Analyzing the Linguistic Components of Pakistani English: An Indigenized Legitimate English Variety
Analyzing the Linguistic Components of
Pakistani English: An Indigenized Legitimate English Variety
|
Correspondence:
|
Ali Siddiqui
|
M. Phil
Scholar, Department of English Linguistics, Mehran University of Engineering
and Technology (MUET), Jamshoro, Pakistan
|
|
|
Abdul Karim Keerio
|
B.S Student, Institute of English
Language and Literature, University of Sindh, Jamshoro, Pakistan
|
Abstract
This study tries to present a local
variety of English that is used in Pakistan and is known as Pakistani English
or ‘Pinglish’. It is recognized an official language in Pakistan. The paper
briefly highlights its history; sources of its emergence, its various altered
forms, underlying socio-cultural and religious effects that have an influence.
It is to analyze the indigenized peculiarities by observing different phonetic
components, sentence structure, morphology, lexis and phonology. Previous
contributions on the advancement of this variety have acknowledged its
legitimacy to a great extent. The
study presents an influence of first language onto the pronunciation of the
second language. In short, it examines that Urdu nouns and other group of
vocabulary items within Pakistani variety of English are utilized intentionally
and with determination, where its speakers have their own Urdu words present as
substitutes.
Keywords: British English
(BrE); code-mixing; morphology; Pakistani English (PakE), phonology; syntax
1.
Introduction
Pakistani variety is considered as standard English
variety that utilizes almost many words from English of Britain, known as
Britain variety of English (BrE) but with separate social structure (Taalat,
2002). Taalat (1993) further investigates on lexical variety of Pakistani
English (PakE) that takes a glance to semantic structures of certain words, presenting
a visible change from Britain English (BrE) use towards an Urdu stated meaning form. PakE is a recognized indigenized variety
of subcontinent. According to Kachru (1985), the non-local variety of a
language does pass through three fundamental stages. At the initial stage, its
presence stands unnoticed and then at the later stage, it is known to be a
native-standard. At the last stage, it is gradually acknowledged as a standard
variety. Currently, according to Mansoor (2002), this variety is on the verge
of final stage. However, it stands crucial for Pakistani speakers that they
communicate in three acknowledged English localized varieties. According to
Mansoor (2002) classified the localized varieties as (1) acro-lect
(communicated within exclusive class), (2) meso-lect (used for white collar
citizens), and basi-lect (a variety of advertisements in English amongst
ill-educated class).
1.1 Emergence of English in the Subcontinent
It is significant to mention that
Pakistani English has its foundations that are based on pre-partitioned British
India. Ali (1993) believed that the arrival of Britain army within the
subcontinent had commercial trading agreements with English queen that failed
to reinforce power for controlling the central government till the beginning of
gradual downfall to the last Muslim dynasty of Mughals within the subcontinent.
Resulting into actions like bewilderment brought by Aurangzeb's
conventionality, his shallow approaches towards the Marathas and Sikhs, and the
isolation of realm amongst his children on his demise like any private
property, brought disastrous consequences within the state. These circumstances
gave the British company a chance to expand its powers. History marked a
subsequent winning of clashes by the British within the states of Buxar in
1764, later in that year with Shah Alam, and within no time, they increased to
conquer entire undivided state of India by 1818. Spear (1965) states “in year
1835, Macaulay cited British colonialism and showed arrogance on being superior
by announcing that they need to perform a righteous act within Subcontinent.
Therefore, colossal target is making of group that could denote local Indians
by colour description and lineage. However their minds, behaviours, attitudes
and strategies should reflect the educational services for English literature
along with science in English language”. Thus, it was remarked that
"Administration started to begin the constructing of primary educational
institutes as well as universities for a change of local individuals of South
Asia to the darker English gentlemen through Anglican learning, it was the
custom to which it stands by till
today" (Ali, 1993 p.7).
We
were proclaimed effective with the preparation of selecting distinct
individuals for British "ethical obligation" to United Indian
territory towards showing of end in noticeably great, awful or apathetic
Englishmen in brown" (Ali, 1993 p. 127). English language within United
India expanded with a view of socio-cultural and financial versatility that was
related to it. Individuals learnt English both through daily one to one English
conversation as well as syllabus taught to them. Information conceived by the
second language learners was far away from local version. Whereas, on the
grounds there were insufficient native English speaking teachers who could care
the demands of learners with most of the English instructors who did not know
the needs and demands of the captivated people. The reason behind was less
sharing of local variety of English language within the newly conquered state.
Then, the voice of getting freedom from British rule resulted into a new phase
to witness subsequent diminishing of contact between the captivators and the
captivated. According to Mambos and Hmar (2004), these components added to the
organization and development of novice local variety of English. Demands, that
reflected the course of ground needs with use of Anglican language, seemed to
increase. Whereas, the constrained contacts with local speakers of English
brought a new phenomenon called "notarization" of British language
within United India (Baumgartner, 1993).
1.2 Birth of Pakistani English
The
recognition of PakE was noticed in 1980s, when a new concept of World Englishes
emerged. It was to demarcate between indigenous varieties of English language
communicated in the United States of America (U.S.A), Britain (U.K), Canada,
Australia and finally in New Zealand. The non-local variety was set in the
outer circle by Bras Kachru. Pakistani English was identified as an alternate
variety. Kachru (1986) includes Pakistan amongst the outer circle countries.
Kachru (1986) classifies the Pakistani variety of English as an institutionalized
second language Variety (also see Baumgardener, 1993). Kachru, Kachru and
Nelson (2006: 128) assumed about localized utilizations along with the
components of Pakistani variety of English to be the legitimate variety.
Whereas, Baumgardner (1987) trusts that English language in Pakistan is of
indigenous and systematized variety. It has the ability to comprehend the other
Asian dialects same as of different varieties. It is obvious to know that the
use of English language in Pakistan is unique with contrast to English native
users. Reason for an influence on English variety is because of its speaking
with variant local Pakistani dialects that code-mix with each other. For
example Punjabi, Sindhi, Urdu, Balochi, and Kashmiri interface with it. In
fact, form of a local dialect is stated as Pakistani spoken English; which
helps to thoroughly understand the script of Newspaper in Pakistan. Therefore,
it seems necessary for the reader to have familiarity with Urdu language as
well as with culture of Islam (Baumgardner, 1987).
1.3 Influence of Specific Variables on Pakistani English
So
far the main source of its emergence and development is concerned; the role of
its instructors stands vital who teach English as a foreign mode of
communication within Pakistan. They even constantly need to encounter an
extreme troublesome task. This is in a shape of general query to answer about
how to instruct for communicative proficiency within English language? Thus, it
is clear that educating the grammar, punctuation, and vocabulary of language is
insufficient i.e. one requires more for teaching that is pragmatic and cultural
competence. Therefore, it is significant to acknowledge the social and cultural
specific variables towards dialect work within various languages that are
essential. Moreover, learners should be aware of different varieties that are
not just their own local varieties but the interaction of other varieties with
a foreign language (i.e. English language). The knowledge of contrasts and
similarities of different varieties can help speakers toward better way of
life. In this way, the speakers can effectively utilize the foreign language
within socially and culturally acceptable way. With the rise of fundamental
theoretical designs towards speaking proficiently in second language (L2) and
its learning, currently it is not considered as the aptitude of linguistic
structure alone. The acquisition of functional and sociolinguistic control to
the sorts is now considered as a vital piece of L2 learning. In this way,
pragmatic competence and the capacity to acknowledge dialect that includes
appropriate public point of view, now structures a fundamental element of L2
pragmatic competency. Pakistani researchers have laid valuable services in
respect to the topic of Pakistani second language learners’ need for
communicative proficiency and specifically to pragmatic competence. Various
perspectives have been recognized for deficient English language teaching. They
are recognized as an unsupportive program, large number of students in classes,
obstructive assessment framework, so on and forth (Karan, DonAroma, Bruder & Roberts, 2010). The main
investigation is, to a greater part, determined for recognizing an imperfect
teaching procedures and strategies, where, the subject of English is not dealt
with as 'a language' subject itself (Karan, 2010). In this way, less specific
concentration is worked on changes within the pragmatic competence towards
specifically in foreign language learning.
1.4 Linguistic Components of Pakistani English
There
is an exceptional case for the phonological and phonetic components of the
Pakistani English. One purpose behind the impact of local dialects on Pakistani
English phonology is that English utterances show materials in Pakistan that
most of the times tend to exclude areas with articulation and phonology.
Subsequently, the local accents of speakers' local languages have impact on
their English phonology that is strengthened by their language instructors who
emphasize on local language influence. However, there is a lack of strong proof
for a comparison to first-language effect on variety that exists within the
written form of Pakistani English. One explanation behind can be that English
language is taught and learned by utilizing a nation-wide affirmed reading
material. A large number of these reading materials are those that are utilized
as a part of government schools. They are even composed by Pakistani
stakeholders themselves and it reflects the use of Pakistani English morphology,
sentence structure, and desultory components (Mambos, 2009).
1.5 Urdu Words in Pakistani English–Code Mixing
Pakistani speakers
utilize Urdu words within Pakistani variety of English. Therefore, as witness
of an inclination towards utilizing Urdu words has been experienced continually
regardless of a possibility of words that can be precise and viably be
converted into the globally acknowledged language. Crucial point of deciding
for a substitution to Urdu lexis with that of English in almost special cases
is generally relied on a bigger degree with 'deliberate usage' (Platt, Weber
& Ho, 1984). It is just like Urdu lexis has been employed by journalists to
have the general understanding of sentences (Baumgardner, Kennedy & Shamim,
1993). Words like "aatta" has
its substitute as 'flour', “bazaar”, with an alternative as 'market',
"chaaddar" to represent 'cover', where "Chillan" for
'activity reference', and "chokiidar" for
'guardian'/"protect" to mention a few.
1.6
Socio-Religious Lexis
Talia
(1988) investigates the other related aspects. She has explored a number of
sonic-religious nouns borrowed from Urdu into English language. The borrowed
English advance words, when set to be utilized by Pakistani bilingual speakers
under communication in English, have Urduised (influenced by Urdu language)
implications. She presents the cases of words like "setting" that is
commonly utilized as a part of Urdu in the importance of 'earlier accord'
(Talaat 2002). It holds its Urduised implications even now that is utilized as
a part of English in its new importance. Sometimes, it seems important to
utilize Urdu words for the Pakistani speakers for clearing their ultimate goal
of conveying the correct socio-cultural and religious material. The underlying
issue with the utilization of the Urdu lexis is based on either lack in
appropriate choice to select in English or not a close access to the
reciprocals that could pass on the set legitimate implications. The majority of
the words are religious and culture-specific terms. Therefore, finding the
equal parallel of words within English language is quite difficult because of
contextual variation. Therefore (as observed), utilization of the following
lexis tends to render the expressions more precise, recognized and lucid. Few
examples of the words are: boskii, 'imam', 'sunnat', 'baaraat',
"vadera". These words unequivocally supply for the contextual demand.
1.7 Syntax of Pakistani English
On
syntactic as well as clausal levels, PakE is quite different from BrE. In this
regard, various lexical class arrangements have been noticed. At the clausal
level, perception of standards for PakE is found to veer off from BrE. The
utilization of specific tenses is additionally unique. Raman (1990) presents a
case of progressive and perfect aspects of PakE that expresses the
demonstration of the deviation from BrE. For example:
·
I am working it to all time (Raman, 1990).
·
I have talk to him day before yesterday (Raman, 1990).
Whereas,
Baumgardner, (1993, p. 47) proposes the phrasal form of mixes to be what it is
called “postponed-attributive and the relative clauses”. For examples:
· Disastrous to health conditions “conditions that are disastrous for
health”.
·
Public Relation office “an office that deals with the public”.
Now,
towards the issue of complement, Baumgardner (1993, p. 258-259) has also
demonstrated variations. For instance, descriptive words within this variety
are often taken by the case of “to-infinitive” rather than the relational word
with contrast to participle condition found within BrE. The descriptive word
complements within PakE do have contrasts again. A relational word in addition
to “in participle” for (stare) may
move towards showing of cast for “too-infinitive” within the Pakistani variety
of English. PakE users may use alternate the (stare) fundamental class of verb
in addition to “to-infinitive” of principle action in addition to
that-statement. For example:
·
She is anxious to fly a kite (Stare).
· They all does not seemed anxious to hail democracy so they
showed interest to grab authority with any cost (PakE).
·
Ahmed has no power for controlling (BrE).
·
Ahmed does not have power to control (PakE).
·
I wish to leave (Stare).
·
I wanted to go, therefore I get to leave (PakE).
1.8 Pakistani
English and its Morphology
Morphologically, general reference of components for PakE seems to contrast in
utilization of the articles and prepositional words, where the auxiliary verbs
are usually omitted. Raman (1990, p. 57) has shown a common discourse, where
few Pakistani second language users might avoid using of “verb –do” in support.
For example:
·
How you go to the school? (PakE)
·
How do you go to school?
(BrE)
Essentially,
work on an article arrangement of this variety is unique in relation to BrE.
The definite article might be missing where it is used in BrE. The use and
representation of indefinite type of article is usually omitted. Raman (1990)
presents following specimen:
·
Founder of country has special place in hearts of nation.
·
The Founder of country has
a special place in hearts of a nation.
1.9 Phonology of Pakistani English
Phonologically,
there is less contribution paid up to now with reference to the studies in
PakE. Mambos and Hmar (2004) endeavor to exhibit the preparatory depiction of
the Pakistani local variety of English within phonological terms. The list of
following items shows an incorrect use of following phonological marks in PakE.
|
Words and their pronouncing feature
|
Pakistani English
|
Received Pronunciation (RP)
|
|
Horse’s
|
ɪ
|
ə
|
|
Letter
|
ʌ
|
ə
|
|
Comma
|
ʌ
|
ə
|
|
Nurse
|
ʌ
|
ɜ:
|
|
LOT
|
ɔ:
|
ɔ
|
1.10 Vowels
of Pakistani English
Vowels
of PakE have been separated by distinct clusters. Main cluster of vowels have
invariant form of realization. They are uttered with no variety influence from
the variety to English utilized by Pakistanis. Where, the other cluster has
those forms that usually change with the realization of local the variety
influence by various Pakistani local speakers.
1.11 Consonants of Pakistani English
For the
consonants of PakE, Mambos and Hammer (2004) have expressed that PakE could be
marked as an acrostic variety of English. The majority of its speakers usually
articulate (r) in many situations. Such as "warm" is phonetically
represented as [wɑ: rm] where postvocalic [r] delivers fluidly, taking the
example of utterer that articulates terms like "begin" and "letter".
However, it drops in term "constrain". Raman (1990) has stated that
the level of rhoticity in PakE fluctuates in the light of sociolinguistic
elements. PakE utilizes retroflex stops. Case of utilization to retroflex tends
to cease rather than the function of Received Pronunciation (RP) alveolar stops
are recorded with the type of case that "series with substitution"
stated by Kachru (1992). It seems to be major constituent of English that is
spoken in the Southern part of Asia. Mention of such cases within PakE is
"dress" [dress] and "strut" [strut]. Speakers of local
English in Pakistan, utilize stops within their dental rather than RP
fricatives in dental with illustrations that is [d] and [t] to words like
"then" [den] and "north" [nɔ: r t] respectively (Kachru, 1992; Mambos & Hmar, 2004). Mambos and
Hmar (2004) have further claimed for Pakistani national language (Urdu), which
lacks proper phonetic refinement between the voices of /v/ and /w/. Raman
(1990) even states about the issue with reference to Pashto language. Both fail
to define the speaking of /v/ for instance in "love" [luau].
1.12 Code Switching
Issue
of utilizing words of English language within local or national languages
should not be considered a sign of failing to know the two languages. It might
be an indication of knowing both of the dialects. Undoubtedly, code switching
has been depended at a point where at least two languages do come in contact
with each other. Studies on code switching have validly proved that individuals
do code switching to stress certain parts of personality. The other genuine
reason of code switching is that one might lack in knowing minimum standard of
English required to accurately figure out what they want to say and find
difficult in managing the discussion. Therefore, they need to fall back upon
Urdu language as they find a better alternate. However, it is false to claim
that if individual does code switching, then s/he might lack to understand any
language.
1.13 Pronunciation in
Pakistani English
PakE
has a new construction of words to pronounce. Many Pakistani speakers of
English language do experience great difficulties. Whenever, there is a
situation of consonants that are together without the pronouncing of vowel in
the middle. For example: Term of
"School" tends to mis-pronounce a sit ought to be in either form of "sakool" or "iskool," depends on the local
tongue. Some of
the daily routine words to mention are, "automatic" is "aatumaatuc" in PakE, while
"genuine" is "genian"
and "current" is "krunt",
cycle as “sainkal” . Some words take
the plural frame as, "roadon"
for roads, "bottlen" for bottles and "classein" for classes
and etc.
1.14 Vocabulary of Pakistani English
Pakistani
English contains many new terms that are used differently in Pakistan.
Following are a few common words that are used in Pakistan with their
colloquial meanings.
· Uncle/Aunty: these words are used to address every older man and woman.
· Shopper: it contains meaning in
Pakistani context of a shopping bag, rather than its’ usual meaning as a person
who is purchasing goods, or simply referred to as a customer.
· Opening/closing: these words are used on
the place of turning
something on or off e.g. open the fan.
· Light Gone: this refers to cut off of
electricity from electric supply company.
· Miss: this word is commonly used to address female teachers.
· Madam: it indicates the meaning as females with positions of any
powerful authority.
·
Sir: this title is given to every male of any powerful authority.
· Master Sahib: the term is more famous to call
tailors and carpenters instead of their real names.
· Batch mate: instead
of classmate for a schoolmate of the same grade
· Flyover:
instead of overpass or an over-bridge
· Pant: instead of trousers
2. Conclusion
To
conclude the above discussion it can be said that English spoken in Pakistan,
also known as (PakE), is now an identified dialect within the subcontinent.
Predominantly, the focus of research work has more or less been observed to
highlight the comparative view between Pakistani English to Britain Queen’s
variety. No doubt, the identity can claim its dignity. It shall be anticipated
with intense English-use and in addition can be propagated through the
inescapable foreign communications. Much of contribution is done through
instructional materials that are utilized as a part of Pakistani schools. It is
clarified earlier that borrowing from Urdu language and other local varieties
have discovered ways to produce non-native English reading courses. Therefore,
focus of the paper can be moulded towards the direction of recommending the
idea of acknowledging the Pakistani English that is nationally introduced.
Therefore, the appropriate steps should have to be taken for its improvement
and development on international scenario. Additionally, the scope of future
research now needs to shift its paradigm to analyze and further examine the
recognized features of Pakistani English rather to simply put a contrasting
framework with British English. Phonological aspect of the Pakistani English is
unique in relation to native speakers. This variety is more conceivable to
Pakistani individuals since they speak and understand it without any confusion.
However, the native speakers of English can find difficulty in understanding.
Pakistani English is understandable with different Asian assortments of
Englishes. Indian English, Srilankan English, Bangladeshian English, Nigerian
English and others. There might emerge new challenges for Pakistani speakers to
speak easily with English native speaker. In case, if progress rate by terms
within forms, structure, phonology, morphology, vocabulary and pronunciation of
PakE does not record the continued change with current scenario. For this
reason, Pakistani speaker will have to understand the differences of varieties
separately in order to communicate with English speakers worldwide.
References
Ali, A. (1993). English in
South Asia: A historical perspective. In R. J. Baumgardner (Ed.), The
English Language in Pakistan (pp.
3-12). Karachi: Oxford University Press.
Baumgardner,
R. J. (1987). Utilizing Pakistani newspaper English to teach grammar. World
Englishes, 6(3), 241-252. doi: https://doi.org/10.1111/j.1467-971X.1987.tb00204.x.
Baumgardner, R. J. (1993). The
English language in Pakistan. Karachi: Oxford University Press.
Baumgardner, R. J., Kennedy,
A. E. H., & Shamim, F. (1993). The urduization of English in Pakistan. In
R. J. Baumgardner (Ed.), The English
Language in Pakistan (pp. 83-203). Karachi: Oxford University Press.
Kachru, Y.
(1985). Discourse analysis, non‐native Englishes and second language
Acquisition research. World Englishes, 4(2), 223-232. doi: https://doi.org/10.1111/j.1467-971X.1985.tb00410.x.
Kachru, B.
B. (1986). The Alchemy of English: The spread, functions, and models of
non-native Englishes. Urbana
and Chicago: University of Illinois Press.
Kachru, B. (1992). The
other tongue: English across cultures. Urbana and Chicago: University of
Illinois Press.
Kachru, B. B. Kachru, Y.
& Nelson, C. L. (2006). The handbook
of world Englishes. Oxford: Blackwell.
Karan, O.
C., DonAroma, P., Bruder, M. B., & Roberts, L. A. (2010). Transitional
assessment model for students with severe and/or multiple disabilities:
Competency-based community assessment. Intellectual and Developmental
Disabilities, 48(5), 387-392. doi: https://doi.org/10.1352/1934-9556-48.5.387.
Mambos, A. & Hmar, N.
(2004). Pakistani English: A historical and phonological overview. In B.
Portman & E. Taught (Eds.). A Handbook of Varieties of English
(pp.1003-1016). Munich: Mouton de Grunter.
Mahboob, A.
(2009). English as an Islamic language: A case study of Pakistani
English. World Englishes, 28(2), 175-189. doi: https://doi.org/10.1111/j.1467-971X.2009.01583.x.
Mansoor, S.
(2002). Culture and teaching of English as a second language for Pakistani
students. The English Teacher, 31, 35-44.
Platt, J., Weber, H., &
Ho, M.L. (1984).The new Englishes.
London: Routledge and Kegan Paul.
Raman, T. (1990). Pakistani
English: The linguistic description of a non-native variety of English. Islamabad:
National Institute of Pakistan Studies.
Spear, P.
(1965). A history of India.
Harmondsworth: Penguin.
Talaat, M. (1993). Lexical
variation in Pakistani English. In R.J. Baumgardner (Ed.), The English Language in Pakistan (pp. 55-62). Karachi: Oxford
University Press.
Talaat, M. (2002).The form and functions of English in
Pakistan. Retrieved February December 02, 2019 from http://www.hec.gov.pk.
Talia, M. (1988). A study of lexical variation in Pakistani
English: A view on language contact and change (master thesis). Department
of Linguistics, University of Nottingham, U.K.
Source:
Comments
Post a Comment