Malabar History journal

Origin of bilingualism

The Arabic language is believed to have spread before the arrival of Islam, chiefly through the Arabs from Hadaramawt, Yemen, who settled in small coastal colonies. They maintained close relationships with the locals, which resulted in strong cultural exchanges. These exchanges created a favourable environment for the widespread adoption of Arabic in Malabar and the natural growth of the Islamic faith. This was even believed to have contributed to the origin of the Arabi-Malayalam language.

Cultural Significance of Arabic

The importance of Arabic among the Mappila community is evident through it being taught at educational institutions across villages, and with many schools in the Malabar region offering Arabic as an optional second language. The learning of Arabic has also facilitated the preservation and propagation of Islamic teachings, ensuring their proper transmission.

Several institutions further enhanced bilingualism among Mappilas, which are :

Othupalli: Othupalli, initially established to teach the basics of Quranic teachings and prayers, became a stepping stone for Arabic learning. These institutions were later transformed into Madrasas, providing a more formal education in Arabic and Islamic principles.

Dars: Dars, attached to mosques, offered higher-order Arabic learning. Students received free residential education, with support from local families providing food and clothing.

Vayalu: Vayalu involved night-time speech series, where scholars addressed the public, including women, on Islamic ideologies. These sessions were supported through unique methods, such as auctions of simple items, symbolizing virtuous contributions to sacred knowledge.

Centres of Higher Learning: Port cities like Ponnani, Kodungalloor, and Kozhikkode housed ancient centers for Higher Arabic education. These centres attracted students from various countries, enabling cultural exchange and enriching the community’s linguistic diversity.

The convergence of formal, non-formal, and lifelong learning efforts among Mappilas has contributed to their bilingualism. Arabic proficiency allowed for a deeper understanding of Islamic ideologies and created a strong identity among the community. The Mappilas’ knowledge of both languages enriched their culture and played an essential role in preserving their heritage and traditions.

References

• C., Saidalavi. (2013). A sociolinguistic evaluation of Arabi-Malayalam (Doctoral thesis, Department of Studies in Linguistics, University of Mysore).
• Cheerangote, S. (2012). “An analysis on hybridization in Arabi Malayalam.” International Review of Social Sciences and Humanities, 3(1). Accessed on August 31, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c305a5a2d894a9ceeeee2497962069f01f6fddd4
• Cheerangote, S. (2018). Contact-induced elements in Arabi-Malayalam. Language in India, 18. Accessed on August 31, 2023, from http://languageinindia.com/may2018/saidalaviarabimalayalamcontactinduced2.pdf
• Cheerangote, S. (2018). “An analysis of the outcomes of language contacts: With special reference to Arabi-Malayalam.” Journal of Linguistics, Literature and Language Teaching, 8(2). Accessed on August 31, 2023, from https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/5004/2351