan Tonga ai gebruik for
kari as' rna.
English sieve. Sranan Tonga seif.
N. Category: culture artifact.
N. English h/her pepper water. Sranan
Tonga na pepre watra foe
eng. See: tumaitju(po).
Category: Cassava Film.
maka English spine; thorn. Sranan Tonga maka.
N.
maka sriba English fish.sp. Sranan
Tonga fisi . sp.
N. Sranan Tongomaka sriba. [5ranan
Tongo]
manare
manarery See: manare -ry. [HeMa 0041]
N. English h/her sieve. Sranan Tonga eng
seif. See: manare.
Category: Cassava Film.
mandong English 3.Cop.Col; 2.Cop.Col;
2.Cop.CoI.Intrg. Sranan
Tonga den. de; unu. de;
unu. de? See: mang -tong; ma(na)
-tong; ma(na) -ng -tong. [WiMa
00531
N. English Residents of Konomerume
are subsistence farmers. Most
families cut, burn, and plant a new
field at least once per year, during the
dry season. The /mainja/ is much more
than a garden--it is where families
grow their main staple, cassava, along
with various other fruits and
vegetables. Fields are generally at
least 30 minutes' walk or boat ride
away from the home. Much of the
year is spent in activities devoted to
the field. Sranan Tonga Den s'ma
for Konomerume e prani
gron foe den libi. Ala
jari, de mestaal foe den
famirie e koti, bron, en
prani wan nieuw gron, na
drei ten. Na /mainja/ de
moro leki wan djari--na a
presi pe den s'ma e gro
na moro belangerijk sani
foe njan, kasaba.
Owktoe, den prani tratra
sani leki gruntoe. Foe
doro na den mestaal foe
den gron, den s'ma musu
waka futu of g'we nanga
boto for moro leki 30
minuut. Den s'ma e speni
furu ten na tapoe gron
wroko. Mainja wa wysa. I go to my
field. Mi e go na gron. Ik ga
naar het kostgrondje. Category: culture
artifact.
mainjahto English without.garden. Sranan
Tonga sondro. gron. See: mainja -
hto.
N. See: mainja.
mainjary See: mainja -ry. [HeAl 0005]
N. English h/her field. Sranan Tonga eng
gron. See: mainja.
Category: Cassava Film.
maipu ri English tapir. Sranan
Tongobotru.
N. Category: animal mammal.
maitjuru See: tumaitju(po) -ry. [(eAr
0045]
769
mapa English ashore. Sranan Tonga shoro.
A.
maponaka English to.ashore. Sranan
Tonga na • shoro.
mapiwara English tree.sp. Sranan
Tonga bon. sp.
N. Category: plant tree.
mang English 3.Cop; 2.Cop; 2.Cop.Intrg.
Sranan Tonga eng. de ; joe. de;
joe.de?
Va.
N. English A large, round rattle made
from a calabash gourd. Also the name
of the dance that's danced to maraka
music. Maraka is often played and
danced at funeral and memorial
ceremonies. [MC0200139]
Category: culture artifact.
marakaja Englishjaguar.sp. Sranan
Tonga tigri. sp.
N. Category: animal mammal.
Marauni English Maroni. Sranan
Tonga Maroni.
Geo.N.
masawary See: masawa -ry. [HeAl 0064]
N. English h/her fishing net. Sranan
Tonga eng net. See: masawa.
Category: Cassava Film.
mashipje English tall. Sranan Tonga langa.
A. Mashipje memba mang! Slhe is
so tall! A langa so te! [PaCh
0035]
masiyriry English fly.sp. Sranan
Tonga freifrei. sp.
N. Category: animal arthropod.
mas'pasi English Emancipation.Day.
Sranan Tonga Masi. Pasi.
Nm. From: ST.
English Marius. Sranan Tonga Ma r ius.
Nm.
marija English knife. Sranan Tonga nefi.
N. Category: culture artifact.
mariki English mark. Sranan Tonga rna r ki.
N. From: Sranan Tongo.
mara English with. Sranan Tonga nanga.
Pp.
masawa English fishing.nets. Sranan
Tonga fisi. net.
N.
Mari
English obliquely.
Pte. [Cassava Film CeAr 0048]
Va. English they are; you.PL are; are
you.PL? Sranan Tonga den de;
unu . de; unu. de? See: mango
Category: Cassava Film.
., .
man I WI English fish.sp. Sranan
Tonga fisi. sp.
N. English prickle fish (Hoff 1968:103).
Category: animal fish.
mankeri English injury. Sranan
Tongomankeri. [FM-MA 00380]
N. From: ST.
man ko English mango. Sranan Tonga manj a.
N. Category: plant tree fruit.
manompo English not.happened. Sranan
Tonga no. p' sa.
Pte.
A. See: mapa.
mapu ru English staff.
N. Category: culture artifact.
marai English wood.hen. Sranan
Tonga fowroe. sp.
N. Category: animal bird.
maraka English rattle. Sranan
Tongomaraka.
manong
masuwa English fish.trap. Sranan
Tonga fisi. dj am.
N. Category: culture artifact.
770
masuwana English Masuwana. Sranan
Tonga Masuwana.
Geo.N.
mau mau English plant.sp. Sranan
Tongoprani. sp.
N. Category: plant.
mauru English cotton. Sranan Tonga katun.
Hollands katoen.
N. Category: plant.
Mavis Nm.
- mbo English Pst; former; devalued. Sranan
Tonga p' sa; owroe;
no. boeng . wan.
chg; Nzr. English can attach to both
nouns and verbs, as well as
adpositions and demonstratives;
nominalizer when attached to verbs.
Sranan Tonga kan fasi na
werkwordt nanga naamwordt
plus
bijvoeglijknaamwoorden
nanga achterzetsel; ai
tron werkwordt go na
naamwordt. konymbo (k- ene -
mbo) our former seeing. wi ne si
eng moro. [WiMa 0075]
-mboto English num. Sranan Tonga ten.
azr? English Suffix that attaches to
numbers to indicate 'so many times.'.
Sranan Tonga Ai fa s i na den
nummer foe beteken 'so
meni leisi.'. oko > okomboto
two> twice. toe > toe leisi.
See: 'ma(ty) -i. [CeAr 0022]
Vo. English fmished. Sranan
Tonga klari. See: 'ma(ty).
Category: Cassava Film.
ma:tong See: 'ma(ty) -tong. UoKa 0055]
Vo. English they fmish. Sranan Tonga den
klari. See: 'ma(ty).
Category: Cassava Film.
English make. Sranan Tonga me ki.
Vt. From: ST.
meko English small. Sranan Tonga pi kin.
A.
meki
me English Attr; Ess.
Pp; Pte. English as. Sranan Tonga leki.
meester English teacher. Sranan
Tonga leer. kracht.
N. From: Dutch.
ma:i
English razor. Sranan
English mate; friend; Suriname.Maroon.
Sranan Tonga rna ti; OJ uka.
Hollands vriend.
N. Category: social. From: Sranan
Tongo.
Matipijo Nm.
mati
mawasa
mata English mortar. Sranan Tonga rna t a.
N. From: Sranan Tongo.
matapi English manioc.press. Sranan
Tonga rna tapi.
N. English special woven basket used to
press grated cassava in order to
remove the poisonous liquid. Sranan
Too~spesrutu baskita san e
gebruik foe pers kasaba
san griti k'ba foe puru
na vergiftig watra foe
eng. Category: culture artifact.
matasapai English matapi.stick. Sranan
Tonga rnatapi . ti ki.
N. English stick that is placed in the
bottom end of a matapi and sat on,
used like a lever to put pressure on the
matapi. Sranan Tonga tiki san e
poti na ini na ondrosei
foe na matapi, dan a s'ma
e sidon na eng tapu foe
pers na kasaba ini na
matapi.
mawi
Tonga sker. mest.
N. Category: culture artifact.
English fish.sp. Sranan Tonga fisi. sp.
N. Category: animal fish.
membo English Intns. Sranan
Tonga moro . furu.
Pte.
771
mempo English quite. Sranan
Tonga let. so.
Pte.
menta English bleed; menstruate. Sranan
Tongobrudu; kisi.mun.siki.
See: menu -tao
Va.
menka English bleed. Sranan Tonga brudu.
Vt.
menka English sort.
Vt.
0114]
Vt. English you will see. Sranan
Tonga joe 0 si. See: ene.
Category: Cassava Film.
menka English watch. Sranan Tonga 1 uku.
Vt.
Vt. English write, also commonly used
to describe 'painting' or decorating
cassava bread as it is baking. Sranan
Tongoskrifi, mar owktoe
peni leki te wan s'ma e
peni kasaba brede foe
meki a mooie. Kynimjeroja. Slhe
paints it. Ai peni eng. [MaCh 0040]
mi English late; dead; deceased. Sranan
Tonga dede; sargie.
mero English at.once; when. Sranan
TongonOwnow; teo
Pte.
metamy English later. Sranan Tonga dalak.
A. [CeAr FF00032]
meta
mero English Intns. Sranan Tonga moro • furu.
Pte. Moko mero 'ne toroke. That
person is too angry. As' rna da t i
de tumsi atibron.
English reason. Sranan Tonga saide.
[FM-MA 00548]
N.
m'hm 'bmEnglish m . Sranan Tonga m ' hm.
Inter).
mete
mery English drawing. Sranan Tonga S kr i f i.
N.
meseku English baby. Sranan
Tongopikin.
N. Sranan Tonga baby, youngest
child in family. Hollandsna
mora pikin wan foe wan famirie.
English put.marks. Sranan
Tonga poti •marki.
Vt.
merone English like.that. Sranan
Tonga net. so.
Pte.
See: m- ene -take. [WiMa
mene English difficult; very.good; Intns. Sranan
Tongomuilij k; heri .boeng.
A; Pte. [Mauru 00029]
meneja See: m- ene -ja. [HeMa 0007]
Vt. English you see it. Sranan Tonga j oe
e si eng. See: ene.
Category: Cassava Film.
menejatong See: m- ene -ja -tong. UuAI
0010]
Vt. English you all see it. Sranan Tonga wi
e si eng. See: ene.
Category: Cassava Film.
menetake
menu English blood. Sranan Tonga brudu.
N. Category: body.
merima English rub. Sranan Tonga lobi.
Vt. [MaAI FF00045 Borrowing with -rna?
don't know where from... check!]
merki English milk.powder. Sranan
Tongomerki.
N. Category: cuiture artifact. From:
Sranan Tongo.
Merlona Nm.
mero English write. Sranan Tonga S krifi.
mita
mjja
mity
Ptc. English used after the name or title
(e.g. 'father') of someone who is
deceased, like English "The late XX".
Sranan Tongo ai gebruik baka na
nen of titel (b.v.
'papa') foe wan s'ma san
kon dede, leki Sranan
Tongo "Sargie XX".
Mihtari English Nickerie. Sranan
Tongo Nickerie.
Geo.N.
English to.other.side. Sranan
Tongo na. tra. sei.
A.
mjjarjjary See: i- marija -ry. [JoKa 0019]
N. English h/her knife. Sranan Tongo eng
nefi. See: marija. Category: Cassava
Film.
mjjaro English there. Sranan Tongo drape.
A.
mijerory See: i- mero -ry. [HeMa 0057]
N. English writing. Sranan Tongo San a
peni. See: mero. Category: Cassava
Film.
mi'me English sleepy. Sranan Tongo weri;
wani . sribi.
A.
mi'memy English get.sleepy. Sranan
Tongo kon. weri.
Vo.
mipjasa See: m- pa -ja. [WiMa 001 J]
Vt. English you throw it away. Sranan
Tongo joe e trowe eng. See: pa.
Category: Cassava Film.
mipjo:ja See: m- po(my) -ja. [WiMa
0012]
Vt. English you plant it. Sranan Tongo joe
e prani eng. See: po(my).
Category: Cassava Film.
English get.roots. Sranan
Tongo kisi .lutu.
Va. See: mity.
mitjaje See: m- ka -e. [WiMa 0036]
772
Vt. English you remove it. Sranan
Tongo joe e puru eng. See: ka.
Category: Cassava Film.
mitjumi:sha See: m- kumi(ky) -ja. [WiMa
0047]
Vt. English you wash it. Sranan Tongo joe
e wasi eng. See: kumi(ky).
Category: Cassava Film.
English root. Sranan Tongo 1u t u.
N. Category: nature.
mjainjary See: i- mainja -ry. [HeAl 0012]
N. English h/her field. Sranan Tongo eng
gron. See: mainja.
Category: Cassava Film.
mjainjarykong See: j- mainja -ry-
kong. [JuAI0019]
N. English their field. Sranan Tongo den
gron. See: mainja.
Category: Cassava Film.
mjanarery See: i- manare -ry. [WiMa
0073]
N. English h/her sieve. Sranan Tongo na
seif foe eng. See: manare.
Category: Cassava Film.
mjarjjary See: i- marija -ry. [MaCh
0016]
N. English h/her knife. Sranan Tongo eng
nefi. See: marija. Category: Cassava
Film.
mjaroinje See: i- maro -ine. [JuAI0078;
IntrvWiTo 0162]
Pp. English together with them. Sranan
Tongo nanga den. See: maro.
Category: Cassava Film.
mjatapiry English h/her matapi. Sranan
Tongo eng matapi. See: i- matapi -
ry; matapi. Category: Cassava Film.
mje English after i-ending words. Sranan
Tongo baka wortu san k' ba
nanga / i /. See: 'me; me.
Category: Cassava Film.
rnjunu See: i- munu. [PaCh 0020]
m'm
-mo
N. English its fruit. Sranan Tonga na
froktu foe eng. See: munu.
Category: Cassava Film.
English Hes. Sranan Tonga rn 'rn.
Int}.
English?
vzr?
773
DPro. English h/her over there. Sranan
Tonga as' rna dati.
moky English send. Sranan Tonga seni.
Vt.
mokyne English in.large.number; many.
Sranan Tonga furu.
Ptc.
[FF MaAI 00039]
mo' English that. Sranan Tonga dati.
See: moro. Category: Cassava Film.
moja See: 'mo -ja. [HeAl 0032]
Vt. English s/he breaks (0). Sranan
Tonga ai broko (eng). See: 'mo.
Category: Cassava Film.
mo'ja English over.there; to.yonder. Sranan
Tonga drape.
A.
mojang English 3AnPxCol; them. Sranan
Tonga den. s 'rna. dati.
DPro.
moma English shoo; frighten. Sranan
Tongojagi; skreki. [FFCeAr0020]
Vt.
mombo See: moro -mbo. [HeMa 0056]
Pro. English after that. Sranan
Tonga baka dati. See: moro.
Category: Cassava Film.
mo'moko
Vt.
momo(ky) English wait. Sranan Tonga wakti.
Vt. [MaAI FF00068]
-mon English Ent.Col.
mojano Category: Cassava Film. nzr.
moje English there; yonder. Sranan
Tonga drape.
A.
mojembo See: moje -mbo. [WiMa 0092]
A. English way over there. Sranan
Tonga so fara. See: moje.
Category: Cassava Film.
mo'kang English 3AnMdCol; them. Sranan
Tonga den. s I rna. dati.
DPro.
mo'karo English 3AnMdCol; them. Sranan
Tonga den. s 'rna. dati.
DPro.
mo'ko See: mohko. Category: Cassava Film.
mo'ko English 3AnMd; h/she. Sranan Tonga eng.
DPro. English hlshe, h/her. Sranan
Tonge eng (libi s' Ina) ~
moksi English mixed. Sranan Tonga rnoksi.
[Intrv.WiTo 0074]
N.
moky English 3AnMd; hlher. Sranan Tonga eng.
mona English thievery; theft. Sranan
Tonga fufuru.
N. Category: culture.
monata English steal. Sranan
Tonga fufuru. See: mona -tao
Vo. See: mona.
monawa English steal. Sranan
Tonga fufuru. See: mona -wa.
Vo. See: mona.
mondo English present; alive; there.
Sranan Tonga drape.
A.
monte English Monday. Sranan Tonga rnundei.
N. From: Sranan Tongo.
monto English win. Sranan Tonga wini.
Vo.
mony English 3InRm. Sranan Tonga eng.
DPro. [Mauru 00043]
mo'nynenkoropo
English day.before.yesterday.
Sranan Tonga t r a . e s de i.
A.
monyngojaro
English day .before.yesterday.
Sranan Tonga tra. esdei.
A.
mo'nynkoropo
English day.after.tomoITow.
Sranan Tonga tra. tamara.
A.
mopo:sa See: 'mo -pO(ty) -ja. UoKa
0028]
Vt. English s/he breaks it up repeatedly.
Sranan Tonga ai brokobroko eng.
See: 'mo. Category: Cassava Film.
mopo:sang See: 'mo -pO(ty) -ja -ng.
[UrMa 0027)
Vt. English s/he breaks (0) up
repeatedly. Sranan Tonga ai
brokobroko (eng). See: 'mo.
Category: Cassava Film.
morgU English morning. Sranan Tonga morgu.
[FM-MA 00556]
N. English Used as a greeting. [FM-MA
00556]
774
Adv. English Like leropo/, this is
historically a postpositional pharase
Imoro pol, combining a demonstrative
pronoun, 3.Jnan.Dist, with the locative
postposition Ipo/. Syntactically, the
form still behaves as a postpositional
phrase, often acting as a complement
of the copula, Ia!. Category: Cassava
Film.
mory English noise. Sranan Tonga barbari.
N. English e.g. of a drum. Sranan
Tonga b . v. foe wan dron.
moryka English make.noise. Sranan
Tongomeki .barbari. See: mory-
ka.
Vt. See: mory.
morywa English rumble. Sranan
Tongomeki. barbari. See: mory-
wa.
Vo. English e.g. ofa drum. Sranan
Tonga b. v. foe wan dron.
See: mory.
mose English 3AnPx; h/her. Sranan
Tonga eng. dj aso.
DPro.
mosin English length. Sranan Tonga lengte.
N.
mo(ty) English cook; boil. Sranan Tonga bori.
Vo.
motywoky English high. spot. Sranan
Tonga hei. presi.
N.
mo:kato'me See: mo(ty) -ka -to'me.
[PaCh 0029]
Vo. English in order to boil (0). Sranan
Tonga foe bori (eng).
moro English 3InMd; that. Sranan Tonga dati.
DPro.
mo(ro) English that. Sranan Tonga da ti.
See: moro; moro. Category: Cassava
Film.
morokong See: moro -kong. UeNj 0002]
Pro. English them. Sranan Tonga den.
See: moro. Category: Cassava Film.
moroma English overpower; overcome.
Sranan Tonga moro; hebi.
Vt.
mosipe
A.
English long. Sranan Tonga langa.
moropo English there. Sranan
Tonga drape. See: moro po. mpa
mpo
See: mo(ty). Category: Cassava Film.
English shoulder.blade. Sranan
Tango S koulder . blad.
N. Category: body.
English flatten. Sranan Tonga pIa tao
775
Vt.
chg. See: -mbo.
-mpo English Pst; former. Sranan
Tonga p r sa; owroe . wan.
Eth.N. English Outsider's name for
dialect of Kari'nja spoken in western
Suriname. Considered pejorative by
speakers who prefer their
autodesignation 'Aretyry' (west). Sranan
TongoNen san dorosei s'ma
gebruik for kari na
Kari'nja tonga san e taki
na west Suriname.
Kari'nja s'ma no lobi na
nen, den e kari den srefi
'Aretyry' (west).
muru muru English palm.tree.sp. Sranan
Tonga palm. bon. sp.
N. Category: plant tree palm.
mushiro English col.labor. Sranan
Tonga wroko. makandra.
N. English A work party held by a
"host" who feeds and makes kasiri for
those who help with the work. Sranan
Tonga Wan wroko makandra san
wan s'ma e kari. A s'ma
san kari eng e meki njan
nanga kasiri gi den s'ma
san kon jepi wroko.
Category: culture.
my English tie. Sranan Tonga tai.
Vt.
mure English seat; bench. Sranan
Tongosturu; banji.
N. Category: culture artifact.
Murokoto English Murokoto. Sranan
Tonga Murokoto.
Nm. English A spirit name. Sranan
Tonga Nen foe wan j ej e.
See: m- uku(ty) -take. [WiMa
Category: Cassava Film.
English remove.tubers. Sranan
Tonga hari .lutu.
Vt.
mukano See: muka -no. [HeAl 0017]
Vt. English s/he pulls (harvests) roots.
SrananTongoai puru (kasaba)
lutu. See: muka. Category: Cassava
Film.
muija
muka
muku:take
mukanong See: muka -non. [UrMa 0013]
Vt. English s/he removes the roots.
SrananTongoai hari den lutu
puru. See: muka. Category: Cassava
Film.
mukary English muka -ry. [HeMa 0022]
N. English root removal (harvest). Sranan
Tonga fa ai hari den lutu.
See: muka.
muku muku English plant.sp. Sranan
Tonga prani. sp.
N. Category: plant.
muku:sa See: m- uku(ty) -ja. [WiMa
0083]
Vt. English you know it. Sranan
Tonga j oe sabi eng. See: uku(ty).
Category: Cassava Film.
N.
See: my -ja -ng. UoKa 0053]
English Ent.
nzr. English patient nominalization.
myhkontoto English feeling.better. Sranan
Tonga firi .boeng .baka.
myjang
-my
myi English snare. Sranan Tonga ki s i.
N. Category: culture artifact.
myika English gnaw. Sranan Tonga kawkaw.
Vt.
0114]
Vt. English you will know. Sranan
Tonga j oe a sabi. See: uku(ty).
Category: Cassava Film.
munu English fruit. Sranan Tonga froktu.
N. English As in, fruit of a plant--can
refer to cassava roots. Sranan
Tonga Leki troktu toe wan
prani--kan de kasaba
lutu. UoKa0015]
murato English Murato. Sranan
Tonga Murata.
776
mysara English gill.
N. See: mynkary. [CeAr FF00093]
my:sa See: m- y(to) -ja.
Va. English you go. Sranan Tongo j oe e
go. See: y(to). Category: Cassava
Film.
myrekoko English child; young.man. Sranan
Tongo pikin. boi.
N. Category: culture social.
myriu English porcupine. Sranan Tongo agidj a.
N. Category: animal mammal.
myrokou English fish.sp. Sranan
Tongo fisi. sp.
N. Category: animal fish.
Vt. English slhe ties (0). Sranan Tongo ai
tai (eng). See: my.
Category: Cassava Film.
mykai See: m- yka -i. [JuAI DOll]
Vt. English you say it. Sranan Tongo joe
piki eng. See: yka.
Category: Cassava Film.
mynepu English stairs. Sranan
Tongo trapu.
N Category: culture artifact.
-myng English Priv. Sranan Tongo no. abi.
nzr. See: -byng.
mynkary English gill.slit.
N. See: mysara. Category: body.
mynoto English pregnant. Sranan
Tongo swanger.
N.
myry English look.atthat. Sranan
Tongo luku. wan. sani.
Inter}.
-namon
nahka English Surpr.
Ptc.
naka English towards. Sranan Tongo na.
Pp.
nakypyi See: n- akypy -i. [JoKa 0027]
Va. English slhe presses it together.
Sranan Tongo ai pers eng.
See: akypy. Category: Cassava Film.
namoi:sha See: n- amoi(ky) -ja. [MaCh
0005]
Vt. English slhe picks it up. Sranan
Tongo ai pi ki (opo) den.
See: amoi(ky). Category: Cassava
Film.
myre
N
n-
n-
-n
na
na
nae
English indeed; Dismay. Sranan
Tongo luku. wan. sani !
Ptc.
n
English 3.Pssr.
prs. English prefixes to /-ry/
nominalized verbs to indicate third
person possessor.
English 3A30; 3Sa; 3So. Sranan
Tongo eng.
prs. Sranan Tongo eng doe sani na
eng; eng doe eng. See: ni-.
English POS. Sranan Tongo foe. eng.
pas.
English 3.Cop. Sranan Tongo eng. de.
Va. English slhe/it is. Sranan Tongo a de.
English thus. Sranan Tongo so.
Ptc. From: Sranan Tongo.
English now; well. Sranan Tongo now;
we.
Ptc. nana
English A.Col.
nzr. See: -neny. [UrMaHeAI 00013]
English pineapple. Sranan Tongo nanasi.
777
English and.them. Sranan Tonga nde.
Pte.
naru'kato See: n- aru'ka -to. UoKa 0016]
Vt. English s/he puts them in. Sranan
Tonga ai lai den go ini.
See: aru'ka. Category: Cassava Film.
narymoja See: n- arymo -ja. [HeMa
0034]
Vt. English s/he squeezes it. Sranan
Tonga ai pers eng. See: arymo.
Category: Cassava Film.
natytaje See: n- atyta -e. [HeMa 0013]
Vo. English it grows. Sranan Tonga ai
gro. See: atyta. Category: Cassava
Film.
nawomyinjo See: n- awomy; - fi no. [CeAr
0039]
Va. English it rises. Sranan Tonga ai
opo. See: awomyi. Category: Cassava
Film.
ne'i
English so. Sranan Tonga SO.
Inter}.
See: n- e'i. [WiMa 0061]
Va. English s/he/it becomes. Sranan
Tonga ai kon foe de. See: e'i.
Category: Cassava Film.
ne'keija See: n- e'kei -ja. [PaCh 0033]
Vt. English s/he bakes it. Sranan Tonga ai
baka eng. See: e'kei.
Category: Cassava Film.
nde
n'do
-nang English Col. Sranan Tonga furu.
num. English Collective number for a
small subset of nouns. Sranan
TongoMoro leki wan foe
wantoe naamwordt. See: -kong.
enauhty> enau:nang sister>
sisters. sisa > den sisa.
N. Category: plant tree fruit.
na'neng English prior; first. Sranan
TongobifO; fosi.
Pte.
-nanon English Npos.
pos.
nanga English and. Sranan Tonga nanga.
Pte. From: ST.
nanka English with. Sranan Tonga nanga.
Pte. From: Sranan Tongo.
nardo Nm.
napa See: rapa. Category: Cassava Film.
napi rinta English get.slightly.drunk. Sranan
Tonga kon. pikinso. drungu.
Vt.
napoija See: n- apoi -ja. UoKa 0042]
Vt. English s/he holds it. Sranan Tonga ai
hori eng. See: apoi.
Category: Cassava Film.
naranga English scare; frighten. Sranan
Tonga Skreki. [FM-MA 00370]
Vo.
nekonare English Doubt. Sranan Tonga no. de.
Pte. English This doubt marking
particle is often used in interrogative
constructions as well as in general
statements ofdoubt. Prosody and
context disambiguate. Sranan
Tonga Disi e sori taki na
s'ma no de seiker over
wan sani. A kan de wan
vraag, mar mora furu e
sori taki a s'ma no de
seiker. Oty nare kysena:tato. I
don't know what we will eat. Mi no
sabi san wi go njan.
[UrMaHeAI00031]
See: ene -ko. [CeAr 0044]
Vt. English Look at it! Sranan Tonga Luku
eng! See: ene. Category: Cassava
Film.
nema:ja See: n- ema(my) -ja. UuAI
0006]
Vo. English s/he lives. Sranan Tonga ai
libi. See: ema(my).
Category: Cassava Film.
-neng English Pst5; Opt; Hort. Sranan
Tonga meki • wi. doe.
nitjai
tam. English let's X. Sranan Tongo kon
meki wi X.
-neng English one.who.does. Sranan
Tongo wan. san. doe.
Nzr. English verbal nominalizer
meaning 'one who does X'. Sranan
Tongo ai fasi na werkwordt
foe meki naamwordt san e
beteken 'na wan san e doe
X' . uku:neng (uku(ty) -neng)
expert. sabi man.
nento English respect; dread. Sranan
Tongo respeki.
Vt.
-neny English A.
nzr. See: -namon.
nero English authentic. Sranan Tongo echte.
Ptc. [MC02 001 51) From: Could it be
two particles, 'ne ro? cf. MC02
00151.
net English net. Sranan Tongo net.
N
netry See: net -ry. UuA10079]
N English h/her net. Sranan Tongo eng
net. See: net. Category: Cassava
Film.
-ng English Dbt. Sranan Tongo no. seiker.
TAM
ngano See: n- ka -no. [WiMa 0083]
Va. English s/he says. Sranan Tongo ai
taki. See: ka. Category: Cassava
Film.
ngato See: n- ka -tong. [WiMa 0054]
Va. English they say. Sranan Tongo den
taki. See: ka. Category: Cassava
Film.
ngatong See: n- ka -tong. [WiMa 0054)
Va. English they say. Sranan Tongo den
taki. See: ka. Category: Cassava
Film.
778
prs. See: n-.
nija'toja See: ni- ja'to -ja. [MaCh 0031]
Vt. English s/he puts firewood. Sranan
Tongo ai poto faj a udu.
See: ja'to. Category: Cassava Film.
nimjoku English hammock. Sranan
Tongo ama ka.
N. Category: culture artifact.
See: paty.
ni'mjopo:sa See: ni- 'mo -po(ty) -ja.
[HeMa 0038]
Vt. English s/he breaks it repeatedly.
Sranan Tongo ai brokobroko eng.
See: 'mo. Category: Cassava Film.
nipjasan See: ni- pa -ja -ng. [HeAl
0007)
Vt. English s/he throws it away. Sranan
Tongo ai trowe eng. See: pa.
Category: Cassava Film.
nipjomypo See: ni- po(my) -po. [HeMa
0011]
N. English the planted one. Sranan
Tongona wan di (a) prani.
See: po(my). Category: Cassava Film.
nipjotukano See: ni- potu; potu.
Category: Cassava Film.
nipjotykano See: ni- potyka -no. [HeMa
0039)
Vt. English s/he breaks it up. Sranan
Tongo ai pis' pisi eng.
See: potyka. Category: Cassava Film.
nirakapotyry See: ni- raka -po(ty)
-ry. [CeAr 0027)
N English the split one. Sranan Tongo na
wan di de priti k'ba.
See: raka. Category: Cassava Film.
See: ni- ka -i. UoKa 0017)
Vt. English s/he removes it. Sranan
Tongo ai puru eng. See: ka.
Category: Cassava Film.
ni- English 3AO; 3Sa; 3So; 3. Sranan
Tongo eng.
nitjaitjoja See: ni- kata -ja. (WiMa 0120)
779
Va. English slhe gets fat. Sranan Tongo ai
kon fa t u. See: kata.
Category: Cassava Film.
nitja'mai See: ni- ka -'rna -i. UoKa
0027]
Vt. English slhe fmishes removing it.
Sranan Tongo ai k' ba puru eng.
See: ka. Category: Cassava Film.
nitja'matong See: ni- ka -'ma-
tong. [MaCh 0014]
Vt. English they remove it. Sranan
Tongo den puru eng. See: ka.
Category: Cassava Film.
nitjato See: ni- ka -to. UoKa 0048]
Vt. English they remove it. Sranan
Tongo den puru eng. See: ka.
Category: Cassava Film.
Va. English it bums. Sranan Tongo ai
bron. [CeAr 0033] See: koro(ty).
nitjotoja See: ni- koto -ja. [WiMa 01381
Vt. English slhe cuts it. Sranan Tongo ai
koti eng. See: koto.
Category: Cassava Film.
nitjotopo:sa See: ni- koto -po(ty) -ja.
[HeMa 0023]
Vt. English s/he cuts it repeatedly. Sranan
Tongo ai kot' koti eng.
See: koto. Category: Cassava Film.
nitjyjang See: ni- ky -ja -ng. [HeMa
0031]
Vt. English s/he grates it. Sranan Tongo ai
griti eng. See: kyo
Category: Cassava Film.
njakotory See: i- n- akoto -ry. [UrMa
0002]
N. English the fallen one. Sranan Tongo a
wan di a fala. See: akoto.
N. English covering it. Sranan
Tongo tapu eng. See: nopong.
Category: Cassava Film.
njunapo See: i- n- una -po. [HeAl
0049]
N. English sifted one. Sranan Tongo a
sani di a seif. See: una.
Category: Cassava Film.
nitjoroty See: ni- koro(ty).
nn
no
no
-no
English yes. Sranan Tongo ai.
Inlj. English l.e. a &It;hmhm&gt;-like
sound for 'I understand.'. Sranan
Tonga 1. e. te j e taki
&It;hmhm&gt; for sori joe
verstan.
English leave. Sranan Tango g , we.
Vt.
English no. Sranan Tongo no.
Neg. From: Sranan Tongo.
English Ent; Gen.
Category: Cassava Film.
njopondory See: i- nopong -nto -ry.
[HeAl 0010]
780
no'kong See: no'kang.
Category: Cassava Film.
nohkan English snake. Sranan
Tonga sek' seki.
N. Category: animal reptile.
Tonga owroe . uma.
N. Category: social.
no'kang English wh.An.Col; who.PI?
Sranan Tonga suma?
lntrg; Pron.
num. English Suffixes to numbers to
indicate 'so many components.'. Sranan
TongoAi fasi na den nummer
foe beteken 'so furu
sani. ' . owing> owino one>
single. wan > a abi wan.
-no English Inf.
Nzr.
English old.woman. Sranan
English wh.An; who? Sranan
Tonga suma?
lntrg.
See: n- wot- kyo [(eAr 0022]
Va. English s/he grates. Sranan Tonga ai
griti. See: kyo Category: Cassava
Film.
noky
nohpoko
noky
nzr. English Suffix attaches to verbs,
nouns, and postpositions to create a
noun meaning 'one who is X.' The 1-
nol alternant occurs following 101 or
la!, and the I-ngl alternant occurs
following lei. In the latter case, [e> a
I -ng]. Also attaches to numerals to
form ordinals such as 'first,' 'second,'
'third,' etc., as well as iterative
adverbial meanings such as 'once,'
'twice,' etc. Sranan Tonga Na pi s i
disi e fasi na
werkwoorden, naamwoorden,
en achterzetselen foe
meki wan naamwoord san e
betekken 'na wan san e
X.' I-nol e fasi na
wortoe san e ende nanga
101 of la/, en I-ngl e
fasi na den wortoe san e
ende nanga lei. Te a
fasi na le/-wortoe, lei e
kenkie go na la/. Owktoe
e fasi na den nummer foe
meki wortoe leki
'eerste,' 'tweede,' of
wortoe leki 'wan leisi,'
'toe leisi, I en so forth.
ajaporitjono (aj- aporito -no) your
partner; Lit. the one beside you. a
par foe joe. [Intrv.WiTo 0153
jowinjo/ jowin -noj 'once'] [(eAr 0006]
nomo English menstruating. Sranan
Tongomenstruasie.
A.
nonanu:ja See: nono anu(my) -Ja. [HeAl
0008]
Vt. English s/he lifts (hoes) the dirt.
SrananTongoai tjapu na doti.
See: anu(my). Category: Cassava
Film.
-nong English Col.
-no
-no
-no
English Honor. Sranan Tonga Respeki.
chg. /o-ijo-no/ your respected
husband. na respeki masra
foe joe.
English Prs.Tns.Dbt. Sranan
Tonga nownow. See: -ja -ng.
tam. English Allomorph of -ja -ng,
following a-ending Vs. Sranan Tonga Ai
sori a sani p'sa nownow,
baka den werkwordt san e
ende nanga I al . See: -ja.
English nUll.
non
-non
English now; a.while; a.sec; one.who.is.
Sranan Tonga now; dj onsro;
eife.
Ptc.
English Prs.Tns.Dbt. Sranan
Tonga nownow.
TAM. See: -no.
nona
num. English more than one. Sranan
TongomOro leki wan. See: -kong.
English now. Sranan Tonga now.
Ptc. From: Sranan Tongo.
nose
noty
781
English or. Sranan Tonga nasa.
Con}.
English grandma. Sranan Tonga gran I rna.
Hollands oma.
nopong English cover; wrapper; blanket.
Sranan Tonga tapu; dexel.
Hollands deken.
N.
-nopo English Caus. Sranan Tonga meki. doe.
val. English altemant of -po after /a!
ending intransitives. Sranan Tonga na
srefi leki -po, mar e kon
baka werkwordt san e k'ba
nanga I a I. See: -pO; -ka; -nopy.
nopoko English grandmother;
old.woman. Sranan Tonga granma;
grani. uma.
N. [UrMaHeAI 00044]
nopondo
Vt.
nono English earth. Sranan Tonga dati.
N.
English cover. Sranan Tonga tapu.
[Cassava Demo UrMa 0008]
N. Category: kinship social.
now English now. Sranan Tonga now.
Ptc.
nowan English nO.one. Sranan Tonga no. wan.
N.
nownow English right.now. Sranan
Tonga nownow.
A. From: Sranan Tongo.
no:mai See: n- 0 fi rna -i. UeNj 000l]
Va. English it falls down. Sranan Tonga a
fadon. See: 0 fi rna.
Category: Cassava Film.
no:mano See: n- 0 fi rna -no. [HeMa
0004]
Va. English it falls. Sranan Tonga ai
fadon. See: 0 fi rna.
Category: Cassava Film.
-nopv English Caus.
val. English verbal causitive
transitivizer; person/thing being
caused to perform action has no
choice in the matter (as opposed to /-
pol, where causee has some
autonomy). Sranan Tonga ai fasi na
werkwordt nanga a
betekenis 'meki a s'ma
doe eng;' a de bijna leki
I-pol, mar na verschil na
te je gebruik I-nopy/, na
s'ma no mang twijfel
sref'srefi--a musu doe
eng. See: -po; -nopo; -ka.
-no(pv) English Caus.
Tvzr.
nta English mouth. Sranan Tonga mofo.
N. Category: body.
nte English Col.
num. English more than one. Sranan
TongomOro leki wan.
nto English there.you.are. Sranan
Tonga luku. dj a.
Int}.
-nto English chg.
Vz~ [HeAl FF00042, FF00047, Cassava
Demo 2006 HeAl 0009, 0010] See: -rna.
nu'naje See: n- u'na -e. [MaCh 0028]
Vt. English slhe sifted it. Sranan Tonga a
seif eng. See: u'na.
Category: Cassava Film.
FiUFiailO See: n- una -no. [HeAi UU.:lbJ
Vt. English slhe sifts it. Sranan Tonga ai
seif eng. See: una.
Category: Cassava Film.
nora See: noron. Category: Cassava Film~
noron English also; still; again; anymore; only.
Sranan Tango owktoe; ete;
ete.wan.leisi; soso.
Ptc. [FM-MA 00574] nunc English moon. Sranan Tonga mun.
782
nupima English make.love. Sranan
Tonga abi . relatie. sexual.
Vt.
nurindjai See: n- urima -i. UoKa 0046]
Vt. English s/he flips it. Sranan Tonga a i
drai eng. See: urima.
Category: Cassava Film.
N. Category: nature.
nunta English leave. Sranan
Tonga libi . na. baka.
Vt. English leave as in to leave alone or
leave behind. Sranan Tonga libi na
baka. Moro tomerymbo nondai
'ne. S/he left h/her bad manners
behind. Alibi na owru
maniri foe eng dati.
-ny
ny:ja
English POS. Sranan Tonga eng. wan.
pos. See: -ry.
nykaije See: n- yka -e. [WiMa 0070]
Vt. English s/he says it. Sranan Tonga ai
taki so. See: yka.
Category: Cassava Film.
nykong Category: Cassava Film.
nysatong See: n- y(to) -ja -tong. [WiMa
0022]
Va. English they go. Sranan Tonga den e
go. See: y(to). Category: Cassava
Film.
See: n- y(ry) -ja. [CeAr 0046J
Vt. English s/he puts it. Sranan Tonga ai
poti eng. See: y(ry).
Category: Cassava Film.English alive. Sranan Tonga na. libi.
A.
nuro
nuru English tongue. Sranan Tonga tongo.
N. Category: body.
o 0
N. Category: culture.
English why. Sranan Tonga saide.
English how; where. Sranan Tonga fa;
ope.
Intrg.
English whither. Sranan Tonga ope.
Intrg. English what direction. Sranan
Tonga sortu pasi.
oja
ohtonome
Intrg.
oinei
ohtono English cold. Sranan
Tonga kowroe.
N. Category: body.
ohto English whatever.
Intrg.
ohtone English on.one.side. Sranan
Tonga na. wan. sei.
A.
English 2. Sranan Tonga joe.
prs-. o'wa for you.
English greeting. Sranan Tonga groeten.
N.
English or. Sranan Tonga 0 f.
Ptc. From: ST.
English oh. Sranan Tonga oh.
Intj.
oh English oh. Sranan Tonga o.
Intj.
ohkatompo English dead.spirit. Sranan
Tonga dede . j ej e.
English hole. Sranan Tonga 010.
N. Category: nature.
ohten English when. Sranan Tonga aten.
Intrg. From: Sranan Tongo.
ohta
odi
of
o
0-
783
ojuhpo'pa English unhappy. Sranan
Tonga sari.
A.
omano English customs. Sranan
Tonga kul turu. sani.
N. Category: culture.
English louse. Sranan Tonga 10so.
N. Category: animal arthropod.
English family. Sranan Tonga famirie.
N. Category: kinship social.
oma:je See: ema(my) -e. [WiMa 0069]
Vo. English s/he lives. Sranan Tango ai
libi. See: ema(my).
Category: Cassava Film.
omepa English learn; teach (unspecified 0).
Sranan Tonga leri.
Vo.
omepako See: wot- emepa -ko. [WiMa
0112]
Vo. English learn (O)! Sranan Tonga leri
(disi) ! See: emepa.
Category: Cassava Film.
omepaneng English teacher. Sranan
Tango lerkracht.
N.
waarde. See: /tuwomuhka/
'competent'.
English uncle. Sranan Tonga omu. [Intrv
FIBr 0038]
N. From: ST.
omuhkahpa English clumsy; incompetent.
Sranan Tonga sondro. waarde.
A. English incompetent, without worth,
does not know how to do any useful
work such as planting or hunting.
Sranan Tonga a s'ma no abi
omy English enter. Sranan Tonga go. ini.
Va.
omyija Category: Cassava FUm.
omyja English beautiful.one; young.woman.
Sranan Tongo mooie; j ongoe . uma.
N.
omu
omi English poverty. Sranan Tonga pina.
N. [UrMaHeAI 00022]
omima English move. Sranan
Tonga froisi.
Va.
omu
omo
English opportunity. Sranan Tonga okasi.
N. From: ST.
English death. Sranan Tonga dede. [FM-
MA 004331
N.
oko
okasi
English two. Sranan Tonga t U.
Hollands twee.
A.
okoipo English tree.sp. Sranan
Tonga bon. sp.
N. Category: plant tree.
o'ma
okoju English snake. Sranan Tonga sneki.
N. Category: animal reptile.
okojumpo English water.spirit. Sranan
Tango watra. j ej e.
N. Category: culture.
okomo English wasp. Sranan
Tonga waswasi.
N. Category: animal arthropod.
okopaime English four. Sranan Tonga fo.
Hollands vier.
A.
okororo English both. Sranan
Tonga ala. tu.
A.
okowente English red.worm. Sranan
Tonga redi . worn.
N. Category: animal worm.
okrUati English wickedness. Sranan
Tonga ogriati.
N. English wickedness of heart.
See: pohto. From: Sranan Tongo.
01 i English oil. Sranan Tango 01 i. From:
Sranan Tongo. Category: Cassava
Film.
784
one
ori no English clay; pot. Sranan
Tonga tokotoko; patu.
N.
opotyko See: OpO(ty) -ko. [WiMa 0109]
Va. English look! Sranan Tonga 1 u ku !
See: OpO(ty). Category: Cassava Film.
OpO: ko See: OpO(ty) -ko. [WiMa 0137]
Va. English look! Sranan Tonga 1 u ku t
See: OpO(ty). Category: Cassava Film.
O(py) English come. Sranan Tonga kon.
Va.
oramuku English sweat. Sranan
Tonga sweti.
N. Category: body.
oreku English war. Sranan Tonga feti.
N.
omyjakong See: omyja -kong. UuA10032]
N. English young women. Sranan
Tonga den j ongoe uma.
See: omyja. Category: Cassava Film.
omyjanokong See: omyja -no -
kong. [WiMa 0053]
N English respected young women.
Sranan Tonga den j ongoe dame.
See: omyja. Category: Cassava Film.
omyne Englishjealous. Sranan Tonga j alusu.
N.
onjewara English how. Sranan Tonga fa.
Intrg.
English eat.meat. Sranan
Tonga nj an. meti.
Vt.
onoto'me See: one -to'me. [PaCh 0031]
Vt. English in order to eat it (meat).
Sranan Tonga foe nj am eng
oro English Opt.
Ptc. [Mauru 00080]
oroi(meti). See: ono.
Category: Cassava Film.
onu(ku) English climb.up. Sranan
Tonga kren . opo. Hollands klim.
Va. Moro wewe poko onuko.
Climb that tree. Kren ini a bon.
Klim in die boom.
o'ny(ky) English sleep. Sranan
Tonga sribi. Hollands slaap.
Vo. O'nyko shu'wi. Sleep, girl.
Meissje, sribi. Slaaphoor,
meissje.
English cashew. Sranan Tonga ka s j u.
N. Category: plant tree fruit.
oromenta English storm.spirit. Sranan
Tonga storm. j ej e.
N. Category: culture.
oruko English worm. Sranan Tonga worn.
N. Category: animal worm.
orupa English talk. Sranan Tonga taki.
Va.
oruwa English three. Sranan Tonga dr i e.
A.
opoto English great; large; big. Sranan
Tonga bigi.
N.
opomypa See: po(my) -hpa. [PaCh 0009]
Vt. English not planting it. Sranan
Tonga no prani eng. See: po(my).
Category: Cassava Film.
OPOpO English peek. Sranan Tonga peep.
Va.
oseiry English new. Sranan Tonga nieuw.
N.
os ima English hurry; get.ready. Sranan
Tango fet' feti; kon.berijd.
Va.
Category: Cassava Film.
English Detr; Recp.
val. See: wot-.
otaro English hunt. Sranan Tonga on t i.
Va.
osekanong
ot-
English look. Sranan Tonga 1 uku.
Va.
opo(ty)
785
otawa English go.for.walk. Sranan Tonga koi r i.
Va. English to walk around, go for a
walk, pay visits, go visiting. Sranan
Tongowaka koiri. See: etawa.
English nine. Sranan
Category: Cassava Film.
English fall. Sranan Tongo fadon.
Va. [CF CeAr 0002]
See: 0- 'wa. [WiMa 0079]
Ptc. See: 'wa. Category: Cassava
Film.
o'wa
owarira English middle. Sranan
Tongomindrie.
Pp. English as in the middle of a body
of water. Sranan Tongo na mindrie
foe wan liba of kriki. [HeAl
FF00019]
o:ma
o'wainje
oWintuwopyima English six. Sranan
Tonga siksi.
A.
owi ne English alone. Sranan Tongo wan. s re f i.
A.
o'win English one. Sranan Tongo wan.
A.
owe English where. Sranan Tongo ope?
Intrg.
owere English O.K. Sranan
Tango probleem. no. de.
N. [MC0200157]
owinaposikyry
Tongo neigie.
A.
English what. Sranan Tonga san?
Intrg.
English thing. Sranan Tongo sani.
N.
English do.something. Sranan
Tongo do. wan. sani.
Vt.
otijako English the.other.day. Sranan
Tonga tra. dei. [Intrv.wiTo 0223,225]
N. English day. Sranan Tango dei.
o'toro English how.many. Sranan Tonga omeni.
Intrg.
oty
English Hes.
Interj.
otykong See: oty -kong.
N.PI. See: oty. Category: Cassava
Film.
See: oty -ry. [HeAl 0064]
N. English hlher thing. Sranan Tongo eng
sani. See: oty. Category: Cassava
Film.
otyto'me See: oty -to'me. [HeMa 0042]
Vt. English in order to do something.
Sranan Tango foe doe wan sani.
oty
oty
otyry
oty
See: oty. Category: Cassava Film.
p - p
pah English eh!
pa
pa
English grandchild. Sranan
Tongo granpikin.
N. Category: kinship.
English Surpr. Sranan Tongo ::; kLe kie.
Ideo. English unpleasant surprise. Sranan
Tongo j e taki na wortoe disi
te wan s'ma e skrekie joe.
Intj. English Interjection showing
disapproval or disgust. Often used
with /tje/, as in /tje pah!!, which means
something like, 'are you kidding me?!'.
[Mauru 00104]
pahke English strewn.like. Sranan
Tonga panj a .leki. See: papv -ke.
Pp.
786
pahtre English bottle. Sranan Tonga batra.
N. Category: culture artifact.
pai English also; never. Sranan
Tonga owktoe; noi t.
Pte.
painahka English maybe. Sranan
Tongo kande.
Pte.
pai English older.sister. Sranan
Tonga bigi . sisa.
N.
N. Category: animal mammal.
paira
Pte.
paipajana English mythical.tiger. Sranan
Tongo tigri.
N. Category: animal mammal
culture.
paki raki raimo
English mythical.peccary.
English drink.sp. Sranan
Tongo dringi. sp.
N. English a type ofkasiri (alcoholic
beverage made of cassava). Sranan
Tongo wan sortu kasiri
(dringi san rneki foe
kasaba) . Category: culture.
pajawaru English drink.sp. Sranan
Tongo dringi . Sp.
N. English a type ofkasiri (alcoholic
beverage made of cassava). Sranan
Tongo wan sortu kasiri
(dringi san rneki foe
kasaba) . Category: culture artifact.
paja
English tree.sp. Sranan Tongo bon. sp.
N. Category: plant tree.
paisawa English cluster.of.fruits. Sranan
Tongo bosu. foe. froktu.
N. Category: nature.
paka English cow. Sranan Tongo kaw.
N. Category: animal mammal.
pa'ka English take.out. Sranan
Tongo tj ari. g' we.
Vt.
pakamu English fish.sp. Sranan
Tango fisi. sp.
N. Category: animal fish.
pakara English basket. Sranan Tonga baski tao
N. Category: culture artifact.
pakeru English donkey. Sranan
Tongo buri ki.
N. Category: animal mammal.
paki ra English peccary.sp. Sranan
TOiigop<J.kirrJ.. Sp.
English later. Sranan Tonga dalak.pahome
Pte. Mora pahpota si1;jumi:sha.
After that, I wash it. Baka dati,
rni e wasi eng. Daarna was ik
het schoon.
Pte. See: pahpota.
pahpOpO English passed.away. Sranan
Tonga kon . dede.
A.
pahpopo:sa See: pahpo -pO(ty) -ja.
V. See:pahpO. Caregory:Cassava
Film.
pahpota English Past; afterward. Sranan
Tongop'sa; baka.dati.
Hollands daarna.
-pai English Distr.
chg. English A distributive suffIx on
numerals 'by X at a time'. Sranan
TongoAi kon tapu nummer foe
beteken 'bij X na wan
ten. ' . oruwa > oruwapai three>
bythreeatatime.drie > drie
foe drie.
paidjo English too; also; at.all. Sranan
Tonga owktoe; sref' srefi.
Pte.
painaka English maybe. Sranan
Tongo kande.
Pte.
pal nJare English maybe. Sranan
Tongo kande.
-ja. [CeAr 0015]
Vt. English s/he slashes (0). Sranan
Tongoai kap'kapu (eng).
See: pa fi koto. Category: Cassava
Fiim.
N. Category: animal mammal
culture.
Paki ru my English Pakirumy.
Nm. English The name of the 'Peccary-
Girl,' probably derived from Ipakira!
'peccary'. Sranan Tonga Na nen foe
na meissje ini na tori
'Pakira-Meissje,' a kon
foe Ipakira/. [ef. Hoff(1968) text
05 'Peccary-Girl']
pa'koto English slash; chop. Sranan
Tongodjonk; kap'kapu.
Vt. English Slash, as in the branches off
of a felled tree. Contrast with lakotol
'fell.' lakotol may only be used with
erect things like a standing tree.
Ipa'kotol may be used with other
things like fish or meat. Sranan
Tonga Kapu, leki te je djonk
den taki baka di wan bon
fala. A no de na srefi
leki lakotol 'fala.'
lakotol je gebruik nanga
sani san e knapu, leki
wan bon san no fala ete.
Ipa'kotol e gebruik
owktoe nanga tra sortu
sani leki fisi of meti.
Kiere apo pa'kotopo:satong. They
cut up the cassava sticks. Den e
kap'kapu den kasaba tiki.
See: akoto; koto.
pa'kotopotyry See: pa'koto -po(ty)
-ry.
N. English its slashing. Sranan Tonga na
kap' kapu foe eng. See: pa fi
koto. Category: Cassava Film.
pa'kotopo:sa See: pa'koto -po(ty)
787
Vt. English s/he slashes (0) repeatedly.
SrananTongoai kap'kapu (eng).
See: pa'koto. Category: Cassava Film.
pa'kotopo:sato See: pa'koto -po(ty)
-ja -tong.
Vt. English they chop (0) repeatedly.
Sranan Tonga den kap' kapu
(eng). [CeAr 0011] See: pa'koto.
pa'kotory See: pa'koto -ry. UuAI 0001]
N. English slashing. Sranan Tonga na
fasi fa ai kapu. See: pa'koto.
Category: Cassava Film.
pam English there! Sranan Tonga pam!
Int}.
pamy English brother.in.law. Sranan
Tonga swagrie.
N. Category: kinship social.
pan English pan. Sranan Tonga pan.
N.
pana English ear; fish.sting. Sranan
Tongojesi; fisi.maka.
N. Category: body.
panahpe English strong. Sranan
Tonga kraktie.
A.
panahto English strength. Sranan
Tonga kraktie.
N.
panama English listen. Sranan
Tonga arkie. See: pana -mao
Vt. English Lit. put ear to. Sranan
TongoLit. gi joe jesi.
pangi English clothing. Sranan Tonga pangi.
N. [MCOl 00058] From: ST.
pankito English put.cloth. Sranan
Tonga poti . krosi. See: panki -hto.
Vt. From: Sranan Tongo (paflJd).
pa'kotopo:sang See' pa'koto -po(ty)
-ja -ng. UuA10004]
panta English branch. Sranan Tonga bon. taki.
N. Category: nature.
788
paruru English banana. Sranan Tonga bakba.
N. Category: plant.
N. English Literally, something like,
'one who comes over waves.'. Sranan
Tonga Leterlij k, e betekken
wan sani leki, 'wan san e
kon abra sek'watra. '.
See: parana. Category: culture social.
parang English fishline.w.hooks. Sranan
Tonga fisli j n. nanga. uku.
N. Category: culture artifact.
paranka English hill; mountain. Sranan
Tonga bergi.
N. Category: nature.
parantuwini English rum; brandy. Sranan
Tonga sopi.
N. Category: culture artifact.
parapi English bowl; dish. Sranan Tonga koba.
N. Category: culture artifact.
pari English fish.trap. Sranan
Tonga fisi. dj am.
N. Category: culture artifact.
parihto English violence. Sranan
Tonga fet I feti.
N.
pari(my) English son.in.law. Sranan
Tonga schons on.
N. [MaAI FF00002, 00037]
pari'pje English violent; strong. Sranan
Tongodjangoi tof.
A.
pantahto English grow.branch. Sranan
Tonga gro. bon. taki. See: panta -
hto.
Vt.
pantaka English grow.branch. Sranan
Tonga gro. bon. taki. See: panta -
ka.
Vt. English Lit. cause to branch. Sranan
Tonga Li t. meki kisi taki.
pantira English flag. Sranan Tonga fraga.
N. Category: culture artifact. From:
Spanish.
papa English daddy; Father. Sranan
Tonga papa.
N. English "vocative" used when person
is referred to directly. Sranan
Tonga gebruik te j e taki
direkt nanga a s'ma.
pa' po See: pa'po.
Vt.
pa'poro English all; entire. Sranan
Tongoalamalai heri.
A. [Mauru 00069]
pa(py) English pour. Sranan Tonga kanti.
Vt.
paraimija Englishjump.over. Sranan
Tonga abra-abra. [lntrvWiTo 0214]
Vt.
parakuwa English tree.sp. Sranan
Tonga bon. SPi mora. udu.
N. Category: plant tree.
paramparan English butterfly. Sranan
Tonga vlinder.
N. Category: animal arthropod.
Paramu rlJ English Paramaribo. Sranan
Tonga Paramaribo.
Geo.N.
parana English waves; sea. Sranan
Tonga S kwala; sek' watra.
N. Category: nature.
paranakyry English White.person. Sranan
Tonga Bakra.
pasa
pasa
pasa
English cheek. Sranan Tonga s e i f e s i.
N. Category: body.
See: pa -ja. UoKa 0037]
Vt. English s/he throws it away. Sranan
Tonga ai trowe eng. See: pa.
Category: Cassava Film.
English happen. Sranan Tonga pasa.
Va. [UrMaHeAI 00120; IntrvWiTo 0111]
From: ST.
789
pasama English pass. Sranan Tongo p I sa.
See: pasa -rna.
Vt.
pasang See: pa -ja -ng. [PaCh 0045]
Vt. English s/he throws (0) away. Sranan
Tongoai fringi (eng).See:pa.
Category: Cassava Film.
pasitoro English mlsslOnary. Sranan
Tongo pastoro.
N. Category: culture social.
patai patai English reeling.
Ideo?
N. Category: culture.
English Having. Sranan Tongo abi.
Pp.
pau
pe
pe
English forehead.hair; forehead; face.
Sranan Tongo fesede. wiri;
fesede; fesi.
N. Category: body.
pe English limit.
N.
English island. Sranan Tongo heiland.
N. Category: nature.
pawana English friend. Sranan Tongomati.
Hollands vriend.
paty English place. Sranan Tongo presi.
N. See: pato.
pa(ty) English throw.away. Sranan Tongo trowe.
Vt.
pehtoko English bird.sp. Sranan
Tongo fowroe. sp.
N. Category: animal bird.
pei English older.sister. Sranan
Tongobigi. sisa.
N. See: wawa. Category: kinship
social.
patymy English nephew. Sranan
Tongo neif.
N. Category: kinship social.
pau English bang. Sranan Tongo paw.
Ideo.
English slap. Sranan Tongo klop.
English on.side.of. Sranan
Tongo na. sei. foe.
Pp.
English cross. Sranan Tongo abra.
Vt.
pasamo
Vt.
pataja English shelter. Sranan Tongo kampu.
N. Category: culture artifact.
patajahto English make.shelter. Sranan
Tongomeki. kampu.
Vt. See: pataja.
pase
pato
English cousin; niece. Sranan
Tongo neif; nicht.
N. Category: kinship social.
pasisi English fish.sp. Sranan Tongo f i s i • sp.
N. Category: animal fish.
pato
patoro English on.side.of. Sranan
pato'ne English transverse. Sranan
Tongo koti. abra.
A.
Vt.
pe'ja English landing.place; waterside; pier.
Sranan Tongo watrasei.
N. English harbor, place to tie canoes,
pier. Sranan Tongo wa t r asei,
presi pe je tai boto,
broki. Category: culture.
pekurama English make.pretty. Sranan
Tongomeki .mooie.
English place. Sranan Tongo presi.
N.
Pp.
pate
paty English hammock. Sranan Tongo amaka.
N. Category: culture artifact.
See: nimjoku.
peky English inundate; make.sink. Sranan
Tongo sungu.
Vt.
perna English take.to.riv.bank. Sranan
Tonga tj ari. na. watrasei.
See: pe'ja -mal.
Vt. See: pe~a.
penaro English long.ago. Sranan
Tonga Ianga. ten. p' sa.
A.
penato English former. Sranan
Tonga owroe . wan.
N.
peparna English pull; drag. Sranan
Tonga hari.
Vt. [HeAl 0050]
pepeito English wind. Sranan
Tongowinti.
N. Category: nature.
perepeteri English ornament;
beetle.wing.case. Sranan
Tonga pranpran.
N. Category: nature culture artifact.
pereti English plate. Sranan Tonga preti.
N. From: Sranan Tongo.
peri rna English play; tease. Sranan
Tongoprei; opo. frepostig.
[lntrv.wiTo 0154]
Vt. From: ST.
peru English dog. Sranan Tonga dagu.
N. Category: animal mammal. From:
Spanish.
pesapesa English crooked. Sranan
Tonga kronkron.
A. [Mauru 00078]
790
pesasarnanong See: pesasama -
non. UeNj 0041]
Vt. English s/he sprinkles (0). Sranan
Tongoai sek'seki (eng).
See: pesasama. Category: Cassava
Film.
peshiri English basket. Sranan Tonga baski tao
N. English small, flat, purse-like basket
with shoulder strap; can be tied shut;
used to carry, for example, five fish.
Sranan Tonga pi kin, pIat a
baskita nanga wan skowru
banti; kan tai tapu; ai
gebruik foe tjari, b.v.
feifi fisi.
petaka English compensation. Sranan
Tongoprijs; butu.
N. See: epety. Category: culture.
pety English thigh. Sranan Tonga born. futu.
N. Category: body.
pi hki ri English small.fish.sp. Sranan
Tonga pikin. fisi. sp.
N. Category: animal fish.
pihpisi English bird.sp. Sranan
Tonga fowroe. sp.
N. Category: animal bird.
pijery English set. See: pijery. [HeMa 0059]
V Category: Cassava Film.
pi ka English peel; scrape. Sranan Tonga pi ri;
krabu. Hollands ontschub; schil.
Vt. Moko woto shipitjaje. I peel the
fish. Mi e krin a fisi. Ik
ontschub dat vis.
krosi bei na Saramaka
Pikin.Saron English Pikin.Saron. Sranan
Tonga Pi kin . Saron. [lntrv.wiTo 0094]
Geo.N. English The name of a village on
the Saramacca River. Sranan Tonga Na
nen foe wan dorpoe san de
pesasarna English shake. Sranan
Tonga sek' seki.
Hollands zeef.een.beitje.op.
Vt. English shake, sprinkle, or sift as
when cassava meallflour is sifted over
baking cassava brt;)au to "make it
pretty". Sranan Tonga sek' seki of
seif Ieki te wan e seki
kasaba meel tapu kasaba
brede te ai baka foe
mooie eng. [eF HeAl 0054]
piko
Liba.
English little.chap. Sranan
Tonga pi kin. man.
N.
791
pipi English grandma. Sranan Tonga gran' rna.
Hollands oma.
N. English Cassava flour that's left over
after baking cassava bread or kasiri;
remnants left in a sieve. Sranan Tonga Na
kasaba sakasaka san e tan
abra baka di je baka
kasaba of kasiri; san e
tan abra ini wan seif.
pi ri shiri English happiness. Sranan
Tongoprisiri.
N. From: ST.
pi ry English younger.brother; younger.sister.
Sranan Tonga j ongoe. brada;
j ongoe. sisa.
N. Category: kinship social. [FM-MA
00458J See: piryjang.
piryjang English younger.brothers. Sranan
Tonga j ongoe. brada. See: piry -
jang.
N. Sranan Tonga moro leki wan.
See: piry.
pisaraipo English splittings.ofbasket.reed.
N. Sranan Tonga den tetei san e
tan abra te je brei nanga
warimbo, warimbo sakasaka.
pisawa English gourd. Sranan Tonga godo.
N. Category: culture artifact.
pisere English non.horiz.
N.
English catch; seize; take. Sranan
Tonga kisi; hori; teki.
Vt.
P.pinje
pinjo
pina
English under. Sranan Tonga ondro.
Pp.
pi'njo See: pinjo. Category: Cassava Film.
English poor; deprived; suffer. Sranan
Tongopoti.
A;V
pinjato'me See: pina -to'me. [HeMa 0035]
Vt. English in order to take it. Sranan
Tonga foe teki eng. See: pina.
Category: Cassava Film.
pina
pipa English frog.sp. Sranan Tonga todo. sp.
N. English small tree frog. Sranan
Tonga pipa todo. Category: animal
amphibian.
pipata English get. flat; make.flat. Sranan
Tongokon.plata; mekLplata.
See: pipa -tao
Vo; Vt. English to become flat like a
small treefrog. Sranan Tonga kon
plata leki wan pipa todo.
See: pipa.
N. Category: kinship social.
pi po English skin; bark. Sranan Tonga buba.
N. Category: body nature.
pira English sail. Sranan Tonga seiri.
N. Category: culture artifact.
piri English flash! Sranan Tonga pon!
Ideo.
pirika English make.glitter. Sranan
Tongomeki .brinki.
Vt.
pi ripjo English cassava.flour. Sranan
Tonga kasaba. sakasaka.
Hollands cassave.meel.
pisi English piece. Sranan Tonga pisi.
N. From: Sranan Tongo.
pisuka English make.rustle. Sranan
Tongomeki. sekseki.
Vt.
pisuru English fish.sp. Sranan Tonga fisi. sp.
N. Category: animal fish.
pitja English spread. Sranan Tonga bradi.
Hollands spruid.
Vt.
pitjama See' pika -'rna. [WiMa 0041]
Vt. English fmished peeling. Sranan
Tango k' ba piri. See: pika.
Category: Cassava Film.
792
Vt. English to make it pretty. Sranan
Tonga foe seti eng mooie.
See: pekurama. Category: Cassava
Film.
0034]
Vt. English plant it! Sranan Tonga prani
eng! See: po(my).
CategOly: Cassava Film.
pjo'ny English Javanese.person. Sranan
Tonga Jampaneisi. s 'rna.
[IntrvWiTo 0074]
See: i- po(my) -ko. [WiMapjongo
pjery
pjo Category: Cassava Film.
pjo'mangatopo See: i- po'manka -
topO. [HeAl 0040]
N. English fITe-lighting instrument.
Sranan Tonga sani foe leti
faj a. See: po'ma. Category: Cassava
Film.
pjomypo See: i- po(my) -po. UuAI
0010]
N. English planted one. Sranan Tonga na
prani wan. See: po(my).
Category: Cassava Film.
pjondo'me See: i- po(my) -to'me. UoKa
0006]
Vt. English in order to plant it. Sranan
Tonga foe prani eng.
See: po(my). Category: Cassava Film.
See: i- pe -ry. UoKa 0043]
N. English its face. Sranan Tonga eng
fesi. See: pe. Category: Cassava
Film.
pjesasamako See: i- pesasama -
kong. [HeA10054J
N. English h/her sprinkling. Sranan
Tonga a fasi fa a sek' seki
pikinso. See: pesasama.
Category: Cassava Film.
pitjan i English child. Sranan Tonga pi kin.
N. Category: social culture.
pitjano See: pika -no. [HeMa 0028]
Vt. English s/he peels (0). Sranan
Tonga ai piri (eng). See: pika.
Category: Cassava Film.
pitjanong See: pika -non. UeNj 0020J
Vt. English s/he peels (0). Sranan
Tonga ai piri (eng). See: pika.
Category: Cassava Film.
pitjapo:sang See: pika -po(ty) -ja
-ng. UuAI 0020]
Vt. English s/he peels (0). Sranan
Tongoai piri (eng). See: pika.
Category: Cassava Film.
pitjatang See: pitja -take -ng. UuAI
0052]
Vt. English s/he will spread (0). Sranan
Tongoa 0 bradi (eng).
See: pitja. Category: Cassava Film.
pitjatong See: pika -tong. UuAI0022]
Vt. English s/he peels (them). Sranan
Tongoai piri (den). See: pika.
Category: Cassava Film.
pito English fart. Sranan Tonga pu.
N. Category: body.
pja'ka See: i- pa'ka. UOKa 0048]
Vt. English takes it out. Sranan
Tonga tj ari eng g' we. See: pa'ka.
Category: Cassava Film.
pjasa See: pa -ja. [HeAl 0008J
Vt. English throw (0) away. Sranan
Tonga trowe (eng). See: pa.
Category: Cassava Film.
pjasang See: pa -ja -ng. [HeMa 0008]
Vt. English s/he throws (0) away. Sranan
Tonga ai t rowe ( eng) . See: pa.
Category: Cassava Film.
pjekurama See: i- pekurama. [HeA10051J
------- -- ----
793
PN. English Pejorative term for
Suriname Javanese person. Literally
something like 'sits like a bird in a
nest.'. Sranan Tonga Fasi foe kari
Jampaneisi s'ma. E
betekken wan sani leki,
's'ma san e sidon leki
wan fowroe ini eng nest. I.
pjoripjo See: i- pori -po. UuA10004]
N. English its branch. Sranan Tonga na
bon taki. See: pori.
Category. Cassava Film.
pjoriry See: i- pori -ry. UoKa 0045]
N. English h/her shin; its branch. Sranan
Tonga eng bomfutu; na bon
taki. See: pori. Category: Cassava
Film.
pjoritja See: i- pori -ka. [HeMa 0005]
Vt. English s/he removes the branch.
Sranan Tonga ai puru na bon
taki. See: pori. Category: Cassava
Film.
pjyty See: i- pyty. [CeAr 0015]
N. English his wife. Sranan Tonga eng
we f i. Hollands vrouw van hij. See: pyty.
Category: Cassava Film.
poka
po
po
English at. Sranan Tongo na.
Pp.
English whip. Sranan Tongo wipi; fan.
Vt.
pohpo English low. Sranan Tonga lagi.
A.
pohponaka English downwards. Sranan
Tonga na . ondro.
A.
pohto English wickedness. Sranan
Tango takru. ati.
N.
poine English dimensions.
Pp?
poinko English peccary.sp. Sranan
Tonga pingo.
N. English white-lipped peccary.
Category: animal mammal.
poitjo English young.man; worker; son.in.law;
beautiful.one. Sranan
Too~jongoe.man; wroko.man;
mooie.wan.
N. [MC0200126]
poitjome English beautiful. Sranan
Tongomooie.
A.
English shoot.at. Sranan Tonga sutu. na.
Vt.
pokang English flame.burst. Sranan
Tango kisi. flam.
ldeoph. Sranan Tonga na barbari
san ameki te a kisi flam.
[PaCh 0043]
pokepy English stop.smell. Sranan
Tongo tapu. smeri. See: pory-
kepy.
Vt.
English music. Sranan Tongo poku.
N. From: ST.
English about; occupied.with. Sranan
Tango beisig. nanga.
Pp.
pokoro English following. Sranan
Tongo fraka.
Pp.
poku
poko
English Caus.
val. English verbal causative suffix; 1-
nopo/ after intransitive reducing roots,
I-ka/ after la/-ending intransitives.
Sranan Tongo ai f as i na
werkwordt nanga a
betekenis 'meki wan tra
s'ma doe eng;' I-nopol
baka den werkwordt san e
lasi wan pisi, I-kal baka
den wan san e ende nanga
I a I. See: -napa; -ka; -nopy. mora
kyneto:kanong (ky- n- eto(ry)-
ka -non) It makes it roast. Ai
meki a losi.[WiMaOI25]
-po
794
Ideo.
poponga English pound. Sranan
Tongonak' naki.
pona English Dir; NegPrps; against. Sranan
Tonga tegen.
Pp.
Vt. Mipjopongaje. You pound it.
Joe nak' naki eng. [Mauru 00035]
po'pore English sweet.smelling. Sranan
Tonga switi . smeri.
N.
English towards. Sranan Tongo na.
Pp.
English more; at.last; very; actually;
since. Sranan Tonga j ui ste.
Pte. Moko pore ne suku:sa. I know
that person. Mi sabi as' rna
dati.
pori
pore
popa
po'no English now. Sranan Tonga nownow.
A.
ponokong See: ponon -kong. [WiMa
0117]
Pte. English those who are at. Sranan
Tonga den wan san de na.
See: ponon. Category: Cassava Film.
ponon English who.are.at. Sranan
Tonga den. de . na.
Pte. See: ponokong.
English branch; shin; creek. Sranan
Tongobon.taki; bomfutu;
kriki.
N. Category: nature body.
Poriry English Pariry.
Nm.
Vt. Wa'to sipjomangaje. I light the
frre. Mi e leti na faj a. Ik
maak het vuut. [Cassava Film HeAl 0040]
po(my) English plant. Sranan
Tonga prani.
Vt.
poli English clinic. Sranan Tonga polio [FM-
MA 00377]
N. From: ST.
po'ma English bum; set.fire; light. Sranan
Tongobron; meki.faja; leti.
VI. English Light a fire, for example, a
candle. Also used for turning on an
electric light. Sranan Tonga Leti wan
faja, b.v. wan kandra.
Owktoe e gebruik te je
opo wan strom faj a. Moro
wa'to po'ma wysa. I'm going to light
thatfrre.Mi go leti na faja.
po'mangano See: po'manka -no. [HeMa
0045]
Vt. English s/he lights (0). Sranan
Tongoai leti (eng).
See: po'manka. Category: Cassava
Film.
po'manganon See: po'manka -
non. [UrMa 0032]
Vt. English s/he lights (0). Sranan
Tonga ai leti (eng).
See: po'manka. Category: Cassava
Film.
pomanl<a English stir.up. Sranan
Tonga drai; moksimoksi.
Vt.
po'manka English fan; light. Sranan
Tonga wai; leti.
pomyi English pepper. Sranan Tonga pepre.
N. Category: plant.
pomyry See: po(my) -ry. [WiMa 0016]
N. English planting. Sranan Ton~o na
fasi fa ai prani. See: po(my).
Category: Cassava Film.
pon English pon. Sranan Tonga pan.
poriry See: pori -ry.
N. English tree's branch. Sranan
Tonga bon taki. See: pori.
poritja See: pori -ka. [HeMa 0006J
Vt. English s/he removes the branch.
Sranan Tonga ai puru na bon
taki. See: pori. Category: Cassava
Film.
795
poritjano See: pari -ka -na. [HeAl 0005]
Vt. English s/he cuts off the branch.
Sranan Tongo ai kapu na bon
taki. See: pari. Category: Cassava
Film.
poritoma English exert. Sranan
Tongo sweti.
Vt.
poro English Intns; past; full; sufficient;
enough. Sranan Tongo furu i nofu i
a. sari. Hollandsgenoeg.
Ptc.
-poro English Expect. Sranan Tongo verwacht.
azr? English combines with Iwatyl to
mean something that has not occured
according to expectation or intention.
Sranan Tongo ai kon same nanga
/waty/ 'no,' foe beteken
tegen san ben verwacht.
posi English calabash. Sranan Tongo krabasi.
N. Category: culture artifact.
posima English kiss. Sranan Tongo basi.
See: pasi -rna.
Vt.
posin English sweetness. Sranan Tongo swi ti.
N.
posi na English get.sweet. Sranan
Tongo kon. swi ti.
Vo. See: pasin.
posino English sweeten. Sranan
Tongo meki . swi ti.
Vt. See: pasin.
posun
pota English inside. Sranan Tongo insei.
Pp.
Poroja [lntrv.WiTo 0116]
Nm.
poto English large.one. Sranan
Tongo bigi. wan.
N.
poron English Post.
Ptc.
poropy English stop. Sranan Tongo tapu.
Vo.
posi English kiss. Sranan Tongo bas i.
N. From: Sranan Tongo.
poromy(ry) English jump.up; jump.away.
Sranan Tongo d j ompo . opo i
dj ompo. gwe.
Vo. [MaAI FF00059]
English Iter.
Nzr.
See: patana pare; patana.
Category: Cassava Film.
English large.ones. Sranan
Tongo bigi. wan.
N.
potonombore English very big ones.
Sranan Tongo extra bigi wan.
-po(ty)
-poto
potono
potonong See: patana; patana.
Category: Cassava Film.
poty English upper.lip; tip. Sranan
Tongo tapu. lip; punt.
N. Category: body.
pO(ty) English cut.off; pick; pluck. Sranan
Tongo kapui piki.
Vt. English pick with hand, for example
picking fruit such as oranges or
cashews. Sranan Tongo pi ki wan
sani nanga anu, b.v. piki
wan froktu leki sinas of
kasju.
"IV.
English wait. Sranan Tongo wa kti.
Vo.
English scent. Sranan Tongo sme r i.
pororo English yard. Sranan Tongo dj ari.
N. Category: culture.
porory English toad.sp. Sranan Tongo tado. sp.
N. Category: animal amphibian.
porota English stop. Sranan Tongo tapu.
Vo.
pory
poruku
796
pun English thud! Sranan Tonga pun!
Ideo.
preti English plate. Sranan Tonga preti.
N. From: Sranan Tongo.
process Category: Cassava Film.
pU See: pungo Category: Cassava Film.
puhtoron English crash. Sranan Tonga boks.
Ideo.
English enlarge; expand; extend. Sranan
Tongomeki .bigi.
Vt.
English pierce; stab. Sranan Tonga dj uku.
Vt.
pu'ka English remove.seeds. Sranan
Tonga puru . s idi.
Vt. English remove, as in the seeds from
cotton balls. Sranan Tonga puru,
leki te je puru den sidi
libi ka tun bol. [Mauru 00004]
puka
pui
chg. English Verbal aspectual suffix
meaning iterative, habitual,
distributive (the latter as in when one
is serving food to a group of people).
When forming a verbal stem, the (ty)
reduces when inflected, but does not
reduce when nominalized (c.f. CF
CeAr 0012 for nonreduced nominal
form).SrananTongoAi fasi na
werkwoordt foe beteken
over en over. Wewe
shirakapo:sa. (si- raka -po(ty) -ja)
I break up the firewood. Mi e
brokobroko faj a udu. [CF CeAr
0026; CF CeAr 0012]
potyhsa Englishjug. Sranan Tonga dj ogo.
N. Category: culture artifact.
potyka English break.up. Sranan Tonga masi.
Vt.
po'wepo English umbilical.cord. Sranan
Tonga kUmba. tetei. [lntrv.wiTo 0133J
N.
po'wono English point.of.hook. Sranan
Tonga punt. foe. uku.
N. [HeAl FFOOOls)
poworo English during. Sranan
Tonga na. srefi . ten.
Pp.
po:ja See: po(my) -ja. [HeAl 0009]
Vt. English s/he plants (0). Sranan
Tonga ai prani (eng).
See: po(my). Category: Cassava Film.
po:jang See: po(my) -ja -ng. UeNj
0005]
Vt. English s/he plants (0). Sranan
Tonga ai prani (eng).
See: po(my). Category: Cassava Film.
po:jatong See: po(my) -ja -tong. UuAI
0007]
Vt. English they plant (0). Sranan
Tongoden prani (eng).
See: po(my). Category: Cassava Film.
presi English place. Sranan Tonga presi.
N. From: Sranan Tongo.
puna English get.sturdy; grow. Sranan
Tongokon.bigii gro.
Vo. Paramuru wa no wysa wepuna.
I'm going to Paramaribo for a bit to
get fat. Mi e go eife na foto
foe fatu pikinso.
punary See: puna -ry. [MaCh 0008)
N. English growing. Sranan Tonga fa ai
gro. See: puna. Category: Cassava
Film.
pu ng English mashed.cassava. Sranan
Tango gri ti . kasaba.
N. English Used with kiere as kiere
pung, grated cassava. See separate
entry for kijerepun as one word.
Speakers in Konomerume like it as
two separate words. Sranan Tonga E
gebruik nanga kiere leki
kiere pung, kasaba san
griti k'ba. Sons ai
komopo leki twee wortu,
sons leki wan.
Konomerume s'ma lobi eng
leki twee wortu.
797
pusi English cat. Sranan Tongo puspusi.
N. Category: animal mammal.
pusoso
pururehto Engiish adze. Sranan
Tongo wroko. sani.
Vt. See: purure; puruhsaito;
soroitja; desere.
English flesh. Sranan Tongo meti.
N. Category: body.
pupu Engiish foot. Sranan Tongo fu t u.
N. Category: body.
pupunitunkary Engiish football. Sranan
Tongo futbal.
N. Category: culture artifact.
punu
putupurake English electric.eel. Sranan
Tongo all. fisi.
N. Category: animal fish.
purapurari Engiish fish.sp. Sranan
Tongo fisi. sp.
N.
pu(ru) English roast. Sranan Tongo losi.
Vt. Engiish roast in fire, directly on
coals, for example, plantain, fish, or
meat--cassava bread, and kasiri are not
pu(ru). Sranan Tongo losi ini
faja, tapu kroifaja, b.v.
bana, fisi, or meti. Je
ne pu(ru) kasaba. Palulu
pU:jang. I roast the plantain. Mi e
losi na bana.
puruhsaito English adze. Sranan
Tongo tj apu.
Vt. Engiish To adze with the long adze.
Second step (of three) in digging a
boat, taking larger chunks out. Sranan
Tongo wan pisi foe na wroko
foe dik wan boto. See: purure;
soroitja; desere.
puruku Engiish pants. Sranan
Tongo bruku.
N. Category: culture artifact. From:
Sranan Tongo.
pU ru re Engiish adze. Sranan Tongo t j apu.
N. Engiish adze used in second step (of
three) of digging a boat, taking large
chunks out after boat has been initially
shaped. Sranan Tongo na wroko
sani foe wan pisi foe na
wroko foe dik wan boto.
See: puruhsaito; soroitja; desere.
Category: culture artifact.
English club. Sranan Tongo bigi. tiki.
N. Category.' culture artifact.
putuhto English give.club. Sranan
Tongo gi . bigi. tiki. See: putu -
hto.
Vt. See: putu.
puwa Engiish grow. Sranan Tongo gro.
Vo. Poto me pore moko omyjako
puwary. The girl is growing so big. A
meissje e gro so bigie.
py Engiish oh! Sranan Tongo eh !
Int}.
pyhto English give.wife. Sranan
Tongo gi . wefi. See: pyty -hto.
Vt.
pyi Engiish shyness; shame. Sranan
Tongo sherl.
N.
pyi hto Engiish make.shy. Sranan
Tongo me ki . shen. See: pyi -hto.
Vt. See: pyi.
pyijai Engiish shaman; traditional.healer.
Sranan Tongo bonuman.
N. Category: culture social.
pyimje Engiish many; much. Sranan Tongo furu.
N.
pyimjeke English slow. Sranan
Tongo safsafri.
A.
pyiruku Engiish pig. Sranan Tongo agu.
N. Category: animal mammal.
pyita English get.shy. Sranan
Tongo kisi. shen. See: pyi -tao
Vo.
pyjausi English hawk.sp. Sranan
Tongo aka. sp.
N. Category: animal bird.
pymy English neck. Sranan Tongo neki.
N. Category: body.
798
pyreima English pretend. Sranan
Tongo preiprei.
Vt. From: Sranan Tonga.
pyroto English bullet. Sranan Tongo a g r a; I a i.
N. Category: culture artifact.
pyryry English food; rice. Sranan Tongo na j n;
aleisi.
N. [CeAr FF00064]
pyngepy English become.thin;
become.scrawny. Sranan
Tongo kon. mangri. [FF HeAl 00013]
Vo.
pyna English love. Sranan Tongo lobi.
Vt.
pyrywa English arrow. Sranan
Tongo peiri.
N. Category: culture artifact.
pyta English get.wife. Sranan
Tongo kisi • wefi.
Vo.
pyrai English fish.sp. Sranan Tongo fisi. sp.
N. English pirahna. Sranan Tongo piren.
Category: animal fish.
pyraporari English fish.sp. Sranan
Tongo fisi. sp.
N. English type of fish. [CeAr FF00072]
pyrata English money. Sranan Tongo moni.
N.
R - r
pyty
pyyy
English wife. Sranan Tongo we f i.
Hollands vrouw.
N. Category: kinship social.
English fie!
Int}.
rama English return; tum; walk. Sranan
Tongokon.baka; drai; waka.
Vt. [UrMaHeAI 00105]
rakapo:sang See: raka -po(ty) -ja -ng.
[WiMa 0067; CeAr FF00043j
Vt. English s/he breaks (0) up
repeatedly. Sranan Tongo a i
brokobroko (eng). See: raka.
Category: Cassava Film.
ra
ra
racquel
raka
English?
Int}.
English flat.surface. Sranan
Tongo pIa ta. presi.
N.
Nm.
English give.flat.surf; break.up; slice;
split. Sranan Tongo me ki • pIata;
brokobroko; pri ti.
Vt. English Break up or bust as in
busting firewood. Sranan
TongoBrokobroko leki te je
bas faj audu. Moro wewe
sirakapo:sa. I bust the firewood. Mi
e bas udu.
ran
ra'na
English like. Sranan Tongo leki.
N?
English in.middle.of; between. Sranan
Tongo na. mindri.
Pp. English surrounded by something,
as in in the middle of a river or
savannah. Sranan Tongo sani de
heri na joe lontu leki te
joe de mindrie liba of
sabana. [MaAI FF00003]
ranaka English to.middle.of. Sranan
Tongo go. na .mindri.
Pp.
ranto English give. floor. Sranan
Tongo gi. flur; gi. gron.
Vt.
rapa English again. Sranan
Tongo ete. wan .leisi.
Pte.
rapa English gun. Sranan Tongo gon. [Intrv.wiTo
0122]
N.
rapi ka English peel.surface. Sranan
Tongopiri .buba.
Vt.
rata English near. Sranan Tongo krosi • bei.
Pp.
799
Vt. From: ST.
rety English hom; top; ridge. Sranan
Tongo tutu; tapui noko.
N. Category: body nature.
ri English Intns.
Int}. English interjection used by
women as a type of intensifier. $ranan
Tongouma s'ma wortu.
ro English indeed. Sranan Tongo t ru t ru.
Pte.
roberto English roberto.
PN.
robima English love. Sranan Tongo lobi.
VI. From: Sranan Tongo.
rofyr English monster. Sranan Tongo bubu.
N.
ro'kong English only. Sranan Tongo nomo.
PIc. [Mauru 00061]
ro'mero English certainly. Sranan
Tongo trutru.
PIc.
-re English T.
Azr.
rere English bat. Sranan Tongo fremusu.
N. Category: animal mammal.
respeki English respect. Sranan
Tongo respeki. [lntrv.WiTo 0057]
rehkere English always. Sranan
Tongo al teid.
Pte.
rehta English on.top. Sranan Tongo na. tapu.
Pp.
rehtaka English on.ridge. Sranan
Tongo na. noko.
Pp.
reifyry English give. Sranan Tongo Ii j fer. [FM-
MA 00465]
Vt. From: ST or Dutch?
ratonoma
Vt.
English pass. Sranan Tongo p , sa. rom(py) English die. Sranan
Tongo kon. dede.
Vo.
ro'm un English certainly. Sranan
Tongo trutru.
PIc.
rontu ma English surround. Sranan
Tongo lontu.
VI.
rorypo English possibly; defficient. Sranan
Tongo kande i no. boeng.
PIc.
roten English only. Sranan Tongo soso.
PIc.
rui English older.brother. Sranan
Tongo bigi. brada.
N Category' kinship social.
ru'me English weak. Sranan Tongo swaki.
A.
800
rupo
rupota English gettired. Sranan
Tonga kon. weri.
Vo.
ruruma English spy; lie.in.wait. Sranan
Tonga flaka; luru; wakti.
Vt.
-ry English Pssd; Nzr. Sranan
Tango eng. wan.
-ry
rypo
pssd; Nzr. English Marks a noun as
possessed. Also a nominalizer for
verbs.SrananTongoAi sori taki
na wan s'ma abi na sani.
Owktoe e kenki werkwordt
go na naamwordt. tymainjary
h/her own field. eng eigie gron.
[CF CeAr oooll
English Irr.
tam.
English Frust. Sranan Tonga no. mang.
Ptc. [UrMaHeAI 00063]
S s
sakau English sand. Sranan Tonga santi.
N.
sakura English thick.drink; porridge. Sranan
Tonga di ki . dr ingi.
N.
sakurambo See: sakura -mbo. [PaCh
0010]
sabah ko English make. slippery. Sranan
Tonga me ki . grati.
Vt.
sabahty English slipperiness. Sranan
Tonga grati.
N.
English hat. Sranan Tongo a ti.
N. English a little sakura. Sranan
Tango pi kinso sakura.
See: sakura. Category: Cassava Film.
sakykapo:sa See: s- akyka -po(ty) -ja.
[CeAr 0042]
Vt. English I press on it. Sranan Tonga mi
e pers I pers eng. See: akyka.
Category: Cassava Film.
samaku English large.pot. Sranan
Tongo bigi. patu.
N. Category: culture artifact.
samana English week. Sranan Tonga wi ki.
N. From: Spanish.
samananto English overturn. Sranan
Tonga drai. tapu.
Vt.
samba English hoe. Sranan Tonga t j apu.
N.
sambura English drum. Sranan Tonga dron.
N. Category: culture artifact.
same English extng.fast.
A.
sampreru
samane English overturned. Sranan
Tonga drai . tapu.
A.
English lA; 1Sa. Sranan Tonga mi.
prs.
English rustle.
Ideo.
[PaCh 0010] Category: Cassava Film.
English sack. Sranan Tonga saka.
N. From: Sranan Tongo.
saijata
saka
sabana English savannah. Sranan
Tonga sabana.
N. From: Sranan Tongo.
safsafri English slowly. Sranan
Tonga saf I safri.
A. From: ST.
saka
s-
801
N. Category: culture artifact. From:
Spanish.
sanime English short. Sranan
Tonga shatu.
A. [IntrvWiTo 00157J
saniny English shortness. Sranan Tonga shatu.
N.
sapato English shoe. Sranan Tonga SUSU.
N. Category: culture artifact. From:
Spanish.
sapatohto English put.on.shoe. Sranan
Tonga weri • susu.
Vt.
sapera English bowl. Sranan Tonga koba.
N. English special clay bowl used in
ceremonies. Sranan Tonga spesrut u
tokotoko koba san e
gebruik ini ceremonie.
Category: culture artifact.
sapi English game; play; playfulness. Sranan
Tonga prei.
N. Category: culture.
N.
sapo'j Vt. English I caught it. Sranan Tonga mi
kisi eng. Woto amu sapo'i. I
caught a fish. Mi kisi wan
f isi. Ik heb een vis gevangen.
See: apoi.
sapoija See: 5- apoi -ja. [CeAr 0029]
Vt. English I take it. Sranan Tonga mi e
teki eng. See: apoi.
Category: Cassava Film.
saraka English split. Sranan Tonga pr i ti.
Vt.
sarakapo:sa See: saraka -pO(ty) -ja. [PaCh
0037]
Vt. English s/he splits (0) repeatedly.
SrananTongoai prit 'priti
(eng) . See: saraka.
Category: Cassava Film.
sarasara English bush.papaya. Sranan
Tonga busi. papaj a.
N. Category: plant fruit.
sargie English late; deceased. Sranan
Tonga sargie.
A;N. See: mi. jawo mi (my) late
uncle. (mi) sargie omu. [MC02
00011] From: ST.
sari English satisfy. Sranan Tonga sari.
Vt. From: Sranan Tonga.
saroja See: 5- aro -ja. [CeAr 0043]
Vt. English I carry it. Sranan Tonga mi e
sapima English play; joke. Sranan
Tongoprei; meki.grap.
Vt.
sapitjapy English a.lot. Sranan Tonga furu.
A. [HeAl FF00058]
sapiwa English be.playful. Sranan
Tonga lobi. prei.
Vo.
English love. Sranan Tonga lobi.
English mother; adult. Sranan
Tonga mama; bigi. s 'rna.
N. Category: kinship.
sana
sano(ma)
Vt.
san English what; thing; Hes. Sranan
Tonga sani.
N; Inter}. From: Sranan Tonga.
-sang English Col.
num. English Plural form after some
verbs that end in /po/ (which reduces).
SrananTongoMoro leki wan foe
wantoe wortoe san e end
nanga /po/ (na /po/ e
g' we) • See: -kong. upupo >
upu:sang head> heads. ede >
furu ede. [Intrv FIBr 0044]
sapi
sapi
English playful. Sranan
Tonga lobi .prei; prei.
A.
English mud. Sranan Tonga tokotoko.
tj ari eng. See: aro.
Category: Cassava Film.
sa'rombo English leaves. Sranan
Tonga wiwiri.
802
sawo
seky
N. Category: nature.
Saron English Saron. Sranan Tonga Saron.
[Intrv.wiTo 0095]
Geo.N. English The name of a village
near Pikin Saron. Also used as a
shorthand name for Pikin Saron. Sranan
Tonga Na nen foe wan dorpu
krosi bei foe Pikin
Saron. Owktoe e gebruik
leki wan bijnaam gi Pikin
Saron.
sa'rosa English leaves. Sranan
Tonga wi r i. Hollands blad.
N. [MaAI FF00026]
sasamato See: pesasama -to. [JoKa
0043]
Vt. English they sprinkle it. Sranan
Tongoden e sek'seki eng.
See: pesasama. Category: Cassava
Film.
Sawiwi English Sawiwi. Sranan Tonga Sawiwi.
Nm.
English wash. Sranan Tonga was i.
Vt.
sawona English become.1ight. Sranan
Tonga kon .leti.
Vo.
sawonapamy English become.light.
SrananTongo kon.leti.
Vo. See: sawona.
sawone English light.weight. Sranan
Tonga lekti.
A.
sawono English make.light. Sranan
Tonga meki .lekti.
Vt.
-se English -Purp.
-Azr.
sei English leg. Sranan Tonga fu tu.
N. Category: body.
seif English seive. Sranan Tonga seif.
N. From: Sranan Tongo.
seifry See: seif -ry. [JuAI0044]
N. English h/her sieve. Sranan Tonga eng
s eif. See: seif. Category: Cassava
Film.
seka English tear. Sranan Tonga priti.
Vt. [CF HeAl 0058]
sekarisha See: s- ekari(ty) -ja. [WiMa
0018]
Vt. English I tell it. Sranan Tonga mi e
verteri eng. See: ekari(ty).
Category: Cassava Film.
English zink. Sranan Tonga zink.
N.
sekymbo See: seky -mba. [WiMa0127]
N. English old zink roofing. Sranan
Tonga owroe zink plat.
See: seky. Category: Cassava Film.
semari English grater. Sranan Tonga gri tgri ti.
N.
se'me English nonetheless; Intj; despite. Sranan
Tonga tog.
Ptc. English nonetheless, usually said
with exasperation; despite; in spite of
Sranan Tonga tog, moro furu ai
gebruik te joe no mang
moro nang wan s' rna.
-sene English RecPst.
azr.
seneja See: s- ene -ja. [JeNj 0010]
Vt. English I see it. Sranan Tonga mi e
si eng. See: ene.
Category: Cassava Film.
senese See: S- ene -se. [CeAr 0034]
English Desid; like; love. Sranan
Tonga wani; lobi.
Pp. [MC0200168]
se
English oh!
Int}.
-se English Ptcp.
se
azr.
803
-seng English Pst5.Col; Opt.Col.
sereka English set; arrange. Sranan
Tongo sreka; seti.
Vt.
senkenaka English to.near. Sranan
Tongo gO. na. krosi . bel.
A.
senuhka English stubbornness. Sranan
Tongo tranga . j esi.
N.
English clean. Sranan Tongo kr im.
N. English old fishing net. Sranan
Tongo owroe fisi net.
See: serepi. Category: Cassava Film.
English Sylvia. Sranan Tongo Sylvia.
Nm.
shikrim
sesewu English fringe. Sranan
Tongo franja.
N. Category: culture artifact.
sesewuro English give.fringe. Sranan
Tongo gi. franja.
Vt.
seti English set. Sranan Tongo seti.
Vt. From: Sranan Tongo.
sewo English older.brother. Sranan
Tongobigi .brada.
N. Category: culture kinship social.
sheifry See: i- seif -ry. UuA10064]
N. English hlher sieve. Sranan Tongo eng
se if. See: seif. Category: Cassava
Film.
shemariry See: i- semari -ry. UuA10027]
N. English h/her grater. Sranan Tongo eng
gri t' gri ti. See: semari.
Category: Cassava Film.
shija'toja See: si- ja'to -ja. [CeAr 0032]
Vt. English I give it firewood. Sranan
Tongomi e poti faja udu gi
eng. See: ja'to. Category: Cassava
Film.
shijeti'mjary See: i- seti -'ma -ry. [HeMa
0070]
N. English setting. Sranan Tongo faa
seti eng. See: seti.
Category: Cassava Film.
Seri
Serirumy English Serirumy. Sranan
Tongo Serirumy.
Nm.
See: sereka -'ma -
Vt. English SO I can see it. Sranan
Tongo foe mi kan luku eng.
See: ene. Category: Cassava Film.
sepu
tam. See: -neng.
sen ke English near. Sranan Tongo krosi . bei.
A.
se'pa English do.not.want. See: se -hpa.
[WiMa 0053]
A. English not wanting. Sranan Tongo no
wani. See: se. Category: Cassava
Film.
sepo:ja See: s- epo(ry) -ja. [WiMa
0028]
Vt. English I find it. Sranan Tongo mi e
feni eng. See: epo(ry).
Category: Cassava Film.
English leg.band. Sranan
Tongo futu.banti.
N. Category: culture artifact.
serekamanong
sepuhto English put.bands. Sranan
Tongo poti . banti. See: sepu -hto.
Vt.
non. [UrMa 0047]
Vt. English [mished setting (0). Sranan
Tongok'ba seti (eng).
See: sereka. Category: Cassava Film.
serepi English fishing.net. Sranan
Tonge fisi ~ net. T,., rr I._=__:r' C1~Vt. 0ee: 1(,./ I III. r rom: ;) 1.
N. From: Sranan Tongo.
serepimbjo See: serepi -mbo. [PaCh 0051]
shipipjaijeno
no. [CeAr 0035]
See: si- pipata -e -
804
Vt. English! cut it. Sranan Tongo rni e
koti eng. See: koto.
Category: Cassava Film.
ja. [CeAr 0031]
Vt. English I light it. Sranan Tongo mi e
leti eng. See: po'manka.
Category: Cassava Film.
shipjotu English joke. Sranan Tongo grap.
N. [MC02 00164; Intrv.wiTo 0161]
Vt. English I flatten it. Sranan Tongo mi e
bradi eng. See: pipata.
Category: Cassava Film.
shipitjaije See: si- apika -e. [CeAr 0036]
Vt, English I spread it out. Sranan
Tongomi e bradi eng. See: apika.
Category: Cassava Film.
sim0 English Hana; vine. Sranan
Tongo busi tetei.
N. Category: plant.
sinary English flute. Sranan Tongo f loi t.
N. Category: culture artifact.
sipo English tree.sp. Sranan Tongo bon. sp i
busi. kandra.
sieglien , PN.
sikera Category: Cassava Film.
siksie.wiki English six.week. Sranan
Tongo siksie. wiki.
N. From: ST.
si kyi English little.finger. Sranan
Tongo pi kin. finga.
N. Category: body.
sikyiry English fmger. Sranan Tongo finga.
N. English h/her little finger. Sranan
Tongo eng pikin finga.
Category: body.
simari English sieve. Sranan Tongo sei f.
N.
shitjurnisha See: si- kumi(ky) -ja. [CeAr
0030]
Vt. English I wash it. Sranan Tongo mi e
wasi eng. See: kumi(ky).
Category: Cassava Film.
Shili Iia English music.instr. Sranan
Tongo poku. wroko. sani.
N. Category: culture artifact.
shumbarary See: i- sumbara -ry. [MaCh
0004]
N. English h/her machete. Sranan
Tongo eng owroe. See: sumbara.
Category: Cassava Film.
si- English lA30; lA; 2Sa.
prs. English Altemant before
consonants. /s-/ before vowels. Sranan
Tongo Disi e fasi na
werkwoordt san e begin
nanga klinkers. /s-/ e
kon fosi /a,e,i,o,u,y/.
See: 5-.
See: si- po'manka -
See: si- pesasama -
See: 5- raka -po(ty)
See: si- koto -ja. [CeAr 0042]
shipjomangaije
shipjesamaije
shitjotoja
e. [CeAr 0040J
Vt. English I shake it. Sranan Tongo mi e
sek'seki eng. See: pesasama.
Category: Cassava Film.
shipjesasamatake See: si- pesasama-
take. [CeAr 0040]
Vt. English I will shake it. Sranan
Tongomi 0 sek' seki eng.
See: pesasama. Category: Cassava
Film.
shirakapo:sa
-ja. [CeAr 0026]
Vt. English I break it up. Sranan Tongo mi
e broko' broko eng. See: raka.
Category: Cassava Film.
shitjakaje See: si- kaka -e. [CeAr 0038]
Vt. English I scrape it. Sranan Tongo mi e
krabu eng. See: taka.
Category: Cassava Film.
shitjoro English school. Sranan
Tongo S koro. [FM-MA 00566]
N. From: ST.
805
Sipu
sowtu English salt. Sranan Tonga sowtu.
N. From: Sranan Tonga.
5000 English so. Sranan Tonga so.
Int}.
sorewa English mashed.pepper. Sranan
Tonga mas i • pepre.
N. [(eAr FFOOl 08]
sororo English srr!!
Int}.
5050 English only; ordinary; altogether. Sranan
Tonga soso.
Ptc; N. From: Sranan Tonga.
sotyja See: s- oty -ja. [(eAr 0028]
Vt. English I do something to it. Sranan
Tongomi e sani eng. See: oty.
Category: Cassava Film.
sowei English swish.
Ideo. Category: animal fish.
English peel. Sranan Tonga pi r i.soromika
Vt.
sorgu English care. for. Sranan Tonga sorgu.
[FM-MA 00542]
Vt. From: ST.
soroitja English long.stick. Sranan
Tonga Ianga. tiki.
N. English Long stick used in first step
(of three) in digging a boat. Used to
form initial shape, the heaviest of the
three steps. Sranan Tonga Wroko san i
foe dik wan boto. Na foe
na eerste step (uit
drie) • See: purure; desere;
puruhsaito.
N. Category: plant tree.
siwa English fish.sp. Sranan Tonga fisi. sp.
N. Category: animal fish.
skeny English body. Sranan Tonga skin.
N. CategOly: body. From: Sranan
Tonga.
snel English quickly. Sranan
Tonga snelsnel.
A. From: Sranan Tonga.
sirapy English narrow.one. Sranan
Tonga fini. wan.
N.
English Essequibo. Sranan
Tonga Essequibo.
Geo.N.
Siramare English Sinnamarie. Sranan
Tonga Sinnamarie.
Geo.N.
sireu English bird.sp. Sranan
Tonga fowroe. sp.
N. Category: animal bird.
5 iritj0 English year;age. Sranan Tonga jari.
N. CategOly: nature.
sitju English urine. Sranan Tonga pIasj e.
N. Awu sitju wa wysa. I am going to
urinate. Mi e go pIa sj e.
Category: body.
sitj uru English seat. Sranan Tonga sturu.
[lntrv,WiTo 0124]
N.
Situra English S~oera. Sranan Tonga stj oera.
Nm.
son
stanga Nm.
SO English so. Sranan Tonga so.
Intj. From: Sranan Tonga.
so'ka English pull.off; take.out. Sranan
Tonga puru.
Vt.
Engiish sonle. Sranan Tongo son. Fronz.-
Sranan Tonga.
sontro English without. Sranan Tonga sondro.
A. From: Sranan Tonga.
srefi
su
su-
English self; at.all; even. Sranan
Tonga srefi; sref' srefi.
Ptc. From: Sranan Tonga.
English Emot.
Ptc.
English really; honorific. Sranan
Tonga trutru; respeki. fasi.
suwi
syryi
Intns.
suka English sieve. Sranan Tongo seif.
Vt. English sieve a liquid. Sranan
Tongo seif wan watra sani.
suma English people. Sranan Tongo suma.
N. From: Sranan Tonga.
slJmbara English machete. Sranan
Tongo owroe.
N. Category: culture artifact.
su'naije See: 5- u'na --ja. [CeAr 0029]
Vt. English I sift it. Sranan Tongo mi e
seif eng. See: u'na.
Category: Cassava Film.
sunka English shelter; hut. Sranan Tongo kampu.
N. Category: culture artifact.
sura English chest; vault. Sranan Tongo kisi.
N. Category: culture artifact.
suraban English roof.beam. Sranan
Tongo dak. postu.
N. CategOly: culture artifact.
surama English Saramacca. Sranan
Tongo Saramacca.
Geo.N.
surapa See: sU- rapa. [WiMa 0026]
Pte. English again (with respect). Sranan
Tongo ete wan 1eisi (nanga
respeki). See: rapa.
Category: Cassava Film.
806
Vt. English I flip it. Sranan Tongo mi e
drai eng. See: urima.
Category: Cassava Film.
Surinama English Surinam. Sranan
Tongo Sranan.
Geo.N.
suroten See: su- roten. [HeA10061J
Pte. English just. Sranan Tongo noma.
See: roten. Category: Cassava Film.
suterapa English su- terapa. [WiMa 0138]
Pte. English again (with respect). Sranan
Tongo ete wan 1eisi (nanga
respeki) . See: terapa.
English little.sister; young.woman.
Sranan Tongo pikin. s isa;
j ongoe • uma.
N. Category: kinship social.
swampu English swamp. Sranan
Tongo swampu.
N. From: Sranan Tonga.
syjatoja See: 5- ejato -ja. [HeAl 0062]
Vt. English I call it. Sranan Tongo mi
kari eng. See: ejato.
Category: Cassava Film.
See: 5- y(ry) -i. [CeAr 0029]
Vt. English I put it. Sranan Tongo mi e
poti eng. See: y(ry).
Category: Cassava Film.
surimjaje
T - t
See: 5- urima -e. [CeAr 0041]
t-
t-
English T.
Qzr.
English 3R.
prs. English hlherself; third person
reflexive verbal prefix or possessor for
nouns. Sranan Tongo eng s re f i ;
nanga werkwordt, ai sari
'eng doe eng eng srefi;'
nanga naalllwordt, e sari
'eng eigie wan'.
ta English in; around; along; at. Sranan
Tongoini; 10ntu; p'sai na.
807
tam.
takynoka See: t- akyka. [HeMa 0037]
A. English pressed. Sranan Tongo tranga
wan. See: akyka. Category: Cassava
Film.
takyre English haunted; dangerous. Sranan
Tongo gefale k.
A.
N. English h/her own friend. Sranan
Tongo eng eigie mati.
See: akono. Category: Cassava Film.
takuwa English polish.stone. Sranan
Tongo brenki. ston.
N. Category: culture artifact.
taky'me English squished. Sranan
Tongo kwinsi.
A. [UrMaHeAI 00074]
tamanua English anteater. Sranan
Tongo tamanua.
N. Category: animal mammal.
tambara English lover. Sranan
Tongo ma s r a.
N. English term of endearment. Sranan
Tongo fa joe kari wan lobi
wan. [HeAl FF00083]
takyse English firm. Sranan Tongo tranga.
A.
tampire English broad. Sranan
Tongo bradi.
A.
tampoko English grandfather. Sranan
Tongo grandpa. Hollands opa.
N. Category: kinship social.
tampokory English Intns. Sranan Tongo moro.
Ptc.
tampokorymbo See: tampokory-
mbo. UuA10019]
Ptc. English very (intensifier). Sranan
Tongo furu. See: tampokory.
Category: Cassava Fi!m.
Pp.
English Fut. Sranan Tongo o. p' sa.
tam.
-ta
English into. Sranan Tongo ini.
Pp.
-take English Fut. Sranan Tongo 0 • p , sa.
taijapore English handy. Sranan
Tongoboeng. handwerk.
A. English competent with hand work
or an accurate shooter. Sranan Tongo ai
wroko boeng nanga eng anu
of ai sutu boeng. Jeff ne
taijapore mango Jeff is handy. Jeff
de boeng nanga handwerk.
taiwo English sign. Sranan Tongo teken.
N. Category: culture.
taja English plant.sp. Sranan
Tongo prani. Sp.
N. English taro. Sranan Tongo taj a.
Category: plant.
tajataja English fish.sp. Sranan
Tongo fisi. sp.
N. Category: animal fish.
taka
-ta English have.N. Sranan Tongo abi • N.
Vzr. English verbalizer meaning 'have
N'. Sranan Tongo ai tron
naamwoord go na werkwoord
nanga betekkenis 'abi X'.
See: ijota. kynitjamutanong (ky- ni-
kamu -ta -non) it takes flame. ai
teki flam. [WiMa 0090]
tagtig English eighty. Sranan Tongo tagtig.
Hm. From: Dutch.
taki English that; say. Sranan Tongo dat i ;
taki.
Ptc; Va. From: Sranan Tonga.
takini English tree.sp. Sranan Tongo bon. sp.
N. Category: plant tree.
takono See: t- akono. [PaCh 0050] tamu English grandfather. Sranan
Tongo grandpa. Hollands opa.
N. Category: kinship social.
tamune English white. Sranan Tongo weti.
Hollands wit.
A.
tapyi
808
English men's.house. Sranan
Tongo mans' rna. oso.
N. Category: culture artifact.
tamusi English grandfather; God. Sranan
Tongo gada.
N. Category: kinship culture social.
tamy English tobacco. Sranan Tongo tabaka.
N. Category: culture plant.
-tamy English Displ.
ehg.
tamysano English elders. Sranan
Tongobigi. s 'rna.
N. [UrMaHeAI 00053]
tankon English enormous. Sranan
Tongo bigbigi.
Pte.
tari'njaturu See: t- arinjatu -ry. [HeAl
0055]
N. English h/her own cassava pan.
Sranan Tongo eng eigie baka
pan. See: arinjatu. Category: Cassava
Film.
tankutankure
N.
English grooved.
tapyty
Tara
taranka
tarara
English lid. Sranan Tongo dexel.
N. Category: culture artifact.
Nm.
English wind.warp. Sranan
Tongowinti.
Vt.
English wheel.barrow; cart; car; bus.
SrananTongo kroiwagi; wagi;
bus.
N.
tanoseng English arrow. Sranan
Tongopeiri.
N. Category: culture artifact.
taro
tansi English grandfather. Sranan
Tongo grandpa. Hollands opa.
N. Category: kinship social.
English until; as.far.as. Sranan
Tongo te .leki.
Pp.
tarore English full.of.holes. Sranan
Tongo furu. nanga. 010.
A.
tante taru re English dry. Sranan Tongo drei.
A.
English aunt. Sranan Tongo tante.
N. From: ST.
tapijuka English wasp.sp. Sranan
Tongowaswasi. sp.
N. Category: animal arthropod.
tary English contents. Sranan
Tongo sani • de. insei.
N.
tapire English red. Sranan Tongo redi.
A. See: api.
tapiroi English blunt.arrow. Sranan
Tongo dede •peiri.
N. Category: culture artifact.
tapo'pore Category: Cassava Film.
tapu English close; atop. Sranan Tongo tapu;
tapu. [FM-MA 00406: Intrv.wiTo 0126]
Vt; Pp. From: ST.
tary'to English give.content; fill. Sranan
Tongo furu.
Vt.
tary'tojang See: tary'to -ja -ng. [jeNj
0019]
Vt. English s/he fills (0). Sranan Tongo ai
furu (eng). See: tary'to.
Category: Cassava Film.
tary'tojaton See.' tary'to -ja -tong. [WiMa
0037]
tapuma
Vt.
English close. Sranan Tongo tapu.
809
Vt. English s/he fills (0). Sranan Tonga ai
furu (eng). See: tary'to.
Category: Cassava Film.
Tashiwjoi English creek.run. Sranan
Tonga kr i ki • nm.
Nm.
tasi English palm.sp. Sranan Tonga tasi.
N. English Type of palm leaf that is
braided and used as roofmg. Also the
particular type ofroof. From: ST.
tasiwoine
A.
English clear. Sranan Tonga krim.
tawai ny English dim.light. Sranan
Tonga leti.
N. Category: nature.
tawopake See: t- awopa -ke. [UrMa
0033]
A. English spread to the edge. Sranan
Tonga panj a go na den
seisei. See: awopa.
Category: Cassava Film.
te English but; to; toward; Interj; until.
Sranan Tonga teo
Ptc.
tata English mother. Sranan Tonga mama.
N. Category: kinship social.
tatong See: ta -tong; tao Category: Cassava
Film.
te
teee
English when. Sranan Tonga teo
A. From: Sranan Tonga.
English far?
Ideo.
English temperature.
English actually. Sranan Tonga na. so.
[WiMa 0112, Mauru 00019J
Ptc. Category: Cassava Film.
teny
tera See: terapa. Category: Cassava Film.
terapa English already; again. Sranan
Tongok'ba; ete.wan.leisi.
Ptc.
te'ne
tehka English Surpr.
Ptc.
teko Ptc. [UrMaHeAI 00065, 00090, IntrvWiTo
0076, FF HeAl 00055]
te'kuru English well. Sranan Tonga weI.
Ptc. [MC02 00051]
tempuratuur
N.
English time. Sranan Tonga ten.
N.
Teodorus Nm.
tatore English having.hole. Sranan
Tonga abi • 010.
A.
tau re English smiling. Sranan
Tonga piri • ti f i.
A.
tatyta See: t- atyta. QuAI0016J
A. English growth. Sranan Tonga fa s i
fa a gro. See: atyta.
Category: Cassava Film.
tau English slap. Sranan Tonga klop.
Ideo.
tauhty See: ty- auhto -ry. lWiMa 0017]
N. English hlher own house. Sranan
Tonga eng eigie oSO. See: auhto.
Category: Cassava Film.
tauhtyne English having.house. Sranan
Tonga abi .OSO.
A.
taurone
A.
English allegedly. tien English ten. Sranan Tonga ti en.
Nm. From: ST.
tawa English pipe.clay. Sranan
Tonga tokotoko.
N. Category: nature.
tiki English stick. Sranan Tonga ti ki.
N. From: Sranan Tonga.
timirikeng English river.boat. Sranan
Tonga liba. boto.
tja
tjaba
tjaka
tjary
tjaro
N. Category: culture artifact.
ti mona English rudder. Sranan
Tongo stuur. Hollands sturn.
N. Category: culture artifact.
tinto
tiro English not.really; they.say; Hrsy. Sranan
Tongo no. tru; den. taki.
Pte.
ti ru English gun; cannon. Sranan Tongo gon;
kanu.
N. Category: culture artifact.
See: kaba. Category: Cassava Film.
See: kaba. Category: Cassava Film.
See: i- taka; taka. [CeAr 0022]
Pp. English into it. Sranan Tongo gwe
ini. See: taka. Category: Cassava
Film.
tjamukato'me See: i- kamuka -
to'me. [HeAl 0046]
Vt. English for the purpose of flaring
up. Sranan Tongo foe a kan leti
eng. See: kamuka.
Category: Cassava Film.
tjamutai See: i- kamuka -i. [HeAl 0047]
Vt. English s/he causes it to flare up.
SrananTongoai meki a kisi
faj a. See: kamuka.
Category: Cassava Film.
tjamutato'me See: i- kamuta -
to'me. [UrMa 0036]
V. English in order to flare up. Sranan
Tongo foe a kan teki flam.
See: kamuka. Category: Cassava
Film.
tjanana See: i- kanana. UuA10051]
A. English its flaming. Sranan Tongo eng
flam. See: kanana.
Category: Cassava Film.
810
tjananatato'me English V. Sranan
Tongo for the purpose of
flaming. Hollands foe a kan kisi faja.
See: i- kanana -to'me. [HeAl 0047]
See: kanana. Category: Cassava Film.
tjararary See: i- tarara -ry. [WiMa 0022]
N. English h/her wheel barrow. Sranan
Tongo eng kroi wagi. See: tarara.
Category: Cassava Film.
tjari'njaturu See: ty- arinjatu -ry. [HeAl
0041]
N. English hlher own cassava pan.
Sranan Tongo eng eigie baka
pan. See: arinjatu. Category: Cassava
Film.
English is.that.so. Sranan Tongo na. tru.
Int}. [UrMaHeAI 00008]
See: i- ka -ry. [MaCh 0012]
N. English removal. Sranan Tongo fa ai
puru eng. See: ka.
Category: Cassava Film.
tjasang See: i- ka -ja -ng. [WiMa
0006]
Vt. English s/he removes it. Sranan
Tongo ai puru eng. See: ka.
Category: Cassava Film.
tjashiripjory See: i- kasiripo -ry. [CeAr
0023]
N. English hlher kasiripo. Sranan
Tongo eng kasuripo. See: kasiripo.
Category: Cassava Film.
tja:ko See: i- ka(py) -ko. [WiMa 0034]
Vt. English make it! Sranan Tongo meki
eng! See: ka(py). Category: Cassava
Film.
tje English (sympathy). Sranan Tongo t j e.
Int}. From: Sranan Tongo.
tjo See: ko. Category: Cassava Film.
tjopuru See: i- topu -ry; topu.
Category: Cassava Film.
tjorotyry See: !- koro(ty) -ry. [CeAr
0034]
tjupo
tjupo
N. English its burning. Sranan Tongo a
fasi fa a bron. See: koro(ty).
Category: Cassava Film.
tjumitjy'mai See: i- kumi(ky) -'ma-i.
[HeMa 0030]
Vt. English fmished washing it. Sranan
Tongo k' ba wasi eng.
See: kumi(ky). Category: Cassava
Film.
tjumityry See: i- kumi(ky) -ry. [HeMa
0032]
N. English washing. Sranan Tongo na
fasi fa a wasi eng.
See: kumi(ky). Category: Cassava
Film.
See: tupo. Category: Cassava Film.
English fishing.hole. Sranan
Tongo fisi. 010.
N. [HeAl FF00018]
tjupoitjo'me See: i- kupo -to'me. [JoKa
0025]
Pp. English in order to sit on it. Sranan
Tongo foe de na eng tapu.
See: kupo. Category: Cassava Film.
tjuponaka See: i- tupo naka. [JoKa 0037]
Pp. English atop it. Sranan Tongo na eng
tapu. See: kupo. Category: Cassava
Film.
tjybry English old.woman. Sranan
Tongo owroe. uma.
N.
tjybrymbo See: tjybry -mbo. [JuAI0031]
N. English old woman. Sranan Tongo oru
uma. See: tjybry. Category: Cassava
Film.
tjyto'me See: i- ky -to'me. [JoKa 0018]
Vt. English in order to grate it. Sranan
Tongo foe gri ti eng. See: kyo
Category: Cassava Film.
811
N.
-to English Col.
num. See: -tong.
-to English Pst4; pst.cont.
tam. English Past continuous; Past
habitual.
-to English After; If; When. Sranan
Tongo if; teo
azr. English suffix, only in combination
with/following /-hpo/ (makes a
nominalized verb an adposition),
meaning 'when V is complete, X can
occur'. Sranan Tongo ai fasi na
werkwordt baka /-hpo/ foe
beteken 'te X k'ba, dan
XX kan p' sa'. [MaAI FF00079j
-to English Hab.A.
nzr.
-to English Hab.
nzr.
-to English vzr.
vzr. See: sapatohto 'put on shoes'.
-to English Pst.Cont.Nzr.
Nzr. English Past continuous
nominalizer used to tum an A into a N
meaning something like 'the one that
was A continuously'. See: tuweitjo.
tofeeee English swish.
Ideo.
tog Sranan Tongo tog.
Int}. From: ST.
toh English do.they.
Ptc.
tohkoro English partridge. Sranan
Tongo fowroe . sp.
N. Category: animal bird.
-toine English Pst4.Col.
tam. [UrMaHeAI 00060]
tokaito
to
English '!
Int}.
English?
English hut. Sranan Tongo kampu.
N. Category: cUlture artifact.
tokane English running. Sranan Tongo lon.
812
tomaminje English hard.working. Sranan
Tongo wroko. s 'ma.
A.
Tokna Nm.
tokyne English having.pet. Sranan
Tongo abi. kwiki.
A.
Tokoky English Tokoky. Sranan
Tongo Tokoky.
Nm.
-tong English Col.
num. English verbal suffix. See: -kong.
tonomy English meat; animal. Sranan
Tongo meti.
N.
A. [(eAr FF00029]
tonapi me English liar. Sranan
Tongo lei. man.
A.
tonaryke English baby. Sranan Tongo bebi.
[IntrvWiTo 0117]
N.English wild. Sranan Tongo krasi.
A.
tokone
to'na
topi ne English curative. Sranan Tongo dres i.
A.
topo English on; over. Sranan Tongo tapu;
abra.
Pp.
See: t- erepa -se. [WiMa 0032]
-topo English lnstr; Circ.
nzr. English Instrument or circumstance
nominalizer. Sranan Tongo Ai t ron
wan werkwoord go na wan
naamwoord san e betekken
'na sani foe doe na
werkwoord'. pjo'mangatopo 0-
po'manka -topo) the thing for
lighting fire. na sani foe leti
na fa j a. [HeAl 0040]
See: pore. Category: Cassava Film.
English stone; heel; butt. Sranan
Tongoston; bakafutu; buku.
N. Category: nature body.
torawone English quickly. Sranan
Tongo snelsnel.
tonoro English large.bird. Sranan
Tongobigi. fowroe.
N. Category: animal bird.
topene English expensive. Sranan
Tongo diri.
A.
A.
torepane
topore
topu
tomyi ryn e English having.daughter. Sranan
Tongo abi. uma. pi kin.
A.
-to'me English Purp. Sranan Tongo foe.
Hollands om.
tam. English verbal suffix meaning for
the purpose of; in order to; palatalizes
to I-tjo'mel after Iii. Sranan Tongo wan
pisi san e fasi na
werkwoord san e betekken
foe doe eng; foe a kan de
so; ai kon tron !-tjo'me!
baka den wortoe san e
k' ba nanga ! i!. Su'naje
e'keitjo'me. I grate it in order to bake
tl.Mi e zeef eng foe baka
eng. Ik zeef het om het te bakken.
A. See: emamin.
tomba English face. Sranan Tongo fesi.
[IntrvWiTo 0126]
N.
tomone English having.family. Sranan
Tongo abi. famirie.
A.
tomero English manner. Sranan
Tongo fasi.
A?
Englishjust.like. Sranan Tongo net. so.
Pp?
tonameije English slippery. Sranan
Tongo grati.
A. English having food. Sranan Tonga abi
nj an. See: erepa. Category: Cassava
Film.
torepary See: t- erepa -ry. [WiMa 0097]
N. English h/her food. Sranan Tonga eng
nj an. See: erepa. Category: Cassava
Film.
tori English story. Sranan Tonga tori.
N. From: Sranan Tongo.
tori pa English tell.story. Sranan Tonga g i . tori.
See: tori -pa.
Vt.
toriwa English tell.story. Sranan Tonga gi. tori.
See: tori -wa.
Vo.
tororoka English make.roll. Sranan
Tongomeki .1010.
Vt.
toru ke English fond.of.abusing. Sranan
Tonga lobi. feti.
A. See: eju.
tosipi English dish. Sranan Tonga preti.
N. Category: culture artifact.
totasipomune
English with.white.moustache;
with.white.beard. Sranan
Tonga nanga. weti . snor;
nanga.weti.barba.
A.
-toto English Hab.S.
nzr.
to'to Category: Cassava Film.
totyne English named. Sranan Tonga abi . nen.
A. See: ety.
totypore English sounding.beautiful.
Sranan Tonga mooie. barbari.
A.
to\AJa'pore English calm; kind; glad; happy.
SrananTongotiri; bunfasi;
brei ti.
A.
813
towaru me English dark. Sranan
Tonga dungru.
A.
toworo English alone. Sranan
Tonga eng. wan.
A. [HeAl FF00065]
tron English tum.
N. From: Sranan Tongo.
tsje English oh!
Intj.
tuhpire English red.haired. Sranan
Tonga redi. wiri.
N.
tuhpo English spoon. Sranan Tonga spun.
N.
tukanong Category: Cassava Film.
tukumau English palm.tree.sp. Sranan
Tonga palm. bon . sp.
N. Category: plant tree palm.
tukunare English fish.sp. Sranan
Tonga fisi. sp.
N. Category: animal fish.
tu 'ku sh i English type.of.arrow;
arrowhead. Sranan Tonga p e i r i.
N. Category: culture artifact.
tu ku 5 i English hummingbird. Sranan
Tonga kolibri.
N. Category: animal bird.
tukutypa See: t- ukuty -hpa. [HeMa
007l]
A. English not knowing. Sranan Tonga no
sabi. See: ukuty. Category: Cassava
Film.
tuma English pot; soup. Sranan Tonga pa t u;
brafu.
N. Category: culture artifact.
tuma English cooking.pot. Sranan Tonga patu.
N. Category: cultUre artifact.
tu maitju(po) English pepper.water; soup.
Sranan Tonga pepre. wa tra;
brafu.
814
N.
tuntypore English good.at.steering. Sranan
Tonga boeng. nanga. stur.
A.
tuna English water; river. Sranan
Tongowatra; Iiba.
N. Category: nature.
tunda English arrive. Sranan Tonga doro.
Va.
tumung English mound. Sranan
Tonga bergi.
N. Category: nature.
tun English bang!; wham!
Ideo.
English blow. Sranan Tonga blo.tuuutuhtu
Ideo.
tuwajjakuta English slumped.over. [FM-MA
00391]
A. English the way one sits after
fainting.
tuwake English dancing. Sranan
Tonga dansi.
A.
turi English torch. Sranan Tonga frambo.
N. Categmy: culture artifact.
tu ru pO English heart. Sranan Tonga at i.
N. Category: body.
Tutirumy English Tutirumy. Sranan
Tonga Tutirumy.
Nm.
tu'turu English congratulate. Sranan
Tonga ferster.
Vt. [MC02 00062]
N. English calabash spoon used to serve
tjumaitjupo. Sranan Tonga kalebas
spoen san je gebruik foe
prati tumaitjupo. [MaAl
FF00096]
tuponaka English onto. Sranan
Tonga na. tapu. Hollands op.
Pp. Moro pahpota, wato tuponaka
sy:ja. After that, I put it onto the fire.
Baka dati, mi poti eng
tapu na faj a. Daarna zet ik het
op hetvuur.
tu rara English tuber.magic. Sranan
Tongobonu .Iutu.
N. Category: culture.
turare English crying. Sranan Tonga krei.
A.
turare English whining; tearful. Sranan
Tonga stowtu; kreikrei.
A.
English on. Sranan Tonga t apu.
Hollands op.
Pte.
English plate; serving.spoon. Sranan
Tonga preti; spoen.
tupo
tumary See: tuma -ry. UuA10035]
N. English h/her pepper water. Sranan
Tonga eng pepre watra.
See: tuma. Category: Cassava Film.
tu mika English hatch. Sranan
Tonga bos. eksie. Hollands gebroed.
VI. Korotoko kynitjumitjano. The
chicken hatched its eggs. A fowroe
broko eksi. De kip heeft gebroed.
tumlJnda English first.blood. Sranan
Tonga eerste .menstruasie.
A. English menstruate for the first time.
Sranan Tonga eerst e
menstruasie. Mose wodi
tumunda mango This girl has
become a woman. A dame di s i
tron jongoe dame.
tu'mune Englishwhite.haired. Sranan
Tonga weti. wiri.
A.
tupo
tuwaro English careful; aware;
thoughtful. Sranan
Tonga safri. nanga.
A.
815
tuwaroma English be.careful; take.care.of;
raise. Sranan Tonga 1uku. boeng;
kweki.
Vt.
tuwaron kepy English not.be.careful;
stop.thinking. Sranan
Tonga no. 1 uku. boeng;
tapu. denki.
Vo.
tuwaronkepy English forget. Sranan
Tonga fergi ti.
Vo.
ty-
Int}.
English 3R.Pssr.
prs-. English h/her own; possessor
marker that requires a noun marked
with the possessed suffix, -ry. Sranan
Tonga eng eigie wan; e sori
dati eng e abi wan sani;
e wroko nanga naamwordt
san e abi na merk, -ry,
san e sori dati wan s'ma
e abi na sani. tymainjary h/her
own field. eng eigie gron. rCF
CeAr 0001) See: -rv.
tuwaroro English careless. Sranan
Tonga no. abi . trobi . nanga.
A.
tuwehpoine English good.at.spinning. Sranan
Tonga boeng. foe. brei. ka tun.
A.
tyhkone
A.tuweike A.
-tv English Poss; Nzr.
poss; Nzr. English Found in only one
word, leeran-tyl < leerangl 'guard.'.
Sranan Tonga 30so ini wan
wortoe: /eeran-ty/ <
/eerang/ 'wachter.'. See: -rv.
English dirty. Sranan Tonga dati.
English streaky.all.over.
A.
Tongo tranga.
English hot. Sranan Tonga faj a.
English hard. Sranan
tyhtowe
A.
tyja'nare
See: ty- ijo. [WiMa 0065J
N. English her own husband. Sranan
Tonga en eigie masra. See: ijo.
Category: Cassava Film.
tyjamike English funny. Sranan
Tongoprisiri.
A.
tyijo
tyhpone English able.to.swim. Sranan
Tonga mang . swen.
A.
tyhsanore English cold. Sranan
Tonga kowroe.
A.
tyhsenaka English farther. away. Sranan
Tonga moro. fara.
A.
tuwituwitore
A.
tuwomuhka English handy; skilful;
competent; mature. Sranan
Tongowroko. S 'rna; bigi. s 'rna.
A. Sranan Tonga wan s I rna foe eng
srefi. Mose wokVry tuwomuhka
jumv mango This man is independent.
A man dati de wan man foe
eng srefi.
tuwomyne English dressed. Sranan
Tongoweri. krosi.
A.
tuwesere English having.diarrhea. Sranan
Tonga abi . 1usu. bere.
A. See: wese.
tuworo English different. Sranan
Tonga tra. fasi.
A.
tuwotaroke English good.at.hunting. Sranan
Tonga boeng . nanga . on t i.
A.
ty English? tyjapo English marsh; swamp. Sranan
Tonga swampu.
816
tyjeke English sharp. Sranan Tonga s rapu.
A.
N. Category: nature.
tyjapohto English make.swampy. Sranan
Tonga meki • swampu.
Vt.
tyjapore English capable. Sranan
Tonga flink.
A. [MaAI FF00036]
tyjapure English decayed; mouldered.
SrananTongopori; buku.
A.
tyjo'ne English having.cover. Sranan
Tonga abi • tapu.
A.
tyjumy See: ty- jumy. [HeAl 0063]
N. English h/her own father. Sranan
Tonga eng eigie papa. See: jumy.
Category: Cassava Film.
ty'ka English frighten. Sranan Tonga s kreki.
Vt.
ty'kajjama Category: Cassava Film.
tykake English fat. Sranan Tonga fa tu.
A. See: tykakeng. [CF CeAr 0009]
tykakeng English governor. Sranan
Tonga granman.
N. Category: culture social.
tykananake See: t- kanana -ke. UuAI
0061]
A. English flaming. Sranan Tonga big i
flam. See: kanana.
Category: Cassava Film.
tykanong See: t- ka -no. UuA10068]
N. English saying. Sranan Tonga fa ai
taki. See: ka. Category: Cassava
Film.
tykarajje English black. Sranan
Tonga blaka.
A. See: karai.
See: t- ky -'mao [UrMa 0020]
English wet. Sranan Tonga nati.
0017]
A. English made. Sranan Tonga na me k i
wan. See: ka(py). Category: Cassava
Film.
See: t- ka(py) -se. [WiMa
tykehpure
A.
tykerepu See: t- kiere pungo [HeAl
0048J
N. English sifted cassava flour. Sranan
Tonga a seif kasaba. See: kiere.
Category: Cassava Film.
tyky'ma
tykerery See: ty- kiere -ry. [CeAr 0019]
N. English h/her own cassava. Sranan
Tonga eng eigie kasaba.
See: kiere. Category: Cassava Film.
tykoimja English mix. Sranan
Tongomoksie.
A. [MC0200190]
tykoroka See: t- koroka.
A. English burnt. Sranan Tonga bron.
See: koroka. Category: Cassava Film.
tykorose See: t- koroka -se. [UrMa
0005]
A. English burnt. Sranan Tonga di a
bromo See: koroka.
Category: Cassava Film.
tykota English rotten; spoiled. Sranan
Tongopori; tingi.
A.
tykoweidjy See·ty- kowei -ry. UuA10078]
N. English h/her own fishhook. Sranan
Tonga eng eigie uku. See: kowei.
Category: Cassava Film.
tykultururu See: ty- kulturu -ry. [WiMa
0056]
N. English his own culture. Sranan
Tonga eng eigie kul turu.
See: kulturu. Category: Cassava Film.
tyka:se
English SOUr. Sranan Tonga swa.tyjasakore
A.
A. English fmished grating. Sranan
Tongo k 'ba gri ti. See: kyo
Category: Cassava Film.
tymainjary See: ty- mainja -ry. [WiMa
0003]
N. English h/her own field. Sranan
Tongo eng eigie gron.
See: mainja. Category: Cassava Film.
tymanarery See: ty- manare -ry. [WiMa
0075]
N. English h/her own sieve. Sranan
Tongo eng eigie seif.
See: manare. Category: Cassava Film.
tymaro See: ty- maro. [WiMa 0130]
Pp. English with h/her. Sranan
Tongo nanga eng. See: maro.
Category: Cassava Film.
tymasawary See: ty- masawa -ry. [HeAl
0065]
N. English h/her own fishing net. Sranan
Tongo eng eigie net.
See: masawa. Category: Cassava
Film.
tymatapiry See: ty- matapi -ry. [(eAr
0024]
N. English h/her own matapi. Sranan
Tongo eng eigie rnatapi.
See: matapi. Category: Cassava Film.
ty'mene English having.child. Sranan
Tongo abi • pi kin.
A.
tymenu re English bloody. Sranan
Tongo brudu.
A. See: menu.
tymere English painted. Sranan
Tongo peni •wan.
A.
tymiritje English ship; barge. Sranan
Tongo S i pi. Hollands lichter.
N.
tymisure English shaggy. Sranan
Tongo frektifrekti.
A.
817
tymjainjarykon See: ty- mainja-ry
-kon. UuA10012]
N. English their field. Sranan Tongo na
gron foe den. See: mainja.
Category: Cassava Film.
tymore English noisy. Sranan
Tongobarbari.
A.
ty'muru See: ty- 'muru. [HeMa 0070]
N. English h/her son. Sranan Tongo eng
pikin boi. See: 'muru.
Category: Cassava Film.
ty(my) English get.drunk; poison. Sranan
Tongo drungu; vergi ft.
Vt.
tyna English be.quiet. Sranan Tongo tan. pi.
Vo.
tynakotopo See: ty- n- akoto -po. [HeMa
0006]
N. English the cut one. Sranan Tongo a
wan di a kapu. See: akoto.
Category: Cassava Film.
tyneporypo See: ty- n- epo(ry) -po. UeNj
0038]
N. English found one; h/her own way.
Sranan Tongo na feni wan; na
eng eigie fasi. See: epo(ry).
Category: Cassava Film.
tynga English pull.tight; pull. Sranan
Tongohari.span; hari.
Vt.
tynnn English pull! Sranan Tongo har i !
Ideo.
ty'nore English smelling. Sranan
Tongo srneri.
A.
tynotyne English having.grandma. Sranan
Tongo abi. granrna; abi. orna.
A.
tynubereng English planer. Sranan
Tongo skafu.
English thick. Sranan Tongo di k i.
N. English a tool for smoothing wood.
Sranan Tongo wan wrokosani san
e gebruik foe plata udu.
Category: culture artifact.
typanaja'nare English obstinate. Sranan
Tongo tranga. j esi.
A.
typanakaraije English Creole.person.
Sranan Tongo Krioro. s 'rna.
[lntrv.WiTo 0074]
PN. English Pejorative term for
Suriname Creoles. Lit. 'black eared.'.
SrananTongoFasi foe kari
Krioro sIrna. E betekken
'blaka jesi wan. '.
typepotyre English with.shining.forehead.
Sranan
Tongo nanga. brinki. fesede.
A.
typonone English with.inhabitants. Sranan
Tongo nanga .libisani.
A.
typoshinje See: ty- posin -se. [PaCh
0005]
A. English sweetly. Sranan Tongo switi.
See: posin. Category: Cassava Film.
typosine English sweet. Sranan
Tongo switi.
A.
typotyry English shiny. Sranan
Tongobrinki.
A.
typo:je See: t- po(my) -je. [HeMa
0012]
A. English planted. Sranan Tongo prani
wan. See: po(my). Category: Cassava
Film.
typun English splash. Sranan Tongo pun!
Ideo.
typu ne English heavy; fleshy. Sranan
Tongo fatUi abi .rneti.
A.
ty'pune English much; many. Sranan
Tongo furu.
818
A. [Mauru 00041, 00036]
typyime
A.
typyimjene See: ty- pyimje -se; pyimje.
Category: Cassava Film.
typyitje See: t- pyi -se. [WiMa 0112]
A. English ashamed. Sranan Tongo abi
shen. See: pyi. Category: Cassava
Film.
typyke See: t- pyty -ke. [WiMa 0008]
A. English having a wife (Lit. "wifed").
Sranan Tongo abi vrouw. See: pyty.
Category: Cassava Film.
typyty See: ty- pyty. UeNj 0012]
N. English his own wife. Sranan
Tongo eng eigie wefi. See: pyty.
Category: Cassava Film.
tyrama English incredulity; doubt. Sranan
Tongo degedege. Hollands twijfelen.
N.
tyramake English selfishness. Sranan
Tongo eigie. wani.
N. [UrMaHeAI 00055]
tyrapu English ladder. Sranan Tongo trapu.
N. From: Sranan Tongo.
tyrepary See: ty- erepa -ry. UuA10059]
N. English h/her own bread. Sranan
Tongo eng eigie brede. Hollands de
brood van hij. See: erepa.
Category: Cassava Film.
tyrewuj u English Tyrewuju. Sranan
Tongo Tyrewuj u.
Eth.N. English Kari'nja (both people and
language) in eastern Suriname.
Prestige dialect. Sranan
Tongo Kari 'nj a (den s' rna
nanga na tal) san de na
ost Sranan. Dipi tal.
tyrytyry English cayman.sp. Sranan
Tongo kairnan.
N. Category: animal reptile.
819
ty'se
A. See: ejuku.
tywetuje English drunk. Sranan
Tongo drungu.
A. Mose tywetuje mango That
person is drunk. As' ma da t i
drungu.
ty'wo English brother.in.law. Sranan
Tongo swagrie.
N. Category: kinship social.
tywoju'pore English inviting; attractive. Sranan
Tongomooie; kari. kon.
English dirty. Sranan Tongo doti.
tywagirykong See: ty- wag; -ry-
kong. UuA10018]
N. English their wheelbarrow. Sranan
Tongo den wagi. See: wagi.
Category: Cassava Film.
tywa'to See: ty- wa'to. [CeAr 0037]
N. English its own fire. Sranan Tongo na
faj a foe eng. See: wa'to.
Category: Cassava Film.
tywatory See: t- wa'to -ry. [HeAl 0055]
N. English h/her own fire. Sranan
Tongo eng eigie faj a. See: wa'to.
Category: Cassava Film.
tywerikike See: t- weriki -ke. [WiMa
0046]
A. English dirty. Sranan Tongo doti.
See: weriki. Category: Cassava Film.
tywery See: ty- wewe -ry. UuA10040]
N. English h/her own wood. Sranan
Tongo eng eigie udu. See: wewe.
Category: Cassava Film.
tyweseku English lose.oneself. Sranan
Tongo lasi. wan. srefi. [FM-MA
00393]
A.
tywijake
A.
tytary English bullets. Sranan Tongo lai.
[Intrv.WiTo 0122]
N.
tytyhka English make.tremble. Sranan
Tongomeki .beifi.
Vt.
tysoropane English sideways. Sranan
Tongo na. seisei.
tyserepirymbo See: ty- serepi -ry-
mbo. [CeAr 0044]
N. English h/her old net. Sranan
Tongo eng owroe net. See: serepi.
Category: Cassava Film.
tyseseure English having. fringe. Sranan
Tongo abi. franj a.
A. See: sesewu.
English far. Sranan Tongo fara.
A.
tyserepiry Englishty- serepi -ry.
N. English h/her own net. Sranan
Tongo eng eigie net. [CeAr 0046]
See: serepi.
tytararary See: ty- tarara -ry. [WiMa
0037]
N. English h/her own wheel barrow.
Sranan Tongo eng eigie kroi
wagi. See: tarara. Category: Cassava
Film.
tysapire English playful. Sranan
Tongo lobi.prei.
A.
tysabake English muddy. Sranan
Tongo tokotoko.
A.
A. See: soropa.
tytamune English having.grandfather.
Sranan Tongo abi. grandpa.
N.
Tongo k' ba. griti. See: t- wot- ky
-'mao
ty\AJagir'l Sec: t)J- \AJagi -r/. [JuA! 0018]
N. English h/her own wheelbarrow.
Sranan Tongo eng eigie wagi.
See: wagi. Category: Cassava Film.
t'l'Nok'l'ma English fmished.grathlg. Sranan
820
A. Tywoky'ma k'ba mang,
kynarymoja. She is finished grating
already, now she'll squeeze it. A
k'ba griti, a 0 pers eng
now. [HeAl 0028]
tywokyto'me See: t- wot- ky -
to'me. [PaCh 0022]
V. English in order to grate. Sranan
Tonga foe gri ti. See: kyo
Category: Cassava Film.
tywoma English fall.down; be.born. Sranan
Tongofa.don; gebore. [WiTo013l]
A.
tywopondo'me See: t- wot- po(my)
-to'me. [PaCh 0016]
N. English for planting. Sranan Tonga foe
a kan prani. See: po(my).
Category: Cassava Film.
tywose'keidjy See: t- wos- e'kei -
ry. [juAI 0046]
N. English baking. Sranan Tonga foe
baka. See: e'kei. Category: Cassava
Film.
tywose'keitjo'me See: t- wos- e'kei -
to'me. [MaCh 0030]
A? English for the purpose of baking.
Sranan Tonga foe ba ka. See: e'kei.
Category: Cassava Film.
tywotory See: ty- woto -ry. [UrMa 0047]
N. English h/her own fish. Sranan
Tonga eng eigie fisi. See: woto.
Category: Cassava Film.
U u
uku(ty) English know; understand Sranan
Tonga sabi; verstan.
Vt.
Vt. English not knowing (0). Sranan
TongonO sabi (eng).
See: uku(ty). Category: Cassava Film.
ukutyry See: uku(ty) -ry. [WiMa 0096]
N. English knowing (0). Sranan
Tonga foe sabi (eng).
See: uku(ty). Category: Cassava Film.
uku:to'me See: uku(ty) -to'me. [WiMa
0137]
Vt. English in order to know (0). Sranan
Tongofoe sabi (eng).
See: uku(ty). Category: Cassava Film.
u'ma(my) English turn; change. Sranan
Tonga drai; kenki.
Vt.
umari English feather.hat.
N. Sranan Tonga ati san meki
nanga fowroe frei.
Category: culture artifact.
u'me(my) English go.around. Sranan
Tonga drai.See: uku(ty) -hpa.
English emerge. Sranan
Tonga kon. na .loktu.
Vo.
English take.aim; try; count; draw. Sranan
Tongomarki; proberi; teri;
teken.
Vt.
uhku
English Hes.
Int}.
uhsety English hair. Sranan Tonga wiri.
N. Category: body.
u'hm
uhta
u'jepo English skull. Sranan
Tonga edekrabasi. Hollands schedel.
N. Category: body.
uku English hook. Sranan Tonga uku.
Vt. From: Sranan Tongo.
ukuty'pa
821
PP.
Vt. Arepa 5urindjaje I flip the
cassava bread. Mi e drai a
kasaba brede. Ik keer de cassave
brood.
upU ka English cut.hair. Sranan
Tonga koti. wiri.
Vt.
untypo English steering.skill. Sranan
Tonga boeng . foe. s t ur.
N.
upi
upu'po English head; alone. Sranan
Tonga ede; na. wan. srefi.
N. English 'alone' meaning when
combined with lowing! 'one'. Sranan
Tongo'na wan srefi'
betekenis soso te a kon
same nanga lowingl 'wan'.
Category: body. owing upupo alone.
na wan srefi.
unty English base; east; trunk; steersman.
SrananTongooostsei; sturman;
ondro. sei.
N.
upa English distribute; serve; give.drink;
give.bread; give.food. Sranan
Tonga prati.
Vt.
upa'ka English wake.up. Sranan Tonga wiki.
Va.
ura English crying. Sranan Tonga krei.
N.
urana English paca? Sranan Tongometi. sp.
N. English large rodent.
Category: animal mammal.
Urari English poison. Sranan Tonga vergi ft.
N. Category: culture artifact.
urima English flip; turn.over. Sranan
Tonga drai. Hollands keer.
English seek; cannot; find. Sranan
Tongosuku; no.mang; feni.
Vt. [CeAr FF00014]
upi'njo English under. Sranan Tonga ondro.
English wipe.off. Sranan Tonga figi.
Vt.
Vt. [MC02 00136; Mauru 00057]
u'mu(ku) English submerge. Sranan
Tonga sungu.
Va. [UrMaHeAI 00004, 00005]
Umyryko English set.curls. Sranan
Tonga seti. kroru.
Vt.
umyryky English curl. Sranan Tonga kroru.
N. Category: body.
umyryta English get.curly. Sranan
Tonga kon . kroru.
Va.
u'na
una
English sift. Sranan Tonga s e if.
Vt.
Una(my) English hide; bury; protect. Sranan
Tonga kibri; beri.
Vt.
u'nanong See: u'na -non. UeNj 0035]
Vt. English slhe sifts (0). Sranan Tonga ai
seif (eng). See: u'na.
Category: Cassava Film.
u'napo See: u'na -po. [UrMa 0037J
N. English sifted one. Sranan Tonga na
seif wan. See: u'na.
Category: Cassava Film.
Unda English right.beside. Sranan
Tonga let. sei.
Pp.
undymbo Category: Cassava Film.
Undypo English place.where.X.is. Sranan
Tonga presi. pe . X. de.
Pp. [MC0200163]
Unema English lift; pick.up. Sranan
Tonga opo. go. na .loktu.
Vt. English lift and place above. Sranan
Tonga opo en poti na loktu.
UoKa 0049]
822
uwapo English before. Sranan Tonga fosi.
Pp.
uwampO English worthless. Sranan
Tonga sondro. warde.
A.
uwapotosan English ancestors. Sranan
Tonga afo.
N.
uwapononto English anticie. Sranan
Tonga fosi.
Vt. English to come before. Sranan
Tonga kon na fosi. See: uwapo.
English disregarding.
English belly. Sranan Tonga bere.
Category: body.
English no. Sranan Tonga no.
Ptc.
English dance. Sranan Tonga dans i.
Vo.
uwaroro
Pp.
uwembo
N.
uwa
uwapononto English prepare;
make.in.advace. Sranan
Tongomeki. na. fesi;
meki. klari.
Vt. See: uwapo.
uwapoto English leading.person. Sranan
Tonga ede • man.
N.
uwa
utopuru See: u- topu -ry; topU.
Category: Cassava Film.
Utrecht English Utrecht. Sranan
Tonga Utrecht.
Geo.N.
urutau English night.bird. Sranan
Tonga neti • fowroe.
N. Category: animal bird.
uta(py) English lose; pass.away. Sranan
Tonga lasi; kon. dede.
Vo.
uru pe English mushroom.sp. Sranan
Tonga todoprasoro.
N. Category: plant.
U ru (PY) English stick. Sranan Tonga fa s i.
Vt. [MaAI FF00009]
urindjai See: urima -i. [MaCh 0042]
s/he turns (0) over. English ai drai (eng).
See: urima. Category: Cassava Film.
urindjanong See: urima -non. UeNj 0043]
Vt. English s/he flips (0). Sranan
Tonga ai drai (eng). See: urima.
Category: Cassava Film.
urindjapo See: urima -po. [WiMa 0122]
N. English flipped one. Sranan Tonga na
wan san a drai. See: urima.
Category: Cassava Film.
urindjatang See. urima -take -ng. UuAI
0072]
Vt. English slhe flips (0). Sranan
Tonga ai drai (eng). See: urima.
Category: Cassava Film.
IJrindjato'me See: urima -to'me.
[MaCh 0037]
Vt. English in order to flip (0). Sranan
Tongofoe drai (eng).
See: urima. Category: Cassava Film.
Uro English blow. Sranan Tonga wai.
Vt.
uroja See: uro -ja. [HeAl 0045]
Vt. English slhe blows (0). Sranan
Tonga ai blow (eng). See: uro.
Category: Cassava Film.
U rojang See: uro -ja -ng. [UrMa 0036]
Vt. English s/he blows (0). Sranan
Tonga ai wai (eng). See: uro.
Category: Cassava Film.
U ru English admonish; talk.to; yell.at. Sranan
Tonga piri. ai. gi; taktaki;
bari.
Vt. [Intrv WiTo 0163]
uru ruu English tree.sp. Sranan Tonga bon. sp.
N. Category: plant tree.
uwena English vomit. Sranan Tonga brak.
Vo.
823
uweseka English tear; split.belly. Sranan
Tongo priti.
Vt. English Specifically used for
splitting a belly as in when cleaning
fish. Sranan Tongo E betekken te
joe priti na bere foe
fisi te joe krim den. [CeAr
FF00088]
uweseng English buttocks. Sranan
Tongo bakasei; gogo.
N. Category: body.
uwetun English sleepiness. Sranan
Tongowani. sribi.
N. Category: body.
v - V
verevere English fly. Sranan
Tongo freifrei.
N. Category: animal arthropod.
W-w
English get.away. Srananw-
w-
wa
English Sa.
val.
English 1Sa. Sranan Tongo mi.
prs.
English 1Cop. Sranan Tongo mi . de.
Va. English be. Sranan Tongo de.
waimanempa
Tongo g 'we.
Vt.
wajamaka English iguana. Sranan
Tongo legwana.
N. Category: animal reptile.
waijo English salt. Sranan Tongo sowtu.
Hollands zout.
N. Da ko'u siwaijotoja. Then I salt
it. Dan mi e sowtu eng. Dan
zet ik zout eraan.
wajamu English tortoise. Sranan
Tongo sekrepatu.
N. Category: animal reptile.
wajarimbo English basket. Sranan
Tongo bas ki tao
N. English square or round basket made
ofkumbu leaves or pina leaves used to
carry fish or meat home after fishing
or hunting, may also refer to the
leaves themselves. Sranan
Tongo Fierkanti of lontu
baskita san meki foe
kumbu of pina wiri. Ai
gebruik foe tjari meti of
fisi go na oso baka di je
anti. Kan owktoe de a
nen foe den wiri srefi.
Category: culture artifact.
English tree.sp. Sranan Tongo bon. sp;
wan .bun. siri.
N. Category: plant tree.
wagi
wae
English wheel.barrow. Sranan
Tongo kroiwagi.
N. See: kroiwagi. From: Sranan
Tongo.
waijapo English fish.sp. Sranan
Tongo fisi. sp.
N. Category: animal fish.
824
wapotombo English leading.man; old.man;
elder. Sranan Tongo ede • man;
grani.man; bigi.s'ma.
N. Category: social culture.
wapoto(pO) English elder. Sranan
Tongo grani. s' rna.
N. See: wapotombo. [UrMaHeAI
00056]
wajarimpo English palm.leaves. Sranan
Tongo palm. wiri. Hollands palm.blad.
N. Category: nature.
wa10ban English convulsion. Sranan
Tongo stoipi.
N. Category: body.
wajumo English crab.sp. Sranan
Tongo krabu. sp.
N. Category: animal arthropod.
wakabun English tree.sp. Sranan
Tongo bon. sp; wakabun.
N. Category: plant tree. From: Sranan
Tonga.
wapu
wara
English tree.sp. Sranan Tongo prasara.
N. [HeAl FF00022]
English ibis. Sranan Tongo korikori;
flamingo.
N. Category: animal bird.
wan
warawame English liana; vine. Sranan
Tongo busi tetei.
N. Category: plant tree.
English one. Sranan Tongo wan.
A. From: Sranan Tonga.
wan hede English at.once. Sranan
Tongo wan. ede.
A. From: Sranan Tonga.
wanau English otter.sp. Sranan
Tongo watra. dagu.
N. Category: animal mammal.
wan e English maybe; must. Sranan
Tongo kande; musu.
Ptc.
wane English honey.bee. Sranan
Tongo oni • frei; oni. waswasi.
N. Category: nature.
-wano English Npos.
pos.
-wanon English Npos?
pos.
wansiri English bird.sp. Sranan
Tongo fowroe. sp; pikin
fowroe. Hollands vogeltjes.
N. Category: animal bird.
want English because. Sranan Tongo omdat.
Ptc. From: Sranan Tonga.
English like; way. Sranan Tongo 1 e ki ;
fasi.
Pp.
waraku English fish.sp. Sranan
Tongo fisi. sp.
N. Category: animal fish.
waram pa English mat. Sranan
Tongo sribi. papaya.
N. Category: culture artifact.
warapa English fish.sp. Sranan
Tongo walapa.
N. From: Sranan Tonga. [(eAr
FF00023]
warara English tortoise. Sranan
Tongo sekrepatu.
N. Category: animal reptile.
wararo English all; each; fitting. Sranan
Tongoala; wan. wan; fiti.
Pp.
warawara English fish.sp. Sranan
Tongo fisi. sp.
N. [HeAl FF00053]
ware English song. Sranan Tongo singi.
N. Category: culture.
wareka English make.song. Sranan
Tongomeki. singi.
Vt.
wareta English sing. Sranan Tongo singi.
825
Vo.
wa'to English fIre. Sranan Tonga fa j a.
Hollands vuur.
N. Category: nature.
English fart. Sranan Tonga pu.
English dwelling.place.
English hair; leaves. Sranan
Tongowiwiri.
wepikota
Vo.
weri
weju
Va. English it is. Sranan Tonga a de.
See: e'i. Category: Cassava Film.
weidjy See: w- e'i -ry. [WiMa 0029]
N. English being. Sranan Tonga foe de.
See: e'i. Category: Cassava Film.
wei po English roast. Sranan Tonga los i.
Vt. [(eAr FF00034]
weitjo'me See: w- e'i -to'me. [HeMa
0043]
Va. English in order to become. Sranan
Tonga foe a kan de. See: e'i.
Category: Cassava Film.
weitjopo
N.
weja'weja English Hindustani. Sranan
Tonga Hindustani. [lntrv.wiTo 0074]
PN. English Pejorative term for
Hindustani. Literally something like,
'wipes bottom with hands.'. Sranan
Tonga Ogri fasi foe kari
Hindustani s'ma. E
betekken 's'ma san e figi
bila nanga anu.'.
wemy English carrier.basket. Sranan
Tonga bas ki tao
N.
wena(po) English behind. Sranan
Tonga baka.
Pp. English /Wena(po)/ reduces when
inflected for plural, /wenasang/. [FM-
MA 00383J
wentakary English bend. Sranan Tonga beni.
N. Category: nature.
English sun. Sranan Tonga sonfaj a.
Hollands zon.
N. Category: nature.
weka English defecate. Sranan Tonga pupa.
Va.
English jug. Sranan Tonga dj ogo.
Category: culture artifact.
English well. Sranan Tonga boeng.
Pte.
we
we'j English be; become; do. Sranan Tonga de;
kon. de; doe. See: w- e'i.
Cop. See: e'i. Category: Cassava
Film.
weidje See: w- e'i -je. UuA10051]
waty English Neg.Ex. Sranan Tonga no.
Pte.
wa'wa English older.sister; older.brother. Sranan
Tongobigi. sisa; bigi .brada.
N. English relationship does not have to
be strictly familial, can be said of any
slightly older person within one's
circle; vocative. Sranan Tonga a no
abi foe de tru-tru
famirie, a kan de wan
s'ma san de bigi leki wan
bigi brada of sisa san
joe abi respeki gi eng
leki bigi wan. Category: kinship
social.
waru ma English plant.sp. Sranan
Tonga prani . sp.
N. Category: plant.
wase i English palm.sp. Sranan Tonga palm. sp.
N. Category: plant tree palm.
waskom English wash.basin. Sranan
Tonga waskom.
N. From: Sranan Tongo.
wasmasin English wash.machine. Sranan
Tonga wasmasin.
N. Category: culture artifact. From:
Dutch.
waton English resembling. Sranan
Tonga dj ersi.
Pp.
watrakan
N.
826
Williams Nm.
wetyta English get.rusty. Sranan
Tongo kon. frustu.
Vo.
wewe English tree; wood; stick. Sranan
Tongo bon; udu; tiki.
N. Category: nature.
wijamu English other.one. Sranan
Tongo tra . wan.
Pron. [PaCh 0033]
wijemy English basket. Sranan
Tongo bas ki tao
N. See: kurukuru. [WiMa 0022]
N. English ruSt. Sranan Tongo frustu.
See: wety. Category: Cassava Film.
wijokyry See: i- wos- ky -ry. [WiMa
0048]
N. English grating. Sranan Tongo na
griti foe eng. See: ky.
Category: Cassava Film.
wijonatoko See: i- wot- n- atyta -to -
ko. [HeAl 00J2] See: atyta.
Category: Cassava Film.
wiju English tree.sp. Sranan Tongo bon. sp.
N. Category: plant tree.
wi ki English week. Sranan Tongo wi ki.
N. [FM-MA 00521] From: Sranan
Tonga.
See: wety -mbo. [HeMa 0044]wijetymbo
weriki English dirt; mess. Sranan Tongo doti;
bruj a.
N.
werikiko English make.dirty. Sranan
Tongo me ki . dot i.
Vt.
weritjapo See: weri -ka -po. [HeM a
0009]
N. English the leaves that have been
removed. Sranan Tongo den wiri
san (a) puru k I ba. See: weri.
Category: Cassava Film.
weritja:no See: weri -ka - fi no.
Vt. English s/he removes leaves. Sranan
Tongo ai trowe wiwiri.
See: weri. Category: Cassava Film.
werusi English dove.sp. Sranan
Tongo fowroe . sp.
N. Category: animal bird.
wese English diarrhea. Sranan
Tongo 1 usu. bere.
N. Category: body.
wesero English give.diarrhea. Sranan
Tongo gi .lusu. bere.
Vt. English diarrhea. Sranan
Tongo 1 usu. bere.
N.
weri ka English clean. Sranan Tongo kr im.
See: weriki -ka.
Vt.
Witsantie Nm.
winima English win. Sranan Tongo wini.
Vt. From: Sranan Tonga.
weto English occ.with. Sranan
Tongo besig. nanga.
pte. English Means occupied with, but
conventionalized use only with wa'ta,
fish. Sranan Tongo Soso nanga
fisi, Iwoto wetol, besig
foe kisi fisi. Woto weto
wysa. I'm going to catch fish. Mi e
go uku fisi. Ik ga hengelen.
winsi
wiri
English even.if. Sranan Tongo win s i.
Pte. From: Sranan Tonga.
English hair; leaves. Sranan Tongo wiri.
N. From: Sranan Tonga.
wety English rust; excrement; droppings.
Sranan Tongo frus tu; pupa.
N. Category: body nature.
wjenapo See: i- wenapo.
Pp. English behind h/her. Sranan Tongo na
eng baka. See: wenapo.
Category: Cassava Film.
English fluttered.
wjeri See: i- weri. UoKa 0009]
N. English hlber leaves. Sranan Tonga den
wiwiri foe eng. See: weri.
Category: Cassava Film.
wjery See: j- wewe -ry. UoKa 0003]
N. English hlher tree. Sranan Tonga eng
bon. See: wewe. Category: Cassava
Film.
wjetjo'me See: i- we'i -to'me. [UrMa
0040]
Va. English in order for it to be. Sranan
Tonga foe a kan de. See: e'i.
Category: Cassava Film.
wjopapyry See: i- wot- papy -ry. [HeMa
0054]
N. English its pouring. Sranan Tonga na
fasi fa a fadon. See: papy.
Category: Cassava Film.
wjopitjary See: i- wot- pika -ry. [HeAl
0025]
N. English its peeling. Sranan Tonga a
fasi fa a piri eng. See: pika.
Category: Cassava Film.
wjopitjatopo See: i- wot- pika -
topO. [MaCh 0016]
N. English peeler. Sranan Tonga a wan
di ai piri. See: pika.
Category: Cassava Film.
wjopotyry See: i- opo(ty) -ry. [HeAl
0054]
N. English h/her looking. Sranan Tonga a
fasi fa a luku. See: opoty.
Category: Cassava Film.
wjopyry See: i- o(py) -ry. [WiMa 0093]
N. English h/her coming. Sranan Tonga fa
ai kon. See: o(py).
Category: Cassava Film.
wjosekeitjopo See: i- wos- e'kei -
topO. [MaCh 0026]
N. English I1J11er baking. Sranan Tonga na
baka na foe eng. See: e'kei.
Category: Cassava Film.
827
wjotapoitjo'me See: i- wot- apoi -
to'me. UoKa 0038]
V English in order for it to take. Sranan
Tonga foe a kan teki. See: apoi.
Category: Cassava Film.
wjywy See: i- wywy. [WiMa 0066]
N. English h/her ax. Sranan Tonga eng
aksi. See: wywy. Category: Cassava
Film.
WO English kill; shoot; beat; hit; strike;
knock; stab; fight. Sranan Tonga kiri;
sutu; fan; naki; juku;
feti.
Vt.
wodi English girl; young.woman. Sranan
Tongomeissje; jongoe.uma.
Hollands dame.
N. English vocative; can be used by an
older woman to another older woman
when the second woman is younger
than the first. Sranan Tonga te j e
kari a meissje of dame;
wan grani s'ma kan kari
wan tra grani s'ma so so
langa na tra wan de mora
j ongoe. [UrMaHeAI00002]
Category: kinship social.
wohpapyhpo
A.
wohtu'mereman English in.distress.
Sranan Tonga trobtrobi.
A.
woi English savanna; grass. Sranan
Tonga sabana; grasi.
N. Category: nature.
woji English palm.leaves. Sranan Tonga tasi.
Hollands tasi.
N. English leaves used in braided roof
beams. Sranan Tonga den wiwi r i
san e gebruik foe meki
daak.
wojumy English Wajambo.River. Sranan
Tonga Wa j ambo. Liba.
Nm.
woke English curassow, black. Sranan
Tongopowisi.
N. Category: animal bird.
wokoimo English bird.spirit. Sranan
Tongo fowroe. winti.
N.
828
womy English clothes. Sranan Tongo krosi.
N. [MC02 00053] Category: culture
artifact.
womynto English dress. Sranan
Tongo japan.
Vt.
wokyno See: WOS- ky -non.
V. English s/he grates. Sranan Tongo ai
griti. See: kyo Category: Cassava
Film.
woku English beer; drink. Sranan Tongo biri;
dringi.
N. Category: culture.
woku hto English give.beer. Sranan
Tongogi.biri.
Vt.
wokuta
Vo.
English brew.
wonety English dream. Sranan
Tongo drin.
Va.
wo'ny:take See: w- o'ny(ky) -take. [PaCh
0005]
Va. English I will sleep. Sranan Tongo mi
a sribi. See: o'ny(ky).
Category: Cassava Film.
wopomyry See: wot- po(my) -ry. [PaCh
0007]
N. English planting. Sranan Tongo fa ai
prani. See: po(my).
Category: Cassava Film.
wokyry English man. Sranan
Tongo man. s ' rna.
N. Category: culture nature.
See: wokyryjang.
wokyryjang See: wokyry -jang. QuAI 0078]
N. English men. Sranan Tongo den man
s 'rna. See: wokyry.
Category: Cassava Film.
wokyrymbo See: wokyry -mbo. [CeAr
0044]
N. English old man. Sranan Tongo owroe
man. See: wokyry. Category: Cassava
Film.
wokytyry See: wos- ky -ry. [WiMa 0054]
N. English grating. Sranan Tongo na
griti foe eng. See: kyo
Category: Cassava Film.
woma English combat. Sranan
Tongo fet ' feti.
Vt.
womepatopo English schooL Sranan
Tongo skora. [lntrvWiTo 0026]
N.
wopo:sa See: w- opo(ty) -ja. [PaCh
0005J
Va. English I look. Sranan Tongo mi
luku. See: opo(ty).
Category: Cassava Film.
wopy English aunt. Sranan Tongo tante.
N. Category: kinship social.
wopyry English come. Sranan Tongo kon.
See: w- O(py) -ry. [WiMa 0060]
See: O(py). Category: Cassava Film.
wori'wjori English fan. Sranan
Tongowaiwai. See: woriwori.
N. Category: Cassava Film.
woriwjorikong See: woriwori -
kong. QoKa 0042]
N. English fans. Sranan Tongo den
waiwai. See: woriwori.
Category: Cassava Film.
woroky English work. Sranan
Tongo wroko.
N. Category: culture. From: Sranan
Tongo.
woryi English woman. Sranan Tongo uma.
N. Category: kinship social nature.
See: woryjjang.
woryijang English woryi -jang. [WiMa 0040]
N. English women. Sranan Tonga den
uma s' rna. See: woryi.
wotapoitjo'me See: wot- apoi -
to'me. [HeMa 0046]
V. English in order to take. Sranan
Tonga foe a kan teki. See: apoi.
Category: Cassava Film.
woto English fish; meat. Sranan Tonga f is i.
Hollands vis.
N. Category: animal fish.
wotoka English catch.fish.for. Sranan
Tonga kisi. fisi. gi. See: woto -
ka.
Vt.
wotombo See: woto -mbo. [PaCh 0053]
N. English a little fish. Sranan
Tongopikinso fisi. See: woto.
Category: Cassava Film.
WO'WO English burning.skin. Sranan
Tonga bron • buba.
N.
wos-
wot-
English Detr.
val.
English Detr.
val.
829
Pp. Matapi wyinjo sitjaije. I take it
from the matapi. Mi e puru eng
libi na matapi. Ikhaalhetweg
cit de matapi.
wyinonaka English £i·om. Sranan
Tonga komopo. foe.
Pp.
wynkosi English ant.sp. Sranan
Tongomira. sp.
N. Category: animal arthropod.
wyry English strength. Sranan Tonga moi tie.
N. [UrMaHeAI 00073]
wyrypo English sweepings; rubbish;
trash. Sranan Tonga sakasaka;
dot. sani.
N.
wyrypopo English trash.heap. Sranan
Tonga dot. ipi. [lntrv.wiTo 0043]
N.
wyrywyry English fly. Sranan
Tonga freifrei.
N. Category: animal arthropod.
wytory See: i- y(tO) -ry. [WiMa 0098]
N. English its going. Sranan Tonga fa ai
go. See: y(to). Category: Cassava
Film.
wywy English ax. Sranan Tonga aksi.
N. Category: culture artifact.
wyinjo English from; Abl. Sranan Tonga foe.
Hollands van.
y y
y- English I; 10; ISo; 3; 3AO.
prs.
yhkaity English dysentery; diarrhea.
Sranan Tonga lusu. bere.
N. Category: body.
yhkamy English SCOOp.
Vt.
yh kary English water.animals. Sranan
Tonga wa tra. meti.
N. Category: animal.
yhkerehto English give.cassava. Sranan
Tonga gi. kasaba.
Vt.
830
yhponumy English swim. Sranan Tongo swen.
Vo?
yhko English leak. Sranan Tongo leki.
Vt.
yhkiry English yellow. Sranan Tongo geri.
Hollands geel.
N.
English son; child. Sranan Tongo son;
pikin.
N.
y'me
ykatyto See' y- ka -ry -tong. [WiMa
0023J
N. English their removal. Sranan Tongo fa
den puru den. See: ka.
Category: Cassava Film.
y'koto English CUt. Sranan Tongo kati.
Vt.
y'kotopo:sang See: y'koto -pO(ty) -
ja -ng. UeNj 0002]
Vt. English slhe cuts (0) repeatedly.
Sranan Tongo ai kat' kati eng.
See: y'koto. Category: Cassava Film.
y'kotopo:satong See: y'koto -po(ty) -
ja -tong. UuA10014]
Vt. English they chop (0) repeatedly.
Sranan Tongo den kap' kapu
(eng) . See: y'koto.
Category: Cassava Film.
English dirt. Sranan Tongo dati.yhkony
yhpe
N.
yh kyrima English parcel.out. Sranan
Tongo gi • pispisi.
Vt.
yhkyrintoma English lay.down. Sranan
Tongo didon.
Vt.
English arrow. Sranan Tongo peiri.
N. Category: culture artifact.
yhpento English give.arrow. Sranan
Tongo gi. peiri. See: yhpe -nto.
N.
yhy English yes. Sranan Tongo ai. Hollands jaa.
Int}. English Said to show that one is
listening. Sranan Tongo Ai s 00 r i e
je arkie.
yhposaiky English toenail. Sranan
Tongonangra (futu.finga).
N. Category: body.
yhsano English cold.one; coldness. Sranan
Tongo kowroe . wan; kowroe.
N. Category: nature.
yhsanoro English cool. Sranan
Tongo kowroe.
Vt.
yhtu poi English sit.down.on. Sranan
Tongo sidon. tapu.
Vt.
y'mo
yinei English how; which. Sranan Tongo fa;
sartu. wan.
Ptc?
y'meka English give.child. Sranan
Tongo gi •pi kin. See: y'me -ka.
Vt.
English break. Sranan Tongo broko.
Vt.
y'mopo:sa See: y- 'mo -po(ty) -ja.
[CF.HeMa 0038]
Vt. English slhe breaks (0) repeatedly.
Sranan Tongo ai brokobroko
(eng) . See: 'mo. Category: Cassava
Film.
y'mopo:sang See: y'mo -po(ty) -
ja -ng. UuAI0037]
Vt. English slbe breaks (0) up
repeatedly. Sranan Tongo ai
brokabroko (eng). See: y'mo.
Category: Cassava Film.
ympakyhka English strengthen.with.lath.
Sranan
Tongomeki. tranga. nanga .lati
yka English say. Sranan Tongo taki.
Vt.
Vt.
ympakyty English lath; lattice. Sranan
Tonga lati.
N. Category: culture artifact.
ympoi English crush. Sranan Tonga masi.
Vt.
ympoka
Vt.
English untie. Sranan Tonga 1 usu.
y(ry)
ysa
y(tO)
831
English give; make; place; put; do.
Sranan Tonga gi; meki; poti;
doe.
Vt.
Category: Cassava Film.
English go; leave. Sranan Tonga g I we.
Va.
yyy
y:ja
yngana English behind. Sranan
Tonga baka.
Pp.
ynkana See: yngana.
Category: Cassava Film.
ynkanaka English to.behind. Sranan
Tonga na . ba ka.
Pp.
y'nory English raw. smell; smell. Sranan
Tonga lala. smeri; smeri.
N. Category: nature.
y'nota English have.raw.smell. Sranan
Tonga abi .lala. smeri. See: y'nory
-tao
Vo.
yntahto English give.mouth. Sranan
Tonga gi .mofo.
Vt.
ypohto English give.hair. Sranan
Tonga gi. wiri.
Vt.
ypota English get.hairy. Sranan
Tonga kon. abi. wiri.
Vo.
ypoty English hair; feathers. Sranan
Tonga wiri; frei.
N. Category: body.
yrapa English bow. Sranan Tonga boo
N. Category: culture artifact.
yrato English facing. Sranan
Tongo fesi. na. fesi.
Pp.
y'tory English leaving. Sranan
Tonga fa. ai. g' we. See: v'to -ry.
N. See: y'to. Category: Cassava Film.
y'wa See: y- 'wa. [WiMa 0028]
Pp. English for me; I am. Sranan Tonga g i
wi; mi de. See: 'wa.
Category: Cassava Film.
English flute.
Ideo.
See: Very) -ja. [JeNj 0048J
Vt. English slhe puts (0). Sranan Tonga ai
poti (eng). See: Very).
Category: Cassava Film.
y:jang See: Very) -ja -ng. [HeAI0030]
Vt. English s/he puts (0). Sranan Tonga ai
poti (eng). See: Very).
Category: Cassava Film.
y:jatong See: Very) -ja -tong. [WiMa
0135]
Vt. English does not put (0). Sranan
Tongoa ne poti (eng).
See: Very). Category: Cassava Film.
y:je See: Very) -e. [JoKa 0050]
Vt. English slhe puts (0). Sranan Tonga ai
pot i (eng) . See: Very).
Category: Cassava Film.
y:to See: Very) -to.
Vt. English they put (0). Sranan
Tonga den e pot i (eng).
See: Very). Category: Cassava Film.
y:to'me See: y(ry) -to'me. [HeMa 0024]
Vt. English in order to put it. Sranan
Tonga foe poti eng. See: Very).
Category: Cassava Film.
z - z
zinky English zink.roofmg. Sranan Tongo zink. pI ad.
N.
832
833
A - a
adult sane
adze puruhsaito
pururehto
purure
Affirm kuru
-i
After -to
A -neny
Abl wyinjo
able.to.swim tyhpone
about poko
above epo
abstain enema
abuse A. toruke
eju
N. bijoro
ache etuna
across abra
across.the.river
kopose
Amanak
uwapoto
amerika
Amerika
n
anatto kusewe
ancestors
alone upu'po
aseke
owine
toworo
N. asekery
along ta
already terapa
also noron
pai
erapa
paidjo
altogether soso
always rehkere
Amanakuwa
san
and en
nanga
and.them nde
angry Vt. ere'ko
animal tonomy
annoying ato'ke
annoying.to ato'ke
America
American
uwa
o
Akusiwai Akusiwai
alas! mae
ban
alive nuro
mondo
all wararo
pa'poro
ala
allegedly taurone
all? eri
again terapa
Ptc. suterapa
Ptc. surapa
noron
rapa
against pona
age siritjo
ety(py)
agouti akuri
Agt 'wa
'ja
ah a
ahead kuru
ah! hen
Ajureng Ajureng
Akaripoto.creek
Akaripot
aikuma
uru
te'ne
pahpota
add.liquid
admonish
afterward
me
Act -0
actually
pore
ko'no
834
answer eju(ku) as Pp; Ptc. me at.the.beginning
anteater tamanua ashore mapa koro
anticie uwapononto as.far.as taro at.time jako
ant.sp juku as.if! jawa August augustus
wynkosi at ta aunt tante
awatay ekosa wopy
any iniwan po authentic nero
anymore noron atop atopuru avarice amony
Appeal koro Pp. tjuponaka avenge epema
appoint andy'mo tapu awaken ernbaka
Aq.Dir htaka Pp. jtjuponaka aware Va. enuta
arm apo Attr me tuwaro
around ta attract aposiwa ax N. iWjyry
Arowak aruwako attractive wywy
arrange sereka
tywoju'p N. wjvwy
ore A.Col -namon
arrive tunda
at.all paidjo a.little ashitjo
arrow yhpe
srefi aintepyrywa
at. last ko'u
N. kutaa akosi
ko'no a.lot sapitjapytanoseng
N. tapiroi
pore
a.sec non
N. yhpento at.once imjero a.while non
arrowhead tu'kushi
mere
wan hede
B - b
baby meseku bait arakaniru
tonaryke beti
back japy
backward epjopa
bad ja'wame
bad.one ja'wang
jawa
835
bake bang! bo be Va. aweitjo'me
v. kynose tun Va. weidje
keipjo:sang Va. bongbongk V; Pte. ai
v. kynose'keija a Va. weitjo'me
Vt. e'keitjo'me bang. bang ,-Cop. we I
Vt. e'keijang bong bon we'j
Vt. e'keija 9 Va. na
Vt. ne'keija bank Pp. esjiwjo Va. wjetjo'me
N. e'keidjy barbari Va. morywa Va. kyteijatong
aju(ru)
barbecue anoka Va. kyteisheng
e'kei
tymiritje Va. mang
Vt. kyne'keitja barge Va. kyweidjyko
A? tywose'keitj bark pipo ng
o'me base unty Va. kyneijang
N. e'keitjopo basin ka'pa Va. mandong
Vt. e'keipjo:san basket N. wemy N. weidjy
9 peshiri Va. e'i
N. tywose'keidj wajarimbo beads kasuru
y pakara beard
N. wjosekeitjo kurukuru A. totasip
po jamatu omune
Vt. kyne'keija wijemy bear.child enema
v. kynose'keija bat rere beat wo
ng bathe kupi bongbongka
N. e'keipjo bat. noise bobobo Vt. kyniwjojang
Baku Baku beautiful poitjome
ball bol
beautiful.one poitjo
bamboo bambusi omyja
N. bambusimbj because want
0 bikasi
bamboo.sp kuwama
become Va. kyte'j
banana paruru
Va. iweitjo'me
h ..·"'''l" pau we'iUC;UI~
Banga Banka Va. ne'i
836
wokoim
be.quiet tyna
be.stripped .of.leaves
arynkep
Y
big opoto
potonombore
Bigi.Poika Akarani
big.ant irako
big.boat kanawa
ong
bird N. urutau
bird.sp pihpisi
kurasiwai
apakanj
akere'j
kujukuju
kumawari
kynoto
kUjang'keing
sireu
wansiri
pehtoko
karara
araari
bird.spirit
apoto
N. apoton
Vt. enema
eka
a
big.one
big.ones
birth
bite
behind Pp. wjenapo
yngana
wena(po)
Pp. asewenapo
believe amyika
ekanopy
biribie
bell bel
belly uwembo
Ben 'wa
bench apony
mure
Bernards
dorp
between ra'na
be.amazed
e'napoka
ko
be.aware enuta
be.born tywoma
be.careful
tuwarom
a
be.dazzled enukepy
be.high.tide kuma
be.hungry kumy(ry)
be.playful sapiwa
beside
bend wentakary
Bernardsdorp
Pp. aporit
onaka
aporito
better betre
become.aware
jopotom
amy
become.light
apyima
sawonap
enuta
become.evening
koijenop
asimpa
amy
become.hard ja'na
become. hot
my
become. large
amy
sawona
become. many
my
become.scrawny
pyngepy
become.thin pyngepy
bed bedy
beer biri
Vt. wokuhto
woku
beetle.wing.case
perepete
ri
before bifosi
uwapo
beforehand kuru
begin a'mo
837
black tykaraije boy boi break
karai ma'mi VI. y'mop
VI. karairo ijonku o:sang
blacken karaima braid ape(my) VI, moja
blanket nopong e'me VI. mopo:sang
bleed menta branch N. poriry VI. ni'mjopo:sa
menka panta VI. mopo:sa
blood menu VI. kynipjoritja ambo(ka)
bloody no
y'mo
tymenure ampoty
blow VI. kynoruja VI. poritja
VI. pjoritja VI. y'mopo:sa
uro
'mo
VI. uroja VI. poritjano
pori break.up
tuuutuhtu
N. iWjepjory VI. nipjot
VI. urojang
VI. kynipjoritja ykano
eto VI. rakapo:san
VI. kynuroja nong
VI. pantahto 9
blunt.arrow tapiroi
N. pjoripjo potyka
boat N. kanawa brandy parantuwini VI. shirakapo:s
body skeny bread berede
a
ja'mun raka
erepa
boil Va. mo:kato'me N. tyrepary breathe erema
mo(ty) Va. erepakepy brew amoky
bone jepo N. beredery wokuta
book buku bring VI. amomy
kareta ene(py)
boom.box boksu bring.down etyhto
boss jopoto bring.in amomy
both okororo broad tampire
bother akima N. api
VI. anakimja'pa broaden apika
bottle pahtre broadness api
bow yrapa brother N. piry
bowl sapera N. sewo
parapi
838
parampa
buy epeka(ty)
by.Xself aseke
bush N. aturija
bushmaster.snake
kupesini
poripo
bush.papaya sarasara
but ise'me
te
ma
butt topu
butterfly
brothers
N. piryjan
9
brother. in. law
pamy
ty'wo
brown VI. kujuma
VI. kUjuro
bud aryna
build amy
bulldozer s/he
bulldozers
(0). angiriritjoj
ang
angiriri
bullet pyroto
bullets tytary
C - c
burn VI. korokai
eto(ry)
N. tjorotyry
N. itjorotypo
koro(ty)
N. i'tj0 rotyry
A. tykoroka
po'ma
koroka
VI. korokanong
A. tykorose
N. korokapo
Va. nitjoroty
burning korotyry
burning.skin wo'wo
bury una(my)
bus tarara
buttocks
ran
uweseng
posi
Calabash.Creek
Ametary
call VI. syjatoja
ety
ejato
VI. ejatoja
ko'ma
calm towa'pore
ewahporo
calmness ewa'po
candle kantra
cannon tiru
calabash kuwai cannot upi
canoe kurijara
capable tyjapore
capybara kapiwa
car tarara
careful tuwaro
careless
tuwaror
o
care. for sorgu
carrier.basket
wemy
carry VI. kynarojang
VI. kynarojaton
9
VI. aropo:saton
9
VI. saroja
aro
N. aroru
VI. kynaroja
cart tarara
case kyse
cashew oro!
839
ari
chief jopoto
kapiteni
vt.jopotoma
child Vt. y'meka
y'me
'mu
myrekoko
A. ty'mene
pitjani
chop pa'koto
koto
N itjotopotyry
Vt. y'kotopo:sa
tong
Christmas bedaki
church kerki
cinnamon.wood
ikarikan
onu(ku)
clean
climb.up
-tapa
asiwoiny
amosaiky
orino
akuru
shikrim
kumi(ky)
aty
krim
Vt. krimjapo
werika
clear Va. asiwoina
tasiwoine
clear. brush krim
Circ
clarity
claw
clay
a
ewahpor
a
chest sura
Chg -ma
chg -nto
chicken
eramuht
korotok
catch.fish.for wotoka
Caus -no(py)
-po
-nopy
-napa
-ka
Causee 'wa
cause.decay japuka
cause.sweat
a
cause. to. flare.up
kamuka
cayman akare
cayman.sp tyrytyry
cecilia cecilia
certainly hkuru
ro'mero
ro'mun
Cessative -ke(py)
change appio
u'ma(my)
cheek pasa
cheer.up
kumyka
pina
Vt. apoitjo'me
cassava
yko
kiere
N itjerery
N tykerery
N tykerepu
NjUpO
N ikjejery
Vt. yhkerehto
cassava. boat
N itjerer
ng
cassava. bread
N tjashiri
pjory
cat pusi
catch Vt. sapo'i
N apoitjopo
N ari'njat
umbo
arinjatu
N ari'njaturu
N jari'njaturu
N jainjaturu
cassava.water
arepa
cassava.flour piripjo
cassava.liquid
kasiripo
cassava. meal apiripjo
cassava.pan
840
clinic poli cold tyhsanore Cop e'i
close tapu ohtono Coppename
apuru coldness yhsano Kupana
apuruma cold.one yhsano ma
tapuma collect amoi(ky) corn awashija
etapu CoIl.An -jang awashi
etapuru Columbus Cornel is
closet aputy Columb Koroner
cloth Vt. pankito us si
clothes womy col. labor mushiro corpse ekepy'po
kamisa comb enkuna Cosewijne.River
clothing pangi combat woma Kysuwini
cloudy Vt. akutuma cotton mauruCombe Kompe
club Vt. putuhto comb.parting emaka
count uhku
putu o(py) countryman asakacome
club
N. wjopyry cousin jeruty
clumsy omuhkahpa Va. kyno:se pase
cl uster.of. fru its come.bang.bang cover etapu
paisawa bongbon nopondo
Cmpltv -'ma gka Vt. apuhto
cockroach arawe companion asaka A. tyjo'ne
coconut kohko compensation jonto
coffee kofi petaka
nopong
coil ame(my) competent
Vt. kynetapuja
ng
Col -ine tuwomu Vt. kyninjopon
-nang hka dojang
-to congratulate tu'turu Vt. etapujang
-kong container jeny N. njopondory
-nong contents tary aputy
-sang convulsion wa'joban covering jonty
-tong cook mo(ty) pakacow
tlte
cooking. pot tuma crab.sp wajumo
-gong
cool yhsanoro kusa
841
VI. akotoj
ang
akoto
VI. kynakotoja
ng
VI. akotoja
N. akotory
VI. akotojatong
apipoky
upuka
po(ty)cut.off
cut.grass
cut.hair
cut. down
Cuyuni Kuruwini
VI. kynitj
otopo:satong
koto
N. initjotory
VI. kotoja
VI. shitjotoja
apoty
VI. kynitjotojan
9
N. tynakotopo
VI. nitjotopo:sa
VI. nitjotoja
koti
VI. kynitjotopo:
sang
VI. kynitjokoto
po:sa
hkoto
VI. kynitjotopo:
sa
y'koto
N. kotory
N. inipjakotory
VI. y'kotopo:sa
ng
VI. kotojang
curative topine
curl umyryky
VI. umyryko
curly Va. umyryta
custom eme
v komerykong
customs omano
cut
Tashiwjo
crush ympoi
cry auro
kohty
aita
crying ura
turare
cry. for amo
Cty -ke
culture N. tykultururu
N. kyku Itu ru ko
ng
kuruturu
kulturu
curassow, black
woke
pesapes
crappy ka
crash puhtoron
crazy Va. emerepy
creek pori
ipjoriry
creek.nm
i
Creole.person
a
cross pato
abra
crumble a'moka
VI. kyna'mokan
o
typanak
arajje
crooked
842
o - d
ohkatom
A. pahpopo
dead.spirit
po
deal.with ena
death o'ma
ekepy'po
decay Vt.japuka
Vt. koro
kota
kory
decayed tyjapure
decayed.wood
japuru
deceased sargie
mi
deceive emu'ma
deep A.koronaka
jansipje
koro'na
deer.sp kusari
jakarawa
defecate weka
defficient rorypo
deprived pina
v. epinjama'pa
depth jansiky
Desid se
desire Vt. ewa'no(py)
despite se'me
aijapo
wese
pona
dirt A. tywerikike
yhkony
weriki
wos-
e-
as-
wot-
ot-
devalued -'po
-mba
Detr
dexterity
diarrhea
Va. hkaita
yhkaity
A. tuwesere
die rom(py)
Va. uta(py)
different tuworo
difficult mene
imene
dig.gutter ahsahto
dig.hole amika
Dijemo Dijemo
dimensions paine
dim.light tawainy
dip a'me
Dir 'wa
midead
y
darkness
y
Dat 'ja
'wa
ewarum
dazzle Va. efiukepy
Dbt -ng
kuritano
ry
daddy papa
dance uwa
dancing tuwake
danger akyry
dangerous takyre
dark towarume
Va. ewarumam
daughter emyi
A. tomyiryne
dawn ema(my)
day dei
kurita
day.after.tomorrow
mo'nynk
crapo
day. before.yesterday
mo'nyne
nkoropo
monyngojaro
day.Pssd
843
ka
tuwomy
pajawar
pohpona
aru
iromy
drip
dry
Vt. kynar
ukanong
a'pota
tarure
aruka
apoka
Vt. apokato'me
Vt. a'potato'me
Va. aruta
Vt. arutato'me
v. kynose
jukano
droppings wety
drum sambura
drunk Vt. napirinta
tywetuje
dryness
dry.season
dry.up apa
during poworo
dwelling.place
weitjopo
dying.of.A aijanga
dysentery Va. hkaita
yhkaity
akokowadove.sp
u
paja
werusi
down Vt. etyhto
downwards
do.magic amorepa
do.not.want se'pa
do.something
ne
drink eny(ry)
woku
drink.sp
Vt.sotyja
Vt. otyto'me
oty
do.they toh
drag pepama
Vt. kynipjepam
ana
draw uhku
drawing mery
dread nento
dream wonety
dress womynto
dressed
dirty tyhkone
tywijake
Vt. werikiko
Vt. hkonto
Va. hkonta
disgust 'nawa
dish tosipi
parapi
Dismay myre
Displ -tamy
disregarding uwaroro
Distr -pai
distress
A. wohtu'
mereman
distribute aripapy
aipja(py)
upa
Djuka Juka
do we'i
y(ry)
Vt. kynotyjang
doctor datra
dog periJ
Donderskamp
Konome
rume
donkey pakeru
Doubt nare
doubt tyrama
E - e
each wararo
844
ear pana electric.eel purake even srefi
early ko'i Emancipation.Day evening
early. morning mas'pasi Va. koijen
kokoro embrace ewa'ma opamy
earth nona emerge uhta koije
east unty Emot su even.if aruwasi
eat Vt. ena:to'me enemy itoto winsi
ena(py) English ankresi evil.spirit jorokan
eat.meat one enlarge pui evil.thing ja'wang
Vt. onoto'me tankon except boitienormous
eat.till.full asiwota enough poro excrement wety
edge N. awopa Ent -no exert poritoma
eel.sp arabo
-my expand pui
egg 'mo enter omy Expect -poro
eggshell entire pa'poro expect ekanopy
'mornipj Ent.Col -mon expensive topene
0
a'mema extend pUierase
eh eh Vt. kyna'mema extng.fast same
eh! pah nong eye enu
eighty tagtig Vt. kyna'mejato N. jenurymbo
elder wapoto(po) Ernest Ernest eye.side epiry
wapotombo Ess me
elders tamysano Essequibo Sipu
F - f
face empata fall fall.down
pe Va. kyno Va. no:ma
tomba manong no
N. pjery Va. kyno:mano Va. no:mai
facing vr;:ltn no tywomaJ. _.- "J
entaka o:ma fall.ill anyta
faint ere'na fall.silent ity'na
845
family A. tomone fell akoto finger sikyiry
omo N njakotory N sikyi
fan po'manka fellow asaka finish Va. ma:tong
N woriwjoriko fetch aije aike(py)
ng fever atun Va. ma:i
wori'wjori field mainja 'ma(ty)
far ty'se N mjainjaryko finished.grating
A. mojembo ng tywoky'
farewell afscheid N imjainjary ma
fart pito N mjainjary fire N tywatory
wepikota N tymainjary N tywa'to
farther.away N mainjary wa'to
tyhsenak N tymjainjaryk N pjo'mangato
a on po
far? teee N amainjary fire (make) Vt.ja'toi
fast enema N mainjahto firewood ja'ty
ko'j fie! pyyy Vt.ja'to
fat katy fight kawai firewood (poti)
Va. nitjaitjoja kawaima Vt. shija't
Va. kata wo oja
tykake fill tary'to fi rewood (put)
father jumy Vt. tary'tojang Nja'tory
Father papa a'no(py) Vt. ja'tojang
father N ijumy Vt. kynitjary'toj
Vt. ja'tojatong
N tyjumy ang
Vt. ija'toto'me
fear enariry
Vt. kyna'nokan Vt.jatoja
enari
ong N ija'tory
Vt. tary'tojaton firewood
feathers ypoty
N a'no:kapo (put. firewood)
feather.hat umari film film Vt. nija'to
feel apo find
ja
upi
feeling.better epo(ry) firm takyse
myhkont Vt. sepo:ja first fosi
oto N tyneporypo na'neng
fine fini fi rst. blood tumunda
846
flame
VI.shipip
jaijeno
VI. empataka
mpo
flat.surface ra
v kynitja
mutanong
kanana
kamu
VI. kamuka
A. tykananake
tjananatato'm
e
flame.burst pokang
flare
fish N. tywotory
woto
N. wotombo
fishhook kowei
N. tykoweidjy
fishing.hole tjupo
fishing.net
N. tymas
awary
serepi
fishing.nets masawa
fishline.w.hooks
parang
fish.poison ineku
kunami
fish.sp ana'wanari
tajataja
auhtompo
mani'wi
aimara
mawi
waraku
ma'matakara
asaparapi
kupira
akupa
maka sriba
tukunare
pyraporari
pyrai
kaweri
warawara
siwa
wajjapo
kurimata
daki
pisuru
purapurari
warapa
pakamu
myrokou
karahsawa
pasisi
fish.sting pana
fish.trap masuwa
pari
flare.up
flash!
flat
flatten
flesh
fleshy
VI. tjamu
kato'me
v tjamutato'm
e
A. tjanana
VI. tjamutai
kamuta
piri
Va; VI. pipata
VI. raka
punu
typune
fitting
five
flag
wararo
pantira
847
naranga
moma
ty'ka
pawana
mati
N. takono
N. jasakarykon
9
akono
N. kasakaryko
awasi
N. jasakaryko
N. ajasakary
frighten
idjeke
four okopaime
free frei
frede
former -mbo
-mpo
-'po
penato
for.O Pp. i'ja
for.that.reason
Friday
friend
food
N. korepa
rykong
N. jerepary
N. torepary
N. erepary
A. torepane
pyryry
erepa
foolish Va. emerepy
foot pupu
football
pupunit
unkary
for Pp. j'wja
Ptc.o'wa
foe
f1y.sp masiyriry
foam akusare
fold foma
following pokoro
fond.of.abusing
toruke
ro
gorororo
Vt. kynuri
mjano
Vt. urindjato'm
e
N. urindjapo
Vt. nurindjai
Vt. urindjanon
9
Vt. surimjaje
Vt. kynurindjan
o
Vt. urindjatang
urima
Vt. kynurindjan
ong
flirt akima
flooded.savanna
biribiri
floor Vt. ranto
flop. flop. flop
flip
flour N. apiripjo
N. piripjo
flow apeina
flower epyry
flute kuwama
yyy
sinary
fluttered
wohpapy
hpo
Pp. y'wa
forehead pe
A. typepotyre
emehpy
forehead.hair pe
foreigner itoto
forest itju
ituru
forget tuwaronkepy
fringe Vt. e'wehto
Vt. sesewuro
A. tyseseure
sesewu
e'wety
frog.sp pipa
from wyinjo
wyinonaka
from.then.on
erotono
fly verevere
wyrywyry
mang
front N. eka
848
funny tyjamike
Fut -take
-ta
froth akusare
fruit N. mjunu
munu
N. imjunu
epery
Frust rypo
fry karara
full Vo. asiwota
poro
full.of.holes tarore
Fut2 -'se
G - 9
waimane
get. flat pipata
get.foolish emerepy
Gen.Hum m-
get aije
get.away
Galibi Garibi
game sapi
garden mainja
gather amyiky
Gen -no
i-
give reifyry
y(ry)
give.arrow yhpento
give. beer wokuhto
give.bread upa
give.cassava
yhkereht
0
give.child y'meka
give.c1ub putuhto
give.content tary'to
give.cover apuhto
give.diarrhea wesero
give.drink upa
give.flat.surf raka
give.floor ranto
get.up awo(my)
get.white amuna
get.wife pyta
get.yellow hkita
ghost ahkaho
gill mysara
gill.slit mynkary
girl wodi
puna
mi'mem
get.soft
get.sturdy
y
get.slig htlY.drunk
napirinta
akuta
get.hairy ypota
get.happy ewapota
get.hot asina
get. house auhtyna
get. husband ijota
get.leaves aryna
get. nervous enarita
get. ready osima
get. rice areisita
get. roots mita
get. rusty wetyta
get.sharp jeta
get.shy pyita
get.sick anyta
get.sleepy
get.sweet posina
get.tail antyta
get.teeth jeta
get.tired rupota
asiwoina
ko'ma(m
umyryta
mpa
get. clear
get.curly
geLdark
y)
ewarumamy
get.dirty hkonta
get.drunk ty(my)
get.dry aruta
get.dysentery hkaita
get.fat kata
getJinished kararima
849
sesewur
giveJood upa
give.fringe
to
give.strap amohto
give.vibr.lath anuhto
o
e'wehto
give.hair ypohto
give.house auhtyma
give.husband ijohto
ijopa
give.mouth yntahto
give.name ejato
etyka
A. tynoty
9
grater N. shemariry
semari
graze koroika
grandchild pa
grandfather tamusi
N. tytamune
tamu
tampoko
tansi
grandma
ne
noty
pipi
grandmother nopoko
grass Vt. apipoky
woi
grate N. wjjokyry
v. wokyno
Vt. kyja
v. kynokyjang
v. kynokyja
Vt. kynikyjang
ky
A. tyky'ma
v. tywokyto'me
Va. noky
A. tywoky'ma
Vt. nitjyjang
Vt. kynitjyja
Vt. tjyto'me
N. wokytyry
grated.cassava
kierepun
gold
good
e
ke
good.at.spinning
tuwehpo
Good.Hope Gudopu
good.life
komand
oko
gourd pisawa
governor
tykaken
9
go.around
u'me(my
)
go.crazy emerepy
goJor.walk otawa
go.mad emerepy
ine
good.at.steering
tuntypor
djupa
juku
jupy
kawete
ju'pa
djukme
goods kyry
good.at.hunting
tuwotaro
goat kabara
kabirita
God tamusi
karukuri
aryhto
pyhto
areisihto
jakuwah
give.wick
give.wife
glad towa'pore
glasses garasi
glimmer aweiny
glitter Vt. pirika
gnaw myika
go Va. kynysang
Va. my:sa
Va. kyny:saton
9
Va. nysatong
Va. kynysa
vetO)
N. y'tory
N. wytory
give. rice
give.spirits

851
having.diarrhea help Hindustani
tuwesere Vt. anepa weja'wej
having. family tomone nopy'pa a
having.fringe Vt. epano:sa his.wife ipjyty
tyseseur N. epano:ng hit wo
e N. epanopyry hither jarowa
having.grandfather Vt. epano:neng hm Hm
tytamun Vt. epano:se hoe N. anumyry
e Vt. kynepano:s
Vt. anu:ja
having.grandma a
Vt. kynanu :ja
Vt. kynepano:stynotyne Vt. anu:jang
having.hole tatore ang samba
epano(py)
having.house tauhtyne Vt. nonanu:ja
tokyne helper apojo anu(my)having.pet
here dja holdhawk apakani
eropo
Vt. kynaphawk.sp pyjausi
here.you.are into oijanghead N. emehpy
Hes apoiupu'po
*** Vt. napoijaheal Vt. ehkyryryka
u'hm Vt. kysapoishe
heap
m'm ng
Vt. kynitj san hole N. atokapo
umundoja ah ohta
hear eta oty Vt. atoka
A. aneta'pa hey eee A. tarore
heart turupo hey! Kyyyy ate
heat asiny hide una(my) A. tatore
heaven kapu high A. kawonaka honey.bee wane
heavy typune A. kawombo Honor -no
heel topu kawo honorific su-
hee.hee hehe high.spot hook uku
motywo N. kowei
ky hoop ekunty
hill paranka horn rety
852
horse kawari how fa hurry osima
Hort -neng oinei hurt je'tumbe
hot Va. asimpamy onjewara etuna
ashi'mja yinei pp.jato'ke
Vt. ashinjojang howler.monkey husband Vt. ijopa
ashinjy arawata Vt. ijohto
asimbe how.many o'toro Va. ijota
ashimbe how.sad che Va. ijota
tyhtowe Hrsy tiro N. tyijo
hour juru human Vt. kari'nama Uo
house Vt. auhtyma hummingbird tukusi N. i:jo
Va. auhtyna hunger Va. ku my(ry) hut tokai
auhto hungry Va. akumyry
apurupo
A. tauhtyne sunka
hunt otaro
N. tauhty h/her moky
house.Pssd auhty
hunting
DPra. injoro
A. tuwota
mose
roke
h/she mo'ko
I -
ibis wara in Pp. hka indeed ro
if jako ta ko'non
a'ta incite.desire myre
If -to ewa'no(p ehka
if efi y) Indian kari'nja
Pp. aja'ta incompetent Iness hka
iguana wajamaka omuhka Inf -no
ill Vt. anyko hpa inform eju(ku)
Va. anyta increase inhabitant
illness je'tun apyime A. typono
anyky my ne
Imper -ko
incredulity tyrama injection infus
importune akima injury mankeri

854
Kari'nja kari'nja kitchen kushi'iia know Vt. muku:take
Katuwera kukuru Vt. kynuku:san
Katuwer knee ekusa 9
a knife N. mjarijary A. tukutypa
key kei N. mijarijary Vt. uku:to'me
Kibainare marija uku(ty)
Kibainar knock wo Vt. ukuty'pa
e Vt. anukuty'pa
kill wo Vt. muku:sa
kind towa'pore N. ukutyry
kindness ewa'po
Vt. ajukmiri
kind.of -bang
Kupirisi Kupirisi
kiss aposima
Kurupi Kurupi
posi
ky- ni- raka -no
kyniraka
posima
no
L - I
lace etamy late mi laughter auru
ladder tyrapu sargie lay.down
lake ituhpo later aidje hkyrinto
landi ng. place pe'ja pahome rna
language auran metamy yhkyrintoma
N. aijauran eromete lay. path emahto
large lath ympakyty lazy akinju
vo.jopot isu'wy A. akinju'ma
omamy lattice ympakyty Vt. akinjuro
opoto laugh leadership bestuur
large.bird tonoro Vo. kyna leading.man
large.one poto wapo:sang wapoto
large.ones patane Vo. kynawapo:s mbo
large.pot samaku a leading. person
auwa uwapoto
855
leaf Vt. weritja:no let's.go ka'ma like.that merone
Vo. arynkepy let's.go.Coll limit pe
Vo. aryna ka'mako liquid Vt. aikuhto
N. wjeri ng Vt. aikuma
N. weritjapo liana warne aitjuru
leak yhko simo listen panama
learn vo.omepako liar tonapime epanama
omepa lid tapyty little A. akoshimbjo
leave N. itjory lie enapi Ptc. ainte
no ajenapiry Ptc. ashitjo
Vt. kyninjojang enapita little.chap piko
nunta lieutenant basija little.finger sikyi
N. itjoryko Iie.in.wait ruruma little.sister suwi
y(to)
lift unema live erema
leaves sa'rosa
awomyi N. komamyryk
Vt. kyniwjeritja
anu(my) ong
no
light po'manka vo.oma:je
wiri
Vt. po'mangan Vo. kynema:jan
sa'rombo
on 9
Vt. kyniwijeritja
Vt. po'mangan Vo. nema:ja
nong
0 Vo. kynema:ja
weri
po'ma Vo. koma:jaton
ary
Vt. shipjomang 9
Vt. kyniwjeritja
aije N. komamyryk
nong
Vt. sawono 0
leaving y'tory
Vt. kynipj'oman ema(my)
left N. apowe ganon lizard.sp
left. hand apowe Vo. sawona kankasa
leg sei lightening pa
leg.band sepu kape'kap lock.up keihto
lend leni e loktu Pp. epo
length mosin light.weight sawone long mncina••• - ..... t''''"'
leri Vt. emepatong like ran long.ago penaro
letter kareta se long.stick soroitja
wara
856
long.time akore'pe looking.like eneke love robima
look Va. wopo:sa look.after kurama lobi
N. awopotyry look.at.that myry pyna
N. wjopotyry lose uta(py) sano(ma)
Va. kynopo:san lose.oneself se
9 tywesek lover tambara
Va.opotyko U low pohpo
Va.opo:ko lost Vo. uta(py) lower enyhto
opo(ty)
louse omu
VI. neko
emy
M - m
machete
N. shumb
arary
sumbara
made kapypoto
magic amore
Makanowaka
Makano
waka
make VI. ka:sang
VI. kyshitja:sat
ong
VI. tja:ko
A. tyka:se
kyry
VI. ka:sa
N. itjapyry
VI. kyryja
N. kapyry
N. kapypoto
VI. kyryjang
VI. ka:ta
kase
ka(py)
y(ry)
VI. ka:neng
meki
make.afraid
ahkaryk
a
make.angry ere'ko
make.black karairo
make.brown.red
kujuma
make.chief
jopotom
a
make.c1ear asiwoino
make.c1oudy akutuno
akutuma
make.decay koro
make.dirty werikiko
hkonto
make.drip ejuka
make.flat
empatak
a
pipata
make.glitter pirika
make.hole atoka
857
make. human
kari'nam
make. pretty
epinopy
epity
Makydo
masuwa
matasap
na
mat warampa
matapi mjatapiry
N. tymatapiry
matapi.stick
mash.with.hands
a'mo
memory janen
meet.evil.omen
hpopota
na
meat tonomy
woto
N. awotory
vI.ono
Masuwana
medicate
ai
mate mati
mature tuwomuhka
mat.uncle jawo
maybe painjare
painaka
painahka
wane
kande
kahty
McDonald
medicine
menstruate menta
menstruating noma
tytyhka
kepuro
many pyimje
ty'pune
Va. apyimamy
mokyne
apyime
Marius Mari
mark mariki
VI. meta
Maroni Marauni
marsh tyjapo
mash apo
VI. kyna'moja
VI. a'mokano
VI. a'mokanon
make.tremble
make.wet
9
mashed.cassava
manner eme
tomero
pung
mashed. pepper
sorewa
make.white amuno
make.yellow. brown
kujuro
man N. wokyrymbo
wokyry
N. wokyryjang
manatee jarawa
mango manko
manioc.drink kasiri
manioc.press matapi
akinjuro
onto
make.lazy
patajaht
ensima
make.noise moryka
make. pale. red
kamiro
pekuram
a
make. ill anyko
make.in.advace
uwapon
o
make.light sawono
make.liquid aikuhto
make. love nupima
make. nervous
o
make.shy pyihto
make.sink peky
make.slippery
sabahko
make.song wareka
make.swampy
a
make. red apiro
make.roll tororoka
make. rustle pisuka
make.shelter
858
kuritane
men's.house tapyi
mess weriki
ne
milk.powder merki
mimic amika
middle Pp. ra'na
Pp. ranaka
owarira
midnight
Murokot
itomero
o
mushroom.sp
urupe
music poku
music.instr shinfia
music.sound etypo
music.type kawina
must wane
myth ical.age
muddy tysabake
muka -ry mukary
Murato murato
Murokoto
japuta
tyjapure
morning morgu
mortar mata
ako
mortar.stick
akotano
ng
mosquito.sp
karapan
a
mother tata
mama
sana
moulder
mouldered
more pore
ekary
aponon
a'mono(
pasitoro
message
messenger
missionary
mistake
py)
mix tykoimja
mixed moksi
mound tumung
mountain paranka
moustache
nory
mythical.peccary
pakirakir
moisten kupi
Vt. kynitjupija
mold asary
Monday monte
money pyrata
monkey.sp kysiu
kuwata
monster rofyr
moon nuno
mm ee A. totasip
omune
etasipoty
mouth nta
Vt. yntahto
move omima
emima
much pyimje
ty'pune
mud sapi
aimo
mythical.tiger
paipajan
a
my.coming wopyry
my.sister.in.law
jeruty
m'hm m'hm
N - n
859
name Vt. etyka net N. netry nonsense enapi
Vt. ejato net non.horiz pisere
ety N. tyserepiry noon kuritanene
named totyne N. tyserepirym nose enahta
narrow.one sirapy bo not.be.careful
near A. senkenaka N. serepimbjo tuwaron
senke N. masawary kepy
rata never pai not. happened
neat ko new oseiry manomp
neck a'sawo new.one asery 0
pymy iseiry not.really hkare
a'sa next.day tiro
needle akusa ironkoro not.yellow
Neg kapyng po ihkiryhp
-hto next.to esjiwjo a
an- Nickerie Mihtari now nae
-hpa niece pase now
-'rna night koko non
NegPrps pona night.bird urutau erome
Neg.Col -'non nightJal1 ko'u
ko'ma(m koroNeg.Ex waty
neighbor.woman y) po'no
buurvro nine owinaposikyry
nona
Nm Joghie nO.one nowanuw
nephew patymy Api Npos -nanon
-wano
nervous no no
Vt. ensim uwa Npos? -wanon
a noise mory num -no
Va. enarita enky -mboto
nervousness enariry noisy tymore Nzr -ry
nonetheless se'me -tv
0 - 0
860
obliquely manong
obstinate
typanaja'
nare
obviously ko'wero
occupied.with
poko
occ.with weto
offensive ato'ke
wan
o'win
one.fed.up impo
one.on.edge awopa
one.who's.not
byng
one.who.does
neng
one.who.is non
-'po
A. kopos
enaka
noso
ordinary soso
ornament
perepete
A. mija
wijamu
ofor
ri
other side
other.one
other.side
opportunity okasi
opposite.side kopose
Opt oro
-i
-neng
Opt.Col -seng
amu
topo
tupo
Pp. tjupoitjo'm
e
Pp. itjupo
doro
one
on
oh
o
tsje
kojo
kija
py
se
olioil
oh
oh!
old Va. aty(py)
older. brother sewo
wa'wa
rui
older. sister wa'wa
pai
pei
old.man
wapoto
mbo
old.woman nohpoko
nopoko
tjybry
itubyry
only roten
noron
ro'kong
soso
onto kuponaka
tuponaka
on.bank esjiwjo
on.one.side ohtone
on.opposite.side
kopose
me
on.other.side empo
on.ridge rehtaka
on.side.of pato
otter.sp wanau
our.food
korepary
kong
outside kurando
A. kurantonaka
over topo
kohpo
overcome moroma
overpower moroma
overturn
samanan
to
overturned samane
.... "",t-"" ... ""fJCUUIU over.there mo'ja
on.top rehta
opossum aware
owner aporemyn
emy
O.K.
p - p
aha owere
861
paca? urana pan pan past isenurupiry
paddle apukuitja N. tjari'njaturu para
aimja N. arinjatu path ema
pain je'tun ari'njatu Vt. emahto
vo.jehtunkepy N. tari'njaturu eema
je'tumbe N. jarinjaturu pay epema
painful ato'ke pants puruku payment epety
paint Vt. kynimjerota papa jumy peccary.sp pakira
N. mijerary papaya N. sarasara poinko
Vt. kynimjeroja paper kareta peek
painted tymere Paramaribo Va. kynop
paint.red apiroma Paramur opo:satong
Pakirumy u opopo
Pakirum parcel.out
y yhkyrim
pale.red kami a
palm. leaves parrot.sp
wajarim kurewak
po a
woji part Vt. emaka
palm.rib isu'wy partner akono
palm.sheath partridge tohkoro
kuruwes inamu
e pass pasama
palm.sp tasi ratonoma
awara passed.away pahpopo
wasei pass.away uta(py)
palm.tree.sp +.. 1...-- ..LUI'.UllrdU past empo
murumuru Past pahpota
peel
v. kynopi
tjanong
Vt. pitjatong
Vt. kynipitjaton
9
soromika
Vt. pitjano
Vt. pitjama
Vt. pitjapo:san
9
pika
N. wjopitjary
N. wjopitjatopo
Vt. kynipitjano
ng
N. ipitjary
Va. kynopitjan
o
Vt. kynipitjano
Vt. pitjanong
peel.surface rapika
people suma
pepper pomyi
pepper.water
tumaitju
(po)
N. tumary
N. maitjuru
person kari'nja
pet eky
A. tokyne
pick po(ty)
pick. up Vt. namoi:sha
unema
Vt. kynunemat
o
anu(my)
amoi(ky)
piece pisi
pier pe'ja
pierce puka
pig pyiruku
Pikin.Saron
Pikin.Sar
on
pineapple nana
pipe.c1ay tawa
pit N. intapipo
place y(ry)
paty
presi
pato
place.where.X.is
undypo
plague akyry
planer tynubereng
862
plant v. kynopo:jang
po(my)
N. pomyry
N. wopomyry
N. nipjomypo
N. pjomypo
Vt.opomypa
Vt. pjongo
Vt. po:jatong
Vt. kytopoishe
ng
A. typo:je
Vt. po:ja
Vt. po:jang
Vt. pjondo'me
Vt. mipjo:ja
N. tywopondo'
me
plant.sp taja
mukumuku
kurawa
maumau
waruma
plate preti
tupo
pereti
play perima
sapima
sapi
annampa
playful sapi
Va. sapiwa
h/c::Inir...
.'-''"'''''''1. ""'
playfulness sapi
863
ama
Prfct kaba
nriro ono+\.1
r""11"-"" ........... ~y
priest fadry
prior na'neng
VI. kynipj
ekuramano
VI. pekurama
VI. kynipjekura
manong
pretty (make pretty)
VI. pjekur
press VI. akyto'me
akyka
VI. kynakykano
ng
VI. kynakykano
Va. akypy
VI. sakykapo:s
a
akynoka
VI, kynakynoka
nong
VI. kynakykapo
:sa
VI. kynakykaja
ng
A. takynoka
pressed.together
akypy
press.together
Va. nakyp
pyreima
yi
pretend
pretty
pound apo
poponga
VI. apoto'me
VI. kynapoja
VI. kynipjoja
VI. kynapojang
pour
v. kynotj
ororokanong
N. wjopapyry
N. ipjapyry
pa(py)
pour.out
kororok
a
VI. kynitjororo
kanong
poverty omi
Pow! bro
pray begi
begima
pregnant mynoto
prepare
uwapon
onto
Pres -ja
present mondo
presently aire
pp.japok
pleasing
ewiriwiri
upe
Pp. apokupe
pleasing.to apokupe
pluck po(ty)
pluck. hair
-ny
Poss -tv
possibly rorypo
Post poron
pot tuma
orino
N. samaku
ka
point. of. hook po'wono
poison N. ineku
ty(my)
urari
N. kunami
poke N. ahto
polish.stone takuwa
pon pon
poor pina
Poor hko
porcupine myriu
Poriry Poriry
porridge sakura
Pos -n
864
VI. kynim
jukano
tynga
pepama
Priv -myng
-byng
protect una(my)
Prs.Tns -:no
-e
Prs.Tns.Dbt -non
-no
Pssd -ry
Pst -mpo
-hpo
-mbo
-'po
Pst2 -jakong
Pst2.Col
jatokong
Pst3 -jaine
Pst3.Col -jatoine
Pst4 -to
Pst4.Col -toine
Pst5 -neng
Pst5.Col -seng
Pst.Col -hsang
pst.cont -to
Pst.Cont.l\Jzr -to
Pst.Punet
put.on emynto
put.on.shoe
sapatoht
epynto
meta
o
put.sticks
put.marks
put Vt. kyny:jato
Vt. kyny:po:sa
Vt. kynyjatong
Vt. ny:ja
Vt. y:ja
Vt. kyny:ja
Vt. kyny:jang
Vt. y:to
Vt. y:je
Vt. y:jatong
Vt. kyny:tang
Vt. anyry'pa
Vt. y:to'me
Vt. y:jang
y(ry)
Vt. syryi
put. bands sepuhto
put.c1oth pankito
put.firewood ja'to
put. guard eranto
put. in Vt. aru'kapo:sa
Vt. kynarymoja
aru'ka
Vt. kynaru'kap
o:sa
arymo
Vt. naru'kato
pull! tynnn
pull.off
no
Vt. mukanong
N. mukary
pull.tight tynga
Purp -to'me
push Vt. emo:po:sa
Vt. e'mopo:sa
emo(ky)
Vt. e'moto'me
N. emokyry
a'mema
Vt. e'mosa
Vt. kynitj
erekatong
so'ka
kereka
pull. roots
Vt. muka
-jakong
-sePtep
pull
865
866
pyryry
VI. areisihto
Va. areisita
ridge Pp. rehtaka
rety
right N. apohtun
ju'pa
right. beside unda
right. hand apohtun
resembling waton
resembling V -ke
resin ajawa
respect nento
respeki
rest are
return arapo
rama
reverse ebakma
VI. kynebakma
po:sa
rice epery
eperyry
areisi
9
river. mouth keny
roast anoka
weipo
VI. kyneto:kan
ong
eto(ry)
pu(ru)
komereta
etoka
VI. etokanol1g
roastJish komere
roberto roberto
roll VI. tororoka
roll.up ame(my)
roof. beam suraban
riverbank
river.boat
e'mari
wyrypo
kapuja
ewa
rotten tykota
roundness
rope
rudder timona
rum parantuwini
rumble morywa
run N. aka'ny
ekanumy
running tokane
run.out.of. bread
erepake
rubbish
rrrr gyryry
rub kyrykyryma
merima
rubber.boots lars
py
rust wety
N. wijetymbo
rustle saka
VI. pisuka
rusty Va. wetyta
timiriken
VI. pema
Va. nawo
myinjo
tuna
liba
mity
Va. mita
rise
river
root
nownow
apohtun
right.now
right.side
S - s
Saramacca
Sa w-
sack saka
sadiy kotame
sail pira
sakura N. sakurarnbo
Saint
salt
sand
ko
sowtu
waijo
sakau
surama
Saron Saran
satiate asiwoka
satiety asiwoky
satisfy sari
867
savanna woi scratch kaka self srefi
aparare scrawny selfishness
savannah sabana Va. pynge tyramak
saw koto py e
Sawiwi Sawiwi scrub koroka sell ekarama
Va. ngato koro send mokysay
N. tykanong sea parana emo(ky)
ka seat andy'mo Serirumy Serirumy
taki apony serve upa
yka sitjuru serving.spoon
Vt. mykai Vt. andy'mo tupo
Vt. nykaije mure set pijery
Va. ngatong sea.cow jarawa sereka
Va. katake see ene Vt. serekamano
Va. ngano Vt. anene'pa ng
Va. kaije N. enery seti
Va. kyngano Vt. senese N. shijeti'mjary
scare naranga Vt. menejatong set.curls umyryko
Vt. ahkaryka Vt. menetake set.fire po'ma
scarf anjisa Va. kytopo:sato sexual.intercourse
scatter aipja(py) ng Vt. nupim
apika Vt. enejang a
scent pory Vt. seneja shade ahkary
school shitjoro Vt. eneja shadow ahkary
womepatopo Vt. enepo:jang shaggy tymisure
Vt. eneto'me
scoop yhkamy
Vt. kysenejaton shake pesasama
score (twenty)
9 shake.out
kari'nja
Vt. enepo:sa Vt. shipje
scrape VI. kynitjakato Vt. meneja samaije
kaka
seed epy'po shallow.one apipi
koroika
seek upi shaman pyijai
kyrykyryma
seif shame pyipika seive
A. typyitje
Vt. shitjakaje seize pina
apoi shark aipajawa
868
sharp tyjeke side Pp. patoro sister N piry
Va.jeta A. empo N suwi
Njehto A.ohtone enauhty
shawl anjisa Pp. pato N iso'neng
shelter Vt. patajahto sideways N wa'wa
sunka tysoropa N pei
pataja ne sister.PI enaunan
shin N pjoriry side.by.side asena sit
pori side.dish etapy v. kynota
shiny typotyry N etapyry ndymotang
ship tymiritje sieve suka Va. kynotandy'
shoe Vt. sapatohto N manarery
moja
sapato N sheifry
v. kynotandy'
shoo moma N mjanarery
mojang
emo(ky) simari
sit.down.on yhtupoi
shoot
N tymanarery six
wo
N. seifry owintuw
shoot.at poka manare opyima
shore A. maponaka sift Vt. u'nanong eshikshi
short sanime u'na six.week
shortness saniny Vt. nunano siksie.wi
shotgun N. u'napo ki
arakapu N. njunapo skilful tuwomuhka
sa Vt. kynu'nano skin pipo
shoulder. blade Vt. su'naije skull u'jepo
mpa Vt. kynu'nanon slap pasamo
shout heee 9 tau
kohta Vt. nu'naje
shy Vt. pyihto sign taiwo
shyness pyi silent ity'me
sick Va. anyta Va. ity'na
sicken anyko since pore
sing wareta
sink Vt. peky
Sinnamarie Siramare
869
uta
slash
tuwaijak
tonamejj
amu
Vt.oty
soup tuma
tumaitju(po)
sour tyjasakore
speak Va. aurankepy
speech auran
speed ere'ny
N. amuko
nymbo
am'
amu
son
some
1'1 ty'muru
song eremi
ware
Vt. wareka
son.in.law pari(my)
poitjo
soon ko'i
aire
erome
sort menka
sound 1'1 etypo
ety
sounding.beautiful
totypore
sounding.like etake
someone
something
amu
some.day amyjjako
son y'me
N. i'mjuru
'muru
snare myi
sneeze atseiwa
snore enapowa
enapo
so kooo
so
n'do
sooo
sober.up erenaka
small 'me
imimbi
meko
kowaro
Pte. i'mje
imempoko
imimpiki
small.fish.sp pihkiri
smell y'nory
Va. y'nota
smelling ty'nore
smiling taure
smoke aima
ekyinjy
snake nohkan
okoju
snake.sp aramari
arakaniru
soccer futbal
bal
soft Vo. akuta
soft.one arasuka
akuru
uwetunsleepiness
sleepy Va. mi'memy
mi'me
slice Vt. kynirakano
Vt. kynirakapo:
sang
raka
slIng amoty
slipperiness sabahty
slippery
1'1 pa'kot
opotyry
pa'koto
1'1 pa'kotory
Vt. pa'kotopo:s
ang
Vt. kynipja'kot
opo:sang
Vt. pa'kotopo:s
a
Vt. pa'kotopo:s
ate
sleep Va. wo'ny:take
o'ny(ky)
e
Vt. sabahko
slow pyimjeke
slowly safsafri
slumped.over
spoil any'ma
spoiled tykota
spoon tuhpo
spread VI. shipitjajje
pitja
spin e'poi
A. tuwehpoine
spindle klJitja
spine maka
spirit jakuwary
N ohkatompo
Njorokan
N okojumpo
spirits VI. jakuwahto
spirit.sp juku
splash boa
typun
splendour karukuri
split araka
saraka
N nirakapotyry
VI. sarakapo:sa
raka
splittings.of. basket. reed
a
split.belly
pisaraip
uweseka
spread.out
VI. apitja
nang
VI. apitjano
VI. kynapitjano
apika
VI. kynapitjano
ng
VI. kynopitjano
ng
VI. apitjato'me
A. tawopake
VI. pitjatang
sprinkle
N pjesas
amako
VI. kynipjesasa
mata
VI. kynipjesasa
mana
VI. shipjesasa
matake
VI. kynishasam
a
VI. kynipjesasa
manong
VI. pesasaman
ong
Vt. sasamato
VI. kynishasam
ato
sprout atyta
spy ruruma
squeak eta
870
squeeze
V. kynota
rymojang
VI. narymoja
v. kynotarymoj
a
arymo
VI. kynarymoja
ng
squished taky'me
srrl! sororo
stab wo
puka
staff mapuru
stairs mynepu
stand.together
aipyna
stand.up awo(my)
starve kumy(ry)
stayJor.night ema(my)
stay.up.all.night
emanka
steal manawa
monata
steering.skill untypo
steersman unty
stem epy
stick uru(py)
tiki
epy
wewe
apo
VI. epynto
stick.wJork ahto
871
Surinam
hka
streaky.all.over
tuwituwi
posino
posin
sweeten
sweet.cassava
sweetness
jupo
sweet.smelling
po'pore
swim A. tyhpone
yhponumy
swipe.away a'mema
VI. kyna'mema
no
swish tofeeee
sowei
Sylvia Seri
s/he bieaks (0)
'mojang
surround rontuma
swallow e'moky
swamp swampu
tyjapo
VI. tyjapohto
sweat eramuta
oramuku
VI. eramuhto
sweepings wyrypo
sweet A. typoshinje
Va. posina
VI. posino
typosine
Surpr nahka
kore
pa
tehka
poro
asikaru
pahke
senuhka
suterapa
u'mu(ku)
imjero
sufficient
a
Su ri name. Maroon
mati
sugar.cane
VI. ympak
yhka
strengthen.with .Iath
ympaky
su- terapa
submerge
suddenly
suffer pina
tore
strength panahto
wyry
strengthen
strewn.like
strike wo
string amoto
strong panahpe
pari'pje
stubbornness
sun weju
support ahtonto
Surinam
jehtunke
y
akawana
croment
py
stop.thinking
stone.ofJruit intapipo
stop porota
-ke(py)
poropy
stop.hurt
stories aurarano
storm.spirit
a
story Va. toriwa
tori
auran
VI. toripa
straighten.1egs
ekunja
strap amoty
tuwaron
kepy
storage.ti n
py
stop.smell pokepy
stop.speaking
auranke
sti II noron
stilt.bird arapapa
stir a'menka
stir.up pomanka
Stjoera Situra
stone topu
872
T - t
tail
take
mo'
taki
bjjoro
grantanjithank.you
that dati
Pro. mombo
tuur
ten tien
aijapatoro
term.of.abuse
moro
mo(ro)
Pro. morokong
theft mona
them mojang
de
Pro. inaro
mo'karo
mo'kang
Ptc. ponokong
tempura
tell ekari(ty)
Vt. sekarisha
tell.story toriwa
toripa
temperature
talk Va. aurankepy
aurana
orupa
talk.to erupa
uru
tall mashipje
tapir maipuri
taste apo
teach Vt. emepanong
Vt. komepaton
9
Vt. emepano
emuka
emepa
teach (unspecified 0)
omepa
teacher meester
omepaneng
tear kre
seka
uweseka
Vt. kynishekap
o:sa
Vt. kynishekan
o
tearful turare
tears enaku
tease amika
akima
perima
Vt. kynipj
a'kanong
so'ka
Vt. pja'ka
pa'ka
Vt. kynisho'kan
o
take.to.riv.bank
perna
Va. antyta
andyky
apoi
aro
Vt. apoija
Vt. apoijang
V wjotapoitjo'
me
pina
Vt.sapoija
Vt. pinjato'me
V wotapoitjo'
me
Vt. arojang
take.aim uhku
a
take.out
tuwarom
take.care.of
T -re
t-
873
then da think.of thus na
a'ta enumen leki
dan ka iroke
idjomero this iro Tibiti Atypyty
idjombo erombo Tibiti.River Atypyty
djombo Pro. eroko tidal.current apeiny
thence ija this.time disten tide Va. kuma
there mijaro thither ija N apeiny
moropo thorn maka tie Vt. amy
ije ekyry Vt. myjang
mondo thorn.bush aturija ewahto
moje thoughtful tuwaro Vt. kynimjyjang
A. mo'ja
three oruwa Vt imjy
therefore idjeke
through doro Vt. amyje
there! pam
throw myVt. emanong
there.you.are nto
Vt emano tie (0) amy
these.days eromete ema time teny
they.say tiro throw.away A. akore'pe
the.other.day otijako Vt. nipjas tin N akawanay
thick typyime an tip poty
thick.drink sakura Vt. pjasang tip.of.wing
thievery mona pa(ty) aposikyr
thigh pety Vt. pjasa y
ipipije Vt. a'mema'pa tired Va. rupotathin
Vt. pasa Title 80Va. pyngepy
Vt. pasang
to tething san
Vt. mipjasa
NOtyry
Vt. a'memanon
toad.sp porory
oty tobacco tamy
9
NPI. otykong
thud! today eromepun
N kotyrykong
thunder toenail yhposaiky
think enumenga konomer together
ekanopv
u Va. aipyn
a
asepase
874
Tokoky Tokoky to.other.side tree.sp kuwatyry
tomorrow koposen wapu
N. ironko aka kumety
ropo mija wakabun
koropo to.outside kuruhara
tongue nuru kuranto apukuitja
too paidjo naka okoipo
tool N. desere to.yonder mo'ja arasikun
tool. for. boat desere traditional.healer
takini
pyijai kumaka
tooth je
wijutransverse pato'ne
top arety wae
Pp. rehta trash wyrypo
trash.heap sipo
rety kijereu
torch ajawa wyrypop ururuu
turi
0
kupesini
treat ehkyryryka
torment akima mapiwara
ena karawasitortoise wajamu kurama
warara paira
tree N. wjery
ajuwytoward te
wewe parakuwatowards popa epy kupi'i
naka treetop kanare trembleto.ashore
tree.frog Vt. tytyhk
mapona kunawar
ka a
u trigger kakato.behind
ynkanak trough kumykang
a true Ptc. aine
to. beside truly jane
aporiton trumpeter.bird
aka akami
to.middle.of ranaka trunk unty
to.near c.~nlr~n::llLr", try uhku__ 111,,__ ',"""I'Loa.
tuber.magic turara
v - v
vexatious.to ato'ke
Ptc. tamp
okorymbo
pore
very. good mene
vibr.tongue anuru
village kontre
vine warne
sima
violence parihto
violent pari'pje
voice auran
vomit uwena
kurumu
mae
vulture.sp
vzr -to
Voc
etawavisit-i
sura
Vet
vault
very
876
w - W
waist ekunu wash.machine well te'kuru
wait momo(ky) wasmasi ju'pa
Vt. animjomok n we
y'pa wasp okomo djupa
poruku wasp.sp tapjjuka djukme
Wajam boo Rive r kapeseu nae
wojumy waste kanakana juku
wake.up upa'ka watch Vt. kyneneja west arety
empoka menka wet tykehpure
walk rama water A. koro'na kepu
Va.otawa tuna Vt. kepuro
want A. se'pa waterpool ituhpo we.are kytatong
war oreku waterside pe'ja wham! booo
wash sawo water.animals tun
Vt. shitjumisha yhkary what oty
Vt. kumi:sha water.spirit san
kumi(ky) okojump whatever ohto
N. tjumityry 0 wheel.barrow
Vt. tjumitjy'mai waves parana N. tjarara
aty
way fasi ry
N. kumitjyry
wara tarara
Vt. kynitjumi:s
weak ru'me
N. tywagiry
hang N. tywagirykon
Vt. kynitjumish weave Vt. ahpei
ka(py) 9
a wagi
Vt. mitjumi:sha weave. roof ahpei N. tytararary
Vt. kumi:shang weeds itupu kroiwagi
VI. kumi:shano week wiki When -to
ng samana
wash.basin waskom weight awosin
877
when ohten wife N ipjyty with.wh ite. beard
mere Vt, pyhto totasipo
te N typyty mune
a'ta pyty with.white.moustache
where owe N pjyty totasipo
oinei Vo, pyta mune
which yinei A, typyke wobbling
whining turare wild tokone dorindor
ai'ty will go in
whip po win monto woman woryi
whistle eta winima
N woryijang
white wind pepeito
N tjybry
Vt. amuno
wind.warp taranka woman, oldVo. amuna
tamune wing N aposikyry
N tjybry
mbo
whiteness amunu wink.to episamy
woman, young
white.haired tu'mune wipe.off una N omyja
White. person with Pp. tymaro kong
paranak ekosa N omyjanokon
yry mara 9
whither oja Pp. mjaroinje wood Ntywery
who.are.at ponon nanka wewe
who.PI? no'kang Pp. ke wood.hen marai
who? noky without sontro words auran
why ohtonome without. garden work woroky
wh.An noky mainjaht Vo. kynimjamin
0 janongwh.An.Col no'kang
without.sharpness
wick Vt. aryhto emaminjehto
emaminaary
with. inhabitants
wickedness pohto A. tomaminjetyponon
A. emamindje
okrijati e
ja'wang N emaminjarywith.shining. forehead
N. ernClrnindjon
typepoty 9
re
worker poitjo
worm N. okowente
oruko
worthless
y - y
uwampo
woryi -jang
woryijan
9
wound ereky
878
wrapper nopong
wrist amekun
write mere
yard pororo
year jaar
siritjo
yellow Va. hkita
N. ihkiryhpa
yhkiry
ihkiry
yell.at uru
yelp auro
z - Z
zink seky
zink.roofing zinky
N. sekymbo
yes Ptc. aha
ja
a'a
ai
aha
nn
yhy
yesterday koijaro
yonder moje
you je
prs. a-
young jongu
younger.brother
piry
younger.brothers
piryjang
younger.sister
iso'neng
piry
young.boy kydjy
young.man poitjo
myrekoko
young.woman
omyja
suwi
wodi
your.cassava.pan
jainjatur
u
879
A - a
e
tomyiryn
abLgranma tynotyne
abi.kwiki tokyne
abLlala.sme ri y'nota
abLlusu.bere tuwesere
abLmasra ijota
abi.meti typune
o
aka.sp
aksi
ala wararo
ala
alamala pa'poro
ala.tu okororo
aleisi epery
pyryry
Vt. areisihto
areisi
Va. areisita
eperyry
alen konopo
all.fisi purake
alteid rehkere
amaka paty
nimjoku
pyjausi
N wjywy
wywy
N iwjyry
Akusiwai Akusiwai
aLg rasi garasi
aLlon.watra enaku
aLsei epiry
Ajureng Ajureng
aka apakani
Akaripoto.kreek
Akaripot
paraimij
enu
nn
aha
kopose
abra abra
kohpo
tope
pato
A. pato'ne
abra
abra-abra
a
abra.liba
me
afo uwapotosan
afscheid afscheid
agidja myriu
agra pyroto
agu pyiruku
ah a
ah
ah! hen
ai Pte. aha
ja
Njenurymbo
yhy
a'a
'mojang
ai. bran korotyry
ai broko (eng)
tyseseur
tomone
akyta
tytamun
e
a a
abi -je
pe
abLfamirie
abLfranja
e
abLgefalikheid
abLgrandpa
abLtapu
abLuma.pikin
abLN -ta
abi.nen totyne
abi.olo tatore
abLoma tynotyne
abLoso tauhtyne
abLpikin ty'mene
abLrelatie.sexual
nupima
tyjo'ne
880
Amanakuwa
anjisa anjisa
Amanak
anu aija
apo
ainja
aijapo
Njaijary
A. aijapatoro
N aijapo
Njainja
Arawaka aruwako
VI. ere'ko
asiwoky
5
atLbron
atLsidon
augustu
atop.it itopuru
augustus
awara awara
awari aware
awinsi aruwasi
a.kon.foe.mi wopyry
a.no.kan! jawa
a.sari poro
a.ten.dati idjomero
epanama
panama
kawari
sampreru
turupo
N umari
asi
arkie
ati
amerika
Amerika
ererema
n
uwa
Amerika
amerikan
anga-anga
B - b
babun arawata
bai epeka(ty)
881
baka Vt. e'keija bakasei uweseng baskita wijemy
Vt. kyne'keitja baka.bonjo japy kurukuru
karara baka.dati pahpota peshiri
e'kei bakba paruru wemy
wena(po)
baki jeny pakara
Vt. e'keijang
Bakra paranakyry
wajarimbo
v. kynose'keija batra pahtre
ng Baku Baku bauw amy
A? tywose'keitj bal bal tonarykebebi
o'me bambusi bambusi bedybedi
N. tywose'keidj N. bambusimbj
y 0 begi begi
N. wjosekeitjo bambusi.sp kuwama begin a'mo
po Banga Banka beifi Vt. tytyhka
v. kynosekeipj banji mure beifi.ati enariry
o:sang apony Vo. enarita
Vt. kyne'keija banti amoty beisig.nanga poko
N. e'keidjy barba bel bel
Vt. e'keitjo'me
A. totasip belangerijk jompo
N. e'keipjo
omune beni wentakary
v kynose'keija
barbari bere ekunutymore
Pp. wjenapo
uwembo
Pp. asewenapo mory
Vt. ne'keija N. etypo bergi tumung
yngana ety paranka
aju(ru) barbari.leki etake beri una(my)
Vt. e'keipjo:san bari enky berijd aempo
9 aura Bernardsdorp
N. e'keitjopo heee Bernards
bakabaka kohta dorp
Vt. kyneb uru besig.nanga weto
akmapo:sa bar.kraki kuwatyry bestuur bestuur
ebakma basi jopoto beti beti
bakabonjo kUitja basja basjja arakaniru
bakafutu topu eka
882
betre betre biri biri boeng.nanga.stur
Vt. ehkyryryka Vt. wokuhto tuntypor
bifo na'neng woku e
bigbigi tankon biribie biribie bofru maipuri
bigi opoto biribiri biribiri boi ijonku
Pte. kore birti.vrouw ma'mi
potonombore buurvro boi
Vo.jopotomam uw boiti boiti
y blaka karai boks puhtoron
bigi.boto kanawa Vt. karairo boksu boksu
bigi.brada rui Vt. karaima bol bol
wa'wa tykaraije bomfutu pori
sewo blik N. akawanay N. pjoriry
bigi.fowroe tonoro blixem kape'kape bom.futu pety
bigi.patu samaku blo erema bon epy
Bigi.Poika Akarani tuuutuhtu wewe
bigi.preti ka'pa blow Vt. uroja N. wjery
bigi.sisa pei bo yrapa bonjo jepo
wa'wa boeng djukme bonu amore
pai juku bonuman pyijai
bigi.s'ma we bonu.lutu turara
tuwomu ju'pa bonu.wroko
hka djupa
amorepa
wapotombo jupy
sana kawete
tamysano boengJoe.brei.katun
bigi.tiki putu tuwehpo
Vt. putuhto ine
bigLwan apoto boeng. foe.stur
potono untypo
poto boeng.handwerk
N. apotonong taijapore
bika bikasi boeng.nanga.onti
tuwotaro
ke
883
bon.sp ururuu boskopu ekary brede berede
wiju boskopu.man N. beredery
kuruhara aponon N. tyrepary
wae bosu.foe.froktu erepa
paira paisawa Vo. erepakepy
kupesini bos.eksie tumika brei A. tuwehpoine
kupi'i ehtumika e'me
kijereu boto kurijara ka(py)
takini N. kanawa VI. ahpei
kumaka boto.wroko.sani ape(my)
kumety desere breiti ewa'po
mapiwara
brada N. piryjang Vo. ewapota
arasikun
N. piry towa'pore
ajuwy
N. sewo breitie VI. amonka
okoipo
bradi pitja brei.dak ahpeiparakuwa
VI. kynopitjano breni Vo. enukepykuwatyry
karawasi ng brenki.ston takuwa
wakabun VI. shipitjaije bribi amyika
sipo VI. apitjato'me ekanopy
apukuitja VI. shipipjaijen brifi kareta
0 brinki typotyrybon.taki panta
pori
VI. pitjatang
VI. pirika
tampire
VI. poritja brinkie aweiny
N. api
VI. pantahto Vo. enukepy
empataka
VI. poritjano
VI. apitjanong
N. iWjepjory
VI. kynapitjano
N. pjoripjo
apika
VI. pjoritja
VI. kynapitjano
bon.tapu kanare
ng
bori mo(ty) VI. apitjano
Vo. mo:kato'me brafu tuma
bosi posi tumaitju(po)
aposima brak uwena
posima
brasa ewa'ma
broko ambo(ka)
VI. moja
'mo
VI. mopo:sang
VI. mopo:sa
y'mo
VI. ni'mjopo:sa
VI. y'mopo:sa
ampoty
VI. y'mopo:san
9
brokobroki
VI. rakap
o:sang
brokobroko raka
a'moka
broko'broko
VI. shirak
apo:sa
broko.dei emanka
brom eto(ry)
N. korokapo
koroka
C - c
884
bromki epyry buku tyjapure
bron VI. korokai buku
koro(ty) asary
po'ma kareta
N. tjorotyry topu
Va. nitjoroty ere'ny
A. tykoroka bun 'ne
A. tykorose bunfasi towa'pore
N. i'tjorotyry ewa'po
VI. korokanong buriki pakeru
N. itjorotypo bus tarara
bron.buba wo'wo busi N. aturija
brudu tymenure itju
menka ituru
menu busitetei warne
menta simo
bruin VI. kujuma busLkandra sipo
VI. kUjuro busLpapaja sarasara
bruja weriki
butu petaka
bruku puruku
B.O. BO
buba pipe
bubu rofyr
cassava.d ring i
kasiri
cecilia cecilia
che
che!
che
ban
Columbus
us
copi kupi'i
Coppename
rna
Columb
Kupana
Cornelis
Koroner
si
Cosewijne.Uba
Kysuwini
885
D - d
de (kon.de) Va. kyte'i
de (kon. foe.de)
dedeskin ekepy'po
dede.jeje
ohkatom
po
dede.peiri tapiroi
dede o'ma
A. pahpopo
ekepy'po
Va. rom(py)
Va. uta(py)
mi
enumen
kumy(ry)
ponon
de.hangri
ka
den.de mandong
degedege
dorindor
den.slrna.dati mojang
mo'kang
mo'kara
den.taki tiro
den.ten.disi eromete
dexel nopong
tapyty
de.bradi api
de.breni enukepy
de.frudu.watra
kuma
den.de.na
in
tyrama
dei dei
kuritanory
kurita
A. kuritanene
deLbroko ema(my)
den p~.ponokong
Pro. inaro
de
denki enumenga
ekanopy
denkLwan.sani
Cop. we'i
Va. e'i
Va. ne'i
Va. kyneijang
Va. kyweidjyko
ng
Va. aweitjo'me
Va. wjetjo'me
we'j
Va. weidje
Va. kyteisheng
Va. iweitjo'me
Va. mandong
Va. weitjo'me
V; Pte. ai
N. weidjy
Va. kyteijatong
Va. mang
Va. na
dedagu peru
dak.postu suraban
dalak pahome
metamy
eromete
dan idjombo
djombo
dan
a'ta
da
dansi uwa
tuwake
dati taki
Pro. mombo
Pro. morokong
mo'
dati
mora
mo(ra)
datra datra
886
de.redi api djompo.ati doro.sei kurando
didon hkyrintoma Vo. enarit dorpu kontre
yhkyrintoma a doti weriki
dija.sp jakarawa djompo.gwe Vo. hkonta
kusari poromy( tyhkone
Dijemo Dijemo ry) VI. weri ki ko
diki typyime
djompo.opo tywijake
diki.dringi sakura
poromy( nona
ry) VI. hkonto
dipi jansiky djonk pa'koto yhkony
A. koronaka
jansipje djonsro non A. tywerikike
a'me
ko'i dot.ipi wyrypopo
koro'na
erome dot.sani wyrypo
aire kanakanadiri topene
Djuka mati dozer s/he bulldozers
disi iro Juka
Pro. eroko
(0). angiriritjoj
erombo
djuku puka ang
disten disten
doe VI. kynotyjang angiriri
y(ry) do.wan.sani oty
dja eropo
we'i
django pari'pje doe.sani
djari porero VI.OtytO'
mainja me
djaso dja domru jonty
djersi waton etapu
eneke VI. kyninjopon
djersi X -ke dojang
djogo watrakan donder konomeru
potyhsa Donderskamp
djombo.ati enariry Konome
djompo komy rume
djompo.abra epyima doro doro
tunda
dorosei A. kurantonaka
dorosei.s'ma itoto
887
drai VI. nurindjai drape mondo drie oruwa
u'ma(my) moje drin wonety
VI. kynurimjan moropo dringi eny(ry)
a mo~a woku
VI. urindjatang ije dringi.sp
N. urindjapo mijaro pajawar
VI. kynurindjan dregi amika u
a drei a'pota paja
pomanka VI. arutato'me dron sambura
e'poi apoka dropu
urima VI. a'potato'me v: kynose
u'me(my) tarure jukano
VI. surimjaje apa drungu tywetuje
VI. urindjanon VI. kynarukano ty(my)
9 ng VI. napirintas/he lurns (0)
over. urindjai Va. aruta dungru towarume
aru
VI. akutumarama
VI. urindjato'm VI. apokato'me Va. ewarumam
aruka
e y
VI. kynurindjan drei.ten iromy ewarumy
ong dresi N. ineku
a'menka epity
draLtapu samane epinopy
samananto topine
kurama
E - e
echte nero eerste.menstruasie eife non
ede upu'po tumunda eigie.wani
N. emehpy efu jako tyramak
edekrabasi u'jepo eh eh e
ede.man uwapoto eh! py eiginari emy
wapotombo eee aporemyn
eindelijk ko'no eng (no) prs. an-
eksi 'mo eng.de na
eksi.buba mang
'momipj eng.djaso mose
0 eng.doe 'ja
eng mony eng.drape ky-
moky eng.srefi ko'no
molko
eng.wan -ny
DPro. eny toworo
DPro. injoro
-ry
DPro. iro
ni- eng.wefi
ipjyty
n- eniwan iniwan
i- Ernest Ernest
F - f
888
esdei koijaro
esko ehka
Essequibo Sipu
ete noron
ete.wan.leisi rapa
noron
terapa
ptc.surapa
Ptc. suterapa
fa fa
oinei
yinei
onjewara
fadon o:ma
Va. kyno:mano
ng
Va. no:mano
Va. no:mai
Va. kynomanon
9
N. wjopapyry
faja
N. pjo'ma
ngatopo
asiny
ashimbe
asimbe
N. tvwatory
ashinjy
ashi'mja
wa'to
tyhtowe
N. tvwa'to
VI. ashinjojang
Vo. asimpamy
faja (meki) VI. ja'toi
fajaudu ja'ty
vtja'to
faja.udu (poti)
Vt.ja'toja
ng
Vt. ija'toto'me
N. ija'tory
N.ja'tory
Vt. ja'tojatong
Vt.jatoja
faja.udu (put)
vI.shija't
oja
fala N. njakotory
akoto
N. apeiny
famiri asomome
famirie omo
A. tomone
fanga fankama
889
fara A. mojembo feti kawai fisLmaka pana
ty'se jenonopy fisL net N. tymasawary
A. tyhsenaka wo serepi
fasi fasi A. toruke masawa
wara oreku fisLolo tjupo
tomero kawaima fisLsp myrokou
uru(py) fet'feti parihto siwa
fatu typune osima pyrai
katy woma purapurari
Va. kata figi kupira
Va. nitjaitjoja Vt. kyna' aimara
tykake memano auhtompo
fa.aLg'we y'tory una kurimata
fa.don tywoma Vt. kyna'mejato tukunare
feifie aijatone Vt. kyna'mema waraku
fejanti itoto nong mani'wi
figie a'mema daki
feni Vt. sepo:ja
film film tajataja
N. tyneporypo
pisuru
epo(ry) finga sikyiry
upi N. sikyi ana'wanari
fini fini kawerifergiti tuwaronkepy
asaparapiipipijeferster tu'turu maka sribafini.wan sirapyfesede A. typepotyre pyraporari
pe firi apo pakamu
fesede.wiri pe firLboeng.baka pasisi
fesi tomba
myhkont
waijapo
oto
mawiN. pjery
fisi woto ma'matakarape
empata N. wotombo warawara
fesLnaJesi yrato
N. tywotory fisi.uku kowei
entaka fisLdjam masuwa fislijn.nanga.uku
fesLsei N. eka
pari n~r':ln,..
""1141 U.II~
emehpy
fisLdresi ineku fiti wararofes'ede
kunami
flaka ruruma
freifrei.sp
froktu.koko intapipo
fromu imene
frudu N. apeiny
frudu.watra Va. kuma
fremusu rere
fremusu.barbari
bobobo
tymisure
masiyrir
kory
kota
frot
y
frektifrekti
890
franja Vt. sesewuro
sesewu
A. tyseseure
e'wety
Vt. e'wehto
frede enari
frei ypoty
frei
N. aposikyry
freida frede
freifrei wyrywyry
verevere
fringi Vt. pasang
ema
froisi emima
omima
froiti eta
froktu N. imjunu
epery
N. mjunu
munu
o
fraga pantira
fosi bifosi
kuru
uwapononto
na'neng
fosi
uwapo
fow foma
fowroe N. urutau
akami
fowroe.sp araari
kujukuju
kynoto
tohkoro
pehtoko
wansiri
werusi
inamu
akokowa
pihpisi
kurasiwai
kumawari
kujang'keing
sireu
akere'j
karara
apakani
arapapa
marai
fowroe.winti
frambo turi
wokoim
fraka pokoro
flam
Vt. tjamu
kato'me
kamu
kamuta
A. tjanana
Vt. kamuka
Vt. tjamutai
kanana
v tjamutato'm
e
A. tykananake
tjananatato'm
e
flam (tekiJlam)
v. kynitja
mutanong
flamingo wara
flaw ere'na
flink tyjapore
floit sinary
fluit kuwama
fo okopaime
foe foe
wyinjo
-to'me
foe.eng -n
i-
foe.tru ko'non
fon apo
po
wo
bongbongka
Vt. kyniwjojang
fong.udu kupesini
891
fruku ko'j furu -nang pyimje
frustu N. wijetymbo a'no(py) -gong
Va. wetyta sapitjapy mokyne
wety Vt. kynitjary'toj Vt. tary'tojaton
fufuru monawa ang impo
monata -ine -'non
mona -jang Vt. tary'tojang
N. a'no:kapo ty'pune
Va. apyimamy furu.nanga.olo
tary'to tarore
apyime futbal futbal
Va. asiwota pupunitunkar
-kong y
poro futu pupu
Vt. kyna'nokan sei
ong futu. banti sepu
Pte. tampokory
mbo
G - 9
gado tamusi gi y(ry) gi.flur ranto
gadokondre kapu 'wa giJranja e'wehto
Galibi Garibi Pp. y'wa sesewuro
gebore tywoma Pte.O'Wa gi.gron ranto
gebruik N. akuru Pp. i'wja gi.kandra.tetei
aku gi.aleisi areisihto aryhto
Vt. akujang gLbanti amohto gi.kasaba
gefalek takyre gLbigLtiki putuhto yhkereht
akyry gLbiri wokuhto 0
geri Va. hkita gLeng Pp. i'ja gi.lostu ewa'no(py)
yhkiry 'ja gLlusu.bere wesero
ihkiry i- gi.masra ijohto
N. ihkiryhpa gLfajaudu ja'to ijopa
892
granma nopoko
granman
tykaken
9
granpikin pa
grantanji grantanji
gran'ma pipi
grasi N. garasi
VI. apipoky
itupu
woi
grate VI. kynitjyjang
grati tonameije
sabahty
VI. sabahko
gridi amony
gritgriti semari
griti VI. tjyto'me
VI. kyja
A. tywoky'ma
VI. kynikyjang
VI. nitjyjang
v. kynokyjang
v. kynokyja
v. tywokyto'me
N. wijokyry
ky
N. wokytyry
Va. noky
.4 tyky'ma
v. wokyno
VI. kynitjyja
gi.mi j-
gi.mofo yntahto
gi.nen etyka
ejato
gi.oso auhtyma
gi.peiri yhpento
gi.pikin y'meka
gi.pispisi
yhkyrim
a
gi.prisiri apokupe
gLtapu apuhto
gi.tongo anuhto
gi.tori toriwa
toripa
gi.wefi pyhto
gi.winti jakuwahto
gi.wiri ypohto
go
Va. kyny:
satong
Va. kynysang
Va. my:sa
Va. nysatong
N. y'tory
Va. kynysa
N. wytory
godo pisawa
Goede.Hoop Gudopu
gogo uweseng
gon arakapusa
rapa
tiru
gotro VI. ahsahto
a'sa
gowtoe karukuri
go.drape ija
go.ini hkaka
omy
go.na 'wa
go.na.dipLwatra
koronak
a
go.na.ini htaka
go.na.krosi.bei
senkena
ka
go.na.mindri ranaka
go.na.seisei
aporiton
aka
go.na.tra.sei
koposen
aka
grandma
A. tynoty
ne
grandpa tansi
tampoko
N. tytamune
tamu
grani.man
wapoto
mbo
grani.s'ma
wapoto(
po)
grap
noty
shipjotu
grani.uma nopoko
893
9riti. kasaba gron N. tymainjary g'we y(to)
kierepun N. imjainjary N. itjory
9 . N. mjainjaryko no
pung ng waimanempa
grit'griti N. tymjainjaryk N. itjoryko
N. shema on
riry N. amainjary
gro A. tatyta N. mjainjary
atyta N. mainjary
Va. kynatytano mainja
ng VI. ranto
N. atytapo N. mainjahto
N. punary gro.bon.taki pantahto
puwa pantaka
Va. natytaje gro.tere antyta
puna
Va. kynatytano
N. atytary
groeten odi
H - h
handel handel hari.lutu muka hati je'tun
handwerk hari. na.ond ro etyhto etuna
A. taijapo hari.puru pp.jato'ke
re VI. kynitj je'tumbe
hand.werk ajjapo erekatong va.jehtunkepy
hangri Va. kumy(ry) VI. kyn imj ukan hatjei atseiwa
Va. akumyry ong hebi moroma
hari hari.span tynga hehe hehe
VI. kynim har'hari he! .1. kawombo
jukano VI. kynipj kawo
tynga epamano A. kawonaka
pepama heiland pau
hari! tynnn
894
hei.presi hori Vt. napoija hori.wakti enuta
motywo apoi huh huh
ky pina
heri pa'poro Vt. kynapoijan
heri.boeng mene 9
heri? eri ewa'ma
Hindustani Vt. kysapoishe
weja'wej ng
a hori.trifu enema
I -
if -to ini Pp. tjaka ini.watra ka
Pp. aja'ta Pp. hkaka insei pota
efi Pp. hka ipi
a'ta Pp. htaka Vt. kynitj
infus infus ta umundoja
ingie kari'nja Pp. itjaka
ingirisi ankresi taka
J - j
jagi mama jeje N. ohkatompo jepi Vt. epano:neng
jalusu omyne N. okojumpo Vt. epano:se
Jampaneisi.s'ma ahkaho epano(py)
pjo'ny Vt. epano:sa
Janumesi Vt. kynepano:s
Janumes ang
Vt. kynepano:s
japon womynto a
jari siritjo N. epano:ng
jaar Vt. anepanopy'
pa
N. epanopyry
895
juiste pore
juku N. ahto
wo
juru juru
jongoe.uma wodi
suwi
omyja
jongu jongu
jongu.boi kydjy
jepi.man apojo
jere eta
A. aneta'pa
jesi pana
joe a-
0-
je
prs. a-
joe.de mang
ma(na)
joe.de? mang
joe.kasaba.pan
jainjatur
u
joe.wan m-
jongoe.brada piry
piryjang
jongoe.man poitjo
jongoe.sisa piry
jongu.sisa iso'neng
K - k
ka ka kandra.tetei ary
kaiman tyrytyry VI. aryhto
akare kaneri.udu
kakalaka arawe ikarikan
kaka. foe.gon kaka ari
Kalabas.Kreek kankan VI. emaka
Ametary kankantri kumaka
kampu VI. patajahto kanti
sunka v kynotj
tokai ororokanong
apurupo kororoka
pataja pa(py)
kande kande awopa
painahka N. ipjapyry
kahty kanu tiru
painjare kan'kan enkuna
rorypo kapon! boa
painaka kaptein VI. jopotoma
wane jopoto
kandra ajawa kapiteni
kantra
896
kapu Vt. akotoja kari.kon eju(ku) Katuwera
Vt. pa'kotopo:s tywoju'pore Katuwer
ang aposiwa a
Vt. pa'kotopo:s karun awashija kaw paka
ato awashi kawina kawina
N akotory kasaba Vt. yhkerehto kawkaw myika
akoto NjUPO kenki appio
Vt. pa'kotopo:s N itjerery u'ma(my)
a N tykerepu kerki kerki
N tynakotopo kiere kerst bedakipo(ty) N itjereryko
kysiuVt. kynakotoja N ikjejery keskesi.sp
ng N tykerery Kibainare
Vt. akotojatong Kibainarkasaba. boto
N inipjakotory kumyka e
koto kibri una(my)ng
N pa'kotopoty kasaba.brede kindie ekusaarepa
ry kasaba.pan kiri wo
Vt. akotojang
N ari'njat kisi Vt. sapo'i
Vt. y'kotopo:sa
uru aije
tong
N jainjaturu Vt. apoitjo'me
N pa'kotory
N jari'njaturu pina
Vt. kynipja'kot
N ari'njatumb sura
opo:sang
0 N apoitjopo
kapuwa kapiwa arinjatu myi
kap'kapu pa'koto kasaba.sakasaka apoi
karawasi karawasi apiripjo kisi.aleisi areisita
kari Vt. syjatoja piripjo kisi.betre
ko'ma kasaba.watra kasiripo ehkyryry
ejato kasi kyse ka
Vt. ejatoja kasiripo kisi.fisi .gi wotoka
ety N tjashiri kisiJlam pokang
Kari'nja kari'nja pjory kisi.lusu.bere hkaita
kasju oroi kisi.lutu mita
katun mauru kisLmasra ijota
897
pyita
antyta
koijenop
bong bon
asiwoina
umyryta
emerepy
ng
kon.faja
asimpa
my
asina
kon.fatu kata
kon.frustu wetyta
kon.furu
apyima
my
kon.geri hkita
kon.grani ety(py)
kon.g'we
ka'mako
kon .Ieti sawona
sawonapamy
kon.mangri pyngepy
kon.mofo.neti
kon.krin
kon.kroru
kon.law
amy
kon.na.loktu uhta
kon.na.takru.sani
hpopota
kon.owroe aty(py)
kon.pi ity'na
kon.pikinso.drungu
napirinta
kon.plata pipata
kon.pow.pow
akypy
kondre.man asaka
kon'koni akuri
kon.abi.wiri ypota
kon.baka rama
kon. beifLati enarita
kon.berijd osima
kon.bigi
y)
ko'ma(m
jopotom
amy
puna
kon.breiti ewapota
kon.de we'j
kon.dede rom(py)
pahpopo
uta(py)
kon.de.wakti. fasi
enuta
kon.doti hkonta
kon.drei aruta
kon.dungru
kon o(py)
Va. kyno:se
jarowa
N. wjopyry
kon de tranga, leki te
joe pers kasaba
ini matapi
ka
kisLwiwiri aryna
klara kasuru
klari -ke(py)
kararima
Va. ma:tong
Va. ma:i
'ma(ty)
-'ma
aike(py)
klop pasamo
tau
klub club
knoru enky
koba parapi
sapera
kofi kofi
koiri etawa
otawa
koko N. intapipo
kolibri tukusi
wyinona
Kombe Kompe
komopo.foe
kisLshen
kisi.tere
kisi.tifi jeta
kisi.wefi pyta
kisLmun.siki menta
kisi.oso auhtyna
kisi.pikin emeka
enema
gka
898
Vt. kynitj
otopo:sa
kowroe ohtono
tyhsanore
yhsanoro
yhsano
kowroe.ati ewa'po
koti y'koto
Vt. kotoja
N. kotory
Vt. kynitjotopo:
satang
koti
Vt. y'kotopo:sa
ng
Vt. kynitjotojan
g
N. initjotory
Vt. nitjotopo:sa
hkoto
Vt. kynitjotopo:
sang
Vt. kotojang
apoty
Vt. shitjotoja
Vt. nitjotoja
N. itjotopotyry
koto
Vt. kynitjokoto
po:sa
koti.abra pato'ne
Tashiwjo
kowroe.eng.ati
ewahpor
onu(ku)
krei kohty
aita
turare
aura
ura
kreikrei turare
pori
ipjoriry
kriki.nm
krei.gi amo
kren.opo
kriki
a
kowroe.wan yhsano
ko'.g'we ka'ma
krabasi posi
kuwai
krabita kabirita
kabara
krabu pika
Vt. shitjakaje
kyrykyryma
Vt. kynitjakato
kaka
koroika
krabu.sp kusa
wajumo
kraka ahtonto
kraktie panahpe
panahto
krasi tokone
apipoky
upuka
koti.grasi
koti.wiri
koto
kon.safu akuta
kon.siki anyta
kon.srapu jeta
kon.switi posina
kon.tranga ja'na
kon.weri rupota
mi'memy
kon.weti amuna
kooo kooo
kori kori wara
korsu atun
kosi N. bijoro
kosi.wortu bijoro
899
krim aty kronkron kulturu.sani amana
werika pesapes eme
Vt. krimjapo a kumba.tetei po'wepo
koroka kronto kohko Kupirisi Kupirisi
tasiwoine kroru Va. umyryta kurturu kuruturu
shikrim Vt. umyryko Kurupi Kurupi
kumi(ky) umyryky kusuwe kusewe
asiwoiny krosi womy kweki tuwaromakrim kamisa
kwi N. karahsawakrin ko Vt. pankito
Va. asiwoina kwiki A. tokynekrosi.bei rata
Krioro.s'ma A. senkenaka kwinsi taky'me
typanak senke arymo
araije kubi akupa kyyy kyy
kroiwagi tarara kukuru k'ba kabakukru
wagi kushi'na terapa
kroiwagi kulturu k'ba.griti
kroi.wagi
N. kykult tywoky'
N. tytarar
urukong ma
ary
N. tykulturlJru
N. tjararary v. komerykong
kultlJru
L
lafu lagi pohpo langa. ten. p'sa
Va. kyna lai pyroto penaro
wapo:sa tytary langa.tiki soroitja
auwa Vt. naru'kato lanki awopa
Va. kynawapo:s lala.smeri y'nory lars lars
ang
langa mashipje lasi Va. IJta(py)
auru
mosipe uta(py)
lagadisa.sp
langa.futu ekunjakankasa
pa langa.ten akore'pe
900
Iibakanti
9
timiriken
Pp. esjiwj
toruke
Vt. kynipj
o'manong
reifyry
pyna
sano(ma)
robima
kyrykyryma
lobi
merima
se
komand
libi
lijfer
lobi
aka
libLna.baka nunta
libLs'ma kari'nja
Vt. kari'nama
lobLfeti
light
ema(my)
Va. nema:ja
N. komamyryk
ong
Va. kynema:jan
9
A. nuro
Va. oma:je
erema
Va. koma:jaton
9
N. komamyryk
a
Va. kynema:ja
Vt. kyninjojang
libisani A. typonone
libLboeng
akinju
A. akinju'ma
Vt. akinjuro
lesi
leti
a
liba.boto
Vt. po'ma
ngano
N. apohtun
po'manka
Vt. kynipj'oman
ganon
Va. sawona
tawainy
po'ma
Vt. shipjomang
aije
Vt. po'mangan
on
letLsei N. apowe
letLseLanu apohtun
let.sei unda
apohtun
let.seLanu apowe
let.so mempo
liba tuna
Iiba
tywesek
omepan
lasi.wan.srefi
u
lati ympakyty
isu'wy
law Va. emerepy
leer.kracht meester
legwana
wajamak
a
lei emu'ma
ajenapiry
enapi
enapita
leLman tonapime
leki yhko
leki
ran
wara
Pp; Ptc. me
lekti Vt. sawono
sawone
lengte mosin
leni leni
leri Va. omepako
omepa
emuka
Vt. komepaton
9
Vt. emepano
Vt emepanong
emepa
lerkracht
eng
901
lobi.prei tysapire losi.fisi komere luku.dja nto
sapi 1050 omu into
sapiwa emy luku.wan.sani
loktu Vo. uhta lostu Vt. ewa'no(py) myry
loktu.sei arety luku Va.opo:ko luku.wan.sani!
1010 ame(my) Vt. neko myre
Vt. tororoka N. awopotyry luru ruruma
Ion tokane Vt. enepo:sa lusu etampoka
N. aka'ny opo(ty) ympoka
ekanumy Vt. anene'pa lusu.bere yhkaity
lontu ta ena A. tuwesere
rontuma Va. wopo:sa wese
e'mari Va. kynopo:san Vo. hkaita
lon.watra apeina 9 lutu Vo. mita
losi etoka
Vt. enejang mity
eto(ry) Vt. kyneneja
Vt. kyneto: kan
Va. kynopopo:s
ong atong
anoka
menka
pu(ru) Va.opotyko
weipo
N. wjopotyry
Vt. etokanong luku.boeng
komereta tuwarom
a
M - m
maka ekyry
maka
makandra
Makanowaka
Makano
waka
Makdona
Makydo
na
Vt. amyik maka.busi aturija mama mama
y
asepase
Va. aipyna
maka.sneki kupesini
poripo
tata
sana
mandi any'ma
mangri Vo. pyngepy
902
masuwa
akotano
matasap
ng
mati asaka
awasi
N jasakarykon
9
N takono
pawana
mati
akono
N kasakaryko
N ajasakary
Njasakaryko
meissje wodi
emyi
meki Vt. tja:ko
Vt. kyshitja:sat
ong
N itjapyry
kyry
Vt. ka:ta
meki
Vt. ka:sang
A. tyka:se
ka(py)
Vt. ka:sa
Vt. kyryjang
N kapypoto
N kapyry
Vt. ka:neng
kase
Vt. kyryja
y(ry)
mas'pasi
karapan
masLpepre sorewa
maskita.sp
Masi.Pasi
na
mata mata
ako
matapi N tymatapiry
matapi
mjatapiry
matapi.tiki
a
masra Va. ijota
N i:jo
ijo
Vt. ijopa
Vt. ijohto
Va. ijota
N tyijo
tambara
Masuwana
ai
mata.tiki
N wokyr
yjang
wokyry
N wokyrymbo
mar ise'me
py
mans'ma.oso tapyi
man.s'ma
kuruwes
mang.swen tyhpone
manirie eme
manja manko
mankeri mankeri
ereky
mankeri.brede
erepake
ma
maraka maraka
maripa.boto
e
Marius Mari
marki mariki
Vt. meta
uhku
Maroni Marauni
masi potyka
ympoi
Vt. a'mokano
Vt. kyna'moja
Vt. a'mokanon
9
apo
masi.nanga.anu
a'mo
mekLati.bron ere'ko
meki.atLsidon
asiwoka
ajopotom
patajaht
ahkaryk
apiro mi w-
meki.redi.bruin s-
kujuma j-
meki.sekseki pisuka mindri Pp. ranaka
meki.shen pyihto Pp. ra'na
mekLsiki anyko mindrie owarira
meki.singi wareka mindri.dei
meki.skreki.ati kuritane
ensima ne
903
meki.libi.s'ma meki.swampu
kari'nam tyjapoht
a 0
meki.lolo tororoka meki.sweti
meki.mooie eramuht
pekuram 0
a meki.switi posino
meki.moro meki. tranga. nanga.lati
apyime ympaky
my hka
meki.nati kepuro meki.wah
meki.na.fesi kapypot
uwapon 0
onto meki.weti amuno
meki.olo atoka meki.wi.doe -neng
meki.pasi emahto melde eju(ku)
meki.plata membre janon
empatak menstruasie nome
a merki merki
pipata
meti N. awotory
raka punu
meki.pori koro A. typune
japuka tonomy
meki.psa 'wa Vt.ono
meki.redi kamiro meti.sp urana
asiwoino
sawono
akinjuro
uwapon
onto
a
meki.klari
meki.krin
meki.lekti
meki.lesi
o
meki.kaptein
meki.geri.bruin
kujuro
sapima
sabahko
meki.grap
meki.grati
meki.kampu
meki. barbari morywa
moryka
meki.beifi tytyhka
meki.bigi pui
meki.blaka karairo
karaima
meki.breitie amonka
meki.brinki pirika
meki.doe -nopo
meki.doti werikiko
hkonto
meki.drop ejuka
meki.dungru akutuno
meki.faja po'ma
meki.flam kamuka
meki.frede
904
mooie.eng
totypore
ama
mooie.barbari
a
morgu morgu
kopore
tyhsenak
mun.siki Va. menta
Murato murato
Murokoto
Murokot
0
Musu -ko
musu wane
mus.dei kokoro
m'hm m'hm
m'm m'm
moro.fara
a
moroJuru
mero
membo
muilijk mene
mun nunc
mundei monte
moro.bigi.wan
kore
poitjo
parakuw
moroma
Va. apyimemy
tampokory
Vt. kynipj
ekuramanong
Vt. kynipjeku ra
mana
moni pyrata
mooie poitjome
omyja
Vt. pekurama
tywoju'pore
mooie (seti eng)
Vt. pjekur
mooie.wan
mora.udu
moro
mindri.neti
kuritane
ne
mira irako
mira.sp wynkosi
juku
awatay
misi a'mono(py)
mi.de wa
mi.si ky
mi.wan j-
pomank
mofo nta
Vt. yntahto
mofo.liba keny
mofo.neti
Va. koijen
opamy
koije
moitie wyry
moksi moksi
moksie tykoimja
moksimoksi
a
N - n
na naka nanai akusa
po nanasi nana
ta
popa
najn pyryry
naki wo
nak'naki poponga
905
nanga Pp. tymaro na.dorosei na.wan.srefi upu'po
Pp. mjaroinje kuranto nde nde
nanka naka
ekosa
nefi N. mijarijary
naJesi.sei eka N. mjarijary
nanga na.hei kawonaka marija
en na.libakanti esjiwjo neif pase
mara
Pp. ke
na.libi nuro patymy
nanga. bri nki. fesede
na.loktu epa jeruty
typepoty na.mindri ra'na
neigie owinaposikyry
re na.noko rehtaka
neki pymy
nanga.libisani na.ondro
a'sawo
typonon pohpona
a'sa
e ka nen Vt. ejato
nanga.weti. barba na.sei esjiwjo A. totyne
totasipo na.seisei awopa Vt. etyka
mune tysoropane ety
nanga.weti.snor aporito net N. serepimbjo
totasipo na.seiJoe patoro N. netry
mune pato N. tyserepirym
nangra amosaiky na.shoro bo
nang ra (futu. fi nga) mapona net
yhposaik ka
N. masawary
y na.so te'ne
N. tyserepiry
nati kupi iroke
neti koko
kepu na.srefi.ten poworo
A. kuritanene
Vt. kynitjupija na.tapu rehta netLfowroe urutau
tykehpure kuponaka netjes ko
Vt. kepuro tuponaka net.so merone
na.baka na.ten jako to'na
ynkanak na.tra.sei empo nicht pase
a koposeme Nickerie Mihtari
na.begin koro mija nieuw oseiry
na.tru tjaro nieuw.wan asery
na.wan.sei ohtone iseiry
906
njan N erepary noko rety no.abi.trobi.nanga
Njerepary Pp. rehtaka tuwaror
Vt. ena:to'me noma ro'kong 0
erepa Ptc. suroten no.boeng rorypo
N torepary nonsens enapi no.boeng.wan
ena(py)
noso enahta mbo
Vt. enema no.de narenoso
N koreparyko
nona no.geri ihkiryhpanow
ng
no.luku.boengnow
A. torepane
nae tuwaron
njan.meti kepynon
Vt.onoto'
nownow mero nO.mang upi
me
ko'u rypo
one
koro no.njan enema
njan.te.furu asiwota
erome no.p'sa manompo
no -'rna
-no no.seiker -ngkapyng
-non
-hto nO.srapu jehtonownow
waty po'no nO.tru hkare
no tiro
-:no
uwa nO.wan nowan
now.now -e
nofu poro
no.abi
no.X -hpa
-myng
noit pai
0 - 0
0 go oli oli omeni o'toro
oh 010 A. tatore omu jawo
of of ate ka'topo
ogri ja'wame Vt. atoka awonty
- _.~:_ .... : okiijati A .. ., ..."" ... 0 omuuyrldll /1. \OUI VI ~
ogrLwan ja'wang N atokapo om.dat bikasi
oh 0 ohta om.dati.ede idjeke
okasi okasi omdat want
opoondro A. pohponaka
pinjo
upi'njo
Vt. etyhto
ondro.sei unty
ondro.watra koro'na
onUrei wano
oni.waswasi wano
onti A. tuwotaroke
otaro
oostsei unty
ope oinei
oja
ope? owe
amoi(ky)
Vt. kynunemat
a
Va. nawomyinj
a
awomyi
Vt. namoi:sha
anu(my)
awo(my)
opo.frepostig perima
opo.go.na.loktu
Imema
opo.knapu awo(my)
050 Vt. au htyma
N. tauhty
auhto
Va. auhtyna
A. tauhtyne
ososkin aputy
907
oso.fowroe
korotok
a
oten ohten
owktoe paidjo
noron
pai
erapa
owroe N. shumbarary
-mba
sumbara
Va. aty(py)
-'po
owroe.uma itubyry
nohpoko
tjybry
owroe.wan penato
-mpo
o.p'sa -ta
-take
p
- p
padi apukuitja palm.wiri panja apika
aimja wajarim A. tawopake
pagara jamatu po aipja(py)
pai epema pam! pam panja.leki pahke
paiman epety pan N. arinjatu panji anjisa
pakira.sp pakira N. tjari'njaturu papa jumy
palm.bon.sp N. j arinjatu ru papa
murumu N. taii'njatuiu N. tyjumy
ru pan papaja N. sarasara
tukumau ari'njatu papira kareta
palm.sp wasei pangi pangi
908
Paramaribo pers Vt. kynakykano pikin y'me
Paramur akyka pitjani
v. kynotarymoj 'meu
pasa ang A. ty'menepasa
Vt. emahto akynoka Vt. y'mekapasi
v. kynotarymoj 'mueema
kowaroaema
Ptc. i'mjeVt. kynarymojapastoro pasitoro
imempokongpater fadry
Vt. kynakykano meseku
patu tuma
ng meko
tuma
Va. akypy imimbi
orino
Vt. akyto'me Vt. enema
N. samaku
Vt. sakykapo:s imimpiki
paw pau
a pikin fowroe wansiri
peep opopo Va. nakypyi pikinso akosi
pein je'tumbe Vt. narymoja A. akoshimbjo
peiri N. yhpento Vt. kynakykapo Ptc. ainte
tu'kushi :sa ashitjo
N. kutaa pi Va. tyna pikin.boi 'muru
yhpe ity'me myrekoko
N. tapiroi Va. ity'na pikin.finga sikyi
pyrywa piki Va. aurankepy pikin.fisi.sp pihkiri
tanoseng Vt. mykai pikin.man pikopeni Vt. kynimjerota amoi(ky)
Pikin.5aron
N. mijerory po(ty)
Pikin.Sar
Vt. kynimjeroja
on
peni.redi apiroma
pikin.sisa suwi
peni.wan tymere
piki .antwoord
pepre pomyi
eju(ku)
pepre.watra
pina omi
N. maitju
v. epinjama'pa
ru
pingo poinko
N. tumary
pingo.aka kujukujutumaitju(po)
pipa.todo plata Vt. raka
kunawar Va; Vt. pipata
u mpo
piri Vt. pitjanong Vt. empataka
Vt. kynipitjano plata.presi ra
ng plata.wan apipi
Vt. kynipitjaton poku poku
9 poku. barbari etypo
pika
poku.wroko.sani
soromika
shinna
Vt. pitjama
poli
N. ipitjary poli
Vt. kynipitjano pols amekun
v. kynopitjano pon pon
ng pong pong kynoto
Vt. pitjatong pon! piri
Va. kynopitjan popokai.sp
0 kurewak
N. wjopitjatopo 0
N. wjopitjary pori kota
Vt. pitjapo:san tyjapure
9 tykota
Vt. pitjano japuta
piri.ai.gi uru kory
piri.buba rapika Vt.japuka
piri.tifi taure any'ma
pisi pisi Vt. koro
pis'pisi Vt. nipjotykano pori.udu japuru
Vt. kyna'mokan
0
plansun epy'po
plasje sitju
909
poti Vt. kyny:ja
Vt. anyry'pa
Vt. y:to'me
Vt. ny:ja
Vt. syryi
Vt. kyny:jato
pina
Vt. y:jang
Vt. kyny: po: sa
Vt. kyny:jang
Vt. kyny:tang
Vt. y:to
Vt. kynyjatong
Vt. y:jatong
Vt. y:je
y(ry)
hko
Vt. y:ja
poti.banti sepuhto
poti.go.ini aru'ka
Vt. kynaru'kap
o:sa
Vt. aru'kapo:sa
poti.ini arymo
poti.insei
Vt. kynary
moja
poti.krosi pankito
poti.makandra
amyiky
poti. marki meta
poti.sidon andy'mo
poti.tiki epynto
poti.wakti man
eranto
powisi woke prasara wapu
pow! prati upa
Va. bong aipja(py)
bongka aripapy
bo prei sapi
booo sapi
pOW.pow Va. sapiwa
bong bon annampa
9 sapima
prani VI. po:jang A. tysapire
po(my) perima
VI. po:jatong begima
A. typo:je preiprei pyreima
VI. kytopoishe preis epety
ng presi paty
v. kynopo:jang presi
VI. po:ja pato
VI. pjondo'me
presLpe.X.de undypo
vI.opomypa
VI. mipjo:ja preti pereti
N. nipjomypo tosipi
N. pjomypo preti
N. wopomyry tupo
N. tywopondo' prijs petaka
me prisiri Pp. apokupe
N. pomyry tyjamike
VI. pjongo pirishiri
prani.sp maumau pp.japokupe
waruma
mukumuku
taja
kUiavva
pranpran
perepete
ri
910
priti
VI. kynish
ekano
VI. sarakapo:sa
uweseka
N. nirakapotyry
VI. kynishekap
o:sa
VI. kynirakapo:
sang
araka
saraka
seka
kre
raka
VI. kynirakano
priti. nan gao kan kan
emaka
proberi uhku
probleem.no.de
owere
pu pito
wepikota
punt poty
punt.foe.frei
aposikyr
y
punt.foe.uku po'wono
pun! typun
pun
pupa wety
weka
911
puru
Vt. kynish
o'kano
Vt. nitjai
Vt. kynitjano
Vt. nitja'mai
Vt. nitjato
so'ka
Vt. kynitjai
Vt. tjasang
N. tjary
VI. mitjaje
-ka
they remove
(0). katong
ka
Vt. kana
Vt. kynjtjanong
Vt. kato'me
N. ykatyto
Vt. nitja'maton
9
Vt. kynitjatong
Vt. kanong
N. kary
puru.libi kereka
puru.lutu
Vt. muka
no
Vt. mukanong
N. mukary
puru.sidi pu'ka
puru.wiri
ewiriwiri
ka
puru.wiwiri
arynkep
Y
puspusi pusi
p'pa N. ijumy
p'sa pahpota
ta
empo
ratonoma
-mpo
Ptc. manompo
isenurupiry
-i
pasama
-mbo
R r
redi
e
renfrensi epema
respeki respeki
nento
su-
-noRespeki
respekiJasi
rust are
rustig ewa'po
okowent
tuhpireredi.wiri
redi.worn
VI. kamiro
Vt. apiro
kami
N. api
Vt. apiroma
tapire
red i.doti kuri
s s
sabana aparare
sabana
woi
912
sabi N ukutyry sani oty seif N sheifry
A. tukutypa san Vt. su'naije
Vt. uku:to'me kyry manare
Vt. anukuty'pa Vt. sotyja N u'napo
Vt. ajukmiri NPI. otykong N seifry
Vt. ukuty'pa N kotyrykong Vt. kynu'nanon
Vt. muku:take NOtyry 9
Vt. kynuku:san Vt.oty seif
9 sani.de.insei tary simari
uku(ty) santi sakau Vt. nu'naje
Vt. muku:sa san? oty suka
safri.nanga tuwaro Saramacca surama
Vt. u'nanong
safsafri pyimjeke u'na
sargie mi
safu Va. akuta sargie
N manarery
N njunapo
safu.wan akuru sari ojuhpo'pa N tymanarery
arasuka sari Vt. nunano
saf'safri safsafri sari.fasi kotame N mjanarery
sag koto sarki aipajawa Vt. kynu'nano
saide mete Saran Saron seifesi pasa
ohtonome Sawiwi Sawiwi seiker TAM. -ng
saka enyhto
schansan pari(my) hkuru
saka
sei ko'weroPp. patora
sakasaka wyrypo
Pp. pate -ke
N piripjo
N awopa seiri pira
N apiripjo A.ohtone seisei
apiripo A. empo Pp. aporit
sakura N sakurambo onaka
Pp. aporito
A. tysoropane
sei.na.sei asena
sekrepatu warara
wajamu
sekseki Vt. pisuka
sek'seki
Vt. kynish
asama
Vt. kynipjesasa
manong
Vt. kynishasam
ato
Vt. sasamato
Vt. shipjesasa
matake
Vt. pesasaman
ong
Vt. shipjesamai
je
Vt. kynipjesasa
mana
N. pjesasamak
a
nohkan
dorindorin
Vt. kynipjesasa
mata
pesasama
sek'watra parana
seni moky
emo(ky)
seri ekarama
Serirumy Serirumy
seti seti
sereka
Vt. serekamano
ng
N. shijeti'mjary
seti. kroru umyryko
sexual. relatie
Vt. nupim
a
shatu sanime
saniny
shen A. typyitje
pyi
Vt. pyihto
shoro A. maponaka
mapa
si Vt. menetake
Vt. meneja
ene
Vt. senese
Va. kytopo:sato
ng
Vt. kysenejaton
9
Vt. eneto'me
Vt. eneja
Vt. seneja
Vt. enepo:jang
Vt. menejatong
N. enery
sick Vt. anyko
sidon N. asiwoky
v. kynotandy'
mojang
Vt. asiwoka
v. kynotandym
otang
Vt. andy'mo
Va. kynotandy'
moja
sidon.tapu yhtupoi
913
siki anyky
je'tun
Va. anyta
siksi
owintuw
opyima
siksie eshikshi
siksie.wiki
siksie.wi
ki
singi Vt. wareka
eremi
wareta
ware
Sinnamarie Siramare
sipi tymiritje
sisa enauhty
N. pei
N. suwi
N. piry
N. iso'neng
N. wa'wa
enaunan
skadow ahkary
skafu tynubereng
sker.mest mawasa
skin ja'mun
skeny
skoma akusare
skora womepatopo
shitjOiO
skoulder.blad
mpa
914
skreki naranga so n'do sO.net koromo
ty'ka na ko'i
moma so spoen tupo
skrekie Vt. ah karyka sooo sproiti aryna
pa son N ty'muru atyta
skreki.ati amu spun tuhpo
Vt. ensim y'me Sranan Surinama
a son
Va.jeta
N i'mjuru srapuskrifi mery tyjeke
mero sondra sontro Njehto
skutu N bijoro sondro.gron srefi as-
skwala parana mainjaht srefi
smeri 0 srefsrefi ko'nopory
Va. y'nota sondro.waarde srefi
omuhkay'nory paidjo
hpaty'nore sreka sereka
smoko ekyinjy sondro.warde sribi Va. mi'memy
aima uwampo Va. wo'ny:take
sneki okoju sonfaja weju A.mi'me
sneki.sp sonfowroe akere'i o'ny(ky)
arakanir soooo Kyyyy N uwetun
u sopi parantuwini sribi.papaya
aramari sorgu eky waramp
snel itauhty kurama a
ko'i sorgu sroto kei
snelheid ere'ny ena stampu apo
snelsnel snel sortu -bang Vt. apoto'me
torawone sortu.wan yinei Vt. kynipjoja
snor etasipoty soso roten Vt. kynapoja
A. totasipomu soso Vt. kynapojang
ne ~,... .... ,..."'" stem auran(IUIUII
snorku enapowa sowtu waUo stimmofo etapy
enapo sowtu
915
stim.mofo suku upi swampu tyjapo
N. etapyr suma suma VI. tyjapohto
y suma? noky swampu
Stjoera Situra no'kang swanger mynoto
stoipi wa'joban sungu u'mu(ku) swari e'moky
ston topu peky swen A. tyhpone
stopJoe.doe -ke(py) susu VI. sapatohto yhponumy
storm.jeje sapato sweti eramuta
oroment sutu emo(ky) VI. eramuhto
a wo poritoma
stowtu ai'ty sutu.na poka oramuku
turare swa tyjasakore switi VI. posino
stur N. untypo swageress jeruty A. typoshinje
sturman unty swagrie pamy Va. posina
sturu apony ty'wo posin
sitjuru swaki ru'me
typosine
mure switi. kasaba jUpo
stuur timona switLsmeri po'pore
Sylvia Seri
T - t
taal auran taigie ekari(ty)
tabaka tamy
tagtig tagtig
tai my
VI. kynimjyjang
VI. imjy
VI. amyje
VI. amy
ewahto
etamy
VI. myjang
tai (eng) amy
916
tamara koropo
N. ironkoropo
tan iromy
tante wopV
tante
tan.foe.neti ema(my)
tan.pi tyna
taki orupa
Va. ngano
Va. kyngano
Va. aurankepy
VI. nykaije
Va. kaije
aurana
Va. katake
ka
yka
Va. ngatong
Va. ngato
N. tykanong
N. poriry
taki
taki (bon taki)
VI. kynipj
oritjano
VI. kynipjoritja
nang
takLnanga erupa
takru.ati ja'wang
pohto
takru.wan jawa
takru.winti jorokan
taktaki uru
auranke
pokepytapu.smeri
tasi tasi
woji
te te
-to
a'ta
jehtunke
tapu.hati
py
tapu.lip poty
tapu.nanga.sroto
keihto
tapu.piki
py
te
mero
teach VI. emepatong
tegen pona
teken taiwo
uhku
teki VI. arojang
VI. apoijang
v. wotapoitjo'
me
VI. sapojja
v. wjotapoitjo'
me
aro
pina
apoi
VI. pinjato'me
VI. apoija
........."
'"U!-'U
A. tyjo'ne
tapu.denki
tuwaron
tapsei jary
tapsei.s'ma itoto
tapu tapu
etapuru
atopuru
tapa
nopong
tapuma
Pp. rehta
apuru
poropy
dora
porota
Pp. tjlJpoitjo'm
e
Pp. itjupo
etapu
epa
tapu
Pp. itjuponaka
Pp. tjuponaka
rety
VI. kynetapuja
ng
N. njopondory
VI. etapujang
nopondo
jonto
kupo
apuruma
VI. apuhto
tamanuatamanua
kepy
917
ten -mboto tjapu puruhsaito todoprasoro urupe
teny samba
A. akore'pe
todo.sp pipa
Vt. anu:ja
tere andyky Vt. kynanu:ja
porory
tof pari'pje
Va. antyta purure
teri uhku anu(my)
tog tog
tesi apo N. anumyry
se'me
tetei ewa
Vt. anu:jang Tokoky Tokoky
kapuja Vt. nonanu:ja
tokotoko sapi
te.leki taro
tjari N. aroru tawa
throw
Vt. amomy
akuru
Vt. emo:po:sa
Tibiti Atypyty
aro
tysabake
Vt. kynaroja orino
Tibiti.Liba Atypyty Vt. aropo:saton tongo auran
tide erome anuru9
tien tien Vt. kynarojaton nuru
aijapatoro 9 N. aijauran
tifi je Vt. kynarojang tori aurarano
tigri paipajana Vt. saroja
Va. toriwa
kaikusi tjari.baka aropo
Vt. toripa
tigri.sp marakaja tjari.g'we
tori
tiki wewe Vt. kynipj
auran
apo a'kanong
tra sei A. mjja
epy pa'ka
tranga Vt. ympakyhka
Vt. epynto Vt. pja'ka
A. takynoka
tiki tjari. kon ene(py)
ja'na
tingi tykota tjari. na.watrasei
Vt. kynakynoka
tingLfowroe.sp perna
nong
kurumu tje tje
Vt. kynakykaja
tiri towa'pore tjen asikaru
ng
tje! mae
tyja'nare
ban
vja'natai
tjororororo
takyse
gorororo
Vt. ja'nato'me
ro
tranga.jesi senuhka
typanaja'nare
918
trapu mynepu trob'trobi ato'ke tru Pte. aine
tyrapu eju Pte. tiro
tra.dei otijako tron ewanama Pte. hkare
tra.esdei trowe Vt. a'mema'pa Pte. ko'non
mo'nyne pa(ty) trusu Vt. e'mopo:sa
nkoropo Vt. nipjasan N emokyry
monyngojaro Vt. pjasa emo(ky)
tra.fasi tuworo Vt. kynitjororo Vt. e'moto'me
tra.sei A. koposenaka kanong Vt. e'mosa
kopose Vt. a'memanon trutru jane
tra.tamara 9 ro'mero
ironkoro Vt. pjasang ro'mun
po Vt. emano su-
mo'nynkoropo v. kynotjororo ro
tra.wan wUamu kanong tru.tru ita'ro
trifu Vt. enema Vt. mipjasa tu oko
tringie amoto
Vt. emanong Tutirumy
ema Tutirumtrobi Vt. anakimja'pa
akima
Vt. pasa y
trobtrobi tutu rety
wohtu'm twentig kari'nja
ereman Tyrewuju tyrewuju
U - U
udu NtVWery uma N woryijang uma,owroe
wewe woryi N tjybry
udu (poti.faja.udu) N. tjybry mbo
Vt. nija'to uma, jongoe uma.pikin
ja N omyja A. tomyir
uku N. kowei nokong yne
N tykoweidjy N omyjakong unu a'na
uku unu.de mandong
W-w
waiwai
waka rama
Va.otawa
N. woriwj
orikong
wori'wjori
Wajarnbo.Liba
wojumy
wararo
imjero
wan.wan
warde A. uwampo
wan.sortu.peiri
kutaa
wan.sani amu
wan.san.de -'po
wan.san.doe -neng
wan.san.no -byng
wan.srefi owine
N. asekery
wan.s'rna amu
wan.s'rna.oso auhty
wan.tei kumety
wantron
wan.bun.siri wae
wan.dei amyjjako
wan.ede wan
hede
Va. enuta
Vt. eranto
uwetun
Vt. animj
omoky'pa
ruruma
momo(ky)
poruku
wan amu
wan
o'win
erang
waktirnan
walapa warapa
wantoe am'
N. amukonymb
o
wani se
A.se'pa
wani.sribi mi'me
wakti
waktLfasi
wakabun
tarara
N. tywagiry
N. tywagirykon
9
wai Vt. urojang
po'manka
eto
Vt. kynuroja
Vt. kynoruja
uro
wagi
wakabun
920
wasmasin
wasmasi
winima
manto
episamy
winsi
Njorokan
taranka
Vt. j akuwahto
pepeito
jakuwary
juku
winsi
wini
itomero
nary
wipi po
wiri uhsety
ypoty
wiri
sa'rosa
Vt. upuka
Vt. ypohto
winti
wink
winti.sp
winti.ten
watra.meti yhkary
watra.pan ituhpo
wawan aseke
we nae
wefi Vt. pyhto
pyty
N ipjyty
A. typyke
N pjyty
Va. pyta
N typyty
wegi awosin
weigri ajoma
weki empoka
embaka
wei te'kuru
weri Va. rupota
mi'me
emynto
weri.krosin
wasi N kumitjyry
Vt. kumi:shang
Vt. kynitjumish
a
kumi(ky)
sawo
kupi
N tjumityry
Vt. kynitjumi:s
hang
VI. kumi:shano
ng
Vt. kumi:sha
Vt. mitjumi:sha
aty
Vt. shitjumisha
Vt. tjumitjy'mai
waskom waskom
waswasi okomo tuwomy
waswasi.sp tapijuka
kapeseu
watra tuna
A. koro'na
Vt. aikuma
aitjuru
Vt. aikuhto
watrasei pe'ja
Vt. pema
watra.dagu wanau
watra.jeje
okojump
a
ne
weri.susu
sapatoht
a
westsei arety
weti Vt. amuno
Va. amuna
amunu
tamune
weti.wiri tu'mune
wiki upa'ka
samana
wiki
921
wiwiri Va. arynkepy wLnjan koreparykong wroko. makand ra
Vt. ewiriwirika worn oruko mushiro
Va. aryna N. okowente wroko.man poitjo
N. weritjapo wortu auran wroko.sani
Vt. kyniwjeritja wroko purureht
nong N. emami 0
Vt. kyniwjeritja ndjong wroko.s'ma
no A. emamindje tuwomu
Va. ypota N. emaminjary hka
weri A. tomaminje tomaminje
N. wjeri Va. kynimjamin
ary janong
Vt. kyniwijeritja emamina
nong woroky
Vt. weritja:no emamin
sa'rombo
wroko sani N. desere
wLde kytatong
x - X
X.e.kirLX
z - Z
aijanga
zee.kaw jarawa
zink seky
zink.plad zinky
zink.plat N. sekymbo
922
APPENDIXE
GRAMMARSKETCHINSRANANTONGO
The grammar sketch that follows is the result of a grammar workshop Chief
Mande and I facilitated with the elementary school teachers. It is based primarily on
Hoff (1968), Maleko (1999), and our own analyses. The sketch reflects the structuralist
organization of the source material. An updated sketch will more closely mirror the
curriculum guide, and will be organized based on more functionally oriented topics rather
than strictly grammatical structures. In addition, an updated sketch will include more
information on syntactic elements of the language.
One of the primary challenges in developing the workshop (and this resulting
grammar sketch) was the use of grammatical terminology. Although participants are
trained teachers, most havenot had formal schooling beyond the middle school level. In
addition, since formal schooling is conducted only in Dutch in Suriname, participants'
only exposure to such terminology is in Dutch. We did end up using Dutch grammatical
terms, but not without questioning their applicability to Kari'nja. The participatory nature
of the workshop led to some interesting discoveries.
For example, we were discussing Kari'nja postpositions. The only term for that
functional category with which participants were familiar was voorzetsel, 'preposition.' I
923
pointed out that, in Kari'nja, members of this word class corne after their complements. I
asked whether the Dutch term should apply to the Kari'nja class. One participant, in
particular, was adamant that it should not. This exchange seemed to flip a switch for
many participants. I had trying to explain for some time that Kari'nja differed from all
other languages, and participants agreed that it should be treated as something unique.
However, I never quite felt that my explanations were sufficient to make the point. It
wasn't until this moment~-when they noticed a difference highlighted by the available
term--that I felt they understood what I had been trying so hard to explain. This
experience highlighted for me the importance of inductive leaming. Prior to this
revelation, there had been no concrete examples of the structural differences between
languages. We coined the term achterzetsel for Kari'nja postpositions.
Shortly thereafter, we carne to the issue of singular/plural. In Kari'nja, first and
second person together (1 +2) are treated as a single argument that may be marked for
"plural." During one of the workshop meetings, I referred to "I+2 Singular" (enkelvoud
in Dutch). One ofthe participants asked how it could be that I could refer to more than
one person as "singular." I explained that, as a singular argument, 1+2 could be marked
with any ofthe "plural" markers in the language. In what became a somewhat passionate
discussion, the participant was adamant that enkelvoud could only refer to a single
person. Interestingly, to me, this was the first time I understood why many Caribanists
have adopted the terms 'Collective' and 'non~Collective' to refer to what might be called
plural and singular in other languages. This represented one of the many moments when
the workshop format allowed all of us to discover something new together. Our solution
924
was to not use the Dutch terms for singular and plural, but rather title non-collective" 1
(or 2)" and the collective category "(2 or) more than 2." This made more inductive sense
to participants than any of the existing terms we could come up with. For academic
descriptions, I am now able to confidently employ the terms 'Collective' and 'non-
Collective' with an understanding of why they are the more appropriate choice for
Kari'nja.
The grammar sketch is presented here in untranslated Sranan Tongo with Kari'nja
examples. Most of the grammatical information can be found in the introduction to
Chapter 3 of this dissertation. Chapter 3 also includes more accuracy with regard to
appropriate divisions of word classes and grammatical information. For example, what
are termed "adjectives" in this sketch are more accurately referred to as "adverbs." In
addition, Yamada (in press) includes an updated description of the ky- V -ng construction
that is not reflected in this grammar sketch. An updated version of this sketch will
include these changes. The sketch is included here primarily as an example of what is
possible in collaborative fieldwork. In addition, it is provided as a counter-example to
the claim that Creole languages are structurally and expressively inadequate to the task of
metalinguistic discussion (c.f. DeGraff, 2005, for a deconstruction of this viewpoint). All
of our discussions of Kari'nj a grammar were conducted in Sranan Tongo, the Creole
lingua franca of Suriname. Although there may not be grammatical terminology in the
langauge, it was nonetheless sufficient for expression of abstract notions. Where
particular terms did not (yet) exist in Sranan Tongo, we were able to borrow from Dutch
or com our own.
Sectie
1.0
1.1
1.2
2.0
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.2
2.3
2.4
2.5
2.6
2.7
KARI'NJA GRAMMATICA
INHOUD
Gesprek
Spelling
"Ogri Iii"
Tra veranderings
Woord Categorien-Inleiding
Werkwoord (Verb)
1 participant Va (W- ony -sa)
1 participant Vo (j- awa -je)
2 participant (s- ene -ja)
(ky-), (k-), en (-n)
Oten a p'sa? (s- ene -ja)
Tra sani (ky- n- akoto -poty -ja -ng)
Iwa!, Ima!, Ikyta!, Ina!
Naamwoord (Noun)
Voornaamwoord (Pronoun)
Achterzetsel (Postposition)
Vraagwoord (Question Word)
Bijvoeglijknaamwoord (Adjective)
Nummers (Numbers)
925
926
1.0 Spelling
Kari'nja abi 6 klinkers: (a, e, i, 0, u, y), 13 medeklinkers san skrifi nanga wan
leter: (b, d, h, j, k, m, n, p, r, s, t, w), 4 medeklinkers san skrifi nanga twee leter: (ng, tj, sj,
dj), en wan speciaalleter san e skrifi zo: ('). Na laste leter disi e meki na a heri bakasei
foe joe mofo, en a soori leki joe wani toso-toso. Joe e feni na leter disi ini na nen foe na
taal: Kari'nja.
Ala den klinkers, behalve Iyl, e spreek uit bijna same leki den klinkers ini
Nederlands. Na leter Iyl e spreek uit bijna leki lui, mar den lip de leki te den de mindrie
Iii en lui. Voorbeld foe ala den leter, en fajoe e spreek den uit de dja (lni Sranan Tongo
en Engels, bepaalde wortoe e spel tra fasi leki Kari'nja. Den de djaso leki voorbeld foe fa
je taki den leters ini Kari'nja. Bv.: Je taki Itj/ leki ini Ipitjanil ini Kari'nja. Na srefi taki
foe na leter disi abi na spelling Ich/ ini Engels):
Table E.l. Karitnja Orthography
Leter Kari'n.ia Voorbeld Sranan Tongo Voorbeld Engels Voorbeld
a auhto alamala apple
b biribiri baka ball
e eky ede egg
h auhto hati hat
1 itiu lsn eat
i iakarawa you
k kiere kapasi kiss
m matapi maka mango
n nimioku nefi name
0 okoiu opo open
p poindio pingo pig
r ra'na roti
s semari sabana sand
t tuma taki talk
u upupo uku loom
w wo'to waswasi wash
y ymba
dj dju'pa fridge
ng ngano sing
sj sju'wi shoe
tj pitiani tjapu chicken
, Kari'nja
927
1.1 "Ogri IiI"
lni Kari'nja, te joe kisi wan IiI, na leter san e volig e verander. A djersie te joe
poti wan IjI baka na leter san e volig. Dus, wan wortoe leki li'wal 'gi eng' e taki zo: iwja.
Te wi skrifi, wi 0 skrifi wan IjI baka ala den leter san e volig na leter IiI foe wi no vergiti
fa foe taki den wortoe. Dus, sons ini den voorbeld, joe 0 si wan spelling foe soari na
vorm foe na woord, en wan tra spelling foe soari fa foe spreek eng uit. Na lijn san skrifi
zo e soari fa foe spreek eng uit. Bv.:
si- kupi -ja
sitjupija
'mi e wasi eng'
Den veradnerings disi e feni de plaats:
Table E.2. Results of Palatalization
Verandering Kari'nja
wordt
Betekkenis Iii +
Kari'nja
Verandering Betekkenis
w-::::>~\Vj +w.. a .
t --> tunda
k --> tj kupo
j --> dj jako
P --> pj
m --> mj
S --> sh
g --> dj
pori
mamJa
sapato
pmgo
(Sranan
'taki' 1pJonry 'a taki foe
'gron' . .. .... 'a gron foe1- mamJa- 1mJamJary
1)' ellg'
fo~,jJij.' 1- wa !''.\'j[l ,gi,!()~.~ng'.
'foe doro' ni- tunda-i nitjundai 'a doro'
'tapoe'. i- ku:po itjupo 'tapoe eng'
'ini a ten, te' i- ja:ko idjako 'ini a ten
dati'
'su-su' i- sapato - ishapatory 'a su-su foe
ellg'
'pingo' poindjo 'pingo'
n --> nj
d --> dj
nimjoku 'amaka' i- nimjoku injimjokury
-ry
idjeke
'a amakafoe
'dat meki,
daarom,
vandaai'
r -->dj i-ru'pa djupa 'a boeng'
928
1.2 Tra veranderings
Bepaalde wortoe ini Kari'~a abi moro leki wan vorm. Wortoe san e ende nanga
fry, .. ./ e lasi na laste pisi dati te wan tra pisi foe na woord e kon voor. Bv.: /kumyry/ 'de
hangri,' te a kisi na laste pisi san e taigi oten, e lasi na fry/ dus:
a- kumyry -ja
akumyja
'joe e hangri'
Te joe si leters san skrifi (zo), joe 0 sabi dati a pisi san de (zo) e lasi te wan tra pisi
foe na wortoe e kon voor. Dus, wi 0 skrifi na wortoe foe 'de hangri' zo: /kumy(ry)/.
929
2.0 Woord Categorien-Inleiding
lni Kari'nja, leki ini tra tal, tratra categorie foe wortoe e gi tratra sortoe
informatie. Wi 0 gi den categorie Nederlands nen, mar den wortoe ne wroko presis leki
den wortoe ini Nederlands. lni den pisi san e volg, wi 0 leg uit fa ala den categorie foe
wortoe ini Kari'nja e wroko. Omdat na werkwoord ini Kari't'tia e vorm na basis foe na
Kari'nja sen Goe kan taki na categorie disi na a ati foe na taal), wi 0 begin nanga na
categorie dati. Dan, wi 0 taki over ala den tra sortoe wortoe. Baka dati, wi 0 taki over fa
foe vorm wan sen ini Kari'nja.
Den werkwoord (Engels: verb) e taigi san a s'ma e doe.
Bv.: Iwonysal 'mi e sribi'
Iwewe akotojal 'ai koti na bon'
Den naamwoord (Engels: noun) ini Kari'nja e gi na nen foe sani.
Bv.: lokomol 'waswasi'
lokojul'sneki'
Iworiwjoril 'wai-wai'
Iwewel 'bon, udu'
Den voornaamwoord (Engels: pronoun) e taigi suma e doe wan sani.
Bv.: lawul'mi'
lamorol 'joe'
Den achterzetsel (Engels: postposition) e taigi pe a sani e p'sa of owktoe
pe wan sani de.
Bv.: Ikupol 'tapoe'
Itakal 'ini'
Den vraagwoord (Engels: wh-word) e aksi wan vraag.
Bv.: loty/'sani?'
Inoky/'suma?'
Den biivoeglijknaamwoord (Engels: adjective) e gi moro informatie over
fa wan sani de.
Bv.: I
Den nummers (Engels: numbers) e teri.
Bv.: lowingl 'wan'
loko/'toe'
loruwal 'drie'
2.1 Werkwoord (Verb)
930
Werkwoorden nanga den participanten
A betekkenis foe a werkwoord srefi e soori omeni participanten de. Bv.: Omeni
participanten de ini den werkwoord disi:
Ion
1 participant:
Mi e Ion.
1
nJan
2 participanten:
Mi e njan meti.
1 2
3 participanten:
Mi e gi eng wan kado.
123
Wins' joe no piki den participanten uit, tog den de na ini na betekkenis foe a werkwoord
srefi. Bv.: Efjoe taki IMi e njan/, tog wan sani de san joe e njan, dus na 2 participanten--
a s'ma san e njan nanga a sani san e njan.
Den talleki Engels e gebruik wan aparti woordt foe soori suma na den participanten.
Kari'nja e wroko tra fasi. Kari'nja e soori suma na den participanten nanga wan pisi foe
a werkwoord srefi. A pisi foe a werkwoord e kon na a fes'sei foe a woordt, en disi wi
kari wan voorvoegsel. Ini Kari'nja, wan voorvoegsel e soori suma na den participanten,
en a musu foe de. Joe mag leg uit moro fini suma na a participant nanga wan aparti
woordt, mar tog a voorvoegsel musu foe de.
Fa foe ball wan werkwoord ini Kari'nja
Ini Kari'nja, na werkwoord srefi e doe moro furu foe na wroko foe wan sen. Wan
heri sen mag de wan werkwoord nomo. Mar, na werkwoord e bau nanga bepalde pisi, en
ala den pisi disi abi den eigie betekenis. Foe abi wan boeng werkwoord ini Kari'nja, ala
drie pisi musu foe de: suma e doe a sani, san a s'ma e doe, en oten a s'ma e doe eng.
Bv.: Joe e bau na werkwoord foe 'mi e sribi' dus: na pisi na a bigin foe na woord
e taigi suma e doe a sani, na pisi na mindrie e taigi san ai doe, en na pisi na end e taigi
oten:
Iw-I
'mi'
wonysa
'mi e sribi'
lonyl
'sribi'
I-sal
'nownow'
931
Foe taki 'joe e sribi,' jeo e kenki na eerste pisi noma:
1m-I
'joe'
monysa
'joe e sribi'
lonyl
'sribi'
I-sal
'nownow'
Joe kan takin owktoe 'wi toe e sribi.' Wan pisi de san e taki 'mi nanga joe,' en
dati na Ikyt-/:
Ikyt-I lonyl I-sal
'mi nanga joe' 'sribi' 'nownow'
kytonysa
'wi toe e sribi'
Foe taki 'eng e sribi,' joe musu gebruik Ikyn-/:
Ikyn-I
'eng'
kynonysa
'eng e sribi'
lonyl
,sribi'
I-sal
'nownow'
2.1.1 1 participant Va (W- ony -sa)
Twee groep foe werkwoord nanga wan participant de ini Kari'nja. Den toe groep
disi e teki verschillender voorvoegsel foe soori suma e doe a sani. Wi gi nen gi den troep
disi. Na eerste groep wi sa kari Va en na tweede groep wi sa kari Vo- Moro furu foe den
werewoord nanga 1 participant de ini na Vogroep. Den san de ini na Va groep no de so
furu, en mora furu foe den disi e begin nanga na leter 10/.
932
Foe taki suma e doe a sani nanga den Va woord, joe e gebruik den voorvoegsel
disi:
Table E.3. Sa Prefixes
S'ma e doe
ml
joe
mi + joe
eng
Fa je soori
Voorvoegsel
w-
m-
kyt-
kyni-
Voorbeeld
ony'sribi'
w- ony -sa
wonysa
"mi e sribi'
m- ony -sa
monysa
e sribi'
kyt- ony -sa
kytonysa
"mi naIlga j()e e sribi'
kyn- ony -sa
kynonysa
"eng ~J"~ibi'
2.1.2 1 participant Vo 0- awa -je)
Na Vo groep de moro furu, en na pisi na a begin de verschil om sortoe leter de na
fesi sei foe na werkwoord. Te na werkwoord e bigin nanga wan klinker (a, e, i, 0, u, y),
na voorvoegsel de wan fasi, en a de tra fasi te na werkwoord e begin nanga wan
medeklinker. Bv.:
Table EA. So Prefixes
k-
ky- (a,e,i,o,u,y)
a-
aj- (a,e,i,o,u,y)
awa'lafu'
. .
J- awa -Je
JawaJe
"mi e lafu'
. •..............~............•.
aj- awa -je
ajawaje
"j()e e lafu'
k- awa -je
kawaje
"mi nallg:;tjoe e lafu'
n- awa -Je
nawaJe
"ellge lafu'
Voorbeeld
kU!I!Y(!1'J'cje hal!g!i'
G- kumyry -ja
kumyja
"mi e hangri'
.........................~.~ + ......~ .
a- kumyry -ja
akumyja
e haJ1g~i'
ky- kumyry -ja
kykumyja
"mi nanga joe e hangri'
(ky)ni- kyni- kumyry -ja
kyn- (a,e,i,o,u,y) kynitjumyjang
......... ,~....~...,"'..e~.~h.angri '
Fa je soori
Voory~~gsel
G-
j- (a,e,i,o,u,y)
ml
S'ma e doe
mi + joe
eng
Joe
933
2.1.3 2 participant (s- ene -ja)
Table E.5. Transitive Prefixes
pero {}- kupi -ja
pe:ro kupija
'eng e wasi na dagu'
ky- kupi -ja
kykupija
'mi e wasijoe' of 'joe
e wasi mi'
1
aro 'teki' i ene 'Iuku'I········· ······.········-~···~i
s- aro -ja ! s- ene -Ja
saroja I seneja
'mi e teki eng' I 'mi e luku eng'
m- aro -ja I m- en.e -ja .
maroja I meneJa
e teki eng' j. 'joe e luku
kys- aro -ja I kys- ene -ja
kysaroja ! kyseneja
'wi toe e teki i 'wi toe e luku
1
eng' I eng'
k- aro -ja 'Ik~~ne -ja
karoja I koneja
'mi e tekijoe' 'mi e lukujoe'
of 'joe e teki of 'joe e luku
mi' mi'
{}- kupi -ja j- aro -ja I~- en.e -ja
kupija jaroja JeneJa
e wasi mi' 'enge teki mi' I 'eng e luku mi'.Jr···:·=£.::~=:··=c , c ·1-:····· : .
a- kupi -ja aj- aro -ja ! aJ- ene -Ja
akupija ajaroja Iajeneja .
'eng e wasi joe' 'enge tekijoe' I 'eng e luku Joe'
ky- kupi -ja k- aro -jar k- en~ -ja
kykupija karoja iw;I' koneja
'eng e wasi wi toe' 'en.g e teki wi 'eng e luku wi
toe' toe'
" , ., , ~,...:..::..: .~ , .
ni- kupi -ja n- aro -ja n- ene -ja
nitjupija naroja Ineneja
kynitjupijang* kynarojang* Ikynenejang*
'eng e wasi eng' 'eng e teki eng' i 'eng e luku
I
........."...J.~!1.g'
pero {}- aro -ja pero {}- ene -ja
pe:ro aroja pe:ro eneja
'eng e teki na 'eng e luku na
dagu' dagu'
kysi-
kys-
ky-
k- (e --> 0)
a-(y-->o)
aj-
(ky-)ni- (-nY'
(ky-)n- (-n)*
mi-
m-
{}-
(als er een
woord voor
start schrijfje
gewoon het
werkwoord
indelijci)
ky-
k- (e --> 0)
{}-
j-
mi ofjoe
eng
eng
mi
eng
mi+joe
eng
(nanga
apart
wordt)
joe
S'ma Fa je soori Voorbeeld
+::ki:=·,s:.:i•.....,., ~i ~.~, +.ck:cu:pi 'wasi'
eng Sl- si- kupi -ja
s- (a,e,i,o,u,y) sitjupija
'mi e wasi eng'
mi- kupi -ja
mitjupija
'joe e wasi eng'
kysi- kupi -ja
kysitjupija
'wi toe e wasi eng'
eng
S'ma
doe
ml
eng
eng
eng
eng
joe
mi+
joe
mi of
joe
934
2.1.4 (ky-), (k-), en (-n)
* (ky-), (k-), en (-n)
Sons, te wan 3e person e do wan sani gi wan tra 3e person, joe e kisi ete wan voorvoegsel,
Iky-I of Ik-I. Sodrag joe kisi a voorvoegsel disi, joe e kisi owktoe a achtervoegsel I-n!.
Te den participanten na tra person leki 'mi' of 'joe,' na I-nl disi e betekken wan vraag.
Mar, te ai kon same nanga a Iky-I of Ik-I, ai wroko tra fasi. Bepalde s'ma ben stuka a pisi
tori disi, en san den feni na a I-n! e soori taki joe no de seiker ef a sani e p'sa ofniet, dan
a Iky-I e soori taki a s'ma kan vertrouw san je taki, wins' joe no de seiker. Bv:
ni- kupi -ja
foe de wan vraag
nitjupija
'eng e wasi eng.'
+ I-n! --> ni- kupi -ja -n e kon
nitjpijan?
'ai wasi eng?'
ni- kupi -ja -n + Iky-I
a no wan vraag mora
nitjupijan?
'ai wasi eng?'
--> ky- ni- kupi -ja -n
kynitjupijan
'ai wasi eng.'
Den s'ma san stuka a pisi tori disi, alamala ben gi den vorm tra-tra nen, mar den de nanga
a srefi idee. Dati na a In-I voorvoegsel e soori taki na 'eng' e do wan sani gi 'eng.' Na
achtervoegsel I-nl e soori taki joe no de seiker san e p'sa--moro fum disi e wroko leki
wan vraag teken. Dan, na voorvoegsel /ky-I, te a kon same nanga a achtervoegsel I-n!, e
soori taki a s'ma nanga sumaje taki kan vertrauw san joe taki. Mi 0 skrifie den djaso foe
joe kan sabi, mar mi abi tra denkie ini na pisi tori disi. Wi 0 taki over dati makandra foe
mang si efoe wan mora gemakelijk fasi de foe prakserie over den pisi disi.
-----------
935
Voorlopig, den tra-tra nen foe den vorm e soori dja:
Table E.6. ky- V -ng Construction
Vorm Sranan Nederlands VormNen VormNen
Tongo Uitleg (Nederlands) (Engels)
lJitl~g
ni- kupi -ja Joe si nanga oog getuige de zekerheids vorm Eyewitness
nitjupija . .. .Joe elgle aI
'eng e wasi san p'sa.
e~g.'
ni- kupi -ja -n Joe no de niet zeker de onzekerheids Uncertain
nitjpijan? zeker san vorm
'ai wasi
ky- ni- kupi -ja Joe no si Je hebt niet de Non-witness
-n nanga joe gezien met je geloofwaardigheids Certain
kynitj upij an elgle aI san eigen ogen, vorm
'ai wasi eng.' p'sa, mar joe maar j ij bent
e prakser zeker.
taki na so a
de. Joe e leg
a s'ma uit
taki a kan
vertrouw taki
najoe e taki
tm sani.
2.1.5 Oten a p'sa? (s- ene -ja)
Foe soorie oten wan sani p'sa, Kari'nja e gebruik wan achtervoegsel. A achtervoegsel e
verander if a de wan s'ma, en if a de toe of moro leki toe s'ma. Bepalde achtervoegsel
abi tra vorm te a woordt e begin nanga (a,e,i,o,u,y), of nanga tratra leter.
936
Table E.7. Tense, Aspect, and Number Markers
Oten EV Voorbeeld MY Voorbeeld
now-now -ja s- ene -ja -jatong s- ene -jatong
(-sa baka den seneja senejatong
woord san ende 'mi si eng' 'mi e si den'
nanga py, ty, ky,
ku, to) s- ene(py) -sa
(-e baka woord sene:sa
san ende nanga 'mi tjari eng'
fa/)
s- eta -e
setae
'mi eng'
-i s- ene -i -tong s- ene -tong
senel senetong
'mi si eng' 'mi si den'
-jakong s- ene -jakong -jatokong s- ene -jatokong
(-sakong baka senejakong senejatokong
den woord san 'mi ben Juku eng' 'mi ben Juku den
ende nanga py,
ty, ky, ku, to) s- ene(py) -sakong
(-kong baka sene:sakong
woord san ende 'mi ben tjari eng'
nanga fa!)
s- eta -kong
setakong
~
'mi benjere eng'.
a no p'sa ete, a 0 -take s- ene -take -tatong s- ene -tatong
p'sa senetake senetatong
'mi 0 Juku eng' 'mi 0 Juku den'
mi ben doe eng -to s- ene -to -toinje s- ene -toinje
doorlopend, mar seneto senetoinje
mi stop 'mi ben Juku eng 'mi ben Juku den
doorJopend, mar mi doorlopend, mar mi
mi e do eng -jainje s- ene -jainje -jatoinje s- ene -jatoinje
doorlopend (-sainje baka den senejainje senejatoinje
woord san ende 'mi e Juku eng 'mi e Juku den
nanga py, ty, ky, doorJopend' doorJopend'
ku,to).
mi wani doe -se s-ene -se s- ene -tose
eng; meki mi senese senetose
doe ellg 'meki mi Jukll_~llg~ 'meki mi Juku den'
mi sa wani doe -ry s- ene-ry
senery
'mi sa wani Juku
937
2.1.6 Tra sani (ky- n- akoto -party) -ja -ng)
I-kol
Te na achtervoegsel I-kol e fasi tapoe wan werkwoord, ai betekken 'doe eng!' Joe e feni
eng moro furn nanga 2e persoon omdaat joe no mang taigie joe srefi foe doe wan sani, en
owktoe joe no mang taigie wan s'ma nanga san joe ne taki (3 e persoon--'eng') foe do wan
sani. Bv:
Table E.8. Imperative Suffix Forms
Suma e doe vorm aro kupi e:ny I ene
'wasi' 'dril1gi~' ___ ~ Ieng I 'luku'
~~ ~.~.-..-. _.. '.. ·lk:~ene-ko. .. ky- k- aro -ko ky- kupi -koJoe gl ml I
k- (a,e,i,o,u) karo:ko kykupitjo I kone:ko
--> 0) 'tjari mil' 'wasi mil' ! 'luku mil'i
joe gi eng 1- Q- aro -ko i- kupi -ko Q- e:ny -ko Q- ene -ko
Q- (a,e,i,o,u) aro:ko itjupitj0 enyko eneko
'tjari eng!' 'wasi eng!' 'dringi eng' 'luku eng!'
I-po(ty)/
Te na achtervoegsel l-po(ty)1 e fasi tapoe wan werkwoord, ai betekken dati a sani e p'sa
over en over. Na achtervoegsel disi e wroko leke bepalde werkwoord san e lasi wan pisi
te wan tra pisi e kon voor. Bv.: Te wan s'ma e kapkapu bon taki, l-po(ty)1 e kon voor, en
na (ty) e lasi:
wewe akoto -po(ty) -ja -ng
wewe akotopojang
'ai kotkoti na bon taki'
938
2.1.7 Iwa/, Ima/, /kyta/, Inal
Den werkwoord disi ne wroko leki den tra werkwoord. Den ne teki ala den srefi voor- en
achtervoegsellen leki den tra werewoordt. Den e teki soso den vorm foe nownow ten,
verledentijd, en vragen. Alamala owktoe e teki wan tra vorm efoe na moro leki 1 of2
s'ma de ini a tori. Na betekkenis foe den na 'a de.'
Table E.9. a Copula Present Tense Forms
(Nownow)
'oen alamala de'
'den de'
'oen de'
Sranan Tongo
.
Kari'nja Auran
20fmeer
mandon
kytaton
mandon
'mi de'
de'
'wi toe de'
'a de'
'a de'
Sranan TongoKari'nja Auran
1 ()f2J!eEsoon
wa
..._. ..... "'t--
!Suma
l
1 mi
IIj..2~
\ mi +joeIeng!'
l~~Qg2 ..... ·~··n....a·· .... ''-' .
IA verschil tussen den toe 'eng,' Imangl en Ina! e go over ifjoe sabi k'ba, ofjoe no sabi
k'ba.
Table E.I0. a Copula Past Tense Forms
(Verledentijd)
! ml
Suma Sranan Tongo
'oen ben de'
'wi ala ben de'
.,.. ,' ..+.... _.".".
'den ben de'
j-Kan,','nja Auran20fmeer
'1'--- .....,., ...,.....-,..,..",.,.,
! matokong
I kytatokong
i ~y~at2~()llg
Kari'nja Auran Sranan Tongo
..,_._ ...:_!,()f~p~.rso....o.,.n.,.,.._..:...." "..
wakong 'mi ben de'
i JoeJ:11~.9.rlg 'joe ben de'
I mi ~jo~ .. ~y.takong 'wi toe ben de'
L~llg ... .... k nako.llK 'eng ben de'
Table E.ll. a Copula Interrogative Forms
(Vragen)
'oeng!2~..sI~?'
.. ' ."", ...._, .•._J 'ellg~e?'
Sranan TongoSuma
ml
Kari'nja Auran
lof2persoon
I wang?
I ---""" ... -----
.!lll~llg? '.
i kytanong?
... luang? .. '
Sranan Tongo
'mi de?'
de'?'
./ Kari'nja Auran
\2ofmeerL .
i,.,,1.1.1l~g;c1()rLg"L.., ....,....L:2'~Ilg .. c1de~~?i"~Ikytatong? 'wi alamala de?'rnangdong? +,..d'en de?'
939
2.2 Naamwoord (Noun)
Den naarnwoord ini Kari'nja e gebruik for taigi na nen foe wan sani. Den woord
disi e wroko leki na srefi categorie foe woord ini Nederlands, mar den abi wan speciaal
fasi te wan s'ma sa abi den. Te wan sani de foe wan s'ma, joe e soori dati nanga I-ry/.
Bv.: Foe taki gewoon '~apu,' mi kan taki Isarnbal ini Kari'nja. Mar, te mi e taki over
wan tjapu san wan s'ma abi, dan mi e kari eng Isambary/. Owktoe, mi kan soori suma abi
eng nanga wan voorvoegsel. Na pisi disi e kenkie om suma sa abi na sani. Bv.:
Table E.12. Possessive Forms
..
{J- aija -ry
aIJary
'eng anu'
aija 'anu'
(awu)* j- aija-ry
JaIJary
'mi anu'
~.~~ ... ~- ~--~~..--~ ~- .~-~--
(amoro) aj- aija -ry
aJaIJary
anu'
~- ~-~~---j~-"- ---
k- aija-ry
kaijary
'mi + joe anu'
t- aija -ry
taijary
'eng eigie anu'
Voorbeeld
pa:na 'jesi'
*(awu) pa:na-ry
panary
'mijesi'
~ .. ~
(amoro) a- pa:na -ry
apanary
'joej~si'_
ky- pa:na -ry
kypanary
'mi +joejesi'
ty- pa:na -ry
typanary
'eng eigie jesi'
Typanary shishitjojang.
'ai krasi eng jesi'
1- pa:na -ry
IpJanary
'eng jesi'
Ipjanary po'tome mango
ky-
k- (a,e,i,o,u,y)
a-
aj- (a,e,i,o,u,y)
Voorvoegsel
ty-
t- (a,e,i,o,u,y)
i- (e --> 0)
{J- (a,e,i,o,u,y)
{J-
j- (a,e,i,o,u,y)
mi + joe
Suma abi eng
ml
eng elgle
eng
Joe
1e nanga 2e persoon (mi ofjoe) mag abi wan apaart wordtoe foe soori suma abi a sani
plus a voorvoegsel. 1 + 2 (mi + joe) no mag abi wan apaart wordtoe srefsrefi. 3e persoon
(eng) musu abi wan of a tra wan--a voorvoegsel of a apaart wordtoe--mar a no mag abi
ala toe. Bv: {Den haakjes, 0, e soori taki a wordtoe mag de, mar a no de verplicht. A
strepi (~) e soori taki a vorm dati no mag srefsrefi.}
940
oty
(awu) jotyry
(amoro) ajotyry
(l9rlH~) kotyry
'sani'
'mi sani'
'joe sani'
'mi + joe sani'
'topu' 'ston'
itjopuru 'eng ston'
mo:ko topuru 'eng ston'
ftudc€l itj€l~lifa'eng ston'
kurijara
itjurijarary
mo:ko kurijarary
jawo kurij arary
mEl :k€l itjlifijwwy
'boto'
'eng boto'
'eng boto'
'omu boto'
'eng boto'
2.3 Voornaamwoord (Pronoun)
Table E.13. Pronouns
S'ma
ml !awu
Joelamoro]amyijaro
mi~j()~__ J~'~()GJ)~r.~()ll~llL·.I~y'~~~i~(Illeerdan2 personen)
mi + eng i a'na (2 personen) I a'na (wi alamala)
eng(d.ia~O)rIll()se(¥~htbij)=-~__ . .......r~21~~(d.i~ht.!?_ij~=~~~g)_ ..
(d.r.~peL --1lll:()~'~~) {v~0~ .. ...I11J:()'~aro .. (~er~~g==d.~l1g).
eng (over_s:::~:~~i)l :ji~;(~ee~i~-p~~~~~~j~ .. [ :j~~a:(~~:~~~~=~~~;~~~~)
Table E.14. Demonstratives
drapa (moro fara)
..._.~~."_ .. '. ~..', I
Ll!!lf~) J(~oDJ:l!!lr..!lJeki 2
I e:ro I erokong
.I 11J:o:ro r~()r.o~~~g.
.. Ie:ny I enykong
! m()l1Y_~~l11J:()llY~()llg
+'~~~p~- ··-liIO~()llg_....
1- .
L11J:()nop()...
I monypo.
Sani
disi
dati
disi san mi e hori
dati
disi
clj~so
941
2.4 Achterzetsel (Postposition)
A categorie foe wortoe disi e sori pe wan sani de tussen wan tra sani.
Bv. topu 'ston'
eropo 'djaso'
topu tupo
ero wyinjo
'tapu ston'
'libi or van dja; van hier uit'
Table E.15. Postpositions
'nanga nefi'
'tapu ston'
'nanga a kwikie foe
eng' _., m._._.._ ... .""
:oo.lr!ln!lln TongoVoorbeldt
Marijake
Toputupo
Toky maro
'~~~lJijs}g ,
'ai luinl1~~ngsei'
'foe dati ede; daarom'
- " ..~ .. - •..--..--.~-.-.-- .."--- -"~--
'nael1g sei'
'na'
'na den mindrie'
'fesi na fesi'
'nanga wan wroko
sani'
'p'sa a marki ofmoro
leki a marki'
-~.'....~- ...'.... - i··~"'·~··'·"-
'na tapu'
'samen nanga'
Sranan Tongo
'na eng",sei
'ai)~~ti()Kspijl_ .""'~ .. +m,.,..
'if Moro wara a'ta.
'na of nanga(engX
.. _ i~"'-~~""""""
'foe sori 0 langa of 0
_,__•••.••• _ ••• __._~ •••m -i big} wan sani de'
epo !! 'tapu, bv. tapu wan
muur'
'seisei foe a liba of
gron'
'shoro'
'na baka'
a'ta
eko:sa
e:po !! look up!!
eshiwjo
ko'po
kupo (owktoe /tupol)
maro
p~to
pa
me
Kari'nja Auran
~apoit1o
ato'ke
ma:po
Yl1ga'na
___'" m"""
.yra'to
ke
se
ta
unda
'a wani'
'ini'
'net nar eng sei'
'ondro
f~~~~~~ ~~
!"'e.napo ...
:.wyinjo
: yako
i 'wa
'Ieki dati'
'baka sei
.. . _~~.~~ _.. .: '. k00ll()p() Iibi '
'ini a ten dati'
.._~~~ ~~+
.........~~.~~~~-'~~'", ... e.gg'
942
Na categorie disi, Ieki den werkwoord nanga den naamwoord, mang soori over suma wi e
taki nanga wan pisi na fes'sei. Bv.:
wenapo 'baka sei'
1- wenapo
eng- bakasei
wjenapo
'na eng baka'
Table E.16. Postpositional Person Marking
mi + joe ky-
k- (a,e,i,o,u) (e > 0)
eng srefi ty-
t- (a,e,i,o,u) (e> 0)
ekosa 'nanga'S'ma e doe Fa je soori
I ~..~:..V.oorvoeg~~l
mi Q-
j- (a,e,i,o,u)
Joe a-
aj- (a,e,i,o,u)
!-_. ...; ~... _.~.....~...~~-~. ~
eng 1-
~- (a,e,i,o,u)
Voorbeeld
wara 'leki'
~- wara j - ekosa
wara jekosa
'Ieki mi' _ {'ll!lllgct_I!li'_~
a- wara aj- ekosa
awara ajekosa
.............. +~ ..'.I...e.. ki 'nangctj()e.'.
ky- wara k- ekosa
kywara kokosa
'Ieki mi nanga "11<'1"1('.<1 wi toe'
... K ... ~ .• ~•.. ,
1- wara ~- ekosa
1wara ekosa
,IekiL'llctllga.eng'.~
ty- wara ! t- ekosa
tywara ! tokosa
i
'Ieki eng srefi' j'nallga ellg§refi'
2.5 Vraagwoord (Question Word)
943
Table E.17. Question Words
ko ero nallg7~
N()lcY ~or0!ll(lJ1g?
Nokan go mokaro
~~~~ ~~~~~L~n~~Clllg?
Sranan Tongo
peje go
(direction-- 'whither')
pe ade
san?
suma?
suma (moro leki wan)?
Kari'nja Auran
o'ja
o'we
o't~
no'ky
nokan
Voorbeeld
O'ja ko mysan?
Owe ko nang?
Sranal1~!()l1g()
Pe joe ego?
Pe a de?
San na disi?
SumanajQ~}
Sumanaden?
Foe vorm wan vraag nanga den woord disi, twee pisi musu foe de foe soorie taki na wan
vraag. Na vraag woord srefi plus /ko/ e soori taki joe e aksi wan vraag.
2.6 Bijvoeglijknaamwoord (Adjective)
Den wortoe ini na categorie disi e soorie fa wan sani de. Bv.:
Table E.18. Adjectives
Kari'l1j~
kawo
apy1!llJe
koi
Sranan T()l1g()~~
hei
fum
boeng ~
snel
2.7 Nummers (Numbers)
944
Nummers e teri. Den nummers moro bigi leki tien e kon bigi, en furu s'ma ne gebruik
den moro. Mar, wi 0 skrifi den djaso foe joe kan sabi wan fasi fa den wroko. Tra fasi foe
teri ini Kari'nja de owktoe. San de dja na wan fasi no'mo.
Table E.19. Numbers
Nummer [~~i!'!1j3:
1 I·lowmg
2'~r~~ko-~"
3'~'-T~~~;;
4 !ok'paime
5 I aijatone
6 '~~'~J o"\-\Ting tU\\'()lJyil11jaC7 ' i oko tuwo2yil11ja
I 8 Ioruwa tu~~pyi~ja
12", I"owingapositjyyry
: ~ ~==:-~l~}i~~~~~~~~~niitjllPOnaka (tien nanga wan na'~e~n""g~'"""--"" -'"'"-~I
12 ~~~"" ]~ij~Ii~t~r~oko i~1l2()11aka ---~~~-~--- -, , ","
I 13 Iaijapotorooruwa i~up()naka
~:i~ """' r~i}~p~t~~~ ok'pail11~ itjup~~~k~
""'" , "'lliij~2~i2!Q(iij(i!()11~i!jupo~~ka
16 i "aijapotoro owing tuwopyil11ja itjuponakaJl~~~ i_?ijapotOfo oko t~"Y()pyil11j(iitj~p~~~~'"~
L)~§ "" Jaij(ip()t()ro oruwa tU"Y()pY~l11jClitjuponakaI 19 I aijapotoroowing apositjyyry itjuponaka "~"'--'"-,~---~""
120 Io~ing kari-'nj~- """" , """" , -"-
i 21 lowing k(iri'nj(i ()wing itjup()naka
I ~~- -" '" ""'~~_r-()i!!!i~ari'l1j(iClij;potor~:itjup()}l(lka "" '""""""""""-"""""" '"
I_~~__~_ J_()\\'~l1g~ar~' I1j(i aijapoto~()_ itjllpol1ak_a ()",ing, itjup()naka
140 Joko kari'nja
2.8 Deeltjes (Particles) [Pte]
Den deeltjes na den pikin wortoe san e gi moro informatie over fa a sani ego,
oten a p'sa, offaje firi over eng. Bv.:
945
Mo 'ko mero 'ne toroke.
Moro pahpota sitjumisha.
Painjare moro na.
'A suma dati de tumsi atibron.'
'Baka dati, mi e wasi eng.'
'Kande na dati.'
946
APPENDIXF
CURRICULUM GUIDE
This curriculum guide was created by and for teachers of elementary Kari'nja. It
includes notional/functional units based on input from elder native speakers and from the
documentary corpus. Each unit is arranged around a mini dialogue that teachers can use
with included additional vocabulary. Since most ofthe grammatical information is
included in other areas ofthis dissertation, the curriculum guide is presented here in
untranslated Sranan Tongo with Kari'nja examples and lesson elements.
The packet includes lessons on the following locally-relevant themes:
0 Orthography
0 Counting and Numbers
0 Classroom Language
0 Greetings
0 Times of Day
0 Locations
0 Body Parts
0 Agriculture
0 Making Cassava Bread
0 Activities
947
With the lesson packet, teachers were provided with a packet of illustrations to
accompany each lesson, as well as the grammar sketch provided in Appendix E. The
illustrations are organized in such a way that teachers may simply choose the appropriate
file for a particular lesson and he or she will find all of the illustrations needed to deliver
that lesson. Since we opted for a communicative approach, the grammar sketch is meant
to provide teachers with additional information in planning lessons. It is not meant to be
used as an instructional tool. Additional materials include blank tables to be used in
developing additional lesson dialogues.
The communicative approach guided our planning, taking into account teachers'
lack of fluency in the language themselves. Each lesson includes a short dialog that can
be used as a guideline for lesson planning. Teachers are expected to consult with elders
in advance ofeach lesson for guidance with pronunciation, as well as to seek suggestions
for lesson expansion. The goal is for teachers to conduct Kari'nja lessons in Kari'nja
only. The packet also includes a sample 7-part lesson plan that is meant to guide teacher
planning. Our expectation is that teachers will facilitate lessons, and students are
expected to spend a majority of instructional time doing guided and independent practice
activities. During our planning workshops, we developed a variety of activities that
could be used for practice. Descriptions of these are not included herein.
Kari'nja Auran gi Beginners
Leerkrakt Les Paket
December 2006
Inhoud
948
Introduction
Orthography
Counting and Numbers
Classroom Language
Introduction to Dialogues
Sample Lesson Plan
Greetings
Times of Day
Locations
Body Parts
Agriculture
Making Cassava Bread
Activities
Inleiding
Thema: Alfabet
Thema: Meetellen
Thema: Klas Taal
Themas met dialoogs: Introdutie
Voorbeeld Les Voorbereding
Thema: Groeten
Thema: Natuur Kunde
Thema: Pe joe ego?
Thema: Lichaams Delen
Thema: Meki Gron
Thema: Meki Kasaba
Thema: San joe e doe?
949
Inleiding
Na paket disi de gi s'ma san wani leri Kari'nja auran gi beginners. lni na paket,
joe 0 feni les gi de volgende thema's:
0 Alfabet
0 Meetellen
0 Klas Taal
0 Groeten
0 Natuur Kunde
0 Pejoe ego?
0 Lichaams Delen
0 Meki Gron
0 Meki Kasaba
0 Sanjoe e doe?
Wan apaart paket foe tekkenings de nanga wan grammatika paket. Ala toe foe
den apaart paket e gebruik same nanga na paket disi. lni na tekkenings paket, joe 0 feni
tekkenings san e go same nanga bepalde les. lni na grammatika paket, joe 0 ferri
uitleging foe fa a tal e wroko. Natuurlijk, foe sabi foe taki na tal, joe no abi foe sabi fa na
950
grammatika e wroko. Mar, a kan de taki na grammatika 0 jepi joe verstan fa den tratra
pisi foe na tal e wroko makandra.
Na bedoeling foe den paket disi de foe jepi leerkrakt san wani hori les ini na
Kari'nja auran san e taki na oest Suriname. Den les meki nanga a denki dati den leerling
musu de bijsig foe arki nanga taki na tal. Leisi en skrifi no de so belangerijk nownow
leki taki nanga arki. Moro fum ten san den leerling de bijsig foe taki, moro boeng. Na
leerkrakt 0 de foe soorie na pasi nomo, dan den leerling kan de bijsig foe oefen nanga den
srefi.
Den les disi de wan wroko san no k'ba ete. Te den leerkrakt e begin wroko nanga
den materialen, den 0 mang sabi fa foe verbeter den. Na hopoe de dati disi na wan begin
nomo. Den materialen sa ontwikkel go doro te leki den kan tron wan herheri Kari'nja
auran programma.
San de djaso ben ontwikkel na wantoe werkshop san ben hori ini Oktober go miti
November foe 2006 ini Konomernme (Donderskamp), Suriname. Nanga na koni foe den
volgende s'ma, den les disi kon foe de: Juf. Sieglien Jubithana, Basja Ruben
Njanjoekare, Meister Harry, Juf. Joanne, Meister Harold Jubithana, Kapitein Ferdinand
Mande, Juf. Regina Chu, Juf. Yvonne, Meister Ignatius Mande, Sargie Juf. Jeanette
Njanjoekare, Juf. Maria Alkantara, Racquel Yamada. Sondro foe na sammenwerking foe
ala den s'ma disi, den les disi no bi 0 de.
951
THEMA: ALFABET
Wi e gebrnik Romeinse letters foe skrifi Kari'nja auran. Moro furn foe den letters
e spreek uit na srefi fasi leki Sranan Tongo, mar wantoe e spreek uit na tra fasi leki
Sranan Tongo ofNederlands.
Den wan san e leisi leki Sranan Tongo na den klinkers: la, e, i, 0, ul nanga den
medeklinkers: Ih, j, k, m, n, p, r, s, t, wi. lui ini Kari'nja auran of Sranan Tongo e leisi
leki loel ini Nederlands.
Wan klinker de ini Kari'nja auran san e leisi heri tra fasi leki Sranan Tongo of
Nederlands. Dati na Iyl. Iyl e leisi bijna leki Nederlands luul ini Imuur/, mar nanga moro
bradi lips. Aksi wan bigi s'ma foe taki na wortoe foe 'man nengre' (wolryry) foe jere fa a
letter disi e spreek uit.
Ini Kari'nja auran, te toe klinkers de sei na sei, ala toe e spreek uit, leki ini Sranan
Tongo. Owktoe, te Iii nanga /jl de sei na sei, den e leisi leki toe letters, no leki lijl ini
Nederlands.
Wantoe medeklinkers de san e skrifi nanga wan paar foe letters. Den disi e leisi
leki wan letter: Idj, ng, sh, tjl.
Wan laste letter de ini Kari'nja auran san nee feni ini Sranan Tongo of
Nederlands. Dati e skrifi leki: I 'I. Te disi e spreek uit, joe musu tapoe na lucht na joe
gorogoro. A de leki te joe wani kosokoso, a presi pe joe gorogoro e hati. Drape musu
tapoe eife te joe leisi na letter disi. Dus, ini na wortoe lkari 'njal, baka na Iii, joe musu
tapoe na lucht eife fosi joe leisi na Inl go doro.
Den materialen abi na eerste wortoe san de djaso na ondro (ini na rij san skrifi
'tekkening'), plus den voorbeeld sen tapoe wan karta.
952
953
Table F.l. Alphabet Examples
Sranan --:.=~c:,="'···::·····,·····1
Mi e na oso.
Eng kwiki na
~all dagu.~~
Mie gona oso.
Mi e go na busi.
Sneki beti
Mi e go onti
pingo.
Mi de mindrie
Mi ego fisi.
Mi e krabu
kasaba nanga
nefi.
Mi e tranga
kasaba nanga
matapi.
Mi e sribi ini
amaka.
Mi e go bori
nanga patu.
Mi ede e hati.
Mi ego onti dija.
Joe de, meisje?
Mi schouder blad
e hati.
~igo boellK
"A boeng," a
taki.
A pikin disi de
smara.
Mi na kari'nja.
, Wonysa nimjoku
taka.
orrl~pakQJl~i)~ Okojuekano.
pandira (fraga) I Poindjo weto
i wysa.
, : Poindjo ra'na
i we'i.
matasa'pai
(matapi tiki)
ta'ta (mama)
sambura (trom) 'I Kiere shitjuja
semari ke.r-···"" .~ ... --.,~,.. ,
I Wetumoka wysa
I tumamaro.
i Upupo wetumbe
_L.I1Cl~ ,_,.~__~ ..~, ~,
I Wo'to weto
-l~Y.sCl:~~-
\
Ymba wetumbe
na.
IQJll'p'~~Cl'~~'1l1""".ang.
I "Djupa mang,"
I ngano.
i·········
I Mondo mang,
i shu'wi?
'I' Moko pitjan.....i
__ imembo nang:
i Awu kari'nja ne
I wa.
tja'ko (meki)
imembo
kuwaji
(krabasi)
manare
(zeef)
owing(wan)
pyijai (pijai)
u'mari
jakono (mati)
tjaty (a futu
foe engt
samaku (bigi
PfClpi)
tu'na (watra)
, __ IYoor~eeld Sen
" ''-"' ,~~~, ,,~_,,~~~-~..J,-' I~uhtowawysa.
I Peru eky me
I mango
! Auht~ wa wysa.
I I:tju wa wy~a.
I Jakarawa weto
i wysa.
kamisha (krosi) ; Kiere shitjakaijetmariake.
I Kiere sarymoja
I matapi ke.
I
kiere (kasaba)
auhto «)§_()L
i:tju (busi)
matapi
wo'to (fisi)
poindjo (pingo)
upupo (ede)
ra'na (mindri)
tuma (patu)
semari
jakarawa (dija)
ymba
(sch()llder
djupa
ngano (a taki)
shu'wi (meisje)
~!t)kkenillg
auhto
.c..c......"c~.C •. C,.L
eky (kwiki)
A
E
J
o
P
K
pitjani (pikin
··'_~'I•.n.,..e.,llgrel~ ~
kari'nja (iibi
W
T
s
M
Y
H
I
SH
DJ
NG
R
TJ
u
N nimjoku
,~ ~._ -:- (Clmaka)
954
THEMA: MEETELLEN
Den nomru ini Kari'nja abi wan basis tapu libi s'ma finga. 1 tot 4 abi tratra nen,
dan 5 e betekken "wan sei anu." 6 tot 9 e betekken "wan sei anu nanga wan na eng tapu,"
"wan sei anu nanga toe na eng tapu," etc. 10 e betekken "ala toe sei anu." Foe go miti
20, a de foe taki "ala toe sei anu nanga wan na den tapu," etc. Na nomru foe 20 na
lkari 'njal. 30 na "wan kari'nja nanga 10 na eng tapu" of lowing kari 'nja aijapatoro
itjuponakal. 40 na "toe kari'nja" ofloko kari 'njal. Moro a nomru e bigi, moro ai langa
ini Kari'nja. Foe dati ede, moro furn suma e gebruik soso den Kari'nja nomru 1 tot 10,
dan den gebruik den Nederlands nomru foe den moro bigi nomru.
Den materialen abi tekkenings foe den voorbeelds ini Kari'nja auran.
Table F.2. Number Examples
7 aHCi~0_!1~glcg5!juponalca
8 ",CiiiCit2!1~gru'Ya itjup0!1ctka
9 aijatone okpaime itjuponaka
Jf~J::!'_Dj~Aur~n
lowing
2 oko
3 oruwa
~"',"',~, ,~-,~,- ""
4 okpaime
5 aijCi~2!1~_~~~ "
6 aijatone owing itjuponaka
10 aijapat(Jr,()~~~
20 owing kari'nja
30 owing kari'nja aijapatoro
itjuponaka
IVoorbeeld
'lowing on'a'-'~t'a"-"~"'-"'
Ioko onukong
'iloruwa aija~etyrykong
lokpai~~ onukong' ,
'1'1 Ciijatol1'e a!icrr~!YtYk~llg~
I aijatone owing itjuponaka
I aijaretyrykong
[aijatol1e oko i~llpg!1akawo'to
I aij atone()ru'Y~itillP()~!1Cilcap()~2ru.Iaijatone okpaime itjuponaka erere
I . _
I,~ij ~p;:ttoro"poindj o,_"'~"_~,_~,~,_,_"'"" ~ _
" r~\¥ing kari'l1ja pushitjyrykong
I
r~wing kari'nja aijapatoro
I itjuponaka kari'nja
Sr~I111I1~T.Q,llgo
wannoso
toe ai
drie finga
fo ai
feifie
siksie finga
seibie fisi
".~, "' ".~~, {
eitie todo
. '-"~~"""""i
niegie
feremusu
twentig futu
finga
dertig libi
s'ma
955
THEMA: KLAS TAAL
Foe na thema disi, a mora boeng if den leerling musu doe san de ini ales. Na
leerkrakt kan soori fosi san den musu doe, dan a kan meki den leerling doe na sani. Te
den 0 leri lajawongol, 'knapu' nanga lotandymokol, 'sidon,' na leerkrakt kan knapu plus
taki lajawongol. Dan, a kan sidon plus taki lotandymokol. A kan doe disi 5 tot 10 leisi.
Dan, a kan sori gi den leerling taki te a leerkrakt taki lotandymokol, den musu sidon, en te
a taki lajawongol den musu knapu. So wan fasi, den leerling e begin foe de gwentie foe
jere a tal, plus, den de bijsig nanga san den musu doe te wan s'ma e taki nanga den ini a
tal. Foe den les disi, tekkenings no de so vanowdoe omdat na leerkrakt kan soori san den
wortoe e betekken. Mar, tog, wantoe tekkenings de, mar no foe den sani (leki bord) san
de ini a klas k'ba.
Owktoe ini a thema disi na den vraag "joe e begrijp?" "joe sabi?" nanga den
antwoord "ja" en "nee" nanga "mi sabi" en "mi no sabi."
Den vraag ini na laaste les de belangerijk omdat nanga den vraag disi, den leerling
kan begin aksi den bigi s'ma fa foe kari den sani ini Kari'nja auran.
Les 1
Kari'nja Auran
Ajawongo.
Otandymoko.
Mora bord wa itja.
Ajety imjerako.
Mora bord itjona ko.
Mora bord eneko.
Sranan Tongo
Knapu.
Sidon.
Go na bordo
Skrifi joe nen.
Figi na bordo
Luku na bordo
Les2
Kari'nja Auran
Metai?
Setai.
Setahpa.
Mukusang?
Sukusa.
Anukutypa wa.
a'a
uwa
Les3
Kari'nja Auran
Okone itjaka.
Kurando naka itja.
Okone jarowa.
Otokone jarowa.
Kypanamako.
Tje'me aitjo.
Esapimjata.
Les 4
Kari'nja Auran
Oty se ko mang?
Woshitja se wa.
Juweka se wa.
Tuna se wa.
Les 5
Sranan Tongo
Joe jere?
Mijere.
Mi nejere.
Joe sabi?
Mi sabi.
Mi no sabi.
Ja
nee
Sranan Tongo
Kon na insei.
Go na doro sei.
Kon dja.
Oen kon dja.
Arki mi.
Hori joe mofo.
Go prei.
Sranan Tongo
San joe wani?
Mi wani plasje.
Mi wani poepe.
Mi wani watra.
956
Kari'nja Auran
Oty ko ero nang?
Onjewara ko mykanong (pen)?
Onjewara ko moro mireishimjanong?
Sranan Tongo
San na disi?
Faje taki (pen)?
Fa je leisi dati?
957
THEMA'S MET DIALOOGS
Den thema's san e folg e bau tapu dialoogs. Ala thema's e begin nanga wan
dialoog san den leerling kan oefen. Dan, wantoe vervanging de. Den disi kan poti in de
plaats stellen foe den wortoe ini na dialoog san e skrifi skuins. Wantoe les no abi
vervanging. Foe den les disi, na leerkrakt kan teki mora ten nanga repetitie. Ala nieuw
wortoe san de ini wan dialoog e feni ini na dosu san skrifi 'neiuw wortoe.'
Den materialen san de nanga den les abi wantoe tekkenings gi na les. Bepalde
tekkenings abi den wortoe ini Kari'nja auran, mar bepalde wan owktoe no abi. Den wan
san abi den wortoe na den tapoe na den wan san ne verander so furu. Den werkwordt,
san e verander furu om suma e doe a sani en oten a doe eng, no abi den wortoe na den
tapoe. Mar, den wortoe e feni ini na les srefi. Tekkenings no de gi ala les omdat bepalde
sani de tumsie moilijk foe soorie nanga tekkening. A sa moro boeng if den leerkrakt sa
gebruik den sani (of suma) srefi leki voorbeld te tekkenings no de.
Ala volgende les e bau tapu den wan san kon nar den fesi. Dus, kande tide den 0
leri fa foe kari den ouders, dan na dialoog voe tamara 0 abi den srefi WOrtoe dati baka
plus nieuw informatie.
Wan generaalles voorbereiding gi ala den les san abi dialoogs de djaso leki
voorbeeld. Den leerkrakt 0 abi foe skrifi den eigie les voorbereding gi ala les, mar a kan
de taki na voorbeld disi sa j epi.
958
VOORBEELD LES VOORBEREDING GI DIALOOG LES
Doel:
Leerling 0 mang aksi den vraag san de ini na dialoog en den 0 mang gi
antwoord te wan s'rna sa aksi den.
Leerling 0 mang gebruik ala den vervanging ini na dialoog.
Motivatie:
Tekkenings ofden sani srefi san de ini na dialoog
Repetitie:
Check huis werk.
Oefen verleder les.
Presentatie:
Leerkrakt 0 mostreer na dialoog nanga wan puppet of nanga wan
tekkening of nanga wan tra leerkrake. Leerkrakt 0 mostreer na dialoog 5-
10 leisi.
Leerkrakt 0 prei "A" foe a dialoog, leerlingo prei 'OR" Leerkrakt 0 aksi
den leerling wan foe wan den vraag san de ini a dialoog. Leerling mag
leisi den antwoord.
"Ketting Oefening" Leerkrakt 0 aksi na eerste leerling na eerste vraag foe
na dialog, en na eerste leerling 0 gi na antwoord. Dan, na leerling disi 0
aksi na srefi vraag gi na leerling san de nar eng sei. Na tweede leerling 0
gi antwoord, dan a 0 aksi na voolgende leerling, en so forth lontoe na klas.
Oefening 1:
Oefening 2:
Keuring:
Huiswerk:
959
Paaren foe leerling 0 oefen na dialoog makandra. Ala toe paar musu
spreek uit ala toe sei foe na dialoog 5-10 leisi.
Leerkrakt 0 mostreer na srefi process nanga den vervanging foe na
dialoog.
Leerling 0 oefen nanga den vervanging.
Leerkrakt 0 oefen same nanga den leerling nanga wan prei.
Leerling 0 oefen ini paars of den musu doe wan aktivitijd nanga den nieuw
wortoe (Bv. wan woord zoeker).
Wantoe paar musu oefen na dialoog fesi na klas.
Leerling musu aksi den vraag foe na dialoog libi 5 bigi s'ma ini na wiki.
Den musu skrifi san den bigi s'ma piki den baka.
Leerling musu leri na dialoog gi den ouders. Den ouders musu oefen same
nanga den leerling.
960
THEMA: GROETEN
lni den les disi, den nen foe suma ini a famirie e feni de plaats. Wantoe karta de
nanga den nen (oma, opa, etc.), mar meestaal foe den nen de muilijk foe soorie tapu wan
tekkening. Foe soorie den s'ma ini na famirie, den leerkrakt kan tekken wan famirie bon
tapu na bord, dan a kan soorie den suma ini eng famirie. A kan taki 'Disi na mi tante,'
/Wo 'py ero na/ ini Kari'nja auran, te a wani soorie den nen foe den tratra s'ma.
Groeten Les 1
A
B
A
B
Kari'nja Auran
Mondo mang?
Mondo wa. Amoro rapa?
Jupa ne waty wa. Rupotai.
Kyy!
Sranan Tongo
Joe de?
Mi de. Enjoe?
Mi no de boeng. Mi de weri.
Che!
Vervanging:
Kari'nja Auran
Rupotai.
Jetumbe wa.
Kumyja.
Tuna woja.
Nieuw Wortoe:
Kari'nja Auran
mondo
mang
wa
amoro
rapa
Sranan Tongo
Mi de weri.
Mi de siki.
Hangri e kiri mi.
Drei watra e kiri mi.
Sranan Tongo
de
joe de?
mi de
Joe
baka
Jupa
ne
waty
rupotai
jetumbe
tuna
wOJa
Groeten Les 2
boeng
trutru
no de
mi de weri
nanga siki
watra
ai kiri mi
961
A
B
A
B
Kari'nja Auran
Jawo, oty wara su mang?
Jupa su rorupO.1 Amoro rapa?
Jupa ne waty wa. Kumyja.
Eneko ero ajerepary. Ena:ko!
Sranan Tongo
Omu, fa joe de?
Ai go boeng. En nangajoe?
Mi no de boeng. Hangri e kiri mi.
Luku njan dja. Njam eng!
Vervanging:
Kari'nja Auran
Jawo
Wo'py
Jumy
Ta'ta
Tanshi
Pi'pi
Nieuw Wortoe:
Kari'nja Auran
oty
wara
su
eneko
ero
aJerepary
ena:ko
Sranan Tongo
Omu
Tante
Papa
Mama
Opa
Oma
Sranan Tongo
san?
WIJ
(respeki)
luku dja
disi
nJanJan
njam eng!
I/Jupa su rorupo/ na wan vorm san e betekken 'Ai go boeng.' Den wordtoe abi den eigie
betekkenis wan foe wan, mar te joe e gebruik den makandra, ai betekken na srefl sani leki
'Ai go boeng.'
Groeten Les 3
962
A
B
A
B
Kari'nja Auran
Onjewara ko ajety nang?
Jety ne (Jan). Onjewara ko ajety nang?
Jety ne (Mari).
Jupamang!
Sranan Tongo
Fajoe nen?
Mi nen na (Jan). Fajoe nen?
Mi nen na (Mari).
A boeng!
Nieuw Wortoe:
Kari'nja Auran
onjewara
ko
ajety
nang
jety
ne
Jupa
mang
Sranan Tongo
Fa?
(vraag)
Joe nen
a de?
Illl nen
trutru
boeng
a de
Groeten Les 4
Kari'nja Auran
A Mose nejumy. Moko ety ne (Johannes).
B Onjewara ko amoro ta'ta ety nang?
A Moko ety ne (Evelina). Onjewara ko amoro
sewo ety nang?
B Sewo ety ne (Alfons).
Vervanging:
963
Sranan Tongo
Disi na mi papa. Eng nen na
(Johannes).
Fajoe mama nen?
Eng nen na (Evelina). Fa joe bigi
bradanen?
Mi bigi brada nen na (Alfons).
Kari'nja Auran
Jumy
ta'ta
sewo
plry
jenauty
pamy
mo'wysary
patymy
pase
Nieuw Wortoe:
Kari'nja Auran
mose
moko
amoro
Sranan Tongo
papa
mama
bigi brada
pikin brada
sisa (bigi of pikin)
zwagne
zwageres
neef
nicht
Sranan Tongo
a s'ma disi
eng
Joe
Groeten Les 5
964
A
B
A
B
Kari'nja Auran
O'toro ko aruna nang?
Owing ru'na me mango
O'toro ko ashiritjory nang?
Aijapatoro ne shiritjory wa.
Sranan Tongo
Omeni bradajoe abi?
Mi abi wan brada.
San na joe jari (Omeni jari joe abi)?
Mijari na tien (Mi abi tienjari).2
2lni Kari'nja, a vraag no de "Omenijarijoe abi," mar letterlijk a de "San najoe jari?"
Foe antwoord, je taki, "Mi abi XX jari."
Vervanging:
Kari'nja Auran
owmg
oko
oruwa
okpaime
aijatone
aijatone owing itjuponaka
aijatoneokoi~uponaka
aijatone oruwa itjuponaka
aijatone okpaime itjuponaka
aijapatoro
Vervanging:
Sranan Tongo
een
twee
drie
VIer
vijf
ses
seife
acht
neige
tien
Kari'nja Auran
ru'na
jenauty
pitjani
patymy
pase
Nieuw Wortoe:
Kari'nja Auran
o'toro
ko
ashiritjory
shiritjory
Sranan Tongo
brada
Slsa
pikin
neef
nicht
Sranan Tongo
omeni?
(vraag)
. . .Joe Jan
miJan
THEMA: NATUURKUNDE
Natuur Kunde Les 1
965
A
B
A
B
Kari'nja Auran
Nemamyi rapa, pi'pi.
A'a, shu'wi. Onjewara ko erome nang?
Weju ashimbje na, pi'pi.
lupa mang, shu'wi.
Sranan Tongo
A dei broko baka, oma.
la, meisje. Fa a de tide?
A son faja, oma.
A boeng, meisj e.
Vervanging:
Kari'nja Auran
weju ashimbje
tysanore
tonupije
konopo kynosang
konopo kynopasang
Vervanging:
Kari'nja Auran
shu'wi
ma'mi
kydjy
wodi
Nieuw Wortoe:
Kari'nja Auran
nemamYl
erome
weJu
ashimbje
Jupamang
Sranan Tongo
a son faja
koroe
dofdof
alen e kon
alen e fadon
Sranan Tongo
melSJe
boi
bigi boi
bigi meisje
Sranan Tongo
dei broko
tide
son
a faja
a boeng
Natuur Kunde Les 2
Kari'nja Auran
A Weju ashimbje erome na, tansje.
B A'a, ma'mi. Kojaro tysanore me'i.
A A'a, tansje. Monyngojaro tonupije me'i.
B A'a, ma'mi. Koropo onjewara iweidje anukutypa
wa.
Vervanging:
966
Sranan Tongo
A son faja tide, opa.
la, boi. Esde a bende kowroe.
la,opa. Tra esde a bende
dofdof.
la, boi. Mi no sabi fa tamara 0
de.
Kari'nja Auran
emamyryjako
koije
ko'ko
shiritjo
nu'no
monyngoropo
Nieuw Wortoe:
Kari'nja Auran
kojaro
monyngojaro
koropo
me'i
iweidje
anukutypa wa
Sranan Tongo
mus dei
bakana
neti
Jan
mun
tra tamara
Sranan Tongo
esde
tra esde
tamara
ade
ao de
mi no sabi
THEMA: PE JOE EGO?
Pe joe ego? Les 1
967
A
B
A
B
Kari'nja Auran
Oja ko mysa, shu'wi?
Manja wa wysa, tanshi.
Oty ko ko mang?
Tjopy yna wysa.
Sranan Tongo
Pe joe ego, meisje?
Mi e go na gron, opa.
Sanjoe e doe?
Mi e go krin grasi.
Vervanging:
Kari'nja Auran
tjopy yna
wopOlJe
aje (teki)
kiere u kumnga (puru)
weri pijase
manja akoto
Nieuw Wortoe:
Sranan Tongo
krin grasi
prani
pum kasaba
trow wiri
fala
Kari'nja Auran
oja?
manJa
mysa
wysa
wa
Sranan Tongo
pe?
gron
Joe e go
ml e go
na
Pe joe ego? Les 2
968
A
B
A
B
Kari'nja Auran
Oja ko rnysa, rna'rni?
Wengere wa wysa, pi 'pi.
Oty ko ko rnang?
Ipijoshi epekase.
Sranan Tongo
Pe joe ego, boi?
Mi e go na wenkri, orna.
Sanjoe e doe?
Mi e bai sukru.
Vervanging:
Kari'nja Auran
ipijoshi
suarufu
WaIJO
epyryry
perere
Nieuw Wortoe:
Kari'nja Auran
wengere
epekase
Pe joe ego? Les 3
Sranan Tongo
sukru
swarfu
zoutu
aleisi
brede
Sranan Tongo
wenkri
bai
A
B
A
B
Kari'nja Auran
Oja ko mysa, kydjy?
Wosa pirnjatopo wa wysa, wo'py.
Oty ko ko rnang?
Bary sapirnja.
Sranan Tongo
Pe joe ego, bigi boi?
Mi e go na voetbal veld, tante.
Sanjoe e doe?
Prei bal.
Vervanging:
Kari'nja Auran
bary sapirnja
bary e:ne
ashinj angainje
Nieuw Wortoe:
Kari'nja Auran
wosa pirnjatopo
Sranan Tongo
prei bal
luku bal
krak
Sranan Tongo
prel preSl
Pe joe ego? Les 4
969
A
B
A
Kari'nja Auran
Oja ko mysa, wodi?
Wo'to weto wysa, jawo, kurijara maro.
A'ha. Djupa mango Wonapy se wa!
Sranan Tongo
Pe joe ego, bigi meisje?
Mi e go fisi, omu, nanga pari boto.
la. A boeng. Mi wani njang!
Vervanging:
Kari'nja Auran
wo'to weto
weko mere taije
nety semaije
wo'to sano kaije
Nieuw Wortoe:
Kari'nja Auran
wo'to
se
wa
mara
kurijara
Sranan Tongo
go fisi
mi e losi
trowe net
braba kotoe
Sranan Tongo
fisi
wam
mi de
nanga
pari boto
Pe joe ego? Les 5
970
A
B
A
B
Kari'nja Auran
Oja ko mysa, shu'wi?
Shitjora wa wysa, tanshi.
Oty ko ko mang?
Womepa wysa.
Sranan Tongo
Pe joe ego, meisje?
Mi e go na skora, opa.
San joe e doe?
Mi e go leri.
Vervanging:
Kari'nja Auran
womepa
welmlJera
wareta
enepoto'me
wereishimja
Nieuw Wortoe:
Kari'nja Auran
shitjoro
Sranan Tongo
me leri
me skrifi
me singi
me telen
me leisi
Sranan Tongo
skoro
971
THEMA: LICHAAMS DELEN
lni den les dis, den leerling musu leri den nen foe den pisi foe na skin, plus fa foe
taki san den e doe, plus fa den wortoe e verander te a di "mi wan" of "joe wan" of "eng
wan." Omdat, den les abi soso twee sen per les. Djaso e soori fa den nen e verander te a
sani de foe wan s'ma. Na pisi foe na begin foe a wordtoe e kenki te tratra s'ma abi ing.
Na pisi foe na end foe na wordtoe, I-ry/, e soori taki wan s'ma abi na sani.
Ala tekkenings de ini na vorm plus na I-ryl omdat bijna noit lichaams delen e feni
sondro foe wan s'ma sa abi eng. Bijna noit wan s'ma 0 taki 'Luku, wan mofo de drape."
Moro fum, te joe taki over wan mofo, wan s'ma de san abi eng.
Table F.3. Body Parts and Possessive Forms
'eng eigie anu'
G- aija-ry
aijary
'eng anu'
Voorbeeld 2
aija 'anu'
j- aija-ry
jaijary
'mi anu'
"---"'---:
aj- aija -ry
ajaijary
,'joe anu'
k- aija -ry
kaijary
'mi +jg~ an,__ u_,,', ,_
aija -ry
a-
aj- (a,e,i,o,u,y)
Verandering
ty-
t- (a,e,i,o,u,y)
i- (e --> 0)
G- (a,e,i,o,u,y)
G-
j- (a,e,i,o,u,y)
mi
Suma abi eng
mi + joe
eng
eng eigie
joe
Voorbeeld 1
pa:na 'jesi'
G- pa:na-ry
panary
__ ~ +__,,,,, __,___,_ ;-'__m"ijes!,
a- pa:na-ry
apanary
'joe jesi'
ky- ky- pa:na -ry
k- (a,e,i,o,u,y) kypanary
+ "",'," _,,_ --I 'mi+jgejesi' ", _
ty- pa:na -ry
typanary
'eng eigie jesi'
Typanary shishitjojang.
'ai krasi
I-""'~---" ------ ,---,,,-- -1- - ,----- ""-------~---+~ ---
i- pa:na-ry
ipjanary
'engjesi'
Ipjanary po'tome mango
'eng jesi bigi'
972
Table F.4. Additional Body Parts
noso
Sranan
Tongo
fesi
Kari'nja
Auran
ombata
P<l::Ila
_, ...+ oj<l:ta
aroky
gaIlgra .. m+_.... ,_ ....
tifi
tonga
anu
baka
neki
kindi
skoroe
mil joe__ Ieng __
, IjeITl1J(lt<l:!Ym ,L~~ITl1Jata!y, ~,mL~ITl1Ja!~!y~
Ip<l:na!y m,_mm_Jil~_a.ga!y_ __ ~p~iana!y_~
!jejata!y aJeJatary ! eJatary
ija~okyry'~j~~~ky~ylm~ro~y~ry-,I ; , ""'" . I
, 1,1~Y!Y_ a er ,!y ' ,Le!y!y
Uusety ,,_~L,<l:1l!Se!y_ I,~sme!y
L~- I I
mLP9J~!Y 11ap.o!<l:!Y I ipjotary
j • ,
uenuru ! aJenuru , I eglll::tI, """ I
-I' panary ,i~pana!y " I inianarv ilrp~;~~ty 'I ap~'\Ve!y ,li~~~~ty-~~-",
I jenatary . L<l:jenata!y I enatary I
, ,,- J ~. I'.,mm m' ••• ]
I jamosaiijyry I ajamosaitjy!y I amosaitjyryI~e;uru l~ne;uru 'H~;~~'-'".•~
, • " I •"I ~iJary
...............................m1):"'J=.1 a~a~ary, J=__:
_.~~ljYIlK'l'Il<l:!Y I aJynga nary lynK<l:'I~at.:y
~~:+fr~ I:~~- --t~~-j
motaI-~=~~!Y··m+(lITl().~D'.- ····i,)ITlj()t<l:!Y, l
bere wembo J'YemJ:~Cl..!Y .,.. _ m1 ajuwembory .!uwemb()!y I
bil ~~s~P1._ ..,." .1'Y~s~piIY. __ . t'il~eseplry j iwjesepiry. '
,ed,e I Ac,_""-..~,_,_~IJllPllP() aJupupo lupupo .
bobi '.'_m .1"'::::---:"::"",,- _. _! ITl<l:Il<l:ty!y I <l:ITlan~!y!y 'liITlj~Il<l:!Y!Y
futu pupuru, I apupuru ! ipjupuruI ..
Lichaams Delen Les 1
973
A
B
Kari'nja Auran
Ajembatary itjumitja.
Jembatary kumisha wysa.
Sranan Tongo
Go wasi joe fesi.
Mi e go wasi mi fesi.
Vervanging:
Sranan Kari'nja mi joe
Tongo Auran
fesi ombata jembatary ajembatary
Jesl pa:na panary apanary
oksel ojata jejatary ajejatary
penis aroky jarokyry ajarokyry
vagina ory Jeryry ajeryry
WIn use jusety ajusety
Nieuw Wortoe:
eng __
embatary
IpJanary
ejatary
arokyry
eryry
usety
Kari'nja Auran
itjumitja
kumisha
wysa
Sranan Tongo
. .Joe waSI eng
ml waSI eng
ml e go
Lichaams Delen Les 2
974
A
B
Kari'nja Auran
Apotaryetapuko.
Potary setapuja.
Sranan Tongo
Tapoe joe mofo.
Mi e tapoe mi mofo.
Vervanging:
Sranan Kari'nja mi
Tongo Auran
mofo pota potary
ai onu Jenuru
Jest pana panary
kumba powe po'wety
noso onata jenatary
Nieuw Wortoe:
joe __
apotary
aJenuru
apanary
apo'wety
ajenatary
eng __
ipjotary
enuru
tpJanary
ipjowety
enatary
Kari'nja Auran
etapuko
setapuja
Sranan Tongo
tapoe eng!
mi tapoe eng
Lichaams Delen Les 3
A
B
Kari'nja Auran
Oty ko mishishitjojang?
Jynga'nary shishitjoja.
Sranan Tongo
San joe e krasi?
Mi e krasi mi baka.
Vervanging:
Sranan Kari'nja mi joe __
Tongo Auran
baka ynga'na jynga'nary ajynga'nary
neki pyme pymery apymery
kindi okuna jekunary ajekunary
skoroe mota motary amotary
Nieuw Wortoe:
eng __
ynga'nary
tpymery
ekunary
imjotary
Kari'nja Auran
mishishitjojang
shishitjoja
Sranan Tongo
joe e krasi eng?
mi e krasi eng
Lichaams Delen Les 4
975
A
B
Kari'nja Auran
Oty ko mishusunganong?
Wesepiry shishesengaije.
Sranan Tongo
San joe e seki?
Mi e seki mi bila.
Vervanging:
Sranan Kari'nja mi
Tongo Auran
bil wesepl wesepiry
ede upup0 jupupo
bobi manaty manatyry
futu pupu pupuru
bere wembo wembory
Nieuw Wortoe:
joe __
awesepiry
aJupupo
amanatyry
apupuru
ajuwembory
eng __
IWJeseplry
upup0
imjanatyry
ipjupuru
uwembory
Kari'nja Auran
mishusunganong
shishesengaije
Sranan Tongo
joe e seki eng?
mi seki eng
Lichaams Delen Les 5
A
B
Kari'nja Auran
Oty ko jetumbe nang?
Wembory jetumbe na.
Sranan Tongo
San e hati?
Mi bere e hati.
Vervanging:
Sranan Kari'nja mi joe __ eng __
--
Tongo Auran
bere wembo wembory ajuwembory uwembory
nangra amOSaI jamosaiijyry aj amosaitjyry amosaitjyry
tifi Jewa Jery ajery IJery
tonga nuru nururu anururu mururu
anu aIJa JaIJary ajaijary aIJary
Nieuw Wortoe:
Kari'nja Auran
jetumbe
Sranan Tongo
a hati
THEMA: MEKI GRON
Meki Gron Les 1
Kari'nja Auran
A Oja ko mysa, tansji?
B Manja akotore wysa, ma'mi. Mora sumbara
ipinjako y'wa.
A A'a, tansji. Eneko era sumbara.
B Manja ako'to kysa.
Vervanging:
Sranan Tongo
Pe joe ego, opa?
Mi e go fala gron, boi. Teki a
owroe gl ml.
la,opa. Luku na owroe.
Wi go fala gron.
976
Kari'nja Auran
sumbara
kyrykyry
tu:na
wywy
Nieuw Wortoe:
Kari'nja Auran
akotore
ipinja
ipinjako
y'wa
ako'to
eneko
kysa
Sranan Tongo
owroe
feiri
watra
aksi
Sranan Tongo
mi fala eng
joe teki eng
joe teki eng!
gl ml
fala eng
luku disi
wi e go
Meki Gron Les 2
977
A
B
A
B
Kari'nja Auran
Manja koroka kysa.
A'a, jumy. Eneko ero suwarufu.
O'ko no, ma'mi.
Manja po'ma.
Sranan Tongo
Wi e go bron gron.
Ja, papa. Luku swarfu dja.
Kon g'we, boi.
Wi e go leti a gron.
Vervanging:
Kari'nja Auran
suwarufu
tuna
sumbara
Nieuw Wortoe:
Kari'nja Auran
koroka
po'ma
Meki Gron Les 3
Sranan Tongo
swarfu
watra
owroe
Sranan Tongo
wi brom eng
leti eng
A
B
A
B
A
B
Kari'nja Auran
O'ko no, pamy. Weiri pijako wysa.
A'a, pamy.
Amu a'nanoko.
A'apamy.
Ipjomako moro weiri.
A'apamy.
Sranan Tongo
Kon g'we, zwagrie. Wi e go trow wiri.
Ja, zwagrie.
Meki wan ipi.
Ja, zwagrie.
Brom a wiri.
Ja, zwagrie.
Nieuw Wortoe:
Kari'nja Auran
weln
pijako
amu
a'nanoko
ipjomako
Sranan Tongo
Win
trow
wan
meki ipi
joe brom eng!
Meld Gron Les 4
Kari'nja Auran
A Moro kiereapo e:neko, wodi. Wopono
wysa.
B A'a, ta'ta.
A Moro nona anungo, samba ke.
B A'a, ta'ta.
A Moro kiereapo pongo.
Vervanging:
978
Sranan Tongo
Tjari a kasaba tiki kon, meisje. Mi e go
pram.
la, mama.
Tjapu wan 010 nanga tj apu.
la, mama.
Prani a kasaba tiki.
Kari'nja Auran
kiereapo
napOl
nana
ashitjaru
awashi
Nieuw Wortoe:
Kari'nja Auran
wopono
nona
anungo
pongo
Sranan Tongo
kasaba tiki
napl
ananas
tjen
karun
Sranan Tongo
ml pranl eng
010
joe dik eng!
prani eng!
Meki Gron Les 5
979
A
B
A
B
Kari'nja Auran
Tjupunary kysa.
Kopanoko tjupunary poko.
Moro tjumu emako.
1jupu shinjaije.
Sranan Tongo
Wi e go krim grasi.
Jepi mi krim grasi.
Trow a ipi.
Mi e krim grasi.
Nieuw Wortoe:
Kari'nja Auran
tjupunary
kopanoko
poko
emako
tjumu
tjupu
shinjaije
Sranan Tongo
(krim) grasi
. . . .Joe Jepl ml
om dati ede
trow eng
lpl
grasl
mi krim eng
980
THEMA:MEKIKASABA
Meki Kasaba Les 1
Kari'nja Auran
A Manja wa kysa kiere yka.
B Amoro moro kurukuru aroko. Awu moro
mutete sarotake.
A Eneko ero sumbara.
B Djupa ne rna. Oko no.
Nieuw Wortoe:
Sranan Tongo
Wi e go na gron foe puru kasaba.
Joe tj ari a kurukuru. Mi 0 tj ari a
mutete.
Luku na owroe dja.
A boeng. Kon g'we.
Kari'nja Auran
yka
aroko
sarotake
kurukuru
mutete
sumbara
Meki Kasaba Les 2
Sranan Tongo
puru
tjari eng
mi 0 tjari eng
kurukuru
mutete
owroe
A
B
A
B
Kari'nja Auran
Kiere shitjakaije maria ke.
Kiere shitjuja semari ke.
Kiere kumykanda shitjuja.
Sarymoja matapi ke.
Sranan Tongo
Mi e krabu kasaba nanga nefi.
Mi e griti kasaba nanga gritgriti.
Mi e griti ini botoboto.
Me tranga eng nanga matapi.
Nieuw Wortoe:
Kari'nja Auran
shitjakaije
mana
shitjuja
kumykanda
sarymoja
ke
Sranan Tongo
mi krabu eng
nefi
mi griti eng
botoboto
mi tranga eng
nanga
Meki Kasaba Les 3
981
A
B
A
B
A
Kari'nja Auran
Shitjumoja moro akota ako epy ke.
Amoro munaje manare ke.
Mo:ko arinjatu tupo kynosekeijang.
Maria ke sasakaije.
Morijaije woriwjori ke.
Sranan Tongo
Mi e stampu ini a mata nanga mata tiki.
Joe e seif nanga seif.
Eng e baka tap' a pan.
Mi e koti eng nanga nefi.
Joe e drai eng nanga waiwai.
Nieuw Wortoe:
Kari'nja Auran
shitjumoja
akota
ako epy
munaje
manare
arinjatu
tupo
kynosekeijang
sasakaije
mOflJalJe
woriwjori
Meki Kasaba Les 4
Sranan Tongo
mi stampu eng
mata
mata tiki
joe seif eng
seif
baka pan
tapu
eng e baka eng
mi koti eng
joe drai eng
waiwai
A
B
A
B
Kari'nja Auran
Kashiripjo setokaije.
Tumaitjupo shimjokaije.
Wo'to syja itjaka.
Arepa senasa.
Sranan Tongo
Losi a kasmipo.
Bon a pepre watra.
Poti a fisi ini.
Mi e njam kasaba.
Nieuw Wortoe:
Kari'nja Auran
setokaije
shimjokaije
itjaka
senasa
sYJa
Sranan Tongo
mi 10si eng
mi bon eng
Illl eng
ml nJarn eng
poti eng
982
THEMA: SAN JOE E DOE?
Na leerkrakt sa organizeer na informatie foe na thema disi fa a wani. Baka na
informatie, wantoe legie les de foe man organizeer na thema disi. Foe saide a de so de
omdat, te na leerkrakt sa doro na a thema disi, a sa sabi san de mora be1angerijk foe
oefen. A kande taki a 0 wani foe leri den fasi foe aksi vraag gi den leerling, mar a kande
owktoe dati den fasi foe taki gi tratra s'ma de mora belangerijk. Djaso na leerkrakt abi na
vreiheit foe mang organizeer na thema disi fa a flti gi eng.
Table F.5. Activities Sentences
jO'!Y ~~~ilang?San enge doe?o '!Y~()~II!eiJ3:ng?
. . .
...... : weLlpJ~E2J(1
\VClr~taij~
. ..
JaOWalJe
San joe e doe?
Les 1
Ik schrijf
Ikzillg
Ik lach
Les 2
Ik
Ik
Ikren
Les 3
Ik baad
Ik eet
Ik
Les 4
Ik
Ik val
Ik huil
wekat111Ua
wekupija
wonasa
,,_~"'l,wonysa
wotCl:P()rgija
womolJe~~ ~~~,~"~~
wotamoja
. ------,
~lcYll()tClP()r()jang . ,~i
......... "',' .. -i k n0lpClll()llg., ,..~;
kynotamojang
Table F.6. Question Fonns
Nederla,n""d",~s"",,, + Kari'nja Nederlands
SlaapiJ(? WonY~[lI!g?"" :lk"""~~'",,,,,
SlaapjiJ? Monys~Qg7 "" ,,":,Jit~J~~pt.
Slaap !lij? Nonysang? Hij slaapt.
Slapen \yij? Non)'~[lnga'na? Wijslapen
Slap~n zij? N0I!ysat0I!,g? slapen.
Slapenjullie? , Monysa!2I!g? Jullie slapen.
C P _ r
I Kari'njal' '" -
"~I {awu2wonysa.
I (amoro) monysa.
r(~~;k:02 ~Y~2Ilysang
., A'na nonysa.
lI<.y-n<:mysat2I!g·
i (amyjaro) monysatong.
, _ ,,_'. """w me"_, ~.~w__m~~_~ ~,, .w w.··_.".'
983
984
APPENDIXG
DVDVIDEOS
Included with this dissertation are two pocket materials. The first is a DVD copy
of the Cassava Film in its original form. When used for elicitation, it is played without
sound. Since it was edited from several clips, there are portions in Sranan Tongo, Dutch,
and Kari'nja. The audio on the Cassava Film is not intended as a portion of the linguistic
data. The film documents a cultural process. Separate narrations in Kari'nja document
the language that accompanies the process. Texts of narrations are included in appendix
C. The second is the Mauru Film that includes subtitles in Kari'nja. C.f. appendix C.1 of
this dissertation for a text of the former, and appendix CA for a text of the latter.
985
REFERENCES
Abu-Lughod, Lila. 1991. Writing Against Culture. In R. G. Fox (Ed.) Recapturing
Anthropology: Working in the present. Santa Fe, NM: School of American
Research Press.
Alvarez, Jose. 2000. La entrada verbal en la lexicografia del Pem6n (Caribe). Boletin de
Lingiiistica 15. 65-94.
Amazon Conservation Team. 2008. Methodology ofCollaborative Cultural Mapping.
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