L’IMAGE comic series: Maham’s story

Alt-Text with long description

 

Content Note: Discussion of British India Partition in the infographic, and brief mention of lives lost as a result of Partition on p.2 of the infographic (no details are discussed). 

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COMIC

 

 

[Page 1, Title Page]

Upper left corner of page reads: UofT L’IMAGE Project: Language, Identity, Multiculturalism and Global Empowerment

 

Subtitle over light blue box: The lived experiences of real multilingual students at U of T

 

Title over bright red box: Maham’s story**

 

Under the title banners, the character Maham smiles at the readers. Maham has medium skintone and is wearing a dark navy blue hijab and a brown top. She is wearing square glasses. Maham has what some people might describe as a “downward turned smile”.

 

Bottom left corner of page shows the University of Toronto logo.

 

Bottom right footnote: **Some stories in the L’IMAGE comic series employ pseudonyms at the request of the featured student.

 

[Long description of text and images in the comic strip:

The comic strips in the L’IMAGE comic series uses the font Ames, which is the standard font for comics. Ames is an all-caps font. However, Alt-Texts for this project are not written in all-caps so that they will be more accessible for screen readers.

The comic artist for the series is Dr. Ai Taniguchi. Her drawing style can be described as: Japanese manga inspired, cute, large eyes, intentionally sketchy and unpolished line art, simplified, expressive. The comic strips are all digital, but she uses a pen that mimics the line weight of a traditional fountain pen. Her line art is on average 0.5mm in width (relatively thin), but the line weight varies and looks hand-drawn.

The title page of each comic strip is in color. It has a University of Toronto color scheme: navy blue, light blue, and bright red. The background is white with a navy blue frame. The references and acknowledgements page and the “About the L’IMAGE project” page also have this University of Toronto color scheme.

The comic strips themselves are black and white, and employ digital screen tones for shading and backgrounds. Narrations are written inside rectangular boxes, unless otherwise noted.]

 

[Page 2]

 

Top panel 1: Maham is waving with her left hand and smiling at the readers. There are small decorative, doodles of flowers around her head, depicting happiness and/or friendliness.

 

Maham’s narration: Hi! My name is Maham. I’m a second-year student at UTM.

 

Top panel 2: A young Maham is seen with a blank expression, mouth slightly agape. She is holding what looks like a hand-held briefcase or suitcase. The young Maham is not wearing a hijab. She has dark, straight, bob-length dark hair that frames her face, and her bangs are pulled up into a very high ponytail with a scrunchie. This hairstyle makes her look kind of like a cute pineapple.

 

Maham’s narration: I moved to Canada from Pakistan when I was 7. I speak Urdu, Punjabi, and Enlgish!

 

Bottom panel 1: The background features a snapshot from Lahore, Pakistan. The Minar-e-Pakistan twoer is visible.

 

Maham’s narration: Urdu (alongside English) is an official language of Pakistan. So back in Paksitan, my schooling was in Urdu. Pujabi is the regional language of the province of Punjab in Pakistan.

 

Bottom panel 2: Three people are smiling at the readers. From left to right: it is a middle aged man who is probably Maham’s father, an elderly woman who is probably Maham’s grandmother, and a middle aged woman who is probably Maham’s mother. The middle aged man has facial hair and has short, slightly wavy hair. The elderly woman is wearing a hijab loosely and we can see her hairline; she is wearing rectangular glasses. The middle aged woman is wearing a hijab more closely around her head and neck.

 

Maham’s narration: Both of my parents are fluent in Punjabi and Urdu. My دادی [alt-text note: this is written in Punjabi using the Shahmukhi script] (= dadi, grandma), who lives with us, only speaks Punjabi.

 

[Page 3]

 

Top panel 1: Present-day Maham is seen in the corner gesturing towards a narration box to her left. The background shows a city scape with what looks like a modern highway; it’s probably Lahore.

 

Maham’s narration: I aws born in Lahore, Punjab, where Urdu used a lot outside of school, too. So that’s why I’m more fluent in Urdu than Punjabi. My parenst mostly speak to me in Urdu at home. I mainly use Punjabi with my grandma.

 

Top panel 2: The background is just plain screentone (so it’s just shaded).

 

Maham’s narration: You might be wondering: Why do my Punjabi-speaking parents speak Urdu to me?

 

Bottom panel 1: The background shows a school crossing sign at what looks like an urban but forested area of Pakistan, maybe a street close to a park. There is a car seen coming towards us in the background.  The school crossing sign is rectangular and has an octagon stop sign at the top, and a silhouette of two people crossing a street. Underneath that, there is writing in Urdu, in Nastaliq style script. Below the Urdu script, it says in English in all caps, “school crossing”.

 

Maham’s narration: So basically, Urdu is associated with a lot of social power and esteem in Pakistan: it’s the national language, it’s the language of formal education, etc.

 

Bottom panel 2: We see a large grassy field in the background; it can be inferred that it is the countryside in Punjab, Pakistan. We see a black silhouette of grass in the foreground, the tips of which are on top of the narration box.

 

Maham’s narration: Punjabi, which does not have official status in the nation (only at the provincial level), is looked at negatively by some people.

 

[Page 4]

 

Top panel 1: We see the side view of the elderly woman from earlier, who we can infer is Maham’s grandmother. She is saying something.

 

Maham’s narration: It’s heart breaking to hear dadi say things like:

 

Maham’s grandmother’s speech bubble: What would I know, I can’t even speak Urdu, so…

 

Top panel 2: A simple shaded background with just screentone.

 

Maham’s narration: I think Punjabi is a cool language, and being ethnically Punjabi, I have a lot of pride in the language. I think it’s unfair to judge people negatively so quickly just because of the language(s) they know or don’t know.

 

Bottom panel 1: There is a light-skinned woman with light-colored hair wearing a plaid top. It’s probably Maham’s elementary school teacher. Hand-written text depicting her speech reads, “We have some concerns about Maham…”

 

Maham’s narration: Speaking of which… when I first arrived in Canada, my Canadian elementary school teachers seriously thought that I was having major issues with learning English.

 

Bottom panel 2: We see the young Maham with pineapple hair again. She has a slightly comical neutral expression.

 

Maham’s narration: Day 1 in Canada, I barely knew any English. I was put in an ESL (English as a “Second” Language) class, of course.

 

[Page 5]

 

Top panel 1: A simple shaded background with just screentone.

 

Maham’s narration: After a few months, I was actually beginning to understand English pretty well. But the thing is: I worried about saying the wrong things na being made fun of. I didn’t want to speak at school until I felt comfortable.

 

Top panel 2: We see three scenes from Maham’s elementary school life. In the first, she is sitting at a desk. In the second, she is kicking a ball. In the third, she seems to be eating a chocolate chip cookie. She has a slightly comical blank expression in all three, and in the first two her mouth is not drawn.

 

Maham’s narration: So basically my entire first year in Canada…

 

Bottom panel 1: The young Maham staring at the readers with a neutral expression. Her mouth is shut and is drawn as a horizontal line.

 

Maham’s narration: … I went without saying anything in English at school.

 

Bottom panel 2: A girl who is not Maham is smiling vibrantly with her mouth open. She has long lashes, is wearing small hoop earrings, and a headband. Her hair is dark, straight, and is medium length.

 

Maham’s narration: When I wanted to communicate with teachers, I often recruited the help of a classmate who happened to know some Urdu.

 

[Page 6]

 

Top panel 1: Maham is seen whispering to the classmate that was introduced on the previous page.

 

Maham’s narration: I would whisper to her in Urdu…

 

Top panel 2: Maham’s classmate is seen raising her left hand and smiling. She’s looking at someone off-screen.

 

Maham’s narration: … she would translate it into English…

 

Top panel 3: Maham’s classmate is seen talking to the teacher wearing a plaid top from earlier, who is standing and has her hands places on bent knees. Maham’s classmate is saying, “She wants to know if there’s a quiz this week”

 

Maham’s narration: … And then she would tell the teacher lol.

 

Bottom panel 1: A comically depicted Maham has her left hand on her forehead (as if she has a headache), and her right brow is furrowed. She is sort of looking into the distance. Her facial expression is neutral except for the furrowed brow. She is seen saying “ کیا؟  girl that is not what I said (emphasis on not)”. The first word is “kiya?”written  in Punjabi. Punjabi speakers would recognize it as meaning “what?”.

 

Maham’s narration: Sometimes, she got the translation wrong (forced smile emoticon). (…… I knew because I could understand English just fine (skull emoji)).

 

Bottom panel 2: Maham’s mother is talking on a landline phone. She has a comically shocked and disturbed face. Manga effects show that she is shocked in a negative way. Hand-written text depicting her speech reads, “What do you mean she doesn’t know any English?!”. There is young Manham behind her saying, “Mom what’s for dinner” in English.

 

Maham’s narration: Anyway because of this, everyone at school thought I didn’t know how to speak English for the longest time. I spoke English with my sisters at home, so my parents were confused when teachers told them that I “didn’t speak English”!

 

[Page 7]

 

Top panel 1: A simple shaded background consisting of just screeentone.

 

Maham’s narration: but then, one fateful day… My teacher was handing marked tests back in class. When I got my test back, I didn’t hear the teacher’s instructions about where to put the test after looking at it.

 

Top panel 2: Young Maham is at a desk and is holding a piece of paper, probably the test that she got back, and her mouth is open. To her left, there is a light-skinned student with light-colored hair put in a ponytail. She has an extremely comical expression of shock. Her eyes and mouth are wide open, and both of her elbows are bent in front of her and her hands are open.

 

Maham’s narration: So I said to a classmate:

 

Maham’s speech bubble: Hey, where do we put this?

 

 

 

Bottom panel 1: The panel is split into three panels using two thick slightly angled horizontal lines. The drawings in this panel are drawn using a thicker line width than Ai’s usual style, and therefore has a lot of visual impact. The background consists of very large screentones as well, and it is very “comic-y” in that sense. The top panel shows a close up of the ponytailed classmate’s from the previous panel. There are double exclamation points next to her, depicting her shock. The second panel shows a close up of a comical depiction of Maham’s teacher wearing a plaid top --- she has an expression of shock similar to Maham’s classmate. There is a question mark and an exclamation mark next to her, depicting her surprise and confusion. Finally, the third and bottom panel shows a close up of young Manahil with a neutral expression. Her mouth is not drawn. A single question mark next to her depicts her calm confusion of the other two’s reaction.

 

Bottom panel 2: A flat, rectangular-shaped building with a set of doors and four windows, with the word “school” written above the doors in all caps, is jumping off of the ground. A shouting speech bubble above the school reads, “she spoke!!” in all caps.

 

Maham’s narration: People were *shocked*!! It’s not like I consciously decided “today is the day I’m going to speak”. I dunno, it just happened!! (I was taken out of ESL after this lol.)

 

[Page 8]

 

Top panel: Present-day Maham is seen holding three translucent balloons. She has two of them in her right hand, and on in her left hand. She’s looking up at the two in her left hand.

 

Maham’s narration: There are definitely parts of my personality that come out more in Urdu/Punjabi, and other that feel more natural in English. The two sides of my identity are usually expressed separately in my life ---

 

Bottom panel 1: Maham is now holding all three balloons in her left hand. She is seen smiling at another person who looks almost exactly like her, except she is wearing a lighter colored hijab.

 

Maham’s narration: Unless I’m talking to my Urdu-English bilingual sister.

 

Bottom panel 2: We see the three balloons floating into the upper right corner of the panel, and we can see them intersecting like a venn diagram because they are translucent. Sparkly circle screentone in the background depicts sentimentality.

 

Maham’s narration: Someitmes, I wish there were more spaces where all of my identities can merge.

 

[Page 9]

 

 

Top panel: Numerous balloons are floating into the sky.

 

Maham’s narration: When you learn another language, you don’t just learn about other cultures as a whole. You learn more about individual people: sides of them that you might not otherwise be able to experience. I think that’s an important reason for promoting multilingualism, too.

 

Bottom panel: A confident Maham is looking at the readers and giving her signature downward turned smile.

 

Maham’s narration: ماہم ہے ( Note: this is written in Urdu. )[mera naam maham hai]. My name is Maham. Bridging between multiple cultures is not always easy, but I’m proud of who I have become today.

 

[Page 10]

 

 

Page title: About the L’IMAGE project 

Project PI and comic artist: Ai Taniguchi, Assistant Professor, UTM Department of Language Studies 

Research Assistant: Haili Su, MA Student, UTSG Department of Linguistics 

Special thanks to: Gilbert Lin, Assistant Director, Intercultural & Global Initiatives, UTM International Education Centre 

With the generous support of: UofT International Student Experience Fund, UTM Department of Language Studies, UTM International Education Centre 

Learn more: http://www.lingcomics.com 

Bottom right of page shows the University of Toronto Mississauga logo and the University of Toronto logo. 

 

 

 

[Page 1]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

L’IMAGE Aji is smiling next to the word “Punjabi” on the red banner.

 

Punjabi is an Indo-Aryan language with a large concentration of speakers in Pakistan

and India. It has more than 150 million speakers worldwide. In India, Punjabi is the official language of the state of Punjab. It is also an official language in Haryana and Delhi.

 

Punjabi is the most widely spoken language in Pakistan, and it is the provincial language of the province of Punjab. However, Urdu is the national and official language of Pakistan (English is also an official language). Urdu is often regarded with social esteem in Pakistan, making it a prestige language in the country (alongside English, which is often regarded as a language with high professional value).

 

There are multiple writing systems for Punjabi, with Shahmukhi (which is often used in

Pakistan) and Gurmukhi (which is often used in India) being the major ones. Despite the

difference in the writing systems, Pakistani Punjabi and Indian Punjabi are the same language with some variations. There is regional variation within each variety of Punjabi as well. For example, many Pakistani Punjabi speakers (as well as urban Indian Punjabi

speakers) would typically pronounce the word for 'stubbornness' as [zɪd] (like "zid"), while rural Indian Punjabi speakers might pronounce it as /d͡ʒɪd/ (the first consonant is the same as the first consonant sound in gym).

 

 

The bottom center of the page features a silhouette of what looks like a mosque. Readers knowledgeable about major Pakistan landmarks would recognize it as the silhouette of Badshahi Mosque in Punjab, Pakistan. The silhouette is mainly in U of T navy blue, with accents in secondary U of T colors.

 

To the left of the silhouette, there is a word written in the Shahmukhi script. The caption below it reads: “stubbornness” in Shahmukhi script. To the right of the silhouette, there is a word written in the Gurmukhi script. The caption below it reads: “stubbornness” in Gurmukhi script.

 

Long description of the Shahmukhi script: This script is written from right to left. It is a modified version of the Arabic script. Imagine traditional brush strokes with this script. The letters in this script are characterizable as containing a lot of curves: if the reader is familiar with the latin alphabet, imagine S like shapes and U like shapes in various orientations. We occasionally see small loops and shapes that looks like the lowercase b in the Latin alphabet. There are also various markings around the brush strokes, including small dots and series of small dots.

 

Long description of the Gurmukhi script: This script is written from left to write.  Compared to the Shakmukhi script, a non-Punjabi speaker would probably characterize the Gurmukhi script as appearing more angular, although curves are present as well. Many characters have a horizontal line near the top of the character, and typically, one or two lines come out below the horizontal line, perpendicular to it. Sometimes, a single line comes out below the horizontal line and form curves and/or circular strokes. Some characters have a small dot near the bottom of the character.

 

 

 

[Long description of infographic pages:]  

 

Each page of the infographic is in color. It has a University of Toronto color scheme: navy blue, light blue, and bright red. In this particular infographic, many of the illustrations have a color scheme based on the U of T visual identity guide (although most readers would not know this). In addition to the main U of T colors navy blue, light blue, and bright red, secondary colors include: A steel blue, orange-ish red, bluish green, light blue, yellow green, dark magenta, medium yellow, and light blue. The lay person should just know that these colors go very well together, look cohesive together, and complement the main navy blue and red colors very well. The U of T visual identity guide can be accessed here: https://brand.utoronto.ca/guidelines/  

 

L’IMAGE Aji is a fish character drawn in a style reminiscent of Sanrio characters like Hello Kitty. It is generally round in its silhouette and features. It has a pastel blue body with a yellow stripe, white belly, and yellow fins. It has two round eyes and round, pink blush on the cheeks, with a cat-like smiling mouth. There are bubbles coming out above it.  

 

 

[Page 2]

 

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

In order for us to understand why Urdu has a prestige status in Pakistan, we need to look

back at the history of India, Pakistan, and Bangladesh. In 1947, the British left India after 200 years of occupation. After that, British India was split into the two self-governing dominions of India and Pakistan. This division is often called Partition. At this time, Pakistan was divided into East Pakistan and West Pakistan. Partition caused a lot of forced migration and displacement, and took the lives of countless people.

 

We see two maps of India at the top of this page, side by side with a right pointing arrow in the middle. The one to the left is the map of the Former British India, 1757-1947. The Punjab region and the Bengal region are indicated in purple and teal outlines, respectively.

 

The one to the right is a map of India and Pakistan after Partition, 1947 to 1971. West Pakistan and East Pakistan are indicated with a red outline. Former Punjab and Bengal from the previous map are still visible, but with a lower opacity.

 

Long description of maps. The next few pages of this infographic feature maps of India, Pakistan, and Bengali. All maps have the basic shape of the former British India, which eventually splits into Pakistan, India, and Bangladesh. The shape of former British india can be described as mostly like an inverted pentagon with one of the points facing downwards, or southwards. In reality it is of course not a perfectly regular pentagon. Let’s call the southern most tip of the former British India the “southern tip”. Starting at the southern tip and going clockwise, we will call the first side to the west of the southern tip “side 1”, the next side after that “side 2”, and so forth until we get to “side 5”. Side 5 merges with Side 1 into the southern tip, and forms about a 30 degree angle. Side 1, Side 3, and Side 5 are the longest sides; these three sides are about the same in length.  Side 2 is about half the length of the longest sides. Side 4 is about half the length of Side 2.

 

A small area in the northwest region of this pentagon is the former Punjab province of the former British India. A small area to the north east of this pentagon is the former Bengal province of the former British India.

 

Most of the northwestern territory, with its southern border taking up about a third of Side 1 and its western border taking up basically all of Side 2, is present-day Pakistan. It’s sort of rectangular in shape. The western half of the former Punjab pronvince is included in this rectangle, and is the present day Punjab, Pakistan. The other half is Punjab, India today.

 

Present day Bangladesh is pretty much the former Bengal province of the former British India. This area also was “East Pakistan” form 1947 to 1971.

 

The rest of the pentagon is present-day India. The eastern half of the former British India Punjab province is present day Punjab, India.

 

Note that the northwest portion of this pentagon (basically the area in the corner formed by Side 2 and Side 3) is the disputed territory of Kshmir. The western half of it is shown on the Pakistan side in the present-day map, and the eastern half of it is shown on the India side.

 

 

[Page 3]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

 

The population of East Pakistan largely consisted of Bengali people from the former Bengal Province, and they spoke the Bengali language. A lot of the people in East

Pakistan were Indian Muslims who left the Hindu-dominant India and

moved to the newly created Pakistan after the Partition.

 

East Pakistan is present-day Bangladesh.

 

We see a map of the outline of the former British India to the left of the page. The label on the map indicates that this was the state of affairs from 1947 to 1971. East Pakistan (basically the same region as former Bengal) is highlighted in red and is labeled. Former Punjab and Bengal from the previous map are still visible, but with a lower opacity.

 

 

[Page 4]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

West Pakistan comprised of the former northwest provinces of the British Indian empire, and comprised of a number of ethnic groups native to the area, including the Punjabi

people of the formerly British Indian Punjab Province, where Punjabi was spoken. Many Muslim people from India migrated to West Pakistan.

 

West Pakistan is present-day Pakistan, and Islam was and still is the dominant religion of this area (other religions include Sikhism, Hinduism, and Christianity).

 

We see a map of the outline of the former British India to the left of the page. The label on the map indicates that this was the state of affairs from 1947 to 1971. West Pakistan (basically the same region as present-day Pakistan) is highlighted in red and is labeled. Former Punjab and Bengal from the previous map are still visible, but with a lower opacity.

 

 

 

[Page 5]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

After the Partition, Urdu-speaking politicians from non-Punjab areas of India moved to urban areas of West Pakistan to join hands with the Punjabis to take control of Pakistan. At this point, population-wise, Bengalis of East Pakistan made up the majority of Pakistan as a whole. Given the choice between having a Bengali-dominant nation (linguistically and culturally) vs. complying with the Mohajirs (= Urdu-speaking migrants),  Punjabi leaders decided to join forces with the Mohajirs.

 

 

We see a map of the outline of the former British India to the left of the page. The label on the map indicates that this was the state of affairs from 1947 to 1971. East Pakistan (basicallt the same region as former Bengal) and West Pakistan (basically the same region as present-day Pakistan) are highlighted in red and are labeled. Former Punjab and Bengal from the previous map are still visible, but with a lower opacity.

 

 

[Page 6]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

 

Soon after the establishment of (West and East) Pakistan, it was declared without any debate in parliament that Urdu (and only Urdu) would be the national language of Pakistan. Since then, a campaign to make Urdu the Islamic-ideological language of

Pakistan has been strongly promoted by the government.

 

The Bengalis fought back against the erasure of their language, and ultimately, this led to East Pakistan's separation from West Pakistan. East Pakistan became a separate nation: Bangladesh. West Pakistan became Pakistan.

 

We see a map of the outline of the former British India to the left of the page. The label on the map indicates that this was the state of affairs from 1971 and beyond. Pakistan (former West Pakistan) is outlined in red and is labeled. Bangladesh (former East Pakistan) is outlined in yellow and is labeled.  

 

[Page 7]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

Meanwhile in northern India, the eastern region of what used to be the British Indian Punjab Province became the present-day Indian state of Punjab after the Partition.

The British Indian Punjab Province was a religiously and ethnically diverse area, with a significant population of Muslims, Hindus, Sikhs, and Christians. Because many Indian Muslims migrated to Pakistan after the Partition, Sikhism is the majority religion in present-day Indian Punjab, and Hinduism the second largest religion in the state.

 

We see a map of the outline of the former British India to the left of the page. The label on the map indicates that this was the state of affairs from 1971 and beyond. Pakistan (former West Pakistan) is outlined in red and is labeled. Bangladesh (former East Pakistan) is outlined in yellow and is labeled. The rest of the map is outlined in light blue and is labeled “India”. Punjab, Pakistan, and Punjab, India as well as the disputed Kashmir territory are marked on the map as well.

 

 

[Page 8]

 

Subtitle: Five-minute linguistics with L’IMAGE Aji!

Main title, over red banner: Punjabi

 

L’IMAGE Aji is seen smiling next to the word “Punjabi” on the red banner.

 

Historically, the promotion of languages that are not Urdu in Pakistan was seen as anti-

Islamic by political leaders, which contributed considerably to Punjabi being stigmatized.

This anti-Punjabi movement was led by Punjabi people themselves at various points in

history. Today, language advocates are fighting against the stigmatization of the Punjabi

language and promoting its use in various settings. Punjabi is a beautiful language!!

 

Examples of Punjabi advocacy include the establishment of Punjabi University in 1962,

the Dhahan Prize that recognizes Punjabi literary works, and the celebration of Inter-

national Mother Language Day in Lahore, Pakistan.

 

We see the same Badshahi Mosque silhouette again at the bottom of the page. Above it, we see a word written in the Shahmukhi script. Pakistani Punjabi speakers would recognize it as saying “Punjabi” in Punjabi using the Shahmukhi script. To either side of the silhouette of the mosque, we see flowers in secondary U of T colors (magenta, purple, yellow). Readers familiar with the Punjab region may recognize the flowers as gladiolus (sword lilies), flowers that are widespread in the Punjab region. This flower is known for its tall flower spikes and large, colorful blooms.

 

[Page 9]

 

References

 

Abbas, F., & Iqbal, Z. (2018). Language Attitude of the Pakistani Youth towards English, Urdu and Punjabi: A Comparative Study. Pakistan Journal of Distance and Online Learning, 4(1), 199-214.

 

Noor, D. M., Mangrio, R. A., & Iqbal, M. (2015). Reduplication in Punjabi: A Morpho-Semantic Phenomenon. Journal for Studies in Management and Planning, 1(3).

 

Zaidi, A. (2010). A postcolonial sociolinguistics of Punjabi in Pakistan. Journal of Postcolonial Cultures and Societies, 1(3), 22-55.

 

Zaidi, A. (2016). Ethnolinguistic vitality of Punjabi in Pakistan. Linguistics and Literature Review, 2(1), 1-16.

 

Learn more

 

1. How India, Pakistan, and Bangladesh were formed (Aljazeera video): https://shorturl.at/emyBE

 

2. Zaidi, A. (2014). Exiled in its own land: Diasporification of Punjabi in Punjab. South Asian Diaspora, 6(2), 209-224.

 

3. Bhardwaj, M. (2016). Panjabi: A Comprehensive Grammar. London: Routledge.

 

Acknowledgement

Expert consultants**

Kiranpreet Nara

PhD Candidate, Department of Linguistics

University of Toronto

 

Abbas Zaidi

Tutor and Lecturer (Adjunct)

University of New South Wales

 

Expert consultants**

Tej K. Bhatia

Professor of Linguistics and Director of South Asian Languages

Syracuse University

 

**Errors, if any, are the PI’s oversight.

 

 

[Page 10]

 

Page title: About the L’IMAGE project 

Project PI and comic artist: Ai Taniguchi, Assistant Professor, UTM Department of Language Studies 

Research Assistant: Haili Su, MA Student, UTSG Department of Linguistics 

Special thanks to: Gilbert Lin, Assistant Director, Intercultural & Global Initiatives, UTM International Education Centre 

With the generous support of: UofT International Student Experience Fund, UTM Department of Language Studies, UTM International Education Centre 

Learn more: http://www.lingcomics.com 

Bottom right of page shows the University of Toronto Mississauga logo and the University of Toronto logo.