1. Geographic identity and classification

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

2. Archival chronology and research history

Nume, also called Tarasag, is a distinct Gaua language. Alexandre François’s early 2003 and 2004 notebooks include Nume, Dorig, Lakon and other languages, and his later comparative descriptions distinguish Nume’s sound correspondences and person-number forms from neighboring speech varieties. A historical Northern Vanuatu survey assigns it its own code tgs. Current speaker numbers are not independently verified in this entry.

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

3. Sound systems, orthography and transcription

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

4. Grammar and morphology in verifiable records

François’s historical reconstruction of personal pronouns discusses Nume inclusive dual /dʊru/ and trial /dʊtɔl/, and also notes an exclusive trial form transcribed /kamatul/. These are source-specific comparative transcriptions, not a free-standing pronunciation guide. Historical vowel correspondences and inherited pronoun structure are good research topics, but a full Nume clause grammar needs actual local texts and speaker attribution.

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

5. Semantic and lexical documentary strategy

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

6. Cultural and community documentation

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

7. Attributed research and bibliography

1. ODSAS original fieldwork collection naming Nume. https://www.odsas.net/collection/49
2. François 2011 comparative-historical work, Glottolog. https://glottolog.org/resource/reference/id/20545
3. LACITO map of documented languages. https://lacito.cnrs.fr/terrains/langues-et-terrains/langues-par-famille/

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

8. Ten distinctive language-specific investigations

1. Nume and Tarasag designation. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
2. Gaua village geography. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
3. ODSAS 2003 fieldnotes. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
4. 2004 comparative notebooks. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
5. inclusive dual /dʊru/. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
6. inclusive trial /dʊtɔl/. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
7. exclusive trial /kamatul/. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
8. Torres–Banks sound change. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
9. Dorig versus Nume distinction. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.
10. source genre and community context. Identify a relevant published observation or source gap; document the original language rather than a neighboring form.

9. Structure of the ninety individual research lessons

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

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

Primary documentary anchor: Nume and Tarasag designation. Additional inquiry: Gaua village geography. Each task should use original language-specific evidence.

1. Lesson 1: Autonyms and older names — Nume and Tarasag designation. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
2. Lesson 2: Island and village geography — Gaua village geography. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
3. Lesson 3: Language-group classification — ODSAS 2003 fieldnotes. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
4. Lesson 4: Distinction from linguistic neighbors — 2004 comparative notebooks. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
5. Lesson 5: First fieldwork witness — inclusive dual /dʊru/. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
6. Lesson 6: Later documentary publications — inclusive trial /dʊtɔl/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
7. Lesson 7: Speakers and researchers credited — exclusive trial /kamatul/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
8. Lesson 8: Fieldwork genre and sampling — Torres–Banks sound change. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
9. Lesson 9: Historical vs contemporary conditions — Dorig versus Nume distinction. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
10. Lesson 10: Verified bibliography — source genre and community context. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: Gaua village geography. Additional inquiry: ODSAS 2003 fieldnotes. Each task should use original language-specific evidence.

11. Lesson 11: Documented spelling — Gaua village geography. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
12. Lesson 12: Original consonant data — ODSAS 2003 fieldnotes. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
13. Lesson 13: Documented vowel qualities — 2004 comparative notebooks. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
14. Lesson 14: Syllable shape — inclusive dual /dʊru/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
15. Lesson 15: Stress and prominence — inclusive trial /dʊtɔl/. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
16. Lesson 16: Comparative phonetic notation — exclusive trial /kamatul/. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
17. Lesson 17: Source-specific diacritics — Torres–Banks sound change. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
18. Lesson 18: Sound-change evidence — Dorig versus Nume distinction. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
19. Lesson 19: Authentic recorded pronunciation — source genre and community context. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
20. Lesson 20: Evidence-based sound chart — Nume and Tarasag designation. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: ODSAS 2003 fieldnotes. Additional inquiry: 2004 comparative notebooks. Each task should use original language-specific evidence.

21. Lesson 21: Lexical collection metadata — ODSAS 2003 fieldnotes. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
22. Lesson 22: Kinship vocabulary — 2004 comparative notebooks. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
23. Lesson 23: Body and health terminology — inclusive dual /dʊru/. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
24. Lesson 24: Plants and ecosystems — inclusive trial /dʊtɔl/. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
25. Lesson 25: Coast and maritime terminology — exclusive trial /kamatul/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
26. Lesson 26: Households and food — Torres–Banks sound change. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
27. Lesson 27: Directions and travel — Dorig versus Nume distinction. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
28. Lesson 28: Numbers and quantity — source genre and community context. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
29. Lesson 29: Contact words — Nume and Tarasag designation. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
30. Lesson 30: Ten verified words — Gaua village geography. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: 2004 comparative notebooks. Additional inquiry: inclusive dual /dʊru/. Each task should use original language-specific evidence.

31. Lesson 31: Personal pronoun inventory — 2004 comparative notebooks. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
32. Lesson 32: First inclusive forms — inclusive dual /dʊru/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
33. Lesson 33: Exclusive reference — inclusive trial /dʊtɔl/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
34. Lesson 34: Singular number — exclusive trial /kamatul/. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
35. Lesson 35: Dual number — Torres–Banks sound change. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
36. Lesson 36: Trial if attested — Dorig versus Nume distinction. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
37. Lesson 37: Plural number — source genre and community context. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
38. Lesson 38: Possession constructions — Nume and Tarasag designation. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
39. Lesson 39: Deictic reference — Gaua village geography. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
40. Lesson 40: Annotated source pronouns — ODSAS 2003 fieldnotes. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: inclusive dual /dʊru/. Additional inquiry: inclusive trial /dʊtɔl/. Each task should use original language-specific evidence.

41. Lesson 41: Verb identification — inclusive dual /dʊru/. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
42. Lesson 42: Predicate and argument roles — inclusive trial /dʊtɔl/. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
43. Lesson 43: Verbal word formation — exclusive trial /kamatul/. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
44. Lesson 44: Tense reference — Torres–Banks sound change. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
45. Lesson 45: Aspect and modality — Dorig versus Nume distinction. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
46. Lesson 46: Negation structures — source genre and community context. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
47. Lesson 47: Questions — Nume and Tarasag designation. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
48. Lesson 48: Commands — Gaua village geography. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
49. Lesson 49: Clause sequencing — ODSAS 2003 fieldnotes. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
50. Lesson 50: Authentic sentence analysis — 2004 comparative notebooks. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: inclusive trial /dʊtɔl/. Additional inquiry: exclusive trial /kamatul/. Each task should use original language-specific evidence.

51. Lesson 51: Choose a community story — inclusive trial /dʊtɔl/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
52. Lesson 52: Identify storyteller — exclusive trial /kamatul/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
53. Lesson 53: Original transcript notation — Torres–Banks sound change. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
54. Lesson 54: Morphological segmentation — Dorig versus Nume distinction. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
55. Lesson 55: Interlinear gloss — source genre and community context. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
56. Lesson 56: Literal English translation — Nume and Tarasag designation. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
57. Lesson 57: Contextual translation — Gaua village geography. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
58. Lesson 58: Narrative organization — ODSAS 2003 fieldnotes. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
59. Lesson 59: Cultural interpretation — 2004 comparative notebooks. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
60. Lesson 60: Short academic text commentary — inclusive dual /dʊru/. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

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

Primary documentary anchor: exclusive trial /kamatul/. Additional inquiry: Torres–Banks sound change. Each task should use original language-specific evidence.

61. Lesson 61: Torres–Banks subgrouping — exclusive trial /kamatul/. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
62. Lesson 62: Cognate verification — Torres–Banks sound change. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
63. Lesson 63: Historical sound changes — Dorig versus Nume distinction. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
64. Lesson 64: Metathesis analysis — source genre and community context. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
65. Lesson 65: Contact and borrowing — Nume and Tarasag designation. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
66. Lesson 66: Dialect distinctions — Gaua village geography. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
67. Lesson 67: Documentary time depth — ODSAS 2003 fieldnotes. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
68. Lesson 68: Alternative reconstructions — 2004 comparative notebooks. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
69. Lesson 69: Evidence limitations — inclusive dual /dʊru/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
70. Lesson 70: Comparative research memo — inclusive trial /dʊtɔl/. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 8: Community research ethics, Lessons 71–80

Primary documentary anchor: Torres–Banks sound change. Additional inquiry: Dorig versus Nume distinction. Each task should use original language-specific evidence.

71. Lesson 71: Community intellectual agency — Torres–Banks sound change. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
72. Lesson 72: Traditional geography — Dorig versus Nume distinction. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
73. Lesson 73: Oral histories — source genre and community context. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
74. Lesson 74: Environmental knowledge — Nume and Tarasag designation. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
75. Lesson 75: Multilingual households — Gaua village geography. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
76. Lesson 76: Reading and literacy initiatives — ODSAS 2003 fieldnotes. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
77. Lesson 77: Recording consent — 2004 comparative notebooks. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
78. Lesson 78: Author and speaker credits — inclusive dual /dʊru/. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
79. Lesson 79: Reproduction rights — inclusive trial /dʊtɔl/. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
80. Lesson 80: Community archive feedback — exclusive trial /kamatul/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

Module 9: Advanced scholarly assessment, Lessons 81–90

Primary documentary anchor: Dorig versus Nume distinction. Additional inquiry: source genre and community context. Each task should use original language-specific evidence.

81. Lesson 81: Annotated bibliography — Dorig versus Nume distinction. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
82. Lesson 82: Orthography concordance — source genre and community context. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
83. Lesson 83: Phonetic evidence sheet — Nume and Tarasag designation. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
84. Lesson 84: Original mini-lexicon — Gaua village geography. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
85. Lesson 85: Pronoun comparison — ODSAS 2003 fieldnotes. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
86. Lesson 86: Clause research note — 2004 comparative notebooks. Explain the language-specific historical and community context and give an evidence-based check for possible local variety or genre effects. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
87. Lesson 87: Annotated narrative — inclusive dual /dʊru/. Locate the target language’s original passage, recording, or bibliography entry; preserve exact orthography and provide a precise citation before analysis. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
88. Lesson 88: Historical argument — inclusive trial /dʊtɔl/. Prepare a compact evidence table of the original form, documentary source, recording date, location, grammatical analysis and any unresolved points. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
89. Lesson 89: Documentation ethics protocol — exclusive trial /kamatul/. If primary data are insufficient, design an explicit archive search or speaker-led verification step instead of inventing a word or a grammatical paradigm. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.
90. Lesson 90: Ninety-objective portfolio — Torres–Banks sound change. Distinguish attested forms from historical reconstruction, typological inference and superficially similar forms in another language. Assessment: independently written commentary, a traceable bibliographic or archive locator, and an uncertainty statement.

10. Editorial status and responsible expansion

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