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Hindko and Gujari. c - SIL International

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186<br />

Calinda E. Hallberg <strong>and</strong> Clare F. O’Leary<br />

longer duration, the rest reporting shorter Urdu conversations or<br />

none at all. Only one subject reported never using <strong>Hindko</strong> for<br />

conversations in Balakot, while 57 percent report none in Urdu.<br />

Conversational Domains for <strong>Hindko</strong><br />

The domains of use for <strong>Hindko</strong> pattern similarly to those<br />

discussed for Urdu: <strong>Hindko</strong> is not reported to be used within the<br />

Gujar community, but is used between Gujars <strong>and</strong> non-Gujars in<br />

the Hazara area. Thirteen percent reported never using <strong>Hindko</strong> in<br />

Mittikot, whereas all but one reported using it for conversations<br />

in Balakot. The large majority report that their longest <strong>Hindko</strong><br />

conversations were with shopkeepers in Balakot, many also<br />

reporting that they use <strong>Hindko</strong> with their l<strong>and</strong>lord. Three<br />

reported long conversations with the local imam in <strong>Hindko</strong>. The<br />

topics reported were appropriate to the interlocutors listed, <strong>and</strong><br />

reflect the need to use <strong>Hindko</strong> as a local lingua franca.<br />

4.4 Comparative Patterns of Multilingualism in Peshmal<br />

<strong>and</strong> Mittikot<br />

4.4.1 Relative Urdu Proficiency <strong>and</strong> Use<br />

In both Gujar communities under investigation, evidence<br />

indicates that, compared to the local languages of wider<br />

communication, Urdu proficiency was generally lower <strong>and</strong> Urdu<br />

use was less frequent. Neither the Peshmal data, nor the Mittikot<br />

data indicate widespread high levels of proficiency in Urdu.<br />

However in both communities, Urdu proficiency was<br />

significantly affected by education, with only those subjects in<br />

the highest education group attaining consistently higher scores<br />

on the Urdu sentence repetition test.<br />

The levels of Urdu proficiency for each community are<br />

displayed in figure (27), according to percents of more educated<br />

subjects versus lesser educated <strong>and</strong> uneducated subjects at each<br />

projected Reported Proficiency Evaluation level. Because no<br />

significant differences were found between Urdu proficiency<br />

levels of uneducated subjects <strong>and</strong> lesser educated subjects (with

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