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Lesson 52: Identifier Case, Part 2

Vocabulary

bóodan

to rescue

eduth

engineering [e– (science of) + duth (to use)]

elosh

economy [e– (science of) + losh (money/credit)]

emid

biology [e– (science of) + mid (creature)]

in

to exist

léeli

jonquil [léli (yellow)]

memazh

train [me– (larger, more important) + mazh (automobile)

nime

to be willing {AB}

–ú

Suffix: do-ee; one to whom a VERB is done {AB}

né–

Prefix (verb): VERB back again; VERB in return {AB}

Verb Prefixes in Identifier Case

[(Aux) (Verb) “Exist” (Neg) CP–S CP–Identifier]

The Identifier Case structure identifies its Subject with another Case Phrase; it states what the Subject “is” in terms of gender, profession, nationality, and so on. But what if the identity isn’t so straightforward? What if the Subject is “trying to be” or “beginning to be” or “being again” whatever-it-is? The verb has that “null surface form” (we can’t see or hear it), so we have no apparent verb to which to attach the verb prefixes that would make all those more tenuous Identifier relationships work. At this point, I emailed Suzette Haden Elgin for help. My questions are in italics, Dr. Elgin’s responses are in roman type.

The Identifier case makes it easy to say “Bíi le omá wa.” (I am a teacher.) But we have all these nifty verb prefixes that modify the verb [...]. How would we incorporate these meanings into an Identifier structure—where the verb has a null surface form?

Let’s do it the way we do DO-SUPPORT in English. [That is, when we want to do a negative, a question, or an emphatic sentence in English, we insert “do”; it’s just there to carry negative/question/emphasis. As in: “I didn’t sing”; “Did I sing?”; “I did sing!”]

Láadan has a verb, “in,” that means “to exist.” Just insert it in the Identifier-case sentence and let it carry the prefixes. So.... “Bíi le omá wa.”I am a teacher. “Bíi nahin le omá wa.”I’m beginning to be a teacher. “Bíi nóhin le omá wa.”I’ve stopped being a teacher.

Examples

Our basic Identifier case sentence for these examples is:

Bíi ril le omá wa.

I am a teacher.

When needed, we insert the verb “in” (to exist) to carry the prefixes that allow the Identifier structure to convey more than a bare equivalence:

Bíi ril duhin le omá wa.

I am trying to be a teacher.

Bíi ril dúuhin le omá wa.

I am trying in vain to be a teacher.

Bíi ril nahin le omá wa.

I am beginning to be a teacher.

Bíi ril náhin le omá wa.

I am continuing to be a teacher.

Bíi ril nehin le omá wa.

I am a teacher again.

Bíi ril nóhin le omá wa.

I am ceasing to be a teacher.

Bíi ril nohin le omá wa.

I am finishing being a teacher.

Bíi ril théhin le omá wa.

I am about to be a teacher, any second now.

Bíi ril théehin le omá wa.

I am about to be a teacher, but not any second.

Bíi ril thóhin le omá wa.

I was, just now, being a teacher.


The “do-support” model using “in” (to exist) is very elegant. Using the Identifier structure with [“in,” I can now use all those verb prefixes]. Now, can we take it one small step further? Can we use “in” as the second verb in a verb complex?

If you needed “in” in your embedded sentence—to carry verb prefixes, for example—you’d keep it. Otherwise, I don’t understand what its function would be or why it is needed.


Bíi ril néde le omá wa.

I want to be a teacher.

Bíi ril menéde bedihá omá wa.

The students want to be teachers.

Bíi ril néde nehin le omá wa.

I want to be a teacher again.

The first two examples in the set above could, possibly, be mistakenly translated “I want a teacher,” and “The students want a teacher,”—as though, for some reason, the speaker/writer didn’t feel the Object ending on “omá” was required. Since the Verb Complex is an abbreviated or “short-hand” form of embedding declarative sentences, this level of ambiguity is permissible; you can always do the full embedding to resolve the ambiguity. On the other hand, omitting the Object ending in this way would be less than ideal form on the part of our mythical speaker/writer precisely because it would engender this kind of ambiguity.

The rule when embedding is that the embedded clause always begins with a verb or an auxiliary. The verb in an Identifier case structure usually presents a null surface form—a problem for embedding them. When embedding Identifer case structures, when no auxiliary is appropriate, would we use “in” as the verb that begins the embedded clause?

I have no objection to using “in” as the verb when embedding a sentence that has an Identifier [noun phrase] as its predicate.


Bíi néde le in le omáhé wa.

I want that I be a teacher.

Bíi ril menéde bedihá mehin bezh omá wa.

The students want that they be teachers.

Note that the first example above (the full embedding to disambiguate the first example in the previous set) would be awkward. Human languages do not like to repeat identical information within a sentence without very good reasons—in this case to emphatically resolve some ambiguity.

Note also, in the sets of sentences that comprise the rest of this lesson’s examples, that we needn’t use “in” to begin embedded clauses if the clause begins with an auxiliary. This is because the rule for embedding states that an embedded clause begins either with a verb or with an auxiliary. Of course, if we needed to use one of the verb prefixes, we’d use “in” to carry the prefix.

Bíi ul Mázhareth in le omáhé wa.

Margaret hopes that I am a teacher.

Bíi ul Mázhareth rilrili le omáhé wa.

Margaret hopes that I might be a teacher.

Bíi ul Mázhareth rilrili nahin le omáhé wa.

Margaret hopes that I might begin to be a teacher.

 

Bíi lothel ra rawith in le omáhée wa.

No-one knows whether I am a teacher.

Bíi lothel ra rawith eril le omáhée wa.

No-one knows whether I was a teacher.

Bíi lothel ra rawith eril dúuhin le omáhée wa.

No-one knows whether I failed to be a teacher.

 

Báa nasháad in néehá omáháa?

Is the alien who is a teacher departing?

Báa nasháad aril néehá omáháa?

Is the alien who will be a teacher departing?

Báa nasháad aril nohin néehá omáháa?

Is the alien who will finish being a teacher departing?

Exercises

Translate the following into English.

1  

Báa ril théehin ra Elízhabeth emidá?

2  

Bíi ril thóhin belid beth wa.

3  

Bíi eril néde wobalin wowehehá imá wáa.

4  

Bé mebédi meduhin lezh mewothal wothul.

5  

Bíi héeya ra ábedá aril be ninálhehéth we.

6  

Bíi en onida náhin nime nathadehéth wa.

7  

Bíi eril memime háawith in homana e thizh e thuzhehéeth wa.

8  

Bíi aril melothel ilá nehin zho alehalehéeth wa.

9  

Báa elazháadin in duthahá hothul nethaháa?

10  

Bíidu meloláadeháalish with woho zhanath bróo dúuhin rashonelh shon wa.

Of course you had no difficulty with “emidá” in #1; it means “biologist” [emid (biology) + –á (doer)].

Or with “ilá” in #8; it means “spectator” [il (pay attention) + –á (doer)].

Translate the following into Láadan.

11  

The musician tried in vain to be a singer.

12  

Bethany and Michael are studying engineering; they’ll commence being engineers in May.

13  

Your (honored you) niece is showing signs of being a philosopher.

14  

[warning] Magic Granny intends to stop being Anthony’s neighbor in January.

15  

Astronomers teach us that our sun is a star.

16  

Do you (many) believe that the prisoner must be my enemy?

17  

Margaret remembered whether the holiday was torment.

18  

The housekeeper knows who is finished being a criminal.

19  

Their great-aunts were acquainted with the leaves that were herbs.

20  

Does the nurse care for the listener who is ceasing to be a clergyman?

Of course you had no trouble with “alehalehá” (musician) and “lalomá” (singer) in #11 or with “eduthá” in #12. They are all straightforward “–á” (doer) formations from “alehale” (music), “lalom” (sing), and “eduth” (engineering), respectively.

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Answers

1  

Isn’t Elizabeth about to be a biologist?

2  

The house has just become a home.

3  

The old storekeeper wanted to be a traveler.

4  

We promise to try to be good parents.

5  

The farmer isn’t afraid that she will be the one to blame (I dreamed).

6  

The family understands that to be willing is still to begin to be able. OR ...that willingness continues to be the beginning of ability.

7  

The children asked whether dessert was pie or cake.

8  

The spectators will know whether the sound is music again.

9  

Is the healer who is your grandmother menopausing-when-welcome?

10  

[poetic] Everyone keenly feels regret (cause, no blame, remedy) because the war is trying in vain to be peace.

 

11  

Bíi eril dúuhin alehalehá lalomá wáa.

12  

Bíi mehulanin Bétheni i Máyel edutheth; menahin bezh eduthá Amahinaya wáa.

13  

Bíi ril dam sherídan nitha ehená wa.

14  

Bée nédeshub nóhin Shósho obeth Ánetheni betho Aleleya wáa.

15  

Bíidi mehom ehashá in rosh lenetho ashehéth lenedi wa.

16  

Báa mehedeláad nen dush zhilhad leb lethohé?

17  

Bíi eril dom Mázhareth in diídin rashehée wáa.

18  

Bíi lothel elodá nohin bebáa ibálhehée waá.

19  

Bíi eril mehan hoberídan benetha mehin mi thesheháath wa.

20  

Báa naya onin nóhin mahá wíithamideháath?

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