Abstract
This study examines measures of prosodic timing (i. e., segment-to-segment durational variability) in Yagua and Spanish spoken in Amazonian Peru. We performed an acoustic analysis of consonantal and vocalic durations from sociolinguistic interviews in Spanish (for Yagua-Spanish bilinguals and Spanish monolinguals) and from oral narratives in Yagua (for Yagua-Spanish bilinguals). Subsequently, we applied variability metrics to the speech of each group to compare their respective timing values. Our results show that, first, Yagua displays more segment-to-segment durational variability than monolingual Spanish. Second, L1-Yagua/L2-Spanish speakers show primarily Yagua-like timing values in Spanish, whereas Yagua-Spanish simultaneous bilinguals show primarily Spanish-like values in Spanish. These results suggest that ethnic Yagua communities are converging toward Spanish-like patterns of prosodic timing. This research contributes to the Spanish contact and prosodic timing literature by offering bilingual and monolingual data from one of the world’s most complex and typologically diverse geolinguistic areas.
Acknowledgements
This article has benefited from insightful feedback provided by three anonymous reviewers, and by our colleague Sally Thomason. We would also like to acknowledge funding through a pre-dissertation research travel grant (to the second author) from the Office of the Vice President for International Affairs and the Graduate School of Indiana University. We are especially indebted to Project Amazonas (http://www.projectamazonas.org/) for their support. Devon Graham and Jim Riach of Florida International University both shared invaluable insights on the sociolinguistic situation of the Amazon region and the Yagua communities. Finally, very special thanks belong to the Yaguas and Iquiteños, as well as Manuel Ramírez López, for participating in the study and sharing their rich cultural and linguistic heritage with us.
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Appendix A
(1) Excerpt from an interview with a 29 year-old Spanish-dominant bilingual male:
Interviewer (I): ¿Y allá aprendiste yagua, en la escuela?
Speaker (S): En la escuela no.
I: ¿No? ¿No te enseñaban?
S: No.
I: ¿Tus padres hablan yagua?
S: Sí, mis padres hablan yagua.
I: ¿Tú hablas yagua?
S: Hablo un, un, un poco.
I: Un poco.
S: Un poco … más o menos, no, no tanto, pero le hablo, yo le hablo una cierta palab..
I: ¿Con quiénes hablas yagua? ¿Cuándo hablas?
S: Hablo … yo, este … te.. te cuento la historia: yo no he crecí.. con mi mamá. O sea: yo he crecí.. con mi tía.
I: ¿Y tu tía habla … ?
S: Sí, mi tía era, era s.. este, la li.. el lingüístico de que hablaba este, yagua. Ella el de que hablaba más, el que dominaba, el que domina lengua más, más .. este, mejor dicho: ella hablaba más que, más yagua que, que castellano. Ella es l.. que hablaba … Y de ahí, ella me conversaba en puro yagua.
I: Mhm.
S: No en castellano.
I: Y hoy en día, ¿con quiénes hablas castellano?
S: Yo ahorita hablo con cualquiera. El q.. el que le entiende. Con lo que entiende yo hablo.
I: Pero digamos, la gente de tu edad o joven, más jóvenes, ¿hablan yagua?
S: No, no. No, no, no, no.
I: ¿tienes que comunicarte con ellos en castellano?
S: /Sí/, yo a vec.. me ten.. hace como, ten.. mi hermanastro él tiene ya más de su cuarenta año, yo con él, a veces.. yo me, me hago pendejada a veces … ahí le meto un poco de mi, mi yagua, ¿di? Ahí siempre yo le meto la, la palabra, que yo debo de hablar, haciendo, o sea, una broma con él. Una broma, porque a veces.. has.. hasta a veces hablo, hablo con mi papá o – como no tengo madre, tengo madrastra – ha.. hablo con mi … hablo con mi madrastra. Yo le digo. Le digo, pues, le llamo, de, de mi palabra que yo le, le trato de …
I: Y, digamos, pero por lo que ves aquí en la comunidad, la gente [¿?] los jóvenes no hablan mucho.
S: No hablan mucho. A.. ¡entienden!
I: Mhm.
S: No habla pero entiende, entienden las palabras, pero … ¡algunas palabras, así! Palabras, este, que lo, que le sale por.. por, este, por la boca, di, le pueden habla. ¡Claro que le entiende! T.. uno, dos, tres palabra, pero ello le habla. Pe.. no le hablan así como yo le hablo.
Interviewer (I): And you learned Yagua there, in school?
Speaker (S): No, not in school.
I: No? They didn’t teach you (Yagua)?
S: No.
I: Do your parents speak Yagua?
S: Yes, my parents speak Yagua.
I: Do you speak Yagua?
S: I speak a little bit.
I: A little bit.
S: A little bit, more or les … not much, but I speak a few words …
I: Who do you speak Yagua with? When do you speak it?
S: I speak … hmmm … let me tell you: I wasn’t raised by my mom. That is, I was raised by my aunt.
I: And does your aunt speak (Yagua)?
S: Yes, my aunt, the language she spoke, so, Yagua. The one she spoke the most, the language she was better at, that is: she spoke more Yagua than Spanish. She, that’s what she spoke. And from there, she would speak to me only in Yagua.
I: Aha …
S: Not in Spanish.
I: And nowadays, who do you speak Spanish with?
S: Now I speak (Spanish) with anybody. Whoever understands it. With whoever understands it, I speak it.
I: But, let’s see, people your age or younger, do they speak Yagua?
S: No, no. No, no, no, no.
I: That is, do you have to talk to them in Spanish?
S: Yes, sometimes … With my half-brother, he is about forty, with me, sometimes I joke with him and I use a little Yagua, you see? I use some words, just joking with him. It’s just a joke, because sometimes … I even use it a little bit with my dad –since I don’t have my mom, I have my stepmom, I speak it with my stepmom. I use a few of my words, I try to …
I: So, here in the community, the young people, they don’t use it much?
S: No, they don’t speak it much … But they understand!
I: Aha.
S: They don’t speak, but they understand the words … some of the words. Some words that come from their mouth, some they can say … But of course they understand! One, two, three words, they can speak. But they cannot speak it like I can.
(2) Excerpt from an interview with a 60 year-old Yagua-dominant bilingual male:
Interviewer (I): Tú no recuerdas el momento en que toditos hablaban puro yagua?
Speaker (S): Sí. Así era antes.
I: Antes. ¿Cuándo?
S: Ahora, ya pues no- todos los … los yaguas, ya- ya tiene sus mujeres que no, no, no hablan el idioma, ya. De esa manera cambio. Ya no … a veces no se habla yagua con mi enseña … ya con nuestros hijos en idioma. De esa manera no … no aprenden poco.
I: ¿Y cuál es tú opinión de esta situación?
S: Buen …
I: ¿Que piensas? ¿Tus hijos hablan yagua o no?
S: Ya no.
I: ¿Quieres que hablen yagua o no?
S: Le- les, yo sie- yo siempre les habla pues ellos no, no po-no, le entra, pero no que … no hablan.
I: ¿Con quien hablas yagua tú hoy? ¿Con quién en la comunidad puedes …
S: Yo … yo solamente habla a veces con mi … con mi hermano, lo que están pasando, también mi hermano Enrico, hablo. Con los demás, no.
I: Y ¿Dónde aprendiste el castellano?
S: Acá misma, ya. Cuando me ido- cuando yo estaba en el colegio recién apriende un poco.
I: Pero no terminaste con la primaria.
S: No.
I: Secundaria, no, ¿nada?
S: Primera gradita, no más me queda, no podía más.
I: Y allí, ¿aprendiste un poco?
S: Un poco, poco.
I: Y luego, ¿Con quién hablas castellano? Hoy, este semana, este año. Últimamente. ¿Con quién tienes que comunicarte en castellano?
S: Hablas con … con la vieja, con todas mi- mis hijos, todo, con eso. Siempre hablo.
I: Con extranjeros, ¿no? ¿Muchos extranjeros vienen?
S: Sí, siempre vienen por acá. Vienen.
Interviewer (I): Do you remember the time when everybody spoke Yagua?
Speaker (S): Yes, that’s how it was before.
I: Before. When?
S: Now, not anymore. All the Yaguas are married to women who do not speak the language. That’s how it changed. Not anymore … sometimes nobody speaks Yagua, and it is not taught to our children. So, they cannot learn, very little.
I: And what do you think about this situation?
S: Well …
I: What do you think? Do your children speak Yagua or not?
S: Not anymore.
I: Do you want them to speak Yagua or not?
S: I always talk to them in Yagua, but they don’t get it … They don’t speak it.
I: And now, who do you speak Yagua with? Who in the community can you … ?
S: I only sometimes speak it with my brother, with my brother Enrico. But with the rest, no.
I: And where did you learn Spanish?
S: Right here. When I went, when I was in school, I learned a little.
I: But you didn’t finish grade school.
S: No.
I: And you didn’t go to high school.
S: Just first grade, only; I couldn’t study more.
I: And there, did you learn a little?
S: A little bit.
I: So, who do you speak Spanish with? Now, this week, this year. Recently, who do you have to use Spanish to speak to?
S: I speak it with my mom, with all my children, with them. I always speak (Spanish).
I: And with foreigners? Do many foreigners come here?
S: Yes, they always come around here. They always come.
Appendix B
Individual principal components analysis for Spanish monolinguals
| Component 1 | Component 2 | |
|---|---|---|
| ΔC | 0.964 | –0.063 |
| rPVI-C | 0.890 | –0.031 |
| VarcoC | 0.871 | 0.013 |
| %V | –0.284 | 0.765 |
| nPVI-V | 0.207 | 0.814 |
| Eigenvalue | 2.616 | 1.242 |
| % Variance | 52.329 | 24.834 |
| Cumulative % variance | 52.329 | 77.163 |
Individual principal components analysis for Spanish-dominant bilinguals
| Component 1 | Component 2 | |
|---|---|---|
| ΔC | 0.967 | –0.112 |
| rPVI-C | 0.929 | –0.073 |
| VarcoC | 0.870 | 0.030 |
| %V | –0.185 | 0.745 |
| nPVI-V | 0.091 | 0.772 |
| Eigenvalue | 2.629 | 1.138 |
| % Variance | 52.577 | 22.751 |
| Cumulative % variance | 52.577 | 75.328 |
Individual principal components analysis for Yagua-dominant bilinguals
| Component 1 | Component 2 | |
|---|---|---|
| ΔC | 0.970 | –0.075 |
| rPVI-C | 0.923 | –0.061 |
| VarcoC | 0.881 | 0.012 |
| %V | –0.246 | 0.725 |
| nPVI-V | 0.156 | 0.795 |
| Eigenvalue | 2.673 | 1.148 |
| % Variance | 53.460 | 22.967 |
| Cumulative % variance | 53.460 | 76.427 |
© 2017 Walter de Gruyter GmbH, Berlin/Boston
