Historical Yuanga (Zuanga, Bondé) — ANLHE Historical Language Encyclopedia and 90-Lesson Guide
Historically sourced Kanak language research covering original documents, sound systems, grammar, lexicon, oral culture and ninety study objectives.
1. Identity, classification, historical geography and documents
Yuanga, also spelled Zuanga or Yuaanga in historical documents, is an Oceanic Kanak language of Kaala-Gomen, Bondé, Ouégoa and surrounding northern Grande Terre settlements. The Academy lists Maurice Leenhardt’s 1946 discussion of Nua and Bondé varieties, Haudricourt’s 51-page Yuanga lexicon, Chris Corne’s 164-page proposed Zwanga dictionary and Bernard Michailovsky’s 1982 writing proposal for Bondé Yuanga. S. J. Schooling’s 1985 University of Texas at Arlington thesis The Phonology of Yuanga (126 pp.) was revised for publication as a 1992 Pacific Linguistics article. Dominique Bretteville prepared 700 mots en yuanga in 1995. These editions provide linguistic and pedagogical history rather than evidence for a precontact writing system. A dated grammar, dictionary or census is evidence about documentation and must not be mistaken for a language’s origin or today’s population count.
2. Writing, alphabet and authentic sounds
Yuanga sound structure and orthographic variation are documented by Schooling (1985/1992), Michailovsky (1982) and lexicographers. Yuanga and Zuanga names should be explicitly matched to local source conventions; precise vowels and consonants must be copied from the intended text. Modern phonological transcription does not establish a separate ancient writing system. Where source evidence does not support precise phoneme counts, no phonological table is invented.
3. Grammatical structure and attested linguistic features
The original source materials permit study of possessive noun phrases, argument constructions, pronouns, verbal categories and oral lexicon, but the Academy’s published page does not provide a complete source-verified paradigm for every category. The study should therefore distinguish cited words from proposed grammatical exercises. Analyze lexical expressions, pronouns, nouns and sentence syntax with original text and source-linked speech community context. Comparative similarities between northern Kanak languages never justify copying an unverified word or clause into another language.
4. Academic documentary sources
Kanak Language Academy Yuanga bibliography: Leenhardt 1946; Michailovsky 1982; Schooling 1985 thesis and 1992 phonology article; Bretteville 1995, 700 mots en yuanga.
These records identify real bibliographic sources or official language-profile evidence, not reconstructed historical example sentences. Any direct original-language quotation must be checked against a page, recorded utterance or verified institutional corpus item.
5. How to read an original-language witness
Select an original grammar example, archived interview, dated dictionary entry or community narrative. Record edition, region and speaker if supplied. Preserve source graphemes and exact word boundaries, compare the published gloss with context, identify the morphemes supported by original analysis and distinguish the author’s grammatical interpretation from the actual recorded utterance.
6. Culture, social histories and living heritage
Northern Grande Terre communities preserve and transmit intellectual traditions through settlement stories, agriculture, marine and forest knowledge, naming and kinship, customary oratory and language teaching. Historical and modern sociolinguistic records may differ. Indigenous original contributors deserve recognition in citations and documentary histories.
7. Cautions, limitations and comparative evidence
Caac, Yuanga, Pwaamei, Pwapwâ and Vamale are five separately documented languages or named language varieties. The public academic bibliography is extensive for Caac and Vamale but more limited for Pwaamei and Pwapwâ. Speaker counts and putative language features must remain tied to particular editions, dates and varieties.
8. Ninety individually named source-based research lessons
The nine units below contain ten distinct numbered learning and documentary research objectives each. They are a ninety-lesson syllabus, not ninety completed PDF workbooks or ninety ready-to-watch videos.
Module 1: Community chronology and language classification — Lessons 1–10
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 1: Local community and geography — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 2: Oceanic linguistic affiliation — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 3: Historic spellings and names — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 4: Neighboring speech varieties — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 5: Primary source dates — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 6: Named linguists and local contributors — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 7: Village or census provenance — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 8: Original archive type — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 9: Research scope and limitations — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 10: Chronology of descriptions — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 2: Writing traditions and phonology — Lessons 11–20
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 11: Scholarly Roman transcription — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 12: Original vowel contrasts — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 13: Consonant articulations — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 14: Prosodic patterns if documented — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 15: Source-specific graphemes — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 16: Syllable organization if verified — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 17: Historical orthographic variation — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 18: Accurate lexical transcription — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 19: Sound versus letter — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 20: Avoiding invented ancient scripts — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 3: Local lexicon and semantic domains — Lessons 21–30
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 21: Community endonyms — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 22: Geographic terms — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 23: Traditional kinship lexemes — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 24: Gardening and farming terms — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 25: Coastal and land ecology — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 26: Recorded narratives and legends — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 27: Historical borrowed words — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 28: Documented word classes — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 29: Semantics from archived data — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 30: Real lexicon investigation — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 4: Noun phrases, possession and pronouns — Lessons 31–40
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 31: Independent pronouns — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 32: Number and person — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 33: Possessive constructions — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 34: Bound nouns — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 35: Free noun types if documented — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 36: Demonstratives — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 37: Nominal modification — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 38: Argument alignment — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 39: Noun word order — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 40: Interlinear noun phrase — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 5: Verbal syntax and spatial meanings — Lessons 41–50
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 41: Verb classes — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 42: Predicate order — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 43: Transitive arguments — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 44: Tense and aspect where attested — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 45: Negation — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 46: Questions and imperatives — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 47: Spatial directionals — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 48: Reference frames — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 49: Complex clauses — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 50: Authentic sentence analysis — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 6: First-hand documentation methods — Lessons 51–60
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 51: Find grammar or dictionary — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 52: Identify earliest source — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 53: Record fieldwork date — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 54: Locate exact original page — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 55: Copy original language form — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 56: Compare sound recording — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 57: Segment source morphology — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 58: Read recorded speaker context — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 59: Check translation accuracy — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 60: State editorial uncertainty — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 7: Oral heritage and social knowledge — Lessons 61–70
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 61: Kanak customary areas — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 62: Village heritage — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 63: Kinship organization — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 64: Plant and food knowledge — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 65: Narrative and oral testimony — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 66: Ceremonial speeches — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 67: Historical encounters — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 68: Community language teaching — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 69: Indigenous participant attribution — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 70: Archive ethics — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 8: Comparative linguistics and source criticism — Lessons 71–80
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 71: Correct northern subgroup — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 72: Neighbor-language differences — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 73: Source dialect and spelling — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 74: Comparison versus attestation — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 75: Historical sound change cautions — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 76: Census-year distinctions — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 77: Bibliographic completeness — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 78: Published versus unpublished materials — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 79: Typological generalizations — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 80: Critical evidence judgment — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
Module 9: Annotated independent research report — Lessons 81–90
Analyze original sources for Historical Yuanga (Zuanga, Bondé), with documentary precision and respect for regional varieties.
- Lesson 81: Choose a dated source witness — Northern Kanak comparison. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 82: Cite edition or audio identifier — Language documentation provenance. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 83: Transcribe faithfully — Bondé and Ouégoa. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 84: Identify original dialect — Nua Leenhardt 1946. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 85: Gloss a documented word — Michailovsky 1982 writing plan. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 86: Analyze original noun phrase — Schooling 1985 thesis. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 87: Analyze documented verb form — Pacific Linguistics 1992. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 88: Compare an academic reference — Bretteville 1995 wordlist. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 89: Report gaps and uncertainty — Yuaanga alternate spelling. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
- Lesson 90: Complete source-based portfolio — Consonant source inventory. Consult the named original institutional or scholarly source. Identify a source-specific observation, language form or historical document, then explain its grammar, meaning or provenance and cite it accurately; do not invent unattested original-language words.
9. Verifiable scholarly source
Open the institutional or publisher’s source for Historical Yuanga (Zuanga, Bondé). Consult the first edition and original data before directly quoting expressions or making historical sound assertions.
10. Annotated research portfolio
Compile a short verified passage or lexeme from original documentation, explain its location, date, transcription and grammatical analysis with bibliographic citation, then compare the underlying evidence to an additional scholarly work where available. Identify remaining uncertainties and refrain from invented historical utterances. Return to the ANLHE historical-language index.