Tuesday, October 31, 2017

Assignment on ” Conceptual note on, Anti colonialism, Apartheid, Allegory, and Post colonial literature”.

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NAME: GOHIL  BINKALBA NAREDRASHINH
COURSE: M.A ENGLISH
SEMESTER: 3
BATCH: 2016-2018

ENROLMENT NO-  2069108420170010

SUBMITTED TO –Dr. Dilip Barad
 SMT .S.B.GAEDI

DEPARTMENT OF ENGLISH

MAHARAJA KRISHNAKUMARSINHJI BHAVNAGER UNIVERSITY


PARER NO-   11 The postcolonial Literature .

TOPIC:” Conceptual note on, Anti colonialism, Apartheid, Allegory, and Post colonial literature”.
                                             
                 
                                                                               
 Introduction:
                  The field of Postcolonial Studies is one of the academic discipline  that has arisen in an attempt to amend or replace radical theories of social power since the alleged discrediting of Marxism. Together with intellectual constructions like feminism, queer theory and other manifestations of postmodernism, it has won the attention of many academics who despair of grand narratives, logo centrism, historicism and progressive teleology.
                  Possessed by pessimism and often babbling in tongues, these intellectuals "theorize" the agonies of the dispossessed while serving on tenure committees .  the use of cognate terms "Commonwealth" and "Third World" that were used to describe the literature of Europe's former colonies has become rarer. Although there is considerable debate over the precise parameters of the field and the definition of the term "postcolonial," in a very general sense.

Allegory:
                                                           
                      Allegory literary term and  allegory is actually, the use of characters  events or ideas in the novel literary. text that are used to illustrate or show the larger concept. Something that is not directly said but it's implied rather this larger concept , that just relate to a number of different things for instance this larger concepts pointing.  
                    To something political or it could be something religious, it could be historical or social either way whatever the larger concept is directly pertaining to the whole point of the allegory. is that the author is using the text to provide his or her own commentary, on the subject matter in other word the author is investing and putting their own opinion into literary text . Or can be identify this allegory is almost like hidden message it's the authors on hidden message that they want to get across in the novel .

                      The word allegory has been derived from the “Greek” word allegoria , meaning to speak in other terms . Which means speaking otherwise translation. in allegory    is almost about double meaning. The representation of abstract principle by characters or figure a picture book or other form of communication. using such representation symbolic representation, which can be interpreted to revise a hidden meaning usually or more or political one. 
                     Allegory is an extended narrative where more is mint  than meets the eye or the year for example which carries a second winning along with its surface story.
                  Allegory has long been a prominent feature of literary and mythic writing throughout the world, but it becomes particularly significant for post-colonial.  writers for the way in which it disrupts notions of orthodox history, classical realism and imperial representation in general.
               Allegory has assumed an important function in imperial discourse, in which paintings and statues have often been created as allegories of imperial power. Consequently, one form of post-colonial response to this has been to appropriate allegory and use it to respond to the allegorical representation of imperial dominance.
                Third World literatures, indeed all Third World cultural constructions, are ‘necessarily’ national allegories. This means, firstly, that post-colonial cultures may use allegory to ‘read’ the text of colonialism So much of the life of the colonized subject has been constructed by, that is, metaphorically. the use of the allegorical form seeks to replace monolithic traditions with a cross-cultural pluralism.
                ‘post-colonial’ allegory contests and disrupts the narrative assumptions of colonialism, such as the inevitability of ‘development’, of ‘progress’, of ‘civilization’, the dominance of the chronological view of history, the Euro-centric view of ‘the real’. By reinforcing the fact that ‘real’ events occupy various horizons of meaning, post-colonial allegory becomes a common strategy of resistance in post-colonial texts.
What is post colonialism:  
                      Literature written after the colonizing countries, left the colonization of the countries, which were ruling the countries. in Asia and Africa when they left when they granted freedom, to those countries . who went away to their own land and the people, of the colonized countries they started writing in the same language .
For exampleEnglish why did they learn English? and write in English or French why?
                      So,  language and culture is newer to a foreign culture to of foreign language. like Indian English and if they learn English they would Rise Above their one people.  so he introduced and this people British, has changed the complete education system and when the Britishers  life.
                    The country, so there was a change in writing people who were purely of one country,
                             one culture,
                             one had age,
                             one language, they were introduced but different language different culture so what happened there was a culture shock in with there was a language shock in the beginning. and then they expressive their children day web on in environment. which was having intermixing of both the culture and language. and that's how hybrid, hybridization the mixing, with two culture took place and a new short of writing.
                         Image and the critic they called  postcolonial writing. post colonialism it image in India it imagine Africa and all of the countries where the colonizing countries had stayed for more than century .
                                                                   

Anti colonialism:
                 The political struggle of colonized peoples against the specific ideology and practice of colonialism Anti-signifies the point at which the various forms of opposition become articulated as a resistance to the operations of colonialism in political, economic and cultural institutions. It emphasizes the need to reject colonial power and restore local control.
                Paradoxically, anti-colonialist movements often expressed themselves in the appropriation and subversion of forms borrowed from the institutions of the colonizer and turned back on them.
                Thus the struggle was often articulated in terms of a discourse of anti-colonial ‘nationalism’ in which the form of the modern European nation-state was taken over and employed as a sign of resistance Anti-colonialism has taken many forms in different colonial situations; it is sometimes associated with an ideology of racial liberation, as in the case of nineteenth-century West African nationalists such as Edward Wilmot In  the second half of the twentieth century,
                  anti-colonialism was often articulated in terms of a radical, Marxist discourse of liberation, and in constructions that sought to reconcile the internationalist and anti-elitist demands of Marxism with the nationalist sentiments of the period (National Liberation Fronts), in the work and theory of early national liberationist thinkers.
                   Anti colonialism the movement that oppose colonialism. Anti colonial struggle the opinion war through film more lasted from 1839 to 1842 It begin because the British kept trafficking opium through India into the China . China in British were doing this because they really wanted to trade Chinese birth cake new opium was only product that China could not produce for itself,  so the British wanted to trade with China. China  site no we already have everything we need and then the British said oh wait but we have got this opinion in China said we don't really want either but the British food traffic it through India and then into China and threaded there even through .

Apartheid :
                                                             


                       It was a system of racial segregation that governed South Africa for nearly 50 years. Separators it was a system of racial segregation that governed south Africa.  it specifically aimed to protect the domination of the white South Africansover non whites in every aspect of life but it didn't just appear out of thin air during the colonial grab for the country.
                     between the Dutch descended African and the British the rights of native black South Africans , where Show episode was officially made low in 1948 by the African lead national party.  it was the contribution of in justice already happening African , believe that South Africa was there god.
                    Given Homeland and that the white race was superior the black majority was therefore seen as a threat there were  loss blacks had to carry it permits at all times in head office trick .

                   When did people were classified into four wrestle, categories white black Indian . and colored people, of mixers race and they where old separated into different residential areas blacks where divided into  so call Homeland based on tribal group. rural overcrowded and lack jobs forcing black to seek work as migrate labor.
                        Wage Vellore and it was illegal for workers to strict see appetite was also economically,  motivated cheap workforce was needed particular to work in the countries.  goldmines powerful Mini magnet had a huge stake in apartheid,  policies since there profit depend on keeping black wag.
                       Law outside there designed home.  And non white had no political rights since they were not technically citizen.  they cannot education also divided bus stand setup separate education system,  for black that receive fraction of funding that white schools.  did mandatory education and died.
                    At the age 13 funnel blacks in into menial migrate labor exploitation by design needleless.  to say there was resistance to this instance law protects,  where of fun lead black students and youth where met with several preparation out of this struggle.

Conclusion:
                   A theory of the operation of the world economic, social and political system, formulated by Immanuel Wallerstein .The chief assertion of this theory is that the capitalist system has been the world economic system since the sixteenth century and that one cannot talk about economies in terms of the nation-state, nor of ‘society’ in the abstract, nor of ‘stages’ of progress , because each society is affected by, indeed is a part of, the capitalist world profits .
                 World system theory emerged as a refutation of modernization theory, which tended to (a) concentrate on the nation-state, (b) assume that all countries follow a similar path of growth, (c) disregard transnational structures and (d) base explanations on historical ideal types. The proposition of one world capitalist system in operation since the sixteenth century radically affects how we view not only world economics but also national politics, class, ethnicity and international relations in general. For instance, the theory rejects the concept of a ‘society’ as a unit of analysis in favor of two systems of production: WORLD SYSTEM THEORY 223 ‘mini-systems’ that are localized and of short duration, and the world system itself .
Reference:
(Bill Ashcroft)

Works Cited

Bill Ashcroft, Gareth Griffiths. "POST-COLONIAL." Bill Ashcroft, Gareth Griffiths. POST-COLONIA. francisco: francisco group, n.d. 305.

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Assignment on What are the Difference Between Communication Language Teaching and Audio Lingual Language.

       

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  NAME:GOHIL  BINKALBA NAREDRASHINH

COURSE:M.A ENGLISH

SEMESTER:3

BATCH:2016-2018

ENROLMENT NO-  2069108420170010

SUBMITTED TO –Dr. Dilip Barad
SMT .S.B.GAEDI
DEPARTMENT OF ENGLISH

MAHARAJA KRISHNAKUMARSINHJI BHAVNAGER UNIVERSITY


PARER NO- 12 English Language Teaching.

TOPIC:” What are the Difference Between Communication Language Teaching and Audio Lingual Language.

                                                

 Introduction:

                                                             

                 
                   The audio lingual method also known as Army method or new key is a method of teaching foreign language. advocate by Charles fries the director of the English language institute at the University of the Michigan development in the US in 1939. the method of rice is a direct result of the need of foreign language proficiency in listening and speaking skills during and after World War 2 .
                 The  discuss what the audio lingual method. is what is Principal is what typical technique employed in this method, the limitation and how it differs from communicative language. teaching direct or natural method grammar translation of the method.

               Finally we can say that both the audio lingual method and communicative language teaching a tool method formerly grounded in the linguistic, and psychological theory both may have some shortcoming and drawback but are both very effectively and widely used in language teaching and learning.
               The Origins of communicative language teaching CLT are to be found in the changes in the British language teaching. tradition dating form toilet 1960. Until then situational language teaching represented the major British approach to teaching English as a foreign language . In situation language teaching language was roughs. by practicing basic structure in meaningful situation based activities if but just as the linguistic theory underlying, audio legalism.  was rejected in the united state.
              In the mid 1980 British applied linguistics begin to call into question the theoretical assumption underlying situation language teaching. .

              There was no future in Canton using pursue . This was partly response to the sort of Criticism the prominent.. American linguistic Nome chomsky had level structure linguistic theory in his now classic book. Functional approach and functional approach are also sometimes use although the movement begin as a large British innovation focusing on alternative conception of a syllabus since the mid 1917 the scope of communicative language teaching.
              Has expanded both American British proponent now see it as an approach and not a method that  to make communicative competence the goal of language teaching develop procedure for the teaching of the four language skills point it's comprehensiveness first makes it different in scope and status from any of other approaches. 

                                                              

              There is a sense strong version of the communicative approach in week version the week version which has become more or less standard practice in the last  year stress the importance of providing learners with opportunity to use their English for communicative purpose and characteristic Kaila attempt to integrate such activities into a wider program of language teaching .

           The audio lingual method, or the Army method, or also the New key, is the mode of language instruction based on behaviorist ideology, which professes that certain traits of living things could be trained through a system of reinforcement. The instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. There is no explicit grammar instruction everything is simply memorized in form. The idea is for the students to practice the particular construction until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or  no control on their own output.

                                                                    
           The communicative language teaching is am approach to the teaching of second and foreign languages that emphasizes communication or interaction as both the means and the ultimate goal of learning a language. The clt was the product of educators and linguists who had grown dissatisfied with earlier Grammar Translation and Audio Lingual Methods, where students were not learning enough realistic, socially necessary language. Therefore they became interested in the development of communicative style teaching in the 1970s, focusing on authentic language use and classroom exchanges where students engaged in real communication with one another. The goal of clt is of creating communicative competence in the learners. It makes use of real life situations.
                                                                 
           The CLT and ALM differ from various aspects. Basic differences as presented by Finocchiaro and Brumfit(1983) are given below:
Meaning and structure
CLT: Meaning is paramount.
ALM: Attends to structure and form more than meaning.
context
CLT: Contextualization is a basic premise.
ALM: Language items are not necessarily contextualized.
Learning objectives
CLT: Language learning is learning to communicate.
ALM: Language Learning is learning structures, sounds or words.
Goal
CLT: Effective communication is sought.
ALM: Mastery or "overlearning" is sought.
Drilling
CLT: Drilling may occur, but peripherially.
ALM: Drilling is a central technique.
Pronunciation
CLT: Comprehensible pronunciation is sought.
ALM: Native-speaker-like pronunciation is sought.
Grammatical explanation
CLT: Any device which helps the learners is accepted - varying according to their age, interest, etc.
ALM: Grammatical explanation is avoided.
STAGE OF COMMUNICATIVE ACTIVITIES
CLT: Attempts to communicate may be encouraged from the very beginning.
ALM: Communicative activities only come after a long process of rigid drills and exercises.
Native language
CLT: Judicious use of native language is accepted where feasible.
ALM: The use of the learners' native language is forbidden.
Translation
CLT: Translation may be used where learners need or benefit from it.
ALM: Translation is forbidden at early levels.
Reading and writing
CLT: Reading and writing can start from the first day, if desired.
ALM: Reading and writing are deferred until speech is mastered.
Teaching Patterns
CLT: The target linguistic system will be learned best through the process of struggling to communicate.
ALM: The target linguistic system will be learned through the overt teaching of the patterns of the system.
Competence
CLT: Communicative competence is the desired goal.
ALM: Linguistic competence is the desired goal.
Language variation
CLT: Linguistic variation is a central concept in materials and methods.
ALM: Varieties of language are recognized but not emphasized.
Sequencing
CLT: Sequencing is determined by any consideration of content function, or meaning which maintains interest.
ALM: The sequence of units is determined solely on principles of linguistic complexity.
Error
CLT: Language is created by the individual often through trial and error.
ALM: "Language is habit" so error must be prevented at all costs.
Accuracy
CLT: Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.
ALM: Accuracy, in terms of formal correctness, is a primary goal.
Intrinsic motivation
CLT: Intrinsic motivation will spring from an interest in what is being communicated by the language.
ALM: Intrinsic motivation will spring from an interest in the structure of the language.
Teacher's function
CLT: Teachers help learners in any way that motivates them to work with the language.
ALM: The teacher controls the learners and prevents them from doing anything that conflict with the theory.
Interaction
CLT: Learners are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
ALM: Learners are expected to interact with the language system, embodied in machines or controlled materials.
Learner Laguage
CLT: The teacher cannot know exactly what language the learners will use.
ALM: The teacher is expected to specify the language that learners are to use.
Teachers' responsibility
CLT: The teachers assume a responsibility for determining and responding to learner's language need.
ALM: The teachers have no responsibility to determine learner's language need.
Communicative language teaching often uses a functional-notional syllabus. A notional-functional syllabus is more a way of organizing a language learning curriculum than a method or an approach to teaching. On the other hand, Audiolingualism is a linguistic, or structure based approach to language teaching. The starting point is a linguistic syllabus which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation.
Instructional materials:
In communicative language teaching, instructional materials have the primary role of promoting communicative language use. In audio-lingual method, instructional materials assist the teacher to develop language mastery in the learner.
Conclusion:
             Finally we can say that both the audio lingual method and communicative language teaching a tool method formerly grounded in the linguistic and psychological theory both may have some shortcoming and drawback but are both very effectively and widely used in language teaching and learning.

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Reference:
(Crambriage Language Teaching)

Works Cited

"Crambriage Language Teaching." https://archive.org/stream/ApproachesAndMethodsInLanguageTeaching2ndEditionCambridgeLanguageTeachingLibrary_201610/__Approaches_and_Methods_in_Language_Teaching__2nd_Editio. cambriage, n.d.


Monday, October 30, 2017

“English as Crucial and Global Language in India”

Name : Gausvami Surbhi A.
Assignment Topic : “English as Crucial and Global Language in India”
Paper no: 12, English Language Teaching-1
Email id: gausvamisurbhi17@gmail.com
Roll No. : 23
Submitted to :  Dr. Dilip Barad, Department of      English MKBU University.

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“English as Crucial and Global Language in India”

# Introduction:



English is the language of modernization and globalization. It is an international language that connects various country. It is the ‘Link Language’.  India can have wide range of global opportunity by making English as official language. It’s impossible to imagine the world without the two ‘e’s : Electronic Communication and English. English plays an important role in our everyday life. There is great utility of English in modern world. So, the use of English should be continued along with Hindi and other regional languages.


English has it’s unique importance in India. It has played an important role in building new and modern India. English is one of the most important Global language. Most of the international transactions of recent times were concluded in English. The language has contributed significantly in narrowing the gap between the geographical boundaries.

The study of English language in this age of globalization is essential. English language is the most important language of communication between different countries.  In India, people of different states have their own language. English Language has come to us as a connecting link among various states of India.


U.N. has recognized five languages as its official languages and of them English takes the first position because of its background, international acclaim of easy access to the people. If we go back to historical facts, we see that half of the globe was under the British imperialism. Those countries coming directly under British rule had by necessity or under compulsion to learn English and the rest either being influenced by the English culture or to keep pace with modern trend had but to opt for learning it.


French, German, Greek and definitely Sanskrit are not inferior to English, yet the fact is, English had stood the test of time. From the pragmatic point of view, it should receive a great boost. Inflict, English serves as a window to the world. It is known to all that the legacy of English language has left an indelible imprint on the Indian psyche. Hence we can’t deal with English just as foreign language. Secondly, the entire spectrum of education and philosophy, science and technology can be better understood through this language.


The common practice all over the world in the modern age is to learn English language to facilitate easy understanding political, social, cultural and religious issues because this language is easier than French, German, Greek and Sanskrit. It is with the help of this language that we are gaining knowledge of modern science and technology and are keeping ourselves in touch with the most progressive ideas and current thoughts.


English has emerged as the most important global language. It is a wrong view to hold that it is a language of the British alone. English has evolved be a language of science and technology. Majority of all important books for higher studies are written in English. The Indians must not keep their eyes closed in this adventurous period of globalization. (Roy)


 India is a large country containing diverse states and all have their different languages, thus English plays role of link language in India.  For longer period of time we were colonized by British people and directly came into contact with their language.


When India attained freedom in 1947, the British symbol were replaced but the institutions and instruments were retained. This is true of the English language also, which had symbolic as well as institutional and instrumental functions. As there was a new national flag symbolizing the emergence of new society with new values, pride and power there ought to be new national language. Recognizing multinational character of the country, English remains the official language of the India.

After second world war the stature and power of English increased internationally in the political and commercial sphere. It was perceived that India will have some natural advantage in world politics and commerce by officially remaining an English using country. There was also an enormous leap in the growth of science and technology much of which was done in English. There was a growing awesome fear that the knowledge gap cannot be caught up by the Indian languages in content and vocabulary by interaction. The increased international mobility and possibilities of higher education abroad, which gave new and handsome returns to the already advantaged, underscored the importance of English education. The language despised as the language of Satans by the freedom fighters. Came to be praised as the boon of Sarasvati, the goddess of learning. In the words of Rajaji in his later years, who was the first Governor General of independent India.


 English had become more and more Indianised grammatically and functionally due to it’s use by large number of Indians thanks to increased education, commerce and journalism and the Indian English was no more foreign. The increased preference and use of English in the country can be seen from several facts such as Those who take Indian language medium for their higher education are a small minority and are poor students scholastically and economically. The college level text books and references books written in or translated into Indian languages spending crores of rupees remain unsold. Therefore learning English is important in India. (E.ANNAMALAI)


English is taught as ‘Second Language” In India. The term second language is understood in two different ways-


(1)   English is second language after one or more Indian languages, which are primary and more significantly.

(2)   In school education, the second language is what is introduced by primary stage and has pedagogical as well as a functional definition particularly in the context of the three language formula.


The significance of English can only be understood in the larger and historical perspective. It is to be noted that English in India is a symbol of ‘Linguistic centralism’ whereas other Indian languages are seen to represent ‘Linguistic regionalism’. The conceptual structure of English has three parts.

(1)   Modernization
(2)   Mythology
(3)   Language policy


English become the language of modernization and internationalism. English is one “Pan-Indian’ language that would promote National Integration. To further buttress this argument, a whole mythology got built up around the role of English in which the central metaphor is the metaphor of the “Window”. In which Indian language are ‘Walls’ that enclose us in ‘Darkness’ and English is the window that let’s in the ‘Light’ of reason and modernization.


(1)   English is the Language of Knowledge
(2)   English is the language of liberal, modern thinking
(3)   English is our window on the world
(4)   English is the Link language
(5)   English is the language of reason and library language
(6)   English is the Lingua-franca

All above facts evokes the importance of learning English in India. (KAPOOR)


 "The English language in all an advanced and flexible one and its teaching should not be discarded altogether. Indian cannot afford to ignore this language". -Dr. Rajendl'a Prasad


India inherited English from British who ruled over India for longer period of time. At the beginning there was strong argument against English in free India. It was seen as threat for Indian languages and values. Well educated English people can contribute in the development of English Literature. The works of Rabindra Nath Tagore, Jawaharlal Lal Nehru, Mahatma Gandhi, Dr Radha Krishnan were beyond doubt a real contributor for the literature of English language. knowledge of English is necessary at least for acquiring higher education.  The importance of learning of English for the advancement and growth of technical education in the country.


 “In my considered opinion English education in the manner it has given to us has emasculated the English educated Indian, constrained our intellect and endured us effeminate" - Mahatma Gandhi learning of English as language is very important as it is not only necessary for higher scientific and technical education, but it is a linking language, spoken through out a large part of the world. It is one of the most popular international language for all diplomatic, political conferences, treaties and scientific discourses. One can't imagine to arrange any international conference, scientific discourse, without help of English, as medium for communication among the members.English had played very important role in making the Indians enlightened about the many revolutionary ideas during the British rule. We can't forget the role played by Indian scholars and educationist in our freedom struggle. Our freedom could have been a dream even as yet if we lack scholars that they have been able to tell us what is freedom. In present condition when India has attained freedom English is playing very crucial role in the progress of the country. The Indian students are the most favored engineers, technical experts in European countries because they could understand and communicate well in English.


 The name of Indian students in IT Space, is world wide recognized. They could acquire the knowledge and expertise in the respective fields in English. The study of English language is thus very necessary to introduce us into the fast developing world. If India has to keep pace with the. developed nation in the present scenario of globalization and liberalization we must give due importance to the learning of English language. If India has to keep abreast with other fast moving nations of the world, in the field of literature, science,space, computers, economics, we can't ignore the importance of learning English.Imagine, had Kalpana Chawla, Hargovind Khurana, Dr. Amritya Sen,etc. not acquired the knowledge of English, would they have earned the recognition, they possess today? Shakespeare' once said, "Sometimes out of ills cometh the good". Macaulay introduced English in India to produce clerks but the study of English radiated on Indians an exhorting influence that made them confident of wining the freedom. (Mol, Essay on importance of 'Learning English' in India)

# Conclusion:

English is the Language of communication and Business in recent time. Person will have opportunity abroad as well who has mastery over English language. All research and new knowledge are done into English language, those who are unaware about English will remain unaware about the current and future  trends of advancement. India can become developed country through accurate use of English.

Works Cited

E.ANNAMALAI. "Satan and Saraswati: The Double face of English in India." (n.d.).

KAPOOR, KAPIL. "Teaching English as Second Language in India." (n.d.).

Mol, Akhila. Essay on importance of 'Learning English' in India. 24 October 2017 <http://www.preservearticles.com/201103034387/essay-on-importance-of-learning-english-in-india.html>.

—. Essay on Importance of 'learning English' in India'.

Roy, Anurag. ImportantIndia. 5 September 2013. 24 october 2017 <https://www.importantindia.com/2398/essay-on-importance-of-english-language-in-india/>.