A Sociolinguistic Survey of the Rabha Dialects of Meghalaya and Assam
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Rakam Land Tenure in Nepal
13 SACRAMENT AS A CULTURAL TRAIT IN RAJVAMSHI COMMUNITY OF NEPAL Prof. Dr. Som Prasad Khatiwada Post Graduate Campus, Biratnagar [email protected] Abstract Rajvamshi is a local ethnic cultural group of eastern low land Nepal. Their traditional villages are scattered mainly in Morang and Jhapa districts. However, they reside in different provinces of West Bengal India also. They are said Rajvamshis as the children of royal family. Their ancestors used to rule in this region centering Kuchvihar of West Bengal in medieval period. They follow Hinduism. Therefore, their sacraments are related with Hindu social organization. They perform different kinds of sacraments. However, they practice more in three cycle of the life. They are naming, marriage and death ceremony. Naming sacrament is done at the sixth day of a child birth. In the same way marriage is another sacrament, which is done after the age of 14. Child marriage, widow marriage and remarriage are also accepted in the society. They perform death ceremony after the death of a person. This ceremony is also performed in the basis of Hindu system. Bengali Brahmin becomes the priests to perform death sacraments. Shradha and Tarpana is also done in the name of dead person in this community. Keywords: Maharaja, Thana, Chhati, Panju and Panbhat. Introduction Rajvamshi is a cultural group of people which reside in Jhapa and Morang districts of eastern Nepal. They were called Koch or Koche before being introduced by the name Rajvamshi. According to CBS data 2011, their total number is 115242 including 56411 males and 58831 females. However, the number of Rajvamshi Language speaking people is 122214, which is more than the total number this group. -
State, Power and Ethics of Governance: a Kamata-Koch Experience Dr
Karatoya: NBU J. Hist. Vol. 7 : 52-58 (2014) ISSN : 2229-4880 State, Power and Ethics of Governance: A Kamata-Koch Experience Dr. Bijoy Kumar Sarkar The Kamata-Koch kingdom was included originally in the ancient kingdom of Kamarupa extending from the eastern part of the Brahmaputra valley up to Karatoya. It was from the thirteenth to the fifteenth century A.O. that the whole tract seems to have formed a kingdom and the name had been changed from Kamarupa to Kamata. In the 1 Baharistan-i-Ghayabi , the country is mentioned as Kamata. The name Koch Behar is, however, comparatively ofrecent origin. The history of the Kamata-Koch territory may be obtained since the fall of the Khen dynasty (II 85-1498) in the hands of Hussain Shah, ruler of Gauda. With the decline of the Khen dynasty, a Koch chieftain Visva Sim ha succeeded in establishing the Kamata-Koch kingdom in 1515 extending from the river Karatoya in the west to the Badnadi in the east with his capital at Kamatapura. Visva Simha's son and successor Maharaj a Naranarayana ( 1533/34-1587) is said to have made away a part of his kingdom extending from the Sankosa in the west to the Badanadi in the east in 1581 to his nephew Raghudeva. The successors of the main line of the Koch dynasty after Naranarayana continued to rule the western part of the old kingdom, i.e. the Kamata-Koch kingdom with the river Sankosa as its eastern boundary till 12th September, 1949 when its administration was transferred to the Government of India. -
Review of Research Journal:International Monthly
Review of Research International Online Multidisciplinary Journal ISSN : 2249-894X Impact Factor 3.1402 (UIF) Volume -5 | Issue - 6 | March - 2016 PROCESS OF NEGATION IN BORO AND RABHA LANGUAGE: A TYPOLOGICAL STUDY Lakshmi Basumatary1 and Phukan Ch. Basumatary2 1Research Scholar 2Supervisor, Bodoland University, Assam, India. ABSTRACT In this paper an attempt will be made to discuss the process of negation used in both the languages. From a preliminary investigation it is seen that negation is made in these languages by adding prefix before the verb root. But there are certain dissimilarities between the languages. In Boro negation is also made by adding suffixes like {-a}, {-i}, {-li-a} etc. which are not seen in Rabha language. Rabha has only a minimum of prefix {-ta} and suffix {-cha} used with the verb root to signify the sense of negation. Negation is, sometimes, made with the help of semantic relation in a syntactic structure. All these points will be discussed elaborately in this paper. KEYWORDS: Negation, Prefix, Suffix, Reconstruction, Syntactic relation. Available online at www.lsrj.in 1 PROCESS OF NEGATION IN BORO AND RABHA LANGUAGE: A TYPOLOGICAL STUDY 1.0 INTRODUCTION relations of words of negation. Another point is that there are two fold of constructions having use of positive-negative words in syntactic relations which express sense of negations. In both the languages all these aspects have been seen almost in a similar manner. From this comparative analysis it may be argued these two languages typologically form common morphological features being agglutinating languages under the Tibeto-Burman sub-family of the Sino-Tibetan family of languages. -
A Comparative Study of Classifier Expression in Assamese and Bengali Languages
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 3, Ver. 8 (March. 2018) PP 01-10 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org A Comparative Study of Classifier Expression in Assamese and Bengali Languages Dr. Paramita Purkait Department of Linguistics Assam University Silchar Abstract: Classifiers are affixes that are used in various languages to indicate the grammatical or semantic classification of words. "Classifiers are generally defined as morphemes that classify and quantify nouns according to semantic criteria. Classifiers classify a noun inherently. They designate and specify semantic features inherent to the nominal denotatum and divide the set of nouns of a certain language into disjunct classes "(Senft 2000: 21). Classifiers system are found in the languages of Asia,Oceania,Australia,Africa and America.Among the New Indo Aryan languages Bengali, Assamese ,Oriya, Maithili and Marathi and among Munda family Santhali, Kurka and Malto made limited use of classifiers.Assamese although an Indo Aryan, like other Tibeto Burman languages - Boro, Garo,Rabha,Dimasa,Kokborok makes use of large number of classifiers for almost everything or for every shape. The present paper makes an attempt to compare and contrast the occurances and the use of classifiers among the sister language-Assamese and Bengali.Although, both Assamese and Bengali have SOV word order but they share some common and uncommon facts about classifiers.The study is confined to standard Bengali and standard Assamese. Keywords: Numeral -
Tone Systems of Dimasa and Rabha: a Phonetic and Phonological Study
TONE SYSTEMS OF DIMASA AND RABHA: A PHONETIC AND PHONOLOGICAL STUDY By PRIYANKOO SARMAH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2009 1 © 2009 Priyankoo Sarmah 2 To my parents and friends 3 ACKNOWLEDGMENTS The hardships and challenges encountered while writing this dissertation and while being in the PhD program are no way unlike anything experienced by other Ph.D. earners. However, what matters at the end of the day is the set of people who made things easier for me in the four years of my life as a Ph.D. student. My sincere gratitude goes to my advisor, Dr. Caroline Wiltshire, without whom I would not have even dreamt of going to another grad school to do a Ph.D. She has been a great mentor to me. Working with her for the dissertation and for several projects broadened my intellectual horizon and all the drawbacks in me and my research are purely due my own markedness constraint, *INTELLECTUAL. I am grateful to my co-chair, Dr. Ratree Wayland. Her knowledge and sharpness made me see phonetics with a new perspective. Not much unlike the immortal Sherlock Holmes I could often hear her echo: One's ideas must be as broad as Nature if they are to interpret Nature. I am indebted to my committee member Dr. Andrea Pham for the time she spent closely reading my dissertation draft and then meticulously commenting on it. Another committee member, Dr. -
Identity Politics and Social Exclusion in India's North-East
Identity Politics and Social Exclusion in India’s North-East: The Case for Re-distributive Justice N.K.Das• Abstract: This paper examines how various brands of identity politics since the colonial days have served to create the basis of exclusion of groups, resulting in various forms of rifts, often envisaged in binary terms: majority-minority; sons of the soil’-immigrants; local-outsiders; tribal-non-tribal; hills-plains; inter-tribal; and intra-tribal. Given the strategic and sensitive border areas, low level of development, immense cultural diversity, and participatory democratic processes, social exclusion has resulted in perceptions of marginalization, deprivation, and identity losses, all adding to the strong basis of brands of separatist movements in the garb of regionalism, sub-nationalism, and ethnic politics, most often verging on extremism and secession. It is argued that local people’s anxiety for preservation of culture and language, often appearing as ‘narcissist self-awareness’, and their demand of autonomy, cannot be seen unilaterally as dysfunctional for a healthy civil society. Their aspirations should be seen rather as prerequisites for distributive justice, which no nation state can neglect. Colonial Impact and genesis of early ethnic consciousness: Northeast India is a politically vital and strategically vulnerable region of India. Surrounded by five countries, it is connected with the rest of India through a narrow, thirty-kilometre corridor. North-East India, then called Assam, is divided into Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland and Tripura. Diversities in terms of Mongoloid ethnic origins, linguistic variation and religious pluralism characterise the region. This ethnic-linguistic-ecological historical heritage characterizes the pervasiveness of the ethnic populations and Tibeto-Burman languages in northeast. -
3.Hum-LOANWORDS in BODO VOCABULARY a BRIEF STUDY
IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL) ISSN (P): 2347-4564; ISSN (E): 2321-8878 Vol. 4, Issue 3, Mar 2016, 15-28 © Impact Journals LOANWORDS IN BODO VOCABULARY: A BRIEF STUDY RAJE BRAHMA Research Scholar, Bodoland University, Assam, India ABSTRACT Bodo language belongs to Assam which falls under the Bodo group of Assam Burmese of the Tibeto-Burman languages of Sino-Tibetan language family. A loanword is a word borrowed from a donor language and incorporated into a recipient language. The study seeks to investigate and establish loanwords in Bodo Vocabulary from the different Indian and foreign group of languages. The study further investigates and establishes the adaptation strategies a loanword undergoes from Indian language family and foreign language family to the Bodo Vocabulary. It also looks at the adaptation strategies a loanword undergoes from different language family so as to be accommodated into Bodo language. The study uses the research methods of interview and questionnaires to collect data from the respondents who are native speakers of the BTAD area. The data is further collected from the secondary data which are related books, thesis and research journals which are given a list of words to give the word equivalents in their sister languages as well as Bodo language. For loanwords data is also collected from the native speakers of sister languages of Bodo like Dimasa, Kokborok etc. The major finding is that there are loanwords in Bodo Vocabulary from Indo-European, Dravidian, Austro-Asiatic language family and foreign language family. The loanwords have to undergo various adaptation strategies so as to be accommodated into the Bodo language of Assam. -
Empire's Garden: Assam and the Making of India
A book in the series Radical Perspectives a radical history review book series Series editors: Daniel J. Walkowitz, New York University Barbara Weinstein, New York University History, as radical historians have long observed, cannot be severed from authorial subjectivity, indeed from politics. Political concerns animate the questions we ask, the subjects on which we write. For over thirty years the Radical History Review has led in nurturing and advancing politically engaged historical research. Radical Perspec- tives seeks to further the journal’s mission: any author wishing to be in the series makes a self-conscious decision to associate her or his work with a radical perspective. To be sure, many of us are currently struggling with the issue of what it means to be a radical historian in the early twenty-first century, and this series is intended to provide some signposts for what we would judge to be radical history. It will o√er innovative ways of telling stories from multiple perspectives; comparative, transnational, and global histories that transcend con- ventional boundaries of region and nation; works that elaborate on the implications of the postcolonial move to ‘‘provincialize Eu- rope’’; studies of the public in and of the past, including those that consider the commodification of the past; histories that explore the intersection of identities such as gender, race, class and sexuality with an eye to their political implications and complications. Above all, this book series seeks to create an important intellectual space and discursive community to explore the very issue of what con- stitutes radical history. Within this context, some of the books pub- lished in the series may privilege alternative and oppositional politi- cal cultures, but all will be concerned with the way power is con- stituted, contested, used, and abused. -
Conference Bulletin
CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July, 2008 Bangkok, Thailand -1- CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July 2008 Bangkok, Thailand Printed by: Institute of Language and Culture for Rural Development Mahidol University ISBN: 978-974-8349-47-3 Printed at: Threelada Limited Partnership, Bangkok Tel. (662)462 0303 -2- PREFACE Since the 1st International Conference on Language Development, Language Revitalization and Multilingual Education in 2003,1 increasing numbers of ethnolinguistic communities, NGOs, universities and governments in Asia and the Pacific have expressed interest in and /or begun implementing mother tongue-based multilingual education (MT-based MLE) programs for children and adults who do not speak or understand the language used in mainstream education. That trend now seems to be growing in Africa as well. Also during that time, there as been an increase in the number of efforts in many parts of the world to document, revitalize and sustain the heritage languages and cultures of non-dominant language communities through language development (LD) and language revitalization (LR) programs. In spite of these efforts, the purposes and benefits of language development, language revitalization and multilingual education are still not widely understood or accepted. Many LD, LR and MT-based MLE efforts remain quite weak and do not build on what has been learned through research and practice around the world. Clearly, more awareness-raising and advocacy are still needed. Also needed is more information about what works and what does not work in planning, implementing and sustaining strong LD, LR and MT-based MLE programs. -
Number and the Processes of Pluralization in Bodo and Rabha Language of Assam: a Comparative Study
International Journal of Innovative Research and Advanced Studies (IJIRAS) ISSN: 2394-4404 Volume 5 Issue 6, June 2018 Number And The Processes Of Pluralization In Bodo And Rabha Language Of Assam: A Comparative Study Gautam Kumar Baro Research Schoolar, Department Of Bodo, Gauhati University, Guwahati, Assam, India Abstract: This paper is attempting to discuss and analyze the numbers and the processes of pluralization in Bodo and Rabha language. As in other languages Bodo and the Rabha language has two kinds of numbers i.e. singular and plural number. Singular numbers are pluralized in both the language by suffixation, reduplication and by using multiple denoting noun words. The study is trying to discuss the singular and plural numbers in Bodo and Rabha language along with it is going to analyze in this paper the processes of pluralization in a comparative as well as contrastive manner. The main objective of this paper is to analyze the numbers and the processes of pluralization, whether these languages bears the same processes or characters or not, as these languages belongs from same linguistic family. Keywords: Number, Singular, Plural, Pluralization, Suffixation, Reduplication, Noun Multitude Objectives of the study: The main objective of this study is to discuss the Number system and the processes of pluralisation of Bodo and Rabha language. A comparative study has been made to find out the similarities and the dissimilarities between the Bodo and Rabha number system. Methodology: As per methodology is concerned, this paper is based on a combination of Primary and secondary data. Primary data have been collected through field study, observation and interpretation with native speakers Bodo and Rabha language. -
American Baptist Foreign Mission Society
Day f e t e ' l i t e American Baptist Foreign Mission Society *924 ONE - HUNDRED-TENTH ANNUAL REPORT Presented by the Board of Managers at the Annual Meeting held in Milwaukee, Wis., May 28-June 3, 1924 Foreign Mission Headquarters 276 Fifth Avenue New York CONTENTS PAGE P R E F A C E ....................................................................... 5 B Y - L A W S .................................................................................................................................. 7 O F F I C E R S ............................................................................................................................... 11 GENERAL REPRESENTATIVES, STATE DIRECTORS ............... 12 GENERAL REVIEW OF THE YEAR ........................................................ 13-93 I ntroduction ......................................................................................................................... 15 T h e W orld S it u a t io n a t t h e C l o s e of t h e Y e a r ................................ 15 T h e J a p a n E a r t h q u a k e ........................................................................................... 20 T h e «To k y o T a b e r n a c l e C o n t in u e s to S e r v e .............................................. 23 A p p e a l fo r J a p a n R econstruction ...................................................................... 24 A S p e c ia l C o m m i s s i o n to J a p a n ........................................................................ 25 T h e S e v e n t y - f if t h A n n i v e r s a r y o f S w e d is h B a p t is t s ...................... 26 T h e B a p t is t W orld A l l ia n c e a t S t o c k h o l m .......................................... -
A Place of Mother Tongue
IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 25, Issue 12, Series 2 (December. 2020) 23-33 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Empowerment versus Disempowerment – A place of mother tongue Corresponding Author: Dipjyoti Sundaray The paper seeks to analyze the impact of non-recognition of tribal languages and exclusion of tribal children‟s mother tongues in the formal education system. It discusses how this exclusion severely restricts their freedom of choice and access to resources, leading to illiteracy, educational failure, and impact lifelong learning. It also highlights the benefit of mother-tongue based multilingual education on tribal children whose language is considered as dialect and not a full-fledged language by the authorities. Keywords: Mother tongue, Tribal language, Formal education, Empowerment, Illiteracy, Quality Education, Multilingual Education, Medium of Instruction. ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission: 25-11-2020 Date of Acceptance: 09-12-2020 ----------------------------------------------------------------------------------------------------------------------------- ---------- I. INTRODUCTION The dictionary meaning of mother tongue is “the language first learned by a child.” The mother‟s tongue has often been interpreted as one‟s native language. The Mother tongue is also related to the language of one‟s ethnic group. “In the linguistic and educational context, the terms mother tongue and native speech are often used indistinguishably. The term native speech can be distinguished as “the first speech acquired in infancy, through which the child gets socialized. It claims some bearing on intuitive competence, and potentially it can become individually identifiable” According to Khubchandani (1983), the term mother tongue can be defined as one‟s allegiance to a particular tradition, and it is societally identifiable.