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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. -
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. -
Changing the Sound of Nationalism in Nepal: Deudā Songs and the Far Western Region
This article was downloaded by: [Anna Stirr] On: 23 July 2012, At: 18:43 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK South Asian Popular Culture Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rsap20 Changing the sound of nationalism in Nepal: Deudā songs and the far western region Anna Stirr a a Asian Studies, University of Hawai'i at Manoā, Honolulu, HI, USA Version of record first published: 18 Jul 2012 To cite this article: Anna Stirr (2012): Changing the sound of nationalism in Nepal: Deudā songs and the far western region, South Asian Popular Culture, DOI:10.1080/14746689.2012.706023 To link to this article: http://dx.doi.org/10.1080/14746689.2012.706023 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and- conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. -
NRNA Nepal Promotion Committee Overview
NRNA Nepal Promotion Committee Overview Nepal is a landlocked country in South Asia. It is located mainly in the Himalayas but also includes parts of the Indo-Gangetic Plain. With an estimated population of 29.4 million, it is 48th largest country by population and 93rd largest country by area.[2][14] It borders China in the north and India in the south, east, and west. Nepal has a diverse geography, including fertile plains, subalpine forested hills, and eight of the world's ten tallest mountains, including Mount Everest, the highest point on Earth. Kathmandu is the nation's capital and largest city. The name "Nepal" is first recorded in texts from the Vedic Age, the era in which Hinduism was founded, the predominant religion of the country. In the middle of the first millennium BCE, Gautama Buddha, the founder of Buddhism, was born in southern Nepal. Parts of northern Nepal were intertwined with the culture of Tibet. The centrally located Kathmandu Valley was the seat of the prosperous Newar confederacy known as Nepal Mandala. The Himalayan branch of the ancient Silk Road was dominated by the valley's traders. The cosmopolitan region developed distinct traditional art and architecture. By the 18th century, the Gorkha Kingdom achieved the unification of Nepal. The Shah dynasty established the Kingdom of Nepal and later formed an alliance with the British Empire, under its Rana dynasty of premiers. The country was never colonised but served as a buffer state between Imperial China and colonial India. Parliamentary democracy was introduced in 1951, but was twice suspended by Nepalese monarchs, in 1960 and 2005. -
The Tatoeba Translation Challenge--Realistic Data Sets For
The Tatoeba Translation Challenge – Realistic Data Sets for Low Resource and Multilingual MT Jorg¨ Tiedemann University of Helsinki [email protected] https://github.com/Helsinki-NLP/Tatoeba-Challenge Abstract most important point is to get away from artificial This paper describes the development of a new setups that only simulate low-resource scenarios or benchmark for machine translation that pro- zero-shot translations. A lot of research is tested vides training and test data for thousands of with multi-parallel data sets and high resource lan- language pairs covering over 500 languages guages using data sets such as WIT3 (Cettolo et al., and tools for creating state-of-the-art transla- 2012) or Europarl (Koehn, 2005) simply reducing tion models from that collection. The main or taking away one language pair for arguing about goal is to trigger the development of open the capabilities of learning translation with little or translation tools and models with a much without explicit training data for the language pair broader coverage of the World’s languages. Using the package it is possible to work on in question (see, e.g., Firat et al.(2016a,b); Ha et al. realistic low-resource scenarios avoiding arti- (2016); Lakew et al.(2018)). Such a setup is, how- ficially reduced setups that are common when ever, not realistic and most probably over-estimates demonstrating zero-shot or few-shot learning. the ability of transfer learning making claims that For the first time, this package provides a do not necessarily carry over towards real-world comprehensive collection of diverse data sets tasks. -
Map by Steve Huffman; Data from World Language Mapping System
Svalbard Greenland Jan Mayen Norwegian Norwegian Icelandic Iceland Finland Norway Swedish Sweden Swedish Faroese FaroeseFaroese Faroese Faroese Norwegian Russia Swedish Swedish Swedish Estonia Scottish Gaelic Russian Scottish Gaelic Scottish Gaelic Latvia Latvian Scots Denmark Scottish Gaelic Danish Scottish Gaelic Scottish Gaelic Danish Danish Lithuania Lithuanian Standard German Swedish Irish Gaelic Northern Frisian English Danish Isle of Man Northern FrisianNorthern Frisian Irish Gaelic English United Kingdom Kashubian Irish Gaelic English Belarusan Irish Gaelic Belarus Welsh English Western FrisianGronings Ireland DrentsEastern Frisian Dutch Sallands Irish Gaelic VeluwsTwents Poland Polish Irish Gaelic Welsh Achterhoeks Irish Gaelic Zeeuws Dutch Upper Sorbian Russian Zeeuws Netherlands Vlaams Upper Sorbian Vlaams Dutch Germany Standard German Vlaams Limburgish Limburgish PicardBelgium Standard German Standard German WalloonFrench Standard German Picard Picard Polish FrenchLuxembourgeois Russian French Czech Republic Czech Ukrainian Polish French Luxembourgeois Polish Polish Luxembourgeois Polish Ukrainian French Rusyn Ukraine Swiss German Czech Slovakia Slovak Ukrainian Slovak Rusyn Breton Croatian Romanian Carpathian Romani Kazakhstan Balkan Romani Ukrainian Croatian Moldova Standard German Hungary Switzerland Standard German Romanian Austria Greek Swiss GermanWalser CroatianStandard German Mongolia RomanschWalser Standard German Bulgarian Russian France French Slovene Bulgarian Russian French LombardRomansch Ladin Slovene Standard -
The Maulana Who Loved Krishna
SPECIAL ARTICLE The Maulana Who Loved Krishna C M Naim This article reproduces, with English translations, the e was a true maverick. In 1908, when he was 20, he devotional poems written to the god Krishna by a published an anonymous article in his modest Urdu journal Urd -i-Mu’all (Aligarh) – circulation 500 – maulana who was an active participant in the cultural, H ū ā which severely criticised the British colonial policy in Egypt political and theological life of late colonial north India. regarding public education. The Indian authorities promptly Through this, the article gives a glimpse of an Islamicate charged him with “sedition”, and demanded the disclosure of literary and spiritual world which revelled in syncretism the author’s name. He, however, took sole responsibility for what appeared in his journal and, consequently, spent a little with its surrounding Hindu worlds; and which is under over one year in rigorous imprisonment – held as a “C” class threat of obliteration, even as a memory, in the singular prisoner he had to hand-grind, jointly with another prisoner, world of globalised Islam of the 21st century. one maund (37.3 kgs) of corn every day. The authorities also confi scated his printing press and his lovingly put together library that contained many precious manuscripts. In 1920, when the fi rst Indian Communist Conference was held at Kanpur, he was one of the organising hosts and pre- sented the welcome address. Some believe that it was on that occasion he gave India the slogan Inqilāb Zindabād as the equivalent to the international war cry of radicals: “Vive la Revolution” (Long Live The Revolution). -
The Forms of Seeking Accepting and Denying Permissions in English and Awadhi Language
THE FORMS OF SEEKING ACCEPTING AND DENYING PERMISSIONS IN ENGLISH AND AWADHI LANGUAGE A Thesis Submitted to the Department of English Education In Partial Fulfilment for the Masters of Education in English Submitted by Jyoti Kaushal Faculty of Education Tribhuwan University, Kirtipur Kathmandu, Nepal 2018 THE FORMS OF SEEKING ACCEPTING AND DENYING PERMISSIONS IN ENGLISH AND AWADHI LANGUAGE A Thesis Submitted to the Department of English Education In Partial Fulfilment for the Masters of Education in English Submitted by Jyoti Kaushal Faculty of Education Tribhuwan University, Kirtipur Kathmandu, Nepal 2018 T.U. Reg. No.:9-2-540-164-2010 Date of Approval Thesis Fourth Semester Examination Proposal: 18/12/2017 Exam Roll No.: 28710094/072 Date of Submission: 30/05/2018 DECLARATION I hereby declare that to the best of my knowledge this thesis is original; no part of it was earlier submitted for the candidate of research degree to any university. Date: ..…………………… Jyoti Kaushal i RECOMMENDATION FOR ACCEPTANCE This is to certify that Miss Jyoti Kaushal has prepared this thesis entitled The Forms of Seeking, Accepting and Denying Permissions in English and Awadhi Language under my guidance and supervision I recommend this thesis for acceptance Date: ………………………… Mr. Raj Narayan Yadav Reader Department of English Education Faculty of Education TU, Kirtipur, Kathmandu, Nepal ii APPROVAL FOR THE RESEARCH This thesis has been recommended for evaluation from the following Research Guidance Committee: Signature Dr. Prem Phyak _______________ Lecturer & Head Chairperson Department of English Education University Campus T.U., Kirtipur, Mr. Raj Narayan Yadav (Supervisor) _______________ Reader Member Department of English Education University Campus T.U., Kirtipur, Mr. -
INCLUSIVE GOVERNANCE a Study on Participation and Representation After Federalization in Nepal
STATE OF INCLUSIVE GOVERNANCE A Study on Participation and Representation after Federalization in Nepal Central Department of Anthropology Tribhuvan University Kirtipur, Kathmandu, Nepal B I STATE OF INCLUSIVE GOVERNANCE STATE OF INCLUSIVE GOVERNANCE STATE OF INCLUSIVE GOVERNANCE A Study on Participation and Representation after Federalization in Nepal Binod Pokharel Meeta S. Pradhan SOSIN Research Team Project Coordinator Dr. Dambar Chemjong Research Director Dr. Mukta S. Tamang Team Leaders Dr. Yogendra B. Gurung Dr. Binod Pokharel Dr. Meeta S. Pradhan Dr. Mukta S. Tamang Team Members Dr. Dhanendra V. Shakya Mr. Mohan Khajum Advisors/Reviewers Dr. Manju Thapa Tuladhar Mr. Prakash Gnyawali B I STATE OF INCLUSIVE GOVERNANCE STATE OF INCLUSIVE GOVERNANCE STATE OF INCLUSIVE GOVERNANCE A Study on Participation and Representation after Federalization in Nepal Copyright@2020 Central Department of Anthropology Tribhuvan University This study is made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of the authors and do not necessarily reflect the views of USAID or the United States Government or Tribhuvan University. Published By Central Department of Anthropology (CDA) Tribhuvan University (TU) Kirtipur, Kathmandu, Nepal Tel: + 977-0-4334832 Email: [email protected] Website: anthropologytu.edu.np First Published: October 2020 400 Copies Cataloguing in Publication Data Pokharel, Binod. State of inclusive governance: a study on participation and representation after federalization in Nepal / Binod Pokharel, Meeta S. Pradhan.- Kirtipur : Central Department of Anthropology, Tribhuvan University, 2020. Xx, 164p. : Col. ill. ; Cm. ISBN 978-9937-0-7864-1 1. -
Map by Steve Huffman Data from World Language Mapping System 16
Tajiki Tajiki Tajiki Shughni Southern Pashto Shughni Tajiki Wakhi Wakhi Wakhi Mandarin Chinese Sanglechi-Ishkashimi Sanglechi-Ishkashimi Wakhi Domaaki Sanglechi-Ishkashimi Khowar Khowar Khowar Kati Yidgha Eastern Farsi Munji Kalasha Kati KatiKati Phalura Kalami Indus Kohistani Shina Kati Prasuni Kamviri Dameli Kalami Languages of the Gawar-Bati To rw al i Chilisso Waigali Gawar-Bati Ushojo Kohistani Shina Balti Parachi Ashkun Tregami Gowro Northwest Pashayi Southwest Pashayi Grangali Bateri Ladakhi Northeast Pashayi Southeast Pashayi Shina Purik Shina Brokskat Aimaq Parya Northern Hindko Kashmiri Northern Pashto Purik Hazaragi Ladakhi Indian Subcontinent Changthang Ormuri Gujari Kashmiri Pahari-Potwari Gujari Bhadrawahi Zangskari Southern Hindko Kashmiri Ladakhi Pangwali Churahi Dogri Pattani Gahri Ormuri Chambeali Tinani Bhattiyali Gaddi Kanashi Tinani Southern Pashto Ladakhi Central Pashto Khams Tibetan Kullu Pahari KinnauriBhoti Kinnauri Sunam Majhi Western Panjabi Mandeali Jangshung Tukpa Bilaspuri Chitkuli Kinnauri Mahasu Pahari Eastern Panjabi Panang Jaunsari Western Balochi Southern Pashto Garhwali Khetrani Hazaragi Humla Rawat Central Tibetan Waneci Rawat Brahui Seraiki DarmiyaByangsi ChaudangsiDarmiya Western Balochi Kumaoni Chaudangsi Mugom Dehwari Bagri Nepali Dolpo Haryanvi Jumli Urdu Buksa Lowa Raute Eastern Balochi Tichurong Seke Sholaga Kaike Raji Rana Tharu Sonha Nar Phu ChantyalThakali Seraiki Raji Western Parbate Kham Manangba Tibetan Kathoriya Tharu Tibetan Eastern Parbate Kham Nubri Marwari Ts um Gamale Kham Eastern -
Some Commonly Used Words of Chepang
Some Commonly Used Words of Chepang Rishiram Adhikari, PhD.1 Abstract This paper presents some words of the Chepang language used in Chitwan district. The words collected in this paper were gathered from Shaktikhor VDC. Chepangs from various surroundings like Gorkha, Dhading, and Makawanpur have migrated and lived in Shaktikor in recent times so the words have been collected from the area. Collected words were gathered by asking questions to the participants who speak Chepang language in their daily life. The words were recorded before being presented in script by using roman script. Collected words are presented in two columns: Chepangs and English. Key Terms: Chepangs, Multilingual, Tibeto-Burman Family Introduction The word 'Chepang' refers to one of the indigenous nationalities of Nepal, living mainly in central mid hill of Nepal. Chepangs have their own language which is different from other languages. The language is known as Chepang language; however, Byuju has given the name "Khamchi" or "Khamji". In the course of my field research I have not found such separate name of Chepang language in Chitwan. Ross Caughley (2000) clarifies the terms as, "The language is known as Chepang to other Nepali but is called 'cyo? Bang' by the people themselves"(1). He argues on the name and says, "A folk etymology of the name refers to an origin myth in which their first ancestors emerged from cracks in rocks (bang meaning rock plus Cyo? meaning 'tip' of or by an extension of basic meaning recent generation of a lineages"(1). In recent time, inside and out of the community, the language spoken by Chepang is known as Chepang language. -
Unit 31 Indian Languages and Literature
UNIT 31 INDIAN LANGUAGES AND LITERATURE Structure 31.0 Objectives 31.1 Introduction 31.2 Arabic and Persian 31.3 Sanskrit 31.4 North India 31.4.1 Hindi 31.4.2 Urdu 31.4.3 Punjabi 3 1.5 Western India 31.5.1 %uj& 315.2 Marathi 31.6 Eastern India 31.6.1 Bengali 31.6.2 Asaunek 31.6.3 Ckiya 3 1.7 South Indian Languages 31.7.1 Td 31.7.2 Teluy 31.7.3 Kamada 31.7.4 Malayalam 31.8 Let Us Sum Up 31.9 Key Words 31.10 Answers to Cbeck Your Progress Exercises In this unit, we will discuss the languages and literatme tbat flourished m India during the 16th to mid 18th centuries. Aftea gomg through this unit you will: ,. be able to appreciate the variety and richness of literam produced during the period under study; know about the main literary works in India in the following languages: Arabic, Persian, Urdu, Sanskrit, HiLdi, Punjabi, Bengali, Assamese, Oriya, Tamil, Telugu, Malayalam and Kannada; and .a be familiar wit. some of the main historians, writers and poets writing in the above languages. ' cr 31.1 INTRODUCTION The Mughal rule created some semblance of political unity m India. Further, it not only encouraged an integtated internal matket and an increase m foreign trade, but also generated an atmosphere of creative intellectual activity. Apart from the Empexors, the Mughal princes and nobles, too, patronised literary activity. Tbe regional com.of the Rajput Rajas and the ' Deccan and South Indian rulers also did not lag bebind.