- Haverford College
370 Lancaster Avenue
Haverford, PA 19041
Brook Danielle Lillehaugen
Haverford, Linguistics, Faculty Member
- Languages and Linguistics, Documentary Linguistics, Zapotec, Mesoamerican languages, Grammaticalization, Mexico (Anthropology), and 44 moreNative Languages of the Americas, Indigenous Languages, Fieldwork on Zapotecan languages, Fieldwork on Otomanguean languages, Semantics, Syntax, Historical Linguistics, Fieldwork in linguistics, Linguistic Typology, Fieldworks Language Explorer (FLEx), Colonial Valley Zapotec, Fieldwork on Washo, Fieldwork on Mixtecan languages, Washo, Oaxaca (Anthropology), Mixtecan Languages, Colonial Latin America, Chickasaw, Locatives, Zapoteco, Lingüística, Mesoamerican linguistics, Mesoamerica, Mesoamerican Ethnohistory, Descriptive Linguistics, Language Documentation, Indigenous Languages, Sociolinguistics, Field Linguistics, Linguistics, Prepositions, Language and Space, Partes Del Cuerpo En Zapoteco, Philology, Manuscript Studies, Manuscript digitization, Latin Palaeography, Negation, Tense and Aspect Systems, History of Colonial Mexico, Colonial Mexico, History of Linguistics, Missionary Linguistics, Spanish American colonial studies, Early Modern Catholicism, Spanish Golden Age, Court history, and Film Studiesedit
Full text, open access online: http://digitalhumanities.org/dhq/vol/14/4/000529/000529.html There are hundreds of alphabetic texts in Zapotec languages dating back to the 16th century. Today, however, Zapotec speakers are generally... more
Full text, open access online: http://digitalhumanities.org/dhq/vol/14/4/000529/000529.html
There are hundreds of alphabetic texts in Zapotec languages dating back to the 16th century. Today, however, Zapotec speakers are generally unable to read these texts, due to lack of access to the texts and an unfamiliarity with the orthographic practices. Moreover, significant changes have taken place in the grammar in the intervening centuries. This results in a situation where Zapotec people may not have access to history in their own language. Ticha is an online digital text explorer that provides access to images, transcriptions, analysis, and translations of the Colonial Zapotec texts. The Ticha project includes in-person workshops with Zapotec community members as part of an iterative development process. Feedback from these interactions inform design decisions for the project. Here we reflect on transnational collaboration with stakeholders in building a digital scholarship project that seeks to use the power of digital humanities to democratize access to materials and resources which were previously the exclusive domain of a few experts. When community members have access to important documents from their own history, archiving, scholarship, and community engagement can be brought together in a powerful synthesis.
Broadwell, George Aaron, Moisés García Guzmán, Brook Danielle Lillehaugen, Felipe H. Lopez, May Helena Plumb*, & Mike Zarafonetis. 2020. Ticha: Collaboration with Indigenous communities to build digital resources on Zapotec language and history. Digital Humanities Quarterly 14(4). Online: http://digitalhumanities.org/dhq/vol/14/4/000529/000529.html.
There are hundreds of alphabetic texts in Zapotec languages dating back to the 16th century. Today, however, Zapotec speakers are generally unable to read these texts, due to lack of access to the texts and an unfamiliarity with the orthographic practices. Moreover, significant changes have taken place in the grammar in the intervening centuries. This results in a situation where Zapotec people may not have access to history in their own language. Ticha is an online digital text explorer that provides access to images, transcriptions, analysis, and translations of the Colonial Zapotec texts. The Ticha project includes in-person workshops with Zapotec community members as part of an iterative development process. Feedback from these interactions inform design decisions for the project. Here we reflect on transnational collaboration with stakeholders in building a digital scholarship project that seeks to use the power of digital humanities to democratize access to materials and resources which were previously the exclusive domain of a few experts. When community members have access to important documents from their own history, archiving, scholarship, and community engagement can be brought together in a powerful synthesis.
Broadwell, George Aaron, Moisés García Guzmán, Brook Danielle Lillehaugen, Felipe H. Lopez, May Helena Plumb*, & Mike Zarafonetis. 2020. Ticha: Collaboration with Indigenous communities to build digital resources on Zapotec language and history. Digital Humanities Quarterly 14(4). Online: http://digitalhumanities.org/dhq/vol/14/4/000529/000529.html.
Research Interests:
Lillehaugen, Brook Danielle. 2020. Otomanguean languages. In Daniel Siddiqui, Michael Barrie, Jessica Coon, Carrie Gillon, Jason Haugen & Eric Mathieu (eds.) Routledge Handbook on North American Languages, 331—364. New York: Taylor &... more
Lillehaugen, Brook Danielle. 2020. Otomanguean languages. In Daniel Siddiqui, Michael Barrie, Jessica Coon, Carrie Gillon, Jason Haugen & Eric Mathieu (eds.) Routledge Handbook on North American Languages, 331—364. New York: Taylor & Francis / Routledge Press.
Research Interests:
https://repository.brynmawr.edu/tlthe/vol1/iss28/3/ Introduction to Linguistics (Ling 101) has long been one of my favorite classes to teach. I often get the privilege of introducing students to the field of linguistics, something many... more
https://repository.brynmawr.edu/tlthe/vol1/iss28/3/
Introduction to Linguistics (Ling 101) has long been one of my favorite classes to teach. I often get the privilege of introducing students to the field of linguistics, something many students are not familiar with before they enter college.1 I also view it as an opportunity to educate nonlinguists: what do I want future lawyers, doctors, teachers, parents, and voters to know about linguistics? Participating in “Toward Greater Equity, Inclusion, and Belonging Within and Beyond Our Classrooms,” a seminar supported by the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges and a grant from The Lumina Foundation in Spring 2019, allowed
me the opportunity to work closely with a student consultant while conversing weekly with colleagues also dedicated to learning about and enacting more inclusive practices in their classrooms. My work with the student consultant focused on one aspect of my Ling 101 course:
homework.
I was curious about ways I could re-think how I was using homework, and in particular the grading of that homework, in my course. The previous design had 8 (near weekly) homework assignments, each one addressing the topic we had covered in class the previous week. So the week after we cover phonology, the phonology homework is due. Meanwhile, we’ve moved on
to talking about sociolinguistics in class, etc. I had begun to feel a frustration with the effectiveness of the homework structure-- what I had intended to be an opportunity for learning seemed to be functioning more as an exam. We would discuss a topic in class, the students would do the homework on it, I would grade it and return it-- but then that was the end. There was never a chance to revisit the homework. Though students were provided answer keys and encouraged to attend office hours, the current of the course was moving on and didn’t facilitate that reflecting on what went wrong (or right) in a particular problem set, even if it didn’t explicitly prevent it. Moreover, this structure seemed to work better for students that were already well prepared for the course in a variety of ways: e.g. students that had already been exposed to linguistics or students who entered college already knowing how to “do college.” Every semester on Day 1 of Ling 101 I would say-- this class is for everyone-- and I meant it, but was I fully utilizing the structure of the class to include everyone? Having one chance on each homework favored certain students in class and, perhaps more importantly, missed an opportunity to give everyone a chance to improve their understanding and try again if they wanted to.
Introduction to Linguistics (Ling 101) has long been one of my favorite classes to teach. I often get the privilege of introducing students to the field of linguistics, something many students are not familiar with before they enter college.1 I also view it as an opportunity to educate nonlinguists: what do I want future lawyers, doctors, teachers, parents, and voters to know about linguistics? Participating in “Toward Greater Equity, Inclusion, and Belonging Within and Beyond Our Classrooms,” a seminar supported by the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges and a grant from The Lumina Foundation in Spring 2019, allowed
me the opportunity to work closely with a student consultant while conversing weekly with colleagues also dedicated to learning about and enacting more inclusive practices in their classrooms. My work with the student consultant focused on one aspect of my Ling 101 course:
homework.
I was curious about ways I could re-think how I was using homework, and in particular the grading of that homework, in my course. The previous design had 8 (near weekly) homework assignments, each one addressing the topic we had covered in class the previous week. So the week after we cover phonology, the phonology homework is due. Meanwhile, we’ve moved on
to talking about sociolinguistics in class, etc. I had begun to feel a frustration with the effectiveness of the homework structure-- what I had intended to be an opportunity for learning seemed to be functioning more as an exam. We would discuss a topic in class, the students would do the homework on it, I would grade it and return it-- but then that was the end. There was never a chance to revisit the homework. Though students were provided answer keys and encouraged to attend office hours, the current of the course was moving on and didn’t facilitate that reflecting on what went wrong (or right) in a particular problem set, even if it didn’t explicitly prevent it. Moreover, this structure seemed to work better for students that were already well prepared for the course in a variety of ways: e.g. students that had already been exposed to linguistics or students who entered college already knowing how to “do college.” Every semester on Day 1 of Ling 101 I would say-- this class is for everyone-- and I meant it, but was I fully utilizing the structure of the class to include everyone? Having one chance on each homework favored certain students in class and, perhaps more importantly, missed an opportunity to give everyone a chance to improve their understanding and try again if they wanted to.
Research Interests:
Online dictionaries have become a key tool for some indigenous communities to promote and preserve their languages, often in collaboration with linguists. They can provide a pathway for crossing the digital divide and for establishing a... more
Online dictionaries have become a key tool for some indigenous communities to promote and preserve their languages, often in collaboration with linguists. They can provide a pathway for crossing the digital divide and for establishing a first-ever presence on the internet. Many questions around digital lexicography have been explored, although primarily in relation to large and well-resourced languages. Lexical projects on small and under-resourced languages can provide an opportunity to examine these questions from a different perspective and to raise new questions (Mosel, 2011). In this paper, linguists, technical experts, and Zapotec language activists, who have worked together in Mexico and the United States to create a multimedia platform to showcase and preserve lexical, cultural, and environmental knowledge, share their experience and insight in creating trilingual online Talking Dictionaries in several Zapotec languages. These dictionaries sit opposite from big data mining and illustrate the value of dictionary projects based on small corpora, including having the flexibility to make design decisions to maximize community impact and elevate the status of marginalized languages.
https://elex.link/elex2019/wp-content/uploads/2019/09/eLex_2019_3.pdf
https://elex.link/elex2019/wp-content/uploads/2019/09/eLex_2019_3.pdf
Research Interests:
Social media is used by speakers of languages big and small. For languages with a small number of speakers, social media may offer opportunities not easily available elsewhere, such as low-cost publishing and distribution of text.... more
Social media is used by speakers of languages big and small. For languages with a small number of speakers, social media may offer opportunities not easily available elsewhere, such as low-cost publishing and distribution of text. Furthermore, smaller languages are often devalued by surrounding communities—in these situations, the use of language in global media, such as Twitter, can have additional layers of impact and can be a form of language activism in itself.
—non-final version—
for published version see:
Lillehaugen, Brook Danielle. 2019. Tweeting in Zapotec: social media as a tool for language activists. In Jennifer Carolina Gómez Menjívar and Gloria E. Chacón (eds.) Indigenous Interfaces: Spaces, Technology, and Social Networks in Mexico and Central America, 202—226. Tucson: University of Arizona Press. ISBN: 9780816538003.
—non-final version—
for published version see:
Lillehaugen, Brook Danielle. 2019. Tweeting in Zapotec: social media as a tool for language activists. In Jennifer Carolina Gómez Menjívar and Gloria E. Chacón (eds.) Indigenous Interfaces: Spaces, Technology, and Social Networks in Mexico and Central America, 202—226. Tucson: University of Arizona Press. ISBN: 9780816538003.
Research Interests:
Here we present the language and content of the last will and testament of a Zapotec woman named Sebastiana de Mendoza prepared no later than 1675. We provide historical context for understanding how and why the document was written and... more
Here we present the language and content of the last will and testament of a Zapotec woman named Sebastiana de Mendoza prepared no later than 1675. We provide historical context for understanding how and why the document was written and preserved, and summarize what the text tells us about the testator. We make observations about the lexicon, structure, and speech conventions of the original Zapotec and provide both morphological analysis and translation of the Zapotec language text. As the first published morphological analysis and English translation of a complete Zapotec language text from the Mexican Colonial period, our analysis presented here benefits not only our understanding of Zapotec as it was used in that time period, but is also relevant to the study of living Zapotecan languages, spoken today by some 400,000 people primarily in Oaxaca.
Keywords : Zapotec, ethnohistory, native women, Colonial Oaxaca, guelaguetza.
Munro, Pamela, Kevin Terraciano, Michael Galant, Brook Danielle Lillehaugen, Xóchitl Flores-Marcial, Maria Ornelas, Aaron Huey Sonnenschein, and Lisa Sousa. 2018. The Zapotec language testament of Sebastiana de Mendoza, c. 1675. Tlalocan XXIII: 187-211. Online: https://revistas-filologicas.unam.mx/tlalocan/index.php/tl/article/view/480/458.
Keywords : Zapotec, ethnohistory, native women, Colonial Oaxaca, guelaguetza.
Munro, Pamela, Kevin Terraciano, Michael Galant, Brook Danielle Lillehaugen, Xóchitl Flores-Marcial, Maria Ornelas, Aaron Huey Sonnenschein, and Lisa Sousa. 2018. The Zapotec language testament of Sebastiana de Mendoza, c. 1675. Tlalocan XXIII: 187-211. Online: https://revistas-filologicas.unam.mx/tlalocan/index.php/tl/article/view/480/458.
Research Interests:
This paper describes the system of positional verbs (e.g., 'be standing' and 'be lying') in Colonial Valley Zapotec (CVZ), a historical form of Valley Zapotec preserved in archival documents written during the Mexican colonial period. We... more
This paper describes the system of positional verbs (e.g., 'be standing' and 'be lying') in Colonial Valley Zapotec (CVZ), a historical form of Valley Zapotec preserved in archival documents written during the Mexican colonial period. We provide data showing that positional verbs in CVZ have unique morphological properties and participate in a defined set of syntactic constructions, showing that positional verbs formed a formal class of verbs in Valley Zapotec as early as the mid-1500s. This work contributes to the typological literature on positional verbs, demonstrating the type of morphosyntactic work that can be done with a corpus of CVZ texts, and contributes to our understanding of the structure and development of the modern Zapotec positional verb system with implications for the larger Zapotec locative system. [KEYWORDS: Zapotec, indigenous colonial writing, language and space, positional verbs]
available: http://www.journals.uchicago.edu/doi/abs/10.1086/689846
available: http://www.journals.uchicago.edu/doi/abs/10.1086/689846
Research Interests:
En este artículo, colaboran lingüistas e historiadores en la transcripción, traducción y análisis de un texto escrito en zapoteco del Valle de Oaxaca en 1614, hallado en el ramo de Tierras del Archivo General de la Nación. El documento... more
En este artículo, colaboran lingüistas e historiadores en la transcripción, traducción y análisis de un texto escrito en zapoteco del Valle de Oaxaca en 1614, hallado en el ramo de Tierras del Archivo General de la Nación. El documento fue entregado como evidencia en un litigio con respecto a un terreno entre don Gerónimo de Grijalva, cacique y principal del pueblo de San Sebastián (sujeto a San Juan Tecticpac), y miembros del pueblo de San Sebastián. En respuesta, los miembros del cabildo zapoteco presentaron treinta y cuatro fojas de instrumentos y papeles en apoyo de su reclamo. Los papeles incluyen veintidós documentos distintos escritos en zapoteco, incluyendo testamentos y documentos sobre los terrenos que pertenecían a miembros del pueblo que datan de 1568 a 1792, referentes de alguna manera de la tierra disputada. La última voluntad y el testamento de Sebastián López, analizado en el presente trabajo, es uno de los mencionados documentos. Este artículo resume el litigio y el testamento en detalle, señala varios elementos importantes de su rico contexto histórico y presenta una vista de conjunto del zapoteco colonial del Valle con ejemplos del documento analizado.
Munro, Pamela, Kevin Terraciano, Michael Galant, Xóchitl M. Flores-Marcial, Aaron Huey Sonnenschein, Brook Danielle Lillehaugen, & Diana Schwartz. 2017. Un testamento zapoteco del valle de Oaxaca, 1614. Tlalocan XXII: 15-43. Online: https://revistas-filologicas.unam.mx/tlalocan/index.php/tl/article/view/468/446.
Munro, Pamela, Kevin Terraciano, Michael Galant, Xóchitl M. Flores-Marcial, Aaron Huey Sonnenschein, Brook Danielle Lillehaugen, & Diana Schwartz. 2017. Un testamento zapoteco del valle de Oaxaca, 1614. Tlalocan XXII: 15-43. Online: https://revistas-filologicas.unam.mx/tlalocan/index.php/tl/article/view/468/446.
Research Interests:
The development of written literature in languages which are not usually written by their speakers can be confounded by a circular problem. Potential writers are reluctant or unmotivated to write in a language that no one can read. But at... more
The development of written literature in languages which are not usually written by their speakers can be confounded by a circular problem. Potential writers are reluctant or unmotivated to write in a language that no one can read. But at the same time, why learn to read a language for which there is nothing available to read? The writers wait for the readership, while the readers wait for material. In this paper I argue that Twitter can be used effectively to support burgeoning writers of languages for which no current readership exists by partnering writers with volunteer readers who do not need to know the target language. I lay out a model for this type of work that is an effective way for outside linguists and their students to support indigenous language activists.
Research Interests:
This paper presents an overview of negation in Colonial Valley Zapotec (CVZ) based on a corpus of texts written in Valley Zapotec between 1565 and 1808. There are four negative markers in CVZ, two bound (ya=, qui=) and two free (aca,... more
This paper presents an overview of negation in Colonial Valley Zapotec (CVZ) based on a corpus of texts written in Valley Zapotec between 1565 and 1808. There are four negative markers in CVZ, two bound (ya=, qui=) and two free (aca, yaca). Standard negation employs a negative word and an optional clitic, =ti. Understanding the syntax of an historical form of Valley Zapotec allows us to make some observations about related forms in modern Valley Zapotec languages, in particular San Lucas Quiavini Zapotec (SLQZ). For example, the morpheme =ti, which is required in clausal negation in SLQZ, is not obligatory in any negative constructions in CVZ until around 1800. In Vellon 1808, the youngest text in the corpus, we observe =ti required in one type of clausal negation. This allows us to observe details of the development of the modernValley Zapotec negation system, including the fact that the remaining changes leading to obligatory =ti in clausal negation in SLQZ must have occurred within the last 200years.
Research Interests:
This article describes a tool that can be used by blind and visually impaired students in phonetics and phonology classrooms: a tactile International Phonetic Alphabet (IPA) magnet-board system. This tool consists of IPA magnets and... more
This article describes a tool that can be used by blind and visually impaired students in phonetics and phonology classrooms: a tactile International Phonetic Alphabet (IPA) magnet-board system. This tool consists of IPA magnets and phonological rule symbols that are printed and embossed, so as to be readable by both sighted and visually impaired individuals. A user of the tool can lay out phonetic and phonological data on the magnet board for communicative, organizational, or problem-solving purposes. Since the magnet board can be read both visually and tactually, it can serve as a collaborative space that can be used by both sighted and visually impaired members of the classroom. Potential uses include group work in class and as an augmentation to chalkboard problem-solving demonstrations. The tool can complement already extant options for blind and visually impaired students and facilitate collaboration between sighted and visually impaired students. Here, we describe the tool, exemplify some potential uses, and offer suggestions for further improvement.
Research Interests:
Research Interests:
There is a rich corpus of texts written in Zapotec during the Mexican colonial period that remains relatively understudied. The nature of the corpus poses significant challenges to would-be readers; for example, the texts were written... more
There is a rich corpus of texts written in Zapotec
during the Mexican colonial period that remains relatively understudied.
The nature of the corpus poses significant challenges to
would-be readers; for example, the texts were written using the Roman
alphabet with few standardized spelling conventions, resulting
in a large number of homographs and a wide range of variation
in the spelling of any particular lexical item. To facilitate access
to the corpus we developed an interrelated database of Colonial
Valley Zapotec texts and morphemes using Fieldworks Language
Explorer (FLEx). Here we describe the issues involved in creating
this database and summarize the current results, evaluating the
benefits and challenges of using FLEx for this type of corpus in
order to contribute to a growing conversation in methodologies in
digital philology.
Broadwell, George Aaron & Brook Danielle Lillehaugen. 2013. Considerations in the creation of an electronic database for Colonial Valley Zapotec. International Journal of the Linguistic Association of the Southwest 32(2): 77-110.
during the Mexican colonial period that remains relatively understudied.
The nature of the corpus poses significant challenges to
would-be readers; for example, the texts were written using the Roman
alphabet with few standardized spelling conventions, resulting
in a large number of homographs and a wide range of variation
in the spelling of any particular lexical item. To facilitate access
to the corpus we developed an interrelated database of Colonial
Valley Zapotec texts and morphemes using Fieldworks Language
Explorer (FLEx). Here we describe the issues involved in creating
this database and summarize the current results, evaluating the
benefits and challenges of using FLEx for this type of corpus in
order to contribute to a growing conversation in methodologies in
digital philology.
Broadwell, George Aaron & Brook Danielle Lillehaugen. 2013. Considerations in the creation of an electronic database for Colonial Valley Zapotec. International Journal of the Linguistic Association of the Southwest 32(2): 77-110.
Research Interests:
Research Interests: Languages and Linguistics, Typology, Language, Space and Place, Grammaticalization, Linguistics, and 7 moreFieldwork on Zapotecan languages, Descriptive Linguistics, Language Documentation, Indigenous Languages, Sociolinguistics, Field Linguistics, Zapotec, Locatives, Zapoteco, Language and Space, and Partes Del Cuerpo En Zapoteco
Research Interests:
En este artículo examinamos la actuación de locativos de partes (es decir, locativos basados en partes del cuerpo o de cualquier otro objeto) en el zapoteco del Valle de Tlacolula y en el chickasaw y especificamos su categorización... more
En este artículo examinamos la actuación de locativos de partes (es decir, locativos basados en partes del cuerpo o de cualquier otro objeto) en el zapoteco del Valle de Tlacolula y en el chickasaw y especificamos su categorización sintáctica, sus tipos de significado y la correlación (o falta de dicha correlación) entre la categorización sintáctica de una palabra locativa y su tipo de significado.
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Research Interests:
In this paper I examine the acquisition of body part (BP) locatives in Valley Zapotec (VZ). I seek to address the following questions: does the fact that the BP locatives developed from and are homophonous with body parts affect their... more
In this paper I examine the acquisition of body part (BP) locatives in Valley Zapotec (VZ). I seek to address the following questions: does the fact that the BP locatives developed from and are homophonous with body parts affect their acquisition? Are children sensitive to the grammatical differences between the BP locatives and body part nouns?
This paper reports the results of two children acquiring San Lucas Quiaviní Zapotec (SLQZ), ages 1;6 and 2;3. Their knowledge of the meanings of both the body parts and the BP locatives was tested using a forced-choice, picture identification task. The data suggest that the BP locatives are acquired as independent grammatical elements and their acquisition is not related to the acquisition of the corresponding body parts. The results are consistent with an analysis of BP locatives as prepositions.
This paper reports the results of two children acquiring San Lucas Quiaviní Zapotec (SLQZ), ages 1;6 and 2;3. Their knowledge of the meanings of both the body parts and the BP locatives was tested using a forced-choice, picture identification task. The data suggest that the BP locatives are acquired as independent grammatical elements and their acquisition is not related to the acquisition of the corresponding body parts. The results are consistent with an analysis of BP locatives as prepositions.
Research Interests:
Dizhsa Nabani is a documentary webseries that explores the relationship between Zapotec identity, language and daily life. Zapotec languages are considered threatened as they are being acquired as native languages by fewer and fewer... more
Dizhsa Nabani is a documentary webseries that explores the relationship between Zapotec identity, language and daily life. Zapotec languages are considered threatened as they are being acquired as native languages by fewer and fewer people. Community and individual identity are entwined with language, especially in Mexico, where criteria for self-identifying as belonging to an indigenous community usually includes speaking the corresponding language. Most Zapotec people today are bilingual, and under pressure from anti-indigenous discrimination, many choose to use Spanish in contexts that were previously reserved as Zapotec-language domains, including the home, the market, and town meetings. Given this sociolinguistic context, speaking Zapotec can be seen as an act of resistance. The goal of the series is to explore how language is interwoven with identity and with the vitality of the Zapotec community in San Jerónimo Tlacochahuaya, including the relationship between language and traditional farming, cooking techniques, and artistic performance and creation.
Research Interests:
Lopez, Felipe H. 2018. Liaza chaa ‘I’m going home’. (Brook Danielle Lillehaugen, translator). Latin American Literature Today 1(7). Online:
http://www.latinamericanliteraturetoday.org/en/2018/august/liaza-chaa-im-going-home-felipe-h-lopez.
http://www.latinamericanliteraturetoday.org/en/2018/august/liaza-chaa-im-going-home-felipe-h-lopez.
Research Interests:
"I would like to offer the reader a story of a journey, namely my own journey through the words of poet Felipe H. Lopez. I trust that the reader will understand that every path is different, even if it happens to lead to the same... more
"I would like to offer the reader a story of a journey, namely my own journey through the words of poet Felipe H. Lopez. I trust that the reader will understand that every path is different, even if it happens to lead to the same destination, so perhaps what I say reflects only one truth. However, I want to encourage every reader to make their own determination, since, as we know, no one returns from any journey unchanged. We tend to think that only space undergoes transformations, but that idea is not entirely true. We change as well, possibly our memory deceives us, or simply, life betrays us. This is precisely what Lopez tells us in his narrative essay 'Liaza chaa / I’m going home.'" Osiris Gómez
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"In Lopez’s poetry, we can view the context, the reasons why some of us migrate. In the poetic arena, we find the voice of an adolescent boy who leaves for the US in search of a better future, whole heartedly knowing that he was going... more
"In Lopez’s poetry, we can view the context, the reasons why some of us migrate. In the poetic arena, we find the voice of an adolescent boy who leaves for the US in search of a better future, whole heartedly knowing that he was going after a dream, almost a myth. In “A Good Dream” the poetic voice presents the universal immigrant’s plan: “I will leave poverty behind, / I will get the good things. [...] / I will earn dollars. [...] / I’m going to the Other Side.” The poet’s lucid verses invoke the aura of the mythical North, the place where you make money and suffer at the same time; some call it the American dream. This hyperbolized space, constructed by those who return to Mexico (regardless if they are US citizens or not), is poeticized in “The Money Cage,” and entering the cage alluded to in this poem also means to awake in the reality of living far away from home, of being able to return but feeling obliged to stay. The paradox of the immigrant is a poem, a curse; it is, in fact, the reality of many." Osiris Gómez
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Poem in San Lucas Quiavini Zapotec (Valley) with Spanish and English translations. http://www.acentosreview.com/may2018/felipe-h-lopez-and-brook.html
Research Interests:
This work consists of two poems written in San Lucas Quiaviní Zapotec, a Valley Zapotec language spoken in the state of Oaxaca, Mexico. The poems are presented with English and Spanish translations, notes about the poet and translator,... more
This work consists of two poems written in San Lucas Quiaviní Zapotec, a Valley Zapotec language spoken in the state of Oaxaca, Mexico. The poems are presented with English and Spanish translations, notes about the poet and translator, explanation of the translation process, and culture information.
Research Interests:
Munro, Pamela, Brook Danielle Lillehaugen, & Felipe H. Lopez, with Benjamin Paul. 2021. Cali Chiu? A Course in Valley Zapotec, 2nd edition. Haverford: Haverford College Libraries Open Educational Resources. Online:... more
Munro, Pamela, Brook Danielle Lillehaugen, & Felipe H. Lopez, with Benjamin Paul. 2021. Cali Chiu? A Course in Valley Zapotec, 2nd edition. Haverford: Haverford College Libraries Open Educational Resources. Online: https://oer.haverford.edu/cali-chiu/.
The Cali Chiu course is designed to give you a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.
The current Pressbooks version is the second edition of this course, moving the previous print version online as well as revising and expanding it in various ways. The second edition was created in 2020-2021 with funding from an Open Educational Resource grant from the Haverford College libraries.
In addition to a revision of the first edition, the second edition contains an answer key and video material for every lesson, replacing the audio material referenced in the first edition.
The Cali Chiu course is designed to give you a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.
The current Pressbooks version is the second edition of this course, moving the previous print version online as well as revising and expanding it in various ways. The second edition was created in 2020-2021 with funding from an Open Educational Resource grant from the Haverford College libraries.
In addition to a revision of the first edition, the second edition contains an answer key and video material for every lesson, replacing the audio material referenced in the first edition.
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Lillehaugen, Brook Danielle, George Aaron Broadwell, Michel R. Oudijk, Laurie Allen & Enrique Valdivia. 2013. Ticha: a digital text explorer for Colonial Zapotec, prototype version. http://ticha.haverford.edu.
Research Interests: History of Linguistics, Ethnohistory, Languages and Linguistics, Linguistics, History of Colonial Mexico, and 8 moreMesoamerican Ethnohistory, Spanish American colonial studies, Spanish and Latin American (México) Literary and Cultural Studies, Zapotec, Zapoteco, Oaxaca, Colonial Mexico, and Colonial Valley Zapotec
Ticha es un explorador digital para textos alfabéticos escritos en zapoteco, en su variante del Valle de Oaxaca, durante la época colonial de México. El proyecto relaciona imágenes de documentos en alta resolución con un análisis... more
Ticha es un explorador digital para textos alfabéticos escritos en zapoteco, en su variante del Valle de Oaxaca, durante la época colonial de México. El proyecto relaciona imágenes de documentos en alta resolución con un análisis lingüístico y etnohistórico a través de un sitio web que está abierto al público de forma libre: http://ticha.haverford.edu. Uno de los objetivos de Ticha es poner los textos alfabéticos coloniales a disposición de las personas interesadas en las lenguas y culturas zapotecas—manuscritos que muchas veces son de difícil acceso y consulta. Además, Ticha proporciona el conocimiento especializado necesario para entender los textos coloniales.
Presentaremos los motivos que crearon a Ticha y las decisiones hechas durante el proceso de diseño. Además de mostrar el contenido de Ticha, se enseñará cómo acceder a los diferentes niveles de información, desde traducciones hasta información lingüística detallada. Actualmente, la página contiene más de 50 textos manuscritos (Figura 1), además del Arte de fray Juan de Cordova (1578a) completo, con un análisis morfológico para muchas de las palabras zapotecas (disponible en formato “pop-up”) (véase Figura 2).
Uno de los objetivos de Ticha es poner disponible los documentos con sus comunidades de origen y involucrar a la comunidades en el análisis de los documentos. Entonces, presentará una opción recientemente añadida: un componente del tipo “crowd-sourcing” que permite a los usuarios contribuir con sus propias transcripciones de (partes de) los textos que aún no han sido transcritos en Ticha. Estos tipos de herramientas son importantes en proyectos de humanidades digitales que no son solo por académicos y para académicos. Para asegurar un proyecto verdaderamente multilingüe y multicultural hay que abrir los puertos de colaboración fuera de la universidad.
Bibliografía
Cordova, Fr. Juan de. 1578a. Arte del idioma zapoteco. México: En casa de Pedro Balli.
Presentaremos los motivos que crearon a Ticha y las decisiones hechas durante el proceso de diseño. Además de mostrar el contenido de Ticha, se enseñará cómo acceder a los diferentes niveles de información, desde traducciones hasta información lingüística detallada. Actualmente, la página contiene más de 50 textos manuscritos (Figura 1), además del Arte de fray Juan de Cordova (1578a) completo, con un análisis morfológico para muchas de las palabras zapotecas (disponible en formato “pop-up”) (véase Figura 2).
Uno de los objetivos de Ticha es poner disponible los documentos con sus comunidades de origen y involucrar a la comunidades en el análisis de los documentos. Entonces, presentará una opción recientemente añadida: un componente del tipo “crowd-sourcing” que permite a los usuarios contribuir con sus propias transcripciones de (partes de) los textos que aún no han sido transcritos en Ticha. Estos tipos de herramientas son importantes en proyectos de humanidades digitales que no son solo por académicos y para académicos. Para asegurar un proyecto verdaderamente multilingüe y multicultural hay que abrir los puertos de colaboración fuera de la universidad.
Bibliografía
Cordova, Fr. Juan de. 1578a. Arte del idioma zapoteco. México: En casa de Pedro Balli.
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Zapotec languages (Otomanguean) are head initial with a basic word order of VSO. In modern Zapotec languages, constituents, including arguments, may occur pre-verbally. In some modern Central Zapotec languages, including San Lucas... more
Zapotec languages (Otomanguean) are head initial with a basic word order of VSO. In modern Zapotec languages, constituents, including arguments, may occur pre-verbally. In some modern Central Zapotec languages, including San Lucas Quiaviní Zapotec and San Dionisio Ocotepec Zapotec, there are at least two preverbal positions for subjects: one usually called “topic” and the other “focus”. Lee 2006 analyzes the topic position as higher and the focus position as lower (Lee 2006: 122) and both she and Broadwell (2012) point out syntactic differences between these two constructions. However, linguists working on other Central Zapotec languages have claimed to find only one preverbal position for subjects, such as is the case for López Corona’s work (p.c.) on San Pablo Güilá Zapotec.
This paper presents data from an historical form of Zapotec from the Central branch showing that there is evidence for two distinct positions for pre-verbal subjects in Valley Zapotec at least 400 years ago. Colonial Valley Zapotec (CVZ) is attested in a corpus of documents written in Valley Zapotec during the Mexican colonial period. These documents include printed texts, created under the auspices of the Catholic Church and handwritten administrative manuscripts, such as last wills and testaments and bills of sale. Here, I examine the syntax of these pre-verbal subject in CVZ with the aim to both provide a synchronic description of the syntax in CVZ and to lay the foundation for a diachronic account of the development of focus and topic in Central Zapotec over the last 400 years.
Lillehaugen, Brook Danielle. 2016. The syntax of preverbal subjects in Colonial Valley Zapotec. To be presented at Syntax of the World’s Languages VII, Mexico City; August 2016.
This paper presents data from an historical form of Zapotec from the Central branch showing that there is evidence for two distinct positions for pre-verbal subjects in Valley Zapotec at least 400 years ago. Colonial Valley Zapotec (CVZ) is attested in a corpus of documents written in Valley Zapotec during the Mexican colonial period. These documents include printed texts, created under the auspices of the Catholic Church and handwritten administrative manuscripts, such as last wills and testaments and bills of sale. Here, I examine the syntax of these pre-verbal subject in CVZ with the aim to both provide a synchronic description of the syntax in CVZ and to lay the foundation for a diachronic account of the development of focus and topic in Central Zapotec over the last 400 years.
Lillehaugen, Brook Danielle. 2016. The syntax of preverbal subjects in Colonial Valley Zapotec. To be presented at Syntax of the World’s Languages VII, Mexico City; August 2016.
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Here we present an overview of negation in Colonial Valley Zapotec (CVZ). We provide a lexical inventory and describe negative constructions, including standard negation, negative existentials, and negative indefinites, which are of... more
Here we present an overview of negation in Colonial Valley Zapotec (CVZ). We provide a lexical inventory and describe negative constructions, including standard negation, negative existentials, and negative indefinites, which are of interest typologically (e.g. Jesperson 1917, Dahl 1979, Payne 1985). We offer some comparison to modern Valley Zapotec languages, in particular San Lucas Quiaviní Zapotec (SLQZ). We note that the morpheme =ti, which is associated with negative constructions throughout Zapotec (Galant & Foreman 2010) and required in negative constructions in SLQZ, is not obligatory in negative constructions in CVZ.
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The paper describes the construction of a database of Colonial Valley Zapotec that helps to overcome some of the difficulties of studying and reading texts in this language.
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El morfema làa' (o sus cognados) se puede encontrar en muchas variantes del zapoteco como marcador de foco. Esto es justamente lo que ocurre en el zapoteco de San Lucas Quiaviní (ZSLQ), una variedad del zapoteco del valle de Tlacolula... more
El morfema làa' (o sus cognados) se puede encontrar en muchas variantes del zapoteco como marcador de foco. Esto es justamente lo que ocurre en el zapoteco de San Lucas Quiaviní (ZSLQ), una variedad del zapoteco del valle de Tlacolula (ZVT) (Munro y Lopez, et al. 1999:149, Lee 2006).
Pero en el zapoteco de Tlacolula de Matamoros (ZTM), la situación es diferente. Aunque se puede usar làa' para marcar de foco en algunas construcciones, làa' se usa también para marcar objetos postverbales no necesariamente focalizados. A partir del análisis de cuatro narraciones con aproximadamente 220 cláusulas en total, se cuenta con 12 ocurrencias de làa'. En todas ellas,
làa' marca objetos animados postverbales. En contraste con el ZSLQ (Munro 2008), en el corpus
analizado de ZTM no hay casos de làa' (i) en posición pre-verbal, (ii) marcando sujetos, ni (iii) marcando inanimados, aunque en elicitación vemos esos usos del morfema. Propongo entonces que en el ZTM el morfema làa' está desarrollando otro uso: marcador de objeto animado.
Pero en el zapoteco de Tlacolula de Matamoros (ZTM), la situación es diferente. Aunque se puede usar làa' para marcar de foco en algunas construcciones, làa' se usa también para marcar objetos postverbales no necesariamente focalizados. A partir del análisis de cuatro narraciones con aproximadamente 220 cláusulas en total, se cuenta con 12 ocurrencias de làa'. En todas ellas,
làa' marca objetos animados postverbales. En contraste con el ZSLQ (Munro 2008), en el corpus
analizado de ZTM no hay casos de làa' (i) en posición pre-verbal, (ii) marcando sujetos, ni (iii) marcando inanimados, aunque en elicitación vemos esos usos del morfema. Propongo entonces que en el ZTM el morfema làa' está desarrollando otro uso: marcador de objeto animado.
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This poster was prepared by Lyra Piscitelli, in consultation with Felipe H. Lopez and Brook Lillehaugen. You are welcome to reuse it for educational and non-profit purposes.
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This poster was prepared by Lyra Piscitelli, in consultation with Felipe H. Lopez and Brook Lillehaugen. You are welcome to reuse it for educational and non-profit purposes.
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Zapotec Language Lessons 2.2 San Lucas Quiaviní Zapotec: At the market Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s... more
Zapotec Language Lessons 2.2
San Lucas Quiaviní Zapotec: At the market
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
Note: It will be useful to have Lessons 1.2 Numbers & 2.1 Food handy as you work on this lesson.
San Lucas Quiaviní Zapotec: At the market
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
Note: It will be useful to have Lessons 1.2 Numbers & 2.1 Food handy as you work on this lesson.
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Zapotec Language Lessons 2.1 San Lucas Quiaviní Zapotec: Food and eating Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s... more
Zapotec Language Lessons 2.1
San Lucas Quiaviní Zapotec: Food and eating
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
San Lucas Quiaviní Zapotec: Food and eating
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
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Zapotec Language Lessons 1.3 San Lucas Quiaviní Zapotec: Basic Phrases II Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s... more
Zapotec Language Lessons 1.3
San Lucas Quiaviní Zapotec: Basic Phrases II
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
San Lucas Quiaviní Zapotec: Basic Phrases II
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
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Zapotec Language Lessons 1.2 San Lucas Quiaviní Zapotec: Numbers and Age Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s... more
Zapotec Language Lessons 1.2
San Lucas Quiaviní Zapotec: Numbers and Age
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
San Lucas Quiaviní Zapotec: Numbers and Age
Prepared by Brook Danielle Lillehaugen & Felipe H. Lopez for Zapotec Language Lessons at Haverford College, Sept-Oct 2017 with funding from the Provost Office’s Ethical Engagement Initiative Curricular Development Fund
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Zapotec Language Lessons #1: San Lucas Quiaviní Zapotec: Basic Phrases I
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Curso en zapoteco de Tlacolula de Matamoros: Comiendo & Bebiendo Preparado por Dra. Brook Danielle Lillehaugen & Dr. Felipe López Hernández para el curso de zapoteco del Valle en Somos Uno Radio, Tlacolula de Matamoros el 14 de septiembre... more
Curso en zapoteco de Tlacolula de Matamoros: Comiendo & Bebiendo
Preparado por Dra. Brook Danielle Lillehaugen & Dr. Felipe López Hernández para el curso de zapoteco del Valle en Somos Uno Radio, Tlacolula de Matamoros el 14 de septiembre de 2015
Preparado por Dra. Brook Danielle Lillehaugen & Dr. Felipe López Hernández para el curso de zapoteco del Valle en Somos Uno Radio, Tlacolula de Matamoros el 14 de septiembre de 2015
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Preperado por Dra. Brook Danielle Lillehaugen & Dr. Felipe López Hernández para el curso de zapoteco del Valle en Somos Uno Radio, Tlacolula de Matamoros el 10 de agosto de 2015
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Preperado por Dra. Brook Danielle Lillehaugen & Dr. Felipe López Hernández para el curso de zapoteco del Valle en Somos Uno Radio, Tlacolula de Matamoros el 3 de agosto de 2015.
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Research Interests: Languages and Linguistics, Historical Linguistics, Semantics, Indigenous Languages, Syntax, and 11 moreGrammaticalization, Linguistics, Fieldwork in linguistics, Native Languages of the Americas, Documentary Linguistics, Fieldwork on Zapotecan languages, Prepositions, Zapotec, Locatives, Language and Space, and Mesamerican languages
Este libro contiene los resúmenes de las propuestas presentadas al II Congreso Internacional de Humanidades Digitales Hispánicas, los días 5-7 de octubre de 2015. www.hdh2015.linhd.es
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Translation of original poem by Felipe H. Lopez
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There is a rich corpus of texts written in Zapotec during the Mexican colonial period that remains relatively understudied. The nature of the corpus poses significant challenges to would-be readers; for example, the texts were written... more
There is a rich corpus of texts written in Zapotec during the Mexican colonial period that remains relatively understudied. The nature of the corpus poses significant challenges to would-be readers; for example, the texts were written using the Roman alphabet with few standardized spelling conventions, resulting in a large number of homographs and a wide range of variation in the spelling of any particular lexical item. To facilitate access to the corpus we developed an interrelated database of Colonial Valley Zapotec texts and morphemes using Fieldworks Language Explorer (FLEx). Here we describe the issues involved in creating this database and summarize the current results, evaluating the benefits and challenges of using FLEx for this type of corpus in order to contribute to a growing conversation in methodologies in digital philology.1∗ ∗ We thank the editors of the journal and the anonymous reviewers for their feedback in the preparation of this article. Preliminary versions of ...
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El desarrollo de literatura en lenguas que no son usualmente escritas por sus hablantes puede confundirse con un problema circular. Por un lado, los escritores potenciales son renuentes en escribir en su propia lengua o se encuentran... more
El desarrollo de literatura en lenguas que no son usualmente escritas por sus hablantes puede confundirse con un problema circular. Por un lado, los escritores potenciales son renuentes en escribir en su propia lengua o se encuentran desmotivados de escribir en una lengua que casi nadie puede leer. Por otro lado, los hablantes pueden preguntarse ¿por qué aprender a leer una lengua de la cual no hay nada disponible para leer? Los escritores esperan contar con un número de lectores, mientras que los lectores esperan tener material para leer. En este artículo argumento que la plataforma Twitter puede ser utilizada efectivamente para apoyar el florecimiento de escritores de lenguas de las cuales no hay lectores actuales, favoreciendo el equipo entre escritores y lectores voluntarios que no necesitan saber la lengua meta. Expongo un modelo para este tipo de trabajo, el cual puede ser una manera efectiva para los lingüistas y sus estudiantes y como apoyo a los activistas en lenguas indíge...
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The development of written literature in languages which are not usually written by their speakers can be confounded by a circular problem. Potential writers are reluctant or unmotivated to write in a language that no one can read. But at... more
The development of written literature in languages which are not usually written by their speakers can be confounded by a circular problem. Potential writers are reluctant or unmotivated to write in a language that no one can read. But at the same time, why learn to read a language for which there is nothing available to read? The writers wait for the readership, while the readers wait for material. In this paper I argue that Twitter can be used effectively to support burgeoning writers of languages for which no current readership exists by partnering writers with volunteer readers who do not need to know the target language. I lay out a model for this type of work that is an effective way for outside linguists and their students to support indigenous language activists.
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Ticha is an online, digital explorer for a corpus of Colonial Zapotec texts. Ticha will allow a user to access and explore many interlinked layers of these texts, including images of the original documents, transcriptions, translations... more
Ticha is an online, digital explorer for a corpus of Colonial Zapotec texts. Ticha will allow a user to access and explore many interlinked layers of these texts, including images of the original documents, transcriptions, translations into modern Spanish, linguistic analysis (including morphological interlinearization), and commentary. Ticha brings together data analyzed in FLEx (Fieldworks Language Explorer, fieldworks.sil.org) a system for lexical and grammatical analysis, with current TEI standards (Text Encoding Initiative, tei-c.org).
Aquí presentamos la lengua y el contenido de un testamento escrito a más tardar en 1675 perteneciente a una mujer zapoteca llamada Sebastiana de Mendoza. Ofrecemos el contexto histórico para entender cómo y por qué fue escrito y... more
Aquí presentamos la lengua y el contenido de un testamento escrito a más tardar en 1675 perteneciente a una mujer zapoteca llamada Sebastiana de Mendoza. Ofrecemos el contexto histórico para entender cómo y por qué fue escrito y preservado el documento, y resumimos lo que el manuscrito nos dice sobre la testamentaria. Hacemos observaciones sobre el léxico, la estructura y las convenciones del habla del zapoteco original y proveemos tanto un análisis morfológico como una traducción del texto zapoteco. Al tratarse de la primera publicación con análisis morfológico y la traducción al inglés de un documento completo en lengua zapoteca de la época colonial mexicana, el manuscrito que aquí presentamos no sólo nos beneficia para entender cómo se usaba el zapoteco en ese periodo, sino que también es relevante para estudio de lenguas zapotecas vivas, habladas hoy en día por aproximadamente 400 000 personas principalmente en Oaxaca.
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En este artículo, colaboran lingüistas e historiadores en la transcripción, traducción y análisis de un texto escrito en zapoteco del Valle de Oaxaca en 1614, hallado en el ramo de Tierras del Archivo General de la Nación. El documento... more
En este artículo, colaboran lingüistas e historiadores en la transcripción, traducción y análisis de un texto escrito en zapoteco del Valle de Oaxaca en 1614, hallado en el ramo de Tierras del Archivo General de la Nación. El documento fue entregado como evidencia en un litigio con respecto a un terreno entre don Gerónimo de Grijalva, cacique y principal del pueblo de San Sebastián (sujeto a San Juan Tecticpac), y miembros del pueblo de San Sebastián. En respuesta, los miembros del cabildo zapoteco presentaron treinta y cuatro fojas de instrumentos y papeles en apoyo de su reclamo. Los papeles incluyen veintidós documentos distintos escritos en zapoteco, incluyendo testamentos y documentos sobre los terrenos que pertenecían a miembros del pueblo que datan de 1568 a 1792, referentes de alguna manera de la tierra disputada. La última voluntad y el testamento de Sebastián López, analizado en el presente trabajo, es uno de los menciona- dos documentos. Este artículo resume el litigio y el testamento en detalle, señala varios elementos importantes de su rico contexto histórico y presenta una vista de conjunto del zapoteco colonial del Valle con ejemplos del documento analizado.
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This is a set for playing IPA Bingo in an Intro Ling class--- feel free to use / modify.