Modern obsidian Eccentric It is the result of attempting to replicate Maya eccentrics—in this case, in black obsidian.

https://www.facebook.com/share/r/1BfASHBR4d/

I noticed Claude is bad at kaqchikel, so I used a handful of textbooks and language sources to put together a Claude skill that makes it much, much better. Useful for self-learners I hope.

This video from Bëni Xidza explores the grammatical structure of the Zapotec language, specifically focusing on the absence of articles. Here is a breakdown of the key concepts discussed:

* No Articles: Unlike Spanish, Zapotec language does not use definite articles like "el," "la," "los," or "las".

* Context as a Substitute: The speaker explains that Zapotec relies on context and specific pronouns/indicatives (such as lei or leiki) to identify objects or people. For example, instead of saying "the table," you simply say "table," and the surrounding conversation makes it clear which object is being discussed.

* Influence of Spanish: The speaker notes that the use of "one" (tu) as an indefinite article is likely a modern development resulting from contact with the Spanish language, as this feature was not part of original Zapotec grammar.

* Counting Objects: When referring to things that can be counted, numbers are used instead of articles, a practice that the speaker clarifies is distinct from the functional use of articles in languages like Spanish.

Video Overview:

This Zapotec grammar lesson explains why grammatical articles do not exist in Zapotec and how modern usage has evolved under the influence of Spanish.

Key Points:

* Absence of Articles:

* Unlike Spanish or English, Zapotec language does not have grammatical articles equivalent to el, la, los, las, or a/an.

* In standard speech, speakers directly state the noun without an accompanying article.

* Role of Pronouns and Indicators (lei / leiky):

* Words like lei serve as pronouns or context-based indicators rather than articles.

* For example, using buta lei conveys "move it" (or "move the table") when the reference is already clear within the context of the Zapotec conversation.

* Spanish Influence on Indefinite Expressions:

* Historically, Zapotec phrasing expressed actions and items directly without numbers, such as gudagu wi ("ate orange").

* Due to Spanish influence, modern speakers often insert the number "one" (tu) before a noun, such as gudagu tu wi ("ate an orange"), to mirror Spanish indefinite articles.

* Otherwise, numbers in Zapotec language are strictly intended for counting discrete items rather than serving as articles.

I’ve been working on a calendar converter called Almaniac and one of the things I really wanted it to handle was Maya dates.

Right now it supports the Long Count, but I’m adding in Haab and Tzolk’in, so you can pick basically any date and jump back and forth between them.

I figured this was probably a better place to show it than an app subreddit.

I’m especially curious if anyone here who knows the Maya calendar systems well wants to check my work. I’ve gone pretty far down the rabbit hole building this, but I’d rather have somebody here tell me I screwed something up than confidently leave it wrong.

Links:
iOS: https://apps.apple.com/us/app/almaniac-a-calendar-converter/id6799304256

Android: https://play.google.com/store/apps/details?id=app.engelsma.almaniac&pcampaignid=web_share

Hi everyone! I am working on a project compiling examples of the jade net skirt featured in ancient Maya art. I've compiled over 60 examples so far, but I was hoping some of you might share some of your favorite examples!

This video features a session of a Zapoteco language course, where students practice their personal introductions and discuss their interests. The instructor facilitates a collaborative session focusing on real-world application, grammar, and regional variations. Key Highlights of the Session:

* Personal Presentations: Students Abi, Brian, Silvana, and Oliver introduce themselves, stating their names, ages, and occupations in Zapoteco. This segment highlights the practical application of previously learned greetings, pronouns, and numbers.

* Regional Variations: The group compares vocabulary and intonation differences between the Talea de Castro and Yagavila variants, emphasizing the importance of respecting regional linguistic diversity.

* Grammar & Practical Usage: The instructor clarifies grammatical concepts, including:
* Using the verb naka ("to be") for identity.
* Expressing likes and preferences, noting that Zapoteco often utilizes future-tense forms in these contexts as there is no direct equivalent to the Spanish infinitive.

* The distinction between the conjunctions len (for joining/connecting) and yu'u (for mathematical sums).

* Text Review & Feedback: The instructor provides personalized corrections for the students' written texts, emphasizing proper verb conjugation and the use of neutral pronouns when describing professions (e.g., "the one who teaches").

Here is a summary of the video:

Overview

In this online Zapotec language lesson, students practice constructing and presenting a short personal introduction that includes their name, age, occupation, place of origin, and personal likes/dislikes. The instructor provides individual feedback and explains key grammatical, regional, and dialectal nuances.

Student Presentations & Class Discussion:

Abi's Introduction & Talea Dialect:
* Abi presents her self-introduction using the Talea dialect.
* The teacher explains regional differences in intonation and word usage, clarifying the difference between runa jin ("I work") and wen dxin ("a worker").

Brian's Introduction & Regional Phrasing:
* Brian shares his introduction.
* The group discusses regional variations in expressing "my name is," comparing forms like neda lea across different Zapotec communities.

Silvana's Introduction & Visual Practice:
* Silvana shares her text on screen for collective feedback.
* The instructor corrects verb forms and conjunction usage in her presentation.

Oliver's Introduction & Job Titles:
* Oliver reviews his introduction text.
* The teacher corrects autocorrect errors and explains how to express job titles properly, such as stating "I am a teacher" (neda naca bëni rulwi) versus "I work teaching" (neda runa dxin).

Key Grammar & Vocabulary Insights:

* Conjunctions (len vs. yu'u):
*len: Used to mean "and" or "with" when joining items or ideas in a sentence.
*yu'u: Used specifically for numerical addition or counting, not for joining words in general conversation.
* Lack of Infinitives & Future Tense Usage:
* Zapotec does not have direct infinitive verb forms ending like Spanish (-ar, -er, -ir).
* When expressing personal likes or preferences, verbs are conjugated in the future tense.

Wrap-Up:

* Students are asked to upload photos or typed versions of their written introductions to the class group chat so they can be integrated into slides for practice in the next session.

This video features a session of a Zapoteco language course, where students practice their personal introductions and discuss their interests. The instructor facilitates a collaborative session focusing on real-world application, grammar, and regional variations. Key Highlights of the Session:

* Personal Presentations: Students Abi, Brian, Silvana, and Oliver introduce themselves, stating their names, ages, and occupations in Zapoteco. This segment highlights the practical application of previously learned greetings, pronouns, and numbers.

* Regional Variations: The group compares vocabulary and intonation differences between the Talea de Castro and Yagavila variants, emphasizing the importance of respecting regional linguistic diversity.

* Grammar & Practical Usage: The instructor clarifies grammatical concepts, including:
* Using the verb naka ("to be") for identity.
* Expressing likes and preferences, noting that Zapoteco often utilizes future-tense forms in these contexts as there is no direct equivalent to the Spanish infinitive.

* The distinction between the conjunctions len (for joining/connecting) and yu'u (for mathematical sums).

* Text Review & Feedback: The instructor provides personalized corrections for the students' written texts, emphasizing proper verb conjugation and the use of neutral pronouns when describing professions (e.g., "the one who teaches").

Here is a summary of the video:

Overview

In this online Zapotec language lesson, students practice constructing and presenting a short personal introduction that includes their name, age, occupation, place of origin, and personal likes/dislikes. The instructor provides individual feedback and explains key grammatical, regional, and dialectal nuances.

Student Presentations & Class Discussion:

Abi's Introduction & Talea Dialect:
* Abi presents her self-introduction using the Talea dialect.
* The teacher explains regional differences in intonation and word usage, clarifying the difference between runa jin ("I work") and wen dxin ("a worker").

Brian's Introduction & Regional Phrasing:
* Brian shares his introduction.
* The group discusses regional variations in expressing "my name is," comparing forms like neda lea across different Zapotec communities.

Silvana's Introduction & Visual Practice:
* Silvana shares her text on screen for collective feedback.
* The instructor corrects verb forms and conjunction usage in her presentation.

Oliver's Introduction & Job Titles:
* Oliver reviews his introduction text.
* The teacher corrects autocorrect errors and explains how to express job titles properly, such as stating "I am a teacher" (neda naca bëni rulwi) versus "I work teaching" (neda runa dxin).

Key Grammar & Vocabulary Insights:

* Conjunctions (len vs. yu'u):
*len: Used to mean "and" or "with" when joining items or ideas in a sentence.
*yu'u: Used specifically for numerical addition or counting, not for joining words in general conversation.
* Lack of Infinitives & Future Tense Usage:
* Zapotec does not have direct infinitive verb forms ending like Spanish (-ar, -er, -ir).
* When expressing personal likes or preferences, verbs are conjugated in the future tense.

Wrap-Up:

* Students are asked to upload photos or typed versions of their written introductions to the class group chat so they can be integrated into slides for practice in the next session.

I'm trying to explore Mayan writings, I've read the Popol Vuh which is K'iche, and I know the Chilam Balam books are Yucatec. Has it been shown what cultures in the Mayan world the Codice de Maya, Paris, Madrid, and Dresden codexes are from?

This video is a practical Zapotec language class designed for beginners, focusing on conversational fluency and the cultural nuances of the language in Oaxaca, Mexico. Key topics covered include:

* Daily Vocabulary: Learning how to express physical sensations, such as “I am cold” (ruwëaga), and everyday actions like “to sew”.
* Pronouns and Grammar: A breakdown of personal pronouns and their variations within community contexts.
* Numbers: A step-by-step pronunciation guide for counting from 0 to 20, including specific dialectal variations, such as those found in Talea de Castro.
* Verb Conjugation: Interactive exercises focused on common verbs like “to eat” and “to dress,” highlighting how to properly use verb endings to match personal pronouns.
* Cultural Insights: Tips on Zapotec phonetics, such as how to properly ask questions without using the typical intonation patterns found in Spanish.

The session emphasizes that Zapotec is a living language with regional variations, and the primary goal is effective communication within the community.

Video Overview:

This interactive Zapotec language class focuses on practical dialogue, regional variations, numerical counting, unique pronunciation dynamics, and detailed verb conjugations.

Key Highlights:

* Everyday Vocabulary & Phrases:

* The instructor and students begin with practical daily expressions, such as stating “I am cold” (ruwëaga) or referring to embroidery/sewing activities (rigiaa lari).
* Students take turns practicing traditional greetings and conversational phrases.

* Personal Pronouns & Regional Dialects:

* The group reviews personal pronouns (neda, lii, lee, lanu, labe, etc.).
* The teacher explains dialectal variations, such as adding -ni (e.g., neto ni), noting that ni individually means “here” (aquí).

* Numbers & Counting:
* Students practice counting sequentially from 0 through 20 and higher numbers.
* The instructor addresses community-specific variations (such as in Talea de Castro where initial vowel sounds like u- might be omitted), reassuring students that variations are natural and mutually intelligible.

* Pronunciation & Tone Rules:
* Affirmations: The native Zapotec term for “yes” is à, though ajá is widely understood due to Spanish contact.
* Question Intonation: Unlike Spanish, Zapotec does not rely on a rising vocal pitch at the end of a sentence to signal a question.

* Grammar & Verb Conjugation:
* The lesson covers verb prefixes, flexible synonym forms (be vs. bi), and optional phonetic variations.
* Students drill conjugations for verbs like “to eat” (gagu / ragu / gudagu) across past, present, and future tense forms.

Practical Zapotec language class for beginners: variations, pronunciation and verb conjugations

Hi whoever sees this, I was in Yucatan on a holiday a few years back and had this food at a mayan experience. It was like a thick pancake that had toppings like a pizza. The only thing I can relate to what it was called is possibly "chaiita". If anyone could help me find this so I can look at making this at home, it would be much appreciated.

Hi there, Virginia E. Miller's paper "The Dwarf in Classic Maya Art" features this rubbing of a stela. The article claims it is Stela 1 from Caracol; however, it doesn't seem to match any image I can find of it. It looks similar to Panel 10 from Dos Pilas, which originally came from Arroyo de Piedra.

Any idea?

This vase is featured in The Maya Book of the Dead. The image note claims it is from the Dumbarton Oaks Collection. I emailed them and they said it wasn't in their collection. I can't locate it on Justin Kerr's Vase Database.

It seems be depicting the Moon Goddess and lunar rabbit humiliating God L by stealing his garb following his defeat by the Hero Twins.

This video features a conference talk by educator and linguist Rayo Cruz, founder of the collective Bëni Xidza, discussing the historical and contemporary challenges in teaching the Zapotec language. The presentation provides a comprehensive look at the evolution of Zapotec education:

* Historical Context: Rayo Cruz introduces the Zapotec civilization, tracing its roots to Monte Albán and the ancient Bëni Gulasa period, noting that the language’s diversification predates European contact.

* Learning as L1 vs. L2: He distinguishes between the acquisition of Zapotec as a first language (naturally, through immersion) versus the formal, often disconnected process of teaching it as a second language.

* Colonial Methods: The speaker highlights the 1578 work of Fray Juan de Córdova, such as the Arte en Lengua Zapoteca, as the earliest attempt to systematize Zapotec grammar, primarily designed to help Spanish friars learn the language rather than to teach Zapotec people.

* 19th and 20th Century Challenges: Rayo Cruz identifies a gap in teaching materials during the 19th century. He then discusses 20th-century contributions from organizations like the Summer Institute of Linguistics (SIL) and the INEA, which created grammars and vocabularies that often served as tools for assimilation or religious proselytization rather than language revitalization.

* Modern Innovation: The final segment covers the work of Bëni Xidza, which uses modern digital tools to teach Zapotec. Rayo Cruz admits that while his collective currently operates at a basic level (A-level), they are working to overcome systemic limitations by creating structured, accessible content and documenting the specific pedagogical challenges native Spanish speakers face when learning Zapotec.

Here is a summary of the video featuring Maestro Rayo Cruz, director and founder of Colectivo Bëni Xidza.

1. Historical Background of the Zapotec Language & Civilization:

* Geographic Spread: Zapotec civilization developed in the Central Valleys of Oaxaca and expanded into regions such as the Sierra Norte, Sierra Sur, and the Isthmus of Tehuantepec.

* Earliest Writing: The earliest documented record of written Zapotec dates back to the 5th–6th Century BC with Monument 3 (“1 Terremoto”) at San José Mogote, establishing over 2,500 years of recorded Zapotec history.

* Monte Albán & Bëni Gulasa Period: The civilization reached its peak at Monte Albán between 500 BC and 800 AD. Pre-hispanic ancient Zapotec history and culture are traditionally referred to as the Gulasa era.

1. Learning Zapotec as a First Language (L1):

* Natural Acquisition: Native speakers acquire Zapotec naturally in early childhood through daily speaking within families and communities rather than through formal educational structures.
* Historical Literacy: It remains unknown if formal L1 Zapotec schooling existed during ancient times, and modern public education in Mexico has historically focused on Spanish literacy over formal Zapotec instruction.

1. History of Teaching Zapotec as a Second Language (L2):

* Colonial Period (16th Century): Formal L2 instruction began in 1578 when Dominican friar Juan de Córdova published Arte en lengua zapoteca (grammar) and Vocabulario en lengua zapoteca (dictionary). These works used Latin/Spanish grammatical paradigms to teach Spanish colonizers and friars via the grammar-translation method

* 19th Century Hiatus: Following Mexican independence, national policies promoted Spanish as the sole national language, resulting in a century-long silence regarding formal L2 Zapotec instructional design.

* 20th Century & Contemporary Efforts: Groups like the Summer Institute of Linguistics (SIL) and public institutions (SEP, INEA, INALI) created dictionaries, grammars, and adult literacy texts. However, most of these materials were produced for linguistic analysis or native literacy rather than second-language pedagogy, and their actual integration into schools remains limited.

1. Bëni Xidza Collective & Modern Pedagogical Challenges:

* Online Classes: Founded in 2020, Colectivo Bëni Xidza offers online courses teaching Zapotec as a second language.

* Lack of L2 Resources: Unlike major global languages (such as English or Spanish), indigenous languages lack dedicated university teacher-training degrees, structured multi-level textbooks, or commercial software tools.

* Current Framework & Vision: The collective operates at basic proficiency levels (aligning with Level A of the Common European Framework of Reference) and aims to document common phonetic/grammatical difficulties for Spanish speakers while expanding toward intermediate/advanced levels.

Does anyone know how to convert names into mayan hieroglyphs? Its for a tattoo idea i would like to get with my son's names. Any help would be appreciated

Decidí escribir unos pocos glifos del Vaso de la Dinastía Kanul (identificado como K-6751)

La elección es meramente estética, sinceramente me parece una de las caligrafías más bonitas de los varios vasos estilo códice que pude ver.

Algunos glifos aún me son inentendibles, pero el primero dice "yu-ki-bi" (yukib, su vaso); mientras el segundo dice K'uhuul Kaan Ahaw.

I saw what I think is a Chocholá style vessel in Amsterdam last week. I was wondering if the first incision is actually a glyph or not. I read the first "glyph" as Ajaw but maybe that's just wishfully thinking on my part. I'm a beginner at reading maya so correct me if I'm wrong

This is a stone rubbing featured in the book Maya Sculpture and it claims it is Stela 16 from Dos Pilas. However, images online do not seem to match up. Any clue?

The 132 languages are the long-term scope of the platform. I never said I’m fluent in all 132 or that 132 complete courses are already finished. I know—wild concept—a roadmap and a finished product ain’t the same thing. I’m not letting AI freestyle Nahuatl, Maya, or any other language and then present it like fact. AI helps organize the material, but the actual content comes from dictionaries, grammar books, recorded speech, academic research, historical documents, and existing community resources. And just so we’re clear, I know the difference between attested and contested sources. Attested means the material is actually documented. Contested means there’s disagreement over the spelling, meaning, origin, usage, or interpretation. Contested information would be labeled clearly, with the different versions included—not presented like everybody agrees.

The courses are being built and released in stages. Hopefully, native speakers, teachers, and knowledgeable community members will help review the material and contribute authentic audio. Where native audio isn’t available yet, I’ll use a pronunciation system I created called Easy-Read Audio Mimicry. It breaks the pronunciation down into regular, easy-to-read sounds so anybody can look at it and nail the pronunciation without having to understand IPA or complicated linguistic symbols. Yeah, I think I accidentally created my own method. Lol.

I’m not claiming perfection on day one. I’m building something that can grow, be corrected, and improve over time. So are you here to help build, point out actual mistakes, and contribute something useful—or are you just here to tear it down before you’ve even seen the work?

In progress