Nivel 3 - Aspectos Culturales

CADA CABEZA ES UN MUNDO
Cuando el
pájaro la pica es
cuando la fruta
está más rica.
VOLUMEN XVII
NIVEL III
#3
Pies cansados y
boca cerrada,
gota curada.
© 2007 Semos Unlimited, Inc./New Mexico Highlands University
CONTENIDO
Lema
Página
La Educación
Dolores Gonzales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-1
“Doctora Gonzales: Dolores en la Gloria” por Luisa Durán . . . . . . .3-2
Estudiantes del Mes de Clovis
“Historia de Dos” por Ana Iveth Olivas . . . . . . . . . . . . . . . . . . . . . . .3-3
Arte por Caine Chávez y Jude Segura . . . . . . . . . . . . . . . . . . . . . . .3-4
Arte por Autumn LaPlante y Caitlin Sengstack . . . . . . . . . . . . . . . . .3-5
Folklore
Dos Dichos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-6
Literatura
A Prospector’s Experience (WPA)* . . . . . . . . . . . . . . . . . . . . . . . . . .3-7 a 3-9
Respuesta al Crucigrama (de etapa #2) . . . . . . . . . . . . . . . . . . . . . . . . . .3-9
Literatura Mexicana Antes de la Independencia . . . . . . . . . . . . . . . .3-10 a 3-11
Literatura Nuevomexicana Antes de la Independencia Mexicana . .3-12
Un Diccionario Pequeño: ¡Caramba! . . . . . . . . . . . . . . . . . . . . . . . .3-13
A New Mexico History Book
Native American Languages by Dr. Chris Sims . . . . . . . . . . . . . . . .3-14 a 3-15
Arte
Más Murales por Frederico Vigil . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-16
La Importancia de Juegos en la Educación
Jean Piaget: Apuntes Sobre el Aprendizaje . . . . . . . . . . . . . . . . . . .3-17
El Coyotito y La Zorra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-18
La Conservación del Agua
Coyote Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-19
Eventos
News from Bosque Redondo Memorial . . . . . . . . . . . . . . . . . . . . . .3-20
Una Búsqueda de Palabras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-21
Remedio del Mes: hinojo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .back cover
* The Federal Writers’ Project was operational during the WPA days of the early
30’s during the Great Depression.
NOTE: There are 3 folders included in the CD for this issue:
A Power Point presentation on what we are thankful for; this Power Point is advanced by clicking;
it is good for simple vocabulary in Spanish
A music folder with the song “Ciudad de Jauja” recorded by Bayou Seco
An interactive game of 10 dot to dot pictures with numbers from 1 to 30
ANOTHER BILINGUAL EDUCATION PIONEER:
DOCTOR DOLORES GONZALES
Doctor Dolores Gonzales lived
between 1917 and 1975. She was a native
of the area around Pecos. During those
years she produced several bilingual educational products (a bilingual reading
series entitled Tierra del Encanto and
Canciones y Juegos de Nuevo México);
she taught in Pecos, Honduras, Ecuador
and Costa Rica; she was a professor at
the University of New Mexico. She
received her college education at New
Mexico Highlands, Columbia University
and Pennsylvania State University.
Unfortunately, Dr. Gonzales did not
leave a tremendous amount of writings or
information about herself. Thus, to know
her we must depend on quotes from her
colleagues and students.
Ambrosio Ortega said of Dolores
during her time in Latin America, “I also
knew the private Dolores, and she was private, very kind. There was a street person,
I think her name was María...really bad,
filthy, carried everything she owned in a
big blanket...Dolores supported her as
long as she was there, with a little money
and food...That’s the way she was, the
kind of person she was, very humane.”
Luisa Martínez (a student of Dr.
Gonzales both in Pecos and at UNM)
says, “Her classroom was one of the
brightest and happiest in the school. She
encouraged me, made me feel worthwhile
and taught me that lessons can be learned
from our mistakes.”
Dr. Leroy Ortiz states, “There were
probably ten of us working in the institute...To this day we’re all very close. That
program was a real pipeline, was one of
the more important recruiting devices for
Chicano students female and male...I sus-
pect 15 or 20 students received their doctorates through that program...So she was
instrumental in supporting, encouraging,
and helping those 15 students to finish
their doctorates, and, then, they went on to
create pretty impressive careers in other
universities. If you subtract her program
and her as a person that would be 15 less
Chicano Ph.D. students working someplace in Bilingual Education in the country.”
Further, Dr. Ortiz states, “I think she
did a lot, not by preaching or not by talking
verbally about things, but just by her own
appreciation of the dialect and the folklore
and traditions of New Mexico. She really
taught us to be appreciative of that background. For a lot of us, it was a real different kind of thing because we had been
taught in a lot of ways that to speak
Spanish was not the right thing to do and
people had been punished in schools for
doing that. She turned that around for a lot
of us, not so much by telling us...but by
having us create stories where we used
the dialect. We used New Mexican culture
as the basis for those materials. We spent
a lot of time...introspecting in the sense of
looking at ourselves, looking at our background, looking at our language, looking at
all of what today would be called cultural
capital. What made her so effective was
giving Chicano students that sense of
orgullo (pride)...in what they brought to the
University.”
NOTE: Thanks to Dr. Leroy Ortiz for sending an article “Dolores ‘Lola’ Gonzales” by
Bernardo P. Gallegos, to Margaret Fernández and
Luisa Martínez for writing the little book Dolores
Gonzales, Pioneer of Bilingual Education and to Dr.
Luisa Durán for sending a poem she wrote to honor
Dolores Gonzales, which is included on the follow3-1
ing page.
DOCTORA GONZALES: DOLORES EN LA GLORIA
por Luisa Durán, Ph.D-su estudiante
Creo que la comunicación será multilingüe allí.
Todavía casi puro bendito inglés aquí.
La Tierra de Encanto, ahora no es tanto.
No es fácil seguir lo que usted dejó.
Damos un paso pa’ delante
Y cuatro al carajo.
La comida muy enchilada sigue muy popular.
Es el español, lo que no nos dejan hablar.
Más ahora que usted está allí,
Le pregunto una vez más,
¿Cómo le haremos para la paz?
Se acuerda cuando me corrigió,
Porque yo pensaba que yo sabía todo?
Sesenta y cinco y a veces ni modo.
Si ahora usted me diera su atención
Le pidiera su bendición.
Usted quien está en la gloria
Dándole cuenta al Señor,
Pídale que nos mande
Una temporada mejor.
Usted dicía, “Dios tarda pero no olvida.”
Doctorcita,
Aquí en la tierra,
Usted
Todavía es muy querida.
3-2
ESTUDIANTES DEL MES DE CLOVIS:
ANA IVETH OLIVAS, CAINE CHAVEZ, JUDE SEGURA,
AUTUMN LAPLANTE Y CAITLIN SENGSTACK
Historia de Dos
por Ana Iveth Olivas, Clovis High School
Fueron sueños compartidos por dos...
Fueron tantas promesas...
Fueron ilusiones que nos hicieron feliz...
Fueron desveladas inolvidables...
Fueron palabras del Corazón...
Fue un amor único, como ningún otro...
Fueron tantos “te amo” que nunca olvidaré...
Fueron consejos de amigos y de pareja...
Fue la confianza más linda...
Fue una amistad, un amor...
Fueron meses llenos de felicidad,
que ahora me pregunto,
¿Y ahora, qué es?
Esos sueños se quedaron en camino...son promesas, promesas
sin cumplir...ilusiones sin recordar...desveladas que jamás sucederán...palabras que hieren y son del Corazón...sigue siendo un
amor único, pero sin ningún “te amo”...los consejos, seguirán
siempre...la confianza, la perdimos hace tiempo...una triste amistad existe entre nosotros...y los meses sin ti, serán los más tristes,
pero tengo entendido, que la historia de dos, ahora es de dos,
pero en sentidos contrarios, él por su camino y yo por el mío...él
con su nuevo amor, ¿y yo? Yo brindando por su felicidad...
Le deseo lo mejor y nunca lo olvidaré...
3-3
por Caine Chávez, 5th grade, Highland Elementary School, Clovis, NM
por Jude Segura, 1st grade, Highland Elementary School, Clovis, NM
3-4
por Autumn LaPlante, 5th grade, Highland Elementary School, Clovis, NM
por Caitlin Sengstack, 2nd grade, Highland Elementary School, Clovis, NM
3-5
DOS DICHOS
por Roberto Mondragón
Dicho: Cuando el pájaro la pica es
cuando la fruta está más rica. (The fruit
is sweeter when the birds taste the fruit.)
Once the birds start to peck at it, it’s time
to start picking it before they eat it all.
Este dicho es uno sobre el tema de
la fruta, y con... cuándo la fruta está mejor
para comerla. Fruta verde no tiene buen
sabor, y fruta madura sí, pero...¡demás, ni
qué hablar!
Pero lo que más nos da a saber el
dicho es, que... hay que saber cuándo
comprar y, ¡sí!, cuándo... comer la fruta.
El mejor tiempo según el dicho, es... cuando los pájaros comen de ella también!
Pues, ¿Quién sabe mejor de la naturaleza, sino... los pájaros que son... también
parte de la naturaleza?
Otro tiempo en que la fruta se debe
de comprar es... cuando cuesta menos!
Entonces es cuando hay más de ella... y
es cuando está madura suficiente, pero no
madura "demás." "Fruta temprana...
¡verde y cara!" (Early fruit is very expensive and not even ripe.) Pero, dice un
dicho más... "Fruta, para que no haga
daño... ¡cuando la come el soldado!"
(Esto porque el soldado como no tiene
mucho dinero, compra la fruta cuando
está barata!)
O, como lo dice el dicho, y lo decimos aquí de este modo... "Los pájaros te
dirán... cuando en sazón las frutas están."
(Don’t forget, the birds will let you know
when the fruit is ripe.)
Dicho: Pies cansados y boca cerrada,
gota curada. (Tired feet and a closed
mouth is good cure for the gout.) Tired feet
means exercise and closed mouth meaning don’t eat what you’re not supposed to.
La gota es una enfermedad que
afecta las coyonturas de los huesos y
causa muy grave dolor. La mayor parte del
tiempo gota afecta los pies y las rodillas.
Un tipo de ácido, se acumula en el cuerpo... se cristaliza, causando el dolor. Se
dice, "Gota en los pies... ¡mal-mal es!"
(There’s nothing worse than a bout with
the gout.)
Cuando se comen algunas comidas
se causa esta aflicción más que cuando
se comen otras.
Se dice que, "La gota es mal de
ricos" (a rich man’s disease). Casi siempre, cuando una persona es afligida por
gota, se le prohibe que coma carne roja o
que beba vino rojo. La carne más dañina
para alguien que sufre de gota es... la
carne de puerco.
Dice otro dicho, así... "Se cura la
gota, cerrando la boca.” También se dice,
"Con gota, ni gota." Esto para decirnos
que cuando tengamos gota, que no bebamos "ni gota" de vino rojo.
Además de la sugerencia de evitar
ciertas comidas y bebidas se sugiere también ejercicio como manera de prevención.
Ya de que la persona la tiene, sin
embargo, hace más beneficio el descansar el pie, que cansarlo. Pues dice el
dicho, "No alivia la gota, zapato, ni bota."
(Once the gout’s got a hold of you, it’s best
not to put on your boot or your shoe.)
3-6
A PROSPECTOR’S EXPERIENCE
from the WPA Federal Writers’ Project, an interview of John Sanderson by Mrs. W.C. Totty,
July 13, 1937
"A man gets some queer ideas in
his head when he's out all alone in the
mountains," said John Sanderson, "half of
them believe in ghosts, nine out of ten in
signs and all of them in luck. My own experience has changed my views in a good
many particulars, and for one thing, it has
made me a firm believer in special providences. It didn't come about gradually but
through as marvelous an escape from an
awful death as I believe ever fallen to man!
I had a pet theory that if you followed the creeks up high enough you would
find a large deposit of gold in decomposed
quartz. I talked the thing up to Charlie
Burk, another prospector and friend of
mine, until he agreed to put up half of the
outfit and join me in the search. We got a
couple of burros and the necessary tools.
The country in the Black Range is
about as wild and desolate as any on
earth, and it was a trip that nothing but
faith and enthusiasm would prompt a man
to attempt. It was one succession of
gorges, gulches, and all strewn with granite boulders from the size of a man's hand
to a four story block, and often we were
obliged to leave the water course that we
were following and make detours that took
days at the time.
The creek we followed was almost
dry, and we stopped frequently looking for
placers. We found no very rich ones, but
everywhere there was gold. Sometimes
there would be lots of it in the bottom of the
cup after we had taken a drink, and sometimes, (here is a curious thing) it would be
floating on the surface. I will let someone
who is better posted in science than I, tell
why gold now and then floats, but I only
know that little flakes of it do, and a lot of it
is lost in sluice mining that way. As long as
we found placers we knew that the main
deposit was ahead, so we pushed along,
tired enough but confident.
At last we came to a spot where the
sand was barren for several days journey,
and then we began to prospect the country around. To make a long story short we
struck a ledge one morning with outcroppings that crumbled under my pick and
showed quartz all streaked with yellow
threads. ‘Charlie,’ I yelled out, all afire at
once, ‘we have struck it!’ But before we
sunk a shaft we found something else that
sent our hearts to our mouths. It was an
old shaft, back a little and in a claim properly staked out that covered that very
ledge. There was a notification according
to law on one of the posts, that Peter
Sumner and Joseph Keautzy had taken
possession of the Big Six and done the
legal assessment work. I sat right down
and collapsed, but Charlie went over the
shaft and came back to tell me that it didn't cover half the amount necessary under
the law to hold the property for the year.
We measured it and sure enough, it was
down only about one-half the required distance so we took possession of the property, changed its name to ‘The Treasury,’
and went to work.
We built ourselves a rough shanty,
rigged up a windlass and began to sink. In
a few days we were in a formation rich
enough to make a man’s head swim, and
getting better as we went down. We were
both so excited that we begrudged the
time to sleep and eat, and we, neither of
us, meditated for an instant giving the
claim up to anybody, assessment work, or
no assessment work. What had become of
the two men was a mystery. They had left
3-7
no trace except the notification board and
shaft, and it gave me the creeps now and
then to think that they might be dead.
But we were not in a frame of mind
to let sentiment interfere with business. I
suppose we had been there a couple of
weeks when provisions began to run short.
We didn't want to both leave the claim at
once so it was finally arranged that Charlie
would go down the creek about fifty miles
to a camp and get supplies. He took the
two burros and started off. I calculated that
it would take him a week to make a trip,
and time hung heavy on my hands. I tried
to work a little on the shaft. The formation
was very hard, and we had rigged up a
sort of a cross-bar ladder. I would go down
this, fill the bucket, climb to the surface
and pull it up.
About noon of the second day after
he left, I was startled at what I thought was
a man crossing a little gulch a half a mile
away. I only had a view of it between two
rocks, and whatever it was, it passed so
quickly that I was not sure. However, I
waited for a couple of hours, and then seeing nothing further concluded I was mistaken and I went down into the shaft. I
filled the bucket with very heavy ore,
climbed up, and had it about half raised
when a man came walking up the creek
bed toward me. Then I knew that I was
right before.
He was an ugly looking customer,
big and brawny with a flat, Scandinavian
face, and carried a Winchester on his arm.
I had a little stick that I slipped into the
windlass handle near the axle to keep it
from turning backward and leaving the
bucket just where it was suspended half
way up. I started towards the cabin to get
my arms. He covered me with his repeating rifle and ordered me to halt.
‘What are you doing on my claim?’
he said. ‘I reckon you can see,’ I replied,
pulling as good a face on it as I possibly
could.
‘Do you mean you jumped it, you
cursed thief?’ ‘No, I don't, there wasn't
enough work on it to hold it, and it was as
much mine as anybody's.’
‘You lie!’ He looked at me for over a
minute with his wicked greenish eyes, then
he said: ‘Did you ever pray?’
‘Yes,’ I faltered. ‘Then pray now, I'll
give you two minutes to do it.’ By that time
my mind was clear enough to take in the
whole situation, I had no doubt he intended to murder me then and there. With me
out of the way there would be no one to
testify to the insufficient work, and it would
simply be when my death was told as a
claim jumper who had justly been dealt
with. I felt my knees tremble and tried
another trick.
‘If you kill me,’ I said ‘my partner will
be back and see that you hang for it.’ ‘I'll fix
your partner the same way, you claimjumping cur.’
True enough nothing would be easier than to assassinate Burk on his return,
and we had so jealously guarded the
secret of our trip that no one would know
where to search for us. We would simply
disappear, as hundreds of prospectors do,
never to be seen by man again, and
speedily to be forgotten. I had no hope of
mercy from the instant I looked into the
man's cruel face. I felt with a sickening
qualm and a wild-drumming in my ears
that my time had come.
‘Oh! For heavens sake don't murder
me,’ I cried, ‘I will go.’ The man made no
reply. For a moment my head swam, and
then with a sudden return of vision that
was excruciating in its clearness, I saw
him stoop slightly, rest the gun barrel over
the windlass handle, and marked even the
slight contraction of the eye-lid that always
precedes a shot.
3-8
The next instant there was a crash,
an explosion and a cry all mingled into
one. I saw the man turning head over
heels down the embankment, the
Winchester flying through a cloud of
smoke up into the air, and all the while I
heard a loud, monotonous whirling noise
that was like some gigantic clock running
down. I did not realize it at the time, but
this is what happened.
When he rested his gun on the
windlass, he dropped his barrel right
across the little stick I had thrust in to prevent it tumbling and knocked it out. I suppose the bucket of ore weighed one-hundred fifty pounds, and the great iron handle swinging clear around with such terrific movement, that when it struck him
square in the face, which it did, it lifted him
off of his feet like a cannon ball. The gun
was discharged by the shock, but the bul-
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Respuesta al Crucigrama de #2
let went nowhere near me. Before I
regained my senses, I heard the bucket hit
the bottom with a smash.
When I picked up the man, he was
unconscious, but moaning a little, and the
blood trickled on his ears, and his gun was
broken. He lay at the cabin for a week or
two, and, after Charlie returned, we took
him to Silver City. There Dr. Slough put his
face in a sort of plaster of paris cast, but
although the wound healed he was out of
his head and eventually died. The night
before he passed away, he motioned for a
little slate he used to write on for he couldn't speak. He was very weak, and it took
him a long time but at last he scrawled-‘Who hit me?’ Before they could tell him he
fainted away.
I sold my half of the claim a short
time after the accident, the mine played
out in about a year."
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3-9
LITERATURA MEXICANA
ANTES DE LA INDEPENDENCIA
por Juan de la Cueva (1543-1610)
¿Consideráis que está en una laguna
México, cual Venecia edificada
sobre la mar, sin diferencia alguna?
Mirad a aquellas frutas naturales,
el plátano, mamey, guayaba, anona,
si en gusto las de España son iguales.
¿Consideráis que en torno está cercada
de dos mares que envían frescos vientos
que la tienen de frío y calor templada?
Pues un chicozapote, a la persona
del Rey le puede ser empresentado
por el fruto mejor que cría Pomona.
Los edificios altos y opulentos,
de piedra y blanco mármol fabricados,
que suspenden la vista y pensamientos;
El aguacate a Venus consagrado
por el efecto y trenas de colores,
el capulín y el zapote colorado;
las acequias y aquestos regulados
atanores que el agua traen a peso
de Santa Fe una legua desviados.
la variedad de hierbas y de flores,
de que hacen figuras estampadas
en lienzo, con matices y labores,
De aquestas cosas que sin arte expreso,
que admira el verlas y deleitan tanto,
de que puedo hacer largo proceso.
sin otras cien mil cosas regaladas
de que los indios y españoles usan,
que de los indios fueron inventadas.
cuando los considero, bien me espanto,
porque tienen consigo una extrañeza
que a alcanzar lo que son no me levanto.
Las comidas, que no entendiendo acusan
los cachopines y aun los vaquianos,
y de comerlas huyen y se escusan,
Seis cosas excelentes en belleza
hallo, escritas con C, que son notables
y dignas de alabaros su grandeza:
son para mí, los que lo hacen, vanos;
que un pipián es célebre comida,
que el sabor dél os comeréis las manos.
casas, calles, caballos admirables,
carnes, cabellos y criaturas bellas,
que en todo extremo todas son loables;
La gente natural, si, es desabrida
(digo los indios) y de no buen trato,
y la lengua de mí poco entendida.
bien claro veis que no es encarecellas
esto, y que pueden bien por milagrosas
venir de España a México por bellas.
Con todo eso sin tener recato,
voy a ver sus mitotes y sus danzas,
sus juntas de más costa que aparato.
Sin éstas hallaréis otras mil cosas
de que carece España, que son tales,
al gusto y a la vista deleitosas.
En ellas no veréis petos ni lanzas,
sino vasos de vino de Castilla
con que entonan del baile las mudanzas.
3-10
Dos mil indios (¡oh extraña maravilla!)
bailan por un compás a un tamborino,
sin mudar voz, aunque es cansancio
oílla;
las acequias_______________________
_________________________________
_________________________________
en sus cantos endechan el destino
de Moctezuma, la prisión y muerte,
maldiciendo a Malinche y su camino:
encarecellas_______________________
_________________________________
Al gran Marqués del Valle llaman fuerte,
que los venció; llorando desto, cuentan
toda la guerra y su contraria suerte.
_________________________________
mamey___________________________
Otras veces se quejan y lamentan
de amor, que aun entre bárbaros el fiero
quiere que su rigor y fuego sientan.
_________________________________
_________________________________
De su hemisferio ven la luz primero
ausente, que se ausentan del mitote
en que han consumido el día entero;
Moctezuma________________________
_________________________________
de aquí van donde pagan el escote
a Baco, y donde aguardan la mañana
tales que llaman al mamey camote.
_________________________________
Malinche__________________________
Luego, hablando la lengua castellana
tan bien como nosotros la hablamos,
y ellos la suya propia mexicana.
_________________________________
_________________________________
Esto, porque es notable, lo notamos
los que de España a México venimos,
que allá ni lo sabemos ni alcanzamos.
la lengua castellana_________________
_________________________________
Una Actividad
Busque las siguientes palabras o conceptos en el Internet y escriba lo que significa:
_________________________________
las lenguas mexicanas_______________
laguna México______________________
_________________________________
_________________________________
_________________________________
_________________________________
3-11
LITERATURA NUEVOMEXICANA
ANTES DE LA INDEPENDENCIA MEXICANA
LA ROMANCE “LA CIUDAD DE JAUJA”
de Cantemos al Alba por Tomás Lozano, grabado por Bayou Seco, Silver City, 1991
Desde la Ciudad de Jauja,
me mandan solicitar,
que me vaya, que me vaya
a un tesoro a disfrutar.
-¿Qué dice, amigo, vamos
a ver si dicen verdad?
Si es verdad de lo que dicen
nos quedamos por allá.
Los cerros son de tortillas
las quebradas de buñuelos,
las piedras cubiertas de frutas,
pinos son los caramelos.
Para toditos los flojos
es un punto regular,
porque allí le dan de palos
al que quiere trabajar.
Con cinco mercas chaqueta,
con cuartía pantalón,
con un real mercas el terno,
sombrero, lava y bastón.
Pilares llenos de aceite,
llenos y sin derramar,
por allá vuelan los patos
con su pimienta y su sal.
Hay un arroyo de leche,
hay un arroyo de café,
una montaña de queso,
y una montaña de té.
Hay árboles de tortillas,
hay jumatitos de atole,
con patitas de menudo
y patitas de pozole.
De todo les doy razón,
de todo lo que yo vi,
traiban el talón rajado
como las de por aquí.
3-12
UN DICCIONARIO PEQUEÑO: ¡CARAMBA!
publicado por Bilingüe Publications and Productions, Robert Medina, Las Cruces, Nuevo México
ca. éso
Este diccionario pequeño contiene
una gran variedad de información.
Además de las definiciones, hay dichos
que empiezan con cada letra. Nos muestra modismos en inglés como también
dibujitos de conceptos y frases que usan
las palabras.
El diccionario incluye el español
estandarte, el no estandarte, la jerga, el
caló y Spanglish. Indica al lado de cada
palabra, cual aplica a la palabra.
UNOS EJEMPLOS DEL LIBRO
agarrar patada: sl.(slang) get a kick; ca.
(caló) curarse
Dicho: Ama a tu vecino y te amará.
Idioms/potpourri: all right; sl. suave or
brecas: spl. (Spanglish) brakes
calcos: sl. shoes
chafa: sl. cheap
dientista: nstd. (non-standard) dentista;
dentist
encomendar; v. (verb) to trust
fondos: nstd. recursos; funds
güero-a: sl. light complected person
hon-ron: spl. home run
ir al jale: sl. go to work
juistes: nstd. fuiste; you went
kinle: spl. kindling
longo: sl. tall
llanta ponchada: sl. flat tire
mande: beg your pardon
nochi: nstd. noche; night
órale: sl. fine; all right
patinar el coco: sl. lose one’s marbles
que húbole: sl. howdy
relaje: sl. shame
sangrón: sl. hateful person
tabaceado: ca. dilapidated
úpale: sl. wow!
vato loco: sl. crazy dude
wátchate: sl. look here
yonquear: sl. to junk
zafado: sl. nutty
Dichos:
Tiene dos trabajos: enojarse y
contentarse.
Gato escaldado, del agua fría huye.
No hay mejor amigo que el espejo.
Idioms/potpourri:
Chatter-box: sl. cotorra
Get the show on the road: dale gas
Just by chance: de sapo
Left-handed: sl. cucho
3-13
EXCERPT FROM THE HISTORY BOOK:
NATIVE AMERICAN LANGUAGES
by Dr. Chris Sims, UNM
New Mexico is home to some of the
oldest American Indian languages in the
United States. Today, most of these languages continue to be spoken within the
villages and throughout the ancestral
lands of the state’s native indigenous people. Many of the native language communities where one can hear such languages
as Tiwa, Tewa, Towa, Keres or Diné being
spoken, are located throughout various
regional areas of New Mexico. The continuing existence of these ancient languages
and cultures belonging to the state’s first
original inhabitants makes New Mexico a
unique place to live.
For all New Mexico tribes, their
social and cultural traditions, their way of
life, and their native religious practices are
deeply rooted in centuries of oral language
traditions. This means that writing was
never developed or used to teach these
languages. Instead, Native people learned
their languages primarily through listening
and observing speakers as they used the
language and by speaking it themselves
everyday throughout one’s lifetime.
Today, the continued use of these languages is the foundation and basis for
each tribe’s unique culture and traditions.
In this chapter, a brief introduction to these
languages will be described as well as
their importance to New Mexico tribal communities today.
The Pueblo Languages
There are 22 different tribes in New
Mexico, 19 of which are Pueblo Indian
communities. Pueblo is a term that is often
used interchangeably with “tribe” because
each of these communities represents an
independent self-governing entity. Pueblo
was the Spanish term first used by 16th
century Spanish explorers to describe the
indigenous people they encountered upon
first contact (Sando, 1992). Pueblo people
at that time lived in multi-story houses and
centralized villages often surrounded by
cultivated fields. Daily life in hundreds of
Pueblo villages thus revolved around
strong agricultural societies in which
Native languages could be heard in every
aspect of family and community life. At the
time of first contact with sixteenth century
Spanish explorers there were many more
Pueblo villages than what remain today.
Of the present day 19 Pueblos,
most are located in the same area or near
the original locations where Spanish
explorers first came upon them at the time
of first contact.
Even though some Pueblos appear
to be in close proximity to one another,
each community has its own distinct form
of tribal government, social systems,
native religious customs, traditions and
language.
Linguists who have studied southwest indigenous languages over the past
century have created their own descriptive
labels for these languages based upon
their hypotheses about how these languages are related to one another and
possibly to other languages in North
America. These classifications are often
useful to researchers interested in studying the history of languages. They may, for
instance, try to determine how far back in
time some of these languages may have
evolved from one common language or
how they spread over time through the
3-14
natural migration of people (Davis, 1959). language in which there are some differMost linguists generally distinguish five ences in pronunciation, vocabulary or
major languages among the 19 Pueblos grammar. This means for example, that
including Tiwa, Tewa, Towa, Keres and speakers from each of the two southern
Zuni.
Tiwa speaking Pueblos may have their
In the late 1890’s and early 1900’s own style of speaking or pronunciation of
some linguists theorized that the Tiwa, words. In some cases, they may have difTewa and Towa languages were related to ferent meanings for some words. These
one another and thus grouped them under differences, however, are usually not great
one name, the Tanoan languages (Powell, enough that it would prevent speakers
1891; Harrington, 1910). The Tanoan from these Pueblos from understanding or
label assigned to these languages reflects
communicating with one another. The
a tie that may have existed at one time other Tanoan languages shown in Table 1
Table 1: THE TANOAN LANGUAGES
TIWA
TEWA
TOWA
Northern Tiwa
Ohkay Owingeh Pueblo
Jemez Pueblo
Taos Pueblo
Santa Clara Pueblo
Picuris Pueblo
San Ildefonso Pueblo
Southern Tiwa
Tesuque Pueblo
Sandia Pueblo
Nambe Pueblo
Isleta Pueblo
Pojoaque Pueblo
with other languages spoken among pueblos located in the north central region of
New Mexico. These Pueblo villages,
referred to as the Tano Pueblos no longer
exist today, but at one time were more
numerous and could be found on the eastern side of the Rio Grande and the Sandia
and Manzano mountains. Other Native
languages also thrived at one time in other
parts of New Mexico including the Piro and
Tampiro (Davis, 1959). Many of the original Pueblo villages where these languages
were once spoken eventually were abandoned leaving little if any traces of these
cultures or their languages.
More recent researchers such as
Traeger (1967) made a further distinction
of the Tiwa language branch, separating it
into a Northern Tiwa language spoken in
Taos and Picuris Pueblos and a
SouthernTiwa language with two dialects
spoken in Isleta and Sandia Pueblos. A
dialect refers to a variety of a particular
include Tewa which has six dialects and
Towa, spoken only in the Pueblo of Jemez.
Two other major language families
also exist among the 19 Pueblos of New
Mexico: the Zuni language spoken only in
this one Pueblo and the Keresan language
family spoken among the Rio Grande
Pueblos north of Albuquerque and in western New Mexico. Table 2 shows the
Keresan language and the names of the
Pueblos where the various dialects of this
language are spoken.
Table 2: KERESAN LANGUAGE
Acoma Pueblo
Laguna Pueblo
Santa Ana Pueblo
San Felipe Pueblo
Santo Domingo Pueblo
Zia Pueblo
Cochiti Pueblo
3-15
MAS MURALES POR FREDERICO VIGIL
dos ejemplos de la Casa de Corte del Condado de Santa Fe
hecho en 1995, enseña la cosecha
una sección del mural
sobre el Tratado de
Guadalupe Hidalgo, hecho
en 1998 durante el
sesquicentenario de cuando se firmó el tratado
3-16
JEAN PIAGET: APUNTES SOBRE EL APRENDIZAJE
tomado de Saturday Review, mayo 20, 1967
Piaget dice a sus oyentes que no
es un educador, que es sicólogo que es un
investigador que utiliza la biología, la sicología y la lógica para explorar el origen de
la inteligencia de los seres humanos de
tierna edad.
Piaget ve cuatro etapas por las
cuales atraviesa el niño en su crecimiento.
La primera etapa lo denomina sensomotora y dura desde el nacimiento hasta
los dos años. En esta etapa el niño se da
cuenta que tiene músculos y sentidos y
desarrolla ciertos hábitos para manipular
eventos y objetos externos. El lenguaje
empieza a formarse en esta etapa. Puede
entender y conocer que existen objetos
aun cuando estos se hallan ocultos a la
vista y tacto. Empieza a simbolizar, o sea
representar las cosas por medio de palabras o gestos.
La segunda etapa es la pre-operativa o representativa. Comienza con la iniciación del lenguaje organizado y continúa
hasta la edad de seis años. Este es el
período de mejor desenvolvimiento de lenguaje y por medio del uso de palabras y
otros símbolos, el niño puede representar
su mundo exterior y su mundo interior
afectivo. Es un período donde la explicación mágica tiene sentido lógico, donde
“Dios empuja al sol” y las estrellas deben
acostarse cuando el niño duerme. El niño
empieza a tener un sentido de simetría, a
depender de la técnica de prueba y error y
manejar los asuntos por intuición.
La tercera etapa, entre siete y once
años es aquella en la que el niño adquiere
habilidad para realizar lo que Piaget denomina operaciones concretas. Puede manipular objetos haciéndolos llenar la función
específica de cada uno de ellos. Adquiere
destrezas motoras específicas y puede
organizar lo que tiene y sabe, para solu-
cionar problemas del mundo físico.
La cuarta etapa es la de operaciones formales y la que prepara al niño para
pensar como un adulto. Empieza entre los
doce a quince años y abarca del desarrollo de “razonamiento hipotético” basado en
la lógica de todas las combinaciones posibles y lo lleva a la experimentación controlada.
Piaget anota: “Cada etapa del
aprendizaje es esencial para el desarrollo
de la que le sigue. Cada etapa integra la
que le precede y prepara el camino para la
que le sigue. ¿Tenemos que pasar por
cada una de ellas o podemos acelerarlas
un poco? Bueno, la respuesta es sí...pero
¿hasta qué punto podemos acelerarlas?
Es posible acelerar, pero la aceleración
máxima no es deseable.”
Continúa Piaget: “Debería la escuela tratar de crear individuos que sean
capaces de comprender todo lo que se ha
realizado en la historia de las ideas, y
aptos de repetir toda esta historia o más
bien deberían hacer hincapié en la formación de estudiantes que sean capaces de
inventar, de hallar nuevas fuentes en
todas áreas. Esto nos da la alternativa
entre dos tipos de pedagogía, una en la
cual el niño es receptivo, la otra en la cual
es activo-educación que estimula las actividades del niño en el campo de su inventiva. La inteligencia nace de la acción.
Cualquier acto de inteligencia consiste en
operaciones, en desarrollarlas y en coordinarlas entre sí. Aun para comprender
tenemos que ‘reinventar,’ ya que no podemos iniciar los asuntos desde sus comienzos. Pero debo decir que cualquier cosa
se comprende sólo a la medida que se
reinventa.”
traducido por la Dra. Dolores Gonzales
3-17
EL COYOTITO Y LA ZORRA
de Canciones y Juegos de Nuevo México, editado por Dolores Gonzales
niños jugando en la escuela La Mesa, Albuquerque, Nuevo México
Direcciones: Hay dos jefes en este animado y divertido juego en el cual pueden tomar
parte un gran número de niños. El primer jefe se llama el Coyotito, y el otro la Zorra. El
Coyotito se queda solo mientras los demás niños forman cola detrás de la Zorra, firmemente prendidos con las manos alrededor de la cintura. La Zorra y su cadena de niños
empiezan a rodear al Coyotito.
El Coyotito:
La Zorra:
El Coyotito:
La Zorra:
Los Niños:
San Miguel, dame un borreguito.
¿Dónde está el que te di?
Aquí lo tengo bajo la muela.
Pues, mira para el cielo mientras da vuelta la Zorra.
(Aquí el Coyotito mira hacia el cielo.)
Toma patitas para que hagas pozole.
Al oír, el Coyotito trata de agarrar al niño al pie de la fila mientras los niños huyen de él
torciéndose y ladeándose. Cuando el Coyotito ha cogido a todos los niños, se lanza en
pos de la Zorra. Si logra cogerla, los dos se reemplazan y el juego sigue adelante.
3-18
LA CONSERVACION DEL AGUA: COYOTE TALES
más trata de los conflictos sobre agua en
Nuevo México. El ciclo del agua está ilustrado con dibujitos. Un apéndice pregunta
¿por qué no solo hacemos más agua?
Uno trata de cómo usar agua otra vez.
Uno enseña cómo usamos el agua en la
casa. El último enseña cuánto podemos
vivir sin tomar agua. Aquí está el uso del
agua en la casa:
El excusado
La cocina
Lavar la ropa
La ducha (shower)
El baño y el albañal (sink)
Esta serie es disponible en la oficina del Ingeniero Estatal. Consiste de dos
libritos: How Coyote Brought Us Water y
Coyote Wanders up River y un guía para
maestros.
Coyote Wanders up River trata de
cómo evitar la polución de un río. How
Coyote Brought Us Water trata de varias
maneras de conservar el agua. Está escrito en inglés apropiado para estudiantes de
la primaria.
El guía para maestros toma cada
librito línea por línea y da hechos sobre el
texto para aumentar lo que aprenden los
niños. Contiene leyendas nuevomexicanas como La Llorona y otras. Los apéndices tratan de varios asuntos. Uno es el
fenómeno de El Niño y cómo afecta el
tiempo. Otro es cómo figurar cuánto pesa
el agua en nuestros cuerpos. La matemática se enfatiza en el Apéndice C al figurar
cuánta agua se necesita para crecer las
comidas que comemos. ¿Quién es el
dueño del agua? pregunta otro. Esto ade
38%
10%
15%
22%
15%
3-19
NEWS FROM BOSQUE REDONDO MEMORIAL
from Fort Sumner.
That afternoon, from 2 to 4 at the
Fort Sumner State Monument/Bosque
Redondo Memorial, there will be the opening of an exhibit about the Code Talkers.
Fort Sumner Lake
Honor and Remember
On Veteran’s Day, November 11,
the community of Fort Sumner will have a
special Veteran’s Day celebration. It will
take place from 8-9:30 A.M. at the
Veteran’s Memorial Wall by the Library.
The mayor, Juan Chávez and State
Representative Joe Campos will speak.
Then two of the Navajo Code Talkers will
address the crowd. (The Code Talkers
were Navajo speakers who invented a
code in Navajo during World War II so they
could get important information to military
commanders without it being understood
by the Japanese. The Japanese never
broke the code.) The President of the
Code Talkers, Keith Little and the Code
Talker Teddy Draper will both speak.
At 10 there will be a parade through
town. At 11:30 there will be short speeches from veterans of World War II, Korea,
Vietnam and the Middle East. There will
also be a ceremony for those Missing in
Action (MIA) and Prisoners of War (POW).
After the ceremony, veterans and
their families will be served a lunch at the
For Sumner Community house. There will
also be entertainment by El Reveleon de
Vaughn and the Not So Andrews Sisters
Our Fathers, Our Grandfathers, Our
Heroes...The Navajo Codetalkers of
World War II
Between
November
3
and
December 1 at the Bosque Redondo
Memorial, the largest and most comprehensive exhibit about the Navajo Code
Talkers of World War II will be on display.
The exhibit traces the history of the
Code Talkers for the United States Marine
Corps. The first 29 volunteers developed
and tested the original Navajo Code in
1942. Due to the success, speed and
accuracy that the Code Talkers were able
to communicate information, the Marines
recruited nearly 400 more Navajos. The
Code Talkers utilized the code sending
and receiving encrypted messages during
the Pacific island hopping campaign.
The exhibit is a tribute to the Code
Talkers. Students at Wingate High School
originated the project as an oral history
project. It is a display of the pride the
young Navajos have for the heroes known
as the Code Talkers.
The exhibit contains more than 33
historic photographs with explanations.
There are copies of the original World War
II documents. There is also a map from
1940 of the Navajo Reservation. There is
also a now de-classified copy of the Code
itself. The full-length documentary, Navajo
Code Talkers by the Arts and
Entertainment/History Channel will run
during gallery hours.
3-20
BUSQUEDA DE PALABRAS
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APRENDIZAJE
BORREGUITO
BRECAS
CAMOTE
CANSADOS
CORAZÓN
COYOTITO
DICCIONARIO
DOCTORCITA
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GONZALES
HISTORIADEDOS
INDIGENOUS
JAUJA
LAGUNA
MARQUÉS
MURAL
PROSPECTOR
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RICA
SCANDINAVIAN
TIWA
TORTILLAS
TOWA
TRIBE
UNCONSCIOUS
WINCHESTER
WINDLASS
ZUNI
3-21
AMIGOS
A Division of Semos Unlimited, Inc.
1219 Luisa Street #2
Santa Fe NM 87505
Director:
Georgia Roybal
Phone: (505) 986-0799
Fax: (505) 986-1499
cultura@aspectosculturales.com
Remedio del Mes: hinojo-Hecho en té se usa para los
calambres del estómago y gas. Además, se dice que saca
espinas o pedazos de vidrio. Se moja en agua, luego se
muele y se pone en la herida.