Endangerment of Apatani Language

 (An extract from the book THE QUINTESSENCE OF APATANI LANGUAGE (PRELUDE) released on 5^th July 2011)

Before discussing about the endangerment of Apatani language, first let us consider a few statistics concerning Apatani. The data here are of Census 2001 as the final report of Census 2011 is not yet made public (till the time of this book was under print).

As per Census 2001 and according to the Scheduled Castes and Scheduled Tribes Lists (Modification) Order, 1956 and as inserted by Act 69 of 1986, Apatani got mentioned with 27,576 population along with 25 other Scheduled Tribes in Arunachal Pradesh[1].

Out of the total 25 tribes of Arunachal Pradesh listed by the Office of the Registrar General and Census Commissioner, Ministry of Home Affairs, India, only nine languages from Arunachal have got mentioned under Part-B Non Scheduled languages and apparently none in Part–A Scheduled Languages in the Eight Schedule. Interestingly, to qualify to be included in the Scheduled Castes and Scheduled Tribes Lists, people strength 5,000 or above population have to return. And to be included in the list of Part–B Non Scheduled languages, strength of 10,000 and above have to return as the speakers. 

Of the 25 tribes, the languages that got mentioned under Part–B Non Scheduled languages are Adi, Deori, Karbi/Mikir, Mishmi, Monpa, Nissi/Dafla (now Nyishi)[2], Nocte, Tangsa, Wancho. Interestingly, Apatani along with Bangni, Nissi, Tagin has been clubbed under Nissi/Dafla as mother tongue. Though the enumeration is not very satisfactory as the list seems skewed, repetitive and overlapping, the greatest worry is regarding the general mass who are interviewed as informants. Many might have given misinformations as not speaking Apatani as their mother tongue though according to the Office of Registrar it is ‘legally bound to answer such questions to the best of knowledge and belief’. Whatever be the reasons, the matter of grave concern is that out of 27,576 not even 10,000 Apatanis have returned as the speakers of Apatani which is not a healthy sign.

Lamentably, a fact to be added here is, according to UN’s cultural agency UNESCO’s Atlas of the World Languages in Danger, all the languages of Arunachal are either vulnerable or endangered of which obviously Apatani language is one of them. Apatani with 35,000 speakers is listed as ‘vulnerable’ in degree of transmission, i.e. ‘most children speak the language, but it may be restricted to certain domains’ as per the factor of Intergenerational Language Transmission.

Apart from the statistics and records one can eventually see the lesser usage or endangerment of Apatani language as happening because of the shift of domain of language use. Factors could be many but the fact remains that Apatani language is ignored and overlooked.

According to my study and interactions, Apatani language is undeniably used less (or no more used in some extreme cases) at home as first language or as mother tongue, rather Hindi is preferred over Apatani language. Even to sound polite and loving to children, Hindi is preferred by grown–up Apatanis. Hindi and English these days have become a style statement for many of the youngsters who abandon their mother tongue as old–fashioned. Hindi is also favoured by some Apatanis as the accent of their dialect is ridiculed by others as funny and stereotype. Due to migration of non–Apatanis into Ziro valley, because of modern education system and due to the result of marriage outside the community, Hindi and Assamese are preferred as link languages. Hindi or English are favoured in formal social gatherings as Apatani has no formal registered variations and sounds very casual and crude to which many consider deemed not fit for such occasions. The multimedia and Information Technology have a great role to play in popularising other languages. Migrating and settling outside of one’s ancestral village and out of Ziro valley has also contributed a lot. Non–Apatani babysitters and caretakers influence a lot to the babies with their variety of language.Whatever maybe the reasons even beyond the purview of the cited ones, the issue is the endangerment of our ApataniLanguage[3].

More to the point, endangerment of language in question can be evidently seen in many native speakers especially the younger generations who are losing their fluency and command of their mother tongue. Some sounds like palatal lateral approximant [´] has already undergone change in younger speakers as in [a´´o] ‘tongue’ is being mispronounced or rapidly lost proving further endangerment of the language. If one observes keenly, uvular fricative [x] as in [axxá] ‘old’ is now advanced and pronounced as velar fricative [x].

Looking at these facts one can indubitably feel the need to preserve and save this vulnerable Apatani language. The pressing need of the hour is to document the Apatani language as preserving or safeguarding are steps beyond it. If Apatani language is lost it would be irreparable loss of Apatani cultural heritage as language is the source of the speaker’s identity and reflects a unique worldview and culture complexes. 

Dr Millo Tabin with his family.

            A lesson to be learnt: not withstanding all the factors cited here or otherwise for the unpopular use of Apatani language, how can some children speak fluent Apatani language even though they were born and brought up outside Arunachal Pradesh. I am talking about the children of Mr Millo Tago, IFS and Dr Millo Tabin, Additional Professor, AIIMS based at Bangaluru and New Delhi respectively. I have personally met their children and I was so very much impressed. They are more surrounded by non–Apatanis, they are more exposed to outside world, they reside in cosmopolitan cities, they too do go to school, they were taken care by non–Apatani babysitters, they were this they were that. But they still managed. How? All appreciations and due credits to their parents. If they can, why can’t we?

Mr. Millo Tago, IFS

Mr. Mihin Kaning

            Language learning is a natural process. It is more easier to learn if taught formally. The foreign languages like Hindi, English, Assamese, French, German, Esperanto etc. can be learnt in school academia or other formal institutes. But do the children have a second chance to seriously learn and enhance Apatani language in school curriculum if they are not taught at home? Currently “Kiije Tanii Aguñ Chinsa” is being taught in some government schools (Classes VI to VIII) as third language teaching. But is this yielding desired result? Are Apatani children learning it seriously or are they taking the third language as curriculum compulsion? I was told that non–Apatani students score more marks than our own children[4]. What are the factors for such unexpected discouraging results? Do our students take interest in learning Apatani language or there are some faults to be undone?  

Think of a day when our language will be extinct/dead, what would be our identity then? Will Hindi, Assamese, English speaking people accept us as their own people? Will we have our own identity or will we try to identify ourselves with those people to whose language we are showing so much of our faithfulness? Oh God! It’s shameful as well as scar, uuhhh!!!

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[1] Source: Office of the Registrar General & Census Commissioner of India, Ministry of Home Affairs.

[2] As the names appear in the Office of the Registrar General & Census Commissioner of India, Ministry of Home Affairs.

[3] “Aunandi: Lingua franca of Arunachal-a thought” published in The Arunachal Times and “Aunandi: Lingua franca of Arunachal” published in Arunachal Front dated Friday, 26 March 2010 by Nending Ommo.

[4] As verbally informed by Mr Mihin Kaning, Vice Principal, Govt. Higher Secondary School, Ziro.