Progress on Kannada Duolingo

I recently completed a preliminary version of the Kannada Duolingo course by creating a course on Memrise. If you don’t know, Duolingo is a language learning site and application available on computers, iOS, and Android. Duolingo provides free language instruction to anyone who has a computer or a smartphone. This is a revolutionary service, since it is extremely accessible and democratic. The courses rely contributors from around the world to improve and revise the courses, using a cloud-based system. Naturally, they do screen contributors for genuine knowledge of the language in question and commitment. Now, there are already a few courses on Duolingo that teach minority or at least non-mainstream languages, including Welsh, Irish, Romanian, and Polish. Duolingo’s service is an important tool for ethnic groups around the world to preserve their languages and inform the world. However, because Duolingo is not working on languages that require learners to learn a new script to read the language, languages like Chinese, Japanese, and Hindi are significantly delayed. Duolingo also relies on its employees’ internal knowledge of the languages. I am pushing for Duolingo to create a course for Kannada, so as to preserve the language of the Kannada-speaking community, particularly in expatriate communities.

Memrise is another useful service for language learners, and has a simple but very accessible way for people to write their own courses. The Kannada learning course that I wrote and recorded is up and running already! You can check it out here:

I’m considering putting up the full text as a textbook at some point, but I’m having some people review at the moment. Please keep an eye out!

A Duolingo Course in the Works

Sorry for not having posted in so long! I’ve been very busy with studying and schoolwork in general, so I haven’t been the blog as much as I should. As I mentioned in a previous post, I thought it would be a great idea to create a Duolingo Course for minority languages. As it happens, for the past two months, I’ve been writing a Kannada Duolingo course curriculum, and I recently finished the first draft of it. Hopefully, the beta will be up sometime this year, assuming we can get clearance to actually start the course.

For those of you who do not know, Kannada is a South Indian Dravidian language, related to Telugu, Malayalam, and Tamil. It is spoken in the state of Karnataka, India as an official language alongside Hindi and English. The primary focus of this course is not for Indians living in India, but rather expatriate families living abroad. When I was growing up, there were very few opportunities to learn my mother tongue aside from my parents. Many parents wish to impart their mother tongue to their children that grow up in the United States, and try to send them to classes that will help them learn. However, sometimes, the only classes available are non-secular (as was the case in my area), to which some Indian parents would rather not send their children. My effort to create a Kannada Duolingo course is to provide a secular alternative to provide Kannada language education to Kannadiga Americans as well as other Kannadigas born outside of India.

I can’t exactly reveal all the details, but I would greatly appreciate it if you can share this post so that it reaches a lot of people, including interested contributors to the course! If you want to contribute to the Kannada Duolingo course, apply to be a moderator at, by clicking “Contribute to a Course”. This way, we can speed along this project. It is unfortunate that the staff of Duolingo have actually stated: “the reason [they] don’t teach a lot of Asian languages is we are now sticking to languages that don’t require explaining a whole new alphabet”, said Gina Gotthilf. Also, “The choice of languages being added to the incubator depends on a lot of factors including Duolingo’s internal knowledge of them”according to the Duolingo wiki. I can assume that Kannada will be more easily done, since Hindi is already in the incubator, and they are teaching the alphabet. I highly encourage the Kannada Kootas of the United States to come together and increase demand for the creation of a course for our mother tongue. I’m currently in New York City, but my home is in the Bay Area of California, so if any of the Kootas are interested in contacting me, I’ll be in one of those two areas. To contact me, you can use the “Contact Me” tab at the top of the page.

I will be trying to write more posts soon, so please keep reading! Don’t forget to share this post wherever you can!

Duolingo: Hope for Minority Languages?

Recently, I had a conversation with one of my friends about the reason some languages die out or fade into obscurity among certain populations. In the United States, many children of immigrants do not grow up speaking the language of their parents. This can be attributed to a variety of reasons, including a fear of persecution, a desire for the children to have better competence in English, or the idea that the mother tongue is “useless”. I’m not going to discuss these reasons at length; that’s for another post. The topic at hand is the use of Duolingo to teach children languages. It has a reasonably entertaining interface with which children can interact and learn. A few different non-mainstream languages are already on Duolingo, including Polish, Norwegian, and Turkish.

Duolingo’s presence as a language-learning application has great significance for those attempting to protect minority languages. The Incubator function allows open source contributions to develop courses that people can use to learn. If motivated and enabled speakers of, say, Quechua, we’re so inclined, they might be able to build a course. As mentioned in Ineptitude’s post on Duolingo and Conlangs, there is nothing to stop contributors so long as there is demand and people willing to build these courses. For the purposes of reviving and protecting languages, this is a great tool, because many children across the world are leading lives more and more integrated with technology. By introducing children to Duolingo from an early age, people can promote language literacy and proficiency in children greatly. For immigrant parents, it could mean the difference between their children being disconnected from or more in touch with their culture. 

I am actually planning to discuss such a project with my regional Kannada Koota, which is a sort of convention or organization for Kannada speakers in the United States. Their mission is to preserve and promote the Kannada language. If young Kannadiga Americans are able to learn Kannada through an entertaining app that fits in well with their lifestyle, it will be highly beneficial to the preservation of our language abroad.

Minority languages without writing systems or formalized traditions are often said to be disadvantaged by the advancement of technology, but that doesn’t have to be true if people are motivated to protect and preserve them. If you have any thoughts on this, please share them in the comments.

Documenting a Language

About two months ago, my grandparents arrived from India to celebrate my graduation from high school, and with them, they brought me an opportunity to practice Kannada. However, more interesting than that, was that I found that my grandparents spoke yet another language, called Sankethi. Sankethi descends from Madurai Tamil, and the migration of many Tamilians from Sengottai and Madurai facilitated the formation of this language. Sankethi is spoken by two communities in Karnataka. The two varieties are Kaushika and Bettadpura, where Kaushika Sankethi has grown away from Tamil the most.

Due to the dearth of information on Sankethi on the internet, such as the rather sparse information given in the Wikipedia article, I decided to document Sankethi for linguistic purposes. From what I’ve seen, it is merely acknowledged that Sankethi exists. As it happens, my grandparents speak Kaushika Sankethi, and I have extended family members who speak Bettadpura Sankethi. Currently, I’m getting Kaushika Sankethi done. I’ve been recording lists of nouns, verbs, and particles, as well as verb forms. Granted, it might be incomplete, as I’m assuming that grammar is almost identical to that of Kannada and Tamil. In the future, I’d like to submit the document to a linguistics professional and see if it’s a valid set of information. I’m not going to post the full document at the moment, seeing as it’s incomplete and I’d like to proofread it a few times, once it’s nearing completion.

In my search for info on Sankethi, I also discovered that there exists a Dravidian language in Pakistan, called Brahui. It borrows heavily from Arabic and Persian vocabulary, to the point that I can’t even pick out what’s supposed to be Dravidian. The Brahui language seems like it would be interesting to research, so I’d like to study it in the future, if someone doesn’t beat me to it first! If you’re interested in hearing what it sounds like, there’s a video published by the Brahui Language Board, at the University of Balochistan: Oddly enough, it used to be written in the Arabic script, but now it is written in a modified Latin script, much like Vietnamese’s current form.

If you, a relative, or a friend speaks a language with little documentation, you should try to write down as much information as you can. Minority languages with little to standardization and smaller communities are much more susceptible to language death. Even if the language will die in the future, there is no wrong in trying to keep it alive. Giving up is what really kills a language. I am thankful that there is enough literature and information on Kannada that if I was so unable to teach my children, I could send them to a school where they could learn. However, some other languages, like Sankethi or Brahui, are not so fortunate.

I’ll be posting more updates on my research and I hope you found this interesting! Don’t forget to share this on Facebook and Tumblr!