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Authors: Julie Tetel Andresen,Phillip M. Carter

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A salient cultural characteristic: loanwords from near and far

Kurdish-speaking peoples have been living under the sphere of influence of three linguistic, cultural, and political superpowers for centuries. First, Kurdish and Persian (Farsi) have intermingled since antiquity. The influence of Persian on Kurdish literature is particularly noteworthy. Second, the relationship between Kurdish and Arabic is particularly close, given the prominent role of Arabic in Islam and the prominent role of Islam in Kurdish culture. The fact that the Sorani variety is written in the Perso-Arabic script makes this relationship especially clear. Finally, Kurdish entered a close relationship of language contact with Turkish when Kurdistan was annexed by the Ottoman Empire in the early sixteenth century. The close historical links between Kurdish and its more powerful neighbor languages is also evidenced in the number and type of lexical borrowings from these languages.

The presence of loanwords from Arabic, Persian, and Turkish is not perceived as unproblematic, and here again we are able to observe the ever-present dynamic of language and politics come into play. In the early part of the twentieth century, as much as half of Kurdish lexical stock comprised loanwords, mostly from Arabic. As Kurds struggled with their subordinate place in the emerging post-War Mideast, concerns about language, especially about word origins, took on great political importance. In the 1920s, a movement known as
Kurdí Petí
(Pure Kurdish) gained popularity with Kurds across the Kurdish regions who were interested in restoring some historical Kurdish terms that had been replaced by loanwords, mostly from Arabic.

Efforts to “purify” the Kurdish lexicon were largely successful. Today 10–15% of the Kurdish lexicon comprises loanwords. Compared with modern English – whose lexicon is less than 30% Germanic in origin – this figure is very low and represents a great reduction in non-Kurdish lexical stock since the 1920s. Of the loanwords that remain, the vast majority – about 10% – come from Arabic. Words from Persian, Turkish, and European languages each comprise about 1% of the current Kurdish lexicon.

Purification efforts have continued into the present, although the shape that they take depends on the geopolitics of the region. In Iraq, Kurds are interested in de-Arabicizing the lexicon and often replace Arabic-origin words with Persian-origin words. The Arabic words
iqtidar
‘power,'
serwet
‘wealth,' and
dinya
‘world' have been replaced with Persian words
twana
,
saman
, and
geti.
Kurds in Turkey have also turned to Persian for loanwords to replace Turkish borrowings. The use of
Persian terms is seen as justifiable on the grounds that Kurdish and Persian are both Indo-European languages. Meanwhile, the Kurds in Iran are interested in de-Persianing the lexicon and often replace Persian-origin words with Arabic-origin words. Because Arabic and Kurdish are unrelated, no appeals to common genetic heritage are possible.

Kurdish culture is tied to Arabic through the dynamic of religion, and many speakers are bilingual, both in liturgical settings and beyond. The Arabic vocabulary will likely continue to influence Kurdish in the future.

Exercises
Exercise 1 – map making

Individually or in teams, sketch maps of the Holy Roman Empire, the Russian Empire, and the Ottoman Empire at the time of their collapse. Use a separate sheet of paper for each map. With a different-colored pencil, sketch an overlay of the current nations constructed within the former imperial boundaries. How have the changing borders affected language?

  1. The
    une langue, une nation
    ideology associated with the French Revolution has had a tremendous effect on the linguistic situation of France. Make a bar graph depicting the number of speakers of Basque, Breton, Corsican, and Occitan in the place now called France in 1800, 1900, and 2000. If needed, use alternative dates based on the data you find.
  2. The one nation, one language ideology has been effective in convincing people not only that nations should be monolingual, but that they actually already are. That is, many people are uninformed about the linguistic diversity in the communities and nations where they live, despite the empirical reality of multilingualism around them. Distribute a questionnaire to 20–30 people in which you ask them which languages are spoken in the following countries: Australia, Brazil, China, France, Russia, Spain, South Africa, and United States. Add any other places that you think may elicit an interesting response. Tabulate your data and present your findings in a visually interesting way. What do your data suggest about people's understandings of language and nation?
Exercise 2 – you decide

Imagine that you have been hired as a special representative to the United Nations. Your expertise is language, and your charge is to advise on the question of Kurdish statehood. Write a well-informed position statement that argues for or against statehood, focusing on the language issues at play. Your statement should be as specific as possible and should take into consideration (a) the broader linguistic and cultural situation of the region and (b) the perspectives on language and nation raised in this chapter.

Discussion Questions
  1. What do the authors mean by
    historical contingency
    ? Describe the contingent relationship between language and place described in this chapter. Can you think of other contingencies that are involved in the production of language in the place where you live?

  2. What does it mean to suggest that the terms
    language
    and
    dialect
    are sociopolitical rather than technical? Is there a way to speak about languages and dialects without referring to them as such?

  3. The authors identify two epistemological frameworks and their corresponding views of language. What are they? Do you think these frameworks affect the way people see language in the place where you live?

  4. The authors write that language ideologies work best when they are invisible. First, describe what this means in the context of the chapter. Then, think critically about what kinds of invisible ideologies about language may be at work in the place where you live. What are they? Why do people invest in and perpetuate them? In whose interests do these beliefs about language work?

  5. How does shame operate in concert with the one language, one nation ideology? Have you personally ever felt shame about the language varieties you speak? Can you trace the origins of that shame to broader beliefs about language in your community or nation?

  6. In the English-speaking world, a common answer to the question “Is that a real word?” is “Is it in the dictionary?” The question and the answer presume that there is a single authority on language. What other kinds of texts, people, or institutions are invoked as authorities on language?

  7. The relationship between language and identity involves both identity
    assignments
    and identity
    choices.
    How does this operate with respect to your own use of language?

  8. This chapter shows how language is involved in the social construction of race. Describe how this operates using the examples of the Lumbee, Japan, and Brazil.

Notes
References
  1. Anderson, Benedict (1983) 2006
    Imagined Communities: Reflections on the Origin and Spread of Nationalism
    . London: Verso.
  2. Byrd, Steven (2012)
    Calunga and the Legacy of African Language in Brazil.
    Albuquerque: University of New Mexico Press.
  3. Castro, Yeda Pesso de (2002)
    A língua mina-jeje no Brasil: Um falar africano em Ouro Preto do século XVIII
    . Belo Horizonte, Brazil: Fundação João Pinheiro/ Secretaria de Estado da Cultura.
  4. Cavalli-Sforza, Luigi (2000)
    Genes, Peoples, and Languages
    . New York: North Point Press.
  5. Gottlieb, Nanette (2006)
    Linguistic Stereotyping and Minority Groups in Japan
    . New York: Routledge.
  6. Grégoire, Abbé (1794).
    Report on the Necessity and Means to Annihilate the Patois and to Universalize the Use of the French Language
    . Report presented at French National Convention.
  7. Karimi, Yadgar (2012) The evolution of ergativity in Iranian languages.
    Acta Linguistica Asia- tica
    2: 23–43.
  8. Massani-Cagliari, Gladis (2004) Language policy in Brazil: Monolingualism and linguistic prejudice.
    Language Policy
    3.1: 3–23.
  9. Paine, Thomas (1776)
    Common Sense
    . Philadelphia: W. and T. Bradford.
  10. Sapir, Edward (1921)
    Language
    . New York: Harcourt, Brace & World.
  11. Severo, Cristine Gorski and Sinfree Makoni (2014) Discourses of language in colonial and postcolonial Brazil.
    Language and Communication
    34: 95–104.
  12. Thackston, W.M. (2006) Sonari Kurdish: A reference grammar with selected readings.
    http://www.fas.harvard.edu/∼iranian/Sorani/sorani_1_grammar.pdf
    .
  13. Wolfram, Walt and Jason Sellers (1999) Ethnolinguistic marking of past tense be in Lumbee vernacular English.
    Journal of English Linguistics
    27: 94–114.
  14. Wolfram, Walt and Jeffrey Reaser (2014)
    It's Talkin' Tar Heel: Voices of North Carolina
    . Chapel Hill: University of North Carolina Press.
Further Reading
  1. Barbour, Stephen and Cathie Carmichael (2000)
    Language and Nationalism in Europe
    . Oxford: Oxford University Press.
  2. Bourdieu, Pierre (1991)
    Language and Symbolic Power.
    Cambridge, MA: Harvard University Press.
  3. Butler, Judith (1990)
    Gender Trouble.
    New York: Routledge.
  4. Bynon, Theodora (1979) The ergative construction in Kurdish.
    Bulletin of the School of Oriental and African Studies
    42: 211–224.
  5. Carter, Phillip M. (2014) National narratives, institutional ideologies and local talk: The discursive formation of Spanish in a “new” U.S. Latino community.
    Language in Society
    43: 209–240.
  6. Duany, Jorge (1998) Reconstructing racial identity: Ethnicity, color, and class among Dominicans in the United States and Puerto Rico.
    Latin American Perspectives
    25.3: 147–172.
  7. Faircloth, Norman (1989)
    Language and Power.
    Routledge: New York.
  8. Hassanpour, Amir (1992)
    Nationalism and Language in Kurdistan, 1918–1985.
    San Francisco: Mellon Research University Press.
  9. Heller, Monica (2011)
    Paths to Post-Nationalism: A Critical Ethnography of Language and Identity
    . Oxford: Oxford University Press.
  10. Kristéva, Julia (1993)
    Nations without Nationalism
    . New York: Columbia University Press.
  11. Snyder, Timothy (2003)
    The Reconstruction of Nations: Poland, Ukraine, Lithuania, Belarus, 1569–1999
    . New Haven, CT: Yale University Press.
  12. Twine, France Winddance (1998)
    Racism in a Racial Democracy: The Maintenance of White Supremacy in Brazil
    . New Brunswick, NJ: Rutgers University Press.
  13. Weiner, Michael (ed.) (1997)
    Japan's Minorities: The Illusion of Homogeneity
    . New York: Routledge.
  14. Zhou, Minglang (2012) Historical review of the PRC's minority/indigenous language policy and practice: Nation-state building and identity construction. In Gulbahar H. Beckett and Gerard A. Postiglione (eds.),
    China's Assimilationist Language Policy
    . New York: Routledge, 18–30.

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