1. Language, geography and identity

Makatea and Tongamea communities on Emae Island, Shepherd Islands, Vanuatu. Fakamae, also called Emae or Mae in literature, is a Polynesian Outlier language alongside other languages spoken on Emae Island. Arthur Capell documented the language in his 1962 monograph The Polynesian Language of Mae (Emwae), including a grammatical outline and texts. Subsequent community-oriented research explores ongoing transmission and language contact with Namakura, Nakanamanga and Bislama. Different languages used on Emae must not be treated as dialects of Fakamae.

Language names and regional varieties are presented according to community-sensitive scholarly descriptions. A source’s publication date is not evidence of the language’s origin date, and historical speaker estimates are not current demographic facts.

2. Alphabet, authentic orthography and sound systems

Capell’s orthographic conventions and reconstructed forms should be distinguished from phonetic transcription and contemporary community practice. Original double-vowel signs and consonant spellings in an archival entry must be reproduced as recorded and checked against the source before pedagogical use.

Students must distinguish alphabetic characters, phonetic transcription and analytic notation. Old and contemporary spelling systems may encode different features. Unsupported hypotheses about a pre-contact writing system are excluded.

3. Nouns, verbs, grammar and syntax

Capell’s sketch provides evidence concerning word order, verbal marking and negation. Catriona Malau and Amy Dewar’s 2025 study compares possessive constructions across Vanuatu Polynesian Outliers and reports that Fakamae does not preserve the same a/o possessive opposition as Futuna-Aniwa. Language contact should be studied with older and more recent examples rather than assumed.

For every grammatical claim, document the relevant original-language evidence before generating English explanatory examples. Source limitations are substantive information, not gaps to conceal with plausible but invented language material.

4. Historically documented lexical sample

This selective lexicon uses only forms traceable to the sources indicated below. Definitions are concise summaries of the archival glosses and may not reflect every contextual sense.

• afi: fire.
• arero: tongue.
• fenua: land or island.
• feke: octopus.
• ariki: chief.
• rua: two.

These isolated words do not authorize construction of unattested sentences or paradigms. All expanded examples require independent checking against the full edition.

5. Community life, historical use and language contact

Island geography, kinship, voyages, local ecology, settlement mobility and changing contact languages can all bear on lexical usage. Rather than implying a static culture, the encyclopedia asks how distinct decades of source collection shape observations. Community collaborators should be credited and knowledge restrictions respected.

6. Source register and scholarly bibliography

• Capell (1962), The Polynesian Language of Mae (Emwae). https://glottolog.org/resource/reference/id/158579
• POLLEX: Capell’s attested Emae entries. https://pollex.eva.mpg.de/source/8/
• Malau and Dewar (2025), Vanuatu Polynesian Outlier possession. https://nzlingsoc.org/journal_article/change-and-variation-in-the-possessive-systems-of-the-vanuatu-polynesian-outliers/

These links identify the scholarly witnesses or source data. They are not claims that every original sentence has been independently rechecked against the printed page. Add exact page or recording details before issuing finished instructional workbooks.

7. Nine-module learning design

Each module has ten distinct topics, yielding ninety numbered documentary lessons. Evidence requirements, source criticism, phonological literacy and respectful research methods are integrated throughout.

Module 1: Historical geography and identity — Lessons 1 to 10

Module focus: Makatea and Tongamea, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

1. Lesson 1: community name — Makatea and Tongamea. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
2. Lesson 2: atoll or island geography — Capell 1962. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
3. Lesson 3: language affiliation — Emae identity. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
4. Lesson 4: related-language distinction — Namakura contact. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
5. Lesson 5: documentary time line — Nakanamanga contact. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
6. Lesson 6: source bibliographies — Bislama use. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
7. Lesson 7: fieldwork history — possessive change. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
8. Lesson 8: community voice — negation. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
9. Lesson 9: historical contact — oral texts. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
10. Lesson 10: evidence-quality audit — community transmission. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 2: Writing and phonology — Lessons 11 to 20

Module focus: Capell 1962, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

11. Lesson 11: original orthography — Capell 1962. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
12. Lesson 12: consonant inventory — Emae identity. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
13. Lesson 13: vowel inventory — Namakura contact. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
14. Lesson 14: length notation — Nakanamanga contact. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
15. Lesson 15: syllabification — Bislama use. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
16. Lesson 16: stress evidence — possessive change. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
17. Lesson 17: dialectal spelling — negation. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
18. Lesson 18: transcription choices — oral texts. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
19. Lesson 19: audio cross-checking — community transmission. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
20. Lesson 20: citation fidelity — Makatea and Tongamea. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 3: Authentic vocabulary — Lessons 21 to 30

Module focus: Emae identity, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

21. Lesson 21: headword organization — Emae identity. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
22. Lesson 22: body parts — Namakura contact. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
23. Lesson 23: kinship terminology — Nakanamanga contact. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
24. Lesson 24: land and sea — Bislama use. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
25. Lesson 25: weather words — possessive change. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
26. Lesson 26: movement verbs — negation. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
27. Lesson 27: agricultural lexicon — oral texts. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
28. Lesson 28: numerals — community transmission. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
29. Lesson 29: loanwords — Makatea and Tongamea. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
30. Lesson 30: ten-word verified glossary — Capell 1962. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 4: Pronouns and nominal relations — Lessons 31 to 40

Module focus: Namakura contact, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

31. Lesson 31: first-person categories — Namakura contact. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
32. Lesson 32: second-person categories — Nakanamanga contact. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
33. Lesson 33: third-person categories — Bislama use. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
34. Lesson 34: number contrasts — possessive change. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
35. Lesson 35: inclusion distinctions — negation. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
36. Lesson 36: nominal heads — oral texts. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
37. Lesson 37: demonstratives — community transmission. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
38. Lesson 38: possession — Makatea and Tongamea. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
39. Lesson 39: case and role — Capell 1962. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
40. Lesson 40: documented noun phrase — Emae identity. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 5: Verbs and morphosyntax — Lessons 41 to 50

Module focus: Nakanamanga contact, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

41. Lesson 41: verbal lexemes — Nakanamanga contact. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
42. Lesson 42: aspectual evidence — Bislama use. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
43. Lesson 43: temporal marking — possessive change. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
44. Lesson 44: mood — negation. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
45. Lesson 45: negation — oral texts. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
46. Lesson 46: interrogatives — community transmission. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
47. Lesson 47: transitivity — Makatea and Tongamea. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
48. Lesson 48: word order — Capell 1962. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
49. Lesson 49: derivation — Emae identity. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
50. Lesson 50: clause analysis — Namakura contact. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 6: Attested texts and discourse — Lessons 51 to 60

Module focus: Bislama use, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

51. Lesson 51: locate original text — Bislama use. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
52. Lesson 52: identify storyteller — possessive change. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
53. Lesson 53: historical setting — negation. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
54. Lesson 54: source segmentation — oral texts. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
55. Lesson 55: word-by-word gloss — community transmission. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
56. Lesson 56: literal translation — Makatea and Tongamea. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
57. Lesson 57: idiomatic translation — Capell 1962. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
58. Lesson 58: narrative structure — Emae identity. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
59. Lesson 59: genre — Namakura contact. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
60. Lesson 60: commentary — Nakanamanga contact. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 7: Comparative and historical study — Lessons 61 to 70

Module focus: possessive change, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

61. Lesson 61: cognate methodology — possessive change. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
62. Lesson 62: ancestral forms — negation. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
63. Lesson 63: borrowing diagnostics — oral texts. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
64. Lesson 64: phonological innovation — community transmission. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
65. Lesson 65: lexical replacement — Makatea and Tongamea. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
66. Lesson 66: island-to-island interaction — Capell 1962. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
67. Lesson 67: dated descriptions — Emae identity. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
68. Lesson 68: speaker variety — Namakura contact. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
69. Lesson 69: limits of inference — Nakanamanga contact. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
70. Lesson 70: historical case study — Bislama use. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 8: Cultural ecology and responsible documentation — Lessons 71 to 80

Module focus: negation, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

71. Lesson 71: maritime life — negation. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
72. Lesson 72: local ecology — oral texts. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
73. Lesson 73: kinship narratives — community transmission. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
74. Lesson 74: language transmission — Makatea and Tongamea. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
75. Lesson 75: migration — Capell 1962. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
76. Lesson 76: contact languages — Emae identity. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
77. Lesson 77: religious and ceremonial register — Namakura contact. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
78. Lesson 78: archival metadata — Nakanamanga contact. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
79. Lesson 79: speaker consent — Bislama use. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
80. Lesson 80: community-led scholarship — possessive change. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

Module 9: Advanced research portfolio — Lessons 81 to 90

Module focus: oral texts, assessed in relation to Fakamae (Emae) and its actual research record. Each lesson develops a separately identifiable competence with a citation trail and clear uncertainty annotations.

81. Lesson 81: annotated bibliography — oral texts. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
82. Lesson 82: orthography table — community transmission. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
83. Lesson 83: phonological contrast analysis — Makatea and Tongamea. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
84. Lesson 84: lexicon study — Capell 1962. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
85. Lesson 85: pronoun study — Emae identity. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
86. Lesson 86: verbal study — Namakura contact. Present an evidence-based research question and list what original speaker or archival data would be needed to answer it. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
87. Lesson 87: annotated text — Nakanamanga contact. Extract only directly attested forms from the named source and include original spelling, gloss, attribution and page or entry identifier. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
88. Lesson 88: comparison of sources — Bislama use. Compare the source treatment with a related documented phenomenon and explain why borrowing a neighboring language’s forms would be invalid. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
89. Lesson 89: documentation ethics — possessive change. Prepare a short annotated evidence table distinguishing observation, descriptive interpretation and unverified hypothesis. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.
90. Lesson 90: final scholarly synthesis — negation. Identify a relevant passage or lexical entry, assess its historical setting and state at least one source limitation. Expected submission: a cited document note, specific linguistic interpretation, and careful statement of what remains unknown.

8. Evidence boundaries and editorial integrity

No undocumented grammar form, invented local sentence, fabricated antiquity or current speaker population is supplied as fact. Where available sources are limited to basic vocabulary, lessons on morphology and discourse are proposals for further verified research rather than a false claim of complete documentation. Respect manuscript permissions and speaker authorship in any future learning materials.