Chqeta'maj le qach’ab’al K’iche’!

A Beginner to Advanced Level K’iche’ Online Course

Author: jic459

  • Tïjonïk 22 (Unit 22) La naj le atinamit? (Is your town far away?): Spatial Distance

    Tïjonïk 22 (Unit 22) La naj le atinamit? (Is your town far away?): Spatial Distance

    The following words act as spatial markers. They place objects and people in relation to a set of spatial coordinates having the speaker at the origin. The first two (naqaj, naj) place distance from the speaker on a relative scale: near, far away. The following three (waral, chi’, chi’ la’) are deictic forms, that is, words that require ostensive gestures to reference their objects (here, there).

    A) NAQAJ Naqaj is a relational noun that indicates a close distance between people/objects. It is complemented by a prepositional phrase with -E (chi+ -E + naqaj).
    1. Le wo’ch k’o chunaqaj le nimatijob’al. My house is near the university.
    2. Chinunaqaj xk’oji’ wi. He/she was/stayed near me.
    3. Naqaj kint’uyi’ wi chawe. I am sitting close to you.
    4. Naqaj k’o wi le nutinamit. My town is near.
    B) NAJ Naj is an adverb that indicates a large distance between two people/objects. It is never possesed unlike naqaj.
    1. Naj k’o wi le wo’ch. My house is far away.
    2. Naj kint’uyi’ wi chawe. I am sitting far from you.
    3. Naj k’o wi le wo’ch chuwach le tijob’al. My house is farther away than the church (as seen from a third location).
    4. Naj k’o wi le wo’ch che le tijob’al. My house is far from the school.Naj is also used to quantify duration (a long time):
    5. Naj xtz’e’n le ne’. The baby cried for a long time.
    6. Naj xub’an le chomal. The meeting took a long time.
    7. Naj xub’an le b’inem. The walk took a long time.
    C) WARAL Waral is a deictic form, it can be translated as here. It references the speaker’s proximal space, which depending on the context may be the precise point where he/she is located, his/her abode, village, city etc.
    1. Waral kint’uyi’ wi. I am sitting here.
    D) CHI’ Another deictic form, chi‘ it can be translated as right here. It references the speaker’s precise location.
    1. Chi’ kewar wi le ak’alab’. Here are the kids sleeping.
    E) CHILA’ Chila’ is another deictic from, it can be translated as there. It references a more or less precise space located distally both from speaker and addressee.
    1. Chila’ kewar wi le ak’alab’. The kids are sleeping over there.

    nojim katb’ek (lit: go slowly) an idiomatic expression that is used to tell someone to be careful/be safe/ take care when going somewhere
    chomal meeting
    b’inem (noun) walk; stroll
    k’achelaj forest
    b’inel ja’ river
    tzalij(ik) to return
    tz’e’n(ik) to cry (also refers to certain animal cries)
    t’uyi'(k) (vit) to sit (positional: see unit 25)
    tij(o) anim to run

    Translate the following sentences to K’iche’:

    1. Where are we going?
    2. The university is very far from my house.
    3. My classmate lives near the river.
    4. The forest is over there.
    5. My town is far from your town.
    6. I am from _______________.
    7. Is there food here, at the meeting?
    8. I run over there, on the road.
    Answers
    1. Jawi katb’e wi?
    2. Le nimatijob’al naj k’o wi chech le wo’ch.
    3. K’o le ro’ch le wachi’l chunaqaj le b’inel ja’.
    4. Je la’ k’o wi le k’achelaj.
    5. Le nutinamit naj k’o wi chech le atinamit.
    6. Pa __ kimpe wi.
    7. La k’o wa waral, pa le chomal?
    8. Je la’ kintij anim, pa le b’e.

  • Tïjonïk 21 (Unit 21) Mattzaqik! (Don’t fall!): Negative Imperatives (Vetatives)

    Tïjonïk 21 (Unit 21) Mattzaqik! (Don’t fall!): Negative Imperatives (Vetatives)

    We have studied the imperative forms. In this unit we will look at how to form negative imperatives: commands that tell someone to not do something.

    Negative imperatives in K’iche’ are inflected as indicative verbs but take m(a)- as aspect marker instead. Negative imperatives, therefore, neither take imperative suffixes (-a/-oq; -v(‘)), nor the imperative ch- prefix. They do take, however, the same phrase final markers as incompletive transitive/intransitive verbs.

    Negative imperatives can also be formed in passive and antipassive constructions, as we will see later on.

    1.
    Chinq’ab’aroq Let me get drunk!

    Minq’ab’arik! m-in-q’ab’ar-ik Let me not get drunk!

    2.
    Qach’aya’! Let us hit him/her/it!

    Maqach’ayo! ma-ø-qa-ch’ay-o Let’s not hit him/her/it!

    3.
    Chrelaq’aj! Let him/her/it steal it!

    Marelaq’aj! ma-ø-r-elaq’aj Let him/her/it not steal it!

    4. Chaloq’o jun tara’s! Buy a peach!

    Maloq’ le tara’s! m-ø-a-loq’ Don’t buy the peach!

    5. Chab’isonoq

    Mab’isonik ma-ø-b’ison-ik May he/she/it not be sad!

     

    nikaj chik the rest of, half, remainder
    chanim now
    ixim corn
    chajinel guard; police
    jab’ rain
    q’oyi'(k) (vit) to lie down (positional: see unit 25)
    b’in(ik) (vit) to walk
    ch’aw(ik) (vit) to talk
    b’insaj (vtr) to walk something; to make something walk (as in walking a dog); to drive a vehicle
    mub’a (vtr) to soak
    koj(o) (vtr) to use; to believe
    ta(to) (vtr) to listen
    esaj (vtr) to take out
    tara’s peach

    Translate the following sentences into English:

    1. Mib’an ix jas kakib’an le e nik’aj chik winaq!
    2. Mita ix jas kakib’ij le e nik’aj chik winaq!
    3. Mamub’a le ixim!
    4. Minril le chajinel!
    5. Match’awik!
    6. Mojb’e cho (chuwach) le jab’!
    7. Mitij le iwa!
    8. Miniwiye’ej!
    9. Matq’oyi’ pa le ch’at!
    10. Mamub’a awib’ cho le jab’!
    Answers
    1. Do not do what other people do! (you all, formal)
    2. Do not listen to what other people say! (you all, formal)
    3. Do not soak the corn!
    4. Let the police not see me!
    5. Do not talk!
    6. Let us not go out in the rain!
    7. Do not eat! (you all)
    8. Do not wait for me!
    9. Do not lie down on the bed!
    10. Do not get wet in the rain!
    Translate and rewrite the following phrases with negated imperatives:
    1. Wara alaq pa le ja kamik!
    2. Qakojo le k’ak’ atz’yaq!
    3. Chiya’a le nik’aj chi rikil pa le t’u’y!
    4. Chatija le awa chanim!
    5. Chinto’o la che le chak!
    6. Katchakuna pa wulew chwe’q!
    Answers
    1. ¡Mawar alaq pa le ja kamik!
    2. ¡Maqakoj le k’ak’ atz’yaq!
    3. ¡Miya’ le nik’aj chi rikil pa le t’u’y!
    4. ¡Matij le awa chanim!
    5. ¡Minto’ la che le chak!
    6. ¡Matchakun pa wulew chwe’q!
    Translate the following phrases into K’iche’:
    1. Don’t take the cookie (kaolin wa) out of the cookie jar (k’olb’al wa)!
    2. Let her not walk the dog!
    3. Let him not walk around at night!
    4. You all, don’t get drunk!
    5. Don’t put your stuff in my backpack (chin)! Put it in your backpack!
    6. Don’t eat my food! Eat your food!
    7. Let them not help him! He needs to fend for himself. (to’ –ib’)
    8. Don’t fall! (very common phrase used for leave-taking)
    Answers
    1. Mawesaj le kaxlan wa pa le k’olb’al kaxlan wa!
    2. Muk’am b’i le tz’i’ pa jun b’inem!
    3. Mab’in chaq’ab’!
    4. Mixq’ab’arik!
    5. Maya ajastaq chupam le nuchim! Chaya’a chupam le achim.
    6. Matij le nuwa! Chatija le awa at!
    7. Makito’o! Rajawaxik kuto’ rib’.
    8. Mattzaqik!

  • Tïjonïk 20 (Unit 20) Saqirik Iwonojel! (Good morning, everyone!): Relational Nouns

    Tïjonïk 20 (Unit 20) Saqirik Iwonojel! (Good morning, everyone!): Relational Nouns

    Relational nouns play the same syntactic role as English prepositions but are inflected as nouns. Unlike the locative prepositions chi and pa, relational nouns are always possessed. They mark a relationship of belonging, causality, reflexivity, temporality or spatiality between two phrases.

    A) -ECH

    It indicates a relationship of possession, association or purpose. The possessor may be emphasized by being followed by a Set B pronoun (absolutive pronoun). It may also be contracted as can be seen in the examples below.

    We    (ch) (in)                             mine
    Awe    (ch) (at)                       yours
    Re    (ch) (ri are)                        his/hers
    Ech la (lal)                              yours (formal)
    Qe    (ch) (oj)                              ours
    Iwe    (ch) (ix)                             you all’s
    Ke    (ch) (ri a’re’)                        theirs
    Ech     alaq (alaq)                        you all’s (formal pl)

     

    Possession

    Wech in le tz’ib’ab’al. The pencil is mine.
    Ronojel le ulew ech alaq. All this land is yours (formal pl)

    “Association”- The possessor is generally non-agentive and does not “own” the object but rather expresses a close association between them.

    Sib’alaj utz kinwil le atz’yaq rech Nahuala. I really like the clothing of Nahuala.
    Jawi k’o wi le wuj re le qatijonik? Where is the paper with/about/concerning our lesson?

    Purpose/beneficiary (dative)

    Kub’an le wa rech le nuk’ulanem. S/he is making the food for my wedding.

    Constructions in which (ch)–ech expresses the recipient/indirect object:
    Xloq’ ulew chiwech ix. The land was bought for you all.
    Maltyox chiwe. Thank you all.
    Jas kub’ij chwe? What is s/he saying to me?
    Kuya’ le wuj chqe. S/he is giving the book to us.

    Other functions

    (Ch)-ech also introduces oblique objects after antipassive verbs.

    In combination with rumal after intransitive verbs and passive forms, it introduces indirect causes:

    Xopan le wuj awuk’ rumal wech in. The book came to you because of me.

    Following a nominal, -ech indicates a quality or state of the corresponding person:
    Utz awe la’! Lucky you! You have it good! Sidenote: The shortened form e is used as the word for girlfriend/boyfriend
    La k’o awe? Do you have a boyfriend/girlfriend? B) –UK’ It is equivalent to English with, but can also be a locative as in the last two examples below.
    Kinch’aw ruk’ le nunan pa le ch’aweb’al. I am speaking with my mom on the phone.
    Awuk’ xb’e wi ri ala. The boy went (together) with you.
    Kimb’e ruk’ le ajkun. I am going to the doctor.
    Kel b’i ruk’ le ajkun. He leaves from the doctor. C)–UMAL The noun –umal introduces agents in passive constructions: by, by agency of … , because of…
    Xkamsax le me’s rumal le tz’i’. The cat was killed by the dog.

    It also introduces indirect causes, beneficiaries, or instigators in intransitive clauses.

    Xopan le wuj awuk’ rumal wech in. The book came to you because of me.

    Rumal Because

    Na kinb’e ta pa le nimatijob’al rumal xinkosik. I am not going to school because I am tired.

    Rumal ri’ For that reason

    Rumal k’u ri’. Therefore

    Xinkosik, rumal ri’ na ximb’e ta pa le tijob’al. I am tired, for that reason I did not go to school.

    D) –ONOJEL This noun is a quantifier meaning all (pl) or every (sg).

    Saqirik iwonojel! Good morning you all!/Good morning everybody!
    Ronojel q’ij kinch’aj le nuware. I brush my teeth everyday. E) -TUKEL -tukel means by oneself; alone. The referent appears as the possessive marker.
    Utukel kakanaj kan pa ja. S/he stays behind in house all alone.
    Nutukel kimb’ek. I am going alone.

    F) -ij The relational noun -ij introduces verbal goals. It is comparable to English “after” in “He threw himself after her.”

    The relational noun -ij can also be used in the sense of “about” as in “to talk about  something.” For example, “xojch’aw chirij ri nuwakatem pa Xela” (we talked about our trip to Xela)

    We will learn about a few other relational nouns in later units.

    k’olb’al wuj library
    rikil dish (of prepared food)
    nimaq’ij party, holiday
    kos(ik) (vit) to become tired
    kosnaq tired
    ki’kot(ik) (vit) to be(come) happy
    b’ison(ik) to be(come) sad
    sik’ij (vtr) To invite, to call to read (sik’ij uwach)
    tz’ib’aj (vtr) to write
    ch’aweb’al telephone
    E-achi’il classmate; friend

    Translate the following phrases into K’iche’:

    1. Are you going to the library alone?
    2. The cat is ours.
    3. I go to work everyday.
    4. I am tired because I have a lot of work.
    5. Do you want to go to the park with us?
    Answers
    1. La atukel katb’e pa le k’olb’al wuj?
    2. Qech oj le me’s.
    3. Kimb’e pa nuchak ronojel q’ij.
    4. In kosnaq rumal k’i le nuchak.
    5. La kawaj katb’e quk’ pa le uxlanb’al?
    Translate the following phrases into English:
    1. Sib’alaj utz kinna’ le wa rech Iximulew.
    2. Na kojb’e ta pa k’ayb’al rumal maj le qarajil.
    3. Kaqab’an le rikil re le nimaq’ij.
    4. Chwe’q kimb’e pa le juyub’ kuk’ le e wachi’il.
    5. Kinb’ison rumal na karaj ta le nunan kab’e wuk’ pa le tinamit.
    Answers
    1. I really like food from Guatemala.
    2. We are not going to the market because we do not have money.
    3. We are making the food for the party.
    4. Tomorrow I am going to the mountain with my friends.
    5. I am sad because my mother does not want to go with me to the town.

  • Tïjonïk 19 (Unit 19) Chaq’aluj le ne’! (Hold the baby!): Requests and commands

    Tïjonïk 19 (Unit 19) Chaq’aluj le ne’! (Hold the baby!): Requests and commands

    In this unit you will learn to make requests and commands in K’iche’ (hortative forms). We will start with morphology of the imperative, the verbal forms required for requests and commands.

    Imperative verbs are marked with a prefix, called TAM marker (time, aspect, and mood marker) and a series of ad-hoc suffixes. These prefixes and suffixes vary between intransitive and transitive verbs.

    The primary TAM marker used in the imperative is ch- which attaches at the verbal TAM slot. The incompletive prefix k- prefix may be used as well entailing a more forceful request/command. The ch- marker has multiple functions in K’iche’. It is also used as a sort of subjunctive called also relative aspect (Mondloch) or dependent mood.

    In contrast to English, in K’iche’ the addressee is marked on every imperative verb. Just like in normal active verbs, imperative intransitive verbs use Set B pronouns and imperative transitive verbs use Set A and Set B pronouns to indicate the agent/subject and object. These imperative/hortative forms can also be derived from other intransitive verb stems like passives, or anti-passive verb stems (later lessons will delve into these verb stems).

    Intransitive verbs The imperative/hortative of intransitive verbs is marked by the prefix k-/ch- and a phrase-medial suffix –a, or a phrase final suffix –oq.

    The intransitive imperatives in phrase medial position are not stressed on the last syllable but rather on the penultimate syllable, usually part of the verb root.

    TAM prefix: ch-/k- Suffix: -a/-oq (phrase final)
    1. Katwaroq! Sleep!
    2. Chinuxlanoq Let me rest!
    3. Chixwara cho ja! You all sleep at home!
    The verbs “enter,” “come,” and “go” take irregular forms in the imperative as can be seen below:
    1. ok – enter (verbal root)
    Katojo’! Come in!

    Kixojo’! You all come in!

    Sa’j la! Come in! (you, formal)

    Sa’j alaq! You all come in! (formal, pl)
    1. pe(t) – come (verbal root)
    Chatpetoq! Come here! (you, informal)

    Chixpetoq! You all come here

    Chixpeta waral! You all come here!

    Peta la! Come here (formal, sg)

    Peta alaq! You all come here (formal, pl)

    Peta la jewa’ Come over here! (formal)
    1. b’e(k) go (verbal root)
    Jo! Let’s go!

    Jat! Go! (sg.)

    Jat jela’ Go away! (sg.)

    Jix! Go! (you, pl)

    Oj la jela’! You all go over there! (formal)

    Transitive verbs

    There are two kinds of transitive imperatives:

    Non-CVC/derived transitive verbs The imperative/hortative of non-CVC/derived verbs is marked by the either of the prefixes k- or ch-. No phrase final markers or suffixes exist.

    TAM prefix: ch-/k- Suffix: none
    1. Chatijoj! Teach him/her!
    1. Chkitijoj! Let them teach him/her!
    1. Chinkitijoj! Let them teach me!
    1. Chawesaj le apowi’! Take off your hat!
    CVC/ root transitive verbs The imperative of root transitive verbs is marked by either of the prefixes k- or ch- as well as the suffix –V (vowel) followed by a glottal stop.

    TAM prefix: ch-/k- Suffix: CoC (root vowel o) –o(’) CuC (root vowel u) –u(’) Ca/e/iC (root vowel everything else) –a(’)

    Phrase-final glottal stop A final glottal stop is required in hortative forms in final position when the verb ends the phrase or when it is followed by a vowel different from the terminal marker vowel
    1. Chaloq’o’! Buy it!
    2. Chab’ana’! Do it! (you, sg. informal)
    3. Loq’o’ alaq! Buy it! (formal, pl.)
    If the verb is not in phrase final position or if the vowel that follows is the same vowel as that of the terminal marker, the glottal stop is dropped and terminal marker vowel is lengthened.
    1. Loq’o la! Buy it! (you sg., formal)
    2. B’ana la! Do it! (you sg., formal)
    3. b’ana alaq! Do it! (you pl., formal)
    Imperatives can be formed with reflexives as well (reflexives are discussed in further detail in lesson 24):
    1. Chichajij iwib’! (You all) Take care!
    Exceptions: A. The prefix ch- does not appear when the agent is 1st person plural and the object 3rd person singular:
    1. Qabana’! Let’s do it!
    2. Qatijoj! Let’s teach him/it!
    B. In formal imperative forms (la/alaq) a 3rd person singular object pronoun (Ø) is used, the TAM ch-/k- is sometimes dropped to avoid a consonant cluster: *indicates non-grammatical form
    1. *Chwara la!
    2. Wara la! Sleep! (you, formal)
    1. *Chtijoj la!
    2. Tijoj la! Teach! (you, formal)
    When the first element after the ch-marker is a vowel, no such cluster appears and the ch- marker is retained:
    1. Chesaj la! Take it out! (you sg., formal)

    b’an(o) (vtr) to do
    mes(o) (vtr) to sweep
    il(o) (vtr) to see
    loq'(o) (vtr) to buy
    loq’oj (vtr) to love
    tij(o) (vtr) to eat, to drink, to consume, to ingest
    k’ut(o) (vtr) to show, to teach
    ya'(o) (vtr) to give
    q’i'(o) (vtr) to bear, to withstand; to tolerate
    to'(o) (vtr) to help someone
    su'(u) (vtr) to wipe
    chakuj (vtr) to work
    chajij (vtr) to take care, to guard
    k’ayij (vtr) to sell
    tzuq(u) (vtr) to nourish, feed
    iye’j (vtr) to wait for
    ux(ik) (vit) to become (indicates a change of state)
    num(ik) (vit) to be hungry
    aj ik’ maid (monthly worker)
    chi(k) again, already. Spanish: ya.
    si’ firewood
    we if, whether.

    Translate the following sentences into English.

    1. Chateloq!
    2. Chixopanoq!
    3. Chatq’ab’aroq!
    4. Wara alaq!
    5. Chachakuj le ulew!
    6. Chichajij le kej!
    7. Chuk’ayij le qasi’!
    8. Chiloq’oj le iwalk’wal!
    9. Chinawiye’ej!
    10. Chawila’!
    11. Chu’tijoj le ak’alab’!
    12. Chajij ib’ alaq!
    13. Chichajij iwib’!
    Answers
    1. Get out! Or Move aside!
    2. Arrive (you all)!
    3. Get drunk!
    4. Rest (you all, formal)!
    5. Work the land!
    6. Take care of the horse!
    7. Let him/her sell our firewood!
    8. Love your children!
    9. Wait for me!
    10. Go!
    11. Let him/her teach the children!
    12. Take care (you all, formal)!
    13. Take care (you all)!
    Translate the following sentences from English to K’iche’.
    1. Take care of yourself, sir!
    2. Teach (k’ut) your (sg.) children every day!
    3. Work (alaq) the land in the hills (pa le juyub’)!
    4. You all speak with the woman!
    5. Let him carry the firewood!
    6. Carry (sg.) the baby in your arms / Hold the baby!
    7. Take care of me!
    8. Talk (you all) to us!
    9. Kill the animals!
    10. Work (lal) the land!
    Answers
    1. Chajij ib la, tat!
    2. Chak’utu chkiwach le awalk’ual ronojel q’ij!
    3. Chakuj alaq le ulew pa le juyub’!
    4. Chixch’awa ruk’ le ixoq!
    5. Chreqaj le si’!
    6. Chreqaj le ne’!
    7. Chinachajij!
    8. Chojich’abej!
    9. Chikamsaj taq le chikop!
    10. Chakuj la le ulew!

  • Tïjonïk 18 (Unit 18) Le upa wo’ch (My family)

    Tïjonïk 18 (Unit 18) Le upa wo’ch (My family)

    In this lesson, we will learn about the basic family relationships.

    Family Tree (PDF)

    Read the following phrases. They are based on the information provided in the video and the family tree.

    Le umam le al Nela are le a Xtu’p. Xtu’p is Nelas grandfather.

    Le rachajil le al Nela are le a Ernesto. Ernesto is Nela’s husband.

    Le utat le al Nela are le a Wel. Wel is Nela’s dad.

    Le unan le al Nela are le al Xe’p. Xe’p is Nela’s mom.

    Le ral ala le al Nela are le a Jose Manuel. Jose Manuel is Nela’s son.

    Le uxb’al le al Nela are le a Xwan. Xwan is Nela’s brother.

    Le uchaq’ le al Nela are le al Xe’p. Xe’p is Nela’s younger sister.

    Le rixoqil le a Ernesto are le al Nela. Nela is Ernesto’s wife.

    Le uk’ajol le a Ernesto are le a José Manuel. José Manuel is Ernesto’s son.

    Le utat le a Ernesto are le a Chep. Chep is Ernesto’s dad.

    Le unan le a Ernesto are le al We’l. We’l is Ernesto’s mother.

    Le ratz le a Ernesto are le a Wel. Wel is Ernesto’s older brother.

    Le ranab’ le a Ernesto are le al Talin. Talin is Ernesto’s sister.

    Kinship terms
    upa ja family
    upa w-o’ch my family
    aj upa ja family member
    ati’t grandmother
    mam grandfather
    uwi’ E-mam grandchild
    nan mother
    tat father
    E-ixoqil wife (always possessed)
    E-achajil husband (always possessed)
    E-achalal  sibling: brother, sister
    E-alaxik family member; people that are “born with you,” relative
    Terms for children
    E-alk’wal child (of father). This describes children belonging to a family without specifying which gender. Always possessed. Absolutive form: alk’ualaxel(-ab’)
    E-al child (of mother) (always possessed, no plural form)
    mi’al daughter (of father); no plural
    k’ajol son (of father), plural: k’ajolab’
    nab’e al first born child in the family; said by father and mother
    ch’i’p last child (youngest) child in the family
    ne’  baby (pl.: ne’ab’)
    Terms for siblings. The sibling uses one term for siblings of the opposite gender, but differentiates same-gendered siblings according to relative age to speaker.
    -xb’al brother (of sister), no plural
    -anab’ sister (of brother), no plural
    -atz older sibling of the same gender
    -chaq’ younger sibling of the same gender
    Terms for extended family:
    ch’uti nan aunt
    ch’uti tat uncle
    ch’utiq tat nan aunts and uncles
    ch’uti E-al niece, nephew (of woman)
    ch’uti E-k’ajol nephew (of man)
    ch’uti E-mi’al niece (of man)
    ch’uti E-anab’ female cousin of male
    ch’uti E-xb’al male cousin of female
    ch’uti E-atz older cousin of same gender as speaker
    ch’uti E-chaq’ younger cousin of same gender as speaker
    Terms for affinal family (in-law relationship)
    ji’ achi father-in-law (use formal address lal, spoken by man)
    ji’ ixoq mother-in-law (use formal address lal, spoken by man)
    tat father-in-law (use formal address lal, spoken by woman)
    nan mother-in-law (use formal address lal, spoken by woman)
    alib’ daugther-in-law; sister in law (of woman)
    alib’ daughter-in-law (of man)
    ji’ son- in- law (of man)
    ji’ son-in-law (of female)
    b’aluk brother-in-law (of man)
    echam  brother-in-law (of woman)
    ixnam  sister-in-law (of man)
    achalka’n  the wife of your spouse’s brother (concuña)
    achji’ the husband of your spouse’s sister (concuño)
    uq’ab’ alaxik  wider family, extended family

    If you are in a class with other students, come up with 5 questions to ask a partner about their family. Otherwise, answer the following questions:

    1. La k’o awixoqil/awachajil? Jas ub’i?
    2. Jas ub’i le anan? Jas ub’i le atat?
    3. La k’o le axb’al/awanab’? Jas ub’i?
    4. Janipa le alaxik e k’o pa le upa awo’ch?
    5. La k’o le awati’t? La k’o le amam? Jas kib’i?

  • Tïjonïk 17 (Unit 17) In k’o pa uk’u’x tinamit (I am at the center of town): Prepositions

    Tïjonïk 17 (Unit 17) In k’o pa uk’u’x tinamit (I am at the center of town): Prepositions

    K’iche’ prepositions are of two kinds: standard and complex. Standard prepositions are single words similar to English to, on and in. Complex prepositions consist of several elements, usually a standard preposition followed by a possessed noun. We use these complex phrases to reference spatial relationships (on top of, at the side, in front of, etc.).

    STANDARD PREPOSITIONS

    PA Pa marks a location in which something happens or is located. It can be translated in different ways into English. For example:
    1. K’o jun xa’r pa ja. There is one jar in the house.
    1. Xekos le ixoqib’ pa le b’e. The women got tired on the road
    When combined with verbs of movement (go, come, arrive), pa introduces the location while the trajectory/path of the event is indicated in the semantics of the verb.
    1. Kape le a Wel pa Nawalja’. a. Manuel comes from Nahuala. (=he is from there) b. Manuel is coming to Nahuala.
    1. Kintzalij pa le nutinamit. I return to my hometown
    1. Kul le al We’l pa Nashville chaq’ab’. Manuela arrives (here) to Nashville tonight.
    1. Ke’l le e winaq pa le tyox. The people are coming out of (leaving) the church.
    CHI Chi means at or towards, but is mostly as a component of toponyms (place names):
    1. Pa le jun wokaj ub’i’ Chi Masat kape wi le achi. lit: From a hamlet called Chi Masat comes the man The man comes from a hamlet called Chi Masat (Place of Deers).
    1. Chi kaj. lit.: In the sky Above
    Nota bene: Chi is also a conjunction introducing object complement clauses of transitive verbs (Ex. I see that you did this). It is also part of complex prepositions as we will see below. Be careful not to confuse the preposition chi with the adverb chi(k) “again”; “already” or the locative demonstrative chi’ “here.” The complex preposition Ch(i) + E+ chi’ “along side; at the edge of” (see below) may be shortened to chi:
    1. E k’i le taq che’ tikil chi le b’e. There are many trees planted on the side of the road.
    Please also note that chi is sometimes used with the special meaning “with.”
    1. Xkamisax chi ch’ich’. He/she was killed with a machete.COMPLEX PREPOSITIONS
    K’iche’ shows a variety of complex prepositions made of three elements:

    pa or chi         + possessive pronoun (E)     + (relational) noun.

    Pa                    +   qa                                       +wi’

    On                   our                                           top (lit.: hair) i.e. on top of us/above us

    Relational nouns are nouns, often body parts, which are inflected with the possession markers and never occur without a possessive marker (see lesson 40 for more on body parts). Their function is to relate two arguments in a phrase with each other in terms of belonging, causal, reflexive, temporal, or spatial relationships (we will have a full lesson on relational nouns in Lesson 20).

    Sometimes, the i in chi, or the a in pa are dropped:

    chi+ nu+wach                         chinuwach in front of me (no vowel cluster, no vowel dropping of the i)

    chi+u+wach chuwach in front of him/her (vowel clustering, vowel dropping of the i)

    pa+qa+wi’ paqawi’ on top of us (no vowel cluster, no vowel dropping of the a)

    pa+a+wi’ pawi’ on top of you (vowel clustering, vowel dropping of the a)

    When honorific or formal possessive pronouns are used, they follow the relational noun:

    chi wach la in front of you (sg, formal)

    chi xo’l alaq among you (pl, formal)

    -WACH Chi + E + wach This preposition of one of the most commonly used. meaning in front of, before.
    • In the third person singular (chuwach), it is often used in its contracted forms:
    Chuwach                                                before her/him/it Chwach                                                  before her/him/it Chuwa                                                    before her/him/it Cho                                                          before her/him/it
    1. Le ro’ch le a Te’k k’o chwach le uk’ay le nunan. Diego’s house is in front of my mom’s (market) stall.
    1. Xink’ut le elaq’om chiwach. I showed you the thief. (Lit.: I showed the thief in front of you/to your face).
    1. Xuk’ut le K’iche’ ch’ab’al le al Nela chqawach. Nela taught us the K’iche’ language. (Lit.: Nela taught us the K’iche’ language in front of us/to our faces).
    *Some verbs require an indication of how the event is acting upon its referent. In those cases chuwach refers to the surface of something, but it cannot always be translated to English:
    1. Xatxuli’ chuwach le juyub’. You came down (the surface of) the hill.
    *The shortened forms of chuwach (chuwa/chwa/cho) are used together with ja (house) for home or patio.
    1. Xb’e le achi chwa ro’ch. The man went home
    1. K’o chwa ro’ch le pare. He/she is at the priest’s house.
    1. K’o cho ja. He/she is at home.
    Remember that chi + E + wach is also used phrases with a comparative sense. Comparative phrases can usually be recognized by a focused element (are for third person) followed by a form of chi + E + wach as the expression introducing the comparison (see lesson on adjectives).

    -ECH chi + E + ech This complex preposition introduces an event’s beneficiary. It can be translated with English to; for; from. The majority of speakers use a contracted form (indicated in bold), but the complete form is also heard.

    chwe    (ch) for me/to me
    chawe    (ch) for you/to you
    che    (ch) la for you/to you (formal)
    che    (ch) for him, her/to him, her
    chqe    (ch) for us/to us
    chiwech    (ch) for you all/to you all
    che    (ch) alaq for you/to you (formal pl.)
    chke    (ch) for them/to them
    1. Xaya’ jun awuj chwech. You gave me one of your books. (lit.: you gave your book to me)
    2. Maltyox chawe Thank you. (lit.: thanks to you)
    3. Maltyox chech la Thank you (formal). (lit.: thanks to you)
    The third person sg. che is used to introduce “infinitive constructions” which include passive verbal nouns (see later lesson on passives). -XE’ chi +E+ –xe’ This preposition means under, at the foot of (see example 22)
    1. K’o jun chikop chuxe’ le tz’alam. There’s an animal under the wooden plank.
    1. Xinxuli’ chuxe’ le juyub’. I went down to the foot of the mountain.
    1. Xekanaj kan chuxe’ le ul. They stayed/remained under the land slide.
    It can also indicate before in terms of time, not space
    1. Kink’uli’ chuxe’ unimaq’ij le qanan Talin. I will marry before St. Catharine’s (Day). (St. Catherine is Nahuala’s patron saint)
    1. Chuxe’ le qachomal kaqatij wi jun qameq’in. We drink a hot beverage (coffee, atole) before our meeting.
    -WI’ chi + E + wi’ This preposition appears in composition with pa and chi meaning on top of or above. When -wi’ and -chi’ are part of a complex preposition, the glottal stop is often omitted when not phrase final position.
    1. Xintik’ib’a le q’eb’al chuwi le wanke’t. I put the jar on the table.
    1. Xeqil le chikop puwi le ja. We saw the animals on top of the house.
    1. Le alkalte k’o paqawi oj, le oj ajch’amiyab’. The mayor is above all of us, town marshals.
    –IJ chi + E + ij In combination with chi it means behind as locative expression, about when introducing a ‘topic’, or after when referencing time.
    1. Ke’tz’an le ak’alab’ chiqij. The children play behind us.
    1. K’o le qachet chirij le tuj. Our granary is behind the sweat bath.
    1. Xinsik’ij jun wuj chirij le ub’antajik le tinamit Chwimeq’ina. I read a book about the ways of the town of Totonicapán (lit.: above hot water).
    1. Chirij le qachomal kaqatij le qameq’in. After the meeting we drink a hot beverage (coffee, atole).
    -XO’L chi + E + xo’l This preposition translates as among or in between
    1. K’o jun alaj tz’i’ chikixo’l le alaj taq ak’. There is a puppy dog among the chicks.
    1. Q’alaj le tyox chuxo’l taq le ja. The church is visible among the houses.
    -PAM chi+ E+ pam This preposition translates as inside of.
    1. K’o kinaq’ chupam le t’u’y. There are beans in the cooking pot.
    -TZALAJ pa+E+ tzalaj This preposition follows both pa and chi, both meaning to/at the side of.
    1. K’o le ixoq pakitzalaj le achijab’. The woman is to the side of the men.
    1. Are le nuchaq’ le k’o pa kitzalaj le e wanab’.It is my younger brother who is beside my sisters.
    2. Keb’in le achijab’ chikitzalaj le ixoqib’. The men are walking at the women’s side.
    -MOX Left and right are used in K’iche’ only to describe stationary objects. They are rarely used for spatial directions. Going up or going down are used instead. pa+E+ mox to the left of…
    1. Pa umox le tyox kilitaj le uwachib’al le nunan. On the left of the church my mother’s picture can be seen.
    -WIKIQ’AB’ pa+ E+wikiq’ab’ to the right of…
    1. Puwikiq’ab’ le tyox kilitaj le uwachib’al le nunan. On the right of the church my mother’s picture can be seen.

    toq’ob favor
    kaxlan tzij Spanish
    ak’al child
    k’ut(u) (vtr) to show, to teach
    k’olb’al pwaq bank
    uxlanb’al park
    tyox (ja) church
    qatb’al tzij government; municipality
    komon community; neighborhood; in Spanish comunidad
    wokaj hamlet; a group of houses; in Spanish caserío
    ojer tzij a long time ago
    k’ayb’al  market
    ichaj herbs
    saqwach potatoes
    rikil dish (as in prepared food)

    Translate the following sentences to K’iche’.

    1. My house is next to the park.
    2. There is a dog on the side of the road.
    3. My sister gives the food to me.
    4. I am going to the game after my lesson.
    5. Do you want to go to the market before class?
    Answers
    1. Le wo’ch k’o chutzalaj le uxlanb’al.
    2. K’o jun tz’i’ chuchi’ le b’e.
    3. Kuya le nuwa le wanab’ (or watz/nuchaq’ see lesson 18).
    4. Chirij le nutijonik kimb’e pa etz’anem.
    5. La kawaj katb’e pa k’ayb’al chuxe le tijonik.
    Translate the following phrases from K’iche’ to English.
    1. K’o le k’ayb’al chirij le uxlanb’al.
    2. K’o le ak’al chikixol le utat unan.
    3. Rajawaxik kab’an jun toq’ob chwe.
    4. We kiwaj, kaqak’ut le ch’ab’al kaxlan tzij chiwach.
    5. Maltyox chech alaq.
    Answers
    1. The market is behind the park.
    2. The boy is between his parents.
    3. You need to do me a favor.
    4. If you all want, we will teach you the Spanish language.
    5. Thank you all.

  • Tïjonik 16 (Unit 16) Tajin Kinweta’maj (I am learning): Auxiliary Verbs

    Tïjonik 16 (Unit 16) Tajin Kinweta’maj (I am learning): Auxiliary Verbs

    In this lesson, we will learn about several helping (i.e. auxiliary) verbs.

    The following shows the common use of some auxiliary verb-construction (in English auxiliary verbs are usually followed by the infinitive, like in I want to cry). In K’iche’ a second full verb is often used after the auxiliary.

    Kowinik “to be able to”: The main verb follows a form of “kowinik,” with which it agrees in person and aspect.

    Kinkowinik kimb’ek. K-in-kowin-ik k-im-b’e-k INC-1sing-be able to-pfm  INC-1sing-go-pfm. I can go.

    Xatkowinik xab’ano. x-at-kowin-ik x-a-b’an-o COMP-2sing-be able to-pfm COMP-2sing-do-pfm. You were able to do it. / You could do it.

    Kinkowinik kink’am b’i le pwaq we karaj le nutat. k-in-kowinik  k-in-k’am  b’i  le  pwaq we ka-r-aj le nu-tat INC-1sing-be able to   INC-1sing-take  directional art. money if INC-3sing-want art. my-dad I can take away the money if my dad wants.

    La kakowin alaq kinto’ alaq? La ka-Ø-kowin alaq k-in-Ø-to’ alaq? INT INC-Ø-be able to 2pl INC-1sing-Ø-help? Can you all (formal) help me?

    Aj “want” (vtr): In a construction with the verb aj “want” the following main verb does not have to agree in person with –aj-.
    Kawaj ka-w-aj I want (it)
    Kaqaj Ka-q-aj We want (it)
    Kawaj k-aw-aj You want (it)
    Kiwaj k-iw-aj You (pl) want (it)
    Kaj la K-Ø-aj la You (formal) want (it)
    Kaj alaq k-Ø-aj alaq You (formal, pl) want (it)
    Karaj ka-r-aj He/she wants (it)
    Kakaj ka-k-aj They want (it)
    [sc_embed_player fileurl=”https://tzij.coerll.utexas.edu/wp-content/uploads/auxiliar_15_ex-kawaj-kimbe-pa-tinamit.mp3″]Kawaj kimb’e pa tinamit. Ka-w-aj k-im-b’e pa tinamit. INC-1sin-want INC-1sing-go loc. town I want to go to town

    Xawaj xab’ano. x-aw-aj x-a-b’an-o COMP-2sing-aj COMP-2sing-do-pfm You wanted to do it.

    La kaj la kujtzalij la aninaq? La k-Ø-aj la k-uj-tzalij la aninaq? INT INC-Ø-want 2sing,formal INC-1pl-return dir. fast Do you (formal) want us to return here quickly?

    La kaj la koje’xojowa chwe’q? La k-Ø-aj la k-oj-e’-xojow-a chwe’q? INT INC-Ø-want 2sing,form. INC-1pl-incorporated movement-dance-PFM tomorrow Do you (formal) want us to go dance tomorrow?

    Rajawaxik “it is necessary”, “to need”: The irregular passive stem (ajawaxik) of the verb aj “want” becomes the base for the phrase rajawaxik “it is necessary.” The subject and nature of the need is expressed in a following verb. “Rajawaxik” may also be used as a noun: a necessary thing.

    Rajawaxik katzijon le nan ruk’ le tat. It is necessary that the mom talk to the dad.

    Rajawaxik kaya’ kan le pwaq wuk’ in. It is necessary to leave the money with me.

    Rajawaxik kaya’ kan le qawa rumal le aj ik’. It is necessary that our maid give us food.

    Jas rajawaxik kab’anik? What must be done?/ What’s necessary to be done?

    Chab’ij chwe we k’o jun rajawaxik. Tell me if you have a need/if you need something.

    Tajin : describes an ongoing action or an event happening at the same time as another (“progressive” English: I am/was talking). In K’iche this idea is expressed by the word katajin(ik), which is the followed by a transitive or intransitive verb in the incompletive aspect (with proper person). In colloquial speech katajin is shortened to tajin.

    Progressive action in incompletive: katajin + verb in incompletive:
    Katajin ku’l le winaq chanim. The people are arriving now. Progressive action in completive : katajin + verb in incompletive; context makes it clear that event is in the past time:
    Katajin kajosq’ix le ulew aretaq xinopan chi la’. The land was being cleaned when I arrived there. Progressive in future time: katajin + verb; context makes it clear that event takes place in the future:
    Katajin kewa’ le winaq aretaq xujok pa ja. The people will be eating when we enter the house.

    Here are a few more examples:

    Katajin kujwa’ik. We are eating.

    Katajin kixukunaj le itat. Your father is healing you (all).

    Katajin kinkunax waral. I am being healed here.

    Katajin kekunataj le e yawab’ib’. The sick people are being healed.

    La katajin kakunan le ajkun che la? Is the doctor healing you (formal)?

    Lal katajin kakunan la le ne’. You (formal) are healing the baby.

     

    k’ulanem wedding
    ab’ix cornfield, milpa
    eleb’al bathroom
    uwach ulew the (face of the) Earth
    sutz’ cloud
    b’inel ja’ river
    k’is(o) (vtr) to finish, to run out
    tzaj(ik) (vit) to dry up
    b’in(ik) (vit) to walk, (to go, to move)
    k’iy(ik) (vit) to grow (plants)

    Translate the following phrases into English:

    1. La kakowin alaq kab’e alaq pa le nuk’ulanem?
    2. We kawaj kab’ano, katkowinik kab’ano.
    3. Sib’alaj kakowin le ali kaxojowik.
    4. Rajawaxik le jab’ arech kak’iy le ab’ix.
    5. Rajawaxik kinb’e pa le eleb’al.
    6. Rajawaxik kinb’e pa ro’ch le a Wel.
    7. Rajawaxik kaqachajij le uwach ulew.
    8. Katajin kab’in le sutz’ chwach le kaj.
    9. Katajin katzaj taq le b’inel taq ja’ pa iximulew.
    10. Katajin kak’is le che’ pa we qatinamit.
    Answers
    1. Can you all (formal) come to my wedding?
    2. If you want to do it, you can do it.
    3. The young woman can really dance.
    4. Rain is needed so that the cornfield can grow.
    5. I need to go to the bathroom
    6. I need to go to Manuel’s house.
    7. We need to protect the world.
    8. The cloud is walking across the sky.
    9. The rivers are drying up in Guatemala.
    10. The jail is being finished in our town.

  • Tïjonïk 15 (Unit 15) Kinusik’ij le nunan (My mother calls me): Transitive Verbs

    Tïjonïk 15 (Unit 15) Kinusik’ij le nunan (My mother calls me): Transitive Verbs

    In Lesson 10 we discussed intransitive verbs. In this lesson we will study transitive verbs, which are different in that they have not only a subject but also an object marker.

    The morphology of K’iche’ transitive verbs is different than that of transitive verbs in both English and Spanish. As in Spanish and English, transitive verbs in K’iche’ are marked for the subject or agent. But unlike Spanish and English, in K’iche’ they are also marked for the object. This means that verbs carry morphemes referring to both subject and object. Linguists call the former ergative markers (set A) and the latter absolutive markers (set B). The following examples are consonant initial verbs. We will study vowel-initial verbs later.

    Ex. 1 Kinusik’ij le nunan. K-in-u-sik’ij le nu-nan K     –  in     –   u  –   sik’ij         le            nu  –  nan Inc  –  1sB  – 3sA-   call         art.     1sPos  –  mamá My mother calls me

    Abbreviations: Inc = Incompletive Aspect; 1sB First Person Singular, Set B; 3sA = Third person singular, set A; 1sPoss = First person singular, possessive

    In example 1, the absolutive marker (Set B) /-in-/ denotes the object “me” and the ergative marker (Set A) /-u-/ the subject “she.” Note that both subject and object are marked in the verb itself. Ergative markers are known as “set A” and absolutive markers as “set B.” The prefix /k-/ is the incompletive marker, as you know, and the verbal root is /sik’ij/.

    Ex. 2 Xixqach’ab’ej iwir. X-ix-qa-ch’ab’ej iwir. X         –    ix      –  qa   –   ch’ab’ej    iwir Comp. –  2pB  –  1pA  –   speak     yesterday We spoke to you all yesterday.

    Abbreviations: Comp. = Completive Aspect; 2pB = Second person plural, Set B; 1pA = First person plural, Set A.

    In Ex. 2 the prefix /x-/ is the completive marker; /-ix-/  marks the second person plural object “you all”; /-qa-/ marks the subject, first person plural “we” and /-ch’ab’ej/ is the verbal root.

    The following table is a preliminary summary of the morphology of K’iche’ transitive verbs:
    Tense/Aspect Object (Set B) Subject (Set A) Root
    k(a) – (incompletive) -in- (1st person sing.) -in- (1st person sing.) -sik’ij (to call) Ex. 1
    -at- (2nd person sing.) -a- (2nd person sing.)
    x- (completive) -Ø- (3rd person sing.) -u- (3rd person sing.)
    -oj- (1st person pl.) -qa- (1st person pl.)  -ch’ab’ej(to speak to) Ex. 2
    Note: The weak /a/ in ka- disappears when the object pronoun starts with a vowel -ix- (2nd person plural) -i- (2nd person plural)
    -e- (3rd person plural) -ki- (3rd person plural)
     

    Kinds of transitive verbs

    According to their morphology, K’iche’ has two kinds of transitive verbs:

    1) Root Transitives: The root has the form CVC (C = consonant; V = vowel). In phrase-final position they take a phrase-final marker: /-u/ if the verbal root’s vowel is /u/ and /-o/ in all other cases.

    Ex. 3 La xaloq’ jun alej? la x-Ø-a-loq’ jun a-lej la       x     –   Ø   –   a   –   loq’         jun       a  –   lej Int. Comp.-3sB-2sA  –  to buy      a         2sPos-tortilla Did you buy (yourself) a tortilla?

    Abbreviations: Int = Interrogative particle; Comp. = Completive aspect; 3sB = Third person singular, Set B; 2sA =Second person singular, Set A; 2sPoss = Second person singular, Possessive.

    Je’, xinloq’o. je’ x-Ø-in-loq’-o je’    x  –     Ø   –     in    – loq’    -o yes Comp-  3sB- 1sA  –  buy-  PFM Yes, I bought it.

    Abbreviations: Comp. = Completive aspect; 3sB = Third person singular, Set B; 1sA = First person singular, Set A;  PFM = Phrase final marker.

    In Ex. 3, when the verb appears in phrase final position, it takes the phrase final marker /-o/, which echoes the root vowel in /loq’/ “buy.”

    Ej. 4 La xib’an le ichak? La x-Ø-i-b’an le i-chak? La  –      x     –     Ø   –    i    –  b’an    le          i      –   chak. Int. – Comp.  – 3sB – 2pA – to do  art.  2pPoss  –  work. Did you all do your work?

    Je’ xqab’ano. Je’ x-qa-b’an-o. Yes     x    –   Ø  – qa – b’an   –  o. Yes Comp-3sB-1sA- to do  –  PF. Yes, we did it. 

    Na xqab’an taj. Na x-Ø-qa-b’an taj. Na      x –   Ø   –  qa   – b’an    taj. Neg1  x – 3sB – 1pA – to do Neg2. No, we didn’t do it. 

    Notice, in example 4, that when the verb is in phrase final position, it takes on a phrase final marker, /-o/ in this case. Also, Notice that because “chak” “work” is third person singular, the marker Ø (zero) occupies the place of the object.

    2) Derived Transitives: They attach the suffix /-Vj/ (V = vowel) after the verb root and do not take phrase final markers.

    Ex. 4 La xinutzukuj le tijoxel? La x-in-u-tzukuj le tijoxel? La       x     –    in  –   u   – tzukuj          le    tijoxel? Int. Comp. – 1sB – 3sA  -to look for art.  student? Did the student look for me?

    Je’, xatutzukuj. Je’, x-at-u-tzukuj. Je’     x      –  at  –    u    –  tzukuj. Yes, comp. – 2sB – 3sA-  to look for. Yes, he/she looked for you. 

    Na xatutzukuj taj. Na x-at-u-tzukuj taj. Na             x      –  at   –    u   –  tzukuj            taj. Neg 1.   Comp. – 2sB –  3sA – to look for   Neg 2. He/she did not look for you.

    In Ex. 5 the derived transitive/tzukuj/ “talk” does not take a phrase-final marker, unlike /-loq’(o)/ in Ex. 4.

    Third person plural object: When the third person plural object marker /-e/ occurs with the first person subject marker /-in-/ the [i] deletes and [-e] fuses with [n].

    Ex. 6 Kench’ab’ej le ak’alab’. k-e-in-ch’ab’ej le ak’alab’ k  –  e    –   in  – ch’ab’ej   le   ak’alab’ Inc.-3pB-1sA – to talk art. children. I speak to the children. 

     

    Vowel-initial verbs. For verbs that begin with a vowel, different set A subject markers are used.

    Ex. 6 Na xinwil ta le me’s pa ja. na x-Ø-inw-il  ta le me’s pa ja. Na            x    –   Ø  –  inw-il            ta       le  me’s   pa   ja Neg1  comp. – 3sB – 1sA-see        Neg2  art.   cat   loc. house I did not see the cat at the house.

    In Ex. 6 instead of /-in/ the first person singular marker is /-inw/.

    Ex. 7 Xatriye’j le a Tun pa le b’e. x-at-r-iye’j le a Tun pa le b’e.      x   –    at  –   r   -iye’j          le    a Tun     pa      le     b’e Comp.- 2sB – 3sA -to wait  art  Antonio  loc.   art.  road Antonio waited for you on the road

    In Ex. 7, Instead of /-u/, the third person singular marker is /-r/.
    Aspect Object (Set B) Subject (Set A) Root
    k(a) – (incompletive) -in- (1st person sing.) -inw- (1st person sing.) -il(o) (to see) Ex. 6
    -at- (2nd person sing.) -aw- (2nd person sing.)
    x- (completive) -Ø- (3rd person sing.) -r- (3rd person sing.)
    -oj- (1st person pl.) -q- (1st person pl.)  -iyej (to wait) Ex. 7
    Note: The weak /a/ in ka- disappears when the object pronoun starts with a vowel -ix- (2nd person pl.) -iw- (2nd person pl.)
    -e- (3rd person pl.) -k- (3rd person pl.)
    Reverential address: In reverential or formal address, as we saw before with intransitive verbs, the particles la (singular) or alaq (plural) are added after the verb.

    Ex. 8 Xinsik’ij la x-in-Ø-sik’ij la x    –  in  – Ø – sik’ij    la Comp.-1sB-Ø-call 2sAF You (formal) called me.

    Abbreviation: 2sA(F) = Second person singular, Set A formal.

    In Ex. 8 the marker la indexes both the subject and reverence/formality towards him/her. Note that a zero morpheme Ø replaces the set A marker within the verb, since in formal constructions, the marker comes after the verb.

    Ex. 9
    Xinsik’ij alaq x-in-Ø-sik’ij alaq C-1sA-Ø-call 2pAR You all called me (formal).

    Abbreviation: 2sA(F) = Second person plural, Set A (formal).

    In Ex. 9 a zero appears in the position of the subject marker, and the particle alaq follows the verb.

    Ex. 10 Xesik’ij la x    –   e    –  Ø – sik’ij       la Comp.- 3pB – Ø – call  2sA(F)  You (formal) called them.

    Likewise, in Ex. 10 the subject is denoted by the particle la while the third person plural object is /-e-/.

    Note: When the addressee is also the verbal object, reverential address cannot be performed in the active voice. A passive or an antipassive construction are required. We will study them in future units.

    Ex. 11 Kakitzukuj alaq (*) Ka-ki-tzukuj alaq Ka –  Ø   –  ki  –   tzukuj         alaq Inc.-  Ø  – 3sA – look for  2pA(F) They are look for you all (formal).

    Ex. 11 is NOT grammatical in K’iche’. Since the verbal object is also the addressee, formal address requires a passive or antipassive construction, which we will learn about later on.

    patan Mayan ceremony
    k’ache’laj forest
    che’ tree, jail
    ne’ baby
    -e(ch) girlfriend/boyfriend
    ch’aweb’al telephone
    k’olb’al pwaq bank
    kape coffee
    kej horse
    b’an(o) (vtr) to do
    eqaj (vtr) to carry on one’s back
    tzaq(o) (vtr) to drop, to fall
    ch’ab’ej (vtr) to talk to someone
    elaq’aj (vtr) to steal
    oq’ej (vtr) to cry over something
    taq(o) (vtr) to send
    esaj (vtr) to take out
    tij(o) (vtr) to eat, to drink
    b’isoj (vtr) to miss someone
    riq(o) (vtr) to find, to run into
    loq'(o) (vtr) to buy
    k’ayij (vtr) to sell
    to'(o) (vtr) to help
    ta (to)* (vtr)  oír, escuchar
    tzukuj (vtr) to look for something
    chajij (vtr) to take care of
    loq’oj (vtr) to love

    Translate the following sentences into English:

    1. Xinwil le patan.
    2. Kareqaj  le une’ le nan.
    3. Kinch’ab’ej le we pa ch’aweb’al.
    4. We kelaq’aj la le ulew, kab’e la pa che’.
    5. Xinwoq’ej le nutz’i’ aretaq xkamik.
    6. La xesaj la le rajil pa le k’olb’al pwaq?
    7. Xqab’an le qachak pa le tijob’al.
    Answers
    1. I saw the ceremony.
    2. The mother carries her baby (on her back).
    3. I talk with my boyfriend/girlfriend on the phone.
    4. If you steal the land, you go to jail.
    5. I cried for my dog when he died.
    6. Did you take money out of the bank?
    7. We did our homework at school.
    Translate the following sentences to English:
    1. I found a boyfriend in Nahualá.
    2. Manuela wants a new güipil.
    3. I miss you a lot.
    4. I love my family.
    5. We drink coffee.
    6. We help my father.
    7. We look for a name for the baby.
    8. I found your friend on the road.
    9. We sold tortillas in the market.
    10. They take care of our horses.
    Answers
    1. Xinriq we pa Nawalja’.
    2. Karaj jun k’ak’a po’t le al We’l.
    3. Sib’alaj katinb’isoj.
    4. Kenloq’oj le upa wo’ch.
    5. Kaqatij kape.
    6. Kaqato’ le nutat.
    7. Kaqatzukuj ub’i’ le ne’.
    8. Xinriq le awachi’l pa le b’e.
    9. Xqak’ayij lej pa le k’ayib’al.
    10. Kekichajij taq le qakej.

  • Tïjonïk 14 (Unit 14) Jas uwach la’? (What is it?)

    Tïjonïk 14 (Unit 14) Jas uwach la’? (What is it?)

    In this lesson you will various words used to ask questions. These words are known as interrogative pronouns and are similar to the wh- question words in English (what, when, which, whom, how). Unlike English, K’iche’ does not need an auxiliary verb “do” to form wh- questions.

    In this lesson, we are reminded not to try to make one-to-one correspondences between K’iche’ phrases and their corresponding English translations. Some of the phrases below are idiomatic constructions that have developed over time and have nuanced meanings and uses.

    Questions in K’iche’
    Jachin? Who…?
    -Jachin ruk’ katb’e wi? -Ruk’ le al Talin. Who are you going with? With Catalina.
    Jachin che? To whom?
    -Jachin che kinya wi le wuj? -Che le tijoxel. -Who do I give the book to? -To the student.
    Jas? What?
    -Jas ub’i’ le atinamit? -Nawalja’ le ub’i’. -What’s the name of your town? -Nahualá (is the name).
    Jas uwach? What kind/type?
    -Jas uwach le rikil kakitij le a’j Nawalja’? –Kakitij le kinaq’, le ichaj, le uwa’l ik ruk’ lej.  -What kind of dishes do the people of Nahualá eat? -They eat beans, herbs, and soup with tortillas.
    Jas ub’anom? How is someone/it doing?
    –Jas ub’anom le nuch’utitat’? –Utz ub’anom.  -How is my uncle doing? -He is doing well.
    Jas ub’antajik? What is it like?
    -Jas ub’antajik le tinamit Nawalja’? –Sib’alaj je’l.  -What is the town Nahualá like? -Very pretty.
    Jas ub’anik? What is it made of?/What is it like?
    – Jas ub’anik le kami’x? -Kaq le upam, k’o uta’k, q’otal le uwi’ uq’ab’.  -What’s the shirt like? -It has a red background, a collar, and embroidered sleeves.
    Jachike? Which one? What (when picking from among many?)
    -Jachike ik’ le unimaq’ij le tinamit Nawalja’? –Pa le ik’ noviembre. -Which month is Nahualá’s (patron saint) feast? -In November.
    Jas che? Why?
    –Jas che xechaqij le ab’ix? -Rumal maj le jab’.  -Why did the cornfields dry out? -Because there is no rain.
    Jas chemna kixpe chwe’q? (the following verb is not negated) Why will y’all not come tomorrow?
    Jawi? (+wi) Where?
    – Jawi xatwa’ wi? -Pa le wo’qb’al.  -Where did you eat? -At the restaurant/dinner.
    –Jawi at k’o wi? -Where are you?
    Jampa? When?
    -Jampa kojb’e pa le tyox? -Pa doming.  -When are we going to church? -On Sunday.
    Janipa How much?
    –Janipa rajil jun su’t pa Nawaja’? –O’k’al q’uq’.  -How much is a (traditional) handkerchief in Nahualá? -One hundred quetzales.
    E janipa? How many? (talking about animate entities)
    –E janipa le awalk’wal e k’olik? -E k’o oxib’ le walk’wal: e keb’ alabom, jun ali.  -How many children do you have? -I have three children: two boys and one girl.

    Translate the following phrases into K’ich’e’:

    1. Who went to the library yesterday?
    2. What did you (formal) say?
    3. What is your town like?
    4. What did you not understand?
    5. What do you think?
    6. Where is the cat?
    7. Where did she go?
    8. How many children do you have?
    9. How much is this?

    Answers
    1. Jachin xb’e pa le k’olb’al wuj iwir?
    2. Jas xb’ij la?
    3. Jas ub’anik le atinamit?
    4. Jachike le na xak’oxomaj taj?
    5. Jas kachomaj?
    6. Jawi k’o wi le me’s?
    7. Jawi xb’e wi?
    8. E janipa le a’walk’wal e k’olik? O E janipa le a’wal e k’olik?
    9. Janipa rajil wa’?

  • Tïjonïk 13 (Unit 13) Xatch’aw ruk’ le awajtij (You spoke with your teacher): Completive Aspect

    Tïjonïk 13 (Unit 13) Xatch’aw ruk’ le awajtij (You spoke with your teacher): Completive Aspect

    In this lesson we will learn to speak about events and experiences in the past. In K’iche’ these are expressed using the completive aspect, which is comparable, though not the same as the past tense.

    In K’iche’ the completive aspect indicates that the action has been completed relative to the time in which it is being spoken. Remember that aspect gives us a text internal perspective of time, how events relate to each other: the completive aspect marks events that have been completed relative to other events. We generally translate the completive with the past in English (I went, I ate, etc.).

    The completive marker is the prefix x-, which replaces the incompletive k(a)-. In the completive, there is no filler vowel –a- in the third person singular linking the aspect marker with the verb stem, like in the incompletive aspect. See the following examples:
    1.
    Katb’ek. K-at-b’ek INC-2sing- go You go.    		 1.
    Xatb’ek. x-at-b’ek COMP-2sing-go You went.
    2.
    Kab’ek. Ka-Ø-b’ek. INC-3sing- go He/she/it goes.    		  2.
    Xb’ek x-Ø-b’ek COMP-3sing-go He/she/it went.
    3.
    Ximb’ek. x-im-b’ek. COMP-1sing-go I went.    		 4.
    Ximb’e ruk’ le ajkun iwir. x-im-b’e r-uk’ le ajkun iwir COMP-1sing 3sing-with art. doctor yesterday. I went to the doctor’s yesterday.
    4.
    La xtzalij la iwir? La x-tzalij la iwir? INT COMP-return 2sing.form yesterday Did you return yesterday?    		  5.
    Je’, xintzalijik. Je’, x-in-tzalij-ik. Yes, COMP-1sing-return-pfm. Yes, I returned.
    The pronouns and phrase final markers are the same as for incompletive verbs.
    Aspect Person Root PFM Complete Gloss
    x- im/in b’e -k

    ximb’ek    		 I went
    x- at b’e -k

    xatb’ek    		 You went
    x- —  b’e —

    xb’e la    		 You went (formal)
    x- Ø  b’e -k

    xb’ek    		 He/she/it went
    x- oj  b’e -k

    xojb’ek    		 We went
    x- ix  b’e -k

    xixb’ek    		 You all went
    x- —  b’e —

    xb’e alaq    		 You all went (formal)
    x- e  b’e -k

    xeb’ek    		 They went

    wa’kat(ik) to stroll, to take a walk
    q’ij day
    amaq’ country
    k’a te k’u ri’ then, after
    E-uk’ with (E=ergative)
    oq'(ik) to cry
    ul(ik) to arrive (here)
    kolotaj(ik)* salvation
    kos(ik) to be tired, to tire
    muq(ik)* to bury
    jiq'(ik) to suffocate
    qatat, qanan; qati’t, qamam our ancestors (literally: our fathers, our mothers; our grandmothers, our grandfathers)
    tukinel(ab’) destroyer(s)
    sokotajik* to be wounded
    ch’o’jin(ik) to fight
    uxlab’ breath
    tz’olq’omij remorse, penance, regret
    b’uk’uwem the beating of the earth
    matam late
    aretaq when
    *These are in a grammatical form that we have not studied yet, where the root of a verb is used to make a noun. We will learn this form later.

    Translate the following sentences into English:

    1. Xinwa’kat pa le juyub’ iwir.
    2. Matam xatwa’lij kamik.
    3. Xki’kot le al Maria aretaq xulik.
    4. La xatb’e pa le tyox iwir?
    5. La xixkos pa le ichak?
    6. Xojb’e pa le amaq’ Estados Unidos.
    7. -La xixul pa le tijob’al? -Je’, xojulik.
    8. La xwar le tijoxel pa le tijonik?
    9. Xojch’awik.
    10. Xch’aw le ajtij ruk’ le al We’l.
    Answers
    1. I walked through the mountain yesterday.
    2. You got up late today.
    3. Maria was happy when she arrived here.
    4. Did you go to church yesterday?
    5. Did you all get tired at work?
    6. We went to the country of the United States.
    7. Did you all arrive here at the school? Yes, we arrived here.
    8. Did the student fall asleep in class?
    9. We talked.
    10. The teacher spoke with Manauela.