As part of the Indigenous Course Module (ICM) of LIN303: Central American Indigenous Languages, the class went on a trip to Guatemala during Reading Week to study the Mayan language Kaqchikel.
In the ICM Guatemala, led by Dr. Pedro Mateo Pedro, Assistant Professor in Linguistics, University of Toronto, participants engaged in an intensive Kaqchikel language course using the Oxlajuj Aj immersion program’s teaching method and pedagogical material. The program also included training Mayan speakers to apply the teaching method for language revitalization in Mayan communities in Guatemala and the diaspora. Collaborative work between U of T students and Mayan speakers focused on developing pedagogical grammars to support future teaching and research. Dr. Mateo Pedro partnered with local organizations, such as the Universidad Rafael Landívar, Academia de Lenguas Mayas de Guatemala, NGO Wuqu’ Kawoq, to strengthen efforts in Mayan language revitalization and conducted interviews with Indigenous and non-Indigenous scholars working in Mayan languages through art, music, and technology. U of T students were introduced to Mayan languages and culture to inspire future research, mentorship, and publications. To deepen cultural understanding and language learning, each U of T student stayed with a host family, gaining firsthand insight into the challenges of transmitting Kaqchikel to younger generations.
We asked Rohin Subramanyan, a student who participated in the trip, several questions about his experience.
How much experience did you have with Kaqchikel and other Mayan languages before going on the trip?
Rohin: I took LIN202: Introduction to Indigenous Languages of the Americas last year, so I was generally aware of some phonotactic patterns across Mayan languages, as well as the general regions where they are spoken. However, I had no experience with Kaqchikel itself before this trip, which made the initial immersion daunting but extremely rewarding.
How did this program influence your understanding of language documentation and revitalization?
Rohin: The ICM program completely reshaped the way I think about language revitalization. In an academic setting, it can be very easy to drift into statistics and linguistic theory. But after spending a week immersed in not only the Kaqchikel language but the town of Patzun, and interacting with professionals working tirelessly for this language and people, I feel as though I understand the real purpose of language documentation and revitalization more than ever. It is not just about a language, but a culture and a people that are reflected through that language. This program deepened my awareness of this important connection.
How did living with a host family contribute to your language learning?
Rohin: Learning a language in a classroom setting is very helpful, but I believe receiving input from community members is also crucial. Hearing Kaqchikel outside of classes normalized the vocabulary and grammar in a very natural way. More than anything, however, living with a host family shaped my overall cultural experience. Observing and participating in their daily routines, as well as sharing meals and forming real connections with them contributed significantly to my understanding of the people who speak the language. This immersion made the experience so valuable and meaningful.
What was it like being involved in creating pedagogical grammars while learning the language yourself?
Rohin: It was challenging but in the best possible way. Working on the pedagogical grammars while learning Kaqchikel helped me actively draw connections between what we were learning and how the language functions in practice. It was extremely rewarding to contribute in any way to resources that could help future learners of these languages. I'm very grateful to have been part of a project that allowed me to learn and contribute at the same time.