Documented Caac (Cawac, Pouébo) — ANLHE Historical Language Encyclopedia and 90-Lesson Guide
Historically sourced Kanak language research covering original documents, sound systems, grammar, lexicon, oral culture and ninety study objectives.
1. Identity, classification, historical geography and documents
Caac, also called Cawac, is a Northern New Caledonian Oceanic Kanak language of the Pouébo region, with communities including Saint-Adolphe, Saint-Denis, Saint-Gabriel and Saint-Joseph. The Kanak Language Academy preserves Caac original-language materials such as the lullaby Mwanuk and the proverb corpus Peye Vela Re Caac, citing Haudricourt’s 1962 note about Pouébo, Hollyman’s documentation and Aurélie Cauchard’s 2014 doctoral research. Cauchard published Spatial Expression in Caac in 2018 (De Gruyter Mouton), a 310-page study which opens with a grammar sketch then analyzes spatial relations and frames of reference. A dated grammar, dictionary or census is evidence about documentation and must not be mistaken for a language’s origin or today’s population count.
2. Writing, alphabet and authentic sounds
Caac uses a scholarly Roman-based transcription with its own consonant and vowel descriptions. Source orthography and community writing need to be checked against original Caac recordings, not transposed from nearby Jawe or Nyêlayu. Modern phonological transcription does not establish a separate ancient writing system. Where source evidence does not support precise phoneme counts, no phonological table is invented.
3. Grammatical structure and attested linguistic features
Cauchard describes an accusative alignment pattern and basic VOS clause order with the possibility of a preverbal pronominal subject, resulting in sVOS. Noun phrases usually place heads before modifiers. Three noun groups are distinguished according to possessive patterns: bound nouns and two kinds of free nouns. Spatial reference includes centrifugal directionals and source-specific orientation constructions. Analyze lexical expressions, pronouns, nouns and sentence syntax with original text and source-linked speech community context. Comparative similarities between northern Kanak languages never justify copying an unverified word or clause into another language.
4. Academic documentary sources
Cauchard, Spatial Expression in Caac (De Gruyter Mouton, 2018), DOI 10.1515/9781501503498, 310 pp.; Kanak Language Academy, Caac original lullaby and proverbs.
These records identify real bibliographic sources or official language-profile evidence, not reconstructed historical example sentences. Any direct original-language quotation must be checked against a page, recorded utterance or verified institutional corpus item.
5. How to read an original-language witness
Select an original grammar example, archived interview, dated dictionary entry or community narrative. Record edition, region and speaker if supplied. Preserve source graphemes and exact word boundaries, compare the published gloss with context, identify the morphemes supported by original analysis and distinguish the author’s grammatical interpretation from the actual recorded utterance.
6. Culture, social histories and living heritage
Northern Grande Terre communities preserve and transmit intellectual traditions through settlement stories, agriculture, marine and forest knowledge, naming and kinship, customary oratory and language teaching. Historical and modern sociolinguistic records may differ. Indigenous original contributors deserve recognition in citations and documentary histories.
7. Cautions, limitations and comparative evidence
Caac, Yuanga, Pwaamei, Pwapwâ and Vamale are five separately documented languages or named language varieties. The public academic bibliography is extensive for Caac and Vamale but more limited for Pwaamei and Pwapwâ. Speaker counts and putative language features must remain tied to particular editions, dates and varieties.
8. Ninety individually named source-based research lessons
The nine units below contain ten distinct numbered learning and documentary research objectives each. They are a ninety-lesson syllabus, not ninety completed PDF workbooks or ninety ready-to-watch videos.
Module 1: Community chronology and language classification — Lessons 1–10
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 1: Local community and geography — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 2: Oceanic linguistic affiliation — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 3: Historic spellings and names — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 4: Neighboring speech varieties — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 5: Primary source dates — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 6: Named linguists and local contributors — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 7: Village or census provenance — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 8: Original archive type — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 9: Research scope and limitations — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 10: Chronology of descriptions — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 2: Writing traditions and phonology — Lessons 11–20
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 11: Scholarly Roman transcription — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 12: Original vowel contrasts — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 13: Consonant articulations — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 14: Prosodic patterns if documented — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 15: Source-specific graphemes — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 16: Syllable organization if verified — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 17: Historical orthographic variation — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 18: Accurate lexical transcription — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 19: Sound versus letter — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 20: Avoiding invented ancient scripts — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 3: Local lexicon and semantic domains — Lessons 21–30
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 21: Community endonyms — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 22: Geographic terms — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 23: Traditional kinship lexemes — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 24: Gardening and farming terms — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 25: Coastal and land ecology — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 26: Recorded narratives and legends — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 27: Historical borrowed words — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 28: Documented word classes — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 29: Semantics from archived data — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 30: Real lexicon investigation — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 4: Noun phrases, possession and pronouns — Lessons 31–40
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 31: Independent pronouns — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 32: Number and person — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 33: Possessive constructions — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 34: Bound nouns — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 35: Free noun types if documented — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 36: Demonstratives — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 37: Nominal modification — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 38: Argument alignment — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 39: Noun word order — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 40: Interlinear noun phrase — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 5: Verbal syntax and spatial meanings — Lessons 41–50
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 41: Verb classes — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 42: Predicate order — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 43: Transitive arguments — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 44: Tense and aspect where attested — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 45: Negation — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 46: Questions and imperatives — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 47: Spatial directionals — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 48: Reference frames — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 49: Complex clauses — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 50: Authentic sentence analysis — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 6: First-hand documentation methods — Lessons 51–60
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 51: Find grammar or dictionary — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 52: Identify earliest source — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 53: Record fieldwork date — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 54: Locate exact original page — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 55: Copy original language form — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 56: Compare sound recording — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 57: Segment source morphology — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 58: Read recorded speaker context — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 59: Check translation accuracy — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 60: State editorial uncertainty — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 7: Oral heritage and social knowledge — Lessons 61–70
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 61: Kanak customary areas — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 62: Village heritage — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 63: Kinship organization — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 64: Plant and food knowledge — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 65: Narrative and oral testimony — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 66: Ceremonial speeches — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 67: Historical encounters — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 68: Community language teaching — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 69: Indigenous participant attribution — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 70: Archive ethics — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 8: Comparative linguistics and source criticism — Lessons 71–80
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 71: Correct northern subgroup — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 72: Neighbor-language differences — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 73: Source dialect and spelling — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 74: Comparison versus attestation — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 75: Historical sound change cautions — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 76: Census-year distinctions — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 77: Bibliographic completeness — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 78: Published versus unpublished materials — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 79: Typological generalizations — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 80: Critical evidence judgment — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 9: Annotated independent research report — Lessons 81–90
Analyze original sources for Documented Caac (Cawac, Pouébo), with documentary precision and respect for regional varieties.
- Lesson 81: Choose a dated source witness — Centrifugal directionals. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 82: Cite edition or audio identifier — Frame-of-reference typology. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 83: Transcribe faithfully — Pouébo Caac. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 84: Identify original dialect — Cawac alternative label. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 85: Gloss a documented word — Mwanuk lullaby. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 86: Analyze original noun phrase — Peye Vela Re Caac proverbs. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 87: Analyze documented verb form — Cauchard 2018. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 88: Compare an academic reference — Accusative argument system. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 89: Report gaps and uncertainty — VOS sentence order. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 90: Complete source-based portfolio — Three possessive noun groups. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
9. Verifiable scholarly source
Open the institutional or publisher’s source for Documented Caac (Cawac, Pouébo). Consult the first edition and original data before directly quoting expressions or making historical sound assertions.
10. Annotated research portfolio
Compile a short verified passage or lexeme from original documentation, explain its location, date, transcription and grammatical analysis with bibliographic citation, then compare the underlying evidence to an additional scholarly work where available. Identify remaining uncertainties and refrain from invented historical utterances. Return to the ANLHE historical-language index.