1. Language identity, geography and linguistic family

ANLHE Solomon Islands comparative taxonomy audit (November 2026): Birao (Mbirao) is a distinct Oceanic language of Guadalcanal, grouped within the Guadalcanal subgroup of Southeast Solomonic in the historical classification. Its close relationship to Talise and Malango does not make those names synonymous or justify supplying unverified Birao grammar from another language. Reference classification and documentation.

Birao (Mbirao) is associated with eastern Guadalcanal, Solomon Islands and belongs to Austronesian > Oceanic > Southeast Solomonic > Guadalcanal. ISO 639-3 code: brr. Local names, research spelling and distinct neighbor languages should be preserved in citations and never confused with an unrelated similarly named vernacular.

2. Historical documentation and scholarly authority

Tryon and Hackman’s 1983 historical survey gives Birao, also represented as Mbirao, a separate comparative list. Solomon Islands government consultation documents discuss how Birao and ʻAreʻare multilingual contact occurs in Marau communities, including speakers’ own descriptions of mutual language knowledge associated with intermarriage. These are grounded sociolinguistic testimonies in their respective report context rather than a grammatical corpus or present-day population census.

Fieldwork observation, translated literature, survey lists and published reference grammars provide different degrees of evidence. Dates of documentary publication are not language-origin dates or verified present-day speaker counts.

3. Orthographic systems and genuine pronunciation evidence

The main retrieved comparative Birao list derives from Tryon and Hackman. A short comparative wordlist cannot verify a complete modern orthographic standard or allophonic inventory; the recorded forms must retain their original notation.

Scientific transcriptions in Roman script do not demonstrate a historic independent script. The IPA, morpheme boundaries and original spellings must remain intact where a form is quoted.

4. Noun, verb and clause grammar

The sources are strong for language classification and a specific community contact setting, but they do not supply a full independent reference grammar verified for this profile. Clausal, pronominal and possessive analysis is therefore presented as documentary research, not a series of invented example sentences.

Any future native-language sentence must be individually traceable to the language’s own corpus and source location. Language-family resemblance is not proof of exact grammar in an underdocumented vernacular.

5. Original-language evidence and source verification

The sources listed below have authentic entries and/or texts; this edition does not invent native-language quotations. Future wordbook entries should record original spelling, meaning, local variety, speaker or compiler, and an exact page or recording reference.

6. Language ecology, society and ethical documentation

Island geography, maritime knowledge, cultivation, kinship, education, oral history and multilingual interaction are useful topics only where the language’s own documents attest them. Attribution to community language contributors, respect for recording consent and appropriate archiving are essential; older ethnographic reports are not timeless generalizations about living communities.

7. Named scholarly source references

1. ABVD Birao comparative entry. https://www.wals.info/languages/548
2. Solomon Islands government consultation, Marau bilingualism testimony. https://solomons.gov.sb/wp-content/uploads/2022/07/FINAL-Volume-1.pdf
3. Tryon and Hackman 1983 comparative language survey. https://cdstar.eva.mpg.de/bitstreams/EAEA0-E597-FB7F-873A-0/Tryon1983.pdf

These works establish the historical and linguistic basis for the overview. Individual native-language examples require more precise source citations than an overall bibliography alone.

8. Ten especially important language-specific research themes

1. Birao and Mbirao naming. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
2. eastern Guadalcanal geography. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
3. Tryon–Hackman wordlist. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
4. Marau contact communities. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
5. ʻAreʻare bilingualism. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
6. historical intermarriage testimony. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
7. language identity versus ancestry. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
8. community questionnaire limits. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
9. source-based orthography. Identify a primary documentary witness and assess its language-specific scope and uncertainty.
10. corpus collection priorities. Identify a primary documentary witness and assess its language-specific scope and uncertainty.

9. Ninety source-based research lessons

Nine modules of ten lessons each. Each lesson identifies a distinct objective, a language-specific research anchor and an original-source assignment. Where available data are sparse, the activity is a documented research problem rather than a false statement of completed grammar knowledge.

Module 1: Language identity, historical record and critical bibliography — Lessons 1 to 10

Special investigation: Birao and Mbirao naming. Secondary context: eastern Guadalcanal geography. Deliverables require a real source quotation or an explicit source gap statement.

1. Lesson 1: Community and endonym — Birao and Mbirao naming. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
2. Lesson 2: Geographic distribution — eastern Guadalcanal geography. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
3. Lesson 3: Genealogical subgrouping — Tryon–Hackman wordlist. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
4. Lesson 4: Distinguish named neighboring languages — Marau contact communities. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
5. Lesson 5: First documented scholarly witness — ʻAreʻare bilingualism. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
6. Lesson 6: Research and manuscript chronology — historical intermarriage testimony. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
7. Lesson 7: Community researcher attribution — language identity versus ancestry. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
8. Lesson 8: Genre and sampling bias — community questionnaire limits. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
9. Lesson 9: Historical and present-day claims — source-based orthography. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
10. Lesson 10: Annotated reference register — corpus collection priorities. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 2: Alphabet, orthography and phonological evidence — Lessons 11 to 20

Special investigation: eastern Guadalcanal geography. Secondary context: Tryon–Hackman wordlist. Deliverables require a real source quotation or an explicit source gap statement.

11. Lesson 11: Source grapheme systems — eastern Guadalcanal geography. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
12. Lesson 12: Consonant descriptions — Tryon–Hackman wordlist. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
13. Lesson 13: Vowel qualities — Marau contact communities. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
14. Lesson 14: Phonetic and phonemic notation — ʻAreʻare bilingualism. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
15. Lesson 15: Syllable patterns — historical intermarriage testimony. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
16. Lesson 16: Length, stress or prominence evidence — language identity versus ancestry. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
17. Lesson 17: Morphophonological alternation — community questionnaire limits. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
18. Lesson 18: Orthography across sources — source-based orthography. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
19. Lesson 19: Audio-based evidence — corpus collection priorities. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
20. Lesson 20: Phonological synthesis — Birao and Mbirao naming. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 3: Words, semantics and original lexicography — Lessons 21 to 30

Special investigation: Tryon–Hackman wordlist. Secondary context: Marau contact communities. Deliverables require a real source quotation or an explicit source gap statement.

21. Lesson 21: Headword and source attribution — Tryon–Hackman wordlist. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
22. Lesson 22: Person and family terms — Marau contact communities. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
23. Lesson 23: Body-related vocabulary — ʻAreʻare bilingualism. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
24. Lesson 24: Land and forest terms — historical intermarriage testimony. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
25. Lesson 25: Marine and reef vocabulary — language identity versus ancestry. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
26. Lesson 26: Food and agricultural expressions — community questionnaire limits. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
27. Lesson 27: Motion and direction — source-based orthography. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
28. Lesson 28: Numerals and counting — corpus collection priorities. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
29. Lesson 29: Borrowings and semantic change — Birao and Mbirao naming. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
30. Lesson 30: Ten-word reference lexicon — eastern Guadalcanal geography. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 4: Nominal structure, referential systems and pronouns — Lessons 31 to 40

Special investigation: Marau contact communities. Secondary context: ʻAreʻare bilingualism. Deliverables require a real source quotation or an explicit source gap statement.

31. Lesson 31: Noun phrase boundaries — Marau contact communities. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
32. Lesson 32: Independent person reference — ʻAreʻare bilingualism. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
33. Lesson 33: Number distinctions — historical intermarriage testimony. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
34. Lesson 34: Inclusive and exclusive if attested — language identity versus ancestry. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
35. Lesson 35: Articles — community questionnaire limits. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
36. Lesson 36: Demonstratives and deixis — source-based orthography. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
37. Lesson 37: Possessive types — corpus collection priorities. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
38. Lesson 38: Kinship possession — Birao and Mbirao naming. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
39. Lesson 39: Nominal modifiers — eastern Guadalcanal geography. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
40. Lesson 40: Original phrase annotation — Tryon–Hackman wordlist. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 5: Morphology, verbal predicates and clause syntax — Lessons 41 to 50

Special investigation: ʻAreʻare bilingualism. Secondary context: historical intermarriage testimony. Deliverables require a real source quotation or an explicit source gap statement.

41. Lesson 41: Identify predicate types — ʻAreʻare bilingualism. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
42. Lesson 42: Transitive patterns — historical intermarriage testimony. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
43. Lesson 43: Argument alignment — language identity versus ancestry. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
44. Lesson 44: Tense reference — community questionnaire limits. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
45. Lesson 45: Aspect and modality — source-based orthography. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
46. Lesson 46: Negation — corpus collection priorities. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
47. Lesson 47: Question constructions — Birao and Mbirao naming. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
48. Lesson 48: Imperative and directive forms — eastern Guadalcanal geography. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
49. Lesson 49: Complex and serial clauses — Tryon–Hackman wordlist. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
50. Lesson 50: Full attested sentence analysis — Marau contact communities. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 6: Original recorded texts and source-aware translation — Lessons 51 to 60

Special investigation: historical intermarriage testimony. Secondary context: language identity versus ancestry. Deliverables require a real source quotation or an explicit source gap statement.

51. Lesson 51: Choose original language passage — historical intermarriage testimony. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
52. Lesson 52: Identify speaker and collection date — language identity versus ancestry. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
53. Lesson 53: Preserve exact source text — community questionnaire limits. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
54. Lesson 54: Segment words — source-based orthography. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
55. Lesson 55: Annotate grammatical morphology — corpus collection priorities. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
56. Lesson 56: Literal translation — Birao and Mbirao naming. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
57. Lesson 57: Contextual translation — eastern Guadalcanal geography. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
58. Lesson 58: Discourse particles — Tryon–Hackman wordlist. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
59. Lesson 59: Cultural and genre context — Marau contact communities. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
60. Lesson 60: Annotated translated excerpt — ʻAreʻare bilingualism. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 7: Comparative methods and regional language contact — Lessons 61 to 70

Special investigation: language identity versus ancestry. Secondary context: community questionnaire limits. Deliverables require a real source quotation or an explicit source gap statement.

61. Lesson 61: Historical subgrouping — language identity versus ancestry. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
62. Lesson 62: Cognates versus resemblance — community questionnaire limits. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
63. Lesson 63: Historical sound correspondences — source-based orthography. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
64. Lesson 64: Borrowing and multilingualism — corpus collection priorities. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
65. Lesson 65: Dialect and speaker variety — Birao and Mbirao naming. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
66. Lesson 66: Historical text comparisons — eastern Guadalcanal geography. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
67. Lesson 67: Methodological limitations — Tryon–Hackman wordlist. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
68. Lesson 68: Alternative linguistic analyses — Marau contact communities. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
69. Lesson 69: Reconstruction boundaries — ʻAreʻare bilingualism. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
70. Lesson 70: Comparative micro-study — historical intermarriage testimony. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 8: Community agency, literacy and language stewardship — Lessons 71 to 80

Special investigation: community questionnaire limits. Secondary context: source-based orthography. Deliverables require a real source quotation or an explicit source gap statement.

71. Lesson 71: Speaker credit and autonomy — community questionnaire limits. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
72. Lesson 72: Island history and ecology — source-based orthography. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
73. Lesson 73: Traditional environmental vocabulary — corpus collection priorities. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
74. Lesson 74: Oral narrative ethics — Birao and Mbirao naming. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
75. Lesson 75: Multilingual contexts — eastern Guadalcanal geography. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
76. Lesson 76: Education and literacy — Tryon–Hackman wordlist. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
77. Lesson 77: Recording consent — Marau contact communities. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
78. Lesson 78: Archive and publisher rights — ʻAreʻare bilingualism. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
79. Lesson 79: Community review and corrections — historical intermarriage testimony. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
80. Lesson 80: Preservation planning — language identity versus ancestry. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

Module 9: Advanced scholarly evidence portfolio — Lessons 81 to 90

Special investigation: source-based orthography. Secondary context: corpus collection priorities. Deliverables require a real source quotation or an explicit source gap statement.

81. Lesson 81: Scholarly bibliography — source-based orthography. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
82. Lesson 82: Alphabet evidence table — corpus collection priorities. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
83. Lesson 83: Pronunciation research note — Birao and Mbirao naming. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
84. Lesson 84: Ten verified lexical forms — eastern Guadalcanal geography. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
85. Lesson 85: Nominal evidence report — Tryon–Hackman wordlist. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
86. Lesson 86: Verb and clause analysis — Marau contact communities. Prepare a short evidence table distinguishing attested material, the analyst’s interpretation and an explicitly unresolved hypothesis. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
87. Lesson 87: Original excerpt with annotation — ʻAreʻare bilingualism. Examine whether the named source supports this construction; where it does not, specify the necessary archival or community-verification work. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
88. Lesson 88: Historical comparison report — historical intermarriage testimony. Compare language-specific evidence to a related variety without inventing a plausible sentence or borrowing its lexicon as if identical. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
89. Lesson 89: Ethics and permissions memorandum — language identity versus ancestry. Use documented historical and community context, including date, collector, speaker and genre, to explain the limits of generalization. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.
90. Lesson 90: Capstone research portfolio — community questionnaire limits. Find a language-specific primary source example; cite its exact page, headword or recording, and preserve all source diacritics before explaining it. Assessment: annotated reference, concise linguistic analysis and explicit evidence limitations.

10. Academic disclosure and future lesson expansion

This page publishes original encyclopedia commentary plus ninety separately specified research lessons. Ninety complete chapters, recorded courses or verified conversational dialogues have not yet been produced. Unverified words, hypothetical ancient alphabets, unsupported modern speaker figures and fabricated grammatical examples are excluded. Future complete lesson content should be checked directly against the scholarly text and, if practicable, community experts.