 The next speakers in our lightning round are both from the University of Kansas, Ignacio Carvajal and Neila Tai, and they're going to be speaking to us about their project in Qiché, Digital Resources for Qiché Learning and Instruction. Saqriq, Qiché and Ongel, Buenos días a todos, a todas, a todas. Good morning. This will be a multi-lingual conversation. We're very happy to be here. Neila's joining us all the way from Guatemala, from Isimuleo. And we're going to tell you a little bit about our work and the Seola Palabra, Anela, para que empiecen. Saqriq, Ongel, a laqa. As Neila l'Enobi, quimpe palet dinamit nao alcha, rech le Isimuleo. Kinyahu, Utsalach, Petbalch, Chechalach. Malkyosch, Amo, Shpe, a laqa, Pawe, Qatzihonem. Chirich, Lech, Abal, Qiché. Sebalach, ke kikot, le kanima. Rumas, nim u bandachik, le katzihonem kanik. Masha Rumas, hunkinomas, kiyokan ri eqatat, ekanan. Ri eqatit, ri eqamam. Pawe lo alachuleo. Rumas, ulaq, koch kikodik. Rumas, koch kowinik, koch chichol, chua chalach. Chui, le katzhak, kabanom. Chui, le katzhak, li kakach, kakabarak anuk. Kikot, le wanma. Uts, bahumpet, balalak, pawe, nim alach, chichonem. Ch'anim, kawach, kintzichon, hube, chirich, le katzhak. K'yap, oship, huna, pkanuk. Ch'amachich, le katzhak, aruk, leachtich, eginas, yokar, vachal. Ch'amachitach, le le chak, aretak, ri'are, shu'umachich, le uttichonik, parikhuna, dosmil tresi. Palenim, alach, tichobal, bresch, tehas. Chilak, utt, shu'umachich, le le chak, patan, churich, lech, abas, aretak, shubal, le tichonik, ri'are, shpe, paletilamit, nawalcha. Panawalcha, kabanwi, huna, tichonik, chirich, lech, abas, kawiche, le tichoshe lab, kek ochi, kuk, leachu, bachah, ke tsichonik, ke waik, ke tzanik. Sibalach, nim, lechon, rikoch, ib, kaban, warach, paletichonik, rech, sakih, ri'are, shpe warach, paletilamit, shtobal, palenim, alach, tichonik, rech, sakih, warach, panawalcha. Arela, lechachak, chelak, utt, ki tachik, lechachak, chelak, uchomachik, shbandach, kep ochi, puk, huna, abkanuk. Arela, lechubek, choboch, shiniat, chirich, lechachak. Maldioshne. Maldioshne. I'm putting in the chat, the link to the first resource that we're going to be speaking about, and I'll do this in English, pero las preguntas pueden ser en español al final. I'll talk a little bit about Ketamachle Kachavalskyche, which I've worked on or did work on while I was still at the University of Texas, actually with the help of coral folks as well as Nela and other instructors and students in Nahuatl. And it's an online set of lessons for Ketamachle learning. There's 41 in total so far and they're mostly arranged around grammatical components or cultural components, mostly grammatical components, we worked with an instructor in Vanderbilt who has created a grammar manual, and the sort of base idea was to make that type of grammar manual. So because Ketche, I'll contextualize first, because Ketche is a less commonly taught language, there's a lot fewer examples and input that is available to use for the classes so a lot of it were creating from scratch so that Ketamachle Kachavalskyche, which was a coral project, was basically trying to make that more interactive and more contextualize it more towards the culture we chose to do it with the Nahuatl variety, Ketche has different varieties depending on the place that in Guatemala that is spoken and so we chose to do it with the Nahuatl variety and had helped from the summer institute that Nela was mentioning in the prior slide. A little bit about how the site is set up, each of the lessons deals with either grammatical aspect or cultural component. And it has different sections, including an introduction, a Cichonik, which we call, it's like a speech or it can be a text or it can be a video or it can be an audio or a dialogue that the students read to sort of get a first glance at the the construction or topic or theme that we're looking at in that lesson came Chi, meaning grammar that gives more sort of in-depth grammatical explanations. Kaka Takcich, which are new words literally so like vocab lists, and then homework that the students can do exercises for. This is very rudimentary to be perfectly honest their sentences there's no way for them to plug them in and be corrected but they're basically based on supporting materials that you might use and then go over with an instructor. But that's sort of the format of the course. So this is a little bit more what each section might look like. So for example we have a lesson that is specifically about clothing. And so we have non ship here giving a presentation about the different types of clothings that we feel is, and other what they uses for one of the formal ones where the more common they use once etc. And in the explanations of the grammar what we did do with with another instructor we recorded the sound so that you can listen to the sentences as you read the sample sentences as you go through so most of. Most of the sample sentences will have examples that you can hear. We also built a companion YouTube channel that I think has been expanded now, and have more videos added but every video that's embedded and more is part of this coral kitchen channel. And then that has YouTube videos, most of which, but not all because we have to do it is the art closed caption and so they will have closed caption is in English closed caption is in Spanish and close caption and kitchen. So that students can put even the kitchen ones as they as they learn so this is the project that we've worked on together. I'm still going in there to make corrections sometimes it was done thanks to the support of coral. We did mostly the populating rather than the designing of the of the site. So I do take responsibility for any mistakes that are still in there. I want to talk a little bit about what we're working on towards the future. So I'm going to talk a little bit about what we're working on towards the future. I'm going to talk about what we're working on towards the future. So I'm going to talk a little bit about what we're working on towards the future. So I'm going to talk a little bit about what we're working on towards the future. So I'm going to talk about what we're working on towards the future. Raghawashi kaketama khasche ukochik kakabano, likak atakastak, arechi shakheri, kohkowinik, kakakut lec'abal, ketamatah lec'abal, malinik ahchikwinaq. Ahwaralik takwinaq, onliképe nakhnaqah, arela likakah kakabano, malkiosh. Altyoschoech nela, and so what nela has spoken a little bit about is the sort of new section of the project that we're dealing with that's sort of wanting to center more Mayan voices in the creation of the materials, right? I think a lot of the grammatical materials that we've created are great and they're really useful for a variety of students here in the United States to be the linguist, anthropologist, literary scholars, et cetera, et cetera, et cetera, but we're trying to really shift toward something that serves communities in Ishimuleo and Guatemala and also diaspora communities here and seeing how we can approach that from like a less technical approach of the language and more sort of collaboration, collaboration methods that can sort of serve the stakeholder communities first because I think that the tenet is that we can use those in our classrooms if we design them in that way first, whereas the opposite may not be the case. The thanks could take another 10 minutes, so I will just put the slide up that we have. It includes the folks at Coral, like Natalie and Sarah, who are both present in this room, a list of collaborators from Nau'ala, and Nela, who was my first teacher and I look up to and learn from every day. And so, caca maltiosi, cháwech, chíwech, ché-chélac, y cátils, huecó le cotó chíach. If there are any questions, si hay alguna pregunta, podemos contestarlas ahora en español o en inglés. Maltios. I have one question and just so you know, we have about four minutes left for questions. One person asked, how long have you been having these resources online? Did you see an increase in interest in the language in general because of the resources being OER? Yeah, so the YouTube video has thousands, the YouTube channel has like so many thousands of views. I was just, we're taking aback really. I mean, I was in grad school doing this, putting them up and trying to keep close captioning them and I was so afraid that they might have mistakes and stuff like that. But yeah, I think that the sort of YouTube component especially had a really good reception from folks who don't tend to be able to see indigenous languages and quiches the most widely speaking one in Guatemala. So I think that even in the comments to YouTube questions, people express their gladness to see that type of stuff. The materials themselves, they often make the rounds around like Twitter and things like that where people are sharing them and I think that they are in use in several of the people that I speak with that teach quiche which are not that many in the U.S. but it is being used in a couple of places and it is a collaborative effort. So we've used a lot of the materials that have existed. How many quiche, there's quiche Vanderbilt, there's quiche Tulane has a summer course, we have it here and BYU has it and I think that's it. I see what is it. It's completely unrelated to BASK. There might be some contact post-invasion but I'm not familiar with the influence in the quiche community. That's a really interesting question. This for Bakush, we're collaborating with a language school this year and we're trying to make that not a unilateral creation of materials but a sort of collaborative one and so I think it is to be determined yet. Yeah, I don't go in question. in este proyecto con el profesor Ignacio Carvajal sobre materiales de quiche o la enseñanza. Entonces este es el pequeño resumen del trabajo que hemos hecho y lo que queremos hacer en el futuro. Muchas gracias por haber estado acá.