Teaching Macuiltianguis Zapotec Collection of Kate Riestenberg and Grupo Cultural Tagayu'

Colección de la Enseñanza del Zapoteco de Macuiltianguis de Kate Riestenberg y Grupo Cultural Tagayu'

Object Details

Collection LanguageZapotec, Macuiltianguis
Language PIDailla:119744
Title [Indigenous]
Language of Indigenous Title
TitleTeaching Macuiltianguis Zapotec Collection of Kate Riestenberg and Grupo Cultural Tagayu'
Collector(s)Riestenberg, Katherine
Depositor(s)Riestenberg, Katherine
Project/Collector Websitekateriestenberg.com
Description [Indigenous]
Language of Indigenous Description
DescriptionA set of video and audio recordings from Zapotec classes that took place at the Centro de Aprendizaje (Learning Center) in San Pablo Macuiltianguis, Oaxaca, Mexico between 2015 and 2016 under the direction of Mtra. Raquel Eufemia Cruz Manzano and the Grupo Cultural Tagayu'. The participants in the classes were mosty children from the community, ages 7-12, who were learning Zapotec as beginners. The collection includes materials used for assessing students' Zapotec learning in terms of tone, vocabulary, and general proficiency. There are also additional audio recordings created with speakers for the purpose of investigating the phonetic and phonological characteristics of this variety of Zapotec.

This material is based upon work supported by the National Science Foundation under Grant Number BCS-1451687. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
ReferencesRiestenberg, Katherine J. 2017. Acoustic salience and input frequency in L2 lexical tone learning: Evidence from a Zapotec revitalization program in San Pablo Macuiltianguis. Ph.D. dissertation, Georgetown University.
Riestenberg, Kate & Ari Sherris. 2018. Task-based teaching of Indigenous languages: Investment and methodological principles in Macuiltianguis Zapotec and Salish Qlipse revitalization. Canadian Modern Language Review. Special issue on Indigenous language teaching, learning, and identity 74(3): 434-459.