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The divergent Quichua language ideologies existing among an indigenous group of the southern Ecuadorian Andes mountains are examined. Analysis of data from 51 interviews with indigenous highlanders, including parents, teachers, school administrators, and political leaders, reveals the existence of two conflicting Quichua language ideologies: one characterized by loyalty to Quichua and great value attached to the language, particularly in private and humorous situations and in traditional contexts; and the other characterized by the beliefs that bilingualism is onerous, by contempt for subordinated, non-standard languages (such as Quichua), and by a linguistic "survival of the fittest" attitude. Each element of this last, Western language ideology was also present in the population interviewed. A belief that children prefer Spanish to Quichua was found, and Spanish was the dominant language of home use. Implications for endangered language communities are considered. (Contains 39 reference) (MSE)

This paper examines efforts to reverse language shift in two indigenous communities in southern Ecuador. The ongoing decline and rapid pace of extinction of many of the world's languages have received increasing amounts of attention, but while processes of language loss and extinction have been extensively studied, relatively little work of similar scope and detail has addressed the processes and prospects for language revitalization. Findings are presented from ethnographic work investigating language use, language attitudes, and language instruction in two Andean communities that are attempting to revitalize their once native Quechua. Results indicate that for different reasons, in neither community is Quechua transmission occurring successfully, and reveal how and why communities that are socially, economically, and culturally secure are most likely to be supportive of and participate in language revitalization efforts. (MSE)

Drawing on the growing literature on language revitalization initiatives and examples of one Andean initiative in particular, the essay attempts to synthesize some common language corpus and language status transformations that threatened languages undergo during the process of revitalization. Specifically, it looks at the often unexpected changes that have accompanied revitalization initiatives for three well-known threatened languages (Maori, Irish, and Hualapai) and discusses in detail a fourth case, efforts to revitalize Quechua in southern Ecuador. After exploring the commonalities across these contexts, the parallels and contrasts between the processes of language vitalization and language death are considered. Implications for language planners and revitalization advocates are outlined. Contains 43 references. (Author/MSE)

Classical phonemic accounts of Cuzco (Peru) Quechua posit three distinct types of stops: plain, aspirated, and glottalized. A later analysis argued instead for a root-level feature of laryngealization governed by a small number of formal mechanisms. This latter analysis is taken one step further, showing that even greater explanatory power may be achieved by appealing to Optimality Theory. It begins with an overview of Quechua phonology and the distribution of laryngealized stops. It is found that laryngealization in this language is not a characteristic of individual phonemes, but of entire roots, with distribution accounted for relatively easily. Constraints discussed include the features [constricted glottis] and [spread glottis], an alignment constraint, a constraint inhibiting the shifting of laryngealization, the coda filter, root faithfulness, the obligatory onset condition for all syllables, and an effect of the obligatory contour principle. (Contains 13 references.) (MSE)

This paper sketches an explicitly non-lexicalist application of grammatical theory to Huallaga (Huanuco) Quechua (HgQ). The advantages of applying binding theory to many suffixes that have previously been treated only as objects of the morphology are demonstrated. After an introduction, section 2 outlines basic assumptions about the nature of HgQ categories and structures, and section 3 discusses inflection, proposing an analysis of SUBJECT MARKING ANOMALY phenomena. Section 4 argues that HgQ's complementizers are really its case-marking suffixes. Section 5 deals with the possessive suffixes, showing that in Agr-P they are mildly anaphoric. Section 6 focuses on switch reference, deriving a wide range of facts from some structural assumptions and then claiming that "-r"'advss' is anaphoric and the possessive suffixes in Agr-S are pronominal. Section 7 discusses "infinitives," claiming that "-y" is anaphoric. Section 8 discusses uses of "-q," claiming that it is anaphoric. Section 9 sketches one verb incorporation phenomenon and shows how this fits in with other claims made here. Section 10 describes differences between HgQ and the Quechua of Ancash. (JL)

This paper discusses current efforts to standardize the two major Andean languages: Quechua and Aymara. The difficulties in gaining consensus on standardizing phonology, grammar, and lexicon are highlighted. Specific recommendations are offered on how to deal with neologisms, and a proposal is made for the creation of a pan-Andean entity to resolve the issue of standardization. (JL)

A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish-Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses practical aspects of planning for language learning and emergent literacy in preschool environments, including group size and organization, adult-child relationships, choice of language, instructional materials, staffing and staff training, adult and community participation, and administration. A brief "conclusion" and a list of almost 100 references conclude this part of the document. A special feature of the "annotated bibliography" which follows is that the annotations are written around themes (countries/communities and language use at the preschool level) and are similar in nature to essay reviews. Entries are listed alphabetically by country and information is provided under the following headings: document source; community (including language situation); educational system specifics; program (including characteristics/components); and comments. (MSE)

Colombian Inga is of particular interest to the Quechuanist because it is the northernmost member of the Quechuan language family spoken in modern times. In the present work, the relationship of Colombian Inga to other varieties of Quechua is examined. The affiliation of Inga with the Ecuadorian group of Parker's (1969a) Quechua A branch of the Quechua diasystem is evidenced by shared innovations in the phonology and morphology. Among these are the voicing of the stops /p, t, k/ after homorganic nasals and the replacement of the possessive suffix system by a set of possessive pronouns. Additional innovations unique to Colombian Inga show it to form a distinct subgroup within the Ecuadorian group of Quecha A. (Contains 35 references.) (Author)

Bolivia has a multilingual population divided among three language families: Spanish, Quechua, and Aymara. In practice, however, the country has a monolingual system, since Spanish is the language of government, education, and professional and technical fields, and dominates in urban areas. Quechua and Aymara prevail in rural areas and in native music, folklore, and religion. The schools are operated in Spanish, under the theory that linguistic unification will provide equal education and integrate the nation. One result is that education ignores the rural and native identity and reinforces patterns of discrimination and inferiority, when a multilingual-multicultural educational system would be more responsive to the people's needs. For many rural people, radio is a major source of information and entertainment. Although most broadcasts are in Spanish, the few native-language programs attract many listeners and help develop an awareness of the multilingual society, thereby changing the attitudes of both the dominant and submerged cultural groups. Radio as an educational tool may achieve results superior to traditional educational methods by: (1) creating a Quechua and Aymara solidarity through native-language broadcasts of popular appeal, and (2) providing an outlet for linguistically diverse groups and involving them in active learning. (CK)

This book reports on an experimental bilingual education program conducted in Peru by Peruvian educators and Summer Institute of Linguistics (SIL) linguists. Sections of the book discuss: (1) the historical perspective of the program; (2) program aspects such as teacher training, goals, and curriculum; (3) what this program may contribute to the development of future programs; (4) the preparation of materials in vernacular languages; and (5) bilingual education as it relates to the development of indigenous communities. Papers include "The Role of Vernacular versus Prestige Languages in Primary Education" and "Training to Train: The Key to an Ongoing Program" by Mildred L. Larson, "The Training of Bilingual Teachers" by Olive A. Shell, and "The Challenges of Primer Making" by Patricia M. Davis. Tables include teacher-training course statistics, curriculum and textbooks for bilingual schools, and a synopsis of SIL work among the Aguarunas. Figures include sample pages from texts, primers, and readers, and a variety of letters and forms for supervisory use. Photographs of students, teachers, and other community members are provided. Appendices include the resolution authorizing bilingual education in the Peruvian jungle, laws relating to bilingual education, and sample pages of the 1977 curriculum. (JK)

A collection of papers on morphology in relation to other grammar components and on the morphology-syntax interface includes: "Locative Plural Forms in Classical Sanskrit" (Belinda Brodie); "On Explaining Morpheme Structure" (Donald G. Churma); "Lexical Relatedness, Head of a Word and the Misanalysis of Latin" (Brian D. Joseph and Rex E. Wallace); "Heads" (Arnold M. Zwicky); "Why -skI? A Study of Verbal Aspect in Conchucos Quechua" (Anne M. Stewart); "The Syntax-Phonology Boundary and Current Syntactic Theories" (Geoffrey K. Pullum and Arnold M. Zwicky); "'Reduced Words' in Highly Modular Theories: Yiddish Anarthrous Locatives Reexamined" (Arnold M. Zwicky); "Attachment of Articles and Prepositions in German: Simple Cliticization or Inflected Prepositions" (Erhard W. Hinrichs);"A Non-Endoclitic in Estonian" (Joel A. Nevis); "Clitics and Particles" (Arnold M. Zwicky); and "Five Morphemes in Finnish: Possessive Suffixes or Anaphoric Clitics" (Joel A. Nevis). (MSE)