Representation of Bodo, Dogri and Maithili languages in Unicode Standard

Similar documents
DCA प रय जन क य म ग नद शक द र श नद श लय मह म ग ध अ तरर य ह द व व व लय प ट ह द व व व लय, ग ध ह स, वध (मह र ) DCA-09 Project Work Handbook

क त क ई-व द य लय पत र क 2016 KENDRIYA VIDYALAYA ADILABAD

S. RAZA GIRLS HIGH SCHOOL

HinMA: Distributed Morphology based Hindi Morphological Analyzer


The Prague Bulletin of Mathematical Linguistics NUMBER 95 APRIL

ह द स ख! Hindi Sikho!

Question (1) Question (2) RAT : SEW : : NOW :? (A) OPY (B) SOW (C) OSZ (D) SUY. Correct Option : C Explanation : Question (3)

ENGLISH Month August

CROSS LANGUAGE INFORMATION RETRIEVAL: IN INDIAN LANGUAGE PERSPECTIVE

Detection of Multiword Expressions for Hindi Language using Word Embeddings and WordNet-based Features

Word Stress and Intonation: Introduction

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

First Grade Curriculum Highlights: In alignment with the Common Core Standards

FOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8. УРОК (Unit) УРОК (Unit) УРОК (Unit) УРОК (Unit) 4 80.

Copyright 2002 by the McGraw-Hill Companies, Inc.

Chinese for Beginners CEFR Level: A1

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Emmaus Lutheran School English Language Arts Curriculum

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

F.No.29-3/2016-NVS(Acad.) Dated: Sub:- Organisation of Cluster/Regional/National Sports & Games Meet and Exhibition reg.

5 Star Writing Persuasive Essay

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

Phonological Processing for Urdu Text to Speech System

Coast Academies Writing Framework Step 4. 1 of 7

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Using a Native Language Reference Grammar as a Language Learning Tool

Primary English Curriculum Framework

English IV Version: Beta

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

PolicePrep Comprehensive Guide to Canadian Police Officer Exams

West Windsor-Plainsboro Regional School District French Grade 7

Preschool - Pre-Kindergarten (Page 1 of 1)

DOWNSTEP IN SUPYIRE* Robert Carlson Societe Internationale de Linguistique, Mali

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many

Portuguese Vowel Harmony: A Comparative Analysis and the Superiority of Autosegmental Representations

Beginners French FREN 101 University Studies Program. Course Outline

Phonological Encoding in Sentence Production

Understanding and Supporting Dyslexia Godstone Village School. January 2017

CEFR Overall Illustrative English Proficiency Scales

What the National Curriculum requires in reading at Y5 and Y6

The College Board Redesigned SAT Grade 12

Mandarin Lexical Tone Recognition: The Gating Paradigm

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

California Department of Education English Language Development Standards for Grade 8

Loughton School s curriculum evening. 28 th February 2017

Mercer County Schools

1. Introduction. 2. The OMBI database editor

Considerations for Aligning Early Grades Curriculum with the Common Core

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

Oakland Unified School District English/ Language Arts Course Syllabus

Learning Disability Functional Capacity Evaluation. Dear Doctor,

व रण क ए आ दन-पत र. Prospectus Cum Application Form. न दय व kऱय सम त. Navodaya Vidyalaya Samiti ਨਵ ਦ ਆ ਦਵਦ ਆਦ ਆ ਸਦ ਤ. Navodaya Vidyalaya Samiti

UNIT PLANNING TEMPLATE

NAPLAN State report: Year 3

Ch VI- SENTENCE PATTERNS.

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

Get Your Hands On These Multisensory Reading Strategies

TEKS Comments Louisiana GLE

DIBELS Next BENCHMARK ASSESSMENTS

Lesson Overview: This lesson will introduce what a possessive pronoun is by reviewing

NCU IISR English-Korean and English-Chinese Named Entity Transliteration Using Different Grapheme Segmentation Approaches

Intra-talker Variation: Audience Design Factors Affecting Lexical Selections

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie

International Journal of Informative & Futuristic Research ISSN (Online):

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Learning Methods in Multilingual Speech Recognition

Adjectives tell you more about a noun (for example: the red dress ).

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Course Law Enforcement II. Unit I Careers in Law Enforcement

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Arabic Orthography vs. Arabic OCR

End-of-Module Assessment Task

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall

Myths, Legends, Fairytales and Novels (Writing a Letter)

Common Core ENGLISH GRAMMAR & Mechanics. Worksheet Generator Standard Descriptions. Grade 2

Copyright 2017 DataWORKS Educational Research. All rights reserved.

Mini Lesson Ideas for Expository Writing

STANDARDS. Essential Question: How can ideas, themes, and stories connect people from different times and places? BIN/TABLE 1

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Literature and the Language Arts Experiencing Literature

Sample Goals and Benchmarks

Problems of the Arabic OCR: New Attitudes

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Possessive have and (have) got in New Zealand English Heidi Quinn, University of Canterbury, New Zealand

Thornhill Primary School - Grammar coverage Year 1-6

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing)

This publication is also available for download at

Transcription:

Representation of Bodo, Dogri and Maithili languages in Unicode Standard Bodo, Dogri and Maithili languages are also written in Devanagari script. These languages are using Latin Apostrophe (U+02BC) to denote special tone mark. This tone maker is known as Gojau Kamaa (ग ज कम ) in Bodo, Sur Chinha (स र- च न न) in Dogri and Bikari Kaamaa ( बक र क म ) in Maithili. Hence following annotations should be added to the Latin Apostrophe (U+02BC), to specify the usage of this character in these languages. 02BC MODIFIER LETTER APOSTROPHE Gojau Kamaa in Bodo used as Tone Marker Sur Chinha in Dogri used as Tone Marker Bikari Kaamaa in Maithili used as Tone Marker Dogri and Maithili languages also uses the DEVANAGARI SIGN AVAGRAHA (U+093D) to denote the extra long vowels. In Bodo, at present, Devanagari ओ (U+0913) and (U+094B) are used to represent ऒ vowel and (ऒ vowel sign). But the tone is completely different. The tone of ओ does not represent the tone of ऒ therefore Bodo Sahitya Sabha has decided to use ऒ (U+0912) in place of ओ (U+0913) gradually from the beginning. The following text should be added in the Devanagari write-up of the Unicode Standard (Chapter 9) to describe the special feature of these languages and usage of this character in these languages.

BODO 1. ऒ (U+0912) = (U+094A) (Based on ISCII 1988) is used to represent extended pronunciation of Devanagari vowel sign short ओ. At present, Devanagari script ओ = is used in Bodo to represent ऒ =. But the tone is completely different. The tone of ओ cannot represent the tone of ऒ. So Bodo Sahitya Sabha has decided to use ऒ in place of ओ gradually from the Beginners. Some examples ग म (ग म ) = yellow, ग स (ग स ) = Mind, ब ल (ब ल ) = Strength, स ल (स ल ) = Skill, स ल थ इ (स ल थ इ) = Education. 2. Latin apostrophe (U+02BC): Though it is a punctuation mark, in Bodo language, it is used as tone marker of Devanagari vowel sign short O. The Latin apostrophe mark is placed above the Sirorekhha. Though it is a punctuation mark, it is used as tone marker to signify the tone of Devanagari ऒ. On the other hand, though the tone of Halant (U+094D) is found in Bodo Language, it has been avoided after use of Latin apostrophe. In Bodo, Latin Apostrophe is called ग ज कम. Example - खर = head, आख ब = Groin, ब रग = to escape, फल = a fish trap like busket, बस = to tear by pulling, दख न = the main Bodo woman dress.

DOGRI In Dogri, Latin Apostrophe is used as a tone-marker (स र- च न न). Tone is a major supra-segmental feature, which widely appears in Dogri phonology. There are many levels of tone but three of them stand in contrastive distribution. These are: Level tone, Low-rising tone and High-falling tone. In Dogri orthography is used to indicate high-falling tone after short vowels, these are: ə (अ), I (इ) and U (उ). For example - khə llə (ख ल) down, ku nə (क न) who, and ti ləkəna ( त लकन ) to slip. After long vowels (a, i, u, e, ε, o etc.,) h (halant ½ ) is used to indicate the said pronunciation. For example - bár (ब ½ र) out side, gíta (ग ½ट ) pebble, chúna (छ ½न ) to touch, kéra (क ½र ) single, nέr (न ½र) canal and mór (म ½र) stamp, khcra (ख ½र ) rough. % sign of extra-length ( ल त- च न न) Occurrence of extra-long vowels plays an important role in word-final position by creating contrast of meaning between long vowels and extra long vowels. To indicate this extra-length, sign of % is used after these vowels. For example: təla (तल ) sole, təla: (तल %) pond, bi (ब ) also, bi: (ब %) seed, lε (ल ) get, lε: (ल %), rhyme, le (ल ) carry, le: (ल %) scrap of plaster, bhəro (भर ) fill, bhəro: (भर %) get filled, kũ: (क %) curvedness of Cot s frame

MAITHILI Maithili also uses Latin Apostrophe to denote prolonged pronunciation of short "अ" as per examples given below: कह ज रह ह - कत ज रहल छ क म ह गय - क ज भ ग ल Latin Apostrophe is used to denote truncation f words as per example given below: कत पड़ ग ल? = कतए पड़ ए ग लह ("where did you go away?") The symbol ऽ is called as 'bikari' in Maithili. The Latin Apostrophe is called 'bikaari kama'. This symbol appears mostly in the standard Maithili and in the written form of the dialects spoken in and around Darbhanga and Madhubani. Apart from its phonetic correlate (as Mentioned above,) which corresponds to a lengthened ( d: ), it also marks ellipsis. Alternates of कत is कतय (dialectally, in Saharsa-Purnea variety, it appears in pronunciation as क ), and the 'bikaari kama' marks the ellipsis, i.e. alternative deletion of 'य ' here. Similar arguments could be put up for पड़ which is also uttered as पड़ य and ग ल which has clearly a written alternant: ग लह The 'bikaari kama', is mostly employed in the pronominal, adverbial and verbal forms, and never within or between nominal and adjectives, a few general places of occurrence are listed here: (i) In personal pronouns, especially in the older and medieval texts, eg. त र for त हर 'your' (However, by that logic, one can't use it in the form for the first person म र ~ हमर 'Mine, my'; (ii) In directive and interrogative pronouns, even to this day, e.g. एतऽ ~ एत ('here'), कतऽ ~ कत ('where'), ततऽ ~ तत rarely though ('there'), etc. (iii) In bi-verbal combinations, either in compound verbs (as in Hindi म र ड ल, literally 'kill+throw', but actually kill + perf aspect, which is why they are also called the aspectual verbs) such as बह द लय न ह 'Have submersed / emersed, ल ल लन (I) have taken (literally: 'take + take' here), etc., as well as in serial verbs or verbal compounds where two action appear sequentially, द ख आब छ (I) am

coming after showing him', पड़ अयल ह (He) having run away, arrived / came, etc. Even here bikaari kama need not occur with polar verbs ending with short-i or half-short-i in the compound verb situations, e.g. द ख ल लय न ह (I) have seen (him) or द ख आब छ (I) am coming after seeing him, etc. (iv) Maithili has a whole lot of denominative verbs, where a noun (or an adjective) is picked up and converted into a verb, where with the verbalizer / Marker, the bikaari kama is used e.g., from ग र or ग र 'fair-complexioned' we get ग र ज यब 'to become fair-complexioned', from झ र (liquid gravy') or म ट (fat), one derives verb roots like झ र यब 'to make liquidy / with gravy' or म ट यब 'to put on (v) weight / fatten', which when conjugated, the bikaari kama shows up. The new vocalic sound [d ~ d: ] as a parallel to [e] appeared in Maithili, which at times, is marked by Å even in stand alone uses of this expression.