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RK Narayan's Attitude Towards the English Language

RK Narayan attitude towards the English language:
postcolonial posture, a gesture utility

Summary
This paper aims to examine the attitude of RK Narayan to the English language as reflected in their essays. Narayan (1906-2001) was born and raised in an era that education was institutionalized in English and the Indian subcontinent. Like other Indian writers in English, such as Raja Rao and Mulk Raj Anand, received English education and used to write in English from the beginning of his literary career to end. However, it is seen that used the English language and literary form colonial control and represent the Indian society under constant change due to colonial domination. Part of this effort seems to be evident in the attitude towards Narayan English. Narayan position in this regard is considered very ambivalent and complex that it 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, the attitude, the English language, postcolonial posture, gesture utility

– I –
The study of English language and literature in the postcolonial context seems to be "an intensive political and cultural phenomenon" (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). Many post-colonial writers have attempted to address 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, which states that English departments should be abolished from 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, determined by the level of "a dialect that some day become as distinctive and colorful as the Irish or American. "Therefore, postcolonial writing using the language of the settlers, but adapts to the speech of the colonized. It is done through two processes: the repeal and credit (Ashcroft, Griffiths and Tiffins 1989). Repeal means a challenge to the notion of universality as claimed by settlers with regard to language. Credit, however, is the use of the imperial language to express the cultural experience of the colonized. This is a process whereby imperial meeting is English languages. Standard English words are used in many new meanings, and, in turn, receives English language many new words from indigenous languages. Moreover, postcolonial literature arises from the tension between these two attempts. Ashcroft, Griffiths and Tiffin (1989: 39) rightly keep-

… In a sense, all postcolonial literatures are intercultural because negotiate a gap between the "worlds", a space in which processes Simultaneous abrogation and appropriation continually strive to define and determine its practice.

Therefore, a challenge and revision of Eurocentric notion of language become an essential part of literary decolonization (Loomba 2001).
As Boehmer (1995) illustrates, almost all aspects of the colonized world as the language of instruction and trade were dominated by the empire. Colonial education of middle-class people then tend to create "mental colonization" among them: "English-language instruction and literature plays a key role in the naturalization of British values" (Boehmer 1995:169). Century 20, students of the colonies were strongly influenced by the excellence of the English language and literature. This factor seems to explain the "syncretic" nature of post-colonial society, which can not be compartmentalized in either traditional or purely foreign purity. Ashcroft, Griffiths and Tiffin (1989: 110) argue, "The construction of "pure" cultural value is always conducted in a radical alteration of the dynamics of power relations. "Therefore, a postcolonial reading of the works of RK Narayan, mostly essays about their attitude towards the English language would be likely to reveal that strives to make a synthesis between indigenous and colonial element.

– II –
The colonial education Narayan received may have influenced their views on the English language as in the classroom Narayan had to do English as their first language, your language is a second language (Walsh, 1982). English has been the most prestigious because of reasons political, administrative, social, economic and scientific. Although the Tamil language Narayan province, and Sanskrit, the classical language of India, taught in school, were considered inferior in the state and provided occasions for jokes. Narayan (2001b: 464) admits this in his essay "English in India" –

But in the classroom any of these languages was given no importance, but were assigned to the most vulnerable among teachers, experts who were treated as a joke by the boys, and that only teaches the "second language, English as first being ordered by Lord Macaulay, when he introduced the teaching of English in India.

In addition to meeting with textbooks in English at school and college, Narayan widely read English literature outside their curriculum. his father's library at home and school library books were crammed with English literature (Narayan 2001b). Narayan took the opportunity full of libraries and reading enthusiasm Scott, Dickens, Rider Haggard, Marie Corelli, Moliere, Pope, Marlowe, Tolstoy, Thomas Hardy and others (Narayan 1995). He was also contact with the current literary scene through various magazines such as Little Folks, the nineteenth century and later, Cornhill, Strand Magazine, Mercury, The Spectator, 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 decided by the English language simply because it suited him he better than their mother tongue. In an interview, he says

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

Then, it was highly unlikely that a writer like Narayan who learned the English language to such an extent to produce their works in it, reject or censure easily for nationalistic reasons.

– III –
India became free from colonial rule in 1947, but the linguistic and cultural implications of colonialism was still operating, serving two visible effects inevitable: a linguistic unification agency for administration and a wider media international (Kachru, 1995). For now, the question of acceptance or rejection of the English language became one of hot debate since the beginning of the Indian nationalist movement in the 1920's. Gandhi's "Swadeshi Movement was aimed to embrace everything swadeshi (indigenous), English and therefore, be a foreign language came under the control of the movement. The use of English by the Indians was reported often, Hindi and was seen as a possible replacement. In his novel Waiting for the Mahatma, Narayan (2001a: 27) Gandhi has declared he will not give his lecture in English as "It the language of our rulers. We have been enslaved. "As Leela Gandhi (1998: 147) points out, Gandhi's rejection of English is due to its belief in" the legitimate cultural primacy "of indigenous languages.
However, the ban tried in the English language created two contradictory positions Indian writers. The first group of writers in indigenous languages protested against writing in English for nationalistic reasons. The second group consisting by Indian writers in English continued to write in the English language to express his experience of India. These polarities existing at the end of the colonial period came with renewed vigor and extended dimensions after independence of India (Dharwadker and Dharwadker 1996). India lawmakers framed within fifteen years Hindi modernize the position of the official language of India. However, this project to expel English within a specified period produced almost no results. Iyengar (2000) presents statistics of 1957, enough to show that there was no spectacular progress of Hindi, and the position of English as an Indian official language remained the same – English remains the language of communication between states or only the lingua franca, the language of senior management, the courts, education and examinations. Resultantly, the English parliamentary enactment gave the status of "associate language" in Hindi.
That Narayan (1988a: 14) was aware of the debate on the position of English in your country is evident in his essay "Fifteen Years" –

. . . various causes, practices, policies, etc. have demanded the abolition of English in our midst. It is almost a matter of decorum and national prestige now to declare an aversion to this language, and mourn for its abolition.
There was a time when many blind people admired English, and the ability to speak and write in the English language won an excellent reputation for a person. However, at present the patriotic fervor of the people made the language a pancake for the debate. Narayan (2000) shows the same situation as in his first novel, Swami and his friends dealing with the effects of colonial domination of indigenous peoples. The novel describes that while people feel antipathy towards the British, who also are attracted to the trappings of colonial power. As a result, the colonial language has been the signifier of power and dignity. In the Albert Mission School, English is the subject most prestigious. Sankar name is well known because it can talk to teachers of English in the open class (Swami and Friends 7), and Rajam's friends respect him he speaks very good English, "just like a" European "(Swami and Friends 12)." Fifteen Years ", Narayan (1988) adopts a perspective postcolonial on this issue, showing his knowledge that English is a foreign language, however, defended its use in India for practice purposes. According to it, 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 India and the English language in person. The judge put forth the verdict that the English language should leave the country

When we said, 'Quit India, 'Means what is applied to the English and their language. And there seems to be much sense to tolerate in our midst. 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 is firmly rooted in the soil of India. In other words, it has been practiced for 200 years, English has been an integral part of Indian society, including education, cultural activities, the machinery of government, courts, business, commerce, sports, aviation, navigation, agriculture, science, technology and so on. In the trial, even if the judge finds that the language should leave India, can not provide any solid basis so it should be, but it remains unclear and conclusive 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 Indian English instead of English in England. Narayan (1988a: position seems to echo the statement of Iyengar (2000): "English has become ours, not least because it is primarily our English or American.

– IV –
Narayan (1988a), obviously, think objectively about the case of Hindi, that is, its establishment as an official language within a limited time. And in the essay "For an avid Hindi, which suggests that it is impossible to impose Hindi as the official language in a given timeframe. Quoting Shakespeare's aphorism that " ripeness is all, "argues 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 advocates of English by adopting a postcolonial vision-

For me, in any case, English is an absolutely swadeshi language. English course horoscopic one way distance is a native of England, but has, by virtue of his extraordinary ability, citizenship in all countries. Has resided in India as you or me and the law must be treated with respect. It is my hope that English will soon be classified as a non-regional Indian language.

For therefore clear that Narayan (1988a), is not advocating slavish imitation of the English language or the culture represented and spread it. Rather, its intention is to absorb the great procession of indigenous languages. The English language is considered 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 indigenous peoples.

– V –
As Narayan (1988b: 28) seems to accept the presence of English in the Indian reality of everyday life, is also discussed because of its popularity, comment on "For an avid Hindi" that "half the charm English was begotten by the way his books were produced. "printing quality and color cover display some London Bridge, rivers and towers, and the contents carefully selected with the black and white images have played an important role in establishing the English language in this country. Narayan experience is consistent with that of Anita Desai (1996: 222) who writes in his essay "A coat of many colors" –

Hindi texts were made to study were in contrast with English, dry, pedantic, unimaginative and unrelated to the simplicities of everyday life. They were also printed and published unattractive, no small factor important for the child at that age, the judges feel, touch and taste things.

It is now evident that both Narayan and Anita Desai is of the opinion that the highly sophisticated and impressive appearance of English books is responsible for its popular appeal of people in India.
In general, the position of respecting Narayan the question of the English language is quite complex. He seems to say that could have been better if Hindi had taken the place of English in India, but now Hindi seems impossible to exalted status and, therefore, be prudent to accept the position of the English language. Again, when Narayan spoke in favor of the English language does not mean that the English king, but it means the language that has been colored with the Indian context and filled with the vocabulary of indigenous languages and dialects. In his essay "The literary alchemy ", Narayan (1988c: 197) introduced the idea of Indian English, he thinks, is the inevitable result of a natural process

We have promoted the language for more than a century and we are right to bring it in line with our own habits of thought and expression. Americans have adapted to the English language to suit your mood and native speakers without any sense of apology, and have made direct and ambiguity in the expression.

That is, is what Narayan suggests that the Indians should violate the "purist" conception of the English language and insert some new expressions to meet the Indian context. For Narayan, expressions like "Please do whatever is necessary" and "forcing" are very relevant to India context. Although inappropriate according to the "purist" Standard English, these expressions are a masterpiece of economy and its contribution to the English language "(" A literary alchemy "198). While Narayan is considering the use of Indian English, which is at the same time, proposes the reconstruction of the universal language criteria. In other words, repealing and appropriation of the language.
Narayan (2001c: 480) seems to be mocking the idea of adhering to the principles established by the English Dictionary Oxford (OED), which, in his essay "After the Raj" describes as "a sacred cow for us in India." He expresses the same attitude his essay "English in India", which states that the best interests of the English language to arrive at the grassroots level in India. And here also is talking not standard English, but the Indian variety "language should be taught more easily through a basic vocabulary and simplified spelling, and explains and interprets through the many languages spoken in India "(Narayan 2001c: 468).

– VI –
Narayan shows his awareness of the complex issues concerning the status of English in colonial India. He is aware of the origin of the foreign language and its connotation Imperial. However, clearly shows how the English language has established a firm root in India and become an essential part of social reality. Therefore, Narayan's voice is very polyphonic.
That is, Narayan seems to believe that it is impossible to eliminate the English language from the social reality of India. And it suggests pragmatic acceptance of the language as a form Indianized. Therefore, Narayan's attitude towards the English language is formed by post-colonial reality and the utilitarian value. In short, as Iyengar (2000: 359) comments, Narayan

"Use the English language as much as we used to wear dhoti made in Lancashire, but thoughts and feelings, the movements of the soul, the rebel movements of consciousness, are all the soil of India. "

Works Cited
Ashcroft, Bill, Gareth Griffiths and Helen Tiffin. The empire writes back: Theory and Practice in 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, Elleke. 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 user. Robert J. Ed Baumgardner. Delhi: Oxford University Press, 1996. 221-30.
Dharwadker, Aparicio and Vinay Dharwadker, "Language, Identity and Nation in Postcolonial Indian English Literature." Postcoloniality English Literature the world. Eds. Radhika Mohanram and Gita Rajan. Westport, Connecticut and London: Greenwood Press, 1996.
Gandhi, Leela. Post-colonial theory: a critical introduction. New Delhi: Oxford University Press, 1998.
Hudson, R. Sociolinguistics. Cambridge: Cambridge University Press, 1981.
Iyengar, KR Srinivasa. Indian writing in English. 5 th ed. New Delhi: Sterling Publishers Private Limited 1985. Rpt. 2000.
Kachru, Braj B. "The Alchemy of English." The Post-colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths and Helen Tiffin. London and New York: Routledge. 1995. 291-95.
Loomba, Ania. Colonialism and 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: Publications Indian thought, 2001a.
– - -, "English in India." The writing life: Selection of non-fiction of RK Narayan. Ed S. Krishnan. New Delhi: Viking, 2001b. 464-468.
– - -, "After the Raj." The writing life: A selection of 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: BR Publishing Corporation, 1988.
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.
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