Thursday 8 November 2018
Monday 5 November 2018
Contrapuntal study of Waiting for Godot and ‘Selected Prayers’ with the theme of Waiting and reference with Hindu Philosophy.
Reena Khasatiya sem 3 Department of English MKBU
Khasatiyamili21@gmail.com
Paper no. 9Modernist literature
Total words- 1209
Plagiarism -18%
To evalute my assignent click here
Topic:- Contrapuntal study of Waiting for Godot and ‘Selected Prayers’ with the theme of Waiting and reference with Hindu Philosophy.
Abstract:- This Assignment tends to delve into the various aspect of play ‘Waiting for Godot’ like theme of waiting connecting with the theme of existentialism and I try to connect it with several my school prayers with the reference of Hindu Philosophy. There is numerous scenes which displaying absolute absurdism in all parts of the play and though there is deep meaning in the play which lead to think about life and about serious questions like...who are we? Where will we go? For whom we are Waiting?
Key Words: Godot, Waiting, Existentialism, Nihilism, Hindu Philosophy, selected prayers,
Introduction
All of all the hardships a person had to face none was more punishing than the simple act of waiting and it is become se hard when one living a life without knowing that for whom we are waiting and Is really exist or not. Hoping that someday waiting will end somebody will come and might notice us, but How long can we be hopeful? How long does a believer have to wait? Everyone is waiting for that somehow, someday and somebody but, actually what happens that mostly we fail. Nobody comes nobody goes and nothing happens. Not any miracle happens… we just fall in trap of waiting and a waiting that has no solution except keeping our self on waiting.
This study begins with a prelude to waiting and how our prayers keep us in the trap of waiting a waiting that has no solution except keeping on waiting.
1.Waiting for Godot
ESTRAGON: What do we do now?
VLADEIMIR: I don't know.
ESTRAGON: Let's go.
VLADIMIR: We can't.
ESTRAGON: Why not?
VLADIMIR: We are Waiting for Godot
‘Waiting for Godot’ was first written in French language in 1949 and then translated into English in 1954. It is Samuel Beckett’s most commercially successful ‘experimental’ play since Pirandello’s six characters in search of an Author1921. Waiting for Godot has since been translated into eighteen languages and performed all over the world. The two down and out men who wait expectantly to visit Godot. They have nothing meaningful to do, they are just waiting under a tree and near a burial in dreadful silence. Lucky and Pozzo interrupted in their silence. Lucky and Pozzo are strangers , passing through there and Boy messenger is character who insist hope with this coming and going.
Indeed, play does not end when Boy Messenger keeps Vladimir abreast of the fact that Godot is not coming this evening. The play indeed begins with waiting for Godot and ends with waiting for Godot as well. Even though the drama is divided into two acts, there are other natural division. For the sake f discussion, the following, rather obvious, scene divisions will be referred to:
ACT I
I. Vladimir and Estragon Alone
II. Arrival of Pozzo and Lucky : Lucky’s speech
III. Departure of Pozzo and Lucky : Vladimir and Estragon Alone
IV. Arrival of Boy Messenger
V. Departure of Boy Messenger : Vladimir and Estragon Alone
ACT II
I. Vladimir and Estragon Alone
II. Arrival of Pozzo and Lucky
III. Departure of Pozzo and Lucky : Vladimir and Estragon Alone
IV. Arrival of Boy Messenger
V. Departure of Boy Messenger : Vladimir and Estragon Alone
The above division of the play are Beckett’s way of making a statement about the nature of the play, that is, the play is circular in structure, and a third act or even a fourth or fifth act, etc., could be added, having the exact same structure. For further discussion, see the section on circular structure.
2.Hindu Philosophy
The concept of ‘waiting’ in Godot is here bought into line with serval paradigms from Indian Philosophical thought. The relation of Godot with Vladimir and Estragon are explored and possible new lines of inquiry are opened. Complex philosophical tradition of Karma and Dharma. Theme of play is also can connect with Indian value system and the act of waiting in more positive and authentic. Moreover In the light of Hindu philosophy, the Godot-denied world of the play can be categorized by Pramada, alasya and nindra as mentioned in the Gita. We find at a certain stage in the drama, a clearer conative perception in a Rajasic state is, however. Void f the unity of existence. It lacks the deeper insight into the unifying factor that Godot’s anticipative presence purports to bring to the surface. It is Karma, Samsara and then the inevitable bandha that constitute the fundamental existential matrix of Vladimir and Estragon.
2.1 Selected Poems
ના દો તો પ્રભુ ભલે ના દેતા
ના દો તો પ્રભુ ભલે ના દેતા, દર્શન તમારા , આને આ જન્મે મારા
મિલન હજુ નથી થયું તમારું, એના ભણકારા, રહેજો અંતર માં મારા
ભુલું નહિ શયને કે સપને, શલ્ય જેવા સાલો મનને,
મિલન હજુ નથી થયું તમારું, એના ભણકારા, રહેજો અંતર માં મારા
આ સંસારી ગુજરી માં મુજ ઝાઝા કે થોડા, ગુજરજો જીવનના દહાડા,
ધનના ઢગલા વડે ભરાજો, હાથ ભલે મારા, લાધજો સુખ અપરંપારા,
ખરી કમાણી કશીના થઇ હજુ એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ.....
વાટ વચ્ચે ભરાયા અંગો આળસથી મારા, વધે નહિ આગળ પગ મારા,
ભોંય પર હું ભલે પડી રહું ગાત્રો મારા પસારીપસારીને હિંમત દ્વારા,
આખી વાટ હજુ રહી બાકી એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ....
મંગલ વાદ્યો મચી રહેને આનંદ ફુવારા, ભરી દે મંદિરિયા મારા,
ઓચ્છવ રંગે ભલે જ રમીએ ઘરના જન સારા, સજીને શણગારો સારા,
તમે હજુ ઘેર નથી પધાર્યા એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ...
2.મંગલ મંદિર ખોલો
મંગલ મંદિર ખોલો
દયામય! મંગલ મંદિર ખોલો!
જીવન-વન અતિ વેગે વટાવ્યું
દ્વાર ઉભો શિશુ ભોળો,
ટિમ ગયું ને જ્યોતિ પ્રકાશ્યો,
શિશુ ને ઉર માં લ્યો લ્યો, દયામય! મંગલ.....
નામ મધુર તવ રટ્યો નિરક્ષર,
શિશુ સહ પ્રેમ બોલો,
દિવ્ય તુષા તર આવ્યો બાળક,
પ્રેમે અમીરસ છોળો, દયામય! મંગલ....
2.2Theme of both the poem
If we look at the word of both the poem, we find similarity of theme waiting. As in Vladimir’s speech he says that, “ What are we doing here, that is the question and we are blessed in this, that we happen to know the answer. Yes, in this immense confusion one thing is clear . We are waiting for Godot to come.” And here in both the poem, we bagging for blessings of god and human being keeps on doing this.
3.Connection with Waiting For Godot, Existentialism and Nihilism
Thus, Beckett’s Waiting for Godot was one of the very best plays of the decade . Its two tramps, with their boredom , their fear of pain, their shreds of love and hate, are a surprisingly effective version of the whole human condition for which action is no answer , chiefly because there is no obvious action be taken , ‘nothing to be done’ Beckett comes to a nihilistic conclusion.
CONCLUSION
The act of waiting makes us experience the flow of time. To wait means to experience the action of time, which is constant change. And yet as nothing real ever happens, that change itself an illusion. The more things change, the more they are the same. That is the terrible stability of the world.
Khasatiyamili21@gmail.com
Paper no. 9Modernist literature
Total words- 1209
Plagiarism -18%
To evalute my assignent click here
Topic:- Contrapuntal study of Waiting for Godot and ‘Selected Prayers’ with the theme of Waiting and reference with Hindu Philosophy.
Abstract:- This Assignment tends to delve into the various aspect of play ‘Waiting for Godot’ like theme of waiting connecting with the theme of existentialism and I try to connect it with several my school prayers with the reference of Hindu Philosophy. There is numerous scenes which displaying absolute absurdism in all parts of the play and though there is deep meaning in the play which lead to think about life and about serious questions like...who are we? Where will we go? For whom we are Waiting?
Key Words: Godot, Waiting, Existentialism, Nihilism, Hindu Philosophy, selected prayers,
Introduction
All of all the hardships a person had to face none was more punishing than the simple act of waiting and it is become se hard when one living a life without knowing that for whom we are waiting and Is really exist or not. Hoping that someday waiting will end somebody will come and might notice us, but How long can we be hopeful? How long does a believer have to wait? Everyone is waiting for that somehow, someday and somebody but, actually what happens that mostly we fail. Nobody comes nobody goes and nothing happens. Not any miracle happens… we just fall in trap of waiting and a waiting that has no solution except keeping our self on waiting.
This study begins with a prelude to waiting and how our prayers keep us in the trap of waiting a waiting that has no solution except keeping on waiting.
1.Waiting for Godot
ESTRAGON: What do we do now?
VLADEIMIR: I don't know.
ESTRAGON: Let's go.
VLADIMIR: We can't.
ESTRAGON: Why not?
VLADIMIR: We are Waiting for Godot
‘Waiting for Godot’ was first written in French language in 1949 and then translated into English in 1954. It is Samuel Beckett’s most commercially successful ‘experimental’ play since Pirandello’s six characters in search of an Author1921. Waiting for Godot has since been translated into eighteen languages and performed all over the world. The two down and out men who wait expectantly to visit Godot. They have nothing meaningful to do, they are just waiting under a tree and near a burial in dreadful silence. Lucky and Pozzo interrupted in their silence. Lucky and Pozzo are strangers , passing through there and Boy messenger is character who insist hope with this coming and going.
Indeed, play does not end when Boy Messenger keeps Vladimir abreast of the fact that Godot is not coming this evening. The play indeed begins with waiting for Godot and ends with waiting for Godot as well. Even though the drama is divided into two acts, there are other natural division. For the sake f discussion, the following, rather obvious, scene divisions will be referred to:
ACT I
I. Vladimir and Estragon Alone
II. Arrival of Pozzo and Lucky : Lucky’s speech
III. Departure of Pozzo and Lucky : Vladimir and Estragon Alone
IV. Arrival of Boy Messenger
V. Departure of Boy Messenger : Vladimir and Estragon Alone
ACT II
I. Vladimir and Estragon Alone
II. Arrival of Pozzo and Lucky
III. Departure of Pozzo and Lucky : Vladimir and Estragon Alone
IV. Arrival of Boy Messenger
V. Departure of Boy Messenger : Vladimir and Estragon Alone
The above division of the play are Beckett’s way of making a statement about the nature of the play, that is, the play is circular in structure, and a third act or even a fourth or fifth act, etc., could be added, having the exact same structure. For further discussion, see the section on circular structure.
2.Hindu Philosophy
The concept of ‘waiting’ in Godot is here bought into line with serval paradigms from Indian Philosophical thought. The relation of Godot with Vladimir and Estragon are explored and possible new lines of inquiry are opened. Complex philosophical tradition of Karma and Dharma. Theme of play is also can connect with Indian value system and the act of waiting in more positive and authentic. Moreover In the light of Hindu philosophy, the Godot-denied world of the play can be categorized by Pramada, alasya and nindra as mentioned in the Gita. We find at a certain stage in the drama, a clearer conative perception in a Rajasic state is, however. Void f the unity of existence. It lacks the deeper insight into the unifying factor that Godot’s anticipative presence purports to bring to the surface. It is Karma, Samsara and then the inevitable bandha that constitute the fundamental existential matrix of Vladimir and Estragon.
2.1 Selected Poems
ના દો તો પ્રભુ ભલે ના દેતા
ના દો તો પ્રભુ ભલે ના દેતા, દર્શન તમારા , આને આ જન્મે મારા
મિલન હજુ નથી થયું તમારું, એના ભણકારા, રહેજો અંતર માં મારા
ભુલું નહિ શયને કે સપને, શલ્ય જેવા સાલો મનને,
મિલન હજુ નથી થયું તમારું, એના ભણકારા, રહેજો અંતર માં મારા
આ સંસારી ગુજરી માં મુજ ઝાઝા કે થોડા, ગુજરજો જીવનના દહાડા,
ધનના ઢગલા વડે ભરાજો, હાથ ભલે મારા, લાધજો સુખ અપરંપારા,
ખરી કમાણી કશીના થઇ હજુ એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ.....
વાટ વચ્ચે ભરાયા અંગો આળસથી મારા, વધે નહિ આગળ પગ મારા,
ભોંય પર હું ભલે પડી રહું ગાત્રો મારા પસારીપસારીને હિંમત દ્વારા,
આખી વાટ હજુ રહી બાકી એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ....
મંગલ વાદ્યો મચી રહેને આનંદ ફુવારા, ભરી દે મંદિરિયા મારા,
ઓચ્છવ રંગે ભલે જ રમીએ ઘરના જન સારા, સજીને શણગારો સારા,
તમે હજુ ઘેર નથી પધાર્યા એના ભણકારા, રહેજો અંતરમાં મારા,
ભુલું નહિ...
2.મંગલ મંદિર ખોલો
મંગલ મંદિર ખોલો
દયામય! મંગલ મંદિર ખોલો!
જીવન-વન અતિ વેગે વટાવ્યું
દ્વાર ઉભો શિશુ ભોળો,
ટિમ ગયું ને જ્યોતિ પ્રકાશ્યો,
શિશુ ને ઉર માં લ્યો લ્યો, દયામય! મંગલ.....
નામ મધુર તવ રટ્યો નિરક્ષર,
શિશુ સહ પ્રેમ બોલો,
દિવ્ય તુષા તર આવ્યો બાળક,
પ્રેમે અમીરસ છોળો, દયામય! મંગલ....
2.2Theme of both the poem
If we look at the word of both the poem, we find similarity of theme waiting. As in Vladimir’s speech he says that, “ What are we doing here, that is the question and we are blessed in this, that we happen to know the answer. Yes, in this immense confusion one thing is clear . We are waiting for Godot to come.” And here in both the poem, we bagging for blessings of god and human being keeps on doing this.
3.Connection with Waiting For Godot, Existentialism and Nihilism
Thus, Beckett’s Waiting for Godot was one of the very best plays of the decade . Its two tramps, with their boredom , their fear of pain, their shreds of love and hate, are a surprisingly effective version of the whole human condition for which action is no answer , chiefly because there is no obvious action be taken , ‘nothing to be done’ Beckett comes to a nihilistic conclusion.
CONCLUSION
The act of waiting makes us experience the flow of time. To wait means to experience the action of time, which is constant change. And yet as nothing real ever happens, that change itself an illusion. The more things change, the more they are the same. That is the terrible stability of the world.
Imaginary Homelands and Explanation of essay Commonwealth Literature does not exist
Name: Reena Khasatiya
Sem -3
Mail Id – kkhasatiyamili21@gmail.com
Paper no. – 11 The Post Colonial Literature
Total Words- 1350
Plagiarism- 74%
To evalute y assignment click here
Topic- Imaginary Homelands and Explanation of essay Commonwealth Literature does not exist
About Salman Rushdie
Sir Ahmed Salman Rushdie (born 19 June 1947) is a British Indian novelist and essayist. His second novel, Midnight's Children (1981), won the Booker Prize in 1981 and was deemed to be "the best novel of all winners" on two separate occasions , marking the 25th and the 40th anniversary of the prize. Much of his fiction is set on the Indian subcontinent. He combines magical realism with historical fiction; his work is concerned with the many connections, diruptions, and migrations between Eastern and Western civilizations.
About Imaginary Homelands
Salman Rushdie is most controversial writer among Indian writing in English. His book published under the title “imaginary Homeland” Is the collection of the essay written during 1981 to 1992. All essays are based on the experience of Salman Rushdie’s and his contemporary time scenario. This book nicely collected the controversial issues of the decade. In these days Indira Gandhi was ruling. In this session one of the novelist whose name Rushdie did not reveal, began his contribution by reciting a Sanskrit Shloka, and then, instead of translating the verse he declared. “Every educated Indian will understand what I have just said”. This was unacceptable as, in the room were Indian writers and scholars from conceivable backgrounds such as Christian, Parasi, Muslim and Sikh. None of them rose in Sanskrit tradition and they were reasonably educated. The questions that surrounded his mind were -what were we being told? -we aren’t Indian’? The second day, an eminent Indian academic delivered a paper on Indian culture that utterly ignored all minority communities and characterized Muslim culture as imperialist and inauthentic. This made him write a book that searched for his ‘existence'. The conference was for him a bitter experience which pricked him like a thorn.
The book ‘Imaginary Homelands’ is divided into six sections. They are.
1) Midnight’s children.
2) Politics of India and Pakistan.
3) Indo-Anglian literature.
4) Movie and Television.
5) Experience of migrants, -Indian migrants to Britain
6) Thatcher/ flout election –question of Palestine
“Writers in my position, exiles or emigrants or expatriates,” Rushdie says in this collection’s title essay, “are haunted by some sense of loss, some urge to reclaim, to look back, even at the risk of being mutated into pillars of salt.” Such a writer comes to understand, however, that “we will not be capable of reclaiming precisely the thing that was lost; that we will, in short, create fictions, not actual cities or villages, but invisible ones, imaginary homelands, India’s of the mind.” In his own fictions, Salman Rushdie has created just such imaginary homelands: India of the mind in Midnight’s Children, a Pakistan of the mind in Shame, an Islam, Bombay, and London of the mind in The Satanic Verses. While they are not precisely real, these imaginary homelands capture the essence of reality as seen through the eyes of characters who, like their author, face the challenge of straddling two cultures.
Commonwealth Literature does not exist
“Many of the delegates, I found, were willing freely to admit that the term 'Commonwealth literature' was a bad one. South Africa and Pakistan, for instance, are not members of the Commonwealth, but their authors apparently belong to its literature. On the other hand, England, which, as far as I'm aware, has not been expelled from the Commonwealth quite yet, has been excluded from its literary manifestation. For obvious reasons. It would never do to include English literature, the great sacred thing itself, with this bunch of upstarts, huddling together under this new and badly made umbrella.” (Salman Rushdie)
What is commonwealth Literature?
The term "commonwealth" has a long history. It was first used by Oliver Cromwell, after establishing the republican government in England in 1649. Literally it implied common good or public good; a body-politic in which power is with the people. It came into discuss as a form of government for nearly 300 years, till it was resurrected in the statue of Westminster 1931, when with the creation of the dominions, the British Empire was re-christened as the British commonwealth of Nations. Commonwealth literature concept came into practice in the mid-twentieth century, there are various factors that were responsible feor its growth in the nineteenth century.
important aspect of so-called Commonwealth literature may be that it is written in one place by people from another place. Whereas an earlier generation of writers settled in Britain, many contemporary authors have chosen to live in Canada or the United States. A significant part of the West Indian, or Caribbean, diaspora (itself part of the African diaspora) has found itself in Canada, alongside the Indian/Asian diaspora.
According to Rushdie, one of the rules, one of the ideas on which the edifice rests, is that literature is an expression of nationality. Literature is a general representation of cultural particularities that is, literature varies from culture to culture, from one period to another. There is another element of literature that shocks the literary mind. A respectable literary piece, according to Rushdie must meet the demands of authenticity. Authenticity demands that sources, forms, style, language and symbol all derive from a supposedly homogenous and unbroken tradition.
There is where tragedy falls to the ground. What the term authenticity reveals, so much in the use inside the little world of Commonwealth literature would seem ridiculous outside this world. Now, the lexicon of Commonwealth literature (as it applies to the literary aspect of British colonialism) is an innovation. Literary critics often praise the achievements of Commonwealth literary figures, forgetting the most essential element of literature. Today, literary works are not mutually exclusive in the sense that, they are simultaneously influenced by different cultures. In some Indian novels, both the form and style resemble that which Europeans used in the early 20th century. This is not an intentional event. Many of these writers are Western educated. As such, it is inevitable that their style would follow the Western model.
Commonwealth literature is therefore an unreliable face of historicity. It is neither founded on one form nor guided by an encompassing set of norms. Indeed, when one talks of Commonwealth literature, one needs to look beyond the borders of the nation-state to the land of the West. In short, according to Rushdie, Commonwealth literature is an encompassing myth.
In additiin, He adds that... One of the points I want to make is that what I've said indicates, I hope, that Indian society and Indian literature have a complex and developing relationship with the English language. This kind of post-colonial dialectic is propounded as one of the unifying factors in 'Commonwealth literature'; but it clearly does not exist, or at least is far more peripheral to the problems of literatures in Canada, Australia, even South Africa. Every time you examine the general theories of 'Commonwealth literature' they come apart in your hands. English literature has its Indian branch. By this I mean the literature of the English language. This literature is also Indian literature. There is no incompatibility here. If history -creates complexities, let us not try to simplify them. ) So: English is an Indian literary language, and by now, thanks to writers like Tagore, Dasai, Chaudhuri, Mulk Raj Anand, Raja Rao, Anita Desai and others, it has quite a pedigree. Now it certainly true that the English-language literatures of England, Ireland and the USA are older than, for example, the Indian; so it's possible that 'Commonwealth literature' is no more than an ungainly name for the world’s Conclusion,(from original essay)
Conclusion
Commonwealth Literature’ is thus used to cover the literary works from territories that were once part of the British Empire, but it usually excludes books from the United Kingdom unless these are produced by resident writers who originate from a former colony. The great irony, however, is that much of the best literature that has emerged from Britain in the last years has been produced by writers from or with roots in colonies.
Reference
http://literature-articles.blogspot.com/2014/12/commonwealth-literature-does-not-exist.html
https://brainly.in/question/1151109
http://literature-articles.blogspot.com/2014/12/commonwealth-literature-does-not-exist.html?m=1
Sem -3
Mail Id – kkhasatiyamili21@gmail.com
Paper no. – 11 The Post Colonial Literature
Total Words- 1350
Plagiarism- 74%
To evalute y assignment click here
Topic- Imaginary Homelands and Explanation of essay Commonwealth Literature does not exist
About Salman Rushdie
Sir Ahmed Salman Rushdie (born 19 June 1947) is a British Indian novelist and essayist. His second novel, Midnight's Children (1981), won the Booker Prize in 1981 and was deemed to be "the best novel of all winners" on two separate occasions , marking the 25th and the 40th anniversary of the prize. Much of his fiction is set on the Indian subcontinent. He combines magical realism with historical fiction; his work is concerned with the many connections, diruptions, and migrations between Eastern and Western civilizations.
About Imaginary Homelands
Salman Rushdie is most controversial writer among Indian writing in English. His book published under the title “imaginary Homeland” Is the collection of the essay written during 1981 to 1992. All essays are based on the experience of Salman Rushdie’s and his contemporary time scenario. This book nicely collected the controversial issues of the decade. In these days Indira Gandhi was ruling. In this session one of the novelist whose name Rushdie did not reveal, began his contribution by reciting a Sanskrit Shloka, and then, instead of translating the verse he declared. “Every educated Indian will understand what I have just said”. This was unacceptable as, in the room were Indian writers and scholars from conceivable backgrounds such as Christian, Parasi, Muslim and Sikh. None of them rose in Sanskrit tradition and they were reasonably educated. The questions that surrounded his mind were -what were we being told? -we aren’t Indian’? The second day, an eminent Indian academic delivered a paper on Indian culture that utterly ignored all minority communities and characterized Muslim culture as imperialist and inauthentic. This made him write a book that searched for his ‘existence'. The conference was for him a bitter experience which pricked him like a thorn.
The book ‘Imaginary Homelands’ is divided into six sections. They are.
1) Midnight’s children.
2) Politics of India and Pakistan.
3) Indo-Anglian literature.
4) Movie and Television.
5) Experience of migrants, -Indian migrants to Britain
6) Thatcher/ flout election –question of Palestine
“Writers in my position, exiles or emigrants or expatriates,” Rushdie says in this collection’s title essay, “are haunted by some sense of loss, some urge to reclaim, to look back, even at the risk of being mutated into pillars of salt.” Such a writer comes to understand, however, that “we will not be capable of reclaiming precisely the thing that was lost; that we will, in short, create fictions, not actual cities or villages, but invisible ones, imaginary homelands, India’s of the mind.” In his own fictions, Salman Rushdie has created just such imaginary homelands: India of the mind in Midnight’s Children, a Pakistan of the mind in Shame, an Islam, Bombay, and London of the mind in The Satanic Verses. While they are not precisely real, these imaginary homelands capture the essence of reality as seen through the eyes of characters who, like their author, face the challenge of straddling two cultures.
Commonwealth Literature does not exist
“Many of the delegates, I found, were willing freely to admit that the term 'Commonwealth literature' was a bad one. South Africa and Pakistan, for instance, are not members of the Commonwealth, but their authors apparently belong to its literature. On the other hand, England, which, as far as I'm aware, has not been expelled from the Commonwealth quite yet, has been excluded from its literary manifestation. For obvious reasons. It would never do to include English literature, the great sacred thing itself, with this bunch of upstarts, huddling together under this new and badly made umbrella.” (Salman Rushdie)
What is commonwealth Literature?
The term "commonwealth" has a long history. It was first used by Oliver Cromwell, after establishing the republican government in England in 1649. Literally it implied common good or public good; a body-politic in which power is with the people. It came into discuss as a form of government for nearly 300 years, till it was resurrected in the statue of Westminster 1931, when with the creation of the dominions, the British Empire was re-christened as the British commonwealth of Nations. Commonwealth literature concept came into practice in the mid-twentieth century, there are various factors that were responsible feor its growth in the nineteenth century.
important aspect of so-called Commonwealth literature may be that it is written in one place by people from another place. Whereas an earlier generation of writers settled in Britain, many contemporary authors have chosen to live in Canada or the United States. A significant part of the West Indian, or Caribbean, diaspora (itself part of the African diaspora) has found itself in Canada, alongside the Indian/Asian diaspora.
According to Rushdie, one of the rules, one of the ideas on which the edifice rests, is that literature is an expression of nationality. Literature is a general representation of cultural particularities that is, literature varies from culture to culture, from one period to another. There is another element of literature that shocks the literary mind. A respectable literary piece, according to Rushdie must meet the demands of authenticity. Authenticity demands that sources, forms, style, language and symbol all derive from a supposedly homogenous and unbroken tradition.
There is where tragedy falls to the ground. What the term authenticity reveals, so much in the use inside the little world of Commonwealth literature would seem ridiculous outside this world. Now, the lexicon of Commonwealth literature (as it applies to the literary aspect of British colonialism) is an innovation. Literary critics often praise the achievements of Commonwealth literary figures, forgetting the most essential element of literature. Today, literary works are not mutually exclusive in the sense that, they are simultaneously influenced by different cultures. In some Indian novels, both the form and style resemble that which Europeans used in the early 20th century. This is not an intentional event. Many of these writers are Western educated. As such, it is inevitable that their style would follow the Western model.
Commonwealth literature is therefore an unreliable face of historicity. It is neither founded on one form nor guided by an encompassing set of norms. Indeed, when one talks of Commonwealth literature, one needs to look beyond the borders of the nation-state to the land of the West. In short, according to Rushdie, Commonwealth literature is an encompassing myth.
In additiin, He adds that... One of the points I want to make is that what I've said indicates, I hope, that Indian society and Indian literature have a complex and developing relationship with the English language. This kind of post-colonial dialectic is propounded as one of the unifying factors in 'Commonwealth literature'; but it clearly does not exist, or at least is far more peripheral to the problems of literatures in Canada, Australia, even South Africa. Every time you examine the general theories of 'Commonwealth literature' they come apart in your hands. English literature has its Indian branch. By this I mean the literature of the English language. This literature is also Indian literature. There is no incompatibility here. If history -creates complexities, let us not try to simplify them. ) So: English is an Indian literary language, and by now, thanks to writers like Tagore, Dasai, Chaudhuri, Mulk Raj Anand, Raja Rao, Anita Desai and others, it has quite a pedigree. Now it certainly true that the English-language literatures of England, Ireland and the USA are older than, for example, the Indian; so it's possible that 'Commonwealth literature' is no more than an ungainly name for the world’s Conclusion,(from original essay)
Conclusion
Commonwealth Literature’ is thus used to cover the literary works from territories that were once part of the British Empire, but it usually excludes books from the United Kingdom unless these are produced by resident writers who originate from a former colony. The great irony, however, is that much of the best literature that has emerged from Britain in the last years has been produced by writers from or with roots in colonies.
Reference
http://literature-articles.blogspot.com/2014/12/commonwealth-literature-does-not-exist.html
https://brainly.in/question/1151109
http://literature-articles.blogspot.com/2014/12/commonwealth-literature-does-not-exist.html?m=1
Assignment10- Scarlet Letter as Story of ‘Sin’
Name: Reena Khasatiya
Sem -3
Mail Id – khasatiyamili21@gmail.com
Paper no. 10 American Literature
Total words- 1726
Plagiarism - 59%
Index: Introduction, storyline of Novel, Hester’s portrait, Real sinner, connection with Eve, connection with Sita, Society as sinner, Conclusion.
• Introduction
Scarlet Letter is Nathaniel Hawthorne’s masterpiece. It is iconic fable of guilt and redemption set in Puritan Massachusetts. It has long been considered one of the greatest American novels. The story of Hester Prynne—found out in adultery, pilloried by her Puritan community, and abandoned, in different ways, by both her partner in sin and her vengeance-seeking husband—possesses a reality heightened by Hawthorne’s sympathy and his unmixed devotion to his supposedly fallen but fundamentally innocent heroine. The Scarlet Letter rightly deserves its stature as the first great novel written by an American, a work of moral force and narrative power that announced a literature equal to any in the world.
In this assignment I’m going to see ‘Scarlet letter’ as story of Sin. Sin done by Hester Prynne. How she is victim of sin and how her love converted into misery of her life. Her love is seen as adultery by society. Many critic says or we can interpret too that, Fundamentally she is fallen but innocent heroin of Novel. But, cruelty of her destiny never gave sweet fruit of life. Indian myth about Sita’s chastity and Ramayana’s … Kand’s connection can be seen.
• Storyline of the Novel
Act took place at Puritan Boston, Massachusetts, in 1638 people of town gathers to witness the punishment of Hester Prynne. She gave the birth to a baby girl, in absent of her husband. It is her crime or sin. Who is the father of this child? This is the central question in gathered crowd. Story begins with the aspect of reveal of truth, A young Hester Prynne is led from prison town with her daughter Pearl in her Arms and the scarlet letter ‘A’ n her breast. Hester’s much old husband went to the America on sea voyage and in absence of him, she have affair with Dimmesdale and Pearl is their child but Hester have concern about Dimmesdale’s dignity and his respectable position in Church. And that is may be the reason of her silence.
In the other side, Roger Chillingworth he settles in Boston with hiding his real personality of Hester’s husband. He reveals true identity to only Hester, whom he has sworn to secrecy. Hester living apart from Boston with her daughter and support herself by needlework. When community officials attempt to take Pearl away from her, She take help from Dimmesdale she manage to stay with her daughter. And years after make plan to run away from Boston with Dimmesdale and Pearl; start a new life.
• Overview of Hester’s character
Rise of Hester’s character, She is sent ahead to the "New World" by her husband, who later assumes the name of Roger Chillingworth, as he has some business to finish before he can join her. After he is shipwrecked and captured by Native Americans and presumed dead, Hester continues to live her life as a seamstress in the town. She looks to the local pastor Arthur Dimmesdale for comfort; somewhere along the way passion emerges, culminating in the conception and subsequent birth of their child, Pearl. Because Hester has no husband with her, she is imprisoned, convicted of the crime of adultery, and sentenced to be forced to wear a prominent scarlet letter 'A' for the rest of her life.
Though scorned by her fellow citizens, Hester continues to lead a relatively uneventful life. Shortly after the birth of the child and her punishment, Hester's husband reappears and demands that she tell him the name of the child's father. Hester refuses but swears not to reveal the fact that Chillingworth is her husband to the town folk. Hester continues living her life as a seamstress, providing for herself and her child. (https://en.m.wikipedia.org/wiki/Hester_Prynne)
As critics said that…” All the contradictions of Hester Prynne – guilt and honesty, sin and holiness, sex and chastity – make her an enduring heroine of American literature. She is flawed, complex, and above all fertile. The idea of Hester Prynne, the good woman gone bad, is a cultural meme that recurs again and again – perhaps because we as a culture are still trying to figure out who Hester really is and how we feel about her.”
• Who is real ‘Sinner’?
After, knowing the storyline and Hester’s character we come to know that She is not a real sinner. But, society punished her till last. And if we see from other perspective Dimmesdale is also not sinner because to love somebody is not sin. Than question about sinner remain as it is.
• Connection with Eve as In biblical myth
“A tendency to speculation, though it may keep a woman quiet, as it does a man, yet makes her sad. She discerns, it may be, such a hopeless task before her.”
This quote is presents Hester’s specific experiences to give more generalized ideas about the injustices women face. And time when women don’t know about inequality she realized and when society didn’t change she met to sad end.
Secondly, If we Connect Hester with Eve of Bible with tis reading. we can say that Hester is sinner. She loves not Dimmesdale but in fact she loves her freedom and lead to join relation with Dimmesdale in absence of his husband same as Eve went on work alone and trapped in Saturn’s snare and eat forbidden fruit; punished by god and suffer till the end.
As Novelist John Updike said of Prynne:
“ She's such an arresting and slightly ambiguous figure. She's a funny mix of a truly liberated, defiantly sexual woman, but in the end a woman who accepts the penance that society imposed on her. And I don't know, I suppose she's an epitome of female predicaments. ... She is a mythic version of every woman's attempt to integrate her sexuality with societal demands. “
Moreover, in the original text there is discrimination of Hester’s pain and she herself believer of that,
“Hester walked across the room. She stepped upon her left foot, her right foot, and then her left foot again. One wonders, why doth she, in this instance of walking across the room, begin her journey upon the left foot and not the right? Could it be her terrible sin, that the devil informeth the left foot just as he informeth the left hand and those bewitched, left-handed persons amongst us? Why, forsooth, doth the left foot of sin draggeth the innocent right foot along its wretched journey from one side of the room to the other? She walked across the room, I tell you! Guilty feet hath got no rhythm...”
So, from this perspective Hester herself is real sinner, who till last do not speak name of Pearl’s father and punished herself in blind love of Dimmesdale and her fearless nature lead her to Dimmesdale. Their out marriage relationship and her pregnancy is obviously not take it easy in puritan society.
• Connection with Sita as In Hindu myth
“The tendency of her fate and fortunes had been to set her free. The scarlet letter was her passport into regions where other women dared not tread”
It is powerfully shown in the novel that how the experience of being exiled and shunned has changed Her and given a new perspective of living life. When she was living as part of society, she had less reason to question the rules and expectations that came with it. With this reading we can connect Hester Prynne with Sita in Uttarkand.
In the Uttarkand of Ramayana similar story of Sita is presented. After the Vanvas and Yudhdha with Ravan, Ram and Sita got a peaceful life in Ayodhya. But society raised a question on Sita’s chastity and as result of that Sita leave Ayodhya and live in forest with her twine Lav Kush. Here, we can see strong connection of Dimmesdale and Ram, they both have love for their wife/ beloved but torcher of society forced to live apart.
Puritan society is reflected in RamRajya, People’s meaningless talk about Sita’s chastity and Sita’s pride on herself lead to take decision of ‘Agni Pariksha’ and than even she has to live in forest with Lav Kush same as Hester, after a punishment of jail she has forced to live out of town Boston and protect herself with her daughter on her own. If we see from this perspective Society is real Sinner. Crowd have no sense about truth though it can change heaven into hell.
• Society as ‘Sinner
As per my thinking society is real sinner. Without knowing the truth we keep on blaming people who are out of the tradition. It is true that to civilized people we require certain rule in society but when chains became trap, obviously people will feel the tie and try to fly from it. Same in Hester’s case, when she found free herself from marital relation with his husband’s death. She need a new one for live a life and found that Dimmesdale is good one for her. But, fear of society create this tragedy in their life.
• Conclusion
To conclude my point I want to put quote from original text which symbolize hope. With the mistake we learn, and with this story of Hester we can see result of her freedom in choosing lover and being a mother of daughter without marriage is not seen as Virgin Marry in puritan period.
“ At some brighter period … a new truth would be revealed in order to establish the whole relation between man and woman on a surer ground of mutual happiness.”
It shows Hester’s hope that eventually a day will come when there will be greater equality between men and women, and where women will not be so easily subject to shame and scandal. The quote is optimistic in that she believes such a day will come, but also sad in that it shows she has accepted she will not live to see it. The passage also helps to explain part of why Hawthorne thinks this greater equality is important, since it would allow both men and women to be happier and enjoy better relationships with another.
Reference
(https://www.penguinrandomhouse.com/books/77121/the-scarlet-letter-by-nathaniel-hawthorne/9780804171571/)
https://en.m.wikipedia.org/wiki/The_Scarlet_Letter)
https://www.sparknotes.com/lit/scarlet/quotes/theme/female-independence/
Sem -3
Mail Id – khasatiyamili21@gmail.com
Paper no. 10 American Literature
Total words- 1726
Plagiarism - 59%
To evulate my assignment Click Here
Topic - Scarlet Letter as Story of ‘Sin’Index: Introduction, storyline of Novel, Hester’s portrait, Real sinner, connection with Eve, connection with Sita, Society as sinner, Conclusion.
• Introduction
Scarlet Letter is Nathaniel Hawthorne’s masterpiece. It is iconic fable of guilt and redemption set in Puritan Massachusetts. It has long been considered one of the greatest American novels. The story of Hester Prynne—found out in adultery, pilloried by her Puritan community, and abandoned, in different ways, by both her partner in sin and her vengeance-seeking husband—possesses a reality heightened by Hawthorne’s sympathy and his unmixed devotion to his supposedly fallen but fundamentally innocent heroine. The Scarlet Letter rightly deserves its stature as the first great novel written by an American, a work of moral force and narrative power that announced a literature equal to any in the world.
In this assignment I’m going to see ‘Scarlet letter’ as story of Sin. Sin done by Hester Prynne. How she is victim of sin and how her love converted into misery of her life. Her love is seen as adultery by society. Many critic says or we can interpret too that, Fundamentally she is fallen but innocent heroin of Novel. But, cruelty of her destiny never gave sweet fruit of life. Indian myth about Sita’s chastity and Ramayana’s … Kand’s connection can be seen.
• Storyline of the Novel
Act took place at Puritan Boston, Massachusetts, in 1638 people of town gathers to witness the punishment of Hester Prynne. She gave the birth to a baby girl, in absent of her husband. It is her crime or sin. Who is the father of this child? This is the central question in gathered crowd. Story begins with the aspect of reveal of truth, A young Hester Prynne is led from prison town with her daughter Pearl in her Arms and the scarlet letter ‘A’ n her breast. Hester’s much old husband went to the America on sea voyage and in absence of him, she have affair with Dimmesdale and Pearl is their child but Hester have concern about Dimmesdale’s dignity and his respectable position in Church. And that is may be the reason of her silence.
In the other side, Roger Chillingworth he settles in Boston with hiding his real personality of Hester’s husband. He reveals true identity to only Hester, whom he has sworn to secrecy. Hester living apart from Boston with her daughter and support herself by needlework. When community officials attempt to take Pearl away from her, She take help from Dimmesdale she manage to stay with her daughter. And years after make plan to run away from Boston with Dimmesdale and Pearl; start a new life.
• Overview of Hester’s character
Rise of Hester’s character, She is sent ahead to the "New World" by her husband, who later assumes the name of Roger Chillingworth, as he has some business to finish before he can join her. After he is shipwrecked and captured by Native Americans and presumed dead, Hester continues to live her life as a seamstress in the town. She looks to the local pastor Arthur Dimmesdale for comfort; somewhere along the way passion emerges, culminating in the conception and subsequent birth of their child, Pearl. Because Hester has no husband with her, she is imprisoned, convicted of the crime of adultery, and sentenced to be forced to wear a prominent scarlet letter 'A' for the rest of her life.
Though scorned by her fellow citizens, Hester continues to lead a relatively uneventful life. Shortly after the birth of the child and her punishment, Hester's husband reappears and demands that she tell him the name of the child's father. Hester refuses but swears not to reveal the fact that Chillingworth is her husband to the town folk. Hester continues living her life as a seamstress, providing for herself and her child. (https://en.m.wikipedia.org/wiki/Hester_Prynne)
As critics said that…” All the contradictions of Hester Prynne – guilt and honesty, sin and holiness, sex and chastity – make her an enduring heroine of American literature. She is flawed, complex, and above all fertile. The idea of Hester Prynne, the good woman gone bad, is a cultural meme that recurs again and again – perhaps because we as a culture are still trying to figure out who Hester really is and how we feel about her.”
• Who is real ‘Sinner’?
After, knowing the storyline and Hester’s character we come to know that She is not a real sinner. But, society punished her till last. And if we see from other perspective Dimmesdale is also not sinner because to love somebody is not sin. Than question about sinner remain as it is.
• Connection with Eve as In biblical myth
“A tendency to speculation, though it may keep a woman quiet, as it does a man, yet makes her sad. She discerns, it may be, such a hopeless task before her.”
This quote is presents Hester’s specific experiences to give more generalized ideas about the injustices women face. And time when women don’t know about inequality she realized and when society didn’t change she met to sad end.
Secondly, If we Connect Hester with Eve of Bible with tis reading. we can say that Hester is sinner. She loves not Dimmesdale but in fact she loves her freedom and lead to join relation with Dimmesdale in absence of his husband same as Eve went on work alone and trapped in Saturn’s snare and eat forbidden fruit; punished by god and suffer till the end.
As Novelist John Updike said of Prynne:
“ She's such an arresting and slightly ambiguous figure. She's a funny mix of a truly liberated, defiantly sexual woman, but in the end a woman who accepts the penance that society imposed on her. And I don't know, I suppose she's an epitome of female predicaments. ... She is a mythic version of every woman's attempt to integrate her sexuality with societal demands. “
Moreover, in the original text there is discrimination of Hester’s pain and she herself believer of that,
“Hester walked across the room. She stepped upon her left foot, her right foot, and then her left foot again. One wonders, why doth she, in this instance of walking across the room, begin her journey upon the left foot and not the right? Could it be her terrible sin, that the devil informeth the left foot just as he informeth the left hand and those bewitched, left-handed persons amongst us? Why, forsooth, doth the left foot of sin draggeth the innocent right foot along its wretched journey from one side of the room to the other? She walked across the room, I tell you! Guilty feet hath got no rhythm...”
So, from this perspective Hester herself is real sinner, who till last do not speak name of Pearl’s father and punished herself in blind love of Dimmesdale and her fearless nature lead her to Dimmesdale. Their out marriage relationship and her pregnancy is obviously not take it easy in puritan society.
• Connection with Sita as In Hindu myth
“The tendency of her fate and fortunes had been to set her free. The scarlet letter was her passport into regions where other women dared not tread”
It is powerfully shown in the novel that how the experience of being exiled and shunned has changed Her and given a new perspective of living life. When she was living as part of society, she had less reason to question the rules and expectations that came with it. With this reading we can connect Hester Prynne with Sita in Uttarkand.
In the Uttarkand of Ramayana similar story of Sita is presented. After the Vanvas and Yudhdha with Ravan, Ram and Sita got a peaceful life in Ayodhya. But society raised a question on Sita’s chastity and as result of that Sita leave Ayodhya and live in forest with her twine Lav Kush. Here, we can see strong connection of Dimmesdale and Ram, they both have love for their wife/ beloved but torcher of society forced to live apart.
Puritan society is reflected in RamRajya, People’s meaningless talk about Sita’s chastity and Sita’s pride on herself lead to take decision of ‘Agni Pariksha’ and than even she has to live in forest with Lav Kush same as Hester, after a punishment of jail she has forced to live out of town Boston and protect herself with her daughter on her own. If we see from this perspective Society is real Sinner. Crowd have no sense about truth though it can change heaven into hell.
• Society as ‘Sinner
As per my thinking society is real sinner. Without knowing the truth we keep on blaming people who are out of the tradition. It is true that to civilized people we require certain rule in society but when chains became trap, obviously people will feel the tie and try to fly from it. Same in Hester’s case, when she found free herself from marital relation with his husband’s death. She need a new one for live a life and found that Dimmesdale is good one for her. But, fear of society create this tragedy in their life.
• Conclusion
To conclude my point I want to put quote from original text which symbolize hope. With the mistake we learn, and with this story of Hester we can see result of her freedom in choosing lover and being a mother of daughter without marriage is not seen as Virgin Marry in puritan period.
“ At some brighter period … a new truth would be revealed in order to establish the whole relation between man and woman on a surer ground of mutual happiness.”
It shows Hester’s hope that eventually a day will come when there will be greater equality between men and women, and where women will not be so easily subject to shame and scandal. The quote is optimistic in that she believes such a day will come, but also sad in that it shows she has accepted she will not live to see it. The passage also helps to explain part of why Hawthorne thinks this greater equality is important, since it would allow both men and women to be happier and enjoy better relationships with another.
Reference
(https://www.penguinrandomhouse.com/books/77121/the-scarlet-letter-by-nathaniel-hawthorne/9780804171571/)
https://en.m.wikipedia.org/wiki/The_Scarlet_Letter)
https://www.sparknotes.com/lit/scarlet/quotes/theme/female-independence/
Assignment12- A history of Language teaching And English Language Teaching in India
Name: Reena Khasatiya
Sem -3
Mail Id – khasatiyamili21@gmail.com
Paper no. 12 English Language Teaching
Total words- 1801
Plagiarism- 19%
To evalute my assignment Click here
Topic- A history of Language teaching And English Language Teaching in India.
Introduction
In this Assignment I am briefly reviewing the history of Language teaching and English Language Teaching in India. Achievement of Language is human’s great invention. Language is as necessary as breathing. Language is system which has been considered remarkable platform for communication. History of language teaching include various methods, provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. From this historical perspective we are also able to see that the concern that have always been at the center of discussion on how to teach foreign language. Today’s controversies reflect contemporary responses to questions that have been asked often throughout the history of language teaching.
History of Language Teaching
Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study, they have also reflected changes in theories of the nature of language and of language learning. Kelly(1969) and Howatt (1984)have demonstrated that many current issues in language teaching are not particularly new.
It has been estimated that some sixty percent of today’s world population is multilingual. From both a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. Whereas today English is the world’s most widely studied language, 500years ago it was Latin, for it was the dominant language of education, commerce, religion and government in the western world. In the sixteenth century, however, French, Italian and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as language of spoken and written communication.
Before rise of English
Before the rise of English as standard or crucial language, the study of Latin ( the Latin in which the classical works of Virgin, Ovid and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries, in that period in England children were entering in ‘grammar school’ where initially given a rigorous introduction to Latin grammar. Once the basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century had made specific proposals for curriculum reform and for changes in the way Latin was taught. But, since Latin had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long established status of Latin. (Kelly; Howatt)
By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools. A typical textbook in the mid-nineteenth century thus consists of chapters or lessons organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences.
The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. In which grammar translation method is very much in use. In Grammar translation method, ‘the first language is maintained as the reference system in the acquisition of the second language.’
Language teaching inventions in the nineteenth century
Toward the mid nineteenth century several factors contributed to a questioning and rejection of the Grammar translation method. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. Increasingly, the public education system was seen to be failing in its responsibilities. In Germany, France, England and other parts of Europe, new approaches to language teaching were developed by individual language teaching specialist, each with a specific method for reforming the teaching of modern languages.
The Reform Movement
Teachers and linguists began to write about the need for new approaches to language teaching, and through their pamphlets, books, speeches, and articles, the foundation for more widespread pedagogical reforms was laid. This effort became known as the Reform Movement in language.
In this movement the discipline of linguistics was revitalized, phonetics- the scientific analysis and description of the sound system of the language- was established, giving new insights into speech processes. Linguists emphasized that speech, rather than the written word. The International phonetic Association was founded in 1886. One of the earliest goals of the association was to improve the teaching of modern languages. It advocated…
• The study of the spoken language
• Good pronunciation habit
• Use of conversation texts and dialogues to introduce conversational phrases and idioms
• An inductive approach to the teaching of grammar
• Teaching new meanings through establishing associations within the target language.
History of English Language Teaching in India
English has a status of associate language and it is widely spoken language today. We can consider it as ‘Global Language’. After Hindi, English is most commonly spoken language in India. In fact, English is most impotent language in India, it is not only for communicating with outside world but it is for inter-state and interstate communication. Because of the ethnic value and linguistic diversity found within our nation, English acts as a ‘Link’ language. Development of the Information Technology and most software; operating system being emerged in the English language. A new efficiency for written and oral communication in the English language has emerged. People love to speak in English and they admire the speaker of English language, it means in Indian mind set those who are know English they are in elite’s category, they known as intellectual. In benefit of that idea many Spoken English classes making money! This love or respect for English is started with establishment of British colony in India and continue till today.
In this assignment I am discussing this sequence: ELT in India, ELT pre-colonial era and ELT post-colonial era, Various approaches and methods in language teaching.
In India English is crucial in some system like legal, financial, educational and business. Officially English has a status of assistance language. As I write above, After Hindi English is the most written and read language in our country. English symbolizes as better education, higher intellect mind and civilized culture. May this is the reason Indian likes to show of that they know English. Those who know the English often mingle it with their native language. Until the beginning of 1990s, foreign movies in India weren’t translated in Indian languages, but were broadcast in English, It means those were only for English speakers only. The reason Indians give such importance English is related to the historical truth that India was once a part of British Colony. In 1498 Vasco de Gama found sea-way of India and foreign community started coming in India. In 1800British East India company was established and Britishers started their business in India. But, their purpose of business changed when they found that It is not tough to rule over Indians. They intrude almost over whole India.
When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high caste Indians to work for them. Many upper caste Indians especially the Brahmans who worked for them. The British policy was to create an Indian class who should think like the British, or as it was said then in Britain “Indians in blood and color but English in taste, in opinions and morals and intellect”.
Britishers established Christian missionaries during middle of ninetieth century. They built schools and high schools at primary level for Indians In which instruction was in local language. Later on the missionaries built high schools. The language of instruction was English which obliged the Indians who wanted to study to have a good knowledge of English. Moreover, Britishers began building their Universities in India from 1857 and English became the first Language in Indian education.
The modern leaders of that era in India also supported English Language. In that time those who know good English were seen as intellect or new elite Of India.
Pre- and Post Colonial Period
English Language was basically formed to conduct trade with India. But, with their raise of political power, they created the British Indian provinces like Bengal, Madras and Bombay. The East India company look the responsibility of the education of the Indians for their own purpose were also realizing the important of English Language.
As A.P.R. Howatt notes:By the 1830s the Indian middle classes were becoming very demanding. They realized that English was the language require for a secure future in a government job, so why was English not taught in the secondary school? Private schools offering this service were already doing good business, particularly in Calcutta The state was set for the first ‘big moment’ in the imperial history of English language teaching.
Meanwhile some movements were started by Raja RamMohan Roy to introduce western scientific education through English. He wanted to replace traditional Sanskrit and Persian teaching. To take a decision or to solve this problem, committee was formed. Lord Macaulay was the chairman of this committee.
Raja Ram Mohan Roy advocated English as the medium of instruction in the place of Sanskrit and Persian. Macaulay wanted to make Indian like English people, Indian in blood and color but English in taste and opinion. And their longing to the members f thus class would spread their knowledge through English.
Macaulay’s purposes was:
I)to create the dominance of British culture over the Indians and to have control over the minds of the Indian through English.
ii) to train Indians and make them fit for employment.
When India got independence, Government had decide to make Hindi as the official language, regional languages were given the status of national languages. And Universities and Schools were increasing rapidly in India. But, the question of standardization f English always remain there.
Therefore, English language has been considered as a major foreign language in India. As the world is getting globalized, there has been sense of English as a global Language. In the field of English language teaching is growing day by day in India because of good and dedicated researchers have contributed something to English language teaching and moreover number of linguists have made foot print in the field of applied linguistic.
Reference.
Howatt, A.P.R. 1984. A history of English language Teaching. Oxford: Oxford University Press.
Titone, R. 1968 Teaching Foreign Languages: An historical Sketch. Washington, D.C., Georgetown University Press.
http://www.academia.edu/10177794/A_Brief_History_of_English_Language_Teaching_in_India
Sem -3
Mail Id – khasatiyamili21@gmail.com
Paper no. 12 English Language Teaching
Total words- 1801
Plagiarism- 19%
To evalute my assignment Click here
Topic- A history of Language teaching And English Language Teaching in India.
Introduction
In this Assignment I am briefly reviewing the history of Language teaching and English Language Teaching in India. Achievement of Language is human’s great invention. Language is as necessary as breathing. Language is system which has been considered remarkable platform for communication. History of language teaching include various methods, provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. From this historical perspective we are also able to see that the concern that have always been at the center of discussion on how to teach foreign language. Today’s controversies reflect contemporary responses to questions that have been asked often throughout the history of language teaching.
History of Language Teaching
Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study, they have also reflected changes in theories of the nature of language and of language learning. Kelly(1969) and Howatt (1984)have demonstrated that many current issues in language teaching are not particularly new.
It has been estimated that some sixty percent of today’s world population is multilingual. From both a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. Whereas today English is the world’s most widely studied language, 500years ago it was Latin, for it was the dominant language of education, commerce, religion and government in the western world. In the sixteenth century, however, French, Italian and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as language of spoken and written communication.
Before rise of English
Before the rise of English as standard or crucial language, the study of Latin ( the Latin in which the classical works of Virgin, Ovid and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries, in that period in England children were entering in ‘grammar school’ where initially given a rigorous introduction to Latin grammar. Once the basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century had made specific proposals for curriculum reform and for changes in the way Latin was taught. But, since Latin had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long established status of Latin. (Kelly; Howatt)
By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign languages in schools. A typical textbook in the mid-nineteenth century thus consists of chapters or lessons organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences.
The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. In which grammar translation method is very much in use. In Grammar translation method, ‘the first language is maintained as the reference system in the acquisition of the second language.’
Language teaching inventions in the nineteenth century
Toward the mid nineteenth century several factors contributed to a questioning and rejection of the Grammar translation method. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. Increasingly, the public education system was seen to be failing in its responsibilities. In Germany, France, England and other parts of Europe, new approaches to language teaching were developed by individual language teaching specialist, each with a specific method for reforming the teaching of modern languages.
The Reform Movement
Teachers and linguists began to write about the need for new approaches to language teaching, and through their pamphlets, books, speeches, and articles, the foundation for more widespread pedagogical reforms was laid. This effort became known as the Reform Movement in language.
In this movement the discipline of linguistics was revitalized, phonetics- the scientific analysis and description of the sound system of the language- was established, giving new insights into speech processes. Linguists emphasized that speech, rather than the written word. The International phonetic Association was founded in 1886. One of the earliest goals of the association was to improve the teaching of modern languages. It advocated…
• The study of the spoken language
• Good pronunciation habit
• Use of conversation texts and dialogues to introduce conversational phrases and idioms
• An inductive approach to the teaching of grammar
• Teaching new meanings through establishing associations within the target language.
History of English Language Teaching in India
English has a status of associate language and it is widely spoken language today. We can consider it as ‘Global Language’. After Hindi, English is most commonly spoken language in India. In fact, English is most impotent language in India, it is not only for communicating with outside world but it is for inter-state and interstate communication. Because of the ethnic value and linguistic diversity found within our nation, English acts as a ‘Link’ language. Development of the Information Technology and most software; operating system being emerged in the English language. A new efficiency for written and oral communication in the English language has emerged. People love to speak in English and they admire the speaker of English language, it means in Indian mind set those who are know English they are in elite’s category, they known as intellectual. In benefit of that idea many Spoken English classes making money! This love or respect for English is started with establishment of British colony in India and continue till today.
In this assignment I am discussing this sequence: ELT in India, ELT pre-colonial era and ELT post-colonial era, Various approaches and methods in language teaching.
In India English is crucial in some system like legal, financial, educational and business. Officially English has a status of assistance language. As I write above, After Hindi English is the most written and read language in our country. English symbolizes as better education, higher intellect mind and civilized culture. May this is the reason Indian likes to show of that they know English. Those who know the English often mingle it with their native language. Until the beginning of 1990s, foreign movies in India weren’t translated in Indian languages, but were broadcast in English, It means those were only for English speakers only. The reason Indians give such importance English is related to the historical truth that India was once a part of British Colony. In 1498 Vasco de Gama found sea-way of India and foreign community started coming in India. In 1800British East India company was established and Britishers started their business in India. But, their purpose of business changed when they found that It is not tough to rule over Indians. They intrude almost over whole India.
When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high caste Indians to work for them. Many upper caste Indians especially the Brahmans who worked for them. The British policy was to create an Indian class who should think like the British, or as it was said then in Britain “Indians in blood and color but English in taste, in opinions and morals and intellect”.
Britishers established Christian missionaries during middle of ninetieth century. They built schools and high schools at primary level for Indians In which instruction was in local language. Later on the missionaries built high schools. The language of instruction was English which obliged the Indians who wanted to study to have a good knowledge of English. Moreover, Britishers began building their Universities in India from 1857 and English became the first Language in Indian education.
The modern leaders of that era in India also supported English Language. In that time those who know good English were seen as intellect or new elite Of India.
Pre- and Post Colonial Period
English Language was basically formed to conduct trade with India. But, with their raise of political power, they created the British Indian provinces like Bengal, Madras and Bombay. The East India company look the responsibility of the education of the Indians for their own purpose were also realizing the important of English Language.
As A.P.R. Howatt notes:By the 1830s the Indian middle classes were becoming very demanding. They realized that English was the language require for a secure future in a government job, so why was English not taught in the secondary school? Private schools offering this service were already doing good business, particularly in Calcutta The state was set for the first ‘big moment’ in the imperial history of English language teaching.
Meanwhile some movements were started by Raja RamMohan Roy to introduce western scientific education through English. He wanted to replace traditional Sanskrit and Persian teaching. To take a decision or to solve this problem, committee was formed. Lord Macaulay was the chairman of this committee.
Raja Ram Mohan Roy advocated English as the medium of instruction in the place of Sanskrit and Persian. Macaulay wanted to make Indian like English people, Indian in blood and color but English in taste and opinion. And their longing to the members f thus class would spread their knowledge through English.
Macaulay’s purposes was:
I)to create the dominance of British culture over the Indians and to have control over the minds of the Indian through English.
ii) to train Indians and make them fit for employment.
When India got independence, Government had decide to make Hindi as the official language, regional languages were given the status of national languages. And Universities and Schools were increasing rapidly in India. But, the question of standardization f English always remain there.
Therefore, English language has been considered as a major foreign language in India. As the world is getting globalized, there has been sense of English as a global Language. In the field of English language teaching is growing day by day in India because of good and dedicated researchers have contributed something to English language teaching and moreover number of linguists have made foot print in the field of applied linguistic.
Reference.
Howatt, A.P.R. 1984. A history of English language Teaching. Oxford: Oxford University Press.
Titone, R. 1968 Teaching Foreign Languages: An historical Sketch. Washington, D.C., Georgetown University Press.
http://www.academia.edu/10177794/A_Brief_History_of_English_Language_Teaching_in_India
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