#text lesson

A nice easy lesson this time, as the text piece is not from a “real-life” Greenlandic source but is a mid-level extract from a Greenlandic text reader, Kalaallisut Sungiusaatit / Læsestykker i Grønlandsk ([Reading] Exercises in Greenlandic).

It’s a bit long but bear with me, there’s some interesting points in here!

Sadly no longer in print otherwise I would have provided a purchase link! A lucky visit to a Scandinavian antikvariat might turn up a copy though, and I would recommend it because it’s actually a really good book, with 55 chapters of graded complexity, with some vocabulary notes for each chapter for trickier words and phrases.  A revised version including just the first 28 chapters was also apparently published but that doesn’t seem to be available online either.

A bonus with this book is that it also came with audio tapes! Click here to hear this lesson read out by a native speaker, in a very clear and unrushed manner (much slower than normal reading speed).

Text: Jensenip Ole Larsen allaffigaa

Ole Larsen Uummannami ilinniartitsisuuvoq. Jensenip Ole Larsen Hvidovremit ilisarisimavaa, ima allaffigaa:

Asasara Ole,

Ooqattaassavara kalaallisut allallunga. Maanna qaammatit arfinillit Maniitsumi najugaqareerpugut. Maniitsoq assut nuannerpoq. Inuit qassiit ilisarisimalerpavut, aamma Lenep Ebbellu Maniitsoq nuannaraat. Qassiinik ikinnguteqalerput.

Maani atuartut 800-upput ilinniartitsisullu 60-iullutik. Lene 4a-miippoq Ebbelu 5b-miilluni. Ilinniartitsisut ilaata Pele Barselajsenip kalaallisut atuartittarpaanga. Pele Nuummi ilinniarfissuarmi ilinniarsimavoq. Kalaallisut qallunaatullu pikkorippoq.

Aallaaseqarpunga kusanartumik. Pisiniarfimmi pisiaraara 200 kronenik akilerlugu. Ilaanni aqisserniartarpunga. Issaq Ebbelu aqisserniaratta Ebbe ataatsimik aqisserpoq uangalu pingasunik.

Else napparsimmavimmi sulisarpoq. Taamaattumik kiffaqarpugut. Kiffarput Arnaalummik ateqarpoq. Ippassaq puisip neqaanik pisimmat unnukkut neqitorpugut. Puisip neqaa mamaraarput.

Maniitsumi ilinniartitsisut qassiit pujortuleeraqarput. Sila ajunngikkaangat ualikkut aalisariartarput. Ebbe ilaanni oqartarpoq: “Ataata, sooq uagut pujortuleeraqanngilagut?” – Immaqa illit pujortuleeraqarputit?

Tassa kalaallisut allakkakka. Paasivigit? Tullianik qallunaatut allakkumaarpunga.

Nuliallu inuulluaritsi. Aamma Elsep inuulluaqquaasi.

Asasit,

Hans.

Vocabulary 

Uummannami – in Uummannaq. Ummannaq itself is derived from uummat heart + -naq something resembling and means “like a heart”, presumably referring to the shape of the large hill dominating above this island town in the northern part of west Greenland.

ilinniartitsisuuvoq – he is a teacher. From ilinniartitsisoq teacher, itself derived from ilinniar- learn -tit(si)- cause to –soq one who does together with -u- be + -voq indicative 3sg ending

Jensenip and Ole Larsen - note that Jensen is the subject of the transitive verb ilisarisimavaa and takes the relative case marker –ip while Ole Larsen is the object remains unmarked in the absolutive case; whereas with intransitive verbs the subject remains in the absolutive case. This is a feature of Greenlandic being an ergative language (like Basque).

Hvidovremit from Hvidovre. A town in Denmark, a suburb of Copenhagen, with –mit ablative case marker (sg)

ilisarisimavaa he knows him, has him as an acquaintance. From ilisarisima- to know (a person) + -vaa he…it, indicative 3sg subject, 3sg object. Related to ilisaraa he/she recognises him/her with perfective aspect marker -sima-

ima so, thus, in this way

allaffigaa he writes to him. From alla*- write -ffigi- have something/someone as one’s place of doing [verb] (from -(f)fik place of doing [verb] and -gi- have something as one’s [noun]). -gaa is the standard short form of –givaa. So literally “he has him as his place (or destination) of writing.”

asasara (my) dear. From asa- love + -saq passive nominal ending (one who is [verbed]) + -ra my (sg, absolutive form). Lit “one who is loved by me”

ooqattaassavara I will try it. From ooqattaar- try + -ssa- future tense marker + -vara I..it, indicative 1sg subject, 3sg object. The object here is the “writing”, discussed below.

kalaallisut in Greenlandic. Derivation described in earlier lessons. 

allallunga while I write. Using the 1sg intransitive contemporative mood -(l)lunga to express simultaneity with the main verb in the sentence, but with the meaning of “I will try to write…”. Think of allallunga “my writing” as the implied object of ooqattaassavara.

maanna now

qaammatit months. Plural of qaammat month, moon

arfinillit six. See here for more about Greenlandic counting.

najugaqareerpugut we have (already) been living. From najugaq living place -qar- to have (hence najugaqar- to live [somewhere])) + -reer- already + pugut 1pl indicative, instranstive

assut very, much

nuannerpoq is fun, enjoyable

inuit people, plural of inuk person.

qassiit many. Note also qassit with one ‘i’– how many?

ilisarisimalerpavut we have got to know. With ilisarisima- to know + -ler- begin to + -pavut/-vavut we…them, 1pl subject, 3pl object.

aamma and, also

Lenep Jensen’s daughter, Lene with relative case –p as she is the subject of a transitive verb.

Ebbellu and Ebbe [Jensen’s son]. Note that Ebbe is also in the relative case (Ebbep), but in this case the –p has been assimilated with –lu and

nuannaraat they like it. From nuannari- like it + -vaat 3pl subject, 3sg object. The object of the sentence is unmarked Maniitsoq in absolutive case.

qassiinik From qassiit many referred to above + -nik instrumental case (pl). The instrumental case often acts as a descriptor for an infixed noun, and can also be thought of as meaning “more specifically…”, but corresponding to an adjective in English.

ikinnguteqalerput they have made friends. From ikinngut friend –qar- have –ler- begin to –put 3pl indicative

maani here

atuartut (the) students

800-upput they are 800. Note that the number is pronounced in Danish i.e. otte hundrede. Followed by -u- be and –pput 3pl indicative

ilinniartitsisullu and the teachers. From ilinniartitsisoq teacher + -t plural + -lu and

60-iullutik [and them] being 60. Again the number is pronounced in Danish i.e. tres*. Note the glide vowel -i- after the consonant ending in tres, which is not required after hundrede (pronounced (h)unnoruju in Greenlandic). (NB * tres is short for tressindstyve – three times of twenty)

4a-miippoq is in [class] 4a. From -mi in + -i*- be + -poq 3sg, ind. Although -u- also means be, -i- is an alternative form which is found in a few situations, such as being in a location.

5b-miilluni. [and him] being in [class 5b]. As above, but with 4sg (reflexive) contemporative form -(l)luni. If you listen to the audio you’ll hear that the class numbers are spoken in Danish (fire-aamiippoq and femte-biimiilluni, interestingly with one as an ordinal and one as a cardinal!). This seems odd as there do exist Greenlandic words for the lower numbers below 13, but I guess this is probably an influence of Danish on the broader education system.

ilaata one of them (relative case). Ilinniartitsitut is also relative case (although plural form of relative case is the same as the absolutive plural), which governs ila “one of”, a member. Hence the phrase ilinniartitsisut ilaat means one of the teachers (absolutive form) [lit. of-the-teachers their-“one-of-their-members”]. And here appearing as ilaata which is itself in relative case form because it is the subject of the transitive verb below.

atuartittarpaanga he is teaching me. From atuar- to read, study + tit cause to + tar habitual action + paanga he…me 3sg subject, 1sg object.

Nuummi in Nuuk. See here for a description of some Greenlandic place names.

ilinniarfissuarmi in the university. From ilinniar- learn -fik- place where ®suaq big –mi in

ilinniarsimavoq he studied. From elements already described above.

qallunaatullu and Danish. Qallunaatut Danish + lu and. See here for a discussion of the derivation of this word.

pikkorippoq is fluent, is capable

aallaaseqarpunga I have a gun. Obviously we are all for arming teachers with guns nowadays J, I guess Greenland was way ahead of the curve here with this text being published in [ ]. From aallaasit gun, rifle qar have punga 1sg indicative.

kusanartumik lovely, beautiful. From kusanar  be beautiful + toq one which + mik instrumental case. As mentioned above, the instrumental case is used to provide further description, in an adjectival manner, to an infixed noun. Giving the meaning “I have a lovely gun”.

pisiniarfimmi in the shop. Lit. “in the place where one intends to buy things”. pi thing/dummy object si buy niar intend to fik place where mi in

pisiaraara I bought it. From pisiari- to buy which derives from pisiaq “bought thing” (pisi above + (g)aq passive participle) + ri to have as one’s [noun] + vaara I…it 1sg subject, 3sg object. Lit “I have it as my bought thing”

200 kronenik for 200 kroner. Note again the Danish number to hundrede. Here –nik (instrumental plural) provides further description of the act of payment in the following verb.

akilerlugu [me] paying for it. From akiler- pay for and -lugu 3sg object, contemporative form. Note the contemporative form can only show the subject (in intransitive forms) or the object (in transitive forms) but not both subject and object, unlike other moods like the indicative which is mostly used in this text.

aqisserniartarpunga I go hunting for ptarmigan. From aqisseq ptarmigan niar hunt for tar habitual action punga 1sg indicative

Parenthesis: what is a ptarmigan?

Extract from: http://atasteofgreenland.com/material/ptarmigan/

“The ptarmigan is Greenland’s only gallinaceous* bird, the size of a small hen. It breeds all over Greenland and can be found in practically any terrain - although most commonly in the tundra, hiding between rocks or bushes. [* gallinaceous: like a fowl or chicken]

The ptarmigan lives year round in Greenland. Populations vary from year to year, but approximately every 10 years there is a “ptarmigan-year” where the bird is found in particularly large numbers. All the same ptarmigans are in general estimated to be in large numbers in Greenland.

The bird can be difficult to spot due to its well-camouflaged plumage: Ptarmigans change their plumage according to season and are thus brownish with dark stripes in summer, but completely white in winter. These changes in appearance are so they can hide when they eat. In summer, they blend into the tundra plants and look like shadows; in winter, they look like the snowy ground they walk on. It is furthermore worth noting that the feathers on the legs continue all the way out between the toes.

Once spotted it is however possible to get very close and it is not uncommon to see a ptarmigan stay put even if you shoot one right next to it! Previously ptarmigans were caught with snares; Children would simply creep up on the ptarmigans from behind and swing the noose around the neck of these winged delights.

Ptarmigans are a sought after delicacy that can be cooked in many ways - One example could be honey marinated ptarmigan-breast with confit of ptarmigan thigh. Furthermore the gizzard can be inflated like a balloon and hung to dry. Once dry the contents of the gizzard are the perfect essence for schnapps! Ptarmigan-schnapps will never taste the same since it inherently depends on what the ptarmigan has eaten. In the old days the dried gizzards were used as baby-rattles since the seeds, shells, pebbles and twigs rattled marvellously in the dried bags.”

Picture: NordForsk

issaq recently, the other day

Ebbelu aqisserniaratta When Ebbe and I went hunting for ptarmigan. Same verb as above but this time in the causative (“when(past)/because”) mood, with ending -ratta 1pl. Note that the combination of first person plural verb and Ebbelu (and Ebbe) gives the sense of “[I] and Ebbe, we went hunting…”

ataatsimik one (instrumental case)

aqisserpoq he caught/killed ptarmigan. Compare the verb nannuppoq to kill a bear discussed here. 

uangalu and I

pingasunik three (instrumental case)

Else Jensen’s wife

napparsimmavimmi in the hospital. From napparsima- to be sick + fik/vik place where + mi in. Note that the -(f)fik place where ending appears here as vik, but in so doing causes gemination of the previous consonant.

sulisarpoq she works. From suli- to work + tar habitual action

taamaattumik therefore. Lit “with it being so”

kiffaqarpugut we have a kiffaq or house-keeper/house-help.

kiffarput our housekeeper. With -rput our (sg object, absolutive case)

Arnaalummik Arnaaluk (instrumental case)

ateqarpoq she has a name. From ateq name. [name]+-mik + ateqarpunga = I am called [name]

ippassaq yesterday

puisip seal (relative case) from puisi (absolutive form).

neqaanik its meat (instrumental case). From  neqi meat + a + nik. Note the change from ia>aa discussed in previous lessons and here.

pisimmat because she bought. –mmat being causative, 3sg intransitive

unnukkut yesterday evening

neqitorpugut we ate (meat). Based on elements discussed above plus -tor- eat

mamaraarput we found it delicious. From mamaq it is delicious + ri consider something to be + we…it 1pl subject, 3sg object, indicative.

pujortuleeraqarput they have motorboats. From pujortuleeraq motorboat. Note related pujortarpoq meaning he smokes (cigarettes/pipe) and –araq diminutive ending

sila the weather

ajunngikkaangat whenever it is good. From ajor- bad + nngi negative + kkaangat 3sg intransitive form of “repeated action/whenever” mood, which is essentially a derived form of the causative mood with the infix -gaang-/-raang-/-kkaang- in place of the usual -ga-/-mm- marker for this mood.

ualikkut  in the afternoons. From ualeq afternoon + prosecutive case -kkut

aalisariartarput they go fishing. From aalisar- to fish (cf aalisagaq a fish lit. “a thing which is fished”)   riar to go and do something tar habitual action -(p)put 3pl indicative

ilaanni sometimes, now and again. Related to ila- discussed above with -at their + ni in, at

oqartarpoq says. From oqar- say with tar habitual action

ataata father

sooq why

uagut we

pujortuleeraqanngilagut we do not have a boat. Note that after the negative marker nngi the indicative verb ending is based on -la- not –vu-/-vo-

immaqa perhaps

illit you

pujortuleeraqarputit you have a boat. With –putit 2sg ending, indicative. If this had been a direct question (i.e. do you have boat? rather than perhaps you have a boat?), it would have taken the ending –pit which is the 2sg interrogative ending.

tassa this is

allakkakka  my letter. From allakkat a letter, which is plural in form

paasivigit do you understand them?. But here to be translated as do you understand it? because the “letter” is singular in English.

tullianik the next one. From tulleq next one + a its + nik instrumental case. The “its” is referring to the “occasion”, i.e. on its next occasion (of writing a letter)

allakkumaarpunga I will write. From alla*- write -kkumaar- will (definitely) (describes a belief that something will likely happen) + punga 1sg

nuliallu and your wife. From nulia wife, woman + t your (sg object) + lu and

inuulluaritsi (I wish that you both) live well! Best regards! Typical parting greeting, comprised of inuu- live (which is perhaps from inuk person + u be) + lluar well + ritsi 2pl imperative form. Similarly to Ebbelu above, the addition of nuliallu here effectively goes alongside an unspoken illit you to collectively make up the second person plural, i.e. “[I hope that] [you] and your wife both live well!”

inuulluaqquaasi she also passes on her regards. With interesting and sometimes tricky infix -qqu- to ask someone to do something, and ending –vaasi she…you(pl) (3sg subject, 2pl object, indicative). The -v- falls away between -u- and -a-  in Greenlandic orthography.

asasit yours. From asa- to love + si someone who does [verb] to [subject/owner] + t your (sg object). So literally “your person who loves [you]”

Translation 

Ole Larsen Uummannami ilinniartitsisuuvoq. Jensenip Ole Larsen Hvidovremit ilisarisimavaa, ima allaffigaa:

Ole Larsen is a teacher in Uummannaq. Mr Jensen knows Ole Larsen from Hvidovre, and writes to him as follows:

Asasara Ole,

Dear Ole

Ooqattaassavara kalaallisut allallunga.

I shall try to write in Greenlandic.

Maanna qaammatit arfinillit Maniitsumi najugaqareerpugut.

We have been living in Maniitsoq for 6 months now.

Maniitsoq assut nuanneerpoq.

Maniitsoq is an enjoyable place.

Inuit qassiit ilisarisimalerpavut, aamma Lenep Ebbellu Maniitsoq nuannaraat. Qassiinik ikinnguteqalerput.

We have got to know many people, and Lene and Ebbe really like Maniitsoq. They have made a lot of friends.

Maani atuartut 800-upput ilinniartitsisullu 60-iullutik.

There are 800 students here, and 60 teachers.

Lene 4a-miippoq Ebbelu 5b-miilluni.

Lene is in Class 4a and Ebbe is in Class 5b.

Ilinniartitsisut ilaata Pele Barselajsenip kalaallisut atuartittarpaanga.

One of the teachers, Pele Barselajsen, is teaching me Greenlandic.

Pele Nuummi ilinniarfissuarmi ilinniarsimavoq. Kalaallisut qallunaatullu pikkorippoq.

Pele studied at the university in Nuuk. He is fluent in both Greenlandic and Danish.

Aallaaseqarpunga kusanartumik. Pisiniarfimmi pisiaraara 200 kronenik akilerlugu.

I have a lovely gun. I bought it in the shop for 200 kroner.

Ilaanni aqisserniartarpunga. Issaq Ebbelu aqisserniaratta.

Sometimes I go out hunting ptarmigan. Recently Ebbe and I went out hunting for them.

Ebbe ataatsimik aqisserpoq uangalu pingasunik.

Ebbe caught one and I caught three.

Else napparsimmavimmi sulisarpoq. Taamaattumik kiffaqarpugut. Kiffarput Arnaalummik ateqarpoq.

Else is working in the hospital, so we have a housekeeper. Our housekeeper is called Arnaaluk.

Ippassaq puisip neqaanik pisimmat unnukkut neqitorpugut. Puisip neqaa mamaraarput.

Yesterday evening she bought some seal meat so we had seal for dinner. We think seal meat is delicious.

Maniitsumi ilinniartitsisut qassiit pujortuleeraqarput. Sila ajunngikkaangat ualikkut aalisariartarput.

Many of the teachers in Maniitsoq have motorboats. Whenever the weather is good they go out fishing in the afternoons.

Ebbe ilaanni oqartarpoq: “Ataata, sooq uagut pujortuleeraqanngilagut?” – Immaqa illit pujortuleeraqarputit?

Ebbe sometimes says to me: “Dad, why don’t we have a motorboat?”. Maybe you have a motorboat?

Tassa kalaallisut allakkakka. Paasivigit? Tullianik qallunaatut allakkumaarpunga.

So this is my Greenlandic letter. Did you understand it? Next time I will write in Danish.

Nuliallu inuulluaritsi. Aamma Elsep inuulluaqquaasi.

My best regards to you and your wife. Else also sends her regards to you both.

Asasit,

Hans.

Yours,

Hans

Text lesson 2, 25/09/17

QUOTE - PAMPHLET

So far: Test lesson #1 by Tulunnguaq

And: lesson 1, lesson 2, lesson 3, lesson 4, lesson 5, lesson 6, lesson 7, lesson 8, lesson 9, lesson 10 and Greenlandic stress.

This lesson is a guest post by @tulunnguaq.

We had a request from @fankh15 to do another text lesson using the words of a Greenlandic song, such as from the band Nanook. Happy to oblige. I hadn’t come across this band before, but I’m glad I did – it’s a distinctive style and really nice. The song we are going to look at is Ingerlaliinnaleqaagut – check it out on Youtube or get it on iTunes etc.

The lyrics (and a translation) were already available online (through a web archive link – the official website seems not to be available any longer), and I’ve adapted these below to analyse each word in the same way as the last text lesson.

Ingerlaliinnaleqaagut

Uummatiga ulikkaariartormat kissarneq tunginnut supoorpara qungujummik akigamma eqqarsaatitit atuarpakka qaammassuaq imissereersoq ersiginagu akuerisigu

Ooohhhh ingerlaliinnaleqaatit kingumut qiviartajaarunnaarlutit Ooohhhh Ooohhhh ooohhhh ingerlaliinnaleqaagut siumukarnissaq qitiutillugu

Aappillernerit alianaagigalugu eqqissivunga sialussuit koorusaartut tunguarnittut iiorarpakka

Ooohhhh ingerlaliinnaleqaatit kingumut qiviartajaarunnaarlutit Ooohhhh ooohhhh ooohhhh ingerlaliinnaleqaagut siumukarnissaq qitiutillugu

Vocabulary

Letter changes: note that there are various rules about how affixes add to each other and potentially change in the company of each other: some affixes cause assimilation of previous letters and others cause them to disappear. One regular sound change is that -e- and -o- only appear before -r- and -q-. They are just alternative forms of -i- and -u- and if the -r- or -q- disappear they change accordingly.

ingerla- – go -ler- – begin, have begun, be about to, are just now doing (in this word it appears twice, first time losing the -r- with a consequential change of -e- to -i-) -innar- – just, only -qi-/-qaaq – the standard meaning is "very, a lot", but I think here it just provides emphasis. -gut – we (verb) (indicative mood) Ingerlaliinnaleqaagut – literally: we.very.start.only.start.going; the official translation is “we keep on going”. It’s a difficult word to parse! uummat – heart (as appears in the northern town of Uummannaq – “looks like a heart”) -ga/-ra – my (singular object, absolutive case) ulikkaar- – to be full -riartor- – more and more -mat – when he/she/it (verbs) (causative mood) kissar- – to be warm -neq – the action of (doing verb) (makes verbal nouns) tunginnut – tungi- direction + -t- your + -nut to(ward) supoor- – to blow -para – I (verb) it (indicative mood) qungujuk – a smile -mik – to instrumental case, "with" aki- – to answer -gamma – when you (verb) me (causative mood) eqqarsaat – thought -tit – your (singular owner, plural object, absolutive) (-i- infill required after the -t ending in eqqarsaat) atuar- – to read -pakka – I (verb) them (indicative mood) qaammat – moon (also month) -suaq – large imissi- – (of a moon) to be full -reer- – already, finished -poq/-voq – he/she/it (verbs) (indicative mood) ersigaa – is afraid of him/her/it (-gaa ending is short for -givaa in the indicative, so here the stem is -gi-) -nagu – not (verbing) it (negative contemporative mood) akuer- – to agree with, allow, embrace -(ri)tigu (-(ri)sigu) – let's (verb) it (imperative mood) -qaatit – you (singular),  form of –qaaq (see above) kingu – hind part -mut – to(wards) kingumut: back(wards) qiviar- – to turn -tar- – to habitual action marker -jaar- – can be "early/soon" (but here I'm not sure, maybe just provides emphasis) -runnaar- – no more -lutit – while you (verb) (contemporative mood) siu- – forward -mukar- – turns directions into verbs of motion; siumukar- to go forward -ni- – see –neq above -ssaq – future tense noun marker – siumukarnissaq (our) future progress qitiu- – to be in the middle -ti- – causative affix; qitiuti- to “make something be in the middle”, i.e. to focus -llugu – while (someone, here: we) (verb(s)) it (contemporative mood) aappiller- – to go red, blush (aappaluttoq red) -it – your (singular subject, singular object, absolutive case) alianaa- – to be wonderful -gi- / -gaa – to think that / feel that / find something is … -galugu – while (someone, here: I) (verb(s)) it (contemporative mood) (I’m unsure here why -ga- is here after -gi-, I would have thought the contemporative mood form should be alianaagalugu) eqqissi- – to calm -vunga – I (verb) (indicative mood) sialuk – rain (plural sialuit: raindrops) -:suit – large (plural form of -:suaq) kuuppoq – flows down (here kuu- becomes  koo- before -rusaar- following the sound rule referred to above) -rusaar- – slowly -tut – plural form of -toq (intransitive nominal mood, "a thing which (verbs)", absolute form) tunguarni* – taste sweet (from tungu juice of a fruit), also with –tut giving tunguarnittut (being things) which taste sweet iiorar- – to swallow one after the other, continually (derived from iivaa to swallow something; -rar- one after the other) -pakka – I (verb) them (indicative mood)

Translation

We Keep On Going

As my heart fills up I blow warmth in your direction I read your mind When you responded with a smile Don't be afraid of the full moon Let's embrace it

Ooohhhh you keep on going Without needing to look back anymore Ooohhhh ooohhhh ooohhhh we keep on going With the focus of moving on

The way you blush calms me down I drink the big sweet raindrops Ooohhhh you keep on going Without needing to look back anymore Ooohhhh ooohhhh ooohhhh we keep on going With the focus of moving on

I hope you enjoyed this as much as I did! It was nice to get to know this band and also have the challenge of breaking down their lyrics.

As ever, I would be happy to take any questions on this or to take any more requests. I’ve still got a lot to learn myself but if we get stuck they will always be some native speakers out there to help.

Text lesson 1, 11/09/2017