Documenting Reawakening Languages: A Case Study of Tunica

Abstract

As more communities work to create new speakers of their languages we are seeing a new linguistic environment develop and, from that, particular styles of language use emerge. This dissertation adds to the growing literature on studying and supporting the process of language revitalization (e.g. Stebbins et al. 2017, Zuckerman 2021), by describing the process of documenting and analyzing Tunica (tun ISO 639-3), a reawakening language spoken in central Louisiana, USA. ‘Reawakening languages’ are languages whose usual transmission has been interrupted and the community is looking to learn them through existing documentation, meaning looking at their revitalization process has the potential to be both incredibly illuminating and in- credibly disruptive to language learners and language workers. With these concerns in mind, this dissertation presents a method for documenting languages as they are being revitalized that minimizes disruption and maximizes support by centering the documentation around language revitalization activities and output. The first chapter introduces key terms and situates current research in language revitalization. Chapter 2 provides background on Tunica, the revitalization efforts in the community, and the language structure. Chapter 3 provides general recommendations for documenting the process of languages being reclaimed and reawakened. Chapters 4 and 5 focus specifically on documenting Tunica, with Chapter 4 describing the process of documenting Tunica in the classroom, through the creation of podcasts, and with more traditional elicitation. Chapter 5 turns to the types of questions we can look at using documentation of reawakening languages by considering trends in three morphological and syntactic phenomena in the language: the use of gender-number-agreement clitics, the use of overt subjects, and the structure of questions. Chapter 6 ties this all together and looks towards future projects.