1. Linguistic classification and geography

ANLHE Micronesia and New Ireland taxonomy audit (November 2026): Nguluwan is recorded as a language of Ngulu Atoll in the Federated States of Micronesia and is distinct from Yapese despite the administrative and geographic relationship to Yap State. Comparative studies associate Nguluwan with the Chuukic Oceanic sphere, whereas Yapese is genealogically outside the Nuclear Micronesian branch. Individual lexical forms need original documentation. Source for comparative classification.

Nguluwan (Ngulu Atoll) is associated with Ngulu Atoll, Yap State, Federated States of Micronesia. Its documented classification is Austronesian → Oceanic → Yapesic; contact with Ulithian. Local community names should take precedence over broad regional labels. A scholarly classification or published date does not show when the language began.

2. Language history and source criticism

Nguluwan has been described in some resources as a mixed language with a largely Yapese lexicon and grammar and Ulithian phonological influence. Glottolog explicitly cautions against that as a definitive structural classification, noting that Osamu Sakiyama (2003) treats it more convincingly as a Yapese variety showing Ulithian contact influence. This is an interpretive scholarly dispute, not two proven mutually exclusive histories. Source-based instruction must preserve the distinction.

Field notebooks, language-catalogue classifications and current community practices are different kinds of evidence and must be separately attributed. No unverified contemporary population number is inferred from a historical survey.

3. Script, alphabet, phonetic and phonological evidence

The documentation is limited, so neither a definitive community-wide alphabet nor a complete phoneme inventory should be manufactured. Analyses should compare documented Ulithian influence with Yapese patterns only where actual Nguluwan forms are available, and label conventional orthography and analytical notation separately.

When a source uses the IPA, accent marks or a special transcription convention, preserve its spelling and explanatory notes. A modern Roman-script transcription is not evidence for a previously existing ancient script.

4. Grammar and language-specific interpretation

The question is how Yapese-based morphosyntax and vocabulary participate in contact with Ulithian phonological features. In the absence of a verified comprehensive Nguluwan reference grammar, detailed claims about particles, pronouns and clause constructions require primary data. A documentary syllabus can specify the research methods without pretending a complete language textbook already exists.

Do not copy examples from Chuukese, Yapese, Ulithian or any other neighboring language. If no descriptive corpus confirms a grammatical paradigm, the corresponding topic remains a documented research objective rather than a finished lesson explanation.

5. Verified examples and explicitly identified metadata

Small original-language examples are presented only where the cited materials support them. Codes and proper names are identified explicitly so that catalogue metadata cannot be mistaken for vocabulary.

• nuw: ISO 639-3 code; metadata only.
• ngul1236: Glottocode; bibliographic identifier.
• Ngulu: atoll name; not an attested sentence.

6. Social and cultural knowledge in context

Maritime travel, island ecology, household life, migration and contact with neighboring communities may help interpret archival vocabulary and oral traditions. These historical themes require community testimony and should never be attributed wholesale to present-day speakers without evidence. Community rights and permissions are relevant to publishing fuller texts.

7. Bibliographic and archival witness list

• Glottolog, Nguluwan classification discussion and Sakiyama 2003. https://glottolog.org/resource/languoid/id/ngul1236
• ASJP, Nguluwan wordlist metadata and source attribution. https://asjp.clld.org/languages/NGULUWAN
• Nguluwan language overview, classifications and conflicting analysis. https://arc.dbs.org/data/languages/nuw/

Source listings enable readers to verify specific statements. A whole book citation does not authenticate an invented dialogue, and future lesson expansions should attach the exact page, entry or recording identifier.

8. Ninety separately named documentary research lessons

The curriculum uses nine modules of ten evidence-led topics and is suitable for gradual expansion into fully documented educational materials. In a source-poor language, some lessons teach methods for investigating unanswered questions rather than asserting facts not present in the archives.

Module 1. Identity, homeland and documented historical context — Lessons 1–10

Original research anchor: Ngulu atoll. Secondary anchor: Yapese language relationship. Specificity and provenance are required in each exercise.

1. Lesson 1: Native and regional designation — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
2. Lesson 2: Community geography — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
3. Lesson 3: Language family and subgroups — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
4. Lesson 4: Dialect and language boundaries — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
5. Lesson 5: First primary witness — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
6. Lesson 6: Later documentary record — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
7. Lesson 7: Historical fieldworker roles — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
8. Lesson 8: Named community contributors — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
9. Lesson 9: Research chronology — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
10. Lesson 10: Language-identity source report — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 2. Writing system and authentic phonology — Lessons 11–20

Original research anchor: Yapese language relationship. Secondary anchor: Ulithian influence. Specificity and provenance are required in each exercise.

11. Lesson 11: Latin-script documentary writing — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
12. Lesson 12: Source consonant evidence — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
13. Lesson 13: Source vowels and length — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
14. Lesson 14: Consonant clusters if documented — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
15. Lesson 15: Stress or tone where recorded — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
16. Lesson 16: Phonetic versus phonemic analyses — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
17. Lesson 17: Spelling variation by source — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
18. Lesson 18: Language contact in sounds — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
19. Lesson 19: Source audio comparison — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
20. Lesson 20: Documented sound-system table — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 3. Real vocabulary and semantic domains — Lessons 21–30

Original research anchor: Ulithian influence. Secondary anchor: Sakiyama 2003. Specificity and provenance are required in each exercise.

21. Lesson 21: Original dictionary entries — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
22. Lesson 22: Terms for people and body — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
23. Lesson 23: Family and kinship lexicon — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
24. Lesson 24: Fishing and ocean terminology — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
25. Lesson 25: Local environmental knowledge — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
26. Lesson 26: Plant and food semantics — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
27. Lesson 27: Movement and spatial reference — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
28. Lesson 28: Numerals and classifiers — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
29. Lesson 29: Borrowed vocabulary — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
30. Lesson 30: Cited lexical portfolio — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 4. Nominal systems and reference — Lessons 31–40

Original research anchor: Sakiyama 2003. Secondary anchor: Glottolog caveat. Specificity and provenance are required in each exercise.

31. Lesson 31: Nouns and nominal heads — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
32. Lesson 32: Person reference — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
33. Lesson 33: Singular and plural — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
34. Lesson 34: Dual forms where documented — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
35. Lesson 35: Inclusive and exclusive when attested — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
36. Lesson 36: Determiners — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
37. Lesson 37: Deixis and demonstratives — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
38. Lesson 38: Possessive classes — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
39. Lesson 39: Kinship possession — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
40. Lesson 40: Nominal example annotation — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 5. Morphology and sentence structure — Lessons 41–50

Original research anchor: Glottolog caveat. Secondary anchor: mixed-language claim. Specificity and provenance are required in each exercise.

41. Lesson 41: Word classes — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
42. Lesson 42: Verb representation — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
43. Lesson 43: Tense and temporal interpretation — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
44. Lesson 44: Aspectual distinctions — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
45. Lesson 45: Negation — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
46. Lesson 46: Questions — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
47. Lesson 47: Commands and requests — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
48. Lesson 48: Transitivity and roles — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
49. Lesson 49: Clause ordering — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
50. Lesson 50: Original-text clause analysis — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 6. Authentic texts and source methods — Lessons 51–60

Original research anchor: mixed-language claim. Secondary anchor: phonological contact. Specificity and provenance are required in each exercise.

51. Lesson 51: Locate original passage — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
52. Lesson 52: Speaker or contributor — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
53. Lesson 53: Record original notation — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
54. Lesson 54: Identify word boundaries — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
55. Lesson 55: Create source glosses — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
56. Lesson 56: Compare literal and free translation — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
57. Lesson 57: Genre and audience — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
58. Lesson 58: Discourse organization — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
59. Lesson 59: Interpret cultural context — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
60. Lesson 60: Prepare annotated excerpt — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 7. History, dialect comparison and contact — Lessons 61–70

Original research anchor: phonological contact. Secondary anchor: limited original corpus. Specificity and provenance are required in each exercise.

61. Lesson 61: Historical comparison method — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
62. Lesson 62: Evidence for cognacy — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
63. Lesson 63: Borrowing versus inheritance — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
64. Lesson 64: Dialect differences — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
65. Lesson 65: Sound-change arguments — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
66. Lesson 66: Lexical replacement — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
67. Lesson 67: Migration and contact — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
68. Lesson 68: Documentary bias and sampling — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
69. Lesson 69: Uncertain reconstructions — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
70. Lesson 70: Historical synthesis — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 8. Community, transmission and ethical archiving — Lessons 71–80

Original research anchor: limited original corpus. Secondary anchor: source-dated status. Specificity and provenance are required in each exercise.

71. Lesson 71: Community historical agency — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
72. Lesson 72: Oral-knowledge stewardship — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
73. Lesson 73: Island ecosystems — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
74. Lesson 74: Social register and age — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
75. Lesson 75: Multilingual context — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
76. Lesson 76: Educational materials — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
77. Lesson 77: Respecting restrictions — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
78. Lesson 78: Correct attribution — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
79. Lesson 79: Community review — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
80. Lesson 80: Long-term archive strategy — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 9. Research portfolio and evaluation — Lessons 81–90

Original research anchor: source-dated status. Secondary anchor: community consultation. Specificity and provenance are required in each exercise.

81. Lesson 81: Annotated sources — source-dated status. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
82. Lesson 82: Original orthography table — community consultation. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
83. Lesson 83: Sound evidence analysis — Ngulu atoll. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
84. Lesson 84: Verified lexicon — Yapese language relationship. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
85. Lesson 85: Pronoun research note — Ulithian influence. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
86. Lesson 86: Verbal analysis — Sakiyama 2003. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
87. Lesson 87: One cited text excerpt — Glottolog caveat. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
88. Lesson 88: Comparative research essay — mixed-language claim. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
89. Lesson 89: Ethics and permissions audit — phonological contact. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
90. Lesson 90: Final 90-objective synthesis — limited original corpus. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

9. Academic editorial declaration

This profile contains historical and linguistic analysis and a curriculum of ninety research objectives. It does not claim the existence of ninety completed audiovisual lessons or full native-language dialogues. Any subsequent detailed lesson must be checked for source accuracy, language identification, original orthography, community attribution, and quotation or reproduction rights before publication.