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Monthly Archives: February 2011

Baloch and Baloch Culture

Baloch culture is rich, varied and deep-rooted. Balochistan held one of the earliest human settlements in the World in Mehrgarh around 7,000 – 3,000 B.C. There are plenty of evidence and artifacts concerning the richness of Balochi culture throughout centuries. Balochistan is one of the ancient inhibited land. The history goes back to around 15,000 years ago. During the last century French archaeologists discovered a new site in Balochistan at Mehergarh (Mehregan), which is believed to be the earliest civilization in the world. It pre-dates the civilizations of Egypt and Mesopotamia. The site was occupied from 7,000 B.C. to 2,000 B.C. and it is the earliest Neolithic site where “we have first evidence of domestication of animals and cereal cultivation – wheat and barely – and also the centre for craftsmanship as early as 7.000 B.C.There are many historical sites across Eastern Balochistan (politically part of Pakistan), Western Balochistan (politically part of Iran), and Northern Balochistan (politically part of Afghanistan). The Burn City in northern Balochistan is a unique archeological site and a prime proof of sophistication, engineering and planning. Evidence from these sites show a very clear deep rooted history of civilisation, craftsmanship and exploitation. Amir Tavakol Kambozia wrote that Cupper was first discovered in Balochistan. It was transported from Balochistan to present day Iraq by water-born vessels. The names Baloch and Balochistan appears in literatures as old as 2000 years ago.

The Baloch had a very successful methodology in irrigation and agriculture as well as in cultivation and husbandry. You can read a great deal in the history section. Despite the brutal political oppressions in Balochistan, the Balochi literature has emerged strong and vibrant. Baloch poetry is one of the most beautiful poetry and one of the oldest in the World. In Baloch culture poetry has always been combined with music. Balochi music and folklore has been passed from generation to generation as a valuable art. Baloch handicraft are world-renowned – be it Baloch carpets and rugs or embroidery. The Baloch are very hospitable, nice and friendly. They are generally intelligent, learned, well-informed, initiated, cultivated, socially accomplished and politically attentive. Culturally, they are rich and self-dependent. The deliberate deprivation is a political tool used by the central governments of Iran and Pakistan in order to ensure Balochistan and particularly the Baloch people are kept back-ward.

 
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Posted by on February 27, 2011 in Baloch Culture

 

Baloch Traditions

Birth of a child

The occasion of the birth of either a male or a female child was marked with much music and singing. The women folk attended the mother for seven nights and sang sipatt or nazink , literally meaning songs of praise. Food and sweets were prepared and distributed. The birth of a boy was greeted with greater rejoicing than the birth of a girl. Among some tribes no ceremonies were performed on the birth of a girl, while among other tribes usual ceremonies were performed from birth to death. They included birth, sasigan (selecting name on sixth day), burruk (circumcision), padgami (child’s beginning to walk) and salwar (wearing of trousers) etc.

Hal

Hal was giving and receiving news when one chanced to meet another. It was an obligation, and always reciprocal. A person must communicate the latest happenings which may include the prices of essential goods in a nearby market or some political events o a more serious nature. This helped in conveying the latest happening in remote areas. When travelling in groups, the hal was given by the elderly person of noble birth. This was called chehabar. To reveal or receive hal was a mark of distinction.

MESTAGI

Mestagi was the reward for giving good news as birth of a son, news of the arrival of a lost relative or report of a victory in the battle. It was appropriate and according to the good news conveyed.

Diwan

The Baloch had an open society with its unique charachteristic of equality and freedom, which is now deep-rooted. Every Baloch was expected to be active member of the tribe. He took part in discussion in diwan which was open to everyone, at the house of the Sardar or the elder. Sometimes there were separate place, diwanjah, for such getherings. Social, political and economic peoblems concerning the tribe were debated in these assemblies. Diwan literally means gathering or assembly. Diwan in it formal nature was to be participated in by the elders and elected personalities. In all informal get-togethers everybody felt his presence. This spirt had made the Baloch into a close knit tribal structure based on mutual benefit and loss.
The house of the leader, or diwanjah was the place where history, legends, ballads, drama, lyrics and tales of love were told and sung. Every one wished that he could exert himself and attract others by his knowledge and manners during such discussions.

 
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Posted by on February 27, 2011 in Baloch Culture

 

A Case Study of Balochi Language

Azim Shahbakhsh

By: Azim Shahbakhsh
University of London

Introduction
Part 1:
1.1: History
1.2: Geography and Demography

Part 2:
2.1: Language domains
2.2: Balochi problems with development in Iran

Conclusion

Bibliography

Introduction:

Among the many languages spoken in the world, one is Balochi meaning “Language of Baloch”. It is spoken by the Baloch people in Balochistan. For historical reasons the language has become marginalised and even for native speakers, it has become pragmatically a second language. While Balochi is probably not on the danger list of languages facing extinction, it is essential to note that the number of languages in the world is declining at an alarming rate; for instance, Crystal (1997. 286) observes that, in 1962, Trumai, spoken in a single village on the lower Culuene River in Venezuela, was reduced by an influenza epidemic to a population of fewer than 10 speakers. In the 19th century, it was thought that there were over 1,000 Indian languages in Brazil; today, there are only 200. A quarter of the world’s languages have fewer than 1,000 speakers; half have fewer 10,000. It is likely that most of these languages will die out in the next 50 years. Although Balochi is spoken over a vast area of the world, it seems to be in danger because it is decreasingly used by its speakers in official and educational situations. This paper is concerned with the Balochi language in Iran presenting the issues from two perspectives: The first is a descriptive history of this language, its relation to its family languages, its dialects, its development as for its orthography and standardization, and demographical and geographical factors. The second is concerned with the situation of Balochi today, in terms of linguistic domains, the situation of this language in Iran as for its legalization , and a comparison with other languages . A summary of Balochi phonemes and grammar is included in an appendix as well.

Part 1:
1.1: History

Balochi is an Iranian language. Iranian languages form a branch of the vast Indo-European family. Linguists believe the ancestral language, proto-Indo-European (PIE), was spoken around 6000 years ago, probably somewhere in western Asia or eastern Europe (Abolghassemi, 1994,5). Over time, PIE split up into several regional varieties. One of these languages, which are called Proto-Indo-Iranian, was spoken about 5000 years ago, and the best guess is that this was spoken in the east and northeast of the Caspian Sea. Then this language itself split up. One large group of people migrated toward India, where their speech eventually gave rise to the Indo-Aryan languages of India, such as the ancient Vedic and Sanskrit and the New Hindi-Urdu and Bengali. Another group migrated southward into the Iranian plateau. These people appear in history for the first time about 1000 BC, when they are mentioned in Assyrian sources (ibid. p.17).
The Old Iranian language is divided into three periods, first one them started from 1000 BC to 732Ad / 331 BC. This period is called Old Iranian; the important languages of this period are as follows: Old Persian, Medic, Avesta, and Old Saka. The second period started from 331 BC. This period is called Middle Iranian such as Pahlavi, Sogdian, middle Saka, Balkhi. The last period started from 31 HG and continues until today. Among the important languages of this period are New Persian, Pashto, Kurdish, and Balochi. These are relevant to as new Iranian languages.
There is no document of old and middle Balochi. We can only speak about New Balochi because there is much evidence of it available. Some scientists believe that New Balochi rooted from old and Middle Balochi, but no traces of those periods remain. The Balochi language is a northwestern Iranian language, in the same category as Kurdish, Taleshi, Gilaki, Iranian central dialects, Parachi, and Ormuri languages.
Linguists believe that Balochi has a wide variety of dialects. According to Elfenbein (1968,10) Balochi consists of two main groups of dialects: Eastern dialects and Western. These two main dialects are devisable into six smaller dialects as Eastern Hill, Coastal, Rakhshani, Lashari, and Kechi. The socioeconomic division of Iranian Balochistan into a northern versus central and southern part corresponds to the main Bloch dialect divisions within Iran, namely that between the northern (Rakhshani) versus the southern (Makkorani) dialects. There are, however, as noted both by Elfenbein, (1968 pp.19-20, 23) and Spooner, (1967) some dialects, which have their own very distinct features and do not readily fit into one of the two groups mentioned above. One such dialect is that of Sarawani. No Balochi dialect has been standardized, because, it is not used in education and because of racial biases which exist among different Baloch tribes. However, in Germany, Italy, and Sweden, academics are trying to standardize one of the dialects of that language which seems to be an important language in the Middle East.
The script, which is generally used in Balochi, is derived from Arabic script. The Arabic script spread with Islam, and has generally remained fairly uniform, even when has in been used for languages belonging to totally different families, for example, Semitic, Turkish and Indo-European languages, such as Farsi, Pashto, Urdu, Kurdish, and Balochi. Balochi has a very short tradition of writing. Most works written in the 19th and early 20th centuries are by Englishmen in Roman scripts. The orthography used nowadays by the Baloch people is based on the Arabic script with Persian-Urdu conventions. There is no standard written language, and no fixed alphabets. Depending on which dialect you wish to write, the Persian and the Urdu version of the Arabic script is used. The Arabic loan words in Balochi are generally spelled in accordance with their spelling in Arabic. This leads to over representation of consonant phonemes. Vowel phonemes are, on the contrary, not fully represented because there are no symbols to show short vowels. Nowadays some linguist are trying to standardize Balochi orthography, they suggest that it is better to use Roman script in Balochi, because the Roman script is able to show all phonemes correctly whereas the Arabic script is not able to show short vowels; Roman script is able to show short vowels. However, since Baloch are Moslem, it is hard for them to apply the Roman script. In other words, Baloch prefer to use Arabic script, because it is the script of the Quran. In addition, since Baloch have no authority, they cannot legalize there own preferred script.

1.2: Geography and Demography

The Baloch are a people divided between several different countries. Nowadays Balochi is spoken in the southeastern part of Iranian linguistic area. Today Balochi is spoken in southwestern Pakistan, southeastern Iran, southern Afghanistan, the Gulf States and Turkmenistan. There are also communities of Baloch people in East Africa and India, as well as several countries in the West; e.g. Great Britain and the USA. It is hard to estimate the total number of speakers of Balochi, especially since central governments such as Iranian government and Pakestanian regime do not generally stress ethnic identity in census reports. According to Jahani statistics available estimate that at least five to eight million Baloch speak the language (2000, 11). The majority live in Pakistan and Iran. It is impossible to obtain exact statistics of Baloch living in Iran. In 1998 Britannica Book of the Year the figure for Balochi speakers in Iran is given at 1 420 000. (Britannica Book of the Year 1998,772) In view of the difficulties of gathering exact statistics in a remote region like Balochistan, where rural life still predominates, and of the general tendency for a central government not to overestimate the size of minority groups, a figure of slightly more than 1.5 million Baloch in Iran probably comes close to the truth. There are also a certain number of persons who identify as Baloch, but without being able to speak Balochi.
Geographically, Iranian Balochistan is divided into the northern Sarhadd area, the central/southern parts comprising the Iranshahr-Bampur region, the Sarawan district, the Makkoran Mountains down almost to the coast, and a southern strip along the coast of the Sea of Oman.
Economically this region is also divided into mainly pastoralism in the Sarhadd, where agricultural production specializes in dates and fruit, as well as pastoralism in the central/southern areas, and fishing combined with some agriculture on the coast. In the north where nomadism is the traditional basis of economy the social organization is tribal.
Some of the major tribes in this area are the Regi, Mirbalochzahi, Somalzahi (shahbakhsh), yarmohammadzhi (shahnawazi), and Naruyi. In the central and southern parts of Iranian Balochistan, the social structure is also to a certain degree tribal, though some of the agricultural population belong to low status tribes or are non-tribal gulam “slaves”. With the introduction of education and a certain degree of urbanization in Iranian Balochistan, it is but natural that age-old socioeconomic structures are likely to undergo considerable change, a process already underway to a certain extent.

Part 2:
2.1: Language domains

One of the ways that we can see how healthy or strong a language is, is to look at where in society the language is used. So if a language is used at home, at work, in education, in business, in administration, in religion, in entertainment and in the mass media, then that language has a usage in many social domains that shows that it will continue to thrive as a language. Conversely, if we find, for instance, that elderly members of family only use a language at home, and for all other purposes a second language is used, then we can conclude that the language is weak and may even die out within a generation.
The Balochi language, which is spoken over such a vast territory, has different levels of use. In central Balochistan, it is used in almost all domains, whereas in the cities a second language-Persian- is used in a lot of areas, educational and media domains, and Balochi exists mainly as the language of home and local community. At present, it is partly lack of education that is ensuring the strength of Balochi because there are a large number of Baloch who are uneducated and have little to do with business, offices or literary activities, and thus have few domains where second language would be used. But it is good neither for the Baloch people nor the long-term health of their language. In situations of contact with major trades and official languages, people will tend towards bilingualism. In the religious domain, Balochi is used for devotional exposition in many communities, but the language of sacred text and worship is Arabic.
Woodard (1989.pp.359-360) observes that studies of minority languages have shown that for bilingual speakers where topic/domain determines which language they talk, the minority language is showing signs of weakness and decline, but where the language to speak on a particular occasion is chosen according to the participants in the exchange the minority language is not showing signs of shift to the other language. So, for example, if a Baloch feels compelled to write letters in Persian to other Bloch’s, this is a sign of retrenchment of Balochi. But if a Baloch writes letters in Persian to non-Baloch, but in Balochi to Balochs, this is a type of bilingual performance that is not a sign of language weakening.
This presents a challenge to the Baloch community, since trade, television, newspapers, and education will increasingly be a factor in the lives of more and more Baloch, bringing ever more domains in which they function in languages other than Balochi. The way to meet this challenge is clearly to extend the use of Balochi to as many of these domains as possible, and perhaps the single most powerful instrument in achieving this is mother tongue education, since mother tongue education would be a means of extending Balochi usage to many academic domains. Even if mother tongue education did not extend through the entire school curriculum, the effect of literacy and use of mother tongue in formal situations would increase greatly its domain of use.
Mother tongue education has traditionally been seen as the great hope for reversing language shift, so much so that Fishman has warned against seeing it “as a way of reviving a language unless active home use of the language is also established”(1996.p.368). So, for example, in Ireland Gaelic is taught at school and used in many government contexts, but it is still not widely used in the home or community. As a result mother tongue education cannot be expected to revive the language on its own. But Balochi is very widely spoken in the home and society. What is needed for Balochi is not so much increased use in the home, but increased use out of the home, especially in formal situations. Thus, it is hoped that with mother tongue education and literacy. Baloch will increasingly write letters, post signs, notices and bulletins, read newspapers and magazines in Balochi, as well as doing business and government administration in it.

2.2: Balochi problems with development in Iran
Minority languages often suffer from certain political restrictions, which limit their development. A suitable example to illustrate this issue is the situation of the Kurdish language in Iran, Iraq, and certain other countries. The constitution of Persia (Iran) enacted in 1906, which was powerful during the reign of the Pahlavi monarchy, had no mention about language whatsoever. (Iran, pp.51-76) . The language policy prevalent between 1925 and 1979 was, however, that of strict uniformity. There was to be one nation with one language, namely Persian. Other Iranian languages spoken within the borders of Iran were regarded as local dialects of Persian. Under such circumstances there was, of course, no provision made by the government for mother tongue education or even cultural activities or publication in the minority language.

According to the constitution of the Islamic Republic of Iran, chapter 1, article 15, in addition to the official language Persian, “the use of the local and ethnic languages in the press and mass media is allowed. The teaching of the ethnic literature in the schools, together with Persian language instruction is also permitted”. (Constitution of Islamic Republic of Iran, 1979, pp.8-10). This means that it is in principle permitted to publish books and newspapers in Balochi, but at present there is no such publication-taking place in Iran. When it comes to teaching Balochi literature in the school, there is of course no provision being made for such a subject due to the almost total lack of Balochi literature. As for radio programmers, the situation is different, and Radio Zahedan has daily broadcasts in Balochi. In fact, these broadcasts date back at least to the 1960s, thus to the time of the Pahlavi monarchy. Although the government propagandizes that it tries to help the improvement of the Balochi language and other minority languages, it has not gone further than propagation. The fact is that it has remained as a written act and not an executed article.

All the limitations that were made by Iranian governments show that the government and Iranian nationalists are worried about the fact that the Balochi language can become a symbol of the Baloch people’s national identity. A very clear example of this is seen in the history of the Basque (euskera), and the attitude towards it by the Spanish government under Franco, from 1937 until the mid 1950s. The teaching of the language in schools was forbidden, as was its use in the media, church ceremonies, and all public places. Books in the language were publicly burnt. Basque names were no longer allowed in baptism, and all names in the language on official documents were translated into Spanish. Inscriptions on public buildings and tombstones were removed. By the early 1960s, official policy changed. Nowadays Basque is permitted in all linguistic, cultural, and political activities (Crystal, 1997.34). But the Iranian authorities appear to have learned lessons from the situation in Spain, particularly that the success of the Basque language was seen to be linked with the nationalist aspirations of the Basque people, a situation they were keen to avoid in Iran. Consequently, they are going to so pressurize the Balochs that this minority cannot ask for separation. However, this reaction is not beneficial for the Iranian government because if a culture and its people are suppressed, it will change into a dangerous nationalism, and this is why some Baloch literate are acting secretly to develop their language and culture.

In the history of the world, languages have always come and gone, but in the present time there are some factors which have never existed previously, and which threaten many of the world’s languages in a way they have never been threatened before. The first is that, with the growing world population and with ever increasing mobility, there are getting to be very few people who have had no contact with speakers of other languages, and the vast majority of people have regular contact with speakers of other languages. The second is that the spread and use of electronic media and communications are growing exponentially. At times it appears that Balochi, spoken largely by semi-nomadic shepherds or rural farmers and fishermen in the huge open expanses of Balochistan, would be unaffected by the developments in urban business and leisure communications. But it is necessary to note that among the Baloch in Iran within a single generation storytelling has been replaced by radio, then by television, then video, then satellite as a means of family entertainment. In other words, a language will not develop, according to Crystal (1998. 82) unless it is used by mass media, and also he adds that, “When we investigate why so many nations have in recent years made English an official language or chosen it as their chief foreign language in school, one of the most important reasons is that, always educational- in the broadest sense”(ibid.101). As a result, the application of a language in education is also very important in the development of that language.


Conclusion:

As I have tried to show in the previous section, the Balochi language is one of the new Iranian languages used in Iran and has different dialects. However, due to current restricting laws, which have not allowed the Balochi language to be used in education and official contexts, this language has not developed, and the Baloch people have to use Persian, which is their second language as the official language. Practically, the Balochi language is going to be their second language. To develop this language, the laws should be changed so that it can be used in education, and mass media. Meanwhile, to standardize this language, one of its dialects should be given prior and prominent salience.

Although a great many restrictions have been imposed on this language. It has been the center of a lot of research in countries other than Iran. For instance, in Pakistan, Italy, Sweden, and Germany, academics work on it and there are even some departments giving degrees on research about the Balochi language. Hence, while in Iran this language is ignored, elsewhere there exits great interest in it. This is an unsettling situation which must change. The fear is that, Blochi will otherwise join that growing list of languages, which have died and now exist only as museum pieces.

Bibliography

Abolghassemi, M, 1994, A history of the Persian language, Tehran.
Britannica Book of the Year_1998, Encyclopedia Britannica, Inc, Chicago 1998.
Constitution of the Islamic Republic of Iran, transl. From Persian by Hamid . Alggar, Berkeley1980.
Crystal, D, 1997,The Cambridge encyclopedia of language, Cambridge University Press 1997.
————-, 1998, English As A Global language, Cambridge University Press 1998.
Elfenbein, 1968, The Balochi Language, A Dialectology with Texts, London.
Farrell, T, 1990 Basic Balochi ,Naples. Institute of Oriental Studies
Fishman, J, 1989, Language and Ethnicity in Minority Sociolinguistic Perspective, Clevedon-Philadelphia.
Iran, 1969, Published by the Ministry of Information, Tehran.
Jahani,C, 1989, Standardization And Orthography in the Balochi Language, Uppsala.
Language in Society-Eight Sociolinguistic Essays on Balochi2000,ed by Carina Jahani , Uppsala.
Mahmoodzahi,M, 1998 Comparative study between Balochi and Old Iranian Languages, Tehran.
Spooner, B, Notes on the Baluchi Spoken in Persian Baluchisa,pp.51-71in,Iran Journal of the British Institute of Persian Studies,5(1967).
Woolard,K, Language Convergence and Language Death as Social Processes , pp.355-367 in Investigating obsolescence: Studies in Language Contraction and Death ,ed.by N.Dorian, Cambridge 1989.

 
 

SOURCES FOR BALOCHI

1. Survey articles

Josef ELFENBEIN 1989: “Baluchistan III: Baluchi language and literature”. In:
Encyclopædia Iranica 3, pp. 633-644
http://www.iranica.com/newsite/articles/unicode/v3f6/v3f6a030.html
––– 1989a: “Balōčī.” In: Rüdiger SCHMITT (ed.): Compendium Linguarum Iranicarum.
Wiesbaden: Reichert, pp. 350-362
Carina JAHANI 2001: “Balochi.” In: Jane GARRY, Carl RUBINO (eds.): Facts About
the World’s Languages: An Encyclopedia of the World’s Major Languages, Past
and Present. New York / Dublin, pp. 59-64

2. Sources unspecific for dialect
Type1
Mumtaz AHMAD 1985: Baluchi Glossary. A Baluchi-English Glossary:
Elementary Level. Kensington/Maryland
D
Josef ELFENBEIN 1990: An Anthology of Classical and Modern Balochi
Literature. Wiesbaden: Harrassowitz, 2 vol.
transcription of (in most cases) previously published texts2 with translations,2 the 2nd vol. is a
glossary
T, D
George A. GRIERSON 1921: “Balōčī.” In: Linguistic Survey of India X:
Specimens of Languages of the Eranian Family. Calcutta, p. 327-451
grammar; texts (in Arabic script) from various dialects of Pakistan, partly with translation or
analysis
G, T
Carina JAHANI, Agnes KORN (eds.) 2003: The Baloch and Their Neighbours:
Ethnic and Linguistic Contact in Balochistan in Historical and Modern
Times. Wiesbaden: Reichert
G, T

3. Sources for individual dialect (groups)
Type
3.1 Eastern dialects:
Mansel Longworth DAMES 1881: A Sketch of the Northern Balochi Language,
containing a grammar, vocabulary and specimens of the language [Extra
number of the Journal of the Asiatic Society of Bengal I/1880]. Calcutta
G, T, D
––– 1891: A Text Book of the Balochi Language, consisting of Miscellaneous
Stories, Legends, Poems, and a Balochi-English Vocabulary. Lahore
T, D
––– 1907: Popular Poetry of the Baloches. London, 2 vol.
epic poetry, with translation
T, D
George W. GILBERTSON 1923: The Balochi Language. A Grammar and
Manual. Hertford: Stephen Austin & Sons
G
––– 1925: English-Balochi Colloquial Dictionary. Hertford, 2 vol. D
Thomas J. L. MAYER 1910: English-Biluchi Dictionary. Calcutta D
1 D: dictionary / glossary, G: grammar, T: collection of texts
2 Elfenbein, as he himself says, “corrects” the originals.
Agnes Korn July 2008
a.korn@em.uni-frankfurt.de

3.2 Southern dialects:
Josef ELFENBEIN 1983: A Baluchi Miscellany of Erotica and Poetry: Codex
Oriental Additional 24048 of the British Library. Naples: Istituto
Universitario Orientale
tales and poetry transcribed from the oldest extant Balochi manuscript (ca. 1820),3 with photos
of the manuscript, translation and glossary
T, D
SAYAD HASHMI 2000: Sayad Ganj. The First Balochi Dictionary. Karachi:
Balochi Academy
D

3.2.1 Karachi
Tim FARRELL 1990: Basic Balochi. An Introductory Course. Naples: Istituto
Universitario Orientale
G
––– 2003: “Linguistic Influences on the Balochi spoken in Karachi.” In:
JAHANI/KORN, pp. 169-210
discussion of some points of grammar, with 2 short sample texts with translation and analysis
G, T

3.2.2 Oman
Nigel A. COLLETT 1983: A Grammar, Phrase Book and Vocabulary of
Baluchi. Abingdon
G

3.3. Western dialects
3.3.1 Turkmenistan
Serge AXENOV 2006: The Balochi Language of Turkmenistan [Studia Iranica
Upsaliensia 10]. Uppsala: Uppsala University
http://publications.uu.se/abstract.xsql?dbid=7427
grammar4 with some pages of folk tales (with translation and glossary)
G, T
Josef ELFENBEIN 1963: A Vocabulary of Marw Baluchi. Naples
(glossary for ZARUBIN 1932, 1949 etc.)
D
Ivan I. ZARUBIN 1932: Beludžskie skazki I. Leningrad: Nauka
––– 1949: Beludžskie skazki II. Moscow/Leningrad: Nauka
folk tales, with Russian translation
T

3.3.2 Afghanistan
Georg BUDDRUSS 1988: Aus dem Leben eines jungen Balutschen, von ihm
selbst erzählt. Stuttgart: Steiner
transcription of an autobiographical narrative, with German translation and glossary
T, G, D
Tetsuo NAWATA 1981: Baluchi [Asian and African Grammatical Manuals
17b]. Tokyo
G
Behrooz BARJASTEH DELFOROOZ 2004: “Two pastoral Balochi love
songs.” In: Orientalia Suecana LIII, pp. 49-61
with translation and glossary
T

3.3.3 Pakistan
Muhammad A. BARKER / Aqil Khan MENGAL 1969: A Course in Baluchi.
Montreal, 2 vol.
with some texts and comprehensive glossary
G, D, T
Carina JAHANI 1997: “Byā o baloč – the Cry of a Baloch Nationalist.” In:
Orientalia Suecana 45-46 [1996-7])
poem by Gul Xan Nasir, with translation and commentary
T
3 Elfenbein “corrects” the original, so one should check the photos of the pages before quoting.
4 Axenov’s grammatical analyses are not always those that some other people would apply.
Agnes Korn July 2008
a.korn@em.uni-frankfurt.de

 
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Posted by on February 27, 2011 in Balochi Language Teaching

 

Balohi Language Profile

Number of Speakers: Seven million

Key Dialects: The Baluchi language divides into two main dialects:

Eastern Baluchi and Western Baluchi. Within the Western dialect are three further key sub-dialects, Rakhshani and Sarawani (spoken in northern areas) and Makrani (spoken in the south). The Western dialect is the primary dialect and is used in literary Baluchi. Some scholars differentiate a third dialect, Southern Baluchi. However, most linguists agree that Southern Baluchi does not constitute a third dialectal division and is, on the other hand, subsumed under the Western dialect.

Geographical Center: Province of Balochistan, Pakistan

GENERAL INTRODUCTION
Baluchi (also spelled Balochi) is the principle language of Balochistan, a province of Pakistan. It is not, however, a national language nor does it have official status. It is spoken in a number of other regions including Iran, Afghanistan, India, the United Arab Emirates, Oman, Turkmenistan, Tajikistan, and East Africa. Baluchi is classified as an Iranian language of the Indo-European language family. It is closely related to Kurdish and Persian (Farsi). Other related languages include Pashto, Dari, Tajik, and Ossetian.

LINGUISTIC AFFILIATION
Baluchi is an Indo-European language classified as a member of the Northwestern branch of the Western Iranian group of the Indo-Iranian language family.

LANGUAGE VARIATION
The Eastern and Western dialects of Baluchi are sufficiently distinct, yet for the most part mutually intelligible. The Western dialect is strongly influenced by Persian, although the two languages are not intelligible. The dialect has both considerably borrowed from and influenced a number of neighboring languages including Persian, Arabic, Pashto, and Turkmen. Western Baluchi is much less linguistically homogeneous than Eastern Baluchi, as there are three distinct sub-dialects within the Western dialect (Rakhshani, Sarawani, and Makrani) and no further notable subdivisions concerning the Eastern variant. Eastern Baluchi has also borrowed from and influenced nearby languages such as Sindhi and Pashto, although to a lesser degree than the Western dialects.

ORTHOGRAPHY
Prior to the 19th century, Baluchi was an unwritten language. The British introduced Baluchi in written form during the 19th century with a Roman script. In the late 19th century, a substantial sect of scholars adopted the Naskh or Arabic script, thus dividing the language community. Today, there is no standard orthography. In Pakistan, Iran, and Afghanistan, Baluchi is written using the Arabic/Urdu orthography. The Roman script is widely employed by Baluchi speakers outside these countries.

LINGUISTIC SKETCH
The phonology of Baluchi is characterized by a phoneme inventory consisting of eight vowels, three diphthongs, and twenty-five consonants. Among the vowels, a long/short distinction exists and is contrastive in the language. The use of retroflex articulations (gestures involving the tongue tip raised or curled towards the back of the mouth) is a characteristic property of the Baluchi sound system and is likely to have been influenced by the languages of India, especially Urdu and Sindhi.

The word order of Baluchi, like many other Indo-Iranian languages, is SOV. The verbal system of the language is comprised of two voices (active and passive), four moods (indicative, interrogative, imperative, and subjunctive), two tenses (past and present/future – nb. morphologically, there is no formal distinction between present and future forms in all verb forms with the singular exception of the copula ‘to be’), and two aspects (perfect, imperfect/continuative). Verbs agree with their subjects in person and number. Complex or so-called “light” verb constructions are productive in the language. In this construction, a nominal, adjectival, or verbal element is followed by an auxiliary verb such as ‘come’, ‘become’, ‘do’, etc. In this way, the number of independent/monomorphemic verb forms in the language is reduced somewhat.

Five cases are attested: nominative, accusative, dative, oblique, and vocative. Linguists, however, disagree on the status of the Baluchi case-marking system. Although in most circumstances, the assignment of case mirrors that of a Nominative-Accusative language (subjects of both transitive and intransitive verbs surface in the
nominative case), in the past tense, case marking is more akin to that of an Ergative language. In this way, Baluchi patterns with other Iranian languages that show a tense-related Nominative-Ergative split in their case-marking system (e.g. Pamir (Payne 1980) and Kurdish (Bynon 1980)). More specifically, the nominative case may mark the subject of any intransitive verb in any tense. Likewise, subjects of transitive verbs in the present/future tense show up in the nominative form. However, in the past tense, the subject of a transitive verb must be marked with the oblique case and not the nominative. In other words, an Ergative-like case-marking pattern is found exclusively in the past tense. Furthermore, transitive verbs in the past tense agree only with objects and not with their subjects, as is typically the case. Most dialects of Baluchi, however, are on the way towards abolishing the ergative construction. The varieties of Baluchi spoken in Afghanistan and Turkmenistan, for instance, have neutralized this distinction already.

Gender and definiteness are not grammatically encoded in the morphology. Prepositions, postpositions, and circumpositions (adpositional-like morphemes that appear both pre-nominally and post-nominally) are all attested, another distinguishing grammatical property of the language. Dialects influenced by Persian tend to favor the use of prepositions over postpositions, while those dialects in direct contact with Indian languages prefer postpositions. At present, the use of postpositions is more prevalent than the use of prepositions.

ROLE IN SOCIETY
Among the countries in which Baluchi is spoken (Pakistan, Iran,Afghanistan, Turkmenistan, and the Arab Gulf states), it is neither considered an official language nor (for the most part) taught in the country’s educational system. In 1989, Prime Minister Benazir Bhutto gave permission for the use of Baluchi (among other languages) in primary education in Balochistan. Despite this move, Baluchi language education has encountered numerous difficulties.
There is a severe lack of teachers; many parents object to Baluchi instruction, demanding their children learn more practical languages like English, Urdu, and Persian; and there is pressure from outside language groups seeking to have their languages taught instead. In this way, education in Baluchi is effectively education in a second language. The language is thus principally one of the home and the local community. At present, courses in Baluchi language and literature are offered at the Balochistan University in Quetta, the provincial capital. There are also several Baluchi language publications in Pakistan, the two most prominent being Balochi
(published in Quetta) and Labzank (published in Karachi), in addition to several newspapers. Additionally, there is a Baluchi Academy that publishes literary works in Baluchi and supports the work of literary organizations. The Academy, however, receives limited government funding. As a consequence, the creation, maintenance, and enforcement of a single standardized language for all Baluchi people has proven problematic. Literacy rates are quite low across the board (roughly 1-5% of Baluchi are literate in the written language (Western Baluchi)). The media, however, plays a significant role in the standardization of the language and the intelligibility of Baluchi among speakers of different dialects.Radio Zahedan broadcasts a daily Baluchi language program from the capital of the Sistan-va-Balochistan province, Zahedan.

HISTORY
The Baluchi language is said to have its origins in a lost language related to those of the Parthian and Median civilizations, sometime between 200 B.C. and 700 A.D. Baluchi historical scholars have concluded that Baluchi’s ancestor was neither Parthian nor middle Persian, but rather a lost language that shared a number of
properties with both. In this regard, Baluchi has no real affinity with the languages of the Indian subcontinent and is quite distinct from other Iranian languages of the Indo-European language family Baluchi was used solely as an oral language up until the 19th century. Prior to this time, it was generally regarded as a dialect
of Persian and there was no tradition of using it in writing. Prior to 1947, Persian and English were used as official languages in Balochistan. In 1947, the independent Khanate of Balochistan announced Baluchi as an official and national language. However, in 1948 with the incorporation of Balochistan into the newly created Pakistan, Baluchi was replaced by Urdu as the national language. Today, Baluchi is spoken in several different countries, but neither enjoys official status nor is used in the education systems of the countries in which it is spoken.

REFERENCES
Barker, Mohammed Abd-al-Rahman and Aqil Khan Mengal. 1969. A Course in Baluchi. Montreal: McGill University.

Bynon, T. 1980. From Passive to Ergative in Kurdish Via the Ergative Construction. In E.C. Tsugott, R. Labrum, and S. Shephard (eds.),
Papers from the 4th International Conference on Historical Linguistics, 151-161. Amsterdam: John Benjamins.

Collett, Major N.A. 1983. A Grammar, Phrase Book, and Vocabulary of Baluchi. Great Britain: Burgess and Son (Abingdon) Ltd.

Farrell, T. 1995. Fading Ergativity? A Study of Ergativity in Balochi. In D.C. Bennet (ed.), Subject, Voice, and Ergativity:
Selected Essays, 218-243. London: School of Oriental and African Studies.

Gilbertson, Major George Waters. 1923. The Balochi Language. A Grammar and Manual. Hertford: Stephen Austin and Sons Ltd.

Gordon, Raymond G., Jr. (Editor). 2005. Ethnologue: Languages of the World, Fifteenth Edition. Dallas: SIL International.

Jahani, Carina. 2000. Language in Society – Eight Sociolinguistic Essays on Balochi. Universitatis Upsaliensis (Uppsala University).

Khan, Naseer. 1984. The Grammar of Balochi Language. Balochi Acadamy Quetta.

Payne, J.R. 1980. The Decay of Ergativity in Pamir Languages. Lingua 51: 147-186.

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Posted by on February 27, 2011 in Balochi Language

 

Ethnologue report for Balochi language

Balochi, Western
A language of Balochistan Pakistan
ISO 639-3: bgn
Population1,116,000 in Pakistan (1998). Population total all countries:
1,799,842.
Region Northwestern Balochistan Province. Also spoken in Afghanistan, Iran,
Tajikistan, Turkmenistan.
Alternate names Baluchi, Baloci, Baluci
Dialects Rakhshani (Raxshani), Sarawani. Strongly influenced by Fars, but not intelligible with Farsi.
ClassificationIndo-European, Indo-Iranian, Iranian, Western, Northwestern,
Balochi
Language development Literacy rate in first language: 1% to 5%. Literacy rate in second language: 5% to 15%. Urdu script; Arabic script in
Afghanistan. Newspapers. Radio programs. Bible portions: 1984.
Comments Balochi is the official spelling in Pakistan. It has a small body
of literature. Muslim (Sunni).

Also spoken in:
Afghanistan
Language name Balochi, Western
Population200,000 in Afghanistan (1979).
Region Along Helmand River and Zaranj area, in the southwest desert region.
Alternate names Baluchi, Baluci, Baloci
Dialects Rakhshani (Raxshani).
Language development Literacy rate in first language: 5% to 10%. Literacy
rate in second language: 15% to 25%.
Comments Largely nomadic. Muslim (Sunni).

Iran
Language name Balochi, Western
Population451,000 in Iran (1986).
Region Northern Sistan va Baluchistan Province. Half are settled in cities and villages, half are nomadic.
Alternate names Baluchi, Baluci, Baloci
Dialects Rakhshani (Raxshani), Sarawani.
Language use Few speak Farsi.
Comments Distinct from Eastern and Southern Balochi. Ethnic group:
Yarahmadza. Muslim (Sunni and Shi’a).

Turkmenistan
Language name Balochi, Western
Population28,000 in Turkmenistan (1993).
Alternate names Baloci, Baluchi, Baluci
Language useTurkmen is used as the literary language in Turkmenistan.
Comments Distinct from Eastern and Southern Balochi. Muslim.

Entries from the SIL Bibliography about this language:
Academic Publications
Farrell, Timothy. 1989. A study of ergativity in Balochi.
Farrell, Timothy. 1995. “Fading ergativity? A study of ergativity in Balochi.”

Hallberg, Daniel G. 1992. Pashto, Waneci, Ormuri.
Sabir, A. Razzak. 2003. “Language contact in Balochistan (with special reference to Balochi and Brahui).”
Vernacular Publications
Buni kitaab. 1987.

Gordon, Raymond G., Jr. (ed.), 2005. Ethnologue: Languages of the World,

URL: http://www.ethnologue.com/show_language.asp?code=bgn

 
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Posted by on February 27, 2011 in Balochi Language Profile

 

Introduction to Balochi Language

Balochi is spoken in south-western Pakistan, south-eastern Iran, southern Afghanistan, the Gulf States and Turkmenistan. There are also communities of Baloch in East Africa and India, as well as in several countries of the West, e.g. Great Britain and the USA. It is very hard to estimate the total number of speakers of Balochi, especially since central governments do not generally stress ethnic identity in census reports, but statistics available give at hand that at least between five and eight million Baloch speak the language. Linguistically Balochi belongs to the western group of the Iranian branch of the Indo-European languages, and is closely related to Kurdish and Persian.
The main dialect split is that between eastern, southern and western dialects. Eastern Balochi dialects are spoken in border areas to Indian languages in Punjab, Sind, and the north eastern parts of Pakistani Balochistan, and are heavily influenced by Indian languages, e.g. Sindhi and Lahnda. Southern Balochi is spoken in the southern areas of the Balochi speaking parts of Iran and Pakistan, including Karachi, as well as in the Gulf States. Western Balochi is spoken in the northern Balochi speaking area in Iran and Pakistan (except in the north east), in Afghanistan and in Turkmenistan.
The Balochi language is a north-west Iranian language but is nowadays spoken in the south eastern corner of the Iranian linguistic area. According to the epic tradition of the Baloch themselves, they are of Arabic origin and migrated from Aleppo in Syria after the battle of Karbala, where, despite being mainly Sunni Muslims, they fought on the side of the Shi’a Muslim imam and martyr Hussein. Even if these legends must be seriously questioned they may at least carry some truth in them. It is possible that the original home of the Baloch was somewhere in the central Caspian region, and that they then migrated south-eastwards under pressure from Turkic peoples invading the Iranian plateau from Central Asia. It is also possible that tribes and groups of various ethnic origin, including Indo-European, Semitic, Dravidic, Turkic, and others have been incorporated into the very heterogeneous ethnic group known as the Baloch.
The Balochi language has long been regarded as a dialect of Persian, and has not until recently been used as a written language. Balochi possesses, however, a rich oral literature of both poetry and prose. As a written language Balochi can be divided into two periods, the colonial period with British rule in India, and the period after the Independence of Pakistan. During the first period most of the existing written literature was produced as a result of British influence. The literature of this time on and in Balochi consists of grammar books and collections of oral poetry and tales, compiled in order to provide samples of the language and to make it possible for British military and civil officials to learn Balochi.
With the withdrawal of the British and the Independence of Pakistan in 1947, the Baloch themselved became increasingly concerned with the development of their language. Baloch poets, who had previously composed in Persian and Urdu started to write poetry in their mother tongue. Literary circles were founded and publication of magazines and books in Balochi got underway. This use of Balochi as a written language has mainly been limited to Pakistan, where Quetta and Karachi soon developed into the two main centres of Balochi literary activities. In Iran, Afghanistan, Turkmenistan and the Gulf States Balochi is still basically an oral language, despite sporadic attempts at writing and publication.
Balochi, thus, has a very short tradition of writing. The works written in the 19th and early 20th centuries by Englishmen are in Roman script. The orthography used today by the Baloch in Pakistan is based on the Arabic script with Persian-Urdu conventions. There is no standard written language, and therefore no fixed alphabet. Depending on which dialect is written the number of letters in a proposed alphabet may vary. The complete Arabic alphabet has, however, been adopted for Persian/Urdu and thereby also for Balochi, and Arabic loanwords in Balochi are generally spelled in accordance with their spelling in Arabic. This leads to overrepresentation of consonant phonemes. Vowel phonemes are, on the contrary, not fully represented.
Balochi was more widely spoken in the 19th and early 20th centuries than nowadays. Especially in Punjab and Sind there are today many people who recognize themselves as Baloch but speak Indian languages. There are also Baloch both in the Gulf States and in East Africa who have switched over from speaking Balochi to speaking (and writing) Arabic and Swahili respectively. On the other hand, several Brahui tribes, both in Iran and Pakistan have switched over from speaking Brahui to speaking Balochi.
Education in the Balochi speaking areas is invariably in a second language, namely in Urdu/English (Pakistan), Persian (Iran and Afghanistan – if there is any education at all in present-day Afghanistan), Arabic (the Gulf States) and Turkmen/Russian (Turkmenistan). This means that Balochi is used only in certain language domains, and by most of its speakers only as a spoken, not as a written language. It also happens that e.g. Baloch from Iran use Persian among themselves for discussing subjects such as science or politics, which are taught in school or acquired through reading books in Persian and other languages. Balochi is thus a language mainly of the home and the local community. In education, administration, and in urban areas, often also at work, other languages are used.
Baloch are also to be found in the Iranian diaspora after the Islamic Revolution. Thus, a limited number of mainly well educated Baloch live in several European countries, the USA, Canada and other countries where Iranians have taken refuge.
Balochi is surrounded by languages belonging to at least five language families. In the Balochi mainland it meets other Iranian languages, Persian (Farsi and Dari) in the west and north-west, and Pashto in the north and north-east, as well as Indian languages, e.g. Punjabi, Lahnda and Sindhi in the north-east and east. All these languages belong to the Indo-Iranian branch of Indo-European languages. In the Gulf States Balochi stands in contact with Arabic (Semitic) and in East Africa with Bantu languages (e.g. Swahili). In the central parts of Pakistani Balochistan the Dravidian language Brahui has lived in symbiosis with and been dominated by Balochi for centuries, and in Turkmenistan Balochi meets the Turkic language Turkmen. In the diaspora in Europe and North America, Balochi meets new languages, mainly of the Indo-European family.
Balochi is not an official language, i.e. not a language of education and/or administration in any of the countries where it is spoken. Efforts to preserve and promote the language are therefore mainly initiatives taken by individuals lacking the authority that official decisions would have been invested with. This can easily be seen e.g. in the lack of a standard written norm for the language.
However, a number of educated Baloch, mainly in Pakistan, have since the 1950s actively attempted to preserve their language, creating a literature in it, and promoting it as a literary vehicle and in the area of education. Quetta and Karachi are the main centres of these activities. There is a Balochi Academy in Quetta, founded in 1961, receiving some financial support from the Government. Its most important literary activities are publication of books, mainly in Balochi, and arranging literary meetings. There are also other “Academies”, publishing houses and individuals active in these fields. A number of periodicals have been published in Balochi for a shorter or longer period of time. Some of the Baloch in the diaspora are also concerned with the preservation and promotion of Balochi, publishing magazines and arranging literacy classes, cultural evenings etc.
There have been some attempts at starting primary education in Balochi. In 1991 a state programme for mother tongue education in the Province of Balochistan, Pakistan, was established, but it did not carry on for long, neither did it result in any official decision on matters of language standardization. Private initiatives have also been taken to teach Balochi, especially in the main Baloch residential area of Karachi, Lyari. It is also possible to study Balochi for an M. A. degree at the University of Balochistan, Quetta.
The issue of a Latin based script for Balochi was very fervently discussed among young Baloch intellectuals especially in the 1960s and early 1970s. There was also a considerable number of neologisms coined during this period for new phenomena in society and to replace loanwords.
In the present volume different aspects of the Balochi language and its role in society are treated. Josef Elfenbein describes a self-lived process of trying to work out a Latin based script for Balochi in the 1960s and 70s. The issue of script is also addressed by Serge Axenov, who describes the different scripts that have been used for Balochi in Turkmenistan. Vyacheslav Moshkalo, too, describes the role of the Baloch and their language in the Turkmen society. The role of the Baloch in another border area, namely East Africa, is the topic of Abdulaziz Lodhi’s article. The issue of mother tongue education in Balochi is treated by Tim Farrell and Eunice Tan, and Carina Jahani also touches on this question when she describes language attitudes and language maintenance among the Baloch in Sweden. As for Jan Muhammad Dashti, his contribution is an analysis of the relation between Balochi poetry and society from the beginning of the literary movement up to 1985.
Each writer has been free to use his or her own preferred system of transcription. Some homogenisation has, however, been carried out. Thus, Baloch, Balochi, and Balochistan are the spellings that have been adopted, rather than Baluch, Baluchi and Baluchistan. The system for references and bibliographical data has also been unified. A common bibliography was preferred, since several references occur in more than one of the articles, and would have had to be repeated if each article was to be accompanied by its own bibliography. Baloch authors are placed in the bibliography according to their first name. Thus, for example, ‘Atā Shād is placed according to ‘Atā, not according to Shād. Geographical names are written without diacritics throughout the book. Several of these have an established spelling in English, and for the sake of consistency it was decided to omit all diacritics on geographical names. On proper names of persons who normally employ the Arabic script (i.e. not persons from Turkmenistan and East Africa), on the other hand, diacritics are used to indicate the correct spelling of these names in the Arabic script. Exceptions are names of persons well known in Europe, e.g. Bhutto, which are spelled according to the English convention. Also in references to books or articles written in English the name of the author is written in accordance with the spelling used by the person himself.
The aim of the present work is by no means to give a total picture of the status of the Balochi language in the different countries where it is spoken. There is, for example, no reference to Balochi in the Gulf States or in Afghanistan, mainly due to the limited character of the symposium of which this work is the result. Field research, especially of a sociolinguistic character is furthermore a very sensitive issue in all the countries where Balochi is spoken.
On the other hand, the articles all treat subjects that have hardly been studied, let alone described up to the present. This volume wants to shed some light on how a minority group, like the Baloch, try to preserve and promote their language and culture within the framework of the states where they live. This has not always been an easy task, and although it is only in Pakistan that one can actually talk about the existence of a written Balochi language and literature, Baloch in other countries, too, inspired both by the literary movement in Pakistan and by cultural and ethnic movements among other minorities in their neighbourhood, e.g. the Kurds, are eager to see the development of a standard written Balochi language and the creation of a corpus of written Balochi literature.

 
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Posted by on February 25, 2011 in Balochi Language

 

A Baloch Cultural Tradition as Depicted in Modern Balochi Poetry

Jan Muhammad Dashti

Jan Muhammad Dashti,
Chairman of the Balochi Academy,
Quetta, Balochistan

Introduction

The love of a Baloch for his homeland has been phenomenal. “Although barren, the fatherland is worth anything”, goes the saying, and folk traditions refer to the presence of the finest and costliest things in places once inhabited by the Baloch.

     According to tradition, Bebagr, a folk hero of the 16th century, while bringing the daughter of one of the Afghan nobles from Kandahar very proudly describes the land of the Baloch to his Afghan sweetheart. “Let us go to the land that is of the Baloch, the town of Sibi is pleasing to our heart”, he says. This reflects a deep sense of pride and lasting regard not only for the country but for everything attached to it.[1]

     Another great national hero, Mīr Chākar of the Rind tribe, bewails the factors causing the migration of the Baloch from Sibi with great sorrow, which shows his love for the land and his reluctance to give up that place.

Sibi is amidst the storms of wars

May the pearl-like Gawhar[2] be cursed.

From the seven hundred grand youths

Who used to tie their turbans with grace and pride,

Who raced their horses without reins,

None of them can be shown to be alive,

All fell prey to the powerful strokes of the Indian swords,

All of them were devoured by the misfortunes of Gawhar.

(Moh. Sardar Khan, A Literary History of the Baluchis, I, pp. 128-129)

The Baloch who moved out of Kirman and Sistan centuries ago in the early era of their migration eastwards always kept the memory of the area fresh in their folk tales. They talked of the mountains and rivers of their lands with a feeling of profound love which is strongly felt even by a casual observer. We come across many stories which indicate a sentimental regard for those regions where the Baloch once lived.

     This paper is compiled to show how similar feelings are expressed in Balochi poetry of the second half of the 20th century. Before we do so, it is necessary to give a brief account of this period, since the patriotic elements of the Balochi poetry of this period are very much relevant to the Baloch history of this era.

Social and political changes in Balochistan in the 20th century

Beginning from the early 20th century and due to the gradual spread of literacy and improvement of means of communications, leading Baloch intellectuals became aware, more than before, of their past and the changing realities of the presentday world. Direct and indirect intra-Baloch contacts made them more and more conscious of the fact that, although divided between three countries and different administrative divisions within each country, they formed one single nation with a common past, a common culture, and, in most cases, a common language.

     The rise of nationalism in South Asia, the Middle East and elsewhere in Asia and Africa had tremendous influence on Baloch leadership and intellectuals, who now began to develop (and propagate) the idea that they deserved to have a separate sovereign state. They believed that given the natural resources of the Baloch land and its geo-strategic position, such a country was not only viable, but was also potentially likely to be one of the developed modern countries.

     The political reality was, however, quite different. The land and nation of the Baloch had been divided against their will into three parts, and each part was annexed to a country dominated by non-Baloch ethnic groups. The Baloch were deprived of democratic rights and the right to self-determination.

     It was during this period that specific events took place. For the first time in the history of Western (Iranian) Balochistan, Dost Muhammad Khān, a traditional Baloch ruler, declared himself “the Shah”, i.e. the king of that part of Balochistan. This was a declaration of Baloch sovereignty, upon which Reza Shah Pahlavi, the shah of Iran, sent his armed forces and crushed the newly established Western Balochi Kingdom without mercy. Since then Iranian governments in succession have been pursuing policies aimed at frustrating Baloch political and cultural aspirations.[3]

     Eastern Balochistan with its capital at Kalat, known as the Baloch Confederacy of Kalat, was a sovereign state before the British extended their indirect domination of this part of Balochistan. Under forced treaties, the Khān, i.e. the ruler of Balochistan was obliged to hand over the defence and foreign affairs of the Baloch Confederacy to the British. In principle, the British recognized the sovereignty of the Baloch state. In practice, however, all affairs of the Baloch Confederacy were controlled by the British so-called “Political Agent”, who was supposed to be the British Crown’s diplomatic representative in the Khān’s court, and by the Political Agent’s ever expanding civil and military establishment. The personnel of this establishment was recruited almost exclusively among non-Baloch Indians, particularly Punjabis.

     When the British left the Indian Subcontinent in 1947, the Khān, the House of Commons and the House of Lords of the Baloch Confederacy almost unanimously reaffirmed the independence and sovereignty of the Baloch State. Nevertheless the two clauses of the earlier treaties with the British which stated that the British would be responsible for the defence and foreign affairs of the Baloch state came to haunt the Baloch Confederacy. These imposed clauses implied that the Baloch Confederacy would not have an organized defence force nor would it be allowed to have direct diplomatic relations with other countries; that is to say that it would not be allowed to seek recognition as a sovereign state from the world beyond the British Crown. Pakistan, on the other hand, which had inherited not less than a fourth of the formidable British Indian armed forces and bureaucratic machinery crushed Baloch resistance and annexed the Confederacy by force in March 1948, eight months after its independence.

     The Baloch resistance against Pakistani domination, however, continued in different forms with at least three uprisings. The first started with an immediate revolt against annexation of the Baloch Confederacy in 1948. The second took place in 1958 and the third in 1973. During the 1960s and the 1970s some responsible elements of the Baloch leadership offered to recognize Pakistan, Iran and Afghanistan within the existing de-facto international boundaries if the three states agreed constitutionally, that they were multi-national confederal or federal states. This “revisionism” not only became controversial within Baloch circles, but also weakened the Baloch national struggle. The rejectionists argued that it was futile to expect that the three states would become democratic in a real sense, accepting the principles of multi-national confederalism or true federalism.

     The aspirations of the Baloch federalists remained unfulfilled, because until very recently the military-bureaucratic complex and reactionary Islamic forces intervened repeatedly in constitutional politics of Pakistan. Constitutions were abrogated by the military or military-supported regimes, thus frustrating the hopes for the establishment of a truly multi-national federal democratic state. Iran and Afghanistan also continued their policy, rejecting the idea of federalism and multi-nationalism.

     Aspirations for freedom or federalism, and demands for the recognition of their cultural, linguistic and other basic human rights, particularly the right to self-determination, were costly for the Baloch. Baloch leaders and activists who identified with these aspirations were oppressed severely. Their parties and publications were banned repeatedly. Several military and paramilitary operations were launched. Numerous Baloch leaders, activists and their sympathizers were imprisoned for years. Towns, villages and farms were bombarded and people were killed. Most of the imprisoned were humiliated and tortured. Many were put to death after show trials by military courts. Particularly beginning from the late 1950s, an increasing number of Baloch activists and sympathizers of the Baloch movement fled Pakistan, Iran and Afghanistan in order to avoid harassment, imprisonment, torture and death.

     The following random selections from the Balochi poems of this period refer to the events, trends, and developments briefly mentioned above. My selections are based on the material published before September 1985. Except for brief biographical remarks about Gul Khān Nasīr, Sayyid Hāshimī and ‘Atā Shād, I have simply mentioned some poems by other poets as examples.[4]

Gul Khān Nasīr, Sayyid Hāshimī and ‘Atā Shād

Mīr Gul Khān Nasīr (1914-1983), the poet-politician, gave a new meaning and form to Balochi poetry. The concept of freedom and sovereignty was beautifully portrayed. It was his nationalistic poetry that brought the ideals of the leaders of the Baloch movement close to the hearts of the Baloch masses and intellectuals.

     Gul Khān Nasīr’s poetry is the greatest manifestation and the most profound expression of the Balochi political and social approach since the early thirties. His exhortation to the Baloch to uphold their traditions is a clear sign of the deep-rooted hatred felt towards the new rulers and strong disapproval of the new political dispensation.

     Gul Khān Nasīr’s work embraced some fifty years of his life. He participated in the Baloch struggle for national independence and remained behind bars for several years between 1945 and 1979. He was a socialist by inclination and opposed the tribal system and its attendant injustices.

     Gul Khān Nasīr considered himself destined to guide the people towards social awareness and the achievement of their political rights. He assigned himself the task of educating the youth for the great cause for which he suffered immensely during his lifetime. He was uncompromising, honest and commanded respect. As far back as November 1936 he composed a poem praying that he might have the courage and strength to awaken the people from ignorance, so that they would be able to find a proper place among world nations once again. The poem, which is in Urdu, shows his determination to conduct a lifelong struggle in a cause which was very close to his heart.[5]

     Gul Khān Nasīr had a prolific pen and a philosophical mind. His treatment of the Baloch social and traditional ethos depicts a high sense of history and culture. Gul Kh®n was the product of agonizing socio-political conditions. He saw the British Raj in Balochistan, a brief period of Baloch sovereignty and ultimately Balochistan losing its independence and merging into the new-born state of Pakistan.

     Gul Khān Nasīr’s message is impressive. It circles round the Baloch and their history. His works portray a deep hatred for those countries which have occupied the Baloch land, and for their institutions, which he regarded as corrupting and degenerating in substance and nature.

     The new generation of revolutionary poets have been greatly influenced by his philosophy. I have not attempted any translation of his work for the simple reason that none of his poems can be singled out for the purposes of this paper. A separate treatment would be required if Gul Khān Nasīr’s poetry were to be analyzed in the context of the Baloch national struggle and its impact on the Baloch youth.[6]

     Sayyid Zahūr Shāh Hāshimī (1926-1978) is undoubtedly one of the “Big Three” of modern Balochi literature, the other two being Gul Khān Nasīr and ‘Atā Shād. Given his thorough knowledge of the Balochi language and the fact that he concentrated throughout his life on language-related work avoiding active involvement in political and social activities makes him the best of the three according to some analysts.

     On patriotism and other political and social subjects, Sayyid Hāshimī is more subtle than Gul Khān Nasīr and less abstract than ‘Atā Shād. The patriotic elements in Sayyid Hāshimī’s works are less known than e.g. those of Gul Khān Nasīr among the activists and general readers and listeners of the Balochi for the following reasons. As a prominent political leader and, eventually, as a Provincial Cabinet Minister, Gul Khān Nasīr was widely known to activists and opinion leaders. Unlike Sayyid, Gul Khān Nasīr could not be ignored by official, semi-official and non-official media and institutions, particularly in Quetta and Karachi, the two main centres for the propagation of Balochi literature.

     ‘Atā Shād, (1938-1997) a great poet and a lovable human being was also based in Quetta, beginning his career as a radio programme producer and reaching the high cadres of bureaucracy. Those familiar with our norms know well that a poet and a Secretary of Information stationed in Quetta, like ‘Atā Shād, is more likely to get coverage than an unemployed poverty stricken and politically unaffiliated intellectual and poet of even Sayyid Hāshimī’s calibre.

     There is more patriotic and nationalistic material in Sayyid Hāshimī’s multi-volume poetry than might be expected. Let us content ourselves here with a few pieces. Sayyid is deeply shocked to see the Baloch losing their national sovereignty. In his Sistageñ dastunk he remarks:

My heart bleeds

to wet the barren land of my miserable people

In the hope that one day these lands will turn green

and there will grow red flowers

I will gather the seeds of those flowers

because these are from my blood.

(Sayyid Zahūr Shāh Hāshimī, Sistageñ dastunk, p. 28)

I am like those brave youths

Who have been ambushed by the enemy.

Injured by sword, they are lying hopeless

in a vast desert without water.

Hungry wolves are waiting to eat their flesh

after they breathe their last breath.

But I tell them[7] not to be off guard:

Revered mothers will bear

such invincible sons again.

(Ibid., p. 63)

The one, whose hands are red

with my blood, says he is pure;

The other, like a jackal who has stolen my pouch,

boasts of being a tiger;

The third who has snatched a portion of my shawl,

and has an eye on my shirt,

says: “I am your brother”;

The fourth one is so courteous

that I am frightened.

(Ibid., p. 64)

We[8] do not want your buildings

do not set our huts on fire;

We do not require your forts,

do not surround our hills;

We do not need your stores,

do not ravage our fields;

We do not demand your ships,

do not destroy our boats;

We do not desire your crafts

do not snatch our camels;

We do not aspire to your armours,

do not break our arms;

Do not oppose us lest you may be oppressed by a superior spirit.

(Ibid., p. 66)

In another poem, Yā diga suhreñ mādineñ, Sayyid expresses in very lucid language the Baloch’s determination to fight his way through to emancipation and freedom. The Baloch will crush the enemy, shedding his blood and drinking it in revenge, the poem says.[9] In Sarjam butagant he tells them that the enemy wishes their oblivion. Weakness is the last link between strength and misery. Wake up and do something for your survival, he exhorts them.[10] In Samoskār nabāñ, Sayyid Hāshimī says he cannot forget the Baloch country the vast barren land, its valleys, mountains and rivers. The people and their history, their bravery and courage and the hardship they suffer, cannot be erased from his memory.[11]

     ‘Atā Shād was one of the greatest Balochi poets of our time. After the mid 1960s he made a conscious effort to identify himself with progressive trends, particularly with the Baloch movement against tyranny, and stood up for national rights and for social justice within Baloch society. Referring to the tyranny and to the events of 1968 in which some Baloch leaders and activists were imprisoned and some were put to death, ‘Atā Shād in his poem Sāh kandin says:[12]

Efforts to put a curb

on the peoples’ consciousness

in an exercise in futility.

Consciousness cannot be snatched away by death;

it is everlasting, ever vigorous,

like overwhelming love and affection.

The poem chastises the rulers for their victory over helplessness and their control over the “forcibly snatched” land, about the inhabitants of which the poet maintains:

A people’s spirit cannot be destroyed by killings;

they remain restless, ever resentful.

This restlessness and resentment lead the people to their ultimate goal,

freedom.

In his Yalīen sarmačār and Deh makkaheñ[13] ‘Atā Shād speaks of a people and its invincible fighters who give their lives to uphold national pride. The poem refers to degrading dependence and asks the Baloch to change the course of events through force and determination. The poet eulogizes the Baloch motherland and vows to fight for it.

     ‘Atā Shād dedicated a poem to the memory of Hamīd Baloch, a young victim of tyranny who was executed in 1981, saying that a cause will never die along with the bodily death. “If I am a tree, set me on fire; but a mountain cannot be destroyed by a mere flash of lightning.”

Other Baloch poets

Muhammad Husayn ‘Anqā (1907-1977), a political activist and poet, writes in a poem entitled Āzātī[14] that freedom is the highest ideal of mankind. In a clear reference to Baloch desire for independence, ‘Anqā exhorts the people to fight for their liberty. In another poem, Ġazal,[15] ‘Anqā refers figuratively to the Baloch, who are in slavery and their country under alien domination. The poem, which is one of ‘Anqā’s masterpieces, reflects a deep sense of frustration.

     Bashīr Bedār regrets in his poem Pandal[16] that the people are being oppressed and expressed his profound opinion that killing cannot destroy human instincts. Every drop of blood shed will help the tree of freedom and emancipation to grow. In a similar piece, Kušindahe nāmā,[17] Bashir Bed®r expresses the hope that the enemy will become exhausted and the people will fight through to freedom. The poet thinks that the Baloch will take revenge and the enemy will be brought to account for the cruelties he has committed. In his poem Zorākī,[18] Bashīr Bedār draws a parallel between the situation in Balochistan and that in Laos, Cambodia, Vietnam and Palestine. He maintains that the enemy cannot defeat the inspiring spirit of a man through bullets. In the poem Hambalāñ the poet portrays the miserable conditions in which the Baloch are living and calls upon the people to change their lives through an armed struggle, and in another poem, Gwānk, he says that a motherland mortgaged with the enemy can be restituted only through blood.[19]

     Ghulām Rasūl Mullā (b. 1939) believes in his destiny as the poet of a subjugated people whose rights have been snatched away and whose vast land has been put under alien hegemony. In one of his poems he says:

Balochistan is my heart, my soul,

a cure for all conceivable pains of life.

Why should I not sacrifice,

or hesitate to suffer indignities of confinement,

when my motherland is facing poisonous bullets.

(G. R. Mullā, Bazn, p. 37)

Ghaws Bakhsh Sābir in his poem Ājjū’īe sogind vows to preserve Balochistan from the clutches of the enemy through sacrifices in blood. In Honā zamīn hamrang bīt he refers to Baloch traditional military and political insight, warning the enemy that war with the Baloch will prove disastrous for them.[20]

     Mubārak Qāzī in his poem Čušeñ sar man kanāñ kurbān hazārāñ[21] paying tribute to Balochistan believes that the motherland is to be watered in blood to make it green and release it from the drought of centuries. In the poem Junz u āšobānī hazzām bibāt the poet wishes for a drastic change through war. He visualizes the clashes of sword and singing of war music which should bring the defeat of the oppressors, and freedom and emancipation for the masses.[22] In Watan[23] he says that he is writing history in blood to remain as a witness to the truth that the motherland is the only indestructible, envigorating, inspiring and ever-lasting reality through which the individual can achieve perfection. In Siken[24] he proclaims that the subjugation of a people cannot end without a fight and a firm stand against the enemy backed by force. In Manī honānī trinzuk[25] Mubārak Qāzī figuratively refers to the alien rulers, asking them to stop their oppression, because the bloodshed will stain their hands and make them notorious for their misdeeds.

     Siddīq Āzāt describes the grinding poverty and hopelessness of a beloved, a personification of Balochistan. The lover promises to improve her life and fight for her cause. In a poem written in Beirut, entitled Taw har kasī māten watan,[26] Siddīq Āzāt addresses the motherland with reverence, saying “I am staying away from you not for the sake of any personal pleasure, but to seek support in order to free you from subjugation. I am in exile because I want to redeem the pledge which I made to you, a promise I want to fulfil. In spite of immense comforts, I am not happy in the alien land. Things, objects and images from you keep coming to my mind in wonderful dreams. I cannot detach myself from your sweet memories”, the poet writes.

 Āzāt Jamāldīnī (1918-1981) born in Noskhe, Pakistani Balochistan, was the person to start the periodical Māhtāk baločī (Balochi monthly), one of the few Balochi periodicals being published at present. In his poetry he expresses determination to achieve the independence of Balochistan. He holds the opinion that a great change will be brought about when everyone in the nation will fight for the freedom of his country.[27]

     Jazmī hails the Baloch for his resolution to fight for his emancipation. He expresses the hope that Balochistan will be created through the warm blood of his people.[28]

     Ākhirdād Husaynburr[29] maintains in Mātīen watan Baločistān[30] that the day is not far off when our beloved land will get its independence. In Sarmačār[31] he exhorts the Baloch to fight for a separate state of their own. The poet stresses that the time has come for the unavoidable battle against the enemy.

     Bahrām Mengal pictures Balochistan as a “mother” in his poem Guptār[32] and writes that her sons have forgotten her. No one seems to be aware of her condition. “Balochistan” mournfully replies that her sons were those glorious Baloch of the past times who fought to uphold her honour. She advises the Baloch to learn from these heroes and to struggle for a better future.

     The poet Ulfat Nasīm writes in his poem Gwānk[33] that although the Baloch is oppressed he will follow the banner of freedom and fight the enemy with renewed determination, because freedom can only be purchased with blood.

     Mansūr Baloch portrays a fisherman who through his constant crying is mistakenly thought to be mad, but the fact is that he weeps for a cause. He weeps because he thinks of Balochistan, its helplessness and servitude. He even imagines that everything is weeping, including the deep impassable sea, which is filled with his tears of blood. But he has not given up hope, because although he has lost his way, he sees in the dark the lights of martyrs like Mīr Namroz, Safar, Lawāng Khān, Rashīd and Asad. He imagines that the darkness will eventually be replaced by a gleaming light.[34] In Yāgī[35] he vows to fight for the country. The poet identifies himself as a true Baloch who rejects every comfort and works to achieve the desired objectives.

     M. H. Khalīl Apsarī compares in Man u taw[36] the Baloch with the enemy, who is powerful, cunning and cruel, but at the same time unaware of the changing mood of the Baloch. A Baloch, the poet says, is enduring the malaise because he is born in misery and hardship. He is perfected in grief. He is mature and brave. The enemy is given the warning that now he cannot sit at ease any longer.

     MuΩammad Ashraf Sarbāzī in Pirband[37] urges the Baloch to be united, since it is only through unity that they can get their rights. In the poem O Brikstane burzeñ cināl[38] Sarbāzī addresses the cypress, seeking advice from this ever-green tree in a nicely composed poem in dialogue form. Since this tree has “a long lasting life of centuries experiencing many upheavals” the poet supposes that it is “in touch with a high God”. He therefore asks the tree to inquire from God in confidence why the Baloch are shackled, living a tormented life plagued by outrageous poverty? Why are they being tyrannized? Can they not become sovereign and free? Are these miseries and this ill-fate ordained by God? The tree rejects the notion with dejection and fury that such a fate should be ordained by God, and remarks tauntingly that unless the Baloch decide to live in liberty and offer sacrifices to achieve that freedom, conditions will remain unchanged.

     Dīn Muhammadburr asks in his poem Zrumbište tawār[39] for unity among the people. The poem says that the Baloch are treading in the dark without anybody to lead. The miseries and hunger can be countered through the determined efforts and unity of the masses.

     Muhammad Beg Begal claims in his poem Kohāñ manīg ant that although the Baloch are now miserably poor and helpless the situation will change because they are the inheritors of a great land and they descend from a great and ancient nation.[40] In Čākare obādag he writes that the national desire for freedom cannot be gagged through oppression and killings. The poet is convinced that the Baloch will take revenge.[41]

     Akbar Bārakza’ī in Med u tūpān[42] figuratively mentions the loss of direction of his boat in the stormy waves of high seas. The inference is that the Baloch people are being led astray. The poem wishes for a safe coming ashore, which may bring happiness and compensate the pains endured during the troublesome times.

     In Bārīg[43] ‘Abdul Majīd Suhrābī addresses the Baloch, saying that the red sun of hope is rising in the east, which will bring comfort all over the motherland. He visualizes the asupicious occasion when freedom is achieved and everyone is jubilant.

     Fidā Ahmad Baloch in his poem Salām sar bāt namīrānāñ[44] pays his tributes to those who are behind bars. The people are oppressed and there is no hope of any change in their painful conditions.

     Khālid Suhayl urges in Belāñ manī[45] the people to take up arms for a change from the dark night to a bright dawn.

     Master ‘Abdul Majīd Gwādarī expresses in Ružne mistāg[46] the hope that the days of frightful tyranny will end and there will emerge happiness and freedom out of a long dark night of slavery. The poet believes that the Baloch youth will surely fulfil their pledge to redeem the motherland from its enemy. In another poem, Taw namirān ay[47] the poet eulogizes the youth and the martyrs seeing them as the only hope of a glorious people.

     Ibrāhīm ‘Ābid asks in Zorā guleñ bāskā biday[48] why grinding poverty and ill-fate has seized the Baloch. Come out, he exhorts, ready to lay down your life for your rights. This is the only way to get a place of honour among the nations.

     Nabī Bakhsh Buzdār believes that the Baloch have lost their country, their honour and their sweet language. He holds the Baloch themselves responsible for such subjugation to the alien.[49]

     Anwar Sāhibkhān writes in Zubānā āhineñ sānkal nadārant[50] that the people will fight for their national cause and that oppressive exploitation will no longer be tolerated. In another poem, Mātīen watan,[51] he praises the motherland and expresses his determination to offer sacrifices to vindicate its honour.

Conclusions

A literary analysis of the poetry referred to above, and a critical evaluation of the movement for armed struggle, its causes and consequences, are beyond the scope of this paper. However, we have dealt with certain recurring themes of the patriotic poetry of the period, some of the most important of which call for a summary.

     Almost all of our poets consider the Baloch land to be under tyranny, suffering from its consequences and deprived of the right to self-determination. For Sayyid Hāshimī none of the three occupying states is a lesser evil. All are guilty of suppressing the Baloch. Among the four states he mentions in one of the poems quoted above “the third” is most probably the Pashtun-dominated Afghanistan which supports the Baloch only to make Balochistan a part of a greater Pashtunistan.

     The “too courteous fourth” could be any outside power, such as the Soviet Union (now Russia) or the USA or the UK. which has occasionally flirted with the Baloch cause, only to abuse it for their own ends according to the poet. Sayyid perhaps also has the history of the Kurds in mind when he talks about the “too courteous fourth” power.

     Sayyid Hāshimī summarizes a history of cruelties by others on the Baloch when he says that they have set our huts on fire, surrounded our hills, ravaged our fields, destroyed our camels, broken our arms, and wished our annihilation.

     The love for the land is expressed in a typical Eastern passionate, even sometimes exaggerated manner by the majority of the poets. For G. R. Mullā Balochistan is his “heart”, his “soul” and “a cure for all conceivable pains of life. Khalil Apsari is proud of the land, its “great”, “innocent” and “simple” people the Baloch. For Mubārak Qāzī, the land of Balochistan is “an inspiring, invigorating reality through which (he) can achieve perfection”. “Things, objects and images” of Balochistan “keep coming to the mind” of

Siddīq Āzāt in “wonderful dreams” though in exile. He cannot detach himself from the “sweet memories” of the land he was forced to leave. He renews his pledge to “redeem” the motherland. ‘Anqā, as well as all the rest, consider this beloved land to be under “alien domination”.

     Regardless of difficulties, our poets are optimistic. “We are not hopeless”, Sayyid declares. He is sure that the “day of freedom” will come. The enemy may massacre a generation or more, but Sayyid is certain that “revered mothers again will bear invincible sons” and that ultimately “the superior spirit” of the Baloch will overcome.

     ‘Atā Shād is sure that tyranny will reinforce the Baloch resentment, and this “resentment will lead the people to freedom and emancipation”. He is convinced that the people “will give their lives to uphold national freedom”.

     Mubārak Qāzī is sure that “a revolutionary dawn, a bright future” will come, and that the “motherland is indestructible”, and Bashīr Bedār maintains that “killing cannot destroy human instincts” but rather “every drop of bloodshed will help the tree of freedom to grow”. ‘Abdul Majīd Suhrābi, like many others, visualizes “auspicious occasion when freedom is achieved and everyone is jubilant.

     Representing the rejectionist point of view, most of our poets talked of the necessity for an armed struggle in order to achieve freedom. As I have already mentioned the poems belong mainly to the pre-1985 period. It was a time when most of the Baloch leaders and activists had rejected the idea of reconciliation with the Central Governments. “Only through blood” will emancipation come, Bashīr Bedār proclaims. “The motherland is to be watered in blood” and freedom is to be gained “through war and revolution”. “Subjugation cannot end without a fight and a firm response to the enemy backed by force” is Mubārak Qāzī’s message, followed by a call to the Baloch to take up their arms. Anwar —Sāhibkhān and Ulfat Nasim find that the only way to get freedom is through “the force of the sword” and “bloodshed”. During the late 1980s and the 1990s, however, the confrontationist attitude has given way to a  somewhat more reconciliatory tone among the Baloch poets.


[1] See Moh. Sardar Khan, A Literary History of the Baluchis, I, p. 131.

[2] Gawhar M?her? was a beautiful and wealthy Baloch woman, who had migrated from Bampur, Western (now Iranian) Balochistan, and, along with her numerous flocks and camel herds, had settled in Sibi under the protection of the Baloch chief M?r Ch?kar (d. 1555 A.D.) M?r Gwahr?m, another Baloch chief of the period was Ch?kar’s rival. M?r Gwahr?m encouraged his men to steal and harm the flocks and camels of Gawhar. Obliged to protect Gawhar, Ch?kar declared war on Gwahr?m. The result was the famous war at Nali, in which hundreds of the nobles of both sides were killed. See also Moh Sardar Khan, A Literary History of the Baluchis, I, pp. 70-86.

[3] Selig S. Harrisons’s book In Afghanistan’s Shadow, is still the best succinct account and provides a thorough understanding of the events referred to here and below. See also Spooner, “Baluchistan, pp. 610-621.

[4] For further treatment of the relation between poetry and politics, see also Jahani, “Poetry and politics: Nationalism and Language Standardization in the Balochi Literary Movement”.

[5] Gul Kh?n Nas?r, “Du‘?” (composed on 10 Nov. 1936), published in Balo?? duny?, Multan December 1984, p. 2.

[6] For an example of Gul Kh?n Nas?r’s poetry, see e.g. Jahani, “By? o balo?….

[7] Them = the enemy.

[8] We = the Baloch

[9] Sayyid Zah?r Sh?h H?shim?, Tr?mpkaneñ tramp, pp. 33-34.

[10] Ibid., pp. 55-56.

[11] Sayyid Zah?r Sh?h H?shim?, Angar u tr?ngal, pp. 20-22.

[12]‘At? Sh?d, S?h kandin, published in several journals and leaflets during the late 1960s, now in ‘At? Sh?d, Ro?gir, pp. 28-30.

[13] Published in Pirband, pp. 87-89.

[14] Published in Om?n, August 1955, p. 27.

[15] Published in Om?n, March 1956, pp. 11-13.

[16] Published in Sanj, pp. 441.

[17] Published in Girok, p. 31.

[18] Published in Zam?na balo?? , December 1972.

[19] Bash?r Bed?r, Gwarb?m, pp. 50-52.

[20] Published in Pirband, pp. 94-95.

[21] Ibid., p. 170.

[22] Ibid., p. 17.

[23] Ibid., p. 452.

[24] Ibid., p. 39.

[25] Ibid., p. 31.

[26] Ibid., pp. 439-440.

[27] ?z?t Jam?ld?n?, Kawl, published in M?ht?k balo??, May 1957, pp. 44-45.

[28] Jazm?, Balo?ist?ne gw?nk, ibid., September 1957, p. 11.

[29] It may be of interest to note that this poet nowadays lives in Sweden, and was one of the participants in the investigation presented in Carina Jahani’s article in the present volume.

[30] Published in M?ht?k balo??, March-April 1979, p. 25.

[31] Ibid., April 1981, p. 24.

[32] Ibid., July-August 1979, p. 39.

[33] Ibid., pp. 27-28.

[34] Mans?r Baloch, L?ko, ibid., February 1981, pp. 28-29. M?r Namroz, a renowned Baloch leader, died in prison during the Ayub Khan regime; Safar, Law?ng Kh?n, and Rash?d were among those who were killed during the time of Bhutto and Zia ul-Haqq. Also Asad Mengal, the son of the first elected Chief Minister of Balochistan, ‘At?ull?h Mengal, and the brother of the present elected Chief Minister of Balochistan, Akhtar Mengal, was tortured to death during the Bhutto regime.

[35] Published in Bram?, pp. 261-262.

[36] Published in Sanj, p. 460.

[37] Published in Zam?na balo??, February 1982, p. 17.

[38] Published in Sanj, pp. 444-447.

[39] Not officially published poem.

[40] Muhammad Beg Begal, Koh?ñ man?g ant, published in Saw??t, March-April 1978, p. 71.

[41] Published in M?ht?k balo??, January 1981, p. 45.

[42] Ibid.,p. 29.

[43] Published in Sanj, p. 442.

[44] Published in M?ht?k balo??, February 1981, pp. 47-48.

[45] Ibid., p. 40.

[46] Published in Sanj, p. 402.

[47] Ibid., p. 448.

[48] Published in M?ht?k balo??, May-June 1980, p 14.

[49] This poem was published in Balo?? duny?, October 1984, p. 35.

[50] Published in Saw??t, September 1979, p. 32.

[51] Ibid., March-April 1978, p. 72.

 
 

Balochi is the principal language

Balochi is the principal language of Balochistan. There are several other minor languages which are spoken at the ethnic borders of united or Greater Balochistan. The speakers of minor languages (Brahui, Saraiki[?], Sindhi[?], and Dehwari-Persian[?]) are bilingual. Persian and English were used as official languages in western Balochistan (Iran-Afghanistan), the Khanate of Balochistan, and British Balochistan. In 1947 the independent Khanate of Balochistan announced Balochi as an official and national language, a policy which was continued until March, 1948. In 1948, with the incorporation of Balochistan into Pakistan, Balochi was replaced as the official language and Urdu as the national language. The official language in the areas of Gwadar[?] (occupied by Sultanate of Oman until 1958) was Arabic. Balochi has several dialects. Linguists agree on the following two major dialects: Eastern Balochi and Western Balochi Table of contents 1 Eastern Balochi 2 Western Balochi 3 History 4 Origin 5 Script and Ethnic Borders Eastern Balochi The eastern Balochi dialect is spoken from Karachi northwards up to Dera Ismail Khan and to the Suleman Mountains, including the Marri Bugti areas. And amongst the Baloch of Sindh, Derajat and Punjab, and the north west frontier province of Pakistan. This dialect has borrowed several Sindhi (including Saraiki) and Pashto words and has also contributed to the vocabulary of the said languages. Western Balochi The western Balochi dialect is spoken between Karachi (Pakistan) and Kirman[?] (Iran), among the Baloch of Turkmenistan, the Sultanate of Oman, the Khorasan[?] province of Iran and Seistan (Iran-Afghanistan). The dialect has borrowed several words from neighboring languages such as Turkmen, Persian, Pustho and Arabic. History Balochi has a different historical background and has no affinity with any Indian language. The memorandum of independent Khanate of Balochistan submitted by M. A. Jinnnah to the cabinet mission in 1946 declares: On the point of view of language, there is very little affinity between India and Kalat. The Balochi language belongs to the Iranian branch of the Indo-European family. The Brahui language was said in the same memorandum, to be a Dravidian language having no affinity with any Indian language except the Gond dialects in central India. Discussing the relation of the Balochi language with Persian or Pashto (the national language of Iran and Afghanistan), Harrison writes: ‘Balochi is a distinct language and is closely related only to one of the members of Iranian language, Kurdish, but it retains striking peculiarities of its own.’ Origin The Balochi language originated in a lost language, related to those of the Parthian and Median civilizations. It is classified as a branch of the Iranian group of the Indo-European language family like Kurdish, Persian, Pashto, and Ossetic. Historically, Balochi was believed to have originated between 200 B.C.E. and 700 C.E. J. Elfenbein, a scholar of Balochi, compared Balochi with Parthian and Persian of middle stage and concluded that: ? ancestor of Balochi was neither Parthian nor middle Persian but a lost language, which, sharing a number of characteristic features with either, and some with both, had pronounced (characteristics) of its own. Referring to the affinity of Balochi language with Kurdish, having an ancient Medean background, this author has stressed that Balochi has its own unique features. The same view presented by L. Dames in his book Baloch Race, in which author reported that Balochi resembles the Zand[?] or old Bactrian[?] rather than old Persian. This special position of the Balochi language, having no real affinity with the Indian subcontinent and being a distinctive language along the Iranian group of Indo-European language family, has strengthened the consciousness of the Baloch people in their demand for the right of self-determination. Script and Ethnic Borders Before the 19th century Balochi was a unwritten language, used in conversation in the Baloch courts. The official written language was Persian, as in India and central Asian kingdoms. It was British linguists and political historians who introduced Balochi in a written form with Roman script. In the late 19th century and later, the Baloch scholars who were influenced either by their geographical or historical environments or by their political thoughts, adopted Nastaaliq[?] (Persian script) and Naskh[?] (Arabic script). The Naskh script became popular among the Baloch scholar, intellectual, and journalists. A smaller group of Baloch linguists and scholars favoured the Roman script, but the didn’t have a popular and powerful voice until 1948.

 
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Posted by on February 25, 2011 in Balochi Language

 

The Baloch Names and Titles

Traditionally the name of a child was chosen a few days after birth, mostly on the sixth. The child was given a name of some worthy forefather who was not alive. But at the first instance, he was given an alternate name. As the Baloch had great respect for their departed elders, they gave names to the children formally, but in the meantime alternate names were chosen because the children by those would be receiving rebukes, which was considered an insult even to those names and alway avoided.
The Baloch borrowed names from animals, trees, plants, colours and even parts of the body. Names were also derived from the name of week days.
Father’s name was sometimes added to the actual name, as Chakar-e-Saihakk (Chakar son of Saihakk) or Haibitan Murad (Haibitan son of Murad). This practice most probably has crept into Baloch culture through Arabic influences at a much later stage.

SHAHI DARBAR

When the British Government took over the area completely they exploited the occasion for their political motives. They gave it a proper shapes, in order to attract greater attention of the people of different areas. The first British agent of the Governor General and Chief Commissioner in Balochistan, Captain Sir Robert Sandeman introduced the Shahi Darbar during the year 1882 held on the occasion of the Horse and Cattle Show. They used to grant Sanads, Khil’ats and other awards in the Shahi Darbar. Contented with the settled life, most of Sardars used to express their loyalties on this occasion.
The significance of the occasion can not be denied. Now it is at times small assembly of people to come together, sit together and discuss together their problems and find out ways and means to solve them. The system was reformed with the advent of independence and the people started, hinking in different terms The name of the Shahi Darbar was, therefore, changed to the Shahi Jirga, ultimately the word of “shah” was done away with and it was named as Divisional Jirga. Its importance could be well realised from the fact that since inception of Pakistan. The Heads of the State, the Prime Minister and other dignitaries have graced the occasion by attending this function. They included Father of the Nation, Ouaid-e-Azam Mohammad Ali Jinnah, who visited Sibi in his capacity as the first governor-general.
Now councillors’ convention is arranged on the occasion, which is attended by the government officials notables and people’s representatives. The tribal Sardars attend the Jirga in their traditional robes consisting mostly of very loose shirts. Showers and ‘Patches’ all in white, and locally made chapels.The Chief Executive of the Province gives a resume of the Governmental activities in different fields.
The Annual Sibi Week has now taken shape of more or less of a national festival. It begins with the Horse and Cattle show in which almost all domestic animals of the area. Specially horses and cattle take part. The Show plays an important part in improving economy of the people of the area; they make transactions to the tune of lakhs of rupees on this occasion. Besides Horse and Cattle Show, a number of items have been added in order to make the week more attractive.

 
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Posted by on February 24, 2011 in Baloch Culture

 

A Mother Tongue Literacy Programme among the Baloch of Singo Line, Karachi

Eunice Tan,

Summer Institute of Linguistics

 Introduction

 There is at present no official mother tongue education of Balochi in the main areas where it is spoken. Official attempts at mother tongue education have been carried out in Pakistan[1] and in Afghanistan.[2] In Turkmenistan there is an attempt to establish a Cyrillic script for Balochi, put together primers and start mother tongue education.[3] For the moment there is no official mother tongue education in Balochi, either in Iran or in Pakistan. There have, however, been a number of private initiatives taken in the area of Balochi mother tongue education in Pakistan.[4]

     The dismal living conditions in the Baloch quarters in Karachi, especially the main Balochi residential area, Lyari, are well pictured by Richard Slimbach in his article “Ethnic binds and pedagogies of resistance: Baloch nationalism and educational innovation in Karachi”.[5] The fact that the Baloch children meet a foreign language already on their first day in school, of course, put them at a disadvantage from the very beginning. Slimbach quotes the words of a Baloch college student who is remarking on and criticizing the lack of mother tongue education in Balochi. He says: “Go and visit all the schools in Lyari and give a language test to the children. You will find that they cannot speak good Urdu or good English. It is due to their mother tongue. If you get education in your mother tongue, you can understand everything. If you don’t, you cannot understand anything.”[6]

     The aim of the present article is to describe one of the unofficial mother tongue literacy programmes in Balochi underway in Pakistan.  This programme is at present running in one of the suburbs of Karachi. We first started our literacy work among the Baloch in the community of Singo Line in 1993. A leader of the community there had approached us to help them in their literacy work. There was already a functioning anjuman ‘society’ in the community which also functioned as a tuition centre.

     Singo Line is situated near Lyari, south-west of the Karachi city centre, where the bulk of the Baloch people live. There are about 5 000 people in this community, and about 55 % of them are from a Zikri background, the rest being Sunnis. Many of the men in this community are labourers working at the port or in Hub Chowki, which is an industrial centre at the Sind-Balochistan border. Some of the men operate a small private business, while a large majority of the male working force are unemployed or perform odd jobs. Unlike other Baloch communities there is a rather high percentage of young women in this community performing jobs in the city and nearby areas.

     Many of the children of Singo Line are enrolled in school nowadays, but the drop-out rate remains very high. In the early eighties about half of the students dropped out before reaching the fifth grade in school. Still only about two thirds of the girls who enroll in the first grade move on to the second grade and more than half of these girls drop out after the sixth class. Most of the children are enrolled in Urdu medium public schools, while some of the more well-to-do send their children, especially their sons, to English medium schools nearby. About 40-45 % of the male young adults are literate while most of the older men are illiterate. The rate of literacy amongst the women is much lower, with about 25-30 % of the young adults being literate.

     A couple of the well-educated women from the community worked closely with me in the production of the Balochi primer that we were to use in the literacy programme. After a while we felt that it would be advantageous to test the primer in actual literacy classes, and at that point we decided to start our first literacy class.

Our students

Seven women came to our first literacy class, but one of them dropped out halfway through the course due to mental illness. The oldest member of the class was about fifty years old. She was able to read the Quran, but did not know how to read and write Urdu or Balochi and therefore decided to join the class. The rest were either mothers with small babies or single girls. Three of them had never learnt to read or write, and the other two had only gone to school for a very limited number of years and could by no means be considered even semi-literate when they started this class.

     The women had expressed an interest in learning to read and write in order to be able to support their children better in their education by helping them with homework etc. Some were also motivated by the fact that we had promised to teach them embroidery after they had completed the reading course. Some had expressed an interest in seeking a job to help sustaining the family after completing the course, while others felt that they would be more able to cope with the needs of their families, like reading a doctor’s prescription, other instructions and notices etc. if they were literate. Some just came to be with their friends, as our classes were seen as social occasions as well.

     Classes were held only twice a week, and very often we had to postpone classes due to the social obligations of the participants. However, the result was good, and within eight months they were able to read quite fluently in both Balochi and Urdu. One of the aims of the mother tongue literacy programme was namely to be a bridge to learning to read and write Urdu.

     In the beginning I noticed that the students came to class with their books well hidden away, and when I asked about the reason why they did so, they told me that they were shy to let others know that they were learning to read. They were also afraid that they would not succeed in learning to read and write. However, when one of the women’s husband after six months found out that she had learnt to read in such a short time he thought that his wife was very clever and told her so. Even more impressive was the fact that his wife had learnt to read in two languages, Urdu and Balochi. Many people in the community had gone to school for three or four years and they had not been able to read after that. Many people have told me that it was not until after some six or seven years of schooling that they could understand what they were learning in school. Up to that point they had just memorized seemingly meaningless things that they were asked to learn.

     When we decided to start another class it was the students in our first class who invited their friends to come. Another class was started, also this time comprising of seven women. All except one were single women.

     Altogether four classes for women have been run in this community. A total of twenty five students have started attending a class, and fifteen of them have completed the primer and are able to read and write. Four of the students had to leave the class towards the end of the course because of various reasons. Getting married was one such reason. Six students dropped out of the classes earlier. They soon found out that they were too busy or not motivated enough to continue, and some did not have any companion to follow them to classes (see below).

     In the classes students are taught in Balochi for the first three months, and after that Urdu is also introduced. As the transition gap is very minimal, students generally pick up reading in Urdu without difficulty. Some actually read better in Urdu after a while provided they are able to speak the language. One of the reasons for this may well be the greater availability of books in Urdu than in Balochi. The aim is that at the end of the course students should be able to read independently in both Balochi and Urdu.

Problems and possible solutions

One problem that was encountered was to find a suitable place for the classes. Finally we decided to start the classes in the home of my personal Balochi tutor. Her family was highly respected in the community, and for that reason their home was an acceptable place for women to drop in. However, it is always unacceptable for women to visit someone’s home alone unless they are closely related to the person they visit. This is why some of the students had to persuade a friend to accompany them. Some of those who came as company to others were not very motivated, and when they decided not to carry on, the person for whom they acted as company was also forced to drop out. In fact, many women do not even visit another lane unless they are well chaperoned. One frequently hears women talking about their own lane as safe and respectable, whereas they often look down on other neighbourhoods.

     We sought for a more neutral place for the classes, but have not yet been successful in finding a well secluded public place in a neighbourhood that is acceptable for women to visit. In fact, the best solution may be to hold literacy classes in different neighbourhoods. It seems helpful to group family members together and teach them as one group. One could then hold separate classes for the womenfolk of such extended families. In other classes the children could be taught. There is probably no need to split boys and girls if they all belong to the same extended family. Maybe special campaigns to encourage whole families to learn to read and write Balochi would be a good solution.

     One of the classes which did not work out quite well was a mixed class of both children and women. It turned out that the women felt rather shy when they had to learn together with younger children. On the other hand the first and the second class that were started were very successful. One of the reasons for this was probably the fact that most of the students knew each other already before the class was started. They attended the classes for different reasons, some just in order to get an additional opportunity to meet their friends. Some also expressed that they did not want to be left out when their friends were learning to read. It was also found out that those who were already friends encouraged and helped each other to read and write the exercises they were given as homework.

     One of the biggest problems we encountered in our classes was to be able to hold the classes regularly and on time. Sometimes there were weddings and deaths in the community and we had to cancel our classes due to social obligations. Most of our students were indeed busy women who had many social duties to perform, and during the wedding season it was felt appropriate to cancel all our classes since otherwise too many of the students would be absent. We had to be very flexible with the time for the classes and it proved helpful to consult the students about the best time to hold them. Even so, we actually often had to send a young girl along to remind the students about the classes, since many of them did not know how to read the time, or tended just to forget due to all the other work they had to do.

Language attitudes among the students

Almost all the Baloch I have met in Karachi speak Balochi. They are very proud of their language, and the Balochi language is used both in the homes and in the market place of the Baloch residential areas in Karachi. It is also used in announcements and in sermons in the mosque in predominantly Balochi areas. There have also been several efforts to promote Balochi mother tongue education in Karachi, but many of these endeavours have met with numerous obstacles and have eventually fallen through.

     One general misconception about mother tongue literacy is that the students are taught to speak their own language, something which they point out that they already know. In fact, there was a woman whose father was a Baloch and mother a Bihari, and who did not know Balochi even though she considered herself a Baloch, who approached me and asked about literacy in her “mother tongue”. It was evident that she expected to be taught Balochi in the classes.

     Most people are indeed ignorant as to how literacy can be carried out in Balochi and what the benefits to read in their mother tongue are. Parents are generally convinced that it is necessary for their children to learn Urdu and/or English at school in order to be able to advance in Pakistani society, and that they should not waste their time learning to read and write Balochi, which anyway is of no use to them in their future career. However, most of the Baloch would not give up speaking Balochi at home. Still, the women of the older generation hardly know any Urdu, whereas the younger generation of the Baloch in Karachi, especially educated persons, master Urdu well.

     Many Baloch are rather proud of the existence of books and other reading materials in Balochi, but whether they are able to use them is another matter altogether. According to my observations, they somehow think that writing and reading in Balochi are activities only limited to the “elite or scholastic group”. Most of the young adults I have met hardly know how to read Balochi magazines or books, and do not really feel any need to acquire the skill either. Most of those who have heard about Sayyid H®shim¬ respect his works, but generally most people outside the “Balochi literary circle” have little knowledge about and take little interest in these literary issues.

     When it comes to dialect, it has been observed that persons moving to Karachi from other parts of Balochistan generally retain their native dialect, even if they are married into a family that speaks another dialect than their own. This seems to be a totally acceptable thing to do. However, some dialect groups consider their dialect superior to others. This was especially noticed among persons from the Makran coast, who resisted the primer based on the Karachi dialect, complaining that it was not written in their dialect. When modifications were made and more allowance for the dialect of the Makran coast was given, however, the obstacle was removed, since most students accept this dialect as a prestigious one even if their own dialect deviates more or less from it. It is also interesting to note that the students generally read and pronounce the words in accordance with their own dialect.

 

Educational material and reading theory

Even though there already existed a number of primers in Balochi[7] it was found necessary to construct a primer for the course. This primer was, as already mentioned, compiled in close cooperation with well educated women from the target community. This was necessary in order to make a primer that would be culturally acceptable and contain reading material that was related to the women’s everyday life.

     It was also felt that the best testing of the preliminary version of the primer would be to actually use it in a literacy class. It then appeared that some changes had to be made, especially when it came to the dialect forms used. Karachi-isms had to be avoided in favour of the more prestigious dialect of the Makran coast (see above). Some stories also had to be simplified or changed to be culturally acceptable.

     As for the orthography used in the primer an attempt was made to make transfer to Urdu as easy as possible. That is why the orthography builds on Urdu conventions, and the hamzas[8], for example, which are quite established in the Balochi orthography nowadays but not found in Urdu, were avoided in our primer. There are, however, also some transfer pages to Balochi orthographical conventions at the end of the primer in order for the learners also to become familiar with the Balochi writing system, including the hamzas. The primer is thus meant to serve a double purpose both of transfer into Urdu and into “semi-standard” Balochi.

     In the same way the spelling of loanwords, mainly from Arabic, which are also found in Urdu, is generally kept in the same way as in Urdu. In fact they are also generally spelled the same way in Balochi too. Thus, the whole Arabic-Urdu alphabet is also used for Balochi even if this means overrepresentation of several consonant phonemes.[9] The basic reason for this is to reduce confusion in spelling for the students when they go to school and learn the Urdu spelling of these words and help the transition to the national language.

     After going through the primer it was felt that the students needed more material to read in order to retain their newly learnt skill of reading Balochi. We have therefore continued by producing a number of easy readers using the same Urdu-based orthography as in the primer. These books are e.g. collections of Aesop fables for children and adults, so as to stir their early interest in reading. We have also produced some books on health and simple reading materials on topics based on the customs, food, games and daily events of the Baloch in order to help promote the Balochi culture and to stimulate the new readers to go on reading.

     About half of the students who have been taught in our classes are linear thinkers. This means that they learn to read new passages readily by putting syllables together, and that they remember alphabets and syllables and learn to read by decoding. This group went on to read in Urdu without difficulty and eventually attempted reading story books and new material.

     The other half of the students are global thinkers. They find it easy to read whole words and whole syllables, but find it difficult to build new words from known syllables. They memorise the text and recognise words in the process. Global thinkers read more by guessing than by putting syllables together. They also ask more questions related to the story and memorise the story in a way that the linear thinkers don’t. It was therefore necessary to talk about the story and tell it over and over again in order to make reading meaningful also to the global thinkers.

     In fact, after learning to read the text, the global thinkers generally read it more fluently than the linear thinkers, as these students sometimes had to pause to put syllables together. The process of reading and telling the story several times also encouraged all the students to think the text through in a critical and constructive way.

     The primer was written in order to cater for the needs of both the linear and the global readers. Meaningful stories help the global students, while charts to show syllables help the linear students. At the end of each lesson, the students are also encouraged to write a short text using the words that they have learnt. Sometimes the teacher tells a story using words and syllables they have learn, and the students record it. Sometimes the students write their own stories. Teachers were encouraged to identify the learning style of the different students in the group and to cater for the needs of the group as well as to help individual students in their learning process. For both groups of learners, our primary objective is to teach the students to read for meaning and gather information through reading. Reading is complete only when comprehension is attained.[10]

Reading and writing in Balochi

Most sixth class student who can read in Urdu could easily read the material we produce in Balochi, perhaps with some hesitation here and there. Some students, though, would insist that they are not able to read Balochi, especially before attempting our material. In my opinion this is due to the prejudice that have about reading Balochi. One of the reasons for this prejudice is that most of the present Balochi books and articles in magazines are simply too difficult for many to read. Writing conventions diverge from those used for Urdu and many words used in the texts are difficult and archaic. Even students who have completed their degrees find books and articles written in Balochi difficult to understand. Thus, student have been discouraged from reading and as a result readership in Balochi is very small compared to the number of educated Baloch.

     Another reason is that the students in schools are not encouraged to attempt reading new material on their own, i.e. to be independent readers. On the other hand, one of the main aims of our classes is to teach the students independent reading and to make them cultivate the habit of reading. In our primer and readers the following guidelines have been followed:

* The vocabulary used in the books should be that which is currently used by the majority of the people, written, as far as possible in the way that a ‘good’ speaker of the language speaks. It has been important to assure that the stories that are used are all written by native speakers of the language.[11]

* The dialect basis of the material should, as much as possible, be that of the persons who are going to read it.

* The books should consist of interesting and relevant stories. We use stories that are predictable and we use a lot of repetition to reinforce learning. The use of appropriate predictable materials will enable students to experience the joy of reading which comes only when one is able to move directly from the text to meaning.[12]

* Much of the material in the books is also aimed to preserve and promote the Balochi culture by recording and explaining important cultural features and events.

* The books produced should be of an increasingly difficult degree, with easy readers for early readers and more difficult books for advanced readers.

Most students who knew how to write in Urdu, when asked to write some words in Balochi managed to write them the way they are normally spelled minus the hamzas currently used in writing Balochi by local Baloch writers (see above). As in many languages there are more readers than writers. However, amongst the Balochi people, the gap is even bigger. Because of the current writing conventions which, I feel, only the ‘scholars’ can handle and even they with some difficulties, many of the Baloch readers are discouraged from writing in their own language.[13] Criticism from these ‘scholars’ which persons attempting to write in Balochi for e.g. the magazines generally face also discourage many from writing. Up to the present very little has been written in Balochi. Writing has to start right from the early reading stage, but as things are at this point, there isn’t much encouragement for anyone attempting to write in Balochi.

Conclusion

I would not want to leave an impression that the literacy programme in Singo Line has been highly successful. As a matter of fact, at this point literacy classes among women have stopped since all the women who are eager and determined to learn to read have already attended our programme. There are thus no more women students at present unless we move to another community. For that we would need a formal invitation from the community leaders. However, an indisputable fact is that we have taught at least twenty women to read and at this point we have started classes for children.

     It is my sincere hope that literacy workers and educationists will rise up to meet the needs of mother tongue education among the Baloch and other ethnic groups in Pakistan and other countries. Much can be done, especially if there is an increased motivation and cooperation with community leaders. More has to be done to encourage literacy among Baloch women, since a literate mother is the best person to ensure that her children become literate as well.


[1] See Farrell’s article in the present volume.

[2] See e.g. Jahani, Standardization and Orthography in the Balochi Language, p. 87.

[3] See especially Axenov’s article in the present volume.

[4] See Jahani, Standardization…, p. 90.

[5] See Slimbach, “Ethnic Binds…” pp. 142-148.

[6] Ibid., pp. 147-148.

[7] See Farrell’s article in the present volume.

[8] For a discussion of the use of hamza and other morphophonemic symbols in Balochi orthography, see e.g. Jahani, Standardization…, pp. 153-155.

[9] For a discussion of the spelling of Arabic loanwords in Balochi, see ibid., pp. 150-153.

[10] Dechant, Understanding and Teaching Reading: An Interactive Model, p. 37.

[11] Johnson, “Three Approaches to Native Authored Primer Stories”, pp. 35-46.

[12] Kent, “Predictable Books for Pre-illiterate Peoples”, p. 45.

[13] See Jahani, Standardization…, p.155, where the same observation made by several educated Baloch is discussed.

 
 

Mother Tongue Education and the Health and Survival of the Balochi Language

TIM FARRELL
Summer Institute of Linguistics, High Wycombe, UK

Introduction

Of the estimated 6,500 languages in the world today it is reckoned that the majority will cease to exist within fifty years or so. In the history of the world, languages have always come and gone, but in the present time there are some factors which have never existed previously, and which threaten many of the world’s languages in a way they have never been threatened before.

The first is that, with the growing world population and with ever increasing mobility, there are getting to be very few people who have had no contact with speakers of other languages, and the vast majority of people have regular contact with speakers of other languages.

The second is that the spread and use of electronic media and communications is growing exponentially. At times it appears that Balochi, spoken largely by semi-nomadic shepherds or rural farmers and fishermen in the huge open expanses of Balochistan would be unaffected by the developments in urban business and leisure communications. But it is salutary to note that among the Baloch in Lyari within a single generation storytelling has been replaced by radio, then by television, then video, then satellite as a means of family entertainment. This has occurred among a community without extensive economic resources. The development and electrification of population centres in Balochistan, such as Gwadar, Turbat, Panjgur etc. means that this process is rapidly extending throughout the Balochi language area.

It is hard to predict the future, but one scenario would be that this explosion of the mass media, coupled with national language education, would relegate Balochi to being spoken only in the sparsely populated rural areas, and in cities and towns only at home by the older members of the family.


Language domains

Kathryn Woolard observes that studies of minority languages have shown that bilingual speakers where topic/domain determines which language they talk in, the minority language is showing signs of weakness and decline, but where the language to speak in on a particular occasion is chosen according to the participants in the exchange to minority language is not showing sings of shift to the other languages.

So, for example, if a Baloch feels compelled to write letters in Urdu to other Baloch, this is a sign of retrenchment of Balochi. But if a Baloch writes letters in Urdu to non-Baloch, but in Balochi to Baloch, this type of bilingual performance is not a sign of language weakening. Contact and second language use per se are not a threat to a minority language.

This presents a challenge to the Baloch community, since trade, television, newspapers, and education will increasingly be a factor in the lives of more and more Baloch, bringing ever more domains in which they function in languages other than Balochi. The way to meet this challenge is clearly to extend the use of Balochi to as many of these domains as possible, and perhaps the single most powerful instrument in achieving this in mother tongue education, since mother tongue education would be a means of extending Balochi usage of many academic domains. Even if mother tongue education did not extend through the entire school curriculum, the effect of literacy and use of the mother tongue in formal situations would be to greatly increase its domains of use.

Mother tongue education has traditionally been seen as the great hope for reversing language shift, so much that Joshua Fishman has warned against seeing it as a way of reviving a language unless active home use of the language is not also established. So, for example, in Ireland Gaelic is taught at school and used in many government contexts, but it is still not widely used in the home or community. Fishman thus points out that mother tongue education cannot be expected to revive the language on its own. But Balochi is widely spoken in the home and community. What is needed for Balochi is not so much increased use in the home, but increased use outside of the home, especially in formal situations. Thus it is hoped that with mother tongue education and literacy Baloch will increasingly write letters, post signs, notices and bulletins, read newspapers and magazines in Balochi, as well as doing business and government administration

Mother Tongue Education

For many years it has been recognised that the mother tongue is the best language for education, especially for the early years. The UNESCO monograph The Use of Vernacular Language in Education says: “On educational grounds we recommend that the use of the mother tongue be extended to as late a stage in education as possible. In particular, pupils should begin their schooling through the medium of the mother tongue.”

Going to school for the first time can be quite a difficult experience for young children, being away from the informal atmosphere of home, and suddenly being in the very structured and disciplined environment of school, being required to perform taxing exercises to order. Learning to read and write, and to cope with the concepts in maths and subjects with their own terminology and paradigms is daunting task. If all of this rakes place in an unfamiliar language it can be a very confusing experience, and if you add the fact that children are often beaten for not saying or doing the requires thing, then it becomes an experience that many children do not wish to continue with.

Thus the UNESCO report says: “We consider that the shock which the young child undergoes in passing from his house to his school life is so great the everything possible should be done to soften it, particularly where modern methods of infant teaching have not yet penetrated to the school.” The upshot of this in the large Baloch community in Lyari, Karachi is that the drop-out rate for the early years of schooling is possibly as high as 50% (not forgetting the fact that not all children even begin schooling), and other children drop out in later years.

In Lyari we find that, because of the limited number of places at school, reception children are required to sit a test in Urdu and maths before being admitted. In practice this means that they are often enrolled in private school or tuition for a year or two before applying for entrance to the state schools. So they often start their schooling a year or two later than other children, which can be a demoralising experience.

Another thing that suffers because of non-mother tongue education is the quality of education. Visiting a rural school near Gwardar, I remember hearing a child read fairly fluently from his Urdu text book, but when he was asked to tell the meaning of what he had read he had no idea. This state of affairs continues with students for many year. Even intelligent and studious pupils may find that they are not really grasping the content of their lessons until way up in secondary school. Where Baloch students are competing for jobs and places in higher education with students whose mother tongue is the language of business and education, they are clearly at a disadvantage. During the bitter inter-ethnic violence in Karachi over recent years the notion of all places and jobs being allocated according to merit rather than quota was often adduced. In itself the notion of merit is a good one, but to have Baloch and other ethnic minorities, struggling with education in a language not their own, competing with those who have done all their education in their mother tongue is not really according to merit either but according to ethno-linguistic bias.

This lack of education in the mother tongue is one of the reasons why education is seen by so many as a matter of rote learning, exams, and merely a means to a better job. The idea that the student should understand and think about the subjects studied is often lacking, as is the idea that learning in an enjoyable life skill that one can continue with for its own sake even after finishing formal education. One of the interesting aspects of the establishment of Balochi language academies and literary publications is that a number of Baloch have developed an interest in learning, reading and writing in the Balochi language without it having been part of a formal education programme. They are interested in the subject for its own sake.

There have been a number of non-government publications designed to promote literacy and children’s education in Balochi. Apart from these a number of academies have published children’s books and easy reading material aimed at new readers. The Balochi Academy in Quetta has published a large number of books for children. Some have also been published by the Kalakot Coaching Centre, the Azat Jamaldini Academy and the Balochi Labzanki Diwan among others.

Of these, as far as I am aware, La’l Bakhsh Rind’s books were used in a formal literacy programme for a while, and the Azat Jamaldini Academy books are at present being used in a literacy programme. Apart from those, the Shal Association’s Buni kitab was used in a small number of schools in Balochistan and Sweden.

At present state education for the Baloch is in Persian in Iran, Urdu in Pakistani Balochistan and central Karachi, largely Sindhi in Sind, and Arabic in the Gulf. The borrowing of lexicon and structural features from these different languages presents a problem of increasing divergence, and thus weakening, for the Balochi language. To these languages which are used in education and official domains can be added Brahui, Pashto and Saraiki, which although not used in education, form part of the picture of areal influence on the language.

In 1991 a state programme for mother tongue education in Pakistani Balochistan was established. Teaching was to be available in Balochi, Brahui and Pashto, as well as Urdu. The programme was to begin in year one and work up the school with the children. For the Balochi programme a committee met to determine the content, style and orthography of the text books. Because it was seen as desirable to have a single course and set of text books for the entire Balochi area, an attempt was made to harmonise both Eastern and Western dialect vocabulary and orthography. This included the creation of five new combined characters to combine phonological usages in both dialect groupings.

One of the possible causes for the failure of the Balochi mother tongue education programme in Pakistani Balochistan is a political one. Without wishing to get involved in the arcane and complex issues of politics, the situation was that in Balochistan province the large influx of Afghan refugees was, and is, threatening to significantly alter the demography of the province. Many of the refugees have settled in Pakistan and have not found it difficult to gain Pakistani identity papers. Most are ethnically Pashtun, and blend in with the already sizeable Pashtun population in the province. The Baloch and Brahui population combined is larger than that of the Pashtuns. The Baloch and Brahui are ethnically one people, but linguistically quite distinct. Thus, while Urdu is the means of instruction in school in Balochistan, their ethnic unity is not questioned, but when there are separate Balochi and Brahui schools established the distinctiveness of the two language groups is more in focus. If the Baloch and Brahuis were seen as two peoples, rather than one, then it was feared that the Pashtuns might claim to be the single largest people in the province. With demography being one of the most powerful forces in politics, it was felt by some that it would be better to carry on with Urdu education in the province so as not to raise the linguistic profile of the Baloch/Brahui people.

Reference: Tim Farrell,“Mother tongue education and the health and survival of the Balochi Language”, in Jahani, C, ed., Language in Society – Eight Sociolinguistic Essays on Balochi

 
 

Balochi Dialects

The Balochi language is divided in several dialects: Eastern Balochi, Western Balochi, Northern Balochi and Southern Balochi. Each of these dialects are divided in sub-dialects. For example Rakhshani and its subdialects: Kalati, Panjguri and Sarhaddi), Saravani, Lashari, Kechi, Coastal Dialects, and Eastern Hill Balochi.

Dialects

Northern Balochi

Northern Balochi dialects are settled north of Iranian Balochistan and Golestan Province of Iran, north of Nimruz Province in Afghanistan and north Chagai District of Balochistan and north of Sind in Pakistan. Northern Balochi dialects are similar to northern Rakhshani and southern Makkorani dialects.

Southern Balochi

Southern Balochi in Iran are living in Southern of Sistan o Baluchestan. In Pakistan Southern Balochi are settled in Southern Balochistan, Southern Sind and Karachi. In Oman most are settled in Muttrah but some settle along Omani coastline and they can be found all over UAE.

Western Balochi

Western Balochi in Iran are living in Northwest and Southeast of Sistan o Baluchestan and very few of Western Balochi people can speak Persian. In Pakistan Western Balochi are settled in northwest of Balochistan. In Afghanistan they are settled along Helmand River and Zaranj area, in the southwest desert region and Mari region in Turkmenistan.

Eastern Balochi

Eastern Balochi are settle in northwestern Balochistan, southwestern Punjab and northwestern Sind in Pakistan.

Comparison

Balochi Dialects by population, region, religion, and languages estimated by the government of Pakistan in 1998.

Balochi Dialects

      Western

  1. Sarhaddi Rakhshani
  2. Afghan Rakhshani
  3. Turkmen Rakhshani
  4. Panjguri Rakhshani
  5. Kalati Rakhshani
  6. Sarawani

     Southern (Makrani)

  1. Coastal
  2. Lashari
  3. Kechi
  4. Karachi

     Eastern or Suleimani Dialect

  1. Bugti (Bambore Dialect)
  2. Marri-Rindh (Sibi Dialect)
  3. Mazari (Upper Sindh, DG Khan Region Dialect)
  4. Mandwani & Jatoi Dialects of Western Sindh Region

References


Ethnologue report on Balochi

Map showing Balochi dialects areas

http://titus.uni-frankfurt.de/didact/karten/iran/baloc.jpg

External links

http://www.statpak.gov.pk/depts/pco/statistics/pop_by_province/pop_by_province.html

http://www.ethnologue.com/show_language.asp?code=bgn

http://encyclopedia.kids.net.au/page/ba/Balochi_languageWestern_Balochi

This article is licensed under the
GNU Free Documentation License
. It uses material from the Wikipedia article Balochi dialects

 
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Posted by on February 24, 2011 in Balochi Language

 

Standardisation and orthography of Balochi

By: Professor Carina Jahani
Uppsala University,Sweden

There is no standard orthography for the Balochi language, and there is much debate among Baloch intellectuals about the creation of a standard literary language. Balochi is currently written in the Arabic/Urdu script in Pakistan, Iran and Afghanistan, although many scholars outside of Balochistan use Roman script.

Those in favour of the Roman script point to several facts in its support: the Roman script more accurately represents the sounds of Balochi; there does not currently exist a universally-accepted orghography in the Arabic script; the Roman script is more useful in the modern world and is more widely used than the Arabic; the Roman script is easier to learn.

Balochi is spoken in several different countries (Iran, Pakistan, Afghanistan, Turkmenistan and the Arab Gulf States). It neither enjoys official status nor is used in the education system of any of these countries. For both these reasons, creating and enforcing a single standard language for all Baloch is problematic.

The media makes an important contribution to the standardisation of a language. In the case of Balochi, radio at least has played an important role in increasing the ease of understanding between the various dialects. (for more information on the role of radio in the development of Balochi, click here).

Those Baloch involved in literary activities are keen to create one standard literary language, and there has been much discussion in literary circles on which dialect, or dialects, should constitute the basis for such a standard language. There has also been much debate over which script should be used for Balochi. Balochi writers use the Arabic/Persian script, which is advocated by many for historical, political and religious reasons. However, among those writers there is no final agreement on several orthographic points, in particular the representation of letters and sounds that are not able to be represented by the Arabic/Persian script. For this reason, others have advocated changing to the Roman script. Although many academics in Europe use the Roman script in their work on Balochi, most Baloch involved in literary activities feel it is impossible to change the orthography at present because neighbouring languages use the Arabic script, and because of the lack of authority to enforce any such reform.

While there a strongly felt need to create a standard literary language with a fixed orthography, and to be able to introduce the teaching of Balochi into the primary education in Pakistani Balochistan, there is also the danger that the standardisation will proceed too quickly. Many people feel that each writer has the rifght to use his or her own dialect when writing, and that a standard literary language will develop naturally as the written form of Balochi is used more and more.

References:

  1. Jahani, C.,”Language standardisation and orthography in Balochi” in Newsletter of Baluchistan Studies (No. 5, Fall 1988)
  2. Slimbach, Richard “Ethnic Binds and Pedagogies of Resistance: Baloch nationalism and educational innovation in Karachi”, Marginality and Modernity: Ethnicity and Change in Post-Colonial Balochistan, Titus, Paul (ed.), Oxford University Press (1996)

 
 

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Posted by on February 17, 2011 in Balochi Language

 

Language and Culture of the Baloch in Turkmenistan

By: Vyacheslav V. Moshkalo,
Dept. of Iranian Languages,
Institute of Linguistics,
Russian Academy of Sciences,

MoscowIntroduction

In the Republic of Turkmenistan a small national minority lives little known to others than a narrow circle of scientists and specialists. This national minority is the Baloch. The Baloch are a people which have a strong sense of unity, sharing a common origin, history, language, traditions and religion. The Baloch of Turkmenistan are a part of this people which was divided by the peculiar will of history mainly between three countries: Pakistan, Iran, and Afghanistan. Outside these countries there are rather small Balochi communities in India, East Africa and Oman. The Baloch are scattered over a vast territory. The Turkmenian Baloch live in the very north of this vast territory. Only Baloch in the diaspora, e.g. in Northern Europe live farther to the north.

The Baloch in Turkmenistan

     The first Baloch migrants in Russia appeared in the region of Mari in Turkistan, i.e. in the territory which nowadays belongs to the Republic of Turkmenistan. The statistical report on Turkmenistan for 1917 – 1920 mentions 936 Baloch living in the Bayram-Ali district. The Baloch of Turkmenistan mostly came from Afghanistan, from the Chakhansur district located in the province of Nimruz, in the Sistan area of Afghanistan. Apart from them there were also a small group of Baloch who migrated to Turkistan from Iran (from Khurasan). In these migrations there were also some Brahuis who came together with the Baloch.[1]

     In the 1920s separate groups of the Baloch belonging to different Balochi tribes were united by Kerim Khan. This Baloch chief was an extraordinary personality. He was a poor shepherd from the beginning but managed to make a career and to become a famous, even legendary chief of the Baloch in Turkmenistan. The Baloch of Turkmenistan, united under his power, at the beginning supported the Soviet power and being very brave warriors, they helped the Soviet authorities in their struggle against the Basmachis (counterrevolutionary movement in Turkistan, which lasted actively from 1920 till the mid-30s). At the end of the 20s, because of disagreement with the Soviet authorities, Kerim Khan together with the majority of his people left Turkmenistan for Iran or Afghanistan. Nobody knows where he went. I tried to find it out during my trips to Turkmenistan, but in vain. Kerim Khan’s traces should be looked for outside Turkmenistan, either in Iran or in Afghanistan. It would be very interesting to find out what happened to him and his people afterwards.

     At the present time the Baloch of Turkmenistan live mainly in the districts of Bayram-Ali and Iolotan of the region of Mari (Mariyskiy velayat). According to the data of the 1959 census in the USSR, 7 800 Baloch lived in the Soviet Socialist Republic of Turkmenistan, in the valley of the Murghab river, in the districts of Bayram-Ali, Turkmen-Kala and Iolotan, and 94,9 % of them considered Balochi to be their mother tongue. In the 1970 census there were 12 600 Baloch in Turkmenistan, and 91,8 % regarded Balochi as their native language. In the 1979 census there were 18 997 Baloch in Turkmenistan, and 18 633 persons (98,1 %) stated that Balochi was their native language. There are in 1997 probably approximately 38 000 – 40 000 Baloch in Turkmenistan, although some give a higher estimation of around 50 000 or even more. The very strong loyalty among the Baloch to their mother tongue is quite remarkable, and can at least to a certain degree be explained by their rural way of life. A thorough investigation of the socio-economic conditions under which this strong retention of the Balochi language has been possible would be very interesting to carry out.

     The Turkmenian Baloch believe themselves to be a part of the big ethnos. For a long time, however, they were separated from the other Baloch by the “Iron Curtain”, and had practically no contacts with the Baloch of the other countries. In 1934 the Soviet border with Iran and Afghanistan was closed and this event became a source of many personal tragedies and disasters. It was unexpected, and those who were in Iran or Afghanistan making their earnings or visiting relatives could not return to their families. Thus, parents were separated from children, brothers from sisters etc. It was impossible for them to unite again. The only reason for that was the “Iron Curtain” along all the Soviet borders. It was only at the end of the 1980s, with the beginning of Gorbachov’s perestroika and after the disintegration of the USSR that many Turkmenian Baloch got the opportunity to visit Iran and Afghanistan in order to find their lost relatives and reunite with them after long years of separation.

     The history of the Baloch is the history of constant migrations over vast territories. However, the lack of a written literary tradition and written sources makes it difficult to study, not the legendary, but the real history of the Baloch. The Baloch never had an independent state of their own in the proper sense of the word. The Kalat State could not be considered a truly independent Baloch state. In spite of the fact that the Kalat State united many Baloch tribes, it did not exist long and it could not play a prominent part for the Baloch culture nor for the establishment of a tradition of writing in the Balochi language.

     From a political point of view, throughout history the Baloch were generally subdued by the power of stronger and better organized conquerors, and as usual, they did not pay attention to the Balochi language and culture. Anyway, in spite of all the complications and peculiarities in the destiny of the Baloch, they have managed not only to create an enchanting, rich and original culture, but also from many points of view very interesting and unique literary specimens. To my profound regret, these have not up till now been described or studied to the extent that they deserve to be. The masterpieces of the Balochi literature have not to any large extent been translated into the main world languages.

     From this point of view the Turkmenian Baloch are not an exception. They are even in a worse position in comparison with the others. Not very much has been done to study their language and culture, even though some studies on the Balochi language and Balochi culture were made in Moscow and Leningrad (present-day St. Petersburg) during the Soviet period. When it comes to the oral literature of the Turkmenian Baloch, for example, I. I. Zarubin collected and published a number of folk tales with translations into Russian.[2] It is, however, striking enough that in the twentieth century not a single book or monograph has been published in Turkmenistan about the Baloch.

     It should be said that the disintegration of the USSR has brought for the Baloch of Turkmenistan more losses and disillusions than joys and achievements, especially in such fields as education, culture and science. Moscow was always for the Turkmenian Baloch the force which helped them to stand against the domination of the Turkmens, and in spite of all the difficulties, they had some opportunities for education (there were special quotas in different institutes for the Baloch students) and cultural progress. After the disintegration of the USSR, Moscow ceased to be the centre for Turkmenistan, and nowadays the Turkmen central government does little for the national minorities living there.[3]

Attempts at developing the Balochi language in Turkmenistan

The first alphabet used by the Turkmenian Baloch was based on the Roman script. An attempt to turn Balochi into a written language was made in the 1930s. A few books and a newspaper in Roman script were published in Mari and Ashkhabad. There was a mother tongue education programme for the Turkmenian Baloch. But after switching to Cyrillic script for minor languages of Turkistan, due to lack of special national policy towards the minorities, financial problems and the switch of education at all levels to Russian and Turkmen etc., Balochi was not further developed as a written language. During my trips to Turkmenistan I met several old men who could still use that Balochi Roman script of the 30s.

     Fifty years later, at the end of the 1980s, an enthusiast for his mother tongue, a modest school teacher named Mammad Sherdil, together with his friends worked out an alphabet for Balochi based upon Cyrillic script. They managed to publish several text books in Balochi for primary schools and obtain the permission from the authorities to start an experiment with mother tongue education in one or two schools. Besides that, Mammad Sherdil and Saidquli Mammadnur initiated the publishing of one full page in Balochi twice a week in the Turkmenian newspaper of the district called Taze durmush (New Life).[4]

     These attempts coincide with the period of “perestroika” and disintegration of the USSR. An independent Republic of Turkmenistan has since then appeared on the political scene. Thereby a new life began also for the Turkmenian Baloch. But this new life is characterized by neglect of the Baloch and their cultural life. It should be mentioned that the Baloch in Turkmenistan never have had any political, social, or even cultural organizations which could defend their rights and draw the attention of the authorities to their needs.

     It seems that the Turkmenian Baloch are in great need of help from international organizations and cooperation with Balochi scientific and cultural organizations in other countries. Nowadays, as far as I know, there are no relations either on state level or on the level of organizations. I know only of one incident in the past when there was an attempt at establishing relations between the Turkmenian Baloch and the Baloch of Pakistan. In the mid 1980s the Union of the Soviet Societies for Friendship and Cultural Relations with Foreign Countries invited the Balochistan Provincial Assembly speaker Mīr Muhammad Akram Baloch to Moscow. The USSR – Pakistan Friendship Society organized a trip to Turkmenistan for him. In Ashkhabad he met Baloch students and took part in one of their traditional gatherings. In addition, he visited the town of Tejen, where only few Baloch families live nowadays. He was, however, unable to visit the Mari region where practically all the Turkmenian Baloch are concentrated. After that there were no contacts on such a high level. Mīr Muhammad Akram Baloch’s notes about this trip were published in one of Māhtāk baločī‘s editions.[5]

 

Notes on the Balochi dialect spoken in Turkmenistan

 

The Baloch of Turkmenistan speak a dialect of the Balochi language which is very close to the dialect of the Afghan Balochi. The dialect of the Turkmenian Baloch belongs to the Western Group of Balochi dialects, to the Rakhshānī dialects. The dialect of the Turkmenian Baloch possesses a number of phonetical and grammatical characteristics, which are specific to this dialect. Professor Ivan I. Zarubin was the first scientist who paid attention to these characteristics. Zarubin was a pioneer of Balochi studies in Russia. In Turkmenistan he selected a group of young talented people and took them to Petersburg to be educated there.

     There are no aspirated plosives at all in this dialect. There are no fricatives /θ/ and /δ/ either. The fricatives /f/, /γ/ and /x/ are to be found only in late loanwords. The pharyngeal fricative /h/ is never pronounced, e.g. Asan (Hasan).

     The indicative mood of the verb in Balochi has got a rich system of tense forms which are united by a common modal meaning (i.e. a real action in the present, past or future), and are opposed to each other on the one hand by aspect and temporal meaning and on the other hand by person and singular/plural forms. The number of these tense forms are different in the different dialects of Balochi. The simplest system of the tenses (with less number of innovated forms) is presented in the dialect of the Baloch of Turkmenistan. There are only five tense forms to be found in this dialect:

1) Present-future tense (man kār-a kanīn ‘I work’, man-a raīn ‘I go’)

2) Preterite (simple past) (man kār kurtun ‘I worked’, man šutun ‘I went’)

3) Past continuous (man kār-a kurtun ‘I was working’, man-a šutun ‘I was going’)

4) Present perfect (man kār kurtá un ‘I have worked’, man šutá un ‘I have gone’)

5) Past perfect (man kār kurt-átun ‘I had worked’, man šut-átun ‘I had gone’)

There is another indicative tense system in most other Balochi dialects, where there are no preterite versus past continuous forms. On the other hand continuous forms are formed with auxiliary verbs, e.g. man rawagā-y-un ‘I am going’ and man rawagā-y-atun ‘I was going’ (Rakhshānī Balochi).[6] However, also in the dialect of Zahidan, Iran, this preterite – past continuous distinction is retained.[7]

     Temporal meaning of the verbal forms is closely connected with aspect, or manner, of the verbal action. In general, judging by the material I have studied, the tendency to further distinctions of aspectual and temporal relation in the indicative is very characteristic to Balochi dialects, especially by means of new descriptive forms such as the present continuous and past continuous tense forms in Rakhshānī dialects. This process has progressed more in Rakhshānī than in any other Balochi dialect group. This may be one of the reasons why Rakhshānī is of increasing importance as a literary vehicle nowadays and why it also potentially could develop into a standard literary language of the Baloch in the future.

     The great importance of a standard literary language cannot be underestimated for the Baloch. The need of a universally accepted standard to be employed by all Baloch is urgently felt. The Baloch intelligentsia, intellectuals and literary men are indeed concentrating more and more effort on this important problem.

     In the dialect of the Turkmenian Baloch there is a special inclusive pronoun māšmā ‘we and you’.[8] It is declined in the following way:

Nominative:                 māšmā

Genitive:                      māšmay

Accusative/dative:       māšmārā

 

A three case system governs the declension of nouns and pronouns in this dialect. The oblique case which is usual for the agent in the ergative construction is not used in the Turkmenian Balochi dialect, because there is no ergative construction left there. Past transitive verbs are constructed actively: man trā dīstun ‘I saw you’, brās-ī sarā čandent ‘his brother nodded his head’, murād watī kitābā pa ammā wānt-ī ‘Murad read his book to us’, dušman āī dast-u-pādānā baštant ‘the enemies tied his hands and feet’ etc.

     The ergative construction has been eliminated from the dialect, but there are still traces of it. The enclitic pronoun (or suffixed pronoun) of the 3rd person singular –¬ is very often used with transitive (and even sometimes with intransitive) verbs: gušt-ī  ‘he/she said’, kurt-ī ‘he/she did’ šut-ī ‘he/she went’, jist-ī ‘he/she ran away’, zarbīk hamā dawle ki mās-ī gušt kurt-ī ‘Zarbik did the way her mother told her’ etc. It should be pointed out that enclitic (suffixed) pronouns are not commonly used in the dialect of Turkmenian Balochi as in most Balochi dialects. (Cf. Persian where they are very common.)

     The vocabulary of the Turkmenian Balochi dialect has not been studied properly up till now. But it is indisputable that the main Balochi lexicon is of Iranian origin, as in all Balochi dialects. Certainly there are a large number of loanwords. The largest number of loanwords definitely come from Persian and Arabic (through Persian). The Baloch of Turkmenistan also borrowed some words form Russian and Turkmen during the Soviet period of their history. It is difficult to estimate the number of loanwords, because up till now there is no comprehensive Balochi dictionary. However, based on Zarubin’s collection of Balochi folk tales, Josef Elfenbein compiled A Vocabulary of Marw Baluchi, where he also gives etymological information for most of the entries.

 

 


[1] See also Axenov’s article in the present volume.

[2] Zarubin, Beludžkie skazki, I-II, see bibliography.

[3] Apart from the Baloch there are e.g. about 100 000 Kurds in Turkmenistan.

[4] See Axenov’s article in the present volume for more details.

[5] Note also that there are several articles on the Baloch in Turkmenistan in the May 1957 issue of Māhtāk baločī.

[6] For a thorough description of the tense forms occurring in a variety of Rakhshānī spoken in Pakistan, see Barker-Mengal, vol. I.

[7] Information obtained from Carina Jahani.

[8] Also found in other Northern Rakhshānī dialects.

 
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Posted by on February 13, 2011 in Baloch Culture

 

The first radio broadcasts in Baluchi

 

Broadcasts in Baluchi were introduced on 25th December, 1949 by Radio Pakistan with a 45 minute daily programme on a 10 kilowatt short wave transmitter from its Karachi station, which was also established soon after Pakistan gained its independence in 1947.

The programme consisted mainly of a news bulletin, talks, features and folk music. It served as a great boon to the Baluchi language and the development of its literature and music. The Baluchi broadcasts helped generate great interest and enthusiasm amongst the poorly educated but spirited Baluch population of Karachi. They started up new literary societies and held regular meetings and sessions. The broadcasts also prompted the publication of the first regular monthly Baluchi magazine Oman, edited by Maulana Khair Mohammad Nadvi. It was first published in Karachi in 1951. 

The programme proved a great challenge and a novel experience for the broadcasters responsible for the translation of the news bulletins from English. They were obliged to come up with a workable script that could be easily read by them at broadcast time. A group of students from the Karachi colleges formed the pioneer talent recruited to translate and read the news and plan the other programme contents.

Another problem was finding musicians and folk singers. Fortunately, these were available among the Baluchi speaking population of Karachi, mainly immigrants from Iranian Baluchistan, the coastal areas and other parts of the former Kalat state. The quest for musicians, both vocalists and instrumentalists, led to a large number of hitherto unknown artists being discovered and launched. These people, who had never seen a radio station before and had no knowledge of what was expected of them, were auditioned by a committee and booked to perform “live” in the days that followed. These were artists who could sing classical lyrics, verses from folk tales, war ballads and other epic poetry, which had been learnt from the classics and handed down from generation to generation. A large number of singers of ghazals and compositions of modern day poets were also included in the programmes.

Both the broadcast material and the recording facilities were inadequate in those days. Since tape recording had not been introduced, Radio Pakistan had its own disc-cutting machines set up in the studios, where recordings were made for the purpose of building up a library.

As time passed, it also became possible to introduce variety into the programme contents. A vast treasure of folklore in the form of romantic ballads were broadcast as musical items, features and plays. In the field of the spoken word a variety of new formats such as musical features, full length radio plays, short stories and stories for children were regularly broadcast, in addition to talks on cultural and literary topics, tales from Islamic history, skits on topics of interest to women, eg child care and miscellaneous pastimes, were regular items.

The broadcasts in Baluchi from Radio Pakistan in Karachi were suspended when another radio station began broadcasting from Quetta on 17th October 1956.

 

 
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Posted by on February 13, 2011 in Balochi Language Profile

 

The status of Balochi language in Iran

According to the Constitution of the Islamic Republic of Iran (1980), “the official language and script of Iran, the lingua franca of its people, is Persian… The use of regional and national languages in the press and mass media, however, as well as for teaching in schools the literatures written in them, is permitted in addition to Persian”. The reality, however, is quite different.

At present there are no publications in the Balochi language. A number of magazines emerged after the Islamic revolution in 1979, but were closed down soon after, due to pressure from the authorities. There is no provision to teach Balochi literature in the schools of Iranian Balochistan. Radio Zahedan broadcasts a daily Balochi language program from the capital of Sistan-va-Balochistan province, Zahedan.

Many Baloch in Iran are concerned about the strong Persian influence on Balochi, as all education takes place in Persian/Farsi.

 
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Posted by on February 13, 2011 in Balochi Language Status

 

The status of Balochi language in Pakistan

  The Constitution of Pakistan (1973), states that “any section of citizens having a disticnt language, script or culture shall have the rifht to preserve and promote the same and, subject to law, establish institutions for that purpose”, and “a Provincial Assembly may by law prescribe measures for the teaching, promotion and use of a provincial language in addition to the national language”.

In 1989, Prime Minister Benazir Bhutto gave permission for the use of local languages (Balochi, Pushto, Brahui) in primary education in Balochistan, however there have been several problems associated with this program of mother-tongue education, namely: other language groups also seeking to have their language taught; the lack of teachers who are capable of implementing the program; and the fact that many parents want their children to learn Urdu and English, not a language that will be of little use outside of the immediate community. There is a Balochi Studies section at the Balochistan University in Quetta which teaches and researches the Balochi language and literature. In addition there is a Balochi Academy, also located in Quetta, which both publishes literary works in Balochi and supports the work of literary organisations. The Academy receives limited government funding. There are several Balochi language publications in Pakistan, the two most prominent being Balochi (published in the provincial capital, Quetta) and Labzank (published in Karachi).

The problems of language policy in Pakistan are described by a Baloch student:

“Go and visit all the schoosl in Lyari [an area of Karachi inhabited by many Baloch] and give a language test to the children. You will find that they cannot speak good Urdu or good English. It is due to their mother tongue. If you get education in your mother tongue, you can understand everyhthing. If you don’t, you cannot understand anything.” (Titus, 1996)

 
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Posted by on February 13, 2011 in Balochi Language Status

 

About Balochi Language

The Balochi language, also spelled Balochi or Baluchi, Balochi is spoken in Balochistan (Pakistan), Iran, Afghanistan, India, the Arab Gulf States, Turkmenistan and East Africaand Baloch diaspora communities. . It is classified as a member of the Iranian group of the Indo-European language family which includes Kurdish, Persian (Farsi), Pashto, Dari, Tajik, Ossetian. Balochi is closely related to Kurdish and Persian.

There are three main dialects: Southren, Eastern and Western. It is difficult to estimate the total number of Balochi speakers, but there are probably around six million, most of whom speak Western Balochi, which is also the dialect that has been most widely used in Balochi literature. Within the Western dialect are two further dialects, Rakhshani (in the northern areas) and Makrani (in the south). The areas where Eastern Balochi dialects are spoken (the north-eastern areas of Pakistani Balochistan, Punjab and Sindh) are in many ways less cdeveloped, espeically when it comes to education, than other parts of Balochistan, which accounts for why it is little used in the written form.

Balochi was used only as an oral language until the post-colonial period. Before that it was generally regarded as a dialect of Persian and there was no tradition of using it in writing. Although some works in Balochi had appeared before then, the Balochi literary movement got fully under way only after the creation of Pakistan in 1947.

 
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Posted by on February 13, 2011 in Balochi Language

 

Ten Points to Promote Balochi Language

By: Malik Siraj Akbar

Those who passionately champion the cause of preserving, practicing and promoting indigenous languages are still seen by the “more patriotic” section of the population as the ‘enemies’ and ‘traitors” of the land. The biggest service we could do on this day is to change this negative and hateful perception. Those who are advocating the cause of mother tongues are the real friends of cultural diversity and we must listen to them seriously. Balochistan is the home to four rich languages viz Balochi, Bhravi, Pashtu and Hazargi. All these languages largely face identical problems. They lack official patronage for their promotion and complain about lack of breathing space to practice and promote these languages because of the government’s color-blind attitude towards cultural diversity. For the Balochs, this day requires special attention. There is a need to revisit the national strategy to preserve, promote and practice Balochi language. Over the past few years, Pashtunkhawa Milli Awami Party has been celebrating this day on a very large scale by taking out rallies in the provincial capital, Quetta, and holding seminars to create awareness among the people about the significance of mother tongues. On their part, the Baloch political parties and academies have, unfortunately, not marked this day with the same level of consciousness and seriousness. The role of the dormant Balochi Academy is deplorable. It has shrunk into a body which awaits the death of a prominent Balochi writer or poet so that it organizes a memorial reference. In the midst of changing circumstances, the Balochi Academy has a very important role to play with the collaboration of the Balochi Department at the University of Balochistan. Some of the biggest problems the Balochi language faces in the contemporary times are as follows. First, the issue of consensus Balochi script is still pending. Among all available resources, Syed Zahoor Shah’s Syed Ganj, the most versatile dictionary of Balochi language, should be applied as the standard reference book on the Balochi script. Second, no government or private institute is currently offering Balochi learning courses. A lot of foreigners, including those Baloch kids who were born in the Middle East and Europe without getting a chance to learn Balochi , find it hard to enroll in an institute to master Balochi language. Ironically, the University of Balochistan offers Balochi at Masters level but there is no school offering Balochi at primary level.The Balochi Academy and the Balochi Department at the UoB should collaborate to develop a Balochi language course of international standards. Third, there is an urgent need for an online source of Baochi language books. Again, the Balochi Academy has to work on a project to ensure the availability of all Balochi books, journals, magazines and compilations in PDF format to a global audience. Soft copies of Balochi publications will also enable those writers and poets to market their work who do not have the finances to market their work internationally. Interestingly, the only Baloch writers, intellectuals and poets whose works is available in the market are the bureaucrats and professors who can afford to self-publish their works. Writers and editors like Atta Shad, Jan Mohammad Dashti, Munir Ahmed Badini, Dr. Shah Mohammad Marri, Hakeem Baloch, Dr. Naimatullah Gichki, Yar Jan Badini, Abdul Wahid Bandeeg, Professor Saba Dashtyari and Dr. Ali Dost Baloch have all richly contributed to the Balochi literature at the cost of their own pockets. There is a need for a long-term arrangement to publish these and other writers’ works without economically burdening the authors. For this purpose, the Balochi Academy has to organize a fund and a chalk out a publishing strategy. Fourth, the discriminatory role of the Directorate of Public Relations (DPR) toward Balochi language newspaper and magazines is abominable. Even though two of the recent Directors of the Public Relations, whose job, among others, is to distribute official advertisements, were Balochs, they tried their level best to strangulate the Balochi Zind and Monthly Balochi by curtailing their advertisements. These are the two only Balochi language magazines with a wide readership and uninterrupted publication. According to the law, at least 20 % of the official advertisements should be distributed among the newspapers and magazines published in mother tongues. This law is not being properly applied and the sole beneficiaries are the owners of dummy newspapers and magazines mostly owned by the employers of the Directorate of Public Relations. Fifth, the duration of Balochi programs at Radio Pakistan and Pakistan Television Bolan should be increased. All non-Balochs who have been appointed, ironically, as producers and assistant producers in Balochi programs should be replaced by qualified Balochi youth who have a better knowledge and understanding of the language, culture and history. Sixth, the Balochistan Assembly should pass a law to undo a previous announcement by Chief Minister Aslam Raisani to introduce Arabic language at schools in Balochistan. Instead of inducting Arabic, the government should introduce mother tongues at the schools where the language is spoken by the majority of the people. Seventh, all “national newspapers”, which make millions of rupees from Balochistan from legal and illegal means of advertisements, should be urged to start at least one weekly page in the local languages in order to play their role in the promotion of local languages. Eighth, the growing sense of insecurity of the Balochi poets, singers, actors and producers should be addressed by the literary and political bodies. Some Blaochi singers were killed and others were arrested or implicated in different cases for their ‘rebellious work’. The political parties should own these cultural figures and give them a sense of protection so that they continue their cultural work. Ninth, the Balochi, Bravi and Pashtu academies should enhance coordination. They should work jointly on matters of common interest rather than distancing themselves from each other or suspiciously viewing each other as ‘rivals’. The way forward for all these academies is the same. Tenth, Baloch philanthropists and diaspora should do whatever it takes to financially assist fledgling and economically dwindling organizations like Vash TV, Sabzbath Balochistan and the Balochi Academy. There is no government support to these organizations and they may collapse if they are not sufficiently funded to sustain their crucial work. There is surely a lot of work to do but we should at least start cogitating about the future of Balochi language today when people all over the world are contemplating about the future of their mother tongues. always taken mother tongues as a cultural asset and capitalized on this as an element of cultural enrichment. Unfortunately, in our country this day is still considered to be “bad boys’ day” when some intellectuals and politicians cry over dying languages in this part of the world. Those who passionately champion the cause of preserving, practicing and promoting indigenous languages are still seen by the “more patriotic” section of the population as the ‘enemies’ and ‘traitors” of the land. The biggest service we could do on this day is to change this negative and hateful perception. Those who are advocating the cause of mother tongues are the real friends of cultural diversity and we must listen to them seriously. Balochistan is the home to four rich languages viz Balochi, Bhravi, Pashtu and Hazargi. All these languages largely face identical problems. They lack official patronage for their promotion and complain about lack of breathing space to practice and promote these languages because of the government’s color-blind attitude towards cultural diversity. For the Balochs, this day requires special attention. There is a need to revisit the national strategy to preserve, promote and practice Balochi language. Over the past few years, Pashtunkhawa Milli Awami Party has been celebrating this day on a very large scale by taking out rallies in the provincial capital, Quetta, and holding seminars to create awareness among the people about the significance of mother tongues. On their part, the Baloch political parties and academies have, unfortunately, not marked this day with the same level of consciousness and seriousness. The role of the dormant Balochi Academy is deplorable. It has shrunk into a body which awaits the death of a prominent Balochi writer or poet so that it organizes a memorial reference. In the midst of changing circumstances, the Balochi Academy has a very important role to play with the collaboration of the Balochi Department at the University of Balochistan. Some of the biggest problems the Balochi language faces in the contemporary times are as follows. First, the issue of consensus Balochi script is still pending. Among all available resources, Syed Zahoor Shah’s Syed Ganj, the most versatile dictionary of Balochi language, should be applied as the standard reference book on the Balochi script. Second, no government or private institute is currently offering Balochi learning courses. A lot of foreigners, including those Baloch kids who were born in the Middle East and Europe without getting a chance to learn Balochi , find it hard to enroll in an institute to master Balochi language. Ironically, the University of Balochistan offers Balochi at Masters level but there is no school offering Balochi at primary level.The Balochi Academy and the Balochi Department at the UoB should collaborate to develop a Balochi language course of international standards. Third, there is an urgent need for an online source of Baochi language books. Again, the Balochi Academy has to work on a project to ensure the availability of all Balochi books, journals, magazines and compilations in PDF format to a global audience. Soft copies of Balochi publications will also enable those writers and poets to market their work who do not have the finances to market their work internationally. Interestingly, the only Baloch writers, intellectuals and poets whose works is available in the market are the bureaucrats and professors who can afford to self-publish their works. Writers and editors like Atta Shad, Jan Mohammad Dashti, Munir Ahmed Badini, Dr. Shah Mohammad Marri, Hakeem Baloch, Dr. Naimatullah Gichki, Yar Jan Badini, Abdul Wahid Bandeeg, Professor Saba Dashtyari and Dr. Ali Dost Baloch have all richly contributed to the Balochi literature at the cost of their own pockets. There is a need for a long-term arrangement to publish these and other writers’ works without economically burdening the authors. For this purpose, the Balochi Academy has to organize a fund and a chalk out a publishing strategy. Fourth, the discriminatory role of the Directorate of Public Relations (DPR) toward Balochi language newspaper and magazines is abominable. Even though two of the recent Directors of the Public Relations, whose job, among others, is to distribute official advertisements, were Balochs, they tried their level best to strangulate the Balochi Zind and Monthly Balochi by curtailing their advertisements. These are the two only Balochi language magazines with a wide readership and uninterrupted publication. According to the law, at least 20 % of the official advertisements should be distributed among the newspapers and magazines published in mother tongues. This law is not being properly applied and the sole beneficiaries are the owners of dummy newspapers and magazines mostly owned by the employers of the Directorate of Public Relations. Fifth, the duration of Balochi programs at Radio Pakistan and Pakistan Television Bolan should be increased. All non-Balochs who have been appointed, ironically, as producers and assistant producers in Balochi programs should be replaced by qualified Balochi youth who have a better knowledge and understanding of the language, culture and history. Sixth, the Balochistan Assembly should pass a law to undo a previous announcement by Chief Minister Aslam Raisani to introduce Arabic language at schools in Balochistan. Instead of inducting Arabic, the government should introduce mother tongues at the schools where the language is spoken by the majority of the people. Seventh, all “national newspapers”, which make millions of rupees from Balochistan from legal and illegal means of advertisements, should be urged to start at least one weekly page in the local languages in order to play their role in the promotion of local languages. Eighth, the growing sense of insecurity of the Balochi poets, singers, actors and producers should be addressed by the literary and political bodies. Some Blaochi singers were killed and others were arrested or implicated in different cases for their ‘rebellious work’. The political parties should own these cultural figures and give them a sense of protection so that they continue their cultural work. Ninth, the Balochi, Bravi and Pashtu academies should enhance coordination. They should work jointly on matters of common interest rather than distancing themselves from each other or suspiciously viewing each other as ‘rivals’. The way forward for all these academies is the same. Tenth, Baloch philanthropists and diaspora should do whatever it takes to financially assist fledgling and economically dwindling organizations like Vash TV, Sabzbath Balochistan and the Balochi Academy. There is no government support to these organizations and they may collapse if they are not sufficiently funded to sustain their crucial work. There is surely a lot of work to do but we should at least start cogitating about the future of Balochi language today when people all over the world are contemplating about the future of their mother tongues.