1. Language identification, speakers and linguistic genealogy

ANLHE Solomon Islands comparative taxonomy audit (November 2026): Malango (also historically labeled Teha in some materials) belongs to the Guadalcanal group of Southeast Solomonic Oceanic languages. Comparative surveys distinguish Malango from Talise, Birao and western Guadalcanal varieties. The language’s historical name and community varieties must be source-attributed rather than used as proof of a separate ISO language for each spelling. Reference classification and documentation.

Malango (Teha) is associated with west-central Guadalcanal, Solomon Islands. ISO 639-3: mln. Scholarly classification: Austronesian > Oceanic > Southeast Solomonic > Guadalcanal-Nggelic. The language must be distinguished from related neighboring communities, historical alternative names and the editorial labels used in different publications.

2. Historical sources and chronology

Malango, also named Teha, is a distinct Southeast Solomonic language of Guadalcanal. Regional historical surveys recorded Malango (Teha) among west-central Guadalcanal vernaculars, but figures in an older literacy report are not a 2026 census. Catalogues include a 2024 Malango New Testament as a written corpus witness; a translated religious text provides language data in a particular genre, not a comprehensive conversational grammar.

Comparative wordlists, translated religious books and fieldwork grammars offer different types of evidence. No source-specific speaker estimates are represented here as verified current population counts.

3. Alphabet, sound inventory and source orthography

Modern translated writing is evidence of one documented orthographic tradition, not necessarily an exhaustive phonetic description. Vowel and consonant inventories require a language-specific grammar, recording or community-vetted literacy source rather than transfer from Longgu.

Any item quoted from a database must retain original letters, diacritics and annotation. A comparative Latin-script list does not establish an indigenous ancient alphabet or full modern conversational pronunciation.

4. Nominal and verbal grammar: evidence versus research questions

Source-based lessons can examine how vocabulary, pronouns, nominal expressions and clause structures appear in the translated corpus, but must distinguish the translation register from informal speech. Without a verified reference grammar, paradigm tables should be treated as research tasks.

Pronouns, possession, temporal markers and sentence structure are legitimate research domains only when tied to verifiable original passages. Shared Oceanic genealogy does not justify generating unattested words or grammar for this language.

5. Lexicography and cultural semantics

Detailed teaching vocabulary should be prepared by recording the headword from the attributed dictionary or comparative list, the editor’s gloss, its local variety, collection date and precise source location. Broader themes may include kinship, sea and forest ecology, food, settlements and motion. The language’s own documentary tradition, rather than unrelated English examples, must determine the original forms.

6. Community history, contact and language stewardship

Island geography, mobility, multilingual interaction, local knowledge and language learning are appropriate contextual subjects. Historical catalog entries and linguists’ field notes must be interpreted in their date and social setting. Native speakers and original collaborators should receive explicit attribution wherever identifiable; recordings and texts remain subject to community and archive permissions.

7. Academic source register

1. Malango Teha language identification and 2024 textual witness. https://arc.dbs.org/data/languages/mln/
2. Solomon Islands Vernaculars Learning Guide, archival survey (PDF). https://files.eric.ed.gov/fulltext/ED205041.pdf

These bibliographic records allow verification; they do not establish ninety finished original-language dialogues. Future editions must cite exact pages or recordings for substantive native-language examples.

8. Ten language-specific original research strands

1. Teha endonym. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
2. west-central Guadalcanal. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
3. historical vernacular survey. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
4. 2024 translated corpus. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
5. orthographic tradition. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
6. genre-sensitive syntax. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
7. Guadalcanal–Nggelic subgroup. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
8. Longgu distinctness. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
9. archival chronology. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.
10. community verification. Locate an identifiable source witness, explain its scholarly or community context and indicate the evidence still required.

9. Ninety separately identified research lessons

Nine modules of ten lessons each organize the work from linguistic identity to source-based phonology, lexicography, morphosyntax, original texts, comparison and ethical preservation. Where the evidence is limited, a lesson remains an explicit investigation rather than an invented grammatical rule.

Module 1. Geography, names and documentation — Lessons 1–10

Specific research anchor: Teha endonym. Comparative question: west-central Guadalcanal. Check the original spelling and source provenance for every example.

1. Lesson 1: Native and alternative names — Teha endonym. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
2. Lesson 2: Community geography — west-central Guadalcanal. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
3. Lesson 3: Language family — historical vernacular survey. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
4. Lesson 4: Relation to neighbors — 2024 translated corpus. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
5. Lesson 5: Early source history — orthographic tradition. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
6. Lesson 6: Comparative collection — genre-sensitive syntax. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
7. Lesson 7: Fieldwork and editors — Guadalcanal–Nggelic subgroup. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
8. Lesson 8: Source date and provenance — Longgu distinctness. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
9. Lesson 9: Distinct dialect labels — archival chronology. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
10. Lesson 10: Annotated bibliography — community verification. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 2. Orthography, transcription and phonology — Lessons 11–20

Specific research anchor: west-central Guadalcanal. Comparative question: historical vernacular survey. Check the original spelling and source provenance for every example.

11. Lesson 11: Writing conventions — west-central Guadalcanal. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
12. Lesson 12: Historical transcriptions — historical vernacular survey. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
13. Lesson 13: Consonant research — 2024 translated corpus. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
14. Lesson 14: Vowel research — orthographic tradition. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
15. Lesson 15: Phonetic versus phonemic signs — genre-sensitive syntax. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
16. Lesson 16: Hyphens and morphological notation — Guadalcanal–Nggelic subgroup. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
17. Lesson 17: Stress evidence — Longgu distinctness. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
18. Lesson 18: Audio comparisons — archival chronology. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
19. Lesson 19: Regional pronunciation variation — community verification. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
20. Lesson 20: Sound evidence report — Teha endonym. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 3. Original vocabulary and lexicography — Lessons 21–30

Specific research anchor: historical vernacular survey. Comparative question: 2024 translated corpus. Check the original spelling and source provenance for every example.

21. Lesson 21: First original wordlist — historical vernacular survey. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
22. Lesson 22: Body and kinship terms — 2024 translated corpus. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
23. Lesson 23: Natural environment — orthographic tradition. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
24. Lesson 24: Maritime vocabulary — genre-sensitive syntax. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
25. Lesson 25: Food and plants — Guadalcanal–Nggelic subgroup. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
26. Lesson 26: Motion and direction — Longgu distinctness. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
27. Lesson 27: Numeral evidence — archival chronology. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
28. Lesson 28: Loanwords — community verification. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
29. Lesson 29: Word meaning variation — Teha endonym. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
30. Lesson 30: Ten-entry attested notebook — west-central Guadalcanal. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

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

Specific research anchor: 2024 translated corpus. Comparative question: orthographic tradition. Check the original spelling and source provenance for every example.

31. Lesson 31: Noun phrase identification — 2024 translated corpus. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
32. Lesson 32: Personal reference — orthographic tradition. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
33. Lesson 33: Singular — genre-sensitive syntax. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
34. Lesson 34: Dual if attested — Guadalcanal–Nggelic subgroup. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
35. Lesson 35: Plural — Longgu distinctness. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
36. Lesson 36: Inclusive and exclusive if attested — archival chronology. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
37. Lesson 37: Articles and demonstratives — community verification. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
38. Lesson 38: Possessive patterns — Teha endonym. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
39. Lesson 39: Kinship construction — west-central Guadalcanal. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
40. Lesson 40: Evidence-based nominal analysis — historical vernacular survey. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 5. Verbal structures and sentence analysis — Lessons 41–50

Specific research anchor: orthographic tradition. Comparative question: genre-sensitive syntax. Check the original spelling and source provenance for every example.

41. Lesson 41: Identify predicates — orthographic tradition. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
42. Lesson 42: Morphological boundaries — genre-sensitive syntax. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
43. Lesson 43: Transitivity — Guadalcanal–Nggelic subgroup. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
44. Lesson 44: Time markers — Longgu distinctness. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
45. Lesson 45: Aspectual meaning — archival chronology. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
46. Lesson 46: Negation — community verification. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
47. Lesson 47: Questions — Teha endonym. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
48. Lesson 48: Commands — west-central Guadalcanal. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
49. Lesson 49: Clause ordering — historical vernacular survey. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
50. Lesson 50: Annotated clause research — 2024 translated corpus. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 6. Source text, discourse and translation — Lessons 51–60

Specific research anchor: genre-sensitive syntax. Comparative question: Guadalcanal–Nggelic subgroup. Check the original spelling and source provenance for every example.

51. Lesson 51: Locate text — genre-sensitive syntax. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
52. Lesson 52: Speaker or editor identity — Guadalcanal–Nggelic subgroup. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
53. Lesson 53: Record source orthography — Longgu distinctness. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
54. Lesson 54: Segment and gloss — archival chronology. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
55. Lesson 55: Translate words in context — community verification. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
56. Lesson 56: Syntactic reading — Teha endonym. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
57. Lesson 57: Discourse and genre — west-central Guadalcanal. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
58. Lesson 58: Cultural interpretation — historical vernacular survey. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
59. Lesson 59: Compare editions — 2024 translated corpus. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
60. Lesson 60: Critical text commentary — orthographic tradition. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 7. Historical comparison and contact — Lessons 61–70

Specific research anchor: Guadalcanal–Nggelic subgroup. Comparative question: Longgu distinctness. Check the original spelling and source provenance for every example.

61. Lesson 61: Genealogical subgroups — Guadalcanal–Nggelic subgroup. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
62. Lesson 62: Cognate methodology — Longgu distinctness. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
63. Lesson 63: Sound correspondences — archival chronology. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
64. Lesson 64: Borrowing hypotheses — community verification. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
65. Lesson 65: Contact traditions — Teha endonym. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
66. Lesson 66: Dialects and varieties — west-central Guadalcanal. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
67. Lesson 67: Evidence from older sources — historical vernacular survey. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
68. Lesson 68: Reconstruction caution — 2024 translated corpus. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
69. Lesson 69: Comparative hypothesis testing — orthographic tradition. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
70. Lesson 70: Documentary comparison paper — genre-sensitive syntax. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 8. Community participation and ethics — Lessons 71–80

Specific research anchor: Longgu distinctness. Comparative question: archival chronology. Check the original spelling and source provenance for every example.

71. Lesson 71: Community language names — Longgu distinctness. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
72. Lesson 72: Knowledge holders — archival chronology. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
73. Lesson 73: Traditional oral histories — community verification. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
74. Lesson 74: Island ecology — Teha endonym. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
75. Lesson 75: Language learning contexts — west-central Guadalcanal. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
76. Lesson 76: Multilingual environments — historical vernacular survey. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
77. Lesson 77: Recording permissions — 2024 translated corpus. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
78. Lesson 78: Speaker and author credit — orthographic tradition. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
79. Lesson 79: Return materials to community — genre-sensitive syntax. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
80. Lesson 80: Archival preservation — Guadalcanal–Nggelic subgroup. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

Module 9. Advanced research portfolio — Lessons 81–90

Specific research anchor: archival chronology. Comparative question: community verification. Check the original spelling and source provenance for every example.

81. Lesson 81: Source bibliography — archival chronology. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
82. Lesson 82: Orthographic evidence matrix — community verification. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
83. Lesson 83: Sound-system inquiry — Teha endonym. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
84. Lesson 84: Verified lexicon — west-central Guadalcanal. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
85. Lesson 85: Pronoun-source report — historical vernacular survey. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
86. Lesson 86: Verbal research note — 2024 translated corpus. Compare authentic evidence in two scholarly witnesses without importing words or syntax from another named language. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
87. Lesson 87: One annotated original excerpt — orthographic tradition. Find the exact language-specific source entry, preserve its orthography, and identify a page, database ID or recording before explaining the form. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
88. Lesson 88: Comparative essay — genre-sensitive syntax. Prepare a compact documentation table recording original form, author or speaker, collection date, local variety, English gloss, and ambiguity. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
89. Lesson 89: Source and consent audit — Guadalcanal–Nggelic subgroup. For a phenomenon not proven by available records, define an archival search or community-consultation protocol rather than inventing a phrase. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.
90. Lesson 90: Capstone research synthesis — Longgu distinctness. Analyze what a cited source actually demonstrates; distinguish observed data from a grammatical generalization that would need confirmation. Assessment: original-language evidence where available, an independently written analysis and a transparent source-limit note.

10. Editorial disclosure

This page contains an original research profile and ninety lesson objectives, not ninety fully developed teaching texts, audio sessions or recorded lessons. Unsupported language phrases, invented writing systems and undocumented current speaker counts have not been introduced as facts. Further linguistic examples require precise archival citations and review where possible by community language experts.