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Punjabi Language: a Study of Language Desertion

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PUNJABI LANGUAGE: A STUDY OF LANGUAGE DESERTION By Fakhira Riaz NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD December 2011 Punjabi Language: A Study of Language Desertion By Fakhira Riaz M. A., Foundation University, 2004 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In English To FACULTY OF ADVANCED INTEGRATED STUDIES AND RESEARCH (English) NATIONAL UNIVERSITY OF MODERN LANGUAGES, ISLAMABAD December 2011 © Fakhira Riaz, 2011 i NATIONAL UNIVERSITY OF MODERN LANGUAGES FACULTY OF ADVANCED INTEGRATED STUDIES & RESEARCH THESIS/DISSERTATION AND DEFENSE APPROVAL FORM The undersigned certify that they have read the following thesis, examined the defence, are satisfied with the overall exam performance, and recommend the thesis to the Faculty of Advanced Integrated Studies & Research for acceptance: Thesis/ Dissertation Title: Punjabi Language: A Study of Language Desertion Submitted By: Fakhira Riaz Registration #: 186-MPhil/Eng/2005 (Jan) Name of Student Doctor of Philosophy Degree Name in Full (e.g Master of Philosophy, Doctor of Philosophy) English (Linguistics) Name of Discipline Prof. Dr. Samina Amin Qadir ______________________________ Name of Research Supervisor Signature of Research Supervisor Prof. Dr. Shazra Munnawer ______________________________ Name of Dean (FAISR) Signature of Dean (FAISR) Maj. Gen. Masood Hassan (Rtd) ______________________________ ______________________________ Name of Rector Signature of Rector December 2011 Date ii ABSTRACT Thesis Title: Punjabi Language: A Study of Language Desertion Pakistan is a land of linguistic diversity having more than sixty languages. Punjabi, along with its numerous mutually intelligible dialects, is an ancient language. It is mainly spoken in the Pakistani province of Punjab and Indian Punjab in the subcontinent. It is a member of the Indo-Aryan branch of the Indo-European language family. The aim of this ethnographic study is to explore the status of Punjabi language in our society by looking at the language usage and linguistic practices of Punjabi native speakers residing in selected urban and rural areas. Ten families, five from urban area and five from rural area, participated in the study. The participants were selected on the basis of their educational level, marital status, monthly income, occupation, family background and the size of land owned by them. The theoretical framework which informs this research is the constructivist qualitative paradigm. The tools of data collection include semi structured interviews and recordings of informal conversation of the research participants. The analysis of the collected data reveals that in the urban areas, Punjabi language is not the dominant medium of communication among the research participants. The participants do not consider it important and worthwhile to maintain Punjabi language, as they do not see it as economically advantageous and profitable to them. It is just a part of their cultural heritage, but they do not use it for communicative purposes. In the rural areas, however, the research participants expressed a strong sense of association and affiliation with Punjabi language; Punjabi language is their dominant medium of communication with others; they consider Punjabi an inevitable part of their cultural heritage and identity; they support the idea of learning English and Urdu languages but not at the cost of Punjabi language. These findings suggest that language desertion is an urban phenomenon, as Punjabi language is not maintained by the urban research participants due to certain wider socio-political factors which have disrupted and distorted the status of Punjabi language while consolidating the role of English and Urdu in the society. iv TABLE OF CONTENTS Chapter Page THESIS/DISSERTATION AND DEFENCE APPROVAL FORM ii CANDIDATE DECLARATION FORM iii ABSTRACT ……………………………………………………… iv TABLE OF CONTENTS ………………………………………… v LIST OF TABLES……………………………………………….. ix LIST OF MAPS………………………………………………….. x LIST OF GRAPHS…………………………………………….. xi ACKNOWLEDGEMENT… …………………………………… xii DEDICATION………………………………………………….. xiii I INTRODUCTION…………………………………………………… 1 1.1 Overview of the chapter………………………………………..… 1 1.2 Background of the Study………………………………………… 1 1.3 What is Language Shift?…………………………………………. 2 1.4 Pakistan – A Multilingual Country………………………………. 5 1.5 Significance of the Study………………………………………… 6 1.6 Research Questions………………………………………………. 7 1.7 Research Methodology………………………………..…………. 8 1.8 Conceptual Framework for the Study…………………..……….. 10 1.9 Definition of Important Terms…………………………………… 11 1.10 Outline of the Dissertation…………………………...………… 13 1.11 Conclusion…………………………………………..…………. 15 II LITERATURE REVIEW…………………………………………… 16 2.1 Overview of the Chapter..………………………………………. 16 2.2 What is Language? .…………………………………………….. 16 2.3 Why Languages are Important? ………………………….…….. 18 2.4 What is Language Desertion? ………………………………….. 20 2.5 Effects of Language Desertion………………………………….. 22 2.6 Definition of Attitude….……………………………………….. 23 2.7 Language Attitude……………………………………………… . 26 2.8 Language Attitude Studies……………………………………... 28 2.9 Theoretical Approaches in Language Attitude Studies………… 31 2.10 Measuring Language Attitudes……………………………….. 32 2.11 An Integrated Approach………………………………………. 35 v 2.12 Language Domains……………………………………………. 36 2.13 Punjabi Language…………………………………...………… 38 2.14 Dialects of Punjabi Language………………………...………. 42 2.15 Scripts of Punjabi Language………………………….……… 43 2.16 Status of Punjabi Language in Pakistan……………………… 43 2.16.1 Language and Colonization……….……………………….. 44 2.16.2 Punjabi Language in the Sub-Continent during British Colonization 45 2.16.3 Punjabi Language after the Creation of Pakistan………….. 49 2.17 Why do the Native Speakers Desert Their Native Language… 50 2.17.1 Punjabi language vis-à-vis English and Urdu ……………… 51 2.17.2 Punjabi Language and Official Support…………………….. 53 2.17.3 Medium of Instruction……………………………………… 63 2.17.4 Attitude of the Native Speakers …………………………… 70 2.17.5 Mass Media……………………………………………….… 78 2.17.6 Economic Standing…………………………………………. 80 2.17.7 Intergenerational Language Transmission ………………… 82 2.17.8 Language Desertion and the Role of Parents .……………… 84 2.17.9 English – An International Language …………………...…. 93 2.18 Conclusion. …………………………………………………… 99 III RESEARCH METHODOLOGY…………………………………… 101 3.1 Overview of the Chapter…..…………………………………… 101 3.2 Definition of Ethnography……………………………………... 101 3.3 Characteristics of Ethnographic Research……………………… 102 3.4 Limitations of Ethnography……………………………………. 103 3.5 Theoretical Framework of Research……………………………. 104 3.6 Sampling and Participant Selection…………………………….. 113 3.7 Tools of Data Collection……………………………………….. 114 3.7.1 Duration of Data Collection…………………………………. 114 3.7.2 Participant Observation………………………………………. 115 3.7.3 Interviews……………………………………………………. 117 3.7.4 Recording Informal Conversation …………………………… 121 3.7.5 Notes……………………………………………..………….. 122 3.8 Profiles of Selected Families and Participants. ………….……. 123 3.9 Data Analysis and Interpretation……………………………… 128 3.9. 1 Thematic Analysis…………………………………………… 129 3.9.2 Why Thematic Analysis? …………………………………… 132 3.9.3 Steps in Conducting Thematic Analysis……………………. 132 3.9.3.1 Becoming Familiar With the Data………….…………… 133 3.9.3.2 Generating Initial Codes…………………………………. 133 3.9.3.3 Searching for Themes…………………….……………… 134 3.9.3.4 Reviewing Themes…………………………...…………… 135 3.9.3.5 Defining and Naming Themes……………….……………. 135 vi 3.9.3.6 Producing the Report…………………………...………… 136 3.10 Triangulation and Researcher’s Bias………………………… 136 3.11 Ethical Issues…………………………………………….…… 138 3.12 Conclusion…………………………………………………… 139 IV PROCESS OF RESEARCH…………...………………………… 140 4.1 Overview of the Chapter………...…………………………… 140 4.2 Demographic Information…………….……………………… 140 4.2.1 Islamabad……………………………..……………………. 140 4.2.2 Demographic Information of the Rural Research Site …….. 144 4.2.2.1 Punjab…………………………………………………….. 144 4.2.2.2 Toba Tek Singh…………………………………………… 145 4.2.2.3 Village …..………………………………………………… 149 4.3 Selection of the Research Participants ….…………………….. 150 4.4 Pilot Study ……………………………………………… …… 150 4.5 Visiting the Participants………………………………………. 151 4.6 Participant Activities …………………………………………. 155 4.7 Issues of Selection and Access……………………………….. 158 4.8 Conclusion ……………...……………………………………. 159 V CATEGORIZATION OF DATA………………………………… 160 5.1 Overview of the Chapter………………..……………………… 160 5.2 Background ……………………………..………………….…. 160 5.3 Categories………………………………..……………… ……. 161 5.4 Conclusion ……………………………….……………… …… 164 VI INTERPRETATION OF DATA ………………………………….. 165 6.1 Overview of the Chapter………………………………...……… 165 6.2 Background ……………………………………………….. …… 165 6.3 Data Analysis – Urban Areas…………………………………….. 166 6.3.1 Home Language……………………………………………….. 166 6.3.2 Socioeconomic Status of Punjabi Language and Intergenerational Language Transmission……………………………… ……………………… 172 6.3.3 Medium of Instruction………………………………………… 176 6.3.4 Role of English and the Professional Demands………………. 179 6.3.5 Linguistic Choices in Formal and Informal Settings………..... 192 6.3.6 Language Choices and Language Ideologies………………… 198 6.3.7 Punjabi Literacy Skills ………………...…………………….. 206 6.3.8 Future of Punjabi Language………………………………….. 207 6.3.9 Analysis of Informal Conversation…………………………… 215 6.3.10 Summary……………………………………………………... 221 vii 6.4 Data Analysis - Rural Families………………………………...… 222 6.4.1 Home Language……………………………………………….. 222 6.4.2 Intergenerational language transmission………………………. 228 6.4.3 Additive Bilingualism………………………………………….
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