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Linguapax Review 2010 Linguapax Review 2010
LINGUAPAX REVIEW 2010 MATERIALS / 6 / MATERIALS Col·lecció Materials, 6 Linguapax Review 2010 Linguapax Review 2010 Col·lecció Materials, 6 Primera edició: febrer de 2011 Editat per: Amb el suport de : Coordinació editorial: Josep Cru i Lachman Khubchandani Traduccions a l’anglès: Kari Friedenson i Victoria Pounce Revisió dels textos originals en anglès: Kari Friedenson Revisió dels textos originals en francès: Alain Hidoine Disseny i maquetació: Monflorit Eddicions i Assessoraments, sl. ISBN: 978-84-15057-12-3 Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixe- ment-No comercial-Compartir 2.5 de Creative Commons. Se’n permet còpia, dis- tribució i comunicació pública sense ús comercial, sempre que se’n citi l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual a la que regula l’obra original. La llicència completa es pot consultar a: «http://creativecom- mons.org/licenses/by-nc-sa/2.5/es/deed.ca» LINGUAPAX REVIEW 2010 Centre UNESCO de Catalunya Barcelona, 2011 4 CONTENTS PRESENTATION Miquel Àngel Essomba 6 FOREWORD Josep Cru 8 1. THE HISTORY OF LINGUAPAX 1.1 Materials for a history of Linguapax 11 Fèlix Martí 1.2 The beginnings of Linguapax 14 Miquel Siguan 1.3 Les débuts du projet Linguapax et sa mise en place 17 au siège de l’UNESCO Joseph Poth 1.4 FIPLV and Linguapax: A Quasi-autobiographical 23 Account Denis Cunningham 1.5 Defending linguistic and cultural diversity 36 1.5 La defensa de la diversitat lingüística i cultural Fèlix Martí 2. GLIMPSES INTO THE WORLD’S LANGUAGES TODAY 2.1 Living together in a multilingual world. -
Chapter 2 Language Use in Nepal
CHAPTER 2 LANGUAGE USE IN NEPAL Yogendra P. Yadava* Abstract This chapter aims to analyse the use of languages as mother tongues and second lan- guages in Nepal on the basis of data from the 2011 census, using tables, maps, and figures and providing explanations for certain facts following sociolinguistic insights. The findings of this chapter are presented in five sections. Section 1 shows the impor- tance of language enumeration in censuses and also Nepal’s linguistic diversity due to historical and typological reasons. Section 2 shows that the number of mother tongues have increased considerably from 92 (Census 2001) to 123 in the census of 2011 due to democratic movements and ensuing linguistic awareness among Nepalese people since 1990. These mother tongues (except Kusunda) belong to four language families: Indo- European, Sino-Tibetan, Austro-Asiatic and Dravidian, while Kusunda is a language isolate. They have been categorised into two main groups: major and minor. The major group consists of 19 mother tongues spoken by almost 96 % of the total population, while the minor group is made up of the remaining 104 plus languages spoken by about 4% of Nepal’s total population. Nepali, highly concentrated in the Hills, but unevenly distributed in other parts of the country, accounts for the largest number of speakers (44.64%). Several cross-border, foreign and recently migrated languages have also been reported in Nepal. Section 3 briefly deals with the factors (such as sex, rural/ urban areas, ethnicity, age, literacy etc.) that interact with language. Section 4 shows that according to the census of 2011, the majority of Nepal’s population (59%) speak only one language while the remaining 41% speak at least a second language. -
Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
Ethnicity, Education and Equality in Nepal
HIMALAYA, the Journal of the Association for Nepal and Himalayan Studies Volume 36 Number 2 Article 6 December 2016 New Languages of Schooling: Ethnicity, Education and Equality in Nepal Uma Pradhan University of Oxford, [email protected] Follow this and additional works at: https://digitalcommons.macalester.edu/himalaya Recommended Citation Pradhan, Uma. 2016. New Languages of Schooling: Ethnicity, Education and Equality in Nepal. HIMALAYA 36(2). Available at: https://digitalcommons.macalester.edu/himalaya/vol36/iss2/6 This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License This Research Article is brought to you for free and open access by the DigitalCommons@Macalester College at DigitalCommons@Macalester College. It has been accepted for inclusion in HIMALAYA, the Journal of the Association for Nepal and Himalayan Studies by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. New Languages of Schooling: Ethnicity, Education, and Equality in Nepal Uma Pradhan Mother tongue education has remained this attempt to seek membership into a controversial issue in Nepal. Scholars, multiple groups and display of apparently activists, and policy-makers have favored contradictory dynamics. On the one hand, the mother tongue education from the standpoint practices in these schools display inward- of social justice. Against these views, others looking characteristics through the everyday have identified this effort as predominantly use of mother tongue, the construction of groupist in its orientation and not helpful unified ethnic identity, and cultural practices. in imagining a unified national community. On the other hand, outward-looking dynamics Taking this contention as a point of inquiry, of making claims in the universal spaces of this paper explores the contested space of national education and public places could mother tongue education to understand the also be seen. -
Linguistic Survey of India Bihar
LINGUISTIC SURVEY OF INDIA BIHAR 2020 LANGUAGE DIVISION OFFICE OF THE REGISTRAR GENERAL, INDIA i CONTENTS Pages Foreword iii-iv Preface v-vii Acknowledgements viii List of Abbreviations ix-xi List of Phonetic Symbols xii-xiii List of Maps xiv Introduction R. Nakkeerar 1-61 Languages Hindi S.P. Ahirwal 62-143 Maithili S. Boopathy & 144-222 Sibasis Mukherjee Urdu S.S. Bhattacharya 223-292 Mother Tongues Bhojpuri J. Rajathi & 293-407 P. Perumalsamy Kurmali Thar Tapati Ghosh 408-476 Magadhi/ Magahi Balaram Prasad & 477-575 Sibasis Mukherjee Surjapuri S.P. Srivastava & 576-649 P. Perumalsamy Comparative Lexicon of 3 Languages & 650-674 4 Mother Tongues ii FOREWORD Since Linguistic Survey of India was published in 1930, a lot of changes have taken place with respect to the language situation in India. Though individual language wise surveys have been done in large number, however state wise survey of languages of India has not taken place. The main reason is that such a survey project requires large manpower and financial support. Linguistic Survey of India opens up new avenues for language studies and adds successfully to the linguistic profile of the state. In view of its relevance in academic life, the Office of the Registrar General, India, Language Division, has taken up the Linguistic Survey of India as an ongoing project of Government of India. It gives me immense pleasure in presenting LSI- Bihar volume. The present volume devoted to the state of Bihar has the description of three languages namely Hindi, Maithili, Urdu along with four Mother Tongues namely Bhojpuri, Kurmali Thar, Magadhi/ Magahi, Surjapuri. -
7=SINO-INDIAN Phylosector
7= SINO-INDIAN phylosector Observatoire Linguistique Linguasphere Observatory page 525 7=SINO-INDIAN phylosector édition princeps foundation edition DU RÉPERTOIRE DE LA LINGUASPHÈRE 1999-2000 THE LINGUASPHERE REGISTER 1999-2000 publiée en ligne et mise à jour dès novembre 2012 published online & updated from November 2012 This phylosector comprises 22 sets of languages spoken by communities in eastern Asia, from the Himalayas to Manchuria (Heilongjiang), constituting the Sino-Tibetan (or Sino-Indian) continental affinity. See note on nomenclature below. 70= TIBETIC phylozone 71= HIMALAYIC phylozone 72= GARIC phylozone 73= KUKIC phylozone 74= MIRIC phylozone 75= KACHINIC phylozone 76= RUNGIC phylozone 77= IRRAWADDIC phylozone 78= KARENIC phylozone 79= SINITIC phylozone This continental affinity is composed of two major parts: the disparate Tibeto-Burman affinity (zones 70= to 77=), spoken by relatively small communities (with the exception of 77=) in the Himalayas and adjacent regions; and the closely related Chinese languages of the Sinitic set and net (zone 79=), spoken in eastern Asia. The Karen languages of zone 78=, formerly considered part of the Tibeto-Burman grouping, are probably best regarded as a third component of Sino-Tibetan affinity. Zone 79=Sinitic includes the outer-language with the largest number of primary voices in the world, representing the most populous network of contiguous speech-communities at the end of the 20th century ("Mainstream Chinese" or so- called 'Mandarin', standardised under the name of Putonghua). This phylosector is named 7=Sino-Indian (rather than Sino-Tibetan) to maintain the broad geographic nomenclature of all ten sectors of the linguasphere, composed of the names of continental or sub-continental entities. -
A Sociolinguistic Survey of the Bhatri-Speaking Communities of Central India
DigitalResources Electronic Survey Report 2017-005 A Sociolinguistic Survey of the Bhatri-speaking Communities of Central India Compiled by Dave Beine A Sociolinguistic Survey of the Bhatri-speaking Communities of Central India Compiled by Dave Beine Researched by Dave Beine Bruce Cain Kathy Cain Michael Jeyabalan Ashok Sawlikar Satya Soren SIL International® 2017 SIL Electronic Survey Report 2017-005, May 2017 © 2017 SIL International® All rights reserved Abstract This sociolinguistic survey of the Bhatri-speaking communities of Central India was carried out between February and November 1989. The goal of the survey was to assess the need for language development work and vernacular literacy programs among the Bhatri-speaking peoples of Bastar District in Madhya Pradesh and Koraput District in Orissa. Dialect intelligibility tests revealed that the whole Bhatri- speaking area can be considered one language area. Language use and attitudes questionnaires showed that the language is thriving. Bilingualism in the major languages of Hindi, Oriya, and Halbi is inadequate for people to use existing materials. Based on these findings the survey recommends that a language project be undertaken in the Bhatri community. (This survey report written some time ago deserves to be made available even at this late date. Conditions were such that it was not published when originally written. The reader is cautioned that more recent research may be available. Historical data is quite valuable as it provides a basis for a longitudinal analysis and helps -
2001 Presented Below Is an Alphabetical Abstract of Languages A
Hindi Version Home | Login | Tender | Sitemap | Contact Us Search this Quick ABOUT US Site Links Hindi Version Home | Login | Tender | Sitemap | Contact Us Search this Quick ABOUT US Site Links Census 2001 STATEMENT 1 ABSTRACT OF SPEAKERS' STRENGTH OF LANGUAGES AND MOTHER TONGUES - 2001 Presented below is an alphabetical abstract of languages and the mother tongues with speakers' strength of 10,000 and above at the all India level, grouped under each language. There are a total of 122 languages and 234 mother tongues. The 22 languages PART A - Languages specified in the Eighth Schedule (Scheduled Languages) Name of language and Number of persons who returned the Name of language and Number of persons who returned the mother tongue(s) language (and the mother tongues mother tongue(s) language (and the mother tongues grouped under each grouped under each) as their mother grouped under each grouped under each) as their mother language tongue language tongue 1 2 1 2 1 ASSAMESE 13,168,484 13 Dhundhari 1,871,130 1 Assamese 12,778,735 14 Garhwali 2,267,314 Others 389,749 15 Gojri 762,332 16 Harauti 2,462,867 2 BENGALI 83,369,769 17 Haryanvi 7,997,192 1 Bengali 82,462,437 18 Hindi 257,919,635 2 Chakma 176,458 19 Jaunsari 114,733 3 Haijong/Hajong 63,188 20 Kangri 1,122,843 4 Rajbangsi 82,570 21 Khairari 11,937 Others 585,116 22 Khari Boli 47,730 23 Khortha/ Khotta 4,725,927 3 BODO 1,350,478 24 Kulvi 170,770 1 Bodo/Boro 1,330,775 25 Kumauni 2,003,783 Others 19,703 26 Kurmali Thar 425,920 27 Labani 22,162 4 DOGRI 2,282,589 28 Lamani/ Lambadi 2,707,562 -
Language Documentation and Description
Language Documentation and Description ISSN 1740-6234 ___________________________________________ This article appears in: Language Documentation and Description, vol 17. Editor: Peter K. Austin Countering the challenges of globalization faced by endangered languages of North Pakistan ZUBAIR TORWALI Cite this article: Torwali, Zubair. 2020. Countering the challenges of globalization faced by endangered languages of North Pakistan. In Peter K. Austin (ed.) Language Documentation and Description 17, 44- 65. London: EL Publishing. Link to this article: http://www.elpublishing.org/PID/181 This electronic version first published: July 2020 __________________________________________________ This article is published under a Creative Commons License CC-BY-NC (Attribution-NonCommercial). The licence permits users to use, reproduce, disseminate or display the article provided that the author is attributed as the original creator and that the reuse is restricted to non-commercial purposes i.e. research or educational use. See http://creativecommons.org/licenses/by-nc/4.0/ ______________________________________________________ EL Publishing For more EL Publishing articles and services: Website: http://www.elpublishing.org Submissions: http://www.elpublishing.org/submissions Countering the challenges of globalization faced by endangered languages of North Pakistan Zubair Torwali Independent Researcher Summary Indigenous communities living in the mountainous terrain and valleys of the region of Gilgit-Baltistan and upper Khyber Pakhtunkhwa, northern -
Odisha As a Multicultural State: from Multiculturalism to Politics of Sub-Regionalism
Afro Asian Journal of Social Sciences Volume VII, No II. Quarter II 2016 ISSN: 2229 – 5313 ODISHA AS A MULTICULTURAL STATE: FROM MULTICULTURALISM TO POLITICS OF SUB-REGIONALISM Artatrana Gochhayat Assistant Professor, Department of Political Science, Sree Chaitanya College, Habra, under West Bengal State University, Barasat, West Bengal, India ABSTRACT The state of Odisha has been shaped by a unique geography, different cultural patterns from neighboring states, and a predominant Jagannath culture along with a number of castes, tribes, religions, languages and regional disparity which shows the multicultural nature of the state. But the regional disparities in terms of economic and political development pose a grave challenge to the state politics in Odisha. Thus, multiculturalism in Odisha can be defined as the territorial division of the state into different sub-regions and in terms of regionalism and sub- regional identity. The paper attempts to assess Odisha as a multicultural state by highlighting its cultural diversity and tries to establish the idea that multiculturalism is manifested in sub- regionalism. Bringing out the major areas of sub-regional disparity that lead to secessionist movement and the response of state government to it, the paper concludes with some suggestive measures. INTRODUCTION The concept of multiculturalism has attracted immense attention of the academicians as well as researchers in present times for the fact that it not only involves the question of citizenship, justice, recognition, identities and group differentiated rights of cultural disadvantaged minorities, it also offers solutions to the challenges arising from the diverse cultural groups. It endorses the idea of difference and heterogeneity which is manifested in the cultural diversity. -
Multilingual Education and Nepal Appendix 3
19. Skutnabb-Kangas, Tove and Mohanty, Ajit. Policy and Strategy for MLE in Nepal Report by Tove Skutnabb-Kangas and Ajit Mohanty Consultancy visit 4-14 March 2009i Sanothimi, Bhaktapur: Multilingual Education Program for All Non-Nepali Speaking Students of Primary Schools of Nepal. Ministry of Education, Department of Education, Inclusive Section. See also In Press, for an updated version. List of Contents List of Contents List of Appendices List of Tables List of Figures List of Abbreviations 1. Introduction: placing language in education issues in Nepal in a broader societal, economic and political framework 2. Broader Language Policy and Planning Perspectives and Issues 2.1. STEP 1 in Language Policy and Language Planning: Broad-based political debates about the goals of language 2.2. STEP 2 in Educational Language Policy and Language Planning: Realistic language proficiency goal/aim in relation to the baseline 2.3. STEP 3 in Educational Language Planning: ideal goals and prerequisites compared with characteristics of present schools 2.4. STEP 4 in Educational Language Planning: what has characterized programmes with high versus low success? 2.5. STEP 5 in Educational Language Planning: does it pay off to maintain ITM languages? 3. Scenarios 3.1. Introduction 3.2. Models with often harmful results: dominant-language-medium (subtractive assimilatory submersion) 3.3. Somewhat better but not good enough results: early-exit transitional models 3.4. Even better results: late-exit transitional models 3.5. Strongest form: self-evident mother tongue medium models with no transition 4. Experiences from Nepal: the situation today 5. Specific challenges in Nepal: implementation strategies 5.1. -
BSW 044 Block 3 English.Pmd
BSW-044 TRIBALS IN NORTH Indira Gandhi EASTERN AND National Open University School of Social Work NORTHERN INDIA Block 3 TRIBALS OF NORTHERN INDIA UNIT 1 Tribes of Jammu and Kashmir and Himachal Pradesh 5 UNIT 2 Tribes of Rajasthan, Uttarakhand and Uttar Pradesh 16 UNIT 3 Displacement and Migration of Tribals 31 UNIT 4 Impact of Scientific Culture and Globalization 47 EXPERT COMMITTEE Prof. Virginius Xaxa Dr. Archana Kaushik Dr. Saumya Director – Tata Institute of Associate Professor Faculty Social Sciences Department of Social Work School of Social Work Uzanbazar, Guwahati Delhi University IGNOU, New Delhi Prof. Hilarius Beck Dr. Ranjit Tigga Dr. G. Mahesh Centre for Community Department of Tribal Studies Faculty Organization and Development Indian Social Institute School of Social Work Practice Lodhi Road, New Delhi IGNOU, New Delhi School of Social Work Prof. Gracious Thomas Dr. Sayantani Guin Deonar, Mumbai Faculty Faculty Prof. Tiplut Nongbri School of Social Work School of Social Work Centre for the Study of Social IGNOU, New Delhi IGNOU, New Delhi Systems Dr. Rose Nembiakkim Dr. Ramya Jawaharlal Nehru University Director Faculty New Delhi School of Social Work School of Social Work IGNOU, New Delhi IGNOU, New Delhi COURSE PREPARATION TEAM Block Preparation Team Programme Coordinator Unit 1 & 4 Dr. Binu Sundas Dr. Rose Nembiakkim Unit 2 & 3 Mercy Vunghiamuang Director School of Social Work IGNOU PRINT PRODUCTION Mr. Kulwant Singh Assistant Registrar (P) SOSW, IGNOU August, 2018 © Indira Gandhi National Open University, 2018 ISBN-978-93-87237-74-2 All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the Indira Gandhi National Open University.