The present book is essentially a self-instructional course. It contains 20lessons presenting basic structures of the Kashmiri language. Each lessoncontains usually one major structure along with related patterns. All thelessons consist of text, mostly in the f.mp3 of dialogues, followed by drills,exercises, vocabulary and notes on grammar. Texts are given with equivalentEnglish translations. It is to be noted that these English translations have noone to one correspondence with Kashmiri, either structurally or stylisticallybut are intended, only to convey the general meaning.
Kashmiri is spoken by roughly five percent of Azad Kashmir's population.[12] According to the 1998 Pakistan Census, there were 132,450 Kashmiri speakers in Azad Kashmir.[13] Native speakers of the language were dispersed in "pockets" throughout Azad Kashmir,[14][15] particularly in the districts of Muzaffarabad (15%), Neelam (20%) and Hattian (15%), with very small minorities in Haveli (5%) and Bagh (2%).[13] The Kashmiri spoken in Muzaffarabad is distinct from, although still intelligible with, the Kashmiri of the Neelam Valley to the north.[15] In Neelam Valley, Kashmiri is the second most widely spoken language and the majority language in at least a dozen or so villages, where in about half of these, it is the sole mother tongue.[15] The Kashmiri dialect of Neelum is closer to the variety spoken in northern Kashmir Valley, particularly Kupwara.[15] At the 2017 Census of Pakistan, as many as 350,000 people declared their first language to be Kashmiri.[16][17]
Kashmiri language, language spoken in the Vale of Kashmir and the surrounding hills. The language originates from Dardic language, but it has become predominantly Indo-Aryan in character. Reflecting the history of the area, the Kashmiri vocabulary is mixed, containing Dardic, Sanskrit, Punjabi, and Persian elements. Religious differences are evident in vocabulary and choice of alphabet. Muslims employ Persian and Arabic words freely; they also use the Persian form of the alphabet to write Kashmiri, although the Persian alphabet is not truly suited to the task, because it lacks symbols for the many Kashmiri vowel sounds.
Kashmiri Programme for Intermediate and Upper Intermediate at Langma School of Languages is 14 weeks programme, in which students are taught carefully selected grammatical topics in context of day to day conversation. Our dedicated teachers will work on all four language skills (listening, reading, writing, and speaking). Langma School of Languages is the best institution to pursue Kashmiri Language course. Since our inception we had a vision of imparting quality Kashmiri language education to students. Students will improve their pronunciation and work on identifying their mistakes and correcting them.
At Langma School of Languages, we carry out tests to ensure that students are progressing and we conduct assessments and evaluations to see if the students are meeting the goals. Our dedicated teachers work hard to make sure that you are being challenged and are improving your own weak areas. We make our lessons fun, interesting, and useful. We give all students the chance to suggest lesson topic, classroom activities, and areas of Kashmiri language to study, meaning that there is always something to gain from our classes. The course is designed for those who can understand a wide range of demanding, longer texts, and recognise implicit meaning and express himself/herself fluently and spontaneously without much obvious searching for expressions. One can produce clear, well-structured, detailed text on complex subjects, showing a controlled use of organisational patterns, connectors & cohesive devices, and can understand ease virtually everything heard or read and summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentations.
A census conducted in 2011 showed that India has about 19,569 languages and dialects, of which almost 1,369 are considered dialects and only 121 are recognized as languages (the acceptance criterion being that the language has 10,000 or more speakers). The languages spoken in India belong mainly to two big linguistic families: the Indo-European and the Dravidian; others come mainly from the Austro-Asian and Tibetan-Burman linguistic families.
The states of India were organized based on the common language spoken in each region, and while Hindi is the official language of the central government in India along with English, individual state legislatures can adopt any regional language as the official language of their state.
The Urdu program at Chicago includes four levels (first-, second-, and combined third- and fourth-year) of language instruction, in addition to which related courses on various aspects of Urdu literary culture are occasionally offered. First and second year classes focus on language learning, while third and fourth year students apply their language skills mainly to reading various types of texts, including historical materials and various literary genres. The readings for these advanced courses are mainly determined based on the interests and proficiency levels of the students. Prospective Urdu students other than beginners have to take a placement test before registering for second-year and above classes. Prospective first- and second-year students should contact the instructor (Elena Bashir) before registering to learn how the course is organized.
Teaching of Indian languages as a second language to fellow Indians is fast developing as an area demanding immediate attention and work. The Indian languages are taught as a second language under the Three Language Formula in schools. It is necessary to train teachers to teach the Indian language as second language in schools. The Regional Language Centres of the Institute cater to this need of manpower development in the area of second language teaching. They offer an intensive course of ten months in a non-native Indian language to the school teachers. The teaching materials for the courses include conventional as well as audio-visual materials. They were used in the classes for more than a dicade and now have been finalized on the basis of experience with various batches of teacher trainees. They are now brought out for wider use. It is hoped that they will be useful for any adult learner of an Indian language.
This book however is specifically designed for an Indian adult learner taking into account commonness between Indian languages and share cultural experiences. The course divided into 3 terms has different materials for each term. The first set of materials goes by the name intensive Course. This course will be available in 13 major languages of Indian viz, Kannada, Tamil, Telugu, Malayalam, Asamese, Bengali, Oriya, Marathi, Gujarati, Sindhi, Punjabi, Urdu and Kashmiri.
Kashmiri is being taught as a second language at the Northern Regional Language Centre, Patiala since 1971. There has never been any other serious attempt for teaching and learning of his language as a second foreign language earlier. (Of course, it was once taught as a short term course at a summer school of linguistics at the University of Illinois during 1967). As a result only a limited number of pedagogically oriented materials in the form of language courses and supplementary materials have been produced so far. Kachru (1973) makes first serious attempt in this regard.
In 1963, the impending transition away from English brought about similar concerns over the need for a unifying language, which were voiced at the time of Independence. Parliament enacted the Official Languages Act of 1963 to continue the use of English and section 3 of the act extended the implementation of English for official purposes along with Hindi.8 India decided to keep English as a unifying language to connect parts of the country where Modern Standard Hindi is not commonly spoken, such as in the southern Indian states with different scripts and language roots. While English is also a legacy of the British in India, it remains a tool and window through which to gain wider knowledge and understanding of the country. English also connects India with other English-speakÂing regions of the world.
Genres like Vatsun- a literary form, were used in many Indian languages especially in Kannada for expressing spiritual thoughts. Vatsun genre may have existed in Kashmir even before Lal Ded. However, the first Vatsun writer of repute is Habba Khaatoon. There is no authentic reference about her life. One has to depend upon the folk tradition, legend and her own poetry to determine the course of her life. Folk tradition and legends provide only contradictory accounts. Habba Khaatoon is one of the makers of Vatsun form in Kashmiri and is surely the first significant romantic poetess. Her Vatsuns are brimming with her personal emotions, agony and love. The depths of her feelings give inner rhymes to her Vatsun. She decorated her style with imagery and medial rhyme. Her emotions are reflective of the emotions of the woman in general. She was well educated in music and enriched Kashmiri music by composing Rast Kashmiri, a new raag in Kashmiri music.
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