By González, Hebe Alicia

This dissertation offers a linguistic description of Tapiete, a Tupi-Guarani (TG) language spoken in Argentina, Bolivia and Paraguay. Fieldwork has been carried out in Argentina, the place approximately eighty Tapiete households are settled in "Misión Los Tapietes", Tartagal, province of Salta, northern Argentina. therefore, the linguistic information and the result of this learn mirror the range spoken by way of the Tapietes residing in Argentina.  Read more...

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Extra resources for A Grammar of Tapiete (Tupi-Guarani)

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Historical background of the Tapiete people in Argentina In Argentina, the Tapiete people live in ‘Misión Tapiete’, twenty blocks to the north of the city of Tartagal center. According to data offered by people I interviewed, at the beginning of the 20th century, the Tapiete people were hunters-and-gatherers who moved in an area corresponding to present-day bordering region among Bolivia (especially the village of Villa Montes), Argentina and Paraguay. In that time, Tapiete families, who were only a few and, on average, had of only two children, used to cross the Pilcomayo River to come to Argentina where they had better opportunities to get jobs in sugar and tobacco factories.

While reaching present times, ‘Misión Tapiete’ is getting ethnic diversity through couples that include members from a greater number of indigenous communities (Toba, Weenhayek, Chorote, Wichí, Chané) and also Criollos. However, not only evangelization must have played a major role in this change. The quick economic development of the region put an end to the geographical and cultural isolation of the Tapiete community, leading its members to establish more frequent contacts not only with the Criollo society but also with other indigenous groups with which they started to share a greater number of social spaces such as work, sporting and religious activities.

The real problems Tapiete bilingual assistants have to face are: a lack of linguistic (alphabet, grammar and so on) and pedagogical (such as teaching materials) tools, which are necessary in carrying out this kind of program. Due to the fact that Tapiete does not 24 Educación General Básica (Basic General Education) 28 have its own alphabet yet, bilingual assistants usually employ the teaching materials that are specially designed for children who speak Avá-Guaraní. However, both the children and the Tapiete teacher in charge of the Samaihuate school have demonstrated against these texts because of the differences existing between the two languages.

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