By Braj B. Kachru (editor), Yamuna Kachru (editor), S. N. Sridhar (editor)
South Asia is a wealthy and engaging linguistic quarter, its many 1000s of languages from 4 significant language households representing the differences of caste, category, career, faith, and zone. This complete new quantity provides an summary of the language state of affairs during this giant subcontinent in a linguistic, old and sociolinguistic context. a useful source, it contains authoritative contributions from major foreign students in the fields of South Asian language and linguistics, historic linguistics, cultural reports and quarter experiences. issues lined comprise the continuing linguistic procedures, controversies, and implications of language modernization; the services of South Asian languages in the criminal procedure, media, cinema, and faith; language conflicts and politics, and Sanskrit and its lengthy traditions of analysis and instructing. Language in South Asia is an available interdisciplinary e-book for college kids and students in sociolinguistics, multilingualism, language making plans and South Asian reports.
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Additional resources for Language in South Asia
9 The question he addressed in 1877 has continued to be discussed in linguistic literature about, for example, ‘‘code-mixing’’, and ‘‘codeswitching’’ in South Asian English and other varieties of world Englishes. ’’ Allardyce’s linguistically appropriate answer is: ‘‘The mixture of English and native words, which we call 9 The word ‘‘Anglo-Indian’’ originally referred to a British person in India but ‘‘was ofﬁcially adopted in 1900 to describe persons of mixed descent, then known as Eurasians’’ (Allen 1975: 21).
Xiii). The Great Debate, as Shah rightly claims, is ‘‘for the enlightened lay citizen . . to weigh the various arguments . . to decide for himself which policy or combination of policies will best serve the short- and long-term interests of his own and of countrymen, and to ensure through democratic means that his voice is heard in clear terms in the councils of nations’’ (p. xii). 22 Braj B. Kachru The reproduced – or specially commissioned – chapters are from ‘‘highly qualiﬁed persons having practical experience in the ﬁeld of university education’’ (x).
A debate still continues on the motives and ultimate success of Macaulay’s mission of creating ‘‘a class of persons, Indians in blood and 8 For details about the period of exploration, see, for example for India, Sherring 1884; Richter 1908; Law 1915; for Sri Lanka, Ruberu 1962; and for Pakistan, Rahman 1996a, Chapters 3 and 4, and 1991a, b. ’’ In Macaulay’s view, India’s native languages were ‘‘poor and rude’’ and the learning of the East was ‘‘a little hocus-pocus about cusa-grass and the modes of absorption into the Diety’’ (Bryant 1932: 56–7).