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Journal articles on the topic 'English language in India'
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Rogovets, Anastasia S. "“What is Your Good Name?”: on Translating Multicultural Literature." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 406–14. http://dx.doi.org/10.22363/2618-897x-2019-16-3-406-414.
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The article discusses distinguishing features of speech etiquette in Indian English and certain aspects of its translation into Russian. The relevance of this research topic is determined by the current spread of English as an international language and by the emergence of the World Englishes paradigm. In India there are a lot of cultural conventions that do not have English equivalents and, thus, cannot be expressed adequatelyby means of the English language. As a result of the language contact, Indian English has got an impact on its linguistic setting from Hindi and other regional languages. This linguistic transfer from Indian languages can be seen at various levels, including the use of politeness formulas. In this article the focus is made on the politeness formula “What is your good name?”, which is a polite way of asking someone’s name. This etiquette question is one of the most common Indian English politeness patterns, generalized all over India. The article analyzes the etymology of this expression and explains why it is frequently encountered in the speech of Indian English users, as well as to show the important role of such an analysis in overcoming translation difficulties.
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Jyothi, Dr M. "Learning English as a Foreign / Second Language: A Critique." SMART MOVES JOURNAL IJELLH 4, no. 5 (September 22, 2017): 6. http://dx.doi.org/10.24113/ijellh.v4i5.1345.
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A knowledge of the English Language has become an object of importance in relation to its application in various walks of life. A complete command over the language could be possible where the varied meanings of usage of words, idioms and phrases according to the changing circumstances and situations are comprehensively elucidated to learners. In the twentieth century there is the phenomenon of the native speakers of English being outnumbered by the non-native speakers considerably. There are as many as 1500 millions users of English as a second language. Of these, an estimated 18 million users are in India. The Indian users of English are spread all over India. Though the users of English are spread all over India. English in India has a pan-Indian character. Though the users of English in India make use of the charastic role of English, yet there is no complete homogeneity. The variation in the use of English is partly due to the vast linguistic diversity in the country. It is estimated that there are as many as fifteen major languages and 1652 languages and dialects spoken in India. The ethnic variety of proficiency tend to contribute to the lack of homogeneity in Indians’ use of English. Against this back ground, Indian users of English language, lack intelligibility in communicating English language as it ought to be communicated like native speakers of English. This kind of situations often noticed by the native speakers who claim that they use only Standard English. Standard English is defined by H.C.Wyld as a certain vareity of English “spoken within certain social boundaries, with an extraordinary degree of uniformity, all over the country”. It is neither a regional nor social dialect, but its use confers a social change on the speakers. Every educated Englishmen speak it as it is the widely accepted dialect. It is the English spoken in southern England and it remains to be the language of the cultured and educated people living in south of the River Thames. It is the speech heard among men who have bee
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Daigle, Amelie. "The translation of an imagined community in Raja Rao’s Kanthapura." Journal of Commonwealth Literature 53, no. 3 (February 13, 2017): 497–512. http://dx.doi.org/10.1177/0021989416683542.
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In Imagined Communities, Benedict Anderson describes how sacred script languages (Arabic, Chinese, Latin) were usurped in political primacy by languages based on the spoken vernacular (French, English, German). In this article I examine one instance of these complications through Raja Rao’s classic novel of Indian independence, Kanthapura, a novel written in Indian English that works both with and against Anderson’s concept of nationalism’s linguistic underpinnings. Kanthapura not only proposes a model for Indian English speakers and writers, but performs a rhetorical argument about the necessity for Indian English if India is to cohere as a nation. I argue that the residents of Kanthapura are “translated” into citizens of the nation of India. This movement of translation is echoed by the language of the novel: the largely spoken language of Kannada is translated into the largely written (in India) language of English. English in Kanthapura performs a double function, unifying the nation as a script language while also reflecting the idiosyncrasies of local regional vernaculars. Kanthapura demonstrates that a nativized form of Indian English can serve as an invaluable tool for the development of a national consciousness, and that novels written in Indian English will play a role in determining the shape and identity of the nation.
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Basu, Shreya. "THE EVOLUTION OF ENGLISH IN INDIA." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2480–96. http://dx.doi.org/10.15864/ijelts.3405.
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Introduced by the British colonization and today the official language of the Indian Nation in association with Hindi, English is spoken as a second language by a minority of the educated population of 8 to 11% according to current estimations. English as a language in India has an archive of about three hundred years. It existed in India with the entrance of the British on the Indian coasts. English as a language from that time until now has a substantial journey in the Indian subcontinent. People from different religions, communities, and cultures have attempted to adopt English for many reasons. Consequently, in the present context, we cannot think our life is comfortable in India without English. English in India is a symbol of people’s aspirations for quality in education and fuller participation in national and international life. Therefore it is the need of the hour to understand the history and evolution of English in India as well as to review how we are progressing with the English language and the same is being highlighted in this research paper.
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HOSALI, PRIYA. "Butler English." English Today 21, no. 1 (January 2005): 34–39. http://dx.doi.org/10.1017/s0266078405001082.
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An account of a highly distinctive variety of English in India. When the British set up colonies worldwide they brought with them a legacy that included their language, which many of the natives accepted and acculturated: it would after all be unreasonable to expect an imperial language to function in a vacuum with no local nuances. Indeed, gradual acculturation produced a number of varieties of English used as second languages. In their almost 200 years of not-so-peaceful stay on the subcontinent, the British and many Indians used English, fulfilling in at least a linguistic sense Macaulay's dream of an ‘imperishable empire’. In these 200 years, English in India slowly went through a process now labelled Indianization, evolving into the variety (or group of varieties) called Indian English. One subvariety, generally referred to as Butler English, though by no means confined to butlers, is described and discussed here.
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Annamalai, E. "Nativization of English in India and its effect on multilingualism." Journal of Language and Politics 3, no. 1 (May 27, 2004): 151–62. http://dx.doi.org/10.1075/jlp.3.1.10ann.
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Multilingualism is defined by the functional relationship between languages. The relationship of English with Indian languages is legitimized by its nativization. English has been nativized in grammar, semantics and pragmatics acquiring the features of Indian languages, as well documented in sociolinguistic literature. It is also adopted as a tool in native politics by some non-Hindi speaking communities to keep the largest Indian language — Hindi — from becoming the sole official language of the Union and by the linguistic minorities to curtail the dominance of the majority language in the states. The oppressed social groups want to appropriate English to serve them in their battle against upper castes, who have come to control the major Indian languages and the benefits from them. While becoming a powerful cousin to help the disadvantaged, English has simultaneously acquired a native elite cutting across regions and castes, and has spread from cerebral domains to expressive domains, which have been exclusive to Indian languages, in the name of modernity and cosmopolitanism. Such extended functions of English have a profound effect on the nature of multilingualism in India.
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Deshpande, Mr Onkar. "Postal Address Identification and Sorting." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 30, 2021): 4946–53. http://dx.doi.org/10.22214/ijraset.2021.36023.
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In this fast-moving world, a normal man can take considerable time to find a postal card in a bunch of postcards with significant issues like unclear handwriting, having trouble recognizing some uncommon or ambiguous names. Also, in postal offices or industries, it negatively impacts the efficiency of the postal system. I am making a system for Indian postal automation based on recognizing pin-code on the postcard. In India, there are multiple languages were speak. Indian postcards are mainly written in three languages the state's official language, English, and Devanagari language. In India, more than 50% of people write Pincode digits in either English or Devanagari language, so I am making such a system that sorts both English and Devanagari language postcards. Moreover, the system is mature enough to recognize handwritten as well as printed digits. As a result, the system gets an accuracy of 92.59% on the English language postcards, 90% accuracy on the Devanagari language postcards e and the digit recognition model gives accuracy 99.23% Devanagari numerals and 99.43% accuracy on English numerals.
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MEWADEV, BRAJESH KUMAR GUPTA “., and MORVE ROSHAN. "The Proficiency and Familiarity of English in Indian Context." International Journal of English Language Studies 2, no. 3 (August 30, 2020): 25–32. http://dx.doi.org/10.32996/ijels.2020.2.3.3.
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The position of Indian English in the three-way section can also be read by looking at the definitions presented by the authors of each section. Because this language is part of the country's leading institutions. It plays a second language role in the multilingual society (E.g. India, 55 other places). Recognition is acknowledged and efforts are being made to find common features of Indian Indians. As a result of such English variants, it complies with what is acceptable in English for native speakers according to the terms' vocabulary 'and' morph syntax. One should definitely be able to speak in English for having good English vocabulary. If one wants to cross the country for educational or career goals, while the government has intensified its efforts to improve the quality of higher education institutions in India. The number of Indian students seems to prefer to study abroad. Not only is English, which is why but it is also the most spoken language and lingua franca. It is a brilliant language that comes from the interaction of native English and Indians, who spoke their native languages. Nevertheless, right-wing organizations are still trying to promote Hindi, while leaders in other provinces (especially South African regions) are promoting their vernaculars. However, English has a castle in India. In the context of the identification of English as a foreign language, we refer only to the source of the language.
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Stringer, David. "EMBEDDED WH-QUESTIONS IN L2 ENGLISH IN INDIA." Studies in Second Language Acquisition 37, no. 1 (August 27, 2014): 101–33. http://dx.doi.org/10.1017/s0272263114000357.
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This corpus study brings a second language (L2) research perspective, insights from generative grammar, and new empirical evidence to bear on a long-accepted claim in the World Englishes literature—namely, that inversion with wh-movement in colloquial Indian English is obligatory in embedded clauses and impossible in main clauses. It is argued that this register of Indian English is a L2 variety, functioning as part of a multilingual code repertoire, but that syntactic universals apply to first and second languages alike. Despite recent attempts at formalization, this distribution should be unattested, as such a grammar would fall outside the constraints of Universal Grammar and would contradict proposed discourse-pragmatic principles of natural language. A Perl program was created to search the Indian subcorpus of the International Corpus of English (Greenbaum, 1996) for relevant distributional patterns. Results reveal that wh-inversion in Indian English operates in the same way as in other varieties: It is robustly attested in main clauses and appears only occasionally in embedded clauses where syntactic and pragmatic conditions allow; it is obligatory only with interrogative complementizer deletion. Thus, contrary to the standard account but commensurate with recent corpus studies, users of English in India exhibit knowledge of universal constraints in this domain.
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Messner, Wolfgang. "Market research in India: does the choice of language cause questionnaire contamination?" Journal of Indian Business Research 9, no. 2 (June 19, 2017): 149–68. http://dx.doi.org/10.1108/jibr-09-2016-0100.
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PurposeWhile English is the most commonly used language for market research, surveys and customer feedback in India, it does not reach the subcontinent’s entire population. Therefore, many questionnaires are bilingual, offering the respondent a choice between English and an indigenous Indian language. This, however, presupposes that answers to items are not influenced by people’s language proficiencies and response styles in different languages. This paper aims to examine whether market researchers in India should be careful about nonrandom measurement error caused by language response bias. Design/methodology/approachEnglish and Kannada questionnaires are administered in a test-retest scenario to 160 respondents in the Indian Tier-II city of Mysore. The data evaluation is organized by dispositional (language proficiency in English and Kannada) and situational influences (language of the questionnaire in English or Kannada); a series of tests to elucidate language response bias is conducted. FindingsWhile the significance of the two-tailed English-Kannada paired-sample tests is borderline, a more detailed look reveals surprising differences for the dispositional as well as situational linguistic influences. Moreover, the response style peculiarities in the Indian multilingual environment are not always consistent with differences in other international bilingual environments. Originality/valueHigh-quality data are central to all empirical research, but situational and dispositional language response bias seems to contaminate questionnaires in the Indian multi-lingual environment. This study highlights the effect and provides Indian market researchers with some first strategies for managing the challenge.
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Morve, Roshan K., and Suresh Chandra Maurya. "Multilingualism and Teaching Methods: A Study with the Reference of Indian English Language Teaching Classrooms." Journal of Practical Studies in Education 3, no. 2 (February 12, 2022): 7–11. http://dx.doi.org/10.46809/jpse.v3i2.43.
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This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
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Bytko, N. S. "LINGUISTIC SITUATION AS THE DEVELOPMENT FACTOR OF THE ENGLISH LANGUAGE LEXICOGRAPHY IN INDIA: POST-COLONIAL PERIOD." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 4–19. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245920.
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This paper investigates language situation (LS) of the post-colonial India in comparison with the pre-colonial and colonial ones. Special attention is paid to the process and the results of the English language incorporation into this situation. Application of the socio-linguistic methodology aimed at the elucidation of quantitative, qualitative, and evaluative parameters of the LS revealed that local languages maintained their traditional positions while English showed changes in every parameter. By quantitative parameter, substantial demographic changes, mainly the determinant increase of the English language users, are observed. English is used not only by the British and citizens of other English speaking countries residing in India but also by the speakers of local languages. The latter group acquires English for multiple reasons both economic, social, and political. Currently, a substantial part of the population in India claims to have a sufficient level of English that entails qualitative changes in the LS. By the qualitative parameter, the LS is characterized by both exo- and endoglossic features and varies substantially depending on the geographical, political and social factors. The key attribute of the LS is diglossia. In this diglossic situation the level of the English language competence and the spheres it is used in correlate with the way the language is acquired. In India, the majority of the population acquires English through the system of education and it is mostly used in administrative, juridical, and business spheres. By the evaluative parameter, positions of English have been growing stronger since 1950 when it got constitutional status and particularly since 1963 amendment adoption that allowed English to be used indefinitely until legislation changes. Thus, English has become a notable component of the LS of the country. The changes in the language situation in the post-colonial period lead to the development of the local variety, Indian English, that is awaiting its comprehensive lexicographic description.
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Phillipson, Robert, and Tove Skutnabb-Kangas. "Is India throwing away its language resources?" English Today 12, no. 1 (January 1996): 23–27. http://dx.doi.org/10.1017/s0266078400008750.
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Kumar, M. Anand, B. Premjith, Shivkaran Singh, S. Rajendran, and K. P. Soman. "An Overview of the Shared Task on Machine Translation in Indian Languages (MTIL) – 2017." Journal of Intelligent Systems 28, no. 3 (July 26, 2019): 455–64. http://dx.doi.org/10.1515/jisys-2018-0024.
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Abstract In recent years, the multilingual content over the internet has grown exponentially together with the evolution of the internet. The usage of multilingual content is excluded from the regional language users because of the language barrier. So, machine translation between languages is the only possible solution to make these contents available for regional language users. Machine translation is the process of translating a text from one language to another. The machine translation system has been investigated well already in English and other European languages. However, it is still a nascent stage for Indian languages. This paper presents an overview of the Machine Translation in Indian Languages shared task conducted on September 7–8, 2017, at Amrita Vishwa Vidyapeetham, Coimbatore, India. This machine translation shared task in Indian languages is mainly focused on the development of English-Tamil, English-Hindi, English-Malayalam and English-Punjabi language pairs. This shared task aims at the following objectives: (a) to examine the state-of-the-art machine translation systems when translating from English to Indian languages; (b) to investigate the challenges faced in translating between English to Indian languages; (c) to create an open-source parallel corpus for Indian languages, which is lacking. Evaluating machine translation output is another challenging task especially for Indian languages. In this shared task, we have evaluated the participant’s outputs with the help of human annotators. As far as we know, this is the first shared task which depends completely on the human evaluation.
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Tyagi, Ankit. "SCOPE OF ENGLISH LANGUAGE IN INDIA." International Journal of Research -GRANTHAALAYAH 3, no. 11 (November 30, 2015): 1–6. http://dx.doi.org/10.29121/granthaalayah.v3.i11.2015.2907.
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English has occupied an important place in our educational system and life of our country. It is the language that continues to dominate the nation. It is generally seen that every language has minimum three components such as sound, structures and vocabulary. But out of three the most vital parts structure which really offers certain meaning with the correct grammatical knowledge as well as structure patterns.
India is a third largest English speaking country. In India English is being perceived as a “must-know” language. English has now become a ladder for upper social mobility and “a window to the world”.
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Wiltshire, Caroline R. "The “Indian English” of Tibeto-Burman language speakers." English World-Wide 26, no. 3 (October 31, 2005): 275–300. http://dx.doi.org/10.1075/eww.26.3.03wil.
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English as spoken as a second language in India (IE) has developed different sound patterns from other varieties of English. While most descriptions of IE have focused on the English of speakers whose first languages belong to the Indo-Aryan or Dravidian families, in this study, I examine the phonetic and phonological characteristics of the English produced by speakers of three Indian L1s from the Tibeto-Burman language family (Angami, Ao, and Mizo). In addition to describing aspects of Tibeto-Burman Indian English, a previously unreported Indian English variety, I also examine how and why this variety of English differs from General Indian English. The English of Tibeto-Burman L1 speakers seems to form a variety distinct from Indian English, most noticeably in terms of the lack of retroflexion of coronal consonants, the devoicing of word-final obstruents, the simplification of consonant clusters, the presence of post-vocalic [p], and the reduced set of vowel contrasts. Most of these can be traced to transfer from the L1 phonology, with the coda devoicing and cluster reductions reflecting simplification in terms of markedness, following developmental sequences found in second language acquisition.
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Kiernan, V. G. "Review: Inventing India. A History of India in English-Language Fiction, Kipling's Indian Fiction, the Rhetoric of English India." Literature & History 4, no. 1 (March 1995): 111–15. http://dx.doi.org/10.1177/030619739500400121.
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Coelho, Gail M. "Anglo-Indian English: A nativized variety of Indian English." Language in Society 26, no. 4 (December 1997): 561–89. http://dx.doi.org/10.1017/s0047404500021059.
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ABSTRACTThe speech of native speakers of Indian English has generally been neglected in studies of English in South Asia. This article describes a variety of Indian English used by a section of the Anglo-Indian community in Madras, South India. A comparison of this variety to available descriptions of “General” or “Educated” Indian English shows that the two are substantially similar, but that the Anglo-Indian variety differs in two features: deletion of/h/ (h-dropping) and the distribution of r-lessness. The community shows classbased variation in the phonological feature of h-dropping and in one syntactic feature: auxiliary movement in questions. Sources for features of Anglo-Indian English are discussed, including possible inheritance from both standard and non-standard BrE dialects as well as transfer from Tamil, the likely substrate Indian language for this section of the Anglo-Indian community.(South Asia, Indian English, language variation)
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Mishra, Susmita. "Language Acquisition: In Perspective of English Language in India." Asian Journal of Research in Social Sciences and Humanities 7, no. 5 (2017): 243. http://dx.doi.org/10.5958/2249-7315.2017.00312.4.
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Kaye, Alan S., R. K. Agnihotri, and A. L. Khanna. "Problematizing English in India." Language 75, no. 4 (December 1999): 854. http://dx.doi.org/10.2307/417767.
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Khan, Afsheen, and Dr Mona Dandwate. "Contribution of the British To Develop Indian English Literature." International Journal of Multidisciplinary Research Configuration 2, no. 1 (January 28, 2022): 18–23. http://dx.doi.org/10.52984/ijomrc2102.
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Development of Indian English Literature in India gathered momentum with the consolidation of British imperialism in India. As we know the British sow the seed of Indian Writing in English during the period of the British rule in India. English language and literature in India starts with the advent of East India Company in India. It all started in the summers of 1608 when Emperor Jahangir, in the courts of Mughals, welcomed Captain William Hawkins, Commander of British Naval Expedition Hector. It was India's first tryst with an Englishman and English. Jahangir later allowed Britain to open a permanent port and factory on the special request of King James IV that was conveyed by his ambassador Sir Thomas Roe. English were here to stay. Indian writings in English were heavily influenced by the Western art form of the novel. It was typical for the early Indian English language writers to use English unadulterated by Indian words to convey experiences that were primarily Indian. The core reason behind this step was the fact that most of the readers were either British or British educated Indians. In the early 20th century, when the British conquest of India was achieved, a new breed of writers started to emerge on the block. These writers were essentially British who were born or brought up or both in India. Their writing consisted of Indian themes and sentiments but the way of storytelling was primarily western. They had no reservation in using native words, though, to signify the context. This group consisted likes of Rudyard Kipling, Jim Corbett, and George Orwell among others. In fact, some of the writings of that era are still considered to be masterpieces of English Literature. KEYWORDS: Contribution of British, Development, British works & strategy, English Literature.
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Adami, Esterino. "More than Language and Literature." Le Simplegadi 18, no. 20 (November 2020): 44–54. http://dx.doi.org/10.17456/simple-155.
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This article investigates the interdisciplinary connections between language and literature in the Indian postcolonial context. I argue that a linguistic approach to contemporary Indian English fiction is useful to unpack complex cultural, social and identitarian questions. As a case study, I analyse some of the short stories from The Adivasi Will Not Dance (2017) by Hansda Sowvendra Shekhar, a contemporary author from a marginalised ethnic group of rural India. My methodology benefits from postcolonial studies, sociolinguistics and critical stylistics, to show how Shekhar reshapes the canon by foregrounding Indian English, borrowings from the Santhali language and registers of specialised discourse.
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Chandra, Shefali. "Mimicry, Masculinity, and the Mystique of Indian English: Western India, 1870–1900." Journal of Asian Studies 68, no. 1 (January 27, 2009): 199–225. http://dx.doi.org/10.1017/s0021911809000023.
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This article describes the manner in which the English language took root in modern India. It does so by using gender as the unit of analysis. Building a feminist analysis on the symbolic role of culture, the author traces the history of English education in Bombay and Poona. The rise of English as the language of power in the nineteenth century was actively enabled—and further legitimated—by the patriarchal interests of Indian class and caste formation. The author analyzes English- and Marathi-language memoirs, school reports, debates in the “native” press on the content of the English education curriculum, and other cultural productions by men and women detailing their experiences and opinions of English education. Based on those sources, the author demonstrates that upper-caste masculine authority came to be yoked to the charisma of colonial English and, with that, subtly coded the English language as masculine. Consequently, the power of Indian English emerged from its ability to evade charges of cultural mimicry for certain classes, to organize native gender difference, and to express and orient (hetero)sexual desire.
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Tsokhas, Kosmas. "Writing India, Writing English: Literature, Language, Location." Journal of Contemporary Asia 42, no. 3 (August 2012): 532–35. http://dx.doi.org/10.1080/00472336.2012.687638.
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Green, Jonathon. "Language: English in India: The grandmother tongue." Critical Quarterly 40, no. 1 (April 1998): 107–11. http://dx.doi.org/10.1111/1467-8705.00146.
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Dutt, Bharvi, and K. C. Garg. "S&T coverage in English-language Indian dailies." Journal of Science Communication 11, no. 03 (August 31, 2012): A01. http://dx.doi.org/10.22323/2.11030201.
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The paper examines the coverage of S&T related items published in selected English-language Indian newspapers in terms of their quantification and thematic representation. S&T is not the priority of the English-language newspapers in India. Even sports get several times more coverage than science. There is a case for amply visible representation of science in the press. Health, Environment, Space S&T, and Astronomy were the four dominant subjects covered. Most of the science covered in the newspapers was performed in the US, the UK and other advanced countries of Europe. Among all the newspapers, The Times of India devoted the maximum space to S&T coverage
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Muru, Cristina. "Mapping the spread of the English language in India." Language Ecology 2, no. 1-2 (November 9, 2018): 18–40. http://dx.doi.org/10.1075/le.18004.mur.
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Abstract This article aims to offer, within an intra- and interdisciplinary approach, a further analysis of the formal and informal contexts in which the English language was used in India during the British colonisation, highlighting the favourable conditions these contexts created for the formation of pidginised varieties of English, such as Butler Pidgin English or Boxwāllā(h) Pidgin English (Kachru 1994). Substantial elements of a wider picture of social, cultural, political and commercial contact have been taken into account along with the analysis of old written sources. Indeed, both official records of the East Indian Company (e.g. dispatches about political strategies and language policy) and merchants’ correspondence have been studied in order to understand how we can say something about oral communication through written sources (Rambø 2013).
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Et. al., Pooja P. Walke. "A Survey on “Machine translation Approaches for Indian Languages”." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 4792–94. http://dx.doi.org/10.17762/turcomat.v12i3.1941.
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Translation has always helped India to knit Indians together with respect to its rich culture and literature. Ideas and concepts like ‘Indian ancient literature’,’Indian rich culture’,’Indian philosophy’ and ‘Indian knowledgeable systems’ would have been impossible in the absence of translations with their natural integrationist mission.Machine Translation assist to translate Information presented in one language to other language. Information can be present in form of text, speech and image translating this information helps for sharing of information and ultimately information gain.Translation process is an extremely complex & challenging process. It requires an in-depth knowledge about grammar of both the languages i.e. Source language and Target language to frame the rules for target language generation. Marathi is a regional Indian language and consists of a lot of literature that could be useful if projected in the universal English language. As manual translation is a tedious task, we propose a literature survey about machine translation systems that translates Indian Languages into English Language using various Machine translation approaches like RBMT, SMT, NMT, Hybrid translation
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Chandran, K. Narayana. "To the Indian Manner Born: How English Tells its Stories." Hermēneus. Revista de traducción e interpretación, no. 20 (December 13, 2018): 87–104. http://dx.doi.org/10.24197/her.20.2018.87-104.
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Writing from outside the Anglo-American world is appreciated largely for the social life of English in worlds elsewhere, the linguistic oddities of its non-native cast of characters that spot poor translations. While English is easily granted inordinate powers of cultural assimilation, the languages of erstwhile colonies, the bhashas of India for example, from which this ‘translation’ presumably takes place, are seen to be rather weak and ill-equipped to meet the challenging demands of western narrative gambits. This essay offers three concrete examples of English fiction where its Indian writers afford us glimpses of a phenomenon critics have barely begun to notice. The passages examined here show how the bhashas sound differently when cast in English, or how English begins to breathe an unmistakable Indian ethos and idiom. When the Indian bhashas and English so happen together, there is no discrete language from which or into which translation occurs. It is evident that the writers here are no ‘Indianizers’ of a language whose fortunes now are global in reach and affect. For readers in India, English is still a bhasha-in-the-making, which is neither set in a ‘colonial’ far away and long ago, nor yet within current precincts of some ‘postcolonial’ felicity. If the efforts of these writers at resisting translation win, it is because they have asserted their right to imagine a language as a form of global life toward which English has taken them.
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Winer, Lise. "Indic Lexicon in the English/Creole of Trinidad." New West Indian Guide / Nieuwe West-Indische Gids 79, no. 1-2 (January 1, 2008): 7–30. http://dx.doi.org/10.1163/13822373-90002499.
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Examines the contemporary lexical component of the English/Creole of Trinidad (TEC) that is derived from languages of India. Author focuses on the TEC as spoken among Indo-Trinidadians, but also pays attention to Indic words used in the TEC of Afro-Trinidadians and other groups. Author sketches the history of Indian immigration into Trinidad, explaining how most came from the Bihar province in northern India and spoke Bhojpuri, rather than (closely related) Hindi, and how in the 20th c. Indian languages were replaced by English with education. She further focuses on retained Indic words incorporated in current-day TEC, and found 1844 of such words in usage. She discusses words misassigned locally as Indian-derived, but actually from other (European or African) languages. Then, she describes most of the Indo-TEC lexicon, categorizing items by their semantic-cultural domain, with major domains for Indian-derived words: religious practice, music, dance and stickfighting, food preparation, agriculture, kinship, and behaviour or appearance. Further, the author discusses to what degree Indic words have been mainstreamed within the non-Indian population of Trinidad, sometimes via standard English, sometimes directly assimilated into TEC, and made salient through the press or street food selling.
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Winer, Lise. "Indic Lexicon in the English/Creole of Trinidad." New West Indian Guide / Nieuwe West-Indische Gids 79, no. 1-2 (January 1, 2005): 7–30. http://dx.doi.org/10.1163/22134360-90002499.
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Examines the contemporary lexical component of the English/Creole of Trinidad (TEC) that is derived from languages of India. Author focuses on the TEC as spoken among Indo-Trinidadians, but also pays attention to Indic words used in the TEC of Afro-Trinidadians and other groups. Author sketches the history of Indian immigration into Trinidad, explaining how most came from the Bihar province in northern India and spoke Bhojpuri, rather than (closely related) Hindi, and how in the 20th c. Indian languages were replaced by English with education. She further focuses on retained Indic words incorporated in current-day TEC, and found 1844 of such words in usage. She discusses words misassigned locally as Indian-derived, but actually from other (European or African) languages. Then, she describes most of the Indo-TEC lexicon, categorizing items by their semantic-cultural domain, with major domains for Indian-derived words: religious practice, music, dance and stickfighting, food preparation, agriculture, kinship, and behaviour or appearance. Further, the author discusses to what degree Indic words have been mainstreamed within the non-Indian population of Trinidad, sometimes via standard English, sometimes directly assimilated into TEC, and made salient through the press or street food selling.
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Moore-Gilbert, Bart. "Inventing India: a history of India in english-language fiction." History of European Ideas 17, no. 4 (July 1993): 533–35. http://dx.doi.org/10.1016/0191-6599(93)90147-i.
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Mathew, R., and S. Srivastava. "English Next India: The Future of English in India." ELT Journal 65, no. 3 (June 15, 2011): 356–59. http://dx.doi.org/10.1093/elt/ccr034.
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Desk, Editorial. "Preserving Indian Languages and Ancient Scripts through Language Documentation and Digital Archiving." DESIDOC Journal of Library & Information Technology 40, no. 05 (November 4, 2020): 265–67. http://dx.doi.org/10.14429/djlit.40.05.16441.
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Unity in diversity is one of the most distinctive features of Indian civilization. From Jammu & Kashmir to Kanyakumari, every region portrays different customs, cultural traditions, and mother tongues. India is a country of multiple languages and ancient scripts. According to the 2011 census report, 1950 mother tongues were spoken/in use in India. Under Article 344 of the Indian Constitution, only 15 languages were initially recognized as the official language. The 21st Constitution Amendment gave Sindhi the official language status. Based on the 71st Constitution Amendment, the Nepali, Konkani, and Manipuri languages were also included in the above list. Later, by the 92nd Constitution Amendment Act, 2003, four new languages Bodo, Dogri, Maithili, and Santhali, were included in the Eighth Schedule of the Constitution. Thus, now 22 languages have been given the status of official language in the Indian Constitution. The total number of people speaking these 22 languages in India is 90%. Apart from these 22 languages, English is also the official language and is also the official language of Mizoram, Nagaland, and Meghalaya. In all, 60 languages are being taught in schools in India.
There was an excellent response to the call for papers for Special Issue on Language Documentation and Archiving of DESIDOC Journal of Library and Information Technology (DJLIT). A total of about 13 Papers were received for the special issue. Based on the review and relevancy of the particular theme, seven papers have been selected for publication in the special issue on Language Documentation and Archiving.
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Dileep, E. "Decolonising English Teaching in India: Remarks on English as All-Indian Elite Language (EAEL)." Shanlax International Journal of English 7, no. 4 (September 1, 2019): 43–50. http://dx.doi.org/10.34293/english.v7i4.596.
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This paper is a humble attempt to share some nagging thoughts in the mind of an English teacher. In consonance with the desire for sharing, the paper often resorts to a personal and intimate style. It argues for an interdisciplinary approach and indispensable interfacing between teaching language and literature. The paper proposes that decolonizing English teaching takes different forms in different social contexts. It contends that, in India, English language teaching should be oriented towards reaching the grassroots learners to fulfill the project of decolonizing at present. In literature, it is argued, that native literature should be given prominence, and the texts in English translations can be used to counteract colonial alienation. Offering a critique of double linguistic hegemony of English and Sanskrit, the paper argues that the teachers of English have a responsibility in rehabilitating native or regional literature. It is suggested that a paradigm shift in the importance given to translations is needed in carrying out the decolonizing project.
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Salwathura, A. N. "EVOLUTIONARY DEVELOPMENT OF 'HINGLISH' LANGUAGE WITHIN THE INDIAN SUB-CONTINENT." International Journal of Research -GRANTHAALAYAH 8, no. 11 (November 24, 2020): 41–48. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.2278.
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Hindi is the official language of India which is spoken by around 350 million of people in India. Hindi and English have an incestuous relationship ever since India became colonized. Since then, Hindi began to mix with English and became famous as ‘Hinglish’ in Indian society. ‘British-Raj’ is considered as the first Hinglish word which was used in the colonial period and now Hinglish has become a common phenomenon practice in India in day-to-day life. Due to the popularity of Hindi movies and television, Hinglish has been spread beyond the metropolitan areas in India. Therefore, it is expected to examine the impact of using Hinglish by Hindi speaking people in India on the existence of standard Hindi language. The language spoken in North India and the language used in media were utilized as primary resource. Books, magazines, journal articles related to Hindi language were used as secondary resources. This paper highlights that Hinglish has been acquired a big demand in Indian society and now it is hard to eliminate this trend which has largely affected the day-to-day communication of Indians. This paper emphasizes that the extensive use of Hinglish by the Hindi speaking people in India has become a huge challenge for the existence and the values of standard the Hindi language.
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P, Jasir M., and Kannan Balakrishnan. "Text-to-Speech Synthesis: Literature Review with an Emphasis on Malayalam Language." ACM Transactions on Asian and Low-Resource Language Information Processing 21, no. 4 (July 31, 2022): 1–56. http://dx.doi.org/10.1145/3501397.
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Text-to-Speech Synthesis (TTS) is an active area of research to generate synthetic speech from underlying text. The identified syllables are uttered with proper duration and prosody characteristics to emulate natural speech. It falls under the category of Natural Language Processing (NLP), which aims to bridge the gap in communication between human and machine. So far as Western languages like English are concerned, the research to produce intelligent and natural synthetic speech has advanced considerably. But in a multilingual state like India, many regional languages viz. Malayalam is underexplored when it comes to NLP. In this article, we try to amalgamate the major research works performed in the area of TTS in English and the prominent Indian languages, with a special emphasis on the South Indian language, Malayalam. This review intends to provide right direction to the research activities in the language, in the area of TTS.
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Devasar, Nitasha. "Indian Language Content and Publishing Today." Logos 30, no. 1 (June 6, 2019): 7–11. http://dx.doi.org/10.1163/18784712-03001002.
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The demand for online content in Indian languages (IL) is growing faster than for that in English. The proliferation of cheap smartphones with Indic keyboards and high-speed connectivity is feeding this trend. Moreover, there is increasing formal and informal collaboration between English and IL publishers to make educational and literary content available in regional languages. This currently is not financially viable or scalable and follows the logic of the print (rather than digital) economy. The government is focused on online content delivery as part of a larger Digital India programme. In the absence of IL content in the higher education arena, it must work with private players to develop quality technical and scientific content. Indian-language publishers need to be included in this process via training and incentives, since they have regional networks for effective outreach with this content. The biggest role of the government, however, is in the arena of regulation with the updating and implementation of intellectual property (IP) and copyright laws that need to extend to digital content; as well as in creating an environment where quality educational content is incentivized.
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Gandhi, Gopalkrishna. "English in India." English Academy Review 14, no. 1 (December 1997): 96–108. http://dx.doi.org/10.1080/10131759785310111.
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Raja Ram Mehrotra. "Decolonizing English Teaching in India." RELC Journal 31, no. 2 (December 2000): 134–44. http://dx.doi.org/10.1177/003368820003100207.
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Pandharipande, Rajeshwari. "The perfected language." English Today 7, no. 2 (April 1991): 7–10. http://dx.doi.org/10.1017/s0266078400005423.
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Rácová, Anna. "Language as a Symbol of Identity and a Tool of Politics and Power in Pakistan and Bangladesh." Journal of Linguistics/Jazykovedný casopis 67, no. 3 (December 1, 2016): 207–18. http://dx.doi.org/10.1515/jazcas-2017-0008.
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Abstract This study aims to demonstrate the roles that domestic and foreign languages have played and play as signs of national or religious identity and social prestige and as tools of political and economic power in multilingual Pakistan and Bangladesh. Before the countries gained independence from the British Empire in 1947 and before the formation of the Indian Union and Pakistan (which was divided into Pakistan and Bangladesh in 1971), the role of an official language, remote to the majority of population in Indian subcontinent, had been gradually played by Sanskrit, Persian, and English. After gaining independence, the new countries decided to replace English as the official language with domestic languages. Their efforts encountered many problems and resulted in various solutions. Urdu became the state language in Pakistan, which caused resistance in local ethnolinguistic groups because the language had been imported by refugees from India. This resistance was the strongest in East Pakistan, where a strong national and language awareness eventually contributed to the formation of an independent Bangladesh with Bengali as the state language. Despite struggle for the dominance of domestic languages, English has preserved its prestigious position both in Pakistan and Bangladesh, as a symbol of higher social position, a language of education and science, and a tool of economic and political power.
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Yashodha, M., SK Niranjan, and V. N. Manjunath Aradhya. "Deep Learning for Trilingual Character Recognition." International Journal of Natural Computing Research 8, no. 1 (January 2019): 52–58. http://dx.doi.org/10.4018/ijncr.2019010104.
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As India is a multilingual country, in which the national language is Hindi, regional languages still exist in each of the corresponding states. In government offices, for the purpose of communication and maintenance of files and ledgers, the languages preferred are the regional languages and Hindi. As corporate offices and private organizations also exist in the country, these bodies mainly prefer the English language with the regional language in recording documents and ledgers. So, in this regard, in India a document contains multilingual texts, and there is a need of a multilingual OCR system. In this article, a trilingual OCR system is developed using deep learning for supporting English, Hindi and Kannada languages, the regional language of the state Karnataka.
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Akai, Joanne. "Creole… English: West Indian Writing as Translation." TTR : traduction, terminologie, rédaction 10, no. 1 (February 27, 2007): 165–95. http://dx.doi.org/10.7202/037283ar.
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Abstract Creole... English: West Indian Writing as Translation — This paper looks at the use of language(s) in Indo-Caribbean (i.e., West Indian of East Indian descent) writings. West Indian writers are Creole, in every sense of the term: born in (former) British colonies, they have a hybrid culture and a hybrid language. They operate from within a polylectal Creole language-culture continuum which offers them a wide and varied linguistic range (Creole to Standard English) and an extended cultural base ("primitive" oral culture to anglicized written culture). Indo-Caribbean writers, however, have access, not only to the Creole language-culture continuum, but also to the pre-colonial cultural, linguistic and religious traditions of their ancestors who came from India in the 19th century. But if Creole is the mother-tongue of all West Indians, English is the only language they know to read and write. West Indian literature in English constitutes an intricately woven textile of Creole and English : a hybrid writing made possible through the translation of Creole experience into English; oral Creole culture into written English; the Creole language into the English language. In fact, West Indian literature in English can be considered self-translation, for which the presence of the author as the translator gives authority to the hybridized product, a true extract of the West Indian writer and his Caribbean language-culture.
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Kumaravadivelu, B. "ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth." Studies in Second Language Acquisition 19, no. 3 (September 1997): 409–10. http://dx.doi.org/10.1017/s0272263197223065.
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This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing instructional materials that not only make use of the rich linguistic and cultural resources available in India but also promote effective communication skills among the learners. The third section—“Learner Profiles”—provides interesting insights into the needs, wants, and lacks of Indian learners of English. This section shows how the instruments of needs analysis developed in monocultural and monolingual settings are inadequate for assessing the needs and wants of learners in multilingual and multicultural India. The fourth section—“Classroom Issues”—focuses on certain central issues affecting teaching and learning in the classroom context, particularly the role of native language knowledge and skills that Indian learners bring with them. The fifth section—“Course Evaluation and Teacher Development”—suggests ideas for making teacher education responsive to the changing roles and responsibilities of language teachers. The sixth and final section—“Curriculum Change”—deals with the principles and procedures for curricular changes that are in tune with the evolving knowledge about learning and teaching and the increasing desire for learner control of the process of materials development and evaluation.
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Tripathi, Dr Richa. "Empowering English Language Teaching-Learning Process in India." International Journal of English Literature and Social Sciences 2, no. 6 (2017): 47–51. http://dx.doi.org/10.24001/ijels.2.6.8.
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Vasishth, Shravan, R. K. Agnihotri, and A. L. Khanna. "English Language Teaching in India: Issues and Innovations." Language 73, no. 4 (December 1997): 887. http://dx.doi.org/10.2307/417354.
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Azam, Mehtabul, Aimee Chin, and Nishith Prakash. "The Returns to English-Language Skills in India." Economic Development and Cultural Change 61, no. 2 (January 2013): 335–67. http://dx.doi.org/10.1086/668277.
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Bhalla, Shereen. "Biliteracy and globalization: English language education in India." Language, Culture and Curriculum 22, no. 1 (March 2009): 71–73. http://dx.doi.org/10.1080/07908310902789677.
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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.
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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.