Bibliography: Languages of Ecuador

The following bibliography was collaboratively compiled by my first-year MA students* at Universidad San Francisco de Quito (USFQ) as a course requirement during Spring 2025. It is not currently meant to be exhaustive; instead, this was an exercise in source location, evaluation, and citation of scholarship related to the languages spoken in their home country of Ecuador. If an abstract is available for a given source, it will appear in red and can be clicked. It should also go without saying that some light cleaning of the formatting here is still necessary. Nonetheless, this bibliography may not be partially or fully reproduced without prior approval.

* Alejandra Murgueytio E., Brittzia Chiriboga H., Elisa Posso L., Grace Mora L., Karen Caiza, Lizeth Renteria S., Melany Andrade V., Nicole León M., and Rodrigo Pilliza.

1. Achuar-Shiwiar
2. Awa-Cuaiquer
3. Cha'palaachi
4. Cofán
5. Colorado
6. Ecuadorian Sign Language
7. Ecuadorian Spanish
8. Emberá
9. Kichwa
10. Media Lengua
11. Secoya
12. Shuar
13. Siona
14. Tetete
15. Waorani
16. Záparo

• Bolla, L. 2007. Chafallo de literatura gramática y diccionario achuar. Quito, Ecuador: Imprenta El fuego y la palabra.
• Chuim Chapui, Ramu Rafael, 2021. Validaciòn y Rediseño de Material Didáctico para el Aprendizaje de la Lengua Achuar en Segundo y Tercer Año de Educaciòn Bàsica en el CECIB Kaasap. Quito, Ecuador: Editorial Abya-Yala.
  Abstract: Based on a diagnosis at CECIB Kaasap, it has been identified as a problem that some children cannot read or write in their mother tongue or do so with great difficulty. In response to this problem, the proposal for lecto-writing. "Validation and Redesign of Didactic Material for learning the Achuar Language in 2nd and 3rd year of Basic Educaion at CECIB Kaasap" has been developed. The main objective is to present a formal document containing an appropriate methodology that facilitates the teaching and learning process in the area of the Achuar Chicham language of Achuar nationality. This product is intended for second and third year achuar students of basic general education.
• Dixon, Robert and Alexandra Urévna. 1999. The Amazonian Languages. Cambridge, UK: Cambridge University Press.
  Abstract: The Amazon Basin is arguably both one of the least known and the most complex linguistic regions in the world. It is home of some 300 languages belonging to around 20 language families, plus more that a dozen genetic isolates, and many of these languages (often completely documented and mostly endangered) show properties that constitute exceptions to received ideas about linguistic universals. This book provides an overview in a single volume of this rich and exciting linguistic area. The editors and contributors have sought to make their descriptions as clear and accessible as possible, in order to provide a basis for further research on the structural characteristics of Amazonian languages as the Achuar-Shiwiar, and their genetic and areal relationships, as well as a point of entry to important cross-linguistic data for the wider constituency of theoretical linguists.
• Epps, Patience et al. 2024. "South America." In Peter Arkadiev and Franz Rainer (eds), The Oxford Handbook of Historical Morphology. Oxford, UK: Oxford University Press.
• Erut, Alejandro et al. 2023. "Lying about the Future: Shuar-Achuar Epistemic Norms, Predictions, and Commitments." Cognition, 239.
  Abstract: Is there variation across cultures in what counts as a lie? Here we present evidence for a potentially unique conceptualization of lying in Shuar-Achuar communities in Ecuador, contrasting this conceptualization with people in twelve other countries and non-Shuar-Achuar Ecuadorians. In Shuar-Achuar communities, but not others, predictions of the future that turn out to be false are considered lies, even when the events that render them false are unforeseen. Failed commitments, on the other hand, are not seen as lies when unforeseen events prevent them from being kept. To explain this phenomenon, we suggest that there is an epistemic norm that regulates predictive speech acts in Shuar-Achuar communities, linked to the view that the future can be known under certain special circumstances. This norm holds that claiming knowledge of the future is a form of lying when events prove the prediction false. Commitments, on the other hand, do not imply certainty about the future and so are not considered lies when circumstances prevent them from being fulfilled. In addition, we found several other factors that influence whether speech acts are categorized as lies, including the speaker's expertise, group membership, and the nature of the outcome.
• Fast Mowitz, Gerhard. 1975. Estructura de la narración en Achual. Lima, Perú: Instituto Lingüístico de Verano.
• Fast Mowitz, Gerhard y Ruby Fast. 2008. Introducción al idioma Achuar. Lima, Perú: Instituto Lingüístico de Verano.
• Fast Mowitz, Gerhard et al. 2008. Diccionario Achuar- Shiwar. Quito, Ecuador. Instituto inguistico de Verano.
  Abstract: El presente volumen fue preparado para yudar a los hablantes de achuar a valorar su idioma y aprender el cartellano que es su lengua nacional, y a los hispano-hablantes a conocer un poco las cualidades del idioma achuar-Shiwiar.
• Fitzgerald, Colleen M. 2019. "Language Documentation and Revitalization as a Feedback Loop." In Stephen Fafulas (ed), Amazonian Spanish: Language Contact and Evolution, pp. 81-100. Amsterdam, Netherlands: John Benjamins Publishing Company.
  Abstract: In this chapter, I present an overview of language documentation and revitalization focused on the Amazonian context, drawing from several case studies. Prominent areas where language documentation in the Amazon has played and continues to play a significant role are in the innovative use of collaborative or participatory documentation models (i.e., Yamada, 2011, 2014; Stenzel, 2014). I use the case studies highlighted here to expand upon a model of documentation and revitalization that acts as a feedback loop (Fitzgerald, 2017a; Fitzgerald and Hinson 2013, 2016). The resources produced through documentation, revitalization, training and analysis, especially when archived and accessible, will likely be invaluable resources for Amazonian communities engaged in revitalization, as is the case in North America. Full citation: Fitzgerald, Colleen M. Forthcoming 2019. Language Documentation and Revitalization as a Feedback Loop. In Fafulas, Stephen (ed.), Amazonian Spanish: Language Contact and Evolution. John Benjamins.
• Gnerre, Maurizio. 2010. "The decline of dialogue: Ceremonial and mythological discourse among the Shuar and Achuar." In Sherzer, J., and Urban, G. (Eds), Native south American discourse, pp. 307-342. Berlin, Germany: Walter de Gruyter.
• Haboud, Marleen and J. Toapanta. 2014. Voces e imágenes: Lenguas indígenas del Ecuador. Centro de Publicaciones PUCE.
• Kachay Illanes, Bernal José. 2013. Gramática de shiwiar chicham / Shiwiar Hicham Timiatrusar Ajeramau. MA thesis, Universidad de Cuenca.
  Abstract: The objective of this research is to reflect on the Shiwiar language, considering it an essential element to build a multilingual intercultural society with a quality bilingual education, without discriminating our own language, which constitutes a means of communication and social coexistence. For the elaboration of this work, the Shiwiar language has been analyzed from the theoretical contributions of some scholars, particularly of the Shuar language, who in some way have contributed with their knowledge, since the Shiwiar language is similar to Shuar and Achuar. These have been the basic foundations to study our language from the daily speech and from the experiences as a teacher of this language. In this way, some strategies that frame the grammar of the Shiwiar language have been proposed. From this knowledge, we propose actions that can be carried out for the treatment of grammar in the teaching-learning of the language in the different intercultural bilingual educational centers; therefore, it is a significant contribution for students, teachers and other speakers of this language.
• Kajekai Ampam, Suritiak Maribel. 2018. Texto de lecto-escritura en Achuar. Propuesta metodológica para segundo año de EGB. Tesis de licenciatura, Universidad Politécnica Salesiana.
  Abstract: Based on what has been observed and diagnosed, in the Mukuink school, some children do not read or write in their language they do it with great difficulty. In response to this problem, the proposal of reading-writing in Achuar has been developed. The main objective is to present a product that contains an adequate methodology that facilitates the teaching process in the Achuar language area; This product is intended for Achuar students in the second year of basic general education. The difficulty that occurs in the different educational centers of the Achuar area is that materials arrive from the Ministry of Education, where they show from a different context that is outside their reality. In such a way, that children do not achieve an efficient education, because they do not practice from their language and knowledge. For this, we have worked with the theoretical review that allows us to dialogue with reality, as well as the revision of the current curriculum, which is presented as open and flexible. Thus, we can make adaptations according to the educational and linguistic context of the Achuar girls and boys of the Wichim community.
• Kawarin Seekut, Tarir Luis. 2012. Elementos Importantes de la Lengua Achuar ( Sustantivo, Adjetivo y Verbo, su Uso y Accidentes Gramaticales) como Base a la Elaboración de Textos de Lengua Achuar para el Bachillerato. Tesis de Pregrado: Universidad Politécnica Salesiana.
  Abstract: Al presentar mi tesis necesito en primer lugar explicar las razones que me movieron a escribirla. Empiezo por hablar de mi lengua. La lengua achuar es muy antigua, pero es una lengua oral, no tenemos nada escrito que venga en esta forma desde nuestros mayores. Hace muchos años comenzó en nuestra zona la educación escolarizada, pero era con el Sistema de Educación Radiofónica Shuar, con eso aprendimos a escribir nuestra lengua porque la lengua shuar y nuestra lengua achuar pertenecen a la misma familia lingüística y tenemos mucho en común. Pero, aunque fue bueno aprender a escribir y leer, mucho de lo nuestro se perdió porque los profesores shuar nos decían que nosotros los achuar hablamos mal. Cuando los primeros achuar terminaron el bachillerato y se graduaron como profesores bilingües, (yo fui uno de ellos) nació en nuestro pueblo la conciencia de nuestras riquezas tanto en cultura como en lengua y nos dimos cuenta de lo que estábamos perdiendo. Entonces nos propusimos recuperar y preservar nuestra lengua. Sin embargo y a pesar de nuestra buena voluntad, hasta el momento carecemos de materiales en donde encontremos sistematizada nuestra lengua, como sería GRAMÁTICAS Y DICCIONARIOS.
• Kohlberger, Martin. n.d. The Role of Aspect Markers in Shiwiar. Dissertation, Leiden University, 36-37.
• ———. 2015. "Prescriptivism as a nation-building tool in the Upper Amazon: the case of Shiwiar." Journal of Multilingual and Multicultural Development, 37(3): 263-273.
  Abstract: The Shiwiar are an indigenous nation of Ecuador and Peru, and they are one of five ethnic groups collectively known as the Jivaroan people. In stark contrast to the other Jivaroan groups, the Shiwiar have largely been overlooked by local governments until recently and are still popularly considered to be an offshoot of their closely related neighbours, the Achuar. This has led to a strong desire within the Shiwiar community to be recognised as an independent group. In order to achieve this, the Shiwiar leaders have made use of linguistic prescriptivism as a tool to emphasise the distinction between the Shiwiar language and the other Jivaroan languages. A slightly modified orthography was advocated and the use of particular lexical items was encouraged. However, this strategy has proved to be unsuccessful. Instead of generating a sense of union and independence among the Shiwiar nation, it has resulted in uncertainty and confusion regarding language use and identity. It is argued here that although prescriptive language planning has been successful in nation-building initiatives around the world, the sociolinguistic situation of Shiwiar does not allow for the necessary conditions for a prescriptive campaign to be effective.
• ———. 2016. "The development of complexity: Grammatical relations in Shiwiar (Chicham, Ecuador)." Seminario de Complejidad Sintáctica: 13-15.
• ———. 2018. "A cline between nouns and verbs: Nominalizations in Shiwiar (Chicham)." STUF-Language Typology and Universals, 71(1): 151-168.
  Abstract: Deverbal nominalizations are often said to occupy an intermediate position between nouns and verbs. Here I describe the morphological, syntactic, and semantic properties of three deverbal nominalization strategies in Shiwiar, a Chicham language of Ecuador and Peru. Although nouns and verbs in Shiwiar are clearly distinguished in the grammar, deverbal nominalizations display a combination of both nominal and verbal traits. Furthermore, the three nominalizations types discussed here each have different proportions of noun-like and verb-like characteristics, thereby forming a gradient cline between the two major word classes.
• ———. 2019. The challenges and advantages of representing variation in grammars. In conference Descriptive Grammars and Typology, University of Helsinki, pp. 27-29.
• ———. 2020. A Grammatical Description of Shiwiar. PhD dissertation, Leiden University.
  Abstract: This doctoral dissertation provides a comprehensive description of the grammar of Shiwiar, a Chicham language spoken by approximately 1,200 people in eastern Ecuador and northern Peru. The study is based on an audiovisual corpus of 30 hours of natural speech collected between 2011 and 2016 in Ecuador. The research analyzes phonological, morphosyntactic, and discourse aspects of Shiwiar, highlighting phenomena such as applicative morphology, which can increase the valence of a verb by introducing a new object argument, typically with beneficiary or experiencer semantics. In addition, we examine cases where applicative morphology does not change valency, such as when it is used to highlight a notional location or to verbalize a noun.
• ———. 2022. "The functions of applicative morphology in Shiwiar." In Sara Pacchiarotti and Fernando Zuñiga (eds.), Applicative Morphology Neglected Syntactic and Non-syntactic Functions, pp. 51-72. Berlin, DEU: De Gruyter Mouton.
• Kohlberger, Martin and Simon Overall. 2014. Argument marking and hierarchy effects: why Jivaroan is a special case. Dissertation, Australian National University.
• Kukush, Shakaim and Wajarai, Benjamin. 2021. Validaciòn y Rediseño de Material Didàctico para el Aprendizaje de la Lengua Achuar en Segundo Año en el CECIB KUYACH. Quito, Ecuador: Editorial Abya-Yala.
  Abstract: The objective of the preparation of the text for the second year of Basic is to overcome the shortcomings that Achuar children have, in the process of reading and writing their mother tongue, which is applied in the Kuyachi eucational institution. It is located on the border btween Ecuador and Perù, an area with few inhabitants who maintain education according to their cultural identity, but do not have teaching materials for reading. That is why it has been thought to develop a material clearly written in the Achuar language.
• Llanes-Ortiz, Genner de Jesús. 2003. Intercultural University of Ecuador: Dialogue from Indigenous Organizations with Globalizing Knowledges. MA thesis, University of Sussex.
  Abstract: This thesis argues the need to redefine the concept of "culture" and incorporate the notion of "colonial difference" in order to better understand the struggles for the right to difference. It analyzes the political-epistemological constructions deployed by the Ecuadorian Indigenous Movement, one of the most successful in Latin America, and examines one of its most ambitious projects: the creation of Amawtay Wasi, the Intercultural University of Indigenous Nationalities and Peoples. The study highlights how different "culturalisms" have recently emerged as ways of addressing, managing or defending cultural diversity, but these understandings have a basic flaw: they can be used to advance objectives that contradict the interests of subordinate peoples and communities.
• Nies, Joyce. 1976. Suplemento a listas comparativas de palabras usuales en idiomas vernáculos de la selva. Lima, Perú: Instituto Lingüístico de Verano.
• Nuckolls, Janis B. 2008. "Ideophones in pastaza quechua." In Erhard Voeltz and Christa Kilian-Hatz (Eds), Typological studies in language, pp. 271-286. Alabama. USA: John Benjamins Publishing Company.
• ———. 2008. "Deictic selves and others in Pastaza Quichua evidential usage." Anthropological Linguistics, 50(1): 67-89.
• Overall, Simon E. 2008. "On the non-phonemic status of the velar nasal/ŋ/in Jivaroan." LIAMES: Línguas Indígenas Americanas, 8(1), 45-59.
  Abstract: The modern Jivaroan languages and the reconstructed proto language have all been assigned a velar nasal phoneme /ŋ/ by previous analysts. In this paper I argue that such an analysis is incorrect, and propose that the velar nasals in surface forms come from two sources. The first is assimilation of an underlying unspecified syllable-final nasal archiphoneme /N/ to a following velar stop /k/. The second concerns a group of velar nasals that surface only in Aguaruna and arise as a syllable-final allophone of the phoneme /h/. I also propose to reconstruct a rhotic phoneme for the proto language rather than a velar nasal, and show that it has merged with /h/ in Aguaruna. Historical, comparative and documentary evidence is adduced to support these hypotheses.
• ———. 2016. "Attributive adjectives and the internal syntax of the NP in Jivaroan." In Francesq Queixalós and Dioney Gomez (eds), O sintagma nominal em línguas amazônicas, pp. 29-43. Brazil.
• ———. 2017. "The grammatical representation of commands and prohibitions in Aguaruna." In Alexandra Aikhenvald and R. M. W. Dixon (eds). Commands: A cross-linguistic typology, pp. 61-82. Oxford, UK: Oxford Linguistics.
• ———. 2024. "Clause Chaining in the Aguaruna (Chicham) Language". In Sarvasy, Hannah and Aikhenvald, Alexandra (eds), Clause Chaining in the Languages of the World, 14: 395. Oxford, UK: Oxford University Press.
  Abstract: This chapter describes the clause chaining constructions used in the traditional narrative monologues in Aguaruna, also known as Inia Chicham, a language of the Chicham family spoken in northern Amazonian Peru.
• Overall, Simon E. and K.I. Wojtylak. 2018. "Nominalization in Northwest Amazonia: introduction." STUF-Language Typology and Universals, 71(1), 1-18.
• Sanchim Kayap, Rosa Martha. 2018. Guía docente para el aprestamiento de la lecto-escritura en achuar: propuesta metodológica para la educación inicial. Tesis de licenciatura, Universidad Politécnica Salesiana.
  Abstract: The work is done for the teachers of the Achuar nationality of Ecuador, especially for those who work in initial education with children from 3 to 4 years old. It is a guide for reading and writing readiness in your language. It will serve as supporting text, so that teachers can use it as support for the teaching-learning process. The teaching guide is made according to the reality of the world of Achuar children, since it includes activities of gross motor skills, fine motor skills, oral language, notions of size, spatial notions, temporal notions, established in the context of cultural context, each one of them contains activities developed in the Achuar language so that the teacher works with the children. The guide is also written in Achuar for teachers to access a material in their own language.
• Senkuam Wisui, T. E. 2018. Diccionario de sinónimos de la lengua achuar para estudiantes de EGB. Bachelor's tesis, Universidad Politécnica Salesiana.
  Abstract: For the elaboration of this material the investigation was developed in two communities Mashumarentsa and Juyukamentsa. The work has the fundamental parts: first reference is made to some theoretical questions about the sign-object relationship; some sources were reviewed and analyzed, in accordance with the proposed topic. In the methodology, three instruments were applied to gather the information; the interview was conducted through the family visit to the elderly, the questions were asked verbally here. In the field of observation, the elderly, children and young people who use their language, with a search of data, made a dictionary in alphabetical order of the synonym words Achuar, used in the language. of students of basic general education, and family kinship. Through this investigative work, we got to know the news in our language, there are changes of terms, new synonymous words have been created according to the current life. And the difference between Achuar and Castilian was also found, because in Achuar there are few substantive words that are recognized as synonyms, however, there are many in Spanish. Likewise, in adjectives there are few words that we recognize as synonyms, that is, they can be said in different ways, in verbs there are more synonyms.
• Taylor, A. C. 2014. "Healing translations: Moving between worlds in Achuar shamanism." HAU: Journal of Ethnographic Theory, 4(2): 95-118.
  Abstract: This article analyzes a series of intra- and intercultural translations involved in the shamanic practices of the northern Jivaroan Achuar. First, it shows how certain states of suffering, experienced as an unwanted metamorphosis of selfhood, are reframed in the course of shamanic healing rituals as the symptoms of an insidious process of disempowerment and "whitening" unleashed by other, enemy Jivaroans. The curing session conflates the victim's sickness and the history of interethnic relations, construed as a painful process of involuntary qualitative change. A further series of translations come into being when the cure fails and the patient abandons his Jivaroan identity and moves into a lowland Quichua identity. This involves mapping the implicit autobiography of a Jivaroan, moving from illness toward recovered health and social agency, onto Quichua narratives of their own history. However, owing to increasing closure of ethnic groups, Jivaroans nowadays have to deal directly with the spoken and written words of the Whites, and this involves new forms of translation evoked in the final part of the article.
• Taylor, A. C. and E. Chau. 1983. "Jivaroan magical songs: Achuar anent of connubial love." Amerindia, 8: 87-127.
• Titia Antun, Kashijint Pedro. 2018. Dificultades del aprendizaje en la lectura y escritura de los niños y niñas achuar de 6 a 12 años. Estudio de caso en el CECIB Kayantsa. Tesis de licenciatura, Universidad Politécnica Salesiana.
• Tuntuam Shainkiam, A. P. 2021. Validación y rediseño de material didáctico para el aprendizaje de la lengua achuar para tercer y cuarto nivel del CECIB Rumiñahui. Bachelor's tesis, Universidad politécnica Salesiana
• Turner, Glen y Jean Turner. 1979. Achuar Chicham 1. Quito, Ecuador: Ministerio de Educación y Cultura.
• ———. 1979. Achuar Chicham 2. Quito, Ecuador: Ministerio de Educación y Cultura.
• ———. 1979. Achuar Chicham 3. Quito, Ecuador: Ministerio de Educación y Cultura.
• UNICEF, 2020. Alfabeto Ilustrado en Lengua Achuar Chicham. Quito, Ecuador: Editorial UNICEF.
  Abstract: No abstract.
• Urban, G. 1986. "Ceremonial Dialogues in South America." American Anthropologist, 88(2): 371-386.
  Abstract: In native South America, ceremonial dialogue is a widespread and prominent, yet simultaneously enigmatic, form of ritualized language use. This paper examines the ceremonial dialogic complex through the interpretive lens of a semiotic hypothesis, namely, that ritualized dialogic form is a sign vehicle, a "model of and for" linguistic and more generally social solidarity. A comparative correlational study confirms this semiotic interpretation, showing that the ceremonial dialogue is used in situations of potential conflict—the maximally distant social relations within a given society. This paper also raises a broader theoretical issue concerning the role of metacommunicative devices in social action, suggesting that it is the "meta-signal" itself that enables actors to formulate an image of action—thereby regulating it—simultaneously as it occurs.
• Vales, Miroslav. 2013. "Relaciones de las Lenguas en el Sector Occidental de la Familia Linguìstica Jivaro." Etudes Romans de Brno, 34(2): 171-181.
  Abstract: Las lenguas que pertenecen a la familia linguìstica jivaro son habladas por las etnias de la Amazonìa en el sureste ecuatoriano (provincias Pastaza, Morona Santiago y Zamora Chinchipe) y en el norte del Perù (provincias Loreto y Amazonas). Se trata de una familia con numerosos hablantes.
• van Gijn, R. 2014. "The Andean foothills and adjacent Amazonian fringe.”In Loretta O'Connor and Pieter Muysken (Eds), The native languages of South America: Origins, development, typology, pp. 102-125. Cambridge, U.K: Cambridge University Press.
• van Gijn, R. and Pieter Muysken. 2020. "Highland–lowland relations: A linguistic view." In Pearce, A.J.; Beresford-Jones, D.G.; Heggarty, P. (Eds), Rethinking the Andes-Amazonia Divide. A Cross-Disciplinary Exploration, pp. 178-210. Radbound repository
• Vargas Canus, Adan, and Mariano Tsetsekip. 2002. Diccionario Shiwiar-Español: Shiwiar Chicham. Ecuador.
  Abstract: This dictionary was elaborated by members of the Organization of the Shiwiar Nationality of Pastaza in the Ecuadorian Amazon. Its main objective is to preserve and strengthen the Shiwiar language by compiling and systematizing the vocabulary in a format accessible to native speakers, educators and students. Although no official summary is available, its value as a fundamental tool for linguistic revitalization and intercultural bilingual education is recognized.
• Yawa Sumpa, K. M. 2021. Validación y rediseño de material didáctico para el aprendizaje de la lengua achuar, para el tercero y cuarto año de educación básica en la Unidad Educativa Kamijiu. Bachelor's thesis, Universidad Poitécnica Salesiana.
  Abstract: The work presented is the result of research at the Kamijiu Educational Unit in the Kaiptach community, facing the problems that occur in this educational center about the mixture of words between the Achuar language and Spanish and the difficulties in reading and writing. I have endeavored to do this work with the objective of maintaining and strengthening our own language, so that there is greater communication in oral and written form throughout the Achuar nationality. In reality, the older people do not want to forget their language, but the younger ones no longer want to speak it; according to them, they already absolutely want to pursue Western life. For this reason, we try to overcome these problems in educational centers, developing teaching materials with objects from the area, for example. Achiote, clays, seeds and corn, which can be made easier for children to teach. Seeing all these difficulties in children and in young adults, I have made a greater effort to present the Achuar language document in the third and fourth year of basic education at the Kamijiu Educational Unit. This topic has a lot of emphasis on the use of the twelve vowels: oral, nasal, and long, also consonants, nouns, adjectives and diphthongs, so that Achuar children at the beginning of their learning begin with vowels and consonants of their own language, in order to facilitate your understanding.

• Arcos Meza, Bayron Rodrigo. 2013. "Mito y Educación en la Cultura del Pueblo ᵻnkal Awá." Rhec. 16(16): 47-62.
  Abstract: La incursión de la escuela en el territorio de la comunidad Awá es una corta historia que apenas se puede contar en escasas tres décadas. Sin embargo, la educación impartida no ha tenido en cuenta en sutrabajo con los niños la incorporación de los elementos culturales propios de los Awá; por el contrario, la utilización de los modelos educativos occidentales ha dejado un reducido espacio a la cosmovisión y al mito como herramientas que inviten a las comunidades a lograr un menor conflicto traumático con su cultura.
• Curnow, T. J., and A.J. Liddicoat. 1998. "The Barbacoan Languages of Colombia and Ecuador." Anthropological Linguistics, 40(3): 384-408.
  Abstract: This article applies the comparative method to show that there is a genetic relationship between the Colombian and Ecuadorian indigenous languages Guambiano, Totoró, Awa Pit (Cuaquier), Cha'palaachi (Cayapa), and Tsafiqui (Colorado). These five languages form the Barbacoan group. This family does not contain Paez, although that language is often grouped with (some of) the Barbacoan languages. In addition, Moore's (1962) analysis of the South Barbacoan languages (Cha'palaachi and Tsafiqui) is reexamined, and it is shown that by correcting his data, Proto–South Barbacoan can be reconstructed without a palatal series of consonants.
• Consejo de Gobierno Awá UNIPA. 2020. Vivamos Aprendiendo Awapit como Verdaderos ᵻnkal Awá. Pasto-Nariño: MADOS Print.
• Contreras, Enrique. 1997-1998. Taluk P+nk+h. Maza Pit P+n k+n. Libro de lengua maternal Awapit para el primer grado de educación primaria integral bilingüe ambiental. Quito: Ministerio de Educación y Cultura, FCA, CONAIE.
• Contreras, Enrique et al. (eds). 2009. Gramática Pedagógica del Awapit. Ecuador: Ministerio de Educación.
• Cuero, Simona y Gonzalez, Teodora. 2013. Análisis del Acceso a la Educaciòn de los Niños y Jovenes de los Grupos Etntnicos Chachis, AWA, y Negros que presentan algùn tipo de discapacidad en 20 comunidades de la Provincia de Esmeraldas, Durante el Año Lectivo 2012-2013. MA thesis, Universidad Politècnica Salesiana
• Curnow, Timothy Jowan. 1997. A Grammar of Awa Pit (Cuaiquer): An Indigenous Language of South-Western Colombia. PhD dissertation, Australian National University.
  Abstract: This thesis is a descriptive grammar of Awa Pit, previously known as Cuaiquer, an indigenous language of the Barbacoan family spoken in south-western Colombia and north-western Ecuador. The thesis concentrates on the variety of Awa Pit spoken in the settlements of Pialapf and Pueblo Viejo, in the Municipality of Ricaurte, Narino in Colombia. Chapter 1 gives a general introduction to the Awa and discusses previous research on Awa Pit, as well as describing the fieldwork for this thesis. The phonetics and phonology of Awa Pit are described in chapter 2. Particular issues which have been problematic in earlier analyses of the sound system of Awa Pit are examined closely: the fricatives, [r] as an allophone of /t/ , the status of voiceless vowels, and the phone [e]. Chapter 3 begins the description of the syntax of Awa Pit, looking at issues which are definitionally important in the remainder of the thesis. After examining constituent order, the contrasts between main and subordinate clauses, finite and non-finite clauses, and complements and adjuncts are established. Following this the syntactic functions and grammatical relations of Awa Pit are discussed, and the various predicates types are illustrated. After a survey of the word classes in chapter 4, together with a brief discussion of loan words, chapter 5 looks at noun phrases, postpositional phrases and Copula complements. The following four chapters all deal mainly with verbs. Chapter 6 concentrates on verb stems and derivational processes, examining ambitransitivity, non-productive derivation including compound verbs, and productive verbal derivation, whether valency-increasing or valency-preserving. A survey of verb inflection is one of the major themes of chapter 7; however it also discusses number marking in verbs, which appears to be derivational rather than inflectional. In chapter 9, the various tense, aspect and mood inflections are discussed more fully. Chapter 8 is an examination of one of the most interesting features of Awa Pit — the person-marking system. There is a binary division of 'person' in Awa Pit verbs into Locutor (first person in statements, second person in questions) and Non-locutor (second and third person in statements, first and second person in questions), with the split being quite similar to the conjunct/ disjunct division found in some Tibeto-Burman languages. To complicate m atters further, Awa Pit relies partly on grammatical relations, partly on semantic roles, and on a hierarchy (Locutor >Non-locutor) in determining which person marker to use in any situation. After discussing verbs, complex sentences are examined. Complement clauses, adverbial clauses, relative clauses and clausal nominalizations — the four types of subordinate clause — are discussed in chapter 10, followed by an examination of complex non-subordinate phenomena in chapter 11: main-auxiliary structures, Serial Verbs, Conjoined Clauses, and juxtaposed clauses. The interrogative and negative structures of Awa Pit, many of which are interrelated, are looked at in depth in chapter 12.Chapter 13 examines adjuncts and adverbs in Awa Pit: temporal, circumstantial and locational adjuncts; manner adverbials; degree adverbs; and the structures used for compaxison. Finally the discourse particles axe discussed in chapter 14. The majority of the chapter is dedicated to the Topic marker, which is very frequently used in Awa Pit, although the other particles axe also examined.
• ———. 2002. "Conjunct/disjunct marking in Awa Pit.". Linguistics, 40(3): 611-627.
  Abstract: Awa Pit, a Barbacoan language spoken in Colombia and Ecuador, has aconjunct/disjunct system of verb suffixing similar to a person-markingsystem. It is a binary system, with ''conjunct'' used for first person instatements and second person in questions, while ''disjunct'' is used forsecond and third person in statements and first and third person in questions.Unlike the conjunct/disjunct system in a language such as KathmanduNewari (Hale 1980), where conjunct is only found with volitional agentsof controlled verbs, in Awa Pit volitionality and similar phenomena haveno effect on the system. In addition, the use of conjunct is not dependentonly on the person of the subject or agent; any statement with a first personargument (subject, object, second object) or affected participant, or anyquestion with a second person argument or affected participant, will bemarked as conjunct. If the sentence is past tense, there is a choice of threesuffixes: one indicates a conjunct subject and one a conjunct undergoer, andthe third shows that there is no conjunct participant in the sentence. Innonpast tenses, there is only a binary system; all that is indicated is whetherthere is a conjunct entity or not.
• ———. 2004. "La interrogación y la negación en Awa pit." AMERINDIA, 29/30: 219-234.
• Dirección Nacional de Educación Indígena Intercultural Bilingüe. 1989. El Alfabeto Awa Unificado. Ecuador-Colombia: MEC, CONAIE, UTEPA.
  Abstract: El presente documento, constituye uno de los eslabones primeros para dotar de un sistema de escritura al idioma awapit; esto puede significar -en perspectiva histórica- la posibilidad que esta lengua, como parte de una cultura indígena del país, no engrose la lista de tantas manifestaciones lingüísticas extintas. Así mismo, representa varios méritos intrínsecos, constituye el producto de un esfuerzo compartido entre técnicos y Awas de Ecuador y Colombia; y, sobre todo, representa el primer documento de trabajo para un propósito comunitario encaminado a rescatar el derecho de los Awas de educarse en el contexto de su propia cultura.
• Henriksen, Lee, y Lynne Henriksen. 1979. "Fonología del Cuaiquer." Sistemas Fonológicos Colombianos IV: 49-62. ILV; Editorial Townsend, Lomalinda.
• Ehrenreich, J. 1997. Chachis-Cholo-Cofan-Awá-Coaiquer. Abya Yala Quito.
• Garcìa, L. and S. Bisbicus. El Canasto Tradicional Awá Como Herramienta Pedagògica para el Aprendizaje Académico, la Transmisiòn de Saberes Ancestrales y el Fortalecimiento de la Educaciòn Propia del Pueblo Inkal Awá. BA thesis, UNAD de Pasto.
  Abstract: El pueblo ancestral inkal Awá ha sido principalmente de tradiciòn oral, donde los conocimientos y saberes ancestrales para el relacionamiento y pervivencia cultural en el territorio son aprendidos a travès de las historias propias y recreadas a partir de los usos y costumbres tradicionals. Sin embargo, se han venido debilitando progresivamente las pràcticas ancestrales como el tejido del canasto tradicional Awa por difeentes factores de aculturaciòn.
• García, Pedro et al. 2010. Awapit: Pnkh Kammu: Gramática pedagógica. Ecuador: Ministerio de Educación.
  Abstract: This book provides a didactic and structured description of the Awapit language, focusing on teaching within intercultural school contexts. Topics such as phonology, verbal and nominal morphology, and syntax are addressed, with clear examples and exercises designed for Awá students. The work supports linguistic and cultural revitalization through adapted linguistic pedagogy.
• Gómez Rendón, Jorge Arsenio. 2012. El Esmeraldeño: ¿Una Lengua Prehispánica en el Siglo XIX? Informe de Investigación, Universidad Andina Simón Bolívar
• Haboud, Marleen. 2014. "Vulnerabilidad lingüística en Ecuador: la lengua awapit." II Coloquio Internacional de Estudios Latinoamericanos de Olomouc (CIELO2): Lengua y Política en América Latina: Perspectivas Actuales: 119-147.
  Abstract: A partir de experiencias interdisciplinarias con comunidades hablantes de lenguas indígenas en Ecuador y luego de una breve contextualización general, este artículo da una mirada a la situación de vitalidad de la lengua awapit hablada por la nacionalidad awa. Adicionalmente, se propone reflexionar brevemente sobre los principios de una metodología participativa como base de la documentación activa y de procesos de revitalización de las lenguas y culturas amenazadas.
• Herrera, Angel. 2016. El Conquistador Conquistado: Awàs, Cuayquer y Sindaguas en el Pacìfico Colombiano, Siglos XVI-VXIII.
• Instituto Caro y Cuervo. 2000. "Fonología y Aproximación a la Morfosintaxis del Awa Pit." En Lenguas Indígenas de Colombia una Visión Descriptiva, pp. 97-116. Colombia.
• Jara, C. 2004. "Observaciones para el Estudio de la Relaciòn Genealògica entre la Lengua Pàez y las Familias Chocò y Barbacoa." Revista de Filologìa y Linguìstica de la Universidad de Costa Rica, 215-236.
  Abstract: El propòsito de este trabajo es buscar posibles cognados entre lenguas barbacoas y la lengua pàez, ya que se ha propuesto que el páez pertenece a la familia barbacoa. Ademàs se buscaràn posibles cognados entre el protochocò y el pàez, con el fin de estralecer si se vislumbra una relaciòn entre esta lengua y la familia chocò.
• Kɨma Pai, Paknam. 2024. Attɨm Awá Sukin Wat Uzan Pit Parattarɨt Kara Akuan Pit Parattarɨt - Sistema Jurídico Propio Attɨm Awá y Pluralismo Jurídico. MA thesis, FLACSO Ecuador.
  Abstract: This thesis explores the traditional legal system of the Awá people and its relationship with the national legal framework, from a perspective of legal pluralism.It highlights how the Awapit language is essential in the application of community justice and how traditional legal practices reinforce the collective identity and autonomy of the Awá people.
• Krasnoukhova, Olga and Johan van der Auwera. 2019. "Standard negation in Awa Pit: Fromsynchrony to diachrony." Folia Linguistica Historica, 40(2): 439-474.
  Abstract: This study deals with clausal negation in Awa Pit, a Barbacoan languagespoken in South America. By bringing together the data on negation from differentvarieties of the language, we present an analysis of synchronic patterns of negationmarking. Based on the variation we suggest a number of innovations in thenegation system, for which we put forward diachronic scenarios. Some innovationsare likely to be contact-induced, whereas others are products of language-internaldiachronic processes. The latter involve mechanisms associated with a classical'Jespersen Cycle'. However, Awa Pit offers us very non-classical Jespersen'sCycles –at best. The case of Awa Pit is instructive as some of the scenarios thatwe suggest are likely to be relevant for other languages or languages families.
• McPherson, Laura. 2016. "Cumulativity and Ganging in the Tonology of Awa Suffixes." Language, 92(1): e38–e66.
  Abstract: This article revives old descriptive data on Awa, a Papuan language of the Kainantu group. The tonal system was described in detail in a paper by Loving (1973), where he reports a series of toneless noun suffixes, falling into six classes depending on their tonal alternations when combined with a noun root. This article demonstrates that the suffixes are best understood as carrying lexical tone; the alternations in form arise from the interaction of typologically natural tonotactic constraints. While the system can be described in autosegmental terms without much difficulty, a formal constraint-based analysis is less straightforward. I show that strict ranking, as in optimality theory (Prince & Smolensky 2004 [1993]), fails to capture the data patterns due to cumulativity effects, some of which cannot be naturally captured even with local constraint conjunction (Smolensky 2006). The data are successfully modeled in harmonic grammar (Legendre et al. 1990)
• Mejeant, L. 2001. Culturas y Lenguas Indìgenas del Ecuador. Revista Yachaikuna
• Mizuno, S. Coding Asymmetry Types in Locational Expressions and Their Complexity. PhD thesis, Australian National University o Camberra
• Montaluisa, Luis et al. (eds.) 2004. Pit Paishparusta Vocabulario Infantil Awapit Ilustrado para Niños (as) de la Nacionalidad Awa. Tesis de Pregrado, Universidad Politécnica Salesiana.
  Abstract: La Nacionalidad Indígena AWA, se encuentra ubicada en un territorio que comprende parte de las provincias de Esmeraldas, Carchi e Imbabura. Es un territorio aproximado de 101.000 hectáreas, con una gran biodiversidad, pero con suelos muy pobres para la agricultura y ganadería. Su clima es subtropical. Hay población Awa también en el sur de Colombia, en el Departamento de Nariño y en el Putumayo. La población Awa en el Ecuador es aproximadamente de 3.500 a 4000 habitantes1 y están organizados en la Federación de Centros Awá del Ecuador – FCAE. Algunos investigadores del pueblo Awá, antes los denominaron Cuaiquer, Kuayquer o Kuaiquer2. Algunos concuerdan que su origen es el pueblo Maya y por consiguiente su lengua corresponde a una lengua sobreviviente del Maya y sus territorios se extienden desde el sur oeste de Pasto (Colombia) hasta los actuales territorios en el Ecuador (Carchi, Esmeraldas e Imbabura)3. Hasta 1998, la Constitución Política del Estado Ecuatoriano no reconocía la plurietnicidad ni multilingüismo en el país, por consiguiente eran desconocidos en la sociedad ecuatoriana. Sin embargo, desde hace mucho tiempo atrás este pueblo vino desenvolviéndose con dificultad y manteniendo silenciosamente sus prácticas, costumbres, tradiciones y lengua. No se escaparon de los mecanismos de explotación y a través de los distintos medios que utiliza la sociedad dominante. A esto contribuyeron profesores que fueron designados desde la urbe, a planteles educativos creados en territorio Awá y que desconocían totalmente sobre su lengua y cultura. Se podría señalar que a partir de 1985, inician a tomar bajo su direccionalidad la educación. Se conformó la Unidad Técnica Ecuatoriana para el Plan Awá (UTEPA). Para 1992, iniciaron la formación de profesores con los programas de los Institutos Pedagógicos (IPIB) "Canelos" y "Jaime Roldós Aguilera”.En la actualidad, los centros educativos son atendidos por educadores propios de su nacionalidad.
• Obando Ordonez, Pedro Vicente. 1992. Awa-Kwaiker: An Outline Grammar of a Colombian/Ecuadorian Language with a Cultural Sketch. PHD thesis, University of Texas.
  Abstract: This dissertation describes the form and function of the Awa language. It begins with a general view of the Awa's environment and culture as background information. Phonetics and phonology comprise the main focus of the dissertation. Spectrographic analysis provides the essential support of the phonetic study. Spectrograms demonstrate the existence of voiceless vowels in Awa. The inventory phonemes is shown with the corresponding realisation rules. Next, an analytical sketch of morphology and syntax examines the grammatical categories with some examples. Morphemes are classified according to their function in words. Awa morphonolgy is agglutinative and there is a wealth of verbal suffixation. Word order is SOV in Awa, and the most important element of the sentence is marked by the emphatic suffix -ne. Finally, a narrative in which language, culture, and society interact is examined. The discursive mechanisms used by the Awa in story telling show an easy movement of events throughout the story.
• Obando, José et al. 2024. "Vitality Diagnostic of the Language Awapit in the Awa Center 'El Baboso'." SATHIRI, 19(2): 31-47.
  Abstract: Apart from Spanish, Kichwa and Shuar there are 12 indigenous languages spoken in Ecuador. This study had the objective to determine the degree of vitality of Awapit in the center "El Baboso" settled in the province of Carchi. Open conversations with members of the center, a socio linguistic questionnaire to the Awapit speakers of the center and a semi structured interview to the director of the local school were used as tools for data collection. To stablish the diagnostic, there were used the six factors identified and stated in the Language Vitality and Endangerement document published by UNESCO. The data revealed that a reduced number of members of the center speak Awapit. Migration to Spanish speaking communities in search of education, better living conditions and healthcare are among the causes for the loss of the language. In adittion, the use of Awapit is restricted to interactions that take place among the family members of the the language speakers, whereas Spanish is spoken in social and sport events. In the meetings organized by the so called Confederación de Centros Awa del Ecuador Spanish and Awapit are spoken by the participants. Currently, the children who attend the local school are taking Awapit lessons. However, it is too early to assess the impact of this action in the process of revitalizing the language. It was concluded that in the Awa Center el Baboso Awapit is in critical endangerament, its use is restricted to a limited number of domains and the response to new forms of comunication and media is minimal. It is important to continue taking actions in favor of revitalizing the language, otherwise, it could extinct and with it the culture of the Awa. To this end, four actions are included as recommendations that, if implemented in the center, will contribute to the revitalization process of the Awapit language in the Awa el Baboso Center.
• Obando, Pedro et al. (eds). 2021. Diccionario Awapit Español. Pasto, Nariño.
• Ordòñez, P. 1992. Awa-Kwaiker: An Outline Grammar of a Colombian/Ecuadorian Language, with a Cultural Sketch.
• Ortíz Burgos, Edwin. 2021. Fortalecimiento del Aprendizaje de Vocabulario de la Lengua Indígena Awapit, mediante una Aplicación Móvil en Estudiante de la Etnia Awa del Grado Sexto. Tesis de Posgrado: Universidad de Santander UDES.
  Abstract: The research project is framed in the strengthening of the awapit language, through the implementation of the pedagogical intervention proposal and the support of ICT tools, which has the objective of improving the levels of teaching and learning of vocabulary of words of awapit in indigenous awa students. Ethno-educational teachers apply the traditionalism of teaching in the classroom, attenuating in the students the disinterest in learning the awapit vocabulary from their own culture; without making use of digital technological tools, as a fundamental support in pedagogical strategies. In this way to be able to design and implement a different didactic strategy in the research project, which is significant in learning; including interactive themes with the support of the design of a mobile application and digital educational resources, which would respond to the improvements in awapit vocabulary learning in the awapit language learning process. In this way, instruments were applied in an initial diagnosis to 20 awa students, where analysis of results with low learning rates was found.
• Pai Pascal, Oscar y Pai Pascal, Carlos. 2019. Propuesta Curricular de la Lengua Materna Awapit, para el Grado Primero de Básica Primaria del Centro Educativo Saunde. Tesis de Grado, Universidad Nacional Abierta y a Distancia (UNAD)
  Abstract: At the Saundé Educational Center one of the principles of the Awá Philosophy is that "Education should strengthen the permanence and promulgation of the mother tongue AWAPIT and Spanish as a second language, which will allow us to interact with members of outside communities" (Community Ethnoeducational Project - PEC, 2017, p45.) With this project it was possible for the first grade students to start learning the Awapit language, and for this, their context (community and school), their way of living (family) were taken into account; therefore, the themes were addressed through drawings that represent the word, writing and pronunciation. In the strategy the word in Spanish was taken into account - with its respective writing in Awapit - form of pronunciation and a drawing that represents it; since there is no booklet with specific topics that must be taught in the first grade or a guide on how to teach them subjects such as colors, family, greetings or parts of the body in their native language. The general objective was to design a curricular proposal of the Awapit mother tongue for the first grade of the Saunde Educational Center, with three specific objectives aimed at complying with it, for this, a methodology of qualitative approach was chosen, since this project is oriented in the context of the population and a pedagogical proposal on the Awapit language will be made for the first grade of the Saunde Educational Center. The techniques and instruments for gathering information for the project were from the Minga of thoughts (interviews); field diary; active listening; review of documents and conversations with elders and elders who speak the Awapit.
• Pascal Canticus, Jorge Fidencio. 2013. El idioma Awapit en los niños de la comunidad de Mataje Alto. B.S. thesis, Universidad de Cuenca.
  Abstract: El presente trabajo de investigación contiene un análisis del uso del idioma awapit en la comunidad de Mataje. Para ello se ha partido de una ubicación contextual, así como de una comprensión conceptual de lo que significa el idioma en una cultura y luego se ha pasado a destacar la importancia del idioma en la Nacionalidad Awá. El punto central de la investigación se refiere a cómo está el uso del idioma en distintos niveles y espacios. Este análisis comprende el uso del idioma, por edades y por género. La intención de este análisis es reflejar la realidad que se vive en Mataje con respecto al idioma y al mismo tiempo dar pautas para que se definan mecanismos tendientes a mejorar el uso del idioma a través de diferentes estrategias, de manera que los jóvenes no pierdan el uso del idioma puesto que es uno de los elementos más importantes de la cultura de la Nacionalidad Awá
• Portilla, OA. 2016. Relatos de una Regiòn. Historia, Literatura y Poblaciòn Indìgena en Nariño al Final del Siglo XIX, MA thesis, Uniandes Colombia.
  Abstract: Esta tesis es transversal de los actuales de los Sibundoy y de los Cuayquer: su pronunciaciòn y escritura.
• Durán Castellanos, María Alejandra. 2020. "El pueblo indígena Inkal Awá en Colombia: Ante las armas, la palabra." Revista Catalana de Dret Ambiental, 11(2): 1-28
• Rodrìguez, C. et al. Recurso Educativo Digital como Estrategia didàctica para motivar el aprendizaje de la Lengua Awapit en los Estudiantes del Grado Quinto de la Instituciòn Educativa .
• Rodrìguez, H. 2002. "Las Lenguas Pasto y Quillasinga en el Departaento de Nariño." Revista Hechos y Proyecciones del Lenguage.
  Abstract: Las caracterìsticas linguìsticas del Nariño-Sur de Colombia-, son el resultado de un proceso de mestisaje o sincretismo producito desde tiempos prehispànicos. En efecto, esta regiòn del paìs estuvo habitada por muchas tribus. que hablaban lenguas diferentes y dificisilisimas como lo expresaron los cronistas del siglo XVI, entre ellas: Los Pastos, Quillasingas, Sindaguas, Cuayqueres, Abades, Chapanchicas, etc. rupos que estuvieron comunicados principalente por factores econòmicos.
• Stark, L. 1985. Indigenous Languages of Lowland Ecuador: History and Current Status. South American Languages: Retrospect
• Trillos Amaya, María. 1988. "The Second Seminar-Workshop for the Unification of Awa Alphabets." Glotta (Göttingen), 3(2): 48-50
• Vallejo Erazo, Edgar Andrés et. al (eds.) 2023. Atlas Cosmológico Inkal Awá - Español. San Juan de Pasto: Universidad CESMAG.
• Calvache Dueñas, Rocío. 2000. "Fonología y aproximación a la morfosintaxis del awapit." En Lenguas indígenas de Colombia: una visión descriptiva, pp. 123-145. Bogotá: Instituto Caro y Cuervo. Imprenta Patriótica.
• Voegelin C. and Voegelin, F. 1965. Languages of the World: Native America Fascicle Two. Anthropological Linguistics 7 (7): 1-150
• Wycliffe Bible Translator. 2010. Masas Pit Jesucristowa: El Nuevo Testamento de la Bíblia en Awa Pit. Ecuador: Liga Bíblica.
• Yerovi, H. y Jimènez, J. 2019. La Educaciòn Propia Intercultural: Un Acercamiento a la Interioridad de los Awá. Revista Unimar

• Abrahamson, Arne . 1962. "Cayapa: Grammatical Notes and Texts." In Benjamin Elson (eds), Studies in Ecuadorian Indigenous languages, pp 217-247. México, Summer Institute of Linguistics
• Añapa Pianchiche, JM. 2023. Rescate de la Identidad Cultural Chachi con el Idioma Cha'palaa en la Escuela Josè Tapuyo de la Cruz. MA thesis, PUCE Esmeraldas.
  Abstract: La pèrdida de identidad cultural con la poca pràctica del idioma Cha'palaa de los alumnos/as de cuarto de año bàsica de la Escuela Josè Tapuyo de la Cruz, el Centro educativo Josè Tapuyo de la Cruz de la comunidad de Mono Manso, de la parroquia San Gregorio, cantòn Muisne, provincia de Esmeraldas, es parte del Sistema de Educaciòn Intercultural Bilingue, donde la enseñanza se da primero en la lengua materna que es el Cha'palaa y progresivamente tambièn se enseña en el idioma español; la escuela cuenta con una poblaciòn estudiantil de 35 estudiantes, que vienen de las familias Chachi, en su mayorìa y en menor porcentaje de familias monolingues o hispano hablantes. En esta comunidad desde hace màs de una dècada, recièn se pone en funcionamiento el centro educativo, por lo que el ìndice del analfabetismo era alto, ademàs se fue desvalorando la identidad cultural en varios aspectos entre esos la lengua materna, tambièn por razones de ìndole comercial, social, deportivo y de convivencia diaria, los mismos padres de familia en su mayorìa empezaron a dejar de usar el idioma Cha'palaa y por ende la nueva generaciòn va siguiendo esa secuencia, lo que hasta ahora ha sido complejo superar esa realidad. A todo esto, también se sumaba la poca organizaciòn social y comunitaria que se maneja en la localidad y por ende en muchos casos por desconocimiento, la falta de informaciòn y la convivencia individual de las familias, la migraciòn a la ciudad en busca de trabajo y educaciòn, provocaba esa falta de interès y de valorar nuestra identidad cultural; esta realidad, se ha intentado con la introducciòn de la educaciòn para cambiar y mejorar en todos los aspectos, pero lamentablemente el proceso es bastante lento. En este contexto, los alumnos del 4to. año son parte del problema, ya que son productios de este proceso de desvalorizaciòn de la lengua materna de este perìodo de tiempo para quienes van dirigido este proyecto. En esta escuela, està conformada por 2 profesores, y con un directivo. Esta Unidad Educativa, cuenta con la consejerìa estudiantil. Por lo que el conflicto entre estudiantes es tratado por el director de la instituciòn.
• Arroba Muñoz, JM. 2015. Léxico Etnobotánico del Cha'palaa en la Comunidad del Naranjal de los Chachi, Provincia de Esmeraldas. BA thesis, PUCE
• Bernárdez, Enrique. 2006. "Cómo Mirar Una Parte del Mundo: El Vocabulario del Cuerpo en una Lengua Amerindia." Caplletra. Revista Internacional de Filologìa, 40: 29-52.
  Abstract: This paper analyses the vocabulary of body parts in Cha'palaachi, and Amerindian language of the Republic of Ecuaoor. A number ofbasic roots referts to (a) forms of (b) parts of the body, although in some cases reference is made to general areas more than to specific parts. These areas, as well as the general vocabulaty of forms, points to the importance of spatial elements in Cha'palaachi, which is so identifiable in other parts of the vocabulary and gramamr. Asignificant point is that the body-part terms are organised on the basis of the reference to form, in such a way that the body-part element itself is only a secondary importance. Metaphorical and metonymic extension is more frequently applied to these form-terms than to the body-part terms proper.
• Curnow, Timothy J. 2002. "Conjunct/disjunct Marking in AWA Pit." Linguistics, 40(3): 611-628.
  Abstract: Awa Pit, a Barbacoan language spoken in Colombia and Ecuador, has a conjunct/disjunct marking system. It is a binary sysem, with "conjunct" used for first person in statements and second person in questions, while "disjunct" is used for second and third person in statements and second person in questions, while "disjunct" is used for second and third person in statements and first and third person in questios. Unlike the conjunct/disjunct system ina a language such as Kathmandu Newari (Hale 1980), where conjunct is only found with volitional agents of controlled verbs, in Awa Pit volitonality and similar phenomena have no effect on the system. In addition, the use of conjunct is not dependent only on the person of the subject or agent; any statement with a first person argument (subject, object, second object) or affected participant of any question with a second person argument or affected participant, will be marked as conjunct. If the sentence is past tense, there is a choice of three suffixes: one indicates a conjunct subject and one a conjunct undergoer, and the third shows that there is no conjunct participant in the sentence. In non past tenses, there is only a binary system: all that is indicated is whether there is a conjunct entity or not.
• Curnow, Timothy J. and A.J. Liddicoat. 1998. "The Barbacoan Languages of Colombia and Ecuador." Anthropological Linguistics, 40 (3): 384-408.
  Abstract: This article applies the comparative method to show that there is a genetic relationship between the Colombian and Ecuadorian indigenous languages Guambiano, Totoro, Awa Pit (Cuaiquer), Cha'palaachi (Cayapa), and Tsafiqui (Colorado). These five languages form the Barbacoan group. This family does not contain Paez, although that language is often grouped with (some of) the Barbacoan languages. In addition, Moore's (1962) analysis of the South Barbacoan languages (Cha'palaachi and Tsafiqui) is reexamined, and it is shown that by correcting his data, Proto-South Barbacoan can be reconstructed without a palatal series of consonants.
• de la Cruz, Pedro A. 2023. Fortalecimiento del Cha'palaa como Parte de la Identidad Cultural Chachi. MA thesis, Pontificia Universidad Catòlica del Ecuador, Sede Esmeraldas.
  Abstract: Las personas pasan en el transcurso de sus vidas por varias etapas, en ellas van desarrollando diferentes destrezas y habilidades, pero a su vez van aprendiendo a convivir en armonia en la comunidad que pertenecen, esta intereaccion permite el fortalecimiento de las sociedades y su cultura.
• Dickinson, Connie. 2009. "Cha'palaa (Chachi)”. In Moseley, Christopher (ed.), Encyclopedia of the World's Endangered Languages, pp. 134-136. London, UK: Routledge
• ———. 2016. "Language and their Neighbors." Switch Reference, 2.0 114-207.
  Abstract: Barbacoan languages also feature switch reference systems of different kinds, in which languages from different families influenced each other through language contact and multilingualism, possible from oral tradition.
• Floyd, Simeon. 2010. Discourse forms and Social Categorization in Cha'palaa. PhD thesis, University of Texas at Austin.
  Abstract: This dissertation is an ethnographic study of race and other forms of social categorization as approached through the discourse of the indigenous chachi people of Northwestern lowland Ecuador and their afro descendant neighbors. It combines the ethnographic methods of social antrhgopology with the methods of descriptive linguistics, letting social questions about racial formation guide linguistic enquiry. It provides new information about the largely unstudied indigenous southamerican language cha'palaa and connects that information about linguistic form to problems of the study of race and ethnicity in Latinamerica.
• ———. 2014. "Four Types of Reduplication in the Cha'palaa Language of Ecuador." In Gale Goodwin Gomez and Hein van der Voort (eds), Reduplication in Indigenous Languages of South America, pp. 77-113. Beiden, NL: Brill Academic Publishers.
  Abstract: The Cha'palaa language of northwestern Ecuador is characterized by the rel- atively high functional load it places on reduplication; it applies a variety of distinct types of reduplication across different word classes and construction types. This paper describes four major types of reduplication in Cha'palaa: full and partial repetition of ideophones (not a fully grammaticalized redupli- cation type), full reduplication of verbal elements adding iterative aspect to predicates, full reduplication of non-verbal elements to form verbal adjuncts, and partial reduplication as a derivational process for creating adjective-like attributive words. Because these types of reduplication apply to a range of dif- ferent constructions with largely unrelated semantics, it appears most likely that Cha'palaa independently developed reduplication at several different times in its history. Cha'palaa illustrates how a language can come to increase the functional load placed on reduplication and how languages can organize and distinguish multiple interacting reduplication processes within their gram- matical systems.
• ———. 2014. "'We' as Social Categorization in Cha'palaa, a Language of Ecuador." Constructing Collectivity, 135-158.
  Abstract: This chapter connects the grammar of the first person collective pronoun in the Cha'palaa language o Ecuador with its use in interaction for collective reference and social category membersip attribution, addressing the problem posed by the fact atha no-singular pronouns donot have distributional semantics ("speakers") but are rather associational ("speaker and relevant associates"). It advocates a cross-disciplinary approach that jointly considers elements of linguistic form, situated usages of those forms i instances of interaction, and the broader ethnographic context of those instances. Focusing on large-scale and relatively stable categries such as racial and ethnic groups, it argues that looking at how speakers categorize themsoleves and others in the speech situation by using pronouns provides empirical data on the stuatus of macro-social categories for members of a society.
• ———. 2015. "Other-initiated Repair in Cha'palaa." Open Linguistics, 1(1) 467-489.
  Abstract: This article describes the interactional patterns and linguistic structures associated with other-initiated repair, as observed in a corpus of video-recorded conversation in the Cha'palaa (a Barbacoan language spoken in north-western Ecuador). Special attention is given to the relation of repair formats to the morphosyntactic and intonational systems of the language. It examines the distinctive falling intonation observed with interjections and content question formats and the pattern of a held mid-high tone observed in polarity questions, as well as the function of Cha'palaa grammatical features such as the case marking system, the nominal classifiers and the verb classification system as formats for repair initiation. It considers a selection of examples from a video corpus to illustrate a broad range of sequence types of opened and restricted other-initiated repair, noting that Cha'palaa had the highest relative rate of open repair in the cross-linguistic sample. It also considers the extension of OIR to other practices such as news uptake and disagreement in the Cha'palaa corpus.
• ———. 2015. "Timing of Visual Bodily Behavior in Repair Sequences: Evidence from Three Languages." Discourse Processes, 53(3): 175-204.
  Abstract: This article expands the study of other initiated repair in conversation-when one party signals a problem with producing or perceiving another's turn at talk - into the domain of visual bodily behavior. It presents one primary cross-linguistic finding about the timing of visual bodily behavior in repair sequences: if the party who initiates repair accompanies their turn with a "hold"-when relatively dynamic movements are temporarily and meaningfully held static - this position will not be disengaged until the problem is resolved and the sequence closed. We base this finding on qualitative and quantitative analysis of corpora of conversational interaction from three unrelated languages representing two different modalities: Northern Italian, the Cha'palaa laguage of Ecuador, and Argentine Sign Language. The cross-linguistic similarities uncovered by this comparison suggest that visual bodily practices have een semiotized for similar interactive funcitons across different languages and modalities dut to common pressures in face-to-face interaction.
• ———. 2016. "Chapter 13. Insubordination in Interaction: The Cha'palaa Counter-assertive." In Nicholas Evans ad Honore Watanabe (eds), Insubordination, pp. 341-366. John Benjamins Publishing Company.
  Abstract: This chapter connects the grammar of the first person collective pronoun in the Cha'palaa language of Ecuador with its use in interaction for collective reference and social category membership attribution, addressing the problem posed by the fact that non-singular pronouns do not have distributional semantics ("speakers") but are rather associational ("speaker and relevant associates"). It advocates a cross-disciplinary approach and jointly considers elements of linguistic form, situated usages of those forms in instances of interaction, and the borader ethnographic context of those instances. Focusing on large-scale and relatively stable categories such as racial and ethnic groups, it argues that looking at how speakers categorize themselves and others in the speech situation by using pronouns provides empirical data on the status of macro-social categories for members of society.
• ———. 2020. "Getting Others to Do Things in the Cha'palaa Language of Ecuador." In Simeon Floyd, Giovanni Rossi, and N. J. Enfield (eds), Getting Others to Do Things: A Pragmatic Typology of Recruitments, pp. 1-42 . Berlin: Language Science Press.
  Abstract: This chapter describes the resources that speakers of Cha'palaa use when recruiting assistance and collaboration from others in everyday social interaction. The chapter draws on data from video recordings of informal conversation in Cha'palaa, and reports language-specific findings generated within a large-scale comparative project involving eight languages from five continents (see other chapters of this volume). The resources for recruitment described in this chapter include linguistic structures from across the levels of grammatical organization, as well as gestural and other visible and contextual resources of relevance to the interpretation of action in interaction. The presentation of categories of recruitment, and elements of recruitment sequences, follows the coding scheme used in the comparative project (see Chapter 2 of the volume). The present chapter extends our knowledge of the structure and usage of the Cha'palaa language with detailed attention to the properties of sequential structure in conversational interaction. The chapter is a contribution to an emerging field of pragmatic typology.
• Floyd, S. et al. 2018. "Egophoricity and Argument Structure in Cha'palaa." In Elisabeth Norcliffe, and Lila San Roque (eds), Egophoricity, pp. 269-304. John Benjamins Publishing Company.
  Abstract: The Cha-palaa language of Ecuador (Barbacoan) features verbal morphology for making knowledge-base categoriesthat, in usage, show a variant of the cross-linguistically recurrent pattern of egophonir distribution.
• Floyd, S. et al. 2018. "Egophoricity: An introduction." In Elisabeth Norcliffe, and Lila San Roque (eds), Egophoricity, pp. 1-78. John Benjamins Publishing Company.
  Abstract: The Cha'palaa language of Ecuador (Barbacoan) features verbal morphology for marking knowledge-based categories that, in usage, show a variant of the cross-linguistically recurrent pattern of 'egophoric distribution': specific forms associate with speakers in contrast to others in statements and with addressees in contrast to others in questions. These are not person markers, but rather are used by speakers to portray their involvement in states of affairs as active, agentive participants (ego) versus other types of involvement (non-ego). They interact with person and argument structure, but through pragmatic 'person sensitivities' rather than through grammatical agreement. Not only does this pattern appear in verbal morphology, it also can be observed in alternations of predicate construction types and case alignment, helping to show how egophoric marking is a pervasive element of Cha'palaa's linguistic system. This chapter gives a first account of egophoricity in Cha'palaa, beginning with a discussion of person sensitivity, egophoric distribution, and issues of flexibility of marking with respect to degree of volition or control. It then focuses on a set of intransitive experiencer (or 'endopathic') predicates that refer to internal states which mark egophoric values for the undergoer role, not the actor role, showing 'quirky' accusative marking instead of nominative case. It concludes with a summary of how egophoricity in Cha'palaa interacts with issues of argument structure in comparison to a language with person agreement, here represented by examples from Cha'palaa's neighbor Ecuadorian Highland Quechua.
• Floyd, Simeon and Elisabeth Norcliffe. 2016. "Switch Reference Systems in the Barbacoan Languages and Their Neighbors." Swith Reference 2.0, 207-230.
  Abstract: This chapter surveys the available data on Barbacoan languages and their neighbors to explore a case study of switch reference within a single language family and in a situation of areal contact. To the extent possible given the available data, we weigh accounts appealing to common inheritance and areal convergence to ask what combination of factors led to the current state of these languages. We discuss the areal distribution of switch reference systems in the northwest Andean region, the different types of systems and degrees of complexity observed, and scenarios of contact and convergence, particularly in the case of Barbacoan and Ecuadorian Quechua.
• Floyd, Simeon et al. 2018. "Smell is Coded in Grammar and Frequent in Discourse: Cha'palaa Olfactory Language in Cross-Linguistic Perspective." Journal of Linguistic Anthropology, 28(2): 175-196
• Gomez Rendòn, J. 2017. "Las Lenguas Barbacoanas Meridionales y el Quechua." Pucarà Revista de Humanidades, 1(28): 55-97.
  Abstract: Hacia el siglo XV las lenguas barbacoanas de la rama meridional entraron en contacto con variedades del quechua como resultado de su migraciòn desde el norte hacia el territorio del actual Ecuador y de la expansiòn del quechua por la ocupaciòn inca de los Andes equinocciales y los procesos de evangelizaciòn que siguieron a la conquista española. Los efectos de este contacto fueron distintos, desde el desplazamiento de lenguas barbacoanas como el pasto y el caranqui por el quechua hasta distintos niveles de bilinguismo quechua-barbacoano que desembocaron en la influencia entre ambas lenguas. Esta contribuciòn se ocupa de la influencia del quecha en las dos lenguas barbacoanas meridionales que han sobrebidio, el tsa'fiki y el cha'palaa. Para ello enmarca el contacto linguistico utilizando la evidencia etnohistòrica como telòn de fondo del estudio de los prèstamos lexicos, su adaptaciòn morfo-fonològica al sistema barbacoano y su clasificaciòn segùn criterios morfológicos y semànticos que ayuden a determinar la antiguedad del contacto y el tipo de situaciònes en que este se desarrollò
• Lindskoog, J. and Lindskoog C. 1964. Vocabulario Cayapa. Quito, Ecuador: Instituto Linguistico de Verano en Cooperaciòn con el Ministerio de Educaciòn Pùblica.
  Abstract: Este vocabulario Cayapa es el primero que ha sido publicado fuera de breves presentaciones incluidas en obras antropologicas. Esperamos que sea de ayuda para los indìgenas que quieran aprender el castellan, para los de habla española quienes tengan necesidad de comunicar en el idioma cayapa, y para los cientìficos que tengan interès en hacer estudios linguisticos y antropologicos sobre este idioma.
• Lindskoog, John and Ruth M. Brend . 1962. "Cayapa Phonemics." In Benjamin Elson (eds), Studies in Ecuadorian Indigenous languages, pp 31-44. México, Summer Institute of Linguistics
• Núñez Olmedo, Cynthia Dennise. 2019. Analysis of the Linguistic Difficulties Chachi Students Face in the Learning of English as a Foreign Language. Undergraduate thesis, Pontificia Universidad Católica del Ecuador, Esmeraldas.
  Abstract: With the purpose to analyze the linguistic difficulties Chachi students have when learning English as a foreign language , a descriptive – quantitative investigation was done with the use of the methods of analysis ,synthesis and hermeneutics and the technique of survey, which was applied to 8 Chachi students and 10 English teachers at Puce Esmeraldas, from January to September 2018.The results showed that Chachi students have learning difficulties in relation to grammar, lack of vocabulary , correct word order and pronunciation; the skills in which they present difficulties are the major ones: speaking , reading ,writing and listening. It was also found out that Chachi students have a high level of language interference that affects their English language learning. The results are similar at the investigation did and develop by Coello & Coello (2009) in which they analyzed causes and effects of interference of language in order to learn English. They concluded in there is an interference and this is provoked due to the different language system, students' knowledge gaps concerning L2 (target language: English) grammar and lexicon structures, deficiencies in the teaching program.
• Pinar, Ma. Jeùs. 2005. "Perspectives on Evidentiality and Modality." Atlantis 27(2): 233-239.
  Abstract: Evidentiality and Beyond in Cha'palaachi¨ focuses on Cha`palaachi, a language spoken.
• Rehg, K. and Campbell, L. 2018. The Oxford Handbook of Endangered Languages. Oxford, UK: Oxford University Press.
  Abstract: The Oxford Handbook of Endangered Languages, in 39 chapters, provides a comprehensive overview of the efforts that are being undertakento deal with the crisis of endangered languages, including Cha'palaa.
• Robalino, Mesías. 2000. Palaa nape kiika cha'palaa = Diccionario cha'palaachi-español. Ecuador, Esmeraldas: Fundación para el Desarrollo Alternativo (FUNDEAL)
• Vera, C. y Cusco, M. 2023. Enseñanza de la Lengua, un Camino que se Bifurca: Material Bilingue para la Enseñanza del Castellano y Cha'palaa. MA thesis, Universidad Nacional de Educaciòn.
  Abstract: El propòsito de este trabajo de integraciòn curricular es la creaciòn de material dididàctico bilingue, con el objetivo de abordar las necesidades linguìsiticas, especialmente en lectoescritura, que han surgido a raìz de la pandemia del Covid-19. En este contexto, se ha identficado una carencia de recursos educativos adecuados, lo que ha resultado en la falta de estrategias efectivas para abordar esta problemàtica por parte de los docentes. Este proyecto està dirigido especìficamente a los niños de la comunidad Chachi, quienes son alumnos del CECIB "Jaime Roldòs Aguilera". Ese centro se localiza en la comunidad de Aapi, ubicada en la parroquia Borbòn, cantòn Eloy Alfaro, provincia de Esmeraldas. Es fundamental destacar que esta comunidad es parte de la nacionalidad Chachi, una comunidad indìgena que conserva su propia lengua (cha'palaa) y enriquecedora cultura.
• Vitadello, A. 1988. Cha'palaachi: El idioma Cayapa Tomo 1 y 2. Miscelànea Antropològica Ecuatoriana. Esmeraldas, Ecuador: Universidad Catòlica del Ecuador
• Wiebe, Neil et al.2004. Gramática Cha'palaa. Ecuador, SIL International
• Wiebe, Neil. 2004. Cha'palaa Mijasai (Gramática pedagógica). Manuscript, SIL International.
• Anapa, Marìa Tarcila. 2022. Fortalecimiento del Idioma Cha'palaa en el Alumnado de Bàsica Elemental. MA thesis, PUCESE.
  Abstract: El fortalecimiento de la comunicaciòn en el idioma cha`palaa en el alumnado de cuarto año de bàsica, es el principal objetivo de esta propuesta, las metodologìas activas seràn las vìas para desarrollar el presente trabajo. El comuicarse en su lengua materna es fundamental para perpeturar las culturas y costumbres de toda comunidad. De ahi, que es bàsico construir instrumentos adecuados que promuevan el uso activo de la lengua.

• AnderBois Scott, Altshuler Daniel, and Silva Wilson DL. 2023. "The forms and functions of switch reference in A'ingae." Languages, 8 (2): 137.
  Abstract: This paper examines switch reference (SR) in A'ingae, an understudied isolate language from Amazonian Ecuador. We present a theoretically informed survey of SR, identifying three distinct uses of switch reference: in clause chaining, adverbial clauses, and so-called 'bridging' clause linkage. We describe the syntactic and semantic properties of each use in detail, the first such description for A'ingae, showing that the three constructions differ in important ways. While leaving a full syntactic analysis to future work, we argue that these disparate properties preclude a syntactic account that unifies these three constructions to the exclusion of other environments without SR. Conversely, while a full semantic account is also left to future work, we suggest that a unified semantic account in terms of discourse coherence principles appears more promising. In particular, we propose that switch reference in A'ingae occurs in all and only the constructions that are semantically restricted to non-structuring coordinating coherence relations in the sense of Segmented Discourse Representation Theory.
• AnderBois, S., and Morvillo, S. (2022). The inner workings of contrast: decomposing A'ingae tsa'ma. Semantics of Understudied Languages of the Americas 11.
  Abstract: Expressions of contrast in A'ingae (Isolate, Ecuador; ISO: con) often feature the word tsa'ma, frequently translated as English but or Spanish pero. On the surface, it seems to function much like these cross-linguistic counterparts.
• AnderBois, Scott, and Wilson Silva. 2018. "Kofán Collaborative Project: Collection of Audio-Video Materials and Texts." London: SOAS, Endangered Languages Archive, https://elar.soas.ac.uk/Collection/MPI1079687.
• AnderBois, Scott, and Daniel Altshuler. 2022. "Coordination, coherence and A'ingae clause linkage." Semantics and Linguistic Theory: 793-813.
  Abstract: This paper examines a particular type of clause linkage ('bridging') in A'ingae, an endangered isolate spoken in Amazonian Ecuador and Colombia. We propose a formal characterization of its meaning (to our knowledge the first formal account for any language) that relies crucially on two SDRT coherence relations: NARRATION and BACKGROUND. We motivate this characterization with textual data and elicited data from context-relative felicity judgments, and propose to derive it from independently observable facts about prosody, coordination, and anaphora in the language.
• AnderBois, Scott, and Maksymilian Dąbkowski. 2021. "A'ingae =sa'ne 'APPR' and the Semantic Typology of Apprehensional Adjuncts." Semantics and Linguistic Theory, 30: 43-62
• Borman, Marlytte Bubs. 1962. "Cofán Phonemes." In Benjamin Elson (eds), Studies in Ecuadorian Indigenous languages, pp 45-59 . México, Summer Institute of Linguistics
• ———. 1975. "Fonemas cofanes." In: Peeke M.C. (ed), Estudios fonológicos de lenguas vernaculares del Ecuador: 21-36. Quito: ILV
• ———. 1976. Vocabulario Cofán. Quito, Ecuador: Instituto Lingüístico de Verano.
• ———. 1977. "Cofan paragraph structure and function." In Robert E. Longacre and Frances M. Woods (eds), Discourse grammar: Studies in indigenous languages of Colombia, Panama, and Ecuador 3, pp. 289-338. Arlington: SIL International.
• ———. 1982. Cambios semánticos en la terminología cofán del parentesco. Cuadernos Etnolingüísticos 8. Quito: ILV.
• ———. 2015. "Cofán dictionary." In Key, Mary Ritchie and Comrie, Bernard (eds), The Intercontinental dictionary series, http://ids.clld.org/contributions/254. Leipzig: Max Planck Institute for Evolutionary Anthropology.
• Chica Umenda, María Enma y De Rhon Becky. 1982. A'ingae II. Quito, Ecuador: Instituto Lingüístico de Verano.
• Dabkowski, Maksymilian Michał. 2021. "A'ingae (Ecuador and Colombia)-Language Snapshot." Language Documentation and Description, (20): 1-12.
  Abstract: A'ingae (or Cofàn) is severely under-documented language isolate spoken by about 1,500 Cofán people in the Ecuadorian and Colombian Amazon. The origin of the Cofàn can be traced to the Eastern Andean Cordilleras, where they ranged over a large territory. A'ingae reflects the history of the Cofàn migration, showing a mixture of typical Andean and Amazonian features (AnderBois et al. 2019). The language is relatively vital in Ecuador and severely endangered in Colombia. Illegal mining operations and poaching have exerted ecological and economic pressures on the Cofàn, putting their way of life in danger. There is little support for the language outside of traditional communities. Despite the challenges, language attitudes surrounding A'ingae are uniformly positive. The A'ingae language is the cornerstone of the Cofàn ethnic identity (Cepek 2012)
• ———. 2021. "Dominance is Non-representational: Evidence from A'ingae Verbal Stress." Phonology, 38 (4): 611-650.
  Abstract: A'ingae (or Cofàn) is a language isolate spoken in the Ecuadorian and Colombian Amazon. This story presents a description and analysis of the language's morphologically conditions verbal stress assignment. Specifically, I show that A'ingae verbal morphemes can be classified with two binary parameters: the presence or absence of stress deletion (i.e. dominance), which vary independently. I formalize my analysisis in cophonolgy Theory, a non-representational theory of the phonology-morphology interface, which captures morpheme-specific phonology with constraint rankings particularised to morphological constructions. I argue that while non-representational approaches such as Cophonology Theory can handle the facts of A'ingae stress deletion straightforwardly, representational approaches lack the expensive power necessary to capture the stress facts of the language.
• ———. 2021. "A'ingae (Ecuador and Colombia) - Language Snapshot." Language Documentation and Description 20, 1-12.
  Abstract: A'ingae (or Cofán) is a severely under-documented language isolate spoken by about 1,500 Cofán people in the Ecuadorian and Colombian Amazon. The origin of the Cofán can be traced to the Eastern Andean Cordilleras, where they ranged over a large territory. A'ingae reflects the history of the Cofán migration, showing a mixture of typical Andean and Amazonian features (AnderBois et al. 2019). The language is relatively vital in Ecuador and severely endangered in Colombia. Illegal mining operations and poaching have exerted ecological and economic pressures on the Cofán, putting their way of life in danger. There is little support for the language outside of traditional communities. Despite the challenges, language attitudes surrounding A'ingae are uniformly positive. The A'ingae language is the cornerstone of the Cofán ethnic identity (Cepek 2012)
• ———. 2021. "The Morphophonology of A'ingae Verbal Stress." Dissertation, In Proceedings of the 38th West Coast Conference on Formal Linguistics, ed. Rachel Soo et al., 137-146. Somerville, MA: Cascadilla Proceedings
• ———. 2023. "Postlabial Raising and Paradigmatic Leveling in A'ingae: A Diachronic Study from the Field.¨ Proceedings of the Linguistic Society of America, 8 (1): 5428-5428.
  Abstract: This paper discusses and analyzes the variation between ai and ii in A'ingae (or Cofàn, an Amazonian isolate, ISO 639-3: con) by comparing the data reported in Borman's (1976) dictionary with contemporary productions. In Borman (1976), ai does not generall y appear after labial consonants; the distribution of ii is not restricted. In some modern productions, postlabial ai is allowed when the diphthong crosses a morpheme boundary (a + i) . I propose that Borman's (1976) distribution of ai and ii is a consequence of a diachronic change of ai to i after labiall consonants. The contemporary distribution reflects paradigm leveling and contact-induced replacement: Borman's (1976). ii corresponds to contremporary ai if a is present in another related form. In novel prodcutively-formed words, the availability of postlabial raising is speaker-specific. The proposed sound change of postlabial raising is unusual and lacks obvious phonetic motivation. I speculate that postlabial raising reflects postlabial rounding, opacified by subsequent unconditioned unrounding and centralizing of the bak round vowel.
• ———. 2024. "A Q-Theoretic Solution to A'ingae Postlabial Rounding." Linguistic Inquiry 1-21.
  Abstract: I describe and analyze a process of postlabial rounding in A'ingae (isolate, iso 639-3: con): after labial consonants, the diphthong /ae/ may surface as [oe]. However, a postlabial monophthongal /a/ always surfaces faithfully as [a]. To capture these facts, I propose an analysis couched in Q-Theory, where one vocalic target of a diphthong corresponds to fewer subsegments than a monophthong. This predicts that diphthongs might show an emergence-of-the-unmarked (TETU) effect, while monophthongs surface faithfully. The prediction is borne out by A'ingae postlabial rounding, contributing a novel argument for the Q-Theoretic representations. Finally, I show that similar asymmetries between diphthongs and monophthongs have recurred throughout the language's history, further strengthening the proposal.
• ———. 2024. "Laryngeal feet in A'ingae: implications for metrical theory." Proceedings of the 39th West Coast Conference on Formal Linguistics, Somerville, MA: Cascadilla Proceedings Project.
  Abstract: In this paper, I argue that glottalization in A'ingae (or Cofán, an understudied Amazonian isolate, iso 639-3: con) is a laryngeal feature of the metrical foot, which I will represent as (' )P. My proposal entails that traditional structures available to metrical theory (Hayes 1995) must be enriched by allowing the association of features such as glottalization to metrical constituents.
• ———. 2024. "The Phonology of A'ingae." Language and Linguistics Compass, 11 (2): 1-25.
  Abstract: A'ingae (or Cofán, ISO 639‐3: con) is an indigenous language isolate spoken in northeast Ecuador and southern Colombia. This paper presents the first comprehensive overview of the A'ingae phonology, including descriptions of (i) the language's phonemic inventory, (ii) phonotactics and a number of related phonological rules, (iii) nasality and nasal spreading, as well as (iv) stress, glottalisation, their morphophonology, and aspects of clause‐level prosody.
• ———. 2024. "Two Grammars of A'ingae Glottalization: A case for Cophonologies by Phase.¨ Natural Language & Linguistic Theory, 42 (2): 437-491.
  Abstract: This paper describes and analyzes phonological processes pertinent to the glottal stop in Aíngae (or Cofàn, iso 639-3: con). The operations which the glottal stops undergo and trigger reveal an interaction of two mophophonological parameters: stratum and stress dominance. First, verbal suffixes are organized in two morphohponological domains, or strata. Within the inner domain, glottal stops affect stress placement, which I analyze as an intetaction with foot structure. In outer domain, glottal stops do not have any effects on stres. Second, some verbal suffixes delete stress (i.e. they are dominant). Dominance is unpredictable and independent of the suffixñs morphophonological domain, but dominance and the phological domain interact in a non-trivial way: only inner dominant suffixes delet glottalization. To account for the A'ingae data I adopt Cophonologies by Phase (Sande et al.), which (i) models phonological stratification while (ii). allowing a morpheme-specific phonolgical idiosyncaries, which (iii) interact with the phonological grammar of their stratum. Stress deletio triggered by the dominant suffixes is modled with AntiFaithfulness (Alderete). Antifaithfulness to a metrical foot entails antifaithfulness to its features (flottalization).nnThis captures the fact that only the inner dominant suffixes delet flottal stops.
• ———. 2024. "The Phonology of Aíngae." Language and Linguistics Compass, 18 (3)
  Abstract: A'ingae (or Cofàn ISO 639-3: is an indigenous language isolate spoken in Northeast Ecuador and southern Colombia. This paper presents the first comprehensive overview of the Aíngae phonology, including descriptions of (i) the language's phonemic inventory, (ii) phonotactics and a number of related phonological rules, (iii) nasality and nasal spreading, as well as (iv) stress, glottalisation, their morphophonology, and aspects of clause-level prosody.
• ———. n.d. "A'ingae reduplication is phonologically optimizing." Proceedings of the Annual Meetings on Phonology. 2022.
  Abstract: In this paper, I describe and analyze reduplication in A'ingae (ISO 639-3:con), an understudied andendangered Amazonian isolate. The reduplicant is a verbal suffix-ʔσGPLS, whereʔis a fixed segment andσis a syllable copied from the right edge of the word.1Reduplication conveys the meaning of greater subjectplurality (Corbett, 2000), i.e. the subject denotes an abundance or a totality of entities (1b, cf. 1a)
• ———. n.d. "Phasal strength in A'ingae classifying subordination." Dissertation. Proceedings of the 2023 Annual Meeting on Phonology. Linguistic Society of America, 2024.
  Abstract: This paper presents and analyzes data from A'ingae (or Cofán, ISO 639-3: con), an understudied and endangered Amazonian isolate. I focus on inflected verbs, subordinated with nominal classifiers, where the patterns of stress and glottalization in subordinate verbs are sensitive to the prior inflection present on the verb. This violates bracket erasure, an otherwise robust empirical generalization which states that phonological grammar cannot access morphological information from previous cycles (Kiparsky, 1982). To account for the subordinator's sensitivity to the morphological structure of the inflected verb, I introduce a family of phase-indexed faithfulness constraints. Like McPherson & Heath (2016)'s phase faithfulness, it allows for modeling cases where previous phonological evaluation results in greater faithfulness. The addition of indexation keeps track of the previous phase's category, allowing for faithfulness specific to particular phases.
• Dąbkowski, M. and AnderBois, S. (n.d.). "The Apprehensional Domain in A'ingae (Cofán)." University of California, Berkeley, and Brown University.
  Abstract: This paper provides the first detailed description of the apprehensional domain in A'ingae (Cofán, iso 639-3: con), with the cross-linguistic category of apprehension defined as a mixed modality encoding both undesirability and epistemic possibility. We contribute to the study of apprehensional typology by reporting on a language of a so far unattested profile: one apprehensional morpheme =sa'ne 'appr' spanning robust precautioning uses (both avertive and in-case), negative-verbal complementizer uses, restricted timitive uses, and marginal apprehensive uses. Lastly, we contribute to the study of apprehensional semantics by arguing that the particular functional range of the A'ingae apprehensional clitic =sa'ne 'appr' is not entirely a question of diachronic development, but rather that much of its polyfunctionality emerges from a single meaning. We propose that the situation denoted by the =sa'ne 'app' clause is contained within a possible undesirable situation. If that containment is proper (i.e. the situation denoted by the =sa'ne 'app' clause is not identical to the negative situation), the in-case function obtains. If the containment is improper (i.e. the situation denoted by the =sa'ne 'appr' clause is the undesirable situation), the avertive function obtains.
• Dąbkowski, Maksymilian and AnderBois, Scott. 2023. " Rationale and Precautioning Clauses: Insights from A'ingae," Journal of Semantics, 40 (2-3): 391-425
• de Castellví Marcelino. 1938 "La lengua kofán”. Journal de la Société des Américanistes. 30 (2): 219-233.
• Fischer, Rafael (2002). Morfo-syntaxis van de Noun Phrase in het Cofán (A'ingae). M.A. Thesis, University of Amsterdam.
• Fischer, Rafael and Hengeveld, Kees. 2023. "A'ingae (Cofán/Kofán)." Amsterdam Center for Language and Communication, 1-54.
  Abstract: This chapter presents the basic grammatical properties of A'ingae, a language isolate spoken in the provinces of Putumayo and Nariño in Colombia and in the province of Sucumbíos in Ecuador. Some of the more remarkable properties of A'ingae that are addressed in the chapter are: the phonemic status of prenasalized plosives and affricates; the large amount of grammatical clitics available in the language; the presence of classifiers; the extensive use of headless noun phrases; the largely parallel behaviour of verbal and non-verbal predicates; the switch reference and tail-head linkage system; and the segmental marking of information structural functions.
• Fischer, Rafael et al. 2011. "Cofán Subordinate Clauses in a Typology of Subordination." In Rik van Gijn et al. (eds), Subordination in Native South American Languages, pp. 221-250. Amsterdam: John Benjamins Publishing Company.
• Fischer, Rafael. 2007. "Clause Linkage in Cofán (A'ingae), a Language of the Ecuadorian-Colombian Border Region”. In Leo W. Wetzels (ed), Language Endangerment and Endangered Languages: Linguistic and Anthropological Studies with Special Emphasis on the Languages and Cultures of the Andean-Amazonian Border Area, pp. 381-399. Vrije Universiteit Amsterdam
• Hengeveld, Kees and Rafael Fischer. 2018. "A'ingae (Cofán/Kofán) Operators." Open Linguistics, 9 (4): 328-355. https://doi.org/10.1515/opli-2018-0018
• ———. 2018. "A'ingae (Cofán/Kofán) as a transparent language." Linguistics in Amsterdam, 11(2), 7-14.
  Abstract: This article studies the degree of transparency of A'ingae, a language isolate spoken in Colombia and Ecuador. It closely follows Hengeveld & Leufkens (2018), an article that applies a set of parameters to establish the degree of transparency of a broad sample of languages, in order to establish a transparency hierarchy. The current study shows, applying these parameters to A'ingae, that this language neatly fits into the hierarchy and belongs to the more transparent language type.
• ———. 2023. "A grammar of A'ingae”. University of Amsterdam.
  Abstract: This chapter presents the basic grammatical properties of A'ingae, a language isolate spoken in the provinces of Putumayo and Nariño in Colombia and in the province of Sucumbíos in Ecuador. Some of the more remarkable properties of A'ingae that are addressed in the chapter are: the phonemic status of prenasalized plosives and affricates; the large amount of grammatical clitics available in the language; the presence of classifiers; the extensive use of headless noun phrases; the largely parallel behaviour of verbal and non-verbal predicates; the switch reference and tail-head linkage system; and the segmental marking of information structural functions.
• Karsten, Nils. 2021. "Accusative marking – Nominal mood in A'ingae." ACLC University of Amsterdam, 14 (2): 1-27
• Michaelis, Laura A. 1994. "The Grammar of Cohesion in A'ingae." International Journal of American Linguistics, 60(2): 145-169.
  Abstract: This paper examines the mechanisms of grammatical cohesion in A'ingae, focusing on anaphoric elements, lexical repetition strategies, and inter-clausal coherence. Through the analysis of narrative texts of native Cofán speakers, it is argued that A'ingae uses highly structured forms of discourse marking that reflect unique typological patterns within South American indigenous languages.
• Muysken, Pieter, and Rafael Fischer. 2013. "Language Contact and Change in the Cofán Language." In Thomas Stolz et al. (eds.), Language Contact in the Americas, pp. 301-321. Berlin: De Gruyter Mouton.
  Abstract: This chapter analyzes the linguistic contact between Cofán and other indigenous languages of northern Ecuador, as well as with Spanish. The authors document lexical borrowings, syntactic calques and phonological changes attributable to such contact. The research is based on extensive fieldwork and contributes to the study of language change processes in Amazonian multilingual communities.
• Piispanen Sauli, P. 2020. "Barbacoan Loanword Etymologies for Cofàn." Stockholm University, Department of Slavic and Baltic Languages, Finnish, German and Dutch. Stockholm, Sweden.
  Abstract: In this paper, some lexicon of the Cofan language, spoken in northeastern Ecuador and southern Colombia, is etymologized as Barbacoan loanwords. The suggestions are described in phonological and semantic terms. The correspondences do represent borrwoings, rather than being remnants of any tentative genealogic affinity between the two, because a brief grammatical comparison shows practically no similarities whtasoever. Further (Pre-Colonial) contacts appear to have produced some Colorado (Barbacoan) borrowings also into Siona, and curiously, wha appears to be specific Waorani borrowings in Cofán as well as Cofán borrowings limite only to the neighboring Barbacoan language of Awa Pit, . Further, a few borrowings are also to be found limited only to pairs of the above languages (Cofán, Siona, Waorani or the Barbaocan languages, all spoken close to each other). Furthermore, one suggested rare phonologial Sprachbund feature shared between Awa Pit and Cofan consists of the voioceless high vowels that both langues use.
• Repetti-Ludlow, Chiara. 2019. Phonological Patterns in A'ingae: Co-occurrence and Glottalization. Ph.D. dissertation, University of California, Berkeley.
  Abstract: This dissertation provides a comprehensive analysis of phonological patterns in A'ingae, including segmental co-occurrence constraints and glottalization behavior. Using data collected in Cofán communities, the author proposes a theory of phonological co-occurrence that aligns with broader patterns observed in Amazonian languages, and discusses its typological relevance.
• ———. 2020. "The A'ingae Co-Occurrence Constraint." Proceedings of the Annual Meetings on Phonology. Linguistic Society of America.
  Abstract: Many of frameworks have been proposed to account for co-occurrence phenomena, including agreement as correpsondence (Rose & Walker, 2004) and total and partial identity (Gallagher & Coon, 2009). However, aggressive reduplication (Zuraw,2002) is best able to account for new data from A'ingae, as it accounts for agreement between whole syllables rather than indivicual segments. In this paper, I put forward novel co-occurrence data from A'ingae, a language isolate spoken by approximately 1,500 people in Ecuador and Colombia. I then describe how the data can be accounted for using Zaraw's (2002) aggressive reduplication, with only minor modifications. Finally, I consider historical motivations for the existence of this type of occurrence pattern.
• Repetti-Ludlow, Chiara et al. 2020. "A'ingae (Cofán)." Journal of the International Phonetic Association, 50(3): 431-444.
  Abstract: A'ingae (also known as Cofán or Kofán) is a language isolate spoken by approximately 1,500 people in 13 communities in Ecuador and Colombia (Figure 1). Traditionally, the A'i (speakers of A'ingae) lived in the Andean foothills, but over the past century they have migrated down the Aguarico and San Miguel rivers, founding communities at Dureno and Zábalo, where the language is most widely spoken. This migration was spurred in large part by extensive oil contamination; an issue of great concern to the Foundation for the Survival of the Cofán People (FSC) and the community at large (Cepek 2012: 103; 2018: 1-15). Another concern in the Cofán community is the decreasing use of A'ingae, which, according to Ethnologue (Simons & Fennig 2017), is 'endangered' in Ecuador and 'severely endangered' in Colombia as a growing emphasis on Spanish disincentivizes the younger generation from learning A'ingae.
• Rivet, Paul. 1952. "Affinités du Kofán." Anthropos (47). 203-234.
• Sanker, C. and AnderBois, S. 2021. Reconstruction of Nasality and Other Aspects of A'ingae Phonology. MS thesis, Yale University & Brown University.
  Abstract: We propose a reconstruction of several sound changes in the history of Aíngae, a language isolate spoken in Ecuador and Colombia, using evidence from the phonology and lexicon of the modern language. Crucial to this reconstruction process is distinguishing ordinary inherited lexical items from borrowed forms, ideophones, and forms which are morphologically complex, each of which may sometimes exhibit different patterns. The major element of the reconstruction is a set of related changes in nasality. We derive the prenasalized series of stops and affricates from the vioceless unaspirated series, based on reanalysis of preceding nasal codas, which would have been the only permitted codas other than glottal stops. The voiceless unaspiraed and prenasalized series became contrastive word-initially nasal vowels. Coda nasals also coalesced with following glides, producing a new palatal nasal phoneme. Remainin nasal codas later developed into nasality on vowels. We also propose a set of more specultaive palatilization processes, alterations to the velar approximant and developments involving diphthongs. All of these changes have substantially altered the phonological appearance of A'ingae. Improving our understanding of the form it had further in the past may facilitate identification of its affliation with a language family or identification of loanwords.
• Tobar Gutiérrez, María Elena. 1995. Modo, tiempo y aspecto en Cofán. Bogotá: MA tesis, Universidad de los Andes.
• Tobar, Maria Elena. 2000. "Estructuras sintácticas de predicación y las categorías gramaticales aspecto, modo y tiempo en lengua Cofán." In: Miranda Luis (ed), Actas I Congreso de lenguas indígenas de Sudamérica, pp.375-390. Lima: Universidad Ricardo Palma
• ———. 2004. "Una visión sintética de la lengua cofán desde la historia de Kunsiana." Amerindia, 29 (30): 283-306
• Zelený, Mnislav 1988. "Contribución al conocimiento de la lengua Kofán." Amazonía Peruana, 3 (16): 79-98.
  Abstract: Este artículo examina las fuentes publicadas relacionadas con el idioma y la gente de Kofan. Esto permite al autor comentar el problema de la imprecisa filiación genética de este lenguaje. El autor también presenta datos etnográficos sobre los Cofán y su lengua, basados en un trabajo de campo realizado en Dureno (este de Ecuador) en 1972. Al final hay un apéndice de datos lingüísticos.
• Zheng, Holly, and Scott AnderBois. 2022. "Definiteness in A'ingae and Its Implications for Pragmatic Competition." In Rodrigues, C., Saab, A. (eds), Formal Approaches to Languages of South America. Cham: Springer International Publishing, pp. 347-371.
  Abstract: The expression of indefiniteness and definiteness presents great cross-linguistic diversity, which makes the task of establishing semantic/pragmatic framework that generalizes over all different definiteness patterns an important challenge for semantic theory. In this chapter, we focus on the expression of definiteness in A'ingae, an underdocumented and endangered language isolate of Amazonian Ecuador and Colombia. The overall definiteness pattern of the language is: bare noun phrases can be used in all of indefinite, unique, and anaphoric definite noun phrases, while a dedicated anaphoric marker of A'ingae, tsa, can only be used in anaphoric definites. This lack of complementarity between the unique and anaphoric forms in A'ingae challenges previously proposed frameworks that rely on pragmatic competition and therefore predict a strict division between the unique and anaphoric forms in other languages. We propose that an alternative semantic-based framework, not pragmatic-based, is necessary to synchronically capture different definiteness patterns cross-linguistically.

• Aguavil, J. y Andino, R. 2017. "Una Mirada a la Educación Intercultural Bilingüe de la Nacionalidad Tsáchila." Revista Inclusiones: Revista de Humanidades y Ciencias Sociales, 4(4): 97-111.
  Abstract: El presente artículo tiene como finalidad, analizar la educación intercultural bilingüe a partir de la observación a docentes que laboran en instituciones interculturales bilingües de la ciudad de Santo Domingo, en el período académico 2016-2017; debido a que, se ha detectado la necesidad de materiales didácticos en idioma tsa'fiki en las instituciones interculturales bilingües ubicadas en comunidades de la nacionalidad Tsáchila. El enfoque de la investigación es de tipo mixto y se aplica un diseño no experimental con base en una investigación descriptiva. Los instrumentos para recoger datos son una ficha de observación y una encuesta para docentes. Para el análisis de los datos se utilizan tablas estadísticas para organizar y mostrar los datos obtenidos con los instrumentos aplicados. Los resultados obtenidos con el estudio, vienen a comprobar que existe una necesidad formativa en los docentes, por lo tanto, esto dificulta la creación de materiales didácticos en idioma tsa'fiki, que permitan mejorar la comunicación entre docente y estudiantes. En las conclusiones, se plantean algunos factores que posiblemente expliquen las falencias y necesidades de los docentes interculturales bilingües, en lo que respecta a materiales didácticos y las dificultades de comunicación por medio del idioma tsa'fiki.
• Amari, D., 2021. Aplicación Móvil para Herramienta de Aprendizaje del Idioma TSÁFIKI para la Unidad Educativa Calazanz 2. MA Thesis, UNIANDES.
  Abstract: El desarrollo de este proyecto está enfocado en la creación de aplicaciones móviles como una herramienta de aprendizaje del idioma Tsáfiki. Considerando que hoy en día es más frecuente el desarrollo de aplicaciones web para el desempeño de pequeñas, medianas y grandes empresas ya que, constituyen uno de los pilares claves en la sociedad debido a la capacidad de adaptación de cualquier tipo de ambiente de trabajo. Es conocido que las lenguas ancestrales son un patrimonio de toda nación, estableciendo bajo su existencia la promulgación y conservación de quienes fueron y serán parte de la historia. El idioma Tsáfiki al igual, que otras lenguas ancestrales, es considerado un idioma en peligro de extinción, puesto que la poca población que hoy en día la domina lingüísticamente, se va perdiendo con el pasar de los días. Es por esta razón, que el aprendizaje y enseñanza desde la escuela de esta lengua ancestral ha sido el objeto de estudio de esta investigación basándose específicamente en la creación de aplicaciones móviles. Para ello, este proyecto se estructuró de la siguiente manera: En primer lugar, una introducción referente al problema fundamental de investigación sobre el proyecto a realizarse, además se establecen los demás aspectos, tales como objetivos y justificación del problema. Sucesivamente a ello se presenta el marco teórico donde se abarcan a todos los elementos y herramientas que se utilizan en el desarrollo de la aplicación móvil también, cuenta con los diferentes aspectos importantes sobre los métodos de aprendizajes y enseñanza en los estudiantes. Así mismo, en el segundo capítulo se establece la metodología y técnicas de análisis a fin de obtener una propuesta calificada incorporando las tabulaciones de información, lo que permitirá que el objeto de estudio se canalice y evalúe bajo las técnicas e instrumentos de estudio. Por último, en el tercer capítulo se ha desarrollado el esquema de la propuesta, la cual consiste en la evaluación y diseño del tema del examen complexivo con la ayuda previa de la investigación realizada, además se incorporan conclusiones, recomendaciones y bibliografía.
• Archivo de Lenguas y Culturas del Ecuador. FLACSO Ecuador.
  Abstract: The archive provides detailed information on Tsa'fiki, including its classification within the Barbacoa language family, linguistic characteristics and sociolinguistic data. This resource is essential for comparative studies and for understanding the current status of the language in Ecuador.
• Bruil, Martine. 2014. "Evidentiality and Mirativity in Barbacoan Languages." UBC Working Papers in Linguistics, 26: 1-14.
  Abstract: Bruil examines evidentiality and mirativity systems in Barbacoan languages, including Tsa'fiki. The study compares how these languages express source of information and surprise, offering a typological perspective that enriches the understanding of these grammatical categories in the context of Tsa'fiki.
• Calazacón, Catalina et al. (eds.), 1995. Cuatro Leyendas Mitológicas de los Tsáchila de Santo Domingo de los Colorados, Ecuador. Guayaquil, Ecuador: Dirección de Programas Culturales.
  Abstract: El propósito de este texto, es devolver su propia tradición oral a los Tsáchila en forma escrita, y así asegurar su debida preservación y aprecio dentro de la propia comunidad vernácula. Los textos en tsáfiqui utilizan el alfabeto normalizado del Programa de Idiomas Vernáculos y las traducciones a español reflejan fielmente los textos originales.
• Cali Ochoa, Daniel Fernando. 2015. Documentación de Conocimiento Etnobotánico por medio de un Léxico Temático Trilingüe con y para la Nacionalidad Tsa'chila en la Comunidad de El Poste. Tesis de Pregrado: Pontificia Universidad Católica del Ecuador.
  Abstract: Due to the fact that El Poste, which is a Tsa'chila community located at Santo Domingo in Ecuador, lacked of ethnobotanical documentation described in their mother tongue as well as felt the need to systematize that knowledge, this dissertation project was proposed to document the so called ethnobotanical knowledge through a lexicographic tool not only to fulfill that need but also to strengthen their mother tongue. For this reason, by taking advantage of the software Lexique Pro it was proposed to create a trilingual thematic lexicon written in Tsa'fiki, Spanish and its translation into English. Once the documentation was finished, in which phytonyms were additionally analyzed in a morphological and ethno semantical way, a diagnosis in terms of the amount ethnobotanical knowledge that Tsa'chila people at El Poste possessed was made. Only then, it was possible to know what proposals can be stated in order to safeguard the Intangible Cultural Heritage of the Tsa'chila and its mother tongue which is Tsa'fiki.
• Charpentier, Ana Marìa. 2019. Vitalidad Lingüística del Tsa'Fiki en Tres Comunidades Tsa'chila en los Años 2018-2019. BA thesis, Pontificia Universidad Catòlica del Ecuador.
  Abstract: La pérdida de vitalidad de las lenguas indígenas es un problema que ocurre en todo el mundo, debido principalmente a su relación con lenguas prestigiosas que son dominantes en diversas sociedades, como el inglés, el español, el francés, el portugués, el chino, el árabe y otras. Este fenómeno ocurre también con respecto a la lengua Tsa'fiki, hablada por los miembros de la nacionalidad Tsa'chila, que habita en las proximidades de la ciudad de Santo Domingo de los Tsa' chilas, al pie de la cordillera de los Andes, en Ecuador. Por medio de un análisis sociolingüístico de tipo cuantitativo, cualitativo y comparativo, esta investigación se enfoca sobre la situación actual de la lengua Tsa 'fiki en tres comunidades: Chigüilpe, Peripa y Otongo Mapalí. Los resultados obtenidos nos dan una visión bastante precisa del estado en el que se encuentra dicha lengua en estas tres comunidades, especialmente en el caso de los niños, adolescentes y adultos jóvenes, lo que nos permite reflexionar sobre las causas del uso y desuso del Tsa'fiki en relación con factores sociales y económicos en el contexto de su entorno vivencial.
• Curnow, TJ. and Liddicoat, AJ. 1998. "The Barbacoan Languages of Colombia and Ecuador." Anthropological Linguistics, 40(3): 384-408.
  Abstract: This article applies the comparative method to show that there is a genetic relationship betweem the Colombia and Ecuaodiran indigenous languages Guambiano, Totorò, Awa Pit ( Cuaiquer), Cha'palaachi (Cayapa), and Tsafiqui (Colorado). These five languages from the Barbacoan group. This family does not contain Paez, although that language is often grouped with (some of) the Barbacoan languages. In addition, Moore's (1962) analysis of the South Barbacoan languages (Cha'palaachi and Tsafiqui) is reexamined, and it is shown that by correcting his data, Proto-South Barbacoan can be reconstructed without a palatal series of consonants.
• Dickinson, Connie S. 1999. "Semantic and Pragmatic Dimensions of Tsafiki Evidential and Mirative Markers." CLS 35: The Panels, 29-44.
• ———. "Mirativity in Tsafiki." Studies in Language, 24(2): 379-422.
• ———. 2002. Complex Predicates in Tsafiki. MA thesis, University of Oregon.
  Abstract: This dissertation is a study of two predicate constructions in Tsafiki, a Barbacoan language spoken in the westernlowlands of Eccuador. The rist concerns complex predicates. The majority of predicates in Tsafiki are complex consisting of an inflecting element (generic verb) from a small closed class of around thirth-three verbs and a non-inflecting element (coverb) from a large open class. Each of the elements of the complex predicate contributes semantic participants and affecs the syntactic structure of the clause, although syntactically, the complex predicate fundtions like a simple predicate in that it allows only one set of morphosytactic arguments. Complex predicates of this type pose a challenge for mainstream approaches to valency or argument structure. The standar approach is characerized by the view that valency and argument structure are determined by the lexical properties of a single element, the head, exemplified by a simple verb. In this study I show that the standard apporach is untenable for Tsafiki and instead adopt an alternative approach. By carefully considering the relational properties of the two elements of the complex predicate, allowing argument sharing or merger and by considering the construction as a sign in its own right, the syntactic structure and interpretation of the complex predicates can be explained.
• ———. 2011. "Reciprocal Constructions in Tsafiki." Reciprocals and Semantic Typology, 277-314.
  Abstract: Tsafiki reciprocal constructions have fairly unique characteristics due to the nature of the constructions from which they arise and the overall grammatical structure of Tsafiki. Reciprocals are coded by elements that are already grammaticalised for other functions. Symmetrical positional reciprocal constructions consist of a subset of positionals that inherently code reciprocity. There are two basic types of active reciprocal constructions. The semantic distinction between the two concerns mirative notions such as the degree to which the event concurs with the speaker's expectations and general knowledge. The function of each reciprocal element is explored by examining its role in other constructions.
• Dixon, Robert and Aikhenvald Alexandra. 2003. Studies in Evidentiality. Amsterdan, Philadelphia: Studies in Language.
• Erira Muñoz, Lady Janneth. 2019. Tsáfiki Verdadera Palabra, Elaboración de un Registro sobre las Tradiciones y Expresiones Orales en la Comuna Tsáchila El Búa. Tesis de Pregrado: Universidad Nacional de Chimborazo.
  Abstract: El presente proyecto de investigación constituye una documentación escrita sobre la oralidad en la población de nacionalidad Tsáchila en la comuna el Búa, expresada en tsáfiki y en castellano. La población de la comuna hablando a través de la lengua tsáfiki, mantiene su conocimiento ancestral, sabiduría, creencias y respeto por la naturaleza reflejados en mitos, leyendas, tradiciones y demás relatos de alto contenido cultural e histórico necesario para la perdurabilidad de sus conocimientos. El objetivo de esta minvestigación fue elaborar un registro sobre las tradiciones y expresiones orales para revitalizar y difundir la lengua tsáfiki, para la ejecución del mismo fue necesario el análisis y descripción de la información obtenida en el trabajo de campo, mediante las correspondientes entrevistas fue posible la transcripción a las fichas de registro asumiendo una postura de documentación y como medio de difusión con un enfoque cualitativo, en resguardo a los rasgos particulares de la expresión oral y la autonomía que requiere como cualquier nacionalidad indígena en el país y el mundo.
• Granja Aguirre, Estefanía Abigail. 2019. Lo Material e Inmaterial en la Mesa de Curación Tsáchila. Tesis de Posgrado: Facultad Latinoamericana de Ciencias Sociales (FLACSO)
  Abstract: La sistematización de fuentes documentales escritas y audiovisuales han conducido a pensar en los Tsachila como una cultura de interés por investigadores, que han dejado como resultado valioso material que permite comprender cómo eran en el pasado y dar cuenta de sus cambios hasta el presente. Entre la información que se revisó, específicamente en el caso del material audiovisual, no se encuentran datos relacionados con los chamanes, como aquellos que pueden acceder al mundo espiritual, de sus prácticas, de las mesas de curación y objetos de estas y los materiales audiovisuales existentes, tenían solamente un enfoque periodístico o a modo de memorias de viaje de exploradores. Por esta razón se plantea esta investigación, que busca hacer un acercamiento desde la antropología visual a aquello que se ha considerado que "falta" en los audiovisuales revisados. Así, surgió la pregunta ¿qué es lo material e inmaterial en la mesa de curación Tsachila?, para responder a esto, compartieron su experiencia seis chamanes Tsachila y, gracias a sus testimonios pude aproximarme al lugar de curación que contiene una mesa y los objetos que ellos presentan a la cámara desde su aprendizaje y experiencia. A través de las historias de vida de los chamanes, esta investigación, como principal objetivo, busca plasmar en un documental testimonial la temática en torno a la cultura Tsachila, como el poné, la dama ceremonial sanadora, mesa de curación y herramientas que utilizan para la ceremonia de curación. En esta investigación veremos el caso de una mujer Tsachila que es sanadora y que, a través de su testimonio nos explica cómo aprendió, implementó y obtuvo sus objetos de la mesa de curación. De aquel objetivo principal, se deriva la finalidad de esta investigación que buscar recoger de forma textual y documental el testimonio de casos particulares sobre las mesas de curación Tsachila, para que puedan ser visionados por las personas no Tsachila y Tsachilas de distintas edades, como un primer paso abordado desde la antropología visual. El trabajo de campo implicó negociaciones para lograr realizar la filmación. A través de acuerdos, como antropóloga estuve a disposición de las ideas de filmación de los chamanes, en los espacios que ellos deseaban o desde el ángulo que les parecía más idóneo, lo que a veces incluso implicó una desviación del objetivo. Finalmente, se puede decir que este documental fue visto por los chamanes como un medio por el cual conservar sus costumbres y cosmovisión. Es decir, como un registro para que, mediante sus explicaciones, puedan comprender la ceremonia no sólo los Tsachila jóvenes o quienes no sean chamanes, sino las personas que deseen conocer de esta. Sigue tratándose el tema de la relación paciente- poné/jampemi sona o sanadora con reserva, pero es un primer acercamiento puntual sobre las mesas de curación.
• Jende, J., 2022. "Nacionalidad Tsa'Chila: Esfuerzos Comunitarios para la Revitalización de la Lengua Tsa'Fiki." Revista Lenguas Vivas, 1(1)
  Abstract: El presente trabajo es una síntesis del proceso de transformación del desarrollo de la lengua materna ancestral Tsa'fiki pertenece a la familia lingüística Chibcha. El propósito central es analizar y comprender las prácticas y los efectos de la lengua Tsa'fiki. Para ello se han establecido tres secciones en las que se analiza: 1) El origen de la Nacionalidad Tsa'chila ubicada en la provincia Santo Domingo. 2) La situación actual del idioma Tsa'fiki. 3) Conceptualización de revitalización y finalmente, las principales experiencias de enseñanza mediante varias estrategias de fortalecimiento-revitalización de la lengua materna, con el cierre de los principales ejemplos.
• Lindskoog, C. and John, N. 1964. "Vocabulario Cayapa". Quito, Ecuador: Instituto Linguistico de Verano en Cooperaciòn con el Ministerio de Educaciòn Pùblica.
  Abstract: Este vocabulrio cayapa es el primero que ha sido publicado fuera de breves presentaciones incluidas en obras antropològicas. Esperamos que sea de ayuda para los indìgenas que quieran aprender el castellano, para los de habla española quienes tengan necesidad de comunicar en el idioma cayapa, y para los cientìficos que tengan interès en hacer estudios linguìsticos y antorpològicos sobre este idioma. El idioma cayapa es ocupado por los indios cayapas quienes viven principalmente a lo largo del Rìo Cayapas y sus tributarios en la provincia de Esmeraldas en el noreste del Ecuador. Viven tambèn en los rìos Santiago, Verde, Ostiones, Canandè, Viche, Sucio, y Cojimìes.
• Moore, Bruce R. 1962. "A Statistical Morpho-Syntactic Typology Study of Colorado (Chibcha)." International Journal of American Linguistics, 27(4): 298-307.
• ———. 1962. "Correspondences in South Barbacoan Chibcha". Summer Institute of Linguistics of the University of Oklahoma, 7: 270-289.
• ———. 1966. Diccionario castellano-colorado, colorado-castellano. Quito: Instituto Lingüístico de Verano.
• ———. 1975. El Sistema Fonètico del Idioma Colorado. Estudios Fonològicos de Lenguas Vernàculas del Ecuador. Quito, Ecuador: Instituto Linguistico de Verano.
• ———. 1979. Mètodo Para Aprender El Idioma Colorado (Gramàtica Pedagògica). Cuadernos Etnolinguisticos 4. Quito, Ecuador: Instituto Linguístico de Verano.
  Abstract: El Instituto Linguìstico de Verano ha tenido la feliz iniciativa de publicar la serie de Cuaderns Etnoliniguìsticos sobre temas relacionados con la antropologìa y la linguìstica en el Ecuador. El trabajo del Instituto Linguìstico de Verano es conocido y valorado en decenas depaìses donde ha desarrollado una esforzada labor de investigaciòn de las lenguas autòctonas, muchas de ellas jamàs analizadas cientìficamente antes. En muchas de estas lenguas el Instituto ha tenido que inventar un sistema de escritura, llevando asì a sus hablantes el milago de la palabra escrita. además de la utilidad inmediata de estos trabajos, el Instituto ha enriquecido la investigaciòn linguistica con un vasto acopio de informaciònes sobre idomas exòticos, y la puesta a prueba de variadas teorìas, metodologìas y postulados linguìsticos. En el Ecuador, el Instituto ha colaborado con el programa de la educaciòn bilingue que, de adoptarse a escala nacional, serìa la base para una verdadera liberaciòn cultural del indìgena. Con la presente serie, el Instituto Linguistico de Verano tiende una vez màs un puente entre la cultura en lengua española y la de los hablantes de idiomas vernàculos.
• ———. 1979. El Cambio Cultural entre los Colorados de Santo Domingo. Quito, Ecuador: Instituto Linguistico de Verano.
  Abstract: El presente libro, busca comparar la cultura colorado con el conjunto de conocimientos cientìficos, tradicionales y artìsticos, de la època en la que el Colorado conocìa mucho menos de las costrumbres de los hispanohablantes. A fin de dejar ver muy claro el cambio cultural que se està efectuando en el grupo.
• Moore, Bruce R. and Levinsohn, S. 1991. Patrones Gramaticales del Colorado (CHIBCHA). Quito, Ecuador: Instituto Linguistico de Verano.
  Abstract: El presente libro, presenta los patrones gramaticales del Colorado, el idioma Chibcha. Lengua hablada por casi dos mil indìgenas que viven en el àrea rural de Santo Domingo de los Colorados en las llanuras litorales del Ecuador. Comienza con un bosquejo de las caracterìsticas tipològicas del idioma; posterior, se consideran los sintagmas no-verbales y verbales: a la par, se aborda algunos detalles acerca de la oraciòn; finalmente, se presenta la construcciòn de algunas correspondencias entre el Colorado y el Chachi.
• Salazar Armijos, Diego Ricardo et al. 2019. "Tecnologías de Información y Comunicación para Fortalecer el Aprendizaje del Tsa'fiki en Unidades Educativas Tsa'chilas." Universidad y Sociedad, 11(5): 162-170.
  Abstract: The preservation of the historical memory of a native language is essential to maintain the identity of indigenous peoples and to preserve ancestral knowledge, as well as other aspects that derive in the economy such, that generates the tsa'chila culture in Santo Domingo - Ecuador. However, there are few teaching tools in tsa'fiki (tsa'chila language), which makes it difficult to learn the language in the bilingual students of the tsa'chilas educational units, which causes the language to be lost, and therefore the cultural identity of this nationality. Thus, the objective of this work is to offer an alternative, for the conservation of tsa'fiki through Information and Communication Technologies (ICT), observing the precepts of the tsa'chila cultural worldview, in such a way that natives can naturally assimilate the proposed technology and therefore to motivate others to learn their language. Methodologically, first an analysis of the cultural and learning aspects of the tsa'fiki that must be taken into account to implement the technological solution was made, then an evaluation of technological components was carried out to implement the solution, the prototypes were built, finally, the satisfaction of the solution was verified, inducing that ICT contribute to the learning of tsa'fiki.
• Saracay, M.A., 2019. Los Pictogramas en el Desarrollo del Lenguaje Oral en el Idioma Tsa'fiki en Niñas y Niños de 3 a 4 Años de Edad, en el Centro Educativo Comunitario Intercultural Bilingue TSACHILAS, ubicado en la Comuna Congoma Grande, Parroquia Luz de America, Cantòn Santo Domingo, Provincia Santo Domingo de los Tsachilas en el Perìodo Mayo-Octubre del 2019. BA thesis, Universidad Santo Domingo de los Tsa'chilas.
  Abstract: The present investigation's objective is to determine how the correct use of the Pictogram influences the development of oral language in the Tsafiki language in girls and boys from 3 to 4 years old, know the situations and prevailing attitudes through activities. The research that was framed has used a field study methodology which has been observed, analyzed, verified directly, considerin that it constitutes a means of great importance to solve the problem since it will contribute to developing oral language, also in the context. The theme is novel and original since it is in the Tsa'fiki language. The Techniques and Instruments used were a survey, the interview, using a a checklist with ten questions in order to collect information on different aspects, the results found demonstrated a series of difficulties in the area of language development due to such situation, it is allowed to exercise a proposal that boys develop the oral language.
• Tsafiki Documentation Project. The Language Archive, Max Planck Institute.
  Abstract: This project aims to document the Tsa'fiki language and culture of the Tsáchila nationality. Through the collection of recordings, texts and linguistic analysis, the project seeks to preserve and promote the knowledge of Tsa'fiki, providing resources for researchers and community members.
• Ventura i Oler, Monserrat. 1999. "Ser Tsachila en el Ecuador Contemporaneo: un Análisis Desde la Antropologia." Revista Ecuador Debate. Etnicidades e Identificaciones, 4 (48): 95-118.
  Abstract: Tanto la sociedad ecuatoriana en su conjunto como los extranjeros en general poseen una imagen doble y contradictoria de los Tsachila. Por un lado, parece que no serán considerados ciudadanos de pleno derecho mientras su asimilación no sea completa. Se aceptan mal sus particularismos culturales, especialmente cuando se les imputa causar problemas de cohabitación. Por otro lado, cuanto más los Tsachila se deshacen de su "salvajismo”, más se les acusa de corrupción, pues el exotismo es el único rasgo valorado de las minorías étnicas. Esta ambigüedad se ve parcialmente acusada cuando entramos en el complejo mundo del chamanismo.
• Walls, Taylor. 2016. Linguistic Analysis of the Ecuadorian Language, Tsafiki. Undergraduate thesis, University of Central Arkansas.
• Wycliffe, Inc. 2017. Diosichi Pila: Las Sagradas Escrituras en el Idioma Colorado del Ecuador.

• Álvarez-Escobar, María et al. 2023. "Lecto-Escritura del Español como Segunda Lengua en la Educación de Niños Sordos". INNOVA Research Journal, 8(1): 34-48.
  Abstract: The present work analyzes the problem in which deaf people are immersed in an oral and literate environment, which is insignificant and often inaccessible due to their visuo-gestural condition. The learning of reading and writing in deaf children has motivated a series of questions associated with the difficulties of comprehension and written expression, the relationship it has with their own sensory limitations and the use of different methods of teaching literacy. The aim of the research is to find the factors associated with the processes of literacy of Spanish as a second language, in deaf students of Elementary Basic Education. For the execution of this study, an interpretative method was used, whose scenario corresponds to a specialized educational unit for deaf children and adolescents. As for the population and sample, it was composed of the students of second, third and fourth grade of Basic General Education and their respective teachers. Among the results, a limited achievement in the acquisition of the management of linguistic skills linked to reading and writing in the Spanish language was showed; in addition to lack of motivation for their learning and the use of poorly contextualized strategies for the teaching of a second language. The study concludes with the need for teacher training aimed at employing meaningful techniques and global methods for teaching literacy.
• Araujo, Elking et al. 2023. "Inclusive Dictionary for People with Disabilities through an Accessible Technological Platform." Intelligent Human Systems Integration (IHSI), 69: 497-504.
  Abstract: One of the greatest challenges for people with disabilities is the lack of accessibility to information, and communication, in addition, to learning processes, which results in few possibilities for labor and social inclusion. Currently, in this sense, research and projects are carried out to promote strategies that allow greater use of ICTs in the acquisition and exchange of knowledge to reduce inequalities in terms of accessibility, especially for people with disabilities and, in general, for priority care groups. However, sustained processes are required that allow comprehensive accessibility to people with disabilities. According to studies carried out by the World Health Organization (WHO), it is estimated that 5% of the world's population has a hearing impairment (World Health Organization, 2018). This community generally presents learning problems given the low effectiveness in the transmission of messages between listeners and non-listeners, and, regarding information and communication technologies, there are not enough computerized educational materials that facilitate communication and Autonomous Learning. It is important to mention that ICT plays a decisive role in teaching-learning in various educational environments. Undoubtedly, new technologies can supply means for improving teaching and learning processes, and managing educational environments in general, since they facilitate cooperation and collaboration between students. In addition, they contribute to overcoming social inequalities. Because sign language is the first language of the deaf community, and since it is expressed spatially and visually, it is necessary to produce multimedia content for the generation of computerized educational tools to properly transmit these messages. The present work is oriented toward facilitating sign language learning in people with hearing impairment, which contributes to their coexistence and interaction. We cannot fail to mention that the approach to nature is mediated by language. Without sufficient lexical background, any formative action is limited. It is essential to have a sufficient repertoire of terms that help the speaker understand and know her environment. Under regular conditions, vocabulary acquisition may be conditioned by diverse, but drawing events or conditions: access to physical or digital bibliography, limited educational experience, family environment little related to reading, etc. The increase in vocabulary in a speaker facilitates learning. Many reading comprehension problems begin with the impossibility of properly decoding words. The problem of access to vocabulary improvement is exacerbated for the deaf community and people with visual disabilities. The aggravation is because they do not exist in the Ecuadorian environment, dictionaries that offer information from the Ecuadorian lexicon not defined in general dictionaries and that, at the same time, contribute to the interpretation of sign language for the deaf community or that meets the standards of inclusion necessary to facilitate reading in users with visual disabilities. In this context, part of our work will be focused on determining which is the lexicon of Ecuadorian speech that deaf people do not know. We consider as a hypothesis that the lexicon unknown by deaf people mostly comprises terms with abstract or very localized references. In addition, we propose to propose the structure of the design of a technological platform of the dictionary. This web application would present the set of lexical entries defined in Spanish and expanded with an author appointment, accompanied by an image of the referent and a video with sign language interpretation of both the definition and the appointment. Each dictionary entry will offer automatic reading on the screen for the accessibility of no seers. The dictionary macrostructure will be composed of basic words and expressions of sign language to promote educational interest and facilitate and energize learning. The work will also be based on a methodology specialized in web applications such as OOHDM (Object Oriented Hypermedia Desing Methodology), on free tools for the manipulation of multimedia audio, video, and images such as Avidemux, Audacy, and Gimp respectively, in them Netbeans 14.0 development tool with JSF 2.0 framework. For integration with the database, PostgreSQL will be used.
• Arichábala Fajardo, María Fernanda and Cinthya Estefanía Arpi Guamán. 2022. Guía de actividades para la enseñanza de la lengua de señas ecuatoriana en los estudiantes de tercero de Básica de la Unidad Educativa Sudamericano. B.S. thesis, Universidad Nacional de Educación.
  Abstract: La lengua de señas ecuatoriana (LSEC) es concebida como una lengua materna por medio de la cual las personas sordas establecen una comunicación con su entorno. Los niños que presentan un tipo de discapacidad auditiva (DA) llegan a establecer relaciones afectivas con sus pares y con personas oyentes que pueden comunicarse mediante la lengua de señas. A partir de esto surge el desarrollo de este proyecto, el diseñar una guía de actividades destinada a la enseñanza de la Lengua de Señas Ecuatoriana (LSEC) a niños de tercero de básica de la unidad educativa Sudamericano, con el fin de ampliar el conocimiento de la cultura sorda y de la LSEC en los estudiantes. Para ello se realizó una revisión bibliográfica del tema, con las aportaciones de varios autores con los cuales se sustentan las bases de este trabajo. La metodología que se emplea incluye un paradigma socio – crítico y un enfoque cualitativo, además se utilizaron varios instrumentos de recolección y análisis de información y de igual modo, se realizó el análisis de guías de diversos países las cuales sirvieron de referencia para el diseño y estructuración de la guía de actividades. Finalmente, se aplicó un plan piloto de la propuesta para conocer su factibilidad en la enseñanza de la LSEC a estudiantes de entre 7 y 8 años (edad promedio de los estudiantes de tercer año)
• Banet, Jorge and Janine Matts. 2024. "La enseñanza de la lengua de señas ecuatoriana y su adaptación al Marco Común de Referencia Europeo en Ecuador." Lengua y Sociedad, 23(1): 537-556.
  Abstract: El presente estudio examina la enseñanza de la lengua de señas ecuatoriana desde sus inicios hasta la actualidad y su adaptación al Marco Común Europeo de Referencia para las lenguas por parte de una institución de educación superior. Se revisa la historia de la enseñanza de lenguas en general, la de la lengua de señas en el contexto ecuatoriano y se proponen sugerencias para su mejora. Se sostiene que la lengua de señas, como cualquier otra lengua natural, debe ser enseñada de forma comunicativa por profesores con la formación adecuada para obtener los mejores resultados. Estos profesores pueden ser nativos, o no, tal como ya se ha argumentado en la enseñanza de otras lenguas extranjeras y segundas lenguas. Además, la enseñanza de la lengua de señas ecuatoriana debe apegarse a los lineamientos del Marco Común Europeo de Referencia, tal como lo hacen otras lenguas orales en el contexto ecuatoriano.
• Barberán-Moreira, Jennefer et al. 2023. "Machine Learning for the Strengthening of Ecuadorian Sign Language Communication." In Álvaro Rocha et al. (eds), Information Technology and Systems, pp 223-240. Cham, Switzerland: Springer Nature Switzerland AG.
  Abstract: Currently, communication between students with hearing disabilities and other actors that make up an educational establishment, has a gap despite the existence of technological resources. The objective of the study is to provide a comprehensive vision on machine learning to strengthen the communication of Ecuadorian sign languages within a career. This study presents an investigation how machine learning through the Predicate Learning algorithm can be applied to relate a word introduced in a chat, send the corresponding pictogram in Ecuadorian sign language instead of the word, this way bridges the gap in communication between listeners and people with educational disabilities. The results show that machine learning significantly influences Ecuadorian Sign Language communication.
• Benitez, Paola et al. 2021. "Kit didáctico para el aprendizaje del lenguaje de señas ecuatoriano (Didactic Kit for Learning Ecuadorian Sign Language)." InGenio Journal, 4(1): 1-10.
  Abstract: Las dificultades que existen para entablar un diálogo con personas sordas son muchas debido a que una gran cantidad de personas no conocen la dactilología o lenguaje de señas. En Ecuador, las personas con esta discapacidad están apartadas de ciertas tecnologías lo que disminuye sus posibilidades de comunicación. Debido a esto, se propone la utilización de un kit que ayude en el aprendizaje del lenguaje de señas. Mediante entrevistas preliminares y revisión bibliográfica se obtuvieron lineamientos sobre cómo se debería diseñar el kit. Así, el kit propuesto está compuesto de un guante vinculado por Bluetooth a una aplicación móvil. El prototipo construido permite inicialmente el aprendizaje del abecedario y la formación de palabras básicas del lenguaje de señas ecuatoriano. Con este prototipo se realizó una evaluación con personas adultas, para llegar a obtener una opinión del kit didáctico. Los resultados obtenidos fueron en su mayoría positivos, lo cual permite especular que un kit de este tipo podría ayudar en el aprendizaje de lenguaje de señas.
• Carlosama, Jeremy et al. 2024. "Ecuadorian Sign Language Detection in Real Time." In Marcelo V. García et al. (eds), Proceedings of the International Conference on Computer Science, Electronics and Industrial Engineering (CSEI 2023), pp. 298-311. Cham, Switzerland: Springer Nature Switzerland AG.
  Abstract: The paper introduces a groundbreaking approach to bridge the communication divide between Ecuadorian Sign Language users and non-sign language speakers. It employs technology for real-time translation of sign gestures into written language. The study used a dataset encompassing alphabet letters, numbers, and common phrases in Ecuadorian Sign Language, employing an object localization model to recognize hand movements. Our system splits images into a grid, facilitating efficient detection of multiple signs in one go. When sign language gestures are input via images or videos, the system identifies and reproduces them in an app, facilitating effective communication. The results indicate promising accuracy and real-time responsiveness, offering hope for improved inclusivity in the Ecuadorian deaf community. This research not only empowers the deaf but also promotes wider appreciation of Ecuadorian Sign Language. Future work aims to enhance accuracy, expand vocabulary, and integrate the technology into diverse communication platforms for broader impact.
• Castro, Karen. 2020. "Iniciación en el aprendizaje de la lengua de señas en la Educación Inicial." Dominio de las Ciencias, 6(3): 296-312.
  Abstract: La lengua de señas ecuatoriana es una forma de comunicación que se establece como necesidad por una comunidad que no puede expresarse a través de la comunicación verbal, por lo que crea y genera información basada a través del movimiento de las manos y la configuración gestual representando letras, palabras, sonidos o frases que trasmita y exprese lo que el sujeto quiere manifestar. Sin embargo, es necesario potenciar el aprendizaje de la lengua de señas desde edades tempranas considerando que, se logra una participación activa en sociedad y un aprendizaje significativo. Por el cual, el objetivo principal es establecer el aprendizaje de la lengua de señas en Educación Inicial a través del trabajo del esquema corporal, contribuyendo al desarrollo de la educación visto a través de acciones pedagógicas compuestas en talleres a partir de los ejes de desarrollo y aprendizaje comprendido en las edades de 3 a 5 años de edad favoreciendo en el desarrollo oportuno del infante. Por lo tanto, la investigación se basa en el paradigma socio-crítico debido a que, se buscó un cambio y transformación en la comunidad educativa, contribuyendo a procesos de reflexión-acción entre la teoría y la práctica, además, se utilizó la metodología cualitativa como técnica de interpretación y comprensión de la realidad estudiada, donde el método trabajado fue investigación acción participativa (IAP). De tal modo que, a partir del trabajo del esquema corporal, el aprendizaje de la lengua de señas en relación con el movimiento obtuvo objetivos que beneficiaron a todos los participantes, en este caso la propuesta quiere establecer el aprendizaje de la lengua de señas como medio de comunicación natural entre toda la sociedad.
• Collaguazo, Flor and Luis Lojano. 2024. Sistema de talleres para la preparación docente en el aprendizaje de la lengua de señas ecuatoriana para la enseñanza de estudiantes con discapacidad auditiva. B.S. thesis, Universidad Nacional de Educación.
  Abstract: La formación docente adecuada permite a los profesores eliminar las barreras de comunicación, promoviendo la elección de medios de comunicación adecuados y cooperando con profesionales para garantizar una comunicación efectiva con los estudiantes con discapacidad auditiva. Esto favorece la integración de estos estudiantes en actividades educativas y sociales junto con sus pares sin discapacidad, creando un ambiente de aprendizaje inclusivo en el que todos consideren que son valorados y respetados. En esta investigación se resalta la importancia de la preparación docente puesto que, sin esta se pueden generar barreras que dificulten la inclusión de los estudiantes con discapacidad auditiva. Esta investigación, se aborda mediante un enfoque cualitativo e interpretativo, de un estudio de caso único, utilizando técnicas como la revisión bibliográfica, entrevistas y observación participante. Además, se fundamenta en varios autores que han investigado sobre la preparación docente para trabajar con estudiantes con discapacidad auditiva, entre los cuales destacan, Unesco, 2015; Díaz, 2008; Darling, 2006; Agudelo, et al. 2014. También, aportan diferentes perspectivas y enfoques para abordar las barreras en la educación inclusiva y las estrategias para mejorar el aprendizaje de estudiantes con discapacidad auditiva. Por lo que, se propone como solución el implementar talleres para que los docentes puedan comunicarse efectivamente con estudiantes con discapacidad auditiva mediante la lengua de señas ecuatoriana. Con lo cual, se busca resolver la problemática de comunicación y enseñanza a este grupo, brindando a los docentes habilidades y conocimientos para mejorar la atención educativa y lograr una preparación docente eficaz en esta lengua.
• Cunalata, Mónica. 2019. Material Didáctico para Enseñanza del Lenguaje de Señas en Educación Inicial II. B.S. thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El presente proyecto tiene como objetivo desarrollar material didáctico para la enseñanza del lenguaje de señas en educación inicial II. La metodología utilizó un enfoque cualitativo para obtener cualidades específicas de los procesos en la enseñanza-aprendizaje en el ámbito educativo. Los instrumentos aplicados incluyeron entrevistas a docentes y especialistas en el área de lenguaje, así como también fichas de observación. Los resultados obtenidos, demuestran que el material didáctico es necesario para una correcta enseñanza-aprendizaje de lenguaje de señas y por ende, la propuesta basada en las necesidades básicas del público objetivo para una mejor interacción entre personas oyentes y no oyentes. El diseño del material didáctico atrae la atención del niño mediante la cromática, formas y espera contribuir en el desarrollo cognitivo e inclusivo dentro de la educación inicial II en los niños con deficiencia auditiva.
• Federación Nacional de Personas Sordas del Ecuador (FENASEC). 2013. Glosario Básico de Lengua de Señas Ecuatoriana, Ecuador: FENASEC.
• ———. 2020. Entre Palabras y Señas, Ecuador: FENASEC.
• Hernandez Morales, Bryan Sebastián. 2023. Diseño de un aula virtual para el aprendizaje de la lengua de señas ecuatoriana en el estudiantado del sexto año de E.G.B en la Unidad Educativa especializada para sordos Miguel Moreno Espinosa en el año lectivo 2022-2023. B.S. thesis, Universidad Central del Ecuador.
  Abstract: La propuesta tecnológica que se presenta tuvo como objetivo diseñar un aula virtual dirigido al estudiantado del sexto año de E.G.B en la Unidad Educativa especializada para sordos Miguel Moreno Espinosa en el periodo 2022-2023, misma que al implementarse servirá como recurso tecnológico de apoyo para el aprendizaje de la lengua de señas ecuatoriana. Dentro de la fundamentación teórica se describe a las aulas virtuales, tipos y sus características, la plataforma mil aulas con herramientas. La metodología utilizada fue el enfoque cualitativo teniendo un tipo de investigación no experimental y descriptiva que permitieron observar y analizar situaciones o hechos que ocurren en el entorno permitiendo interpretar con las respectivas indagaciones mediante el instrumento de la entrevista la cual fue validada por docentes de la Universidad Central Del Ecuador, posteriormente aplicada a tres docentes de la institución expertos en lengua de señas ecuatoriana. Con los resultados obtenidos se pudo determinar la falta de uso de aulas virtuales y la factibilidad de implementarlas en todas las asignaturas. Finalmente, la propuesta tecnológica fue el diseño de un aula virtual con contenidos multimedia adaptados en lengua de señas que apoyara el proceso de aprendizaje en los estudiantes.
• Eberle, Daniel and Elizabeth Park et al. 2012. "Sociolinguistic Survey Report of the Ecuadorian Deaf Community." SIL International.
  Abstract: For this rapid appraisal survey, we wanted to gain a basic understanding about the sociolinguistic situation of the Ecuadorian deaf community. During four weeks of fieldwork in January and February of 2011, our survey team focused on gathering information about sign language use and deaf identity in Ecuador in 11 cities in cooperation with national Ecuadorian deaf leaders and local deaf community members. In addition, we gauged the needs and desires of the language community for future community and sign language development efforts. Our research methodology included participant observation, sociolinguistic questionnaires, wordlist comparison, and dialect network analysis. Initial results indicate that Lengua de Señas de Ecuador (LSEC) is the primary sign language of Ecuador, with significant historical influence from old Ecuadorian signs, American Sign Language (ASL), and a variety of sign language from Spain. Evidence points to geographical region and age being the two primary sociolinguistic variables influencing perceived and actual LSEC variation. Quito's LSEC variety appears to be the most influential and easiest to understand variety and Quito offers the most resources and opportunities to deaf Ecuadorians. Government support of the deaf community is strong, and while LSEC still lacks official recognition, the Federación Nacional de Sordos del Ecuador (National Federation of the Deaf - FENASEC) and the entire Ecuadorian deaf community is committed to both community and LSEC development as currently evidenced by the current LSEC dictionary project.
• Lazuriaga, Nelly and Gladiz Ruiz. 2022. "Abordaje de la enseñanza de la lengua de señas ecuatoriana en instituciones de diferentes niveles de formación." Revista Social Froteriza, 2(6): 50-65
• Manzano, Adriana. 2022. Visualidad, escucha y lengua de señas: Elementos culturales de la comunidad sorda Ecuador. MA thesis, FLACSO Ecuador.
  Abstract: En los encuentros entre personas sordas y personas oyentes está posicionado el imaginario de discapacidad, entendido desde el punto de vista biomédico que se enfoca en explicar lo que le falta a la persona sorda, de manera independiente a lo que la persona sorda piense de sí misma.En Ecuador se estima que habitan más de 200 mil personas con discapacidad auditiva, de las que alrededor de 67 mil constan en el registro del Consejo Nacional de Igualdad para lasDiscapacidades; no obstante, en estos datos no se refleja la diversidad demográfica de la comunidad sorda ecuatoriana, debido a que existen vacíos en el conocimiento respecto a cuántas personas son usuarias de lengua de señas, que no nos permita dimensionar la cantidad de personas que han afrontado privación del lenguaje. En este abordaje etnográfico, en el que se colocó la cámara de video en las manos de personas sordas para acceder a su forma de interpretar el mundo, la cultura es entendida en los términos planteados Tim Ingold como una sinergia entre las personas y sus ambientes. El propósito de esta investigación es establecer cómo las personas Sordas construyen su identidad de comunidad cultural y lingüística en sus relaciones con el entorno oyente, ubicando a la visualidad, escucha y lengua de señas como elementos claves para comprender la identidad cultural de la comunidad sorda desde una visión social antropológica que reconoce al encuentro entre personas sordas y oyentes como un encuentro intercultural.
• Marcillo, Diana. 2017. Análisis de los recursos didácticos utilizados como herramienta de enseñanza aprendizaje de la lengua de señas de niños y niñas con discapacidad auditiva de los centros de educación especial de la ciudad de Esmeraldas. MA thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: Para analizar los recursos didácticos utilizados como herramienta de enseñanza aprendizaje de la lengua de señas de niños y niñas de los centros de Educación Especial de la ciudad Esmeraldas, se utilizó un estudio observacional y cualitativo a una muestra de cinco docentes especializados en la educación de niños con discapacidad auditiva, y siete recursos didácticos más utilizados en la enseñanza de la lengua de señas, las variables fueron: aspectos técnicos, estéticos, pedagógicos y didácticos de los recursos didácticos, la información fue obtenida a través de entrevistas y fichas de observación. Los resultados determinaron que: la mayor parte de los recursos didácticos utilizados para la enseñanza de la lengua de señas (seis de ocho) corresponde a material convencional y dos corresponden a material digital. En el aspecto técnico y estético de los recursos didácticos observados, cinco son considerados aceptables, dos considerados buenos y uno muy bueno, en los aspectos pedagógico y didácticos se evidenció déficit en la estructura, evaluación, programación y actividades puesto que no están incluidos en el recurso didáctico, sino que funcionan como una actividad anexa que necesita de la intervención del docente para ser ejecutadas.
• Marín Molina, Nelly Cecilia and Carmen Graciela Sarmiento Calle. 2024. Iniciación de la enseñanza de la Lengua de Señas Ecuatoriana para promover una inclusión educativa desde el subnivel inicial 2. B.S. thesis, Universidaad Nacional de Educación.
  Abstract: La Lengua de Señas Ecuatoriana (LSEC) en la Educación Inicial es una práctica poco común de docentes e infantes. Esta investigación busca iniciar con la enseñanza de una nueva lengua para generar inclusión educativa desde la primera infancia. El Trabajo de Integración Curricular titulado: Iniciación de la enseñanza de la LSEC para promover la inclusión educativa desde el subnivel inicial 2, tuvo como objetivo general proponer una cartilla pedagógica que contribuya a la enseñanza de la LSEC, enfocada en el ámbito de expresión corporal y motricidad; la metodología se centró en el estudio de caso, con un paradigma socio-crítico y un enfoque cualitativo, para la recopilación de datos se utilizaron las técnicas de observación participante y entrevista; también se aplicaron tres instrumentos: una guía de preguntas, diarios de campo y guía de observación. Los resultados que surgieron dentro de la investigación, fue que la docente y los infantes desconocen la LSEC para atender la diversidad en el aula. En conclusión, esta investigación evidencia la importancia de poner en práctica la enseñanza de LSEC desde los primeros niveles educativos para construir una educación inclusiva y de calidad.
• Moreno, Jocelyne. 2022. Lengua de señas en el proceso enseñanza aprendizaje del área de ciencias naturales de la Carrera de Pedagogía de las Ciencias Experimentales Biología y Química de la Universidad Central del Ecuador, QUITO, D.M. 2020. B.S. thesis, Universidad Central del Ecuador.
  Abstract: El presente trabajo de investigación se realizó en la Universidad Central del Ecuador en la Facultad de Filosofía, Letras y Ciencias de la Educación en la Carrera de Pedagogía de las Ciencias Experimentales Biología y Química con el objetivo de Analizar de qué manera la Carrera de Pedagogía de las Ciencias Experimentales Biología y Química de la Universidad Central del Ecuador aporta en la educación inclusiva relacionada a la lengua de señas en el área de ciencias naturales. La investigación se realizó bajo un enfoque descriptivo, cualitativo y cuantitativo (mixto). Para la recolección de datos se aplicó un instrumento (encuesta) aplicados a 135 estudiantes pertenecientes a la carrera y un grupo focal de dos docentes de la carrera y tres expertos en lengua de señas. Como conclusión se determina que la se determina que la metodología utilizada por el docente es la clase magistral participativa, utilizada con mucha frecuencia para impartir los contenidos, se manifiesta que no se tiene conocimiento sobre lengua de señas en la carrera. Como propuesta se elaboró una guía Didáctica de Lengua de Señas Ecuatoriana como estrategia de refuerzo académico en el proceso enseñanza - aprendizaje en el área de ciencias naturales.
• Muñiz Ponce, José Alfredo et al. 2024. "Lenguaje de señas en el proceso enseñanza-aprendizaje de los estudiantes de la Carrera Educación de la Universidad Estatal del Sur de Manabí." Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON," 4(4): 261-276.
  Abstract: El lenguaje de señas en el proceso enseñanza-aprendizaje de los estudiantes de la Carrera Educación de la Universidad Estatal del Sur de Manabí, se centra en el reconocimiento y uso de la Lengua de Señas (LS); esta herramienta es esencial para la comunicación y autorregulación de personas sordas, para promover competencias, minimizar barreras y fomentar la participación e inclusión de todos en este proceso. Esta investigación se articula con el proyecto de investigación titulado: Perfeccionamiento de las prácticas Pedagógicas en las Instituciones Educativas de la Zona Sur de Manabí junto al nexo del proyecto de vinculación que tiene por encabezado: Tareas dirigidas y apoyo psicopedagógico para fortalecer el aprendizaje de los alumnos en la Educación Básica Pública de Jipijapa. Fase II 2024 y la interculturalidad cuyo enfoque es analizar la importancia del lenguaje de señas en el proceso enseñanza-aprendizaje de los estudiantes de la Carrera de Educación, con el objetivo "Implementar una estrategia educativa que permita el desarrollo del lenguaje de señas en el proceso enseñanza aprendizaje de los estudiantes de la carrera Educación de la Universidad Estatal del Sur de Manabí. Se utilizó un enfoque mixto y una metodología descriptiva, se aplicó métodos teóricos y empírico-matemáticos. Además, se determinó mediante un muestreo intencional la participación voluntaria de 284 estudiantes de la Carrera Educación de la Universidad Estatal del Sur de Manabí, teniendo en cuenta todas las consideraciones éticas en el estudio y observaciones de campo. Los resultados de esta investigación contribuyen de forma significativa al desarrollo profesional de los estudiantes universitarios y a la creación de entornos educativos superior más accesibles e inclusivos.
• Nasevilla, Karen. 2015. Aportes Lingüísticos para la Sistematización de la Lengua de Señas de Quito. Tesis de Pregrado, Pontificia Universidad Católica del Ecuador.
  Abstract: La presente investigación busca analizar los aspectos lingüísticos, en primer lugar, semánticos, pragmáticos, y comunicativos de la lengua de señas del Ecuador, específicamente, aquella variedad lingüística utilizada en la ciudad de Quito, con el fin de ofrecer una explicación lingüística de cómo ésta funciona en los niveles estructurales y pragmáticos de la lengua. Debido a que toda lengua es un sistema de signos lingüísticos conformado de subsistemas complejos, que requieren de un análisis completo y exhaustivo; se analiza e ilustra casos que sustenten la afirmación de que la lengua de señas es una lengua natural y que como tal, es un sistema individual de signos que no está relacionado directamente con la lengua oral. La disertación cuenta con dos sustentos teóricos: un sustento lingüístico y un sustento pragmático, que tienen como objetivo prestar sus bases teóricas para comprobar que la Lengua de Señas de Quito, LSQUI, es una lengua signada que cuenta con las particularidades comunes de cualquier lengua natural. A este análisis se lo divide y concreta en las respectivas secciones, que incluyen tres etapas correspondientes a la parte comunicativa de la lengua. Como ilustración, se describen los aspectos lingüísticos de las siguientes situaciones comunicativas: identificación (personal y de objetos), saludos y despedidas (contextos sociales) y finalmente jerarquía y formalidad (relaciones interpersonales). Se propone luego una descripción de la metodología que permitió llevar a cabo la investigación. Este trabajo se hace gracias al conocimiento general de la LSEC y a la investigación realizada de los documentos publicados en varias regiones de América Latina, concretamente Venezuela, Colombia y Perú, y la investigación que ofrece la Universidad Gallaudet, a través de los documentos de William Stokoe. Lo que permite la observación del comportamiento de la lengua en diferentes ámbitos. El trabajo se realiza a través de entrevistas, conversaciones libres, visitas a centros educativos, observación, trabajo con grupos focales silentes y bilingües, se observan también interpretaciones en conferencias y noticieros televisivos, y de manera principal, se toma en cuenta la información y el intercambio de experiencias con personas bilingües y traductores-intérpretes de la lengua. Se espera que esta investigación sobre la LSQUI ofrezca un aporte a la descripción completa de la lengua de señas del Ecuador y a su futura sistematización. Este trabajo de investigación llevará no sólo a la reflexión lingüística, sino al reconocimiento de la lengua de señas como una lengua viva, por lo tanto natural y autónoma que corresponde a la que se habla en la ciudad de Quito. Se espera contribuir a la consecución de las políticas lingüísticas elaboradas para garantizar el bienestar y el derecho de las personas con capacidades especiales.
• Naula, María Inés. 2023. Validar del uso de lengua de señas ecuatoriana (LSEC) en el área de lengua y literatura mediante el uso de recursos didácticos digitales (RDD), para incentivar la inclusión. MA thesis, Universidad del Azuay.
  Abstract: El presente proyecto tiene como objetivo validar el uso de lengua de Señas Ecuatoriana para fomentar a una inclusión educativa guiada de la tecnología. A lo largo del tiempo la educación ha dado un giro inesperado, todos incluyen en sus hogares herramientas tecnológicas, el uso de sitios web, plataformas digitales, evaluaciones, juegos didácticos en línea, de igual manera las personas con discapacidad han tenido que adaptarse a este aprendizaje digital. Este proyecto quiere validar la inclusión en escuelas regulares con personas con o sin discapacidad auditiva en el área de Lengua y Literatura fomentando al uso de la Lengua de Señas Ecuatoriana (LSEC) analizando particularidades entre la inclusión y la implementación de recursos didácticos digitales. Lo eficaz de este proyecto es fomentar un plan de mejora innovando en la educación digitalizada e inclusiva.
• Núñez, Martina. 2021. Lengua de Señas Ecuatoriana: Diagnóstico de su Situación y Necesidad de una Planificación Lingüistica. B.S. thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: La lengua de señas ecuatoriana juega un gran papel en la sociedad de hoy y sobre todo en la vida de sus usuarios, la comunidad sorda ecuatoriana. Existe un vacío en la teoría lingüística en cuanto a la lengua de señas ecuatoriana y su descripción ha sido escasa y sin muchos fundamentos. Es importante entonces estudiar el estado actual de la lengua y crear diccionarios y gramáticas que ayuden a direccionar la lengua hacia una estandarización. Países como España, Estados Unidos y Colombia, así como diferentes organizaciones proporcionan buenos ejemplos de cómo proceder en nuestro país para lograr una estandarización por medio de la planificación lingüística.
• Oramas, José et al. 2011. "Potential benefits in the learning process of Ecuadorian Sign Language using a Sign Recognition System." Information Technology Center Program, 21: 85-102.
  Abstract: This paper presents the possible benefits of introducing technology into the teaching methodology currently used for teaching hearing impaired people the Ecuadorian Sign Language. The technological solution proposed in this paper is composed by a special glove; used to measure hand data for the recognition of signs and a graphical user interface designed following a blackboard metaphor aiming to provide a clear feedback. The system was designed to be usable independently of the age, experience with computers and literacy/numeracy level of the users. Nine teachers and three students were tested to obtain feedback about the usefulness of the system. The results indicate that even though the system is still lacking in recognition accuracy, it provides a more interactive and engaging teaching environment that could prove beneficial for the learning process. Among these benefits are the reduction of physical resources needed by the instructor, a tool for self practice/learning that produces a better use of resources and a possible promising tool to promote group teaching/learning.
• Ortíz, María Dolores. 2018. Alfabetización del Niño Sordo en Español Escrito como Segunda Lengua: Propuesta de Estrategias Metodológicas para Alumnos del Segundo Año de Educación Básica del INAL.Tesis de Pregrado, Pontifica Universidad Católica del Ecuador.
  Abstract: The literacy of deaf children faces specific difficulties. For those who use sign language, which is a language without graphic symbols, as their natural language, learning of the writing implies facing a completely unknown language, with distinct grammatical features. The process is significantly far from the read-writer learning that the hearing children make when they learn the written form of a language they know orally. This problem is exacerbated in the case of deaf children who come from hearing families and learn their first language in school. Thus the early years of their education mark entry into two universes: the Deaf Culture and the Written Culture. This paper analyses the methodology applied to the teaching of written Spanish as a second language in the second year of basic education of the National Institute of Hearing and Language (INAL) and proposes methodological strategies, visual and kinesthetic which can contribute to the work of the teacher that literates within the framework of the bicultural bilingual educational model for deaf people.
• Palacios, Richard et al. 2016. "SIALE: Sistema Inteligente de Aprendizaje de Lengua de señas Ecuatoriana." In Pontificia Universidad Católica del Ecuador Sede Ibarra and Consejo de Publicaciones de la Universidad de los Andes (eds), Avances y aplicaciones de sistemas inteligentes y nuevas tecnologías, pp. 561-570. Parroquia de Merida, Venezuela: Gráficas El Portatítulo.
• Peña, Diana. 2008. Elaboración de una Guía de Lengua de Señas para la Ciudad de Cuenca. Tesis de Pregrado, Universidad del Azuay.
  Abstract: Este trabajo de graduación aborda brevemente a la insuficiencia auditiva, realizando un estudio del oído, su fisiología, anatomía, así como las principales causas, centrándose en los métodos que pueden utilizarse para lograr una comunicación efectiva con personas deficientes auditivas. En el segundo capítulo se incluye una recopilación de las señas más utilizadas en la ciudad de Cuenca.
• Pulla, Marcela. 2022. Guía Básica Ilustrada de Lenguaje de Señas. Tesis de Pregrado, Universidad Técnica del Norte.
  Abstract: El presente trabajo es una investigación sobre el lenguaje de señas ecuatoriano y el proceso para realizar un proyecto editorial mediante la asociación de ilustración y texto. El objetivo propuesto es diseñar una guía básica ilustrada de lenguaje de señas tanto para personas no oyentes como para público en general. Se identificó cuáles son las necesidades gráficas para el desarrollo de la misma, entendiendo que desarrollo es la realización de una idea, se ejecutó una serie de pasos necesarios para concretar dicha idea o propósito. Se aplicó un enfoque cualitativo de investigación, utilizando las técnicas de revisión documental, observación y entrevista de diferentes expertos, lo que permitió obtener información necesaria para llevar a cabo la propuesta. Los principales resultados se concentran en que en Ecuador solo existe un libro de Lenguaje de Señas Ecuatoriano que es impreso, por lo que tiene edición limitada, y que tanto para las personas sordas como para su círculo social cercano ven la necesidad de nuevos textos para el aprendizaje de esta lengua. Para concluir, con los resultados de la investigación, se diseñó el contenido de la guía, constituida por los siguientes temas; el alfabeto, números, días de la semana, meses del año, pronombres, datos personales y frases de cortesía, aspectos que son la base del aprendizaje de una lengua, aportando material editorial para el aprendizaje del lenguaje de señas, ya que el uso de éste es débil y escasa frente a la lengua hablada, que es el sistema predilecto y principal en la comunicación dentro del territorio nacional.
• Rentería, Karen and Diego Merchán Bustamante. 2023. "Una nueva aplicación de la lengua de señas ecuatoriana dirigida a estudiantes con parálisis cerebral." Mamakuna: Revista de divulgación de experiencias pedagógicas, (21): 1110-122.
  Abstract: El presente artículo destaca el uso de la lengua de señas ecuatoriana (LSEC) como un sistema alternativo de comunicación en estudiantes con parálisis cerebral infantil (PCI). En este marco, se comparte el itinerario para implementar un manual básico de esta lengua y los resultados obtenidos en el contexto de una escuela especializada. Metodológicamente, se adoptó un paradigma interpretativo con un enfoque cualitativo para comprender el problema de comunicación de un estudiante con PCI, sin discapacidad auditiva, pero con dificultades en la producción y articulación precisa de sonidos. Se utilizó, además, un diseño descriptivo con el método de estudio de caso único y se emplearon diarios de campo y guías de entrevista y observación. Como resultado, se elaboró un manual básico de LSEC, dirigido a los miembros del contexto escolar, que incluye señas básicas para saludos, necesidades y emociones. Se concluye que la lengua de señas es un sistema que facilita la inclusión plena de todos los niños y niñas con PCI en el entorno escolar, por lo que es esencial que los docentes dominen las señas básicas relacionadas para superar barreras comunicativas.
• Segovia, Ángela. 2023. "La lengua de señas ecuatoriana para la inclusión de los estudiantes con discapacidad auditiva." Dominio de las ciencias, 9(1): 1038-1050.
  Abstract: Al ser la Lengua de Señas Ecuatoriana (LSEC) la principal lengua utilizada por la comunidad sorda en el Ecuador, el presente artículo presenta como objetivo fundamentar científicamente como la Lengua de Señas Ecuatoriana permite la inclusión de los estudiantes con discapacidades auditivas. En este artículo se muestran los antecedentes de la LSEC así como los diferentes niveles de discapacidadauditiva existentes, aspectos importantes que deben dominar los docentes para hacer prevalecer el derecho inclusivo de las personas con sordera, independientemente de su género. En el artículo se procedió a hacer una revisión teórica de diferentes publicaciones en función de la temática bordada, luego se procedió a describir los aspectos más relevantes. En consecuencia, de la investigación se logró establecer que LSEC es la base del desarrollo de las habilidades las personas con discapacidad auditiva que les permite la construcción y el procesamiento de información.
• Sevilla, Ana María. 2024. Diseño de Objetos Pedagógicos como Acompañamiento para la Enseñanza de Lengua de Señas a Niños de 4 a 8 Años. B.S. thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: Esta tesis ofrece una oportunidad para examinar la importancia de la enseñanza de la lengua de señas ecuatoriana como una estrategia pedagógica clave para la inclusión educativa. La comunicación y el lenguaje son componentes fundamentales para la interacción humana. El lenguaje, ya sea verbal o no verbal sirve como medio para expresar ideas, pensamientos y sentimientos, permitiendo la trasmisión de información y la creación de significados. La comunicación, además de las palabras incluye gestos, expresiones faciales y el tono de voz, que enriquecen nuestras experiencias. Estas habilidades son esenciales para el desarrollo personal y social dado que fomentan conexiones y el entendimiento entre los individuos, contribuyendo a la construcción de ambientes socioafectivos lo que conlleva a una participación activa y segura dentro de la sociedad. Este proyecto toma referentes vinculados a los métodos de educación y diseño que logran que todos los temas se conjuguen para alcanzar los objetivos planteados. Por lo que se busca analizar la importancia de la enseñanza y aprendizaje de lengua de señas en niños de temprana edad, con el objetivo de garantizar una buena comunicación e interacción social. Aprender el lenguaje de señas ecuatoriano promueve el desarrollo lingüístico y cognitivo además de mejorar un éxito académico y la inclusión social promoviendo el interés por aprender esta lengua. El diseño y desarrollo de objetos pedagógicos como acompañamiento para la enseñanza de lengua de señas a niños de 4 a 8 años permite que los niños puedan analizar el mundo que los rodea, generando autosuficiencia y adecuación a necesidades futuras permitiendo un desarrollo a su creatividad que se conjuga con el diseño universal y el diseño emocional para generar una respuesta a la exploración e interacción que tienen con un objeto y su entorno; articulándose a partir de diseños pensados en las necesidades de los niños logrando que su uso sea apto para todos, idénticos cuando sea posible, equivalentes cuando no lo son.
• Sinchi, Tatiana and Anthony Pitizaca. 2024. Glosario didáctico en lengua de señas ecuatoriana para incrementar el vocabulario técnico en hotelería de un estudiante con discapacidad auditiva. B.S. thesis, Universidad Nacional de Educación.
  Abstract: El estudio se centró en el desarrollo de la comunicación en personas con discapacidad auditiva y el adecuado conocimiento del vocabulario técnico en lengua de señas ecuatoriana derivadas de la formación en el bachillerato técnico en hotelería. Siendo así, que se planteó la siguiente pregunta: ¿Cómo incrementar el vocabulario técnico basado en lengua de señas ecuatoriana en hotelería para la mejora de la comunicación de un estudiante con discapacidad auditiva del aula 6 de la Unidad Educativa Especial "Nicolás Vázquez" de la ciudad de Paute?, y como objetivo general: proponer un glosario didáctico en lengua de señas ecuatoriana en hotelería para la mejora de la comunicación de un estudiante con discapacidad auditiva del aula 6 de la Unidad Educativa Especial "Nicolás Vázquez" de la ciudad de Paute. Desde esta perspectiva, esperamos lograr el desarrollo de la lengua materna y el uso adecuado de la lengua de señas ecuatoriana aplicado en actividades hoteleras. Para ello, se indago en los fundamentos teóricos que sustentan nuestro trabajo los cuales consideran que la comunicación es esencial para su desarrollo personal y en la sociedad y que el vocabulario técnico es esencial para el lograr el desarrollo de una rama que se está aprendiendo. La investigación se basó en un paradigma hermenéutico interpretativo, con enfoque cualitativo y método de estudio de caso único. Las técnicas empleadas fueron: observación participante, revisión bibliográfica, entrevista y análisis documental, y los instrumentos diarios de campo, fichas bibliográficas y guías de entrevistas. Siendo relevante ya que, es esencial que se incremente el vocabulario técnico para lograr un manejo correcto al realizar una receta, técnicas, reconocer utensilio u objetos que es primordial en hotelería. Obteniendo como resultado principal que el recurso didáctico creado para el estudiante con discapacidad auditiva fue fundamental en su proceso de aprendizaje, ya que el misma está enfocado en sus formas, ritmos y estilos de aprendizaje. Concluyendo que, el vocabulario técnico presentado en el glosario didáctico permitió incrementar sus conocimientos en hotelería, como también se desarrolló educativo y comunicación.
• Taday Lucero, Digna Elizabeth. 2024. Guía didáctica para la enseñanza de lengua de señas ecuatoriana en niños oyentes de primero de basica de la unidad educativa Gabriel Cevallos Garcia, año 2024. B.S. thesis, Universidad Politécnica Salesiana.
  Abstract: La formación integradora en la sociedad es valiosa e influyente, fundamentalmente que los docentes estén capacitados para brindar una buena enseñanza y atención a los estudiantes con necesidades especiales, logrando mejorar la calidad de su formación, sobre todo la incorporación en el aula de clases. El presente estudio inicia con el propósito de mejorar la participación y cuidado de niños no oyentes en las escuelas regulares, la observación de la muestra de estudio es de 31 niños y niñas, donde 6 niños son no oyentes; se evidencia una problemática de falta de inclusión y comunicación con ellos, llegando a un consenso, que la implementa de lengua de señas Ecuatoriana sería el medio de integración y comunicación entre oyentes y no oyentes, proponiendo el desarrollo de una guía didáctica que ayude al docente a implementar la lengua de señas, mejorando y motivando así el aprendizaje y desarrollo de nuevas destrezas sociales. Los instrumentos de recolección de datos utilizados en la propuesta fueron: fichas de observación a docentes y a los estudiantes, encuesta a docentes y listas de cotejo obteniendo resultados cuali-cuantitativos que permitirán el abordaje de la creación de una guía didáctica fundamentada teóricamente y aplica en el aula mejorando así la inclusión y participación de niños no oyentes en el grupo de clases. Concluyendo que a través de la aplicación de la Guía se evidencia la participación y comunicación en actividades curriculares, beneficiando el desarrollo de habilidades sociales en los estudiantes.
• Toaquiza Vega, Héctor. 2021. Manual de lengua de señas para el perfeccionamiento de los elementos técnicos de medio fondo. MA High Impact Article, Universidad Central del Ecuador.
  Abstract: La discapacidad auditiva es entendida como un trastorno sensorial, implica la pérdida de la capacidad auditiva y de la percepción de las formas acústicas, es apreciada como un trastorno sensorial, que no afecta las capacidades motrices, pero desfavorece el equilibrio y la coordinación por defectos vestibulares o neurológicos. Objetivo: la investigación se centra en evaluar desde una visión teórica el enfoque pedagógico de la enseñanza de los hábitos y habilidades de la modalidad de medio fondo del atletismo en personas sordas. Materiales y métodos: se asumió una investigación no experimental, donde la revisión documental permitió el análisis y evaluación del estado del objeto de estudio desde la perspectiva de otros autores, resultados tomados para la construcción de un manual de lengua de señas para personas sordas que permita el perfeccionamiento de los elementos técnicos del medio fondo en el atletismo. Resultados: Se aporta un manual de señas con objetivo, fundamentación teórica, 20 señas fotografiadas y descritas metodológicamente para favorecer la comunicación atleta entrenador, asociadas a la terminología de la especialidad e indicaciones metodológicas. La propuesta fue sometida al criterio de 10 especialistas, los que evaluaron la coherencia teórica metodológica, correspondencia de la terminología, utilidad, importancia y pertinencia. Conclusiones: Los resultados de la revisión documental evidencian el enfoque teórico metodológico del deporte adaptado para el atletismo, en estos se encontraron limitaciones que sirvieron de soporte para la construcción de la propuesta, se generaron punto de coincidencias positivos en los criterios valorativos de los especialistas asociados a la calidad del manual de señas.
• Ureta-Andrade, Jenny and María Donoso-Cedeño. 2022. "Lengua de Señas Ecuatoriana (Lsec) como Herramienta de Inclusión en Educación Especializada." Dominio de las Ciencias, 8(2): 251-261.
  Abstract: Esta investigación consistió en diagnosticar el estado actual de conocimiento que tienen los docentes y directivos en lengua de señas ecuatoriana (LSEC) como herramienta que facilite la interacción e inclusión entre estudiantes con/ sin discapacidad auditiva. Para su ejecución se consideró un grupo de 7 docentes y 1 directivo, utilizando métodos empírico, basado en la entrevista donde se recabó información sobre opiniones, conocimiento, necesidades, dominio, conductas, actividades en área de trabajo empleadas por los docentes para la enseñanza de lengua de señas ecuatorianas; la observación permitió conocer la forma de enseñanza y comunicación de los docentes con los estudiantes que presentan discapacidad auditiva, y la pertinencia de esta en términos de inclusión y adecuación según las necesidades de todos los estudiantes. Como principales resultados, se identificó que los docentes que participaron en el estudio desconocían cómo estimular el desarrollo de las capacidades de los estudiantes con discapacidad auditiva, se comprobó la casi nula capacitación y conocimiento sobre lengua de señas ecuatoriana, lo poco que se conoce, se debe básicamente al autoaprendizaje, a la búsqueda particular e individual de conocimiento para poder comunicarse en la lengua natural de la persona sorda, limitado a unas pocas señas que en la mayoría de casos es el resultado de observar y replicar la interacción de las mismas personas sordas; otro resultado identificó que la unidad educativa especializada donde se ejecutó la investigación no posee aulas inclusivas, carece de herramientas y equipos que faciliten la enseñanza y el aprendizaje a los estudiantes con discapacidad auditiva.
• Vega, Aldo et al. 2024. "La Metáfora como Puente: Comprendiendo la Lengua de Señas en su Contexto Cultural." Ciencia Latina Revista Científica Multidisciplinar, 8(5): 1512-1527.
  Abstract: El artículo explora la relación entre la teoría de la metáfora y las lenguas de señas, centrándose en cómo la competencia metafórica en la Lengua de Señas Ecuatoriana (LSEC) impacta la expresión de emociones y conceptos abstractos en la comunidad sorda de esta región. Se argumenta que las metáforas son herramientas cognitivas esenciales que permiten establecer conexiones significativas entre experiencias concretas y conceptos abstractos, enriqueciendo así su comunicación. Además, se analiza cómo estas metáforas reflejan y moldean la cultura sorda, actuando como puente para expresar vivencias e identidades. El texto también examina diferentes tipos de metáforas según Lakoff y Johnson (2005), como las estructurales, orientacionales y ontológicas, resaltando su papel en la construcción de significados y en la comunicación efectiva. Asimismo, se trata las implicaciones de estas metáforas para la identidad cultural dentro de la comunidad sorda, mostrando cómo el uso de señas metafóricas refuerza el sentido de pertenencia. En conclusión, el estudio subraya la importancia de seguir investigando el impacto de las metáforas en las lenguas de señas para enriquecer el campo lingüístico y mejorar las prácticas educativas y comunicacionales dentro de las comunidades sordas. Este enfoque integral destaca cómo las metáforas son parte de la vida cotidiana de los oyentes así como de las personas sordas.
• Velásquez, Natasha. 2023. "Lengua de Señas Ecuatoriana:Una Revisión de su Morfología." In Cristhian Sarango (ed), Entrecruzamientos disciplinares: Reflexiones en lingüística, literatura, educación y cultura, pp. 79-95. Spain, ES: Ediciones Universidad de Navarra, S.A.
  Abstract: Este trabajo revisa el género gramatical y los procesos de afijación en la lengua de señas presentados en el libro de Morfología Básica del Ministerio de Educación y la Federación Nacional de Personas Sordas del Ecuador (2014). El objetivo principal fue identificar los elementos que corresponden a la gramática del español y los que deberían ser analizados desde otra perspectiva. Los sordos manejan diferentes niveles de lengua de señas y de español, así mismo algunos se comunican usando el bimodal, distintos tipos de pidgin o simplemente han sido privados completamente de la lengua; por lo tanto, es normal que exista confusión entre las formaciones naturales de las lenguas de señas y las que aparecen por contacto comunicativo y la educación oralizada. La lengua de señas es estructuralmente independiente y las investigaciones citadas demuestran que no reconoce al género gramatical como parte de su estructura interna y que los procesos de afijación ejemplificados podrían pertenecer a la composición. En este sentido, surge la necesidad de repensar los contenidos del texto para generar conocimientos verdaderos sobre la lengua de señas y así mejorar la información ya recopilada. El ensayo presenta una caracterización breve sobre los fenómenos lingüísticos mencionados con la intención de entender mejor la naturaleza viso-gestual de la lengua.
• Yugsi Morocho, Luis Efraín. 2024. Diseño de entornos digitales para la enseñanza del lenguaje de señas en niños de sexto año de educación Básica en la Unidad Educativa Fiscal "María Isabel Ruilova." MA thesis, Instituto Superior Tecnológico Universitario Rumiñahui.
  Abstract: En la educación actual, la tecnología ha llegado a ser una herramienta fundamental para mejorar el aprendizaje y fomentar la inclusión. La lengua de señas es un medio de comunicación visual que las personas sordas usan para expresarse y comunicarse con los demás. El aprendizaje de la lengua de señas no solo es útil para comunicarse con personas sordas, sino que también ayuda a desarrollar la empatía y el respeto hacia las diferencias. A través de este entorno digital, los estudiantes podrán utilizar juegos, videos y actividades que les ayudarán a practicar y familiarizarse con las señas de las vocales, el abecedario y los números. Primero, se enseñarán las señas de las vocales A, E, I, O y U, y se practicará su uso para formar palabras simples. Luego, se abordará el abecedario completo para aprender a deletrear palabras usando las señas. Finalmente, se enseñará a contar del 0 al 10 en lengua de señas ecuatoriana, lo cual es muy útil para expresar cantidades y realizar operaciones matemáticas básicas. Este proyecto busca enseñar la lengua de señas, y a la vez concienciar a los estudiantes sobre la importancia de la inclusión, preparándolos para ser personas más comprensivas y solidarias en el futuro. Con esta iniciativa, se espera que los estudiantes no solo aprendan la lengua de señas, sino que también desarrollen un mayor respeto por las diferencias y la diversidad en su comunidad escolar.
• Zhuma, Emilio et al. 2025. "Aplicación móvil para el aprendizaje de lengua de señas ecuatoriana ." Ciencia Huasteca Boletín Científico de la Escuela Superior de Huejutla, 13(25): 14-20.
  Abstract: La lengua de señas ecuatoriana (LSE) es el principal medio de comunicación empleado por la comunidad sorda o con alguna discapacidad auditiva para comunicarse en el Ecuador. Como toda lengua de señas natural, la LSE es un idioma con gramática y vocabulario propios. Esto implica que esta lengua debe ser aprendida por las personas interesadas para poder comunicarse. Sin embargo, no siempre existen los medios suficientes para ello, ya sea por no ser ampliamente conocida y usada, porque no hay suficientes personas o cursos para enseñar y aprender, o incluso por las insuficientes herramientas tecnológicas. Para dar una solución a este déficit en el conocimiento de la LSE se propone el empleo de software especializado que, haciendo uso de paradigmas de interacción actuales, contribuya a facilitar o apoyar el aprendizaje de esta lengua. Esto condujo al desarrollo de una aplicación siguiendo una metodología de desarrollo de software basada en prototipos. Una vez listo un prototipo funcional, se llevó a cabo una evaluación con personas. Los resultados muestran que la aplicación obtenida es dinámica y agradable para los usuarios interesados en aprender la LSE, por lo que podría ser empleada como un recurso de apoyo para la enseñanza-aprendizaje de esta lengua.

• Aguirre, Fausto et al. 2021. "Hoy y Ayer, lo Citadino y lo Rural en el Español del Ecuador". En Real Academia Española – Asociación de Academias de la Lengua Española (ed), Crónica de la Lengua Española 2021, pp. 81-97. Barcelona, España: Planeta.
• Araujo Bilmonte, Elking. 2016. "No Sea Malito”: Una Fórmula de Cortesía para Actos Exhortativos en la Literatura Ecuatoriana. Revista PUCE, 103: 357-371.
  Abstract: Every language and culture builds and uses verbal formulas in order to alleviate the effects imposed by the act of speaking. Pragmalinguistics stud-ies these courtesy formulas. Literature- specifically, Ecuadorian literature for this article-tends to use courtesy formulas that pertain to the author ́s linguistic field. This article explores one of these formulas in particular- the expression ̈no ser malito ̈ and its variations ̈ no ser malo ̈ and ̈ no ser asi ̈- in a corpus containing eighty-one literary works by Ecuadorian authors dating from the XVIII to the XXI century; and analyzes the courteous strategy used in each formula, some contextual elements and implicatures.
• Azpiazu, Susana. 2021. "Uso evidencial del Perfecto Compuesto en el Español de Ecuador." In Verónica Böhm and Anja Hennemann (eds), La Interconexión de las Categorías Semántico-Funcionales en algunas Variedades del Español. Estudios sobre la Interacción de la Temporalidad, Aspectualidad, Modalidad y Evidencialidad, pp. 237-262. Berlin, DEU: Peter Lang Group AG.
  Abstract: Por several years now it has been claimed that there is an evidential use of the Perfect in certain Spanish-American varieties, especially those in contact with Quechua. Given the dispersion of the data and the lack of coherence in their presentation, in this paper the cases argued are analyzed from a more global perspective, taking into account the phenomena of subjectivization and modalization inherent to the Perfect in all varieties of Spanish. We will focus on sorne specific testimonies collected in Ecuador that certainly seem to deviate from the expected use for the Perfect in other varieties and we propase an explanation that combines the special temporal nature of the Perfect with the theory of the temporal dislocation by Rojo (1974). Thus, we seek to understand the phenomenon from the inherent properties of the Perfect in Spanish, although we do not reject the possibility of externa[ factors influencing it, such as contact with Quechua, something that has yet to be demonstrated with more data. The need for in-depth studies of the phenomenon based on more extensive speech corpus than those currently available for Ecuadorian Spanish is ultimately claimed in the paper.
• Bradley, Travis G. 2005. "Sibilant Voicing in Highland Ecuadorian Spanish" Studies in Hispanic and Lusophone Linguistics: 1(1): 101-130.
  Abstract: Dispersion Theory formalizes the structuralist notion of systemic contrast within a constraint-based phonological framework (DT; FLEMMING, 1995, 2002; NI CHIOSAIN & PADGETT, 2001; PADGETT, 2003a,b,c). Bradley & Delforge (in press) propose a DT analysis of sibilant voicing patterns throughout the history of Spanish, from the loss of medieval voiced sibilants through their reemergence in several contemporary dialects. Phonetic effects in sibilant voicing are adequately explained by a distinction between obstruents that are phonologically specified for [voice] and targetless, neutral obstruents that undergo gradient voicing by phonetic interpolation (ERNESTUS, 2003, STERIADE, 1997, 1999). It is possible to incorporate a non-contrastive phonetic category because in DT, systemic constraints govern the well-formedness of phonological contrasts. The present study focuses in greater detail on sibilant voicing in the Spanish of highland Ecuador and takes into account some additional observations by Robinson (1979) that have not been addressed in the DT approach thus far. First, regional variation in the voicing of prefix-final /s/ is shown to depend on whether prefixes are incorporated in the lexical phonology, where devoicing is favored, or in the postlexical phonology, where voicing serves to distinguish morpheme-final sibilants from morpheme-initial ones in phrasal intervocalic contexts. Second, native speaker intuitions regarding the lack of resyllabification of morpheme-final prevocalic [z] are actually predicted by a theory which acknowledges the role of systemic contrast in the postlexical phonology.
• Bradley, Travis G., et al. 1999. "Assibilation in Ecuadorian Spanish." In Jean-Marc Authier et al. (eds), Formal Perspectives on Romance Linguistics. Selected Papers from the 28th Linguistics Symposium on Romance Languages, pp. 57-71. Amsterdam, The Neatherlands: John Benjamins Publishing Company.
• Bustamente, Isabel. 1991. "El Presente Perfecto o Pretérito Perfecto Compuesto en el Español Quiteño". Lexis, 15(2): 195-231.
• Carrión Ochoa, Nicole Stefania. 2022. Translation and Analysis of Salient Morphosyntactic Structures in Quitenian Spanish in Six Interviews taken from the Project Oficios y Andares. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: La presente investigación, enmarcada en el estudio de morfología y sintaxis del español y de traducción, realiza un breve análisis morfosintáctico de estructuras representativas del español Quiteño de seis entrevistas del proyecto Oficios y Andares realizado por Mayfe Ortega. Asimismo, este análisis encontrará una versión estándar para cada una de estas estructuras, lo que facilitará la traducción de las mencionadas entrevistas. Con la ayuda de herramientas teóricas, se evidenciarán las formas específicas del español andino en el uso de preposiciones, formas verbales, adjetivos, adverbios y partículas del español que se han formado tanto por un cambio interno en la lengua como por influencia del Kichwa. Finalmente, se presentará la traducción de las entrevistas.
• Chappell, Whitney. 2011. "The Intervocalic Voicing of /s/ in Ecuadorian Spanish." Selected Proceedings of the 5th Workshop on Spanish Sociolinguistics: 57-64.
  Abstract: The occurrence of Ecuadorian /s/ voicing in intervocalic environments, e.g. the pronunciation of comes helado 'you eat ice cream' as [ko.me.ze.la.∂o], has gone largely unstudied. While previous research has drawn attention to the phenomenon (Canfield 1981, Lipski 1989, 1994, Robinson 1979, Toscano 1953), none has analyzed this case of dialectal variation in depth. The most thorough analysis is that of Robinson (1979), who argues that the voicing phenomenon categorically occurs before word boundaries in the Quito dialect, e.g. es él 'it is him,' as a remnant of the medieval /s/ and /z/ phonological contrast, but he claims that the voicing does not appear in any other intervocalic environments. This study provides the first quantitative analysis of that claim. In accordance with Robinson, this study also finds word boundaries to be the most significant predictor of intervocalic /s/ voicing, but the [s] - [z] distribution cannot be labeled as an exceptionless case of complementary distribution. Intervocalic /s/ voicing does not categorically occur at word boundaries in the Quito dialect, and the voiced variant appears in word-medial position as well, highlighting the inadequacy of any complementary distribution analysis espousing categorical application of the rule.
• Colina, Sonia. 2009. "Sibilant Voicing in Ecuadorian Spanish." Studies in Hispanic and Lusophone Linguistics, 2(1): 3 -30.
  Abstract: Highland Ecuadorian Spanish has a unique process of /s/ voicing that differs from other dialects of Spanish in that word-final /s/ is realized as [z] intervocalically (Lipski 1989, 1994, Robinson 1979). Ecuadorian /s/ voicing is problematic for serial models of phonology as well as for some output-to-output analyses within Optimality Theory. It is argued that the data can be accounted for by an optimalitytheoretic analysis that incorporates phonetic underspecification as a strategy to satisfy coda-licensing restrictions. Sibilants without a voicing target remain unspecified until the phonetic component, where they adopt the laryngeal configuration of neighboring sounds and can thus be expected to exhibit gradient and variable voicing. Contrary to existing non-derivational proposals (Bradley 2007, Colina 2006), it is shown that it is not necessary to resort to two levels of representation (lexical and postlexical) to explain the behavior of Ecuadorian Spanish. The analysis proposed also accounts for cross-dialectal variation affecting word-final prevocalic /s/
• Cordero de Espinosa, Susana. 2004. El Uso Correcto del Español en el Ecuador. Quito, Ecuador: Editorial Planeta.
• Córdova, Carlos. 1995. El habla del Ecuador. Cuenca, Ecuador: Atlántida.
• Cortés Lemos, María Paula. 2022. Lleísmo, Yeísmo y Ʒeísmo en el Español de Quito: un Estudio Sociofonético. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: A pesar de que existen varias descripciones lingüísticas del español de Quito, en los últimos años se han dado algunos cambios que requieren estudios actualizados para describir la situación presente de ciertos aspectos del habla en Quito. Este es el caso de la distinción /ʎ/ - /y/, pues si bien existen trabajos anteriores sobre el tema, no hay descripciones actualizadas sobre esta distinción y los fenómenos relacionados con ella: el yeísmo, lleísmo y ʒeísmo. Bajo estas consideraciones, este trabajo describe el estado actual de la distinción /ʎ/ - /y/ en Quito, así como la influencia de factores sociales (edad y género) y lingüísticos (posición del fonema en la palabra y tonicidad de la sílaba) en las realizaciones de estos fonemas. El estudio se realizó con la participación de 60 hablantes, quienes produjeron un total de 240 realizaciones; 120 corresponden a /ʎ/ y 120 corresponden a /y/. Adicionalmente a estas realizaciones, se recogieron los datos sociales de los hablantes, específicamente, su edad y género. Inicialmente, estas realizaciones se analizaron por medio de Praat para su clasificación fonética. A continuación, esta información fue ingresada en el programa GOLDVARB, para realizar las tablas de contingencia y analizar la influencia de cada variable independiente (tanto las lingüísticas como extralingüísticas) en la variable dependiente (la elección producida por cada participante entre las posibles realizaciones de /ʎ/ - /y/). Finalmente, los datos proporcionados por GOLDVARB fueron analizados para describir la situación actual del yeísmo/lleísmo/ʒeísmo en Quito.
• Del Carpio, Leslie. 2023. "First Person Singular Subject Pronoun Expression of Young Spanish Speakers from Quito, Ecuador." Spanish in Context, 20(3): 574-598.
• Demianova, Polina Ivanovna. 2024. "Linguistic Inclusivity in the Context of the Ecuadorian National version of the Spanish Language." Litera, 11: 309-317.
  Abstract: The object of this study is linguistic inclusivity in the Ecuadorian national version of the Spanish language. The subject of the study is the language practices used in the Republic of Ecuador, aimed at creating a greater level of gender inclusivity. The paper examines the influence of a number of sociolinguistic factors on language policy, as well as methods of adapting the local national version of the Spanish language, taking into account the requirements of different social groups. Special attention is paid to the study of existing forms of gender-inclusive language, such as the use of neutral endings and neologisms, as well as their perception and dissemination by the local population. In order to achieve the highest possible level of objectivity, a sociological survey was conducted within the framework of the study, which made it possible to identify differences between men and women in understanding and using an inclusive language. The following research methods were used: a sociological survey, the purpose of which was to collect data on the perception of gender inclusivity in the language among different groups of the Ecuadorian population; quantitative and qualitative methods that made it possible to interpret respondents' opinions about the importance and prevalence of inclusive language in the daily life of Ecuadorians. The results of the study clearly demonstrate the importance of the dissemination of gender-inclusive language in Ecuador due to its role in the process of achieving social equality. The novelty of the work is the sociolinguistic analysis of linguistic inclusivity in Ecuadorian Spanish. The conducted survey of the local population of the Republic showed significant differences in attitudes towards inclusive language between men and women. This fact indicates that the policy of establishing maximum inclusivity in society at the moment has not led to the complete elimination of gender inequality. Thus, the need to continue work on the introduction of gender-neutral forms in the educational environment and everyday communication is emphasized, which will contribute not only to the establishment of gender equality, but also to strengthening social solidarity in Ecuadorian society.
• Díaz Escobar, María Carolina. 2021. Actitud y Percepción Linguística de los Ambateños frente a la Asibilaciójn de /r/ con Relación a la Clase Social en Ambato. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: La presente investigación es de tipo teórico-aplicada y de carácter cualicuantitativo. Así mismo, se basa en el modelo sociolingüístico de la sociología del lenguaje propuesto por Fishman (1972), en donde a través de la observación del comportamiento colectivo hacia la variante asibilada de /r/ y hacia quienes la producen, se describen los aspectos que explican la percepción y actitudes lingüísticas de los hablantes ambateños pertenecientes a diferentes estratos sociales. De esta forma, a través del uso de herramientas y técnicas cualitativas como "Matched Guise" y "Teoría Fundamentada”, en conjunto con el análisis estadístico, este estudio se propuso entender la correlación existente entre las variables lingüísticas y las extralingüísticas dentro del contexto ambateño. Los resultados obtenidos permiten establecer cómo los hablantes posicionan a la variante asibilada y a quienes la producen. Así mismo, estos resultados son evidencia de la existencia de conflictos de identidad, poder y prestigio a los cuales se enfrentan los hablantes de esta variedad.
• Dumont, Jenny. 2013. "Another Look at the Present Perfect in an Andean Variety of Spanish: Grammaticalization and Evidentiality in Quiteño Spanish" In Cabrelli Amaro, Jennifer et al (eds), Selected Proceedings of the 16th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Project, 279-291
• Estrella-Santos, Ana. 2007. Estudio del Léxico del Ecuador. Tesis Doctoral, Universidad Nacional de Educación a Distancia
• ———. 2016. "¡Full lindo!: Acerca del uso de full en el habla de Ecuador”,en la Región Andina del Ecuador ”, Ianua. Revista Philologica Romanica,102: 247-258.
  Abstract: Full is an Anglicism widely used in Spanish, especially in expressions like full-time and full-equipped. Other uses, however, are restricted geographically and diastratically. The aim of this paper is to analyze all the uses of full in Ecuadorian Spanish, with particular emphasis on its use as an intensifier (full linda and full bien) that has not been thoroughly studied. To this end, we have: a) analyzed 45 surveys that were given to quiteños between 18 and 26 years old; b)examined two hours of recordings of subjects of the same age range; c)explored the Internet to look for examples of full; and d) researched the Corpus of the Academy of Spanish Language in order to verify the different uses of this word throughout Latin America. This study determined that young Ecuadorians are using full in the informal register. In addition, when full is used as an intensifier in periphrasis, full is replacing bien, and, in these contexts, full does not lose its original meaning of 'having no empty space' and, therefore, expressions as "full poco" or "full vacío" are rarely used. Pragmatically, this use of full functions as a distinctive trait within urban youth speech. Other uses —“a full" and full as an adjective— are also characteristic of spoken and informal register but the age range of those who frequently use it is broader: between 18 and 54. Key words: intensifier, full, Ecuadorian Spanish, dialectology, pragmatics, Anglicism.
• ———. 2018. "¿Te Gustó, pero?: Posposición de pero en el Habla del Ecuador”, Ianua. Revista Philologica Romanica, 18 (1): 1-22
• ———. 2020. "Estudio de la Variación Léxica en el Campo Semántico del "Cuerpo Humano: La Cabeza”,en la Región Andina del Ecuador ”, Ianua. Revista Philologica Romanica, 20: 1-15.
  Abstract: Through this study we want to show the lexical variation in the semantic field of the human body ('the head') in the highlands of Ecuador, between the educated and urban population. Furthermore, we intend to classify lexically and semantically the lexies obtained (both simple and complex) and to analyze semantically and etymologically some of the designations that are not typical of general Spanish.
• ———. 2020. "Una Mirada al Español de la Costa: Ejemplos de Léxico de la Cabeza." Memorias, 79(1): 345 - 353.
• García, Christina Marie. 2015. Gradience and Variability of Intervocalic /s/ Voicing in Highland Ecuadorian Spanish. Ph.D. dissertation, The Ohio State University.
  Abstract: This dissertation focuses on Highland Ecuadorian Spanish (HES), more specifically in the city of Loja, exploring how linguistic and social factors interact to condition a sound change in progress. While Lojano Spanish has many distinctive features, I examine intervocalic /s/ voicing, that is the variable pronunciation of /s/ as [s] or [z] (for example [losamiɣos] ~ [lozamiɣos] 'the friends'). This feature has been attested in a few modern dialects of Spanish, most prominently in HES (cf. Robinson 1979) and Catalonian Spanish (McKinnon 2012, Davidson 2014). The present work provides a comprehensive look at this feature in Lojano Spanish by investigating both production and perception. First, I analyze the production of this feature by carrying out a detailed acoustic analysis of 31 recordings with native Lojanos. These recordings were collected during two fieldwork trips spent in Loja in 2010 and 2013. The recordings include both sociolinguistic interviews, as well as a reading task. I measured over 2,969 tokens of /s/ for percent voicing and examined the influence of the following factors: word position, stress, speech rate, preceding/following vowel, and participants' age and gender. Voicing is analyzed as both a continuous dependent variable (percent voicing) as well as a categorical variable (voicing category). Following Campos-Astorkiza (2014), voicing category is considered a tripartite distinction: voiceless (0-20%), partially voiced (20-90%) and fully voiced (100%). Overall, the production results show that /s/ voicing in Lojano Spanish is not categorical, but rather is a gradient, variable process. Increasingly voiced realizations are more likely in faster speech; in word final and initial contexts as opposed to medial; when /s/ is between unstressed syllables; before non-high vowels; and in the speech of younger participants and male participants. Second, I explore the perception of /s/ voicing in Lojano Spanish by conducting an online experiment. Twenty-four native speakers of HES participated in two tasks in the online experiment, the design of which was adapted from Boomershine et al. (2008). In the first, a similarity rating task, participants heard pairs of audio files and rated these pairs on a scale of 1 very similar to 6 very different. The second was a traditional discrimination task in which the participants heard these same pairs and decided if the two tokens were the same or different (Liberman et al. 1957). For the stimuli, I recorded a native speaker of Lojano Spanish saying sequences of words that pertain to the three word positions (medial: asa, initial: la saca, final: las ata), producing voiced and voiceless variants of each. The pairs of audio files either had the same type of voicing, "identity" pairs ([asa] vs. [asa]) or different voicing ([aza] vs. [asa]), "difference" pairs. The results show that the listeners hear difference pairs as different more frequently than identity pairs; however, the robustness of this effect depends on word position, with the most robust effect observed in final position, followed by initial position, and the least robust effect in medial position. This demonstrates a connection between production and perception since it is precisely the environments in which Lojanos voice /s/ more (wordfinally and initially) that they perceive most readily the difference between [s] and [z]
• ———. 2015. A Sociophonetic Investigation of Dialect Features in Highland Ecuadorian Spanish. 29th Hayes Graduate Research, The Ohio State University.
  Abstract: Language and society are known to affect each other in many ways and we can often get a better understanding of social organization through language. The linguistic subfield of sociophonetics aims to understand how sounds can contribute to the formation of social identity. This paper contributes to this broader discussion by examining how linguistic and social factors interact in Highland Ecuadorian Spanish (HES), particularly in the city of Loja. This community, located in the southernmost province of Ecuador, offers an exceptional opportunity to study the social work that language does because after being isolated for many years from other Highland communities, it has recently experienced increased outside influence, both social and linguistic in nature. While Lojano Spanish has many distinctive features, I examine the voicing of /s/ when it occurs between vowels. The variable pronunciation of /s/ as [s] or [z] (for example [losanimales] ~ [lozanimales] 'the animals') has been attested in a few modern dialects of Spanish, including HES. I focus on intervocalic /s/ voicing because Loja is at a crossroads between regions that have voicing and those that do not (Robinson 1979, Lipski 1989). I analyze the production of this feature by carrying out a detailed acoustic analysis of thirty-one recordings from my fieldwork data. These recordings come from interviews with native Lojanos, half male and half female, from three age groups. Over 1,300 tokens of /s/ were extracted from these interviews and measured for percent voicing, that is, whether the majority of the segment is more like [s] or [z]. I examine the influence of several linguistic factors on the voicing of /s/: position within the word (word-initial, medial or final), stress (between stressed or unstressed vowels), speech rate, and preceding and following vowel. I chose these independent factors because they have been shown to influence production of Spanish /s/ in many different varieties (cf. Campos-Astorkiza 2011, File-Muriel & Brown 2011). I also look at the influence of two social factors, speaker gender and age, which have often been found to correlate with language use in important ways. Individual speaker was also considered as a random effect and statistical models were fit to the data using the statistical analysis software R. Overall, my results show that intervocalic /s/ voicing in Lojano Spanish is a variable and gradient process, leading to more [s]-like productions in some cases and more [z]-like productions in others. Nevertheless, this variation is not random since it is conditioned by linguistic and social factors, most notably speech style, speech rate, position within a word, stress, and speaker gender. Increasingly voiced ([z]) realizations are more likely in spontaneous as opposed to read speech; in faster speech; in word final and initial contexts as opposed to medial; when /s/ is between unstressed syllables; and in males' speech. Thus, /s/ voicing in this dialect can be considered a reduction process since it occurs at higher rates in fast speech and between unstressed syllables. However, this variable is also conditioned by phonological and social factors, showing how complex of a process it is. This study is the only one to date to look at intervocalic /s/ voicing in Lojano Spanish, and it improves on previous studies of this variable in other dialects by using quantitative acoustic measures as opposed to impressionistic auditory coding. The findings from my research contribute to the broader understanding of how identity is constructed through language, looking at an understudied variety of Spanish.
• García, Edgar. 2006. Diccionario de Esmeraldeñismos. Quito-Ecuador: El Conejo.
• Gómez Rendón, Jorge A. 2008. Borrowing in the Americas: A Typological Study of Contact-Induced Language Change. Amsterdam, NL: John Benjamins Publishing Company.
  Abstract: This study investigates the influence of social and linguistic constraints on language contact through the analysis of linguistic borrowing from Spanish in three indigenous languages of the Americas: Ecuadorian Quechua, Paraguayan Guaraní, and Mexican Otomí. An extensive corpus for each language was collected and processed in search of loanwords and function words from Spanish. The analysis of the corpora was developed within the framework of parts-of-speech theory and linguistic typology. After evaluating fundamental concepts of language contact, the author proposes a multi-level model of causation to explain contact-induced language change, wherein linguistic and nonlinguistic factors interact. This model serves as a foundation to explain the interplay of social and linguistic constraints on borrowing.
• ———. 2022. "Factores Demográficos en la Formación del Castellano Ecuatoriano". In Rosario Gómez et al. (eds.), Ecuadorian Spanish in the 21st Century: Historical and Contemporary Perspectives, pp. 39-64. Cambridge, UK: Cambridge Scholars Publishing.
  Abstract: Ecuadorian Spanish is a linguistic entity associated with the Real Audiencia of Quito. It emerged during the colonial period because of two converging processes: the transmission of the Spanish language by the Spanish conquerors to their Creole descendants, and the Hispanicization of native groups. The geographical split between Highlands and Lowlands corresponds to a major dialectal division and is reflected by different demographic developments. A second division comprises three dialectal zones in the Lowlands and two in the Highlands. The emergence of Lowland dialects was influenced by the presence of speakers of African descent and speakers of Barbacoan languages. The emergence of Highland dialects was influenced by a large native population in the urban centers, as well as by the early presence of Spanish population in the countryside.
• Gómez, Rosario. 2022. "El Español en Ecuador." In Francisco Moreno Fernández and Rocío Caravedo (eds), Dialectología Hispánica/The Routledge Handbook of Spanish Dialectology, pp. 252-263. UK: Routledge.
• González, Paz and Martine Bruil. 2021. "The Ecuadorian Spanish Benefactive and its Inherent Aspect: A Reconstruction." Spanish in Context, 18(3): 459-478.
  Abstract: The Spanish benefactive verbal periphrasis dar 'give' + gerund is unique to the Spanish spoken in Ecuador and it seems to have emerged in the historical Ecuadorian context of multilingualism. The analysis presented sheds light to the intricacies of the construction, taking into consideration the inherent aspect of the gerundial verb. Oral data was collected during two months of participant observation in Ecuador. The aspectual theoretical analysis of Verkuyl (1993), González (2003) and González and Verkuyl (2017) is applied to the data in order to determine the inherent aspectual value of the gerundial verb in the predications. The results show that there is an overwhelming use of terminative predications. Additionally, some predications that prima facie seem durative can be interpreted as terminative. This finding can be partially explained by particular linguistic phenomena only appearing in the Spanish in contact with Kichwa. Moreover, this study adds empirical proof of how relevant discourse is in aspectual representations.
• Guerra, Kathleen S. 2023. "Metalinguistic Discourse and Dialect Performance: Perception and Negotiation of Ecuadorian Andean Identity Expressed Through Dar+ Gerund on Twitter." Spanish in Context, 20(1): 208-231.
  Abstract: This investigation examines how dialect identity and linguistic ideologies are negotiated and performed through dar +gerund, a northern Andean Spanish construction used to express an attenuated request or favor. Specifically, positive, neutral, and negative sentiments expressed through metalinguistic commentary are analyzed from a corpus of 450 tweets collected on Twitter between 2008- May 2019. This analysis shows how a higher degree of emotional intensity in negative sentiments signals linguistic and cultural discrimination towards this Kichwa-contact induced construction. On the other end, positive sentiments celebrate and defend this feature as an intrinsic part of the Andean Ecuadorian dialect and identity. This negotiation of the linguistic and cultural significance of dar +gerund serves to destabilize dominant negative perceptions and renegotiate the meaning of this NAS feature.
• Guerra, Kathleen S. and Travis G. Bradley. 2022. "Assibilation in Ecuadorian Spanish: A Phonology-Phonetics Account." Languages, 7(2): 77
• Haboud, Marleen. 1997. "Grammaticalization, Clause Union and Grammatical Relations in Ecuadorian." In Thomas Givon (ed), Grammatical Relations: A Functionalist Perspective, pp. 199-233. Philadelphia, PA: John Benjamins Publishing Company.
• ———. 2005. "Simultaneidad o Perfectividad. El Gerundio en el Castellano Andino". Revista UniverSOS, 2: 9-39.
• ———. 2018. "Perífrasis de Gerundio y Causatividad en el Castellano Andino Ecuatoriano: Una Mirada desde la Gramática de las Construcciones". Revista Internacional de Linguistica Iberoamericana, 2(32): 97-117.
  Abstract: This article is an initial analysis of some of the grammaticalization and constructional processes that have taken place in the causative periphrasis mandar+ gerund, which is a common construction used by Ecuadorian Highland Spanish (CAE). Indeed, it is frequent to use statements such as Mary sent/order him/her throwing away of the building (María le mandó sacando del edificio) whose semantic reading corresponds to 'Mary made him leave the building.' This study takes into account changes resulting from language use as well as the effects of Quichua-Spanish contact. Additionally, it is interesting to find that despite the tendency to favor standard-like Spanish, and the explicit negative linguistic attitudes towards the CAE, this periphrasis is quite productive and innovative among Quiteño young CAEspeaking population.
• ———. 2020. "¡No te Olvidarás la Mascarilla! La Cortesía en el Español Andino Ecuatoriano". Memorias, 79(1): 327 – 343.
• ———. 2022. "Kichwa y Castellano en los Andes ecuatorianos: Historia e Innovaciones". En Danler, Paul & Harjus, Jannis (eds.), The languages of the Americas – las lenguas de las Américas. Berlín, Alemania: Ed. Logos
• ———. 2022. "Pues en el Castellano Andino Ecuatoriano y Colombiano: Sus Diversas Formas y Funciones Discursivas." Boletín De Filología, 57(1): 125-157
• Haboud, Marleen y Esmeralda de la Vega. 2008. "Ecuador". En, Palacios, A (ed), El español en América, pp. 161-187. Madrid, España: Ariel.
  Abstract: Contextualizados en la lingüística de contacto, este capítulo nos acerca, de forma clara y sencilla, a varias de las características del castellano hablado en los Andes ecuatorianos. Se ejemplifica, a partir de datos de lengua natural, efectos del contacto intenso y prolongado entre el español y el quichua, tanto a nivel fonético-fonológico, como morfosintáctico, semántico y pragmático-discursivo; se ilustra así, procesos muy interesantes de convergencia lingüística, gramaticalización, adaptación y cambio. Al mismo tiempo, este artículo nos llama a la reflexión en cuanto al dinamismo del contacto y a la necesidad de tomar en cuenta las continuas innovaciones que despliega el llamado castellano andino ecuatoriano. Se menciona, además, la importancia de tomar en cuenta que los efectos del contacto, son de ida y vuelta, de modo que analizar las influencias del español en las lenguas indígenas, y en este caso particular, en el quichua, es una deuda pendiente. Palabras clave: Ecuador, Castellano andino ecuatoriano, lingüística de contacto, convergencia lingüística, gramaticalización, efectos de ida y vuelta.
• Huttenlauch, Clara, et al. 2016. "The Intonation of Echo Wh-Questions in Ecuadorian Spanish." Proceedings of Speech Prosody, 8: 385-389.
  Abstract: In Romance languages, neutral echo wh-questions and counterexpectational (i.e., non-neutral or incredulous) echo wh-questions are usually distinguished by tonal differences in the nuclear contour. In this study, we show that Ecuadorian Spanish does not differentiate between those question types in terms of tonal targets, but by expanding the pitch range in the nuclear region. Results drawn from a production experiment based on semi-spontaneous speech with nine native speakers show that neutral as well as non-neutral echo wh-questions are realized with the same nuclear configurations, typically a rising one (L* H%). However, counterexpectational whquestions are realized with a significantly larger pitch range than their neutral counterparts (with a difference of 2.03 semitones). From a diatopic point of view, our data indicate that there are prosodic differences in the realization of questions between the Andean and the coastal region. Speakers from the latter region realize rising as well as low and falling nuclear configurations (L* H%, L* L% and H* L%) and use a lower mean pitch. We hereby provide intonational support for the well-known division between tierras bajas 'lowlands' and tierras altas 'highlands' used for capturing the dialectal phonological variation on the segmental level of Latin-American Spanish.
• Jara, M. (ed). 2023. Spanish Diversity in the Amazon: Dialect and Language Contact Perspectives. Primera edición. Leiden, Países Bajos: Brill.
  Abstract: This book, the first of its kind, is dedicated to different Spanish varieties spoken in the Amazonian regions of Peru, Ecuador, and Colombia. The contributions present diverse perspectives on theoretical, methodological, and descriptive characterizations of the study of Amazonian Spanish. It includes linguistic (phonological, syntactic, discourse-pragmatic), typological, ethnographic, sociolinguistic, and language contact approaches. The analyses of oral corpora include comparisons between monolingual and contact varieties of the speech of bilingual speakers who are native speakers of an indigenous Amazonian variety. This collection contributes to the fields of Hispanic and Amerindian Linguistics, and language contact.
• Jesberger, Hannah. 2017. Understanding a Discourse Marker in Quito, Ecuador. Honors Project, Bowling Green State University.
  Abstract: The present research project examines the possible factors to explain the word-final /f/ in Ecuadorian Spanish including but not limited to: where it is used, who uses it (gender, age ranges, social class), and with which words it is most commonly used. As the first extensive research study on the word-final /f/, the project may lead to other investigations of this phenomenon and other features of Ecuadorian Spanish. In addition, if there are other variations of the marker pues in the Spanish varieties spoken in different regions and/or countries, researchers can use this present study as basis to analyze the specific function of pues. Lastly, those interested in the phoneme /f/ at the end of words can now know and understand its role in the Ecuadorian Spanish and its discourse.
• Lemos, Gustavo. 1922. Barbarismos Fonéticos del Ecuador. Suplemento a Semántica Ecuatoriana. Guayaquil, Ecuador: Imprenta GUTENBERG.
• Lipski, John. 1989. "/S/-Voicing in Ecuadoran Spanish: Patterns and Principles of Consonantal Modification." Lingua, 79(1): 49-71.
  Abstract: Highland Ecuadoran Spanish is unique among Spanish dialects in voicing word-final prevocalic /s/: los otros [loz otros] 'the others'. This process has never received an adequate explanation within linear phonological models, despite attempts to relate it to 'close juncture'. In the present study, the claim is motivated that at intermediate stages of derivation, Spanish word-final /s/ is followed by an unattached slot on the skeletal tier, as the phonological marker of Word Boundary. This accounts for the frequent similarity of preconsonantal, prepausal and word-final prevocalic position with respect to several consonantal modifications in Spanish. /s/-voicing in Spanish is analyzed as originally stemming from preconsonantal voicing of /s/ at the postcyclic lexical level, at times counteracted by low-level processes of devoicing. Spanish dialects, in turn, are characterized by the Extension Principle, which states that phrase-final consonantal modifications will preferentially be extended to all word-final environments. The positive choice of this parameter in Ecuadoran Spanish results in prevocalic voicing of word-final /s/, as well as other word-final processes.
• López Suña, Milena Soledad. 2022. La prágmatica y semántica de los zoomorfismos fraseológicos en el español de Ecuador. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El presente artículo analiza los zoomorfismos fraseológicos empleados en el habla ecuatoriana. La investigación se llevó a cabo con base en un corpus obtenido a raíz de la aplicación de una encuesta a hablantes nativos de español, nacidos en distintas provincias de Ecuador. El estudio fue de naturaleza semántica-pragmática. Así pues, como explica Ruíz (1997), se demuestra que la mayoría de las unidades fraseológicas (UFs) tienen origen en una metáfora. No obstante, como sugieren autores como Corpas (1996) y García-Page Sánchez (2008), el símil debe ser considerado también como un factor de la idiomaticidad de los fraseologismos. Estos tropos lingüísticos reflejan la motivación semántica tanto icónica como simbólica de los zoomorfismos. El análisis pragmático de ellos revela que en la intención o fuerza ilocutiva con los que son utilizados subyacen estereotipos de distinta índole, en este caso estereotipos estéticos y estereotipos de género enfocados en roles masculinos y femeninos. De esta forma, se siguen perpetuando cánones de belleza, y actividades y comportamientos atribuidos a mujeres y hombres.
• Mateus, Alejandro. 1918. Riqueza de la Lengua Castellana: Provincialismos Ecuatorianos. Quito, Ecuador: Tipografía y Encuadernación Salesianas.
• Miño-Garcés, Fernando. 2019. "Globalización y Pérdida de Identidad, el Léxico de los Ecuatorianos". Memorias, 79(1): 311 – 325.
• Muntendam, Antje. 2009. Linguistic Transfer in Andean Spanish: Syntax or Pragmatics?. Ph.D. dissertion, University of Illinois at Urbana-Champaign.
  Abstract: This dissertation uses the generative framework to study the syntax and pragmatics of word order variation in the Andean Spanish of Bolivia and Ecuador. While Standard Spanish has basic order SVO, in Andean Spanish the object frequently appears in preverbal position, resulting in alternative orders (e.g. OVS). Previous studies have attributed this phenomenon to an influence of Quechua, where the object typically precedes the verb, but they do not discuss which linguistic properties have been transferred. The alternative orders are also possible in Standard Spanish, but in Standard Spanish fronted elements encode topic/focus. Since focus fronting could explain the high frequency of preverbal objects in Andean Spanish, this dissertation examines whether focus fronting in Andean Spanish has the same properties as in Standard Spanish. The main syntactic properties of focus fronting in Standard Spanish are its sensitivity to weak crossover effects and long distance movement. Elicitation studies were designed to test for these properties in Spanish and Quechua. In addition, naturalistic data were collected and an elicitation study on wh-questions and answers was created to study the pragmatics of focus in Spanish and Quechua. The subjects for the study were Quechua-Spanish bilinguals from Bolivia and Ecuador, and adult Spanish monolinguals. The results reveal that the transfer from Quechua into Andean Spanish is restricted to the domain of pragmatics, and does not affect the syntax. In other words, syntactically Andean Spanish is identical to Standard Spanish. The study has implications for syntactic theory, and studies in language contact and second language acquisition.Specifically, it contributes to our understanding of the nature of cross-linguistic influence and linguistic vulnerability in second language acquisition and language contact. It also contributes to syntactic theory by providing a better understanding of word order and focus in Spanish and Quechua.
• Muysken, Pieter. 2008. "A Modular Approach to Sociolinguistic Variation in Syntax: The Gerund in Ecuadorian Spanish." In Leonie Cornips and Karen P. Corrigan (eds), Syntax and Variation: Reconciling the Biological and the Social, pp. 31 -53. Amsterdam, NL: John Benjamins Publishing Company.
• O'Rourke, Erin. 2022. "Depalatalization and Delateralization in the Ecuadorian Amazon: Spanish /ʎ/ in Contact with Kichwa". In Margarita Jara et al. (eds), Spanish Diversity in the Amazon, pp. 185-217. Leiden, NL: Brill.
  Abstract: This study examines the palatal lateral /ʎ/ in Spanish as produced by Kichwa-Spanish bilinguals in the Ecuadorian Amazon. While there is a general trend in Spanish towards loss of the etymological /ʎ/-/ʝ/ contrast, maintenance is reported for some varieties, including those in contact with languages with the phoneme in their native inventory. However, support through contact may also produce results not found in non-contact varieties, such as allophonic variation of /ʎ/ to [l] before the high front vowel [i], as in Kichwa. To examine this possibility, recordings of both male and female speakers were made and analyzed acoustically according to three types of measures: consonant duration, formant height (F2), and C/V intensity ratio as a measure of consonant constriction. From these analyses, we find that while there is maintenance of /ʎ/, both groups show cases of depalatalization to [l], while females show some tendencies towards delateralization to [ʝ] (i.e., yeísmo). A qualitative examination of /ʎ l ʝ/ is also given in Kichwa as an initial point of comparison. This research demonstrates the need for more acoustic work to observe changes in the sound inventory in varieties of Spanish, and the allophonic variation that may result from language contact.
• Olbertz, Hella. 2005. "Dizque en el Español Andino Ecuatoriano: Conservador e Innovador." In Pieter Muysken and Hella Olbertz (eds), Encuentros y conflictos: bilingüismo contacto de lenguas en el mundo andino, pp. 77-94. Madrid, ES: Iberoamericana Vervuert.
• ———. 2008. "Dar+ Gerund in Ecuadorian Highland Spanish: Contact-Induced Grammaticalization?." Spanish in Context 5(1): 89-109.
  Abstract: The benefactive construction dar + gerund is used in the North Andean region only and is unknown elsewhere in the Spanish-speaking world. Based on the analysis of spontaneous data from Ecuadorian Highland Spanish, this paper provides a linguististic description of dar + gerund and of the social and pragmatic conditions of its use. Departing from this description, I explain that the construction originates through contact with Ecuadorian Quechua. It is shown that the geographical restriction of the use of dar + gerund is directly related to the specific characteristics of Ecuadorian Quechua.
• Palacios, Azucena. 2015. "De Nuevo sobre la Omisión de Objeto Directo en el Español Andino Ecuatoriano." Círculo de Lingüística Aplicada a la Comunicación, 61: 104-130.
  Abstract: En este artículo abordamos de nuevo la omisión de objeto directo en el español andino ecuatoriano a partir de un corpus de 28 informantes, bilingües de quichua-español y monolingües de español, e intentamos una explicación a partir de factores semánticos, sintácticos y pragmático-discursivos. Consideramos que la omisión es la última etapa del proceso de gramaticalización de las formas pronominales átonas de tercera persona que experimenta el español desde la Edad Media y que, en la variedad andina ecuatoriana, ha alcanzado una progresión muy significativa debido al contacto con el quichua, lo que ha incrementado su uso considerablemente y ha eliminado las restricciones semánticas que este fenómeno tiene en otras variedades de español. La omisión se convierte, así, en una estrategia muy productiva, altamente eficiente, que permite resaltar la relevancia discursiva del evento.
• Palacios, Azucena y Marleen Haboud. 2018. "Dejar + Gerundio en el Castellano Andino Ecuatoriano" Migración y Contacto de Lenguas en la Romania del Siglo XXI, 117-144
• Placencia, María Elena. 1995. "Explicitness and Ellipsis as Features of Conversational Style in British English and Ecuadorian Spanish." IRAL - International Review of Applied Linguistics in Language Teaching, 33(2): 129-141.
  Abstract: This article examines differences in conversational style between British English (BE) and Ecuadorian Spanish (ES) which can be the source of communication conflict among Speakers of these two languages in telephone conversations, and presumably in other types of interaction. In a previous article (Placencia 1992), I pointed towards the existence of marked differences between these two languages in terms of the politeness strategies Speakers employ to manage mediated telephone conversations, that is, those conversations where one or both participants act äs intermediaries of the interaction and where they are not usually aware or are not sure of each other's social or occupational identity. I focused on the prevalence of indirectness in BE in contrast with the use of indirect and less indirect strategies accompanied by a display of deference in ES. Here I look at the language of mediated (MO and non-mediated (NMT) telephone conversations and examine one feature that interacts with indirecteness, i.e. the degree of explicitness participants employ to realize similar acts or moves in the two languages. In general, BE Speakers appear to display a preference for the use of explicit utterances where the strategy employed remains clear; this is also the case in NMT interactions in ES; in contrast, the use of elliptical or abbreviated forms where the strategy used becomes ambiguous is very common in MT interactions in ES. Differences in the use of explicit and elliptical utterances are interpreted äs reflecting that, in certain types of interactions, Ecuadorians favour a style which could be characterized äs fast and deferential, but rather abrupt to the English, whereas the latter appear to favour a less hurried style which emphasizes the expression of consideration rather than deference.
• ———. 1996. "Politeness in Ecuadorian Spanish." Multilingua, 15(1): 13-34
• ———. 1997. "Address Forms in Ecuadorian Spanish." Hispanic Linguistics, 9: 165-202.
  Abstract: This paper provides an account of current usage of address forms, i.e. names, titles and names substitutes (including pronouns of address) in Ecuadorian Spanish, as reflected in the language of telephone conversations. It also addresses issues relating to the framework of analysis and data collection methodology employed in the study of these forms. Trditionally, address terms have been examined through the use of quantitative methods that allow for variable control. This study explores another route towards the examination of address forms, which is of a qualitative rather than a quantitative nature. Ir looks at actual occurences of these forms in the context of particular social interactions, i.e. different types of telephone conversations in this case, among participants corresponding to a particular social group within the Ecuadorian-speaking community, an d it seeks to establish the factors that govern their use in relation to features of context. It also attempts to identify the place in conversation and the types of acts address forms occur with as wells the function they perform.
• Portocarrero, Alex. 2019. An Analysis of Intonation Patterns in Ecuadorian Cuencano Spanish. MA Thesis, University of Saskatchewan.
  Abstract: El Cantado Cuencano 'Cuencano singing' constitutes the hallmark of Cuenca citizens. This colloquially described intonational feature is what makes Cuencano Spanish one of the most prosodically interesting Andean dialects in the country of Ecuador. There is, however, a lack of scientific research conducted on this dialect's intonation, which can be considered as underdocumented up to this point. Therefore, the main objective of the present study was to begin to analyze and document Cuencano Spanish intonation patterns. In addition, this research also aimed to provide scientific evidence and draw plausible conclusions to support or refute the impressionistic observations about the Indigenous origins of the Cuencano singing. A sample of 550 utterances produced by 5 male and 5 female participants was collected in order to conduct this research. The sample comprised 11 categories that included declarative statements, yes/no questions, exclamative statements, wh-questions, imperatives, lists, conditionals, tag-questions, interjections, negative statements, and vocatives. The tokens were analyzed using Praat and labeled by implementing the Spanish version of the Tones and Break Indices system (Sp_ToBI). It was found that the presence of the emphatic pitch accent labeled as L+^H* and the high frequency appearance of bitonal pitch accents, such as L+H* and H+L*, in almost every token in the data set suggest that Cuencanos speak with a variety of degrees of tonal emphasis. This translates into a mixture of a substantial number of rising and falling tones found in Cuencanos' speech. These findings account for the appearance of the highly marked singing quality of Cuencano Spanish or Cantado Cuencano. They may also be linked to impressionistic descriptions, such as esdrujulizacion, and the influence that Indigenous languages and culture had on Cuencano Spanish.
• Puma, Christian. 2022. "La influencia del Kichwa en el Castellano Andino Ecuatoriano Ambateño: El Caso del Morfema -ka." Boletín De Filología, 57(1): 209-231
• Robinson, Kimball. 2012. "The Dialectology of Syllabification: A Review of Variation in the Ecuadorian Highlands". Romance Philology, 66(1): 115-145.
• Sawicka-Stępińska, Brygida. 2020. Phonetic Change and the Norm in Ecuadorian Spanish: Acoustic and Sociolinguistic Approach. PhD dissertation, Adam Mickiewicz University.
• Silva Villacrés, Iskra Sashenka. 2022. Análisis del Enfatizador Mismo en Construcciones Adverbiales en el Español Ecuatoriano Norandino. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El español ecuatoriano es de una gran riqueza lingüística, si bien son pocos los estudios que se han realizado sobre esta variedad del español, esta presenta diferentes rasgos fonéticos, morfosintácticos, semánticos y pragmáticos ideales para minuciosos análisis. Uno de estos rasgos es el uso particular de mismo. La información que existe sobre el tema es corta y desactualizada. Por lo tanto, este estudio analiza tanto sintáctica como semánticamente, un corpus lingüístico de construcciones adverbiales que contienen mismo en su estructura. De esta forma se comprueba que, además de utilizarse como adjetivo, mismo también funciona como un modificador adverbial; específicamente, como un enfatizador dentro del español ecuatoriano norandino.
• Škrabalová, Lenka. 2013. El Español Hablado en Quito. Tesis de Maestría, Masarykova Univerzita.
• Stewart, Jesse. 2020. "A Preliminary, Descriptive Survey of Rhotic and Approximant Fricativization in Northern Ecuadorian Andean Spanish Varieties, Quichua, and Media Lengua". In Rajiv Rao (ed), Spanish phonetics and phonology in contact: Studies from Africa, the Americas, and Spain, pp. 103-140. Amsterdam, NL: John Benjamins Publishing Company
• Toscano, Humberto. 1953. El español del Ecuador. Madrid, España: Consejo Superior de Investigaciones Científicas, Patronato Menéndez y Pelayo, Instituto Miguel de Cervantes.
• Vera Dávila, Daniela Alejandra. 2022. Uso de la Perífrasis Verbal Haber de + Infinitivo en el Español Norandino. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El español andino del Ecuador posee una amplia variedad lingüística que ha evolucionado a través de los años, dando lugar a diversos usos de la lengua en la región de la sierra ecuatoriana centro-norte. En este contexto, el presente trabajo presenta un recuento histórico de las perífrasis verbales, y establece los diversos significados asociados con la modalidad y los distintos usos de la construcción perifrástica, haber de + infinitivo en el dialecto de esta región. Por tanto, el objetivo de esta investigación es determinar los significados de esta perífrasis de infinitivo, mediante el análisis de interacciones de usuarios jóvenes de la red social WhatsApp.

• Aguirre Licht, Daniel Guillermo. 2022. Aspectos Gramaticales Generales del Idioma Emberá de Cristianía. Medellín: Secretaría de Educación y Cultura de Antioquia.
  Abstract: Manuscrito que muestra que el chamí es una variante dialectal del idioma embera; junto con el waunana, conforma el grupo lingüístico chocó, familia independiente según los últimos estudios. Lingüísticamente se puede caracterizar al embera como una lengua ergativa con tendencia a sufijos. Este estudio es el resultado de un trabajo de tres años en la comunidad de Cristianía, Antioquia, apoyado por profesores y gentes de la comunidad, como Respa Panchí, mujer embera de 30 años de edad. Hace referencia a la fonología, la morfología, el enunciado y los diferentes tipos, el nombre y los verbos.
• Aguirre Licht, Daniel et al. (eds.), Manual de Enseñanza y Escritura Ẽbẽra-Chamí. Antioquía: Resguardo Indígena Cristianía.
• Aguirrebeitia, A. y Perez-Caurel, M. 2017. "La Revitalizaciòn de la Lengua Emberá en Colombia: de la Oralidad a la Escritura." ONOMAZEiN - Número Especial. Las Lenguas Amerindias en Iberoamèrica Retos para el Siglo XXI, pp 58-76.
  Abstract: Mientras que el pueblo Emberà habìa rechazado codificar su lengua, a finales del siglo XXI los emberà del Chocó (Colombia) decidieron utilizar la escritura y facilitar asì su introducciòn en la escuela. Fue en 2010 cuando se iniciò un proyecto de tres años con este objetivo. Este artìculo describe, en primer lugar, los datos generales sobre la lengua y la sociedad embera, en segundo lugar, las caracterìsticas generales del proyecto y el estado de desarrollo del mismo. Finalmente, se plantean los retos que se vislumbran para el mantenimiento del emberà en el futuro inmediato.
• Anon (2002) A Reference Grammar of the Northern Embera Languages . Charles A. Mortensen. [Online] 68 (3), 374-376.
• Barreña Agirrebeitia, Andoni y Pérez-Caurel, Manel. 2017. La Revitalización de la Lengua Emberá en Colombia: de la Oralidad a la Escritura. Revista de lingüística, filología y traducción, 58-76
• Barrigón Teucama, Arnullfo et al. (eds.), 2006. Libro Primero de Lectura en Lengua Emberá. República de Panamá: Ministerio de Educación.
• Bedoya, Sandra et al. 2024. "Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education." English Language, Literature & Culture, 9(3): 63-71.
  Abstract: This study conducted in the Embera Chamí Navera Drua community, located in Darien, Colombia, investigates the impact of children's literature, particularly stories, on strengthening cultural identity and preserving the native language among the community's children. Utilizing a qualitative approach, an ethnographic and participatory action research design was implemented to deeply explore the community's worldview, its educational context, and the sense of cultural belonging developed by the children. The results highlight the importance of intercultural teacher training and the implementation of pedagogical strategies that promote the indigenous worldview through the narrative of stories, which capture the interest and imagination of children. It is concluded that children's stories facilitate the development of a sense of cultural belonging in children, youth, and adults while engaging with their native language. Therefore, it is necessary to train teachers within the community who can link storytelling as a strategy to facilitate the preservation of their language from childhood, allow community participation in preserving their worldview, and contribute to the development of the community's own cultural education.
• Betancur Bermúdez, Cristian y Raigosa Rojas, Manuel Vicente. 2019. Hacia un Sistema de Escritura de la Lengua Emberá Chamí. Tesis de pregrado, Universidad Católica de Pereira.
  Abstract: This research will allow, within its own limits, speaking and writing the language of the Embera Chamí from the Purembará indigenous reservation, municipality of Mistrató in Risaralda. The first item of this work is to devise an alphabetic system that allows writing and speaking the language of the Embera Chamí, and thus be able to use it to its cultural, educational, spiritual dimension, etc. This research led to exploit different categories which were basically the description of some generalities of this culture such as location, writing in its most native language, the progress in the enculturation processes of the Catholic faith and social political processes in which they relate the Emberas communities. It's a qualitative research, applied with a descriptive design. Keydword: Language translation, Embera Chamí, Purembará indigenous reservation.
• Chiripua, Wilmer. 2013. La Lengua, Elemento de la Vida de de la Nacionalidad Epẽrarã. B.S. thesis, Universidad de Cuenca.
  Abstract: El presente trabajo de investigación, se desarrolló en la Comunidad Santa Rosa de la nacionalidad Epẽrarã de la parroquia Borbón, perteneciente al cantón Eloy Alfaro, provincia de Esmeraldas, fue necesario observar, conocer e identificar los factores que inciden en la perdida de la lengua, el proceso de la pérdida de la lengua materna viene repercutiendo a la nacionalidad Epẽrarã, a través de la participación de los padres de familias, jóvenes, estudiantes y personal docente del plantel, permitió identificar las causas y las consecuencias de la pérdida de la lengua materna de la nacionalidad Epẽrarã. El trabajo de investigación, cuenta con tres objetivos importantes, los que permitieron una orientación y guía de todo el proceso de investigación. Una vez identificados los problemas en el proceso de la pérdida del Siapedee, permitió consensuar y apoyar a la comunidad Santa Rosa y a los educadores para que tomen la decisión de recuperar la lengua materna, y potenciar al personal docente en la enseñanza de su propia lengua, en la educación bilingüe, a fin de conseguir la calidad y excelencia del siapedee. Considerando las diferencias de las dos lenguas, se pretende mejorar oportunamente el siapedee y el Castellano para potenciar la Interculturalidad, y buscar mejores condiciones para la futura generación, lo que obligó a realizar un diagnóstico de los problemas de la poca práctica del siapedee.
• Crevels, Mily. 2012. "Language Endangerment in South America: The Clock is Ticking." In Lyle Campbell and Verónica Grondona (eds), The Indigenous Languages of South America: A Comprehensive Guide, pp. 167-234. Berlin: Mouton de Gruyter.
  Abstract: Crevels analyzes the endangered status of indigenous languages in South America, including the Embera languages. The article examines sociolinguistic factors contributing to linguistic loss and discusses strategies for the revitalization and preservation of these languages.
• De Wavrin, Robert and Daniel Aguirre Licht. 1999. "Vocabulario Catío de Robert de Wavrin (1934) con datos actuales y observaciones." In Jon Landaburu (ed), Langues de l'Orénoque et du nord de la Colombie, Vol. 4, pp. 95-111. Bogotá: Ediciones Uniandes–CCELA–Colciencias.
  Abstract: This vocabulary presents a compilation of Emberá-Catío terms, complemented with current data and linguistic observations. The work combines historical sources with contemporary research, providing a useful tool for the study and revitalization of Emberá-Catío.
• Díaz, Romero and Camilo Enrique.2021. "On the Concept of Rhythm in Phonology." Social Science Conferences: Proceedings, June 2020, Istanbul, Turkey
• Gómez Rendón, Jorge. 2010. "Code switching in Sia Pedee story-telling." Language Typology and Universals, 63(1), 52-64.
  Abstract: This article deals with code switching in a corpus of narratives collected in Sia Pedee (Chocoan) among the Épera of the northern Pacific coast of Ecuador. The reinsertion of Sia Pedee in the nowadays Spanish-speaking community has resulted in older speakers making use of code switching as a way to flag their ethnic identity and index their attitudes towards propositional content. While code switching seems to be inducing certain incipient changes in Sia Pedee,the seriously endangered state of the native language would prevent those changes from taking definite shape, just like the diglossic condition of Sia Pedee before Spanish is preventing the crystallization of a systematic pattern of language mixing.
• ———. 2013. "Expresiones literarias del pueblo Épera." In J. E. Juncosa (ed), Historia de las literaturas del Ecuador. - Vol. 9: Literaturas indígenas: estudios, pp. 299-316. Quito, Ecuador: Corporación Editora Nacional.
• Gómez Rendón, Jorge, and Wilson Poirama. 2013. "Avances en la revitalización del Sia Pedee: una agenda basada en la comunidad." In Marleen Haboud and Nicholas Ostler (eds), Voces e imágenes de las lenguas en peligro, pp. 295-310. Quito, Ecuador: Ediciones Abya-Yala.
  Abstract: Los epArarã siapidarã son una de las catorce nacionalidades indígenas del Ecuador, aunque su origen étnico se halla en el Chocó colombiano. Luego de un sondeo sociolingüístico realizado en la comunidad épera del Ecuador, en el año 2005 y por iniciativa de los dirigentes de la nacionalidad, se emprendió un programa a largo plazo para la revitalización de su lengua nativa, el sia pedee, clasificada dentro de la familia lingüística chocoana. Para ese año, apenas un 10% de la población étnica formada entonces por 350 personas,tenía el sia pedee como lengua materna y utilizaba la lengua en los intercambios comunicativos cotidianos. El resto de la población, sobre todo aquella entre 25 y 50 años, tenía un bilingüismo incipiente castellano-sia pedee, donde la primera de estas lenguas era la dominante; por su parte, las generaciones más jóvenes eran exclusivamente monolingües en castellano. A propósito de un nuevo sondeo sociolingüístico realizado entre marzo y abril de 2011 en los asentamientos éperas de Santa Rosa, Bella Aurora y Cayapas, hicimos un balance de las actividades realizadas hasta la fecha, en el campo educativo, cultural y organiativo que han influido directa o indirectamente en la revitalización linguística del sia pedee, en el Ecuador.
• Gonzales, Geny et al. 2020. Guía Pedagógica Revitalización de la Lengua Sia Pedee. Colombia: Impresos Grafinorte SAS.
• Herrera, Esther. 2002. "Las estructuras fonéticas de la lengua emberá." In Mily Crevels et al. (eds), Current Studies on South American Languages [Indigenous Languages of Latin America, 3], pp. 111-126. Leiden: Research School of Asian, African, and Amerindian Studies (CNWS).
• Instituto Caro y Cuervo. 2000. "Informe sobre la Lengua Emberá del Río Napipí." En Lenguas Indígenas de Colombia, pp. 73-84. Santafé de Bogotá, Colombia.
• Lee Harms, Phillip. 1994. Epena Pedee Syntax. Arliton, Texas: The Summer Institute of Linguistics.
• Llerena García, Ernesto. 2015. "Sistema de Escritura de la Lengua Emberá del Alto Sinú." Centro de Lingüística Aplicada,104-108.
  Abstract: En la actualidad y agobiadas por las consecuencias de los procesos de globalización, muchas de las lenguas del mundo están amenazadas a desaparecer o están desapareciendo por completo. Este hecho, independiente del lugar del mundo donde suceda y de la calidad, tradición o antigüedad de los actores afectados, representará una pérdida irremediable al patrimonio vivo de la humanidad, toda vez que los procesos lingüísticos tienen complejas incidencias sobre la identidad, la comunicación, la integración social, la educación y el desarrollo de la gente y revisten una importancia estratégica para las personas y el planeta. Cuando una lengua se extingue, se empobrece el rico tejido de la diversidad cultural y se pierde también posibilidades, tradiciones, memorias, modos singulares de pensamiento y expresión; todos ellos recursos valiosos para lograr un futuro mejor. La diversidad cultural es una fuerza motriz del desarrollo, no sólo en lo que respecta al crecimiento económico, sino como medio para tener una vida intelectual, afectiva, moral y espiritual más enriquecedora. La diversidad cultural es un componente indispensable para reducir la pobreza y alcanzar la meta del desarrollo sostenible, aún más si simultáneamente se le adiciona la utilización innovadora de los medios y de las tecnologías en particular, lo que lleva al diálogo entre civilizaciones y culturas, al respeto y a la comprensión mutua. El fomento de la diversidad cultural ha sido la piedra angular para muchos procesos de revitalización y conservación de las lenguas y las culturas. Entre ellos encontramos los propuestos por la UNESCO y su Declaración Universal de la Diversidad Cultural (2001) en los que se han creado programas sobre la protección y la promoción de la diversidad de las expresiones culturales. Estos programas tienen como fundamento desarrollar nuevos enfoques a la promoción de las expresiones culturales en sus diferentes manifestaciones (TIC, libros, programas de televisión, música y espectáculos en vivo, entre otros). Ante este contexto, real y legal, es urgente tomar medidas para promover el plurilingüismo y la preservación de las lenguas del mundo, a través de políticas lingüísticas regionales y nacionales coherentes que propicien la utilización apropiada y armoniosa de las lenguas en una comunidad y un país determinados, que al tiempo permitan a cada comunidad utilizar su lengua materna en público y en privado, y posibiliten el aprendizaje y el uso de ellas. Estos procesos de salvaguarda de lenguas no son nuevos, en nuestro medio académico, y por fuera de él se han estudiado las lenguas que conforman el territorio colombiano. Encontramos instituciones como el CCELA (Centro Colombiano de Estudios de Lenguas Aborígenes) que ha realizado estudios de las 65 lenguas indígenas y las 2 criollas desde la investigación básica sobre estudios fonético-fonológicos, morfológicos, lexicales y sintácticos de estas lenguas, y ha incursionado en el campo de la lingüística aplicada en conjunto con comunidades indígenas y afro , apoyando los aspectos que tienen que ver con la lengua y su enseñanza o, incluso, con la educación en general, en proyectos de mayor cobertura, como los proyectos de vida o los planes educativos propios. Sin embargo, no se encuentran en nuestro medio un número considerable de lenguas con sistemas de escritura como una herramienta para el registro del léxico de las lenguas y la conservación de la misma. En el presente artículo se muestran los resultados parciales de la adopción de la escritura por parte de los indígenas êbêras del Alto Sinú (Córdoba-Colombia) dentro del proceso de etnoeducación que se lleva a cabo en esta zona del país. Se explica de manera muy general el proceso que se ha llevado a cabo para pasar de la oralidad a la escritura, la adopción del sistema de escritura y los resultados, en cuanto a la puesta en práctica según el alfabeto êbêra, del sistema de escritura. Asimismo, se ilustran las aplicaciones tecnológicas en la implementación del sistema escrito.
• Llerena, Ernesto and Melanniveth Díaz. 2023. "Herramientas tecnológicas y didácticas para la conservación de la lengua emberá." Lingüística y Literatura, 44(84): 124-153.
  Abstract: Este artículo presenta las estrategias técnico-pedagógicas desarrolladas por el grupo EduTLan para la preservación de la lengua emberá. Estrategias como aplicaciones y cartillas hacen partede las propuestas que se vienen realizando con la comunidad emberá del Alto Sinú en el departamentode Córdoba. Primeramente, se hace una introducción a la problemática sobre la desaparición de las lenguas y las leyes para la conservación y la revitalización de éstas. Seguidamente, se describe la metodología de investigación en diseño (DSRM) como propuesta de investigación y, finalmente, se muestran los resultados en cuanto al uso de las estrategias en las escuelas emberá
• Loewen, Jacob A. 1963. "Chocó I: Introduction and bibliography." International Journal of American Linguistics, 29(3): 239-263.
• ———. 1963. "Chocó II: Phonological Problems." International Journal of American Linguistics, 29(4): 357-371.
• Mortensen, Charles Arthur. 1994. Nasalization in a Revision of Embera-Katio Phonology. MA thesis, The University of Texas at Arlington.
  Abstract: This thesis revises phonemic statements by Loewen (1963), Rex & Schöttelndreyer (1973), Morris (1977) and Pardo-Rojas (1984). Basing my claim on interpretation of acoustic data, the language has aspirated, constricted, and voiced stops at labial, alveolar, alveopalatal, and velar places of articulation. I claim that nasal autosegments associate with the first voiced segment of a word. Voiced stops assimilate completely to homorganic nasals. Aspirated and constricted stops, when preceded by nasal vowels, become prenasalized. I rule out underlying prenasalized stops and epenthesis of nasal consonants because of syllable structure constraints. I demonstrate through feature geometry that one process effects all nasalization in Emberá-Katío and that the [voice] specification on the laryngeal node determines the realizations of the respective stop series. I also claim that prenasalized stops have three phonological phases, since voiced nasal closures conflict with voiceless releases.
• ———. 1999. A Reference Grammar of Northern Embera Languages. Studies in the Languages of Colombia, Vol. 7. Arlington, TX: SIL International y University of Texas at Arlington.
  Abstract: This descriptive grammar provides a comprehensive analysis of the northern Emberá languages, covering phonological, morphosyntactic and semantic aspects. Mortensen documents key grammatical structures, providing detailed examples that reflect the richness and complexity of these languages. The book is essential for linguists interested in Chocoan languages and their typology.
• Murillo, Joasé, and Stavros Skopeteas. 2015. "Chocó family." In Juan Diego Quesada and Elisabeth Verhoeven (eds), Handbook of Central American Languages. Cambridge: Cambridge University Press.
  Abstract: The languages of the Chocó family are spoken in several enclaves in the Pacific Coast of Colombia as well in Eastern Panama, and are generally underdocumented and understudied (Section 1). The phoneme inventories of these languages are characterized by a contrast between oral and nasal vowels and by the contrast between aspirate and non-aspirate plosives; an challenging morphonological process is the spreading of the nasal feature in the word domain (Section 2). The morphology of these languages is concatenative, suffixal and predominantly dependent-marking (Section 3). The constituent structure is generally head-final (OV order, postpositions, clause-final subordinators) and the case marking of the arguments displays ergative alignment (Section 4). The typological relevance of these grammatical properties is evaluated in Section 5, while Section 6 demonstrates their occurrence in discourse by means of an illustrative text.
• Pardo Rojas, Mauricio. 1987. Elementos Gramaticales del Embera del Noroccidente Antioqueño.Medellín: Secretaría de Educación de Antioquia.
  Abstract: This study presents a description of the grammatical elements of Emberá spoken in northwestern Antioquia, Colombia. Pardo Rojas analyzes morphosyntactic and phonological structures, highlighting dialectal particularities and contributing to the understanding of linguistic variation within the Emberá languages.
• Quijano Otero, J. M. 1882. "Gramática y Vocabulario de la Lengua que Hablan los Indios Darienes." In Actas del Congreso Internacional de Americanistas, 4ª reunión, Madrid, 1881, pp. 297-309. Madrid: Fortanet.​
• Solomon, Sara. 2001. A Tri-Lingual Dictionary of Emberá-Spanish-English. Munich: Lincom Europa.
  Abstract: Emberá is a Central American Indian Languaje belonging to the Choco grouping. It is Spoken in Panama, Colombia and Ecuador in unequal proportions. This study is based on the Emberá dialect spoken in Panama. Though the statistics vary, the number of native speakers is no more than sixty thousand, in toto. In Panama, the number of speakers is no more than twenty thousand. There are no studies in English on Emberá, and a very few in Spanish. This dictionary is based on information and elicitations from the native speaker Mr. Daniel Castañeda. This is the first attempt at a collection of the basic lexical items of the language, and it is first in English and Spanish. Mr. Castañeda is a bilingual is a bilingual speaker of Spanish and Emberá, with limited fluency in English. All elicitations were done through the medium of Spanish at Georgetown University in Washington D. C. while he was residing in the area. For ease of use the dictionary is multi-directional, i.e. Emberá-Spanish-English and Spanish-Emberá-English. Even though this dialect differs from Chamí dialect, this dictionary can serve as a companion to the grammar of Emberá by D. A. Licht, also published by Lincom Europa.
• ———. 2003. "Spanish borrowing into Emberá." WORD, 54(1): 69-82.
  Abstract: Emberá is a Central American Indian language belonging to the Choco grouping. This study is based on information from elicitations obtained from Mr. Daniel Castaneda, a Panamanian native speaker of Embeni. The number of speakers of Embera is unequally distributed across Panama, Colombia, and Ecuador. Though the statistics vary, the number of native speakers is no more than sixty thousand, in toto, and in Panama, the number of speakers is about twenty thousand. This study is the first attempt to collect and analyze the basic lexical iterris of the language, and it is the first in English and Spanish. All elicitations were done through the medium of Spanish, at Georgetown University in Washington, D. C., while Mr. Castaneda was residing in the area. For convenient reference, all examples will be given in Spanish, Embera, and English. The phonological changes observed here are quite varied. This is not an exhaustive study, but it does illustrate both the frequent and the sporadic changes in the Spanish words as they are incorporated into Embera.
• Turbay, Sandra and José Joaquín Domicó. 2021. "Notas sobre los nombres personales EMBERA." Chungará, 53(1): 131-143.
  Abstract: Este artículo contribuye a las discusiones sobre la noción de persona entre los indígenas suramericanos a partir del estudio del significado y las funciones de los nombres personales embera del occidente colombiano. Al igual que en otros grupos, hay una fabricación social del cuerpo en un contexto animista y perspectivista. Sin embargo, los embera creen que el cuerpo humano es poroso y logra todo su potencial al asimilar las almas y las cualidades de otras especies durante la infancia. Esta estrecha conexión entre el ser humano y su entorno natural se refleja en los nombres. La mayoría está conformada por palabras compuestas que identifican al nominado con una variedad de seres vivos, accidentes geográficos, objetos y seres espirituales. El lazo entre el nombre y el alma principal del ser humano, junto con el bautizo católico, la pintura corporal y los baños con infusiones de plantas, actúan como defensa frente al ataque de espíritus. Los nombres individualizan a la persona y sirven como marcadores de identidad étnica, además enseñan a los niños y a las niñas valores y cualidades propias de su género.
• Zambrano, Ramona. 2016. Propuesta de un recurso educativo para el aprendizaje de vocablos de la nacionalidad Épera del Ecuador. MA thesis, Universidad Tecnológica Israel.
  Abstract: El presente trabajo se ha realizado con la finalidad de contribuir al fortalecimiento de la identidad cultural de la nacionalidad Épera, mediante un recurso educativo desarrollado en Siapede; idioma de la nacionalidad. La nacionalidad Épera cuenta con la institución educativa fiscal intercultural bilingüe Eperara Sia Piadaarade, en donde actualmente se oferta únicamente la educación inicial y la educación general básica, factor adicional a la migración de su territorio hacia la ciudad, la falta de motivación en la enseñanza del idioma, el crecimiento de las familias, la poca comunicación en la lengua ancestral, la escasez de recursos educativos en Siapede, la falta de interés en el aprendizaje, la globalización son algunos de los factores que impiden la continuidad de su lengua ancestral. El documento del proyecto de investigación se ha estructurado de la siguiente forma: Introducción en la cual se podrá evidenciar que Ecuador es un país plurinacional e intercultural, siendo un derecho de las nacionalidades y pueblos indígenas el fortalecimiento de su identidad cultural; también se describe la problemática existente para la conservación de la lengua de la nacionalidad Épera. En el primer capítulo se describe el marco teórico y metodológico empleado para la presente investigación. En el segundo capítulo se realiza una disertación de los referentes culturales, idioma y ubicación del territorio de las 14 nacionalidades y 18 pueblos indígenas legalmente reconocidos en el Ecuador, desarrollando énfasis en los rasgos culturales de la nacionalidad Épera. El tercer capítulo describe metodológicamente la finalidad de los recursos educativos, se presenta el diagnóstico realizado mediante una encuesta de la necesidad de la preservación de la lengua Siapede; se describe el manual de uso del recurso educativo para el aprendizaje de vocablos de la nacionalidad Épera y finalmente se realiza una validación de expertos del recurso educativo. Para concluir el documento se presenta las conclusiones y recomendaciones, incorporando la bibliografía y anexos como sustento de la investigación.

• Adelaar, Willem. 2012. "Languages of the Middle Andes in areal-typological perspective : Emphasis on Quechuan and Aymaran”
  Abstract: Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geographically defined varieties, traditionally referred to as Quechua "dialects”, notwithstanding the fact that mutual intelligibility is often lacking.
• Almeida, Evelyn et al. 2021. "Enhancing Kichwa Language and Ancestral Identity in New Generations Through Oral Narratives”. M. Botto-Tobar et al. (Eds.) Advances in Intelligent Systems and Computing, pp. 374-388, Springer Nature Switzerland AG.
  Abstract: This article analyzes the narrative approach to teaching an ancestral language Kichwa to students. The main research question is how to strengthen Kichwa language and ancestral identity in a new generation. Four Kichwa levels were specially designed to enhance students' proficiency in this target language and develop cultural awareness using the narrative approach, which consists of short oral stories told by a native teacher. These narrative stories are presented to 64 Kichwa students from a public university in Ecuador. The purpose of the narrative study is to analyze their perspective and motivation in learning this vernacular language. Drawing from the idea of positioning to analyze three short stories, we realize that the teller's enthusiasm in introducing the story and the subsequent withdrawal of the vocabulary used in the narratives can motivate students to investigate more about Kichwa culture. Therefore, students were intrinsically motivated to acquire this language. The short stories are used as an interactional function to engage in new insights on students' identity.
• Andi, Bartolo B. 2012. Desviaciones de la norma estándar en el habla Kichwa de las comunidades indígenas del cantón Tena. Cuenca-Ecuador, DINEIB UNICEF - Gobierno de Finlandia.
• Andino-Enríquez, Jose E. et al. 2021. "Adaptation of the Periodic Table to Kichwa: An Ecuadorian Native Language." Journal of Chemical Education, 99(1): 211-218.
  Abstract: Minorities' languages face transformation processes and struggle against many social and linguistic limitations. Education systems in these languages are not optimal to promote the teaching of ancestral knowledge and scientific research. This is the case of Kichwa, an Ecuadorian native language that more than half-million people speak with different variations among the country. Kichwa lacks science tools to respond to educational needs, unleashing the gradual loss of intercultural diversity. The adaptation of the periodic table to Kichwa was developed in this work, taking into account its different language variations and the Kichwa speaker's opinion to ensure the acceptance of this scientific tool. This research aims to break barriers in the development and conservation of indigenous people's intellect by promoting Kichwa deep-rooted writing and enhancing an excellent bilingual intercultural education system in Ecuador.
• Bastidas, Henry D. 2020. Estrategias didácticas con enfoque comunicativo para el aprendizaje del idioma ancestral Kichwa para estudiantes del segundo de bachillerato de la Unidad Educativa Manuela Cañizares en el año lectivo 2019 - 2020. Thesis, Universidad Central del Ecuador.
  Abstract: The loss of a language entails the loss of a worldview, therefore, revitalizing a language allows to safeguard the linguistic and cultural diversity of a country. The Kichwa is the most spoken indigenous language in Ecuador, nevertheless, it suffers of diglossia, moreover, the shortage of didactic material hinders the teaching-learning process of this language. The purpose of this assignment is analyzing and selecting didactic strategies with communicative approach so that to reach a significant learning of Kichwa language. The methodology was carried out with a qualitative and quantitative focusing, level descriptive and correlational; and a field design and quasi-experimental; furthermore, employed an estimation scale and a rubric for the collection of data provided by second year high school students of Manuela Cañizares Educational Unit at Quito province. The collected data provide information regarding relevance and effectiveness of didactic strategies and the kichwa knowledge. Research outcomes were satisfactory, the majority of participants acquired knowing of the language. This evidences that the enforcement of didactic strategies with communicative focusing eases the learning process of a second language and, additionally, the learners can unfold on diverse communicative situations. Kichwa language is a very broad knowledge field, for this reason, it is recommended to keep going with the investigation of didactic strategies for topics with a higher level of language's complexity.
• Bruil, Martine. 2011. "THE EMERGENCE OF FUTURE CONVERBS IN IMBABURA QUICHUA: PRE-HISPANIC LANGUAGE CONTACT AS A POSSIBLE EXPLANATION." In Cornelius Hasselblatt et al. (eds), Language Contact in Times of Globalization, pp. 27-44. Leiden, NL: Brill.
  Abstract: In Imbabura Quichua, there exists a set of switch reference future converbs that has emerged as an innovation in the language. One possible explanation is that these verb forms are the result of a language internal development. However, due to the fact that Imbabura has a long history of language contact, it is also possible that the switch reference system developed under the influence of another language. Before the introduction of Quechua, an undocumented language was spoken in the area, and there are strong indications that this was a Barbacoan language. Interestingly, a very similar future converb system is found in the Southern Barbacoan languages and for this reason I will pursue the second possibility. I propose that the future converb system of Imbabura Quichua developed under the influence of Cara, a Barbacoan language that was spoken in the area earlier.
• Buitrón, Byron. et al. 2020. "Design of a web application for teaching the Kichwa language." RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 11(21): 1-38.
  Abstract: La era de la globalización trajo consigo el incremento de la urbanización, pero también la desmotivación por los conocimientos, ciencias y saberes tradicionales de los pueblos y nacionalidades indígenas del Ecuador, como sucede con el idioma kichwa. Sin embargo, el uso de las nuevas tecnologías de la información y comunicación también se pueden usar para potenciar el proceso de enseñanza y aprendizaje, si se adaptan diferentes elementos formales y constitutivos del mensaje gráfico que pueden ayudar a la estética y funcionalidad de un producto web para fortalecer la cultura y la aceptación de la enseñanza de un idioma ancestral. La Universidad de Otavalo se encuentra ubicada en el cantón Otavalo, llamada capital intercultural del Ecuador por su riqueza cultural e histórica y por ser el lugar de origen del pueblo kichwa Otavalo. Teniendo en cuenta el contexto sociocultural y etnográfico poblacional de la localidad donde se asienta la institución, el objetivo de esta investigación fue diseñar un aplicativo web para el proceso de enseñanza y aprendizaje del idioma kichwa unificado, para lo cual se contó con una serie de recursos multimedia que permitieron su visualización y escucha, apoyados en el modelo educativo de la Universidad de Otavalo y brindando una herramienta pedagógica en línea que puede proporcionar al docente la motivación para enseñar y al estudiante el interés por aprender, alcanzando la aceptación de la enseñanza de un idioma ancestral que identifica a una nacionalidad. Las bases metodológicas del estudio se corresponden con una investigación descriptiva no experimental; se aplicaron encuestas a una muestra de 70 estudiantes de la Universidad de Otavalo, de una población de 98, que cursan la asignatura Kichwa I y Kichwa II. Fue conveniente para este estudio utilizar una confiabilidad de 95 % para el cálculo del percentil correspondiente a la distribución normal, con un error máximo permisible igual a 0.05, mientras que la proporción muestral estimada, al no tener investigaciones anteriores que permitieran preestablecer este valor, fue considerada de 50 %, lo que además garantiza el máximo tamaño muestral. La fiabilidad de la encuesta medida a través del coeficiente alfa de Cronbach fue de 0.798, por lo que puede considerarse alta. Como resultado se obtuvo el diseño de un aplicativo web para contribuir al logro de una enseñanza básica, clara y amena del idioma kichwa, teniendo en cuenta que no existen suficientes estudios de alcance institucional sobre su aprendizaje y sus medios de enseñanza, valorizando el idioma y despertando el interés de los estudiantes, así como satisfaciendo la demanda de horas en la malla curricular, según criterio de los docentes de la universidad.
• Burneo, María. 2016. Breve análisis de la vitalidad del Kichwa en las comunidades de lagunas y Ñamarín de la parroquia Saraguro en la provincia de Loja. Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: This research analyses the vitality of the Kichwa language in two communities which are Lagunas and Ñamarín located in Saraguro, in the province of Loja, Ecuador, on the basis of georeferenced sociolinguistics interviews and qualitative data gathered with Saraguro people between the years 2014 and 2015. Also, this study focuses on intergenerational transmission, sociocommunicative contexts of language use, some aspects of the linguisticattitude the speakers have towards the language, as well as their efforts to find new paths towards linguistic and cultural revitalization. Finally, this study shows that, in spite of the fact that the ancestral language has limited use among the people from the communities mentioned above, it has become an important symbol of identity and social empowerment.
• Cachipuembo, Gispert et al. 2020. "Diseño de un aplicativo web para la enseñanza del idioma kichwa”. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(21): 1-38.
  Abstract: The era of globalization brought with it the increase in urbanization, and this in turn the demotivation of the traditional knowledge, science and knowledge of the indigenous peoples and nationalities of Ecuador, such is the case of the Kichwa language. However, the use of new information and communication technologies stimulated the teaching-learning process, adopting different formal and constitutive elements of the graphic message, which helped the aesthetics and functionality of a web product, to prevent and strengthen culture and acceptance of the teaching of an ancestral language. The University of Otavalo is located in the Otavalo canton, called the Intercultural Capital of Ecuador, for its cultural and historical richness, and for being the place of origin of the Kichwa Otavalo people. Taking into account the socio-cultural and ethnographic population context of the town where the institution is located, the objective of this research was to design a web application for the unified teaching-learning process of the Kichwa language, with a series of multimedia resources that allowed its visualization and listening, supported by the Educational Model of the University of Otavalo, providing an online pedagogical tool that provides the teacher with the motivation to teach and the student with the interest in learning, reaching acceptance of the teaching of an ancestral language, which identifies a nationality. The methodological bases of the study correspond to a non-experimental descriptive research, where surveys were applied to a sample of 70 students from the University of Otavalo, out of a population of 98, who study Kichwa I and Kichwa II. It was convenient for this study to use a reliability of 95% to calculate the percentile corresponding to the normal distribution, with a maximum permissible error equal to 0.05, while the estimated sample proportion, as there was no previous research that allowed to preset this value, was considered 50%, which also guarantees the maximum sample size. The reliability of the survey measured through Cronbach's Alpha Coefficient was 0.798, so it can be considered high. Thus, the result was the design of a web application to contribute to the achievement of a basic education in a clear and enjoyable way of the Kichwa language, taking into account that there are not enough studies of institutional scope on its learning and its teaching aids valuing the language and awakening the interest of students, as well as satisfying the demand for hours in the curriculum, according to the criteria of the university teachers.
• Camacho Estrada, Sara and Wilber Romero Villarroel. 2017. "Syntax Interference Caused by Kichwa and Spanish When Writing in English." Revista Publicando, 4(12.1): 284-296.
  Abstract: There have been important contributions in regard to syntax interference in the last decades, especially in Peru. A wide variety of research about Quechua and Spanish, which are related with the Ecuadorian Kichwa, have been published. In terms of making a contextualized study, the present work aimed to identify the syntax interferences of Kichwa and Spanish when writing in English. In order to get this information, a set of 90 short paragraphs written in English were taken from 30 students of an English program at the Technical University of Ambato. This data was collected in three different moments. The paragraphs were analyzed based on the syntax in their contents. A quantitative and qualitative system was applied to analyze and classify the information from the students' paragraphs. Besides, these results were used to set a sub-categorization of positive and negative syntax interference when communicating in a written way. The conclusions synthesized the results based on the findings of the analysis made to the structure of each language. The findings showed a moderately negative syntax interferences in some cases, and in other cases moderately positive syntax interference. This also helped to consider some other morfosintactic effects that mother tongues cause on a new language or a third one.
• Cárdenas, Robinson F., Luis R. Guañuna, and Iván P. Chasiluisa. 2017. "Interferencias lingüísticas del Kichwa y el español." Retos de la Ciencia, 1(1), pp. 113-122.
  Abstract: The language is developed with society so this research analyzes the linguistic interferences of Kichwa in Spanish, so it is expected to show how these changes occur in different expressions through the encounter of languages or cultures in their everyday life. A qualitative research was used, which allowed to take samples of the quotidian speech and other techniques that allowed to reach the expected results, as to state that the speaker very frequently uses lexical interferences along with the words "guagua", "guambra carishina" and "chuchaqui”, evidently originating from the Kichwa. Finally, "andar diciendo" that incurs in a syntactic, semantic and pragmatic interference, considering that it unnecessarily expresses an action in progress; it would be better "vayan a decir", avoiding the use of the gerund, which modifies the meaning and practical meaning of a sentence.
• Catta Q., Javier. 2005. Gramática del Quichua Ecuatoriano. Quito, Ecuador: Editorial Abya-Yala
• Centro de Investigaciones para la Educación Indígena. 1982. Caimi Ñucanchic Shimiyuc-Panca. Quito: Ministerio de Educación & Pontificia Universidad Católica del Ecuador.
• Cepeda Pilataxi, Luis Felipe. 2023. Interferencia Fonética Vocálica en Estudiantes Kichwahablantes de la Unidad Educativa Intercultural "Monseñor Leónidas Proaño", Riobamba, 2022. Undergraduate Thesis, Universidad Nacional de Chimborazo.
  Abstract: La incorrecta pronunciación de los fonemas genera una deficiente pronunciación fonética en los estudiantes afectando en su capacidad de expresarse con agilidad en sus ideas, compuestas por la asociación y relación de palabras. El presente trabajo de investigación tiene como objetivo realizar un estudio fonético-vocálico en los estudiantes kichwahablantes de la Unidad Educativa Intercultural "Monseñor Leónidas Proaño" del cantón Riobamba, año 2022. Se realizó una investigación mixta, debido a que recopila y analiza datos estadísticos utilizando como instrumento una entrevista a cinco estudiantes kichwahablantes, además se analizaron datos cualitativos y cuantitativos. Las interferencias fonológicas más frecuentes identificadas mediante la herramienta praat fueron: bilabial – fricativa y dental – fricativa, debido a que los espectrogramas obtenidos en relación a la interferencia fricativa presentaba bajas frecuencias. Con respecto a las interferencias vocálicas, las estudiantes cambiaba la vocal "e" por la "i" y la "o" por la "u”. Además, presentaron un punto de articulación bilabial; también se tuvo un punto de articulación dental, en el cual actúa la lengua contra los incisivos superiores, mientras que en el punto velar actúa la lengua contra la zona móvil del paladar; cada uno de estos puntos actuaron en conjunto con un modo de articulación fricativo, este indica que existe un estrechamiento de los órganos articulatorios sin llegar a impedir el paso del aire.
• Cerrón-Palomino, Rodolfo. 1993. "Sabiné Dedenbach-Salazar Sáenz (ed.), Una gramática colonial del Quichua del Ecuador." Lexis, 17(2): 326-332
• Chasiquiza, L. M. 2022. "Introducción: El proceso de estandarización del quichua ecuatoriano es un caso atípico." In Varios autores (eds), Antropologías hechas en Ecuador: Antología. Volumen I, pp. 1-227. Quito, Ecuador: Instituto de Altos Estudios Nacionales.
  Abstract: el capítulo analiza cómo la estandarización del quichua en Ecuador ha seguido un camino poco convencional, posiblemente desarrollándose de manera orgánica a través de iniciativas de alfabetización y educación intercultural bilingüe, en lugar de ser el resultado directo de políticas estatales preestablecidas.
• Chávez Alvarado, Solange Marlene. 2022. Análisis de Actitudes Lingüísticas y Factores que Debilitan el Kichwa en la Comunidad "San Francisco del Río de Misahuallí" en la Ciudad de Tena. Undergraduate Thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El Ecuador es considerado un país intercultural y multilingüe, a pesar de constituir un aspecto poco conocido por los ecuatorianos. Se conoce que en el país se hablan 13 lenguas indígenas que se encuentran distribuidas en las cuatro regiones del país, incluida la región insular (Haboud y Toapanta, 2014), de las que el kichwa es la lengua con más hablantes en todo el país. En la región amazónica, zona en la que se encuentra nuestro estudio, parte de la nacionalidad kichwa se ubica en las provincias de Napo y Sucumbíos (CONAIE, 2016). Es de conocimiento general, hoy en día, que la supervivencia de muchas lenguas indígenas se encuentra amenazada, esto no solo dentro del Ecuador, sino también en todo el mundo. De manera silenciosa, pero acelerada, mueren bastantes lenguas. Afortunadamente, muchas personas se han interesado en el tema y han realizado estudios al respecto y, así mismo, algunos gobiernos y organizaciones se han comprometido a su correspondiente revitalización. Aunque no se hayan realizado estudios focalizados en la ciudad de Tena, o en sus diferentes comunidades, basados en el conocimiento general del peligro que corren muchas lenguas indígenas en Ecuador, se puede colegir que el kichwa, al no ser usada en el sistema educativo, y tampoco fuera del núcleo familiar, se está perdiendo dentro de las comunidades kichwas. No obstante, cada comunidad de hablantes es diferente, y sus variaciones lingüísticas dependerán del panorama social interno y externo de cada población. De tal suerte, ahondar en los factores que presentan una amenaza al kichwa y su debilitamiento gradual, dentro de una comunidad de hablantes, constituye una tarea relevante.
• Chávez, Silvia Taliza. 2021. A Comparative Lexical Analysis of Unified Kichwa and Agualongo de Paredes Kichwa. MA thesis, University of Saskatchewan
• Chimbo, Jaime et al. 2007. Diccionario kichwa-español. Sucumbíos: Casa de la cultura Ecuatoriana.
• Cordero Crespo, Luis. 2010. Diccionario Quichua-Castellano y Castellano-Quichua. 6.ª ed. Quito: Corporación Editora Nacional
• Cordero, Luis. 1892. Breves nociones gramaticales concernientes al idioma quichua: escritas para uso de los alumnos del Colegio Nacional de Cuenca. Cuenca, Ecuador: Imprenta del Colegio Nacional de Cuenca.
• Cotacachi, Germán A. 2022. El modelo del sistema de educación intercultural bilingüe y la revalorización del Kichwa como lengua materna. MA Thesis, Universidad Técnica del Norte.
  Abstract: The current research makes up the foundation to know about how the Intercultural Bilingual Education System MOSEIB contributes with the revaluation and importance of tenth-grade students' mother tongue of Basic General Education in Unidad Educativa Comunitaria Intercultural Bilingue "Galo Plaza Lasso" from Topo community, San Pablo parish, Otavalo canton, Imbabura province. This theme raises from the current issue previously identified as the mother tongue's lack of value by students and how it has been missing importance until the critical point of losing their cultural identity. the investigation was based on a mixed approach, with a field research and a descriptive scope, which allowed to get data through the use of teachers' survey regarding MOSEIB system about mother tongue's revaluation, as well as, the strategies applied to give importance to the use of the mother tongue. On the other hand, the students' questionnaire gave data to identify which language (first or second language) is most used at home, in their social environment, or in their scholarly atmosphere. likewise, it showed if students domine their mother tongue when they use it. Moreover, the expertness interview displayed the importance of this system, stressing the mother tongue value and how it can help to magnify the ancestral language. Otherwise, findings showed that the majority of students do not speak their mother tongue in any environment such as, at home, with friends, and at school. Besides, it showed the teachers lack of knowledge about strategies based on MOSEIB system, which promotes the language skills development in students, to motivate the use of their mother tongue, besides it promotes the correct use of students first language, giving it the right importance that their mother tongue plays in their environment and revaluing it.
• Delgado, Miguel A. 2015. Elaboración de un módulo para fortalecer el inter-aprendizaje de la lengua kichwa, en el desarrollo de las habilidades lingüísticas de los estudiantes del tercer año de Educación General Básica del Centro Educativo Comunitario "General Rumiñahui" de la Unidad Educativa Intercultural Bilingüe "Quilloac" perteneciente a la comunidad de Quilloac, del cantón y provincia del Cañar. MA tesis, Universidad Politécnica Salesiana de Cuenca.
  Abstract: This document presents a research and elaboration of two modules aimed to strengthen the learning process of the Kichwa language in order to develop the linguistic skills of students of the third year of General Basic Education at the Community Educational Center "General Rumiñahui" located in Quilloac, Cañar.
• Dewey, Dan P. et al. 2024. "Neurological evidence for the context-independent multisensorial semantics of ideophones in Pastaza Kichwa: An fNIRS study in the Ecuadorian Amazon." Language and Cognition, Cambridge University Press16(4), 2188-2215.
  Abstract: Ideophones – imitative words using the stream of speech to simulate/depict the rise and fall of sensory perceptions and emotions and temporal experiences of completiveness, instantaneousness, and repetitiveness – have been characterized as semantically empty and contextdependent. The research reported here tested a simple schematic for the semantic categories of Pastaza Kichwa ideophones by tracking neurological responses to ideophones categorized as VISUAL, MOTION, and SOUND. Seventeen native speakers of Pastaza Kichwa listened to audio clips of ideophones extracted from sentential contexts. Subjects' neural activity was assessed using functional near-infrared spectroscopy. Results demonstrate that these posited semantic categories activate areas of the brain associated with visualization, motion, and sound processing and production, respectively. This suggests that these ideophones convey semantic information related to these concepts, independent of context. This contrasts with what would be expected by theories suggesting that ideophones on their own are semantically empty. The data give rise to questions regarding whether any language contains only sound ideophones that do not carry additional sensory information and whether ideophones in previous studies treated strictly as sound ideophones might require greater specification of their semantics, specifically from a multisensorial perspective.
• Duchi, José Antonio. 2022. Enseñanza aprendizaje de la lengua Kichwa desde los saberes y conocimientos de la cultura a través de la oralidad en la UNAE. Ph.D. Thesis, Universidad de Barcelona.
  Abstract: The Kichwa language is one of the languages spoken in Ecuador by more than two million inhabitants. However, despite institutional efforts to reinforce the survival of this ancestral language, Kichwa decreases in importance, is spoken less and less and is confined to an intimate speech that lacks more and more the political-cultural importance that it once was. He had. The educational reforms carried out recently put the teaching and learning of this language in a new place, but its systematic decline in use shows a lack of didactic resources that allow it to be valued, strengthened and promoted. Considering the above, the present study sought, based on a detailed study of the different didactic approaches for the teaching of second languages, to generate a didactic proposal that provides teachers and students with strategies to follow that are based on the most appropriate methods for His learning. Therefore, the proposal developed is firmly supported by the work of orality as an adequate strategy to preserve a language such as Kichwa, with a fundamentally oral tradition. Under a documentary methodology, the most appropriate strategies for the design of the didactic proposal were determined, which consists of six sequential learning experiences, which are articulated in a progressive approach that allows the development of the communication skills of the students with emphasis on the orality. The sequences work on six cultural pillars typical of the Andean peoples, particularly the Kichwa: food, clothing, the experiential cycle, the agricultural cycle, ritual and the social institution of the minka. The sequences articulated in sessions contemplated a work by tasks with a view to developing six final tasks, which give rise to a global product of learning evidence and reproducible by new students and people from the community interested in the transmission and preservation of Kichwa.
• ———. 2022. Innovación Didáctica en la Enseñanza, Aprendizaje de la Lengua Kichwa desde el enfoque comunicativo. MA tesis, Universidad Nacional de Chimborazo.
  Abstract: The situation of the original languages in Ecuador is unfortunate, since the displacement of languages is increasingly accelerated, due to factors such as the interruption of the linguistic transfer in families, discredit and lack of areas of use of the language, the Negative attitude of both parents and young people towards the appreciation of the language, the centrality of the official language in the different spaces of society, including information technologies, which constitute globalizing agents of the dominant cultures. In the community of Kichwa language speakers, despite this is a heritage language, it can be seen that children and young people have increasingly lost their level of bilingualism and use the dominant language as their communication language, which has become their mother tongue. At the moment, at UNAE there is no institutional structure dedicated to the treatment and study of native cultures and languages that determines the unity of content, competencies, methodologies, resources and means. Considering the above, this study tried to find the methodological and curricular basis of the communicative approach for the teaching of the Kichwa language from the knowledge of the culture and it was carried out with 30 monolingual students. The methodology of this research focuses on the application and validation of the didactic sequence, based on the action of the teacher and the speaker to develop communication skills and competencies. Oral language teaching-learning took place in communicative contexts, within meaningful cultural activities for students. Communication, as a process, is an act that only acquires meaning when it is carried out, that is, when it is carried out, so that teaching a language is precisely teaching how to communicate. These didactic actions mark situations of positive change, innovating and improving teaching practice, promoting meaningful learning in students.
• Emlen, Nicholas Q. 2017. "Perspectives on the Quechua–Aymara Contact Relationship and the Lexicon and Phonology of Pre-Proto-Aymara." International Journal of American Linguistics, 83(2): 209-246
• Emlen, Nicholas Q., and Johannes Dellert. 2020. "On the polymorphemic genesis of some Proto-Quechuan roots: Establishing and interpreting non-random form/meaning correspondences on the basis of a cross-linguistic polysemy network." Diachronica 37(3): 318-367.
  Abstract: In the Proto-Quechuan lexicon, many two-segment phonetic substrings recur in semantically related roots, even though they are not independent morphemes. Such elements may have been morphemes before the Proto-Quechuan stage (i.e., in Pre-Proto-Quechuan). On the other hand, this may simply be due to chance, or to phonesthesia. In this paper, we introduce the Crosslinguistic Colexification Network Clustering (CCNC) algorithm, as well as an accompanying test statistic, which allow us to evaluate our claims against a neutral standard of semantic relatedness (the CLICS2 database; List et al. 2018). We obtain very strong statistical evidence that there are hitherto unexplained recurrent elements within Proto-Quechuan roots, but not within roots reconstructed for Proto-Aymaran, the proto-language of a neighboring language family whose members are otherwise structurally very similar to Proto-Quechuan, and which has therefore long been considered an obvious candidate for deep shared ancestry. Some of these elements are explainable as phonesthemes, but most appear to reflect archaic Quechuan morphology. These findings are consistent with an emerging picture of the early Quechuan-Aymaran contact relationship in which Quechuan structure was reformatted on the Aymaran template.
• Farinango, Mayra V. 2020. Factores relacionados con la pérdida de la lengua Kichwa, desde la perspectiva del pueblo Kichwa Karanki, caso comunidad Naranjito. Thesis, Universidad Ténica del Norte.
  Abstract: En los últimos años, los pueblos originarios a nivel mundial han recibido una fuerte influencia de las sociedades dominantes a través de los medios de comunicación, la educación, las políticas públicas y otros medios que han incidido en que los pueblos abandonen sus las lenguas maternas. Los pueblos nativos del Ecuador no han sido la excepción, frente a esta problemática global. Considerando esta problemática, la presente investigación de tipo exploratorio, plantea identificar los factores relacionados con la pérdida de la lengua kichwa desde la perspectiva del pueblo Karanki, caso comunidad Naranjito. Para ello se ha partido de un enfoque de investigación mixto con predominancia cualitativa utilizando la fenomenología como método, que permitió valorar los criterios personales de diversos grupos kichwa hablantes. Los instrumentos usados fueron: durante la fase uno la ficha de contenido para análisis de documentos relevantes; en la fase dos, un cuestionario dirigido a niños/as del nivel básico y bachillerato de la comunidad y en la última fase se aplicó una entrevista estructurada a docentes, líderes comunitarios y padres de familia. Como resultado se han identificado como factores que influyen en la pérdida de la lengua kichwa al adoctrinamiento, desfase intergeneracional, matrimonios interétnicos, contexto dominante excluyente, situación histórica de desigualdad, prácticas hegemónicas en la escuela, insuficientes docentes formados en kichwa, pocas capacidades en el uso de la lengua kichwa, desfase intergeneracional con énfasis en una baja valoración por parte de las comunidades kichwa-hablantes, contexto dominante excluyente, limitadas oportunidades de comunicación en kichwa con sus padres y la migración y otros. Frente a esta problemática en base a la revisión literaria y a la recopilación de las perspectivas de los kichwa hablantes se delinearon estrategias para la revitalización de la lengua como: práctica de la lengua en el hogar, fortalecimiento de la identidad, Educación intercultural bilingüe ampliada, la educación intercultural bilingüe local, práctica de la lengua en el hogar y en la comunidad y el fortalecimiento de la identidad a través de investigación lingüística y etnográfica. Para incentivar el uso de la lengua kichwa se plantea un Plan Estratégico que detalla los objetivos estratégicos, acciones estratégicas, indicador, la meta y el cronograma de actividades.
• Floyd, Simeon. 2022. "Ecuadorian Highland Quichua and the Lost Languages of the Northern Andes." International Journal of Historical Linguistics, 88(1): 1-52.
• ———. 2004. "Purismo lingüístico y realidad local: ¿quichua puro o puro quichuañol?" Proceedings of the Conference on Indigenous Languages of Latin America (CILLA)-I. Austin, TX: University of Texas Press.
• ———. 2024. "Ecuadorian Quechua and Quechuan Classification." International Journal of Historical Linguistics.
  Abstract: According to the traditional Quechuan classification which has dominated Andean historical linguistics since the 1960s, the Ecuadorian Quechua group (Andean Quichua, Amazonian Quichua, Colombian Ingano, and lower Pastaza Inga in Peru) belongs to the "Quechua II" branch, supposedly including all northern and southern Quechuas, and to the "Quechua IIB" sub-branch, said to also include the Chachapoyas-Lamas Quechua group and the "coastal" Quechua documented by Domingo de Santo Tomás in the mid-16th century. This study evaluates the traditional classification of Ecuadorian Quechua and shows that it does not meet the basic standards of subgrouping based on shared innovations. Special attention is given to the historical status of contrastive complex stops, traditionally claimed to be an Aymara-influenced innovation in Cuzco Quechua, supposedly transferred to Ecuadorian Quechua through "superstrate" influence; instead, it is demonstrated that these sounds have correspondences across the Quechuan family, confirming them as retentions that are uninformative for classification. The study goes on to individually evaluate all proposed criteria for the traditional classification of Ecuadorian Quechua, finding that none hold up as shared innovations, leading to the conclusion that Ecuadorian Quechua is an independent branch of the Quechuan family. Historical records document how this branch originated in Ecuador when Quechua was first introduced by the Incas, then was adopted by the Spanish as a colonial standard, and then became fragmented into four modern languages, all within a period of about 500-600 years.
• Garcés, Fernando V. 1999. "Cuatro Textos Coloniales del Quichua de la "Provincia de Quito" Estudio Introductorio". In Proyecto de Educación Bilingüe Intercultural (EBI). Quito: Proyecto de Educación Bilingüe Intercultural (EBI)
• Garcés, Fernando V., and Armando C. Muyolema. 2022. Oralidades y escrituras Kichwas. Cuenca-Ecuador, Universidad Politécnica Salesiana.
• Garcés, Luis F. 1997. "Sufijos Nominales de Persona en el Quichua Ecuatoriano." Lexis, 21(1): 85-106.
• Gómez Rendón, Jorge A. 2009. "Imbabura Quechua Vocabulary." In Martin Haspelmath and Uri Tadmor (eds.), World Loanword Database, pp. 1319 entries. Leipzig: Max Planck Institute for Evolutionary Anthropology.
• ———. 2017. "Las Lenguas Barbacoanas Meridionales y el Quechua". Revista Pucara, 28: 55-97.
  Abstract: Hacia el siglo XV las lenguas barbacoanas de rama meridional entraron en contacto con variedades del quechua como resultado de su migraciòn desde el norte hacia el territorio del actual Ecuador y de la expansiòn del quecua por la ocupaciòn inca de los Andes equinocciales y los proceos de evangelizaciòn que siguieron a la conquista española. Los efectos de este contacto fueron distintos, desde el desplazamiento de lenguas barbacoanas como el pasto y el caranqui por el quechua has distintos niveles del bilinguismo quechua-barbacoano que desembocaron en la influencia enre ambas lenguas. Esta contribuciòn se ocupa de la influencia del quechua en las dos lenguas barbacoanas meridionales que han sobrevivido, el tsa'fiki y el cha'palaa. Para ello enmarca el contacto linguistico utilizando la evidencia etnohistòrica como telòn de fondo del estudio de los préstamos lèxicos, su adaptaciòn morfo-fonologica al sistema barbacoano y su clasificaciòn segùn criterios morfològicos y semànticos que ayuden a determinar la antiguedad del contacto y el tipo de situaciones en que este se desarrollò
• ———. 2007. "Grammatical Borrowing in Imbabura Quichua (Ecuador)". In Yaron Matras and Jeanette Sakel (eds), Grammatical Borrowing in Cross-Linguistic Perspective, pp. 481- 522. New York, NY: De Gruyter Mouton.
• Grimm, Juan M. 1896. La lengua Quichua.(Dialecto de la Republica del Ecuador.). Friburgo de Brisgovia: B.Herder,Librero-editor pontificio
• Grzech, Karolina Zofia. 2019. Discourse Enclitics in Tena Kichwa: A Corpus-Based Account of Information Structure and Epistemic Meaning. Ph. D. dissertation, University of London.
  Abstract: This thesis explores the meaning and functions of discourse enclitics in Tena Kichwa, a Quechuan language spoken in the Ecuadorian Amazon. The enclitics in question are non-obligatory, word-final markers, attaching to hosts from all grammatical categories. Their meanings range from marking information structural categories to encoding the epistemic authority held by the speaker and the addressee. The thesis focuses on the semantics of the markers and their role in structuring TK discourse. In the first two chapters, I introduce the context of this study and provide a sketch of the grammar of Tena Kichwa. Subsequently, I describe the morphosyntactic properties of all Tena Kichwa enclitics and analyse their subset as a paradigm of 'discourse' enclitics. Consequently, I discuss the role of discourse enclitics in marking information structure, focusing on the markers which indicate change of topic and contrastive, interrogative and verum foci. Subsequently, I describe the epistemic semantics of the enclitics =mi and =cha, previously analysed as evidentials (e.g. Weber 1986; Floyd 1997; Faller 2002). I show that in Tena Kichwa, they are better analysed as markers related to epistemic authority. In the final chapters, I discuss the relationship between the information structural and epistemic meaning of the markers, showing that the enclitics form a notionally coherent morphosyntactic system, the core function of which is providing a structure for discourse by managing common ground. I also show that the non-obligatoriness of the markers can be at least partially accounted for if the notion of speaker and hearer expectation is taken into account. The analysis presented in the thesis is based on a corpus of thirteen hours of naturalistic discourse data, complemented by elicitation and stimuli-based tasks. This documentary corpus of Tena Kichwa has been deposited in the ELAR Archive, and will also be deposited in the Archive of Languages and Cultures of Ecuador.
• ———. 2020. "Managing Common Ground with Epistemic Marking: 'Evidential' Markers in Upper Napo Kichwa and their Functions in Interaction." Journal of Pragmatics, 168: 81-97.
  Abstract: This article proposes that 'evidential' markers in Upper Napo Kichwa (Quechuan, Ecuador) are not in fact evidential, but mark epistemic distinctions related to ownership and distribution of knowledge in discourse. To demonstrate this, I analyse two Upper Napo Kichwa epistemic enclitics, =mi and =tá. I account for their distribution in the corpus, analysing the occurrences of the markers in situated language use. To provide a functional explanation for how the markers are used, I discuss the notion of 'epistemic Common Ground management'. I postulate that it is relevant to how epistemic discourse strategies and marking systems are used in a variety of languages. Subsequently, I illustrate this claim with a case study, showing how 'epistemic Common Ground management' allows to account for the distribution of the Upper Napo Kichwa epistemic markers. Finally, I propose that looking at the formally divergent strategies from a common functional perspective enhances our understanding of how epistemic marking is used cross-linguistically.
• ———. 2021. "Using Discourse Markers to Negotiate Epistemic Stance: A View from Situated Language Use." Journal of Pragmatics, 177: 208-223.
  Abstract: In this paper, I analyse the usage of a discourse marker =mari, belonging to the epistemic paradigm attested in Upper Napo Kichwa (Quechuan, Ecuador). I show that the use of =mari indicates that the information is known well to the speaker, but also to some extent familiar to the addressee. In situated language use, the marker contributes to creating a knowing epistemic stance of the speaker. The analysis presented here is based on a 13-h documentary corpus of interactive Upper Napo Kichwa discourse, recorded on audio and video. For the purpose of the paper, the relevant utterances are analysed in their broad interactional context, including not only the surrounding text, but also relationships between the interlocutors, their shared life experience and possible shared knowledge derived from other sources. First, I analyse the semantic and pragmatic contribution of =mari to the conversational turn it occurs in, drawing on conversations extracted from the corpus. Following on from that, I show how tokens of =mari are situated in interactional sequences, and examine how the semantics/pragmatics of the clitic contributes to the discursive actions achieved by the turns which contain it.
• Grzech, Schwarz et al. 2019. "Divided we stand, unified we fall? The impact of standardisation on oral language varieties: a case study of Amazonian Kichwa”. Journal of Language and Law, 71, 124-145.
  Abstract: This article adds to the discussion on standardisation of minority languages spoken in primarily oral cultures. Focusing on Amazonian Kichwa (Quechuan, lowland Ecuador), we show how the introduction of a written standard can undermine language transmission, prompt contradictory ideologies, and instil conflicting aims within speech communities. Our approach combines descriptive linguistics and ethnography. First, we examine the extent of variation within Amazonian Kichwa and compare the local varieties with the standard. We juxtapose this with the speakers' perceptions of and attitudes towards variation, evidenced in their linguistic practices and discourse. We show that these perceptions have little to do with the features being standardised, but this does not preclude the speakers' having clear attitudes towards what the perceived standard. To explain this, we propose that Amazonian Kichwa speakers value authenticity above mutual intelligibility, contrary to ideologies assigning value to languages as potential tools of wider communication. To conclude, we provide policy recommendations grounded in this study, but applicable to minoritised oral varieties in other contexts.
• Gualapuro, Santiago David. 2017. Imbabura Kichwa Phonology. MA Thesis, University of Texas
• Guashpa, Miguel A. 2019. Estrategia metodológica para desarrollar la expresión escrita en los estudiantes Kichwa hablantes de sexto año de la unidad educativa del milenio Chibuleo. MA Thesis, Universidad Tecnológica "Indoamérica”
  Abstract: El trabajo de investigación se centra en el desarrollo de la expresión escrita en los estudiantes kichwa hablantes, este estudio contiene una parte introductoria que hace énfasis en la pertinencia e importancia del tema planteado. Esta preocupación surge de la necesidad de los estudiantes que evidencian distintas falencias en la ejecución escrita del kichwa, esto se identificó a través de una encuesta aplicada a docentes donde se detectó que la escasa aplicación de estrategias metodológicas y didácticas; hace que la clase se vuelva monótona, perdiendo la motivación del estudiante. Este problema se detectó a partir de una investigación exploratoria mediante la metodología cualitativa, con una modalidad aplicada que determina una muestra poblacional que estuvo dirigida a docentes a quienes se aplicó un instrumento de recolección de información donde corrobora que efectivamente hay una diglosia entre las dos lenguas, este hecho ha dado lugar al deterioro y desapego de este grupo poblacional a su lengua ancestral. Además, se operacionalizó las variables para poder organizar la información bibliográfica y formar un criterio de los expertos, revisión de normativas, currículo e investigaciones educativas que permitan tener varios indicadores claves que fomenten la revitalización del idioma. Con todo el bagaje de criterios consultados se han plasmado en el diseño de una estrategia que guie al docente, en su labor educativa, específicamente en la repotenciación de la expresión escrita kichwa; con ello despierte el interés y amor a la lectoescritura de la lengua originaria del pueblo Chibuleo. Esta táctica cuenta con instrucciones de fácil aplicación en el proceso pedagógico con la finalidad de mejorar y garantizar una comunicación escrita en la lengua de interacción cultural. La aplicación de la estrategia establecida determina que existe una correlación directa entre las actividades lúdicas y el aprendizaje de una lengua.
• Guion, Susan G. 2003. "The vowel systems of Quichua-Spanish bilinguals: Age of acquisition effects on the mutual influence of the first and second languages." Phonetica, 60(2): 98-128.
  Abstract: This study investigates vowel productions of 20 Quichua-Spanish bilinguals, differing in age of Spanish acquisition, and 5 monolingual Spanish speakers. While the vowel systems of simultaneous, early, and some mid bilinguals all showed significant plasticity, there were important differences in the kind, as well as the extent, of this adaptability. Simultaneous bilinguals dffered from early bilinguals in that they were able to partition the vowel space in a more fine-grained way to accommodate the vowels of their two languages. Early and some mid bilinguals acquired Spanish vowels, whereas late bilinguals did not. It was also found that acquiring Spanish vowels could affect the production of native Quichua vowels. The Quichua vowels were produced higher by bilinguals who had acquired Spanish vowels than those who had not. It is proposed that this vowel reorganization serves to enhance the perceptual distinctiveness between the vowels of the combined first- and second-language system.
• Haboud, Marleen. 1998. Quichua y castellano en los Andes ecuatorianos: Los efectos de un contacto prolongado. Quito, Ecuador: Ediciones Abya-Yala.
  Abstract: El libro "Quichua y castellano en los Andes ecuatorianos: los efectos de un contacto prolongado" de Marleen Haboud, explora la relación y la interactividad entre las lenguas indígenas Quichua y el español en Ecuador, destacando sus contextos sociohistóricos y culturales. Se analizan las dinámicas del bilingüismo, así como las actitudes de los hablantes hacia ambas lenguas, enfatizando el impacto del contacto lingüístico en la identidad y la percepción lingüística. A través de un enfoque teórico y metodológico riguroso, Haboud discute conceptos como la diglosia, la selección de lenguas, y el prestigio lingüístico, ilustrando cómo estos fenómenos influyen en las comunidades hablantes. Los capítulos abarcan desde antecedentes históricos hasta aspectos modernos del bilingüismo, ofreciendo una perspectiva integral sobre cómo las lenguas interactúan en entornos de contacto prolongado y lo que esto significa para la identidad cultural y étnica en la región. Finalmente, el libro se basa en una variedad de fuentes y experiencias, subrayando la importancia del contexto e interacción en el estudio de las lenguas.
• ———. 2005. "Quichua ecuatoriano: el poder simbólico y el poder real." In Pieter Muysken and Hella Olbertz (eds), Encuentros y conflictos: bilingüismo contacto de lenguas en el mundo andino, pp. 13-37. Madrid, ES: Iberoamericana Vervuert.
• Herder, B. 1892. Gramatica Quichua. (Dialecto de la Republica del Ecuador.). Friburgo de Brisgovia: Librero-editor pontificio
• Hernández, Oscar A. et al. 2024. "The Kichwa language influence in the acquisition of English as a foreign language: A case study of Otavaleños learners at Unidad Educativa San Luis." Revista Científica de Innovación Educativa y Sociedad Actual "ALCON", 4(1), 130-141.
  Abstract: This study focuses on examining the influence of the Kichwa language in the acquisition of English as a foreign language by Otavaleño students at Unidad Educativa San Luis. It recognizes that linguistic influence, in this case, from Kichwa, plays a crucial role in the process of learning a second language. The research findings suggest that this influence can manifest both at a linguistic and cultural level. The analysis is based on the idea that culture and context influence how individuals acquire a new language. Students are affected by their own cultural and linguistic experiences, which can influence their pronunciation, grammatical structures, and word choices in English. The research also addresses the importance of considering cultural and linguistic differences when teaching English as a foreign language, which involves adapting teaching methods to address these influences. In summary, this study sheds light on how the Kichwa language and culture can play a role in the acquisition of English as a foreign language in the context of Otavaleño students at Unidad Educativa San Luis, highlighting the importance of understanding and addressing these influences in the educational process.
• Huera, Lorena A. 2015. Verificación de pronunciación basado en tecnología de reconocimiento de voz para un ambiente de aprendizaje y práctica del idioma Kichwa en la unidad educativa del milenio Jatun Kuraka de la ciudad de Otavalo. Thesis, Universidad Regional Autónoma de los Andes.
  Abstract: It has been considered two areas of research in education; first, the use of voice recognition technology is proposed, on the other hand, the Kichwa language teaching. The union of these two fields responds to the need to find answers to improve the quality of education in the area of languages. This initial need is the starting point for the development of the project; where it is important to achieve the integration of content, realizing it in a didactic way and allowing the approach, interest and understanding in students because constantly, there are educational requirements for productive, technological and knowledge level. The use of voice recognition technology based on established techniques of learning is based on the interaction between man and machine. The methodology of scientific research applied to this thesis work, is mixed, it means; the deductive method, used for speech recognition processes, learning and practicing the Kichwa language, and the inductive method that helps to identify the needs in the pronunciation and spelling of the language, the software development methodology Xtreme Programing (XP), where changes occur as the project develops, improves or optimizes the architecture working interactively, and reach the expected goals. The line of research is Software Development due to advanced development techniques aimed at collaborative models, performing it in a correct and comprehensible way. The system performance, manages to achieve development in the practices of the dialect, also in aspects of oral and written language, furthermore it arouses the interest to know and learn the Kichwa language in a lot of students.
• Ilvis, Myrian S. 2018. El aprendizaje del idioma Kichwa y el fortalecimiento de la inclusión educativa en 10mo año de educación general básica de la unidad educativa comunitaria intercultural bilingüe guardiana de la lengua y los saberes Santiago de Guayaquil. MA Thesis, Universidad Laica Vicente Rocafuerte de Guayaquil.
  Abstract: SAN JOSÈ DE TIPINM PARROQUIA PALMIRA, CANTÒN GUAMOTEA TRAVÈS DE LA ELABORACIÒN Y APLICACIÒN DE UNA GUÌA DIDÀCTICA EN LA SNSEÑANZA DE LA LENGUA KICHWA. EL DISEÑO DE LA INVERSITACIÒN QUE SE UTILIZÒ ES -CASI- EXPERIMENTAL, MIENTRAS QUE EL TIPO DE INVERSTIGACIÒN ES DE CAMPO, Y QUE SIRVIÒ PARA LA RECOLECCIÒN DE DATOS, SE UTILIZÒ LA INVERSTIGACIÒN BILBIOGRAFICA PARA LA OBTENCIÒN DE INFORMACIÒN, LA INVESTIGACOÒN APLICADA AYUDÒ A LA BUSCA DE INFORMACIÒN EMPÌRICA Y LA EXPLICATIVA, PARA EL ESTABLECIMIENTO DE SSUS CAUSA.
• Itier, César. 2021. "La Formación del Quechua Ecuatoriano: Una Nueva Hipótesis." Lexis, 45(2): 659-690
• Iza Simba, N.B., and Díaz Gispert, L. 2019. El Método Natural para la Transmisión Oral de la Lengua Kichwa en Niños de 0 a 3 Años, Comunidad Cambugán, Otavalo, Ecuador. Revista Científica Hallazgos21, 4(3), 250-261.
  Abstract: The original peoples, historical victims of various forms of oppression, and even exclusion today, have demonstrated their resistance, maintaining their cultural characteristics, such as language. In Ecuador the use of native languages has been declining; such is the case of kichwa, ancestral language that manifests a decrease in its oral transmission to the new generations. Therefore, the objective of the work is to propose as an alternative the use of the Natural Method of language teaching for the oral transmission of the Kichwa language in children from 0 to 3 years of age in the Cambugán community, considering their current context and situation. The research was mixed and descriptive in scope, with the application of surveys, that were processed in the SPSS version 21 software. The results show that 100% of the grandparents of the mothers speak Kichwa, but the grandparents of the children between zero and three years is a generation where only 46% use that language; evidencing that in each new generation the ancestral language is in disuse. The mothers surveyed agree on the use of the Natural Method for oral transmission of the Kichwa language and recognize that their ancestral language is being lost in the community. It is concluded that the use of the Natural Method guarantees that the Kichwa will be developing from the first three years of the child's life, creating a livelihood for teaching strategies in bilingual schools.
• Iza, Rosa A. 2019. Análisis de la metodología de enseñanza-aprendizaje de la lengua Kichwa en la carrera de Educación Intercultural Bilingüe de la Universidad Politécnica Salesiana. MA Thesis, Universidad Andina Simón Bolívar.
  Abstract: La investigación se centra en analizar la metodología de enseñanza-aprendizaje de la lengua kichwa en los procesos de formación de docente. La metodología de aprendizaje de la Universidad Politécnica Salesiana es la socio-comunicativa centrada en el aprendizaje natural de la lengua a través de sus propios contextos culturales, lingüísticos y comunicativos; esto se ve reflejado en el texto básico "Kuri Shimi" que es empleado por la universidad; si bien se observa en el aula la explicación de la gramática sin embargo, la opción de la Universidad es el método socioeducativo y comunicativo. La lengua materna es parte de la vida del ser humano además genera su propio aprendizaje en los jóvenes. La lengua kichwa debe ser un vehículo en los espacios educativos que permita generar conocimientos, sabidurías de los pueblos indígenas. La enseñanza de la lengua kichwa está encaminada al fortalecimiento de la lengua indígena, por medio de la revalorización, revitalización, concienciación de los estudiantes para el uso cotidiano y académico. En la observación se describen los datos obtenidos en relación a la metodología de enseñanza de la lengua kichwa en el trabajo de aula con el docente y los estudiantes. En el aula se encuentra una gran diversidad de manejo de la lengua kichwa en los estudiantes; desde estudiantes bilingües que su lengua dominante es el kichwa, a estudiantes monolingües hispano hablantes. Para identificar lo que piensan los estudiantes sobre la metodología de enseñanzaaprendizaje de la lengua kichwa por parte de los docentes, se aplicó la técnica de grupo de discusión con todos los participantes de 5to nivel. Para ello, se elaboraron preguntas generadoras y se procedió a consultar a los estudiantes. Se aplicó la encuesta para triangular los datos obtenidos de la observación de aula y discusión grupal mediante una respuesta individual sobre la dificultad del aprendizaje de la lengua kichwa. Estaba dirigido al grupo de estudiantes de 5to nivel del Centro de Apoyo de Latacunga, en donde se pudieron recoger valiosas informaciones acerca de sus propias limitaciones y potencialidades en cuanto al manejo metodológico de la enseñanza de la lengua kichwa que es el motivo de la presente investigación.
• Jensen, Max. 2024. Linguistic Perspectives in Ecuadorian Amazonian Kichwa. MA Thesis, Brigham Young University.
  Abstract: Despite the fact that Amazonian Kichwa speakers consider themselves to be both linguistically and culturally distinct from their highland counterparts (Ennis 2020; Wroblewski 2012), relatively little has been done to document their language attitudes and how these attitudes are reflected in their speech. This study shows this to be a valid line of questioning. Using commentary from interviews with Amazonian Kichwa people, I show that views on the status and future of the language are divided, as well as perspectives on the role of non-Kichwa sources like schools and governments in language maintenance. Older and native speakers of Kichwa are shown to hold more pessimistic viewpoints about the status and future of the language and to not consider the option of outside sources of Kichwa education. Participants' viewpoints of the family as the principal source of language instruction were consistent. Possible correlation was found between these language attitudes and speakers' pronunciation of Spanish /r/. The findings of this study have implications for the role of social factors like language attitudes in language variation.
• Kowii, Wankar Ariruma. 2013. (In) visibilización del Kichwa: políticas lingüísticas en el Ecuador. MA Thesis, Universidad Andina Simón Bolívar Sede Ecuador.
  Abstract: Esta tesis analiza la visión homogenizante y excluyente que caracterizó a la invasión española emprendida al territorio que luego se denominó "América”, y que fue concebida como un proyecto empresarial cuyo propósito era buscar una ruta más corta para llegar a las indias. Este trabajo examina las estrategias de colonización geográfica, espiritual y lingüística utilizadas por el sistema colonial y republicano en su propósito de legitimar la invasión, explotar sus recursos, su fuerza de trabajo y someter a los pueblos del Abya-Yala1 y, entre ellos, al pueblo kichwa.2 El presente análisis se lo realiza a través del estudio de los registros históricos generados en las épocas de la Colonia y la República, y contenidos en documentos tales como las cédulas reales, las bulas papales, los concilios, las crónicas y demás instrumentos escritos en esos períodos. En estos registros se puede advertir la ideología hegemónica y de exclusión determinada por la importancia de la enseñanza de la lengua castellana o "civilizada”, al ser la lengua de los "vencedores”, y también por la utilización de la lengua kichwa para facilitar la conversión de esa comunidad indígena. Este estudio también aborda el rol que cumplieron los religiosos católicos que enarbolaron la "defensa" de los derechos indígenas, matizada por la visión colonizadora de "salvadores de almas”. A pesar de su ánimo "redentor”, su rol no deja de ser significativo por la defensa que algunos de ellos hacen de las comunidades, a cambio de su aceptación a ser evangelizadas, conforme se desprende de los registros que dan cuenta de los aportes que realizaron en su época y a los cuales nos referiremos más adelante. Esta visión colonizadora y hegemónica contrasta con las acciones de resistencia que impulsaron las comunidades indígenas con sus elementos culturales y con la movilización que generaron desde el primer contacto con los españoles, hasta nuestros días. Como resultado de estas acciones emprendidas, las comunidades han logrado mantener su vigencia y lograr reivindicaciones jurídicas y políticas de carácter nacional e internacional, tales como las últimas constituciones ecuatorianas (1998 y 2008), la suscripción del Convenio 169 de la Organización Internacional del Trabajo, OIT, y la declaración de los Derechos Humanos de los Pueblos Indígenas por parte de la Organización de las Naciones Unidas, ONU.
• Lechón, Florinda. 2023. Adquisicón y desarrollo de la lengua Kichwa como lengua materna en el tercer año de educación básica del Centro Educativo Comunitario Intercultural Bilingüe Tarquino Idrobo, de la Comunidad de UCSHA, parroquia San Pablo, cantón Otavalo. MA Thesis, Universidad Politécnica Salesiana del Ecuador.
• Lema Guano-lema, Segundo Francisco. 1997. Gramática Quichua: Didáctica de la lengua quichua con las últimas reformas de la Real Academia Lingüística. Quito, Ecuador: Ediciones Abya-Yala.
  Abstract: Lema Guano-lema, Segundo Francisco. 1997. Gramática Quichua: Didáctica de la lengua quichua con las últimas reformas de la Real Academia Lingüística. Quito, Ecuador: Ediciones Abya-Yala.
• Lema, Sonia L. and Lourdes B. Parra. 2020. Estrategias ludo-didácticas para el desarrollo de las competencias lingüísticas y comunicativas de la lengua Kichwa en los niños de 6to año de educación general básica de la UECIB "Tupak Yupanki”. Thesis, Universidad Nacional de Ecuación (UNAE)
• Limerick, Nicholas. 2018. "Attaining Multicultural Citizenship through Indigenous-Language Instruction: Successful Kichwa Misfires and the Modeling of Modernist Language Ideologies in Ecuador." Journal of Linguistic Anthropology, 28(3): 313-331
• ———. 2018. "Kichwa or Quichua? Competing alphabets, political histories, and complicated reading in Indigenous languages." Comparative Education Review, 62(1): 103-124.
  Abstract: Over the past century, missionary educators, nation-state and academic planners, and literacy development workers have used alphabets for political ends for traditionally marginalized languages, and Native peoples have contested such planning with other alphabet proposals. Yet literacy work now often overlooks that there are multiple alphabets circulated in reading materials for the same Indigenous language. This article shows how standardization, a process long favored by academics, has been a major source of disagreement. It combines historical analysis of the politics of alphabetic literacy in Latin America with ethnographic research on Kichwa (Ecuadorian Quechua) to demonstrate how contrastive alphabets affect current literacy efforts. Distinct but overlapping alphabets create difficulties for readers in Ecuador, and alphabet histories affect how people perceive and interact with schooling materials. Sometimes just the shape of a single letter invokes emotions. Orthographies are thus bound up in histories of language contact among colonial and marginalized languages, complicating educational research, planning, and assessment's efforts to make alphabetic literacy into a monolingual, neutral, or standardized process.
• ———. 2019. "Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment." Language Assessment Quarterly, 16(4-5): 379-392.
  Abstract: Global efforts for standards-based linguistic assessment increasingly hold that examinees should be tested in the language with which they are most familiar. Yet, language use still occurs differently from its characterization in exams, even as exams are increasingly developed in historically minoritized languages. Drawing from two years of ethnographic research on bilingual education in Ecuadorian Quechua (Kichwa) and Spanish, this article examines a national-scale proficiency exam in Kichwa for planners and teachers in Ecuador. It foregrounds three dynamics of Indigenous language heterogeneity that contrast with how exams reinscribe standardized language ideologies: (1) There are different regional varieties that may not be mutually intelligible; (2) Standardizing initiatives have included lexical "purism," whereas speakers often blend words and grammatical categories from Spanish into an Indigenous linguistic variety; (3) There are a range of forms and degrees of standardization, some of which are difficult to comprehend and produce, especially in writing. Ultimately, standardization and authority in exams may cause concern and anxiety for a number of examinees and, further, may not recognize proficiency. For languages undergoing shift to more spoken languages, such concern risks discouraging Indigenous language use and increasing shift to Spanish.
• ———. 2020. "Speaking for a State: Standardized Kichwa Greetings and Conundrums of Commensuration in Intercultural Ecuador." Signs and Society, 8(2): 185-219.
  Abstract: Can Indigenous language use transform state politics? In Ecuador, speakers of Kichwa (Ecuadorian Quechua) head a national, intercultural bilingual school system that promotes and teaches Indigenous languages. In their professional roles, they give speeches during which they speak as national state agents. Most commonly, they begin such events by using standardized Kichwa to greet and welcome attendees and then switch to Spanish. Although brief, such greetings serve to mark the state as intercultural. However, they also make Kichwa commensurate with Spanish. Speakers encounter a conundrum in how more extensive or illegible Kichwa speech may not demonstrate a modernist, commensurate form of Kichwa for non-Indigenous-identifying addressees and may even trigger anxiety or censure from Ministry of Education higher-ups. Yet, Kichwa state agents simultaneously risk angering Kichwa-speaking addressees with intralinguistic shift and restricting a movement to reclaim a language to curtailed speech acts within extensive non-Kichwa (Spanish) speech, further prioritizing that language and addressees who speak it. Their dilemmas indicate the challenges of language standardization in recognition politics and illustrate how semiotic processes of entextualization and enregisterment are integral to commensuration.
• ———. 2023. Recognizing Indigenous Languages: Double Binds of State Policy Teaching Kichwa in Ecuador. United States of America: Oxford University Press 198 Madison Avenue, New York, NY 10016.
• Lipski, John M. 2014. "Syncretic Discourse Markers in Kichwa-Influenced Spanish: Transfer vs. Emergence." Lingua, 151: 216-239.
  Abstract: In the Andean highlands of South America, the predominant indigenous language, Quechua, frequently produces phonetic and morphosyntactic effects on regional varieties of Spanish. Popular accounts of Quechua-influenced Spanish depict a picturesque jumble of mismatched vowels and erratic morphological agreement, while linguistic descriptions have concentrated on double possessives, O-V word order, and the overuse of gerunds. The underlying assumption is that Quechua-dominant bilinguals inconsistently mix Quechua-like configurations into their imperfectly acquired Spanish, while fluent Andean Spanish retains only slight traces of language contact. The present study draws on data from northern Ecuador, where Quechua-dominant bilinguals exhibit the beginnings of a hybrid morphological system based on two discourse markers that reflect the realities of both Spanish and Quechua: –ca (derived from the Quechua topicalizer -ka), and –tan (apparently derived from Spanish también 'also'). An analysis of the Ecuadoran data reveals that –ca in Quechua-influenced Spanish often signals topic (assumed information) much as in Quechua. It is also postulated that –ca has its origin in non-fluent bilinguals' incomplete suppression of Kichwa grammar when producing Spanish. The Ecuadoran data also suggest that -tan has developed into a syncretic marker combining reflexes of Kichwa –pash 'also, even' and the validator –mi, variably indicating focus and/or evidentiality as well as embodying innovative characteristics not directly derivable from Quechua sources. Data from a (Quechua-influenced) Spanish-to-Quechua translation task are used to further explore possible Kichwa sources for –ca and -tan.
• López, Edilma S. et al. 2023. "Linguistic Treasures: The Vital Role of Rescuing and Preserving Kichwa as an Ancestral Language in Basic Education." Ciencia Latina Revista Científica Multidisciplinar, 7(6): 5235-5256.
  Abstract: This research aims to explore and highlight the essential role of rescuing and preserving the Kichwa language as ancestral heritage in the specific context of the Bilingual Intercultural Millennium Educational Unit "Simiatug" Located in the rural parish Simiatug, Guaranda-Ecuador. The main objective is to understand the cultural, educational and social importance of keeping this language alive within the framework of basic education in the town. The research was carried out through a participatory approach that involved seventh-year EGB "A" students, teachers and educational authorities, interviews were conducted to obtain a qualitative perspective on the importance of Kichwa in their cultural identity. In addition, focus group surveys were implemented with basic education students and teachers to evaluate the perceptions and challenges associated with the preservation of Kichwa in the educational field. Quantitative and qualitative data were collected to provide a comprehensive understanding of the linguistic situation, the research results highlight the urgent need to rescue and preserve Kichwa, as an invaluable linguistic and cultural treasure. The Kichwa language not only plays a crucial role in the community's identity, but also enriches the educational experience of students. The conclusions highlight the importance of developing educational policies and programs that promote the teaching and use of Kichwa in basic education. Furthermore, the need to establish effective collaborations between the community, educators and authorities is highlighted to guarantee the sustainability of efforts aimed at preserving this ancestral language in Simiatug and Ecuador.
• Macías-Loor, Miguel A. et al. 2021. "Kichwa: The importance of the incorporation of an ancestral language in the careers of pedagogy of national and foreign languages in Ecuadorian universities" Revista Dominio de las Ciencias, 7(2), 950-958
• Masaquiza, Margarita R. 2019. Pictogramas para el aprendizaje del idioma Kichwa de niños y niñas de 3 a 4 años de la unidad Educativa "Manzanapamba" de la parroquia Salasaka del cantón Pelileo. Thesis, Universidad Técnica de Ambato.
• Ministerio de Educación. 2009. Kichwa Yachakukkunapa Shimiyuk Kamu. Ecuador, Ministerio de Cultura y Educación.
• Montaluisa Chasiquiza, Luis. 2019. La estandarización ortográfica del quichua ecuatoriano: Consideraciones históricas, dialectológicas y sociolingüísticas. 1st edition. Bogotá: SciELO Books – Editorial Abya-Yala.
  Abstract: This book begins with a study of terms, mainly toponyms, from the languages pasto, cara, panzaleo, puruhá, cañar, and palta, which are substrates of the Quichua language. It proposes the discussion about the theories on the origin of the Quechua/Quichua family. It shows the mosaic of current dialectal variations, at the phonetic-phonological and morphological levels, while at the syntactic and semantic levels the different languages are more regular.
• Montaluisa, Luis O. 2018. La estandarización ortográfica del Quichua Ecuatoriano: consideraciones históricas, dialectológicas y sociolingüísticas. Ph.D. Thesis, Universidad Católica del Perú
  Abstract: This research presents the results of the study on dialectal diversity and the process of the writing of the Ecuadorian Quichua. Two objectives were taken as reference: one of a linguistic nature, related to the identification and zoning of the Ecuadorian Quichua speech; and another sociolinguistic and historical allusive to the scientific discussion of the standardization of the writing of Quichua in Ecuador in search of its consolidation. The methodology has been that of a case study. It was observed, analyzed and described the linguistic reality including aspects of historical linguistics, and extralinguistic from the process of standardization of the writing of Quichua from 1980 to the present. For this purpose, bibliographical and field research was carried out. This allowed us to obtain information about linguistic phenomena and their historical, pedagogical, and political context, as well as that of the participation of social actors.
• Morocho, Gabriela N. 2014. Estudio Sociolingüístico del uso del Kichwa en la parroquia gima, provincia del Azuay. Thesis, Universidad de Cuenca.
  Abstract: This work has as main objective to investigate, from a sociolinguistic point of view, the use of Kichwa in three of the most remote communities in central parish Gima, Azuay Province. The theoretical concepts on which research is based are those of linguistic variability produced by social factors, bilingualism and diglossia, restricted code and the notion of substrate at different specificities. Theoretically, it is guided by the work of Francisco Moreno Fernandez (1998) and Salvador Gutiérrez (2009-2010). The field study and analysis of the collected data led to the conclusion that there are populations that still speak Kichwa in Gima parish, especially in the communities chosen for this research, but do so only in certain activities and certain spaces. On the other hand, the presence of Kichwa substrate in Spanish is noticed as well as phonological, morphological and lexical level.
• Múgica, Camilo. 2012. Aprendamos Kichwa: Gramática y vocabularios. Quito, Ecuador: Ministerio de Educación.
• Muñoz, Luis F. 2023. La enseñanza de la Lengua Kichwa como segunda lengua en la UECIB Kitu Kara, cantón Quito, provincia de Pichincha. MA Thesis, Univerdad Politécnica Salesiana del Ecuador.
• Muysken, Pieter. 2000. "Semantic Transparency in Lowland Ecuadorian Quechua Morphosyntax." Linguistics, 38: 973-988
• ———. 2009. "Gradual Restructuring in Ecuadorian Quichua." In Rachel Selbachet al. (eds), Gradual Creolization, pp. 77-100. Philadelphia, PA: John Benjamins Publishing Company.
  Abstract: The notion of gradual restructuring, pioneered by Jacques Arends, offers a way to arrive at a perspective on language genesis responsive to language typology and language history. I would like to contribute to this approach by looking at restructured Ecuadorian varieties of Quechua. The type of gradual restructuring studied here does not involve the gradual expansion of a pidgin into a creole. Rather, we are dealing with the gradual transformation of an expansion language, Incaic imperial Quechua, into a morphologically more simple variety as it spread northward into Ecuador. Documentary evidence is given that there was gradual restructuring of the language as it spread in Ecuador. I conclude by presenting these features in a more general perspective. The main point made is that the relation between syntax and morphology is not the same in all processes of restructuring, as indeed it is not in the languages involved in the contact.
• ———. 2017. "Collapse of Genitive and Benefactive Case in Ecuadorian Quechua?." Stellenbosch Papers in Linguistics, 48: 255-260.
  Abstract: In Ecuadorian Quechua the markers for genitive and benefactive case have become indistinguishable in form: both are basically -pak. This squib discusses the issue whether there has also been a merger in the underlying representation, or whether they should be kept apart at the level of the grammatical system.
• ———. 2021. Substrate influence in Northern Quechua languages. In E. Aboh & C. Vigouroux (Eds.), Variation rolls the dice: A worldwide collage in honour of Salikoko S. Mufwene (pp. 133-160). John Benjamins Publishing Company.
  Abstract: Quechua language varieties spread northward into parts of Ecuador, Colombia, and Northern Peru, and were adopted as a native language by speakers of earlier Pacific, Highland, and Amazonian languages in a process of language shift. This process started in the fifteenth century with the Inca state, and is still going on in some regions in the Piedemonte, where speakers of smaller languages are acquiring Quechua as a second, and their ultimately primary language. These Quechua varieties underwent numerous changes which this chapter investigates from the perspective of substrate influence, building on knowledge gathered in creole studies. The chapter further discusses the extent to which substrate influence is relevant to all Northern Quechua varieties or only a subset thereof.
• Muyulema, Melchor. 2021. Estrategias para la Enseñanza de la Lengua Kichwa a los Estudiantes de la Unidad Educativa Adolfo Kolping, Yaruquíes Riobamba. MA thesis, Universidad Nacional de Chimborazo.
  Abstract: The work analyzes how the strategies of the Kichwa language operate in the students of the "Adolfo Kolping; This reflection, by the constitutional postulate, establishes that Spanish is the official language of Ecuador and that Castilian, Kichwa, and Shuar are official languages of intercultural relations. The other ancestral languages are of authorized use for indigenous peoples in the areas where they live and in the terms established by law. Traditional tactics and theoretical references are proposed in an attached didactic guide. It is concluded that the strategies used by teachers are fundamental in the teaching of the Kichwa language. Therefore, they do not allow them to raise the quality and level of learning, nor do they assess language, culture, and worldview. The development and appropriate use of physical and digital teaching materials and strategies are proposed, contributing to the improvement and mastery of Kichwa. The applied methodology was deductive, which consisted in deducing conclusions from the supposed statements, called premises. It was also analytical since itallowed the study of each of its variables, bibliographic (books, magazines, articles), and the results of other, nonexperimental investigations. The study originated from the description of the observed context. In summary, the qualitative and qualitative approaches were used. Finally, the survey was applied to three teachers from the educational institution who received the didactic guide.
• Nuckolls, Janis B. 1995. "Sound Symbolic Expressions in Quichua: The Rooting of Sound Symbolism in Cultural Context." Pragmatics, 5(3): 215-228.
  Abstract: Typological studies of motion verbs have struggled to conceptualize a framework that would adequately account for languages which make use of ideophoness for expressing manner of motion. This paper examines ideophones in the Pastaza Quichua dialect of Amazonian Ecuador, with a special focus on the structural patterns observable in two categories of Quichua verbs of motion: verbs of motion by limited translocation and verbs of motion by nonlimited translocation. These two types of verbs and their ideophones manifest 5 major patterns of verb/ideophone interaction, which may be schematized with a gradient scale of possibilities. On the one hand, verbs and their ideophones may come together and coalesce into a unity of meaning, a meaning that is, in fact, lexicalized in one verb form by other languages. On the other hand, verbs and their ideophones may be more inclined toward a 'separatist semantics', in which each entity expresses a conceptually distinctive action, event, or process. These patterns problematize several assumptions made in typological studies.
• ———. 1996. Sounds Like Life: Sound-Symbolic Grammar, Performance, and Cognition in Pastaza Quechua. New York, NY: Oxford University Press
• ———. 2008. "Deictic Selves and Others in Pastaza Quichua Evidential Usage." Anthropological Linguistics, 50(1): 67-89
• ———. 2014. "Ideophones' Challenges for Typological Linguistics: The Case of Pastaza Quichua." In Rusty Barrett, Katherine Lahti, and Anthony Webster (eds), Ideophones: Between Grammar and Poetry, Special Issue of Pragmatics and Society, pp. 335-340. Amsterdam: John Benjamins.
  Abstract: Typological studies of motion verbs have struggled to conceptualize a framework that would adequately account for languages which make use of ideophoness for expressing manner of motion. This paper examines ideophones in the Pastaza Quichua dialect of Amazonian Ecuador, with a special focus on the structural patterns observable in two categories of Quichua verbs of motion: verbs of motion by limited translocation and verbs of motion by nonlimited translocation. These two types of verbs and their ideophones manifest 5 major patterns of verb/ideophone interaction, which may be schematized with a gradient scale of possibilities. On the one hand, verbs and their ideophones may come together and coalesce into a unity of meaning, a meaning that is, in fact, lexicalized in one verb form by other languages. On the other hand, verbs and their ideophones may be more inclined toward a 'separatist semantics', in which each entity expresses a conceptually distinctive action, event, or process. These patterns problematize several assumptions made in typological studies.
• ———. 2024. "Onomatopoeia in Pastaza Kichwa." In Lívia Körtvélyessy and Pavol Štekauer (eds.), Onomatopoeia in the World's Languages, pp. 1049-1058. Berlin, DEU: De Gruyter Mouton.
• Nuckolls, Janis B. and Tod D. Swanson, 2020. Amazonian Quichua language and life: introduction to grammar, ecology, and discourse from Pastaza and Upper Napo, Ecuador. Ecuador, Lexington Books, Lanham, Maryland.
• Nuckolls, Janis B. et al. 2016. "The Systematic Stretching and Contracting of Ideophonic Phonology in Pastaza Quichua." International Journal of American Linguistics, 82(1): 1-22
• O'Rourke, Erin and Ted Swanson. 2013. "Tena Quichua." Journal of the International Phonetic Association, 43(1): 107-120.
• Orr, Carolyn. 1962. "Ecuador Quichua Clause Structure." In Benjamin Elson (ed), Studies in Ecuadorian Indian languages: I, pp. 114-124. Norman, OK: SIL of the University of Oklahoma
• ———. 1962. "Ecuador Quichua Phonology." In Benjamin Elson (ed), Studies in Ecuadorian Indian languages: I, pp. 60-77. Norman, OK: SIL of the University of Oklahoma.
• Orr, Carolyn and B. Wrisley. 1981. Vocabulario quichua del Oriente. Quito, Ecuador: Instituto Lingüístico de Verano en convenio con el Ministerio de Educación y Cultura.
• Orr, Carolyn and Stephen H. Levinsohn. 1992. "Clitic Placement in Content Questions in Napo (Ecuadorian) Quichua." International Journal of American Linguistics, 58 (3): 299-308.
• Pazmiño, Alliwa Y. 2022. "La lengua Kichwa en la era digital. Zirmakunapi kichwa shimimanta." Velásquez, F., and Muyolema C., A., eds. Oralidades y escrituras Kichwas, pp. 171-189. Quito: Editorial Abya-Yala.
• Pazmiño, Carlos E. and Danilo X. Granizo. 2019. Ayllu Kichwa: un modelo didáctico de aprendizaje de la lengua Kichwa en comunidad. Thesis, Universidad Nacional de Educación (UNAE)
  Abstract: The objective of this work is the elaboration of a Kichwa teaching model that contemplates both content, levels and evaluation items that allow its teaching in contexts where Kichwa is no longer the students' mother tongue, as is the case of CECIB "Juan Peñafiel", in which there are no pedagogical and curricular guidelines for teaching as a second language. For this, the sociolinguistic panorama of the community was delimited, which highlighted a marked setback of the language in community spaces, since Spanish is the language of everyday use, however, several parents know the Kichwa language, but they don't use it. Based on theories and methodologies of teaching and learning of second languages, a teaching model was developed that integrates parents and community spaces, to potentiate the use of kichwa within the community, creating real and simulated communicative situations. This was applied in the multi-grade classroom comprising Initial 1 and 2 and the first grade consisting of 19 students, from April 29 to June 7, 2019. The results obtained through the application of checklists and observation guides demonstrated that the proposed activities generated greater ease of internalization of the proposed contents thanks to the active and functional practice within the school and community spaces.
• Pazmiño, Carlos et al. 2022. "Retroceso lingüístico del kichwa en el Ecuador: Una propuesta para la revitalización y la enseñanza de la lengua." Confluenze. Rivista di Studi Iberoamericani, XIV(1): 775-820.
  Abstract: This article will address the historic process of linguistic decline of the Kichwa language in Ecuador, from the colonial period up to the present day. The objective is to expand the actual and functional state of the language. Moreover, we will approach the most significant processes of Bilingual Intercultural Education to suggest a teaching proposal of the Kichwa language to be used by the community, that will provide contextualized contents through different levels and criteria of evaluation in order to revitalize the language.
• Puma, Christian. 2022. "The influence of Kichwa in Ecuadorian Andean Spanish: The case of the morpheme -ka." Boletín de Filología, 57(1)
  Abstract: Ecuadorian Andean Spanish (EAS) has been in intense and sustained contact with Kichwa, a variety of Quechua spoken in Ecuador. Different studies have shown the influence of Kichwa in this variety of Andean Spanish at different levels, such as lexical, phonetic/ phonological, morphosyntactic, and pragmatic (Bustamante 1991; Haboud 1998, 2018; Palacios 2005, 2007; Haboud y de la Vega 2008; Pfänder y Palacios 2013; Muysken 2019). Although morphological influence of Kichwa over EAS is minimal, there is evidence of the use of the Kichwa morpheme -ka in both Kichwa-Spanish bilinguals and Spanish monolinguals (Lipski 2014; Muysken 2019). Nevertheless, no previous study analyzes the presence of this particle in the speech of EAS monolinguals. Thus, the present study offers a preliminary analysis about the distribution and discourse role of -ka in the speech of EAS monolinguals from the city of Ambato (EAS Ambateño). The data was obtained through sociolinguistic interviews and fieldwork notes collected between 2018 and 2019. The results show that EAS monolinguals from Ambato use -ka with different constituents (e.g., pronouns, nouns, adverbs, verbs, conjunctions). Regarding its role in the discourse, it is argued that -ka is a particle that evokes contrast (contrastive focus). Since we are in a language contact scenario, it is of the utmost importance to consider social, historical, and demographic factors of the city of Ambato along with the background of the speakers in order to understand the dynamics of the languages (Kichwa and Spanish) and try to find a possible answer to how this particle was incorporated in the speech of EAS monolinguals from Ambato.
• Rice, Alexander. 2020 "Northern Pastaza Kichwa (Ecuador and Peru) – Language Snapshot." Language Documentation and Description, 19: 181-196
• ———. 2022. "A Spread-Fingered Hand Torque as an indicator of absence among Northern Pastaza Kichwa speakers in Ecuador." Gesture, 21(1): 28-81.
  Abstract: In this paper I posit the use of a spread-fingered hand torque gesture among speakers of Northern Pastaza Kichwa (Quechuan, Ecuador) as a recurrent gesture conveying the semantic theme of ABSENCE. The data come from a documentary video corpus collected by multiple researchers. The gesture prototypically takes the form of at least one pair of rapid rotations of the palm (the torque). Fingers can be spread or slightly flexed towards the palm to varying degrees. This gesture is performed in a consistent manner across speakers (and expressions) and co-occurs with a set of speech strings with related semantic meanings. Taking a cognitive linguistic approach, I analyse the form, function, and contexts of this gesture and argue that, taken together, it should be considered a recurrent gesture that indicates ABSENCE.
• Rojas, Elizabeth. 2020. "Las TIC como estrategia metodológica para desarrollar la expresión oral en adolescentes Kichwa hablantes." Revista Científica UISRAEL, 7(1), 89-98.
  Abstract: The work addresses the author's points of view around the different opinions and questions that have been asked about the teaching–learning of the English language in Kichwa speakers: What are the reasons for Ecuadorian students to keep low levels in English? The integration of technology into the EFL (English as a Foreign Language) classroom will motivate kichwa speaking students to pursue cultural learning and facilitating them the development of foster successful dialogues and increase their English proficiency. Language teachers need cultural sensitivity as well as the ability to design virtual classrooms that motivates students to pursue cultural learning and helps them communicate with people from different cultures. The use of a virtual classroom for teaching English will provide content that students are already familiar with, and also will be a means to develop language skills while communicating and educating to others. In addition, students will have the opportunity to develop cultural sensitivity and appreciation, adding to their motivation to be able to interact with others whose cultures are different from theirs.
• Romero, Daniel et al. 2024. "English Vowel Perception by Kichwa–Spanish Bilingual Speakers and Ecuadorian Spanish Speakers." International Symposium on Applied Phonetics (ISAPh 2024): 77-81.
  Abstract: The current study aims to evaluate the perception of English high-front vowels, low vowels, and high-back vowels by Kichwa-Spanish bilingual speakers and Ecuadorian Spanish speakers. The study was carried out in Ambato, Ecuador, with 24 Kichwa-Spanish bilinguals and 24 native monolingual speakers of Spanish who were university students from Universidad Técnica de Ambato. The aim was to determine the influence of their linguistic backgrounds on English vowel perception. The investigation responds to two main questions 1) How do perceived phonetic differences between an English sound and its closest L1 counterpart influence the perception of English sounds in bilingual Kichwa-Spanish and monolingual Ecuadorian Spanish learners of English? and 2) To what extent can bilingual Kichwa-Spanish and monolingual Ecuadorian Spanish learners of English distinguish phonetic variations between English sounds and their closest L1 equivalents? The data was gathered by exposing participants to AX and ABX tasks on E-Prime 2.0 software. Results from the ABX task indicate that bilingualism did not significantly impact participants' ability to recognize English vowels. However, findings from the AX task suggest that linguistic background may influence sound discrimination in this task.
• Romero, Wilber and Sara Camacho. 2017. "Phonological Interference from Kichwa and Spanish to English when Producing the /b/ /v/, /th/ /d/, /sh/ /ll/ Phonemes." Revista Publicando 4(12.1). 310-320.
  Abstract: There have been made a wide variety of studies in reference to phonological interferences mainly between two languages. Analysis and comparisons of phonological aspects of two languages considered as mother tongues interfering with the speech production of a third language, have been carried out principally in Perú. This study is aimed to identify the phonological language interferences from both Kichwa and Spanish over English as a foreign language. In order to get this information, a group of 24 students from A2 English classes were recorded. They cooperated with three recordings each in three situations. These students belonged to specific indigenous ethnic groups of the region who manage both Kichwa and Spanish languages. This command of languages is derived mostly from their parents Kichwa teaching and the Spanish social contact to which they have been exposed. These recordings were transcribed and the phonemes belonging to: /b/ /v/, /th/ /d/, /sh/ /ll/ phonemes, were analyzed. A quantitative and qualitative system was applied to process the information obtained from the students. These results were used to set a chart with the most common phonological interferences in this group of consonants. The conclusions synthesized the results based on the comparative analysis of language production when speaking the English language.
• Ross, Ellen M. 2017. Introduction to Central Highland Quichua of Ecuador or Quichua in Ten Easy Lessons (the other 40 are harder). Ecuador, Quichua net.
• Sánchez, Carmen H. 2018. "Linguistic policies of Ecuador in relation to the Kichwa language." INNOVA Research Journal 3(5): 45-53.
  Abstract: The main purpose of the following job is to investigate about the Kichwa language, it's history, the situation of the language in Ecuador and how was the glotopolytic being applied in relation to this language from the time of the Incas until now. Always the men wanted to legislate on the language fixing the correct use of the language or participating on it; also the political power has empowered a language to be imposed as the one with the majority use in a territory. But the practice of the language policies about relations between the languages and their societies are modern concepts that take back some of their antique practices. That is why the studies of this linguistic policies in this work must be analyzed according to the Corpus about the problems of the language in a Macro sense, that means according to its sociolinguistic position, or policy: the identity of the language, the political dimension, the place where the kichwa is at the moment in Ecuador and the period of history where the language really took importance in our country.
• Stark, Louisa R., y Muysken, Pieter C. 1977. Diccionario Español-Quichua Español. Guayaquil: Museos del Banco Central del Ecuador
• Suntasig, Luis Fernando et al. 2024. "Estrategias metodológicas basadas en el método de las escuelas lectoras para el tratamiento de las interferencias entre la lengua española y Kichwa en los estudiantes de tercer año de E.G.B del CECIB Sergio Núñez”. Revista en educación, humanidades, arte & servicios, 8(3): 6-49.
  Abstract: Methodological strategies based on the reading school's method for the treatment of linguistic interferences between the Kichwa anguage and Spanish constitute a permanent challenge. Objective:Socialize a methodological strategy, based on the reading school's method, for the treatment of interferences between the Spanish and Kichwa language of the third year EGB of the CECIB "Sergio Núñez." Methodology:The research focuses on the mixed approach, because quantitative and qualitative methods are systematically integrated in a single study, in addition, we work with human groups seeking change and transformation, according to the critical-propositive paradigm, which enables the generation of constructivist learning. It is projected quantitatively because it corresponds to an integrated study that proposes a proposal regarding the reading and writing processes, focused on the reduction of linguistic interferences between the Spanish and Kichwa languages. Results:The object of study being the treatment of linguistic interferences between the Spanish and Kichwa languages, it can be established that the proposed methodological strategy based on the reading schools method allows: Better understanding the linguistic reality of Ecuador, since it provides a Theoretical and methodological framework to study the interference of Kichwa in Ecuadorian Spanish. Contribute to the teaching of Spanish as a second language and can be used to design teaching materials and activities that consider the interference of Kichwa. Promote the use of Kichwa, which contributes to strengthening the use of an Indigenous language in Ecuadorian society.
• Taguchi, Chihiro and Jefferson Saransig. 2024. "Non-Discourse-Configurationality in Imbabura Kichwa." Proceedings of the Linguistic Society of America, 9(1): 56-87.
  Abstract: This study investigates the syntactic structure of Imbabura Kichwa, aQuechuan language spoken in the Imbabura Province of Ecuador, with a focus onthe seemingly free word order in grammatical functions and discourse-semanticfunctions (i.e., topic and focus). We first provide the data and overviews of thenon-configurationality and non-discourse-configurationality of Imbabura Kichwa.Then, we demonstrate that the underlying syntactic structure of Imbabura Kichwais built up hierarchically based on the agreement of focus enclitics with clause typesand polarity. Finally, we argue that the non-configurationality and non-discourse-configurationality are the surface realization of the movement from the underlyingstructure to the daughter positions of a non-projective category S.
• Taguchi, Chihiro et al. 2024. "Killkan: The Automatic Speech Recognition Dataset for Kichwa with Morphosyntactic Information." In Proceedings of the 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation (LREC-COLING 2024), 9753-9763.
  Abstract: This paper presents Killkan, the first dataset for automatic speech recognition (ASR) in the Kichwa language, an indigenous language of Ecuador. Kichwa is an extremely low-resource endangered language, and there have been no resources before Killkan for Kichwa to be incorporated in applications of natural language processing. The dataset contains approximately 4 hours of audio with transcription, translation into Spanish, and morphosyntactic annotation in the format of Universal Dependencies, all done in ELAN, the annotation software. The audio data was retrieved from a publicly available radio program in Kichwa. This paper also provides corpus-linguistic analyses of the dataset with a special focus on the agglutinative morphology of Kichwa and frequent code-switching with Spanish. The experiments show that the dataset makes it possible to develop the first ASR system for Kichwa with reliable quality despite its small dataset size. This dataset, the ASR model, and the code used to develop them will be publicly available. Thus, our study positively showcases resource building and its applications for low-resource languages and their community.
• Tambaco, Kuymi and Simeon Floyd. 2022. "Reflexiones sobre la enseñanza del Kichwa en el contexto social contemporáneo." Velásquez, F., and Muyolema C., A., eds. Oralidades y escrituras Kichwas, pp.101-119. Quito: Editorial Abya-Yala.
• Tellings, Jos. 2014. "Only and Focus in Imbabura Quichua." Proceedings of the Annual Meeting of the Berkeley Linguistics Society, 40(40), 523-544.
• Tenemaza, Sandra P. and Janitza P. Moyolema. 2024. Estrategias Didácticas para la revitalización del Idioma Kichwa. Thesis, Universidad Nacional del Chimborazo.
  Abstract: This work aimed to design a guide of didactic strategies for revitalizing the Kichwa language among fifth-grade students of Basic General Education at the "Monseñor Leonidas Proaño" Intercultural Bilingual Educational Unit. The research methodology used was qualitative. The sample was intentional and non-probabilistic, consisting of 16 fifth-grade students from class "B" and one teacher. The techniques applied were interviews and observations, with their respective instruments being the interview guide and the observation sheet. These techniques allowed the collection of information, which determined the low level of knowledge and disinterest in the language regarding aspects such as the relevance of didactic strategies, their influence on the conservation and restoration of this language, and the lack of multiple activities and didactic resources in the methodology used by the teacher. Finally, it is essential to apply a guide of didactic strategies to revitalize the language, achieving efficiency in students' knowledge acquisition and the conservation of their identity.
• Terán, Kimberly A. 2014. Rescatar el idioma ancestral (Kichwa) en niños y niñas de 3 años de edad por medio de la cultura indígena. guía didáctica con cuentos y canciones en el idioma ancestral (Kichwa), dirigido a docentes del C.E.B.E.I.Q, del distrito metropolitano de Quito año lectivo 2014 – 2015. Thesis, Instituto Tecnológico Cordillera.
  Abstract: For the realization of this present project, it was necessary to analyze the causes of los "Kichwa" ancestral language of the indigenous children three years of age. This work was necessary to apply first-hand information, it is important to emphasize that the Kichwa language practice in indigenous communities in Ecuador, especially in older adults, and today's sad reality that the new generation no longer gets on Kichwa language practice, lack of attention from parents in promoting cultural arts and their sons / daughters do not receive an education in their mother tongue is the cause so you're missing the native language. It should also be noted that there are not enough bilingual teachers and is one of the factors that children / as initial education are not aware of their indigenous culture You need to take into account that there are also organizations that give these stakeholders and cultural importance of bailouts with children and young people in extracurricular activities Educational Centers. Which help to rescue the Kichwa language. The methodology used for this research was based on different measuring instruments mentioned among key: observation, survey, interview which helped to compile information for the proposal which is a workshop on the importance of using teaching materials for the acquisition of the mother tongue. It is critical for / teaching of CEBEIQ USE all methods, techniques and resources for teaching Quechua language as it is a good alternative for children value to his own language to communicate from small and have significant learning.
• Tibanlombo, Celida M. 2018. Estudio sociolinguístico de la vitalidad del Kichwa. análisis de caso en la comunidad el tingo, parroquia simiatug, cantón Guaranda. MA thesis, Universidad Politécnica Salesiana de Quito.
  Abstract: The objective of this thesis work is to determine how vital is the Kichwa in the community and the attitude of the population toward the language. In addition, seeks to specify the role of this language and other elements in the construction of their identity. For the present investigation, the instruments were taken; questionnaires, interview, review of books and website, where we could collect information on the problem detected in the Tingo community, with the help of leaders and teachers of the educational center "Vicente Ramón Roca" With this data it was possible to analyze that the majority of the community does not speak the language, for this reason they do not write the Kichwa language, it is demonstrated that there is a devaluation of the Kichwa language in the community. The new generation has a negative attitude toward the mother tongue, it is necessary to generate the proposal that encourages the use of Kichwa in the aforementioned community, which requires actions to get the community aware of regaining their own identity.
• Torres Fernández de Córdova, Glauco. 2002. Lexicon Etnolectológico del Quichua Andino. 3 vols. Cuenca: Tumipampa.
• Urban, Matthias. 2018. "The Lexical Legacy of Substrate Languages: A Test Case From The Southern Ecuadorian Highlands." Transactions of the Philological Society, 116(3): 435-459.
  Abstract: The Central Andes of Peru and Ecuador have seen periods of language shift and language replacement in which expansive languages superseded earlier layers of local languages, as has happened numerous times in other regions around the world. In colonial times, members of the expansive Quechua family still coexisted with a number of local languages, and it is almost certain that Quechua had replaced several such languages in prehistory. In this paper, I focus on the Quechua variety spoken in the southern Ecuadorian highlands of Cañar and Azuay, and ask what can be learnt of the replaced language(s), and thereby the linguistic prehistory of the Southern Ecuadorian highlands, from its lexicon. By employing criteria developed elsewhere, I identify possible substrate items in the lexicon, highlighting philological points and linguistic analysis during the discussion. I further explore what these items suggest for the hypothesis – suggested in passing but not yet fully explored – that the original language of the region was a southern representative of the Barbacoan family of languages. I conclude that they provide some support for the hypothesis, but that the evidence is ultimately equivocal.
• ———. 2023. "The Barbacoan Languages and the Southern Ecuadorian Highlands." In Linguistic Stratigraphy, pp. 85-102. Cham: Springer.
  Abstract: This chapter presents the second of three case studies, applying the framework for studying lost languages to the Andes of the southern Ecuadorian highlands. While both (from the Quechuan point of view) "exotic" toponymy and a layer of lexical items with similarly "exotic" sound structure have been noted in the Quechuan of Cañar and Azuay at the outset of modern Quechuan historical linguistics, this case is still much less explored than the one of the previous chapter. This chapter analyzes the toponymy of the Ecuadorian provinces of Cañar and Azuay in the greatest detail so far, and not only carves out its phonological characteristics, but also shows continuities of certain toponymic endings of the region with the north, in particular the Ecuadorian-Colombian border area. Drawing on an earlier study, the chapter shows that the local Quechuan lect has been imbued with a lexical layer of foreign origin that at the same has altered its segmental phonology. The different types of Sprachdenkmäler are suggestive of a Barbacoan presence throughout the Ecuadorian highlands, though there are some loose threads and open question that invite further research.
• Valente, Marisol T. 2022. The influence of mother tongue (Kichwa) in the development of the English speaking skill, the case of students at 2nd Bachillerato Class "A" at Unidad Educativa Monseñor Leonidas Proaño, in the city of Riobamba, Chimborazo Province during the Academic Period September 2021 – December 2021. Thesis, Universidad Nacional de Chimborazo.
  Abstract: Over the years, it has been noticed that the influence of the Kichwa mother tongue, has become a factor present in the educational and business environments of the indigenous people in Ecuador. However, learning English within bilingual education is necessary in the reality lived in. Likewise, it has been observed that during the English teaching and learning, grammatical, pronunciation and cultural aspects of the Kichwa mother tongue students intervene. Due to the analysis carried out at the Unidad Educativa Monseñor Leonidas Proaño, it was evidenced that the usage of the Kichwa mother tongue has helped students to generate confidence in the teacher, and through this strategy adequately understand the foreign language. That is why in the learning of the English Foreign language, the use of the Kichwa mother tongue should be used as a pedagogical tool in the teaching learning process of English, that is why must understand how and when must use the Kichwa language. This study focuses on the influence of the use of the Kichwa mother tongue in the teaching of speaking skill of English. Two English teachers and their second bachillerato class "A" students were used as the study population. The type of study developed is qualitative research with a descriptive level and it is concluded that the usage of Kichwa as a mother tongue is an adequate resource for learning English because the students uses both languages and there by improves their vocabulary and achieves academic growth.
• Vivi, Stefano. 2022. Lingue Minoritatie Lessicografia e Tecnologia: Ampliamento del Dizionario Online Spagnolo-Kichwa per l'organizzazione Sisawu. MA Thesis: Università di Bologna.
  Abstract: The aim of this dissertation is to illustrate the workflow adopted for the expansion of the Spanish Kichwa online dictionary and the results obtained. This activity was carried out in collaboration with the Ecuadorian organisation Sisawu and the Academia de la Lengua Kichwa (ALKI). The work was based on the selection of words related to two domains, i.e. means of transport and technology. The words were extracted from texts collected from the web using the BootCaT toolkit and analysed by comparing them with various sources on the Kichwa lexicon, in particular the ALKI Shimiyukkamu Diccionario, kichwa-español, español-kichwa (2007), which was the reference for the expansion of the online dictionary. The process also led to the creation of two termbases with MultiTerm, the first on means of transport and the second on technology, in Spanish, Kichwa and Italian. The aim of this project was also to create neologisms for the above-mentioned domains, in order to add more words to the dictionary, as well as to provide new vocabulary for Kichwa with the purpose of enhancing its linguistic revitalisation. The dissertation is divided into five chapters. The first chapter aims at introducing the Kichwa language, its history and linguistic characteristics. The second chapter provides an overview of the revitalisation and standardisation processes of minority languages, as well as the current situation of Kichwa in Ecuador. The third chapter then discusses the field of lexicography, with a focus on electronic dictionaries on the web and Spanish-Kichwa bilingual lexicography. The fourth chapter focuses on the presentation of the project, its aims and workflow. Finally, the fifth chapter provides an illustration of the lexicographic entries, the final product of the project and the problems encountered during the lexicographic activity. The vocabulary added and created, as well as the lexicographic entries, can be found in the annexes at the end of the paper.
• Willgohs, Beatriz and Patrick Farrell. 2014. "Case and grammatical functions in Imbabura Quechua: An LFG approach." Proceedings of LFG, 9: 624-643.
  Abstract: In Imbabura Quechua, accusative case occurs on core arguments that are patient-like to some degree, including patient, theme, causee, goal, and experiencer. There are double-accusative causative and transfer-ofpossession constructions that have the kind of typical asymmetrical object properties that are handled straightforwardly in Lexical-Functional Grammar (LFG) by the distinction between primary object (OBJ) and secondary object (OBJ†). The accusative case marker can be analyzed as going on both kinds of object because it is constrained to occur on NPs with the GF feature specification [+o]. In addition, there is a desiderative construction that can have no apparent subject and the experiencer argument realized with accusative case, possibly in addition to another patient like accusative argument. In this case, the more patient-like accusative argument behaves like an OBJ† and the experiencer like an OBJ in some ways and like a subject in others. In earlier analyses (Jake 1985, Hermon 1985), the experiencer is analyzed as an object at some level and a subject at another. The properties of this construction can be accounted for in LFG by analyzing the experiencer as OBJ and attributing its subject-like properties to its status as pivot (PIV) in the sense of Falk (2006)
• Wroblewski, Michael. 2012. "Amazonian Kichwa Proper: Ethnolinguistic Domain in Pan‐Indian Ecuador." Journal of Linguistic Anthropology, 22(1): 64-86.
  Abstract: El contacto entre lenguas se ha incrementado de manera constante con el pasar del tiempo. Dominar una lengua aborda varios factores aprendizajes previos que van desde los netamente fonéticos para la oralidad, hasta los semánticos y sintácticos para la escritura; más aún cuando se quiere desarrollar pureza de la lengua en medio de la comprensión de otras. El objetivo de la investigación es analizar el contacto lingüístico entre la lengua kichwa y el español andino. Para la obtención de la información se entrevistó a 10 profesores bilingües kichwa – español hablantes de la zona alta de Pilahuín de la provincia de Tungurahua, y 10 profesionales indígenas de otras zonas con la finalidad de indagar sobre las posibles mezclas lingüísticas expresadas en la cotidianidad en la población. Se utilizó una entrevista semiestructurada, con un interrogante guía, en caso afirmativo, los docentes y las docentes debían especificar algunos ejemplos. También se aplicó una encuesta a 50 personas profesionales entre kichwa hablantes como español de la zona central del Ecuador. El convivir entre comunidades indígenas kichwa y español hablantes implica el contacto de lenguas. Cuando este contacto se da, suelen aparecer nuevas maneras que no son ni una ni otra lengua, sino una combinación de ambas. La mezcla de lenguas ha sido considerada en el tema de bilingüismo social debido a la aparición de nuevas formas que se puedan presentar.
• ———. 2020. "Inscribing Indigeneity: Ethnolinguistic Authority in the Linguistic Landscape of Amazonian Ecuador." Multilingua, 39(2): 139-168.
  Abstract: This article takes a linguistic anthropological approach to analyzing multilingualism in the linguistic landscape of the Amazonian city of Tena, Ecuador, a key locus of indigenous Kichwa language revitalization, identity formation, and politics. Following recent scholarly reconsiderations of multilingual linguistic landscapes as sites of ideological contestation and performative display, I seek to expand on the foundational concept of ethnolinguistic vitality. Building on an analysis of shifting materiality and semiotics of bilingual Kichwa-Spanish hospital signs, I argue for the use of longitudinal and deep ethnographic study of public sign-making in progress to identify oppositional struggles over ethnolinguistic authority, or control of authorship in displays of ethnolinguistic presence. In Tena, Kichwa-language signage represents a new venue for the decolonization of politics, the performance of indigeneity, and the centralization of state power, which are expressed through competing visions by agents with distinct ideological orientations toward language. I submit ethnolinguistic authority as a critical concern for the ethnographic study of public inscriptions of minority languages, which reflect contrasting ideologies of language, notions of group identity, and claims to representational sovereignty.
• ———. 2021. Remaking Kichwa. Language and Indigenous Pluralism in Amazonian Ecuador. New York, NY: Bloomsbury Publishing.
• Yungán, Raúl and Marina Zenaida Castro Solórzano. 2018. "Contacto Lingüístico entre el Español Andino y la Lengua Kichwa." Revista Publicando, 5(14): 275-285.
  Abstract: El contacto entre lenguas se ha incrementado de manera constante con el pasar del tiempo. Dominar una lengua aborda varios factores aprendizajes previos que van desde los netamente fonéticos para la oralidad, hasta los semánticos y sintácticos para la escritura; más aún cuando se quiere desarrollar pureza de la lengua en medio de la comprensión de otras. El objetivo de la investigación es analizar el contacto lingüístico entre la lengua kichwa y el español andino. Para la obtención de la información se entrevistó a 10 profesores bilingües kichwa – español hablantes de la zona alta de Pilahuín de la provincia de Tungurahua, y 10 profesionales indígenas de otras zonas con la finalidad de indagar sobre las posibles mezclas lingüísticas expresadas en la cotidianidad en la población. Se utilizó una entrevista semiestructurada, con un interrogante guía, en caso afirmativo, los docentes y las docentes debían especificar algunos ejemplos. También se aplicó una encuesta a 50 personas profesionales entre kichwa hablantes como español de la zona central del Ecuador. El convivir entre comunidades indígenas kichwa y español hablantes implica el contacto de lenguas. Cuando este contacto se da, suelen aparecer nuevas maneras que no son ni una ni otra lengua, sino una combinación de ambas. La mezcla de lenguas ha sido considerada en el tema de bilingüismo social debido a la aparición de nuevas formas que se puedan presentar.
• Zúñiga, Fernando. 2015. "How strong is the case for contact-induced grammatical restructuring in Quechuan?" Linguistic Discovery, 13(2): 23-36.

• Bakker, Peter and Pieter Muysken. 1994. "Mixed languages and language intertwining." In Jacques Arends et al. (eds), Pidgins and Creoles, pp. 41-52. Amsterdam, NL: John Benjamins.
• Deibel, Isabel. 2019. "Adpositions in Media Lengua: Quichua or Spanish? – Evidence of a Lexical-Functional Split." Journal of Language Contact, 12(2): 404-439.
  Abstract: After decades of debate in linguistic theory, the lexical/functional status of adpositions is still controversial. Lexicon-Grammar mixed languages such as Media Lengua, spoken in Northern Ecuador, are excellent testing cases for such grammatical categories: This mixed language displays a conservative Quichua morphosyntactic frame while approximately 90% of its lexical roots are relexified from Spanish. Thus, due to the lexical-functional split Media Lengua displays, whether adpositions in this language are realized in Quichua or Spanish can speak to their status as a lexical/functional category. This study reports data from recent field research, conducted with speakers trilingual in Media Lengua, Quichua and Spanish who participated in two tasks (video description and translation). The results show a split between lexical and functional adpositions in Media Lengua, manifested in the dual-language realization of complex (multimorphemic) items: The lexical part of these complex items is relexified from Spanish while the functional part is retained in Quichua – even when participants are structurally primed. This suggests that Media Lengua across communities systematically follows Quichua morphosyntactic rules.
• ———. 2020. "The Contribution of Grammar and Lexicon to Language Switching Costs: Examining Contact-Induced Languages and Their Implications for Theories of Language Representation." Bilingualism: Language and Cognition, 23(5): 992-1007.
  Abstract: Many language pairs chosen in language switching studies differ randomly on multiple linguistic levels, thus obscuring the nature of switching costs. Contact-induced languages, i.e., creoles (e.g., Spanish-based Palenquero) and mixed languages (e.g., Media Lengua), having arisen in intense language contact scenarios, relate systematically to their source languages by displaying high proportions of cognates or shared grammar. This configuration can speak to the relative contribution of lexicon and grammar to switching costs. Results from a production and comprehension task show that switching costs are systematically tied to a language pair's grammatical distance. This suggests that switching costs may result from the re-generation of the morphosyntactic frame on switch trials. Emphasizing the value of testing psycholinguistic theories outside of the usual Western populations, the current study provides insight into the degree of shared mental representations between contactinduced languages and their source languages.
• ———. 2020. Language Representations in the Presence of a Lexical-Functional Split: An Experimental Approach Targeting the Quichua-Media Lengua-Spanish Interface. Ph.D. dissertation, The Pennsylvania State University.
  Abstract: Mixed languages like Media Lengua incorporate grammar from one source language (here, Quichua) but lexicon from another (here, Spanish). Due to their linguistic profile, they provide a unique window into bilingual language usage and language representation. Drawing on sociolinguistic, structural and psycholinguistic perspectives, the current dissertation examines syntactic processes in Media Lengua on the basis of word order variation in order to gain a deeper understanding of the representations of grammar and lexicon in the bilingual mind. In particular, I investigate whether Media Lengua's syntactic processes have been impacted by Spanish, the language that supplies Media Lengua's lexical items. Data from a corpus, from within and between-language structural priming and from a language switching task suggest that Media Lengua is robustly framed by Quichua morphosyntax. The corpus analysis revealed that different word order patterns correspond to discourse-related factors such as persistence of the object referent and its animacy rather than factors directly related to language contact with Spanish. The structural priming analysis showed that, even when participants have the chance to repeat a prime practically verbatim, it was only the inclusion of the primed Spanish verb in responses that significantly led to the incorporation of primed Spanish word order; in all other cases, participants default to the Quichua patrimonial word order. Lastly, data from a language switching task provided evidence that Media Lengua and Quichua employ identical morphosyntactic frames while the co-activation of (head-final) Media Lengua and (head-initial) Spanish morphosyntactic frames led to competition and increased language switching costs. In sum, the results establish Media Lengua as a separate language with clearly defined and robust structural and lexical characteristics and suggest that Media Lengua's lexical items are not identical to their Spanish cognate counterparts – a finding that challenges the widely held view that contact-induced languages are likely to show effects of convergence with the European language that provided their lexical material. These considerations refine our theories of how languages interact and are represented in the minds of bilinguals, particularly in the presence of large numbers of formsimilar lexical items.
• ———. 2021. "VO vs. OV: What conditions word order variation in Media Lengua?" In Maria Mazzoli and Eeva Sippola (eds), New Perspectives on Mixed Languages: From Core to Fringe, pp. 157-188. Berlin, DE: De Gruyter.
• Dikker, Suzanne. 2008. "Spanish prepositions in Media Lengua: Redefining relexification." In Thomas Stolz et al. (eds), Hispanisation:The Impact of Spanish on the Lexicon and Grammar of the Indigenous Languages of Austronesia and the Americas, pp. 121-146. Berlin, DE: Walter de Gruyter.
• Goméz Rendón, Jorge. 2001. La deixis pronominal en Media Lengua: comunidades de El Topo y Casco Valenzuela. B.S. thesis, Pontificia Universidad Católica del Ecuador.
• ———. 2005. "La media lengua de Imbabura." In Pieter Muysken and Hella Olbertz (eds), Encuentros y conflictos: bilingüismo contacto de lenguas en el mundo andino, pp. 39-57. Madrid, ES: Iberoamericana Vervuert.
• ———. 2008. Mestizaje lingüístico en los Andes: génesis y estructura de una lengua mixta. Quito, EC: Abya-Yala.
• ———. 2012. "Dos caminos del mestizaje lingüístico: El Jopará y la MediaLengua." Letras, 54(86): 43-78.
  Abstract: The chapu shimi and the jopará are two mixed varieties. These are a product of a centennial contact of Spanish and an indigenous language, the Ecuadorian kichwa and the Paraguayan guaraní. The two mixed varieties, however, exhibit diametrically opposed configurations, where lexical and structural borrowing are common to the first variety, while code alternations are a trait of the second. This leads to the classification of the chapu shimi within the group of bilingual mixed languages, and the jopará as a relatively unstable mixed sociolect of a wide variation.
• ———. 2021. "La Media Lengua: Una Revisión de los Supuestos Teóricos" In Maribel Madero Kondrat (ed), Contacto lingüístico y contexto social. Estudios de variación y cambio, pp. 25-48. Cuidad de México, México: Instituto de Investigaciones Filológicas de la UNAM.
• Gómez Rendón, Jorge and Elena Jarrín Paredes. 2016. "Una nueva mirada al mestizaje lingüístico en los andes septentrionales." Letras, 58(94): 47-78.
  Abstract: The main assumptions made by classical works on Media Lengua are reviewed on the basis of research developed in the last decade. Such assumptions have to do with the identity of Media Lengua speakers, the exclusively domestic use of this variety, and its emergence through process of lexical change. Supported by a pioneer study of language ideologies as the interface between language knowledge and use, this review seeks to understand the outcomes and process of language mixing as communicative strategies to exploit the bilingual repertoire, and thus closer to registers and styles than to self-contained language systems.
• Jarrín Paredes, Elena. 2013. Estereotipos lingüísticos del purismo en relación al Kichwa y a la Media Lengua en las comunidades de Angla, Casco Valenzuela, El Topo y Ucsha de la parroquia San Pablo del Lago, cantón Otavalo, Provincia de Imbabura. B.S. thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: El objetivo de esta investigación es identificar y analizar las ideologías lingüísticas que se traducen en estereotipos del purismo en relación a la media lengua y el kichwa de Imbabura. Para cumplir con este objetivo primero se hizo un análisis bibliográfico y luego un trabajo de campo en cuatro comunidades semi-rurales de la parroquia San Pablo del Lago, Cantón Otavalo, Provincia de Imbabura. Para determinar las ideologías lingüísticas recurrimos al Análisis Crítico del Discurso (ACD). Después de analizar las ideologías imperantes en la zona de estudio procedimos a determina la relación entre estas y las prácticas lingüísticas. El enfoque sociolingüístico de esta investigación nos ha permitido conocer más acerca de la variedad mixta por lo que concluimos que: 1) el purismo lingüístico es la ideología imperante de la zona; 2) el estereotipo de una lengua considerada "pura" no ha impedido la difusión de la media lengua en este sector; 3) la media lengua de Imbabura se sigue utilizando, principalmente, porque es un instrumento de comunicación dentro de dos de las comunidades de estudio, Angla y Casco Valenzuela; en las comunidades de El Topo y Ucsha se habla especialmente kichwa aunque los entrevistados no lo consideran "puro”; 5) la media lengua no aparece sola en el discurso sino que casi siempre aparece con algún tipo de alternancia con el castellano y el kichwa ; 6) el kichwa sigue siendo un símbolo identitario para la gente indígena de esta zona aunque no se lo considera esencial para reclamarse indígena; y 7) para establecer la relación entre ideología y práctica lingüística es necesario considerar la situación y el contexto del acto comunicativo ya que ambas se usan de manera estratégica en el discurso.
• Lipski, John. 2017. "Ecuadoran Media Lengua: More Than a "Half”-Language?." International Journal of American Linguistics, 83(2): 233-262.
  Abstract: This paper examines the status of two languages spoken in the Andean highlands of Ecuador: Imbabura Quichua and Media Lengua. The latter is a mixed language consisting of Quichua morphosyntax, including all system morphemes, and Spanish-derived roots for all lexical items. Imbabura Media Lengua is currently spoken in three small indigenous communities, surrounded by other communities where only Quichua and Spanish are spoken. Previous descriptions of Media Lengua suggest that it may not be systematically different from Quichua but rather a last-ditch attempt by Quichua speakers to retain their language in the face of growing Hispanization. This paper provides the results of several interactive experiments conducted with Quichua–Media Lengua bilinguals, which demonstrate that the psycholinguistic boundaries between Quichua and Media Lengua are clearly delimited for most speakers. Only among the youngest speakers—most of whom have received Quichua classes in school—is there some blurring of the distinction between Quichua and Media Lengua.
• ———. 2017. "Language switching constraints: more than syntax? Data from Media Lengua." Bilingualism: Language and Cognition, 20(4): 722-746.
  Abstract: This study investigates the relationship between intra-sentential codeswitching restrictions after subject pronouns, negative elements, and interrogatives and language-specific syntactic structures. Data are presented from two languages that have non-cognate lexicons but share identical phrase structure and syntactic mechanisms and exactly the same grammatical morphemes except for pronouns, negators, and interrogative words. The languages are the Quichua of Imbabura province, Ecuador and Ecuadorian Media Lengua (ML), consisting of Quichua morphosyntax with Spanish-derived lexical roots. Bilingual participants carried out un-timed acceptability judgment and language-identification tasks and concurrent memory-loaded repetition on utterances in Quichua, ML, and various mixtures of Quichua and ML. The acceptability and classification data show a main effect for category of single-word switches (significant differences for lexical vs. interrogative, negative, and for acceptability, pronoun) and repetition data show significant differences between lexical vs. interrogatives and negators. Third-person pronouns (which require an explicit antecedent) also differ significantly from lexical items. Logical-semantic factors may contribute to code-switching restrictions.
• ———. 2019. "Field-Testing Code-Switching Constraints: A Report on a Strategic Languages Project." Languages, 4(1): 1-29.
  Abstract: The present article provides an overview of ongoing field-based research that deploys a variety of interactive experimental procedures in three strategically chosen bilingual contact environments, whose language dyads facilitate a partial separation of morphosyntactic factors in order to test the extent to which proposed grammatical constraints on intra-sentential code-switching are independent of language-specific factors. For purposes of illustration, the possibility of language switches between subject pronouns and verbs is compared for the three bilingual groups. The first scenario includes Ecuadoran Quichua and Media Lengua (entirely Quichua syntax and system morphology, all lexical roots replaced by Spanish items; both are null-subject languages). The second juxtaposes Spanish and the Afro-Colombian creole language Palenquero; the languages share highly cognate lexicons but differ substantially in grammatical structures (including null subjects in Spanish, only overt subjects in Palenquero). Spanish and Portuguese in north-eastern Argentina along the Brazilian border form the third focus: lexically and grammatically highly cognate languages that are nonetheless kept distinct by speakers (both null-subject languages, albeit with different usage patterns). Results from the three communities reveal a residual resistance against pronoun + verb switches irrespective of the subject-verb configuration, thereby motivating the application of similar techniques to other proposed grammatical constraints.
• ———. 2019. "Reconstructing the life-cycle of a mixed language: An exploration of Ecuadoran Media Lengua." International Journal of Bilingualism, 24(2): 410-436.
  Abstract: Aims and objectives: This study explores the assertion that bilingual mixed languages are only diachronically stable if they are not spoken together with both of the contributing source languages. Ecuadoran Media Lengua, which combines all-Quichua morphosyntax with nearly all lexical roots replaced by Spanish-derived forms, coexists in three communities with both Spanish and Quichua, having arrived in each community in successive generations. Methodology and design: Trilingual speakers (Quichua, Media Lengua, Spanish) participated in four interactive tasks: speeded translation, speeded acceptability judgments, language classification, and lexical decision. Data and analysis: For each task, the calculated rate of separation of Quichua and Media Lengua was the response variable for a series of linear mixed-effects models, with community (and when appropriate, age group) as a fixed effect. Findings/conclusions: The results suggest that a mixed language spoken together with the languages that supplied both the lexical roots and the morphosyntax can maintain its integrity for a generation or two, but the perceptual boundaries circumscribing the mixed language eventually become more permeable. They point to a significant correlation between the chronology of language contacts and the perceptual stability of Media Lengua, which is greatest when the only competing language is Quichua, somewhat less when Spanish is acquired later as the second language, and lowest when Spanish is one of the early acquired or native languages alongside Quichua. Originality: This is the first attempt to test the putative diachronic stability of a mixed language by means of synchronic experimental data.
• ———. 2020. "A tale of two lexical-decision tasks: The reality of taking the lab to the field." Language Ecology, 4(2): 175-201.
  Abstract: As a probe into the degree of integration of the bilingual lexicon, a series of lexical-decision tasks was carried out in two bilingual speech communities with greatly differing linguistic, cultural, and socio-historical characteristics: Misiones province in northeastern Argentina (Portuguese-Spanish), and three indigenous communities in northern Ecuador (Quichua and the mixed language known as Media Lengua). In both cases the results suggest a tightly integrated bilingual lexicon, but the pattern of responses was qualitatively and quantitatively different for each group, to such an extent as to potentially challenge the assumption of universal validity for lexical decision tasks.
• ———. 2020. "Can a bilingual lexicon be sustained by phonotactics alone? Evidence from Ecuadoran Quichua and Media Lengua." The Mental Lexicon, 15(2): 330-365.
  Abstract: This study focuses on bilingual speakers of Ecuadoran Quichua and the mixed language known as Media Lengua, which consists of Quichua morphosyntactic frames with all content word roots relexified fro Spanish. For all intents and purposes, only the lexicon – more specifically, lexical roots – separate Media Lengua from Quichua, and yet speakers generally manage to keep the two languages apart in production and are able to unequivocally distinguish the languages in perception tasks. Two main questions drive the research effort. The first, given the very close relationships between Quichua and Media Lengua, is whether each language has a distinct lexicon, or a single lexical repository is shared by the two languages. A second and closely related question is the extent to which language-specific phonotactic patterns aid in language identification, possibly even to the extent of constituting the only robust language-tagging mechanism in a joint lexicon. Using lexical-decision and false-memory tasks to probe the Quichua-Media Lengua bilingual lexical repertoire, the results are consistent with a model based on a single lexicon, partially differentiated by subtle phonotactic cues, and bolstered by contemporary participants' knowledge of Spanish as well as Quichua.
• ———. 2020. "Pronouns, Interrogatives, and (Quichua-Media Lengua) Code-Switching: The Eyes Have It." Languages, 5(2): 11.
  Abstract: This study examines the processing of two putatively problematic intra-sentential code-switching configurations, following subject pronouns and interrogatives, in a bilingual speech community in which there are no confounding grammatical differences. The languages are Ecuadoran Quichua and the mixed language known as Media Lengua, consisting of the entire Quichua morphosyntactic system but with all lexical roots replaced by their Spanish counterparts. In eye-tracking processing experiments utilizing the visual world paradigm with auditorily presented stimuli, Quichua–Media Lengua bilinguals identified the languages more quickly after pronouns and interrogatives than after lexical items, while acknowledgement of code-switches after pronouns and interrogatives was delayed in comparison with switches following lexical items. The facilitation effect of pronouns and interrogatives evidently provokes a surprise reaction when they are immediately followed by items from another language, and this relative delay may play a role in the low acceptability of code-switched utterances that otherwise violate no grammatical constraints.
• Meakins, Felicity. 2013. "Mixed languages." In Peter Bakker and Yaron Matras (eds), Contact languages: A comprehensive guide, pp. 159-228. Berlin, DE: De Gruyter.
• Müller, Andrea. 2011. La media lengua en comunidades semi-rurales del Ecuador: uso y significado de una lengua mixta bilingüe. MA thesis, University of Zürich.
• Muntendam, Antje and Pieter Muysken. 2021. "Situaciones y fenómenos de contacto lingüístico en los Andes: La relación entre el quechua y el español." In Eva Eckkrammer (ed), Manual del español en América, pp. 281-300. Berlin, DE: De Gruyter.
  Abstract: En este capítulo describimos algunos resultados del contacto lingüístico entre el quechua y el español en los Andes. Los efectos del contacto para las lenguas quechuas sugieren que el español ha afectado mayormente la forma exterior del quechua, es decir, los patrones léxicos y fonéticos. Los efectos del contacto para el español andino implican sobre todo la forma interior, es decir, los patrones de organización semántica y pragmática. Además, hay casos de mezclas entre el quechua y el español, específicamente la media lengua, y la alternancia de códigos y dobletes en los waynos. Terminamos con una interpretación teórica del contacto lingüístico entre el quechua y el español.
• Muysken, Pieter. 1979. "La Mezcla de Quechua y Castellano. El caso de la 'Media Lengua' en el Ecuador." Lexis, 3(1): 41-56.
• ———. 1980. "Sources for the study of Amerindian contact vernaculars in Ecuador." Amsterdam Creole Studies, 3:66-82.
• ———. 1981. "Halfway between Quechua and Spanish: The case for relexification." In Arnold Highfield and Albert Valdman (eds), Historicity and variation in creole studies, pp. 52-78. Ann Arbor, MI: Karoma.
• ———. 1988. "Lexical restructuring and creole genesis." In Norbert Boretzky et al. (eds), Beiträge zum 4. Essener Kolloquium über "Sprachkontakt, Sprachwandel, Sprachwechsel, Sprachtod", pp. 193-210. Bochum, DE: Studienverlag Dr. N. Brockmeyer.
• ———. 1988. "Media Lengua and Linguistic Theory." Canadian Journal of Linguistics/Revue canadienne de linguistique, 33(4): 409-422.
• ———. 1994. "Media Lengua." In Peter Bakker and Maarten Mous (eds), Mixed languages: Fifteen case studies in language intertwining, pp. 207-211. Amsterdam, NL: IFOTT.
• ———. 1996. "Media Lengua in Ecuador." In Stephen Wurm et al. (eds), Atlas of languages of intercultural communication in the Pacific, Asia, and the Americas, pp. 1335-1337. Berlin, DE: De Gruyter.
• ———. 1997. "Media Lengua." In Sarah Thomas (ed), Contact languages: a wider perspective, pp. 365-426. Amsterdam, NL: John Benjamins.
• ———. 2010. "The copula in Ecuadorian Quechua." In Eithne B. Carlin and Simon van de Kerke (eds), Linguistics and Archaeology in the Americas. The Historization of Language and Society, pp. 191-206. Leiden, NL: Brill.
  Abstract: This paper departs from the fact that the Quechua copula ga- 'be' in the mixed language Media Lengua in Ecuador is not relexified with a Spanish phonetic shape, unlike other roots in the language1. In it I seek to explain this fact through the assumption that ga- does not function as a root in Ecuadorian Quechua, but rather as a clitic. This assump- tion can be linked to a number of other special features of the verb 'be' in the Quechua of Ecuador, and these may be the result of Shuar sub- strate influence, in addition to autonomous grammaticalization proc- esses.
• ———. 2012. "Root/affix asymmetries in contact and transfer: case studies from the Andes." International Journal of Bilingualism, 16(1): 22-36.
  Abstract: This article aims to explore the psycholinguistic processing issues, in terms of the type of transfer that they exemplify, needed to account for in the emergence of two mixed languages and a mixed register with a Quechua structure: Media Lengua (Ecuador) and Kallawaya (Bolivia), both relexified varieties within the Quechua language family, and bilingual mixed songs in Peru, waynos. The two issues that require most attention are (1) the mental status of roots vs affixes in the transfer process; (2) the possibility of manipulating lexical access in transfer. The languages and the register share a number of structural features, but are sociolinguistically totally different. In Media Lengua the lexicon comes from a 'new' language (Spanish), and in Kallawaya from an 'old' language (Puquina). Media Lengua is an informal community language, while Kallawaya is a ritual healing language only used by male adults. Waynos are a very popular musical genre in large parts of the southern Andes in Peru. The root/suffix asymmetries in the mixed languages are confronted with the mirror phenomenon of Spanish suffixes that occur in Quechua, to help us further understand the processing issues involved.
• ———, and Antje Muntendam. 2016. "Interfacing interfaces: Quechua and Spanish in the Andes." In Susann Fischer and Christoph Gabriel (eds), Manual of Grammatical Interfaces in Romance, pp. 607-634. Berlin, Boston: De Gruyter.
  Abstract: This paper discusses the interaction between different varieties of Andean Spanish and the Quechuan languages, in Bolivia, Peru and Ecuador. It touches upon interfaces from several perspectives: the syntax-morphology interface, the syntaxpragmatics interface, the syntax-prosody interface, and the lexicon-grammar interface. The syntax-morphology, syntax-pragmatics and syntax-prosody interfaces are studied with respect to aspect and evidentiality, null objects, and informationstructure. The lexicon-grammar interface is illustrated with the phenomenon of relexification.
• Onosson, Sky, and Jesse Stewart. 2021. "A Multi-Method Approach to Correlate Identification in Acoustic Data: The Case of Media Lengua." Laboratory Phonology: Journal of the Association for Laboratory Phonology, 12(1): 1-30.
  Abstract: This study of Media Lengua examines production differences between mid and high vowels in order to identify the major correlates that distinguish these vowel types. The Media Lengua vowel system is unusual in that it incorporates lexical items originating in Spanish's five-vowel system into a three-vowel system inherited from Quichua, resulting in high degrees of overlap between the front versus back, mid and high vowel pairs /e, i/ and /o, u/ in F1xF2 space. As Media Lengua speakers utilize and differentiate between all five vowels despite the large degree of acoustic overlap between mid and high vowels, this raises the question of what other correlates beyond F1 and F2 might be involved. To address this, our study looks at a range of variables, both acoustic and qualitative, in a multi-method approach using both factor analysis for mixed data and linear mixed effects regression modelling. Each method provides a unique view on the correlates of vowel differentiation in Media Lengua. Taken together, our results indicate that Media Lengua speakers rely on both social and linguistic contextual cues to distinguish mid from high vowels, which overlap in acoustic space (F1 and F2)
• ———. 2023. "Vowel Raising in Cotopaxi Quichuan Languages." In Radek Skarnitzl and Jan Volín (eds), Proceedings of the 20th International Congress of Phonetic Sciences, pp. 3311-3315. Prague: Guarant International.
  Abstract: This study investigates a phenomenon of morphemespecific vowel raising that occurs in some Ecuadorian dialects of Quichua as well as the associated mixed language Media Lengua, where certain forms of /a/ are pronounced as [u]. Our data reveal that this process is region-specific, occurring in the Quichua dialect spoken in Cotopaxi province, but not in the relatively more well-known dialect of Imbabura province. Moreover, the dialects of Media Lengua in these respective regions also exhibit different realizations of the forms involved in this raising process which have both similarities to and differences from the patterns seen in their local Quichua dialects. These results may provide some insight into the relationships between these and other cross-regional dialects of Quichua, and how these may relate to similar dialects of Media Lengua, both contemporaneously and historically.
• ———. 2024. "The Effects of Language Contact on Non-Native Vowel Sequences in Lexical Borrowings: The Case of Media Lengua." Language and Speech, 67(2): 498-527.
  Abstract: Media Lengua (ML), a mixed language derived from Quichua and Spanish, exhibits a phonological system that largely conforms to that of Quichua acoustically. Yet, it incorporates a large number of vowel sequences from Spanish which do not occur in the Quichua system. This includes the use of mid-vowels, which are phonetically realized in ML as largely overlapping with the high-vowels in acoustic space. We analyze and compare production of vowel sequences by speakers of ML, Quichua, and Spanish through the use of generalized additive mixed models to determine statistically significant differences between vowel formant trajectories. Our results indicate that Spanish-derived ML vowel sequences frequently differ significantly from their Spanish counterparts, largely occupying a more central region of the vowel space and frequently exhibiting markedly reduced trajectories over time. In contrast, we find only one case where an ML vowel sequence differs significantly from its Quichua counterpart—and even in this case the difference from Spanish is substantially greater. Our findings show how the vowel system of ML successfully integrates novel vowel sequence patterns from Spanish into what is essentially Quichua phonology by markedly adapting their production, while still maintaining contrasts which are not expressed in Quichua.
• Prado Ayala, Gabriela et at. 2021. Recetacunaca Yopa Comunidadmanta (Recipes from My Community: Told in Media Lengua). Lexington, KT, USA: Lulu.com.
• Sancho, David et al. 2022. "La Media Lengua de Imbabura." In Memorias I Congreso de Plurinacionalidad, Saberes Ancestrales y Gestión del Conocimiento 2021, pp. 188-196. Guayaquil, EC: Universidad de las Artes.
• Schmidbauer, Susanne. 2018. "Auf den Spuren einer bedrohten Mischsprache. Forschungsreise nach Ecuador." ForAP-Forschungsergebnisse von Absolventen und Promovierenden der SLK, 1(1): 115-128.
  Abstract: In den 1970er Jahren wurde während Feldforschungen zum ecuadorianischen Quechua eine bis dato unbekannte Sprache entdeckt, deren Besonderheit darin besteht, dass sie als hybride Sprache die grammatische Struktur des Quechua mit dem Vokabular des Spanischen verbindet. Vorliegender Beitrag situiert die ecuadorianische Mischsprache Media Lengua (ML) im breiten Spektrum des Sprachkontaktes und exemplifiziert ihren singulären Charakter aus sprachstruktureller und soziolinguistischer Perspektive. Vor dem Hintergrund der Tatsache, dass die ersten Untersuchungen beinahe fünf Jahrzehnte zurückliegen und die ML vom Aussterben bedroht ist, wurde im Rahmen einer Forschungsreise nach Cañar (Ecuador) versucht, mittels linguistischer Bestandsaufnahmen die endangered language zu dokumentieren.
• Shappeck, Marco. 2011. Quichua-Spanish Language Contact in Salcedo, Ecuador: Revisiting Media Lengua Syncretic Language Practices. Ph.D. dissertation, University of Illinois
• Stewart, Jesse. 2011. A Brief Descriptive Grammar of Pijal Media Lengua and an Acoustic Vowel Space Analysis of Pijal Media Lengua and Imbabura Quichua. MA thesis, University of Manitoba.
  Abstract: This thesis presents an acoustic vowel space analysis of F1 and F2 frequencies from 10 speakers of a newly documented variety of Media Lengua, called Pijal Media Lengua (PML) and 10 speakers of Imbabura Quichua (IQ). This thesis also provides a brief grammatical discription of PML with insights into contrasts and similarities between Spanish, Quichua and other documented varieties of Media Lengua, namely, Salcedo Media Lengua (Muysken 1997) and Angla Media Lengua (Gómez-Rendón 2005). Media Lengua is typically described as a mixed language with a Quichua morphosyntactic structure wherein almost all content words are replaced by their Spanish-derived counterparts through the process of relexification. I use mixed effects models to test Spanishderived vowels against their Quichua-derived counterparts in PML for statistical significance followed by separate mixed effects models to test Spanish-derived /i/ vs. /e/ and /u/ vs. /o/ for statistical significance. The results of this thesis provide suggestive data for (1) co-existing vowel systems in moderate contact situations such as that of Quichua and (2) moderate evidence for co-exsiting vowel systems in extreme contact situations such as mixed languages. Results also show that (3) PML may be manipulating as many as eight vowels wherein Spanish-derived high vowels and low vowels co-exist as extreme mergers with their Quichuadervied counterparts, while high vowel and mid vowels co-exist as partial mergers; and (4) IQ may be manipulating as many as six vowels instead of the traditional view of three wherein Spanish-derived high vowels have completely merged with their native Quichua counterparts. Spanish-dervied low vowels co-exist as extreme mergers with their native Quichua counterparts and high vowel and mid vowels co-exist as considerable mergers.
• ———. 2013. Stories and traditions from Pijal: Told in Media Lengua. North Charleston, US: CreateSpace.
  Abstract: Stories and traditions from Pijal is a collection of narrations from the community of Pijal, Ecuador. This is the first published document in Media Lengua, a rare mixed language spoken in the Ecuadorian highlands. What makes this language so unique is its genesis. ML has a split ancestry where nearly all (90%) root words (nouns, verbs, adjectives, adverbs, pronouns, demonstratives etc.) from Spanish have replaced their Quichua counterparts while maintaining Quichua morphemes, grammar and pronunciation. Translations in English and Spanish are provided.
• ———. 2015. "A Comparative Analysis of Media Lengua and Quichua Vowel Production." Phonetica, 71(3): 159-182.
  Abstract: This study presents a comparative analysis of F1 and F2 vowel frequencies from Pijal Media Lengua (PML) and Imbabura Quichua. Mixed-effects models are used to test Spanish-derived high and low vowels against their Quichua-derived counterparts for statistical significance. Spanish-derived and Quichua-derived high vowels are also tested against Spanish-derived mid vowels. This analysis suggests that PML may be manipulating as many as eight vowels where Spanishderived high and low vowels coexist as near-mergers with their Quichua-derived counterparts, while high and mid vowels coexist with partial overlap. Quichua, traditionally viewed as a three-vowel system, shows similar results and may be manipulating as many as six vowels.
• ———. 2015. "Intonation Patterns in Pijal Media Lengua." Journal of Language Contact, 8(2): 223-262.
  Abstract: Pijal Media Lengua (pml) is a mixed language described as having Quichua morphosyntactic and phonological systems where nearly every content word (89%), including pronouns and determiners, is replaced by its Spanish-derived counterpart through the process of relexification. pml speakers however, often regard their language as intonationally distinct from both Quichua and Spanish. This paper offers a basic description of the pitch accent and boundary tone configurations found in pml using the autosegmental framework (Pierrehumbert, 1980) in a ToBI transcription system (Silverman,1984). This paper also explorers the current literature on mixed language phonetics and attempts to promote acoustic analyses of intonation as a useful investigative tool for analyzing the origins of prosodic material. The results suggest that pml predominantly makes use of Quichua-like intonation patterns along with innovative and/or preserved structures.
• ———. 2015. Production and perception of stop consonants in Spanish, Quichua, and Media Lengua. Ph.D. dissertation, University of Manitoba.
  Abstract: This dissertation explores the phonetics and phonology of language contact, specifically pertaining to the integration of Spanish voiced stops /b/, /d/, and /g/ into Quichua, a language with non-contrastive stop voicing. Conflicting areas of convergence of this type appear when two or more phonological systems interact and phonemes from the target language are unknown natively to speakers of the source language.Media Lengua is a mixed language with an agglutinating Quichua morphology, and Quichua syntactic and phonological systems where nearly all the native Quichua vocabulary has been replaced by Spanish. This extreme contact scenario has integrated the voiced stop series into Media Lengua and abundant minimal pairs are present. If the phonological system of Media Lengua is indeed of Quichua origin however, how have speakers integrated the voiced stop series productively and perceptually? Have they adopted different strategies from Quichua speakers? If so, how do they differ? Chapter 1 sets the scene with an in-depth description of how contact between Spanish and Quichua has mutually influenced each language at the morphosyntactic level. Chapter 2 explores voice onset time (VOT) production in all five language varieties. Statistical modeling is used to search for differences in duration while taking into account a number of linguistic and demographic factors. Chapter 3 investigates stop perception in Media Lengua and Quichua, and uses Urban Spanish as a point of comparison. Chapter 4 looks at phonetic pre-nasalization in voiced stops across Media Lengua, Quichua, and Urban Spanish. Chapter 5 describes allophonic variations in stop production. The final chapter speculates on the nature of sound change at the phonetic level and explores possible origins of Media Lengua.Production results show that Media Lengua VOT duration values have shifted away from Quichua towards Rural Spanish. The perceptual results show an age-based effect with older Quichua speakers, which shows more random responses to the stimuli than younger speakers. This effect was not found in Media Lengua or Urban Spanish speakers. Similar age-based results were also found for stop weakening tendencies in Quichua and L2 Spanish speakers, while Media Lengua, Rural, and Urban Spanish speakers were not significantly affected by age.
• ———. 2018. "Voice onset time production in Ecuadorian Spanish, Quichua, and Media Lengua." Journal of the International Phonetic Association, 48(2): 173-197.
  Abstract: In Ecuador there exists a dynamic language contact continuum between Urban Spanish and Rural Quichua. This study explores the effects of competing phonologies with an analysis of voice onset time (VOT) production in and across three varieties of Ecuadorian highland Spanish, Quichua, and Media Lengua. Media Lengua is a mixed language that contains Quichua systemic elements and a lexicon of Spanish origin. Because of this lexical-grammatical split, Media Lengua is considered the most central point along the language continuum. Native Quichua phonology has a single series of voiceless stops (/p/,/t/, and /k/), while Spanish shows a clear voicing contrast between stops in the same series.This study makes use of nearly 8,000 measurements from 69 participants to (i) document VOT production in the aforementioned language varieties and (ii) analyse the effects of borrowings on VOT. Results based on mixed effects models and multidimensional scaling suggest that the voicing contrast has entered both Media Lengua and Quichua through Spanish lexical borrowings. However, the VOT values of voiced stops in Media Lengua align with those of Rural and L2 Spanish while Quichua shows significantly longer prevoicing values, suggesting some degree of overshoot.
• ———. 2018. "Vowel perception by native Media Lengua, Quichua, and Spanish speakers." Journal of Phonetics, 71:177-193.
  Abstract: This study explores mid and high vowel perception in and across Ecuadorian Spanish, Quichua, and Media Lengua (a mixed language containing Quichua systemic elements and Spanish lexicon). Quichua and Media Lengua were originally considered three vowel systems comprised of /i, u, a/. However, recent production results reveal that mid vowels /e, o/ may have entered these languages through Spanish lexical borrowings. The aim of the present study is to test listener perception with minimal pairs containing different mid and high vowels to determine how listeners identify them. A two-alternative forced choice (2AFC) identification task experiment with paired stimuli, gradually modified along 10-step continua, revealed that listeners of all three languages demonstrate a relatively high degree of consistent response patterns with the exception of older Quichua listeners. The results of this study coupled with the 'intermixed' acoustic spaces in which the vowels are produced also call into question the predictions that might be made in theoretical models of L2/non-native speech perception.
• ———. 2020. "A Preliminary, Descriptive Survey of Rhotic and Approximant Fricativization in Northern Ecuadorian Andean Spanish Varieties, Quichua, and Media Lengua." In Rajiv Rao (ed), Spanish Phonetics and Phonology in Contact: Studies from Africa, the Americas, and Spain, pp. 103-140. Amsterdam, AMS: John Benjamins Publishing Company.
  Abstract: This chapter examines acoustic data from six speech communities in the northern Andean region of Ecuador to describe allophonic variation in the Spanish rhotics /r, ɾ/ and approximants /ʎ, j/, as well as their relationship to the Quichua fricatives /ʐ, ʒ/. Data were collected from four dialects of Spanish, Imbabura Quichua, and Media Lengua, a mixed language containing Spanish lexicon and Quichua morphosyntax. Results from this preliminary, descriptive survey support claims that speakers of both urban and rural dialects of Spanish make extensive use of [ʐ] (i.e., retroflex fricative) for /r/ and [ʒ] (i.e., postalveolar fricative) for /ʎ/, in addition to a wealth of variation. Similarly, /r/ and /ʎ/ from Spanish borrowings in Media Lengua and Quichua assimilate to [ʐ] and [ʒ], respectively, with little exception.
• ———. 2021. "Media Lengua in the Ecuadorian Andes." Contact varieties of Spanish and Spanish-lexified contact varieties in the Handbooks for Linguistics and Communication Science series: De Gruyter Mouton.
• Stewart, Jesse and Felicity Meakins. 2021. "Advances in mixed language phonology: An overview of three case studies." In Maria Mazzoli and Eeva Sippola (eds), New Perspectives on Mixed Languages: From Core to Fringe, pp. 57-92. Berlin, DE: De Gruyter.
• Stewart, Jesse et al. 2021. Chaupishimipa Dicionariaca. Saskatchewan, Canada: Dictionaria.
• Stewart, Jesse et al. 2023. "Cotopaxi Media Lengua is still very much alive." Language Documentation & Conservation, 17: 49-63.
  Abstract: On a 2022 fieldtrip to Ecuador, we encountered a large community of Media Lengua speakers in the province of Cotopaxi where the language was thought to be dormant. This is the same region where Pieter Muysken had first documented this 'mixed language' in the 1970s. However, subsequent fieldwork thereabout by several linguists had failed to turn up the language. This field report provides a brief introduction to Media Lengua, a description of our fieldwork in Cotopaxi, and insights into this variety of Media Lengua.
• Stewart, Jesse, and Sky Onosson. 2023. "Cotopaxi Media Lengua vowels: A preliminary analysis." In Radek Skarnitzl and Jan Volín (eds), Proceedings of the 20th International Congress of Phonetic Sciences, pp. 3360-3365. Prague: Guarant International.
  Abstract: Although Media Lengua was first documented by linguists in Ecuador's Cotopaxi province, this study represents the first phonetic account of Media Lengua vowel production in that region, as subsequent research on Media Lengua has focused exclusively on the variety spoken in Imbabura province. This preliminary case study reveals that Cotopaxi speakers differ from Imbabura speakers in how they accommodate the five vowels of Media Lengua's Spanish-origin vocabulary into Quichua's three-vowel system. Imbabura speakers have been previously shown to maintain significant but minimal acoustic differences between high and mid-vowels i.e., /i/ versus /e/, and /u/ versus /o/. In contrast, our results show that Cotopaxi speakers differ from this pattern in two ways: a greater distinction is maintained between front /i/ and /e/ as compared with Imbabura speakers, but there is merger of the back vowels /u/ and /o/, suggesting these two varieties may have other as yet unstudied differences.
• van Gijn, Rik. 2009. "The phonology of mixed languages." Journal of Pidgin and Creole languages, 24(1): 91-117.
  Abstract: Mixed languages are said to be the result of a process of intertwining (e.g. Bakker & Muysken 1995, Bakker 1997), a regular process in which the grammar of one language is combined with the lexicon of another. However, the outcome of this process differs from language pair to language pair. As far as morphosyntax is concerned, people have discussed these different outcomes and the reasons for them extensively, e.g. Bakker 1997 for Michif, Mous 2003 for Ma'a, Muysken 1997a for Media Lengua and 1997b for Callahuaya. The issue of phonology, however, has not generated a large debate. This paper compares the phonological systems of the mixed languages Media Lengua, Callahuaya, Mednyj Aleut, and Michif. It will be argued that the outcome of the process of intertwining, as far as phonology is concerned, is at least partly determined by the extent to which unmixed phonological domains exist.

• Barnes, Janet. 1999. "Tucano." In R. M. W. Dixon and Alexandra Aikhenvald (eds), The Amazonian Languages, pp. 207-226. Cambridge, UK: Cambridge University Press.
• Beier, C. et al. 2002. "Discourse Forms and Processes in Indigenous Lowland South America: An areal-typological Perspective." Annual Review of Anthropology, 31: 121-145.
  Abstract: In indigenous lowland South America there are several discourse forms and processes that are shared by groups of people of distinct genetic linguistic affiliations ; this leads us to posit this large region, which we label greater Amazonia, as a discourse area, a concept that paralels the notion of linguistic area. The discourse forms and processes we examine are ceremonial dialogue, dialogical performance, templatic ratifying, echo speech, ceremonial greeting, ritual wailing, evidentiality, speech reporting practices, parallelism, special languages, and shamanistic language use. We hypothezsize that in lowland South America, discourse is the matrix for linguistic diffusion, i.e., that linguistic areas emerge within discurse, is the matrix for linguistic diffusion, i.e., that linguistic areas emerge within discousr areas. What we propose then is a discourse-centered approach to language change and history, parallel to a discourse-centered approach to language structure and use. Our survey includes a plea for a careful archiving of recorded and witten materials dealing with lowland South American discourse.
• Casanova Velásquez, Jorge. 2005. "Parentesco, mito y territorio entre los aido pai (Secoya) de la Amazonía peruana." Investigaciones Sociales 9(15): 15-28.
  Abstract: En este artículo se presenta el territorio ancestral de un grupo indígena de la Amazonía peruana, los aido pai. El autor en base a su trabajo de campo explora las relaciones entre el mito, el parentesco y el hábitat. Sobre esta base da criterios en cuanto a una justa adjudicación del territorio a los aido pai, cuando se establezca el Parque Nacional de Gueppi en la región del Alto Putumayo.
• Cipolletti, María Susana. 1988. "El tráfico de curare en la cuenca amazónica (siglos XVIII y XIX)." Anthropological Linguistics, 83: 527-540.
  Abstract: -Curare (arrow poison) is a plant product from the tropical rain forest. Curare produced by the Ticuna, Peba, and Lama in Northwest Amazonia was considered to have the highest quality. Referring to written accounts I suggest here that Jesuit missionaries played a significant role in distributing curare by introducing it to tribes that had no previous contact with it or by using curare as payment for Indian workers. In this way curare became a « currency » in areas where money was rare or not used. In addition I explore the different plant species used in the production of curare and the trading routes and tribes that were involved in the curare trade.
• ———. 1988. Aipë Koka: La Palabra de los Antiguos, Tradición Oral Siona-Secoya, vol. 2. Quito, Ecuador: Editorial Abya Yala.
• de la Torre, Stella and Pablo Yépez (eds). 2007. Caminando en el sendero: Hacia la conservación del ambiente y la cultura Secoya. Quito, Ecuador: Fundación VIHOMA.
• de la Torre, Susana et al. 2020. "Past, Present, and Future of Secoya Ethnoprimatology in the Ecuadorian Amazonia." In Michel T. Waller (ed), Neotropical Ethnoprimatology: Indigenous Peoples' Perceptions of and Interactions with Nonhuman Primates, pp. 283-293. Cham, Switzerland: Springer.
  Abstract: The Secoya people are an ethnic minority of about 600 people living in some areas of the Aguarico River in Amazonian Ecuador. In past times, the Secoya considered nonhuman primates as allies of gods and people, partly responsible of their success as a culture. Monkeys were also kept as pets and were a valuable source of protein. This close relationship between the Secoya and nonhuman primates was based on a considerable knowledge of their ecology and behavior. In present times, this profound knowledge gathered by the Secoya over centuries is on the brink of disappearance. Intense and uncontrolled hunting, coupled with high deforestation rates, has caused local extinctions of some monkey species, such as the woolly monkey. Thus, most Secoya people today are no longer living in direct contact with nonhuman primates. Local extinctions and reduced contact with primates are related to a current trend of reduced primate hunting. If this trend is maintained in the next decades, it may be possible that primate populations would recover. However, this scenario would only occur if the forest is preserved and if the resources that monkeys need are maintained. The education system of the Secoya needs to be strengthened to increase environmental and cultural awareness and to allow the Secoya to implement alternative economic strategies that are not based on logging. Our analysis aims to motivate other researchers to collaborate with the Secoya to preserve their deep traditional knowledge about nonhuman primates and ecosystems in Ecuadorian Amazon.
• García Labrador, Julián. 2023. "El espacio vivido del inconsciente en la cultura Secoya (Alta Amazonía Ecuatoriana)." ARIES, Anuario de Antropología Iberoamericana: 1-14
• Gómez Rendón, Jorge and Justino Piaguaje. 2023. "El arte verbal de las fórmulas y los cantos sagrados siekopai”. INPC, 1(1): 1-13.
  Abstract: Los siekopai son una de las catorce nacionalidades del Ecuador. En el país se encuentran repartidos en siete comunidades de la provincia de Sucumbíos. Aunque su lengua ancestral, el paikoka, muestra al momento un alto grado de vitalidad, el vertiginoso bilingüismo observado entre las generaciones jóvenes, junto con un acelerado proceso de aculturación provocado por la urbanización y la migración a las ciudades, auguran un desplazamiento lingüístico hacia el castellano en las próximas generaciones. Dentro de las expresiones del patrimonio cultural inmaterial de los siekopai, la tradición oral es uno de los subámbitos que muestran un bajo nivel de conservación. A su vez, dentro de la tradición oral, los géneros formulaicos que corresponden a las fórmulas y los cantos sagrados constituyen las expresiones que presentan mayor riesgo, pues su proceso de enseñanza-aprendizaje se interrumpió hace varias décadas al haber casi desaparecido el consumo de yoco y yagé asociado con su uso. Conservados en boca de una docena de adultos mayores cuya edad promedio supera los 78 años, las fórmulas y los cantos sagrados fueron objeto de una primera documentación, gracias a la cual se pudo establecer su tipología según forma, función y contextos de uso. La sensibilización de los portadores y la comunidad sobre la importancia de estas expresiones del patrimonio lingüístico siekopai permitió establecer criterios básicos y recomendaciones generales para confeccionar un plan de salvaguarda de las fórmulas y cantos sagrados.
• Idiatov, Dmitry and Johan Van der Auwera. 2008. "From nominalizations to questions – Evidence from Tucanoan." Jezikoslovlje, 9(1-2): 35-51.
  Abstract: This paper examines question formation in the Tucanoan languages of South America from a comparative and diachronic point of view. We argue that these languages exhibit a historical and semantic relationship between nominalizations and questions. Our hypothesis is primarily based on the formal identity of their markers and on the fact that the interrogative verbal forms resemble nominalizations being formally less finite than their declarative counterparts because they lack the normal subject agreement suffixes. We claim that the interrogative verbal forms originate from nominalized predications used to form an inferential or mirative construction that were upgraded to the status of independent utterances through copula deletion. Semantically, the interrogative meaning must have become conventionalized via stages expressing doubt or surprise.
• Johnson, Orville E. 1978. "Phonemic Units in the Secoya Word." SIL International Publications, 11230: 1-28.
• Johnson, Orville E. 1981. Aprendamos (Secoya-Castellano). Quito, EC: Ministerio de Educación y Cultura.
• Johnson, Orville E. and Stephen H. Levinsohn. 1990. Gramática Secoya. Quito, EC: Instituto Lingüístico de Verano.
• Moya, Ruth. 1992. Requiem por los espejos y los tigres: Una aproximación a la literatura y lengua secoyas. Quito, Ecuador: Abya-Yala.
• Payaguaje, Aniceto et al (eds). 2014. Siekopa̱ai aiowa'i koka këaye/Tradiciones orales de los secoya/Secoya Oral Traditions (Vol. 2). Seattle, WA: CreateSpace.
• Payaguaje, Eduardo et al (eds). 2013. Siekopa̱ai aipë koka këayë/Tradiciones orales de los secoya/Secoya Oral Traditions (Vol. 1). Seattle, WA: CreateSpace.
• Paz y Miño C., Guillermo, Henrik Balslev, y Renato Valencia. 1995. "Useful lianas of the Siona-Secoya Indians from Amazonian Ecuador." Economic Botany, 49(3): 269-275.
  Abstract: An ethnobotanical inventory of lianas was carried out in a 1-ha plot of tropical moist forest in the Cuyabeno Reserve, Amazonian Ecuador. We obtained information about the uses that the Siona-Secoya Indians have for lianas. Of 98 species in the 1-ha plot, 47% were useful for the Siona-Secoya. Of the species used, 67% were for medicines, food, stimulants, and poisons; 17% had ritual applications, and 15% were used to make ropes or to weave baskets, toys, and ornaments. The species of lianas that were most useful were the ones with the highest values of ecological parameters such as density, dominance, and relative length. There is a close relationship between the ecological characteristics of the liana community and the uses made of it by the Indians. /// Una parcela de vegetación de 1-ha fue estudiada con el propósito de identificar las especies de lianas que son utilizadas por los indígenas Siona-Secoya de la Reserva Cuyabeno, Amazonia Ecuatoriana. De un total de 98 especies, el 47% fue registrado como útil para los indígenas. El 67% de las especies útiles tuvo aplicaciones como remedios, alimentos, estimulantes y venenos; 17% tuvo un significado ritual y 15% se utilizó como cuerdas para amarrar, tejer y elaborar adornos corporales y juguetes. Un análisis ecológico-cuantitativo de los datos recolectados en la parcela reveló que las especies de lianas utilizadas por los indígenas Siona-Secoya fueron las que alcanzaron las cifras más altas de densidad, dominancia y longitud relativas. Los resultados sugieren que existe una relación estrecha entre las características ecológicas de la comunidad de lianas con los usos encontrados por los indígenas.
• Peeke, Cathrine and Orville E. Johnson. 1962. "Phonemic Units in the Secoya Word." In Benjamin Elson (ed), Studies in Ecuadorian Indigenous Languages, pp. 78-95. México: Summer Institute of Linguistics.
• Piaguaje, Ramón. 1980. Secoya Pai Cocare Nese'e: Diccionario ilustrado en Secoya (del Aguarico). Quito, EC: Instituto Lingüístico de Verano.
• Piaguaje, Ramón et al. 1992. Vocabulario Secoya. Quito, EC: Instituto Lingüístico de Verano.
• Schwarz, Anne. 2014. "From Where or What?" - Constituent Interrogatives in Secoya." Proceedings of Conference on Language Documentation and Linguistics Theory 4, School of Oriental and African Studies, London: SOAS
• ———. 2018. "Chapter 7. Between Verb and Noun: Exploration into the Domain of Nonverbal Predication in Ecuadorian Secoya." In Simon E. Overall, Rosa Vallejos and Spike Gildea (eds), Nonverbal Predication in Amazonian Languages, pp. 193-216. Amsterdam: John Benjamins Publishing Company.
• ———. 2018. "Nonverbal Predication in Amazonian Languages." Typological Studies in Language, 122: 192-216. Amsterdam, Netherlands: John Benjamins Publishing Company.
  Abstract: This article describes nonverbal predication in Ecuadorian Secoya, an underdescribed West Tukanoan lanuage. The repertoire includes a particle copula with restricted verbal features, a locative-existential copula verb which fulfulls an auxiliary function with verbal and noverbal predicates, and two derived nominals with special possessive semantics. The latter occur in insubordinate copula constructions or are supported by copula verbs in auxiliary function. Other copula constructions draw on subordination patterns with dependent verbs and nominalizations as well.
• Stark, Luisa R. 1985. "Indigenous Languages of Lowland Ecuador: History and Current Status." In Harriet E. Manelis Klein and Louisa R. Stark (eds), South American Indian Languages: Retrospect and Prospect, pp. 157-193. New York, USA: University of Texas Press.
  Abstract: At the time of the Spanish Conquest there were probably some thirty Indian languages spoken in Ecuador (McQuown 1955: 548,551), today there are twelve. Of these languages, three (Colorado, Cayapa, and Coaiquer) are spoken in the western littoral, one (Quichua) is spoken in the highlands, and nine are spoken in the Eastern lowlands, or Oriente, of Ecuador (Siona, Secoya, Tetete, Cofan, Huaronai, Shuar, Achuar, Quichua and Záparo). This work is limited to those languages currently spoken in the Ecuadorian lowlands, both Western and Eastern, with a focus on their history and current status.
• Vallejos, Rosa. 2013. "El Secoya del Putumayo: Aportes Fonològicos para la Reconstrucciòn del Proto-Tucano Occidental." LIAMES: Linguas Indígenas Americanas, 13(1): 67-100.
  Abstract: El presente estudio tiene dos propósitos fundamentales: (i) ofrecer la primera descripciòn fonològica de la lengua secoya (Tucano Occidental) hablada en comunidades ubicadas en los afluentes del rìo Putumayo, Perù; y, (ii) contribuir al avance de estuios de la variedad secoya hablada en rìo Aguarico, Ecuador, pero no existe ninguno de la variedad hablada en el rìo Aguarico, Ecuador, pero no existe ninguno de la variedad hablada en el Putumayo.
• ———. 2021. "Nominal Classification Without Grammatical Agreement: Evidence from Secoya." International Journal of American Linguistics, 87(3): 423-455.
  Abstract: This paper aims to demonstrate two things. First, Secoya (Tukanoan) has gender markers and shape classifiers. However, unlike other Tukanoan languages, Secoya does not display grammatical agreement, either between the head noun and its modifiers within a non phrase or between the predicate and its arguments with a clause. Gender markers and shape classifiers are used in antecedent-anaphor relations. They appear in pronominal forms, demonstratives and numerals to differentiate referents, playing a role in the way discourse is constructed and maintained. Second, a corpus study reveals that some traces of agreement might be emerging; however, it is currently restricted to one specific context, and there is significant speaker variation. Thus, Secoya is in a privileged position to inform debates regarding the mechanisms that may have given rise to complex classification systems in Northwest Amazoniz, provident the missing link to understanding the interesting ways in which the different systems are related.
• Vallejos, R. and Brown, HL. 2021. "Locative Construals: Topology, Posture, Disposition, and Perspective in Secoya and Beyond." Cognitive Linguistics Journal, 32(2): 251-286.
  Abstract: This study has two aims. First it lays out the synchronic patterning of four constructions that express static location in Secoya (Tukanoan). Each construction licenses different semantic verb types: topological verbs, postural verbs, an existential verb, and a copula. Second, this study explores the different construals enconded by thes constructions and highlights the way speakers use the creatively to elaborat on stage-level properties adjacent to location and locative utterances. Data collected from six speakers using visual stimuli reveal that each of the constructions elaborates on specific aspects of locative scenes.
• Vallejos, Rosa and Verástegui Natalia. 2013. Fonología de las lenguas secoya y sharanahua: fundamento lingüístico de sus alfabetos oficiales. Lima, PE: Ministerio de Educación.
• Vickers, William. 1981. "The jesuits and the SIL: External policies for Ecuador's Tucanoans through three centuries." In Soren Hvalkof and Peter Aaby (eds), Is God an American? An anthropological perspective on the missionary work of the Summer Institute of Linguistics, pp. 51-62. Copenhague, DK: IWGIA and Survival International.
• ———. 1994. "From Opportunism to Nascent Conservation: the Case of the Siona-Secoya." Human Nature , 5(4): 307-337.
  Abstract: Siona-Secoya hunters of the northwest Amazon strive to maximize short-term yields to provision their households with meat. The observed patterns of hunting more closely resemble the predictions of optimal foraging theory (OFT) than they do a conservation ethic. In the past the Siona-Secoya worried little about conservation because they believed that good shamans attracted abundant game. When hunting was poor, shamans performed yagè ceremonies and appealed to supernatural gamekeepers for the release of more animals from the underworld. The sustainability of Siona-Secoya hunting was aided by factors such as low human population density, dispersed settlements within large hunting territories, settlement movement, and limited hunting technology. Today, increasing involvement in the national economy is leading the Siona-Secoya to investt more time in agriculture and wage labor, and less in traditional foraging activities. Coloniztaion, deforestation, and industrial pollution now pose the greatest threats to wildlife in eastern Ecuador. Because of these changes, the Siona-Secoya are becoming interested in environmental protection and conservation. Several of their efforts to protect forest resource and mitigate pollution are discussed and evaluated.
• Waltz, N. and Wheeler, A. 1972. "4. Proto Tucanoan." Comparative Studies in Amerindian Languages, pp. 119-149.
  Abstract: Classifications of South American Indian languages (Mason, 1950) reflect primarily geographical contiguity and display linguistic relationships in most cases only in a broad general way. Although sizable information is availabel to verify the existense on that continent of nearly one humdred linguistic families, stocks and isolates, investigation toward establishing the exact linguistic positions and inter-relationships of any of these groups has made little progress. The picture is somewhat blurred by the fact that large numbers of tribal names listed in the current classifications are based on obsolete information and represent either extinct groups, early designations no longer known, or political subdivisions and otherwise duplicate names for a single language. There has been some confusion between a group of languages that stems from Chibchan stock (Betoyan) and Tucanoan. Koch-Grunberg (1912-16). and Hernandez (1949) refer to the group as Betoya, as it is known in most of the earlier literature. Tucanoan seems to be a disgnation initiated by Rivet (1924)

• Angulo, Lisbeth O. et al. 2024. Deformación de las lenguas de los pueblos Chachi (Quinindé) y Shuar (Bucay) empleadas por los jóvenes, período 2018- 2023. Tesis de Pregrado, Universidad Nacional de Chimborazo, Riobamba, Ecuador.
  Abstract: The main objective of this investigative work is to analyze the deformation of the languages of the Chachi (Quinindé) and Shuar (Bucay) peoples used by young people. The research was based on the theoretical framework, which talks about cultural Anthropological Theory, which perceives human beings through studying their culture, traditions, ways of life, beliefs, norms, and values. That is, it references the study of the human condition learned during the past and present. The research methodology is mixed (qualitative-quantitative), descriptive, analytical, explanatory, and non-field experimental, using interview techniques with essential figures within these communities and experts on the subject. In the sample of the research work, the inhabitants of the two communities were taken as a reference through an applied survey, in which the results were obtained: 100% of the inhabitants of the Chachi community preserve their mother tongue, unlike the Shuar community, in which only 66% of its inhabitants preserve their mother tongue. Although Ecuador is a multilingual country, Spanish is the predominant language, which is why these communities have been immersed in adapting to this new language, adding to this factor such as migration, discrimination, economics, social pressure, forced relocations, lack of recognition, and education. According to the results, these communes' authorities, representatives, and inhabitants must implement education strategies to influence young people about the importance and value of their mother tongues. When a language disappears, the identity of a people is lost.
• Buitron, Natalia & Grégory Deshoulliere. 2019. "The Shuar writing boom: Cultural experts and the creation of a "scholarly tradition." Tipití: Journal of the Society for the Anthropology of Lowland South America 16(2). 175-194.
• De Salvador Agra, Saleta.2018. "Experiencias de traducción como resistencia". In Amparo Huertas and María Luna (eds), Culturas indigenas: investigación, comunicación y resistencias, pp. 67-81. Barcelona, España: Universitat Autónoma de Barcelona.
  Abstract: La traducción como proceso de negociación del que se derivan resistencias será el objeto central desde el que abordaremos las diferentes experiencias de los indígenas amazónicos shuar y kichwa. A partir, entonces, de las experiencias compartidas con las comunidades shuar y kichwa de la Amazonía shuar ecuatoriana, recogidas en el marco del proyecto de investigación "Ontología móvil y tecno-ciudadanía nómade. Caso de estudio las comunidades Shuar y Saraguro”, estudiaremos el proceso de negociación presente en toda traducción. Desde la traducción interlingüística, la traducción que denominaremos enciclopédica y la traducción intersemiótica, estudiaremos respectivamente, por una parte, la traducción estrictamente lingüística entre el shuar-chicham/kichwa y el castellano que los habitantes de la selva deben realizar en la comunicación inter-estatal dado el contexto de traducción pluricódigo; por otra parte, repararemos en la traducción enciclopédica, esto es, la relación entre los diferentes universos culturales y sociales shuar/kichwa en situaciones comunicativas concretas que fuerzan una actitud dialógica constante de sus miembros y, por último, nos detendremos en la traducción intersemiótica como el paso de un discurso oral, propio de la tradición indígena, a un discurso de la modernidad online representado por las tecnologías digitales que conducirá, tal y como estudiaremos, a una búsqueda de la supervivencia de su tradición ancestral. En definitiva, se abordarán las estrategias semióticas involucradas en la actual vida cotidiana de los indígenas shuar y kichwas-saraguro de la Amazonía sur ecuatoriana analizando la traducción desde las negociaciones involucradas y desde sus resistencias lingüísticas, contextuales y tecnológicas derivadas.
• Guerrero, Angélica & Mayra Zambrano. 2024. Gramática Viva: Un Puente hacia la Revitalización del Shuar. Quito-Ecuador, Tecnológico Universitario EuroAmericano, Editorial R2ICS.
• Juank, Aij. 2023. Ortografía Shuar y apuntes de gramática y léxico Achuar. Morona Santiago Ecuador.
• Juncosa, José E. 2005. Etnografía de la Comunicación Verbal Shuar. Ecuador, San Francisco de Quito.
• Juwa, A. S. K., Kaniras, M. S., and Salazar, A. Z. C. 2022. "Estrategia vivencial para el fortalecimiento del idioma materno Shuar." EPISTEME KOINONIA: Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes, 5(1): 534-551.
  Abstract: The research presented below proposes the reinforcement of the Shuar mother tongue in students, whose general objective is to implement different experiential tactics for the strengthening of the Shuar language with the intention of rescuing the cultural identity of young people. The study was descriptive in a population of 35 students. The results obtained reflect that there is a degradation in the use of the Shuar language that nowadays is born from the bosom of the home making the use of the Shuar language more and more preferential, which leads us to a great forgetfulness of the Shuar mother tongue especially focused on childhood and adolescence, which could conclude with the deterioration of the use of the language as well as in the scarcity of the knowledge of ancestral knowledge that is so useful and indispensable in many aspects of the present community.
• Kajekai, Antuash S. et al. 2022. Estrategia vivencial para el fortalecimiento del idioma materno Shuar. EPISTEME KOINONIA, 5(1), 534
• Kajekai, Tuntuam K. 2023. "La comunicación bilingüe para la comprensión de contenidos de aprendizaje en estudiantes de CECIBs Shuar." Revista Scientific, 8(29), 39-56.
  Abstract: The study carried out focuses on bilingual communication for the understanding of learning content in CECIBs Shuar students. Concepts about the Shuar language, its use in various contexts, and the alphabet are presented are explored. The research evaluates the educational benefits of Shuar Chicham in students of bilingual educational centers in Ecuador. The importance of the support of teachers, students and parents in cultural preservation is highlighted. The work reveals challenges, such as the insufficient bilingual preparation of teachers and the influence of external factors on the loss of the mother tongue.
• Kayuk, Jempets V. 2013. Dificultades de aprendizaje en la enseñanza de la lengua shuar en los niños(as) de septimo año de educación básica del centro Educativo Luis Tsukanka. Thesis, Universidad de Cuenca.
  Abstract: El presente trabajo de investigación hace referencia a las dificultades de aprendizaje que tienen los niños y niñas soportan en el proceso de enseñanza – aprendizaje, sobre todo, en la lecto-escritura. La gran mayoría de los estudiantes, atraviesan estas dificultades en las áreas elementales como son matemáticas y lecto escritura. Las dificultades de aprendizaje más frecuentes en los niños y niñas son: la dislexia, la disortografía, la disgrafía, una vez realizado el análisis correspondiente determino algunas recomendaciones metodológicas como estrategias pedagógicas para superar los problemas o dificultades de aprendizaje general mente para superar los problemas y dificultades de lectura y escritura. Finalmente, realizo un análisis e interpretación de datos investigados sobre temas abordados en el presente documento.
• Mashinkiash, Juan M. 2012. Etnoeducación Shuar y aplicación del modelo de educación intercultural bilingüe en la nacionalidad Shuar. Cuenca-Ecuador, Programa Regional de Educación Intercultural Bilingüe (EIBAMAZ). Convenios de Cooperación: Gobierno de Finlandia – UNICEF y Universidad de Cuenca - UNICEF- DINEIB.
• Mejiant, Lucia. 2006. Diccionario ilustrado Shuar - Español. Ecuador: UNICEF.
  Abstract: This illustrated dictionary facilitates the learning of the Shuar language through images that accompany the words, and is useful for both native speakers and learners. Although no official summary is available, its value as a fundamental tool for linguistic revitalization and intercultural bilingual education is recognized.
• Morales Rodas, Lina Yolanda and Jenny Jittomy Díaz Villarruel. 2017. "Análisis contrastivo entre el inglés y el Shuar Chicham." Revista Atlante: Cuadernos de Educación y Desarrollo, vol. 2017, no. 7, July 2017.
  Abstract: Learning a foreign language has become a common factor for obtaining any academic degree in countries such as Ecuador. Within the process of teaching and learning a foreign language, different strategies are put into practice to make a student acquire the necessary skills to be able to develop in this new language. One way to choose the methods and strategies that will give the best results is to be able to identify in which stages of the teaching process the student will have the greatest learning difficulties. This is possible through a contrastive analysis between the mother tongue and the foreign language, where the similarities and differences between the two languages are identified. With the differences found, it is possible to predict the errors that students will make when learning the foreign language. The main objective of this research is to examine the similarities and differences that are presented at a structural syntactic level between the Shuar Chicham language as a mother tongue and English as a target language. This is a descriptive-contrastive research, in which it was determined that between Shuar and English there are more differences than similarities, due to the fact that the Shuar language is an agglutinative language that forms new words from a root that accepts prefixes and suffixes. The similarities were identified in grammatical categories such as: the noun, personal pronouns, the adjective, and the verb. On the other hand, differences were detected in: the noun, personal pronouns, adjective, article, prepositions and verb.
• ———. 2017. "Interferencias gramaticales del Shuar Chicham en la estructuración de oraciones gramaticales en tiempo presente del inglés." Revista Atlante: Cuadernos de Educación y Desarrollo, no. 2017
• Morocho, Diana E. 2022. "Aplicación móvil Shuar Chicham para la enseñanza del alfabeto shuar a niños de 6 a 8 años." Revista Científica Dominio de las Ciencias, 8(2). 794-807
• Organización de Estados Iberoamericanos (OEI) e Instituto Nacional de Patrimonio Cultural. 2013. Guía Didáctica Bilingüe Shuar-Español. Loja, Ecuador: Grafisum Cía. Ltda.
• Paati, Serafin et al. 2012. Visión Funcional de la Lengua Shuar. Cuenca-Ecuador, Programa Regional de Educación Intercultural Bilingüe (EIBAMAZ). Convenios de Cooperación: Gobierno de Finlandia – UNICEF y Universidad de Cuenca - UNICEF- DINEIB
• Pellizaro, Siro M. 2005. Chicham: Diccionario Shuar – Castellano. Ecuador.
  Abstract: This dictionary is an essential tool for the understanding and preservation of the Shuar language, providing detailed translations and definitions. Although no official summary is available, its value as a fundamental tool for linguistic revitalization and intercultural bilingual education is recognized.
• Quezada, Pablo et al. 2020. "Cloud Computing Platforms to Improve Shuar Chicham Writing Skills." In Aneta Poniszewska et al. (eds), Good Practices and New Perspectives in Information Systems and Technologies, pp. 175-183. Lodz, Poland: Springer Nature Switzerland.
  Abstract: Higher education through virtual environments is centered on the stu-dent, oriented towards interactive learning, in situations that are close to the real world, for which teachers require new communicative, non-verbal skills and an innovative approach to learning, which will accompany their students. Students in the complex process of acquiring even more knowledge of a non-native language. In the same context, the use of open-source technology platforms is becoming the best way to deliver solutions that meet the current need for the process of acquiring an ancestral language, so in this document we will focus on the analysis and use of Cloud Computing Tools as an alternative to complementary material to improve writing skills in the process of Second Language Acquisition (SLA) in our case Shuar Chicham. Likewise, teachers should not focus only on online learning but also on inter-action with students as Gibson (1993) states; thus, innovative technologies must be means that help reduce the digital technological gap, allowing solutions, answers and agile questions to be given within the teaching-learning process, which is visible with the use of cloud computing tools. Therefore, using cloud compring tools it was proposed to demonstrate if writing skills can be improved in students who learned Shuar Chicham basic.
• Rodas, Lina, and Villarruel, Jenny. 2017. "Análisis contrastivo entre el inglés y el Shuar Chicham." Cuadernos de Educación y Desarrollo, (85): 1-15.
  Abstract: Learning a foreign language has become a common factor to obtain any academic degree in countries like Ecuador. Within the process of foreign language learning, different strategies are implemented. Those strategies help to acquire the skills that students need to get a competence in the new language. This is possible through a contrastive analysis between the mother tongue and the foreign language in which the similarities and differences between the two languages are identified with the differences found, it is possible to predict the errors that students will commit when learning the new language. The main objective of this research is to examine the similarities and differences that are submitted at the syntactic level, between Shuar Chicham, as the mother tongue, and English, as foreign language. This research is a descriptive - contrastive, in which it has been possible determine that, between the Shuar and the English language, there are more differences than similarities. This is because the Shuar language is an agglutinating language. It forms new words by adding prefixes and suffixes to a root. Similarities were identified in grammatical categories such as: noun, personal pronouns, adjective, and verb. On the other hand, the differences were detected in: the noun, personal pronouns, adjective, article, prepositions and verb.
• Rouby, Ángel and Otto Riedmayer. 1983. Shuar chicham: gramática shuar. Ecuador: Mundo Shuar.
• Saad, George M. 2014. A Grammar Sketch of Shuar with a focus on the verb phrase. MA thesis, Radboud Universiteit Nijmegen.
• Salinas, Hilda J. 2024. "El desarrollo de las habilidades de lectura y escritura del shuar mediante la literatura." Ciencia y Educación. 6-17.
  Abstract: Literature is undoubtedly a great medium for teaching and learning an ancestral language because the language of literature is very rich in vocabulary, well organized and consistent. Literature classes not only improve language skills, but also encourage the progress of better reading and writing skills. Furthermore, there are countless grammatical and lexical structures ingeniously demonstrated and used in literary texts, which undoubtedly influence students to better understand grammar and enrich their language resources, particularly the Shuar language. Furthermore, focusing solely on linguistic resources and grammatical rules to teach students will likely limit and hinder their ability to speak fluently and naturally, as they will not have enough space to practice their written and spoken skills extensively. Therefore, the aim of this article is to argue that literature is an essential key to deciphering all the codes and secrets of ancestral languages and also promotes general linguistic awareness among students in addition to enabling them to speak Shuar more proficiently.
• Taisha, Juan et al. 2006. Un poco de gramática española. Ecuador, Proyecto Regional de Educación Bilingüe EIBAMAZ, Convenio de Cooperación entre el Gobierno de Finlandia y UNICEF.
• Tangamashi, Kanus E. et al. 2022. "Application of the Shuar language in the teaching-learning process of Basic Education children." Polo del Conocimiento, 7 (6). 2066-2077
• Taylor, Anne and Ernesto Chau. 1983. "Jivaroan Magical Songs: Achuar Anent of Connubial Love." Amerindia, no. 8.
  Abstract: This article analyzes magical songs within the Jivaroan culture, emphasizing the importance of language in collective identity. The linguistic variations in these songs are considered fundamental to understanding the social dynamics of Jivaroan culture.
• Tsukanka, Jorge M. 2013. Enseñanza de la declinación en shuar y su aplicación en la construcción de las oraciones simples. Tesis de Pregrado, Universidad de Cuenca.
  Abstract: Los misioneros iniciaron la tarea investigativa en las décadas anteriores por necesidad de evangelizar a los shuar. Los textos relacionados con la gramática dieron luz verde para que los compañeros shuar profundicen sobre la morfosintaxis de la lengua shuar, y concretamente el uso de las declinaciones en la formación de las oraciones. Enseñar a los niños y niñas de cuarto grado la declinación en shuar y su aplicación en la construcción de las oraciones enunciativas, es una tarea compleja, porque la realidad lingüística es otra, los niños que estudian en los centro educativos bilingües recién están siendo alfabetizados en su lengua. Es decir, la investigación del sistema fonológico shuar es reciente. Por otro, lado el niño o niña en el cuarto grado debe tener conocimientos previos sobre los 25 fonemas, la estructura de una oración simple, adecuado uso del vocabulario. Sobre esto, hay una necesidad urgente de sistematizar contenidos curriculares de la Educación General Básica. No se puede sembrar algo donde no está preparado, y si hacemos eso en la educación, por más que sembremos no vamos a cosechar. El trabajo que presento con humildad, busca sensibilizar al docente sobre la importancia de la comunicación escrita en la lengua materna. Con el slogan de aprendo haciendo, los dos actores educativos docente y estudiante se beneficiaran mutuamente en la construcción del conocimiento.
• Turner, Glen D. 1992. Una breve gramática del Shuar. Quito-Ecuador. Instituto Lingüístico de Verano.
• Unkuch, Rosa Clelia. 2012. Guía didáctica para la enseñanza del alfabeto Shuar en el segundo año de educación básica de la escuela 29 de junio de la Parroquia Chiguaza, Cantón Humaboya durante el año lectivo 2011-2012. Thesis, Universidad Politécnica Salesiana Sede Cuenca.
• Utitiaj, Juan Santiago. 2023. La enseñanza-aprendizaje del Shuar Chicham como segunda lengua en la unidad educativa del milenio guardiana de la lengua "Bosco Wisuma”, en la provincia de Morona Santiago. Tesis de Maestría, Universidad Politécnica Salesiana.
  Abstract: Research at the "Bosco Wisuma" School in Ecuador reveals that the centralization of the use of shuar without community agreement hinders the objectives. It proposes a real inclusion, breaking discrimination and promoting ancestral knowledge. It requires linguistic loyalty and education based on shuar ancestral values and practices.
• Utitiaj, Paati. 1999. Desarrollo de conceptos verbales y nominales en lengua Shuar: léxico relacionado con al psicología aplicada, en las categorías de los sentidos, los sentimientos y las emociones. Bachelor's thesis, Universidad Politécnica Salesiana.
  Abstract: ntroduction. The research topic. The Shuar language. Origin of the Shuar language. Diversification of the Shuar language. Lexical development in Shuar language. Some features of the Shuar language. Lexical creation process in the Shuar language. Conclusions, suggestions and recommendations. Annexes. Bibliography.
• Vales, Miroslav. 2013. "Relaciones de las lenguas en el sector occidental de la familia lingüística jivaro.". Etudes romanes de BRNO, 34 (2):171-181
• ———. 2016. "El sistema vocálico shuar: vocales susurradas, nasales y largas." Revista de Ciencias Humanas y Sociales. (79), pp. 67-85
• ———. 2016. "El sistema vocálico shuar: vocales susurradas, nasales y largas". Opción 32(79), 67-85.
  Abstract: The Shuar language spoken in Southeastern Ecuador is one of the minority languages with scarce resources regarding its description and documentation. In theory, the Shuar vowel system is composed of twelve phonemes. There are four basic phonemes / i, ɨ, a, u / complemented by the same sets of nasal vowels and voiceless vowels (Turner 1992, Gnerre 2010). The aim of this study is to analyze the two subgroups of vowel phonemes, voiceless and nasal, as well as the long vowels. The analysis focuses on the phonological nature of the ¿rst two subgroups and on the acoustic qualities of the third one.
• ———. 2017. Influencia del español en el sistema vocálico shuar: Vocales susurradas. Lexis 41(1). 203-230.
  Abstract: The objective of the following paper is to present a study about the voiceless vowels in Shuar and their decreasing vitality. The hypothesis of the study presumes that the voiceless vowels disappear due to the influence of Spanish vocalic system. The database for the research was collected in 21 Shuar communities. The study takes into account three extralinguistic factors: age, locality and grade of bilingualism. The conclusion confirms that the contact with Spanish plays an important role in the of the voiceless vowels as the intensity of contact with Spanish is the most influential factor in their gradual disuse.
• Vera, A. G. 2024. "Creación de un Diccionario Didáctico del Idioma Shuar al Castellano." 593 Digital Publisher CEIT, 9(6): 1162-1174.
  Abstract: The research project consists of the creation of a didactic dictionary from the Shuar language to Spanish, developed in the context of the Shuar community of the Bucay canton, which seeks to take advantage of tourism as an opportunity to promote and preserve the Shuar language and culture. The Shuar language, spoken by some members of the community, is in danger of disappearing due to the lack of policies and actions for its promotion and teaching. The didactic dictionary will focus on offering clear and simple explanations of words and expressions in Shuar, with contextualized examples of use, which will allow the youngest members of the community to continue learning and practicing the language, thus enriching their cultural identity and promoting its appreciation and preservation as a language and culture. The research is framed as applied research, with the practical objective of solving the problem of the loss of the Shuar language and improving the expression of the pluricultural identity of the community. The justification for the project lies in the need to preserve and promote the Shuar language and culture, which has a significant presence in the Amazon region and has been recognized as an official language in the Constitution of Ecuador in 2008.
• Villa, Esteban F. 2019. Lenguas en contacto: análisis sociolingüístico de las formas lingüísticas mestizas shuar-español en la comunidad Chupiankas. Thesis, Universidad de Cuenca
• Wachapa, Pedro T. 2013. Uso de la lengua shuar en el centro Shuar Aapkius, parroquia Arapicos, cantón Palora, provincia de Morona Santiago. Tesis de Pregrado, Universidad de Cuenca.
  Abstract: El presente trabajo de investigación se refiere al uso de la lengua shuar en la comunidad Aapkius, perteneciente a la parroquia Arapicos, Cantón Palora, Provincia de Morona Santiago y en el CECIB Waam de esta comunidad. Los shuar somos un pueblo milenario, con nuestra propia identidad cultural y lingüística, a partir de la conquista y colonización, se han ido perdiendo o desvalorizándose algunos elementos de nuestra identidad, como es el caso de la lengua, que en la actualidad se va deteriorando; esto ha motivado el análisis del porqué de este problema y buscar estrategias de mejora. Esta investigación se ha realizado con toda responsabilidad, a través de la utilización de las técnicas bibliográfica y de campo; de este último, se apoyó en la entrevista y observación a los padres y madres de familia, dirigentes, estudiantes, docentes, y demás miembros de la comunidad Aapkius y del CECIB Waam, con quienes se pudo conocer las diferentes apreciaciones acerca de la importancia y el uso de la lengua shuar, concluyendo que existe una desvalorización de este idioma para la comunicación; asimismo, se ha realizado grabaciones del habla de las personas para recoger el corpus lingüístico, donde, luego de analizarla, se identificó algunos problemas especialmente de interferencias lingüísticas del español en el shuar. Finalmente, se proponen algunas acciones para mejorar estos inconvenientes. La aspiración de este trabajo es generalizar el uso de la lengua y mejorar el habla shuar dentro de la comunidad, como una estrategia válida para consolidar la identidad y la interculturalidad.
• Yuma, Balbina and Narcisa Aguananchi. 2024. "Aprendizaje basado en proyectos para el proceso de enseñanza–aprendizaje activo de la lengua materna Shuar." Ciencias Pedagógicas, 17(1): 109-118.
  Abstract: La diversidad lingüística es un tesoro cultural que enriquece la identidad de las nacionalidades existentes alrededor del mundo. El Aprendizaje Basado en Proyectos (ABP) se elige como una estrategia pedagógica esencial para el enriquecimiento del proceso de enseñanza–aprendizaje activo de la lengua materna Shuar. Enfocado en proyectos significativos y contextualmente relevantes, este enfoque busca preservar la identidad cultural y lingüística de la nacionalidad Shuar en la región amazónica. Algunos autores notables que han abordado la importancia del ABP en la educación intercultural, incluyen a Thomas y Smith. Thomas, en su obra "Teaching Culture and Language: A Multicultural Introduction", resalta la necesidad de integrar el ABP para fortalecer la conexión entre la enseñanza y la diversidad cultural. Smith, en "Decolonizing Methodologies: Research and Indigenous Peoples", aporta perspectivas críticas sobre métodos educativos que respetan las identidades indígenas. La implementación del ABP en la enseñanza del Shuar sigue un proceso estructurado que involucra desde la identificación del proyecto hasta la presentación y compartición, promoviendo la participación activa de los estudiantes y su arraigo cultural. Este enfoque contribuye a la preservación de la lengua Shuar, y también fomentan el desarrollo integral de habilidades lingüísticas y culturales en el ámbito educativo contemporáneo.

• Brodbeck, Felicitas. 2019. Kinship terms in Ecuadorian Siona: A first analysis. B.S. thesis, Universität Regensburg.
  Abstract: This bachelor thesis, "Kinship terms in Ecuadorian Siona: A first analysis”, is divided in a theoretical part summarizing the background knowledge for the second part which is about the analysis of kinship terms in Ecuadorian Siona. The theory includes a short overview of the development of the linguistic field of kinship, the essential concepts and terminologies, as well as an introduction to the two techniques of analysis of Componential Analysis and Optimality Theory, which were chosen as a structural approach to Siona's kinship system. The second part, apart from the analysis, contains a description of the situation of the Siona language, its location and the situation of speakers and the methodology used in the elicitation sessions of the fieldwork trip to raise the data, which are the basis for this work. The focus in the analysis done by the techniques of Componential Analysis, Optimality theory and a resulting from these a classification to a certain kinship terminology is divided according to the two communities. Reason for this are the found differences between the villages of Puerto Bolívar and Sototsiaya, which even lead to a distinct classification of kinship terminology: either as an Eskimo or Iroquois type. The results from these analyses and the comparison to the Spanish kinship system, as explained in its most basic traits, bring up the question of Spanish influence. The last section hence examines the differences between the two villages in comparison to the structures in the Spanish system, and includes the different language contact situations of the two villages. As a result, hypotheses about the influence on the Siona kinship system in the village of Puerto Bolívar are formed, which will have to be tested by further research.
• Bruil, Martine. 2013. "Alto nivel de peligro, poco impacto del idioma dominante: el caso del siona ecuatoriano de Puerto Bolívar." In Marleen Haboud and Nicholas Ostler (eds), Voces e imágenes de las lenguas en peligro, pp. 55-68. Quito, EC: Abya-Yala.
  Abstract: El siona de Puerto Bolívar (SPB) es una variedad de idioma con un alto riesgo de desaparecer, que ha estado en contacto intenso con el idioma dominante español durante poco tiempo. A pesar de este corto tiempo de contacto, los hablantes del SPB están desplazándose rápidamente hacia el español. En casos como el del SPB, con una fuerte presión cultural del idioma dominante, !omason y Kaufman (1988) predicen un impacto estructural fuerte en el idioma dominado. Otra teoría, la de Aikhenvald (2006), predice que en situaciones de contacto que crean desplazamiento, como la situación del SPB, se encontrará una cantidad considerable de simpli#cación. Información reciente en el léxico, que son casos frecuentes de cambio de código, y aparentemente existe poca habla de quienes aprenden SPB como segunda lengua, que no es generalizada entre los hablantes nativos de SPB. El tiempo parece ser un factor importante en la integración de cambios inducidos por el contacto entre idiomas. Debido al desplazamiento abrupto del SPB hacia el español, aparentemente el impacto estructural del español en el SPB es muy pequeño, a pesar de su alto riesgo de extinción.
• ———. 2014. Clause-typing and evidentiality in Ecuadorian Siona. The Netherlands, Leiden University, LOT Publications.
• ———. 2015. "When evidentials are not evidentials: The case of the Ecuadorian Siona reportative." Linguistic Typology, 19(3): 385-423.
  Abstract: The Ecuadorian Siona reportative is prima facie an evidential par excellence because it indicates that the information contained in the utterance has been acquired through hearsay. However, the morphosyntactic and semantic behavior of the reportative verb form demonstrates that it is not an evidential. Rather, it is part of the clause-typing system, together with the assertive, interrogative, and imperative. Clause-typing relates to the assignment of authority: the speaker holds the epistemic authority in assertions, the addressee in questions, and a non-speech-act participant in reports. The hearsay reading of the reportative clause type emanates from a shift of epistemic authority.
• ———. 2018. "The development of the portmanteau verbal morphology in Ecuadorian Siona: A story of the formal merger of linguistic categories." Journal of Historical Linguistics, 8(1): 128-167.
  Abstract: Subject marking in the Western Tukanoan language Ecuadorian Siona is part of a complex system of portmanteau morphology that also marks tense and clause type. This system shows a remarkable number of regularities that hint that it might be possible to tease apart these functions. Synchronically, it is problematic to posit distinct markers for each of the three relevant linguistic categories, but diachronically, it is likely that these categories were expressed by distinct markers. This article reconstructs the pathway of the formal merger of these three linguistic categories, comparing the expression of Ecuadorian Siona's system to the expression of these categories in other Tukanoan languages.
• ———. 2019. "The rise of the nominalizations: The case of the grammaticalization of clause types in Ecuadorian Siona." Roberto Zariquiey et al. (eds), Nominalization in Languages of the Americas, pp. 391-417. Amsterdam, NL: John Benjamins.
  Abstract: The nominalization of verbs in Ecuadorian Siona is carried out by nominal classifiers. The major types of nominalization in the language are event nominalization and subject nominalization. Object nominalization needs additional morphology. When verbs are not nominalized they carry portmanteau morphology that marks the categories of subject, clause type (assertive, reportative, interrogative, and dependent clauses) and tense. A peculiarity of the system is that the reportative, interrogative and dependent clause subject paradigms show a remarkable resemblance with nominal classifiers in the language. This paper proposes that the reportative forms grammaticalized from a reported speech construction through clause union, the interrogative forms grammaticalized from a (pseudo-)cleft construction through insubordination and the dependent clause forms developed from nominalizations that were used adverbially.
• Bruil, Martine and Jesse Stewart. 2022. "Phonetics and phonology of nasality in Ecuadorian Siona." Phonological Data and Analysis, 4(3): 1-34.
  Abstract: This study describes the nasal system in Ecuadorian Siona, an endangered Western Tukanoan language spoken in the Ecuadorian province of Sucumbíos, using the Earbuds Method to analyze nasal events acoustically. This method provides a visual representation of the timing and duration of velum gestures through intensity (dB) and amplitude (Pa) fluctuations in the nasal and oral cavities. The studied events include nasal spreading (nasal harmony), triggers, targets, blockers, and transparent segments. Meanwhile, differences between nasal phonemes and nasal allophones are also identified along with the effects of morpheme boundaries during nasal spreading events. Results reveal that, unlike many other Tukanoan languages, /m/ and /n/ function as individual phonemes independent of their oral counterparts (/p̰/ & /t̰/). In addition, nasal harmony was identified as predominantly rightward spreading apart from syllable-delimited leftward spreading to vocoid segments. Moreover, suffixes responsible for blocking nasal spreading appear to be reminiscent of oral suffixes in Eastern Tukanoan languages. Finally, more blockers were identified in Ecuadorian Siona than in most Eastern Tukanoan languages.
• Case, Justin and Paloma Jeretič. 2022. "The interaction of number and information structure in Ecuadorian Siona differential object marking." In Seung Suk Lee and Yixiao Song (eds), SULA 11: Proceedings of the Eleventh Conference on the Semantics of Under-Represented Languages on the Americas, pp. 43-52. Amherst, MA: Graduate Student Linguistics Center.
• Christiaans, Jelle. 2023. "How Siona Verbal Aspect Structures Stories: Narratological Experience and a Sense of Suspense." Leiden Elective Academic Periodical, (3): 101-118.
• ———. 2024. "The discourse function of verbal aspect in Ecuadorian Siona." Nota Bene, 1(2): 193-207.
  Abstract: In addition to indicating whether or not events have come to an end at a reference time (temporal function), the opposition between imperfective aspect and perfective aspect in Ecuadorian Siona can also fulfil a discourse function. Imperfective forms of the verb caye 'to say' can signal that a speech act will be followed by a reaction or an addition, whereas perfective forms can signal that this is not the case. This discourse function is related to the temporal function through metaphor. This particular discourse function is an addition to the typology of non-temporal functions of verbal aspect.
• Damonte, Oleksandra. 2023. An Acoustic Phonetic Description of Ecuadorian Siona Monophthongs. MA thesis, Leiden University.
  Abstract: In this thesis, I provide the first acoustic description of Ecuadorian Siona phonemic vowels, six oral vowels and six corresponding nasal vowels. Two phonetic dimensions – vowel height, measured through the first formant frequency (F1), and vowel backness, measured through the second formant frequency (F2) – are taken as the descriptors of vowel quality. These dimensions are used to illustrate the target vowels in their acoustic space. Vowel quantity, which refers to vowel duration, is also measured. For each target vowel, the mean frequencies of F1 and F2, as well as the durational means, are presented. In addition, the effects of different phonological environment on the realization of target vowels are investigated. Ultimately, I construct the acoustic vowel space for oral and nasal vowels, and I compare the acoustic properties of the two types of vowels. The results for oral vowels demonstrate six distinct qualities, similar to the ones described by Bruil (2014), with the back vowels appearing consistently lower in the vowel space. Nasal vowel space shows more variability and a general shrinking effect of vocalic contrasts. The findings also demonstrate a nasalization effect whereby all nasal vowels are on average lower than their oral counterparts. Finally, the analysis revealed that the vowels /i, ɨ̃ / are phonetically long, at least in the context that they appeared.
• de la Red Carrera, Micaela. 2020. "Fonología del tucano occidental en un vocabulario misionero del espacio geográfico ecuato-colombiano (siglo XVIII)." Lingüística, 36(2): 51-69.
  Abstract: En este artículo se analiza la fonología de la lengua amazónica descrita en un Vocabulario fruto de la acción misionera por parte de los Padres Franciscanos del convento de Quito en las cuencas de los ríos Putumayo y Caquetá a lo largo del siglo XVIII. Se parte del carácter multiétnico y multilingüe de la población indígena de la actual área ecuato-colombiana. Se plantea la hipótesis de que el Vocabulario recoge una "lengua general" que facilitaría la comunicación entre diferentes naciones de indios. Los rasgos se extraen de la grafémica de dos manuscritos del Vocabulario puesta en conexión con las funciones fonológicas que se asignan a variantes gráficas y grafemas en estudios sobre lenguas amazónicas. Entre las conclusiones destaca que cada uno de los dos manuscritos manejados del Vocabulario refleja una proporción diferente de rasgos fonológicos. En el llamado Ms-RAH es mayor la presencia de rasgos fonológicos de la lengua siona, mientras que en el llamado Ms-BNC prevalecen los rasgos procedentes de la lengua koreguaje.
• ———. 2021. "La dinámica del contacto lingüístico en la Amazonía ecuato-colombiana durante el siglo xviii en textos de un misionero hablante de quichua." In Azucena Palacios and María Sánchez Paraíso (eds), Dinámicas lingüísticas de las situaciones de contacto, pp. 277-298. Berlin, DE: De Gruyter.
  Abstract: The aim of this paper is to show some aspects of the linguistic contact dynamics between different Amazon indigenous languages and Spanish during the 18th century in the Ecuadorian-Colombian area. The analyzed testimonies are extracted from a vocabulary, a brief grammar and Christian doctrine, all of these elaborated by Fray Fernando de Jesús Larrea in the exercise of his evangelizing activity from the Franciscan convent of San Diego de Quito. These texts belonging to "missionary linguistics" allow us to study, on the one hand, the structure of the Siona-based general language that was composed and written as a vehicle of communication between the missionaries and the different nations of Indians in the western Amazon area. On the other hand, they serve as an instrument of reflection on the author-missionary's own language which, in the lists of words and in the equivalences of Spanish, reveals the action of contact with Ecuadorian Quichua, a language well known by him.
• Jeretič, Paloma. 2022. "Scaleless modals in Ecuadorian Siona and grammaticalized scalar reasoning." In Seung Suk Lee and Yixiao Song (eds), SULA 11: Proceedings of the Eleventh Conference on the Semantics of Under-Represented Languages on the Americas, pp. 127-144. Amherst, MA: Graduate Student Linguistics Center.
• Jiménez de la Espada, Marcos. 1904. Vocabulario de la lengua general de los Indios del Putumayo y Caquetá. Madrid, ES: Rev. de Archivos, Bibliotecas y Museos.
• Langdon, Jean. 2017. "The Siona Language". In Cosmopolitics Among the Siona: Shamanism, Medicine and Family on the Putumayo River, pp. 33-41. Popayán, CO: Universidad del Cauca.
• ———. 2018. "Dialogicalidad, conflicto y memoria en etnohistoria siona." Boletín de Antropología, 33(55): 56-76.
  Abstract: Este artículo presenta y analiza una narrativa histórica registrada en 1972 en lengua siona, una lengua tukano occidental, para examinar la relación entre memoria individual y colectiva y contribuir a la revitalización de la tradición narrativa. Las versiones nativas del contacto con los invasores españoles y el discurso apropiado para revelar la identidad son los dos temas que conforman el trasfondo de este artículo, el cual se centra en una narrativa que repasa el conflicto, el discurso y la identidad en la historia oral siona. Anteriormente he demostrado que los indios siona de la Amazonía colombiana ofrecen una visión alternativa a la de las narrativas históricas sobre los acontecimientos violentos que ocurrieron tras el contacto con los europeos en el siglo xvi. Su metanarrativa del contacto reconstruye los acontecimientos pasados en el contexto de un esquema cosmológico más amplio que otorga a sus chamanes el papel clave en la defensa contra los invasores. La narrativa analizada en este trabajo se centra en los modos de discurso y las estrategias narrativas, tales como el discurso citado y la conversación dialógica, que marcan los conflictos entre los siona y los invasores españoles. Se destacan aspectos previamente ignorados del conflicto en el lenguaje y en las estrategias discursivas, y su lugar en la construcción de identidades pasadas y presentes. La narrativa examinada aquí revela el modo en que los siona marcan el despliegue de su historia e identidad a través del discurso y de la manera correcta de hablar.
• ———. 2018. "The Value of Narrative: Memory and Patrimony Among the Siona." Revista del Museo de Antropología, 11(1): 91-100.
  Abstract: This paper explores de value of narrative of the Siona Indians of Colombia as cultural patrimony of expression of the ethics and aesthetics of daily life, collective memory and identity. It focuses on a group of narratives collected in the 1960s by a young Siona man, Felito Piaguaje, who learned to write his language. Five of these were presented in a workshop in 2014 that intended to collaborate with the ongoing language revitalization and ethnoeducation projects of this Wesen Tukanoan speaking group.
• ———. 2018. "The Value of Narrative: Memory and Patrimony among the Siona." Revista del Museo de Antropología, 11(1): 91-100
• ———. 2020. "Language Documentation and Revitalization among the Siona of the Putumayo, Colombia: The Potential of Digitization for the Social Life of Ethnographic Material." Journal de la Société des Américanistes, 106(2): 129-150
• Marín Silva, Pedro. 1994. "Etnolingüística e historiografía de la región de los ríos Putumayo, Caquetá y Caguán." Maguaré, (10): 80-104.
  Abstract: En el piedemonte amazónico sub-andino correspondiente a los actuales departamentos del Caquetá y Putumayo de Colombia, residen numerosos grupos indígenas afiliados genéticamente a la familia lingüística tucano y clasificados como tucanos occidentales; término que los distingue de los tucanos orientales que residen en la región del Vaupés.
• Mongua-Calderón, Camilo. 2023. "Historicidades, indígenas y narrativas, una aproximación a la historia de los tucanos occidentales del río Putumayo (siglos XVI y XIX)." Anuario de Historia Regional y de las Fronteras, 28(2), 317-335.
  Abstract: En este artículo se presenta una aproximación a la historia de los tucanos occidentales del río Putumayo desde una discusión de la historicidad y las sociedades indígenas a través de la construcción de la historia o de la historicidad de los tucanos occidentales en torno a sus narrativas que cuentan su historia alrededor de la extensa región de la cuenca media del río Putumayo entre los siglos XVI y XX. Para este ejercicio se analizan las narrativas etnohistóricas de sus descendientes, los actuales Sionas o Gantëya bain, al igual que la bibliografía producida sobre esta región y diferentes fuentes documentales. Las narrativas de los Siona relatan importantes sucesos que se relacionan con el proceso de expansión colonial entre el siglo XVI y XX a partir de los eventos críticos o acontecimientos; sin embargo, son narrados desde una perspectiva propia que fractura el tiempo histórico moderno. Los acontecimientos responden a los eventos críticos y giran en torno a su principal protagonista, el curaca o cacique curaca. Esta forma de narrar su historia contrasta en la manera como los estudios históricos han organizado los principales acontecimientos, periodos y el tiempo histórico en la Amazonia (por ejemplo, las misiones coloniales o republicanas, la época del caucho y la llegada de las petroleras)
• Ortiz, Elías. 1942. "Vocabulario de la lengua que usan los indios de estas misiones Ceona." Revista de Historia, 1(2): 137-204.
• Parra, Jaime. 1997. Los cuentos de los abuelos: Tradición oral de los indígenas Siona y Kofán del Putumayo. Quito, EC: Abya-Yala.
• Segovia, Camilo. 2019. Nombres de lugar y términos de paisaje en baincoca. MA thesis, Universidad Nacional de Colombia.
  Abstract: Los nombres de lugar como intersección entre cultura, lenguaje y espacio representan un tema de investigación sui generis en la medida que constituyen un tipo de expresiones únicas que exhiben la estructuración de categorías cognitivas del espacio. A través de la experiencia, diferentes culturas tienen diferentes maneras de segmentar una superficie, lo que primera vista es una superficie continua, la tierra. A través del examen de los sistemas, estructura y prácticas del nombrar entre los ziobain "sionas”, sociedad Tukano occidental, se trata de elicitar las entidades que constituyen el paisaje y la interacción entre ellas o sus ontologías geográficas, tal y como son expresadas en los nombres de lugar, área que hace parte de lo que ha venido a conocerse como la etnofisiografía. El darnos cuenta de la relevancia de la experiencia y el significado en la constitución de las categorías semánticas y su correlación con la cognición nos ha dirigido a realizar entrevistas en interiores y recorridos principalmente en el territorio de Buenavista, un resguardo indígena en el curso bajo del río Putumayo. Los resultados de la investigación produjeron información sobre la variación de tipologías en la categorización de nombres y en la constitución de sistemas de clasificación nominal y del paisaje. Esperamos en adelante usar los resultados de la investigación como base para crear formas alternativas para representar territorios, apartadas de Sistemas de información Geográficas (SIG) sesgados, constituidas con categorías ecológicas y del paisaje surgidas desde las percepciones de la gente que habita, trabaja e interactúa con esos ambientes para así evitar equivocarse cuando se trata de cartografiar el territorio, error cometido sobre todo por entidades externas a las comunidades.
• Skilton, A. 2013. A New Proposal of Western Tukanoan Consonants and Internal Classification. BA thesis, Yale University-
• Van Gijn, Rik et al. 2023. "Lexically driven patterns of contact in alignment systems of languages of the northern Upper Amazon." Open Linguistics, 9(1): 1-40.
  Abstract: Despite ample attention in the literature for alignment patterns and case frames more generally, we know very little about how these elements of grammar spread from one language to another in a contact situation. Achieving a better understanding of this will help explain areal patterns in alignment and grammatical relation marking. In this contribution, we zoom in on a contact situation in the foothills of North-West Amazon, where languages of the Quechuan and Tukanoan families are in contact, and where previous authors have suggested that grammatical relation marking shows many potential contact effects. We find that, despite the absence of loanwords, abstract lexico-grammatical information associated with individual lexical items may spread from one language to another, especially within the class of sensation predicates. These can be characterized as lexically driven diffusion patterns, without formal borrowing, consistent with an overall characterization of the area's sociolinguistics as loanword-avoiding.
• Vickers, William T. 1981. "Ideation as Adaptation: Traditional Belief and Modern Interaction in Siona-Secoya Religion." In Norman E. Whitten (ed), Cultural Transformations and Ethnicity in Modern Ecuador, pp. 421-446. Urbana, IL: University of Illinois Press.
• Wheeler, Alva. 1962. "A Siona Text Morphologically Analyzed." In Benjamin Elson (ed), Studies in Ecuadorian Indigenous languages: I, pp. 248-269. México: Summer Institute of Linguistics.
• ———. 1967. "Grammatical structure in Siona discourse." Lingua, 19 (1-2): 60-77.
• ———. 1970. Grammar of the Siona Language, Colombia, South America. Ph.D. dissertation, University of California.
  Abstract: The grammar of the Siona language, Colombia, South Americais oriented to the tagmemic school of linguistics. Special at­tention has been given to the grammatical role of constituentsin terms of their particular structural level (sentence, clause,phrase, word, etc.). Relationships between structural levelsare stated on the assumption that a complex constituent mani­festing a tagmeme of one level is further analyzable in termsof tagmemes of the next lower level.The most complex levels of structure in Siona are the clausand the word. Clause structure is displayed in summary form byway of a matrix chart (page 2k). This chart presents the eightbasic clause types of the language along one perimeter and thestructural variants common to each one along the other, 'fordstructure has its greatest complexities in the verb, which isanalyzed in terms of three lower levels. Verb classes are iden­tified with the basic clause types they manifest. A salientfeature of noun structure is the'occurrence of classifier suf­fixes to form the bulh of the noun stems. Animate noun stemsare distinguished on the basis of classifiers for masculine,feminine, and plural. Inanimate noun stems occur with any oftwenty classifier suffixes indicating shape or function.The section on discourse structure presents the languagefrom perspectives that point to overall semantic relationships.Although these relationships do not lend themselves to segmen­tation and constituency in grammatical strings, they form anintegral part of the language. It is in this area that furtherstudy is being directed.
• ———. 1987. Gantëya Bain: El Pueblo Siona del río Putumayo Tomo I. Bogotá, CO: Instituto Lingüístico de Verano.
• ———. 1987. Gantëya Bain: El Pueblo Siona del río Putumayo Tomo II. Bogotá, CO: Instituto Lingüístico de Verano.
• ———. 2000. "La lengua Siona." In María González and María Rodríguez (eds), Lenguas indígenas de Colombia: una visión descriptiva, pp. 181-198. Bogotá, CO: Instituto Caro y Cuervo.
• Wheeler, Alva and Wheeler Margaret. 1962. "Siona Phonemics (Western Tucanoan)." In Benjamin Elson (ed), Studies in Ecuadorian Indigenous Languages, pp. 96-113. Mexico: Summer Institute of Linguistics.

• Haboud, Marleen and Kendall King. 2002. "Language Planning and Policy in Ecuador." Current Issues in Language Planning, 3(4): 359-424.
  Abstract: This monograph presents up-to-date information concerning language planning and policy in Ecuador, highlighting the country's cultural and linguistic diversity, historical context, current sociolinguistic situation and possible directions for the future. Taking into account Ecuador's particular sociopolitical conditions, it aims to provide a comprehensive review of language policies and planning, as well as educational policies and programmes involving use of minoritised languages in media, education, religion and public official spaces. This monograph also underlines some of the challenges non-official languages confront vis à vis the dominant society, allowing for a better understanding of the dynamics of indigenous languages and organisations in Ecuador and the Andes.
• Moya, Ruth. 1990. "Educaciòn Bilingue en el Ecuador: Retos y Alternativas." INDIANA Estudios Antropologicos sobre America Latina y el Caribe, 11(1): 387-405.
  Abstract: Como en el caso del Tetete, lengua pràcticamente en extinciòn, el záparo se habla actualmente por un pequeño grupo de familias quichuizadas.
• Wasserstrom, Robert et al. 2011. "Nobody knew their names: the black legend of Tetete extermination." Ethnohistory, 58(3): 421-444.
  Abstract: Alternately hunted and ignored while they were alive, the Tetete were a small group of Western Tucanoan speakers living in the Amazonian borderlands between Ecuador and Colombia. From 1877 through the 1920s, Ecuadorian rubber collectors shot or kidnapped Tetete people whenever they showed themselves. Unlike other groups, the Tetete chose resistance rather than accommodation or slavery. Sometime before 1940, most of the remaining Tetete were apparently killed in a raid by neighboring Siona people. Although three survivors were found in 1966, a persistent legend claims that large numbers were driven to extinction by missionaries and petroleum companies after oil exploration began nearby in 1964. This article reconstructs the inal decades of Tetete history beginning with the rubber boom and analyzes their subsequent use by diverse actors in modern political discourse.

• Álvarez, Catalina. 2007. Estado de las Lenguas en las Nacionalidades de la Amazonía Ecuatoriana. Ecuador: UNICEF.
• Armijos, Alejandro and Juan Carlos. 2013. "Uso de la tecnología de la información y de la comunicación para crear aplicaciones en línea para el aprendizaje de idiomas – Waoterero." Repositorio PUCE.
• Armijos, Juan Carlos. 2013. Uso de tecnologías para el aprendizaje de la lengua waoterero. MA thesis, Pontificia Universidad Católica del Ecuador.
  Abstract: The objective of this research work focused on the use of Information and Communication Technology to create Online Applications for Language Learning - Waoterero. The dimensions of study were NICT, teaching applications and functionality, comparisons of free and commercial tools, the Waorani ethnic group and their Waoterero language, their oral and written expression, electronic dictionary, Lexique Pro as a technical tool and the summary of the user's manual, the SUMMER INSTITUTE OF LINGUISTICS SIL platform. The methodology applied was based on focus groups, the experiential-experiential method, and documentary. The technique used was the interview and technological resources were used for the respective documentation. The result is the presentation of a bilingual electronic dictionary: Waorani-Spanish, with 960 entries of basic words and function: lexical and non-lexical, alphabetically ordered, related to the daily life of the Waorani inside and outside their Amazonian territory.
• Colleoni, Paola. 2016. "Becoming Tamed. The Meaning of 'Becoming Civilized' Among the Waorani of Amazonian Ecuador." Tipti: Journal of the Society for the Anthropology of Lowland South America, 14(1): 72-101.
  Abstract: In this paper I aim to discuss the way in which the Waorani, an indigenous group of the Ecuadorian Amazon, understand the process of becoming "civilized" since their first encounters with outsiders (cowori). Having passed from a situation of aggressive relations with the cowori to one of sustained and peaceful contact with missioraries, state agents and their language. I argue that, in Waorani's own terms, becoming civilized means becoming "tamed"
• Epps, Patience. 2017. "Subsistence Pattern and Contact-Driven Language Change: A View from the Amazon Basin." Language Dynamics and Change, 7(1): 47-101.
  Abstract: While it is well known that processes of contact-driven language change are sensitive to socio-cultural factors, the question of whether these apply differently among hunter-gatherers and agriculturalists has engendered considerable debate. These dynamics have been particularly underexplored in the Amazon basin, where high linguistic diversity has until very recently been coupled with a dearth of quality documentation. This investigation undertakes a systematic assessment of the effects of contact on fourteen languages (representing six distinct language families/isolates), spoken by northern Amazonian peoples whose subsistence practices all involve a relative emphasis on hunting and gathering. The effects of contact are assessed via an extensive survey of lexical and grammatical data from nearly a hundred languages of this region, and take into account lexical borrowing, Wanderwort distributions, and grammatical convergence. This comparative approach indicates that most Amazonian foraging-focused peoples have been heavily involved in regional interactive networks over time, as have their more horticulture-dominant neighbors, but that the linguistic effects of contact are variable across subsistence pattern. While subsistence thus does not appear to be correlated with the degree of contact-driven change experienced by the languages of this region, it is, on the other hand, a strong predictor of the direction of influence, which favors a unidirectional farmer-to-forager linguistic transmission.
• Eriksen, L. 2021. Nature and Culture in Prehistoric Amazonia. Usig GIS to Reconstruct Ancient Ethnogenetic Processes from Archeaelogy, Linguistics, Geography, and Ethnohistory. PhD thesis, Lund University.
  Abstract: The thesis focuses on one of the major linguistic expansions in pre-Columbian South America. It identifies some of the cultural mechanims in the interaction between non-Arawak speaking societies, emphasizing the role o regional interaction.
• Espinosa, Ma. Fernanda. 2019. Fichas de Lectura para el Desarrollo de la Comprensiòn Lectoria en Niños de Tercero y Cuarto Año de Educaciòn General Básica de la Escuela Ika de la Comunidad Waorani de Guiyero. BA thesis, Pontificia Universidad Católica.
  Abstract: El presente trabajo de investigaciòn ha sido diseñado para desarrollar las habilidades de comprensiòn lectora como antesala a la obtenciòn de un proceso lector màs dinàmico, refleico, crìtico y llamativo para estudiantes de la comunidad Waorani.
• Fawcett, A. Z. 2018. Ideophone Integration and Expressiveness In Wao Terero. MA thesis, University of California, Santa Barbara.
  Abstract: Ideophones, which "simulate an event, an emotion a perception through language," have been claimed to be a universal category; however, they are generally understudied and are often considered marginal to the linguistic system. Focusing on their markedness, sudies of ideophones often ignore how ideophones participate in the larger grammar of a language.
• ———. 2012. Documenting Language, Culture, and Cognition: Language and Space among the Waorani. PHD dissertation, Bryn Mawr College.
  Abstract: This paper looks to investigate the intersection between the disciplines of anthropology, linguistics, and cognitive science through the discussion of the documentation projects and documenting spatial language. In focusing on the language and culture of the Waorani, an indigenous group of the Amazonian region of Ecuaodr, this paper examines the properties of the language-s staic locative constructions, the language's status as an isolate, and the challenges and successes in the documentation process at present.
• Fiddler, Justin. 2009. "Bound Nominal Roots in Waorani." GIALens, 5(1)
  Abstract: The Waorani language contains a set of morphemes which has previously been described as "classifiers." This paper examines data from a 377-sentence corpus of interlinear Waorani texts and concludes that the so-called "classifiers" are actually bound nominal roots which are used in various compounding processes. The paper also addresses the question of diachronic development and suggests possible historical sources for these morphemes.
• Fitzgerald, Colleen M. 1999. "A Reanalysis of Bidirectionality in Auca." Proceedings of the Western Conference on Linguistics,11: 106-118.
• Haboud, Marleen. 2015. "Language Planning and Policy in Ecuador." Current Issues in Language Planning, vol. 16, no. 3, pp. 251-267.
• Haboud, Marleen and Fernando Ortega. 2023. "The Waotededo Language and the Effects of Intense Contact". In Eda Drhemi and Christopher Moseley (eds), Endangered Languages in the 21st Century. pp. 284- 302. London, UK: Routledge.
  Abstract: Este artìculo se propone describir brevemente la situaciòn sociolinguistica de la lengua Waotededo hablada por las comunidades Waorani de las provincias de Pastaza y Orellana con especial interès en el desplazamiento linguìstico; así como, reflexionar sobre las actitudes, expectativas y controversias que los hablantes tienen hacia su lengua, su identidad y territorio, asì como tambièn en relaciòn con el Español.
• ———. 2023, "The Waotededo language and the effects of intense contact". In Marleen Haboud (ed), Linguistic Diversity Endangered, pp. 284- 302. Cham, Switzerland: Springer.
• Hidalgo, Mantilla et al. 2018. "Desarrollo de las neurofunciones: implicación en la lectura y escritura en niños de la nacionalidad Waorani en Ecuador". Revista Inclusiones, 5(4), pp.151-177
• High, C. 2018. "Bodies that speak: Languages of differentiation and becoming in Amazonia." Language & Communication, 63: 65-75.
  Abstract: In this article I consider the metaphysical underpinnings of a specific language ideology in Amazonian Ecuador by comparing Waorani ideas about the agency of speech in shamanism and funerary practices to their engagements in language documentation. I relate the notion of language as a force inseparable from the bodies of speakers to concepts of language as "culture" in research to document their language. By considering how Waorani consultants have come to see certain features of their language in video recordings, such as sound symbolism, I examine the differences and interconnections between Waorani language ideology and multiculturalist understandings. These interactions suggest divergent ontologies at the same time as they demonstrate how indigenous people operate simultaneously within contrasting imaginings of differentiation.
• Holman, Thomas. 1998. "Waorani Verb Affixes." In Evelyn Pike and Rachael Saint (eds), Workpapers Concerning Waorani Discourse Features, pp. 29-46. Dallas, TX: Summer Institute of Linguistics.
• Korak, C. 2015. "Indigenous Multilingualism and Translation: The Creation of Intra-and Intersocial Hierarchies in the Communities of the Waorani People of Ecuador." Tusaaji: A Translation Review, 4(1): 1-1.
  Abstract: The indigenous Waorani people of Ecuador's Amazon rainforest are immersed in a tightly woven net of neocolonial forces due to the presence of oil company workers, illegal loggers, and settlers pursuing individual interests in their teritory. They also face the consequences of increasing bi-and multilingualism, resulting mostly from formal schooling in Waorani communities. This article addresses the institutions and individual actors exerting an influence on language use among the Waorani, and examines how language and translation foment intra-and intersocial hierarchies in the communities.
• Labaka, Alejandro. 1972. "Stress Trains in Auca." In R. Brend (ed), Selected Writings: To Commemorate the 60th Birthday of Kenneth Lee Pike, pp. 186-191. Berlin, Boston: De Gruyter Mouton.
  Abstract: Este estudio examina los patrones de acentuación en el idioma auca (waorani), analizando cómo se distribuye el énfasis prosódico en las palabras y frases. Contribuye al entendimiento de la fonología del idioma.
• Lester, Peter. 1972. Altered States: A Study of Waorania (AUCA) Stress. PhD thesis, The University of Texas at Arlington.
  Abstract: The focus of this thesis is Waorani's stress system. It is viewed as the earliest recognized example of bi-diretional stress: As one stress moves from left to right covering single roots and sequences of roots, a second stress moves from irght to left covering suffixes. Waorani stress is interesting in that it exhibits two types of stress is interesting in that it exhibits two types o stress clash which are thought to be the resut of the opposing stress waves.
• Martinez, Danna P. 2024. El Hijo del Sol. Cuento Ilustrato Infantil-Juvenil Waorani. Riobama, Ecuador: ESPOCH.
  Abstract: El presente trabajo de Integraciòn curricular abordò el problema de la disminuaciòn de la transmisiòn intergenracional de las tradiciones orales waorani en su idioma causado por el declive del interès de los jòvenes en sus raices culturales.
• Mejia, Ma. Eugenia and Hidalgo, G. 2019. Cowe Cowe Waorani. Quito, Ecuador. Editorial PUCE.
  Abstract: Este libro es producto de la investigacion y proyecto de tesis con el Team: El material didactico como vìnculo de la cultura, la pràctica de la lengua y el aprendizaje en la escuela waorani Ika: el cuento gràfico.
• Payne, Doris L. 2014. Amazonian Linguistics: Studies in Lowland South American Languages. Austin, TX: University of Texas Press.
  Abstract: Lowland South American languages have been among the least studied ln the world. Consequently, their previous contribution to linguistic theory and language universals has been small. However, as this volume demonstrates, tremendous diversity and significance are found in the languages of this region. These nineteen essays, originally presented at a conference on Amazonian languages held at the University of Oregon, offer new information on the Tupian, Cariban, Jivaroan, Nambiquaran, Arawakan, Tucanoan, and Makuan languages and new analyses of previously recalcitrant Tupí-Guaraní verb agreement systems. The studies are descriptive, but typological and theoretical implications are consistently considered. Authors invariably indicate where previous claims must be adjusted based on the new information presented. This is true in the areas of nonlinear phonological theory, verb agreement systems and ergativity, grammatical relations and incorporation, and the uniqueness of Amazonian noun classification systems. The studies also contribute to the now extensive interest in grammatical change.
• Peeke, Catherine M. 1973. Preliminary Grammar of Auca. Glendale, CA: Summer Institute of Linguistics.
• ———. 1979. El idioma huao: Gramática pedagógica, tomo 1. Quito, Ecuador: Instituto Lingüístico de Verano
• ———. 1991. "Negación en Huaorani." In Carolyn Orr, Stephen Levinsohn y Catherine Peeke (eds), Estudios gramaticales en Napo Quichua y Huaorani. Cuadernos etnolingüísticos No. 16. Quito, Ecuador: Summer Institute of Linguistics (SIL).
• ———. 2007. "Waorani." In Mary Ritchie Key (ed), Intercontinental Dictionary Series. http://lingweb.eva.mpg.de/ids/
• Piispanen, P. S. 2021. "Inside Ecuador: Quechua and Spanish loanword etymologies for Cofán, Siona, Cayapa, Colorado and Waorani." Academia, 1-29.
  Abstract: In this paper, numerous Spanish and Quechua borrowings into the indigenous languages of Cofán, Siona, Cayapa, Colorado and Waorani are extensively presented in semantic and phonological terms, and regular, suggestive sound correspondences for all such borrowings into these languages are summarized. The Spanish borrowings are summarized in semantic categories pertaining to almost all possible categories including agriculture, nature, warfare, seafare, medicine, commerce, numerals, religion, law, time, and the household. The Quechuan borrowings are far fewer and pertain to nature, the household, religion and some basic verbs. A new somewhat surprising finding is Quechuan borrowings into the Siona and Waorani languages, respectively. For a semantic comparison, Spanish lexical borrowings into the Aguaruna language are presented at the end.
• Saint, Rachel and Kenneth L. Pike. 1962. "Auca Phonemics." In Benjamin Elson (eds), Studies in Ecuadorian Indigenous languages, pp 2-30. México, Summer Institute of Linguistics
• Wilkendorf, Patricia. 1988. "Waorani Clause Formulas." Notas Lingüísticas de la Sociedad Lingüística de Verano, 37: 15-33.
  Abstract: Este estudio presenta un conjunto preliminar de fórmulas de cláusulas contrastivas en waorani, mostrando las secuencias tagmémicas que las componen. Se enfoca en la estructura de las oraciones y cómo se organizan los elementos dentro de ellas.
• Wirth, Ciara. 2022. Learning in the Forest: An Exploration of Waorani Education and its Interaction With Formal Sate Schooling in the Ecuadorian Amazon. PhD thesis, Stanford University.
  Abstract: Worldwide, formal education through schools is reaching ever-more remote corners of our planet and landing in diverse cultural contexts, each with their own forms of local education. While htese schools are celebrated for offering the opportunity of improved economic opportunty and new expanded understanding.
• Zander, Lynn. 1988. "Keeping Track of Participants Where They Are Not Named." In Evelyn Pike and Rachael Saint (eds), Workpapers Concerning Waorani Discourse Features, pp. [especificar páginas si es posible]. Dallas, TX: Summer Institute of Linguistics.

• Babb, Valerie. 2012. Sabiduría de la Cultura Sapara de la Amazonía Ecuatoriana. Cuenca, Ecuador: Universidad de Cuenca.
  Abstract: Los temas que se abordan no pretenden, de ninguna manera, ser exhaustivos: queda aún mucho por hacer; son producto de los ensayos -prácticas- de investigación de campo; pero revelan el pensamiento y práctica culturales de los Sapara de la Amazonía ecuatoriana. La primera parte abarca conocimientos relacionados con el Lenguaje y Comunicación: Fonología, Morfología, Sintaxis; Semiótica General, Semiótica Aplicada y Semiótica Sociocultural; la segunda, se organiza en torno a temas de la cultura Sapara analizados desde la Seniótia General, la Semiótica Aplicada y la Semiótica Sociocultural; la tercera parte, se refiere a temas relativos a la organización de la sociedad, historia mítica, etc.; en la cuarta, se trata de aspectos que se relacionan con la ecología, el medioambiente y la Etnobtánica.
• Beier, Christine y Lev Michael. 2018. "Language Revalorization in Peruvian Amazonia, Through the Lens of Iquito." En Leanne Hinton, Leena Huss y Gerald Roche (eds), Revitalization of Endangered Languages, pp. 409-428. Nueva York, NY: Routledge.
• Beuchat H., Rivet Paul. 1908. "La famille linguistique Zaparo." Journal de la Société des Américanistes. 5 (1): 235- 249
• Billhaut, A. 2003. "Soñar, Recordar y Vivir con Eso." Estudios Atacameños. 26: 61-70.
  Abstract: Esta contribuciòn representa un aporte de nuevos datos originales sobre la construcciòn de la memoria a partir del caso zàpara. Los zàpara del Amazonas acceden al conocimiento del pasado por los recuerdos, los que tienen un papel fundamental en su vida diaria. A travès de la experiencia onìrica y su lenguaje logran reconstruir su historia y cómo la usan de manera estratègica en el presente.
• Andrade Pallares, Carlos. 2001. Kwatupama sapara= Palabra zápara: obra maestra del patrimonio oral e inmaterial de la humanidad. Puyo, Ecuador: Abya Ayala."
  Abstract: En la historia perdida de este planeta, con apoyo de nuestros sabios mayores záparas, y con los conocimintos del mundo externo, hemos logrado poner en papel las primeras investigaciones y estudios realizados sobre nuestra cultura y lengua, depositados en la memoria coleciva de las comunidades herederas de Tsamaru, el conocimiento que nos ha legado la selva.
• Carvalho, Fernando O. de. 2013. "On Záparoan as a Valid Genetic Unity: Preliminary Correspondences and the Status of Omurano." Revista Brasileira de Linguística Antropológica, 5(1): 91-116.​
• de Carvalho, F. O. 2013. "On Záparoan as a valid genetic unity: Preliminary correspondences and the status of Omurano." Revista Brasileira de Linguística Antropológica, 5(1), 91-116.
  Abstract: The Záparoan linguistic family has been so far acknowledged as constituting a genetic group only on the basis of lexical similarity and grammatical parallels. We present here a preliminary statement of recurring sound correspondences holding among the basic lexical and grammatical vocabularies of three languages usually seen as belonging into the Záparoan family: Iquito, Arabela and Záparo. Though still a preliminary effort towards a more complete understanding of the history of this group, this is enough to gain some insight into the sound changes that have acted in the diversification of these languages from their putative common ancestor and to qualify the claims concerning the Záparoan affiliation of a fourth language, Omurano, our conclusion being that no evidence for this hypothesis exists.
• Derbyshire, D. C. 1987. "Morphosyntactic areal characteristics of Amazonian languages." International Journal of American Linguistics, 53(3): 311-326.
• Dooley, R.A., 1990. "The positioning of non-pronominal clitics and particles in lowland South American languages", In Doris L. Payne (ed), Amazonian linguistics: Studies in lowland South American languages, pp. 457-83. Universidad de Texas.
• Haboud, M. 2010. "Pueblos y Lenguas Indìgenas de la Amazonìa Ecuatoriana." Atlas Sociolingìstico de Pueblos y Lenguas Indìgenas de Amèrica Latina, 1(27)
  Abstract: El Ecuador, uno de los paìses màs pequeños de Amèrica del Sur (272.045 km.2) con un total de 12'156.608 de habitantes (SIISE), se caracteriza por su ecodiversidad, etnodiversidad y logodiversidad (diversidad linguistica). En el Ecuador hay trece nacionalidads y catorce pueblos indìgenas.
• Hansen, C. 2010. "Inalienable Possession in Iquito (Zaparoan): a frequency analysis." LSA Annual Meeting Extended Abstracts, 21: 1-5.
  Abstract: The differential marking of alienable and inalienable possession has been attributed to iconicity, under the assumption that items that are conceptually close will have less linguistic distance (e.g. Haiman 1983). Haspelmath (2008) argues against iconicity, claiming instead that the coding asymmetry can be explained by an economy approach. This paper looks at the marking of inalienable possession in Iquito, a Zaparoan language of the northern Peruvian Amazon, and presents data in favor of Haspelmath's analysis, by showing that the shorter, more cohesive forms found with inalienably possessed nouns are better explained by frequency of use than by iconicity.
• Michael, Lev. 2021. "The Semantics of Graded Past Tenses in Iquito (Zaparoan, Peru)." International Journal of American Linguistics, 87(2): 145-178.
• Michael, Lev et al. 2014. Diccionario záparo trilingüe: sápara-castellano-kichwa, castellano-sápara y kichwa-sápara. Quito, ECU: Editorial Abya-Yala.
• Miller, Shanna. 2019. "For Ecuador's Sápara, Saving the Forest Means Saving Their Language." Mongabay Environmental News, July 8, 2019.
• Moya, Ruth. 2007. Esbozo gramatical de la lengua sápara. Quito, Ecuador: UNESCO.
• ———. 2009. Diccionario trilingüe sápara-castellano-quichua. Ministerio de Educación del Ecuador
• Páliz, S. E. 2017. La obligación estatal de preservar los idiomas ancestrales. caso: idioma Sapara. Tesis de pregrado, Pontifica Universidad Católica del Ecuador.
  Abstract: The dissertation is a study relative to the obligation of the state to preserve the ancestral languages of the peoples and nationalities indigenous in Ecuador, specifically the case of the ancestral sapara language; from a perspective in which visualizes the ancestral languages as part of the Intangible Cultural Heritage of Humanity and as a foundation of the rights to culture, education, individual and collective cultural identity. This thesis does not include an analysis of the right to self-determination of indigenous peoples (self-government, right to own right, right to territory and the right to prior, free and informed consultation), however, several aspects of this will be highlighted. reason for evidencing the level of vulnerability suffered and suffered by the Sapara indigenous nationality.
• Payne, Doris L. 1985. "-Ta in Zaparoan and Peba-Yaguan." International Journal of American Linguistics, 51(4): 529-531.
• Peeke, Catherine. 1962. "Structural Summary of Záparo." In Benjamin Elson (ed), Studies in Ecuadorian Indigenous languages, pp 125-216. México: Summer Institute of Linguistics
• Peeke, Catherine M. et al. 1991. Bosquejo gramatical del záparo. Quito, Ecuador: Instituto Lingüístico de Verano.
• Quishpe, Cristóbal. 2023. Sapara atupama. Kasukuiminñijau ta tupamairia. Quito, Ecuador: Abya Yala.
• Saint, R. and Pike, K. 1959. El Záparo. Estudios acerca de las Lenguas Huaorani (Auca) Shimigae y Zápara, pp. 43-48. Quito-Ecuador: Instituto Linguistico de Verano.
  Abstract: El presente trabajo destaca la importancia que tiene el estudio de lenguas indìgenas ecuatorianas, principalmente aquellas que estàn en proceso de ràpida extinciòn. En este contexto, se desarrolla trabajos relevantes relacionados a las lenguas huaorani (auca), shimigae y zàpara.
• Sargent, Mary. 1959. "Vocabulario záparo”. Estudios acerca de las lenguas Huaorani (Auca), Shimigae y Záparo, 43-48. Quito: Ministerio de Educación y el Instituto Lingüístico de Verano.
• Stark, L. 1985. "Indigenous Languages of Lowland Ecuador: History and Current Status." In H. M Klein & L. Stark (eds), South American Indian Languages: Retrospect and Prospect, pp. 157-193. Austin: University of Texas Press.
• UNESCO. 2003. Bi-national Action Plan for the Safeguarding and Revitalization of the Oral and Intangible Heritage of the Zápara Community. Paris, France: United Nations Educational, Scientific and Cultural Organization.
• van der Auwera, Johan and Olga Krasnoukhova. 2019. "Zaparoan Negation Revisited." Revista Brasileira de Linguística Antropológica, 11(2): 21-44.
• Viatori, Maximilian. 2005. "The Language of "authenticity": Shifting Constructions of Zapara Identity, the Politics of Zapara Identity, the Politics of Indigenous Representation, and the State in Amazonina Ecuador." Phd thesis, University of California.
  Abstract: In this study I show Zápara communities and their leaders in Amazonian Ecuador used the revitalization of the Zápara language as an indication of their "authentic" cultural uniqueness.
• Viatori, Maximilian, and Gloria Ushigua. 2007. "Speaking sovereignty: Indigenous languages and self-determination." Wicazo Sa Review, 22(2): 7-21
• ———. 2007. "Community-Oriented Efforts to Revitalize and Revalorize Záparo." In Peter K. Austin and Julia Sallabank (eds), Language Documentation and Revitalization in Latin America, pp. 157-176. London, UK: SOAS.
• Wise, M. R. 2005. "Apuntes sobre las Lenguas Záparos – Familia que se Extingue." Revista Latinoamericana de Estudios Etnolingüísticos, 11: 51-69.