Dravidian Languages - Relationship To Other Language Families

Relationship To Other Language Families

Scholars have not shown a systematic relationship between the Dravidian languages and any other language family. Comparisons have been made not just with the other language families of the Indian Subcontinent (Indo-European, Austro-Asiatic, Tibeto-Burman, and Nihali), but with all typologically similar language families of the Old World. Dravidian is one of the primary language families in the Nostratic proposal, which would link most languages in North Africa, Europe and Western Asia into a family with its origins in the Fertile Crescent sometime between the last Ice Age and the emergence of proto-Indo-European 4–6 thousand years BC. However, the general consensus is that such deep connections are not, or not yet, demonstrable.

On a less ambitious scale, McAlpin (1975) proposed linking Dravidian languages with the ancient Elamite language of what is now southwestern Iran. However, despite decades of research, this Elamo-Dravidian language family has not been demonstrated to the satisfaction of other historical linguists.

Nonetheless, while there are no readily detectable genealogical connections, Dravidian shares strong areal features with the Indo-Aryan languages. Dravidian languages show extensive lexical (vocabulary) borrowing, but only a few traits of structural (either phonological or grammatical) borrowing, from Indo-Aryan, whereas Indo-Aryan shows more structural features than lexical borrowings from the Dravidian languages. The Dravidian impact on the syntax of Indo-Aryan languages is considered far greater than the Indo-Aryan impact on Dravidian grammar. Some linguists explain this asymmetry by arguing that Middle Indo-Aryan languages were built on a Dravidian substratum.

Read more about this topic:  Dravidian Languages

Famous quotes containing the words relationship to, relationship, language and/or families:

    ... the Wall became a magnet for citizens of every generation, class, race, and relationship to the war perhaps because it is the only great public monument that allows the anesthetized holes in the heart to fill with a truly national grief.
    Adrienne Rich (b. 1929)

    The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.
    Laurent A. Daloz (20th century)

    Different persons growing up in the same language are like different bushes trimmed and trained to take the shape of identical elephants. The anatomical details of twigs and branches will fulfill the elephantine form differently from bush to bush, but the overall outward results are alike.
    Willard Van Orman Quine (b. 1908)

    Being dismantled before our eyes are not just individual programs that politicians cite as too expensive but the whole idea that society has a stake in the well-being of children down the block and the security of families on the other side of town. Whether or not kids eat well, are nurtured and have a roof over their heads is not just a consequence of how their parents behave. It is also a responsibility of society—but now apparently a diminishing one.
    Richard B. Stolley (20th century)