DOCSLIB.ORG

Mother Tongue-Based Multilingual Education (MTB MLE) in Nepal a Framework in the Context of Federalism

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mother Tongue-Based Multilingual Education (MTB MLE) in Nepal a Framework in the Context of Federalism Mother Tongue-Based Multilingual Education (MTB MLE) in Nepal A Framework in the Context of Federalism Submitted to Department of Education (DoE)/Ministry of Education (MoE) Kathmandu, Nepal and Executive Office USAID/Nepal U. S. Embassy G.P.O. Box 295 Maharajgunj Kathmandu, Nepal Submitted by: Transcend Vision Nepal (TVN) Pvt. Ltd. Sinamangal, Kathmandu, Nepal Post Box No: 4197, Tel: +977 1 4489247 Email: [email protected] July 30, 2017 Analytical Report Mother Tongue-Based Multilingual Education (MTB MLE) in Nepal A Framework in the Context of Federalism Based on Six Regional Consultation Workshops and One Central Level Seminar Prepared by Professor Dr. Yogendra P. Yadava (Team Leader) Acknowledgements The MILE team of Transcend Vision Nepal (TVN) would like to express its sincere thanks and appreciation to everyone who contributed to the preparation of Mother Tongue-Based Multilingual Education (MTB MLE) in Nepal: A Framework. First, Mr. Babu Ram Paudel, Director General, Department of Education (DoE) deserves our thanks for his interest and support in completing this study. Similarly, we are grateful to Mr. Mitra Nath Gartaula Director and Mr. Narayan Subedi, Deputy Director, MLE Unit, DoE for their constant help in completing this task. We very much appreciate the academic inputs from Dr. Lava Deo Awasthi, Chairman, Language Commission Nepal. Mrs. Jannie Kwok- Director/Education Development Office/USAID Nepal has always been available for providing her feedbacks on improving the earlier drafts of this framework. We also thank Professor Dr. Basudev Kafle, TU/Nepal, Professor Dr. Vishnu Singh Rai- TU/Nepal, Prof. Dr. Dan Raj Regmi- Head of Language Department/TU Nepal, Dr. Hari Lamsal, Joint Secretary/MoE, and Mrs. Jayanti Subba from USAID/Nepal for their insightful comments for improving the draft. Above all, our thanks are due to all the participants at the six regional workshops and one central level seminar. Finally, we kindly express great thanks to all the members of the TVN for helping the MILE team constantly with rapporteuring and logistical support while organizing all workshops, and central level seminar. Professor Dr. Yogendra Prasad Yadava Maya Rai Kumar P. Adhikari Abbreviations and Acronyms DEO District Education Office / Officer DFAT Department of Foreign Affairs and Trade (Australia) DoE Department of Education DPs Development Partners ECED Early Childhood Education and Development EMIS Education Management Information System LWC Language of Wider Communication MILE Medium of Instruction and Languages for Education (this study) MLE Multilingual Education MoE Ministry of Education MoI Medium of Instruction MT Mother Tongue MTB-MLE Mother Tongue Based Multilingual Education NEGRP National Early Grade Reading Program SMC School Management Committee SSDP School Sector Development Plan / Program SSRP School Sector Reform Plan / Program ToR Terms of Reference UNESCO United Nations Educational, Scientific and Cultural Organisation UNICEF United Nations Children's Fund USAID United States Agency for International Development Definitions All definitions from Jessica Ball (UNESCO, 2010), unless otherwise indicated. (Ball, J. Analytical review commissioned by United Nations Educational, Scientific and Cultural Organization, Basic Education Division: Enhancing learning of children from diverse language backgrounds: mother tongue based bilingual or multilingual education in the early years. University of Victoria, 2010. ) Additive bilingualism: A practice that encourages acquisition of the mother tongue as the primary language, with sequenced introduction of a second language as an additional (not replacement) language. Bilingual/ multilingual education: Formal use of at least two languages as the medium of instruction, generally including literacy. Dialect: A manner of speaking a language that varies according to region or social group. Foreign language: A language that is not spoken in the immediate environment of the learner. Heritage language: The traditional/ historic language of an ethno-linguistic group (whether or not the group- or some individuals of that background) still uses that language. Immersion education: A model in which the learner is completely ‘immersed’ for most or all of the day in a learning program that solely uses- but is designed to support acquisition of- an unknown language. Collier (quoted in Ball, 2010) suggests that this works well to support the revival of heritage languages, but when used to introduce minority speakers to a majority language it can hinder academic learning. Interdependence hypothesis: A theory that postulates that competence in L2 is developed on the basis of an intact and well-developed L1. Language-in-Education (LiE) A ‘catch all’ term used in this study for summarising all language-in education issues, including the use of languages as MoIs and for informal teaching-learning; and the teaching of languages as subjects when these are to become an MoI or are heritage / religious languages. Language-in-Education policy : Legislation on and stipulations of practice pertaining to languages as media of instruction, languages of literacy used in education and other areas of language use and learning in the education system. Language of Wider Communication (LWC) / Lingua Franca: A language in common use for different ethno-linguistic groups to communicate within a region or locality. Medium of Instruction (MoI): A language used for teaching and learning significant parts (or all) of the school curriculum. Mother Tongue (H ome language/ L1): The language that is spoken in the home and learned first from primary caregivers and has become the natural instrument of thought and communication. Mother Tongue-Based Bilingual / Multilingual Education (MTB-BLE /MTB-MLE): MT based instruction combined with sequenced introduction of L2 and L3 as additive, implying the continued use of MT and its conscious use to support acquisition of L2 and L3. Multilingual education (MLE): Whilst this often is used interchangeably with MTB-BLE /MLE, the term can also be used more broadly to describe any system where more than one language is used as a medium of instruction. (In this regards, it can be observed that most schools in Nepal employ MLE to some extent). Official language: A language that is given special legal status in a particular country or territory. Typically, the official language is the one used in a nation’s courts, parliament and administration. Orthography / writing system: The graphic representation of a spoken language using a specific script (alphabet or characters) in a standardised form. MILE: Ways forward for Education Policy, Planning and Practice In Nepal Script - the graphic form of the units of a writing system. Subtractive bilingual environments : Environments that consciously or otherwise encourage acquisition of L2 in a way that results in the loss of L1, resulting in monolingual proficiency in L2 (often a minority language) but the loss of the mother tongue Transitional bilingual education or multilingual education: Differently from MTB-BLE /MLE, this implies that learners pass through a planned transition and that L1 is phased out as L2 is phased in. Tables Table 1: A comparison of census enumerations of languages (1952/54 - 2011) Table 2: Population by the language families of mother tongues (1952/54-2011) Table 3: Indicative Language Typology of Schools Table 4: Recommended Approach for Identifying the MT Base and Approach to Nepali in ECED and Early Grades According to Schools’ Sociolinguistic Types Table 5: Recommended Approach for Selecting Options for English as Subject or MoI Table 6: Recommended MoIs at ECED and Grades 1-12 (showing suggested amendments to the 2014 draft MoI Road Map) Executive Summary The MTB MLE Framework aims to present a design for managing and implementing mother tongue-based multilingual education (MTB MLE) for children’s better educational achievement in federal Nepal. It has been drawn upon the previous studies in this field (especially, Mother Tongue-Based Multilingual Education Implementation Guidelines (2009), Medium of Instruction Roadmap (2014) and Medium of Instruction and Languages for Education (MILE) : Ways Forward for Education Policy, Planning and Practice in Nepal (2015) and the inputs received from the regional workshops and the national level seminar organized to disseminate these studies. This framework mainly deals with the following issues related to MTB MLE in Nepal: Concept : The term MTB MLE is often used to refer to the educational program using learners’ mother tongue (i.e. first or home language) and two or more additional languages. In Nepalese context focus has been on MTB MLE program wherein learners’ mother tongue has been conceived as MoI and other languages (such as Nepali, State official language(s), English, heritage and religious languages) as language subjects. Rationale : “Since effective teaching depends on clear and understandable communication, the language of instruction is at the heart of any learning process. For this reason, mother tongue-based instruction is crucial to providing children with easy access to education and to enabling them to participate in learning processes according to their evolving capacities.” (UNESCO 2007). In addition, various studies on cognitive development and second language learning also provide evidence in support of MTB MLE. There exist sufficient amount of studies which argue that minority children’s academic success significantly depends on how
Load more

Recommended publications
  • A Case Study from Nepal
    Language Documentation & Conservation Special Publication No. 13 (July 2017) Documenting Variation in Endangered Languages ed. by Kristine A. Hildebrandt, Carmen Jany, and Wilson Silva, pp. 152-179 http://nlfrc.hawaii.edu/ldc/ 8 http://handle.net/24753 Areal Analysis of Language Attitudes and Practices: A Case Study from Nepal Kristine A. Hildebrandt and Shunfu Hu Southern Illinois University Edwardsville This paper has two aims. One aim is to consider non-structural (language attitude and use) variables as valid in the field of dialect and linguistic geography in an inner Himalayan valley of Nepal, where four languages have traditionally co- existed asymmetrically and which demonstrate different degrees of vitality vs. endangerment. The other aim is an application of modified spatiality as it aligns with speaker attitudes and practices amidst recent and ongoing socio-economic and population changes. We demonstrate that variation in self-reported attitudes and practices across languages in this region can be explained as much with adjusted spatial factors (labeled ‘social space’) as with traditional social factors (e.g. gender, age, formal education, occupation, etc.). As such, our study contributes to a dis- course on the role and potential of spatiality in sociolinguistic analyses of smaller language communities. 1. INTRODUCTION. In a recent paper on sampling in dialectology research, Buchstaller and Alvanides lament that until recently, “The majority of sociolinguistic work [could] be described as spatially naïve, using geographical space merely as a canvas…on to which the results of linguistic analysis [could] be mapped.” (2013: 96). This need for inclusion and testing of different types of spatial factors alongside social ones is increasingly being addressed in regions like the United States and Great Britain.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Name : Krishna Prasad Chalise Date of Birth : 2027-05-21 V.S. (1970-09-06 AD) Sex : Male Nationality : Nepali Religion : Hindu Language Learned : Nepali, English, Baram, Hindi Father's Name : Bhesha Raj Chalise Address Permanent : Ward Number: 9, Musikot Municipality, Gulmi, Nepal Temporary : Ward Number: 9, Tarakeshwor Municipality, Kathmandu, Nepal Phone : 9841411441, 014026665 Email : [email protected] Academic Qualifications S.N. Level Institution Board Year 1 3 credit hour Ph. D. course in University of California, Santa 2008 Linguistics Barbara, US 2 MA (Linguistics) Tribhuvan University, Kirtipur, TU 1998 Kathmandu 3 B.Ed (English &Maths) Faculty of Education, TU, Kirtipur, TU 1994 Kathmandu 4 I.Sc (Physics &Maths) Birendra M. Campus,Bharatpur, TU 1990 Chitwan 5 SLC Janajagriti High School, Kandebas, SLC 1988 Baglung Board Researches 1. 2017. Sociolinguistic Survey of the Belhare Language. A field research report(Co-author with AmbikaRegmi)submitted to the Linguistic Survey of Nepal (LinSuN), Central Department of Linguistics, Tribhuvan University. 2. 2017. Sociolinguistic Survey of the Sunuwar Language. A field research submitted to the Linguistic Survey of Nepal (LinSuN), Central Department of Linguistics, Tribhuvan University. 3. 20016. Acoustic Analysis of the Nepali Plosives.A research report submitted to the University Grants Commission, Bhaktapur, Nepal. 4. 2016. Sociolinguistic Survey of the Ghale/Northern GorkhaTamu Language. A field research report(Co-author with PratigyaRegmi)submitted to the Linguistic Survey of Nepal (LinSuN), Central Department of Linguistics, Tribhuvan University. 5. 2015. An Investigation of Genetic Affinity of the Languages: Baram, Thami, Chepang, Newar and Magar. A research report submitted to Research Division, the Office of the Rector, Tribhuvan University.
    [Show full text]
  • Areal Analysis of Language Attitudes and Practices: a Case Study from Nepal
    Language Documentation & Conservation Special Publication No. 13 (July 2017) Documenting Variation in Endangered Languages ed. by Kristine A. Hildebrandt, Carmen Jany, and Wilson Silva, pp. 152-179 http://nlfrc.hawaii.edu/ldc/ 8 http://handle.net/24753 Areal Analysis of Language Attitudes and Practices: A Case Study from Nepal Kristine A. Hildebrandt and Shunfu Hu Southern Illinois University Edwardsville This paper has two aims. One aim is to consider non-structural (language attitude and use) variables as valid in the field of dialect and linguistic geography in an inner Himalayan valley of Nepal, where four languages have traditionally co- existed asymmetrically and which demonstrate different degrees of vitality vs. endangerment. The other aim is an application of modified spatiality as it aligns with speaker attitudes and practices amidst recent and ongoing socio-economic and population changes. We demonstrate that variation in self-reported attitudes and practices across languages in this region can be explained as much with adjusted spatial factors (labeled ‘social space’) as with traditional social factors (e.g. gender, age, formal education, occupation, etc.). As such, our study contributes to a dis- course on the role and potential of spatiality in sociolinguistic analyses of smaller language communities. 1. INTRODUCTION. In a recent paper on sampling in dialectology research, Buchstaller and Alvanides lament that until recently, “The majority of sociolinguistic work [could] be described as spatially naïve, using geographical space merely as a canvas…on to which the results of linguistic analysis [could] be mapped.” (2013: 96). This need for inclusion and testing of different types of spatial factors alongside social ones is increasingly being addressed in regions like the United States and Great Britain.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Name : Balaram Prasain Date of Birth : 1963-07-18 (2020-04-03 BS) Sex : Male Nationality : Nepali Marital Status : Married Religion : Hindu Language : Nepali, English, Hindi Father’s Name : Medani Prasad Prasain Address : Permanent: Topgachhi-1, Jhapa, Nepal Temporary: Kirtipur-1, KTM, Nepal Position : Reader in Linguistics Office Address : Central Department of Linguistics, Tribhuvan University, Kirtiur, Nepal Phone : Off: 977-01-4330696 Mob: 9741039389 Email: : [email protected] PAN NO. : 106715071 1 EDUCATIONAL QUALIFICATION Name of Degree Name and Address of Institution Date Major Subject 1. Ph.D. Tribhuvan University, Nepal 2012 Lingusitics 2. Summer Session University of California, Santa Barbara, 2001 Linguistics ‘2001 Linguistic USA Institute’ 3. M.A. University Campus, Kirtipur (Tribhuvan 1998 Linguistics University, Nepal) 4. B.A. Private (Tribhuvan University, Nepal) 1992 English 5. B.COM People’s Campus, Pakanajol (Tribhuvan 1991 Account University, Nepal) 6. I.Sc. Dharan Campus, Dharan-Hattisar 1987 Biology (Tribhuvan University, Nepal) 7. S.L.C Amar Secondary School (His Majesty’s 1982 Education Government School Leaving Certificate Board, Nepal) RESEARCHES 1. ‘Complex Predicates in Bote’, M.A. Thesis submitted to the Central Department of Linguistc, Tribhuvan University, 1999. 2. Co-researcher of ‘Danuwar Word-list’, Balaram Prasain and Ram Raj Lohani, submitted to the Central Department of Linguistc, Tribhuvan University. 3. Research Assistant of ‘Baram-Nepali-English: A Basic Dictionary’ Project, jointly conducted by the National Foundation for Development of Indigenous Nationalities and the Central Department of Linguistics, Tribhuvan University, 2004. 4. Research Assistant of ‘Gurung-Nepali-English: A Basic Dictionary’ Project, jointly conducted by the National Foundation for Development of Indigenous Nationalities and the Central Department of Linguistics, Tribhuvan University, 2004.
    [Show full text]
  • Kusunda Materials
    NEW MATERIALS ON THE KUSUNDA LANGUAGE1 B. K. Rana Linguistic Society of Nepal [email protected] General Background:2 The Himalayan kingdom of Nepal is extremely rich and complex in cultural as well as linguistic diversity. This diversity is the result of the coexistence there of diverse ethnic groups for thousands of years, each of which has its own distinct language and culture. Kusunda is one of the ethnic groups whose language and culture are valuable to the students of ethnology. The Kusundas of Nepal feel embarrassed at being identified as Kusunda. Therefore, they seem to have shifted their identity to other languages and cultures, apparently leaving an impression of their extinction. Their tribal name is Myahak, ‘king of forests.’ I quote here the former British Resident Representative to Nepal, Brian H. Hodgson, on the Kusundas: They were generally supposed to be autochthones, or primitive inhabitants of the country, were near to what is usually called the state of nature as anything in human shape can well be, deemed very precious by all the real students of ethnology. Their origin, condition and character are, in truth, ethnic facts of high value, as proving how tribes may be dislocated and deteriorated during the great transitional eras of society (Hodgson 1857). This information is brief and sketchy but it has always induced me to go into Kusunda studies. Kusunda research is not yet completely accomplished. It will take some more time, and therefore we hope that our Kusunda informants will live long enough that we will be able reasonably to finish with our studies on them.
    [Show full text]
  • A Phonological Study of Tilung: an Endangered
    Nepalese Linguistics Volume 27 November 2012 Chief Editor Dr. Dan Raj Regmi Editors Dr. Balaram Prasain Mr. Ramesh Khatri Office Bearers for 2012-2014 President Krishna Prasad Parajuli Vice-President Bhim Lal Gautam General Secretary Kamal Poudel Secretary (Office) Bhim Narayan Regmi Secretary (General) Kedar Bilash Nagila Treasurer Krishna Prasad Chalise Member Dev Narayan Yadav Member Netra Mani Dumi Rai Member Karnakhar Khatiwada Member Ambika Regmi Member Suren Sapkota Editorial Board Chief Editor Dr. Dan Raj Regmi Editors Dr. Balaram Prasain Ramesh Khatri Nepalese Linguistics is a journal published by Linguistic Society of Nepal. It publishes articles related to the scientific study of languages, especially from Nepal. The views expressed therein are not necessary shared by the committee on publications. Published by: Linguistic Society of Nepal Kirtipur, Kathmandu Nepal Copies: 500 © Linguistic Society of Nepal ISSN -0259-1006 Price: NC 400/- (Nepali) IC 350/-(India) USD 10 Life membership fees include subscription for the journal. SPECIAL THANKS to Nepal Academy Kamaladi, Kathmandu, Nepal Nepal Academy (Nepal Pragya Pratisthan) was founded in June 22, 1957 by the then His Late Majesty King Mahendra as Nepal Sahitya Kala Academy. It was later renamed Nepal Rajkiya Pragya Pratisthan and now it is named as Nepal Pragya Prastisthan. This prestigious national academic institution is committed to enhancing the language, cult ure, philosophy and social sciences in Nepal. The major objectives of Nepal Academy include (a) to focus on the
    [Show full text]
  • Linguistic Survey of Nepal
    1 LINGUISTIC SURVEY OF NEPAL (LinSuN) ___________________ A Proposal Prepared on behalf of National Planning Commission Government of Nepal ___________________ Drafting Team LinSuN Central Department of Linguistics Tribhuvan University June 27, 2008 EXECUTIVE SUMMARY (1 PAGER) ..................................................................................................... 3 EXECUTIVE SUMMARY (4 PAGER) ..................................................................................................... 3 1 BACKGROUND AND RATIONALE ................................................................................................. 8 2 CULTURAL AND LINGUISTIC DIVERSITY IN NEPAL ............................................................. 9 2.1 VARIOUS ESTIMATES ...................................................................................................................... 10 2.2 GENETIC AFFILIATION .................................................................................................................... 11 2.3 WRITING SYSTEMS ......................................................................................................................... 11 2.4 LANGUAGE AND ETHNICITY ........................................................................................................... 13 2.5 SECOND LANGUAGES AND LINGUA FRANCAS ................................................................................. 14 2.6 EXISTING LEGAL PROVISIONS ........................................................................................................
    [Show full text]
  • Papers in Southeast Asian Linguistics No. 14: Tibeto-Bvrman Languages of the Himalayas
    PACIFIC LINGUISTICS Series A-86 PAPERS IN SOUTHEAST ASIAN LINGUISTICS NO. 14: TIBETO-BVRMAN LANGUAGES OF THE HIMALAYAS edited by David Bradley Department of Linguistics Research School of Pacific and Asian Studies THE AUSTRALIAN NATIONAL UNIVERSITY Bradley, D. editor. Papers in Southeast Asian Linguistics No. 14:. A-86, vi + 232 (incl. 4 maps) pages. Pacific Linguistics, The Australian National University, 1997. DOI:10.15144/PL-A86.cover ©1997 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative. Pacific Linguistics specialises in publishing linguistic material relating to languages of East Asia, Southeast Asia and the Pacific. Linguistic and anthropological manuscripts related to other areas, and to general theoretical issues, are also considered on a case by case basis. Manuscripts are published in one of four series: SERIES A: Occasional Papers SERIES C: Books SERIES B: Monographs SERIES D: Special Publications FOUNDING EDITOR: S.A. Wurm EDITORIAL BOARD: M.D. Ross and D.T. Tryon (Managing Editors), T.E. Dutton, N.P. Himmelmann, A.K. Pawley EDITORIAL ADVISERS: B.W. Bender KA. McElhanon University of Hawaii Summer Institute of Linguistics David Bradley H.P. McKaughan La Trobe University University of Hawaii Michael G. Clyne P. Miihlhausler Monash University Universityof Adelaide S.H. Elbert G.N. O'Grady University of Hawaii University of Victoria, B.C. K.J. Franklin KL. Pike Summer Institute of Linguistics Summer Institute of Linguistics W.W.Glover E.C. Polome Summer Institute of Linguistics University of Texas G.W.Grace Gillian Sankoff University of Hawaii University of Pennsylvania M.A.K.
    [Show full text]
  • Tibeto-Burman Replaces Indo-Chinese in the 1990S: Review of a Decade of Scholarship*
    Ji!! ~ ~ ELSEVIER Lingua Ill (2002) 79-102 www.elsevier.com/locate/lingua Survey article Tibeto-Burman replaces Indo-Chinese in the 1990s: Review of a decade of scholarship* George van Driem Himalayan Languages Project, Leiden University, P.O. Box 9515, 2350 RA Leiden, The Netherlands Received 15 January 2001; revised version 21 February 2001 Abstract Tibeto-Burman is one of the world's greatest language families, second only to lndo-Euro­ pean in terms of populations of speakers. Advances made in the course of the decade have led to a major paradigm shift in Tibeto-Burman historical linguistics and phylogeny. The numer­ ous contributions to the field in the 1990s are reviewed in a statement on the current state of the art. © 2002 Elsevier Science B.V. All rights reserved. Keywords: Tibeto-Burman; Language stock phylogeny; Grammatical description; Lexical documentation; Endangered languages; Historical linguistic comparison; The Indian subcon­ tinent; The Himalayas; Southeast Asia; Tibet; China 1. A fin de siecle paradigm shift The last decade of the 20th century saw a revival of the old Tibeto-Burrnan the­ ory and its slow but steady ascendance above the Indo-Chinese or Sino-Tibetan the­ ory. Tibeto-Burrnan dates from the 18th century when scholars observed that Burmese and Tibetan were genetically related. The contours of the language family were delineated by Julius Klaproth in 1823. In its original formulation, the language family encompassed Tibetan, Burmese and Chinese and those languages which Lingua is launching a series of survey articles called 'The decade in ... '. We aim to publish overview articles that will give nonspecialist linguists an insight into the way in which specific areas of expertise have developed in the last 10 years.
    [Show full text]
  • 1 Kristine A
    Attitudes, Practices, Co-existence & Endangerment: A Sociolinguistic Survey of Gurung & Gyalsumdo (Manang, Nepal)1 Kristine A. Hildebrandt1, Dubi Nanda Dhakal2, Matthew Vallejo1 [email protected], [email protected] 1SIU Edwardsville, 2Tribhuvan University 1. Research Context • Manang is multi-lingual & multi-ethnic; the rapid growth of a motor road has also precipitated population movements & introduced new contexts of language contact & viability • Sociolinguistic Survey: An assessment of speaker practices, attitudes, factors behind social variation & mutual intelligibility across codes (Mallinson et al, eds. 2013); in Nepal: assessing language promotion in public contexts like schools, scripts, advertising & official situations • Our over-arching goal: In a geographically wide-spread multilingual region like Manang, what are residents’ understanding & perspectives on language (variety) categorization & usage? 2. Languages of Manang Figure 1. Language Sub-Groupings in Manang (this focus is on Gurung & Gyalsumdo) Map 1. Languages of Manang & Lower Manang Survey of 2012 1 This research supported by NSF #1149639 & by SIUE-internal award (www.mananglanguages.org). Thank you to the following for assistance with data-collection & analysis: Shunfu Hu, Oliver Bond, Ritar Lhakpa Lama, Prita Malla, Prabal Malla, Kanchan Karki, & Yesha Malla; We also thank the residents of Manang-Gurung & Gyalsumdo communities for their willingness to participate in our research; All errors are our own. 1 3. Other Sociolinguistic Surveys • Surveys on individual languages [cf. references on Balami Newar (Pradhan 2012), Kinnauri (Negi 2012), Tamang (Thokar 2008), Baram (Kansakar et al 2009, 2011), Raji (Sah 2011), Byansi (Nawa 2004), Bantawa (Eppele 2011), Gurung outside Manang (Glover & Landon 1980)] • Fewer surveys on multilingual practices/attitudes in larger regional settings (but cf.
    [Show full text]
  • Baram Converbs
    Baram Converbs Interdisciplinary Journal of Linguistics Volume [8] 2015, Pp.125-140 Baram Converbs: An Overview Dubi Nanda Dhakal* Abstract This paper offers an analysis of the converbs in Baram. Baram has sequential, simultaneous, and progressive converbs. The sequential converb, also known as conjunctive participle -iŋ, is also homophonous with the progressive marker, and has multiple syntactic-semantic functions in Baram. The suffix appears not only as typical ‘sequential actions’ but also serves other syntactic functions in clause combining, such as temporal, reason, concessive, perfective, among others. Similarly, Baram employs the simultaneous converb, -la, and progressive converb -cəi. They are used to conjoin the simultaneous and progressive actions to that of the main clauses. Keywords: Converb, sequential, simultaneous, progressive, clause combining 1. Introduction Baram, is a Tibeto-Burman (TB) language spoken in the western Nepal in the district of Gorkha. According to CBS (2001), there are 342 Baram speakers, and a more recent census (CBS 2012) reports that only 155 people speak the language; however, the number of speakers may actually be even lower than this figure. Bradley’s (1997) classification suggests that Baram includes Baram in the Eastern sub-branch of West Himalayish, which itself belongs to the Bodic branch of Tibeto-Burman. Baram (ISO‘brd’) is a severely endangered language spoken mainly in one village named Dandagaun (literally,“hill village”) of the Takukot Village Development Committee (VDC) in the Gorkha district of western Nepal (van Driem 2007). In addition to Dandagaun, Mailung of the Takukot VDC is also a village where speakers with very low proficiency use this language.
    [Show full text]
  • 39Th Annual Conference of Linguistic Society of Nepal
    39th Annual Conference of Linguistic Society of Nepal November 26-27, 2018 CEDA Hall, Tribhuvan University, Kirtipur Program Monday, November 26 08:00 – 08:30 Registration 08:30 – 9:45 Inauguration 9:45-10:15 Hi-Tea 10:15-11:00 Keynote Speech Professor Dr. John The prehistorical spread of Austro-Asiatic in South Peterson Asia with special reference to eastern central South Asia – a preliminary look 11:05 -12:35 First Session A: Language and education, and language and tourism 1. Yogendra P. Envisaging a language typology of schools in Yadava Nepalese education 2. L. Iboyaima Singh Teaching professional communication in Nepal: issues and challenges 3. Ganesh Kumar English teacher's pedagogical capital: A Bastola narrative inquiry 4. Harsha Prabhakar Language and tourism B: Sociolinguistics 5. Brianne Smith A sociolinguistic study of Gamal: A variety of Newar spoken in Pyangaun, Nepal 6. Sarah R. A sociolinguistic study of Kurux (Uranw) in Shackelford Nepal and its relationship to Kurux in India 7. Ambika Regmi Assessing orality in Magar Kaike: Sustainable use model perspective 8. Surya Prasad Social variations in Maithili Yadav C: Cognitive linguistics, and writing 9. Poshak Pathak and Bilingual stroop effect on high and low Lekhnath Sharma proficient Nepali-English bilinguals Pathak 10. Vashundhara How thinking differently matters: i Shrivastava and Evidence from Rajbanshi Bidisha Som 11. Vijayalaxmi F. Patil A Cognitive-linguistic approach to the analysis of verbal nouns and gerunds in Kannada 12. Nagendra M. Deciphering the inscriptions A linguistic study 12:35-13:20 Second Session A: Thematic discussion on criteria for official language(s) in Nepal (A session conducted by Language Commission) 13.
    [Show full text]