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HOW TO PERFORM A WYCLIFFE

LANGUAGE SURVEY

Logo and image courtesy of http://www.wycliffe.org

HOW TO PERFORM A WYCLIFFE LANGUAGE SURVEY

ALYSSA CLARKE

TECM 2700.019

NOVEMBER 26, 2013

Table of Contents

iii

TABLE OF CONTENTS

Table of Contents ........................................................................................................................... iii

Introduction ..................................................................................................................................... v

Necessary Materials: ................................................................................................................... v

The Process: Secondary Research .................................................................................................. 9

The Process: Social Information ................................................................................................... 13

The Process: Word Lists ............................................................................................................... 17

The Process: Recorded Text Testing (RTT) ................................................................................. 23

The Process: Multilingualism ....................................................................................................... 29

The Process: Optional Tests.......................................................................................................... 33

Potential Problems and Solutions ................................................................................................. 37

Appendix A: Vocabulary .............................................................................................................. 41

Diglossia: .................................................................................................................................. 41

Language Variation:.................................................................................................................. 41

Language Vitality: .................................................................................................................... 41

Linguistics: ................................................................................................................................ 42

Mother Tongue: ........................................................................................................................ 42

Multilingual: ............................................................................................................................. 42

Sociolinguistics: ........................................................................................................................ 42

Index ............................................................................................................................................. 43

INTRODUCTION Language survey is the process of gathering and recording information on the language of an

area, group of people, or language. Language surveyors with Wycliffe go into areas that have

little research already available and collect data on the languages there. Translators use this

information to determine what projects need to be started and where so that everyone will have

access to the Word of God in a language that they understand.

The purpose of this booklet is to give you a guide to how a language survey is completed. It will

provide a simple guide to the complicated process used by language surveyors so that you may

better understand the work they do, by guiding you along an imaginary language survey. The

booklet will follow the survey of the forests of Mirkwood and the woodelves that reside within

the forest, as created by J.R.R. Tolkien in his novels, The Lord of the Rings. We will use made

up data and numbers to illustrate the process.

The process of collecting information during a language survey is not uniform and is dependent

on many factors unique to the areas investigated. However, the steps included in this manual are

the basic form most language surveyors follow. These steps will give you the basic

understanding of how to complete a language survey in any region internationally.

NOTE: One main thing to consider while conducting a survey is that all survey work is done in

collaboration with the community. The people have the final say on what is done with their

language. Members of the community may accompany surveyors or be taught the methods of

surveying. Surveyors should discuss with the community what is being done, the results they

find and what the community wants for the future of its language. Surveyors have access to

Participatory Tools, which guide group discussions, get the people to engage in in the issues and

finding their own solutions.

NECESSARY MATERIALS:

Computer with data recording software

Recorder

THE PROCESS: SECONDARY

RESEARCH

The Process: Secondary Research

9

THE PROCESS: SECONDARY RESEARCH

This research involves finding out what is already known. Use journals, libraries, internet,

Google Earth; interview people knowledgeable about the region, etc. Nowadays, there are very

few languages for which little to no information is known. Collecting this information before

field surveying allows surveyors to understand the area in which they will be working and to not

waste time gathering information that is already known.

1. Research linguistic information already available about Mirkwood

The woodelves speak Sindarin among themselves

Most woodelves are known to also speak the common tongue of man

Many woodelves use Quenya as a language of poetry

Woodelves of higher class may know Entish

2. Research geographic information

The woodelves live in the forest of Mirkwood, which is located east of the misty

Mountains and Aunduin River and in the northern hemisphere of Middle Earth

The forests of Mirkwood are dense and very humid, but remain at a moderate

temperature year round

3. Research demographic information on Mirkwood

Mirkwood is assumed to be home to about 500,000 woodelves, though this number is a

rough estimate as the forests are difficult to travel

4. Research economic information on Mirkwood

Mirkwood is economically independent of the rest of Middle Earth. However, they

prefer to gain their jewels and fineries by barter with the Dwarves under the mountain.

5. Research information on political issues on Mirkwood and surrounding areas

The elves of Mirkwood tend to keep to themselves and have not had open conflict with

any people of Middle Earth in an age. However, their refusal to assist the dwarves in

recapturing their homeland from the dragon Smaug has made the two races passively

hostile towards each other

6. Understand the information you have gathered so that you will not waste time gathering

information you already have and so that you will be prepared for potential problems

unique to your area

7. Research information necessary for planning the survey

You will be performing your survey in the summer

How To Perform A Wycliffe Language Survey

10

Pack according to the weather. It will be muggy, but not overly warm so moderate

clothing is necessary. Bring extra water to supplement dehydration caused by extreme

humidity.

If the area is hostile towards westerners/Christians, gain permission to enter area and

conduct research. Mirkwood is not fond of strangers but will let small groups of

travelers in. See the king immediately upon arrival to explain the purpose of your stay.

(this is a complicated process and will not be expounded upon here. For more

information, research the requirements of your area)

Gather information about and be aware of cultural protocols. Elves bow to each other

as a sign of greeting. Refusal of hospitality is rude. Overconfidence or arrogance will

lessen the elves’ opinion of you. Gifts (usually jewels) are always welcome and almost

expected by anyone of higher class.1

1 Ken Decker, SIL Language Surveyor, via email interview

THE PROCESS: SOCIAL

INFORMATION

The Process: Social Information

13

THE PROCESS: SOCIAL INFORMATION

Once in the field, surveyors gather more information in order to create a profile of the language

group. This information is gathered through interviews of knowledgeable people within the

community, as well as observation during recordings of individuals. These studies attempt, in

part, to build a model of the social network of the communities: who speaks to whom and in

which languages? All of this information will help researchers understand the culture and

standards of the communities. The speakers of the language will have the final say in what is

done with their language, and therefore researchers want to be sensitive to and aware of the

people’s attitudes about their own and other languages, and beliefs about the future of their

language.

1. Gather more geographic information on Mirkwood

The forest is about 80,000 square miles of dense forest with almost no natural light

filtering in

Cities are not located in clearings, but instead, intertwined within the trees

2. Gather more demographic information on Mirkwood

The capital city is home to nearly all educated, high class elves

Lower class elves live throughout the forest in groups

The education of lower class elves is various

3. Gather more economic information on Mirkwood

No additional information was gathered

4. Gather more information on political issues of Mirkwood and surrounding areas

The woodelves are not openly hostile towards men but view them as less intelligent

and obtrusive to nature and disrespectful.

5. Be aware and take note of the social networks in Mirkwood1

The elves in each city cluster are one big social network. Even the king lives among

and talks with all the people of his city. Females and males appear to be of equal

standing. Servant elves are respected and treated as peers. Families are very important

for status among the elves.

THE PROCESS: WORD LISTS

The Process: Word Lists

17

THE PROCESS: WORD LISTS

After social information is gathered, surveyors collect linguistic information about the language.

Linguistic information is gathered through many methods; the first of which is through word

lists. These are lists of about 200 words. Surveyors gather these words through the use of a

language of wider communication; a language that both the surveyor and the speaker understand

to an extent.

1. Divide up Mirkwood into several smaller areas at population centers, or cities. We will

refer to each cluster (blue circles) as a location

2. Create a list of about 200 words, including common nouns, adjectives, numbers, verbs, and

familial terms (oftentimes this list is consistent from project to project and can be obtained

through you sponsor organization, in this case SIL)

3. Gather the words on the word list in the language of the first location

4. Gather the same words in the same location from at least one more speaker

5. Repeat steps 2 and 3 in the remaining locations

Mirkwood and its population

centers (cities)

Mirkwood’s locations (for reference,

the capitol is location 2)

Portion of Word List for Mirkwood


18

6. Compare each location with the next in numerical order (as demonstrated in images)

7. Compare location 1 with each location (as demonstrated in images)

8. Record the similarities between locations:

If there is a high similarity between locations (90% or greater) then comprehension

between the peoples of the locations should be easy. This means that only one translation

will most likely be needed for these people. However, if the similarity is low (60% or less)

then comprehension between locations will be more difficult and multiple translations may

be needed. This does not mean, however that the locations “speak different languages” as

the speakers may consider the varieties to be the same language.

The Process: Word Lists

19

Because all the locations have high similarity, determine the center of communication

by the location with the most similarity to all the other locations. Location 3 will be

Mirkwood’s center of location and most likely the location used for translation.

If there is low similarity between some locations, more than one translation project

may be necessary and will be determined by translators1

Comparison % Similarity

1:2 92%

2:3 94%

3:4 95%

4:5 95%

5:6 89%

1:3 98%

1:4 95%

1:5 94%

1:6 90%

THE PROCESS: RECORDED

TEXT TESTING (RTT)

The Process: Recorded Text Testing (RTT)

23

THE PROCESS: RECORDED TEXT TESTING (RTT)

After the use of a word list, sometimes surveyors will use a tool called Recorded Text Testing

(RTT). This process helps surveyors find out where the best center of communication is located.

This will most likely be the language variety people best understand.

1. Record a story from one member of location 1 (3-5 minutes)

2. Translate the story into Common Tongue

3. Transcribe the translated story

4. Create 10-12 questions about the story


24

5. Translate the questions into the Sindarin of location 1

6. Record the questions

7. Insert the questions into the story, each after the part of the story they correspond to

8. Have another member of location 1 listen to the story and answer the questions. This serves

as a test of the accuracy of the story. The person should answer the questions 100%

accurately.

9. Make any adjustments to the questions so that the test subject can answer all with 100%

accuracy.

10. Translate the questions into the Sindarin of location 2

11. Record the translated questions

12. Insert these questions into the story as before

13. Test the story on at least 10 members of location 2

14. Record the accuracy of each member

Person tested % Accuracy

Lilianna 90%

Thrandian 90%

Aradorn 100%

Mialian 80%

The number of questions correctly answered gives a general percentage of the

comprehension between the locations.

This percentage gives surveyors a general idea of the similarity between languages

Portion of Accuracy Chart

The Process: Recorded Text Testing (RTT)

25

15. Ask follow up questions of each member tested to gain an understanding of the

relationship between locations such as:

Where does the member think the story is from?

Could they understand the story?

Did they feel that they could understand it?

Did they like the story?

16. Repeat steps 1-15 as needed between locations1

THE PROCESS: MULTILINGUALISM

The Process: Multilingualism

29

THE PROCESS: MULTILINGUALISM

Within most communities, many of the people are multilingual, meaning they speak at least two

different languages. The people’s level of fluency in these languages as well as information on

which language most people use for what parts of life should be tested. Multilingualism is an

individual measure, meaning each person will have a different level of multilingualism.

However, understanding the community’s general multilingualism can help determine which

languages translation projects should be conducted in.

1. Observe what languages are being used in the area and how fluent the people sound in

them

In the capital, the woodelves would converse among themselves in Sindarin and talk

with our team in the common tongue, and seemed only a bit more fluent in Sindarin

than the common tongue. Some were even heard singing in Quenya.

In other locations, the woodelves would converse among themselves in Sindarin and

talk with our team in the common tongue. They were clearly more fluent in Sindarin.

2. Ask individuals what language(s) the feel they speak best

Lilianna said she feels competent in both Sindarin and common tongue, but

understands Sindarin better.

Thrandian said he feels that he speaks best about politics and trade in common tongue

but is better in Sindarin on matters of the household.

Aradorn says he writes common tongue best, but understands and speaks Sindarin the

best.

Mialian said she speaks Sindarin best.

3. Ask how well they feel they speak these languages

Lilianna: Sindarin: 9/10, Common Tongue: 7/10, Quenya: 4.5/10

Thrandian: Sindarin: 9/10, Common Tongue: 8.5/10, Quenya: 3/10

Aradorn: Sindarin: 8.5/10, Common Tongue: 8/10, Quenya: 3/10

Mialian: Sindarin: 9.5/10, Common Tongue: 6/10, Quenya: 5/10

4. Engage in conversation in any of these languages to gage fluency (only applicable if a

survey team member knows a language mentioned)

We were all able to communicate on a high level with the older woodelves in the

common tongue. The younger ones had a bit more trouble, but still managed to

communicate well. No one on our team speaks Sindarin or Quenya fluently.

5. Repeat steps 2-4 with many individuals

If a significant portion of the community has significant proficiency in another language,

perform a Sentence Repetition Test (SRT). This test is based on the fact that people can

remember 7 to 9 units of information. Depending on how well a person knows the other

language they can chunk larger groups of information into chunks of information. For example, a

person who doesn’t know another language may be able to remember 7 sounds they hear from an

utterance. A person with moderate proficiency may be able to remember words and simple,


30

common noun phrases. So, in the test a person hears a sentence and then tries to repeat it. At

some point, the sentences become too complex and they can’t repeat them completely and

accurately:

1. Create a list of 20 sentences in the language you wish to test.

The sentences should increase in difficulty from a 3 word sentence to complex

sentences with embedded clauses.

2. Test a variety of individuals on the 20 sentences

For greater accuracy a stratified random sample of people should be tested. Try to test

at least 5 people from each criteria: male, female; educated, uneducated; and about 3

age groups.

3. Record each individual’s proficiency according to the Foreign Service Institute scale (FSI).

The FSI scale runs from 0 to 5 with ½ levels denoted by a +. So, there are levels 0, 0+,

1, 1+, 2, 2+, etc. Level 5 is near native fluency.

4. Plot the data in the FSI grid (seen below)

male female

uned ed uned ed

18-28

29-40

>40

5. Use the data to determine an area’s level of bilingualism. This information is shared with

translators as they determine what needs to be done in a project1

The woodelves of Mirkwood are moderately fluent in the common tongue, however

Sindarin is clearly their mother tongue and the language they understand best, as a

whole. They wish to keep this language alive and so we suggest that a translation be

done in Sindarin for these elves.

male female

uned ed uned ed

18-28 3 4 3 4+

29-40 3+ 4+ 3+ 4+

>40 3 4 3+ 4

Blank SRT chart Common Tongue SRT for the Woodelves

THE PROCESS: OPTIONAL

TESTS

The Process: Optional Tests

33

THE PROCESS: OPTIONAL TESTS

Additional tests that surveyors may preform include Scripture comprehension tests and literacy

tests. Scripture comprehension tests establish whether people can use a completed translation, or

if there needs to be a revision. Literacy tests sometimes accompany bilingualism tests to

establish levels of literacy. Surveyors are also starting to gather information monitoring the

progress of projects in progress, such as monitoring teacher training. This includes how many are

trained, how well are they trained, how many use their training to train others, how well do they

train, etc. The necessity of these test are determined by surveyors based on experiences and other

data collected in the language groups.

These tests are more advanced and varied from area to area and are not necessary in a basic

language survey. Therefore, a full explanation of each process shall be excluded from this

manual. 1

POTENTIAL PROBLEMS AND

SOLUTIONS

Potential Problems and Solutions

POTENTIAL PROBLEMS AND SOLUTIONS

Each language survey is unique and different problems are bound to come up for each and

cannot possibly be listed or predicted in full. However, listed here are basic problems that do not

require a unique solution and can apply to any survey in any area.

Computer malfunctions: Get computer fixed if you are in an area near advanced technology. If

you are not near the appropriate technology, record data on paper by hand.

Recorder malfunctions: Bring back up recorders if you will not be near enough to advanced

technology to purchase new ones.

Members of a community are unwilling to cooperate: Find new members to work with. Not

everyone has to be a part of the process, just enough so that proper information is gathered.

Respect the wishes of everyone and act peacefully.

A community is unwilling to cooperate: Explain to those in charge of community the purpose

of the survey calmly and peacefully. Try to get them to see that you do not wish to interfere with

the workings of their community and only wish to gather information. If they still refuse to allow

you in, nothing can be done. Sneaking in without their approval will create a hostile and

dangerous atmosphere towards you and your work which will only interfere with your goals. Act

peacefully at all times. Perhaps over time they will grow accepting and allow work to be done.

No language of greater communication is available: This is rarely the case anymore as in

nearly every area there is at least one member of the community knows another language. Seek

out this person. If this person cannot be found, then a different, more specialized team will

handle this area. Chances are, translators will go in and learn the language among the people and

will conduct the necessary research themselves. Surveyors lack the time to live among a people

and learn a language for themselves.

No secondary information is available on the area: This is rarely true nowadays, as it is nearly

impossible for a language group to remain that hidden away. However, if this is the case, you

must be prepared for anything. Approach more peacefully and patiently as a group this hidden

away will most likely be very wary of strangers. Weather can often be determined simply based

on global location, but again, be prepared for any kind of weather. Be cautious of how you act so

that you avoid offending the people or appearing hostile. Gather all the information you can so

that researchers can be aware of this area.

For problems not listed here, contact a professional language surveyor through Wycliffe.

APPENDIX A: VOCABULARY

Appendix A: Vocabulary

41

APPENDIX A: VOCABULARY To understand what language surveyors do, you must understand the vocabulary used in the

field. Listed are some of the frequently used words that may not be understood by the casual

audience.

DIGLOSSIA:

Diglossia is a situation in which people are fluent in one language for certain domains and

fluent in another language for other domains. They cannot speak fluently on all topics in

either language. This rarely occurs as a stable state for very long. When surveyors come

across this situation among a people, they must determine which language would be better for

Scripture translation. This includes asking among the people which language they esteem or

wish to develop more.

LANGUAGE VARIATION:

There is variation in the ways people speak any language. Surveyors must consider how much

variation can be standardized into one written form. There are situations in which two

different peoples speak the same language, with complete mutual comprehension, but they

don’t consider that they are one people – and they don’t want the same literature. Other

peoples speak varieties that are not fully mutually comprehensible, but they consider that

they are one people, and they only want one literature. There are also language chains in

which the language changes slightly from one location to the next in a line. There is not much

difference from one location to the next, but locations that are 10 villages apart don’t

understand one another. All these situations must be considered by surveyors and translators

when planning a project.

LANGUAGE VITALITY:

Languages are not static. They evolve and change constantly, gaining and losing speakers.

Sometimes they die away entirely. Many speakers of minority languages are shifting to using

more prestigious languages. Surveyors must ask the following questions when considering a

language’s vitality:

Are there consistent symptoms of language shift?

Is there a “point of no return” when language use cannot be revived?

What levels of language use are sustainable?

How close is a language to dying?

Is it worth the effort to begin a project in the language?

Do the speakers of the language wish to have their language developed or are they content

to shift to another language?


42

LINGUISTICS:

Linguistics is the study of languages, their structure, and how people use them to

communicate and express their ideas and thoughts. Surveyors gather information about the

linguistics of areas so that translators can determine how to organize and go about a project in

these areas.

MOTHER TONGUE:

The mother tongue language is the first language of a person or people. It will most likely be

the language that they understand best on an emotional level, one that connects to them. It is

also referred to as the “heart language”. While in some cases it may not be the most

commonly used language or the language they are most fluent in, it is usually the language

Wycliffe translators work in, because it is the language that will best communicate to them on

a spiritual and emotional level.

MULTILINGUAL:

Multilingualism is a proficiency in more than one language. Most of the people in the world

speak more than one language. Multilingualism is an individual proficiency, for the most part.

Their proficiency is dependent on their individual efforts to learn other languages. They have

varying proficiencies in the languages they speak, and they have different reasons why they

speak multiple languages. Surveyors study multilingualism in an area to determine the best

and preferred language of a people to begin a project in.

SOCIOLINGUISTICS:

Sociolinguistics is the study and understanding of how people use language. It focuses on how

languages relate to social factors such as politics, the economy, religion, class differences,

gender, etc. Surveyors use information about the sociolinguistics of a people to determine

factors about the language and people that will allow them to provide the best access to

Scripture and other materials that may be translated. “Best access” is dependent on more

factors than just the language which a person speaks most fluently. People who have a

language forced upon them usually don’t feel very positive towards that language. Sometimes

people understand spoken language better than their ability to speak the language. Sometimes

people can read a language better than can speak the language. Surveyors must take all these

variations into consideration. 1

Index

43

INDEX

Common Tongue .................................................................................................................... 23, 29

Community ............................................................................................................. v, 13, 29, 30, 39

Culture........................................................................................................................................... 13

Fluency .................................................................................................................................... 29, 30

Language survey ............................................................................................................................. v

Language surveyors ........................................................................................................................ v

Linguistic .................................................................................................................................. 9, 17

Location

Locations ............................................................................................... 17, 18, 19, 23, 24, 39, 43

Multilingualism ............................................................................................................ iii, 27, 29, 44

Process ....................................................................... iii, 7, 9, 11, 13, 15, 17, 21, 23, 27, 29, 33, 35

Quenya ...................................................................................................................................... 9, 29

Similarity................................................................................................................................. 19, 25

Sindarin ......................................................................................................................... 9, 24, 29, 30

Surveyors .......................................................................................................... v, 17, 35, 39, 43, 44

Translators....................................................................................................................................... v

Woodelves................................................................................................................. v, 9, 13, 29, 30

Word Lists .......................................................................................................................... iii, 15, 17

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