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State of the Internet's Languages 2020: Announcing selected contributions!
https://cis-india.org/raw/stil-2020-selected-contributions
<b>In response to our call for contributions and reflections on ‘Decolonising the Internet’s Languages’ in August, we are delighted to announce that we received 50 submissions, in over 38 languages! We are so overwhelmed and grateful for the interest and support of our many communities around the world; it demonstrates how critical this effort is for all of us. From all these extraordinary offerings, we have selected nine that we will invite and support the contributors to expand further.</b>
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<h4>Cross-posted from the Whose Knowledge? website: <a href="https://whoseknowledge.org/selected-contributions/" target="_blank">URL</a></h4>
<p>Call for Contributions and Reflections: <a href="https://cis-india.org/raw/stil-2020-call" target="_blank">URL</a></p>
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<img src="https://whoseknowledge.org/wp-content/uploads/2019/07/DTI-L-webbanner-1.png" alt="Decolonizing the Internet's Languages" />
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<p>Thank you to all of you who wrote in: we would publish every one of your contributions if we could! Each of you highlighted unique aspects of the problem and possibility of the multilingual internet, and it was extremely difficult to select a few to include in the ‘State of the Internet’s Languages Report’. Whether your submission was selected or not, we hope you will continue to be part of this work with us, and that the report will reflect your thoughtful concerns and interests in a multi-lingual internet.</p>
<p>The nine selected contributions will be a significant aspect of the openly licensed State of the Internet’s Languages report to be published mid-2020. In different formats and languages, they span many kinds of language contexts across the world, from many different communities and perspectives. They will form part of a broader narrative combining data and experience, highlighting how limited the current language capacities of the internet are, and how much opportunity there is for making our knowledges available in our many languages.</p>
<p>A special thank you to the final contributors – we’ll be in touch shortly with more details. We’re looking forward to working with you as you develop your contributions and share your experiences!</p>
<p>The selected contributions are from:</p>
<ul>
<li>
<h4><em>Caddie Brain, Joel Liddle, Leigh Harris, Graham Wilfred</em></h4>
<p>As part of a broader movement to increase inclusion and diversity in emojis, Aboriginal people in Central Australia are creating Indigemoji, the first set of Australian Indigenous emojis delivered via a free app. Caddie, Joel, Leigh and Graham aim to describe how to reflect Aboriginal experiences online, to increase the accessibility of Arrernte language in the broader Australian lexicon, to position Arrernte knowledge on digital platforms for future generations of Arrentre speakers and learners, and to contribute more broadly to the decolonisation of the internet.</p>
</li>
<li>
<h4><em>Claudia Soria</em></h4>
<p>Claudia will describe “The Digital Language Diversity Project” funded by the European Commission under the Erasmus+ programme. The project has surveyed the digital use and usability of four European minority languages: Basque, Breton, Karelian and Sardinian. It has also developed a number of instruments that can help speakers’ communities drive the digital life of their languages, in the form of a methodology named “digital language planning”.</p>
</li>
<li>
<h4><em>Donald Flywell Malanga</em></h4>
<p>Donald will share his experiences conducting two panel discussions with elderly and ten young Ndali People in Chisitu Village based in Misuku Hills, Malawi. He aims to hear their stories and make sense of them relating to how Chindali could be spoken/expressed online, examine the barriers they face in sharing/expressing their language online, and unearth possible solutions to address such barriers.</p>
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<li>
<h4><em>Emna Mizouni</em></h4>
<p>Emna will interview African and Arab content creators and consumers to share their experiences in posting content in their own language and expose their cultures. She will reach out to different ethnicities from Africa to gather data on the reasons they use the “colonial languages” on the internet and the burdens they face, whether technical such as internet connectivity and accessibility, lack of devices, social or cultural barriers, etc.</p>
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<li>
<h4><em>Ishan Chakraborty</em></h4>
<p>Ishan will explore the experiences of individuals who identify themselves as both disabled and queer, and who are not visible online in Bengali. Online research papers and academic works in Bengali are significantly limited, and even more so in the case of works on marginalities and intersections. One of the most effective ways of making online material accessible to persons with visual disability is through audio material, and Ishan will explore some of these possibilities.</p>
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<li>
<h4><em>Joaquín Yescas Martínez</em></h4>
<p>Joaquin will be describing the free software, open technology initiatives and the sharing philosophy of “compartencia” in his community of Mixe and Zapotec peoples in Mexico. He will explore initiatives such as Xhidza Penguin School, an app to learn the language online, and learning workshops to look at new methodologies for sharing and using the language. It is not only a means of communication but it also encompasses a different way of understanding the world.</p>
</li>
<li>
<h4><em>Kelly Foster</em></h4>
<p>Kelly will draw attention to the work being done to revitalise indigenous languages and the struggles to represent the Nation Languages of the Caribbean and its diasporas in structured data and on Wikipedia. She aims to have the native names of the islands, locations and indigenous peoples on Wikidata, labelled with their own language so she can generate a map of the Caribbean with as many native names as possible. But the language of the Taino people of the islands that are now called Jamaican, Cuba, Puerto Rico and Haiti has been labelled as extinct, as are the people, by European researchers. Though a victim of the first European genocide of the Caribbean, they live on in the tongues and blood of people who are more often racialised as Black and Latinx.</p>
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<li>
<h4><em>Paska Darmawan</em></h4>
<p>As a first-generation college student who did not understand English, Paska had difficulties in finding educational, inspiring content about LGBTQIA issues in their native language, let alone positive content about the local LGBTQIA community. They plan to share a mapping of available Indonesian digital LGBTQIA content, whether it be in the form of Wikipedia articles, websites, social media accounts, or any other online media.</p>
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<li>
<h4><em>Uda Deshpriya</em></h4>
<p>Uda will explore the lack of feminist content on the internet in Sinhala and Tamil. Mainstream human rights discussions take place in English and leaves out the majority of Sri Lankans. Women’s rights discourse remains even more centralized. Despite the fact that all primary criminal and civil courts work in local languages, statutes and decided cases are not available in Sinhala and Tamil, including Sri Lanka’s Constitution and its amendments. This extends to content creation through both text and art, with significant barriers of keyboard and input methods.</p>
</li></ul>
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<p>
For more details visit <a href='https://cis-india.org/raw/stil-2020-selected-contributions'>https://cis-india.org/raw/stil-2020-selected-contributions</a>
</p>
No publishersneha-ppLanguageDigital KnowledgeResearchFeaturedState of the Internet's LanguagesDigital HumanitiesResearchers at WorkDecolonizing the Internet's Languages2019-11-01T18:12:49ZBlog EntryMaking Voices Heard: Privacy, Inclusivity, and Accessibility of Voice Interfaces in India
https://cis-india.org/raw/making-voices-heard-project-announcement
<b>We believe that voice interfaces have the potential to democratise the use of internet by addressing barriers such as accessibility concerns, lack of abilities of reading and writing on digital text interfaces, and lack of options for people to interact with digital devices in their own languages. Through the Making Voice Heard Project supported by Mozilla Corporation, we will examine the current landscape of voice interfaces in India.</b>
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<img src="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_01.jpg" alt="null" width="30%" /> <img src="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_02.jpg" alt="null" width="30%" /> <img src="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_03.jpg" alt="null" width="30%" />
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<h4>Download the project announcement cards (shown above): <a href="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_01.jpg" target="_blank">Card 01</a>, <a href="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_02.jpg" target="_blank">Card 02</a>, and <a href="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_Mozilla_MakingVoicesHeard_ProjectAnnouncement_03.jpg" target="_blank">Card 03</a></h4>
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<h3>Making Voices Heard: Project Announcement</h3>
<p>Although voice enabled interfaces are being deployed there is a need to understand how they are beneficial, and what have been important knowledge gaps and challenges in their development, adoption, use, and regulation. Through the Making Voice Heard Project <a href="https://blog.mozilla.org/blog/2019/07/05/mozillas-latest-research-grants-prioritizing-research-for-the-internet/" target="_blank">supported by Mozilla Corporation</a>, we will be examining the current landscape of voice interfaces in India, and seek to address the following questions:</p>
<ul>
<li>What is the broad (sectoral and functional) typology of available voice interfaces in Indian languages? How widely are these voice interfaces (in Indian languages) used, and what barriers prevent their further adoption and use?<br /><br /></li>
<li>What are concerns related to privacy and data protection that emerge with the growth of voice interfaces? What kind of protocols for data processing may need to be built into the design of these interfaces?<br /><br /></li>
<li>How accessible are these interfaces for persons with disabilities (PWDs)? What kinds of accessibility features, especially for Indian languages, may need to be developed to ensure effective use of voice technologies by PWDs?<br /><br /></li>
<li>Where do challenges in these three areas intersect? For instance, is compromising on users’ privacy, including weak or missing data protection regulations, required to create comprehensive speech datasets that may help develop better accessibility features, and address linguistic barriers?</li></ul>
<p>In order to approach these questions we have begun mapping the various developers and users of voice interfaces in India. In the next stage of the process we will be looking at these interfaces through the lens of privacy, language, accessibility, and design. In order to add to the mapping and questions, we will be conducting interviews and workshops with users, developers, designers and researchers of voice interfaces in India, including the <a href="https://voice.mozilla.org/en" target="_blank">Common Voice</a> team at Mozilla.</p>
<p>We hereby invite researchers, developers and designers of voice interfaces to speak to us and help inform the study. You may contact Shweta Mohandas at shweta@cis-india.org.</p>
<p><em>- Shweta Mohandas, Saumyaa Naidu, Puthiya Purayil Sneha, and Sumandro Chattapadhyay (project team)</em></p>
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<p>
For more details visit <a href='https://cis-india.org/raw/making-voices-heard-project-announcement'>https://cis-india.org/raw/making-voices-heard-project-announcement</a>
</p>
No publishershwetaVoice User InterfaceLanguagePrivacyAccessibilityResearchVoice Assisted InterfaceFeaturedResearchers at WorkMaking Voices Heard2019-12-18T12:10:05ZBlog EntryIndic Scripts and the Internet
https://cis-india.org/raw/blog_indic-scripts-and-the-internet
<b>This post by Dibyajyoti Ghosh is part of the 'Studying Internets in India' series. Dibyajyoti is a PhD student in the Department of English, Jadavpur University. He has four years of full-time work experience in projects which dealt with digital humanities and specially with digitisation of material in Indic scripts. In this essay, Dibyajyoti explores the effects the English language has on the Internet population of India.</b>
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<h2>Internet Usage Statistics in India</h2>
<p>According to the latest statistics [1], while the rural mobile tele-density in India is 47.78%, the urban tele-density for mobile phones is 143.08% (which means, more than one registered SIM card per person and this phenomenon is thus also reflected in the rural figures). On the other hand, roughly only 6.5% of the population has access to ‘broadband’ Internet (>= 512 kbps) through a phone or a dongle and only 1.23% has access to a wired-broadband connection. However, roughly 20% of India’s population is roughly connected to the Internet [2]. Thus, roughly 12% of the population has access to low-speed Internet. What these figures do not reveal is the quantum of consumption of data. It can be safely assumed given the comparatively high costs of mobile Internet usage and the difficult method of feeding large tracts of data through a mobile phone, that the quantum of consumption is significantly higher in the case of computer Internet users as opposed to mobile users. Though as these statistics reveal, the chances of India being connected to the Internet depends largely on mobile phones, rather than desktop/ laptop computers.</p>
<p>Thus, the status of the Internet in India is still that of a niche medium. Other than the cost-factor of having access to a device which can access the Internet and paying for the Internet data package, some other factors also hinder the growth of the Internet in India. One of them is the issue of language. Whereas the 1990s saw an over-domination of English on the Internet given the linguistic communities which were developing the world of computers and the world of the Internet [3], by 2015, some of the disparity with offline linguistic patterns has been reduced [4]. However, for Indic scripts, much less development has taken place. If one is studying the Internet in India, chances are one is studying it in English.</p>
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<h2>Languages the Indian Internet User Encounters Both Online and Offline</h2>
<p>What does this hold for the future of these Indic scripts? Given the multi-lingual skills of Indian school-goers and the increasing amount of daily reading time of those connected to the Internet (which is somewhere between 12% and 20% of the population) being devoted to reading on the Internet, chances are reading is increasingly in English.</p>
<p>The importance of English-language skills in India, as indeed in the rest of the world, in 2015 is undeniable [5]. English is also a signifier of class in India. However, despite the three-language policy adopted by schools, schools which offer courses primarily in other Indian languages suffer from an inherent disadvantage that students face when these students enter colleges and universities where the medium of teaching is usually English, and later on take up jobs which require official reports to be written in English. Thus, Indian languages other than English offer much less incentive for parents and students to encourage their study. Whereas oral conversation among the Indian population is largely conducted in languages other than English, written conversation is increasingly being conducted in English. Language is not only a political issue but also a subject of social study, not to mention the issues of linguistics. The larger socio-political issues of language are perhaps too vast to be discussed in connection to Indic scripts and the Internet. Thus, apart from this basic point about the bias towards English, I am not delving into it further.</p>
<p> </p>
<h2>Indic Script Software and Data Entry</h2>
<p>Let me start with discussing natively-digital material. In the digital domain, entering text in Indic scripts is a difficult task. Indic scripts are primarily abugida scripts, which are writing systems ‘in which consonant–vowel sequences are written as a unit: each unit is based on a consonant letter, and vowel notation is secondary’ [6]. This contrasts with the Latin script used to write English, in which vowels have status equal to consonants, and with abjad scripts such as the script used to write Arabic, in which vowel marking is absent or optional. Similar difficulty is also encountered in entering texts in other non-Latin scripts such as Chinese. Mandarin Chinese may be the world’s most-spoken language and China may be one of the software and hardware giants, but supposedly even Chinese is not particularly amenable to the Internet [7]. Entering Indic scripts on a computer is difficult because it usually involves the addition of new software or tweaking existing software which is slightly difficult for the novice/ casual user.</p>
<p>ISIS, developed by Gautam Sengupta of the University of Hyderabad and sponsored by the Government of India, is an early example of Indic script input software [8]. It is available online for free. It is not fully phonetic. iLEAP, developed by the Centre for Development of Advanced Computing (CDAC), a Government of India funded agency, is now no longer extant but CDAC have produced other input software thereafter. Google too offers an Indic language input tool now [9]. For languages such as Bengali, there have been software such as Bijoy, which was made by Mustafa Jabbar of Ananda Computers, Dhaka, Bangladesh, and is sold commercially [10] and the free softwares BanglaWord and Avro. Avro was created in 2003 by Mehdi Hasan Khan of Mymensingh, Bangladesh, and subsequently developed by a team at Omicron Lab, Dhaka [11]. Such software exists for other individual Indic languages. Operating systems such as Windows [12] and Ubuntu [13] offer Indic script input as well, and make use of the InScript keyboard [14] too.</p>
<p>When it comes to mobile phones, prior to the introduction of touchscreen smartphones, text messaging had little option to use the Indic script. With the introduction of multiple keyboards in touchscreen smartphones, there are a few options to use the Indic script. Both Android and iOS offer Indic script keyboards. Yet these are even less easy to use than computer keyboards as one needs to toggle between several sets of keyboards to access all the characters required for Indic script input. Google has recently started handwriting input which supports Indic scripts [15]. It remains to be seen how much the feature is used.</p>
<p>In spite of this availability of input tools in recent years, the most common method of entering Indic language is through transliteration. Just like Pinyin for the Chinese script, Indic scripts too have official transliteration standards. <em>The Indian National Bibliography</em> (Kolkata: Central Reference Library, 2004) maintains one such standard. However, such transliteration mechanisms require diacritical marks, which are again difficult to enter. Thus, more often than not, these transliteration standards are not followed except when one is maintaining strict academic standards.</p>
<p>The point that I am trying to make is that despite the availability of tools for entering Indic scripts and even well-defined standards for transliterating Indic words in the Latin script, neither is universally followed. The reason is it involves extra labour, as opposed to simple transliteration without any standards. Thus, what often one ends up with in casual written communication (which outnumbers formal written communication by a wide margin) in the digital domain, be it in the form of SMSes, messages in Whatsapp or other instant messaging applications or emails, is Indic words in non-standard transliteration into the Latin alphabet. The introduction of SMS lingo and standards two decades back had already prepared the way for the wider acceptance of Indic words in non-standard transliteration into the Latin alphabet. When one comes to a semi-casual/ semi-formal medium, such as blogs and social networks, where the receiver of the message is usually more than one, the forms of expression are slightly different.</p>
<p> </p>
<h2>Mimetic Desires on Public Platforms</h2>
<p>Digital, crowd-sourced public platforms, such as blogs and largely social networks, offer a different kind of discourse. On the one hand, private habits spill into the public realm. Thus, Indic words in non-standard transliteration into the Latin alphabet are a common practice. On the other hand, the public nature of such platforms offers a space for a kind of mimetic desire. Despite the availability of the user-interface of the most commonly accessed sites such as Gmail and Facebook in Indic languages, most prefer to retain their user-interface in the default English mode [16]. It is a different issue that enabling browsers to render Indic scripts correctly is often a difficult task and sometimes despite following every instruction in the manual, the problem remains unsolved. The overall English language and English script overdose on social networks such as Facebook generate a kind of desire to mingle in with the crowd. Thus, instead of typing Indic words in non-standard transliteration into the Latin alphabet, the data entered is actually more often than not in English. Often, other than formal job reports and letters, social networks are the only platform that a lot of Indians get where they can produce verbal communication in English. Thus, in addition to a mimetic desire to fit in with the English-writing crowd, social networks also offer a semi-public platform to write one’s thoughts in English, a platform which for a lot of Indians was perhaps last available to them when they had to write essays for their compulsory English-language paper in high school. Both of these desires further hamper the incentive to write on the Internet using Indic scripts.</p>
<p>Blogs occupy a space somewhere in between formal websites and casual for-the-nonce social network posts. Both the structure of blogs (more structured than a social network but less structured than a website) and the status of blogs lie somewhere in between these two major platforms. Also, with the rise of social networks, the rate of growth of blogs has decreased. Thus, blogs are usually less popular than both websites as well as social networks. On blogs, the content is usually more formal, as is the presentation. Also, the mimetic desire generated by a social network is perhaps less heightened in the case of blogs. Blogs present a more one-to-many approach as opposed to a social network which largely presents a many-to-many structure.</p>
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<h2>Spelling Skills in Indic Languages</h2>
<p>At the other hand of the social class in India, is the class which went to an English-medium school and writes predominantly in English. Oral communication is often carried out in other Indian languages but these languages are not often used for written communication. Even when casual written communication in the digital domain, such as SMSes and other instant messaging applications or emails, is carried out using Indic words, it is in non-standard transliteration into the Latin alphabet. For this class, the problem is the lack of exposure to reading and writing in Indian languages other than English. Thus, even this minimal writing in transliteration mode may further weaken their spelling skills in these Indian languages.</p>
<p>There are of course other categories into which one can group Internet users in India. The equally strong multi-lingual Indian, the equally weak multi-lingual Indian and the Indian strong in one language are three such categories. Irrespective of which class the Indian Internet user belongs to, the Internet user’s exposure to material written in Indic scripts on the Internet is low. So far I have discussed natively-digital resources.</p>
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<h2>Digitisation of Pre-Digital Resources</h2>
<p>Let me now turn to digitsation of pre-digital resources. Digitisation of such resources is a task involving a lot of money and labour. There are several organisations in India which are involved in such tasks. The Centre for Development of Advanced Computing (CDAC) is one such organisation. The School of Cultural Texts and Records at Jadavpur University, Kolkata is another such organisation [17]. The Centre for Studies in Social Sciences, Kolkata too is actively involved in digitisation of such material [18]. The West Bengal Public Library repository on Dspace [19] and the Digital Library of India [20] are also significant repositories, as is the portal of the National Archives of India, titled Abhilekh Patal [21]. There are some digital archives focussed on the output of a specific person, such as the MK Gandhi portal [22]. There have been a few instances of making public searchable text files from such digitised material, such as those by the Society for Natural Language Technology Research [23] and Bichitra: Online Tagore Variorum [24]. Other digitisation programmes are in progress, such as the long-running National Mission for Manuscripts [25]. Yet, in spite of this, such efforts are miniscule compared to databases, albeit commercial and not open-access, such as Early English Books Online or Eighteenth Century Collections Online. The Internet, while it offers the opportunity for an equitable digitisation of pre-digital resources in English as well as Indic scripts, does not contain as many resources in Indic scripts as it does in the Latin script. The reasons are because whereas Indic script resources are primarily digitised by Indian organisations where the money needed for such tasks is not available in great amounts, resources in English are digitised from a number of economies with a high per capita GDP. Given the more basic needs of enhancing the reach and level of primary, secondary and tertiary education in the country, an economy with a low per capita GDP such as India does not have the financial means to digitise vast quantities of pre-digital resources, be they in the Latin script or in Indic scripts.</p>
<p>When it comes to electronic books in Indic scripts, the refusal of major platforms such as Amazon Kindle Direct Publishing to list books in Indic scripts [26] is a major barrier for individuals to create e-books in Indic scripts. Whereas most major newspapers in Indic scripts have online editions, the case is not so for major book publishers. Unlike a newspaper which primarily relies on advertising for its revenue, book publishers depend on book sales. There is no infrastructure in place for selling electronic books in Indic scripts. The publishers perhaps also feel that the market for consumption of e-books in such languages is not of a significant scale, and thus do not feel incentivised enough to encourage the creation of e-books. Thus, the entire Kindle reading population in India (which is not very large in the first place [27]) is deprived of the chance of buying e-books in Indic scripts. If they read e-books in Indic scripts on Kindles and tablets, then such e-books are usually pirated scanned copies. There are some sites which make available pirated scanned copies of books printed in Indic scripts. However, such sites and the number of such books is so small, that they make no major dent to the revenues of the Indic-languages publishing industry.</p>
<p> </p>
<h2>Effects on the Indian Internet User</h2>
<p>As a result, casual Indian Internet researchers and readers often depend on material written in English instead of material written in Indic languages. It is true that the serious researcher will of course make the effort of visiting physical libraries and archives to access books in Indic languages. But for casual reading and research, it is too much of a trouble. For such Internet users, not only are undigitised Indic verbal texts invisible, but the lack of engagement with such texts lead to the effacement of such texts from the public discourse and domain.</p>
<p>For Indian school students studying in schools where the medium of instruction is not English, the absence of such texts from the Internet means that they engage less with the Internet for academic purposes. For them, the Internet becomes more of a resource meant for non-academic purposes if they have trouble reading texts in English. It is true that English is one of the three languages that school students learn yet as the state of education goes, it is not fully satisfactory [28]. On the other hand, given the English language and English script overdose on social networks, the mimetic desire forces students to generate texts in English, not only the script but also the language. As a result, what is generated is often English of a less than satisfactory standard. A political strain of thought treats the language that people generate as ‘the language’. Measuring such an output against other standards of English is considered politically incorrect. In fact, the regional acceptance of such local sub-groups of English has led to the wider acceptance of English and its growing presence across the world. Yet, as the notion of class in India based on the command over English shows, such sub-grouping also leads to the creation of separate classes.</p>
<p> </p>
<h2>Effects of the Internet on Indic Scripts</h2>
<p>Does the Internet alleviate or exacerbate the problem caused by the hierarchy of English over other Indic languages? I guess that the answer is not a simple nod in either direction. On the other hand, I conclude that the Internet increases the mimetic desire to generate written communication in English. Failure to communicate in English according to certain standards of English further exacerbates the creation of the classes based on the command over English. While the Internet, to a certain extent, helps in improving English spelling skills owing to a greater exposure to English, at the same time, it leads to a greater deterioration in spelling skills in Indic languages. Owing to the lack of availability of pre-digital resources in Indic scripts in the digital domain, there is a slow effacement of such resources from the public discourse at large.</p>
<p> </p>
<h2>Possible Measures to Enhance the Status of Indic Scripts on the Internet</h2>
<p>These are some of the effects that the Internet in India has had on Indic scripts. Given that the Internet is a niche medium and those shaping the general discourse are more likely to have access to the Internet in the first place, the low visibility of Indic scripts on the Internet is a cause for concern. However, it is true that with the growing accessibility of the Internet in India, the resources in Indic scripts are bound to increase. It is perhaps dependent primarily on those in power, such as the central and state governments to ensure that their websites and mobile phone applications are in Indic scripts as well and the Indic script versions of their digital resources do not lack any feature of the English-language version of such resources. The private sector, especially the publishing industry also needs to create a market for electronic publication in Indic scripts. Just like e-commerce in India did not come after the entire infrastructure was in place, but rather the infrastructure kept building up as e-commerce kept growing, similarly the publishing industry also needs to create a digital Indic-script market, and then keep building it up. E-commerce, which perhaps has the greatest incentive to build resources, can also significantly alter the scenario by offering e-commerce in Indic scripts. Snapdeal has very limited components of their website in two Indic scripts. Other major e-commerce companies have not followed suit and neither is Snapdeal’s inclusion particularly effective. Yet, as the Flipkart-owned apparel company Myntra’s recent decision to go app-only and completely do away with their website has shown, e-commerce has its ways of incentivising customers to change their habits in a drastic manner. It is with such hope that I would have liked to end this brief essay on studying the Internet in India. Yet, as the language of this essay shows, such hopes are not particularly strong, as most scholarly writing in India on the Internet continues to be in English. Scholarly journals and research platforms in Indic scripts on the Internet continue to be so limited in number that it is hard to find particularly high-impact publications from among them. If one is studying the Internet in India, chances are one is both studying and writing in English.</p>
<p> </p>
<h2>Endnotes</h2>
<p>[1] <a href="http://www.trai.gov.in/WriteReadData/PressRealease/Document/PR-34-TSD-Mar-12052015.pdf">http://www.trai.gov.in/WriteReadData/PressRealease/Document/PR-34-TSD-Mar-12052015.pdf</a></p>
<p>[2] <a href="http://www.internetlivestats.com/internet-users-by-country">http://www.internetlivestats.com/internet-users-by-country</a></p>
<p>[3] Daniel Pimienta, Daniel Prado and Álvaro Blanco, Twelve years of measuring linguistic diversity in the Internet: balance and perspectives, UNESCO publications for the World Summit on the Information Society (2009), <a href="http://unesdoc.unesco.org/images/0018/001870/187016e.pdf">http://unesdoc.unesco.org/images/0018/001870/187016e.pdf</a></p>
<p>[4] <a href="http://en.wikipedia.org/wiki/Languages_used_on_the_Internet">http://en.wikipedia.org/wiki/Languages_used_on_the_Internet</a> and <a href="http://en.wikipedia.org/wiki/List_of_languages_by_total_number_of_speakers">http://en.wikipedia.org/wiki/List_of_languages_by_total_number_of_speakers</a></p>
<p>[5] <a href="https://hbr.org/2012/05/global-business-speaks-english">https://hbr.org/2012/05/global-business-speaks-english</a></p>
<p>[6] <a href="http://en.wikipedia.org/wiki/Abugida">http://en.wikipedia.org/wiki/Abugida</a></p>
<p>[7] <a href="http://www.newrepublic.com/article/117608/chinese-number-websites-secret-meaning-urls">http://www.newrepublic.com/article/117608/chinese-number-websites-secret-meaning-urls</a></p>
<p>[8] <a href="http://isis.keymankeyboards.com/">http://isis.keymankeyboards.com/</a></p>
<p>[9] <a href="http://www.google.com/inputtools/">http://www.google.com/inputtools/</a></p>
<p>[10] <a href="http://www.bijoyekushe.net/">http://www.bijoyekushe.net/</a></p>
<p>[11] <a href="https://www.omicronlab.com/">https://www.omicronlab.com/</a></p>
<p>[12] <a href="http://www.bhashaindia.com/ilit/">http://www.bhashaindia.com/ilit/</a></p>
<p>[13] <a href="https://help.ubuntu.com/community/ibus">https://help.ubuntu.com/community/ibus</a></p>
<p>[14] <a href="https://en.wikipedia.org/wiki/InScript_keyboard">https://en.wikipedia.org/wiki/InScript_keyboard</a></p>
<p>[15] <a href="http://googleresearch.blogspot.in/2015/04/google-handwriting-input-in-82.html">http://googleresearch.blogspot.in/2015/04/google-handwriting-input-in-82.html</a></p>
<p>[16] There is no open-access data for this from either Google or Facebook. Third-parties conduct such studies. A study can be found here: <a href="http://www.oneskyapp.com/blog/top-10-languages-with-most-users-on-facebook/">http://www.oneskyapp.com/blog/top-10-languages-with-most-users-on-facebook/</a></p>
<p>[17] <a href="http://www.jaduniv.edu.in/view_department.php?deptid=135">http://www.jaduniv.edu.in/view_department.php?deptid=135</a></p>
<p>[18] <a href="http://www.savifa.uni-hd.de/thematicportals/urban_history.html">http://www.savifa.uni-hd.de/thematicportals/urban_history.html</a></p>
<p>[19] <a href="http://dspace.wbpublibnet.gov.in:8080/jspui/">http://dspace.wbpublibnet.gov.in:8080/jspui/</a></p>
<p>[20] <a href="http://www.dli.ernet.in/">http://www.dli.ernet.in/</a></p>
<p>[21] <a href="http://www.abhilekh-patal.in/">http://www.abhilekh-patal.in/</a></p>
<p>[22] <a href="https://www.gandhiheritageportal.org/">https://www.gandhiheritageportal.org/</a></p>
<p>[23] <a href="http://www.nltr.org/">http://www.nltr.org/</a></p>
<p>[24] <a href="http://bichitra.jdvu.ac.in/index.php">http://bichitra.jdvu.ac.in/index.php</a></p>
<p>[25] <a href="http://www.namami.org/index.htm">http://www.namami.org/index.htm</a></p>
<p>[26] <a href="https://kdp.amazon.com/help?topicId=A9FDO0A3V0119">https://kdp.amazon.com/help?topicId=A9FDO0A3V0119</a></p>
<p>[27] <a href="http://timesofindia.indiatimes.com/tech/tech-news/Ebook-readers-fail-to-kindle-sales-in-India/articleshow/45802786.cms">http://timesofindia.indiatimes.com/tech/tech-news/Ebook-readers-fail-to-kindle-sales-in-India/articleshow/45802786.cms</a></p>
<p>[28] Annual Status of Education Report (Rural) 2014, facilitated by Pratham, pp. 81-82, 86, 88-89, <a href="http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/fullaser2014mainreport_1.pdf">http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/fullaser2014mainreport_1.pdf</a></p>
<p> </p>
<p><em>The post is published under <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution 4.0 International</a> license, and copyright is retained by the author.</em></p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/blog_indic-scripts-and-the-internet'>https://cis-india.org/raw/blog_indic-scripts-and-the-internet</a>
</p>
No publisherDibyajyoti GhoshLanguageRAW BlogIndic ComputingResearchers at WorkIndic Scripts2015-07-10T04:23:35ZBlog EntryEdit-a-thon to improve Kannada-language science-related Wikipedia articles
https://cis-india.org/openness/blog-old/edit-a-thon-to-improve-kannada-language-science-related-wikipedia-articles-1
<b>A three-day Kannada Wikipedia edit-a-thon was conducted for science lecturers of institutions who gathered at the District Institute of Education and Training (DIET), Bengaluru this August 18. The idea of this event was to improve science-related articles that are part of the Government of Karnataka's high school syllabus.
</b>
<p id="docs-internal-guid-02799d05-975b-5a5b-76ff-0de8ae8101e7" dir="ltr">During the span of three days the lecturers were taught about basics of <a href="https://kn.wikipedia.org/">Kannada Wikipedia</a>, editing policies, Kannada input, creating and editing articles on Kannada Wikipedia, and they all participated in contributing to about 20 articles science-related article based on topics listed in the high school syllabus (as per the Karnataka state syllabus). Some of the lecturers who were first-timers faced problems with Kannada typing where most others took some time to understand the <a href="https://en.wikipedia.org/wiki/Help:Wiki_markup">Wikipedia markup</a> and <a href="https://en.wikipedia.org/wiki/Wikipedia:Citing_sources">citations</a>. As this was the first iteration of the project, two more edit-a-thons will follow; one in November 2015 and another one in February 2016. We invite all Kannada Wikimedians to join and mentor these new Wikimedians.</p>
Images of the edit-a-thon can be found on Wikimedia Commons Category “<a href="https://commons.wikimedia.org/wiki/Category:Kannada_Wikipedia_Workshop_for_DSERT_Bengaluru_Aug_18-20_2015">Kannada Wikipedia Workshop for DSERT Bengaluru Aug 18-20 2015</a>”. Dr. U.B. Pavanaja and Tito Dutta from CIS-A2K conducted the workshop.
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/edit-a-thon-to-improve-kannada-language-science-related-wikipedia-articles-1'>https://cis-india.org/openness/blog-old/edit-a-thon-to-improve-kannada-language-science-related-wikipedia-articles-1</a>
</p>
No publisherpavanajaLanguageKannada WikipediaEventAccess to Knowledge2015-09-04T08:25:51ZBlog EntryDigital Futures of Indian Languages - Notes from the Consultation
https://cis-india.org/raw/digital-futures-of-indian-languages-2015-consultation-notes
<b>A consultation on 'digital futures of Indian languages' was held at the CIS office in Bangalore on December 12, 2015, to generate ideas and structure the Indian languages focus area of the CSCS Digital Innovation Fund (CDIF). It was led by Dr. Tejaswini Niranjana, Centre for the Study of Culture and Society (CSCS), and Tanveer Hasan, A2K programme at CIS; and was supported by CDIF. Here are the notes from the Consultation.</b>
<p> </p>
<p>The group that gathered at CIS on Dec 12, 2016, brought a wealth of digital Indian language experience to the meeting, including database creation, working to develop wikimedia, TEI initiatives, digital glossary creation, localisation and standardisation, development of open platforms and content management systems for teaching-learning, font development, and optical character recognition (OCR).</p>
<p>There was a detailed discussion of existing digital projects in Indian languages, and presentation of a few new ideas for development of applications that would strengthen digital infrastructure for research and teaching in social sciences and humanities. Among the proposed ideas were:</p>
<ul>
<li>concept-clustering tool for multiple language comparisons,</li>
<li>semantic mapping tool or data visualisation tool that connects concepts to exisiting wikipedia entries,</li>
<li>online interactive bank of questions, to convert learnables into material that can be grasped conceptually,</li>
<li>annotation tool that aggregates tagged material across databases, eg. Shodhganga, Digital South Asia Library, Digital Library of India (Hindi example), and</li>
<li>gamifying as a way of enhancing teacing-learning as well as research process.</li></ul>
<p>The participants agreed that increased archiving and digitisation, and annotation of digitised material, was a priority for Indian language work. Alongside the curation of the material to be thus processed – whether as an archive or a database, it was important also to develop better OCR systems, fonts and typefaces, DIY scanners, tagging and annotation tools.</p>
<p>CDIF would like proposals that might further some of these objectives. Priority will be given to those projects for which there is no funding already potentially available from other sources. Wherever possible, CDIF will try to synergise its work with existing efforts taken up by the government, or by platforms such as Wikimedia. CDIF will see its primary role not as a funding body but as an incubator of new ideas, and to this end will seek to provide technical support and other expertise apart from seed money.</p>
<p> </p>
<h3>Participants</h3>
<p> </p>
<ol>
<li>Tejaswini Niranjana, CILHE, CSCS, CIS</li>
<li>SV Srinivas, CSCS, APU</li>
<li>Rajesh Ranjan, Govt of India</li>
<li>Nagarjuna G, Homi Bhabha Centre for Science Education, Mumbai</li>
<li>Sohnee Harshey, TISS Mumbai</li>
<li>Sherin B.S., EFLU Hyderabad</li>
<li>Swati Dyahadroy, Pune University Women’s Studies Centre</li>
<li>Tanveer Hasan, CIS</li>
<li>Tito Dutta, CIS</li>
<li>Sneha P.P., CIS</li>
<li>Jnanaranjan Sahu, Odia Wikimedia community</li>
<li>Spandana Bhowmick, JU, Kolkata and IFA Bangalore</li>
<li>Ravikant, Historian, CSDS Delhi</li>
<li>Veeven, Telugu wikimedia community</li>
<li>Rahmanuddin Shaik, CIS</li>
<li>Abhinav Garule, CIS consultant, Marathi</li>
<li>Ashwin Kumar AP, formerly CSCS, now Tumkur University</li>
<li>Subhashish Panigrahi, CIS</li>
<li>Ashish Rajadhyaksha, CSCS</li>
<li>Ravichandra Enaganti, Telugu Wikipedia</li>
<li>Ananth Subray, CIS consultant, Kannada</li>
<li>Om Shivaprakash, Kannada Wikimedia community</li>
<li>Pavithra H, Kannada Wikimedia community</li></ol>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/digital-futures-of-indian-languages-2015-consultation-notes'>https://cis-india.org/raw/digital-futures-of-indian-languages-2015-consultation-notes</a>
</p>
No publisherTejaswini NiranjanaCIS-A2KLanguageCDIFLearningIndic ComputingResearchers at Work2016-01-15T05:55:53ZBlog EntryDecolonizing the Internet’s Languages 2019 - From Conversations to Actions
https://cis-india.org/raw/dtil-2019-from-conversations-to-actions
<b>Whose Knowledge? is organising the Decolonizing the Internet's Languages 2019 gathering in London on October 23-24 — with a specific focus on building an agenda for action to decolonize the internet’s languages. Puthiya Purayil Sneha is participating in this meeting with scholars, linguists, archivists, technologists and community activists, to share the initial findings towards the State of the Internet’s Language Report (to be published in 2020) being developed by Whose Knowledge?, Oxford Internet Institute, and the CIS.</b>
<p> </p>
<h4>Event page: <a href="https://whoseknowledge.org/initiatives/decolonizing-the-internet/" target="_blank">URL</a></h4>
<h4>Agenda: <a href="https://github.com/cis-india/website/raw/master/docs/WK_DTIL2019_Agenda.pdf">Download</a> (PDF)</h4>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/dtil-2019-from-conversations-to-actions'>https://cis-india.org/raw/dtil-2019-from-conversations-to-actions</a>
</p>
No publishersneha-ppLanguageDecolonizing the Internet's LanguagesResearchDigital KnowledgeResearchers at Work2019-11-01T17:53:40ZBlog EntryConsultation on 'Digital Futures of Indian Languages'
https://cis-india.org/raw/digital-futures-of-indian-languages-2015
<b>A consultation on 'digital futures of Indian languages' will be held at the CIS office in Bangalore on December 12, 2015, to generate ideas and structure the Indian languages focus area of the CSCS Digital Innovation Fund (CDIF). It is being led by Dr. Tejaswini Niranjana, Centre for the Study of Culture and Society (CSCS), and Tanveer Hasan, A2K programme at CIS; and is supported by CDIF.</b>
<p> </p>
<h2>A Consultation to Generate Ideas for the CSCS Digital Innovation Fund (CDIF)</h2>
<p>We at the Centre for the Study of Culture and Society, Bangalore; Centre for Indian Languages in Higher Education, Tata Institute of Social Sciences, Mumbai; and Access to Knowledge Programme, Centre for Internet and Society, Bangalore, have between us more than a decade-long experience in the field of Indian languages for higher education and Indic language computing. Together we have, over the past ten years, produced new research and incubated innovative pilot projects to stimulate the use of Indian languages in higher education, especially in the context of a widening linguistic divide in that sphere.</p>
<p>As a new phase in this process, we would like to explore the possible digital futures of Indian languages. Already, there have been many interesting but sporadic attempts at digitization of Indian language text resources and development of software for translation between Indian languages and a host of Indian language support platforms for web-based services. While this momentum is impressive, a lot more remains to be done, when seen against the backdrop of the surging demand for Indian language computational tools, especially those with potential for knowledge-use, that is, tools which could be used by students, teachers, researchers, media analysts, self-learners, bibliographers, librarians, archivists, collectors and the public at large.</p>
<p>The <a href="http://cis-india.org/raw/cscs-digital-innovation-fund" target="_blank">CSCS Digital Innovation Fund</a> is looking to help set up new platforms that aid in generating, processing and making available a wide range of born-digital content. Under the CDIF, the Indian Languages initiative will support the development of new technological aids, apps, software programmes, websites, DYI digitisation devices, and any other project which will enrich the digital use of Indian languages.</p>
<p>We are organising this national consultation with the intention of bringing together people who have been or would like to be involved in such initiatives. We expect each participant to make a short 10-15 minute presentation on an idea they would like to develop, to take part in the general discussions, and to offer feedback to other speakers. We hope to learn from these conversations so that our own research and initiative development will benefit from the inputs as also to contribute to the conversation in such a way that isolated practices, innovations and opportunities are given a platform for greater generalisation and scalability.</p>
<p>- <em><strong>Tejaswini Niranjana, Ashwin Kumar AP, and Tanveer Hasan</strong></em></p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/digital-futures-of-indian-languages-2015'>https://cis-india.org/raw/digital-futures-of-indian-languages-2015</a>
</p>
No publishersumandroLanguageCDIFLearningIndic ComputingResearchers at WorkEvent2016-01-15T06:10:57ZEventCall for Contributions and Reflections: Your experiences in Decolonizing the Internet’s Languages!
https://cis-india.org/raw/stil-2020-call
<b>Whose Knowledge?, the Oxford Internet Institute, and the Centre for Internet and Society are creating a State of the Internet’s Languages report, as baseline research with both numbers and stories, to demonstrate how far we are from making the internet multilingual. We also hope to offer some possibilities for doing more to create the multilingual internet we want. This research needs the experiences and expertise of people who think about these issues of language online from different perspectives. Read the Call here and share your submission by September 2, 2019.</b>
<p> </p>
<h4>Cross-posted from the Whose Knowledge? website: <a href="https://whoseknowledge.org/initiatives/callforcontributions/" target="_blank">Call for Contributions and Reflections</a></h4>
<p>The call is available in <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-AR" target="_blank">Arabic</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-PT" target="_blank">Brazilian Portuguese</a>, <a href="#en">English</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-IZ" target="_blank">IsiZulu</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-ES" target="_blank">Spanish</a>, and <a href="#ta">Tamil</a>.</p>
<p><strong>Note:</strong> This call for contributions is in a few languages right now, but we invite our friends and communities to translate into many more! Please reach out to info (at) whoseknowledge (dot) org with your translations… thank you!</p>
<hr />
<img src="https://raw.githubusercontent.com/cis-india/website/master/img/CISraw_WK-OII_DTIL-banner2.png" alt="Call for Contributions and Reflections: Your experiences in Decolonizing the Internet’s Languages!" />
<p> </p>
<blockquote>
<h4 id="en">“It’s not just the words that will be lost. The language is the heart of our culture; it holds our thoughts, our way of seeing the world. It’s too beautiful for English to explain.”</h4>
– Potawatomi elder, cited in Robin Wall Kimmerer’s “Braiding Sweetgrass.”</blockquote>
<p><strong>The problem:</strong> The internet we have today is not multilingual enough to reflect the full depth and breadth of humanity. Language is a good proxy for, or way to understand, knowledge – different languages can represent different ways of knowing and learning about our worlds. Yet most online knowledge today is created and accessible only through colonial languages, and mostly English. The UNESCO Report on ‘<a href="https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000232743&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_8df09604-0040-4b44-b53c-110207ac407d%3F_%3D232743eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000232743/PDF/232743eng.pdf#685_15_CI_EN_int.indd%3A.7579%3A23" target="_blank">A Decade of Promoting Multilingualism in Cyberspace</a>’ (2015) estimated that “out of the world’s approximately 6,000 languages, just 10 of them make up 84.3 percent of people using the Internet, with English and Chinese the dominant languages, accounting for 52 per cent of Internet users worldwide.” More languages become endangered and disappear every year; <a href="http://www.unesco.org/new/en/culture/themes/endangered-languages/atlas-of-languages-in-danger/" target="_blank">230 languages have become extinct between 1950 and 2010</a>.</p>
<p>At best, then, 7% of the world’s <a href="https://www.ethnologue.com/statistics" target="_blank">languages</a> are captured in published material, and an even smaller fraction of these languages are available online. This is particularly critical for communities who have been historically or currently marginalized by power and privilege – women, people of colour, LGBT*QIA folks, indigenous communities, and others marginalized from the global South (Asia, Africa, Latin America, the Caribbean and Pacific Islands). We often cannot add or access knowledge in our own languages on the internet. This reinforces and deepens inequalities and invisibilities that already exist offline, and denies all of us the richness of the multiple knowledges of the world.</p>
<p>Some of the issues that shape our abilities to create and share content online in our languages include:</p>
<ul>
<li>The internet’s infrastructure (hardware, software, platforms, protocols…);</li>
<li>Content management tools and technologies for translation, digitization, and archiving (voice, machine-learning systems and AI, semantic web…);</li>
<li>The experience of those who consume and produce information online in different languages (devices like cell phones and laptops, messaging tools, micro-blogging, audio-video…);</li>
<li>The experience of looking for content in different languages online, through search engines and other tools.</li></ul>
<p>Understanding the range of these issues will help us map the possibilities and concerns around linguistic biases and disparities on the internet.</p>
<p><strong>Who we are:</strong> We are a group of three research partners who believe that the internet we co-create should support, share, and amplify knowledge in all of the world’s languages. For this to happen, we need to better understand the challenges and opportunities that support or prevent our languages and knowledges from being online. The Centre for Internet and Society (CIS) is a non-profit organisation that undertakes interdisciplinary research on internet and digital technologies from policy and academic perspectives. The areas of focus include digital accessibility for persons with disabilities, access to knowledge, intellectual property rights, openness (including open data, free and open source software, open standards, open access, open educational resources, and open video), internet governance, telecommunication reform, digital privacy, and cyber-security. The <a href="https://www.oii.ox.ac.uk/" target="_blank">Oxford Internet Institute</a> is a multidisciplinary research and teaching department of the University of Oxford, dedicated to the social science of the Internet. <a href="https://whoseknowledge.org/" target="_blank">Whose Knowledge?</a> is a global campaign to centre the knowledges of marginalized communities – the majority of the world – online.</p>
<p>Together we are creating a State of the Internet’s Languages report, as baseline research with both numbers and stories, to demonstrate how far we are from making the internet multilingual. We also hope to offer some possibilities for doing more to create the multilingual internet we want.</p>
<p><strong>Why we need YOU:</strong> This research needs the experiences and expertise of people who think about these issues of language online from different perspectives.</p>
<p>You may be a person who:</p>
<ul>
<li>Self-identifies as being from a marginalized community, and you find it difficult to bring your community’s knowledge online because the technology to display your language’s script is hard to access or read</li>
<li>Works on creating content in languages that are from parts of the world, and from people, who are mostly invisible and unheard online</li>
<li>Is a techie who works on making keyboards for non-colonial languages</li>
<li>Is a linguist who tries to bring together communities and technologies in a way that is easy and accessible</li>
<li>... you may be any of these, all of these, or more!</li></ul>
<p>We are looking for your experience online to help us tell the story of how limited the language capacities of the internet are, currently, and how much opportunity there is for making the internet share our knowledges in our many different languages. Most importantly: you don’t have to be an academic or researcher to apply, we particularly encourage people experiencing these issues in their everyday lives and work to contribute!</p>
<p> </p>
<h3>Some of the key questions we’d like you to explore:</h3>
<ul>
<li>How are you or your community using your language online?</li>
<li>What do you wish you could create or share in your language online that you can’t today?</li>
<li>What does content in your language look like online? What exists, what’s missing? (<em>you might think about, for example, news, social media, education or government websites, e-commerce, entertainment, online libraries and archives, self-published content, etc</em>)</li>
<li>How and where and using what technologies do you share or create content in your language? (<em>you might think about, for example, video, audio, writing, social media, digitization…whatever formats, tools, processes or websites you use for creating oral, visual, textual, or other forms of content</em>.)</li>
<li>What is challenging to create or share on your language online? (<em>you might think about, for example, access, device usability, platforms, websites, apps and other tools, software, fonts, digital literacy, etc when developing digital archives, online language resources, or just making any presence on the web in general for your language</em>.)</li></ul>
<p> </p>
<h3>Submissions:</h3>
<p>We would love to hear about your and your community’s experiences in response to any or some of the above questions!</p>
<p>Your contribution could be in the form of a written essay, a visualization or work of art, a video or recorded conversation – we’d be happy to interview you if that’s your preference. We would be happy to accept in any language, and will review the submissions with the support of our multilingual communities and friends.</p>
<p>Are you interested in participating? Please email <strong>raw [at] cis-india [dot] org</strong> a short note (of about 300 words) by <strong>2 September at 23:59 IST (Indian Standard Time)</strong>, briefly outlining your idea along with the following information:</p>
<ul>
<li>Your name</li>
<li>Your location – both country of origin and your current location is useful!</li>
<li>Your language(s)</li>
<li>Your community or any other background you’d care to share with us</li>
<li>Which questions you’re interested in addressing, and why</li>
<li>Your prefered contribution format</li>
<li>Any requests for how we can best support your participation</li></ul>
<p> </p>
<h3>Timeline:</h3>
<ul>
<li><strong>By 2nd September 2019:</strong> Send us your submission note</li>
<li><strong>By 1st November 2019:</strong> Contributors will be notified of selection</li>
<li><strong>By 1st December 2019:</strong> First round of contributions are due. We’ll work with you to finalise contributions by mid January.</li></ul>
<p>Selected contributors will be offered an honorarium of USD 500, and their final works will be published as part of the Decolonising the Internet – Languages Report, in early 2020.</p>
<hr />
<h2 id="ta">பங்களிப்பதற்காக அழைப்பு இணைய மொழி ஆதிக்கச் சூழலை மாற்றியதில் உங்கள்அனுபவம்!</h2>
<p> </p>
<blockquote>
<h4>“மொழி அழிவால் சொற்கள் மட்டும் அழிவதில்லை. நம் பண்பாட்டின் சாரமே மொழி தான். மொழியே நம் எண்ணங்களை வெளிப்படுத்துகிறது. இவ்வுலகத்தை நாம் காண்பதும் மொழிவழியே தான். ஆங்கிலத்தால் அதை ஒருக்காலும் வெளிப்படுத்த முடியாது.”</h4>
– போட்டோவாடோமி எல்டர் (ராபின் வால் கிம்மெரார் எழுதிய ‘பிரெயிடிங் சுவீட்கிராஸ்’ என்ற நூலில் இருந்து)</blockquote>
<p><strong>சிக்கல்:</strong> மனித குலத்தின் பரந்துவிரிந்த பண்பாட்டுச் சூழலை வெளிப்படுத்தும் அளவுக்கு இன்றைய இணையம் பன்மொழிச் சூழல் கொண்டதாய் இல்லை. தகவல்களை அறிந்துகொள்வதற்கு மொழி ஒரு கருவியாய் இருக்கிறது. ஒவ்வொரு மொழியும் உலகத்தை வெவ்வேறுவிதத்தில் காட்டத்தக்கன. இருந்தபோதும், பெரும்பாலான அறிவுசார் தளங்கள் ஆதிக்க மொழிகளில், குறிப்பாக ஆங்கிலத்தில் அதிகளவில் இருக்கின்றன. ‘இணையவெளியில் பன்மொழிச் சூழலைக் ஊக்குவிக்க பத்தாண்டுகளில் எடுத்த முயற்சி’ (2015) என்ற யுனெசுகோ அறிக்கையில் குறிப்பிட்டுள்ளதாவது: “உலகில் பேசப்படும் சுமார் 6,000 மொழிகளில், வெறும் 10 மொழியை பேசுவோர் மட்டுமே இணையத்தின் 84.3 சதவீதம் பேராக உள்ளனர். இவற்றில், ஆங்கிலமும் மாண்டரின் சீனமும் பேசுவோர் மட்டும் 52 சதவீதத்தினர் என்பது குறிப்பிடத்தக்கது.” ஒவ்வொரு ஆண்டும் அதிகளவிலான மொழிகள் அருகி, அழிந்து வருகின்றன. 1950 – 2010 ஆகிய ஆண்டுகளுக்குள் 230 மொழிகள் அழிந்திருக்கின்றன</p>
<p>எல்லா உள்ளடக்கத்தையும் கணக்கில் எடுத்தால் கூட, உலகின் 7% மொழிகளில் தான் ஆக்கங்கள் இருக்கின்றன. இவற்றில் சிலவே இணையத்தில் கிடைக்கின்றன. முற்காலத்தில் ஒடுக்கப்பட்டிருந்த பழங்குடியின சமூகத்தினர், அடக்குமுறைக்கு உட்பட்டிருந்த பெண்கள், நிறவெறிக்கு உட்பட்டிருந்தோர், மாற்று பாலின கருத்தியல் கொன்டோர் ஆகியோருக்கான ஆக்கங்கள் வெகு சில. பெரும்பாலானோர் இணையத்தில் தம் தாய்மொழியில் தகவல்களை தேடிப் பெற முடிவதில்லை. தம் மொழியில் கிடைக்கப்பெறாத பெரும்பாலானோருக்கு இவ்வுலகைப் பற்றிய அறிவுசார் ஆக்கங்கள் மறுக்கப்பட்டு, சமமின்மை வெளிப்படுகிறது.</p>
<p>நம் மொழியிலேயே இணையத்தில் ஆக்கங்களை உருவாக்குவதிலும் பகிர்வதிலும் சில சிக்கல்களை எதிர்நோக்குகிறோம். அவை:</p>
<ul>
<li>கட்டமைப்பு வசதிக் குறைபாடு : வன்பொருள், மென்பொருள், இயங்குதளம், மரபுத்தகவு</li>
<li>உள்ளடக்க மேம்பாட்டுக் கருவிகளும் தொழில்நுட்பங்களும் போதிய அளவில் இல்லாமை: மொழிபெயர்ப்புக் கருவி, மின்மயமாக்கக் கருவி, சேமிப்பகம், செயற்கை நுண்ணறிவு, குரல்வழி உள்ளடக்கம்</li>
<li>இணையத்தில் பொருட்களை வாங்கிப் பயன்படுத்துவோரின் கருத்துக்களோ, பொருட்களைப் பற்றிய தகவலோ, இணையச் செயலிகளான செய்தியனுப்பல், வலைப்பூ போன்றவையோ தம் மொழியில் இல்லாமை</li>
<li>தேடுபொறிகளையும் பிற கருவிகளையும் கொன்டு வெவ்வேறு மொழிகளில் ஆக்கங்களைத் தேடிப் பழக்கம் இல்லாமை</li></ul>
<p>இச்சிக்கல்களைப் புரிந்துகொள்வதன் மூலம், இணையத்தின் பன்மொழிச் சூழலுக்கான தேவைகளையும் அவற்றிற்கான குறைநிறைகளையும் சரிப்படுத்திக்கொள்ள முடியும்.</p>
<p><strong>நாங்கள் யார்?:</strong> உலக மொழிகளிலான ஆக்கங்கள் இணையவெளியில் இடம்பெற உதவவும், ஊக்குவிக்கவும் மூன்று ஆய்வு நிறுவனங்கள் கைகோர்த்துள்ளோம். இதை நடைமுறைப்படுத்துவதற்கு முன், நாம் எதிர்கொள்ளும் சிக்கல்களையும் பெறக்கூடிய வாய்ப்புகளையும் நன்கு அறிந்துகொள்வது அவசியம் என உணர்ந்தோம்.</p>
<p>1. சென்டர் ஃபார் இன்டர்நெட் அன்ட் சொசைட்டி (the Centre for Internet and Society or CIS) என்ற தன்னார்வல நிறுவனம், இணையத்தையும், மின்மயமாக்கத் தொழில்நுட்பங்களையும் பற்றிய ஆய்வுகளை கொள்கை நோக்கிலும், கல்விசார் நோக்கிலும் செய்கிறது. உடற்குறைபாடு உடையோருக்கு மின்மயமாக்கிய உள்ளடக்கம், அறிவைப் பெறும் சூழல், அறிவுசார் சொத்துரிமை, திறந்தவெளி ஆக்கங்கள், இணையவழி ஆளுகை, தொழில்நுட்பச் சீர்திருத்தம், இணையவெளியில் தனியுரிமை, இணையவெளிப் பாதுகாப்பு போன்ற தலைப்புகளில் இந்நிறுவனம் கவனம் செலுத்துகிறது.</p>
<p>2. ஆக்சுபோர்டு இன்டர்நெட் இன்ஸ்டிடியூட் என்ற ஆய்வு நிறுவனம் ஆக்சுபோர்டு பல்கலைக்கழகத்தைச் சேர்ந்தது. இது இணையச் சமூகத்துக்காகவே தனித்துவமாக உருவாக்கப்பட்ட துறை.</p>
<p>3. ஹூஸ் நாலெட்ஜ் என்ற இயக்கம், உலகளவில் ஒடுக்கப்பட்ட சமூகங்களின் அறிவுசார் ஆக்கங்களை இணையவெளியில் கொண்டு வர முயற்சி எடுக்கிறது.</p>
<p>நாங்கள் மூவரும் இணைந்து, இணையத்தில் பயன்பாட்டிலுள்ள மொழிகளைப் பற்றிய ஆய்வறிக்கையை தயாரிக்கிறோம். புள்ளிவிவரங்களையும், தகவல்களையும் வெளியிட்டு, பன்மொழிச் சூழலில் எந்தளவு பின்தங்கி இருக்கிறோம் என்பதை உணர்த்த உள்ளோம். இணையவெளியில் ஆக்கங்களை வெளியிட எங்களால் முடிந்த சில வாய்ப்புகளையும் வழங்க உள்ளோம்.</p>
<p><strong>உங்கள் உதவி எங்களுக்கு தேவைப்படுவதன் காரணம்:</strong> இத்தகைய சிக்கல்களை எதிர்நோக்கி வருவோரின் அனுபவங்களையும், அவர்கள் முயன்ற தீர்வுகளையும் பற்றி அறிந்துகொள்வதே இவ்வாய்வின் நோக்கம்.</p>
<p>நீங்கள்,</p>
<ul>
<li>ஒடுக்கப்பட்ட சமூகத்தைச் சேர்ந்தவராக உணர்ந்தாலோ, உங்கள் சமூகத்தின் அறிவுசார் உள்ளடக்கங்கள் இணையவெளியில் கிடைப்பதில்லை என்று கருதினாலோ, உங்கள் மொழி எழுத்துவடிவங்கள் அணுகவும், படிக்கவும் ஏற்றவகையில் கணினிமயமாக்கப்படவில்லை என்று உணர்ந்தாலோ,</li>
<li>தொழில்நுட்பராக இருந்து, ஆதிக்கத்துக்கு உட்பட்டோரின் மொழிகளுக்காக விசைப்பலகைகள் செய்பவராக இருந்தாலோ,</li>
<li>மொழியியலாளராக இருந்து, பல்வேறு சமூகங்களை ஒருங்கிணைத்து, தொழில்நுட்பத்தை அவர்களுக்கு புரியும் வகையிலும், அணுகும் வகையிலும் கிடைக்கச் செய்தாலோ,</li>
<li>… உங்களைத் தான் தேடிக் கொன்டிருக்கிறோம்!</li></ul>
<p>உங்கள் இணையவெளி அனுபவங்களை எங்களுக்கு தெரிவிப்பதன் மூலம், ஒவ்வொரு மொழிச் சமூகத்தின் நிலையையும் நாங்கள் அறிந்துகொள்ள உதவியாக இருக்கும். அத்துடன், எத்தகைய வாய்ப்புகளை ஏற்படுத்தித் தரலாம் என்றும் நாங்கள் சிந்திக்க உதவியாய் இருக்கும்.</p>
<p> </p>
<h3>உங்களிடம் நாங்கள் கேட்க விரும்பும் சில கேள்விகள்:</h3>
<ul>
<li>நீங்களும், உங்கள் மொழிச் சமூகத்தினரும் இணையவெளியில் உங்கள் மொழியை எப்படி பயன்படுத்துகிறீர்கள்?</li>
<li>இன்றைய நிலையில், இணையவெளியில் உங்கள் மொழியைக் கொண்டு செய்ய முடியாதது இருப்பின், அதற்கு என்ன செய்ய விரும்புவீர்கள்?</li>
<li>இணையவெளியில் உங்கள் மொழியில் என்னென்ன ஆக்கங்கள் இருக்கின்றன, எவை இல்லை? (எடுத்துக்காட்டாக, செய்திகள், சமுக வலைத்தளம், கல்விசார் உள்ளடக்கம், அரசுசார் உள்ளடக்கம், மனமகிழ் வீடியோக்கள், இணையவழி கற்றல், போன்றவை)</li>
<li>உங்கள் மொழியில் ஆக்கங்களை படைப்பதற்கு எந்த தளத்தை நாடுவீர்கள், எந்த தொழில்நுட்பத்தை பயன்படுத்துவீர்கள்? (எ.கா : ஒளி, ஒலி, உரை, உரைநடை ஒழுங்கமைவு, பிழைத்திருத்திக் கருவி போன்றவை)</li>
<li>உங்கள் மொழியில் எழுதுவதற்கோ, பகிர்வதற்கோ முயலும் போது என்னென்ன மாதிரியான சிக்கல்களை இணையவெளியில் சந்திக்கிறீர்கள்? (எ.கா: அணுக்கம் இன்மை, கருவியில் எழுத்துரு ஆதரவின்மை, பிழை திருத்த கருவி இன்மை)</li></ul>
<p> </p>
<h3>ஆய்வேடு சமர்ப்பித்தல்:</h3>
<p>மேற்கண்ட கேள்விகளுக்கு உங்கள் சமூகத்தினரிடமும், உங்களிடமும் அனுபவம் மூலம் விடை கிடைத்திருக்கும் என நம்புகிறோம். அவற்றைப் பற்றி தெரிந்து கொள்ள விரும்புகிறோம்!</p>
<p>கட்டுரையாகவோ, கலைப்படைப்பாகவோ, பதிவு செய்யப்பட்ட ஆவணமாகவோ, வேறு வடிவிலோ உங்கள் படைப்புகள் இருக்கலாம். நீங்கள் விரும்பினால் உங்களை பேட்டி காணவும் தயாராக இருக்கிறோம். உங்கள் படைப்புகள் எந்த மொழியில் இருந்தாலும் ஏற்போம். எங்களிடமுள்ள பன்மொழிச் சமூகத்திடம் உங்கள் படைப்புகளை கொடுத்து அவற்றை சீராய்வு செய்யச் சொல்வோம்.</p>
<p>உங்களுக்கு பங்கேற்க விருப்பமா? raw@cis-india.org என்ற மின்னஞ்சல் முகவரிக்கு, செப்டம்பர் இரன்டாம் தேதிக்கு முன்னர் அனுப்புக. 300 சொற்களுக்கு மிகாமல், கீழ்க்காணும் விவரங்களைக்</p>
<ul>
<li>உங்கள் பெயர்</li>
<li>இருப்பிடம் – பிறந்த நாடும், தற்போது வாழும் நாடும்</li>
<li>உங்கள் மொழி(கள்)</li>
<li>உங்கள் சமூகத்தினரைப் பற்றிய தகவல் (அ) நீங்கள் விரும்பும் சமூகத்தினரைப் பற்றிய தகவல்</li>
<li>எந்தெந்த கேள்விகளுக்கு பதிலளிக்க விரும்புகிறீர்கள், ஏன்</li>
<li>உங்கள் படைப்பு எந்த வடிவில் உள்ளது</li>
<li>உங்கள் பங்களிப்பை மேம்படுத்தல் நாங்கள் ஏதும் செய்ய வேண்டுமா</li></ul>
<p> </p>
<h3>காலகட்டம்:</h3>
<ul>
<li><strong>2 செப்டம்பர், 2019:</strong> உங்கள் படைப்புகள் எங்களை வந்தடைய வேண்டிய கடைசி நாள்</li>
<li><strong>1 நவம்பர், 2019:</strong> தேர்ந்தெடுக்கப்பட்ட படைப்பாளர்களிடம் விவரம் தெரிவிக்கப்படும் நாள்</li>
<li><strong>1 திசம்பர், 2019:</strong> முதற்கட்ட பங்களிப்பு நடைபெறும். பங்களிப்பை ஜனவரி மாத மத்தியில் முடிக்க முயற்சி செய்வோம்.</li></ul>
<p>தேர்ந்தெடுக்கப்பட்ட படைப்பாளிகளுக்கு 500 அமெரிக்க டாலர்கள் ஊக்கத்தொகையாக வழங்கப்படும். நாங்கள் தயாரிக்கும் அறிக்கையில் அவர்களின் படைப்பு வெளியிடப்படும்.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/stil-2020-call'>https://cis-india.org/raw/stil-2020-call</a>
</p>
No publishersneha-ppLanguageResearchResearchers at WorkDigital KnowledgeDecolonizing the Internet's LanguagesFeaturedState of the Internet's LanguagesDigital HumanitiesHomepage2019-08-07T12:29:25ZBlog Entry