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RK Narayan in attitude toward English Language

RK Narayan attitudes toward English language:
postcolonial posture, a gesture utility

Summary
This document is intended to examine the attitude of RK Narayan to the English language as reflected in their essays. Narayan (1906-2001) Born and raised in an time when education was institutionalized in English and the Indian subcontinent. As other Indian writers in English, as Raja Rao and Mulk Raj Anand, received English education and used to write in English from the beginning of his literary career until the end. However, it is deemed to have used the English language and literature form of colonial control and represent the changing Indian society due to colonial rule. Part of this effort seems to be evident in the attitude toward language Narayan English. Narayan position in this regard is considered very ambivalent and complex, he is aware that English is the language of the settlers, however, is that accepted that for practical reasons. That is, their attitude towards the English language seems to be the result of form and the reality that prevails in the post-colonial.

Keywords: RK Narayan, attitude, language English, postcolonial stance, utilitarian gesture

- I -
The study of the English language and literature in the postcolonial context seems to be "a phenomenon of great political and cultural density" (Ashcroft, Griffiths and Tiffins 1989: 2-3) and therefore enters the field of postcolonial writers. One of the fundamental claims of postcolonialism is that the English language and literature have played an important role in proposing colonial ideology for survival and consolidation of colonial rule (Walder 1998). In other words, the construction of the English literary education part of the colonial cultural design (Viswanathan, 1995). Most post-colonial writers have tried to tackle the issue of cultural domination through the English language and literature. For example, Thiong'o (1995) suggests that the central position given to the study of English language and literature in Africa comes from the assumption Western cultural superiority. For this reason, it requires that English departments should be abolished from the universities in Africa. Indian novelist Raja Rao (2000: v) states that English is the language of the intellect, not emotion, and English in India, therefore, entered in the level of "a dialect that some day become as distinctive and colorful as the Irish or American. "Therefore, using written language postcolonial settler, but adapting to speech of the colonized. It is performed by two processes: the abrogation and appropriation (Ashcroft, Griffiths and Tiffins 1989). Abrogation means rethinking the idea of universality as claimed by settlers with regard to language. Credits, by contrast, is the use of the imperial language to express the cultural experience of the colonized. This is a process which is found imperial vernacular English. Standard English words are used in many new meanings, and, in turn, receives many English language words new indigenous languages. Furthermore, postcolonial literature arises from the tension between these two jerks. Ashcroft, Griffiths Tiffin (1989: 39) rightly, keep-

... In a sense all postcolonial literatures are intercultural because negotiate a gap between "worlds", a breakthrough in the simultaneous processes the repeal and credit continually strive to define and determine its practice.

Therefore, a challenge and renew the Eurocentric notion of language to be an essential part of literary decolonization (Loomba 2001).
As Boehmer (1995) illustrates, nearly all aspects of the colonized world, including language of education and commerce were dominated by the Empire. Colonial education of middle-class people then tended to create a "mental colonization" between them: "English-language and literature instruction played a key role in the naturalization of British values" (Boehmer 1995:169). In the 20th century, students from the colonies were greatly influenced by the excellence in English language and literature. This factor seems to account for the "syncretic" nature of post-colonial society, which can not be compartmentalized in either a purely traditional or a foreigner with purity. Ashcroft, Griffiths and Tiffin (1989: 110) argue, "The construction of" pure "cultural value is always out in a radically altered the dynamics of power relations." Therefore, reading Postcolonial RK Narayan works, mostly essays about their attitude towards the English language are likely to reveal that he strives to make a synthesis between the colonial and indigenous elements.

- II -
The colonial education he received Narayan could have influenced their views on the English language since in the classroom Narayan was about English as a first language, their native language as a second language (Walsh, 1982). English received more prestigious because of politics, administrative, for social, economic and scientific. Although the Tamil language Narayan province, Sanskrit, the classical language of India, were taught at school, they were considered inferior in the state and provided occasions for jokes. Narayan (2001b: 464) admits this in her essay "English in India" -

But classroom none of these two languages was given no importance, but were assigned to the most defenseless among teachers, experts who were treated as a joke for the kids, and showing only "second language", the first English as ordered by Lord Macaulay, when it was introduced English education India.

In addition to meeting with textbooks in English at school and college, Narayan widely read English literature outside their curriculum. library of his father in his home and school library books were crammed with English literature (Narayan 2001b). Took the opportunity Narayan full library and enthusiastically read Scott Dickens, Rider Haggard, Marie Corelli, Moliere, Pope, Marlowe, Tolstoy, Thomas Hardy and others (Narayan 1995). He was also in contact with the scene Current literature through various journals such as Little Folks, the nineteenth century and later, Cornhill, Strand Magazine, Mercury, El Espectador, The Times Literary Supplement and The Manchester Guardian. The cumulative impact of the mass reading of English literature was that he became well versed in the English language. As a writer, Narayan language chosen English, simply because it suited him better than their mother tongue. In an interview, he says

I never thought that I was writing in another language. My education English has been particularly the primary school, and most of my reading has been in the English language. . . I have written in English, and came to me easily. (Quoted by Sundaram 1988)

It was then very unlikely that a writer like Narayan had learned the English language to such an extent as to produce their works in it, easily reject or censure for nationalistic reasons.

- III -
India became free from colonial rule in 1947, but the implication cultural and linguistic colonialism was still operational, serving two conspicuously inevitable effects: an agency for managing linguistic unification and a wider media international (Kachru: 1995). For now, the question whether the acceptance or rejection of the English language became one of the hot debates since the beginning of the Indian nationalist movement in the 1920s. "Gandhi Swadeshi Movement 'was intended to embrace all that swadeshi (indigenous), and therefore English is a foreign language came under the control of the movement. The use of the English language was denounced by the Indians often and Hindi can be viewed as a substitute. In his novel Waiting for the Mahatma, Narayan (2001a: 27) state that Gandhi has not presented his lecture in English because "it the language of our rulers. We have been enslaved. "As Leela Gandhi (1998: 147) points out, Gandhi's rejection of the English language due to his belief in" the legitimate cultural primacy "of indigenous languages.
However, the attempted ban in the English language created two contradictory positions among writers of India. The first group of writers in indigenous languages protested against writing in English for nationalistic reasons. The second group consists by Indian writers in English continued to write in the English language to express his experience of India. These polarities existed at the end of the colonial period came renewed vigor and dimensions extended after independence of India (Dharwadker Dharwadker and 1996). Framed Indian legislators to a maximum of fifteen years Hindi improve the position of the official language of India. However, this project to expel English within a specified period produced almost no results. Iyengar (2000) provides sufficient statistics for 1957 show that there was no spectacular progress of Hindi, and the position of English as official language was an Indian remain the same - English remains the language for inter-state or the only lingua franca, the language of top management, the courts, education and examinations. Resultantly, the parliamentary enactment gave English the status of "associate language" in Hindi.
That Narayan (1988a: 14) was aware of the debate on the position of the English language in his country is evident in his essay "Fifteen Years" -

. . . various causes, practices, policies, etc. have demanded the abolition of English in our environment. Is almost a matter of national prestige now decorum and to declare aversion to this language, and to cry for its abolition.
There was a time when many people blindly admired English, and the ability to speak and write in the English language won a reputation for one person. However, now the patriotic fervor of the people made the language a pancake for discussion. Narayan (2000) shows the same situation in his first novel Swami and his friends dealing with the effects of colonial rule on indigenous peoples. The novel reveals that while people feel antipathy towards the British, which are also attracted by the trappings of colonial power. As a result, the colonial language has been a signifier of power and dignity. At the Albert Mission School, English is the subject of greater prestige. Sankar name is well known because he can talk to teachers of English in the open classroom (Swami and Friends 7), and friends Rajam of respect because he speaks very good English, "just like a" European "(Swami and Friends 12). In" Fifteen Years ", Narayan (1988) adopts a postcolonial perspective on the issue, showing his knowledge that English is a foreign language, however, advocating its use in India for practical purposes. According to him, the reality of everyday life has made it impossible for Indians to punish the English language.
Narayan (1988) presents an imaginary conversation between a judge in India and in person the English language. The judge raised the verdict that the English language must leave the country "

When we said, 'Quit India, "Meant it to apply to the English and their language. And it seems to be much point in tolerating that in our environment. You are the language of the imperialists, the red-tapist, the legalistic evil, the language always means two things at once. ("Fifteen years" 15)

By contrast, in response to the judge, points English language that has been firmly rooted in Indian soil. In other words, having been practiced for two centuries, the English language has been an integral part of Indian society including education, cultural activities, the machinery of government, the courts, business, commerce, sports, aviation, navigation, agriculture, science, technology and so on. In the trial, although the judge finds that the language should leave India, not a sound basis why should be so, but it's still confused and inconclusive defense.
Therefore, Narayan (1988a) is the assertion that the English language has been an integral part of the Indian reality. In fact, in the context of India, has become the place of English in India English in England. (Narayan 1988a: position seem to echo the statement of Iyengar (2000): "English has become ours, not least because mainly our English, or" American.

- IV -
Narayan (1988a), obviously, think objectively about the case of Hindi, that is, its establishment as a state language within a period limited time. And in the essay "For an avid Hindi, which suggests that it is impossible to impose Hindi as the language of the state within a specified period. Quoting Shakespeare's aphorism that "Ripeness is all," argues the maturity can not be forced by government order or by prescription from a commission. As a sociolinguist (Eg Hudson 1981), argues that the growth of a language is a natural process that can not be artificially stopped. Narayan (1988a: 26) then the defenders the cause of English by taking a post-colonial view

For me, in any case, English is a language to be absolutely swadeshi. English of course, in a sense horoscopic distance is a native of England, but it enjoys, by virtue of their extraordinary ability, citizenship in all countries world. He made his pilgrim in India as you or I and is entitled to be treated with respect. I have the hope that English will soon be classified as a non-regional indigenous language.

Therefore evident that Narayan (1988a), is not advocating slavish imitation of the English language or the culture represented and spread it. Rather, its intention is to incorporate in the grand parade of indigenous languages. The English language would be treated as one in a long line of indigenous languages and dialects and their inclusion does not affect the overall pattern of the usual language of the Indian peoples.

- V -
As Narayan (1988b: 28) seems to accept the presence English in the Indian reality of everyday life, while also exploring the cause of his popularity, commenting on "For an avid Hindi" that " Half the charm of English was begotten by the way his books were produced. The high print quality and color cover showing some London Bridge rivers and towers, and the contents carefully selected with the black and white images have played an important role in the establishment of the English language in this country. Narayan experience is consistent with that of Anita Desai (1996: 222) writes in his essay "A Coat of Many Colors" -

Hindi texts were given to study were in contrast to English, dry and pedantic, unimaginative, and unrelated to the simplicities of everyday life. They were also printed and published unattractive, a not unimportant factor for the child who, at that age, the judges feel, touch and taste things.

It is thus clear that both Narayan Anita Desai and are of the view that the highly sophisticated and impressive appearance of English books is responsible for their popular appeal to the people of India.
In general, Narayan position respecting the issue of the English language is quite complex. He seems to say that could have been better if he had taken the place Hindi English Language in India, but now it seems impossible to bring Hindi to the status of exalted and, therefore, do well to accept the position of the English language. Again, when Narayan spoke in favor of the English language does not mean King's English, it means the language that has been painted with the Indian context and filled with the vocabulary of native languages and dialects. In his essay "A Literary Alchemy," Narayan (1988c: 197) introduced the idea of Indian English, which he said is the inevitable result of a natural process-

We have promoted the language for over a century and we are right to bring it into conformity with our own habits of thought and language. Americans have adapted the English language to suit your mood and native speech without feeling apologetic, and have made direct and ambiguity in the expression.

That is, Narayan is suggesting that Indian people should violate the "purist" conception of the English language and insert some new expressions evoking the context of India. For Narayan, expressions such as "Please do whatever is necessary" and "Y force" are very relevant in the Indian context. Although are inappropriate according to the "purist" standard English language, these expressions are a masterpiece of the economy and contributing to English language "(" A literary alchemy "198). While Narayan is considering the use of Indian English, which is at the same time, proposed reconstruction criteria of the universal language. In other words, repealing and appropriation of the language.
Narayan (2001c: 480) seems to be mocking the idea of accede the principles established by the Oxford English Dictionary (OED), which, in his essay "After the Raj" describes as "a sacred cow for us in India. "expresses the same attitude in his essay" English in India ", which states that in the best interests of the English language must have the grassroots level in India. It is here not speaking standard English, but his Indian variety "language should be taught in a more simple through a basic vocabulary, simplified spelling, and explained and interpreted by the many languages spoken in India "(Narayan 2001c: 468).

- VI -
Narayan shows his awareness of the complex issues concerning the status of the English language in colonial India. He is aware of Origin foreign language and its imperial connotations. However, clearly shows how the English language has established firm roots in India and become an essential part their social reality. Thus, Narayan's voice is quite polyphonic.
That is, Narayan seems to believe that it is impossible to eliminate the English language of the social reality of India. And pragmatically suggests the acceptance of language in its Indianized form. Therefore, Narayan's attitude towards the English language is formed by post-colonial reality and utilitarian value. In short, as Iyengar (2000, 359) comments, Narayan "

"Uses the English language that we used dhoti manufactured in Lancashire but the thoughts and feelings, the awakening of the soul, the capricious movements of consciousness, are all Indian land. "

Works Cited
Ashcroft, Bill, Gareth Griffiths and Helen Tiffin. The Empire Writes Back: Theory & Practice in the post-colonial literatures. Terence Hawkes Ed. London and New York: Routledge 1989.
- - - Ed The Post-colonial Studies Reader. London and New York: Routledge, 1995.
Boehmer, Ellek. Colonial and postcolonial literature. Oxford and New York: Oxford University Press, 1995.
Desai, Anita, "A Coat of Many Colors." South Asian English: Structure, use and users. Robert J. Ed Baumgardner. Delhi: Oxford University Press, 1996. 221-30.
Dharwadker, Aparna and Vinay Dharwadker, "Language, identity and nation in post-colonial English literature of India." Postcoloniality English: Literature of the world. Eds. Radhika Mohanram and Gita Rajan. Westport, Connecticut and London: Greenwood Press, 1996.
Gandhi, Leela. Postcolonial Theory: An Introduction critical. New Delhi: Oxford University Press, 1998.
Hudson, R. Sociolinguistics. Cambridge: Cambridge University Press 1981.
Iyengar, KR Srinivasa. Writing Indian English. 5th ed. New Delhi: Sterling Publishers Private Limited 1985,. Rpt. 2000.
Kachru, Braj B. "The Alchemy of English." The Post-colonial Studies Reader. Eds. Ashcroft Bill, Gareth Griffiths and Helen Tiffin. London and New York: Routledge. 1995. 291-95.
Loomba, Ania. Colonialism / postcolonialism. London and New York: Routledge, 2001.
Narayan, RK My Days: A Memoir. 1974. Mysore: Indian Thought Publications, 1995.
- - -, "Fifteen years." RK Narayan. A Writer's Nightmare: Selected Essays 1958-1988. New Delhi: Penguin Books, 1988. 14-16.
- - - "For an avid Hindi." RK Narayan. A Writer's Nightmare: Selected Essays 1958-1988. New Delhi: Penguin Books, 1988b. 26-28.
- - -, "A literary alchemy." RK Narayan. A Writer's Nightmare: Selected Essays 1958-1988. New Delhi: Penguin Books, 1988c. 196-198.
- - -, Swami, and friends. 1935. Rpt. in The Magic of Malgudi. Ed S. Krishnan. New Delhi: Penguin Books, 2000.
- - - Waiting for the Mahatma. 1955. Mysore: Indian Thought Publications, 2001a.
- - -, "English in India." The life of a writer: Current Non-fiction of RK Narayan. Ed S. Krishnan. New Delhi: Viking, 2001b. 464-468.
- - -, "After the Raj." The writing life: Selected Nonfiction. Ed S. Krishnan. New Delhi: Viking, 2001c. 480-83.
Rao, Raja. Forward to Kanthapura. New Delhi: Oxford University Press, 2000.
Sundaram, Narayan PSRK as a novelist. Delhi: Corporación Editorial BR, 1 988.
Thiong'o, Ngugi Wa. "The abolition of the English Department." The Post-colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths and Helen Tiffin. London and New York: Routledge. 1995. 438-442.
Viswanathan, Gauri. "The beginnings of English literary studies in British India." The post-colonial Studies Reader. Eds. Ashcroft Bill, Gareth Griffiths and Helen Tiffin. London and New York: Routledge. 1995. 431-437.
Walder, Denis. "Post-colonial Theory." A Handbook for Literary Research. Eds. Simon Eliot and WR Owens. London: Routledge, 1998.
Walsh, WRK Narayan: a critical appraisal. London: William Heinemann Ltd., 1982.
About the Author

Associate Professor, Department of English, Jahangirnagar University, Savar, Dhaka, MA in English Language and PhD in Applied Linguistics & ELT, interested in phonetics, phonology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics, testing, error analysis, methodology, poetry, literary criticism, etc

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