Table of Contents

Abstract …………………………………………………………………………………………...4

CHAPTER- 1 .................................................................................................................................. 5

1.1 Background of the study: .......................................................................................................... 5

1.2 Purposive statement……………………………………………………………………….10

1.3 Research Objectives…………………………………………………………………………10

1.4 Research questions…………………………………………………………………………..10

CHAPTER- 2 ................................................................................................................................ 10

2.1 Language Attitudes…………………………………………………………………………..11

2.2 History and Origin .............................................................................................................. 11

2.1.1 History And Origin of Urdu Language ............................................................................ 11

2.1.2 History And Origin of Sindhi Language .......................................................................... 12

2.3 History of Ethnic Tension in Sindh .................................................................................... 14

2.4 Impact of English on Urdu and Sindhi language…………………………………………….17

CHAPTER- 3 ................................................................................................................................ 17

Research Methodology ................................................................................................................. 17

3.1 Research Design……………………………………………………………………………...18

3.2 Rationale for the design……………………………………………………………………18

1
 3.3 Research instrument: ........................................................................................................... 17

3.4 Sampling and Research participants: .................................................................................. 18

3.5 Data anlysis………………………………………………………………………………….19

CHAPTER- 4 ................................................................................................................................ 20

Data Processing and Results ......................................................................................................... 20

4.1. Findings.............................................................................................................................. 20

4.2 Responses of Urdu Speakers:.............................................................................................. 20

4.2.1. Coding of the data of Urdu speakers............................................................................... 20

4/.2.2 Categorizing of the similar Codes .................................................................................. 22

Figure 2: themes of the codes ................................................................................................... 25

4.2.3. Analysis and description of themes ................................................................................ 25

4.3. Responses of Sindhi Speakers: .......................................................................................... 26

4.3.1 Coding of the data of Sindhi speakers: ............................................................................ 26

4.3.2 Categorizing of the similar codes of Sindhi Speakers. .................................................... 28

Figure 5: themes of the codes ................................................................................................... 30

4.3.3. Analysis and description of themes ................................................................................ 30

CHAPTER-5 ................................................................................................................................. 32

Discussion ..................................................................................................................................... 32

5.1 Discussion of attitudes: ....................................................................................................... 32

2
 5.1.1 Attitudes of Urdu speakers: ............................................................................................. 32

5.1.2 Attitudes of Sindhi speakers: ........................................................................................... 34

CHAPTER- 6 ................................................................................................................................ 37

Conclusion .................................................................................................................................... 37

6.1 Conclusion: ......................................................................................................................... 37

6.2 Limitation of the Study ....................................................................................................... 38

6.3 Significance of the study..................................................................................................... 38

References………………………………………………………………………………………40

3
 Attitudes of Sindhi speakers towards Urdu language and
Urdu speakers towards Sindhi language in University of
Sindh

Abstract

Urdu language and Urdu speaking community (Mohajir) came in Pakistan with its creation.

Sindhi was the privileged language of Sindh at that time. The large number of migration brought

demographic and political changes in Sindh, which turned into brutal riots by the end 20th

century. All these events developed some attitudes of both the communities towards each other

languages. The study probes the attitudes of Sindhi speakers towards Urdu language and Urdu

language towards Sindhi language at Institute of English language and literature, University of

Sindh Jamshoro. It also investigates the perceptions of speakers about those riots and their

impact on their attitudes. For this purpose, 14 participants were selected through convenience

sampling, 7 participants were Sindhi speakers and 7 were Urdu speakers. And then their attitudes

were investigated through structured and semi structured interviews and analyzed through

thematic analysis. The results indicated that both the language participants possess positive

attitudes towards each other languages. Urdu participants lack proficiency in Sindhi language

because of different reasons and both the participants want provincial policy for the preservation

and promotion of Sindhi language.

Keywords: Urdu language, Sindhi language, attitudes, ethnic tension, riots.

4
 CHAPTER- 1

Introduction:

This chapter discusses the background of the study, what are attitudes, what is the ethnic issue. It

will also discuss the purpose of the research, research objectives and research questions.

1.1: Background of the study:

Language is not only the source of communication but an identity marker for ethnic groups and

nations. Linguists believe that languages do not carry underlying messages of communication

only, but the whole system of cultures, norms, traditions, literature and people themselves.

It is not only the language that represents people but people also have believes, feelings,

emotions and prejudices towards their own and other languages. These sentiments and ideas

about language and languages specified as language attitudes. Folk believes about language

plays an important in shaping the language attitudes. Preston (2004) stated that these language

attitudes linked with attitudes towards that speech community. Attitudes can be positive or

negative depending on the dimensions on which they are created. They are mainly structured on

two evaluative dimensions, i.e. solidarity and status. (Dragojevic, 2017) For example, people of

the same language show more solidarity and harmony among the same speech community. These

attitudes might change on the basis of language that is in power and its status in the state.

Pakistan is a multilingual and multicultural country; with five major (Siraiki, Sindhi, Punjabi,

Balochi and Pashto) languages, along with fifty nine other languages. However, Urdu is the

national language of Pakistan. (Rahman, 2006). This sense of nationality and status of Urdu in

Pakistan especially in Sindh created catch 22 for Sindhi ethnicity.

5
Urdu language was not part of Sindh province before partition. It was pre-partition time when the

speakers of Urdu language were mostly present in North India, who after partition settled in

urban areas of Sindh only, not in other areas of Pakistan. (Rahman, 1996). Hamza Alavi (as cited

in Rahman, 1996) claimed that Punjabis who were in power settled only the refugees from East

Punjab and they kept away the Urdu speaking refugees from Punjab. Although, it was a biggest

province and can give homes to more refugees.

Shamsur Rahman Faruqi (2001) has claimed that the word ‘Urdu’ came from Zaban-e-urdu-e

mu’alla-e shahjahanabad, which was city or also called city of Delhi. First time the word was

used and came to India around 1780 with Babur, before that it was known from the names of

Hindvi, Rekhta, Dihlavi. According to him, this language was not something new, which grew as

consequences of the interaction between Turkish and Persian speaking military with Indian army

during Mughal regime, because Turks were present even before the Babur. Rahman (2011) also

advocates that the tale of Urdu language tells that the language emerged as an upshot of

interaction between Turkish and Persian military with Indian army, which makes it a pidgin

language. Just the opposite it is not a pidgin language, because it has a complete syntactic and

grammatical structures. He further elaborates that the theory which is quite acceptable in this

regard is that, there was an ancestor language called as Hindustani or Hindvi and was quite

different from modern Hindi or Urdu. Later on, called it a linguistic change which split the

language into Hindi and Urdu varieties, the former used with Devanagari script (Sanskrit) and

latter had the Persio-Arabic influence. Urdu language was not emerged just because of linguistic

change; there were political and social reasons behind its emergence. It was politicized to create

two groups by British and was used as an identity marker for Muslims by Muslim leaders to get

the new state.

6
Sindhi is an offshoot of Indo Aryan languages and spoken around the Indus valley civilization.

The name came from the river Indus which was previously known as Sindhu. (Cole, 2006).

Khuhro (as cited in Rahman 1996) stated that Charles Napier got control of Sindh from Talpur

family in 1843. At that time, Sindhi was taught in schools and used as literary and administrative

language in Sindh. Ellis (as cited in Rahman 1996) claimed that it was Sindhi which was written

in Khudawadee script and all government officials had to pass the Sindhi proficiency exam.

During British regime the script changed from Khudawadee (Hindi script) to Naskh (Arabic

script). Rahman (1996) claimed that it was decided by British, so that they can get the support of

Muslim majority in Sindh. The Muslims also demanded to separate the Sindh from Bombay

presidency, because it was linguistically and geographically a separate province. As Sindh

became a separate province in 1936, Sindhi became the ruling language in schools as well.

According to LAD-S (as cited in Rahman 1996) schools like Marathi, Gujrati and Urdu were

required to teach Sindhi after 1942.

Partition brought many language conflicts, but this national consciousness was existed even

before the partition of the sub-continent (Hindi-Urdu controversy) and it was one of the main

reasons for the establishment of the newly state. Language and identity was not only the issue of

country but this issue existed at provincial level too, which gave rise to many ethnic groups in

country like Mohajir and Bihari (Ayres, 2009). After the establishment of the country, Urdu was

given the status of national language, which turned out into brutal language and identity clashes,

predominantly in Sindh in 1980’s, left the negative marks on the minds of people.

According to Ayres (2009), in early twenties Sindhi language movement started a campaign for

the separation of Sindh administration from the British territory. After the partition, migration on

bigger scale brought main changes in the region. Hindus nearly 65 percent, who were living in

7
Sindh migrated to India, and Muslims (named as ‘Mohajirs’) migrated from North India to

Urban areas of Sindh and occupied the lands and homes left by the Hindus. (Rehman, 1996).

McGrath (as cited in Ayres 2009) claimed that the main shift occurred in Sindhi-Urdu

controversy, when Karachi (cultural capital of Sindh) became the part of federal government in

July 1948. After that, they forcefully shift the University of Sindh from Karachi to Hyderabad,

replaced it by the University of Karachi and Urdu was selected as the medium of instruction. All

the rights were given to Mohajirs , so they were left with no reasons to learn the Sindhi language

and amalgamate with Sindhis. (Rahman, 1996).

Ayoub Khan’s martial law continued the one unit proposal, which was first proposed in 1954 and

strictly opposed by Sindhis. During his regime, Sindhi was dropped from the medium of

education and Sindhi medium schools were decreased in numbers, as his educational policy was

in favour of Bengali and Urdu as official languages. (Ayres, 2009).

Sindhi nationalist got favour from Sindh Adabi Board during the period of General Yahya khan

and they presented the list of demands to regain the status of Sindhi. (Ayres, 2009). Rahman (as

cited in Ayres 2009) states that Sindhi was announced as the language of administration by

University of Sindh in 1970 and BISE also endorsed to use Sindhi as an official language and

compulsory subject for second language users as well. These all events turned into protests by

Mohajirs, which were continued till January 1971 and these supporters of Sindhi language were

criticized as “Anti-Pakistani and Anti Islamic” by the Urdu press. As the result of Sindhi

language bill in 1972, Mohajirs set fire to Sindhi language department in University of Karachi.

Brutal riots in the history of Pakistan during 1980’s were the consequences of all the events that

were taken place since the birth of Pakistan. Thousands of Mohajirs and Sindhis were killed in

8
these riots and they left very negative impacts on the minds and the relation of both

communities.

1.2: Purposive statement:

The aim of this research is to observe the attitudes of Sindhi speakers towards Urdu language and

attitudes of Urdu speakers towards Sindhi language in University of Sindh Jamshoro. This will

also identify the reasons of their attitudes and why they feel offend to learn each other languages.

1.3: Research objectives:

1. To identify the attitudes of Sindhi speakers towards Urdu language.

2. To identify the attitudes of Urdu speakers towards Sindhi language.

3. To identify the role of riots in transforming the attitudes.

4. To identify the impact of English on Urdu and Sindhi language.

1.4: Research questions:

1. What are the attitudes of Sindhi speakers towards Urdu language?

2. What are the attitudes of Urdu speakers towards Sindhi language?

3. How far the riots that had taken place involve in shaping the attitudes of speakers?

9
 CHAPTER- 2

Literature Review
This chapter introduces the theoretical constructs of the study. It reviews the literature that has

been written on the same issue. It focuses on the detailed history of Urdu and Sindhi language

and the conflict between them. It also highlights the role of English in the raising of conflict.

2.1 Language Attitudes

Attitudes have been the principle variable in the study of social psychology. The concepts and

definitions of attitudes have been continued to change since the emergence of the concept.

(Bohner & Schwarz, 2001). According to Krech and Crutchfield (as cited in Bohner & Schwarz,

2001), attitudes are lasting motivational, emotional, perceptual and cognitive processes relative

to some aspect of the individual’s world. According Eagly and Chaiken (as cited in Bohner &

Schwarz, 2001), attitude is a capacity of mind and affective filters to access the specific entity

through the scales of likes and dislikes. A brief literature has shown that attitudes are context

bound and can be changed according to context. Some scholars defined attitudes as set of

behaviours in some fixed situations. (Bohner & Schwarz, 2001).

The two schools of thoughts, i.e behaviouriust and mentalist are key factors in attitude’s

research. According to these schools of thoughts attitudes are not innate capability, but they are

learned in one’s life period through socialization and interaction within the society. Behaviourist

approach argues that attitudes can be changed or developed by the individual’s responses in

social life and they are conditional variables. On the contrary, Mentalist argues that attitudes

developed by mental stimulation, which changed individual responses and they can be theorized

by self analysis of respondents. (Mckenzic, 2010). Carranza (as cited in Mckenzie, 2010) states

10
that intergroup communication revealed, speech communities interpreted and language

behaviours are affected in various ways by language attitudes.

2.2 History and Origin

2.1.1 History And Origin of Urdu Language

Hussain (1983) argued that Urdu and Hindi are off springs of Khari language, a descendant of

Saur Senic Prakrit, although they are very similar to each other that an ordinary man easily

understands through movies and songs, but have only differences on political, scripted and

literary grounds. Sexena (1990) stated that generally Urdu is characterized as an offshoot of

Persian language, which neglects its ancestry with Hindustani language and claimed to born in

the camps of Muslim invaders. Originally, it is one of the Western Hindi dialects, having direct

relation with Saur Senic Prakrit and used in parts of Delhi and Meerut. Before 1780, the word

‘Urdu’ used for ‘Delhi’ or ‘royal city’ derived from Urdu-e-mu’alla-e-shahjanabad means ‘the

city of Delhi’ or Zaban-e-urdu-e-mu’alla-e-shahjanabad means ‘the language of exalted city’.

(Faruqi, 1999). Khan-e-Arzu (as cited in Faruqi, 1999) argued that, Persian was the language of

royal city, but Shah Alam II (as cited in Faruqi, 1999) referred ‘Hindi’ as zaban-e-urdu-e-mu’alla

instead of Persian. There have been different theories about the origin and history of Urdu since

its emergence as a separate language. Grierson (as cited in Rahman, 2011) and British used

‘Hindustani’ for Urdu and viewed it as a common language of Indian Muslim. Rahman (2011)

argued that the language (Hindustani) is very different from present day’s Hindi and Urdu, both

the languages are the descendants or varieties of Hindustani or Hindi-Urdu (which has Persio-

Arabic and Sanskrit influence), written in Devanagari and Persio-Arabic script respectively. The

present day’s Hindi and Urdu are contemporary Persianized-Arabicized Urdu and Sanskritized

11
Hindi. Apart from linguistic flux, there were socio-political reasons behind changing of the

script, i.e the islamisation of Urdu. After associating it with religion, it was used in different

areas, like, politics, media, administration, courts, education, journalism, and predominantly as

an identity symbol in the struggle for independence. (Rahman, 2011).

According to census-P 2001 (cited in Rahman, 2011), 7.4 per cent population of Pakistan speak

Urdu as mother language and 5.01 per cent native speakers are present in India. Apart from this,

it is a national language of Pakistan and North Indian Muslims used it as an identity marker.

Urdu is widely used in Indian cinema and Pakistani cinema, and these dramas, movies and songs

are accessible in many parts of the world. (Rahman, 2011). According to Javed Akhtar (2016)

the language used in Indian films is not Urdu; it is a mixed version of Hindi and Urdu which is

more inclined towards Urdu. He further commented that movies like Umra-o-jan, Shatranj key

khilari reflects true picture of Urdu language.

2.1.2 History And Origin of Sindhi Language

The history of Sindhi language is very ancient and has different theories about its origin. Some

historians like Mr. NG Shirt of Hyderabad (as cited in David, Ali & Baloch, 2017) commented

that Sindhi has Sanskrit origin in relation to its grammar and contain some Dravidian words but

later adopted immense number of Arabic and Persian words. There are other historians who view

Sindhi as pre-Sanskrit language, as Dr. Baloch (cited in David, Ali & Baloch, 2017) stated that

the roots of Sindhi language can be traced back to pre-Sanskrit Indo Aryan Indus valley

language. He further stated that Sindhi, Lehnda and Kashmiri are sister languages, because they

all possess Dardic component as their main feature. Cole (2006) stated that Sindhi belongs to

Indo Aryan family along with Kashmiri, indirectly linked to Indo European. The language is

named by the name of river ‘Sindhu’, first appeared in sacred book of Hindus ‘Rigveda’ which
12
was written by Aryans. According to Rahman (1999) Sindhi is one of the ancient languages of

India, present at the time of Arab invasion. It was only a local language that was being taught in

all levels of education during British era. Many scholars wrote books in Sindhi language and it

also became important in religious symposiums after 17th century. (David, Ali & Baloch, 2017).

According to Daswani & Parchani (1978) Sindhi had six main dialects in Sindh prior to partition

i.e. Vicholi in Central Sindh; Siraiki in Upper Sindh; Lari in South Sindh; Lasi in Las Bela; Thari

in Thar Desert; Kutchi in Kutch. Cole (2003) mentioned the four main scripts of Sindhi used

during the annexation of British i.e. Devanagri; Gurumukhi; Hatwanki; Perso-Arabic. In 1853,

British gave priority to Perso-Arabic script over other scripts especially in Muslim majority areas

of Sindh, however, Devanagri script is still in use in India. It is the official language of Sindh

with 40 million speakers in Pakistan and India and also spoken by large number of people around

the world. In Pakistan, large number of Sindhi speakers lives in rural areas and uses it as a ruling

language, while in urban areas it shares its power with English and Urdu. (Cole, 2006). At the

time of independence, local languages were taught and used as the medium of instruction only in

Sindh and Bengal. This feeling of nationalism was more powerful in Sindh because previously it

had fought for the separation of Sindh from Bombay presidency. (Rahman, 1999). He

commented that Sindhi had powers and was being used in different social and political domain

like in courts, administration and as medium of instruction during first year of independence. The

situation turned when Mohajirs settled in urban areas of Sindh and started to get privileges as

Urdu was already declared as national language of Pakistan. All the jobs and businesses were

carried out in Urdu, therefore Urdu speakers did not feel need to learn and assimilate with

Sindhis. On the other hand, Sindhis were feeling discomfit in their own territory as state policies

were taking their powers. Currently, at higher level University of Sindh and University of

13
Karachi is offering MA, MPhil and PhD degree on Sindhi language. Many government and

private schools of Sindh taught Sindhi language as a subject at all levels. (Rahman, 1999).

2.3 History of Ethnic Tension in Sindh

Shah (1997) commented that in 1843 when British took control of Sindh, it was not a part of

Mughal territory rather it was a separate province with Muslims in majority. In 1943, provincial

assembly of Sindh dominated by G.M Syed passed the resolution to include Sindh in the new

state. The partition brought many demographic changes in Sindh, a large number of immigrants

who speak Gujrati, Kutchi and Urdu came to Sindh. The Gujrati and Kutchi settlers settled in

Kutch district sharing the same culture as of Sindhis, on the contrary the Urdu speaking

immigrants settled in urban areas of Sindh i.e. Karachi, Hyderabad and Sukkur. According to

him Urdu settlers came to Sindh under the leadership of Liaqat Ali Khan, other leaders also

called more migrants from India as they didn’t have voters in Pakistan. This created a very

difficult situation for Sindhis in their own province, as new Urdu settlers were quite literate and

they have to compete with them for jobs, business, and administration and in other sectors.

Moreover, Pakistani leaders never identified the efforts of Sindh and its decision to become a

part of newly state. (Shah, 1997). Kumar & Kothari (2016) stated that despite the fact that M.A.

Khuhro in 1948, a chief minister of Sindh declared the accommodation of 100,000 immigrants of

Punjab, 700,000 settlers got settled in Karachi and other parts. It was a great trauma for Sindhi

speakers that in 1948 Karachi became the federal unit and University of Sindh was not the part

of that federal unit, instead it was shifted to Hyderabad.

During 1957-58 Sindhi nationalist took actions when University of Karachi banned on Sindhi

examination, Hyder Baksh Jatoi claimed this was the indication that Sindhi students should leave

Karachi. (Rahman, 1999). In Ayoub Khan’s regime, Rahman (1999) stated that Sindhi language
14
was demoralized despite that it was used as medium of instruction in schools; it was the period

when many Sindhi medium schools were reduced in numbers because parents wanted to teach

their children in Urdu language because of instrumental reason.

Language teaching has played a key role in Sindhi-Urdu riots, for instance in December 1970

BISE announced that Urdu speakers will give examination of 1972 in Sindhi language. Muhajir

leader Nawab Muzaffar Hussain protested against this in Hyderabad and in the end of January

1971 situation got worst in other parts of Sindh as well, especially in Karachi. Sindhi language

bill of 1972 in Zulfiqar Ali Bhutto’s era caused again the killings of thousands of people

especially the clause 6, which says that Sindhi should be use in power and taught as compulsory

subject at secondary and higher level along with Urdu. It was clearly explained by Bhutto that

the step had not taken to discourage Urdu language but to protect Sindhi language. In spite of

this explanation, Mohajir did not want to assimilate with Sindhis and wanted that Sindhis accept

their individual identity in Sindh, on the other hand Sindhis were not agree to accept that Sindh

had already been divided by the leaders and their policies. Language became secondary reason in

the conflicts after the formation of MQM because then power has become primary one.

(Rahman, 1999).

Kumar & Kothari (2016) stated that the policies of 1970’s mainly the quota system gave feeling

of separation to Mohajir and they started to think that they will be threw out from the province.

Shah (1997) commented that this was the time when the demands of separate province in the

form Karachi had increased by some Urdu politicians and activist. According to Shah (1997) Zia

in 1984 created more differences among Sindhis and Urdu speakers; he used some revolutionary

Sindhis against PPP, on the other hand he was supporting some Urdu speakers to form their own

political party i.e. MQM headed by Altaf Hussain. In 1994, MQM presented 18 points for their

15
demands; among those some of them were acceptable while others were completely intolerable

for Sindhis. Some of the demands were; division of Sindh, end of the quota system, Karachi as a

separate province, holding a new census. These demands were main reason for the conflict

between Urdu and Sindhi speaking community. (Shah, 1997).

2.4 Impact of English on Sindhi and Urdu language:

Mehboob (2009) commented that since after the creation of Pakistan English has been

considered as an important part in all of Pakistan. Mehboob (as cited in Pathan.et.al: 2018) stated

that Muhammad Ali Jinnah declared Urdu as national language, but it was not in favour of

Pakistan to make Urdu as the only official and national language of Pakistan. Therefore, English

was declared as official language of Pakistan. According to National language policy of Pakistan

(as cited in Pathan.et.al: 2018) Sindhi and Urdu languages are downgraded as medium of

instruction in Sindh, because it made English as compulsory subject. This language policy has

immensely impact on attitudes and proficiencies of speakers in their own languages. The status

of English has greatly threatened the other languages of the country. Children have shown very

lower knowledge of their own languages. They posses comparatively low reading and writing

skills of their own languages (ASAR, 2013). Pathan.et.al (2018) commented that Sindhi has been

facing double challenge as compare to Urdu. Urdu has been only threatened by English but

Sindhi is under attacked by two dominant languages of Pakistan.

16
 CHAPTER- 3

Research Methodology

This chapter is dealing with the explanation of selected research design for conducting the study,

selected participants from the population, procedure of data collection and procedure of data

analysis. It also exclaims that why particular research design is selected to conduct the study.

3.1 Research design:

The qualitative method is used in current research study to collect and analyze the data.

According to Creswell (2012) qualitative method is an approach towards research which includes

investigation and interpretation of the central phenomenon. It is the kind of research which is is

very much specific in nature and has less generalized results and findings. It includes the open

ended responses from the participants, which helps the researcher to understand the individual

experiences, opinions and differences.

3.2 Rational for the Design:

The current study of attitudes demands the detailed responses from the respondents. This aims

investigates the point o f view of the Urdu and Sindhi speakers. So, we can find their perceptions

towards each other languages. Therefore, qualitative method is chosen, because it is more

subjective and expresses the point of view of others. It includes the open ended responses to gain

understanding of underlying reasons and opinions.

3.3 Research instrument:

The face-to-face interviews form of research instrument is used in this study. Structured

interviews were used with Urdu speakers. For this purpose, five questions were developed to

17
investigate the perceptions of Urdu speakers about Sindhi language. While semi-structured

interviews were used with Sindhi speakers, each of the participants answered at least five

questions. According to Bryman (2012) structured interviews are the kind of interviews, where

the questions are already developed and interviewer read those questions, whereas themes or

topics are developed to discuss with interviewees. Cohen (2007) stated that structured interviews

are used when researcher is familiar with what he does not know; so on the basis of that he

develops the questions. The field notes were taken and interviews were recorded for the analysis

of obtained data.

3.4 Sampling and Research participants:

I had chosen purposeful (convenience) sampling for this study, because I collected the data from

Sindhi and Urdu speakers only and those speakers who were easily available for interviews.

According to Bryman (2012), due to the accessibility the researcher has easily access to

purposeful sampling. Creswell (2012) commented that purposeful sampling is the main kind of

sampling in qualitative research, used by researcher to choose participants and sites for

understanding the central phenomenon of the research. First of all, I identified my participants

for collecting data, and then I select participants from third and final year of Institute of English

language and literature to collect data. There were total 14 interviewees, out of them 7 students

belonged to Urdu community and 7 were from Sindhi community.

3.5 Data analysis:

In the present study, the data collected trough structured and semi structured interviews was then

analyzed with the help of thematic analysis. Cohen (2007) stated that qualitative data analysis is

all about sequencing and describing of the data. According to Braun & Clarke (2006) thematic

18
analysis should be considered as keystone in qualitative data analysis. They further stated that it

includes recognition, examination and description of the patterns (themes), which are the parts of

the data. Moreover, it includes the detailed description and sequencing of your data. For the

purpose of analysis in this study, first of all I transcribed all my field notes and recorded

interviews. In the second step, I changed all my transcriptions into coded form by developing the

codes and then put all the similar codes in one category. In the last stage, the interlinked

categories formed the theories. The formulated theories and their backgrounds (responses) are

discussed in discussion chapter.

19
 CHAPTER- 4

Data Processing and Results

This chapter discusses the data that has been collected. Thematic analysis is the method used for

analysis of data which includes coding of the data, categorizing of the data and thematic analysis

of the data that has been collected through interviews of Urdu and Sindhi speakers.

4.1. Findings

The data that is collected through interviews is first transcribed and then different codes are

given to these transcriptions. Figure 1 shows the codes that have been made.

4.2 Responses of Urdu Speakers:

4.2.1. Coding of the data of Urdu speakers

Data Extract Codes

1. Negative attitudes among

Q1. How do you feel or think about Sindhi language?
community.
Responses
2. No personal grudges.
 Personally adore Sindhi language as it is any other language
for me. But if I talk about Urdu community, they think that 3. Not high profile language.
they are ‘landlords’ and ‘pendus’ due to their language. 4. No personal issues.
 Positive attitudes. One should learn and speak Sindhi for
5. Positive attitudes.
better communication with other people living in interior
Sindh. 6. Sindhi for local
 Positive attitudes because diversity is beautiful. Pakistan is communication.
multilingual country, so it should be promoted. 7. Diversity.
 Positive attitudes because it is beautiful language. We are
8. Promotion of multilingualism.
living in Sindh so we must know Sindhi.
 My perception has quite changed after coming in university. 9. Beautiful language.
Now I feel positive towards Sindhi language. I want to learn 10. Attitudes changed.
and speak Sindhi because it is my provincial language.
11. Want to learn Sindhi.
 Previously I think that Sindhi is only restricted to

20
 uneducated people, but then after entering in university I got 12. Negative attitudes in previous
to know that it is the language of educated people too. It has times.
different flavour and accent of speaking.
13. Language of educated people.

14. Can’t speak.

Q2. Do you speak, write or understand Sindhi well?
Responses 15. Read basic Sindhi.
 Can only read and understand basic Sindhi. Cannot
16. Understand.
speak.
 I can understand it well. But face problem in speaking 17. Problem in speaking.
and cannot write it.
 Cannot speak, read or write. 18. Can’t read.
 Started to understand little bit after coming in university.
19. Can’t write.
Can’t speak or write.
 I can understand Sindhi but I can’t speak or write Sindhi 20. Started to understand.
well. I only speak few words with my friends.
 I can’t speak or write Sindhi well but I can understand it 21. Speak few words.
in bit and pieces.
Q3. What are the reasons that don’t let you feel the need of 22. Limited exposure.
learning Sindhi well while in Sindh? 23. Neglected by Sindhis
Responses themselves.
24. Not properly taught.
 Limited exposure because localities are divided so I grow up
25. Language anxiety of Urdu
in the Urdu speaking community.
speakers.
 Native speakers of Sindhi don’t give importance to their
26. Lingua franca.
own language.
27. Purpose is fulfilled.
 Not properly taught in schools like other languages.
28. Not promoted by family.
 Due to linguistic imperialism, Urdu is lingua franca. 29. No interactions.
 Purpose is getting fulfilled, so why should learn other 30. Limited presentation of
language. language.
 Not encouraged by family to learn any language other than 31. Not used by Sindhi people.
Urdu and English. 32. Preference given to Urdu
 Sindhi friends prefer to communicate in Sindhi language. language.
 Not everyone around me speaks Sindhi. 33. Areas divided.
 Sindhi has different sounds than Urdu, so I feel hesitation 34. Never feel need to learn
and language anxiety. Sindhi.
 I don’t have such atmosphere where people use or speak 35. Not exposed to Sindhi
Sindhi because I live in Urdu community. environment.
 It is not necessary to learn Sindhi. Urdu is the language 36. Different sounds.
which is mutually intelligible in all domains. 37. Urdu is intelligible.

21
 38. Promotion of negative
Q4. What do you think how much the riots of 70’s and 80’s has
shaped the attitudes of speakers towards each other languages?
attitudes.
Responses
39. Politically induced.
 Attitudes much affected by riots.
 Family talks about negative things. 40. Attitudes were politicized.
 Communities show negative perceptions about each other.
 Riots were politically induced. 41. Power dominance.
 Language was politically used in this purpose.
42. Riots were politically
 Attitudes were shaped for their own purposes on the basis of
language. promoted.
 Riots developed negative attitudes among community.
 Riots were taken place because everyone wanted power. 43. Intensified prejudices.
 There are after effects of those riots, they developed
44. Negative use of quota system.
negative attitudes, regions got divided on the basis of
language. 45. Linguistically divided regions.
 Jobs are given to Sindhi speakers due to quota system.
 Riots have further intensified the prejudices and biases that
people early had and now have.
46. No issues with policy.
Q5. What do you think about language policy of Pakistan?
47. Provincially not important.
Responses
48. Provincially not recognized.
 No issues with national language policy, it is better to have
49. Policies for promotion of
one language.
Sindhi.
 Provincial languages should be given more importance.
50. Better communication with
They are neglected.
one language.
 Sindhi is neglected at provincial level as well. Policies 51. Policies for regional
should be made for promotion of Sindhi. languages.
 There should be one language.
 Provincial policies should be made for regional languages.

Figure 1: Data extract, with codes applied.

4.2.2 Categorizing of the similar Codes

After creating the codes from collected data, the next step is to make different categories or

themes of the similar codes which can be used to make final theory of the study.

22
 Similar Codes Categories/ Themes

No personal grudges.

No personal issues.
1. Positive attitudes can be found at
\positive attitudes.
individual level.
Sindhi should be learnt.

Want to learn Sindhi.

Diversity.

Language of educated people.

Promotion of multilingualism

Beautiful language.

Negative attitudes in previous times.

Not high profile language.

Negative attitudes among community.

Promotion of negative attitudes.

2. Negative attitudes found at community
Riots were politically promoted.
level promoted and intensified by riots of
Power dominance.
1980,s.
Riots were politicized.

Negative use of quota system.

Intensified prejudices.

Politically induced.

Can’t speak.

Read basic Sindhi.

3. Urdu speakers don’t have good proficiency
Understand.
of Sindhi language.
Problem in speaking.

23
Can’t read.

Can’t write.

Started to understand.

Speak few words.

Limited exposure.

Neglected by Sindhis themselves.

Purpose is fulfilled.

Not promoted by family.

4. Urdu speakers don’t feel the need to speak
No interactions.
Sindhi because of linguistically divided
Limited presentation of language.

Not used by Sindhi people. areas and their purpose is getting fulfilled.

Preference given to Urdu language.

Areas divided.

Never feel need to learn Sindhi.

Not exposed to Sindhi environment.

Urdu is intelligible.

Not properly taught. 5. Sindhi language does not properly taught in

Different sounds. schools, due to which many people failed

Language anxiety of Urdu speakers. to pick different sounds and feel language

Problem in speaking. anxiety.

Lingua franca.

No issues with policy.

6. Urdu speakers don’t have issues with
Provincially not important.
national language policy but they want
Provincially not recognized.
policies for promotion of Sindhi language.

24
Policies for promotion of Sindhi.

Better communication with one language.

Policies for regional languages

Figure 2: themes of the codes

4.2.3. Analysis and description of themes

Transcribed data of Urdu speakers has been changed into themes. Now these can be converted
into the theories of the study. Figure 3 shows how theories can be generated from themes.

Positive
attitudes can be
found at
individual level.

Theory 1: In spite of negative

Negative attitudes attitudes at community level,
found at which were mostly promoted
community level by the riots of 1980’s, many
promoted and
intensified by riots Urdu speakers show positive
of 1980,s. ideology and attitude towards
Sindhi language and they want
policies for the promotion and
use of Sindhi language at
provincial level.

Urdu speakers don’t have

issues with national
language policy but they
want policies for
promotion of Sindhi
language.

25
 Urdu speakers
don’t have good
proficiency of
Sindhi language

Theory 2: Urdu speakers are not

proficient speakers of Sindhi
language, despite the fact that they
show positive attitudes towards
Urdu speakers don’t language and want to learn
feel the need to speak language. This is because of the
Sindhi because of reason that Sindhi is not properly
linguistically divided taught in schools and due to
areas and their purpose linguistically based division of the
is getting fulfilled regions. Therefore even when they
want to learn language they failed
to pick up sounds of Sindhi
language and feel language anxiety.

Sindhi language does

not properly taught
in schools, due to
which many people
failed to pick
different sounds and
feel language
anxiety.

4.3. Responses of Sindhi Speakers:

4.3.1 Coding of the data of Sindhi speakers:

Data Extract Codes

1. Positive attitude.
 Positive attitudes towards Urdu because it is national
2. National language.
language. But there should be multilingual policy
3. Need of multilingual policy.
 Urdu is not a barrier but have listened taunt related sue to
4. Political reasons behind
accent problem.
national language.
 Urdu is national language because there are some political

26
 reasons. 5. Priority to other language.

 It would be better if we give priority to other languages as 6. Priority to provincial

well. languages.

 Before we don’t know about policies but now we do. 7. Accent problem.

 Every major language should be prioritized at respected 8. Imposition of lingua franca.

provincial level along with other minor languages. 9. Always prefer Sindhi.

 Urdu is lingua franca which is injustice to our language. 10. Urdu as foreign language.

 Will always give preference to Sindhi language. 11. National status to Sindhi

 Urdu is foreign language which has taken over the Sindhi language.

language. 12. Negative attitude.

13. Demand for multilingual

 Sindhi language given the status of national language.
policy.
 Negative attitudes towards Urdu.
14. Fear of economic power.
 Historically and linguistically Sindhi is richer than Urdu.
15. Urdu is imposed.
 There should be multilingual policy; we should have more
16. Positive attitude.
national languages.
17. Issues with language policy.
 Urdu people have fear of losing their economic power
18. Difficulty in
therefore they want to mingle with Sindhis.
communication.
 Have difficulty in communication because of difficult
19. Difficult vocabulary.
vocabulary of Urdu and it is not our mother tongue.
20. Positive towards language.
 Only problem with language policy as Urdu was imposed
21. Disagree with language
in the form of national language.
policy.
 Positive attitudes towards language but negative
22. Acquired like Sindhi.
perceptions about language policy.
23. Provincial language status
 We have acquired it like Sindhi.
and use.
 There should be a status of Sindhi at provincial level but

27
 unfortunately it has been neglected. 24. Provincially neglected.

 There should be change in policies both languages should 25. Equal status to both

be given equal status. languages.

 No negativity towards Urdu language. If there was not 26. No negative perception.

Urdu then it would be other language. 27. Problem with status.

 Urdu was imposed, it would be better if one of the local 28. Alien language as national

languages was given the status of national language. language.

 Everyone should know national language. 29. Good proficiency of Urdu.

 Can easily communicate through Urdu. 30. Politics at policy level.

 Urdu speakers also show positivity towards Sindhi 31. Individually positive

language. attitudes.

32. More interaction.

 Concepts are politicized by authorities but have seen

positive attitudes towards Sindhi. 33. Developed harmony.

 There should be more communication and interaction

between two communities so the harmony can be

developed.

 Politicians want nationalism.

Figure 4: Data extract, with codes applied.

4.3.2 Categorizing of the similar codes of Sindhi Speakers.

The similar codes will be convert in different categories or themes which can be used to make

final theory of the study.

28
 Similar codes Categories/ Themes

Positive attitude.

Positive towards language

1. Generally Sindhis have positive
Acquired like Sindhi.
perceptions about Urdu language.
No negative perception.

Individually positive attitudes.

Good proficiency of Urdu.

Imposition of lingua franca.

Always prefer Sindhi.

2. Urdu as national language is the imposition
Urdu as foreign language.
on other people.
National status to Sindhi language.

Negative attitude.

Urdu is imposed.

Problem with status.

Alien language as national language.

Accent problem.

Difficult vocabulary. 3. Urdu is not their first language, so they feel

difficulty in communication.
Difficulty in communication.

Need of multilingual policy.

Priority to other language. 4. There should be multilingual policy not a

monolingual policy.
Priority to provincial languages.

Demand for multilingual policy.

29
Issues with language policy

Disagree with language policy.

Political reasons behind national language.

Fear of economic power 5. Political reasons behind the status of Urdu

as national language.
Politics at policy level

National status to Sindhi language.

Provincial language status and use. 6. National status or equal status should be

given to Sindhi language. It should be

Provincially neglected.
identified as provincially important
Equal status to both languages.
language.
More interaction.

Developed harmony.

Figure 5: themes of the codes

4.3.3. Analysis and description of themes

Transcribed data of Sindhi speakers has been changed into themes. Figure 6 shows how theories

can be generated from themes.

30
 Generally
Sindhis have
positive
perceptions
about Urdu
language.

Theory 3: Despite of
Urdu is not their
having positive attitudes
first language, so towards Urdu language,
they feel they want multilingual
difficulty in policy for the country as
communication
they face difficulty
because Urdu is not their
first language.

There should be
multilingual
policy not a
monolingual
policy.

Urdu as
national
language is
the
imposition on
other people.

Theory 4: There were

Political political reasons behind
reasons imposing Urdu, which has
behind the
status of Urdu
taken over the status of
as national Sindhi. Therefore, Sindhi
language should be given the status
of national language along
with Urdu or should be
recognized as important at
provincial level
National status or
equal status should
be given to Sindhi
language. It should
be identified as
provincially
important language.

31
 CHAPTER-5

Discussion

This chapter is dealing with interpretation and explanation of findings that have obtained from

interviews. And it will critically analyze the responses of both the participants i.e. Urdu and

Sindhi speakers.

5.1 Discussion of attitudes:

In the current study, interviews were used as a tool to collect data from the respondents. The data

was then analyzed through thematic analysis procedure. The study of attitudes was conducted

with Urdu and Sindhi speakers at IELL.

5.1.1 Attitudes of Urdu speakers:

As figure 3 discusses the theories that have derived from the themes (as shown in Figure 2)

which have developed from data obtained from the Urdu participants. Theory 1 reflects the

contrast between the attitudes at individual and community level, the theory extracted from the

responses given by Urdu speakers of the structured interview as shown in figure 1. The responses

given by Urdu speakers indicate that they individually possess positive attitudes towards Sindhi

language, which have been quite transformed after getting enrolled in the University. They also

talked about how their community has negative perceptions about Sindhis and the language,

which are quite intensified after the riots of 1980’s. Since after the riots, this state of uproar has

been taking place whenever the situation gets serious. According to them the riots were

politically induced by leaders and activists of the languages, which have played great role in

shaping the minds and attitudes of both the communities. Their families hold negative concepts

32
about Sindhi families because they hardly come in close contact with Sindhi community,

therefore the tension that was started after independence due to the large scale of migration still

subsists between these two communities. They talked that they don’t have any offense or

prejudice towards Sindhi, as it is any other language for them but they failed to learn this

provincial language because of different reasons.

This theory also talks about their attitudes towards language policy of Pakistan; they accord with

national language policy, which gives national status to Urdu and provincial to other languages.

According to Urdu participants, national language is the need of any nation; it makes the things

done promptly and properly, so that every member of the state understands the things well. After

independence, it was the need of the state to have one common mean of communication in a very

diverse territory, so that the things could be done officially.

However, they argued that provincial languages are the major languages of the country; they are

representing a particular culture and certain people. But unfortunately, they have been neglected

in their own provinces. Although, Sindhi has been started to be used in Sindh provincial

assembly recently, but overall it has no representation and proper teaching system in Sindh. So

they were of the opinion that it is the need to make policies for the promotion of Sindhi. There

should be policies to preserve and promote the literature and language.

Theory 2 explains the rationale that why in spite of living in Sindh and having positive attitudes

towards Sindhi language, Urdu speakers failed to speak and learn the official language of the

province. They commented that they never exposed to the environment before, where they could

learn this language. One of the reasons behind this limited exposure is that regions are divided

for Urdu and Sindhi speakers. Both the communities live in particular areas of Karachi,

Hyderabad and Sukkur that are allotted for them, so there is hardly any interaction between the

33
two speech communities. Moreover, their Sindhi friends from school and college used to speak

Urdu and neglect their own language.

On the other hand, there is no proper teaching system for Sindhi in Sindh. In elite school system

it is totally ignored and not included in curricula. While in other schools it is being taught from

grade 3 or grade 6, but not as English. This means that phonology and grammar system of Sindhi

is not a part of syllabus. Due to which Urdu speakers failed to learn difficult sounds and features

of Sindhi language. Although some of the speakers argued that they don’t feel the need to learn

Sindhi, because their purpose is getting fulfilled through Urdu language. According to them,

Sindhi is not mandatory to learn because we don’t have provincial policies for the promotion of

language.

5.1.2 Attitudes of Sindhi speakers:

The data extracted from unstructured interviews with Sindhi participants is shown in figure 4,

which has changed into theories 3 and 4 (as shown in figure 6). These theories talk about the

attitudes of Sindhi speakers towards Urdu language. They mentioned that they don’t have any

issues or biasness with particular to Urdu language, as it is national language and one of the

major languages of the country. They have acquired it like Sindhi since their childhood, but still

they face difficulty in accent and choice of words because it is not their first language. But there

are quite negative attitudes that could be found in Sindhi community related to Urdu language

and their community, which were the result of their migration and past events. Sindhi

participants of the study accord with Urdu participants as far as the role of riots are concerned in

shaping these attitudes of the community. They commented that the riots were politicized and

had only escalated the tension between these two communities.

34
But they do have negative attitudes in regards to language policy and the status of Urdu. They

hold the opinion that there should be multilingual policy, in which other languages should be

recognized at provincial level. They discussed that Sindhi is neglected at provincial level and not

given much importance as provincial language as well. So there should be the status of Sindhi at

least at provincial level. There should be proper teaching system and recognition of language at

parliament, in official documents and media.

On the contrary, some of the interviewees responded that Urdu is imposed on us being the

national language of the state. They argued that personally we don’t have any prejudices towards

Urdu language but giving the status of lingua franca and national language is injustice with us.

According to them, Urdu language has mainly harmed the Sindhi language because Urdu

community migrated only in Sindh province; therefore Urdu language took over the status of

Sindhi language in Sindh. They demanded that Sindhi should be given the status of national

status along with Urdu language.

Moreover, they stated that there were some political reasons for making the Urdu as national

language of the country. Urdu was politically used and Islamized for their purposes at the

expense of other provincial languages. So we should give priority to multilingual policy, where

we could give equal importance to all languages of Pakistan.

Thus, in the light of above findings and discussion, it is indicated that the study of languages

have quite changed the attitudes of participants of both the communities, which were used to be

negative. But these negative perceptions related to each other languages are still exist at

community level. However, the positivity towards each other languages should be encouraged

and promoted. After getting acknowledged about the importance of languages, they hold the

35
opinion that there should be new policies, which will help in developing and promoting harmony

among communities.

36
 CHAPTER- 6

Conclusion

This chapter concludes the study by explaining the significance of this research. It also deals

with limitation of the conducted study.

6.1 Conclusion:

In the light of collected data it can be said that the language policies have great impact on the

attitudes of the speakers towards languages. It is not any particular language that put threat to

other languages, they are policies, which give power to some languages and make them threat for

other local languages. There is a very close relation between power and language and it is a fact

that language policies are made to give dominance to some privileged groups. Therefore, the

attitudes of Sindhi speakers towards Urdu language have indicated that they do not accord with

language policies of Pakistan and status that is given to Urdu and English language only.

Otherwise, they don't have any personal grudges towards the Urdu language or the community.

They want the recognition of Sindhi language as provincial language and in all the power

domains of Sindh. On the other hand, Urdu speakers also have very practical approach towards

Sindhi language. The research has shown that there is a great need of multilingual policies and

regional language policies in Pakistan, so the languages can be preserved. It is ver much crucial

for regional languages to regain their status that was before the partition. Provincial language

policies should be made for the use and promotion of the Sindhi language, as Urdu is already in

power. There should be proper language teaching system for both the languages, so everyone has

a chance to learn both the languages. It is also concluded from the current study that the study

37
and histories of languages have played an important role in shaping their positive attitudes

towards languages.

6.2 Limitation of the Study

This was a small study that included few numbers of participants from Institute of English

language and literature. It only studied the attitudes of Sindhi and Urdu speakers of IELL, so we

cannot generalize the results. We cannot assume that all the members of both the communities

also possess the positive attitudes towards each other languages.

6.3 Significance of the study

This study will help new researchers to become aware of this topic, as no one had previously

researched on the issue. It will provide them baseline for the further research and help them to

provide the suggestions for the improvements. They can use this study and analyze the attitudes

at community level. Moreover, this research provides the review of histories of Urdu and Sindhi

language and ethnic tension in Sindh.

38
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