Language & education - current reading

Quite a lot of language-related reading to report. Prof Saeed Farani (visit his online bookstore Sufiwisdom.org) alerted me to Speaking Like a State: Language and Nationalism in Pakistan by Alyssa Ayres. This is a good study of the divisive and exclusionary language policies of Pakistan, and what the country can learn from the language policies of India and Indonesia.

A reference there led me to "Language Policy and National Development in India" (2003) by Jyotirindra Dasgupta, an excellent account of language policy and politics. This essay (in a book called Fighting Words) was particularly interesting because it argues (among other things) that language conflict in India in fact has contributed to deepening democracy.

Meanwhile, IIIT's library acquired Probal Dasgupta's Inhabiting Human Languages: The Substantivist Visualization (2012) -- a stimulating essay on translation and Esperanto as key tools to democratize traffic between and within languages.

And then there are these studies (I reproduce the details from my email to the IIIT library):

1. S. Manoharan, V. Gnanasundaram, "Linguistic Identity of an Endangered Tribe Present Great Andamanese (Andaman and Nicobar Islands - India)" (2007), XVIII + 122, Rs 150

2. H. R. Dua, "Language Use, Attitudes and Identity Among Linguistic Minorities" (1986), V + 129,  Rs 34

3. Jennifer M. Bayer, "A Sociolinguistic Investigation of the English Spoken by the Anglo Indians in Mysore City" (1986), IX + 154, Rs 18

4. Jennifer M. Bayer, "Dynamics of Language Maintenance Among Linguistic Minorities (A Sociolinguistics Study of the Tamil Communities in Bangalore)" (1986), IX + 124, Rs 13

The address for ordering these is at the bottom of this page: http://www.ciil.org/PubBook.aspx

I'm currently reading the second in that list -- especially interesting since the linguistic minority Dua treats is "Dakkhani Urdu Speakers in Mysore". Much of what he says applies to just such speakers in Hyderabad (where I live).

More about these books in other posts.

Language policy in Pakistan

Writing in Dawn on language policy in Pakistan, Shahid Siddiqui describes "two competing schools of thought" which tend to "totally reject" each other in Pakistan:

"The school of thought that is in favour of Urdu or the local languages does not see any role for English. The other school of thought, which favours English, considers native languages insignificant. Since the latter is in power, local languages are either ignored or their potential underestimated. No institutional support is provided to them and they are being subjected to a slow death. The painful fact is that many students who are being educated in English-medium schools find it difficult to read a book written in their mother tongue. Many do not know how to count in Urdu or in their mother tongue. The reason is obvious: they are exposed to English primers before any other reading material. They start learning the English alphabet before any other."

This makes it seem that Urdu and all the other languages of Pakistan (Ethnologue lists 72) are in the same boat, "menaced" by English. But earlier in the essay, Siddiqui laments the neglect of "local languages" when Urdu became the national language of the country.

"The other local languages spoken in the provinces, including Punjabi, Sindhi, Pushto and Balochi, were unfortunately either ignored or relegated to an inferior status. This attitude was manifested in the lack of institutional support offered to these languages. A case in point is Punjabi: it is the mother tongue of about 50 per cent of the citizens of Pakistan but is not taught as a subject at school level. Thus the children of Punjabi families cannot read or write in their mother tongue and are literally cut off from the rich literary heritage of their language. To a lesser extent this is true of other Pakistani languages as well."

So, English menaces Urdu, while Urdu menaces "other local languages". Siddiqui recommends that "we should be striving for a balance between English and the local languages. Such a balance can only be achieved if our local languages are given respect and validation through institutional support. This would mean introducing them in primary classes as a subject."

As this blog has often remarked, "local languages" (read mother tongues) need to be the medium of instruction, the main teaching language, for the first eight years, not merely "a subject" in primary classes. All the research shows that an "early-exit" to a dominant language does not result in high-level multilingualism.

Pakistan's Urdu Dictionary Project

Participating using Skype in an Esperanto language-festival recently in Maribor, Slovenia, I spoke on Urdu - the language and the culture. The longish report is on my Esperanto blog, and here's the link to the 15-or-so slides I had prepared for the 90-minute session (which included images of a kurtaa, salvaar kamiiz, some delicious birayaanii, and a couple of verses with Esperanto translations - and all the Urdu is in Nagari!).

While looking around on the Net, I came across a report by Rauf Parekh on Pakistan's Urdu Dictionary Project. Dr Parekh traces the interesting history of the project, its predecessors and sources of inspiration (the OED, of course, among others), the scholars associated with the project, and the project's ups and downs. But he also tells us that 21 volumes have already appeared and the last is under preparation! A truly magnificent project! And as he reminds us:

"Moreover, after the publication of the last volume, there still remains to be published an index and a bibliography enlisting the works cited. It would definitely take another volume. Then there is the project of shorter versions of the dictionary and many other spin-offs such as dictionaries of synonyms, antonyms, idioms, proverbs and technical terms."

Dr Parekh also informs us that:

"A similar scheme was launched in India and several scholars were hired by the Indian government to compile a greater Urdu dictionary. But the project in India could not take off and it was abandoned probably due to lack of political will and Urdu’s comparatively lesser status in India. By now the Indian scholars, too, had begun to look to the UDB [Urdu Dictionary Board] for an authentic dictionary...."

Let us hope that this project will further deepen the collaboration between the two countries on this shared cultural treasure - Urdu.

Reforming Pakistan's textbooks

"Awaiting changes to a syllabus of hate", Nirupama Subramanian's excellent op-ed piece in The Hindu (9 June 2009) argues that "the education imparted to Pakistani children is flawed and encourages extremism, intolerance and ignorance."

She cites the influential 2002-study of the Sustainable Development Policy Institute, Islamabad - The Subtle Subversion: The State of Curricula and Textbooks in Pakistan. The SDPI report details how the curricula of government schools systematically indoctrinate young minds, and just how urgent the task of curriculum-reform is in Pakistan. The report resulted in a new curriculum being drafted, but this has not yet been implemented.

Subramanian cites one of the authors of the SDPI report in conclusion:

Compared to the 1.5 million who study in madrasas, an estimated 20 million children are enrolled in government schools. Dr. Nayyar laments that in the five years since the publication of the SDPI report, children who were 11 years old at the time have completed their matriculation. They read the old textbooks, and learnt a way of thinking about themselves and the world that will prove hard to change.

"Another generation has been lost because the process has taken too long," he said. And until the new textbooks are introduced, millions of children will continue to learn in their Urdu lessons in schools about the differences between Hindus and Muslims in a hatred-generating way, about "India's evil designs against Pakistan" in their Social Studies, and that Bangladesh was a result of a conspiracy by India with assistance from "Hindus living in East Pakistan."