1. Linguistic and community identity

ANLHE Solomon Islands comparative taxonomy audit (November 2026): Babatana (Mbambatana) belongs to the Central-East Choiseul language grouping. Tryon’s 1983 classification treats Babatana, Katazi, Sengga, Liömumbi and Avasö as closely related varieties grouped under one language category. Distinct contemporary labels and ISO entries may not match this historical dialect grouping; this is a classification comparison, not a claim of exact synonymy. Reference classification and documentation.

Babatana is historically associated with Choiseul Island, Solomon Islands and has ISO 639-3 code baa. Babatana is an Oceanic language of Choiseul and should not be reduced to Ririo, which has its own history of contact. Owen G. Whaley’s 1962 short phonology study, based on work with Esau Tuza in Auckland, is an important source: its source sample is restricted and should not be treated as an exhaustive modern dialect survey.

2. Language-specific writing and sound evidence

Whaley’s 1962 analysis sets up 23 segmental phonemes, 16 consonants and seven vowels. The author explicitly states that he had not resolved whether several length-and-stress contrasts were phonological length, stress or both. The contrast of quru ‘spear fish’ and qú:ru ‘pound nuts’ demonstrates the analytical issue. It must not be rephrased as a fully solved modern stress rule.

Modern scholarly spelling is not evidence for an independently attested ancient writing system. Historical quotations must retain accents, IPA symbols and original source context.

3. Grammatical characteristics and cautious explanation

The phoneme article is not a complete grammar. Sidney Ray’s 1926 thirteen-page sketch and Malcolm Ross’s unpublished notes are separate research witnesses. Pronouns, verb morphology, possession and syntax need source-supported investigation. The Choiseul bibliography identifies related but nonidentical Tunöe, Katazi, Lömaumbi and Avasö varieties.

Use complete original source sentences before creating examples or translation tasks. If a grammatical paradigm is not documented, describe the question and source needed rather than supplying fabricated forms.

4. Selected authentic evidence and metadata

• quru: spear fish in Whaley’s 1962 transcription.
• qú:ru: pound nuts, phonetic contrast in Whaley 1962.
• tulu: mute.
• tú:lu: three.
• mana: past tense.
• má:na: blessing.

Items identified as language codes or place names are not taught as ordinary words. These are deliberately limited examples rather than a complete vocabulary.

5. Community life, cultural history and scholarly ethics

Language structures and lexical meaning may reflect navigation, coastline geography, households, local knowledge and language contact. Dated fieldwork cannot be used as a current speaker census. Speaker credit and archive permissions are required for reuse of substantial narratives or recordings.

6. Named scholarly sources

1. Whaley 1962, Babatana Segmental Phonemes, original article. https://nzlingsoc.org/wp-content/uploads/2024/09/Whaley-1962.pdf
2. Surrey Morphology Group, Choiseul Babatana bibliography. https://www.smg.surrey.ac.uk/languages/northwest-solomonic/bibliography/choiseul/

7. Ten language-specific research anchors

1. Choiseul linguistic setting: explain documentary context and identify one original source for further verification.
2. Esau Tuza speaker testimony: explain documentary context and identify one original source for further verification.
3. Whaley 1962 research: explain documentary context and identify one original source for further verification.
4. 16 consonants: explain documentary context and identify one original source for further verification.
5. seven vowels: explain documentary context and identify one original source for further verification.
6. stress and length uncertainty: explain documentary context and identify one original source for further verification.
7. Sydney Ray 1926 sketch: explain documentary context and identify one original source for further verification.
8. Tunöe and Katazi variation: explain documentary context and identify one original source for further verification.
9. Babatana and Ririo contact: explain documentary context and identify one original source for further verification.
10. phonetic minimal contrasts: explain documentary context and identify one original source for further verification.

8. Ninety individually numbered documentary objectives

Nine modules, ten lessons each. The exercises introduce original-language evidence only when available and otherwise explicitly designate source-collection tasks.

Module 1. Community, historical geography and scholarship, lessons 1–10

Distinctive documentary focus: Choiseul linguistic setting, with reference to Esau Tuza speaker testimony. Preserve exact speaker and source attribution.

1. Lesson 1: Local name — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
2. Lesson 2: Geography and varieties — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
3. Lesson 3: Genealogical affiliation — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
4. Lesson 4: Neighboring speech communities — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
5. Lesson 5: First documented witness — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
6. Lesson 6: Subsequent source chronology — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
7. Lesson 7: Researcher and speaker attribution — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
8. Lesson 8: Historical genre — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
9. Lesson 9: Evidence limitations — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
10. Lesson 10: Bibliography — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 2. Orthography and original pronunciation, lessons 11–20

Distinctive documentary focus: Esau Tuza speaker testimony, with reference to Whaley 1962 research. Preserve exact speaker and source attribution.

11. Lesson 11: Source alphabet — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
12. Lesson 12: Consonants — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
13. Lesson 13: Vowels — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
14. Lesson 14: Length and stress — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
15. Lesson 15: Syllable structure — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
16. Lesson 16: Phonetic notation — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
17. Lesson 17: Comparative sound evidence — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
18. Lesson 18: Editorial spellings — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
19. Lesson 19: Sound recording verification — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
20. Lesson 20: Phonology report — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 3. Real lexicon and meanings, lessons 21–30

Distinctive documentary focus: Whaley 1962 research, with reference to 16 consonants. Preserve exact speaker and source attribution.

21. Lesson 21: Dictionary source — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
22. Lesson 22: Body parts — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
23. Lesson 23: Kinship terms — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
24. Lesson 24: Island ecology — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
25. Lesson 25: Sea and fishing — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
26. Lesson 26: Food and subsistence — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
27. Lesson 27: Spatial directions — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
28. Lesson 28: Numeral structure — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
29. Lesson 29: Contact-derived words — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
30. Lesson 30: Ten verified entries — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 4. Pronominal and nominal constructions, lessons 31–40

Distinctive documentary focus: 16 consonants, with reference to seven vowels. Preserve exact speaker and source attribution.

31. Lesson 31: Noun phrase — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
32. Lesson 32: Person forms — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
33. Lesson 33: Singular — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
34. Lesson 34: Dual if attested — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
35. Lesson 35: Paucal if attested — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
36. Lesson 36: Plural — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
37. Lesson 37: Articles — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
38. Lesson 38: Possession — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
39. Lesson 39: Demonstratives — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
40. Lesson 40: Annotated nominal expression — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 5. Verbal grammar and clause analysis, lessons 41–50

Distinctive documentary focus: seven vowels, with reference to stress and length uncertainty. Preserve exact speaker and source attribution.

41. Lesson 41: Verb classes — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
42. Lesson 42: Transitivity — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
43. Lesson 43: Temporal expression — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
44. Lesson 44: Aspect — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
45. Lesson 45: Negation — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
46. Lesson 46: Questions — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
47. Lesson 47: Imperatives — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
48. Lesson 48: Argument coding — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
49. Lesson 49: Complex clauses — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
50. Lesson 50: Real clause analysis — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 6. Authentic texts and translation, lessons 51–60

Distinctive documentary focus: stress and length uncertainty, with reference to Sydney Ray 1926 sketch. Preserve exact speaker and source attribution.

51. Lesson 51: Locate an original — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
52. Lesson 52: Provenance — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
53. Lesson 53: Copy source spelling — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
54. Lesson 54: Segmentation — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
55. Lesson 55: Glossing — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
56. Lesson 56: Literal translation — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
57. Lesson 57: Contextual translation — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
58. Lesson 58: Discourse analysis — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
59. Lesson 59: Cultural reference — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
60. Lesson 60: Annotated text — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 7. Comparative and historical research, lessons 61–70

Distinctive documentary focus: Sydney Ray 1926 sketch, with reference to Tunöe and Katazi variation. Preserve exact speaker and source attribution.

61. Lesson 61: Subgrouping — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
62. Lesson 62: Cognate evidence — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
63. Lesson 63: Sound correspondence — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
64. Lesson 64: Contact and loans — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
65. Lesson 65: Dialect variation — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
66. Lesson 66: Source dates — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
67. Lesson 67: Historical change — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
68. Lesson 68: Alternative analyses — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
69. Lesson 69: Reconstruction limits — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
70. Lesson 70: Comparative essay — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 8. Community ethics and documentation, lessons 71–80

Distinctive documentary focus: Tunöe and Katazi variation, with reference to Babatana and Ririo contact. Preserve exact speaker and source attribution.

71. Lesson 71: Community agency — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
72. Lesson 72: Oral heritage — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
73. Lesson 73: Coastal environment — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
74. Lesson 74: Migration narratives — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
75. Lesson 75: Education — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
76. Lesson 76: Multilingualism — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
77. Lesson 77: Audio permissions — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
78. Lesson 78: Speaker attribution — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
79. Lesson 79: Community corrections — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
80. Lesson 80: Responsible archive — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 9. Advanced scholarly portfolio, lessons 81–90

Distinctive documentary focus: Babatana and Ririo contact, with reference to phonetic minimal contrasts. Preserve exact speaker and source attribution.

81. Lesson 81: Annotated bibliography — Babatana and Ririo contact. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
82. Lesson 82: Orthography table — phonetic minimal contrasts. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
83. Lesson 83: Phonetic analysis — Choiseul linguistic setting. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
84. Lesson 84: Verified wordbook — Esau Tuza speaker testimony. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
85. Lesson 85: Nominal analysis — Whaley 1962 research. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
86. Lesson 86: Verb evidence — 16 consonants. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
87. Lesson 87: Original annotated passage — seven vowels. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
88. Lesson 88: Comparative report — stress and length uncertainty. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
89. Lesson 89: Ethics plan — Sydney Ray 1926 sketch. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
90. Lesson 90: Final ninety-lesson dossier — Tunöe and Katazi variation. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

9. Editorial integrity and status

These ninety objectives form an academically oriented curriculum outline, not ninety independently completed textbook lessons. Unverified native dialogue, invented ancient alphabets and unsupported present-day speaker counts are excluded. Full future lessons need original page/entry references, appropriate intellectual property permissions and community review wherever practicable.