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Prof. Braj B. Kachru
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chapter 1
chapter 2
chapter 3
chapter 4
chapter 5
chapter 6
chapter 7
chapter 8
chapter 9
chapter 10
chapter 11
chapter 12
chapter 13
chapter 14
chapter 15
chapter 16
chapter 17
chapter 18
chapter 19
chapter 20
chapter 21
chapter 22
chapter 23
chapter 24
chapter 25
chapter 26
chapter 27
chapter 28
chapter 29
chapter 30
chapter 31
chapter 32
chapter 33
chapter 34
chapter 35
chapter 36
chapter 37
chapter 38
chapter 39
chapter 40
chapter 41
chapter 42
chapter 43
chapter 44
chapter 45
chapter 46
chapter 47
chapter 48
chapter 49
chapter 50
Selected Topics
   
An Introduction to Spoken Kashmiri

Acknowledgements


 
READ  ME  FIRST THE SOUNDS OF KASHMIRI

In writing this manual the author has derived great benefit from the comments, criticisms and, at times, persistent disagreements of several colleagues and students at the University of Illinois at Urbana-Champaign. Onkar N. Pandit deserves special mention for his assistance on this project almost since its inception. In his own quiet way, he evaluated each lesson and provided insightful criticism. His help was valuable for another reason, also; for a long time he was the only other native speaker of the Kashmiri language on this campus, with whom the author could converse in Kashmiri. 

The author also owes special gratitude to Mohan Raina for drawing the original illustrations; to Tej K. Bhatia for commenting on several lessons from a non-native learner's point of view; to Jeanne Kriechbaum for patiently typing a complex manuscript, written mostly in a language that she did not understand; to Chin-chuan Cheng, Yamuna Kachru, Maria Keen and Girdhari L. Tikku, whose brains were picked very frequently with all types of questions, and who provided constructive suggestions on one or more sections of this book concerning presentation, style, content and translation; to Josephine Wilcock for looking after the administrative details of this project; to Lynne Hellmer and Sue Dennis for their secretarial help; to the Center for International Comparative Studies, University of Illinois at Urbana-Champaign for a grant for fieldwork; to the Institute of International Studies, United States Office of Education, Department of Health, Education, and Welfare for their support of this project.

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