Pramod Pandey
A Brief Personal Biography
I was born in a suburb of Varanasi in the direction of Sarnath, U. P., India. At the age of 8, I moved to Dibrugarh, Assam and then at the age of 18, to Pune, Maharashtra. I was introduced to the I. P. A. in 1968 by my father Sudhakar Pandey (1933-2008). Soon after my B. A. (English Special) from Ferguson College, Pune, I realized that my interests were divided between Literature and Linguistics. I took my Master’s degrees in English and in Linguistics from the Department of English, University of Pune (1975) and Deccan College, Pune (1977). I studied at the Central Institute of English and Foreign Languages, Hyderabad in 1977-78 and was awarded the M. Litt. degree from there (1980). I took my Ph. D. degree in Linguistics in 1985 from Deccan College, Pune. I had the privilege of having been taught by eminent teachers- Professors Ashok R. Kelkar (Ph. D. Supervisor), M. V. Nadkarni (M. Litt. supervisor), S. K. Verma, H. S. Billigiri, P. Bhaskararao, R. K. Bansal and K. P. Mohanan, among others. They were all excellent teachers who encouraged learning through questioning. Kelkar would ask me to read his manuscripts with a red-ink pen. M. V. Nadkarni would say, ‘Yes, Pramod, you and I see it that way. But Chomsky thinks differently.’ My teachers of linguistics at the two institutes, Deccan College and CIE&FL, introduced me to different approaches to the study of language- Structural Linguistics, Generative Grammar, Systemic Functional Grammar, Functional Linguistics and Applied Linguistics. The introduction to the multiple approaches in linguistics eventually led me to see linguistics as a discipline in which formal and functional explanations are integrated. I found many more adherents and proponents to that view. Much later, I entered the field of writing research with the encouragement of P. G. Patel, University of Ottawa, Canada. I found interacting with linguists like R.K. Agnihotri, R. Amritavalli, K. A. Jayseelan, Probal Dasgupta, K. V. Subbarao, Anvita Abbi, among many more, instructive and interesting. After I was appointed the Subject Co-ordinator of Linguistics by the UGC, Govt of India in 2012 for preparing post-graduate courses in the subject to be uploaded for free access, I came into close contact with more than two dozens of fellow linguists in India. There are several phonologists with whom I had the privilege to have had acquaintance; among them- Paul Kiparsky, Hans Hock, Rajendra Singh, Nick Clements, John McCarthy, Bruce Hayes, and Caroline Féry. Bruce Hayes’ and John McCarthy’s courses at the Linguistic Institute, Stanford U in 1987 inspired me to work on a project on phonological sketches of Indic languages, which resulted in a two-volume book on the topic, Sounds and their patterns in Indic languages (2014, CUP India). I enjoyed collaborating with Caroline on a minor research project. I believe in the value of innocence in education, as any tendentious belief is likely to constrict one’s view of things.
Pramod Pandey
Formerly Professor
Centre for Linguistics
School of Language, Literature and Culture Studies
Jawaharlal Nehru University, New Delhi 110067
Supervisors: Professor Ashok R. Kelkar (Ph. D. ) and Professor M. V. Nadkarni (M. Litt.)
Phone: 9810979446
I was born in a suburb of Varanasi in the direction of Sarnath, U. P., India. At the age of 8, I moved to Dibrugarh, Assam and then at the age of 18, to Pune, Maharashtra. I was introduced to the I. P. A. in 1968 by my father Sudhakar Pandey (1933-2008). Soon after my B. A. (English Special) from Ferguson College, Pune, I realized that my interests were divided between Literature and Linguistics. I took my Master’s degrees in English and in Linguistics from the Department of English, University of Pune (1975) and Deccan College, Pune (1977). I studied at the Central Institute of English and Foreign Languages, Hyderabad in 1977-78 and was awarded the M. Litt. degree from there (1980). I took my Ph. D. degree in Linguistics in 1985 from Deccan College, Pune. I had the privilege of having been taught by eminent teachers- Professors Ashok R. Kelkar (Ph. D. Supervisor), M. V. Nadkarni (M. Litt. supervisor), S. K. Verma, H. S. Billigiri, P. Bhaskararao, R. K. Bansal and K. P. Mohanan, among others. They were all excellent teachers who encouraged learning through questioning. Kelkar would ask me to read his manuscripts with a red-ink pen. M. V. Nadkarni would say, ‘Yes, Pramod, you and I see it that way. But Chomsky thinks differently.’ My teachers of linguistics at the two institutes, Deccan College and CIE&FL, introduced me to different approaches to the study of language- Structural Linguistics, Generative Grammar, Systemic Functional Grammar, Functional Linguistics and Applied Linguistics. The introduction to the multiple approaches in linguistics eventually led me to see linguistics as a discipline in which formal and functional explanations are integrated. I found many more adherents and proponents to that view. Much later, I entered the field of writing research with the encouragement of P. G. Patel, University of Ottawa, Canada. I found interacting with linguists like R.K. Agnihotri, R. Amritavalli, K. A. Jayseelan, Probal Dasgupta, K. V. Subbarao, Anvita Abbi, among many more, instructive and interesting. After I was appointed the Subject Co-ordinator of Linguistics by the UGC, Govt of India in 2012 for preparing post-graduate courses in the subject to be uploaded for free access, I came into close contact with more than two dozens of fellow linguists in India. There are several phonologists with whom I had the privilege to have had acquaintance; among them- Paul Kiparsky, Hans Hock, Rajendra Singh, Nick Clements, John McCarthy, Bruce Hayes, and Caroline Féry. Bruce Hayes’ and John McCarthy’s courses at the Linguistic Institute, Stanford U in 1987 inspired me to work on a project on phonological sketches of Indic languages, which resulted in a two-volume book on the topic, Sounds and their patterns in Indic languages (2014, CUP India). I enjoyed collaborating with Caroline on a minor research project. I believe in the value of innocence in education, as any tendentious belief is likely to constrict one’s view of things.
Pramod Pandey
Formerly Professor
Centre for Linguistics
School of Language, Literature and Culture Studies
Jawaharlal Nehru University, New Delhi 110067
Supervisors: Professor Ashok R. Kelkar (Ph. D. ) and Professor M. V. Nadkarni (M. Litt.)
Phone: 9810979446
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Papers by Pramod Pandey
(Written in 1998, and published in 2001, the paper is relevant to the issue addressed.)
relation between the akshara and the syllable as speech units, and explicates the relation in theoretical terms.
to explain these correlates with a phonological model. The resulting phonologi- cal model proposes that focus is realized with enhanced correlates of phrasing and not with prominence, at least not of the same kind as languages using pitch accents. Secondary aims were to verify the ecological validity of similar data elic- ited with scripted speech (Patil et al. 2008) and to reflect on the place of Hindi and Indian English in a typology of intonation.
Part I contains five chapters. Together these present an overall picture of the phonological properties of the languages in terms of their typology and frequency of occurrence. Chapter 1 addresses the descriptive and analytical aspects of the study presented in the phonological sketches. Chapter 2 presents a discussion of the complex linguistic situation in India and lists the languages according to their classification based on internal relation. Chapter 3 presents facts and generalizations relating to consonantal segments and their patterns around three sub-topics- consonant phonemes, distributional constraints on consonant phonemes, and consonant allophones. Chapter 4 is organized around three sub-topics, namely, vowel phoneme patterns, constraints on the occurrence of vowels, and the allophonic modifications in the vowel phonemes. Chapter 5 addresses four main aspects of the word phonology of the Indic languages above the segment. These are syllable structure, permissible segment sequences, suprasegementals, and phonological cues for grammatical structure.
Part II is the heart of the book, containing word phonological sketches of 148 Indic languages classified into seven main groups, namely, Austro-Asiatic, Dravidian, Indo-Aryan, Tibeto-Burman, Tai-Kadai, Andamanese, and Contact Varieties, and an additional eighth group, Historical Varieties.
Part III contains an exhaustive bibliography.
(Written in 1998, and published in 2001, the paper is relevant to the issue addressed.)
relation between the akshara and the syllable as speech units, and explicates the relation in theoretical terms.
to explain these correlates with a phonological model. The resulting phonologi- cal model proposes that focus is realized with enhanced correlates of phrasing and not with prominence, at least not of the same kind as languages using pitch accents. Secondary aims were to verify the ecological validity of similar data elic- ited with scripted speech (Patil et al. 2008) and to reflect on the place of Hindi and Indian English in a typology of intonation.
Part I contains five chapters. Together these present an overall picture of the phonological properties of the languages in terms of their typology and frequency of occurrence. Chapter 1 addresses the descriptive and analytical aspects of the study presented in the phonological sketches. Chapter 2 presents a discussion of the complex linguistic situation in India and lists the languages according to their classification based on internal relation. Chapter 3 presents facts and generalizations relating to consonantal segments and their patterns around three sub-topics- consonant phonemes, distributional constraints on consonant phonemes, and consonant allophones. Chapter 4 is organized around three sub-topics, namely, vowel phoneme patterns, constraints on the occurrence of vowels, and the allophonic modifications in the vowel phonemes. Chapter 5 addresses four main aspects of the word phonology of the Indic languages above the segment. These are syllable structure, permissible segment sequences, suprasegementals, and phonological cues for grammatical structure.
Part II is the heart of the book, containing word phonological sketches of 148 Indic languages classified into seven main groups, namely, Austro-Asiatic, Dravidian, Indo-Aryan, Tibeto-Burman, Tai-Kadai, Andamanese, and Contact Varieties, and an additional eighth group, Historical Varieties.
Part III contains an exhaustive bibliography.
The table gives the canonical syllable structures (CSS) in 148 languages from India belonging to the following 8 groups- Austro-Asiatic, Dravidian, Indo-Aryan, Tibeto-Burman, Andamanes, Tai-Kadai, Mixed Languages and Historical Varieties.
Some of these Indic languages evince asymmetry in CSS in different word positions. The table list them all. Further discussion can be found in the book.