1. Geographic identity and classification

Dorig (Wetamut) is an Oceanic Austronesian language associated with Gaua Island, Banks Islands, northern Vanuatu. ISO 639-3: wwo. Its linguistic identity must be distinguished from related languages on nearby islands. An alternate name may be a local variety label, not a separate language or a synonym for all neighboring languages.

2. Archival chronology and research history

Dorig, also known as Wetamut in linguistic catalogues, is one of several distinct languages of Gaua, alongside Nume, Koro, Olrat and Lakon. Alexandre François recorded Dorig during his 2003 field campaigns, and his source-led storybook O susrig ble mraw vata Dōrig was published in 2011 for community use. The language has been studied for complex historical phonological developments and person-number morphology. François also prepared a 2026 description of negation in Dorig; the source identifies Dorig’s negative grammar as a distinctive local system.

The dates of recorded fieldwork, archives, dictionaries and comparisons should be retained; a historical population estimate must not be presented as a current census.

3. Sound systems, orthography and transcription

François’s Northern Vanuatu research uses precise IPA transcription, comparative correspondences and community spelling. For Dorig (Wetamut), a source’s original diacritics, segment boundaries and lexical identifiers should not be normalized into assumed English pronunciations. Historical phonological analysis is not equivalent to a complete, verified beginner’s alphabet or an ancient local script.

4. Grammar and morphology in verifiable records

The source comparison describes a Gaua-specific trial pronoun reflecting metathesis of earlier inherited forms. Dorig’s ‘first inclusive trial’ example is transcribed /tɔlyin/ in a historical study. This is comparative analytical notation, not a proposal to generate an entire spoken paradigm. Negation, verb morphology and clause types require source-specific examples and may not be copied from Lakon or Nume.

The documented person-number comparisons invite careful morphological analysis, but pronouns, possessives, verb patterns and sentence syntax must be established with original language-specific texts before they become full teaching paradigms.

5. Semantic and lexical documentary strategy

Language-specific vocabulary research should prioritize an original headword, spelling, source date, island variety, meaning and any available authentic phrase context. The lexical domains of sea navigation, gardening, place names, family relationships and counting require actual community source witnesses; no plausible but unattested native sentence is supplied here.

6. Cultural and community documentation

Local oral histories, island landscapes, seasonal activities, intergenerational speech, educational literacy projects and multilingual contact form potentially important contexts. Older archival claims are not necessarily descriptions of contemporary everyday language. Source speakers, editors and community collaborators should receive recognition and give appropriate permission for reuse of original stories.

7. Attributed research and bibliography

1. LACITO list of François’s Gaua field languages. https://lacito.cnrs.fr/terrains/langues-et-terrains/langues-par-famille/
2. ODSAS, François Gaua fieldnote collection. https://www.odsas.net/collection/49
3. François 2018, list of community-language storybooks. https://marama.huma-num.fr/data/AlexFrancois_2018_Pacific-documentation_LDC-sp15.pdf

For a finished original-language lesson, a reference should also specify an exact page, dictionary headword or audio timestamp. Some archived fieldnotes require restricted access and do not authorize bulk reproduction.

8. Ten distinctive language-specific investigations

1. Gaua Dorig settlements. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
2. Wetamut alternative designation. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
3. 2003 François fieldnotes. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
4. 2011 Dorig storybook. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
5. regional multilingualism. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
6. historical metathesis. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
7. inclusive trial source form. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
8. local negation grammar. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
9. contact with Lakon and Koro. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
10. original recording and publication permissions. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.

9. Structure of the ninety individual research lessons

The following nine modules each contain ten distinct objectives. Their assessments require a source witness, grammatical or lexical interpretation and explicit limits of the available evidence.

Module 1: Identity, history and source criticism, Lessons 1–10

Primary documentary anchor: Gaua Dorig settlements. Additional inquiry: Wetamut alternative designation. Each task should use original language-specific evidence.

1. Lesson 1: Autonyms and older names — Gaua Dorig settlements. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
2. Lesson 2: Island and village geography — Wetamut alternative designation. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
3. Lesson 3: Language-group classification — 2003 François fieldnotes. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
4. Lesson 4: Distinction from linguistic neighbors — 2011 Dorig storybook. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
5. Lesson 5: First fieldwork witness — regional multilingualism. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
6. Lesson 6: Later documentary publications — historical metathesis. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
7. Lesson 7: Speakers and researchers credited — inclusive trial source form. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
8. Lesson 8: Fieldwork genre and sampling — local negation grammar. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
9. Lesson 9: Historical vs contemporary conditions — contact with Lakon and Koro. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
10. Lesson 10: Verified bibliography — original recording and publication permissions. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 2: Phonology and orthographic comparison, Lessons 11–20

Primary documentary anchor: Wetamut alternative designation. Additional inquiry: 2003 François fieldnotes. Each task should use original language-specific evidence.

11. Lesson 11: Documented spelling — Wetamut alternative designation. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
12. Lesson 12: Original consonant data — 2003 François fieldnotes. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
13. Lesson 13: Documented vowel qualities — 2011 Dorig storybook. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
14. Lesson 14: Syllable shape — regional multilingualism. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
15. Lesson 15: Stress and prominence — historical metathesis. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
16. Lesson 16: Comparative phonetic notation — inclusive trial source form. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
17. Lesson 17: Source-specific diacritics — local negation grammar. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
18. Lesson 18: Sound-change evidence — contact with Lakon and Koro. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
19. Lesson 19: Authentic recorded pronunciation — original recording and publication permissions. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
20. Lesson 20: Evidence-based sound chart — Gaua Dorig settlements. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 3: Vocabulary and lexical research, Lessons 21–30

Primary documentary anchor: 2003 François fieldnotes. Additional inquiry: 2011 Dorig storybook. Each task should use original language-specific evidence.

21. Lesson 21: Lexical collection metadata — 2003 François fieldnotes. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
22. Lesson 22: Kinship vocabulary — 2011 Dorig storybook. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
23. Lesson 23: Body and health terminology — regional multilingualism. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
24. Lesson 24: Plants and ecosystems — historical metathesis. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
25. Lesson 25: Coast and maritime terminology — inclusive trial source form. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
26. Lesson 26: Households and food — local negation grammar. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
27. Lesson 27: Directions and travel — contact with Lakon and Koro. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
28. Lesson 28: Numbers and quantity — original recording and publication permissions. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
29. Lesson 29: Contact words — Gaua Dorig settlements. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
30. Lesson 30: Ten verified words — Wetamut alternative designation. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 4: Nominal and pronominal reference, Lessons 31–40

Primary documentary anchor: 2011 Dorig storybook. Additional inquiry: regional multilingualism. Each task should use original language-specific evidence.

31. Lesson 31: Personal pronoun inventory — 2011 Dorig storybook. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
32. Lesson 32: First inclusive forms — regional multilingualism. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
33. Lesson 33: Exclusive reference — historical metathesis. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
34. Lesson 34: Singular number — inclusive trial source form. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
35. Lesson 35: Dual number — local negation grammar. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
36. Lesson 36: Trial if attested — contact with Lakon and Koro. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
37. Lesson 37: Plural number — original recording and publication permissions. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
38. Lesson 38: Possession constructions — Gaua Dorig settlements. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
39. Lesson 39: Deictic reference — Wetamut alternative designation. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
40. Lesson 40: Annotated source pronouns — 2003 François fieldnotes. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 5: Verb and clause structure, Lessons 41–50

Primary documentary anchor: regional multilingualism. Additional inquiry: historical metathesis. Each task should use original language-specific evidence.

41. Lesson 41: Verb identification — regional multilingualism. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
42. Lesson 42: Predicate and argument roles — historical metathesis. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
43. Lesson 43: Verbal word formation — inclusive trial source form. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
44. Lesson 44: Tense reference — local negation grammar. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
45. Lesson 45: Aspect and modality — contact with Lakon and Koro. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
46. Lesson 46: Negation structures — original recording and publication permissions. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
47. Lesson 47: Questions — Gaua Dorig settlements. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
48. Lesson 48: Commands — Wetamut alternative designation. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
49. Lesson 49: Clause sequencing — 2003 François fieldnotes. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
50. Lesson 50: Authentic sentence analysis — 2011 Dorig storybook. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 6: Original text and translation, Lessons 51–60

Primary documentary anchor: historical metathesis. Additional inquiry: inclusive trial source form. Each task should use original language-specific evidence.

51. Lesson 51: Choose a community story — historical metathesis. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
52. Lesson 52: Identify storyteller — inclusive trial source form. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
53. Lesson 53: Original transcript notation — local negation grammar. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
54. Lesson 54: Morphological segmentation — contact with Lakon and Koro. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
55. Lesson 55: Interlinear gloss — original recording and publication permissions. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
56. Lesson 56: Literal English translation — Gaua Dorig settlements. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
57. Lesson 57: Contextual translation — Wetamut alternative designation. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
58. Lesson 58: Narrative organization — 2003 François fieldnotes. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
59. Lesson 59: Cultural interpretation — 2011 Dorig storybook. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
60. Lesson 60: Short academic text commentary — regional multilingualism. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 7: Comparison and regional history, Lessons 61–70

Primary documentary anchor: inclusive trial source form. Additional inquiry: local negation grammar. Each task should use original language-specific evidence.

61. Lesson 61: Torres–Banks subgrouping — inclusive trial source form. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
62. Lesson 62: Cognate verification — local negation grammar. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
63. Lesson 63: Historical sound changes — contact with Lakon and Koro. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
64. Lesson 64: Metathesis analysis — original recording and publication permissions. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
65. Lesson 65: Contact and borrowing — Gaua Dorig settlements. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
66. Lesson 66: Dialect distinctions — Wetamut alternative designation. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
67. Lesson 67: Documentary time depth — 2003 François fieldnotes. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
68. Lesson 68: Alternative reconstructions — 2011 Dorig storybook. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
69. Lesson 69: Evidence limitations — regional multilingualism. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
70. Lesson 70: Comparative research memo — historical metathesis. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 8: Community research ethics, Lessons 71–80

Primary documentary anchor: local negation grammar. Additional inquiry: contact with Lakon and Koro. Each task should use original language-specific evidence.

71. Lesson 71: Community intellectual agency — local negation grammar. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
72. Lesson 72: Traditional geography — contact with Lakon and Koro. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
73. Lesson 73: Oral histories — original recording and publication permissions. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
74. Lesson 74: Environmental knowledge — Gaua Dorig settlements. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
75. Lesson 75: Multilingual households — Wetamut alternative designation. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
76. Lesson 76: Reading and literacy initiatives — 2003 François fieldnotes. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
77. Lesson 77: Recording consent — 2011 Dorig storybook. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
78. Lesson 78: Author and speaker credits — regional multilingualism. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
79. Lesson 79: Reproduction rights — historical metathesis. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
80. Lesson 80: Community archive feedback — inclusive trial source form. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 9: Advanced scholarly assessment, Lessons 81–90

Primary documentary anchor: contact with Lakon and Koro. Additional inquiry: original recording and publication permissions. Each task should use original language-specific evidence.

81. Lesson 81: Annotated bibliography — contact with Lakon and Koro. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
82. Lesson 82: Orthography concordance — original recording and publication permissions. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
83. Lesson 83: Phonetic evidence sheet — Gaua Dorig settlements. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
84. Lesson 84: Original mini-lexicon — Wetamut alternative designation. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
85. Lesson 85: Pronoun comparison — 2003 François fieldnotes. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
86. Lesson 86: Clause research note — 2011 Dorig storybook. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
87. Lesson 87: Annotated narrative — regional multilingualism. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
88. Lesson 88: Historical argument — historical metathesis. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
89. Lesson 89: Documentation ethics protocol — inclusive trial source form. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
90. Lesson 90: Ninety-objective portfolio — local negation grammar. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

10. Editorial status and responsible expansion

This article comprises original encyclopedic commentary with ninety titled documentary study objectives, not ninety finished chapters, courses or native-language audio lessons. No modern speaker total, complete native paradigm, invented script or fabricated dialogue is asserted without documentary evidence. Later expansion should rely on exact original-language citations and community verification.