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The Santali Cluster in Bangladesh: a Sociolinguistic Survey

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The Santali Cluster in Bangladesh: a Sociolinguistic Survey The Santali Cluster in Bangladesh: A Sociolinguistic Survey Seung Kim, Amy Kim, Sayed Ahmad, and Mridul Sangma SIL International 2010 SIL Electronic Survey Report 2010-006, April 2010 Copyright © 2009 Seung Kim, Amy Kim, Sayed Ahmad, and Mridul Sangma, and SIL International All rights reserved 2 ABSTRACT This paper reports on sociolinguistic research conducted among speakers of five Austro- Asiatic language varieties in northwest Bangladesh: Koda, Kol, Mahali, Mundari, and Santali. These are collectively referred to as the Santali Cluster because Santali is the most populous and developed language among these five varieties. Linguistic variation within and across these varieties, long-term viability of each variety, and attitudes of speakers towards their own and other language varieties were investigated. The degree of intelligibility in Santali by speakers of the other varieties and the bilingual ability in Bangla of speakers from each variety were also studied. This research was carried out from November 2004 through January 2005 through the use of word lists, questionnaires, a Bangla Sentence Repetition Test, and stories recorded in Santali, Mundari, and Mahali. 3 CONTENTS Abstract Contents List of figures List of abbreviations Preface 1. Introduction 1.1. Purposes and goals 1.1.1. Study of the language varieties 1.1.2. Language use, attitudes, and vitality study 1.1.3. Bilingualism study 1.2. Geography 1.3. History 1.3.1. Santali 1.3.2. Mahali 1.3.3. Munda 1.4. People 1.4.1. Santali 1.4.2. Mahali 1.4.3. Munda 1.4.4. Koda and Kol 1.5. Language 2. Summary of findings 2.1. Study of the language varieties 2.1.1. Lexical similarity study 2.1.2. Intelligibility study 2.2. Language use, attitudes, and vitality study 2.2.1. Santali 2.2.2. Mahali 2.2.3. Munda 2.2.4. Koda 2.2.5. Kol 2.3. Bilingualism study 3. Study of the language varieties 3.1. Lexical similarity study 3.1.1. Procedures 3.1.2. Discussion of sample 3.1.3. Results 3.2. Intelligibility study 3.2.1. Procedures 3.2.2. Discussion of sample 3.2.3. Results 4. Language use, attitudes, and vitality study 4.1. Procedures 4.2. Discussion of sample 4.3. Results 4.3.1. Language use – in spoken domains 4.3.2. Language use – in written domains 4 4.3.3. Language attitudes – regarding language use 4.3.4. Language attitudes – towards other languages 4.3.5. Language attitudes – towards language classes 4.3.6. Language attitudes – conclusions 4.3.7. Language vitality 5. Bilingualism study 5.1. Perceived bilingualism 5.1.1. Procedures 5.1.2. Discussion of sample 5.1.3. Results 5.2. Measured Bangla bilingualism 5.2.1. Procedures 5.2.2. Discussion of sample 5.2.3. Results 6. Recommendations 6.1. Santali 6.2. Mahali 6.3. Munda 6.4. Koda 6.5. Kol Bangla translations of section 1.1, section 2, and section 6 APPENDICES A. International Phonetic Alphabet B. Word Lists B.1. Standard procedures for counting lexical similarity B.2. Word list notes B.3. Word list C. Recorded Text Tests C.1. Recorded Text Test procedures C.2. Codes used in the transcription of texts C.3. Text transcription C.3.1. Santali text C.3.2. Mahali text C.3.3. Mundari (Begunbari) text C.3.4. Mundari (Ranchi) text D. Recorded Text Test scores D.1. Scoring and answer notes D.2. Recorded Text Test answers and scores D.2.1. Santali HTT validation: Rajarampur subjects D.2.2. Mahali HTT validation: Abirpara subjects D.2.3. Mundari HTT validation: Begunbari subjects D.2.4. Mundari HTT: Nijpara subjects D.2.5. Santali RTT: Abirpara and Pachondor subjects D.2.6. Santali RTT: Begunbari subjects D.2.7. Mahali HTT: Pachondor subjects D.2.8. Mundari (Ranchi) RTT: Nijpara subjects D.3. Post-HTT/RTT responses D.3.1. Post-Santali HTT validation: Rajarampur subjects 5 D.3.2. Post-Mahali HTT validation: Abirpara subjects D.3.3. Post-Mundari HTT validation: Begunbari subjects D.3.4. Post-Mundari HTT: Nijpara subjects D.3.5. Post-Santali RTT: Abirpara subjects D.3.6. Post-Santali RTT: Pachondor subjects D.3.7. Post-Santali RTT: Begunbari subjects D.3.8. Post-Mahali RTT: Pachondor subjects D.3.9. Post-Mundari (Ranchi) RTT: Nijpara subjects E. Questionnaires E.1. Sociolinguistic questionnaire E.2. Post-HTT questionnaire E.3. Post-RTT questionnaire E.4. Subject biodata questionnaire E.5. Community Information Questionnaire F. Sociolinguistic questionnaire responses F.1 Language use responses F.2 Language attitudes responses F.2.1 Regarding language use and Towards other languages F.2.2 Towards language classes F.3 Language vitality responses F.4 Bilingualism and Language variation responses G. Bangla Sentence Repetition Test G.1. Standard Sentence Repetition Test procedures1 G.2. Bangla Sentence Repetition Test G.3. Sentence Repetition Test scores H. Subject biodata H.1 Biodata notes H.2 Word list (WL) and CIQ informant biodata H.3 RTT subject biodata H.3.1. Santali HTT validation subject biodata H.3.2 Mahali HTT validation subject biodata H.3.3 Mundari HTT validation subject biodata H.3.4 Santali RTT subject biodata H.3.5 Mahali RTT subject biodata H.3.6 Mundari (Ranchi) RTT subject biodata H.4 Sociolinguistic questionnaire subject biodata H.5 SRT subject biodata I. Santali Cluster Community Information I.1. Rajarampur I.2. Rautnagar I.3. Paharpur I.4. Patichora I.5. Jabri I.6. Amnura Missionpara I.7. Bodobelghoria I.8. Rashidpur I.9. Abirpara I.10. Matindor I.11. Pachondor 6 I.12. Nijpara I.13. Begunbari I.14. Karimpur I.15. Kundang I.16. Krishnupur I.17. Babudaing References 7 LIST OF FIGURES Figure 1: Overview of methods Figure 2: Rajshahi Division, Bangladesh Figure 3: Approximate location of villages surveyed within Rajshahi Division Figure 4: Language classification of the Santali cluster Figure 5: Lexical similarity chart Figure 6: Relationship between standard deviation and average score on RTT Figure 7: Summary of intelligibility testing results Figure 8: Summary of responses about language use at place of worship Figure 9: Summary of responses about language used most in a typical week Figure 10: Language used most in a typical week, according to education Figure 11: Summary of responses to the question, “Can you read and write letters and notices in your mother tongue?” Figure 12: Summary of responses about which script should be used to write people’s mother tongue Figure 13: Summary of responses about what language should be used in worship Figure 14: Summary of responses about people’s most useful language Figure 15: Most useful language, according to age Figure 16: Summary of responses about sending children to a Santali literacy class Figure 17: Summary of responses regarding the languages children speak with each other Figure 18: Summary of responses about whether children speak another language better Figure 19: Summary of responses about the languages people speak Figure 20: Summary of responses about people’s best language Figure 21: Score ranges on the Bangla SRT corresponding to RPE levels Figure 22: Bangla SRT scores for Santals, according to demographic categories Figure 23: Bangla SRT results for Santals, according to combinations of demographic categories Figure 24: Bangla SRT results for Mahalis, according to demographic categories Figure 25: Bangla SRT results for Mundas, according to demographic categories Figure 26: Bangla SRT results for Mundas, according to combinations of demographic categories Figure 27: Bangla SRT results for Bengalis, according to demographic categories Figure 28: Bangla SRT results for Bengalis, according to combinations of demographic categories Figure 29: Bangla SRT scores according to subjects’ mother tongue Figure 30: Bangla SRT scores for uneducated subjects only, and their corresponding significance levels when compared with Bengalis’ scores Figure 31: Ranges of Bangla bilingualism levels among SRT subjects LIST OF ABBREVIATIONS BNELC = Bangladesh Northern Evangelical Lutheran Church CIQ = Community Information Questionnaire HTT = Hometown Test LWC = Language of Wider Communication MT = Mother Tongue RPE = Reported Proficiency Evaluation RTT = Recorded Text Test SRT = Sentence Repetition Test 8 PREFACE As part of SIL Bangladesh’s project to develop the minority languages of Bangladesh, we researched the cluster of Austro-Asiatic languages centered around Santali. This report is the fruit of the field research conducted in November and December 2004, and January 2005. For the first time, we had the able help and cheerful companionship of two full-time Bangladeshi language surveyors: Sayed Ahmad and Mridul Sangma. They had received linguistics training earlier in the year, and this survey was their first field experience. We commend them for their quick learning and their valuable contribution. The survey would have taken longer without their help, and it would not have been as enjoyable without their fellowship. We look forward to seeing them develop into experienced surveyors/linguists who will contribute much to many other minority language communities through their knowledge, skills, and character. Many thanks also go out to the people who helped us in numerous ways: the staff at various BNELC (Bangladesh Northern Evangelical Lutheran Church) guest houses who met our physical needs when we needed food and lodging, Sister Gertrude and others at Beniduar Mission who provided a place to stay on short notice, the smiling boys and girls who led us around their villages, and particularly the story tellers who worked many hours for the development of the recorded stories. Finally, we reserve our deepest appreciation for the people and leaders of all the villages we visited—Abirpara, Amnura Missionpara, Babudaing, Begunbari, Bodobelghoria, Jabri, Karimpur, Krishnupur, Kundang, Matindor, Mundumala, Nijpara, Pachondor, Paharpur, Patichora, Rajarampur, Rashidpur, Rautnagar—who, no matter when we showed up, no matter how long we stayed, extended warm welcomes and gave their cooperation.
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