This book explores the linguistic ecology of the Kumaun region of Uttarakhand, India through the experiences and discourses of minority youth and their educators. Providing in-depth examples of Indian multilingualism, this volume analyses how each language is valued in its own context; how national-level policies are appropriated and contested in local discourses; and how language and culture influence educational opportunities and identity negotiation for Kumauni young women. In doing so, the author examines how students and educators navigate a multilingual society with similarly diverse classroom practices. She simultaneously critiques the language and education system in modern India and highlights alternative perspectives on empowerment through the lens of a unique Gandhian educational context. This volume allows Kumauni women and their educators to take centre stage, and provides a thoughtful and nuanced insight into their minority language environment. This unique book is sure to appeal to students and scholars of multilingualism, sociolinguistics, language policy and minority languages.
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1 Introduction: Ecological Metaphors, Minority Voices, and Language Education in the Kumaun |
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1 | (20) |
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2 Lakshmi Ashram and the Kumaun: Young Women and Gandhian Educators in Their Linguistic and Educational Context |
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21 | (24) |
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3 National-Level Language and Education Policies in India: Kumaunis as Linguistic Minorities |
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45 | (36) |
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4 Language and Ethnography: Conducting Research in the Kumaun |
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81 | (28) |
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5 Language Use and Language Labels in Community: Bhasha and Boli |
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109 | (26) |
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6 Mother Tongue and Medium of Instruction: Official and Unofficial Language Choices in the Kumaun |
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135 | (22) |
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7 Language Ecology in the Kumaun: The Value of Each and Relationships Among Them |
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157 | (46) |
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8 Young Women, Aims, and Education in the Kumaun |
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203 | (22) |
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9 Empowerment, Moving Forward, and Alternative Values in Education |
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225 | (34) |
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10 Conclusions: The Ecology of Language and Biliteracy in the Kumaun and Beyond |
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259 | (16) |
| Appendix 1 Minority Voices on Development, Education, and Language |
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275 | (8) |
| Appendix 2 The Continua of Biliteracy |
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283 | (2) |
| Appendix 3 Primary Participants |
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285 | (2) |
| Appendix 4 Citation and Transcription Conventions |
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287 | (2) |
| Bibliography |
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289 | (14) |
| Index |
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303 | |
Cynthia Groff is Guest Researcher at Leiden University, Netherlands. A graduate of the University of Pennsylvanias Graduate School of Education, she has conducted post-doctoral research through Université Laval, Québec, Canada, and the Universidad Autónoma Metropolitana-Iztapalapa, Mexico.
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