Omkar N. Koul
Introduction
Pre-Independence Scenario
State Government
Most of the States have set-up university and school level textbook
boards for the preparation of instructional materials for the medium switch over
into respective regional languages. Different States have also setup language
departments, academies and also training institutions for imparting training to
their officers in the use of their respective official languages in administration.
The Union also provides grants under various schemes for the language
development programmes. However, there is no uniformity as far as the
objectives and achievements of these institutions are concerned. Some States
have paid adequate attention towards it and have utilized the central grants for
achieving the objectives, but there are others where even the grants have not been
utilized. Most of the Language Departments and Academies are vigorously
engaged in the translation of standard textbooks, office manuals,rules and
procedures in the regional languages.
The preparation of administrative terminologies and manuals form the major
part of their activities. In-service training institutions run by State governments,
impart training to their officers and staff in the use of State official languages.
Some States do offer incentives to their officers and staff for using the regional
languages in administration.
Present Scenario
The multilingual and multi-cultural character of the country with high rate
of illiteracy poses a large number of problems for language planners in
administration. According to the 1971 census, 281 languages are spoken by more
than 5000 speakers each, and 221 languages are spoken by more than 10,000
speakers each. Further break-up of these languages is as follows: 33 languages
are spoken by 1 million or more speakers, 49 languages are spoken by 100
thousand to less than a million speakers, and 139 languages are spoken by
10,000 to less than 100 thousand speakers each. Most of these languages have
their own varieties and styles of speech. Keeping in view the multiplicity of
existing languages, it is only a limited number of them, which are being currently
used in administration.
The first and foremost responsibility with the State governments is the
implementation of constitutional provisions with regards to the use of minority
languages, and also hitherto ignored local majority languages, in administration.
This would certainly help the linguistic minorities to join the mainstream as far
as the political consciousness and the concept of participatory democracy is
concerned.
The need to strengthen the communication patterns has given rise to
interesting developments in the use of languages in administration. In certain
dominant regional language States, attempts are now being made to make use of
minor and minority languages in specific regions and areas in local
administration. Some States have recognized the second majority language as
additional official language, like Urdu in Bihar and Uttar Pradesh. In some
States, where a second language is used as the official language in
administration, some roles are assigned to local regional language or languages.
For example, English is used as the official language in Nagaland, Mizoram,
Meghalaya and Sikkim in the North East. The governments of these States now
encourage their officers to use local languages too wherever required. In these
States the IAS and other top central service officers learn the local languages of
these States,-Nagamese in Nagaland, Assamese, Khashi and Boro in Meghalaya,
Assamese and Mizo in Mizoram, Nepali, Lepcha and Sikkim Bhotia in Sikkim.
The Jammu and Kashmir State has made it compulsory for the non-native IAS
officers to learn spoken Kashmiri and Dogri besides Urdu - the official language.
It is interesting to note that some of the Hindi speaking State
governments have also started patronizing the literary development of so-called
regional varieties or dialects of Hindi, namely Maithili, Rajasthani, Bhojpuri,
Braj, Pahari etc. None of the Hindi speaking State governments have made an
official demand for the teaching of regional dialects to the top civil service
officers. The feed back received from the IAS and other civil service officers
allocated to these States support training in these so-called regional dialects of
Hindi, which are more or less autonomous with regard to their linguistic structure
and long literary tradition. Some strong language movements are emerging in
favour of Maithili, Bhojpuri, Rajasthani, and Pahari (including Garhwali)
languages. Sometimes these language movements are considered a threat to the
dominance of standard Hindi in administration.
Thus, a problem exists regarding the choice of language or languages in
administration and their various functional roles. A dominant regional or official
language and other local minor or minority languages are to be assigned different
roles at various levels of administration. No single Indian State claims to be
absolutely monolingual. The choice is, therefore, to be made regarding the roles
to be assigned to other minor or minority languages in administration.
Problems in Implementation
Other problems connected with the use of language or languages in
administration are as follows:
The major official languages face some of these problems too, which are
currently used at the Union level and in States.
Most of the major and minor Indian languages spoken in each State have
different social and regional dialectical variations and styles of speech. In some
cases, a particular regional or social variety is considered the standard variety. In
general, this variety is preferred for use in education, mass media and
administration. Besides knowing the standard written variety, for effective
written and oral communication it is important to be acquainted with the major
regional variations of the language. In certain languages such as Bengali and
Kashmiri, a diaglossic situation exists as far as the use of vocabulary is
concerned. There are some variations at the grammatical level as well. There is
a scope for standardization of grammatical forms to be used in administration, as
in education. Since the language is used in administration at both oral as well as
written levels, standardization at both levels will facilitate effective
communication.
Conclusion
References