In the political divisions within South Asia there has traditionally been no organized effort for language policies.1 Language was essentially related to one's caste, village, district, and state. Beyond this, one identified with languages associated with religion (Sanskrit or Arabic), or learned and literary texts (mainly Sanskrit and Persian). At the time of Indian independence (1947), one task of the new government was to unravel the status and position of almost 560 sovereign states which were ruled by an array of mahārājās, nawābs, and lesser luminaries, depending on the size and the revenue of each state and subdivision. Each state state was a kindgom unto itself, and such political divisions did not foster a national language policy. In India, the largest country in South Asia, four languages were used for wider communication as bazār languages or languages of literature and intranational communication: Hindi (and its varieties, Hindustani and Urdu), Sanskrit, Persian, and later, English (cf., for Sanskrit, Kachru and Sridhar 1978; Sharma 1976; for English, Kachru 1969; 1982a). The Hindus tended to send their children to a pāṭhśālā (traditional Hindu school mainly for scriptural education) for the study of the scriptures and some basic knowledge of the śāastras (Sanskrit instructional texts, treatise), and the Muslims tended to send their children to a maktab (traditional school for Koranic instruction). The denominational schools (vidyāZaya) provided liberal arts instruction in Sanskrit, Persian, Hindi, Arabic, or in the regional languages.
A Study on Japan’s National Language Textbooks for Elementary Third Year Students: An Exploration of the Themes of Literary Texts
