Abstract
This paper is intended to examine R. K. Narayan’s attitude towards the English language as reflected in his essays. Narayan (1906-2001) was born and grown up in a period when English education was already institutionalised in the Indian Sub-continent. Like other Indian writers in English, such as Raja Rao and Mulk Raj Anand, he received English education and used to write in English from the beginning of his literary career up to the end. However, he is seen to have used the English language and literary form to scrutinise colonialism and depict the Indian society continually under change due to the colonial rule. A part of this endeavour seems to be evident in Narayan’s attitude towards the English language. Narayan’s position in this regard is deemed quite ambivalent and complex —he is aware that English is the language of the colonist, yet he is found to have accepted it for practical reasons. That is, his attitude towards the English language appears to have resulted from and shaped by the reality prevailing in the postcolonial setting.
Table of Contents
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II
III
IV
V
VI
Objectives and Themes
This paper examines R. K. Narayan's multifaceted attitude toward the English language, analyzing how he navigates the tension between its colonial roots and its practical utility in a postcolonial Indian society. The study explores how Narayan's upbringing, education, and literary philosophy led him to adopt English as a tool for expressing authentic Indian experiences.
- The impact of colonial education on Indian intellectual and linguistic development.
- The dichotomy between nationalistic language movements and the pragmatic adoption of English.
- The processes of abrogation and appropriation in postcolonial literary discourse.
- Narayan's advocacy for "Indian English" as a legitimate, synthesis-driven medium.
- The role of school literature in shaping linguistic perceptions and prestige.
Excerpt from the Book
The colonial education that Narayan received might have influenced his views on the English language since in the classroom Narayan had to see English as the first language, his native language being a second language (Walsh 1982). English was the most prestigious subject due to political, administrative, social, economic and scientific reasons. Although Tamil, the language of Narayan’s province, and Sanskrit, the classical language of India, were taught in the school, they were considered inferior in status and provided occasions for jokes. Narayan (2001b: 464) admits this in his essay “English in India”-
But in the classroom neither of these two languages was given any importance; they were assigned to the most helpless among the teachers, the pundits who were treated as a joke by the boys, since they taught only the ‘second language’, the first being English as ordained by Lord Macaulay when he introduced English education in India.
Besides encountering textbooks in English in his school and college, Narayan extensively read English literature outside his syllabus. His father’s library at home and his school library were crammed with books on English literature (Narayan 2001b). Narayan took the full opportunity of the libraries and enthusiastically read Scott, Dickens, Rider Haggard, Marie Corelli, Moliere, Pope, Marlowe, Tolstoy, Thomas Hardy and others (Narayan 1995). He was also in touch with the current literary scene through various magazines such as Little Folks, Nineteenth Century and After, Cornhill, Strand Magazine, Mercury, The Spectator, The Times Literary Supplement and The Manchester Guardian. The cumulative impact of this massive reading of the English literature was that he became very well versed in the English language. As a writer, Narayan opted for the English language simply because it suited him better than his mother tongue. In an interview, he says
I never had any idea that I was writing in another tongue. My whole education has been in English from the primary school, and most of my reading has been in the English language . . . I wrote in English because it came to me very easily. (qtd. by Sundaram 1988)
It was then very unlikely that a writer like Narayan who learned the English language to such an extent as to produce his works in it, would reject or censure it easily on nationalistic grounds.
Summary of Chapters
I: Introduces the postcolonial framework, highlighting the political and cultural significance of the English language as a legacy of colonial design and the subsequent tension between abrogation and appropriation.
II: Details Narayan’s early educational experiences, illustrating how his upbringing and exposure to English literature shaped his linguistic preference and professional choice.
III: Explores the post-independence debates surrounding the national language, contrasting political calls for the abolition of English with the practical reality of its role as an official lingua franca.
IV: Discusses Narayan’s pragmatic stance against the artificial imposition of Hindi, advocating for English as a "swadeshi" language that has earned its place in the Indian context.
V: Analyzes how the physical presentation and quality of colonial-era schoolbooks contributed to the prestige and eventual widespread acceptance of English in India.
VI: Concludes that Narayan’s polyphonic voice reflects a complex, utilitarian acceptance of English, reimagined as an Indianized variety that serves the soul and reality of the nation.
Keywords
R. K. Narayan, English language, Postcolonialism, Colonialism, Indian English, Utilitarianism, Cultural synthesis, Language policy, National identity, Abrogation, Appropriation, British Raj, Linguistic history, Literary studies, Postcolonial posture.
Frequently Asked Questions
What is the core focus of this research paper?
This paper examines R. K. Narayan’s complex attitude toward the English language, focusing on how he transitioned from a colonial subject to an author who embraces English as a tool to depict Indian reality.
What are the primary themes discussed in the work?
The themes include the legacy of colonial education, the tension between nationalist language movements and pragmatic needs, the concept of "Indian English," and the role of literature in cultural identity.
What is the central research question addressed by the author?
The author seeks to answer how and why R. K. Narayan—despite the colonial origin of the language—found a justification for continuing to write and advocate for English in a postcolonial India.
Which scientific methods are employed in this paper?
The paper utilizes a postcolonial theoretical framework to conduct a literary analysis of Narayan’s essays and novels, supported by historical context and sociolinguistic observations.
What is covered in the main body of the text?
The main body examines Narayan's education, his views on language politics, his reflections in various essays, and his arguments for the naturalization of English in India.
What are the key terms that define this work?
The work is characterized by terms such as postcolonial posture, utilitarian gesture, abrogation, appropriation, and Indian English.
How does Narayan justify the use of English despite its colonial past?
Narayan argues that after centuries of practice, English has become an integral part of Indian social reality, evolving into an "Indianized" form that is distinct from the English spoken in England.
What role does the "Indian English" play according to Narayan?
Narayan believes that by adapting English to include indigenous vocabulary and idioms, Indians can better express their specific cultural experiences, effectively making the language their own.
Why does Narayan reject the idea of banning English in post-independence India?
He views the abolition of English as impractical, noting that it serves as a vital administrative and communicative link that connects diverse regions within India.
- Quote paper
- Dr. M Maniruzzaman (Author), 2010, R. K. Narayan’s attitude towards the English language: a postcolonial posture, a utilitarian gesture, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/163289
