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==Pronouns== | ==Pronouns== | ||
Grayis personal pronouns are divided into five categories which may be considered registers of formality, though rather than describing hierarchical relationships, they are determined by the familial and educational relationships between the speakers. | Grayis personal pronouns are divided into five categories which may be considered registers of formality, though rather than describing hierarchical relationships, they are determined by the familial and educational relationships between the speakers. There are five registers, though not all pronouns have all five forms, and some may have the same form for two or more registers. | ||
*The first register is that of Equal. This is the register you would use with friends, acquaintances, colleagues, and others you interact with regularly who do not fall into any of the other registers. | |||
*The Family register is similar to that of Equal, but it has the additional connotation that the speakers are related to one another. This is the register for cousins, siblings, and sometimes other family members such as aunts, uncles, or other non-nuclear relations. | |||
*The third register is actually the default for most day-to-day interaction. This is the Neutral register, which may be seen as slightly formal. This register is used with anyone you don’t know well. Many workplaces also maintain a neutral register for professional interactions in situation where the Equal register may otherwise be used. | |||
*The fourth register is the Teacher register, used explicitly for addressing a teacher, parent, or mentor. Situationally this may also be the assumed register for addressing family elders. | |||
*The fifth and final register is that of Student. This is directly converse to the Teacher register: It is how parents address their children, and how teachers address students. | |||
{| {{Table/bluetable}} style="text-align:center;" | {| {{Table/bluetable}} style="text-align:center;" | ||
|- | |- | ||
!width=" | !width="100"| Equal !!width="100"| Family !!width="100"| Stranger !!width="100"| Teacher !!width="100"| Student !! | ||
|- | |- | ||
| '''chal'''|| '''cham'''|| '''chā'''< | | '''chal''' | ||
||'''cham''' | |||
||'''chā'''<ref>Etymological reference to ''chātturrarri'' ‘second brother’; indicates friendship or friendliness.</ref> | |||
||'''char''' | |||
||'''chāh'''<ref>Though similar in sound to ''chā'', this is an etymological reference to ''laichāh'', the yellow shadow from the red sun; indicates compliance.</ref> | |||
|align=left valign=top| first person singular, ‘I’ | |||
|- | |- | ||
|colspan=2| '''kit'''|| '''kāl'''|| '''kālli'''||'''chit'''< | |colspan=2|'''kit''' | ||
||'''kāl''' | |||
||'''kālli''' | |||
||'''chit'''<ref>Etymological reference to ''chitir'', the red shadow from the yellow sun, indicates truculence.</ref> | |||
|align=left valign=top| second person singular ‘you’ | |||
|- | |- | ||
| '''yun'''|| '''yumi'''|| '''yun'''||'''yunum'''||'''yunīllah''' | | '''yun''' | ||
|| '''yumi''' | |||
|| '''yun''' | |||
||'''yunum''' | |||
||'''yunīllah''' | |||
|align=left valign=top| third person singular animate ‘he / she’<ref>There is no gender distinction in the third person pronouns, though there is a distinction between animate (“he/she”) and inanimate (“it”).</ref> | |||
|- | |- | ||
|colspan=5| '''wih''' | |colspan=5| '''wih''' | ||
|align=left valign=top| third person singular inanimate ‘it’ | |||
|- | |- | ||
| '''kichal'''|| '''kicham'''|| ''' | | '''kichal''' | ||
|| '''kicham''' | |||
|| '''-'''<ref>There is not a single pronoun to represent this idea; instead it is rendered simply as ''chā ha kāl'' ‘I and you’.</ref> | |||
||'''chakrālli'''<ref>Metathesis of ''char''+''kālli'', because /rk/ is not a legal intrasyllabic sequence.</ref> | |||
||'''jachīt''' | |||
|align=left valign=top| first person dual inclusive ‘you and I, we’<ref>The first person dual inclusive pronoun (“you and I”) is optional; there is not a plural inclusive, and all other first person non-singular roles are assumed by the first person plural, whether inclusive or exclusive.</ref> | |||
|- | |- | ||
| '''jāla'''|| '''jahla'''|| '''jal'''||'''jālinum'''||'''jahla''' | | '''jāla''' | ||
|| '''jahla''' | |||
|| '''jal''' | |||
||'''jālinum''' | |||
||'''jahla''' | |||
|align=left valign=top| first person plural, ‘we’ | |||
|- | |- | ||
| '''gīs'''|| '''gīt'''|| '''gillā'''||'''gailinūh'''||'''gīt''' | | '''gīs''' | ||
|| '''gīt''' | |||
|| '''gillā''' | |||
||'''gailinūh''' | |||
||'''gīt''' | |||
|align=left valign=top| second person plural, ‘you (all)’ | |||
|- | |- | ||
|colspan=3| '''yaum'''|| '''yaunūh'''< | |colspan=3| '''yaum''' | ||
|| '''yaunūh'''<ref>“They who are my parents/mentors/teachers.”</ref> | |||
|| '''yaunīllah'''<ref>“They who are my children/students.”</ref> | |||
|align=left valign=top| third person plural animate, ‘they’ | |||
|- | |- | ||
|colspan=5| '''waih''' | |colspan=5| '''waih''' | ||
|align=left valign=top| third person plural inanimate, ‘they, those things’<ref>As with the third person singular, there is an animacy distinction in the third person plural (both rendered as ‘they’ in English). No registers are used with inanimate pronouns.</ref> | |||
|} | |} | ||
==Phrase Book== | ==Phrase Book== | ||