DigitalResources Electronic Survey Report 2016-004
Sociolinguistic Survey of Kagate Language Vitality and Community Desires
Jessica R. Mitchell and Stephanie R. Eichentopf Sociolinguistic Survey of Kagate Language Vitality and Community Desires
Jessica R. Mitchell and Stephanie R. Eichentopf
SIL International® 2016
SIL Electronic Survey Reports 2016-004, June 2016 © 2016 SIL International® All rights reserved Abstract
This report presents the results of a sociolinguistic survey conducted among representatives of the Kagate [syw] language community of Ramechhap District in Nepal. The goals of the survey were to evaluate language vitality and clarify the community’s desires for language-based development. This report recommends the Kagate language community be designated as EGIDS level 6a: Vigorous, and describes the community’s desire for products in their mother tongue. Contents
Preface 1 Introduction 1.1 Purpose and goals 1.2 Geography 1.3 Language and identity 1.4 History 2 Methodology 2.1 Site selection 2.2 Subject selection 2.3 Research methods 2.3.1 Informal interview 2.3.2 Bilingualism participatory methods tool 2.3.3 Appreciative Inquiry participatory methods tool 3 Language use and vitality 3.1 Contact 3.2 Domains of language use 3.2.1 Language use in the home 3.2.2 Language use in the village 3.3 Intergenerational transfer 3.4 Code switching/mixing 3.5 Population and group dynamics 3.6 Social outlook 3.7 Access to stable and acceptable economic base 3.8 Language and education 3.9 Summary of ethnolinguistic vitality 4 Desires for development 4.1 Appreciative Inquiry results 4.2 Informal interview results 4.3 Summary of desires for development 5 Dialect variation 6 Summary and implications 6.1 Language use and vitality 6.1.1 Summary of findings 6.1.2 Implications 6.2 Desires for development 6.2.1 Summary of findings 6.2.2 Implications 6.3 Dialect variation 6.3.1 Summary of findings 6.3.2 Implications Kagate: Summary of findings Appendix A: Wordlist Appendix B: Informal Interviews (II) Appendix C: Knowledgeable Insider Interview (KII) Appendix D: Bilingualism Participatory Method Appendix E: Appreciative Inquiry Participatory Method Appendix F: Expanded Graded Intergenerational Disruption Scale References
iii Preface
This sociolinguistic survey of the Kagate language of eastern Nepal was conducted in partnership with the Linguistic Survey of Nepal (LinSuN), Tribhuvan University, Kirtipur, Nepal. Fieldwork was conducted in September 2012 in Ramechhap District. Our hope is that the sociolinguistic information summarized here will be useful for giving input into further Kagate language development. We are deeply grateful for the many people who contributed to the completion of this survey. We are thankful for our colleagues at Tribhuvan University and their partnership. We are indebted to those who helped plan and facilitate this research. Their gracious company during fieldwork was invaluable, and we are grateful for their translation and facilitation skills which they contributed so generously to the work. During fieldwork, others provided expert guidance and assistance, making our time in the villages productive and enjoyable. We greatly appreciate all the Kagate people of Ramechhap district who so warmly welcomed us into their homes and contributed to this research. Your hospitality and generosity touched our hearts. This report is for you. Our hope is that this report is useful for Kagate language development. We trust this report accurately reflects the data we collected. However, comments are welcomed.
June 2013 Jessica R. Mitchell Stephanie R. Eichentopf
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1 Introduction
1.1 Purpose and goals
The purpose of this research is to provide a better understanding of language vitality within the Kagate community and the community’s desires for language-based development activities. These purposes have been pursued in conjunction with Tribhuvan University’s Central Department of Linguistics’ Linguistic Survey of Nepal (LinSuN) project. The goals for this research are the following: Investigate language vitality of the Kagate community Determine if the Kagate community desires language-based development and, if so, identify what development activities are desirable.
1.2 Geography
Kagate live in the northeastern corner of Ramechhap District in Janakpur Zone. Ramechhap lies between Solokhumbu and Dolakha districts. Kagate villages are located on the upper portions of the hills between Khimti and Likhu rivers, primarily in the Village Development Committees (VDCs) of Duragaun, Namadi, and Bhuji. The community is accessible year-round by bus. Map 1 shows the Kagate language area within the context of the languages of eastern Nepal.
1.3 Language and identity
The term Kagate is the equivalent of Syuuba in Nepali, which means “paper maker.” In past generations, paper making was a primary profession for Kagate people. During informal interviews, people often used different words to refer to their language and ethnic group. When speaking with outsiders, the Kagate people often refer to themselves as Tamang, the name of a large Tibeto-Burman ethnic group and language in the area. Many interview participants reported their family name as Tamang and their mother tongue as Kagate or Yholmo. Alternate names for Kagate include Kagate Bhote, Shuba, Shyuba, and Syuba (Lewis, Simons, and Fennig 2013). While the most common terms for respondents’ mother tongue were Syuuba, Yholmo, and Kagate, based on the current ISO designation for this language name, the term Kagate will be used for this language throughout this report. Kagate [syw] is classified as Sino-Tibetan, Tibeto Burman, Western Tibeto-Burman, Bodish, Central Bodish, Central, gTsang (Bradley 1997:8). It is closely related to Helambu Sherpa [scp], a language spoken to the north. Due to less use of the honorific system in verbs, intelligibility between the two groups is more of a challenge for Kagate speakers than for Helambu Sherpa speakers (Lewis, Simons, and Fennig 2013). There are reportedly no dialect variations within the Kagate language community itself (IT and NT, p.c. 2012). In 1976, the Kagate population in Nepal was estimated to be 1,000 speakers (Hoehlig and Hari 1976:1). According to the 2011 Census of Nepal there are 99 people who claim Kagate as their ethnic identity. Based on interviews with village leaders, previous research, and observations during fieldwork, we estimate there are 1,500 Kagate speakers. Previous research on Kagate includes Kagate Phonemic Summary published by Monika Hoehlig and Maria Hari in 1976. George van Driem has also written about Kagate in his Languages of the Himalayas (2001).
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Map 1. Kagate language area
1.4 History
According to Kagate tradition, the Kagate originally migrated from the Helambu area in Chautara District. Hoehlig and Hari report that the migration to the current Kagate population center in Ramechhap occurred four generations prior to their research in the 1970s due to food shortages and lack of possibilities to support themselves. At the time of their research a second migration took place for the same reasons, moving Kagate people to Darjeeling and Assam in India (1976:1).
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2 Methodology
2.1 Site selection
A total of five villages (Dhungare, Banauti, Phedi, Dhare, and Nopra) were visited in Duragaun and Namadi Village Development Committees (VDCs) in Ramechhap District, as shown on map 2. These villages were chosen based on their large Kagate population and their geographic distance from Phedi. Phedi is the most densely populated Kagate village and is known as the main Kagate village. Dhare and Nopra are about 1.6 km apart and were counted as one data site (Namadi VDC, ward 9) for our analysis. Isolation, location on a main road, and ethnic makeup of the population were also considered.
Map 2. Kagate villages visited in Ramechhap District
The map is created by the authors.
2.2 Subject selection
The quota sampling plan used in this survey was based on four demographic categories: gender, age, education, and geographic location. These factors are known to influence language use and attitudes. Also, the people in these demographic groups often have varying levels of exposure to other languages. Quota sampling is easier to accomplish and more practical for the purposes of this research than the more representative random sampling. Within these demographic groups, we required subjects to meet two screening criteria to be eligible to take part in the informal interview:
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subjects are “from the village,” meaning they have grown up in the village (or a nearby village), are living in the village at present, and if they have lived elsewhere, it was not, in the researchers’ judgment, for a significant amount of recent time; subjects have at least one parent from the target speech variety. In each location, 12 informal interviews were administered to a sample of Kagate speakers, stratified by age and gender.1 Educational background was also recorded during data collection and taken into account during analysis. For this analysis, literate persons are classified as educated, which generally corresponds with the completion of primary level four. Table 1 shows subject sampling as conducted in each location.
Table 1. Sample size for informal interviews, stratified by age and gender
Age Sample size by strata Total Young (15–34) Old (35+) Male 3 3 6 Gender Female 3 3 6
Total 6 6 12
2.3 Research methods
Background research was conducted in Kathmandu prior to fieldwork. Kagate speakers from Phedi and Kathmandu were interviewed and assisted in preparing various tools. The participatory methods (PM) used in this survey were facilitated by NT and IT. PM tools are a way of engaging and empowering communities in language development. Truong and Garcez (2012:24) describe PM as “guided facilitations with a small group of community members brought together to discuss the reality of their language situation.” During fieldwork, informal interviews (II) and Knowledgable Insider Interviews (KII) were conducted in Dhungare, Banauti, Phedi, and Namadi VDC, ward 9. The Bilingualism PM tool was facilitated in Dhungare, Banauti, and Dhare. The Appreciative Inquiry PM tool was facilitated in Dhungare and Banauti. The Stakeholder Analysis PM tool was facilitated in Dhungare, Banauti, and Phedi.
2.3.1 Informal interview
Description and Purpose. A prepared interview schedule guided interaction in order to gather information regarding specific sociolinguistic issues, while allowing freedom to inquire or discuss issues further if this might provide additional, relevant information. An additional interview schedule (the KII) was used to investigate issues relevant to each village context.
Procedure. The interview schedule was written in English and Nepali, with interviews conducted in Nepali. An example of this procedure would be asking “What language do you usually speak with your children?” as listed on the planned interview schedule. If the interviewee responded with two or more languages, we followed up with questions such as, “Do you speak one of these languages more often than the other?” This allowed the interviews to focus more on patterns of language use (and their impact on
1 In Dhungare, however, only 11 informal interviews were administered; two young men were interviewed instead of three. This is because most young men were not in the village at the time of fieldwork.
5 language vitality and shift) than on other topics, such as generalized trends of multilingualism. The interview schedule, biographical data of respondents, and responses can be found in Appendix B. The Knowledgable Insider Interview and responses are in Appendix C.
Advantages. Depending on the length of the interview schedule, the time in administration can be minimal, allowing for relatively large numbers of people to be interviewed. The informal nature of the interviews helps subjects feel comfortable and share openly, while allowing greater depth and context for their responses.
Disadvantages. Informal Interviews are limited in that subjects may only report what they want the researcher to hear, or what they believe the researcher would like to hear.
2.3.2 Bilingualism participatory methods tool
Description and purpose. This method helps language community members describe the demographics and patterns of multilingualism within their community.
Procedure. Participants listed the languages spoken most frequently in their community. They then described categories of people who speak each language well, the relative size of each category of speakers, and which categories may be increasing most quickly. A complete description of the tool as well as results for this survey can be found in Appendix D.
Advantages. This tool does not assume languages spoken in the community, but allows the community to name and discuss relevant languages themselves.
Disadvantages. This method is not very accommodating to multilingual situations exceeding the complexity of two languages spoken within the community. It does not help document or illustrate community attitudes towards their bilingual context.
2.3.3 Appreciative Inquiry participatory methods tool
Description and purpose. This method helps community members discuss what they are proud of and what desires they have for their language. It shows what the community regards as priorities for their own language-based development.
Procedure. Participants discuss things in their mother tongue or culture that have made them happy or proud. They then consider how to build upon the good things they identified, or list their own dreams for their language. Next, they discuss which dreams might be accomplished sooner and which ones will take longer. Then, they identify which dreams are most important to them. A full description of the Appreciative Inquiry method and results can be found in Appendix E.
Advantages. This method is very adaptable. Its emphasis is on what the community can do now to work towards their dreams for language development. Appreciative Inquiry helps build a concrete context by which to understand actual priorities that a community has for its own development.
Disadvantages. If not carried out appropriately, this method may raise false hopes of outside assistance in reaching their goals. If communicated, the facilitator’s opinions could influence participants and skew results for the community’s actual desires.
3 Language use and vitality
This section discusses the vitality of the Kagate language. One current measurement for vitality is the Expanded Graded Intergenerational Disruption Scale (EGIDS) (Lewis and Simons 2010). Built upon Fishman’s Graded Intergenerational Disruption Scale (1991), EGIDS measures vitality on a scale from zero to ten, with zero being the strongest vitality and ten the weakest. On the EGIDS scale, this research 6 suggests Kagate should be classified as 6a: Vigorous. The EGIDS materials give a description of the Vigorous level: “A Level 6a language is an oral language that is maintaining sustainable oral use among all generations in the home domain” (Lewis and Simons 2010). For a full description of the EGIDS scale, see Appendix F. This section addresses different areas of evaluating vitality, loosely based on Lynn Landweer’s Indicators of Ethnolinguistic Vitality (2000). Contact, domains of language use, intergenerational transfer, code switching, population and group dynamics, language and education, social outlook, and access to a stable economic base, as related to vitality, are discussed in turn.
3.1 Contact
Landweer uses contact with speakers of other languages as one of the indicators of ethnolinguistic vitality. She asks, “Is the speech community located near a population center where its members could have contact with speakers of other languages? Do they have access to such a population center?” (Landweer 2000). The Kagate speech community is located in a fairly remote location. The villages are scattered on the uppermost parts of interlocking ridges, located higher than most other groups. They are not located on paths or roads well travelled by others, and, though there are neighboring Sunuwar (an ethnic and language group unrelated to Kagate) villages, there are no other major villages or towns in the area. These factors limit the community’s interaction with speakers of other languages. The road from Kathmandu ends in Dhobi, which is populated by a mix of Bahun (Nepali-speaking), Chettri (Nepali-speaking), and speakers of other languages. During our KIIs in each village, the interviewees from Banauti, Phedi, and Nopra reported that Dhobi was the non-Kagate village that people from their village most frequently travel to. (The interviewees from Dhungare reported that people from their village do not usually travel outside their village.) In this context, most contact with other language groups would be the result of Kagate speakers travelling outside of their village. To investigate the frequency of travel, participants were asked how often they travel outside their village. Response options of daily, weekly, monthly, and rarely were given to each subject. Eighty-six percent (42/49) of respondents reported they travel either monthly or rarely outside their village. Only one respondent said she travels outside her village on a daily basis. This indicates that in general, people do not travel frequently from the villages visited. In addition, participants were asked how frequently they spoke with a non-Kagate speaker. The majority of participants (42/49) reported that they speak with a non-Kagate person either monthly or rarely. Only fourteen percent of respondents (7/49) reported weekly or daily contact with a non-Kagate speaker. This further confirms the low degree of interaction with speakers of other languages. These responses show that even though Kagate speakers have access to a population center (mainly Dhobi) where they could come into contact with speakers of other languages, and have Sunuwar villages surrounding their villages, there is no strong pattern of travel outside their own village or contact with non-Kagate people.
3.2 Domains of language use
Another way of investigating language vitality is to look at the community’s language use choices in specific domains. Domains are certain contexts in which one language is considered more appropriate to use than another. There are three factors involved in any given domain: location, topic, and participants (Fasold 1984:183). This section looks at language use in specific domains. To provide a general context for language use, we asked participants what language they spoke best. Every respondent except one responded that Kagate was the language they spoke best.
3.2.1 Language use in the home
Of the various domains of language use, the home domain arguably has the greatest influence in a person’s life. This is because the language of the home is generally a child’s first language. We asked 7 participants what language they usually use in their home when chatting with or telling stories to different kinds of people. Table 2 displays responses to the question, “When you are in your own home, what language do you usually use when chatting with your parents/your spouse/children?”
Table 2. When you are in your own home, what language do you usually use when chatting with…?
n = Kagate Nepali Your parents 48 98% 2% Your spouse 42 93% 7% Children 49 96% 4%
In their own homes, with all three groups of people (parents, spouses, and children), respondents reported that they usually use Kagate. We also asked participants which language they usually use when telling a story in their own home to these three groups of people. Responses are displayed in table 3.
Table 3. When you are in your own home, what language do you usually use when telling a story to…?
n = Kagate Nepali Your parents 48 96% 4% Your spouse 42 90% 10% Children 49 96% 4%
When telling stories to an audience in their own home, almost all of the respondents reported they usually use Kagate with each of the three groups (parents, spouse, and children). Besides daily interactions, like chatting and telling stories, another important domain of the home involves religious activities. The Nepali word puja encompasses activities of worship. We asked each respondent if they do puja in their own home, and if so, what language they usually use. Of the 42 respondents who said they do puja in their home, ninety-five percent reported using Kagate. In addition to responses from individual interviews indicating high use of Kagate in the home, observations support these findings. Despite the presence of the researchers who only spoke Nepali and English, Kagate was consistently used in the home among families and visitors.
3.2.2 Language use in the village
We asked participants which language children in the village usually use when playing with other Kagate children. All respondents said that children use Kagate in this situation. Similarly, all respondents also reported using Kagate when speaking with Kagate friends in their village. Observations in the villages visited are consistent with these findings. The only domain in which Nepali was reported as the primary language is the domain of education. Both primary and secondary level schools that Kagate children attend use Nepali, the national language, as the medium of instruction. Reported use of Kagate in the home and in the village is high among all generations. These interview responses and researcher observations indicate a high level of language vitality.
3.3 Intergenerational transfer
The extent of intergenerational transfer—the degree to which Kagate is being passed on to the younger generation—is another indicator of ethnolinguistic vitality. As already shown in tables 2 and 3, the majority of respondents reported speaking Kagate with children in the home when chatting or telling stories. Participants were also asked if they have children of their own. Of the 35 interviewees who have children old enough to speak, all 35 reported that all of their children speak Kagate.
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As discussed in section 3.2.2, all interview respondents said that children use Kagate when playing with other Kagate children in the village. In addition to questions about language use among Kagate children, we asked whether or not children speak Kagate the same way their grandparents speak it. Of the responses, eighty-nine percent (42/47) said that the children’s way of speaking is the same as their grandparents’ way of speaking. Results of the facilitation of the Bilingualism PM tool indicate that young children (children who have not yet attended school) do not speak Nepali. This confirms interview responses that all children speak Kagate. In addition to participatory methods data, observations further confirm high intergenerational transfer. In summary, high degrees of intergenerational transfer of Kagate can be seen in the villages visited. Supporting evidence includes: patterns of children’s use of Kagate reported in interviews, observations, and participatory methods facilitation results.
3.4 Code switching/mixing
Another indicator of language vitality is the amount and type of code switching present in a language community. Code switching is when a word or phrase from a second language is inserted into the stream of speech in the first language. We asked participants how often they hear Nepali being mixed with Kagate. Table 4 shows responses to this question.
Table 4. When you hear Kagate people in the village talking to each other in Kagate, how often do they mix Nepali?
Never 12% n = 48 A little 78% Some 8% A lot 2%
Most respondents reported they usually heard a little mixing. During fieldwork we were able to listen to hours of conversations in Kagate. Our team observed little to no mixing of Nepali in the conversations we overheard. Reports of “a little” mixing of Kagate and Nepali does not necessarily suggest high or low vitality. High amounts of mixing would be a stronger indicator of low language vitality, while low levels of reported mixing are more ambiguous. Language communities may operate with a stable level of mixing, but it was beyond the scope of this research to investigate this topic more thoroughly.
3.5 Population and group dynamics
An additional indicator of language vitality is population and group dynamics. This requires investigating the ethnic and linguistic make-up of the community. What languages are spoken in Kagate villages? Do only Kagate people live there? Do people migrate to Kagate villages (through marriage or for work)? We looked at whether there is a pattern of migration into Kagate communities by other ethnic or language groups. We asked knowledgeable insiders in each community if non-Kagate people migrate into their community. The response for each village was no, outsiders do not typically immigrate to Kagate villages. In addition, of the forty-three informal interview participants who are married, only three have non-Kagate spouses. As for the ethnic makeup in Kagate villages, in Phedi, there are two Chettri homes, but it is reported that they speak Kagate in the village and not Nepali. The other four villages visited reported that their populations are solely Kagate. Evaluating group dynamics includes looking at who holds different roles in the community, which ethnic group they are from, and which language(s) they use. People who work as teachers and doctors in these communities were reportedly Bahun, Chettri, Sunuwar, and Madeshi, all of whom use Nepali, but 9 do not live in the villages we visited. We were told about one Kagate primary teacher. Lamas (Buddhist religious leaders) in the nearby gombas (Buddhist places of worship) are all from Kagate villages and use Kagate. The homogeneous populations of the Kagate communities visited support and strengthen the case for high language vitality.
3.6 Social outlook
According to Landweer (2000), the social outlook indicator considers both internal and external recognition of the language community as separate and unique within the broader society. In our research, we investigated the internal aspect of this indicator by asking participants questions about their perceptions of their language and identity. Ninety percent of respondents (44/49) said that out of the languages they can speak, Kagate is the language they love the most. Eighty-two percent of respondents (40/49) said that, out of all the languages spoken in Ramechhap District, their own language is the most beneficial.2 When asked which language had the least benefit, no one answered Kagate. Another question used to assess social outlook was, “When you hear that a non-Kagate speaker has married a Kagate speaker, how do you feel?” Three-fourths of respondents (37/49) said they feel sad, twelve percent (6/49) said they feel indifferent, and twelve percent said they feel happy. Of the six respondents that replied “happy,” three have married non-Kagate speakers. These responses show that, within the community, the Kagate language and group purity are valued. This suggests high vitality in the area of social outlook.
3.7 Access to stable and acceptable economic base
Another indicator of ethnolinguistic vitality is if the community sees its language as economically viable. If the community requires the use of a second language in order to survive economically, this could undermine use of the mother tongue. The majority of interview respondents (38/49) are farmers. Knowledgable Insider Interviewees in Dhungare and Banauti said they do not trade with others, while Phedi and Nopra interviewees reported trade among Nepali-speaking people groups. In section 4.1, interview responses indicate that travel outside one’s own village and interaction with non-Kagate speakers is infrequent. Knowledgable Insider Interviewees reported differing levels of frequency of travel outside the village for income. In Nopra and Dhungare, responses were “never” and “rarely,” respectively. However, in both Banauti and Phedi, “frequent” travel to find income was reported. When asked if they have travelled outside their village for more than one year, one-third said yes. Most of these people travelled/lived outside of Nepal and most returned to the village within five years. Considering the amount of contact Kagate people have with non-Kagate speakers, how often people leave the village for employment, as well as patterns of long-term travel/living outside the village, economic factors do not appear to strengthen nor weaken the vitality of Kagate.
3.8 Language and education
Education also plays a role in language vitality. In Kagate villages, school is the primary place where young people learn Nepali. In each village, knowledgeable insiders were asked, “How many children from your village go to secondary school?” In Banauti, the knowledgeable insider reported that “most”
2 The languages spoken in Ramechhap District are Nepali, Kagate, Tamang, Majhi, Sherpa, Sunuwar, and Magar.
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children go to secondary school, while knowledgeable insiders in Phedi, Dhungare, and Nopra reported that “few” go to secondary school. This low level of secondary school attendance is reflected in the bio-data of informal interview participants. Only ten out of forty-nine participants had any schooling. Five of the ten did not continue their education beyond year five, the year when students are considered literate in Nepali. Thus only five out of forty-nine subjects interviewed had any education beyond that of attaining basic literacy.
3.9 Summary of ethnolinguistic vitality
An EGIDS level of 6a: Vigorous is suggested by this research due to several indicators of ethnolinguistic vitality. No strong patterns of contact with speakers of other languages, high use of Kagate in various domains of the home and village, high intergenerational transfer, patterns of immigration and the language choice of immigrants, and social outlook are some of the strongest arguments for claiming high language vitality among the Kagate villages tested. The extent of codeswitching and a stable economic base supportive of mother-tongue use appear neutral, neither supporting nor undermining the use of Kagate. There is not a high level of formal education in Nepali. All factors considered, Kagate language vitality appears high.
4 Desires for development
Informal interviews and Appreciative Inquiry were used to assess the community’s desires for language- based development.
4.1 Appreciative Inquiry results
Appreciative Inquiry was facilitated in Banauti and Dhungare. Participants expressed a desire for books and songs in their own language. Dhungare participants also said they would like a calendar in Kagate. In Banauti, they said they would like general language development activities in Kagate (see Appendix E).
4.2 Informal interview results
Informal interview participants were asked a number of questions relating to their desires for language- based development. We asked what language they prefer for the medium of education at the primary level with the multiple choice options “your mother tongue,” “Nepali,” “Tamang,” “English,” and “Other.” Nearly half (23/49) said they prefer Nepali, thirty-seven percent (18/49) said they prefer their mother tongue, and sixteen percent (8/49) prefer English. Participants were also asked about languages they would like to be able to read and write. Of the twenty-three participants who reported they are unable to read and write but would like to learn, fourteen (sixty-one percent) said they would like to read and write in their mother tongue. All twenty-three participants said that if their language was written in magazines or books that they would want to learn to read it. All forty-nine participants also said that it would be good for their mother tongue to be written.
4.3 Summary of desires for development
Through Appreciative Inquiry facilitations and informal interviews, respondents expressed positive interest toward language-based development in the mother tongue. Participants desire more products to be available in their language, including songs, books, and calendars. 11
5 Dialect variation
As neither Hoehlig and Hari (1976) nor van Driem (2001) mentions dialect variation in Kagate, we asked members of the Kagate community about varieties of their language. There is reportedly very little dialect variation in the language. For this reason, we collected just one wordlist for documentation purposes that is representative of the largest Kagate village, Phedi (found in Appendix A).
6 Summary and implications
The results of this research show the following: • there is a high level of language vitality in the Kagate villages visited • there is an expressed desire for language-based development. This section will specify how the findings of this research can inform and guide the community to appropriate action.
6.1 Language use and vitality
6.1.1 Summary of findings
This research suggests an EGIDS level of 6a: Vigorous for the Kagate language community. This suggestion is based on several factors of ethnolinguistic vitality. Some of the strongest arguments for claiming high vitality among the Kagate villages tested are: • no strong patterns of contact with speakers of other languages • high use of Kagate in various domains of the home and village • high intergenerational transfer • patterns of immigration and the language choice of immigrants • a positive social outlook. The extent of codeswitching and a stable economic base supportive of mother-tongue use appear neutral, neither supporting nor undermining the use of Kagate. All factors considered, Kagate language vitality appears high.
6.1.2 Implications
There are a variety of oral and literacy-based activities that would appropriately support and encourage Kagate language use. Fundamental literacy development (i.e., practical orthography and primers), technical support and computer training for on-site desktop publishing, and cultural dramas could help maintain and/or strengthen Kagate language vitality.
6.2 Desires for development
6.2.1 Summary of findings
In each Kagate village visited, respondents expressed a positive attitude toward language-based development through Appreciative Inquiry facilitations and informal interviews. Participants desire to see more products made available in their language.
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6.2.2 Implications
Products such as books, songs, or calendars in Kagate would be well received by the community.
6.3 Dialect variation
6.3.1 Summary of findings
This research found no indication of significant dialect variation among Kagate villages.
6.3.2 Implications
Kagate materials from any village would likely be understood in any other Kagate village. Phedi is accepted to be the largest and most prestigious Kagate village; therefore, it may be beneficial to develop materials there. Kagate: Summary of findings
१.उ ेश् य तथा लक्ष् यह * यस अनुसन् धानको उ ेश् य, कागते समुदायिभत्र भाषाको सजीवता, भाषामा आधािरत िवकासका िक्रयाकलापह का लािग समुदायको आकांक्षा के छ, त् यस बारे अझ बढी जानकारी िदनु हो। भाषाको सजीवता भनेको कु न ै समुदायिभत्र प्रयोग गिरने भाषाको मात्रा हो। यी उ ेश् यह का साथ ित्रभुवन िवश् विवद्यालयको भाषा िवज्ञान के न् िद्रय िवभागको िलनसुन पिरयोजनासँग संयुक्त पमा अगाडी बिढएको छ। यस अनुसन् धानका लक्ष् यह िनम् न अनुसार छन्ः १(कागते समुदायको भािषक सजीवता छानिवन गनेर् २(कागते समुदायले भाषामा आधािरत िवकासको आकांक्षा राखेको छ िक भनेर िनश् िचत गनेर्, यिद त् यस् तो हो भने िवकासका कु न कु न िक्रयाकलापह को अपेक्षा गिरएको छ पिहचान गनेर्। २.भािषक प्रयोग तथा सजीवता कागते समुदाय बीच भाषाको प्रयोगको स तर् िनश् िचत गनर् िविभन् न पिरस् िथितह प्रयोगमा ल् याइएका िथए। हामीलाई प्राप् त भएका कु राह को सारांश यहाँ िदइएका छन्।
२.१ सम् पकर् अन् य भाषा बोल् नेह सँगको बारम् बारको सम् पकर् ले गदार् भािषक सजीवतामा कमी आउन सक् छ। निजकै को जनसंख् या के न् द्र िवशेषगरी धोवी र सुनुवारह संगको पहुँच भए पिन उनीह को आफ् नो गाउँबाट बािहर धेरै गइरहने बानी पाइँदनै र ग ै –कागते भाषीह सँग त् यित सम् पकर् हुँदन।ै अन् य भाषा बोल् ने मािनसह सँगको सम् पकर् त् यित धेरै हुँदनै र त् यसले हामी गएका कागते समुदायका बीचमा भाषाको प्रयोगलाई बिलयो पादर्छ।
२.२ भाषाको प्रयोगको क्षेत्र घरमा मातभाषाकोृ प्रयोगले भाषालाई बढी बिलयो पादर्छ। अन् तरवातार् तथा िनरीक्षणमा, घर र गाउँमा सब ै पुस् ताका मािनसह वीच धेरैजसो समयमा कागते प्रयोग गिरएको पाइयो।
२.३ एउटा पुस् ताबाट अक पुस तासम् ् म हस् तान् तरण कागतेको प्रयोगमा अिघल लो् पुस् ताबाट पिछल् लो पुस् तामा सािरएको अथार्त बावु–आमाले छोराछोरीलाई िसकाएको कु रा प्रत् यक्ष देिखन् थ् यो। हामी गएका गाउँह मा के टाके टीह ले कागते िसके र िनयिमत पमा बोलेका प्रष् ट देिखन् छ। के टाके टीह ले िवद्यालयमा भनार् नभएसम् म नेपाली िसक् दननै ्। यसले भाषाको उच् च सजीवता देखाउँछ।
२.४ शब् दह को िम ण समुदायका सदस् यह जसको हामीले अन् तरवातार् िलय , उनीह ले भने िक उनीह को कागते बोलीमा थोरै मात्र नेपाली िमिसएको हुन् छ। जे होस,् यी समुदायह मा, कागतेसँग कित मात्रामा नेपाली िमिसएको िथयो भन् ने कु रा यस अनुसन् धानको क्षेत्रभन् दा बािहरको कु रा िथयो। यस क्षेत्रको के न् द्रिवन् दु अिनिणर्त िथयो।
२.५ जनसंख् या तथा समुहको गित समुदायमा बसाइँ सराइको ढाँचा, समुदायमा कु न जाितकाह बस छन् ्, र कु न जाितको समुदायमा िविभन् न भिमकाू हुन् छ त् यसले भाषाको प्रयोगलाई बिलयो वा कमजोर बनाउन सक् छ। यस अनुसन् धानमा कागते समुदायमा एकदम कम मािनस बसाइँ आएका र उनीह ले कागते िसके का पाइयो। हामी गएका धेरैजसो समुदायमा शुद्ध कागते र एकदम कम मात्र ग ै –कागते िथए। समुदायमा के ही भिमकाह ू जस् त ै िशक्षक, डाक् टर ग ै –कागतेह ले िलएको पाइयो। समग्रमा, हामी गएको एकजातीय कागते जनसंख् या भएको समुदायले कागतेको प्रयोगलाई सहयोग गछर् र बिलयो पादर्छ।
२.६ सामािजक ष् िटकोण हामीले कागते बोल् नेह ले िलएको सामािजक ष् िटकोण, उनीह को भाषा र पिहचान सम् बन् धमा उनीह को धारणाबारे प्रश् नह सोधेर छानिवन गर् य । जवाफ िदनेह ले जवाफमा, कागते उनीह ले सबभन् दा मनपराउने, उनीह लाई सबभन् दा फाइदाजनक भाषा हो र यो न ै बच् चाह ले पिहले िसक् नुपनेर् भाषा हो भने। समुदायिभत्र कागते भाषाको मान् यता छ, जसको मतलव उच् च सजीवता छ भन् ने हो।
२.७ स् िथर तथा स् वीकारयोग य् आिथर्क आधारसम् मको पहुँच
* All Nepali translations in this report were translated by Krishna Rana.
13
14
आिथर्क कु राह ले भाषाको सजीवतालाई प्रभाव पानेर् देिखएन।
२.८ भाषा तथा िशक्षा प्राथिमक तथा माध् यािमक िवद्यालयमा नेपाली प्रयोग गिरन् छ। दो ो भाषाको आवश् यकताले भाषाको सजीवतालाई न् यनू पानर् सक् छ, तर हामी गएका कागते समुदायह मा िवद्यालय मात्र एउटा क्षेत्र हो जहाँ नेपाली प्रयोग गिरन् छ। यसको अितिरक्त, दीघर्कालीन अध् ययन अविध) माध् यिमक र कलेज (त् यित हुँदनै जसले कागतेको प्रयोगलाई कायम राख् न म त गछर्।
२.९ सजीवताको सारांश यस अनुसन् धानले यो देखाउँछ िक घरमा मौिखक पमा सब ै पुस ताका् मािनसह को बीचमा प्रयोग गिरन् छ, र यो भाषाको प्रयोगले िनरन् तरता पाइराख् नेछ। यी समुदायह मा लेख् ने र पढ् ने काम चािहं नेपालीमा हुन् छ।
३ .िवकासका लािग आकांक्षा िविभन् न अनुसन् धानको औजारह द्वारा, समुदायका सदस् यह ले आफ् नो भाषाको, भाषामा आधािरत िवकासतफर् सकारात् मक ची भएको अिभब् यिक्त िदए। उनीह ले आफ् नो भाषामा गीतह , िकताबह तथा पात्रोह लगायतका सामग्रीह उपलब् ध गराइयोस् भन् ने चाहना ब् यक्त गरे ।
४.स् थानीय भािषक िविवधता यस समुदायमा पिहले गिरएको अनुसन् धान तथा अन् तरवातार् अनुसार यस भाषामा एकदम थोरै भािषक िविवधताह छन्।
५.भाषामा आधािरत िवकासका लािग सुझावह
५.१भािषक प्रयोग तथा सजीवता–सुझावह िविभन् न िकिसमका मौिखक तथा साक्षरतामा आधािरत िक्रयाकलापह छन् जसले कागते भाषाको प्रयोगलाई उिचत ढङ् गले सहयोगका साथ ै प्रोत् साहन िदनेछ।
५.२ िवकासका आकांक्षाह – सुझावह कागतेमा िकताबह , गीतह र पात्रोह जस् ता सामग्रीह को उत पादन् समुदायले हािदर्क पमा ग्रहण गनेर्छ।
५.३ स् थानीय भािषक िविवधता– सुझावह कागते भाषाको भाषागत सामाग्रीह अ जुन सुकै कागते गाउँकाह ले बुझन सिकने खालका हु छन्। फे दीलाई सबभन् दा ठू लो र सबलै े मानेको कागते गाउँको पमा िलइन् छ, त् यसलै े त् यहींबाट सामग्री िवकास गनर्ु लाभदायी हुने देिखन् छ।
Appendix A: Wordlist
A.1 International Phonetic Alphabet chart
Consonants
Bilabial Labiodental Dental Alveolar Postveolar Retroflex Palatal Velar Uvular Pharyngeal Glottal Plosive p b t d Nasal
Trill r Tap or Flap
Fricative f v s z . x Lateral fricative
Approximant
Lateral approximate
Ejective stop
Implosive X X
15 Vowels
A.2 Word list biodata
NT Name: Age: 41 Caste: Kagate Mother Tongue: Kagate Village: Phedi Father's village: Phedi Father's mother tongue: Kagate Mother's village: Dhungare Mother's mother tongue: Kagate A.3 Word list - English, Nepali, and Kagate
English Gloss Nepali Gloss IPA Transcription
1 body जीउ ʒubu 2 head टाउको go 3 hair कपाल ʈa 4 face मखु ɖoŋba 5 eye आखाँ mi 6 ear कान nəmʒʲo 7 nose नाक nasum 8 mouth मखु kʰa 9 lips ओठ tʰoʒʲu 10 tooth दातँ so 11 tongue जजब्रो tʃʰe 12 chest छाती pɹaŋgok 13 belly/stomach पेट ʈopa 14 waist कम्मर kʲepa 15 whole arm हात lakpa 16 palm of hand हातकेला tʰil
16 English Gloss Nepali Gloss IPA Transcription
17 elbow कु हहनो/कु हहना puŋba 18 finger औलां tebu 19 fingernail नङ ʃeɹmu 20 leg (and foot) खट्टाु kəŋba 21 knee घडाुँ tʃigəɹ 22 skin छाला koba 23 bone हाड rekok 24 heart मटु ु niŋ 25 blood रगत tʰa 26 urine हपसाब tʃiŋ 27 feces हदसा kʲækpa 28 village गाउँ jul 29 house घर kʰim 30 door ढोका ko 31 firewood दाउरा ʃiŋ 32 broom कु चो pʲæma 33 stick (walking stick) लट्ठी perka 34 pestle (for spices mortar) लोहोरो/लोहरो tʃom 35 spices mortar (flat) जसलौटो kʰoptʃum 36 khukuri खकु ु री gorpɛn 37 sickle हजसयाँ sortʃuŋ 38 axe बन्चरो təri 39 rope डोरी tʰakpa 40 carrying basket डोको tʃelba 41 headstrap नाम्लो rakpa 42 thread धागो kupa 43 needle (for sewing) जसयो kʰəp 44 cloth कपडा kela 45 hat टोपी ʈopi 46 ring औठीं sittuɹ 47 gold सनु ser 48 sun सयेु nʲima 49 moon जू न dəgarmu 50 sky आकाश namkaliŋ 51 star तारा karma 52 rain पानी(पछछ) namkʲapkoⁱ
17 English Gloss Nepali Gloss IPA Transcription
53 water पानी tʃʰu 54 small river, stream खोला loŋba 55 cloud बादल mukpa 56 bolt of lightning चटयाङ -- 57 rainbow इन्रेणी dʒʰa 58 small stone ढङ्गा/ढु गाुँ ɖo 59 unirrigated field बारी ʃʰiŋ 60 irrigated field खेत boʃʰiŋ 61 path, road बाटो lam 62 fire आगो m 63 smoke धवाु ँ tipa 64 ash खरानी tʰala 65 soil, clay माटो ʃebi 66 dust धलोु tʰalʒup 67 tree 셂ख ʈ ŋbʰo 68 leaf पात loma 69 root जरा tʃʰərne 70 seed बीउ ʃɪn 71 bark बोक्रो pəkok 72 thorn काडो/काँ डाँ tʃerman 73 flower फु ल mendo 74 bamboo tree बासँ pətəp 75 bamboo shoot तामा 76 fruit फलफू ल brumd o 77 banana केरा alamu 78 wheat गहू ँ nʲ 79 uncooked rice चामल bræ 80 unhusked rice धान swa 81 cooked rice भात to 82 vegetable तकाछरी tʃema 83 potato आल ु he 84 ginger अदवाु kʲepʃal 85 tomato गोलभेडां -- 86 cucumber काक्रोँ kahʲn 87 nettle जसस्न ु swah 88 oil तेल maruko
18 English Gloss Nepali Gloss IPA Transcription
89 salt नून tʃʰa 90 meat मास ु sʲa 91 fat part of flesh बोसो tʃɪluk 92 fish माछा ŋa 93 chicken कु खराु tʃʲa 94 egg फु ल tʃʰæmkoh 95 cow गाइ palaŋ 96 buffalo भसी ं mahaⁱ 97 milk दू ध omah 98 horn जसङ rua 99 tail पच्छु र ŋ ma 100 goat बाख्रा ra 101 pig सगुं रु pʰak 102 dog कु कु र kʰi 103 cat हबरालो guri 104 snake सपछ/सापँ prol 105 monkey बादरँ priu 106 bird चरा tʃædʒuŋma 107 wings पखेटा ʃokpa 108 feather पवाखँ po 109 rat, mouse मसाु tʃ be 110 mosquito लामखट्टेु -- 111 fly ज ं गा praŋma 112 honey bee माहरी/माउरीु siraŋ 113 ant कहमला tʰomak 114 spider माकु रा/माकु रो k gor 115 louse जम्राु sik 116 bed bug उडुस -- 117 flea उहपया ँ kesik 118 leech पानीजकाु pepe 119 person माहनस/मान्छे mhi 120 man लोग्नेमान्छे kʲapiza 121 woman, female आइमाइ pʲɛnpiza 122 child (0-10yrs) बच्चा piza 123 boy (<10yrs) केटा kʲapiza 124 girl (<10yrs) केटी pʲɛnpiza
19 English Gloss Nepali Gloss IPA Transcription
125 father बा/बबाु aba 126 mother आमा ama 127 older brother दाज/दाईु ata 128 younger brother भाई n 129 older sister हददी adʒi 130 younger sister बहहनी n mo 131 son छोरा/छोरो pʰu 132 daughter छोरी pʰomo 133 husband लोग्ने/रीमीमान kʲobo 134 wife स्वास्नी/रीमीमती tʃuŋma 135 grandfather हजरबाु meme 136 grandmother हजरआमाु ibi 137 grandson नाती nati 138 granddaughter नाहतनी natini 139 father's older brother ठू लोबाब ु autʃʰombo 140 father's younger brother सानाबाब ु autʃame 141 father's older sister फु पू ani 142 father's younger sister फु पू ani 143 mother's older brother मामा aʃʲaŋ 144 mother's younger brother मामा aʃʲaŋ 145 mother's older sister ठू लोआमा tʃitʃʰitʃombo 146 mother's younger sister सानाआमा tʃitʃʰitʃʲame 147 friend साथी ro 148 name नाम/नाउँ mɪn 149 language भाषा tam 150 day हदन nʲima 151 night रात k ŋm 152 morning हबहान ɳamo 153 afternoon हदउँसो ɳ makarpo 154 evening बेलकाु komʃe 155 today आज teriŋ 156 yesterday हहजो d aŋ 157 tomorrow भोजल ŋarto 158 year बषछ lʰo 159 big ठू लो tʃʰəmbo 160 small सानो tʃʰæme
20 English Gloss Nepali Gloss IPA Transcription
161 heavy गह्रङ्गो/गरु ं गो tʃʰɛnd i 162 light हलका/ु हलङ्गोु ʰend i 163 old (thing) परानोु n ŋba 164 new (thing) नया ँ ʃemba 165 good (person) राम्रो jabu 166 bad (person) खराब/नराम्रो maⁱba 167 wet हभजेको p ŋkʲok 168 dry सक्खु kʰamkʲok 169 long (thing) लामो riŋbu 170 short (thing) छोटो tʲhame 171 fat (person) मोटो kʲaba 172 thin (person) दब्लोु tʃʲhipa 173 hot (weather) गमी tʃʰepa 174 cold (weather) जाडो kʰædi 175 cracked, burst फु टेको/फु टयो kʰesi 176 broken, damaged हबहिएको noŋkʲok 177 broken भाचेकोँ tʃʰakʲok 178 empty खाजल toŋraŋ 179 full भरीभराउ kʲaŋkʲok 180 few, a little थोर tibi 181 many धेर maŋbʰu 182 all सब tʰamdʒer 183 equal बराबार oʒeoʒe 184 similar, same उस्त ondəbara 185 different फ़रक raŋsaɾa 186 various हबहभन्न raŋsaraŋsaɾa 187 one एक tʃek 188 two दईु n 189 three तीन sum 190 four चार sʰe 191 five पाचँ ŋa 192 white सेतो karamu 193 black कालो nakpu 194 red रातो marmu 195 near नजजक/हनर tʰama 196 far टाढा tʰariŋbʰu
21 English Gloss Nepali Gloss IPA Transcription
197 here यहा ँ dela 198 there त्यहा ँ oala 199 at -मा la 200 beside छेउमा solar 201 inside हभत्र naŋgla 202 outside बाहहर paŋgla 203 above माजथ kʰale 204 below तल/महनु wahale 205 around (the circumference of) वररपरर sarsolar 206 who को su 207 whose कस्को suⁱdi 208 what के tʃʰi 209 why हकन tʃʰile 210 where कहा ँ kala 211 when कहहले nam 212 which कु न k had i 213 how many कहत kadʒe 214 how (what is it like) कस्तो kandaba 215 how (to do something) कसरी kandale 216 this यो dʰi 217 that त्यो wola 218 these (3 or more) यी tekʲa 219 those (3 or more) ती wo 220 go down (3sg past) तलगयो mula kaltʃi 221 go down (neg imp) mula mandʰo 222 go (3sg past) kalʃi गयो 223 go (neg imp) mandʰo
224 come down (3sg past) यो papsi 225 come down (neg imp) marla mapap 226 come (3sg past) ŋsi आयो 227 come (neg imp) ma ŋ
228 climb up (3sg past) माजथचढयो dʒʰasi 229 climb up (neg imp) marla madʒʰa
230 climb down (3sg past) तलचढयो marla papsi 231 climb down (neg imp) marla mapəp
232 take out (3sg past) ज क्यो tʲɛnsi
22 English Gloss Nepali Gloss IPA Transcription 233 take out (neg imp) matɛn
234 put in (3sg past) राख्यो dʒʲasi 235 put in (neg imp) madʒʲa
236 die (3sg past) मर्यो ʃiʃi 237 die (neg imp) maʃi
238 sleep (3sg past) सत्योु nʲalsi 239 sleep (neg imp) manʲal
240 lie down (3sg past) पल्टयो loʃi 241 lie down (neg imp) malo
242 sit down, stay (3sg past) बस्यो tɛʃi 243 sit down, stay (neg imp) mate
244 get up (3sg past) उठयो laŋʃeⁱ 245 get up (neg imp) malaŋ
246 stand (3sg past) उहभयो laŋse 247 stand (neg imp) malaŋ
248 walk (3sg past) हहडयो kalsi 249 walk (neg imp) makal
250 fly (3sg past) उडयो urse 251 fly (neg imp) mauɾ
252 run, rush (3sg past) दगर्योु tʃʰ oŋʃi 253 run, rush (neg imp) matʃʰ oŋ
254 laugh (3sg past) हास्योँ kʲemuʃorʃi 255 laugh (neg imp) kʲemumaʃor
256 cry (3sg past) रोयो ŋusi 257 cry (neg imp) maŋu
258 vomit (3sg past) बान्तागर्यो kʲusi 259 vomit (neg imp) makʲu
260 spit (3sg past) थक्योु tʃemakʰ kʲursi 261 spit (neg imp) tʃemakʰ makʲuɾ
262 eat (3sg past) खायो sasi 263 eat (neg imp) masa
264 bite (3sg past) टोक्यो morsi 265 bite (neg imp) mamor
266 drink (3sg past) हपयो tʰuŋsi 267 drink (neg imp) matʰuŋ
268 give (3sg past) हदयो tɛrsi
23 English Gloss Nepali Gloss IPA Transcription 269 give (neg imp) matɛɾ
270 bury (3sg past) गाडयो tʰepsi 271 bury (neg imp) matʰep
272 kill (3sg past) मार्यो sʲesi 273 kill (neg imp) masʲe
274 cut (3sg past) काटयो topsi 275 cut (neg imp) matop
276 throw (3sg past) फाल्यो kʲursi 277 throw (neg imp) makʲur
278 talk, chat (3sg past) चलफलगर्यो tamlasi 279 talk, chat (neg imp) tam malap
280 say, tell (3sg past) भन्यो lasi 281 say, tell (neg imp) malap
282 hear, listen (3sg past) सन्योु koʃi 283 hear, listen (neg imp) mako
284 watch see (3sg past) देख्यो tʰoŋsi 285 look (3sg past) हेयो tasi 286 look (neg imp) mata
287 wash (3sg past) धोयो tʰusi 288 wash (neg imp) matʰu 289 my ŋaⁱ मेरो 290 our (inclusive) हाम्रो uedi 291 our (exclusive) ukʲaⁱdi हाम्रो 292 your (sg/H) तपाईंको kʲaⁱ 293 your (pl/H) kʲakʲaⁱdi तपाईंहरको 294 his (nearby/H) उहाकोँ kʷoŋkeⁱdi 295 their (pl/H) kʷoŋkʲeⁱdi उहाहरकोँ 296 I म ŋa 297 he/she (here/there/H) उहा ँ kʰoŋ 298 you (pl/H) तपाईंहर kʲa 299 you (sg/H) तपाईं kʲakʲa 300 we (exclusive/inclusive) हामीहर nʲikʲa 301 we (pl/exclusive/inclusive) हामीहर ukʲa 302 they (here/there/H) उहाहरँ kʰoŋkʲa
24 Appendix B: Informal Interviews (II)
B.1 Informal interview schedule
Kagate [syw] Informal Interview
My name is ____. We are from Tribhuvan University. We are here to know about how your language and is used for speaking and writing. We will ask you questions about yourself and your language. We will give the information given by you to others. Can you give us help?
मेरोनाम_____हो।हामीहत्रभवनहवश्वहवधालयभाषाहव्ानकेन्द्न्रयहवभागबाटआएकाहौु ।हामीतपाईँहरकोभाषां कसरीबोजलनेर छकसरीलेजखनेर छसोजान्नकोलाहगआएकाहौ।हामीलेतपाईंरतपाईंकोभाषाकोबारेमाकेहीप्रश्नहरं सोधछौ।तपाईंलेतीभाषाकोबारेमाभनेकोकं ु राहामीअ셂माहनसलाईहदन्छौ।ँ केतपाईँहामीलाईसहयोग हदनसक्नु हु न्छ?ु
1. INFORMED CONSENT: Given: □ Not Given: □
2. Subject
3. NumberDate (DD-MM-YY) 4. Village Name 5. Interviewer
6. NameLanguage of
7. ElicitationLanguage of 8. Interpreter Response 1. Male 2. Female 9. NameSex: (if 10. needed)Full Name: तपाईंकोपूरानामकेहो? 11. Age: तपाईंकोउमेर कहतभयो? 12. Caste: तपाईंकोजातकु नहो? 13. What religion do you practice? तपाईंकु नधमछमान्नहु न्छु ? 14. What is your occupation? तपाईंके कामगनछहु न्छु ? 15. Have you ever been to school? तपाईंलेस्कू लमापढनभु यो? (If yes):
a. Up to which class? कहतक्लाससम्म(कक्षासम्म)? 16. What is your mother tongue? तपाईंकोमातृ भाषा (आफ्नोभाषा)कु नहो? 17. Where were you born? तपाईंकहाँ जन्मनभयोु ? 18. Where do you live now? तपाईंआजभोजलकहाँ बस्नहु न्छु ? 19. How long have you been living there/here? तपाईंयोठाउँमाकहतबषछबस्नभयोु ?
20. Have you lived anywhere else तपाईँअरठाउँमाएकबषछभन्दाबढी for more than a year? बस्नभएकोछु ? (If yes):
a.Where? कहा?ँ b. When? कहहले? c. How long did you live there? कहतसमयसम्म?
25 SCREENING CRITERIA #1: YES □ NO □ Grew up here, lives here now, and, if they have lived elsewhere, it is not a ‘significant’ amount of recent time.
21. Where is your father from? तपाईंकोबवाकोु खासगाउँकु नहो? 22. What is his mother tongue? उहाकोँ मातृ भाषाके हो? 23. What language did your father usually speak to you when you were a child? तपाईंसानोहदातपाईंकोबुँ वालेतपाईँसु गकँ ु नभाषाबोल्नहु न््योु ? 24. Where is your mother from? तपाईंकोआमाकोमाइहतघरकहाँ हो? 25. What is her mother tongue? उहाकोँ मातृ भाषाके हो? 26. What language did your mother usually speak to you when you were a child? तपाईंसानोहदातपाईंकोआमालेतपाईँसुँ गकँ ु नभाषाबोल्नहु न्योु ?
SCREENING CRITERIA #2: At least one parent from target MT YES □ NO □
27. What language(s) can you speak? तपाईंकु नकु नभाषाबोल्नसक्नहु न्छु ? 28. Which language do you speak? हतभाषाह셂मधयेतपाईंकु नभाषा ______बोल्नहु न्छु ? a. best सब भन्दा राम्रो? b.second best? दोस्रो राम्रो? c. third best? तेस्रो राम्रो? (If MT was not listed as best language): 29. Please estimate how well you speak your mother tongue: तपाईँ आफ्नो मातभाषा____बोल्नृ सक्नहु न्छु (हक) a. Very Well धेर राम्रो b.Some हठकहठक c.Only a Little अजलअजल (Remind them which languages they said they can speak): 30. Among the languages that you speak which one do you love the most? तपाईँलेबोल्नेभाषाह셂मधयेकु नचाहहसबँ भन्दाबढी मनपराउनहु न्छु ? 31. What language do you usually use when talking with your grandparents? तपाईंकोहजरु बा हजरआमासु गँ तपाईंधेर जसोकु नभाषाबोल्नहु न्छु ? 32. Do you feel that you speak your mother tongue differently than how your grandparents spoke it? तपाईंकोआफ्नोभाषारतपाईँकाहजरु बाहजरआमाकोभाषाएउटु हो।तरतपाईंरउहा ह셂ँ लेबोल्नेतररका____? a. Exactly the same टयाक्क एउटहो b. A little different अजलअजलफरकछ c. Very different धेर फरकछ 33. When you are in your own home, what language do you usually use when chatting with your parents? तपाईंआफ्नोघरमाहदाबबाआमासुँ गबगफगदाछधेरँ जसोकु नभाषाबोल्नहु न्छ?ु 34. When you are in your own home, what language do you usually use when telling a story to your parents? तपाईंआफ्नोघरमाहदाबबाआमालाईकथासुँ नाउु ँदाबधेर जसोकु नभाषाबोल्नहु न्छ?ु 35. Are you married? तपाईंकोहववाहभइसक्यो? (If no, skip to question 39):
36. What is his/her mother tongue? उहाकोँ मातृ भाषाकु नहो? (Only if MT is different):
26 a. Can your spouse speak your mother tongue? तपाईंकोरीमीमान /रीमीमतीलेतपाईंकोमातभाषाबोल्नृ सक्नहु न्छु ? 37. When you are in your own home, what language do you usually use when chatting with your spouse? तपाईंआफ्नोघरमाहदाबरीमीमान/रीमीमतीसुँ गबगफगदाछधेरँ जसोकु नभाषाबोल्नहु न्छ?ु 38. When you are in your own home, what language do you usually use when telling a story to your spouse? तपाईंआफ्नोघरमाहदाबरीमीमान(रीमीमती)लाईकथासुँ नाउु ँदाबधेर जसोकु नभाषाबोल्नहु न्छ?ु 39. When you are in your own home, what language do you usually use when chatting with a child? तपाईंआफ्नोघरमाहदाबुँ केटाकेटीसगँ बगफगदाछधेर जसोकु नभाषाबोल्नहु न्छु ? 40. When you are in your own home, what language do you usually use when telling a story to a child? तपाईंआफ्नोघरमाहदाबुँ केटाकेटीलाईकथासनाउु ँदाबधेर जसोकु नभाषाबोल्नहु न्छु ? 41. When you are in the village, what language do you hear children speaking when: तपाईंयोगाउँमाहदाबकेटाकेटीह셂____प्रायजसोुँ कु नभाषाबोलेकोसन्नु हु न्छु ? a. Playing with Kagate children? कागतेसाथीह셂सगखेल्दाँ b. Playing with children from other castes? अ셂जातकासाथीह셂सगखेल्दाँ 42. When the children of your village grow up and have children, do you think those children might speak your mother tongue? तपाईंकोहवचारमाबतपाईंकोगाउँ काकेटाकेटीह셂हकेरउनीह셂काबालबच्चाभएपजछबतीबालबच्चाह셂लेतपाईंकोु भाषाबोल्लान ? (If yes): (If no): 43. How would you feel if they speak it? 44. How would you feel if they do not speak it? बोले भने तपाईँलाई कस्तो लाग्छहोला? बोलेनन भने कस्तो लाग्छहोला? a. Good खसीु a. Good खसीु b. Indifferent केहीजस्तोलाग्दन b. Indifferent केहीजस्तोलाग्दन c. Sad द:खु c. Sad द:खु 45. In your opinion, what language should children in your village learn to speak first? तपाईंकोहबचारमातपाईंकोगाउँ काबच्चाह셂लेकु नभाषासबभन्दापहहलेबोल्नजसक्नपछछु ? 46. Do you have children? तपाईंकाछोराछोरीछन हकछ नन ? (If yes): a. Do all your children speak your mother tongue? तपाईंकासबछोराछोरीलेमात भाषाबोल्छनृ ? 47. When you listen to songs, what language do you most enjoy listening to? गीतह셂सन्दाबतपाईंलाईकु ु नभाषामागीतसन्नसबभन्दाु मज्जाआउँछ? 48. When you are in the village, what language do you usually use with Kagate friends? तपाईंगाउँमाहदाबकागातेसाथीह셂सँ गबधेरँ जसोकु नभाषामाबोल्नहु न्छ?ु
27 49. When you are in the village, what language do you usually use with friends from other castes? तपाईंगाउँमाहदाबआ셂जातकासाथीह셂सुँ गबधेरँ जसोकु नभाषामाबोल्नहु न्छ?ु 50. When you talk with friends in the village, what language is easiest for you to understand? गाउँकासाथीह셂सगबकँ ु रागदाछबतपाईंलाईबझ्नकोलाहगसबभन्दासजजलोकु ु नभाषालाग्छ? 51. When you hear Kagate people in the village talking to each other in Kagate, how often do they mix Nepali? तपाईंलेयहाकाकागतेमान्छेलेअकोकागतेमान्छेसँ गबकँ ु रागदाछबकहिकोनेपालीशब्दह셂हमसाउँ छन? a. A lot धेर b. Some केही c. A little थोर d. Never कहहलेपहनहमसाउँदन 52. When you hear Nepali mixed with your mother tongue, how does it make you feel? माहनसह셂लेमातभाषामाकृ ु रागदाछनेपालीशब्दह셂हमसाएकोसन्दाु बतपाईंलाईकस्तोलाग्छ? a. Good खसीु b. Indifferent केहीजस्तोलाग्दन c. Sad द:खु 53. Do you pray in your own home? तपाईंआफ्नघरमाबप ूजा(प्राथछना)गनछहु न्छु ? (If yes): a. When you are in your own home, what language do you use for prayer? तपाईंआफ्नघरमाह दाबतपाईंकुँ ु नभाषामापूजा(प्राथछना)गनछहु न्छु ? 54. How often do you travel outside this village? तपाईंआफ्नोगाउँबाटकहिकोबाहहरजानहु न्छु ? a. Daily हदनहदन जसो c. Monthly महहना-महहनामा b. Weekly हपता-हपतामा d. Rarely अजलअजल 55. How often do you talk to a non-Kagate person? कागातेभाषानबोल्नेमान्छेसगबतपाईंकहिकोबोल्नँ हु न्छ?ु a. Daily हदनहदन जसो c. Monthly महहना-महहनामा b. Weekly हपता-हपतामा d. Rarely अजलअजल 56. Have you heard of non-Kagate people learning to speak Kagate? कागातेभाषाजसकेकोअरजातकामान्छेदेख्नभएकोछ?ु a. Where कहा?ँ b. Why/For what purpose? हकनाजसकेकाजथए? 57. When you hear that a non-Kagate speaker has married a Kagate speaker, how do you feel? मातभाषाृ नबोल्नेमान्छेलेमातृ भाषा बोल्नेमान्छेसगहबहाँ गरेमातपाईंलाईंकस्तोलाग्छ? a. Good खसीु b. Indifferent केहीजस्तोलाग्दन c. Sad द:खु 58. In your opinion, out of all the languages spoken in this district, which language is the best? तपाईंकोहवचारमाबयोजजल्लामाबोजलनेसब भाषाह셂 मधये तपाईंलाईकु नचाहहसबभन्दाँ मनपछछ? 59. In your opinion, out of all the languages spoken in this district, which language is the most beneficial? तपाईंकोहवचारमाबयोजजल्लामाबोजलनेसब भाषाह셂 मधये तपाईंलाईकु नचाहहसबभन्दाफाईंदाजनकछ? 60. Why? हकन होला? 61. In your opinion, out of all the languages spoken in this district, which language is the least beneficial? तपाईंकोहवचारमाबयोजजल्लामाबोजलनेसबभाषाह셂 मधये, तपाईंलाईकु नचाहहँ सबभन्दाकमफाईंदाजनकछ?
28 62. Why? हकनहोला? 63. When teachers talk to local parents about school matters, what language do they usually use? जशक्षकह셂लेगाउँकाआमाबासगबस्कँ ु लसम्बन्द्न्धकु राकानीगदाछबधेर जसोकु नभाषाप्रयोगगनछहु न्छ?ु 64. When teachers talk to you about school matters, what language is easiest for you to understand? जशक्षकह셂लेस्कु लसम्बन्द्न्धकु राकानीगदाछबतपाईंलाईंकु नभाषाबझ्नसबभन्दासजजलोलाग्छ?ु 65. When you talk to children about school matters, what language do you usually use? केटाकेटीसगस्कँ ु लसम्बन्द्न्धकु राकानीगदाछबतपाईंधेर जसोकु नभाषाप्रयोगगनछहु न्छ?ु 66. What language do you prefer for the children of your village’s medium of instruction at primary level? गाउँकाकेटाकेटीस्कु लजादाबत्यहाँ कँ ु नभाषामाउनीह셂लाईंपढाएकोबतपाईंचाहनहु न्छ?ु a. Your mother tongue तपाईंकोमातृ भाषा b. Nepali नेपाली c. Tamang तामाङ d. English अंिेजी e .Other अन्य 67. Are you able to read and write? तपाईंपढन-लेख्न सक्नहु न्छु ? (If yes): (If no): 68. In what languages? कु न-कु नभाषामा? 69. If you were going to learn to read and write, which languages would you want to read and write in? 70. Are there other languages you would like to तपाईंपढनलेख्नजसक्नचाहनहु न्छु भनेबतपाईंकु न-कु न भाषाह셂पढनरलेख्नचाहनहु न्छु ? be able to read? तपाईंलेपढनचाहनेअ셂भाषाह셂पहनछन? (If yes): a. Which other languages would you like to be able to read? तपाईंअ셂कु नकु नभाषापढनचाहनहु न्छु ? 71. If your mother tongue was written in magazines or books, would you want to learn to read it? पहत्रकाअथवाहकताबह셂मातभाषामालेजखएकोभएबतपाईंपढनृ मनपराउनहु न््योु ? 72. In your opinion, would it be good for your mother tongue to be written down? तपाईंकोहवचारमाबकेजलजखतमातभाषाृ भएराम्रोहन््योु ? 73. Why? हकनहोला? Record informed consent!
B.2 Key to Abbreviated Terms
JM Jessica Mitchell SE Stephanie Eichentopf
NA Not Applicable NR No Response
MT Mother Tongue
29 B.3 Informal interview data
1. Informed Consent 2. Int. # 3. Date 4. Village 5. Interviewer 6. Lg of elicitation Yes SDHU01 9/17/2012 Dhungare SE Nepali Yes SD02 9/17/2012 Dhungare SE Nepali Yes SD03 9/17/2012 Dhungare SE Nepali Yes SD04 9/18/2012 Dhungare SE Nepali Yes SD05 9/18/2012 Dhungare SE Nepali Yes SD06 9/18/2012 Dhungare SE Nepali Yes SB01 9/19/2012 Banauti SE Nepali Yes SB02 9/19/2012 Banauti SE Nepali Yes SB03 9/19/2012 Banauti SE Nepali Yes SB04 9/19/2012 Banauti SE Nepali Yes SB05 9/20/2012 Banauti SE Nepali Yes SB06 9/20/2012 Banauti SE Nepali Yes SP01 9/22/2012 Phedi SE Nepali Yes SP02 9/22/2012 Phedi SE Nepali Yes SP03 9/22/2012 Phedi SE Nepali Yes SP04 9/22/2012 Phedi SE Nepali Yes SP05 9/22/2012 Phedi SE Nepali Yes SP06 9/22/2012 Phedi SE Nepali and Kagate Yes SP07 9/23/2012 Phedi SE Nepali and Kagate Yes SR01 9/23/2012 Dhare SE Nepali and Kagate Yes SR02 9/23/2012 Dhare SE Nepali and Kagate Yes SR03 9/23/2012 Dhare SE Nepali Yes SR04 9/23/2012 Dhare SE Nepali and Kagate Yes SR05 9/24/2012 Nopra SE Nepali and Kagate Yes SR06 9/24/2012 Nopra SE Nepali Yes JD01 9/17/2012 Dhungare JM Nepali and Kagate Yes JD02 9/18/2012 Dhungare JM Nepali Yes JD03 9/18/2012 Dhungare JM Nepali Yes JD04 9/18/2012 Dhungare JM Nepali Yes JD05 9/18/2012 Dhungare JM Nepali Yes JD06 9/19/2012 Dhungare JM Nepali and Kagate Yes JB01 9/19/2012 Banauti JM Nepali Yes JB02 9/19/2012 Banauti JM Nepali Yes JB03 9/19/2012 Banauti JM Nepali Yes JB04 9/19/2012 Banauti JM Nepali Yes JB05 9/20/2012 Banauti JM Nepali Yes JB06 9/20/2012 Banauti JM Nepali Yes JB07 9/20/2012 Banauti JM Nepali Yes JP01 9/22/2012 Phedi JM Nepali Yes JP02 9/22/2012 Phedi JM Nepali Yes JP03 9/22/2012 Phedi JM Nepali Yes JP04 9/22/2012 Phedi JM Nepali Yes JP05 9/24/2012 Phedi JM Nepali Yes JR01 9/23/2012 Dhare JM Nepali Yes JR02 9/23/2012 Dhare JM Nepali Yes JR03 9/23/2012 Dhare JM Nepali Yes JR04 9/23/2012 Dhare JM Nepali Yes JR05 9/23/2012 Dhare JM Nepali Yes JR06 9/24/2012 Nopra JM Nepali
30 Int. # 7. Lg of response 8. Interpreter 9. Sex 11. Age 12. Caste SDHU01 Nepali IT Male 48 Yholma SD02 Nepali IT Male 41 Langanga SD03 Nepali IT Male 25 Shuuba (Kagate) SD04 Nepali IT Male 71 Yolmoli SD05 Nepali IT Female 29 Tamang SD06 Nepali NT Female 54 Tamang SB01 Nepali IT Female 52 Yholmu SB02 Nepali IT Female 31 Kagate Yholmu SB03 Nepali NA Female 32 Yholmu SB04 Nepali NA Male 23 Yholmu SB05 Nepali NA Male 48 Yholmoli SB06 Nepali IT Male 51 Yholmu SP01 Nepali NA Male 26 Shuuba (Kagate) SP02 Nepali IT Male 61 Shuuba (Kagate) SP03 Nepali IT Male 39 Shuuba SP04 Nepali IT Male 66 Kagate SP05 Nepali IT Male 20 Shuuba SP06 Nepali and Kagate IT Female 32 Yholmu SP07 Nepali IT Female 36 Kagate SR01 Nepali NT Female 20 Kagate SR02 Nepali and Kagate NT Female 70 Yholmu SR03 Nepali NT Female 40 Tamang SR04 Nepali NT Male 30 Yholmu SR05 Nepali IT Male 70 Tamang SR06 Nepali NA Female 16 Kagate Yholmu JD01 Nepali NT Female 30 Yholmu JD02 Nepali NT Female 38 Syuuba Yholmu JD03 Nepali NT Female 23 Kagate Tamang JD04 Nepali and Kagate IT Female 60 Syuuba JD05 Nepali IT Female 32 Yholmo JD06 Nepali IT Male 15 Yholmu JB01 Nepali NT Female 49 Yholma JB02 Nepali NT and IT Female 23 Kagate Yholmu JB03 Nepali NT Male 35 Yholmu JB04 Nepali NT Male 31 Yholma JB05 Nepali IT Female 73 Yholmu JB06 Nepali NT Male 70 Syuuba JB07 Nepali NT Male 32 Tamang JP01 Nepali NT Female 30 Syuuba Kagate JP02 Nepali NT Female 41 Syuuba (Kagate) JP03 Nepali NT Female 19 Kagate JP04 Nepali NT Male 22 Syuuba JP05 Nepali NA Female 50 Kagate JR01 Nepali IT Male 29 Sherpa Yholmu Kagate JR02 Nepali IT Male 30 Yholmu JR03 Nepali IT Male 50 Yholmu Kagate JR04 Nepali IT Male 49 Yholmo JR05 Nepali IT Female 30 Syuuba JR06 Nepali NT Female 40 Kagate
31 Int. # 13. Religion 14. Occupation 15. School 15a. Class 16. MT 17. Where born 18. Where live now SDHU01 Buddhist Farmer No NA Kagate Dhungare Jagmani (very close) SD02 Buddhist Carpenter No NA Kagate Dhungare Dhungare SD03 Buddhist Farmer Yes 8 Kagate Dhungare Dhungare SD04 Buddhist Farmer No NA Kagate Dhungare Dhungare SD05 Buddhist Farmer No NA Kagate Dhungare Dhungare SD06 Buddhist Farmer No NA Kagate Dhungare Dhungare Housework, watch SB01 Buddhist kids, farming No NA Kagate Rasnalu VDC Mulkharka SB02 Buddhist Farmer No NA Kagate Kosmere Mulkharka SB03 Buddhist Farmer No NA Kagate Namari Mulkharka SB04 Buddhist Farmer Yes 5 Kagate Banauti Banauti SB05 Buddhist Farmer Yes 4 Kagate Banauti Banauti SB06 Buddhist Farmer No NA Kagate Banauti Mulkharka SP01 Buddhist Farmer Yes 7 Kagate Phedi Phedi SP02 Christian Farmer No NA Kagate Kosmere Mauri SP03 Christian Farmer No NA Kagate Ningale Ningale SP04 Buddhist Retired British Army No NA Kagate Phedi Phedi SP05 Buddhist Farmer Yes 3 Kagate Phedi Phedi SP06 Buddhist Farmer No NA Kagate Sudke Phedi SP07 Buddhist Farmer No NA Kagate Tharkari Phedi SR01 Buddhist Farmer Yes 4 Kagate Kosmere Dhare SR02 Buddhist Housework No NA Kagate Dhare Dhare SR03 Buddhist Farmer No NA Kagate Banauti Dhare SR04 Buddhist No work right now Yes 3 Kagate Dhare Dhare SR05 Buddhist Farmer No NA Kagate Nopra Nopra SR06 Buddhist Farmer Yes 11 Kagate Nopra Nopra Kagate JD01 Buddhist Farmer No NA Syuuba Dhungare Dhungare JD02 Buddhist Farmer No NA Kagate Dhungare Dhungare JD03 Christian Housewife No NA Kagate Dhungare Dhungare JD04 Buddhist Grandmother work No NA Kagate Kosmere Kosmere JD05 Buddhist Farmer Yes 3 Kagate Banauti Dhungare JD06 Buddhist NA Yes 5 Kagate Dhungare Dhungare JB01 Buddhist Health post No NA Kagate Banauti Banauti JB02 Buddhist Farmer Yes 3 Kagate Kosmere Mulkharka JB03 Buddhist Farmer No NA Kagate Phake Phake JB04 Buddhist Farmer Yes 5 Kagate Banauti Banauti JB05 Buddhist Grandmother No NA Kagate Namari Banauti JB06 Buddhist Farmer No NA Kagate Banauti Banauti JB07 Buddhist Farmer No NA Kagate Banauti Phake Banauti JP01 Buddhist Farmer No NA Kagate Ningale Phedi JP02 Christian Farmer No NA Kagate Kosmere Phedi JP03 Buddhist Student Yes 12 Kagate Phedi Phedi JP04 Buddhist Farmer Yes 7 Kagate Phedi Phedi JP05 Buddhist Farmer Yes 3 Kagate Nopra Phedi JR01 Buddhist Farmer Yes 5 Kagate Dhare Dhare JR02 Buddhist Farmer No NA Kagate Dhare Dhare JR03 Buddhist Farmer Yes 5 Kagate Dhare Dhare JR04 Buddhist Farmer Yes 3 Kagate Dhare Dhare JR05 Buddhist Farmer No NA Kagate Ningale Dhare JR06 Buddhist Farmer No NA Kagate Nopra Nopra
32 20. Anywhere else Int. # 19. How long more than a year 20a. Where 20b. When 20c. How long SDHU01 18 years No NA NA NA SD02 40 years Yes India 2011 1 year SD03 23 years Yes Malaysia 2004-2009 3 years SD04 71 years No NA NA NA SD05 23 years Yes Kuwait 2006-2012 6 years SD06 54 years No NA NA NA SB01 25 years No NA NA NA SB02 15 years No NA NA NA SB03 32 years No NA NA NA SB04 19 years Yes Qatar 2008-2012 4 years SB05 43 years Yes Kathmandu 30 years ago 5 years SB06 51 years No NA NA NA SP01 22 years Yes Malaysia 2005-2009 4 years SP02 3 years No NA NA NA SP03 39 years No NA NA NA SP04 60 years Yes Hong Kong 1965-1971 6 years SP05 17 years Yes Malaysia 2008-2011 3 years SP06 15 years No NA NA NA SP07 10 years No NA NA NA SR01 1 year No NA NA NA SR02 70 years No NA NA NA SR03 8 years Yes Sunsari District 40 years ago 3 years SR04 25 years Yes Malaysia, Kuwait M: 2006-2009; K: 2009-2011 M: 3 years; K: 2 years SR05 70 years No NA NA NA SR06 16 years No NA NA NA JD01 15 years Yes Namari VDC - 15 years JD02 38 years No NA NA NA JD03 23 years No NA NA NA JD04 60 years No NA NA NA JD05 10 years No NA NA NA JD06 15 years No NA NA NA JB01 49 years No NA NA NA JB02 7 years No NA NA NA JB03 35 years No NA NA NA JB04 27 years Yes Malaysia 2002-2005 3 years JB05 A long time No NA NA NA JB06 70 years No NA NA NA JB07 32 years No NA NA NA JP01 5 years No NA NA NA JP02 25 years No NA NA NA JP03 19 years No NA NA NA JP04 20 years Yes Qatar 2010-2012 2 years JP05 27 years No NA NA NA JR01 26 years Yes Malaysia 2003-2006 3 years JR02 26 years Yes Malaysia 2005-2009 4 years JR03 44 years Yes Qatar, Army Q: 23 yrs ago; Army: before Qatar Q: 4 years; Army: 2 years JR04 49 years No NA NA NA JR05 11 years No NA NA NA JR06 40 Years No NA NA NA
33 21. Father's 22. Father's 23. Lg. father spoke 25. Mother's 26. Lg. mother spoke Int. # village MT to you growing up 24. Mother's village MT to you growing up SDHU01 Dhungare Kagate Kagate Namari Kagate Kagate SD02 Dhungare Kagate Kagate Gupteswar Sherpa Kagate SD03 Dhungare Kagate Nepali Okaldunga Nepali Nepali SD04 Dhungare Kagate Kagate Rasnalu Kagate Kagate SD05 Dhungare Kagate Kagate Tinnuma Tamang Kagate SD06 Dhungare Kagate Kagate Dhungare Kagate Kagate SB01 Rasnalu VDC Kagate Kagate Phake Kagate Kagate SB02 Kosmere Kagate Kagate Dhungare Kagate Kagate SB03 Namari Kagate Kagate Tilbung Kagate Kagate SB04 Banauti Kagate Kagate Phake Kagate Kagate SB05 Banauti Kagate Kagate Namari Kagate Kagate SB06 Banauti Kagate Kagate Rasnalu Kagate Kagate SP01 Phedi Kagate Kagate Dhungare Kagate Kagate SP02 Kosmere Kagate Kagate Kosmere Kagate Kagate SP03 Ningale Kagate Kagate Dhungare Kagate Kagate SP04 Phedi Kagate Kagate Banauti Kagate Kagate SP05 Phedi Kagate Kagate Dilkharka Kagate Kagate SP06 Sudke Kagate Kagate Kosmere Kagate Kagate SP07 Tharkari Kagate Kagate Mangro Kagate Kagate SR01 Kosmere Kagate Kagate Phedi Kagate Kagate SR02 Dhare Kagate Kagate Banauti Kagate Kagate SR03 Banauti Kagate Kagate Dilkharka Kagate Kagate SR04 Dhare Kagate Kagate Pasobar Kagate Kagate SR05 Nopra Kagate Kagate Dhare Kagate Kagate SR06 Nopra Kagate Kagate Pasobar Kagate Kagate JD01 Dhungare Kagate Kagate Kosmere Kagate Kagate JD02 Dhungare Kagate Kagate Ningale Kagate Kagate JD03 Dhungare Kagate Kagate Dhungare Kagate Kagate JD04 Kosmere Kagate Kagate Dhungare Kagate Kagate JD05 Banauti Kagate Kagate Banauti Kagate Kagate JD06 Dhungare Kagate Kagate Tharkare Kagate Kagate JB01 Phake Kagate Kagate Rasnalu VDC Kagate Kagate JB02 Kosmere Kagate Kagate Dhungare Kagate Kagate JB03 Phake Kagate Kagate Rasnalu VDC Kagate Kagate JB04 Banauti Kagate Kagate Namari VDC Kagate Kagate JB05 Namari Kagate Kagate Namari VDC Kagate Kagate JB06 Banauti Kagate Kagate Namari Kagate Kagate JB07 Banauti Kagate Kagate Rasnalu VDC Kagate Kagate JP01 Ningale Kagate Kagate Dhungare Kagate Kagate JP02 Kosmere Kagate Kagate Dhungare Kagate Kagate JP03 Phedi Kagate Kagate Dhungare Kagate Kagate JP04 Phedi Kagate Kagate Dhungare Kagate Kagate JP05 Nopra Kagate Kagate Tharkare Kagate Kagate JR01 Khade Kagate Kagate Khade Kagate Kagate JR02 Dhare Kagate Kagate Pasobar Kagate Kagate JR03 Dhare Kagate Kagate Banauti Kagate Kagate JR04 Dhare Kagate Kagate Banauti Kagate Kagate JR05 Ningale Kagate Kagate Dhungare Kagate Kagate JR06 Nopra Kagate Kagate Pasobar Kagate Kagate
34 28a. Lg. 28b. Lg. speak 28c. Lg. speak 29. MT 30. Lg. Int. # 27. Lgs. You speak speak best 2nd best 3rd best Proficiency love most SDHU01 Kagate, Nepali Kagate Nepali NA NA Kagate SD02 Kagate, Nepali Kagate Nepali NA NA Kagate Kagate, Nepali, Sunuwar, English, SD03 Hindi, Bhojpuri, Maithali, Tamang Kagate Nepali Sunuwar NA Nepali SD04 Kagate, Nepali Kagate Nepali NA NA Kagate SD05 Kagate, Nepali, Arabic, English Nepali Kagate Arabic Some Nepali SD06 Kagate, Nepali Kagate Nepali NA NA Kagate SB01 Kagate, Nepali Kagate Nepali NA NA Kagate SB02 Kagate, Nepali Kagate Nepali NA NA Kagate SB03 Kagate, Nepali Kagate Nepali NA NA Kagate SB04 Kagate, Nepali, Hindi, English Kagate Nepali Hindi NA Kagate SB05 Kagate, Nepali Kagate Nepali NA NA Kagate SB06 Kagate, Nepali Kagate Nepali NA NA Kagate Kagate, Malay, Nepali, English, Hindi, SP01 Arabic Kagate Nepali Malay NA Nepali SP02 Kagate, Nepali Kagate Nepali NA NA Kagate SP03 Kagate, Nepali Kagate Nepali NA NA Kagate SP04 Kagate, Nepali Kagate Nepali NA NA Kagate SP05 Kagate, Nepali, Malay Kagate Nepali Malay NA Kagate SP06 Kagate, Nepali Kagate Nepali NA NA Kagate SP07 Kagate, Nepali Kagate Nepali NA NA Kagate SR01 Kagate, Nepali Kagate Nepali NA NA Kagate SR02 Kagate, Nepali Kagate Nepali NA NA Kagate SR03 Kagate, Nepali Kagate Nepali NA NA Kagate SR04 Kagate, Nepali Kagate Nepali NA NA Kagate SR05 Kagate, Nepali Kagate Nepali NA NA Kagate SR06 Kagate, Nepali Kagate Nepali NA NA Kagate JD01 Kagate, Nepali Kagate Nepali NA NA Kagate JD02 Kagate, Nepali Kagate Nepali NA NA Kagate JD03 Kagate, Nepali Kagate Nepali NA NA Kagate JD04 Kagate, Nepali Kagate Nepali NA NA Kagate JD05 Kagate, Nepali Kagate Nepali NA NA Kagate JD06 Kagate, Nepali Kagate Nepali NA NA Kagate JB01 Kagate, Nepali Kagate Nepali NA NA Kagate JB02 Kagate, Nepali Kagate Nepali NA NA Kagate JB03 Kagate, Nepali Kagate Nepali NA NA Kagate JB04 Kagate, Nepali, Malay, English Kagate Nepali Malay NA Kagate JB05 Kagate, Nepali Kagate Nepali NA NA Kagate JB06 Kagate, Nepali Kagate Nepali NA NA Kagate JB07 Kagate, Nepali Kagate Kagate NA NA Kagate JP01 Kagate, Nepali Kagate Nepali NA NA Kagate JP02 Kagate, Nepali Kagate Nepali NA NA Kagate JP03 Kagate, Nepali Kagate Nepali NA NA Kagate JP04 Kagate, Nepali, English, Arabic Kagate Nepali English NA Kagate JP05 Kagate, Nepali Kagate Nepali NA NA Kagate Kagate, Nepali, English, Malaysian, JR01 Chinese Kagate Nepali English NA English JR02 Kagate, Nepali Kagate Nepali NA NA Nepali JR03 Kagate, Nepali Kagate Nepali NA NA Kagate JR04 Kagate, Nepali Kagate Nepali NA NA Kagate JR05 Kagate, Nepali Kagate Nepali NA NA Kagate JR06 Kagate, Nepali Kagate Nepali NA NA Kagate
35 31. Lg. w/ 32. Way of speaking different 33. Lg. usually used - 34. Lg. usually used - Int. # grandparents from grandparents? chatting with parents telling story to parents SDHU01 Kagate Exactly the same Kagate Kagate SD02 Kagate Exactly the same Kagate Kagate SD03 NA NA Nepali Nepali SD04 Kagate Exactly the same Kagate Kagate SD05 Nepali Exactly the same Kagate Kagate SD06 Kagate Exactly the same Kagate Kagate SB01 Kagate Exactly the same Kagate Kagate SB02 Kagate Exactly the same Kagate Kagate SB03 Kagate Exactly the same Kagate Kagate SB04 Kagate Exactly the same Kagate Kagate SB05 Kagate A little different Kagate Kagate SB06 Kagate Exactly the same Kagate Kagate SP01 Kagate Exactly the same Kagate Kagate SP02 Kagate Exactly the same Kagate Kagate SP03 Kagate Exactly the same Kagate Kagate SP04 Kagate Exactly the same Kagate Kagate SP05 Kagate A little different Kagate Nepali SP06 Kagate Exactly the same Kagate Kagate SP07 Kagate Exactly the same Kagate Kagate SR01 Kagate Exactly the same Kagate Kagate SR02 Kagate Exactly the same Kagate Kagate SR03 Kagate Exactly the same Kagate Kagate SR04 Kagate Exactly the same Kagate Kagate SR05 Kagate Exactly the same Kagate Kagate SR06 Kagate A little different Kagate Kagate JD01 Kagate Exactly the same Kagate Kagate JD02 Kagate Exactly the same Kagate Kagate JD03 NA NA Kagate Kagate JD04 NA Exactly the same NA NA JD05 Kagate Exactly the same Kagate Kagate JD06 Kagate A little different Kagate Kagate JB01 Kagate Exactly the same Kagate Kagate JB02 Kagate Exactly the same Kagate Kagate JB03 Kagate Exactly the same Kagate Kagate JB04 Kagate Exactly the same Kagate Kagate JB05 Kagate Exactly the same Kagate Kagate JB06 Kagate Exactly the same Kagate Kagate JB07 Kagate Exactly the same Kagate Kagate JP01 Kagate Exactly the same Kagate Kagate JP02 Kagate Exactly the same Kagate Kagate JP03 Kagate Exactly the same Kagate Kagate JP04 Kagate Exactly the same Kagate Kagate JP05 Kagate Exactly the same Kagate Kagate JR01 Kagate Exactly the same Kagate Kagate JR02 Kagate A little different Kagate Kagate JR03 Kagate Exactly the same Kagate Kagate JR04 Kagate Exactly the same Kagate Kagate JR05 Kagate Exactly the same Kagate Kagate JR06 Kagate Exactly the same Kagate Kagate
36 36. 36a. Spouse 37. Lg. usually 38. Lg. usually 39. Lg. usually 40. Lg. usually 35. Spouse speak your used - chatting used - telling used - chatting used - telling Int. # Married? MT MT with spouse story to spouse with children story to children SDHU01 Yes Kagate NA Kagate Kagate Kagate Kagate SD02 Yes Sherpa Nepali Nepali Kagate Kagate SD03 Yes Nepali Nepali Nepali Nepali Nepali SD04 Yes Kagate NA Kagate Kagate Kagate Kagate SD05 No NA NA NA NA Kagate Kagate SD06 Yes Kagate NA Kagate Kagate Kagate Kagate SB01 Yes Kagate NA Kagate Kagate Kagate Kagate SB02 Yes Kagate NA Kagate Kagate Kagate Kagate SB03 Yes Kagate NA Kagate Kagate Kagate Kagate SB04 Yes Kagate NA Kagate Kagate Kagate Kagate SB05 Yes Kagate NA Kagate Kagate Kagate Kagate SB06 Yes Kagate NA Kagate Kagate Kagate Kagate SP01 Yes Kagate NA Kagate Kagate Kagate Kagate SP02 Yes Kagate NA Kagate Kagate Kagate Kagate SP03 Yes Kagate NA Kagate Kagate Kagate Kagate SP04 Yes Kagate NA Kagate Kagate Kagate Kagate SP05 No NA NA NA NA Kagate Kagate SP06 Yes Kagate NA Kagate Kagate Kagate Kagate SP07 Yes Kagate NA Kagate Nepali Kagate Kagate SR01 Yes Kagate NA Kagate Kagate Kagate Kagate SR02 Yes Kagate NA Kagate Kagate Kagate Kagate SR03 Yes Kagate NA Kagate Kagate Kagate Kagate SR04 Yes Kagate NA Kagate Kagate Kagate Kagate SR05 Yes Kagate NA Kagate Kagate Kagate Kagate SR06 No NA NA NA NA Kagate Kagate JD01 Yes Kagate NA Kagate Kagate Kagate Kagate JD02 Yes Kagate NA Kagate Kagate Kagate Kagate No (Just a JD03 Yes Tamang little) Nepali Nepali Nepali Nepali Did not ask - Did not ask - JD04 Yes Kagate NA passed away passed away Kagate Kagate JD05 Yes Kagate NA Kagate Kagate Kagate Kagate JD06 No NA NA NA NA Kagate Kagate JB01 Yes Kagate NA Kagate Kagate Kagate Kagate JB02 Yes Kagate NA Kagate Kagate Kagate Kagate JB03 Yes Kagate NA Kagate Kagate Kagate Kagate JB04 Yes Kagate NA Kagate Kagate Kagate Kagate JB05 Yes Kagate NA Kagate Kagate Kagate Kagate JB06 Yes Kagate NA Kagate Kagate Kagate Kagate JB07 Yes Kagate NA Kagate Kagate Kagate Kagate JP01 Yes Kagate NA Kagate Kagate Kagate Kagate JP02 Yes Kagate NA Kagate Kagate Kagate Kagate JP03 No NA NA NA NA Kagate Kagate JP04 No NA NA NA NA Kagate Kagate JP05 Yes Kagate NA Kagate Kagate Kagate Kagate JR01 Yes Kagate NA Kagate Kagate Kagate Kagate JR02 Yes Kagate NA Kagate Kagate Kagate Kagate JR03 Yes Kagate NA Kagate Kagate Kagate Kagate JR04 Yes Kagate NA Kagate Kagate Kagate Kagate JR05 Yes Kagate NA Kagate Kagate Kagate Kagate JR06 Yes Kagate NA Kagate Kagate Kagate Kagate
37 41a. In village, lg. 41b. In village, lg. used 42. Children's 43. If 42 yes, 44. If 42 no, 45. Which lg. children use with with non-Kagate children speak how would how would should children Int. # Kagate children children MT? you feel? you feel? learn first? No non-Kagate in this SDHU01 Kagate village Yes Good NA Kagate SD02 Kagate Nepali Yes Good NA Kagate SD03 Kagate Nepali Yes Good NA Kagate SD04 Kagate Nepali Yes Good NA Kagate SD05 Kagate Nepali Yes Good NA Kagate SD06 Kagate Nepali Yes Good NA Kagate SB01 Kagate Nepali Yes Good NA Kagate SB02 Kagate Nepali Yes Good NA Kagate SB03 Kagate Nepali yes Good NA Kagate SB04 Kagate Nepali Yes Good NA Kagate SB05 Kagate Nepali Yes Good NA Kagate SB06 Kagate Nepali Yes Good NA Kagate SP01 Kagate Nepali Yes Good NA Kagate SP02 Kagate Nepali Yes Good NA Kagate Nepali (But only kids that have been to SP03 Kagate school to learn Nepali) Yes Good NA Kagate SP04 Kagate Nepali Yes Good NA Kagate SP05 Kagate Shuuba Yes Good NA Kagate SP06 Kagate Nepali Yes Good NA Kagate SP07 Kagate Nepali Yes Good NA Kagate SR01 Kagate Nepali Yes Good NA Kagate SR02 Kagate Nepali Yes Good NA Kagate SR03 Kagate Nepali Yes Good NA Kagate SR04 Kagate Nepali Yes Good NA Kagate SR05 Kagate Nepali Yes Good NA Kagate SR06 Kagate Nepali Yes Good NA Kagate JD01 Kagate Nepali Yes Good NA Kagate Yes (If parents JD02 Kagate Nepali teach them) Good NA Kagate JD03 Kagate Nepali Yes (If they study) Good NA Kagate JD04 Kagate Nepali Yes Good NA Kagate JD05 Kagate Nepali Yes Good NA Kagate JD06 Kagate Nepali Yes Good NA Kagate Yes (If parents JB01 Kagate Nepali speak) Good NA Kagate JB02 Kagate Nepali Yes Good NA Kagate JB03 Kagate Nepali Yes Good NA Kagate JB04 Kagate Nepali Yes Good NA Kagate JB05 Kagate Nepali Yes Good NA Kagate JB06 Kagate Nepali Yes Good NA Kagate JB07 Kagate Nepali Yes Good NA Kagate JP01 Kagate Nepali Yes Good NA Kagate Yes (If elders JP02 Kagate Nepali speak) Good NA Kagate JP03 Kagate Nepali Yes Good NA Kagate JP04 Kagate Nepali Yes Good NA Kagate JP05 Kagate Nepali Yes Good NA Kagate JR01 Kagate Nepali Yes Good NA Kagate JR02 Kagate Nepali Yes Good NA Kagate JR03 Kagate Nepali Difficult to say NA Sad Kagate JR04 Kagate Nepali Yes Good NA Kagate JR05 Kagate Nepali Yes Good NA Kagate JR06 Kagate Nepali Yes Good NA Kagate
38 46a. All 48. In village, you 49. In village, you 50. In village, 46. Have children usually speak w/ usually speak with which lg. is easiest Int. # children? speak MT 47. Lg. enjoy songs in Kagate friends non-Kagate friends to understand SDHU01 Yes Yes Tamang (b/c none in MT) Kagate No non-Kagate here Kagate SD02 Yes Yes Kagate Kagate Nepali Kagate SD03 Yes Too young Kagate Kagate Nepali Kagate SD04 Yes Yes Tamang (b/c none in MT) Kagate Nepali Kagate SD05 No NA Nepali Kagate Nepali Nepali SD06 Yes Yes Kagate Kagate Nepali Kagate SB01 Yes Yes Nepali Kagate Nepali Kagate SB02 Yes Yes Nepali Kagate Nepali Kagate SB03 Yes Yes Kagate Kagate Nepali Kagate SB04 No NA Kagate Kagate Nepali Kagate SB05 Yes Yes Kagate Kagate Nepali Kagate SB06 Yes Yes Kagate Kagate Nepali Kagate SP01 No NA Nepali Kagate Nepali Kagate SP02 Yes Yes Nepali (b/c none in MT) Kagate Nepali Kagate SP03 Yes Yes Nepali (b/c none in MT) Kagate Nepali Kagate SP04 Yes Yes Kagate Kagate Nepali Kagate SP05 NA NA Kagate Kagate Nepali Kagate SP06 Yes Yes Tamang Kagate Nepali Kagate SP07 Yes Yes Kagate Kagate Nepali Kagate SR01 Yes Too young Nepali Kagate Nepali Kagate SR02 No NA Nepali Kagate Nepali Kagate SR03 Yes Yes Kagate Kagate Nepali Kagate SR04 Yes Yes Kagate Kagate Nepali Kagate SR05 Yes Yes Nepali Kagate Nepali Kagate SR06 NA NA Nepali Kagate Nepali Kagate JD01 Yes Yes NR - did not know Kagate Nepali Kagate Nepali - don't understand other languages, none in JD02 Yes Yes our lg. Kagate Nepali Kagate Nepali - until now, no JD03 No NA Kagate songs, so Nepali Kagate Nepali Kagate JD04 Yes Yes Nepali Kagate Nepali Kagate JD05 Yes Yes Nepali Kagate Nepali Kagate JD06 NA NA Nepali Kagate Nepali Kagate JB01 Yes Yes Kagate Kagate Nepali Kagate JB02 Yes Yes Nepali Kagate Nepali Kagate JB03 Yes Yes Kagate Kagate Nepali Kagate JB04 Yes Yes Kagate Kagate Nepali Kagate JB05 Yes Yes Kagate Kagate Nepali Kagate JB06 Yes Yes Nepali Kagate Nepali Kagate JB07 Yes Yes Kagate Kagate Nepali Kagate JP01 Yes Yes Nepali Kagate Nepali Kagate JP02 Yes Yes Kagate Kagate Nepali Kagate JP03 NA NA Nepali Kagate Nepali Kagate JP04 NA NA Kagate Kagate Nepali Kagate JP05 No NA Kagate Kagate Nepali Kagate JR01 Yes Too young Kagate Kagate Nepali Kagate JR02 Yes Yes Nepali Kagate Nepali Kagate JR03 Yes Yes Kagate Kagate Kagate Kagate JR04 Yes Yes Kagate Kagate Nepali Kagate JR05 Yes Yes Nepali Kagate Nepali Nepali JR06 Yes Yes Kagate Kagate Nepali Kagate
39 51. How much mixing 52. How does 53. Puja/prayer 54. How often 55. How often of Nepali with Kagate mixing make in your own 53a. Lg. for travel outside talk with non- Int. # do you hear? you feel? home? puja/prayer this village? Kagate? SDHU01 Never NA Yes Kagate Rarely Weekly SD02 A little Indifferent Yes Kagate Weekly Weekly SD03 A little Sad Yes Kagate Weekly Daily SD04 A little Indifferent Yes Kagate Monthly Monthly SD05 A little Indifferent No NA Rarely Rarely SD06 A little Sad Yes Kagate Rarely Rarely SB01 A little Good Yes Kagate Monthly Monthly SB02 A little Sad Yes Kagate Rarely Rarely SB03 A little Sad Yes Kagate Rarely Rarely SB04 A little Sad No NA Monthly Rarely SB05 A little Sad Yes Kagate Monthly Weekly SB06 A little Indifferent Yes Kagate Rarely Rarely SP01 Some Sad Yes Kagate Monthly Rarely SP02 Some Sad Yes Nepali Rarely Monthly SP03 Never NA Yes Kagate Rarely Rarely SP04 A little Sad Yes Kagate Rarely Rarely SP05 A little Sad Yes Kagate Monthly Monthly SP06 Some Sad No NA Monthly Rarely SP07 A little Sad Yes Kagate Monthly Monthly SR01 A little Good Yes Kagate Weekly Rarely SR02 A little Sad Yes Kagate Rarely Rarely SR03 Never NA Yes Kagate Monthly Monthly SR04 A little Sad Yes Kagate Monthly Rarely SR05 A little Indifferent Yes Kagate Rarely Rarely SR06 A little Indifferent Yes Kagate Weekly Rarely JD01 NR Good No NA Monthly Rarely JD02 A little Indifferent Yes Kagate Rarely Rarely JD03 A lot Sad Yes Nepali Monthly Rarely JD04 Never Indifferent No NA Daily Daily JD05 A little Sad Yes Kagate Monthly Rarely JD06 A little Sad No NA Monthly Rarely JB01 A little Good Yes Kagate Monthly Weekly JB02 A little Indifferent Yes Kagate Monthly Rarely JB03 A little Sad Yes Kagate Monthly Monthly JB04 Never Sad Yes Kagate Monthly Monthly JB05 A little Sad Yes Kagate Rarely Monthly JB06 Never Sad Yes Kagate Rarely Rarely JB07 Some Indifferent Yes Kagate Monthly Weekly JP01 A little Good No NA Rarely Monthly JP02 A little Indifferent Yes Kagate Monthly Rarely JP03 A little Good Yes Kagate Weekly Weekly JP04 A little Indifferent Yes Kagate Rarely Rarely JP05 A little Indifferent Yes Kagate Monthly Monthly JR01 A little Sad Yes Kagate Rarely Daily JR02 A little Good Yes Kagate Rarely Rarely JR03 A little Sad Yes Kagate Rarely Rarely JR04 A little Sad Yes Kagate Monthly Weekly JR05 A little Indifferent Yes Kagate Monthly Monthly JR06 A little Good Yes Kagate Weekly Weekly
40 56. Heard of 57. Kagate marrying 58. In this people learning other jat, how do district, lg. Int. # Kagate? 56a. Where 56b. Why you feel? you like most Jagmani - my SDHU01 Yes village Because they live there Sad Kagate SD02 No NA NA Good Kagate Malaysia - because they were friends and Malaysia and interested in learning another language. SD03 Yes Jagmani Jagmani - Sunuwar people Good Kagate SD04 Yes This village Nepali neighbors Sad Kagate SD05 No NA NA Indifferent Nepali SD06 No NA NA Sad Kagate SB01 No NA NA Sad Kagate SB02 No NA NA Sad Kagate SB03 No NA NA Sad Kagate SB04 No NA NA Sad Kagate SB05 No NA NA Sad Kagate SB06 No NA NA Indifferent Kagate SP01 No NA NA Indifferent Nepali SP02 No NA NA Indifferent Kagate SP03 No NA NA Indifferent Kagate SP04 No NA NA Sad Kagate Phedi (Kharka SP05 Yes caste) Neighbors Sad Kagate SP06 No NA NA Sad Kagate SP07 No NA NA Sad Kagate SR01 No NA NA Sad Nepali SR02 No NA NA Sad Kagate SR03 No NA NA Sad Kagate SR04 No NA NA Sad Kagate SR05 No NA NA Sad Kagate SR06 No NA NA Sad Kagate JD01 No NA NA Good Kagate JD02 No NA NA Sad Kagate JD03 No NA NA Good Kagate JD04 No NA NA Sad Kagate JD05 No NA NA Sad Kagate JD06 No NA NA Sad Kagate JB01 No NA NA Sad Kagate JB02 No NA NA Indifferent Kagate JB03 No NA NA Sad Kagate JB04 No NA NA Sad Kagate JB05 No NA NA Sad Kagate JB06 No NA NA Sad Kagate JB07 No NA NA Sad Kagate JP01 Yes Here Non-native speakers learning and using it Sad Kagate JP02 No NA NA Sad Kagate JP03 No NA NA Sad Kagate JP04 No NA NA Sad Kagate JP05 No NA NA Sad Kagate JR01 No NA NA Sad Kagate JR02 No NA NA Good Kagate JR03 Yes Neighbors Sunuwar and others Sad Kagate Chettri that JR04 Yes live here NR Good Kagate JR05 No NA NA Sad Kagate JR06 No NA NA Sad Kagate
41 59. In this district, 61. In this district, least Int. # most beneficial lg. 60. Why beneficial? beneficial lg. 62. Why least beneficial SDHU01 Kagate Easiest for communication Nepali Because everyone knows it Don't need it with our people. SD02 Kagate Because we do not travel around Nepali There aren't many Nepali here. SD03 Kagate To understand easily Magar There's no benefit SD04 Kagate My own language makes me happy Sunuwar No benefit for us SD05 Kagate Best for the village Tamang and Sunuwar No benefits SD06 Kagate Own language is best/easiest Nepali No benefits No answer, did not SB01 Kagate Easiest understand the question NA Unless you leave, you do not need SB02 Kagate another language Sunuwar NA SB03 Kagate It's ours, we learn it from birth Tamang NA SB04 Kagate Private Sunuwar NA SB05 Kagate For our jat, it's the best NA (Did not ask) NA SB06 Nepali Like English, all villages use it All have benefits NA SP01 Nepali Did not ask Tamang Did not ask SP02 Nepali Did not ask Tamang and Sunuwar Did not ask SP03 Kagate Did not ask NA (Did not ask) Did not ask SP04 Kagate Did not ask NA (Did not ask) Did not ask SP05 Nepali Lots of people speak it Magar Did not ask SP06 Kagate Did not ask NA (Did not ask) Did not ask SP07 Kagate Did not ask NA (Did not ask) Did not ask SR01 Kagate Did not ask NA (Did not ask) Did not ask SR02 Kagate Did not ask NA (Did not ask) Did not ask SR03 Kagate Did not ask NA (Did not ask) Did not ask SR04 Kagate Did not ask NA (Did not ask) Did not ask SR05 Kagate Did not ask NA (Did not ask) Did not ask SR06 Kagate Did not ask NA (Did not ask) Did not ask JD01 Kagate NR - did not know NR - did not know NA Because it's easy and we don't speak We understand our own and JD02 Kagate the other lgs. NR Nepali, others don't understand JD03 Nepali Everyone understands Sunuwar We don't marry with them JD04 Kagate Easier Tamang I don't speak it JD05 Kagate Our own, easy Tamang, Sunuwar, Nepali NR JD06 Kagate Did not ask Tamang Did not ask JB01 Kagate Easy and good Others Did not ask JB02 Nepali You need to speak with other jats Tamang Did not ask JB03 Kagate It's easy Sunuwar Did not ask JB04 Kagate Because it's easy to speak Newari Did not ask JB05 Kagate Speaking and understanding is easy Magar Did not ask JB06 Kagate Ours is good Did not ask Did not ask I don't speak other languages, I JB07 Kagate speak ours, so it's good Did not ask Did not ask JP01 Kagate For us here Sunuwar Did not ask JP02 Kagate Easy to speak Sunuwar Did not ask JP03 Kagate Easy - learned from parents Sunuwar Did not ask JP04 Kagate Because we speak it well Sunuwar Did not ask It's easy to speak - others are JP05 Kagate difficult to speak Magar Did not ask For all kinds of work you need JR01 Nepali Nepali Sunuwar Did not ask From childhood speak both - good JR02 Nepali for education Sunuwar Did not ask JR03 Kagate Did not ask Sunuwar Did not ask JR04 Kagate It's easy Did not ask Did not ask JR05 Nepali Because of schools and government NR - did not know Did not ask Easy to speak (She said "English, but no one speaks it, so our own - it's JR06 Kagate easy to speak") All We don't speak any of them
42 63. In school, what 64. In school, what lg. easiest 65. Lg. you use when talking Int. # lg. teachers use to understand about school with children 66. Preference for lg. in school SDHU01 Nepali Nepali (No Yholmo teachers!) Kagate MT Nepali (Because that's what the SD02 Nepali Kagate Kagate teachers know) SD03 Nepali Nepali Nepali English Nepali (Because no teachers SD04 Nepali Kagate Kagate that speak MT) SD05 Nepali Nepali Kagate Nepali SD06 Nepali Kagate Kagate Nepali SB01 Nepali Kagate Kagate English SB02 Nepali Kagate Kagate MT SB03 Nepali Nepali Kagate MT SB04 Nepali Nepali Nepali English SB05 Nepali Nepali Kagate MT SB06 Nepali Nepali Kagate Nepali SP01 Nepali Nepali Nepali English SP02 Nepali Nepali Kagate MT Nepali (There are no Shuuba SP03 teachers) Kagate Kagate MT Nepali (There are no Shuuba SP04 teachers) Nepali Kagate Nepali SP05 Nepali Kagate Kagate MT SP06 Nepali Kagate Kagate English SP07 Nepali Kagate Kagate MT SR01 Nepali Nepali Kagate Nepali SR02 Nepali Nepali Kagate MT SR03 Nepali Kagate Kagate MT SR04 Nepali Nepali Kagate MT SR05 Nepali Kagate Kagate MT SR06 Nepali Nepali Kagate Nepali JD01 Kagate Kagate Kagate Nepali JD02 Kagate Nepali and own Kagate Nepali JD03 Nepali Kagate Nepali Nepali JD04 Nepali Nepali (It's what they speak) Kagate Nepali Nepali (They don't speak JD05 Nepali Kagate) Kagate Nepali JD06 Nepali Nepali Kagate Nepali JB01 Nepali Nepali Nepali Nepali JB02 Nepali Nepali Kagate Nepali JB03 Nepali Nepali (Ours is easiest, but) Nepali MT Nepali (Ours, but they don't JB04 Nepali speak it) Nepali English JB05 Nepali Nepali Kagate Nepali JB06 Nepali Kagate Kagate MT JB07 Nepali Kagate Kagate English JP01 Nepali Kagate Kagate Nepali Nepali (A little JP02 English) Kagate Kagate Nepali JP03 Nepali Kagate Kagate Nepali If teachers are JP04 Kagate, Kagate Kagate Kagate MT JP05 Nepali Nepali Kagate English JR01 Nepali Nepali Nepali MT JR02 Nepali Kagate Kagate Nepali JR03 Kagate Kagate Kagate MT JR04 Nepali Nepali Kagate MT JR05 Nepali Nepali Kagate Nepali JR06 Nepali Nepali Kagate Nepali
43 68. If 67 yes, in which 69. If 67 no, which lgs. would 70. Would you like to 70a. Other lgs. You'd Int. # 67. Literate lgs. you like to read/write read/write another lg. like to read/write in SDHU01 Yes Nepali NA Yes English, Hindi SD02 No NA Kagate NA NA SD03 Yes Nepali, English NA Yes Kagate SD04 No NA None NA NA SD05 Yes Nepali NA Yes English SD06 No NA Kagate NA NA SB01 No NA Nepali NA NA SB02 No NA Nepali NA NA SB03 No NA Kagate NA NA SB04 Yes Nepali, Kagate, English NA Yes English (more English) SB05 Yes Nepali NA Yes Kagate SB06 Yes Nepali NA No NA SP01 Yes Nepali, English NA Yes Korean, more English SP02 Yes Nepali NA Yes English SP03 Yes Nepali NA Yes Kagate, English SP04 No NA Nepali NA NA SP05 Yes Nepali, English NA Yes Kagate, more English SP06 No NA Nepali NA NA SP07 No NA Nepali NA NA SR01 Yes Kagate, Nepali Na No NA SR02 No NA Kagate, Nepali NA NA SR03 No NA Kagate NA NA SR04 No NA Kagate, Nepali NA NA SR05 No NA None NA NA SR06 Yes Nepali, English NA No NA JD01 No NA Kagate NA NA JD02 No NA Nepali NA NA JD03 No NA Kagate, English NA NA JD04 No NA Kagate NA NA JD05 No NA Nepali NA NA JD06 Yes Nepali NA Yes English JB01 No NA Nepali NA NA JB02 Yes Nepali NA No NA JB03 No NA Kagate NA NA JB04 Yes Nepali, English NA No NA JB05 No NA Kagate NA NA JB06 No NA Ichya chaina NA NA JB07 No NA Ichya chaina NA NA JP01 No NA Kagate, Nepali NA NA JP02 No NA Kagate NA NA JP03 Yes Nepali, Kagate NA NA NA JP04 Yes Kagate, Nepali, English NA Yes NR JP05 Yes Nepali NA No NA JR01 Yes Nepali, English NA No NA JR02 Yes Nepali NA Yes English JR03 Yes Nepali NA No NA JR04 Yes Nepali NA No NA JR05 No NA Nepali, English NA NA JR06 No NA Kagate, Nepali, English NA NA
44 71. If MT written, 72. Would it be good for Int. # would you like to learn your MT to be written 73. Why? SDHU01 Yes Yes It is easy to learn SD02 Yes Yes Good to write your own SD03 Yes Yes Good for explanations/definitions SD04 Yes Yes Easy to learn SD05 Yes Yes Easy for understanding SD06 Yes Yes Because it's my own SB01 Yes Yes Easiest SB02 Yes Yes Easy SB03 Yes Yes It is good SB04 Yes Yes We undersand a lot SB05 Yes Yes I like it a lot SB06 Yes Yes Easy to learn SP01 Yes Yes Easy to learn SP02 Yes Yes Easy and good SP03 Yes Yes Easy to learn SP04 Yes Yes Fast to learn SP05 Yes Yes For reading it is good, easy for kids to learn SP06 Yes Yes Good for speaking and for understanding SP07 Yes Yes Easy SR01 Yes Yes MT is best SR02 Yes Yes MT is good, easy SR03 Yes Yes We like MT SR04 Yes Yes Easy SR05 Yes Yes Easy to learn (this answer prompted by IT) SR06 Yes Yes MT is good JD01 Yes Yes NR - did not know JD02 Yes Yes NR JD03 Yes Yes To understand all JD04 Yes Yes Kids learn it JD05 Yes Yes It's good because it's my own JD06 Yes Yes NR - shy JB01 YEs Yes NR JB02 Yes Yes Easy to understand our own language JB03 Yes Yes Easy - come fast JB04 Yes Yes Easy, quick to learn JB05 Yes Yes Easy in own language JB06 Yes Yes Easy JB07 Yes Yes It'd be easy JP01 Yes Yes Because I feel it would be easy JP02 Yes Yes Easy JP03 Yes Yes Because our parents/grandparents spoke JP04 Yes Yes Good to read and write JP05 Yes Yes It's easy JR01 Yes Yes It would be good an is my hope JR02 Yes Yes It would be great to have in our language JR03 Yes Yes We can listen to it - to hear JR04 Yes Yes Understand JR05 Yes Yes We don't have now, but it would be easy to read JR06 Yes Yes My own language, I know it
45 Appendix C: Knowledgeable Insider Interview (KII)
C.1 Knowledgeable insider interview schedule
Kagate [syw] Knowledgeable Insider Interview
My name is ____. We are from the Central Department of Linguistics, Tribhuvan University. We are here to learn about your language and its situation. We have come to research the languages of this village. We will ask you questions about your village and the languages used in your village. We will give the information given by you to others.
Can you give us help?
मेरोनाम_____हो।हामीहत्रभवनहवश्वहवधालयभाषाहव्ानकेन्द्न्रु यहवभागबाटआएकाहौ।हामीयसगाउं ँ का भाषाहरकोअधययनअनसन्धानगनछआएकाहौु ।हामीलेतपाईंसं गतपाईँकोगाउँ ँ कोबारेमारतपाईँकोगाउँका भाषाहरकाबारेमाकेहीप्रश्नहरसो्नचाहन्छौ।तपाईँलेहदनँ भएकोभाषासम्बन्धीजानकारीलाइहामीअ셂माहनसलाईु पहनहदन्छौ।तपाईँलेहामीलाईसहयोगहदनँ सक्नु हु न्छ?ु 1. INFORMED CONSENT: Given: □ Not Given: □
2. Subject Number 3. Date (DD-MM-YY) 4. Village Name: 3. Ward Number: 4. VDC/Municipality: 5. District 6. Zone: 5. Interviewer Name 6. Language of Elicitation 7. Language of Response 8. Interpreter Name (if needed)
2 9. Sex: a. Male b. Female 10. Full Name: तपाईंकोपूरानामकेहो? 11. Age: तपाईंकोउमेर? 12. Caste: तपाईंकोजातकेहो? 13. What is your mother tongue? तपाईंकोमातभाषाृ (आफ्नोभाषा)केहो? 14. Where were you born? तपाईंकहाजन्मँ नभयोु ? 15. Where do you live now? तपाईंआजभोजलकहाबस्नँ हु न्छु ? 16. How long have you been living there? तपाईं योठाउँमाकहतबषछबस्नभयोु ? 17. Have you lived anywhere else for more than a year? तपाईँअ셂ठाउँमाएकबषछभन्दाबढीबस्नभएकोु छ? (If yes): a. Where? कहा?ँ b. When? कहहले? c. How long did you live there? कहतसमयसम्म? 18. Where is your father from? तपाईंकोबवाकोखासगाउु ँकु नहो? 19. What is his mother tongue? उहाकोमातँ भाषाकेहोृ ?
46 20. Where is your mother from? तपाईंकोआमाकोमाइहतघरकहाहोँ ? 21. What is her mother tongue? उहाकोमातँ भाषाकेृ हो? 22. What do you call your language? तपाईंकोभाषालाईकेभहनन्छ? 23. What names do non-native speakers give your language? तपाईंकोभाषानबोल्नेमान्छेलेतपाईँकोभाषालाईकेभन्छन ? 24. Is there an official record about the population of this village? केयोगाउँ कोजनसंख्याकोआजधकाररकरेकर्ड(अहभलेख)छ? (If yes): a. Where can we get it? हामीकहापाउनसक्छौ?ँ b. Do you know what the official population record says? आजधकाररकजनसंख्यारेकडछलेयहाकोजनसँ ंख्याकहतछभन्छबतपाईंलाईथाहाछ? 25. Of the people living in your village, how many do you think speak Kagate? तपाईंकोगाउँमाबतपाईंक भाषाबोल्नेमाहनसहरकहतजहतहोलान ? a. All सबलेबोल्छन b. Most धेर जसोलेबोल्छन c. Half आधाजहतलेबोल्छन d. Few थोर लेमात्रबोल्छन 26. How many homes are located in your village? तपाईंकोगाउँमाकहतघरधरीछनु ? 27. How many Kagate homes are located in your village? तपाईंकोगाउँमाकागतेघरह셂कहतछन? 28. What ethnic groups live in your village? तपाईंकोगाउँमाकु न-कु नजाहतबस्दछन ? 29. What languages are spoken by those groups? हतजाहतह셂लेकु न-कु नभाषाबोल्छन ? 30. Which language is used the most between all the groups in this village? योगाउँकासबजाहतह셂कोबीचमाबक ु नभाषासबभन्दाबढीबोजलन्छ? 31. Where is the nearest Kagate village that people from here often go to? यहाकामान्छेह셂प्राय:नजजककोकँ ु नकागतेगाउँमाजानेगछछन? 32. Where is the nearest non-Kagate village that people from here often go to? यहाकामान्छेह셂प्राय:नजजककोकँ ु नकागतेभाषानबोल्नेगाउँमाजानेगाछछन ? 33. Where do most children from this village go to primary school? योगाउँकोधेर जसोबालबाजलकाह셂कु नप्राइमेरीस्कु लजान्छन? 34. Which ethnic group(s) are the teachers from? जशक्षकजशजक्षकाहरकु नजातकोहनु हु न्छ?ु 35. In this school, what language(s) do teachers use with children in the classroom? उहाहरकक्षामाँ पढाउँदाकु नभाषाबोल्नहु न्छु ? 36. In this school, what language(s) do teachers use with children when they are explaining things (not lecturing)? योस्कु लमाबजशक्षकलेपढाइसकेपजछकु नक ु राब ु ाउनपदाछकु ु नभाषाप्रयोगगनछहु न्छ?ु 37. In this school, what language(s) do children use with other children? योस्कु लमाबबालबाजलकालेअ셂बालबाजलकासगबोल्दाकँ ु नभाषाप्रयोगगछछन ? 38. How many children from your village to go to तपाईंकोगाउँकाकहतजनाबालबाजलकाहाइस्कु लजान्छन? secondary school? a. Most धेर जसोजान्छन b. Some केहीजान्छन c. Few थोर जान्छन 39. Where do most children from this village go to योगाउँकाधेर जसोबालबाजलकाहाइस्कु लपढनकहाजान्छन?ँ secondary school? 40. Which ethnic group(s) जशक्षकजशजक्षकाहरकु नजातकोहनु हु न्छ?ु are the teachers from? 47 41. In this school, what language(s) do teachers use with children in उहाहरलेँ कक्षामापढाउँदाकु नभाषाबोल्नहु न्छ?ु the classroom? 42. Where is the nearest clinic/health post? नजजककोस्वास््यचौकीकहाछ?ँ 43. What ethnic groups are the doctor and/or staff at the clinic/health post? स्वास््यचौकीमाकामगनेडाक्टररअथवाकमछचारीकु नजाहतकोहनु हु न्छ?ु 44. What language is used in the clinic/health post? स्वास््यचौकीमाकु नभाषाबोजलन्छ? 45. Are there lamas living in this village? योगाउँमालामाबस्नहु न्छ?ु If yes: a. What ethnic group are they from? उहाह셂कँ ु नजाहतकोहनु हु न्छ?ु b. What language do they speak in the village? गाउँमाउहाह셂कँ ु नभाषाबोल्नहु न्छ?ु 46. How common is it for people to leave your village for the purpose of finding income? तपाईंकोगाउँ कामान्छेहरप साकमाउनकोलाहगकहिकोबाहहरजानहु न्छ?ु a. Frequently धेर जसोगइराख्नहु न्छु c. Rarely अजलअजलजानहु न्छु b. Some कहहलेकाहीं जानहु न्छु d. Never कहहल्य पहनजानहु न्नु 47. Where do people from this village do most of their trade? धेर जसोयसगाउँकोमान्छेहरकहाव्यापारगछछनँ ? a. Who is it with? कोकोसग ँ b. What language is it in? कु नभाषामाव्यापारगररन्छ? 48. How often do non-Kagate people immigrate to live in your village? कागतेभाषानबोल्नेमान्छेह셂तपाईंकोगाउँमाआएरकहतधेर बस्नेगरेकाछन? a. Frequently धेर मान्छेआएरबस्नेगरेकाछन c. Rarely थोर मान्छेआएरबस्नेगरेकाछन b. Some केहीमान्छेआएरबस्नेगरेकाछन d. Never कोहीपहनआएरबस्नेगरेकाछ नन (If anything except never was answered): 49. For what purposes do these people come to live in your village? केकालाहग/हकनहतमान्छेह셂योगाउँमाआएरबस्नेगरेकाछन ? 50. What language is used for village meetings? गाउँकोहमहटङ(बठक)माक ु नभाषाबोजलन्छ? 51. In this village, which language(s) is used for wedding ceremonies? योगाउँमाहबहाबारीहदाबकुँ ु नभाषाबोजलन्छ? 52. What language is used for religious ceremonies that the whole village would attend? गाउँकासबमान्छेभेलाह नेधाहमछकचाडपवछअहनअ셂सु ंस्कारमाकु नभाषाबोजलन्छ? 53. Has your community ever had any problem because of speaking Kagate? कागतेभाषाबोलेक कारणलेतपाईंकोसमदायलाईकहहल्यु कु नसमस्यापरेकोछ? (If yes):
a. What kinds of problems have you had? तपाईंलाईकस्तोखालकोसमस्यापरेकोछ? 54. What kind of things distinguish Kagate people from other ethnic groups? Clothing? Homes? Music? Food? Profession? Sports? कु न-कु नकु रालेकागतेजाहतह셂अ셂जाहतह셂भन्दाफरकछन?(लगाले/घरले/सु ंगीतले/खानाले) 55. Are there any organizations doing work to help Kagate people? कागतेजाहतलाईसहायतागनछकु न संघसंस्थालेयहाँ कामगरेका छन?
48 (If yes): a. What are their names? (Please name those organizations). हतसंस्थाहरकोनमकेहो?(हतसंस्थाहरकोनामबताईहदनहोसु ।) 56. What kind of work is being done? हतनीह셂लेकेसभ्बन्धीकामगदैछन ? a.Cultural सांस्कृ हत b. Religious धमछ c. Economic आजथछक d. Linguistic भाषा e. Educational शजक्षक f. Other अन्य 57. Contact Information सम्पकछजानकारी Record informed consent!!
49 C.2 Knowledgeable insider interview data
1. Informed 4a. Ward 5. Interviewer 6. Lg. of 7. Lg. of 8. Interpreter consent 2. Int. # 3. Date 4. Village number 4b. VDC 4c. District 4d. Zone elicitation response 9. Sex 10. Name Yes JDKI 9/17/2012 Dhungare Duragaun Ramechhap Janakpur JM Nepali Nepali NT Male LK Yes JBKI 9/20/2012 Banauti 2 Duragaun Ramechhap Janakpur JM Nepali Nepali IT Male PT Yes JPKI 9/22/2012 Phedi Duragaun Ramechhap Janakpur JM Nepali Nepali NA Male PT Yes JRKI 9/24/2012 Nopra 9 Namari Ramechhap Janakpur JM Nepali Nepali NT Female MT
12. 14. Where 15. Live 16. How long 17. Lived anywhere else more than a 17a. 17b. 18. Father's 4. Village 11. Age Caste 13. MT born now lived there? year? Where? When? 17c. How long? village 19. Father's MT Dhungare 76 Yholma Kagate Dhungare Dhungare Entire life No NA NA NA Dhungare Kagate Banauti 59 Tamang Kagate Banauti Banauti Entire life Army service - retired 13 years ago NA NA NA Banauti Kagate Phedi 65 Syuuba Kagate Phedi Phedi Entire life No NA NA NA Phedi Kagate Nopra 66 Syuuba Kagate Nopra Nopra Entire life No NA NA NA Nopra Kagate
25. Of the people living in your 20. Mother's 21. Mother's 22. What do you call 23. What do non-native 24. Official 24a. Where can 24b. Know what village, how many do you think 4. Village village MT your language? speakers call your language? population record? we get it? the record says? speak Kagate? Kamdada, Dhungare Rasnalu VDC Kagate Syuuba Yholmuli, Syuuba, Kagate NR NR 238 All Banauti Nopra Kagate Yholmali Yholmali NR NR 400 All Phedi Banauti Kagate Syuuba Kagate NR NR 600 All Nopra Kosmere Kagate Syuuba Syuuba NR NR 200 All
26. How many homes in 27. How many Kagate 28. What ethnic groups 29. What languages 30. Which language is 31. Nearest Kagate village 32. Nearest non-Kagate 4. Village this village? homes? in this village? do they speak? used most between lgs. where people often go? village people often go to? Dhungare 34-35 34-35 (All) No others NA NA Usually don't go Usually don't go Banauti 67 67 (All) No others NA NA Surke/Phedi/Khade Dhobi Phedi 33 31 Chettri (2 homes) Nepali and Kagate Kagate Named all 5 VDCs Dhobi Nopra 13 13 (All) No others NA NA Namari Dhobi
33. Where do most children 34. Which ethnic groups are the 35. What language do teachers 37. Lgs children use 38. How many children go 4. Village go to primary school? teachers from? use in the classroom? 36. Lgs teachers use to explain with other children to secondary school Dhungare Phedi Sunuwar, Bahun Nepali No Kagate teachers, so not Kagate Didn't ask Few Banauti Banauti Madeshi, Sunuwar, 3 Kagate Nepali Nepali Yholme Most Phedi Phedi 1 Kagate, 1 Bahun, 1 Chettri Nepali Kagate (if they speak) Didn't ask Few Nopra Pasobar Chettri, Sunuwar Nepali Nepali Nepali Few
50 39. Where do most children go to 40. Which ethnic groups are the 41. Languages teachers use in the 42. Nearest 43. Doctor and staff are 44. Language used in 4. Village secondary school? teachers from? classroom clinic/health post from which ethnic groups clinic/health post Dhungare Duragaun Bahun Nepali Dhobi Haven't met them Haven't met them Banauti Namadi or Duragaun Chettri Bahun - other castes Nepali Namari or Duragaun Madeshi Nepali Phedi Duragaun Bahun, Sunuwar (1 or 2), Madeshi Nepali (Maybe a little English) Duragaun Madeshi Nepali Nopra Namari Chettri Nepali Betali Madeshi Nepali
45. Lamas living 45a. What ethnic 45b. What language do 46. How common is it for people to leave your 48. How often non- 4. Village in this village? group are lamas from? lamas speak in the village? village for the purpose of finding income? 47. Where is most trade? Kagate immigrate here? Dhungare Yes Kagate Kagate Rarely No trade Never Banauti Yes Kagate Kagate Frequently No trade - farming Some Dhobi - with Newar, Chettri, and Phedi Yes Kagate Kagate Frequently Tamang, in Nepali Rarely In homes - potatoes, with nearby Nopra Yes Kagate Kagate Never people in Nepali with Nepali speakers Never
50. Language for 51. Language for wedding 52. Language used for 53. Any problem because 54. What distinguishes Kagate 4. Village 49. Why do people come to your village? village meetings? ceremonies? religious ceremonies you speak Kagate? people from other people? Dhungare They don't Kagate Kagate Kagate No Buddhist No - problem for others to Chettri/Bahun are clever, they Banauti Coming to take potatoes Kagate Kagate Kagate understand read and write. We live up high. They don't move here, just come for a Nepali if a lot of people Kagate if all Kagate, but Phedi few days to get potatoes Kagate from outside come if others come, Nepali No NR Nopra NA Kagate Kagate Kagate No NA
4. Village 55. Are there organizations doing work to help Kagate people? 56. What kinds of work are they doing? Dhungare No NA Banauti No NA Phedi No NA Nopra No NA
51 Appendix D: Bilingualism Participatory Method
D.1 Bilingualism procedure
Description and Purpose: Facilitates speech communities in identifying people within their group who are bilingual and assessing these members’ relative abilities. Secondly, the tool seeks to compile perceived changes in bilingual aptitude and the speech community’s attitudes toward these changes.
Procedure:
1. “What are the two languages that people in this community speak the most?” Lay the first loop of string on the ground. The first loop of string represents the primary language (L1).
2. Lay the second loop of string on the ground. The second loop of string represents the secondary language (L2).
3. “Would someone be willing to label these two circles?” A group participant labels the two circles.
4. Overlap the two circles partway and explain that the overlap represents L1 speakers in their community who understand both L1 and L2.
5. “Would anyone be willing to label the area where the circles overlap?” A group participant labels the overlapping area.
6. “Which types of people in your community speak L2 well?” Participants write or symbolically represent various groups of people on sheets of paper and place them inside the L2 circle.
7. “Which types of people in your community speak L1 well?” Participants write or symbolically represent various categories of people on sheets of paper and place them inside the L1 circle.
8. “Which types of people in your community speak L1 and L2 well?” Participants write or symbolically represent various groups of people on sheets of paper and place them inside the L1 and L2 overlap.
52 9. “Which labels/symbols represent many people?” Participants place the plastic pieces (or other agreed upon markers) on the labels/symbols that represent many people.
10. “Which category (L1, L2, or L1/L2) has the most number of people?” “How do you feel about that?” Note their responses.
11. “Is one of these three groups increasing more than the others? Why is that? How do you feel about that?” Note their responses.
12. With permission from the group, take a digital photo of the chart.
D.2 Bilingualism data
In three villages (Banauti, Dhungare, and Dhare) participants were asked who speaks their own language well, who speaks Nepali well, and who speaks both languages well. Participants report that old people, children, and young people speak Kagate well. Fathers, mothers, old people, young people, children in school, and neighbors speak both Kagate and Nepali well. Teachers, old people, and children in school reportedly speak only Nepali well. Items in bold represent people groups the community identified as the most populous.
Own Language Both Nepali Banauti Children Fathers Teachers Grandparents who don't understand Mothers Children under 5 years old Old People Youths Kids that go to school Dhungare Old people Youths Old people Children that don't know Nepali yet Neighbors Young boys and girls Kids that have gone to school Dhare Old people Youths that have been to school Small children Youths Young people Some old people speak a little Nepali
53 Appendix E: Appreciative Inquiry Participatory Method
E.1 Appreciative Inquiry procedure
Description and Purpose: The purpose of this tool is to assist speakers of a specific language in identifying dreams they have for their language. Participants then prioritize the dreams and develop a plan for beginning to implement these dreams.
Procedure:
1. Describe something you saw, heard or did that made you proud of L1 or your culture or that made you happy to see L1 used in that way. (Write summary labels for each).
2. How can we take these good things and make them even better? Improve them? Build on them? What are your dreams for your language? (Share in 3s, give time – allow any dream – even impossible ones!).
3. Let’s come back to the big group and listen to the dreams of each small group. Who will write the dreams for the group? Write one dream per paper. (Everyone can help to summarize the dream in 3-4 words. Place each dream under the heading Dreams.)
4. As we think about your dreams, some seem easy and others seem difficult. Let’s put this in order from the ‘Easiest’ to the most ‘Difficult’. (Put down these two labels then let the participants sort the dreams along a continuum.)
5. Some of these dreams may be more important than others. Still keeping them in order, slide to this side, the ones that are most important. (Let them slide over the ones that they feel are most important. Take a photo now if possible!)
6. Now you have the chance to begin making plans to make these dreams come true. Which of the dreams do you want to begin making plans for right now? Take the written dream and form a group. (Allow them to form groups. Encourage everyone to join a group.)
7. As you make your plans, think about 1) the steps you need to take, 2) the other people besides who could also be involved and 3) the things you need to begin making this dream happen. (Give them paper and markers to write their plans. Let them write in big letters for the group to see.)
54 We would like each group to share their plans with all the others. Who would like to share first?
E.2 Appreciative Inquiry data
Participants in Banauti and Dhungare identified several things they are happy about and proud of related to their language and community. They also identified dreams for their communities; these were then divided into dreams that can be accomplished relatively soon and ones that will take a longer time to accomplish. The dreams in bold represent dreams the community identified as important.
Happy things Fast dreams Slow dreams Banauti Lots of people speak our language. Road Language development Losar Holiday Light (electricity) Books in own language Month of Magh (New fruit Songs in our own eating/celebrating) language
There are benefits to our If everyone works it can Dhungare language. be done quickly Songs Education is available. A road close by Books Every year, everyone gathers together. Calendar If there were books in our language it would be easy to read/learn it
55 Appendix F: Expanded Graded Intergenerational Disruption Scale
(Taken from Making EGIDS assessments for the Ethnologue) Gary Simons and Paul Lewis 6 December 2010
Last revised: 10 Feb 2011 [URL below is no longer active—Ed.] In our 2010 article, “Assessing language endangerment: Extending Fishman’s GIDS” (http://www.lingv.ro/resources/scm_images/RRL-02-2010-Lewis.pdf), we introduce the Extended Graded Intergenerational Disruption Scale. Response to the scale has been positive, both within SIL and without. We are thus planning to include an assessment of the EGIDS level for every language in the next edition of the Ethnologue.
In attempts thus far by a number of users to apply the decision tree in the article to the task of making EGIDS assessments, we have found that the decision tree does not always lead to the right answer. We are thus working on refining the definitions and the decision tree to better incorporate the insights of the Sustainable Use Model. In the meantime, however, we offer this “job aid” to assist in making the assessments. On the next page is a revision of the table of EGIDS levels in which definitions for some of the levels have been refined. These revisions are designed to address the kinds of questions we have been getting about deciding on unclear cases. In addition, the following subsections offer further commentary on each of the levels. If you still have a question about how to classify a given language after consulting the revised chart on the next page, try to resolve the problem by reading the commentary for the levels you are trying to decide between. If you still cannot decide how to classify the language, please let us know about the situation you are trying to classify.
56 Expanded Graded Intergenerational Disruption Scale (adapted from Fishman 1991)*
LEVEL LABEL DESCRIPTION UNESCO
The language is widely used between nations in 0 International trade, knowledge exchange, and international Safe policy.
The language is used in education, work, mass 1 National Safe media, and government at the nationwide level.
The language is used in education, work, mass 2 Regional media, and government within officially Safe recognized regions of a nation. The language is used in work and mass media 3 Trade without official status to transcend language Safe differences across a region. The language is vigorous and literacy in the 4 Educational language is being transmitted sustainably through Safe a system of public education. The language is vigorous and is effectively used 5 Written in written form in parts of the community though Safe literacy is not yet sustainable. The language is used orally by all generations and 6a Vigorous is normally learned by children as their first Safe language. The language is still used orally within all generations but there is a significant threat to 6b Threatened sustainability, particularly a break in transmission Vulnerable to the next generation by a significant portion of the child-bearing generation. The child-bearing generation can use the 7 Shifting language among themselves but they do not Definitely normally transmit it to their children. Endangered
The only remaining active speakers of the Severely 8a Moribund language are members of the grandparent Endangered generation. The only remaining speakers of the language are Critically 8b Nearly Extinct elderly and have little opportunity to use the Endangered language. There are no proficient speakers, but some 9 Dormant symbolic use remains as a reminder of heritage Extinct identity for an ethnic community. No one retains a sense of ethnic identity 10 Extinct associated with the language, even for symbolic Extinct purposes.
57 0. International For this level, we are taking the United Nations as the authority. There are six languages that are recognized as official for this body—Arabic, Chinese, English, French, Russian, Spanish—and these are the languages we place in this category. Other languages used across a number of countries (like Portuguese) are classed as a national language in multiple countries.
1. National The primary component of Level 1 status is that the written language is used to conduct the business of national government. This need not take the form of being declared “official” in law. A language that is used nationally for oral communication, but which is not used in writing the record the laws of the land or the decisions of the courts, is classed as Level 3.
2. Regional As with Level 1, the key defining characteristics for this level is use in written form to conduct the business of government. At Level 2 the government in focus is not the national government, but the government of an officially recognized administrative subdivision of the country (for instance, a province or state).
3. Trade A Level 3 language lacks such recognition as a language for conducting the written business of government. It is still “vehicular”, however, and used by native speakers of other languages across a region for purposes of work or mass media. The general pattern in the EGIDS is that each level adds to what is true in the next lower level; this is the one point where an exception is possible. It is not a requirement of Level 3 that it also be used in formal education as in Level 4. The key component here is verhicularity (that is, being used widely by people who speak different first languages). The original logic of the GIDS as defined by Fishman is that successively higher levels are stronger and less susceptible to language shift. Clearly an unwritten trade language with millions of speakers is in a stronger position than a written local language with only thousands of speakers, even if the latter has achieved formal support in public education.
58 4. Educational
A Level 4 language is one that is vigorous and non-vehicular and that has achieved sustainable literacy. The fact of educational use of the written language is not enough to qualify as Level 4 (as was implied in the definition in the published paper). Rather, all five of the FAMED conditions as spelled out in the Sustainable Use Model should be in evidence:
Adequate vernacular literature exists in the domains for which vernacular writing is desired. Vernacular literacy is being taught by trained teachers under the auspices of a sustainable institution. Members of the language community perceive the economic, social, religious, and identificational benefits of reading and writing in the local language. Official government policy calls for the cultivation of this language and cultural identity and the government has put this policy into practice by sanctioning an official orthography and using its educational institutions to transmit local language literacy. Members of the language community have a set of shared norms as to when to use the local language in writing versus when to use a more dominant language. If there is a significant lack of any of these conditions such that removing the government support for education in the language would likely lead to the immediate disuse of literacy, then literacy should still be viewed as incipient and the language should be classified as Level 5.
5. Written A Level 5 language is a vigorous language in which literacy is incipient. The mere fact that somebody has devised a writing system or even produced a piece of printed literature is not enough to lift a language from Level 6a to Level 5. Rather, the definition requires that some segment of the language community is effectively using literacy in the language. If this is true, but oral language use is significantly threatened, then the language should be classified as Level 6b. That is, if by ignoring the factor of literacy, it is clear that the language would be classified as Level 6b rather than 6a, then the overall assessment should be 6b since the language cannot be considered vigorous.
59 6a. Vigorous
A Level 6a language is an oral language that is maintaining sustainable oral use among all generations in the home domain. The most salient indicator of this level is the fact that the language is being transmitted to all children in the home. By “all” children we do not mean literally 100%, but that it is the societal norm and it is typically followed. A few exceptional cases are not seen as a threat to sustainability, but when a significant number of exceptions emerge such that the community becomes aware that the norm is eroding, then there is a threat to sustainability and the language should be classified as Level 6b. While unbroken intergenerational transmission is the primary indicator of Level 6a, it is not sufficient by itself. Rather, all five of the FAMED conditions of the Sustainable Use Model should be in evidence:
Adequate oral use exists in every domain for which oral use is desired. There is full oral transmission of the vernacular language to all children in the home. Members of the language community perceive the economic, social, religious, and identificational benefits of using their language orally. Official government policy affirms the oral use of the language. Members of the language community have a set of shared norms as to when to use the local language orally versus when to use a more dominant language. If there is a significant lack of any of these five conditions, then sustained oral use is under threat and the language should be classified as Level 6b. For instance, if the community perceives so little value to using their local language that they would immediately begin transmitting the more dominant language if only they could learn it, then on-going language use is not sustainable and the language should be classified as Level 6b. Or, if the official government policy is hostile toward ethnolinguistic diversity and calls for the elimination or suppression of this language, then on-going language use is not sustainable and the language should be classified as Level 6b.
6b. Threatened A Level 6b language is one that has started tipping away from sustainability. If an effort can be made to address any of the above conditions that are undermining the local language, then it may be possible to pull the language back toward sustainability; however, in the absence of such efforts, the community will be likely to continue shifting toward greater use of the more dominant language.
60 7. Shifting A Level 7 language is teetering on the tipping point of sustainability. It is no longer the norm for parents to transmit the language to their children, but the parents still know the language, so it would be possible for intergenerational transmission to resume if the community could be convinced of the value of their language. Level 7 does not mean that transmission to children has completely stopped, but that it is now exceptional. Full transmission happens so infrequently that children who are learning the language will have difficulty finding peers to speak the language with (including a spouse) when they are adults.
8a. Moribund A Level 8a language is still in everyday use in some homes, but only among those who are beyond child-bearing age. Thus, the normal cycle of intergenerational transmission has been broken. There may be younger adults who know the language at least somewhat, but they do not regularly speak it with their peers and are not fully proficient.
8b. Nearly extinct A Level 8b language is no longer used in any home. Those who can still speak the language no longer have a spouse who can speak the language and find little opportunity to use it since there are so few other speakers.
9. Dormant A Level 9 language is no longer the first language of any living individual. However, it is still the recognized heritage language of an ethnic community and it still serves as a marker of ethnic identity. Some vestiges of the language remain and are passed on within the community to strengthen the heritage identity. This could include names of cultural object, local place names, traditional greetings, formulaic use of the language in traditional rituals, or even the continuing use of ancient scriptures within in a faith community.
10. Extinct At this level the language is known only through the historical records. There is no living community that still looks to the language as a marker of its heritage identity.
61 Figure 1. Extended GIDS diagnostic decision tree.
62 References
Bradley, David. 1997. Tibeto-Burman languages and classification. In D. Bradley (ed.). Papers in Southeast Asian linguistics 14: Tibeto-Burman languages of the Himalayas, 1–72. Pacific Linguistics A-86. Canberra: The Australian National University. van Driem, George. 2001. Languages of the Himalayas: An ethnolinguistic handbook of the greater Himalayan region. Leiden: Brill. Fasold, R. W. 1984. The sociolinguistics of society. Oxford: Basil Blackwell. Fishman, J. A. 1991. Reversing language shift. Clevedon, UK: Multilingual Matters. Hoehlig, Monika, and Maria Hari. 1976. Kagate phonemic summary. Kathmandu: Summer Institute of Linguistics, Institute of Nepal and Asian Studies, Tribhuvan University Press. Landweer, M. Lynn. 2000. Indicators of ethnolinguistic vitality. Notes on Sociolinguistics 5.1.5–22. Dallas, TX: SIL International. Lewis, M. Paul, and Gary F. Simons. 2016. Sustaining language use: Perspectives on community- based language development. Dallas, TX: SIL International. Lewis, M. P., G. Simons, and C. Fennig. eds. 2013. Ethnologue: Languages of the world. Seventeenth edition. Dallas, TX: SIL International. http://www.ethnologue.com. Accessed 21 May 2013. Lewis, M. P., and G. F. Simons. 2010. Making EGIDS assessment for the Ethnologue. http://www.icc.org.kh/download/Making_EGIDS_Assessments_English.pdf. Accessed 31 October 2012. Truong, C., and L. Garcez. 2012. Participatory methods for language documentation and conservation: Building community awareness and engagement. Language Documentation & Conservation 6:22–37. http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/4505/truong_garcez.pdf. Accessed 10 November 2012.
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