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CIJL -Intensive Course Series - 7 AN INTENSIVE COURSE • tn KASHMIRl OMKAR N. KOUL CENTRAL INSTITUTE OF INDIAN LANGUAGES MANASAGANGOTRI, MYSORE- 570 006 AN INTENSIVE COURSE lN KASHMIRI 0 • .::' CENTRAt INSTITUTE OF INDIAN LANGUAGES INTENSIVE COURSE SERlE$ --7 General Editor M. S. THIRUMALAI No part of this book should be reproduced in any form without the written permission from the publisher. Cf/L Intensive Course Sen:es-7 AN INTENSIVE COURSE IN KASHMIRI Dialogues, Drills, Exercises, Vocabulary, Notes on Grammar and Word Index OMKAR N. KOUL CENTRAL INSTITU·.-E OF INDIAN LANGUAGES MYSORE : 570006 First Published : January, 1985 Paush, 1906 © Central Institute of lndfan Languages 1985 Published at th• Central Institute of Indian Languages, Manasagangotrl. Mysore-570006 by Or. E. Annamalai. Di~ector Md printed at the Union Territory of Chandigarh Press, Cnandigarh. FOREWORD Language teaching is an .an'c.iem professton. India has a long tradition of teaching classical languages followmg the Gurukula system. The language teach ing was not indeper-ient of teaching philosophy, logio, grammar and poetics. It addressed itself to a selected group in tht? society and thus was shaped in methodo· logy and objective by the motivations and purposes of this group. Language teaching has developed as a sub-discipline within applied linguis tics in modern times. All the segments of the society learn languages, which may be the mother-tongue and/or the second language. The importance of language skills in the educational process, economic activities and cultural assimhation has been recognised. It is a challenge to the linguists to develop models, methods and materials which could meet each and every need of different learners and are suitable to the different learning abilities and aptitudes. Teaching of Indian languages as a second language to fellow Indians is fast developing as an area demanding immediate attention and work. The Indian langu· ages are taught as a second language under the Tl~ree Language Formula in schools. It is necessary to train teachers to teach the Indian languages as second language in schools. The Regional-Language Centres of the Institute cater to this need of man power development in the area of second language teaching. They offer an inten. sive 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~ decade 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 tak- . iug into account commonness between Indian languages and shiue cultural expe riences. 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 avail able in 13 major languages of India viz., Kannada, Tamil, Telugu, Malayalam, Assamese, Bengali, Oriya, Maratbi, Gujarati, Sindhi, Punjabi, Urdu and Kashmiri. The Institute will be happy if these materials contribute to the development of teaching oflndian languages as second language as a special sub-discipline within language teaching. From the practical point of view, the Institute will be happy ;t these materials help more Indians to become bilingual in other languages of this c.cuntry. E. ANNAMALAI v . EDITOR'S NOTE Called by the native speakers as k~: shur and populary known as Kashmiri. Kashmiri is the language of the people who live in and around the valley of Kashmir of the State of Jammu and Kashmir. It is a language of the Dardic group of lan guages. With literature dating as far back as the 13th <:;entury A. D., Kashmiri enjoys a rich tradition of folklore and poetry. There have been a few attempts made for the preparation t)f materials to teach/learn Kashmiri as a second language. This book An Intensive Course in Kashmiri for the first time presents a specially de signed second language course in Kashmiri for the benefit of speakers of other In dian languages. The book is primarily meant as the prescribed textbook for th~ basic course stage of the 10-month Intensive Kashmiri language teaching programmo conducted at the Northern Regional Language Centre, Patiala, of the CIIL. In this scheme, Kashmiri is taught as a second language ~.6 the graduate high school teachers, deputed by various State Governments and Union Territories, who do not know Kashmiri. They learn Kashmiri at the Northern Regional Language Centre. so as to teach the same to children back in their schools. Since the book is ~eant primarily for a definite course, the design of the book is tailored as per tht . syllabus that suits the needs of these particular groups of learners and the time avail able to them. ·But this does not in any way reduce the usefulness ·of the book for leafT\tng Kashmiri in other types of courses, or, for that matter, to anv individual who wishes to learn the language as a second language. An Intensive Course in Kashmiri covers almost all the sentence patterns that native Kashmiri speakers make use of while they speak in Kashmiri for day-to-day communication in informal and partly formal contexts. The arrangement and presentation of the Kashmiri linguistic structures in a graded manner through socially relevant situations enables the learner to proceed with the learning of the lan guage in a systematic fashion. The specially designed drills and exercises given for each lesson provide adequate scope for the practice and testing of the linguistic structures in meaningful contexts. While the entire material is presented in the Perso Arabic script as employed in Kashmiri, the first few lessons are also presented in Devanagari as a propJ.,eamers and teachers are advised to use the Kashmiri Phon~· tic Reader and Kashir Kitab-1 published· by the CIIL to master the sounds and the script of Kashmiri language beforehand. M.S. THIRUMALAI I 'VI ACKNOWLEDGEMENT I am grateful to Dr. D. P. Pattanayak, Dr. E. Annamalai and Dr. A. K. Srivastava of the Central Institute of lndian Languages for providing their encour gemenl and guidance in the preparation of this book. I would like to express my gratitude to Dr. M. S. Thirumalai for going through the manuscript and for offering his suggestions and comments for its improvement. J would lite to thank Dr. G. Gnansundaram, Dr. S. N. Raina, Dr. R. K. Bhat, Dr. Shafi Shouq and Dr. Narinder K. Dulai for their comments and suggestions on certain portions of the book. I would like to thank Shri Tej Krishan Koul for preparing the press copy of the manuscript, and to Shri Durga Das Sarwate ;for calli. graphical work in Kashmiri. OMKAR N. KOUL Northern Regional Language Centre, Patiala-147002 January, 1985 . • vii ·CONTENTS Page Foreword v Editor's Note vi Acknowledgement vii Introduction XI Kash.miri Alphabet xvi Unit Lesson I 1. What is this ? 2. This is a chair. 5 3. Animals and birds 12 II 4. Who is he ? 18 5. How many are they ? 24 III 6. Parts of body 32 7. He is my brother. 37 8. Is she your sister ? 45 9. Is he Ramji's son ? 51 10. Mr. Khan, 58 lV ll. About a house. 61 12. Meeting with a stranger 68 13. About height and weight 76 14. Meeting among friends 85 15. Our city 9! v 16. What are you doing ? 96 17. I ~ eating an apple. 103 18. What are you doing 1 109 19. I will be studying. 114 Vl 20. What do you do ? 121 21. .She works s.milin.gly. 128 22. In Delhi 133. (ix) vu 23. ·what is your name ? 137 24. Do you like this place ?' 144 25. I am not felling weH. 149 VIII 26. Where is the pen ? 155 27. Where is the baH ? 161 28. What is in this Aimirah ? 167 IX 29. We see with our eyes. 174 30. About the routine means of traveL 180 31. Our Garden 187 X 32. Get ready for school. 193 33. About a play in school 199 34. At a fruit seUer•s shop 205 35. · About a visit. to S.imla 2ll XI 36. At a hotel 218 37. I win go to the bazaar. 224 ·xu 38. I read this newspaf,!>-7r.. 230 39. When did you come '! 238 40. .Kasllmiri ViHages 245 XIII 41. Have you read this book ? 249 42. About a m.ovi.~ 251 43. Had you gone to school ? 263 XIV 44. Days of a week 268 45. Seasons of Kashmir 273 XV 46. Wh.at did you do ? 278' 47. What shouid I bring for you l 283 48. About weather 290 XVI 49. Is he able to walk ? 297 so. About a meeting 303 (x)