Traditional Institutional Participant Grammar book

1 Introduction

1.1 Approaches to linguistic analysis

There are various approaches to linguistic analysis for the purpose of language development. 1 Each has its own advantages and disadvantages.

1.1.1 Traditional

Perhaps the most common approach of SIL linguists has been to analyze a language by working individually with one or more language resource persons. The linguist thoroughly documents the grammar in academic papers, and presents to the language community informed options for representing the language in writing.

1.1.2 Institutional

Another approach by SIL has been to send mother-tongue speakers with academic potential to universities or other institutions for linguistic training. During their coursework or afterwards, they analyze the grammar of their language and are regarded as experts who can inform the communities about the best choices for the writing system.

1.1.3 Participant

A more recent approach of some SIL linguists has been to involve prominent members of the language community in the process of linguistic analysis. Because the mother-tongue speakers discover their grammar along with the linguist, they can make informed decisions about their writing system, rather then having to trust the suggestions of outsiders. See Kutsch Lojenga 1996; Norton 2013 for a description of this approach.

1.1.4 Grammar book

Still another approach of some SIL linguists has been to assist in the construction of grammar books for language speakers. Some books cover basic grammar intended as a first view of the language, whereas others are comprehensive. Some are constructed by linguists with the help of language speakers, and others are constructed by speakers under the guidance of linguists. The commonality is that each documents the grammar in a way speakers of the language can understand, thereby giving language communities the opportunity to be more informed about decisions concerning their writing system. 1 The idea to write this paper was stimulated by conversations in the Interdisciplinary Workshop in Nairobi in May 2013. It was greatly encouraged by Dean Thomas, the AFLPS Language Development Team Leader, who took me to lunch one day, asked probing questions and attentively listened to my ideas. I am indebted to all who took the time to read and give thoughtful comments on a previous version of this paper, especially Oliver Stegen Linguistics Coordinator of SIL Uganda Tanzania Branch and Oliver Kröger Linguistics Coordinator of SIL Mozambique, who have had many years of experience in participant methods for language development in Africa, and were kind enough to share their insights to improve this paper. Thanks to Constance Kutsch Lojenga, SIL International Senior Linguistics Consultant, who taught me the value of participant methods as I observed her assist language teams in East Africa. Thanks also to the linguists and language developers who have already begun using the methods of the rapid grammar collection approach, even from a draft version of this paper—especially my colleague Christine Waag of SIL South Sudan. Finally, thanks to God, from whom all ethnic groups have the gift of language, and from whom all knowledge originates.

1.1.5 Participant and grammar book