Both of Thpze Language Areas, Overseas Centers, Summer And

pnrif mIrmT illt cifMI? AL 001 553 ED 023 091 By -Kelley, Gerald B. The Teaching of Hindi-Urdu in the UnitedStates.The State of the Art. Center for Applied Linguistics, Washington,DC.ERIC Clearinghouse forLinguistics. Pub Date Nov 68 Note -24p. EDRS Price MF -5025 HC -SI 30 Language and Area Centers,+Language Instruction,tanguage Descriptors -*Hindi, Instructional Materials, Materials, Programs, Language Role, NationalPrograms, National Surveys,Official Languages, Reference Research Needs, *Urdu, Writing Identifiers -*South Asia The Many Western scholars considerHindi and Urdu as asingle linguistic entity. Muslim author concedes thatin an important sensethisiscorrect." Hindu and inhabitants of the same villagebehave like membersof a single speech community. underscored by However, minor differences inthe phonology, grammar,and lexicon are the differences in the writingsystems, by which prose orpoetry isidentified. Hindi, taught only at the collegelevel in the UnitedStates. which uses Devanagari script, is of this (Exceptions are the Peace Corps programs,no tincluded within the scope Program conducted byBoyd-Bowman from paper, andthe Neglected Languages practices, SUNY. at Buffalo) BecauseHindi has no historyof traditional teaching universities offering coursesin Hindi utilizeoral-aural approaches andemphasize competence in speaking.However, beyond elementarylevel, available materials are very situations applyalso scarce, and notwell suited to studentsof social sciences. These Perso-Arabic script, andfor which there is evenless widely to Urdu, which uses needs of students in available regular instruction.Also discussed in this paper are both of thPze language areas,overseas centers,summerand undergraduate programs, the writingsystems, recommendedteaching materials,research priorities, and the role of these twolanguages in South Asia.(AMM) I

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STATES : THE STATE OF THE ART THE TEACHING OFHIND1-URDU IN THE UNITED by GERALD B. KELLEY

EDO 2 3091 . c AL 001553 Foreword

This state-of-the-art paper has beencommissioned by the ERIC Clearinghouse for Linguistics in collaboration with theForeign Language Program of the

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ERIC Clearinghouse for Linguisticsis a part of the Educational Resources Information Centerof the U.S. Office of Education THE TEACHING OF HINDI-URDU IN THE UNITED STATES

The State of the Art

It is common for Western, and particularly American, scholars to refer to Hindi and Urdu as a single linguistic entity. In an important sense, this is correct. Given a village with both Hindu and Muslim inhabitants, there are no major barriers to daily communication; the inhabitants behave like members of a single speech community. However, even at this level, minor differences in the sound system, the grammar and the lexicon of the individual send the message to others that either Hindi or Urdu is being spoken. When the census-taker comes around the Hindus will report their language as Hindi (or some local variant name) and the Muslims will report that their language is Urdu. The minor differences referred to above are underscored by the differences in the writing systems and an individual will identify a body of prose or poetryby the writing system used. For these reasons of "self-image" and native speaker judgment, there is some reason for considering the two varieties separately. Furthermore, given literacy in both scripts, an educated individual is likely to appreciate morefully either the literature which draws on Hindu and Sanskrit traditions, figures,and vocabulary or on the tradition which follows Islam, Arabic, and especially Persian. I will therefore treat Hindi and Urdu separately in the body of this paper. Unlike some other languages ordinarily thought of as not widely taughc, Hindi is taught only at che college level and manystudents, perhaps a majority, begin Hindi only at the graduate level. Major exceptions to this statement are the Neglected LanguageProgram conaucted by Professor Peter Boyd-Bowman from the S.U.N.Y. at New York, andthe Buffalo, serving collegesand universities in (This paper willhenceforth training of PeaceCorps volunteers. interest groupbeyond ignore PC training asrepresenting a special presented by thislate- its scope.) In addition tothe problems attributable to thegoals of starting clientele,there are others and the investmentof time he the student inlearning the language The goals ofstudents range from is willing tomake in learning it. learn to communicate,often in a the anthropologist's,who wants to who wants to beable to read local variety, tothe historian's, lies a variety ofsocial science texts. Between these extremes and economics. inwhich disciplines, such aspolitical science useful for rapport or language competence maybe looked upon as

irrelevant. Pennsylvania, which has along Apart from theUniversity of Studies, and theUniversity tradition of scholarshipin South Asian Indian Studies under agrant of Wisconsin, whichbegan a program in university programsin Hindi from the RockefellerFoundation, most by the NationalDefence are directlylinked to theimpetus provided of centers forSouth Asian Studies Education Act. The development which demandedthat a center under the provisionsof this act, student, in order tohold provide languageinstruction, and that a take instruction in alanguage, is a fellowshipunder Title VI, of Hindi in theUnited States responsible for muchof the teaching fashion, much ofthe availableteaching today. In a parallel made possible by material has beenproduced underresearch grants instruction in thelanguage and NDEA. Relatively widespread teaching it aretherefore for relatively adequatematerials for the most part veryrecent. language teachinghas had one This recentdevelopment of Hindi more widelytaught, and positive advantage. Unlike many languages among theless widely taught,Hindi some, such asChinese and Arabic reading orientedteaching has no traditional,grammar-and-translation, offering Hindiutilize oral-aural practices. All universities supervision oftrained approaches with nativespeakers under the taught a varietyof spoken Hindiand it linguists. All students are is cxpected that all will gain some competence inspeaking. This ;;eneral advantage, however, has not succeeded infilling the needs

of all students. Most currently ailable textbooks go much farther toward meeting the needs of anthropologists thanthey do those of

historians. Elementary course materials are frequently written in some sort of phonemic notation,sometimes partially and sometimes

totally. Beyond the elementary level, available materials are very scarce and, in general, not wellsuited to the need of students in

the social sciences. Most universities teaching Hindi depend heavily, beyond the elementary level, on materialsdittoed or

stencilled locally. This derrth does have some advantage:selection of materials can be tailored to the needsof the students at a given university in a given course, at a given time. There is, nevertheless, a serious lack of mater Ilsbased on newspaper and periodicalarticles, official documents, parliamentarydebates, private correspuridence. A newspaper reader has recently appearedand research is in progress on materials based onofficial documents, but the range and variety of teaching materials is still verylimited. The preceding remarks about Hindiapply equally to Urdu, except that it should be noted that regularinstruction in Urdu is even less

widely available. Most South Asia university centers,with exceptions such as McGill and Duke, concentratetheir efforts on India (in a few cases with an interest inCeylon) and Urdu, as such,is offered only "on demand," though it often appears in the courselistings. Since

most of thescholars in the disciplines at given university have focused their attentions on India, thedemand does not materialize with

sufficient frequency. This situation is improving slightly as interest in Pakistan increases among youngerscholars. Who Needs It? Ever since the establishment of theoriginal NDEA centers, controversy has been rampant amongSouth Asia area specialists about

the merits of language competence,particularly in Hindi or Urdu, for

their students. (The problem is discussed, for example,by Kelley and John J. Gumperz in separate paperscontributed to Resources for South Asian Area Studies in the UnitedStates, edited by Richard A, Lambert, Part of thedifficulty University of PennsylvaniaPress, 1962.) posed to olderscholars who had arose, I think,from the threat their own, either no languagecompetence(through no fault of available, or theirinterest because instruction wasnot generally training). More importantly, in South Asia cameafter their graduate disciplines madeprofessors the demands made onstud its in their investment of thestudent's reluctant to insist on a.elatively heavy clear gain indiscipline research time in languagelearning unless a In fields wherefunds for graduate competence couldbe dem tstrated. acquire, theproblem was solved student support werenot easy to but often with willy-nilly by therequirements ofNDEA Titie VI, In other fields,notably disastrous effects onclassroom morale. the nationallevel, the relevance economics andpolitical science on and is, widelydenied. The of language studyfor research was, scholars, trained inrecent problem is abatingsomewhat as younger Recently, proposalshave been years, joinuniversityfaculties. of curricula whichwould allow voiced, calling forthe development the social sciencesin Hindi. The the conduct ofseminar work in failed to provideadvanced position now isthat we have,by and large, the student, beforehe goes to training whichwould demonstrate to and the type ofinformation South Asia to doresearch, the extent again, especiallyfor Hindi, as which competencemakes available, against otherIndian languages. graduate students in These remarks, of course,do not apply to Although NDEA linguistics, but afurther fact maybe noted here. preference will begiven to fellowship Title VI specifiesthat first in the language,most fellow- applicants who have aprimary interest linguistics because of alack ships are awarded tofields other than Most qualified applicants,in that field. of applicants,let alone Indian languagesgenerally, of the scholars nowengaged in teaching trained or hadtheir interest inSouth and Hindi inparticular, were Project, funded bythe Asia stimulated inthe Deccan College For Hindi, thelist Rockefeller Foundationin themid-fifties. Zide, Staneslow,and, includes Fairbanks,Southworth, Kelley, Gumperz. The training of peripheraily,Chavarria-Aguilar and

4 teachers and scholars which took place in this program has not been matched during the years of operation of the NDEA centers andthere

is a serious shortage of trained linguistscapable of supervising instructors and conducting research in Hindi, Urdu andother major

Indian languages. Linguistics today is moving away from a concern with the writing of grammars and the construction ofteaching materials. Students are drawn to general theoretical considerations removed from an interest in a specific language. Furthermore, interest in "area studies" in the other social sciencesand in

linguistics has lessened. The supply of teachers for Hindi or Urdu to meet increasing demand, particularly amongundergraduates, is not

nearly adequate. Nor does there appear to be any easy answer. In many social sciences fields,including linguistics, the argument has not effectively been made that the heavyinvestment required to get language competence and an area specialty has sufficientrewards to

justify it. This statement may be taken generally, but for Hindiand Urdu the relatively recent American interest inSouth Asia, as against Latin America or the Far East, is an even strongerfactor. Students who are attractee to "non-Western" studies are likely to pick an area

other than South Asia. Southeast Asia, though also recently become an area of American interest,has an attraction of urgency which South Asia does not so patently manifest to the Americanstudent.

Yet it is the fact ',at very few adequate translations of Hindi or Urdu literature areavailable and only a very small percentage of speakers of Hindi or Urdu has a working competencein English. To the humanist or the social scientistdealing with South Asia, but lacking language competence, important segmentsof the population, rich resources in the literature, and significant opinionin the vernacular press and state legislation debate areinaccessible.

What Is It? Although many speakers of Hindi would agree that the varietyof Hindi based on khari boli has some claim to the status"standard,"

there are many dissenters. Because literary patrons at various feudal courts supported literary endeavor inthe local dialect, various

5 local speech a rcgions claim a "richliterature" which makes their prominent candidate for some sort of"regional standard" dialect; Coupled with among these areBraj, Awadhi, Bhojpuri,Rajasthani. chauvinism which has this difficulty is thepolicy of linguistic Education. been pursued by theHindi Directorate ofthe Ministry of for a Charged with the task of anacademy, of setting up norms standard beyond the variety of Hindi whichcould be promulgated as expended enormous energy borders of the Hindi-speakingarea, it has for common Englishloan words on coiningSanskrit-based replacPments other languages. The and cataloging occurrencesof Hindi loans in the style of former activity hashad a stultifying effect on documents and AIR periodicals and thecomprehensibility of official the ease with which broadcabrq; the latterhas failed to demonstrate The wide variety of speakers of otherlanguages can learn Hindi. loyalties among speakers dialects and the variationsin linguistic and the pose problemsboth in the preparationof teaching materials these choosing of languageinstructors. In preparirg materials, best textbooks aiming at a problems have beenlargely ignored, the preserving the variety of the lang,Aagebased on khari boli and well for those students common Englishloans. This strategy works with shopkeepers who expect to usethe language fordaily communication educated speakers, butdoes little for and farmers orfor rapport with the local morphologyand the anthropologistwho needs a guide to scientist who wants to lexicon or for thehistorian or political Most students who read legislativedebates or localperiodicals% make the adjustmentwhen they have learned Hindi inthe United States generally at considerable cost reach India to dotheir research, but in Sanskritizedand in time. The preparationof advanced readers would be most local styles and ofsketches of dialect grammars of local dialects are, to some helpful. Full or partial grammars (for example, ShaligramSkukla extent, beingprepared as dissertations these are couched indense technical on Bhojpuri,Cornell, 1968), but unusable for tbenon-linguist. terminology which makesthem virtually

6 Overseas Centers The American Institute of IndianStudies has developed facilities for instruction in Hindi for its fellows atthe Institute's base on the campus of the Dtccan College inPoona. The status of this development can be best shown by excerptingfrom the report of the Chief Linguist, Dr. D.P. Pattanayak: "The Language Program of the Instituteduring the

year 1967-68 maintainedthe same tempo of activities as

in previous years. The intensive Hindi coursead- ministered in the Fall of 1967 provided anopportunity for revising the Hindi drills. All the drills of the beginning Hindi course have now been brought outin

two mimeographed volumes. Since there is a demand for these drills, it has been decided tosell them at cost

price. We have supplied 12 sets tothe University of Pennsylvania for their Summer course,and have sold about 20 sets internally. Orders for about 60 sets are pending with us, and we are seriouslyconsidering their

publication. Work on the Intermediate Hindimaterial is in

progress. I was requested to join theInstitute of Linguistics and Language Teachingsponsored by the NCERT and conducted in May-June of this yearin Deccan College. I decided to stop my vork on theOriya material and join this Institute, where teachers fromTeachers Training Colleges selected from the Hindi-speakingStates, Maharashtra, and Gujarat, were to be giventraining in Linguistics and Applied Linguistics, with specialreference to the teaching

of Hindi. During their five-week course,I was able to get 10 seven-inch tapes full ofrecorded dialogue on the material we have prepared for ourIntermediate text. I intend to analyze these tapeddialogues and base the conversations of the IntermediateReader on this analysis. I also expect to get someinformation from these dialogues to be used in our proposedDialect Reader.

7 We took advantage of the opportunityto record a story

told by each of 22 participantsin his own dialect ofHindi. If there are sufficient funds,I intend to undertake asmall project of analyzing the variationsof the story, and Ihope this will give some idea ofthe magnitude of the workif we undertake a Dialect Reader. During the year, the DelhiAIIS, in collaboration with

the Linguistic Departmentof the University of Delhi, organized a seminar on theTeaching of Hindi. I participated extension in the five-day seminar. I was invited to deliver lectures in the CentralHindi Institute and the K.M.

Institute of Linguisticsand Hindi, Agra. I participated in

a two-dayworkshop of representativesof Bombay Colleges and talked to them on the placeof the language laboratoryin the language teaching incolleges. I am glad that our cooperation with WilsonCollege, Bombay, has paidrich

dividends. They have now developed twoMarathi courses, one basic and oneIntermediate, and successfully runthe courses In Bombay. Mr. Suchir Mathur,participated The assistant Linguist, 4 in the Hindi teachingand research programsand the recording of the Hindi materialin the Institute. He attended a week- long seminar on theteaching of Hindi inAgra."

strong overseas This vigorous andsuccessful program is providing a of the research ccnter for languagelearning and is carrying out some proposed Dialect outlined as necessaryabove, particularly in the

Reader. addition, is The American Instituteof Indian Studies, in currently proposing to set upfacilities in Delhi to provide a the student year-long intermediate coursein Hindi, during which in which he plans would have an opportunityto scout the local area skills most relevant to his to work and toacquire the variety of implemented, it will go own field ofinterest. If this proposal is needs of a long waytoward relieving someof the most pressing

8 students beyond the elementary level. Since the Institute's language operation is under thedirection of the very able Dr. Pattanayak and since thelocation in Delhi will allow the program to have theadvantages of consultation withProfessor Pandit of Delhi University, the qualityof instruction is likely tobe superior. The AIIS has generally been recognized asserving a very vital role for scholars interested inIndia. Recently, an American Institute of Ceylon Studies has been formedin a parallel fashion. It is unfortunate that no similar body existsfor Pakistan Studies. This

lack may in part explain thelimited number of Americanscholars

studying Pakistan.

Summer Program In my paper for theconference on Resources for SouthAsian Languages, I remarked that, amongSouth Asia language teachers and linguists there 9ere "fewinterchangeable parts." Unfortunately, the observation still holds. Few scholars are availablefor preparing materials or forsupervising teaching programs. In recognition of this fact, Centerof South Asian Studiesearly decided to pool resources forjointly sponsored summerschools, modeled frankly on the LinguisticInstitute. Funded by NDEA, the Inter-University Rotary SummerProgram began operation in 1962.

The participating universities areChicago, Illinois, Michigan, Minnesota, Michigan State,and Wisconsin. California (Berkeley) was a memberfor a time. Subsequently, an Eastern consortium including Pennsylvania, Rochester,Syracuse, Columbia, Virginia and American, wasformed in 1965. Cornell is in the process of joining this group. The Eastern consortium iscurrently planaing a program whichwill concentrate onPakistan in the summer of 1970, to be held at theUniversity of Rochester. Apart from providing students with area coursesother than those available attheir home institutions, these summer programsalways provide an intensive

elementary language coursean0 a variety o2 intermediateand

advanced courses.

9 The intensive introductory summer courses haveseveral advantages. They are more effective in providing a basic competence in the language than the semi-intensive coursesgiven

during the regular year. Further, they free the student for more concentration on his discipline during the regularschool year. Finally, with the availability of NDEA suprort forundergraduates, opportunities to encourage undergraduate study in the summer are

increasing, with benefits to the student equivalent tothose for

graduate students.

Undergraduate Program In the United States, other than atmajor centers of scholars:lip on South Asia, Hindi or Urduis generally not available to the undergraduate except in the summer programsdescribed above. As noted above, a major exception is the NeglectedLanguages program conducted

by Boyd-Bowman. At minimal cost to the student's homeinstitution, highly motivated students work independently,following texts recommended by the program, TAth native speakersavailable on their

home campuses.At the end of each term, examiners fromCornell evaluate the student's progress and creditis granted according to

their reports. With some notable exceptions, the programhas had very encouraging results. In September 1968, to reduce the traumaof not meeting the examiner until the endof the term and to give the native speaker some idea of what is expected ofhim, all participants and native speakers came to apre-school weekend conference at Cornell. This practice is expected to continue. In the present year, S.U.N.Y.

Buffalo, Colgate, Elmira, Fordham, C.W.Post College and Calasanctius Prep. (Buffalo) are participating in theHindi program. The program

is worthy of emulation. In 1961, the University ofWisconsin undertook a Junior Year in India Program, initially limited toits own students. Prerequisite to consideration for the program wasone year ofsemi-intensive Hindi. In India, the students worked on anindependent project under supervision of the faculty of theDelhi School of Social Work, for credit to be given at Wisconsin,took advanced work in Hindiprovided

10 by the program and took one coursein Delhi University. The program was expanded first toinclude students of members ofthe Associated Wisconsin Collcges of the Midwest. Students from schools other than School were required totake the intensive Hindi courseat the Summer preceding their departure forIndia. Otherwise the academic program remained the same. Subsequently, cligibility wasextended nationally and new centers were opened inBenares and Hyderabad. Students with interest in the humanities are sentto Benares,those in social sciences to Delhi. Hyderabad is the center forstudents of Dravidian Originally languages. This program, too, has beenhighly successful. conceived as a means of introducing .non-Western culture tounder- graduates, whether or not theywould have a continuinginterest in students who go South Asia, it has alsoproduced a large number of Again, it is worth on to graduatework related to SouthAsia. remarking that the lack of such aprogram in Pakistan isunfortunate.

Writing Systems Urdu is in At first glance, a majordifference between Hindi and Devanagari script, their writing systems. Hindi is written in the differ only in minor with characters andspelling conventions which Devanagari is a semi- ways from thoseemployed for Sanskrit. secondary forms syllabary. All vocalic elementshave word-initial and little resemblance to in other distributions. These frequently bear large and they pose no major one another,but the number is not problems to learning. Otherwise, the high frequencyconsonant-vowel combinations, apart from afew spelling conventions(e.g. consonant

clusters are not written acrossmorpheme boundaries), exhibit a close correlation with thesound system. Some low-frequency combina-

tions are difficult forbeginning students to remember,especially resemblance to the since the combinedsymbols sometimes bear little symbols from which they arecombined. Some sporadicallyemployed particularly diacritics distinguish soundsintroduced by borrowings,

fro4 Persian. Urdu is written in amodified arabic script,usually called writing styles arecalled Perso-Arabic. The two most commonly used

11 esthetic and is Nasx and Nastaliq. NastaliR is regarded as more Since it is toocursive widely used in litho andoffset printing. and type printing. for adaption to type, Nasx isused for typewriters Department of Indian (C.C. Narang, Readings inLiterary Urdu Prose, Like Studies, University of Wisconsin,Madison, 1967, p.5). relationship betweenthe Devanagari, therA is inPerso-Arabic a close of the language. symbols of the writing systemand the sound system both scripts a This close "fit" makeslearning to read in usually find moredifficulty relatively easy matter. American students difficulty is not in- in learning to writePerso-Arabic, but the

superable. for American studentsto It might be addedthat it is not common

learn both scripts.

1 Teaching Materials HINDI

Dictionaries Bhargava's Standard IllustratedDictionary, 1. Pathek, R.C. (ed.) Bhargava Book Depot, of the Hindi Language. Chowk, Varanasi: 1964 (reprint). point of view, (This dictionary is farfrom adequate from any available. hut it is theonlyone of any scopewhatever generally for students of Good dictionaries arethe most desperate need filled in the foreseeable Hindi, and the needleast likely to be non-existence, of future, largely becauseof the dearth, or This lack is skilled and dedicatedlexicographers in the field. particular texts, such asUsha in part made upby glossaries in is crippling.) Nilsson's, but obviouslylack of a good dictionary Intermediate Hindi,Madison. 2. Nilsson, Usha. A Glossary to College PrintingCompany, 1967, 121 pp.

1 of research in Hindi,Urdu Extensive reviewsof the present state in Thomas A. Sebeok and other South Asianlanguages will appear soon (ed.), Current Trends inLinguistics: V. South Asia. Mouton (forthcoming).

12 Btisic Texts

1. Fairbanks, Gordon and B.G. Misra. Spoken and Written Hindi. Ithaca: Cornell University Press, 1966. XXXV, 468 pp.

(This text consists of twenty-four lessons and grammatical

commentary. The basic conversation and pattern drill method

is employed. Vocabulary is well-controlled and grammar carefully graded. Devanagari script is introduced in Lesson V and gradually replaces the transcription completely. This method of introducing the script is pieferable toelementary texts written entirely or largely intranscription. The conversations are culturally relevant.)

2. Bender, Ernest. Hindi Grammar and Reader. Philadelphia: University of Pennsylvania Press, 1967. (Designed for use with native-speaker as drillmasterunder the supervision of a linguist who explains the grammar. Emphasis primarily on the spoken language, withreading and writing postponed until basic competence isachieved.)

3. Chavarria-Aguilar, O.L. and Bruce R. Pray. A Basic Course in Hindi, with Instructor'sHandbook to Pronunciation Drills. Ann Arbor, Mich.: University of hichigan,1961. vii, 417 pp.

(Not for publication) (This is an excellent carefully prepared course. Its only fault may be the relatively late stage atwhich the writing

system is introduced. It is a great pity that it is not more readily available.)

4. Gumperz, John J., et al. Conversational Hindi. Berkeley: University of California Press,1963. 3 vols. (A widely used text based on the oral-auralapproach, with extensive build-up and transformationdrills and lucid

grommatical explanations. Pin edition of this text in Devanagari script was prepared byRipley Moore and S.M. Jaiswal, published in Delhi by Radhakrishna,1967. 2 vols.]) and P.B. Pandit. Hindi: A SpokenApproach. 5. Fairbanks, Gordon H. Research Institute,1965. Poona: Deccan CollegePost Graduate and techniques for (A short introduction tooral-aural teaching teachers of Hindi inIndian English-mediumschools.) Elementary IntensiveHindi. Madison, 6. McCormack, William C. 2 vols. Wisconsin: Universityof Wisconsin,1961-62. selected culturally-relevant (An extensive coursewith carefully Department of IndianStudies.) conversations. Available from the Hindi Basic Course. Washington, D.C.: 7. Harter, J. Martin, etal. 362 pp. Center for AppliedLinguistics, 1960. very welldesigned, (Somewhat specialized;though the lessons are less relevantculturally the situationsof the conversations are Entirely intranscription.) than some of theother basic texts. to Hindi. Washington,D.C.: R. Stone, James W. An Active Introduction Foreign Service Institute,1968. Written Hindi: AProgrammed 9. An Introduction to Second Version,Parts I - VI. course in theDevanagari Script. Washington, D.C.: ForeignService Institute,1965.

Grammars Transformational Analysisof the 1. Bahl, Kali C.A Study in the mimeo, 1964. Hindi Verb. University of Chicago, of India, of Modern Hindi. Delhi: Government 2., A Basic Grammar Research, 1958. Ministry of Educationand Scientific direction of (A useful reference grammar,prepared under the University. An Professor AryendraSharma of Osmania long been promised.) extensively revisedsecond edition has Grammar. J. and E.N. Mizra. A Brief Hindi Reference 3. Gumperz, John Berkeley: Universityof California,1963. Hindi Syntax. Urbana: 4. Kachru, Yamuna. An Introduction to 1966. 230 pp. Department of Linguistics,University of Illinois,

Readers Vol. I. Berkeley: University 1. Gumperz, John J. Hindi Reader. of California,1960, VI, 207 pp. texts. Very (Short graded readingsof culturally relevant useful as an intermediatetext.) Washington, D.C.: 2. Harter, J. Martin. Hindi Basic Reader. Center for AppliedLinguistics, 1960. 83 pp. Basic Courseprovides (Used in conjunctionwith the author's 41ementary readingcompetence.) A Basic Hindi Reader. 3. Harris, Richaid M.and Rama Nath Sharma. Rochester, New York:South Asia Languageand Area Center, University of Rochester,1968. 295 pp. readings is (This recently publishedcollection of annotated very useful as anintermediate text.) Madison: Universityof 4. Nilsson, Usha S. Intermediate Hindi. 2 vols. Wisconsin Indian Languageand Area Center,1967. Very well suited (The most extensiveavailable post-basic text. semi-intensive or to students in coursesbeyond the first year

summer intensivecourses.) Readings in HindiLiterature. Madison: 5. Area Center, 1967. University of WisconsinIndian Language and

2 vols. contemporary (Carefully edited textsjudiciously chosen from the humanitiesstudent in second literature. Very suitable for level courses.)

6. Pandey, S.M. Poems from Mirabai.

7. Zide, N. Poems of Surdas. specialized. (Both of the above are veryuseful, but rather University of Available from the SouthAsia Program of the

Chicago.) Masica, A PremchandReader.Honolulu: 8. Zide, N. and C.P. 1966. East-West Center,University of Hawaii, notes, but requires (Includes extensivecultural and grammatical second-level studentsordinarily greater competencethan beginning possess.) - l't,,,rat."*"'".,rl.

URDU adequate elementarytexts It is, I think,fair to say that more available or inadvanced preparation. and intermediatematerials are and in need of asuccessor, is Platt's dictionary,though outmoded available in Devanagariscript. The more usefulthan anything materials listedbelow arz allrecommended. Dictionary and of Urdu,Classical Hindi, 1, Platts, John T. A Dictionary University Press,1960. 1260 pp. English. London: Oxford 1904.) (This is a reprint. Platts died in

Basic Texts Ed. J.R. Frith andA.H. Harley. 1. Bailey, T. Grahame, Universities Press,1962. Teach YourselfUrdu. London: English XXXIX, 314 pp. book is designedto givespeech and (This self-instructional advised to workwith an reading practice. The student is which contains anoutP.ne informant whilestudying the section drills. In the 2) short of the phonologyand repetition in basic sentenceswithout lessons, grammaris illustrated introduced inlists. For buildups andvocabulary is referred to the grammatical explanations,the student is the first partof the reference grammarwhich constitutes accompanied by the book. Urdu material isin transcription in the pronunciation standard orthographywhich is introduced

section. U-E, E-Uglossaries.) Abd-al-Rahman, et al.A Course in Urdu. 2. Barker, Muhammad of IslamicStudies, 1967. Montreal: McGillUniversity Institute

3 vols. Tapes. speech, reading,and (An intensive coursedesigned to give instructor whoknows some writing practice. For use with an informant linguistics and who is anative speaker, or an fifteen lessonsand Volume II may beused. Volume I contains buildups or narratives(lessons ten lessons. Dialogues with Sentence 21.25) serve as abase for structuredconversation.

16 patterns and grammaticalconstructions are discussed in following types: structural terms. There are drills of the choice, substitution, transformation,completion, miEiple From Lesson 13 on, variation, translation,and response. brief sketches of somefacets of Indo-Pakistanilife have vocabulary are been added. Vocabulary and supplementary introduced in lists and usageis explained in notes. and drills Lessons 1-13 includepronunciation information The course is on repeatingand identifying thephonemes. based on a literate varietyof Dihlave (Delhi)Urdu as employed in India andPakistan. Much of the material is gradually written in transcription. The Arabic script is LessOn introduced beginning withLesson 6 and completed in the student 10. The introductionincludes directions to appendices on the useof the material. Volume III contains glossaries. with supplementaryvocabulary, and U-E, E-U The transcription More extensive andsttuctured than Bailey. symbols than Bailey's.) is also lesscomplicated by unfamiliar Reader. Philadelphia: 3. Bender, Ernest. Urdu Grammar and University of Pennsylvania,1967. 487 pp. Tapes. Grammar (This two-year course is acompanion volume to Hindi of and Reader by the authorwhich parallels the arrangement the this book. The organization ofthe book approximates For techniques in use forprogramming teachingmachines. give use with alinguist and aninformant and designed to practice, speech and readingpractice. For reading and writing Urdu Readings to be the student isreferred to Introductory of which are used from Lesson 17 on. Forty lessons, eight translations of texts reviews with '.anslation exercises a Grammar is presented which have appeared inprevious lessons. and explained through the medium of"equivalent constructions," types: translation, in structural terms. Exercises are of these Vocabulary substitution, response,and sentence construction. types as theexample is introduced insentences of the same r`1,,A-10+,,rwvifthrtairnomine,rrm,--..wwwoom.r.w...q.now&o,,,,

sentences. Structured conversations are based onannotated

dialogues. From Lesson 17 on, these become morecomplex, graduating into reading texts. Lesson 1 contains a discussion of the phonology, the transcriptionused, and dialogues for pronunciation practice. The dillect of this course isthat spoken by the educated speakers inPakistan. The introduction contains directions to the student. Granmar index. U-E, E-U

glossaries. For a useful review, see JosephRief, Journal of Asian Studies, August, 1968.)

4. Urdu Basic Course: Units 1-50.Washington, D.C.: Foreign Service Institute, Department of State,1963.

5. Naim, Choudry M. Introductory Urdu Course. Chicago: University of Chicago, 1965. 2 vols.

Grammars Urdu Language. 1. Platts, John J.A Grammar of the Hindustani or London, 1920.

Readers Reader, 1. Barker, M.A.R.A Newspaper Word Count, Newspaper Poetry Reader, and ComprehensiveCourse in Urdu: Phase I. Montreal: McGill University, n.d.

2. Gumperz, John J. and C.M. Nairn. Urdu Reader. Berkeley, California: University of California,1960. 226 pp.

3. Khan, Masud Husain and AbdulAzim. A Second-Year Urdu Reader. Berkeley, California: University ofCalifornia, 1963. 191 pp.

4. Naim, C.M. Readings in Urdu Prose and Poetry.Honolulu: East-West Center Press, 1963. Madison, 5. Narang, G.C. Readings in Literary Urdu Prose. Wisconsin: Department ofIndian Studies, University of Wisconsin, 1967. Writing Systems The following are usefulintroductions to Perso-Arabic script: The Urdu Writing System. 1. Bright, William and SaeedA. Khan. Washington, D.C.: ACLS, 1958. 48 pp.

2. Urdu Writing System.Washington, D.C.: Foreign Service Institute, Dept. of State,n.d. 6 Research Priorities Compared to languages more widely studied in theUnited States, neither Hindi nor Urdu has extensiveteaching materials at any level. For both, adequate dictionaries, both generaland specific to areas of discipline interest, are needed. The latter need is, obviously, more susceptible ofimmediate satisfaction. DIctionaries to fulfil the needs of social science or humanitie:1students an more feasible than projects of Webster-like scope. More specifically, projects for the development of dictionaries coveringthe fields of political

science, of sociology and anthropology,of economics, or of literary criticism offer some hope of relativelyshort-term realization. Similarly, intermediate readers, likeBarker's or Narang's for Urdu,

are high priority needs.Students of Hindi or Urdu need more discipline-oriented materials to developspecialized vocabularies

at the intermediatelevel. More basic research is also needed, especially of regional variants,particularly in Hindi. Socio- linguistic research, notably in the areaof language attitudes,

would also be relelrant. Research on the writing systems need, ehink, receive little priority.

19 SUPPLEMENT

During British reign in SouthAsia, the language of education and administration in most ofthe area (exclusive of suchprincely

states as Hyderabad) wasEnglish. During the struggle forindependence, much stress was laid on replacingEnglish with an indigenouslanguage, in particular a form ofHindi-Urdu, the language withthe largest viability as number of native speakers andthe one with some claim to

a lingua francabeyond regional borders. After partition and independence, there was a strong movementto promote Hindi inIndia

as the nationallanguage of the country. The Constitution specified that fourteen languages beregarded as "official" (allidentifiable with a region of the country,except Sanskrit, Urdu,and Hindi-Urdu raised in its function as alingua franca; the number was recently stated to 15 with theaddition of Sindhi). The Constitution also that English was to beretained as a language forofficial purposes,

to be supplantedby Hindi in 1965. During the ensuing years, strong speaking areas and efforts were made toestablish Hindi in non-Hindi At the to "purify" thelanguage of foreign loans,notably English. schools, particularly in same time, Englishlanguage teaching in the cut back the North, and especiallyin the Hindi-speaking areas was language" drastically. But heavy opposition toHindi as a "national the Dravidian- rapidly made itself felt,notably in West Bengal and in speaking areas of the South,especially Tamil-speakingMadras. On "the richness" the surface, the argument wasconducted on the grounds of

of the language and itsliterary traditions,especially vis-a-vis The those of Bengali andTamil, amid charges of"Hindi imperialism." bread-and-butter issue, however, wasthe language in which government which all examinations would beconducted. The equal disadvantage and shared while the exaninations werein English would melt away middle- Hindi speakers wouldhave an advantage. In this essentially class question, parity is notin fact the case. English was (and is) the South than in the Hindi- more assiduouslytaught in Bengal and in have an advantage speaking areas, Bengalisand Southerners actually Hindi promulgation with in these examinations. The identification of

20 the pedantries ofthe communal and regionalpo1itic3, coupled with outside the Hindi-speaking Hindi Commission andthe opposition from Hindi as area, has resultedin a postponementof the adoption of the non-Hindispeaking the official languageuntil such time as people desire to accept it. have been lukewarmto This partly explainswhy area specialists Yet, English isthe the necessity oftheir students learning Hindi. the people of language of an elite,spoken by alerysmall minority of lingua franca, India and Hindi has someclaims to be considered a language, usable outsidethe certainly more than anyother regional 2 borders of its heartland. speakers of Hindithere It is difficult to sayhow many native there were 123 million;with a are. According to the 1961 census, there are obviously many net populationgrowth of 11 million a year, variants, such as ,nore now. But these figuresexclude regional the Census.While it is Rajasthani and Bihardi,listed separately in makes a pilgrimage true that afarmer from Rajasthanin the west who difficulty makinghimself understood, to Benares inthe east will have the difficulty a manfrom Savannah it is no greater,I think, than form, therefore, isspoken would encounter inGlasgow. Hindi in some the Census figureswould indicate. by millions ofspeakers more than widely-recognized standardvariety, A major problem isthe lack of a acceptable to nativespeakers and others aswell. the Census of1961, 23 million Urdu, in India,has, according to it is the onlyofficial language native speakers. Apart from Sanskrit, in proportion, moreurban- without a regional 6:Ise. Its speakers are, they range throughoutthe socio- based than theother languages and The standard varietyis Dihlavi economic( lassesof the country. the language ofthe (Delhi) and the majorvariant is Deccani, Nizams of Hyderabad,and still literature composed atthe court of the spoken in that area.

2 _lingua franca," in Gerald Kelley,"The Status of Hindi as a The Hague, 1966,pp.299-306. W. Bright, ed.,Sociolinguistics. Moutons

21 the officiallanguages, the In Pakistan,Urdu and Bengali are East Pakistan. In West Pakistan, latter almostcompletely confined to has no officialstatus. The Punjabi is widelyspoken, though it policy to supplantEnglish, which Paktstan governmenthas pursued no however, flourishes, continues as anelite language. Urdu literature, Pakistan, as inIndia, as a lnd the languagefunctions in West

,lingua franca.

Hindustani confusing varietyof senses. The term Hindustanihas been used in a synonymously withUrdu for thatvariety At one time, it wasused almost Turkish high proportionof Persian and of the languagewhich contained a data on Census, the last toprovide accurate loanwords. In the 1931 their mother tongue asHindustani. During caste, manyMuslims reported Gandhi and othersused it as acommunally the strugglefor independence national languagein hopes ofunifying neutral term forthe proposed the term as a coverfor what is Hindu and Muslim. Scholars have used overlaid Hindu-Urdu. These usages are nowusually called inthe West Hindustani," the termapplied to the by contaminationwith "Bazaar particularly Indo-Aryan pidgin which doesfunction in many areas, transactions andeveryday speaking, as alingua, franca,for commercial discourse.