1. Community and geographic identity

Natügu (Natqgu) is associated with Graciosa Bay and adjoining northern coast of Santa Cruz (Nendö) Island, Temotu Province. Linguistic classification: Austronesian, Oceanic, Temotu, Reefs–Santa Cruz. ISO 639-3 code: ntu. Different names for the same language must be distinguished from closely related but separately named languages. A language’s age cannot be inferred from its scholarly publication dates.

2. Historical scholarship and fieldwork chronology

Natügu, also transcribed Natqgu in Brenda H. Boerger’s writing, is not a synonym for Nalögo. Boerger and Gabrielle Zimmerman established the need to represent Natügu and Nalögo as separately coded languages in 2012. Boerger’s A Grammar Sketch of Natqgu [ntu] and the multi-volume interlinearized autobiography of Simon G. Meabr supply unusually substantial original-language and speaker-credited documentation. The sketch identifies a Graciosa Bay dialect chain and source-specific variation, not one unchanging speech standard.

Be precise about whose language forms are recorded and when. Historical research describes one time and often a restricted selection of speakers; it does not imply a current population estimate or a definitive orthographic standard.

3. Original orthography and sound systems

The grammar sketch explains its special orthography, grammar conventions and distinctions between written symbols and linguistic analysis. Source spellings from the autobiography, originally written in Natügu, should be read with the guide’s annotations rather than translated on the basis of English sound values.

The existence of contemporary Roman-script writing is not evidence of an ancient separate script. Phonetic symbols, apostrophes, vowel diacritics and morpheme boundaries should be retained when citing source forms.

4. Morphology, syntax and attested constructions

The grammar sketch describes a minimal–augmented pronominal system with four person categories; two sets of person-number enclitics; nine possessive classifiers and generic genitives; a transitivity-conditioned clause system; and multiple valency-changing morphemes. It reports that morphological reduplication is absent for the functions investigated, although repetition can serve stylistic purposes. These statements belong to Natügu and are not templates for Äiwoo or Nalögo.

Verbal, nominal and pronominal forms are not interchangeable with those of another Reefs–Santa Cruz language. Source-based teaching materials require original examples with attributable grammatical glosses rather than sentences constructed by analogy.

5. Carefully delimited linguistic examples

The following are short source-based forms, morphological notation or clearly labelled catalogue identifiers. They are not a complete vocabulary and must not be assembled into invented dialogues.

• ntu: ISO 639-3 identifier, not a word.
• Natqgu: author’s spelling of language name.
• Graciosa Bay: regional place name rather than a linguistic example.

6. Culture, community life and research ethics

Community settlement history, sea and island ecology, genealogies, oral traditions, multilingual networks and literacy movements are relevant research areas only insofar as original sources and community contributors support them. Language archive descriptions can provide a starting point, but speakers retain rights and should be accurately credited. Permission may be required before reprinting recordings, stories and other cultural resources.

7. Named primary scholarly references and archives

1. Brenda H. Boerger, A Grammar Sketch of Natqgu, original PDF. https://www.langlxmelanesia.com/_files/ugd/4bb486_7e4e85dfaba047998caf2a3c50be1c28.pdf
2. Boerger and Zimmerman 2012, identification of separate Santa Cruz languages. https://benjamins.com/catalog/sl.25045.alf
3. Simon G. Meabr, autobiography, edited by Boerger. https://gfc.cc/mt-content/uploads/2023/06/facing-pages-autobiography-full.pdf

Historical and modern sources can be compared, but complete grammatical paradigms should not be inferred from a bibliography. Expand each future lesson with the precise original page, headword or recording timestamp.

8. Original language-specific research anchors

1. Graciosa Bay villages. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
2. Natügu–Nalögo separation. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
3. Boerger grammar sketch. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
4. Simon G. Meabr autobiography. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
5. original story annotation. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
6. minimal–augmented person marking. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
7. Set I and Set II enclitics. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
8. nine possessive classifiers. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
9. transitivity-conditioned clauses. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.
10. morphological reduplication caution. Identify its exact documentary evidence and distinguish observed forms from unresolved interpretations.

9. Ninety numbered documentary learning objectives

Nine thematic modules of ten lessons. The syllabus addresses historical literacy, source notation, authentic lexicon, morphosyntax, original texts, historical comparison and responsible documentation. Where the language lacks a comprehensive grammar, the corresponding lessons explicitly require research instead of claiming unattested forms are known.

Module 1: Names, communities, documented history — Lessons 1–10

Specific documentary anchor: Graciosa Bay villages. Related inquiry: Natügu–Nalögo separation. Students should distinguish native-speaker data from researcher-imposed terminology.

1. Lesson 1: Names and self-designations — Graciosa Bay villages. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
2. Lesson 2: Island and settlement geography — Natügu–Nalögo separation. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
3. Lesson 3: Genealogical classification — Boerger grammar sketch. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
4. Lesson 4: Language versus dialect evidence — Simon G. Meabr autobiography. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
5. Lesson 5: First recorded sources — original story annotation. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
6. Lesson 6: Fieldwork chronology — minimal–augmented person marking. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
7. Lesson 7: Community contributors — Set I and Set II enclitics. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
8. Lesson 8: Archive genres — nine possessive classifiers. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
9. Lesson 9: Documentation and demographic caution — transitivity-conditioned clauses. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
10. Lesson 10: Annotated bibliography — morphological reduplication caution. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 2: Writing, speech sounds and analysis — Lessons 11–20

Specific documentary anchor: Natügu–Nalögo separation. Related inquiry: Boerger grammar sketch. Students should distinguish native-speaker data from researcher-imposed terminology.

11. Lesson 11: Source grapheme inventories — Natügu–Nalögo separation. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
12. Lesson 12: Consonant evidence — Boerger grammar sketch. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
13. Lesson 13: Vowel qualities — Simon G. Meabr autobiography. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
14. Lesson 14: Diacritic conventions — original story annotation. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
15. Lesson 15: Syllabic organization — minimal–augmented person marking. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
16. Lesson 16: Stress evidence — Set I and Set II enclitics. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
17. Lesson 17: Phonemic versus phonetic notation — nine possessive classifiers. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
18. Lesson 18: Morpheme boundaries — transitivity-conditioned clauses. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
19. Lesson 19: Speaker recordings — morphological reduplication caution. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
20. Lesson 20: Evidence-based pronunciation report — Graciosa Bay villages. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 3: Vocabulary and original meanings — Lessons 21–30

Specific documentary anchor: Boerger grammar sketch. Related inquiry: Simon G. Meabr autobiography. Students should distinguish native-speaker data from researcher-imposed terminology.

21. Lesson 21: Dictionary and wordlist provenance — Boerger grammar sketch. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
22. Lesson 22: Body and kinship terms — Simon G. Meabr autobiography. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
23. Lesson 23: Coastal and sea vocabulary — original story annotation. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
24. Lesson 24: Plant and animal nomenclature — minimal–augmented person marking. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
25. Lesson 25: Food and cultivation — Set I and Set II enclitics. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
26. Lesson 26: Spatial and directional expressions — nine possessive classifiers. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
27. Lesson 27: Motion and event verbs — transitivity-conditioned clauses. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
28. Lesson 28: Numerals and quantity — morphological reduplication caution. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
29. Lesson 29: Multilingual and borrowed words — Graciosa Bay villages. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
30. Lesson 30: Ten authenticated lexical entries — Natügu–Nalögo separation. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 4: People, nouns and possession — Lessons 31–40

Specific documentary anchor: Simon G. Meabr autobiography. Related inquiry: original story annotation. Students should distinguish native-speaker data from researcher-imposed terminology.

31. Lesson 31: Person reference — Simon G. Meabr autobiography. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
32. Lesson 32: Minimal and augmented reference — original story annotation. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
33. Lesson 33: Singular, dual and plural distinctions — minimal–augmented person marking. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
34. Lesson 34: Pronoun morphology — Set I and Set II enclitics. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
35. Lesson 35: Noun phrase heads — nine possessive classifiers. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
36. Lesson 36: Article or classifier evidence — transitivity-conditioned clauses. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
37. Lesson 37: Direct versus indirect possession — morphological reduplication caution. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
38. Lesson 38: Alienability and bound roots — Graciosa Bay villages. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
39. Lesson 39: Demonstratives and deixis — Natügu–Nalögo separation. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
40. Lesson 40: Authentic nominal phrase analysis — Boerger grammar sketch. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 5: Verbal structure and sentence patterns — Lessons 41–50

Specific documentary anchor: original story annotation. Related inquiry: minimal–augmented person marking. Students should distinguish native-speaker data from researcher-imposed terminology.

41. Lesson 41: Predicate structure — original story annotation. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
42. Lesson 42: Verbal stems and argument patterns — minimal–augmented person marking. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
43. Lesson 43: Tense and aspect interpretation — Set I and Set II enclitics. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
44. Lesson 44: Voice and transitivity — nine possessive classifiers. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
45. Lesson 45: Applicative and valency-changing morphemes — transitivity-conditioned clauses. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
46. Lesson 46: Negation — morphological reduplication caution. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
47. Lesson 47: Questions and commands — Graciosa Bay villages. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
48. Lesson 48: Clause constituent order — Natügu–Nalögo separation. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
49. Lesson 49: Clause coordination and subordination — Boerger grammar sketch. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
50. Lesson 50: Complete passage syntax — Simon G. Meabr autobiography. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 6: Original narratives and translation — Lessons 51–60

Specific documentary anchor: minimal–augmented person marking. Related inquiry: Set I and Set II enclitics. Students should distinguish native-speaker data from researcher-imposed terminology.

51. Lesson 51: Choose an original text — minimal–augmented person marking. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
52. Lesson 52: Speaker and collection provenance — Set I and Set II enclitics. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
53. Lesson 53: Exact source transcription — nine possessive classifiers. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
54. Lesson 54: Identify word boundaries — transitivity-conditioned clauses. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
55. Lesson 55: Morpheme segmentation — morphological reduplication caution. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
56. Lesson 56: Interlinear grammatical glossing — Graciosa Bay villages. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
57. Lesson 57: Literal translation — Natügu–Nalögo separation. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
58. Lesson 58: Natural contextual translation — Boerger grammar sketch. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
59. Lesson 59: Narrative discourse — Simon G. Meabr autobiography. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
60. Lesson 60: Critical source commentary — original story annotation. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 7: Historical change and language contact — Lessons 61–70

Specific documentary anchor: Set I and Set II enclitics. Related inquiry: nine possessive classifiers. Students should distinguish native-speaker data from researcher-imposed terminology.

61. Lesson 61: Temotu historical relationship — Set I and Set II enclitics. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
62. Lesson 62: Reefs–Santa Cruz comparison — nine possessive classifiers. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
63. Lesson 63: Cognates and chance resemblance — transitivity-conditioned clauses. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
64. Lesson 64: Sound changes — morphological reduplication caution. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
65. Lesson 65: Borrowing and multilingualism — Graciosa Bay villages. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
66. Lesson 66: Comparative pronouns — Natügu–Nalögo separation. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
67. Lesson 67: Verbal morphology history — Boerger grammar sketch. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
68. Lesson 68: Source-dated changes — Simon G. Meabr autobiography. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
69. Lesson 69: Limits of reconstructed forms — original story annotation. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
70. Lesson 70: Documented comparative assessment — minimal–augmented person marking. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 8: Speaker rights and language continuity — Lessons 71–80

Specific documentary anchor: nine possessive classifiers. Related inquiry: transitivity-conditioned clauses. Students should distinguish native-speaker data from researcher-imposed terminology.

71. Lesson 71: Community intellectual authority — nine possessive classifiers. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
72. Lesson 72: Original speakers and collaborators — transitivity-conditioned clauses. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
73. Lesson 73: Ecological knowledge — morphological reduplication caution. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
74. Lesson 74: Oral narrative permissions — Graciosa Bay villages. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
75. Lesson 75: Educational and literacy contexts — Natügu–Nalögo separation. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
76. Lesson 76: Language use across generations — Boerger grammar sketch. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
77. Lesson 77: Multilingual practices — Simon G. Meabr autobiography. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
78. Lesson 78: Archive rights and access — original story annotation. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
79. Lesson 79: Community text corrections — minimal–augmented person marking. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
80. Lesson 80: Responsible preservation — Set I and Set II enclitics. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

Module 9: Capstone research and source verification — Lessons 81–90

Specific documentary anchor: transitivity-conditioned clauses. Related inquiry: morphological reduplication caution. Students should distinguish native-speaker data from researcher-imposed terminology.

81. Lesson 81: Bibliography with exact citations — transitivity-conditioned clauses. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
82. Lesson 82: Orthographic concordance — morphological reduplication caution. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
83. Lesson 83: Sound evidence notebook — Graciosa Bay villages. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
84. Lesson 84: Verified mini-dictionary — Natügu–Nalögo separation. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
85. Lesson 85: Pronoun analysis — Boerger grammar sketch. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
86. Lesson 86: Original clause analysis — Simon G. Meabr autobiography. Prepare a contrast between what is actually observed in the language and a hypothesis based only on related languages. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
87. Lesson 87: Annotated authentic text — original story annotation. Provide an evidence sheet recording the source, collector or narrator, locality, year, original form, grammatical annotation and any doubts. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
88. Lesson 88: Comparative historical essay — minimal–augmented person marking. Assess how community context, text genre and documentation method may affect the interpretation, distinguishing historical facts from current claims. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
89. Lesson 89: Community review and ethics plan — Set I and Set II enclitics. Where an exact expression has not been verified, specify the primary source or speaker-led investigation that would be needed instead of fabricating an example. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.
90. Lesson 90: Ninety-objective documentary portfolio — nine possessive classifiers. Work from the cited language-specific manuscript, dictionary, study or recording, and report its exact original spelling and bibliographic location; avoid guessed forms. Assessment: an auditable source note, independently written linguistic explanation and explicit evidence boundary.

10. Editorial status and teaching-material integrity

This is an original encyclopedic profile plus ninety documentary research lesson objectives, not ninety finished textbooks, videos or audio tutorials. Source-poor features are clearly stated as research gaps. Invented indigenous expressions, reconstructed alphabets presented as fact and unverified present-day speaker numbers are excluded. Further work should be checked with original scholars’ sources and, where practicable, community experts.