Icitell 2016

INTERNATIONAL CONFERENCE ON
INNOVATIONS IN THE TEACHING OF ENGLISH LANGUAGE

AND LITERATURE
12 & 13 Aug 2016
Organized by
Department of English
School of Social Sciences & Languages
VIT University, Vellore-632014, Tamilnadu, India
E:Mail: eltconference@vit.ac.in Blog: viteltconference.blogspot.in
ISBN 978-93-86176-18-9
Bonfring
309, 2nd Floor, 5th Street Extension,
Gandhipuram, Coimbatore-641 012.
Tamilnadu, India.
E-mail: info@bonfring.org
Website: www.bonfring.org
RESOURCE PERSONS
DAY-1 PLENARY SESSIONS
1. Bridging Industry and Institution
2. International Opportunities for English Teachers and Scholars
,International Funding agencies and International Collaborations
3. Introduction to ELT Research
WORKSHOPS
1. Emerging Trends in Language Teaching & Research
2. Shakespeare 400- A year of celebrations
3. New Directions in Literature Research
DAY-2 PLENARY SESSIONS

1. English and Opportunities ahead of us
2. Excel with English Skills
WORKSHOPS
1. Emotional Intelligence & Classroom Activities
2. New Directions in Language & Literature Research
3. Digital Tools & Apps for teaching and learning
About VIT University
VIT University founded in 1984 by the Chancellor Dr. G. Viswanathan,

former Parliamentarian and State Minister. Now it has grown to be an
international university with 32,000 students from 53 different countries,
maintaining a cosmopolitan ambiance, with campuses in Vellore and Chennai.
VIT offers 20 UG programmes and 29 PG programmes, in addition to research
and integrated degree programmes. VIT has been accredited by NAAC with A
Grade. It also has programmes accredited by IET (UK) and ABET (US).
Programmes in Engineering, Management, Science, Law and Architecture are
being offered.
VIT University, in its pursuit to train the students for 2020 work place, has
introduced Fully Flexible Credit System (FFCS)TM, Curriculum for Applied
Learning (CAL)TM , Digital Learning Management System, Project Based
Learning (PBL), Challenging Experiments in Laboratories, 8 different
Languages being offered, Soft Skills training as part curriculum, Testing of
Higher Order Thinking Skills (HOTS) and Research Orientation from UG level.
With the thrust given to research, VIT has gained a place in the top 2 slots in
Scopus Indexed Journal Publications, among Indian Universities. Interactions
with industries in India and universities abroad have given VIT the much
needed fillip for its progress.
Broad Topics
Activity Centred Language Teaching
Art and Censorship
Authentic Materials in language teaching/ learning
Business English
Challenges in ESL Classroom
Classic
Comparative Aesthetics
Comparative Literature and Cultural Studies
Comparative Literature and Translation Studies
Comparative Literature in the Age of Digital Humanities
Comparative Literature Media (Television, Drama, Film and Others)
Comparative Literature: Theory, Practice
Computer Mediated Language Learning,
Contemporary Literature
Corporate English
Culture Studies
Diaspora Identities
Digital Tools for Teachers
Discourse Analysis
Endangered Languages and Cultures/ Indigenous Knowledge Systems
English for Specific Purposes
Feminist Theory and Art/ Feminist Cultural Production
Flipped classroom
Gender Studies
Innovation in classroom teaching
Innovative Language Labs & Language Studios
Intercultural Education
Literary Theory and Comparative Literature
Literature and Globalization
Literature and History
Literature and Other Arts
Literature and Political Writings
Media Assisted Language Learning,
Medieval and Renaissance Literature
M-Learning
Open Source tools for English Teachers
Poetry and Prose (Fictional and Non-Fictional)
Postmodernism,
Project Based Language Learning
Recent Trends in ELT
Representation of Resistance In Literature
Rethinking Individual and Society
Re-Thinking Visva-Sahitya
Social, Cultural, and Political Contexts of Language Teacher Education
Teacher developed e- resources
The Politics of the virtual society
The Role of Language and Communication in Human Cognition
Theories & Current Researches in ELT
Theorizing Multiculturalism/ Globalization
Towards Indian Comparative Literature
Translation and Interpreting
Web based Language Learning
Patron
Dr. G. Viswanathan, Chancellor
Co-Patrons
Shri. Sankar Viswanathan, Vice Chancellor
Dr. Sekar Viswanathan, Vice Chancellor
Shri. G. V. Selvam, Vice Chancellor
Dr. Anand A Samuel, Vice Chancellor
Dr.V.Raju, Pro Vice Chancellor
Dr. S. Narayanan, Pro Vice Chancellor
Organizing Committee
Conference Director
Dr. K.Revathi / Dean SSL
Conference Co-Director
Dr.V. Anitha Devi/ Head, Department of English

Conference Chair
Dr. R.Srinivasan
Organizing Secretaries
Dr. J. Karthikeyan
Prof.W.Christopher Rajasekaran
Co-Conveners
Dr.RLN.Raju
Dr.Laxmi Dhar Dwivedi
Dr.V.Bhuvaneswari
Dr.N. Gayathri
Dr.Devimeenakshi.K
Dr. John Paul. X
Dr.Soumya Jose
Dr.Evangeline Priscilla.B
Prof.Senguttuvan.M
Prof.Prajeesh Tomy
Reach us
Email: eltconference@vit.ac.in
Blog: http://viteltconference.blogspot.in/
Mobile/WhatsApp: +919994444766 (Dr.J.Karthikeyan) & +91 9843070794
(Prof.W.Christopher Rajasekaran)
Web: www.vit.ac.in/eltconference
PAPER PRESENTERS
Paper Code First Author Second Author/s
82016001 Vaseem Taj Akram Shariff
82016002 Dr.Anu Baisel
82016003 Chandra Shekhar Dubey
82016005 M.Nirmaladevi
82016007 Dr.S.Bharathiraja
82016009 M. KIRANMAI DR. M.SRILAKSHMI
82016010 Shefa Rizwi
82016011 Shefa Rizwi
82016012 Rajanikanth K
82016015 Aju Mukhopadhyay
82016016 Dr.Roweena B D'Couto
82016017 Sree Ranjini.V
82016019 Salu D Souza
82016020 Vasant Prabhakar Gawai
82016021 Kamni Kumari
82016022 Joshua Gnana Raj P Dr B. J. Geetha
82016023 Dr. P.RAJINI, Dr. V.SANGEETHA
82016024 Divya Devi
82016026 Dr. V. Sangeetha R.Steffi
82016027 Ms. JESSY MATHEW Mr. R. JOSEPH HENRY
82016028 Dr. B. Kathiresan S.Pushpanjali
82016029 Dr. M. Ananthi Devaraj
82016030 A.Pavani
82016031 Narmatha V Aparajitha R
82016034 M.Preethi S.Niranjani
82016035 Dr.S.Nova Bright V.M.Saranya
82016036 Dr. S. Barathi
82016037 DR. A. K. PALIWAL
82016038 K. SAMAIKYA
82016039 Dr. Shoba. K. N.
82016040 S.Arockia Shilfa
82016041 V. Shri Vaishali
82016042 Swathi.C K. Suganya
82016043 HEMA SUNDARI G
82016044 K. Elizabeth Lourdu Glady
82016045 M. Zarine Sumaiya
82016046 Dr. C. ARUN
82016047 J. SUGANYA
82016048 S.Prathibha
82016049 K.Sakthi Balamurugan
82016050 K.Abarna SriPreethi
82016052 S. Subash
82016053 Dr. B. Bala Nagendra Prasad M. Nagaraja Kumar
82016054 Mohammed Ali Saeed Bladram Iftikhar Yusuf Al-Arigi
82016055 Gunadevi K. Jeevi Subramaniam Raja Nor Safinas Raja Harun
82016059 D.Abinaya
82016060 A.Benisha
82016062 BATTU RAMBABU
82016063 Dr. Prashant Kashinath Gawande
82016064 MARAM SUBBARAJU
82016065 S. Suresh Dr. Thomas Appadurai Sugirtharaj
82016066 Dr.M.Manimozhi
82016067 Dr. P. Vijay anand
82016068 S.Monisha
82016069 D.R. Jayaraman
82016070 Yelana Thomas Dr R Srinivasan
82016071 Athira Minu . K
82016072 R.Vidhya Lakshmi
82016073 C.ABINETHRI
82016074 V . Vijay Harish
82016075 PARVATHI.T Dr. HARINI JAYARAMAN
82016076 M. Geetha B. Rajarajeswari
82016077 R. Thenmozhi K.Abirami
82016078 Hari Narayanan
82016079 Dr. Chodigaji Ravi
82016080 J.Faustina
82016081 BHUVANESWARI. G
82016082 P .Bindhu
82016084 D.S. Dafinisha
82016085 J.E.Stanley
82016086 T. Blesslyn Esther Roopavathy
82016087 Samuvel Nava Chelvam .A
82016088 Dr. A. VELUSAMY
82016089 P. RAJKUMAR
82016090 K. Karkuvel Raja
82016091 Aravindan K Balaji Venugopal
82016092 K. Abirami
82016093 GANDI. SOBHAN
82016094 S. Daffny Orange Mary
82016097 K. Dasaradhi
82016099 I. SARLIN
82016100 Steffi Santhana Mary
82016101 Evanjalin Mary Stella. J
82016102 P. Linus Herta
82016103 K. S. SARANYA
82016104 P. ESABELLA
82016105 Seemusuru Prasad
82016106 Chibueze Sunday Okibe
82016107 S.Vimala A.Archana
82016108 K. ShamsNaveeth
82016111 P. Lakshmanan
82016112 M.Muthuselvam
82016113 G.Vishnupriya
82016115 YV Ratna
82016116 Lisha Fredrick Dr.J.Karthikeyan
82016117 G. Priyanka
82016118 S. Kiruba Johnson
82016119 S.Senthilnathan
82016120 Mr.K.SRIDHARAN Dr.P.VAIYAPURI RAJA
82016121 G.REENADEVI H.PRABHU
82016123 PRAVEEN.S HARI KRISHNA.P
82016125 P.Suganya
82016126 Abirami .V.
82016127 P.M.Thamilppavai
82016128 M.Sakthi Radha
82016129 N.Sudhavani
82016130 Ms. GITANJALI M S
82016132 S. THIRUMALAI KUMARAN
82016133 Dr.Tissaa Tony C
82016134 R. MAHALAKSHMI
82016135 G. Samuel Rajapandian
82016136 A.DHAMOTHARAKANNAN
82016137 Asra Suha
82016138 L.NIRMALA SELVAKUMARI Dr. A.S. MUHAMED RAFEE
82016139 NAVEEN KRISHNA.M.S AADHI.A
82016140 G .Ramya Dr P. Madhumathi
82016141 S.R. Lakshmi Priya
82016142 E.DHARNISH PRAVEEN RAJ
82016144 S.Pavithra Bharathi mahadevan
82016147 P. Aswini
82016148 M.Ayisha Begum Dr.N.Jagadeswari
82016149 C. Joanna Pauline
82016150 M. Megala Dr P. Madhumathi
82016151 Sheeba Thomson Dr.J.Karthikeyan
82016153 R.RAMANAN
82016163 John Vijayakumar I.S Dr.J.Karthikeyan
82016164 M.Sam Kamalraj Dr.J.Karthikeyan
82016167 Dr N. Jagadeeswari E S Sharmila Sigamany
82016168 Jinka Jyotsna Dr. R.Srinivasan
82016169 Drishya.R
82016171 P. Saravanan Dr. S. Alexander
82016172 B.Mariappan
82016173 Shiny.K.G Dr.J.Karthikeyan
82016175 M AMBIKAVATHY
82016176 T ARUL PRAKASH
82016177 Dr.M.ARJUNAN
82016178 K.POOMALAR
82016179 S SUBHA
82016180 M.VINAYAGI
82016182 Maria Arokia Raj K. A
82016185 P.Dinesh Dr.J.Karthikeyan
82016188 M Umai Arasi Dr.S.Jayanthi,3Dr.B. Mallika
82016189 R.MOHAMMED FARITH
82016193 E. Thirumalai raja Dr. S. Alexander
82016196 Zhou Hong yu
ICITELL 2016, VIT University, Vellore, India 1
THE ORAL COMMUNICATION SKILLS COMPONENTS STUDIED AT

POLYTECHNIC: WORK PLACE LEARNING EXPERIENCE
Gunadevi K. Jeevi Subramaniam 1, Raja Nor Safinas Raja Harun (Phd)2

Malaysia
Abstract--- Much has been said that English oral communication had become the emphasis
for the industries in marketing field. Due to this, there is a growing concern of the use of English
oral communication at the Polytechnics and how the graduates use during their industrial
training. Hence, this study was conducted to find out the graduates experiences during their
industrial training at industries. The findings were focused on two main themes, namely,
discipline related on the use of oral communication skills and communication at workplace in
task performance. Data was gathered through in-depth interviews and weekly journal. The
results indicated that English oral communication was most needed for their daily task
fulfillment. Effective communication can bring tremendous success in an organization and the
lack of it brings just the opposite.
Keywords--- Oral communication skills, marketing industry, work place.
I. INTRODUCTION
INCE last forty two decades poly strategies has become employed in Malaysia along with
S produced nearly more than 200, 000 partially skilled staff in several sections, polytechnic
has become instructing along with training your staff in line with the countrys prerequisites
(abd et 's., 2010).The particular English syllabus utilised in polytechnics has been changed
from English as Specific Purposes (ESP) into Communicative English reasoning to the resent
polytechnic transformative revamp. That had been a change on the Speaking skills, whereby
emphasis on oral communication has been given the specific focus on providing the students
with useful expressions that can be used in a wide variety of social interactions and situations
(Abdullah, K.I., 2001).
Even though polytechnic knowledge features received recognition in line with the
increased variety because stated earlier mentioned, the present method associated with
classes knowledge inside Malaysia isn't going to completely put together the particular school-
leavers regarding strong admittance to the first year in order to just about any basic process in
a polytechnic. The individuals via classes entering into polytechnics don't have oral
conversation ability and maybe they are not necessarily confronted with a good Language
talking natural environment. They don't acquire enough chances to practice talking inside
Language inside real life because the way Maclean (2007) argues that the brand-new
information age involves knowledgeable as well as competent personnel. Among the ability
essential as being a competent member of staff may be the conversation potential. Until
recently dialect studying has become regarded as a new competence associated with linguistic
ability rather than conversation aimed at which means.
Because Brickbichler (1993) highlights in their write-up, there were essential adjustments
in terms we see dialect as well as proficiency-oriented training. The dialect training targets
communicative interaction (Swaffar, 1991). The latest operations in the world, like
globalization, include underscored the need to enhance being familiar with and also to increase
conversation amid people, in addition to individuals. Good recent improvements in the know-
how overall economy, Malaysian higher education needs to get ready their graduates for being
ISBN 978-93-86176-18-9
know-how personnel to accommodate the specific situation regarding genuine functioning

process as well as carry out work successfully (Maclean, 2007). Thus, Polytechnic students
needs have well-developed conversation abilities as well as excessive English spoken
effectiveness to help them achieve success in the modern-day hugely competitive worldwide
work world. In the act regarding instructing long term marketing and advertising
representatives, who're your individuals in this study, specific increased exposure of
Communicative english is needed. It gives a chance to communicate in actual working situation
and it is the key factor necessary by the future employers.
II. LITERATURE REVIEW

Malaysia is developing towards an industrialized nation by 2020. Therefore, there is a
strong need for higher institutions like polytechnic to produce graduates trained and
competent. This are the graduates who will be at the workforce in the job market. However,
there are unemployed graduates that seemed not able to fill up these vacancies. Many research
and publications have indicated lack of trainings and lack of Oral communication skills that
hinder them from securing job opportunities. Oral communication abilities agreeing to
Gurvinder (2008), is the capacity to present thoughts, clarify issues, to talk up in a useful way,
to determine issues, to comprehend issues and issues confronted by organizations and to
concoct workable answers for issues. With the end goal of this study, oral relational abilities
alludes to the whole learning and capacity that empowers one to do something admirably and
incorporates the accompanying aptitudes: listening abilities, conversational abilities, giving
input, meeting aptitudes, presentation abilities, taking care of client grumblings, clash
determination aptitudes, transaction aptitudes, taking clients' requests, preparing aptitudes,
talking with aptitudes, influencing abilities and advancing one's own qualities and capacities.
Learning and performing in another social connection is in a general sense a social learning
methodology (Knowles, 1998). This taking in context which joins components from both
behaviorist and intellectual introductions sets that individuals gain from watching different
persons (models) whom they accept are trustworthy and proficient, copy and strengthen what
they have watched. Through oral correspondence between the students and the individuals at
the work place, learners pick up data about the association. Positive working associations with
collaborators and chiefs help in learning culture through comprehension its standards, values
and work styles of the association. Adapting through social connection and society, a
newcomer receives the casual frameworks, the parts individuals play, the "taboos" of the
associations, the way assignments are performed and the way sense is made in the day by day
encounters of authoritative life (Knowles, 1998).
2.1 Learning in Situational Context and Work Environment
Intelligent practice and arranged cognizance both include gaining from encounters and
how these encounters are deciphered may contrast in circumstances and setting. In arranged
discernment, the learning procedure is in (inside) the circumstance in which the learning is
exhibited (Cafferella, 1999). Learning is arranged, being to some degree a result of the
movement, connection and culture in which it is produced and utilized (Brown, 1989).
Exercises and circumstances are basic to cognizance and learning. Practicum temporary job or
apprenticeship install adapting in exercises and make planned utilization of the social and
physical setting (Brown, 1989). In more straightforward term, learning is an element of the
communication of the individual, the earth and the conduct.
2.2 Learning through Experience
"Experience is dependably the beginning stage of an instructive process"(Dewey,1998
p.94). Real instruction comes to fruition through experience and experience has been
recognized as a rich wellspring of learning for grown-ups ((Jarvis, 1987). For figuring out how
ISBN 978-93-86176-18-9
to happen through experience, the experience must display two noteworthy standards of
congruity and connection. "The standard of the congruity of experience implies that each
experience takes up something from those which have gone before and changes in a few ways
the nature of those which come after. Collaboration is an individual (don't comprehend what
you mean) and what at the time constitutes his environment"(Dewey,1938 refered to in
Merriam and Caffarella (1999, 223). Encounters that give learning are never simply confined
occasions in time, however learners must unite what they have learnt from current experience
to those in the past and for future ramifications (Jarvis, 1987).
Learning is the procedure whereby information is made through change of experience
(Kolb, 1984). Kolb portrays that gaining for a fact is a methodology of adjustment and not
simply procuring substance or results. Kolb construct his hypothesis of adapting in light of
Dewey (1938). Lewin (1951) dan Piaget (1970). He further depicts learning changes
involvement in both its target and subjective structures through the experiential learning
cycle. Including straightforwardly in on-occupation preparing will give solid experience and
contribution in new encounters and will offer chances to get learning.
Learning starts with the individual moving into a social circumstance in which a potential
learning knowledge may happen, however not every learning background lead to learning.
Learning includes changing encounters into information, aptitudes and demeanor, values,
convictions, feelings and faculties (Jarvis, 1987). From an experience, Jarvis portrays there are
non-learning reactions, non-intelligent learning and intelligent learning. He depicts intelligent
learning has more inclusion in consideration, intelligent practice and trial learning.
Examination is considering what is being found out and does not oblige a behavioral result;
intelligent practice is similar to critical thinking and exploratory learning is the consequence of
an individual's investigating the earth. Gaining as a matter of fact is a "demonstration of getting
to be mindful of the experience expanding upon it, broadening it and in the process making
new encounters which get to be a piece of what we know" (Miller and Bound, 1996, p.8). Also,
Merriam and Clark (1991) composed that learning includes going to and pondering an
experience that outcomes in some adjustment in an individual's conduct, mentality,
information, convictions or abilities.
Henceforth, learning is an intelligent wonder, and not a disconnected inside methodology
(Merriam and Caffarella, 1999). Schon (1987) portrays appearance in real life includes
reflecting amid practice, it happens in the "activity lean toward when one reacts in a given
circumstance, that is one who can adaptably and instinctively draw their insight" (Hackett,
2001:311). One measurement of learning is reasons, feeling and activity. Reason is the
administration of speculation than the reasoning itself. A key component of reason's part in
speculation is figuring out how to enhance one's capacity in seeing, dissecting, proposing,
envisioning and considering back what has happened. For feeling, the perspectives are
encountering emotions, clarity, creating certainty, creating determination and trusting instinct.
Learning results in activities in choice making, taking activities, working on, tackling issues and
affecting others (Knowles et al,1998)
2.3 The link between preparation programmes and industrial training.
The Higher Education Institutions (HEI) in Malaysia are mindful that today's executives are
searching for more than simply a recognition or degree capability. Scholastic capabilities alone
are no sufficiently more for graduates to land positions. Past examination directed on graduate
vocation tended to nonexclusive capabilities, for example, abilities, capacities and properties
that supplement the field of specialization of representatives for work execution (Day, 1988;
Sandberg, 1991; Sohal, 1997; & Mitchell, 2003 refered to in Quek, 2005). It was noticed that
head honchos lean toward laborers who had non specific capabilities like oral correspondence
ISBN 978-93-86176-18-9
and composed abilities, interpersonal aptitudes, authority abilities, and cooperation (Lee et al,
2001, refered to in Quek, 2005).
There ought to be a connection between the arrangements for the graduates with very
much prepared information and their status for the businesses' requests. This issue must be
swung to the instruction framework and the educational program being composed. It ought to
set up the understudies with the vital abilities and courses. In the mid 1990's, tertiary
instruction in a few nations normally contained curricular materials that were far less adjusted
to the hobbies of superintendents in the working environment. The educational program put
solid accentuation on instructive results in the scholastic accomplishment of graduates
(Mason, 1992; Chew et al, 1995, Lee, 2000 refered to in Quek, 2005). This perspective is upheld
by the Higher Education Ministry of Malaysia (HEMM), that unemployment among graduates is
because of the absence of nonexclusive capabilities in undergraduates programmes.There was
lack of application of classroom learning in the tertiary education to the workplace
performance.
Hence, numerous colleges these days, have received an outward-looking approach, and
work nearly with commercial ventures and managers. The Australia-based colleges (Griffith
University, University of Canberra, University of South Australia, and Curtin University of
Technology) and the UK based, for example, University of Leeds, University of Leicester and in
the United States, for instance, University of Texas and University of Pittsburg have
distinguished particular non specific skills that graduates ought to create to improve their
employability. The Kellogg Graduate School of Management (Northwestern University)
regarded understudies as "accomplices". The college worked nearly with the commercial
enterprises and has presented 50 new courses following 1995 to keep pace with the
adjustments in the business world. So also, National University of Singapore's Business School
is likewise giving a thorough, pertinent and compensating business instruction that creates
pioneers for the worldwide commercial centre.
Maclean and Ordonez (2007) contend that the new 'data age' obliges information
specialists. In accordance with flow advancements in the information economy, the Malaysian
training framework needs to set it up's graduates to end up "new" learning labourers why
should capable "utilization legitimate conceptual deduction to analyze issues, investigate and
apply learning, propose arrangements, and plan and execute those arrangements, regularly as
an individual from a group" (Maclean & Ordonez, 2007: 125).
III. METHODOLOGY
This study is a small part of an on-going study involving polytechnic English language
course and how the students applies the Oral communication skills learned at their workplace.
A qualitative approach is used to explore the use of the oral communication skills during the
industrial training. Purposive sampling method has been used in selecting the respondents.
The sampling method is influenced by the place where the respondents are placed for their
industrial training and their willingness concerns. Semi-structured informal interviews were
used as the main data collection method for this study. Each respondents were individually
interviewed to gain an overview of their views on the use of oral communication skill.
The second instrument were the students weekly journal writing. This diary were
separated into four segments identifying with how the showcasing understudies experience
amid their modern preparing. In the journals, they had to write down their experiences,
performances, communication and reflections. The themes had been developed from the
journal data relating to what each individual student stated about their industrial training and
the use of English oral communication skills during their training. The two specific themes;
ISBN 978-93-86176-18-9
Discipline-related use of Oral Communication skills, Communication at workplace to Perform

Task.
IV. RESULTS AND DISCUSSION

This section would discuss and report based on the self-written journals by the
respondents during their industrial training. This discussion is to further answer the research
question about how have the oral communication skills components studied at the
polytechnic prepared students to communicate during industrial training.
The results of this self-written journal therefore suggest that overall the students
experience throughout their industrial training. However, these results only discusses on the
use of oral communication skills at their workplace. The journal data captures the range of
experiences of students in the group and permits conceptual generalization through the
identification of specific themes.
Self-written Journal data revealed that using oral communication skills at the workplace
was experienced with some difference from learning at the polytechnic. Because of this
difference and in order to make a clear distinction between the two types of learning, I will
refer to students learning at polytechnic as Zon 1 and students learning at the workplace as
Zon 2. This are shown diagrammatically in Figure 4.1
Zone 1 Zone 2
Learning at Polytechnic Learning at the workplace
Figure 4.1 Two zones of Students Learning English Oral Communication.
4.1.1 Theme 1: Discipline-related to use of Oral Communication

The characteristic of this theme relates to students being actively involved in the workings
at marketing industry and answering questions such as how the oral communication skills
taught in polytechnic prepare them during the training. Performing work in this environment
was seen to be authentic as opposed to the skills taught at polytechnic. The oral
communication skills were taught theoretically.
Entering to Zone 2 and participating in administration, the students indicated that they found
it was challenging experience, as they need to use English.
Projects that were given to us in English Language. (Reference 1b6)

Speak clearly while speak or deal with negotiating or while Interviewing.
Speak or communicate in English was a little bit hard. (Reference 1bi2)
Using English is not a problem but I got problem to speak in immediately to people.
I could not look for word and my idea cannot be shared. (Reference 1d3)
Some commented on the nature of work. They felt they had to use the language. The
students felt they were not good in using the language but they had to. Even though they do not
have good grammar. As they are put in the situation, they had to use the language despite of
being good or not. The issue here is that they get the opportunity to practice the language in
Zone 2 by force. Even, there are students claim that they are poor in the language; I am really
poor in communicating in English Language. There are similar comments by the students.
Typical comments were as follows.
ISBN 978-93-86176-18-9
I must speak English when want to communicate with

who office cooperate. I communicate with who office cooperate.
(Reference 2b3)
I had some hard time in trying to communicate with them

in proper English. I used to make a lots of grammatical
mistakes while I communicate. (Reference 1d11)
One the other hand, there are students who had given feedback that they were able to
communicate without any problem during the meetings and discussions when participating in
administration. They also mentioned that during industrial training they were able to use the
language to communicate pertaining to work issue.
Through industrial training I able to make work-related

enquires, work by grouping, find manage time, able to
express ideas and others. All this I did in English language.
(Reference 1d6)
English oral communication helps me in communicating

with people within more confidence and can improve my
English level. (Reference 1d9)
In terms of the need of use of English oral communication, the students reported that they
use Malay language if English is not requested or if they had a choice to choose the language to
perform their work. As how some students reported.
Using English language only happens when I

communicate with people who do not understand
the Malay language. (Reference 2c6)
it was very difficult for me to being understood

and what is spoken by the client, in fact, customers
using your own words I had never heard
because Im going to use the Malay language.
(Reference 3aiii3)
However, for this student, even he had a choice to choose his own preferred language, he
choose English language to communicate. This is indeed a good sign of students going to Zone
2. These also proves that the students are well prepared with the oral communication skill
during they were in Zone1. As they are in Zone 2, they use the skills learnt to apply in real
working experience.
Mostly if the clients are Malay, I used to communicate

with them in Malay. But still I communicate with other
Staff and my manager in English language. (Reference 2c6)
English oral communication helps me in communicating

with people within more confidence and can improve
my English level. (Reference 2c11)
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4.1.2 Theme 2: Communication at workplace to Perform Task

This theme centers the students role using oral communication skills in performing their
task during training. The marketing students were exposed in various types of job which
requires to use oral communication skills at Zone 2. This includes presentation, attending to
customers needs, mainly dealing with customers enquiries, clarification and advice, attending
to phone calls, dealing with promotion products and providing information.
Related to the different types of work given at the workplace, the marketing students were
fairly exposed to the situations where they had to use the language. Two students had reported
that they were given task to present advertisements to the management using English and they
had done successfully without any problem.
I am able to make new changes to the present

advertisement and present it to my boss in English.
(Reference 1c3)
I do communicate in English language when I

present something. All the task given must
be presented in English language. (Reference 1c4)
The above are the example of how the students have managed to use the skills taught in
Zone 1 and being applyed at Zone 2. This makes the statement that the oral presentation skills
taught at Zone 1 had been mastered by the students. This leads to another aspect of job that
the students had opportunity to use the language. The students were exposed to carry out their
work dealing with customers. For example explain about the product (Reference 3aii4 ) and
explain certain things they should know (Reference 3aii7). Most of the students were able to
complete their task.
I never felt ashamed of myself even though I

am not good in English language but try hard to
communicate in English with the clients and also
with the staff. (Reference 2iiic1)
I will answer whatever questions asked without problem (Reference 3aii3)
Even though some of them had problem to further elaborate or describe the product. Or
even some could not reply to the extended questions by the customers.
On the other hand, another 3 students had similar situation where she was assigned with
task which requires her to communicate in English which never happened in Zone 1.
I was in need to work in the reception department.

I was in need to speak English language whole time.
I was stationed in the accounts department where I was
assigned to do the daily revenue that I take it at front office
for calculating and recording sales on a daily basis.
(Reference 2c6)
Use English language when meeting employers and co-workers

and use in the field of marketing when do the promotion,
dealing with customers and communicate with them in English.
(Reference 3av1)
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My problem is to introduce something when immediately asked.

I become panic and dont know how to d I feel shy. (Reference 3av3)
Most of the students responded that they had to use the oral communication to attend to
the customers to certain extend. The students was assigned to promote the company products
to customers for instance, in the field of marketing when do the promotion, dealing with
customers and communicate with them in English. (Reference 3av1)
The students had been taught to describe products but they were not exposed to
promoting skills. Hence, the students had given remarks as such;
When I need to go and promote the product at big fair,

I only problem in not confident with the language. (Reference 3av2)
my problem is to introduce something when immediately

asked, I become panic and dont know how to do.
I feel shy. (Reference 3av3)
The above indicates the lacking of promotion skills at Zone 1. In other words, the oral
communication skills (promoting products) prepared in Zone 1 did not fulfill the needs in Zone
2. However, the oral communication skills did prepare the students to provide information
about the products. Two students who worked at tourist agent had claimed that, I am able to
give and share my product well with the customers. I will answer whatever questions asked
without problem (Reference 3avi7). And another student, I can share with them my products
and the services we give in my company even I make mistake since I can speak I can tell my
information to the customer (Reference 3avi9).
From the comments of the students, it is clear that they were able to give information to
their customers using the oral communication skills taught at Zone 1.
Although, the interaction did occur with their customers, some students faced difficulties to
attend to them. In future, to help students with their communication in the workplace, Zone 1
needs to expose the students in various situations of task using English oral communication
skills. This will prepare them to face the working world with more confidence to attend to
customers.
4.2 Reflection On How The Skills Prepared The Students During Industrial Training.
The discussion about the use of the oral communication skills during their industrial
training, was discussed previously. The reflection data captures the range of experiences of the
students on the differences and similarities. Reflection data revealed that learning in Zone 2
was experienced by the students as being different from learning in Zone 1 with 34 students
agreeing with that there were some differences and 17 students agrees that it was similar.
As commented by the students about the differences, they mentioned that during their Zone 2,
they had to use the language even it is difficult but during studying in Zone 1, they will be able
to get the assistance from their lecturers. One of them had commented
During the practical task, I understand that it is hard to
speak a fluent English language. It was definitely
different learn in the communication English class because
I can get some advice from lecturer (Reference 312)
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Comments included that things such as real world working ecperience are more realistic
and practical. They are put into the situation to use the language and not just theory and mock
practice in classroom. The students also mentioned that theory education is not the real
education and the is a need to have a practical education as in Zone 2 as how the two students
mentioned below
practice was totally different from what I have

learnt in theory. In theory I just learn the basics and
the practice was not like that. It was more than
what I have learnt (Reference 315)
For me, theory education isnt the real education

and we should stick on to practical education
because that is what we will do when we are
in work later (Reference 3114)
Once again there were students mentioning that learning oral communication skills in Zone
2 is more fun and had deeper impact compared to Zone 1. This shows that putting the sudents
in real situation activities to practice the language becomes more meaningful compared to
carryout mock activities. There were also differents where they claim which they studied at
Zone 2. The comments are as below.
I believe that practical education certainly has a lot

deeper impact on students than theory.I had observed
that practical is is more effective and fun to learn
because we are not only studying we are also
applying it in life(Reference 3/1/7).
I had observed that practical is is more effective

and fun to learn because we are not only studying
we are also applying it in life. I have learnt how
to do a lot of things that I had not know how to do
when I was just studying during this practical
I have learnt it (Reference 3/1/8).
I have learnt how to do a lot of things that I had

not know how to do when I was just studying during
this practical I have learnt it. In my opinion,
practical and theory are two different things
(Reference 3/1/9).
English oral communication skills learned at Zone 1 and whether it is the same at Zone 2;
the students 17 students responded that the use of the language were the same as how they
had learned in Zone 1. The students indicating it was not an issue. I had learnt the skills of the
presentation skills in the Communication English lecturer class (Reference 3/2/16). They
mentioned it is the same as how they was taught by their lecturers. Another student also
mentioned that Theory learnt in Zone 1 and the application are the same. Theory is what we
have learnt during the study in Polytechnic while practical is what we apply in during the work
time(Reference 3/2/3). They generally had the same view about the use of oral
communication at Zone 2. Three more students indicated that they were able to transfer their
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existing skills to their practical as the skills had prepared them to work at the real work
situation.
Related to what I study in polytechnic with company.

When I serving customer, I use communication
in English (Reference 3/2/2).
I think practical is just the same with what

I have learnt in theory. The only thing is
that in theory we just learned but in practical
we apply what we have already learned(Reference 3/2/4).
I observed that in theory we just learn the

knowledge of the study. But in practical we
apply them in. if we only know the theory and have
not faced the practical before we are really in
to that work it will be a little difficult for us(Reference 3/2/5).
V. CONCLUSIONS
It has already been established with the quantitative survey data reported at the beginning
of answering the first research question that the students overall perspectives in terms of how
they rate the use of oral communication skills at Zone 1 and Zone 2. The overall perspective in
terms of the main difference between Zone 1 and Zone 2 was that Zone 2 emphasised actual
work in a real work in a real organization and the inherent experiences that go with that. The
quantitative results rated as moderate which was categorized as level 2. The students rating
and the lecturers rating matches where both are moderately rated for all the items except for 2
items as in table 4.1. Based on the qualitative results, the students had agreed that they were
able to perform using Oral communication skills learnt in polytechnic with certain extend.
About more then 50% of the students given comments that they were able to involve in all the
activities which were using English during their training as Zone 2. Typical comments from the
students, apply appropriate English oral communication whenever opportunity (Reference
1ai2) and comments such as, I will answer whatever questions asked without problem
(Reference 3aii3).
As an overall assessment on how the oral communication skills components studied at the
polytechnic prepared students to communicate during industrial training, vast majority of
students taught the course was able to apply during their training Even though only about 50%
were able to use confidently.
REFERENCES
[1] Abd-El-Salam, E., Shawky, A., El-Nahas, T., & Nawar, Y. (2013). The relationship among job
satisfaction, motivation, leadership, communication, and psychological empowerment: An
Egyptian case study. SAM Advanced Management Journal, 78(2), 3350.Retrieved from
http://samnational.org/publications/sam-advancedmanagement- journal/.
[2] Abdullah, K.I. (2001). English for Specific Purposes in Malaysia: International influence,
local flavour, Southeast Asian Journal of Education, 2(2): 345-361.
[3] Khalid, A.,& Rehman, R. R. (2011). Effect of organizational change on employee job
involvement: Mediating role of communication, emotions, and psychological contract.
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Information Management and Business Review, 3, 178184. Retrieved from

http://ifrnd.org/JournalDetail.aspx?JournalID=1
[4] Knowles, M.S. (1978). The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf
Publishing Company, Book Division Knowles.
[5] Kumar, V. (2013). Job satisfaction: A study of public and private sector employees. Skyline
Business Journal, 9(1), 2933. Retrieved from http://skylinesbj.com/about_sbj.html
[6] McGill, I. & Beaty, L. (1995) Action Learning, second edition: a guide for professional,
management and educational development London.
[7] Wertsch, J.V (1997) "Vygotsky and the formation of the mind" Cambridge.
[8] Merriam, S. and Cafferella., (1991) Learning in adulthood. A comprehensive guide,
sanfransiscu: Jossey bass
[9] Ministry of Higher Education, Malaysia (MoHE). 2007a. National higher education action
plan 2007-2010: Triggering higher education transformation. Putrajaya: Ministry of
Higher Education Malaysia.
[10] Quek, A. (2005). Learning the workplace: A case study in graduate employees generic
competencies. Journal of Workplace Learning Vol 17, no.4, pp 231-242.
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COMMUNICATION IS NOT AN OPTION
Harshan Senadhira, Sri Lanka
Were living in an era of information and often complain about information overloading.
Unlike in the era of industrialization, the workforce is now skewed to knowledge workers or
those who work with knowledge using knowledge they acquire.
Competition amongst knowledge workers is intense. As a result of this competition,
knowing or possessing knowledge alone will not define someones career or position in an
organization. This is where the significance of communication comes into the equation.
I. HOW? LETS ANALYZE

Lets look at it in detail. Lets look at performance evaluation as an example. For a
conventional employee, evaluation could be number of units he/she produced. But in todays
context, for a knowledge worker, evaluation is mostly a discussion with management after
completion of an assessment called self-evaluation. Knowing or possessing most amount of
knowledge will not help in this situation. Those who convince the management or their
immediate superiors more will get better evaluations. Can we blame the management or
supervisors? We cannot.
II. WHY? LETS DISCUSS

Apart from few exceptional performers, level of knowledge, the employee possesses as well
as the solutions he/she can provide for current challenges can be conveyed to the management
through one medium, in this process. Thats communication. By definition: communication is
the process of imparting or exchanging information or knowledge by speaking, writing or
using some other medium 1
The same applies to job interviews as well. Those who can convince the interviewer about
their knowledge better will have better outcome from job interviews. Therefore,
communication in todays context is not an option.
III. HOW TO BECOME BETTER COMMUNICATORS? LETS CONCLUDE

In communication, we have to use words in order to impart with knowledge/ information.
But the researches have shown that the overall effectiveness of words in this process is 7%.
Effectiveness of body language and facial expressions amounts to staggering 55% of the overall
effectiveness of the outcome of communication while 38% comes from the tone of voice or
vocal variety2. So the message is clear. Having knowledge, converting that knowledge into
effective words will take you somewhere in becoming an effective communicator. But
improving the body language including facial expressions and training the voice variations will
help you to excel in the process of communication.
IV. HOW TO MAKE THIS A REALITY?

Lets join a toastmasters club and follow the toastmaster program. Until then, the basics
will be discussed during this session.
1 http://www.oxforddictionaries.com/definition/english/communication
2 https://en.wikipedia.org/wiki/Albert_Mehrabian
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GAMES TO MOTIVATE STUDENTS
Shefa Rizwi
University Academic Preparation Program, Dar Al Hekma University, Jesdah, K.S.A
Who doesnt like to play classroom games? Not only are games fun,interactive, and
social, but they're also great tools for learning.
Language learning is hard work... Effort is required at every moment and must be
maintained over a long period of time. Games help and encourage many learners to sustain
their interest and work.- In A Faraway Land, Michael Berman, UK
Games play a vital role in educating a child and making the class zest towards their
subject. Students get driven like magnets towards class if games are introduced to teach a
lesson. It also raises their motivation level, their interest, and of course their grades at the end.
Classroom games add flair and pursue student to more tedious, yet necessary tasks
like teaching math facts, grammar rules and vocabulary, or reviewing done before the exams.
Games, thus adds an element of competition which in turn motivates and energizes students.
'Games are often used as short warm-up activities or when there is some time left at the
end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity
filling in odd moments when the teacher and class have nothing better to do" (1979:3). Games
ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all
stages of the lesson, provided that they are suitable and carefully chosen. Games also lend
themselves well to revision exercises helping learners recall material in a pleasant,
entertaining way. Even if games resulted only in noise and entertained students, they are still
worth paying attention to and implementing in the classroom since they motivate learners,
promote communicative competence, and generate fluency.'
I. ADVANTAGES OF PLAYING GAMES IN A CLASSROOM:

Games are a welcome break from the usual routine of the language class.
Games are a form of fun. That gives us enjoyment and pleasure.
They are motivating and challenging.
Learning a language requires a great deal of effort. Games help students to make and
sustain the effort of learning.
Games provide language practice in the various skills - speaking, writing, listening and
reading.
They encourage students to interact and communicate.
They create a meaningful context for language use.
Games have interaction. That gives us social groups.
Games have problem solving. That sparks our creativity.
Games have rules. That gives us structure.
Games have conflict/competition/challenge/opposition. That gives
us adrenaline.
Games have been shown to have advantages and effectiveness in learning vocabulary in
various ways. First, games bring in relaxation and fun for students, thus help them learn and
retain new words more easily. Second, games usually involve friendly competition and they
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keep learners interested. These create the motivation for learners of English to get involved
and participate actively in the learning activities. Third, vocabulary games bring real world
context into the classroom, and enhance students' use of English in a flexible, communicative
way.'
Therefore, the role of games in teaching and learning vocabulary cannot be denied.
However, in order to achieve the most from vocabulary games, it is essential that suitable
games are chosen. Whenever a game is to be conducted, the number of students, proficiency
level, cultural context, timing, learning topic, and the classroom settings are factors that should
be taken into account.'
However, games also have certain setbacks/ draw backs :
1. It is hard to determine whether the main aim of playing game will accomplish in one
class. (Time management)
2. Chaos. It can lead to fights as students may become highly competitive and combat for
points
3. Place: Place could be one of the constraints to play games, for example, classroom
might not be an appropriate place as it may arise roars of students to give answers
which might disrupt the other class
Thus, to avoid these drawbacks it is highly important to choose games that fits the
limited time of the class hour, should have a set of rules with proper structure of the game,
and the ability to control the class.
The justification for using games in the classroom has been well demonstrated as benefiting
students in a variety of ways. These benefits range from cognitive aspects of language learning
to more co-operative group dynamics.'
They classify the benefits as follows:
Affective:
games lower the affective filter

they encourage creative and spontaneous use of language
they also promote communicative competence
games are both motivating and fun
Cognitive:
games reinforce learning

they both review and extend learning
games focus on grammar in a communicative manner
Class Dynamics:
games are extremely student centered

the teacher acts only as facilitator
games build class cohesion
they can foster whole class participation
games promote healthy competition
Adaptability:
games can be easily adjusted for age, level, and interests

they utilize all four skills
games require minimum preparation after the initial development stage
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Each of the games listed below can be played with the varying level of difficulty according to
the level of the students. Most or almost all the games listed below requires team play,
1. Socrative
2. Kahoot
3. Treasure Hunt
4. Race games/Relay games
5. Tic-tac-toe
6. Chores
7. Jeopardy
8. Telephone games
1. Socrative:
Socrative is an online tool to play or quiz students knowledge over a subject. In order for
the teacher to get started with the students, the teacher first needs to log in into the website
www.socrative.com. The teacher just needs to log in and provide the code to the students
through which they will be either able to play or take a quiz. Games could be played as
individual or in groups. In order to keep record teachers can download the reports of the
students work and make a file of it. This is a helpful tool as the teacher can give feedback; the
time the students commits an error. The teacher then can stop the class if she sees many
students making error or she can proceed to the student and facilitate her.
2. Kahoot:
Kahoot is yet another website where the students need to log in to www.kahoot.com. It is
similar to that of socrative having a minimal difference. The procedure for log in in and
providing the students with the code is the same. Kahoot is more competitive than socrative.
3. Treasure Hunt:
It is a kinesthetic game where the students are required to move around look for the clues.
It can be played indoors or outdoors. This can be played by dividng the class in teams of two.
Each team should be given the same amount/ number of clues in order to get the winner. If
played indoors, the clues could be hidden behind the blackboard, under the chair, insider the
drawer of the table or any feasible place to hide with in the class. The team that gets all the
clues in a short period of time wins the game.
4.
5. Race games/ Relay games:
This again is a kind of kinesthetic game where the students are divided into teams of two.
Each team member races towards the board to complete the task. The first team to finish the
task stands victory.
6. Tic Tac Toe:

In this games again the students are divided into teams of two. The team members are
given the choice to choose either the shape of cross or circle. The team that answers correct
gets the full authority to choose to mark their chosen shape whereas the team that answers
wrong misses the chance to add their shape in the grid.
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7. Chores:
This game again requires the class to be divided into teams. This game is more like a
dumb sharas where the students act to explain the chores and the audience endeavors to
guess what the chores are.
8. Jeopardy:
In this game the students are given the amount of money to choose. Later the students
choose the amount and then the question is asked. If the student answers it correctly she
receives the amount whereas if she gives a wrong answer she loses the money. Asking for help
requires the member to cost 250$.
9. Telephone games:
This type of game works best in a speaking & listening class to check students
understanding. The game starts by giving student a word to read from a piece of paper who
then whispers the same word to the other student. The game ends when the last student
speaks out the word that has been passed on from the other students. In order to make this
game more interesting the last person to speak out the word comes to the board to write the
correct spelling of the whispered word and read the word orally with its correct pronunciation.
These are just a few games that can be played in class. There are many games that a teacher
can introduce in his / her class.
Teachers should be encouraged to use games to help practice new language in the
classroom. Games can indeed teach, they offer a way to practice new structures and add
genuine enjoyment to a lesson. Nevertheless, working your way through the syllabus and
completing stipulated material remain quintessential to ensure that students are covering the
material set out for any particular course, semester or even a specific lesson. Games should not
hinder this. Its important that they are used as a means to an end, rather than existing in their
own right. Once the core content of any given lesson has been explained and understood, and
exercises that practice and utilize the new language have been completed, games can then be
introduced as yet another means for enabling greater comprehension.
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'In conclusion, learning vocabulary through games is one effective and interesting way that
can be applied in any classrooms. The results of [our] research suggest that games are used not
only for mere fun, but more importantly, for the useful practice and review of language lessons,
thus leading toward the goal of improving learners' communicative competence.'
Games can be a very worthwhile teaching element. A successful game is successful because
for the reason that it is based on specific time allocation, it has clear relevance to the material,
there is appropriateness to all members of the class, and ultimately, the enjoyment of the
learners is increased through their actively engaging with the language.
REFERENCES
[1] My own experience
[2] Workshops and conferences that I have attended
[3] http://www.hltmag.co.uk/apr11/mart02.htm
[4] http://teachinglearningresources.pbworks.com/w/page/35130965/Educational
%20Games
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A FEWREASONS WHY LEARNING THE ENGLISH LANGUAGE IS

CHALLENGING FOR THE CHINESE
Zhou Hong yu
Abstract: English has become the global language. Learning English is the general trend.
Most people in the world think that English is simple to grasp. However, there are still a lot of
people who dont have a good command of the language, such as the Chinese living in East Asia.
They are facing various difficulties in learning English. Considering the emergence of these
difficulties, this paper summarizesthe reasons why Chinesepeople cant learnEnglish well, which
aredivided into objective and subjective reasons. The objective reasons include: 1. Chinese and
English belong to two different linguistic families; 2. The negative transfer of mother tongue
influences English language learning; 3. Cultures differ greatly between China and English-
speaking countries; 4. There is no English language environment in China; 5. Improper way of
teaching English in China. The subjective reasons include: 1. Chinese people lack intrinsic
motivations in learning English; 2. English learning is limited by the inherent mode of thinking; 3.
Improper learning methods; 4.Absence of self-confidence; 5. Chinese English learners always bite
off more thanwhattheycanchew,but ignorethebasics. Keywords: English;Chinese; language;
reasons.
COMMUNICATION AT WORK PLACE.
HINGSTON LOVELL, Sri Lanka
What is communication?
Why communication is important in the workplace?
How to communicate effectively at workplace?
What are the benefits of effective communication in the workplace?
What is positive feedback?
What is active listening?
What are the barriers for effective communication in workplace?
The use of body language and voice
Recommendations
Q&A
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ANEES JUNG AND PINKI VIRANI THE VOICE OF HOPE
P .Bindhu
SCSVMV University, Enathur, Kanchipuram 631 561
Abstract--- This article is an attempt to examine the representation of social issues in the
works of two contemporary women writers Anees Jung, and Pinki Virani. The writers chosen for
this study have registered key social issues and its repercussion on the next generation of the
nation. Anees Jung as an Indian writer and journalist depicts in her non-fictions Unveiling India
and Beyond the Courtyard how women and children are oppressed and exploited in the name of
culture and customs. She records the position of women and their daughter in the traditional
bound society and in the changing scenario of the society. Pinki Virani also a writer and
Journalist, with her non-fiction Bitter Chocolate she gives voice to voiceless individuals who have
nobody to represent their struggle and pain. She campaigns for the voiceless victims agony
through her writings. The author highlights the impact of sexual abuse in childhood leads one to
various depressions like, smiling depression, neuro-physiological change, mania, post-traumatic
stress disorders and personality disorders. Her voice reaches the Supreme Court and Madras High
Court
This article is an attempt to examine the representation of social issues in the works of two
contemporary women writers Anees Jung, and Pinki Virani. The writers chosen for this study
have registered key social issues and its repercussion on the next generation of the nation. There
is a saying that Indian writers writing in English are mainly focusing the Western Audience but it
is to large extent unacceptable. Many contemporary women writers through their work
painstakingly addressed the current social issues that overbearing the individuals who are
voiceless. Before getting into the articles focal point, let us have a gleam of these interpreters of
the social issues.
Anees Jungs childhood and adolescence were entrenched in Hyderabad, India. At present she
lives in Delhi. Her dexterity of lettering has been imbibed from her father, who was an eminent
scholar and poet. She began her literary career as an editor of Youth Times. She has worked as a
columnist for major newspapers. Her major works are Unveiling India, Night of the New Moon,
Seven Sisters, Peace in Winter Gardens and Breaking the Silence.
Pinki Virani was born in 1959, in a Dongri-Chawl. She entered into journalism as a sub-
reporter for a newspaper. Her husband Shankar Aiyar is also a veteran journalist and an
intellectual. She is a journalist, human rights activist and the author of four bestselling books -
Arunas Story, Bitter Chocolate, Once was Bombay, and Deaf Heaven which is her first work of
fiction. With her non-fiction genre she gives voice to voiceless individuals who have nobody to
represent their struggle and pain. She campaigns for the voiceless victims agony through her
writings. Her voice reaches the Supreme Court and Madras High Court.
Her book Bitter Chocolate has been quoted by the Madras Court. Since the books release,
there have been attempts by some courts across the country to follow a few practises
recommended in Bitter Chocolate to protect a child, during trial, from his or her perpetrator and
from excessive re-traumatisation.
I. ANEES JUNGS JOURNEY

Anees Jung, a writer, journalist, travel writer and columnist has registered her dexterity of
writing with her Unveiling India: A womans Journey (1987) and Beyond the courtyard: A
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sequel to Unveiling India. In both these books she has documented the position of a girl and
woman, a mother and daughter in the urban and rural states of India. These books are not
fictionalized or imaginary stories. Her works picture Journeying across forgotten landscapes,
both human and geographic, Anees Jung paints...unforgettable and, at times harrowing portrait
of women in India at the dawn of the new millennium. The books are full of real characters,
their experience, pain, conflicts, inequality, and quest for identity in the land of male centric
society.
Anees Jung as an Indian writer has documented the nations, culture, tradition, the
predominate issue of discrimination, poverty and the family set up that subsist in the various
parts of India. She depicts how women and children are oppressed and exploited in the name
of culture and customs. She records, to run a family the role of woman is essential but the same
woman is not permitted to take part in the contentment of the family. Jung also records her
mothers experience; who was deprived from the familys delectation, autonomy and volition.
Still few people are not ready to assimilate with the changing face of the contemporary society.
They are deeply rooted with their own norms.
Anees Jung documents the Indian customs of marriage, child marriage and the system of
joint family. Though child marriage is considered to be punishable, still in some rural areas
people have their own belief on the custom of child marriage. She has recorded the statement
of Ram Ganapathy, a villager, who states, we live a very simple life as prescribed by the
shastras...they do not change with the changing world (58). She poignantly paints the custom
of marriage and the role of man and woman after their marriage from the words of a dhobi,
when he says, After marriage, a man and a woman are not two separate beings. They meet and
complement each other. They become one like these two hands.. gently bringing his dark
weathered hands together in a namaskar (Unveiling India 62).
The author also registers that years back women were not allowed to speak for themselves,
but today their voices are perceptible, they have started invigorating themselves, ready to get
away from the four walls which in the name of protection, secluded them from the outside
world. Jung registers the changing face of women and her role as, Rooted and ready to change,
it is women across the land who emerge as survivors, giving life, nurturing life, and guarding
life (Unveiling India 123).
II. PINKI VIRANIS POWERFUL VOICE

Pinki Viranis Bitter Chocolate: Child Sexual Abuse in India was published in 2000.
Government of India honoured her with a National Award for this book. This book is mainly
written for adults to understand and protect the children from the world of cruelty. Through
this book Virani addressed the socially responsible adults like young parents and guardians,
principals and teachers, judges and police, lawyers and public prosecutors, teenagers and
tomorrows citizens.
Pinki Virani divides her book into three sections notebook one, notebook two, and
notebook three. At the end of this book she has given helplines for the father and mother to
seek help for their sexually abused child. The purpose of giving these helplines is to assist both
the child and adults who are sexually abused in their childhood and to guide them to move into
a complete life.
Bitter Chocolate begins with the authors note, where the author states, The book is about
the rape of an entire childhood, of scores of innocently unsuspecting children in the upper and
middle-class homes of India. Children are vulnerable to any kind of abuse and oppression; it is
the responsibility of the society and the family to protect their future generation from sexual
abuse.
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The author also brings out the internationally renowned personalities experiences as
victims of sexual abuse. Oprah Winfrey an American talk show host and actress, Maya Angelou
an American Poet and Civil Rights Activist, were sexually abused by their mothers partner.
..the child in Maya simply stopped talking as a result, well until she was a young adult (xvii).
Many eminent personalities were sexually abused during their childhood, like singer Billie
Holiday, writer Virginia Woolf and Marilyn Van Derbur Atler, a former Miss America of 1958;
these are few who overtly announced their plight of abuse. There are many in India who are
frightened to come out because of family reputation and few do not know whom to approach
and how to approach.
Pinki Virani states, in few cases the reason for abuse as Patriarchy, power, penetration-
these are all the factors that assist greatly in allowing a child to be sexually, and physically,
abused (xx). The author highlights the impact of sexual abuse in childhood leads one to
various depressions like, smiling depression, neuro-physiological change, mania, post-
traumatic stress disorders and personality disorders.
In the third section of the book notebook three she stresses that prevention is better than
cure, and that it is in the hands of every parent. The author has given few instructions to
parents that have to be taught to their child, a few are listed below:
teach your child to speak up and ask an adult several questions...
teach the child the difference between a good touch and a bad touch;
let the child know that it is not the childs fault if someone does a bad touch....
help the child understand its right over its own body, specially the right to say no
do not force your children to hug and kiss others, this sets a critical pattern for abuse
later.
intervene on your childs behalf when he, or she, cannot say no.
believe what your child tells you; be alert to small changes in behaviour.
ask the child not to go near strangers or be friendly to them if they offer gifts or
chocolates,
give your child emergency telephone numbers where he or she, can call if they sense
danger (161-62).
The above mentioned suggestions are to prevent and protect the entire childhood.
The author has also suggested the following to parents as to what to do if their child has
been abused.
Do not panic or over-react to the information disclosed by the child.
Do not criticize or blame the child, it would be unfair to say, i told you not to do that!
Support your childs decision to speak out.
A feeling of isolation is common after Child Sexual Abuse; encourage your child to
participate as always in his/ her, favourite games and activities
Consult a doctor to check for physical injuries...
If want to lodge a complaint at the police station, discuss it with your spouse
thoroughly, and then explain it as simply as possible to the child.
Never imply that the child should forgive and forget the abuser in order to heal
(176-77).
The author has addressed the abused, who struggle to overcome their bitter experience.
She gives few guiding principles to heal their pain:
talk, talk, speak, talk, speak to a good friend.
try the writing technique described above
then create an anger ritual with what you wrote, burn it; or tear it into tiny, then tinier
bits
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go for a long, brisk walk

join exercise classes, and visualize yourself punching and kicking the abuser while you
do these exercises
dance, at home, in the disco, at parties; dance an anger dance like a Shiva taandav.
This paper just accentuates a few of the authors guidelines. It is a real guide to parents,
educationists, law makers and protectors. On the whole this book is a modernizer in the field of
Indian writing and her voice reached the apex court of India to cite her lines.
III. CONCLUSION
Both Anees Jung and Pinki Virani act as a pacesetter in the field of contemporary Indian
writing. The writers acted as interpreters to voice the oppressed conflicts, depression and
traumatized victims. Both the writers have shared their own experience in their books. Both
the writers have travelled across the country to record the testimonies of the victims, women,
men, parents, child psychologists, lawyers, and social workers. Contemporary women writers
are socially aware of the plight of the deprived people in the society. They are not merely
writing about the victims by sitting in an air conditioned room. There are writers like Anees
and Pinki who document the victims experience by their direct encounter with them.
WORKS CITED
[1] Jung, Anees. Unveiling India: A Womans Journey. India: Penguin Books. 1987.
[2] ---Beyond the Courtyard: A sequel to Unveiling India. India: Penguin Book
[3] Virani, Pinki. Bitter Chocolate: Child Sexual Abuse in India. India: Penguin Books. 2000.
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FLIPPED CLASSROOM
Mr.K.SRIDHARAN
Sri Balaji College of education
Abstract--- Recent advances in technology and in ideology have unlocked entirely new
directions for education research. Mounting pressure from increasing tuition costs and free,
online course offerings is opening discussion and catalyzing change in the physical classroom. The
flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical
method, which employs asynchronous video lectures and practice problems as homework, and
active, group-based problem solving activities in the classroom. It represents a unique
combination of learning theories once thought to be incompatibleactive, problem-based
learning activities founded upon a constructivist ideology and instructional lectures derived from
direct instruction methods founded upon behaviorist principles.
Student engagement in the traditional model may be limited to activities in which students
work independently or in small groups on an application task designed by the teacher. Class
discussions are typically centered on the teacher, who controls the flow of the conversation. The
flipped classroom intentionally shifts instruction to a learner-centered model in which class time
explores topics in greater depth and creates meaningful learning opportunities, while educational
technologies such as online videos are used to deliver content outside of the classroom. In a
flipped classroom, content delivery may take a variety of forms. Often, video lessons prepared by
the teacher or third parties are used to deliver content, although online collaborative discussions,
digital research, and text readings may be used. Flipped classrooms have been implemented in
both schools and colleges and been found to have varying differences in the method of
implementation.
Keywords: Flipped Classroom
I. INTRODUCTION
LIPPED CLASSROOM is an instructional strategy and a type of blended learning that
F reverses the traditional learning environment by delivering instructional content, often
online, outside of the classroom. It moves activities, including those that may have traditionally
been considered homework, into the classroom. In a flipped classroom, students watch online
lectures, collaborate in online discussions, or carry out research at home and engage in
concepts in the classroom with the guidance of a mentor. The flipped classroom is a
pedagogical model in which the typical lecture and homework elements of a course are
reversed. Short video lectures are viewed by students at home before the class session, while
in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as
the key ingredient in the flipped approach, such lectures being either created by the instructor
and posted online or selected from an online repository.
Under the flipped classroom, the traditional order of classroom events is reversed. Students
view lecture materials, usually in the form of video lectures, as homework prior to coming to
class. In-class time is reserved for activities such as interactive discussions or collaborative
work all performed under the guidance of the teacher.
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Fig.1 Flipped Classroom
Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped
classroom may include activity learning or more traditional homework problems, among other
practices, to engage students in the content. Class activities vary but may include: using math
manipulative and emerging mathematical technologies, in-depth laboratory experiments,
original document analysis, debate or speech presentation, current event discussions, peer
reviewing, project-based learning, and skill development or concept practice. Because these
types of active learning allow for highly differentiated instruction, more time can be spent in
class on higher-order thinking skills such as problem-finding, collaboration, design and
problem solving as students tackle difficult problems, work in groups, research, and construct
knowledge with the help of their teacher and peers.
While a prerecorded lecture could certainly be a podcast or other audio format, the ease
with which video can be accessed and viewed today has made it so ubiquitous that the flipped
model has come to be identified with it. The notion of a flipped classroom draws on such
concepts as active learning, student engagement, hybrid course design, and course podcasting.
The value of a flipped class is in the repurposing of class time into a workshop where students
can inquire about lecture content, test their skills in applying knowledge, and interact with one
another in hands-on activities. During class sessions, instructors function as coaches or
advisors, encouraging students in individual inquiry and collaborative effort. Incorporating
technology into student learning is increasing dramatically as more and more schools become
connected and more and more students have access to laptops and devices. Of the many
emerging techniques for integrating tech and digital learning into the classroom, the flipped
classroom is one of the most effective. But what exactly is a flipped classroom and how can it
benefit your students? A flipped classroom (also known as flip teaching and the Thayer
Method) is a learning environment where students learn new content on their own by
watching video lectures or other online sources and assigned problems (traditional
homework) are completed in class with teachers offering personalized guidance instead of
lectures. Essentially the classroom has been flipped from a traditional learning environment.
II. TRADITIONAL VS FLIPPED TEACHING

In the traditional model of classroom instruction, the teacher is typically the central focus
of a lesson and the primary disseminator of information during the class period. The teacher
responds to questions while students defer directly to the teacher for guidance and feedback.
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In a classroom with a traditional style of instruction, individual lessons may be focused on an

explanation of content utilizing a lecture-style. Student engagement in the traditional model
may be limited to activities in which students work independently or in small groups on an
application task designed by the teacher. Class discussions are typically centered on the
teacher, who controls the flow of the conversation. Typically, this pattern of teaching also
involves giving students the task of reading from a textbook or practicing a concept by working
on a problem set, for example, outside school.
The flipped classroom intentionally shifts instruction to a learner-centered model in which
class time explores topics in greater depth and creates meaningful learning opportunities,
while educational technologies such as online videos are used to deliver content outside of the
classroom. In a flipped classroom, content delivery may take a variety of forms. Often, video
lessons prepared by the teacher or third parties are used to deliver content, although online
collaborative discussions, digital research, and text readings may be used.
practices, to engage students in the content. Class activities vary but may include: using math
manipulatives and emerging mathematical technologies, in-depth laboratory experiments,
original document analysis, debate or speech presentation, current event discussions, peer
reviewing, project-based learning, and skill development or concept practice. Because these
types of active learning allow for highly differentiated instruction, more time can be spent in
class on higher-order thinking skills such as problem-finding, collaboration, design and
problem solving as students tackle difficult problems, work in groups, research, and construct
knowledge with the help of their teacher and peers. Flipped classrooms have been
implemented in both schools and colleges and been found to have varying differences in the
method of implementation.
Fig.2 Psycho-Educational Origins of Student-Centered Learning Theories
A teacher's interaction with students in a flipped classroom can be more personalized and
less didactic, and students are actively involved in knowledge acquisition and construction as
they participate in and evaluate their learning.
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III. CREATING A FLIPPED CLASSROOM

Creating a flipped classroom is takes only a few steps:
1. First you will create a video of the lesson or string together multiple online and digital
resources into a lesson. This can entail recording yourself speaking or curating other
educators material or a combination of the two. In addition you can also ask questions
via Google Forms.
2. Next you share the video or digital lesson with students via your schools email
system, your teacher site, or even tweet the link to your students.
3. Spend your class time differently. Instead of spending class time as you normally
would by lecturing the students, provide one-on-one instruction to ensure that the
students fully grasp the material.
Flipping your classroom is a great way to change up your teaching style and give the
students a new way to learn the material, provides cloud-based curriculum creation,
management, and dissemination tools for cultural institutions, teachers, and schools.
IV. BENEFITS OF FLIPPED CLASSROOM

Although breakthroughs in technology have certainly made flipping the classroom a
practical option, teachers are choosing to flip their classes simply because it enhances the
learning experience.
A flipped classroom allows students to learn on their own time and at their own pace.
This allows you to give them more one-on-one instruction as well as give your
students the opportunity to ask questions about the subject matter that they find
confusing or difficult.
A flipped classroom allows students to have more time for collaborating with other
students which can be a great learning experience for the students and as a way for
them to build their teamwork abilities.
When a student is watching a video lecture, for instance, the lecture is free of
interruptions to distract the students and can be replayed as often as the student
would like. This extends to when a student is preparing for an exam as they can go
back and review previous lectures.
After students engage with a digital lesson or watch a video at home, they can
brainstorm questions to ask you which can open the floor for a discussion about
anything that may have been unclear or confusing. Coming to class prepared with
ideas and questions is a great way to jumpstart the class and share ideas between
students.
Sick days will no longer interrupt a students ability to learn. With a flipped classroom,
students engage with a lesson on their own time and an absence will not detract from
them learning the material. On the same note, when you are absent from school, your
students will not suffer from a substitutes inability to teach your lesson. The
substitute only needs to oversee students working on their assignments in the
classroom and be able to answer questions instead of introducing new content.
Often times, multiple teachers are teaching the same course. If you have all created a
flipped classroom, you can give students access to different teachers digital content
and videos in order to increase their comprehension of the subject matter. By allowing
students to have access to multiple styles of teaching, this will increase their
comprehension of the subject.
Students can consume lecture materials at their own pace.
The teacher is present while students apply new knowledge.
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V. LIMITATIONS
Students may struggle due to their developing personal responsibility. In a self-directed,
home learning environment student who are not at the developmental stage required to keep
on-task with independent learning may fall rapidly behind their peers. Others argue that the
flipped classroom leads to increased computer time in an era where adolescents already spend
too much time in front of computer screens. Inverted models that rely on computerized videos
do contribute to this challenge, particularly if videos are long.
Additionally, flipped classrooms that rely on videos to deliver instruction suffer some of the
same challenges as traditional classrooms. Students may not learn best by listening to a
lecture, and watching instructional videos at home is still representative of a more traditional
form of teaching. Critics argue a constructivist approach would be more beneficial. Teachers
may find challenges with this model as well. Increased preparation time is initially likely
needed, as creating high quality videos requires teachers to contribute significant time and
effort outside of regular teaching responsibilities.
VI. CONCLUSION
Critics argue the flipped classroom model has some drawbacks for both students and
teachers. For students, there exists a 'digital divide'. Not all families are from the same socio-
economic background, and thus access to computers or video-viewing technology outside of
the school environment is not possible for all students. This model of instruction may put
undue pressure on some families as they attempt to gain access to videos outside of school
hours. Although, access to computers or video-viewing technology outside of the school
environment is not always possible for all students as the years progress almost all of the
school aged parents have smartphones which have followed the recent trend of getting larger
viewing screens (LEDs) which lend to easier viewing, as well as technology as a whole getting
less expensive for better graphics and viewing devices such as tablets, all-in-one computers,
laptops and cell phones.
REFERENCES
[1] Alvarez, B. (2011). "Flipping the classroom: Homework in class, lessons at home".
Education Digest: Essential Readings Condensed For Quick Review, 77 (8): 1821.
[2] Clive Thompson (15 Jul 2011), "How Khan Academy is Changing the Rules of Education",
Wired
[3] Foertsch, Julie, et al. "Reversing the Lecture/Homework Paradigm Using teach Web
based Streaming Video Software." Journal of Engineering Education 91.3 (2002): 267-274.
[4] Lents, N., & Cifuentes, O. (2009). "Web-based learning enhancements: Video lectures
through voice-over PowerPoint in a Majors-level Biology course". Journal of College
Science Teaching, 39 (2): 3846.
[5] Sams, Aaron (11 November 2011). "The Flipped Class: Shedding Light on the Confusion,
Critique, and Hype". The Daily Riff. Retrieved 7 April 2015.
[6] Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environments Research, 15(2), 171-193.
doi:10.1007/s10984-012-9108-4
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MOBILE LEARNING (M-LEARNING)
H.PRABHU
Sri Balaji College of education
Abstract--- Mobile devices show a dramatic departure from old-fashion of computing

platforms as they no more represent a static or fixed notion of context, where changes are small,
absent, or predictable. With this dramatic departure, the expansion and continued evolution of
modern mobile devices an opportunity has arisen for much more comprehensive integration of
these modern devices into educational environments. Mobile learning is a new research area that
has become an emerging tool for our education system. The mobile learning can be used to
enhance the overall learning experience of our students and teachers. This paper discusses the
background of mobile learning and how it can be used to enhance the whole eLearning system.
The paper presents the M-learning approach as the next generation of eLearning, whereas the
next generation of the learning systems will provide easy access and widely available to all who
wish to be part of it. The paper also highlights the benefits and future challenges of mobile
learning in our educational environments.
Keywords--- Mobile Learning (M-Learning).
I. INTRODUCTION
HE term mobile refers to possibility of taking place in multiple locations, across multiple
T times, and addressing multiple content areas using either static or portable equipments
such as wireless laptops, Personal Digital Assistants (PDAs) and smart phones. Different kinds
of educational usages have been reported, such as language teaching using short messages,
vocabulary and practice questions, and many experiential learning situation and informal
problem-solving. As Internet and computers become very important educational tools, the
modern technologies become more effective, portable and easy to use. Mobile devices are
much more reasonably priced (phones and PDAs) than desktop computers, and have a less
expensive method of Internet access. Currently, the tablet PCs allows mobile internet access
with equal or more functionality than desktop computers. The term mobile learning or in short
M-Learning refers to the use of mobile and handheld IT devices, such as mobile telephones,
laptops, PDAs and tablet PC technologies, in training, learning and teaching. The mobile
learning can be considered as the third wave of learning with mainframe and, desktop
computers as the first and second waves.
One of the mobile technologies strongest arguments is their availability, where mobile
devices can be accessed much easier than desktops. Somewhat surprisingly, despite a large
amount of installed desktop computers over the world, students are enjoying a little access to
those desktop computers. For example, universities provide many computer facilities, and
indeed they have many labs densely packed with desktop computers. But, most of these
computer labs are located for underground students in a remote corner of the campus and
they are usually unavailable for self-access due to the fact that they are almost constantly
reserved for teaching classes.
At home, a huge number of desktop computers are distributing between families, but in fact
it is usually shared between family members. Moreover, many students spend most of their
daytime away from home. In fact most of students spend only a very few hours with computers
each week. This lack of exposure and the complexity of desktop computers mean that many of
our students are not very comfortable with computers. In contrast, most of universitys
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students constantly carry web capable mobile devices. Students extensively use their mobile
devices to send short email messages and view huge number of web pages each week, during
the waiting time between classes. In future students should be regularly allowed to utilize
some of this time, and enable the use of mobile technology outside the classroom. Nowadays,
students are very rarely asked to use their mobile devices for school work. In fact, most of
universities explicitly prohibit the use of mobile devices inside classrooms and students are
very rarely using the web browser in their mobile devices to search or look up information
during lectures and classroom exercises. Some students may use their mobile devices in
foreign language classes for look up words in bilingual dictionaries either built in or web based
dictionaries. Other students may use their mobile cameras to photograph blackboards,
PowerPoint displays or any other important documents.
Therefore, mobile devices can be an effective educational platform, due to the fact that
mobile devices are easily accessible by students and provide adequate support for standard
Internet technologies. Using modern methods and techniques integrated in M-learning, help in
making the learning of our student more interesting, more interactive, widely available and
flexible. M-learning is cost-efficient that helps students to learn more without traditional
restrictions. Furthermore, the possibility to integrate M-learning systems into existing E-
learning systems makes it easy to stay in touch with the newest advances made in teaching
research. Mobile devices are expected to be a part of every class and activity both inside and
outside lecture classrooms, rather than being limited to a few assigned functions in rarely
visited computer labs.
Mobile learning is the ability to obtain or provide educational content on personal pocket
devices such as PDAs, smart phones and mobile phones. Educational content refers to digital
learning assets which includes any form of content or media made available on a personal
device.
Mobile learning using handheld computers is in its infancy in terms of both technologies
and pedagogies. As a result there is still some dispute amongst industry advocates in how
mobile learning should be defined: in terms of devices and technologies; in terms of the
mobility of learners and the mobility of learning, and in terms of the learners experience of
learning with mobile devices.
II. M-LEARNING IS THE NEXT GENERATION OF E-LEARNING

M-Learning is a technique that uses mobile and wireless technologies for learning and
education. M-Learning enables learners to merge their learning experiences in a shared
collaborative environment. Currently, Internet and WWW have improved the learning
activities providing a high level of interaction between geographically separated teachers and
learners. In fact, Internet is not just a way to deliver and distribute the knowledge and learning
contents, but it creates learning environments that fit the needs of modern, diverse learners
where it engages the learners in many activities such as interactions, collaborations,
conversations and problem solving. An Internet enables the e-learning to become the state of
art for distance learning over the world and the mobile learning (m-learning) will be the next
generation of distance learning.
Mobile devices are technologies that can be carried and used everywhere to enable learners
accessing knowledge anytime and anywhere. The main target of the next generation of the
learning systems is to use current and modern technologies to provide new techniques of
learning, training and education that will be easy access and available to all who wish to be
part of it. The nomadic computing environment is different from the normal and traditional
distributed systems. In nomadic computing environment there is a diversity of, handheld
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devices, smart phones and mobile workstations, which enable users to access and use Internet
services anywhere.
Although M-Learning started to be used in supporting a wide range of learning activities
there are not much of research done to know the students requirements or understand what
types of mobile applications students need to use on their mobile devices and how an effective
mobile educational software can be designed to support learning in an educational
environments. This rapid increasing of mobile devices in the last five years has dramatically
altered the platform for business, social, gaming, entertainment, marketing and productivity
using software applications. Containing global positioning sensors, wireless connectivity, voice
recognition, built-in web browsers, photo/video capabilities among other sensors, mobile
devices have enabled the development of mobile applications that can provide rich, highly-
localized, context-aware content to users in handheld devices equipped with similar
computational power as a standard PC. So far, these novel features present new benefits,
challenges and requirements to mobile application developers that are not found in traditional
software engineering applications.
III. BENEFITS OF M-LEARNING

The computing and communication devices such as smart phones, laptops and PDAs with
the connection to wireless networks facilitate M-Learning. M-Learning enables educator,
learner and teacher to extend beyond the traditional schoolrooms (classroom, tutorial room,
laboratories and lecture theatre). The schoolrooms, portable computing and communication
devices provide instructors and learners increased flexibility and offer new interaction
opportunities. The benefits of M-Learning are as follows:
Anytime access to content.
Anywhere access to content.
Support distance learning.
Can enhance student-centered learning.
Great for just-in-time training or review of content.
It can be used more effectively for the differently-Abled.
Devices used are more lightweight than books and PCs.
Mobile learning can be used to diversify the types of learning activities students
partake in.
Mobile learning supports the learning process rather than being integral to it.
Support differentiation of student learning needs and personalized learning.
Can enhance interaction between and among students, learners and instructors.
Reduce cultural and communication barriers between faculty and students by
using communication channels that students like.
M-learning is a natural extension of E-learning. It has the potential to additional extend
when, where and how students learn and perform in all aspects of their life. One of the main
benefits of M-learning is its possibilities to improve students productivity by making
knowledge and learning available anytime and anywhere, enabling learners to participate in
learning activities without the traditional place and time restrictions. Mobile technologies
support accessible and widely available learning than the learning that used in the existing E-
learning environments. M-learning supports performance with easy access to information,
which can immediately impact students performance in a learning environment, facilitating
their education. Mobile technologies have sparked the need for the strategies, applications, and
resources necessary to support anywhere-anytime connections to formal and situational
learning, as well as personal interest explorations. M-learning manages different learning
requirements, where it is ideally geared for allowing students to get knowledge at their own
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speed. M-learning enhances two-way interaction where it supports direct communication

between students and their teachers, in such way to encourage shy or hesitant students to
communicate more easily than in classrooms. As well as, teachers of large groups can use the
direct interaction as a way of giving special instruction to all students. M-learning also helps
students those facing financial, family or health problems in migrating out to university classes.
Finally, M-learning is self-motivated, self-disciplined that supports studying with on time
waste, studying anywhere and at any time.
IV. CHALLENGES OF M-LEARNING

The previous benefits do not come without challenges. The rapid proliferation of mobile
applications has outpaced the traditional software applications. However, these traditional
software engineering applications cannot be applied directly in mobile devices because of the
following issues:
A. Negative aspects of mobile learning
Cognitive, social, and physical challenges must be surmounted when mobile devices are
incorporated into childrens learning. Disadvantages include: the potential for distraction or
unethical behavior; physical health concerns; and data privacy issues.
B. Cultural norms and attitudes
Though many experts believe that mobile devices have significant potential to transform
childrens learning, parents and teachers apparently are not yet convinced.
C. No mobile theory of learning
Currently, no widely accepted learning theory for mobile technologies has been established,
hampering the effective assessment, pedagogy, and design of new applications for learning.
D. Differentiated access and technology
Wide diversity among mobile technologies represents a challenge for teachers and learners
who wish to accelerate academic outcomes as well as the producers who seek to facilitate such
learning.
E. Limiting physical attributes
Poorly designed mobile technologies adversely affect usability and can distract children
from learning goals. Physical aspects of mobile technologies that may prevent an optimal
learning experience include: restricted text entry, small screen size, and limited battery life.
The future challenges of M-learning are as following:
May make it easier to cheat.
Finding the best infrastructures.
Creating universal user interface.
Design an effective context aware mobile application.
The problem of learners trusting the wireless network.
Prevent the disclosing of the learner information via network.
Could require additional learning curve for non-technical learners.
Enable the use of M-Learning application across mobile platform.
Can create a feeling of isolation, separation or of being out-of-the-loop.
Could give tech-savvy learners an advantage over non-technical learners.
Might render some content outdated because of rapid upgrades (here today, outdated
tomorrow).
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V. CONCLUSION
M-Learning makes the merge and connection between technology and education possible.
The learner includes nomadic, institutional, home, children and adult users and the variety of
learning environments includes standalone, schoolroom, networked, internet-based, nomadic,
distance, collaborative, asynchronous and synchronous will arise the interest of the new
generation of distance learning (M-learning). The paper has discussed the background of M-
Learning and how it can be used to enhance the whole learning system. The paper also
provides highlights of the benefits and future challenges of M-Learning in our educational
environments. Finally, our learners, instructors, students and teachers should be prepared for
the next generation of learning and training. The development of a mobile infrastructure for
the provision of nomadic learning will meet this need and opening new scenarios for both the
developing e-learning and the telecommunication industry. M-learning can be used to solve the
traditional learning system problems. Both teachers and students need a proper and handy
system to interact with each other and facilitate the teaching system. The M-learning systems
are not to replace traditional classrooms but they can be used to complement the learning
process in our schools and universities.
REFERENCES
[1] Barker A., Krull G. and Mallinson B. 2005, A Proposed Theoretical Model for M-Learning
Adoption in Developing Countries, 4th World Conference of M-Learning.
[2] Parson D., Ryu H. and Cranshaw M. 2006, A Study of Design Requirements for Mobile
Learning Environments, Proceedings of the sixth International Conference on Advance
Learning Technologies.
[3] Robert Yu-Liang Ting 2005, Mobile Learning-Current Trend and Future Challenges,
Proceedings of the fifth IEEE ICALT05.
[4] Wains, S. I., & Mahmood, D. W. Integrating M-Learning with E-Learning. Ohio, USA. 2008.
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PORTRAYAL OF MYTHOLOGICAL WOMEN: IN GITHA HARIHARANS NOVEL

THE THOUSAND FACES OF NIGHT
P.Suganya
Sri Ramakrishna Engineering College,Coimbatore-22
Abstract--- Literature is a tool for society to learn, to recall and to relate oneself with the
past. Many writers used myths as a means to preach the principles of life. One such writer is Githa
Hariharan, a social activist and a winner of Common Wealth writers prize for best first book,
The Thousand Faces of Night (1992). India is a great civilization with different tradition and
culture. The heritage of the country is fertile with lot of myths. Mahabharata a great epic
teaches us so many philosophies of life. Githa Hariharan in her novel, The Thousand Faces of
Night has portrayed women characters of Mahabharata in various plots. She has showcased the
characteristics of idealistic women such as Ghandari, Amba and Dhamayanthi to infuse strong
determination to the women of modern arena. This paper deals with these characters of
Mahabharata and its significance to the novel, The Thousand faces of Night .
Keywords--- The Thousand Faces of Night- TFN
For mythology is the handmaid of literature; and literature is one of the best allies of virtue and
promoters of happiness.-Thomas Bulfinch
India is a great civilization with different tradition and culture. The heritage of the country
is fertile with lot of myths. India is known for its unity in diversity. Each religion has its own
frame work of myths to inculcate the good things among the people to lead moral life. We have
two great epics i.e., Ramayana and Mahabharata to preach the principles of life to the soceity.
Indian writers like Radhakrishnan, Tagore, Mulk Raj Anand, Raja rao, R.K.Narayan used Indian
English fiction as a prominent tool to import knowledge among people about our culture and
expressed social evils and its importance of eradicating them.
Our tradition always imparts our culture and interprets the myths of our country. The
women writers are cautious on the portrayal of different facets of women. They discuss on the
contemporary womens problem in love, sex, and marriage. Githa Hariharan has made use of
Indian mythology to convey her perception about portrayal of women in ancient type with of
women in the contemporary world in her first novel The Thousand Faces of Nights. She has
used Mahabharata and Puranas and she relates to them to the women character of her novel in
The Thousand Faces of Night. This paper intends to discuss on the mythical characters of
Mahabharata implicit in the novel TFN by Githa Hariharan.
The term Myth is derived from Greek word Mythos which means story.Myths also
contribute and express a culture's systems of thought and values.It is a system of
Heriditary stories which were once believed to be true by a particular cultural group and
which served to explain why the world is as it is and things happen as they do to provide a
rationale for social customs and observances.(Abrams 170)
In India, in joint family system; these myths have a unique role as they are orally
transmitted from one generation to another generation in order to teach them moral. And
make people to understand the difference between moral and amoral. People in ancient time
came to know about the epic through their grandparents but in the case of present scenario,
the family system has changed to nuclear family. This generation are not blessed to hear about
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the myths. This made the responsibility of the social activists and writers to impart the people
to aware of our epics. The media plays a vital role to educate society about our epics.
Githa Hariharan is one such novelist who is producing a body of Indian literature that is
committed to myths and social issues related to women. She is the winner of Common Wealth
writers prize for best first novel, The Thousand Faces of Night(1992). Her other novels
include The Ghosts of the Vasu Master (1994), When dreams Travel (1999) In Times of
Seige (2003), and Fugitive Histories (2009). She also published a collection stories, The Art
of Dying in 1993 and a book of stories for children, The winning Team in 2004. She is an
eminent woman writer who has been concentrating body of Indian literature that is committed
to feminist and social issues. She belongs to the second generation of post colonial women
writers like Shashi Deshpande, Arundhati Roy, ManjuKapur, MridhulaGarg, Anita Nair and
Shobha De who together portrayed the image of suffering but enduring woman breaking
traditional boundaries.
All her novels have some few common strands, one is all her novels titles are plural and her
main theme of all her novels is the re-writing of given narratives be it myths, histories or fables
which is a post-modern technique called revisionism. In other words of Adrienne Rich, Re-
vision,
the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical
direction is for us (women) more than a chapter in critical history: it is an act of survival.
(Rich,18).
Revisionism has become an important tool in the hands of the women writers of the post-
colonial writers of 80s to express social, political, cultural, economic and religious issues. This
technique is seen in her all novels, either in revision of myths or in history. She is raised on oral
narratives and the epics, through her grandmother; she too grew up on tales and myths. She
has used myths to help examine contemporary womens lives in her first novel.
The novel The Thousand Faces of Night revolves around three women characters
Devi, the central character: Sita, her mother and Mayamma the care taker of her in laws house.
Devis childhood fully bound with several stories told by her grandmother. Every one gains
knowledge as Sigmund Freud says :
Widely different sources, from fairy tales and myths, jokes and witticisms, from
folkloresaying and songs of different people and from poetic and colloquial usage of
language(166)
Devi is fed with stories of mythical figures by her grandmother and Mayamma. Her
grandmother consciously evades the more prominent character of Hindu myths. Instant of
saying stories of predominant characters in Mahabharata like Karna, Bheema, Krishna stories,
she deals about Ghandhari, Amba and Ganga- female manifestation of anger, autonomy,
revenge and determination. Her grandmother, her first teacher, imparts knowledge through
purposeful retelling of the forgotten mythological characters who contained great passion in
them. In her grandmothers stories:
.there was room only for heroes and heroines. Princesses grew up secire in the knowledge of
what awaited them: love, a prince who was never short of noble, and a happy ending. She
twisted it and turned it inside out and cooked up her own home made yardsticks for life.(TFN 20)
Indian mothers always guide their daughters in all their endeavours. Sita decides to settle
down her daughter life, she calls her back from America. Devi realised that her mother is going
to arrange her marriage. Though she is not interested to marry, she accepts the proposal for
not hurting her mothers feelings. The mother
weaves a cocoon, a secure womb that sucks.(TFN 13).
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At this point, Devi recollects her grandmothers story of Damayanthi from Mahabharata.
Nala, the king of Nishad was brave, handsome and virtuous. Damayanthis father decided her
Swayamvara. Damayanthi was brave and determined to espouse Nala. So she fastened the
bridal garland around Nalas neck and espoused him amidst all the intrigues made even by
gods. Her grandmother concludes the story with a moral,
A women gets her hearts desire by great cunning(TFN 20)
Devi was fascinated by the Nala-Damayanthi story. Hariharan, through the Swayamvara,
explicit that woman has every right to choose her husband from ancient to modern arena.
Once Devi saw the picture of her mothers adult photograph, in which her mother held a
veena in her hands, her fingers caressing the strings. She took that to her grandmother.
On seeing that, she narrated the story about Gandhari, who plays a significant part in the
Mahabharata. Ghandhari was married to a very rich prince, whose palace was
twice as big twice as magnificent as her parents palace (TFN 28)
Whereas on meeting her husband for the first time in magnificent palace, she was taken a
aback The white eyes the pupils glazed and useless (TFN 29). Gandhari in anger vowed never
to see again the world; so she bound her eyes with help of a veil. Her grandmother added she
embraced her destiny a blind husband- with a self sacrifice worthy of her royal blood. By
hearing she felt nothing similar to relate to her mother but what she learnt was different,
The lesson brought me five steps closer to adulthood. I saw, for first time, that my parents too
were afflicted by a kind of blindness. In their blinkered world they would always be done, one
leading the other, one hand always in the grasp of another. (TFN 29)
Through this, Hariharan emphasizes the reader on importance of love, understanding and
support in all endeavours between the husband and wife is essential. Again her grandmother
took the photo of sita and started to say how Ghandharis story reflected the life of Sita too. Sita
was a good veena player and she bought veena as her dowry from her parents house. She used
to play veena after completing all her house hold works. Once when she was playing veena her
father in-law scolded Sita,
Put the veena away. Are you a wife, a daughter in-law (TFN 30)
In a quick anger and frustration, she pulled out the strings of veena and vowed not to play the
veena again and replied in a whisper:
Yes, I am a wife and a daughter-in-law (TFN 30)

Hariharan clearly portrays how the daughter-in law is expected to be in the in-laws house.
And also she depicts the male dominant society.
Her grandmother wants her to get cultured and to grown-up with sturdy frame of mind to
face society. So her story turns sharper about women characters.
The grandmothers stories became sharper, more precarious tone of dangerous
possibilities (TFN 35)
She says about Amba.Prince bheema goes to a swayamwara of three beautiful princesses
Amba, Ambika and Ambalika. Amba the eldest chose King salwa and garland him. But suddenly
Bheeshma kidnapped all the three Princeses and took him to his step mother. When they came
to know that Amba had already married, they let her go to king Salwa. Unfortunately Salwa
refused to accept her and insulter her.
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Do you think I feast on left overs? I am a king. I do not touch what another man won in battle.
Go to Bheeshma. He won you when his arrow struck my eager hard on ur luckless garland. He is
your husband. What have you to do with me? (TFN 37)
Offended Amba goes back to Bheesma, he also refused to accept her so, she changed her
mind-set towards life and vowed to avenge Bheeshma. She went to the forest and did penance,
Lord Shiva gave her a garland and promised her:
Who so ever wears this garland will kill Bheeshma (TFN 39)
This story raised a brave attitude in Devi.
She day dreamed more and more about female avengers (TFN 40)
These lessons lastingly impression in her mind. She confesses:
I lived a secret life of my own; I became a woman Warriors, a heroine I was Devi. I rode a
tiger and cut of the evil magical demons heads. (TFN 41)
Devi enjoys a close and secure relationship with them in her dreams and visions. She often
visualizes herself as riding a tiger setting out to destroy the mythical demon. Hariharan
expresses her own personality and her wish about her modern woman. She herself a warrior
and an activist to raise her voice against evils.
Grandmother narrated a most interesting story about motherhood through the mythical
character Ganga. She says
Motherhood is more than the pretty picture you see of a tender woman bent over the baby
she is feeding at her breast. A mother has to walk strange and tortuous path (TFN 88)
The King Shantanu saw the Ganga and he fell in love and proposed her. She accepted her on
a condition that he should not ask her name and not to stop her from doing whatever she does.
Every year she gave birth to a son but for seven years continuously she threw the newborn
into waters of the Ganga. Shanathanu watched with powerless grief. But when she held the
eighth child high over the water to throw she stopped her. She replied,
Then take him and be father and mother to him. I shall not free from life. (TFN 88)
Saying this she went to her normal form-river Ganges. There is a belief in our myth that the
water of Ganges purifies us from our sin. Devi, remember this story of her grandmother, when
she undergoes all sort of medical practice to get pregnant. And she says to herself that:
To be a grandmother, to be a mother at all you have to renew your wifely vows everyday
(TFN 88)
Githa Hariharans women stand as an embodiment of self sacrifing women to self-assured,
assertive and ambitious women. She selected the less popular figures from Indian epics. She
talks about Gandhari, Amba and Damayanthi who are less known to the contemporary learners
instead of talking about Sita and Savithri. She discusses Indian myths which are forgotten by
many of us in this era. She has given her level best examples of great women of myths to
convey the importance of women in modern era to be with strong determination in their will
and to lead life in their own inclination.
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WORK CITED
PRIMARY SOURCES
[1] Hariharan, Githa. The Thousand faces of Nights, New Delhi:Penquin, 1992.Print.
SECONDARY SOURCES
[1] Abrams, M.H. A Glossary of Literary Terms. 7th ed. Heinle: Thomas, 2005. Print.
[2] Freud, Sigmund, A General Introduction to Psychoanalysis. New York.
[3] Vijayashree, C . Re-visionist Myth Making : A Reading of Githa Hariharans The Thousand
Faces of Night The post-modern Indian English Novel: Interrogatimg the 1980s ad
1990s.Ed. viney Kirbal.Bombay:Allied Publishers,1996.76-81.Print.
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GENDER STUDIES
FEMALE STEREOTYPE OF DOMESTICITY IN JAMAICA KINCAIDS THE
GIRL
Asra Suha
Bangalore University
Abstract: Jamaica Kincaid was born on the island of Antigua .Her writing is characterized by
anger, independence and her writing explores the world of women stressing .This Poem prose
provides an excellent example of the role of women are taught to play. Domesticity plays a very
important role in the poem, where a mother instructs her daughter to have domestic knowledge
which will not only save her daughter from a life of promiscuity and ruin but will also empower
her as the head of the house hold and a productive member of community. One reason for
stereotype linger is that many women did conform to the house wife image and are mute. The girl
here speaks only for two times and does not question her identity in front of her mother. The
blame lies with women themselves who refuse to say enough despite knowing that she can do
better. Women are regarded and are given title as queen of Domesticity. Domesticity knowledge
is certainly not the definition of being good women.
Key words: Stereotype: A conventional over simplified fixed idea or opinion about a person
I. INTRODUCTION
N the prose poem The girl by Jamaica Kincaid is a stereotype of domesticity. The only
I characters in the prose poem The Girl are mother and a daughter . Girl is some what of
stream of conscious ness narrative of a mother giving her young daughter advice on important
life issues and concerns
The advice consists of mother who instructs her daughter how to do certain domestic
behaviors including making Antiguan dishes as well as more assertive points of being a
respectable woman.
Most of the prose poem is filled with instructions of a mother to her daughter about
complete domestic duties like sewing, garderning, cleaning the house, keeping proper hygiene.
Domesticity is important to relate to the daughter as that was the definition of good woman
may be around the time of Kincaid and even during 21st century. Women have reached the
moon but still we imagine them to be suitable for cooking, cleaning and so on. So what are the
reasons behind the narrow minded perception of women kind. Even in the movies,
advertisements women are stereotyped. They are shown cooking in the kitchen. The woman is
in the charge of home front.
The girl in Jamaica Kincaid s speaks only for two times and she does not mind to ask her
mother Why only me because I am a woman. The blame lies with women themselves for
refusing to say its enough despite knowing that she can do better.
One reason the stereotype linger is that many women did conform to the house wife image.
It is not bad that most of the women find fulfillment in domesticity. In some Advertisements
we see women are wearing crowns-Women as queens of domesticity.
In the prose poem The Girl, mother believes that domestic knowledge will not only save
her daughter from a life of promiscuity and ruin but will also empower her as the head of the
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household and a productive member of the community. According to mother Domestic

knowledge leads to productivity
this in turn wins respect from family and society. It brings power and prestige to women in
addition to keeping them busy and away from worldly temptations. The reverence of the
mother has for the power of domesticity as she gives numerous specific instructions such as
how to cook pumpkin fritters sweep, grow okra and clean clothes. The Girl timid and shy
voices a feeble protest but is ignored by her mother. Mother thinks that being a woman its her
to duty to instruct her daughter on domesticity as the society accepts her to be like that and
she feel domesticity brings respectability in the society .An act of Domesticity saves a womans
reputation within community.
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THE PARADOX OF EVERYDAY
C. Joanna Pauline
Assistant Professor (Sr. Gr), Sri Ramakrishna Engineering College
Abstract--- Themes used in fiction are many and varied. They might be as idealistic as
nobility and virtuousness or as trivial as gang wars and murder. It is easy to find what the theme
of a novel is. And yet, there are some cases as that of the enigmatic Henry Greens, whose work
dwells mainly on the ordinary, the mundane, the irrelevant and the grinding everyday life. Both
on the personal and literary fronts, his life had reclusiveness written all over it. His fiction is a
reflection of that deliberate self isolation. And yet, the beauty of his work lies paradoxically in the
fact that by being deliberately away he is unwittingly very much in it. This paper aims to capture
and elucidate that paradox.
Keywords--- Henry Green, everyday, Chekov, indeterminacy, paradox, formlessness, elusive,
daily, living
I. THE PARADOX OF EVERYDAY

I consider that the novel should be concerned with the everyday mishaps of ordinary life.
Henry Green.
Many contemporaries of Henry Green felt it was extremely difficult to catch hold of Henry
Green, the man, in his life. If at all there's one adjective to describe his character, it is 'elusive'.
In Terry Southern's words Green was a tough man and it was very difficult "attempting to
delve past his steely reticence. This trait of his life goes to a higher plane in his work so much
so that one has to travel on treacherous grounds to try to capture the artistic process of his
fiction. The one facet that can distinctively characterize our attempts is the impersonality of
Green. He is a writer who has completely removed himself from his works. That is why we see
descriptions such as an invisible artist, aloof from his material, he permits his characters
complete autonomy; Mr Green yields so completely to his theme that he is left with no
opportunity to think about it. Mr Green does not tell you what his characters think nor
assume their points of view; he sees through no single mind. Ironically, the same critics feel
"he is there at the centre of what he writes, constructing the most distinctive prose in
contemporary writing. This is where the paradox is; in an interview to London Magazine,
Green himself describes the paradoxical nature of his work very beautifully "My novels are me
but I tried to make them not personal, i.e. not private. If I am writing a novel why should I
personally appear?
With these deliberate attempts at extinction of his personality, Green immerses totally into
the daily living of his characters. The focus on the constantly changing multiplicities of
everyday living, where the processes of living, loving, party going, doting, concluding and the
like occur, rules out any singular theme. Change becomes the bedrock, a constant for Green's
fiction to root itself on. Therefore, the daily living, the everyday, the people of everyday, the
things that change everyday become the unchanging, the constant of Green; hence, the paradox
of the everyday becomes the paradox of Green in many ways and the indeterminacy of
everyday seems to form the nucleus of his fiction.
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The thought on the "everyday" has been researched and critically attended to in great detail
over the years. Many writers have dealt with daily living, but Henry Green is adept in using it
recurrently. His fiction uses a clearcut diction and form of narration to explore the uncertainty
and indeterminacy of the everyday. The formlessness of the everyday can be clearly distilled
from his fiction, from the way he uses names and symbols, repetition and variation, clich and
dialogue. The everyday is what we never see for a first time but can only see again, having
always already seen it by an illusion that is constitutive of the everyday. This leads to a
twofold effect. To begin with, the indeterminate nature of Henry Greens work can be
approached more directly through this use of the everyday; it provides a platform to see the
artistic challenges and pleasures waiting for his writers. On another level, his fiction offers the
unique thoughts and opinions of a literary genius who has a very different perspective on the
notions of the everyday, which leads into a much farther interesting intellectual discourse.
This discourse can be approached through an interesting question raised by Geroges Perec in
his "Approaches to What?
How should we take account of, question, describe what happens every day and recurs
every day: the banal, the quotidian, the obvious, the common, the ordinary, the infra-ordinary,
the background noise, the habitual?
Green's novels suggest answers for this interesting and important question.
Green was greatly influenced by Chekov and Kafka, two authors whose main themes were
formlessness, irrelevancy, indeterminacy and the like. It is therefore no wonder that he extols
Chekov in his letter to Coghill: "Chekhovs irrelevancy means so much, it shows you what a
person is and how he thinks. We can clearly see he suggests that there is depth to be found in
the superficial, the mundane, in what one might consider irrelevant or ordinary or even empty.
We can see the echoes of this thought in one of the critically acclaimed essays on the thought of
everyday, Maurice Blanchots Everyday Speech
The two sides always meet: the everyday with its tedious, painful, and sordid side (the
amorphous, the stagnant); and the inexhaustible, irrecusable, constantly unfinished everyday
that always escapes forms or structures.
Green's fiction signifies this irrelevance. This is a peculiar dichotomy; on one level, Green's
addiction to the irrelevant seems to be a natural response to his fear of romance. And yet, to
give significance to irrelevance, he also retains traces of the Romantic to go beyond the
everyday. During his travels in 1926, Green maintained a diary of sorts, a notebook. Therein
he made list of ways to remember in which he states how he remembered everyday:
Remembering by the significant irrelevance. So, it can be easily concluded that he designated
a specific significance to the irrelevant. The paradox of Green and everyday again!
The use of the irrelevant rises to such a significant pitch in his novels that it represents the
formless multiplicity contained within the pseudonym Green, the writer, and complicates any
notion one can have about Henry Vincent Yorke, the man. As we plunge into his fiction deeper,
the narrative structure of his novel gets increasingly confusing, even frustrating, but the
significant irrelevance can be used to elicit form out of void, clarity out of ambivalence. It
bears creative fruit as the reader is always pleasantly in the dark, uncertain of what is
significant, what deserves attention and what is irrelevant or relevant, the reader is always
there at the everyday, neither in the bygone nor in yet to come . The reader tends to "plump
for one reading, avers James Wood, while being aware that multiple readings are also
possible; we sew ourselves into the text, becoming highly invested in our version of events.
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From a critical viewpoint, the challenges, the attraction that the writing of Green provides is
just incredible. There are myriad angles that a critic can approach Green, paradoxes that keep
changing and changing so much so that that it can keep multiple readings of Green fresh and
alive each time, everytime, for a lifetime. Thus for those who seek out Green's work in hopes of
investigating what everyday is rather than living in the everyday, a panoramic view of the
everyday, the realm of uncertainty, the paradox, always keep waiting. As Sheringam aptly
summarizes "we miss out when we lavish too much attention on it [the everyday], when we
invest it with superior qualities, in a redemptive vision for example, or when we see it as the
context for moments of transcendent illumination."
WORKS CITED
[1] Breit,H. (1950) Talk With Henry Green - - and a P. S., New York Times Book Review
[2] Green H. (1993) The Art of Fiction in Surviving: The Uncollected Writings of Henry
Green, New York: Viking, Print
[3] Hart C. (1971) The Structure and Technique of Party Going, Yearbook of English Studies
1
[4] Kirby J.P. (1950) Tradition and Experiment, The Virginia Quarterly Review 26
[5] Muir E. (1950) "Review of Loving: The Listener, 5 April 1945
[6] Welty E. (1961) Henry Green, Texas Quarterly
[7] Ross A. (1959) Critical Reflections and an Interview, London Magazine 6:4
[8] Blanchat M. (1969) Everyday Speech in The Infinite Conversation (1969), trans. Susan
Hanson, Minneapolis: University of Minnesota Press, Print
[9] Perec G. (1973) Approaches to What? (1973) in Species of Spaces and Other Pieces,
trans. John Sturrock, Harmondsworth: Penguin, Print
[10] Henry Yorke to Nevill Coghill, 1925, Eton College Archives
[11] Russell J. (1964) There It Is, Kenyon Review
[12] Wood J. (2008) "How Fiction Works", London: Jonathan Cape Print
[13] Sheringham M. (2006) Everyday Life: Theories and Practices from Surrealism to the
Present, Oxford: Oxford University Press, Print
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THE PRESENCE OF GROTESQUE AND DECADENCE IN THE SELECT NOVELS

OF TONI MORRISON
Dr N. Jagadeeswari and E S Sharmila Sigamany
Government Arts College, Tiruvannamalai.
Abstract--- This paper focuses on Toni Morrisons use of the grotesque and decadence in
certain select novels of hers. Various definitions and applications of the grotesque in art and
literature are discussed in general and particular definitions and applications that pertain to
Morrisons novels are discussed and analyzed in terms of roles, functions, and purposes.
Morrisons writing reveals the African American female and adolescent self-hate, exposing
oppressive social, cultural, and educational systems that negatively affect African Americans, and
show the paradoxical intersection between love and violence. Motifs, issues, and themes such as
beauty, myth, mothering, stigmatization and marginalization of blacks, poverty, Western
standard of beauty and double consciousness are examined as well.
Keywords--- Hurston, Morrison, woman, Afro-American, grotesque, decadence.
I. INTRODUCTION
ONI MORRISON is the first African American woman to receive a Nobel Prize for
T Literature; Morrison continues to defy the limits established by the traditional canon.
Morrison details unique experiences that capture the essence of the traditions followed by the
black folk which include their naming practices, speeches, oral history filled with folklore, their
superstitious beliefs and rich culture. We also see the lives of her characters affected by
aspects of the grotesque and of decadence. The presence of these literary devices in certain
select novels of Toni Morrison will be dealt with in this paper. These literary terms are not to
be associated with their European equivalent but rather needs to be seen with the black
perspective. Bernard McElroy opens his book, Fiction of the Modern Grotesque, by saying that
everything from neckties to relationships have been deemed grotesque (McElroy, 1). The
literary term grotesque refers to not just physical disfigurement or mental deficiency but it
could also refer to crippling social ineptitude as displayed by Morrisons characters. The
deterioration in spirit, soul and thought linked with inaction is the decadence that is prevalent
in Morrisons works.
II. THE BLUEST EYE

Morrisons first novel is set in her home town of Lorain, Ohio and studies the process
of a young black girls retreat into insanity, the only place of refuge against a world that
continually reinforces the destructive belief that blue-eyed blond beauty is the only beauty
there is. Pecola, the main character, along with her friend Claudia, the narrator, and the rest of
the community are victims of this cold, loveless and artificial world. Because the only other
alternative open to Pecola is acceptance of such a devastating idea, she chooses the security of
permanent insanity, while the community, unaware of its own victimization, looks on.
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The author opens this novel with a series of three paragraphs that are identical in
content, although different in context. The first of these reads very much like a first grade
primer:
Here is the house. It is green and white. It has a red door. It is very pretty. Here is the family.
Mother, father, Dick, and Jane live in the green-and-white house. They are very happy. See Jane.
She has a red dress. She wants to play. Who will play with Jane? See the cat. It goes meow-meow.
Come and play. Come and play with Jane. The kitten will, not play. See Mother. Mother is very nice.
Mother, will you play with Jane? Mother laughs. Laugh, Mother, laugh. (The Bluest Eye xi)
The second paragraph, with the exception of the first letter of the first word, is written in
lower case and without punctuation.
Here is the house it is green and white it has a red door it is very pretty here is the family
mother father dick and jane live in the green-and-white house they are very happy(The Bluest
Eye 7)
It is the last, however, that subtly foreshadows the sinister and bizarre plot to come. Taking
the momentum suggested in the second to a chaotically grotesque extreme, Morrison, in the
third paragraph, presents us with not only the absence of time and individuality (as indicated
by the omission of punctuation and the employment of lower case letters), but the absence of
space as well:
Hereisthehouseitisgreenandwhiteithesareddooritisverypretty
bereisthefamilymotberfatherdickandj eneliveintbegreenandwhite
housetheyareveryhappyaeejaneshebasareddressahewantstoplaywho
willplaywithjanesbe . . (The Bluest Eye 8)
The first chapter, Autumn, focuses on the arrival of Pecola Breedlove as temporary ward
of the county into the home of Claudia MacTeer; the deprived environment from which Pecola
came; and the prevailing grotesque ugliness enforced and upheld by the Breedlove familys
matriarch that encourages Pecolas desire for blue eyes. The first segment is told from young
Claudias perspective. Claudia explains why she prefers Jane Withers to Shirley Temple and
why she hates white baby dolls. Morrison, through this explanation, highlights the grotesque
image of Pecolas obsession with Claudias sisters Shirley Temple cup and the blue eyes of
dolls.
The second chapter, Winter, begins by focusing on Claudias loving description of her
father. Spring brings other humiliations for Pecola. Through Claudia we learn of Mrs.
Breedloves displaced love of white beauty, which is parallel to Pecolas. Mrs. Breedlove (called
Polly only by her white employer which highlights the grotesque relationship between herself
and her family, as shown by their form of greeting) is a black maid.
The last and shortest chapter, Summer, features the attempt of Claudia and Frieda to
plant their marigold seeds and the futility of the effort, made for the purpose of assuring Pecola
a successful term after being impregnated by her father. We also learn in the final grotesque
segment, that Pecola has finally retreated into the cave of madness accompanied by an
invisible playmate for her loneliness, and her own invisible blue eyes. Using visual typography,
a characteristic of decadent style, as a clue to the oncoming grotesque chaos, Morrison
juxtaposes the normal and accepted with the abnormal and unexpected to build for the reader
an insane tension as it relates to the Breedlove family.
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Although Morrison states that Breedlove is a common name among black people, one
cannot help but interpret the family name as a sharp and poignant example of grotesque irony.
Mrs. Breedlove only breeds hate for herself and her family as they reflect only ugliness to her
and to themselves. Against the white standards of beauty Mrs. Breedlove is totally convinced of
her ugliness, as is the rest of the family. As a grotesque character, she has a physical deformity,
a crooked, arch less foot, (The Bluest Eye 88) to accompany her crippled values.
III. SULA
Sula is also written from a female perspective and presents the devastating effects of good
and evil in the small black town of Medallion, Ohio. Through the lives of two black females over
a span of forty years, these metaphysical concepts are explored and defined as they relate to
the values of the black community. For the town, Sula, the protagonist, is the embodiment of
evil when she returns from college, her travels, her city ways and cold heart. Nel, her friend,
represents the opposite.
Morrison describes the destruction of the desolate town for the making of a golf course by
listing what will not happen there any more; the circumstances of its location and its resulting
nickname. Sula and Nel, both twelve years old, discover the mystery of maleness and their own
budding bodies in 1922. They are self-indulgent and self-centered little girls, amused with
life as if it were an ongoing film run for their enjoyment. Things change between these friends
as they grow up.
Sulas abnormal and decadent behavior, as it is interpreted by her neighbors, is used as
evidence against her and highlights her grotesque fate. Driven by her need to explore her own
thought, Sulas behavior is strange. Morrison succeeds in putting the notion of good and evil, in
decadent terms as seen within a society that is breaking down. Sula is the true modern woman.
With allegiance to no man, she is the traveler and wanderer. As an aspect of the grotesque the
notion of quest plays a very important part.
Through Sulas need to explore we are in touch with the metaphor of journey. Both she and
Mel share qualities of adventuresomeness and a mean determination to explore everything
that interested them. And they had no priorities. (Sula 55) When Mel marries in 1927, Sula
continues her adventure by leaving Medallion, returning ten years later accompanied by a
plague of robins. . . . (Sula 89). Sula, like Cholly Breedlove, was decadently free. Sulas decadent
behavior stemmed from an inability and lack of opportunity to express sensations creatively,
and from craving the completeness of herself.
Sula was dangerous because of her independence. As a vampire, her agelessness was
considered a wonder by the town, another metaphysical quality she held that they used to
prove her evilness. She began as femme fatale, only to end as, in Ridges words, pitiable
wreck. But Sula does not end pitifully before she experiences Ajax, the decadent modern man.
Al ax is a wanderer. Knowing only his whim and freedom, he is very much like Sula, and this is
what attracts then to each other.
It was Nel who came to see her when Sula was dying of cancer. As Sula lay in bed, wasting
away at thirty from, symbolically, a disease that degenerates healthy tissues, and enjoying the
drugs Net has brought for her pain, she can still afford to be independent, detached cerebral
and self-centered. Mel is the natural alternative to decadence. Even her last name, Wright,
symbolizes her belief that her path is the right one to follow. She is fruitfullness, endurance,
and self-sacrifice. When Mel and Sula were young, they both had elements of each other that
fused into one being. Now separate, Nel represents the good and Sula the bad.
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Sulas non-commitment to her family or the community places her squarely within the
confines of a decadent society. Her birthmark symbolizes the grotesque way in which she is
both morally and spiritually a reflection of the values of the viewer. Interestingly, the rose, as
symbol, represents glory. Sula differs from Pecola Breedlove in that, although a scapegoat for
the town a image of good and evil (beauty and ugliness), she does not absorb nor accept the
fate wished for her They are similar in that both are victims of a decadent society, grotesquely
journeying into themselves: Pecola for escape, into insanity; Sula from boredom, into death.
IV. SONG OF SOLOMON

This novel traces a young mans search for his moral, spiritual and social values through his
journey back to the South. A product of a society similar to that of Pecolas, Milkman (Macon
Dead III) leaves the Great Lakes region of Michigan with the intention of finding a family
treasure, only to discover the treasure the family values is within himself. As opposed to the
first two novels that end in a pessimistic tone, Song of Solomon ends in jubilation. The notion
of family degeneracy as forced by an evil and decadent society, present in each of Morrisons
novels, becomes a fully developed theme in this book.
This novel is more complete in its exploration of decadence within the black community
and features fewer of the elements of the grotesque. It also differs from the previous two
works in that it has a male protagonist and focuses on how the events of the protagonists life
take place.
The moral decay of Milkmans mother coupled with the spiritual decay of the father
produced empty and wasted offspring, doll-like little girls and a mysteriously peculiar little
boy. As they grow, it seems fitting (from a decadent perspective) that Milkman would emerge
as the modern man-cerebral, passive, analytical, melancholy, self-centered and self-indulgent.
Of the two sisters, the older one ends up an oversensitive old maid (Magdalene called Lena),
while the other, more like Milkman in her analytical ways, though late in life, finally rebels
from the wasteful life she had been leading.
The description of Marys bar with its decadent setting and the sketches of the family ills
provide insight into the decadent nature of Milkman. Considered peculiar at the age of four,
young Macon III suffered from extreme melancholy when he discovered he did not have the
gift of flight. Milkman is very much like Ajax, in Sula, in his fascination with flight. This, along
with his preoccupation with looking backwards as though there were no future to be had,
(Song of Solomon 35) are characteristic of the cerebral decadent. That Milkman is the offspring
of an elite family that suffers from moral and spiritual decay has been shown. Another
reoccurring image that appears, in relation to Milkman, is grotesque deformity. Clearly not as
exaggerated as in the case of Polly Breedlove or Eva Peace, Milkmans shortened leg was more
a deformity in his mind. (Song of Solomon 62)
Song of Solomon, therefore, demonstrates, through Pilate, the possibility of living in a
decadent society, with the values of family as they stem from knowledge of self. Through
Milkman, the novel demonstrates the value of heritage and moral, spiritual and social values as
they stem from it as a necessary tool for living.
V. CONCLUSION
Listen, baby, people do funny things. Specially us. The cards are stacked against us and just
trying to stay in the game, makes~ us do funny things. Things we cant even help. Things that
make us hurt one another. We dont even know why. . . (Song of Solomon 87-88)
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Toni Morrisons underlying philosophy regarding black life as pre sented in her three
novels, The Bluest Eye, Sula and Song of Solomon, seams to be expressed in the quotation above.
The notions of decadence and the grotesque as they appear in them cast grey bleak shadows
on the environment, attitudes and actions of her black characters. They do, indeed, participate
in strange, funny survival rituals in order to sustain themselves in an alien ambiance that
reflects none of the cultural values inherent in black people. What Morrison seems to be saying
in all this is that there is degeneracy prevalent in the urban black community that surfaces in
the black family structure. Set within the cold, artificial and evil city, these characters act out
grotesque dramas as they respond to the decadence around then. The result of this degeneracy
has far reaching consequences. As in the case of the Bluest Eye, we witnessed the mental
destruction of a young black girl, Pecola, along with the paralleling destruction of her mother,
Mrs. Breedlove, as the spiritually, socially, and morally warped values of the city prevail.
Morrison presents her case for the breakdown of black family values in stark, sharp terms and
characteristically decadent and grotesque literary style.
In Sula, by showing the existence and then the profound absence of a close friendship
between two women, Morrison stresses that one of the factors contributing to this breakdown
is the lack of support systems between women that used to exist in other generations. But
more importantly, she stresses the notions of good and evil as ambiguous qualities that exist
within human beings. Morrison also uses elements of the grotesque and decadence to show the
casualties of a community whose inhabitants have been victimized by the white power
structure as it dictates to the blacks.
In Song of Solomon, however, the metaphor of flying becomes a symbol of total freedom and
these decadent traits are transformed and glorified as they indicate the protagonists positive
metaphysical self-awareness, acceptance of responsibility and a forsaking of those decadent
values that kept him tied down to material, earthy realms.
REFERENCE
[1] Toni Morrison, The Bluest Eve. New York: Holt, Rinehart & Winston, Pocket Books, 1970.
Print
[2] Toni Morrison, Sula. New York: Alfred A. Knopf, 1974. Print
[3] Toni Morrison, Song of Solomon. New York: Alfred A. Knopf, 1977. Print
[4] Paula Giddings, The Triumphant Song of Toni Morrison, Encore, 12 December 1977, p.
30.
[5] McElroy, Bernard. Fiction of the Modern Grotesque. New York: St. Martins, 1989.
[6] Ridge, George Ross. ~ Hero in French Decadent Literature. Athens: University of Georgia
Press, 1961.
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PARSI CONFLICT IN AN AMERICAN BRAT BY BAPSI SIDHWA
B.Mariappan
Sri Ramakrishna Engineering College Coimbatore 641022
Abstract---This paper studies Bapsi Sidhwas An American Brat brings various issue of
diaspora. The reason for migration, depiction of homeland, attitude of diaspora with homeland,
issues of identity and feelings of nostalgia. Sidhwa, being a Parsi, has given a voice to the issue of
females in her community, the paper probes into different kinds of relations shared by the
characters in the novel. The paper demonstrates how hegemony is at work in various cultural. In
this novel Sidhwa has tried to acquire her own space and her own communitys identity through
the character of Feroza, a representative of the younger generation of expatriate Parsi
community.
Keywords--- Bapsi Sidhwa, Parsi ethos, Cultural difference, Expatriate experience, Identity
crisis.
I. INTRODUCTION
APSI SIDHWA is widely recognized as one of the most prominent writers from South Asia.
B She is a Parsi, born and brought up in Pakistan and now migrated to America. She proudly
calls herself as Pakistani-Parsi-American. Bapsi Sidhwa is the first English writer in Pakistan to
receive international acclaim. Sidhwa started writing, at a time when there was no tradition of
either womans literature or English language literature in Pakistan. She may be considered a
pioneer in both the fields. She made best of her varied experiences of life - as an eight year old
girl having witnessed the horrifying scenes of violence at the time of partition, as a young bride
in the city of Bombay, as an active social reformer, as a Parsi woman and as an expatriate in
America. All her novels explore womens condition in particular settings, and chart the
development of South Asian women from passivity to the life of action. Her fourth novel An
American Brat focuses on the life of a young Parsi girl in USA, who challenges the patriarchal
and religious norms related to womens issues. Parsi life comes under close scrutiny in
Sidhwas An American Brat, which chronicles the adventures of a young Pakistani Parsi girl
Feroza. Sidhwa highlights the transformation of Feroza from tradition-bound conservative one
to modernized one. Sidhwa writes about the United States from her own perspective as a
Pakistani immigrant. Sidhwa skillfully links gender to community, nationality, religion, and
class, and demonstrates that these aspects of cultural identity and social structure do not
merely affect or reflect one another, but also gets intertwined resulting into the quagmire of
cultural differences and identity crisis.
II. CULTURAL IDENTITY IN AMERICAN BRAT

Bapsi Sidhwas, An American Brat (1993) is her lightest and least characteristic novel. It
is also her most daring, dealing with the issues of Parsi Diaspora and questions of cultural
identity and racial difference. Through its portrayal of the adventures of its young protagonist
Feroza in the USA, the novel actually describes the painful process of losing and replacing
homes, presenting, in the process, an indirect metaphor for the ambivalent position of so many
diasporic writers today. The protagonist of the novel is a Parsi who could be a young woman
of any of the subcontinents religious communities, choosing between a period of rampant
sectarianism at home and the experience of more covert prejudice abroad. Through this novel,
Bapsi Sidhwa, in fact, has done so much to put Pakistan on the map of the English speaking
literary world.
ISBN 978-93-86176-18-9
Bapsi Sidhwa explores the complex conflict between Parsiness, the Pakistan identity and
the lure of the Western World. At the beginning of the novel, Parsiness is perceived to be
closer to Western Values than to those prevalent in Pakistan. In a thin disguise the novel
portrays the underlying dilemma of the diasporic Parsis who are neither at home in the East
nor in the West.
Further, the novel focuses on the immigrant experience of a Parsi girl. Like Bharati
Mukherjees Jasmine and Anita Desais Bye-Bye Blackbird, Sidhwa has exploited the theme of
immigrants experience and the cross-cultural conflict he faces when he is displaced or
migrated to another part of the world.
Sidhwa, through this novel, has contributed admirably to the post-colonial literature
of the Diaspora as she deals with the Parsi quest for identity when they, as immigrants, are
caught between the world left behind and the new one they face. Sidhwa writes about the
United States from her own Parsi perspective as a Pakistani immigrant. When asked if she
were comfortable writing about America, Sidhwa replied:
It is not so much a question of how comfortable I am writing about America as it is a
compulsion to define my experiences in America, and to include these in my fiction.
At the end of the novel Feroza realizes that There would be no going back for her, but she
could go back at will (An American Brat 317). Like other immigrants she finds it difficult to go
back to her own community until she discovers herself fully.
In An American Brat Sidhwa has successfully blended her humour with social realism and
has expressed her caustic wit. Her use of parody, raucous humour and hilarious language to
present the theme of Parsi dilemma is obvious. Sidhwas community consciousness is evident
in this novel. The main focus of the novel is on the Parsi community and the difficulties they
face in a Western country. Parsi womens identity crises and their quest for security in a
patriarchal society also form the basis of the novel.
The story of An American Brat is about the adventures of a young Pakistani Parsi girl,
Feroza Ginwalla in America. The story line moves in simple, lucid manner. The first chapter
opens with a description about the social condition in Lahore and the civil war inside the
country. The time is the late seventies. Zulfikar Ali Bhutto is in Jail and Islamic
fundamentalism is at its peak in Pakistan. The protagonist of the novel, Feroza, a sixteen-year-
old girl has been carefully brought in Lahore. Her parents feel that she should be saved from
being further influenced by the Muslim government. Her mother Zareen is perturbed because
Feroza is becoming more and more backward every day.
The paradox or, perhaps, the irony is that the parents fail to realize that Ferozas journey to
America will broaden her thinking and open up further avenues to her. She will become
modern or western in the truest sense of the word. In future, she will challenge traditional
views and grow beyond the confines of communality the norms of a patriarchal society in
which she was born. But this learning process makes her too modern for her patriarchal
family set up. So in this novel of self-realization, the self-awareness that Feroza Ginwalla
acquires, ironically isolates her from her Parsi heritage
Sidhwas preoccupation with the future of the Parsi religion is obvious in this novel. She
shows her concern with the constant threat of extinction that Parsis face because of the
rigidity and insularity of the religion and its high priests. Sidhwa here questions the closed
attitude of the community which does not permit Parsi women to marry non Parsis.
The voices of Feroza and Zareen are the voices of marginalized Asian women who protest
against the suppression, exploitation and inequalities under the name of religion and social
custom.
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The protagonist in this novel becomes reconciled to her marginality and takes it as
freedom, a means of feeling at home anywhere. She decides to follow or confine the practice of
her Parsi faith within the minuscule minority establishment in Lahore. A post-modern
migrant, Feroza learns to carry her religion around within her as part of the religio-cultural
baggage that every migrant carries around on her travels. Ferozas journey starts from self-
actualization in America and ends in a compromise she reaches between tradition and
modernity. Being a Parsi, she maintains the status quo of her community when the question of
inter-faith marriage arises. She decides to respect the sanctity of her religion and follow the
inherited cultural traditions. Sidhwa has provided insights and detailed information about the
Parsi life and culture in this novel.
The novel ends with her vow to fight against injustices wherever she finds them. She
moves from innocence to experience or self-discovery leading her to commit herself to the
public sphere as a changed woman.
III. CONCLUSION
The novel thus presents simply the Parsi womans dilemma and also the novel brings
various issue of diaspora. It portrays her sense of loss, her sense of displacement and her
sense of self-actualization. Sidhwas handling of this post-colonial situation and the Parsi
dilemma is distinctive of a Parsi writer who feels helpless and conscious of her own identity.
In this novel Sidhwa has tried to acquire her own space and her own communitys identity
through the character of Feroza, a representative of the younger generation of expatriate Parsi
community.
REFERENCES
[1] Sidhwa, Bapsi. An American Brat. (Penguin Books 1994) New Delhi
[2] A.L. McLeod. ed. The Literature of the Indian Diaspora. (Sterling 1999) New Delhi
[3] Abram, M. H. ed. A Glossary of Literary Terms. (Macmillan 1971) Delhi
[4] Bhatnagar, O.P. The Search for Identity in Commonwealth Literature in Alien Voice,
Perspectives on Commonwealth Literature. ed. Avadhesh K. Srivastava. (Print House
1981) Lucknow
[5] Gandhi, Leela. Postcolonial Theory: A Critical Introduction. (Oxford University Press 2000)
New Delhi
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IEP AS ESP, A SUCCESSFUL STRATEGY FOR RURAL INDIAN LEARNERS TO

TAKE ON TERTIARY LEVEL STUDIES A CASE STUDY
Maria Arokia Raj K. A.
Head, PG Dept. of English (Shift-II), Sacred Heart College (Autonomous), Tirupattur 635 601.
Abstract--- The undergraduate students coming out of most of our Indian institutes of higher
education are unemployable with low English language proficiency. The truth is the current
school curriculum does not prepare them to take on tertiary level education. The researcher
wanted to develop an English Language Programme Curriculum for the Specific Purpose(ESP) of
preparing the rural Indian learners to take on tertiary level studies. The researcher has identified
and hypothesized that Intensive English Programme(IEP) curriculum to be a successful strategy
that would help the undergraduates to prepare them. Having developed a new IEP curriculum,
the researcher tested it on a group of students to study the efficacy of the curriculum. The paper
presents the result of the empirical study undertaken.
Keywords--- Intensive English Programme (IEP), Curriculum, English for Specific Purposes
(ESP), Gain Ratio, t test, 2-tailed significance.
I. BACKGROUND OF THE STUDY

English language proficiency for students of higher education is of paramount importance
especially, for the rural students. Sood elaborates further,
Our average Undergraduate cannot speak a correct sentence in English, write Curriculum
Vitae, or even read an English Daily. There is no exaggeration. Complaints such as these are
voiced all over the country. Parents, teachers, examiners and employers complain our
learner's poor achievement in English. (Sood 1995: 167)
Even at professional colleges and universities in India, rural Indian students face enormous
language related problems. The prestigious Anna University in Chennai is one of the top
universities in India, but when it comes to English standards, it is another story. Ganesh, a first
year Anna university student hailing from a rural area says,
I had 87 per cent in class XII but I joined B.E., in Tamil medium because I didn't want to fail. I
am scared of reading English. Professors have already warned us that companies might not
take us, because of our language. While some work really hard, to learn English others fail to
realise that they cannot avoid a subject they have to learn their entire course in. Also, they
memorise everything possible without understanding. And so, they don't relate to the subject
at all. (Venugopal and Kumar 2012)
The scenario is no different when it comes to medical education.
II. A POSSIBLE SOLUTION

A possible root cause and a hint towards a solution are outlined by eminent scientist and
Bharat Ratna awardee, CNR Rao (2015), 90 per cent of the universities in our country have
outdated curriculum. We talk about increasing funds, increasing infrastructure but there is no
improvement in the content we are teaching in our hi-tech classrooms.
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A change in the curriculum especially, that which will prepare the learners to take on
tertiary level studies is warranted. Western universities offer Intensive English Programmes
(IEPs) for non-native speakers of English to prepare them for University studies. Such
programmes, which prepared the learners intensively to study in English-medium courses, are
called IEPs.
Hence, IEPs offered in the Western universities of USA, UK, Australia, Middle Eastern
countries, and Africa were studied along with IEPs available in the Indian universities. Only
three universities in India offer IEPs viz, University of Pune, Bharati Vidyapeeth Deemed
University, Pune, and Jawaharlal Nehru Technological University, Hyderabad. Other similar
studies undertaken to prepare students for higher education too were studied. Based on the
above studies, a new IEP curriculum was developed for the Indian context and tested with an
appropriate research design.
III. TESTING OF THE NEW IEP CURRICULUM

For the testing of the proposed new IEP curriculum, quasi-experimental hypothesis-testing
research method was chosen. Participants of the study were intact group of first year
undergraduate students; belonging to two different departments, designated as Experimental
Group (EG) and Control Group (CG) were chosen from Sacred Heart College (Autonomous)
Tirupattur, Vellore District, Tamilnadu, India. The treatment was introduced to the EG.
Primary data were collected from Pretests and Posttests, questionnaire survey and secondary
data were collected from the controllers office of the college. Data were analysed using SPSS
software to examine the effectiveness of the proposed curriculum.
As the chosen intact groups were of mixed-ability, four subgroups of similar abilities were
formed within EG and CG, to study the effect of the treatment introduced in the EG. Such an
arrangement makes it convenient to compare and analyse the effectiveness of the treatment
introduced in the EG.
Table 1 Subgroups of Population within Experimental Group and Control Group
Gp. Experimental Control Group

Subgroups within Experimental and Control Groups
No. Group (N) (N)
1 Students from vernacular medium at school 50 31
Students who secured II and III class marks in English,
2 24 25
in XII standard public examinations
Students who secured II and III class marks, based on
3 27 21
Total marks in XII standard public examinations
Students who secured I class marks in English, in XII
4 50 6
standard public examinations
5 Full intact group 74 31
IV. DATA ANALYSIS

Data Collected
Following four groups of data were collected:

1. Primary Data of Pretest and Posttest scores of EG and CG
2. Secondary Data of Term-End examinations results of four semesters of EG and CG
3. Secondary Data of Term-End examination results of four semesters of EG and that of
previous batches of English major
4. Primary Data of Opinionnaires administered to the EG and the teachers who were
involved in the treatment process
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Pretest and Posttest tested the proficiency level of students in the four basic language
components of Listening, Speaking, Reading, and Writing (LSRW).
V. PRETEST AND POSTTEST ANALYSIS: EFFECT OF TREATMENT ON EG

(SUBGROUPS)
The pretest and posttest scores obtained from both EG and CG were consolidated and a
comparative analysis was carried out based on subgroups formed. The results are tabulated:
Table 2 Comparison of Pretest and Posttest Scores of EG and CG and Gain Ratio of Vernacular
Medium Students
Vernacular Medium Students
Mean N SD Corelation Significance t df 2-tailed Sig Gain Ratio - Vernacular Medium
Pretest 50.865 50 11.870 All Four Experimental 43.118
Experimental
All Four 0.453 0.066 -18.208 49 .000 Language Group
Group
Language Posttest 71.390 50 10.733 Skills Control Group 21.792
Skills Pretest 38.960 31 11.983
Control Group 0.683 0.011 -9.532 30 .000
Posttest 52.434 31 11.982
t test was applied to find out the difference in the mean value of pretest and posttest
related to the language proficiency of EG and CG with respect to Vernacular Medium Students.
As observed in the above table, the correlation value of the Vernacular Medium Students for
the EG is 0.453 at 0.066 level of significance. Therefore, it is proved that there is no positive
significant correlation between pretest and posttest related to the Vernacular Medium
Students for the EG. The correlation value of the Vernacular Medium Students for the CG is
0.683 at 0.011 level of significance; indicating that there is positive significant correlation
between pretest and posttest.
From t test value, as the level of significance is less than 0.05, it is proved that there is a
significant difference of mean values between pretest and posttest of Vernacular Medium
Students within both EG and CG. The negative value of t indicates that there is a difference
between pretest and posttest. The difference between the pretest and posttest values of the
Vernacular Medium Students within the EG is 21 and that of CG is 13; indicating a positive
effect of the treatment.
Gain Ratio
The LSRW gain ratio ranges from 27 to 59 per cent for the EG and from 13 to 31 per cent
for the CG. The overall gain ratio between the pretest and the posttest of the EG of students
who had vernacular medium of schooling is 43 per cent; which is double that of the CG, i.e., 22.
The gain ratio achieved by the EG can be attributed to the treatment introduced. Thus, the
effectiveness of the newly developed curriculum is statistically vindicated. The same
calculations are carried out for other subgroups and the results are tabulated below:
Tables 3,4,5,6 Comparison of Pretest and Posttest Scores and Gain Ratios of Other Subgroups
II & III Class Students on the basis of XII Std English Marks
Mean N SD Corelation Significance t df 2-tailed Sig Gain Ratio - based on XII Eng Marks II & III Class
Experimental
Group
Skills
Pretest 36.337 21 9.423
Control Group 0.437 0.164 -8.239 20 .000
Posttest 49.841 21 10.262
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II & III Class Students on the basis of XII Std Total Marks
Mean N SD Corelation Significance t df 2-tailed Sig Gain Ratio - based on XII Total marks II & III Class
Experimental
0.541 0.206 -12.543 26 .000 Language Group
Group All Four
Posttest 71.102 27 13.189 Skills Control Group 23.637
Language
Control Group 0.432 0.162 -6.859 20 0.000
Posttest 53.420 21 10.557
Students who scored I class marks on the basis of XII Std English Marks
Mean N SD Corelation Significance t df 2-tailed Sig Gain Ratio - based on XII Eng Marks I Class
Experimental
Group
Control Group 0.467 0.377 -2.519 5 0.115
Posttest 64.942 6 11.632
Full Class
Mean N SD Corelation Significance t df 2-tailed Sig Gain Ratio - Full Intact Group
Experimental
Group
Control Group 0.605 0.057 -7.873 30 .000
Posttest 53.327 31 11.492
The t test and 2-tailed significance calculated clearly point out to the positive effect of the
treatment i.e., the effective efficacy of the newly developed IEP. Comparing the Gain Ratio, in all
subgroups, EG has gained twice more than the CG.
VI. COMPARISON OF OVERALL PASSING PERCENTAGE OF EG AND THE

PREVIOUS BATCHES OF THE SAME DEPARTMENT BASED ON THE
OVERALL PERFORMANCE IN TERM-END EXAMINATIONS
In the above section, by comparing the differences in pretest and posttest scores of EG and
CG, it has been statistically established that the treatment introduced in the EG has greatly
enhanced English language proficiency in students of low, moderate and high English language
proficiency at the entry-level.
The researcher would like to establish further the effectiveness of the treatment introduced
in EG, by comparing the overall performance of EG in the term-end examinations with the
previous batches of the same department, which did not go through IEP curriculum. If the
performance in the term-end examinations of the EG outweighs those of the previous batches,
then the claim of effectiveness of the IEP curriculum would be further strengthened. Only the
summary of the analysis is presented in the table below:
Table 7 Comparison of Overall Passing Percentage in Term-End Examinations of EG with the
Previous Batches
Performance in Term End Examinations: Comparison between Experimental Group and other batches of English Major
I Semester II Semester III Semester IV Semester
Population Mean
Examinations Examinations Examinations Examinations
Experimental group
67.57 79.73 78.38 86.49 78.04
(n=74) Batch 2013
English Major (n=66)
44.12 45.45 61.54 71.21 55.58
Batch 2012
Overall Passing English Major (n=64)
42.42 60.00 63.64 65.63 57.92
Percentage Batch 2011
English Major (n=66)
40.58 79.41 72.73 75.76 67.12
Batch 2010
English Major (n=64 )
62.32 67.65 72.73 78.13 70.21
Batch 2009
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Batch 2009 70.21

Batch 2010 67.12
Batch 2011 57.92
Batch 2012 55.58
EG Batch 2013 78.04
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
Figure 1 Comparison of Passing Percentage of EG with the Previous Batches
The mean score of the EG 78 per cent is higher than all the mean values of previous batches,
suggesting a positive influence of the treatment introduced in the EG. It is significant to note
that despite the size of EG population (n=74) which is larger than all the previous batches, no
one secured III class marks from the EG.
VII. PERCEIVED OVERALL EFFECT OF IEP CURRICULUM (TREATMENT)

An opinionnaire was administrated to the EG and the teachers involved in the treatment. A
summary of the opinionnaire is presented in the table below:
Table 8 Opinion of Experimental Group on Overall Effect of IEP Curriculum (Treatment)
Opinion of Experimental Group on Overall Effect of IEP Curriculum Treatment Agree Not Sure Disagree
S. No. Statements Count % Count % Count %

1 Because of IEP, able to listen and understand the classes better 69 94.5 3 4.1 1 1.4
2 Because of IEP, able to participate actively in class. 62 84.9 10 13.7 1 1.4
3 Because of IEP, students speak better in English in real life situations 65 89 8 11 0 0
4 Because of IEP, able to read English better and faster 70 95.9 3 4.1 0 0
5 Read English novels and newspapers of my own interest 44 60.3 24 32.9 5 6.8
6 Because of IEP, able to write in English better now 67 91.8 6 8.2 0 0
7 Because of IEP, students are comfortable with the subjects 68 93.2 5 6.8 0 0
8 Other depts acknowledge these students English proficiency 52 71.2 18 24.7 3 4.1
9 Other departments seek these students to get help in English 53 72.6 17 23.3 3 4.1
10 Because of IEP, confident and performed better in succeeding semesters 71 97.3 2 2.7 0 0
Table 9 Opinion of Teachers on Overall Effect of IEP Curriculum (Treatment)
Strongly Strongly
Teachers' Opinion on the Overall Effect of IEP Curriculum Treatment Agree Not Sure Disagree
Agree Disagree
S. No. Statements Count % Count % Count % Count % Count %
1 Because of IEP, students listen and understand the classes better 6 60 4 40 0 0 0 0 0 0
2 Because of IEP, students participate actively in all the classes 4 40 6 60 0 0 0 0 0 0
3 Because of IEP, students speak better in English in real life situations 5 50 5 50 0 0 0 0 0 0
4 Because of IEP, students read English better and faster now 5 50 3 30 2 20 0 0 0 0
5 Students read English novels and newspapers of their own interest 1 10 7 70 2 20 0 0 0 0
6 Because of IEP, students write in English better now 3 30 4 40 3 30 0 0 0 0
7 Because of IEP, students are comfortable with the subjects 6 60 2 20 2 20 0 0 0 0
8 Other depts acknowledge these students English proficiency 8 80 2 20 0 0 0 0 0 0
9 Other departments seek these students to get help in English 5 50 5 50 0 0 0 0 0 0
10 Because of IEP, confident and performed better in succeeding semesters 7 70 3 30 0 0 0 0 0 0
The data presented above, of the opinionnaire on the overall effect of the IEP curriculum
treatment, makes it clear that both EG and teachers perceive it as highly effective.
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VIII. CONCLUSION
Challenges faced by the rural Indian learners related to English language become more
acute at both school and college because of the outdated and ineffective curricula, including a
faulty examination system. Learners in India, especially from the rural areas, though endowed
with rich potential, enter the portals of universities least prepared to take on higher education.
Owing to the lack of English language proficiency, they lag behind in studies. In sharp contrast,
when learners, proficient in English language from all over the world, including India, enter the
Western universities, after IEP, they seem to do very well. So, IEP could be one of the important
factors that determine the success of these universities. In the Indian context, a serious
preparatory programme, similar to the IEPs within the curricula must be made mandatory.
This is the significant take away from the present study.
The findings of the study show that the new IEP curriculum greatly enhances English
language proficiency in the learners and develops their self-confidence. A positive correlation
has been well established between language proficiency and overall performance of learners in
their area of study. Thus, the objectives of the study are fulfilled. This intensive curriculum
(IEP) truly prepares the rural Indian learners to take on tertiary level studies.
LIST OF WORKS CITED

[1] Sood, S.C. 1995. New Directions in English Language and Literature Teaching in India. New
Delhi: Ajanta Books International.
[2] Venugopal, Vasudha. and Aravind Kumar B. 2012. Language Barrier Puts Students from
Tamil Medium in a Fix The Hindu. April 21, 2012. Retrieved from
http://www.thehindu.com/education/issues/article3336855.ece (accessed 5 September
2014).
[3] Rao, C.N.R. 2015. 90% Indian universities have outdated curriculum. The Economic Times,
5 Nov 2015. Retrieved at
http://economictimes.indiatimes.com/industry/services/education/90-indian-
universities-have-outdated-curriculum-cnr-rao/articleshow/49671506.cms (accessed 8
December 2015).
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DIGITAL PORTFOLIOS: A FUTURISTIC LEARNING MODEL
Ms. GITANJALI M S
Department of English, College of Engineering, Anna University, Chennai 600 025
Abstract--- The efficiency of paper based portfolios as records of performance and assessment
has been the subject of extensive research which is well-documented. With the digitization of
educational and professional paperwork and increasing environmental consciousness, an
alternative data management solution needs to be established and digital portfolios could be a
viable alternative. The digital aspects of e-portfolios can be overwhelming and the learning
goals lost. This paper aims at striking a balance between use of technology and learning,
exploring possibilities offered by e-portfolios in enhancing reflective thinking and writing
practices among undergraduate students and how they could play a pivotal role in the placement
process.
Keywords--- Digital Portfolios, E-writing, Situated Cognition, Digital Citizenship, Lifelong
Learning.
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ACTIVITY CENTRED LANGUAGE LEARNING: FROM LEARNERS

PERSPECTIVE
S.THIRUMALAI KUMARAN
The American College, Madurai
Abstract--- The study on Activity Centred Language Learning discusses how a learner can be
treated as co-creators and the method of creating Activity Centred Language Learning. Effective
learning at educational levels makes use of vocabulary, conversational skills and reconstruction
makes the process of Activity Centred Language Learning as an effective one.
Keywords--- Activity Centred Language Learning (ACLL), Effective Learning, communicative
skills (LSRW), co-creators, self- learning, Activities.
I. INTRODUCTION
Language is the most imperfect and expensive means yet discovered for communicating
thought-William James
Language is a method of communication. It is a medium of communicating ideas, emotions
and desires. All human beings learn language naturally. There may be some exceptions but
these exceptions are only those who are not effectively using the language. Learning a language
effectively takes place in an adequate environment such as schools, colleges or language
institutions. Learning a language has importance of both form and function. School or college is
a place where we start to work independently. The process of learning takes place by means of
listening, speaking, reading and writing. The method of self-learning can be made effectively
through activities given to the learner. Activity based learning is the method in which a
learner works or learns without the help of a teacher or facilitator. In this method the learner
concentrates on their activities not the concept. So a learner is easily conveyed with the
Language Learning Goals. If a learner involved in the activity, where he finds interest of his
choice, he almost learns on his own and he can teach himself.
II. OBJECTIVE OF THE STUDY

The aim of the concept is to co-relate the ideas of learner and teacher through activity
based learning in the process of English language acquisition in present day process of
learning. The paper further showcases learners process of acquiring knowledge in a wide
range.
III. RESEARCH QUESTIONS

The focus of this research is to analyse the success of effective learning by asking the
following questions:
How does a learner learn a language?
Whether the learner applies the learning in the appropriate circumstances?
How learning positions carry the knowledge useful forfuture learning of a language.
IV. REVIEW OF LITERATURE

Dam (1995) discussed the issues on learner autonomy from both theoretical and classroom
practice points of view. Littlejohn (1985) advocated a greater role for learners in the
management of their learning.
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A. Activity Centred Language Learning

Action is the foundational key to all success (Pablo Picasso). Activity Centred Language
Learning is a process of action or discovery. Thus, learners develop their ability to use the
languages for specific communication purpose. It has a learner centred base, both learner and
facilitator are active participants. They work together to identify and apply to use the language.
So, a dynamic classroom environment makes learning and teaching a collaborative work which
becomes more effective and enjoyable.
B. Why learner must be treated as co-creator?
Does learners needs and interests determine what and how they learn? Basically the brain
does not simply receive information; it has to process the information, so that it can be stored
and re-called. The instructor or teacher needs to focus on the learners needs of abilities and
interest.
C. How can we create Activity Centred Language Learning?
At primary school level the learner tends to learn language effectively when the
surrounding is attractive to them (which is more creative of interest) on learning a language.
E.g.: fly cards, coloured fonts, and stylish fonts. At college level group activities, paired
activities, and individual activities can be done. Mostly the effective learning takes place in a
group activity or pained activity rather than individual activity.
V. ACTIVITIES
A. Individual Activities
The way of improving language through Dubbed Movies or dialogues into your own
language. It is an excellent activity started with the interest of favourite movie or scenes.
B. Close Reading
If you read a book or a passage, you should not skip read instead, close reading helps to
enlarge your knowledge as well as increase fluency in a language. As an example you may read
different newspaper articles about a particular topic because every author writes from their
own point of view but each uses the same set of words and narrates the news in a different
style.
Another activity is reading book series which carries knowledge and vocabulary then the
writing style of writer may different in book series. For example, Encyclopaedia has multiple
series. This is a good way we have a chance to know larger percentage of words.
VI. GROUP ACTIVITIES

A. Sentence expansion drill:
This is a simple way of improving language effectively. It is an activity which based on
practicing the ideas which we already know. A particular idea or simple concept will expand
through sentence and the activity goes on.
Example:
I walk.
I walk in the park.
I walk in the park with my friends.
I often walk in the park with my friends.
It can be give the learner to lot of practice and repetition.
B. Story telling
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A learner tries to narrate a story to his friend or instructor. Stories may be Grandmother
stories, folk tales etc. At the beginning stage, the learner can tell a story like this, I travel by
trains during weekends. One day I met my friend. We shared our childhood memories and had
fun. Then I got off at my station.
Using this method, the learner expresses certain interactions which increases confidence
and boosts comprehension.
C. Road-map
Another basic and comprehensible activity is reading the Road-map. Take up your
smartphone and open the googlemaps. This activity helps to learn how to understand
directions. The learner gets the idea of how to move from one place to another, and then will
express their thoughts clearly.
VII. DISCUSSIONS
A. Effective learning at educational level
Repetition seems to be the most important factor in long term retention of new vocabulary.
This is so because learners increase their vocabulary through constructing sentences and
categories of words example; happy, sad, anger and so on. Thus, associative words stimulate
the learners mind and also create effective learning to them.
Example:
Sits, stands
Talks, questions
Books, paper
Exercise in accent, rhythm and intonation can be used to reinforce the students knowledge
of grammar and develops the fluency in specific words (example: advertisement, conduct,
conduct). Therefore, a Learner can learn a language through assessment interpretive tasks
and interpersonal tasks. The use of new vocabulary from listening reading comprehension and
compare contrast through picture or paragraph writing. In language learning LANGUAGE
LABORATORIES which contains computer, television, and projector these are more beneficial
in using technology for their activity based language learning.
B. Conversational Skills
Conversation building is the best activity for learning a language effectively. It is intended
to be a kind of self-learning. Conversation, however, is the first and foremost means of primary
socialization. Hence, through mother tongue English plays the role of secondary socialization
in the life of any citizen around the world, moreover conversation is a critical mode of speech
that demonstrates the employability potentials of the prospective employs in the professional
world that recognizes English as the global language. Thus basically conversation building is a
group activity.
C. Reconstruction activity
It improves several skills like the ability to listen and recall to construct appropriate
sentences in a given context. This is a theme-based activity and cognitive-based language
learning.
VIII. CONCLUSIONS
Activity Centred Language Learning gives more benefit to learners. Co-operative works
develop ability and knowledge to the learners. It gives effective means of learning a language
and also increases cognitive learning ability. The context of the language based learning is
improving the four skills listening, speaking, reading, and writing (LSRW) and also the
vocabulary, pronunciation and grammar.
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PROJECT BASED LANGUAGE LEARNING: FROM LEARNERS POINT OF VIEW
R. MAHALAKSHMI
M.A English, The American College, Madurai

Abstract--- This research paper focusses on the implementation of project work in English
Language learning as secondary language and the theoretical practices. Project based Learning
which is presented and experienced in the classroom, the deficiencies encountered are also
discussed, while the resulting benefits of the project work is mentioned and suggested. The paper
further deals with the problems that exist in a specific situation in a reasonable and logical way
instead of depending on ideas and theories and providing practitioners with a tool for effectively
implementing project based learning in second language contexts.
Keywords--- Project based learning(PBL), English as a secondary language, learning process,
planning, evaluation.
I. INTRODUCTION
XPERIMENTAL learning refers to the uniqueness of the learning process on the basis of the
E pedagogical principle oflearning by doing, which means acquiring knowledge, but also at
transforming the way of thinking and changing attitudes. It is an Opportunity to reflect on
those activities, since Learning is a process whereby knowledge is created through the
transformation of experience (Kolb, 1984).
From John Deweys point of view, he says education is not a preparation for life rather
education is life itself, thus this research paper allows life itself to form part of the classroom
and provides hundreds of opportunities for learning.Apart from other element, project work
involves real life communicative situation and often involves multi-disciplinary skills which
can be brought from other subjects. Thus, the process of analysing,deciding, editing, organizing
are done. Over all it promotes a higher level of thinking than just learning vocabulary and
structures.
A. What is project based learning(PBL)
The PBL approach takes learner centeredness to a higher level and it is often branded as
ambitious. PBL makes a task, makes the focus of a whole team learners given freedom to go
about solving problems or sharing information in the way they see it. Project based learning is
the motiving element especially for young learners. This method brings real life into the
classroom instead of learning what the teachers is saying and accepting it.
B. Teacher`s role in PBL
In traditional methods of teaching, the teacher facilitates what they said already and the
Learners has to simply accept and often times, are not able to experience the learning. But
project based learning offers the opportunity where the teachers role is to monitor and
facilitator while setting up frameworks for communication. This provides access to
information and helps with language where necessary while giving the Learner an opportunity
to produce a final product or presentation.
II. STEPS INVOLVED IN A PROJECT WORK

A. Assumption
This stage involvesthe central topic as it aims at arousing interest which leads to the
research process proper.
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B. Planning the project activities

During the stage of planning the project, the focal assignment centres on information of
group and assigning of roles. Learners choicest source of information is usually the places
outside the classroom where the learners will visit. This is so because quality learns takes
place in a less anxiety environment
C. Conducting the project activities
At this juncture, the activities designed in the previous stage are implemented.The learners
gather information process and categorizes them. There is also a heated discussion of issues
related with co-operation among group members.
D. Evaluation
The next stage is usually the stage of evaluation. Evaluation refers to the assessment of the
activities.The participants here discuss whether the initial aims and goals have been achieved
or still on the way. Mostly, Evaluation contains assessment of the experience at individual and
group level, and the identification of errors and problems. Thus the idea of Evaluation
includes evaluation from others as well as self-evaluation.
III. A CASE STUDY OF PROJECT WORK

A. Participants
Learners from various departments learning English as a secondary language were
assigned the projects.A professor from the department of English,who had experience in the
implementation of modern teaching methods.The project continued for one week and Learners
worked on it for one hour a day in the framework of college timing.
B. Intention of project work
The aim of the project work is to make the learner aware of the college and to use it as a
mechanism of interdisciplinary work, as well as to make use of the new technologies. The
specific aims are:
C. Cognitive aims
To learn about the history of their college and the wider area.
To realize the significance of the historical and natural environment in relation to the
sustainable development of the area.
To improve reading, writing, listening, speaking, vocabulary skills and communicative
competence.
D. Emotional aims
To sensitize Learners about the problems connected with the development of the area.
To know about the collaborative efforts of people who lived in the specific
geographical area.
E. Outcomes of project activities
The following activities are implemented in the sequence;
Search in a variety of information sources (magazines, newspaper, internet and
libraries)
Field trip to the college campus and local area surroundings.
Collection of articles myths and the legends about the area.
Creation of map
Power point presentations.
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F. Benefits from project work

To be more specificin relation to language skills, learners willingness to participate in
learning activities is always increased.The speaking and listening skills also witness a drastic
improvement.Since it is not uncommon for all the Learners to have a great knowledge of the
linguistic system of the target language; their Communicative competence develop their ability
to connect sentences; Strategic competence which is responsible for the verbal and non-verbal
communication strategies generally rise. Grammatical competence which is concerned with
knowledge of lexical items and morphology, syntax and phonology and Sociocultural
competence also increase. Their social skills and collaborative skills improve
dramatically,which is consistent with finding in other studies. The ability to use internet also
increases.
G. Challenges encountered
Most of the Learners (friends) are not familiar with groupwork.Although clear roles for
group members were assigned some Learners(friends)dominated the work of others.Some of
them seemed to have lost interest and motivation by the end of the project. It seemed that long
term projects may have more validity for college learners than short term ones.However most
of them soon realized that the teacher was there to support and assist them.
IV. DISCUSSIONS AND SUMMATIONS

PBL focusses primarily on the achievement of realistic objectives, and then on the language
that is needed to achieve those objectives.It gives plenty of opportunity for communication in
authentic contexts and given the learner freedom to use the linguistic resources andthen
reflect on what they learned or need to learn.
The activities presented in the article are a way of learning English as a secondary language
adopting the pedagogical principle of exploratory Learning to acquire knowledge through a
process of building, it forms group co-operative use authentic real information sources
process and evaluate them take initiatives and make decisions.
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REVISITING GENDER POLITICS IN GIRISH KARNADS NAGAMANDALA
G. Samuel Rajapandian
(II M.A. English Literature)
Abstract--- This research paper attempts to highlight the intricate gender politics played by
the Kannada born playwright, Girish Karnad. The paper further challenges the myth of social
equality and the notion that women are second class citizens. The author of the paper wishes to
explore certain societal unanswered questions such as:
Did the egg appear before the chick or vice versa?
Is male ego a myth or truth?
Why only Rani with no Appanna?
When will the London Bridge of male chauvinism fall?
Does the truth eventually triumph?
Again, the signature purpose of this paper is to render an unapologetic and unbiased response
to the lopsided views of the society. Furthermore, the paper wishes to answer these questions
while looking at bridging the wide gap created by the induced socio-cultural politics of the
general public. Hence this paper concurs with Fay Weldons idea in his Praxis that I think we
owe our friends more, especially our female friends.Finally, the paper proposes to bulldoze the
high tower of male chauvinism as the metaphorical London Bridge in order to attain a happy
ending where the truth prevails eventually
Keywords--- Did the egg appear before the chick or vice versa? Is male ego a myth or truth?
Why only Rani with no Appanna? When will the London Bridge of male chauvinism fall? Does
the truth eventually triumph?
I. INTRODUCTION
HE existence of human society right from inception has been challenged by a high
T monument of imbalance and misconception. This high wall of myth has stood
unchallenged irrespective of the arrival of different combatant ideologies. It is the myth of the
much discussed equality between two predominant human sexes which in reality is highly
impractical.Gender inequality or politics has taken the fore of human society and debates on
the roles and relations of men and women hence the prompt arrival of gender studies. George
Orwell in his satirical Animal Farm laughed at this hypocrisy as he sums, All animals are equal
but some are more equal than others.
On a pertinent note, several human sexuality activists have rebuffed the idea of differential
dealings based on the gender sentiments. French sociologist and feminist Simone de Beauvoir
argue that sexism is more often a cultural and political construction, rather than social. He
opines that the term gender is better off used in the sense of political and cultural recognition
and identification of masculinities and femininities rather than on the idea whether one is
male, female or transgender.
From the above descriptions, it is observable that Girish Karnad played an extreme politics
using gender in his play Nagamandala as he considerably used these three determinant
categories:
Gender expression
Biological sex
Gender identity
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Thus one finds it overwhelmingly difficult to find a dichotomy in studying the effects of
gender and sex on broad scale. Solely not in isolation as T.S. Eliot says, Karnad in his politics of
patriarchical favoritism represents his male dominant Indian background where he hails from.
As sickle in a farmers hand, Karnad uses gender politics as vehicle to build up the myth of male
chauvinism.
Did the egg appear before the chick or vice versa?
At every era, there is usually certain unanswered questions about gender. One of these
unanswered questions is: Is there any one to one correspondence between our gender tags and
our individual uniqueness? The answer still remains a resounding No. From a biological point
of view, we all became human first before assuming each gender that we are induced to be. A
woman would still have functioned in her capacity as a woman, had she be called a man. This
goes on to prove wrong the general notion of defining, confining and discriminating over a set
of people due to certain prescribed behavior. Needless to start asking who came first or not,
because that is exhaustingly inconsequential. Understanding and recognizing each individuals
uniqueness define the existence of gender variety. This paper does not rule out the chance
individual capabilities which is natural than imposed, it rather advocates
Is male ego a myth or truth?
Psychoanalytically speaking, male ego is highly influenced by social forces which were
induced than natural. It will be highly unfair to argue that male ego is anything more than a
myth. Every patriarchical society tries to project man as highly indomitable, who are bound by
certain socio-culturally induced mode of behavior and manifestations. Thus, these male
children right form their tender age are made to believe that they are devoid of certain human
fluids of emotions which is seen as more or less feminine. To uphold this induced idea of
supremacy, male folks safeguard themselves under the umbrella of these inglorious male ego,
being insensitive and works hard to eschew any display of feminine supposed nature of being a
weakling. These children grow under such assumptions that male children are born virile thus
become intolerant to any perception of misbehavior from the opposite sex whom they treat as
inferior. Hence, Karnads Appanna rides on this self-acclaimed power as he inadvertently
relegates his lawfully married wife to the background of despair and loneliness. He enjoys the
sight that Rani clutches and does anything at all to gain his attention, after all a woman is said
only to be complete after marriage.
Why only Rani with no Appanna?
Oriental women are typically known for their dedication, self-sacrifice, submission, fidelity
as well as their chastity yet, there are mostly the object of suspicion. Observations reveal that
the Orientals have this predisposition of treating women with low regard than men. Not that
Karnad wrote beyond his nose, but Karnad draws a cue from the mythological account of test
of fire Sita had to pass through to prove her fidelity to Rama. The treatment Rani is subjected
to just to prove her chastity before her unfaithful husband is considered biased. The male
dominated society supposes the issue of unfaithfulness, a woman thing; while a man who is
guilty, joins in advocating for a womans trial. Thus the question of manliness is rather a
political hypocrisy than virtue.
Karnads views women from the parlance of male dominant society mocks and ridicules
Rani who is a representative of ideal womanhood, thus shakes the predominant values of
women equality and self-dependency in the society. If this politics becomes tradition, then a
fair trial should have also be meted to her unfaithful husband hence it becomes biased.
Chimamanda Ngozi Adichie in her We All Can Be Feminists speech says Culture does not
make people. People make culture. If it is true that the full humanity of women is not our culture,
then we can and must make it our culture.
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When will the London Bridge of male chauvinism fall?

Patriarchical societies create a wild chasm on the subject of the myths of gender equality
between the two prime sexes. In fact, as the days go by, this rift keeps widening. While nursery
rhyme offers hope to the colonies under the British rule that London Bridge is falling down, yet
the traditional male dominant societies see the fall of male chauvinism as a remote possibility.
This is so because the notion of manliness and chauvinism is political rather an innate
principle. Virile jingoism makes a clear gender favoritism where women are relegated to the
background with little hope of attaining equality with their male counterparts. This gender
bridge can only fall when both genders are treated fairly and equally. In the words of Sheryl
Sandberg, she argues that the society has the role of upholding human culture regardless of
their sex or gender. She says,
We must raise both the ceiling and the floor
Does the truth eventually triumph?

At times, myths overtake reality, hence the abounding instances in our society where one
gender is preferred to another. Time remains the potent medicine to heal the damage caused
by these myths. It remains understandable that the Panchayats decision in making Rani to
place her hand on a snake hole while Appanna is exempted depicts the socio-cultural problems
of politics women generally face. Amidst all these, women usually emerge more refreshed from
the face of heated discrimination than ever. Ranis eventual justification promises a ray of hope
that despite the myths and oppression women live with, womanhood is a promise of
truthfulness while men can choose to so too. The ugly truth remains that gender inequality and
its consequent prejudice is man-made and an induced knowledge rather accepted. So if an idea
is imposed rather than natural, there comes a time when such philosophies will wane in its
effect.
II. SUMMATIONS
The society is responsible for the correction of the lies of gender equality while running a
patriarchical system. Thus this myth that one sex is superior to the other can be minimized if
not eradicated, by giving equal leverage to both sexes. Girl children should not be induced to
behave in certain socially prescribed manner while the boys behave anyhow. To achieve the
goal of striking a balance in the face of this moral challenge of gender inequality, this paper
prescribes these few tips:
Respect one another
Recognize that variety is the spice of life (being a male or female is neither an
advantage or disadvantage)
Understand that each humankind is unique and specific in their own way
The other persons limitations define their distinctiveness
The golden rule: treat others as you would want to be treated
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REVISITING CONTEMPORARY POEM GODS CAN DIE WITH POLITICAL

VIEW
A.DHAMOTHARAKANNAN
THE AMERICAN COLLEGE, MADURAI
Abstract--- This paper revisits the political concerns of today in respect to the signature ideas
running in Edwin Thumboos Gods Can Die. The paper emphasizes the todays trend in politics as
it reiterates on how the political leaders who hold highest authority in the country need to wake
up to the realities of the present time. The author of this paper wishes to x-ray how the politics of
the recent times have turned changed to steal-to-wealth affair. This paper further attempts to
explain the main motive of politics today, how it is now -- a contemporary view of politics. The
general view of people on politicians as well as the mentality of blaming make a subject for
serious discussion under this paper. Finally, the paper like Thumboos poem offers a ray of hope
by mentioning that there is a remnant of guiltless Cromwell (incorrupt politicians) who are not
corrupt. This handful of politicians who are the hope of the suffering humanity possess kindness;
although the paper confesses that with kindness alone, the fate of the nation will hardly change.
Thus, the addition and exhibition of kindness accompanied by power can create a revolution.
Keywords--- Peoples changing motive of politics, politics today, peoples perspective about
political leaders, practice of blaming
I. HYPOTHESIS
Eugene ONeill in his The Emperor Jones once said; For de little stealin dey gits you in jail
soon or late. For de big stealin dey makes you emperor and put you in de Hall o Fame when you
croaks. This statement stands a witness that it is not enough to campaign in prose and govern
in poetry, but the ability to deliver makes the difference. More often than not, the practice of
selecting anybody who looks promising into power or a potential time-bomb politician who
can offer enough money during the electioneering process leaves the society with these
enduring injuries to nurse:
Research question:
Where exactly is power? (on the masses or with the politicians)

Can a fish ever live in water without being wet? (can politicians ever stay uncorrupted)
Why do we always have to lose a friend whenever they attain power?
When would our leaders ever deliver their promises?
II. DISCUSSION
Hence, there is a big political brouhaha in the society after the election of any leader. Some
rejoice (politicians and their close relatives) while others in continuous wailing (the masses).
The notion that power is vested on the people while politicians are public servants becomes
very far from the verisimilitude in contemporary poetic testimonies. One wonders: If it is true
that the use of intrigue to gain power and authority is good, why does power intoxicate its
bearers up to changing them? That is where this paper comes in to give a detailed observations
made from Edwin Thumboos Gods Can Die. Thumboo being a contemporary poet from
Singapore made certain human-to-power discoveries, such as:
Ab initio, the main motive of contesting for a political office is to serve the people. Political
power being the ultimate shot of the country becomes an avenue to serve for the good of the
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general public. Now, right from the political seat, politicians do more bad than good. Rather
than serving the masses, politicians indulge several corrupt practices while claiming that they
are above the law and unquestionable. No wonder the observation by Ben Johnson in his
Sejanus, His Fall, that A princes power makes all his actions virtue. Finding a good politician
now becomes a remote possibility. Simplicity and Honesty which are the determinant factor of
proving a good politician become extinct, thus the low moral values amidst the political leaders
of today.
As per todays politics, Thumboos poem attests that politics has lost its once revered pre-
eminence. It has become dirty, a complete mess. Politicians of the now run for political posts
with festered intentions thus leaving a corrupting impact when they eventually leave the seat
of power. This explains why we have lots of personality masquerading amongst politicians. The
first stanza of the Thumboos poem, Gods Can Die clearly explores this idea through these lines:
After a bit of duty

That makes them fester with intentions
Thumboo without mincing words tries to draw a parallel line between the innocence of
politicians during their early days in power and how they turn totally inhumane and self-
centred eventually. In a sense, Thumboo means to reiterate that power tends to corrupt and
absolute power intoxicates absolutely. Thus, Thumboo wishes to remain ambivalent towards
these elastic changes that rob on our friendship with anyone who has joined politics
(especially on those who have power). Were it possible, contemporary poetry would deny any
affinity with the politics of today like the Jefferson Davis in his Inaugural Address of the
Confederate States of America where he demanded that
All we ask is to be let alone

Far from being an avenue of service, there has been a mixed priority among power holders.
The primordial motive of the politics which was to provide service to humanity has been
interchanged, that the wellness of the leaders comes before that of the populace. Today,
business tycoon-turned politicians hardly understand any other language than making profit
from any post they occupy. One gushes why not so when astute statesmen (people with great
revolutionary ideas) do not get any seats while serve-for-wealth minded people begin to ride
on the public coffers as business. Presently, one of the lucrative and profitable business is
politics. That goes on to show why every illegal business in the country need a political
support for their survival. Honesty which the major attitude to be followed in politicians dies
when politics becomes a business.
Henry Adams in his Education of Henry Adams made a similar finding as Thumboo. Adams
said, A friend in power is a friend lost. This goes on to repeat the situation of a power
bearer.From the poem Gods Can Die, one can identify with peoples mentality about politics and
politicians, hence the poets point of view took a sudden turn right from the beginning. In
ancient days, people support good politicians but in this contemporary times, it has changed
because people have learnt via experience that a perfect politicians does not exist in our world
but only in Mores Utopia. People have lost hope in the saving arm of politics and politicians as
all see politics as corruption which corrupts itself. People elect political leaders by measuring
the level of their good with their bad in order to strike a balance. Too often than not, their bad
weighs more than their good. For the masses to save themselves from heartbreaks, the come
with a rationale which is understandable. Thus the people of todays philosophy of voting in a
crook with less criminal past than a saint who stands a potential threat to the people. Hence,
from the line of the poem Gods Can Die,
We understand and try to seek a balance in the dark
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Yet even the idea of seeking a balance in the dark (that is, a powerful line having so many
ideas) ends up being more ideological than pragmatic. Here, an inherent dark and deep nature
is attributed to politicians which concurs to the magnitude of every politicians corrupt
composition. Contemporary poetry tries to say that no bright side exist in its entirety, but it is
accompanied by that dark side so seeking a balance by measuring goodness with the not so
good side remains a chasm yet to be filled up.
During election, every political leader says, if I will capture the power, I will do this, I will
update society I will destroy the corruption. These issues beautifully expressed through this
lines from Gods Can Die
The casual word, the easiness, quick

The humane delay lack cautiousness
Are too simple for these days of power
Whose nature is to hint not state
These lines beautifully expresses the nature of politician today, whose nature is
developing hints and not developing statements. During election period politicians gives so
many assurance as a hints. But they would not make it possible for the people to use.
From the line
Good men who seek to serve

Bind thieves unto a cause
Here the word cause refers to reasons. Political leaders use the cause as a weapon
to save them from the public. Political leaders are shooting so many reasons for not doing
something. They give so many assurances to do, but after they attain the power, they give so
many reasons for not fulfilling. So they can only survive in the society by providing reasons.
One of the branches of telling reason is Blaming the political party which was dominant
earlier. Present political party blame ex-political parties like last political party did so many
harms to the Government. It will take some months to solve so you have to co-operate with us
to solve the problem. Political party simply finish the problem by blaming Ex-political party.
For example, in the present context politician which capture the power on 2011. During the
time the party says, If we win, we will mend the present awkward situation of the country is
the major assurance of that election and every one votes the party. They capture the power,
after some days Government raise the ticket charges, that time the chief of the political party
says our past Government damaged the Treasury of Transport so we are not able to control.
So we raise the charge. Please co-operate with us. This is the statement of the chief of the
political party. From the evidence we can say reason and Blaming plays of major role to
corrupt the political leader.
In the very beginning I mentioned politics changed to business. Here the line form the
poem Gods Can Die as a evidence,
To take their friends aside,

To lead those serves into some History
As an effect of politics became business, everyone have desire to participate in politics.

Today getting power is not the easiest task. It needs quiet large amount of currency. Only
Aristocrats can dive into politics. A political leader needs so many supports to get power
(Support means, in the way of money, in the ways of someones power.) Political party uses all
the way to capture power. So after they are appointed the political party has to be in the
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favour who helped them to attain the power. So the political party deviate from the concept of
politics. The political party shouldnt be in the favour of individuals. So they get corrupted. As
a common man we get uncertain political leader. For example, from todays context, present
central Government, we can see it as favouring to corporate but corporate is a major flaw of
our country. It destroys our Agriculture and natural resources. Even though our Government
knows supporting corporate is not good for our society they supports. Because, so many
corporate companies financially helps to Central Government to capture the power .So our
Central Government needs to full fill their favours. So our society has been corrupted and
Government became a Big Private Industry.
Thomas Gray in his Elegy Written in Country Churchyard .Even though we have so many
corrupt politicians, there are some people who having compassion and kindness can help to
people when they suffers. This type of people only be without power so they cant show
anything above kindness. It can be clear from these lines
But I am glad that others are power by with compassion

Who before we do what troubles us
And help in kindness take ignorance in two
In my point of view showing kindness is not for permanent relief for one who suffer. For
example, if a person comes to you for begging food. If you provide a food means you are
showing kindness. If you provide a job means you are giving a life. This is what I want to say.
Showing kindness is a temporary solution for one who suffer by bad administration providing
good administration is a permanent relief. Common man cant do. Only power can provide
good administration. So when power and kindness become a one that time only peoples can
live happily. Power and kindness is like copper and gold. For making awesome jewellery we
need mix gold and copper likewise for making good administration we need to mix power and
kindness. This is what I tempted to tell.
WORK SITED:
[1] Eugene oNeils - The Emperor Jones
[2] Henry Adams -Education of Henry Adam
[3] Thomas Gray Elegy written in country church yard
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REPLICATION OF SELF IN COMING-OF- AGE NOVELS: A STUDY ON THE

WORKS OF BUCHI EMECHETA AND SEFI ATTA
M.Ayisha Begum, M.A.,B.Ed.,M.Phil. **Dr.N.Jagadeswari, M.A.,M.Phil.,Ph.D.
PG and Research Department of English,. Govt.Arts College (Affiliated to Thiruvalluvar

University), Thiruvannamalai. 606 603.
Abstract--- Coming-of Age novels or novel of formation deals with the formation of the
character from his or her childhood to adulthood. It is a fictional account in a third person
narrative pointing towards the spiritual, moral, psychological or social growth of a functional
protagonist. It is a truthful discourse and a work of art. This genre highly relates to the historical,
political and cultural context. Many a time it is very evident that the African women writers like
Buchi Emecheta and Sefi Atta relate their personal experiences in their writings. In that way they
try to replicate themselves in those characters and could be either termed as fictious semi-
autobiography.
Keywords--- Coming-of Age, replica,feminism,political,Nigeria
I. INTRODUCTION
FRICAN LITERATURE was dominated by male writers while compared to that of their
A female counterparts. The emergence of many female writers like Buchi Emecheta, Ama
Ata Aidoo, Flora Nwapa and Mariama Ba made this preconceived notion false. As a black
woman settled in Britain, Buchi Emecheta is able to flourish and sustain with her compassion
and sensitivity, especially while dealing with gender issues. As a second generation African
woman writer, she highlights the traditional African society and delves deep into the psyche of
the protagonist. Her major themes are childhood, women education, and adolescence and the
issues related to womans marriage. In the line of third generation writers, Sefi Atta
established herself in the field of writing through her unique style and dealing with
contemporary Nigerian issues. She has the nerve to redefine existing traditions of African story
telling. Her debut novel Everything Good Will Come affirms the faith in ones capacity, especially
female and nation, for self realization.
There is a clear convergence of colonialism, patriarchy and cultural change in Buchi
Emechetas novels. One can feel the reflection of herself in her protagonists. Emecheta was
born to Igbo parents in Lagos. She was orphaned at a very young age. As per the African
tradition, being a girl, she was denied proper education; any how she managed to get an
education at a missionary school. She was married at an early age of sixteen and moved to
Britain in 1960. After her marriage, taking care of her five children, she read sociology and
worked as a librarian. Her struggle as a single mother is clearly reflected in her novels. Her
novels focus on sexual politics, racial prejudice and the struggle of single black woman. Her
characters are her own replications.
Her first novel In the Ditch is a semi-autobiography, representing her own condition being
in a ditch, following her failure in her married life. The story unfolds with the struggle of
protagonist, Adah to maintain her pride and dignity desiring for independence for herself and
her children. Adah, in a situation is forced to opt between a bad and a worse, where she offers
herself to opt a qualified independence. The challenges Adah faces are the reflections of
Emechetas own experiences. Emecheta herself left Nigeria when she was sixteen and her
perception is like looking in from outside. But her every character is shaped from within,
which has direct identity in its roots. Second Class Citizen highlights the strong feminist
statement. The complete essence of the novel centers on the centrifugal efforts of Adahs
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desperate struggles for her identity and to establish herself. These initial novels of Emecheta
are evident to be termed as fictitious autobiography, in the genre of coming-of-age novels. Of
course there is a sharp difference between a factual autobiography and a fictitious character
in novel.
One of the most critically acclaimed novels of her is The Bride Price. This story revolves
around young Aku-nna, whose father dies at a young age and her subsequent relocation from a
cosmopolitan city into a conservative and patriarchal rural community. Emechetas works
illustrate an evident distinction between black womans reality and the realities of others. It is
a literature of how traditionally black women perceives themselves within their cultural limits.
The Bride Price is a feminist voice in which she tries to dispel various issues related to
traditional African world. She had dealt in a very subtle way, how a woman is treated as
commodity after her husband passes away and how she is inherited by her husbands brother
without any regard.
Emecheta enforces her readers to consider the dilemmas associated with indigenous and
foreign. In her yet another novel The Joys of Motherhood she celebrates the responsibilities of a
woman to bear a child, to be a mother and to nurture a child. At the same time she highlights
the anxiety and the pain enforced on her as an obligation to become a mother and to give birth
to a male child. This novel affirms a strong existence of a female tradition in fiction. Emecheta
herself had experienced the joys of motherhood for five times. This is an ambivalent call for her
personal satisfaction as a mother and also as a painful journey of a single mother.
A name very popular among the contemporary African third generation writers is Sefi Atta.
She was born in Lagos. Her primary education was at Logos and she was graduated from
Birmingham University. Her first novel Everything Good Will Come is a Coming-of age novel,
about a girl growing into a woman in Post colonial Nigeria and England. Though critics label it
as work of feminism, it is a biting commentary on Post-independence governments in Nigeria.
Post colonial era in Nigeria is a period of political flux and civil tensions. Atta portrays her
experience through the eyes of Enitan, the Protagonist.
This work is a subtle outcry of the effect of civil war on the social, political and economical
condition of a country. The significance of Everything Good Will come lies within the historical
perspective Sefi Atta uses to look at her characters life. The Protagonist has a strong
resemblance with that of Attas personal experiences. Born in 1964 Atta was only seven years
in 1971, hence through Enitans eyes we are able to trace Attas personal perspectives and
experiences by being a Nigerian. Enitan and Atta both had their education in England and
return to their native land. Almost all the African writers highlight the theme of religious and
cultural change. Atta has also encountered this devastating feeling of the natives to witness the
cultural change.
Atta is successful in carving a female character cooped up with positive attitudes. Enitans
high spirits, sharp tongue and feminist discontent add to the novel. The friendship between the
two women Enitan and her friend Sheri, is the most attractive thing about the narrative. Both
the characters negotiate a position in a culture, one being manipulative and other defying it.
Enitans friendship with the white Sheri and her mothers insecurities towards their friendship
is a clear reflection of Attas own experiences as black woman in England. Focus on
relationship integrated with social and political commentary elevates the novel.
Attas direct, unornamented but sure-footed and witty style binds everything together to
give the impression of real autobiography. The story is told chronologically, without
foreshadowing. Instead of directing the novel in a feminist direction, the story is set in relating
with various contemporary crises, where a womans political consciousness is highlighted with
a deep sense. Attas personal connection with the political history of Nigeria is drawn parallel
with Enitan. In every sense Everything Good Will Come is a replica of her life.
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II. CONCLUSION
Novels are the miniatures and reflections of real life. In that sense, it is a strong platform to
highlight the social, political and economical condition of a society. A character has its
evolution right from the years of its formation i.e., childhood and adolescence. A person highly
relates to the tradition and culture of the society at this stage of life. African women writers
have made use of this specific genre in an outstanding way. Through their well chiseled
characters and techniques employed the writers like Buchi Emecheta and Sefi Atta stands as
exemplary examples in narrating coming-of-age novels. While Emechta draws attention in her
works to the age old traditions related to the females, Attas tight focus on the characters
brings conditions and dilemmas for women, and allows her to explore the tensions of
traditional and contemporary ways of living in Nigeria. Her writings offer an honest and
complex view of Nigeria and refuse many comforting resolution of political or personal
problems. Atta allows her protagonists to gain strength from their negative effects, which
makes them self- sufficient and are successful against family and political strains of this time.
REFERENCES
[1] Atta, Sefi. Everything Good Will Come. Lagos: Farafina, 2005.
[2] Bazin, Nancy Topping. Feminist Perspectives in African Fiction: Bessie Head and Buchi
Emecheta. Black Scholar. 17.2 (1986): 34-40
[3] Emecheta,Buchi, In the Ditch. London: Barie and Jenkins, 1972.
[4] ----------------------Second class citizen. London: Alison and Busby, 1974.
[5] ----------------------The Bride Price. London: Alison and Busby, 1976.
[6] ----------------------Joys of Motherhood: Alison and Busby, 1979.
[7] Irele.F.Abiola. The Cambridge Companion To The African Novel. Cambridge University
Press, 2009.p 177-207
[8] Osa, Osayimwense. African Childrens And Youth Literature. New York: Twayne
Publishers,1995.p 25-46
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ENHANCING ENGLISH SPEAKING SKILLS FOR RURAL STUDENTS IN

VELLORE
Sheeba Thomson and Dr.J.Karthikeyan
Department of English, VIT University, Vellore
Abstract--- English is the most widely spoken language in the world. This language has
gained a prominent place in the minds of all kinds of people under the sun, though its a second
language most of the parents even in the rural area strive to make their children to study in
English medium schools. This awareness is increasing day by day among the people. Although
India is a multi-cultural country English has become the common and official language of the
people today , people as well as rural students by any means want to acquire the speaking skills of
English through coaching centers and spoken English classes, this shows some light over the
importance of speaking skills of English among rural students .
I. INTRODUCTION
NGLISH is an international language and the most important tool of communication all
E over the world. Individually every man should endeavor good speaking skills which will be
most important to excel in ones career, language learning is a skill that can be perfected only
through constant practice and continuous exposure to the target language.While a picture may
worth a thousand words, those words will no doubt come in handy, the most effective way to
communicate is through speech.
The four language skills listening, speaking, reading & writing are all interconnected,
Proficiency in each is necessary to become a well-rounded communicator, but the ability to
speak skillfully provides the speaker with several distinct advantages, like the capacity to put
words together in a meaningful way to reflect thoughts, opinions and feelings, it also gives
ability to stand before others and speak effectively. Many people are deathly afraid of public
speaking ,others have little ability to form thoughts in to sentences and to deliver those words
in a believable ways ,well developed verbal skills can increase ones negotiation skills, self
confidence is improved .
II. WHY THERE IS A LACK OF SPEAKING SKILL

Student from rural background really lack speaking skills, they are quite intelligent but
does able to express their thoughts in English, this is because 70% of students are from rural
background and most of them are first generation learners no guidance in practicing language
from parents , in school second language taught only for examinational purpose.
There are two types of students can be seen in rural and urban schools. The city bred
children are exposed to lot of modules and they have the privilege of learning English through
different methods, whereas rural student have only limited exposure to learn English, the
training provided in schools is purely bookish and taught only in the exam point of view also
like one hand army were the class teacher specialized in maths handles all five subjects who
was not able to give clear outlook or importance of the English language
III. HOW TO ENHANCE SPEAKING SKILLS

The prevailing methods of teaching English are not conducive and congenial for effective
learning of English. It is high time to adopt simple and well know strategies for imparting
effective teaching of English for rural students. The strategies like motivating the students,
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conducting reading programs, to involve students in group discussion, which would give
effective results .As everyone known effective method is four skills like:
Listening, Speaking, reading & writing
Listening makes an individual to speak correctly for e.g.: watching News etc. ,
Speaking & sentence framing is very important, only if your sentence is correct one can impart
what they wanted to convey.
Reading Exercises are very important to widen and deepen the students understanding
skills.
Writing may be improved through giving exercises on composition and creative writing,
this will also end up in improving sentence framing.
IV. LITERARY REVIEW

Language teachers in India should cater the practical needs of learners. Like helping them
construct sentence on their own, role plays, digital computer labs, group discussion, debate etc.
P. Arthur, Language teaching to professional students with rural background: a challenging
task. International Association of Scientific Innovation & research (IASIR)
Dr. Neha The Important factor of language is listening , Speaking, Reading & Writing, our
rural students are being in reading & writing for long ages and listening & speaking are
neglected and ignored which are very important , Global Journal for research analysis
A perfect system need to be formed for teacher- student & student teacher evaluation
process for the improvement in achieving to enhance speaking skills in rural students,
International Journal of English language and literature , Impact of English language teaching
on the skills of rural students
V. CONCLUSION
People who have proficiency in language could access large number of Jobs and also soon
holding high position in national and international level, but student in rural areas find
themselves free in communicating in their mother tongue it is the teachers responsibility,
constantly emphasizing the need and importance of English language. Teacher should act as
facilitators and should observe how well the students organize their thoughts while speaking
with their fellow student , I conclude with this as it becomes teachers major role in mending
the rural students to make them speak fluently which would give self-confidence and excel in
the competitive world.
REFERENCE
[1] T.Bhaskar David , Importance of Speaking English to rural students ELT weekly
[2] 2.Ms.B.S.Gomathi ,Enriching the skills of rural students with effective methods of teaching
English language using LSRW Skills ,International Journal of Education and Information
Studies ,Vol-4,Number 2 (2014)PP 65-69.
[3] 3.Gregory C.Malhoit Providing Rural Students with a High Quality Education: The Rural
Perspective on the concept of Educational adequacy, A Publication of the Rural School and
Community trust.
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A TOTAL RESPONSE APPROACH TO UNDERSTANDING LISTENING

COMPREHENSION ACTIVITIES
John Vijayakumar I.S and Dr.J.Karthikeyan
Department of English, VIT University,Vellore-632014,Tamil Nadu, India;
Abstract--- Listening Comprehension Activities form an integral part, both in English

Language Courses and in Communication skills development Programmes in Engineering
colleges. For a long time, listening was considered a passive activity from the ELT theoretical
perspective. However subsequently this notion was redefined and today listening is regarded an
active process. In the language learning environment in colleges, most of the Listening
Comprehension Activities are designed with the focus of making the listener do the activity by
responding to phonological or semantic clues to complete it. This article aims to understand the
usefulness of converting such activities in which the learner will not only be successful in doing
the activities based on received inputs, but rather get involved in activities that will make him
actively participate by generating new text after the listening to the given audio or video. The aim
is to help learners acquire language fluency through a total response approach using listening
skills activities, eliminating the crippled listening that usually happens in the conventional style of
testing.
Keywords--- Listening Comprehension Activities, phonological aspects, semantic aspects,

fluency
I. INTRODUCTION
ISTENING is a vital process in communication as aural inputs aid understanding and
L interaction. Listening is an active, complex process and many times it is ephemeral (Lund,
1991, p. 201) and linear in nature. Only in recent times has much importance been given to
listening skills in language acquisition and very especially in the case of second language
learning. For an L2 listener, it is more challenging especially if it is bi-directional as in the case
of interactional listening (Morley, J. 2001). Listening is also a very multifarious process
because it not only involves perceiving the meaning of the input but also includes a cognitive
process in which the listener associates the perceived information with the previous
knowledge about the topic. Also, the demand on the listener to respond while listening and to
be creative in thinking through imagination and empathy makes it diverse. So the need to
understand the various theoretical aspects of Listening and the effective use of listening
strategies of comprehension, be it cognitive, meta-cognitive or socio-affective strategies will
help ELT practitioners to understand the needs of listeners in a better way. This article aims to
understand at listening comprehension activities not just from the point of view of intensive
listening or extensive listening, but to develop activities that will also have a transformative
orientation (Ross & Roast, 1991).
II. L2 LISTENING COMPREHENSION

Most Listening comprehension activities used with L2 learners do not initiate the process
of appreciation and association in a learner with the text used in the activity. This, in turn, has
a direct impact on the level of language acquisition that happens in a learner. The listening
activity itself is conducted to test whether the listener can reproduce what is heard or
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understood or what the listener is able to cognitively reason out. The listening comprehension
is seldom used to enhance the students effective use of language in real life situations based on
the experiences learnt by doing the listening comprehension activity.
For example, when the child learns the first few words like dad, mum, granny, etc., the child
learns it in a natural environment enjoying the association of person associated with the
relationship. The process of language learning is more based on acquisition influenced by the
social set-up that provides the learning atmosphere. Even the non-verbal communication that
a child uses when it does not want to have food, either by shaking its head or turning the head
away is well set in a socio-cognitive learning sphere. Similarly, a student doing a listening
comprehension needs such an environment and experience to develop language skills.
III. MATERIAL USED IN LISTENING COMPREHENSION TEST - CURRENT

PRACTICE
a.
Usually, a random audio or video clip is selected and used in the listening
comprehension testing activity.
b. In most cases, the student or listener taking the listening comprehension test is not
provided with background information on the audio or video clip used for testing or in
certain cases a very brief introduction is given.
c. The questions that are asked demand the listeners attention to phonological or
semantic inputs to enable the listener to fill up blanks in a Cloze exercise or choose
answers from a given list.
d. Finally, the listening comprehension test is more focused to test the linguistic
competency of the learner, the test itself based on the product model type and more
based on a summative assessment.
The end result is that the student is not able to get involved in fully appreciating and
understanding it from a language learning perspective, that is more fluency-oriented rather
than accuracy oriented. Though students manage to get good grades while taking a test, it is
clearly seen that such achievements are isolated performances and connected with language
proficiency development.
IV. MATERIAL USED IN LISTENING COMPREHENSION TEST - PROPOSED

PRACTICE
a. An audio or video clip to be used in the listening comprehension testing activity is
selected from real time situation based on topics familiar to students taking the test or
information that are associated with topics being dealt in the classroom.
b. Background information on the audio or video clip used for testing is also given as a
prelude to the activity instead of a one or two sentence prompt usually given.
c. The questions that are asked demand the listeners attention to phonological or
semantic inputs that will ultimately the learner will be able to generate his or her text
(Radhika, S., & Kumar, I. S. (2016))
d. Finally, the fundamental objective of the activity is to make learner demonstrate
fluency enhancement outcomes through a total response by use of materials that are
authentic and belonging to his real world situations. The aim is to achieve a higher
level of involvement and understanding.
V. CONCLUSION
The desired approach is to identify the link between the use of listening comprehension
activities for developing listening skills and its contribution in developing fluency in oral or
written communication. The purpose is to create a learning-centric approach that will provide
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a complete experience while doing listening comprehension activities. The crippled listening
situation faced by students in a controlled, product based testing assignment needs to be
replaced with a total response model where the listening process happens in a fully fledged
way because of noise factors. So as suggested by Nunan, it is desirable to design new listening
skills development activities to create a learning environment that will promote a high level of
involvement in the learner with the objective of enhancing fluency.
REFERENCE
[1] Osada, N. (2004). Listening comprehension research: A brief review of the past thirty
years. Dialogue, 3(1), 53-66.
[2] Lund, R. J. (1991). A comparison of second language listening and reading
comprehension.The Modern Language Journal, 75, 196 - 204.
[3] Morley, J. (2001). Aural comprehension instruction: Principles and practices. Teaching
English as a second or foreign language, 3, 69-85.
[4] Vandergrift, L. (2002). Listening: theory and practice in modern foreign language
competence. Good Practice Guide.
[5] Rost, M., & Ross, S. (1991). Learner Use of Strategies in Interaction: Typology and
Teachability*. Language Learning,41(2), 235-268.doi:10.1111/j.1467-1770.1991.
[6] Nunan, D. (2002). Listening in language learning. Methodology in language teaching: An
anthology of current practice, 238-241.
[7] Radhika, S., & Kumar, I. S. (2016).A Study on Enhancing the Teaching of English Through
Postcolonial Text.Asian Journal of Research in Social Sciences and Humanities, 6(7), 1194-
1198.
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COMMUNICATION SKILL: AN INDISPENSABLE PERSONALITY TRAIT
M.Sam Kamalraj and Dr.J.Karthikeyan
Department of English, VIT University, Vellore-632014
I. INTRODUCTION
Personality has power to uplift, power to depress, power to
curse, power to bless- Paul Harris
Words are singularly the most powerful force available to
humanity. We can choose to use this force constructively with words of
encouragement, or destructively using words of despair. Words have
energy and power with the ability to help, to heal, to hinder, to hurt, to
harm, to humiliate and to humble.- Yehuda Berg
Personality is looked at not in any unique aspect,but in various ways. It is a blend of many
areas like the way one speaks, behaves, walks, looks, etc. Personality is acknowledged
differently by different age groups . For the teenagers and the youth it is rather attire than
anything else. For them , personality is being catchy to others by all means. Personality , for the
grown up, is attitude rather than anything else. On the whole personality means the blend of
both attire and attitude. Along with these two, the third key thing that becomes a valuable
ornament in ones personality is good communication skill. No one would disagree with that
good communication skill plays an essential role in determining ones personality. Sound
communication is much needed to man in his all stages of and in all walks of life. The outcome
of skillful communication is copious. It is job giving; It makes the person skilled; It creates a
person as a great leader and so forth. The sooner one gets this speaking skill, the sooner that
person becomes a cynosure of a society. Therefore the hunt for acquiring communication skill
goes prior nowadays among people. They prefer to join special coaching classes for learning
sound communication skill more willingly than learning any other skills. Hence communication
becomes the anterior crust of ones personality. Certainly speaking skill has the power to bless
and uplift ones personality.
II. COMMUNICATION SKILL AND SOCIAL BOND

Communication is nothing but expressing ones feelings, thoughts and knowledge. If one is
capable of imparting ones stances or ideas or comprehension to others well , then his or her
personality is high. People easily come closer to that person who converses convincingly with
others. It undoubtedly builds a wonderful social bond. In the absence of communication a
person feels solitary which may lead that persons life to a tragic end. For example when any
child or boy or girl happens to experience sexual abuse, or to witness a horrible incident she
or he should know how to inform it. Else the child or the grown up could be affected mentally
at first and then physically later, or exhibiting behaviors like always fearful, less trusting,
nervous, doubting others, less confident, lacking good rapport and so on. Children hailing from
developed society or developed country are more effective communicators when compared to
those emerging from under developed societies. Hence good and sound communication skill
brings forth healthy social acquaintance. Any person who has good social bond has good
personality.
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III. THE SKILL OF COMMUNICATION SHAPES AN INDIVIDUAL AND PEOPLE AT

LARGE
Communication involves mainly in speaking and writing. No doubt that skill of
communication shapes attitude. When one excels in brilliant communication, he or she ,
knowingly or unknowingly, involves in thinking. In turn thinking shapes attitude. That is
thinking how to communicate, what to communicate, why to communicate, who to
communicate and when to communicate. With the skill of effective communication many
people have obtained their name and fame; Some have become great leaders who led a society
or a country towards the path of growth or independence ; some have become great orators ,
writers and poets who could change the attitude of a society and some have raised their social
status by means of proficient communication skill. Through effective communication writers of
all kinds have shaped individual, society, nation and the whole world. Gandhiji had a valuable
communication from the book Civil Disobedience, written by Henry Thoreau David ,which
urged him to plunge immediately into fighting for independence. The speeches of Gandhi,
again, in turn, influenced Martin Luther Junior , Nelson Mandela and many other leaders. The
well known poet Bharathi influenced and inflamed people in Tamil Nadu through his effectual
poetry.
IV. ORAL COMMUNICATION

Oral communication gets its decisive role in passing on information and emotions to great
number of people. Though only 7% communication takes place through spoken form of
language in accordance with individual communication, it goes up when it is done to group of
people. Arignar Anna, this title one could witness in any nook and corner of Tamil Nadu,
India .Anna is a good orator of Tamil. Most of the roads, colonies, bus stations, aerodromes,
institutions in Tamil Nadu have been named after him, as his speech influenced several
number of people. He and his party men , only through the art of speaking, brought political
change that made him the chief minister of the state. Still the Athenian streets proclaim the
resourceful speech of the great philosopher Socrates who altered the mind of the natives from
unquestioning to questioning. In United Kingdom, Winston Churchill is still remembered for
his speech. By the art of speech Churchill was able to sail the ship of The Great Britain ashore
safe in the world war II. I have a Dream : this famous speech delivered by Martin Luther
Junior made him persona grata. In class rooms also oral communication plays its vital role in
teaching learning process. Only through oral expression, rather than any other means of
communication, the teacher is able to impart his knowledge to the students. Similarly the
students too get their clarifications clear through oral communication. In personality
development, the importance of speech is summed up into two parts: to gain positive perception
from others, and to put our thoughts and ideas in the form of oral expression.
V. COMMUNICATION SKILL AND JOB

Today , the young world is hunting after good job. To assure a good job, good
communication skill is essential. In personality test, during an interview, communication skill
is tested. Nowadays the job seekers join institutions where they are given practices for good
communication skill. Speech on topic and group discussions are few of its kind that test their
competency in good communication. While the former checks how the candidate is able to
communicate promptly with others, the later tests how the person is good at co-operation.
Apart from these, writing a letter, writing an essay on any specific topic are also considered to
be worth communication skill. Proficient communication skills builds healthy interpersonal
relationship. This interpersonal relationship is much needed for the growth of any concern or
company. Staying merely with the subject knowledge is entitled unworthy or undeserving or
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contemptible. The students ,along with knowledge in their respective subjects, are expected to
be equipped with good communication skill.
VI. FEW SUGGESTIONS AND THE END SAY

One should be confident in attaining communication skill ; that is he or she should
believe in oneself that he or she can exhibit and express what is in ones mind without
any hindrance.
Practice maketh a man perfect ; that is one should be aware of by practice after
practice one can easily acquire the skill of communication.
Apart from special training classes , the learners should involve oneself in self
learning.
Good communication and personality is like bread and butter. Each one is the complement
of other. There are many areas in personality development ; but enhancement in
communication skill is supreme in this mass media world. Its cocksure that when one is good
at communication he or she is definitely not far away from attaining good personality.
REFERENCES
[1] Dr. Prabha Parmar, M.A., Ph.D. (English), Role of Communication in the Improvement of
OnesPersonality , vol 13, 6 june 2013 ISSN 1939-2940.
[2] Taxmann,Role of Communication in the Improvement of Ones Personality. www.
Taxmann.com
[3] Communication Skills and Personality Development,
[4] www.managementstudyguide.com/communication-skills-and-personality-development
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A REVIEW ON COMMUNICATIVE LANGUAGE TEACHING APPROACH: A

NEW TURN FROM 19TH TO 20TH CENTURY ESL TEACHING AND
LEARNING.
Shiny.K.G and Dr. J. Karthikeyan
VIT University, Vellore
Abstract--- Learning English language becomes a need by late 20th century. This
international language and its proficiency is a key to be successful in modern mans profession.
The necessity of this language is getting intensified with the development of IT, science,
international markets, education, and migration. In this scenario the purpose of teaching English
took a shift along with approach. That led to the successful implementation of communicative
language teaching. This paper is a review details the background, history, theory, features,
advantages and disadvantages of this CLT approach. It also reviews some recent studies and
common classroom activities of CLT.
Keywords--- Communicative language teaching, ESL learning approaches.
I. INTRODUCTION
PPROACHES are the different techniques to learn and teach a language. Its history starts
A from 1880 by grammar translation method. The traditional methods i.e. till 1960s
centered around structure, rules and vocabulary. Later, it couldnt cater the needs of modern
world. The classic communicative language teaching and learning starts its pace from there.
Communicative language teaching is the outcome of the change in british teaching approach.
Until then, they followed situational approach. Unlike early approaches CLT focus on the need
of communication. It comes to the stage by 1970s and 80s. the development of european
market demands the foreign workers. It also demands the proficiency in its language. Along
with it,learning foreign language in schools is another reason for find out a successful method
to teach. The failure of grammar translation method to produce an immediate effect in
communication was another reason which stress the need for the development of CLT. As per
grammar translation method, students had to do the toil of a decade to be a master in
it.educators found that mere mastery over structures doesnt cater the need of functional use
of language. More than that, this method failed to motivate many of its learners. thus many
students were academically less efficient. This necessity of developing communication skill
lead to the re-thinking of a successful approach as an addition to the existing approach.the shift
from cognitivism to socio-cognitivism is also paved way to the formation of this approach.
REVIEW
Dell Hymes planted the idea of communicative competence as a reaction to chomskys idea
of linguistic competence. Hymes stated, There are rules of use without which the rules of
grammar would be useless. (Mitchel,Rosamond,1994). A significant development happened in
this field by the work of euroupen council. They made new language syllabi for European
immigrants. That committee includes D.A.Wilkins, a british linguist, he gave preference to
communication tasks in that syllaby instead of grammar and vocabulary. The broad term is
practiced through the various activities that enhance communication like group work, role
play, discussion etc. as per this new approach the goal of language teaching is communicative
competence and developing 4 skills in language learning.
One of the early studies in this area was conducted by University of Illinosis. This study
investigates the effects of the explicit teaching of learning strategies to language learners. The
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result of this study proved CLT method is a successful method over traditional method. It
develops the skill than the learning of content. Here, learning items are more authentic. It
improves the communication skill of students even for beginners. ( Savignon, Sandra J. 2000).
What did make the striking difference in CLT approach? Or how did CLT enhance
communicative competence over other methods? According to Rebecca Belchamber (2007)
The aim is that the length and complexity of exchanges, and confident delivery, will grow with
the student's language ability. In her opinion, the artificial nature of classroombased (i.e.
teacher - created) interactions makes CLT an oxymoron.
Jack .C.Richards in his book communicative language teaching today (2006,pg 22,23)
proposed 10 core assumptions on CLT. They are
a. Second language learning is facilitated when learners are engaged in interaction and
meaningful communication.
b. Effective classroom learning tasks and exercises provide opportunities for students to
negotiate meaning, expand their language resources, notice how language is used, and
take part in meaningful interpersonal exchange.
c. Meaningful communication results from students processing content that is relevant,
purposeful, interesting, and engaging.
d. Communication is a holistic process that often calls upon the use of several language
skills or modalities.
e. Language learning is facilitated both by activities that involve inductive or discovery
learning of underlying rules of language use and organization, as well as by those
involving language analysis and reflection.
f. Language learning is a gradual process that involves creative use of language, and trial
and error. Although errors are a normal product of learning, the ultimate goal of
learning is to be able to use the new language both accurately and fluently.
g. Learners develop their own routes to language learning, progress at different rates, and
have different needs and motivations for language learning.
h. Successful language learning involves the use of effective learning and communication
strategies.
i. The role of the teacher in the language classroom is that of a facilitator, who creates a
classroom climate conducive to language learning and provides opportunities for
students to use and practice the language and to reflect on language use and language
learning.
j. The classroom is a community where learners learn through collaboration and sharing.
The major features of this approach are

Focused on meaning.
Learner centerd.
Process centered instead of product centered.
Fluency of communication is the primary goal of teaching than accuracy and mastery
on structures.
Task based syllabus for accomplish the goal of communicative competence.
Link the different skills such as speaking, reading, and listening together, since they
usually occur so in the real world.
Let students induce or discover grammar rules.
The underlying principles of this approach are

Communication principle: Activities that involve real communication promote learning.
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Task principle: Activities in which language is used for carrying out meaningful tasks
promote learning (Johnson 1982).
Meaningfulness principle:Language that is meaningful to the learner supports the learning
process.
II. CLASSROOM ACTIVITIES

Teachers introduced students to different patterns of communication and they followed it
in their daily life. Teachers have a big role in arranging the learning materials in a
communicative ambiance student centered manner. Breen and Candlin (1980) describe
teacher roles in two domains. The first role is to facilitate the communication process between
all participants in the classroom, and between these participants and the various activities and
texts. The second role is to act as an independent participant within the learning-teaching
group. The core idea of communicative language approach is the natural strategies of
acquisition will be used by the learners when they communicate in real meaning. Teachers
should be able to teach content through real life situations. For. Eg. Inorder to teach
interrogative sentences they can give the task of asking the personal information others by
using question word formula. Teacher has a number of roles like a councilor in social
communication sphere, a manager in handling group activities etc. Jack.C.Richards classified
the CLT classroom activities into 6 in his book communicative language teaching
today.(2006;page:19)They are
Task-completion activities: puzzles, games, map-reading, and other kinds of classroom tasks
in which demands ones language resources to complete a task.
Information-gathering activities: student-conducted surveys, interviews, and searches in
which students are required to use their linguistic resources to collect
information.
Opinion-sharing activities: activities in which students compare values, opinions, or
beliefs, such as a ranking task.
Information-transfer activities: These require learners to take information that is
presented in one form, and represent it in a different form. For example, they may read
instructions on how to get from A to B, and then draw a map showing the sequence, or they
may read information about a subject and then represent it as a graph.
Reasoning-gap activities: These involve deriving some new information from given
information through the process of inference, practical reasoning, etc.
For example, working out a teachers timetable on the basis of given class timetables..
Some other common activities are
Language based realia
Games
Descriptions
Discussions and debates etc.
III. ADVANTAGES OF CLT

The harmonious and interactive relationship between teachers and students.
Learner-centered learning process. Where students get an opportunity to make use of
their creativity and cognitive abilities other than the teacher.
Learning proceeds through learner interest.
Learning is more authentic and lively.
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IV. DISADVANTAGES
It is a sound method for advanced learners or intermediate learners. Beginners need a
fair amount of controlled practice
Structure of language got less attention.
Grammar, spelling and pronunciation didnt get proper attention.
Grammar teaching through this method is a tiresome task.
Teachers need a good amount of managing skills. Average teachers cant perform well.
V. CONCLUSION
Each and every approach has its own advantages and limitations. Communicative language
teaching approach is proved as a successful approach to teach English in modern outfit. It is a
social-humanistic approach unlike other early approaches. It gains popularity by its immediate
effect on communication skill for its followers.Its acceptability in non-native countries is a
clear sign of its success. Today CLT is widely accepted and practiced by many teachers in
various forms. Yet it is an area of further research to identify its success on various realms like
beginners, native differences etc.
REFERENCES
[1] Belchamber,R.(2007), The Advantages of Communicative Language Teaching. TESL, Vol.
13, No. 2.
[2] Breen, Michael P. and Christopher Candlin. 1980, The essentials of a communicative
curriculum in language teaching. Applied Linguistics 1,2:89-112.
[3] Halliday, M. A. K. 1975. Learning how to mean: Explorations in the development of
language. London: Edward Arnold.
[4] Johnson, Keith. 1982. Communicative syllabus design and methodology. Oxford:Pergamon.
[5] Mitchell, Rosamond (1994). "The communicative approach to language teaching". In
Swarbick, Ann. Teaching Modern Languages. New York: Routledge. pp. 3342.
[6] Richards, C.J.(2006). Communicative language teaching today. Cambridge. Cambridge
university press.
[7] Savignon, Sandra J. (2000). "Communicative language teaching". In Byram, Michael.
Routledge Encyclopedia of Language Teaching and Learning. London: Routledge. pp. 125
129.
[8] Wilkins, D. 1976. Notional syllabuses. Oxford: Oxford University Press.
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NOVELTY IN ENGLISH LANGUAGE TEACHING

C. Swathi and K .Suganya
SRC, SASTRA University, Kumbakonam.
Abstract--- Teaching and learning of English is not an easy task. Conscious efforts have to be
made to teach as well as to learn English. It is analytically proved that most of the Indian students
find it difficult to acquire English language skills due to the lack of interest as a result of
conventional teaching methods and strategies. So it is the need of the hour to develop interest
among ESL learners through innovative, interesting and impressive teaching methods that
stimulate learners to use language independently and confidently and assure their active
participation in classroom. Thus, this paper attempts to throw light on innovative techniques that
facilitate effective language learning.
Keywords--- Novelty, English teaching, ESL learners, Humour.
It is better to travel well than to arrive.

-Buddha
I. INTRODUCTION
OVELTY is one of the essential qualities of an effective language teacher. One cannot
N peddle the canoe across the ocean of language if he/she fails to be innovative. Because
almost every ESL learners find it difficult or uninteresting to learn English in one way or the
other since it cannot be learnt naturally in the way usually our first language is learnt. To
create interest among the learners and to make them gainaccess to the easy way of learning
English, there are quite a few effective methods and activities. So it is in the hands of the
teachers to create a lively, natural and real classroom atmosphere where students can enjoy
learning. Here are some suggestions that would ensure active participation of the learners in
the process of learning the language and thereby drive away the tediousness of the task,
turning the whole exercise into an interesting game. They are:
Task- based teaching
Humour
Innovative use of media
II. TASK BASED TEACHING

I hear and I forget.
I see and I believe.
I do and I understand.
- Confucius
The primary objective of language teaching is to make the students proficient in English.
This expected proficiency will come only if they speak English as everyone knows, the only
way to learn English is to speak English.But Students are conditioned to be passive in the ESL
classroom where they are supposed to be active because they are disappointed with the
traditional lecture method in which students have no active roles. To change this state, task
based teaching can be used effectively as apossible and promising solution which allows them
to spend more time communicating in English.
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Speech and debate gives my students skills and opportunities that I couldnt provide to the
same extent within the four walls of my classroom. My students cant wait to sign up, practice for
and compete at upcoming tournaments. Ive never seen such a fire ignited in my students. Speech
and debate gives students control over their learning and provides an authentic environment for
its application.
-Ariana Gonzalez
Greene, Teacher and Coach
When we think of speaking tasks, the words that spring up into our mind are debates,
group discussions, role play, etc.They are innovative in spite of being practiced by teachers for
decades because, they are dynamic. They change from time to time depending on various
criteria. They are:
The classroom climate
Enthusiasm of the learners
Ability of the language teachers
A. Debate
For good ideas and true innovation, you need human interaction, conflict, argument, debate.
-Margaret Heffernan
There is no room for debate on the effectiveness of debate in language classrooms. Debate
gives opportunities to the students to speak English confidently with their peers without
worrying about mistakes. It developsstudents communicative skills along with life skills like
critical thinking, presentation skills, independent thinking, confidence and team work, etc. The
teacher becomes a moderator and anobserver who examines the whole action with their eyes
wide open. Students will be more enthusiastic and interested in debating because they are
there to defend their own choice. Students take a lot of pride in defending their team. Students
who hesitate to open up could be inspired by the better debaters in the group. Thus,it is one of
the easiest ways to crack a hard nut.
B. Role play
Role play is any speaking activity when you either put yourself into somebody elses
shoes, or when you stay in your shoes but put yourself into an imaginary situation.
Teaching English
Students,at the given time canturn out to beany personor personality they like -a queen, a
hero, a heroine, etc. and act according to the given imaginary situation. Consequently, they
enjoy what they do.This kind of task keeps their level of interest at its peak. It is fun and
motivating. Passive students get the chance to discover themselves in a more candidway.
Instead of forcing them to speak on a particular topic, we can make them to participate out of
their own interest with the help ofthis sort of activity. For example, students can be assigned to
take roles like father and son in a situation where the father tries to persuade the son to get
into politics.
C. Story Completion
This is a free-speaking activity in which a teacher starts to narrate a story, but he/she stops
in the middleof the narration from which students should continue narration.It develops
students imaginative, problem solving skills along with their ability to speak English
coherently and fluently.
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D. Pictorial Narration:
Students will be shown an image from which they have to develop an imaginative story.
They enjoy this activity mainly due to the freedom they have here. They can narrate their mind.
E. Describing people
Students can be asked to describe someone or something they like. Otherwise, they can
describe someone they follow, in English. For example, they can describe a rock star if they
like or the teacher they admire. This kind of task will definitely drive the students in a more
progressive path.
F. HUMOUR
It will be much more fruitful if humor oriented speaking tasks are given to non-native
language learners. Because humour is proved tobe an efficientdevice in teaching and in
creating the warm positiveclassroom environment that brings learning to life and helps
students to overcome their fears over learning English.
In order to take risks, you need a learning environment in which you do not feel
threatened or intimidated. In order to speak, you need to feel you will be heard and that
what you're saying is worth hearing. In order to continue your language learning, you need
to feel motivated. In order to succeed, you need an atmosphere in which anxiety levels are
low and comfort levels are high. Issues of motivation and language anxiety are key to this
topic of affect in the second language classroom.
Using humour in the second language classroom
It may be used to solicit dialogue, conversations and develop vocabulary and more
importantly to build confidence. For example, one of the learners can be asked to interact with
other student with irrelevant replies. And rewards can be given to those who are able to divert
the interaction for a longer duration of time.
And they can be asked to deny the facts through their argument. For example, they have to
deny the fact likesun rises in the east along with their humorous, illogical justifications for
their denial which will be fun and interesting.
G. GAMES
Games entertain, encourage, teach, and promote fluency. If not for any of these reasons, they
should be used just because they help students see beauty in a foreign language and not just
problems that at times seems overwhelming.
-Agnieszka uberman
Students are more fascinated towards playing games rather than studying. Keeping it in
mind, it is worth to indulge students in language oriented gameswhich set the platform for
effective language use and through which they learn English indirectly and intuitively.Games, a
more than fun activity entertain friendly competition and reduce learning anxiety among
learners and keep all the students involved and interested.
III. EXAMPLES
A. Letter chains
This can be played in groups of two or three students. The student will be given a word and
he/she has to come out with another word that begins with the last letter of the given word
and the chain continues: tough, here, egg, girl, etc.
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B. Sound chains
This is similar to letter chains. Here students are expected to give chain of words that have
similar sound.
Examples: find, bind, kind, etc.
C. Mysterious landmarks
Students have to assemble a 20 piece jigsaw puzzle of a world famous landmark. Then they
describe puzzle image in five sentences to win the game.
IV. INNOVATIVE USE OF MEDIA

Smart phones and social media expand our universe. We can connect with others or collect
information easier and faster than ever.
-Daniel Goleman
We are living in a world of speedy technical change .Media is an integral part of every ones
life. Nowadays it becomes more and more influential than the expected. Most of the students
devote their precious time to smart phoning. As per the hour, the use of media to teach
language will be a clever choice to facilitate active language learning. Smart phone with its
smartest features turns students hard work into smart work. By incorporatingdigital media
into teaching methods, the students are able to gain knowledge better since they learn by
multiplesensory modes, which would definitelyenable them to pay more attention to
theinformation presented and keep hold of the information better.
For instance, through hike and whatsapp students can be taught stress and intonation.
Videos and audios of native speakers can be sent to students which are out of the ordinary
instead of teaching them the transcriptions of the words.
Rather than forcing students to write journals to improve language, they can be asked to
share photos, videos of what and how they feel. They can be asked to tweet orpost what they
did on a particular day.
As students are more interested in watching films, teachers can make use of that interest in
learning language by projecting pedagogically sound movies from which they can learn
pronunciation, vocabulary and more importantantly learn language in real context.
To go further, they can be asked to direct short films instead of engaging them with
classroom dramas. Throughthis, they learn how to organize, do things systematically along
with their process of language learning.
D. Flipped classroom
Flipping your classroom gives students the chance to apply ideas rather than simply
absorbing them.
Higher education network
Flipped classroom is a boon in disguise as it turns a normal classroom into a place of
discussion, exploration, investigation that is essential for true and meaningful learning.
In traditional method, students often tend to take whatever is given to themand they dont
give thought to what the teacher says, instead they merely reproduce it. On the contrary, the
flipped classroom,by designtransfers teaching to a learner-centered model in which online
videos are used to deliver content outside of the classroomwhile allotted time for class is
devoted to discussions, exercises and activities.
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V. CONCLUSION
This paper has pointed out the importance and impact of innovative methods which make
the non-native language learners get motivated, interested and involved in their language
learning process. As a result, they learn how to learn and develop positive attitude towards
language learning. Thus, the appreciable and fruitful innovative methods lend helping hands to
the teachers in meeting up the needs of ESL students in their language learning process.
REFERENCES
[1] Wikipedia contributors. "Task-based language learning." Wikipedia, The Free
Encyclopedia. Wikipedia, The Free Encyclopedia, 29 May. 2016. Web. 20 Jul. 2016.
[2] Wikipedia contributors. "Flipped classroom." Wikipedia, The Free Encyclopedia.
Wikipedia, The Free Encyclopedia, 12 Jul. 2016. Web. 20 Jul. 2016.
[3] Rao, Bolla Mallikharjuna. "Use of Media as an Instructional Tool in English Language
Teaching (ELT) at Undergraduate Level." Http://www.academicjournals.org/IJEL. ISSN
2141-2626, n.d. Web.
[4] Wikipedia contributors. "Role-playing." Wikipedia, The Free Encyclopedia. Wikipedia, The
Free Encyclopedia, 13 Jun. 2016. Web. 20 Jul. 2016.
[5] "Role-play." TeachingEnglish. N.p., 2004. Web. 20 July 2016.
[6] "Academic Skills." : Speech, Debate: National Speech & Debate Association. N.p., n.d. Web.
20 July 2016.
[7] Kayi,Hayriye. "Teaching Speaking: Activities to Promote Speaking in a Second Language."
Http://unr.edu/homepage/hayriyek. The Internet TESL Journal, Vol. XII, No. 11,, Nov. r
2006. Web.
[8] Uberman, Agnieszka. "The Use of Games for Vocabulary Presentation and Revision." Why
Use Games for Teaching English. N.p., n.d. Web.
[9] "Media Quotes." BrainyQuote. Xplore, n.d. Web. 20 July 2016.
[10] "Buddha Quotes." BrainyQuote. Xplore, n.d. Web.
[11] "12 Famous Confucius Quotes on Education and Learning." OpenLearn. N.p., n.d. Web.
[12] "Debate Quotes." BrainyQuote. Xplore, n.d. Web.
[13] Flipping your classroom gives students the chance to apply ideas rather than simply
absorbing them. 2016. Web.
[14] Chiasson, Paul-Emile. "Using Humour in the Second Language Classroom." Chiasson. N.p.,
n.d. Web. 23 July 2016.
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A SHORT CULTURAL ANALYSIS THROUGH ACHEBES THINGS FALL APART

HEMA SUNDARI G
SRC, SASTRA UNIVERSITY, KUMBAKONAM
Abstract--- Society, people, language, culture etc., in names, they are different but they are
connected through a bond called Literature. Literature is the reflection of life.In this paper, the
researcher tries to bring out the reflection of Culture in Literature. Literature serves as a
mediator to know several cultures. Each culture is unique in its own way. Subsequently, the
researcher analyzes the culture of a community in Africa named Ibo or Igbo, through the African
literature,Things Fall Apart by Chinua Achebe.The researcher also moves a step further to
compare African and Indian culture. This paper not only throwing its light on culture, it spread its
wings further to create curiosity in the minds of the readers and make them to know more about
African culture.
Keywords--- Culture, Literature, African Culture, Things Fall Apart, Ibo, Igbo.
I. INTRODUCTION
ULTURE is a set of shared beliefs, values, norms, and social practices which creates or
C makes the behavior of large group of people. It includes the elements like rules and
regulations, laws, behavior, language etc It also includes ideology and forms of discourse like
the functions of language. A human, who born in particular family, gender, generation and
other such natural factors make them to acquire the culture of the society in which they live.
II. AFRICAN CULTURE

The culture of Africa is varied and multifarious. It consists a mixture of tribes. It does not
have specific culture. Instead, it has been influenced by other countries culture.Each have their
own uniqueness. It is a product of the miscellaneous population who inhabit the continent,
Africa. Its culture is voiced in its arts and crafts, folklore and religion, clothing, cuisine, music
and languages.Africa is filled with varieties of culture. It has not only changing from one
country to another, but within a single country,like India. Even though African cultures are
widely diverse, when closely studied, seem to have many similarities. For example, the morals
they uphold, their love and admiration for their culture as well as the strong respect they hold
for their elders.
III. SUMMARY OF THE STORY

Chinua Achebes Things Fall Apart is all about the tragic fall of the protagonist, Okonkwo.
The text gives special note to the culture, called Ibo. Okonkwo is anesteemed and influential
leader within the Ibo community of Umuofia in eastern Nigeria. Things Fall Apart is an
intertwining story as it has two parts together. The two pats are:
Okonkwos rise and fall
The rise and fall of Ibo culture with the arrival of European missionaries.
Okonkwo was a significant leader in one of the nine villages in the Ibo community. His
greatest weakness was his hunger for being a better man drove him towards success. His
strengths turned into weaknesses and his constant failures show his fall.
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IV. IBO CULTURE AS IN THINGS FALL APART

In Ibo Culture, a sense of tradition was highly noteworthy. They carry out various traditions
that had been passed down from their ancestors, centuries ago. These traditions or customs
that came in the form of funeral ceremonies, ones manners, rites of passage, and more appears
to be the backbone of the Ibo culture. They brought the tribes closer by allowing the people to
come together and take part in activities as a group. Here, let us discuss their culture as
portrayed in the text.
V. CULTURE ANALYSIS
A. The Week of Peace
i. The Week of Peace is a sacred period for the Ibo people. Before planting their new
crops after harvest, they must live in peace with their neighbors for a week to honor
Ani, the great goddess of the earth. It is destined that, if this peace is broken than they
will not receive a blessing from Ani. People believe that it is the evil which ruins the
whole clan and their crops will not grow due to the angry of the goddess.
..when a man is at peace with his gods and his ancestors, his harvest will be good or bad
according to the strength of his arm.[11]
..our forefathers ordained that before we plant any crops in the earth we should observe
a week in which a man does not say a harsh word to his neighbor. We live in peace with
our fellows to honor our great goddess of the earth without whose blessing our crops will
not grow.[20]
ii. If somebody breaks the rule of the Week of Peace, they were heavily punished..
..and was punished, as was the custom..[19]
You will bring to the shrine of Ani tomorrow one she-goat, one hen, a length of cloth and
a hundred cowries.[20]
B. The New Yam Festival

i. Another similar tradition in honoring the gods is the New Yam Festival. Before the
harvest began, the Ibo people celebrated the joy of a new harvest year. At night, they
throw away the yams of the old year and all of the cooking pots and pans were
thoroughly washed. This was also a time to honor the earth goddess again and the
ancestral spirits of the clan.
On the last night beforethe festival, yams of the old yearwere all disposed of by those
whostill had them. [24]
ii. One among the measuring tool of mens greatness is the number of guests they have
for this festival.
And every man whose arm was strong,as the Ibo people say, was expected toinvite
large numbers of guests from farand wide. [25]
iii. The second day of the New Year has the great wrestling matchbetween neighboring
villages. It has more importance among the people.
The second day of the new year was theday of the great wrestling matchbetween
Okonkwos village and theirneighbors. It was difficult to say whichthe people enjoyed
more, the feastingand fellowship of the first day or thewrestling Contest of the
second. [27]
C. Telling Stories
i. Aside from ceremonial conducts, the traditions of telling stories also have great
importance in Ibo culture. Stories serve as an integral part in Ibo culture. It was not
only fun but also educational because, through these folk tales, myths, riddles, and
proverbs, the young Ibo children could learn about their ancestors and allow them to
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understand the importance of various customs. It shows the process of Culturing

through stories
When he was a child his motherhad told him a story about it[52]
Once upon a time, she began, all the birds were invited to a feast in thesky... That is
why Tortoisesshell is not smooth. [68-71]
Never kill a man who says nothing [98] is the moral of the story, which is conveyed
through the story of a kite.
Mother Kite once sent her daughter to bring food can eat the chick, said her
mother. There is nothing to fear from someone who shouts. [99]
ii. The children love stories and hear it with lots of interest.
That was the kind of story that
Nwoye loved.[37]
iii. There was always some difference in the stories told by a man and a woman.
..he told them stories of the land masculine stories of violence and bloodshed.
Nwoye knew that it was right to be masculine and to be violent, but somehow he still
preferred the stories that his mother used to tell, and which she no doubt still told to
her younger children stories of the tortoise and his wily ways.. [36]
D. Marriage Ceremony
i. Marriage plays a vital role in ones life. The ceremony differs from culture to culture, as
well to the countries. Africans have their ceremony at night whereas we have in day
time.
As night fell, burning torches were set on wooden tripods and the young men raised a
song. The elders sat in a big circle and the singers went round.. They sang the latest
song in the village.. [85]
ii. Before marriage, the groom is to stay in the bride house for seven market weeks. It is
their custom.
The night was already far spent when the guests rose to go, taking their bride home to
spend seven market weeks with her suitors family [85]
iii. The greatness of the bride is calculated by calculating the number of pots brought by
their relatives. It is one way of measuring the greatness of the new bride.
iv. I hope our in-laws will bring many pots of wineObierikas relatives counted the pots
as they came. Twenty, twenty-five Then more pots came. Thirty, thirty - five, forty,
forty - five. The hosts nodded in approval and seemed to say, Now they are behaving
like men. [83-84]
v. Bride price plays a vital role in marriage ceremony. In India, the groom is to give price
to the bride for their marriage. But in African culture, especially in Ibo culture, the
bride will pay the demanded price to grooms father.
Obierika, wascelebrating his daughters uri. It was theday on which her suitor (having
alreadypaid the greater part of her bride-price) [79]
If the bride-price is not given, the bride is not eligible to marry that groom.
She did not marry him then because he was too poor to pay her bride-price. [27]
E. E.Burial
i. If a person, dies at the time of the Week of Peace, they were not given a burial.
They were just thrown away in the evil forest.
If a man dies at this time heis not buried but cast into the Evil Forest. [27
ii. If a man did not have any titles, he was not given a good burial, instead they thrown
them in the evil forest.
He could not take any of the four titles of the clan, and when he died he was buried by
his kind in the Evil Forest. [111]
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iii. If a person dies off through diseases like small-pox, leprosy etc., especially those who
have swellings in their body were not given a burial. Instead they were thrown in the
evil forest. Because, people believe that it is the result of their goddess anger.
An evil forest was where the clan buried all those who died of the really evil diseases,
like leprosy and smallpox. [105]
When a man was afflicted with swelling in the stomach..He was carried to the Evil
Forest and left there to die. [11]
F. Twins
i. Twins were considered as the sign of evil. So, when the child borne as twin, they were
thrown in the evil forest.
..his wifes twin children, whom he had thrown away. [90]
..how many twins she has borne and thrown away. [95]
Nneka had had four previous pregnancies and child-births. But each time she had
borne twins, and they had been immediately thrown away. [107]
G. Wherever the Ibo men go, they move with their goatskin to use as a mat. We, Indians are
not so. But, Africans do not expect others to do so.
..who then unrolled the which he carried under his arm, and sat down. [3]
i. Whenever a guest arrives, or at the party time, they used to break the kola nuts as their
tradition. Kola is the nut of a West African tree, slightly narcotic in effect, used in Ibo
social rituals, particularly, as here, in greeting a guest.
..accepted the honor of breaking the kola. [3]
i. When a man is not in a good relationship with the opponent, they refuse to
break the kola as we Indians, do not eat in our enemys house.
Take away your kola nut. I shall not eat in the house of a man who has no
respect for our gods and ancestors. [20]
H. To them, killing a python is harming the god of water and they believe in it. They have a
great burial for the unknowingly killed python.
.. killing the sacred python, the emanation of the god of water. The royal python
was the most revered animal in Mbanta. [112]
I. They have faith in ancestral spirits.
..ancestral spirit or egwugwuappeared from the underworld..
Removing that mask of the ancestral spirit is considered to be a great sin
which no man haddid so far.
Enoch fellon him and tore off his mask Enoch had killedan ancestral
spirit..[130]
VI. CONCLUSION
Culture is not a rigid one, it is flexible to have changes over a period of time, if the reason is
acceptable.
.. in the past a man who broke the peace was dragged on the ground through the village until
he died. But after a while this custom was stopped because it spoiled the peace which it was
meant to preserve.[21].
This can be portrayed in the readiness to adapt to the ever changing modern world rather
than staying rooted to their static culture. The story Things Fall Apart is chosen for the
analysis because of the rich culture and belief that the Nigerian culture stands for. In retrospect
this story exposes so many cultures and traditions that can either keep a nation, town, or
community together or pull it apart. May be it stands as a meaning for the title, Things Fall
Apart.
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REFERENCES
[1] http://www.kwenu.com/igbo/igbowebpages/Igbo.dir/Culture/culture_and_socialization.
html
http://en.wikipedia.org/wiki/Igbo_people
[2] "Things Fall Apart (Chinua Achebe) - The Whole Story - Wattpad". Wattpad.com. N.p.,
2016. Web. 22 July 2016.
[3] N.p., 2016. Web. 22 July 2016.
[4] Help, Homework et al. "Things Fall Apart Explores Ibo Way Of Life And Its Customs.
However, The Foundation Of Traditional Customs Was Shaken By The Intrusion Of The
New... | Enotes". eNotes. N.p., 2012. Web. 22 July 2016.
[5] "Things Fall Apart". Wmich.edu. N.p., 2016. Web. 22 July 2016.
[6] Achebe, Chinua. Things Fall Apart. United States: Knopf Doubleday Publishing Group,
1959.
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PERSPECTIVE OF DIATRIBE NARRATION TOWARDS THE IDENTITY

INBUCHIEMECHETASTHE JOYS OF MOTHERHOOD.
K.Elizabeth Lourdu Glady
Research Department of English, The American College,Madurai.

Abstract--- African Literature talks about the contemporary Africa, it includes oral literature
too. Buchi Emechetas The Joys of Motherhood is sentimentally attached to Nigeria and concerned
about the human condition in her homeland. This novel is ironically titled, exposes the sufferings
of Nnu Ego, the protagonist, resulting from motherhood. It is a study of victimization and
enslavement of a traditional Igbo women to the dictates of Igbo culture. The novel reflects the
different stances of Motherhood with their consequences. She describes the hardships and
problems faced by an immigrant, living by herself unsupported by male. She tries to provide all
comforts to them in a Patriarchal Polygamous society. It also explores the ethical problems of a
poor family.
Keywords--- African Literature, Immigrant, Sufferings, Polygamous, Victimization
I. INTRODUCTION
UCHI EMECHETA was born to Ibo parents in Lagos on 21 July 1944. She is distinguished
B for her vivid descriptions of female subordination and conflicting cultural values in
modern Africa. Her best-known novels, including The Second-Class Citizen (1974), The Bride
Price (1976), and The Joys of Motherhood (1979), exposes the injustice of traditional, male-
oriented African social customs that relegate women to a life of child-bearing, servitude and
victimization. Emecheta as a feminist writer, illustrates the value of education and self-
determination for aspiring young women who struggle against sexual discrimination, racism
and unhappy marital arrangements to achieve individuality and independence. Emecheta's
fiction evinces an abiding reverence for African heritage and folklore that reflects the divided
loyalties of Africans torn between the competing claims of tradition and modernization.
The Joys of Motherhood (1979), mostly concerns itself with depicting the struggle of an
African mother to provide for herself and her children in an alien, colonial society. The
degrading work force, World War II and the Christian concept of heaven play major roles in
exacerbating her subjugation. Nnaife considered the secondary protagonist of the novel.
Emecheta uses Nnaife to detail what colonialism has done to the African male, all while from
the perspective of a woman. His pride, is ruined due to his humiliating job as a laundryman
crumble as the redefinition of his cultures gender roles allows his wives to surpass him as the
providers of his family.
In his struggle to make sense of this new world that is rapidly changing around him, Nnaife
chooses violence to reestablish himself as the dominant head of the household, his treatment
of his wives representing a redefinition of the masculine role in the colonial society for the
colonized Africans. The abuse that he inflicts upon his wives is indicative of the migration from
the rural, tribal environment to the urban, colonial environment and represents a symbolic
castration of the colonized male as they try to fulfill the new patriarchal standard under
emasculating subjugation.
After Nnu Ego's failed marriage to her first husband Amatokwo she moves to the colonized
city of Lagos to be with her new husband. This husband, Nnaife, breaks all of Nnu Ego's
preconceptions of what the African male is supposed to be. While the tribal Africans have more
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fit and athletic physiques from toiling in the fields or hunting, her husband Nnaife's body is soft
and sweet smelling. Like Nnu Ego, Nnaife is also determine to fulfill the role of the man in the
relationship. His desire to prove his dominance clashes with his desire to fit in with the
colonized society. Nnaife enjoys the easier work and modernism of the colonized world but
unlike Nnu Ego, he is unwilling to sacrifice and strive to attain the position he so desires, and
this is what stresses him to his breaking point.
The colonized must now depend on the colonizer to define his sense of masculinity. All of
the African males within the colonial society serve in the houses of the wealthy, white
Europeans. The idea of simply being born with status or earning it through competitive sport is
alien to the colonized males: to them the only way for African males to obtain status is to
impress upon their master their own importance. To prove their importance to the colonial
masters, the colonized must do what Nnu Ego and the Ibo people consider degrading,
humiliating tasks.
The new domestic work of the castrated colonized male, less physically demanding than
that in the traditional, rural setting, now begins to change his physical appearance, making him
more round and feminine. When Nnu Ego first arrives in Lagos to meet with her new husband,
she describes him as
a man with a belly like a pregnant cow, wobbling first to this side and then to thatthe belly,
coupled with the fact that he was short, made him look like a barrel (P. 42)
Nnu Ego goes on to lambast his longer hair and choice of dress, khakis with a white shirt: it
is not the servitude that initially upsets her, but that a man would allow himself to look like
this. That is not to say that his job is not troubling to Nnu Ego as well; on the contrary, she
chooses early in their marriage to ask him why he cannot have a more respectable job, and
Nnaife scoffs at her. Nnaife considers a job like farming too laborious and unpredictable for his
source of living. Nnu Ego continues to despise his line of work, and she would even "wince like
someone in pain" when she witnessed him at work (P. 47)
Nnu Ego sees no pride in servitude, but Nnaife no longer sees a need for pride so long as
he can appear useful to his master and maintain his primary source of income. Even if Nnaife
wished to have a more prideful occupation he could not because in the colonized world, there
are no 'traditional' masculine jobs for Nnaife to possess.
For the African male, to live within the colonized culture means to live in submission and
engage in work that his traditional culture would consider humiliating. This switch from the
rural, agrarian society to the more industrialized colonial society forces adaptation for
survival. To adapt he must integrate himself with the colonials and become more European
and thus less African. Essentially, he must kill his own culture to join a new culture that
neither respects nor values him. For the African man this is an act of symbolic castration: he
must remove all that his culture considers to be masculine and desirable to fit with the softer,
less physical Europeans.
Only when he destroys his own masculinity is he allowed to integrate, as much as he can,
into the colonial world but this integration does not restore what he has lost. He is now looked
down upon by his native culture, who chose to sell his manhood to placate the white man; yet
the cost of this sale does not yield a commensurate benefit because as a white man he will
always be just a servant, never anything more. The challenge to come to terms with this
dichotomy is staggering, but the greatest of the challenges for the castrated colonized is
dealing with the effects of the redefinition of masculine and feminine gender roles.
The struggle for the colonized African male to retain his sense of masculinity is exacerbated
because the colonial society has redefined the idea of male gender roles. The idea of manhood
in the rural, tribal world is not the same as what the colonials consider manhood, because the
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tribal system is associated with personal power. The people of Nnu Ego's village associate
physical prowess with one's role in life; thus, her father, a tall and successful wrestler and
hunter, becomes a powerful chief in their society. His deeds alone did not earn him this
position, but the fact that he was born both male and physically gifted assures his right to
power within the tribal society.
The colonized exist in the colonial system of masculinity. The display of masculine, physical
prowess does exist, the colonial means of expressing their masculinity is economic in nature.
Prestige is determined by wealth;
the workers are determined to be off only half a day in the week and that is
on Sundays in order to attend the church. The marriage should be done in
the church, otherwise; it is regarded as an illegal marriage. When Nnu Ego is
pregnant for the first time, Nnaife become worry that he may lose his job
because they didnt marry in the church. Moreover, Nnu Ego, in the court, is
told to swear by the holy Bible not by her chi (P.217)
Hence, Emecheta highlights how carefully West develops its culture and rules through the
institutions. Being disempowered and humiliated by British master, Nnaife, as a washer man,
takes out his frustration on Nnu Ego. His master calls him baboon while laughing and
repeating the word. Such a treatment echoes the extent to which West regards the oriental
other, as an inferior creature which reflects the stability and fulfillment of them. The British
master treats Nnaife in a way that he is denuded of any cultural or historical being (p. 86).
Here, Emecheta (2011) attempts to question Western humanism: Nnaife didnt realize that
Dr. Meers laughter was inspired by that type of wickedness that reduces any man, white or
black, intelligent or not, to a new low; lower than the beast of animals, for animals at least
respected each others feeling, each others dignity. (P. 42)
The roles of the tribal male and the colonized male differs in that the role of the tribal is
defined by his culture and his people, while the role of the colonized is defined by outsiders.
For the tribal man, his role is clearly defined as that of the patriarch. The tribal man seeks to
enforce the tradition of the Ibuza people that Nnu Ego claims has existed for "five, six, seven
generations with no change at all" (P. 46).
The tribal male instills that sense of patriarchy in his sons and thus helps spread it
throughout their society. The tribal male also serves as the primary provider for his family. The
Ibuza people are mostly a hunter-gatherer society and thus the means of food production is left
to the male, a farmer and hunter by Ibuza standards. By contrast, the role of the colonized male
remains nearly completely undefined.
The rules that apply to the tribal male do not transfer into the colonial system. There is no
hunter-gatherer system for the males to use to be the sole providers; in fact, even the women
are allowed to have jobs of their own and earn money. They are forced to abandon their own
traditions and adapt, yet are unable to do so because, like their wives, they are torn between
the two cultures. Unlike their wives, however, their struggle to accept their new submissive
position only seems to split them further.
The colonized male cannot truly enforce a familial or cultural system of patriarchy when
the father himself lives under submission. The father's authority is constantly undermined
because he, like the other colonized men in the city, is a servant. Thus, he faces the continuing
struggle of maintaining his own personal authority over his wife and children, all the while not
only having to share authority with his working wife but also accepting that he is no longer in
control of his own life. He now believes that the only way for him to demonstrate his own
authority is to enforce it physically.
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In the colonial setting, the African male now believes that to display his power, he must
show his dominance through his control of his wife. To show his control the husband must
crush his wifes newfound independence, most likely through violence. The "castration" has
left him frustrated and without an outlet for this frustration, the colonized must continuously
serve the colonizers and frequently betray his original culture. For Nnaife especially, the
greater shame comes from knowing that his wife is outclassing him. He cannot hoard his
position as the 'bread-winner' when his wife is bringing in as much or even more money than
himself.
The willingness to beat their wives almost seems to be a mark of respect among the
colonized. When Nnaife manages to find a new job as a grass cutter, "he gained the respect and
even fear of his wife Nnu Ego. He could now even afford to beat her up, if she went beyond the
limits he could stand (P.117). For Nnaife to claim that he now can afford to assault Nnu Ego
signifies his growing sense of colonization. He is now associating his personal wealth with
personal power. His physical traits do not matter because he now has money, making him the
important head of the family.
Nnu Ego does not fear Nnaife because he is strong; he believes she will fear him because he
now has money. To go from a culture where physicality is directly associated with masculinity
to a culture where his only choice is emasculating servitude, Nnaife now finds that expressing
his masculinity is directly proportional to how much his wife fears him. He begins to associate
this fear with a new sense of masculine pride, even though this seems to break with his
traditional culture. In the Ibuza culture and in the colonized society, the men see children, most
especially sons, as the most important aspect of their culture.
II. CONCLUSION
Colonialism brought about many changes for Igbo women. It changed womens prescribed
roles as wives and mothers. The Joys of Motherhood is a novel concerned with the effects of
colonization on the tribal people of Africa. To go from a rural, agrarian society to an
industrialized society is a staggering change, but it is the change in culture that proves to be
the most challenging. Through Nnu Ego, Emecheta details the struggle of the African woman as
she attempts to withstand the overbearing and often dangerous patriarchy of both the tribal
and colonial societies while also attempting to adapt and provide for her family.
In the end, both Nnu Ego and Nnaife meet pitiable fates, but Nnu Ego, who chose to adapt to
her new role, was the one who struggled through her situation in an attempt to improve her
status in life. Thus, it was Nnu Ego who retains more of what her culture considers to be
masculinity, not her husband. While Nnu Ego adapts, Nnaife stagnates in the colonial culture.
The switching of the gender roles proves impossible for the African male to accept.
The loss of masculine identity functions as a symbolic castration for African men like Nnaife
who try to exist in the colonial culture. Unwilling or unable to return to his tribal culture, the
African male is forced to grudgingly accept his emasculated status in the colonial life and live
as an outsider to both cultures. The pressure of this change in gender roles is what pushes the
colonized African male to inflict violence upon his wives.
The colonial culture robs him of his identity both as a man and as a worker and his
frustration with the colonials is left unresolved. This lack of resolution is what drives men like
Nnaife to physically assault their wives in a misguided attempt to retain some sense of
masculine authority.
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REFERENCES
[1] Emecheta, Buchi. The Joys of Motherhood, Oxford, Heinemann 1994. Print
[2] Begum, Farida.Feminism in West African G. New Delhi: Prestige Books, Chaman Offset
Press, 2010.Print.
[3] Brown, Lloyd Wellesley, Women Writers in Black Africa. West Port, CT: Greenwood
Press, 1981
[4] Emecheta, Buchi, Feminism with a small f: Criticism and Ideology ed. Kristin Holt Peterson.
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DRAMA AND ITS EFFECTIVENESS IN THESECOND LANGUAGE CLASSROOM

Dr.C.ARUN
Department of English, Thiruvalluvar University College of Arts& Science, Thiruvennainallur
Abstract--- This paper aims to examine the use of literature as a popular area for teaching
communicative skill from the prescribed drama as a text for L2 learners in the present time.
Students may familiar with subject but most of them struggle to acquire communicative skill
though they were taught in English. Reasons for using literary texts in the second language
classroom and main criteria for selecting suitable literary texts in the classes are stressed so as to
make the readers communicate.Moreover, literature and the teaching of language skills, benefits
of different genres of literature (i.e. poetry, short fiction, drama and novel) to language teaching
and some problems encountered by language teachers within the area of teaching English
through literature.This paper also deals with, why a language teacher should use literary texts
especially drama in the language classroom, how it paves a way to develop speaking skill.
Keywords--- Literature, communicative skill,Language teaching, L2 learners, drama
I. INTRODUCTION
N the recent years, second language learners face problems in the language skill. As a
I language teacher, he/she has to initiate an innovative method to be familiar with the
communicative skill. Thus Literature students have a chance to learn communicative skill from
their prescribed text; surely it should be an authentic source for developing it.Among language
teachers, there has been a hot discussion as to how, when,where, and why literature should be
incorporated in ESL / EFL curriculum. But the literature text will help to interact for the
benefit of students and teachers have to lead the flourishment of interesting ideas, learning,
and improved instruction for all. Many teachers consider the use of literature in language
teaching as an interesting and worthy concern.
Drama can be defined in a number of ways, one of which is any kind of activity where
learners are asked either to portray themselves or to portray someone else in an imaginary
situation (Holden, 1982). Via and some other researchers considered the value of drama in
language teaching derives from the opportunities it provides the students to have a meaningful
purpose to express themselves (Dodson, 2002). If drama is considered as a teaching method in
the sense of being part of the eclectic approach to language teaching, then it can become a main
aid in the acquisition of communicative competence. The most common situations for role
plays are those in which the students may need to function in the target language. The
situations should also be familiar to the students. Appropriate situations include topics that
students see or in which they participate in their own lives. Examples include shopping,
interacting at school, talking on the telephone, asking for directions, making appointments, and
attending business meetings.
II. AN APPLICATION IN THE CLASSROOM

The study was conducted with two UG level classes (40 students in each). One class was
randomly selected as the experimental group and the other class as the control group. The
experimental group was taught through drama whereas the control group was taught
traditionally. The study aimed to find out whether teaching through drama makes a difference.
The students in the experimental group were given the task to play roles of doctors and
patients while they were learning dialogues from Shakespeares The Merchant of Venice. A
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frame was provided, but the dialogues were written by the students. They worked on the
dialogues for an hour and then acted out in the class. The control group was taught the same
subject by just studying the book and doing the traditional exercises. After completing both
classes, performance was measured with proper pronunciation and language flow from them
to see if there was a difference. Techniques, the objectives of the study, research hypotheses
were formulated and tested, obtained data was analyzed, interpreted and concluded.
III. OBJECTIVES
The objectives of using drama to teach English language in a class room situation were set
as follows:
1. To strengthen the bond between thought and expression in language.
2. To offer good listening practice.
3. To use the Language in meaningful situations.
4. To help restore the totality of the situation by reversing the learning process.
5. To begin with meaning and moving towards language form.
6. To makes language learning more meaningful and attempts to prepare the student for
real-life situations.
7. To learn a second language can be enjoyable, stimulating and meaningful when
combined with drama activities.
8. To improve Pronunciation, diction and voice control, body language and gesture,
stance and posture, blocking/interacting in space with others, register / speaking in
role.
9. To reinforce vocabulary and sentence structure through role-play
Hypothesis:
The researcher had formulated the hypothesis that: communicative skill through drama
makes the L2 learners develop their both speaking skill and writing skill and makes practice
listening.
IV. METHODOLOGY
The various steps involved in the methodology of the study were development of speech
practice, design of sample, construction of research tool, administrating research tool,
collection of data and employing appropriate statistical techniques to arrive at scientific
conclusion.
Sampling
80 UG II year Englishliterature students of Thiruvalluvar University College of Arts&

Science Thiruvennainallur, Villupuram District were selected as sample for the purpose of this
experimental study.
Construction of tool
1. Feedback reports from the students.

2. Development of communicative skill acquiring from the students.
3. Role-play performance.
V. PROCEDURE
The investigator selected UG II year English literature students for developing
communicative skill through drama. Their own text Shakespeares dramaThe Merchant of
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Venice was taken as resource model. The investigator tried to establish a direct bond between
the experience and expression. It was made by direct association of the words of English
language with the object and ideas for which they stand. The investigator introduced the new
situation and asked to rewrite the dialogues from the drama their own. The students are
provided sufficient practice in this manner. The researcher introduced the new situations
along with the original drama by the direct association of the original drama.
`Data collection
The experiment was conducted for six months in the usual class room. At the end of the
experimental period, the students were tested by the way of oral deliberations and written
test. The students feedback reports and their responses formed the vital data required for the
analysis.
VI. FINDINGS AND CONCLUSION

The consolidated feedback reports from the UG II year English literature students reveal
that:
4. All the students found this method of learning as highly useful for them to develop
communication skill.
5. Students remarked that this method of learning has developed positive attitudes
towards learning communication skill.
6. They remarked that they could participate actively in this type of communication skill
learning process and it provided better opportunities for them.
7. They could learn words in related situation which left everlasting impression on their
mind.
8. They could maintain interest, attention and pleasure through method of teaching.
9. Late bloomers remarked that this way of learning is more effective and very much
useful for them to develop and be confident in communication and discussion.
Educational implications
1. The role of language teachingskill through drama is more effective in mastering

Communicative skill in the second language classroom.
2. This method develops skills to express their ideas and thoughts feely.
3. This strategy makes the learners confident and fearless as to enjoy communication.
4. This strategy improves students involvement in language learning.
5. It also helps both the teachers and students to develop the course.
To sum up, in the final analysis it is evident that drama has a meaningful and relevant role
to play in second language teaching. The obvious advantages of this method of teaching lie not
only in its ability to improve communicative skills effectively, but also in terms of its ability to
improve the learners confidence which will ultimately lead to the development of positive self
concepts. Since many of the L2 learners may be struggling with the target language, using the
Shakespearesdrama in the classroom will stimulate them to use the language in authentic
situations thereby leading to their overall improvement in the use of the language. Through
drama, students are able to discover their possible powers, skills and competencies. Eventually
group decisions, work together co-operatively, develop new interests and seek new
information for the L2 learners.
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WORKS CONSULTED
[1] Davies, P., The use of drama in English language teaching. TESL Canada Journal, 1990,87-
99. Print.
[2] Dodson, S. L., The Educational Purpose of Drama for ESL. G. Braueriinde, Body and
Language: Intercultural Learning through Drama (s. 161-175). Greenwood.2002. Print.
[3] Holden, S., Drama in Language Teaching.Longman.1982.Print.
[4] Maley A., D. A., Drama Techniques: A resource book of communication activities for
language teachers. Cambridge: Cambridge University Press.2005.Print.
[5] Sam, W. Y., Drama in teaching English as a second language-A Communicative approach.
The English Teacher, 19, 1990,1-11,Print. Via, R.,Drama & self in language learning. The
English Teaching Forum,1985,12-15,Print.
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GENDER DISCRIMINATION IN VIJAY TENDULKARS SILENCE THE COURT

IS IN SESSION
J. SUGANYA
American College, Madurai
Abstract--- Indian society is basically a patriarchal one in which women are exploited and
harassed. women are treated as second class citizens in Indian society . Rigid tradition, customs,
orthodoxy and the social ills of the middle class society are responsible for the exploitationand
suppression of women. Discrimination against women can be seen from the womb asthe female
foetus are aborted, education has been denied for them and forced to act asslaves in their own
houses as well as in houses of their in-laws. In our patriarchal society,male domination has
reduced them to nonentity and have been bartered, sold and used asstepping stones for the
socalled success that male race enjoys. Such a degraded worldof male domination is portrayed by
Tendulkar where discrimination, sex and violence againstwomen are in full swing and this paper
tends to show us how women have been subjugatedin all aspects of their lives. The purpose of the
paper is to study the subjugation andexploitation of women, patriarchal domination and inequal
power structure in Vijaytendulkar's play "silence the court is in session".
Keywords--- Discrimination, exploitation, subjugation, violence.
I. INTRODUTION
IJAY TENDULKAR is undeniably a great Indian playwright and he is known for
V hismultifaceted creative genius. He is a Marathi writer who started his career a journalist.
In the capacity of the journalist he saw all pervasive corruptions, violence, injustice and the
loss of moral values in society. All his plays in different forms present the concept of violence
and gender inequality. He has contributed to literary essay, political journalism, screen and
television writing, translated works and social commentaries, novels and short stories. Though
his creative soul is found only in dramas and for his great contribution to dramas as well as
theatre in Marathi; he has been honoured with several awards such as SangeetNatakacademy
award, Padma bhusan award and sangeetnatak award.
Indian Womenat one point of time, during the Vedic ages, were treated at par with men
and weregiven all the rights that men enjoyed in those days; then and now- virtually no
difference betweenmen and women but in real life, the pathetic condition of majority of
women in our country is nothidden from any one. Exploitation, harassment, physical and
mental torture are a daily thing in thelife of most of the women in India. Though one section
boosts about advancement and improved lifestyle of Indian women, there is the other section
that is even denied fundamental rights and isleading a dilapidated life. gender bias was
entrenched deeply in the cultural heritage of not only India but in other societies also. In many
countries, discrimination against girls actually starts in the womb. Female foetuses are aborted
because society places a high emphasis on giving birth to male children. Another important
reason for the discrimination against the female foetus is the fear of heavy dowry that parents
are expected to pay when their female children are married.
Girls are also discriminated against in terms of their health and education. The infant
mortality rate of girls is higher than that of boys in most countries.Girls are made to do more
work than boys and parents prefer educating their sons rather than their daughters in the
hope that the son will earn and support the family in the future but they overlook the old
saying that Educate a man and you educate an individual; educate a woman, and you educate
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a whole nation. Women have been treated inferior in the male dominated society. They have
been subjected to several restrictions and were vulnerable to violence and
exploitation.Violence against women exists everywhere. It varies from time to time and place
to place, in type, frequency, intensity and control. Women forced to act as slaves in their own
houses.Even today there are many cases of violence and many ways in which women are need
to suffer.
During her youth, she has the fear of being raped and does not have any safety if she goes
out alone. After marriage she is harassed and beaten for dowry, which may lead to suicide or
murder.Women have been treated as an object of luxury and lust.In our patriarchalsociety,
male domination has reduced them to nonentity and have been bartered, sold and used
asstepping stones for the so-called success that male race enjoys. Such a degraded world of
maledomination is portrayed by Tendulkar where discrimination, sex and violence against
women are infull swing and this paper tends to show us how women have been subjugated in
all aspects of their lives with the help of Tendulkar plays-silence! The court is in session.
Tendulkar spares ten minutes time to reveal the suppressed rage of the protagonist against
the humiliation of womanhood, struggling against the well organized oppressive mechanism of
patriarchal domination where woman hardly possess a voice of her own. The play represents
the mental conflict of Miss Benare, the protagonist who was expected to maintain silence
against the decision of court and the arguments of the lawyers. She appears during the mock-
trial as the accused of infanticide. The plot of the play Silence! revolves round the trial of Miss
Benare.However, the long monologue by the end of the trial elevates the play from the level of
fantasy to which it has occupied so long and becomes a debate on female subjugation. The
central character of the play Miss Banare must open up somewhere, especially at the end of
last act. She could express her pent up feelings by way of monologue. Without Benare's
articulation, the play would remain lesscommunicative. With this self-reflection of Miss Benare
by the end of the play Silence! Tendulkar tries to construct the version of female voice.
The focus of the play is on the "vulnerability of women in our society." In this respectthe
play has been constructed to redefine female identity in the gender based social structure
where rigidity under the burden of norms of gender defined roles, the individual persistently
suffers with the dilemma of existence. This struggle of self-neglect and selfpreservation,
constitutes the psyche of contempt and annihilation.In the play, Silence! The court is in
session (1967) Tendulkar shows us how Ms Benare, one of the members of the Amateur
Theatre Group namely: The Sonar Moti Tenement Progressive Association, has been trapped
by her co-actors in the Mock-Trial of Lydon B. Johnson at the suburban village. Ms. Benare, a
teacher by profession was a self dependent, carefree modern woman and a parody of her
counter sex, in the middle class milieu of Maharashtra.
Inferiority complex, insecurity, mundane existence and lack of confidence provoked her
male counterparts of the theatrical group plan to expose and humiliate Benare, going out of
human morality and compassion. In the Mock-Law-Court all the members of the troupe
played different rolesMr Kashikar, the mock judge, Mr Sukhatme, the lawyer of defence and
lawyer of prosecution whereas Rokde, Karnik, Ponkshe, Samant, Rawte assumed the role of
witnesses.In the name of game Benare has been tortured, humiliated, exposed and victimized
by labelling charges upon charges on her. Mr Kashikar, the judge accused her of infanticide to
sully hercharacter. He says: Prisoner Miss Benare, under section no. 302 of Indian penal code,
you have been accused of the crime of infanticide.
But it is ironical and hypocritical on the part of male dominated society in general and Mr
Kashikar in particular, because, on the one hand he advocates supreme position of women as
mothers but on the other hand he drags a mother into the witness box and punishes her with
his most heinous judgement. He says: Neither you nor anyone else should ever do anything
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like this again. No memento of your sin should remain for future generations. Therefore the
court hereby sentencesthat you shall leave. But the child in your womb shall be destroyed
(silence 119).Violence and domination was its peak when Ms Benare was handicapped inside a
room bolt from outside and thus denying escape to the plea of tormented Benare. She even had
been assaulted by her own gender, when she has been dragged to the witness box by Mrs.
Kashikar by pulling her hair. She has been silenced and denied verbal right to say her say.
Whenever Benare speaks, the judge orders her to keep silence by banging the gravel.
The banging of the gravel is symbolic ofthe Indian society, which practices partial
treatment and justice on women. Benare was not only victimized and compelled to digest
discrimination in the mock-law-court, in her real life also her chastity had been violated once
by her own maternal uncle in juvenile stage and once in her matured stage by Prof.
Damle.Benare narrates the incidence of her blemished chastity respectively which isan eye-
opener on the violence and domination of male centric society. She says: Why, I was hardly
fourteen! I didnt even know what sin was. I swear by my mother, I didnt! Iinsisted on
marriage. So, I could live my beautiful lovely dreams openly. Like anyone else! But allof them -
my mother too were against it, and my brave man turned tail and ran (silence 74).
Again Prof. Damle who gratified his carnal desire and impregnated Benare in extra marital
affairdenies responsibility and dejected her as if women are mere commodities use and
throw Benarenarrates: I offered my body on the altar of my worship. And my intellectual god
took the offeringand went his way. He didnt care about them. He was not a god. He was a man.
For him everythingwas the body! That is all! (P 73-74)The women characters in Tendulkars
dramas suffer a lot as the victims of the hegemonic powerstructure. The female body as an
object of male sexual fantasy and desire is theatrically presented byTendulkar. All women
characters in his plays are marginalized objects in interlocking system ofsexual politics and
power politics. Michel Foucault views that women in our society fall into an extremely complex
system of relations and this system is based on Highly intricate mosaic (power/knowledge)
of man-womanrelationship.
II. CONCLUSION
To conclude and picturized the position of women in the society, a quotation from Virginia
Wollf is worth mentioning where she delineates the same picture of women in society:
Imaginatively she isof the highest importance; practically she is completely insignificant. She
pervades poetry from Gender Discrimination, Sexism and Violence: A Study of
VijayTendulkars plays cover to cover; she is all but absent from history. She dominates lives of
kings and conquerors in fiction; in fact she was the slave of any boy whose parents forced a
ring upon her finger... (and) in real life she could hardly read, could scarcely spell, and was the
property of her husbandBenare possesses a zest for life and she does not care about social
customs and norms. The exploitativeof society isolates Benare. In the mock trial, there is shift
from make believe to the real world and Benares private life is exposed and dissected publicly.
The play is derision on the middle class probity, where people have all therights to pass the
judgments and Silence is the only alternative left for the victim. The words of Candy Elizabeth
quoted in The Introduction of Feminism in our Times can be the best to conclude. According
to Candy:
Thus far women have been mere echoes of men. Our laws and constitution, our creeds
and codes and customs ofsocial life are all of masculine origin. The true woman is yet a dream
for future(Candy, 14)
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WORK CITED
[1] Primary sources: A process of construction for female voice in silence! the court is in
session from the book edited by beenaagarwal.
[2] Tendulkar, vijay. Silence! The court is in session, priyaadarkar.
[3] Secondary sources: Gender discrimination,sexism and violence in vijaytendulkarsRattan
chandra das.
[4] The quintessence of gender discrimination in Silence the court is in session by Mehta
trivedi.
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IDENTITY CRISIS IN ROHINTONMISTRYS LEND ME YOUR LIGHT
S.Prathibha
The American college, adurai.
Abstract--- The present paper is an evaluation of diasporic literature. It analyses how

Rohinton Mistry brought out Identity crisis in his short story. It brings out psychological
problems which met by the migrated person. It also deals with some elements of Eriksons
psychosocial theoryand analyse how the characters in Mistrys short story related to Eriksons
theory. This paper is also an attempt to detect the obstacles in the path of identity achievement.
Keywords--- Diaspora, Identity crisis, Psychosocial theory, Role confusion, Fidelity.
I. INTRODUCTION
A Diaspora is a movement, migration or scattering of people away from an established or
ancestral homeland. At present we can see several established Diaspora throughout the world.
For example, Indian Diaspora, African Diaspora, Chinese Diaspora,etc. Indian Diaspora is one
of the largest Diaspora in the world.
Diasporic writing focuses on the search for identity because immigrants usually feel
rootless and nostalgic when they try to become member of a new group and locate themselves
among newly encountered subjectivities.
People belonging to specific diasporas have different ways of connecting with their
homeland. Likewise Indian diasporic writers who settled in various countries have given a
huge contribution to Indian diasporic writing. They have explored issues such as identity
crisis, racial and cultural conflicts, sense of belongingness, loneliness and alienation among the
immigrants.
There were plenty number of authors would have contributed to the Indian diasporic
literature like Kiran Desai, JhumpaLahiri, RohintonMistry,etc. Among them Mistryacquired his
unique position. He is an Indian of Parsi origin residing in canada.
Rohinton Mistry, born on 3rd July 1952, in India (Mumbai), but he immigrated to canada in
1975 after obtaining an undergraduate degree in Mathematics and Economics from the
University of Bombay in 1973. He is an author of such a longJourney (1991), A Fine
Balance(1995), Family Matters(2002)and Tales from FirozhaBaag(1987). He won Booker
prize, trillium Award, Giller prize and so many honours.
Diasporic existence results in loneliness and a sense of exile often leading to severe identity
confusion. Mistry records this bitter experience in his works. His texts are concerned with the
complexities of contemporary alienated identities. His Tales from FirozhaBaagis a book of
eleven short stories, which deals with the Parsi residents in an apartment complex
FirozhaBaagin Mumbai.
Thispaper deals with one short story among eleven namely Lend MeYour Light. This shows
the emotional and cultural conflicts in the minds of the characters. Mistrys focus is on the
internal conflict of the characters which may be the result of cultural, spiritual and
psychological crisis undergone by the characters.This sharply focuses on Identity crisis of
Parsi. In psychology, the term Identity Crisis means the failure to achieve ego Identity during
adolescence. This term Identity Crisis coined by Psychologist Erik Erikson. According to him,
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The identity crisis occurs in that period of the life cycle when each youth must forge for
himself some central perspective and direction,some working unity, out of the effective
remnants of his childhood and the hopes of his anticipated adulthood. (68)
This paper also brings some psychological aspects from this short story which related to
Erik Eriksons theory of psychosocial development. The characters in the short story
havelinked with Eriksons fifth stage of psychosocial theory that is adolescence stage.
2
This short story begins withan epigraph of Tagores Gitanjali.
your lights are all lit-then where do you go with your lamp? My house is all dark and
lonesome, -lend me your light. (173)
Mistry tries to highlights the periscope vision of both India and Canada. The story is about
two brothers Kersi and Percy from the same family, the same atmosphere. However there is
no similarity between them they are totally different from each other. There is a gulf between
them which widens with a time. This gulf brought out by the narrators words. He says,
There you were, my brother, waging battles against corruption and evil, while I was
watching sitcoms on my rented Granada TV or attending dinner parties at Parsi homes to listen
to chit-chat about airlines and trinkets. And it was no use wishing that we had talked more to
each other about our hopes, visions and dreams. (184)
Kersis brother Percy and Jamshed were friends when they were at school, but their paths
had divided in two ways after their school education. Jamshed migrated to the USA and Percy
identity himself as a social worker in India. His brother Kersiimmigrated to Toronto.
Mistrys literary writing is the mirror of his own experiences, which he has experienced in
the new lands as an immigrant. Although, he is far away from India, he has mentally connected
with her. Kersi, the narrator in Lend Me Your Light is used to portray the authors feelings of
India through contrasting opinions of Percy and Jamshed and how kersi feels in between.
Jamshed believe that being an American or a Canadian is better than being an Indian. He
states,
Absolutely no future in this stupid place, Bloody corruption everywhere.First chance I get, I
am going to abroad preferably the US. (178)
Unlike him Percy would adapt the reality and found his identity as a social reformer. He
organized a charitable agency that collected and distributed funds to destitute farmers in a
small Maharashtrian village. The idea was to get as many of these wretched souls as possible
out of the clutches of the village money-lenders.
3
Jamshed willingly went to the US; he liked foreign culture, so he used to live in that
situation. He didnt feel like diaspora in other nation. Actually when he was in India he feel
hesitated.
According to his parents wish Kersi went to Canada. Even before leaving he started to feel
guilt. Before that day for Toronto, he suffers from an eye disease called conjunctivitis. He
compares himself to T.S. Eliots blind seer Tiresias,
The sin of hubris for seeking immigration out of the land of my birth, and paying the price
in burnt-out eyes: I, Tiresias, blind and throbbing between two lives, the one in Bombay and
the one to come in Toronto. (180)
This shows that he does still have hope that he would be able to select the identity of the
better of the two countries, India or Canada. He is in conflict in choosing his identity. In
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Canada, he feels to be in the middle of the process of adaptation and towards the end he
becomes more pessimistic.
Now view these three figures from Eriksons psychosocial perspective.Erik Homburger
Erikson was a German born American developmental Psychologist and Psychoanalyst known
for his theory on psychosocial development of human beings.
Eriksons theory has eight distinct stages, in which a healthy developing individual should
pass through from infancy to late adulthood. All stages are present at birth but only begin to
unfold according to both a natural scheme and ones ecological and cultural upbringing. In
each stage, the person confronts, and hopefully masters, new challenges.
Like Freud, Erikson assumes that a crisis occurs at each stage of development.According to
the theory, the teen years are a time of personal exploration. Those who are able to
successfully forge a healthy identity, develop a sense of fidelity. Those who do not complete
this stage well may be left feeling confused about their role and place in life.
Youth has a certain unique quality in a persons life; it is a bridge between childhood and
adulthoodthe ability of the mind to search ones own intentions and the intentions of others.
(11)
4
Here, in this short story these three who would have come across Eriksons fifth stageof
Adolescence. This is a major stage in development where the child has to learn the role he will
occupy as an adult. It is during this stage that adolescent will re-examine
his identity and try to find out exactly who he or she is. In this stage they have caught
between Identity and role confusion.
In response to role confusion or identity crisis an adolescent may be experienced in
different life styles (e.g. work, education or political activities, etc). If one attains too much
Identity it results in Fanaticism. In this stage a person express himself that he is right, he can
never be shown to be false like Jamshed.
Jamshed never accepts others way. He thought that his decision to go to the US is right.
Thats why he advises Percy,
I told you from the beginning, all this was a waste of time and nothing would come of it,
remember? The best thing for you is to move to the states. (192)
Kersi is one who tortured by Identity crisis otherwise called role confusion. He went to
Canada but fails to fit in that society, culture, caught between duality.After he landed in
Toronto he states,
Gradually, I discovered Id brought back with me my entire burden of riddles and puzzles,
unsolved. (192)
But Percy is the person who really attains his Identity. According to Erikson If one
successfully negotiates this stage they will have a virtue called Fidelity. It means that you have
found a place in the society; a place will allow you to contribute.
Among these three Percy is the only person who attain the virtue Fidelity. He had refused
others view of going abroad, he himself found his identity without any confusion. He said to
kersi about Jamshed,
I was determined not to see him again, not even when he came to say goodbye on the day
of his departure.(185)
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Thats what the title Lend Me Your Light is in the means of Kersi asking for wisdom (or)
Light from his brother Percy, to get rid of his darkness (or) identity crisis.
5
WORK CITED:
[1] Mistry, Rohinton, Tales from FirozhaBaag, Penguin Books,1987.
[2] Dodiya, Jaydipsingh., ed. Perspectives on the novels of Rohinton Mistry, New Delhi 2006.
P.23-28
[3] Erikson, E.H., Identity: Youth and Crisis. New York : Norton,(1950).
[4] Problems of selfhood in Mistry, Littcrit, 33.2-64 (Dec 2007): 121-136
[5] Eriksons stages of psychological development, https://en.m.wikipedia.org>wiki > Erik-
Erikson
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ECLIPSED FEMINISM IN VAASANTHIS BIRTHRIGHT

-K.Sakthi Balamurugan
Abstract: Vasantha Surya's translation of Vaasanthi's Tamil novel, Kadaisee Varai

titled Birthright in English is about female foeticide. Dr. Mano, Vaasanthi's complex protagonist is
an obstetrician-gynecologistpracticing in a village in Salem district. The plot revolves around
issues like the intricate operation of patriarchy and its conjunction with feudalism, religion,
culture and politics. Through the conflicts and dilemmas that are dramatized in the well layered
narrative, the voices of the women reflect, triumph, grieve, agonize, analyse and politicize,
facilitating an exploration into the area of a shared ethos. The tensions that arise when striking a
balance between tradition and modernity, superstitions and beliefs, men and women, values and
money, form the intricate many-layered workmanship in this deceptively simple and straight-
laced storyline. The ethical debate that underlies the legal and medical practice of female
foeticide as practiced in clinics is realistically presented raising questions of Gender justice and
equality. The middle-class values encoded in the set beliefs of the social hierarchies and the class
positions within those hierarchies are brought into sharp focus in the novel, when many laws
have stood silent witnesses to many a violation.Vaasanthi's skill as a writer makes readers feel
compassionateand morally reprehensible and to reflect on feminism eclipsed by male gender in
gender in general and society on the whole.
Keywords: Gender, Patriarchy, female foeticide, inheritance and birthright
I. INTRODUCTION
IRTHRIGHTIS a short novel translated by Vasanthi Surya from the Tamilnovella Kadaisee
B Varai written by Vaasanthi. The Birthright deals with the two unabashed products of
patriarchal society, namely thesex-selective abortion and womens rights of inheritance.
Mano is a successful gynaecologist in a small village near Salem. Manos clinic is the right
choice for any carrying woman in and around the village. Delivery of male infants and abortion
of the female foetuses is done with extensive care in the clinic. Sheperforms abortion on female
foetuses for women who came to her with a total disregard for law, seeing her work as a
service to conceived woman and also for the welfare of the female foetus. A man when he is
asked why he does not want a girl childjustifies in a callous and mercenary way As soon as her
hair grows, we have to buy clips and ribbons! Then the ear-rings, and bangles. A girl has to be
given jewellery and ornaments. When she goes to work, she fetches low wages... without a grand
wedding and adowry; she will have no respect in her in-laws house. So we have to get into that
debt and cant come out(ix).
Mano believes that she is actually saving the mother from the abuses of her husband, in-
laws and relatives by killing the female foetuses. The woman who gives birth to a girl child is ill
treated as if she has a brought a disgrace to her husbands family in those villages. The multiple
suicides of many mothers after giving a girl child shake the moral stand of Mano and she feels
it is better to protect the mother who suffers now than the unborn foetus who is going to suffer
the same crisis once it is born on earth. When a friend is appalled by Manos practice she
replies you wouldnt understand how merciful creature really I am. At the end of novel, she
refuses to abort the girl children by saying last full moon, during the puja mangamma spirit
came and said that from now onwards all the girl children who are born in this clinic are going to
get prosperity to their parents homes.(146)
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The helpless doctor realizes that it is the society which is patriarchal that has to be
aborted and not the innocent female foetuses. She thinks it is the responsibility of a woman to
protect the female child. If she is so determined in giving birth to a female child, the society will
be cornered in affix to accept the change. Manos mind is haunted with thoughts, "This
loneliness that's been haunting me since my birth--I'm the only one who knows what that is
like. That's why it has never been enough for me to be just myself, I need a larger frame." (22)
The novel carefully weaves the theme of womens right of inheritance through the struggle
of the protagonist. As theonly child, and a daughter she tries to establish herself as the rightful
heir which is against the custom in the male patriarchal society. The role ofHeir gives the right
of inheritance. Gender plays a vital role in determining the powerful role called heir. A man is
born- qualified and entitled to inherit the property of his parents though there is nothing to
inherit. A woman is born-disgraced and disqualified to inheritin spiteof having a great deal of
wealth.
The idea of heir-ownership designed by the male patriarchal society disqualifies woman
to inherit the ancestral property so that the women cannot be economically self reliant,
wherein she is pushed to the hapless state where she is always a dependent to men. The law
clearly states that the right of inheritance is applicable to woman and in modern times one
could see a rise in the percentage of women who inherit their ancestors property.
The protagonist Manoendeavours to prove herself as the rightful heir. MANO is the only
child, a daughter of wealthy land lord who is fondly called as Ayya. She emerges as a
successful gynaecologist and mints money effortlessly that she can take care of her family for
three generations without any economical constraint.It is about the questionof rightrather
thanthe desire of inheriting the property and wealth. She does not want to accept the norms
laid by the society which from the beginning seems to be a patriarchal one.
The long term process which started several thousand years that conditioned women made
them unconscious of their suffering and hardships. The women are convinced and made to
believe that any if they think against the norms laid down by the society, they behavein a
horrible way bringing disgrace to their family. When Mano proudly shows herfirst rank in
progress card her joy is shattered by her Grandmothers words stick it on your forehead! But
the fellow who will hold your tomorrow is not going to be impressed. He will only ask you if you
can boil the rice (21). Manos disclosure of her cherished desire for higher studies again her
Grandmother, a victim of chauvinistic society flares up and says nobody here is depending on
you to earn or anything.You cannot become a man(21).
However, Mano with her steadfastness and fathers support is able to get the chance of
doing her higher education. She had to strive for everything which any boy would get
effortlessly. But she gets a great blow when she finds that her father is making arrangements
for second marriage for a sole reason that he is in want to heir. Enraged with fury, she shouts
at him what if your second wife doesnt bear a son? Will you marry a third, fourth, and go on
marrying? All the woman who have trusted you will you throw out them into the street? (25).
This particular incident provokes Mano and her mother to realize the precariousness of their
position.
Manos love for Shiva, her boyfriend whom she met and fell in love gives rhythmic notes
of melody in her life. That too lasts for few days when her mother advises my daughter will not
do anything wrong, i know. I havent come to say anything about that. But I just want to remind
you about one thing; you shouldnt blunder into some mess and just give up whatever right you
have in this house. Dont give up your fort(35). Her brain is caught with this viral thought which
she has never thought of before. Her endeavour of proving herself as the heir is stronger than
her love. She knows very well that Shiva cannot comprehend her feelings that she has for the
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house and her fathers property. She feels suddenly alienated from Shiva after her mothers
warning Dont leave your fort. She sacrifices her love in the painful endeavour.
But to her surprise, Shiva finally consents to her condition that she laid upon before every
suitor who wants to marry her. The condition is that the husband should be with her in their
ancestral house in the village after the marriage. She is eventually rejected by many suitors for
this sole reason, in spite of her profession and economic background. She juxtaposes her
conditioned love of her with his unconditional love and felt guilty. But she hops in joy for she is
successful in her endeavour of inheriting her role as the heir and having her lover as husband.
She is startled when her father says This is my house...without my permission how could you
come to this decision all by yourself(64). She feels she is a failure both in her endeavour and in
love. But she continues her struggle if you expect me to leave after the marriage then I wont
need such a marriage. This war of mine will go on until you say this is your house (69).
The protagonist achieves success when her father realizes the love and care of her daughter
during her massive heart attack. Her dominant, self-centred father who took the opportunity to
insult her by saying You know Pandurangan my friend. Suddenly he died and what a
confusion. Nobody to lit the pyre... Just one daughter(37). He even takes a giant leap in
breaking the tradition by allowing her daughter to light his pyre. It is acknowledgement that
she is qualified as his heir. To light the pyre of a deceased father is a right always given to the
son. The custom is closely associated with the act of inheritance. If the deceased person doesnt
have a son, the boy who torches the pyre is considered to be the heir and he ultimately inherits
the wealth. Thus, the male society has blocked the every possible way of acquiring wealth
which makes every woman economically independent and self-reliant individuals.
Vaasanthis writings are distinctive because of her delving into the complex psyche of the
educated. As Sharon Pillai declares, Birthright tries to envision swaraj from the point of view
of women, marginalized bydefinition in andocentric discourses (38) and propounds new
vision transcending time and space.
WORKS CITED:
[1] Pillai, Sharon. Configuring a New Swaraj: Vaasanthis Birthright and Womans Search for
Self-Validation.South Asian Review, Vol-31,No-1.
[2] Vaasanthi.Birthright, Trans.Vasantha Surya, New Delhi: Zubaan. 2004.Print.
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HUES TO RACE
K.AbarnaSriPreethi
The American College, Madurai.
Abstract--- African American literature is a part of literature produced in the United States
by writers of African descent. It has become an inevitable part of American literature and
culture. The twentieth century has been an epoch making era for the African American literary
tradition because of the significant contributions made by African American women writers such
as Zora Neale Hurston, AnnPetry, Paule Marshall, Toni Morrison, Alice Walker, Gloria Naylor and
many others have rewritten the existing literary traditions by expressing themselves and creating
a deep impact on the African American literary arena.This paper throws limelight on one such
budding woman writer, Ayana Mathis and the racial issues found in her debut novel The
TwelveTribes of Hattie.Her book, The Twelve Tribes of Hattie, is emblematic of the great
migration story for African Americans. As a fictionalized memoir, it follows the life of Hattie
Shepherd as she flees Georgia in 1923 for a better life in Philadelphia.Through the twelve tribes,
Mathis elucidates the crushed dreams and anguished legacy of the great migration.
Keywords--- African American literature, Black women writers, Great migration, Racial slurs.
RACIAL SLURS IN THE TWELVE TRIBES OF HATTIE.
The twentieth century has been an epoch making era for the African American literary
tradition because of the significant contributions made by African American women writers
such as ZoraNeale Hurston, AnnPetry, Paule Marshall, Toni Morrison, Alice Walker, Gloria
Naylor and many others have rewritten the existing literary traditions by expressing
themselves and creating a deep impact on the African American literary arena. The works of
these women writers reverberate with self- expression, thus achieving a canonical status and
enriching not only African American but also the American literary world. These writers not
only write about themselves but also about African American women. These women writers
started to express themselves truly and freely for the first time. Their works became their
manifesto. Their worksundoubtedly portray their growth, struggle and accomplishments. The
twentieth century women writers have explored every possible genre of literature; fiction,
nonfiction, formal, informal, poetry, stories, essays and autobiographies. They have chartered
unknown territories and set a new unprecedented trend. African American women writers
have given readers powerful insights into grim issues such as race, gender and class.
Ayana Mathis, author of TheTwelve Tribes of Hattieemerged from a low-income
background, raised by a single mother in Philadelphia. Her mother pushed her to pursue her
talent in writing. In her twenties, Mathis took up poetry, however, her motivation to toil with
words, didnot last longer. She had a day job as a waitress and worked as a fact-checker at a
magazine, and continued to write in her spare time. Later Mathis gave up her writing and took
several years to pick up the pen again.
She attended New York University, Temple University without earning an Undergraduate
degree. I sort of wandered off, she said. She took writing courses and mostly wrote poetry,
never considering herself a fiction writer. She is an avid traveler, she ended up living in Italy
for four years, learning the language and acquiring some cooking skills. A year or so after
returning to New York she found her way to a private creative writing class taught by Jackson
Taylor, a novelist. She was still bouncing around at fact-checking jobs. She came to the class
with the skills of the magazine deadline, fluidity, structure, Mr.Taylor said. But then she
blossomed in a forum where she could explore and explode her poetic gifts.
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In 2009, she attended the Iowa writers workshop and began to work on a fictionalized
memoir. But after getting a reality check on a story she wrote, a critique from her instructor,
Marilynne Robinson Ayana Mathis decided to work on some short stories, not knowing that
they would become the beginning of the The Twelve Tribes of Hattie.
Ayana Mathis did not know that her first novel would catapult her to immediate success.
After receiving a call from Oprah Winfrey that her book, The Twelve Tribes of Hattie, has been
tapped for the media moguls re-launched book club, Mathis success seemed to be one that
came to life overnight. I never thought of writing as a career goal, Mathis said. I thought of it
as a thing I would always do because I loved to do it.
The Twelve Tribes of Hattie, is a story of a mothers colossal courage. Ayana Mathis tells the
tale of the children of Great migration through the struggle faced by one remarkable family.
The Twelve Tribes of Hattieportrays the life of Hattie Shepherd and her eleven children with
one grandchild. Through the twelve tribes, Mathis elucidates the crushed dreams and
anguished legacy of the great migration. She travels into the life and minds of Shepherds, and
highlights the complexities of sexuality, marriage, family relationships, fraudulence and racism.
Though the novel talks about the sufferings of life, Mathis writes it with beautiful description
and makes the novel little complex by her intricate narration. The novel divides itself into ten
chapters; each chapter focuses on one or more children of Hattie. Each chapter could be
studied as a short story but Mathis shrewdly links each chapter with Hattie and has made the
cluster of short stories into one finest novel on saga of an African family.
The Twelve Tribes of Hattiehas many aspects of racial theory scattered on the pages of the
novel. Storytelling/counter storytelling and naming ones own reality, using narrative to
illuminate and explore experiences of racial oppressionis considered to be one of the key
elements of racial theory and this could be seen in the novel.The narrative of Mathis is so
complex and engrossing and is a way of counter storytelling; she has beaten the white
supremacy through her narrative technique. African Americans use art forms as a medium to
outpour their emotions and sufferings. Mathis uses the narrative to illuminate and explore the
experiences of racial oppression. Through Hattie and her family, Mathis brings out the racial
discrimination.But it is not like slave narratives of many African men of letters who express the
tortures and traumas explicitly, rather Mathis narrates the same traumas as water over sea,
there is no exaggeration.
After reading the slave narratives, the picturesque description of characters pain would
empathize the readers, but in this novel there is no picturesque description of their pain but
still the agony of the African Americans could be sensed.
Besides this there is also an examination of sex, and sexual orientationsthe intersections
theory is the examination and how their combination plays out in various settings,for
instance, how the needs of female are different from those of a black male and whose needs are
the ones promoted. This key aspect of racial theory is portrayed through Floyd, Six, Bell, and
even through Hattie. Mathis deals about the complexities of sexuality intersected with all their
issues of racial oppression. Of course, the needs of a black male are different and are evident
very clearly through the depiction of the character, Floyd. He has sexual intercourse with
numerous girls.
Was good looking In Philadelphia they called him lady boy Floyd. Hed had two women in a
single night, three in the course of a full day.
Floyds libido or lust never reaches satiety. He has sex with Darla and leaves the room
carefree, he ignores Darla deliberately. Then few hours later he meets Lafayette, a tribal boy
inside the woods and tries for a sexual relationship but he fails.Along with sexual orientation,
Mathis examines the class and status too and is evident through the description of a room in
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South and it could be sensed that things were worse. When taking Hattie and her daughter Bell
into consideration they both betrayed each other having Lawrence at center and its all
because of their sexual desire. Hattie very well knew that she is betraying August and her
children but still she continues to be with Lawrence. Bell very well knew that Lawrence is her
mothers lover but still she shares his bed.
White privilege refers to the myriad of social advantages, benefits, and countries that come
with being a member of the dominant race. In this novel the privilege of being a white is
evident in many incidents for instance Hattie, her mother and sisters were kicked out of their
place after their fathers death.
Hatties father was not two days dead, and at that very moment the white men were taking his
name Plague from the door of his blacksmith shop and putting up their own. Have mercy on us,
Mama said when the first horn sounded from the fields.
Not only Hattie, even Pearl and Benny were the victims of white supremacy. They faced
problem on their way to Philadelphia. On their way, they stopped the car as Benny felt hungry.
Pearl with all her love sets the picnic table and they both exchanged glances of pure love
between them. Suddenly they were disturbed by the headlights from cars and Benny was able
to sense something fishy, though they have taken a break at NEGRO REST STOP.The white men
said that, if it is a Negro stop, then it is also for whites but if it is whites rest stop, blacks
werent allowed. They shattered the self-dignity of Pearl and Benny. Theyve reduced them into
nothing, and asked them to leave their things there and they both left the place empty
handed.Pearl was shocked to see her husband being so obedient, saying Yes suh and No suh
and Thank you suh. She felt like slapping them, but all she could do is to feel the lump in her
throat as the result of suppressed anger and controlled sob.
Blacks had no freedom to relax themselves even in the place allotted to them. White men
could never accept or tolerate the presence of black people but on the other hand they would
never feel ashamed to own blacks properties. Pearl and Benny, when they reached Hatties
house never shared this horrible encounter with her, the reason behind this may be that they
dont want Hattie to be feel hurtor this is not new to them. This incident could be set as an
example for Micro aggression which refers to the sudden or stunning transactions that mar
the days of colored people. The juxtaposed description of the evening before and after their
encounter with whitesitself shows how the white supremacy suddenly transform or mar the
days as well as people of color.
Empathic fallacy is the belief that one can change a narrative by offering an alternative
narrative in hopes that the listeners empathy will quickly and reliably takeover and Ayana
Mathis has done this throughout the novel thus capturing the readers empathy. She starts with
Hattie at the age of seventeen but made the readers familiar to Hattie from her age of fifteen
and their life at Georgia. She introduced all the characters at different ages but gives us the
glimpse of their life in each stage. Swift shifts of narration got hold of the readers in its hands.
Eventually the pain of the characters could be empathized.
Essentialism philosophy reduces the experience of a category (gender or race) to the
experience of one sub-group. Basically, all oppressed people share the community of
oppression. However, that oppression varies by gender, class, race etc., so the aims and
strategies will differ for each of these groups. This is another key aspect of racial theory which
could be applied for the whole novel. Most of the African Americans work of arts expresses the
sufferings of an individual or people through auto biographies.Ayana Mathis through a single
family, a subgroup expresses the sufferings of the whole community. It is not the plight of
Hattie but most of the African American women face the same problem and it is Floyd who
represents the different need of black male hood. Mathis has made the readers empathize with
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the characters but empathy is not enough to change most of the peoples mind as they are not
exposed to other peoples agony rather they are in search of their own culture and group.
Mathis is able to portray Hattie as a disoriented innocent in the big city. But Mathis seems
incapable of imagining her characters as anything but confused, distraught or overwhelmed.
Nor is she much interested in the physical, sensory world they inhabit.
Beautiful and devastating, Ayana Mathiss The Twelve Tribes of Hattie is wondrous from
first to last, glorious, harrowing, unexpectedly uplifting, and blazing with life. An emotionally
transfixing page-turner, a searing portrait of striving in the face of insurmountable adversity,
an indelible encounter with the resilience of the human spirit and the driving force of the
American dream.
The story is gracefully told, though the grief and pathos are unremitting, with Hattie having
had too many losses, too many children, too little money and too little love left to give. The
novel concerns itself with life in its extremes.
WORKS CITED:
[1] Mathis Ayana, The Twelve Tribes Of Hattie, RHUK Publishers, 2013.Print.
[2] African American Literature, Wikepedia: The free Encyclopedia.Wikemedia Foundation,
Inc. 22 February 2016. Web 27th January 2016.
[3] https://en.wikipedia.org/wiki/African-American_literature.
[4] Harlem Rennaissance, Wikepedia: The free Encyclopedia. Wikemedia Foundation, Inc. 20
March 2016. Web. 28th January 2016.
[5] https://en.wikipedia.org/wiki/Harlem_Renaissance
[6] Andrews.L. William, North American Slave Narratives Inc. March 20, 2016. Web. 29th
January 2016.
[7] Mathis Ayana, Ayana Mathis Inc.2014. Web.5thFebrauary 2016.
[8] Nayar. K. Pramod: Contemporary Literary and Cultural Theory.Print.
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COMPARATIVE LITERATURE AND CULTURAL STUDIES

LINKERS OF EAST AND WEST
S. Subash
ABSTRACT--- Literature has an esteem quality of bringing different kinds of people under a
single roof. Comparative Literature not only compares the two different extremes, rather it
elucidates the quality of works. One could find only few literary thieves in world history who steal
the hearts of many literary fans. I have compared the icons of Tamil Literature and English
Literature, KaviArasuKambar and the great dramatist William Shakespeare (East and West).
They both in their works passively bring the culture, social background and flavor of the language
of their period. This paper will give us some ideas about their usage of poetic devices. Moreover it
provides the ultimate truth that, though we are distinguished by borders and languages we are
connected by a single idea, that is literature. This paper will also give a scope for research in the
field of Comparative literature and Cultural studies.
Keywords--- Literary thieves, Poetic devices.
Comparative Literature has a unique quality and prosperity. I humbly present a statement
that our Tamil language has not yet conquered a place just as English language. In the field of
comparative literature only few have succeeded. To make Tamil literary works as a respectful
one among world works, the first and foremost idea is to compare those works with other
works. So that one could acknowledge oneselfin the area that one is lagging behind. One should
look for the development of the quality too. I think what I have stated can be accepted by great
intellectuals alone.
My content will discover and compare the stars,KaviArasuKambar of Tamil Literature and
William Shakespeare of English Literature. I felt too hard to compare these two great
personalities who exceptionally placed themselves in world history. Kambaroffered twelve
thousand works in which his ideas flourished all over the country. Its a great privilege for
Tamiliansto call him as Kamban. William Shakespeare, a paramount figure of English literature,
grabbed the attention of the peoplethrough his magical thirty seven works.
Kambar and Shakespeare are unique in their own way in world history. Though these two
menbelong to different period, place, social background, culture and language, they have
become the great models of two literatures. These two were the thieves who stole the hearts of
literature lovers. During the period of these two personalities people forgot the kings who
ruled that period. These two personalities are still crowned in their own language and were
seen as treasures of their own country.
Kamban was born on Thiruvalanthur and he was eulogized by Chola king SadiyappaVallal,
and the contemporaries of the period. Those contemporary writers were brand ambassadors
who promoted the works of Kamban. Kamban too showed the quality of SadaiyappaVallalin an
elegy written for him.
fUJnrk;nghdpd; mk;gyj;jpNyhu; flTs; epd;Webf;FNk!
fhtpupjpUejpapNy>xUfUizkhKfpy; JapYNk!
jUcau;e;jpLGJikak;gjpjq;FkhdpaNrfud;!
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rq;fud; jUrilad; vd;nwhUjUkNjtijthoNt!
Kambans dramas had all the great qualities that are needed, such as structure, costumes,
movement, conversation, colours. In one part of his verse, Kamban explains about
KhosalaNaadu , his usage of words adds beauty to environment of Khosalanaadu, such as
new;N,ghu;fspy; mku;e;jpUf;Fk; md;dg; gwitfisAk;>Nrhiyapy; kfpo;r;rpAld; Njhiftpupf;Fk;
kapy;fisAk;>ePu;Jiwfspy; fhzg;gLk; Kj;Jr;rpg;gpfisAk;>kf;fs; mzpAk; khiyfspy; uPq;fhukpLk;
tz;LfisAk;>kuq;fspd; epoy;fspy; cwq;Fk; vUikfisAk;>ePupy; fhzg;gLk; rq;FfisAk;>tay;ntspfspy;
epiwe;Jfhzg;gLk; grpagapu;fisAk;>fUk;GfisAk;>ek; fz; Kd;dhy; tpupAk; thu;g;glq;fshff;
fhl;b>ftpj;Nju; Xl;Lfpwhd; fk;gd;.
Kamban also used different terms to distinguish Kamba Ramayanam.
ehlfkapy;>tQ;rfNtlk;>khd; Ntlk;
Nghl;lkhkd;>fglehlfk;>rpWJapYk;>ngUe;JapYk;>rpw;WUTk;>NgUUTk;.
William Shakespeare ornamented the greatness of England through music, drama and
songs. Through his works England attained the peak of royalty. People not only relied on
written works to acquire knowledge, rather they learned everything by their experiences too.
Shakespeare depicted the lives of people of England in his works.In Othello Iago tells that I
learned it in England, where indeed they are most potent in potting; your Dane, your German
and young swag bellied HolanderDring Ho are nothing to your English.
Shakespeare portrayed the lives of various kings in his plays such as Henry IV, Henry V,
Henry VI, Henry VIII, Richard II, King John. The important qualities of these characters were
linked with the real kings and their life styles of that period. He has also used Latin words in
his writings. Many critics were of a view that Shakespeare not only mastered English language
rather he was also well versed in French, Spanish, Greek and Latin.
Kamban has his own style and greatness with the flavor of his own mother land in his
words too. The tool that he used in his works was different because all his songs and the
characters wereperfectly synchronized. For this quality he was called as
ViruthathirkuKamban by contemporaries of that period. His songs were composed in a
different way and he distinguished them with the numerical order, some has six lines and some
has five, three, seven and these divisions are called as ceer(metrical foot). To define a story he
used five adiceer , and to express sense, feelings and emotions he used six adiceer.
Shakespeare used syntax which is totally different from the present formation of sentence.
The words that he used seem to be missing in present usage. Some sentences which seem to be
wrong at present were considered correct in Shakespeares period. Shakespeare used phrases
and words that were different, one could say that he played with words. As he lived in the
Elizabethan era, his language was greatly influenced by Greek and Latin. Shakespeare coined
new words, adding beginnings or endings, changing words into different parts of speech for
example, accommodation, assassination, lonely, submerged, torture, blood stain, etc. This
makes one feel that he was an expert in the language in which none of his contemporaries
were. Shakespeare in his early plays used rhymed couplets and rhymed lines.
Shakespeares ideas regarding formation of characters are noble, because Shakespeares
characters are still living in the world in different forms and names. Shakespeares tragedy has
a unique quality and these tragedy results in the death of the hero of the play. For example
characters such as Macbeth, Prince Hamlet, King Lear.
But gradually when one looks his play Tempest he explored only little when compared to
comedy of errors. Later he used blank verse in which his importance of soundwas passively
reduced. When an author tries to give importance for sound, certainly some restrictions are
created for his words. But in Tempest during the introduction of Masquerade he used rhyme.
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As became he was failed to ignore rhyme at that area. During the play he only used the normal
way of dialogues between the characters. Whenever he reduces the pitch he mostly used
normal prose form only.
When it comes to cultural studies it stands as a different one. Though these two great icons
are distinguished by social background and language,they are different and unique in their
own cultures when we look deep in to their works. One could find the influence of their culture
in their works as it is discussed earlier. Shakespeares works are reflections of his own society
and the culture. He has even depicted the kings life and their rule through his works.
And when it comes to Kamban he brought different varieties of songs and he made the
Kamba Ramayanam which was one of his master pieces. Lyrics and tones that he has used
make us to get back to that society. These two figures hold their hands passively and have
made the world people to look at them and in which they raised the standard of their
languages too. From this one could understandthat the works is not acknowledged by their
background rather the work they have produced. If it has that quality it will cross the hurdles
like language and country.
These two men are the oceans of their own language. And we are like a child standing by
the shore yearning to acquire some knowledge. Apart from borders and country these two men
have vast number of fan followers all over the world. And these two men were equipped with
all sort of knowledge. The ultimate aim of my paper is to convey that though we discriminate
ourselves with borders, countries and races we should consider ourselves as one. And we
should respect everyone equally because no one has placed their foot in all kinds of knowledge
that exists in the world.
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CHALLENGES TO ESL IN ENGLISH MEDIUM SCHOOLS: HOW FAR THEY ARE

ENGLISH MEDIUM? ACTUAL CONDITION OF ENGLISH MEDIUM SCHOOLS
IN GUJARAT
Salu D Souza
Central University of Gujarat, Gujarat
Abstract---India is a unique nation where each state has its own state language. Apart from
this, there are Hindi, Sanskrit and English languages. Medium of instruction in government
schools has become a debatable issue. Vote bank politics and showing patriotism by learning in
mother tongue get the attention of the fundamentalists. Over the years schools have been
mushrooming. Each school claims to be an English Medium School. Though there are numerous
schools at private level, challenges to ESL teaching are glaring due to the influence of vernacular
languages, especially the state language. India's craze for English-medium schools is depriving
many children of a real education (Scroll.in Article, 2016). The question is how far ESL gets
prominence in English medium schools.
Gujaratis widely use Gujarati and Hindi as spoken languages across Gujarat. State run schools
use Gujarati language as medium of instruction. English is taught as a second language. However,
report suggests, The state-wide evaluation exercise Gunotsav conducted up to middle school
has revealed that most students were not even aware of basics in their mother tongue Gujarati
(Indian Express, Dec 2013). Given this condition, the flight of ESL teacher struggling to teach
basic English is praise worthy. English medium schools remain only for namesake, here
vernacular language triumphs over English. Another report beams: Quality suffers, English still
'foreign' for Gujarat students (DNA India, Ahmedabad, Nov 2013).
My research paper is in the form of lamentation. It deals with how English Medium schools
struggle to teach ESL, the challenges to ESL in these schools, and what steps these schools should
take in order to teach ESL that will benefit the students to go for higher studies with genuine
interest for research.
Keywords: ESL, challenges, English medium, vernacular, language, school system
I. INTRODUCTION
URING the pre-independent era the locals, who had real dedication towards the cause of
D education, mostly managed schools. These schools were in vernacular language. However,
there were Christian missionary run schools catering to the needs of elite, who had no chance
to go for foreign countries due to shortage of transportation facilities. Over a period time, when
the British people came to India as traders, they left behind themselves English Language as
the Trade Mark that culminated into Residential English Medium Schools. Gradually British
rule in India gave emphasis to introduction of English as a language of communication and
instruction. The British gave preference to people in administration who had the ability to
converse in English.
When it came to imparting English education, Christian missionary schools had the
advantage due to support from British administration. Those who studied in these schools
went on becoming administrators and some worked in the education sector. Thus, a sort of
English culture prevailed among the locals. Elite people from the far off villages and towns
could send their children to cities to receive English education. So educated in cities, these
people refused to settle in villages but made their home in cities. Few educated people,
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inspired by the ideals of their teachers left for villages and small towns to teach in English.
Over a period, through a process, convent schools emerged throughout India in large numbers.
As the population grew, freedom strugglers who were opposed to British rule in India
started to despise English education. The fact is, todays reputed English schools in certain
parts of our country has the legacy of imparting quality education in English. These schools
have celebrated their centenary jubilee and some of the schools are more than hundred and
fifty years old and have become heritage in our country producing policy makers and able
administrators. There are reputed English medium schools in Gujarat, offering State Board,
CBSE, IGCSE and IB syllabus. If we see in the western part of India, the states have different
cultural pattern that has direct influence on English medium schools. Culture plays a major
aspect in drafting the students textbooks in English. Tomalin who had done extensive research
on how different culture impact the teaching of English observes:
I thus argue that the relationship between how learners view their own culture and how
the English course book views their culture plays an affective role in learning English. In
particular, the misrepresentation of the learners culture in a course book might offend the
learners and have a detrimental effect on the learning process. Culturally biased
interpretations that offend or disturb learners have been highlighted in the discourse on the
cultural impact of ELT materials (Tomalin, 2008, p. 171).
The fact that Tomalin brings forth that the region that has rich culture obviously uses that
to reflect in the course books to show their culture to the students and to the outer world. ESL
teaching in different boards as often prescribe different textbooks in English Language and
Literature, and social studies are loaded with these cultural backgrounds of Gujarat, Rajasthan
and other parts of India as well as outer world for IGCSE and IB syllabus.
II. ENGLISH AS A MEDIUM OF INSTRUCTION IN PRIVATE SCHOOLS

The liberal education policies of this era has seen the growth of English medium schools. It
is not an exaggeration if I tell that every private school in India boasts of imparting education
in English medium. In other words, English teaching has contributed to the rapid
mushrooming of private schools that have English as a medium of instruction. Some private
schools are two in one, in nature. They offer teaching in local medium and English medium
under the same roof. However, the fact is, parents sending their children to English medium
section are in larger number than preferring for local medium in the same school. Some
schools that are in large having good student strength may even employ multilingual approach.
Here, teachers are from different states, predominantly converse, teach and interact with
students in regional language, Hindi and English.
Private schools need to be genuinely interested to see that their school motto should be
adhered and cherished. If the school says that it is an English medium school, it is the duty of
the school to have a consistent language policy, where the students and the teaching staff are
made compulsorily to converse and teach in English. Managements true interest in the
shaping of students future gains prominence in this policy and the students who have studied
in English from elementary level, who had gone for higher education, could become decision
makers and they decorate high position in offices and civil service posts.
Can the private schools who claim to be English medium, employ educated teachers than
qualified teachers? Getting educated teachers for a good English medium private school
often becomes difficult. However, the brand name that the school has and its presence in
different states, offering secure compensation with perks definitely attract educated teachers.
Though we accept that the noble profession need more dedicated and educated teachers, than
mere qualified teachers, educated and dedicated teachers are less in numbers than
qualified teachers. My quality in teaching while teaching has something to do with my
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education that I received when I was in primary level and high school level and not necessarily
when I was doing my higher education.
III. ENGLISH MEDIUM SCHOOLS IN GUJARAT

Gujarat state is culturally rich. People are mostly business oriented. Education has the
second priority when compared to business activities of the people. Most of the migrants who
left the shores of Gujarat around sixty years back and reached the coast of Africa and other
parts of the world were not educated. Gujarati language is widely spoken across Gujarat and it
is the state language. However, since Gujarat receives migrant workers from all over the
country especially from Uttar Pradesh, Bihar, Orissa and Jharkhand and the proximity to
Mumbai has made the state to use Hindi as the language of conversation of locals as well as
migrated people.
Having said so, there are reputed English medium schools some of them are residential in
nature that have employed educated and qualified teachers to impart quality education in
English. Over all, the condition of English teaching in Gujarat is of not reckoning while
compared to southern states. Those parents and guardians having enough financial resources
prefer to send their children to reputed English medium residential schools, which are in the
southern Indian states. Gujaratis are found in large numbers in south Indian states. They are
willing to accommodate their relatives children from Gujarat for the purpose of studies.
IV. WHAT AILS TEACHING IN GUJARAT SCHOOLS?

If one analyses the ESL condition in Gujarat, it is pathetic. Gujarat has considerable
presence of armed forces. The vast coastal area that Gujarat has itself a proof for considerable
number of persons from navy. Security of Gujarat is a paramount affair and the personnel from
army send their children to Kendriya Vidyalayas where Hindi is used as a dominant language
than English. Students who studied from these schools when they become teachers, start
lecturing in Hindi than in English. This process continues and there is no agency to monitor. An
English teacher, who comes from Southern Indian states, if he is truly dedicated to his teaching
profession, finds himself in a situation fish out of water at English medium schools in Gujarat.
It is what we call culture shock. Gujarati culture that is embedded with Gujarati and Hindi
language is different from South Indian culture where usage of Hindi is limited to language of
occasional conversation than as a medium of instruction or widely spoken. We can not be fully
integrated into a different culture, as much as we might want to be at times.
When we speak about the different culture of Gujarat state, which shares borders with
Rajasthan, MP, and Maharashtra, people belonging to these states, especially from Rajasthan
who are inhabitants of Gujarat for a long time in large numbers are successful in infusing
Rajasthani culture into Gujarati culture. This has impact on English Medium schools in Gujarat.
Tomalin, in his article, Making culture happen in the English language classroom, opines:
Culture is so essential to communication that it is sometimes considered the fifth skill,
with the other four being listening, speaking, reading and writing, which have always been
taught in the English language classroom (Tomalin, 2008).
As Tomalin expresses that one of the essentials of communication is acquiring of a skill that
is culture of that region. Culture of Western part of India, specifically Gujarat and Rajasthan so
unique even acquiring mastery over mother tongue becomes difficult. It is difficult to work in
such scenario where teachers of Hindi speaking use the language predominantly in their
instruction in schools than teach the subject that they are supposed to teach in English.
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V. CONCLUDING REMARKS AND SUGGESTIONS

Usage of mother tongue as a medium of instruction, in India, has politicized. Those who
make policy decisions are clamoring to instruct in local medium. Some zealots who could not
get English education due to their sheer hatred towards English medium, and could not
succeed in education field, give examples of China, Germany, South Korea and Japan, who have
become successful and developed even though they give more importance to their language of
the nation than English. However, zealots in India, failed to understand that, India is a unique
nation where unity prevails despite diversity, states having their own state language obviously
has upper hand than English. Southern states of India do not hate Hindi as parse but do not like
North Indians forcing to use Hindi and interfere in the Dravidian culture.
As I have stated above, Gujarat has influence from people of North India, who are flocking
to Gujarat every day in thousands because of the state of nature is conducive to do business.
This has influence on medium of instruction and English medium schools are largely affected
by liberal use of Gujarati and Hindi languages. Coupled with this, absence of language policy
make every English medium schools vulnerable towards achieving the true goal that they had
claimed in the advertisements while seeking fresh admissions annually.
However, NCERT gives importance to teaching of English as one of the subjects in every
primary schools as mandatory. Yearly NCERT report, compiled and published by NCERT with
the help of Regional Institutes of English has to say:
Teaching of English at the primary level is a worldwide phenomenon. In India, the teaching
of English and its introduction have received great attention. Many states have already
introduced or want to introduce English as a subject in primary classes, often from class I. The
level of its introduction has now become a matter of state policy responding to peoples
aspirations. The goals of English language learning at primary level are twofold: attainment of
a basic proficiency, as is acquired in natural language learning and development of language
into an instrument for knowledge acquisition (Synthesis Report of NCERT, 2012).
It is the goal of the government to see that English is taught in primary schools. However,
that English as a subject eluded peoples respect and imagination in primary schools in the
remote areas where English is not a spoken language. In this condition, English teachers have
terrible time in imparting the knowledge of English to the pupils. For many students in remote
rural areas in India, English is a dreaded language and they fear the very position of English
teachers in their classrooms.
It is sad to note and bring out certain issues to the public notice. English medium schools
function for the names sake. Mother tongue of the region has influence over the institutions
where teachers who are supposed to teach subjects in English succumb to this temptation of
teaching and interacting with students in the regional languages. As I have mentioned above, if
a teacher who studied in English medium throughout his student life and if he comes from any
four Southern states to teach in Gujarat, Rajasthan or Madhya Pradesh, such teacher may not
get support and encouragement from fellow teachers and the management where regional
languages and Hindi directly influence the medium of teaching in these schools.
Students at that tender age may not know the damages taking place for their future career.
The problems that the higher education face today is found in the problems of primary and
high school education system in India. It is not possible to reform higher education system in
India unless we change the pattern of education at elementary level. How a research scholar at
PhD level can write his thesis in English when he cannot even talk and write in his mother
tongue? Who is responsible for this predicament? Is it not our elementary education system? Is
it not the medium of instruction that the student had during his elementary level that had
crippled him in his desire of getting higher education and probably a PhD degree?
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It is the time for the policy makers at education sector to think about. What sort of students
and the future citizens that our school need to give to the country. Is there any possibility of
making the medium of instruction same throughout India either in public schools or in private
schools. As a teacher, when I teach my students at institutions of higher learning, I always say:
What you did not learn when you were in classes V or VI, I can not teach that now when you
are studying in higher education institution. It is because, I have the syllabus of BA or MA but
the student has the language proficiency in English worse than the student of classes V or VI.
Who has to blame for this? Am I to teach the student basic English that he was not taught or
learnt in classes V and VI or am I to teach the syllabus of MA? I and numerous other teachers
face this dilemma. I shed silent tears when my students at MA level could not even write in
simple English in one page the assigned task of describing my college.
This is the challenge ESL teacher faces in primary level, at high school level and even at
higher education institutions. What is the need for an assistant professor teaching and
conversing in vernacular medium with his students, when the students have to refer books
written in English, search the internet material vastly available in English, read periodicals,
magazines, journals and newspapers in English and finally draft a thesis in English? The
meaning of University is comprehensive, where students come from across the globe for
education. But our universities though claim to be Medium of instruction is English but use
widely regional languages especially Hindi in North Indian universities. The conversation and
discussion in English is of rarity to hear in these university campuses. This system need to
change. Policy makers should train teachers to become educated and not mere qualified.
REFERENCES
[1] Jandt, F. E. (2001). Intercultural communication an introduction. Thousand Oaks, CA:
Sage.
[2] Tomalin, B. (2008). Making culture happen in the English language classroom. Teaching
English. British Council, BBC. Retrieved from http://www.teachingenglish.org.uk
[3] A Synthesis Report from NCERT, (2012). Teaching of English at Primary Level in
Government Schools. NCERT: New Delhi.
[4] http://scroll.in/article/750187/indias-craze-for-english-medium-schools-is-depriving-
many-children-of-a-real-education, accessed on 20 July 2016.
[5] http://indianexpress.com/article/cities/ahmedabad/govt-schools-to-spend-more-time-
on-gujarati-in-classrooms/, accessed on 20 July 2016.
[6] http://www.dnaindia.com/ahmedabad/report-quality-suffers-english-still-foreign-for-
gujarat-students-1924123, accessed on 19 July 2016.
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DIASPORA IDENTITY, SENSIBILITIES AND NOTION OF HOMELAND IN

KIRAN DESAIS THE INHERITANCE OF LOSS
Vasant Prabhakar Gawai
Centre for Diaspora Studies, Central University of Gujarat,Gujarat
Abstract ----The notion of diaspora is a very broad concept that encompasses a variety of
group of people. Moreover, the studies on diaspora focus on the socio-cultural and economic
aspects of the immigrants. Almost all the countries of the world have their own diaspora groups.
The Indian diasporic community is spread all over the world. Many Indian diasporic writers have
written about various issues that the diaspora groups hold as dear to them. Kiran Desai is one
such Indian diasporic writer in her novel, The Inheritance of Loss; she has presented various
issues and aspects pertaining to migration, diaspora, dislocation, identity, homeland and
globalization.
The novel delineates the Gorkha homeland movement in India, the Gorkha people fighting for
their homeland. The Gorkha people have preserved their socio-cultural traditions. Kiran Desai
focuses on how the globalization is responsible for the migration in not only India but also in the
other countries. The novel portrays different types of migrants. Bijju and Jemubhai Patel, a retired
Judge, both have immigrated to foreign country but for different purposes. The judge went for
study and Bijju went as an illegal immigrant worker. While in the homeland, the prospective
immigrants have many dreams about their dreamland, which is located generally in the
metropolis of America or Europe or any developed country of the world. Desai uses some of the
experiences to represent the problems faced by the immigrants. Another significant issue
highlighted in the novel is the duality in identity of the diaspora. The research paper of mine
critically studies the novel The Inheritance of Loss of Kiran Desai, and analyses how Desai has
portrayed the predicaments of migrants, diasporic sensibilities, notion of homeland and issues of
identity in The Inheritance of Loss.
Keywords: Diaspora, identity, homeland, migration, sensibilities, immigrant, dislocation
I. INTRODUCTION
HE literature has been one of the best mediums to express thoughts and experiences. In
T case of the diaspora, the diasporic literature has been quite instrumental in portraying the
experiences of the diaspora. The issues of homeland, identity, authenticity, ethnicity, selfhood
etc. of the diasporic beings constitute the basic fabric of the diasporic literature. The mismatch
and negotiation of the culture and tradition of the diaspora groups and the host land has been
beautifully delineated by the diasporic writers in different forms of their writings. In the
diaspora, the diasporic people are caught in two cultures, the culture of their ancestral
homeland, and the culture of their host land, where they are living in the present. But the
cultural roots of these people lie with the original homeland; therefore, they always long for
their original homeland. It is the duality, sometimes ambivalence that marks the diasporic
identity. Moreover, diasporic literature provides the perfect canvass to exhibit these complex
sensibilities of the diaspora.
Kiran Desais The Inheritance of Loss portrays the difficulties pervading the immigrant life,
the loss of the home, feeling of dislocation, nostalgia about homeland, dual identity, struggles in
the host country etc. Most of the postcolonial and diasporic literary writers raise the issues of
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displacement and its consequences. Among them, Kiran Desais name stands prominent. The
story of the novel, The Inheritance of Loss starts in the north part of India in Kalimpong near
the Nepal border. The people of the region under the banner of Gorkha National Liberation
Front (GNLF) claim their right over the land as their homeland.
II. OBJECTIVES OF THE STUDY

One of the significant objectives of the study is to a make a critical study on the different
aspects, nuances and notions of homeland, identity and predicaments in diasporic lives. It
attempts to conceptualize and analyze the notion of homeland and homeland in imagination in
relation to diaspora. It critically studies to find out how diasporic identity moves beyond the
essentialist conception of homeland. It attempts to critically analyse the diasporic imaginary. It
critically studies Kiran Desais The Inheritance of Loss from the perspective of homeland,
identity and diasporic imaginary, which help in studying and analyzing the different facets of
diasporic sensibilities.
The study raises the questions like, how is homeland perceived in diasporic imaginary. How
is diaspora related with imagined nation in the context of Indian diaspora? How does the
Indian diaspora imagine it through idealizing past, history and homeland? And how are the
diasporic sensibilities, nostalgia and memory of homeland reflected in Kiran Desais The
Inheritance of Loss?
III. THEMES OF THE INHERITANCE OF LOSS

One of the significant themes of The Inheritance of Loss is illegal migration to the USA. Desai
in this novel portrays how the groups of the illegal migrants are treated in the USA. When Biju
went to America with an illegal tourist visa, there he felt a lot of difficulties. His living condition
was terrible. Biju worked there in a restaurant for a very small amount of money. Because of
his illegal visa, he could not go for any other job legally. He was living with other illegal
immigrants who faced a lot of problems. He lived in a very small kitchen sharing one toilet and
bathroom with others. They wore very dirty clothes and ate unhygienic foods. Moreover, their
life was insecure. Overall, their condition of living was worst. He was told that he will be helped
and supported by other Indian immigrants but no one helped him, and he felt guilty of taking
the wrong decision. Biju wanted to come back to India, but his father insisted him to stay there.
Here, Biju starts to remember his loving memories in India where he used to play on the
bank of the river. He remembers, his grandmother and how she crossed the river with a sack of
rice on her head to go to the market in the town. Then he remembers when he had visited his
father in Kalimpong, in the evening they had sat outside and discussed how their village was
very peaceful. Now Biju makes a comparison of his life in the USA, which is so busy and
turbulent in comparison to the peaceful life of the village. Biju reveals his eternal feeling about
the Indian food. He says roti (chapati) in India tastes very good because the atta (wheat) is
grinded by hand, not by machine. In India, he used to eat fresh butter, roti and milk. Biju is an
illegal immigrant and due to this, he becomes a victim of the system. He does not want to stay
there but it is difficult for him to come back to India.
In The Inheritance of Loss, other characters also feel nostalgia and homesickness. Sai spent
her childhood abroad where she felt as an alien. The judge started his journey from Pilit to
London for education. He was treated there racially. He felt lonely in England. There are some
characters, who fight for their separate homeland. Duality characterizes the identity of some
characters in the novel. In all, The Inheritance of Loss portrays the issues of homeland, identity,
plight of (illegal) immigrants, homeland, loss, memory, nostalgia etc.
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IV. DIASPORIC IDENTITY & SENSIBILITY

The concept of Diaspora carries the sensibilities of loss, exile, and return. The movement
of diaspora starts with the displacement from place of origin. Displacement in case of
diaspora refers to the moving from the place of ones origin to another place with the hope of
return. People move from their homeland with the hope of return to their homeland. The
homeland is a place full of memories, emotions, and attachments. It is the place where they feel
secure and safe. When people move from one place to another place it is always a difficult
terrain, because they are moving from their homeland or native places and in certain ways,
they are losing the security of their homeland. Moreover, this moving is done voluntarily or
forcefully. Being migrants, it is difficult to settle in a new homeland. And being displaced is
always painful for the people.
As has been mentioned above, Kiran Desais The Inheritance of Loss deals with the issues of
exile, migration, nationalism, identity, nostalgia, memory, homeland, poverty, multiculturalism,
marginalization etc. These issues are very crucial to understand diaspora. In this novel, she
also presents the contemporary condition of India, how the Indian society has emerged in
terms of the two major classes, rich and poor. It has created huge gap in Indian society. This
gap is based on the social and economic structure of Indian society. This imbalance in the
Indian society has led to different problems.
Whereas most of the people are languishing under poverty on the one hand, some people
are having luxurious life with abundant riches on the other hand. After six decades of
independence, most of the Indians are unable to manage food twice in a day, and on the other
hand, one finds that some Indians are having a lot to eat. In The Inheritance Loss, Desai focuses
on the elite groups of the Indian society as well as poor groups of the society. To get relief from
poverty and economic deprivation, many people from India have immigrated to different
places for better jobs.
Desai deftly shuttles between First and Third worlds, illuminating the pain of exile, the
ambiguities of Post colonialism and the blinding desire for a better life, where one persons
wealth means anothers poverty. Through the characters, Kiran Desai muses about her
conceptualized status of India in the present globalized world, which has been compressed
with the insurgence of migration, diaspora and trans-Nationalism. The Inheritance of Loss is a
novel about India written from the global perspective (Rizvi 16).
In this novel, the characters are dislocated from their places and search for their identity,
which is lost in the host lands. The story tells about different countries. However, the
conditions of immigrants are same everywhere in the world. The immigrants are always
exploited in the host land, whether one is a legal immigrant or illegal immigrant. Yadav puts it,
The Inheritance of Loss tells the story of two different kinds of diasporas- one of
undocumented, and thereby exploited, blue-collar immigrant in New York City and the other
is an aging, elitist cluster of Indian professionals settled in a remote Gurkha hill station.
One thing common in both Diasporas is that the majority of immigrants feel themselves as
unimportant and insignificant in the migrated land, however they are related to the
different levels of the society (Yadav 399).
V. DIASPORA & NOTION OF HOMELAND

In the process of settlement of diaspora, the notion of the loss of the homeland exists. In
addition, this constitutes a significant part of migrants identity and this identity is deeply
rooted in the migrant community. The homeland culture are authentic aspects of their identity,
it is a flexible component, which is transparent to each other. The socio-cultural identity has a
strong connection with the homeland. The displaced people have lost their homeland. The
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loss is a word that suggests the fact or process of losing something or someone, the word
losing suggests, suffering, and disappoint. In Diaspora and within the diasporic
community, people have lost their homeland. The displaced people are always connected to
their homeland, when they leave their homeland; they take the collective memories with them.
The displaced people consider that homesickness is reoccurring because they are not
comfortable in the host land and consequently they have a strong commitment towards the
homeland. Sonia Ryang identifies,
Two models of diaspora: the classical model (which she associates with phylogeny) and
the cultural studies (ontogeny) model (85).
As Ryang says,
Their form of diaspora is ontogenetic, based on an appropriated sense of identity, as
opposed to the classical/phylogenetic model of diaspora, which is based on collective memory
and consciousness (ibid).
The first one refers to the Jewish diaspora, which is mainly persecution of dispersal and
loss of the homeland. The Jews were displaced from their homeland; hence, they have a strong
connection with their homeland. They were dispersed from their homeland long years back
and they are still preserving their own tradition and culture. The Jews are living in groups and
are facing racial discrimination in various parts of the world.
Kiran Desai presents the notion of homeland in a vivid manner. Kiran Desais view about
the land in India is very important. Initially she talks about Nepal, how people are fighting for
their homeland. In India the Gorkha people are fighting for their land, they want separate
Gorkhaland. These people demand their free homeland. Here the land becomes their
imagination, which is a tool of fulfilling their dreams. Like others, the characters in this novel
also imagine about their homeland. The Gorkha people have been fighting for the separate
Gorkhaland as they feel that they are being discriminated.
The novel describes the fight of Nepalese people for their separate homeland. The Gorkha
people were treated like a minority. Even they were racially discriminated by other people.
These people were also victims of the British colonialism. Since the independence of India, land
issues have been surfacing again and again. These people are fighting for their own homelands.
Kiran Desai presents the reality of the people, those who are struggling for their homeland.
Uma Jayaraman commenting on Kiran Desais novel opines on the border of Indian nation,
Desais novel suggests that the global call for melting borders that became the political
statement of the Indian nation. In the last quarter of the 20th century also created its
reactionaries in the localised spaces of the land, and the contending forces generated
narratives that challenged not the phenomenon of globalization per se but the politics of
exclusivity that invariably conditioned the countrys vision of melting borders (Jayaraman
58).
VI. CONCLUSION
The established fact is neither the diaspora wants nor the homeland wishes for the total
physical return of the diaspora. However, a connection binds the diaspora with the homeland
and homeland with the diaspora. The two physical spaces of the homeland and host land are
bridged by an imaginary of the diaspora. The study attempts to analyse these aspects
pertaining to homeland, imaginary homeland, identity, diaspora etc. Diasporic imagined nation
provides explanation on how the Indian diaspora is imagining it through idealizing past,
history and homeland. In the absence of physical reality of the nation, they imagine the nation,
homeland and ancestral socio-cultural practices in often-idealised way.
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In this anomaly between the absence reality and imagined homeland, they construct and
produce the whole socio-cultural system, which is often contested. The discourse on homeland
reflected in Imaginary Homelands of Salman Rushdie provides a very critical framework to
analyse all these aspects. Kiran Desais The Inheritance of Loss provides a subtle account of the
life of the immigrants, notion of homeland, facets of identity, dual identity, loss of identity and
homeland, and feelings of nostalgia and creation of self-identity in the foreign land. The novel
deals with issues of homeland, imaginary homeland, identity, authenticity, selfhood,
predicaments of migration etc. as delineated Kiran Desais The Inheritance of Loss.
For the diaspora or for any being, homeland is deep rooted and ones identity is tied to the
homeland to which one belongs. The homeland defines ones identity. For the diaspora,
homeland is very sacred and pure; it is the land in which their root lies. However, in the
diaspora both homeland and identity becomes fragment. The diasporic community tries to
rejoin them through the imaginary.
In The Inheritance of Loss Kiran Desai presents the actual condition of the immigrants in the
host land. The novel shows, how the immigrants face problems in the host land and how the
immigrants gradually adopt the socio-cultural practices of the host land. These people are
caught in two places. In this novel, the homeland is not about the dislocation of place, but it is
an ideal as well as place of dream for the diaspora. Overall, Desai has depicted various aspects
of diasporic sensibilities through different characters.
REFERENCES
[1] Anderson, Benedict. Imaginary Communities: Reflection on the Origin and Spread of
Nationalism. New York: Verso Publication. 2006. Print.
[2] Desai, Kiran. The Inheritance of Loss, New Delhi: Penguin Books, 2006. Print.
[3] Gal, and Allon. The Call of the Homeland: Diaspora Nationalism Past and Present. Boston:
Brill Publication, 2010. Print.
[4] Jayaraman, Uma. John Peter Peterson or Jemubhai Popatlal Patel? The Uncanny
Doubleness and Cracking of Identity in Kiran Desais Inheritance of Loss. Asiatic 5. 1
(2011): 54-68. Web. 10 May 2014.
[5] Mishra, Vijay. The Literature of the Indian Diaspora: Theorizing the Diasporic Imaginary.
Boston: Routledge, 2007. Print.
[6] Motyl, Alexander. Encyclopedia of Nationalism. Vol. 2. London: Academic Press, 2001.
Print.
[7] Rizvi, Nuzhat F. Conflicts of Globalization: A study of Kiran Desais The Inheritance of
Loss.Journal of Humanities and Social Science (2014):16-19. JSTOR. Web. 23 March 2014.
[8] Rushdie, Salman. Imaginary Homelands: Essay & Criticism 1981-1991. New York:
Cambridge UP, 1992. Print.
[9] Ryang, Soniya Lie, John. Diaspora Without Homeland Being Korean in Japan. London:
University of California Press, 2009. Print.
[10] Stock, Famk. Home and Memory. Diaspora, Concept, Interaction, Identity. Eds. Kim
Knott and Machoughlin. New York: Zed Books. 2010. 24-29. Print.
[11] Yadav, Monika. Does Diaspora Increase Marginalization? A Critical Study of Kiran
Desais The Inheritance of Loss. VSRD International Journal of Technical & Non-Technical
Research 3 (2012): 2319-2216. Print.
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INDIAN DIASPORA AS A SOFT POWER DISTINCTIVENESS: ESTABLISHING DIASPORA

IDENTITY IN THE USA
Kamni Kumari
Centre for Diaspora Studies, Central University of Gujarat, Gujarat
Abstract ----Indian Diaspora (ID) is the second largest in the world and reckoned as only after
China in its number and strength. The uniqueness of Indian diaspora has its origin in India where
there is unity in diversity. In India, people have created their own identity as belong to different
states with different culture, language, tradition, history and food habits. However, they have one
identity that is Indianness. ID represents India and not any particular state, but they have their
own associations. They all represent India in its entirety. Indians in the US have been living since
more than 150 years. They have worked hard and come up in their life through various means.
Their labour laid them to build their importance as soft power. Yoga experts, Bollywood icons and
other members in the diaspora have spread Indianness in the US. As such, my research paper
tries to study a new dimension of power i.e. culture as a power and its importance in the identity
of Indians and particularly the Indian Diaspora. The success of ID has let India and Indianness to
get admiration worldwide. Therefore, it is of importance to study soft power as a concept in our
time. Gone are the days when power was defined in terms of military or tangible sources only i.e.
hard power. Now the concept of power is defined not only in terms of hard power but also in
terms of soft power. Castells (2007) has said, Torturing bodies is less effective than shaping
minds. Nye (2012) says it has become an old saying that it is better to be feared than to be loved.
Now it is best to be both. Soft power has become token of relation what hard power used to be.
However, international politics still defines hard power as tangible. Therefore, soft power is
treated as feminine. As war becomes costly, Joseph Nye has something to say, and India to
inculcate to aspire for new heights. My paper focuses on Indian Diaspora in America, how soft
power can be a weapon for Indians in the US to establish their Diaspora Identity in the adopted
land and spread Indian culture and tradition in the US through soft power.
Keywords: Soft Power, Diaspora, Identity, Indianness, adopted land, Yoga, Bollywood
I. INTRODUCTION
NDIAN diasporic community, which is the most successful diasporic community in the US, is
I playing a very significant role for the two countries to come closer and maintain a cordial
and strategic relationship. The diaspora is helping India in fulfilling its strategic objectives with
the US. This success of Indian Diaspora is a kind of attraction for other countries, which further
help seeking public opinion in Indias favour and help in remolding the image of India.
Therefore, it is of great interest to study the soft power concept and its significance in the
current scenario.
Soft power has emerged as an important factor in the globalising world for a country to
seek higher status and influence. India always prefers to go for peace and love. Although, these
traits of Indias foreign policy, were earlier considered as feminine. Now when there is a war
like situation in any part of the world, every country in the world would be admiring or some
may be thinking of adopting the so called feminine qualities of India. Joseph Nyes idea of soft
power must have further motivated India and that is why India began to use its soft power
skills in relation with not only its neighbouring countries but also with the other countries
across the globe. India is a resource rich country in terms of its soft power. Indian Prime
Minister Mr. Narendra Modi has restructured and redefined foreign policy of India through soft
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power. Soft power is a tool of foreign policy, which was very less used and almost overlooked
by the prior foreign policy makers and analysts of India. However, Prime Minister Modi has not
only used the soft power tool in foreign policy but even he is tapping the diasporic community
to project soft power of India.
II. OBJECTIVES OF THE STUDY

to critically analyse the Indian Diaspora as a soft power.
to critically understand and analyse the concept of soft power and diaspora as soft
power from various theoretical and conceptual postulations.
to study the strategic importance of Diaspora in foreign policy of India
to critically analyses the role played by the Indian Diaspora in the US in the image
making of India and its role in the promotion of bilateral relation between India and
the US.
to evaluate the contribution of Indian Diaspora for the development of the US and
India.
III. RESEARCH METHODOLOGY

The study is based on qualitative method and it has used both descriptive as well as
analytical methods of study. It makes an eclectic approach. Critical books, articles etc. available
on the subject are critically studied and analyzed. Diaspora is an interdisciplinary subject of
study and the concept of soft power, so the study has followed a multi-disciplinary perspective
mostly derived from social sciences and cultural studies. Especially to analyze the soft power
in the foreign policy making the approaches generally employed by the political scientists and
international theorists have been used.
IV. LITERATURE REVIEW

The term soft power may be the new one but not the concept or idea. One can trace the
concept of soft power in the works of some eminent scholars and theorists like Gramsci,
Bourdieu, Weber, Foucault and some others.
This argument can be substantiated through the words of Geun Lee, which he expressed in
his paper, A Theory of Soft Power and Koreas Soft Power Strategy as,
It would not be correct to say that soft power theory introduced by Nye is a new concept in
theories of international relations. There were other scholars in the past, like Gramsci (1988)
and his cultural hegemony, Bourdieu (1989) and his symbolic power, Foucault (2000) and
disciplinary power and other distinguished scholars, who paid attention to not only material,
but also non-material power resources (Lee 2009: 123).
Though, the term soft power coined by Joseph Nye but the idea or concept is very old and
even the traditional thinkers and political scientists have mentioned about the concept. They
have used the different terms for this concept.
Hayden (2012) in his analysis of soft power claims, the concept of soft power formulated
by Nye implies the international politics through other means. One more noticeable thing
about the concept of power is that Nyes initial definition of soft power has developed. Former
descriptions of Nyes soft power definition were, the ability to get what you want through
attraction rather than coercion or payment (Nye 2004) which included culture, values and
foreign policies (Nye 2004:11). Later on, Nye (2011: 20- 21) extended his definition into the
ability to affect others through the co-optive means of framing the agenda, persuading, and
eliciting positive attraction in order to obtain preferred outcomes. Nye in his various books
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(2002, 2004 and 2011) further developed his concept of soft power, in which he has focused
on the outcome of soft power.
Fan (2008) opines that some basic conditions should be fulfilled; only then, a country can
be a soft power. Merely the possession of rich sources by a country does not make it a soft
power. The existence of the rich sources provides a deposit for the country but that deposit is
of no use until and unless the country properly harnesses these resources and it should have
the ability, means and other sources to convert its potential power into real power.
Joseph Nye has argued that in the information age, it is often the side, which has the better
story that wins. India is having a better and attractive story to tell. However, merely the
possession of soft power resources does not automatically make a country a soft power, its soft
power resources need to be exploited. For the proliferation of soft power, a country needs to
be connected. In case of India apart from the mass media, Indian Diaspora is a connecting
source.
Cohen (2009) calls soft power as reputational power. It is also called by some as power
of attraction.
Tharoor (2012) says that in recent years, India became an emerging power in economic
and political sphere. It was the worlds third largest economy in 2013, based on purchasing-
power parity. India is having the largest number of youth population in the world. As India is
the worlds largest democracy that clearly manifested in the recent Lok Sabha election, in
which second most populous countrys highest number of adult population voted. But the thing
that is creating a difference and adding more mileage in Indias image is its growing soft power
in the eyes of countries worldwide.
V. DIASPORA IDENTITY AND SOFT POWER IN USA

India is blessed enough to be gifted with a rich Soft Power. India is a source of profound
ideas and values, that India and Indians have something to teach the rest of the world. India is
a culturally diverse society but still there is a unity among diversity, which inevitably
influences its outlook on the rest of the world and the way others see it. India is composed of a
number of cultural patterns. Some of these qualities appeal to other countries and enable India
to balance, contain, and synthesize outside powers whether the neighbouring states, or the
extended neighborhood that India enjoys good relations.
Overseas Indians i.e. Persons of Indian Origin (PIOs) and Non-Resident Indians (NRIs)
today are amongst the best-educated and successful communities in the world. In every part of
the world, the overseas Indian community is recognized and respected for its hard work,
discipline, non-interference and for successfully living in harmony with the local community.
So in this research work an attempt has been made to study and understand the potentiality of
Indian Diaspora in projecting the soft power of India. How diaspora is working as a soft power
asset or what are its underlying mechanisms that generate soft power?
The study of Indias soft power and the role of diaspora in enhancing Indias soft power are
very important in the current scenario. In this scenario, almost every country is facing various
security threats like, terrorism, external aggression, security threats from neighbouring states,
so it is very important for a country to enhance its power of attraction or cultural, ideological
power. The hard power though is very important for any country but solely this power is not
enough until and unless the soft power is not complimenting it. The soft power is equally
important for India to enrich/improve its bilateral ties with different countries, to fulfill its
national interests of becoming a global power and its quest for getting a permanent seat in the
Security Council of the United Nations Organization. The Indian Diaspora is playing a crucial
role in fulfilling Indias national interests by promoting Indias culture worldwide.
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VI. CULTURAL ASPECT OF SOFT POWER

Culture in itself is not soft power but source of potential soft power. Whether a cultural
asset can be converted into soft power depends on other factors. It is important to note that
sources and resources are not power in itself but potential for power. The owners of these
resources have to convert them into power. Four key factors must be in place for power
conversion: capital political structure, social capital and social structure. In this way, we can
also say that soft power also need some kind of tangible sources and a strong/ hard base in
order to make the potentiality for power to an actual power or power in reality.
India has a rich culture and it has a long and rich history of cultural links with various
countries. Indian culture has always the element of soft power. The music, dance, Yoga,
spiritualism Bollywood, Diaspora, etc. are the most important sources of soft power which can
make a difference in this world (Purushothaman 2010).
Presence or possession of soft resources per se however, does not automatically mean the
exertion of soft power. For example, having attractive culture cannot be a countrys soft power
unless that attractive culture is used and manipulated to move others in specific directions.
Until soft resources are diverted into an influence, soft power is not exerted. Being soft is not
soft power! In other words, one can say that soft power also need hard power to be a tool of
foreign policy.
Diaspora is the representative of its home country in the host country. It is like a brand
ambassador who represents the culture, norms, values, etc. of the origin country in the country
of destination, so is the case with Indian Diaspora. Indian Diaspora from the very beginning till
now has represented its motherland in an efficient manner and they have tried their best to
maintain all the values of their mother country while living in whatever conditions in the
adopted country in any continent of the world. The most noticeable thing is that all other soft
power sources are also proliferated in the world by Indian Diaspora. Hence, it would be very
interesting to look how Indian Diaspora is working as a source of Indias soft power as well as
an agent of Indias soft power.
Indian Diaspora has become a protagonist to make India a soft power and are very well
channelizing and using the other sources of Indias soft power like culture, knowledge,
spiritualism, Yoga, Bollywood, food habits, etc. in making Indias global image especially in the
U.S.A. Therefore, the present study fills the research gap by studying the importance of soft
power in the foreign policy making, and the significant role played by the Indian Diaspora as
soft power in promoting the bilateral relationship between India and the US.
VII. INDIAN DIASPORAS IDENTITY FROM COOLIES TO CYBER COOLIES

The experience of Indians in the US till now can be very beautifully depicted through the
lines of Lalit Mansingh, former Indian ambassador to the United States, who delivered a speech
on December 12, 2003, to a crowd of Indo- American community at the annual awards function
of the news magazine India Abroad. He said:
I was looking for some kind of symbol which would represent the success of Indians
abroad, something that would symbolize what they have gone through in their long history.
But look at it metaphorically. Indians have gone abroad, have lived in the most challenging
environments in the world and they have done well. Indian coconuts have done very
wellabroad. Now, what is the coconut famous for? It grows on sandy soil, requires very little
water, and requires virtually no maintenance. In other words, send an Indian anywhere, just
let them be, with minimum nourishment and watch the tree grow taller and taller until it
dominates the landscape. That is what I think the Indian Diaspora is like.
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The Indian migrants have raised the brows of the US people because when they arrived in
the US, they had very few resources, but through a combination of hard work, discipline and
their knowledge skills, they have achieved the extra ordinary level of success. It was not an
easy going for the migrants to achieve such remarkable success. Their journey from nothing to
everything was no less than any uphill battle for the Indians.
The land of the America was not the bed of roses for the Indians when they initially landed
there. They targeted brutally and racially. The Indian labourers attacked by the white
labourers. Students mocked in the universities due to their race (Janardhan, 2013). There were
Protests against Hindus, who were buying land for farming, at the same time there were
campaigns opposing the Asiatic immigration and this campaign described the Asians as the
Yellow Peril and Indians as a Tide of Turbans. The fire of this hatred further fanned by the
Political parties and some other organizations and media also played an important role in
aggravation of this fire of hatred. Indians were willing to take up jobs for cheap wages, thus
local labourers were unsecure of their jobs. Indians from Live Oak Whites in Marysville,
California expelled. Seventy Hindu occupied houses attacked by a mob and these Hindus had
been discharged from the Southern Pacific Transportation Company. In Bellingham, Sikhs
forcefully expelled, by violent white mobs in September 1907.
Some of the attacks on Indians directed by the Asiatic Exclusion League, which emerged as
the most significant organization intended to prevent and oppose the entry of Asians into the
US. The organization had started as Japanese and Korean Exclusion League. Formed in San
Francisco in the spring of 1905, it changed its name in 1907 to Asiatic Exclusion League to
widen its focus on Indians and the Chinese. This league formed exclusively, for lobbying for
expulsion of the Asian workforce-the Chinese, the Japanese, and the East Indians and others
from Canada and the North- Western U.S. The East Indian labourers entry banned due to the
increase in the European workers' immigration into USA. The AEL forced the managements of
the lumberyards to prohibit the Indian immigrants entry.
India used to suffer from image problems and it had the image of a land of snake
enchanters, black magicians, etc. India also suffered the image problem, caused internally by
the dramatic changes taking place in the political-economic-social settings, and externally due
to the effect of outdated stereotypes. Despite globalisation, global travel and the advancement
of technology, particularly the internet, it is surprising that huge gaps and barriers still exist in
the understanding between countries and cultures. Developing countries and those in the
transitional economies suffer from little brand awareness or negative perceptions. These
countries may have rich sources for soft power, but they do not have adequate resources
(financial resources and knowhow) to turn this potential into reality. Governments around the
world have increasingly recognised the need to tell the story of their nation to the target
international audience, not in simplistic propaganda, but with subtlety and sensitivity.
Tharoor (2012) further opines, The old stereotype of Indians was that of snake charmers
and fakirs lying on beds of nails; now it is that every Indian must be a software guru or a
computer geek.
Nation branding can be an important tool in the development of a nations soft power. A
successful nation branding campaign will help create a more favourable image among the
international audience thus further enhancing a countrys soft power. Branding a nation
requires the study of a nations soft power sources in order to exploit them effectively to
promote the national image. Indian Diaspora can fulfill Indias aim of image making across the
globe. Indian Diaspora is a biggest resource of India and it has helped India in changing its
image from coolies to cyber coolies or from snake enchanters to computer experts
(Tharoor 2012).
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Indian Prime Minister Narendra Modi, while addressing the Americans of Indian heritage at
Madison Square Garden, New York said, "India was seen as a country of snake charmers. You
have changed that (Mandhana, 2014).
Indians Journey from Expulsion to Attraction was very challenging and they have faced
this challenge with hard work, modesty and honesty. They have become the brand of India and
are best known as the knowledge gurus. Shashi Tharoor (2012) says that foreigners think of
every Indian as if he is a computer expert. He cites one example that during his visit to the US,
one person came to him at the airport and asked him, is he Indian? When he responded yes,
the foreigner told him that there has come some problem in his laptop and asked him can you
please fix it? By citing this example, Shashi Tharoor is focusing the changed identity of Indians.
VIII. CULTURAL DIPLOMACY AS A SOFT POWER

Cultural diplomacy is a component of soft power and public diplomacy. With the emergence
of cultural dimensions of international relations, the cultural diplomacy has been able to grab
more recognition. Cultural diplomacy defined in common terms as the exchange of ideas,
information, art and other aspects of culture among nations and their peoples in order to foster
mutual understanding. The goal of cultural diplomacy is to influence a foreign audience and
use that influence which built up over by the long- term, as a sort of goodwill reserve to win
support for policies. It seeks to harness the elements of culture to induce foreigners towards its
culture. Over the last decade, the governments of the different countries of the world started
paying attention to the practice of cultural diplomacy The Indian foreign policy experts have
also taken cultural and civilizational aspects in foreign policy making more seriously. Though
the promotion of high culture abroad is integral for the foreign relations of India, it realized
few years back only that the promotion of high culture through organizations like Indian
Council for Cultural Relation (ICCR) is very important for image making of India and these
organisations are nonetheless soft power assets for India.
However, officially the work of cultural diplomacy is done by the ICCR and such other
organisations but unofficially our diaspora is also doing the cultural diplomacy for India as
through its work culture, easy adaptability, honesty, etc. it is working as an unofficial cultural
diplomat to disseminate the Indian cultural values. It is establishing a respect for Indias
culture among the masses of the host countries and this respect causes good public opinion for
India which thereby leads to mutual understanding between India and the host countries.
In todays globalised world, the diasporic communities have emerged as one of the main
protagonists in international relations. Diasporas have emerged recently as strategic assets for
their home governments and they have added a further dimension to the soft power of a
country. Thussu (2013) in his book says that Cohen (1997) used the term diasporization in
the sense that in the era of globalization the diaspora is becoming an increasingly important
aspect of international relations. Dr. Mahalingam discusses how much Diasporas have become
strategically important and powerful beings in the foreign policy after they have become soft
power source. He says,
Diasporas have emerged as powerful entities since they are recognized as soft power in
the realm of foreign policy strategy and also as an agent or catalyst of economic development
of countries of origin beside their active role in the host countries. Diasporas being
transnational communities have become important non-state actors as well as deciding factors
in international political and economic relations (Mahalingam, 2013).
Soft power is a foreign policy tool and Indian Diaspora has very well handled this tool. The
success of utilization of soft power can be successfully utilized, depending upon two things:
first, is the reputation of the states in the global system, second is the utilization of diplomacy
between states. Even though the states have effective soft power elements, it is of no use until
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and unless states harness and publicize its soft power through diplomacy in productive
manner. The diaspora can be a very vital strategic instrument and channel of communication
in order to achieve foreign policy goals and gains and this can be possible only if it has high
economic and political influence in the host country. Indian Diaspora in the last few years has
emerged as a vocal and valuable voice in the global sphere. It is clearly manifested by the
growing presence of the diaspora community in the top universities, multi-national and
transnational corporations or companies, international media and multilateral organizations.
C. Raja Mohan (2003) argues, The biggest instrument of our soft power is the Indian
Diaspora. He further writes, (by giving the reference of Mr. Yashwant Sinha during the BJP
government in Vajpayees Prime Minister ship) as Mr. Sinha pointed out, "people of Indian
origin are extremely important sources of support for the Indian Government in the execution
of its policies through the influence and respect they command in the countries in which they
live (Mohan, 2003).
The interest of the scholars, academicians and foreign policy experts is growing to
understand the inter relationship of diaspora with home country and the host country because
it has been realised now that the diaspora is not only important for economic development of
the home country but it has an immense potential to play a very vital role in the smoothening
of bilateral relationship of the home and host country.
IX. IMPACT OF INDIAN DIASPORAS IDENTITY AND SOFT POWER ON THE

BILATERAL RELATIONSHIP BETWEEN INDIA AND THE US
Before the analysis of Indian Diasporas soft power on the bilateral relations of India and
the US, their past relationship should also be discussed. India and the US had not very cordial
relation. America has always mistrusted India and it was suspicious about Indias position that
India was tilted towards Soviet Union One cannot ignore the role of the Indian diasporic
community in the US in transforming the historic hostile relations between the two countries.
India had not a very cordial relationship with the US. The US always tilted towards Pakistan.
However, after the end of the cold war, there has come a major change in the relations of the
duos. When Rajiv Gandhi became Prime Minister of India in 1980s, his first visit to the U.S. in
1985 had many positive impacts on bilateral relations and the marginal improvement in the
bilateral relations came. The relationship between India and the US changed from
estrangement to engagement. India started identifying the Indian American diaspora as a
potentially valuable connection between the two countries and this was one such impact of
Rajiv Gandhis visit (Chatterjee 2014). Indians living in abroad have emerged as a dynamic
factor, shaping relations between `host' and `home' countries so is the case with India and the
US. The impressive rise of the Indian-American community is an influential factor in the
growing bilateral relationship of India and the US. They have changed India's image and
navigated the US Congress in a pro-Indian direction. (Kapur (2004); as cited in Rubinoff
(2005), where he suggested any diaspora's ideational effects depends on its size, socio
economic characteristics and its access to points in the power structure in the country of
origin. With the intensification in the skills, education, income and size of the Indian Diaspora,
their influence in the US has also increased. The top most physicians, scientists in NASA and
computer experts in enormous size in silicon-valley are of Indian origin. They have changed
the image and perception of the United States about their mother country. The story of image
transformation of India clearly depicted through the words of Rubinoff, when he says:
In the time span of a single generation the image of Indians, in the United States and the
subcontinent has been transformed from a malnourished skeleton in a filthy dhoti to a highly
educated prosperous professional in a designer business suit who is a threat to Americans
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seeking American jobs-an impression reinforced by the impressive number of widely-read and
acclaimed novels written in English by expatriates (Rubinoff, 2005).
There are two important reasons for the emergence of Indian-Americans as a prominent
community. According to the latest US Census Bureau Report, there are about 1.6 million
Indians in the US or 0.6 per cent of the total American population. The Indian Diaspora has
emerged as a significant vote bank in US electoral politics, as the third largest Asian American
group in the US after the Chinese and the Filipinos. Second, the Indian-Americans have become
immensely rich, due to the computer and Internet revolution. Due to their better financial
position, they have become major sponsors to American political parties. Thus, Indians in the
US are swiftly acquiring political power proportionate with their financial wealth. They are
now self-assured to play the same role for their country of origin as other immigrant groups
such as the Jews played for their homeland Israel in the US. Initially, the Indian community
focused on lobbying for their own survival and security against the discriminatory
Immigration laws, racial hatred, exclusiveness and religious and cultural isolation.
But with the increase in their numbers as well as their increased strength in economic
power, the focus of the Indian communitys lobby shifted from their own issues to the concerns
of their mother country as now they are capable enough to stand for Indias issues or
problems. They are successful in doing so. There are several examples of Indian communitys
lobbying for Indias interests in US, which needs to be discussed in detail. Not long ago, India
was almost subjected to economic sanctions by the US Congress for perceived violations of
civil rights in Jammu and Kashmir and Punjab. However, the situation is different now.
In 1998, the US Congress passed a legislation diluting the former US President, Mr. Bill
Clinton's sanctions imposed after India's nuclear tests. In its 107th session, the US Congress
passed a resolution supporting a permanent seat for India in the UN. During the Kargil conflict,
Indian immigrants flooded Congress office with e-mails urging speedy resolution of the
conflict. Ultimately, the lawmakers abided by it and a few days later, in a White House meeting,
Mr. Clinton mentioned Congressional pressure as one of the reasons in urging Mr. Nawaz
Sharif to withdraw his forces. In a more recent event, Ms. Shirin Tahir-Kheli was considered as
a front-runner to succeed Mr. Karl Inderfurth as the New Assistant Secretary for South Asia.
The Assistant Secretary for South Asia is a key figure in steering the US' policy approach to the
region. However, some members of the Indian-American Community launched an email-blitz
to voice their concern at Ms. Tahir-Kheli's close Pakistani connections. Finally, Ms. Christina
Rocca appointed the Assistant Secretary for South Asia and Ms. Kheli, the Head of the US
delegation to the UN Commission on Human Rights (Bagoria, 2004).
The nuclear deal popularly known as 123 agreement successfully signed between India and
the US and the role of Indian Diaspora in getting it successfully signed can never be denied.
Immigration laws also changed due to the pressure of Indian Diaspora lobby. With the efforts
of the Indian Diaspora, the US Congress enacted various immigration laws under Immigration
Act of 1965, 1990, etc. favouring the immigrants from Asia especially the Indians. Due to these
laws, Indians are the highest H1B visa recipients under which professionals or white collared
jobs migrated from India to the US and their contribution in the image making and the soft
power of India is worth noticeable.
Sanctions Imposed on India after Nuclear Proliferation in 1998 by the NSG Group, removed
after Indian community lobbied effectively with its caucus members. The Asian Indian
community even presented a memorandum to the President Bill Clinton and explained him the
reasons as to why India carried out the nuclear tests. Gary Ackerman who was the then
chairperson of India caucus wrote to the President Bill Clinton and asked him to lift the
sanctions imposed on India (Bagoria, 2004). The US President Bill Clinton himself mentioned
during his visit in India that we were under immense pressure of the Indian lobby to remove
the sanctions.
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The Asian Indian community has also been successful in pressurizing the US President and
thereby he passed a resolution in Congress, which stated that Pakistan should stop cross
border terrorism, infiltration and terrorist training camps on its land and in the region of
Pakistan occupied Kashmir (POK). The Indian-Americans lobby succeeded to persuade the US
administration to exercise pressure upon Pakistan to pull back its troops from Kargil in 1999;
defeating the Burton Amendment and justifying Indias nuclear tests in 1998 and the Kargil
war in1999. Many associations and organisations of the Indian community are still carrying
the burden of Indo- Pakistan relations and always raised its voice to oppose the United States
assistance to Pakistan. From the above points, it is clearly manifested that Indian Diaspora and
its cultural power has an important role in the transformation and betterment of relationship
from estrangement to engagement between India and the US.
X. CONCLUSION
India is a diverse nation based on democratic values of vasudevakatumba secularism and it
works with a blend of nationalist and internationalist approach. It has also attracted the world
by playing a significant role in global fights against imperialism, colonialism and racism, etc. In
this way, India fulfills one of the aspects of soft power given by Nye (2002) in which he
mentioned that those countries are likely to gain soft power who have the universal recognized
ideas and Indias ideals of Vasudeva Katumba, democratic political system, pluralism,
secularism, etc. are the universal ideas. Now if one talks about the second dimension of soft
power i.e. the most access to multiple channels of communication and in the recent decade
India has invested heavily in IT and other communication industries. Now India is becoming
the leader in IT industry. Indias diaspora has best shown the credibility of India in IT industry,
as there are numerous prominent faces of Indian successes in the Silicon Valley, who have laid
the foundations of the computer revolution in America and the Indian presence in the U.S.
software industry continues to strengthen persistently.
The Indo-US bilateral relation has covered a long journey from estranged democracies to
engaged democracies. India-US relationship is now witnessing a strong, trusted and mutual
strategic partnership based on shared democratic values and increasing mutual interests on
bilateral, regional and global issues. Though geo-strategic and geo-economic factors are there
which are pushing US to make better relations with India but this drastic transformation in the
relationship from estranged to engaged democracies in such a short period would not have
been possible without Indian-American lobbying. Therefore, it can be said that there is a
positive relationship between changed identity of Indian- Americans and Indo-US bilateral
relationship.
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[2] Castells. M. (2007), Communication, Power and Counter-power in the Network Society,
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[4] Cohen, R. (1997), Global Diasporas, London: UCL Press. Cited in Daya Kishan Thussu
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[6] Fan, Y. (2008), Soft Power: Power of Attraction or Confusion?, Place Branding and Public
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[7] Hayden, C. (2012), The Rhetoric of Soft Power: Public Diplomacy in Global Affairs, New
York: Lexington books.
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[8] Hindus Driven Out: Citizens at Marysville, California Attack Them- British Consul
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Studies, 5(1):16.
[9] Kapur, D. (2010), Diaspora, Development and Democracy: The Domestic Impact of
International Migration from India, New Delhi: Oxford University Press. Cited in Aneek
Chatterjee (2014), The Catalyst? Indian Diaspora and India-U.S. Relations After the Cold
War, The West Bengal Political Science Review, 17(2): 241-249.
[10] Lee, G. (2009), A Soft Power Approach to the Korean Wave, The Review of Korean
Studies, 12 (2):123 137. Li, M. (2009), Introduction: Soft Power: Nurture Not Nature,
Mingjiang Li (eds.) Soft power: Chinas Emerging Strategy in International Politics, United
Kingdom: Lexington Books.
[11] M. Mahalingam (2013), India's Diaspora Policy and Foreign Policy: An Overview,
[12] [Online: web] Accessed 9 July 2015,
URL:http://www.grfdt.com/PublicationDetails.aspx?Type=Articles&TabId=30.
[13] Mandhana, N. (2014), Narendra Modi Taps Indian Diaspora in U.S: Prime Minister
Greeted by Boisterous Crowds in New York, Wall Street Journal, [Online: web] Accessed
15 July 2015, URL: http://www.wsj.com/articles/narendra-modi-tapsindian-
diaspora-in-u-s-1411946161.
[14] Mansingh, L. (2003), The Story of the Indian Diaspora is Compelling and Inspiring
[15] .Cited in Indian food matters culinary fiction, [Online: web] Accessed 16 May 2015,
URL:http://www.temple.edu/tempress/chapters_1800/2059_ch1.pdf.
[16] Mohan, C. Raja (2003), Indian Diaspora and `Soft Power, The Hindu, New Delhi, 6
January 2003.
[17] Nye, J. (2012), Soft Power: The Means to Success in World Politics, New Delhi: KW
Publishers.
[18] _______ (2004), Soft Power: The Means to Success in World Politics, New Delhi: K.W
Publishers.
[19] _______ (2011), The Future of Power, New York: Public Affairs.
[20] Purushothaman, U. (2010), Shifting Perceptions of Power: Soft Power and Indias
Foreign Policy, Journal of Peace Studies, 17 (2&3).
[21] Rubinoff, A. G. (2005) The Diaspora as a Factor in U.S.-India Relations, Asian Affairs:
[22] An American Review, 32(3), 169187. http://doi.org/10.3200/aafs.32.3.169-188.
[23] Steven Cohen calls soft power as reputational power cited in Government of India,
India Rising: The Role of Indian Diaspora in accelerating Indias transition as a Global
Power: Background Paper prepared by the Foundation for Critical Choices for India,
Pravasi Bharatiya Divas, Hague, Netherlands, 19th September, 2009.
[24] Tharoor, S. (2008), India as a Soft Power, India International Centre Quarterly.
[25] _________ (2012), Pax Indica: India and the World of the 21st Century, New Delhi:
Penguin Books.
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WOMEN WRITERS OF THE ROMANTIC PERIOD: REWRITING THE

MASCULINE WORLD
Joshua Gnana Raj P and Dr B. J. Geetha
Ph D Research Scholar,
Asst Prof. of English, Periyar University, Salem
Abstract--- The Romantic Period was an artistic, literary and intellectual movement, it is
called such since, the period brought in many changes which include the rapid spread of the
ownership of clocks with minute hands throughout the late nineteenth-century. This period made
lawyers to condemn old sundials as childish. It was also the time when culturally as well as
socially, termed as an age of transition from gothic writing characteristics of the second half of
the eighteenth-century with a particular appeal to a new generation of women readers, to a more
patriarchal aesthetics in which the popular styles of earlier ages were dismissed as unmanly.
This was the period in which men writers flourished. Yet there are many female writers who
never had their fame glow as their male counterparts. This paper will deal with the hidden female
writers of the Romantic era. This paper will also mainly focus on the rethinking of the individual
and the Romantic society at large.
KeyWords: Romantic Era, History
I. INTRODUCTION
HE Romantic era to be precise, began with the advent of William Wordsworth publishing
T his Lyrical Ballads in 1798 and was ended by the crowning of Queen Victoria in 1839.
During the era the sights of natural landscapes played a major role in the lines of many poems
by poets. Romantics especially William Wordsworth, was often called as a nature poet. Along
with him were other men writers such as Samuel Taylor Coleridge, Robert Southey, Thomas de
Quincey, Walter Scott, and so on. While the second generation poets of this era includes poets
such as Lord Byron, Percy Bysshe Shelley, and John Keats.
This period also had other poets such as John Clare, son of a farm labourer who wrote on
the issues of the countryside and on the lamentations of the changes that was being taken
place then in rural England, since The decades bridging the eighteenth- and nineteenth-
centuries witnessed a period of social change in Britain which has been described as more
drastically revolutionary than any since the prehistoric agricultural communities saw the
passing away (Aaron 20) since the Romantic era was the time when major social changes took
place in England. It was also the time when there was a depopulation of the countryside and
the rapid development of overcrowded industrial cities, which took place around 1750 and
1850. Now Clare is considered to be one of the most important poet of the nineteenth-century.
George Crabbe is yet another poet during this period, Lord Byron is said to have admired
Crabbe.
But off recently In the past three decades, scholars of reading history and print culture
have made impressive strides in the study of formerly neglected genres and authors, including
aesthetic commentary by Romantic era women writers (Waters 1). And due to this, Readers
now widely recognize that novels, poems, and private letters all furnish passages in which
women writers express views of aesthetic ideals, the value of certain literary forms (Waters
1). Thus the poets of the Romantic era did bring out a new emotional which was marked from
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the first romantic manifesto in English literature by Wordsworth in his preface to the Lyrical
Ballads which:
is considered a landmark in Romantic literary theory that broke new ground in form and
content. Yet far fewer realize that in her Introductory Discourse to Plays on the Passion
(1798), Joanna Baillie articulated a number of Wordsworths most innovative ideas . (Waters
3)
On further researching, a period can change ones thinking. Like Wordsworths Lyrical
Ballads, it is said that Baillies Introductory Discourse develops a theory for the Closet Drama
genre, which is a play that is meant to be read rather than to be acted on stage. On the other
hand some of the other writers such as Mary Wollstonecraft published her essays
anonymously, which made readers to assume that the writer was a male, even the same was
with Baillie too. For Wollstonecraft, criticism provided her a financial stability in order to
launch her literary career.
Anna Letitia Barbauld, a poet, essayist, educator, author of childrens literature, devotional
writer, political pamphleteer, and a literary critic. Anna Letitia Barbauld on her The British
Novelists; with An Essay; and Prefaces, Biographical and Critical has given prefaces to the works
by Elizabeth Inchbald and other writers of her times. She On the Origin and Progress of a Novel-
Writing contradicted Samuel Johnsons view that novels must be serving as an educational and
moral purpose. Barbauld says that entertainment is what must be the ultimate goal of fiction.
But women writers often hid behind anonymity and were universally regarded as lacking in
the judgement necessary to criticism, that they never enjoyed the kind of professional literary
career that was attained by at least some men (Waters 4). But for Barbaulds case it has been
noted that criticism appears to have sustained her financially while providing her, according
to her niece and first biographer, with an intellectual and emotional lifeline at the time of her
husbands mental collapse and eventual suicide (Waters 10).
Elizabeth Inchbald, a popular actress, playwright, and novelist was also once recruited to
write criticism, but she disliked writing it, yet she began to write on prefaces for individual
plays. Inchbalds essays at first appeared as individual instalments. For this she was attacked
for stepping out of the feminine boundary, for judging a mans work. George Coleman was one
such person to be displeased with her assessment and had written a sarcastic letter
questioning her judgement on how she could invade the usual man made criticism. Inchbald
then gave a witty reply by giving out her role as being a critic and on her assessment of the
work by Coleman. Inchbald authored two novels A Simple Story and Nature and Art, and both
were well received. Thomas Longman was approached by Inchbald to pen down introductions
and she had done such in weekly instalments for over two years which amounts to one
hundred and twenty five introductions. Her criticism includes the ironic essay On Novel
Writing. Inchbald remarks of Henry IV, Pt 1. As a play which all men admire, and which most
women dislike (Waters 66). Of Henry V she says,
Fiction, from the pen of genius, will often appear more like nature, than nature will appear
like herself. The admired speech invented by the author for King
Henry, in a beautiful battle, seems the exact effect of the place and circumstances with
which he was then surrounded, and to be, as his very mind stamped on the dramatic page; and
yet perhaps his majesty, in his meditations, had no such thoughts as are here provided for him
... . (Waters 68)
Of the relationship between Perdita and Florizel in The Winters Tale she says The
conversation of Florizel and Perdita have more of the tenderness than the fervour of love;
though it is properly adapted to steal upon the heart of an individual (Waters 69). And finally
of The Tempest she says The Tempest contains some of the authors best poetry (Waters
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72). Inchbald gives to the readers of William Shakespeare, most heart touching criticism and
also has shown positive and negative views on the works done by him on her work The British
Theatre where shehas given her remarks on various dramas by Shakespeare such as A Comedy
of Errors, Romeo and Juliet, Merchant of Venice, Much Ado About Nothing, Measure for Measure,
The Winters Tale, King Lear, Macbeth, Julius Caesar, Coriolanus, Othello, and Twelfth Night. She
also has given remarks on John Drydens All For Love, and also on various other women drama
writers of her age too.
Lucy Aikin, was a writer who received home education. By the age of twenty she began a
career both as an editor and as a childrens writer. Her first major work of her own authorship
included Epistles on Women, Exemplifying Their Character and Condition in Various Ages and
Nations: With Miscellaneous Poems, whichtalks of women to be in a more equal view with men.
She later turned out to be a poet, fiction writer, childrens writer, historian, biographer, and
translator. The gothic novel she wrote was Lorimer. She had also reviewed the Poems in two
volumes, by William Wordsworth, Author of the Lyrical Ballads for the Annual Review.
Maria Jane Jewsbury has written poems, fiction, satire, reflective essays, and literary
criticism. Her first publication was a poem which appeared in a local newspaper, which was
satirical and thus began her writing career. She anonymously brought out the work
Phantasmagoria; or, Sketches of Life and Literature, which was a two volume collection of
poems, literary sketches, and short fictions which was dedicated to William Wordsworth.
Wordsworth himself praised the work. But Jewsbury suffered from a life threatening bout of
illness, like Mary Lamb had also had. She was in the later stages was married to William Kew
Fetcher and had sailed to India, but seven months after arriving in Bombay she died of cholera.
Jewsbury says of the writing style of Jane Austens as:
the main characters, those that the reader feels sure are to love, marry, and make
mischief, are introduced in the first or second chapter; the work is all done by half a dozen
people; no people, scene, or sentence, is ever introduced needless to the matter in hand-no
catastrophes, or discoveries, or surprises of a grand nature are allowed-neither children nor
fortunes are lost or found by accident-the mind is never taken off the level surface of life-the
reader breakfasts, dines, walks and gossips, with the various worthies, till a process of
transmutation takes place in him, and he absolutely fancies himself one of the company. Yet
the winding up of the plots involves surprises; a few incidents are entangled at the beginning
in the most simple and natural manner, and till the close one never feels quite sure how they
are to be disentangled. Disentangled, however they are, and that in a most satisfactory manner.
The secret is, Miss Austen was a thorough mistress in the knowledge of human character .
(Waters 171-172)
Thus this is the way in which Jewsbury sees the works of Jane Austen. She also says of
Austens posthumous story Persuasion too. It is noted that the Romantic Era women critics
frequently praise other women writers, but they sometimes capitalize on the occasion of
reviewing one female writer to promote other women writers (Waters 15).
While Barbauld and Inchbald got the fame they needed, many other women writer in the
Romantic Era didnt enjoy such. But these were the times when women writers began to
contribute to these new periodicals more frequently by the ends of the eighteenth-century.
Women writers by now began to explore to other arenas such as arts. For certain women
writers such as Mary Lamb, sister of Charles Lamb this literary profession of the Romantic Era
had provided her with an income. The Romantic Era has also several other careers too which
were did by the eighteenth-century women writers. Norma Clarke however says that most of
the women writers came from the genteel classes, for they had access to education. Most of the
women critics on the other hand came from an aristocratic statuses. Yet, still some of these
women were less successful than men.
ISBN 978-93-86176-18-9
The Romantic Era was also a period which brought in many changes including that of the
rapid spread of ownership of clocks with minute hands throughout the late nineteenth-
century. This period made lawyers to condemn their old sundials as childish. This is proved by
the evidence of the new pressurized awareness of the value of time (Aaron 56), it is also
noted that Charles Lamb never wore one. Through the evidence of:
A friend observing the absence of the usual adjunct of a business mans attire, presented
him with a new gold watch which he accepted and carried for one day only. A colleague asked
Lamb what had become of it. Pawned, was the reply. He had actually pawned the watch
finding it as a useless encumbrance. (Aaron 56)
Romantic Era was a time when culturally as well as socially, it was an age of transition from
gothic writing characteristics of the second half of the eighteenth-century with a particular
appeal to a new generation of women readers, to a more patriarchal aesthetics in which the
popular styles of earlier eras were dismissed as unmanly. This was also a period in which men
writers flourished. Joseph Johnson, a radical and is one of those persons who is to be
remembered, for he had helped to make many of these texts to be surviving today, he was the
editor of the Analytical Review, which published the works of Wollstonecraft, Lucy Aikin, and
Anna Letitia Barbauld.Thomas Longman III of the Annual Review and the journal Athenum
published the works of Maria Jane Jewsbury, and many more journals such as these gave fame
to many women writers of the Romantic Era.Yet there are still many female writers who never
had their fame glow as their male counterparts had. As Terry Castle, an American literary
scholar has found many women writers of the Romantic Era, so has Adriana Craciun of the
University of California, has created a page in the web for these Romantic Era Women Writers
(http://craciun.ucr.edu/women-romantic-era-writers/) where details of various women
romantic writers can be gathered. Thus it is always advisable to see history from both sides of
a coin.
WORKS CITED
[1] Aaron, Jane. A Double Singleness. Oxford. Clarendon Press, 1991. Print.
[2] Craciun, Adriana. Women Romantic Era Writers. Craciun. Craciun, n.d. Web. 17 July.
2016.
[3] Waters, Mary A, ed. British Women Writers of the Romantic Period: An Anthology of their
Literary Criticism. New York: Palgrave Macmillan, 2009. Print.
ISBN 978-93-86176-18-9
TEACHING ENGLISH COMPETENCY THROUGH LITERATURE
Dr. P.RAJINI and Dr.V.Sangeetha
Associate Professor of English, V.M.K.V. Engineering College

Assistant Professor of English, Dhirajlal Gandhi College of Technology
Salem
Abstract: This paper emphasizes that the use of literature is necessary to understand the
importance of English language skills (i.e. reading, writing, listening and speaking). Literature is
for all ages and never ceases to motivate the students irrespective of their age and gender. The
important point to be noted is that the literature recommended creates interests and inspires the
young engineers and in turn aids for better understanding of the content. However, when using
literature in the language classroom, skills can be gained in an integrated way. Literature as a
tool helps teachers to develop the written and oral skills of the students, stimulates their
imagination, and motivates them to become a lifelong reader. It also triggers the mind to develop
their critical abilities and to increase their emotional insight and expands the language
awareness.It is certain that the budding engineers enjoy learning multiple advantages of English
language through literature.
Key words: Language, Literature, LSRW skills
I. INTRODUCTION
SING literary texts in language teaching is a new innovation. This method helps the
U students to make the learning entertaining and interesting. To them, literary texts can be
used in language teaching because the language used in literary text is suitable for the context
of the events. Among the functions of literature, the most important one is the use of language.
Teaching English through literature has become the fashionable phenomenon.
Literature with its extensive and connotative vocabulary and its complex syntax can expand
all language skills like Listening, Speaking, Reading and Writing. Literature mirrors national
culture and can therefore acquaint students with the aesthetic, moral and spiritual values of
the nation and the rules of the system. In the present day, literary texts assume that literature
can provide a basis for extending language usage. Literature can be considered successful in
several aspects. It enables the students to improve their written and oral English. A literary
piece is not an end in itself but the means of beginning a creative process in the minds and
emotions of the students. If the student involves himself in the particular literary world and
atmosphere he can relate to the socio psychological context.
For many students, literature can provide a key to motivate them to read in English. For all
students, literature is an ideal vehicle for illustrating language use and for introducing cultural
assumptions. The success, of course, in using literature greatly depends on the selection of
texts which will not be difficult on either linguistic or theoretical level.
The use of literary texts, from language teaching point of view, will be useful, because these
texts show how language works in contexts. They also show how language should be used to
improve Reading, Listening, Writing and Speaking skills. The readers can get general
information related with experiences and events in real life by using and analyzing literary
texts. They make the readers to improve themselves culturally and educationally in accordance
with their emotional features. They also remove mother tongue interferences. They acquire the
idea that how language works in real contexts. Literature helps teachers to design many
ISBN 978-93-86176-18-9
activities that suit the modern and up-to-date classrooms. Carter rightly says that, based on
material capable of stimulating greater interest and involvement (3) and Duff continues that
good texts provide the stimulus for interaction to take place between the learners among
them, and with the teacher (3).
II. REASONS FOR USING LITERATURE:

Literature helps students develop interpretative abilities. Lazar says, Literature is a
particularly good source for developing students abilities to infer meaning and to make
interpretations. This is because literary texts are often rich in multiple levels of meaning, and
demand that the reader/learner is actively involved in teasing out the unstated implications
and assumptions of the text (19).
There are many good reasons for using literature in the language classroom.
1. Literature is an authentic material. It is good to expose learners to this source of
unmodified language in the classroom because the skills they acquire in dealing with
difficult as unknown language can be used outside the class.
2. Literature encourages interaction. Literary texts are often rich with multiple layers of
meaning. It can be effectively mined for discussions and sharing feelings or opinions.
3. Literature expands language awareness.
4. Literature educates the whole person by examining values in literary texts. Teacher
encourages learners to develop attitudes towards them. These values and attitudes
relate to the world outside the classroom.
5. Literature is motivating. It holds high status in many cultures and countries. For this
reason, students can feel a real sense of achievement at understanding a piece of
highly respected literature.
6. Language teacher can effectively use literature in language classroom because it gives
a valuable knowledge, cultural enhancement, language enrichment and personal
involvement.
7. Apart from all these reasons, literature provides powerful resources like universality,
non-triviality, relevance, variety, interest, and suggestive power.
Literary studies like fiction, drama, short stories and essays provide good training
ground to develop the language skills like listening, speaking, writing and learning. The subject
itself offers ample interesting topics for discussion which encourage oral practice. And
frequently a literary text is read out in full or in parts by the teacher or a tape version of it is,
played for the purpose of bringing out its rhythmic quality and stimulating interest.
Accordingly, when it is used orally literature can develop the students listening ability.
Through literary studies the students become more mature, liberal and responsible
people. Its encouragement for sympathy and tolerance, its plea for open-mindedness is surely
an admirable educational aim that learners readily embrace. One of the chief attractions of
literature is that it delights. Students will enthusiastically feel this effect if the teacher enjoys
the texts they are teaching. The latters enthusiasm enables them to share readily with the
former, this joy they can only derive from the literary words.
III. BENEFITS OF USING NOVELS AND SHORT STORIES IN THE LANGUAGE

CLASSROOM:
Using literature in ELT classroom offers the awareness of language usage as well as fluency.
Povey claims, Literature will increase all language skills because literature will extend
linguistic knowledge by giving evidence of extensive and subtle vocabulary usage and complex
and exact syntax (qtd. in. Brumfit 192). The idea of using a novel has the benefit of engaging
their interest in the story in the novel and can therefore boost their understanding of the
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meaning. Novels can be effectively used in language classroom by giving some useful activities
to students like writing summaries, providing sentence completion exercises; reordering
jumbled sentences etc. which help them to follow the sequence of events in the given novel. A
fairly short novel should be chosen for this purpose. It will be helpful for the students to
summarize the contents for the whole, either verbally or in writing.
Clearly the amount of unfamiliar vocabulary in a novel should be a prime factor in
determining whether or not the novel is selected for classroom use. Students should be able to
extend their vocabulary while reading without feeling the need to look up the meaning of every
second word on the page. It is best to choose a text where students will not feel overwhelmed
by unfamiliar language. Two strategies can be useful in helping students with any vocabulary
they dont know. The first is to encourage students to read for gist rather than detail. This can
be done by setting homework tasks which demand an overall comprehension of the chapter,
for example summary writing. Students may be left to read a chapter for homework,
underlining those unfamiliar words which words they chose and the reasons for choosing
them could then be discussed in classroom.
Novels and short stories share a great many features in common. Like the short story, the
traditional novel involves a chronological sequence of events, linked by relations of cause and
effect. The description of event in a novel is shaped by a narrator, and the language of the novel
is used in a highly self-conscious way to convey particular effect.
It focuses on a moment of crisis,
Narrative told from different perspective
Mood and tone unified throughout the text.
Large cast of characters
Numerous flashbacks to past events
Highly complicated plot
Very economic suggestive use of language
In a novel there is likely to be a larger cast of characters than in a short story, the plot may
be more complicated and methods of narration can sometimes be more complex. Short stories
can also be used to improve students vocabulary and reading. Short stories usually have a
beginning, middle and an end. They encourage students at all levels of language proficiency to
continue reading them until the end to find out how the conflict is resolved.
IV. BENEFITS OF USING DRAMA IN THE LANGUAGE CLASS ROOM:

Using drama to teach English plays an inevitable role which results in real communication
involving ideas, emotions, feelings, appropriateness and adaptability. In short, dramas create
an opportunity to use language in operation, which is absent in conventional language class.
This method mainly develops the skill in communication. This alternative teaching is attractive
because it gives a context for listening and meaningful language production, forcing the
learners to use their language resources and, therefore, enhancing their linguistic abilities. It
provides situations for reading and writing. This method is useful in analyzing plot, character
and style which helps learners to involve positively and actively in the text. An attractive
alternative in teaching language through drama gives a context for listening and meaningful
production, forcing the learners to use their language resources, and consequently enhancing
their linguistic abilities. It provides situations for reading and writing. It is very useful in
teaching literary texts as it helps in analyzing plot, character and style. It also involves learners
more positively and actively in the text.
Drama can help the teacher to achieve reality in several ways. It can overcome the
students resistance to learning the new language:
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by making the learning of the new language, an enjoyable experience

by setting realistic targets for the students to aim for
by linking the language learning experience with the students own
experience of life
Dramas are always a good choice for beginners. They can be rather short, compact and
emotionally involving. The student can also be guided into visualizing the plays as he reads the
text, into imagining how a character would say a certain line. Hence he can have a sense of
participation. Students should be asked to bring their own contributions to class like
newspaper clippings, articles, photographs or any other material and present their material
before the students. When the students are engaged in doing this kind of exercise they will be
able to communicate better, feel more ease and exchange ideas about the world they live in.
The teachers can also make the classroom teaching by introducing language using activities
which helps learners to concentrate more on
comprehension and interpretation of character
taking down notes
practice in report writing
The class is told that they are newspaper reporters at a press conference to interview the
character after his/her adventures. The character (a learner who has volunteered to take on
the role) sits in the front, facing the rest of the class and answers questions posed by the
reporters. He is interviewed for no more than 10 minutes. The reporters ask not just questions,
but, also take notes in order to write a news story or a more descriptive feature article for the
next edition of their paper.
The whole activity can be made more dramatic by asking the learners to make their name
plates with newspaper names and display them on their desks. At last the reports are read
aloud in class and learners discuss with the teacher which are good ones and why. Good
reports are put up on the class wall magazine.
V. LITERARY TEXTS HELP TO IMPROVE LISTENING SKILLS:

Listening starts with hearing but goes beyond. Listening involves hearing with attention. It
involves more concentration. Careful listening to the words may be a good option in teaching
vocabulary items in a heterogenic classroom. Robert Lado states that Let the students hear
the sounds of the word have been mastered the students will hear it correctly with two or
three repetitions (121). When the literary text is read aloud with a correct pronunciation
without distortion will help the students to be got trained in the vocabulary building. By
introducing synonyms and antonyms in language learning makes the students to understand
different shades of meaning of a word. Thus it helps to enrich the students vocabulary bank
and provide alternative words instantly. This practice saves time and develops an intensive
reading habit and better understanding.
VI. LITERARY TEXTS HELP TO IMPROVE READING SKILLS:

Reading words aloud is also very beneficial. It makes a learner familiar with the word and
also improves pronunciation of the learners. Reading aims to be more learner-centered. As
learners proceed through a text, they pay attention to the way language is used. They come to
grips with the meaning and increase their general awareness of English. Within this way of
studying literature, the teacher can choose to focus on general grammar and vocabulary or use
stylistic analysis. Stylistic analysis involves the close reading of the linguistic features of the
text to enable students to make meaningful interpretations of the text- it aims to help learners
read and study literature more competently. It also encourages learners to draw on their own
opinions, feelings and personal experiences. It aims for interaction between the text and the
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reader in English, helping make the language more memorable. Learners are encouraged to
make the text their own. This helps to recognize the immense power that literature can have
to move people and attempts to use that in the classroom.
VII. LITERARY TEXTS HELP TO IMPROVE SPEAKING SKILLS:

A literary text may be selected and the teacher may ask the students to give a short speech
in front of their classmates. The student may be allowed to choose the topic from the text and
enough time needs to be given for preparation. This exercise will definitely reduce stage fear
and improves their speaking skills.
A short story can be selected and the teacher may ask the students to tell the story. They
can choose the story but it should not be repeated. It helps them to speak continuously to give
a complete story. If it is a short speech they can forget the points in between but somehow they
can manage whereas in short story they have to use their own sentences to tell the complete
story using their vocabulary power. If the teachers train the students in an innovative way,
they would acquire efficient communication skill. The motivation of the teachers plays a major
role in improving language skills of the students.
VIII. LITERARY TEXTS HELP TO IMPROVE WRITING SKILLS:

Writing requires proper guidance from the teacher. The students can be given word games.
They can be asked to make sentences of their own. The students can be given simple topics for
writing, such as description of characters, situations, etc from literature. Writing needs
constant practice so that they write without grammatical errors. Students shall be encouraged
to use short statements. Vocabulary is the first and foremost step in language acquisition.
Vocabulary teaching in language classroom through drama and novel enhance writing skill of
the student. The language learning can be made interactive and interesting with the
introduction of appropriate vocabulary exercises. Quiz, puzzles can also be conducted to
develop the vocabulary of the students.
IX. CONCLUSION:
Literature is an art dealing with the needs of the students. A literary piece is not an end in
itself but th e means of beginning a creative process in the minds and emotions of the students.
Literature or literary texts in the language classroom develop the four important skills like,
Reading, Listening, Speaking and Writing. The main goal of this method is to produce authentic
and meaningful communication.
REFERENCE
[1] Brumfit, Christopher, Literature and Language Teaching. Oxford : Oxford UP, 2000. 192.
Print.
[2] Carter, R. and M. Long, eds. Teaching Literature. London: Longman. 1991. 3. Print.
[3] Duff, A. and A. Maley. Literature. Oxford: Oxford University Press. 1990. 3. Print.
[4] Lado, Robert, "Patterns of difficulty in vocabulary" International Journal Language
Learning 6
[5] (1955): 23-41. Web. 10 July 2016.
[6] Lazar, G., Literature and Language Teaching: A Guide for Teachers and Trainers.
Cambridge: Cambridge University Press, 1993. 19. Print.
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PROBLAMATIZING CLOSED BOOK SYSTEM OF EDUCATION BY FLIP

TEACHING
Divya Devi
I. INTRODUCTION
HE researcher has done an experiment to problamatize memory based system of
T education with the recent paradigm shift in teaching, especially in ELT. I happen to read
Dr. R.V.Rams article My Experiment with Flip Teaching, which inspired me to conduct this
experiment. It is believed, self-learning paves way to classroom interaction and to store their
learning in long term memory. Albert Einstein, who believes in self-learning says, I never
teach my pupils, I only provide the conditions in which they can learn. According to the
provided conditions, a facilitator is needed to guide the learners. When we problamatize a
system, most probably people will try to find solution. This paper (problem) will lead to the
question, what will be the scenario, especially for teachers?
II. ORIGIN OF FLIP TEACHING

Flip teaching has its Origin in Colorado, 2004 by two school teachers- Bergmann & Sams for
those students who missed the class to learn. It includes some techniques used in Learner-
centred approach, Interactive Method, and Learning by doing. In Flip Teaching new content
were learnt through online, watching video lectures at home as originally practiced in USA.
According to this practice, Students move from without teacher to with teacher for
personalized guidance and practical application of the content, which fulfills John Deways
notion Teacher-as-facilitator.
III. SURVEY OF LITERATURE

There are several such reports and a number of blogs on flip teaching. For instance,
Chrysanthe Demetry (2010), reports on her ongoing work of Merging classroom Flip and
Team-Based Learning, claims that it is innovative and interesting. Dr. James Fraser (2013)
notes, Flipping beats the boredom monster in the classroom. We have negative criticism too
of the intervention, that is, Nancy Lape, (The professors) lives might be easier and their
students might be happier if they just do a traditional class. R.V.Rams (2014), article based
on flip teaching experiment. He did this experiment in the context of open book system for
Discourse Analysis course. My article focuses on problamatizing the teaching and testing
methodology of the paper SOCIAL HISTORY OF ENGLAND (Memory based system) through
Flip teaching & Analytical & applicative type of questions
IV. A SLICE OF EXPERIMENT

The setting of the experiment is SASTRA University, Kumbakonam, India. It offers a course
in MA BEd (English), five year integrated programme integrating English Studies and
Education. The participants are 15 in number, a mixed group with a semi-urban background.
They were in their second year when flip teaching was introduced. At this point, they had the
advantage of earlier exposure to applicative-analytical-evaluative type of testing format right
from their first year, as part of open book system of examinations. They all have access to
computers and also to Wi-Fi on campus, which technically support the participants in the
experiment. The period of the experiment was one semester (July to November 2014).
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V. THE CONTENT
Social History of England is one of the courses they take, a 4-credit course, which I flip-
taught. Two teachers taught the same syllabus in the same year for the same students.
Teachers of both groups are selected with purpose. The experimenter was brought up under
the open book system of education/examination. And the controlled group teacher was under
memory based system of education/examination. Flip-teaching exercises were carried out for
half of the course syllabus as experimental group, covering various components like Wars of
Roses, Great Plague, Coffee houses, Great fire of London, Cooperative movement, etc. and the
other half syllabus as controlled group (see Appendix for Course Syllabus). However, for want
of time and space, I would focus on just four:
Fire of London
Black Death
Agrarian Revolution
Victorian Age
VI. THE METHODOLOGY

The students will be given homework; they should collect information regarding the topic.
It may be from Books, Articles, and Net sources. This activity will help them to fulfill the two
lower-levels of Blooms Taxonomy, namely, Knowledge and Comprehension.
VII. IN THE CLASSROOM

A quiz session will be conducted to acknowledge the students work outside the Classroom.
The questions are of oral/written, true/false, MCQ, fill-in-the-blanks. Following this quiz, a
seminar will be given by a student and if there is any doubts that will be sorted out by teacher.
After the seminar they will be instructed and motivated to find (literary) works and movies
related to the historical events. Such exercises are more interesting and exciting as known
through the students body language and feedback. As per the suggestion of Julie Schell, a
practitioner: Just assess them and they will do it, Students are active when instant feedback
is given to their classroom work.
VIII. TEACHERS ROLE

After the introduction of the course, the topics will be given to the students according to the
syllabus. The facilitator should Guide the students for hands on work inside the classroom and
also assess them for their work inside and outside the classroom by giving immediate
feedback. The students will take the role of teacher and teacher will become the facilitator. In
this experiment students had the facility of meeting and interacting with the facilitator even
outside the classroom. This kind of Flip teaching is familiar to us because we have similar
approaches like Interactive Teaching, Learner centered approach, Inductive method,
learning-by-doing, e-learning, etc. Flip teaching blends all these approaches.
IX. ASSESSMENT & TESTING

Specifically, the staple and primitive replicative kind of test items (or format) will not be of
much help, except perhaps in the initial stages . . . But beyond that, it can be positively harmful,
de-motivating students and defeating the very purpose of teaching, especially flip
teaching.(June, 2014. Ram R V). So we can use questions of applicative/ analytical/ evaluative,
as in the examples given below. Mismatch between teaching & testing leads to learners de-
motivation which defeats the purpose of flip teaching.
Sample Questions:
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Example 1: The Great Fire of London

The churches, houses and all on fire and flaming at once; and a horrid noise
the flames made, and the cracking of houses at their ruin.
Mention the works title and background.
Counter Example: Give a short note on The Great Fire of London.
Example 2: The Great plague of London

Explain the macabre (death) meaning and origin of the following Nursery
rhyme
Ring-a-ring oroses
A pocket full of posies
A-tishoo! A-tishoo!
We all fall down.
Counter Example: Give a brief account of The Great plague of London
Example 3: Agrarian Revolution

Explain how Oliver Goldsmith expresses the hardship of people after Agrarian
Revolution in his poem The Deserted Village
Ill fares the land, to hastning ills a prey,
Where wealth accumulates, and men decay.
Princes and lords may flourish, or may fade;
A breath can made them, as a breath has made:
But a bold peasantry, their countrys pride,
When once destroyd, can never be supplied
Counter Example: Write the Effects of Agrarian Revolution.
Example 4: Victorian Age

Yet all experience is an arch wherethro
Gleams that untravelld world, whose magin fades
For ever and for ever
Explore the Victorian Age peoples mindset from the given lines.
Counter Example: Explain the mindset of Victorian age people.
X. ADVANTAGE
Even though this course is under closed book system, they have exposure to open book
system and questions of applicative/analytical/evaluative type. For this course the teaching
and testing is based on New Historicism: The focus is not merely on history and facts but the
works related to the history and facts. These works and movies help to visualize the situation
and leads for better understanding. As said by a Chinese philosopher, I hear and I forget. I see
and I remember. I do and I understand. The kind of exercise: find the motivation of the work
and background of the work & Critical view about the history of any work, which they do
inside and outside class, will improve the reading skills and Love for reading, which will be a
motivation to write on contemporary issues.
XI. PROBLEMS AND PARAMETERS

In this experiment we are not in need of virtual classroom or Video lectures because most
of the students were present in the class. And power supply is the major problem when
homework is given. The learners and parents will get Cognitive Dissonance because of the
paradigm shift: At initial stage learners will resist this methodology, Flip teaching. But time to
time motivation and earlier exposure to learner- centred teaching and appropriated testing
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format reduces and avoids resistance in learners mind. Through the counseling of the
facilitator the dissonance of the parents also reduced. Another parameter in this methodology
is that we have credits for inside classroom works but not for outside classroom works.
XII. THE RESULTS

The performance of the students as controlled and experimental group is same. And while
comparing to the results of other courses in English (Closed and open book system) which they
did in the same semester doesnt show any significant difference except their understanding,
which is understood by their body language and level of interaction inside the classroom. The
teacher can enjoy great pleasure in flip teaching and can get new/latest information from
students will be discussed/ argued.
XIII. CONCLUSION
In conclusion I would like to say that Flip Teaching can bridge the gap between traditional
classroom and virtual classroom. It improves students reading and referencing skills, and
most importantly, the learners improved their language skills like reading, writing, speaking
and also presentation skills. And there are vendors who are launching their products which are
based on flip teaching. Even though we have some problems in flip teaching, we can overcome
it by appropriate remedial measures.
BIBLIOGRAPHY
1. Ashok, Padmaja. Social history of England. Place: Hyderabad: Orient Blackswan, Jan 1,
2011.
2. Trevelyan. English Social History. New Delhi: Penguin Books Ltd, 27 Nov 1986.
3. Xavier. A.G. An Introduction to The Social History of England. Chennai: S. Viswanathan
(Printers & Publishers), PVT., LTD. 2010.
4. http://www.ascd.org/publications/educational-
leadership/mar13/vol70/num06/evidence-on-flipped-classrooms-is-still-coming-
in.aspx
5. http://www.ascilite.org/conferences/sydney13/program/papers/Sankey.pdf
6. http://blog.peerinstruction.net/2013/06/27/flipped-classrooms-101-a-self-paced-
short-course/
7. http://blog.peerinstruction.net/2013/08/19/flipping-your-classroom-to-meet-the-
common-core-and-other-standards/
8. http://blog.peerinstruction.net/2013/11/04/from-flipped-classrooms-to-flipping-
with-peer-instruction/
9. http://dts.drake.edu/wp-content/uploads/sites/2/2014/03/The-Flipped-Classroom-
A-Survey-of-the-Research.pdf
10. http://educationnext.org/the-flipped-classroom/
11. http://facultyinnovate.utexas.edu/teacing/flipping-a-class
12. http://flippedinstitute.org/how-to-flip
13. http://flippedlearning.org/uploads/2016/07
14. http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLI
P_handout_FNL_Web.pdf
15. https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-
practice-and-technologies/
16. https://www.insidehighered.com/news/2013/10/30/despite-new-studies-flipping-
classroom-still-enjoys-widespread-support
17. http://mfeldstein.com/response-usa-today-article-flipped-classroom-research/
18. http://net.educause.edu.pdf.eli7081
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19. http://www.pinterest.com/techsmithedu/classroom-ideas-for-flippers/
20. researchnetwork.pearson.com/wp-content/uploads/execsummary_flippedlearnig.pdf
21. http://www.techsmith.com/education-flipped-classroom.html
22. http://steve-wheeler.blogspot.in/2012/03/what-flip.html
23. http://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-
effectiveness/3148447/
24. http://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_201
2.pdf
25. http://www.wiredatheart.com/2012/05/23/the-flip-side-of-the-flipped-classroom
APPENDIX
1. Syllabus
2. Filled Feedback forms
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REPRESENTATION OF RESISTANCE IN LITERATURE: A RAISIN IN THE SUN

BY LORRAINE HANSBERRY
R.Steffi and Dr. V. Sangeetha
Department of English, Periyar University, Salem
Abstract--- Literature is multifaceted. It captures and carries varied elements in it. One such
element is the mimesis of the society because of mirroring both the egalitarianism and hegemony
of the society. Egalitarianism in literature shows the empowerment of the society whereas the
hegemony in literature endorses the submission of people to the oppressors, for years together.
Oppression has troubled people and has made them loose their identity. The quest for identity
incorporated in the minds of the oppressed community has made them to reflect on their
sufferings. Pondering over the sufferings, the oppressed people tend to fight back their oppression.
The fighting back nature of the oppressed community to possess an individual identity can be
called as resistance which too in turn is captured in literature. Therefore literature not only
represents the sufferings of the oppressed but also represents the resistance of the oppressed.
The hostile nature of the dominant community has oppressed people in terms of race, gender,
class etc. Discrimination in terms of race has been a taboo affecting the livelihood of Afro-
American families ever since World War II in the United States of America. One such family which
was victimized for its racial identity was the Youngers family. The submission and resistance of
the Youngers family is captured in the play, A Raisin in the Sun written by Lorraine Hansberry.
Every character in the play has a dream; their dreams get dried up like a raisin in the sun. The
family withstands subjugation of dreams; their dreams remain deferred.
The objective of the paper is to throw light on traumas of racial discrimination which exert
the power of resistance among the oppressed community. The concluding part of the paper traces
the effect of resistance in the literary work, A Raisin in the Sun written by Lorraine Hansberry.
Keywords--- Oppressor, oppressed, racial discrimination, traumas, dreams, submission,
resistance
I. INTRODUCTION
ORRAINE HANSBERRY, the granddaughter of a freed slave is an African-American
L playwright, author and activist. The paradigm shift witnessed by Lorraine Hansberry in
her infancy due to her race is recreated in her play, A Raisin in the Sun. Inclusion of ignored and
personalised feelings of Hansberry in her play has made A Raisin in the Sun as one of the most
influential plays of the twentieth century. Hansberrys possessed fear of discrimination made
her write under her initials, L.H. Being an activist, she was closely associated with the Civil
Rights Movement. The modern political realities that are phantasmagorical are found in her
play representing her involvement in the Civil Rights Movement and her utilization of Magical
Realism. A Raisin in the Sun therefore exhibits the power of resistance which remains as an
outcome of oppression.
II. EXPLANATION
The community captured in Hansberrys plays can be bifurcated as a community possessed
with oppressor and oppressed. Eventually the oppressors are the natives and the oppressed is
the Youngers family, the African-American family discriminated in terms of race. The initial
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stages of submission lead to the final stage, resistance. The central part of the paper will enlist
the divisive effects of racism.
The dream of a home, liquor store and education is possessed by Lena Younger, Ruth
Younger, Walter Lee Younger and Beneatha Younger. The dreams grew over the arrival of the
insurance money, after the death of the bread winner of the family.
Initially, the dream of buying a home at Clybourne Park is a lifetime dream dreamt by Lena
and Ruth. Their dream is found disturbed by two of their neighbours, Mrs. Johnson and Karl
Linder. Mrs. Johnson visits the Youngers house. She enters the house with a catastrophic
spirit, planning to criticize the family and their race and influencing them to not to move to
their house at the Clybourne Park. She exhibits her disinterest by reading the headlines of the
newspaper carrying the criticisms of African race. Mrs. Johnson reads it with great interest
which is as follows. NEGROES INVADE CLYBOURNE PARK- BOMBED!(Hansberry 542).
The Youngers are later met by Karl Linder. Karl Linder, the representative of the Clybourne
Park Improvement Association visits the family to put an end to their shifting to Clybourne
Park. He tries to convince the family by offering money for staying in the same old ghettos.
Gazing at the hostile faces of the family members he tells,
Well-I dont understand why you people are reacting this way. What do you think you are
going to gain by moving into a neighborhood where you just arent wanted and where some
elements-well-people can get awful worked up when they feel that their whole way of life and
everything theyve ever worked for is threatened. (Hansberry 554)
Secondly, to open liquor store was the dream of Walter Lee younger. His dream remained
as an unwelcoming one by his family. Nobody showed any interest for Walters investment in
the liquor store except his mother who showed concern for his sons desire. She gave half of
the insurance money to Walter to invest in liquor store. Fortune failed to serve Walter, as his
money was stolen by his friend, Willy. Walter faces betrayal. His dream is subjugated giving
birth to his fatal beliefs. He had always been a victim of oppression.
Despite the liquor store crisis, Willy is a man who passively accepts his discrimination. His
split thoughts made him exhibit contrasting feelings. On one hand he accepted discrimination
as a way of life and on the other hand he tends to fight back oppression, which is witnessed
only in the final part of the play. In the beginning of the play he was unhappy about his identity
and submitted himself to oppression which is very much evident in the following lines, The
worlds most backward race of people, and thats a fact (Hansberry 498).
Finally, Beneatha dreams of getting educated. But her dream is shattered by her brother
who refuses to spend for education and is keen on setting up a liquor store. In frustration,
Beneatha opens to Asagai,
You with all your talk and dreams about Africa! Cure the Great sore of Colonialism-with
the Penicillin of Independence! . . . plain idiots who will come into power and steal and plunder
the same as before- only now they will be back and do it in the name of new Independence-
WHAT ABOUT THEM?! . . . An end to misery! To stupidity! Dont you see there isnt any real
progress, Asagai, there is only one large circle that we march in, around and around, each of us
with our own little picture in front of us-our own little mirage that we think is the future.
(Hansberry 564)
Lena Younger, the matriarch of the family is the familys unifying force. She pacifies her
beloved ones and binds them together in one accord. The repressed feelings haunting the
family are given a subtle approach by Lena Younger, the Mama. She combats for the
rejuvenation of hope through resistance. She resisted all the abuses. She resisted with no word
but with action. She resisted with refusal of not selling the house to anyone. She resisted by
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taking her family and moving into their new house at the Clybourne Park. Mama briskly says to
Linder, I am afraid you dont understand. My son said we was going to move and there aint
nothing left for me to say (Hansberry 575).
Her resistance was for the betterment of the familys lifestyle and to cherish all their
dreams in the new soil since she always thought of her mans word. The words of her husband
she often recollects is, Seem like God didnt see fit to give the black man nothing but dreams-
but He did give us children to make them dream seem worth while (Hansberry 503).
Resistance had paved way for happiness and confidence in the Youngers family. Their
subjugation of dreams and suppression for years together has made them voice out their
happiness. In the last few scenes of the play, it is witnessed that the family feels happy and
proud of their father, their race and what they are at the present. It is evident in the lines
uttered by Walter to Linder. Walter says, What I am telling you is that we called you over here
to tell you that we are very proud and that. . . . we have decided to move into our house
because my father-my father-he earned it for us brick by brick (Hansberry 575). The picture
of resistance seems to be good vanity.
III. CONCLUSION
Submission to oppression has led to the rise of resistance in the play. The paper also likes
to throw light on two contrasting facets of the voiceless community: denial of their basic and
civil rights and also their cleverness of understanding and overcoming those inevitable
situations. Therefore, resistance has been utilized as a key factor by the oppressed community
to get relieved from oppression, which is merely cast on them for no reason. To conclude, A
Raisin in the Sun is an evident literary work that represents resistance in its massiveness.
WORKS CITED
[1] Hansberry, Lorraine. A Raisin in the Sun. 1959. Web. 10 October 2014.
[2] <www.penguin.com>.
[3] Balachandran K. Critical Essays on American Literature. New Delhi: Sarup and Sons, 2005.
[4] Print.
[5] Magic Realism. Encyclopedia Britannica. 2016. Web. 14 July 2016.
[6] <https://www.britannica.com/art/magic-realism>.
[7] Reno R. R. Resistance Literature. Intercollegiate Review. 2009. Web. 14 July 2016.
[8] <https://home.isi.org/resistance-literature>.
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ACTIVITY CENTRED LANGUAGE TEACHING
JESSY MATHEW and R. JOSEPH HENRY
Assistant Professor in English

Dhirajlal Gandhi College of Technology, Salem
Abstract--- According to psychological studies, learners are active investigators of their

environment. This theory of psychology is stuck in the principle that people instinctively strive to
make sense of the atmosphere where they live. Learners like to observe and realize from the world
around them. The objective of this paper is to appraise the effectiveness of the Activity Centred
Learning Methodology with the traditional language teaching methods. Activity centered
teaching reduces the burden of students and this pleasant teaching learning strategies enhance
the interest among the learners. This paper discusses the possibility of activities that can be used
in teaching Communication skills and Grammar. Activity based learning can create curiosity in
learners and it appeals to a wide range of different senses and also demands to individuals varied
learning styles. It also extends pair efforts and team efforts that stimulate the learners to involve
in the learning process actively and helps to achieve competencies within a short period of time.
Keywords--- Activity Centred learning, Communication Skills, Learning process
I. INTRODUCTION
S English is a second language for the non-native speakers of English, it can be acquired by
A using various learning strategies. In the learning process the students comprehend,
practice and remember. They need to be provided with information and resources which are
necessary to focus their thinking and interaction in the lesson for the process of analyzing the
given data. Teachers need to be actively involved in guiding the students analysis of data. After
analyzing, it is essential to solve the problem by the students in finding the prototypes in the
information through their own investigation. With continued practice in these processes,
students can not only learn the content of the lesson but also develop many other language
skills. The Activity Centred Learning is the real process of learning and by using various types
of resources; the students can understand the reality of pleasant learning. These strategies of
learning provide varied experiences to the students to facilitate the acquisition of knowledge,
experience and basic language skills. Students can build a sturdy self confidence and also they
can develop peer understanding through team work. This type of learning includes different
types of group activities for gathering knowledge, understanding concepts and developing
skills, for getting experience through creative works and also for excellent presentations of
creative ideas. Activities help students to reinforce the grammar techniques in their mind and
also later relate them into real life situations.The process of organizing activities must be based
on curricular objectives bringing together the needs, ideas and interests of the students with
their knowledge, skill, experience and personality of the teacher within a given environment.
The relation of the teacher with each and every student is also a main factor in the process of
activity organization. In the process of Activity Centred learning, a teacher acts as a planner, an
evaluator, a facilitator, a decision maker and also as a disciplinarian.
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II. AN OULINE SKETCH OF ACTIVITY CENTRED LEARNING

John F Kennedy said, that Physical fitness is not only one of the most keys to healthy body,
it is the basis of dynamic and creative intellectual activity. Students interaction and
involvement are the most vital items in the process of transferring of knowledge from the
teacher to the student. The teacher and students need to work in association to make the
teaching learning process very interesting and engaging. At this moment, it is apt to state the
very common practical statement by Confucius on how the human mind approaches the
learning process.
Tell me, and I will forget
Show me, and I may remember,
Involve me, and I will understand. Confucius
One of the best ways to understand something is to get ones hands on it and actually
experiment with it. Hence, the change in our mode of teaching and learning as activity based
teaching provides simple and dynamic tools for an effective classroom teaching. By using
varied activities in the language classrooms, the teacher can create an interactive
atmosphereand this will make teaching and learning of language uncomplicated and impulsive.
When the learner is exposed to a problem solving situation, meaningful learning takes place
and the learner is able to identify, justify and express his own ideas. Through the activity
centred learning process, students can get the opportunity of acquiring leadership quality,
organizing power and developing the thirst for knowledge.
In the present scenario, the language classrooms with traditional teaching methodology are
being faded away and considerable prominence is given to classroom activities in which
learners use the language they have learned to communicate among them. The need to develop
the four skills i.e., Listening, Speaking, Reading and Writing is necessary in the current
technically urbanized world. The students must not only learn the language but also must use
the learned language in their day to day life. For this purpose, different activities can be
identified and can be exposed to speaking skills thereby developing their confidence level,
enhances creativity, flexibility, assertiveness, leadership, team work which demonstrates a
practical integration of knowledge, skills and aptitude. It helps the learner to create an
optimistic atmosphere in their learning process. This helps them to improve their individual
talents and they are appropriately guided towards the current trend of professional needs.
III. CLASSROOM ACTIVITIES

To make the Language class interesting and interactive short and simple activities can be
included in the learning process. This helps the students to learn grammar in a fun way and to
develop their vocabulary and the speaking skills. Through the activities like role play and JAM
students listen to more conversations and they start speaking without hesitation. The teacher
tries to impart the knowledge to the students in a way that he/she finds easy and functional.
Any communication methods that serve this purpose could be considered as an innovative
method. The innovative methods in teaching learning process can not only improve the
present system of education but also to empower the people and society. Here are some
innovative classroom activities which make the language class interesting.
Brainstorming Activities:
Brainstorming is a very helpful warm up activity that can be easily implemented into the
language classes. It helps our students to become better learners. Moreover, it is a fun activity
which students enjoy well and understand the concepts easily. It can be used to generate many
ideas in groups within a specified time period.The principle of brainstorming is that we need
lots of ideas to get better ideas.
Brainstorming with word list: 1. List words to describe a place.
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2. List items you need for your birthday party.

Brainstorming with pictures: The pictures from newspaper, magazines or text book can be
used for this. Pictures are rich source of ideas for brainstorming.
1. List the objects in the picture.
2. What are the people in the picture doing?
Brainstorming with songs: After playing a song in the class, questions can be asked to the
students. 1. What is the feeling of the singer?
2. What is the theme of the song?
Sentence Making:
In this activity the whole students of a class can be involved. This activity is helpful for
teaching the different forms of tenses. The teacher starts the chain with a sentence in the
simple present tense. One student can change the same sentence into present continuous
tense; the others can change into present perfect tense and present perfect continuous tense.
The same chain can be extended also to other tenses like past tense and future tense. The
teacher conducts the activity and keeps the score. The same game can be carried out for
framing positive sentences and negative sentences. For example, if the chain starts with a
sentence like I like chocolates , the other student can continue saying I dont like chocolates.
Next I like coffee and then I dont like coffee and so on.
Synonyms and Antonyms Activity:
This activity is used to teach the synonyms and antonyms in a simpler way. The
students can identify the meanings and opposites of a set of words among the group. A single
word and the synonym of another word can be written on both sides of a flash card. After
preparing a number of flash cards, those can be shuffled together and can be distributed
among all the students in the classroom. The teacher can also have a flash card with him. He
can start the game by displaying the word on the flash card. The student who carries the
synonym can raise his hand to display the word. Then he can continue the game with the word
on his flash card. The game can be continued till the synonym of the last word is displayed. The
same activity can be conducted for also antonyms. By this activity the learner learns new
words and the same can be used in his speaking and writing skills.
Twenty Questions Activity:
This activity helps the learners develop the critical thinking and questioning skills. The
teacher can divide the class into two groups and decides the subject of their discussion. From
the first group anyone member can represent the group and they want to imagine a thing in
their mind and they should not reveal their imagination to another group. The other group can
ask questions to the first group to find out the answers. The questions should be limited within
twenty. Thus the students can develop the skill of thinking and skill of questioning. Through
this activity, learners come out of their passive mode of listening, copying or taking notes they
discover things for themselves and are likely to become more activated to learn and respond in
a better way. The theme can be changed to the other group and they can start imagining
according to their theme. The group which finds out the answer with less number of questions
will be the winner. This activity makes the student a good listener and also a good investigator.
Spin the Yarn:
This activity improves the ability of thinking and creative ideas. The ideas can be connected
and can be expressed in the form of narratives. It also helps writing skills. The teacher places
headlines of some newspaper or magazine cuttings in a bowl. One student picks up a headline,
prepares for one minute and begins a narrative, which can last for about two to three minutes.
Another student picks up another headline and continues the narrative. Students take their
turn one after the other till all the headlines is exhausted and the students have constructed
one story out of diverse headlines. The last person has to conclude the narrative. The students
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will be evaluated based on the criteria such as content, connectivity with the previous clue,
lexical resources, logical sequencing and coherence.
IV. CONCLUSION
The learning of language can be made simpler and more interesting in an activity centred
classroom. A perfect learning process is that when the students really understand what they
have learned and when they attain the ability to use the learned things in their practical life. By
merging the traditional method of teaching with the modern method of activities, the learners
can enjoy their learning to achieve the complete ideal outcome.
REFERENCES
[1] Nunan, David. (1989). Designing Tasks for the Communicative classroom. Ox-ford,Oxford
University Press.
[2] Moon, Jayne. (2000): Children Learning English. London: Macmillan Publishers Ltd.
[3] http://en.wikipedia.org/wiki/Activitybased_learning_in_India
[4] Gage, J. (2006): How to use an Interactive Whiteboard really effectively in your secondary
classroom. Manchester: David Fulton Publishers.
[5] Brumfit,Christopher (1989). Communicative Methodology in Language teaching: The roles
of fluency and accuracy: Cambridge University Press.
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SELF-REFLEXIVITY IN UMBERTO ECOS THE ISLAND OF THE DAY BEFORE
Dr. B. Kathiresan and S.Pushpanjali
Associate Professor & Head i/c , Department of English, Thiruvalluvar University

Research Scholar, Department of English, Thiruvalluvar University
Umberto Eco, one of Italys most celebrated intellectuals and an author of many influential
scholarly works, is a renowned Italian Semiotician, Philosopher, literary critic and novelist
known for his widely acknowledged works like The Name of the Rose, Foucaults Pendulum, and
The Prague Cemetery. His Italian novel Lisola del giorno prima is translated into English by
William Weaver as The Island of the Day Before.
The Island of the Day Before is a postmodern fiction whose literary text evinces self-
reflexivity in its narrative structure. A Self-reflexive text consciously presents its own creative
process and concentrates much on the telling of the tale than the contents of the tale itself. This
is achieved by employing a technique called frame narrative. Ecos novel is narrated by an
unnamed third person narrator who recounts the manuscript written by a character named
Roberto della griva. The manuscript is a collection of events recorded about his personal life in
a diary that documents his survival days of shipwrecked life in an island.
The proposed paper attempts to analyse the self-reflexive nature in The Island of the Day
Before. It further explores that the element of mimesis does not disappear completely there by
helping to comprehend the blurring line between fiction and reality that exists in a
postmodern text. The narrators style of taking over the readers interpretive task is
highlighted by finding out the self-reflexive nature of a text. This in turn helps the reader to
identify the fictionality in The Island of the Day Before, pretending reality and naturalism.
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MAJOR SKILLS IN LEARNING ENGLISH AS A SECOND LANGUAGE
Dr. M. Ananthi
Assistant Professor of English,

Arulmigu Palaniandavar College of Arts and Culture, Palani.
Abstract--- Verbal and Non-verbal communication play a significant role in the learning any
language. The four skills of listening, speaking, reading and writing involved in the verbal
communication and body language and correctness depicted through non-verbal mode form an
important part of the learning process.
Good listening skills bring benefits to improve self esteem. Speaking can help us to build up
our confidence level while speaking to others. Reading makes us to express our ability and style of
pronunciation. Writing helps us to express our thoughts in attractive way. These four skills are
related and connected with each other. This four language skills are called Macro skills. It is very
important and necessity in learning a second language.
I. INTRODUCTION
NGLISH occupies an important place in India today. English is the second largest language
E of the world next to the Chinese language. It holds a significant value. It has become one
of the major languages of the world. English makes us to know the progress being made by
people of different nations of the world in the different areas of life. English has a great
educational importance in our country.
English occupies the status of an official language in India. It is also the language of the
media, newspapers, radio and television. Jobs in the fields of science and technology are easily
available to those who know English well. Teaching in Universities of advanced education is
easily available to the people of proficient in English. Learners need English in order to well on
the courses on hand, as English is the medium of instruction for a few subjects in a few schools
and a compulsory language in secondary schools.
Verbal and Non-verbal communication play a significant role in the learning any language.
The four skills of listening, speaking, reading and writing involved in the verbal
communication and body language and correctness depicted through non-verbal mode form
an important part of the learning process.
Learning of a language is a skill. Every skill can be acquired through a lot of practices. In the
teaching and learning of English, the main skill are listening, speaking, reading and writing.
Listening is as important as reading or writing. Without listening, speech has no meaning. This
skill is related to audio sense. When speaker speaks, the student must listen how he is
pronouns the word and speaks about.
Listening is receiving the language through ears. Listening identifies the sounds of speech.
They are two types of listening. One is casual and other is focused listening. Listening without
any specific purpose is casual listening. Sometimes one listens carefully and closely to find out
the information, one needs to know. This type of oriented listening is focused listening.
Listening skill can be improved through listening practice, which has two divisions as
extensive listening and intensive learning. Extensive listening is the exposure to a variety of
sounds while intensive learning is a limited to one or two specific sounds.
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Listening skill is the basis for good learning of the language. It makes speaking skill
effectively. The main objective of listening is to develop the understanding of concepts, facts,
ideas and feelings.
Speaking skill strengthens the foundation of language learning. Speech precedes reading.
Listening and speaking lay the very foundation for learning a foreign language. Learning to
speak a language is the shortest road to learn to read and write it. Spoken language is the
primary one. A child always learns to speak first. The basic function of the spoken language is
to establish and maintain the communication between members. Spoken language serves as
the means of communication between people belonging to different parts of the world.
Speaking is the delivery language through mouth. It is also known as the productive skill in
the oral mode. They are three kinds of speaking situation that we should understand which are
interactive, partially interactive and non-interactive. Interactive speaking situations include
face to face conversation. Partially interactive situations its involve giving a speech to the
audience. The non-interactive speaking can be defined as recorded speech.
Reading is the receptive skill in the written mode. Reading is an important way of
gaining information in language learning. It can be developed independently of listening and
speaking skills, but often develops along with them, especially in societies with a highly
developed literary tradition. There are four types of reading. They are loud reading, silent
reading, intensive reading and extensive reading.
Loud reading is also known as oral reading. It trains the sensory organs eyes, ears and
mouth, as they work in co-ordination. Silent reading is the most important type of reading
because the student concentrates his attention on the meaning only when he does not read
aloud. Intensive reading is also called as detailed study. It means the minute and detailed
study of the prescribed prose text. It concentrates upon language, information and the
grasping of the sense. Extensive reading is also known as independent or rapid silent reading.
It concentrates the subject matter.
Writing is the process of using letters to communicate thoughts and ideas. It is the
productive skill in the written mode. It provides variety in classroom procedures. It provides a
learner with physical evidence of his achievements and he can measure his improvement. It
helps to consolidate their grasp of vocabulary.
Writing goes through four stages. The student is motivated to write. Then he gets the
knowledge of writing the alphabets. Next he gets the knowledge of words and sentences are
taught in the third stage. In the final stage, the students have mastered a mature style of hand
writing and they learn to construct and write single sentences. Gradually they move to
describe a picture in a paragraph, then they learn to write move than a paragraph, letters and
free composition
II. CONCLUSION
our confidence level while speaking to others. Reading makes us to express our ability and
style of pronunciation. Writing helps us to express our thoughts in attractive way. These four
skills are related and connected with each other. This four language skills are called Macro
skills. It is very important and necessity in learning a second language.
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REFERENCE
[1] Gupta, A New Concept of English Teaching, ABD Publishers: Delhi, 2013.
[2] Sahu Binod k, Principles of Teaching English, Kalyani Publishers : Ludhiana, 2004.
[3] Sachdeva M.S. Teaching English as a Foreign Language, Tandon Publishers: Ludhiana,
2004.
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SPOKEN ENGLISH KEY TO CORPORATE SUCCESS

Dr.ANU BAISEL
Senior Assistant Professor, Department of English

SSL, VIT University
Abstract -The business landscape is ever-changing, and as global divides continue to blur,
language and culture play an ever-increasing role. Emerging economies present new
opportunities, and corporations often employ people from multiple countries. Many companies
understand that they benefit from having multi-lingual employees on their teams. Language and
culture skills that have always proved useful for customer service, business development, sales,
and general business growth are becoming mandatory components of international business.
Still, many companies are unclear about which skills matter the most now, which will be
important in the future, and how to develop these skills. In a competitive global marketplace and
in the face of increasing business pressures, it has never been more important to communicate
effectively with external and internal audiences. Successful communications are increasingly
central to the management of an organisations reputation in all its forms. Spoken and written
English has become the means of business communication, not just with in the country but also
between various countries. With the advent of globalization, the picture took a different turn
altogether. Now business deals and conferences are not confined within a single region but it is
spread across the globe. But this widespread confinement raised the need for a single language,
through which everyone can communicate. English being the most widely spoken language easily
became the business language. It also motivates and boosts the morale of an individual to
perform better. It not only churns out the best skills within a professional but also promises a
growth oriented career. It is significant for an effective interaction with the colleagues which may
prove to be beneficial depending upon the organizational environment. A strong hold over the
language ensures in understanding others better and gaining control over unfavourable
situations. In short, an individual with command over this global language will prove to be an
asset to the organisation and will have a guaranteed career growth.
Key words Communication, Corporate world, Globalization
I. INTRODUCTION
T is the technology that allows people to travel further and faster than ever before. It is the
I Internet that links people regardless their nationalities and countries they live in. And
technology is also the reason why lots of business people are active globally and why more and
more entrepreneurs are on the move than ever before. In this world full of the state-of-the-art
technology English serves as a uniting element in many situations, giving all entrepreneurs and
small companies a better chance on the market and an ideal comparative advantage over those
who lack the ability to communicate in this language.
There is no doubt that professional knowledge and experience is essential for
entrepreneurs and managers. But reaching and staying at the top requires more than just
being knowledgeable and experienced. One of the reasons why some entrepreneurs are
successful and some of them are, let us stay optimistic, less successful, may lie in the ability to
communicate knowledge in a foreign language. Of course, one has to agree that entrepreneurs
and companies can hire interpreters who are both fluent and skilled. However, entrepreneurs
cannot expect that people, who are not really involved in a companys matters, will establish
relationships in the way loyal and committed employees of the company can. The solution to
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this problem lies in constant learning and studying the foreign language. But first of all, it is
significant that employers realize the importance of learning (Business) English at the
workplace.
Over the years, research and needs analyses have produced a wide range of the language-
using tasks an employee should be able to tackle in order to deal with the exigencies of the
situations which may arise at the workplace. These are:
the ability to communicate appropriately with superiors, colleagues and subordinates,
and to representatives of other companies from abroad,
the ability to assist an English-speaking (native or non-native) person when hosting
business partners from abroad,
to participate in the social life of the enterprise (e.g. sports and social clubs, etc.) when
visiting business partners abroad.
Finally, let us realize that a quarter of the worlds population, i.e. 1.2 to 1.5 billion people,
can speak English. Moreover, English has become the lingua franca of international business.
These and many other factors make learning English interesting and useful for all those who
might be using it when they enter the exciting world of business.
II. LANGUAGE SKILLS AND CAREER DEVELOPMENT

Globalisation and cultural issues have wide effects on careers in todays organisations
(Leong & Hartung 2000:212, Bloch 1995). Entirely new job positions are created and new
skills and qualifications are required (Buchholz et al. 2006). It is argued that as
multiculturalism is increasing in our societies, it will shape our understanding of the
multicultural future of career (Leong & Hartung 2000:213). Therefore, career development
takes place in a multicultural context, where different values, decision-making styles, time
perspectives, communication styles and languages are involved (Leong & Hartung 2000:216).
In this research, it is considered how language skills affect career development.
According to Blochs (1995) study, language skills can contribute to career enhancement.
Through language skills, employees career prospects are enhanced. Firstly, Bloch (1995:16)
argues that high level of knowledge of a foreign language enables one to do things that would
otherwise be impossible. Therefore, employees can be assigned to new kinds of work tasks
and even to new positions if they are able to speak a foreign language. Many companies only
recruit candidates with specific language skills for their international positions. Thus, language
skills can contribute to getting a job in the first place. (Bloch 1995.)
A considerable advantage of language skills is that they are often linked to overseas and
cross-cultural communication experiences (Bloch 1995). In international business, the value of
overseas experience can hardly be overestimated as it offers employees enhanced career
prospects and possibilities to acquire new skills. Spending time in a foreign country usually
helps to develop language and cross-cultural skills. As there are people with various
backgrounds in todays multicultural business world, language skills are considered to be
invaluable when managing cross-cultural differences. Clark (2012) argues that language skills
in one or more foreign languages are necessary in order to become a global leader.
Considering the many benefits of language skills, knowledge of a foreign language can be
considered a valuable resource for employees. However, it is argued that although language
skills are important in international business, they are seldom sufficient without a combination
of other kinds of skills. Integrating foreign language skills with business skills, educational
background and cross-cultural communication skills is essential. (Bloch 1995.)
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Language skills can give opportunities for some employees, and enhance their career, but
create a barrier for other people. According to a case study of Finnish and Swedish banks,
people who did not speak the company language fluently, felt that their professional
competence was negatively affected and that they had less chances for promotion than native
speakers (Piekkari et al. 2005). Non-native speakers can feel that they are disqualified if they
are required to use a foreign language and that best jobs are offered to people who have
highest language skills (Neeley 2012). In a study of Neeley (2013) of a French-based company,
about half of the employees who had medium-fluency or low-fluency in English were worried
about their careers because of their language skills. However, it is argued that not all the
challenges that employees face are as difficult to overcome in reality, as people tend to think
(Neeley 2012). Neeley (2012) states that workers often underestimate their language skills.
It is possible that employees feel anxiety about their job performance and insecurity about
their jobs if they are required to use a foreign language at work. But if language skills are
improved, their emotional concerns diminish and they start to enjoy using a foreign language.
In this case, improving language skills can contribute to career enhancement. Language skills
can also make people seek for jobs or positions in which they have opportunities to use their
language skills. Therefore, employees language skills can to some extent shape peoples
careers. (Hoare 2012.)
Many of the effects of language skills are indirect such as better cultural awareness and
intellectual growth. In addition, although language skills are considered beneficial, language
training also imposes costs for individuals, societies and companies, since mastering a foreign
language requires a lot of time and high motivation. (Bloch 1995.)
Therefore, studying languages can be considered an investment. Nevertheless, it has to be
taken into account that language skills as such cannot be considered a way to maximize ones
earnings or to achieve well-paid positions. More likely, language skills can secure ones
position in the field of international business, and offer capabilities to perform international
tasks well and effectively. (Bloch 1995.)
Why English Only?
Theres no question that unrestricted multilingualism is inefficient and can prevent
important interactions from taking place and get in the way of achieving key goals. The need to
tightly coordinate tasks and work with customers and partners worldwide has accelerated the
move toward English as the official language of business no matter where companies are
headquartered.
Three primary reasons are driving the move toward English as a corporate standard.
Competitive pressure.
If you want to buy or sell, you have to be able to communicate with a diverse range of
customers, suppliers, and other business partners. If youre lucky, theyll share your native
language, but you cant count on it. Companies that fail to devise a language strategy are
essentially limiting their growth opportunities to the markets where their language is spoken,
clearly putting themselves at a disadvantage to competitors that have adopted English-only
policies.
Globalization of tasks and resources.
Language differences can cause a bottleneck, a Tower of Babel, as it were, when
geographically dispersed employees have to work together to meet corporate goals. An
employee from Belgium may need input from an enterprise in Beirut or Mexico. Without
common ground, communication will suffer. Better language comprehension gives employees
more first-hand information, which is vital to good decision making. Swiss food giant Nestle
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saw great efficiency improvements in purchasing and hiring thanks to its enforcement of
English as a company standard.
Change always comes as a shock

No amount of warning and preparation can entirely prevent the psychological blow to
employees when proposed change becomes reality. When an employee first learned of
FrenchCos English-only policy, she was excited. She had been communicating in English with
non-French partners for some time, and she saw the proposed policy as a positive sign that the
company was becoming more international. That is, until she attended a routine meeting that
was normally held in French. I didnt realize that the very first meeting after the rule came out
was really going to be in English. It was a shock, she says. She recalls walking into the meeting
with a lot of energy, until she noticed the translator headsets.
Self-confidence erodes
When non-native speakers are forced to communicate in English, they can feel that their
worth to the company has been diminished, regardless of their fluency level. The most
difficult thing is to have to admit that ones value as an English speaker overshadows ones real
value, a FrenchCompany employee says. For the past 30 years the company did not ask us to
develop our foreign-language skills or offer us the opportunity to do so, he points out. Now, it
is difficult to accept the fact that we are disqualified. Employees facing one-language policies
often worry that the best jobs will be offered only to those with strong English skills,
regardless of content expertise.
Employees resist.
Its not unusual to hear non-native speakers revert to their own language at the expense of
their English-speaking colleagues, often because its faster and easier to conduct meetings in
their mother tongue. Employees in Asia might schedule a global meeting that falls during the
middle of the night in England, for instance. In doing so, non-native speakers shift their anxiety
and loss of power to native speakers.
Many FrenchCompany employees said that when they felt that their relatively poor
language skills could become conspicuous and have career-related consequences, they simply
stopped contributing to common discourse. Theyre afraid to make mistakes, an HR manager
at the firm explains, so they will just not speak at all.
In other cases, documents that are supposed to be composed in English may be written in
the mother tongueas experienced by Hans at GlobalTechor not written at all. Its too hard
to write in English, so I dont do it! one GlobalTech employee notes. And then theres no
documentation at all.
Performance suffers
The bottom line takes a hit when employees stop participating in group settings. Once
participation ebbs, processes fall apart. Companies miss out on new ideas that might have been
generated in meetings. People dont report costly errors or offer observations about mistakes
or questionable decisions. One of the engineers at GlobalTechs Indian office explained that
when meetings reverted into German his ability to contribute was cut off. He lost important
information, particularly in side exchanges, despite receiving meeting notes afterward. Often
those quick asides contained important contextual information, background analyses, or
hypotheses about the root cause of a particular problem. He neither participated in the
meetings nor learned from the problem-solving discussions.
An Adoption Framework
Converting the primary language of a business is no small task. Adoption depends on two
key factors: employee buy-in and belief in capacity. Buy-in is the degree to which employees
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believe that a single language will produce benefits for them or the organization. Belief in their
own capacity is the extent to which they are confident that they can gain enough fluency to
pass muster. The two dimensions combine to produce four categories of response to the
change, as shown in the matrix Four Types of Employee Response. Ideally, employees would
fall in the inspired category, those who are excited about the move and confident that they
can make the shift. Theyre optimistic and likely to embrace the challenge. But undoubtedly,
some employees will feel oppressed. Those people dont think the change is a good idea, and
they dont think theyll cut it.
The picture shows how four different types of employees reaction, when English is made as
a corporate language.
The reality is that without buy-in, employees wont bother to brush up their language;
without belief, theyll lose hope.
Leaders and managers can help employees move from one box to another more easily than
you might expect. There are fairly simple strategies that aid the shift, typically involving some
combination of a strong psychological boost and practical training. To shift employees from
frustrated to inspired, for instance, managers must offer constant encouragement and an
array of language-development opportunities. To shift employees from indifferent to
inspired, managers must work on improving buy-inonce these employees feel invested in
the change, their skills will follow.
III. IMPROVING BELIEF IN CAPACITY

Managers can use strategies to help people boost their belief in their ability to develop
language proficiency.
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Offer opportunities to gain experience with language

Whether through education, employment, or living abroad, experience tends to give people
the confidence they need to succeed in this task. You cant change past experience, but you can
provide opportunities, such as overseas language training and job rotations, that open new
doors and allow employees to stretch their skills.
Foster positive attitudes
Attitudes are contagious: Peoples faith in their own capabilities grows when they see
others around thempeers, managers, and friends having positive experiences with the
radical change. The reverse is also true, unfortunately. Managers can model good risk-taking
behaviours by showing that they too are trying new things, making mistakes, and learning
from those mistakes.
Use verbal persuasion
Encouragement and positive reinforcement from managers and executivessimple
statements like You can do it or I believe in youmake all the difference. The managers
identified talent that the company wanted to retain and tailored special programs for them, all
the while cheering them on because of the English-only policy.
Encourage good study habits
Companies need to contract with language vendors who specialize in helping employees at
various levels of proficiency. The vendors need to be intimately familiar with the company
context so that they can guide employees learning, from how best to allocate their time in
improving skills to strategies for composing e-mails in English. Language development to be
made part of every job and grants people time during the workday to devote to it. Every
morning, employees can be seen flipping through their study books in the companys cafeteria
or navigating their e-learning portals.
Messaging, messaging, and more messaging
Continual communication from the CEO, executives, and managers is critical. Leaders
should stress the importance of globalization in achieving the companys mission and strategy
and demonstrate how language supports that. For instance, each week some 120 managers
would submit their business reports, and he would reply to each of them pushing them to
develop their language skills.
Internal marketing
Because a language transformation is a multiyear process whose complexity far exceeds
most other change efforts, it is crucial to maintain employee buy-in over time. English intranet
regularly features employee success stories with emphasis on best practices for increasing
language competence. Companywide meetings are also held monthly to discuss the English-
language policy.
Branding
Managers should encourage people to self-identify as global rather than local employees.
Its difficult to develop a global identity with limited exposure to an international environment,
of course. Employees now interact and engage with colleagues worldwide through the
companys social networking site.Adopting a universal English policy is not the end of
leadership challenges posed by global communication. Using English as a business language
can damage employee morale, create unhealthy divides between native and non-native
speakers, and decrease the overall productivity of team members. Leaders must avoid and
soften these potential pitfalls by building an environment in which employees can embrace a
global English policy with relative ease. In this way, companies can improve communication
and collaboration.
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IV. CONCLUSION
The experience of learning another language has amajor contribution to make to the
education of allpeople. It is especially relevant to people, such asthose in the various fields of
Corporate, who deal professionally with other people. English, which has become, for historical
and practical reasons, the majorinternational language, is especially relevant to speakers of
other languages since it is most widelyspoken, it is the medium for the initial publication
ofmuch of the world's research, and, globally, it is theprincipal medium for international
conferences,negotiations and other events. Modern approachesto methodology for the
teaching and learning of English (and other languages) are able to develop high levels of
practical language skills or proficiency, theycan foster a realistic and balanced understanding
ofEnglish-related culture, and they encourage the development of positive cross-cultural
attitudes thatare vital in today's globalised world where, as a normal part of everyday life,
people intermingle withpeople of different races, cultures and languages. English language as a
key to corporate success has undergone a sea change into something rich and strange. It has
brought an indomitable change in the communication scenario of the corporate world.
REFERENCES
[1] Bloch, B. (1995). Career enhancement through foreign language skills. The International
Journal of Career Management 7(6), 1526.
[2] Buchholz, S., Hofacker D. & Blossfeld H.-P. (2006). Globalization, accelerating economic
change and late careers: A theoretical framework. In: Blossfeld H.-P., Buchholz, S., Hofcker
D. (eds.). Globalization, Uncertainty and Late Careers in Society. Oxford: Routledge, 124.
[3] Clark, D. (2012). English the language of global business? Forbes 26.10.2013. Available
at: http://www.forbes.com/sites/dorieclark/2012/10/26/english-thelanguage-of-global-
business/. Cited 25.11.2013.
[4] Hoare, R. (2012). Workers told, ditch local languages for English. CNN International
18.5.2012. Available at:
http://edition.cnn.com/2012/05/18/business/englishlanguage-
business/index.html. Cited 21.11.2013.
[5] Leong, F. T. L. & Hartung P. J. (2000). Adapting to the changing multicultural context of
career. In: Collin, A. & Young, R. A. (eds.). The Future of Career. Cambridge: Cambridge
University Press, 212227.
[6] http://www.transparent.com/white-papers/language-trends-in-corporate-sector.html
[7] http://www.shiksha.com/spoken-english-is-a-corporate-essential-article-4386-1
[8] https://hbr.org/2012/05/global-business-speaks-english
[9] https://www.britishcouncil.org/sites/default/files/english-effect-report-v2.pdf
[10] Neeley, T. (2012). Global business speaks English. Harvard business review 90(5),
116124.
[11] Neeley, T. B. (2013). Language matters: Status loss and achieved status: Distinctions in
global organizations. Organization Science 24(2), 476497.
[12] Piekkari, R., Vaara, E., Tienari, J. & Santti, R. (2005). Integration or disintegration?
Human resource implications of a common corporate language decision in a cross-border
merger. International Journal of Human Resource Management 16(3), 330344.
[13] Piekkari, R., & Zander, L. (2005). Language and communication in international
management. International Studies of Management & Organization 35(1), 39.
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MYTH-INTOXICATED IN GIRISH KARNADS FIRE AND THE RAIN
M.Nirmaladevi
Asst.Professor of English, KL University, Guntur
Abstract--- Myth and folk-tales becomes symbolic of unveiling the social and moral norms
and the psychological obsessions with men and women of the society. He surpasses his own
dramatic genius in the structural pattern of The Fire and The Rain for showing vehemently
opposing elements; the rain of human loves and sacrifices. The Fire and The Rain abounds in its
hard-woven texture the riches of psychology, the aversion and the jealousy of man against man,
father against son, wife against husband, high caste against low caste people, man against God,
freedom against bondage, hate against love, the fire against the rain, passion against the truth,
and above all vidya against avidya.
Key words--- myth, love, sacrifice, passion, hate
I. INTRODUCTION
IRISH KARNAD is one of the foremost contemporary dramatists of India. Karnad played an
G important role in changing the post-Independence theatre scenario. To Karnad, Indian
mythology, history and folklore have always provided raw material for his plays. He started
using myth with his first play Yayati(1961), He uses myths to show how the stories of the
ancient past are still relevant in our present modern context. However in The Fire and the
Rain, Karnaddoes not use merely a myth rather he uses myths, namely, the myth of Yavakri,
the myth of Indra-Vritra, and the myth of Yajna.
II. METHODOLOGY
Myth is a story which is not true and which involves supernatural beingsor at any rate
supra-human beings. Myth is always concerned with creation. Myth explains how something
came to exist. In a myth, the outer shell of the narrative is not important rather the kernel of
the story is important. It is the kernel of the story which explains certain archetypal human
behaviours, feelings and emotions and hence myths retain their universality and timelessness.
The function of the myth is to serve as an imaginative and symbolic structure yielding
normative sustenance to a society. As it were, it offers the moral paradigms which the
individuals and groups within the community try to decode as answers to their own pressing,
existential moral needs. They acquire the status of being exemplary, emulative and heuristic.
People tend to understand their situations in terms of the myths and use them to validate or
condemn there as well as peoples actions. Thus they are heavily charged with didactic
implications.
A myth connects past and present. Through the use of myths, a writer shows the continuity
and universality of human feelings and emotions, their deeds and misdeeds. The use of myths
in literature affirms the fact that the stories of the past are not pass, and that past itself is not
something ineffectual and profitless.
The play is primarily based on the myth of Yavakri (or Yavakrita) which occurs in
VanaParva (Forest Canto) of the Mahabharata. It is narrated by the ascetic Lomasha to the
Pandavas as they wander across the land during their exile. According to this myth, Raibhya
and Bharadwaja, two learned sages, were good friends. Raibhya lived with his two sons
Paravasu and Aravasu who learnt Vedas and became famous scholars while Bharadwajas son
Yavakri held a grudge against the world, and especially Raibhyas family, for he felt his father
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did not receive the recognition which he deserved because Raibhya grabbed all the attention.
He, therefore, went to the forest and started practicing hard penance in order to obtain the
knowledge of the Vedas directly from the gods. Ultimately after ten years of austerities, Lord
Indra granted him the Universal Knowledge and this made him arrogant. He molested
Raibhyas daughter-in-law, believing that neither Raibhya nor Paravasu would be able to
challenge him. But Raibhya invoked the kritya spirit and created a lookalike of his daughter-
in-law and a rakshasa. While the former stole Yavakriskamandalu which contained the
sanctified water which would save him from any attack, the latter chased him and when
Yavakri tried to enter his fathers hermitage, he was held by the blind Sudra gate-keeper of the
hermitage. At that moment the rakshasa killed him with a trident. When Bharadwaja learnt
how his son died, he cursed that Raibhya would die at the hands of his own son. But soon
realizing the extremity of what he had said about his friend, Bharadwaja felt remorse and
immolated him. On the other hand, after some time, his curse turned out to be true. Raibhyas
sons were conducting a fire sacrifice for the king. One night when Paravasu was visiting home,
in the dark he mistook the deerskin which his father was wearing to be a wild animal and thus
killed him. Coming back to the sacrifice, Paravasu asked Aravasu to go back to the hermitage
and perform the penitential rites for their father since he did not have a natural death. Aravasu
obeyed but when he returned to the sacrificial enclosure, Paravasu put the blame of his own
sin, that is, of patricide and Brahminicide, on Aravasu and had him thrown out. Aravasu went
to the jungle and in lieu of his prayers, gods granted him what he sought, that is, restored life
back to Yavakri, Bharadwaja, Raibhya, and made Paravasu forget his evil deeds. Also, the gods
reprimanded Yavakri and advised him to pursue knowledge in the correct manner and not to
use shortcuts.
Karnad does not use this myth simply as it is rather he needs and sifts it according to the
demands of his dramatic and creative self, and to enrich the play with various pertinent issues.
Karnad employs his mythopoeic method. Mythopoeia means the reworking of an existing myth
or the creation of a myth, and here in Karnads case, it is the former. The first major change he
has made is to present Raibhya and Bharadwaja as two brothers and not as two friends. In this
way, the estrangement between their families brings to the fore the very common issue of the
estrangement between brothers and the themes of brother hating brother and fratricidal
horrors are highlighted. Hence, in the play, we see different layers of estrangement between
brothersbetween Bharadwaja and Raibhya, between Arvasu, Paravasu and their cousin,
Yavakri, and eventually between Arvasu and Paravasu. The friction found here between these
brothers at different levels is at once relevant to the Indian society in any age. The same
significance is carried by the myth of Indra-Vritra used in the play-within-the-play in the
Epilogue of the play. Here, too, using his mythopoeic method, Karnad makes alterations and
compresses two different versions of the Indra-Vritra mythone found in the Rigveda and the
other, with some variations, found in the Mahabharataand ultimately what he presents is his
own version of the Indra-Vritra myth.By using this myth, Karnad shows the reiteration of the
same jealousy, betrayal, rivalry and fratricidal horrors between brothers by the superhuman
creatures in the realm of the divine too. Here Indra, the King of Gods, being jealous of the
popularity and gentle nature of his younger brother Vishwarupa, the King of Men,
treacherously kills him just as Paravasu, being jealous of Arvasus simplicity and innocence,
has him treacherously excommunicated. A strong parallelism runs between the Arvasu-
Paravasu plot and the plot of the play-within-the-play.
Another significant departure from the original myth is the elaborate character sketch of
Paravasus wife, that is, Vishakha. From the scanty details of Paravasus wife in the original
myth, Karnad takes his raw material and develops Vishakhas character as an important female
character of the play. By making this change, he brings to the light the issue of the suffering of
women in Indian society. Through Vishakhas portrayal, the playwright shows the pathetic
condition, oppression, subjugation, repeated victimization, and physical, emotional and
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psychological exploitation of women in a male-dominated society, and how their lives are
strongly fettered with patriarchal bonds. In the original myth, Vishakha is not even named and
we just get to know that Yavakri molested Paravasus wife. But here Karnad interestingly
weaves different relationships around Vishakha and makes her as important as any male
character of the play. She is never on the periphery of the action. Actually she is the only
character who is related with both the Bharadwaja and the Raibhya family. In the play, Karnad
presents her as the adolescent lover of Yavakri. They have a passionate relationship but
Yavakri abandons her and goes to the jungle to fulfil his ambition of revenge and to gain
Universal Knowledge from the gods.
As a result, her father marries her off to Yavakris cousin Paravasu against her wishes as
she says: I didnt want to, but that didnt matter. At her fathers home, she has no voice in her
lifes decision. Unfortunately the patriarchal domination in her life continues even after
marriage. After marriage, she leads a thoroughly sensual life with her husband because that is
all her husband is capable of giving her in a loveless marriage. Paravasu uses her body and his
own like an experimenter, an explorer. As instruments in a search. Even worse, Vishakha
does not know what this search is all about since they never talk because to Paravasu, verbal
and emotional communication with his wife is not important. With him she lives in a universe
of endlessly repeated silences. Paravasu does not bother to answer her questions. There is no
emotional, tender attachment between the husband and the wife. Their married relationship is
reduced to mere mating and coupling. And, like Yavakri, Paravasu, too, abandons her in order
to fulfil his own ambition. He goes away to be the Chief Priest of the fire sacrifice and in seven
years never tries to see his wife. Vishakha is abandoned both at the hands of her lover and her
husband, making her parched and wordless, like a she-devil. Nevertheless, her suffering at
the hands of male does not stop here. After Paravasu goes away, she is left behind at the
hermitage with her father-in-law, Raibhya and brother-in-law, Arvasu. While the latter is never
at home, the former exploits her mentally and sexually. Raibhya uses her for his old mans
curdled lust, beats her and even abuses in harshest language.
Vishakha is a victim of betrayal also at the hands of her ex-flame, Yavakri who uses her in
his game of deep-seated malice. He comes back to her after ten tears of penance, rekindles her
emotionally and sexually, and uses her body in order to challenge her in-laws. Her body
becomes a mere pawn in Yavakris game, just a thing to be used. While she thoroughly enjoys
her time with Yavakri, she is totally shattered to find out that Yavakri did all these to avenge
her in-laws. Ultimately she is so tortured and frustrated with her life that she begs Paravasu to
do her a favour, that is, to kill her. Thus Vishakha stands for any typical Indian woman who
suffers in a patriarchal world, both pre- and post-marriage. Hers is a prototypical story of
prolonged suffering caused by male species. Yet Karnad presents her as a strong woman who
despite being shackled from all sides ceaselessly struggles to gain her freedom, her rights as a
human being and as a woman. When she meets Yavakri after ten years, she herself offers her
body to him and thus asserts her right to her sexuality and her sexual choice. By taking a lover
outside marriage, she challenges centuries of patriarchal norms which try to regulate womans
sexual decorum. Not only this, she even boldly declares in front of her infuriated father-in-law
that Yavakri had come to see her alone, even when she expects the worst reaction from him.
Eventually, taking responsibility of her own life, she leaves the hermitage and goes away to live
life on her own terms as is suggested by the stage direction: The hermitage is empty. In a
corner he sees the water pot, covered with cobwebs. Ultimately Karnad empowers her and
hints at her emancipation and thus pleas for emancipation of all such subjugated women. A
myth connects past and present and what Karnad here suggests is that the oppression of
women has occurred in all the agesit happened in the past (in the original myth,Yavakri
molested Paravasus wife) and it happens in the present too.
Nittilai does not appear in the original myth but his mythopoeia allows Karnadto include
her in the play. This deviation from the original myth also carries weighty significance. Nittilai
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belongs to a tribe of hunters; she is a low caste girl and thus it helps Karnad append the theme
of caste system in Indian society, along with other themes of the play. Arvasu, the Brahmin boy,
loves Nittilai and intends to marry her but both his and her castes have their own strict
dictates regarding marrying outside their respective castes. While Arvasu will have to lose his
badge of Brahmin hood, Nittilais whole tribe must be wooed by Arvasu before they consent to
their marriage. Through Nittilai, Karnad presents a strong critique of high-caste Brahmins
because her good nature makes their vicious nature even more glaring and exposes their false
sense of pride. By putting her in stark contrast to them, he debunks the mythical grandeur
generally associated with the high-caste people. While the whole world is going berserk over
Yavakris gain of Universal Knowledge, she questions it because according to her Yavakri
should have asked Indra for rain when everyone is suffering from drought instead of
something so abstract and personal like Universal Knowledge. If Yavakri cannot make it rain
and save dying children with the help of his boon, then such a boon is useless to her. She also
subscribes to her fathers views that the high-caste men are glad enough to bed women but
not to wed them and thus exposes the hypocrisy and lustfulness of the Brahmins. It is Nittilai,
the so-called low-caste tribal girl, who always acts and loves others selflessly compared to the
so-called high-caste Brahmins who are at loggerheads with each other and are hurting and
killing each other for their personal gain. In stark contrast to the malicious learned Brahmins
like Paravasu, Yavakri, and Raibhya, Nittilai stands for virtue, humanity, simplicity, selflessness
and gentle nature.
Karnad does not criticise the Brahmins only rather through the inclusion of Nittilai, he
shows the insensitivity and brutality of the tribals as well. Arvasu loses Nittilai for ever when
he reaches the tribals elders meeting only half an hour late because his late arrival humiliates
their sense of honour and pride and when Arvasu raises his voice against this injustice,
Nittilais brother is quick to be violent with him. Nittilais tribe also believes in honour-killing
as she is murdered callously by her husband because she defies the established norms of her
tribe. Hence Karnad highlights how inveterate they are as a tribe in the matters of their
traditions and customs just as Brahmins are inveterate in their own way. Thus the caste
problems Karnad shows here is a very pertinent and burning issue of our society. These
problems at once relate with our caste-ridden Indian society and including the subplot of
Arvasu-Nittilai in the myth of Yavakri only enriches the texture of the play.
With regard to the characterisation of Brahma Rakshasa also, Karnad takes his staple from
the myth of Yavakri but then moulds it in a new way. In the myth, Brahma Rakshasa gets his
birth when Raibhya invokes kritya spirit and creates two demonsone, the lookalike of his
daughter-in-law and the other, a rakshasa. This rakshasa becomes Brahma Rakshasa in the
play. He is a Brahmin soul trapped in limbo. Here, too, he kills Yavakri but towards the end of
the play, he plays an instrumental role in the purification of Arvasu and the resultant rain. At a
crucial juncture, Brahma Rakshasa puts Arvasu in an ethical and humanitarian dilemma and
thus helps in Arvasus evolvement as a human being.
One of the chief concerns of the myth of Yavakri was the dichotomy between knowledge
and wisdom. In the myth, Yavakri, through shortcuts, attained Universal Knowledge but
failed to evolve himself, to rise above his evil desires and thus had a tragic end. He gained
knowledge but not wisdom. In the play, Karnad retains this aspect of Yavakri because this
dichotomy between knowledge and wisdom is as relevant today as it was in the past. The
applicability of this motif was never more apt than in our modern, materialistic, commercial,
technologically advanced age where anyone can stuff their heads with knowledge through
shortest means but remain devoid of wisdom.
Here Karnad also uses the myth of Yajna (fire sacrifice). The myth of Yajna seamlessly fits in
with the myth of Yavakri, providing an appropriate background to the action of the play where
a majority of characters burn in their own fire of passion and desires. About the myth of Yajna,
Karand says in the Notes appended in the play: The duration of a fire sacrifice varied and
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some stretched over years. The Mahabharata opens with a sacrifice that was to go on for
twelve years. In the original myth, we only hear that Paravasu and Aravasu were conducting
fire sacrifice when the former went his home and mistakenly killed his father. The reason for
this sacrifice is not mentioned but in the play Karnad states the reason in the very first lines of
the play. He presents the land as ravaged by drought and hence a seven-year long fire sacrifice
is being held at the kings palace, presided by Paravasu as the Chief Priest. As with other
changes which have made the play more enriched and engrossing, this change, too, adds to the
action of the play in various important ways, like, Paravasus becoming the Chief Priest creates
frictions in his own familyVishakha is abandoned, Raibhya is humiliated and jealous, and
Yavakri gets one more reason to hate him. Apart from these, it also gives Karnada chance to
include Indra-Vritra myth. As per the custom of the Yajna, the Actor-Managers troupe comes
to stage its play (which is based on Indra-Vritra myth) during one of the breaks of the fire
sacrifice, and thus leading to Paravasus remorse. Then by making the land struck by drought,
Yavakri is made to meet his end when he does not get any drop of water after Vishakha throws
away his sanctified water. Above all, the fire sacrifice is the central action of the play.
The play starts and ends at the sacrificial enclosure. But Karnad ends the play differently
than the original myth. The play ends with the arrival of the much-awaited rain but Karnad
suggests that it does not arrive because of the seven-year long ritualistic sacrifice rather
because of Arvasus altruism, that is, asking Indra for the release of the Brahma Rakshasa
instead of the resurrection of his dead love, Nittilai. Thus, by opting for this end, Karnad
upholds humanity and selfless love and care for others.
III. CONCLUSION
It is an excellent combination of the elements, metaphysical and supernatural that
constitutes the core of the play. Karnad successfully makes use of the divine element, especially
in the climax where the hero holds a conversation with the Gods and the final result of the rain
pouring on a drought-ridden land.The play also focuses both on the negative and positive
human emotions- jealousy, betrayal, deceit, as well as selfless love and sacrifice. The hero, like
most of Karnad`s heroes is a man torn between moral righteousness, love and duty. It is
interesting to trace this path of the hero to its fitting end. Karnad, in The Fire and the
Rain, deals with different myths sensitively and sensibly, without tampering their original
essence. Though he makes several alterations, none of the alterations and additions can be
called the arbitrary whim of the playwright rather they are more like the fittings in the holes
and gaps of the mythical tales which make the play immediately congruent and apposite to our
contemporary society and its various issues.
REFERENCE
[1] Karnad Girish. The Fire and TheRain.New Delhi; Oxford University Press; 2004.
[2] Lal.D.K. Myth and Mythical concept.New Delhi; Atlantic publishers,1992.
[3] Feder,Lillian.Ancient Myth in Modern Poetry. Princeton; University Press,1977.
[4] Cuddon, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. London:
[5] Penguin Books, 1999. Print.
[6] Dharwadker, Aparna Bhargava. Introduction. Collected Plays: Volume One. By Girish
[7] Karnad. New Delhi: Oxford U P, 2005. vii-xiii. Print.
[8] Hossein, Amzed. Myth in KarnadsThe Fire and the Rain. Discourses on Indian Drama
in English. Ed. AnkurKonar. Memari: Avenel Press, 2013. 88-99. Print.
[9] Rao, K. Raghavendra. Myth as Modes of Human Experience: Bhyrappas Kannada Novel,
Parva. Indian Literature: SahityaAkademis Literary Bi-monthly XXXI. (1988): 115-
122. Print.
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FEMALE CHAUVINISM IN THIRD WORLD NATIONS
M. KIRANMAI and DR. M.SRILAKSHMI
Aditya Engineering College, Surampalem,Peddapuram, Andhra Pradesh
Abstract: Feminism is considered as an unconfined term for a variety of conceptions of

relations between men and woman in the society. In the contemporary context, feminism is
commonly used to all those who seek to end women subordination. In fact it is difficult to find a
unified version of feminism. In this paper we try to justify the feministic perspectives with
reference to namely some third world countries and explore the manner in which Third world
women were considered as an impediments to development and their representation as sex objets
or as the most ignorant and backward members of backward socities. Third World feminism is
considered as a reaction to narrow issues in Third World countries. The traditions are
accountable for the despair of women but the efforts are made for their suppression, they can
yield the responses required for the universal goal of feminism.
Key words: Feminism, Third World, subordination, suppression
I. INTRODUCTION
EMINISM emerged as an organized movement for womens rights and interests, and the
F political, economic and social equality of sexes in the male dominated society. Elaine
Showalter states that Feminist is concerned with women as the producer of textual meaning
with the history, themes, genres and structure of literature by women. (Toward a Feminist
Poetics, p. 128). It is an attempt to reevaluate the literature of the past from gender
perspectives.Gayatri Chakravorty Spivak explicates that the word Third World was originally
devised in 1955 by individuals evolving from the old world system. According to Chandra
Talpade Mohanty the Third World geographically comprises: The nation-states of Latin
America, the Caribbean, Sub-Saharan Africa, South and South-east Asia, China, South Africa,
and Oceania constitute the parameters of the non-European third world. In addition, black,
Latino, Asian, and indigenous peoples in the U.S., Europe, Australia, some of whom have
historic links with the geographically defined third worlds, also define themselves as third
world peoples.
Third world women are presented as underprivilazed, helpless and susceptible, whereas
western females are the refering point for contemporary, cultured, sexually modern
womankind. This analysis both distorts womens multiple realities and reduces the chance of
associations between western feminists , middle class and feminist colured women all over the
world. Third world women were considered as an impediments to development. Colonial
discourse represent Third world women as exotic specimens, as oppresed victms, as sex
objets or as the most ignorant and backward members of backward socities. Third world
women are considered as inferior beings, bound by tradition, either unable or unwilling to
enter the modern world. Development theory and pratice in the first two postcolonial
decades(1950 and 1960) ignored women on the assumption that they would eventually be
forced to adopt a more progressive stance towards development once the modernization
process had been set in motion and third world men had learned how to organized their
socities along modern lines.
Western feminism comes to the action against which the Third World is evaluated. A
number of Third world feminists have taken up an argument that western scholors have
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created the Third world women as an undifferentiated other, oppresed by both gender and
Third world underdevelopment. Chandra Mohanty has analysed the writings on Third world
women by a number of western feminist and concluded that they:
Colonize the material and historical heterogeneities of the lives of women in the Third
world, there by producing/ representing a composite, singular third world woman- an image
which appears arbitrarily constructed but nevertheless carries with it the authorizing
signature of western humanist discourse...the effect of western scholarship on the third world
in the context of a world system dominated by the western feminist work on women in the
third world. (Third World Women and the Politics of Feminism)
Post-colonial feminists are still in the exercise of contesting the Eurocentric part that
privileges Western philosophy of liberation and progress and depict Third World women
primarily as victims of ignorance and restrictive cultures and religions. This was a prime
cynosure of Chandra Mohanty's significant essay 'Under Western Eyes' (1991) which proclaim
that much Western feminist writing about Third World women 'obliquely colonize the material
and historical diversity of the lives of women in the third world, thereby producing/re-
presenting a composite, singular "third world woman" an image which appears arbitrarily
constructed, but nevertheless carries with it the authorizing signature of Western humanist
discourse' (Mohanty, 53). Mohanty indicates the manner how Third World women have a
propensity to be characterized as sufferers of male rule and of traditional cultures.
In postcolonial feminism the major wringer is how to go ahead of the restrictions that
come from one's position in an exact place at an exact moment in history and the experience
derived from this. The Universalists claims of the 1960s have been challenged by the women of
working class, Third world and Black women. In the beginning of the movement, the singular
term feminism was often used to describe variety of political and critical realm. It was
interchangeable with the term feminism was often used to describe variety of political and
critical realms.
The native feminist movements in the Third World countries suffer with their own political
problems. The western disquisition played a key role. The affinity of Western feminism to
perceive itself as feminism by itself, and not to give due regard to aboriginal movements is not
unconnected to the trend of those hostile to feminist movements in the Third World to
characterize feminism as by the explanation of the West. Writing of Indian feminism, Narayan
displays through what anti-feminist impulse in India use the concept of Westernization
selectively to attack those conditions of modern Indian life and politics with which they
disagree. Distant from being an imitation of Western feminism, Narayan argues, Third World
feminism is very much a response to local issues in Third World countries. The traditions are
responsible for the misery of women but the efforts are made for their sublimation, they can
yield the responses required for the universal goal of feminism. Kishwar observes:
Our cultural traditions have tremendous potential within them to combat reactionary and
anti-women ideas, if we can identify their points of strength and use them creatively. The
rejections of the harmful are then made much easier than attempts to overthrow traditions
totally attacks them arrogantly from outside as most of us westernized modernists tend to do.
(In Search of Answers: Indian Womens Voices from Munshi, p.47)
The condition of women in third world countries in Asia is no different. Many Islamic
feminists struggled for justice and uniformity in Islamic customs. Khaled Hosseini is an Afghan
feminist, in his powerful writing A Thousand Splendid Suns depicts the manner Afghan women
are compelled to follow the Islamic family law to fundamental morals of chasteness, marital,
and annulment of marriage and focus that an Afghan womans right under law are non-
existent.
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Begum Rokeya the leader of feminism in Bangladesh. Her Sultanas Dream (1905) describes
the loss of individuality in women, and identified the psychological phenomenon as the main
force behind womens subjugation and alleged that the social systems like seclusion and
purdah made women socially feeble. Taslima Nasrin fights against religious implications and
the patriarchal societys violence on women of Bangladesh. A persistent argument in Lajja is
gender discrimination and brutality predominant across women in Bangladesh. Nasrin's
stories exceed national limitations and discuss feminist besides international matters.
Bapsi Sidhwa, speaking to Bachi Karkaria in an interview comments on the attachment to
her South Asian identity with the insinuation that she is trying to see through her emigrant
location and aboriginal origin across national and ideological boundaries: Im a Parsi first,
then a Pakistani, specifically a Punjabi. Im woman simply by gender. I dont feel American at
all. My consolidated 3P identity has enriched my writing. (Ice Candy Woman, The Times of
India, p.4).
Manjushree Thapa a Nepalese feminist in her novel Mustang Bhot in Fragments attack on
social vices and the struggle of women in the male-controlled society. They also echo the
ambiguity and disorder prevalent in the Nepal. Sangita Rayamajhi's two works, Can a Woman
Rebel? and Who Is the Daughter of Nepal? , contribute and question of the role of women in the
Nepali society. Rayamajhi is a contemporary feminist writer who penned the themes of women
issues of the country.
Frantz Fanon has been most influenced writer particularly in Africa and Caribbean and
particularly in Africa and the particularly in the creation of a national consciousness. Frantz
Fanons book The Wretched of the Earth influenced Africa and Caribbean Writers to assert their
identity and nationality with vengeance Fanon argues:
No, we do not want to catch up with anyone. What we want to do is to go forward all the
time, night and day, in the company of Man, in the company of all men it is the question of the
Third World starting a new history of Man, a history which will have regards to the sometimes
prodigious theses which will have regard to the sometimes prodigious theses which European
has put forward, but which will also not forget Europes crimes.(The Wretched of the Earth,
p.315)
Chinua Achebe a prominent African writers Things Fall Apart (1958), depicts the conflict
between customary ethnic morals and masculinity and femininity in patriarchal cultures.
Carole Boyce Davies and Anne Adams Graves are credited for rise of African feminist criticism.
Ngambika: Studies of Women in AfricanLiterature in 1986 is their contribution to the African
feminism. While Cherre Moraga and Gloria Anzaldas This Bridge Called My Back: Writings by
Radical Womenof Color (1981) was successful in interpreting the bridged gap between
American women of color and Third World women.
Chimamanda Ngozi Adichie is a contemporary Nigeria writer. Her novel Purple Hibiscus
(2003) and Americanah(2013) is an insightful portrayal of Nigerian immigrant life and race
relations in America and the western world. Mariama Ba an eminent, feminist acknowledged
the masculinity and feminist issues, and the patriarchal constructions of society in So Long A
Letter(1981). Somalias Nuruddin Farah novel From a Crooked Rib (1970) is a criticism on the
plight of women in Somalian patriarchy through the tale of a young woman confined in a
doomed marriage.
II. CONCLUSION
Third World women, like Western women, are treated as a person who is under the
dominion or rule of a sovereign in historically and culturally by the societies in which they live.
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The third world women lacked the voice to voice out the predicament and were the same with
the women in the west.If Third World women's affairs are scrutinized in detail within the
defined social relations in which they occur, then more complex pictures appear.
REFERENCE
[1] Adichie, Chimamanda N. Americanah. , 2013. Print.
[2] Adichie, Chimamanda Ngozi. Purple Hibiscus. 1sted. N.C.Algonquin Books of Chapel Hill,
2003.Print.
[3] Ba, Mariama. So Long a Letter. London : Heinemann, 1981. Print.
[4] Boyce, Davies C, and Anne A. Graves. Ngambika: Studies of Women in African Literature.
Trenton, N.J: Africa World Press, 1986. Print.
[5] Cherre Moraga and Gloria E. Anzalda, eds., This Bridge Called My Back: Writings by
Radica Women of Color is a feminist anthology, Watertown, Mass.: Persephone Press,
1981. Print.
[6] Farah, Nuruddin. From a Crooked Rib. London: Heinemann, 1970. Print.
[7] Frantz, Fanon. The Wretched of the Earth trans. Constance Farrington. New York: Grove
Press, 1968. Print.
[8] Gloria, Anzaldua. This Bridge Called My Back: Writings by Radical Women of
Color,Persephone Press, 1981. Print.
[9] Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead Books, 2007. Print.
[10] Hossain, Rokeya Sakhawat. Sultana's Dream and Padmarag. New Delhi: Penguin, 2005.
Print.
[11] M. Kishwar and R. Vanita, ed., In Search of Answers: Indian Womens Voices from
Munshi, London, 1984. Print.
[12] Mohanty, Chandra Talpade. Introduction and Under Western Eyes. Third World
Women and the Politics of Feminism. Eds. Mohanty, Russo, Torres. Bloomington and
Indianapolis: Indiana UP, 1991. Print.
[13] Nasrin, Taslima. Lajja. New. Delhi: Penguin, 1994. Print
[14] Nadeau, Kathleen, and Sangita Rayamajhi. Can a Woman Rebel? Womens Role in
Asia. California : Greenwood. 2013. Print.
[15] ---.Who Is the Daughter of Nepal? Womens Role in Asia. California : Greenwood.
2013. Print.
[16] Sidhwa, Bapsi. Ice-Candy-Man. New Delhi: Penguin, 1989. Print.
[17] Spivak, Gayatri Chakravorty. The Spivak Reader. Eds. Donna Landry and Gerald
MacLean. London: Routledge, 1996. Print.
[18] Showalter, Elaine. "Toward a Feminist Poetics," Womens Writing and Writing About
Women. London: Croom Helm, 1979. Print.
[19] Thapa, Manjushree. Mustang Bhot in Fragments. Himla Books, 2002. Print.
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GAMES TO MOTIVATE STUDENTS
Prof.Sheaf rizwi
Dar Al Hekma University , Saudi Arabia
Games to motivate students

Who doesnt like to play classroom games? Not only are games fun,interactive, and social,
but they're also great tools for learning.
Language learning is hard work... Effort is required at every moment and must be maintained
over a long period of time. Games help and encourage many learners to sustain their interest and
work.- In A Faraway Land, Michael Berman, UK
Games play a vital role in educating a child and making the class zest towards their subject.
Students get driven like magnets towards class if games are introduced to teach a lesson. It
also raises their motivation level, their interest, and of course their grades at the end.
Classroom games add flair and pursue student to more tedious, yet necessary tasks
like teaching math facts, grammar rules and vocabulary, or reviewing done before the exams.
Games, thus adds an element of competition which inturn motivates and energizes students.
'Games are often used as short warm-up activities or when there is some time left at the end of
a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd
moments when the teacher and class have nothing better to do" (1979:3). Games ought to be at
the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the
lesson, provided that they are suitable and carefully chosen. Games also lend themselves well to
revision exercises helping learners recall material in a pleasant, entertaining way. Even if games
resulted only in noise and entertained students, they are still worth paying attention to and
implementing in the classroom since they motivate learners, promote communicative
competence, and generate fluency.'
I. ADVANTAGES OF PLAYING GAMES IN A CLASSROOM:

Games are a welcome break from the usual routine of the language class.
Games are a form of fun. That gives us enjoyment and pleasure.
They are motivating and challenging.
Learning a language requires a great deal of effort. Games help students to make and
sustain the effort of learning.
Games provide language practice in the various skills - speaking, writing, listening and
reading.
They encourage students to interact and communicate.
They create a meaningful context for language use.
Games have interaction. That gives us social groups.
Games have problem solving. That sparks our creativity.
Games have rules. That gives us structure.
Games have conflict/competition/challenge/opposition. That gives
us adrenaline.
Games have been shown to have advantages and effectiveness in learning vocabulary in
various ways. First, games bring in relaxation and fun for students, thus help them learn and
retain new words more easily. Second, games usually involve friendly competition and they keep
learners interested. These create the motivation for learners of English to get involved and
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participate actively in the learning activities. Third, vocabulary games bring real world context
into the classroom, and enhance students' use of English in a flexible, communicative way.'
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However,
in order to achieve the most from vocabulary games, it is essential that suitable games are
chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural
context, timing, learning topic, and the classroom settings are factors that should be taken into
account.'
However, games also have certain setbacks/ draw backs :
4. It is hard to determine whether the main aim of playing game will accomplish in one
class. (Time management)
5. Chaos. It can lead to fights as students may become highly competitive and combat for
points
6. Place: Place could be one of the constraints to play games, for example, classroom
might not be an appropriate place as it may arise roars of students to give answers
which might disrupt the other class
Thus, to avoid these drawbacks it is highly important to choose games that fits the
limited time of the class hour, should have a set of rules with proper structure of the game,
and the ability to control the class.
The justification for using games in the classroom has been well demonstrated as benefiting
students in a variety of ways. These benefits range from cognitive aspects of language learning to
more co-operative group dynamics.'
They classify the benefits as follows:
Affective:
games lower the affective filter
they encourage creative and spontaneous use of language
they also promote communicative competence
games are both motivating and fun
Cognitive:
games reinforce learning
they both review and extend learning
games focus on grammar in a communicative manner
Class Dynamics:
games are extremely student centered
the teacher acts only as facilitator
games build class cohesion
they can foster whole class participation
games promote healthy competition
Adaptability:
games can be easily adjusted for age, level, and interests
they utilize all four skills
games require minimum preparation after the initial development stage
Each of the games listed below can be played with the varying level of difficulty according to
the level of the students. Most or almost all the games listed below requires team play,
9. Socrative
10. Kahoot
11. Treasure Hunt
12. Race games/Relay games
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13. Tic-tac-toe
14. Chores
15. Jeopardy
16. Telephone games
1. Socrative:
Socrative is an online tool to play or quiz students knowledge over a subject. In order for
the teacher to get started with the students, the teacher first needs to log in into the website
www.socrative.com. The teacher just needs to log in and provide the code to the students
through which they will be either able to play or take a quiz. Games could be played as
individual or in groups. In order to keep record teachers can download the reports of the
students work and make a file of it. This is a helpful tool as the teacher can give feedback; the
time the students commits an error. The teacher then can stop the class if she sees many
students making error or she can proceed to the student and facilitate her.
2. Kahoot:
Kahoot is yet another website where the students need to log in towww.kahoot.com. It is
similar to that of socrative having a minimal difference. The procedure for log in in and
providing the students with the code is the same. Kahoot is more competitive than socrative.
3. Treasure Hunt:
It is a kinesthetic game where the students are required to move around look for the clues.
It can be played indoors or outdoors. This can be played by dividng the class in teams of two.
Each team should be given the same amount/ number of clues in order to get the winner. If
played indoors, the clues could be hidden behind the blackboard, under the chair, insider the
drawer of the table or any feasible place to hide with in the class. The team that gets all the
clues in a short period of time wins the game.
4. Race games/ Relay games:

This again is a kind of kinesthetic game where the students are divided into teams of two.
Each team member races towards the board to complete the task. The first team to finish the
task stands victory.
5. Tic Tac Toe:

In this games again the students are divided into teams of two. The team members are
given the choice to choose either the shape of cross or circle. The team that answers correct
gets the full authority to choose to mark their chosen shape whereas the team that answers
wrong misses the chance to add their shape in the grid.
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6. Chores:
This game again requires the class to be divided into teams. This game is more like a dumb
sharas where the students act to explain the chores and the audience endeavors to guess what
the chores are.
7. Jeopardy:
In this game the students are given the amount of money to choose. Later the students
choose the amount and then the question is asked. If the student answers it correctly she
receives the amount whereas if she gives a wrong answer she loses the money. Asking for help
requires the member to cost 250$.
8. Telephone games:
This type of game works best in a speaking & listening class to check students
understanding. The game starts by giving student a word to read from a piece of paper who
then whispers the same word to the other student. The game ends when the last student
speaks out the word that has been passed on from the other students. In order to make this
game more interesting the last person to speak out the word comes to the board to write the
correct spelling of the whispered word and read the word orally with its correct pronunciation.
These are just a few games that can be played in class. There are many games that a
teacher can introduce in his / her class.
Teachers should be encouraged to use games to help practice new language in the
classroom. Games can indeed teach, they offer a way to practice new structures and add
genuine enjoyment to a lesson. Nevertheless, working your way through the syllabus and
completing stipulated material remain quintessential to ensure that students are covering the
material set out for any particular course, semester or even a specific lesson. Games should not
hinder this. Its important that they are used as a means to an end, rather than existing in their
own right. Once the core content of any given lesson has been explained and understood, and
exercises that practice and utilize the new language have been completed, games can then be
introduced as yet another means for enabling greater comprehension.
'In conclusion, learning vocabulary through games is one effective and interesting way that
can be applied in any classrooms. The results of [our] research suggest that games are used not
only for mere fun, but more importantly, for the useful practice and review of language lessons,
thus leading toward the goal of improving learners' communicative competence.'
Games can be a very worthwhile teaching element. A successful game is successful because
for the reason that it is based on specific time allocation, it has clear relevance to the material,
there is appropriateness to all members of the class, and ultimately, the enjoyment of the
learners is increased through their actively engaging with the language.
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REFERENCES
[1] My own experience
[2] Workshops and conferences that I have attended
[3] http://www.hltmag.co.uk/apr11/mart02.htm
[4] http://teachinglearningresources.pbworks.com/w/page/35130965/Educational
%20Games
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PROJECT BASED LEARNING
Prof.Sheaf rizwi
Dar Al Hekma University , Saudi Arabia
Abstract--- Learned for lifetime is important than learning something for a short span of
time. Project based learning is a new technique/ tool of learning where lessons taught by
teachers remain intact in the students mind for life time. Now a days, many or almost every
teaching organization focuses on project based learning. Project based learning helps student use
their creative mindto make a project based on what they have learned. This is helpful in a way as
it is said that a person learns more when he/ she writes rather than just read and in this case the
student writes and as well as uses his/her creative mind to illustrate learning. It also acts as a
revision tool for the students. One basic drawback a student might encounter in project based
learning is the amount of time spent in making projects.
Some of the project based learning activities would be following:
1. Storyboard: This activity could be used for testing speaking and writing, This can be used
by using the website www.storybird.com. In order to use this website requires the student
to make a free account to start making creative stories. There are various theme and
pictures according to the theme that they can choose from. Writing skill of the students
can be tested, speaking skills can be tested by asking the students to narrate a story
based on the pictures they have chosen.
2. Scrapbook: Students can be asked to create a scrapbook on the lessons that they master
in. Its a very creative project as the students use their creative mind to illustrate a lesson
along being creative in decorating their scrapbook.
3. Authentic materials like newspaper also plays a role in project based learning. The
students for example can use newspaper article to illustrate SQ3R, prefixes or suffixes, or
any dictionary skill.
4. Posters: Students can make posters based on the short stories or the novels that they
have read.
5. Mind mapping: Students can make mind map describing the characters in the novel, or
using mind map to explain the novel.
6. Authentic material like magazine can be used where students can be asked to collect any
10 random pictures that lures them. After the pictures are collected, The teacher /
instructor then explains the students that they are required to create a story based on
the random pictures that they have accumulated.
7. Brochure: Students can be asked to create a brochure by their own on any interesting
places that they have visited.
8. Personal dictionary: Students can be asked to create a personal dictionary based on the
vocabulary words that they have learned by making example sentences of their own.
In a nut shell, project based learning brings zest among the students to learn despite of
using the old traditional style of learning.
Keywords: Project based learning, tool, creative mind, illustrate learning
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ENHANCED COMMUNICATION SKILLS FOR BETTER OPPORTUNITIES
Rajanikanth K
Sai Spurthi Engineering College
Abstract--- Enhanced communication skills in English promises good social life and better job
opportunities for future .In the professional world, communicational skills are very crucial. Clarity
and effectiveness comes to the language with the foundation of enhanced communication skills
only. As a matter of fact and following the terms and conditions of the MNCs, interviewers give
great importance to those who have enhanced communication skills only. Poor communication
skills offer small chances of landing a job .Enhanced communication skills leaves the good
impression and gives the chances of good placing one is applying for. English is most commonly
used language in the business world and most job interviews are being done in English only. One
has to deal international business deals; he/she requires effective communication skills.
Moreover, English has become the business language as it is an exact language. It gives the clarity
to the people without having to argue about the meaning.However,usage of wrong tense
,prepositions, and the like will make ones statement less accurate .Hence, in the globalised world
,one should have enhanced communication skills for better opportunities. These days all the MNCs
are conducting English language proficiency test for its employees to test their efficiency in
English language .Not being skilled in English language doesnt mean that one cannot successes
professional world ,but enhanced communication skills needed for ones job will definitely help
ones
Keywords: Enhanced, communication, job opportunities, professional world, efficiency.
I. INTRODUCTION
ODAY the world and India in particular is witnessing a third industrial revolution known
T as communication revolution. It has its own impact on our business and work place. As far
as international commercial sphere is concerned, English has been lingua-franca of the
business world. English is going to be one of the six official languages of UNO. Previously,
people used to be placed with their expertise in the respective field but these days it is given
importance to specific skill that is complimented with communication skills. English
communication development is the utmost important objective which is to be given emphasis,
for making the job aspirants gainfully employed. This study highlights the need of English in
the multiple sectors to cater the needs of employability.
In the last few years, as the world has become globalised, the importance of English is also
increased. It has been a important medium of communication at the international and national
levels. Its demand has been increased, as many of them are good at their subject and failing to
communicate it in a right way. Therefore, the necessity of spoken English is quite essential.
Where English is not a native language there it opens a number of opportunities for the
aspirants. In the corporate world, the effective communication in English is being considered
more than the technical knowledge of the students.
English has been the language of the corporate world. An employee can lead the
management if he/she can speak English fluently. Though you have brilliant ideas for business,
you will have to be languished at the bottom of management, if your communication skills are
weak. If you find yourself weak in communication, it is useless though you have brilliant
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business ideas. People who are good at English use your ideas and take the credit for all the
hard work you did. Hence, there is a huge demand for English language trainers to train the
people for differentpurposes. English language trainers generally teach the grammar,
Vocabulary, speaking fear, presentation skills etc. Here are a few skills that an English language
trainer tends to teach.
Standard English:
The pronunciation of Indian English varies from state to state based on its vernacular
influence. As such, the question rises among us that what is the standard form of English?
Whether it is British English, American English or Indian English due to its strong influence of
regional languages. By the time the globalization, British English was handled as a Standard
English. But the development of American Economy, its development in science and
technology, its command over the countries and the popularity of E- language, American
English is also being followed by its independent countries.
As an Employability tool:
Indians contribution towards vocabulary is at large in the standard dictionaries. The
private employees are kept on their toes, as the private sector is gaining its popularity, it is you
who either develop your professional growth or perish it for not taking care of it. Those who
can use effective English only remain employable in the present market. Employability is that
the ability to remain employable has a result of the relevant skills. These days its a much
demand from MNCs that good communication skills are essential for ones professional growth.
The demand is more for both the written as well as oral form of language for the career
growth.
As it is the demand, English has been the most commonly used language in the MNCs; the
acquaintance of English is the most important employability skills. Knowledge of English is
gained a lot after joining in corporate world. A part from learning the grammatically structured
sentences, it is also very important learning presentation skills, convincing and negotiation
skills and inter personal skills using that language.
Effective communication skills in English:
Effective communication skills are the one which deals with the oral skills for public
speaking, presentations, negotiating , conflict resolutions, knowledge sharing; writing skills
are, preparing reports, proposals, instruction manuals, writing memos, notices, official
correspondence etc. it also includes verbal and non verbal skills, effective articulation,
appropriate pause, and voice modulation. If the communication medium is English, the huge
amount of proficiency is also required in it. As it is known factor to all of us that English is not
our mother tongue, is a second language, a constant practice is required for any one at the
respective homes, followed by language lab sessions. The educational institutes who planned
to get placed their students in MNCs and reputed companies, must give this an urgent thought.
As it is understood, a well English trained trainer has a role to play. The knowledge of
respective subject along with good communication skills will assure a quality job.
Impact of soft skills in effective communication:
It is identified factor that communication skills top in the employability parameter; hence,
the other skills like intrapersonal and interpersonal skills also have their own importance.
Different surveys show that only ten percentage of employability is only being provided in
various industries from large pool of educational institutions; the candidates are unsuitable as
they are lagging behind in soft skills very important for employment.
The traits of intrapersonal skills include the following:
Time management.
Attitude
Responsibility
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Ethics and values

Integrity
Self confidence and courage
Consistency
The traits of interpersonal skills include the following:
Self awareness
Teamwork
Command networking
Empathy and listing skills
Problem solving and trouble shooting
Leadership
Non- verbal communication:
It is a general saying that silence speaks a lot. There should be connectivity between verbal
and non verbal communication. It is ever known fact that 70 - 80 % of communication is being
done with non verbal communication. Verbal communication with the help of non verbal
communication only is highlighted as effective communication. The following are the some of
the important aspects of non verbal communication.
Eye contact
Facial expressions
Gestures
Posture and body orientation
Now, it has been understood that personality traits and soft skills have a role that is central
to ones career. In addition to hard skills and domain expertise, it plays an important role not
only for interview preparation but also for development in the career.
Job Scenario in India shows the signs of improvement:
The overall job market in India looks optimistic in 2015 with companies gearing up for
large scale recruitments. With India inc. planning to provide nearly 10 lakh new jobs and plans
out performance linked pay hikes up to 40% in 2015, with an improving Economy, programs
like make in India and plan of creating 100 smart cities are likely to further stimulate job
growth.
The following are the areas where the sign of improvement is shown:
Increasing emphasis on social professional networking.
Calculated increase in placement budgets.
Large number of passive recruitments.
Language skills are to be acquired for business correspondence:
As far as English language speaking world is concerned large proficiency in the ability to
listen, read, write and speak Standard English in a business like way.
Listing is a very important skill which is being neglected. Active listing is very
important in getting things done effectively. Studies have revealed the information that
business people spend 45% of their working time in listening.
In everyday business correspondence, it is required to read numerous texts ranging
from journals, Emails, reports and books. It is very essential to grasp the meaning of
what he/she reads and analyzing in details.
Written communication is a important skill which is being also neglected. But, it is an
essential skill needs to be practiced for the effective maintenance of business
correspondence. It maintains important documentations which can be preserved and
can be retrieved. Business letters, memos, proposals, brochure, manuals, notices,
bulletins are required to be drafted in an organization.
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There is a huge demand for speaking skills in the business houses. It is very essential
quality that speaking skills have their own impact in keeping the companys reputation
at higher rate. A candidate with good speaking skills will always be flourished
anywhere in the job market. Now a days companys look for people who can interact
successfully and make significant contributions during group discussions,
presentations and seminars.
Following is the list of employer rating from the job outlook 2015 report:
Skill/Quality
Ability to verbally communicate with persons inside and outside the organization.
Ability to work in the teams.
Ability to solve the problems and make decisions.
Ability to plan, organizes, and prioritizes the work.
Ability to obtain and process the information.
Ability to analyze quantitative data.
Technical knowledge related to the job.
Proficiency in computer software programs.
Ability to write reports.
Ability to sell or influence others.
Personal branding.
Flexibility.
Productivity improvement.
II. CONCLUSION
English language plays an important role in shaping ones personality. From academics to
industry the necessity of English is unavoidable. It is being noticed by the educationalists that
some modifications in the education system will address the needs of the changing Economy
and take suitable measures at providing compulsory training in communicative English with a
view to place the youngsters gainfully employed. This will ultimately benefit all the stake
holders, industry, government and Economy by increasing the productivity and resulting in a
higher GDP of the nation. Thus it is the reflection that English communication skills will ensure
very good professional life as well as the social life.
REFERENCES
[1] BarunK.Mitra: Personality Development and soft skills
[2] C.RamakantaSharma: Importance of Communication
[3] Dr.N.K.Metha and Dr.D.Metha: Importance of English and CAI onoutsourcing, ELT Weekly
issue#26
[4] IndiaToday: Dated April 10, 2011
[5] Meenakshi Raman and Sangeetha Sharma: A textbook on Technical Communication
Principles and practice (2nd Edition), Oxford University Press, 2012
[6] ProfM.S.Anantha, Director, IITMadras: The changing environment of higher education and
some India centric concerns
[7] http://www.employmentnews.gov.in/CAREER-IN-ENGLISH-LANGUAGE-
TRAINING.asp
[8] https://www.randstand.in/
[9] http://www.naceweb.org/s10242012/skills-abilities-qualities-new-hires
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THE GOD OF SMALL THINGS OR STORY OF DESPERATE LOVE
Aju Mukhopadhyay and Poet Author and Critic
Abstract--- The story in theThe God of Small Things by Arundhati Roy with biographical
elements in it is mainly the story of Ammu, a girl oppressed and neglected during childhood and
Velutha, the low caste or casteless worker of their family business. By a quirk of fate Ammu got a
chance to bloom in her married life but that was almost nipped in the bud as the groom grew into
full fledged alcoholic.She became the victim of her situation and was dishonoured. She again
became a victim of oppression, suppression and pity in tune with the traditional Indian household
when she came back home abandoning her husbands shelter, thus treated like a widow daughter
in her fathers house where she had no right.Her love with a man below her social status was the
natural outburst of her youth to satisfy her deprived physical desire at any cost.The fire was
ignited by the conjugal life of her brother with his wife side by side. Knowing the consequences of
their actions full well Ammu and the paravan Velutha were engaged in physical love making
desperately. It may be said to be a story of desperate love. The protagonists are ruined drowning
their relatives and off springs. The society and many actors in it like the communist party are
exposed.
Key Words--- Paravan, Communist, Love making, Desperate, Revolt
I. INTRODUCTION
HE God of Small Things by Arundhati Roy is a Booker Award winning novel. It is mainly the
T story of Ammu, a girl oppressed and neglected during childhood and Velutha, the low caste
worker of their family business. By a quirk of fate Ammu got a chance to bloom in her married
life but that too was almost nipped in the bud. This she thought to be so due to her mistake in
the choice of her husband. She again became a victim of oppression, suppression and pity in
tune with the traditional Indian household when she came back home abandoning her
husbands shelter, thus treated like a widow. Her love with a man below her social status was
the natural outburst of her youth to satisfy her deprived physical desire at any cost as if to
grasp any straw to see the gameof life to the end. The fire was ignited by the conjugal life of her
brother with his wife. Knowing the consequences of their actions full well they were engaged
in it desperately. It may be said to be a story of desperate love. The story is enacted at
Ayemenem, a village near Kottayam, Kerala, India. The story seems to carry some biographical
aspects of the authors life in theimmediate postcolonial phase of India.
II. THE STORY

Relating to the childhood of Ammu the author writes, In her growing years, Ammu had
watched her father weave his hideous web . . . . He donated money to orphanages and leprosy
clinics. He worked hard on his public profile as a sophisticated, generous, moral man. But alone
with his wife and children he turned into a monstrous, suspicious bully, with a streak of vicious
cunning. They were beaten, humiliated and then made to suffer the envy of friends and
relations for having such a wonderful husband and father. (Roy 180)
In this description what is poignant is the fathers character which is not universal but
peculiar to her situation. While fathers in patriarchal society have dominated the female
members of the household, it was not usually to the extent mentioned here. It is double ill luck
for the female child when she is partially treated by her parents compared to her brother the
male child of the family at home and again to be deprived of her legitimate honour and position
in her husbands household. This was in wild practice in Indian households until very recently.
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Neglect of the female aspect of human life is a notable attitude in India. The best proof of this is
the destruction female foetus in the womb using the medical technology to the detriment of
human life.
Ammu and Chacko were brother and sister. Chacko was given chances for higher education.
He became a Rhodes Scholar at Oxford and the family indulged in all his eccentricities and
excesses to which nobody else was allowed. He married an English lady, Margaret Kochamma,
as she became known in the family. But Ammu passed her final school examination when her
father retired and they moved from Delhi to Ayemenem. Her father considered that no more
education was necessary for a girl who should be ready for marriage. The children learnt from
their babyhood what is discrimination between boy and girl from birth.
Pappachi insisted that a college education was an unnecessary expense for a girl, so Ammu
had no choice but to leave Delhi and move with them. There was very little for a young girl to
do in Ayemenem other than to wait for marriage proposals while she helped her mother with
the housework. Since her father did not have enough money to raise a suitable dowry, no
proposals came Ammus way. Two years went by. Her eighteenth birthday came and went
unnoticed. Ammu grew desperate. All day she dreamed of escaping from Ayemenem and the
clutches of her ill-tempered father and bitter, long suffering mother . . . . Eventually . . .
Pappachi agreed to let her spend the summer with a distant aunt who lived in Calcutta. (Roy
38-39)
There Ammu chanced to meet her future husband on a wedding reception.The would-be
groom, an assistant manager in a tea garden in Assamproposed to Ammu five days later.
Ammu didnt pretend to be in love with him. She just weighed the odds and accepted. She
thought that anything, anyone at all, would be better than returning to Ayemenem. She wrote
to her parents informing them of her decision. They didnt reply.
Ammu had an elaborate Calcutta wedding. Later looking back on the day Ammu realized
that the slightly feverish glitter in her bridegrooms eyes had not been love, or even excitement
at the prospect of carnal bliss, but approximately eight large pegs of whisky. Straight. Neat.
Ammus father-in-law was Chairman of the Railway Board and had a Boxing Blue from
Cambridge . . . . He gave the young couple a custom-painted, powder-pink Fiat as a present
which after the wedding he drove off in himself, with all the jewellery and most of the other
presents that they had been given. (Roy 39)
In their circle in Assam tea garden Ammu gained reputation for her beauty and she gave
birth to twins, Esthappan and Rahel. For some time she commanded attraction from all. But in
no time her husband grew not just heavy drinker but full-blown alcoholic with deviousness
and tragic charm. It came to such a pass that his European boss was almost at the point of
sacking him but gave him a chance to survive if he took long rest in a hospital keeping his wife
at the care of his boss. He began badgering daily to his wife to accept the proposal so he could
survive in service. Ammu felt disgusted and finally left for Ayemenem with her two innocent
boy and girl children.
Here the husband is alcoholic without much of lust and romance for conjugal life. He is not
attracted to any other woman too. A man may not have much of the element of lust in him but
to become alcoholic without any cause is little puzzling. Usually there remains a cause behind
one becoming an addict like Amit in Mahasweta Devis Mother of 1084 becomesan alcoholic out
of frustration. A question may be raised as to why did he propose to Ammu when in his lone
life he wasnt interested in conjugal or carnal life? It wasnt a negotiated marriage. Was it to get
an aid for life? The alcoholic turned to a cuckold when in danger of losing his job. Then it is
learnt that he regained his service life elsewhere. Ammu might have felt insulted when the
husband asked her to be a kept of the boss for his own self-interest but there wasnt any other
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cause of deep disagreement between them besides his lack of interest for the opposite sex. So
this must the apparent cause of Ammus choosing separation even at the risk of losing all her
future. But there might be the other points. We get a clue to it when we read, Her twins were
sleeping the way they did when they were exhausted with their eyes half open, two small
monsters. They got that from their father. (Roy331) On the whole the wife did not find her
honour and womanhood protected in the hands of her husband. This was another cause
besides her frustration in enjoying her female status; enough for her decision to leave him.
After her coming back to Ayemenem began the age old tale of an Indian widow daughter
returning to fathers house for a miserable existence and surely so after the death of her
parents when her brother would be the owner of the patriarchal family property. In the fifties
of the twentieth century the laws officially changed for the better, to some extent. Now it has
been further amended in favour of the girl child of the family. Though it cannot be guessed
exactly in which year the story happened, it may be assumed that it was in the immediate
postcolonial phase of India.
After Ammu returned like a widow though her husband was living, his father or Pappachi
did not remain for long. Mammachi was there but the rule fell in the hands of her brother,
Chacko. He had his wife Margaret and daughter, Sophie Mol. Margaret came after the death of
her second husband to Ayemenem, as invited by her first husband.
In the Plymouth, Ammu was sitting in front, next to Chacko. She was twenty-seven that
year, and in the pit of her stomach she carried the cold knowledge that for her, life had been
lived. She had had one chance. She made a mistake. She married the wrong man. (Roy 38)
Once when Chacko and Margaret Kochamma, his wife, were at Cochin leaving their child
Sophie Mol with their family members including cousins, Rahel and Estha (the children of
Ammu) to play with.The three children went out in an expedition in a boat when the river
Meenachal was in spate due to heavy rains. Losing their way in the dark they lost their boat.
While Rahel and Estha could somehow come to the shore, Sophie Mol, perhaps not accustomed
to swim as her cousins, was drowned and her body came floating down the river where
Meenachal approached the backwater of the sea. All the children could be traced only in the
morning; two living and one dead. While this accident happened, Ammu was locked in a room
for her misadventure, adultery with Velutha, the workman employed in the family factory. Her
secret affairs with the hero were exposed creating gossips in village corners.
Velutha, Paapen Paravens son, a poor young low caste man living in a hut was attracted by
Ammu the fire, who felt herself unfulfilled;now treated differently with her children in the
familylike an undignified sinner while her brother was given all indulgence by the elders in his
private dealings with the women in the family factory, manufacturing pickles. Chackos mother,
Mammachi helped her son to fulfill his needs, Chacko had moved out of his room and would
sleep in Pappachis study so that Sophie Mol and Margaret Kochamma could have his room. It
was a small room, with a window that overlooked the dwindling, somewhat neglected rubber
plantation . . . . One door connected it to the main house and another (the separate entrance
that Mammachi had installed for Chacko to pursue his Mens needs discreetly) lead directly
out into the side mittam. (Roy 238)
From this it can easily be guessed how a blatant discrimination is made deliberately
between the brother and sister coming out of the same parents. And the truant is played by the
female head herself on her own girl child. This was the custom of the time in many Indian
families which the writer has rightly exposed before the public. This was one of the reasons
which made Ammu desperate without any hope of remedy to her situation, this dragged her to
revolt against her family and society.
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The relationship between Ammu and Velutha seems to have grown not only out of physical
attraction but out of desperation on the part of Ammu because she became restive after the
failure of her marriage and at the treatment she received from her paternal family. It was
beyond the dreams of low caste Velutha to mix up with such a respectable lady as Ammu but
once in contact with her it was beyond his ken to disengage himself from that magnetic
force.Perhaps he had a distant hope of getting help from his party bosses. Ammu jumped into
the crude fire of love makingwiththe available male counterpart in her lonely drained out life
rather than feeling any aesthetic love for him. Even her married life with an alcoholic did not
give a normal satisfaction or justification to her innocent youth. She held on to Velutha who
was chained to her. It was an obsessive relationship for both. Chackos mother, the otherwise
sophisticated lady of the house, called and abused Velutha in filthy languages. Spitting on his
face she retrenched him from the job.
Veluthas approaching his senior boss, comrade Pillai of the communist party, was utterly
futile as their affair was already known to all and was taken as an exception in the private life
of a comrade. He was guilty in their eyes as Ammu was guilty in the eyes of her family
members and society. They noticed red varnish on the nails of the lover Velutha as
unpardonable! This is a little village, Comrade Pillai was saying, People talk. I listen to what
they say . . . . You should know that Party was not constituted to support workers indiscipline
in their private life . . . . It is not in the partys interest to take up such matters. (Roy 287)
III. THE CONSUMMATION

Hereafter the movement of the lovers becomes rapid. Their fast movement leading to the
inevitable consequences, aptly described, creates a unique dramatic effect and the story of the
novel as conceived from the beginning gains a momentum. The forward and backward
movement of the description of the story takes the reader to the inevitable end.
Velutha felt sleepy out of tiredness on the way home where his father was waiting with
weapon to receive him. But His feet walked him to the river. As though they were the leash
and he was the dog.
History walking the dog . . . .
Things will get worse, he thought to himself. Then better. He was walking swiftly now,
towards the Heart of Darkness. As lonely as a wolf.
The God of Loss.
The God of Small Things.
Naked but for his nail varnish. (Roy 288-290)
Ammu on the other hand, Leaned against the door in the darkness, she felt her dream, her
afternoon-man move inside her like a rib of water rising from the ocean, gathering into a wave.
The cheerful one-armed man with salty skin and a shoulder that ended abruptly like a cliff
emerged from the shadows of the jagged beach and walked towards her.
Who was he?
Who could he have been?
The God of Loss.
The God of Small Things.
The God of Goose Bumps and Sudden Smiles . . . .
Ammu longed for him. Ached for him with the whole of her biology. (Roy 330)
The description is symbolic and metaphoric. We may compare this physical longing for the
beloved with a poem of medieval Bengali Vaishnava poet Gnanadas; Rupalagi ankhi jhure
gune mon bhor/Prati anga lagi kande prati anga mor (Viewing the beauty my eyes stream
with tears,mind is engrossed in quality / Each part of my body aches for each part of beloveds
body).1
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Here the desire for love making is aesthetically complete, poetically fit. But in the novel
under discussion the beloved possesses no physical beauty, rather he has a deformed body.
Nevertheless, he is fit for the crude purpose she desires him. She has given up all hope for
beauty or any aesthetic satisfaction in life, left is the bare carnality and she plunges into the fire
of it.Velutha, the human insect, has already been in it. So at the risk of whatever peril it
consummates.
After the initials as between a man and woman in such a situation which we do not know
how long it took, desperate and hungry as she was, the body-dance took no time to begin. In
spite of the fact the she very bitterly resented the humbug, talkative Chacko, she returned to
the dinner table.
She remained sitting for a while. Long after the song had ended. Then suddenly she rose
from her chair and walked out of her world like a witch. To a better, happier place.
She moved quickly through the darkness . . . . She didnt know what it was that made her
hurry through the undergrowth. That turned her walk into a run. That made her arrive on the
banks of Meenachal breathless. Sobbing, as though she was late for something. As though she
knew he would be there. Waiting. As though she knew he would come. (Roy 332)
Though its a most modern novel, the description in it gives the taste of older stories
where fate was the inevitable instrument that carried a man or woman to their inevitable
destiny.Whatever follows carry the same sense of inevitability; of fate and destiny.
He began to swim towards her. Quietly. Cutting through the water with no fuss . . . . As he
rose from the dark river and walked up the stone steps, she saw that the world they stood in
was his. That he belonged to it. That it belonged to him. The water. The mud. The trees. . . .
He stood before her with the river dripping from him. She stayed sitting on the steps,
watching him. Her face pale in the moonlight. A sudden chill crept over him. His heart
hammered. It was all a terrible mistake. He had misunderstood her. The whole thing was a
figment of his imagination. This was a trap. There were people in the bushes. Watching. She
was the delectable bait . . . . He tried to make his voice casual. Normal. It came out in a croak.
Ammukutty . . . what is it?
She went to him and laid the length of her body against his. He just stood there. He didnt
touch her. He was shivering. Partly with cold. Partly terror. Partly aching desire. . . . She put her
arms around him.
He tried to be rational: Whats the worst thing that can happen?
I could lose everything.My job. My family. My livelihood. Everything.
She could hear the wild hammering of his heart.
She held him till it calmed down. Somewhat.
She unbuttoned her shirt. They stood there. Skin to skin . . . .
Behind them the river pulsed through the darkness, shimmering like wild silk. Yellow
bamboo wept.
Clouded eyes held clouded eyes in a steady gaze and a luminous woman opened herself to
a luminous man. She was as wide and deep as a river in spate. He sailed on her waters. She
could feel him moving deeper and deeper into her. Frantic. Frenzied. Asking to be let in further.
Further. Stopped only by the shape of her. The shape of him. And when he was refused, when
he had touched the deepest depths of her, with a sobbing, shuddering sigh, he drowned . . . .
Only one thing mattered now. They knew that it was all they could ask of each other. The
only thing. Ever. They both knew that.
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Even later, on the thirteen nights that followed this one, instinctively they stuck to the
Small Things. The Big Things ever lurked inside. They knew that there was nowhere for them
to go. They had nothing. No future. So they stuck to the small things. . . .
Each time they parted, they extracted only one small promise from each other.
Tomorrow?
Tomorrow.
They knew that things could change in a day. They were right about that. (Roy 333-339)
While continuing, they linked their fate to a fragile minute spider which lived in a crack in
the wall of the verandah. They linked because of its smallness and fragility but to their utter
mistake it was found that Chappu Thamburan, the spider so named by them, outlived Velutha,
fathering future generations and finally dying a natural death.
The first night, on the day that Sophie Mol came, Velutha watched his lover dress . . . .
Yes, Margaret, she thought. We do it to each other too.
She kissed his closed eyes and stood up. Velutha with his back against the mangosteen
tree watched her walk away.
She had a dry rose in her hair.
She turned to say it once again: Naaley.
Tomorrow. (Roy 339-340)
IV. THE CENTRAL THEME AND THE JUSTIFICATION

It is the end of the book though not the story for the story ended earlier. It is a flash back. It
is not necessary to tell this end for the project, nor was it essential for the writer to describe
such elaborate pornographic scene for even without it the story would stand very well on its
ground, as she wrote. But it must also be admitted that the basic acts of mortal man-woman
relationship is unveiled here very poetically, stage by stage.
As a sequel to the love between the two undesirable to each other as social beings,
childrens misadventure into the river, their ways of life and the pent up relationship between
the members of the household; all the causes connected to each other led the whole family
towards its ruin. It ruined.Everything is connected, invariably. And in the process it is
highlighted that the neglected humans are more insignificant than the insignificant creatures
like small spiders.
Arundati Roys revolt against the society in her debut novel, actually her only novel so far,
telling us of the family relations reminds us of another senior woman writer who had used her
pen variously in several of her novels against the so called established society long before this
work was took shape. Besides the main fight among the Naxalites, the vested interest in a
faction of the Indian communist party and the government as in Mahasweta Devis novel, let us
see the summary of family relations in it.
It was all like a festering, malignant cancer. The dead pretended to live within
relationships that were long dead and thus keep up a masquerade of life. Sujata felt that if she
went close enough to Amit, Neepa and Balai the stench of carrion would overwhelm her. 2
It had been in the papers. The news of Sophie Mols death, of the police Encounter with a
Paravan charged with kidnapping and murder. Of the subsequent Communist Party siege of
Paradise Pickles and Preserves, led by Ayemenems own Crusader for justice and Spokesman
of the Oppressed. Comrade K.N.M. Pillai claimed that the Management had implicated the
Paravan in a false police case because he was an active member of the Communist Party. That
they wanted to eliminate him for indulging in Lawful Union Activities. (Roy 303)
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With this piece of news the writer conveys the rationale of the actions of all the parties
involved. Velutha dies mortally as the members of the affected family dies to themselves
besides the loss of a life by drowning in the river. The Communist Party lives by justifying its
selfish and deceitful activity by falsehood. This is exposing the so called proletariats leaders
and their party which Mahasweta Devi did as a pioneer in several of her novels like Bashai
Tudu and Mother of 1084.
We find the behaviour of the police noteworthyin such a situation, the behavior of the
comrades in the party who had disowned Velutha when once he sought their help but then did
not leave a stone unturned to get the benefit out of his untimely death and out of the fate of the
unfortunate children of Ammu which are characteristic of such people. The children were
separated; Estha was sent back to his father at Calcutta, Rahel lived ever neglected in her
maternal uncles house and Ammu continued to carry on her wretched life for some time more.
The others in the house were bored to death. The house became a symbol of dulldrudgery.
The story is highly sarcastic, exposing different people in the context of different social
beliefs and practices. Male female distinction, distinction between castes, utter neglect of the
caste-less people, clash of interests among people of different groups and difference between
idealism and actual behavior, all are laid bare in the story, detailing them with similes and
metaphors galore, showing irony of fate and life. When the rationale of actions of everybody
and every social institution; police or political party, is questioned, another question arises:
Are the actions between the two protagonists of the novel very unjustified and irrational? Why
should they die or be condemned to death somehow when all other culprits exist? This being
the central theme of the work the writer seems to have justified her strong pleading on behalf
of the deprived women.The events of the novel are forceful, pervasive and passionate to
establish the central theme of the novelist.She has shown the human value of the outcaste.
The central theme of the story is the love affair between Ammu and Velutha. It is not a love
at first sight or real affection grown between the two adult man and woman. Neither aesthetic,
pure love nor love for loves sake nor purely physical desire. It is a desperate love of the
deprived.Losing all hope of cohabiting with preferable anybody reasonably and honourably in
her youth, revolting against the society and revenging against such a love existing side by side
between her brother Chacko and hiswife Margaret, though that too is a reunion between the
two ex-husband and ex-wife at an opportune time, Ammu proves herself as the queen of
pathos. The usual physical attraction between the two is there but intensified by a revolt
against the society which restricts their behavior leaving no other way of satisfaction of the
lifes urge. The other party to the love affair is like an insect drawn by the fire. Both become
insects in the course of their relationship. Compulsively and obsessively they were drawn to
each other, to the essential act of physical union described by the writer; Despite the fear his
body was prepared to take the bait. It wanted her. Urgently. His wetness wet her. She put her
arms around him. (Roy 334)
The story of the novel proceeds very fast. It proceeds through all haze and maze, through all
turmoil by the force of description, by the force of its cutting and sharp language. Even when it
may be said to be pornographic as she has indulged in it at good length, as she has been
charged with it, it carries its own rationale and its lyrical beauty in rhythm as it is found
sometimes in the short stories of Saadat Hasan Manto. We may mention for example, his short
story titled, Odour.
REFERENCES
[1] .Basu Sankariprashad. Medieval Poets and Poetry. Calcutta: General Printers and
Publishers Pvt. Ltd.1965; 3rdedition. Paperback. p.84
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[2] Devi Mahasweta. Mother of 1084. Translated by Samik Bandyopadhyay. Calcutta: Seagull.
1998. Paperback. p.116
WORK CITED:
[1] Roy Arundhati. The God of Small Things. New Delhi: IndiaInk Publishing Company Pvt. Ltd.
Print. Paperback. 1997
Aju Mukhopadhyay, 2012
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AN ENTRY LEVEL STUDY ON THE EMPLOYABILITY SKILLS OF ENGINEERS
Dr Roweena Belinda Dcouto
Dr N.G.P Institute of Technology, Kalapatti Road, Coimbatore
Abstract--- An entry level study on the Employability skills of Engineers

The need to develop employability skills among the budding Engineering graduates is a
pressing need of the day, and a task which needs to be addressed with continuous mentoring and
monitoring for the overall students performances in their formal years of Education. One of the
best approaches devised to understand a students language level is by conducting a pre
diagnostic test which will help students understand their performance levels and at the same time
would allow language teachers and trainers to assess students abilities based on their
performance of the diagnostic test, and gradually be able to train them on all the four skills. This
paper highlights that placement training is an ongoing training process, until the end of the final
year, so that students under guidance will be able to identify and evaluate themselves until the
desired result is expected.
Keywords: Employability, skills
I. INTRODUCTION
IGHT from the beginning of human evolution, man has always been trying to invent and
R learn newer means and ways of survival, the industrial revolution led to the requirement
of a large number of workforce and manpower. It led to the employability of a million people
working in different sectors like Manufacturing, Transport and Infrastructure industries, and
as gradually, technology was introduced, so did the demand of skilled workforce increase. With
the advent of the 19th century, latest developments in Manufacturing and Industry created a
technologically driven workforce in which the skills of the employees were given the top most
priority. Trade and commerce led to massive globalization which in turn saw, a boom in the
import and export business .This paved way for people to be travelling and working in
different countries in search of better work prospects and employment opportunities. This led
to the confluence of language and culture and the result was a diverse workforce .To be able to
survive this rapid growth of technology and to be a part of this new era of skills and abilities of
the larger section of workforce, the need to possess strong communication and leadership
skills are a must have.
To sustain oneself in such a competitive world, be it any profession, an individual has to
possess the required skills.
A skilled employee is always given the first priority and is capable of performing the most
difficult tasks when compared to the others, a closer look at some of the attributes of being one
is to have Teamwork, Leadership Qualities, a strong personality and effective communication
for negotiation and discussion.
According to (Chandra and Kumar Sharma, 1996)Education means becoming developed or
progressing from inside to outside, which refers that one, should be able to develop his mental
and physical abilities in such a way that it is both productive and intellectually driven. If we
were to analyze our self within the society then our personal abilities also contribute a lot
towards developing ourselves. Now the focus shifts from how well we could use our abilities
and skills and applying them at the workplace.
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Engineering graduates rank among the highest to add to this booming population of skilled
workforce who need constant training in employability skills, especially those categories of
graduates who are constantly being driven by technology, and to make this happen we often
find students who possess a great amount of subject knowledge without being trained on
language skills.
This paper brings to light the need for budding Engineering students to enhance their
employability prospects by being both technically sound and by possessing strong
communication and leadership skills. Let us understand where does this training start from?
II. LITERATURE REVIEW

There is no dearth of engineering colleges to cater to the demands of the students who
prefer professional courses to Arts based courses. According to, Ambika Choudhary Mahajan
Engineering colleges have been springing up like wild mushrooms in India in the last few
years. Their number has gone up from a not too modest 1,511 colleges in 2006-07 to an
astoundingly high 3,345 in 2014-15.The state of Andhra Pradesh alone has more than 700
colleges. With so many colleges in different states and districts, competition among students
and jobs are always at a high demand. Each year lakhs of students qualify as Engineers, and
end up working in jobs which are not their profession. This diluted skill of engineering has
made students either to lose interest or end up doing jobs for a meager salary.
According to,MG Arun The Manpower Employment Outlook Survey for the third quarter
(July-September) for 2013 said employers in India reported the weakest hiring outlook in eight
years in the Asia-Pacific region. An estimated 4.5 million enter the Indian job market every
year-750,000 engineers, 500,000 MBAs and at least three million other graduates. The
problem lies in students not being able to identify their skills at an early stage, secondly, the
mindset of parents and students who only look for Engineering as a prestigious and an elite
course ,the influence of the lifestyle of a few students who make it big and land up with very
good salaries and being placed in MNCS.
In the Economic times of the India times Terming skill development and utilization
of workforces a major area of concern, The Economic Survey 2014-15 stated that as per the
Labour Bureau Report 2014, the present skilled workforce in India is only 2 %, which is much
lower when compared to the developing nations and that the number persons aged 15 years
who have received or be receiving skills is merely 6.8 percent. How are we? As language
teachers and faculty to be able to address this mismatch of identifying the students skills and
abilities and applying it in their job and at work areas. Considering that Engineering has
reached a saturation point wherein jobs are few and Engineers are plenty. According to a
survey in the Deccan Chronicle Noting that engineering education in the country is at the
crossroads, Prof Anil Dattatraya Sahasrabudhe, chairman, All India Council for Technical
Education (AICTE) on Friday said 50 per cent of the total seats in engineering colleges across
the country were lying vacant. The Council has also cut down intake in several colleges and
courses totaling 35,000 this year. The question that arises here is, whether all students would
benefit from these innovative schemes and skills based programs? What happens to the
students who are not strong in their subject knowledge, but have interest in a more applied
and practical based study, to address this issue The Ministry of Human Resource Development
(MHRD) has introduced multiple schemes that integrate skills training into the school
curriculum in an innovative manner. Since inception of the Centrally Sponsored Scheme of
vocationalisation of Secondary Education in 1988, around 9,619 schools with about 21,000
sections have been created with an intake capacity of about 10.03 lakhs students. About 150
vocational courses were being offered.
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By this we can understand that students who are weaker in studies and slow learners have
to identify their skills and abilities in the earlier years at school in order, to hone and upgrade
them later, during their college level. The government of India is trying to initiate programs
into the regular school hours to help all levels of students Aiming to equip students with basic
skill levels, the government and school boards have been increasingly trying to integrate
vocational education with the formal curriculum.
With the same idea in mind, at the college level, pre diagnostic tests are normally conducted
as a pre assessment for students who need to understand their performance levels. This helps
as a checklist against the needed standards by corporates. By attempting a diagnostic test, a
student overcomes the initial fear of knowing where he or she exactly stands, it answers
questions to how prepared a student is, in this competitive world. In order to be prepared for a
more filtered learning process in improving language skills students which are the required
skills sets needed for employability which is of prime importance and a concern among
budding engineers.
In the context of first year Engineering students who have to gear up for this skills based
industry; are often worried of language as a barrier to overcome. English is one of the biggest
concern for students be it in the form of speaking or writing, having the right attitude to
perform well in both their technical subjects and soft skills should be the best approach for
students .For the teacher it should be an identifying all the language skills of their students. In
the initial year of the engineering course i.e. during the first semester a pre assessment and
identification of students language skills should be understood to move further for placement
training. A pre diagnostic test was conducted to analyze the levels in which students are tested.
Aptitude and Verbal skills were administered among 350 first year Engineering Students based
on all the four skills.
III. ABOUT THE QUESTIONNAIRE

The Questionnaire was for 1 hours; based on Psychometrics, a total mark of 50 was
decided upon, students were expected to at least have a minimum of 35 marks as a pass mark
to clear the diagnostic test.
The first Section was based on the, Verbal ability word meaning and Antonyms - 12
Questions each. The second section was based on Grammar; the third section was a Picture
Comprehension, the fourth was a Speaking Diagnosis and the last a Reading Diagnosis: Reading
Comprehension. All students were made to assemble at the given time and venue, instructions
and monitoring of the tests were carried out with the assistance of the placement and training
department along with the English department staff members.
IV. RESULTS AND DISCUSSION

The paper has not delved into details of conducting a post diagnostic test or to generate a
specific statistical analysis, or classify students according to their performance, but is purely
based as an ongoing training which has to be undertaken till the expected results are derived.
The pre diagnostic test was meant for students to understand their competencies and
weakness and work towards improving them. But the overall details were summed up and the
results were the justified as follows.
After the test was conducted and the scripts evaluated, it was found that students were
finding it difficult to attempt the vocabulary section, may be for one factor that students were
not familiar with the words and the usage of them. This can be solely blamed upon the fact that
they werent using them in their daily conversations, and may be because most of the words
were fairly new to them and since they did not understand the meaning thus did not apply it
with the vocabulary which was given in the test.
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Antonyms were also difficult for the students as they were confused with the option of
having a similar meaning to select the answers from, the options were getting too confusing
and answers werent matching.
The next section was based on Grammar, here it was found that students were able to finish
most of the grammar exercises, as the tasks were not difficult, and were much simpler than the
vocabulary, in fact articles and prepositions are considered to be one of the easiest forms of
Grammar Exercises.
Since speaking is one of the most difficult parts for a few students the next task was not a
very easy task to move forward with. A list of topics were carefully selected based on the
interests of the students, and were assigned to students as and when the students were
finishing with their Reading, Writing and listening section, Speaking tests were conducted
without giving much duration between the writing and the speaking tests, in order to maintain
the authenticity of the tests.
V. LIMITATIONS
However, when diagnostic tests are applied, we can be rest assured that students are able
to place themselves at a particular level and understand their own weakness and limitations.
So that, they can improve their abilities to perform better, but this results in demotivation in
the initial stage itself, causing students to ponder too much on language skills and may result in
concentrating less on the subject matter. A balanced approach of coaxing students to improve
their language skills and later conducting a post diagnostic test to check their performance is
an ideal way of understanding students performance.
If diagnostic tests are conducted in the 1st year of Engineering, they are mostly based on
Technical English, i.e Grammar, whereas Diagnostic tests especially for engineering students
have to vary and suit the level and the year at which the student is appearing. Hence, it has to
be more elaborate and based on soft skills.
VI. CONCLUSION
Through this paper, we can understand that training can be given to the budding
engineering graduates as a continuous ongoing process, which has to be initiated and included
in the initial years, and not wait till the last year of course completion, through repeated
diagnostic tests, students are more aware of the current market trends and work place
demands, a balanced approach of inculcating technical skills and employability skills is the
right way for making an engineering graduate prepared for placements and moreover increase
his employability opportunities. An exit level test is proposed, based on the response of the
method of training adapted which can be applied for further enhanced training.
Appendix I
DIAGNOSTIC TEST
Time: 1 hrs Total marks: 50
I.PSYCHOMETRIC TEST:-
VERBAL ABILITY WORD MEANING
INSTRUCTIONS: Circle the letter on the right which corresponds

to the correct answer (24*1/2= 12)
1) Choose the word most similar in meaning to perplex
a) Dither b) affiliate c) discomfit d)reiterate
2) Choose the word most similar in meaning to contradict
a) Gainsay b) oppose c)disparage d) tarnish
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3) Choose the word similar in meaning to argumentative

a) Strident b) confrontational c) irrelevant d) vociferous
4) Choose the word most similar in meaning to expedite
a) beckon b) exterminate c) disrespect d) facilitate
5) Choose the word most similar in meaning to - condescend
a) criticize b) usurp c) patronize d) contribute
6) Choose the word most similar in meaning to suffuse
a) overspread b) shrink c) obstruct d) renounce
7) Choose the word most similar in meaning to aggrandize
a) presume b) understand c) exaggerate d) appease
8) Choose the word most similar in meaning to sodden
a) saturated b) incomplete c) worthless d) rudimentary
9) Choose the word most similar in meaning to stability
a) productive b) abundant c) barren d) unfriendly
10) Choose the word most similar in meaning to eject
a) misrepresent b) oust c) renounce d) thrive
11) Choose the word most opposite in meaning to fecund
a) productive b) abundant c) barren d) unfriendly
12) Choose the word most opposite in meaning to tawdry
a) prosperous b) clean c) privileged d) tasteful
13) Choose the word most opposite in meaning to pragmatic
a) irrational b) impractical c) exuberant d) realistic
14) Choose the word most opposite in meaning to absolve
a) condemn b) pardon c) free d) exonerate
15) Choose the word most opposite in meaning to exigent
a) strenuous b) light c) easy d) difficult
16) Choose the word most opposite in meaning to timorous
a) brave b) ambiguous c) perceptive d) comprehending
17) Choose the word most opposite in meaning to arrogate
a) commander b) seize c) defeat d) surrender
18) Choose the word most opposite in meaning to pious
a) arrogant b) irreverent c) wealthy d) moral
19) Choose the word most opposite in meaning to turbid
a) pretentious b) dull c)clear d) opaque
20) Choose the word most opposite in meaning to ambiguous
a) tentative b) obvious c) vagued) uncertain
21) Which word means to emerge: to issue: to emit
a)emanate b) infuse c) quibble d) tirade
22) Which word means to deter: to discourage
a) empathize b) diminish c) appreciate d) daunt
23) Which word means to replace: to usurp
a) sheathe b) grieve c) supplant d) mark
24) Which word means to fall: to flow: to pour
a) babble b) counter c) proceed d) cascade
II.GRAMMAR
PART A
Fill in the blanks with suitable articles:- (5)Marks
1. Gold is . precious metal.
2. reindeer is a native of Norway.
3. An honest man always speaks truth.
4. Ganges is sacred river.
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5. lion is .. king of beasts.

PART B
Fill in the blanks with correct tense form of the given verb:- (5)Marks
1.By Saturday next week, I ------------- (work) on this painting for exactly one month.
2. My wife and I ------------ (have) a few problems recently and I have to admit that our
relationship ------------(get) a bit boring since our daughter ------------------ (leave) for university.
3. By the year 2020, the population of London -------------- (grow) substantially.
4. We ------------ (look for) her ring for two hours when we found it in the kitchen.
5. I lead a very busy life these days. I -------------(prepare) for my final exams and at the same
time I --------------- (try) to move to my new apartment. You can't imagine how tired I am.
PART C
Spell-check:- (5)Marks
Read the following passage carefully and identify the spelling errors:-
THE ANT AND THE GRASSHOPPER
William Somerset Maugham
1. When I was a very smal boy I was made to laern by heart certain of the fables of La
Fontaine, and the moral of each was carefuly explained to me. Among those I learnt
was The Ant and The Grasshopper, which is devised to bring home to the young the
useful lesson that in an unperfect world industry is reewarded and giddiness
punished. In this admireable fable (I apologize for telling something which everyone is
politely, but inexactly, supposed to know) the ant spendes a laborious summer
gathering its winter store, while the grasshopper sits on a blade of grass singing to the
sun. Winter comes and the ant is comfortably provided for, but the grasshopper has an
empty larder: he goes to the ant and begs for a little food. Then the ant gives him her
clasic answer: 'What were you doing in the summer time?''Saving your presence, I
sang, I sang all day, all night.' 'You sang. Why, then go and dance.'
III. PICTURE COMPREHENSION
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Observe the picture carefully and answer the questions using the hints below: (8)
What is in the picture?
In the picture I can see ...
Theres / There are ...
There isnt a ... / There arent any ...
Write what is happening with the present continuous
The man is ...ing
The people are ...ing
The vechicles are .ing
The boys are ing helmet
Where in the picture?
1. Aero plane 2. Dog 3. Bus 4. Grocery shop 5. School
At the top/bottom of the picture ...

In the middle of the picture ...
On the left/right of the picture ...
next to
in front of
2. Describe the picture not more than 50 words.

IV.SPEAKING DIAGNOSIS (5)Marks
1.Your Favourite Actor
2.An Unforgettable holiday
3.An event which I cannot forget
4.A visit to amusement park
5.My Favourite Teacher
6.My Best Friend
7.Education System in our country
8.My future plan
9.My Favourite Game/hobby
10.My Role Model
V. READING DIAGNOSIS (5)Marks

Tale of Two Cities
by Charles Dickens
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of
foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light,
it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had
everything before us, we had nothing before us, we were all going direct to Heaven, we were all
going direct the other way - in short, the period was so far like the present period, that some of
its noisiest authorities insisted on its being received, for good or for evil, in the superlative
degree of comparison only.
VI. READING COMPREHENSION:
Biblography
Sociology of Education, By S.S. Chandra, S.S. Chandra & Rajendra Kumar
Sharma, Atlantic Publishers & Dist, 1996.
1.5 Million Engineering Pass Outs In India Every Year, Fewer Getting Hired, Retrieved from
http://dazeinfo.com/2014/10/28/1-5-million-engineering-pass-outs-india-every-year-fewer-
getting-hired-trends/ By Posted on October 28, 2014.
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Will You Be Fired Next? Hopes on hold as job crunch hits Indian markets, Retrieved from
http://indiatoday.intoday.in/story/job-crunch-hits-indian-markets-will-you-be-fired-
next/1/304653.html August 30,2013
Economic Survey 2015: Only 2% skilled work force in the country, Retrieved from
http://articles.economictimes.indiatimes.com/2015-02-27/news/59585147_1_national-skill-
development-corporation-economic-survey-total-employment.
In 2015, 50 per cent engineering seats go vacant across the country, Retrieved from
http://www.deccanchronicle.com/150801/nation-current-affairs/article/2015-50-cent-
engineering-seats-go-vacant-across-country August 01, 2015,
All study and no skill? Skilling in schools,Retrieved from,
https://www.kpmg.com/IN/en/IssuesAndInsights/ArticlesPublications/Documents/All-
Study-No-skill-Education.pdf
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CHALLENGES TO ESL IN ENGLISH MEDIUM SCHOOLS: HOW FAR THEY ARE

ENGLISH MEDIUM? ACTUAL CONDITION OF ENGLISH MEDIUM SCHOOLS
IN GUJARAT
Chandra Shekhar Dubey
Department of English, Sbsec,University of Delhi
LOCATING CULTURE TRANSLATING DIVERSITY IN A MULTILAYERED NARRATIVE WITH

FAMILIAL DESIRES AND HISTORICAL PERSPECTIVE: A COMPARATIVE STUDY OF AANKHON
DEKHA GADAR (HINDI) AND ADVENTURES OF A BRAHMIN PRIEST ( ENGLISH),
TRANSLATION OF VISHNU BHAT GODSES MAZHA PRAVAS
ABSTRACT (RESEARCH PAPER)
Locating Culture Translating Diversity in a Multilayered Narrative with Familial

desires and Historical Perspective: A Comparative Study of Aankhon Dekha Gadar
(Hindi) and Adventures of A Brahmin Priest ( English), Translation of Vishnu Bhat Godses
Mazha Pravas
Aankhon DekhaGadar is Hindi translation by Amritlal Nagar of Vishnu Bhat Godses
memoir Mazha Parvas,originally written in Marathi.The English translation by Priya
Adarkar and Shanta Gokhale entitled Adventures of A Brahmin Priest added subtitles to
make Godses travels in 1857 rebellion more vivid and authentic. Godse has divided his
chronicles in six parts. Godse was a poor Brahmin who set on a journey of north India to earn
money to liquidate debts of his parents .He held from a Marathi family sustaining on parental
profession of performing religious and cultural rituals befitting to purohits.The family income
was meagre and authors parents had incurred heavy debts .YoungVishnu set on a journey
along with his uncle to earn money by performing religious worship and rituals.He was caught
into vortex of 1857. This research paper attempts to see these two translations in terms of
cross-cultural translation ,problems and limitations what PriyAdarkar callsincomprehensible
cultural references.It makes a comparative study of Hindi and English translations applying
Babhas critical canon of location of culture and tries to analyse ,how these two rather three
translators (co-translators of English version namely Priya Adarkar and Shanta Gokhale)
translate the cultural diversity pertaining to Marathi culture ,regional rituals,makebelieves and
linguistic constructs and speech patterns in two different languages while preserving the
ingrained attitudes ,historical perspective and familial desires of the narrator whose adventure
offers the readers diverse pictures of places,persons,regions and languages specific to these
cultural variations.This paper further analyses the individual approaches of the translators to
their source language and their ingenuity and creativity in carrying forward the cultural
matrix; names of objects,wordlview,colloquialism and clauses to their target language without
dismantling the natural flow and flavours.Amritlal Nagars Aankhon Dekha Gadar
translation of Maza Pravas presents an authentic record of various events of 1857 revolt
spreading overGwalior,Jhansi,Kalapi,Kanpur and Benaras ,has been woven into a historical
epic of individual experiences.Narrated in first person, his experiences are replete with
physical,geographical,social,cultural ,religious and historical details.His observations are not
superficial but these get immense historical and literary significance with his unbiased
comments. 2
He narrates his lived experiences with poetic imagination particularly when he describes
the violence , atrocities and cruelty inflicted on innocent Indian masses.His narrative gets a
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theatrical dimension as he blends his accounts of unfortunate journey, personal loss, sufferings
of the people .He has an eye for details while portraying,places,rituals,dresses,
manners,seasons and flora and fauna.Godses greatness lies in his objective analysis of a scene,
situation and individual.Like an objective historiographer he is detached,like a human being he
is overwhelmed by the strange customs and suffering of the masses.One could marvel at his
minute details while portraying Rani LakhshmiBai of Jhansi in Aakhon Dekha Gadar.The
Hindi translation seems to have preserved the text, context , cultural nuances and idioms in a
language which is closer to the source language because both languages share many common
words and phrases derived from Sanskrit.Nagar adopts direct method and communicative
approach to retain the semiotic flavour and worldview of the original text. On the one hand,
Adventures of A Brahmin Priest co-translated by Priya Adarkar and Shanta Gokhale in
English retains the cultural context to a great extent.On the other, as the translators confessed
they had to grapple with names of the objects to find equivalents in English what Bhabha
suggestively describes semiotic condition of uncertainity in an unfamiliar social context
through representation.They(Adarkar &Gokhale) have applied the conceptualization approach
of translation.Here one can see the creative approach too. The location of culture and
translation of diversity in both languages have been successfully carried out to give to the
readers a multi-layered narrative with eye witnessed historical accounts of Vishnu Bhat.
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ADDRESSING DIFFICULTIESOF LEARNING ENGLISH LANGUAGE FOR

COMMUNICATION ESPECIALY IN PROFESSIONALCOLLEGES
Mr.Seemusuru Prasad
Pragati Engineering College ,Surampalem, East Godavari (Dist)
Abstract--- The main aim of this research paper is to bring out the various problems of
learning English as a second language especially in the case of Telugu medium students under
J.N.T.U K (Kakinada) all affiliated engineering colleges in Andhra Pradesh. Learning English
language in engineering colleges have become a difficult task in the case of vocabulary, proper
sentence construction, Pronunciation, Grammar, Letter Writing, Essay Writing, Creative Writing,
Reading Passages, Participating some activities like Group Discussion Role Play, Debate or any
kind of speaking activities. Because most of the students are coming from different backgrounds
and they speak different languages. Students from various engineering colleges feel comfortable
to communicate in their mother tongue rather than English. In my keen observation of my
teaching experience from various engineering colleges, Most of the students feel shy and fail to
come out the shell since they assume their mistakes may be found by others and their reputation
and image may be spoiled. They may also create new pronunciation for English sounds according
to their convenience though it is not available in speakers first language. Teaching English as
second language is really a fun if we do in the right way. The language teachers should be trained
up thoroughly. It is my ardent desire to make a special study about difficulties of English learning
students in professional colleges in costal districts and I suggest a few remedies for their
improvement.
Keywords: Language, Pronunciation, Communication, Physiological, Motivation
I. IMPORTANCE OF ENGLISH LANGUAGE

ODAY English is used at undergraduate level, at post-graduate level and at research
T level.English subject is added in all the streams like Aviation, Engineering, Medical,
Business, Share market, Internet, Press and media, Education, Research, Science and
technology, Communication, Social interaction. Almost in all the branches English is one of the
subjects. In arts, commerce science, engineering, medicine, the students study this subject is
compulsory. Even in+2 standards this subject is compulsory. As I could find out some problems
while they are learning English language Learning is bitter but its fruit is sweet. It is a very
bitter experience for most of the students. According to Resnick, Learning is a bitter medicine
that needs sugar coating of entertainment to become palatable. Learning English in
professional colleges has become a difficult task and they face academic failures.
II. PROBLEMS IN LEARNING ENGLISH IN PROFESSIONAL COLLEGES:

Students of higher education are facing problems towards English language as they feel fear
in learning and speaking English. These students are not having good command over four skills
of English language i.e. reading, writing, speaking, and listening. Students are not able to read
some difficult words properly while reading any passage, newspapers or text. Students even
fail to understand the meanings of the words. They make mistakes in writing application,
letters, exams etc. They face problems with English language while writing because of lack of
vocabulary. They are not able to distinguish between formal or informal language in letters or
application. Even they face problems in writing technical or simple language. They are not able
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to speak fluent English because of language fear. It is said that if you listen properly, you can
read properly, write properly and speak properly. Listening is very important skill among all.
Somewhere students are facing problems in listening also. If they could not listen properly,
they may fail to express their views or ideas in front of the teacher and the class. Students even
face difficulty in communication in the corporate world when they join as a higher official.
Apart from this many students are not aware of ICT (Information and Communication
Technology.) ICT is the buzz world of 21st century. Despite well-established Engineering
Language Laboratories in various engineering colleges, Telugu Medium students are facing a
crop of problems with regard to English particularly in their acquisition of speaking and
writing skills. In the matter of speaking English, They have numerous problems. They do not
know how to greet or how to use polite expressions. Some students say I want to come in
class room some students dont know how to reply to Sorry at 10th of +2 stage, they have not
been trained in the basics of spoken English many of them are used to bilingual method in the
class room situation and their exposure to English is hardly for more than 30 minutes in day as
per the estimate of a survey conducted by the peer team of English Department at Pragati
Engineering College, Suramplem Kakinada in East Godavari district. It is also interesting to
note that many students dont know how to pronounce words like LEISURE BROCHURE
GARRAGE MORTAGAGE similarly they dont know to pronounce noun as well as verb
words like
1. ADVISE Verb ADIVICE Noun
2. CONDUCT VerbCONDUCT Noun
3. PRODUCE Verb PRODUCE Noun
They dont know how to distinguish between RISE RICE
Students hailing from rural area particularly form Srikakulam and Konaseema
pronounce FISH as FISS ENGLISH as ENGLIS Muslim students pronounce SCHOOL as
E-SCHOOL STATION as E-STATION one student has the habit of pronouncing S as H
and on one occasion he reciprocated to congratulation to you as Shame to you !. Their
intonation is awfully bad. Mother tongue influence (M.T) is clearly discernible when they talk
in English Telugu case namely Pradhamavibhakti is strong influencing factor in their
information in sentences like He is coming She is going They need a rigorous training
under a trained teacher of English to overcome such problems in speaking English. Regarding
writing skill, many students are very poor as regards spelling is concerned with regard to be
form i.e Are they write or, for and they write end. They dont know the spelling of
many single words like occasion tuition receive etc. Coming to functional grammar which
is indispensable for writing English, students have no idea about part of speech. They dont
know conjugation and have no knowledge of tenses, voice etc. Many students make intolerable
mistakes even while writing simple sentences. For instance, they say she is my cousin sister
This book coasted Rs 75/- They dont know the difference between I go to college at 9 A.M
I am going to college at 9 A.M.
III. PROBLEMS OF LEARNING ENGLISH AS A SECOND LANGUAGE

Psychological Problems:It is a widespread misunderstanding amongst students that
English the most difficult of all subjects. The result and the failure candidates act as evidence to
prove this fact. Hence most of the students look at this subject with a prejudiced vision and
bear the fear through the year. The psychological depression results in poor performance at
the end of the year.
Lack of Practice: Language could be mastered by practicing all the four skills viz. Listening,
Speaking, Reading, Writing. The rural surrounding does not allow the learner to practice an of
these skills. The lack of audio tools also adds in the problem of lack of practice. Many teachers
are unable to teach English effectively because they face lot of problems due to the lack of
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teaching aids. There are very few audio-visual aids available and it is insufficient for teachers
to use it effectively. Some are so costly that colleges can only afford to buy a few.
Lack of Interest:Learning English being compelled has merely become a hurdle in passing.
Students only concentrate o passing marks. They do not care for learning the language as a tool
of communication. Teacher and the taught both look at this subject as an unavoidable hurdle
and try their level best to cross this hurdle anyhow.
Lack of Motivation: Learning a second or a foreign language, motivation is the crucial
force which determines whether the learner embarks on a task at all, how much energy he
devotes to it and how long perseveres. It is known as a complex phenomenon and includes
many components, such as, the individuals drive, need for achievement and success, curiosity,
desire for stimulation and new experience and soon.
Pronunciation Problem: It is not to discuss alone by carrying the students it is the
problem of teachers itself in India.In English there is no coincidence among the words
SpellingsPronunciation
Example.Camel, cot, cement cinema.
Photography, pot, psychology.
Teeth, thumb, tea, table.
Geography, gun, goat, ginger.
In the above example the alphabet c is used as /k/ and /s/ in example p is used as /f/ and
/p/.
IV. SOLUTIONS OR REMEDIES

Language Lab:
A language lab is nothing but teaching with software which is used to learn and practice
and familiarizing students with voicing of the language using recoding made by native speaker.
Listening to repeated activities with individualized learning will help them to speak correct
English pronunciation. In the language lab the audios and videos of native speakers can be
used in teaching learning process and we can ask them to watch them by listening keenly.
While listening they will come to know the right pronunciation as well as they will learn the
right usage according to the situation.
Introducing stories.
This is an effective way of improving their English. The student can be given different topics
and they may ask to narrate a story. All the other students should be asked to be attentive. We
can also ask them to point out any mistakes committed by them. The teacher can also correct
the mistakes at the end of time. This will help the students to improve their vocabulary,
pronunciation, fluency etc.
Group Discussion:
Through group discussion, Discussion will be occurred among themselves to develop their
critical thinking and it will also help the learner to improve their speaking skills.
Reading News Paper:
Through reading the English newspaper learners not only get information about society but
also they can improve their word power when they come across new words and usages.
Dictionary Usage:
Learners must learn or develop the dictionary usage because through dictionary learners
can learn the usage of grammar to know which part of speech belongs to that word. They can
also learn the pronunciation and synonyms and antonyms. There are so many advantages to
improve their language in a proper way.
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Developing writing Skills:

They can be asked to write any one of the memorable events which had happened in life or
any one of the imaginary stories of their own. Through that teacher can find out their mistakes
and can get chance to correct the sentences by giving explanation.
V. CONCLUSION
All the problems have their reasons in their roots. Without the reasons problems cannot be
occurred. So, for every problem there will be a solution for learning language in a easy method.
In my point of view some modifications should be needed to change in the curriculum
construction. Regarding the changes occurred in the education system the language teachers
especially English should be trained up thoroughly. Now I suggest my subject experts whoever
prepare the syllabus under J.N.T.U K they must introduce some novels or short stories to
create an interest for learning English language in easy way.
REFERENCES
[1] Shrama .R. Problems and Solutions of Teaching English, (JankiPrakashan, New Delhi,1999)
[2] Mukalel, Joseph C. (1998). Approaches to English language teaching. Discovery Publishing
House. New Delhi.
[3] Chaube S.P and A. chaube, Comparative Education, New Delhi: Vikas publishing house pvt
1td, 1998. Print.
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BUILDING LANGUAGE BRIDGE: A COMPARATIVE ANALYSIS OF

ARUNDHATI ROYS THE GOD OF SMALL THINGS AND GABRIEL OKARAS
THE VOICE.
Chibueze Sunday Okibe
Abstract--- Due to the enormous impact of colonialism, the issue of language for literature
continues to be a subject of intense and unresolved debate especially among the colonized. On
the one side is theargument that the use of only indigenous language of the people in literary
texts is crucial to reclaiming their pre-colonial past. On the other side is theargument that a
hegemonic language like English is a practical alternative to enhance international
communication and progress. While each side has its own justifications, both appear to be two
extremist views. Hence certain writers consider the subversion of the colonist language by the
indigenous people as a counter to a standard European language and re-forming it in new
literary forms.It is against this background, that one understands what Arundhati Roy and
Gabriel Okara do in their novels. This study explores how both writers subvert the English
language to fit into their local context, thereby building a language bridge between these
extremes. Its aim is to show how the hybridity of language as reflected in their works, seems to be
the only practical means of resolving the lingering debate.
Keywords--- Language, postcolonial, writers, debate, hybridity, subversion.
I. INTRODUCTION
HE God of Small Thingsand The Voice are linguistic experimental novels by Indian
T Arundhati Roy and Nigerian Gabriel Okara. Both novels have been praised for their
creative and exuberant language. The manner in which both authors disintegrate and recreate
the English language calls for attention. Although both novels are satires of corrupt
governments, institutions and systems, they also reiterate the fact that the English language is
a tool of manipulation in the hands of the Masters. InThe God of Small Things, Roy, by
deconstructing and reconstructing its structure, portrays what it means to have English
language imposed. Her language is not just the very lynchpin of what she wants to say, but one
that has a post-colonial agenda. R.K. Narayan asserts that:
the time has come for us to consider seriously the question of a Bharat brand of English.
So far, English has had a comparatively confined existence in our country chiefly in the halls of
learning, justice, or administration. Now the time is ripe for it to come to the dusty street,
market place, and under the banyan tree.(Chaudhury 32).
This is the result we find in her novel. Gabriel Okara, on the other hand, did something
similar in The Voice. We can adapt the metropolitan language, but use it in such a way that it
will suit our way and the idea we want to express in our own language. That is the result you
find in my novel, The Voice, he said. (Woyingi 2009). He too does have a post-colonial agenda
of subverting the masters tool of control (the English language), by altering its linguistic
features to suit his native standards and forms. So what we find to be similar in these two
linguistic experimental novels is hybridity.
Mikhail Bakhtin defines as hybridity as a mixture of two social languages within the limits
of a single utterance, an encounter, within the arena of an utterance, between two different
linguistic consciousness, separated from one another by an epoch, by social differentiation or
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by some other factor ( Torres 196). Homi Bhabha presents hybridization as a fusion, the
creation of new form. It is disrupting and forcing together of two unlike things, making
difference into sameness. The fore going definitions implies that hybridity is concerned with
the alteration of the linguistic standards of one language in order to accommodate the
linguistic features of the other, just like a grafting process. In their texts, Roy and Okara broke
several linguistic standards and conventions of the English language to accommodate their
post-colonial sentiments. How they do this makes a very interesting discourse. The similarity
of what they do through language as well as its significance calls for attention and analysis.
II. LINGUISTIC ANALYSIS

Linguistics is often defined as the scientific study of language and a totality of language
description. Basically, language study consists of four aspects: morphology, syntax, phonology
and semantics. Lets now analyze how these aspects are subverted in the texts in relation to the
rules guiding them.
At the morphological level, both writers adopt a colloquial style of expression which
includes indiscriminate but deliberate and non-conventional morphological choices to convey
different levels of meaning. One of such choices is the lexical coinages and neologism flow
through the pages. Roy coins words like dinnerful, stoppedited (Roy 17); while Okara also
coins such compound words like Surface-water thing, (Okara 16) Know-God people, (Okara
14) etc.
Apart from these coinages, it is a common feature in African and Indian Literature to see
certain linguistic elements being borrowed from the source language in order to convey
intended native meaning(s) in a target language. This borrowing takes place due to non-
availability of a lexical equivalent of a native concept in the target language. However, in The
God of Small Things and The Voice, this device is used indiscriminately by adopting even certain
linguistic elements in the native language which have lexical equivalents in the English
language. For example, In The God of Small Things, Roy used several Malayalam words, some
with English equivalence and others without. Words like Ammukutty (Little Ammu) (Roy
74), Punnya Kunju (Little Blessed One) (Roy 75), have their English meanings given in the text.
Words like Veshyas (Roy 8), Mundu, (Roy 129) do not probable have a direct lexical
equivalent in English. Roy deliberately refuses to give footnotes to explain the meanings of
these words, as earlier writers in Indian did, in an attempt to play down the superiority of the
English language.
In the case of The Voice, Okara employs the technique of transliteration (the replacement of
each source language word or other units with the units of the target language) to give the
words in English, but it takes someone who understands the culture and language of the
author to understand what they really mean. For instance, words like Things of the ground,
Things that follow me, One with black face, have their meanings only traceable to the
source language because there are no equivalents in the target language. They refer to African
beliefs in ancestors, ancestral spirits, and deities; a philosophy not obtainable in the West.
Other compound words with lexical equivalents like Search with all his shadow (spiritedly),
One whose head is not correct (A lunatic), Okolo has no chest (Lacks courage), Tell me the
bottom of it (Meaning, reason), Smelling inside (corrupt mind) are deliberate usage of the
author to undermine the Masters language. Native readers would connect easily to this usage
than the standard usage. These borrowings subtly suggest that the English language is not
complete in itself without borrowing concepts and words from other languages.
Coming to the syntactic level,in both novels, sentence principles are violated. Sentence in
simple terms, is a group of words arranged in accordance with the rules of grammar to express
a complete thought. In the novels, both authors break these rules, by framing fragmented and
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repetitive sentences. Sentence fragments are group of words that appear to be sentences but
they are not because they do not have an independent clause that should enable them stand on
their own. Sometimes they disguise as real sentences because they start with a capital letter
and end in a period. But at a closer scrutiny, one discovers that they do not make a complete
thought. Such sentence fragments runs through the pages of these two novels. Sentences like
For a bag of rice. And a torch. Just to get him into trouble. are obvious examples of
fragments in Roys novel. There are even such one word sentences fragments like: Gate. Road.
(Roy 285), In. Out. (Roy 293).Through the monozygotic twins child-talk, Roy dismantles the
rules of English syntax, turning the English language into a play thing. Okara uses such
fragments like A new one. (Okara 38), A male person. Today only. (Okara 41), and so on.
Furthermore, certain words are repeated many times in successive sentences by both
authors in their novels. For instance in The God of Small Things, the word Past is repeated in
the following subjectless sentences:
Past floating yellow limes in brines
Past green mangoes, cut and stuffed with turmeric
Past glass casks of vinegar with cook (Roy 193)
In Okaras the voice, we see the following repetitions:
Then they put him down and dragged him past the thatch housepushed and dragged him
past mud walls pushed and dragged him past concrete wall (Okara 20).
By repeating these words and phrases, the rhythmical effect which characterizes their
indigenous languages is projected. Many of these sentences may readily be accommodated in
poetry, but it is their occurrence within the novel form that is strange.
At the phonological level, in The God of Small Things, Roy plays with sounds and
pronunciation. By making the characters play with the English pronunciation, readers gain
insight into how they perceive language. For instance, the Baby Kochamma is particularly
careful in her pronunciation of Prer NUN sea ayshun.(Roy 36) Notice the shift in stress from
A to NUN. Other mispronounced words are Die-vorced instead of divorced, Amayrica
instead of America, Orlways instead of always, fatle instead of fatal, infinnate instead
of infinite, eggzackly instead of exactly. Although these pronunciations are typically Indian,
Roy demonstrates how language and context construct one another. It is not just language that
defines context; context to a large extent defines language.
The manner in which Okara breaks the phonological rules of English is slightly different. In
English phonology, prominence or emphasis is given to a particular word through stress-timed
rhythm. Instead of following this rule, Okara lays emphasis on certain words by deliberately
repeating them. For instance: Then they put him down and dragged him past the thatch
housepushed and dragged him past mud walls pushed and dragged him past concrete
walls(Okara 20). These repetitions seem more like what is seen in many songs in the
traditional folk tales in Nigeria. They reflect the contextualization of the English language with
little regards for its rules.
In semantic analysis, there is always an attempt to focus on what the words conventionally
mean, rather than on what a speaker might want the words to mean on a particular occasion.
Although subjective or associative meanings cannot be ruled out especially when literature is
concerned, however the oddness of the meanings associated with certain words or sentences
in a text can be termed to be subversive. Unnatural collocations and semantic shifts are some
of the subversions that we come across in both texts. According to Halliday, collocation is the
company lexical items keeptheir propensity for particular neighbors and environments.
(Yeibo 202). Inboth novels, certain words which have no lexical relationship occur side by side
to create the semantic and thematic vividness that the authors desire. Roy uses such
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collocations like slow cigars, Lucky leaf, drowned ants, all of which are figurative in
meaning. In The Voice, among such collocations that subtly expose the hypocrisy and
corruption of the colonists are: bad bottom, smelling inside, spoilt world, stinking thing,
etc. Those that reflect light, truth, and freedom are: straight thing, open inside, sweet
inside, plain inside, etc.
In both texts, words shift their meanings due to change in the context of usage. This is
known as semantic shift. For instance, Esthas sandwiches, that Estha ate (Roy 3) indicates
a shift in meaning. While the first Estha means Estha, the second Estha means Rahel,
showing that the two are monozygotic twins.
InThe voice, Okara uses this technique severally to vary the meaning of the same word.
Consider the following:
They stood thus silent listening to their inside. (Okara 15)
They ran with all their inside .
From the above examples, the word inside varies its meaning. 1. Conscience / heart 2.
Strength. Consider this too:
What I do with my money does not touch you
Did he no part of your body touch?
If we approach the above examples semantically, we will notice that the meaning of the
word touch, which literally denotes a close contact with, is extended to imply concern in the
first instance. However, in the second, the term is used to imply a lustful contact. Ideally the
first instance should be: What I do with my money is not your concern or business. The
second instance could be pardoned on the grounds of moral courtesy.
Through the strategy of transliteration, both authors produce significant number strange
and non-conventional expressions. For instance, Roy uses the following expressions:
the smell of London in her hair (London mien) (Roy 141)
Yellow bottom of bells flapped backwards around her ankles. (Bell-like designs)
(Roy 141).
a lick of shame (kiss) (Roy 140)
Okara uses the following: Sweet inside (Joy) (Okara 9) One who had no chest or shadow (A
coward) (Okara 10). Put heads together (Deliberate) (Okara 11)
Many of these expressions are product of transliteration from the concepts in the
indigenous languages and cultures. These techniques reflect the power of hybridization which
the texts exude through language. They also answer the question of the appropriateness of the
English language to Indian and African themes. Bill Ashcroft, Gareth Griffiths, and Helen Tiffin,
in The Empire Writes Back (1989) explain appropriateness as the process by which the
language is made to bear the burden of ones own cultural experienceLanguage is adopted
as a tool and utilized to express widely differing cultural experiences. ( 38-39). In other
words, a language is adopted and reworked into a new form that does not have the perceived
stain of being somehow sub-standard, but rather reflects a unique cultural outlook through
native usage.
III. SUMMING UP
Although, some critics have responded negatively to the way both writers use language,
accusing them of overwriting, of typographical tweeness and self-indulgence. Some critics
even tag Roys novel as much ado about small things. In spite this response common among
critics who crave for intelligibility of language, both writers have been praised for their verbal
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exuberance, and ability to create a world whose reality appears newly minted. Their language
seems to eliminate the binarism of Self and the Other by building a bridge across it.
As postcolonial texts, their languages constantly interrogate the postcolonial reality.
Anthony Kwame Appiah points out that all colonized societies have been already influenced by
or contaminated by each other, hence there is no pure culture waiting to be salvaged. The
issue of completely reclaiming the past is an illusion, even for the colonists. The realization of
the two suggested extremes is becoming increasingly difficult, especially in the face of
globalization and cultural colonialism. Considering the influence of the English language in the
world today, is it still wise to advocate writings only in the indigenous language? And since the
English language is our intellectual make-up, and not our emotional make-up, can we use the
language the way the British would do? Or does it require a remaking for our own purpose?
The English language, as Grant suggests in his essay, Imaginary Homeland (1992), is the place
where we need to sort out the problems instead of a thing to discard.May be it is time to
seriously consider what Raja Rao says:
We cannot write like the English.
We should not. We cannot write only as Indians.
We have grown to look at the large world as part of us. (Torres 195).
REFERENCES
[1] Roy, Arundhati. The God of Small Things. New Delhi: Indian Ink, 1997. Print.
[2] Okara, Gabriel. The Voice. Glasgow: William Collins Sons & Co.Ltd, 1964. Print.
[3] Dhawan, R.K. Arundhati Roy: TheNovelist Extraordinary. New Delhi: Prestige Books, 1999.
[4] Print.
[5] Chaudhury, Avishek. The God of Small Things: A Play-Field of Linguistic Innovations.
[6] International Journal of Humanities and Social Science Inventions, Vol. 2 Issue 2.(2013):
[7] 32-35. Web. February 2013.
[8] Torres, Reyes Agustin. Roys Inglish in The God of Small Things: A Language for
Subversion,
[9] Reconciliation and Reassertion. Odisea n 12 (2011): 195-204. Web. 29 Nov. 2011.
[10] Ebi, Yeibo. Nativization of English in African Literary Texts. International Journal of
[11] Humanities and Social Sciences, Vol. 1 Issue 13. (2011): 202. Web. Sep. 2011.
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ISSUES OF CASTE AND GENDER IN SAMSKARA
K. ShamsNaveeth

Abstract--- U.R. Anantha Murthys Samskara is an eye opener against brahmin society. The
focus is on the treatment of marginalized women among the brahmin community. Gender issue is
also the dominant issue as the caste system. It reveals the cruelty in the unseen minds of
brahmins. They wounded the marginalized fatally hindrance. Focus is also on the phenomenal
difference between the marginalized and the brahmin.
Keywords--- Gender prejudice, Caste centered, Modernism, Dilemma.
This novella narrates the story of a decadent brahmin settlement in Karnataka. The opening
of the novel is the death of Naranappa, an anti-brahminical brahmin, which brings before the
brahmins a question of who should perform the death-rite of Naranappa. Here arises several
issues. The problem of resolving the dilemma regarding the death-rite makes Praneshacharya,
the protagonist, to transform into a new person.
The trace of Praneshacharya's transformation leads the readers to trace the issues like
gender and caste discrimination, upraising of modernity, etc. At the beginning of the novella,
Praneshacharya is defined exclusively by his Brahmin identity as Acharya, the professor of
Vedic knowledge. But the great kindness, sensitivity, and tolerance that he possesses lead him
to an empathy with Naranappa's mistress, Chandri, who is a low-caste woman. The result of his
empathy and dilemma are the major focuses in the novella. The dilemma between the
brahmins of Dhurvasapura arises because Naranappa doesn't have children, there is no one to
cremate him and the conflict surrounds the community with the issue of who should take up
the rite. Naranappa even after his death is considered among the community as:
"Alive, Naranappa was an enemy; dead, a preventer of meals; as a corpse, a problem and
nuisance"(p.3)
Although Naranappa disowned brahminhood; it is understood that bhraminhood never left
him. At the same time when heated argument were going on about the rites of Naranapa,
Chandri came forward to and gave all her gold ornaments and jewels and placed them before
Praneshacharya. At that time the women present there got interested on the jewels. It arouses
a question like what happened to their sacred practices now? As brahmin women started
competing to attain the jewels that were used by Chandri, whom they considered as an object
of pollution and degradation. In another view this shows Chandris pure heart and real love
on Naranapa. She lived with Naranapa after the expiry of his legal wife. But money and Gold is
not precious for Chandri before a real love. The Brahmin women and men always talked about
holiness and sacred practices but when they saw something valuable as gold or money their
mind falls in to that. In this point Chandri is dignified by her thoughts and action but the
Brahmins became inferior.
Suddenly Chandri did something that stunned the brahmins.....Chandri loosened her four-
strand gold chain, her thick bracelet, her bangles, and placed the all in a heap before
Praneshacharya......(Pg.10)
The women calculated swiftly: that heap of gold was worth at least two thousand rupees. One
after another, the wives scanned their husbands faces....... (pg.10)
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Chandri is introduced in the novel as a concubine and a lowborn. She is screened by the
brahmins, even though Naranappa treated her with a sense of equality, by even eating the
foods cooked by her. When Chandri comes to inform Praneshacharya about the death, he
thinks that he will be polluted by talking to her. Chandri is looked down upon by the people in
the agrahara as she is a low-caste woman. She is considered as the 'Other' among the
community of upper caste Brahmins and holds a marginalized status in the society. But
Naranappa never ill-treated her. Chandri's relationship with Naranappa is never accepted by
the society but yet they lived happily for ten years. The only aspiration of Naranappa is to spoil
the so called restraints of brahminhood of the agrahara. Even every men in the agrahara
looked down on Chandri, behind the veil everyone is mad for her beauty and want to possess
her. She is the representation of the women of her caste. Her low caste status would pollute the
brahmins by her presence. This makes her more marginalized. Chandri in many ways
symbolizes domination among the brahmins. This is proved when she and Ahmed Bari, a
friend of Naranappa, together did cremation to Naranappa.
She walked straight to the Muslim section.. came at once with his bullock-cart, secretly
loaded both the body and the firewood into it, drove to the cremation-ground before anyone
knew, kindled a flapping flaming fire in the bullocks tails, goading it to ashes- and left, twisting
his faster. Chandri wept,(p.70)
This projects how decadent the brahmin society is. This brings out the care and gratitude
that Chandri and Ahmed Bari had for Naranappa
To make it vivid, another woman in the Novella is Puttas wife. She represents inter-caste
concept, Putta is a Brahmin and he married to a low-caste woman so he is part of Brahmin as
well as the part of lower caste.
The problem of Puttas wife is that she wanted to visit her parents but this was not
encouraged by the Putta. This reveals that a woman should be a servant for her husband and
she should sacrifice every other relationship. She is made to be a puppet in the hands of her
husband, Putta also beats his wife that shows the physical domination of the men over women.
My wife hasnt learn, despite the beating(pg.108)
Lakshmideviamma, a widow, who married at the age of eight become a widow at ten. Her
father in law and mother in law also died when she was fifteen. Though she is a Brahmin but
lived as untouchable because she is a widow. The people in the agrahara thought that she is
responsible for the death of her own family, she do not have son so her properties was taken
by the others and she does not have a place in the village community.
The agrahara had sneered at her as the ill-starred girl.(pg.42)
Even though she is a Brahmin but lived as a untouchable. They considered her as a bad
Omen. This shows how a community creates a Taboo among themselves and lived inside a
circle
Modernism symbolizes change. Naranapa is the only character who had a modern thought.
He had healthy relationship with Muslims and other Brahmin communities break every
known Taboo. He ate the food cooked by Chandri and he ate the fishes in the Temple pond.
Naranappa is a eye opener against caste and gender. Naranapa emancipates equality by the
way he leads his life. He is a brahmin, lived with a lowcaste woman and having healthy
relationship with muslims. He ate the fishes in the temple pond which brahmins considered as
sacred.
And then those fish in the temple-pond. For generation they were dedicated to Lord Ganesha.
Peope believe anyone who catches the sacred fish will vomit blood and die. But this outcaste
scoundrel didnt care two hoots, he got together his Muslim gangs, dynamited the tank and killed
off gods own fish. Now even low-caste folk go there.he wasnt content with ruining our
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agrahara, he had to go and spoil the boys of Parijatapura too, make them run after dramas and
shows. (p.11)
He threatened to become a Muslim. On the eleventh day of the moon, when
every brahmin was fasting, he brought in Muslims to the agrahara and feasted
them. (p.11)
In this novella, women are oriented through sex. Brahmin women were considered as unfit
for sexual act because of their communal practices. Low-caste women were considered as
attractive and erotic.
He sat unconcerned in his place, ogling Chandri. (p.8)
A real sharp type, exactly as described in Vatsayanas manual of love- look at her,...Look at
those breasts. In sex shes the type who sucks the male dry (p.8)
Brahmin women were greedy upon the low-caste women as they were looked down even
by their husbands. As far as brahmin women concerned, the low-caste women were superior
in phenomenon. Another woman who was depicted in the novel is Bhagirathi, who is the
invalid wife of Praneshacharya. Pranesha married her to live a sacred life and to enter into
Shivamogge.
By marrying an invalid, I get ripe and ready (p.2)
The value of women is looked down by all the brahmin men. Though brahmin men showed
hatred towards low caste women but behind the wall they want to admire the beauty of the
low born women. Either women can be upper caste or lower caste; they were not properly
treated by men. The marginalized women were doubly burdened as they were ill treated also
by the women in agrahara.
The analysis of Samaskara shows that Naranappa is a rebel who lived a revolutionary life in
the Agrahara; but celibate Praneshachariya falls as a prey to his erotic hunger in the hands of
Chandri. It shows that celibacy would lead to illicit sex. While we compare Naranappa and
Praneshachariya, Naranappa is genuine than Praneshachariya. Naranappa emancipates the
practice of equality on all caste as fruitfull in all means to the Society.
REFERENCES:
[1] Murthy, U.R.Anantha, Samskara: A Rite for a Dead Man, tr. by A.K. Ramanujan, Delhi Oxford
[2] Sharma, K. Shrwan and Kumar, Manoj, Samskara: A Rite for a Dead Man: A Rite for a Birth
of a New Person, Dialogue, Vol.2, No.1, June 2006, pp.35-44.
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ENHANCING VOCABULARY THROUGH MOBILE APPLICATIONS
P.Lakshmanan
Abstract--- In modern scenario, without technology nothing is possible. Technology plays a

vital role in the digital world. Technology changes the teaching environment and learning
experience. It changes the students attitude towards Mobile, Computer and Internet. Through
M-learning students get more information without the guidance of the teacher. M-learning also
brings strong portability by replacing books and notes with small devices, filled with tailored
learning contents. M-learning starts to explore after the arrival of numerous mobile application.
It provides excellence opportunity to learners. This paper deals with how one can enrich
vocabulary through mobile applications. There are many ways to enrich the vocabulary skills but
the mobile application is the exceeding way to achieve the educational goal.
Key words--- Mobile application, learning, vocabulary, M-learning, self learning.
I. BACKGROUND TO THE STUDY

O one expected that introduction of mobile phone will bring a revolution in the field of
N education. As per the statistical data, the number of users of mobile phone throughout the
world is noticed as 4.61 billion. M-learning is a branch of Information and Communication
Technology (ICT). The main feature of M-learning is to enable learning anywhere and anytime.
Various mobile applications play a vital role in enhancing the vocabulary. The concept of self
learning becomes more effective due to the introduction of M-learning.
II. HYPOTHESIS
The Researcher assumes that, through mobile application learners can enhance their
vocabulary skills. The study of this paper highlights that, learning vocabulary is also possible
through mobile applications.
1. What are the needs for learning vocabulary?

2. In which way M-learning helps to improvise learners vocabulary?
3. What are the suggested mobile applications?
4. Does the M-learning paves the way for self learning?
IV. DISCUSSION
M-learning technologies consist of handheld computers, MP3 players, notebooks, mobile
phones and tablets. M-learning is the learning across multiple contexts through social and
content interaction, using personal electronic devices. Vocabulary is an essential for every
language. It helps to make use of the language fluently. Vocabulary learning is a principleissue
for language learning because vocabulary consists of the basic components of language skill.
Therefore many studies have attempted to reform efficiency and performance when learning
language vocabulary. Learning English involves memorization and practice of large number of
vocabulary words. Only vocabulary contributes the fluency of language. It is a basic element of
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all languages. Learning vocabulary is important in language learners. M-learning helps to

learn numerous vocabularies.
In the study of Fischer (2000), Students are providing with SMS text message to learn new
words. Students are enjoyed learning new words with the aid of their mobile phones. It
involves the consumption and creation of content. Likewise mobile applications provide the
exceeding opportunity to learners and make good communication between teachers and
students. Mobile application is suitable for language learning. Students get information
anywhere and anytime. M-learning is the new concept of education. M-learning focuses of the
mobility of the learners, interaction with portable technologies. Using mobile tools for creating
learning aids and materials becomes an important part of informal learning. M-learning is
convenient for that it is accessible anywhere. This highly active process has proven to
increase exam scores from 50% to 70%.
Statistics shows that there are 88% of adults have a mobile phone in US. 66% of 18-29
year olds have a smart phone in US and 25% of 18-29 year olds have a tablet in US. In India,
mobile users are 684.1 million in 2016. So M-learning is possible in all countries. This
research paper suggests that mobile application helps to enhance the vocabulary to language
learners. This paper suggests that few valuable application which helps to improve the
knowledge about language both inside and outside the classroom. Mobile learning
applications commonly allow people to select between lessons that require only a few minutes
to complete and lessons that demand sustained concentration over a period of hours. This
flexibility allows people to study during a long break or while taking short bus ride. This
research paper suggests that the mobile applications are
Oxford dictionary of English
TOEFL English vocabulary
Hello English
In olden days, well educated people had an oxford dictionary. The usage of dictionary is
maximum 5 to 10 years. Then after complete the maximum year it becomes an expired thing.
But the Oxford dictionary of English application is clearout this type of demerits. It is a free
application for android and tablets. We can use it anywhere and at any time. It gets updated
every day. This application contains that the latest vocabulary with 3, 50,000 words, phrases
and meanings. It also contains that thousand of words and sentences derived from latest
research of the Oxford English corpus. Then it provides that 75,000 audio pronunciations of
both common and rare words. It helps to improve the pronunciation skill. It also provides the
Word for a day. So learner knows the new vocabularies every day.
TOEFL English vocabulary application helps to improve the vocabulary skill. This
application has 600 English vocabulary words by an expert TOEFL tutor. It also
providesdefinitions and example sentences for every word. Students never expect the
guidance of teachers. Mobile applications play a role of facilitator.
Hello English application is much important to develop the knowledge of English language.
It has 425 interactive lessons, learn English speaking & grammar with useful conversation. It
also reforms the LSRW skill because it contains that the listening, speaking, reading and
writing exercise with immediate result. Students learn language through this application
without help of the teacher. This application makes classroom environment and it also
provides the grammar tips, chat with teacher, asking question on grammar and translation to
teacher. It also helps to the bi-lingual or ESL learners because it provides spoken English and
grammar from many languages such as Hindi, Arabic, Malay, Urdu, Tamil, Malayalam and
Chinese etc. This free English learning course used by 15 million learners for spoken English,
grammar and vocabulary building.
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M-learning also helps to self-learning. Pupil learns many things in home through mobile
phone. So they discussing about ideas, share alternative interpretations, work collaboratively
in the class time. In olden days, teacher gives the practice about speak and listen. But now a
day pupil improves their speaking and listening skill through mobile phone. So M-learning
paves the way for self-learning.
V. SUMMATION
This paper discusses that the learners can reform their vocabulary through mobile
applications. There are many ways in learning English language. M-learning helps to improve
the vocabulary of beginning learners. As note books are replaced by mobile applications.
Mobile learning creates revolution in education field. M-learning can be developing the
vocabulary skill through mobile applications.
WORK SITES:
[1] Kim, Hea-Suk. (2011). Effects of SMS text messaging on vocabulary learning.
[2] Multimedia-Assisted Language Learning, 14(2), 159-180.
[3] Nathan Hall, Global Village Calgary, The Landscapes of Technology in Language Education:
Theory, Knowledge and Practice. Mobile Learning (m-learning)
[4] https://en.wikipedia.org/wiki/m-learning.
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INFLUENCE OF SKYPE IN WEB BASED LANGUAGE LEARNING
M.Muthuselvam
The American College, Madurai -625002
Abstract--- There is no doubt that Internet has been one of the biggest discoveries of this
century. Learning via Internet is the modern process to learn English language. Web based
Learning is a general term used to refer to Computer-Enhanced learning. Web based
Technologies and powerful internet connections provide various new possibilities for the
development of educational learning. Many applications are used in the Web based Learning. In a
current scenario,Skype plays a major role in the Web based Learning. The present paper is an
attempt to give as a complete description of learning English language via Skype.
Keywords--- Web Base Learning, Skype, Internet, Education, Technology

Web based Learning has more influence over the students in a current scenario. By using
Skype, the students can learn language even without being in a classroom. Connecting students
from various countries is a big task for the teacher. But with the help of Web based Learning it
is possible.
II. HYPOTHESIS
The Researcher assumes that, through Web Based Learning, the learners can enhance their
language skills. The study of this paper highlights that learning language is also possible
through Web Based Learning with the help of Skype.

1. Which makes Web based learning- a significant method in learning language?
2. What are the ways in which Skype contributes to Web Based learning?
3. What are the advantages of Web based learning?
4. In which way Web based learning is helpful to the students?
IV. DISCUSSION
Web based Learning is a learning method that uses the World Wide Web or the Internet as
a means and a method for delivery for learning and instruction. Wikipedias description of Web
based Learning can be described as E-Learning. The E in E-Learning refers to the word
Electronic. Web based Learning is electronically supported teaching and learning. Khan
defines Web based Learning as a hyper media- bases educational program which utilizes the
attributes and resources of the World Wide Web to create a meaningful learning environment
where learning is fostered and supported.
Numerous websites provide digital educational activities and network based courses for all
grade levels in a large number of subjects. Web based Learning is the only learning that
reduces the barriers of time. Through Web based Learning the students can get their education
only through the web. They do not need any physical learning materials. The teachers guide
the students through the web. In this type of learning, the teachers are easily communicated
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and interact with their students regularly. The teachers are also doing the role of facilitator in
Web based Learning.
In Web based Learning environment, the learner is responsible for actively seeking
solutions to problems confined within the knowledge area being studied with guidance from
the teacher. Students are also expected to share the materials that they are finding with other
learners. From this they are participating in the minimal guidelines and they have to share
their own ideas with other students.
The students can get the communication tools such as chat, wikis and discussion board in
this learning. From this, the students can enrich listening, speaking, reading and writing skills.
The learners can get their material in online in the form of websites, books, articles,
dictionaries and encyclopedias. The teachers provide language drills for the learners in
practice. Web games contains rules, winning or losing, multi players, competition points and
these are all motivate the learners to participate in Web based Learning.
V. TWO TYPES OF WEB BASED LEARNING

Synchronous - The learners can be interacting and learning at the same time(Chat
rooms, Video conferencing, Audio Conferencing and Tele-conferencing)
Asynchronous- The learners can access the learning environment at a different time
than other learners (E-Mail)
VI. ADVANTAGES OF WEB BASED LEARNING:

Web based Learning helps students motivation, creativity, thinking, reflection and
active participation in the knowledge building process.
Teachers manage the activity of many learners in the same time.
Learners have easy access to a variety of learning materials accessible at school, home
or work.
Communication is not determined by boundaries of time and space.
Web based Learning offers the promise of individualized learning.
VII. INFLUENCE OF SKYPE:

Web based Learning allows students and teachers for flexibility of access, from anywhere
and usually of any time. Through Skype, the Web based Learning gets it fame in the modern
classroom. Skype can be a great tool for keeping in touch with other educator or even
attending meetings online. It is an application that provides video chat and voice call services.
It can help the teachers to connect with other classroom even those in other countries. They
may exchange such digital documents as images, texts, audio and video messages in Web based
Learning.
Connecting students from different places and backgrounds is an interesting way for them
to learn about the language. Skype makes it possible to make the conversations more direct.
Skype can help students practice a foreign language with new friends from other countries.
The teacher can set debate among the students from the various countries. Teachers may good
at becoming experts in a wide variety of subjects. They can give students the assignment of
doing some research and coming up with questions in advance. So they have an opportunity to
interact with the expert.
The students get an immediate response from the teachers. In face to face classroom the
students may feel shy to asking doubts. But through Web based Learning they ask the
questions in a private chat. Using Skype, the students can get link from the teacher and they
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find a material in it. So it helps the learners to bookmarks the pages. At times, audio
conversations via Skype are helpful for the teachers to understand the pronunciation level of
students. The learner gets an immediate response from the teacher about his pronunciation.
Skype allows for Web conferencing for up to 10 participants at one time. The teachers can
share his ideas in this group. He separates the classroom into two groups and conducts some
vocabulary games for the students. So the teams share their information within their group.
When the student feels some difficulties in his own classroom, he can set a proper Skype tutor
for him. The Skype tutors are also available from various countries. They can contact their
tutor at anytime and immediately they clarify their doubts in a clear way.
VIII. SUMMATION
By the above discussion the researcher summarizes the influence of Skype in Web based
Learning. There are many ways to enrich the vocabulary of the students. But with the help of
Web based Language Learning, the students can easily get their education through the web.
The research comes to a conclusion that above mentioned hypothesis is valid.
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CELEBRATING THE SELF AND SOUL

SONGS OF AN ACHING SOUL: LOVE IN THE POEMS OF KAMALA DAS
G.Vishnupriya
Abstract--- Kamala Das, The mother of Modern Indian English poetry as The Times called
her in 2009, is one of the best known contemporary Indian women writers.The present study
entitled, Songs of an Aching Soul: Love in the Poems of Kamala Das is a critical examination of the
theme of love in its myriad form and psyche in the poems of Kamala Das. Various shades of love
including death, nostalgia, sex, divine, motherhood, etc. were juxtaposed in her canvas of poetry.
Love frequently entered and departed her poems along with her husband and lovers. What gives
her love-poetry its special quality is the absence of mere romantic sentiment. It would not be
an exaggeration to say that she is the first Indian woman who could use love as a theme, so
sustaining through her poems, in multi-colored dimensions.
Keywords: Confessional poetry, Lust,Feminine sensibility, Trauma, Disillusionment.
I. INTRODUCTION
AMALA DAS is a poetess of overpowering emotions. She was traumatized by love. Her
K approach to the theme of love is concentrated and original. Though the theme of love has
been an old concept and the poets of all ages have successfully tried upon it, Kamala Das has
taken it differently. The poetry of Kamala Das gives the evidence of being autobiographical as it
exposes her sufferings and tortured psyche which is the complexion of womans sensibility. It
is confessional poetry through which she expresses her humiliations.Kamala published over
140 poems in six volumes between 1965 and 1985. Drawing upon religious and domestic
imagery to explore a sense of identity, Das tells of intensely personal experiences, including
her growth into womanhood, her unsuccessful quest for love in and outside of marriage, and
her life in matriarchal rural South India after inheriting her ancestral home.
Since the publication of Summer in Calcutta, Kamala has been a controversial figure, known
for her unusual imagery and candor. In poems such as The Dance of the Eunuchs and The
Freaks, Kamala draws upon the exotic to discuss her sexuality and her quest for fulfillment. In
An Introduction, Kamala makes traditionally private experiences public, suggesting that
women's personal feelings of longing and loss are part of the collective experience of
womanhood. In the collection The Descendants (1967), the poem The Maggots frames the
pain of lost love with ancient Hindu myths, while the poem The Looking-Glass suggests that
the very things society labels taboo are the things that women are supposed to give.
In The Old Playhouse and Other Poems (1973), poems such as Substitute, Gino, and The
Suicide examine physical love's failure to provide fulfillment, escape from the self, and
exorcism of the past, whereas poems such as The Inheritance address the integrity of the
artistic self in the face of religious fanaticism. In Tonight, This Savage Rite: The Love Poems of
Kamala Das and Pritish Nandy (1979), Kamala invokes Krishna in her explorations of the
tensions between physical love and spiritual transcendence. The Anamalai Poems (1985), a
series of short poems written after Kamala lost the 1984 parliamentary elections, reworks the
classical Tamil Akam (interior) poems that contrast the grandeur and permanence of
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nature with the transience of human history. Poems such as Delhi 1984 and Smoke in
Colombo evoke the massacre of the Sikhs and the civil war in Sri Lanka.
Yearning for love is the first important aspect of the lovepoetry of Kamala Das. The quest
began and the ideal took shape in the lonely hours of childhood when she realized that her
'father was not of an affectionate nature' that resulted in to the vacuum that despite success
and glory could not be filled. The reverberations of loneliness and the echo of neglect grew
more tormentors after her nuptial conjugation with her husband who has throughout been
insensitive to her needs.The following lines of the poem The Doubt reveals the attitude of the
poetess.
Summer in Calcutta has a fairly large number of lovepoems bearing different shades of
love. This collection of poems include:The Freaks, In Love, My Grandmothers House, A
Relationship, Loud Posters, Love, The Bangles, The Sea Shore, Summer in Culcutta,
The Sun Shine Cat, Forest Fire, Afterwards, and The Testing of the Sirens. These poems
reveal a powerful feminine sensibility striving to expressits inner frustrations and feelings, its
agonized search for self-fulfillment and for the discovering of truth and meaning of life. Overt
subjects are Love and Sex, the carnal instinct and the personal urges. But at a deeper level her
concern is with the question of self-fulfillment and identity.
She, in her much anthologized poem, An Introductionreveals:
I asked for love when not knowing what else to ask
For he drew a youth of sixteen into the
Bedroom and closed the door.(26-28)
This poem clearly expresses her poetic credo and illustrates the poet's longing for love and
the vacuum which was created as an aftermath of yearning for love that meets no desired end.
It presents the essential ingredients of her poetry: her personal tone, her sense of being a
woman and her insatiable craving for human understanding and love. She asks for love and all
she gets is a marital rape, while she was only sixteen and prepared neither for marriage nor
sex.
She firmly asserts that a man not loving a woman but only feeling lust has no right to touch
her and defile her. He should not enter her and it is like counterfeit money. This idea seeks
ratification in the famous poem, "The Seashore".The Prisoner proves the complete non-utility
of lust which men falsely call as their love for women. A very good comparison is drawn by the
poet between a convict and a woman who indulged in sex-act. The woman in the poem finds
herself in the prison of lust and desires an escape from it.
Kamal Das's poems show strong sense of consciousness towards the feminine psyche. We
pluck flowers to adorn ourselves thereby killing the flower to enjoy its beauty. Likewise, a
physical encounter without the plumes of love, causes emotional trauma or is otherwise an
emotional rape. Arrange my limbs she says, since lack of love does not evoke a natural
response, neither posturesher body nor her smile. The white sun is scalding her body and
her eyes notice crows bickering over a piece of lizard meat/ flesh, which is her own
metaphorical image. The man is interested in her piece of flesh, that is the lot of the helpless
woman. It demeans womankind. In Composition she gives another scathing remark:
We are all alike,
we women,
in our wrappings of hairless skin.
All skeletons are alike,
Only the souls vary (119-123).
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There is another very important theme that runs parallel to the theme of the quest for ideal
love which is the theme of disillusionment in love. Her original treatment of the theme of love
is exemplified in the poems The Freaks, The Sunshine Cat, and The Looking Glass. In all
these poems the compelling motif is a sense of failure in love and a consequent feeling of inner
frustrations.
The Freaks, like nearly all of Kamala Dass works, is an honest poem. The poet's scorn
for the man reduces the love to lust and affords no satisfaction. Lust does not quench her
inner thirst for love beyond pleasure.
Can this man with
Nimble finger-tips unleash
Nothing more alive than the
Skin's lazy hungers?(9-12)
K.R. Srinivasa Iyengar says that, For her ideal love is the fulfilment of the levels of body and
mind. It is the experience beyond sex through sex. The tragic failure to get love in terms of
sexual-spiritual fulfilment from the husband leads her to search for it elsewhere. Each
relationship only intensifies her disappointment faced with the sense of absolute frustration
and loneliness (203).
In the poem My Grandmothers House, the last three lines describe the poets present
condition as one of emotional insecurity, of wanting to be loved at all costs. She is content,
therefore, to beg at strangers doors and Receive love, at least in small change. These are
the most successful lines in the poem and are needlessly undermined by the self-indulgence
and self-pity of the earlier part of the poem.
. . . I, who have lost
My way and beg now at stranger's doors to
Receive love at least in a small change?(14-16)
I am every woman who seeks love, coming into the ultimate realization in An
Introduction:
I am sinner,
I am saint. I am the beloved and the
Betrayed.(56-58)
It is obvious that a reference to the mythological character of lord Krishna or to the ideal of
Vrindavan in her autobiography is also a quest and simultaneously an attempt to escape.She
turns to Krishna, the stereotyped ideal lover for satisfaction and accepts him as her lover and
companion. Hence Krishna has a therapeutic role to play in the poets life. The thoughts about
him gave her relief from the asphyxiating male chauvinism. Her inner self knew that an
imaginary being like Krishna can never hurt her feelings and inflict pain on her. It was an
escape from the reality into the fantasy.She reveals her pains in her poem, "Maggots" by
transferring her experiences to Radha, who after a blissful love relation with Krishna, feel like
a corpse in the hands of her husband.
What is wrong,
Do you mind my kisses, love?and she said,
No, not at all, but though, what is
It to the corpse of the maggots nip?(4-7)
But when she says truth and love in this world is virtually the God, the poetess has
complete faith in a bodiless God which is not seen in any temple or mosque or any place of
worship. In her poem A Phantom Lotus Kamala Das says that the great Almighty God is like a
phantom of lotus flower.
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I
Seek but another way to know
Him who has no more a body
To offer,(10-13)
The motherly love of Kamala Das can be seen in Requiem for a Son where a mother is
seen to be lamenting over her lost son. Jayasurya is another poem that was written on the
birth of her son Jayasurya.She says that her son was born as a streak of light, separated from
darkness that was hers and that was in her.
Out of the mire of a moonless night was
He born, Jayasurya, my son,(41-42).
Kamala Das converted herself as a Muslim after the death of her husband. But was it for the
true love for Islam that she converted or for the love for her Muslim lover? He was a thirty-
eight-year-old, Islamic scholar and national Muslim League MP from Malabar named Sadiq Ali.
Kamala Das identified Krishna in her new lover. What happens to the women, the women poet,
the female soul, who is again betrayed and abandoned by this new lover? Kamala Dass last
poems, such as March of the Mercenaries, A Timepiece, The Munafique and The
Magnolia, written between 2005 and 2007 and published posthumously, confront this
betrayal and its agonizing ambivalence, reconfirming that the poets search and journey for
love continued till the very end.
To conclude the poetic journey of Kamala Das is a journey from body to soul from
materialism to spiritualism and to fall again. We witness a gradual change in her poetry on
every step of life. Being a victim of a young mans carnal hunger she depicted her bitter sex
experiences minutely, vividly and candidly in her poetry and mentioned the futility and
uselessness of sex and lust, devoid of love in life.She did not write for the sake of women in
common but for her own self. She found freedom in writing, the freedom which was prohibited
to her in real life. She liberates her self from the bondages imposed on her by the society
through her writings. It is ironical that Kamala Das has always been accused of vulgarity and
advocacy for lust whereas she discards sexual pleasure in the absence of emotional
satisfaction. For decades a public figure in India, Kamala Das by many accounts embraced both
controversy and contradiction. Championed by feminists for writing about womens
oppression, she declined to be identified as a feminist herself. Although occasionally seen as an
attention-grabber in her early years, she is now seen as one of the most formative influences
on Indian English poetry.
WORKS CITED
[1] Das, Kamala. My Story. Noida: HarperCollins, 2009. Print.
[2] Das, Kamala. Selected Poems. India: Penguin, 2014. Print.
[3] Iyengar, K.R.Srinivasa. Indian Writing in English. New Delhi: Sterling, 1983. Print.
[4] Nair,Devika. Kamala Das: many selves, many tongues. The Hindu (2015): Web. 2 April
[5] Navab,Vrinda. The endless Female Hungers: A Study of Kamala Das. New Delhi: Sterling,
1994. Print.
[6] Raveendran, N.V. The Aesthetics of Sensuality: A Stylistic Study of the Poetry of Kamala
Das. New Delhi: Atlantic, 2000. Print.
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A COMPARATIVE STUDY ON VIOLENCEOF WOMEN IN INDIAN AND

AFRICAN AMERICAN WOMEN WRITINGS
*YV Ratna, Mother Teresa Womens University

**Dr. P Jeyapriya, Mother Teresa Womens University
Abstract--- Violence and mistreatment of women in relation to marriage, has come to

international attention during the past decades.The element of violence is perceived in several
ways in various cultural backgrounds. Comparing one with another as an analysis based on the
concerns of violence would bring an awareness among humans to comprehend the severity of it in
a wider scope. The attempt to compare African American and Indian Women writings is mainly to
project the drastic differences and issues to excavate the facts of intricate web where women are
entangled in the societal point of view. The scenario of violence commonly seen in any cultural
background which is mainly domestic, political and economic. The African American and Indian
Women Writers have played a vital role in presenting their thoughts to stress the violence on
women in various cultural backgrounds and elites. Hence, the paper attributes the highlights of
the violence projected in the novels of African American and Indian women writers. For the brief
and convenience of the study two authors and two novels from each has been analyzed in this
paper.
Key Words--- Indian Women Writers, African Americanwomen Writers, Slavery, violence
I. INTRODUCTION
UMANS on this planet are not just social animals but entangled in the cultural, religious
H and political eddy. They are not contended with what the nature has provided but the
curiosity has introduced themselves with their own power of intelligence. The human
intelligence doesnt stop just in inventing and creating the ideas for the welfare of the entire
human race, perhaps, it tends to put the entire planet under risk by mere destruction. The
murderous weapons surpassed the human intelligence for which fear started creeping in the
human mind looking at the petty bombs. Thus, violence is prevailed everywhere. From past to
the present, the humans are into constant mission to prove the might and bully the puny. This
process has taken various shapes over the years, decades and centuries but still hanging with
the petty fights to prove one anothers physical and mental strengths leaving the planet into
havoc situations. Most of the times, common people and the soldiers are much affected in the
wide context and women in the marriage, families and society are too affected in the minute
context. After witnessing all this wreck, social reformers, peace makers started motivating all
humans to work for peace. Therefore, in such a repairing process, Great personalities have
rightly analysed violence as not alone physical violence but mental violence too. When one
tortures a person physically or mentally it is meant to be violence. This clarity is not
understood by many common people. Therefore, many revolutions, sets, rules have been come
into force, where every human is treated with equal status. Inspite of all the support, still
humans tend to suffer from such disparities. The authors too put their hands in bringing
awareness on certain issues to make every human understand by penning down various
experiences of victims in an artistic way. Since literature written by, for, and of the
marginalized encapsulate the fundamental questions of human life, dignity, repression,
resistance, agency, and identity, a comparative reading of literatures of two oppressed
peoplereveals their value as literary texts that articulate parallel experiences of
dispossession and struggle. A comparative reading of the two literatures reveals the
interliterariness of literature that has become the focus of Comparative literature study today
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(Roy Mantra, 2010). Therefore, African American and Indian Women Writers have played a
vital role in exhibiting their thoughts to highlight the violence especially on women in various
cultural backgrounds and elites. The paper attributes the highlights of the violence projected in
the novels of Indian and African American women writers. For the convenience of the study
two authors and two novels from each has been taken. Indian Women Writers, Kamala
Markandayas Nectar in a Sieve and Possession and Shashi Deshpandes That Long Silence and
Dark Holds No Terror. African American Women Writers, Toni Morrisons Beloved and The
Bluest Eye and Gloria Naylors Women of Brewster Place and Mama Day.
II. VIOLENCE IN INDIAN WOMEN WRITINGS

Kamala Markandayas writings show signs of profound influence of a feminist school of
writing. In her attitude to women, she is a conservative feminist, to a certain extent and
feminism is implicit in her novels are a presentation of the basic fact of awakening feminine
consciousness.Kamala Markandaya begins her novel, Nectar in a Sieve through the
protagonist Rukmanis narration and the novel is a series of recollection of her past. Nectar in a
Sieve deals with the life and troubles of a peasant woman, Rukmani. She wages a constant
battle, faced with great odds like famine, death, infidelity and prostitution amidst a backdrop of
bone-chilling poverty.
Rukmani, the narrator-heroine is also a mother of sorrows. She receives shock after shock,
for example her husband Nathans infidelity, her daughers sacrificial going in the streets to
save the family from starvation, the death of the child Kuti, the ejection from the house. But the
heart that is tempered in the flames of love and faith, of suffering and sacrifice does not easily
accept defeat (Lakshmi Kumari Sharma, 2001). The state of hunger, make suffer the entire
family and in which psychologically depressed daughter Ira, abandoned by her husband for not
bearing children to feed her younger brother Kuti, takes up prostitution as there was no other
option for her, she finds only alternative to feed his hunger brother. Nathan tries to stop her
but she wouldnt stop as she like Nathan feels that feeding a hungry stomach is the most
immediate necessity than any other deed. When Nathan tries to stop Ira, but Ira who is already
prepared herself to deny any of his questions, so she says, I will not hunger anymore (Nectar
in a Sieve 1956). When Rukmini enquires Ira where she rushes in the midnight, she bluntly
tells her mother, It is better that you should not know.The truth is unpalatable. So, she
picks prostitution as an earning to feed her little brother. (Nectar in a Sieve, 1956).
In the novel PossessionAnasuya is a writer and visits England frequently for publishing
her writings. Caroline Bell is a friend of Anasuya resides in England and is the delegate of her
race in her conceit, domineer, selfish and slyness man oeuvres. The novel is one of the most
powerful inventive explorations of the warp of Indias national character in the British
embrace and of her ensuing urge to be free.Anasuya when asks Ellie, if she loves Valmiki or
Valmiki loves her, then Ellie opens up with her expressions of pain of her past life relating it
with the present I lie with a man so I do no talk about love, because I do not know if that is
what I feel. It is not easy to feel because I am burnt out, inside. I am burnt out. But Valmiki
loves me. He does not know it, but he does (Possession, 1963).
Shashi Deshpande, in the novel That Long Silence exhibits typical middle class situations
through the words of the protagonist, Jaya, which especially Indian society imposes on women.
Women in this society were made as scapegoats of domestic work from the very beginning of
the old ages and the continuation of this practice is seen even in this generation. Shashi
Deshpandes women wish to be the architects of their own fate. Here is the authentic, poignant
tale of the middle class educated women and their exploitation in a conventional male-
dominated society. She writes about the Herculean obstacles in their path. She has unraveled
the inner world of women by applying the stream of consciousness method and a narrative
technique, which goes back and forth. She has focused on middle class educated women and
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there is a remarkably authentic and realistic portrayal (Ashok Kumar, 2006) about fortune of
women.Jaya the protagonist of the novel That Long Silence curses herself for being entangled
in the biased culture and an unperceived humiliation and mental torture in the family and
society around her in the name of culture and tradition. Jaya shares ponders upon the piece of
article once she reads in a newspaper and recollects the words how young girls were killed in
the name of tradition with the murderous beliefs. A Feminist perspective in the novels of
Shashi Deshpande on the violence against women Jayas anger and despair over the
grossinequalities present in society is shown in her reaction to Mandas narration about her
drunken father beating up her mother because she could not provide him with money to
drink (Sunita Reddy, 2001)
In one more novel The Dark Holds No Terror, Shashi Deshpandes main focus is on her
female protagonist saru. Saru narrates the story of her own, filled with the tortures both
psychological and physical. The novel begins with Saru coming back to her parents after a gap
of fifteen years. She had left her parents house with a determination of not retuning back and
gone with Manohar hoping that her life would go smother with a loving person like him. Entire
novel is a recollection of her memories with her mother, brother, husband and children. The
novel revolves round in a sphere of hatred, frustration, desolation, love and endurance. Saru
had undergone many hurdles in her childhood carrying blame on her as a brother killer, as
Dhruva brother of Saru was accidentally died by drowning. Because of all these reasons, Saru
develops hatred towards her parents and gets nearer to Manohar, whom she loves the most.
Her longing for attention towards her is fulfilled through Manohar. Saru considers herself
highly privileged to have been chosen by him. This affectionate Manohar now fills terror in her
life. After all her hatred towards her parents Saru should return to her parents house because
she found no other place is so safe. Her grief is only for her children whom she could not bring
them to her grandparents house.
III. VIOLENCE IN AFRO-AMERICAN WOMEN WRITINGS

Gloria Naylor, one of the popular novelists of Afro-American writers has shone into the
world of writing with her novel The Women of Brewster Place. Gloria Naylor projects the
violence over women in her novel The Women of Brewster Place, Samuel Micheal broods over
it in a torturing silence but soon breaks into a violent rage, battering and bruising bot Mattie
and her mother, Mattie because she has ruined the family name and Fannie, because she has
dared to condone Matties sin. (Sushila Singh,1991).Gloria Naylor expresses her agitation and
condemnation when the rapists rape Lorraine, Lorraine found herself, on her knees,
surrounded by the most dangerous species in existence human males with an erection to
validate in a world that was only six feet wide. (Women of Brewster Place 1983). Talking about
Lorraines rape in an interview with Goldstien, Naylor says, The thing is, Lorraine wasnt
raped because she is a lesbian, they raped her because she was a woman. And regardless of
race, regardless of social status, regardless of sexual preference, the commonality is the female
experience. When you reduce that down in this society even to something as abysmal as rape
there is no difference between women (Danille Taylor, 1994).As a mother, Fannie
understands Matties guilt and like a shadow wants to give shelter to her daughter and she gets
ready to hit and also kill her husband for the sake of her daughter. At last Baker has rapes
Lorraine when she is returning alone from a night club. Lorraine was gang-raped and met her
subsequent death not that she is a lesbian but for she is a woman.
In Gloria Naylors another novel Mama Day, she focuses on a blend of episodes i.e., culture,
tradition, violence, slavery, love and affection and much more on her female protagonist,
Miranda (Mama Day, 1988).Miranda explains her granddaughter, Cocoa about the slave
women and their White masters. She describes about the Sappira Wade and draws a picture of
her mother, Ophelias story, a slave who has lost her baby daughter at the bottom of well. To
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get her children escape from slavery she closes herself off from her husband and her children.
There she losts her baby and even then she could not escape from the slavery. White masters
had claimed the body of the slaves but could not acquire their minds(Naylor, 1988).Ultimately
Miranda says that there was resonated loss and lack of peace in that house. She also gives the
picture of the place where the White Masters claimed these black women as slaves and
tortured them. Towards the east, the high ocean bluff, through Chevys Pass where the
gravestone of White Master, Bascombe Wade is found. And theres the west woods, thats part
of the forty-nine-hundred acres belonging to the Days, where Miranda Walks all around and
recollect the stories of all her black ancestors pains and also the promises she has kept for her
father. About midways in of that place is the family plot, a lovely stretch of land within a circle
of live oaks. Mirandas daddy and his six brothers got buried there.
Toni Morrison is one of the popular Afro-American women authors. Toni Morrisons
Beloved novel, apprehensions of slavery chased her female characters throughout the novel
and in the end they acquired nothing other than starvation and insanity. The women
characters created by Toni Morrison are of intense, strong, active presences. Morrison in the
novel Beloved, expresses through the words of Sethes Grandmother about the severity and
cruelty of Slavery, slaves not supposed to have pleasurable feelings on their own; their bodies
not supposed to be like that, but they have to have as many children as they can to please
whoever owned them. Still, they were not supposed to have pleasure deep down(Toni
Morrison, 1987). Toni Morrison encountered difficulties with Beloved came from the heights
and depths she tried to conquer: The girl Beloveds voice at the end of the novel is wrenching
testimony, not just her private suffering but of all the ravages of slavery.
For Morrison, it was more than a personal triumph. She says that she refused to believe
that period of slavery is beyond art. It is because that the consequences of whatever that
happened practically everything cannot be explained by historians, art alone can articulate and
explain some truth out of it that is not just the province of the natural or social sciences.
(Danille Taylor,1994).The liberation of motherhood and love can be found all the more
incredible Sethes willingness to kill her daughter, Beloved, rather than the slave trader kidnap
her. Morrison says that it was exactly Margaret Garners story. She was a slave woman who
escaped from Kentucky and arrived in Cincinnati to live with her mother-in-law. Tight after she
got there the man who owned her found her. She ran out into the shed and tried to kill all her
children. Just like what she has showed in her novel with her female protagonist Sethe.
Morrison says, Beloved tells the story of Sethe, an ex-slave who fled the South with her
children 18 years earlier. She now lives alone with her youngest daughter, Denver, but their
isolation is threatened by a presence in the house: the ghost of her other girl, Beloved, which is
as much about the mother-daughter bond as it is the crimes of slavery. (Toni Morrison., 1987)
As such, Sethe could not permit her children get into slavery because it is terrible for her
and her children to bear the tortures. She felt it noble to kill her children and kill herself.Sethe
is conscious of her childrens future as she herself has been subjected to the atrocities of
slavery. Sethe is in a state of becoming part of an evolutionary spiral, moving from
victimization to consciousness (Danille Taylor.,1994).
In the other novel TheBluest Eye, Toni Morrison has exposed a little girl as a total and
complete victim of whatever was around her. Morrison shows racial as well as gender
discrimination in the novel The Bluest Eyes. The little girl Pecolas only ambition is to acquire
blue eyes and she felt that if her eyes turned blue then she would not be ignored. The assertion
of racial beauty was not a reaction to the self-mocking, humorous critique of cultural/racial
foibles common in all groups, but against the damaging internalization of assumptions of
immutable inferiority originating in an outside gaze. Morrison therefore, focused on how
something demonization of an entire race could plunge on a female child, the most vulnerable
member of the society.Pecola, a dark innocent girl, loves her eyes more than anything else in
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this world. She wants to possess blue eyes for which she always prayed god. She is unaware
about the things happening around her. Many times she could not bear the teasing of her
classmates and the people around her as a result of which loses interest in surviving in this
world and thus, she asks god to disappear her from this world and she tries to get disappear
from all around, but when it comes to her eyes she doesnt want to leave them off because she
loves her eyes the most. She stores everything in those eyes, the pictures, all faces and prays
god for changing her eyes into blue.Pecola is a victim of color and racial discrimination and she
knows that she is ugly. She thinks that as long as she looked ugly, she would have to stay with
these people. For long hours she sat looking into the mirror, trying to discover the secret of the
ugliness, the ugliness that made her ignored or despised at school, by teachers and classmates
alike(Gloria Naylor, 1988). Morrison says that It is interesting to her now that where she
thought she would have the most difficulty subverting the language to feminine mode, she had
the least, connecting Chollys rape by the white men to his own of his daughter.
IV. COMPARISON OF VIOLENCE IN BOTH WRITINGS

The oppression of slavery chased Afro-American women to the ruins of their lives by
destroying familial relationships, their culture and tradition due to which they harden their
hearts to bear all sorts of torture whereas Indian women are prone to the tortures which is not
as severe as African women undergone in terms of violence.Indian women faced violence of
widowhood and child marriages in the name of traditions as very clearly explained through the
protagonists Jaya, Saru, Rukmani and Anasuya, of Indian women writers. Similarly African
American women faced domestic violence in their marriage, family and also the tortures of
white masters as projected by the leading charactersSethe, Pecola, Mama Day, Mattie,
Lorainne. Both African American and Indian women writers have justified in bringing out the
facts through their powerful characters upon the injustice and the violence that has happened
and is still happening in and around in their own neighborhood. In the whole process, the
whole of violence over women left them with their tears that had filled the history with the
pages of evidence of biased society dominated with the might over the frail. Almost all the
protagonists Saru, Sethe, Ophelia, Pecola, Irawaddy, Ellie, Jaya, Mattie, Lorainne, are victims of
violence who struggled hard to come out of the situations they were in and being failed, they
tried to face it and stand whole life with a tremendous acceptance, not giving up on their
lives.Thus, Indian women due to their traditional tie ups suffer marital oppressions highly
when compared to Afro-American women. The main difference between Afro-American and
Indian womens suffering is that Afro-Americans are politically oppressed and Indian women
are culturally oppressed. The works of both Afro-American and Indian women writers give a
picture of several issues like violence against women, ignorance and illiteracy, gender
discrimination within families and also in the society.
V. CONCLUSIONS
Violence constitutes a violation of human rights and
includes physical, sexual, psychological, emotional, financial or material abuse. Abandonment
or neglect or serious loss of dignity and respect include violence. The characters in the selected
novels of the concerned authors are victims of violence. Afro-American women are victims of
both slavery and violence. They bore to tears facing many physical tortures. Many women lost
their children in the name of slavery and violence. The attitudes and prejudices of the
dominant group have also played an important role in generating violence among Afro-
Americans. They are politically victimized by both Black men and White women. These are
clearly exhibited in the novels of Afro-American women writers. Contrast to Afro-American,
Indian women are trounced culturally. As per Indian traditions and cultures the young girls are
taught about endurance, submissiveness especially for domestic violence. In India, women of
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other religions and cultures also face similar problems of male domination over female. In
ancient days, these customs were stern, but in the present day scenario, these traditions got
partially modified due to the establishment of various revolutionary movements. Even then the
position of women in the society is not up to the mark. Similar is the position of women in the
case of Afro-American women. The problems may differ according to their social backgrounds
but one aspect is common for both that they are the sufferers of domestic violence.
REFERENCE
[1] Ashok Kumar, Women Empowerment through Indi-Anglian Literature IMS Engineering
College, Ghaziabad, UP, 1991.
[2] Danille Taylor-Guthrie, Conversations with Toni Morrison, University press of
Missisipi.1994.
[3] Gloria Naylor, Mama Day, Vintage Books,New York, 1988
[4] Gloria Naylor, The Women of Brewster Place, Penguin Books, New York,1983
[5] Kamala Markandaya, Nectar in a Sieve, Jaico Publications, Mumbai, 1956
[6] Kamala Markandaya, Possession, Jaico Publications, Delhi, 1963
[7] Mantra Roy, "Speaking" Subalterns: A Comparative Study of African American and
Dalit/Indian Literatures" Graduate Theses and Dissertations, 2010
[8] SarlaPalker, Breaking the Silence, Shashi Deshpandes That Long Silence, Indian Women
Novelists, Baroda, Set-I, Vol. V, 1991.
[9] Shashi Deshpande, Dark Holds No Terror, Penguin Books, Delhi, 1990
[10] Shashi Deshpande, That Long Silence, Penguin Books, Delhi, 1989
[11] Sudhir Kumar Arora, A Study of Kamala Markandayas Women, Atlantic Publishers
&Distributors, 2006
[12] Sunita Reddy, Y.S., A Feminist Perspective on the Novels of Shashi Deshpande, Prestige
Books, New Delhi, 2001
[13] Sushila Singh, Feminism and Recent Fiction in English, Prestige Books, New Delhi,
1991
[14] Toni Morrison, Beloved, Vintage Books, New York, 1987
[15] Toni Morrison, The Bluest Eye, Plume Publishers,New York, 1994
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ENHANCE SPEAKING SKILLS THROUGH TASK-BASED CLASSROOM
Lisha Fredrick and Dr.J.Karthikeyan
Department of English, VIT University, Vellore-632014
I. INTRODUCTION
PEAKING is one of the most important skills to be developed and enhanced as means of
S effective communication. In a short period of time English became one of the leading means
of communication worldwide. The modern world of Media, Mass communication and Internet
demands good knowledge of English especially of spoken English. A person without oral
communication skills will suffer in this era of competition and may find it difficult to achieve a
higher position. Since speaking is one of the four major skills (LSRW) necessary for effective
communication, it requires the simultaneous use of a number of abilities which often develop
at different rates. Generally there are few components involved in speaking which will be
enhanced after attaining proper spoken competence: a)Comprehension b)Grammar
c)Vocabulary d)Pronunciation e)Fluency
The present study is devoted to the research of the speaking skills of todays students and
tries to recommend new methods to upgrade all the five components which are the integral
part of speaking skill. Speaking accurately or fluently in the Second Language is regarded as an
accomplishment by the students. But most students are not confident enough in their ability to
learn to speak, teachers must overcome their reluctance in order to change this situation.
Before entering into the research we need to identify the problem of the students in speaking
English with the help of a Questionnaire. From the answers of the students we can pick out
three main problems:Students feel shy speaking English because they are afraid of making
mistakes. It is usually seen at the initial level as they are afraid of being criticized by teachers
and other students, while working in pairs or groups students often begin to use their mother
tongue and students feel a lack of linguistic and verbal resources. Here are some Activities
which can help the students to improve their Oral Communication Skills.
II. LIST OF ACTIVITIES

1) Each one catch one/ Partner Swapping
2) Exchange roles/ Act smarter
3) Jigsaw activity/ Spin a Tale
4) Crew Constellation( Team Huddle)
5) You or Me ?
6) Sticky-note Storm
7) Weather Commentary
8) Find me out !
9) Oral Diary
1. Each one catch one/Partner Swapping.
Group Size: Pairs
Materials required: Pen and a paper if you need.
Process:
Step 1: Get them to pair up with someone whos wearing a similar colour shirt or shoes, or
something that follows on from a vocabulary category that youve already been teaching.
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Students in the class are divided into pairs to reduce the pressure and possible stress of being
in a group.
Step 2: Both of them should ice break and get to know each other.
Step 3: Then every pair will be asked to come forward and tell about their partner in English.
Step 4: Now they can swap partners and tell about their old partners to their new partners.
2. Exchange Roles/ Act Smarter
Group Size: One at a time or one after the other.
Materials required: The script from a play, any dialogue or dramatic monologue. They can
even use props.
Process:
Step 1: In this activity students get to pair off several times with different people and have a
similar conversation with each new partner. They get to practice improvising a little bit instead
of just repeating the same things over and over.
Step 2: Students are divided into two groups and each group is assigned one of two roles,
such as: Any famous personality like Julius Caesar and Antony, Kings and Lords, Buyers and
sellers, Husband and Wife, Policemen and offenders, Doctors and patients or anything else that
youve been working on teaching in class.
Step 3: Students in one group pair up with members of the other group, each for a few
minutes, and then move on to another at your call.
3. Jigsaw Activity or Spin a Tale.
Group Size: the whole class population
Materials Required: Paper and Pen/ pencil.
Process:
Step 1: Teacher provides a sentence starter for the class both verbally and in writing (on a
white board.) For example: If you give a monkey a banana...
Step 2: Ask each student to copy the sentence starter and finish the sentence on their own
piece of paper.
Step 3: After they have written their answer, each student passes their paper to the team
member on their right.
Step 4: Next, the students read the paper they have received from their neighbor and add a
new sentence to that page. Again, they pass the paper to their right.
Step 5: After a few go-rounds, four great stories or summaries emerge.Give students time to
read their final versions add a conclusion and/or edit their favorite one to share with the class.
Step 6: Many textbooks include information gap activities, and there are worksheets for this
that you can take from ESL websites. However, you can also create your own worksheets and
stories to suit what youre presently teaching in class.
Example: A filled in crossword puzzle with each part missing different letters or words, a
story or series of sentences with gaps for different words in each and two pictures with
different items or details removed from each.
4. Crew Constellation/Team Huddle
Group Size: Its a whole class population activity for team building and relationship
strengthening.
Materials required: whiteboard and marker or pen or paper.
Process:
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Step 1: Have students in each table group to number off in their teams from one to four.
Step 2: Announce a question and a time limit. For example, There are how many Tenses?
You have fifteen seconds, How do you spell the word conservation? You have twenty
seconds. or What are three properties of a rectangle? You have forty seconds.
Step 3: Students at each table group put their heads together to come up with one answer.
Tell the students to speak softly so that other groups wont overhear their answer.
Step 4: One student will record the groups answer on the whiteboard or a paper.
Step 5: When time is up, call a number (1-4) and ask the student from each team with that
number to stand at their table group holding their groups answer sheet.
Step 6: When you say Reveal, each designated student will turn over their answer sheet
and the students can look around and survey the groups different answers.
Step 7: Recognize correct responses and elaborate through rich discussion. If you want to
make the activity a competition, you can keep track of team points for correct answers.
5. You or me
Group size: Entire class divided into two.
Materials Required:
Process:
Step 1: Students are assigned to debate teams, given a topicto defend, and then asked to
present arguments in support of their position.
Step 2: The opposing team should be given an opportunity to claim the argument and, time
permitting, the original presenters asked to respond to the rebuttal.
6. Sticky-note storm
Group Size: Entire class divided into small groups.
Materials Required: Sticky notes and pen/pencil.
Process:
Step 1: Teacher poses a question, sets a time limit and gives students a moment to think
before writing. For example, In two minutes, how many math problems can you write down
that have the solution 23? Or In 45 seconds, write down as many adjectives as you can.
Step 2: Each student writes down as many answers as they can think ofone idea per
sticky note and sticks it to the center of the table.
Step 3: The goal is to generate as many ideas as possible and cover the table with sticky
notes! At the end of each round, students review one anothers ideas.
7. Weather Commentary
Group Size: Any person from class, random.
Process:
Step 1:The teacher can ask the student to look out at the window and give a weather report
in English.
Step 2: The student should be asked to tell five short sentences about the rain the previous
night.
8. Find me out
Group size:
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Materials required:
Process:
Step 1: One student selects a character. The other student looks at a collection of character
pictures and asks questions about their appearance or clothing until they can guess the right
character.
Step 2: Along with practicing the appropriate usage of vocabulary and pronouns, practicing
questions and answers is always an excellent basis for a classroom activity.
Step 3: The student holding the complete set of character pictures, the one whos trying to
guess which character has been selected, must ask yes or no questions. Students often do a lot
of practice with Wh- questions but fumble over using auxiliary verbs (such as do and
does) in yes or no questions.
Step 4: There are many downloadable versions of this game available such as this guess
Who Matching Game, or you can create your own set of characters from clip-art or printed out
celebrity photos to suit the concepts youve been teaching.
Step 5: To add extra interest, you could even have your students create simple pictures of
people and scan them into a printable set for this game.
9. Oral Diary
Group Size: One by one, each student in class.
Process:
Step 1: The teacher will pick any student in random and ask them to give a oral diary talk.
Step 2: The student will be reporting all the things which happened in his previous day of
class or at home.
III. CONCLUSION
I aim to examine a broad claim that it is possible to acquire fluent English speaking skills
with the help of comprehensible inputs. The study might give positive results or might not
give. It depends upon the motivation, cognition and inhibition of the students. Research
findings are about the improvement in students speaking ability, improvement in classroom
situation. This research aims to solve the problems faced by the students who newly enter into
college by improving their speaking skill. I recommend the students to change their attitude
towards English speaking. They could be more confident and braver to speak English rather
than being afraid of making mistakes or to be humiliated by their friends. Students should
practice English everyday and should focus on their vocabulary mastery and fluency.
Comprehensible inputs can result in a good output of spoken English and it will boost up
confidence. The result of this study is to show that comprehensible inputs are effective and
beneficial to improve the students speaking competence.
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TEACHING PRACTICES AND PEDAGOGICAL INNOVATIONS
G. Priyanka
Department of English,The American College,Madurai.
Abstract--- Education is the light of the world. It is the process of facilitating learning or the
acquisition of knowledge, skills, etc.,. This process is carried out in schools through chalk and
talk method. This chalk and talk method have been in practice for a very long time. This paper
talks about the limitations of the process and also give alternative methods of teaching in the
classroom. This paper discusses the innovative ways of teaching English using innovative tools
like multimedia devices, humor, Mnemonics word, etc., in a classroom.
Keywords--- chalk and talk humor, mnemonic words, humor.

Education is an engine for the growth and progress of any society. It serves the light of the
world. It does not only imparts knowledge but also inculcates self discipline, and commitment
to achieve in the minds of the students. If education doesnt serve this purpose, it is not the
fault of the education, but the way it is educated.
II. HYPOTHESIS
The purpose of this paper is to convert education into a sport and learning process should
generate interest in students. The learning process should be a fun and an exciting process. It
should not be a burden or a boring experience. It should make students glued inside the class.
It is education that helps students to become good citizens.
III. TRADITIONAL TEACHING METHOD

Before the invention of technology, teacher was the only source from which students
gained knowledge. In this method the teacher gives the information and the students receive
it. Students did not have any other source from which they could gain knowledge. The chalk
and talk method were familiar before the invention of technologies.
In the chalk and talk method the teacher plays the active role and the students remain as
passive listeners. This method is considered to be one way flow. In this method the teacher
delivers the lecture and students listen. It has been found that this method of teaching in the
classroom has only a limited effectiveness in learning.
The only way to overcome the problems of conventional teaching method is to introduce
innovative teaching methods in class. Innovative teaching methods make use of tools like
mobile phones, digital devices, etc. Especially in English language teaching a number of
innovative methods can be used. Innovative methods to teach English language include
teaching through advertisements, teaching through mobile phones, mnemonics, etc.
Innovative methods kindle interest in students. In this method both teachers and students
play an active role. It facilitates better understanding for students. Students feel excited and
they enjoy the class.
IV. LIMITATIONS OF TRADITIONAL TEACHING METHOD

Students do not have an active role to play. They remain as passive listeners.
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Students learn by memorizing and not by understanding.

It is a one way flow
There is an insufficient interaction with the students in the classroom.
V. TEACHING WITH THE SENSE OF HUMOR

Humor can be used as an effective medium of teaching. Teaching is a challenge. Learning is
also a challenge. Combining both effectively is also a very big challenge. Humor helps us to
tackle this problem. When a teacher delivers a lecture seriously, students tend to lose their
connection within 10 to 15 minutes. They might lose interest and they might also feel sleepy.
Humor helps to increase the interest of the students. It has the ability to relieve tension.
They dont feel bored. They would feel active. They will also not lose their concentration. They
will listen to the feature interestingly. It also helps them to recall the concept easily. Humor can
be created through exaggeration, pauses and timing.
VI. TEACHING ENGLISH THROUGH MOBILE PHONES AND PROJECTORS.

We live in a global world where our existence depends solely on our felicity of using English
most often. Thus, getting well versed in English has become quite mandatory. One of the ways
to teach English innovatively is by the use of mobile phones and projectors. Mobile phones
which have become common, can work as a panacea to the many challenges of teaching
English. One cannot deny the fact that visuals speak more than words.
There are a number of applications that facilitate us to teach English innovatively and
effectively. For example quiz up is an application that has quizzes related to vocabulary and
grammar. Those questions can be projected on the screen and students can be asked to
answer. They will take part actively at the same time they would also develop their vocabulary
and grammar skills effectively. Instead of a teacher asking a question if the question is
projected on the screen, it would kindle the interest of the students.
Here both the student and teacher take part actively. It will also be a fun learning
experience for the students. There are many such applications that could be used to teach
English effectively inside the class. Some of them are Rosetta course, Word pic, 60 second
word challenge, learn English grammar, etc.,.
Thus, mobile phones and projectors act as a great tool for effective teaching in the class.
This could be one of the methods to teach English innovatively.
VII. ADVANTAGES OF INNOVATIVE TEACHING METHOD

It kindles interest in students
Both students and teachers play an active role
It helps the students to understand the subject better
Learning is fun with this method
VIII. MNEMONICS WORDS

In this method the teacher is not supposed to talk about a particular concept for a quite
long time. Instead the teacher can use mnemonics which help the students to memorize a
larger information and can recall it. They are many types of learning in mnemonics that
happens through Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization,
Image, Connection, and Spelling. This technique can be effectively used to develop word power.
The dictionary must be used wisely
Word power increases
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The teacher also gets to know many words pertaining to a particular concept.
IX. SUMMATION
This paper talks about innovative methods of teaching English language with the help of
technology and also without technology. The need for innovation in English Language Teaching
is a need as there are innovations in every other field. Traditional methods may have laid the
foundation and even now some are effective, but there should be innovations, in addition to
the traditional method for an effective ELT classroom.
WORK CITED
[1] Innovation in the Classroom: Design Thinking for 21st Century
Learninghttps://web.stanford.edu/group/redlab/cgi-bin/materials/Kwek
Innovation%20In%20The%20Classroom.pdf
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YOUTUBE LANGUAGE LEARNING VIDEOS (LLV): A PILLAR TO

TRADITIONAL ENGLISH LANGUAGE TEACHING
S. Kiruba Johnson
Department of English, The American College,Madurai 625 002
Abstract--- Web based language learning (WEB) makes the learner learn more effectively
with the use of a computer. Through web we can access a very largecollection of documents,
pictures, sounds, etc stored on computers in many differentplaces by Internet. YouTube website is
one of the most usable online tools. It can be used to learn language effectively these days. This
paper discusses how YouTube Language Learning Videos (LLV) in web based language learning
can be used in addition to the English language classroom for effective language learning.
Keywords--- YouTube Language Learning Videos (LLV), Digital literacy, Internet

Web based language learning (WEB) makes the learner learn more effectively with the use
of a computer. Computer Assisted Language Learning (CALL) has a major role in web based
language learning. Through web we can access a very largecollection of documents, pictures,
sounds, etc stored on computers in many differentplaces by Internet. Learning English as a
second language is becoming a need as the improvement in technology brings the whole world
together. It is a process by which students acquire a second language in addition to his native
language. Web based language learning provides new possibilities for educational technology.
The internet is an important part in every individual life as English. Learning English through
internet makes learning easy and effective.
Learner autonomy is a powerful pathway that web based language learning creates.
Through this a learner can be aware of his learning needs by recognizing his own strength and
weakness. A learner can also set his own language learning goals. Learner autonomy also
guarantees a quantitative and qualitative language input and output, which makes the learners
select his own learning materials and methods. It provides an authentic interaction with the
target language.
Web based learning does not make a schedule for a learner and ask the learner to fix into it
rather it fits into the world of the learner. The learner has access to learning anytime as it has
no restriction of time as classroom and library hours. Learners can learn anywhere from
home, hospital, etc. Learners have access to learning through web anywhere anytime. This
learning through the web is not time and space bound.
World Wide Web (www) is a most popular internet tool which makes language learning
easier. YouTube website is one of the most used online tools. It can be used to learn language
effectively these days. There are several Language Learning Videos (LLV) in YouTube through
which a learner can improve his skills.
II. HYPOTHESIS
The major purpose of this study is to know more about YouTube Language Learning Videos
(LLV) in general and to discuss the different possibilities of enhancing his language skills in
addition to the ELT classroom. It gives a complete knowledge about learning through the
internet. In order to reach the aim the following has been discussed. Firstly a general note on
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the theory of Web based language learning has been discussed with reference to YouTube.
Secondly the different types of Language Learning Videos followed by the different means of
learning. Learners can use this as a medium to improve their learning through YouTube.
III. THEORY OF WEB BASED LANGUAGE LEARNING

As Garrison (2000:3) states, It is a theory that provides a coherent ordering of relevant
variables and relationships to guide both practitioners and researchers.
Web based language learning can be stated as an education that occur through the web and
it has no physical learning material. YouTube Language learning videos (LLV) which comes
under web based learning creates an environment that has no teachers and classrooms. It also
engages the learner more effectively as a visual medium is more powerful than a verbal
medium.
IV. YOUTUBE AND EDUCATION

YouTube is a global video sharing website formed by three former PayPal employees. The
purpose of the YouTube is to upload, view and if necessary download videos. Anyone can
create a YouTube channel and can upload a video. People from any part of the world can
access it with a help of an internet. YouTube contributes more to the global education. It has
been increasingly used by educators to teach English language. If we subscribe to an educators
channel we will be updated with the latest video that has been uploaded. Education becomes
so easy that a free subscription to a YouTube channel makes us learn a language.
YouTube is not time and space bound. We can access our educators channel anywhere and
anytime. It creates a possibility of living in past and present. A teachers lecture in a classroom
once missed is always missed. But once it is uploaded in YouTube we can access it even after
years. Distant education is possible with the help of YouTube. A learner can learn from
different part of the world. For example: a learner from India can learn English Language from
the native speaker even if the native speaker is a thousand miles away. In other words, it can
be said that YouTube connects learner and educator from different parts of the world.
V. EDUCATORS AND LEARNERS ARE STRANGERS

In a traditional country like India, Gurukula is the oldest and the first method of education.
Gurukula (Sanskrit: ) is a type of residential school in India with pupils (shishya) living
near the guru, often in the same house. Before British rule, they served as South Asia's primary
educational institution. (Wikipedia)
Effect of colonization which introduced Macaulays system of education in the country has
changed the total education system. It has been in practice for several years. But now in recent
days, web based language learning that happens through YouTube LLV gives a novel teaching
method that makes the learner and the educator strangers. The educator cannot have the
possibility of knowing about the learner unless the learner introduces himself with the
educator through a comment. An educator may have a million followers and there is no
possibility of looking at the learners profile without a learners permit.
VI. DIRECT METHOD OF LANGUAGE LEARNING IN YOUTUBE

On YouTube we can directly access Language Learning Videos. This Direct method should
involve the following steps
1) Typing the exact keywords
2) Choosing the right videos
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3) Looking for authenticity

4) Reviewing or Commenting
5) Saving the Video
Typing the exact keywords
In order to use YouTube, we should be able to type the exact keywords and phrases. Even a
mistake in a single word may lead to the wrong irrelevant video. We should be more specific
about our need.
For example : If we type a word Article there are 3,060,000 results, if we add suffix s to
it and search as Articles there are 1,750,000 results. An addition of a single word may cause
such a change.
Choosing the right videos
The videos will automatically display below after typing the keywords. There may be more
than three million and sixty thousand videos as mentioned in the above example. Here comes
the learner autonomy in choosing the exact video depending on the need of the learner. It may
be hard to select a video or few videos from million videos. But YouTube has helped us by
creating a display order on the basis of most viewed or liked the videos.
1) How to use articles 'a', 'an', and 'the' in English? - Basic English Grammar lesson
https://www.YouTube.com/watch?v=seg9jEcWIo4 has
390,590 views
2) English Grammar: Proper uses of Articles A, An, The
https://www.YouTube.com/watch?v=qZyLP4ICGBw
has 455, 301 views
Looking for authenticity
Authenticity is a serious problem in Web Based Language Learning. There may be several
videos in YouTube regarding articles. We cannot assure that all the videos are authentic. As a
learner it will be tough to find the correct video. Here comes the role of Digital Literacy which
makes the learner to choose the right video. Firstly YouTube automatically provides us the
most viewed videos in order. But its learners role to read carefully the description of the
video. It may have several details. If we want to be more specific then he can also make a
glance at the comments. Screenshot of the description is shown bellow.
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Reviewing or Commenting
We can always appreciate the educator or even add our suggestions which may not be
possible in a traditional classroom. If we find the video useful we can comment on the
comment box below the video. Even if we are not satisfied we can say our suggestion and point
out the mistakes. It will be surely helpful for the future learners.
Saving the video

Web based language learning is possible only with the help of internet. But YouTube makes
it simpler that if we find a video more useful we can save it offline and can view it anytime
without internet by downloading it with software. This download may take a few minutes,
depending on the speed of the internet and storage capacity of the video. The process through
which a YouTube video can be saved is found in this link http://en.savefrom.net/1-how-to-
download-YouTube-video/
VII. INDIRECT METHOD

While Direct Method helps the beginners in learning an English language, Indirect Method
makes oneself a master in English language. Indirect method does not make the learner learn
directly from YouTube lecture rather it makes the learner to learn the native speakers accent,
pronunciation, stress and other specific aspects. Direct Method makes the learner learn the
English language for communication, whereas Indirect Method makes the learner learn the
specific aspect through songs, films, and other YouTube videos which can be discussed in the
future research.
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VIII. SUMMATION
Language learning through YouTube LLV in web based language learning helps English
language learner learn quickly and effectively. It cannot be said that English language learning
happens only through web based learning, but it acts as a great support to English language
learner in addition to ELT classroom.
WORK CITED
[1] WEB-BASED LEARNING (WBL):A CHALLENGE FOR FOREIGN LANGUAGE TEACHERS by
Allen Quesada Pacheco
http://revista.inie.ucr.ac.cr/index.php/aie/article/viewFile/76/75
[2] A theory for eLearningModerator &Summariser: Mark NicholseLearning Consultant, UCOL
Palmerston North, New Zealand
http://www.ifets.info/others/journals/6_2/1.pdf
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REVOLUTION IN THE FIELD OF EDUCATION
S.Senthilnathan

Abstract--- Advancements in technology has made major impact in the field of teaching, one
among them is flipped classroom learning. Flipped classroom learning is nothing but, students
watch instructional videos outside the classroom and engage in group activities and assignments
in the classroom. Traditional classrooms can be successfully replaced by this type of classrooms.
This type of classroom is more interactive and effective. This method aims at the progress of the
students. Modern day students will actively involve themselves in this type of classroom. This
method can also be related with blended learning method. The aim of this study is, how to use
flipped classroom technique in the field of education in an effective manner. And this content has
also been worked in provoking the ideas about use of this method in schools and colleges. Thus,
the benefits, methods and the results have been briefly discussed in this study.
Keywords--- Flipped learning, blended learning
Flipped Classroom
Revolution in the field of Education
I. INTRODUCTION
N ancient times, India had the Gurukula system of education in which anyone who wished to
I study went to a teachers house and requested to be taught. If accepted as a student by guru,
he would then stay at the gurus place and help in all activities at home. This not only created a
strong tie between the teacher and the student, but also taught the student everything about
running a house. After this came,the modern school system was brought to India, including the
English Language, originally by Lord Thomas Babington Macaulay in the 1830s. The
curriculum was confined to modern subjects such as science and mathematics.
II. EDUCATION IN INDIA

Teaching was confined to classrooms and the link with nature was broken, as also the close
relationship between the teacher and the student. Universal and compulsory education for all
children in the age group of 6-14 was a cherished dream of the new government of the
Republic of India. This is evident from the fact that it is incorporated as a directive policy in
article 45 of the constitution. But this objective remains far away even more than half a century
later. However, in the recent past, the government appears to have taken a serious note of this
lapse and has made primary education a Fundamental Right of every Indian citizen. The
pressure of economic growth and the acute scarcity of skilled and trained manpower must
certainly have played a role to make the government take such a step. In the traditional model
of classroom instruction, the teacher is typically the central focus of a lesson and the primary
disseminator of information during the class period.
III. FLIPPED CLASSROOM

The flipped classroom intentionally shifts instruction to a learner-centered model in which
class time explores topics in greater depth and creates meaningful learning opportunities,
while educational technologies such as online videos are used to deliver content outside of the
classroom. In a flipped classroom, content delivery may take a variety of forms. Often, video
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lessons prepared by the teacher or third parties are used to deliver content, although online
collaborative discussions, digital research, and text readings may be
IV. BENEFITS
practices, to engage students in the content. Class activities vary but may include: in-depth
laboratory experiments, original document analysis, debate or speech presentation, current
event discussions, peer reviewing, project-based learning, and skill development or concept
practice because these types of active learning allow for highly differentiated instruction, more
time can be spent in class on higher-order thinking skills such as problem-finding,
collaboration, design and problem solving as students tackle difficult problems, work in
groups, research, and construct knowledge with the help of their teacher and peers.
Flipped classrooms have been implemented in both schools and colleges and been found to
have varying differences in the method of implementation.A teacher's interaction with
students in a flipped classroom can be more personalized and less instructive, and students are
actively involved in knowledge acquisition and construction as they participate in and evaluate
their learning. In traditional schools, each topic in class receives a fixed amount of time for all
students. Mastery rewards students for displaying competence. Students who initially turn in
shoddy work must correct it before moving on. Before flipping, mastery learning was
impractical in most schools. It was not possible to give different lectures for different groups of
students.
Testing was also impractical, because fast-learning students could reveal the test to those
who followed.In a flipped mastery classroom, students view each lecture and work on each
exercise or project when they have mastered the precursors.Flipped mastery eliminates two
other out-of-class routines: daily lesson planning and grading papers. The latter happens in
class and in person. Replacing lectures with group and individual activities increases in-class
activity. Every student has something to do throughout the class. This makes them engaged
during class hours.
To me it appears that the flipped classroom concept is designed for India where the
teacher-student ratio is alarmingly disproportionate. When it comes to rural areas where the
classes were over-crowded, this flipped classroom will surely support them for their
development in the field of education.
What India lacks at the moment is reliable internet connectivity in rural areas and the
availability of relevant course content in digital format. The Indian governments ambitious
plan of connecting 2.5 lakh villages with high-speed broadband under its NOFN project can
help this cause immensely. The flipped classroom concept, with easy availability of digital
content and access devices, can bring immense opportunities to the education system. This
also becomes successful in the transformation of knowledge between teachers and students.
Besides, educational institutions and academicians are putting in study materials in
interactive videos on the internet. Even modern day students were not constrained to follow a
prescribed methodology to understand a concept instead they themselves choose their own
method of understanding. Academic institutions and educational agencies have started
offering tablets to state-run schools with pre-installed educational material and teachers are
being trained to assume the role of a coach.
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V. QUALITIES
This flipped classroom technique will not become easily successful at the first instant. The
teacher should develop certain framework to make students get accustomed to this method.
Mutual relationship is mandatory for both student and teacher. They should feel as if they are
closely tied to a community. Each and every individual should develop their tendencyto help
each other. During classroom discussions and activities there should be an equal level of
participation among students. At the end of the session each and every student should be
benefited.
Personal growth dimensions involve how the goals of the classroom encourage student
development and learning. Student independence plays an important role in this type of
technique, since true learning and development occur when students are free to succeed or
fail. The ways the environment encourages students to be aware of significant course concepts
is also an important feature of this technique. As a whole, it sticks to the concept of developing
skills and gaining knowledge but not in the completion of syllabus.
VI. CONCLUSION
Thus, till now what I have been discussing is my own interpretation about flipped
classrooms. There is a good scope for research scholars regarding this technique. Even
teachers and professors can impose this technique in their classrooms and can make a note on
their student progress. As discussed earlier, for a country like India this type of method is apt
and also useful. There is an urgent need in replacing traditional classrooms with flipped
classrooms in order to make classrooms more interactive and effective. Still, this method
seems to be quite unreliable for some teachers, they should experiment this by implementing
this in their classroom. As a whole this method will replace the traditional method in future.
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EGALITARIAN REVIVAL: AN ECOFEMINIST STUDY ON ALICE WALKERS

THE TEMPLE OF MY FAMILIAR
Abirami.V
Department of Science and Humanities, Kumaraguru College of Technology, Coimbatore 49
Abstract--- Narration has been an important means of survival especially among the
oppressed class of the society. During the late 1900s, it was observed that similar to the
oppression met by the class of African American women, planet Earth was transcending towards
a hierarchal, dominant and dualistic structure of life leading to destruction of harmony and
symbiosis that existed on the planet. Women hence have risen against the dominance in order to
protect nature and preserve their sustenance, which later evolved as an off shoot of ecocriticism
and is termed as ecological feminism or ecofeminism. The present research paper aims to make
an elaborate study on Alice Walkers The Temple of My Familiar on an ecofeminist platform.
Walker elaborates on the steady decline and displacement of matriarchy from the state of well
established sacred feminine and the matriarchal societies by the systematic scheming of the
patriarchal society. Further the revisit to the prehistoric past in the fiction results in the revival of
egalitarian society of the past.
Keywords--- ecofeminism, patriarchy, sacred matriarchy, pre-historic past, revival, symbiosis
I. INTRODUCTION
ITERATURE is a powerful device to reflect the past and the present world and a creative
L contrivance that depicts the future. Narration has been an important means of survival
especially among the oppressed class of the society. The deprivation of social, economic and
political rights instigated the emotions of the African Americans and the creative persona
within them discovered that accounting their repressed memories of the past and their
predicaments in the present, shall improve their status in the future.During the late 1900s, it
was observed that similar to the oppression met by the class of African American women,
planet Earth was transcending towards a hierarchal, dominant and dualistic structure of life
leading to destruction of harmony and symbiosis that existed on the planet. Most of the
developmental projects initiated at present result in either ecological destruction or
marginalization of women, or both. Women hence have risen against the dominance in order to
protect nature and preserve their sustenance, which later evolved as an off shoot of
ecocriticism and is termed as ecological feminism or ecofeminism.
Ecofeminism originated in early 1970s as a political movement. Francoise dEaubonne
coined the term ecological feminism in 1972 ascertaining that the annihilation of the planet
Earth is due to the self-centered profit motive inherent in male power. In her 1974 book,
Feminism or Death dEaubonne officially introduced the term ecofeminism. The term derived
from the Greek word ekio meaning home, envisions womens potential to bring about an
ecological revolution to ensure holistic human survival on the planet which claims new
relations between women and men, humans and nature. Alice Walkers writing is suffused with
a concern for the environment. She reproves that the earth has become the nigger of the world
and will assuredly undo us if we dont learn to care for it, revere it, and even worship it. Her
novels deal with environmental crisis as well as the oppression of women in a male dominated
society. Walker presents her women characters as victims of male domination and oppression,
trying to create a female space for themselves and her novels are filled with characters who
are all seeking something, whether for freedom, answers, revenge, understanding, equality or
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fulfillment both for themselves and nature. In an interview with John OBrien Walker admits
that she is committed to the cause of black women but equally to the cause of nature. She has
openly declared her love of nature, which is one of the reasons why, she did not commit
suicide. Walker strongly believes in the natural connection that exists between nature and
woman.
The present research paper aims to make an elaborate study on Alice Walkers The Temple
of My Familiar on an ecofeminist platform. In this research the term nature includes all form
of life, from trees, animals, soil and humans. The study aspires to displace the hierarchical
structure with man at the top of the pyramid. Instead it is an attempt to realize that the circle
of includes all living and non-living forms with a sense of belongingness and none is superior
to the other. Described by the Walker as a romance of the last 500,000 years, this work by
itself is one indication of the breadth of Walkers project. By intermingling the past and
present, realism and magic realism, animal and human, Walker presents an alternative vision,
a dream memory, in which she proposes to reinvent the concept of self, history, and
other.The connection with Mother Earth and humans worshipping her got wiped off
completely with the emergence of patriarchal Christian faith. The matriarchal goddess the
great Mother, creator of All, Protector of All, the keeper of the Earth, The Goddess (TMF 268)
established harmony and balance by given complete and equal care to men, women, animals
and nature unlike the later patriarchal God whose focus was mainly to fulfill the needs of men.
Walker elaborates on the steady decline and displacement of matriarchy from the state of well
established sacred feminine and the matriarchal societies by the systematic scheming of the
patriarchal society. There were, in the earliest days, raids on the womens temples, which
existed in sacred groves of trees. The men had decided they would be creator, and they went
about dethroning woman systematically (TMF 63).
Miss Lissies narration about her various incarnations and her inseparable bond with
nature reflects her as a strong ecofeminist. Reflections from the past showcase the conducive
environment where humans, animals and nature stroke a perfect chord leading to
contentment. Miss Lissie is the personification of unity, harmony and oneness who connects
all the missing links in the text. Through Lissie, Walker takes the reader through a time travel
and reaches the prehistoric era when men and women, humans and animals co-existed
peacefully leading to one holistic universe. Listening to the innumerable lives of Miss Lissie, the
harmonious and holistic matriarchal society that existed during the prehistoric times to the
anarchic slavery system in the eighteenth and nineteenth century, the narcissistic university
professor Suwelo reinvigorates his potential to propagate selfless love, respect and honour
himself and others. In the posthumous letter that Lissie writes to Suwelo, she encourages him
to revisit his past. Suwelo, if our parents are not present in us, consciously present, there is
much, very much about ourselves we can never know . . . . And more important, the doors into
the ancient past, the ancient self, the pre-ancient current of life, remain closed (TMF 355).
Miss Lissie awakens the inner self in Suwelo who otherwise had consciously closed it against
the pain.
Zed, the spiritually wounded, Carlottas mother painfully accounts that the moment man
started emulating the ways of woman on Earth, destruction and disorder and chaos entered
into the planet. She was ravished to such extent that she could connect with or trust none
around her. Raped by a group of men, she was thrown into a hut nailed shut with her lover
who was brutally murdered. Her daughter, born through this painful union was never revealed
details about her birth. But the sight of Arveyda, reminded her of her dead lover. She
developed a deep longing for him though she was aware that he was her son-in-law and much
younger to her. She tried to repress her longing and hide her emotions. But Arveyda easily read
her. I love you though, he said, like a woman. Zed. I love Carlotta; dont worry. I also love
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you . . . Arveyda took her face in his hands. It had become younger since hed known her . . .
Only the sadness of the dispossessed of love remained. He would kiss it away (TMF 21-22).
Carlotta is utterly shattered when she learns about the relationship between her mother
Zed and her husband Arveyda. To repress the agony, she disconnects herself from her
physical body and in doing so, she unaware goes to the extent of letting Suwelo physically
abuse and exploit her. MissieLissie, nevertheless, makes him realize that he cannot exploit
Carlotta and that he should ask her forgiveness. Miss Lissie expounds that it is a sin to behave
as if a person whose body you use is a being without substance. Sin being denial of anothers
reality of who and what she or she actually is. You can still go to her, as you must, for your own
growth and ask her forgiveness (TMF 355). While Suwelo looks at Carlotta as a sexual vent in
the absence of his wife Fanny, Carlottas pain is realized by Fanny when she massages her
body. But Fanny is successful in healing only the body. It is Arveydas music that strikes a
chord with her spirit. . . . his music were medicine, and, seeing or hearing him, people knew it.
They flocked to him as once they might have to priests. He did not disappoint them. Each time
he played, he did so with his heart and soul (TMF 240). Arveydas magical music lets her to
travel to the past, come face to face with her ancestry which leads to her revival. Enthral
Fanny, the granddaughter of Celie is trapped in a discontented wedlock with Suwelo and
her only vent is her access to the spirit world. She is extremely traumatized by racism and
suffers from nightmares where she tries murdering white people. During her counseling
session with the therapist, she accounts about the gold-handled sword and the blond heads
rolling into the gutter. In order to avoid any untoward incident, she keeps herself as much
away as possible from the human company and takes abode in the company of spirits. Fanny
explains Carlotta that she has opted to become a masseuse and gave up academia because she
wanted to physically touch and feel the bodies of people whom she disliked and to come to
terms with their bodily reality and their pain. She otherwise feels that she might end up
murdering them. Walker through The Gospel According to Shug states that, HELPED are
those who strive to give up their anger; their reward will be that in any confrontation their
first thoughts will never be of violence or of war (TMF 288).
Olivia, brought up openly critiques What they are doing, when they treat us so badly . . .
. When they suck all the oil out of the earth on one side of the world and complain about
earthquakes on the other . . . when they fill the sky with space junk and rockets whose
important missions to spy on the other planets are meaningless to ninety-nine percent of the
people and to absolutely all of the plants and animals on the earth. When they invent the things
that make us sick . . . things that kill us. (TMF 307)
Fanny is accompanied by her mother Olivia to Africa to meet her father Ola whom she has
never met earlier. From his first-hand experience, he drives home the revelation that killing
the oppressors does not free one psychologically. Instead he advocates her to introspect and
harmonize her own heart. Sol states that Fannys experiences and conversations with her
father and also with her half-sister Nzinga connect Fanny to her personal history and culture
and allows her to return home with a renewed sense of herself and her spiritual center (397).
Her anger subsides and slowly an inner peace permeates within. This harmony persuades her
to become a masseuse.
Walker in the process of remapping the relationship between men and women, human,
animals and nature, takes every character of to revisit the past. As Yasmeen Farooq Khan in
The Womanist Quilt: An Ecofeminist Reading of Alice Walkers The Temple of My Familiar
accounts,
The voices are poly-vocal, multi-gendered, cross cultural and multi -dimensional. It
encompasses stories by weavers, artists, painters, healers for whom art represents a means of
wholeness. Through their experiences and emotions, they create a wonderful web of
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relationships in which Msukta, the ancient weaver assumes a pivotal position. Through this
relational web which reflects Walkers vision of transformation and healing, the individuals
from diverse cultural backgrounds connect with each other drawing on ancestry and sacred
feminine symbols. (The Criterion 4)
Walker successfully entwines an ecofeminist web by depicting how the disconnected
humans achieve balance and harmony by revisiting the past and breaking the bonds of
oppression through earth-based spirituality. Ancestor and goddess worship is an integral part
of ecofeminism and Walker diligently recovers the stolen African goddesses Isis and Medusa
and invokes them to aid her in crafting a synergistic world view of healing and connectedness.
Walker, the ecofeminist advocate, strongly condemns the massacre of Earth under the
pretext of progress and this exploitation entwines with the oppression of women who are
unsurprisingly closer to nature. Desolation, void in relationship and loss of inner harmony crop
up, when humans start distancing themselves from nature and fail to comprehend the true
sense of womanhood. In Anything We Love Can be Saved, Walker accounts that, the novel is
about our collusion with the forces that suppresses and colonizes our spirituality. I saw that
our essential familiar is our own natural, untamed, wild spirit and that its temple is the
cosmos, that is freedom (11). Thus, in The Temple of My Familiar, Walker takes both the
readers and her characters through an extensive journey into the past which results in a
conspicuous realization in these characters to achieve spiritual unity and balance by
reconnecting with nature.
II. WORKS CITED

[1] Farooq Khan, Yasmeen. The Womanist Quilt: An Ecofeminist Reading of Alice Walkers
The Temple of My Familiar. The Criterion: An International Journal in English. Vol. 3, no. 2
(September 2012). <http://www.the-criterion.com/V3/n3/Yasmeen.pdf/>.
[2] Sol, Adam. Questions of Mastery in Alice Walkers The Temple of My
Familiar.Critique.Vol. 43, no. 4 (Summer 2002) pp. 393-405. Print.
[3] Walker, Alice. Anything We Love Can Be Saved. London: Orion Books Ltd, 1997. Print
[4] Walker, Alice. The Temple of My Familiar. New York: Pocket Books, 1990. Print.
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FEMINISTIC APPROACH IN SHASHI DESHPANDES NOVEL THE

DARK HOLDS NO TERORS: A CULTURAL PERSPECTIVE
M.Sakthi Radha, Dr.S.Parvin Banu and Dr. M. Renuga
Department of Computer Technology-UG, Kongu Engineering College, Perundurai, Erode-638

052, Tamil Nadu.
Chikkanna Government Arts College, Tiruppur.Tamil Nadu.
Department of Humanities and Languages, Sona College of Technology,Salem 636005.
Abstract--- Culture represents the way of life, particularly the commoncustoms and beliefs, of
a specificgroup of people. Culture plays a crucialrole in the productivity of every writer through
his/her art of writing. This paper deals withthe cultural productivity of a contemporary Indian
woman writer Shashi Deshpande, who is well known for her feministic approach. Her novel The
Dark Holds No Terrors focuses on her cultural output of womens struggle for self realisation in
the male dominated society. In this novel the author portrays the cultural background of women
in the contemporary world, through her protagonist Saritha.The novel shows the social
discrimination imposed on women in the culture bounded society where women are expected to
perform traditional roles such as daughter, wife, mother and so on. Shashi Deshpandes novels
explore the problem and challenges faced by the women characters.Hence, The Dark Holds No
Terrors is in facta best representation for the Feminist cultural harvest by Shashi Deshpande.
Keywords--- Culture, Feminism, Self identity, tradition, art.
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AUTHENTIC MATERIALS IN LANGUAGE TEACHING
N.Sudhavani
Department of CT-UG, Kongu Engineering College, Perundurai, Erode-638052. Tamil Nadu.
Abstract--- This paper aims on developing communication skills for non-native speakers by
using authentic materials. Language is an integral part of everyday life. Language acquisition in
second language can be done effectively by extracting content taken from real language.
Authentic Materials can be defined as resources which are intended chiefly for native speakers.
They are factual texts and designed not for L2learners.Radio news, Newspaper content cartoon,
visual materials are some of the authentic materials. The main focus of this study is to bring out
the effectiveness in learning process of second language learners. It plays significant role in
acquiring foreign language. It motivates the young learners to learn the language for specific
purpose. This way of learning enables the learner to get exposed to the real world and language
how it is really used whereas text encounters the artificial language of the classroom. This paper
examines that the authentic materials have more active approach to reading rather than a
passive one.
Keywords--- Authentic Materials, acquisition, motivate
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A.Pavani
K.L.University,Guntur
Abstract--- In a Nutshell Postmodernism is one of those words that lingers on the tongue of
everyone associated with literature. It describes a broad movement that developed in the late-
20th century across philosophy, the arts, architecture, and criticism which marked a departure
from modernism. The term postmodernism has been applied both to the era following modernity,
and to a host of movements within that era mainly in art, music, and literature that reacted
against different trends in modernism. In 1921 and 1925, postmodernism had been used to
describe new forms of art and music.
Postmodern literature is a form of literature which is marked, both stylistically and
ideologically, by a reliance on such literary conventions as fragmentation, paradox, unreliable
narrators, often unrealistic and downright impossible plots, games, parody, paranoia, dark
humor and authorial self-reference. Postmodern authors tend to reject outright meanings in
their novels, stories and poems, and, instead, highlight and celebrate the possibility of multiple
meanings, or a complete lack of meaning, within a single literary work. Postmodern literature
also often rejects the boundaries between 'high' and 'low' forms of art and literature, as well as
the distinctions between different genres and forms of writing and storytelling.
Post modernism in Indian English Literature Refers to the works of literature after 1980. If
Raja Raos Kanthapura (1938) Marks Modernism, Salman Rushdies Midnight Children (1981)
And Nissim Ezekiels Latter-Day Psalms (1982). Chetan Bhagat is an icon of new India and he has
an enduring name in the ground of postmodern fiction. He has opened the floodgates for a new
movement of Postmodernism in Indian Writing in English. His name doesnt grace any awards
list, but he is familiar to every college student in India. While the global literary dwell on the
fiction of Indias past, Chetan Bhagat has become Indias well known writer by embracing the
present. He manages to retain his sense of humor even though the topics that are actually harsh
realities of life. His writing has revolutionized and mirrored the postmodern literature. According
to him, the purpose of literature is to showcase the society. This paper show cases and justifies
how Chetan Bhagat is considered to be the postmodernist writer which is clearly documented by
his own works.
Key words: Reader involvement, contemporary elements,real life situations.
I. KEY ELEMENTS OF POST MODERNISM:

Pastiche: The picking up of various ideas from previous writings and literary styles
and combining them together to create new styles.
Intertextuality: The acknowledgment of previous literary works within another
literary work.
Metafiction: The task of writing about writing or making readers aware of the
fictional elements as seen in the very fiction they're reading.
Temporal Distortion: The use of non-linear timelines and narrative techniques in a
story.
Minimalism: The use of characters and events which are decidedly common and non-
exceptional characters.
Maximalism: Disorganized, lengthy, highly detailed writing.
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Magical Realism: The introduction of impossible or unrealistic events into a narrative

that is otherwise realistic.
Faction: The mixing of actual historical events with fictional events without clearly
defining what is factual and what is fictional.
Reader Involvement: Often through direct address to the reader and the open
acknowledgment of the fictional nature of the events being described.
II. CHETAN BHAGAT AS POST MODERNIST:
As on date he has compiled six fictions and two non-fictions and infact in every work he has
highlighted his profound concern for the youth of today; i.e. the problems and despairs, hopes
and aspirations of the youth. Inspite of dealing with the unsympathetic realities of life his
works administer to retain the pure sense of humor . His works have striking similarities with
parables in projecting moral messages, divine guidance and technical suggestions. Along with
that his works can better be defined as postmodern projection of parables due to the above
reasons. The victories and defeats of the youth are common aspects of Chetans stories with
respect to the present generation and era. Hence, the present paper is based on those issues
only. Yatri D. Dave in her insightful article, Culture of Consumerism as Reflected in Chetan
BhagatsOne Night @ the Call Center, focuses the trends and techniques of modern world. She
examines that the novel deals with Consumerism which shows how to attract customers while
selling their products.
Chetan Bhagat (born 22nd of April, 1974) is a distinguished Indian author, a prolific writer, a
noted columnist, a well known screenwriter, and a motivational speaker, recognized for his
English language dramedy novels about young urban middle-class Indians. Chetan Bhagat is
a luminary in the post modern Indian fiction which revolves round hopes and despairs, smiles
and tears, fears and cheers, happiness and sorrow, ambition and tribulation, love and
separation of the youth of new India.
Chetans style of writing is simple, lucid and vivid with graphic descriptions and linear
narratives. Most of the protagonists in his novels are named after Lord Krishna such as Shyam,
Krishna, Hari, Govind and Madhav.Bhagat is considered a youth icon rather than being just an
author. With his vigorous and humorous way of depicting stories, he has encouraged the habit
of reading in many young Indians. According to him, novels are perfect devices for both
inspiration and entertainment and through which he disseminates his views and opinion about
society and youth.
Five Point Someone: What not to do at IIT ! Is the debut novel by Chetan Bhagat, an
alumnus of Indian Institute of Technology, Delhi and Indian Institute of Management,
Ahmedabad.The total backdrop of the novel is set in the Indian Institute of Technology Delhi,
during the years 1991 and 1995. The whole concept of this novel is about the three mechanical
engineering students, Hari Kumar, Ryan Oberoi, and Alok Gupta, who are unable to cope with
the grading system of the IITs owing to being used to the byhearting system. This book is
narrated by Hari, along with his friends Ryan and Alok, as well as a letter by Hari's girlfriend
Neha Cherian. Most of the situations in this book are covered with the innumerable deeds by
the trio to cope up with the grading system as well as Hari's fling with Neha who just happens
to be the daughter of Prof. Cherian, the domineering head of the Mechanical Engineering
Department of their college. While the tone of the novel is humorous, it takes some dark turns
every now and then, especially when it comes to the families of the protagonists.
The writer uses a satirical tone on the uninspiring teaching and uninteresting assignments
which augment the students miserable conditions. There is a ray of hope to all the three with
the introduction of Prof. Veera, the new fluid mechanics professor. The book not only deals
with engineering students problems but also it focuses on their hardships to clear the
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entrances; It focuses on the fact that no matter how hard it is to get into an IIT is, it is even
harder to survive if your heart's not in it.
Chetans criticism of ragging in the most prestigious institutes of the nation, futile grading
systems as well as fruitless vanity of the IITIans is of full authenticity in this book. It is a
fascinating book depicting the hopes and aspirations of Hari, Alok and Ryan who are typical as
well as strong individuals having different aims and ambitions and at the same time they also
represent the broad community of the prestigious institutes of the nation. Baku and other
senior students instructed them Off with your clothes. Such kind of embarrassing incidents in
the name of ragging produces a great psychological effect on the minds of students which may
increase their suicidal attempts. Ryan, good looking and a hefty man revolted against the age
old tradition of ragging and the senior fresher discrimination. The novel also touches an
important chord; the helplessness of the Professors to handle the brilliant students who can
pose challenging questions based on their common sense. Prof.Dubey, Mechanical Engineering
Department, mentions:The definition of a machine is simple. It is anything that reduces
human effort. Anything, so, see the world around you and it is full of machines.(P-9) A student,
Ryan asks: Sir, what about a gym machine, like a bench press or something?.....That doesnt
reduce human effort. In fact, it increases it.(P-10).
The book endeavors to illuminate on the aspects of postmodernist thought process where
the engineering youth tries to thwart the conventional pattern of imparting technical
education and traditional way of evaluating the cognitive abilities of a student on the basis of
Grade Points Average; that our structure of technical education has become a lifeless system,
and needs revitalization and massive reformation is strikingly evident in this novel. Every
student is bestowed with unique talent and GPA should not be the only parameter to measure
their intelligence.
III. ONE NIGHT @ THE CALL CENTER:
Chetan Bhagats second fictional work One Night @ the Call Center, published in the year
2005, revolves around a group of six call center employees working at the Connexions call
center in Gurgaon, Haryana, India. The theme of this novel is the anxieties and insecurities of
the rising Indian middle class, including questions about career, inadequacy, marriage, family
conflicts in postmodern India. The backdrop of the novel is at the call center, describing one of
the events that occurred at night.it was night and there was a phone call from God. Itis a
romantic comedy set in an office where bored young Indians try to resolve the mindless
inquiries of Midwestern American Technophobes. There are three main themes: ex-girlfriend,
malicious-boss, and God.
The story deals with six friends who work in a Call center.Sam works right beside the
girl who has just deceived him.Esha is just short of becoming a model; two inches, to be
precise. Vroom wants to change the world. Radhika is trying to manage her mother-in-law and
hold down her job. Military uncle always thinks about his family his grand-children. Though he
wanted to live with his son and daughter in law they wont allow him to live together. All these
characters are shown and narrated as suppressed characters due to their personal problems.
Every one of them considers his or her problem as a storm in the tea-cup.
In course of a time, a phone call from God to preach them on high spirit and motivation to
lead a happy life. Infactit is an innovation in this of Chetan Bhagat. No novelist has presented
God using mobile phone to guide his devotees in the crisis. Herein God advises his friends-cum-
devotees how to escape from the iron web of death. The phone call encourages the survivors to
settle account with their boss. With the surprising call from God on Shyams phone Bhagat
inputs the spiritual interlude in the novel.
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The inner intention of the writer is to make the people steady and strategic in hard times.
symbolically, this is the call from the self within of everyone. This is the call of their will to do
or the will to live. Shyam acts upon the call of his inner being and becomes the revolutionist. He
with the help of his friend Varun blackmails his boss to cancel the layoffs. Eventually, he starts
his own website developing company in collaboration with his friend Varun. Thus, he proves
his ability and makes himself worthy of his lady loves ambition.
IV. THREE MISTAKES OF MY LIFE
Bhagat focusses on passionate zeal in delineating hopes and aspiration as well as failure
and frustration of his generation in a remarkable manner in his third novel The 3 Mistakes of
My Life. The novel ironically unfolds some of the bitter truths of human life which is now more
influenced by passion rather than emotion and ambition. Chetan Bhagat is more vibrant in this
novel because of his magnetic maturity and sharpening sensibility. The 3 mistakes of My Life
delineate the passionate ambition of three growing boys- Govind Patel, Ishaan and Omi.
The narrator of this novel is Govind who has an aptitude and penchant for business. Ishaan
has passion for cricket while Omi is more concerned with religion because of his parents
attachment with city temple. So, business, cricket and religion seem to govern the life of these
growing people. Bhagat studies the characters of these three with ironic detachment because
he never takes the sides of anyone. His characters are young, ambitious and passionate and
have the same moral, social and religious dilemmas as many of the young Indians have today.
The book is based on real life events. The book is loosely based on the three mistakes Govind
made in his life. The earthquake of Gujarat ruining Govinds over one lakh investment for a
shop in a newly built mall is his first mistake. Govind falls in love with Vidya when Ish
discovers this and declares Govind as a traitor, their friendship is shattered and this is his
second mistake. A split second delay by Govind in making a specific move which could have
saved Ali from a hit is his third mistake. This novel depicts sentiment, romance, social message,
business, life, relations, religion and of course cricket.
This book is a parable as it teaches one how ones dreams crash into fragments by
unexpected events but with the support of people around, one can get back on track, focus and
rebuild on achieving ones dreams. Vidya, Ishaans sister, a teenager with her eyes on Govind,
represents typically homely Indian girls losing their virginity to the so-called boys feeling shy
and guilty after having physical intimacy with them just like Neha in Five Point Someone and
similarly Vidya in this novel. Ali, a gifted batsman and the son of a local Muslim politician, plays
a prominent part in the story. Its the story of how Govind, Ishaan and Omi come up with a
sports store in their area and how they achieve success in it by clubbing it with Maths tuitions
and cricket coaching classes.
Bhagat has portrayed his characters as decision makers. Other writers of the past have
delineated their protagonists who are subjected to the will of their parents or their boss.
Unlike other writers, Bhagat advises the youth not to follow every word of their parents and
the boss blindly. Revolutionary spirit of Bhagat thus appears in his comment: Humanity
wouldnt have progressed if people listened to their parents all the time. (P-103)
Two States:
It is the story about a couple coming from two different states in India, who faces hardships
in convincing their parents to approve of their marriage. The story begins in the IIM
Ahmedabad mess hall, where Krish, a Punjabi boy from Delhi catches sight of a beautiful girl,
Ananya, a Tamilian from Chennai. They become friends within a few days and get romantically
involved. After their employment they make serious plans for their engagement. At first Krish
tries to convince Ananya's parents by helping Ananya's father to do his first PowerPoint
Presentation, her brother, Manju, by giving him IIT tuition and later convinces her mom by
asking her to sing in a concert organized by Krish's office, that is Citi Bank. She is convinced as
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her biggest dream of singing at a big concert comes true; she sings along with S. P.
Balasubrahmanyam&Hariharan. Then they try to convince Krish's mom. But the problem
appears when his mother's relatives reject the idea of their engagement. They opine that Krish
should not marry a Tamilian but ends up agreeing with them when Ananya tries to help one of
Krish's cousins to get married and succeeds to do so. Krish has had a strong hatred for his
father. He neither shares his feelings nor keeps a harmonious attachment with him. Now as
they have convinced both their parents they now try to introduce each other's parents. They go
to Goa. But this dream of theirs shatters as Ananya's parents smell something suspicious
between Krish's mom and him. Ananya's family ends up deciding that Krish and Ananya will
not marry each other. But, at last, Krish's father, who was like an enemy for Krish, helps Krish
and Ananya to get married as he convinces Ananya's family successfully. Now Krish realizes his
father's love for him. The novel is narrated in a first person point of view in a humorous tone,
often taking digs at both Tamil and Punjabi cultures. The novel ends with Ananya giving birth
to twin boys.
Bhagat states that the twin boys belong to a state called 'India'; Bhagat makes it clear that
his children will be identified only as Indians not by the tag of any religion or state. He
comments: They will be Indian.The novel records the supreme spirit of nationalism. It is
based on the social and amorous endeavours of two main characters AnanyaSwaminathan
and Krish Malhotra. The novel is unique in its content, which attempts to unite not only two
states but also two traditions and cultures. It attempts to represent the people of the nation
only as Indians not based on caste, religion or state etc. This is the only thing the novelist
ventures to inform the youth of his country.
V. REVOLUTION 2020:
Revolution 2020: Love, Corruption, Ambition is a 2011 novel by Bhagat. This story deals with
with a love triangle, corruption and a journey of self-discovery. The novel has addressed the
issue of how private coaching institutions for courses like IIT JEE exploit aspiring engineering
students. How parents put their hope and desires on relying these coaching institutions so
that their children can crack professional tests and change the fortune of their family. The book
unearths the stark reality of this coaching industry which thrives on scams, corruption and all
kinds of criminal activities. This book narrates the story of two friends alienated by their
ambitions and passions yet attached by their love for the same girl. While Gopal, who has
experienced the harsh realities of life due to poverty, aspires to become rich; his friend Raghav
is a boy from a well-off yet simple Indian family who desires to revolutionize India by fighting
against corruption. As they grow older, they get estranged from each other and are busy with
their individual lives. But Aarti somehow ties them together being their mutual friend. Both of
them are in love with the same girl and this lends the book an aspect of romance.
Revolution 2020 stands for the revolutionary spirit of Chetan Bhagat. Raghav disregards the
suggestion of his father to get admission in IIT, even though he was eligible for it. He
determines his profession. He serves the downtrodden of his city by communicating their
pains through the media to the responsible authorities. He emerges as a successful journalist.
He continues to serve the wretched even after his printing press is destroyed. He writes the
daily news on the papers and distributes them to the social activists. It was quite a challenging
responsibility but he does not quit or resign from his service. However after seeing what
Raghav has gone through due to the joint revenge taken by the MLA and Gopal himself yet
sustaining his determination to bring the revolution, Gopal decides to change something on his
part and help his friend anonymously. He sacrifices Aarathi also for his sake. He stops the affair
he has with Raghav's girlfriend Aarti despite his unconditional love for her. He also asks Dainik
to hire Raghav back. Things slowly improve for Raghav financially as he can now work on his
articles, while Gopal is shown to slowly become a better person. Although in the end we see
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Gopal is alone and prefers to be isolated, he is indeed rich and successful as he wanted to be
and Raghav who is now married to Aarti and almost the MLA sees his dream of bringing about
change as well. Chetan Bhagat uses metaphorical language to suggest that strong
determination, sincere persistence, earnest attachment, courageous initiative and ardent
commitment are the key ingredients for securing success in life.
VI. WHAT YOUNG INDIA WANTS:
Apart from the six novels Chetan Bhagat has two non fictional works to his credit. What
Young India Wants which ispublished in 2012 analyses in clear, simple prose and with great
insight some of the complex issues facing postmodern India, as well as offers solutions to make
our country better. In his latest non fictional work, Making India Awesome, published in 2015
he analyses using simple language and concepts, and provides inspired solutions to the
country's most intractable problemspoverty, unemployment, corruption, violence against
women, communal violence, religious fundamentalism, illiteracy and more. Bhagat has
introduced some unique trends in the Indian English literature. He has focused the interest of
the youth. He has attempted to guide their invigorating enthusiasms and energies into proper
direction. His works display the aspiration and ambition of the youth. They are epicureans in
nature. Therefore, they take life for pleasure. Bhagat takes life for enjoyment not for
repression. That is why Ryan suggests his friends a plan how to keep away from the cynicism
of the teachers and enjoy the prime days of the life at the institute. He names the plan C2D i.e.
cooperate to dominate(P-107). Bhagat advises the people to stop looking at pleasure and
enjoyment as sin. Human life is limited and if we dont enjoy our time here, what is the point of
it. Bhagats advice to the nation regarding the preservation of the power of youth is admirable.
The youth of any nation are its constructive energy; they are the powerhouse and storehouse
of infinite energy. Bhagat also puts emphasis on the empowerment of women. His woman
characters believe in an absolute freedom, pure liberty and self-identity. Chetan Bhagat
articulates through his parables, penetrating and discerning analyses of what troubles Indian
politics, society and the economy and advises what needs to be done to set it right. In his
nonfiction What Young India Wants he has remarked: .what I think is of the greatest
importance is that all of us should have solutions and opinions on the issues that affect us
all..We want a nation that is rich, respected and has a good place in the world. We want a
society with good values. (P-180-181)
Half Girl Friend:
Chetan BhagatsHalf Girlfriend , published in 2014, reveals the sentiments and linguistic
struggles of a backward rural Bhojpuri-laced Hindi speaking boy from Bihar as he enrolls
himself at the prestigious English-medium St. Stephens College, New Delhi, and falls in love
with a high class English speaking rich Delhi girl, Riya Somani. The girl, not really interested in
a relationship, agrees to be his half girlfriend.
The story begins with MadhavJha, a boy from Dumraon, Bihar. At the very beginning, his
troubles commence after he entered St. Stephens because he is from a village, his English was
quite bad. But his Being a good basketball player, MadhavJha manages to get admission
through his sports quota. The rich and beautiful Riya Somani, a girl from Delhi, is also selected
through the sports quota. Madhav and Riya become close friends due to their association with
basketball. A year later, Riya marries her childhood friend Rohan and settles in London where
Rohan has a big business. Finding Delhi unbearable on grounds of losing Riya, Madhav decides
to settle in his hometown and help his mother, Rani Sahiba with her school. Seeing the
condition of the school no proper classes or toilets Madhav decides to meet local MLA Ojha
for financial help, but the MLA is of no help. An opportunity comes when Ojha informs him of
Bill Gates' visit to some schools in Bihar. Madhav tries his best to convince Gates to fund his
school's' development, but in order to do so he has to deliver a speech, preferably in English. In
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the course of his struggle, he comes across Riya, who is a divorcee. Riya assists him prepare the
speech. They are successful in their objective of fundraising, but, after the speech, Riya leaves a
letter for him which discloses that she has lung cancer. With three months left to live, Riya
leaves for New York to become a singer, a dream she wanted to pursue. After three years, it is
revealed from Riya's journals that she is alive. Madhav goes in search of her in New York. After
three months he finds her in a bar, working as a singer. They get married soon after. The book
ends as the author visits the rural school in Dumraon three and a half years later; he discovers
that it is being run successfully by Madhav and Riya, who now have a son, Shyam. Half
Girlfriend is an interesting novel which not only motivates the youth to achieve success but also
encourages them to be confident and rational whenever they are faced with pressing problems
of time. For Chetan Bhagat, temporary failure in life has also a meaning because it hides the
secrets of success. Madhavs advice to his son, Dont quit. It will happen one day (P-260)
bears the suggestion that failures are the pillars of success. He has warned the youth to be
sensitive, alert, wise and discerning in their words and deeds; the accomplished action and the
said speech cannot be undone and unsaid. Madhav is repentant and remorseful for his
uncouth, un courteous words and harsh, unjust treatment meted out to Riya. His wish has an
aura of sincerity: I wished I had a time machine to undo my actions.I only wanted it to un-
say that sentence. I had said it in a combined state of horniness, bravado and stupidity. Well, it
is also the state in which men are most of the time (P- 79) According to Bhagat, money is not
the be-all and end-all of life. Life involves things much greater than money. Respect is one
among them. One can earn respect if one lives with dignity and when he lives for others.
REFERENCES
[1] Bhagat, Chetan. Five Points Someone. New Delhi: Rupa& co. ..2005.
[2] Bhagat, Chetan. One Night@ the Call Center. New Delhi: Rupa& co. ..2008.
[3] Bhagat, Chetan. The 3 Mistakes of My Life. New Delhi: Rupa& co. .. 2009.
[4] Bhagat, Chetan. 2 States. New Delhi: Rupa& co. .. 2011.
[5] Bhagat, Chetan. Revolution 2020. New Delhi: Rupa& co. ..
[6] Bhagat, Chetan. 2012. What Young India Wants. New Delhi: Rupa& co. .. 2014.
[7] Bhagat, Chetan. Half Girlfriend. New Delhi: Rupa& co. 2015.
[8] Making India Awesome. New Delhi: Rupa& co. The Real Dirty Picture. A
Column: The Times of India, February12, 2012.
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AMISH TRIPATHIS SHIVA TRILOGY: A COVER ART ANALYSIS
NARMATHA and V APARAJITHA R
SRC, SASTRA UNIVERSITY,KUMBAKONAM.
Abstract--- Literature is something that hopes to find the truth. It may not be always the
absolute truth, but the truth of the tale, the imagination, and the heart. Similarly, art means
creative which brings out the imaginations, emotions and gives meaning to any literary piece.
There are various options which make a reader to buy the book. One among the options is the
cover page which attracted the readers and makes them more interesting and thinks of buying it.
This paper focuses on literature and art in Amish Tripathis Shiva Trilogy, especially the front
page designs. The researchers analyze the semiotic part of the cover page and try to give meaning
to it. This paper also throws light on the success of the books gained through the cover page art.
They also create a new cover page to their imagination.
Keywords--- Literature and art, Shiva trilogy, cover page design, importance of cover page
art, front cover analysis, semiotic analysis of a cover page.
I. INTRODUCTION
HE design which presents at the outer stratum of a book is called as the cover. There are
T three shares in a book cover as follows:
a) Front cover
b) Spine
c) Back cover
II. FRONT COVER

The front cover is the face of the book. It usually contains the title and author, with an
attractive illustration.
BOOK 1 BOOK 2 BOOK 3
TITLE The Immortals of Meluha The Secret of Nagas The Oath of Vayuputras
AUTHOR Amish Tripathi Amish Tripathi Amish Tripathi
ILLUSTRA
TION The Illustration is the picture or design on the cover page. It can be discussed elaborately
under the topics predictions and summary.
III. SPINE
The narrow part of the cover of a book that the pages are joined to is called as the spine.
The spine is the vertical edge of a book as it normally stands on a bookshelf. It is an important
aspect of book design, especially in the cover art. In a book store, it is often the details on the
spine that attract the attention first. In Eastern countries, vertical spine text traditionally runs
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from the bottom to up, though this convention has been changing lately. The spine usually
contains some four elements (besides decoration, if any). They are as follows:
a) Author, Editor, or Compiler
b) Title
c) Publisher or any other signs [here, we have a logo] and
d) Publisher logo
BOOK 1 BOOK 2 BOOK 3

AUTHOR/EDITOR/COMPILE Amish Tripathi
R Amish Tripathi Amish Tripathi
The Immortals of The Secret of The Oath of

TITLE Meluha Nagas Vayuputras
PUBLISHER/ANY OTHER
SIGNS
Westland Ltd Westland Ltd Westland Ltd

PUBLISHER LOGO
IV. BACK COVER

The back cover is the hindmost part of the book. It often contains biographical matter about
the author or editor. It also has quotes from other sources or other people praising the book. It
may also contain a summary or description of the book.
This trilogy has the outline of the book in the back cover which prepares the reader for
reading. It also includes the praising quotes. Some of them are as follows:
a) Amish is Indias first literary pop star. ShekharKapur.
b) Amish is Indias Tolkien. Business Standard.
c) Amish is the Paulo Coelho of the east. Business World.
d) Compelling narrative style. Shashi Tharoor.
e) Archetypal and stirring Amishs books unfold the deepest recesses of the soul.
Deepak Chopra.
f) Furious action jumps off every page.- Anil Dharker.
V. IMPORTANCE OF COVER PAGE

The Cover page gives a visual imagery to the readers because of the illustrations
quality.
It grabs the attention of the viewers and prepares them for procurement at the
beginning and well along for reading.
It will be attractive and eye-catching.
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VI. ANALYSIS
THE IMMORTALS THE OATH OF

TITLE OF MELUHA THE SECRET OF NAGAS VAYUPUTRAS
Indus valley script Temple Fiery arrow

Shiva River Bow
Symbols Sadamudi Shiva Sun
Rudratcham Throat Moon
Shivas face is revealed

The obvious temple may be Kashi which symbolizes that
Shiva shows his back Viswanath temple because, in this Neelkanth legend is
Symbolizes position. It may book, Shiva spent most of his time in totally revealed
symbolize that he is not Kashi.
introduced yet and there Fiery arrow symbolizes
will be a turning point Shiva in half-turned position may Daiviastras
soon. mean that his character is half Bow appears to be made
revealed. up of serpents i.e, Nagas
Scars symbolizes him as The throat is blue in colour. It means which has 2 symbols: the
a warrior that the Neelkanth is revealed Sun [Suryavanshis] and
The Snake may symbolizes Nagas. the Moon
Trisula may symbolizes [Chandravanshis].
the future where a great Shiva stands at the mid of river
war is awaiting. symbolizes that Shiva accompanied The background fire
with Nagas and goes beyond Kashi to means ferociousness of
find the secret of Nagas] Shiva
Greenish blue Grey-like Reddish-orange

Colour of the
cover
Bright
Dull
Emotions Goodness Ferocious
something is hidden
Peaceful
Book's
intended
audience
All kind All kind All kind
Gender
Age Range 18-29 18-29 18-29

Field all fields not only all fields not only
literature all fields not only literature literature
Prediction A man, who appears to be A man tries to control the ferocious It appears similar to the
s a warrior, tries to go snake which means that he can control war field. The bow and
across the mountains. His anything. The temple there may give a arrow look different from
keen observation of the solution to the growing up problems. others. He has the control
mountains shows that His throat was blue in colour may be over the sun and moon.
there will be something the trouble-maker which is on his His appearance seems to
beyond the mountains. It hand that bit it poisoned him. He be ferocious and
may be a great problem or wears a tiger skin which again proves targeting something. So,
an expecting solution. His his bravery and a great warrior who there may be a great war.
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hair locks shows him as a kills the tiger and uses its skin as a
saint. He has great marks dress.
on his body. He has a
weapon on his back which
is similar to Trisula.
Book's
Base Myth, Creativity and Myth, Creativity and
Fantasy Myth, Creativity and Fantasy Fantasy
VII. SUMMARY
While looking at the cover page, the readers may get different stories. Similarly, we have:
Book-1
The man who stands in the cover page may possibly be a warrior, who observes the
mountain keenly. He wants to travel to that mountain or travel across the mountain. There will
be a war or his relatives. So, he plans to go there.
Book-2
The man catch holds the snake tightly in his hand. May be the snake tries to poison him. So,
he tries to kill it.
Book-3
It appears to be the war field where the man fights ferociously.
But the original summary of the books are as follows:
(i) The Immortals of Meluha is the first novel by Amish Tripathi. The story is set in
the land of Meluha and starts with the arrival of the Tibetan tribal Shiva. The
Meluhan believe that Shiva is their fabled savior Neelkanth, is confirmed when he
consumes the Somras, a legendary healing potion, which turns his throat blue.
Shiva decides to help the Meluhans in their war against the Chandravanshis, who
had joined forces with a cursed group called Nagas; however, in his journey and
the resulting fight that ensues, Shiva learns how his choices actually reflected who
he aspires to be and how it led to dire consequences. It seems to be the never-
ending battle between the good and the evil. Shivas journey of finding out and
destroying the evil begins here.
(ii) The Secret of The Nagas is a sequel to The Immortals of Meluha [second book].
His journey takes him across the lengths and breadths of the ancient India,
searching for the truth and answers to all his intriguing questions. He travels to
Kashi to find every bit of detail about the Nagas. He comes to learn about the
reason behind the alliance between the Brangas and the Nagas. Both Shiva and
Sati eventually discover startling secrets that have profound effects on both their
lives and relationship. With a war brewing in the backdrop, will Shiva be able to
accept the truth and live up to the expectations attached to him?
(iii) The Oath of the Vayuputras is the final book of the Shiva Trilogy. In the prequel
of the trilogy, Shiva finds out that the Nagas are not his enemies and joins hands
with them to reach the root of evil. This book will have answers to the
Neelkanths questions about his fate, the choices he made previously and karma.
Further, in the concluding book of the trilogy, Shiva reaches Panchavati, the
capital of Naga where he will come face to face with his greatest enemy. Will he
win the battle over his wicked enemies, who are out to destroy him and his
legacy?
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From the original summary, we get to know that the cover page of Shiva Trilogy serves it
purpose effectively because the mental picture of the story and the original story set sail on the
same path.
VIII. OBSERVATION/FINDINGS
We feel that some components of the book cover art were misleading. The instances are:
a) In book 2, the vicious serpent appears to be the evil. But, it is not so. So it seems to
be somewhat misleading. However, the story and Shivas suspicion made the
cover art appropriate.
b) In all books, we have the Indus Valley Scripts at the end of chapters, in the
beginning of a chapters etc. In the cover page, it is partially concealed. It appears
to be misleading. Still, we try to connect those letters and attempt to find out the
meaning. Our findings are:
I. Conversely, some elements of the book cover are worked well in all the three cover as
its goes hand in hand with the inner story of the literary piece. It gives the feel of
reality and fantasy together. It is quite thought-provoking and makes the readers read
with the prior motivation. It is the uniqueness of the cover art of Shiva Trilogy.
II. Already the given cover was well and good. Perhaps, if we were the designers of that
book the cover will be:
a) The Immortals of Meluhas
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b) The Secret of Nagas
c) The Oath of Vayuputras
IX. LITERARY ELEMENTS

a) Genre tragedy,
b) Myth the source of the novel was Lord Shivas myth.
c) Paradox
In book 3, Shivas arrow has the symbols of Sun and Moon. Sun x Moon. It is an
explicit contrast.
Similarly, those symbols symbolizes Suryavanshis and Chandravanshis.
Suryavanshis x Chandravanshis. In the Tamil language, Surya means Sun and
Chandra means Moon It is an implicit contrast.
In the same book, we have fire at the background of Shiva and cold/chillness in
his throat. Fire x Cold. It is an implicit contrast
In book 2, we have Temple and Serpent. Temple meant for good and serpent
meant for evil. Temple x Serpent. It is an implicit contrast.
These are the instances of Paradox.
d) Symbolism
In book 2, Serpent symbolizes evil
In all books, Shivas scars symbolize him as a great warrior.
His blue throat symbolize him as Lord Shiva or Neelkanth.
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e) Personification
In book 3, there are symbols of Suryavanshis, Chandravashis and Nagas. Those inanimate
symbols are joined together to show that they are united to fight against the evil. As the
inanimate things are given life through the symbols, they come under the category,
personification.
f) Epiphany
In book 1, the man appears to be a normal human being. Whereas in the sequels, the man is
identified represented as the Neelkanth/Lord Shiva. So, it is a moment of discovery which
helps the plot to move around in an interesting way.
g) Reversal
In book 1, the man turns backward without revealing the face. But, in book 3, the man
reveals him as a whole. It is a kind of reversal in the position of the man.
h) Recognition
In book 2 and 3, the man is recognized as the Neelkanth.
i) Imagery
All the three books have visual images. It is obvious. Some other images are:
Thermal imagery where we could feel the heat through the fire in Book 3 and
cold/chillness through Shivas throat in book 2 and 3 and the chillness of Himalayas in
book 1.
Auditory imagery in book 1, the sound of the river, in book 2, the hissing sound of the
serpent and in book 3, the sound of the fire and war.
Kinesthetic imagery the movement of water in book 1 and 2, and the movement of the
fire.
These are some of the images we found in the cover pages.
j) Plot of the cover page
The first book starts with exposition and in a mild way where the man is not revealed. Then
it moves to his character introduction and his characteristics. Then, the conflict or the problem
may be the mountain where he is going to face a lot of troubles. Then it leads to the climax in
book two, where he tries to control the vicious serpent. Then, the enemy was sorted out is the
falling action which came to an end through the war.
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k) Conflict and Dilemma
TITLE CONFLICT DILEMMA

Book 1 Mountain To sail or not to
sail
Book 2 Snake To kill or not to
kill
Book 3 Enemy To shoot the
arrow or not
l) Characterization
The central character, the man acts as a round character whose character and role gets
changing in the sequels.
X. CONCLUSION
It is evident from the above analysis that a cover page plays a vital role in evaluating the
quality of any book. This is not, however, to claim that cover page is the only way to evaluate a
book. Instead, it argues likely to prove that cover page is one among the tools of a book
evaluation. Again, this kind of analyzing a book may not be the first-ever attempt to evaluate a
book. There must be some analysis of similar kind already available. This may be just one more
attempt.
REFERENCES
[1] Hornby, A S. Oxford Advanced Learner's Dictionary of Current English. 8th. UK: OUP, 2010.
Print.
[2] Tripathi, Amish. The Immortals of Meluha. India: Westland Ltd, 2010. Print.
[3] . The Secret of Nagas. India: Westland Ltd, 2011. Print.
[4] . The Oath of Vayuputras. India: Westland Ltd, 2013. Print.
[5] Connel, Kathleen. 1st ed. 2016. Web. 16 July 2016.
[6] "Evaluating A Book By Its Cover". Educationworld.com. 2016. Web. 19 July 2016.
ISBN 978-93-86176-18-9
TRAGIC HERO IN SHAKESPEARES OTHELLO: OTHELLO OR IAGO
M.Preethi and S.Niranjani
SRC, SASTRA UNIVERSITY ,KUMBAKONAM

ABSTRACT--- A person who has a tragic flaw despite his heroic qualities may be called as a
tragic hero. Over 2,300 years, Aristotle wrote his famous manual for contemporary authors,
entitled Poetics, which covered the aspects a tragedy should contain. Of these aspects, one of the
most important points made by Aristotle is characteristics of a tragic hero, the protagonist of the
tragedy should have. As researchers, we try to apply those characteristics to Shakespeares ever-
living characters, Othello and Iago by throwing light on the characteristics like hamartia,
catharsis, anagnorisis, peripeteiaetc In spite of comparisons, we also find some contrasts and
the researchers had tried to explore it. Upon the completion of the paper, we found the piece
hopeful because of the way it gives scope for further researches.
Keywords--- Tragic hero, Aristotles tragic hero, characteristics of a tragic hero, tragedy,
character comparison.
I. INTRODUCTION
A tragic hero is a literary character who makes a misjudgement that inevitably leads to
his/her own destruction.The tragic hero should be a successful, noble person who commits
errors in judgment or weakness in character which leads from happiness to misery, ending
with a recognition making them usually gain knowledge by the end of the work. A Tragic hero
is a person who must evoke a sense of pity and fear in the minds of the audience.The tragic
hero must be a man of misfortune.
II. CHARACTERISTICS
Aristotle once said that "A man doesn't become a hero until he can see the root of his own
downfall." An Aristotelian tragic hero must possess some specific characteristics such as,
1. Hamartia
2. Hubris
3. Nemesis
4. Catharsis
5. Peripeteia and
6. Anagnorisis.
Hamartia
Hamartia is a tragic flaw which means error or contravention or flaw or weakness of a
character. It is the beginning of the heros tragedy and his fall.
Hubris
Hubris means excessive pride or overconfidence in oneself. This bullishness give them the
strength to think whatever they are doing is right.
Nemesis
According to Greek mythology, Nemesis is a punishment for the committed mistakes. It is
the consequence of their evil activities.
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Catharsis
Catharsis is meant to purge out emotions like pity and fear in the minds of the readers. It
makes them to bring out the pathos of the hero in one hand and his flaw in the other.
Peripeteia
Peripeteia is the reversal of fortune because of the error in judgement or miscalculation of
the character. This peripeteia seems to be the turning point in any heros life.
Anagnorisis
Anagnorisis is a realization of mistake through an important insight into the story. The hero
may openly admit it or not but the feel that raises in the mind, that matters.
III. ARISTOTLES CHARACTERISTICS IN SHAKESPEARES OTHELLO

According to Aristotle, the tragic hero must be born of noble birth and he must occupy a
high-status/position in the society. There should be a tragic flaw that eventually leads to his
downfall; his downfall is usually due to his over-confidence, the tragedy is usually raised by
some error of judgment or some character flaw and the audience must feel pity and fear for
this character. Othello is the hero of this tragedy. But this play gives importance to Iago and
portrays him as a tragic hero, rather than Othello.
IV. ARISTOTELIAN CHARACTERISTICS IN OTHELLO

Hamartia
Othello has blind belief in Iago and his words. Iago is the one, who motivates Othello to kill
his wife because of his jealous. At the beginning, Othello does not be certain of his words. He
have faith in his wife. But, at the later stage, it fades away due to his inferiority complex.
If she is false, O, the heaven mocks itself! / Ill not believe t (3.3.278-279)
By trusting Iagos words, Othello suspects his wife, even though, Desdemona tells the truth
throughout the play. But he failed to believe her words.
O brave Iago, honest and just. (5.1.32)
This is the tragic flaw of Othello.
Hubris
Othellos downfall is usually due to his excessive pride and over-confidence in him. He has
inferiority complex that his wife is more beautiful and he is not.This is the main reason for
killing Desdemona.
A man he is of honesty and trust. To his conveyance, I assign my wife. (1.3.283-4)
Nemesis
It is the case of punishment. Here, the punishment gained by him is a great loss: the loss of
his life and wife.
"She must die; else she'll betray more men." (5.2.6)
Catharsis
At every stretch of action, like conflict, dilemma, doubt, tension etc. even in the climax, we
could find the purging out of emotions. After killing Desdemona, the feel of Othello create the
effect of catharsis. The feel may be guilt at the end, but at the beginning he feel for his loss.
Peripeteia
Othello trustsIago, and have his whole faith in him and his words. The reversal takes place
when the readers came to know that Iago acts against him. He is the one, who motivates
Othello to kill Desdemona which make him the tragic hero.
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Anagnorisis
At the end, Othello realized his mistake when Emilia brought out the truth in light. Later
realising the truth, he feels for his miscalculation of the good character, Desdemona. He made
an important discovery that Iago is responsible for all these miseries. But, he could not do
anything to the liar and the trickster.
V. ARISTOTELIAN CHARACTERISTICS IN IAGO

Iago appears to be a complex character and most horrible villain inShakespeares
literature which is portrayed through his actions. IAGO is a brilliant, scholarly person. Othello
had a blind belief on Iago but Iago misuses and spoilt the belief. He creates the bad impression
about Desdemona in the minds of Othello by connecting her with Cassio. Othello trusts Iago
rather than his wife, Desdemona. Iagos only aim is to have the promotion to lieutenant. But he
failed to fetch it which poisoned his mind and acts in crooked ways.
Hamartia
Iagos tragic flaw is his jealous and over-confidence in his lie and actions. Only he
stimulated Othello to kill Desdemona. It makes him the major character in the play rather than
anyone else.
Hubris
Iago has excessive pride about his position and status which made him to do several
mistakes one by one. He creates the bad impression about Desdemona to Othello.
Nemesis
As a case of punishment,he lost his position, status as well his well-honoured name. It is the
punishment given to Iago for his over-ambitious and brutal act of stimulating to murder.
Catharsis
Catharsis means purging out of emotions. It emerges at each and every cruel act of him. The
emotion is anger at most of the most.
Peripeteia
His fortune gets reversed when his wife Emilia turned against him at the end revealed all
the truth about the goodness and chastity of Desdemona. At the beginning, it gets reversed
when he loses his promotion to lieutenant position.
Anagnorisis
Anagnorisis is the realisation of mistakes. Here, Iago repents for his mistakes at the end.
The Moor is of a free and open nature that thinks men honest that but seem to be so, And will
as tenderly be led by the nose as asses are (1.3. 376-379).
Iago recognizes that he can use these weaknesses of Othellos, to hasten his downfall.
Therefore, both Othello and Iago fits the characteristics of the tragic hero given by Aristotle.
It is also true of describing a tragic hero who has descended from the high locus to the
destruction because of their tragic flaws.
VI. CONCEPTIONS OF IAGO

Already we have discussed the characteristics of Iago and his tragic flaw. Here, let us list out
how he is considered to be as follows:
Iago is an erudite scholar
Horrible villain
Complex character
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Discernible motive
Bad evil
Brilliant
Desperate
VII. CONCEPTIONS OF OTHELLO

Othello is considered to be the hero of the play as well as the great villain as the play
moves. Here, let us discuss the special characteristics of Othello as follows:
Noble person
Emotional
Tangible
Moor
Trustful
Self-dramatizing man
VIII. MULTIFACETED IAGO

Iago have multiple faces as he projects himself in several ways to different people in different
contexts. Let us bring out some of his faces from the text.
A man of expert among warriors
A superior statesman among the rulers
A specialist among erudite scholar
A good administrator
Complex character and horrible villain.
These are some faces which are explicitly shown by Iago.
IX. MULTIFACETED OTHELLO

Not only Iago, even Othello has multiple faces who is considered to be the hero by most of
the readers. Some of his faces are as follows:
A great warrior
Good administrator
A man of mystery
Weak person
Credulous fool
Calm, dignity, courage
X. EXCERPTS
I will wear my heart upon my sleeve for daws to peck at; I am not what I am.(Act I, Scene I, lines
64-65)
In this opening scene, we could find that Roderigo and Iago talking about the love between
Desdemona and Othello. Here, Iago revealed his cunningness. Roderigo dies at the later stage
of the play becauseof Iago. After the marriage of Othello and Desdemona, the Cassios
promotion makes Iago attitudinal change in a faster and brutal manner.
O, beware, my lord, of jealousy!
It is the green-eyed monster which doth mock
The meat it feeds on. (3.3.189-91)
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Iago tells Othello that Cassio and Desdemona had an illegal relationship and made Othello
believe whatever he says by making the situation as his puppet. Iago warns Othello, that the
green-eyed monster refers to Cassio. So, he wants Othello to be aware always of him.
Trifles light as air
Are to the jealous confirmations strong
As proofs of holy writ. (Act III, Scene iii)
Desdemonas handkerchief is the evidence created by Iago to show that she is not chasteful.
But his evidence is not a true one. Even the false evidence wins, because Othello failed to
inquire it directly to his beloved wife. It changes his attitude.
you told a lie, on odious damned lie upon my soul, a lie, a wicked lie, she false with Cassio? Did
you say with Cassio? (Act 5 scene 2)
Othello failed in his love that he had for Desdemona. Instead, he trusted the deceitful Iago
more than his lovable and loyal wife.
shes like a liar gone to burning hell, twas , I that killd her (Act 5 scene 2)
Through his brutal act of killing Desdemona, he creates some sort of sympathy in the minds of
the audience as he was unaware of the truth. It also leads to the pathetic condition of Othello
after her death.
XI. FINDINGS
As the researchers, we could find that Othello kills Desdemona because of his guilty
conscious that his wife, Desdemona is more beautiful than him. Iago, who is the friend of
Othello seems to the motivator of Othello for his wife, Desdemonas death. Othello believes
deceitful the words of Iago rather than his loyal and lovable wife. Both Othello and Iago are
great tragic heroes of Shakespeare and they come under the category, round characters.
Because, they have the change in their character structure; Othello from greatness to weakness
and Iago from the weakness to greatness. Othello is considered to be unconscious evil whereas
Iago is considered as the conscious evil. Shakespeares Othello may have many characteristics.
But, the uniqueness of Aristotle and Shakespeare can be clearly sorted out.
XII. CONCLUSION
This study evidently shows that Shakespeare imitates people as well as his uniqueness,
even in imitated ideas. This unique nature of universal characterization makes him live after
his death in minds of the readers even after 400 years. Iago and Othello are considered to be
a TRAGIC HERO. According to their conception of the character. Here, we are trying to
project two tragic heroes in the play, Othello .This article helps to think innovatively because,
intellectuals do things differently.
WORKS CITED
[1] Abrams M.H, A Glossary of LiteraryTerms. 7th ed.2003, pp.317 Baudrillars J., 1994,
Michigan: university of Michigan press,1981.
[2] Available:www.absoluteshakespeare.com>Home> Othello.
[3] Available:www. Gradesaver.com/.,/character-list.
[4] Available:www.shmoop.com/Othello.
[5] Available:www.cliffsnotes.com.>Home>Literaturenotes.
[6] Hamartia. (2000). In the Cambridge Guide to Literature in English. Retrieved from
http://www.liberty.edu:2048/login?url=http://www.credoreference.com/entry/cupliten
g/hamartia
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[7] Herzel, R. W. (1974). "Anagnorisis" and"Peripeteia" in Comedy. Educational Theatre

Journal, 26 (4), 495-505.
[8] Kennedy,X., &Gioia, D. (2010). Literature: An Introduction to Fiction, Poetry, Drama, and
Writing (6th Compact Edition ed.). (X. Kennedy, D. Gioia, Eds.) New York: Longman.
[9] MacFarlane, J. (2000). Aristotles Definition of "Anagnorisis". The American Journal of
Philology, 121, 367-383.
[10] "No Fear Shakespeare: Othello: Act 1, Scene 1". Nfs.sparknotes.com. N.p., 2016.
Web. 22 July 2016.
[11] "Read Modern Othello Translation, Scene By Scene".
Nosweatshakespeare.com. N.p., 2016. Web. 22 July 2016.
[12] Shakespeare, W. (2010). Othello, the Moor of Venice. Literature: An Introduction to
Fiction, Poetry, Drama, and Writing (6th Compact Edition ed.). (X. Kennedy,& D. Gioia,
Eds.) New York: Longman.
[13] Anagnorisis. (2013).In Encyclopdia Britannica. Retrieved from
http://www.britannica.com/EBchecked/topic/22338/anagnorisis
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CREATIVE WAY OF TEACHING ENGLISH FOR ESL STUDENTS
Dr.S.Nova Bright and V.M.Saranya
Dhirajlal Gandhi College of Technology Salem
Abstract--- The teachers of the English language around the globe are moving forward with
many new modern ideas. Some of the modern notion is Reciprocal teaching, where the students
play the role of the teacher and demands lot of clarification from the students.
The ESL teachers will always be on the lookout for new and interesting ways to stimulate the
students. Creative teaching methods are vital for the effectiveness of a teacher. Creativity helps
ESL teachers deliver their curriculum, and do so in a manner that appeals to their students. Dont
ever scold the students for using technical gadgets like music player, laptops, etc., the teacher can
bring in lot of interesting materials inside the gadgets and make the teaching an interesting one.
Animated videos can be of great help in modern era to teach the language. By using fun videos the
teachers can explain the new words and expressions. They can demand answers from the students
through various means. The creative notions are based on the propositions of Rosemary C.Reilley,
Frank Lilly, Gillian Bramwell and Noemi Kronish. Guilford (1950), Sawyer (2006) and Dr
AnandkumarPalaniappan (2009) also hypothesized creativity in a sequential way. The
traditional methods like Grammar translation method, Direct method, Selection method etc., have
their own constrains, so it is very important for the teacher to be creative.
The ESL teachers will always be on the lookout for new and interesting ways to stimulate the
students. Creative teaching methods are vital for the effectiveness of a teacher. Creativity helps
ESL teachers to deliver their curriculum in a manner that appeals to their students. When it
comes to creativity, people think it is only for some blessed people but it is not true so. Anyone can
be creative that depends on the individual. The next main problem for most of the teachers is not
having self confidence. The normal tendency of any human being is they expect everyone to accept
and acknowledge even at the first step. If we turn back the history all successful people in the
world were once rejected by the society but the perseverance and the consistency which brought
all the stalwarts into the lime light.
I. CHANGE IN THE ROLE OF TEACHERS AND STUDENTS IN THE

COMMUNICATIVE LANGUAGE TEACHING
Teachers in communicative classrooms will find themselves talking less and listening more
becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher
sets up the exercise, but because the students' performance is the goal, the teacher must step
back and observe, sometimes acting as a referee or monitor. A classroom during a
communicative activity is far from quiet, however. The students do most of the speaking, and
frequently the scene of a classroom during a communicative exercise is active, with students
leaving their seats to complete a task. Because of the increased responsibility to participate,
students may find that they gain confidence in using the target language in general. Students
are more responsible managers of their own learning (Larsen-Freeman, 1986).
These are some of the different teaching methods which are traditionally followed by
different teaching community to teach language skills. Some of the above mentioned methods
are tied up with their own limitations and some methods have got their own advantages also
and some of the methods are still effectively in practice. These are some of the traditional
methods which are in practice among the English teachers around the globe. The limitations
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are which make the approach an ineffective one, the teachers around the world are trying
further to innovate new trends and approach in language teaching.
Stephen D. Krashen is the one, who gave to the world his Affective Filter Hypothesis of
Second or Foreign Language Acquisition. His hypothesis states that conditions which promote
low anxiety levels in class allow improved learning on part of students. (Krashen 2002) When
learners enjoy class activities, their Affective Filter is low and they learn more. New and
different activities "out of the norm" also lower learner affective filters.(Ponniah 2009) from
India also stated the same idea of low stress level and he also proved the same idea.
Here are some of the un-common techniques used for adding that "new twist" to English or
foreign language classes. Giving learners something new does wonders in relieving boredom,
spiking interest and lowering the Affective Filter of learners on whom the teacher may have
"tried everything".
Allow time for creativity is the important aspect in creativity, in the modern world, every
one rushing for many things in life. People confuse smart with quick (Sternberg, 1985). Most
creative things never happened in a rush. (Gruber, 1986). Many poets said to the public they
get all their ideas only in solitude and in peace.
II. USING A MUSIC PLAYER

If the learners carry music players or cellular phones to the class, a teacher should not
curse and swear at the users for using technology in their lives. The teacher can turn it to their
advantage. A number of good websites now exist that can get the teacher and the learner learn
while up and running using this latest new technology for language learning and practice. The
following list contains useful website for more information.
Podcasting: Audio on the Internet comes of age
[http://www-writing.berkeley.edu/TESL-EJ/ej36/int.html]
Morning Stories
[http://www.wgbh.org/schedules/program-info?program_id=143912]
Podcast Pickle http://www.podcastpickle.com
The teacher can down load some international renowned and pleasing album and they can
share it with the learners so that they can listen to the songs in the songs they can listen not
only to the music they can also learn how they are pronouncing each and every words in the
song.
III. CARTOONSHELP THE ENGLISH TEACHERS

Everyone knows him and loves his humorous twists on daily living. So don't just sit there
nodding, grab a CD or DVD full of episodes and try a few out on the learners. Let them do the
talking. They can offer suggestions, write to directors, other characters, express opinions and
do comparisons of his world and their own. By the above mentioned way the language teacher
can make the class more effective and also in funny way where every one of the students like to
be present inside the classroom.
IV. LETTING LEARNERS CREATE LESSON MATERIALS

Having a "hot" conversation on a topic that the learners want to talk about music, movies,
cute guys / gals, sports celebrities and etc, the teacher can make students get excited by the
answers from the students.
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V. JOIN THE CLUB

The next initiative that the language teacher can do in a campus is leading students to the
Conversation Club. Other "clubs" the teacher can initiate like Pronunciation Clubs, Reading
Clubs, Movie Clubs and Acting Clubs.
The teacher and the learner should extend their limit of imagination. The sky's limit or
maybe the Administration's sky is the limit. But no matter, just try something new for starters.
A pure lecture teaching method allows an instructor to present a large amount of
information in a clear, factual presentation. During a lecture, students remain quiet; taking
notes on the information the teacher presents and refrains from commenting on the
information. After a lecture, teachers can invite student questions to clear up any confusing
points for the students. This method is most effective when a teacher needs to relate factual, no
interpretive information to a group of students, such as in a math, history or science class.
VI. LECTURE AND DISCUSSION

Lecture and discussion presentations involve teachers presenting information to a class,
but periodically teacher can ask questions to the students or can invite students to comment
on the lesson. This method is more effective when a teacher is discussing a subject, which is
highly interpretive, such as a literature class where students need certain information from the
lecture to form an educated response.
VII. CLASS ROOM DISCUSSION

Class discussions are a guided learning activity where the instructor is a guide more than a
demonstrator, encouraging students to lead the class with questions and statements. This
involves the teacher leading the class discussion, contributing important information, asking
probing questions to the students and helping to keep the discussion moving forward. This
method is more effective when a teacher wants to encourage critical thinking in students, such
as a philosophical discussion.
VIII. GROUP PRESENTATIONS

Group presentations allow students to teach the class for a short period, after studying one
aspect of the course. Instructors can take on the role of the attentive student, demonstrating
how students can actively play a role in class discussions by asking informed questions during
class. This method is more effective in subjects that are easily divided into blocks of
information, such as a history, divided by eras; literature, divided by periods or critical
approaches; or sociology, divided by specific theories, class.
IX. HOW TO USE GAMES TO TEACH READING

Of all the skills students learn in school or college, reading is the most important. With good
reading skill, students can master nearly every subject in their curriculum. Although some
students learn to read very easily, some struggle with the basics. If the learner feels difficult in
learning to read, the teacher can help him by playing simple games to practice their reading
skills.
* Using Rhymes or poems to Teach Reading
* Teaching Reading with Interactive Rhyming
Paper and crayons, index cards, comic strips, scissors and instructions are needed for
teaching with poems or rhymes.
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X. GAMES FOR LEARNING SOUNDS

Teach the learners an alliteration game; make up sentences using words that all begin with
the same sound. True sentences should use the same consonant for all words, and false
sentences should include some words that begin with the same sound, but a different letter.
Create simple rhymes or poems to teach end sounds. Begin a rhyming phrase, but leave out the
final rhyming word. The learner should then supply a word that completes the rhyme.
Dictate a drawing (this games is good for two or more children.) The teachers should sit
where the students can hear, but the student should not see the drawing. Give specific
directions while the teacher draws a simple design and have the students can recreate it.
Compare drawings.
XI. GAMES FOR LEARNING WORDS

Go on a word hunt. Before taking the students to the grocery store, write the names of two
of their favorite treats on a sheet of paper. Make the students explore the store (with the
teachers supervision) looking for the words. Teach them the new words as much as possible.
The teacher can make a model home and the teacher can label items around the house, to
help the learner to learn the spelling of these words. Start by writing the names of objects in
the kitchen on index cards and tape them to the appropriate items. Make the learners read the
labels when the learners are helping the teacher in the kitchen, gradually add labels to more
items throughout the house.
This will motivate learners to get exposure to different creative ways of learning the
language, and it will be a highly effective means to develop second language competence.
Moreover, students can continue to develop language competence.
WORK CITED
[1] Sternberg, R.J. (1985). Beyond IQ: A Triarchic theory of human intelligence. New York:
Cambridge University Press.
[2] Gruber, H.E. (1986). The self- construction of the extra ordinary. In R.J.Sternberg&J.E.
Davidson (Eds.) Conceptions of giftness. New York: Cambridge University Press.
[3] Larsen freeman, D. (1986). Techniques and principles in language teaching. Oxford:
Oxford University Press.
[4] Krashen, S. (2002). The comprehension hypothesis and its rivals. Selected papers from the
Eleventh International Symposium on English Teaching/Fourth Pan Asian Conference. pp.
395- 404. Taipei: Crane Publishing Company.
[5] Ponniah, R. J. (2009). The robustness of free reading in second and foreign language
education. Language in India .(9)12, 2.
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FLIPPING THE CLASSROOM TO TEACH ENGLISH FOR ADVANCED

LEARNERS
Dr. S. Barathi
SRC, SASTRA University,Kumbakonam
Abstract--- Learningand teaching is a continuous process, where students are expected to be

in constant touch with their tutors. One of the possible methods to improve language proficiency
of the learners is by using various learner centered approaches and technologies that are
available handy for the purpose. Over the years, as teachers we have experienced the growth of
technology in the present day classrooms. Instead of taking notes, students now use their tablets
and smart phones to surf Internet, use social media like face book, twitter, etc., and message their
friends on their smart phones, tablets, and laptops. As todays students are technologically
advanced, it is crucial that teachers have access to the resources to keep pace with the growing
tech culture. Blending technology with teaching has an added advantage as it makes the task
relatively easier for the teachers and interesting for the learners. The present paper discusses the
advantages of Flip teaching and its outcomes. It also elaborates on how this method helps in
developing the linguistic ability of the learners.
Keywords--- Flipteaching, Learner centered, Technology, Practical approach, Collaborative
Projects, Active Learning
I. INTRODUCTION
N countries like India, where English is not the native language of the speakers, it becomes
I necessary to evolve some process by which language could be taught in an effective manner.
There are many learner centered approaches practiced in the classroom and flip teaching is
one of the approaches that can be used effectively to teach English in ESL as well as EFL
classrooms. When the method is used appropriately can produce wonderful effects even in a
large classroom. Especially it works well with classes of mixed ability and multicultural
background. The present paper discusses the possibilities of flipping the classroom for
enhancing the language proficiency of the learners at tertiary level.
Regardless of the university or course, teachers use a variety of teaching methods to
motivate and educate their students. Inside the classroom, students bring their background
knowledge of subjects, studying techniques and personal motivation for learning. Each of these
attributes influences the students performance academically to varying degrees. As a result,
educators face multiple obstacles to overcome prior education gaps, preferred learning styles,
and an unresponsive classroom environment by adjusting their teaching techniques.
Traditional teaching approaches use lecture as the primary vehicle of instruction. Depending
on the author, the definition of lecture varies from a formal or oral presentation of
instructional material provided by a subject matter expert. This method of instruction has
many positive and negative aspects. One drawback includes the lack of interaction between
instructor and student. As technology entered universities and schools more and more, the
Flipped Classroom Model has been growing in popularity amongst educational pioneers.
Technology and task-based learning are key components of the flipped classroom model.
Flipping the classroom has become something of a buzzword in the last several years, driven
in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle
of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, Flipping the
classroom means that students gain first exposure to new material outside of class, usually via
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reading or lecture videos, and then use class time to do the harder work of assimilating
through problem solving, debates and discussion.
II. WHAT IS THE 'FLIPPED CLASSROOM'?

The flipped classroom describes a reversal of traditional teaching where students gain first
hand exposure to new material outside the classroom, usually via reading or lecture videos,
and then class time is used to do the harder task of assimilating that knowledge through
strategies such as problem-solving methods, discussion or debates. (Vanderbilt University,
Center for Teaching).
The term Flipped Classroom was popularised by teachers like Bergmann and Samms at
Woodland Park High School, Colorado, in 2007 where they adopted a strategy to reverse the
timing of homework and lectures. Video lectures were provided for students before class and
then exercises (homework) was done in class under supervision.
III. WHY TO FLIP THE CLASSROOM?

Lecture model of teaching often does not lead to achievement of desired learning outcomes.
Learner-centered strategy like flipped classroom using e-learning methods has evolved as
extremely useful alternate learning model in the digital era. Flipped classroom is a pedagogical
model evolving through widespread adoption of the World Wide Web. Here, the standard
lecture and homework elements are reversed. The instructional content is delivered
electronically to students at home, using short instructional videos, online activities,
collaborative projects and video lectures. The time in class is now focused on problem solving,
concept development through discussions, teacher interaction and peer collaboration to help
students develop higher order learning objectives. Instructional videos and lecture materials
are created by teachers and posted to secure internet websites. In flipped instruction model
selected materials which are available online can also be integrated into the course curriculum
Influential educator and philosopher Dewey (1915) continually argued that education and
learning are necessarily social and interactive processes as did Chickering and Gamson that
Learning is not a spectator sport (1987). The recurring theme is active learning a term
coined by Bonwell and Eison that, simply put, engages students in two aspects - doing things
and thinking about the things they are doing (1991). There is no set formula for the flipped
classroom. Each implementation will differ because of wide variables such as class size,
discipline, teaching style, technology and resources. A common theme is that there is a greater
focus on students concept exploration, meaning making and demonstration with more
opportunities for discussion, formative assessment and feedback.
IV. IMPLICATIONS OF FLIP TEACHING

Flip teaching model of instruction caters to the individual differences amongst learners.
Slow learners can work through learning materials repeatedly until the content is understood,
while gifted learners can have access to more challenging content to meet their interests and
sharpen their intellectual skills. To effectively implement an e-learning model with flipped
classroom strategies it becomes imperative for the teachers of Engineering and Science
education to develop and practice the skills necessary for utilizing technology appropriately.
The proposed course introduces the participants to proven pedagogical methods, research-
based principles of e-learning through guided classroom and
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V. ADVANTAGES OF THIS METHOD, A BRIEF SURVEY:

Students can consume lecture materials at their own pace.
Under traditional lectures, students are bound to the pace that the instructor sets for the
course. If a student has difficulty understanding a concept during a lecture, he or she is forced
to slow down the rest of the class by interrupting and asking for additional clarification or
do his or her best to keep up and ask for guidance at the end of class. In contrast, in flipped
classrooms, students can review and replay any parts of the lecture that theyre having trouble
with as many times as they need. If students continue to have issues, they are able come to
class prepared to ask specific questions about the concepts that give them pause.
The teacher is present while students apply new knowledge. In the traditional
classroom, students show what theyve learned in class through homework. This order
of events is suboptimal because at home, students typically do not have resources to
turn to should they have questions. Consequently, a student must wait until the next
class session or wait until the professors office hours to receive help or turn in
incorrect homework. Bringing homework into class time gives teachers insight into
which concepts, if any, that their students are struggling with and helps them adjust
the class accordingly.
Results from flipped classrooms show promise. There is growing evidence that the
flipped classroom model can improve student achievement in nearly any subject.
According to the Flipped Learning Network, 71% of teachers who flipped their
classes noticed improved grades, and 80% reported improved student attitudes as a
result. Whats more, 99% of teachers who flipped their classes reported that they
would flip their classes again the following year.
VI. TECHNOLOGY
Some educators argue that the flipped classroom is a technique that can be conducted
without digital technologies (Mazur ;Lage and Platt, 2000). However, the affordance of
technologies can help to:
Capture content for students to access at their own convenience and to suit their
pace of learning (e.g. lecture material, readings, interactive multimedia),
Curate content for students to gather their own resources.
Present learning materials in a variety of formats to suit different learner styles and
multimodal learning (e.g. text, videos, audio, multimedia),
Provide opportunities for discourse and interaction in and out of class (e.g. polling
tools, discussion tools, content creation tools),
Convey timely information, updates and reminders for students (e.g micro-blogging,
announcement tools),
Provide immediate and anonymous feedback for teachers and students (e.g.
quizzes, polls) to signal revision points,
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Capture data about students to analyse their progress and identify at risk students
(e.g. analytics)
VII. A PRACTICAL APPROACH:

Flip teaching is a practical approach that enables the advanced learners to scaleup in their
studies. Below are some resources that teachers may find useful when attempting to
implement technology into their classrooms, separated by 5 common areas that are
increasingly important for teachers, and for an effective learning environmentOrganization,
Project Based Learning, Class Management, Presentations, and Assessment.
VIII. UNDERSTANDING THE FLIPPED CLASSROOM MODEL OF INSTRUCTION:

Principles of e-learning and their application to flipping instruction.
Use of new interactive and collaborative tools to enhance student learning.
Designing and developing e-learning materials through hands-on activities, individual
and collaborative projects and field testing for their own courses.
IX. CONCLUSION AND SCOPE FOR FURTHER RESEARCH:

Flip teaching shows the best possible way to enhanced the language of the learners and it
can be implemented in any type of class room .But the present paper has dealt with advanced
learners and it can be applied to primary or secondary level language learners. This research
has implications for instructional delivery in 21st century classrooms. This study illustrates
that technology can provide a self-paced instructional setting that can effectively support
mastery learning for students. In a traditional lecture, students often try to capture what is
being said at the instant the speaker says it. They cannot stop to reflect upon what is being
said, and they may miss significant points because they are trying to transcribe the instructors
words. By contrast, the use of video and other prerecorded media puts lectures under the
control of the students: they can watch, rewind, and fast-forward as needed.
The flipped classroom constitutes a role change for instructors, who give up their front-of-
the-class position in favor of a more collaborative and cooperative contribution to the teaching
process. The flipped model puts more of the responsibility for learning on the shoulders of
students. Activities can be student-led, and communication among students can become the
determining dynamic of a session devoted to learning through hands-on work. Keywords :
Flipped classroom, technology, task-based learning, student-led, hands-on work. Regardless of
the university or course, teachers use a variet
REFERENCES
[1] Cynthia J. Brame, CFT Assistant Director. Flipping the Classroom. Web. 16 June 2016
[2] <http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/>. Web.16
June 2016
[3] Fausto Puppo. Flipping your EFL Classroom? Go ahead, 2014. Web. 16 June 2016.
[4] Hallberg, Sara . An Alternate Approach in the Application of the Thayer Concept of
Teaching. 2010. Web. 17 June 2016.
[5] Sullivan, R. L., & McIntosh, N. Delivering Effective Lecture. Paper #5. Baltimore: JHPIEGO
Corporation. U.S. Agency for International Development, 1996. Print.
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MULTI-CANONS AND THE DEVELOPMENT OF ENGLISH LANGUAGE
DR. A. K. PALIWAL and KALPNA PALIWAL
Govt. Hamidia Pg College, Bhopal
ABSTRACT--- The development of English as a global of medium has given rise and
recognition to various Englishes and this also involves a vital multicultural issues. The present
paper envisages to throw light on Multi Canons and the Development of English language today.
It emphasizes the need of understanding multicultural issues and norms and traits of various
cultures in the process of learning and teaching of English language all over the world. The
process of learning and teaching of English language is boosted further if we understand the
cultural traits of a language in the light of the cultural traits of the target language. Culture is
really an integral part of language learning and teaching. Part of learning and teaching is
learning and teaching cultural norms in the language. In the early stages of language learning,
students should be encouraged to use the language just to establish the fact that they can use it.
Too much emphasis on so called appropriateness may result in an overwhelmingly chaotic
situation for beginners or slow learners.
Keywords--- Discourse, cross-cultural, Judeo-Christian, multi-canons, pluralism,
acculturation, cohesion, boosted, cultural traits, target language, appropriateness, slow learners.
I. INTRODUCTION
When we call English a global medium, it simply means that those who use English across
cultures have a shared code of communication. And the result of this shared competence is
that, in spite of various types of crucial differences, we believe we communicate with each
other. We have one language but many voices (Kachru, 1994, 1)
It is this cross cultural function in education, in business, in tourism, in discourse and in
personal social interaction that has given English an unprecedented status as a global and
cross-cultural code of communication.
The development and recognition of world English means English is a pluralistic language.
The opening up of the language and the multiculturalism expressed in the language implies
that the paradigms of teaching need not be based on monolingual and mono-cultural canon of
the Judeo-Christian English language but on multi canons. All speakers should adept
themselves to the present day international contexts.
If we look at the global English use, norms of language interaction and literary creativity
across societies- European, Asian, African- it is evident that majority of the worlds population
is either diglossic or bilingual or even multi lingual. The diglossic users of a language choose
between a formal and colloquial variety of language as do, for example, Arabic and South Asian
speakers. In West Africa, East- Africa, South East Asia, and South Asia, bilingualism or tri-
lingualism is a part of daily interaction. It is in such culturally and linguistically pluralistic
contexts that African English, south and South Asian Englishes have developed and grown.
These Englishes are loaded with various cultures and heritages, which shape a variety of
cultural identities- Nigerian, Indian, Singaporean, Papua New-Guinean- that are distinct from
the Judeo-Christian identity of the language.
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II. TYPICAL INDIAN-CULTURE-RELATED ENGLISH USES

The globalization of English has led to the recognition of world Englishes and this has led us
to multi-canons. Multi-canons and diversified uses of English language have created different
scenario today which have challenged the age old Judeo-Christian identity of the language. This
situation has prompted us to reconsider and re-examine English uses in India and elsewhere.
What used to be considered as mistakes in Indian-culture-related English uses does not hold
line any more. It is only partially true that English is learnt as a vehicle to what has been
labeled the Judeo-Christian tradition. With ethic and linguistic pluralism as in many countries
of Africa and Asia, English is learnt and used to impart native cultural values and historical
tradition. Today, in the Indian context, the role English plays are primarily integrative in true
national sense. Indian students of English will learn English not only to interact with the
speakers of English from Canada or United States, but also to interact with other Asian
speakers of English like Chinese, Japanese, and Vietnamese. Today, Indian learners of English
need not to achieve or even target to achieve native like characters. The following are some
typical Indian culture related uses of English, which come into different groups:
III. SOCIO-LINGUISTICALLY CHARACTERISTIC USES

The uses in this category have to do with ways of greeting, addressing people and leave-
taking. Some people for example call the family names of foreigners rather than the full names.
And when it is time for them to leave, the use of- where are you going? or Are you going
to? as a way of pointing is very common among the student learners. They also very often
use Respected Sir/ Respected Madam under the influence of their native culture and
traditions.
IV. CULTURALLY CHARACTERISTIC USES

Frequently mentioned is the use of self-deprecation in expressing modesty. When
complimented, many of the Indian learners respond with humility and modesty and try to
deny the compliment because that is how they would respond according to their own cultural-
social values. Indian English users are very humble and modest in this regard as compared to
the users of European countries.
V. DIFFERENT VALUE SYSTEMS

The concept of privacy in Judeo-Christian tradition is very hard for some Indian students to
grasp or even to accept because what is regarded as private in some places is often not
thought as such in India. Questions about a person's age, marriage, salary or the price of an
item are perfectly acceptable in Indian culture and social traditions. Indians are always
prompted to enquire about the lives of other people to show their care, intimacy and
friendship while this is not the case with western cultures.
VI. STEREO-TYPED WORLD VIEW OR OVER GENERALIZATION

It often influences students understanding of both the East and West and the West in
general. Some of our students have stereo-typed misconceptions about other societies, for
example, believing that all the people in the world are rich and affluent, formal and
materialistic. This may be due to their limited knowledge of history and cultures of the West or
widespread popular media resources.
For some students, their English may become more so-called native like as they progress
in English learning; for some others, this may not happen. An analysis of Indian students
culture related uses here is intended that speakers of Englishes, both from native speaking
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countries and non-native speaking countries, will have a better understanding for various
international countries. Acculturation should take place in the international context.
However, acculturation is not achieved in a few days. It requires work as well as effort and
time. It may do good to monolinguals to learn something about other cultures and languages.
But bilingualism helps to foster both cognitive and verbal versatility and flexibility. Here, we
must agree with the views of Hughes, who says that in a society as in farming, mono culture
works poorly. It exhausts the soil. The social richness of America, so striking to the foreigners,
comes from the diversity of its tribes, Its capacity for cohesion, for some spirit of common
agreement on what is to be done, comes from the willingness of these tribes not to elevate
their cultural differences into impassable barriers and ramparts. This view is more applicable
in the Indian context as we all inherit a very rich, diverse and age old cultural and religious
practices. Herein lies one of the most appealing defenses of multi-culturalism that we have
today. Besides, speakers of various Englishes, today, need to develop awareness of
sociolinguistic relativity and tolerance of what may possibly be conceived as different
pronunciation or some variation in rules of speaking if that does happen.
To help students' acculturation, teachers must let students know that, between cultures,
there are superficial cultural traits as well as subtle cultural traits that may contrast markedly
with those of ones own culture and are interpreted as unbelievable and irrational. They must
be aware of how another culture feels from the stand point of the insider. Our students must
realize that culture is really an integral part of language teaching and learning. Part of teaching
and learning is teaching and learning cultural norms of a language. A language can never be
learnt without understanding the cultural part and norms of the target language. Therefore, it
is the teachers responsibility to help the students understand the target cultures and thus help
them acculturise in various Englishes. The process of teaching and learning of the language is
boosted as the learner acculturise himself with the cultural traits and norms of the target
language.
REFERENCES
[1] Kachru, B. B. 1994. The Speaking Tree: A Medium of Plural Canons, In Ticckoo. M. Ed.
1995, Language and Culture in Multilingual Societies. SEAMEO RELC.
[2] Gates, H. L. 1993. The Wearing of America, The New Yorker. April 15, 112-17.
[3] Safnil. 1996. How to Integrate Cultural Aspects into English Classrooms, Guidelines, 18.2,
73-77.
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SILENCE OF MADNESS IN POST-MODERN ERA OF EUROPEAN

CIVILIZATION WITH REFERENCE TO MICHEL FOUCAULTS MADNESS AND
CIVILIZATON
K. SAMAIKYA
KONERU LAKSHMAIAH UNIVERSITY,VIJAYAWADA, AP
ABSTRACT
According to Kim Harrison in, Every Which Way But Dead (2005)
The mad have a grace all their own.
My paper deals with the violent actions being practiced on mad people in the name of cure.
The age of madness doesnt have any particular age but it was rated its arrival into human
society at the end of middle ages, where western society was at its peak of fashion. Leprosy a
disease was replaced by madness according to world. They saw it a threat to the existence of
human life. They failed to understand the deep and complex role it started to play in deciding
mans nature the real nature through it.
Madness and Civilization has given a deep thought to its emergence from its crushing. As
hospitals were built to cure diseases same way confinements were set up for mad (gifted people),
instead those hospitals were rearranged as asylums. Michael Foucault was and is an unbeatable
philosopher when it comes to exploring mans real mind in its coercion to human society.
KEYWORDS: Madness, leprosy, confinements, coercion
AUL-MICHEL FOUCAULT was a French philosopher, historian of ideas, social theorist,

P philologist and literary critic. His theories addressed the relationship between power and
knowledge, and how they are used as a form of social control through societal institutions.
Though often cited as a post-structuralist and post-modernist, but Foucault rejected these
labels, preferring to present his thought as a critical history of modernity. His thought has been
highly influential both for academic and for activist groups, such as within post-anarchism.
Michel Foucault was more specifically a historian of systems of thought, a self-made title
created when he was promoted to a new professorship at the prestigious college De France in
1970. Foucault is generally accepted as having been the most influential social theorist of the
second half of the twentieth century.
In 1959 Foucault received his doctorate Detat under the supervision of Georges
Canguilhem, the famous French philosopher. The paper he presented was published two years
later with the name Folieetderaison: Histoire de la folie a lageclassique (Madness and
Unreason: History of Madness in the Classical Age, 1961). In this text, Foucault abolished the
possibility of separating madness and reason into universally objective categories. He did so by
studying how the division has been historically established, how the distinctions we make
between madness and sanity are a result of the invention of madness in the Age of Reason.
Foucaults first hand information on madness is from his real experience working in a
hospital but what can be better for a person like Foucault to see the madness through own
eyes than believing what our ancients have said and their so called scripts have told the
world to believe. His each and every chapter from Stuliferanavis (ship of fools) to birth of
asylum he had given an output of madness and its stages of violence. At first mad people were
expelled from society to city outskirts, then the ship of fools an imaginary (travelogue where
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mad were taken away but never returned either dead or alive), the great confinement where
power was exercised in name of treatment to get them rid of their so called physical
disability. The failure of western society lies in misleading the world and misreading the
context and its consequences.
Salvador Dali (a prominent Spanish surrealist painter) stated that, There is only one
difference between a madman and me. The madman thinks he is sane. I know I am mad
Madness is not violent but it brought a silent revolution in Western society with its
unimaginable power of restricting and dictating mans action. Madness is not a curse but
instead its a boon where they are hidden from the inhuman and corrupted society for whom
man doesnt matter but only the status. They in their stature of mind had even eliminated their
family members for the sake of fake society which doesnt showed not even inch of difference
between animals and mad people. They have compromised mans life for society. Madness has
been part of our life even from the ancient times; so many measures (inhuman) were taken to
curb it till roots. But they have failed to see its emergence which is instead imbibed into them
itself. They are the one who poured water to it in every stage and made it a tree whose roots
are as strong as Americas domination over the world.
The philosophy Foucault has tried to exhibit was madness being and understood as a
disease, is not a disease but an ideology to view world in different perspective. How Foucault
gave new meaning to madness and its crushing under the feet of aristocratic society in the
name of cleaning of the humanity with inhuman hands of dirt. Foucaults attempt to unravel
the puzzle of finding humanity in mad people became successful with his continuous and
adventurous task of going against the traditional ideology in bringing up the life of mad people
into living.
Madness has been treated over many years but a fruitful result is not found yet, because its
not a physical disorder its a psychological ability to be different. Being different was not
accepted then now and will never get accepted in future times also. The reason behind it they
are trying to treat it what they are seeing others but they are not identifying what is in them.
Whether its Shakespeares mad characters like Ophelia or King Lear or any other renounced
characters who tried to expose the then society have got nothing but criticism. Because they
are afraid of mad people who will open up their dark secrets. Why those characters were put
up is to bring realistic approach to the story but in reality they are the one who will bring out
the truth.
What a Foucault reader has to understand is to view the concepts of his in a visionary mode
which nobody has done till now. What is undone till now will create difference in the ideology
of the society which is done proudly by Michel Foucault in all his works. He has succeeded in
catching the thin air of philosophy which would change the outlook of its emergence.
Philosophy or psychology is not only about studying and learning but about the attempt we do
to put it into practice. When it comes to creating difference among 100 great philosophers in
his sect of viewing life and its condition I think he will stand 1st. What Foucault tried to express
have changed many peoples perspective of imagining power. A man who cannot imagine is a
man who cannot live his own life. Foucault thought madness is an art which can put society
into trouble with its unanswerable questions, this is why madness has its limit of interfering
into the work of societal life in which it has less honor.
According to Jack Kerouac, in On The Road (2010) The only people for me are the mad ones,
the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same
time, the ones who never yawn or say a commonplace thing, but burn, burn, burn like fabulous
yellow roman candles exploding like spiders across the stars.
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Another author who tried to disable the theme of madness is Goya in his MAD HOUSE
where he showed how mad were kept in darkness from society but not in prison. Madness has
become the possibility of abolishing man and the world; these both writers have their deep
influence from Nietzsche and Artaud. We can trace unreason through Marques De Sade in his
novels from Justine to Juliette where he attempts to rediscover the nature of life which is
dominated by man. Through Goya and Sade world had viewed the unreason in violence and
tragic experience. The work of art, which has become decisive after Goya and Sade, is united on
a profound level in classical experience. Its often hard to difference between hallucination and
inspiration. The madness of a writer is a chance to see the truth of the artwork reborn. Where
there is no work of art there is no madness. The moment where art and madness come
together is the beginning of the time when the world finds itself held accountable by the work
of art and responsible before it.
There is a new triumph of madness where it started to measure itself with psychology
which until now measured itself with works of Nietzsche, Gogh and Artaud. But nothing
assures the world that it is justified by madness, not even psychology.
At the end, but not real end because there is no end to such a topic of clash between
madness and its adoptability, madness cannot be eliminated completely because it is rooted in
our life. But its sympathetic to watch how it was tried to wash away in an violent manner, but
it still remained silent under the heavy hand of aristocracy in the fake name of purity.
In The Hound of the DUrbervilles Kim Newman,ProfessorMoriart said, Mad; sounds
dashing, daring and admirable when you hold the tattered flag in the midst of battle and expired
natives lie all over the carpet with holes in them that you put there. Mad is less impressive written
on a form by a commissioner of lunacy as youre turned over to the hospitallers of St .Mary of
Bedlam to be dunked in ice water because your latest scrape was running starkers down Oxford
Street while gibbering like a baboon.
BIBLIOGRAPHY
PRIMARY SOURCES
[1] Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason.
Trns. Richard Howard. Vintage Books Edition: New York, 1988. Print.
[2] ---History of Madness. Khalfa J, editor, translator & Murphy J, translator. New York:
Routledge, 2006. Print.
SECONDARY SOURCES
[1] Bess, Michael. Michel Foucault. Power, Moral Values, and the Intellectual An History of
the Present 4 Spring 1988, p. 1.Print.
[2] Blamires, Harry, MacMillan History Of literature: A history of Literary Criticism. Macmillan,
1991. Print.
[3] Daldal, Asli. Power and ideology in Michel Foucault and Antonio Gramsci: A comparative
Analysis. Review of History and political sciences, vol.2, No.2, pp. 149-167 American
research Institute for policy Development, June 2014. Print.
[4] Harrison , Kim. Every Which Way But Dead .Harper Torch, 2005. Print.
[5] Jack Kerouac, On the Road, Viking Press, 1957. Print.
[6] Newman, Kim Professor Moriart: The Hound of the D'Urbervilles. Titan, 2011. Print
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ENHANCING CONVERSATIONAL SKILLS USING THE LEXICAL APPROACH:

AN EXPLORATORY STUDY AT THE TERTIARY LEVEL
Dr. Shoba. K. N
College of Engineering, Anna University, Chennai

Abstract--- Conversational Skills are vital in both personal and professional spheres for users
of English as a Second Language. In spite of learning the language for more than a decade, many
learners at the tertiary level find conversing both with peers and superiors a daunting task.
Language Teachers too, on their part devise ingenious strategies to check their efficacy in
teaching conversational skills. As conversational skills are foundational to activities like group
discussion, handling interviews and other employability aspects the acquisition and enhancement
of conversational skills becomes crucial. The present study explores the lexical approach proposed
by Michael Lewis (1993) to teach conversational skills to learners at the tertiary level. By
scaffolding learners with formulaic expressions that are prefabricated and available readymade,
the need to forge sentences from isolated words using complex grammatical rules can be obviated
and the aspects of accuracy and fluency are also taken care of. The present study attempts to
investigate using multiwords to teach conversational skills in general and small talk in particular.
Keywords--- Conversational Skills, Formulaic Expressions, Lexical Approach, Multiwords,
Small Talk
I. INTRODUCTION
HE foremost task confronting teachers of English language is making the learner acquire
T the four basic skills of listening, speaking, reading and writing with adequate knowledge of
grammar and vocabulary. Many practitioners present divided opinions when it comes to
teaching grammar and vocabulary and even consider one as the by product of another leading
to differences in their approaches of teaching language. In spite of several years of language-
learning, it is common to encounter learners who are frequently traumatised by a fear that
hinders their communication in English the fear of balancing fluency with accuracy. Both
these aspects being foundational in any given communicative context, the lack of it leads to
problems in communication sometimes leading to failure of communication. It is quite natural
that spontaneous and appropriate usage of the language irrespective of the form spoken or
written becomes indispensable for the learner.
By making learners aware of the phraseological aspect of the language and alerting them to
the presence of chunks or multiword items, teachers can actually create the space for
intentional learning though it can also be initiated as incidental learning. By analysing the
potential scope of this particular strategy, its teachability factor and the challenges posed in
the implementation of the approach and explore the practical implications of using multiword
lexis as an effective pedagogical strategy which can scaffold learners conversational skills.
Small Talk is today considered to be an overlooked skill but comes most handy during
social interactions. Students in their transitional period from campus to the corporate world
struggle with their conversational skills not knowing what would be appropriate and
otherwise. Some students come strong in academic discussions and presentations but fumble
when they have to speak with no particular subject at hand. Interactions with corporate
trainers have highlighted the advent of new skills like elevator pitch and a host of others which
confound and pose threat to learners stepping into the corporate arena. Every undergraduate
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course has a business communication or employability skills course where teachers face a
constant demand to update and revamp the content of their courses.
In most English-speaking countries, it is normal and necessary to make small talk in certain
situations. A casual form of conversation, it breaks the ice or fills an awkward silence between
people. Even though one may find it difficult using a second language, it is sometimes
considered rude to say nothing. Just as there are certain times when small talk is appropriate,
there are also certain topics that people often discuss during these moments. It is in this
context that the paper attempts to address the need to incorporate teaching small talk to
students using lexical phrases.
II. UNDERSTANDING MULTIWORD LEXIS

The term lexis is widely used by the advocates of the lexical approach. This approach
emerged as a consequence of the corpus-based language studies. It is based on the view that
language is primarily lexis and grammar is secondary to lexis. As Michael Lewis puts it
Language consists of grammaticalized lexis, and not lexicalized grammar. (Lewis, 1993: vi).
With the publication of the book The Lexical Approach: the State of ELT and a Way
Forward in 1993, by the British applied linguist Michael Lewis, this approach became popular.
The term lexis also gained currency since then. Lexis refers to the prefabricated chunks or
multi-worded items present in a language. It is a more comprehensive term than vocabulary.
While vocabulary refers to individual words in a language, lexis includes several types of
formulaic chunks as well as individual words. However, it has been difficult in categorising
multiwords in a definitive manner based on commonalities and so are its linguistic definitions.
Several authors quote Lewiss definition of lexis and provide a plethora of other definitions put
down by other researchers in the field and whenever a new study is conducted, it is
accompanied by a slight variation of the pre-existing definitions or a cumulative one. In simple
terms, multiwords are habitual recurrent word combinations of everyday language (Firth
1957). Alison Wrays popular definition of lexical chunks is as follows:
A sequence, continuous or discontinuous, of words or other meaning elements, which is, or
appears to be, prefabricated: that is, stored and retrieved whole from memory at the time of
use, rather than being subject to generation or analysis by the language grammar. (Wray
2000:465)
One can also apply the test of replacement to identify if a particular construction of
language is a multiword or not. Apart from standard idiomatic expressions, the replacement
test facilitates in the easiest way where a synonym can substitute one of the words to see if the
construction still means the same. For example, when we consider the compound full moon, it
would be inappropriate to say whole moon, entire moon, total moon or complete moon.
Similarly, substitutions or replacements cannot be made for full circle or whole wheat bread.
The altered construction would still be comprehended by learners of English but would be
considered grammatically or lexically wrong and therefore cannot be used. Thus multiwords
can also be used as performance indicators in ones usage of the language especially among
non-native users of English and are used in many standardised language tests to grade a
learner. Even though a non-native learner is able to master a good range of lexical and
syntactical rules, it is still difficult for most learners to use it fluently in their daily discourse.
Researchers in theoretical and computational linguistics, who have studied the occurrences
of multiwords in a much systematic manner have highlighted that a native users lexicon
contains the same amount of multiwords and isolated words facilitating their usage (Ramisch
19). An integral part of studies focussing on Natural Language Processing, multiwords are
analysed morphologically and syntactically using computer aided techniques by
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lexicographers and computational linguists. However, this paper aims to shed light on the
pedagogical benefits of multiword lexis in the English classroom.
III. SMALL TALK - PERCEPTIONS

Susan RoAne in her popular book What Do I Say Next?points out that small talk is the
biggest talk we do. By establishing good relationships it also paves way for bigger
conversations. Small talk refers to communication that primarily serves the purpose of social
interaction. It consists of short exchanges that usually begin with a greeting, move to back and
forth exchanges on non-controversial topics such as the weekend, the weather, work, school,
etc., and then often conclude with a fixed expression such as See you later. Such interactions
are at times almost formulaic and often do not result in a real conversation. They serve to
create a positive atmosphere and to create a comfort zone between people who might be total
strangers. While seemingly a trivial aspect of speaking, small talk plays a very important role in
social interaction.
IV. TEACHING SMALL TALK

Jack C Richards is an applied linguist, writer, and teacher trainer discusses the strategies to
teach small talk to students using multiwords.
Skills involved in mastering small talk include:
Acquiring fixed expressions and routines used in small talk
Using formal or casual speech depending on the situation
Developing fluency is making small talk around predictable topics
Using opening and closing strategies
Using back-channeling
Back-channeling involves the use of expressions like Really?,Mmm, Is that right?, Yeah, etc.,
and very commonly short rhetorical questions such as Do you? Are you? Did you? The use of
expressions that show exaggeration such as Way out, Awesome, Fantastic is usually a sign that
the two participants are friends, as in the following example:
A. Look at what my dad gave me for my birthday.
B. Fantastic.
A. He got it in Delhi.
B. Awesome!
Echo responses are another type of back-channelling and involve echoing something the
speaker said. For example:
A. So where are you from?
B. Chennai.
A. Chennai. Thats interesting.
V. LEXICAL CHUNKS IN SMALL TALK

There are a few topics that are often used in small talk both in personal and professional
spheres. For example, weather is one of the most accessible topics when it comes to breaking
an awkward silence or beginning a conversation even with an acquaintance or a complete
stranger. When one plans to talk about the weather, the following lexical chunks could be used:
Pleasant day, isnt it?
It looks like its going to rain.
Too hot a day, what do you think?
Its getting hotter by the week.
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If current affairs or topics in news are chosen to be brought into discussion, then beginning
such ideas can be done using the following lexical phrases.
Did you catch the news today?
Can you believe we really won (the game/match)?
is all over the news today!
You never know these days
At an event like a social gathering or an informal meeting, chances are that the participants
would have to interact with people they either know little or nothing about. To start
conversations smoothly, chunks like the following can be used:
How do you know him/her?
Have you tried the (food item) ?
Are you enjoying yourself?
Isnt it too noisy here?
There are several occasions that one can meet his mentor or employer in the most ordinary
locations like in the elevator, climbing stairs, cafeteria and the like. On such occasions, one
should learn to exploit the potential of the accidental encounter. Some diffident students or
employees can even be misunderstood as rude if they fail to speak and acknowledge their
presence. It becomes important that to strike a pleasant conversation can make such
encounters useful for future interactions.
VI. CONCLUSION
The present study has explored and presented a few possible strategies to teach
conversational skills especially small talk, an increasingly important element in corporate
environments which learners at the tertiary level will soon be interacting with. By raising the
awareness of lexical chunks and providing enough practice depending on the needs of a
particular classroom, such prefabricated expressions can be made part of the mental lexicon of
the learners. Constraints involving curricular aspects, measurable outcomes, assessment
strategies and others can be certain limitations of this model, however, it is generally agreed
upon that any educational intervention can be beneficial to the learners.
REFERENCES
[1] Jiang Sulang. Lexical Chunks as Scaffolding in College English Teaching, Overseas English,
2012 (15) 22-23.
[2] A.Wray. Formulaic Language and the Lexicon, Cambridge, Cambridge University Press,
2002.
[3] A.Pawley and F.H.Syder. Two Puzzles for Linguistic and native-like influence, In J.Richards,
R.Schmidt (eds.), Language and Communication, London, Longman, 1983, pp. 191-226.
[4] S.P.Krashen. Second Language Acquisition and Second Language Learning, Oxford,
Pergamon, 1981.
[5] P. J. Cooper. Speech Communication for the Classroom Teacher, Scottsdale, Arizona,
CorsuchScarisbrick Publishers, 1988.
[6] M. Lewis. The Lexical Approach, Hove, England, Language Teaching Publications, 1993.
[7] M. Lewis. Implementing the Lexical Approach: Putting Theory into Practice, Hove, England,
Learning, Language Teaching Publications, 1997.
[8] RoAne, Susan. What do I say next? Talking your way to Business and Social Success, New
York, Warner Books, 2002.
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DIFFICULTIES IN TEACHING AND LEARNING SELECTED SCENES FROM

SHAKESPEARE- WITH SPECIAL REFERENCE TO NON-LITERATURE
STUDENTS
S.ArockiaShilfa
SRC, SASTRA University, Kumbakonam

Abstract--- This paper throws light on the difficulties encountered by the teachers and the
learners in the process of teaching and learning the selected scenes from Shakespeare. William
Shakespeare is considered as an important landmark in English Literature and Language. So it is
vital even for the Non-Literature students to experience and enjoy his plays. But teaching and
learning selected scenes from Shakespearean plays is not an easy task, as it has several
difficulties. This paper categorizes these difficulties into three. (i.e) 1.Difficulties in teaching and
understanding the play as a whole. 2. Difficulties in teaching and learning Shakespeares
language. 3. Difficulties in teaching and understanding the literary elements in a text. Based on
the survey, which analyses the responses of the teachers and the learners, the paper suggests
various possible solutions to overcome these problems and make teaching and learning of
selected scenes from Shakespeare easy and interesting. Questionnaires were given to the students
to find out the progress after implementing the suggested solutions.
Keywords--- Shakespeare, selected scenes, difficulties, language, emotion, Non-Literature,
solutions.
He was not of an age, but for all time!

-Ben Jonson.
I. INTRODUCTION
ILLIAM SHAKESPEARE is considered as one of the greatest writers in the history of
W English Literature and Language. Shakespeare is an outstanding genius in the
development of English drama. Shakespearean plays have won its significance over decades of
time and are being used even in the contemporary world. Shakespeares stories, themes,
characters are relevant even in the present era. Shakespeares characters and their dialogues
express emotion across the centuries. Studying Shakespeare helps in acquiring all kinds of
knowledge. But it is not easy for most of the teachers and the learners to teach and learn the
selected scenes from Shakespeares plays respectively. Students and teachers are likely to face
more difficulties in teaching and learning the selected scenes. So, this paper is written based on
the teachers and students experience in teaching and learning A Choice Of Scenes From
Shakespeare.
A Choice Of Scenes From Shakespeare is a collection of selected scenes from
Shakespeares plays edited by Prof.A.Sankaranarayanan. This is a prescribed text for the
general English students (who are Non-Literature learners) in SRC,SASTRA University,
Kumbakonam. Primary aim of this course is to develop the language skills of learners through
drama. This text is compiled with the selected scenes from the following plays: 1.King John,
2.Merchant Of Venice, 3.Julius Ceasar, 4.As You Like It, 5.Hamlet, 6.Othello, 7.King Lear, 8.Macbeth
and 9.Cymbeline. This study is confined to this book.
This paper also focuses on providing the possible solutions to overcome the difficulties
encountered.
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II. DIFFICULTIES ENCOUNTERED

The difficulties which are encountered is broadly categorized as follows.
1. Difficulties in teaching and understanding the play as a whole.
2. Difficulties in teaching and learning Shakespeares language.
3. Difficulties in teaching and understanding the literary elements in a text.
III. DIFFICULTIES IN TEACHING AND UNDERSTANDING THE PLAY AS A

WHOLE
Being introduced only to the selected scenes, the learners are exposed to various plays
(Nine plays as in A Choice Of Scenes From Shakespeare)within a short span of time. But it is
highly challenging for the teachers to make the learners feel the completeness of the story, as
they are teaching only the selected scenes. It is vital to understand the play as a whole, because
basic understanding of any play is necessary for inviting better interpretations of the play.
For Example:
Act-IV, Scene-VI of King Lear, describes Lear as an Epiphanic character. In this scene he
realizes the real nature of his first two daughters Goneril and Regan. When learners are
exposed to this scene, it will be tough for the teachers to make the learners understand the
essence and impact of Lears realization among the learners. Because, in order to understand
the importance of this particular scene the learners should also be exposed to Act-II, Scene-IV
of this play, which highlights Goneril and Regans baseness, their maltreatment of King Lear.
This seems to be a Cause and Effect concept. To understand and interpret the effect, the
cause should be known. Lear goes mad because of his daughters maltreatment towards him.
Here, Lear getting mad as found in Act-IV, Scene-VI is the effect and his daughters materialistic
nature (i.e) maltreating even their own father after receiving his properties as found in Act-II ,
Scene-IV is the cause.
So, the teachers and the learners should not stop with the given scene. Instead, they should
put some efforts to understand and interpret the selected scene better by enriching their
knowledge about the play and the playwright. It is much more important to concentrate on
teaching and learning the entire play with a special focus on the extracted scene (i.e) the
selected scenes. Mere narration of overall summary of the play or scanning the outline of the
play would not help in an enhanced understanding of the selected scene. Thus, making the
learners to feel the completeness of the story is very important and it is a challenging task for
both the teachers and learners, as they are concentrating only on the selected scenes.
IV. DIFFICULTIES IN TEACHING AND LEARNING THE SHAKESPEARES

LANGUAGE
Language is an important tool of communication. Especially in dramas language plays a
vital role. It is the playwrights choice of words that express emotion and feeling of the
characters. Playwrights convey their ideas through the characters they sketch. And the impacts
of such characters are perceived through the writers language.
According to Sassurean concept humans play with language. In the same way Shakespeare
has played with English language in all his plays. As he belongs to Elizabethan age, he used old
English in his writings. Most of those words are archaic. This makes teaching Shakespeares
language (archaic words) to Non-Literature students a hard experience.
When it comes to Literature (English Literature) students, it is quite easy for the teachers to
teach and also for the learners to understand Shakespeares language as they are introduced to
the history of English language. So, the teachers have to concentrate more in making
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Shakespeares language comprehensive to the Non-Literature students. Some of the difficulties

in teaching and understanding Shakespeares language are as follows.
In Act-IV, Scene-I of Macbeth, Shakespeare uses some archaic words like thee (you),
thou art (you are), yesty (creative), farrow (litter), harpd (guessed), etc. When Non-Literature
learners are exposed to these words, teachers and students are significantly in need of glossary
or dictionary. This is likely to break the coherence of teachers presentation and also hinders
the learners involvement in the play.
English language has undergone a great evolution. Certain words are spelt and meant in a
different context than they are being used in the recent times. For instance, the word deer is
used to refer Animals in common, but in the present world it is used to refer only a particular
species of animals.
In Act-IV, Scene-I of King John, Shakespeare writes Rheum for Room and he also uses
words like angel, doubt, closely and matter which has completely different meanings as sapient
announcer, fear, secretly and tears respectively.
Learning and teaching of Shakespeare is considered incomplete without the understanding
and appreciating his tricky but flowery language. But it is a very challenging task for the
teachers and learners (especially for the Non-Literature students) to teach and understand
Shakespeares language respectively.
V. DIFFICULTIES IN TEACHING AND UNDERSTANDING THE LITERARY

ELEMENTS IN A TEXT
In the process of teaching and learning any drama, teachers and students have to
concentrate on the following literary elements in a text. They are: Theme, Characterization and
Literary devices.
I.THEME
Theme is the underlying message conveyed through a literary text. It is the main idea of
that text. One could find a variety of themes in Shakespeares plays. For Example: In Macbeth
Shakespeare highlights themes like Ambition and Temptation, Guilt and Remorse, Ghost and
Visions etc. Themes are recurrent throughout the play, so a better understanding can be
attained not only through the selected scenes but also by reading and interpreting the play as a
whole.
II.CHARACTERIZATION
Shakespeare is well known for his characterization. In most of his plays he characterizes
one character through another character. The characterization of Julius Caesar is conveyed
through Antonys oration which takes place in Act-III, Scene-II of Julius Caesar. This example
stands as an evidence for Shakespeares splendid characterization. The emotion and feeling of
the characters can be felt and given life only if the teachers and learners focus and analyze the
role of the characters from the beginning of the play to the end. But, when the focus is laid only
on a particular scene, it is complex to understand and interpret whether the characters are
Round or Flat.
III.LITERARY DEVICES
Shakespeare has laced his plays with many literary devices. These literary devices enrich
the elegance and standard of the language. He has used many literary terms like
Personification, Metaphor, Simile, Irony and etc.
For Example:
In Act-I, Scene-V of Hamlet, Shakespeare uses literary elements like Personification (I am
thy fathers spirit), Metaphor (Ay, that incestuous that adulterate beast), and Apostrophe (O
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most precious women!). Again, In Act-V, Scene-II of Cymbeline, he uses Irony (For friends kill
friends), Refrain (Stand, stand, and fight! Stand, stand, and fight!) and etc.
It is not an easy task for the Non-Literature students to identify and appreciate the usage of
these literary terms, as they are unfamiliar with them. It is the prime responsibility of the
teachers to take initiatives that would make the learners familiarize with a handful of literary
terms. This would help in strengthening the knowledge and also the language skills of the
learners. As, there are only a limited number of literary terms found in a particular scene
(selected scene), students exposure to various literary others terms are found to be restricted.
VI. SOLUTIONS
After every storm the sun will smile, for every problem there is a solution.
-William R. Alger.
The following solutions can be suggested and implemented to overcome the difficulties
encountered.
1. Enacting and Role Playing.
2. Using Audio-Visual aids.
3. Providing Worksheets.
1.ENACTING AND ROLE PLAYING
Enacting Shakespeare helps the learners to stimulate their self-confidence and also to gain
control over their emotion. Teachers can guide the learners to enact the outline of the play.
This engages them in getting involved in the play and also provides opportunity to
comprehend the other scenes of the play. Enacting will help the learners to feel and absorb the
emotion of each and every character present in a play. Role plays can be done by taking up the
role of any significant character and reciting their soliloquy with emotions. This pave way for
the learners to realize the true attributes of that particular character and also to incorporate
the writing techniques of the playwright. As a result, it will be easier for them to appreciate
Shakespeares language and the literary devices.
2.USAGE OF AUDIO-VISUAL AIDS
It is true that anything we see is intensely registered in our mind and cannot be made
unconcerned with ease. Teachers can make use of the technologies available to them. Smart
boards and LCD Projectors are excellent technologies which can be used for teaching
Shakespeares plays. Images of Shakespeares characters can be projected on the screen and
the students can be asked to identify those characters. This will help them to relate
Shakespeares portrayal of that character with the projected image. Projecting the movie
versions of selected scenes will deepen the learners acquired knowledge. Both the teachers
and learners can make use of the Power-Point presentation highlighting the Theme, Motif,
Literary devices etc.
3.PROVIDING WORKSHEETS
After familiarizing the learners with the outline of the story and teaching the selected
scenes, teachers can provide practical worksheets to test the learners level of understanding.
Worksheets can be framed with Quizzes, Annotations, Matching the dialogues with the
respective literary terms etc.
VII. OTHER SOLUTIONS

Debates can be organized. Here, students are asked to argue for and against on the given
topics. Activities like altering the end of the story, relating the story with real life will break the
monotony that exists in the classroom and makes the classroom atmosphere active.
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VIII. CONCLUSION
Shakespeare is to be enjoyed forever and by everyone. Its not only for the Literature
students, but also for the Non-Literature students to enjoy and appreciate his plays. Thus, this
study is an attempt on how to make teaching and learning of selected scenes from Shakespeare
to Non-Literature students in an interesting and innovative method.
REFERENCES
[1] Abrams, M. H., and Daniel Silas Norton. A Glossary of Literary Terms. . New York: Holt,
Rinehart and Winston, 1971. Print.
[2] Oxford Advance Learners Dictionary. Oxford: OUP, 1998. Print.
[3] Sankaranarayanana, S.A, ed. A Choice of Scenes from Shakespeare. 1st ed. Chennai:
Kaanthalakam, 2015. Print.
[4] Shakespeare, William, and David M. Bevington. The Complete Works of Shakespeare.
Glenview, IL: Scott, Foresman, 1980. Print.
[5] <https://www.cliffsnotes.com>. Web. 21 Jun 2016.
[6] </m.william-shakespeareinfo/>. Web. 21 Jun 2016.
[7] <https://kbagdanov.wordpress.com>. Web 21 Jun 2016
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WESTERN AND EASTERN THEORIES ON EPISTEMOLOGY: A COMPARATIVE

PERSPECTIVE
V. Shri Vaishali
SRC, SASTRA University,Kumbakonam
Abstract--- Epistemology, the art of imparting knowledge among people is found to be a

popular as well as an inevitable word among the teaching community. In other words, they are
termed as The Epistemologists. However, the discussion on epistemology and its theories are
found to be rare among the Indian Epistemologists or Indian teachers. Surprisingly, epistemology
is found to have a deeper background in India and its roots are watered by the hymns of Vedas
and other Indian philosophical schools. By now, it may be understood that this paper discusses
the theories on epistemology, especially focusing the scope of comparing the western schools of
epistemology with the Indian theory on epistemology :Pramana Sastra and other Indian schools
of philosophy:Vedanta, Charvaka, Sankara to name a few. In short, this paper aims to discuss how
the eastern Pramana Sastra is more comprehensive than the western epistemology that evolved
later.
Keywords-- Pramana Sastra, Nyaya Vaiseshika, Lokhayata, Charvaka, Vedanta, Pratyaksha.
I. INTRODUCTION
HILOSOPHY, the word meaning Love for wisdom as well know, is found to have many
P categories. A major category of philosophy is Epistemology, which discusses the nature of
knowledge, rationality of belief, and justification. Epistemology is found to be a topic that
invites discussions on various aspects, as the study is vast covering various possibilities of
acquiring knowledge. Though epistemology may be broadly discussed with the western
theories, Indian schools of philosophy are found to discuss on the topic in a more
comprehensive way. This paper discusses how the western theories on epistemology lend
itself to be compared with the eastern theories on epistemology: Prama Sastra, and other
schools of philosophy : Vedanta, Carvaka, Ajana to name a few.
II. EPISTEMOLOGY AND FORMS OF KNOWLEDGE

Epistemology is a word derived from the Greek word epistmwhich means Knowledge
and logos, as already known, is study. In short epistemology is the study of knowledge.
Epistemology, as already stated, studies the nature of knowledge, rationality of belief and its
verification as well. Epistemology focuses on propositional knowledge, in other words,
descriptive knowledge rather than the other forms of the same that include personal and
procedural knowledge. Propositional knowledge is the knowledge of facts which the
philosophers care the most about. This kind of knowledge discusses what the truth is or what
is believed. Hence epistemology serves to find answer to the question: What is to be added to
convert a belief or faith to knowledge?
III. THE INDIANPRAMA SASTRA

As stated in the introduction, epistemology is found to have its roots from Indian
philosophy. In this way, the western epistemology has striking commonalities with the Indian
Prama Sastra. In other wordsPrama Sastra is an Indian as well as an older version of
epistemology. Pramais a sanskrit word which means Proof or Knowledge. Prama Sastra
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can be found as a much debated field among Indian philosophy in the schools of Hinduism,
Jainism, and Budhism. This theory discusses how:
Knowledge is acquired.
One knows something.
One doesnt know the same.
The extent of the knowledge on something or someone can be acquired.
Prama Sastra identifies and verifies six Pramasi.e., source of knowledge. They are
Pratyaka(Perception), Anuma(Inference), Upama(Comparison), Arthpatti (Postulation),
Anupalabdi(Non Apprehension), abda(Verbal Testimony)which are to be discussed briefly in
the following sections. As already stated, this Prama Sastra is a much debatable topic among
Indian schools of philosophy and all the above six sources of knowledge are not commonly
accepted by all the schools. For instance, the Nyya school of Philosophy accepts only the first
four of the above as sources of knowledge.
IV. ACQUIRING KNOWLEDGE

In the west as well as in the east, epistemology discusses the various sources of knowledge.
Like the six sources of knowledge argued in Prama Sastra as above mentioned, in the west
we can find the different sources of knowledge: a priori and a posteriori knowledge, and other
philosophies like empiricism, rationalism to name a few. To compare the western and eastern
theories on epistemology, comparing the sources of knowledge is inevitable. The following
paragraphs attempt to compare the sources of knowledge.
V. KANTS CRITIQUE OF PURE REASON ANDPRATYAKA

Immanuel Kant, a German Philosopher, is considered as a central figure of modern
philosophy. In his book Critique of Pure Reason, Kant asserts that experience is gained in two
ways, named as a priori and a posteriori knowledge. One can find striking commonalities
between this two kinds of knowledge and Pratyakasconcept oflaukikaand alaukika.
A priori is a Latin word which means from the earlier, and the a here is not the article
a of English and it means the preposition: from of the English language. Therefore one can
understand that this kind of knowledge refers to the rationality of a human being i.e., the
knowledge acquired from the art of reasoning or intuition. In other words, it is non empirical
and is rational.
There is an Indian equivalent of Kants theory of perception, especially his A priori and
aposteriori knowledgein Pratyaka, a source of knowledge discussed in Prama Sastra.
Pratyakadiscusses a couple of ways in which knowledge is acquired : laukika and alaukika.
This laukika and alaukika is found to be similar to Kants a priori and a posteriori knowledge.
Similar to Kants a priori knowledge, alaukikaalso discusses the similar ideas. The word
alaukika, meaning extraordinary, argues that knowledge comes from thinking or reasoning,
i.e., knowledge, sometimes can be beyond what is sensorily perceived and is rational. To
understand a priori knowledge oralaukika, an example can be drawn from Linguistics. In
linguistics, the language of the native speaker is intuitive. S/he generates the grammatical
sentence and points out the ungrammatical one based on his/her intuition. However here the
a priori or alaukika is universal and not personal. This a priori knowledge is found to lay
the foundation for Rationalism.
A posteriori knowledge is a kind of knowledge acquired by sensory perception. For
instance, when one tastes a chilly, one acquires the knowledge that chilly is hot and
therefore, s/he does not taste it. The famous proverb Burnt child dreads the fire stands for
this kind of knowledge. This assertion of a posteriori knowledge is found to be similar to
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LaukikaPratyaka meaning ordinary perception. Also this part of the theory is found to
discuss the knowledge acquired from sensory perception.
In short, a priori knowledge is found to be independent of experience, parallel to
alaukikaand a posteriori knowledge, on the other hand is based on sensory experience, similar
to thelaukikaPratyaka.
VI. EMPIRICISM AND PRATYAKSHA

Empiricism, a well known theory, argues that knowledge comes from sensory experience.
Empiricism asserts that knowledge can be validated with empirical evidence, in other words,
sensory evidence. Empiricism emphasizes and believes only in evidence, which comes as the
result of experience. Shakespeares Othello is found to be an empiricist play as the tragic hero
believes what he sees or his sensory experience and does not doubt the knowledge that is
acquired by his sense.
A source of knowledge in Prama Sastra called Pratyaka is found to be a parallel to the
above philosophy. The word aksha, in Sanskrit, means eyes and therefore Pratyakameans
Before the eyes. Here the word eye is a synecdoche, standing for all the senses similar to
the western proverb: Seeing is believing, where the word Seeing stands for the other
Sensory Experience as well. This theory of Pratyakais found to be more comprehensive than
Empiricism. Maharishi Gautama, in his Nyaya Sutra defines Pratyakaas
Indriyarthasannikarsajanyamjnanamavyapadesyamavyabhicharivyavasayatmakampratyaksa
m. The above definition asserts that perception is a knowledge that comes from the contact
between the sensory organ and the object.
But the theory on Pratyaka is found to be more comprehensive than the other as the
theory distinguishes the perceptual knowledge in to six. Gautama Buddha says, to classify
perception, IndriyarthaSannikarsotpannamJnanam, which means perception is of six types,
including perception from the five senses i.e., direct perception and the perception of the mind,
which is indirect and non empirical. The theory also discusses two types of knowledge
:Anubhava(Experience) and Smriti(Remembrance of the experience). Therefore, Smrithiworks
within the limitation of experience. A layman example to explain this knowledge is, getting
drenched in rain is Anubhavaand using umbrella to avoid getting wet is Smrithi. The
knowledge acquired from ones past experience is called Smrithi.
However, the validity or reliability of knowledge acquired from Empiricism is questioned
by many critics. It is criticized that Empiricism is like trying to fetch water from a mirage,
which is illusionary. Though it appears to have water, it does not and is just an illusion.
Similarly, Empiricism is criticized that it cannot give one a valid knowledge. For instance, the
tragedy of Othello stands as an example to complement this criticism on Empiricism.
VII. THE OTHER PHILOSOPHIES

Epistemology, the study of human knowledge has several views: Empiricism, Rationalism,
and Skepticism to name a few. As it is found for Empiricism, there are schools of Eastern
Philosophy that is parallel to the other views of Epistemology.
Skepticism raises doubts towards one or more putative knowledge or belief. The
global or absolute Skepticism asserts that the absolute knowledge is unattainable, parallel to
Ajana in the Indian philosophy.Ajana like skepticism also questions the attainment of
absolute knowledge. It claims that the possibility of knowledge is impossible either on Atman
or on knowledge, the theory says, as translated by Jayatillekke in his Early Buddhist Theory Of
Knowledge,
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Knowledge cannot completely comprehend the nature of the object of knowledge, for it is
said, "whatever is apprehended should have the parts, near, middle and outer but here only the
near part is apprehended and not the others since it is determined by it (i.e. the nature of the
object)"; as for the exhausting the atom (paramanu-paryavasanata?) with the (knowledge of)
the near portion, considering the unrepresented parts out of the three parts, it is not possible
to apprehend the atom by those with a limited vision owing to the excellence of its nature;
therefore, since there is no omniscient person and since one who is not omniscient cannot
comprehend the nature of an object as it is constituted, since all the theorists (sarvavadinam)
have conceived of the nature of the categories in a mutually contradictory manner and those
who have claimed super-knowledge (uttarapari-janinam) are at fault (paramdavatam)
Scepticism is best owing to the magnitude of the mistakes that arise (from claims of
knowledge).
(Early Buddhists Theory of Knowledge Pg no. 112 - 113)
Rationalist school of Philosophy is also found to have its parallel in the Eastern, precisely
Indian there are several names to the art of reasoning like Tarka Sastra, Nyaya, to name some
of them. Reasoning is the chief source of Rationalism and also in Tarka Sastra. Rationalism
analyzes the source of knowledge to check the validity of the knowledge. Tarka Sastra, the
Indian version of Rationalism, is based on two different concepts in the process: PoorvaPaksha,
where one initializes a point and AparaPaksha, where the other criticizes and raises questions
on the given statement. The session is a debate where numerous questions are raised on a
statement based on ones reason and the statement is justified after substantiating it.
The above are two among various philosophies or schools of thought, that are found to
share common features or ideas with Indian Philosophy. For instance, materialism has
commonality with Carvaka -Lokhayata School of philosophy.
VIII. CONCLUSION
Therefore, the paper claims that Eastern and the Western theories on Epistemology is
found to share striking commonalities with eachother. And in several cases, one may find that
the Eastern Epistemology is more comprehensive than the west. However this paper discusses
only a few possibilities of comparing the Eastern and the Western Epistemology. And the paper
does not claim that the above as the only possible ways. Again, the intention of the paper is to
discuss how the East is more comprehensive than the West, though it is found to be older of
the two, and also to discuss the striking commonalities between the two schools of thoughts,
rather discussing whether the Western theories are influenced by the East.
REFERENCES
[1] CarjuzaaJioanna, William G. Ruff. When western epistemology and an indegenous
world view meet: Culturally responsive assessment in Practice. Journal of the
scholarship of Teaching and Learning. Vol 10 (Jan 2010). Pdf.
[2] Gupta, Bina. SKEPTICISM: ANCIENT EAST AND MODERN WEST. Indian
Philosophical Quarterly, vol 9 (Oct 1981). Pdf.
[3] Jayatilleke, K.N. Early Buddhist Theory of Knowledge. 1st ed. London: George Allen &
Unwin Ltd, 1963. Pdf.
[4] Leaman, Oliver. Eastern Philosophy. London: Routledge, 2000. Pdf.
[5] Matilal, Bimal Krishna. Perception: An essay on Classical Indian Theories of
Knowledge. 2nded. New Delhi: Oxford University Press, 2002. Print.
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[6] Matilal, Bimal Krishna. The Word and the WORLD: Indias Contribution to the study
of Language. 2nded. New Delhi: OUP, 2001. Print.
[7] Mohanty, J.N. On Matilals Understanding of Indian Philosophy. University of Hawais
Press. Pdf.
[8] Potter, Karl H. Presuppositions of Indias Philosophies. New Delhi: MotilalBanarsidass
Publications, 1963. Pdf.
[9] <https://ramprasadk.wordpress.com/2015/12/26/pramana-sastra-theory-of-
knowledge/>. Web. 21 Jun. 2016
[10] <http://www.age-of-the-sage.org/buddhism/buddhist_philosophy.html>.
Web. 21 Jun. 2016.
[11] <http://www.vmission.org.in/vedanta/articles/pramanas.html>. Web. 21 Jun
2016.
[12] <http://newbuddhist.com/discussion/2130/non-buddhist-philosophies-
their-influences-on-buddhism.> Web. 21 Jun 2016.
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DESIGNING AND DEVELOPING ROLE PLAYS AS LANGUAGE TEACHING

MATERIAL: FROM THEORY TO PRACTICE
Dr. B. BalaNagendra Prasad and M. Nagaraja Kumar
Annamacharya Institute of Technology and Sciences, Andhra Pradesh
Abstract: Dialogues and Role Plays have long been used by teachers in language classroom
and they are popular as the most traditional materials for a number of linguistic as well as
cultural reasons. Role plays which are often forms of extended dialogues, are part of the
repertoire of practice activities and materials. The content of dialogues and role plays and how
much we use them has changed considerably over the years in English language teaching as the
teachers have been experimenting and finding innovative ways of providing students with
meaningful materials and content to simulate real life situations. Undeniably, dialogues and role
plays engage the language learners in real communication. This paper attempts to explore the
process of designing Role Plays to be used as activities in English language classroom.
Keywords: Role Plays, Dialogues, English Classroom, English Language Teaching
I. DIALOGUES ARE POPULAR ACTIVITIES IN ESL TEACHING FOR A

NUMBER OF LINGUISTIC AS WELL AS CULTURAL REASONS. A TEACHER
CAN USE OR ADAPT DIALOGUES TO:
demonstrate grammar in context
facilitate conversation
provide recreation such as a skit
Dialogues usually present spoken language within a context. Dialogues are primarily used
to provide speaking practice but can also develop listening. The teacher can use dialogues to
introduce and practice a function, structure, or vocabulary, and to illustrate degrees of
politeness, levels of formality, and values and attitudes. Dialogues can also be used for listening
to and practicing pronunciation, intonation, and other phonological features. They are usually
materials for guided language practice.
II. ROLE PLAYS AS LANGUAGE TEACHING MATERIAL

Role play is a way of bringing situations from real life into the classroom (Doff 1990, 232).
It may also include plays, dramas, socio-dramas, and simulation. In role play, students need to
imagine a role, a context, or both and improvise a conversation. The context is usually
determined, but students develop the dialogue as they proceed (Doff, 232). In this sense, the
cue card variation to dialogues could also fit under the umbrella category of role plays.
III. BENEFITS OF ROLE PLAY

Reasons for using role plays in the language classroom include:
They are fun.
They help to prepare students for real-life communication by simulating reality
They can be used for assessment and feedback purposes at the end of a textbook unit.
They can be used to help determine the degree of mastery attained.
They can consolidate learning and allow students the opportunity to discover their
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own level of mastery over specific language content.

By simulating reality, they allow the students to feel that they are really using the
language for a communicative purpose. This, in turn, contributes to students
confidence in their ability to use English.
They improve a students ability to work cooperatively (Richard-Amato 1996).
They allow students to experiment with language they have learned and express their
own communication style.
They offer good listening practice.
They provide an opportunity for practicing the rules of social behavior and the various
sociolinguistic elements of communication (as determined by roles, ages, topic, or
situation).
Roleplays can be extensions of more controlled practice using dialogues. After practicing a
dialogue, for example, the teacher might develop role plays based on a parallel situation. A
dialogue about buying a shirt could lead into a role play about buying a pair of shoes.
IV. DEVELOPING ROLE PLAYS

In order to develop a role play, one must first have clear objectives on which to base the
role play. The main bases for role plays are functions and grammar.
Functions as a Basis for Role Plays

The most common situations for role plays are those in which the students may need to
function in the target language (Richard Amato, 182). The more familiar a situation is, the
easier it will be for students to participate fully. Appropriate situations include topics that
students see or in which they participate in their own lives. Examples include shopping,
interacting at school, talking on the telephone, asking for directions, making appointments etc.,
Grammar as a Basis for Role Plays

Another basis for role plays is for practicing structures. Because role plays are less
controlled than drills and dialogues, it is important to choose situations and contexts in which
the target structure occurs naturally. As role plays are less controlled practice activities, the
teacher can consider role play as an opportunity for students to practice a range of speaking
and listening skills, rather than a single structure.
V. TYPES OF ROLES
Role plays can range from highly structured, short exchanges to those that are longer and
more open ended. If the teacher wants a highly structured role play, situation cards similar to
the cue cards may be used. Here is an example of a situation card.
Instructions: You are making an appointment with your professor. You have to do this
through the college secretary.
Greet the secretary.
Explain that you want to meet with your professor.
State why you want to meet (to discuss course content, to explain an absence, to ask
about your exam grade).
List your available times.
Ask the secretary when the professor is available.
Ask if the secretary needs any other information.
Thank the secretary for her time.
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For adult learners such as undergraduates, the teacher can choose roles to play from
everyday lifefamily members, clerks, police officers, teachers, and social workers in various
situations.
Situations with fewer roles than there are students are preferable over those with too many
roles. Two students can usually perform the same rolefor example, two police officers, two
customersand support each other in carrying out the role play. The teacher can also divide
the class into small groups for role plays that involve only three or four people, having each
group perform the same role play. Generally, fewer roles mean more talking time for each
student.
VI. PREPARING STUDENTS FOR ROLE PLAYS

The following steps will help the teacher in preparing students for their participation in
role plays.
Identifying Aims and Objectives for a Role Play

The aims and objectives for instructional role plays should be based on student needs,
objectives, and the course curriculum. Students need to understand why they are participating
in the role play and how it will contribute to their learning. Student understanding will lead
them to be more motivated and willing to see the role play to its natural end. It will also
provide something to discuss after the role play ends.
Identifying the Context for a Role Play

The teacher has to familiarize students with the context in which the role play occurs. The
teacher may find that natural props such as a telephone and more furniture are available.
Further, a change of place may help in mentally removing students from the classroom and
usual student-teacher roles.
Language Presentation for a Role Play

The teacher will need to prepare students for the language they will use in the role play.
Depending on proficiency levels, this may also include nonverbal and sociolinguistic aspects
such as register. Having students fill out a worksheet as individuals or in pairs is one effective
way to prepare them for the role play. Students can be divided into small groups and further
complete the worksheet. The teacher may correct the questions before asking the students to
act out the role play together. Later, students will do a role play in pairs using their own script.
This worksheet is for high-beginner or low-intermediate students participating in role play for
the first time, so the teacher has provided a great deal of guidance and preparation.
Role Information
It is important that the teacher has to provide students with information about the various
character roles they will play. It is usually advisable to assign each student a role if the role
play involves several students.
For example, the teacher may write on a role card: you are a grumpy, young woman, tired
from a long days shopping. Such instructions may add difficulty but can lead students to
develop the role play and the character more fully as well as experiment with social and
cultural factors in the characters interactions. Allowing student input into character
development increases their investment in the role play.
Role cards have to be kept as simple as possible, but prepared to help with new vocabulary.
To facilitate student comprehension of role-play cards, we can have students work together to
discuss the information on cards and help each other to get into the role.
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Doing the Role Play

The most exciting stage is having the students actually perform the role play. A time limit
can be set on the role play. If it involves a solution to a problem, the students have to write
down or report on the problem and solution they have chosen.
Follow-Up
Roleplay activity need not end in class. The teacher can ask the students write-up their role
play as a narrative or a script. This can be assigned as homework to check understanding
based on the role play.
REFERENCES
1. Doff, A. Teach English: A Training Course for Teachers. Cambridge: Cambridge University
Press in Association with the British Council, 1990.
2. Richard-Amato, P. Making It Happen: Interaction in the Second Language Classroom, from
Practice to Theory. White Plains, NY: Addison-Wesley, 1996.
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ENGLISH LANGUAGE TEACHING AT PRE-UNIVERSITY

STAGE IN YEMEN:
CHALLENGES AND PRACTICAL SOLUTIONS USING IT
Mohammed Ali SaeedBladram and Iftikhar Yusuf Al-Arigi
Dept. of P.G. Studies and Research in English, Kuvempu University
Abstract--- Proceeding to use the same traditional methods and approaches in teaching
English language nowadays as well as neglecting modern aids and devices have been reflected
negatively on English foreign language (EFL) teaching in Yemen. It is proven clearly that the
output of EFL in primary and secondary schools is still very low, so this paper focuses firstly, on an
overview of traditional teaching methods in Yemen besides it creates new attitudes in English
teachers, learners and even the family to instill ICT tools in ELT. This paper stresses on the
learners' needs to make English language easy and enjoyable through creating innovative ELT
methods in an appropriate and encouraging environment and involving family members in it.
This paper sets a new approach by arranging a teaching portfolio which contains the most
effective programs and digital aids to assist EFL teachers and instructors to improve the whole
EFL learning process with less costs and more appropriate instructions.
The problems of teaching EFL in the Yemeni EFL context have been explained in brief in this
paper with the attempt of suggesting new directions in English learning teaching by using digital
aids and devices. It also sets an example of a case study of teaching two Yemeni girls by using
digital aids and devices with the family cooperation which come out with excellent results of
English learning in less than one year.
Key Words: English teaching, Learning, Digital aids, Portfolio, Yemen
I. INTRODUCTION
EACHING ENGLISH in Yemen was first introduced by the British in the southern part of
T Yemen in the 19th century. Yemen is one of commonwealth countries that teaches
English compulsory as a foreign language at schools (in primary school from 7th standard to
9th standard, Secondary School, 10th, 11th, 12th, and at the university stage, English is a
required subject in the first year in all departments). The Crescent English Course was
published after conducting several studies, conferences, and seminar discussions for some
years.
This syllabus presents methodology drawn from a variety of sources. It adopts an
integrated skill approach aiming to promote learning through meaningful individual and
interactive tasks. This Course improves the communicative approach to language learning and
teaching (Teachers Guide, Book 6). It consists of communicative activities that help the
learners to improve their abilities through, reflecting real-life situations in the classroom for
the purpose of using the perfect language (Hasan; 2010). The Crescent English Course is based
on communicative language teaching (CLT) which, according to Galloway in (Al-Mushriquee;
2004), considers the learner as the center of the learning process. In the CLT approach,
students are engaged in activities that give them the opportunity to think critically and use the
target language in meaningful contexts and in new ways.
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The Crescent English Course consists of two books for each year (Textbook and Workbook)
focusing on the four language skills: reading, writing, speaking, and listening. The number of
students in an English language classroom in a primary or secondary school is typically 40-60,
and the duration of the class session is 40 minutes. English is taught for approximately three
hours per week. Topics of each book are organised in nearly six units. Each unit containing
texts that deal with various topics and includes tasks related to reading, listening, grammar,
and writing.
II. LITERATURE REVIEW: CHALLENGESAND DIFFICULTIES

The problem of English teaching in Primary and secondary schools in Yemen has been
studied by many researchers because of the very weak output of English learning process. All
can notice that only 5% of the students in Yemeni universities may be able to speak or
understand English although they have taught English for six years. (Haitham; 2004) reveals
that there are real problems faced by teachers and students in teaching and learning English at
the primary and secondary school levels in Yemen. The most significant problem was the
irrelevance of the content to students real-life situations. It was also noted that students
commonly believed English was too difficult to learn, and there was a lack of qualified teachers.
A study conducted by (Awadh; 2000) revealed that English teaching faced a number of
problems, including students general weakness in English and the failure to recognise the role
of teachers in designing the curriculum. In relation to the factors that might affect English
language teaching at both primary secondary school levels, (Thapaliya; 2010) found that the
teaching load, lack of time, and overcrowded classes were the most important factors.
The many difficulties and challenges that affect English language teaching in primary and
secondary schools in Yemen, in turn, negatively affect the teaching and learning of the English
language at the university level. (Abbad; 1988) found a low level of English proficiency among
Yemeni learners at the university level in English language faculties and departments. (Nofal;
2011) noted that students English language proficiency at the university level was not
satisfactory, nor the teachers qualifications and competencies.
Most EFL learning problems are associated with the primary and secondary school levels,
from which many students graduate only to face difficulties in speaking and adapting to the
academic writing requirements at the university level (Jakobs; 1999). According to
(Weshah&Tomok; 2011), the vast majority of university students graduate from secondary
schools with low levels of communicative ability in English.
The results of previous studies have revealed that EFL university students in many EFL
countries appear to have many difficulties despite the long period of preparation at secondary
school. For example, in Korea, students receive EFL preparation for 10 years (Ahn, 2003 cited
in Sidek; 2010) at primary and secondary school levels, however, most of them are unable to
speak or read English at the university level (Dickey, 2004 cited in Sidek, 2010).
The most important problem is that the Yemeni students in pre-university stage tend to
study English with the aim to simply pass the final examinations rather than to make use of it
in their future life so the majority of them are not able to communicate in the target language
they study as well as expected. According to (Al- Mushriquee; 2004), students do not have
enough knowledge of how to communicate by using appropriate social language.
Yemeni students are quite poor in English and this is shown when they fail to face real life
situations. It might be occurred due to the complexity of the textbooks they have been taught
or the gap between the content of these books and the real levels of learners. (Al-Ahdal; 2010)
states that the Crescent materials seems to show a level of higher competence than that of the
students' and teachers'. This is because the students proficiency level continues to be low and
the teachers are not trained well enough to adapt the materials at the actual level. In an
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attempt to emphasize the effective role of communicative approach, Sidek states that senior
secondary reading curriculum was not developed in relation to the socio-cognitive and socio-
cultural theories which are the basic principles of the communicative approach (Sidek; 2015).
It was found that it is only developed based as cognitive information process theory.
It is clear that the English language teaching process faces many problems and challenges in
Yemen. Another possible reason for the lack of English proficiency among students relates to
the instruction methods. The way English is taught in Yemeni schools today is responsible, to a
great extent, for the low levels of English language proficiency in the country. This may be due
to the absence of a systematic approach in Yemeni schools leading to a gap between the
curriculum and the techniques used in teaching the communicative approach.
III. PROBLEMS OF ENGLISH LEARNING IN YEMEN CAN BE SUMMARIZED

BRIEFLY IN THE FOLLOWING POINTS:
- Large and diverse Classes.
- Lack of Appropriate teaching aids and instructional Materials.
- Inadequacy of Teachers.
- Lack of desire when students learn English.
- Lack of appropriate educational environment.
- Less hours of English teaching and practice in classroom.
- Old and undeveloped books (first edition was in 1998). Books have been reprinted annually
having the same mistakes.
- Defective Examination System.
- Excessive use of Mother Tongue (MT).
IV. ASPIRATIONS AND PRACTICAL SOLUTIONS:

In the past, no productive, creative and constructive activities are given to the learners to
develop the four language skills. With the changing needs of the hour (time), technology is
developing day-by-day. But teaching and learning English as EFL in primary and secondary
schools in Yemen are facing difficulties in mastering the required skills because they still use
traditional methods. This paper reviewed the problem in the Yemeni EFL context, and aimed to
focus on the proposed directions for undertaking further improvements by using digital aids
and devices.
To engage the learners to become skilled at English Language, it is essential to provide
opportunities for them to use the innovative ELT techniques like electronic written stories
with some attractive sound effects, English songs, movie clippings, dramatics, advertisements,
sports commentaries and many more. The proposed assumptions presented in this paper
relate to the preparation process in both primary and secondary schools and provide them
with the techniques of using the available digital materials and smart devices whereby
instruction will help in identifying the relevant factors that are causing these problems.
The modern classroom environment is completely different from the traditional classroom.
English classes in Primary and secondary schools in Yemen are traditional classes which are
based on lecturing and remote learning that leads to reduce English language learning and
miserably fail in developing English language as a skill among the learners. To use modern
methods in the classroom, a teacher should know about the new technologies and aids like e-
learning tools which change the world we live in and the way we learn. New applications of e-
learning tools are produced every day and they comprises of communication devices and
applications encompassing radio, television as well as new digital technologies such as
overhead projectors, interactive boards, smart phones, i-pads, computers, the Internet,
YouTube, Skype, Tweeter, Cameras, Audio Equipment, Scanners, Printers, E-mails and many
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more are not only influencing and supporting what is being learned in schools, colleges and
universities but it is also supporting changes to the way students are learning and enhance also
learners engagement and true interactivity within the classroom.
We need to rethink in our overuse of traditional educational methods and approaches in
EFL classrooms and try to use the modern technology extensively to reduce the effort and cost
in English teaching in order to obtain great results. It is obvious that teaching 40-60 pupils in
40 minutes for 4-5 times a week (weekly 3.3 hours) is not sufficient to engage every student in
English teaching process. English teaching in Yemen has proven to be the lowest level despite
there are many useful alternatives and inexpensive aids in the Internet (sometimes available
free). Due to the poor economy of the country, the government could not provide the school
with required aids and programs, and they are not able to rehabilitate English teachers. That is
why the English teachers must think and look for digital aids which are suitable to the need
and level of their students; a team of English teachers can put a program and provide aids from
the Internet to create an Instructor Portfolio. This portfolio should focus on the major four
skills (listening- Speaking Reading Writing). The arranged portfolio can be explained by
teachers to families later as they are going to play an essential role of the family in improving
their children's performance in English.
V. THE FOLLOWING DIAGRAM SUGGESTS THE ELEMENTS OF AN ENGLISH

INSTRUCTOR PORTFOLIO:
The role of the family is pivotal in improving the pupils' communication skills, and this role
concentrates on providing digital aids and devices (as far as the possibilities of the family)
such as radio, television, overhead projectors, interactive boards, smart phones, i-pads,
computers.
Parents or family's members should contact with the English teacher who has to explain
the suggested program to them. The family has to confirm whether the program is going to fit
with their son's level or not. The parents (or either one) have to use enjoyable and amusing
activities or applications which can be downloaded in their smart phones. Parents have to
encourage their son/daughter to learn English and encourage them to use
interestingapplications constantly and insistently in order to improve their English learning
skills.
VI. CATE STUDY:

This study was undertaken on two Yemeni girls (Mariam nine old and her sister, Hajar, five
years old). Mariam studied English as a compulsory second language in the school weekly 3
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hours in a classroom comprising of 45 pupils and for three years before she started this
program, while Hajer didn't join the school yet.
In the beginning of this program, private English teacher started coordinating with the
family. The family provides their daughters with a laptop and i-pad as digital aids and devices.
The teacher prepare a portfolio which contains (short daily clips, cartoons, channels' links, PPT
with sound effects, coulorful attractive short stories, famous stories and some competition
cards).
The family chose suitable times to apply the program when all family members are at
home, so this makes the activities more enjoyable, amusing and free from the boredom. The
coordination between the teacher and the family continued for the whole period and they
focused on the girls weakness and strengths to encourage them.
One of the most important difficulties that girls faced was the difference in accents between
the teacher's accent and the English native accent which they watch and listen while learning
at home. This problem was one of the main factors of fun and attraction while talking at home
because of the varying accents. The mother did not blame the teacher because she knows the
effect of the mother tongue and she tried to help the girls to master both accents, and didn't
instill the concept of blaming the teacher.
In less than one year, the results of using modern technology were excellent. The two girls
have a very good communication skills as well as reading and writing, and they know how to
speak both accents, Indian English accent and native English accent.
After 10 months a short video clip of the two girls have been recorded to assess their ability
to communicate and read. The results were satisfactory.
VII. CONCLUSION
This paper focuses on challenges and difficulties which English language teachers and
learners face in Yemen. Forther the study tries to find out the effects of English language
teaching in primary and secondary schools in Yemen.
English teaching in Yemen, as many researches show, has proven to be the lowest level
although studying English language is compulsory for six years. The teacher should think on
using modern technology extensively to reduce the effort and cost in English teaching in order
to obtain optimum results. There are many useful alternatives and inexpensive aids in the
Internet (sometimes available free).
The government can't provide the schools with required aids and programs and the short
time of learning English is not enough to improve communication skills. So the English
teachers must prepare their own portfolio in which all required attractive materials must be
utilized to achieve the goals of teaching English in Yemeni schools. This Portfolio should focus
on the main language skills (listening- Speaking Reading Writing) which consists of e-
learning tools such as digital aids and devices.
The teacher must check his pupils and contact the family. Their duty is to provide the
suitable digital aids and devices and the teacher has to explain what they should do to ensure
that their son/daughter is improving. The role of the family is also essential in using the digital
aids and devices.
BIBLIOGRAPHY
[1] Abbad, A. T. An analysis of communicative competence features in English language texts
in. Urbana-: University of Illinois, 1988.
[2] Ahn, S. H. " A case study of a Korean learner." Asian EFL journal (2003): 1-27.
ISBN 978-93-86176-18-9
[3] akobs, E.-M., Ruhmann, G., & Kruse, O. Schlsselkompetenz schreiben: Konzepte,
Methoden, Projekte fr Schreibberatung und Schreibdidaktik and der Hochschule.
Luchterhand., 1999.
[4] Alaliee, A. S. "English Curriculum development in Yemeni Higher Education." Yemeni
Journal of Education (2006): 112-123.
[5] Al-Mehwari, W. S. The problems of English language Teaching in English departments of.
Aden: Aden University Press, 2005.
[6] Al-Mushriquee, A. A. "Students performance in English subjects in secondary schools."
Journal of Language studies (2003): 87-101.
[7] Awadh, A. Problems of teaching English language in Aden secondary schools as perceived
by teachers. Aden: Aden University , 2000.
[8] Brown, H. D. " English language teaching in the post-method era: Toward better
diagnosis, treatment, and assessment." Methodology in language teaching (2002): 9-18.
[9] Haithem, M. A. Difficulties of Teaching English Language at the Secondary Stage in Abyan
governorate as seen by students and teachers. 2004.
[10] Hasan, A. "EFL curriculum in Yemen approaches and strategies, ." (2010): 173-192.
[11] Kim, C., Mendenhall, A., & Johnson, T. E. A design framework for an online English
writing course Learning and Instruction in the Digital Age. spronger: 345-360, 2010.
[12] Nofal, K. "The reasons behind the English Major Students weakness in Philadelphia
University." Damascus University Journal (2011): 101-128.
[13] Rababah, G. "Communication problems facing Arab learners of English." Journal of
Language and Learning (2005): 180-197.
[14] Sidek, H. M. "EFL READING INSTRUCTION COMMUNICATIVE TASKBASED
APPROACH." International Journal of Instruction (2012): 109-128.
[15] Sidek, H. M. An Analysis of the EFL Secondary Reading Curriculum in Malaysia.
Pittsburgh: University of Pittsburgh, 2010.
[16] . "FFL READING INSTRUCTION: COMMUNICATIVE TASKBASED APPROACH."
International Journal of Instruction (2010).
[17] Thapaliya, B. M. Factors and problems of Teaching English as a Second Language in
Rural Areas in nepal. Nelta : Nepalese , 2010.
[18] . Factors and problems of Teaching English as a Second Language in Rural Areas in
nepal. . Nelta , 2012.
[19] Weshah, H. A., & Tomok, T. N. The Impact of a Training Program Based on Pedagogical
Knowledge on Improving the Speaking and Writing Skills Teaching Practices of Female.
Sana'a, 2011.
ISBN 978-93-86176-18-9
FEMININE SUBVERSION IN MANJULAPADMANABHANSLIGHTS OUT!
D.Abinaya M.A
Research scholar,Research department of English,The American College, Madurai.
Abstract--- The paper deals with the treatment of women in ManjulaPadmanabhansLights

Out! The middle-class men and women just make an issue of a womans molestation for their time
pass discussions. Some men enjoy a woman is being molestated. The total apathy of the middle-
class regarding their responsibilities and duties towards the system is leading us towards death
and destruction socially, ethically, morally and emotionally. These issues of self-centeredness and
indifference towards other by the impotent and toothless Indian middle-class have been
highlighted in Lights Out! Lights Out deals with a cosmetic group of urban middle class people
observe women brutalized in front of their eyes in the neighboring compound but fail to perform
any meaningful action. The play is the CRITIQUE OF URBAN HYPOCRISY. The play probes deep
into the human psyche and studies the complex human nature which shapes our relationship in
the world around us.
Keywords--- Women Molestation, Interpretation, Human psyche, Urban Hypocrisy, Feminine
subjugation.
I. INTRODUCTION
ANJULAPADMANABHAN was born in New Delhi to a diplomat family in 1953; she went
M to boarding school in her teenage years. After college, her determination to make her
own way in life led to works in publishing and media-related fields. She won the Greek Onassis
Award for her play Harvest. She has written one more powerful play, Lights
Out! (1984), Hidden Fires is a series of monologues, Three Virgins and Other Stories, (2013), I
am different! Can you find me? (2011), Unprincess! (2005), The Artist's Model (1995)
and Sextet are her other works (1996).
ManjulaPadmanabhan has also authored a collection of short stories, called Kleptomania.
Her most recent book, published in 2008, is Escape. Apart from writing newspaper columns
she created comic strips. ManjulaPadmanabhans works are contemporary in both theme and
presentation. The major focus of her works is the specific problems encountered by a
predominantly urban and modern upper middle class section of Indian society.
The feminist theatre in India came in to existence under the influence of the womens
movements of the 1970s. This theatre was perceived primarily as a chief vehicle for the
individual self-assertion of women and their anxieties. It comprises of plays written, produced,
and directed by women, and voicing their consciousness. The representation of women and in
the mould created for them by men was a dominant practice in India; few women could
actually associate themselves with theatre because of the taboos associated with the presence
of respectable women in the public sphere.
ManjulaPadmanabhan strikes here the way a womans issue is being treated in our present
sophisticated society. No one comes out to punish the evildoers but discusses and enjoys from
their gallery. The middle-class men and women just make an issue of a womans molestation
for their time pass discussions. Some men enjoy a woman is being molestated, whereas
ISBN 978-93-86176-18-9
women have not enough strength to take any meaningful action to stop the crime or to make a
phone call to the police. They prefer to pass useless comments from their self-knitted and
comfortable cocoon.
The total apathy of the middle-class regarding their responsibilities and duties towards the
system is leading us towards death and destruction socially, ethically, morally and emotionally.
These issues of self-centeredness and indifference towards other by the impotent and
toothless Indian middle-class have been highlighted in Lights Out! The symbolic order in
male-dominated society is not accessible to women. The fact is that women are prohibited to
develop their own language for expression. The women generally communicate in an imposed
speech. It causes the leading feminist critics like Julia Kristeva to develop womens linguistic
structure. The present structure denies the symbolic order and aspires to construct a gender
specific language in such a way that it would be a constant threat to the patriarchal symbolic
order. A complete, woman-centered expression is possible through it. But there are not any
signs of self-expression in Leela and Naina stance.
The conversation between Bhasker and his wife Leela who are later on joined by Bhaskers
friend Mohan and the couples neighboursSurinder and Naina, takes place in the backdrop of
the crime committed by a group of offenders on a hapless woman every night under the street
lights outside. From the very beginning, Leela, a housewife appears very perturbed and
disgusted over what happens outside their flat. She is almost hysterical as in her sub-
consciousness she keeps on hearing the frightful voices of the victim when the latter is
brutalized by the perpetrators of the crime or the horrible scenes of the crime keep floating in
front of her mental eyes. She wants her husband to act by calling the police or take some steps
for stopping this dastardly act on a hapless woman.
Leela urges continuously her husband to call the police and stop the ongoing noise. But her
husband Bhasker prefers to neglect her urge. It has been simplest strategy practiced by men to
assuage significance of a womans yearning. Molestation of a woman is a minor, negligible
offence for men like him. Bhasker is damn sure about police delay to catch the goondas. The
police and Bhasker represent typical male-centered ethos where the issues of women are
subordinated. Women lack any social significance therefore any kind of injustice with them
does not carry any importance for middle-class men like Bhasker and also law and order
system.
Leela bother the constant noise being created night after night. It becomes difficult for
children to get proper sleep. She is more anxious about her childrens and her own sleep. She
asks Why do they have to do it here? Why cant they go somewhere else? (Lights Out!, 141).
The constant screaming, coming out from nearing compound of Leela and Bhaskers flat
troubles Leela. But the negligence of Bhasker is the fact that men in general are habitual of
discarding issues of women. There is a sense of superiority in giving a marginal deliberation to
women in family matters.
Leelas urge is not noticed at all but it is kept aside easily on the basis of womans inferior
social construction. Bhasker plays very easily with Leelas belief. He comments: someone told
Leela that to watch a crime and do nothing is to bewhat? Involved in it yourself? (Lights Out!,
149). The discussion between Bhasker and Leela is a representative of middle-class husband-
wife interaction. It shows their refusing mentality to avoid social responsibility. Unrisky
detachment is preferred to risky attachment.
A discussion play, Lights Out! illustrates hypocrite tendency of middle-class individuals
through their discussion. It is strange to experience their mean expression on a womans
molestation in a nearing compound of Bhaskers and Leelas flat. The frank, rude comments
focus their adverse views on a womans social position. Initially, Bhasker tries excuses to avoid
himself from calling police to stop the molestation of a woman.
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LEELA: No one wants to do it alone.

BHASKER: Huh! So why should we!
LEELA: Becausebecause, Im frightened! I cant bear it anymore!
BHASKER: Darling, what are you frightened of! Who would dare to hurt
you? (Lights Out!,140)
The comments of Bhasker, his friends Mohan and Surinder show their prejudiced views
about women whereas Naina and Leela show their inability to take any firm stand to rescue
the victim. The women characters fail to perform any meaningful action, signifying their
individuality. Women in general confront difficulty in breaking the patriarchal restrictions and
express themselves in an authentic way. Leela just goes on insisting her husband to call the
police but she is unable to do anything in favour of the victim.
As the play proceeds, the so-called sophisticated gentlemen and women prefer escapism.
They pass on adverse remarks: A whore is not decent, so a whore cannot be raped! (Lights
Out!. P, 175). They assert, in this way, their attitude towards a womans molestation. On the
other hand, the women are present there to watch the brutal. Leela comprises negligence to
the semiotic aspect. The reaction to the molestation of a woman depicts the symbolic aspect.
The patriarchal attitude is responsible to neglect the issues of women. Bhasker, at last,
finds a solution to stop their mind from thinking over the incident as he tries to release
themselves from a womans issue.
BHASKER: Well just keep the window shut, draw the curtain and put on some music. In
fact, why not put the music on right away (Lights Out!, 143).
It happens when women prefer the commonly accepted discourse. It does not allow them
to show any concern for an outsider. There is not any kind of sympathy in Leelas speech.
Being a woman, she should have bothered a womans molestation. But she lacks certainly in
demonstrating it. Her failure as a woman lies particularly in her inability to take any firm
stand. Neither could she neither help the molested woman nor dissociate herself from
unproductive discussions. Her mind in phallocentric society is prepared in such a way that
there is not any scope for firm, confident set of mind. In patriarchal society, the language of
violence is a sign relational of womens subordination.
Friedas role in the play suggests her restricted, caged life. She is a mute witness of the
discussion going on there. Frieda is not like other women characters in the play Naina and
Leela, allowed to think beyond daily requirements. There is a language of dominated self in
her mute, unquestioning behaviour. The playwright allows at the very outset to wonder what
Frieda may be thinking throughout the play.
Frieda and Leela befit the mindsets of dominating males. Friedas tense but ever
complying, subdued and eager obedient persona reveal her wretchedness, her willing
submission before the clutches of males. While Leela voices her concerns, Frieda can only feel
as she has been reduced to the state of a robotic figure. Raman Seldons quote of Beauvoir
about the socially conditioned subordination of woman gives immense authority to man which
the latter uses to further weaken the position of woman in his relations with her:
When a woman tries to define herself, she starts by saying I am a woman: no man would
do this. This fact reveals the basic asymmetry between the terms masculine and feminine:
man defines the human, not woman, in an imbalance which goes back to the Old Testament.
Being dispersed among men, women do not have separate history, no natural solidarity; nor
have they combined as other oppressed groups have. (Seldon, 129)
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Frieda, in Lights Out! does not utter a single word because she fails to obtain owns
language. She struggles for the words out of her fear for communication. Her past might have
damaged her language therefore she is mute, non-reactive. Friedas silence suggests a
womans suppression in patriarchy. Friedas silence throughout the play shows her failure in
obtaining language of ones own. She is representative of millions of women who fail to
response their subjectivity. On the other hand, the language of Leela and Naina does not
express their subjectivity but shows their agreement with prejudiced male discourse.
Naina has a particular confused state of mind. Her disturbed mind fails to stop thinking
about molestation against a woman in a nearing compound. It is a phenomenon among the
middle-class women to keep themselves busy in gossiping the troubles of other women. They
rarely trouble their minds to reach any solution or perform any meaningful action to rescue
the victimized women from their difficulties. But there is a spark of individuality in Nainas
expression and also an utter desire to help the victim. Actually, it is her difficulty to make her
voice loud in front of her husband and other male members due to an accepted subordination.
The loud cry of the woman seeking help symbolizes a womans oppression in a male-
dominated society. Her loud cry becomes a metaphor of her suffering in phallocentric system.
There is a contrasting gesture to this loud sound. It is Friedas meaningful silence. She does
not utter a single word but her physical gesture is enough to guess the working of her mind.
Friedas silence is a metaphor of long back muteness of woman under male dominance. There
are two contrasting ways of reaction of two different women but male domination is at the
centre of both of them.
The self of a woman becomes more unquenched. For example, the use of projector is
appropriate and relevant in Lights Out! to comprehend the inner feelings, screaming of a
woman signifies the gender oppression. Friedas silence in the play signifies gest for
suppression. A woman loses her tongue due to social suppression. The window is not opened
in the play to signify the negligence of the society towards violence against a woman.
A womans molestation is a free of cost entertainment for him. The crime taking place in a
nearing compound, the urging cry of the woman does not bother Mohan and Bhasker alike. He
joins Bhaskers company to fool Leela for her useless sentiments. Both Bhasker and Mohan
prove the fact that men irrespective of their social class are one and the same. They think
seldom in favors of a woman and violence against her as they hesitate to come out and protect
her.
A woman is being tormented but it does not cause any trouble to both of them. Molestation
of a woman is nothing except an entertainment to them. A womans molestation is not
considered as a serious issue in this part of the play. The power of ideology in a patriarchal
society always supports the inimical construction of a woman. Therefore, there is an ancillary
treatment to the issues related to womans social subsistence. Bhasker and his friend, Mohan
do not hesitate to discuss the scene before Leela.
Mohans illogical and irritating conclusion, that whatever is going on in the nearing
compound is just a ritual. The men boasting their strength should have left their premise to
help the victim but any practical help of the victim does not take place. In a male-dominated
society, a woman seems to be helpless. She is not allowed to interfere in public matters as well
as she has been compelled to follow men instead of doing anything on her part. She
experiences a great difficulty in stating her views under male-dominance.
The play probes deep into the human psyche and studies the complex human nature which
shapes our relationship in the world around us, and it is on account of these complexities,
uncertainties and the working of human mind at conscious and subconscious levels that to
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come clean regarding transparency, truthfulness and uprightness in human relations remains
only a distant dream.
REFERENCE
[1] Allmer, Thomas. Towards a Critical Theory of Surveillance in Informational Capitalism.
[2] Frankfurt am Main: Peter Lang, p, 22. 2012. Print.
[3] Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. New
York:
[4] Manchester University Press, 2002. Print.
[5] Beauvoir, Simone de. The Second Sex. New York: Vintage Books, 1973. Print.
[6] Ghadially, Rehana. Women in Indian Society: A Reader. New Delhi: Sage Publication, 1988.
[7] Print.
[8] Gilbert, Helen. Postcolonial Plays: An Anthology. New York: Routledge, pp, 214-216. 2001.
[9] Print.
[10] Kriplani, Jayant. Lights Out for black comedy, The Telegraph, July 11, 2004.
[11] http://jayantkriplani/telegraphindia.com/1040.711/asp/calcutta/story.3481
807.asp.
[12] Nita. ManjulaPadmanabhansLights Out!: A Case of Social Apathy. Impressions, Web.
2012.
[13] Padmanabhan, Manjula. Lights Out!. Included in City Plays. New Delhi: Seagull Books,
2004.
[14] Print. (p. 135-190)
[15] ____Lights Out!. Body Blows: Women, Violence and Survival. Culcutta: Seagull Books,
[16] 2000. Print.
[17] http://www.publicantropology.org/TimesPast/Scheper-
Hughes.htm(Accessed 2005)
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AN IMPACT OF COLONIZATION IN TSITSIDANGAREMBGASNERVOUS

CONDITIONS (DIASPORA IDENTITIES)
A.Benisha
Abstract--- TsitsiDangarembgasNervous Conditions is a semiautobiographical African novel.

The author tells her own experience of growing up in Rhodesia. The novel begins with the main
character; Tambudzai explains the difference between the white people and white missionaries.
Impact of Colonization is the main theme in this novel. It also portrays the role of missionaries
work during Colonization and the changes brought about in Zimbabwean culture. This
colonization makes the situation worse for women in Africa. This shows of how racism, colonial
oppression, and gender inequality are internalized by women. This paper will explore the causes
and impact of Colonization.
Key words--- Colonization, Cultural changes
I. INTRODUCTION
HE novelist and playwright TsitsiDangarembga was a Zimbabwean author and a
T filmmaker. She was born in Rhodesia (now Zimbabwe). She returned to Zimbabwe at the
age of six and finished her education in a missionary school in Mutare, where she also re-
learned her native language, Shona. Dangarembga took up psychology at the University of
Zimbabwe. Dangarembga wrote numerous plays, including The lost of the soil and then joined
the theatre group Zambuko. In 1985, Dangarembga explored Prose writing and she wrote and
published a short story in Sweden called The letter. In 1987, she published the play She Does
Not Weep in Harare. She studied film direction and produced several film productions,
including a documentary for German television.
At the age of 25, she has her first taste of success with her novel Nervous Conditions, which
won the African section of the commonwealth writers prize in 1989. It is considered as one of
the twelve best African novels ever written. This novel refers to the situations and conditions
in the African society. There are many themes discussed in this novel such as Gender,
colonization, Race, Education, Poverty, Patriarchy. This Nervous Conditions became the subject
of numerous academic articles focus on questions of female authorship, womens oppression in
both traditional and colonial society, education and coming-of-age and the female body.
Nervous conditions derived its title from Jean-Paul Sartres renowned introduction to Frantz
Fanons The wretched of the earth (1961), which stated that The condition of native is a
nervous condition. Dangarembgas characters (Nyasha, Maiguru, Mashingayi and Tambu)
experience nervous conditions brought about by gender discrimination, social class and the
cultural norms, which relegate these women to inferior positions.
The title of Dangarembgas novel alludes to the effect of colonization has on the minds of
her characters. The Protagonist is a young woman tried to overcome hardships and developed
herself to the fullest. In this Nervous conditions the story about a young African girl named
Tambudazi. The story is about how Tambu becomes the head of the family. Once her
brother dies and then she received the opportunity to attend school. Tambu is anxious about
what it means to be educated, and after leaving for the mission, she is pulled between her
shona roots and her colonial schooling.
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Nervous conditions follow the first fifteen years in the life of Tambudzai, a young girl who
grows up in a village near Umtali (now Mutare), near Zimbabwes Eastern Mozambique border.
Tambudzai, our narrator, first experiences colonialism through the effects of its front-line
institution, the school. Her older brother, Nhamo, is identified as a bright and "promising"
child and whisked away to the mission school of which his uncle, Babamukuru, is the
headmaster. Tambudzai tells of the changes she notices in her brother upon his return from
school: his increasing disdain for manual labor, his nurtured penchant for the civilized, his
laziness, his new contempt for the women in his family, and "he had forgotten how to speak
Shona". Moreover, her own education is interrupted as a consequence of her brother's success
-- she is withdrawn from school because her brother is doing so well, the logic being that there
is little point in educating a girl as it "will only benefit strangers".
Tambudzai doesn't take this lying down, and resorts to growing vegetables, in a bid to fund
her own education. In Umtali, a passing white woman is furious at the sight of such a young
girl selling maize, when she clearly should be in school. When it is pointed out to her that the
girl would really rather be in school, the white woman gives Tambu ten pounds. Tambu's
father's initial hostility towards letting her go to school is overcome, and Tambu returns to
school to complete her pre-primary lessons. Her brother dies from mumps two years later.
Even though his death is foreshadowed at the very beginning of the book, the banalities of the
illness, and the swiftness of its effects, are powerfully shocking. At the mourning, Babamukuru
persuades Tambu's father that Tambu ought really to be allowed to continue her education.
She is offered a full scholarship, staying at Babamukuru's school, with his family.
Babamukuru is a fascinating character. He was spotted by missionary educators ("white
people who come to give, not to take"), as being "a good boy, cultivatable, in the way land is, to
yield harvests that sustain the cultivator." He was educated, with his wife, in missionary
schools, and universities in South Africa and England. He is revered in communities in Umtali,
a metonym for black success under white stewardship. His exchanges with Tambu's father
demonstrate the pliability of the father, the doubt which occasionally disturbs Babamukuru,
his stubborn resolve once a decision is made, and the awe in which he is held, a veneration that
allows his obstinacy to go unchallenged. Some critics have dismissed Babamukuru as nothing
more than a toadied. One of the pleasures of Nervous Conditions is to see how Babamukuru
rails, often violently and unconstructively, and sometimes bravely, against all he has become.
And the author herself reports that many men have felt liberated through the character of
Babamukuru.
When Tambu moves to the school and novel is taken over by her changing and complex
relationship with her cousin, Nyasha, with whom she shares a room. Nyasha spent her
formative years away from Rhodesia, being educated with her parents in England. She too
cannot speak Shona, or at least, can only manage a pigeon version of it, reverting to English to
communicate complex thoughts and emotions. The ability to speak freely in Shona is an
important metaphor. Nhamo's inability to speak it is an affectation, an aspirational
monolingualism, a part of what it means to be an elevated colonial subject; Nyasha's aphasia is
genuine, the real thing, and far more serious. She has no recourse, as Nhamo does, to Shona
when English fails her. She is caught between two worlds, and not having been rooted in
either long enough to cement her sense of self, Nyasha begins to disintegrate, physically and
emotionally, throughout her adolescence.
At the beginning of Nervous Conditions, Tambu sees education as a pathway to financial
success, based on the example set by Babamukuru. She describes her uncle's offer to pay for
Nhamo's education as "oceanic," since it would "lift our branch of the family out of the squalor
in which we were living." Babamukuru believes that education is the route to alleviate
dependency. Meanwhile, his own wife, Maiguru, has a masters' degree that she has never used.
Tambu is desperate to be educated, as it will be her ticket out of poverty. When she arrives at
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the convent school, though, it becomes clear that her colonial education will continue to
subjugate her because she is an African. To the white children, education is a right, and the
Africans are taught to see it as a privilege. Looking back, Tambu recognizes that this system
enforces a colonial power structure but at the time, it seemed a great opportunity and certainly
does allow her to build a life outside of her family's poverty.
Every character in Nervous Conditions is a well-rounded and psychologically compelling
investigation. Dangarembga's training in medical psychology can't have hurt her creation of
these believable characters, but this book is in the tradition of Fanon. The connection with
Fanon is intentional. The title itself is a quote from the introduction to Fanon's Wretched of the
Earth: "The condition of native is a nervous condition. In its descriptions of the psychologies
of colonialism, the narrative is exacting, indeed, unforgiving. Each of the characters, every
character, in fact, is negotiating neurosis -- more often than not, denial. Tambu's apparent
disengagement from this is, in fact, only superficial. At a number of moments, particularly
when she criticizes Nyasha, we see that she too is complicit, trying to suture together a psychic
life, excluding unpleasant truths in order to carry on.
Both Nyasha and her brother, Chido, have spent their childhood in England and therefore,
have developed many Western values. Tambu's mother thinks that Nyasha's bulimia and
subsequent mental breakdown are a result of her exposure to Western culture, or
"Englishness" and is afraid of the same thing happening to her daughter. This "Englishness"
initially drives a wedge between Tambu and Nyasha. Nyasha and Chido cannot speak Shona,
and Tambu cannot speak English - nor does she approve of Nyasha's revealing clothing. When
Tambu moves to the mission, she has a much easier time obeying Babamukuru than Nyasha,
and is often appalled at Nyasha's insolence. However, while looking back and telling her story,
Tambu is able to recognize the way the colonial education system created a culture of
subjugation - where Africans learned to believe that they were inferior, and then aspired to live
by Christian values.
To conclude the point Dangarembga makes here is not about whether these whites actually
were beautiful, kind people, but rather about the way in which the now established missionary
education contributed to the feeling of inferiority among the Zimbabweans. From the use of
her language, her claims of feeling unnatural, her reference to "learning" that the white people
were more beautiful, one can clearly see the way in which the missionary education
contributes to and perpetuates the colonial mentality.
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THE NECESSITY OF TEACHING ENGLISH IN THE CLASSROOM FOR

RESEARCH AND VARIOUS CONTROVERSIES
BATTU RAMBABU
ST MARYS GROUP OF INSTITUTIONS HYDERABAD
Abstract--- Language teaching is an essential tool in the classroom learning. The teacher uses
various methods and approaches in teaching English for the development of the students. This
paper proclaims the role of teaching English in the classroom teaching and also explains teaching
techniques and methods in various situations.
Key words--- English language, Teacher, Techniques, Methods, Language Approaches.
I. INTRODUCTION
ANGUAGE is one of the ways of expressing the symbolic representations and it is a tool to
L enhance the nature and quality of thoughts. English is learned in India as a second
language, starting from primary level to higher level of education. The main aim of teaching
English is to help students enhance their communication skills and to use the language
effectively in their communication both oral and written. The aim of my paper is to discuss the
necessity of English language teaching for his/her students in English language classroom.
In the history of English language teaching, it has several methods, techniques and
approaches. All these methods have been taught by English teachers in the classroom.
Materials, syllabus and curriculum made by syllabus designers to promote knowledge of
English language learners in their life situation. Today, English used as international
communication among people all over the world. English is used as second language or foreign
language. In terms of language globalization, English language is considered in terms of three
items. It says, English is negative language, English is a second language and English is a
foreign language.
In this paper I would like to say that the teaching of English in the classroom for the
purpose of research and other controversies is an art and language teacher is an artist.
Teaching of language is a very difficult job because language is complex phenomenon; the
teacher should be having master to teach language. The teacher should have sound subject
knowledge to teach his / her students in day to day life. The English teacher should select
various English teaching strategies from different methods and sufficient knowledge of English
syllabus and use the needed materials to teach their learners. Using scientific introduction
between teachers and learners are the best tools to learn English language scientifically in
English language class room. The English language teacher to should repeat his / her lesson
very clearly to the students by applying technical methods in the class room for students
development of language skills.
The success of English language depends on the success of English teacher in the class room
environment. Mausan argued that the success of language courses has long been a great
concern for English language specialist. Shishavan says that teachers in general and English
language teacher in particular.
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In the history of language teaching there are very important language teaching approaches.
These are grammar translation approach, Direct approach, Reading approach. Audio linguistic
approach, oral situation approach and cognitive approach. Grammar-Translation approach is
the classical approach for teaching English language in the class room. It focused on grammar
rules, memorization of vocabulary and translation of text. Direct approach emerged in 19th
century. It is a reaction against grammar translation approach. It focused on target language
and avoid the use of mother tongue.
II. THE COMMUNICATIVE APPROACH OR THE COMMUNICATIVE

TEACHING METHOD
It is an essential course for non English students in vocational school and colleges to
develop their understanding capacity and also to develop basic skills like listening, speaking,
reading, writing in the class room. This kind of teaching involved the students both the
learning of language knowledge and the cultivation of language skills with the emphasis on
both the form and the content of language. In this method, communicative skills develop
abundantly among the learning of the students.
III. THE GRAMMAR TRANSLATION METHOD

In 18th and 19th centuries, the Grammar Translation Method is a traditional method for
Foreign Language testing. In this method, the grammatical rule system should be learned and
memorized and used among the students. At comprehensive English class, teacher took
Grammar as the basis and Translation as the basic method for English Teaching. The student
should inculcate to read foreign articles, magazines and genres and initiating them to write
their own ones as the purpose by this method. The students should get lot of advantage.
Especially, translation method help the students to improve understand abstract, meaning of
foreign words and complex sentence structures. The grammar basic knowledge makes the
students to apply the language in proper manner either in written or spoken language usage.
The extensive reading and recitation of original works make the students to improve their
reading and writing skills. The Grammar translation method has been an indispensable
method in English language teaching in the class room.
IV. COMPREHENSION ENGLISH TEACHING

This kind of teaching method makes the students to develop their listening, speaking,
reading, writing and translation. As far listening and speaking, the students are expected to
flow classes given in English to understand short conversations, lectures and reports with
familiar topics. The student should develop good vocabulary and use in systematic way to
enrich his / her language skills essentially in writing and speaking in day to day life. The
ultimate goal of language learning still lies in achieving effective communication and fulfilling
particular tasks with language as a communicative tool.
Reading approach is another language teaching approach in the class room. It is generally
used to reinforce reading and limited to the oral reading of text. Audio linguilism approach is
based on getting habit of information through reasoning in the approach. The lesson begins
with a dialogue which contains the structures and vocabulary of the lesson.
V. CONCLUSION
I would like to conclude my paper that teaching approaches like grammar translation
approach, direct approach, reading approach, audio lingual approach, oral situational approach
and cognitive approach plays a significant role in teaching language in the class room for the
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benefit of the students learning. These approaches made a wonderful revolution in reforming
the language teaching.
REFERENCES
[1] Shishavan, H.B. (2010). The Relationship between Iranian English language Teachers' and
Learners '
[2] Gender and their Perceptions of an Effective English Language Teacher. English Language
[3] Teaching, 3(3),3-10.
[4] Thirumalai, M. S. (2002). An introduction to TESOL: Teaching English to Speakers of others
Languages.
[5] Language in India.2 (2),
[6] Brown, H.D. (2001). Teaching by Principles: an Interactive Approach to Language
Pedagogy. University of Michigan: Longman
[7] Dudley-Evans, T., & St. John, M.J. (1998). Developments in English for Specific Purposes: A
Multi-Disciplinary Approach. Cambridge: Cambridge University Press.
[8] Dudley-Evans, T. (2001). Editorial. English for Specific Purposes,20,311-312
[9] Hutchinson, T., & Waters, A. (1987). English for Specific Purposes, a Learning-Centered
Approach. Cambridge: Cambridge University Press.
[10] Master, Peter. (2005). Research in English for specific purposes. In Eli Hinkel (ed.).
Handbook of Research in Second Language Teaching and Learning. London: Lawrence
Erlbaum Associates.
[11] Troike, R. (1994). The case for subject-matter training in ESP. TESOL Matters, 3, 7.
[12] Anthony, E. M. (1963). Approach, Method, and Technique. English Language Teaching,
17(1-4), 63-67
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ROLE OF TRANSLATION IN COMPARATIVELITERATURE
MARAM SUBBARAJU
ST. Marys Engineering college
Abstract--- Comparative literature is a discipline . It deals to the study of literature without

National and linguistic barriers .The comparitist studies the political social and Intellectual
context of literature .Translation is a pedagogical exercise . Translation is a creative force in
which specific Translation strategies serve a variety of cultural and social functions. Paving the
way of the construction of Nations Literatures and Languages .The aim of Translation should not
be to confer to the readers an understanding of the meaning or information content of the
original . This paper aims at the role of translation in comparative literature .when we comparing
a work of literature of Nation. we also take into consideration and its culture and History .words
have vital meanings of cultures . Here, the necessity of Translation studies become important for
comparative literature. Now I would like to discuss The role of Translation in comparative
literature in my present paper.
Keywords--- Comparative literature, Translation studies
I. INTRODUCTION
decisive requirement for the study of comparative literature for achieving the aforesaid
A Objectives are a broad knowledge of several literatures available in different languages.
The objection to studying literature through translation is downright hypocrisy. T here
are numerous practical problems in Translating literature. Translation must be admitted that
There is distinction between the original author and the Translator because of two things; one,
the Translator has own expression or style. I t is Influenced both by his personality and the
period of History in which he lives and secondly the system Of form and meaning in the
source language may be similar to that in the Target language. Here I am Going to point out
that in the study of comparative literature the necessity of translation is ineluctable. The
knowledge of language is very important in Translation studies. Comparative literature is the
study of literature without walls .It is interested in all nations regardless of their language
times genres and boundaries.
II. COMPARATIVE LITERATURE.

In the present age the Translations from various literatures are readily available and a
study of comparative literature may easier than in earlier times. Comparative literature is a
very broad subject. Comparative literature arose a reaction against the narrow nationalism of
much Nineteenth century Scholarship as a protest against isolationism of many Historians of
French German Italian English etc Literature deals with major and minor literatures
together when the importance of Translation studies in comparative literature rise up, miner
languages are translated into major languages.
Through Translation we can understand their works of literature languages, cultures or
even Histories. If Translations would not a study in comparative literature, those less spoken
languages would be forgotten and they would not survive. Through Translation and study we
treat equally all languages in comparative literature .The aim of comparison between two
Writers in terms of influence or even parallelism is not to establish the superiority of one over
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the other or extol native literacy culture at the expense of foreign culture. The re is a
spontaneous way of thinking about the link between comparative literature and Translation.
Bassant says the comparative literature is an unfinished long debate.
Rene wellek says Comparative literature is against nationalism
III. TRANSLATION STUDIES

Translation practice pertains to word for-word and sense-for-sense Translation is a
creative force in which specific Translation strategies serve a variety of cultural and social
functions . At the out set the Twentieth century the aim of translation should not be confer to
the readers an understanding of the meaning or information content of the original .The
Hallmark of good Translation should express the Central reciprocal between languages A real
Translation is Transparent. The main prevailing concept in Translation studies is equivalence.
Translation studies pave the way for the development of the field as a distinct discipline.
Translation is viewed as an independent form of writing .when comparative literature
develops and goes beyond the European literature .The need of Translation comes up to the
mark .Lawrence who is a Translation theorist describes the role of Translator in
comparative literature in his book The Translators Invisibility ;A History of Translation says
when a foreign text is domesticated the reader of target language easily adopts and
understand it .The Translator gives the message of the original test .without reflecting the
differences of the original test.
Apter cites leospitzers says, Any language is human prior to being national. And also He
says Translation is a way of dramatization of literature.
IV. CONCLUSION
Translation study is a vital tool for comparative literature. Through Translation people who
speak minor languages understand other literatures well in manner. Literatures are easily
compared to each other through Translation .Translation studies contribute the future of
comparative literature .If Translation would be study in comparative literature, comparative
literature would consist of just dominant languages. Translation involves minor languages as
well as major languages play a role in comparative literature. In this globalizing world,
Translation and comparative literature together break
The walls among many nations .Translating is a tool of uniting those cultures and nation
and also helps the people to deep and broaden their perspectives towards other literatures .
Finally, the role of Translation is very important in comparative literature.
REFERENCES
[1] Bassnetts(1991) Translation Studies,London;Rouledge
[2] Hatim B E Manson(1990)Discourse and Translator London; Longman
[3] Newmark p(1981) Approaches to Translation Oxford;pergamon
[4] Munday, Jremy,2008 Introducing Translation studies ,London and Newyork; Routiedge
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TOLSTOYISM AND GANDHIANISM
D.R. JAYARAMAN
EASWARI ENGINEERING COLLEGE, BHARATHISALAI, RAMAPURAM, CHENNAI 600 089

ABSTRACT--- Count Leo Tolstoy (1828-1910) and Mohandas Karamchand Gandhi (1869-1948)
are two major prophets of the 19th and 20th centuries to have shaped humanitys view of life.
During an Age when imperialism with its oppression of a majority by a minority was prevalent,
when the Imperial powers were able to convince the people world over with their sophism that
for the well being of the majority the minority could be sacrificed, these two crusaded against the
doctrine, stating that such conviction is pitted against the doctrine of love.
Both Tolstoy and Gandhi believed that violence ought not to be countered by violence.
Tolstoyism says violence ought to be countered by love; Gandhianism says it ought to be
countered with passive resistance backed up by a strong will of non-violence. Passive resistance
and non-violence would soon be displaced by the Mahatma with the term Sathyagraha which
means truth force or soul force.
During his South African days when Gandhi led the struggle of passive resistance for the rights
of the Indians yon, the two souls came into direct interaction with each other through letter
correspondence.
A close study of the philosophies of the two, especially the letter correspondence between the
two, would help fathom the depth of their influences on each other.
Keywords--- Tolstoyism, Gandhianism, Passive resistance, Non-violence, Sathyagraha
I. INTRODUCTION
T is known to many that John Ruskin and Tolstoy are two great influences on Gandhi; but
I how far or how deep is a subject that requires some careful and diligent study. Given the
political turmoil of the world in the 19th and 20th centuries, and given the periods of their lives
on earth, it is not surprising that the prophets Tolstoy (1828-1910) and Gandhi (1869-1948)
concurred in many of their political ideals. However, what is surprising is that Gandhis life and
role in the struggle for Indias independence appears an extension, exposition and, perhaps, a
realization of the ideals of Tolstoy, than Ruskin.
Though Tolstoy is 40 years elder to Gandhi, and though it was towards the end-period of
his life (1909-1910) there took place the letter correspondence between the two, yet there
appears to have taken place a subtle and sublime diffusion of thoughts and ideals, which is
almost a verification, ratification and endorsement of each others. For, in his last letter written
to Gandhi on 7th September 1910, Tolstoy would write:
Consequently your work in Transvaal, which seems to be far away from the centre of our
world, is yet the most fundamental and the most important to us, supplying the most weighty
practical proof in which the world can now share and with which we must participate, not only
the Christians but all the peoples of the world (Tolstoy 38).
II. RUSKIN AND GANDHI

In his Preface to the English translation of Hind Swaraj (Indian Home Rule) Gandhi would
say, Whilst the views expressed in 'Hind Swaraj' are held by me, I have but endeavoured
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humbly to follow Tolstoy, Ruskin, Thoreau, Emerson and other writers, besides the masters of
Indian philosophy. Tolstoy has been one of my teachers for a number of years.
In his autobiography Gandhi would say, Three moderns have left a deep impression on my
life and captivated me; RaychandBhai by his living contact, Tolstoy by his book The
Kingdom of God is Within You and Ruskin by his book Unto This Last (Gandhi II.1.83).
Whatever equipoise Gandhi absorbed from RaychandBhai, whose godly pursuits in the
midst of business had such a penetrating influence on him, is a separate study that could for
now be safely ignored, as it would help narrow the study down to Ruskin and Tolstoy.
Though Gandhi was himself subject to racist assaults and witnessed racism, prejudice and
injustice against his people in South Africa, the real key to his crusade for the cause of his folks
could, in all probability, have started very much after reading Ruskins Unto This Last. In 1904
Gandhi read Unto This Last, during a 24 hour train journey from Johannesburg to Durban. In
his Autobiography Gandhi would say, 'The train reached there in the evening. I could not get
any sleep that night. I determined to change my life in accordance with the ideals of the book
(Gandhi IV. 18. 275). Gandhi would later translate it into Gujarati giving it the title Sarvodaya
(The Welfare of All). The teachings that he understood from Unto This Last are:
1. The good of the individual is contained in the welfare of all.
2. All have same right of earning their livelihood from their work.
3. That a life of labour is the life worth living.
It is the first of the above three that had a deep and lasting influence on Gandhi and
stimulated him into struggling for the freedom or rights of his people, whether in South Africa
or in India. So from 1904 Gandhi would begin to think about his duty to the wider community,
not just to his clients alone. The second and third would soon be experimented or realized at
the Phoenix settlement in Natal,where everyone would labour, and draw the same salary. The
newspaper Indian Opinion that he started publishing inGujarati,Hindi,TamilandEnglish from 6
June 1903, would also be moved to the Phoenixsettlement, showing the change that has
occurred in Gandhis life in accordance to the ideals of the book, and auguring the bigger
struggle for India.
Though in Unto This Last is contained the welfare of all, equal right for earning bread and
hard physical work, yet there could be seen in it no clue of loving the enemy, passive resistance
or Sathyagraha. However, Gandhis first passive resistance campaign would start in
Johannesburg in 1907 against the Asiatic Registration Bill of 1906 that sought to limit the
presence of Indians in the Transvaal by confining them to segregated areas and limiting their
trading activities.
So, whither lies the seed or fuel to Gandhis passive resistance or Sathyagraha?
It is not necessary that one should imitate or be influenced or inspired by another for an
ideal virtue, which could be innate and yet dormant, surfacing at some point of time in ones
life, after some experience or lesson from life. However, the support, ratification or
endorsement from another luminary for the virtue which has surfaced could also be called an
influence, as it is a verification that gives confidence, encouragement and renewed
determination to the influenced.
III. TOLSTOYS LAW OF LOVE

Tolstoy voiced for the vigorous following of Christs message of loving also the evil and
harmful ones, than feigning to be a Christian. He wanted for his folks a Christianity free from
churchianity. For him love of foe and friend is above daily prayer.
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As a gifted writer, Tolstoy used short story as a vehicle to convey his ideas. The story A
Spark Neglected Burns the House is the antithesis of the slogan, Love your neighbour as
yourself (Mark.12.31). When Gabriel sets Ivans house on fire, instead of putting off the fire
Ivan runs after the culprit and loses his father, and eventually accepts the blame for his fathers
getting charred. In the story How Much Land Does A Man Need there is highlighted the
irreligious greed of Pahom. The story Three Hermits shows how religious rituals or prayers
without sincerity is simply din. In the story God Sees the Truth, But Waits, Aksionov puts to
shame the murderer on account of whose crime and contrivance he had to spend his life in
prison. This story is an explication of Tolstoys favouriteKural 314.
Like Ruskin, Tolstoy also emphasized on simple living and hard physical work. This is the
only ideal or view that is common in the writings of both. Levin in Anna Karenina is a good
example for a simple life embellished with farming work. In a life of love there can be no place
for avarice and the luxuries of riches. Tolstoy sees eye to eye with Christs No man can serve
two masters, God and mammon (Matt.6.24)
In the Sermon on the Mount that has had a profound influence on Tolstoy, Christ would say,
not an eye for an eye, nor a tooth for a tooth (Matt. 5. 38). Christ would also say, Resist not
evil: but whosoever shall smite thee on thy right cheek, turn to him the other also (Matt.5.39).
The most important verse to give Tolstoy enormous faith in his conviction in love is the verse,
Love your enemies, bless them that curse you, do good to them that hate you, and pray for
them which despitefully use you, and persecute you (Matt.5.44).
In this paper Tolstoys letter A Letter to A Hindu alone is taken for study to show his law of
love, as it concerns the Indian struggle for independence in which Gandhi played a major role.
Having been introduced to the Indian scriptures either through his own admiration Arthur
Schopenhaeur, or someone else, Tolstoy is able to drive home his point by quoting from them
frequently, especially from Krishna and from Thirukkural of the divine poet Thiruvalluvar that
he calls The Hindu Kural. Lines from him like, In every individual a spiritual element is
manifested that gives life to all that exists, and that this spiritual element strives to unite with
everything of a like nature to itself, and attains this aim through love are purely from the
Indian scriptures, than from anything from the West.
Tolstoy begins the letter A Letter to A Hindu in reply to TarakNath Das or C.R. Dass
request for his support for the violent means for attaining freedom and the articles calling for
violence to attain freedom in the magazine called Free Hindustan, published from Canada,
quoting from the Vedas and the bible the following lines:
All that exists is One. People only call this One by different names. - THE VEDAS.
God is love, and he that abideth in love abideth in God, and God abideth in him. - I JOHN iv.
16.
God is one whole; we are the parts. - EXPOSITION OF THE TEACHING OF THE VEDAS BY
VIVEKANANDA. (Tolstoy 44)
From these quotations it is evident that according to Tolstoy violence in any form amounts
to violence to the self. Tolstoy would call it - violence - the irreligious and profoundly immoral
social arrangement of the English and other pseudo-Christian nations:
From your letter and the articles in Free Hindustan as well as from the very interesting
writings of the Hindu Swami Vivekananda and others, it appears that, as is the case in our time
with the ills of all nations, the reason lies in the lack of a reasonable religious teaching which by
explaining the meaning of life would supply a supreme law for the guidance of conduct and
would replace the more than dubious precepts of pseudo-religion and pseudo-science with the
immoral conclusions deduced from them and commonly called 'civilization'. (Tolstoy 45)
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Tolstoy would complain,

Most of the leaders of public opinion among your people no longer attach any significance
to the religious teachings that were and are professed by the peoples of India, and recognize no
possibility of freeing the people from the oppression they endure except by adopting the
irreligious and profoundly immoral social arrangements under which the English and other
pseudo-Christian nations live today. (Tolstoy 45)
This was due to the statement made by the Indian calling for resistance:
In your periodical you set out as the basic principle which should guide the actions of your
people the maxim that: 'Resistance to aggression is not simply justifiable but imperative,
nonresistance hurts both Altruism and Egotism.' (Tolstoy 54)
Tolstoy would argue that it was due to the lack of religion in a religious people, or not
heeding what their religion has to say and, in addition, their belief in the new scientific
enlightenment called violence, they had to lose their state to foreigners:
You say that the English have enslaved your people and hold them in subjection because
the latter have not resisted resolutely enough and have not met force by force.
But the case is just the opposite. If the English have enslaved the people of India it is just
because the latter recognized, and still recognize, force as the fundamental principle of the
social order. In accord with that principle, they submitted to their little rajahs, and on their
behalf struggled against one another, fought the Europeans, the English, and are now trying to
fight with them again. (Tolstoy 54)
Tolstoy would further add strength to his standpoint by wondering how a few thousand
could manage to rule many millions unless the fault is the latters, and winds it up with a
quotation from Lord Krishna pointing out at the ignorance of the latter:
A commercial company enslaved a nation comprising two hundred millions. Tell this to a
man free from superstition and he will fail to grasp what these words mean. What does it mean
that thirty thousand men, not athletes but rather weak and ordinary people, have subdued two
hundred million vigorous, clever, capable, and freedom-loving people? Do not the figures make
it clear that it is not the English who have enslaved the Indians, but the Indians who have
enslaved themselves?
When the Indians complain that the English have enslaved them, it is as if drunkards
complained that the spirit-dealers who have settled among them have enslaved them. You tell
them that they might give up drinking, but they reply that they are so accustomed to it that
they cannot abstain, and that they must have alcohol to keep up their energy, is it not the same
thing with the millions of people who submit to thousands, or even to hundreds, of othersof
their own or other nations?
If the people of India are enslaved by violence, it is only because they themselves live and
have lived by violence, and do not recognize the eternal law of love inherent in humanity.
Pitiful and foolish is the man who seeks what he already has, and does not know that he
has it. Yes, pitiful and foolish is he who does not know the bliss of love which surrounds him
and which I have given him. - KRISHNA. (Tolstoy 55)
Tolstoy is vociferous and crystal clear in his conviction:
As soon as men live entirely in accord with the law of love natural to their hearts and now
revealed to them, which excludes all resistance by violence, and therefore hold aloof from all
participation in violenceas soon as this happens, not only will hundreds be unable to enslave
millions, but not even millions will be able to enslave a single individual. Do not resist the evil-
doer and take no part in doing so, either in the violent deeds of the administration, in the law
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courts, the collection of taxes, or above all in soldiering, and no one in the world will be able to
enslave you. (Tolstoy 55-56)
Tolstoy manages to see the reason for the Indians shift from his religion that preaches love
to violence. In his opinion it is due to the scientific superstition replacing the religious one,
securing a stronger and stronger hold in the East, on the Indians. Tolstoy exposes the
limitations of the scientific superstition or new justification in his letter thus:
New justifications have now appeared in place of the antiquated, obsolete, religious ones.
These new justifications are just as inadequate as the old ones, but as they are new their
futility cannot immediately be recognized by the majority of men.
1. 'scientific' justification which puts forward, first, the assertion that because the
coercion of man by man has existed in all ages, it follows that such coercion must
continue to exist
2. as among plants and wild beasts there is a constant struggle for existence which
always results in the survival of the fittest, a similar struggle should be carried on
among human beings--beings, that is, who are gifted with intelligence and love;
faculties lacking in the creatures subject to the struggle for existence and survival
of the fittest.
3. The third, most important, and unfortunately most widespread justification is, at
bottom, the age-old religious one just a little altered: that in public life the
suppression of some for the protection of the majority cannot be avoided--so that
coercion is unavoidable however desirable reliance on love alone might be in
human intercourse. (Tolstoy 51)
Tolstoy harps on the powers awarded by the new political ideologies like democracy,
communism, etc. and parliaments and new governments hence:
The only difference in this justification by pseudo-science consists in the fact that, to the
question why such and such people and not others have the right to decide against whom
violence may and must be used, pseudo-science now gives a different reply to that given by
religionwhich declared that the right to decide was valid because it was pronounced by
persons possessed of divine power. Science says that these decisions represent the will of the
people, which under a constitutional form of government is supposed to find expression in all
the decisions and actions of those who are at the helm at the moment. (Tolstoy 52)
Thus addressing accusingly the Indians choice of violence to love, Tolstoy would say,
In the twentieth century you, an adherent of a religious people, deny their law, feeling
convinced of your scientific enlightenment and your right to do so, and you repeat (do not take
this amiss) the amazing stupidity indoctrinated in you by the advocates of the use of violence--
the enemies of truth, the servants first of theology and then of science--your European
teachers. (Tolstoy 54)
Tolstoy would finally conclude his letter stating that the simple law of love, natural to man,
accessible to all and solving all questions and perplexities, would of itself become clear and
obligatory only when men free themselves from all religious and scientific superstitions and
from all the consequent misrepresentations and sophistical distortions by which its
recognition has been hindered for centuries:
What are wanted for the Indian as for the Englishman, the Frenchman, the German, and the
Russian, are not Constitutions and Revolutions, nor all sorts of Conferences and Congresses,
nor the many ingenious devices for submarine navigation and aerial navigation, nor all sorts of
conveniences to add to the enjoyment of the rich, ruling classes; nor new schools and
universities with innumerable faculties of science, nor an augmentation of papers and books,
nor gramophones and cinematographs, nor those childish and for the most part corrupt
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stupidities termed artbut one thing only is needful: the knowledge of the simple and clear
truth which finds place in every soul that is not stupefied by religious and scientific
superstitionsthe truth that for our life one law is validthe law of love, which brings the
highest happiness to every individual as well as to all mankind. Free your minds from those
overgrown, mountainous imbecilities which hinder your recognition of it, and at once the truth
will emerge from amid the pseudo-religious nonsense that has been smothering it: the
indubitable, eternal truth inherent in man, which is one and the same in all the great religions
of the world. It will in due time emerge and make its way to general recognition, and the
nonsense that has obscured it will disappear of itself, and with it will go the evil from which
humanity now suffers. (Tolstoy 59)
In order to champion the cause of his law of love, Tolstoy would quote six couplets, viz.
311, 312, 313, 314,315 and 319 from the 32nd chapter, called InnaaCheyyaamai, of the
Thirukkural that he calls The Hindu Kural:
The aim of the sinless One consists in acting without causing sorrow to others, although he
could attain to great power by ignoring their feelings.
The aim of the sinless One lies in not doing evil unto those who have done evil unto him.
If a man causes suffering, even to those who hate him without any reason, he will ultimately
have grief not to be overcome.
The punishment of evil doers consists in making them feel ashamed of themselves by doing
them a great kindness.
Of what use is superior knowledge in the one, if he does not endeavor to relieve his
neighbour's want as much as his own?
If, in the morning, a man wishes to do evil unto another, in the evening the evil will return
to him.
- THE HINDU KURAL. (Tolstoy
48)
IV. TOLSTOY AND GANDHI

In Tolstoys language, Truth is love; in Gandhis language, Truth is to be only and firmly
truthful. Tolstoy emphasized love as the highest path to God. Gandhi emphasized being truthful
as the highest path to God. Even his nations motto taken from the Mundaka Upanishad reads,
Truth alone triumphs.
According to Tolstoy, the law of love is in accord with the nature of man. Love and forcible
resistance to evil-doers involve such a mutual contradiction as to destroy utterly the whole
sense and meaning of the conception of love. On the other hand, Gandhi belonging to a
colonized state, where the majority was oppressed and demoralized by a minority, could not
think of love to win over his ruler to obtain freedom from him, and hence had to speak of non-
violence, passive resistance or soul force (or moral force) that he named Sathyagraha.
Sathyagraha means firmness in adhering to truth. Gandhi coined the word, Sathyagraha, in
1906 in South Africa. He incorporated the ideals of passive resistance into its definition.
Satyagraha means "truth force or soul force." Gandhi would write, "I do not like the term
'passive resistance,' it fails to convey all I mean. It describes a method, but gives no hint of the
system of which it is only a part. Real beauty, and that is my aim, is in doing good against evil.
Though the two appear to converge here, still there is to be found the absence of Tolstoys
love in Gandhis soul force; or perhaps, they both ought to be taken for synonyms. Gandhi said
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that passive resistance will and can succeed where brute force must fail. Tolstoy would say in
his letter to Gandhi,
In reality as soon as resistance is admitted by the side of love, love no longer exists and
cannot exist as the law of existence; and if the law of love cannot exist, there remains no other
law except that of violence, that is, the right of the mighty. (Tolstoy 36)
Gandhi like Tolstoy has been shaped by the bible, the scriptures of India and didactic
literatures in Tamil like Thirukkural. Stories of Raja Harichandra, Sravana, etc. built him up
into a man who could conduct plenty of experiments with Truth.
Tolstoy freed his serfs and started working like them; Gandhi opposed untouchability and
at Sabarmati Ashram required the inmates to do the works like washing the lavatory etc.
meant for the fourth varna during his time. Tolstoy fully agreed with the concept of "bread
labour" that was originally coined by the Russian peasant T.M. Bondaref who held that man
must earn his bread by labouring with his own hands. Tolstoy enthusiastically put the ideal of
bread labour into practice. He tilled the soil and made his own boots. Gandhi kept his own
spinning hand wheel (ratan) and wove his own clothes.
Though Gandhi was inspired by Ruskin to start the community living of the Phoenix
settlement in 1904, yet he was not as personally involved in the daily running of it as he was to
become in his stay of interrupted duration at the Tolstoy Farm which lasted for about four
years from 1910-1913. Gandhi attributes the success of the final phase of the satyagraha
campaign in South Africa between 1908 and 1914 to the "spiritual purification and penance"
afforded by the Tolstoy Farm. He devotes a considerable number of pages in Satyagraha in
South Africa to the discussion of the day-to-day activities on the farm as the experiment
appeared important to him, even though it had not enjoyed much limelight.
Tolstoy Farm on the land donated by MrKallenbach for passive resisters was an
ethical/social experiment in communal living and economic self-sufficiency on the part of
Gandhi and a number of men, women and children of varying ages, religious backgrounds,
classes and values. Gandhi also considered it an exceptionally daring experiment in philosophy
of education. Ultimately the Tolstoy Farm was in Gandhis view a centre of spiritual
purification and penance for the final campaign a campaign Gandhi feared might never have
carried the day were it not for the Tolstoy Farm equipment preceding it.
It would be ideal and safe to say that the utopian state of community living at the Tolstoy
Farm had been inspired both by Ruskin and Tolstoy. After Gandhi returned to India to join the
fight for independence from the British, he formulated the sophisticated social philosophy,
Sarvodaya(the well-being of all). Sarvodayaincorporates the negative aspect of non-resistance
to evil and the positive aspect of the assimilation of the good. This integrated social ideal aims
at "the reform of the individual as the reform of society." Gandhi emphasized on a village-
oriented, agrarian economy and a simplicity of life based upon a cooperative socio-economic
structure. Sarvodayaprovided the ideals for a non-violent society. "In such a state, everyone is
his own ruler. He rules himself in such a manner that he is never a hindrance to his neighbours.
In the ideal state, therefore, there is no political power because there is no state.
The correspondence between great minds are landmarks in the development of the history
of ideas: and hence is the correspondence between Tolstoy and Gandhi. Gandhi arrived
from South Africa in London on 10 July, 1909 and was there till 13 November, 1909. On 2 July,
1909, MadanlalDhingra had assassinated Sir Curzon Wylie. In London, Gandhi met many
Indians who propagated violent resistance as the only way to obtain Indias freedom. And then
he came across Tolstoys Letter to a Hindoo, written in reply to the letter of TarakNath Das,
who advocated violent approach for freedom. Tolstoys letter explained why non-violent
resistance and a resolve by Indians to become free were the only solution. Gandhi was so
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impressed by the letter that he sought Tolstoys permission to publish it in South Africa.
Tolstoy wholeheartedly approved the project and also consented to have his writings
translated into Indian dialects.
In his first letter to Tolstoy written on 1st October 1909, after reading A Letter to a Hindu,
Gandhi would write referring to the struggle going on in Transvaal for three years, hence:
There is in that colony a British Indian population of nearly 13,000. These Indians have for
several years laboured under the various legal disabilities. The prejudice against colour and in
some respect against Asiatics is intense in that colony. It is largely due, so far as Asiatics are
concerned, to trade jealousy. The climax was reached three years ago, with a law which I and
many others considered to be degrading and calculated to unman those to whom it was
applicable. I felt that submission to law of this nature was inconsistent with the spirit of true
religion. I and some of my friends were and still are firm believers in the doctrine of non-
resistance to evil. I had the privilege of studying your writings also, which left a deep
impression on my mind. British Indians, before whom the position was fully explained,
accepted the advice that we should not submit to the legislation, but that we should suffer
imprisonment, or whatever other penalties the law may impose for its breach. (Gandhi 24)
Gandhi held his own views and it happened to be alike with those held by Tolstoy. It doesnt
mean that Gandhi accepted every word of Tolstoy. For example, in his introduction to Tolstoys
A Letter to a Hindu, Gandhi would take exception to Tolstoys claiming a commercial company
enslaving two hundred millions (Gandhi 43). Similarly, he would also request Tolstoys
permission to remove the reference to reincarnation in his translations thus:
I would also venture to make a suggestion. In the concluding paragraph you seem to
dissuade the reader from a belief in reincarnation. I do not know whether (if it is not
impertinent on my part to mention this) you have specially studied the question. Reincarnation
or transmigration is a cherished belief with millions in India, indeed in China also. With many
one might almost say it is a matter of experience, no longer a matter of academic acceptance. It
explains reasonably the many mysteries of life. With some of the passive resisters who have
gone through the gaols of the Transvaal, it has been their solace. My object in writing this is not
to convince you of the truth of the doctrine, but to ask you if you will please remove the word
"reincarnation" from the other things you have dissuaded your reader from. (Gandhi 24)
In his reply to Gandhi, Tolstoy would state,
As regards re-birth I, for my part, shall leave out nothing; for, as it appears to me, the belief
in a re-birth will never be able to strike such deep roots in and restrain mankind as the belief
in the immortality of the soul and the faith in divine truth and love; of course I would
accommodate you, if you so desire, to delete those passages in question. It will give me great
pleasure to help your edition. Publication and circulation of my writings, translated into Indian
dialects, can only be a matter of pleasure to me. (Tolstoy 28)
To wind up Tolstoys influence on Gandhi, it would be useful to see Tolstoys own words
stating that non-resistance is nothing but love:
The more I liveand especially now that I am approaching death, the more I feel inclined
to express to others the feelings which so strongly move my being, and which, according to my
opinion, are of great importance. That is, what one calls nonresistance, is in reality nothing else
but the discipline of love undeformed by false interpretation. Love is the aspiration for
communion and solidarity with other souls, and that aspiration always liberates the source of
noble activities. That love is the supreme and unique law of human life which everyone feels in
the depth of one's soul. We find it manifested most clearly in the soul of the infants. Man feels it
so long as he is not blinded by the false doctrines of the world. (Tolstoy 35)
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V. CONCLUSION
Though it is very well known that Krishna persuaded Arjuna via the Sermon at the
Battlefront, called Bagwad Gita, to fight a war, which, according to the Epic, would claim
700,000 million lives, Tolstoys frequent quotations of Krishna are to underline the oneness of
all.
Christs argument in his Sermon on the Mount is that even as the evil persons are the
children of God they ought to be loved, and by doing so man could become perfect as God. Yet,
there are verses in which could be seen Christs tough deal for those that believe not in his
divinity. He that believes and is baptized shall be saved; but he that believes not shall be
damned (Mark.16.16). Whosoever shall offend one of these little ones that believe in me, it is
better for him that a millstone were hanged about his neck, and he were cast into the sea
(Mark.9.42).
Since Tolstoys point of view is that of the oppressor-oppressed, in order to dissuade the
oppressed from taking to violence he quotes those six couplets from the 32nd chapter of Not
Causing Harm (InnaaCheyyaamai). If the eighth chapter in the Kural on Love, Anbudaimai, had
eluded Tolstoys attention, it must have been due to the absence of an oppressor, a colonizer or
a persecutor in it.
Gandhis passive resistance could be best compared to chapter 16 called Porayudaimai of
the Kural, and in it the sixth couplet (Kural 156) best defines Gandhis own eternal fame. Of
course other chapters like 13 and 14 of the Kural could be attributed to the personal and public
life of Gandhi.
REFERENCE
[1] Gandhi, M.K. An Autobiography or The Story of My Experiments with Truth. Ahmedabad,
India: Navajivan Publishing House, July 2007. Print.
[2] Gandhi, M.K and Leo Tolstoy, Mahatma Gandhi and Leo Tolstoy Letters. Srinivasa Murthy,
B. ed. Long Beach, USA: Long Beach Publications. 1987.
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THE OPPRESED AND VICTIMISED
AthiraMinu . K
The American College
ABSTRACT--- This paper focuses on the abuse of women in terms of feminist criticism in
relation with Alice Walkers , The Color Purple , . For centuries , the role and relation
of men and women are framed according to the societal norms . Men are regarded as the
ruler or , the dominant part of the society while women are seen weak and thought to be
helpless . In this novel , women are forced to live under the dominance of their so called
rulers , until one between them realizes her value , stands against the abuses and declares
her identity as a powerful women in the society .
KEYWORDS--- MALE CHAUVINISM , FEMINISM , SUPPRESSION , DOUBLE
MARGINALIZATION , SEXISM , ABUSE OF WOMEN
I. INTRODUCTION
Feminism is concerned with the marginalization of all women : that is , with their
being relegated to a secondary position . ( Guerin 196 ) . Feminism represents the socio-
economic , and aesthetic values of the times which is especially concerned with the
problems or rights of the women .
It is a concept that seeks to better the lot of women who are perceived to be
sidelined by men in the prevailing scheme of things in the society . It thus aims to
establish or assert equality between men and women in a world which it regards as
male-oriented .
As a crucial movement feminism paved way for the equal rights of women . Feminist
criticism started as the part of the international women's liberation movement. " The
emergence of feminist literary criticism is one of the major developments in literary
studies in the past thirty years or so " (Oppermann,1) . The first main book which
contributed to the emergence of the new women's movement was The Feminine
Mystique , (1963) by Betty Friedan .
" A world confined to her own body and beauty , the charming of man , the bearing
of babies , and the physical care and serving of husband , children and home " (Millard,
155) .
For centuries , women are considered just as child bearing machines and to satisfy
the other needs of men . Life of a woman is fulfilled with restrictions , right from
her birth until she gets into her grave . The unchanging norms that prevail till now
ruins the life of a woman . A woman is always forced to be dependent on the so called
rulers of the family . If she thinks and acts as per her wish she is considered as an
immoral . India got freedom many decades ago but what is the use of it . Is freedom
only meant for men ?
Questioning such useless ideologies gave birth to feminism . Alice Walkers most
acclaiming and Pulitzer prize winning novel The Color Purple , unfolds the victimized
life of Celie , the protagonist of the novel .
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Domestic violence is one among the most common problem faced by almost forty
percent of women . In the very opening of this novel , Walker unfolds this by
presenting a small girl who is abused and raped by her step-father . In her lonely
world , she cannot find anybody to trust in and share her despair . Since her step-father
Alphonso says You better not never to tell nobody but God . Itd kill your mammy .
(Walker, 11) , she finds the only solution to express her hopelessness in writing letters to
God . Too insecure to even give her name , we soon learn through the mouth of another
that her name is Celie . While her mother is away Alphonso , presumed to be her Pa
rapes Celie saying , You gonna do what your mammy wouldnt . (Walker, 11) .
The novel is an epistolary novel which consists of her , Celie , letters addressed to
God , and then to her sister Nettie . Letters becomes the only way for Celie to express
herself , and only key for reader to have a better and deeper understanding for Celie ,
the protagonist .
As said before after an unwilling marriage Celie is just a servant who is responsible
of looking after her husband , Albert , and his four children and to meet the sexual
desires of him . He always abuses Celie until she declares her identity as an
independent woman . When his oldest son , Harpo , asks Albert why he beats Celie , he
says simply Cause she my wife . (Walker, 30) . He thinks he has the right to beat
and abuse Celie merely because shes his wife .
Prolonged victimisation at one extreme makes her to accept the torture
psychologically , she mentally began to accept the oppression this can be cleary seen in
one of her letters to her sister Nettie , when she says , You got to fight . You got to
fight for which Celies answer to this , - But I dont know how to fight . All I know
how to do is stay alive .
She accepts the abuses by expressing her feelings in a letter to God saying ; He
beat me like he beat the children . Cept he dont never hardly beat them . He say , Celie
, git the belt . The children be outside the room peeking through the cracks . It all I
can do not to cry . I make myself , Celie , you a tree . Thats how come I know trees
fear man . (Walker,30) .
Clearest focus in The Color Purple , is the role of male domination in the abuse of
black women , and the struggles of these women for freedom and independence . It is
the story of people who realize that while they live in a world that oppresses blackness
and femaleness , they are not required to be willing participants in the cycle of
victimization .
In the novel , Celie symbolizes a good house wife who tries to look after her husband
and his children . Simone de Beauvoir , in his book The Second Sex , says that " one
is not born a woman ; rather one becomes a woman " , and Celie is the most suitable
example to prove this thesis . She tries to do her best to provide a better life for them
and even her husbands sisters realizes this . Alberts two sisters , Kate and Carrie ,
comes to visit them . They say Celie , one thing is for sure . You keep a clean house .
Good housekeeper , good with children ., good cook . Brother couldnt have done better if
he tried . (Walker,27-28) She is suitable for the social norms which supports the idea of
a woman being a good housewife , a good wife and a good mother . With the
development Celie experienced , Celie adds something more to the idea of woman who
just sits in the house and look after the children , she also becomes a working woman
and gain her own money which gives her the self-confidence and the power to remain
standing by herself .
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Women in this novel are exploited very seriously , especially Celie , who is married
off to Albert to look after his children and is expected to work on the farm and submit
without objection to all of Albert's demands and those of the children . She is also
meant to accept Albert's affair with Shug Avery , which extends even to him sleeping
with her under the same roof . In fact fidelity is not seen as an important quality by
men , although the same behaviour in females is cause for comment . Notice how the
preacher attacks Shug by implication because of her loose lifestyle , but men are allowed
to behave as they wish.
The novel's message is that women must stand up against the unfair treatment they
receive at the hands of men and that they must do this by helping one another . The
women in the novel , even those who have interests in the same men , nevertheless
band together to support and sustain one another throughout the novel . The bond of
sisterhood is important , both literally in the persons of Nettie and Celie , Sofia and
Odessa and metaphorically in the persons of Mary Agnes and Sofia , Albert's sister and
Celie , Tashi and Olivia and of course Shug Avery and Celie , who embody the twin
roles of sisters and lovers in their relationship.
Some of the women in the novel have learned to fight for themselves . Sofia is
powerful and physically strong . She is not subservient and has great strength of
character as well . She can and does fight for what she wants , but of course her
aggression results in her dreadful experience at the hands of the police after she dares
to " talk back " to the white mayor , and her subsequent sentence to drudgery as the
mayor's servant lasts for many years . The bond between her and Mary Agnes is
stronger than their mutual claim on Harpo's affections . Mary Agnes endures rape for
Sofia's sake in order to get her released from prison , and when Mary Agnes goes off to
be a singer it is Sofia who looks after her child .
Masculine and feminine temperament are also addressed in the novel . Shug is
described by Albert as being " more manly than most men " , but as Celie rightly points
out to him , those qualities of independence , honesty and integrity are equally valid as
womanly qualities . What the novel asserts is that PEOPLE are weak and strong , and
gender should not dictate perceptions of qualities which are essentially human.
Double marginalization is also yet another problem faced by utmost many women
who are suppressed and oppressed as they are black and belong to the weaker sex
as addressed by the rulers of the society . Women face problems day by day only the
women who are mentally strong .
II. CONCLUSION
The Color Purple presents us good examples in terms of Feminist Criticism . We
see the male domination over the women in every part of life , but in the course of
time , women want to release themselves from the abuses of man and be independent .
They are succeed in their aim and we see the traces of female domination in the name
of Celie , the protagonist .
Being in an abusive relationship continually , as a small girl first then as a woman ,
Celie proves the effects of early childhood memories on her future life . Christian Froula
writes : The abusive or seductive father does serious harm to the daughters mind as
well as to her body , damaging her sense of her own identity and depriving her voice of
authority and strength .
To conclude , Walker's award-winning novel The Color Purple presents that women
are forced to live under the dominance of a man , either father or husband . In the
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course of time , if one is really courageous enough and have the belief to make a better
life for herself , then it can be possible for her to start a brand-new story .
REFERENCE
[1] Alice Walkers The Color Purple
[2] TarihOkuluDergisi (TOD) Journal of History School (JOHS) Aralk 2014 December
2014 Yl 7 , Say XX , ss . 429-439 . Year 7 , Issue XX , pp . 429-439 . DOI No:
http://dx.doi.org/10.14225/Joh646
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PLIGHT OF SECOND GENERATION DIASPORANS : A STUDY
R.Vidhya Lakshmi
American College
Abstract--- East or west home is the best this proverb clearly states that one should have
their own identity. Everybody has a question What am I and it tends to find unique root of
identity. Finally we get attached to it, but in the case of Diasporic generations they find double
identity. The word double itself raises a question on how one could play a double role in a single
life? This is the main problem that prevails in the second generation of Diaspora and this paper
aims to focus on what are the problems and sufferings faced by the second generation people in
the diaspora land.
Keywords--- identity crisis, cultural clash, generation gap, subjugation, alienation.
I. INTRODUCTION
IASPORA itself means scattering or dispersion. Etymologically it is known that it is
D originated from Greek. It is first located in Greek translation of the Hebrew Bible to refer
Jews exile from Israel after Babylonians captivity. Then the word diaspora gets generalized and
now it tends to mean the movement of the people from their original homeland to foreign land
for their settlement.
Literature associated with diaspora is called as diasporic writing. Diaspora has become the
core of English literature nowadays it gives not only the picture of the foreign land and native
land. But it also associates with several themes like identity crisis, migration, alienation,
immigration, marginalization, rootlessness, cross culture, powerlessness, suppression, longing
for homeland, subjugation etc.
All these type of themes are reflected in diasporic writings especially we could find its trade
mark in the writings of Raja Rao, AmitavGhosh, BharathiMurkherjee, Chitra Banerjee
Divakurni, JhumbaLahiri in addition to that MichealOrdantlje, Nissim Ezekiel also show the
impression of diasporic themes.
Usually we used to have only a shallow view on literature of Diasporic identities that we
focus on the sufferings of the first generation people only. But my paper slightly deviated from
the usual path and focuses on the suffering of second generation in the diasporic identity .The
works of Salmen Rushdie, Toni Morrison, AmithaGhosh, Jamica Kincaid, Bessie Head, Any Tan,
Maxine Hong Kingstone and manyother who tangled over the questions of identity through
their multivalent narratives.
First of all identity crisis is the foremost problem that second generation of Diasporic
people face at their initial stage. Name is the first unique identity that everyone gains from
our birth and it sparks the whole background of each and everyone. But in the case of second
generation in the alien land, they are forced to find their names identity. The second
generation people are affected by their names when their friends, peers, teachers, coaches of
alien lips mispronounce their name and when they tend to misinterpret it.
For example the protagonist Gogol in the JhumpaLahiris novel The Namesake has been
suffered psychologically by his name during his kinder garden stage, when his teacher
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mispronounces his name, she apologies him every time and his friends tease him by calling
him as Giggle or Gargle (JhumphLahiri, The Namesake, p. 67).
There is also another crisis in the novel that Gogol is a son of India couple who settled in
America and by birth he is an US citizen. But his name is neither American nor Indian, this
causes an irrelevant identity and this affects his dignity, gravity throughout the novel. He
shows his hatred for his name and he goes to the extent that to change his name in the court.
He answers in such a way that Ive hate the name Gogol, he says. Ive always hated it.
(JhumphLahiri, The Namesake, p.102) and he has also searched the trace behind his name.
Finally he finds that his name is associated with Russian writer Nikolai Gogol who influenced
his father in his life time.
Second generation of the diasporic people does not care about their ethnic origins and they
try to forget the past as in the name of free individual. But first generations people of Diaspora
do not want to forget the past and they want to indulge their native culture in the second
generation which they are unfamiliar. Sometimes first generation people force their children
who belong to second generation group to follow their tradition and culture because they fear
that their children might be corrupted by the western intervene.
This statement can be cleared through novel The Namesake. The first generation couple
Ashoka and Ashima on the one hand and their children Sonia and Gogol on the other hand have
suffered for their cultural identity. Even the couple struggle in adapting to a different culture in
the alien land. They take effort to ensure their children Sonia and Gogol to respect and imbibe
their Bengali roots while they are adapting to western society. The couple has taken the
children to Calcutta for annual puja held at their local community and every saturday they are
forced to learn lessons on Bengali language and culture. Being an American citizen both of
them find hard to attach to Bengali culture instead they are attracted towards the west culture.
Another example: M.G.Vassanjis novel No New Land states the consequences of the
protagonist Nurdin. He has been rejected on the basis of lack of experience at Canada. But his
children have imbibed the candian way of life. Fatima Lalani interested in getting commercial
career in Canada and she wishes to become rich as quickly as possible. It is evident from the
textual lines, Whenever any well- wisher asked her what she wanted to become, she had
given one unequivocal reply: Become rich. (M. G. Vassanji, No New Land A Novel, p.4). Nurdin
is not deeply interested in the western culture and he fears that it may influence his daughter
through career and he does not want to lose their true cultural identity.
The first generation population though separated from their family, community, culture,
food habits, festival, tradition, physical landscape, climate and moral values, they hide their
distinct ethnicity under the canopy economic betterment. But they subjugate the younger
generation by implementing all their distinct ethnicity which they are not familiar with and
this creates a tension among both the generations. Therefore there evolves a problem
generation gap which is unavoidable between first generation parents and the second
generation children.
This can be noted in the novel The Namesake, the hero of the novel Gogol feels more
confident as an US citizen than as an Indian. So he reinvents himself and he tends to liberate
himself from his parents constraints. He embarks on his white life by changing his name as
Nikhil and has a relationship with white American women. Though his parents take efforts to
keep him indianized, he starts behaving like American as his friends behave. He used to smoke
and go to night parties but he manages to get grades in University. Even he keeps his private
life as a secret from his parents.
Identity crises and cross culture play a major role in the life of the second generation in the
Diasporic land. They are also mentally and physically subjected towards dilemma of ethnicity
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of both the lands and they are also subjugated by their parents. So they try to alienate
themselves from both the nations and from their parents. This leads to loss of identity, culture,
roots, and moral values. So taking in account, the lives of both generations have different
starting point and so their output will be different. But it can be overcome by technology,
opportunity, pragmatism (p. 121) and in inheriting good ethnicity from both the generations
are the things which can help them to assimilate actively in the new world by hiding their
distinct ethnicity.
REFERENCES
[1] Lahiri, Jhumph. The Namesake. Harper Collins publisher, 2003. Print.
[2] Vassaji. M. G. No New Land A Novel. Penguin Books,1992. Print.
[3] Das, Nigamananda. Dynamics of Culture and Diaspora in JhumpaLahiri. New
Delhi:Adhyayan publishers and distributors, 2010. Print.
[4] Braziel, Jana Evans and Mannur, Anita Ed. Theorizing Diaspora A Reader. Blackwell
publishing, 2003. Print.
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SILENCE NO MORE- MAHASHWETHA DEVIS DRAUPADI
C.ABINETHRI
THE AMERICAN COLLEGE
Mahashwetha Devi, a loving daughter, a clerk, a lecturer, a journalist, an editor, a novelist, a

dramatist and above all an ardent social activist. She is one of the rare writers who always
aspire to find and explore something challenging and new and never accept the existing ideals.
As a creative writer, her contribution is important, both in significance and in volume.
Man is a general term that has been used since the evolution of human life to signify both
genders. Possessing a cloudy vision and a devious mind, they perceived man in woman and
male in female, creating an impression that a woman should be subjugated. Men used
violence to make women to be under them and the worst of all tortures was the establishment
of mans control over a womans body. Sexual violence must have originated in the sadistic
minds of cruel men who at the same time created myths and legends about chastity and how a
chaste woman, therefore women are taught that her chastity is more important than anything
else in this world. As the Hindu mythologies glorify Sita, Kannagi and Savitiri but not Draupadi
or Ahalya. Ahalya, Tara, Mandodari, Draupdti and Satyavatiwas known as the five sacred
virgins (panchakanyas). All these women stood above the ordinary womanhood as there were
many reasons. The common feature is motherlessness and they were born unnatural. All of
them were abandoned either by husband, father or kith and kin. None of them were broken
down by their personal tragedy. Draupadi in Mahabarata makes the unforgetful mistake of
publicly refusing Karna as a suitor and laughing at Duryodhana, she refused to come to the hall
where she was asked to be dragged by Gauravas as Pandavas(husbands of draupadi) lost in
dice game. Millions of women are publicly humiliated and even raped as a punishment for
challenging the male will and for talking back. Many men use violence against wives merely
because they back-answer. The same happens with Draupadi in Mahabarataand
Mahashwetha Devis Draupadi. Both stood above the common womanhood by questioning the
male. When Draupadiwas asked to be dragged, she asks help from the elders and when that
fails, she questions
If you have ever loved, and revered the mother who bore you and gave you suck, if the
honor of wife or sister has been dear to you, if you believe in god and dharma, forsake me not in
this horror more cruel than death!(mahabaratha, 93) She was saved by the intervention of lord
Krishna and it became one of his miracles.
In spring 1967, there was a successful peasant rebellion in the naxalbari area of the
northern part of west Bengal. The conflict gave rise to many naxalites all over the places.
Indias Prime minster was able to crack down with exceptional severity on the naxalites
destroying rebellious section of rural population, most significantly the tribal people. This is
the setting of Draupadi. As the name suggests, she was a rebellious women from the beginning.
She was renamed as Dhopti-Mehjen by her mistress as she is a lower caste woman who is not
supposed to have such holy names. She was involved in a naxalite movement with her
husband. As they were actively in that movement, they became the threat in polices eyes. Her
husband Dulna was shot dead and she was brought to the police camp as she was in the
wanted list. She was interrogated for an hour, no one touched her. At 8:57 pm Senayaks
dinner hour approached and he disappeared saying, make her, do the needful (breast stories
34). The men easily succeed in stripping her. It is the culmination of her political punishment
by the representation of law. She was brutally raped all night by many soldiers as aftermath of
rape will make her submissive both as a rebel and as a woman. She doubly redoubled her
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powers and walked straight naked in broad daylight with head held high and said, the object
of your search, Dhopti-Mehjen. You asked them to make me up; dont you want to see how they
made me? (Breast stories, 36). It was senayak who pushed her properly in night but he himself
is in trouble the next day to see her remain naked at her own insistence. She challenges him
saying what is the use of clothes? You can strip me, but how can you clothe me again, are you a
man? she pushes him with her mangled breasts and for the first time he was afraid to stand
before an unarmed target. Just as Draupadi of the epic swears not to tie up her hair that was
disheveled until Bhima smears the blood of gauravas so too Devis Dhopti refuses to be clothed
by whom she was made up like that. She has none to support as she is an untouchable and her
husband is dead. Realizing this she violates all social norms as a matter of hitting back. She
throws off her clothes and prefers to stand naked as a symbol of rebellion. The victimized
physical body that has been misused by power that transforms to a fierce weapon. In this
context, she is reborn again, this time with a powerful weapon for which there are no defenses.
She stands up to a woman who rises above the ordinary. When a woman become the
victims of male dominance, they lose their heart, they feel sorry for themselves but here, she is
not ashamed of her nakedness and turns that to taunt male ego. A man is not man enough
when a woman asks, Are you a man?As she asked. Thus Mahashwetha Devi shrewdly
culminates the action with Draupadis nudity thus transcending all bounds and crystallizing
the moment in the readers mind forever. A quote from a poem in Telugu translated by
K.Purushotham sums up the whole situation,
Robing and unrobing us/ became a symbol of manliness/ unrobing became their game of
entertainment/these male chauvinist animals/ the parade of the naked has started
The panchakanyas represent five elements. Each of these women is somehow replicated in
lives of Indian women even today. Some tolerate the injustice but still remain loyal unspoken
like Sita. Some live a life of duality like Mandodari. Some have immense strength to burry men
down and compassionate to forgive them too like Agalya. Very few hide storms of anguish,
anger and revenge in their hearts. They believe that a curse of a true woman can ruin the
powerful man like Draupadi. The past does indeed hold the future in its womb. The two
extreme poles areSita and Draupadi. Draupadi is portrayed too dramatic and she could not be
portrayed a role model for a good woman because of her polyandrous marriage. She questions
the male elders and has a personal close male friend, Krishna. Sita, is always potrayed and
praised by Aryans. She is patient, loyal, does not question Rama in Agnipravesam but she
laments, chaste good woman whom every woman can take her as an epitome but not
Draupadiwho is not celebrated as it marks down to present situation. No women are welcomed
if she questions back.
Thus Draupadiconquers and puts an end to male leadership by her only weapon. Even
when she flaunts her feminine nature, she shakes herself free from the shackles of patriarchal
values-enjoined on woman to proclaim that no amount of cruelty and no authority in this
world can buy her obedience at the cost of her conscience.
WORKS CITED
[1] Bhawalkar, V. Eminent Women in the Mahabharata.2002. Delhi: Sharada Publishing House.
[2] Matilal, Bimal Krishna. Moral Dilemmas in the Mahabharata. 1989. India: ShriJainendra
Press.
[3] Sutherland, Sally J.Sita and Draupadi: Aggressive Behaviour and Female Role- Models in
the
[4] Sanskrit Epics. 1989. Journal of the American Oriental Society 109, no. 1 (Jan. - Mar.): 63-
79.
[5] Infochange India News Feature, Drau.htm. Banerjee, Trina Nileena. Written on
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[6] the Body.

[7] Rani, T.Jyothi and K.Katyayini. Violence on women in the Context of Indian
[8] Political Economy A study of Mahasweta Devis Sri Ganesh Mahima and
[9] Draupadi. Kakatiya Journal of English Studies.Vol. 18, 1998. 123-132.
[10] Brownmiller, Susan. Against Our Will: Men, Women and Rape. New York: The Random
House Publishing
[11] Group. 1975.
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RETHINKING INDIVIDUAL AND SOCIETY
V. Vijay Harish
The American College
Abstract--- Though we are of different places, community, religion , economic status,

career, caliber and discipline we cant deny that we all belong to one Indian community.
Though there are lot of paradoxical conflation of virtues and limitations of an individual, he is the
indispensible unit of a society. In this paper I would like to highlight the spheres where an
individual and society need the rethinking for the betterment. The political , economical ,
educational and cultural rethinking will bring a new path to achieve a hybrid society with the
best individuals. The philanthropic and pragmatic attitude towards the society will widen
the rethinking of an individual to the society.
Keywords--- Impact of political - government policesEconomical- Employment-
Educational- Intellectuals -uniform syllabus disproportionate medical seats -free education -
religious- meeting of leaders- marriage institution - joint family system--psychological
transformation effect of media- health of the society - quotes.
I. INTRODUCTION
S quoted by Antoine de saint Exupery , perfection is achieved not when there is nothing
A more to add but when there is nothing left to take away,
when a society is accomplished with all the virtues then it will be like a dream world. An
individual is an integral and inevitable part of the society. The form and colour of the society
are identified with its majority of the individuals. From the time immemorial to the modern
world the thinking of scholars find a unique place to mould a society by all spheres like politics,
education, moral codes, scientific achievements, employments and all other paradigm of the
social life. All that is valuable in human society depends upon the opportunity for
development accorded the individual. as said by Albert Einstein in this paper we examine all
the possible impacts and remedies for the betterment .
II. THE POLITICAL IMPACT ON SOCIETY

To act on the belief that we possess the knowledge and the power which enable us to
shape the processes of society entirely to our liking, knowledge which in fact we do not
possess, is likely to make us do much harm. as quoted by Friedrich August von Hayek
whatever contemplated by the learned individuals for the upliftment of the society lies with
the power of the politicians as they frame the rules of the society. The politicians knowledge
regarding the society now a days confined with aspects related to vote banking only. This
attitude must be changed. Eg: The TASMAC may bring good income to the government
but it makes the family of the drinkers to lose their income totally and peace in the
family of the poor and lead their children in a very bad way of life.
The children seeking a seat for Pre K G in a reputed institution has to write the entrance
examination along with the parents minimum qualification as degree. So the politician who
opts for the electoral candidature should posses the minimum qualification because who may
in future hold the education as his portfolio.
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The individual of the hierarchy from minister to the last machinery of the government
should do their job with dedication, without corruption and prejudice and nepotism to think
selflessly about the society and legislate the rules accordingly.
The rules regarding the taxation, real estate, price index will affect the financial position
and income of an individual of a society, where as prohibition, punishments to the crime and
moral codes and conduct framed will have the impact on an individual in his private life.
The corporate owners form the bureaucracy in India, because they are only behind every
fiscal policy of the government . For example recently Reliance company took the
responsibility of collecting the pending educational loan, and their way of recovery
resulted in the suicide of the student. So Umbani neednt worry about his own loan to
the BSNL like Vijay Mallaiah of KingFisher. This is the prejudicial attitude of the
government towards the rich society. This should be reconsidered by the amended
government policies.
The government should not think about to be in the good books of the poor and
downtrodden by supplying with the cheap free articles. Instead the government should make
opportunities for their employment and make them self reliant. It will be a perennial remedy
to their poverty sticken life which will lead to indulge in crimes for their survival. The
government should aim to eradicate the class, below the poverty line.
It should concentrate on the middle class also who form the majority of the population in
the society whose economic stability is tilting and struggle to stick on to the valid moral
codes in the personal life. So the middle class should lead a peaceful life in a society as
they form the majority of the population in a society.
III. EDUCATION OF AN INDIVIDUAL IN A SOCIETY

Education of an individual enhances not only his or her personality but it reflects in the
quality of the society too. As a famous saying implies,
If a man is educated only he is educated but if a woman is educated the whole family
is educated
The girls should be given good education as they like.
The intellectuals should come forward to impart their valid suggestions and ideologies
to their society.
Now the school education is based on the power of a student in memory only. The
understanding or the means of testing their originality and their practical skills is absent
in the present state syllabus. So the syllabus should be changed in a way to give chance to
the innovating and real perception to the subject they learn.
Uniform syllabus in the primary and high school level is pragmatically impossible since the
environment of the society, economic status of the student , the facilities of the school all
over the country differ from one another and at last the caliber and capacity of the students
also vary from one another. If the free education still goes deeper to the remote villages the
poor children also will obtain education. This will help to eradicate illiteracy.
In cities the syllabus should be based on the basis to compete in the international standard
of subjects.
Regarding the research scholars and scientists the grant and assistance extended to them
by the government is comparatively insufficient. In Western and American states they are
encouraging the scholars and scientists to concentrate on their work without the worries of
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their families by handsome salary and perks. As an individual the contribution of the
research scholars and scientists are valuable to the education of a society.
IV. THE EFFECT OF THE MEDIA IN THE SOCIETY

The cinema seen by the youngsters not only is reflected in their way of dressing but
sometimes it is used to take decisions among the friendship, relationships and no doubt
in their love affairs thinking that they are the real heroes. But some times unfortunately it
even creates negative inspiration in the immature minds to indulge in violence and even
go to the extreme of murder in the same way that one had seen in the film. So the film
producers should have social awareness and aim at the box office hit without inducing
the negative thought among all the audiences because many films without violence had
the mega hit.
Then the T.V, news papers , journals, periodicals, internet and other modern news
media gives the wonderful chances to the people of all societies to receive the news
immediately even with videos. If any check can be done to the unwarranted sites which
will pollute the minds of the adolescent children especially it will bring great goodness to
the society. Otherwise T.V media is a wonderful and useful entertainer of the society.
V. HEALTH OF THE SOCIETY

The charm towards the medicine never fades. The Bachelor Degree of medicine is not at
all enough to the successful career of a doctor. But the seats of the post graduation in
medicine is not at all proportionate to the population of the country and the hospitals. If the
government hospitals are more and well equipped the people will have the good treatment
which will result in the healthy individuals in the society. The private hospitals with best
equipments and facilities with the highly qualified physicians nullify the option of the
individual to think to go to the government hospitals. This conception should be changed as
health is wealth.
VI. IMPACT OF RELIGION OF INDIVIDUAL IN A SOCIETY

In the modern world too every religion has its own identity through the individual that
follows that. Though all religions preach love and affection to the fellow human beings
most of the communal clashes in the society and to the terrorists violence erupts due to the
religious discrimination only.
The regular meetings should be convened by all the religious leaders to avoid antagonistic
attitude towards each others religion and to maintain peace in the society as well as all over
the world.
One should confine the religious practice for seeking the matrimonial alliances and
worshiping and prayer ritual methods of his God and in his all matters of personal life. When
ones religion affects the peace of the another one that negative extension and influence of
that religion should be curbed.
In the secular state not only the liberty of any religion can be followed and the
government is not based on any religion also. If this should be in vogue why the question of
minority and majority should arise? Why a certain sect of the people alone should be
treated with special privileges in the name of caste? Then what is the meaning of the
government to abolish caste system in the nation?
The marginalization of particular communities with illtreatments and untouchabilities
also should be condemned in the society.
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VII. MARRIAGE INSTITUTION OF AN INDIVIDUAL IN THE SOCIETY

The love cum arranged marriages in the society now pave the way for the tolerance
when it is between different caste and religions. The successful undivided marital life only
can disprove the old and waste abstinent qualities towards caste and religion of the elders of
the society. But to the contrary the cases filed for divorce in the courts outnumber even
the other civil and criminal cases. People should believe in monogamy and follow it with
sincerity. All the uncultural styles of life is not the modernity. Without the individual
morality and moral ethics a society can not be a good society of good citizens. The severe
punishments to the eve teasers and murderers should be framed by the government. The
women of the society should have the respect and safety in the society and in the family.
Womens liberty does not lie in the negative attitude towards the male members of the
society but it should be proved to be a stronger personality of all aspects of the life.
VIII. JOINT FAMILY IN THE SOCIETY

Previously the joint family system was prevailing. When the pride of the parents depend
on the educated sons and daughters the employment sought other than the native place
became inevitable. The micro family system too diminished the number of relationship as
aunty, uncle and cousins. In the joint family system the family members were with the
tolerance, affection , sacrificing qualities to the unity of the family, feels the security to life
(especially the ladies ) and the gave importance to the value of relationship. I can suggest
that if a society has the system of joint family then the society will have peace and
tranquility,
. Society does not consist of individuals but expresses the sum of interrelations, the
relations within which these individuals stand. as said by Karl Marx.
Gradually the joint family system faded. But everyone of us should be ashamed to have
the living together relationship is in existence which never consider the future of their
children who will mould the whole society as citizens in future.
IX. ECONOMIC STATUS OF AN INDIVIDUAL IN THE SOCIETY

The respect and pride of an individual is mainly based on the economic status
mostly. No doubt that the higher income of an individual makes a man capable of
bringing almost all he wants in the society for his happiness. The rich can easily
influence the society by his economical power. But just to become rich one should not
loose his moral ethics and disciplinary code and conducts. All the endeavours of the
people in the society aim at the economic prosperity only. Even the books which speak
about the successful life or explain the ways to success mainly focus on the monetary
wealth only. But as a famous saying,
The richest man is not who has the most but who needs the least one should learn to
be content with what he got and what not he doesnt have should not bother him. When
comparision starts there starts the envious misery in an individuals life. If I put in the
words of the great author J. KRISHNAMURTI ,
envy is one of the most destructive factors in relationship because envy indicates the
desire for power, for position, and it ultimately leads to politics; both are closely related
As it is well said by Frederick Douglass, Where justice is denied, where poverty is enforced,
where ignorance prevails, and where any one class is made to feel that society is an organized
conspiracy to oppress, rob and degrade them, neither persons nor property will be safe . the
society should cultivate justfull means of employment and earnings .
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X. TRANSFORMATION OF SOCIAL STRUCTURE

Society is a republic When an individual tries to lift themselves above others, they are
dragged down by the mass, either by ridicule or slander. as told by Victor Hugo, lot of
constrains also will be met by a social worker when he reforms the society
Psychological changes of the individuals with tolerance , respect to the virtues , love
towards the fellow beings, above all love for peaceful life in the society with equality will
lead to the transformation of society with good qualities. Whether it follows democracy,
independence , communism, socialism, secularism, or religious when a human being starts
to view the matters with love and affection and understands the static problems of the
individual and society there starts the horizon of the best society in the world.
XI. CONCLUSION
The attitude of an individual shapes a society. Virtues of the individual are the
blessings of the god which will bring the harmonious life in them. If the individuals
notions are motivated towards the positive developments of the life the whole society
will be perfumed with cheerful aspects. As Gandhiji said when an eighteen year old
beautiful girl with hundred sovereigns of gold walks in the road in the midnight without
fear then the ramrajya or the good society by the good government is formed.
Nationalization of educatioanal institutions , establishment of private hospitals
,eradication of poverty and unemployment are the inevitable steps needed by the society
from the government now. Here I wish to put in the words of J.KRISHNAMURTI, When
we believe in any form, whether religious, economic or social, when we believe in God, in
ideas, in a social system which separates man from man, in nationalism and son on surely we
are So we see that by the way we live we can produce order or chaos, peace or conflict,
happiness or misery. ( Page no 26 and 27 ) . Above all good thoughts and education with
good perception will have a very good society.
BOOK OF REFERENCE
[1] THE FIRST AND LAST FREEDOM by J. KRISHNAMURTI.
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ENHANCING VOCABULARY THROUGH COMICSAN INNOVATIVE STUDY
M. Geetha and B. Rajarajeswari

SRC, SASTRA University, Kumbakonam
Abstract--- The present paper focuses on enhancing the vocabulary of tertiary level learners,
by involving them in reading comics. As non-native learners of English, the learners have been
learning the English language for several years. Yet most of us find it difficult to master the
language. This problem occurs mainly because of the inadequate and ineffective vocabulary.
There is no commodity that is more precious for a language learner than vocabulary. Innovation
is the order of the day. The teacher has to be more innovative in the process of teaching and
learning vocabulary. The teacher has to tap at the right method for the benefit of the learners.
The present authors have used comics as a reliable learning material in their class. Comics are a
panel of pictures which have the storyline along with it. Comics act as a tool in this context to
teach vocabulary. Thus, this paper focuses on the use of comics, as a learning material, to enrich
the learners vocabulary. This paper argues that the learners will understand the meaning better
when they learn in a context supplied with pictures. The authors have experimented this method
with the ESL learners. This is an experimental study which studies the learners vocabulary
learning through the process of using comic strips for a period of time.
Keywords--- Comics, Vocabulary, ESL, ELT, Context-Based Learning
I. INTRODUCTION
HE primary objective of any language learners is to communicate and make the other
T person understand it. To achieve this, one has to acquire at least the minimal level of
vocabulary. Teaching vocabulary is an uphill task. The teachers, as well as the students, have to
make conscious efforts to learn the words. There are quite a few ways for the teacher to
accomplish her task. But what way one chooses matter. The right technique yields the best
results.
As the saying goes, picture paints a thousand words. Comics are the visual communication
media which enables the learner to understand the conveyed message. It is hoped that comics
are the effective medium and are helping hands in the process of teaching vocabulary. The
teacher has to use comics accidentally on purpose. The teacher has to prepare well in advance.
The teachers primary objective is to cater to the needs of the learners.
No matter how well the student learns grammar, no matter how successfully the sounds
L2 are masters, without words to express a wide range of meanings, communication in an L2
just cannot happen in any meaningful way
(McCarthy, 1990, Introduction)
McCarthy observes the necessity of learning vocabulary for the second language learners.
Dr. West looks at vocabulary under two categories. They are known as active or productive
vocabulary and passive or receptive vocabulary. The active vocabulary is the word that we use
more often in our day to day life. The passive vocabulary is the words that we use less often
though we know the meaning of the word. It is the duty of the teacher to create situations for
the learners to make the passive vocabulary active which can be achieved through comics.
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One of the effective learning strategies for vocabulary is to learn them in the context. No
word can be learned in isolation. Each and every word changes their meaning as per the
context. Thus words cannot be learned by mere definition. Quite a few learners guess the
meaning of the word with context as the background. Thus this paper tests and detects the
comparative merits of the innovative technique of using comics. This paper also argues that
the learners will understand the content and learn vocabulary better if comics are used
effectively in the ESL classroom.
II. PURPOSE OF STUDY

The main objective of this paper is to
Ensure that comics are an authentic material that can be used in the classroom,
especially to teach vocabulary.
Prove that comics yield better results than the other genres.
Show that students will actively learn vocabulary better while using comics.
Ensure that comics enable inductive and impressive learning vocabulary.
Lessen the learners dependency on the external sources.
III. METHOD
The Participant
The following method has been experimented with the ESL learners who are all from
different walks of life. There are 65 learners and most of them had L1 as their mode of learning
for several years. Thus their exposure to English is very less. In their view, English is merely a
subject in which they can score good marks if they memorize few essays. First and foremost,
the teacher has to motivate the learners to create a taste for language. Once completing this
hard task, the teacher has proceeded further. The teacher divides the students into two equal
groups. They are known as controlled group (Group A) and experimental group (Group B). The
learners are unaware of the study. This makes the result even more authentic and reliable.
Materials
The co-authors use short story and comics as an experimental tool to prove that comics
serve a better purpose than the short story to enrich the learners vocabulary.
Short Story
The material chosen for the research is The Gift of Magi written by O. Henry. This short
story is well known and very easy to understand. The theme of the story revolves around the
true love that Jim and Della express by selling their precious possession.
Comics
This short story is also available in a comic format, published by Pendulum Press. The
comic is entitled The Best of O. Henry. Many of us think that comics are unauthentic. But this
comic has the same story line and surprisingly the very same tense texture of the original.
Procedure
At first, the controlled group learners are asked to read the short story in its original form.
The teacher motivates and teaches the short story. Here the teacher follows the traditional
deductive method of teaching and it is teacher-centric. It takes an hour for the learners to
complete the story and to understand it completely.
Warm Up
The teacher greets the students with a welcoming smile.
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The teacher brainstorms the learners and motivates them by asking questions like
what kind of gifts they receive and from whom, What do those gifts signify etc.
After having created readiness in the minds of the learners, the teacher distributes the
short story material to the learners.
Presentation
The teacher teaches the story, line by line.
The teacher writes the difficult words on the blackboard and asks the learners to
guess the meaning of it. Unfortunately, many of the students are unable to guess the
right meaning.
Then the learners are allowed to use dictionaries to check the meaning of the word as
the teacher writes meaning on the blackboard and explains them.
The teacher helps the learners in grasping the spirit and the sense of the text.
The teacher asks the students to discuss the plot with their neighbour, at once, after
completing the teaching of the story.
Closure
The teacher receives the learners feedback on their reading experience.
The teacher concludes by summarizing the short story once again for the better
understanding of the learners.
Learners Feedback
When the teacher asks feedback about reading the short story, the students come out with
quite a few difficulties. Some of the difficulties encountered by the learners are listed below.
The students are bored to refer to the dictionary often as it interrupts the continuity.
The students take a lot of time to read the story even though it is a mere short story.
The students feel sleepy and tiresome.
Even though the teacher motivates them every now and then, he\she fails to sustain
the learners interest throughout the duration of the class.
Activities to promote understanding are limited as the text contains only words.
Later, the experimental group of students is given the same short story The Gift of Magi
but in the form of comics. But the teacher uses the inductive method and it is learner centric.
The learners are able to read the text and understand the concept easily without the use of any
external resources. The students are able to complete reading the story comparatively in a
shorter period of time.
Warm Up
The teacher greets the students with a warm welcoming smile.
The teacher motivates the learners by asking questions related to comics.
After having created readiness in the minds of the learners, the teacher distributes the
comics to the learners.
Presentation
The teacher asks the students to read the comics by themselves.
The teacher steps in only when there is a need.
The teacher writes the difficult words on the blackboard. But the learners are able to
guess the meaning of the word. Fortunately, many of the learners are able to guess the
appropriate and approximate answer.
The teacher asks the students to discuss the plot with their neighbours.
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Activity
As the learners have completed their reading within a short span of time, there are rooms
for activity. Some of the activities that are carried out in the classroom are given below.
Activity 1
The teacher asks the students to spot the adjectives used in the comics. The learners search
for it and list out the words. This activity also makes the learners read the comics again to
ensure better understanding. The students are asked to frame a sentence using the given
adjective.
Activity 2
The teacher asked the learners to underline the difficult words and find the meaning
of it. They refer to the dictionary and come with a list of words carrying shades of meaning.
Then they decide upon the suitability of the meaning of the words based on the context. This
creates a platform for the learners to get their passive vocabulary transformed to active
register.
Closure
The teacher asks the students to comment on their experience with comics.
The teacher encourages the students to summaries the story in their own language.
Learners Feedback
The students enjoy reading comics as it has impressive and expressive pictures.
The use of referring to the dictionary is limited as the learners are able to guess the
meaning of the words through the picture.
The time taken for reading the comics is comparatively minimal.
The students could easily learn more vocabulary as they connect the word with the
pictures and could remember it for a longer period of time.
The reading of the text could be carried out with sustained motivation thanks to the
fact that the reading took not much of their time.
The comics give room to more activities than a text.
Analysis
The learners vocabulary is tested at the entry level individually. Then after the experiment
again a test was carried out. The scores of the two tests are studied analytically and the result
is tabulated.
IV. CONCLUSION
The Control group (Group A) is given different short stories and the teacher teaches it. The
students may feel tedious. Only a few of the learners enjoy reading the prose piece. The
students remain dependent on the teacher, the dictionary or the external sources. Thus the
dependency sustains. Many of the students remain passive.
The teacher employs different comics that are taken from a newspaper, magazine, etc. with
the Experimental group (Group B). The teacher also makes use of Calvin and Hobbs comics as
they are comical and the learners are able to enjoy reading it over and over again. In the given
period of time, the learners work independently. The degree of dependency diminishes. Most
of the students become active participants in the classroom as they are confident with their
Vocabulary. The new learning experience encourages the learners to inculcate the habit of
reading.
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The experiment lasted for a week. It is found that using comics will stimulate the learners
to find the meaning of the words on their own without any external help. The learners become
more independent in learning vocabulary.
REFERENCES
[1] Krishnaswamy, N., and LalithaKrishnaswamy. Methods of Teaching English. Delhi:
Macmillan India, 2007. Print.
[2] OmidArast, and BahmanGorjian. "The Effect of Listening to Comic Strip Stories on
Incidental Vocabulary Learning among Iranian EFL Learners."Journal of Applied
Linguistics and Language Learning (2016): n. pag. Web. 14 July 2016.
[3] Scott Thornbury, How to teach vocabulary, (England: Longman, Pearson Education limited,
2002)
[4] Shankar, Prem. Teaching of English. New Delhi: P H Pub., 2003. Print.
[5] Sundari, Sundari Elizabeth M. Eva, and DigumartiBhaskaraRao. Acquisition of English
Vocabulary. New Delhi: Discovery Publ. House, 2006. Print.
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A READING OF THE EFFECT OF NARRATIVE DISTANCE IN THE LIVES OF

STRANGERS BY CHITRABANERJEE DIVAKARUNI
K. Abirami
SASTRA University Kumbakonam
Abstract--- The present paper focuses on the effect of the narrative strategies used by writers
in their works. The paper focuses on the narrative theories spelled out by Gerard Genette, a
French structuralist. Genette has given tools to make a comprehensive analysis of novels, short
stories and any other narrative. The present author has analyzed the short story, The Lives of
Strangers, by Chitra Banerjee Divakaruni. The story centres around Leela, the protagonist, an
Indian immigrant in USA. The paper focuses on the different narrative distance modes used by the
author for different situations to create the effect that the author wanted in the minds of the
readers. The paper tries to establish the artistic merit of Chitra Banerjee Divakaruni and
contributes to establish her in the canon of literature.
Keywords--- Narrative Distance, Gerard Genette, Chitra Banerjee, The Lives of Strangers,
Immigrant
I. INTRODUCTION:
HE story, The Lives of Strangers, is told by a heterodiegetic omniscient narrator around
T Leela, the protagonist, who have come to visit India from USA. She stays with her aunt
Seema in Kolkatta, and they decide to go on a pilgrimage to understand real, spiritual India.
II. SECTION I (LEELA IN INDIA)

I. Yatra
The story opens during the Yatra to Amarnath. The narrator describes how Leela notices
the tapestry of rainwater has formed against the walls of the Natraj Yatri Houses Dining hall
wherein other members of the party jostle around the fire and the Pahari boy fetches tea. The
description of Natraj Yatri Hall is in Transposed Speech,( free Indirect Style)
Aunt calls Leela and make her sit by her and comments how people bathe in sweat in
Calcutta whereas it is cold in Kashmir. Aunt Seemas comments on their trip is in Reported
Speech
Baap re, she says, I cant believe how cold it is here in Kashmir. Its quite delightful, actually.
Just think, in Calcutta right now people are bathing in sweat, even with fans on full speed!
II. Description of the moods of the group is comprehensed in Transposed Speech.
The troupe of women smile as they had left sweaty Calcutta in summer. They feel very
proud about this journey which will get them comfort on earth and goodwill in heaven. Being
proud, they hold their chins high and elongate their necks like classical dancers. They were all
plump, middle-aged women and they read love stories to avoid the boredom of their train
journey. They imagine themselves to be metamorphosed into handmaidens of Lord Shiva. They
are very much adventure bound towards his holy shrine in Amarnath. They discuss the
treacherous glaciers, the location of the shrine, the three days walk to reach it with their eyes
sparkling with zeal. The guide ends his instruction by saying something about sin and
expiation, which appears to Leela, terribly complex and very Indian.Later, in bed, Leela thinks
about Mrs. Das who sat by herself at a table which was more rickety than the others. She did
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not mingle with anyone. Though Leela could not meet Mrs. Das, the company of aunt Seema
always discuss her frequently.
III. Gossip on Mrs. Das is presented in Reported Speech
Can you imagine! the doctors wife says. Her husband died just two years after her
marriage, and right the wedding jewelry.No justice in this world Aunt says clicking her
tongue sympathetically.
IV. Leelas emotions are compressed in Transposed speech.
Leela studies the kaleidoscope of emotions flitting across the womens faces. Excitement,
pity, cheerful outrage. But she cannot take what they spoke about unlucky star. Being born
and brought up in America, she is not a believer in superstitions and if it is America, she would
have blown it away. But she feels that India is complicated. She feels that India is like a murky,
primal lake, and she has to watch her every step.
III. SECTION II (LEELA IN AMERICA)

I. Leelas life in America as it involves a recap of past life, the author uses Transposed
speech.
From her childhood day, Leela always preferred being alone. She engaged herself in reading
books, playing chess on the computer, long bike rides, going to movies and that too by herself.
She liked it that way and her parents also were solitary individuals and encouraged her
privacy. They encouraged her as a computer programmer, who can work from home without
mingling with anyone. She involved herself with Dexter, another programmer; they applauded
that too, cautiously.
Leelas affair with Dexter was a brief one. The affair ended because of Leelas love for
privacy. They did not also move in together. Dexter left her company because of her love for
privacy.
II.Dexters comments while he had left her is in Reported speech.
As it is his understanding of her, it may or may not be true.Dexter commented that Leela is
so independent that she doesnt need him or anyone.
Youre like one of those spiny creatures that live at the bottom of the ocean, he said.
Everything just slides off of that watertight shell of yours. You dont need me-you dont need
anyone.
III.Leelas suicide attempt is presented in Transposed speech as the authors
interpretation reveals the situa tion which is the opposite of what Dexter commented, Leela
could not live alone after he left. She took sleeping pills and was admitted in a hospital, she
could not bear loneliness. She decided to visit India, the thought of which she did not know
when it entered her mind. She imagined India to be vast and vague, Talismanic. She associated
India with rain, scavenger crows, orange trams, purplish green elephant eras. Her parents, did
not tell her all these things, they completely seemed to quit their homeland, as a lizard drops
its tail. She called her parents to inform her decision excluding her suicide attempt. Her mother
sighed, they advised and told her to contact her Aunt Seema, who was her mothers cousin.
IV. Advice to Leela from her parents is in Reported Speech
The direct speech is relevant as in transposed speech, the author will have to provide a
rationale for the observations.
Try to stay away from the crowds, her father said.Thats impossible, said her mother. Just
be sure to take your shots before you go, drink boiled water at all times, and dont get involved in
the lives of strangers.
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IV. SECTION III (LEELA IN INDIA)

I. Leelas expectation in India, Description of Aunt Seema and Leelas life at Aunt Seemas
are in Transposed Speech.
In India, Leela expected heat and dust, poverty and squalor but she did not expect that
Calcutta would take her away so easily with its melancholy poetry of old cotton saris hung out
to dry on roof tops, odours of groceries, and at evenings she looked at the shopkeeper waving
lamp in front of Lord Rama and is surprised to notice the customers patiently waiting for him.
At aunt Seemas house, aunt dressed her in starched cotton saris, put matching bindis, kajal
and spoke to her in Bengali, She took her to temples, her friends houses and prepared
delicious dishes. Leela went on with everything without protest and she was glad to notice her
disorganized day. She did not think that she would feel so at home in Calcutta. She immediately
agreed when aunt proposed a pilgrimage to understand more about spiritual India.
II. Comments of different people is given in verbatim to show the emphasis.
The pilgrims were taking rest on the tent at the end of first days trek. They were nursing
their aching muscles and Leela was there among them. Someone from the dark started the
gossip about Mrs. Das. The variety of speech reveals the unreasonable prejudice that people
develop towards someone who does not look so well.
Do you know, Mrs. Dass bedroll didnt get to the camp. They cant figure out what happened-
the guides swear they tied it onto a mule this morningThats right, responds another voice. I
heard them complaining to find her some blankets.I hate to be selfish, but I wish she wasnt
here with us at all
Leela listens to all these comments and wonders what Mrs. Das is doing in her tent. She
imagines her body being curled into a lean comma under her borrowed blankets.
V. JOURNEY IN THE MOUNTAIN

All Descriptions of the journey are justifiably in Transposed Speech, gaining a tartness of
his own.
The pilgrims started their journey early in the morning and they looked like a bright
garland. They chant Om Namah Shivaya and moved forward. The pilgrims were quiet and the
snowy crags discouraged their gossip. The head guide had suggested to spend their walking
time on reflection and repentance. But Leela was thinking instead about her accidents. She
remembered her first accident when she was four years old, in their kitchen. She also
remembered the other time when she fell from her bike in front of a moving car, luckily she
needed only a few stitches on her chin. Yet other time, when she was seated in a car, the
windshield got broken. Another time, while she was sleeping in her bedroom, an electrical wire
caught fire, and she escaped that too as her mother noticed it and rescued her. She was
thinking whether these escapes showed that she was lucky or her unlucky star was waiting for
its opportunity? Finally she thought about her suicide attempt, the sleeping tablets, the shriek
of the ambulance, the acidic ache in her throat, some instructions given by the paramedic
which she could not remember and recall now.
VI. AUNT SEEMAS RESPONSE ON CONTROLLING ONES LIFE IS A

PHILOSOPHY OF HER OWN AND HENCE IS REPORTED.
Everyday the guide change the tent of everyone and that night Leela was placed in Mrs.
Dass tent. Leela wondered if it was destiny that brought her with Mrs. Das. Leela and her
parents believed in individual responsibility but lately she was confused . She asked aunt
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Seema about it. She replied, Ah, my dear- to believe that you control everything in your life!
How absurdly American!.
Mrs. Dass conversation with Leela is in Reported Speech
While Leela was thinking about this Mrs. Das requested her for a bucket of warm water to
comfort her legs.
Please,. Could you ask one of the attendants to bring some warm water? My feet hurt a
lot. Of course,
Leela feels very happy at doing this small service even though she was reminded of her
aunts advice to stay away from Mrs. Das
Gossip on Mrs. Das by the other women is given in Reported Speech
The other women talk about what happened last night.
There she was, in the dark on her own, without any supplies, not even an electric torch, can you
imagine? Luckily the guide saw her,..Crazy woman!...evil spirit
Aunt Seema and Leelas enquiry is in Reported speech
Leela enquiries with aunt Seema about Mrs. Das and aunt grew suspicipous whether
Leela had conversed with Mrs. Das.
Where is Mrs. Das now?The guides have put her in a separate tentPoor thingIm
glad shes leavingWhy do you want to know? Did you talk to her last night? Leela, stop, where
are you going?
Leelas sympathy for Mrs. Das is in Transposed speech
Leela goes to find Mrs. Das and she finds her in a small tent under a guides watch. She
looked very calm not like the woman who fought with several men. Leela assumes that she was
sleeping peacefully because of the doctors medicine or may be because she has nothing
interesting to do at the moment. Leela places her hands on Mrs. Das s shoulders and Mrs. Das
could not identify Leela as she had lost her glasses last night.
Leela and Mrs. Das were travelling down to the hotel each on a mule. Leela wanted to ask
Mrs.Das about destiny but Mrs. Das was fearstuck of travelling on an animals back. When
Leela expressed her decision to accompany Mrs. Das, Aunt Seema was terribly upset. She
begged Leela to reconsider her decision. She was worried as Leelas mother might question her
and breaking off a pilgrimage is not good. Leela responded rudely that the happenings in her
life is not a concern of a deity.
But what that I let you go off alone with some stranger?Stop! she cried, her nostrils
flaring.
The report of speech conceals and reveals thatthere are many layers of reality in people.
They behave according to their situations and moods. We come to know them at certain
moments. Loving someone beyond all these differences is really amazing. She was at once sad
and hopeful.
Leelas imagination in transposed speech, the use of present tense brings the dream
vision of Leela.
While walking down Leela imagines a life in company of Mrs. Das. They were living in a
small rooftop flat on the outskirts of Calcutta. They have a maid who does all the chores for
them. They sit in the terrace, drink tea listening to music. They wish each other good night and
Mrs. Das thank Leela. Mrs. Dass eyes were as deep as a forest. In reality, they were travelling
down on a mule and it starts to rain. Mrs. Das trembles on the mule and Leela holds her hand
till they reach the other side. Mrs. Das thank her and Leela notices that Mrs. Dass eyes were as
deep as a forest.The contrast of the vision and reality in the present and past tense provides a
link of a reality of Mrs. Das.
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Leela and Mrs. Das came to Natraj Yatri hall. The guide who had brought them explains
things that happened to the proprietor. The proprietor says that he had given their rooms to
other pilgrim party. Mrs Das believes that Leela would manage the situation. Leela pleads with
the hotel proprietor for a space as it was raining and they were also wet.
The exchange between Leela and Mrs. Das is in Transposed speech ( indirect style)
Please, Leela says. Were very tired, and its raining. Cant you find us something?Sorry
Madams, may be Moghul Gardens in market place is having space
She hands some money to the proprietor. The proprietor is torn between avarice for money
and his beliefs about Mrs. Das. Finally he takes the money and gives a store-room on the roof
top and says only one person can sleep there. He says that Mrs. Das can find a space in the
Moghul Garden near market place. Finally, Leela concludes that they will manage.
May be older madam can try Moghul Gardens? Leela gives him an reprimanding look.
Well manage, she says.
Conversation between Leela and Mrs. Dasis in reported speech but contemplation of
Leela is in Transposed Speech
As the clerk said, the room was not enough for two of them. Even after the removal of
unwanted furnitures, their bedrolls were overlapping on each others. Leela was disappointed
and suddenly she remembers her apartment in USA with vanilla walls, windows looking out
into geraniums. Mrs Das complained that she had caused a lot of inconvenience to Leela and
felt that Leela shouldnt have come back with her. She said it as a matter of fact and added tha
Leela might be affected if she was badluck as people believed.
You shouldnt have come back with me, she adds matter-of-factly. What if Iam bad luck, like
people believe?Do you believe that? Leela asks.
Leela questions her about belief and Mrs. Das responds that whatever she believed in her
life turned into a disbelief. Her disappointment in her sons marriage, her broken yatra, her
attempt to complete yatra on her own every thing turned otherwise. Finally, she says that she
and Leela are there, together When Mrs. Das said together eksanjay in Bengali, Leela feels
that she was listening a distant temple bell. Immediately, Mrs. Das gives Leela her gold chain
and puts it in Leelas neck beyond her refusal.
I have something I want to give you, Mrs. Das says.No, no, says Leela, embarrassed. Please,
Id rather you didnt.
Leelas Commands are in Reported Speech but the other thoughts are in Transposed
Speech (indirect style)
While asleep, she dreams as though she is pressed by ice sheets and is covered by darkness.
It is not a dream. They are caught in the rain. One side of the roof has come down and hanging
above them. Leela wakes Mrs. Das in a hurry.
Quick, quick! she cries, shaking her. We have to get out of here before that roof comes
down.
Conversation among Aunt, Leela, Doctor, Mrs. Das are in Reported Speech whereas
Leelas thoughts are in Transposed Speech (indirect style)
Leela was admitted in a hospital and she was gaining conscious. She feels that her head is
heavy and thinks that she has died a heroic death. At the moment she hears aunts voice saying
Doctor, doctor, shes waking up. The doctor talks to Leela to ensure that she is alright.
Youre lucky, young lady You should be thankful you were hit by a piece of wood. Now if
that had been a sheet of metal Its all my fault, how can she? But I should have made her
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stay away from that accursed womanThe other women consoles Leelas aunt and utter
phrases like The poor girl, Shiva Have Mercy, that bad-luck woman, oh, what will I tell your
mother.Leela sense a commotion outside her room. She hears Mrs. Das pleading voice to see
Leela, just once, and the other women stop her.
Ive got to see her, just for a minute, just to make sure she is alright----
Aunt Seema protests and refuses to allow and Mrs. Das and asks Leela to tell her to go
away. Leela, inspite of her American upbringing, shouts at Mrs. Das to get away.
Over my dead body you will, All of them are right. You are cursed. Go away. Leave me
alone.No says Mrs. Das.
Yes says Leela.Yes She grasps the chain Mrs. Das has given her and anks at it. The worn
gold gives easily. Falling, it makes a small, skittery sound on the wood floor.
The words said ,comforting Leela are in Transposed speech, (indirectstyle) whereas
Aunts Speech is in Reported Speech
All the members of the pilgrimage party comforted Leela, bring her gifts. They gave her the
best seat in the bus while returning from the pilgrimage, one of the women gave her a pillow to
rest her legs. Aunt gave her some juice, Suddenly, she asked where is Mrs. Das? Aunt was
startled by this unexpected question but managed saying that she went on her own leaving
even her luggage.
Where is Mrs. Das? Why didnt she get on the bus?
The doctors wife says that Leela is terribly pale and advices to have a puja done for her to
cast away the evil eye.While on travel, Leela thinks about what the guide said about expiation.
American Life is waiting for her and here she was surrounded by things unfamiliar.
VII. CONCLUSION
In this story, the major protagonist, Leelas thoughts are given in Transposed speech,(
indirect style).Her conversations with other characters are given in reported speech. The
transposed speech,often, is in the present tense to give the impact of immediacy of the place of
event described. It is often interspersed by the speech of individuals where their own opinion,
not of the authors is the focus. What emerges from this enquiry about analyzes of speech, is
that Chitra Banerjee exercises the patterns judiciously as a great artist.
BIBLIOGRAPHY
[1] Abcarian, Richard and Marvin Klotz. "Chitra Banerjee Divakaruni." In Literature: The
Human Experience, 9th edition. New York: Bedford/St. Martin's, 2006: 1544.
[2] Aldana, Frederick Luis. "Chitra Banerjee Divakaruni: The Unknown Errors of Our Lives."
World Literature Today. University of Oklahoma. 1 January 2002.
[3] Softsky, Elizabeth. "Cross Cultural Understanding Spiced with the Indian Diaspora." Black
Issues in Higher Education 14 (15):26. 18 September 1997.
[4] X.J. Kennedy et al. The Bedford Reader, 10th edition. New York: Bedford/St. Martin's,
2007: 446.
[5] Abrams, Meyer Howard, and Geoffrey Harpham. A glossary of literary terms. Cengage
Learning, 2014.
[6] Bal, Mieke. Narratology: Introduction to the theory of narrative. University of Toronto
Press, 2009. Eagleton, Terry. Literary theory: An introduction. U of Minnesota Press, 1996.
[7] Genette, G. (1997) 'Order In Narrative', in Narrative Discourse: An Essay in Method.
Translated from French by J. E. Lewin. Cambridge, England: Cambridge University Press.
pp. 142-150.
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A PERSPECTIVE OF CULTURE FOR GLOBAL PEACE
GANDI. SOBHAN
Andhra University Visakhapatnam Andhrapradesh
ABSTRACT--- The topic comparative literature and cultural studies occupies a deep
penetrating ideology about culture and through literature. In this paper a detailed study about
the culture and the literary forms that explain the nature of culture across the world are taken up
for study. This study makes us to understand the human nature and sociological aspect and the
cross section of the society and their behaviors can be understood. As the study of English
literature it is quite legitimate to prove in detail the terminology and its application for the
understanding of culture. By undertaking the studies in this program one can understand the
comprehensive nature of human behavior and cultural values spread over the world. It also gives
us scope to estimate and assess the specific outlook about the human justices and social justices
with responsibilities. The student can have a broader outlook and assimilate the strata of
different nature of world. It finally help us to bring out cultural integrated global village, which
makes up to bring ultimate peace and tranquility for the human race.
Keywords--- Global village, global culture, tranquility, universal peace, integration of society.
I. INTRODUCTION
T is well known and established fact that man as a social animal is responsible and rights are
I invariably attached for the upliftment of society the human being are insufferable from
group of society. The society in turn participates in the building up of nations. The literature
makes the people to understand the human values and behavior in the society. Without culture
and civilized living, one is said to be a animal. It is highly value base living that makes us noble
from the animal behaviors. The language and literary aspects are becoming vehicle for the
right understanding of culture. This is a global discussion in order to bring out unified
responsible society without any in justified thinking. International organizations are making
their efforts to bring harmony among different races of universe. This is possible only when
the comparative studies, literature and language of the universe are developed.
The sociological dimensions and the basic values attached to human living are necessary to
be understood. The human perspective should focus with egoistic behavior. In the attempt the
reader should be a non-biased and the integrate understanding and accepting the values
embedded. In the literary study now the present society is developing with technological
relationship and is helping in bringing up modern cultural values. It is a known-fact in Indian
literature known-injuries nature is considered to be to prime object of human living. Accepting
the same ideology the food habits, living together, family thinking, helping other and bringing
global environment protection have been adopted by the society. The political ideology is also
framed basing on the above principle. Now a days the young minds are fascinated to adopt and
exercise offensive nature creating havoc in the minds of the society. The rate up criminology is
a point of confusion and horror. The proper understanding is lacking. Comparative discussion
and literature makes the society to have a clear vision for the developing of the nation. In this
pursuit comparative studies are necessary in this literature and languages. A scholarly
approach makes the students to have a vivid knowledge over the constructive perspective,
leaving out distractive ideology. Every nation has culture and always explains the
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indispensible purpose of living with magnanimous human values. It is an approved fact in all
cultures that human welfare is the highest positive civilized nature. All the differences like
gender abuse, child abuse will be dispensed with the right valuate understanding of the
literature of the contemporary world. A cultural understanding will make us to have global
village concept. In the present contest of technology innovations,. media, Soft Technology are
helping a lot to have the radical and rational approach towards the cultural aspects. Language
and literature are the correct means to connect the society of the world. The highest ideal is to
live happily and to make others also to live happily. This transparence is to be achieved though
validity and moderate thinking.
II. CONCLUSION
The translation of different language books are to be taken up in order to have the correct
estimation and assessment of other culture presented and different languages comparative
studies of religious aspect, literary aspects, cultural aspects will encourage the youth to
propagate to right method of assessment and world peace is possible through right behavior.
The historical and sociological, anthropological, mythologies help to frame the stable ideology
of universal culture and global peace.
REFERENCE
Study
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GENERATION GAP: A PROBLEM IN GAINING SELF- IDENTITY IN MONICA

ALI'S BRICK LANE
S. Daffny Orange Mary
Department of English The American College Madurai - 625002

Abstract--- Generation gap is one of the huge problems that prevails among the people all
over the world in the case of earning 'self- identity'. Because, an individual's identity is given to
him/her by the society, especially by the senior citizens which includes the individual's parents.
Gaining an identity being an immigrant is a very difficult task. The research is going to be on the
generation gap between the first and the second generation immigrant characters found in the
novel Brick Lane by Monica Ali. Ali has presented the conflicts between the first and second
generation immigrants transparently in the novel.
Keywords--- problem, self-identity, immigrant, generation gap, second generation immigrant,
Brick Lane, conflicts.
I. INTRODUCTION
ONICA ALI, being an immigrant writer herself, shares her thoughts about the problems
M that immigrants face all over the world. Diaspora is everywhere. So the novel focuses the
crises of the immigrants in the foreign land. They lost their identities in the foreign land, as the
native people of that land does not know about their past and there is no need for them to
know about their past. For the natives, they are like gypsies. So, the immigrants should toil to
earn "Self- identity". The writer brings in the identity crisis to give the plight of the immigrant
characters in the novel.
II. IMPORTANCE OF IDENTITY

Who am I? Why am I here? What is my purpose in life? Every man in this world would have
asked these questions themselves at least once in his life time. When a child is born, will be
called or introduced to others as the son of so and so or the daughter of so and so. This is a
child's "Identity" in this world. But when the same child grows up, it is called with a different
identity as per she or he earns for herself or himself. Identity is very important in this world to
live. If a person does not have any social identity, even that person can be erased out of the
world history. A person has to work hard to gain an identity for himself because it plays an
vital role in one's life. The psychologist Erikson says, "In the social jungle of human existence,
there is no feeling of being alive without a sense of identity".
In an immigrant literature, "quest for identity" is a common and important element.
Because of the cultural conflict and the isolated feeling, the immigrant characters will search
for their identity. In this novel Brick Lane, the author goes behind the closed doors of a
segregated community situated in the centre of the British capital, London and lights on the
immigrant characters of the novel to show the identity crisis within them.
III. GENERATION GAP

Generation gap is mainly because of the misunderstanding between the people of one
generation and the other. It proves the lack of attachment between each other. Generation gap
is 'differences of opinions, tastes, beliefs, and cultural norms that exist between older and
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younger age groups. these groups are often widened by technological advances.' (Business
dictionary)
IV. DISCUSSION
The immigrants usually suffer from identity crisis because of their dual identity, neither
completely belong to the homeland nor completely belong to the foreign land. In the present
research, the focus is on the second generation immigrants. They really suffer much than the
first generation immigrants. They born in the foreign land which is considered to be their
motherland. But their parents insists them that they are not belong to the foreign land and they
will try to impose them their culture and identity upon them. There will be a quarrel and
disagreement between the first and the second generation immigrant always because of the
generation gap. A second generation immigrant can easily acculturate and assimilate the
culture and the value system of the foreign land as they are born and brought up there. But the
first generation immigrants cannot, as they hold on to their motherland's culture and values.
Though the protagonist of the novel is Nazneen in Brick Lane, the author gives detailed
account of the other characters in the novel. The novel is based on the Bangladeshi immigrants
of the Tower Hamlets, a place in London. The characters Shahana, Bibi, Tariq, Shefali and Dr.
Azad's daughter in the novel are considered to be the second generation immigrants. Their
taste for dress, behaviour and interests differ from their parents or the first generation
immigrants. They "who consider London as their home, feel comfortable in Western society
and culture. They want to wear jeans, eat baked beans, go to pubs and discoes, spend money on
drinks, drugs and use English language freely." (Mishra 44) The first generation immigrants
holds on to their past and always have a desire to go back to their motherland. Even Dr. Azad in
the novel refers it as "Going home syndrome".
This clinging to the past, and the nostalgic longing for the motherland in the first
generation migrant parents becomes very restrictive for their children who look
forward to integrating with the culture of their new home. [...] the second generation
children opt for 'acculturation' as the mode of integration by adopting the food, dress,
language, customs and behaviour of the immediate society. (Mishra 43)
This difference of thinking, liking and actions among the first and the second generation
immigrants creates a tension between them. They cannot develop a good rapport between
them. This is because of the generation gap. Usually, the people immigrate in order to earn
plenty of money and get settled in their life. But in the case of the second generation
immigrants, there is no definite purpose for staying in the foreign land. It is not their choice but
their parent's.
The second generation immigrants have to earn their own identity in the immediate
society. Shahana in the novel struggles to earn her identity as there is always a conflict
between her father and her.
Chanu asks his daughters to memorise and recite the poem 'Golden Bengal'. He believes
that it will help out the girls to know about their motherland and it will increase their
inquisitiveness to visit and return to their motherland i.e., Bangladesh. But the girls did show
less interest on reciting the poem. Chanu in turn uses offensive words to scold Shahana. 'Tell
the little memsahib that I am going to break every bone in her body.' [...] ' I'll dip her head in
boiling fat and throw her out of that window.' (180) The only reply that Shahana repeats
whenever there is a clash between Chanu and her is 'I didn't ask to be born here'. And this is a
famous dialogue that is quoted by the youngsters at their home to their parents whenever
there is a disagreement between the parents and the youngsters. This is a strong statement
which means a lot. The feeling of rejection, depression and isolation makes a person state this
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statement. "[...] Shahana took on his temper and yelled the ending, which every one already
knew. 'I didn't asked to be born here.' "(181)
Shahana and Chanu are so close to each other but they are far away from each other in their
thoughts.
Shahana did not want to listen to Bengal classical music. Her written Bengali was
shocking. She wanted to wear jeans. She hated kameez and spoiled her entire
wardrobe by pouring paint on them. [...] When Bangladesh was mentioned she pulled
a face. [...] Shahana did not care. Shahana did not want to go back home. (180)
Shahana's action proves that she is hatred towards her parent's motherland, which is an
unknown place for her. But for Chanu, Nazneen and the other first generation immigrants in
the novel, Bangladesh is an utopia more than their home! Shahana gets acculturated and
assimilated to the western culture. But still she is not allowed to do certain things at home,
which questions her identity. For example, she is not allowed to speak in English at home and
should speak only in Bengali. There she struggles. Generation gap becomes a problem here.
When they discuss about the children coming home late, Chanu gives his opinion about
coming late as a disapproval.
Shahana: 'Anyway it's not that late. Most people are allowed to stay up later than this.'
Chanu: 'What later than this? Going around in gangs, late at night and not one book
between them. What do you think these goats are studying? What are they learning?'
Shahana's face began to shut down. She turned away from the window. (330)
Shahana was not given the freedom to express her own thoughts. She felt disappointed and
it is shown in her facial expression. She was not allowed to liberate.
Chanu always talks about his past and about Bangladesh. He gives too much of importance
to his past than his present. Nazneen often thinks about her village Gouripur in Bangladesh.
They always think about their past and speak about their past. "Needless to mention that such
intergenerational conflict is observed in every society because of the romanticization of the
past heritage by the parents who often cling to the past." (Mishra 48)
They speak about their past in order to impose their past identity upon their children. But
the children are not interested in the past. They want to live their present as they wish. Even
though the past decides one's identity, the effect of the present is very important. The present
is not permanent. Because it will turn to past at once. Creating a self-identity did not have
anything to do with the parent's identity. The second generation immigrants are facing such
problems in gaining their self-identity.
Noting also the conflicts between Nazneen, Chanu and their daughters, the novel
seems to want to provide insight into the frustration and disorientation of a particular
generation, caught between cultures and struggling to define itself on its own terms,
according to its own choices and beliefs. (Hiddleston 61)
Chanu was very sure about going home. As all parents have, he also has the fear of bringing
up his children in the foreign land. He wants to save his children from the western values.
Chanu says, "You see, she is only a child and already the rot is beginning. That is why we must
go". (182) "We are going there. I have decided. And when I decide something, it is done." (184)
Chanu does not want his children to live in the foreign land as secondary citizens of that
country. He tries to get identity for his children himself. But his children did not want to go to
their parent's motherland.
'I'm not going,' said shahana. 'I'll run away.' She opened a cupboard and pulled out a
bag. Inside she had put a night dress, a pair of shoes, jeans and a T-shirt. 'I'm ready to
run.' Bibi rubbed her fists into her cheeks. Her eyes went red. 'I want to stay with
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her. 'Shush,' said Nazneen. 'No silly talk.' 'It's not silly,' shouted Shahana. 'I'm not
going.' (216)
This passage shows that the girls are not interested in going with her parents to
Bangladesh. Shahana wants to create a self-identity for herself. That is why she is ready to run.
She wants liberation. The things that she picks up while packing shows that she wants to be
called and live as a westerner. Even Bibi wants to stay with her sister. Chanu's attitude towards
the girls made Shahana hate him. When Nazneen thinks about going to Bangladesh, she thinks
about her children too. "Doubts assails her on all sides. The children would be miserable.
Shahana would never adjust." (405) Shahana was mentally confused because she was not
allowed to do anything in their home according to her own interest. She felt rejected. That is
why she always repeat the statement 'I didn't asked to be born here.' When their family
members are ready to fly to their motherland, she runs away with her foreign boy friend.
Shahana was totally disturbed and in the journey of getting self-identity in the foreign land, she
decides to stay in England as a second citizen of that country.
The other second generation immigrants in the novel also get assimilated to the western
culture and have undergone the same generation gap problem in their lives. When Razia and
Nazneen, the first generation immigrants had a conversation with each other, Razia talks about
Jorina's son. "'Well Jorina's boy is in trouble. I heard that he drinks alcohol every day, even for
breakfast. He can't get out of bed unless he has a drink first, and then he's good for nothing.'
Razia shivered her shoulders. 'It makes me fear for my own children.' (48)
The immigrant parents have the fear for their children. It is given that Jorina's daughter is
sent back to their homeland 'to be married and to be live in the village.' (49) The generation
gap between the parents and the children creates problem within them and it did not allows
the second generation immigrants to get their identity as they wish. They do not have freedom
to choose.
V. CONCLUSION
The psychologist Erik Erikson has given different stages of development in life. The fifth
stage says, "Role and identity confusion in fidelity. This is the period where adolescents start
questioning themselves, their purpose in life, and who they really are." As per this statement,
the second generation immigrants in the novel are confused. The generation gap between them
and their parents arouses many conflicts between them. And the conflicts that they had
hinders them from getting self-identity.
WORKS CITED
[1] Ali, Monica. Brick Lane. London: Black Swan, 2004.print.
[2] Hiddleston, Jane. "Shapes and Shadows: (Un)Veiling the Immigrant in Monica Ali's Brick
Lane." The Journal of Commonwealth Literature 40.1 (2005): 57-72.print.
[3] Mishra, Sumitra. "Monica Ali's Brick Lane: Alienation, Acculturation and the Diaspora." The
Quest 20.2 (Dec 2006): 41-48.print.
[4] http://www.azquotes.com/quote/1310808
[5] http://www.businessdictionary.com/defini
[6] http://www.dictionary.com
[7] http://www.erikerikson.org/erik-erikson
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FEMINIST CULTURAL PRODUCTION IN GIRISH KARNADS PLAYS
K. Dasaradhi Rashtrasant Tukadoji Maharaj Nagpur University NAGPUR
Abstract---Feminism is the belief in social, political, and economic equality of the sexes. For
many hundreds of years, women have strived for gaining equality with men. They have been held
back and their opportunities taken away from them because of the fact that they were women. I
believe that women have every right to be equal with men and feminism is what is slowly
accomplishing this. Feminism is beneficial to men, women, and their families because it is
allowing mothers, daughters, and sisters to have an equal opportunity in life to achieve all they
can without any discrimination based on their sex. It is a human right to be equal to others
around you and it does not matter if you are male or female. They should both receive the same
opportunities and privileges given in life and feminism helps women accomplish this task of
equality. Feminism is allowing women to expand their careers and businesses that they never
were able to have before. Women now have power in government and they hold high and
powerful jobs. They have gained their independence from a male dominated society and are rising
to become less dependent on their husbands for financial support. Many women are now even
managing their own families, without the help or support of a man. Men are also being helped
because their wives are now able to help with financial needs; they are not depended on for the
only source of income for their family anymore. Feminism is allowing women to have better high
paying jobs that are allowing them to have greater incomes. Girish Karnad, being a glorious son
of land, inherits a rich legacy of the tradition and culture, and this is how the artistic creation in
his plays finds an expression and a respectable place in the society. Girish Karnad has emerged as
a living legend in the contemporary Indian English drama. His output, which ranges from Yayati
to Wedding Album, marks the evolution of Indian theatre since four decades. Karnad transmutes
and transforms his source material to such an extent, being an actor and theatre man himself,
that the modern, contemporary, individual talent incorporates the tradition into a trans-
creation that is rich and strange. Karnad admirably succeeded in his attempt to show the
Indian playwrights as well as the world Theatre Community at large how our past and present
can coalesce to give present-day existence meaning and to theatre activity a direction. Karnads
plays are particularly concerned with psychological problems, dilemmas and conflicts
experienced by modern Indian men and women in their different social situations. Five plays of
Karnad titled Yayati, Hayavadana, Nagamandala, Tale-Danda, The Fire and the Rainare taken
for study of Feminist Cultural Production.
Key Words--- equal, family, feminism, men, patriarchy, play, relationship, society, women
I. ADVENT OF FEMINIST MOVEMENT IN INDIA

NLIKE the Western feminist movement, India's movement was initiated by men, and later
U joined by women. The efforts of these men included abolishing sati, which was a widow's
death by burning on her husband's funeral pyre, abolishing the custom of child marriage,
abolishing the disfiguring of widows, introducing the marriage of upper caste Hindu widows,
promoting women's education, obtaining legal rights for women to own property, and
requiring the law to acknowledge women's status by granting them basic rights in matters
such as adoption. The 19th century was the period that saw a majority of women's issues come
under the spotlight and reforms began to be made.
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Much of the early reforms for Indian women were conducted by men. However, by the late
19th century they were joined in their efforts by their wives, sisters, daughters, protegees and
other individuals directly affected by campaigns such as those carried out for women's
education. By the late 20th century, women gained greater autonomy through the formation of
independent women's own organisations. By the late thirties and forties a new narrative began
to be constructed regarding "women's activism". This was newly researched and expanded
with the vision to create 'logical' and organic links between feminism and Marxism, as well as
with anti-communalism and anti-casteism etc. The Constitution of India did guarantee
'equality between the sexes,' which created a relative lull in women's movements until the
1970s. During the formative years of women's rights movements, the difference between the
sexes was more or less taken for granted in that their roles, functions, aims and desires were
different. As a result, they were not only to be reared differently but treated differently also.
Over the course of time, this difference itself became a major reason for initiating women's
movements.
Early 19th century reformers argued that the difference between men and women was no
reason for the subjection of women in society. However, later reformers were of the opinion
that indeed it was this particular difference that subjugated women to their roles in society, for
example, as mothers. Therefore, there was a need for the proper care of women's rights. With
the formation of women's organisations and their own participation in campaigns, there is a
drastic change in the lives of women in all fields.
II. KARNADS STYLE OF WRITING

Girish Raghunath Karnad was a man of parts - a playwright, poet, actor, director and
translator, all rolled into one to become a renaissance man. His mother tongue was Konkani
but he wrote in his adopted language Kannada because of his prolonged stay in Sirsi village of
Karnataka. He wrote in Kannada and later translated his plays into English. The earliest
influence on him was that of Nataka Company and Yakshagana plays but greater influence
came from naturalistic drama of Henry Ibsen and George Bernard Shaw.
The impact of Kannada drama was equally profound which included romantic plays,
tragedies, comedies and plays in blank verse. He lived in an age in which two streams of
thought surfaced viz., country's rich cultural past and adoption of modern techniques. It was a
period that witnessed a clash between country's cultural past and adoption of Western modes
of thought. It marked the continuity of tradition and modernity. In the words of Aparna
Dharwadker, Karnad "employs traditional Indian narrative materials and modes of
performance successfully to create a radically modern urban theatre" (Karnad 1995: 355).
Apropos of this has been said by R.K. Dhawan that "Karnad was fascinated by the traditional
plays: nonetheless the Western playwrights that he read during his college days opened up for
him a new world of magical possibilities." (Dhawan:14) This shows the impact of
contemporary literary milieu on Karnad who otherwise cherished a deep yearning for
mythological plays of ancient times. He thus belongs to a formative generation of Indian
playwrights who "collectively reshaped Indian theatre as a major national institution in the
later twentieth century." (Dharwadker 2005: vii) Thus Karnad effectively demonstrated how
Indian English drama could revitalize itself by employing native, soil-related subjects. It was
necessary to de-colonize Indian English drama of the artificial influence of colonial past. He
knew that only a purposeful return to the roots of rich Indian ancient drama both in Sanskrit
and Prakrit could increase its artistic haemoglobin count so that it ceased to be the sick man of
Indian English literature. (Naik: 43-44). In this way Karnad attempted to Indianize Indian
English drama and in the process evolved his own original style. To quote P. Hari Padma Rani
"Girish Karnad has attempted to Indianize the form by using some of the conventions of Indian
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classical drama and some of those of the folk theatre and by blending them in a singular style
of his own.
III. GENDER ISSUES

Gender issues seem to be suffused in most of the plays of Girish Karnad. In his plays,
Karnad very dexterously pictures the condition of a typical Indian female, ruled by the
patriarchal order bounded by tradition, but whose spirit remains unbounded. Although the
playwright is not an out and out feminist like Henrik Ibsen-the playwright of The Dolls House,
but the problems of a female in a prejudiced, biased patriarchal society are referred to in most
plays by the playwright. The issue of the gender-bias in society and the oppression of women
by the patriarchal order happen to form an important part of Karnads plays. At the same time,
Karnad depicts women enthused with feminism, fighting the unjust norms of the patriarchal
order.
A woman has become the centre of discussion in the post-colonial literature and social
strata of India as well as Western Countries. The lives of women have been manipulated by the
patriarchy in all ages and cultures, undoubtedly in different ways by prescribing values, norms,
gender roles and ethics to keep the male dominance at the top. Silvia Walby in her Theorising
Patriarch depicts patriarchy as a system of social structures and practices, in which men
dominate, oppress and exploit women. The histories of feminisms and cultural production
have intimately been intertwined. Particularly in the 1970s and 1980s, culturalproduction
(fiction, films, art) all worked together to create feminist projects. This work challenged
the bourgeois artist figure and ideology of individualism, centered womens experiences with
gender, heterosexuality, and racial oppression creating empowering feminist cultures.
IV. FEMINIST CULTURAL PRACTICE

Feminist cultural practice in the 21st century has expanded to include a broader range of
practices, concerns and communities. In particular, a focus on gender in an attempt to capture
complex gender identifications and social positioning that include men and masculinity
studies, combined with an increasing recognition of the importance of integrating an
understanding of `race and racism, and the growth of queer cultural production has shifted
practices and debates in feminist cultural production. Such a shift has created more inclusive
feminisms in which intersecting oppressions, privileges and needs speak across communities
of difference.
Feminist cultural production has increasingly been in dialogue with historians, critics,
theorists, viewers, educators, and galleries, where feminist art becomes a site that acquires
multiple meanings.
Today, Girish Karnad is considered as one of the most significant Indian dramatists. He as a
dramatist of post-modern era fascinates us with the marvellous world of his plays, critically
evaluated the mind and behaviour of his female protagonists in a collective perspective, impact
of the patriarchy, womens endeavour to fulfil their desires final crises and their extinction
from their world. We encounter with him a playwright as a thinker, artist, actor, poet, and a
producer who as a true culture-smith intends to awaken the contemporary Indian
intelligentsia from cultural amnesia.
V. PROMINENCE OF WOMAN AS MENTIONED IN EPICS

During the ancient period as the Rigveda mentions women were fully the equal of men as
regards access to and capacity for the highest knowledge, even the knowledge of the
Absolute or Brahma . It has been mentioned in the Brihadaranyaka Upanishad also that
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women were given equal rights, freedom and opportunity in the religious debates to express
their views. Sita, Shakuntala, Savitri and Draupadi, though were stated under patriarchal
control and were never meek and docile at the mercy of the dominating male consciousness.
There has been enough literature, glorifying the enslaving value and deifying the women
characters to observe it faithfully. As in the Ramayana, Sita undergoes the fire ordeal to prove
her chastity to Rama which has been a cultural guide to Indians. In many religious texts and
Dharamshastras womans place is described not only as a deity, but also as an essential part of
mans development and existence, which is also deified as Adi Shakti.
The proverbial saying
Yatra naryastu pujyante, ramante tatra devatah
brings the message that God lives in the place where woman is worshipped.
Besides her exalted place as Prithvi, she has to play the role of an advisor, slave, partner,
mother, sister, mentor and friend.
Girish Karnad, the living legend strikes upon these issues and traditional bondages in his
endeavour to free the woman from the authority of society. Girish Karnad in the capacity of
writer, director and actor substantially contributed to enrich the tradition of Indian English
theatre. His well-known plays are Yayati, Tughlaq, Hayavadana, Nagamandala and The fire and
the rain. Girish Karnad rejuvenated, expanded and refashioned the Indian theatre. By
delineating womans position in the context of the contemporary post-colonial Indian society,
Karnad draws a parallel line to be in touch with the past reality and mythical , folkloristic
presentation and establishes continuity in such a manner that his play acquires an epic
dimension. The most important feature of his play, viewed by different critics from different
perspectives, is the creation of female protagonists in a radical manner. While performing their
social roles in the family and society, Karnads women take care of their desires and to achieve
them to find their own way. In a conversation with Tutun Mukherjee, he relates I used to
know a married woman once who positively blossomed after she had an extra-marital affair. If
womanhood finds fulfilment in love that happens to be outside marriage, why should that is
considered wrong? Radhas love for Krishna was such.
Girish Karnad thus has glorified the extra-marital relationship through his dramatic art,
while he knows that it is for sensual fulfilment. His parents love-relationship groomed his
literary sensibility and he showed his creativity by showing a human touch.
Girish Karnad as a matured humanist realizes his responsibilities towards society. He
accepts the consciousness of human desires when he says, the subject of any plan has to be
the human spirit. In order to understand Karnads perspective of women it is essential to
carry womens place and status in mythical context or the folklores that are un-detachable part
of our cultural psychology. The influence of Indian as well as European schools and theories is
clear through his writings.
Sartres idea of atheism and existentialism profoundly influenced him while writing
Hayavadana and Nagamandala. He appreciates Coctean and Anouilh also for they rejected the
realistic set and were rethinking the use of myths to represent modern life; what he
diversified in almost all his plays like Yayati, Tughlaq, Hayvadana, Nagmandala ,The Fire and
the Rain, The Cock Dough, Flowers and Broken Images, which were written with a view of a
social reform where they glorify the Indian aspects as well, when he talks in context with the
Parsi theatre the folk theatre, the Natyashastra and inherits the cultural aspects which
moulded his attitude towards human life and desires. Taken in on his own terms, his plays
are not mere imitation of life but are the representation of philosophical abstraction. His
prime motive was to create a rebel against the established values of a primarily orthodox
society. The female characters in his plays are invisible but they do follow the customs and
rituals, participate in worship as well as carnal desires.
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VI. CONCLUSION
Girish Karnad is a versatile dramatist who has not only revived Indian drama in
English but enlarged its scope by introducing new techniques and thematic variations
unparallel in the history of the theatrical activities in India. The literature is replete with the
examples of women who were oppressed because they tried to cross the threshold in the male
dominated social milieu. The male has voice, presence and power, whereas the female is silent,
absent and powerless. Taught to repress her own desires and train to practice self-effacement,
she has taken birth to aciculate a male constructed definition which she has to internalise.
Therefore, when she speaks it is patriarchy that speaks through her. Women slavery leaves
men free to pursue their wishes. The solitary confinement of women in the plays of Girish
Karnad symbolises the chastity belt of middle ages, the reduction of womens talents to
housework and the exclusion of women from enlightenment and enjoyment. Thus, it is
concluded with the views of Showalter that we have seen our fore mothers as mindless,
down-trodden souls, accepting century after century the fetters of their lot with passivity
unheeding or incapable of perceiving their exclusion from society. The most important feature
of Karnads plays, viewed from several perspectives, is the creation of female protagonists in
radical manners. He goes back to ancient Indian culture, myths, mythologies and folklores,
studies puranas, takes women as presented in the then prevalent culture but combines them
with contemporary world where women are struggling to establish their identity and space of
honour. His women are the products of the postcolonial, post modern world who desire to
achieve what they lack, revolt against the patriarchy and male dominance, enslave male ego
and demolish culture and tradition anticipating transformation in the outlook of the male
dominated society. In their struggles they think, act, maneuver and if they fail to obtain the
objects they commit suicide. They are passionate, lustrous and philosophical and take
emotional intelligence in their strive for survival and demolition of the traditional concepts.
REFERENCES
[1] Babu, Manchi Sarat : Indian Drama Today: A Study in the Theme of Cultural Deformity.
New Delhi: Prestige Books, 1997, Print.
[2] Chakravartee, Moutushi. Myth and Reality in Hayavadana and Nagamandala. Girish
Karnads Plays-Performance and Critical Perspectives. Ed. Tutun Mukherjee. Delhi:
Pencraft International, 2006, Print.
[3] Chari, A. Jaganmohana. Girish Karnads Hayavadana and Nagamandala: A Study in
Postcolonial Dialectics, The Commonwealth Review 7.2 (1995-96): 148-153.
[4] Dasaradhi, K. Feminism in Girish Karnads Plays, International Journal of English
Language, Literature and Humanities. Vol. 3(6), pp. 54-62, January 2016.
[5] Deshpande, G.P. "Introduction", Modern Indian Drama: An Anthology, New Delhi: Sahitya
Akademi, 2000, Print.
[6] Dhanvel, P. Indian Imagination of Girish Karnad, New Delhi, Prestige Books, 2000, Print.
books, 2000, Print.
[7] Dhawan, R.K. "Girish Karnad: The Man and the Writer," The Plays of Girish (Ed.) Dodiya, J
Prestige: New Delhi, 2009, Print.
[8] Dodyia, J.S. (Ed.) The Plays of Girish Karnad: Critical Perspectives. New Delhi: Prestige
Books, 1991, Print.
[9] Gill, L.S. Girish Karnad's Hayavadana: Critical Study. New Delhi: Asia: Book Club, 2005,
Print.
[10] Joshipura, Pranav. Naga-Mandala Reconsidered. The Plays of Girish Karnad: Critical
Perspectives. Ed. Jaydipsinh Dodiya. New Delhi: Prestige, 1999, Print.
[11] Karnad, Girish. Three plays: Naga-Mandala, Hayavadana, Tughlaq. New Delhi: OUP,
2004, Print.
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[12] Three Plays Of Girish Karnad; A Study in Poetics and Culture, New Delhi: Prestige
Books, 2004, Print
[13] Performance, Meaning and the Materials of Modern Indian Theatre, Interview by
Aparna Dharwadker, New Theatre Quarterly, Volume 11, Issue 44, 1995.
[14] Kiranth.B.V. Translation of Hayavadana into Hindi, New Delhi: Radhakrishna
Prakashan, 1975. Print.
[15] Mukherjee, Tutun. Girish Karnads Plays: Performance and Critical Perspectives. New
Delhi: Pencraft International, 2006. Print.
[16] Nimsarkar, P.D. Women in Girish Karnads Plays: A Critical Perspective, New Delhi:
Creative Books, 2009, Print.
[17] Padma Rani, P. Hari. "The Form of Indian drama in English: A Few Problems" Indian
EnglishDrama: Critical Perspectives. (Eds.) Dodiya, K. Jaydipsingh and Surendran, K.V. New
Delhi: Sarup and Sons, 2002, Print.
[18] Ray, Mohit K. "Hayavadana: A Study of Karnad's use of Source - Texts and Folk
Form".IndianWriting in English, Volume-I, (Ed.) Rama Kundu, New Delhi: Atlantic
Publishers and Distributors, 2003, Print.
[19] Tendon, Neeru. Feminism: A Paradigm Shift. New Delhi: Atlantic Publishers, 2008.
ISBN 978-93-86176-18-9
DEVELOPING SPEAKING SKILLS TO THE RURAL STUDENTS
I. SARLIN
KATHIR COLLEGE OF ENGINEERING COIMBATORE

Abstract--- Language is a medium of communication. People use the language to share ideas,
suggestion and opinion. English is a widely spoken language around the world. Of course there is
no doubt that English is a prominent tool of communication all over the world. Communication in
English plays a vital role in every individuals development; both their personal and professional
growth. Without it one cannot get a good job in the job market, but many of the undergraduate
students of rural Tamilnadu are struggling to communicate in English. Speaking in English is very
difficult for the rural students. It is because of lack of exposure and the environment that allow
them to communicate in English. The teaching learning process is more effective and easy
through the activities which include
1. Get to know each other,
2. Describing the object,
3. Retell the story,
4. Picture illustration,
5. Free discussion.
Activities help the learner to develop their communication skills and improve their interaction
skills in the classroom.
Key Words: Speaking Skills, Activities, Rural students.
I. INTRODUCTION
OW a days communicating in English is demand of society. It is an adequate skill one
N must have to interact with the people globally. Students from the rural background find in
difficult to communicate in English. Though they study English as a second language, they
unable to communicate in English. It is because the complex feeling of communicating in
English as
How people treat me if they come to know that I do not know English.
How will people react if I talk wrong English whether they embarrass me, and
How can I stand alone and speak in front of teachers and students,
These are the common problem raises in the minds of rural students. Though they know to
construct simple sentences, they do not know how to initiate or develop the speaking skills
among the peers.
The role of the teacher includes to understand the students and to inculcate the importance
of speaking in English. The teacher should motivate the students to get rid of their fears and
anxiety and create a conductive environment to speak in English. The teacher must encourage
the students and help them now and there to develop their communication skills and the
teacher should not interrupt for correction and allow them to talk freely, they will come out of
the fear of speaking in English.
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II. INTRODUCING SPEAKING ACTIVITIES

First step of introducing speaking skill is to create a comfortable atmosphere with the peer
group in the classroom. It is a learner centred approach creating an opportunity to work
together in helping their peer member to perform well in the activity.
III. GETTING TO KNOW EACH OTHER

The teacher makes them to pair using any one of the pairing activity and ask them to collect
the details of their pair and ask them to introduce their peer member to the class. When
working with the peer, the learner feels comfortable position to speak and get rid of their fear
and inferiority complex. The peer member will support the partner and help.
Identity Card
Name Occupation
Educational Qualification Family Details
Free Time Activities Something I had like to do in the future

1 1
2 2
3 3
Three Things I like Three Things I dont Like
1 1
2 2
3 3
My Short Term Goal My Long Term Goal
Example: The peer member introduces the pair as, He/ She is my friend. His/ Her name is
. Like that they can develop their speaking skills
IV. DESCRIBING THE OBJECT IN THE CLASSROOM

The learner should describe any one of the objects in the classroom with the dimensions of
name, shape, colour, make of, purpose of and mounded by of the object. For example of the
learner describing a watch, they have to describe as this is the watch, it is round in shape, it is
black in colour. It has two hands one is long hand another is short hand. Long hand indicates
the minutes and short hand indicates the hour. Watch is used to measure the time. During this
activity the teacher should have patient and listen to the speaker and motivate them to
describe in a better way.
V. RE- TELLING THE STORY

The third activity is re-telling the story. One simple narrative story is given to the students.
There is a time limit for reading the story. The students must read the story and retell it to the
class members in their own narration. The sample story is given below:
A boy was walking along the road. He saw children buying and eating ice creams from a
parlour. Since he was a poor boy, he could not afford to buy it. So he was worried.
Soon he saw a man on bike who passed by dropping a purse.
He took it and found that it contained a bundle of notes. He had a temptation to take it for
himself. But he resisted. He had learnt that honesty is all the more important. He made up his
mind.
Accordingly, he took the purse to the nearby police station.
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The Sub Inspector praised him and gave him gift of Rs. 100 in appreciation of his honesty.
The boy was very happy. He knew the joy of being recognised as an honest boy. No amount
of money is worth it.
In this activity the students can learn to speak individually and develop their speaking
skills.
VI. PICTURE ILLUSTRATION

In this activity the students can illustrate the picture in their own wordings. A picture is
given to the students, it may be arranged or they have to arrange in an order to get the
meaning of the picture. They have to read the picture and speak about the picture not less than
hundred words. In this activity the teacher stimulates the students to make them to speak with
their own words.
VII. FREE DISCUSSION

In this activity the peer group may ask any questions to others or they can share their own
ideas to the peer members. Through this activity the learner may expect unexpected questions
and they prepare their mind to answer it. It would help them to prepare for their placement
drives.
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VIII. CONCLUSION
Communicative activities in the class room help the learner to develop their speaking skills
in an effective way. It helps the learner to interact with the peer group and overcome the fear
of speaking. These learner centred activity help the rural students to develop their confidence
and improve their speaking skills. It would help them to perform well in their campus drives
and build up their career.
REFERENCES
[1] Bose, M. N.K. English Language Teaching. ISBN: 978-81-2340-936-8. Pavai Printed (P) Ltd-
Chennai, Print. Bhaskar, Premila. Communication Skills for Students from RuralIndia: A
Practical Approach. The Journal of English Language Teaching. Vol. XLIX/6, 2010, Print.
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HEGEMONIC CONSPIRACY OVER VOICELESS SUBALTERNS: A STUDY OF

AMITAV GHOSHS THE HUNGRY TIDE
Steffi Santhana Mary. S
Department of English The American College Madurai
Abstract---Amitav Ghosh is widely praised for his works in which he expressed his concern for
the downtrodden people. The problems of alienation, identity, migration and existential crisis in
life are explored through his fiction. Subaltern is a term used in post-colonial theory to represent
the oppressed or the marginalised sections of the society. The voice of the subalterns, their
struggle and the sacrifices which went unnoticed in history began to get a prominent voice in the
fictions of Ghosh. This paper is an attempt to cram how Amitav Ghosh brings out the faded public
history by recreating the private life.
Keywords--- Subjugation, Morichjhapi massacre, political Conspiracy, ecological
refugees,voiceless nobodies, annihilation
I. INTRODUCTION
saw them walking, these thousands of people, who wanted nothing more than to plunge
I their hands once again in our soft, yielding tide country mud. I saw them coming, young and
old, quick and halt, with their lives bundled on their heads, and knew it was of them the Poet
had spoken when he said:
Each slow turn of the world carries such disinherited
Ones to whom the past nor the future belong (HT 165)
Ghoshs characters, in general, are diehard survivors, who possess a keen instinct for
struggle and survival. His conception of humanity is that of undying quest though the context is
colossally detrimental, the characters transcend humanity carves its own nitche with its
inherent power to change, possessing an indomitable quest for enhancement. Ghoshs
characters attempt this quest in the face of extreme adversity. They strive to make meaning.
Ghosh brings to the surface the identity of resistance counteracting oppression, upholding the
ideals of equality, freedom and dignity.
In Spivaks view, When the subalterns speak, there is not enough infrastructure for people
to recognize it as resistance speech (Can the Subaltern Speak 1). Ghosh understands this
concept t and with his humanism creates the infrastructure in which the silences reclaim their
voices, in the very contexts that forced upon them the silence. His preoccupation with the
question of identity, displacement and home is one of the most important characteristics of
Postcolonial literature. One of the most important arguments of this dissertation is that
Ghoshs presentation of history is not an elitist historiography. His fiction shows his intense
humanism, focusing on the predicament of the subaltern.
This novel puts together two narratives- Morichjhapi massacre (through Nirmals diary)
and Piyas research on the elusive Irrawaddy dolphins (Orcaella brevirostris). This foregrounds
the central conflict between animal conservation and human rights. The story commences with
the arrival of two outsiders- Kanai, a translator, now in New Delhi and Piya, an Indo-
American cetologist, As Kanai is forced by his aunt Nilima to come and explore his late uncles
diary, Ghosh recreate the horror of Morichjhapi by taking us back and forth in time and space
to. He rebuilds private history of a helpless woman, Kusum around the public history of
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Morichjhapi massacre. The voice of the subalterns, their struggle and the sacrifices which went
unnoticed in history has got a prominent voice in the fictions of Ghosh.
In The Hungry Tide, Kanai reads the note book months after his uncles death. It was about
Nirmals experiences with the historical Morichjhapi massacre of 1979. It was about the life of
a helpless woman named Kusum, who was part of the massacre. Kanai knew Kusum when he
came to Lusibari in 1970, he had played with her and she had told him many stories about the
Tide country. By reading Nirmals note book he comes to know of Kusums death in the
Morichjhapi massacre.
Morichjhapi massacre refers to the forcible deportation of Bangladeshi refugees from
Morichjhapi an island in Sundarbans. After the partition of India in 1947 and the 1971
Bangladesh war, many Hindu Bengaleses fled Bangladesh and came to West Bengal. They were
shifted to Dandakaranya. But they couldnt identify themselves there in Madhya Pradesh. A
woman from the settlement camp says Wed never seen such a place, such a dry emptiness;
the earth was so red it seemed to be stained with blood.(HT 165) Nirmal describes it was
more like a concentration camp, or a prison. They were surrounded by security forces and
forbidden to leave. Those who tried to get away were hunted down. (HT 118)
After Rajens death, helpless Kusum longed to come back to her tide country. She got news
that a group of people are moving towards Sundarbans secretly along the railway tracks in
darkness. They were moving from Dandakaranya to the tide country. She joined them and
came back to her homeland. Kusum said,
Walking on Iron, we longed for the touch of the mud; encircled by Rails, we dreamed of the
Raimangal in flood. We dreamed of storm-tossed islands, straining at their anchors and of the
rivers that bound them in golden fetters We thought of high tide, and the mohonas mounting,
of islands submerged, like underwater clouds. By night we remembered, we talked and we
dreamed-by day coal and metal were the stuff of our lives. (HT 164)
Along with them she settled in Morichjhapi. When the government forces try to expel them,
Kusum participated in the protest. Along with others she fought with the Police. During
economic blockade, they suffered a lot. She said the worst part was not the hunger or the
thirst. It was to sit here, helpless, and listen to the Policemen making their announcements,
hearing them say that our lives, our existence was worthless than dirt or dust.(HT 261)
Hardened men from cities, criminals and gangsters assisted by the police of the government
killed the people of Morichjhapi in 1979. Horen says a group of women were taken away by
force, Kusum among them. People say they were used and thrown into the river.(HT 279) The
struggle is more than just to claim a place geographically. The struggle is to claim an identity.
The novel shows the thin line between life and death. Ghosh pictures that dislocation and
homelessness are the roads of kalvari which lead to crucifixion.
After the Indian partition and the 1971 Bangladesh war, many Hindu Bengalis from the east
started migrating to India and especially to West Bengal to escape discrimination. Joya
Chatterji mentions how this happened in waves with the initial migrants mainly representing
well connected upper classes (Chatterji 106). Those who arrived later were from the lower
strata of society- the namasudras (Namasudra is an Indian avarna community originally from
certain regions of Bengal, India. The community was earlier known as Chandala or Chandal.
They were traditionally engaged in cultivation and as boatmen) with little or no resources of
their own. Naturally these people were seen as economic liabilities and forced to settle in
hastily made rehabilitation zones like those of Dandakaranya- their dumping site (Bauman
77). A woman from the settlement camp remarks in buses they drove us, to a settlement
camp. Wed never seen such a place, such a dry emptiness; the earth was so red it seemed to be
stained with blood.(HT 165)
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However they were trained in cultivation of paddy, fishing and carpentry, these people
from the tide country were unable to become accustomed to the dry infertile soil of central
India. The refugees marched towards Morichjhapi, an unoccupied island in Sundarbans with
the hope that the then government would fulfil the promise. Kudaisya points out how the
political ascendency of the Left owed a great deal to the refugees who were encouraged to
seek shelter within Bengal (Kudaisya 32).However in a dramatic reversal of policy, the then
government refused to consider their demands. The state imposed section 144 and started an
economic blockadeon 24, January, 1979. They blocked food and water supply to the Island.
They also sunk the boats of the people thereby reducing Morichjhapi to a panopticon-like
structure. While most people died of starvation and cholera, others were killed in police firing
and combustible attacks. Ross Mallick mentions that Muslim thugs were also hired from
Bangladesh to execute the mass killings (Mallick 110). Horen says to Kanai a group of
women were taken away by force, Kusum among them. People say they were used and then
thrown into the river, so that they would be washed away by the tides.(HT 279)
These so-called unlawful migrants were neither human waste in need of recycling
(Bauman 77) nor were they a bundle of apathy as claimed in the official discourse on Bengali
refugees (Kudaisya 37). Rather they were seeking a new place to live, as seeded by Sir Daniel
Hamilton. Not all Morichjhapi settlers came from the refugee camp. People like Kusum were
waiting for an opportunity to reclaim their lost Home. In Morichjhapi people were not
intruding upon the resources of the human natives but those of the non-human ones. Though
according to the government, the immigrants had violated the Forest Acts by their occupying
of restricted area part of Sundarbans Reserve Forest, Morichjhapi was not part of the tiger
reserve area but was earlier cleared by the state government to make coconut plantations in
1975. In a double act of betrayal, the settlers were not only made ecological refugees (Buell,
The Ethics and Politics 121) but also reduced to tiger food by the Bengali bhadralok (Jalais
1758).
In an interview with The Frontline Amitav Ghosh says:
For me, Morichjhapi was inescapable. Im concerned with the dilemma of how to balance
human needs with nature. In India, the state seems to be so rigid, throwing people out,
working under the assumption that they are wicked people with some perverse criminal
instinct. But they are so terribly poor, braving the forest for nothing more than some honey.
These are some of the poorest people in the world.
The Hungry Tide serves as the authors political mouthpiece. The tragedy of Morichjhapi
serves as a significant rupture in Indian immigration history, foregrounding the narrative of
infiltration (Schendel 195). It anticipates the phase of denial when East Bengal refugees,
particularly Muslims became transnational migrants being rejected by both India and
Bangladesh as economic liabilities (Ramachandran 14).
Their claim for the place is dictated by need and choice of living. They are marginalised.
Their life is of no concern to the people of power and means. As John C. Hawley says, they are
the people who come into life and pass away without rippling the waves of official history. As
far as the records are concerned, they are simply among the legions of unimportant
individuals They are voiceless nobodies(134-35).
In 1979, the government initiated an economic blockade on Morichjhapi, preventing the
refugees from acquiring supplies including food, drinking water and medicine. Ranjith Kumar
Sikdar says in his article Morichjhapi Massacre most of the young men were arrested and
sent to jail and the police began to rape the helpless young women at random(Sikdar 23).
Atharobaki Biswas writes in his article Why Dandakaranya a Failure, Why Mass Exodus,
Where Solution? that 4,128 families had prished in transit (back to their camp), died of
starvation, exhaustion, and many were killed in Kashipur and Kumirmari, and Morichjhapi by
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police firing (Biswas 19). The West Bengal state Committee Meeting held in 1982 justified that
the refugees could not be given shelter under any circumstances.
Morichjhapi incident was one of the bloodiest massacres in the history of Mankind.
Mankind the word should have had a different meaning to those people who had died in the
massacre. The people of Morichjhapi were not consumed by their petty differences. They were
fighting for their freedom, not from tyranny, oppression and persecution but from annihilation.
They were fighting for their right to live, to exist. But the Power tactfully converted the
marginalised voices into echoes, which fade away too quick. It is a sheer conspiracy by the so
called peoples government.
Note: The references from the primary texts have been indicated in the paper by page
numbers in parenthesis with the abbreviations HT for The Hungry Tide
WORK CITED
PRIMARY SOURCE
[1] Ghosh, Amitav. The Hungry Tide. New Delhi: Harper Collins, 2004. Print.
SECONDARY SOURCES
[1] Bauman, Zygmunt. To Each Waste its Dumping Site Wasted Lives: Modernity and Its
Outcasts. Cambridge: Blackwell, 2004. Print.
[2] Biswas, Atharobaki. Why Dandakaranya a Failure, Why Mass Exodus, Where Solution?
The Oppressed Indian 4.4(1982): 18-20. Print.
[3] Ghosh, Amitav. A Crocodile in the Swamplands. Outlook Magazine. 18 Oct 2004.Web.14
November 2014.
[4] ---. Interview in The Frontline 21.18 (August 28--September 10, 2004).
[5] Jalais, Annu. Dwelling on Morichjhapi: When Tigers Became Citizens, Refugees Tiger-
Food Economic and Political Weekly 40.7 (2005): 1757-62. Print.
[6] Kudaisya, Gyanesh. Divided Landscapes, Fragmented Identities Singapore Journal of
Tropical Geography 17.1 (1996): 24-39. Print.
[7] Ramachandran, Sujata. Indifference, Impotence and Intolerance: Transnational
Bangladeshis in India Global Migration Perspectives No. 42. Geneva: Global Commission
on International Migration, 2005. Print.
[8] Sikdar, Ranjith Kumar. Morichjhapi Massacre. The Oppressed Indian 4.4 (1982): 21-23.
Print.
[9] Spivak, Gayatri Chakravorthy. Can the Subaltern Speak? The Post-Colonial Studies
Reader. Ed. Bill Ashcroft, Gareth Griffiths and Helen Tiffin. London: Routledge, 2006. 28-
37. Print.
[10] Van Schendel, William. Narratives of Border Crossing The Bengal Borderland.
London: Anthem, 2005 191-209. Print.
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ECO- CRITICAL STUDY IN SURFACING
Evanjalin Mary Stella. J
Research Dept. of English The American college Madurai-625002

Abstract--- Margaret Atwood does of course deal centrally with gender issues and there is no
doubt in such of the novels as The Edible women, Surfacing, Lady oracle, Bodily Harm and the
Handmaids Tale. Margaret Atwood s Surfacing reflects this engrossment with wilderness. The
protagonist of the novel begins a psychological journey that leads her directly into the natural
world. To achieve a true , she has to turn away from the normal world and accept a transformtion
of her existence. The paper examines behavior and reaction of the protagonist in relation to
nature and ecological aspects.
Keywords--- Nature, Eco-criticism, identity, feminism, gender issues
I would like to discuss the Eco-Critical perspective in the novel Surfacing by Margaret
Atwood. Atwood is a Canadian poet, novelist and critic, whose works often features women
and examining their relationships in the society. Atwoods famous novels are The Edible
Women, Surfacing, The Lady Oracle, The Handmaids Tale, The Cats Eye, The Robber
Bride and Alias Grace. Her novel Surfacing is famous for its theme, the narrative technique
and its characterization.
The plot revolves around an unnamed narrator who comes to an Island named Northern
Quebec along with her lover and two of her friends in search of her father. But actually she
comes there to know about her own identity. She was entirely suppressed by the city life and
that is the reason for her return to the native place to get solace from her childhood
environment. Being a feministic novel, Surfacing can also be seen in an Eco-Critical
perspective. The novel constructs a symbolic representation which matches the culture of the
city with the male gender and nature with the female gender. The author herself is a scholar
with keen ecological consciousness and shows deep concern on the endangered environment.
Eco- criticism is a newly emerging literary perspective which deals with nature, nature-
humanity relationship and nature-culture relationship. During the 20th century, this
perspective became the eminent theories which got reflected in many literary works and was
made as a research part. According to this perspective, Humans are part of nature, indivisible
from it. For Atwood humans must abandon the conquest of nature and return to embrace
Mother Nature. Atwood exaggerates the lifestyle of the narrator and makes the readers
understand the fact that everybody must live a harmonious life with nature.
The realistic significance of studying this novel is to awake the ecological consciousness,
generate the feeling of wonder and enlightenment as well as promote a more conservative
lifestyle to the readers. Since nature is an analogue to human psyche in the novel, the
characters revelation and resolutions are intrinsically tied to their responses to the
environment. The narrators return to the wilderness of her native countryside denotes a
process of initiation.
John Skinner comments that in Surfacing the very first sentence refers to the destruction
of environment. It is given as: white birches dying by the lakepollution, in turn, is as much
cultural as environmental, and a gas station displays three stuffed moose, dressed in human
clothes and wired to stand on their hind legs.
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In the novel, four city dwellers go on a trip to an island in northern Quebec, to have a site of
the protagonists childhood. They too bring the creature comforts of beer, pot and a transistor
radio. This particular configuration of a return to nature which combines technology and
nature could be called an arm-chair experience of the wild primitivism.
The father of the nameless narrator in Surfacing has already taken to the hills, so to speak.
The island is a refuge for his family during the chaos of the Second World War. But he is an
amateur scientist; he belongs to world fashioned after the masculine prototype. Actually he is a
surveyor. The narrator says his job was wrong. He named and counted the trees so other
could level and execute. The narrator thinks this act to be injustice because she believes that
one or the other way it would destroy the environment.
But on the other hand, he has also decided to live an alienated life. He does not want to
indulge in city where every human being live artificially to satisfy others. He had created a
farm sowing natural fruits and vegetables. He had not given her education thinking that the
education would make her civilized. His father wanted her to be uncivilized only then he
considers that she would be able to understand the significance of Nature and natural
temperament. This life of the narrator, being a butterfly in a cukoon made her a victim to an
Arts Teacher in the later part of her life.
In Surfacing the narrator runs away from the world of human beings and its artificiality.
She desires for a new vision, another life, another way, deliverance through nature. She
discovered that a rejection of nature is a rejection to the fundamental part of the self. So, she
decided to move away from the world of man by rejecting the Americans and their way of life.
She says about the Americans as: there still Americans; they spread themselves like a virus;
they get into the brain and take over the cells change from inside and the ones that have the
disease cant tell the difference.
The narrator in the novel, as it appears, divides the world into killer and victim. She wants
to move beyond the will for power and come to nature not as a conqueror but as a worshipper,
and achieve some kind of concord with the world. She believes that the harmony only will
protect the human identity in the midst of all man-made adversities.
She also recalls the dolls that the narrator and her brother mutilated as:
"We gnawed the fingers, feet and nose off our least favorite doll, ripped her cloth body open
and pulled out the stuffing"
Margaret Atwood symbolically resembles this action to the narrators abortion. She thinks
this act to be against nature. She felt very guilty of her act and she was waiting for an
opportunity to perfect her actions. Only at this moment, she made in love with Joe with the
intention of reviving her child. She also took a firm decision to return to nature and believes it
to be her parents wish. She destroys all the artificial articles that surrounded her in the house
and considers her not as a human being but as a part of nature. She explains her purpose to the
readers as:
I am not an animal or a tree, I am the thing in which the trees and animals move and grow,
I am a place.
She even started to eat leaves and raw roots and cloth herself with the branches of trees.
She says that she was not frightened to live in the midst of the wild animals, its look on her as a
prey and so on. Living in the forest, she gets the replies of her parents through nature and
plans to remain forever in the forest. Even though at the end of the novel, Joe comes and waits
for her outside the house she doesnt like to respond to him. The novel ends with the unknown
choice of the narrator. Atwood gives a bit of the narrators mind with her words as:
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The lake is quiet, the sun surrounded me, asking and giving nothing.
Thus the entire novel discusses the exploitation of the natural environment by the
Americans. She expresses the readers how the Americans destructed the lake that once she
enjoyed, destroyed the farm that her father made, damaged the roads that showed the way to
the people entering and declined the culture that made her life a defective one. Atwood
justifies the Eco-Critical perspective by saying that modernity of culture can be formed but
Nature must not be declined. If so, it will destroy the human community. With the words of
Margaret Mead, I end up my Speech: Nature is a merciless stepmother, when it is destructed
WORK CITED
PRIMARY SOURCE
[1] Atwood, Margaret , Surfacing, London: Virago Book, 10,(2009).Print
SECONDARY SOURCES
[1] Barry, Peter. Ecocriticism Theory: An Introduction to literary and Cultural Theory.2nd ed.
Viva Books, New Delhi, 2008.Print
[2] Jyotna , Sinha and Vijeta, Gautam. Ecological Survival in Margaret Atwoods Surfacing.
Journal of Environmental Research and Development 7.4A(Apr.2013):2-5.web.July 22.
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RECENT TRENDS IN ELT
P. Linus Herta
Department of EnglishAmerican CollegeMadurai 625002
Abstract--- English language teaching in the recent years has taken its plight. The focus on
education has turned its interest in bringing ELT a separate discipline like literature. But unlike
literature language draws a meticulous study because it forms the basis for any further study.
Any field of discipline should be dynamic which will enrich the learning process and not be stasis.
In the field of ELT innovative methods and trends have been implemented. Advancement in
technology is yet another advantage in introducing novel trends. This paper narrows down to the
recent trends that can enable speaking in an ELT classroom.
Keywords--- ELTs advancement, trends, technology, speaking skill.
I. INTRODUCTION
LT mainly focuses on the four skills they are listening, speaking, reading and writing. In
E order to communicate one should gain fluency in speech. Communication plays a pivotal
role in our day to day life and for it speaking is necessary to express our thoughts and ideas.
Speaking is a one of the skills that most language learners wish to perfect it as soon as possible.
Speaking is a tough task for the students because they have to think in the target language,
make use of appropriate words and then they should be able to articulate their ideas so that
the receiver gets the right meaning of the information conveyed. The facilitators of ELT
introduce creative methods to make the students speak without any hesitation but on the
students side they reluctantly make use of the opportunities they are exposed to. Few
methods and innovative trends in ELT have proved to be effective but they have never been
the ultimate tool in solving the challenges faced by the learners and the facilitators. The
advancement in technology is a boom in the field of ELT. The available technological resources
are being utilized by both the teachers and the students. Each new day a creative method is
being invented and is applied into practice. Recent trends in ELT not only depict the
progressive plight of it but also projects the advancement made in other sectors to enable this
trends
II. RECENT TRENDS INVOLVED IN ENHANCING SPEAKING IN ELT

A child grabs the random sounds followed by words and then it starts to frame sentence.
Similarly a student should know the sounds first only then he can pronounce a word and then
can frame sentence. In learning the sounds the students at the very beginning should be taught
the phonetic sounds rather than teaching the alphabets. In decades past students are taught
alphabets so when they are called to pronounce a word because they get confused. In the
present era the International schools have started to primarily teach the sounds rather than
the alphabets. In learning words it will be of great use if the teacher stops with the clichd
concept of A for Apple rather he could draw examples from the available materials within the
class like B for Bench. In framing sentences a teacher should avoid drills which force the
student to lie and it is called pseudo- communication. Example: Yesterday I went to beach.
Instead of this a teacher can ask the student to narrate what all he did during the weekend.
Drawing real life incidents make the class interesting and keeps the students focused.
To focus on speaking in higher level the facilitator should give ample of opportunities for
the students to speak rather than making them passive. Recent trends can be asking the
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student to speak of something he is passionate about, the things he idealize, and about stuffs
that he would channel all his energy to win over. Language lab is yet another trend which
helps the learning an interesting one. The systems are upgraded with software which helps
the students to listen and then repeat along with videos and pictures. Role plays can enrich the
students in speaking. A student can come up with any of the characters he likes and can enact
in front of the class. Right after a student gains a little fluency in role plays the teacher can
involve the students in street plays for a cause. The students are benefitted by learning how to
speak and by contributing something for the society.
Making the students act in dramas hosted by the institution will also enable the students to
speak clearly and confidently. Acting in plays will give students a wide variety of experience
and how they should communicate which includes their gesture, tone and stress. Group
discussions should be encouraged among students; this not only makes a student good speaker
but also a good listener. Debates also give the students a platform to voice out their thoughts
and it also demands for the spontaneity of the students which will shape them to become a
better speaker. Pertinent to word building the students can be involved in building a story
giving chances to everyone to share their views in a coherent way. This improves the
creativeness of the students. The teachers can motivate the students to prompt for their
school or college plays. Extempore helps the students to drive out their fear and it enables
them to speak in a more effective way. Oral diary or oral book report will aid speaking
effectively in students. A facilitator can ask the students to read a book and make the students
to appreciate or criticize the book in front of the class. Pictures or Photographs can be
projected through digital tools and the students can comment or describe what they see. A
video can been shown where two or more people interact and the audio has to be muted so
that a group of students can dub for the video which will be a fun filled activity.
The classroom work should involve the learners in comprehending, manipulating,
interacting in the target language while the attention is principally focused on meaning rather
than form. Bygate (1987) made even finer distinctions between types of speaking tasks:
Factually oriented talk
Description
Narration
Instruction
Comparison
Evaluative talk
Explanation
Justification
Prediction
Decision
The students have to be trained in all these aspects of speaking. A teacher should make it to
the point to take the students to on spot study like taking them to libraries, story -telling
classes, theatre performance and to ask the students to handle classes for other students which
can boost their confidence and give them a feel of satisfaction. On one hand all these trends
help the students to enrich and involve themselves but it is the personal interest of the
students that will decide their progress.
III. SUMMATION
English displaced all other languages and the leading means of communication and it has
taken the lead. The world of media, mass communication, and internet demands fluency and
proficiency over English. Every individual strives to get the accurate acquisition of the target
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language but it involves a meticulous study. Though speaking can be taught through different
methods there are lacunae in every single method which fail to shape the individual fully. It is
always a problem for the speakers of Tamil with the plosives in English and this to a certain
extent can be rectified by further research which would implement new trends and methods.
All the recent trends in ELT can never serve as an ultimate solution but they are the tools
which enable the learners to keep a step ahead in their learning process.
WORK CITED
Luoma, Sari. Assessing Speaking. UK: Cambridge University Press, 2004. Print.
Davison, John and John Moss. Issues in English Teaching. Great Britain: Biddles Ltd, 2000. Print.
Morozova, Yulia. Methods of Enhancing Speaking Skills of Elementary School
Students. Translation Journal, the Author, 2013.
< http://translationjournal.net/journal/63learning.htm>
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ACTIVITY BASED LANGUAGE LEARNING
K. S. SARANYA
Department of English The American College Madurai
Abstarct--- Activity Based Language Learning is a fun of learning a language. It is a practical

way of approaching the students in order to attract them in learning a language. Acquiring
knowledge through some activity will always linger in the minds of pupils. It builds curious
among the students. When students indulge in doing some activity, creativity also comes along
with knowledge. Both teacher and students feel happy by introducing some innovative activities
in classroom. This methodology deletes the bitter thought of students on English.
Keywords--- Activity, language, approach, creativity, students and teacher.
I. INTRODUCTION
Viewed freely, the English language is the accretion and growth of every dialect, race and
range of time, and is both the free and compacted composition of all
-Walt Whitman
The commencement of Walt Whitmans explanation of English shows the significance of the
language. English is spoken by almost all the people. Even a layman speaks English. The
utility of the language becomes wider in range. Most of the countries consider English as their
official language. Any language is important for communication. English is peculiar one among
them. Almost in all the fields like business, schools, colleges, IT companies, and share markets
English plays a vibrant role. We cannot remove English from our life. It becomes blood and
flesh of our life. Educational institutions are the utmost way to learn English. For most of the
books are written and published in English. The bound duty of the educators is to give the best
education. English acts as a bridge between educators and the learners. When the teachers
teach the subjects in English, students struggle to learn. Because learning a second language is
not a stress-free job. People find out difficult in learning second language. But learning a
language expands knowledge. Developing countries like India gives important to the foreign
language like English. Even though it is a foreign language, all the educational institutions in
India instruct the students to learn in English. A student who educates in medium of English
from L. K. G to higher education may not able to speak in English. The educational system is
the only reason behind it. Difficulties are quite common in life, but finding a solution is a task.
II. HOW A LANGUAGE CLASSROOM MUST BE

Countries like India have a different educational system but it is quite unique. When
compared to other countries, India has a delicate educational system. Some educators
performs a serious mode of teaching. Educational settings are not worthy at all. There is no
fun in learning. So students feel annoying and boredom. Language is not like other
disciplinary like maths or science. It is an art.In most of the foreign countries, teachers let their
students to take part in learning. Students involve much in learning process. In the case of
Indian classroom, one way of communication takes place -teacher speaks and students listen.
This creates bad impression amidst the students on education. Therefore a classroom must be
a livelier one. Teachers can introduce some new activities to create a new and happy
environment. If a teacher gives such environment to students, they come forward without
hesitation. Technology will help to acquire a language. Technology has improved a lot. Now-
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a-days a new born baby know how to operate smart phones. It is quite easy for the students to
play on technology. Teachers can introduce new software, audio lesson, video lesson,
vocabulary games in classroom. In this case teachers play a double role as facilitator in order
to teach English through technology. A task based activities must be assigned to students.
Activity based language learning is supportive for both the teachers and students for high
gratification.
III. HOW TO DESIGN A CLASSROOM:

It is quite certain that a classroom is a four wall room. The purpose of activity is to
create something. Likewise a few drawings related to grammar, articles or preposition can be
passed on walls. The walls can be decorated with images on noun, pronoun, tenses and short
sentences. If it is a classroom in college level, then smart board, models, images can take part.
This kind of environment creates a suitable situation to learn a language. A classroom must be
designed with suitable seating arrangements. The chairs can be set like semi-circle which fills
up full fun in classroom. It supports healthy discussions among students. Moreover everyone
can have eye contact with each other. If a presenter presents something, everyone can see the
presentation and ease to raise questions. These strategies facilitate the students in learning
language.
IV. WHAT IS ACTIVITY BASED LANGUAGE LEARNING

Activity based language learning is one among the creative ideas for acquisition of
language. Merely reading or writing without understanding the real essence of a language is
utter waste. A creative mental task is given to student. The students actively participate in
doing the task. This creates a situation where they learn by themselves. It lingers forever.
Assigning a task based activity to students make them happy in learning a language. Learners
are varied from person to person. It bases on students mental ability. Therefore this kind of
activity creates an active learner rather than a passive one. It has many advantages over
education. This method is not only gives knowledge but enlarge our skills. Interaction
between teacher and students can be strengthened by activity.
Activity based language learning acts as a key to open mind. Through this method, teacher
and students could discuss articles, preposition, voices, tenses and all. Even feedback can be
made in classroom itself. Activities comfort the students to apply the techniques of grammar
in our day today life. Curiosity is the basic element of learning. Activities bring out curiosity
among students. New activities can be created and work out those activities in classroom.
This facilitates the students for better understanding. Teacher creates an environment where
the learners can question the facilitator and give their own opinion regarding what they learnt
and understand. Opportunities construct a new platform where students can critically analyse
and compare others with new ideas.
V. ACTIVITY ON IDIOMATIC EXPRESSIONS:

Activities are mainly designed to empower the students knowledge. Vocabulary games are
helpful to enhance communicative skill. Wherever we go, our communication speaks. It may
be interview, shops or education, communicative English play a significant role. For effective
communication, idiomatic expressions support the language. Idioms are expressions that has
always figurative meaning. Sometimes it has literal meaning. It builds interest among
students when they learn idioms. For when we read an idiomatic expressions, we cannot truly
translate it. It is a mystic one. My focus is on idioms and phrases. Idioms are one among the
helping factors. It is an essential feature of effective communication. By doing activities on
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idioms, it develops students curiosity. Their uniqueness in speaking or writing may impress
others.
ACTIVITY 1:
Divide students into one or two teams. Name the group as A or B. Display a picture before
them. Call a student to come forward to relate the image with appropriate idioms. Give marks,
chocolates or applause whenever students are correct.
EXAMPLE:
To rain cats and dogs- rain heavily
To identify this idiom, teacher can show the image of rain, cat and dog. Then a student find
easy to learn the idiom. After finding the idiom, meaning can be revealed later by teacher or
student who know the answer.
Feeling blue feeling sad
Show the image of cry or emotional expressions and blue colour. Then the student can
easily find out the idiom. As usual, meaning may reveal later.
VI. RESULT:
Enrich our thinking capacity. It makes the students to think in all the possible ways on
seeing the images. The information reaches our mind visually.
ACTIVITY 2:
For college students, this activity increases interest as well as a big challenge to them. Take
a moderate level of idiom. Collapse the phrases and display it. The students have to arrange
the idiom properly. Time can be checked. After a minute, if the student is not able to arrange
the idiom, then clues can be given. Clues may be on meaning or idiom is allowed. Finally
teachers bound duty is to teach the usage of the idioms in our day today life conversation too.
EXAMPLE:
JUMBLED IDIOM UNJUMBLED IDIOM MEANING
Gun spike somebodys Spike somebodys gun To spoil ones plan
Colours reveal ones Reveal ones colour To uncover ones true
nature
Insult add injury to Add insult to injury Insult someone badly a
second time
Purse hold strings the Hold the purse strings To be the controller of
money
RESULT:
It improves our patience in finding the answer. It kindles students curiosity.
ACTIVITY 3:
It is quite interesting game in which a teacher has to download an Idiomatic game which is
available in internet. Switch to www.eslgamesplus.com. Download the app named Idiomatic
Expressions Rally. Once download this app, the teacher can make the students to come
forward and give chance to play the game by their own. We do play lot of games. But this
creates a fun world and useful to gather our intellectual. Better download that app and get full-
fledged fun.
RESULT:
After playing this game, the impact of technology becomes strong. It induces the students
to play again. It is quite easy as well as interesting.
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VII. CONCLUSION
Change will not come if we wait for some other person or some other time. We are the
ones weve been waiting for. We are the change that we seek
-Barack Obama
As Obama says in one of speeches, changes cannot come before us. We have to seek the
change. We have to make an environment which comforts us with what we have. Activity
Based Language Learning gives hands to enrich our language. This activity builds self
confidents and leadership qualities. Bring a change in classroom, make it colourful, cheer
them, and feed them with wisdom. Finding pleasures from pupils growth of knowledge and
fruitful life bring real happiness.
WORK CITED
[1] Teaching English as a Foreign Language by P. Gurrey (print)
[2] http://www.unicef.org/india/education_1546.htm
[3] www.educationinnovations.org>program
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INNOVATION IN CLASSROOM TEACHING
P. Esabella
Department of English The American College Madurai-625002
Abstract--- In this modern era, students get bored with the old way of teaching by using
blackboard and chalk piece. Everyone likes innovation; likewise new innovative technology
brings interest among the students in the classroom. New technology like internet, video
conferences, electronic books and mobile devices can help the students to learn easily. Creativity
and innovation bring up students with new and fresh ideas. It always welcomes by educational
institutions in order to bring revolution in classrooms. Parents also want their children to be a
unique one among everyone. Innovation and creativity are like brothers who come to change our
life through education.
Keywords--- Innovation, creativity, classroom and technology.
I. INTRODUCTION
REATIVITY and innovation is the essence of teaching and learning. It brings interest and
C motivation to learners. Our students are tired of the old school approach to learn a
language; they want something practical, relevant and useful for their professional life. With
computer being their flesh and blood; and living in the era where they are allowed to question
on things and they are empowered to be partly responsible for their learning, creativity and
innovation have been incorporated in teaching and supervision.
Innovative methods of teaching are a goal of many educators. Teaching students in ways
that keep them engaged and interested in the material can sometimes be a challenge. Finding
new and innovative methods of teaching is a crucial skill for high school teachers. Applying
innovative learning and attention-management techniques to classes is most fruitful for both
students and teachers.
Gone are the days of a professor delivering a lecture while standing behind a rostrum in a
one-way communication mode where his words are words of God and students sit quietly
embracing his words, busy in taking down notes; those days have long been over and they
have been replaced with more innovative and creative ways of disseminating, sharing and
facilitating knowledge development in students.
Infusing passion into learning by focusing on integrating learners own interest and passion
into curriculum will lead the students to study the life outside the school in an innovative
method. Using digital media as a way to kindle the interest, widening their knowledge will be a
better innovation in teaching. Redesigning the entire structure of teaching practice by changing
to student-centered, skill-based and technology-embedded classrooms is an innovation in the
teaching techniques.
At present innovation is very much alive in all schools. During class hours, teachers should
move around the classroom or use monitoring software to ensure students using their devices
appropriately. When students understand that their teacher will intervene if they go off-task,
students may know that they must focus on their assignment. Innovative methods of teaching
can help high school students to get the most out of their education.
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II. INNOVATIVE TECHNOLOGY FOR LEARNERS

Students of modern world have any information possible through modern technology like
computers, smart phones, tablets, I-phones and by way of website links. So spoon feeding the
knowledge or teaching in a uniform mode will not suit their requirements. Since every
individual has different personalities, goals and needs offering personalized teaching will not
give any fruitful result. Hence it is enough to give instructions and guidance in using modern
technology to learn and gather knowledge.
Internet can be a valuable source of authentic oral models via recorded songs, talking
through electronic books, video clips that help learners with pronunciation as a well as
acquisition and reinforcement of new technique in teaching. These tools can also help to
support teachers who dont feel as confident with their own method of teaching.
One of the latest technology, Video conference help the teacher and the learners to come
closer and have the more specific purpose of helping to develop reading and writing. There is a
multitude of dictionary apps available to support users in their acquisition of new vocabulary.
Mobile devices are used by more people every day and that the mobile phone has evolved
from a simple voice device to a multimedia communication tool which is capable of
downloading and uploading text, data, audio and video.
Possible uses of classroom technology include using video games to teach languages, Skype
to communicate with classrooms and multimedia projects allow students to explore subject
matter using film, audio and even software they create. Especially visualization is a good
teaching strategy for reading and literacy teachers. Teaching students visualization skills help
them to understand, recall and think critically about subjects they study.
To improve communication skills among students, a school broadcasts a student-run TV
studio. During each broadcast, students highlight each others creative work. Through the TV
studio, students must collaborate and become producers of 21st century media by shooting,
producing, directing and executing the live broadcast.
The method of front-loading any information at the beginning itself, which may rob the
students experience in building knowledge and develop skills, when they have to face new
concepts, which can be avoided if such method is flipped off by creating the necessary curiosity
in the students. Increasing innovative teaching and learning in the classroom are seen as a
vehicle for higher student-achievement, more relevant-learning and the development of skills
deemed necessary for working and living in the future world. The students will use tools such
as computers and scientific instruments in addition to other resources to work with and
manipulate words, numbers and images.
III. MODERN TECHNOLOGY IN PRACTICE:

Modern technologies like Talking Books is enormously useful to the teachers to develop
the knowledge of their students. Technology continues to be used for all sorts of special
language learning activities such as oral practice, reading and writing skills development.
Technology like internet can provide opportunities for practice. Even if learners do not have
direct access to the internet in their classrooms or at home, teachers should provide additional
resources to supplement the material offered via conventional means.
Learners can use Flip or other video cameras to record their lips movements to develop
phonetic accuracy; recordings can subsequently be compared with standard model sources
from the internet. Talking photo albums have been successfully used to create stories or non-
fiction texts with an oral narrative.
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The technologies like Playback and Sing-along support learners to get improvement in
the learning through inculcation. In learning the language the learner should acquire oral skills,
increased vocabulary, and thorough grammar of the language concerned. These tools also help
the teachers who dont have veteran experience in the language they have to teach.
Innovations also afford learners the opportunity to record themselves for playback at a
later time. Learners report that the ability to listen and playback recordings helps in the
identification of grammatical errors and inaccuracy in pronunciation and encourage self-
improvement. The teacher and the students have to interact through websites like Facebook,
WhatsApp and Twitter by way of comments and replies.
At the same time the students should be very careful and cautious in using the modern
technology with all the tools available to gain valuable knowledge. At the same time, they
should not, in anyway, slip into distractions while using the modern technology. They must
develop their skill in creating Blogs, like www.lynda.com which has many resources for
learning new technology, are useful in learning and acquiring knowledge. Participating Twitter
and WhatsApp chat is the cheapest and most efficient innovative way to organize ones own
personal ideas and stay current with issues and updates in the field of teaching.
IV. ONLINE TEACHING

In the past, teachers had to book computer rooms to go with their learners. But today,
technology has become integrated into the classroom physically and pedagogically rather than
being an added one. Many teachers now use the internet in their courses, set online homework
and use it to find materials and ideas for their lessons. Some have become online teachers.
In this method class sessions are supplemented by online tests. In it, the input is mainly in
the form of self-explanatory e-material texts. Participating in Twitter and WhatsApp chat is the
cheapest and most effective way to organize ones own personal development, share research
and ideas and stay current with issues and updates in the field. Students can also use the
internet for self-study purposes without the need for a teacher. All these modern technology of
21st century comprise new innovation in teaching.
V. CONCLUSION
In short, being innovative is looking beyond what we currently do well, identifying the
great ideas of tomorrow and putting them into practice. Responding to career and higher
educational expectations, the purpose of the 21st century innovation is to assist teachers in
better meeting the learning needs of students in this modern era.
WORKS CITED:
[1] www.innovationunit.org
[2] https://www.oecd.org
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INNOVATIVE ACTIVITIES TO PROMOTE DESCRIPTIVE WRITING OF

TERTIARY LEVEL LEARNERS
R. Thenmozhi and K.Abirami
Department of English. Srinivasa Ramanujan Centre, SASTRA University, Kumbakonam
Abstract--- This paper focuses on enriching the vocabulary of tertiary level learners
vocabulary to improve the quality of their descriptive writing. Nowadays the learners feel that
writing is a boring and heavy task.The main aim of this paper is to make the learners get a
sound knowledge about writing skills and its various approaches. The learners often use
languages in their day to day activities but they do not know the correct usage i.e.they do not
use the appropriate word for the context. They manage with the vocabulary they have and do
not communicate effectively. In order to improve ones writing skill, knowledge of a good
vocabulary is essential. Teaching vocabulary for a heterogeneous class is always a challenge.
But, there are many ways to overcome the challenging situation. The present paper focuses on
such innovative methods which the student-teacher has practised in her classrooms. The paper
also focuses to enrich vocabulary among the learners to make them communicate better.
Keywords--- Tertiary Level Learners, adjectives, Descriptive writing, innovation, ELT
I. INTRODUCTION
OMMUNICATION is the imparting or exchanging of information by speaking, writing, or
C using some other medium. Communication is about more than just exchanging
information. It's about understanding the emotion and intentions behind the information. In
order to understand the other person, the speaker needs to be clear in communicating their
ideas, if not elaborate. Listening, speaking, reading and writing are the four essential skills of a
communicator. This paper focuses to improve the writing skills of tertiary level learners. The
paper presenters intend to improve, specifically, the descriptive writing skills of the students.
There may a question that arise in your mind, Why is only descriptive writing and not any
other forms of writing? It is because the primary purpose of descriptive writing is to describe a
person, place or thing in such a way that a picture is formed in the reader's mind. Capturing an
event through descriptive writing involves paying close attention to the details by using all of
your five senses. Teaching students to write more descriptively will improve their writing by
making it more interesting and engaging to read.
II. METHODS AND METHODOLOGIES

In this paper, the student teacher used Activity Based Learning and she adopted Student
centered approach. Activity-based learning or ABL describes a range of pedagogical
approaches to teaching. Its core premises include the requirement that learning should be
based on doing some hands-on experiments and activities. The idea of activity-based learning
is rooted in the common notion that children are active learners rather than passive recipients
of information. If achild is provided the opportunity to explore by their own and provided an
optimum learning environment then the learning becomes joyful and long-lasting.
The authors also incorporated Project Based Learning or PBL, a teaching method in
which students gain knowledge and skills by working for an extended period of time to
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investigate and respond to an engaging and complex question, problem, or challenge, to

reinforce the concepts they have discussed in the class through activities.
Student Centered Approach refers to a wide variety of educational programs, learning
experiences, instructional approaches, and academic-support strategies that are intended to
address the distinct learning needs, interests, aspirations, or cultural backgrounds of
individual students and groups of students. This paper combines all these approaches and
formed an ECLECTIC APPROACH to improve the writing skills of the target group learners.
III. ACTION RESEARCH

The paper focuses to improve the writing skills of the students which in turn requires a
sound vocabulary.To improve the writing skills of the students, their vocabulary needs
enhancement.I also like to add Wilkins comment. Wilkins claims that without grammar, very
little can be conveyed, without vocabulary, nothing can be conveyed. So, the student-teacher
teacher found ways to improve the vocabulary of the students. She advised them to engage
themselves in meaningful activities to improve their vocabulary. Some of them are reading
everyday of what they like, to refer to a dictionary or thesaurus whenever they need a
clarification, to write journals, to keep a target to learn a new word everyday, and to engage in
meaningful conversation with their friends, family, and teachers.
IV. IDENTIFICATION OF PROBLEM

When the students are asked for their report of what they have been doing in regard to the
suggestions of the student-teacher, the students were found to be lacking their descriptive skill
which mainly requires a wide range of adjectives as descriptive writing helps you show your
reader what you see, hear, smell, touch, or taste.They could not communicate effectively what
they have perceived in themselves. So, the student- teacher made it a point to improve their
use of adjectives in a fair manner to improve their descriptive writing skills. Also, she taught
them various rhetorical strategies- Narration, Description, Cause and effect, Comparison and
Contrast, Enumeration, Process writing, Analogy, Classification, and Argument.
Of the above stated rhetorical strategies, the presenter chose to enhance the descriptive
writing skills of the students as they confront with this type often in their day-to-day
communication, whether spoken or written.
V. USES OF DESCRIPTIVE WRITING

Descriptive writing helps them to describe the person,thing etc that creates an image in the
minds of the learners. Through descriptive writing, they can imagine the-the things and pay
close attention to it by their senses. Teaching the students to write more descriptively will
improve their writing .It is student-centered approach because thestudent is the primary
sector whereas teacher is the secondary factor.student-centeredthe approach is called as
learner-centered education because the instruction is passed from the teacher to the learner.
Student centered learning theory and practice is based on constructivist learning theoryit
emphasizes the role of the learners in learning the new meaning from the given information.
And now, what is an adjective? Adjectives are words that describe or modify other words,
making your writing and speaking much clear, and also interesting. Words like large, blue, and
sharp are descriptive, and they are all examples of adjectives. Adjectives can be used
attributively or predicatively. If the adjective attributes the noun, it is said to be attributive and
if it placed in the predicate form, it is said to predicative. The students are givenan introduction
to the different types of adjectives which are adjectives of quality, quantity, number,
demonstrative, interrogative, emphasizing and Exclamatory.
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VI. STUDENT-CENTERED APPROACH

Theorist like Carl Rogers, Jean Piaget and Lev Vygotskys works focussed on student-
centered learning.Rogers claims that "the only learning which significantly influences behavior
[and education] is self-discovered".Student-centered learning favors only for the learners and
it is opposite to traditional method of learning. In student-centered learning,active learning is
developed. Armstrong (2012) claimed that traditional education ignores or suppresses learner
responsibility.
Self-determination theory focuses on which the individuals behavior is self-motivated and
'self-determined'. When students are given the opportunity to gauge their learning, learning
becomes an incentive. According to Lev Vygotsky's theory of the zone of proximal development
(ZPD), students can learn the things by themselves. Scaffolding is animportant task because it
fosters their independent thinking skills. Vygotsky proclaims, "Learning which is oriented
toward developmental levels that have already been reached is ineffective from the viewpoint
of the child's overall development. It does not aim for a new stage of the developmental
process but rather lags behind this process.
Why is writing important for a student at tertiary level?
Of all the four skills, LSRW, Writing skill is the skill which develops at the final stage of
language acquisition. Tertiary level is the major stage for improving writing of the learners.So,
for this reasons, writing is an important factor for a studentat tertiary level.
Importance of Activity in the class
It gives real time experience to the learners because they can learn the language through
activities. They become an active participant in this process.It cannot be away from their life
because through activities they can learn more knowinglyand unknowingly.
Activity:
INITIAL PRE-TEST
The teacher teaches what an adjective is, its kinds,uses etc. Then, the teacher conducts a
pre-test for their learners.
The teacher has given a picture to the learners and asks them to list out the adjectives
comes to their mind while seeing that picture. They are also asked to write a
paragraph about theimpressions of the picture in their mind.
The learners list out the adjectives looking at that picture.
After collecting their papers the teacher numbered the adjectives used by the learners
and categorize the adjectives based on its kind.
Activity -1
Warm up
At first, the teacher asks the students to tell what they had discussed their last class and
asks a few questions to motivate them and to hook their attention to the class.
The teacher collects a lot of smileys for teaching vocabulary and adjectives to the
learners.
After collecting the smileys, the teachers finds out the meaning and write examples
sentences for the easy understanding of the learners.
The teacher distributes the worksheet on smileys and teaches them adjectives.
They are asked to discuss the synonyms of the adjectives to enhance their vocabulary.
After teaching this, the teacher is giving a task for them that is, collecting pictures
related to emotions and also write the adjective for that picture .After the completion
of their task, the teacher pastes their charts on the blackboard and gave suggestions
for improvement.
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Activity -2
In this activity, the teacher has given famous characters from cartoons to the learners and
asked them to describe the persons using adjectives of quality.
Activity -3
In this activity, the teacher asked the students to talk about that day's climate. And then, the
teacher asks them to write those things in their notebook for improving writing skill.
Activity-4
In this activity, the teacher has given a paragraph to the students and asked them to
underline the adjectives used and also asked them to categorize it based on the kinds of
adjectives.
Activity-5
Grammar Games
For this task, the teacher has to divide the classroom into many teams. Each team has six
members.
After that, the teacher asks one player from each team to give their adjective. The
students have to draw the vocabulary or act it out to their team members.
After finding out their adjective,they can write a paragraph to improve their
descriptive writing skills. Here, the number of adjectives used by the learner in a
paragraph is taken into consideration and the team which writesmanyadjectives are
winners.
VII. EXIT TEST

To know the extent of the learning of the adjectives and also to check their improvement in
descriptive writing skill, the student-teacher gave scenery to the learners and askedthem to
write a paragraph. The teacher evaluated the scripts and found it quite impressive with the
advance in the use of adjectives which are appropriate in the context.
VIII. CONCLUSION
From the result of the above activity, it is concluded that descriptive writing skills can be
enhanced with the enhancement of the use of adjectives. The above activities on adjectives
brushed up their passive vocabulary and enhanced their writing skills which are more
appealing than earlier. The students also acknowledged that there is a tremendous change in
their writing of a paragraph of descriptive nature, after these series of activities were
conducted. They gave feedback that the teaching was enjoyable as it involved activity based
learning which gave a chance for them to have fun while learning. They claimed that these
activities promoted their creativity, and gave them a meaningful way to learn in context and
pictures are always motivating, most importantly, smileys.
REFERENCE
[1] Brown, R. S, and Nation, P. 1997. Teaching Vocabulary: Suggestion for theClassroom.
[2] Wikipedia contributors. "Adjective." Wikipedia, The Free Encyclopedia. Wikipedia, The
Free Encyclopedia, 4 Jul. 2016. Web. 25 Jul. 2016.
[3] Wikipedia contributors. "Student-centred learning." Wikipedia, The Free Encyclopedia.
Wikipedia, The Free Encyclopedia, 2 May. 2016. Web. 25 Jul. 2016.
[4] Wikipedia contributors. "Innovation." Wikipedia, The Free Encyclopedia. Wikipedia, The
Free Encyclopedia, 24 Jul. 2016. Web. 25 Jul. 2016.
[5] Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard
[6] University Press.
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NEW TRENDS IN ELT

DIAGNOSTIC TEST AS A PART OF TESTING AND EVALUATION: A NEED
ANALYSIS
A. Hari Narayanan M.A.,
The American College, Madura
Abstract--- Nowadays ELT field has seen a drastic change in our view of the role of ELT. In
the present circumstances, the goal of ELT is on developing language skills. New trends are being
introduced to test the individuals capability before teaching language. One of the methods is
testing and evaluating the ability of an individual mainly in English. Students can be tested in
both diagnostic and proficiency test. These tests come under test and evaluation method. The
paper concentrates mainly on diagnostic test which has now become a new trend in testing the
individual before teaching ELT.
Keywords--- diagnostic, formative, progressive.
I. INTRODUCTION
NDIA is a multi-linguistic nation. English, though a foreign language is the official link
I language in India. Proficiency in English has become one of the most important employable
skills in India. It is also a tool for socio-economic experiment of the disadvantaged. Yet, little
progress has been made in ELT education. This is largely due to our evaluation system. Our
examinations which are based on the syllabus and also the established methods of learning
have failed to prove or improve proficiency in English.
Hence we need an evaluation system which can be placed on par with TOEFL, IELTS, etc.
But this evaluation system should be changed according to our countrys needs.
In testing and evaluation, there are many levels andtests to measure the ability, knowledge
and performance of the students. The type of tests includes placement tests, diagnostic tests,
motivational tests and proficiency tests. Of these the mostimportant first level tests are the
diagnostic tests.
II. DIAGNOSTIC TESTS: TYPES, NATURE, CONTENT AND PURPOSE

Diagnostic tests are designed to diagnose whether the learner has learnt something well or
whether he/she needs special help in learning. These tests are to encourage the learners by
pointing out in what they have succeeded and it has nothing to do with failures.
The placement tests evaluate the general abilities, achievement tests place the learners at
different levels of achievement and proficiency tests test the ability to apply, what he/she
knows or has learnt to real situations. But diagnostic test accuses specific areas. The teacher
will teach a particular item.
Then he/she will evaluate/conduct a test to diagnose how well they have learnt the specific
item taught. In case it is unsatisfactory, the teacher has to plan a remedial lesson to re-teach
the specific language item.
At the start of the course, the teacher gives the learners a diagnostic test to see what areas
of language are to be included in the syllabus. These tests enable the teachers to know what the
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learners know or dont know already and also their strengths and weaknesses. Through such
information the teachers can decide the course content.
Diagnostic tests enable the tertiary level L2students to know their strengths and
weaknesses, and thereby help in improving their employability skills and their education at the
college level. Employability skills include both communication and soft skills. For acquiring
these skills, the tertiary L2 learners need to be aware of the need of language skills.
The diagnostic tests include
Matching
Multiple choice
Gap-filling
Error-correction
Transformation
True or false
Error-correction exercises
Since these tests are not result-oriented, the students will tend to learn without fear.
The diagnostic test helps the teacher to determine the level of the students language skills
and their weak areas. This will help the teachers to frame the curriculum and the course
content for the L2 learners. Also diagnostic tests conducted after the students return from
holiday helps the teacher to be aware of the gap in their knowledge.
When the teacher is completely unfamiliar with their level of L2 skills, the results from
these tests will help the teacher to design the tasks. And they will know exactly what they have
to teach and test. So, this gives information for the teachers to design the syllabus.
Diagnostic tests are useful for individual personal/self assessment. They help the teacher to
further the skills of particular students, and to plan his future work. These diagnostic tests and
the free interaction between the teacher and students will rid the students stress, and provide
more practice in learning L2skills without fear of failures.
Diagnostic tests are of great help for the teachers of higher education. At the end of teaching
a particular item, these tests can be used to measure the students language level and their
progress.
Also percentage for pass mark shall be fixed by knowing the level of students L2skills.
Higher level of percentage indicates that students have acquired the L2 skills well. And low
scores indicate a low level of proficiency.
The diagnostic test given during the course answers the following questions:
What input the students need?
Is the lesson going well? Are the students learning
What should the teacher do to make the lesson/activity work better?
What materials are appropriate to use?
How can I organize and arrange the students in the class for lesson activities?
III. SUMMATION
Diagnostic test plays a prominent role in enhancing language learning. As tests given at
different periods during the course study, they help to judge the proficiency level of the
students on which curriculum can be designed in future. They also help in material
preparation. Diagnostic tests are useful for teachers to choose pedagogic methods and
materials. They help the students to access their own language skill level and to understand
self-training needs.
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MULTICULTURALISM IN CANADA
Dr. Chodigaji Ravi
Department of English, Rajah RSRK Ranga Rao College, Bobbili
Abstract--- The present paper highlights the multiculturalism in Canada. Multiculturalism

means mosaic which esteems and values variances and pluralities. It is an ideology which
advocates that society should consist of, or at least allow and include distinct and cultural and
religious groups, with equitable status. Canada is known for its multiculturalism. Like Indian
literary heritage, Canadian literature reflects a regionally diverse and multicultural society. The
wide variety of literature fosters the growth of a unique composite identity. The diversity of
culture has given rise to the emergence of various literatures, the most noteworthy being Indo
Canadian literature. The last decades of the twentieth century saw the emergency of new
generation of writers, poets, dramatists and novelists who have achieved distinct identities like
Bharathi Mukherjee, Rohinton Mistry, Uma Parameswaran and M. G. Vassanjee. They often
explore the crucial issues of racism, alienation and social tensions that crowd the world of an
immigrant.
Keywords--- Culture, multiculturalism, racism, diversity, tolerance, assimilation.
I. INTRODUCTION
ULTURE is an integral part of a nation. The Oxford English Dictionary defines culture as a
C particular form or type of intellectual development in a society generated by its distinctive
customs, achievements and outlook. Culture represents the way of life of an entire society and
includes codes of manners, dress, language, rituals, social customs and folklore of a nation.
Every nation has a distinct culture of its own. When an independent country becomes a colony,
the native culture undergoes a radical change. The issue of multiculturalism has acquired
importance, when people from different ethnicities and religions live together and thereby
exchange vibrant multicultural practice. Multiculturalism represents the process of
appreciating cultural diversity enabling the visible minorities to attain equity and social justice.
It helps to evolve a pattern of social life in which diversity and tolerance of multiple ethnic
groups are accommodated besides providing employment and social security for a secular,
peaceful and progressive nation. In the West, migrants have achieved a number of cultural
rights through the policies of multiculturalism.
Culture helps to integrate intellectualism in society along with the way people dress,
behave, speak and follow customs and rituals. People have their own cultures in places where
they live; but diversity, migration and social integration and cohesion, coincide with increasing
awareness. These are the chief characteristics of cultural pluralism. It is inevitable that culture
must undergo a drastic change at some point of time. When people interact with one another
there is bound to be an inherent change. Ethnic differences and religious diversities lead to
multiculturalism due to the interactions at the above levels.
The policy of multiculturalism is idealistically a genuine attempt to forge a new vibrant
society which would embody the diversity of different cultures and yet possess a unified
identity, like a patchwork quilt or a mosaic or a symphony. In practice, however, it did not
work since it could not eliminate racism. In fact, by officially promising equal opportunity and
equal status to immigrant it had, indeed feelings of economic insecurity, moral outrage, and
conscious superiority among certain groups. According to S. N. Eisenstadt and B. Giesen
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multiculturalism refers to the doctrine that cultural diversity should be recognized as a

permanent and valuable part of political societies.
Multiculturalism means mosaic which esteems and values variances and pluralities. It is an
ideology which advocates that society should consist of, or at least allow and include distinct
cultural and religious groups, with equitable status. Karan Singh has expressed the idea of
multiculturalism in his book on India and Australia: History, Culture and Society as:
Multiculturalism is now becoming an important point around the world. The old concept of
one nation, one culture is beginning to erode, and we find that multiculturalism, which
means multi-ethnicity, multi-linguistic situations, multi-religious situations, cultural traditions
that differ, all these are beginning now to assume increased importance. How we deal with
multiculturalism in our own country is one of the areas we need to explore, because we in
India ourselves are essentially a pluralistic society (11)
Multiculturalism also refers to ethnic and cultural diversity, tolerance, acceptance and
cosmopolitanism. It either connotes some mode of transnational interrelationships between
the cultures of two or more countries or suggests in a more circumscribed manner, the
broader dimensions of multiple cultural identities within the boundaries of single nation. The
term multicultural is often used to refer to non-European immigrant groups in countries such
as the US, Canada, Australia and New Zealand.
Canadas experience with diverse communities distinguishes it from many other countries.
Its thirty million inhabitants reflect a cultural, ethnic and linguistic makeup found rarely
elsewhere. Diversity has been a fundamental characteristic of Canada since its beginnings. A
broad framework of laws and policies supports Canadas approach to diversity which is based
on the belief that the common good is best served when everyone is accepted and respected
for whom he/she is, thus paving way for a harmonious and creative society. Augie Fleras and
Jean Leonard Elliott in their book on Multiculturalism in Canada: The Challenge of Diversity
points out Canada Multiculturalism Act which emphasizes the equality of status and
opportunity that is being given to all ethnic groups which is quoted extensively to bring out a
clear idea of the prevalent multiculturalism in Canada:
recognize and promote the understanding that multiculturalism reflects the cultural
and racial diversity of Canadian society and
recognize and promote the understanding that multiculturalism is a fundamental
characteristic of the Canadian heritage and identity and that it provides an invaluable
resource in the shaping of Canadas future;
promote the full and equitable participation of individuals and communities of all
origins in the continuing evolution and shaping of all aspects of Canadian society and
assist them in the elimination of any barrier to such participation;
recognize the existence of communities whose members share a common origin and
their historic contribution to Canadian society, and enhance their development.
Ensure that all individuals receive equal treatment and equal protection under the
law, while respecting and valuing their diversity;
Encourage and assist the social, cultural, economic and political institutions of Canada
to be both respectful and inclusive of Canadas multicultural character;
Promote the understanding and creativity that arise from the interaction between
individuals and communities of different origins;
Foster the recognition and appreciation of the diverse cultures of Canadian society
and promote the reflection and the evolving expressions of those cultures;
Preserve and enhance the use of languages other than English and French, while
strengthening the status and use of the official language of Canada; and
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Advance multiculturalism throughout Canada in harmony with the national

commitment to the official language of Canada. (285)
In general, multiculturalism does not imply the superiority of one culture over another.
Devika Khanna Narual in her article on Introduction: The South Asian Diaspora in English
Canadian Fiction says, majority of Canadians believe that multiculturalism enriches
Canadian culture They also understand this to be a policy and an ideal that is aimed at
respect and tolerance, at sharing and exchanging, and at integrating and building the Canadian
identity (23). The policy of multiculturalism worked well with the immigrants though it had
its own critics. The minorities have welcomed the official definition of Canada as a mosaic of
cultures, and the accompanying policy of multiculturalism which profess to allow immigrants
to retain their inherited cultural identity within the mosaic, while enjoying the rights and
privileges of full-fledged Canadian citizenship without losing their identity.
Canada encourages multiculturalism and lives and let live attitudes among different races
and diverse cultures. Rohinton Mistry in his novel on Tales from Firozsha Baag says:
The multiculturalism department is a Canadian invention. It is supposed to ensure that
ethnic cultures are able to flourish, so that Canadian society will consist of mosaic of cultures
thats their favorite world, mosaic instead of one uniform mix, like the American melting pot. If
you ask me, mosaic and melting pot are both nonsense, and ethnic is a polite way of saying
bloody foreigners. (160)
Canadians value diverse communities for enriching cultural expression and making daily
life more varied and interesting. Multiculturalism encourages anti-racism activities and
strengthens its support for other minority groups and helps individuals to overcome the
barriers in society. Critics often refer to the Canadian mosaic which esteems and values,
variances and pluralities. Like Indian literary heritage, Canadian literature reflects a regionally
diverse and multicultural society. The wide variety of literature fosters the growth of a unique
composite identity. The diversity of culture has given rise to the emergence of various
literatures, the most noteworthy being Indo Canadian literature. The last decades of the
twentieth century saw the emergency of new generation of writers, poets, dramatists and
novelists who have achieved distinct identities like Bharathi Mukherjee, Rohinton Mistry, Uma
Parameswaran and M. G. Vassanjee. They often explore the crucial issues of racism, alienation
and social tensions that crowd the world of an immigrant.
Much widely known writers of Indo Canadian literature is Bharati Mukherjee. Her works
focus on the issues of migration, the status of new immigrants and the feeling of alienation
often experienced by expatriates as well as Indian women. Her own struggle with identity, first
as an exile from India, then an Indian expatriate in Canada and finally as an immigrant in the
United States has led to her current state of being an immigrant in a country of immigrants.
The best known writer in Indo Canadian literature is Rohinton Misty. His works are focused
on the boyhood initiations, everyday frustrations, nostalgia and aspirations with Indian
outlook. He has bolstered the India-in-Canada reality by using Parsi words without either
glossary or textual explanations such as resorted to by earlier writers in commonwealth
literature. One can see the authentic and sensitive delineation of Parsi customs and way of life
in his work. He has portrayed the most sustained exploration of Post-Independence Indian
society through his chronicles of individual and community lives. His fiction covers many
themes, from politics to Parsi community life and economic inequality to national events such
as wars rigorously examining the impact of historical forces and social evens on small lives.
Mistrys prize winning novels and collection of short stories such as Family matters, A fine
balance and Tales from Firozsha Baag have been successful both in Canada and on
international scale.
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Uma Parameswaran, like many other immigrant writers, shows strong thematic interest in
the experiences of immigrants, particularly South Asian Canada with an emphasis on alienation
and racial position. She says that life of the immigrant no doubt shapes ones responses to
India and the response may vary a lot depending upon ones own personality and values.
Through her writings the readers become aware not only of the South Asian experience but
also of the struggles of the immigrants that make them more humane. Her multicultural
lifestyle, with perplexing experience of these bicultural worlds is prominent in her works.
The much renowned Canadian writer M.G. Vassanjis works reflect his multinational and
multicultural biographies. In most cases, his story has been a rather adventurous journey
around the globe. Likewise, his fictional characters travel relentlessly; they are far away from
home and constantly in foreign countries; while none of those places abroad ever turn into a
real home. His literary interest led to the formation of The Toronto Review of South Asian
Writing Abroad.
Frances Brooke, the English essayist, correctly described Canadian literature as bilingual,
multicultural, multiracial, multiethnic, postcolonial, postmodern and even multinational. The
many examples of novels by Canadian writers detailing their experiences with immigration
and cultural difference give weight to Brookes definition. Indeed, Canadas literary identity
crisis can be relaxed given the persistence of the uniquely Canadian theme that highlights the
challenges associated with the multicultural mission.
REFERENCES
[1] Augie Fleras and Jean Leonard Elliott. Multiculturalism in Canada: The Challenge of
Diversity. Ontario: Scarborough, 1941. Print.
[2] Bhabha, K. Homi. Location of Culture. London: Routledge, 1994. Print.
[3] Chandra, N. D. R. Multicultural Literature in India: Critical Perspectives Vol-1. New Delhi:
Sarup, 2009. Print.
[4] Dhawan, R. K. and D. K. Pabby. Eds. Multiculturalism: Canada and India. New Delhi:
Prestige, 2005. Print.
[5] Canadian Literature Today. New Delhi: Prestige, 1995. Print.
[6] Eisenstadt. S. N, and Bernhard Giesen. The Construction of Collective Identity. European
Journal of Sociology 36.1 (1995): 72-92. Print.
[7] Mistry, Rohinton. Tales from Firozsha Baag. New Delhi: Penguin, 1998. Print.
[8] Narula, Devika Khanna. Introduction: The South Asian Diaspora in English Canadian
Fiction. South Asian Diaspora Summer Blossoms in Winter Gardens: History, Memory and
Identity in Canadian Fiction. New Delhi: Creative, 2005. 14-33. Prnit.
[9] Singh, Karan, and N. N. Vohra. Eds. India and Australia: History, Culture and Society. New
Delhi: Shipra, 2004. Print.
[10] http://ottawacitizen.com/opinion/letters/michael-smolander-canadian-
literature-is-intimately-linked-to-multiculturalism
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M-LEARNING: A STUDENTS PERSPECTIVE
J.Faustina MA
Research Department of English,The American College, Madurai
Abstract--- M-learning becomes popular nowadays. Every student prefer M-learning as it is

very easy to update them whenever they need. Mobile devices show a dramatic departure from
old fashion of competing platforms as no more represents a static notion of context. Mobile
learning is more than just the use of mobile devices. It is the ongoing learning opportunities.
Mobile learning is portable, convenientand collaborative and it is also a rich media.It is the
primary choice for internet access. M-learning is the live communication because it updates us
within a second. In the present set-up, M-learning is more preferable than e-learning as it can be
viewed as the immediate descendant of e-learning. This paper represents the usefulness of mobile
learning in the students point of view.
Keywords--- convenient, portable, useful.
I. INTRODUCTION
-LEARNING takes place everywhere.As internet and computers has become very
M important tools, the modern technology has become more effective, portable and easy to
use. Mobile devices are much more reasonably priced than desktop. M-learning becomes
familiar and every student chooses it more as it can be useful to them in all location.
It is an easy mode of transportation. The effective argument in M-learning is their
availability where mobiles can be accessed much easier than desktops. In this generation, each
and every student has mobile phone of their own.
There are many options available in mobile phones which are very useful for mobile
learning. Government provides a laptop for every single student. They use it in a limited way
whereas M-learning can be done in mobile phones where they can use it at anytime and at any
situation. Mobile phone has standard internet technologies. M-learning can be easily accessed
by students and it provides adequate support.
The applications and software in mobile phones help in making the learning of the students
more interesting, interactive and flexible. M-learning helps the students to learn without
traditional restrictions. M-learning makes the students to stay in touch easily with the newer
and updated versions. M-learning is expected to be a part of both inside and outside
classrooms.
II. BENEFITS OF M-LEARNING

Students get benefited by M-learning in many ways. The devices such as smart phones,
laptops with the connection to wireless networks facilitate M-learning. Students are offered
new interactive opportunities through M-learning. M-learning can be used more effectively for
the specially challenged learners. It enhances student centered learning.
It can be accessed anytime and anywhere. Mobile learning allows students to get
knowledge at their own speed. M-learning encourages learners to do self-learning and thereby
there wont be any difficulty in migrating to places to gain education.
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III. M-DICTIONARY:
M-Dictionary is user friendly and easy to carry. It is better and faster for classroom learning
activities. Words can be learnt easily by the readers in a short time. Mobile dictionary is more
useful in the classroom learning. It takes less time to search a word for meaning. It helps the
students to develop the learners knowledge in English. Dictionary is an application for self-
learning with reference to spelling and pronunciation and it is a boon for language learners.
Whenever the students hear new words, they can easily be able to find out the meaning
within a short time. In M-learning, the application called dictionary helps learners to learn
language properly and effectively. Language class is incomplete without mobile dictionary.
Students must be motivated to use mobile dictionary to learn language and can be given an
opportunity to develop their vocabulary and pronunciation skills.
Students can be able to check,
Looking for the meaning of a word
Check the spelling of a word
To find the synonym and antonym of a word
Check the pronunciation of a word
M-dictionary is the most preferable one by the students. Clear definitions of words are
given in dictionary. Learners can become independent in their language learning. The mobile
dictionary is like our pocket dictionary. It has more advantages than the printed dictionaries. If
the student wants to search the same word which was already searched, they can go to history
option and can have access to the word immediately.
The learners can browse the words with its meaning as well as noun and verb. The
development of mobile phone moves forward. By using M-dictionary in class, students money
and time can be saved. They still depend on other people to live in this world especially as
students.
Using mobile dictionary students can be able to learn freely and easily. Internet connection
is needed in our mobile so that dictionary application can be downloaded for free. Instead of
bringing heavy dictionary to class, they can easily have dictionary in their mobile phone which
is very much comfortable for them.
There is no need for a student to spend lot of time for translating English. None can
underestimate the power of M-dictionary. It is very important for the students to have
dictionary application in their mobile phone as it could help them a lot in English language. M-
dictionary can improve the reading and vocabulary of a student. Thus M-dictionary plays a
vital role in M-learning.
IV. HIKE
Hike is the worldwide known application. Hike can be used for chatting, sharing files,
videos, audios and images etc. Hike can also be useful for learning purpose. Hike is used when
the internet connection is available. In hike, games have been updated like word rush and
puzzle.
Hike motivates the students to improve their vocabulary and thinking skills easily through
the game like word rush which makes our brain to work faster. By giving us the separated
alphabets of a word and rushing us to assemble it within a minute. Hike direct is recently
updated in the hike messenger where one student can share the images with the other person
who is nearer to us without internet connection.Nowadays students send images through hike.
Students can send a snap to the other person when he/she is in need of particular information.
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Technology has improved nowadays. Students can be far away from us. At that time, when
one student is in need of a page in a book, he/she doesnt have to be worry about it. Instead he
can ask his/her friend to send the page by taking a snap of it through hike.
Learning can be done very easily through hike. Portable document file (pdf) can also be
send through files when we are in need and hike receives and sends information much faster
than any other. By using hike, one can share his audios and videos and here learners can share
their audio and video files related to their subject. Students can improve their body language,
gesture, posture and the conversation skills through video files in hike.
On the whole, hike makes the students to improve their vocabulary, pronunciation, body
language, listening skills, etc.... and students can enrich their learning skills through hike.
V. SUMMATION
The findings of the paper bring out the state of using mobile phone for learning i.e., M-
learning. The paper discusses about the usefulness of technology for the students. Students
enjoy their learning with the application in their mobile phone. New technological innovation
must be adopted by the students for their independent and effective learning. Students adopt
themselves easily to the M-learning through different ways.
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DIASPORIC DILEMMA IN JHUMPA LAHIRIS NOVELS
BHUVANESWARI. G
Research Department of English, The American College, Madurai.

Abstract--- Diaspora Literature is one of the pervasive topics all over the world. It reflects the
lives and experiences of migrants. JhumpaLahiri, as a Diasporic writer, portrays the picture of
these immigrants in her novels with such a penmanship. The Namesake, and The Lowland, her
two novels narrate the assimilations of two Bengali families - the Gangulis, and the Mishras into
the American culture. These novels show the cultural, spatial, and political dilemma faced by the
immigrants, and their sense of loss in the alien land. This paper aims to portray the diasporic
predicament and crisis that are experienced by the immigrants. They find it impossible to fit into
the foreign land; they struggle to practice their culture in the alien land, and try to overcome
their loss of identity. The migrants are affected by their dual identity.
Keywords--- Diaspora Literature, Cultural struggle, Dislocation, Identity crisis, Alien world,
Experiences of Immigrants, Dilemma.
I. INTRODUCTION
IASPORA Literature refers to the literature produced by, or literature about migrated
D people. People, all over the world, migrated to different countries in order to improve
their socio-economic status. This act of migration, often, happens between civilizing countries
and the lands of opportunity. During the eighteenth and nineteenth centuries, people were
taken into such countries as slaves. Consequently, others tend to migrate to fetch more
opportunities like better education, and better life. These migrated people who live in foreign
lands are looked after as people, who are better than the natives, by the native people
themselves. These native people long to run away from their countries to attain the better
status experienced by the migrated ones.
Though the immigrants show themselves as happy ones leading their life in the clean,
serene countries, they cannot forget the fact that they are foreigners to the lands they live in.
These people cannot fit into the circumstances in which they run their lives. They do miss
their home land, their family, and their self. Migrated people, in most of the cases, have dual
identities. Though they physically enjoy the happiness given by the foreign land, their inner
self longs to come back to their home.
The experiences, crisis, and dilemmas faced by the immigrants are presented by the
Diaspora writers. They present the two worlds- home land, and the foreign land.
JhumpaLahiri is one of the reputed Diasporic writers, who presents Indian life and the life in
America. As JhumpaLahiri herself is a second generation immigrant, she successfully portrays
the dilemma of the immigrants in her works. Her two novels, namely The Namesake, and The
Lowland, depict the lives of two families who live in the United States of America whereas their
roots spread in the Indian soil.
The Namesake narrates the story of a Bengali family, the couple Ashoke and Ashima,
migrated to the United States, and there they are exposed to the alien culture. This novel
pictures their dilemma to fit in this world of alien. The Lowland, Lahiris another novel
narrates the assimilation of the Bengali family where Subash and Gauri migrated to America to
get a better life. Though they seem to like their life there in the United States, their inner world
finds chaos to expose to the new world.
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Ashoke from The Namesake and Subash from The Lowland go to the United States to pursue
their higher studies. They both find this obvious to study in the land of opportunities. When
Subash mentions that he wants to apply to a few Ph.D. programs in the United States, Udayan
protests Subashs idea by saying: If you go, you wont come back (36). Thus the migrants are
looked upon as selfish people who migrated to foreign countries just to equip themselves, and
not to help their own country. Whereas the immigrants, on the other hand, believe that it is
necessary to move to the foreign land in order to lift up their family.
The migrants, in JhumpaLahiris novels, find this difficult to accept the alien culture that
gets into their system. They suffer from emotional dislocation. To Subash, The difference was
so extreme that he could not accommodate the two places together in his mind (41). Ashima
in The Namesake believes that being a foreigner is a sort of lifelong pregnancy:
Like pregnancy, being a foreigner, Ashima believes, is something that elicits the same
curiosity from strangers, the same combination of pity and respect. (49-50)
Lahiri shows, in her novels, that the migrated people try to carry their culture, customs, and
practices as their belongings to the foreign land. They find home in their own culture and
they always struggle to follow this even in the alien land. There comes the problem. When
Ashima gives birth to a child, she and Ashoke write to Ashimas grandmother, who lives in
India, to suggest a suitable name to their child. Here, when it comes to marriage, Subash thinks
of his parents. He cannot take decisions by himself as the Americans do. He continues to
practice Indian culture even in Rhode Island.
All the immigrants have this quality that they always associate whatever they experience in
the foreign land with that of their home land. They think that their home is far away from
them. Subash writes to Udayan as:
As strange as it sounds, when the sky is overcast, when the clouds are low, something about
the coastal landscape here, the water and the grass, the smell of bacteria when I visit the
mudflats, takes me home. I think of the lowland, of paddy fields. (53)
Lahiri points out that the immigrants face existential dilemma, and political displacement
as well. For hours they argue about the politics of America, a country in which none of them is
eligible to vote (38). Gauri, in The Lowland, lives in the United States for about thirty two
years, but still she has to expand her visa by every year. Lahiri, in another circumstance,
writes: The following day was August 15, Indian Independence. A holiday for the country,
lights on government buildings, flag hoisting and parades. An ordinary day here (94).
Lahiri states that though the immigrants face cultural conflicts in their foreign land, they
maintain solidarity with the outer world. They befriend foreigners, adopt their culture to a far
extend. Ashoke and Ashima allow their children to celebrate Christmas while Subash allows
Bela to join the marching band and expose to the American culture.
The first generation immigrants find it difficult to acknowledge the foreign, alien land as
their home whereas the second generation migrants consider the land where they are born
into as their own land. Gogol, Sonia, and Bela follow the American way of life but at the same
time they all can sense their parents struggles in the alien land. These second generation
migrants recognize that their parents act is a fruitless effort that is to maintain their culture in
the alien land. For Ashima: After twenty years in America, she still cannot bring herself to
refer to Pemberton Road as home (108) while Gogol considers New Haven hostel as his home.
Generation gap can also be seen here in the lives of immigrants.
The migrants have two homes, but one reminds an alien one. They wish to go back to their
homeland whenever it is possible. But the unhealthy, untidy state of their country haunts them
ISBN 978-93-86176-18-9
more. Their children find this unable to breathe in the sticky air, and to step in the marshy
land which is considered as Heaven by their own parents.
Gogol, a second generation immigrant, deprived of his name, changes his name as Nikhil.
Yet, when Ashoke and Ashima refer to him as Nikhil, he feels: In that instant that he is not
related to them, not their child (106). When Bela listens to a group of men who converse in
the language in which their parents speak:
She cant understand what these men are saying. Just some words here and there. Their
accent is different Shes not nostalgic for her childhood, but this aspect of it, at once familiar
and foreign, gives her pause. (311)
Gouri flies to America in order to forget her past all over and to lead an independent life in
the land of hope. But her inner Indian-self protests herself by reminding her roots. Ashima
decides to live in the United States for the sake of her husband. While all her family worries
about her change, her grandmother had not been fearful of such signs of betrayal; she was
the only person to predict, rightly, that Ashima would never change (37).
Moreover, Diaspora Literature shows the struggles of the migrant people to attain their
identity in the new, alien world. Subash enters into a relationship with an American woman,
Holly, to complete his self identity while Gauri indulges herself in relationship with an
American girl, Lorna. These incidents question their Indian integrity, and the concept of
culture.
Thus, Lahiri has effortlessly portrayed the lives of the immigrants in her novels. Both the
novels The Namesake and The Lowland show that the immigrants are haunted by their own
sense of loss and agony over the home that they left. Lahiris novels bring out the Diasporic
dilemmas faced by these immigrants with such fantabulous plots.
WORKS CITED
[1] Bhuvaneswari, G. Fourth World Literature: The Voice of the Marginalized. Diasporic
[2] Predicament of Binary Identity and Cultural Struggle in JhumpaLahiris The Namesake.
India: Shanlax Publications, 2015. 13-18. Print.
[3] Lahiri, Jhumpa. The Lowland. 2013. India: Random House India, 2014. Print.
[4] --- The Namesake. 2003. UK: Harper Collins Publishers. 2013. PrinT.
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ACQUISITION OF ACADEMICVOCABULARY THROUGH

CONTEXTUALIZATION
D.S. Dafinisha
Research Department of English,The American College,Madurai.

Abstract--- Though learning is a challenging task, no one wishes to regret it. The learner has
to breakumpteen numbers of barriers in his /her learning progression. A clear study in language
learning can be acquired only after this process. The paper discusses the dominant distraction of
the trainee due to vocabulary that the trainer uses in his ESL Classroom and the researcher
strongly believes that beginners confidence in a language classroom will be developed when they
are familiar with the firsthand terms. The imperfections can be obliterated by trainers
encouragement and trainees involvement. In case of slow learners, special attention should be
taken by the instructor. A distracted beginner can be brought back to the class only by the
instructor, who knows to move the class interestingly. English language teachers have always
aimed to make learning relevant to their learners lives and language needs. Rather telling the
meaning beforehand, learners can be cheered to predict the sense of a term. The context clues
help the learners to understand the language better and by which they will improve their
vocabulary. The clues make the beginners think about the new term and they start guessing what
it really means. Academic vocabulary can be expanded. By doing this, learning a language
becomes fruitful and effective.
Key words--- Learning, Distraction, vocabulary, imperfection, self-confidence.

Learning is a significant art. Learning boosts up a person to climb up and reach their aimed
goals. A beginner or a learner cannot learn without listening, in the sense that they both act as
best buddies. There may be a radical catastrophe in language learning when one fails to listen.
Learning becomes difficult when initiates are introduced to new words that they never heard
of. Their concentration rambles all around to get the accuratenorm and by which they may
miss the other half of a talk in anESL classroom. Once the learners are familiarized to a new
word, they try to be sociable with it and listening with such a kind of terminology cause them
no obstacle in a language classroom. Listening is a difficult skill as it includes composite
progressions like interpreting the incoming data. Instructor should put in extra determination
in order to grasp the attention of the learners. Only the instructor can make the learners to be
friendly with the newly introduced words. The researcherconfidences that instructors can
make the learners come out from their scarcity in vocabulary.
II. HYPOTHESIS
The study of this paper is made with an assumption that beginners deficiency in
understanding the new terms in a language classroom can be fixed by the trainer who can
support them to improve their self confidence in learning a language and thereby the
vocabulary skill.

1. Why do the learners distract?
2. What are the language barriers?
3. Why beginners find problematic with trainers terminology?
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4. How can the problem be fixed?

5. Can a trainee expunge the defect?
IV. DISCUSSION
In an ELT classroom, learners, trainers communication or understanding is of dominant
importance. Learning becomes a question mark where the beginnersare not much interested
with the trainers teaching.Learners in the classroom never sidetrack resolutely. The
paramount motive for their diversion is unaware vocabulary. Learners demand to be
conscious in the commencement of every classroom teaching but there comes a foul as
language barrier.Apprentices find it challenging to cope up with the vocabulary that the
instructors use in their teaching. While demanding to get the sense of the freshly presented
term, learners slip the lasting hint that the instructor shared. There starts a fantasy in the
learning process. In language learning, learners must make sure of what they overhear and try
to implement in their learning. Once when the students attention slips, its difficult to get back
the original. If the lack in understanding a fresh vocabulary is rectified, understanding and
learning becomes magic in ESL Classroom.
Language learning fails with the introduction of barriers. Vocabulary is the key barrier that
everyone comes across. From birth till death ,learners and trainers are introduced to new
fresh words. Not all folks are professional in language from the inauguration. When a
vocabulary is newly familiarized among learners, they seem to be a neighbor and later a close
friend for usage. Trainer should be little gentle in their lecture when they come across a fresh
term, by which they pave way for the trainees to think anassociated meaning.The learners start
learning a language when they are clear with the idea provided, no matter how hard it is. The
paper highlights the barrier in learning a language because of vocabulary. As learning process
includes the participation of teacher as well, an extra effort of teachers is needed to break the
barriers. The old skilled terms will be polished with the starter of these new words.
It is not necessary that an ESL classroom should have an equally talented set of learners.
Their language skills differ and so their intelligences. In case of beginners, language learning is
a challenging task. Trainees may not have any idea about the language study and so fights with
their own mind to be dynamic in an ESL classroom that wanders for meaning of a particular
term that the trainer pronounces. Lengthy terms may confuse the learners to the core, as they
have no idea of what it really means. As a beginner, they find hard to cope-up with the
lectures. Instructor must pay attention to the terms they use in his/her classroom. Once the
trainees find difficult in pronouncing the new terms, again language learning becomes
problematic. Slow learners try to balance themselves with their peer group and sometimes
end up disappointed because of the introduction of fresh and long skilled terms. All the
downsides are because the learners are firsthand to the language learning classroom and have
no idea of what it really mean. When the terms used in ESL Classroom becomes sociable, there
will be no problem in receiving the actual meaning of the trainers point.
The deficiency in learning a language can be repaired only with the efforts of the trainer.
Instructor should understand that the beginners have little or no knowledge about the subject
matter and so special care should be taken in their lecture. When a mentor plans to give the
apprentices a new term in the ESL Classroom, trainer should give those clues about theterm
and make them guess. Trainer should not allow the trainee to think apart scattering from the
lecture instead can make them listen continuously by giving a clue beforehand. The class will
be more alive when trainers introduce visual aids to think about the term. When the learners
are clear with the idea of the new term, the ESL Classroom becomes more interesting and
informative. The vocabulary barrier is common in a language learning process which can be
repaired by trainees interest in learning a new term and trainers way of presenting a new
term.
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There is no story without a character, no end without a beginningand of course no barrier

without a solution. Learners can easily overcome their lack in understanding the vocabulary,
when they follow the trainers instruction. Learning will be easy when understanding between
the trainer and trainee are healthier. This connection plays an important role in case of
understanding and reflecting the learned knowledge. Learning a language can be enhanced
when the learners recognize the significant new terms. Apprentices eagerness can be
elevatedby giving those additional clues and the learners start guessing the real meaning
behind it. The researcher strongly believes that with the help of the trainers, the trainees can
improve their vocabulary skill in a new aspect.
V. SUMMATION
The paper discusses that a beginner can improve his vocabulary skill from the context clues
that the trainer gives him/her in the classroom, by which the class will be more alive and
interactive. Beginners distraction is quiet common in language learning classroom. Its
trainers responsibility to prevent trainees from diversions. Contextualized clues should be
given to the learners to seek their concentration in listening. The learner implements those
learned academic vocabularies in his day to day life by which the process of learning succeeds.
The researcher from her observation assures that her above mentioned hypothesis isvalid.
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ENHANCING VOCABULARY THROUGH MOBILE GAMES
J.E.Stanley

Abstract--- The research paper is based on English language learning and mobile media,
inside and outside classroom. There is a growing demand on the use of mobile technology for
English learning across the globe. Mobile Learning has reached its heights by replacing the old
fashioned computer learning. In the field of education, there is a gradual shift from e-learning to
m-learning. Learnersfind themselves more comfortable to learn a language with the help of
mobile technology. Mobile learning offers numerous ways in developing vocabulary. It enables
learners to develop vocabulary in their spare time. Mobile learning is contrast to classroom
learning where learners are devoid of place and time. Media became available for learning and
inter personal communication and these maybe used to conduct language learning, to practice
the target. They can access to the learning material from wherever they desire. M-learning has
reduced the communication barrier between learner and instructor. This paper discusses the
ways to develop vocabulary and how it can be used to change the entire e-learning, which covers
areas of learning via games.
Keywords--- Vocabulary,independent, games, e-learning, self-learning.

Askerosenelamps are replaced by bulbs, books are replaced by mobile devices. A decade
ago, no one ever thought that someday mobile phone would become an important part of our
life. Now they have become an inseparable need of the hour. Mobile technology is not purely
meant for communication, socializing, playing, shopping, etc. A mobile device helps the learner
to interact with both formal and informal learning contexts. It is the forthcoming technology
which is going to occupy all the learning institutions very soon.
II. HYPOTHESIS
The Researcher assumes that, through mobile games learners can improve their vocabulary
skills. The study of this paper highlights that, learning vocabulary is also possible through
mobile games.

a. What are the suggested mobile applications or games?
b. Why should the learners want to develop their vocabulary?
c. Can learners really improve vocabulary by using this method?
d. What are the difficulties in using the mobile applications?
e. Will this be a successful method?
f. Will this method favours independent learning?
IV. DISCUSSION
Developing vocabulary is possible through mobile applications and games. There are
bunch of mobile applications suggested to learners at free of cost and some are paid. Some of
the suggested applications and games are Word Crush,Hangman, Scrabble and guess the word.
According to Hadifield(1999), classifieds games into several categories as follows: a)Sorting,
ordering, arranging, b)information gap games, c)board games, d)role play games, e)search
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games, f)guessing games, g)labelling games, h)exchanging games. According to educationalist,

language learning through game is recommended to beginner level in order to motivate them
to learn. The targeted learners of learning through the games are children and young adults
because they are considered to be the cybercitizens and techno natives. The app designers
have designed the applications in such a way that attracts the learner interests, by enabling to
cross certain stages like easy, medium and hard.
There are some games which are really interesting for the learners especially for the
children by showing some cartoon characters in the process of learning. Children, who are
under the age of nine, are very eager to play these kinds of games. The games they choose will
have stages like easy, difficult and hard. Puzzle game is the best choice to develop the
vocabulary, where it makes the learners to optimize their minds.
Developing vocabulary has become a mandatory need for the students especially for the
second language learners. Though, English language is not their mother tongue, they are
forced to learn and speak. The range of a particular person vocabulary is measured through
their way of communication to the outside world. Having an ample amount of vocabulary
helps them to develop their confidence in communication. The novelty way of developing their
vocabularies is possible through mobile games. In the present context, speaking English
decides the personality of the person. So to speak good English, they need more active
vocabulary.
Learning language through mobile games is a newly developing trend which is spreading all
over the second language classrooms. But still there are some old buddies who havent known
much about mobile gadgets condemns it. In the case of technology using the present
generation learners are far better than them. The present day learners complaint about using
library and searching for printed materials. They dont like to read anything through books.
Rather they have all their information on their palmtop. They believe in fluidity rather than
fixidity.Another instance which justifies this process is that if the game approaches the
learners with some competition, reward while playing will make them to learn eagerly.
Thoughthis method of learning are preferred by the present day learners, still there are
some difficulties and limitations. The main shortcoming is that,learners would get addicted to
what they see in the visual screen. Some students used to get obsessed with game instead of
learning. While playing games the ratio of loosing concentration is greater than the ratio
ofconcentrating. The teacher should beup-to-date and well balanced in managing both
technical as well as subject wise. At the same time, it is difficult for the teachers to spot
whether students are following the instructions or misusing the device.
By the use of mobile phones, there will be a lack in listening and they wont have any
tendency to lend their ears to the trainer. This is because, everything is in beginners palmtop
and nothing is there to interact with teachers. Sometimes their learning process will also be
stopped by technical problems such as low battery, compatibility of their Smartphone or
tablet, insufficient memory, failing of internet or wireless connections etc.
Unlike the older era, the present generation long for privacy and independency, and this
same idea correlates with the technology users also. As the researcher mentioned above the
students are free to choose games as their own interests to which they are comfortable with.
As every other game compares the instructions and guidelines within it, the students dont
need anybody to guide them, this guarantees the self-learning and learning independency. The
invention of mobile games converts all the leisure time into an engaged one, in case of
classroom context mobile turns all the boring and tedious lectures delightful.
Eachbeginner can have their own Smartphone or tablets which makes them further more
independent. They can have their own set of games and applications to which they are more
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comfortable with, that will make them more independent and provoke them to learn on their
own. Self learning full fills the students needs and helps the learners to think by their own,
like what to learn and what to neglect. This type of learning also favours learners to learn
intuitively where they learn everything involuntarily, sometimes learners feel uncomfortable
with what instructor tells them but using mobile games changes the whole circumstances of
learning process.
V. SUMMATION:
The paper discusses that the learners can improve their vocabulary through mobile games.
There are many ways in which the mobile gadget is used in the process of learning. Beginners
feel more comfortable in learning language through mobile application than black board and
chalk. It is widely accepted by literary scholars as it is innovative and the idea is fresh and
trendy. Though there are some shortcomings as the researcher mentioned in his paper, it is
useful for beginners to develop his or her vocabulary. The research comes to a conclusion that
his above mentioned hypothesis is valid.
WORKS CITED:
[1] www.academia.edu/4972538/promoting_vocabulary_acqusition_through_mobile_games_f
or_supporting_second_language.
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HOW POSTMODERNISM DIFFERS FROM MODERNISM?
T. Blesslyn Esther Roopavathy
Research Department of English, The American College, Madurai
Abstract--- Leslie Fielder says postmodernism is a ruptural break with modernity.

Postmodernism deals with deconstruction and distrust, while modernism deals with
rationality and enlightenment. The researcher has presented five ways in which
postmodernism differs from modernism. The first difference is the deconstruction of grand
narratives and totalizing nature of metanarratives.Secondly postmodernism emphasises
fragmentation, decentred self and multiple identities. Modernism emphasises centred self
and unified identity. Thirdly postmodernism consensus hyperreality and modernism is
obsessed with faith and depth. Postmodernism disrupts high culture by popular culture and
modernism favours mass culture. Finally postmodernism is just-in-time knowledge and
modernism seeks totality of knowledge.
Keywords--- Metanarrative, Self, Hyperreality, Simulacrum, Depth, Surface, Totality and
Faith
I. INTRODUCTION
OSTMODERNISM is a school of thought that emerged after the second world war,
P after 1960s. It is highly associated with philosophers such as Jacques Derrida, Michel
Foucault, Jean-Francois Lyotard, Jean Baudrillard and Frederic Jameson. Postmodernism
is often related to various schools of thought such as deconstruction and post-
structuralism. Postmodernism is a sceptical critical interpretation of rationality, human
nature and progress. Postmodernism can be defined as an attitude of distrust towards
architecture, art, culture, economics, history, linguistics, literary criticism, fiction and
philosophy.Postmodernism is essentially skilful in making use of pastiche, parody,
bricolage and irony.
Modernism is a philosophical movement that emerged during the late 19th century
and early 20th century. Friedrich Nietzsche, T. S. Eliot, Ezra Pound and Samuel Beckett
are some of the prominent modernists.The ideals of modernism are based on the
Cartesian cogito.Modernism believes in the universal truth and enlightenment and
supported rational thinking.Development of science and reasoning during this epoch
contributed to the advancement of man. The austere and graceful works of gifted artists
mark this era. Modernists were not political.
II. THE FIVE DIFFERENCES

Postmodernism suspects and rejects master narratives and metanarratives. In
ThePostmodernCondition, Jean-Francois Lyotard mentions the scepticism of postmodern
incredulity towards the totalizing nature of metanarratives. Postmodernism favours
deconstruction, while ironically deconstructing the master narratives, the binary
opposites are examined and overthrown. Postmodernism values local narratives and
individuals text . Postmodernism counters myths of national and ethnic identities and
makes them less effective.
Modernism has a strong faith in master narratives and metanarratives. Modernism
believes in the Grand Theory of totalizing the various aspects of culture, history and
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science in order to explain all the knowledge concerning the particular entity.Modernism
adheres to myths of culture and ethnic origin, hierarchies of social class and national
values, since it considers this as the base for unity. Ezra Pounds Make it Newis the
Touchstone for the literary form and expression of this era.
Postmodernism emphasises fragmentation, chaos and decentred self. Particularly in
science related works fragmentation is very common. Postmodernism creates ontological
and epistemological doubts which paves the way for fragmentation. Postmodernism
focuses on multiple and conflicting identities. Postmodernism gives space for the
marginalised and repressed identities against the hegemonic powers.
Modernism also constitutes fragmentation but experimentation and individualism
were given more importance. E.g. T. S. Eliots The Waste Land. The self is centred and
an unified identity is present in modernism.
The postmodernsemiotic concept of hyperreality is found in Jean Baudrillards
Simulacra and Simulacrum. There is a basic truth, the truth is distorted and
represented through a mask and we cling on to the representation though it is not real.
This simulation signifies that there is no hidden depth and truth is just an illusion. The
attention is on the play of surfaces and signifiers are not concerned about the depth.
Modernism possessed a profound faith in depth and the signified were emphasised.
Modernism focussed on traditional forms and thought of them as existential truth.
Postmodernism disrupts the dominance of high culture by popular culture. It puts
forth the so called other by modernists in the top of the hierarchy. Mixing of popular
and high culture takes place and this results in hybrid culture. These hybrid cultural
forms eliminate the distance between high and low categories.
Modernism aims at rationality and standard hence it seeks mass culture and brings
a dichotomy between high and low categories. Modernism has also imposed consensus
that high or official culture is normative and authoritative.
Postmodernism favours shift of knowledge, information management and knowledge
is updated. Web is the perfect example.
Modernism is obsessed with tradition and totality of knowledge. It is ordered and
centralised. It tries to represent all knowledge and explain everything. The Encyclopaedia
is the perfect example.
Postmodernism contradicts entirely from modernism.
WORKS CITED:
[1] Eagleton, Terry. 1983. Literary Theory: An Introduction. London: Basil Blackwell.
[2] Lodge, David& Wood, Nigel. 2005. Modern Criticism and Theory. Delhi: Pearson.
[3] Culler, Jonathan. 2011. Literary Theory: A Very Short Introduction. London: OUP.
[4] Postmodernism - Wikipedia, the free encyclopaedia.
[5] <http://en.wikipedia.org/wiki/postmodernism>. 24th July, 2016
[6] Modernism vs Postmodernism.
<http://www19.homepage.villanova.edu/karyn.hollis/.../modernis_vs_postmodernism.ht
m>. 19th July, 2016
[7] What are the key differences between Modernism and Postmodernism
....<http://www.wyzant.com >resources> answers>. 19th July, 2016
[8] Modernism - Wikipedia, the free encyclopedia.
<http://en.wikipedia.org/wiki/modernism>. 23rd July, 2016
[9] The Po-Mo Page: Postmodern to Post-postmodern - Web Server: faculty.
<http://faculty.goergetown.edu/irvinem/theory/pomo.html>. 24th July, 2016
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GAME BASED LEARNING
Samuvel Nava Chelvam .A

Abstract--- Game Based Learning is better than normal teaching because it eradicates
depression in students. The major crisis felt by the student is depression nowadays. This paper
may enhance the students learning experience by introducing various games.
Key Expressions--- Games, teaching strategies, interest
Background of the study

Games the word create revolution and make a new era. So, we can use the game for
education its very innovation method of class room teaching. One of the main benefits of
integrating games into the curriculum is that it brings a tool into the class room in which
students are familiar which and enjoy using. Games also encourage pattern identification,
exploration and provide a reinforced scaffolding approach to learning, taking what they know
have learn and connecting this with new information being introduced. This paper will discuss
about use, advantages, impact of the Game Based Learning.
Aim of the Study
Game Based Learning tool for studentsin classrooms and this study also breaks the
obstacles of the class room teaching. It creates more interest in students and makes learning a
pleasure to students. Its a new innovation of class room teaching.
Research questions.
The present study is framed with the following research questions.
What is Game based Learning?
Why do we introduce Game based Learning?
What are the advantages and disadvantages of Game based Learning?
Discussions
The introduction of Games in the classroom does not need to mean the end of books.
Blended learning will not necessarily replace the lecture. Games, however, can supplement
time-tested pedagogical practices with new technological solutions to long-term problems. We
can have the best of both the new and the old. Games can help educators answer the ongoing
assessment question, develop kids metacognitive skills and empathy,and break down the
boundaries between academic subjects. Still, not everyones convinced.Recently, researchers
have begun to look at the positive impact of games both in a general way and for learning in
particular.
Cognitive benefit: Games have been shown to improve attention, focus, and reaction
time.
Motivational benefit: Games encourage an incremental, rather than an entity theory
of intelligence.
Emotional benefit: Games induce positive mood states; and there is speculative
evidencethat games may help kids develop adaptive emotion regulation.
Social benefit: Gamers are able to translate the prosaically skills that they learn from
co-playing or multi-player gameplay to peer and family relations outside the Gaming
environment.
Game-based learning, on the other hand, applies to using actual digital video games as a
classroom tool although traditional non-electronic role playing and board games work
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exactly the same way, but perhaps not as efficientlyand there are a slew of video games,
digital applications (apps), and adaptive software platforms that can be used for instruction.
Some are great, while others are not so helpful. Game-based learning in the classroom can
encourage students to understand subject matter in context, as part of a system. In contrast to
memorization, drilling, and quizzing, which is often criticized because the focus is on facts in
isolation, games force players to interact with problems in ways that take relationships into
account.
The content becomes useful insofar as it plays a part in a larger multimodal system. The
game does one thing. The player responds with another. In order to beat the game, the player
needs to master the system.
The way we understand the expectations and promises of todays game-based approaches
will have a longterm impact on how we imagine and implement them in the future. Its critical
that teachers, parents, and administrators understand not only the research, but also the way
corporations, foundations, and research organizations are thinking about games and learning.
There are big players involved in researching the benefits of game-based learning in schools.
The promise of game-based learning lies in the premise that the technology provides an
efficient and effective tool with which to replace a points-based extrinsic motivation system
with a contextualized hands-on learning experience. Play is useful because it simulates real life
experiencephysical, emotional, and/or intellectualin a safe, iterative and social
environment thats not focused on winners and losers. The achievement lies in the act of
learning and understanding itself. Whether or not we make a distinction between simulation
and games, the SRI study shows that interactive digital tools can offer an efficient means to
provide effective contextualized learning experiences.
Depression, Fear of Failure, Low self esteem, lack of interest, procrastination habit,
stress or over whelm are affect the students in classroom teaching. But in this Method all the
problems are rectified.
Games grab students attention actively and engage them
While playing games students develop a variety of connections with the content and can
form positive memories of Learning
Through Games students can learn a variety of important skills, Games provide a context
for engaging practice
Advantages
1. Using Games in the class room lends itself to engaging the learners as well as creates
an environment of experiential learning
2. The interaction in these games creates a better understanding for learners in regards
to information, tools, materials and even the other learners.
3. Creates an Engaged Learning Design
4. Its avoid Depression, Fear of Failure, Low self esteem, lack of interest, procrastination
habit, stress or over whelm.
5. Its creates more pleasure and enjoyment to the students.
Disadvantages
1. Cost
2. Insufficient time
Summation
This study focus on interest, pleasure, fun, enjoyment and learning experience for the
students. This method concludes and leads a new technique of class room teaching. It is an
effective and useful method for teacher. And finally discussion about the game base learning
should be done and the changes to be made in the testing system of class room teaching.
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A STUDY ON THE EXIGENCIES IN TEACHING OF ENGLISH AS A SECOND

LANGUAGE EN ROUTE FORTHE TRIBAL STUDENTS IN TAMILNADU
Dr. A. VELUSAMY
Government Arts College, Affiliated to Bharathidasan University, Ariyalur
ABSTRACT--- Tamilnadu follows a two-language formula. Students study Tamil or the mother
tongue and English in schools and colleges. As elsewhere in India, the majority of students who
are socially, economically, linguistically, educationally backward and first generation learners
come to schools and colleges. The teaching of a foreign language like English to such students in
very large numbers indeed a formidable task. For most Tamil medium students they find English
as a difficult subject to pass. The teachers feel quite miserable with English and they resort to all
sorts of materials for both the interested students and non interested students. They should teach
them well and make each and every student to get a mere pass mark in English. The students in
the rural backgrounds and the tribal students do not have interest to learn English language in
addition to their mother tongue. The teacher also fails to develop the positive attitude towards
learning English among the students.
Since Indias independence, promotion of tribal education has received the utmost priority
and attention during the various plan periods. The Central and State Government have
recognized the fact that education is one of the important pre-requisites for any social change
and development. Tribal education is highly imperative in view of the renewed interest of the
governments to bring the socially, economically and educationally deprived sections of the society
into the mainstream of national life.
Taking this into consideration that, this case study tries to reveal the exigencies in the
language development in regard with developmental sequences and skills of the tribal students.
Consequently, it suggests the positive remedial measures for them to enhance their standard in
English and to promote the underprivileged community to compete in the present competitive
world with profound knowledge in English as well as to make them to live to tell the tale of the
Gifted Life in a well established settlement like the other communities in the modern era.
Keywords--- Exigencies, Tribal Students, Second Language, Developmental Sequences.
I. INTRODUCTION:
EALIZING the importance of English it has been taught in the schools and the colleges as a
R second language or third language compulsorily in India in general and in Tamilnadu in
particular. Since English has been included as one of the subjects in school and college
curriculum and also occupies as a medium of instruction in certain schools, the standard of
English is sliding down in the States like Tamilnadu. A high percentage of failures attribute to
the galleries of the students only in English at high and higher secondary school and college
levels.
For a long time, the language problem has been one of the major issues in India. It is
because of the fact that the States have come into being only on the basis of the language. In all
educational institutions, language is given more importance. The institutions of higher learning
and the research also prefer in English. According to various socio-economic and political
reasons, the government has introduced Tamil as the medium of instruction. It is a fact that
learning through mother tongue is easy and quicker. The people have mistaken it and they fail
to realize the value of English thinking but hearing through mother tongue is easy to get filled
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of knowledge. Even graduates find very difficult to communicate in English with the people
who come from other States and Countries. The real meaning and the objective of education
could not serve any purpose.
When the children enter into their primary standard one, they learn some of the basic
skills in their mother tongue. But the same students find it very difficult to understand the
second language in the formal classroom situations. English is introduced at the age of 5 or 6
and it baffles them in the classroom. Most of the primary Schools at Tamilnadu do not have a
sufficient number of qualified teachers. Most of the student population is from villages they
need some basic facilities and the same trend continues in the secondary High schools also.
The primary schools are considered to be the feeder schools of the nearby high schools. In
almost all the primary schools, English is not given more importance as their other subjects are
taught in their mother tongue. When the students belong to the standard 10 to 12 find it very
difficult to acquire English without basic skills. They are supposed to know the basic items
when they were in the VI - VIII standards. But the state of affairs of the present students is not
up to the intended standard.
II. TEACHING OF ENGLISH EN ROUTE FOR THE TRIBAL STUDENTS

English classes, especially serve the purpose of a pressure among them to give the small
opening to the students who are of the view that language classes serve as a welcome change
after the subjects such as Mathematics, Science, History and Geography and so on. So, it is
essential to collect a few opinions from the English teachers regarding teaching of English and
also about the capability of thetribal students. Since Indias independence, promotion of
tribal education has received the utmost priority and attention during the various plan
periods. The Central and State Government have recognized the fact that education is one of
the important pre-requisites for any social change and development. As a result of this
recognition, a lot of projects have been launched in India to improve the educational and other
backgrounds of the tribal population in the post-independence period.
Tribal education is highly imperative in view of the renewed interest of the governments to
bring the socially, economically and educationally deprived sections of the society into the
mainstream of national life. Hence, it is really imperative to bring to light the authentic reasons
behind the unfortunate attainment of the tribal students in learning English. For that, it is also
important to recognize the level of achievement by them in the Developmental Sequences of
English language and the problems encountered by them in the process of learning English as a
Second Language. In order to validate the reasons behind the lack of English knowledge among
the tribal students, the author has taken Kalvarayan Hills as the sample area for the case
study which is located in a serene, evergreen, immaculate charm in the midst of mild wildlife
background of the Eastern Ghats. In the study area the students of tribal community are
struggling to achieve and reach the pinnacle of success in their life mainly owing to the
deprived acquisition of English.
In view of that, this case study tries to reveal the exigencies in the language development in
regard with developmental sequences and skills of the tribal students. Consequently, it points
out the lack of attentiveness in imparting the World recognized language, English to the
students of underprivileged; the adolescent age is the appropriate age for imparting the second
language and also the significance of the developmental sequences should be viewed very
serious while designing the syllabus and methodology implemented in teaching of English
language. Hence, it will present a total picture about the process of learning English by the
adolescent Tribal Students (from Std. VI VIII), which will find reasons for some of the
learning problems of English. Based on the findings it provides positive remedial measures for
them to enhance their standard in English and to promote the deprived community to compete
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in the present competitive world with profound knowledge in English as well as to make them
to survive in a well established settlement like the other communities in the modern era.
III. ACQUISITION ORDERS AND DEVELOPMENTAL SEQUENCES:

In the Indian educational span of the students, the stage of the higher education plays a
vital role which determines the students further education and future career. These
fundamental courses should provide the student community a strong foundation for their
English language development and for strengthening it. Therefore the present study gains a
social vitality and validity as it provides enough insights about the English learning of the
underprivileged Tribal Students.
Children are not born silent of course; they make what is known as vegetative sounds. They
try to express their feelings through nonsense sounds which will be purely sensible when a
deep research is conducted in this area. So a child from its birth starts to acquire and
reproduce language. Many researchers had conducted serious research in this area. Research
on child language development is a never ending process and there are many things to be
found out and the work is being continued by many researchers all over the world.
It is very essential to note that there is a critical period or most favourable age for second
language learning. This period ends around the age of puberty, around 13 years of age. Beyond
this age or critical period, individuals demonstrate or face difficulty in learning another language
with ease and in an effortless manner. This is also the time during which the left hemisphere of
the human brain comes to be the center that more or less controls language use.
The language that learners produce provides evidence that they acquire different
morphological features in a fixed order and also that they pass through a sequence of
developmental stages in the acquisition of specific syntactical features. There is evidence to
support the existence of a general pattern of development. This general pattern may begin with
Silent Period, particularly in children. Evidence of a definite order in the acquisition of specific
grammatical features was provided by the Morpheme Studies. As the age (level of education
from class VI to VIII) increases, the students syntactic proficiency also increases. As per the
result of the tests conducted in the study area the negative transformation of the students are
only lower level. But Semi urban students differ in the increase of the level of development of
negation from class VI to VIII increases. This may be due to teaching methodology, gender
influence and the socio-economic background which differs from individual to individual and
from class to class.
Concerning the development of learning each aspect, except plural concords, there is a low
level of (gradual) development seen in tribal students. The Plural marker is learnt from their
class one, but after that only other aspects are introduced. So, this may be one of the causes for
developmental fluctuation found among the tribal students. On the whole it is accepted and
states that for language proficiency socio-economic background plays an important role. As a
result, social context is one of the factors that influence the development of L2 proficiency in
early language acquisition is considered to be a significant one in the present area of study
which is exclusively for the tribal students.
In view of the influence of gender, though for individual school and class the level of
significance varies. But on the whole, without regarding the schools and classes there is a
variation in language learning and language proficiency between girls and boys. As syllabus
being the main source for teaching a language for the teachers, they completely rely on it. But
do the teaching materials provided to the children suit to their level is a big question. The
methodology followed by the teachers is also one of the factors that may influence childrens
language learning this study also proves the same in its results.
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IV. CONCLUSION:
Looking at the results it is comprehensible that learners of L2 appear to have more
problems and difficulties when communicating in English. The language teachers / facilitators
must take into consideration that age and social groups as major factors in teaching the second
language.
As Lightbown & Spada (1993) says, learners in informal settings in the target language
environment usually have more time to devote to learning language, and they often have more
opportunity.
Ease in acquiring a second language has also been linked to a low level of anxiety. The
anxiety barrier might explain why older learners, are less successful in second language
acquisition than younger learners. Self-conscious adults, fear of failing or looking and sounding
foolish may create an effective filter that blocks performance of which they would be capable
in a relaxed state. Self-confidence may also work as a filter or barrier. Younger learners stand
to perform with more self-confidence than older learners because of the extent to which age
influences their assertiveness in the face of authority. Generically, a "Critical Period" is
considered to be the period of time during which an organism displays a heightened sensitivity
to certain environmental stimuli. The idea of "Critical Period" was first introduced by Penfield
& Roberts.
A child's brain is more plastic compared with that of an adult, and before
The age of 9, a child is a specialist in learning to speak; he can learn 2-3
Languages as easily as one. However, for the purpose of learning
Languages, the brain progressively becomes stiff and rigid during
The age span of 9-12.
The child's brain plasticity makes for superior ability, especially in acquiring units of
language. He goes on to recommend the teaching of a Second Language at an early age in
school. Though the exact extent of the "Critical Period" during which learners learn a second
language, with relative ease and are more likely to reach a success varies slightly from different
theoretical perspectives or individual researchers, most theorists and a number of researchers
do agree that there is an advantage to an early start in Second Language Learning. This case
study along with previous studies shows that early exposure, even when it is minimal and
there is little or no productive use of the Second Language, may be of importance to ultimate
success and may produce a qualitatively different type of language learning even when later
learning takes place in a formal classroom setting.
On the basis of the findings the following positive remedies are recommended and these
remedies would eradicate or at least minimize the problems encountered by the learners in
the process of learning English as a Second Language.
Initially, the attitudinal problems can overcome by reduction of stress in mind; they may be
asked to concentrate on what they listen to, whether it is a group discussion or a news item on
radio or TV, by developing confidence in them and by thinking in English. While Speaking
English, many of the learners think in their vernacular and translate into the target language
and this causes stress and fear, because of which they lack confidence.
Secondly, the problem related to phonological factors may have an impact on the sound
systems of their own vernacular. It can be overcome by following some techniques. The
techniques are,
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Exposure to the target language, English whenever the learners get a chance to speak.
Listen to the native speakers of English, using recorded audio tapes. Now-a-days we
have got the facility of recording our voice in the same audio tape and comparing it
with the previous one, the way native has done.
Thirdly, the problems connected with vocabulary and grammar can be overcome by
reading and listening profusely. Listening to as many programmes as much as possible in
English is very helpful to enhance the standard of the students.
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TEACHERS ATTITUDES TOWARDS STUDENTS ERRORS IN WRITING AND

CORRECTION STRATEGIES: A NEED OF CHANGE
P. RAJKUMAR
Research Department of English,The American College,Madurai

Abstract---The paper highlights attitudinal change in correction process. In writing
correction programmes teacher should not make the students to feel frustrated by his/her over
correction. Teachers correction should improve the learning of the student. Teachers should
employ various correction procedures for the benefit of the student. The teacher can assign the
correction work to students. This paper discusses how the task of correction can be entrusted to
students.
Keywords--- Errors, Correction, peer, learning.
I. BACKGROUND TO THE STUDY:

It is a traditional approach that all correction is done by the teachers. Especially in Indian
situation because of strong traditional pull, this type of tradition correction is staying now also.
Though in recent times demerits of teacher correction are pointed out (Allwringt(1975),
Chaudron (1977), Hendrickson (1980), there appears to be a strong need to re-examine its use
in our ESL context. So there are changes be done to improve the quality of teacher correction
procedures.
HYPOTHESIS:
The study of this paper is made with an assumption that teachers of English in India have a
stiff attitude towards errors in students English writing and that negatively contributes to
language learning. Teachers have crude and traditional approach to errors. The traditional
error correcting strategies are not that much effective to educate learners, so correction
strategies are in need of change.
RESEARCH QUESTIONS:
a. How do the correction methods improve or retard language learning of English?
b. Whether or not teachers want to concentrate specifically on all the errors in English
writing tasks given to the students?
c. What are the various correction procedures employed by teachers?
d. Are there any possibilities for students participation in the correction programmes?
DISCUSSION:
Teachers of English in India have a rigid and negative attitude towards students errors in
English writing assignments. This makes the student always be afraid of going wrong. Student
is fearful of the teachers eyes searching always for errors in their writing. Students neglect
writing tasks because teachers are too stiff about correcting writing errors. Students feel
frustrated to see a page of their writing full of red lines, crosses and circles. So, over-correction
has damaged students interest and their sense of personal involvement in the act of writing.
Teachers have stereotypical notions that errors indicate poor language learning, errors are
not to be tolerated, errors be minutely pointed out. Teachers should get rid of these
stereotypical notions and realize that errors in students writings are inevitable, errors display
learner-creativity and actually errors indicate learners progress. So errors need careful
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approach and ultimately errors are used to improve teaching, errors are useful for teachers
and learners.
Before starting the correction procedures teachers should consider various questions in
relation to correction of errors in English.How much to correct? Traditionally teachers correct
all errors. Tendency to find more errors and do more correction work on part of teachers
resulted in over-correction. It hindered the language learning. Whether to correct or not?
Teacher should grade and prioritize the errors in terms of seriousness of the errors. If it is just
a slips and lapses teacher has to leave it, but if it is a serious error teacher should correct it in
the primary stage to avoid fossilization. How often to correct? Teacher should consider the
frequency of correction. Teacher should be random and occasional in correcting. If it is regular
correction students will get inferiority complex that they can never write correctly. So a good
correction once done would be more fruitful than several bad and unyielding correction
sessions.
Who corrects the students errors is a tricky question. Traditionally the teachers used to
correct them. Now teacher should consider correction with the help of students strategy.
Teacher should make students participation in the correction process. Correction in this
sharing implies that students take on to themselves the job of correction. Students correct the
errors, teacher will only guide and assist them.Therefore correction should be a shared
exercise in enjoyment.
Another strategy is group correction; teacher forms groups of students to carry out
correction. So every student may get a chance to work with every other student. This will help
to get every other student perception about errors. This will sharpen and refine every
students way of going correcting about. Working in different correction groups will help
every student with ample scope to get clarifications of various errors. Because of group
correction every student will grow to appreciate every other individual students point of view
on different subjects of writing.
Another strategy is peer correction. The assignments are interchanged among fellow peers
of students. They look at the errors, discuss the errors and also find correction to the errors. It
encourages boldness and frankness among learners to share their views and arguments in
favour of their own writing with their teachers. The teacher only helps students and satisfies
himself that the correction they have come upon is correct. When students are engaging in
correcting each others mistakes, teacher gets a good opportunity to check how far students
have internalized the grammatical rules. Ultimately from peer correction students can learn
from each other.
SUMMATION:
The paper discusses that teacher should stay away from traditional error correcting
strategies and adapt to the effective strategies. The right attitudinal change in the teachers can
equip them with productive and effective methods of correction of errors.
WORKCITIED:
[1] Mishra, K.C. 2005. Correction of Errors in English. New Delhi. Sarup and Sons Publications.
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CHALLENGES IN ESL CLASSROOM

IS HETEROGENEOUS CLASSROOM AN OBSTACLE FOR ESL LEANER?
K. Karkuvel Raja
The American college, Madurai.

Abstract--- There are several challenges for a learner in ESL classroom, one of the challenges
for a learner is heterogeneous classroom which creates lack of interest for a language in learners
mind, level of listening gets reduced, mixed abilities of the learners and the chances of distraction
is high in heterogeneous classroom. The skills of the learner in a heterogeneous classroom can be
enhanced by giving group activities, task for individuals, identifying the intelligence level and the
interest of the learner and motivating the learner to create an interest in the language.
Keywords--- Heterogeneous, Mixed, Distraction,Interest, Group.
I. BACKGROUND OF THE STUDY:

The challenges in heterogeneous classroom have to be analysed to rectify the obstacles that
a learner faces in an ESL classroom. By analysing the challenges in heterogeneous classroom in
learners point of view a better learning environment can be created for the purpose of ESL
learning.
II. HYPOTHESIS
The researcher aims in answering the question, Is heterogeneous classroom an obstacle
for ESL leaner? and giving hypothesis in identifying the ways in which the difficulties for
learner in heterogeneous classroom can be reduced.
III. RESEARCH QUESTION

1. Is there any distraction for a learner in an ESL classroom?
2. Will the extra care taken to teach a slow learner affect the progress of a high calibre
learner?
3. Can the primary education of a learner become a problem in ESL learning?
4. What are the difficulties that a slow learner faces while learning along with high
calibre learner?
5. What are the initiative measures that a learner can take to improve his skills in
heterogeneous classroom?
6. Can group based learning be used as an effective tool in a heterogeneous classroom?
IV. DISCUSSION:
Heterogeneous classroom consists of learners with different level of intelligence and skills.
Mostly heterogeneous classroom is bigger in infrastructure and has large number of learners
which increases the disturbances in learning. Since the number of learners is high, it is possible
that a learner loses his focus in learning the language. The learner can get distracted by the
actions of the fellow learners and the noisy environment of the classroom. The impossibility of
a teacher focussing on each and every individual gives the learner an opportunity to remain
silent without involving in the class.
The body language or the gesture of the teacher can grab the attention of the learner than
his language teaching. Due to the large mass of the student in heterogeneous classroom, the
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voice of the teacher cannot be audible to the last row learners. A slow learner can get annoyed
by the answers given by the high calibre students to the questions of the teacher. The action of
the learners in a heterogeneous group can make a learner to lose his focus in listening to the
lecture of the teacher. The listening ability of the learner is put to test in a noisy environment
prevailing in a classroom
The slow learners need extra care and attention from the teacher for learning the language
which becomes a backdrop for the high calibre learners. The extra time that a teacher takes to
make a slow learner to understand the subject is not needed in the case of high calibre learner.
The learner with high intelligence can grasp the ideas in their first attempt of listening to the
lecture. But in the case of a slow learner the teacher takes more time to explain the idea many
times in order for the slow learner to understand the subject. When the teacher explains the
subject for the second time the learner who understands the subject in the first attempt starts
to quit listening the class.
The time taken to understand the subject by the high calibre student is much less than the
time taken by the slow learners and the average learners. The progress of learning becomes
absolute for a high calibre learner when extra time is taken to teach the slow learners. The
class becomes boring for a learner of high IQ level when he listens to the same subject for more
than once. If the extra time is taken by the teacher in teaching new ideas, a skilled learner can
improvise himself and grasp more knowledge. The presence of slow learners and average
learners in the classroom affects the progress of learning of high calibre learners.
There are different boards of educational system followed in India which creates lot of
differences in the intelligence level of the students. Students who pursued their primary
education in CBSE schools, sate board, matriculation schools and ICSE schools can be mixed up
in an ESL classroom. The students who did their primary studies in CBSE and ICSE schools are
more skilful and intelligent than the students from state boards. Since the students of the CBSE
and ICSE have more acquaintance with the English language, they dominate over the students
from other mediums in an ESL classroom. Whereas the students form state board find it
difficult to understand the English language since it is not their mother tongue and their lack of
usage for English in their day to day life.
The communication skill defers highly based on the medium of education undertaken by
the students. The influence of mother tongue can affect the pronunciation of speaking English.
Learners may pretend to be active in the class but they may be inactive. Learners who did their
schooling based on their mother tongue learning will find English as a strange or a peculiar
language. They wont have much interest in learning English.
If the slow learners are put together with the quick learners in a heterogeneous classroom,
the scope of improving the skill and the knowledge of a slow learner is high. On the other hand
there is a possibility that slow learners can be dominated by the quick learners. In a
heterogeneous classroom the quick learners will not give the chance for the slow learners to
answer the questions asked by the teacher. The slow learners may get affected by the
inferiority complex and they may start losing their confidence due to the superior knowledge
and the skill of the quick learners. Slow learners get little opportunity to be interactive in an
ESL classroom since the interactions are mostly done by the quick learners. It is difficult for a
slow learner to keep up with the abilities of listening and understanding of a quick learner.
If the teacher gives special attention and care towards the slow learner, it requires hard
work in their part to makeup with the efforts of the teacher. Slow learners may hesitate to be
interactive in the class room thinking that others will make fun of them. The acquaintance of a
learner who has low level of intelligence with a skilled and an intelligent learner can improve
his skills as well. The factors such as vocabularies, pronunciation, spelling, word formations
and grammar in English make it difficult for a slow learner to understand the language.
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It is up to the learners to grasp the ideas and the subjects said by the facilitator. The effort
an individual puts to learn the language is important but what is more important is that to
create an interest for learning the language. In a heterogeneous classroom the scope of
learning the language is huge due to the presence of learners of different abilities and
intelligence. A slow learner can grow intelligent by having an acquaintance with a quick
learner. More listening can be done by a high calibre learner while the facilitator discusses the
idea many times for the easy understanding of a slow learner. Mixing different students of
different background, knowledge and culture is a special feature of a heterogeneous classroom.
The most effective way to combine the learners with different skills is by forming groups.
For instance, an exam can be conducted to know the intelligence level and based on that the
learners can be divided into groups. The group should contain high calibre learners, average
and slow learners as well. By this, a slow learner can acquire knowledge from the high calibre
learner since the quick learner can grasp the ideas of the facilitator. Because of quick learner
guiding the slow learner there is no need for the language teacher to spend extra time in
repeating the ideas. By this way the facilitator can teach many things than he usually does
which improves the level of learning of the learners.
V. SUMMATION:
By the above discussion the researcher summarizes the heterogeneous classroom is an
obstacle in ESL learning. By finding the skill level and the intelligence level of the learner the
various individual task can be given based on the knowledge level of the learners.
Heterogeneous classroom may be less difficult for the learners than the teachers. In learners
perspective the scope of learning ESL is high
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TEACHING ENGLISH LANGUAGE AND LITERATURE THROUGH M-

LEARNING
Aravindan K and Balaji VenugopalSRC
SASTRA University, Kumbakonam - 612001

Abstract--- This paper highlights the importance of M-Learning. M-Learning is an
abbreviated version of Mobile Learning. Updating our knowledge is an essential process.
Nowadays, the world relies more on modern technologies. People in this contemporary world
need technology in education and as a result, M-Learning is an emerging concept in the field of
Education. Even a child shows outstanding interest in technology. India is one of the developing
countries in the world in different fields which also includes M-Learning. M-Learning provides
education access at anytime and anywhere. Teaching of language through M-learning is the best
method in todays world. M-Learning transforms the quality of education all over the world. It is
flexible for all. Kindle by Amazon is an example that highlights the effective usage and need for M-
Learning. Thus, this paper focuses on the importance of M- Learning in the contemporary world
and its impact on the learners. It can be widely used by the education system to enrich the
learners knowledge. This paper also throws light on the various online sources that promotes M-
Learning and also its impacts in the teaching and learning of English language.
Keywords--- M-Learning, Teaching English language, Technologies, Various sources,Impacts.
I. INTRODUCTION
HIS article focuses on the importance of M-Learning. The main objective of M-Learning is
T to update our knowledge in the learning process. From birth to death, every human update
their knowledge in different ways. In the contemporary world, younger generation show much
interest in PCs, Tablets, Notebooks and Mobile phones. The main reason is for this is the
technological development. Normally people show much interest in visual media when
compared to reading and writing. So, the supreme way of learning can be achieved through M-
learning. There are many mobile learning devices available in todays society. So M-learning is
a growing discipline in contemporary world. It will help the future society especially the
budding citizens.
II. M-LEARNING BENEFITS

Reduce Students Stress
In Traditional educational system, Students carry big bags on their shoulders. It creates
external as well as internal stress. Nowadays, students carry a huge number of books and
notebooks. Even a 6th std student carries a bag which weights nearly 5Kgs. Many students are
stressed out. Particularly, Physically challenged students find it difficult to carry a huge
weighing bag. M-learning reduces the students stress by avoiding the big weights of their bags.
Here, huge number of text books and notebooks are replaced by Laptops and Tablets.
Impact of M-Learning in the learners learning process
The main difficulty of most of the teachers is retaining the attention of the learners through
out the session. As, we are all human beings it is very difficult to concentrate on a particular
context for a long time. Through M-Learning it is possible to retain the attention of the learners
even for a long time.
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The example given below will substantiate this idea:

If the teacher delivers a lecture or teaches orally, only a few students will listen. Most of the
students concentration is deviated. Whereas, if the teacher makes use of a PowerPoint
presentation, many students are attracted towards it and will listen carefully. According to
several psychologists, Humans perceive easily through visualization. And so, this paper
suggests that M-Learning gives a better learning experience to the students.
III. TEACHING ENGLISH LANGUAGE THROUGH M-LEARNING

The following are the sources which enables teaching English language through M-Learning
BBC
Newspaper
Dictionaries
M-Learning and English literature
Amazon Kindle
Digital library
BBC
Each and every English language learner shows much interest to acquire the intuition and
pronunciation of the native speakers. This can be achieved with the regular and proper usage
of BBC 6 Minutes speaking English. The main objective of this application is to promote the
English proficiency of Non-Native speakers. With the help of this application the users try to
imitate the Native speakers accent and other important techniques. BBC is one of the leading
English corporation. It provides authentic speaking and listening materials. It will be of great
benefit to the learners if they have access to this and receive proper guidance from the
teachers in using application.
Newspaper
Reading newspaper helps not only in acquiring knowledge about the current affairs but
also in enriching and updating our vocabulary. Learners can easily gain access to newspaper
through Mobile Learning. Nowadays, there are several technologies available for getting E-
paper on your fingers. It is also available in the form of Pdf. Undoubtedly it will enhance
learners knowledge and language.
Dictionaries
The Oxford Advanced Learners Dictionary and such other standard dictionaries are
available in printed form and electronic media. The printed form cannot be carried at anytime
and everywhere as it is difficult to have such a huge book all the time. But in electronic media it
can be easily accessed at anytime and also be used anywhere. Standard dictionaries provide
opportunities for the users to familiarize themselves with the pronunciation of different
words. It will enhance learners pronunciation.
M-Learning and English Literature
English literature has plenty of legendary personalities who are considered as great
landmarks in English dramas, Poems, Novels etc. Learners are introduced to a hand full of such
legendary personality like Shakespeare, Samuel Beckett, John Milton etc. Nowadays, English
learners are interested in watching Shakespearean dramas in movie versions and this
stimulates them to read the plays. M-Learning makes it possible for the learners to watch the
movie versions.
Amazon kindle
In the present era, self-learning is very much necessary. The main objective of the Kindle is
to enhance self-learning. It contains plenty of e-books. So learner can select and read books
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and articles of their choice at their convenience. This type of devices promote M-learning.
Simply to put it in other words, one time investment provides High-tech knowledge.
Digital library
Digital library provides plenty of books available in the form of electronic media. A learner
can gain access to the course materials at anytime and anywhere. There is no geographical
boundaries and time restrictions to make use of this and it is accessible to all. Many reputed
universities have online library facilities. It provides research journals and books. And M-
Learning is achieved through this.
IV. M-LEARNING IN THE CONTEMPORARY SOCIETY

Virtual University and M-learning
TESOL and IELTS
M-learning and Digital India
Virtual University and M-learning
Virtual university is entirely based on M-learning. Coursera is one of the leading company
which provides e-learning. They collaborated with more than hundreds of reputed
universities. Those universities offer plenty of online courses in various disciplines. Any
learner who show interest to develop their bandwidth can use the resources provided by the
company. Online courses are the best way to develop students career. The interaction
between the learner and the instructor could be made possible through M-learning.
TESOL and IELTS
TESOL and IELTS are leading English language assessment tests for non native speakers of
English. They asses the Non native speakers English language. They mainly focuses on LSRW
skills. They provide a lot of authentic materials for speaking and listening English language. It
will enhance the learners language proficiency. This also provides opportunity for the
instructor and learner to interact. It is entirely online based learning.
M-learning and Digital India
DIGITAL India campaign was launched by the Prime Minister of India, Mr.Narendra
Damodardas Modi by last year. The main aim of this plan is to provide internet facility for all.
Even village people are benefited by this campaign. This paves way for developing M-Learning
in India. The present Government of Tamilnadu provides Free laptop with internet for SSLC
and HSC students. It will promotes M-learning. The government assures responsibility for
providing seamless internet connectivity. It is to be appreciated that the Government is leading
the students toward M-Learning.
M-LEARNING AND PROMOTION
Degree holders or those who are pursuing degrees can do the online courses. It will
strengthen their career.
A traditional Indian educational system takes more than 8 hours per day of the
students presence in school atmosphere. It will create mental stress to the young
learners. M-learning rejects this thing as they can learn at their own comfort.
Reliance jio launched the smart - phone at the cost of Rs.3000/-. It had many facilities.
Particularly free 4g unlimited internet is available for three months. Learners are
highly benefited by this. It will enhance mobile learning process.
Freedom 251 is a one of the world cheapest smart - phones. It contains 3G high -
speed internet facility. So, it will be feasible even for the people from an acquisition
poor environment to use this smart - phone. It promotes M-learning all over Indian
people.
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V. M-LEARNING AND PRACTICAL CHALLANGES

The following are some of the reasons that is likely to hinder M-Learning,
Lack of wi-fi facility in villages.
Visually blind people struggle to benefit M-learning.
Students may be beyond the limit. (Sometimes use mobile phones 8 hrs per day. It
creates a problem in eye sight)
VI. ROLE OF PARENTS IN M-LEARNING

Parents are the first teachers. It is their duty to make their children learn with comfort. The
following ideas should be implemented by the parents.
1. They should teach their children to make use of mobile devices effectively.
2. They should provide their children a previous knowledge about using the standard web
sites.
3. They should help their children in maintaining the mobile devices.
VII. CONCLUSION
Thus, M-Learning is a budding discipline which is to be incorporated in the education
system. In most other countries like United States of America, Canada, United Kingdom etc... M-
Learning is not a budding discipline but a field which has seen a tremendous growth and
success. It is always good to adopt to the best. So, Indian education system should enforce M-
Learning and promote learning among each and every learners. Especially, M-Learning should
be made use for teaching English language. And this paper is an attempt to build a base for M-
Learning in the field of Teaching English language. There is no doubt that M-Learning will
create many intellectuals among us.
WORKS CITED
[1] <https://en.wikipedia.org/wiki/M-learning>
[2] <https://www.jio.com/>
[3] <www.digitalindia.gov.in/auth/user/register>
[4] <www.scooptimes.com>
[5] <https://en.wikipedia.org/wiki/Amazon_Kindle>
[6] <https://www.elearninglearning.com/mobile/>
[7] <https://www.m-learning.org/>
[8] <https://www.educatorstechnology.com/>
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THE LIBERATING ROLE OF MOTHER TONGUE
TO DEVELOP THE ENGLISH COMMUNICATION SKILLS
Dr. Prashant Kashinath Gawande
District Institute of Education & Training,Yavatmal (Maharashtra)
Abstract---The year 2000 is the revolutionary year for primary education in Maharashtra
because Maharashtra Government has started English as a compulsory subject for the first
standard. The students must be provided opportunities to speak the language. Unfortunately
most of the teachers themselves have no confidence to speak in English. Hence, they are unable to
provide an opportunity for their students. Unnecessary fear of English language is there even
among the English teachers and the students as well. This liberty to speak, converse or talk
without thinking right or wrong raise confidence of the speaker which will be helpful to remove
the fear of language. Liberty should be provided to the beginners of using the mother tongue
while speaking in English which is the other tongue for us. If we think of the word Mother
Tongue, Other Tongue is involved in it. M/OTHER TONGUE Otheris there inM other. The
Mother tongue taboo has been with us for long time but fortunately now things seem to be
changing. I believe that many teachers have continued to use the mother tongue because it is both
necessary and effective. The mother tongue is the womb from which the second language is
born. All these efforts must be taken in the teacher training institutions; the establishment of
language laboratory must be there in D.T.Ed colleges to build the confidence of students-teachers.
To build the confidence of your student teachers to communicate in English and afterwards, they
will build the confidence of their students; and the enlightenment proceeds forever!
I. INTRODUCTION
NGLISH has been gaining greater importance in global communication. It is no longer just
E a library language but a language of opportunities in every walk of life. A fairly high degree
of proficiency in English and excellent communication skills enhance students employability.
Keeping in view the increasing importance of English for career purposes, state governments
and universities are beginning to offer courses in communication skills as part of their English
courses.
The year 2000 is the revolutionary year for primary education in Maharashtra because
Maharashtra Government has started English as a compulsory subject for the first
standard.Now twelve years are passed; but our teachers and students are not passed yet to
build the confidence to use the English Language. The main purpose of language is
communication because we use language to express our feelings or emotions. So while
learning English, students should learn to communicate in English. The students must be
provided opportunities to speak the language. But who is going to provide them opportunities?
Obviously, the teacher But unfortunately most of the teachers themselves have no confidence
to speak in English. Hence, they are unable to provide an opportunity for their students.
Communication is the exchange of information or ideas. It is the art or act of expressing a
message in a way that allows other to understand.
1) Communication takes place when the sender:-
Has a message to be communicated and
Has a purpose to communicate the message.
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2) Effective communication involves:-

Using appropriate voice and body language
Understanding the situation and the people involved in it.
Understanding the message being communicated and
Respondingappropriately.
Fearless state of mind about committing mistakes.
Unnecessary fear of English language is there even among the English teachers and the
students as well. Actually Fluency to accuracy is the flow to acquire any language. Fluency
includes just go on to speak without hesitation, without thinking weather we are right or
wrong.
This liberty to speak, converse or talk without thinking right or wrong raise confidence of
the speaker which will be helpful to remove the fear of language. It doesnt mean that we
should speak or talk in incorrect manner. But we have to improve gradually in course of time.
Fluently we have to begin and gradually we will have to acquire accuracy. Rigidity of accuracy
at an initial stage becomes the hurdle to improve our conversation skills.
Another liberty should be provided to the beginners of using the mother tongue while
speaking in English which is the other tongue for us. If we think of the word Mother Tongue,
Other Tongue is involved in it.
M/OTHER TONGUE
Other is there in Mother
Sheelagh Deller and Mario Rivolucri in the preface of the book Using the Mother Tongue
Sheelagh Deller says that This really struck a chord with me. Ive been lucky to spend my most
of the teaching life in situations where I can be pretty autonomous about how I teach. And, in
spite of fact that more often than not I teach multilingual classes, or students whose language I
dont speak Ive often found myself encouraging them to think and communicate bilingually.
The Mother tongue taboo has been with us for long time but fortunately now things seem to
be changing. I believe that many teachers have continued to use the mother tongue because it
is both necessary and effective.
Mario Rinvolucri says in the preface of the same book, It was meeting the work of Charles
Curran ad using his community language Learning technique with beginners that made me
realize that The mother tongue is the womb from which the second language is born.
Curran was a theologian and counselor and he had no direct method hang-ups. For him it was
obvious that express themselves in their mother tongue and that this would then need to be
translated for them into target language before they could themselves say it in the target
language.
The purpose of this is to free us of this guilt and to think about ways of using the mother
tongue, not just for convenience but real a living and vital resource for our learners and
especially the beginners. Humanized methodology to the beginners.
Luke Prodomou in his prologue on The liberating Role of the Mother Tongue says that,
The mother tongue in the ELT classroom has been a Skeleton in the cupboard. The metaphor
is apt in so far as we have for along time treated the mother tongue as a Taboo subject, a
source of embarrassment and, on the part of non-native speaker teachers in particular, a
symptom of their failure to teach properly.
We need to break the stranglehold of negative perceptions of the mother tongue in the
classroom. We need new, more positive metaphors for the role of mother tongue.
The following metaphors may help put some flesh on the skeleton:
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A drug (through it has therapeutic potential, it can damage your help and may
become addictive)
A reservoir (a resource from which we draw)
A wall (for writing on or an obstacle to progress?)
A crutch (it can help us get in a lesson, but it is recognition of weakness)
A lubricant (it keeps the wheels of a lesson moving smoothly; it thus saves time)
A window (which opens out into the world outside the classroom; if we look
through it we see the students previous learning experience, their interests, their
knowledge of the world, their culture)
These metaphors suggests the potential for using the mother tongue, but also alert us to
the danger of abusing the mother tongue. Our strategic objective will continue to be maximum
interaction in the target language and the role of the mother tongue will be to enrich the
quality and the quantity if that interaction in the classroom, not to restrict or impoverish it.
In the same prologue he continues that, In educational terms, it is gross contradiction to
teach a language, any language (that most humans of cognitive and affective faculties), without
reference to and creative deployment of the students mother tongue and by extension, their
mother culture. In the first language education, it would be unthinkable to propose the
exclusion of the students. Linguisticculture from the classroom.
However, a skeleton in the cupboard is something most people probably have, in one from
other. The irony in ELT since direct methods became the official orthodoxy is that most non-
native speaker teachers of English have quietly been using the mother tongue, to a lesser or
greater extent. The skeleton has been there all the time; we just havent wanted to talk about it.
The mother tongue has been used surreptitiously and haphazardly and as a result it may not
have been used to good effect.
For beginners the following examples may provide clue about using mother tongue.
Example: - I dont use KANDA in my meal,
There is no WANDHA.
(KANDA in Marathi & PYAZ in Hindi)
No problem to use English statements being the beginners. Later the same beginners will
use Onion for Kanda and Problem for Wanda. By using above mentioned statement and the
liberty to use mother tongue will encourage the beginners. Encouragement leads towards
enhancement and enrichment to the user of English language.
Hence, English becomes the Life Language today. Without using English words we cant
communicative even in our Mother Tongue. So why dont we take the positive advantage of
its this derivative vocabulary of English language. Being the beginners, we must use this
vocabulary from varied themes as hospitals and its related words, post office, sports,
electronics and electrical equipments, railway station and bus station, scientific terms etc.
All these efforts must be taken in the teacher training institutions; the establishment of
language laboratory must be there in D.T.Ed colleges to build the confidence of students-
teachers. Friends! This English Laboratory saves our labour, time and fatigue and obviously the
positive learning outcome comes out. Then why dont you try to establish such a Magnetic
Zone, in your institutions? Because this lifeless Lingua-Lab launches life in teaching learning
process and makes your student teachers to linger in the Lovely Lake i.e. laboratory.
Bravo! To build the confidence of your student teachers to communicate in English and
afterwards, they will build the confidence of their students; and the enlightenment proceeds
forever!
Hence, lit your own candle and curse the darkness of English Language from our students
lives.
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REFERENCES
[1] Using of Mother-Tongue :
Sheelagh Deller & Mario Rinvolucri.
[2] Basic Communication Skills :
P. Kiranmai Dutt & Geeta Rajeevan.
[3] Techniques and Principles in Language Teaching:
Diane Larsent Freeman.
[4] Establishment of English Language Laboratory to test utility of it to teach English to Std.
I to IV: A critical study :
Dr.Prashant K. Gawande.
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INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOL

EDUCATION
Dinesh P and Dr. J. Karthikeyan
Department of English ,VIT University,Vellore
Abstract--- Information and communication technology has become modern instructional
tool in our life. The main impact of ICT is very much helps to the both learner and teachers to
enhance their learning and teaching. New ICT education at school level and it creates modern
approaches and techniques supporting effective and flexible for the new generation. Gen-X and
Gen-y students are exposed modern technical gadgets and use various types of technological tools
outside the classroom. This paper disclose the need for teacher and students to equip their
teaching and learning with ICT to avoid generation gap. It also discuss the ICT in school scheme
was launched by Government of India to provide the great opportunities to secondary stage
students mainly to build their capacity of ICT skillsand make them to learn computer assisted
learning process.
Keywords--- ICT, ICT skills, MHRD schemes
I. INTRODUCTION
CT is modern technological tool helps to transmit information through various technologies.
I It emerges varied development in educational process creates new platform for school level
and facilitate to enhance the quality of education atsecondary education. Through the ICT,
there is no doubt that the both teacher and students are the facilitators while using it.
Information and communications technology is an extended term for information technology
which stresses the role of unified communications and the integration of telecommunications,
computers as well ... (Wikipedia).
In the 21st century the scope of technologies available for use ICT in language learning and
teaching has become very miscellaneous and the ways that they are used in classrooms all over
the world. ICTs have become a fundamental part of our everyday lives in this technological
age (Aborisade, 2012).ICT (Information and communication technology) as effective tool so
the government put ICT as one of the programme of study in education. In India, the
consumption of ICT in education has recently started to appeal the potential and significant
progress in English language learning. ICT has become main issue in education and it has been
use from preschool through university level. It is major key to unlocking the skills and
knowledge of our future generation of young people.
II. ICT ENHANCE TEACHING AND LEARNING AT SCHOOL LEVEL

The role of Education at school in nowadays and its significant functions develop the
specific task of structural analysis through the school of certain explanatory activities in a
strong relation with Education. The Minister of Human Resource Development (MHRD) report
(2014-15) states that the future belongs to India the new vibrant democracy in world
providing extreme opportunities. The Department of school and Literacy, Department of
Higher Education and MHRD provide government and government aided school have been
facilitated the ICT tools of computer, projector, Interactive white board, scanner and other
technological tools for the purpose of enhancing teaching and learning. Through the school,
students can get interaction with new learning environment it helps to acquire more learning
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materials. Teacher as a main facilitator at schools because they are the instructor to motivate
the students and to clarify students doubt while using the ICT learning at classroom.
In the 21st century the scope of technologies available for use ICT in language learning and
teaching has become very miscellaneous and the ways that they are used in classrooms all over
the world. ICTs have become a fundamental part of our everyday lives in this technological
age (Aborisade, 2012).ICT (Information and communication technology) as effective tool so
the government put ICT as one of the programme of study in education. In India, the
consumption of ICT in education has recently started to appeal the potential and significant
progress in English language learning. ICT has become main issue in education and it has been
use from preschool through university level. It is major key to unlocking the skills and
knowledge of our future generation of young people.
III. ICT SCHEME IN TAMILNADU

At the early period the information that can be communicated with Radio, Television,
Phone. However, in the modern technological world vast variety of technological tools are
used. The government of India has implemented the scheme that Information technology in
school during the sixth plan scheme under the educational technology (ET) started in
1972.Under this scheme there are six state 100% assistance was provide for (SIET) state
institute of Educational Technology and the state/UTs were assist for Radio cum cassette
players and television. Further, in the recognition of the importance ICT gets main role in
education. After the procurement, the Projector and other new technologies are exhibits into
field of Education. Than the after the 8th plan the scheme has taken sponsored financial aid
1993-98.The main scope for this scheme provides financial grants to educational institutions
and also to cover new Government and Government aided secondary and higher secondary
schools now. There some regulation and procedure focus under the scheme not all the school
is facilitate through this scheme. It was limited with coverage confined only to higher
secondary schools. Because the authority of this scheme (MHRD) Minister of Human Resource
Development and the head is Prime minister. The main aim of this scheme (IT Task Force) to
provide computers accessible through Vidyarthi Computer schemes,Shikshak Computer
Scheme.
Smart classroom also recommended on a pilot basis in each state for
demonstrationPurposes. It also stipulated that 1 to 3% of the total budget was spent on
provision of computers to provide all educational institutions up to secondary and Higher
secondary level during next five years. Based on this the school has facilitate modern
technological tools it helps to access quality of teaching and learning.
The main objectives of this scheme is to cover all government and government aided
secondary and higher secondary schools by giving more importance to educationally backward
blocks and the areas having concentrate on SC/ST/minority/Weaker section of high
population.As per the some quality basis this scheme implemented in Tamilnadu the districts
are
1. Chennai
2. Dharmapuri
3. Vilupuram
4. Coimbatore
5. Thiruvanamalai
6. Cuddalore
7. Dindukal
8. Virudhunagar
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The smart school scheme has implement in these schools and the computers and other
technological tools.Through smart scheme the laptops has been distributed all the school HMs
and it helps to store information. Initially virudhunagar district given in around 314 laptops to
while it between 100 to 150 laptops in Dharmapuri ,Coimbotre and Thiruvanamali Districts.
Smart school and smart classroom is an innovative scheme in Education. It also the digital
tools using in the classroom called ICT as backbone of classroom. The majority of students are
barriers for using computer and other technologies at graduate level there is no proper digital
ICT tools and specialities at school level. However, Smart school scheme students are try to
develop their knowledge and they can known about the use of such tools.
IV. NATIONAL AWARD FOR THE TEACHERS USING ICT FOR INNOVATIONS
INEDUCATION
In 2004 onwards Department of education & Literary and MHRD launched smart school
scheme and they introduce new innovativeaward to teacher who are using ICT at school level.
It very much helps to motivate the teachers to develop their teaching technically.Govt of India
gave it in different states/UTs. It helps to encourage the teachers to develop their teaching
moderately.
V. CONCLUSION
This ICT smart school scheme helps to both teacher and students to make their teaching
and learningencompass ICT skills along with a full understanding and complete mastery of
ICTs as pedagogical tools. The School under this scheme also ensured with financial and
human resources with training for successful incorporation of ICTs. So finally, this smart
school and smart classroom programmes in India are still being running on the traditional
lines without any substantial change or modification to keep pace with the changing realities.
REFERENCE
[1] Aborisade, P.A. 2012. Supporting English Language Teaching Using 21st Century ICT
Tools.English Language Teaching Today (ELTT). 9, 16-22.
[2] Blurton, C. (1999). New directions of ICT-use in education. Retrieved on, 24, 2012.
[3] Daniels J.S. (2002) Foreword in Information and Communication Technology in
EducationA Curriculum for Schools and Programme for Teacher
Development.Paris:UNESCO
[4] Pelgrum, W. J., & Law, N. W. Y. (2003). ICT in education around the world: Trends,
problems and prospects.
[5] http://www.teindia.nic.in/e9-tm/Files/ICT_Documents/ICTatSchoolsScheme.pdf
[6] http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Revised%20Guideli
nes%20of%20ICT%20Scheme.pdf
[7] http://ictschools.gov.in/sites/default/files/pdf/ICT_Report_of_Punjab.pdf
[8] http://www.rmsaindia.org/en/about-rmsa/ict.html
[9] https://www.iimcal.ac.in/sites/all/files/sirg/2-3-social-CSEDU.pdf
[10] http://rmsagujarat.in/ictschools
[11] http://ictschools.gov.in/sites/default/files/pdf/ICT_Report_of_Tamil_Nadu
[12] https://www.edgehill.ac.uk/solstice/files/2014/11/Using-digital-technologies-to-
enrich-classroom-interaction-in-HE-experimental-observations-from-FUNAAB.pptx
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SPECULATION OF COMPARATIVE LITERATURE IN INDIAN CONTEXT
Dr. P. Vijay anand
Theivanaiammal College for Women, Villupuram
Abstract--- Indian Literature is an assortment of various multiplicities from its foundation; it

is a mosaic construction of language and culture. This kind of generous and supple experiences
directly encountered with the idea of comparative study. However Indians are socialized by an
unseen thread of harmony. A new trend has developed among the Indian people to discover their
own root and try to realize own selves. Not only they become closer to each other as well as
inspired to identify their self-origin also. As a result of this occurrence stretched in the idea of
unity in diversity. Though, there are a number of languages in Indian, each and every regional
literature has carried the unsound agreement of unity in diversity. An Indian mind is always flash
out from the inside of the any regional language. In a true sense, every regional literature of India
must have to be recognized as a true Indian literature. In the proposed paper have tried to be
discovered that particular stand point of India and search for a new canon of Indias own
comparative school of literature.
Keywords--- Comparative Literature, Diversity, Multi- Cultural, Regional Literature,
Intertextuality
I. INTRODUCTION
HE term 'Comparative Literature' is difficult to define for it evolves not one but two or
T even more than two literatures in comparison at the same time. It becomes still more
difficult task when the comparatist has to take into consideration the multi-dimensional
aspects of comparative literature such as-linguistic, cultural, religious, economic, social and
historical factors of different societies. Indian literature has a virtuous and well-made
beginning from the root of its own origin. Afterwards the number of cultural exchanges have
made by several modes of communication from the other part of the world; not only from the
west but from the middle-east and south-east also. These components, which customized an
encompassing foundation for every regional language of Indian literature, such as Folk
Tradition,Standard Tradition, Western Tradition and Post-Colonial Tradition.The above
mentioned elements have formed a unique Cultural heritage for Indian literature. Though,
there is no any concrete definition to define Comparative Indian Literature separately. Still the
unique quality of every regional literature is reflected in unity along with diversity. This is the
strong-minded perspective of India, which has made a strong background for comparative
study of literature.
II. COMPARATIVE LITERATURE IN INDIAN CONTEXT

Complete and without any doubt comparative literature had to startwith the home, way of
life of the particular people, their behaviour, habits,attitudes and their moral and religious
belief. Eventually as it had happened inIndian Comparative Literature Association was
established in 1981. According to Amiya Dev,Comparative Literature is in between literary
historyand literary theory, rendering the comma into surrogatespace for accommodating that
insertion. (Amiya Dey, p.31)
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He says that an opposition between literary history and literary theorymay not be
impossible or think particularly in the context of Western literarythinking over the last seven
decades. The problem of unity in diversity and itsperspectives are the bases of Comparative
Literature as a discipline in India.Comparative Literature broadens the horizon of the study of
literature andgives a cosmopolitan view. Hence, the study of it cannot be both
transnationaland international. Comparative Literature analyses the
similarities,dissimilarities, and parallels between two literatures. It studies themes,
modes,conventions and the use of folk tales, myths in two different literatures ormore than
two.
Bijay Kumar Das remarks:
The simple way to define Comparative Literature is to saythat it is a comparison between
two literatures and does nothave an independent status.(Bijay Kumar Das, p.216)
Wellek and Warren point out on three different types of comparativeliterature. The first
one comprises is the study of folk-tale themes. It is anintegral part of culture and literary
scholarship. The second one is the study ofrelationships between two more literatures, and the
third one of comparativeliterature is identification with World literature.
The most basic piece of work of Indian comparative literature is the actof stating or
claiming forcefully about the great value, meaning or effect of theway of behaving or a belief
that has been established for a long time, or thepractice of following behaviour and beliefs that
have been so established. Itwas based on the creation of a literary history built upon Indian
models.Looking almost the same, although not exactly views are the greatest innumber among
African comparatists.
Two major Indian literatures Sanskrit and Tamil are ancient,while the rest of an average
age of eight to nine hundredyears - except one recent arrival in the nineteenth centuryas an
outcome of the colonial Western impact (IndianEnglish). Although some of these literatures
are more substantialthan others and contain greater complexities, nofurther gradation into
major and minor is usually made. Awriter in any one language is counted as much Indian bythe
Sahitya Akademi as a writer in any other and no distinctionis made between one literature
prize and another.Thus, while there is a plurality of so-called major literaturesin India,
scholars are confronted by a particular problematicquestion: Is Indian literature, in the
singular, a validcategory, or rather should it be spoken as Indian literaturesin the plural?
However most scholars are still single literature specialists.Similarly, literary histories
written in India by Indian scholarsalso focused and still focus on a single literature. Thissingle-
focus perspective is a result of both a colonial anda post-colonial perspective, the latter found
in the mottoof the Sahitya Academy: Indian literature is one though written in many
languages . However,many scholars opposed this perspective and argued thata country where
so many languages coexist should be understoodas a country with literatures (in the plural).
Some scholars argue that there is unity in diversity in IndianLiterature; however this
maxim to some is a type ofintrusion on the individualities of the diverse literatures. Inother
words, a cultural relativist analogy is implied here,difference is underlined and corroborated
by the fact thatboth writers and readers of particular and individual literaturesare
overwhelmingly concerned with their own literatures.It is from this perspective that to the
Akademismotto Indian literature is one though written in many languages,the retort is
Indian literature is one because it iswritten in many languages. (Amiya Dev, p.4)
India being a country of immense linguistic diversity is thusa country of many literatures.
Based on history, ideology,and often on politics, scholars of literature argue either fora unity of
Indian literature or for a diversity and distinctnessof the literatures of India. In India the study
of literatureinvolves the notion of the interliterary process and adialectical view of literary
ISBN 978-93-86176-18-9
interaction. It should be rememberedthat Indian homogeneity has the weight of

traditionbehind it.
Aijaz Ahmad argues, The problem is in the Indian archiveof literature. Indianness
ultimately proves limitedwhen compared with the different literature comprised ineach of the
twenty-two literatures recognized by the SahityaAkademi. While it is evident that in each of
theselanguages and literatures there is material taken from theothers or another, their totality
does not constitute onearchive. Rather, they constitute twenty-two different archives.( Amiya
dev, pp.4-5)
Thus Indian literature is neither a simple unity as hegemonistsof the nation-state
persuasion would not like it tobe, nor a simple diversity as relativists or
poststructuralistswould like it to be. Majumdar suggests that Indian literatureis neither one
nor many but rather a systemicwhole where many sub-systems interact towards one in
acontinuous and never-ending dialectic. Such a systemicview of Indian literature predicates
that we take all Indianliteratures together, age by age, and view them comparatively.(Swapan
Majumdar, .p.7)
Comparative study of various literatures in the West and inIndia is not quite the same. The
fact that Indian Literaturesare a product of multicultural, social-historical mlangecannot be
overlooked. Also, common socio-cultural andhistorical bonds bind writers with common
linguistic backgroundand from different linguistic background.
In the Indian context a two-fold approach has to be takentowards Comparative literature:
first, the influence of Europeanwriters on our writers and vice versa. Second theinfluence of
Indian writers of one region on the writers ofother regions.
According to Remak literary theory and literary history areinterdependent, the former
views literature as a simultaneousflow and the latter sees it a continuous flow. Indianliterary
history is made up of several histories but at thesame time there are certain common currents,
which connectdifferent streams. In India the Bhakti movement canbe called a kind of
Renaissance and Reformation put together. ( Chellappan.p.9) However the other
noticeableRenaissance was at the beginning of the Modernperiod in which Indian culture
simultaneously recoveredits ancient roots and also accepted the new Westernhumanism..
(Bijoy Kumar Das,p.6)
In Indian literary history there is a significant correlationbetween certain political events
and literary periods, e.g.1857 marks the rise of the Indian novel and all of themdeal with
plunging onto modernity, symbolised by womensquest for freedom and identity.
The study of the literature of any one Indian language cannotbe properly taken up in total
exclusion of the others.It is needless to say that comparative study of literaturebroadens the
horizon of our literary study and gives a cosmopolitanview. Hence the study of Indian
comparative literaturecan be transnational or internationalThe Relationship between
Comparative Literature andTranslation.
The existence of comparative literature depends a lot ontranslation. Comparative literature
is dedicated to thestudy of literature from an international perspective; ithinges upon the art of
translation. Literature, art, cultureand ideas do not develop in isolation, but draw upon,
forexample, other works of art, historical movements, politicalviews, religious beliefs and
cultural concepts from near andfar. The study of comparative literature explores this processof
cross- cultural and cross-disciplinary translation aswell as inter-lingual translation that makes
such examinationpossible. Translation studies as a discipline promotesthe cause of
comparative literature.
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Translation has come a long way from mere imitation ofthe original to a compound art of
reading and writingsimultaneously. The use of translation is invaluable inthe study of
comparative literature in a multi-lingual andmulti-cultural context. Susan Basnett and Andre
Lefebvrehave emphasized this in the following words:
With thedevelopment of translation studies as a discipline in itsown right, with a
methodology that draws on comparatisticsand cultural history, the time has come to think
again,translation has been a major shaping force in the developmentof world culture and no
study of comparative literaturecan take place without regard to translation. (Basnettand
Lefevere, p.160)
Comparative literature is a study of intertextuality. Forexample if we have to compare a
novel of English withone of Kannada we have to use either English or Kannadabut if we have to
compare a Bengali novel (a languagewhich is unknown to us) we have to read first anEnglish
version of the Bengali novel and then compare itwith the Kannada novel and use either
Kannada or English,the two languages we know, as the medium of assessment.What is
suggested here is that it is throughtranslation we read the literature written in a
languagewhich we do not know and therefore, translation becomesa tool for the study of
comparative literature.Translation brings intertextuality to our knowledge andthat
intertextuality is the core of comparative literature.(B.K. Das, p.126)
Without translation comparative literature is unthinkable. Itdeals with two languages
which are the basic ingredientsof comparative literature. Translation of one regional
literatureinto another regional literature provides an opportunityto make a comparative study
of them. In Indiait is inevitable. As B.K.Das says,
Translation has provenas a major factor for the development of culture all overthe world.
As a discipline it has attracted the attention oftranslators and scholars everywhere in the late
20th andearly 21st century. It brings a correlation between literatureand culture in every
multi-lingual and multi-culturalsociety. Hence translation highly promotes the cause
ofcomparative literature.(Ibid, p.133)
It can be said that translation is an essential factor in thestudy of comparative literature,
which is concerned withpatterns of connections of literature across both time andspace. In a
multi-lingual and multi-cultural country likeIndia comparative literature helps in creating an
all Indiaethos and brings regional literature for meaningful study.Thus the study of translation
of regional literatures leads tothe study of comparative literature.
III. CONCLUSION
Comparative Indian Literature is not merely a search for national literaturecounteracting
the search for universal literature which is the professed aim of the studyof Comparative
Literature. Comparative Literature is not an exercise of discoveringabstract universalities of
literature. It must deal with literatures in their concretenessand hence the study of Indian
literature together is but a part of comparative literarystudies as an academic discipline. The
future of comparative literature in this countrywill naturally be directed towards an intensive
study of various Indian literatures in themain, but so long it realizes that its texts and contexts
are Indian, its methodologycomparative, but its main subject is literature, it will serve the
cause of ComparativeLiterature.
REFERENCE
[1] Chellappan,K Modernism and Post modernism in India and the West:A Comparison,
Comparative Literature,New Delhi,2000.
[2] Das.B.K. A Handbook of Translation Studies, New Delhi: Atlantic Publishers, 2005.
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[3] Das, Bijoy Kumar. Comparative Literature: Retrospect and Prospect Comparative
Literature: Essays in honour of Prof M.Q.Khan, Ed. Bijoy Kumar.
[4] Das, Bijay Kumar. Comparative Literature, New Delhi, Atlantic, 2004.
[5] Dev, Amiya and Sisir Kumar Das, ed, Comparative Literature: Theory and Practice, Shimla:
Indian Institute of Advanced Study, 1989.
[6] Dev, Amiya Dev. Comparative Literature in India, ComparativeLiterature and
Culture(2000), vol. 2.
[7] Majumdar, Swapan. Comparative Literature: Indian Dimensions, Calcutta:Papyrus, 1985.
[8] Susan, Basnett and Andre Lefevere, (Eds). Translation,History and Culture,London: Pinter,
1990.
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A STUDY ON JOURNEY TOWARDS SELF REALIZATION AND TRANSFORMATION OF WOMEN

IN AMITAV GHOSHS THE GLASS PALACE.
S.Monisha
Thiruvalluvar University, Vellore.
Abstract--- Feministic Approach of women in the novel. It deals with the suffering of women
and their forbearance to endure all kinds of difficult situations in their life and it also justifies that
their patience to success in their life.
Keywords--- Aftermath of pain, miseries, suffering and Transformation of individual self
through the journey of their life.
I. INTRODUCTION
NGLISH may be traditionally the native language of England but it has now become the
E native language of so many countries. The main native varieties are British English and
American English. These two national standards are overwhelmingly predominant both in the
number of distinctive usages and in the degree to which these distinctions are
institutionalized. The spatial varieties of English have resulted in so many national varieties
beside British and American such as Canadian English, African English, New Zealand English
and Indian English, besides so many other minor national varieties Indian English Literature
has been growing quite fast in the last two decades. The creative writers, critics and
publishers have contributed a great to the expansion of this literature.
Feminism does not particularly talk of equality and rights of women but it is more about
compassion, respect and understanding from the male counterparts. The main cause for the
dissatisfaction of women in todays society is the superior attitude of men. Throughout, women
have suffered in silence and feminism talks exactly about that. They have affirmed their
fundamental rights and have realized where exactly they stand. Authors like Anita Desai,
Shashi Deshpande and Kamala Markandaya have actually used the various aspects of male-
dominated society as their main themes. However, the concept of feminism is handled in
restricted conditions by the authors.
Amitav Ghosh, the great literary icon in Indian Writing in English, is the internationally
bestselling author of many works of fiction and non-fiction, including the novel The
GlassPalace, and the recipient of numerous prizes and awards. This paper justifies how the
major women characters get rid of their dependency needs and how they reveal their identity,
breaking the pattern of sexuality and sensuality and take their place as whole human beings
freely and equally along with men. In the novel women characters portrayed as third-world
women is arguably housed in an identifiable margin. Critic like spivak insists, This
accommodation is ultimately satisfactory. The representation of the average third-world
women as ignorant, poor, uneducated, tradition bound, domesticated, family-oriented,
victimized (Spivak 55). In the novel, The Glass Palace, the representation of women as
educated, modern, as having control over their own bodies and sexualities and the freedom
to make their own decisions.
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II. SUFFERING AND STRUGGLE OF WOMEN

Ghoshs The Glass Palace is a novel in which one see many important issuesof nineteenth
and early twentieth century life being addressed, but, issues primarily with the domestic
sphere. The role of new women in this private space in a world where the outer world is
increasingly encroached upon by the forces of colonization was given crucial importance.
Women characters in the novel are given the task of embodying the spiritual side of Indian
Culture, a space as untainted as the material is infiltrated. Because of the influence of British
colonial rule language, religion, customs, dress-all these are transformed.
The role of identities, about dislocation, about British colonization and about cultural
identity are then revealed through the readers reactions to the characters and situation as
they unfold in the novel. Reading this novel is sometimes a vastly different exercise in terms of
the politics generated by the texts themselves, from seeing them performed.
A women must be feminine and restrict herself to womens place and respect herself in
this role. The main tragedy is if patriarchy considers a woman inferior; the female psyche is not
different from this. She considers herself inadequate in and thinks that a woman must seek her
identity and self-fulfillment through masculine desire. She remains passive, content pleasing to
her man. Here comes the role of feminism. Feminism is thus to break the androcentric
hegemony which makes women feel that their own sense of reality they are expected to
conform. Feminism is a movement that venture about women only in the late Nineteenth and
Twentieth Centuries to undermine the oppression of women by men. In number of domains,
women have gained more rights but still their rights were restricted in some areas. The
changes have been achieved through the revolutionary struggles in the Nineteenth and
Twentieth Century.
Amitav Ghosh portrays his women sensitively; in fact they are the leading spirits in his
fiction. They are distinct portrayals of a cultural construction. Cultural constructs also helps to
juxtapose feminine positions and feministic interpretations in the novel. The novel The
GlassPalace is an extraordinary achievement, a spectacular work of Amitav Ghosh. The novel
starts with the idyllic beauty of Burma is depicted really heart touching.
An important incident that occurs early in the novel sets the tone of importance of women
characters in the novel. Ma Cho, a woman of mixed culture and heritage, whose views were
shaped by the impact of colonization by Britishers. Her sensuality and romantic quest for love
makes a target of men like Saya John. The situations in her life were mostly saved by the
strength and sanity of the women. This seems to be regular pattern, in Ghosh, where a woman
stands as a preserver of culture and spiritual essence. As single women in colonial society who
has courage to run a small stall where she sells food to the peoples and it also shows struggle
that she has undergone for daily wages. By introducing her character Ghosh gives a hint about
the struggle that was faced by women who were in various situations.
The Post-Colonial view of colonization affects common people and not sparing even sparing
the Queen who is forced to lead a life in alien country. Ghoshs writing known for its serious
and sympathetic engagement with religion as a valuable and deeply cherished aspect of
identity. Queen Supayalat was a repository of religious and cultural codes. Ghosh explore the
contradictions of colonial identity at both personal and political level. The Queen makes it
quite plain to collector that his personal identity is a reflection of the realities of colonial rule.
She says, Collector-Sahib, Sawant is less a servant than you. At least he has no delusions about
his place in the world (TGP 150). As far as Queen being an example for the country people but
her daughters bring her shame. They share a distinct or troubled relationship with their
mother. She struggle with lots of problem. On one hand, the exile of Burma, financial crisis at
Outram House, Slow transition towards a hybrid Indian-Burmese identity. On the other hand,
First princesss pregnant with Sawant child, the second princesss elopement and King
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Thebaws death. For this entire struggle, she is always known for her personal pride,
traditional religious and cultural beliefs.
Ghoshs portrayal of Dolly the heroine of the novel. He symbolized her as a spirit of
endurance and acceptance. Her tenacity of spirits lifts other characters. There is the feeling
that the traditional emphasis on feminine virtues such as obedience is not the same as
subservience. The mental conflict of Dolly arouses because of the emotionally confused and
psychological transference, identifies herself with the first princess, and says she is waiting
for the babys arrival of Sawant and first princess. Dolly grieving over for the suffering of her
son. Her role as a mother as important that of a wife. But the suffering changes her attitude and
she feels reluctant to go back to the life she led before. A feeling of emptiness grips over her but
gracefully accepts the inevitability of pain and suffering.
Amitav Ghoshs technique of counterpointing the two events becomes an axis for Dollys
journey towards self-discovery. Dolly sitting within the four walls of her room, there is no
other voice, no other perspective the huge silence which surrounded her for long. Her husband
wants her to break the silence, to talk about her bewilderment. He says, Sometimes I cant
help feeling that youve already gone away- shut yourself behind a glass wall (TGP 209). Her
weakness is her source of strength. But at one point the strength became struggle of being
silence. Ghosh views her character through mental conflict that bridges a gap between
optimistic and pessimistic of life. He also explains how one can lead a life individually and
happily through Dolly.
Ghosh is very successful in portraying Uma Dey, the Madame Collector. He very well
achieves in her character because the complete woman of twentieth century conveys through
her. The effect of mental colonizations results in the total disharmony in the relationship as in
the case of District Collector, Beni Prasad Dey and Uma Dey. Her character in the novel is a
process of a journey in which she has association with several male and female acquaintances
and friends. As an activist she involved in politics and went to jail against the invasion of
Britishers. She never seen herself in isolation but in one crisis point Dollys husband Raj Kumar
says, Your husband was a fine a man as any Ive ever met, you hounded him to his death with
your self-righteousness (TGP 248).
It represents, as a woman fighting for the identity of independence for India. But most men
consider women are victims, not just physically of financially, but emotionally and
psychologically as well. So, they easily underestimate or attack their weakness. Women are
forced to accept their weakness. This incidence makes her to feel guilty and she feels that she is
responsible for her husbands death. Women are experimenting with various strategies in a
social structure where the reversal of roles threatens them to the traditional notions of
manhood.
III. AUDACIOUS SURVIVAL:

In the wake of feminist movement in India, themes like womens search for identity, quest
for selfhood, relocating the self and awareness to seek a balance between tradition and
modernity. It became popular in the works in the works of male as well as female writers of the
post-colonial Indian English Fiction. Many stories in The Glass Palace thus tell that linked to
Amitav Ghoshs strong expression of socio-political vision as a nationalist. Ghosh novels make
his reader land into an era of post-feminism yet there is a need to change the societys attitude
towards women.
Ghosh explains the manifestation of the reality as exile is not only physical dislocation but
also it is a psycho-philosophical state of mind where the link of union breaks. It only deals the
emergence of broken images of life also the survival is most important. The novel The Glass
Palace is a socio-political account of the aesthetics displacement. It affords spaces to record the
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experiences of women from a state of individual desire to the realization of a wider spectrum
of life.
Even though the relationship between husband and wife is considered to a primary type of
relationship it is a lifelong devotion of each partner to the other. The judgments fail in Dolly
and Raj Kumar. It represents Raj Kumars part to his free will and the kind of a man that he
actually is and it also reflects Dollys desire to appear normal and well adjusted. Ghoshs The
Glass Palace does not adopt an extremist stance as a feminist and hold men alone responsible
for the subjugation and inferioization of women. Amitav ghosh has displayed a mature
understanding of the female psyche and inner subtlety of womens mind.
The process of civilization, wars and their futility, the concept of boundaries, colonization,
journey, hybridism, rootlessness and childhood of princess and the process of growth are
highlighted by Ghosh. The situation pushes Queen Supayalat to react cruelly. The fear of
unstable and trust anyone as a Queen and the mother of four daughters, the situation tempt
her to be cruel and harsh with other and it becomes a protection for her family from the
invaders.
Uma Dey is a fine example for the survival of a professional woman. The success of working
outside the house, recognized as an identity, distinct from and more successful than the male,
underscored by feelings of guilt. She is always conscious in her construction of self-identity and
it is seen in her social context of her life.
In the novel, The Glass Palace, Manju, Neels wife, daughter-in-law of Dolly and Raj Kumar,
is from the traditional family. After Neels death in war, Manju becomes a widow. Widowhood
is a curse to the traditional Hindu anyone who escapes the dreadful flap of the wings of
widowhood is lucky. She bears the departure of her husband without complaint and she misses
his companionship. A girl is transforming into a mother whose one and only aim is to nurture
and take care of the child. Motherhood changes the way a woman contemplates. But Manju
being a mother avoids feed her daughter. Ghosh makes an indirect comment on this situation.
He says, She went up a few steps, and then she couldnt go anymore. She couldnt bear to think
of going into that room and picking up the child. It was pointless. Her breasts had run dry.
There was nothing she could do. She buried her face in her hands (TGP 465). The situation
explains the pathetic state of her widowhood.
Women by nature are very sensitive, tender and great homemakers. Their sufferings have
mellowed them down and have given an edge over their male counterparts. In that situation
the so-called feminism destroyed. They want to assert themselves and at the same time they
dont want to disturb the smooth flow of relationships.
IV. TRANSFORMATION OF SELF:

Amitav Ghoshs The Glass Palace deals with pain, grief, miseries, suffering and tragedies
that run through in the lives of the various characters in the novel and transformation of self is
the climax of the novel. The transformation of self that lies on love, hope, survival, friendship,
loyalty, faith are all merged in the life of the characters. These factors brighten the pace of the
novel. The novel The Glass Palace makes it great and different from other novels because of the
theme is that where as other novels are confined to describing the holocaust and followed
independence. Ghosh main concern towards the novel is people lives in harmony despite their
social and religious differences. They spoke the same language, maintained their cultural unity
and struggled for the liberation of their motherland.
The contemporary social scenario speaks of a world where atomistic family reigns.
The family patterns and individual roles have also undergone a drastic change. The
determination to stay married is no longer an important goal; instead happiness and harmony
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have taken its place. A stressful life, changes in social setting and womens role were the
factors responsible for bringing the man- women relationship in harmony.
V. CONCLUSION:
Womanhood in all its variety is equated with selflessness, powerlessness, chastity, docility,
virtuosity etc. Here the novel The Glass Palace represents women are quite antagonistic to
meness, autonomy, and self definition. Sacrificing of women for the safety of males in the
family and abduction of women during raids on the refugees caravans and communal riots are
clearly symbolized through the women characters in the novel.
The maneuvering of the story, the insight into human character, the power of thought, the
splendor of language and compassion for human suffering is the true test of both human and of
the literature that he produces. Ghosh produce this quality to achieve the great scripture of the
world and it makes the literary work soulful and given the status of classics.
Ghoshs The Glass Palace is remarkable because it has not been written by a woman who
consciously sets out to tell the tale of these women but by a male author who portrays these
remarkable female characters powerfully and strongly. And more interestingly these women
are not either rebel against the male dominated society. They dont scream and fight for their
rights nor can they be called westernized. They reflect the change that is seen in the position of
women after years of struggle in the country.
WORKS CITED:
[1] Ghosh, Amitav. The Glass Palace. New Delhi: Harper Collins Publishers, 2000. Print
[2] Gupta, Monika, ed. Women Writers in the Twentieth Century Literature. New Delhi:
Atlantic Publishers and Distributors (P) Ltd, 2008. Print.
[3] Mondal, Anshuman. Amitav Ghosh- Contemporary World Writers. New Delhi: Viva Book
Limited, 2010. Print.
[4] Spivak,G. Outside in the Teaching Machine. New York: Routledge. 1993. Print.
[5] Tandon, Neeru. Feminine Psyche A Post-Modern Critique. New Delhi: Atlantic Publishers
and Distributors (P) Ltd, 2008. Print.
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TRANSLATION IS AN ART
Mrs. Parvathi.T., M.A., M.Phil., D.Ted., P.hD.,
D.K.M. COLLEGE FOR WOMEN, [autonomous], Sainathapuram, VELLORE-632001.
Abstract: Translation is an anglicized form of a Latin word. In it, trans mean across and
Latum means to carry. In literal terms, it is an art of carrying across boundaries and barriers
without losing the material that is carried over. According to Horst Frenz Translation is neither
a creative art nor an imitative art but stands somewhere between the two. The language we
translate is called Source Language, called for short, SL. The language into which we translate is
called Target Language, called for short. TL. Nida calls it receptor language, the original test is
called Source Language Text(SLT). The translated text is called Target Language Text(TLT)
or Receptor Language Text(RLT). Language is coding and literature and art are recordings
and translation of its kind is re-recording. A translator must also have patience. Translation is a
tiring job. He must wade through his weary way through the complexity of not only SL but also TL
and patiently wait for the logical pattern hidden in the SL or the correct expression in the TL just
as the best poet waits for words.
Ramanujan considers the difference betwee tamil and english at the grammatical level.
Tamil has no copula verbs for equational sentences in the present tense, as in English; no degrees
of comparision as in English and no articles like a, an, the .
Ideas and thoughts can be translated but these are not the most poetic part of poetry. Tagore
as a poet based on the English translations of his poems is likely to be inadequate and incomplete.
There cannot be sameness between the SL text and the TL text. It is an established fact in
translation that if a dozen translators translate the same poem, they will produced a dozen
translators translate the same poem, they will produce a dozen different versions.
I. INTRODUCTION:
RANSLATION is an anglicized form of a Latin word. In it, trans mean across and Latum
T means to carry. In literal terms, it is an art of carrying across boundaries and barriers
without losing the material that is carried over.
Some scholars such as Theodore Savory define Translation as an art; others such as Eric
jacobsen define it as a craft while others describe it as a science. Horst Frenz even goes so far
as to opt for art but with qualifications, claiming that translation is neither a creative art nor
an imitative art but stands somewhere between the two, (Horst Frenz).
Translation, according to Sussan Bassnett-McGuire, involves the rendering of a source
language (SL) text into the target language (TL) so as to ensure that (1) the surface meaning of
the two will be approximately similar and (2) the structures of the SL will be preserved as
closely as possible but not so closely that the TL structures will be seriously distored.
Translation, in its crudest and simplest definition, is an act of rendering a text from one
language into another. Translation involves the transfer of meaning contained in one set of
language signs into another set of language signs (Bassnett-McGuire 13).
The language we translate is called Source Language, called for short, SL. The language
into which we translate is called Target Language, called for short. TL. Nida calls it receptor
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language, the original test is called Source Language Text(SLT). The translated text is called
Target Language Text(TLT) or Receptor Language Text (RLT).
According to peter newmark, Translation is a craft consisting in the attempt to replace a
written message and/or statement in one language by the same message or statement in
another language (7).
To attempt an exact definition of translation is no easy task. It has been defined differently
by different scholars in different places at different points of time.
J.C. Catford defines translation as The replacement of textual material in one language (SL)
by equivalent material in another language (TL).
There was found an inscription written on a step rock on the bank of the nile in two
languages and dated 3000 B.C. the people of the city of Babylon spoke different languages
about 2100 B.C. the royal proclamations were rendered into various languages spoken by the
people.
Translation consists in reproducing in the receptor language the closest natural
equivalent of the source language message first in terms of meaning and second in style (nida,
and Taber 12).
Cicero, the Roman orator, translated greek works into latin, ciceros approach was sense for
sense. Catullus, a Roman poet, translated several Greek works into Latin.
Language is coding and literature and art are recodings and translation of its kind is re-
recoding. (Dr.S.Kanakaraj & Dr. J.Samuel Kirubahar 11).
A lot of evidence is available to prove that translation is five thousand years old. It is
erroneous to conclude that translation is a roman invention, as claimed by Roman Jacobson.
Archaeological evidences point to ancient Egyptiian interest in translation.
According to Goethe, every literature must pass through three modes of translation:
i) To make us familiar with foreign countries in our own terms
ii) To absorb the sense of a foreign work but to reproduce it in his own terms, and
iii) To aim at perfect identity between the SL Text and the TL Text.
Goethes Faust was translated by Bayard Tailor, and later on by Anna Swanwick and
afterwards by George Madison Priest.
Let not the translator, then, trust to his notions of what the ancient Greeks would have
thought of him; he will lose himself in vague. Let him not trust to his notions of what the
oridinary english reader thinks of him; he will be taking the blind for his guide. Let him not
trust to his own work; he may be misled by individual caprices. Let him ask how his work
affects those who both knew Greek and can appreciate poetry (Das 17). No other
acknowledged English poet, not even dryden, has so fully or so clearly expressed his own views
on the art of translation as Arnold (Savory 45).
There was found an inscription written on a step rock on the bank of the nile in two
languages and dated 3000 B.C. the people of the city of babylon spoke different languages
about 2100 B.C. The royal proclamations were rendered into various languages spoken by the
people.
The eighth and nineth centuries saw the rise and development of Arabian learning leading
to a number of translations from Greek to Arabic. Scholars from Syria, a part of the Roman
empire, came to Bagdad and translated the works of Aristotle, Plato, Galen, Hippocrates and
others into Arabic. Baghdad came to be called a school of translation.
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In due course, baghdad was replaced by toledo in spain. The toledo college of translators
was busily occupied coverting arabic into latin. Adelard of both translated an arabic version of
euclids principles into latin.
The renaissance bible translators perceived both fluidity and interigibility in the TL text as
an important criteria, but were equally concerned with the transmission of a literally accurate
message (Bassnett-McGuire 49).
Dolet, a french humanist, formulated a theory of translation in 1540. His how to translate
from one language into another established five principles for the translator:
i) The translator must fully understand the sense and meaning of the original author
although he is at liberty to clarify obscuirities.
ii) The translator should have a perfect knowledge of both SL and TL.
iii) The translator should avoid word for word rendering.
iv) The translator should use forms of speech incommon use.
v) The translator should produce the correct tone through his choice and order of
words.
St. Jerome was commissioned by Pope Damuscus to translate the new Testament from
Hebrew into the popular non-literary latin (=Vulgate). St. Jeroms approach was sense for
sense.
Wycliff, the noted oxford theologian, translated the bible from Latin into english.
John Dryden brought out his versions of Juvenal (1693) and Virgil (1697). Theodore
Savoury considers Dryden as one of the significant translators of the age. Dryden expresses his
views on translation in his Preface to Fables and in his Preface To Ovids Epistlesby
formulating three basic types:
i) Metaphras: Word for word translation
ii) Paraphrase: Sense for sense translation
iii) Imitation: Abandoning the text of the original as he sees fit
Dryden prefers paraphrase to the other two and he considers it a balanced path or a golden
mean and cautions: Imitation and verbal expression are in my opinion, the two extremes which
ought to be avoided.
Alexander pope and William Cowper attempted to put Homer into. English verse. Popes
Iliad appeared in 1715 and 1720, and his Odyssey in 1725. Cowper kept as close as possible to
the original but pope had not done so and he earned the comment: It is a pretty poem, Mr.
Pope, but you must not call it Homer (Qtd in Savory 42).
The business of a translator is to report what the author says, not to explain what he
means; that is the work of the commentator. What an author says and how he says it; that is
the problem of the translator. (Qtd in Das, 18).
Shelley was himself an admirable translator. He considered translation an exercise in
futility. The plan must spring again from its own seed or it will bear no fruit. It is as wise to
cast a violet into a crucible and discover the formal principles of its colour and odour as to seek
to transfuse from one language to another the creation of a poet.
For an adequate answer to this question, one must bear in mind the distinction between a
science and an art.
i) A science is a systematized body of general principles; an art is a body of practical
rules.
ii) A science is acquired by study; an art chiefly by practice.
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iii) A science aims at giving us knowledge; an art aims at utility and teaches us to do.
Since art depends on science, translation must first be a science before it can become an art.
Can it be regarded as an art as well? Yes, it is both a science and an art.
Translation is an art which demands the rigour and discipline of science. It seems to involve
an accurate and controlled manipulation of language which is tempered by a degree of
freedom, imagination and creativeness.
Translation is an art because translation may be blunt or subtle, sober or cheerful, majestic
or paltry as the writing of the original author, according to the skill of the translator. The
distinction between the translation of prose into prose, of poetry into prose and of poetry into
poetry provides an analogue and a contrast to make it an art form.
In translation studies, both theory and practice are indissolubly linked and are not in
conflict but in complement to each other. Translation involves both artistic sensibility and
scientific temper. Therefore it is both a science and an art.
In the nineteenth century, several translations were done from other languages into
English. Thomas Carlyle translated Goethes Wilhelm Meister in 1824. Byron, Shelley and
Longfellow translated verses from other languages into English. Longfellow added another
dimension to translation by outlining the business of a translator.
In the twentieth century, russia remained the leading country in translation. Tolstoy and
dostovesky have been translated in all the major languages.
Among the attributes, the one to be possessed by the translator is an enquiring mind. He
must know the emerging theories in the translation studies, compare and evaluate translations
in the light of the theories, discriminate between different translation alternatives and improve
upon their translations.
A translator must also have patience. Translation is a tiring job. He must wade through his
weary way through the complexity of not only SL but also TL and patiently wait for the logical
pattern hidden in the SL or the correct expression in the TL just as the best poet waits for
words.
Dryden was a great translator. In his preface to fables and in his preface to ovids epistles,
dryden identifies three types of translation:
i) Metaphras: Word for word translation
ii) Paraphrase: Sense for sense translation
iii) Imitation: Abandoning the text of the original as he sees fit
There are three ways of translating. One gives primacy to the author, the other to the text
the third to the reader. With the result, we have three methods of translating. They are:
i) Author-Centred Translation
ii) Text-Centred Translation, and
iii) Reader-Centred Translation
Dryden condemns both the types. He prefers paraphrase to the other two. It corresponds to
ciceros sense for sense translation, sense is never lost sight of. Sense is more important than
words. Sense should not be altered or distorted on any account. Dryden considers paraphrase
a balanced path, a golden mean.
Dryden claims in his dedication of the aeneid that he has updated the language of the
oridinal. I have endeavoured to make virgil speak such english and in the present age
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(Bassnett-McGuire 60). Dryden calls the paraphrase method of translation which is in between
the two extremes as the best method of translation.
Every day new things are invented. New discoveries are made. New concepts are
formulated. To name these inventions, discoveries and concepts, hundreds of new words are
coined; or created and are absorbed into a language like English. It is an uphill task so sit down
and translate these words (Dr.S. Kanakaraj 161).
Transliteration is a translation procedure. Writing the SL word in the TL alphabet is known
as transliteration. It is the process of rendering the letters of one language by means of the
letters of another with a different alphabetical system.
Whenever we do not find an equivalent in the TL for an SL word, we resort to
Transliteration: eg. Petrol (SL) there is no equivalent for petrol in the indian languages (TL).
The letters in the word petrol (SL) are written in the letters used in the writing system of
indian languages.
Transference is a translation procedure. Newmark defines transference as a process of
transferring an SL word to a TL text (154).
The concept of translation has acquired a new dimension in the twentieth century,
particularly with the explosion of communicative technology, with the increasing importance
between languages and cultures and with the thrust given to it by the linguistic theory of
translation.
Transliteration involves three steps:
i) SL letters are replaced by the TL phonological units (i.e. converted from the
written to the spoken medium)
ii) SL phonological units are turned into TL phonological units, and
iii) TL phonological units are converted into TL letters.
We must distinguish transterence and translation. In the absence of an equivalence in the

TL for an SL word, the translator resorts to transference or transliteration.
He resorts to transference if both the SL and the TL have same alphabet. It is a common
strategy among the european languages. He resorts to transliteration if both the SL and the TL
have different alphabets.
Translation is no longer considered a reproductive skill or an imitative process. The
translators effort is considered productive and creative as the original writers. Linguistic and
cultural arguments for emphasizing the productive, original and creative aspects fo translation
have also been brought forward (Jacobsen 56).
Literal translation lies between rank-bound and free translations. Catford also speaks of
other modes of translation like
i) Phonological translation
ii) Graphological translation
iii) Grammatical translation
iv) Lexical translation
i) Phonological Translation:
This is a restricted translation. Sl phonology is replaced by equivalent TL phonology but
with no replacement of SL grammar and lexis. Eg. The phonological translation of the english
cats /k ts/ in a language having no final consonant clusters might be /a: k t/
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ii) Graphological Translation:
This is a restricted translation. SL graphology is replaced by equivalent TL graphology but

with no other repalcement.
iii) Grammatical translation:
This is a restricted translation in which SL grammar is replaced by equivalent TL trammar

but with no replacement of lexis.
The renderings of the ramayana and the mahabharata into english by r.k. narayan and rajaji
are examples of transcreation. Fitzgeralds rendering of the Rubaiyat of omar khayyam is
atranscreation.
Transposition is a translation procedure. It is concerned with grammar. It involves the
replacement of a grammatical structure in the SL with one of the different grammatical types
in the TL to achieve the same effect. It can take place within the same language or between two
languages.
The question of equivalence has gained principal importance in translation studies. The
problem of equivalence, a much-used and absued term in translation studies, is of central
importance (Bassnett-McGuire 25, 26).
The term Adaption is an off-used term in translation studies. It is a free form of translation.
The translator does not try to find equivalents in TL for the words, or sentences or stanzas
found in the SL text.
The theme and the plot, the content and the characters are retained. The SL culture is
turned into TL culture. He is free to omit things that have no propriety in the cultural
atmosphere of the TL readers. He conveys to his readers in his own style and techniques of
presentation what the original author has said in his text.
In adaptation, the translator adds, alters, amplifies or omits certain elements of the original
to harmonise with the culture and idiom of another language.
The tamil poet, Kambans Ramayana is an adaptation of Valmikis Ramayana. Marlowes Dr.
Faustus is based on Goehes Faust.
The bible has been translated into more than 2000 languages. About 95% of the worlds
population have access to the bible through their respective languages. There are two parts-
the old testament and the new testament.
The old testament is about the history of the hebrew community, their religion, culture and
the prophecy concerning the birth of christ. The new testament is about the birth of christ, his
life, his suffering leading to death and resurrection including his teachings.
Theodore Savory states the reasons for the translation of the Bible: The first and the more
fundamental is that the subject matter of the Bible and especially of the old testament touches
mans very existence; it tells him something of his origin, his purpose and his destination.
For countless generations men have been instructed to seek the reason for their lives in the
pages of the bible; they have absorbed this instruction at impressionable ages, so that many of
them have grown up with the doctrines of the bible woven into their emotional constitutions.
Men have sought in its pages comfort and inspiration or strength and have found these
blessings emotionally rather than logically offered.
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Machine translation means automatic translation of a text of a source language to the target
language by a machine, the computer. The computer is nothing but an electronic device which
is used to do human required task.
The initial attempt in the field of machine translation was made in the 50s by warren
weaver in the united states. It was followed by y.bar hillel at the massachusetts institute of
technology. A project on Russian English machine translation system as undertaken by the
university of georgetown.
Susan bassnet-mcguire is of the view Equivalence in translation, then, should not be
approached as a search for sameness, since sameness cannot exist between two TL versions of
the same text, let alone between the SL and the TL version (29)
There cannot be sameness between the SL text and the TL text. It is an established fact in
translation that if a dozen translators translate the same poem, they will produced a dozzen
translators translate the same poem, they will produce a dozen different versions. We can
elaborate and illustrate this by the following example. There is no sameness between SL text,
omarkhayyams persian original and the TL text-fitzgeralds translation of the rubaiyat of omar
khayyam into english.
Translation proves to be a challenging task because difference between on language and
another loom large in the domain of lexis, in the field of grammar and in the sphere of culture.
Charges are levelled against the translator that he is a traitor, a betrayer or a conjuour.
The italian proverb A translator is a traitor is a hint at the inefficiency of the translator.
Brendan kennedy calls translation the art of failure. A.k. ramanujan holds the view. the chief
difficulty of translation is its impossibility (219). George steiner contends that Translation is
both possible and impossible (Qtd in Das, 90).
Tamanujan considers the differences between tamil and english at the grammatical level.
tamil has no copula verbs for equational sentences in the present tense, as in english; no
degrees of comparision as in english and no articles like a, an, the (222).
A.K. Ramanujan describes the broad classification of sangam tamil poetry, highlights the
glaring differences between tamil and english at various levels- phonological, syntactical and
stylistic and so on and discusses the problems encountered by him and how far he is able to
overcome them.
Ramanujan talks about tamil syntax and its difference from English syntax. Tamil syntax is
leftward while english syntax is rightward. Tamil poetry, the left ward syntax is part of every
day natural speech. Post positions instead of prepositon, adjectival clauses before nominal
phrases, verbs at the end rather than in the middle of sentences- these characterise tamil
(222, 223).
The major chunk of rabindranath tagores writings was originally written in bengali. Only a
part of this prolific output has been rendered into english. Poetry, by its very nature, is
untranslatable.
Ideas and thoughts can be translated but these are not the most poetic part of poetry. Any
evaluation of tagore as a poet based on the english translations of his poems is likely to be
inadequate and incomplete.
In the english translation, spirituality becomes a major theme. The majestic movement and
the musical flow found in bengali are woefully lacking in the translated poems in english. The
immensely rich originals are transformed into thematically simple english prose poems. There
is hardly any trace of the richness of the bengali poems.
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BIBLIOGRAPHY
SECONDARY SOURCES
[1] Bassnett-McGuire, Susan, Translation Studies, London: Methuen, 1985.
[2] Catford, J.C. A Linguistic Theory of Translation: An Essay an applied Linguistics. London:
Oxford University Press, 1965.
[3] Jacobsen, Eric. Translation: ATraditional Craft. Copenhagen: Nordisk Forlag, 1958.
[4] Newmark, Peter. Approaches to Translation. Oxford: Pergamon Press, 1981.
[5] Nida, Eugene, A. Towards a Science of Translating,Leiden: E.J. Brill, 1964.
[6] Kanakaraj.S., and J. Samuel Kirubahar. Anatomy of Translation,Madurai, Prem Publishers,
1995.
[7] Ramanujan, A.K. On Translating a Tamil Poem. Delhi: Oxford University Press, 1991.
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*S.Vimala and A.Archana
D.K.M COLLEGE, VELLORE
ABSTRACT--- The paper is concentrated on the recent and famous trends in English language
teaching. The recent trends in ELT helps to have complete innovative learning. The trends in
todays ELT can be broken down into three major categories : Globalization , localization and
interdisciplinary collaboration. The use of literature as a technique for teaching both basic
language skills and language learning and teachings now a days. New trends along with
technologies have supplemented English teaching in literacy such as reading, writing, speaking
and listening skills of students. English language teaching is continuous process which undergoes
many changes from time to time. The focus on the objective language teaching is converted into a
new trend of development of language teaching . The paper discuss about major trends in ELT:
changing perspectives on English teaching and learning, changes in goals of English teaching and
learning, changes in approaches to teaching , changes in teaching content ,curriculum design and
assessment, expanding the dimension of communicative competence, changing views of an
effective English educator, rapid development and integration of information technology in ELT,
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FUNCTION OF BILDUNGSROMAN IN THIONGOS DEVIL ON THE CROSS AND

BRONTES JANE EYRE
1L.Nirmala Selvakumari and 2Dr. A.S. Muhamed Rafee
1Muthurangam
Govt. Arts College, Vellore.
2Mazharul
Ulloom College, Ambur.
Bildungsroman is a novel genre that narrates a hero or heroines process of
psychological maturation and focuses on experiences and changes accompanies the growth of
the character from youth to adulthood. To be a Buildingsroman, the hero or heroine in a novel
will experience certain forms of pain or loss that pulls him or her away from either family or
home into the journey of desiring self identity. At the end of the story the hero or heroine
finally succeeds in the society.
In A Glossary of Literary Terms, M.H.Abrams defines the Buildingsroman as:
Bildungsroman and Erziehunsroman are German terms Signifying
novels of formation or novels of education The Subject of these novels
is the development of the protagonists Mind and character, as he passes
from childhood through various experiences-and usually through a
spiritual crisis-into Maturity and the recognition of his identity and role
in the wolrd..
The New Encyclopedia Britannica defines the Bildungsroman as here under:

Bildungsroman (German: Novel of educational formation), Clas of
novel developed in German literature that deals with the formative years
of an individual up to his arrival as a man. Sometimes called an
Entwicklungsroman (novel of character development. The traditional
tale of folklore dunce who goes out into the world seeking adventure and
learns wisdom the hard way was Raised to literary heights
Ngugis Devil on the Cross is a female Bildungsroman. It tells the story of Jacinta Wariingas
development as she passes from girlhood into adulthood and recognize her identity and role in
the world. At the devils feast, a competition among modern thieves and robbers to choose the
best means of exploiting the masses, Wariinga faces a spiritual crisis. Challenged by the devil
in a dream to account for her passivity in the faces of her former lover, the rich Old Mans
treatment of her, she defends her reaction by appealing to the conventional notions of her
gender. Im a woman. Im weak. There was noting I could doo. As a result of her
enlightenment at the Feast, she undergoes a transformation and decides to become self-reliant
and bravely face the struggles that lie ahead. Wariinga, heroine of toil, discovers her real
strength and realizes her true humanity. She says goodbye to being a secretary and
qualifies as an engineer and motor mechanic. She takes up a male-defines profession and
promotes their cause. She become aggressive and violent, and shoots down the Rich Old Man
who had seduced and impregnated her she was a schoolgirl.
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Jacinta Wariinga is two when her parents arrested for participating in the Mau Mau
struggle for Kneyas freedom during the 1950s. She is brought up by an aunt in Nakuru. The
aunts husband, whom Wariinga calls uncle proves to be her undoing. A railway employee, he
joins the salary he gets. He is ambitious and he wants to become rich as soon as possible by fair
means or foul. He befriends rich people and starts cultivating them by going to their club in the
evenings. There he meets the Rich Old Man from Ngorika.
Wariingas is in Form Two of the local primary school and the rich Old man takes fancy to
her. He is aided and abetted in his evil designs by Wariingas uncle. He seduces Wariinga, the
impressionable poor girl, with rides in his Mercedesm Benz car, pocket money, outings and
hotel visits. When she becomes pregnant, the Rich Old Man abandons her.
Wariingas parents have been released from prison on Kenya attaining freedom. Their lands
were confiscated when they were in prison. Now they settle down in a village close to Ilmorog.
Wariinga, having failed in her suicide attempts, returns to them. She does not want to abort or
throw away the child born to her. After the childs birth, she resumes her education and
completes her secondary school. Her parents dig into their savings and she undertakes a
secretarial course after which she comes to Nairobi in search of job.
Whenever Wariinga goes, she faces the same predicament: sex in exchange of job. Finally,
she lands a secretarial job with Boss Kihara of the Champion Construction company. She has a
boyfriend who is studying at the university. He knows about her past and the child she has had
out of wedlock. The plan to marry as soon as he completes his education.
In order to keep up with the city girl, Wariinga used skin lightning creams to get rid of her
blackness; she uses red hot iron combs to straighten her naturally curly hair; she does not
laugh or even smile because of her pale teeth; and she tries to dress up in the latest fashions
but looks odd. She has given up looking like her natural self disastrous results. She is neither
fish nor fowl.
Boss Kihara makes discreet advances to her in the beginning. When Wariinga does not
respond , he demands sex in a straightforward manner. Wariinga wants him to marry her if she
lusts after her so much. But he is already married, but his wife is like scentless perfume; he
has children; and he is a man of the church. Boss Kihara wants Wariinga as his mistress. He
offers her a separate house, a car and a life of luxury if she becomes his sugar girl. When
Wariinga refuse, he sacks her. Wariingas boyfriend also abandons her. He accuses her of being
Boss Kisharas mistress. The landlord of her apartments throws out her belongings with the
help of hooligans, who call themselves the Devils Angels. At the end of her tether, Wariinga
decides to return home to her parents at Ilmorog.
Ngugi wa Thiongos Devil on the Cross has the motif of journey as one of its prominent
narrative features. It beings and ends with the third-person omniscient narrator, the Giccandi
player or the Prophet of Justice, an itinerant minstrel, who provides poignant social and
existential commentary as he narrates the tragic tale of Jacinta Wariinga, a young woman who
emigrates from her small rural town of Ilmorog to the capital city of Nairobi only to be
exploited by her boss and later a corrupt businessman.
This novel is a female bildungsroman. It unfolds the journey of Jacinta Wariinga and her
development as she passes from girlhood to adulthood and recognizes her identity and role in
the world.
Charlotte Bronte in her Jane Eyre follows the similar trait of Bildungsroman with her
Character Jane Eyre.
The growth of the main character Jane Eyre in distinctively divided into phases by places
that she stayed at, starting from her tragic childhood to her find destination as Mr.Rochesters
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mistress. The changes of emotions and maturation of identifies as Jane Eyre goes through her
life provide evidence of a Bildungsroman.
Psychological maturation in a typical trait of Bildungsroman genre. At the beginning, Jane
uses the knowledge she learns from the books to defend herself when she is angry: you are
like a murderer-you are like a slave-driver you are like the Roman emperors! (Bronte 8) Her
angry and chaotic emotions have built up since she lost her parents and was adopted
unwillingly by Mrs. Reed. Jane cannot find her place in this family. He anger and desperation
becomes more intense each time Mr.Reeds family treats her not as a family member but more
like a servant. Janes burst of emotions against her cousin, John resulted in her being locked
into the red-room and eventually send to the Lowood school where she spends the rest of her
childhood and the beginning of her adolescence. Jane Eyre experiences a huge emotional
transition when she no longer feels like a wanderer but gains a sense of belonging through the
care of Miss.Temple and the support of Helen.
After Jane finishes her education at Lowood, she applies and becomes the governors of
Adele Where she will work at Thornfield. At Thornfield Jane meets Mr.Rochester and
experiences the most powerful emotion love. Love makes Jane brave and mature. Her
relationship with Mr.Rochester makes her feel confused but respected. She feels
psychologically equal with Mr.Rochester when he admits how much he loves her. However
Jane still feels insignificant that she has to depend on Mr.Rochesters the strong emotional
conflict between love and shame makes Jane run away from Thornfield and go to Marsh and
where she meets St.John. The final emotionally transitional state for Jane Eyre happened when
St.John asked her to marry him and go to India to serve as a missionary. Jane strongly refused
St.Johns proposal and decided to follow her heart and marry her lover Mr.Rochester. The story
concludes when Jane Eyre, who is a successful Bildungsroman character finishes her emotional
maturation process.
The story of Jane Eyre starts from her helpless childhood until the least step of maturity
when she finally find self knowledge. The various challenges during Janes growing process
that educate and change her emotions and identities align with the basic definitions of a
Bildungsroman Genre.
WORKS CITED:
[1] Abrams, M.H.A Glossary of Literary Terms. 1957. 3rd ed.Rpt Madras:Macmillan,1993.
[2] Ngugi Wa Thiongo. Devil on the Cross. 1982. Heineman Educational Book.
[3] Bronte Charlotte Jane Eyre London: Pan Books 1967.
[4] Craik W,A, The Bronte Novels, London: Macmillan 1968.
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BRIDGING THE GAP THROUGH TRANSLATION
S.R. Lakshmi Priya
Kumaraguru College of Technology
Abstract--- A.K. Ramanujan comments that translation is an art of imperfection, he further

says that if only the untranslatability could be accepted, then translation is possible. A literary
translation, like all arts of writing can never be a predictable and repeatable exercise. It is more
than simply changing words from one language to another; it involves the intricate task of
expressing the words of the writer in a way that express the original intention.
As a link language, English has an important role to play and translation into English will
certainly foster the growth of a holistic view of Indian Literature. Translation into English
sometimes creates solidarities across the multi-lingual and multi-cultural Indian society. Indian
literary works reach a wider audience by translating into English. It is comparatively easier to
translate a literary piece in one language into a language with similar grammatical structure
and glossarial affinities. Translating a Tamil text into English, which is linguistically and
culturally distant, presents more problems.
Vairamuthu, the man with magnetic staccato voice and remarkable innovative thoughts
carries the cultural fervour of the soil in his words. His poems are filled with Indian ambience,
especially that of Tamil Nadu. Vairamuthu who serves as a regional ambassador through his
verse is read widely and Balan Menon with his extraordinary vocabulary, interpretative
discretionand artistic rendition has translated his fifty eight poems into English. This paper
delves into the realm of translation by attempting a comparative analysis of the select poems of
Vairamuthu in Tamil and English focusing on the translation strategies and techniques used by
the translator Balan Menon.
Key words: Strategies-techniques of translation - Indian works into English - Vairamuthus
poems translator Balan Menon - culture, tradition and language - formal and dynamic
equivalence Borrowing Substitution Omission universalization - collocation and obscured
syntactical structures Metaphorical expressions - conclusion.
Translating a text from Tamil to English, needs a better understanding of the culture,
tradition and language. Despite the hurdles the process of translation runs smooth with the
aid of few strategies and techniques. Since there is no prescriptive guide for translation, the
inference after every attempt gives a worthy experience and derivations are framed out of
pragmatic effort. Balan Menon uses myriad strategies or techniques in translating
Vairamuthus poems.
J.C. Catford puts forward the phenomena of total translation and restrictive translation.
Total translation according to him is the replacement of source language phonology and
graphology by non-equivalent target language phonology and graphology. Cicero and Horace
called this sense for sense translation and Dryden called the technique as Paraphrasing.
Restrictive translation is the replacement of source language textual material by equivalent
target language material. It is otherwise called word for word translation as put forward by
Cicero and literal translation according to Dryden.
Balan Menon uses the sense for sense way of translation in his book A Drop in Search of
the Ocean. Menon focuses his attention on the message though he has tried to maintain the
form, the effectiveness and poetic rendition is not perfect as that of the original text. A perfect
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illustration is the ravishing poem Oh! Niagara, in which the poet expresses the enthralling
happiness and the astonishing view at the magnificence of the Niagara falls:
tpOtjpy; moF kioapy; kl;Lk;jhd;
mopttjpy; moF miyapy; kl;Lk;jhd;
mOtjpy; moF mUtpapy; kl;Lk;jhd; (Vairamuthu
454)
Menon translates it as:

Beauty in falling
Is seen only in rain
Beauty in disintegration
is seen only in ocean waves
Beauty in weeping
is seen only in waterfalls (Menon 37)
Eugene Nida classifies equivalence into two types that is, formal and dynamic equivalence.
A formal equivalence focuses its attention on the message, while dynamic equivalence is
oriented towards the receptor response. In many places Menon uses dynamic equivalence, to
make the verse sound like the original which is the ultimate purpose of translation.
In the poem Paean to Rain (kiog; gpurq;fk;) Vairamuthu describes the beauty of the rain.
He glorifies it as the skys gift to land that should be enjoyed and cordially welcomed by the
people rather than shutting the doors and opening the umbrella against the rain. The title of
the poem in Tamil is kiog; gpurq;fk; , which says the discourse of the rain to earth. Menon
translates the title as Paean to Rain, here it is not a discourse but an encomium. Menon uses
the dynamic equivalence to make the title more apt and appealing. Similarly, in the lines:
thUq;fs; tpz;Zf;Fk; kz;Zf;Fk;
jz;zPh;g; ghyk; ghUq;fs; jput Kj;Jf;fs;
njwpg;gJghUq;fs; (Vairamuthu 433)
tpz;Zf;Fk; is not given an equivalent sky, instead more poetic dynamic equivalent term
empyrean to make the line more meaningful and expressive is used.
Borrowing or impartation of the source language expressions is a frequently used
procedure and one that assures a very precise transmission of cultural information provided
that the knowledge of the extra- linguistic reality in question has been assured in some other
way. Balan Menon has used this technique in the poems Panegyric to trees, Roots of the
Flagstaff, Over-aged Maiden and Paean to Rain. The words swayamvaram, aiyyo and
bodhi tree are borrowed or retained from the original text.
The words carry the culture and tradition of India, for example swayamvara denotes an
age old marriage custom in India whereby prospective bridegrooms were invited to a
ceremony and based on the prowess and other qualities displayed by each, the bride selected
one of them as her husband. These are culture-bound words that lose the original meaning
when translated into English. English being a flexible language accepts new terms to enlarge
the vocabulary. Borrowing assists the process of translation and it will be more difficult if the
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translation is done into a puristic language than into one that is relatively open to foreign
influences.
Substitution is a procedure that is available to the translator in cases in which the two
cultures display a partial overlap rather than a clear-cut presence or absence of a particular
element of culture(Toury 41).This is another way in which culture gaps are relative. Typically
in fact an empty slot but something that is like it though not lit it in the target culture. The
translator is then tempted to exploit that similarity and use the corresponding target language
expression as a full equivalent. The linguistic expression of the source- culture element carries
no weight in his decision since the target language offers a natural expression for its own
cultural element that happens to partly coincide.
In the poem Oh! New Millenium, Menon substitutes the line:
fhtphp gha;e;J md;dk; tpisAkh?

,y;iy fhtphp md;dk;Nghy;
fhzhky; NghFkh? (Vairamuthu 348)
Will rivers continue to flow

on the earth
or will they become the subject
of subterranean studies. (Menon 2)
Omission is necessitated not by the nature of the cultural element to be translated but by
the nature of the communicative situation in which such an element appears. Balan Menon in
the poem Word Power omits four lines from the original text as they are the words of the
region in which the source language is set in. They are culturally bound and is associated with
the communicative situation of the place. These lines when translated may sound meaningless
in English as the nature of such situation is different from that of the source language.
Balan Menon has attempted a technique of universalization for the poem to reach a wider
audience. In order to avoid the cultural and situational (setting) hindrance, Menon has
tactfully used the strategies of universalizing the concepts. Any proper noun that is associated
with a particular region to denote a specific quality or a condition is translated as an abstract
noun without pertaining to a region. Best example is the poem The Over-aged Maiden:
ehd; myq;fhuj;jpy; Mz;lhsha; Mdhy;
Mil nfhz;Lk; Vthsha;
,g;Nghnjy;yhk; vdJ Rak;tu kz;lgj;jpy;

mg;gh;fs; mg;gh;fspd; mg;gd;fs; (Vairamuthu 468)
These lines are translated as:

There was I decked out like angel
but despite my clothes
no more clad seemed I than Eve
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All those who turn up nowadays in

my swayamvara hall
are too ancient for marriage
or even more antiquated
or ascetics whose revels
of profligacy have ended (Menon 172)
These lines express the longing and agony of an over aged maiden whose days are dark
with her unfulfilled dreams. She finds the changes in the suitors who, as the days go are the
ones with grey hair and appear like ascetics. Balan Menon has omitted the words mg;gh;
while translating, instead has given a very common term to denote the aged men who come to
see her and the longing of the maiden to get a groom.
A concrete and contextual sentence in Tamil (source language) becomes secular and
informative in English (target language). In translating the dialogues it is perhaps undesirable
to resort to a literal rendition of jargon, slang, vulgarities and swear words from one language
into another. It is important to preserve the tone of the poem (dialogue). In the poems
Conversation with Ants, Sex Worker the verses are in the form of conversation. The slang
and the natural way of conversation as seen in the source language text is not found in the
translated version. This is mainly because literary writing, especially poetry, draws upon all
the resources of language phonetic syntactic and semantic.
In term of linguistic factors, there are two things to take into consideration: collocation and
obscured (non-standard) syntactical structures. The word collocation used here refers to
words or word groups with which a word or words may typically combine. The combination
may by syntagmatic or horizontal. In the poem Fate of a River typical and unique collocation
of words in Tamil language is used. Tamil has the euphemistic term for denoting the morning
bowel movements as fhiyf;fld; , the obsequies done for a dead person is called ,Wjpfld;.
Vairamuthu uses these terms in the poem Fate of a River to list the uses of the river that was
once the playmate for kids tutor for the adults, mentor for the nature lovers and peaceful
haven for the grownups. When describing the river the poet mentions its unbiased nature as it
expounded the path of virtue both to buffalo and man (Menon 17). Vairamuthu writes:
fhiyfld; khiyfld; <kf;fld;
jPh;f;Fk; ,aw;if tq;fpahdJTk; (Vairamuthu 574)
The river.
that functioned as natures bank
paying off our morning debt
and evening debt
and the funeral debt (Menon 17)
Here the word fld; symbolically means the duties associated with the time
period/situation. Menon has done literal translation as paying off our morning debt. This
collocation of words causes difficulties to a reader who is new to the culture and nuances of the
source language. Such type of collocations, should be given special attention while translating
as the meaning may get distort if the words are misplaced or understood literally.
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Aesthetic values of poetic truth in a poem are conveyed in word order, sounds as well as in
cognitive sense (logic). And these aesthetic values have no independent meaning but they are
correlative with the various types of meaning in the text. If the translator destroys the word
choice, word order and the sounds, he impairs and distorts the beauty of the original poem.
Delicacy and gentleness, for instance, will be ruined if the translator provides crude
alliterations for the original carefully-composed alliterations. Vairamuthu is a poetic juggler or
an acrobat of Tamil words. He smuggles word from every corner and frames the verses in an
aphoristically appealing way. The alliteration and assonance seen in the source language text,
in many poems are not maintained or achieved in the target language by Menon. The meaning
or the pith of the poem is transferred but the poetic effect is lost in the process. A befitting
example is the ravishing poem Rainbird (kiof;FUtp). The beauty of the poem lays in the
poetic form the structure and the alliterative rhythm of the verse:
rpl;Lf; FUtpnahd;W XU rpNefg; ghh;it nfhz;L
tl;lg; ghiwapd; Nky; - vd;id thntd;wioj;jJ fhz; (Vairamuthu
775)
Menon translates it as:
As little sparrow came one day

and with aspect of amity
invited me yea verily
atop a rounded rock (Menon 108-109)
The aesthetic values according to humans are dependent on the structure, metaphor and
sound. It is important to note that structure is the plan of the poem as a whole, the shape and
the balance of individual sentences or of each line(Toury 44). Maintaining the original
structure of the poem may mean maintaining the original structure of each sentence. Menon
has tried hard to retain the structure in many poems and The Cross I cannot Set Down is one
such poem which expresses the love of a young lad for his beloved. The poem is full of imagery
and the lover personifies every action of the beloved to that of the components of nature.
Metaphorical expressions mean any constructions evoking visual, auditory, olfactory,
tactile and gustatory images, the traditional metaphors, direct comparisons without the words
like and as and the like. The metaphorical expression according to Newmark includes
object, image, sense, metaphor and metonym (Toury 37).In the poem Laughter (rpupg;G)
Vairamuthu uses metaphors/images to classify the different types of laughters:
jz;zPhpy; vwpe;j jtisfyha; tpl;Ltpl;Lr; rphpf;Fk;
tpNdhjr; rphpg;G
jiuapy; tpOe;j jhkpur; nrhk;gha; nrd;Nwhbj; Nja;e;jopAk;

rphpg;G (Vairamuthu 714)
When these metaphors are translated into English, Menon uses the term like to compare
the similarities. The aesthetic effect lies in the comparison of images and this shows that
metaphors are not retained like that of the original text:
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Quaint intermittent laughter

like a chip of scale shipping over water
rolling laughter that fades away by degrees
like a copper pot cast on the floor (Menon 216)
It is obvious that Menon is a poet by himself and his artistic outlook of the things is seen
through his untiring effort in selecting the words to suit the dynamic diction of Vairamuthu.
This comparative analysis thus lists the problems faced by Menon while translating
Vairamuthu and the desired outcome despite the discrepancies.
Discovering a balance is the insignia of translators creative role, and this is done by Balan
Menon while translating the poems of Vairamuthu. He has employed different techniques to
showcase the originality of the poems. Though the translators block is found in certain
places, he has maintained a cultural/regional/semiotic balance in majority of the poems
through his creativity and intellect.
WORKS CITED
[1] Toury, Gideon. Translations Across Cultures. New Delhi: Bahri Publications Pvt. Ltd, 1987.
Print.
[2] Vairamuthu, A Drop in Search of the Ocean: Best Poems of Vairamuthu. Trans. Balan
Menon. New Delhi: Rupa & Co., 2003. Print.
[3] Vairamuthu, Vairamuthu Kavithaigal. Chennai: Surya Literature Pvt Ltd., 2011.Print.
[4] (ituKj;J, ituKj;J ftpijfs;. nrd;id: #h;ah ypl;Nur;rh; (gp) ypl;.,2011.)
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IMPORTANCE OF INNOVATION IN THE CLASSROOM TEACHING
P. Saravanan and Dr. S. Alexander
Govt. Arts College, Karur-5
Abstract:Education is an integral part of the students life and enhance them become a
proficient citizen of the nation. Innovation and Creativity plays a pivotal role in the arena of
teaching. Innovation is delineated as a process of creating ideas, expressions and forms. It
augments the knowledge and precede to the new ways of using knowledge. Education is switching
to technology more and more. It is more essential than ever for our students to be technologically
advanced. It is important to change with the world and keep integrating new technology into the
classroom to keep our students engaged in learning. In the traditional method of teaching
teacher is the only foundation or the sender of the educational material that is information or
message. Innovative teaching methodology builds the relationship between the student, teacher
and multimedia.
Keywords: Education, traditional method, innovative method, ICT, multimedia learning
process, educational videos and audios.
I. INTRODUCTION:
Education is not the preparation for life; Education is life itself - John Dewey
Education plays a very vital role in the life of human beings. Education is like a pastel that
exhibits the human beings the right way to gush. The purpose of education lies in making a
student as an erudite person, unique person, and rational thinker and not to depend anyone.
Education is very essential in the sphere of students. Education is the integral part of the
students life and enhance them become a proficient citizen of the nation. Education is the soul
for any nation, without education there is no progress in the society as well as in the nation.
We need education for the upliftment and betterment of our life and in order to enrich
ourselves. Nowadays Education requires amusement and exhilarate to the students. It must
not be an encumbrance and monotonous to the students. Each day there should be an
excitement in the teaching. Obviously it depends on teachers hand how they are switching
education into amusement and make the class interest and motivate the students to reside in
the school rather than to run away from the school. Education uplifts the students life to attain
the scholarly life and most moralistic life too. Todays education gives tomorrows fruitful life
to the students. This paper brings forth the notion that how innovation and creativity dealt
within the classroom. It also expresses the difference between the traditional way of teaching
method and innovative way of teaching methodology in the classroom and the application of
innovative methods with the help of educational tools inside the classroom.
II. THE PERCEPTION OF INNOVATION:

Innovation and Creativity play a pivotal role in the arena of teaching. Innovation is
delineated as a process of creating ideas, expressions and forms. It augments the knowledge
and precede to the new ways of using knowledge. Enhancing creativity and innovation among
the students in a classroom is very important. Creativity and Innovation should be inculcated
among the students in order to enhance them as effective students. One of the psychologists
asserts that Innovation arises through the convergence of knowledge, creative thinking and
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motivation. Now we dwell in the world of net-generation, technology and innovation plays a
very crucial role in the field of education. Many schools provide education with all innovative
methods which enrich the students to adapt to an increasingly globalized, competitive,
diversified and complex environment. Nowadays Education is switching to technology more
and more. It is more essential than ever for our students to be technologically advanced. It is
important to change with the world and keep integrating new technology into the classroom to
keep our students engaged in learning. The concept of Innovation and creativity can enhance
the abilities of the students and excel the teachers skill. Innovation in the teaching always
induces students curiosity of learning about the subject. The perception of innovation in the
teaching usually heightens the students wisdom and teachers skillfulness of creativity.
III. TRADITIONAL METHOD VERSUS INNOVATIVE METHOD OF TEACHING:

Traditional method of teaching is generally defined as a one way flow of process. In the
traditional method of teaching teacher is the only foundation or the sender of the educational
material that is information or message. The student is the receiver of the information or
message. The teacher sends the message or information via the chalk and talk method or
overhead projector. In this traditional method of teaching teacher controls the entire process
of instruction, so the concept of the particular text or subject conveyed to the students. In the
beginning students also pretend to listen the talk given by the teacher very keenly but after 10
-15 minutes students listening interest started to fade away.
Because in the traditional method teachers frequently give lecture for an hour without
knowing the students response and feedback. Obviously there must be a vast gap between the
relationship of teacher and students. Normally teachers give more significance to theoretical
work and they give very less emphasis on practical work in the traditional method. As a
consequence, this lead the students to lack their interest on the subject and area of study.
Generally a teacher belongs to the traditional method motivated the students to memorize the
concept of the subject or content but they failed to motivate the students for understanding the
concept.
Innovative teaching methodology is very prominence in the era of digital. Many schools
offered this kind of technological oriented classroom. Innovative teaching methodology is an
interactive learning process. It builds the relationship between the student, teacher and
multimedia. In the innovative method of teaching teacher using various kind of creative tools
or educational inside the classroom. This induce the students interest on the subject and the
area of study. Educational tools that are creative play a very crucial role in the innovative
teaching methodology. This kind of teaching increases the curiosity of learning among the
students. Unlike traditional method innovative methodology is a three way flow of process.
The use innovative and creative methods inside the classroom crafts the students to think
and do creatively and to enrich the standard of their knowledge. In the traditional method
usually students are passive listeners. But in the creative method of teaching students are very
dynamic. They are very eager to engage themselves with the techno oriented classes. In those
kind of classes students are energetically interact with one another and partake in the lecture
of the teacher. But in the traditional method student dont get opportunity to interact during
the teaching.
IV. THE APPLICATION OF INNOVATIVE METHODS:

Educationalists belief that when there is a readiness to change, there is hope for evolution
in any arena. The concept of innovation can be really beneficial to both students and teachers.
Following methods and techniques can be applied in the classroom for an effective and
creative teaching to the students. They are,
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Information and Communication Technology (ICT) plays a crucial role in the creative
teaching method. Nowadays most of the schools facilitate with ICT. Teaching and learning with
ICT is more effective in the classroom. The use of ICT in the classroom can upgrade the
students to get better understanding of the area of study and it also enhance the teachers
creativity also. With the help of ICT tools students can easily understand the complex ideas
easily with better understanding. By means of ICT teachers are proficient to establish the
interactive classes and make the class more exciting and amusing. This also help to enhance
the students capable of absorbent memory.
Educational Videos and Audios are dynamically participate in the method of innovative
teaching. Teachers used to play to educational videos and audios during the lecture. Using this
method of teaching inside the classroom can easily enrich the dynamic participation of the
students. It also motivates the students consequently they are visually alert and focused on the
subject.
Multimedia Learning Process enhances the students to get broader understanding of the
subject or topics. This will widen the knowledge of the students to think creatively. Multimedia
learning Process inside the classroom such as using power point presentation,
videoconferencing technology, computers, tablets, digital cameras and GPS device. This
process enrich the students learning experience as well teachers excellence.
Even though Mind map or Visualization is a traditional method of teaching a teacher can
able to include or show creativity in it. This will also improve the students active participation
inside the classroom during the lecture and make the class more interesting.
In many schools using Skype students are interacting with educational experts to expand their
knowledge of the subject and to enrich themselves in all the fields. They are so interest in this
kind of learning experience.
V. CONCLUSION
In the traditional method of teaching students get the opportunity to hear the lecture in
depth and they also get quality information and enough knowledge from an expert, this kind of
experience we normally lack in innovative method of teaching. Due to advancement of
technology students always want to take part in the techno oriented classes. As a
consequence teachers switching to the innovative method of teaching in the classroom.
Comparing to traditional method it has great impact on net generation. Innovative method of
teaching strengthens the relationship between the teacher and the students and builds a
mutual understanding between them. The method of creative teaching inside the classroom
not only enhances the students life but also upgrade the teachers life too. Many innovative
methods are emerging in the field of teaching such as m-learning, e-learning, educational
applications etc... Thus Innovative method of teaching is an effective method of teaching inside
the classrooms.
WORKSCITED
[1] Cropley, Arthur.J. Creativity and the Education Learning: A guide for teachers and
educators.
[2] London: Kogan page, 2001.Print.
WEB SOURCES
[1] http://www.math.arizona.edu/Damodharan Innovative methods.html.
[2] http://www.tgbcet.com.html.
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MILESTONIC M-LEARNING
E. Thirumalai raja and Dr. S. Alexander
Govt. Arts College, Karur-5
Abstract: Education is the only thing which elevates human lifestyle and uplifts the humanity.
Technology is the primary source of modern creation and a tool of innovation. Technology is used
to teach the subjects effectively. Today the teachers considered mechanical aids as their
companions. Education would be completed only with technology. Facilitators can avail the
information and teaching techniques and methods from web portals. M-Learning or Mobile-
Learning is defined as Learning across multiple contexts, through social and content
interactions, using personal electronic devices. This is a form of distance education. M-Learners
use mobile device education technology at their time convenience. Nowadays throughout the
world students are using the mobiles to upgrade their knowledge in various areas. Students
preferred for smart phones for their usage which are having GPS, Wi-Fi, mobile internet and
cameras. Mobile Learning provides the online test and gives the awards after the tests.
Keywords: Education, Technology, OTG, M-learning etc.
I. INTRODUCTION:
OWADAYS Mobile devices and gadgets are becoming as important to students daily lives
N as breakfast. Any technology that students have at their disposal can be leveraged in the
classroom to make powerful learning inferences. says Adam Bellow, a former high school
teacher who founded eduTecher, a website based application for educators and school seeking
guidance about integrating technology in the classroom. Accessing information online is just
the beginning to attain the self-learning. Mobile learning involves more than merely
incorporating new technology into current pedagogical strategies; it requires an instructional
paradigm shift that promises to fundamentally change the way students learn.
II. EDUCATION
The function of education is to teach one to think intensively and to think critically.
Intelligence plus character - that is the goal of true education. -Martin Luther King, Jr.
Education plays a vital role in day-to-day life. Without education no one can survive in this
world. Education is the only thing which elevates human lifestyles and uplifts the humanity.
Each and every day education develops the socio-interactive skills of people. It enlightens the
unprivileged. It is giving the ideas to live a life happily. Education is the only path to attain the
Success. It strengthens the minds which help to renovate the people thought. By Education
only one country will reach the secured a place socially and economically. Education is the
only asset for the pupil which never destroyed by any one and any level.
III. TECHNOLOGY
Nowadays technology is considered as an essential part of an education and it creates a
situation in which it is impossible to do anything without technology. Technology is the
primary source of modern creation and a tool of innovation. The use of technology provides
more opportunities to construct our works easily and quickly. It fastens the routine of modern
world. It increases the value of human lives.
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IV. TECHNOLOGY IN EDUCATION:

Education has been carried to the next higher level by technology. It gives more and more
updates which replaces the old forms and techniques. Technology is used to teach the subjects
effectively. Today the teachers considered mechanical aids as their companions. Education
would be completed only with technology. Facilitators can avail the information and teaching
techniques and methods from web portals. Likewise students can avail the information,
summary of the lessons and the explanation of some important mathematical problems if
needed from websites. Moreover, technology would be called as a sixth finger of man.
Nowadays, village pupil can easily access the internet. From World Wide Web, we can
communicate around the world. With the help of technology, a student who needed solution
for his problems is able to get the same from other countries tutors in a fraction of second.
V. M-LEARNING:
M-Learning or Mobile-Learning is defined as Learning across multiple contexts, through
social and content interactions, using personal electronic devices. This is a form of distance
education. M-Learners use mobile device education technology at their time convenience. M-
Learning technologies include hand held computers, MP3 players, tablets and smart phones.
M-Learning is only focused on the learners mobility. It is considered as an informal learning
because it needs no teacher or tutors, classrooms and notebooks.
M-Learning is accessible from virtually anywhere. It is a technique that uses mobiles and
wireless technologies for learning and education. Mobile devices can be carried and used
everywhere and anytime. Mobile Learning is very essential to give or to provide new
technology into the classrooms. Mobile phones are very easy to carry everywhere. New mobile
technology such as hand held based devices are playing a big role in defining how pupil receive
information. Each and every day mobile technicians and mobile companies are searching for
new updations for their mobiles and they offer updates for their customers. These updations
will equip the mobile users to use the mobiles more attractively and effectively.
VI. EDUCATIONAL APPLICATIONS:

Nowadays throughout the world students are using the mobiles to upgrade their
knowledge in various areas. Students preferred for smart phones for their usage which are
having GPS, Wi-Fi, mobile internet and cameras. These features of the mobile will enhance
their knowledge. All mobile platforms such as Apple, Android, Blackberry and Windows give
mobile applications that are downloaded by the mobile users in simple steps by registering
their E-Mail Id. Students can create an account or sign up and by that they can easily handle the
applications.
With the help of mobile applications, students update their day-to-day life. Application
developers create new interface of the applications to be used by the students with the help of
Wi-Fi and mobile internet. From iTunes store, android play stores and window stores pupil can
select the educational applications and make use of it. Pupil can use the dictionary and
thesaurus on Dictionary.com that gives the accurate meanings. If one wants to go to an
unknown area, he can locate himself with the help of Google Map and Google Earth.
Students can create Facebook pages and Facebook Groups for their learning purposes. If
a group of students is studying English Literature, they can create the page/group in the name
of English Literature. Likewise in WhatsApp and Hike, students are creating groups. All the
members of the group/page are posting their ideas, thoughts, comments, replies status in their
study and their study plan at anywhere and anytime. They can clarify their doubts at anywhere
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and anytime. They can instantly contact their tutors through social websites and they are
having clear-cut ideas of their thoughts.
E-Books are taking important role in mobile learning. E-Books are available in net.
Students can download it and save it in their mobile devices for their later use. More than
thousand E-Books are available in network. It saves the cost of buying books. So we dont need
to carry any books or materials. Carrying mobiles alone is sufficient. We can easily read the E-
Books on our own mobiles with the help of some applications like Adobe reader, WPS office
etc.
VII. BENEFITS OF M-LEARNING:

M-Learning helps the people to access OTG (On The Go). Now all of the pupils are having
enough knowledge about OTG and they love OTG. This OTG supports students to enhance the
subject knowledge whenever and wherever they need.
While in M-Learning they easily access the information anywhere and anytime, this
Mobility is the primary feature of the success of M-Leaning. This is the great feature in this Post
Modern Era. Pupil can enhance the interactions and discussions between their classmates and
their teachers also. Whenever and wherever the students who struggled with problems in
lessons they can easily contact their friends, classmates and their tutors in a second and they
can clarify the doubts manually and virtually.
M-Learning is great when pupil want to review the content just-in-time. Mobile Learning
provides the online test and gives the awards after the tests. So students can quickly check
their status and they often check their status and the improvement. They can access the
learning tools many more times. This is a wonderful benefit among the other features.
Universality is the main advantage of Mobile Learning. The content which is gone through by
the students in mobile devices is universal. The content is common to all of the pupils.
VIII. CHALLENGES IN M-LEARNING:

Distraction is the major Challenge in Mobile Learning. While in learning the pupil can
receive SMS and Notifications from the Social Websites which easily divert the thinking of the
pupil. These distractions will lead the pupil to the confused state. Often they want to charge
their mobile devices because nowadays all pupil having smart phones which is fully touching
display and those devices need more charge. If there is no power to charge, we cannot use the
devices. Using Mobile Phones and Smart Phones can give physical defects, like watching the
display long time will harm the eyes and cause to lack of eyesight. And the radiations will affect
our bodies.
IX. CONCLUSIONS AND SUGGESTION:

M-Learning is essential one in this Modern world. This will help to learn more things
outside the classes. So learning ability will be developed automatically. This kind of learning
enhances the students to learn themselves and update their knowledge. Teachers should also
try to adopt the methodology of M-Learning and they can try to inculcate it into the classroom
teaching. It is a kind of way to achieve innovative method of teaching in the classroom.
Teachers must support m learning and through that they enrich students life style and
upliftment of the young generation.
WEB SOURCE:
[1] https://en.wikipedia.org/wiki/M-learning
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ROLE OF LANGUAGE AND COMMUNICATION IN HUMAN COGNITION
S. Vaseem Taj
MA English Literature, P.V.K.N Govt. College, Chittoor (A.P)
The language and communication are the arts of human life.
Language:
ANGUAGE, is the element of culture which plays an important role in human world. It can
L be said that the main functional tool of a language is communication. Language is a word
of particular kind Language allows a person to communicate with others in meeting their
needs. Language reflects both personality of the individual and the culture of history. Language
is an art of communication. The desire of communication was the main cause of language
making. Language is the soul of human thoughts. Language is the highest form of thought
expression, the basic means of controlling behaviour, of knowing reality and knowing oneself
and the existence of culture. Without the gift of language man could never acquire cultural
values. We live in multilingual world that is becoming increasingly globalized and very
important to have an awareness on language. The language helps to progress in ones career. It
increases cultural awareness and allows one to communicate with different people. If many
people were multilingual, the world would ultimately be the successful place.
Why language?
Ones future expands with ones language and communication
The language is a product not of one cause but of several factors. The language helps to
convey the information. Every organism has their own language. The language is the mans
finest asset. The use of language is most integral part of daily life. Language is a way for
communication without which one cannot easily express ones ideas to others. Ludwig
Wittgenstein says The limit of my language mean the limit of my world. We cannot
expect a life without language. It is a cognitive reality that is virtually impossible for most
modern humans to fathom. Majority of us, our thought processes have been profoundly shaped
by introjection of language into our cognitive world. Human thought, is not individual outcome
of our evolved neural power but also the result of borrowing our intellectual resources present
in a language.
Communication:
Communication a vital property of life
Communication is usually passing and receiving the information. Language represents

words whether it is writing or speaking. On the other hand communication is all about
message. Communication is an art of convincing a person physically or virtually through oral,
black and white, Signs and pictorially etc. information can be communicated through play,
pictorial presentation, poetry, prose, Novel. Pictures still speak the most universally
understood language. A person needs communication; whatever state of mind he may be in,
joyous or sorrowful But grief or suffering, which needs the consolation, sympathy or merely
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some distraction are particularly hard to bear alone. Communication is not only an essential
condition of human existence, it is also a means of forming and developing social experience
and restraint, which may be felt by the individual even outside the field of immediate
communication. A great wealth of forms of communication are available to people through rich
language of arts. Communication ensures continuity in development of culture. Every new
generation begins its work of learning from the point where the previous generation left off.
From very first communication was a part of labour activity and satisfied its needs. As time
went on, it was transformed into relatively independent need to share, to pour out ones soul,
either in grief or joy, or for no particular reason, a need that recurred day after day and was of
main importance to individual to communicate.
To communicate one must interact. To interact one must know the language.
In modern era one cannot imagine communication and language one without the other.
For example if one is not aware of language one cant communicate with the other. If one is
very much aware of language but if there is no communication no use of the other. So
communication and language are two sides of a single coin. A coin possess two sides in same
way a human life is running successfully through the art of language and communication. It can
be simply defined that language and communication are the backbones of a human life.
Rollo Reece May says: Communication leads to community, that is, to understanding,
Intimacy and mutual valuing.
The basic building block of good communication is feeling that every human being is unique
and of value. The communication defines quality of a leadership. Humans communicate with
one another using dazzling array of languages, each differing from the next in innumerable
ways. Communication helps to gain acceptance of ones ideas. Good communication helps in
maintaining the relationships. Relationships cannot thrive when there is no communication.
Consider plants, they cannot survive if they have no water and sunlight. In the same manner,
relationships need communication, where communication is the sunlight and water.
Communication is essential in any organization to carry out the tasks as per the needs. Good
communication is a key to success of any business organization. Language and communication
helps in getting jobs.
It is the language and communication which defines ones inner thoughts.
It is the language and communication which defines ones character.
It is the language and communication which tells ones capacity.
It is the language and communication which shows ones confidence.
The language and communication is the key solution for success in life. A knowledge of
languages can also help in getting ahead and have exciting opportunities in careers where one
wouldn't necessarily expect a language to be key. Human brain is wider than the sky. A sky
might have the limitation but human brain has no limitation factor. Man is aware of many
things in the world. In fact language and communication were also the things founded by a
man. In that case language and communication are the things in which man must be more
aware because language and communication are the things which talks mans identity.
Cognition is usually meant as awareness.
Cognition generally reign but never rule says Paul Valery. Mans awareness in language
and communication helps him to move him and his thoughts beyond boundaries. In human
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perception both language and communication play a very prominent role. A human can alter
their lives by altering their language and communication skills.
We speak not only to tell other people what we think, but also to tell ourselves what we think.
Speech is a part of our thought. Oliver sacks
Thus Oliver has well defined the importance of speech. Here speech involves both
language and communication. Cognition usually meant as an awareness.
English language:
Today English plays a very prominent role in every individuals life. If language is an art of
life then English is a beautiful art of life. English occupies an important place for the following
reasons:
It is fascinating: it is remarkable how often the language turns up as a topic of interest in
daily conversation whether it is a question about accent and dialects or a simple curiosity
about words origins and history.
It is important: The dominant role of English as a world language forces it upon our
attention in a way that no language has ever done before. As English becomes the chief means
of communication between nations, it is crucial to ensure that it is taught accurately and
efficiently, and to study the changes in its structure and use.
Its useful: Getting the language right is a major issue in almost every corner of society. No
one wants to be accused of ambiguity and obscurity. The more we know about the language
the more we shall have the success.
It is there: English, more than any other language, has attracted the interest of professional
linguists. The main advantage of learning English language is that we are making ourselves
valuable in the world. In an every aspect we find English playing a dominant role. English is a
language which binds one place with another. Importance of English could not be explained.
Than explanation it could be understood through its achievement. English is a global language
which makes man comfortable at any corner of the world. It is a universal language which
unites each and every one across the corners of the world.
There are many languages. We have each language for each region but no language has
gained such an importance as English language has gained with in short time. Today English
language are helpful in many ways. Knowledge of a foreign language, whether studied
formally or picked up informally, can lead to exciting career opportunities that those without
an extra language have little chance of accessing.
REFERENCES
BOOKS
[1] Joanne L. Miller & Peter D. Eimas. Speech, Language and Communication. Academic Press.
WEBSITES
[1] https://www.marxists.org/reference/archive
[2] https://neuroanthropology.net/2010/07/21
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SPOKEN ENGLISH KEY TO CORPORATE SUCCESS
Dr.ANU BAISEL
Department of English SSL, VIT University Vellore-632014
Abstract - The business landscape is ever-changing, and as global divides continue to blur,
language and culture play an ever-increasing role. Emerging economies present new
opportunities, and corporations often employ people from multiple countries. Many companies
understand that they benefit from having multi-lingual employees on their teams. Language and
culture skills that have always proved useful for customer service, business development, sales,
and general business growth are becoming mandatory components of international business.
Still, many companies are unclear about which skills matter the most now, which will be
important in the future, and how to develop these skills. In a competitive global marketplace and
in the face of increasing business pressures, it has never been more important to communicate
effectively with external and internal audiences. Successful communications are increasingly
central to the management of an organisations reputation in all its forms. Spoken and written
English has become the means of business communication, not just with in the country but also
between various countries. With the advent of globalization, the picture took a different turn
altogether. Now business deals and conferences are not confined within a single region but it is
spread across the globe. But this widespread confinement raised the need for a single language,
through which everyone can communicate. English being the most widely spoken language easily
became the business language. It also motivates and boosts the morale of an individual to
perform better. It not only churns out the best skills within a professional but also promises a
growth oriented career. It is significant for an effective interaction with the colleagues which may
prove to be beneficial depending upon the organizational environment. A strong hold over the
language ensures in understanding others better and gaining control over unfavourable
situations. In short, an individual with command over this global language will prove to be an
asset to the organisation and will have a guaranteed career growth.
Key words Communication, Corporate world, Globalization
I. INTRODUCTION
T is the technology that allows people to travel further and faster than ever before. It is the
I Internet that links people regardless their nationalities and countries they live in. And
technology is also the reason why lots of business people are active globally and why more and
more entrepreneurs are on the move than ever before. In this world full of the state-of-the-art
technology English serves as a uniting element in many situations, giving all entrepreneurs and
small companies a better chance on the market and an ideal comparative advantage over those
who lack the ability to communicate in this language.
There is no doubt that professional knowledge and experience is essential for
entrepreneurs and managers. But reaching and staying at the top requires more than just
being knowledgeable and experienced. One of the reasons why some entrepreneurs are
successful and some of them are, let us stay optimistic, less successful, may lie in the ability to
communicate knowledge in a foreign language. Of course, one has to agree that entrepreneurs
and companies can hire interpreters who are both fluent and skilled. However, entrepreneurs
cannot expect that people, who are not really involved in a companys matters, will establish
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relationships in the way loyal and committed employees of the company can. The solution to
this problem lies in constant learning and studying the foreign language. But first of all, it is
significant that employers realize the importance of learning (Business) English at the
workplace.
Over the years, research and needs analyses have produced a wide range of the language-
using tasks an employee should be able to tackle in order to deal with the exigencies of the
situations which may arise at the workplace. These are:
the ability to communicate appropriately with superiors, colleagues and subordinates,
and to representatives of other companies from abroad,
the ability to assist an English-speaking (native or non-native) person when hosting
business partners from abroad,
to participate in the social life of the enterprise (e.g. sports and social clubs,
etc.) when visiting business partners abroad.
Finally, let us realize that a quarter of the worlds population, i.e. 1.2 to 1.5 billion people,
can speak English. Moreover, English has become the lingua franca of international business.
These and many other factors make learning English interesting and useful for all those who
might be using it when they enter the exciting world of business.
II. LANGUAGE SKILLS AND CAREER DEVELOPMENT

Globalisation and cultural issues have wide effects on careers in todays organisations
(Leong & Hartung 2000:212, Bloch 1995). Entirely new job positions are created and new
skills and qualifications are required (Buchholz et al. 2006). It is argued that as
multiculturalism is increasing in our societies, it will shape our understanding of the
multicultural future of career (Leong & Hartung 2000:213). Therefore, career development
takes place in a multicultural context, where different values, decision-making styles, time
perspectives, communication styles and languages are involved (Leong & Hartung 2000:216).
In this research, it is considered how language skills affect career development.
According to Blochs (1995) study, language skills can contribute to career enhancement.
Through language skills, employees career prospects are enhanced. Firstly, Bloch (1995:16)
argues that high level of knowledge of a foreign language enables one to do things that would
otherwise be impossible. Therefore, employees can be assigned to new kinds of work tasks
and even to new positions if they are able to speak a foreign language. Many companies only
recruit candidates with specific language skills for their international positions. Thus, language
skills can contribute to getting a job in the first place. (Bloch 1995.)
A considerable advantage of language skills is that they are often linked to overseas and
cross-cultural communication experiences (Bloch 1995). In international business, the value of
overseas experience can hardly be overestimated as it offers employees enhanced career
prospects and possibilities to acquire new skills. Spending time in a foreign country usually
helps to develop language and cross-cultural skills. As there are people with various
backgrounds in todays multicultural business world, language skills are considered to be
invaluable when managing cross-cultural differences. Clark (2012) argues that language skills
in one or more foreign languages are necessary in order to become a global leader.
Considering the many benefits of language skills, knowledge of a foreign language can be
considered a valuable resource for employees. However, it is argued that although language
skills are important in international business, they are seldom sufficient without a combination
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of other kinds of skills. Integrating foreign language skills with business skills, educational
background and cross-cultural communication skills is essential. (Bloch 1995.)
Language skills can give opportunities for some employees, and enhance their career, but
create a barrier for other people. According to a case study of Finnish and Swedish banks,
people who did not speak the company language fluently, felt that their professional
competence was negatively affected and that they had less chances for promotion than native
speakers (Piekkari et al. 2005). Non-native speakers can feel that they are disqualified if they
are required to use a foreign language and that best jobs are offered to people who have
highest language skills (Neeley 2012). In a study of Neeley (2013) of a French-based company,
about half of the employees who had medium-fluency or low-fluency in English were worried
about their careers because of their language skills. However, it is argued that not all the
challenges that employees face are as difficult to overcome in reality, as people tend to think
(Neeley 2012). Neeley (2012) states that workers often underestimate their language skills.
It is possible that employees feel anxiety about their job performance and insecurity about
their jobs if they are required to use a foreign language at work. But if language skills are
improved, their emotional concerns diminish and they start to enjoy using a foreign language.
In this case, improving language skills can contribute to career enhancement. Language skills
can also make people seek for jobs or positions in which they have opportunities to use their
language skills. Therefore, employees language skills can to some extent shape peoples
careers. (Hoare 2012.)
Many of the effects of language skills are indirect such as better cultural awareness and
intellectual growth. In addition, although language skills are considered beneficial, language
training also imposes costs for individuals, societies and companies, since mastering a foreign
language requires a lot of time and high motivation. (Bloch 1995.)
Therefore, studying languages can be considered an investment. Nevertheless, it has to be
taken into account that language skills as such cannot be considered a way to maximize ones
earnings or to achieve well-paid positions. More likely, language skills can secure ones
position in the field of international business, and offer capabilities to perform international
tasks well and effectively. (Bloch 1995.)
III. WHY ENGLISH ONLY?

Theres no question that unrestricted multilingualism is inefficient and can prevent
important interactions from taking place and get in the way of achieving key goals. The need to
tightly coordinate tasks and work with customers and partners worldwide has accelerated the
move toward English as the official language of business no matter where companies are
headquartered.
Three primary reasons are driving the move toward English as a corporate standard.
Competitive pressure.
If you want to buy or sell, you have to be able to communicate with a diverse range of
customers, suppliers, and other business partners. If youre lucky, theyll share your native
language, but you cant count on it. Companies that fail to devise a language strategy are
essentially limiting their growth opportunities to the markets where their language is spoken,
clearly putting themselves at a disadvantage to competitors that have adopted English-only
policies.
Globalization of tasks and resources.
Language differences can cause a bottleneck, a Tower of Babel, as it were, when
geographically dispersed employees have to work together to meet corporate goals. An
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employee from Belgium may need input from an enterprise in Beirut or Mexico. Without
common ground, communication will suffer. Better language comprehension gives employees
more first-hand information, which is vital to good decision making. Swiss food giant Nestle
saw great efficiency improvements in purchasing and hiring thanks to its enforcement of
English as a company standard.
Change always comes as a shock
No amount of warning and preparation can entirely prevent the psychological blow to
employees when proposed change becomes reality. When an employee first learned of
FrenchCos English-only policy, she was excited. She had been communicating in English with
non-French partners for some time, and she saw the proposed policy as a positive sign that the
company was becoming more international. That is, until she attended a routine meeting that
was normally held in French. I didnt realize that the very first meeting after the rule came out
was really going to be in English. It was a shock, she says. She recalls walking into the meeting
with a lot of energy, until she noticed the translator headsets.
Self-confidence erodes
When non-native speakers are forced to communicate in English, they can feel that their
worth to the company has been diminished, regardless of their fluency level. The most
difficult thing is to have to admit that ones value as an English speaker overshadows ones real
value, a French Company employee says. For the past 30 years the company did not ask us to
develop our foreign-language skills or offer us the opportunity to do so, he points out. Now, it
is difficult to accept the fact that we are disqualified. Employees facing one-language policies
often worry that the best jobs will be offered only to those with strong English skills,
regardless of content expertise.
Employees resist.
Its not unusual to hear non-native speakers revert to their own language at the expense of
their English-speaking colleagues, often because its faster and easier to conduct meetings in
their mother tongue. Employees in Asia might schedule a global meeting that falls during the
middle of the night in England, for instance. In doing so, non-native speakers shift their anxiety
and loss of power to native speakers.
Many French Company employees said that when they felt that their relatively poor
language skills could become conspicuous and have career-related consequences, they simply
stopped contributing to common discourse. Theyre afraid to make mistakes, an HR manager
at the firm explains, so they will just not speak at all.
In other cases, documents that are supposed to be composed in English may be written in
the mother tongueas experienced by Hans at GlobalTechor not written at all. Its too hard
to write in English, so I dont do it! one GlobalTech employee notes. And then theres no
documentation at all.
Performance suffers
The bottom line takes a hit when employees stop participating in group settings. Once
participation ebbs, processes fall apart. Companies miss out on new ideas that might have been
generated in meetings. People dont report costly errors or offer observations about mistakes
or questionable decisions. One of the engineers at GlobalTechs Indian office explained that
when meetings reverted into German his ability to contribute was cut off. He lost important
information, particularly in side exchanges, despite receiving meeting notes afterward. Often
those quick asides contained important contextual information, background analyses, or
hypotheses about the root cause of a particular problem. He neither participated in the
meetings nor learned from the problem-solving discussions.
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An Adoption Framework
Converting the primary language of a business is no small task. Adoption depends on two
key factors: employee buy-in and belief in capacity. Buy-in is the degree to which employees
believe that a single language will produce benefits for them or the organization. Belief in their
own capacity is the extent to which they are confident that they can gain enough fluency to
pass muster. The two dimensions combine to produce four categories of response to the
change, as shown in the matrix Four Types of Employee Response. Ideally, employees would
fall in the inspired category, those who are excited about the move and confident that they
can make the shift. Theyre optimistic and likely to embrace the challenge. But undoubtedly,
some employees will feel oppressed. Those people dont think the change is a good idea, and
they dont think theyll cut it.
The picture shows how four different types of employees reaction, when English is made as
a corporate language.
The reality is that without buy-in, employees wont bother to brush up their language;
without belief, theyll lose hope.
Leaders and managers can help employees move from one box to another more easily than
you might expect. There are fairly simple strategies that aid the shift, typically involving some
combination of a strong psychological boost and practical training. To shift employees from
frustrated to inspired, for instance, managers must offer constant encouragement and an
array of language-development opportunities. To shift employees from indifferent to
inspired, managers must work on improving buy-inonce these employees feel invested in
the change, their skills will follow.
IV. IMPROVING BELIEF IN CAPACITY

Managers can use strategies to help people boost their belief in their ability to develop
language proficiency.
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Offer opportunities to gain experience with language

Whether through education, employment, or living abroad, experience tends to give people
the confidence they need to succeed in this task. You cant change past experience, but you can
provide opportunities, such as overseas language training and job rotations, that open new
doors and allow employees to stretch their skills.
Foster positive attitudes
Attitudes are contagious: Peoples faith in their own capabilities grows when they see
others around thempeers, managers, and friends having positive experiences with the
radical change. The reverse is also true, unfortunately. Managers can model good risk-taking
behaviours by showing that they too are trying new things, making mistakes, and learning
from those mistakes.
Use verbal persuasion
Encouragement and positive reinforcement from managers and executivessimple
statements like You can do it or I believe in youmake all the difference. The managers
identified talent that the company wanted to retain and tailored special programs for them, all
the while cheering them on because of the English-only policy.
Encourage good study habits
Companies need to contract with language vendors who specialize in helping employees at
various levels of proficiency. The vendors need to be intimately familiar with the company
context so that they can guide employees learning, from how best to allocate their time in
improving skills to strategies for composing e-mails in English. Language development to be
made part of every job and grants people time during the workday to devote to it. Every
morning, employees can be seen flipping through their study books in the companys cafeteria
or navigating their e-learning portals.
Messaging, messaging, and more messaging
Continual communication from the CEO, executives, and managers is critical. Leaders
should stress the importance of globalization in achieving the companys mission and strategy
and demonstrate how language supports that. For instance, each week some 120 managers
would submit their business reports, and he would reply to each of them pushing them to
develop their language skills.
Internal marketing
Because a language transformation is a multiyear process whose complexity far exceeds
most other change efforts, it is crucial to maintain employee buy-in over time. English intranet
regularly features employee success stories with emphasis on best practices for increasing
language competence. Companywide meetings are also held monthly to discuss the English-
language policy.
Branding
Managers should encourage people to self-identify as global rather than local employees.
Its difficult to develop a global identity with limited exposure to an international environment,
of course. Employees now interact and engage with colleagues worldwide through the
companys social networking site. Adopting a universal English policy is not the end of
leadership challenges posed by global communication. Using English as a business language
can damage employee morale, create unhealthy divides between native and non-native
speakers, and decrease the overall productivity of team members. Leaders must avoid and
soften these potential pitfalls by building an environment in which employees can embrace a
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global English policy with relative ease. In this way, companies can improve communication
and collaboration.
V. CONCLUSION
The experience of learning another language has a major contribution to make to the
education of all people. It is especially relevant to people, such as those in the various fields of
Corporate, who deal professionally with other people. English, which has become, for historical
and practical reasons, the major international language, is especially relevant to speakers of
other languages since it is most widely spoken, it is the medium for the initial publication of
much of the world's research, and, globally, it is the principal medium for international
conferences, negotiations and other events. Modern approaches to methodology for the
teaching and learning of English (and other languages) are able to develop high levels of
practical language skills or proficiency, they can foster a realistic and balanced understanding
of English-related culture, and they encourage the development of positive cross-cultural
attitudes that are vital in today's globalised world where, as a normal part of everyday life,
people intermingle with people of different races, cultures and languages. English language as
a key to corporate success has undergone a sea change into something rich and strange. It
has brought an indomitable change in the communication scenario of the corporate world.
REFERENCES
[1] Bloch, B. (1995). Career enhancement through foreign language skills. The International
Journal of Career Management 7(6), 1526.
[2] Buchholz, S., Hofacker D. & Blossfeld H.-P. (2006). Globalization, accelerating economic
change and late careers: A theoretical framework. In: Blossfeld H.-P., Buchholz, S.,
Hofcker D. (eds.). Globalization, Uncertainty and Late Careers in Society. Oxford:
Routledge, 124.
[3] Clark, D. (2012). English the language of global business? Forbes 26.10.2013. Available
at: http://www.forbes.com/sites/dorieclark/2012/10/26/english-thelanguage-of-global-
business/. Cited 25.11.2013.
[4] Hoare, R. (2012). Workers told, ditch local languages for English. CNN International
18.5.2012. Available at:
http://edition.cnn.com/2012/05/18/business/englishlanguage-
business/index.html. Cited 21.11.2013.
[5] Leong, F. T. L. & Hartung P. J. (2000). Adapting to the changing multicultural context of
career. In: Collin, A. & Young, R. A. (eds.). The Future of Career. Cambridge: Cambridge
[6] http://www.transparent.com/white-papers/language-trends-in-corporate-sector.html
[7] http://www.shiksha.com/spoken-english-is-a-corporate-essential-article-4386-1
[8] https://hbr.org/2012/05/global-business-speaks-english
[9] https://www.britishcouncil.org/sites/default/files/english-effect-report-v2.pdf
[10] Neeley, T. (2012). Global business speaks English. Harvard business review 90(5), 116
124.
[11] Neeley, T. B. (2013). Language matters: Status loss and achieved status: Distinctions in
global organizations. Organization Science 24(2), 476497.
[12] Piekkari, R., Vaara, E., Tienari, J. & Santti, R. (2005). Integration or disintegration? Human
resource implications of a common corporate language decision in a cross-border merger.
International Journal of Human Resource Management 16(3), 330344.
[13] Piekkari, R., & Zander, L. (2005). Language and communication in international
management. International Studies of Management & Organization 35(1), 39.
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MYTH-INTOXICATED IN GIRISH KARNADS FIRE AND THE RAIN

M.Nirmaladevi
Asst.Professor of English, KL University, Guntur
Abstract:Myth and folk-tales becomes symbolic of unveiling the social and moral norms and
the psychological obsessions with men and women of the society. He surpasses his own dramatic
genius in the structural pattern of The Fire and The Rain for showing vehemently opposing
elements; the rain of human loves and sacrifices. The Fire and The Rain abounds in its hard-
woven texture the riches of psychology, the aversion and the jealousy of man against man, father
against son, wife against husband, high caste against low caste people, man against God, freedom
against bondage, hate against love, the fire against the rain, passion against the truth, and above
all vidya against avidya.
Key words: myth, love, sacrifice, passion, hate
I. INTRODUCTION
IRISH KARNAD is one of the foremost contemporary dramatists of India. Karnad played an
G important role in changing the post-Independence theatre scenario. To Karnad, Indian
mythology, history and folklore have always provided raw material for his plays. He started
using myth with his first play Yayati(1961), He uses myths to show how the stories of the
ancient past are still relevant in our present modern context. However in The Fire and the
Rain, Karnad does not use merely a myth rather he uses myths, namely, the myth of
Yavakri, the myth of Indra-Vritra, and the myth of Yajna.
II. METHODOLOGY
Myth is a story which is not true and which involves supernatural beingsor at any rate
supra-human beings. Myth is always concerned with creation. Myth explains how something
came to exist. In a myth, the outer shell of the narrative is not important rather the kernel of
the story is important. It is the kernel of the story which explains certain archetypal human
behaviours, feelings and emotions and hence myths retain their universality and timelessness.
The function of the myth is to serve as an imaginative and symbolic structure yielding
normative sustenance to a society. As it were, it offers the moral paradigms which the
individuals and groups within the community try to decode as answers to their own pressing,
existential moral needs. They acquire the status of being exemplary, emulative and heuristic.
People tend to understand their situations in terms of the myths and use them to validate or
condemn there as well as peoples actions. Thus they are heavily charged with didactic
implications.
A myth connects past and present. Through the use of myths, a writer shows the continuity
and universality of human feelings and emotions, their deeds and misdeeds. The use of myths
in literature affirms the fact that the stories of the past are not pass, and that past itself is not
something ineffectual and profitless.
The play is primarily based on the myth of Yavakri (or Yavakrita) which occurs in
VanaParva (Forest Canto) of the Mahabharata. It is narrated by the ascetic Lomasha to the
Pandavas as they wander across the land during their exile. According to this myth, Raibhya
and Bharadwaja, two learned sages, were good friends. Raibhya lived with his two sons
Paravasu and Aravasu who learnt Vedas and became famous scholars while Bharadwajas son
Yavakri held a grudge against the world, and especially Raibhyas family, for he felt his father
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did not receive the recognition which he deserved because Raibhya grabbed all the attention.
He, therefore, went to the forest and started practicing hard penance in order to obtain the
knowledge of the Vedas directly from the gods. Ultimately after ten years of austerities, Lord
Indra granted him the Universal Knowledge and this made him arrogant. He molested
Raibhyas daughter-in-law, believing that neither Raibhya nor Paravasu would be able to
challenge him. But Raibhya invoked the kritya spirit and created a lookalike of his daughter-
in-law and a rakshasa. While the former stole Yavakri skamandalu which contained the
sanctified water which would save him from any attack, the latter chased him and when
Yavakri tried to enter his fathers hermitage, he was held by the blind Sudra gate-keeper of the
hermitage. At that moment the rakshasa killed him with a trident. When Bharadwaja learnt
how his son died, he cursed that Raibhya would die at the hands of his own son. But soon
realizing the extremity of what he had said about his friend, Bharadwaja felt remorse and
immolated him. On the other hand, after some time, his curse turned out to be true. Raibhyas
sons were conducting a fire sacrifice for the king. One night when Paravasu was visiting home,
in the dark he mistook the deerskin which his father was wearing to be a wild animal and thus
killed him. Coming back to the sacrifice, Paravasu asked Aravasu to go back to the hermitage
and perform the penitential rites for their father since he did not have a natural death. Aravasu
obeyed but when he returned to the sacrificial enclosure, Paravasu put the blame of his own
sin, that is, of patricide and Brahminicide, on Aravasu and had him thrown out. Aravasu went
to the jungle and in lieu of his prayers, gods granted him what he sought, that is, restored life
back to Yavakri, Bharadwaja, Raibhya, and made Paravasu forget his evil deeds. Also, the gods
reprimanded Yavakri and advised him to pursue knowledge in the correct manner and not to
use shortcuts.
Karnad does not use this myth simply as it is rather he needs and sifts it according to the
demands of his dramatic and creative self, and to enrich the play with various pertinent issues.
Karnad employs his mythopoeic method. Mythopoeia means the reworking of an existing myth
or the creation of a myth, and here in Karnads case, it is the former. The first major change he
has made is to present Raibhya and Bharadwaja as two brothers and not as two friends. In this
way, the estrangement between their families brings to the fore the very common issue of the
estrangement between brothers and the themes of brother hating brother and fratricidal
horrors are highlighted. Hence, in the play, we see different layers of estrangement between
brothersbetween Bharadwaja and Raibhya, between Arvasu, Paravasu and their cousin,
Yavakri, and eventually between Arvasu and Paravasu. The friction found here between these
brothers at different levels is at once relevant to the Indian society in any age. The same
significance is carried by the myth of Indra-Vritra used in the play-within-the-play in the
Epilogue of the play. Here, too, using his mythopoeic method, Karnad makes alterations and
compresses two different versions of the Indra-Vritra mythone found in the Rigveda and the
other, with some variations, found in the Mahabharataand ultimately what he presents is his
own version of the Indra-Vritra myth. By using this myth, Karnad shows the reiteration of the
same jealousy, betrayal, rivalry and fratricidal horrors between brothers by the superhuman
creatures in the realm of the divine too. Here Indra, the King of Gods, being jealous of the
popularity and gentle nature of his younger brother Vishwarupa, the King of Men,
treacherously kills him just as Paravasu, being jealous of Arvasus simplicity and innocence,
has him treacherously excommunicated. A strong parallelism runs between the Arvasu-
Paravasu plot and the plot of the play-within-the-play.
Another significant departure from the original myth is the elaborate character sketch of
Paravasus wife, that is, Vishakha. From the scanty details of Paravasus wife in the original
myth, Karnad takes his raw material and develops Vishakhas character as an important female
character of the play. By making this change, he brings to the light the issue of the suffering of
women in Indian society. Through Vishakhas portrayal, the playwright shows the pathetic
condition, oppression, subjugation, repeated victimization, and physical, emotional and
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psychological exploitation of women in a male-dominated society, and how their lives are
strongly fettered with patriarchal bonds. In the original myth, Vishakha is not even named and
we just get to know that Yavakri molested Paravasus wife. But here Karnad interestingly
weaves different relationships around Vishakha and makes her as important as any male
character of the play. She is never on the periphery of the action. Actually she is the only
character who is related with both the Bharadwaja and the Raibhya family. In the play, Karnad
presents her as the adolescent lover of Yavakri. They have a passionate relationship but
Yavakri abandons her and goes to the jungle to fulfil his ambition of revenge and to gain
Universal Knowledge from the gods.
As a result, her father marries her off to Yavakris cousin Paravasu against her wishes as
she says: I didnt want to, but that didnt matter. At her fathers home, she has no voice in her
lifes decision. Unfortunately the patriarchal domination in her life continues even after
marriage. After marriage, she leads a thoroughly sensual life with her husband because that is
all her husband is capable of giving her in a loveless marriage. Paravasu uses her body and his
own like an experimenter, an explorer. As instruments in a search. Even worse, Vishakha
does not know what this search is all about since they never talk because to Paravasu, verbal
and emotional communication with his wife is not important. With him she lives in a universe
of endlessly repeated silences. Paravasu does not bother to answer her questions. There is no
emotional, tender attachment between the husband and the wife. Their married relationship is
reduced to mere mating and coupling. And, like Yavakri, Paravasu, too, abandons her in order
to fulfil his own ambition. He goes away to be the Chief Priest of the fire sacrifice and in seven
years never tries to see his wife. Vishakha is abandoned both at the hands of her lover and her
husband, making her parched and wordless, like a she-devil. Nevertheless, her suffering at
the hands of male does not stop here. After Paravasu goes away, she is left behind at the
hermitage with her father-in-law, Raibhya and brother-in-law, Arvasu. While the latter is never
at home, the former exploits her mentally and sexually. Raibhya uses her for his old mans
curdled lust, beats her and even abuses in harshest language.
Vishakha is a victim of betrayal also at the hands of her ex-flame, Yavakri who uses her in
his game of deep-seated malice. He comes back to her after ten tears of penance, rekindles her
emotionally and sexually, and uses her body in order to challenge her in-laws. Her body
becomes a mere pawn in Yavakris game, just a thing to be used. While she thoroughly enjoys
her time with Yavakri, she is totally shattered to find out that Yavakri did all these to avenge
her in-laws. Ultimately she is so tortured and frustrated with her life that she begs Paravasu to
do her a favour, that is, to kill her. Thus Vishakha stands for any typical Indian woman who
suffers in a patriarchal world, both pre- and post-marriage. Hers is a prototypical story of
prolonged suffering caused by male species. Yet Karnad presents her as a strong woman who
despite being shackled from all sides ceaselessly struggles to gain her freedom, her rights as a
human being and as a woman. When she meets Yavakri after ten years, she herself offers her
body to him and thus asserts her right to her sexuality and her sexual choice. By taking a lover
outside marriage, she challenges centuries of patriarchal norms which try to regulate womans
sexual decorum. Not only this, she even boldly declares in front of her infuriated father-in-law
that Yavakri had come to see her alone, even when she expects the worst reaction from him.
Eventually, taking responsibility of her own life, she leaves the hermitage and goes away to live
life on her own terms as is suggested by the stage direction: The hermitage is empty. In a
corner he sees the water pot, covered with cobwebs. Ultimately Karnad empowers her and
hints at her emancipation and thus pleas for emancipation of all such subjugated women. A
myth connects past and present and what Karnad here suggests is that the oppression of
women has occurred in all the agesit happened in the past (in the original myth,Yavakri
molested Paravasus wife) and it happens in the present too.
Nittilai does not appear in the original myth but his mythopoeia allows Karnadto include
her in the play. This deviation from the original myth also carries weighty significance. Nittilai
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belongs to a tribe of hunters; she is a low caste girl and thus it helps Karnad append the theme
of caste system in Indian society, along with other themes of the play. Arvasu, the Brahmin boy,
loves Nittilai and intends to marry her but both his and her castes have their own strict
dictates regarding marrying outside their respective castes. While Arvasu will have to lose his
badge of Brahmin hood, Nittilais whole tribe must be wooed by Arvasu before they consent to
their marriage. Through Nittilai, Karnad presents a strong critique of high-caste Brahmins
because her good nature makes their vicious nature even more glaring and exposes their false
sense of pride. By putting her in stark contrast to them, he debunks the mythical grandeur
generally associated with the high-caste people. While the whole world is going berserk over
Yavakris gain of Universal Knowledge, she questions it because according to her Yavakri
should have asked Indra for rain when everyone is suffering from drought instead of
something so abstract and personal like Universal Knowledge. If Yavakri cannot make it rain
and save dying children with the help of his boon, then such a boon is useless to her. She also
subscribes to her fathers views that the high-caste men are glad enough to bed women but
not to wed them and thus exposes the hypocrisy and lustfulness of the Brahmins. It is Nittilai,
the so-called low-caste tribal girl, who always acts and loves others selflessly compared to the
so-called high-caste Brahmins who are at loggerheads with each other and are hurting and
killing each other for their personal gain. In stark contrast to the malicious learned Brahmins
like Paravasu, Yavakri, and Raibhya, Nittilai stands for virtue, humanity, simplicity, selflessness
and gentle nature.
Karnad does not criticise the Brahmins only rather through the inclusion of Nittilai, he
shows the insensitivity and brutality of the tribals as well. Arvasu loses Nittilai for ever when
he reaches the tribals elders meeting only half an hour late because his late arrival humiliates
their sense of honour and pride and when Arvasu raises his voice against this injustice,
Nittilais brother is quick to be violent with him. Nittilais tribe also believes in honour-killing
as she is murdered callously by her husband because she defies the established norms of her
tribe. Hence Karnad highlights how inveterate they are as a tribe in the matters of their
traditions and customs just as Brahmins are inveterate in their own way. Thus the caste
problems Karnad shows here is a very pertinent and burning issue of our society. These
problems at once relate with our caste-ridden Indian society and including the subplot of
Arvasu-Nittilai in the myth of Yavakri only enriches the texture of the play.
With regard to the characterisation of Brahma Rakshasa also, Karnad takes his staple from
the myth of Yavakri but then moulds it in a new way. In the myth, Brahma Rakshasa gets his
birth when Raibhya invokes kritya spirit and creates two demonsone, the lookalike of his
daughter-in-law and the other, a rakshasa. This rakshasa becomes Brahma Rakshasa in the
play. He is a Brahmin soul trapped in limbo. Here, too, he kills Yavakri but towards the end of
the play, he plays an instrumental role in the purification of Arvasu and the resultant rain. At a
crucial juncture, Brahma Rakshasa puts Arvasu in an ethical and humanitarian dilemma and
thus helps in Arvasus evolvement as a human being.
One of the chief concerns of the myth of Yavakri was the dichotomy between knowledge
and wisdom. In the myth, Yavakri, through shortcuts, attained Universal Knowledge but
failed to evolve himself, to rise above his evil desires and thus had a tragic end. He gained
knowledge but not wisdom. In the play, Karnad retains this aspect of Yavakri because this
dichotomy between knowledge and wisdom is as relevant today as it was in the past. The
applicability of this motif was never more apt than in our modern, materialistic, commercial,
technologically advanced age where anyone can stuff their heads with knowledge through
shortest means but remain devoid of wisdom.
Here Karnad also uses the myth of Yajna (fire sacrifice). The myth of Yajna seamlessly fits in
with the myth of Yavakri, providing an appropriate background to the action of the play where
a majority of characters burn in their own fire of passion and desires. About the myth of Yajna,
Karand says in the Notes appended in the play: The duration of a fire sacrifice varied and
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some stretched over years. The Mahabharata opens with a sacrifice that was to go on for
twelve years. In the original myth, we only hear that Paravasu and Aravasu were conducting
fire sacrifice when the former went his home and mistakenly killed his father. The reason for
this sacrifice is not mentioned but in the play Karnad states the reason in the very first lines of
the play. He presents the land as ravaged by drought and hence a seven-year long fire sacrifice
is being held at the kings palace, presided by Paravasu as the Chief Priest. As with other
changes which have made the play more enriched and engrossing, this change, too, adds to the
action of the play in various important ways, like, Paravasus becoming the Chief Priest creates
frictions in his own familyVishakha is abandoned, Raibhya is humiliated and jealous, and
Yavakri gets one more reason to hate him. Apart from these, it also gives Karnada chance to
include Indra-Vritra myth. As per the custom of the Yajna, the Actor-Managers troupe comes
to stage its play (which is based on Indra-Vritra myth) during one of the breaks of the fire
sacrifice, and thus leading to Paravasus remorse. Then by making the land struck by drought,
Yavakri is made to meet his end when he does not get any drop of water after Vishakha throws
away his sanctified water. Above all, the fire sacrifice is the central action of the play.
The play starts and ends at the sacrificial enclosure. But Karnad ends the play differently
than the original myth. The play ends with the arrival of the much-awaited rain but Karnad
suggests that it does not arrive because of the seven-year long ritualistic sacrifice rather
because of Arvasus altruism, that is, asking Indra for the release of the Brahma Rakshasa
instead of the resurrection of his dead love, Nittilai. Thus, by opting for this end, Karnad
upholds humanity and selfless love and care for others.
III. CONCLUSION
It is an excellent combination of the elements, metaphysical and supernatural that
constitutes the core of the play. Karnad successfully makes use of the divine element, especially
in the climax where the hero holds a conversation with the Gods and the final result of the rain
pouring on a drought-ridden land.The play also focuses both on the negative and positive
human emotions- jealousy, betrayal, deceit, as well as selfless love and sacrifice. The hero, like
most of Karnad`s heroes is a man torn between moral righteousness, love and duty. It is
interesting to trace this path of the hero to its fitting end. Karnad, in The Fire and the
Rain, deals with different myths sensitively and sensibly, without tampering their original
essence. Though he makes several alterations, none of the alterations and additions can be
called the arbitrary whim of the playwright rather they are more like the fittings in the holes
and gaps of the mythical tales which make the play immediately congruent and apposite to our
contemporary society and its various issues.
REFERENCE:
[1] Karnad Girish. The Fire and The Rain.New Delhi; Oxford University Press; 2004.
[2] Lal.D.K. Myth and Mythical concept.New Delhi; Atlantic publishers,1992.
[3] Feder,Lillian.Ancient Myth in Modern Poetry. Princeton; University Press,1977.
[4] Cuddon, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. London:
[5] Penguin Books, 1999. Print.
[6] Dharwadker, Aparna Bhargava. Introduction. Collected Plays: Volume One. By Girish
[7] Karnad. New Delhi: Oxford U P, 2005. vii-xiii. Print.
[8] Hossein, Amzed. Myth in KarnadsThe Fire and the Rain. Discourses on Indian Drama
in English. Ed. AnkurKonar. Memari: Avenel Press, 2013. 88-99. Print.
[9] Rao, K. Raghavendra. Myth as Modes of Human Experience: Bhyrappas Kannada
Novel, Parva. Indian Literature: SahityaAkademis Literary Bi-monthly XXXI. (1988):
115-122. Print.
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BRITISH NOVEL AND ITS FILM VERSION FOR GENUINE COMMUNICATION

COMPETENCE: A DISCOURSE ANALYSIS PERSPECTIVE
Dr.S.Bharathiraja
Vivekananda College (Autonomous) Madurai
Abstract--- Byram emphasizes that language learning involves developing ones

intercultural communicative competence which encompasses elements such as open, curious, and
critical attitudes, knowledge in sociocultural practices, skills of relating and making sense of
cultures, abilities to discover and perform knowledge/attitudes/skills in and through interaction,
and critical cultural awareness. In these processes of interaction, scholars suggest that
novel/drama pedagogy may be one of the optimal ways to foster and realize communicative
language teaching. This paper traces the cultural, sociological and linguistics entities that
constitute the management of communication beyond sentence or grammar. Thomas Hardys
Tess of the DUrbervilles is taken for demonstration. This genre gives us non-linguistic aspects of
communication that take place in English interactions. BBCs multimedia version of Tess of the
DUrbervilles, (directed by David Blair), will enhance authentic internalization of the behaviour,
personality, body language, modulation, social status of speakers and listeners, grand style, and
turn-taking to the non-native speakers of English who mostly rely on imitation.
Keywords--- socioculture, management of communication, and authentic internalization of
the behaviour
ISBN 978-93-86176-18-9
FEMALE CHAUVINISM IN THIRD WORLD NATIONS
M.KIRANMAI and DR. M. SRILAKSHMI
ADITYA ENGINEERING COLLEGE, SURAMPALEM
Abstract: Feminism is considered as an unconfined term for a variety of conceptions of

relations between men and woman in the society. In the contemporary context, feminism is
commonly used to all those who seek to end women subordination. In fact it is difficult to find a
unified version of feminism. In this paper we try to justify the feministic perspectives with
reference to namely some third world countries and explore the manner in which Third world
women were considered as an impediments to development and their representation as sex objets
or as the most ignorant and backward members of backward socities. Third World feminism is
considered as a reaction to narrow issues in Third World countries. The traditions are
accountable for the despair of women but the efforts are made for their suppression, they can
yield the responses required for the universal goal of feminism.
Key words: Feminism, Third World, subordination, suppression
I. INTRODUCTION:
EMINISM emerged as an organized movement for womens rights and interests, and the
F political, economic and social equality of sexes in the male dominated society. Elaine
Showalter states that Feminist is concerned with women as the producer of textual meaning
with the history, themes, genres and structure of literature by women. (Toward a Feminist
Poetics, p. 128). It is an attempt to reevaluate the literature of the past from gender
perspectives. Gayatri Chakravorty Spivak explicates that the word Third World was
originally devised in 1955 by individuals evolving from the old world system. According to
Chandra Talpade Mohanty the Third World geographically comprises: The nation-states of
Latin America, the Caribbean, Sub-Saharan Africa, South and South-east Asia, China, South
Africa, and Oceania constitute the parameters of the non-European third world. In addition,
black, Latino, Asian, and indigenous peoples in the U.S., Europe, Australia, some of whom have
historic links with the geographically defined third worlds, also define themselves as third
world peoples.
Third world women are presented as underprivilazed, helpless and susceptible, whereas
western females are the refering point for contemporary, cultured, sexually modern
womankind. This analysis both distorts womens multiple realities and reduces the chance of
associations between western feminists , middle class and feminist colured women all over the
world. Third world women were considered as an impediments to development. Colonial
discourse represent Third world women as exotic specimens, as oppresed victms, as sex
objets or as the most ignorant and backward members of backward socities. Third world
women are considered as inferior beings, bound by tradition, either unable or unwilling to
enter the modern world. Development theory and pratice in the first two postcolonial
decades(1950 and 1960) ignored women on the assumption that they would eventually be
forced to adopt a more progressive stance towards development once the modernization
process had been set in motion and third world men had learned how to organized their
socities along modern lines.
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Western feminism comes to the action against which the Third World is evaluated. A
number of Third world feminists have taken up an argument that western scholors have
created the Third world women as an undifferentiated other, oppresed by both gender and
Third world underdevelopment. Chandra Mohanty has analysed the writings on Third world
women by a number of western feminist and concluded that they:
Colonize the material and historical heterogeneities of the lives of
women in the Third world, there by producing/ representing a
composite, singular third world woman- an image which appears
arbitrarily constructed but nevertheless carries with it the
authorizing signature of western humanist discourse...the effect of
western scholarship on the third world in the context of a world
system dominated by the western feminist work on women in the
third world. (Third World Women and the Politics of Feminism)
Post-colonial feminists are still in the exercise of contesting the Eurocentric part that
privileges Western philosophy of liberation and progress and depict Third World women
primarily as victims of ignorance and restrictive cultures and religions. This was a prime
cynosure of Chandra Mohanty's significant essay 'Under Western Eyes' (1991) which proclaim
that much Western feminist writing about Third World women 'obliquely colonize the material
and historical diversity of the lives of women in the third world, thereby producing/re-
presenting a composite, singular "third world woman" an image which appears arbitrarily
constructed, but nevertheless carries with it the authorizing signature of Western humanist
discourse' (Mohanty, 53). Mohanty indicates the manner how Third World women have a
propensity to be characterized as sufferers of male rule and of traditional cultures.
In postcolonial feminism the major wringer is how to go ahead of the restrictions that
come from one's position in an exact place at an exact moment in history and the experience
derived from this. The Universalists claims of the 1960s have been challenged by the women of
working class, Third world and Black women. In the beginning of the movement, the singular
term feminism was often used to describe variety of political and critical realm. It was
interchangeable with the term feminism was often used to describe variety of political and
critical realms.
The native feminist movements in the Third World countries suffer with their own political
problems. The western disquisition played a key role. The affinity of Western feminism to
perceive itself as feminism by itself, and not to give due regard to aboriginal movements is not
unconnected to the trend of those hostile to feminist movements in the Third World to
characterize feminism as by the explanation of the West. Writing of Indian feminism, Narayan
displays through what anti-feminist impulse in India use the concept of Westernization
selectively to attack those conditions of modern Indian life and politics with which they
disagree. Distant from being an imitation of Western feminism, Narayan argues, Third World
feminism is very much a response to local issues in Third World countries. The traditions are
responsible for the misery of women but the efforts are made for their sublimation, they can
yield the responses required for the universal goal of feminism. Kishwar observes:
Our cultural traditions have tremendous potential within them to
combat reactionary and anti-women ideas, if we can identify their
points of strength and use them creatively. The rejections of the
harmful are then made much easier than attempts to overthrow
traditions totally attacks them arrogantly from outside as most of us
westernized modernists tend to do. (In Search of Answers: Indian
Womens Voices from Munshi, p.47)
The condition of women in third world countries in Asia is no different. Many Islamic
feminists struggled for justice and uniformity in Islamic customs. Khaled Hosseini is an Afghan
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feminist, in his powerful writing A Thousand Splendid Suns depicts the manner Afghan women
are compelled to follow the Islamic family law to fundamental morals of chasteness, marital,
and annulment of marriage and focus that an Afghan womans right under law are non-
existent.
Begum Rokeya the leader of feminism in Bangladesh. Her Sultanas Dream (1905) describes
the loss of individuality in women, and identified the psychological phenomenon as the main
force behind womens subjugation and alleged that the social systems like seclusion and
purdah made women socially feeble. Taslima Nasrin fights against religious implications and
the patriarchal societys violence on women of Bangladesh. A persistent argument in Lajja is
gender discrimination and brutality predominant across women in Bangladesh. Nasrin's
stories exceed national limitations and discuss feminist besides international matters.
Bapsi Sidhwa, speaking to Bachi Karkaria in an interview comments on the attachment to
her South Asian identity with the insinuation that she is trying to see through her emigrant
location and aboriginal origin across national and ideological boundaries: Im a Parsi first,
then a Pakistani, specifically a Punjabi. Im woman simply by gender. I dont feel American at
all. My consolidated 3P identity has enriched my writing. (Ice Candy Woman, The Times of
India, p.4).
Manjushree Thapa a Nepalese feminist in her novel Mustang Bhot in Fragments attack
on social vices and the struggle of women in the male-controlled society. They also echo the
ambiguity and disorder prevalent in the Nepal. Sangita Rayamajhi's two works, Can a Woman
Rebel? and Who Is the Daughter of Nepal? , contribute and question of the role of women in the
Nepali society. Rayamajhi is a contemporary feminist writer who penned the themes of women
issues of the country.
Frantz Fanon has been most influenced writer particularly in Africa and Caribbean and
particularly in Africa and the particularly in the creation of a national consciousness. Frantz
Fanons book The Wretched of the Earth influenced Africa and Caribbean Writers to assert their
identity and nationality with vengeance Fanon argues:
No, we do not want to catch up with anyone. What we want to do is
to go forward all the time, night and day, in the company of Man, in
the company of all men it is the question of the Third World starting
a new history of Man, a history which will have regards to the
sometimes prodigious theses which will have regard to the
sometimes prodigious theses which European has put forward, but
which will also not forget Europes crimes. (The Wretched of the
Earth, p. 315)
Chinua Achebe a prominent African writers Things Fall Apart (1958), depicts the conflict
between customary ethnic morals and masculinity and femininity in patriarchal cultures.
Carole Boyce Davies and Anne Adams Graves are credited for rise of African feminist criticism.
Ngambika: Studies of Women in African Literature in 1986 is their contribution to the African
feminism. While Cherre Moraga and Gloria Anzaldas This Bridge Called My Back: Writings by
Radical Women of Color (1981) was successful in interpreting the bridged gap between
American women of color and Third World women.
Chimamanda Ngozi Adichie is a contemporary Nigeria writer. Her novel Purple Hibiscus
(2003) and Americanah(2013) is an insightful portrayal of Nigerian immigrant life and race
relations in America and the western world. Mariama Ba an eminent, feminist acknowledged
the masculinity and feminist issues, and the patriarchal constructions of society in So Long A
Letter (1981). Somalias Nuruddin Farah novel From a Crooked Rib (1970) is a criticism on the
plight of women in Somalian patriarchy through the tale of a young woman confined in a
doomed marriage.
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II. CONCLUSION
Third World women, like Western women, are treated as a person who is under the
dominion or rule of a sovereign in historically and culturally by the societies in which they live.
The third world women lacked the voice to voice out the predicament and were the same with
the women in the west. If Third World women's affairs are scrutinized in detail within the
defined social relations in which they occur, then more complex pictures appear.
REFERENCE:
[1] Adichie, Chimamanda N. Americanah. , 2013. Print.
[2] Adichie, Chimamanda Ngozi. Purple Hibiscus. 1sted. N.C.Algonquin Books of Chapel Hill,
2003.Print.
[3] Ba, Mariama. So Long a Letter. London : Heinemann, 1981. Print.
[4] Boyce, Davies C, and Anne A. Graves. Ngambika: Studies of Women in African Literature.
Trenton, N.J: Africa World Press, 1986. Print.
[5] Cherre Moraga and Gloria E. Anzalda, eds., This Bridge Called My Back: Writings by
Radica Women of Color is a feminist anthology, Watertown, Mass.: Persephone Press,
1981. Print.
[6] Farah, Nuruddin. From a Crooked Rib. London: Heinemann, 1970. Print.
[7] Frantz, Fanon. The Wretched of the Earth trans. Constance Farrington. New York: Grove
Press, 1968. Print.
[8] Gloria, Anzaldua. This Bridge Called My Back: Writings by Radical Women of
Color,Persephone Press, 1981. Print.
[9] Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead Books, 2007. Print.
[10] Hossain, Rokeya Sakhawat. Sultana's Dream and Padmarag. New Delhi: Penguin,
2005. Print.
[11] M. Kishwar and R. Vanita, ed., In Search of Answers: Indian Womens Voices from
Munshi, London, 1984. Print.
[12] Mohanty, Chandra Talpade. Introduction and Under Western Eyes. Third World
Women and the Politics of Feminism. Eds. Mohanty, Russo, Torres. Bloomington and
Indianapolis: Indiana UP, 1991. Print.
[13] Nasrin, Taslima. Lajja. New. Delhi: Penguin, 1994. Print
[14] Nadeau, Kathleen, and Sangita Rayamajhi. Can a Woman Rebel? Womens Role in
Asia. California : Greenwood. 2013. Print.
[15] ---.Who Is the Daughter of Nepal? Womens Role in Asia. California : Greenwood.
2013. Print.
[16] Sidhwa, Bapsi. Ice-Candy-Man. New Delhi: Penguin, 1989. Print.
[17] Spivak, Gayatri Chakravorty. The Spivak Reader. Eds. Donna Landry and Gerald
MacLean. London: Routledge, 1996. Print.
[18] Showalter, Elaine. "Toward a Feminist Poetics," Womens Writing and Writing About
Women. London: Croom Helm, 1979. Print.
[19] Thapa, Manjushree. Mustang Bhot in Fragments. Himla Books, 2002. Print.
ISBN 978-93-86176-18-9
REPRESENTATION OF RESISTANCE IN LITERATURE: A RAISIN IN THE SUN

BY LORRAINE HANSBERRY
Dr. V. Sangeetha and R.Steffi
Department Periyar University, Salem
Abstract----Literature is multifaceted. It captures and carries varied elements in it. One such
element is the mimesis of the society because of mirroring both the egalitarianism and hegemony
of the society. Egalitarianism in literature shows the empowerment of the society whereas the
hegemony in literature endorses the submission of people to the oppressors, for years together.
Oppression has troubled people and has made them loose their identity. The quest for identity
incorporated in the minds of the oppressed community has made them to reflect on their
sufferings. Pondering over the sufferings, the oppressed people tend to fight back their oppression.
The fighting back nature of the oppressed community to possess an individual identity can be
called as resistance which too in turn is captured in literature. Therefore literature not only
represents the sufferings of the oppressed but also represents the resistance of the oppressed.
The hostile nature of the dominant community has oppressed people in terms of race,
gender, class etc. Discrimination in terms of race has been a taboo affecting the livelihood of Afro-
American families ever since World War II in the United States of America. One such family which
was victimized for its racial identity was the Youngers family. The submission and resistance of
the Youngers family is captured in the play, A Raisin in the Sun written by Lorraine Hansberry.
Every character in the play has a dream; their dreams get dried up like a raisin in the sun. The
family withstands subjugation of dreams; their dreams remain deferred.
The objective of the paper is to throw light on traumas of racial discrimination which exert
the power of resistance among the oppressed community. The concluding part of the paper traces
the effect of resistance in the literary work, A Raisin in the Sun written by Lorraine Hansberry.
Keywords---Oppressor, oppressed, racial discrimination, traumas, dreams, submission,

resistance
I. INTRODUCTION
ORRAINE HANSBERRY, the granddaughter of a freed slave is an African-American
L playwright, author and activist. The paradigm shift witnessed by Lorraine Hansberry in
her infancy due to her race is recreated in her play, A Raisin in the Sun. Inclusion of ignored and
personalised feelings of Hansberry in her play has made A Raisin in the Sun as one of the most
influential plays of the twentieth century. Hansberrys possessed fear of discrimination made
her write under her initials, L.H. Being an activist, she was closely associated with the Civil
Rights Movement. The modern political realities that are phantasmagorical are found in her
play representing her involvement in the Civil Rights Movement and her utilization of Magical
Realism. A Raisin in the Sun therefore exhibits the power of resistance which remains as an
outcome of oppression.
II. EXPLANATION
The community captured in Hansberrys plays can be bifurcated as a community possessed
with oppressor and oppressed. Eventually the oppressors are the natives and the oppressed is
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the Youngers family, the African-American family discriminated in terms of race. The initial
stages of submission lead to the final stage, resistance. The central part of the paper will enlist
the divisive effects of racism.
The dream of a home, liquor store and education is possessed by Lena Younger, Ruth
Younger, Walter Lee Younger and Beneatha Younger. The dreams grew over the arrival of the
insurance money, after the death of the bread winner of the family.
Initially, the dream of buying a home at Clybourne Park is a lifetime dream dreamt by Lena
and Ruth. Their dream is found disturbed by two of their neighbours, Mrs. Johnson and Karl
Linder. Mrs. Johnson visits the Youngers house. She enters the house with a catastrophic
spirit, planning to criticize the family and their race and influencing them to not to move to
their house at the Clybourne Park. She exhibits her disinterest by reading the headlines of the
newspaper carrying the criticisms of African race. Mrs. Johnson reads it with great interest
which is as follows. NEGROES INVADE CLYBOURNE PARK- BOMBED!(Hansberry 542).
The Youngers are later met by Karl Linder. Karl Linder, the representative of the Clybourne
Park Improvement Association visits the family to put an end to their shifting to Clybourne
Park. He tries to convince the family by offering money for staying in the same old ghettos.
Gazing at the hostile faces of the family members he tells,
Well-I dont understand why you people are reacting this way. What do you think you
are going to gain by moving into a neighborhood where you just arent wanted and
where some elements-well-people can get awful worked up when they feel that their
whole way of life and everything theyve ever worked for is threatened. (Hansberry
554)
Secondly, to open liquor store was the dream of Walter Lee younger. His dream remained
as an unwelcoming one by his family. Nobody showed any interest for Walters investment in
the liquor store except his mother who showed concern for his sons desire. She gave half of
the insurance money to Walter to invest in liquor store. Fortune failed to serve Walter, as his
money was stolen by his friend, Willy. Walter faces betrayal. His dream is subjugated giving
birth to his fatal beliefs. He had always been a victim of oppression.
Despite the liquor store crisis, Willy is a man who passively accepts his discrimination. His
split thoughts made him exhibit contrasting feelings. On one hand he accepted discrimination
as a way of life and on the other hand he tends to fight back oppression, which is witnessed
only in the final part of the play. In the beginning of the play he was unhappy about his identity
and submitted himself to oppression which is very much evident in the following lines, The
worlds most backward race of people, and thats a fact (Hansberry 498).
Finally, Beneatha dreams of getting educated. But her dream is shattered by her brother
who refuses to spend for education and is keen on setting up a liquor store. In frustration,
Beneatha opens to Asagai,
You with all your talk and dreams about Africa! Cure the Great sore of
Colonialism-with the Penicillin of Independence! . . . plain idiots who will
come into power and steal and plunder the same as before- only now they will
be back and do it in the name of new Independence-WHAT ABOUT THEM?! . . .
An end to misery! To stupidity! Dont you see there isnt any real progress,
Asagai, there is only one large circle that we march in, around and around,
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each of us with our own little picture in front of us-our own little mirage that
we think is the future. (Hansberry 564)
Lena Younger, the matriarch of the family is the familys unifying force. She pacifies her
beloved ones and binds them together in one accord. The repressed feelings haunting the
family are given a subtle approach by Lena Younger, the Mama. She combats for the
rejuvenation of hope through resistance. She resisted all the abuses. She resisted with no word
but with action. She resisted with refusal of not selling the house to anyone. She resisted by
taking her family and moving into their new house at the Clybourne Park. Mama briskly says to
Linder, I am afraid you dont understand. My son said we was going to move and there aint
nothing left for me to say (Hansberry 575).
Her resistance was for the betterment of the familys lifestyle and to cherish all their
dreams in the new soil since she always thought of her mans word. The words of her husband
she often recollects is, Seem like God didnt see fit to give the black man nothing but dreams-
but He did give us children to make them dream seem worth while (Hansberry 503).
Resistance had paved way for happiness and confidence in the Youngers family. Their
subjugation of dreams and suppression for years together has made them voice out their
happiness. In the last few scenes of the play, it is witnessed that the family feels happy and
proud of their father, their race and what they are at the present. It is evident in the lines
uttered by Walter to Linder. Walter says, What I am telling you is that we called you over here
to tell you that we are very proud and that. . . . we have decided to move into our house
because my father-my father-he earned it for us brick by brick (Hansberry 575). The picture
of resistance seems to be good vanity.
III. CONCLUSION
Submission to oppression has led to the rise of resistance in the play. The paper also likes
to throw light on two contrasting facets of the voiceless community: denial of their basic and
civil rights and also their cleverness of understanding and overcoming those inevitable
situations. Therefore, resistance has been utilized as a key factor by the oppressed community
to get relieved from oppression, which is merely cast on them for no reason. To conclude, A
Raisin in the Sun is an evident literary work that represents resistance in its massiveness.
WORKS CITED
[1] Hansberry, Lorraine. A Raisin in the Sun. 1959. Web. 10 October 2014.
[2] <www.penguin.com>.
[3] Balachandran K. Critical Essays on American Literature. New Delhi: Sarup and Sons, 2005.
Print.
[4] Magic Realism. Encyclopedia Britannica. 2016. Web. 14 July 2016.
<https://www.britannica.com/art/magic-realism>.
[5] Reno R. R. Resistance Literature. Intercollegiate Review. 2009. Web. 14 July 2016.
<https://home.isi.org/resistance-literature>
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JESSY MATHEW and Mr. R. JOSEPH HENRY
Dhirajlal Gandhi College of Technology, Salem
Abstract---According to psychological studies, learners are active investigators of their

environment. This theory of psychology is stuck in the principle that people instinctively strive to
make sense of the atmosphere where they live. Learners like to observe and realize from the world
around them. The objective of this paper is to appraise the effectiveness of the Activity Centred
Learning Methodology with the traditional language teaching methods. Activity centered
teaching reduces the burden of students and this pleasant teaching learning strategies enhance
the interest among the learners. This paper discusses the possibility of activities that can be used
in teaching Communication skills and Grammar. Activity based learning can create curiosity in
learners and it appeals to a wide range of different senses and also demands to individuals varied
learning styles. It also extends pair efforts and team efforts that stimulate the learners to involve
in the learning process actively and helps to achieve competencies within a short period of time.
Keywords--- Activity Centred learning, Communication Skills, Learning process
I. INTRODUCTION
S English is a second language for the non-native speakers of English, it can be acquired by
A using various learning strategies. In the learning process the students comprehend,
practice and remember. They need to be provided with information and resources which are
necessary to focus their thinking and interaction in the lesson for the process of analyzing the
given data. Teachers need to be actively involved in guiding the students analysis of data. After
analyzing, it is essential to solve the problem by the students in finding the prototypes in the
information through their own investigation. With continued practice in these processes,
students can not only learn the content of the lesson but also develop many other language
skills. The Activity Centred Learning is the real process of learning and by using various types
of resources; the students can understand the reality of pleasant learning. These strategies of
learning provide varied experiences to the students to facilitate the acquisition of knowledge,
experience and basic language skills. Students can build a sturdy self confidence and also they
can develop peer understanding through team work. This type of learning includes different
types of group activities for gathering knowledge, understanding concepts and developing
skills, for getting experience through creative works and also for excellent presentations of
creative ideas. Activities help students to reinforce the grammar techniques in their mind and
also later relate them into real life situations. The process of organizing activities must be
based on curricular objectives bringing together the needs, ideas and interests of the students
with their knowledge, skill, experience and personality of the teacher within a given
environment. The relation of the teacher with each and every student is also a main factor in
the process of activity organization. In the process of Activity Centred learning, a teacher acts
as a planner, an evaluator, a facilitator, a decision maker and also as a disciplinarian.
II. AN OULINE SKETCH OF ACTIVITY CENTRED LEARNING

John F Kennedy said, that Physical fitness is not only one of the most keys to healthy body,
it is the basis of dynamic and creative intellectual activity. Students interaction and
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involvement are the most vital items in the process of transferring of knowledge from the
teacher to the student. The teacher and students need to work in association to make the
teaching learning process very interesting and engaging. At this moment, it is apt to state the
very common practical statement by Confucius on how the human mind approaches the
learning process.
Tell me, and I will forget
Show me, and I may remember,
Involve me, and I will understand. Confucius
One of the best ways to understand something is to get ones hands on it and actually
experiment with it. Hence, the change in our mode of teaching and learning as activity based
teaching provides simple and dynamic tools for an effective classroom teaching. By using
varied activities in the language classrooms, the teacher can create an interactive atmosphere
and this will make teaching and learning of language uncomplicated and impulsive. When the
learner is exposed to a problem solving situation, meaningful learning takes place and the
learner is able to identify, justify and express his own ideas. Through the activity centred
learning process, students can get the opportunity of acquiring leadership quality, organizing
power and developing the thirst for knowledge.
In the present scenario, the language classrooms with traditional teaching methodology are
being faded away and considerable prominence is given to classroom activities in which
learners use the language they have learned to communicate among them. The need to develop
the four skills i.e., Listening, Speaking, Reading and Writing is necessary in the current
technically urbanized world. The students must not only learn the language but also must use
the learned language in their day to day life. For this purpose, different activities can be
identified and can be exposed to speaking skills thereby developing their confidence level,
enhances creativity, flexibility, assertiveness, leadership, team work which demonstrates a
practical integration of knowledge, skills and aptitude. It helps the learner to create an
optimistic atmosphere in their learning process. This helps them to improve their individual
talents and they are appropriately guided towards the current trend of professional needs.
III. CLASSROOM ACTIVITIES

To make the Language class interesting and interactive short and simple activities can be
included in the learning process. This helps the students to learn grammar in a fun way and to
develop their vocabulary and the speaking skills. Through the activities like role play and JAM
students listen to more conversations and they start speaking without hesitation. The teacher
tries to impart the knowledge to the students in a way that he/she finds easy and functional.
Any communication methods that serve this purpose could be considered as an innovative
method. The innovative methods in teaching learning process can not only improve the
present system of education but also to empower the people and society. Here are some
innovative classroom activities which make the language class interesting.
Brainstorming Activities:
Brainstorming is a very helpful warm up activity that can be easily implemented into the
language classes. It helps our students to become better learners. Moreover, it is a fun activity
which students enjoy well and understand the concepts easily. It can be used to generate many
ideas in groups within a specified time period. The principle of brainstorming is that we need
lots of ideas to get better ideas.
Brainstorming with word list:
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1. List words to describe a place.

2. List items you need for your birthday party.
Brainstorming with pictures: The pictures from newspaper, magazines or text book can be
used for this. Pictures are rich source of ideas for brainstorming.
1. List the objects in the picture.
2. What are the people in the picture doing?
Brainstorming with songs: After playing a song in the class, questions can be asked to the
students.
1. What is the feeling of the singer?
2. What is the theme of the song?
Sentence Making:
In this activity the whole students of a class can be involved. This activity is helpful for
teaching the different forms of tenses. The teacher starts the chain with a sentence in the
simple present tense. One student can change the same sentence into present continuous
tense; the others can change into present perfect tense and present perfect continuous tense.
The same chain can be extended also to other tenses like past tense and future tense. The
teacher conducts the activity and keeps the score. The same game can be carried out for
framing positive sentences and negative sentences. For example, if the chain starts with a
sentence like I like chocolates , the other student can continue saying I dont like chocolates.
Next I like coffee and then I dont like coffee and so on.
Synonyms and Antonyms Activity:
This activity is used to teach the synonyms and antonyms in a simpler way. The students
can identify the meanings and opposites of a set of words among the group. A single word and
the synonym of another word can be written on both sides of a flash card. After preparing a
number of flash cards, those can be shuffled together and can be distributed among all the
students in the classroom. The teacher can also have a flash card with him. He can start the
game by displaying the word on the flash card. The student who carries the synonym can raise
his hand to display the word. Then he can continue the game with the word on his flash card.
The game can be continued till the synonym of the last word is displayed. The same activity can
be conducted for also antonyms. By this activity the learner learns new words and the same
can be used in his speaking and writing skills.
Twenty Questions Activity:
This activity helps the learners develop the critical thinking and questioning skills. The
teacher can divide the class into two groups and decides the subject of their discussion. From
the first group anyone member can represent the group and they want to imagine a thing in
their mind and they should not reveal their imagination to another group. The other group can
ask questions to the first group to find out the answers. The questions should be limited within
twenty. Thus the students can develop the skill of thinking and skill of questioning. Through
this activity, learners come out of their passive mode of listening, copying or taking notes they
discover things for themselves and are likely to become more activated to learn and respond in
a better way. The theme can be changed to the other group and they can start imagining
according to their theme. The group which finds out the answer with less number of questions
will be the winner. This activity makes the student a good listener and also a good investigator.
Spin the Yarn:
This activity improves the ability of thinking and creative ideas. The ideas can be connected
and can be expressed in the form of narratives. It also helps writing skills. The teacher places
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headlines of some newspaper or magazine cuttings in a bowl. One student picks up a headline,
prepares for one minute and begins a narrative, which can last for about two to three minutes.
Another student picks up another headline and continues the narrative. Students take their
turn one after the other till all the headlines is exhausted and the students have constructed
one story out of diverse headlines. The last person has to conclude the narrative. The students
will be evaluated based on the criteria such as content, connectivity with the previous clue,
lexical resources, logical sequencing and coherence.
IV. CONCLUSION
The learning of language can be made simpler and more interesting in an activity centred
classroom. A perfect learning process is that when the students really understand what they
have learned and when they attain the ability to use the learned things in their practical life. By
merging the traditional method of teaching with the modern method of activities, the learners
can enjoy their learning to achieve the complete ideal outcome.
REFERENCES:
[1] Nunan, David. (1989). Designing Tasks for the Communicative classroom. Ox-ford,
[2] Oxford University Press.
[3] Moon, Jayne. (2000): Children Learning English. London: Macmillan Publishers Ltd.
[4] http://en.wikipedia.org/wiki/Activitybased_learning_in_India
[5] Gage, J. (2006): How to use an Interactive Whiteboard really effectively in your secondary
classroom. Manchester: David Fulton Publishers.
[6] Brumfit,Christopher (1989). Communicative Methodology in Language teaching: The roles
of fluency and accuracy: Cambridge University Press.
ISBN 978-93-86176-18-9
SELF-REFLEXIVITY IN UMBERTO ECOS THE ISLAND OF THE DAY BEFORE
Dr. B. Kathiresan and S.Pushpanjali
Thiruvalluvar University
Umberto Eco, one of Italys most celebrated intellectuals and an author of many influential
scholarly works, is a renowned Italian Semiotician, Philosopher, literary critic and novelist
known for his widely acknowledged works like The Name of the Rose, Foucaults Pendulum, and
The Prague Cemetery. His Italian novel Lisola del giorno prima is translated into English by
William Weaver as The Island of the Day Before.
The Island of the Day Before is a postmodern fiction whose literary text evinces self-
reflexivity in its narrative structure. A Self-reflexive text consciously presents its own creative
process and concentrates much on the telling of the tale than the contents of the tale itself. This
is achieved by employing a technique called frame narrative. Ecos novel is narrated by an
unnamed third person narrator who recounts the manuscript written by a character named
Roberto della griva. The manuscript is a collection of events recorded about his personal life in
a diary that documents his survival days of shipwrecked life in an island.
The proposed paper attempts to analyse the self-reflexive nature in The Island of the Day
Before. It further explores that the element of mimesis does not disappear completely there by
helping to comprehend the blurring line between fiction and reality that exists in a
postmodern text. The narrators style of taking over the readers interpretive task is
highlighted by finding out the self-reflexive nature of a text. This in turn helps the reader to
identify the fictionality in The Island of the Day Before, pretending reality and naturalism.
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MAJOR SKILLS IN LEARNING ENGLISH AS A SECOND LANGUAGE

Dr. M. Ananthi
Assistant Professor of English, Arulmigu Palaniandavar College of Arts and Culture, Palani.
Abstract--- Verbal and Non-verbal communication play a significant role in the learning
any language. The four skills of listening, speaking, reading and writing involved in the verbal
communication and body language and correctness depicted through non-verbal mode form an
important part of the learning process.
our confidence level while speaking to others. Reading makes us to express our ability and style of
pronunciation. Writing helps us to express our thoughts in attractive way. These four skills are
related and connected with each other. This four language skills are called Macro skills. It is very
important and necessity in learning a second language.
I. INTRODUCTION
NGLISH occupies an important place in India today. English is the second largest language
E of the world next to the Chinese language. It holds a significant value. It has become one
of the major languages of the world. English makes us to know the progress being made by
people of different nations of the world in the different areas of life. English has a great
educational importance in our country.
English occupies the status of an official language in India. It is also the language of the
media, newspapers, radio and television. Jobs in the fields of science and technology are easily
available to those who know English well. Teaching in Universities of advanced education is
easily available to the people of proficient in English. Learners need English in order to well on
the courses on hand, as English is the medium of instruction for a few subjects in a few schools
and a compulsory language in secondary schools.
Verbal and Non-verbal communication play a significant role in the learning any language.
The four skills of listening, speaking, reading and writing involved in the verbal
communication and body language and correctness depicted through non-verbal mode form
an important part of the learning process.
Learning of a language is a skill. Every skill can be acquired through a lot of practices. In the
teaching and learning of English, the main skill are listening, speaking, reading and writing.
Listening is as important as reading or writing. Without listening, speech has no meaning. This
skill is related to audio sense. When speaker speaks, the student must listen how he is
pronouns the word and speaks about.
Listening is receiving the language through ears. Listening identifies the sounds of speech.
They are two types of listening. One is casual and other is focused listening. Listening without
any specific purpose is casual listening. Sometimes one listens carefully and closely to find out
the information, one needs to know. This type of oriented listening is focused listening.
Listening skill can be improved through listening practice, which has two divisions as
extensive listening and intensive learning. Extensive listening is the exposure to a variety of
sounds while intensive learning is a limited to one or two specific sounds.
Listening skill is the basis for good learning of the language. It makes speaking skill
effectively. The main objective of listening is to develop the understanding of concepts, facts,
ideas and feelings.
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Speaking skill strengthens the foundation of language learning. Speech precedes reading.
Listening and speaking lay the very foundation for learning a foreign language. Learning to
speak a language is the shortest road to learn to read and write it. Spoken language is the
primary one. A child always learns to speak first. The basic function of the spoken language is
to establish and maintain the communication between members. Spoken language serves as
the means of communication between people belonging to different parts of the world.
Speaking is the delivery language through mouth. It is also known as the productive skill in
the oral mode. They are three kinds of speaking situation that we should understand which are
interactive, partially interactive and non-interactive. Interactive speaking situations include
face to face conversation. Partially interactive situations its involve giving a speech to the
audience. The non-interactive speaking can be defined as recorded speech.
Reading is the receptive skill in the written mode. Reading is an important way of gaining
information in language learning. It can be developed independently of listening and speaking
skills, but often develops along with them, especially in societies with a highly developed
literary tradition. There are four types of reading. They are loud reading, silent reading,
intensive reading and extensive reading.
Loud reading is also known as oral reading. It trains the sensory organs eyes, ears and
mouth, as they work in co-ordination. Silent reading is the most important type of reading
because the student concentrates his attention on the meaning only when he does not read
aloud. Intensive reading is also called as detailed study. It means the minute and detailed
study of the prescribed prose text. It concentrates upon language, information and the
grasping of the sense. Extensive reading is also known as independent or rapid silent reading.
It concentrates the subject matter.
Writing is the process of using letters to communicate thoughts and ideas. It is the
productive skill in the written mode. It provides variety in classroom procedures. It provides a
learner with physical evidence of his achievements and he can measure his improvement. It
helps to consolidate their grasp of vocabulary.
Writing goes through four stages. The student is motivated to write. Then he gets the
knowledge of writing the alphabets. Next he gets the knowledge of words and sentences are
taught in the third stage. In the final stage, the students have mastered a mature style of hand
writing and they learn to construct and write single sentences. Gradually they move to
describe a picture in a paragraph, then they learn to write move than a paragraph, letters and
free composition
II. CONCLUSION
our confidence level while speaking to others. Reading makes us to express our ability and
style of pronunciation. Writing helps us to express our thoughts in attractive way. These four
skills are related and connected with each other. This four language skills are called Macro
skills. It is very important and necessity in learning a second language.
REFERENCE
[1] Gupta, A New Concept of English Teaching, ABD Publishers: Delhi, 2013.
[2] Sahu Binod k, Principles of Teaching English, Kalyani Publishers : Ludhiana, 2004.
[3] Sachdeva M.S. Teaching English as a Foreign Language, Tandon Publishers: Ludhiana,
2004.
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IS THERE A CULTURE?
M. Zarine Sumaiya
M. Phil English , The American College Madurai
Abstract---This study throws light upon the present scenario of globalised, tech-savvy,
multicultural, consumer world. It is an attempt to discuss issues like grey society, disintegration
of family and social structure, objectification of women, dehumanization and lesbian and gay
movement in a cause and effect point of view. It also analyzes the means of issues like
colonialism, orientalism, communism, capitalism, individualism, feminism, multiculturalism and
consumerism. It also diagnoses the target of means as nihilism. An attempt to represent a
counter society to a decadent society is also done. It develops as a holistic study of culture and
culminates by presenting an ideal culture.
Keywords--- Culture, social issues, Orientalism, Feminism, decadent society, Consumerism,
Multiculturalism etc..,.
I. INTRODUCTION
ULTURE is a vast terminology inclusive of all the practices of a way of life. These practices
C are theorized to frame social orders. Orders or regulations are essential to human
community to live in peace and harmony. All the laws or orders are ideologically governed to
attain certain goals (inclusive of keeping things the way they are). Culture is a power house of
ideology.
The present social culture is basically weak, as it has no substance, no root. It springs into
action on the negative base of enmity of truth. It has no principles. With the sole intention of
defaming Truth, it employs all foul methods. It casts a spell on the masses by means of
attractive terminologies and catching slogans of self-formulated ideologies and isms.
Sometimes, it even resorts to open suppression and tyranny. In sum, it does not hesitate in
committing excess and resorting to mischief, disturbances, deceit, fraud, artifice and betrayal
to fool the masses and block the inroads to Truth.
The present globalized and tech-savvy human community is gradually losing its
humaneness. Humans, being a social animal must be intact with lively environment, instead,
the world has turned into the world of machines. For instance, features like use and throw,
delete the unwanted were not only applied on non-living objects but also on humans because
of close contact with non-living objects. Ethics, virtues and morals has become clichs as
humans were dehumanized. Hence, dehumanization is purposefully injected and
unconsciously imbibed.
In consumer world dichotomy of the terms female and women has reached its peak.
Through this a female is reduced to an object to make a women empowered. By means of
feministic movements femininity is doubly burdened. To make optimum use of human
resource as a means to develop global economic levels, femininity is uprooted. It is
exemplified by gang rapes, skin trade, organ trade, surrogacy and aversion on women.
Capitalist and communist attitude has a devastating impact on familial and social structure.
Humans are destined to live in groups. As those infectious attitudes has made humans
narcissist. Along with it, application of the features of non-living objects on humans had a blow
on the proper structures. Philosophy of might is right has collapsed the structures. To
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elucidate plight of homeless old peoples, nuclear families, tyrannical rule by unjust leaders,
unjust and biased constitutions, liberal laws and chauvinistic nationalism.
A society is a institutionalized term for individuals living in harmony. Society, well chiseled,
is possible through proper and pure transformation of traditional knowledge and practices.
Misunderstandings, dysfunction and maltransformation of those, for few generations has
resulted in grey society. Injustice, corruption, disloyalty, dishonesty, deceit, pride, violence,
rape, murder, teenage pregnant brides, unwed mothers, venereal disease, harassment, illegal
abortions and so on has become salient features of this generation. A generation has been
generated that could not recognize or realize these as cancerous practices. Hence, an essential
quality of humans,-------------------- has been mishandled purposefully.
Human has an innate instinct to live in accordance with nature. Thus, they had been the
same homo sapiens till now; but after being dehumanized they have imbibed a new feature
into them, as going against nature. They have tried it in all means and have viewed its impact
in the form of destruction. Yet, dehumanized humans are unable to realize their faults. Still
they challenge nature to reach the zenith and they are nearing it as lesbian and gay movement
has got prominence.(Biblio 19.5 & 6 2014) It will be their zenith as it can eradicate human
race. It is not biological but psychological; this sufficiently proves that it is not natural.
Till now, we have discussed the problems of present society and this analysis has further
focuses on how it came into existence. Few means were analysed in order to illuminate why it
came into existence. The beginning point of these means is colonialism.
The attitude of colonialism began much earlier than the historical time period. It began
during the crusades, that was the real invasion which laid a path for imperialism and
colonialism. It aimed at looting the resources of other lands, through which they enjoyed and
developed their life. It had sown the seed of narcissism through civilizing mission.
Encroachment of everything is legitimized.
As a next step, a field of study is created to politicize and authorize how and what they do
and think that is orientalism.
I have been using the word to designate that collection of dreams, images and
vocabularies available to anyone who has tried to talk about what lies east of the dividing line.
(Said 73)
They used a convincing style in this study it could be elucidated by Edward Saids
Orientalism,
Islam excepted, the orient for Europe was until the nineteenth century a domain with a
continuous history of unchallenged western dominance. (Said 73)
..by and large, however, only the Arab and Islamic orient presented Europe with an
unresolved challenge on the political, intellectual and for a time, economic levels. (Said 73)
From the end of the seventh century until the Battle of Lepanto in 1571, Islam in either
its Arab, Ottoman or North Africa and Spanish form dominated or effectively threatened
European Christianity. That Islam outstripped and outshone Rome can not have been absent
from the mind of any European past or present. (Said 74)
It is not surprising, then, that the first major work of oriental scholarship after
DHerbelots Bibliotheque orientale was Simon Ockleys History of the Saracens, whose volume
appeared in 1708. A recent historian of orientalism has opined that Ockleys attitude towards
muslims, that to them is owed what was first known of philosophy by European Christians-
shocked painfully his European audience. For not only did Ockley make this Islamic pre-
eminence clear in his work; he also gave Europe its first authentic and substantial taste of the
Arab viewpoint touching the wars with Byzantium and Persia. (Said 76)
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Doubtless Islam was a real provocation in many ways. (Said 74)

Islamic state or reign never divided its Muslim community in anyways but this writing
convincingly induces an imaginary division as Arab and Non-arab. They not only accessed
their fancies through oriental study but recorded history with false facts to create their own
new world of past, present and future.
In ten years of the administration of Omar, the Saracens reduced to his obedience thirty
six thousand cities or castles, destroyed four thousand churches or temples of the unbeliverers
and edified fourteen hundred moschs for the exercise of the religion of mohammed. One
hundred years after his fight from Mecca the arms and reign of his successors extended from
Indian to Atlantic ocean, over the various and distant provinces (Said 76)
Destruction of churches and temples is the false fact. It is induced to create aversion on
Islam through such writings they had sown seed for Islamaphobia.
To establish a materialistic world as a zeal of Narcissim, they used tools like communism
and capitalism. They were made to look like antonyms but it served the same cause thus,
complementary to each other. Communism acts as steps to climb on capitalism. These social
frame works gives at most importance to self. Individualism is the basic premise on which
these survives.
In order to uproot the ideologies and erase the past they utilized the tool of
multiculturalism and cosmopolitianism. As they already had control over all walks of life it was
easy for them to use economy and politics in favor of their purpose. Their major purpose is to
monopolize all kinds of resources on earth. If a person identifies himself as a cosmopolitian it
implies that he has no root to hold on and this announces their success. Multiculturalism is
imposed to dilute and dissipate the original or true cultural knowledge. Migration proves it
eminently.
Cultural products were made in the same way as other items of consumption, as they
functioned within the capitalist productive process. An attempt to conceal underlying
ideological functions, from common people, on behalf of the capitalist social order,
standardization of products is done. (Smith 44 47)
Multi-culturalism in terms of diversity and difference appears to be under threat from
global convergence. The process of the transformation of the cultural significance, would
appear to confirm the worst fears of those critics of globalization who see in it nothing but the
cynical exploitation of commercial opportunity by the agents of global capitalism, which is
socially irresponsible and culturally destructive. (Watson 68-70)
Women became revolutionary to attain their rights that were denied; it began during
second world war and continues till now as Feminist movement. Yet, it has undergone four
phases still has not achieved its mission. The reason behind this lag is fallacy in the mission or
goal or target itself. To illuminate it, the rights and duties of women are listed below:
Women has a distinct and separate identity. She has the right to own a property. She is the
owner of her earnings. She can use her earnings and property as she wishes, within the
bounds of lawful. Women has a right to inheritance. She has a claim on the property of her
dead father, husband or a childless brother. Women has a right to choose her husband. No one
can impose a decision on her against her will. She has the right to seek separation from her
husband if their marriage becomes impossible to sustain on lawful reasons. Women has a right
to develop her talents and to work within the limits of lawful. If any man falsely questions a
womans chastity, that man is declared as unfit for giving evidence. This shows how a womans
honour is safeguarded from false accusations.(Sarwar 161)
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A woman is expected to observe the following as duties, She is required to maintain her
chastity at all times. She must not have any extramarital relationship; the same is the case with
men. She has to look after the family and has almost absolute control over domestic affairs,
although the family is run by mutual consultation and cooperation; she is the queen of the
family and is the manager of household affairs. She should dress modestly and should not
dress as a man. A faithful wife is like a garment, a source of peace, love, happiness and
contentment for her husband; she is expected to look after her husbands property and
belongings in his absence. Each has his or her own individual rights and duties together they
form a peaceful and happy family which is at core of a sound, stable and peaceful
society.(Sarwar 161,162)
If a woman enjoys these rights and fulfills the duties solemnly there will not be a need for a
revolution to continue. Under the colonial hangover and consumeristic booze even sharp
women were desensualized to the reality. Individualism, Feminism and Consumerism had
strong blow on women by depositioning them from their roots. Vividly, modern women has
reduced almost to a plaything of enjoyment and fancy. Women have tended to degrade
themselves probably unwittingly in modern times for the sake of real or imaginary equality.
They have become objects of exploitation by men and the slogans of liberty and equality have
virtually reduced them to playful commodities. Even a cursory look at advertisements in the
media shows how women continue to be exploited for commercial purposes. The display of
scantily- clothed and even naked women to exploit male desires has become the hallmark of
Western Materialism. They have neither gained liberty nor achieved equality; rather they have
lost their natural place in the home. The natural balance, fairness and mutuality have been
disturbed. The outcome has been horrendous for social peace and stability. The natural peace
at home cannot be restored unless the exploitation of women stops.
All above discussed means were to attain a goal of creating a Nihilistic World. The
newer cultures, more often than not, are reactionary exercises who willingly get away from the
origins and the genetic models of cultures. They believe in and pretend self-forgetfulness also.
This results in aporias, vacuity zones that celebrate as they do the haphazard and the bizarre
and the ruptured. Western culture and aporias foster self-alienation, anxiety, disintegration
and a narcotic nausea. Nihilism governs and rules over aporias as a flooding river eroding the
banks which were its own. It has killed God and killed itself in the process. Culture survives on
myth, religion, ritual and dogmas. Existential models of aporia rob us of our essential
humanity while trying to save it. (Dialouge V.2009)
New World Order is politicized and legitimized to make their dream real. Propaganda for
it is legalized through all means of mass communication and satilite communication. Thus,
resulted in afore analysed report of present society. As a reflection after this analysis an idea
of Ideal Culture is represented as a counter to the present.
Corruption of mind and society begins with lordship of human over human. Humans
should be slave of God to lead a prosperous life. To be a slave of God means freedom from
tyranny of men. (Islamic Movement 3.1 1992) Physical purity affects spiritual purity and the
outer man is an expression of inner man. Ruler and ruled alike are all equally subject to the
Divine Law, tyranny and despotism will find no place in Ideal State. Ideal society does not
believe that the merit of a law depends upon its leniency nor that the criminal deserves greater
sympathy than society. Both the genders must observe modesty in appearance thus chastity at
heart. Celibacy is condemned and polygamy is not encouraged but merely allowed under
limits to curtail illicit sex.
Art is best expressed in architecture and calligraphy than in paintings and music. Dance
and music detracts the mind as they are powerful known stimulus to sex. Acting is condemned
as it makes peoples preoccupied with their private fantasies and less and less with real life;
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modesty is also questioned. Oration and poetry is appreciated than novel and drama. An ideal
state encourages athletics as part of military training to promote physical endurance; other
games like cricket and football are discouraged as a waste of time and energy. Education, not
literacy, is the most important function of an ideal society.
Basic unit of Ideal state is family and not individual. Strong family ties of mutual affection
and responsibility is indispensable for a healthy society. Filial loyalty and respect and
consideration for old people must be emphasized and encouraged in every possible way. The
most effective means of doing this is to put an end to the cult of youth-worship. When women
are made to feel dignified and important in bearing the major responsibility for preserving a
wholesome home life, they will have no more desire to play the role of a man. No longer will
they regard their dignity as human beings dependent upon competing with man. Neither will
they resent being required by law to dress modestly and conceal their bodies in public. Ideal
state bans immoral books, the publication of pictures in newspapers, magazines, books and
commercial advertising, forbid the sale of alcoholic beverages and illicit sex. No poison is more
deadly to morale of ideal society than the modern cinema industry. Cinema, television and
internet must be limited strictly to educational purposes.
An ideal way of life is based upon transcendental values. Morality and truth are absolute,
eternal and universal. If our pride in our faith and its heritage is genuine, it must be expressed
by our physical appearance. If we do not want to be like our enemies, we should not want to
look at them either. An ideal society would not be utopia, for perfection does not belong to
this world. Some of us will be tempted to break the Law but crime will be limited to isolated
individuals instead of a raging epidemic. Yes, even in ideal society human beings will suffer,
for sorrow is inseparable part of this life as are its joys. There will be pain, hunger, sickness
and death. But despair and tyranny will be absent. Suicides will be unknown. Nobody will
doubt the meaning or the purpose of life.
If the world is to be home of peace and solidarity, if justice and fair play is to reign, if Truth
is to rest supreme, if oppression and tyranny is to be wiped out, if humanity is to achieve peace
and well-being, it is submission and obedience alone which can fulfill these aspirations. Ideal
society is an attempt at asserting our identity, a sustained endeavor to retain our past glory, a
transition from dejection and frustration towards courage and faith, from deprivation to
possession.
WORKS CITED
[1] Smith, Mark J. Culture; Reinventing the Social Sciences. Vivia books pvt. Ltd, 2002
[2] Watson, C.W. Multiculturalism. Viva books put. Ltd, 2002
[3] Said, Edward. Orientalism. Vintage books, 1979
[4] Sarwar, Ghulam. Islam: Beliefs and Teachings. The Muslim Educational Trust, 2003
[5] Singh, Charu Sheel. Archives or Aporias? Culturing Cultures. Dialouge 5 (2009): 7-17
[6] Abidi, Ibrahim Khalil. Iqdaam-e-Ummat: Why and How? Islamic Movement 3 (1992)
[7] Brinda Bose. Frames of Exclusion Courtesans, Bar Girls and Dancing Boys: The Illicit
Worlds of Indian Dance Biblio: A Review of Books 19.5& 6 (2014) 29
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FAREDOON JUNGLEWALLAS THIRST FOR SELF-IDENTITY IN THE CROW

EATERS
S. Suresh
Research and Development Centre Bharathiar University, Coimbatore
Abstract---Search for identity is an important quest in everyones life. This is kindled by the
struggle for survival in a world filled with rivalries, exploitation and discrimination. This paper
exemplifies struggle and conquest of Fardoon Junglewalla, the protagonist of Bapsi Sidhwas
fiction The Crow Eaters. He represents the majority of Parsi community which survived
migration, resettled peacefully and prospered without losing its cultural identity. This theme of
the novel depicts the vicissitudes of the protagonist and his family is exiles in Lahore. Their social
life in a hostile and alien culture vividly portrays the immigration challenges and struggles to
preserve their identity. The survival of the fittest theory best suits the minority Parsi people who
were loyal to the British ruler in India. The protagonist suffers, prospers and survives to bequeath
to his progeny a stable life in an alien surrounding. He becomes the role-model for the younger
Parsi community.
Key words: Self-identity, immigration, cultural identity
Introduction
Bapsi Sidhwa, a leading Pakistani novelist, born in Karachi, grew up in Lahore and settled in
United States of America. Her interest always lies in womans empowerment, social
investigation and immigration. Her novels also reflect her personal experience on the issues
like diaspora, partition, and exploitation of women. All her protagonists and major characters
are in a quest to attain identity in immigration since the insecurity prevails by cultural
diversity.
Freddy short form of Faredoon, young, energetic and ambitious gentle man determines his
future life and succeeds in carving a comfortable niche in the world for him. His entire
community respects him with gratitude for his generosity to the welfare of Parsi community.
As gratitude after his demise, Parsi invoked his name in their important Ceremonies like
thanksgivings and death anniversaries.
The story unfurls the screen with the beautiful flashback of the protagonist Faredoons life.
In his prosperous middle age, he sits in a canned easy-chair and talks about his gradual growth
of successful life history to his seven children and the young visitors to his home. They eagerly
listen to his life history in surprise. He questions the young buddies,
My Children, do you know what the sweetest thing in this world is?
Children says avalanche of suggestions but he shakes his head and says
No, it is not sugar, not money not even mothers love!
The sweetest thing in the world is your need. Yes, think on it.
Your own need the mainspring of your wants, well-being and contentment.
(The Crow Eaters,p1-2)
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This statement shows how he concentrated in his own need and fulfilled it to preserve his
identity in the pre-independence India. Fulfilling of ones own needs will force them to love
their enemy as a brother. This kindles the children to think beyond the boundaries and opens
new horizons. Further, he explains how he was loyal to the British Empire which makes him
prosper in his business and life. He says,
Yes, Ive been all things to all people in my time.
There was that bumptious son-of-a-bitch in Peshawar called Colonel Williams.
I cooed to him salaamed so low
I got a trick in my balls buttered and marmalade him
until he is eating out of my hand. Within a year I was handling all traffic of goods
between Peshawar and Afghanistan!
(The Crow Eaters, p2)
He struggles a lot to win the favors of the British Empire and makes use of it for the
development of his business. In many instance he helps the English man Mr. Charles Allen so
that he was rewarded. Being favor the English people he learns English somewhat. He further
tells to the children,
Ive made friends love them for what could be called ulterior motives,
and yet the friendships so made are amongst my sweetest, longest
and most sincere. I cherish them still. (The Crow Eaters, p11)
Journey in search of Survival
Faredoon begins his journey towards Lahore with his Wife Putli, little girl Hutoxi and
mother-in-law Jerbanoo. He has a thirst for life thats why he takes risk to leave his village
where there is no future for survival. After a long tiring journey they land in Lahore. He gets his
wifes gold jewels for finding fortune in Lahore. After refreshment he wears his traditional
dress and tours the streets of Lahore. Well settled Parsi families of Lahore welcoming him and
extend their helping hand for his survival. It has been a habit among the wealthy Parsis that
they will help other Parsis who migrated from other places. He starts his brand-new provision
shop and dociles in the first floor of it.
As a token of loyal to British Empire, he then goes to Government House and signs his name in
the visitors register.
Having thus paid homage to the British Empire,

established his credentials and demonstrated
his loyalty to Queen and Crown,
Freddy was free to face the future (The Crow Eaters, p22).
Freedy gives importance to his traditional values and pragmatism of the community.
So he says,
And where, if I may ask, does the sun rise?
No, not in the East. For us it rises and sets in the Englishmans arse.
They are our sovereigns! Where do you think wed be if we did not curry favour?
Next to the Nawabs, rajas and princelings, we are the greatest toadies of the British
Empire! These are not ugly words, mind you. They are the sweet dictates of our
delicious need to exist, to live and prosper in peace. Otherwise, where would we Parsis
be?
ISBN 978-93-86176-18-9
(The Crow Eaters,

p.12)
He realizes that Parsis can survive undisturbed only being loyalty to the rulers who ever it
may be. He visits Hira Mandi (Place where dancing girls entertain people) often with Mr. Allen,
an English man to get his favour to extend his business from Lahore to many states.
Faredoons business ruins because of his mother-in-law Jerbanoos lavishness. She often
takes the high priced provisions and gifts her age grouped neighbors. Right from the beginning
he married Putli (Jerbanoos daughter) she is a very big hurdle in his progress. He tries to
control her but his effort goes in vein. So he decides to kill two birds in one stone.
One Sunday evening, he sets fire on his own shop when Jerbanoo stays back in the room in
intoxicated state. Like a snake, he returns to his friends home for a family get together where
already his wife Putli enjoys the meal. His Servant Harilal yells and runs towards him to reveal
the fire accident. Then he cries and pretends that he could not meet this very big loss. After the
formal investigations over, it is confirmed that it was an accident. Finally he gets the insurance
money from the insurance corporation. It was blessing in a disguise. He feels happy but
bothers that one bird is spared. That is Jerbanoo is saved by the English Fire Officer. This
shows that how Freddy is always concentrates in his own need to prosper in the society.
Fardoon and Putli have four daughters and three sons on the whole. He loves all of them
and fulfills their needs. He is very strong in his religious belief and traditional values. But Yazdi,
his second sons love affair with an Anglo Indian girl disturbed it lot. He does not accept his
son to marry a non-parsi and advises him it is against Zorastrian community. Further he adds,
But what happens if you marry outside our kind? The spark
So delicately nurtured, so subtly balanced, meets something
totally alien and unmatched. Its precise balance is scrambled.
It reverts to the primitive.
In the case of Anglo-Indian girl the spark is already mutated
What kind of heritage are you condemning your children to?
(The Crow Eaters,p.129)
But Yazdi does not like his fathers disgusting beliefs and decides that he is also like
ignorant and biased as others. Freedy silently moves in disappointment of his sons
indifference in his moral belief called family values. He worries, if Yazdi marries non-parsi, all
his fame and good name in the society will vanish.
Faredoon, Charles P.Allen, and Mr. Toddywalla with the prince Kamaruddin visit Hira
Mandi. They are in the height of ecstasy by the entertainment of dancing girls. Rosy Watson, a
sixteen year old girl and Yazdis lover is entertaining them in the name of Nilofer. He has a long
breathe and thank God for saving his son and families value. But he slept with her.
When Yazdi knows about Rosy Watson through his fathers heinous act, he breaks into
pieces.
From that onwards he does not speak with his family members and behaves like a saint.
The family members bewilder by Yazdis sudden change in his character when he donates all
his money and attire which he wears. Yazdi asks his share of property from his father. But the
disappointed Faredoon deposits his share in the name of a trust and directs the bank to send
money only for Yazdis daily expenses. Then Yazdi left his family. This disturbed the whole
family. Before they heel this pain, another shock is waiting for them. That is Faredoon elder
son Solis sudden death which is predicted by an Hindu Astrolger Govind Iyer. At that time it is
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common in India people believe in black-magic and fore-telling about the future life. Faredoon
also believes in superstition. If something goes wrong in his life, he immediately approaches
the astrologer to know the causes.
Faredoon is mentally disturbed by the departure of his sons Yazdi and demise of Soli. He
then hand over his entire business to his next son Billy, who is as like as his character in
everything. Billys is a money maker. He is very strict in household expenses also. He will not
allow anybody to waste even a penny unnecessarily. He handles all the expenses for his
business and family. No one is given permission to keep money. Through this act his grandma
Jerbanoo calls him a miser. As he is a business magnet, his luck is favour to him when he
marries a rich millionaires daughter Tanya. When he visits the brides palace, he humorously
boasts to Tanya,
My father is the uncrowned king of Lahore! and Im the queen.
(The Crow Eaters,p-202)
His praises of Faredoon is genuine because at that time Faredoon is the head of his
community. He is a spokes person and became the leader of the scattered Parsis throughout
Punjab. His helping tendency towards the poor is remarkable. His influence with many higher
officials in the British Empire is legendary. People Says
Oh, he has the police in his pocket,
He has the English Sahibs tamed so that they eat out of his hand.
(The Crow Eaters,p-150)
His passion to life and hard work leaves him in good books of British and Parsi. His
familiarity and prosperity breeds marriage proposals for his son Billy from big shots of varies
cities. Khan Bahadur Sir Noshirwan Jeevanjee Easymoney , a big shot from Bombay replies to
the matrimonial advertisement of Billy. A grand marriage ceremony takes place between Billy
and Tanya. They live happily in an awesome full loaded bungalow gifted by his father. This is
gift is the outcome of Faredoons love his son and daughter-in-law. He wishes to keep his sons
identity as a rich man.
Billy and Tanya are modern and make friends like them and break with tradition. This is an
example for the influence of western culture in the Parsi community. They feel discomfort in
traditional habits and prefer British customs as supreme. They dance in mixed parties with
other married couples. These parties are fashionably cosmopolitan, including Hindus, Muslims,
Sikhs and Christians, the Europeans, and the Anglo-Indians.
Faredoon as a relaxed man praises his wife Putli for her valuable sacrifices for the growth
of family. He appreciates his mother-in-law little bit. He wants to show his gratitude to them.
He says,
Both of you needed a break,
I have been thinking: what I have really done for you?
I have been too busy selfishly engrossed in work
and you have stood by me without murmur!
(The Crow Eaters,p250)
He happily says to Putli that he is taking them to London for six months. Putli and Jerbanoo
do not believe their ears and excited. Putli accepts half-heartedly thinking still about her last
daughters future. But Jerbanoo dreams about how London would be!.
Putli and Jerbanoo has identical fantasies about the British land. Before their journey
England they imagine,
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To them England was a land of crowns and thrones: of tall, splendidly

Attired, cool-eyed noblemen and imposing, fair-haired ladies gliding
past in gleaming carriages: of elegant lords in tall hats and tails,
strolling with languid ladies who swept spotless waterfront
promenades with trailing gowns,
(The Crow Eaters, p252)
The moment they land, their disillusionment fades away.

They saw grubby Englishmen, ill-fitted woolen garments,
scurry past with faces that betokened a concern with the
ordinary aspects of life. They saw meek, unassuming men
with mournful, retiring eyes,And the expressions on the faces of
Londoners was no different from that stamped on the faces of a cross-section of India.
Where were the kings and queens, the lords and ladies and their gleaming
carriages?
Where were the men and women with haughty, compelling eyes and arrogant
mien? (The Crow
Eaters, p253)
The scene of Mr. P. Allen scrubbing out his toilet bowl with a little, long handled brush is
the final blow to their London fantasy. Jerbanoo could not believe her eyes that Mr. Allen does
not have working maid in his home to look after the household duties. The English people
elated in welcoming their guests and accommodated them. In every part they make them feel
sophisticated but Jerbanoo, the old bumpkin pokes her nose in the matters of Mrs. Allen and
tortures her by throwing her clothes on her for washing. Through her broken English she
orders,
Mrs Allen, Here, May-ree. You wash little little?
May-ree! Stool!,
May-ree!, tea!
Finish! Take away!
(The Crow Eaters, p-255)
Mary bears Jerbanoos tortures since her husbands insistence. Jerbanoo touches, tampers,
and tinkers with everything, pokes her inquisitive nose in all trivial matters of that English
Lady.
The English people lost their patience when Jerbanoo crossed her limits. They have to leave
Mr. Allen house to a hotel in Oxford street because of her weird behavior. Once again she
spoiled the Faredoonwallas good name. In the Hotel another shock is waiting for Faredoon,
that her mother-in-law carries her Indian brass jar to lavatory for washing. He could not digest
this and orders her not to use it because of this behavior they have to face lot of indictment by
the people in the hotel. But Jerbanoo feels isolated in an alien culture and could not follow her
habits.
Faredoon is in his death bed.
A sense of fulfillment and content settled deep on him and he no longer feared death.
Because he lived, he savoured all the surprises, joys and sorrows that fell to his share, and it
now did not matter if he died.
Faredoon knows he would continue to exist in his children in a
prosperous dynasty of future Junglewalls!
When his last breath leaves, he says softly to his Children
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We will stay where we are let Hindus, Muslims, Sikhs, or who ever,rule.
What does it matter? The sun will continue to rise and the sun continue to set
Their arses!
(The Crow Eaters,p283)
The last speech of Freddy explains that he is loyal always to the British and so that only he
could preserve his identity and lived as a role model for his entire Parsi community.
REFERENCES
[1] Sidhwa, Bapsi. The Crow Eaters. New Delhi: Penguin Books India Pvt. Ltd., 1990. Print.
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Active Learning and Flipped Classrooms
Yelana Thomas and Dr R Srinivasan
School of Social Sciences and Languages VIT University Vellore
Abstract : Advancements in information technology have made the world very competitive
.Gone are the days when knowledge alone was considered as power . The present scenario in job
markets demands not just knowledge but Leadership and social skills to help an individual
acquire a job . Thus, according to the demands of Gen Z ,the faculty members should think of
ways to help students not only acquire knowledge but also enhance their Problem Solving ,Critical
Thinking and Leadership skills . These can be achieved by making students engage in active
learning . An environment for active learning can be created through the Flipped classrooms
which are now gaining prominence owing to their borderless nature .
Key words : Active learning , Flipped Classrooms & Gen Z .
I. INTRODUCTION
NFORMATION TECHNOLOGY has brought a sea change in every sphere of life . It has
I ushered in a revolution in information gathering and global communication . From the
education point of view teachers are now able to teach students from anywhere and at
anytime. As knowledge and technology are readily available the attitude of the students to the
traditional teaching methods has changed . One major problem faced by teachers in the
classroom is in getting the attention of Gen Z students . The present generation needs a variety
of learning styles . One way of making classroom teaching interesting to the Gen Z students is
by helping them engage in Active Learning.
II. FLIPPED CLASSROOM AN OVERVIEW

Flipped classroom is a type of classroom that inverts the traditional teaching methods . It
focuses on doing the classwork at home and the homework in the class. Such classrooms are
student- friendly and help them develop the art of communication. Students listen to lectures
at their own pace and try to understand the subject through online discussions . This is in
contradiction to a traditional classroom environment where students have to sit passively and
collect information given by the teacher .This does not help in concept buiding . Moreover, the
present day employers are not interested in students who merely have only knowledge but
not the wisdom of applying the knowledge to real life situations . The art of acquiring
knowledge through active learning can be made successful through Flipping the classrooms .
III. GENESIS OF FLIPPED CLASSROOMS

Flipped classrooms also termed pre- broadcasting and inverted classrooms, originated in
2007 with a software that recorded lectures at Colarado high school by the two science
teachers Jan Bergmann and Aaron Sams. They began to use technology to improve face-to
face time with students .Many teachers imitated their style of teaching and combined it with
models like project based learning .
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IV. FLIPPED CLASSROOM ADVANTAGES

There are many advantages to a flipped classroom .When the lecture is given as
homework students have the advantage of listening to it on a one-to one basis and this helps
them to understand the lesson at their own pace . Students can also identify areas that they
find difficult to understand . In a traditional lecture ,they listen to the lecture only once but in a
flipped classroom they can listen to the lecture any number of times that they want to .Later,
brainstorming the content in the class helps them understand the concept in depth, and such
discussions also help them in critical thinking , problem solving and creativity. Above all,
students who are sick or unable to attend the classes can gain access to the actual content in
the Flipped classroom mode. Thus Flipped classrooms facilitate in active learning as well as
learning at ones own -pace .
V. ACTIVE LEARNING
The term active learning was introduced by the English scholar RW Revans. Active
learning is a kind of learning where students are actively involved in the learning process
(Weltman, p. 8).According to the Association of the students for higher education
report (Bonwell & Eison 1991) Active Learning relates to the three domains namely
Knowledge, Skills and Attitude and these learning behaviours are considered as the goals of
the learning process (Bloom 1956). Active learning has now replaced rote learning and is
Purposive ,Reflective , Negotiated ,Critical, Complex, Situation-driven and Engaged.
(Barnes,1986). Retention rate is much higher in Active learning than for Passive learning
.According to Blooms Taxonomy of retention of learning, Audiovisual, Reading and Lecture
methods helps in retaining only 20% of the information whereas Play,Exercises, Discussion
and Demonstration help to retain 20-75% of the information. Above all the most effective
means would be learning by doing under the supervision of a teacher and practicing the same
would help students to remember above 75% of the content. (Bloom,1956)
VI. FLIPPED CLASSROOMS AND GEN Z STUDENTS

Generation Z students are those born after 1995. For them technology is an integral part
of their lives .As they prefer visually enhanced technologies to learn they have zero tolerance
for the lecture style classrooms. The goal of teaching is not mere knowledge acquisition . It has
moved from mere knowledge acquisition to a deeper understanding of the concepts ,which
has become the focus in education .Apart from concept building Gen Z students prefer to
develop social skills and networking . They prefer teachers to serve as guides in the journey of
their lives .Thus, Flipped learning and Flipped classrooms are the ideal means for them to
evolve as well-rounded personalities.
Flipped learning is about creating the right environment . Flipped classrooms and
Flipped learning are not interchangeable because, for a flipped classroom the teacher needs to
incorporate the following learning environment .A flipped classroom environment should be
flexible and allow students the freedom for doing pair or group work.The environment should
facilitate knowledge acquisition that is personally meaningful for the students .As students
learn, they should develop the concept and should be under the supervision of a professional
educator under whom the entire activity takes place Feedback is also given to the students
which will enable them to check their progress in learning Therefore Flipped classrooms can
help students to achieve the objectives of the Active learning process. Some of the activities
that might be used for active learning in a classroom are;
Discusssion- Discussions help students think critically on the subject that they have
listened to and also may require them to use logic to evaluate their position and the position of
other members in the group .
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Think-pair-share -This is an activity where learners reflect on what they have learnt and
then make a formal discussion out of it.
Learning Cell- This is an activity where two students ask and answer questions
alternatively on lessons that they have commonly watched or read .
One Minute paper This is an activity where students reflect on what they have read and
write it on their paper . They also take some time to give a feedback on what they have listened
to.
Collaborative Learning Group- This is an activity where an assignment is given to groups
of 3-6 members and they work on it and finish the task. A leader and a timekeeper is selected
to check the time of progress .
Debate Debates help students develop the art of critical thinking and problem solving .As
they have to present their points in a convincing manner they also learn the art of
presentation.
Group Discussions Group Discussions helps them discuss and analyse on a topic
Class games .This is an interesting way of learning and revising on the lessons that they
have learnt
Seminars Presenting seminars helps students to learn the topic and present them to the
entire class
Apart from creating an active learning environment, the Flipped learning classrooms also
has its negatives . Students lack the feeling of authenticity when they listen to the lessons from
a video . As students differ in the style of learning ,auditory and kinesthetic learners may not
be much benefitted from such classes. Such - classroom also create a digital divide among
students . Students who are well equipped with technology may form a group and those with
no acess or knowledge of technology may be left behind and they may not also be actively
involved in the homework assigned in the classrooms.Flipped classrooms are good for highly
motivated students but those with less motivation may not learn or get involved in the
classroom. Social skills are the need of the day .Flipped classroom may further reduce the
chance for social interaction for students who are basically introverts . Inspite of all these
flaws the Flipped classrooms are becoming popular as they help in getting the present
generation engaged .
VII. CONCLUSION
Todays children are digital natives for whom Multitasking is natural skill. Most of the
time we find them doing their homework while texting their friends and at the same time
listening to music . Moreover access to information is easy for them but what they lack is
focussed knowledge which can be complimented by the Flipped Classroom style of learning
.Hence the present day teachers exploit different technologies to make their classes interesting
and effective. In particular students need to work in teams ,build leadership qualities and have
a sense of values in harnessing the benefits of the Flipped classrooms. Flipped classrooms may
thus provide an ideal environment for knowledge, and personality development of Gen Z
because it is in tandem with the skill set that we are familiar with.
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WORKS CITED
[1] Barnes, C. P. (1983). Questioning in the college classroom. In C. L. Ellner & C. P. Barnes
(Eds.), Studies in college teaching (pp. 61-81). Lexington, Massachusetts: Lexington Books.
[2] Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class
every
[3] day. Washington, DC: International Society for Technology in Education.
[4] Berrett D (2012). How flipping the classroom can improve the traditional lecture. The
Chronicle of Higher Education, Feb. 19, 2012.
[5] Bonwell, Charles; Eison, James (1991). Active Learning: Creating Excitement in the
Classroom (PDF). Information Analyses p. 3.ISBN 978-1-878380-06-7. ISSN 0884-0040.
[6] Bloom, B. S., 1956, Taxonomy of Educational Objectives:Book 1 Cognitive Domain,
Longman, New York, NY.
[7] David Weltman, A Comparison of Traditional and Active Learning Methods: An Empirical
Investigation Utilizing a Linear Mixed Model, PhD Thesis, The University of Texas at
Arlington, 2007, p.7.
[8] The Impact of Information Technology on Work and Society. Available
from:<http://www.benmeadowcroft.com/reports/impact/>. [6 February 2014].
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S.Vimala and A.Archana
D.K.M COLLEGE, VELLORE
ABSTRACT--- The paper is concentrated on the recent and famous trends in English language
teaching. The recent trends in ELT helps to have complete innovative learning. The trends in
todays ELT can be broken down into three major categories : Globalization , localization and
interdisciplinary collaboration. The use of literature as a technique for teaching both basic
language skills and language learning and teachings now a days. New trends along with
technologies have supplemented English teaching in literacy such as reading, writing, speaking
and listening skills of students. English language teaching is continuous process which undergoes
many changes from time to time. The focus on the objective language teaching is converted into a
new trend of development of language teaching . The paper discuss about major trends in ELT:
changing perspectives on English teaching and learning, changes in goals of English teaching and
learning, changes in approaches to teaching , changes in teaching content ,curriculum design and
assessment, expanding the dimension of communicative competence, changing views of an
effective English educator, rapid development and integration of information technology in ELT,
changing roles and increasing responsibilities of teachers.
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THE ROLE OF LANGUAGE AND COMMUNICATION

IN HUMAN COGNITION
PRAVEEN.S and HARI KRISHNA.P
K.RAMAKRISHNA COLLEGE OF TECHNOLOGY
Abstract:Language is an abstract system of symbol and meanings. This system includes

grammar that relates meaning so that we can communicate with each other. Language plays a
very important role in human communication. Language is not the creation of one person or of
one period but it is an institution, on which hundreds of generations and countless individual
workers have worked. The present study is undertaken with the view to explain the role of
language and communication in human cognition. Main objectives are meaning and definition of
language and communication, types of communication skills, importance of communication skills,
role of language in communication.
Key Words: Language, communication, types, importance, role, speaking, listening.
I. INTRODUCTION
CCORDING to Oxford Advanced learners Dictionary, language is a system of sounds,
A words, patterns, etc. used by humans to communicate thoughts and feelings (1989:699).
Also, another definition for language is: The system of communication in speech and writing
that is used by people of a particular country (2000:721).
Language is a means of communication. It is the medium and the instrument through which
thoughts, ideas and feelings are transmitted from one mind to another. Language plays an
important role in human life and it is essential for human society. Whenever people come
together for some purpose or other, they feel the necessity to use a language to communicate
their ideas to others. The ability to communicate is the primary factor that distinguishes
human beings from animals. And it is the ability to communicate well that distinguishes one
individual from another.
II. WHAT IS COMMUNICATION?

Communication is the essence of human interaction and learning. Communication refers to
the exchange of thoughts and ideas with the intension of conveying information. It is a two way
street that includes vocalization as well as gesticulation. The purpose of communication is to
convey ones beliefs, ideas, thoughts or needs with clarity so as to reach consensus or a
mutually acceptable solution. The nature of communication is dependent on the interaction
between two or more individuals and understanding is constructed through that interaction.
Communication is a basic human right and essential to our quality of our life. Communication
can be categorised as follows:
1. Verbal Communication
2. Non-verbal Communication
3. Written Communication
4. Visualisations
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III. LANGUAGE AND COMMUNICATION:

The Collins Co-build Essential English Dictionary (1968) defines Language as a system of
communication which consists of a set of sounds and written symbols which are used by the
people of a particular country for talking or writing. (p.1) whereas, Communication is the act
of Communicating (p.2). It is also the the activity or process of giving information to other
people or to other living things(p.3). Another definition from the American peoples
Encyclopaedia (1963) defines Communication as the sharing of thoughts, ideas or knowledge
by two or more people. It includes the devices, processes, and institutions. (p.4) According to
the OAL Dictionary (1984), Communicative means to be ready and willing to talk and give
information (p.5) whereas the word Communicative is the ability to communicative(p.6).
Someone who is communicating is able to talk to people easily (p.7) The term
Communicative means to, Pass on (News, information, feelings, heat, motion, an illness etc.)...
share or exchange ( News etc.). (p.8) If you Communicate with another person, 1.1. You use
signals such as speech, radio signals, or body movements, to give them information... 1.2. You
write a letter to them or you telephone them... 2. If you communicate an idea or a feeling to
someone, you make them aware of it... 3. If people communicate, they can understand each
others feelings or attitudes
IV. HUMAN COMMUNICATION:

Human communication system is different from that of animal communication system.
Though animals, birds, etc. do not possess a verbal language but they succeed in
communicating different things by barking, mewing, chirping, etc. In fact, animal
communication has certain limitation and therefore cannot express abstract concepts. Human
language is creative in nature. We create new sentences which nobody might have heard or
read in the past.
Language is primarily speech. Language is most completely expressed in speech. Writing
does not represent intonation, rhythm, speech and junctures (Robert Lado, 1971:50).
Language is a code. When a speaker speaks or writer writes, his message is encoded by a
speaker or writer is, in fact, decoded by a listener or reader. The code is already known to the
listener-speaker and the reader-writer. That is the reason why they get what is conveyed to
them. It has both content and expression. Language is also considered as a skill.
V. LANGUAGE AS SKILL:
The power of expression in a language is a matter of skill rather than of knowledge, it
is a power that grows by exercise, not by knowing merely meanings or rules
-Thomson and Wyatt
Any language cannot be learnt simply by memorizing words. Though words are important,
but they alone do not constitute the structure of the language. Words along with sounds and
structures constitute a language. Hence, language is a skill subject to multiple factors such as
listening, speaking, reading, and writing. Language is essentially a skill and it is not a content-
subject like science, social studies, commerce, which aim at imparting information and fill the
human mind with knowledge.
Learning a language requires four basic skills which every learner must master. Listening
and Reading are receptive skills whereas Speaking and Writing are productive skills. Language
is both verbal as well as non-verbal. Non-verbal language largely implies body language. The
verbal language is well-developed which can be used both orally and in written form.
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VI. LANGUAGE IS FOR COMMUNICATION:

Ben Johnson quoted in English Language Teaching Approaches and Methodologies as:
Speech is the instrument of society (p.6). One of the most fundamental acts of society is the
communication between the members of the group. In the pre-historic days, people
communicated with each other through sign language or visual signals made with their body
parts. With the passage of time, sound signals evolved taking the shape of standard
recognizable structure. For example, if a man was attacked by a wild animal, he would make a
particular sound and others would cometo his rescue. Gradually, speech sounds were
developed and language came into existence for the purpose of communication.
Sweet has stated in Advanced Communication Skills in English, Language is the expression
of ideas by means of which speech sounds are combined into words, words are combined into
sentences and combination of sentences give answers to ideas and thoughts.
Communication by means of language may be done through speech or writing.
Communication through speech requires right pronunciation, vocabulary and intonation, while
communication through writing requires proper arrangement of words as per the rules laid
down by the grammar of the language to communicate correctly and effectively.
VII. TYPES OF COMMUNICATION SKILLS:

Communication is generally classified into a various types. The classifications include:
1. Verbal and non-verbal
2. Technological and non-mediated
3. Mediated and non-mediated
4. Participatory and non-participatory
VIII. IMPORTANCE OF COMMUNICATION SKILLS:

Identification is one of the key ingredients of effective communication. In fact, unless the
listeners can identify with what you are saying and with the way you are saying it, they are not
likely to receive and understand your message. The quote above is the underlying factor that
explains the importance of communication skills.
Good communication is as stimulating as black coffee, and just as hard to sleep after.The
newest computer can merely compound, at speed, the oldest problem in the relations between
human beings, and in the end the communicator will be confronted with the old problem, of
what to say and how to say it. The colossal misunderstanding of our times is the assumption
that insight will work with people who are unmotivated to change. Communication does not
depend on syntax, or eloquence, or rhetoric, or articulation; but on the emotional context in
which the message is being heard. People can only hear you when they are moving toward you,
and they are not likely toward you, and they are not likely to when your words are pursuing
them. Even the choicest words lose their power when they are used to over power. Attitudes
are the real figures of speech. When people talk, listen completely. Most people never listen.
The problem with communication... is the illusion that is has been accomplished. The right to
be heard does not automatically include the right to be taken seriously. Argument is the worst
sort of communication.
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IX. ROLE OF LANGUAGE IN COMMUNICATION:

Language is the vehicle of our thought. We think through language. The thinking process is
disturbed if the individual has deficiency in language. Language is the medium of expression of
our feelings and experiences. We communicate with one another through language. With the
advent of the concept of globalisation, people all over the globe communicate with each other
and exchange ideas. Though technological advances have served as a medium for
communication, you cannot deny the role played by language. Language has become a major
tool of communication between countries, cultural groups, various companies and
organisations, community and friends. Language aids in developing grooming ones
personality as a whole. Language is the bases of all education .Language is the medium of
literature.
X. CONCLUSION:
Language is the divine of god. It is language that distinguishes man from animals. Language
is men finest assert. To the philosopher, language may be the instrument of thought, for we
think through language. A human system of communication that uses arbitrary signals, such as
voice sounds, gestures or written signals. Human activity linked to language goes on widening
in the manner of concentric circles. Communicative approach is the latest application of
teaching and learning but this approach lays great emphasis on the use of language. It enables
the students to communicate their ideas in better way. To put it in a nutshell, Communication
is of utmost importance in the process of teaching.
WORK CITED:
[1] Arora Navita , English Language Teaching (Approaches and methodologies),
[2] Tata McGraw Hill Education Private Limited, New Delhi, 2012 (Pg.6, 7, 9)
[3] Paliwal, A.K., Communicative Language in Teaching in English,
[4] Surabhi publications, Jaipur, 1996 (pg.8)
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AN ANALYSIS OF THOMAS HARDYS TESS OF THE DURBERVILLES, FROM

THE PERSPECTIVE OF EMOTIONAL INTELLIGENCE.
Dr.Tissaa Tony C
Kumaraguru College of Technology Coimbatore-
Abstract---The concept of Emotional Intelligence was first used by Wayne Payne in research
paper and later propagated by John Mayer and Peter Salovey. This research article analyzes
Thomas Hardys Tess of the Dubervilles from the perspective of Emotional Intelligence. The four
basic tenets of the theory of Emotional Intelligence are: to perceive emotions in oneself and
others, to use emotions to facilitate thinking, to understand emotional meanings, and to manage
emotions. Tess, who has been portrayed by Thomas Hardy as a pure woman is studied by applying
the dogma of Emotional Intelligence and it is reiterated that she has been faithfully presented by
her creator.
Keywords--- Emotional intelligence, analysis, situations, characters, inclinations,
consequences
I. INTRODUCTION
ITERATURE is a reflection of life and the emotions depicted in the literary works holds a
L mirror to the society. In all fiction whether it is Indian writing, American, Canadian or Afro
American there is a common thread in all these works of fiction as they talk about human
miseries or joy. In other words they talk about various emotions and their causes. The
unending quest of the entire humanity is to find peace, joy and contentment in life.
Unfortunately, all are not successful in this pursuit; the reason for this is the difference in the
level of IQ (Intelligence Quotient) and EI (Emotional Intelligence). People who are able to
develop such faculties become the masters of their destiny; others become victims of their
destiny. This work is a humble attempt to make a study of the level of Emotional Intelligence of
the various characters in Hardys Tess of the Dubervilles.
If you know the enemy and know yourself, you need not fear the result of a hundred
battles. If you know yourself but not the enemy, for every victory gained you will also suffer a
defeat. If you know neither the enemy nor yourself, you will succumb in every battle. Knowing
others and knowing oneself, in one hundred battles no danger. Not knowing the other and
knowing oneself, one victory for one loss. Not knowing the other and knowing oneself, in every
battle certain defeat.- (15 TAW).
This proverb has great significance when we look at the battle of life from this perspective.
There are a lot of battles or struggles that each individual faces in life. We also have a set of
people to whom we are connected through such problems. Hence, it becomes inevitable for
each individual to thoroughly understand the circumstances as well as the people that life
introduces to us. If the individual succeeds in understanding both the people and the
circumstance success is guaranteed. If one fails, life may not give another chance hence it
becomes indispensable for every individual to develop emotional intelligence at a very young
age. If they fail to develop such traits such individuals are sure to fail in life. There are a lot of
evidences for this in the medical and counseling field.
The first step towards Emotional Intelligence is to understand oneself and ones emotions.
As human being are interrelated with various people for various reasons one should manage
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ones emotions as well monitor the emotions of others and then generate the appropriate
emotion.Recent discoveries pertaining to the brains emotional architecture throws light on the
most baffling moments in our life are when emotions override intellect. This study emphasizes
the importance of emotional habits as our behaviour pattern can be easily traced from our
childhood experiences and habits .Such insights can help in shaping the behaviour of the
younger generation so that they develop into emotionally intelligent individuals. Enabling
them to handle relationships smoothly, as Aristotle says they will not be swayed by emotions
but will be able to be angry with the right person, to the right degree, at the right time, for the
right purpose, and in the right way.
II. THE THEORY OF EMOTIONAL INTELLIGENCE

The word emotional intelligence can be separated into two root words emotion and
intelligence. The Latin word for emotion is motere which means to move, and the e
connotes move away, suggesting that a tendency to act is implicit in every emotion. Emotions
can be defined as "an affective state of consciousness in which joy, sorrow, fear, hate, or the
like, is experienced, as distinguished from cognitive and volitional states of consciousness". In
turn, the dictionary defines affective as: "pertaining to feeling or emotion, especially to
pleasurable or unpleasurable aspects of a mental process." (Mayer & Salovey 24) From this it
can be inferred that emotion is totally distinct from cognition (thinking) and volition (will ,or
motivation).
According to John Mayor and Peter Salovey Emotional Intelligence is the ability to perceive
emotions, to access and generate emotions so as to assist thought, to understand emotions and
emotional knowledge, and to reflectively regulate emotions so as to promote emotional and
intellectual growth.
These four traits of Emotional Intelligence can be illustrated as four abilities which can be
defined as follows:
Identifying Emotions -The ability to recognize how you and those around you feel
Using Emotions - The ability to generate an emotion, and then reason this emotion.
Understanding Emotions - The ability to understand complex emotions and emotional
"chains", transition of emotions from one stage to another.
Managing Emotions - The ability which allows you to manage emotions in yourself and in
others.
Emotions always lead to action it can be easily perceived by a close observation of
children and animals. Emotions direct the root impulses to act. All emotions are impulses to
act, instilled in us by evolution. The term Emotional intelligence was first used in Wayne
Paynes doctoral thesis titled A Study of Emotion: Developing Emotional Intelligence in the year
1985.
III. ANALYSIS OF TESS OF THE DUBERVILLES: A PURE WOMAN

FAITHFULLY PRESENTED
Thomas Hardy is highly regarded and his works are appealing due to several reasons like
the rich variety of content, style and plot. The romances in the plots are vividly delivered. His
fatalistic approach to life makes readers to look at the darker side of life. Hardy is against the
hypocrisies of the Victorian society and regards Tess as a pure woman though she is violated
by Alec Duberville.
Tess is portrayed as an innocent girl taking the burdens of her family. She is the eldest
daughter of John and Joan Durbeyfield who were uneducated farmers. Her father who is a
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drunkard finds a connection to the ancient Norman family of Duberville. The family horse
Prince dies in a mishap and Tess takes the blame on her because it was when she got the reins
from her father that the accident happens. Tesss mother Joan advices her to meet the
Mrs.Duberville but unfortunately she meets Alec Duberville and there begins the tragedy of
her life. Alec secures her the position of poultry keeper in their estate. Tess endures his
persistent advance partly because of her innocence and partly due to her intent to earn enough
to replace the family horse. One night as Tess was coming home along with other Trantridge
travelers she inadvertently enters into an imbroglio with Car Darch, Alecs former favourite. As
she was on the verge of physical assault Alec comes to her rescue. He saves her from a small
problem and robs her of her most precious jewel, virginity. Tess gives birth to a sickly child
name Sorrow who dies after a few weeks. Tesss motherhood instincts are evident when she
hurries to baptize her son. She arranges the burial though it is heart rending for a mother and
finally places a homemade cross on his grave.
Two years after the Trantridge debacle Tess finds employment outside her village at
Talbothays Diary as a milkmaid. Angel Clare who is apprentice there is impressed by her virgin
looks and proposes. Tess writes a long letter to him revealing her past; unfortunately he
doesnt read the letter. But Tess again broaches on the topic on the wedding night and this
revelation devastates their marital life and Tess returns home. Angel embarks on a journey to
Brazil and there he meets Izz, and bluntly asks her to be his mistress and when he asks her
how much she loves him she tells him that no one can love him as Tess loved him. Here again
we find a contrast in Angel and Tess, though Tess is thrown into circumstances full of
temptations she remains chaste but Angel and Alec go in search of temptations which shows
their moral depravity.
All these gestures of Tess show her integrity. Tess proves her innocence and integrity in
every episode in the novel. Her search for a job to compensate for the loss caused by her and
tolerating the impertinent attention of an ogler like Alec shows the moral scrupulousness of
Tess. She is true to her conscious in all the domains. She wants to help her family out of the
financial difficulty, at work place she is sincere and patient, and to her child she does the best
as a mother.
She is sincere in every aspect of the term. She discloses her past to Angel Clare out of this
sincerity. But she is forced to pay heavily for this, she is more sinned against than sinning
(Lr.3.2.49-60).Any good move she makes turns tragic throughout the novel. When she settles
in life as Alecs Mistress after being forsaken by Angel Clare. There again Angel reappears and
makes her feel guilty and Tess murders Alec for misleading her by telling that Angel would
never return. After the murder she runs to Angel in search of her true love but finally she is
arrested by the police for the murder. She says she is ready. Here again we find Tess to be
honest she is ready to undergo the punishment for her crime.
Alec Duberville is portrayed as lecherous villain and there is not even a single redeeming
trait in him. His conversion is short lived he is overpowered by his lust; this makes him lie to
Tess that Angel would never return. Hence Alec Duberville cannot be called an emotionally
Intelligent character because his emotions overrule his head. His head and heart never work in
unison.
IV. CONCLUSION
Most of the writings of Thomas Hardy represent the position of women in the Victorian
society. His works evince the struggle of women in a patriarchal society and how they strive to
materialize their dreams and aspirations. Tess is characterized by Hardy as a girl with lot of
dreams in her life. But she becomes a victim of circumstance and loses the battle of life. Tess
can be called an emotionally intelligent woman because she understands her emotions as well
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as the emotions of others most of the time. It is only at one point in the novel she fails to
anticipate the emotion of husband when he comes to know about the past of his wife. When
Angel Clare discloses his affair with an elderly woman she forgives him wholeheartedly and
expects him also to forgive her. The snobbishness of the Victorian society is revealed. Angel
expects Tess to forgive him but he is not in a position to forgive Tess whose modesty was
outraged in an unconscious state. Except for this accident in her life we find Tess to be a pure
and faithful woman as enunciated by Thomas Hardy. Therefore Tess of the Dubervilles is an
Emotionally Intelligent character.It is very important to understand that Emotional
Intelligence is not the opposite of intelligence, it is not the triumph of head over heart - it is the
unique intersection of both. Emotional Intelligence combines affect with cognition, emotion
with intelligence. Emotional intelligence, then, is the ability to use ones emotions to help one
solve problems and live a more effective life. Emotion without intelligence, or intelligence
without emotional intelligence, is only part of a solution. It is all about the head working with
the heart.
WORK CITED
PRIMARY SOURCE
[1] Hardy, Thomas. Tess of the d'Urbervilles: A Pure Woman Faithfully Presented.
United Kingdom: James R. Osgood, Mcllvaine & co. 1891.Print.
SECONDARY SOURCES
[1] Shakespeare, William, and Stephen Orgel. King Lear. New York, N.Y: Penguin Books,
1999.49-60. Print.
[2] Stein, Jess. Random House Dictionary of the English Language. Random House: London,
1966. 467. Print.
[3] Mayer, J. D., & Salovey, P. What is emotional intelligence? Emotional Development and
Emotional Intelligence: Implications for Educators. Eds. P. Salovey & D. Sluyter. New York:
Basic, 1997. 331. Print.
INTERNET RESOURCES
[1] Tzu Sun. The Art of War .Kindle Edition: Chiron Academic Press; 1 edition
.25July2015.Web
[2] </http://www.puppetpress.com/classics/ArtofWarbySunTzu>
ABBREVIATIONS USED
[1] Lr- King Lear
[2] ToD -Tess of the Dubervilles
[3] TAW- The Art of War
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THE BENEFITS OF NEW TECHNOLOGY IN LANGUAGE LEARNING
P.M.Thamilppavai
K.Ramakrishnan College of Technology
ABSTRACT: This is a case study of students studying Tagalog at NIU using SEAsite, an
INTERNET site developed with the support of the National Security Education Program (NSEP)
that offers interactive learning resources for Southeast Asian languages, literatures, and cultures.
20 students studying Tagalog at Northern Illinois University (NIU) used two language assessment
tools found at www.seasite.niu.edu/Tagalog that tested word retention, depth of word
knowledge, and appropriate word use. The study describes how these students used different
learning strategies with different web-based tools as they affected their success in learning and
mastering the new second language vocabulary. Result of the case study indicate that students
who use a variety of learning strategies achieved a higher level of world mastery and retention
than these who used only a few of the available strategies.
KEYWORDS: Language learning, Mobile phones, Technology- integrated classrooms,
Computers, Benefits
I. INTRODUCTION
ECHNOLOGY is very much part of language learning throughout the world at different
T levels. We are as likely to find it in the primary sector as much as in adult education.
Gary Motteram, editor of Innovations in learning technologies for English language teaching
no longer needs to make the case for computers to be provided in education, because
computers are there in abundance in all their modern forms. We may see traditional
computers in labs, teachers and students walking around with laptops or tablet PCs, and many
people will have a mobile phone in their pocket that is capable of doing rather more than the
mainframe computers that started computer-assisted language learning in the 1960s. He does
recognize that there are many kinds of digital divide, and that this is not true everywhere.
II. 5 KEY BENEFITS OF TECHNOLOGY FOR LANGUAGE LEARNING:

The era where computers rule the world is here. Just as technology plays a major key role
in business relations, entertainment, music, movies, and almost every aspect of our everyday
lives, it plays an equally important role in education. Studies have shown that 90% of students
have access to some type of computer or mobile device- whether at school, at work, or at
home. So, Its not surprising to see the evolution of classrooms and teaching methods
gravitating in the direction of technology.
New, technology- integrated classroom systems have become popular for language learning
in the recent years. Blended learning, virtual classrooms, and learning management systems
are all examples of this new era of teaching methodology that top pedagogical experts are
endorsing. These methods incorporate the use of technology in language learning to
strengthen learner engagement, facilitate the instructions role, and provide a structured,
comprehensive learning experience for everyone involved.
Its easy to see that educational institutes need to begin transmitting to a more tech savvy
way of language teaching or risk falling behind to more advanced competitors. But what other
benefits does technology bring to language learning?
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1. REMOTE ACCESS TO LANGUAGE EDUCATION:

The most inspiring aspect of technology is its ability to reach audiences all over the world.
In language learning, its means teachers can be hired locally and students access courses that
are taught by native language speakers- ensuring proper language immersion.
Taking language education online opens a door that allows virtually anyone to have access
to that course and its resources. Without technology, teaching is restricted to a geographical
area, a specific school, or a specific; with it, the reach is endless.
2. BLENDED LANGUAGE LEARNING COURSES:
Blended language courses combine in- class and online training language learning to increase
student engagement. In this way, classroom teaching and online training are complementary to
each other. The role of the instructor moves from a teacher to a facilitator. Students complete
structured, comprehensive e-learning modules that teach them the language then attend
classroom discussions where the teacher can focus on class weakness rather than simply reciting
language rules to the students. Technology makes blended learning a reality and promotes an
intuitive language methodology that is proven to be successful for language development.
3. INTERACTIVE LANGUAGE LEARNING IS CRUCIAL:
Experts have studied and debated that language learning through input only is not only
ineffective but is also not successful at achieving learner language development. The best way to
learn something is through an interactive learning environment created by technological tools
and resources. For students learning a language, its key to do things with language rather than
just learning about language from your teacher. Technology makes it possible for students to
interact with their language courses and gather a more complete understanding of all of the
language components. Some students feel more comfortable, less embarrassed to make mistakes
and learn from them in this interactive, intuitive model.
4. REAL WORLD PROBLEM SOLVING MADE POSSIBLE:
Most of us have opened a text book and realized how outdated it was; featured topics that
are no longer relevant with pictures and graphics that have long gone out of education style. On
the contrast, language learning platforms, especially cloud-based ones, are easily updated on a
regular basis. The course content, material, tools, resources, format, etc., can all be refreshed and
re- uploaded onto the cloud to guarantee students always have the most up-to-date content
available to them. Simultaneously, they are also interactively learning in a virtual environment
that mimics real-world situations they can experience outside of the classroom. For example,
Dexway Language Innovation has UK and USA English courses that different and is tailored to the
audience in that area of the world.
5. ENCOURAGES STUDENT COLLABORATION:

Its a common misconception that mixing education and technology individualizes and
singles out students in classroom. Students nowadays are extremely technologically adept and
experts agree that the use of tech savvy educational methods in classrooms create a collaborative
language learning environment where students can live in a world of learners autonomy and
learn from one another. Via technological platforms, students and instructors can share ideas,
documents, host online courses, run training seminars, and give each other honest individual
feedback. Technology creates a bridge for a gap in the language learning world by creating a
community of like- minded learners with the same language development objectives and
interactively connects them to the resources they need to succeed.
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III. TOP 10 REASONS TECHNOLOGY IS IMPORTANT FOR

EDUCATION:
Equality
Future
Mobile
Motivation
Social
Savings
Updates
Assessments
Global
Convenience
IV. CONCLUSION
Technology is a necessity in todays world and we must be ready for it. Parents want their
children to graduate with skills that prepare them to either get a job in todays marketplace or
advance to higher levels of education and training. Employers hire employees who are reliable,
literate, able to reason, communicate, make decisions, and learn. The Department of Education
and other federal agencies recognize the essential role of technology in 21st century education.
Technology is a versatile and valuable tool for teaching and learning and becoming a way
of life. The most important thing is that teachers need to be prepared to use these technologies
effectively. Schools can use technology effectively and for the welfare of students, teachers and
society, it must be done.
WORK CITED:
WEBSITES:
[1] www.nflrc.hawaii.edu
[2] www.britishcouncil.org
[3] www.dexway.com
[4] www.teacherswithapps.com
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M-LEARNING
NAVEEN KRISHNA.M.S and AADHI.A
K.RAMAKRISHNA COLLEGE OF TECHNOLOGY
M-learningis defined as learning across multiple contexts, through social and content
interactions, using personal electronic devices(p. ). A form of distance education, m-learners
use mobile device educational technology at their time convenience.
M-learning technologies include handheld computers,MP3 PLAYERS notebooks, mobile
phones and tablets. M-learning focuses on the mobility of the learner, interacting with portable
technologies. Using mobile tools for creating learning aids and materials becomes an important
part of informal learning. M-learning helps to improve our English there are more than 25
android apps and 15 ios apps are available.
Uses of m-learning:
Mobile learning is the delivery of learning, education or learning support on mobile
phones, PDAs or tablets. M-learning has provided the ability for traditional learning to break
out of the classroom setting and for students to learn at home. Mobile learning has enhanced
upon e-learning by taking it a step further and allowing students to learn virtually anywhere a
mobile signal is available
New mobile technology, such as hand-held based devices, is playing a large role in
redefining how people receive information. The recent advances in mobile technology are
changing the primary purpose of mobile devices from making or receiving calls to retrieving
the latest information on any subject. "Numerous agencies including the Department of
Defense (DoD), Department of Homeland Security (DHS), Intelligence community, and law
enforcement are utilizing mobile technology for information management."
Approaches of M-learning:
Classroom,
Working,
Lifelong learning and self-learning,
Others (homes and other private areas).
Classrooms:
Applications in classrooms and other learning spaces combine the use of handheld
computers, PDAs(personal digital assistant also known as a handheld PC, or personal data
assistant), smart phones or handheld voting systems (such as clickers) with traditional
resources.
Mobile devices in the classroom can be used to enhance student-centered learning, group
collaboration among students through communication applications, interactive displays, and
video features.
Existing mobile technology can replace cumbersome resources such as textbooks, visual
aids, and presentation technology. Interactive and multi-mode technology allows students to
engage and manipulate information.Mobile Device features with WIFI capabilities allow for on-
demand access to information.
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Access to classroom activities and information on mobile devices provides a continuum for
learning inside and outside the classroom. In a literature review conducted by FutureLab,
researchers found that increased communication, collaboration, and understanding of
concepts was a result of mobile technology applications.
Learning At Work:
M-learning in the context of work can embrace a variety of different forms of learning.
It has been defined as the "Processes of coming to know, and of being able to operate
successfully in, and across, new and ever changing contexts, including learning for, at and
through work, by means of mobile devices"
There are three types of process in working stage:
M-learning for work,
M-learning at and through work,
Cross-contextual m-learning.
Learning for work:

Which could be also described as 'just-in-case' learning, involves classic and formal
education activities, such as training courses, that prepare learners for future work-related
tasks. A typical, corporate application is the delivery of mobile compliance training, which can
be seen as a viable means to reach geographically mobile employees, such as consultants or
staff in logistic and transport systems. Another application is mobile simulations that prepare
learners for future situations, for example real-time SMS-based simulations for disaster
response training.
Learning at and through work:
It could be labeled as "just-in-time" mobile learning, occurs in informal education settings at
the workplace. Employees can use the mobile phone to solve problems via handheld devices,
for example by accessing informational resources (such as checklists and reference guides)
prior to customer visitsor mobile decision support systems. The latter are popular in clinical
settings where they support highly mobile medical staff through rule-based algorithms in the
decision regarding more complex patient cases.Learning through work also occurs by
interacting with distant peers via phone. "People tagging" is an approach whereby people
assign topics they associate with co-workers.
Cross-contextual learning:
This bridges the gap between work settings and formal education formats has perhaps the
biggest potential for work-based mobile learning, especially with respect to tertiary education
systems. This involves approaches in which learning in the workplace is facilitated and
substantiated (for example through formative assessments, reflective questions or the
documentation of personal achievements in multimedia learning diaries or collection) another
example in the classroom or in the discussion with tutors, The value of these mobile phone-
mediated learning practices lies in the integration and reconciliation(understanding) of work-
based learning and formal education experiences which otherwise tend to remain separated.
Lifelong learning and self-learning:
Mobile technologies and approaches, i.e. mobile-assisted language learning (MALL), are also
used to assist in language learning. For instance handheld computers, cell phones, and
podcasting at HorkoffKayes in 2008 have been used to help people acquire and develop
language skills.
Others:
M-Learning improves the level of literacy, numeracy, and participation in education
amongst young adults.Using the communication features of a mobile phone as part of a larger
learning activity e.g.: sending media or texts into a central range, or exporting audio files from
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a learning platform to your phone. It develops workforce skills and readiness among youth and
young adults.
Benefits of m-learning:
M-Learning enables educator, learner and teacher to extend beyond the traditional
schoolrooms (classroom , tutorial room, laboratories and lecture theatre); The schoolrooms,
portable computing and communication devices provide instructors and learners increased
flexibility and offer new interaction opportunities.
The benefits of M-Learning are as follows:
Anytime access to content.
Support distance learning.
Can enhance student-centered learning.
Great for just-in-time training or review of content.
It can be used more effectively for the physically challenged
Support differentiation of student learning needs and personalized learning.
Can improve interaction between and among students, learners and instructors.
Reduce cultural and communication barriers between factuality and students by using
communication channels that students like.
Challenges of M-learning:
Among these learning having two challenges
Technical challenges
future challenges
Technical challenges:
Connectivity and battery life
Screen size and key size
Meeting required bandwidth for fast streaming
Number of skill formats supported by a specific device
Multiple standards, multiple screen sizes, multiple operating systems
Limited memory(just 2GB approx)
Risk of sudden no longer use
Security
Work/life balance
Cost of investment
Future challenges:
May make it easier to cheat(this is disadvantage )
Creating universal user interface.
Design an effective context responsive mobile application.
The problem of learners will trusting the wireless network.
Prevent the disclosing of the learner information via network.
Could require additional learning curve for non-technical learners.
Enable the use of M-Learning application across mobile platform.
Can create a feeling of isolation, separation or of being out-of-the-loop.
Could give well informed about learners and also an advantage over non-technical
learners.
Conclusion:
M-Learning makes the merge and connection between technology and education . The
learner includes nomadic, institutional, home, children and adult users and the variety of
learning environments includes unconnected areas, schoolroom and internet-based will arise
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the interest of the new generation of distance learning (i.e.. M-learning). This paper has
discussed the uses of M-Learning and how it can be used to enhance the whole learning
system. This paper also provides highlights of the benefits and future challenges of M-Learning
in our educational environments. Finally, our learners, instructors, students and teachers
should be prepared for the next generation of learning and training. The development of a
mobile infrastructure for the provision of nomadic learning will meet this need and opening
new scenarios for both the developing e-learning(electronic method such as smart class,
edurate ) and the telecommunication industry. M-learning can be used to solve the traditional
learning system problems. Both teachers and students need a proper and handy system to
interact with each other and facilitate the teaching system. The M-learning systems are not to
replace traditional classrooms but they can be used to complement the learning process in our
schools and universities. There are hundreds of mobile apps available for English language
students. British Council
WORD CRITIC:
[1] Gartner Group, Gartner Says More than 1 Billion PCs In Use Worldwide and Headed to
2Billion Units by 2014, 2008.[Online]. Available:
http://www.gartner.com/it/page.jsp?id=703807. [Accessed: 11-Sep-2011].
[2] Oulasvirta, M. Wahlstrm, and K. Anders Ericsson, What does it mean to be good at using
a mobile device? An investigation of three levels of experience and skill, International
Journal of Human-Computer Studies, vol. 69, no. 3, pp. 155-169, Mar. 2011.
[3] I. Wasserman, Software engineering issues for mobile application development,
inProceedings of the FSE/SDP workshop on Future of software engineering research -
FoSER 10,2010, pp. 397-400.
[4] F. Balagtas-Fernandez, J. Forrai, and H. Hussmann, Evaluation of user interface design and
input methods for applications on mobile touch screen devices, Human-Computer
Interaction, pp. 243246, 2009.
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TEACHING LANGUAGE THROUGH MOBILE TECHNOLOGY FOR

KINDERGARTEN CHILDREN IN THE CLASS ROOM
G .Ramya and Dr P. Madhumathi
VIT University, Vellore.

Abstract--- Technology can be used as teaching aid for kindergarten children in the class
room. Language teaching and learning takes place through usage of mobile technologies in the
present world. Mobile technologies include hand held computers, mobile phones, mp3 players,
tablets etc. As an educator it is important to prepare the children for future. Using mobile phone
to teach kindergarten children in class room will be more effective. Mobile phones can be used to
teach sounds of the letters through songs for the children. Children are active learners but to
grasp the attention of the children is quite difficult job. To keep their attention intact teaching
should be through innovation which provides them fun. This can be met by using phones for
teaching in kindergarten class room. Playing songs through mobile phones will introduce the
children to authentic native pronunciation of sounds. By nature children have the tendency to
imitate or repeat whatever they hear or see. The songs when played by mobile phones will help
the children to simply repeat or imitate the native accent.
Key words: Mobile phones, English Language Teaching, Kindergarten children, and Phonics
songs.
I. INTRODUCTION:
NGLISH has attained the status of global language in this ever changing world. It has
E become the most important language of communication in India. It has become the
medium of instruction in all most all schools in India. No educated person ever speaks their
mother tongue without using English words. English Language teaching is flourishing in terms
of learning and teaching both in colleges & schools.
Innovative teaching method have to be introduced to make teaching more effective. Since
we live in the world of Technology, we can make use of technology as an aid to teach English
Language.
Graddol(1999) states that,
Technology lies at the heart of the globalization process affecting education, work &
culture. The use of English Language has increased rapidly after 1960. At present the role and
status of English is that, it is the language of social context, social, political, social-cultural,
business, education, industries, media, library, and communication across borders, key subject
in curriculum and language of imparting education.
Influence of mobile technology in education:
Technology has influenced education for decades.
In this digital world, mobile devices are used to deliver information.
Mobile devices like phones ,laptops ,tablets etc. are used as teaching tool
Mobile Assisted Language Learning (MALL) has evolved to support students language
learning. Teachers and Learners are active participants in language learning through MALL.
There are papers which analyze mobile technology application on language teaching has
shown positive approach towards using mobile technology in the classroom. Case studies on
mobile technology shows of teachers saying that,
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Educational Technology is a student-motivator.

These studies are also proves that more than two thirds of teachers want more classroom
technology. Technology has brought in many changes and also replaced the traditional
classroom environment and teaching methods.
Mental growth of kindergarten children (3-6 years):
Young children not only grow physically but also mentally. Their world is filled with
imagination, joy & fantasy. They are fascinated with objects around them. They explore and
experiment with whatever object they come across.
Children of age 3-6 years continue to advance their skills in observing and interacting with
world around them. When they start going to school things turn out totally different. In schools
children have to listen to teacher talk most of the time and remain as passive listeners. This
kind of teaching lack joy and fun through learning. Innovative method should be adopted by
teacher to challenge the needs of the children. Teaching methods should be adopted in a way
that have to alter the traditional learning environment for children.
Use of mobile phones for teaching in kindergarten class room:
At the beginning level of language learning kindergarten children will learn the sounds of
alphabets. The problem encountered here is to make the children sit tightly to the chairs and
pay attention to the teachers talk continuously. So in order to draw their attention, teachers
can use mobile phones for teaching alphabets. Songs which teaches the sounds of the alphabets
can be played through phones in the class room. Children being active learners will be more
exited and eager to learn.
Phonics songs that teaches sounds of alphabets are available in websites like www.songsfor
teaching, www.dreamenglish .com, www.youtetube.com. The website
www.songsforteachingpromote learning through music for many subjects. In the sub topic
Reading Language Arts they offer:
1. General Language Arts songs
2. Alphabets and Phonics
3. Phonological awareness
4. Grammar, Punctuation and Spelling
5. Reading comprehension
6. Writing skills and motivation
7. Childrens literature songs
In the website Songsforteaching there is collection of phonic songs that teach the
alphabet and individual letter sounds
Learning the ABCs and letter sounds

The ABC rap The gum rappers
ABC song Kiboomu music
Alphabet song - Marla Lewis
Hands up for letter sound Jack Hartmann
Song played by the mobile phone goes like this,
Act out the alphabet by Jack Hartmann,
Move your body like a monster
Chomp your arms like a shark
Pump it like a body builder
Take a bow like you are a star
Heres your chance to be an actor
Do your best, act out the alphabet!
A says aa alligator, alligator
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B says bb bounce, bounce

C says cc cold, cold
D says dd dive, dive
Dream English Website has childrens songs for singing, sharing and learning. This website
offers not only songs but also videos, lesson plans and games. All songs and chants can be
downloaded for free with lyrics. There are nearly 250 videos that teaches vocabulary and to
see all the videos we can also visit Dream English Kids on You tube. In Free Phonics Chant
Mp3 there are two chants for practicing phonics. The first chant ABC phonics chant 1:
Phonics sounds A to Z Letter Name First then Phonicsis the basic phonic sounds from A
to Z, the second chant ABC phonics chant 2: phonics sound only! Try me! contains words
that starts with the phonic sound.
Children learn correct pronunciation of the letters easily through the songs when played by
mobile phones. Children never get diverted, they pay attention to songs. Pronouncing the
distinctive sounds of a language is the most important micro skill in speaking. Through this
mobile pedagogy micro skill of speaking of children is developed.
II. LIMITATIONS OF USING MOBILE PHONES IN INDIAN SCHOOLS:

Introducing mobile phones in Indian classrooms has certain limitation which includes its
very existence in the school campus. Are mobile phones are allowed to teach or learn in
schools in India? In most of the Indian school there is a ban on its usage. For example the
Central Board of Education has issued a circular which states that both the students and
teachers of CBSE schools will have to learn to live without the omnipresent handset as long as
they are on campus. The circular says that mobile phones are major distraction and even
misused. The board aims to create meaningful learning environment in the classroom, even the
principal, teachers and other staff too has been debarred from using mobile phones on school
premises.
The study shows time constraint and lack of curriculum aligned resources affect
technology adoption. More than 75% of teachers say that pressure to complete the text deters
them from using mobile technology. The affordability and accessibility are other issues that
stands as an obstacle in implementing the mobile phone in schools.
III. CONCLUSION:
Mobile phones are most commonly used device in mobile pedagogy. Effective and judicious
use of mobile phones can provide better teaching and learning environment. Mobile phones
are portable and easy to carry it to the class rooms. Kindergarten schools in India can
implement this technology as a teaching aid or tool for English Language Teaching. The
children will respond well to the stimulus of mobile devices. These devices can be
implemented not only for language learning but also for other subjects.
The mobile technology in the classroom has its merits and demerits. The merits as we have
seen is that it not only enhance the quality of education but also it creates better learning and
teaching environment. Technological skills will be developed both for teachers and the
students. As we are witnessing the mobile revolution more and more schools are starting to
make use of the electronic devices in the classroom. Instead of banning the mobile phones the
educators can embrace them for effective teaching to foster students language skills.
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REFERENCES
[1] Agnes KukulshaHulma., Lucy Norris., Jim Donohue.(2015). Mobile Pedagogy for English
[2] Language teaching:a guide for teachers.Retrieved from www.britishcouncil.org.
[3] Fun Educational Songs for Kids.(2016). Retrieved from www.dreamenglish.com.
[4] Jonathan Wyile.,(2016).Mobile learning for 21st century classroom.Retrieved from
[5] www.scholastic.com.
[6] MebratuMulatuBachore.,(2015). Language Learning through Mobile Technologies: An
[7] Opportunity for language learners and teachers (vol.6, no.31). Journal of Education and
[8] Practice.
[9] RaginiBharadwaj. (2009). No Cellphones in schools, says CBSE. Retrieved from
[10] timesofindia.indiatimes.com.
[11] Ushodaya. (2016). Implement mobile phone ban strictly: Govt tells schools. Retrieved
from
[12] www.eenaduindia.com
[13] Using Music to promote Learning.(2016). Retrieved from
www.songsforteaching.com.
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RETHINKING POLITENESS, IMPOLITENESS AND GENDER IDENTITY
E.DHARNISH PRAVEEN RAJ
THIRUVALLUVAR UNIVERSITY
Abstract: This chapter aims to interrogate the relationship between impoliteness and gender
identity. I question the way that previous research on politeness has assumed a stereotypical
correlation between masculinity and impoliteness and femininity and politeness. Furthermore, I
aim to move politeness research away from the Brown and Levinson (1978) model, whereby
individual speech strategies are considered to be inherently polite or impolite, towards a more
complex model of the way that politeness and impoliteness operate. I argue that communities of
practice, rather than individuals, negotiate and arbitrate over whether speech acts are
considered polite or impolite. Stereotypes of gender may play a role in the decisions that such
communities make about politeness, but, nevertheless, individuals within these communities may
use such stereotypes strategically to their own advantage. To illustrate these ideas, in an analysis
of an incident at a departmental party, I argue that politeness needs to be analysed at a
discourse level rather than at the sentence or phrase level. And, as the Introduction to this book
argues, I assert that gender needs to be analysed in a way which moves it away from a focus on
the sex of individuals to a form of analysis which focuses on such issues as the gendering of
strategies, modes of talk and domains.
I. INTRODUCTION:
N this chapter, I aim to bring together new theoretical work on gender from feminist
I linguistics with new theorising of linguistic politeness. I aim to clear some theoretical space
for thinking about both the terms gender and politeness, and thus much of the paper is given
over to a critique of theorising on this subject. My argument is that we need a more flexible and
complex model of the relation between gender and politeness. Theorists in gender and
language research cannot continue to discuss gender simply in terms of the differential
linguistic behaviour of males and females as groups; we need to be able to analyse the various
strategies which gendered, raced and classed women and men adopt in particular
circumstances and with particular goals and interests. Thus, I am not arguing that no
generalisations can be made about gender; context-sensitive empirical studies would be able
to yield useful data, but we would have to be wary about using this data to comment on women
or men as a whole. As I show later, there are generalisations which can be made about the
employment of stereotypical behaviour at certain moments in interactions, but even here,
stereotypical behaviour cannot be said to have one function or one interpretation. We need to
question whether there is one stereotype for feminine and masculine behavior.
In terms of the analysis of politeness, I would argue that we need several analytical
changes: firstly, we need to see politeness as occurring over longer-stretches of talk; secondly,
it should be seen within the context of a community of practice, rather than as simply as the
product of individual speakers, and finally, we need to be aware that there may be conflicts
over the meanings of politeness. By focusing on the analysis of an incident in which I was
involved, in the final part of this essay, I try to formulate the ways in which I think the
theorising of gender and politeness might proceed, and in particular I focus on the way that
impoliteness is dealt with in interactional terms. A more pragmatic focus on impoliteness
enables us to view politeness less as an addition to a conversation, something which is grafted
on to individual speech acts in order to facilitate interaction between speaker and hearer,
(which is at least implicit in Brown and Levinson's 1978 model) but rather as something which
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emerges at a discourse level, over stretches of talk and across communities of speakers and
hearers. This, therefore, constitutes a discourse analysis of politeness, rather than a linguistic
analysis of politeness. Thus, rather than identifying the Face Threatening Acts performed by
individuals and the politeness repair work deemed necessary to contain their force, as Brown
and Levinson (1978) have done, I will be focusing instead on the effect of impoliteness on
groups and the way that gender plays a role in assumptions about who can be impolite to
whom, and who needs to repair the damage. I will suggest that, using Relevance theory to
examine the way that male and female interactants make sense of an event in speech, we may
be able to see gendered protocols at work. (Sperber and Wilson, 1986) In viewing a range of
different interactions we can analyse the different strategies adopted by various women rather
than attempting to make generalisations about the way that all women respond to rudeness or
are themselves impolite. (2) In this way, we can map out parameters for strategic intervention
to repair interaction and suggest ways in which they may be contextually gendered, without
making assumptions about the necessary pairing of language items with a specific gender.
II. FEMINIST LINGUISTS AND COMMUNITIES OF PRACTICE:

Gender has begun to be theorised in more productive ways, moving away from a reliance
on binary oppositions and global statements about the behaviour of all men and all women, to
more nuanced and mitigated statements about certain groups of women or men in particular
circumstances, who negotiate within certain parameters of permissible or socially sanctioned
behaviour. (Coates & Cameron,1988; Johnson &Meinhof 1997; Bergvall, Bing & Freed, 1996)
Rather than seeing gender as a possession or set of behaviours which is imposed upon the
individual by society, as many essentialist theorists have done so far, (see Butler, 1990; Fuss,
1989 for an overview) many feminists have now moved to a position where they view gender
as something which is enacted or performed, and thus as a potential site of struggle over
perceived restrictions in roles (Crawford, 1995). That is not to suggest that anyone can
say/do/be anything, as several feminist theorists have interpreted Judith Butler as stating in
her work on the performativity of gender.(Butler, 1990) My position is a modified form of
Butlers theories on gender identification which acknowledges the force of stereotyping and
perceptions of sex-appropriate roles, yet sees also that it is possible to challenge and contest
those stereotypes, or change their meaning or function.
Of particular interest is the notion of communities of practice, developed by Wenger,
(1998), and developed in relation to language and gender research by Eckert and McConnell-
Ginet to particular effect. (Eckert and McConnell-Ginet, 1998; 1999). Within this view, feminist
linguistics should be concerned less with analysing individual linguistic acts between
individual (gendered) speakers than with the analysis of a community based perspective on
gender and linguistic performance, which in the case of politeness must therefore involve a
sense of politeness having different functions and meanings for different groups of people. ` A
community of practice is an aggregate of people who come together around mutual
engagement in some common endeavour. Ways of doing, ways of talking, beliefs, values,
power relations in short, practices emerge in the course of their joint activity around that
endeavour. (Eckert & McConnell-Ginet, 1998:490) The crucial dimensions of a community of
practice are that it will have `mutual engagement; a joint negotiated enterprise; and a shared
repertoire of negotiable resources accumulated over time.' (Wenger, 1998:76 cited in Holmes
and Meyerhoff, 1999:175) Thus, each community will develop a range of linguisticbehaviours
which function in slightly different ways to other communities of practice. However, we need
to modify this notion of community of practice slightly, since although there may be broad
agreement as to the norms operating within that group, there will also be different `takes on
those norms, and gender may play a significant role here in determining what each participant
views as appropriate. For example, lesbians within a community of practice may decide to play
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with and ironise stereotypical elements of `feminine' speech as part of their production of a
lesbian speech style, whilst heterosexual women in that community may be using the same
elements in an unironised way, as Robin Queen has noted.
This notion of a community of practice is particularly important for thinking about the way
that individuals develop a sense of their own gendered identity; because it is clear that
individuals belong to a wide range of different communities with different norms, and they
will have different positions within these groups, (both dominant and peripheral). Thus,
rather than describing a single gendered identity which correlates with one's biological sex, it
is possible within this model to analyse a range of gendered identities which will be activated
and used strategically within particular communities of practice. As was noted in the
Introduction to the book, there may be a clash between the gender identity which one is
ascribed by others, and the one which one has adopted for oneself.
This more productive model of gender makes it more difficult to make global and hence
abstract statements about womens or mens language; however, it does allow for variations
within the categories `men and `women and allows for the possibility of contestation and
change, whilst also acknowledging the force of stereotyping and linguistic community norms.
As Eckert and McConnell-Ginet state: `An emphasis on talk as constitutive of gender draws
attention away from a more serious investigation of the relations among language, gender and
other components of social identity: it ignores the ways difference (or beliefs therein) function
in constructing dominance relations. Gender can be thought of as a sex-based way of
experiencing other social attributes like class, ethnicity or age (and also less obviously social
qualities like ambition, athleticism and musicality.(Eckert & McConnell-Ginet, 1998:488/9)
Thus, we do not need to lose sight of the way that stereotyping operates within communities,
rather, the stereotypes of gender, race and class difference will be more or less salient
dependent upon the community of practice, and each community of practice may develop
different positions in relation to these stereotypes (see Bucholtz, 1999). It may also be the
case that certain activities within those communities of practice might be coded or recognised
as stereotypically masculine or feminine and thus certain types of linguistic activity may be
considered by males and females as appropriate or inappropriate within interaction and
sanctioned by the group as a whole.
Alice Freed suggests in her analysis of the types of speech which are produced by close
friends that certain styles of interaction are coded by the participants as feminine or
masculine; thus, because of the context and the perception that intimate conversation is
feminine, the males in her study seemed to be behaving like stereotypical females. (Freed,
1996) This does not seem entirely satisfactory since it is clear that some males would perhaps
see this as an occasion to mark their speech in hyper-masculine ways. In certain recording of
conversation sessions which some of my undergraduate students undertook at the University
of Loughborough, in 1993, this was clearly the case. The male students in question saw
intimate speech situations as stereotypically feminine and therefore spent a great deal of the
time drawing attention to the fact of being recorded and addressing sexist comments to the
person who was recording the interaction. Also, Cameron, (1997) has shown that single-sex
heterosexual male groups may use this seemingly feminine speech setting of informal
gossiping to co-construct their heterosexuality masculinity against a supposed homosexual
male other. Furthermore, not all linguistic communities would code this type of relaxed
conversation as feminine. However, the notion of gendered domains is important here in being
able to describe the way that gender impacts at the level of the setting and context, rather than
simply at the level of the individuals involved in the interaction.
When this new more complex theorisation of gender is extended to the analysis of linguistic
politeness, it results in a move away from stereotypical assumptions that have dominated
discussions of womens use of politeness, in most of the standard analyses of gender and
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language from Lakoff (1978) through to Holmes (1996). It is clear that we need to
acknowledge the extent to which our notion of `women is classed and raced, particularly when
we are considering linguistic politeness. As I will argue later in this paper, politeness is already
gendered, classed and raced, so that stereotypically it bears a signature of middle class, white
femininity and this trace lingers on in the way that individuals react politely or impolitely, in
the way that they react to politeness and impoliteness, and also whether they recognise an
utterance as polite or impolite. This stereotyped connection between gender and politeness
leads to certain expectations by members of communities of practice about what linguistic
behaviour they expect of women and men.
III. THEORISING POWER :

Essential to feminist thinking about gender difference has been a particular model of
power relations. Much early feminist thought presupposed that there was a more or less
simple correlation between males and power and females and powerlessness. (Lakoff, 1975;
Spender, 1980) Whilst Foucaults formulation of power relations has been influential in this
area and many feminists have urged that we need to think through power relations in a more
complex manner to avoid such a simple binary opposition, there remains little work which
details how to analyse seemingly well-established structural inequalities and at the same time
individual transgressions and contestations of those inequalities. (Foucault, 1978) If we
consider Foucaults notion of the dispersion of power, that is, the spread of power throughout
a society, rather than the holding and withholding of power by individuals, we will be able to
move towards an analysis which will see language as an arena whereby power may be
appropriated, rather than power relations being seen as frozen societal roles which are clearly
mapped out for participants before an interaction takes place. In engaging in interaction, we
are also at the same time mapping out for ourselves a position in relation to the power
relations within the group and within the society as a whole. This is what I would like to call
interactional power, to differentiate it from those roles which may or may not be delineated for
us by our relation to institutions, by our class position, and so on. It is possible for someone
who has been allocated a fairly powerless position institutionally to accrue to themselves,
however temporarily, a great deal of interactional power by their verbal dexterity, their
confidence, their linguistic directness, (those more stereotypically
masculine/competitive/report talk attributes), as well as through the use of the seemingly
more feminine linguistic display of care, concern and sympathy, described as co-operative
strategies or rapport talk. (Coates, 1998; Tannen, 1991). It may be argued that since power and
masculinity are correlated (however, complex that relation is ), that interactional power can
only be achieved by using masculinist strategies in speech; however, ones position within a
speech community may be advanced by using a range of different strategies, including the
seemingly more co-operative/rapport ones, depending on the community of practice.
Competitive talk is not always valued by communities of practice which may code it as too
direct, bullying and overbearing. For example, a secretary in a university department may be
able to use a fairly direct form of address to those in positions of power over her, because of
her access to information upon which they depend; conversely, lecturers who need this
information and who are reliant on her, will need to employ politeness forms which would
normally signal deference. (Mills, 1996) Thus, positions of power mapped out by ones role in
an institution may not relate directly to the interactional power that one may gain through
ones access to information, ones verbal skill or one's display of care and concern for other
group members.
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IV. CONTESTING BROWN AND LEVINSONS MODEL OFPOLITENESS:

Many theorists have criticised Brown and Levinsons model of politeness, mainly for its
overgeneralisingof Eurocentric norms; several theorists have criticised both the
overextension and the limitation of use of the term `face in Brown and Levinsons work. (Mao,
1994; Boz, forthcoming) (4) Brown and Levinsons model also seems unable to
analysepoliteness beyond the level of the sentence. Culpeper has criticised their model for
being unable to analyse inference, which he suggests is the level at which a great deal of
linguistic politeness and impoliteness occurs. (Culpeper, 1996) As Holmes notes, politeness
cannot be said to reside within linguistic forms. Thus, a statement such as `Do you think it
would be possible for you to contact Jean Thomas today? would be interpreted by Brown and
Levinson as polite if used by a boss to her/his secretary, since mitigating features are included
in this direct request which might constitute an FTA; however, this might in fact be
interpreted as impolite, if it were said by a boss to his/her secretary if they usually have an
informal style of communicating, and this is not the first time that the request has been made.
Thus, the very features which Brown and Levinson would argue seem to indicate politeness
may in fact be used to express impoliteness. Brown and Levinsons model can further be
criticised for the fact that it assumes that it is possible to know what a polite or impolite act
means. It is thus a model of interaction which is focused on production, i.e. which conflates the
intentions, or the perceived intentions of the speaker with that of the meaning of the
interaction as a whole (5). I would argue that it is only individuals interacting within
communities of practice who will be able to assess whether a particular act is polite or
impolite, and even then, such interpretations may be subject to disagreement. Brown and
Levinson's model is also unable to analyse variables such as gender in the complex way that I
have suggested is necessary; although they assert that status and gender difference are
important, analysts using their work tend to exclude the analysis of gender or eliding gender
with power.
The Cross Cultural Linguistic Politeness Research group was set up to discuss some of
these problems and to develop new ways of analysing linguistic politeness. One of the
contributions of the group so far has been to observe that politeness is not very observable
except when there are violations of perceived politeness norms. The essence of politeness is
that appears to be invisible. A further observation is that politeness is not only a set of
linguistic strategies used by individuals in particular interactions, it is also a judgement made
about an individuals linguistic habits; thus it is a general way of behaving as well as an
assessment about an individual in a particular interaction. Thus, if a person whom we would
normally categorise as very polite is impolite in a particular instance, this might have greater
force than a less offensive statement by someone whom we would categorise as habitually
impolite.
Thus, politeness should be seen as a set of strategies or verbal habits which someone sets
as a norm for themselves or which others judge as the norm for them, as well as being a
socially constructed norm within particular communities of practice.(6) Holmes seems to
affirm this in that she talks about `polite people as those who `avoid obvious face-threatening
acts ... they generally attempt to reduce the threat of unavoidable face threatening acts such as
requests or warnings by softening them, or expressing them indirectly; and they use polite
utterances such as greetings and compliments where possible.(Holmes, 1995:5) However,
this view of `polite people does not relate those polite acts to a community which judges the
acts and the people as polite, and thus is again an example of the disembodied, abstract
analysis which is often determined by the use of a Brown and Levinson framework.
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V. IMPOLITENESS
Much of the thinking about linguistic politeness has focused on politeness in isolated
speech acts, without considering those acts in relation to what would constitute impoliteness.
As politeness is an entity which is very difficult to define or describe, focusing on impoliteness
may be slightly easier, since normally at least some of the participants are aware when a
breach of perceived norms has taken place. Third parties may be approached to discuss
someones impoliteness and it generally involves some sort of repair to the interaction and to
the relationship if the impoliteness is considered exceptional. Indeed, a great deal of
interactional work goes into the assessment of impolite acts, involving retelling anecdotes and
inviting judgements of the excessiveness of the impoliteness, in order to bolster the sense that
one's assessment of the impoliteness is justified or not.
Culpeper has attempted to come to a definition of impoliteness as the opposite or reverse
of politeness (Culpeper, 1996). He analyses several contexts of linguistic use - a documentary
programme on army training and literary drama - where he isolates certain examples of
impolite linguistic behaviour. In his analysis of the army training documentary, he lists the
instances of impoliteness by the trainers to the recruits. However, I would argue that within
that particular community of practice, this is not classified as impolite, although it would be
within almost any other community. The dominant group in the interaction, the officers, has
managed to achieve a situation where the seeming excessive impoliteness (barked orders,
ritualised insults) is considered to be the norm. Thus, if we simply analyse impoliteness in the
decontextualised way that Culpeper does, we will be unable to grasp the way that politeness is
only that which is defined by the community of practice as such, and even then it is something
which may be contested by some community members. (8) Thus, I would suggest that
impoliteness only exists when it is classified as such by certain, usually dominant, community
members, and/or when it leads to a breakdown in relations.
VI. ANALYSIS OF AN IMPOLITE INCIDENT:

I would like to focus on an incident which occurred at a university departmental party and
which involved myself, a female postgraduates and a new male member of staff. (9) Using
anecdotal evidence in this way is problematic, as the critiques of Deborah Tannen and Robin
Lakoffs work have demonstrated, but Cameron argues that anecdotes can `condense a great
deal of taken-for-granted cultural wisdom into a very small amount of surface production'.
(Cameron, 1998:447; see also, Mitchell, 1984). However, this anecdote is used mainly because
of the insights I have gained through analysis of the long-term effects of the incident, rather
than simply focusing on an isolated example of impoliteness in data. This analysis is not
intended to make generalisations about impoliteness this case study serves to demonstrate
that gender plays an important role in certain types of interaction. The way that gender works
in each interaction may differ markedly from this. Focusing on an interaction where different
views of what actually happens is complicated, but I think it illustrates some of the difficulties
in assigning clear values to elements within a conversation in relation to politeness.
A university departmental party is a community of practice with different norms to the
work environment; it is a complex and sometimes rather tense environment where the
interpersonal and institutional relations between staff in a department are played out and
negotiated. Linguistic behaviour which might be considered impolite within the office or
teaching situation, when uttered at a staff party may be considered differently. A departmental
party is usually an arena where a certain amount of banter between social equals occurs;
banter, and this type of public verbal play in general, seems to be a genre which is coded by
many women as a masculine way of interacting, but which female members of staff may also
engage in equally. (Labov, 1972) (10) However, as Clare Walsh has shown, women often use
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styles of speech in their interventions in the public sphere which are coded as masculine, but
they run the risk of being judged as transgressive or abnormal for engaging in them (Walsh,
2001 forthcoming)
VII. CONCLUSIONS:
Thus, what the analysis of this incident shows is that gender in an interaction is not simply
about the gender of the speaker or hearer; this particular community of practice is coded by
many of the participants as masculine because banter is considered to be the normal mode of
interaction; however, what was interpreted as impoliteness on a males part is condoned more,
since this fits in with the stereotypes of masculine interaction. A seemingly feminine response
to the situation, that is, one which attempts to resolve the situation, cannot be simply coded as
powerless, since in fact this is what brings the incident to a close. However, even though this
is a strategic use of femininity, it may still be classified by others as a weak form of behaviour.
Stereotypically masculine speech styles may be condoned more when they are employed by
men than women, because these accord with notions of the habitual styles of men and their use
of politeness. However, we should not assume that interactional power is necessarily achieved
by the use of masculinist speech such as banter and impoliteness. Thus, when analysing
politeness and impoliteness in relation to gender, it is not enough to simply analyse males and
females use of seemingly self-evidently polite strategies within particular interactions; what
must be focused on is the gendered domains of speech acts like politeness and the perceived
norms of the community of practice.
Brown and Levinson's model of politeness must be adapted or perhaps even
fundamentally revised, so that we are able to consider more fully the context within which
utterances take their meanings. A model of politeness must be able to account for the way that
individuals come to a judgement of an utterance or series of utterances as polite or impolite,
and the way that this judgement is not a once and for all act, but that it is something which
takes up a great deal of interactional work with others. Furthermore, the power of feminine
and masculine strategies of speech must also be considered in relation to what is achieved in
the long term within the interaction. Thus, what I am arguing for in this essay is a greater
complexity in the analysis of gender, politeness and impoliteness which perhaps can only be
achieved through turning from the sentence level to the level of discourse. The notion of
community of practice can provide a framework for analysing the complexity of judging an
utterance as polite or impolite, and it can also enable us to see that within different
communities of practice, individuals may perform their gendered identities in different ways.
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INNOVATIVE TECHNIQUES IN ENGLISH LANGUAGE TEACHING
S.Pavithra, Bharathimahadevan
K. Ramakrishnan College of Technology, Trichy

ABSTRACT---In India there is a broad spectrum of linguistic background, comprising many
languages and scores of dialects. English itself continues in everyday use in large number of
families but it is not the same as Standard English. Themultilingual context offers a variety of
problems to the teachers of English. Todays world is a world of rapid technical change.
Innovations come out of an ever increasing pace. Due to tremendous progress in information and
communication technology, the scenario of contemporary teaching techniques is entirely
changed. The teacher of 21 century should shed traditional concepts and techniques of classroom
teaching and should adopt the recent and innovative teaching techniques. English language
teachers must be innovative, imaginative, and resourceful and have thorough knowledge of the
subject and adopt new techniques to change socio, economic status of the country. Due to
globalization the world is changing rapidly, hence a teacher has to improve and update
knowledge of innovative techniques to meet the demands of changing era. Various innovative
materials and strategies will assist for the betterment of students. The present paper explores the
use of innovative techniques for teaching English to learners. Novel methods such audio video
aids, mimicry, group discussions, dialogue construction, enactment of drama would pave way for
learning the language and boost the confidence of the learners.
Key Words: Innovative Techniques, Second Language Learners, Miming, Role Plays,
Simulations
I. INTRODUCTION :
N the modern neo-liberal scenario of India, the necessity of competence in English has
I become increasingly vital. The globalization has necessitated the learning of English
Language in an international perspective. Moreover the text materials on the subjects of
technical education, science and medicine are available in English. The advance of
multinational companies in all sectors of economy such as production, distribution and service
sectors require personnel with a fair degree of language competence. In this backdrop, the
necessity of acquisition of not only spoken English but also written English has become the
need of the hour.
II. LANGUAGE GAMES:

Language games which are task based and have a purpose beyond the production of
speech serve as excellent communicative activities .The aim of all language games is for
students to use the language; however during game play learners also use the target language
to play, persuade and negotiate their way to desired results. This process involves productive
and receptive skills simultaneously. Games offer students a fun filled and relaxing learning
atmosphere. After learning and practicing new vocabulary, students have the opportunity to
use language in a non stressful way .While playing games, the learners attention is on the
message, not on the language. Rather than paying attention to the correctness of linguistic
forms, most participants will do all they can to win .This eases the fear of negative evolution ,
the concern of being negatively judged in public which is one of the main factors inhibiting
language learners from using the target language in front of other people. In a game oriented
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context, anxiety is reduced and speech fluency is generated thus communicative competence is
achieved.
III. ROLE PLAY IN SIMULATION:

Simulations are simplified patterns of human interactions or social processes where the
players participate in roles. Role plays comprise of short scenes which can be realistic as in
pretending to interview a celebrity. In group work, the class can be divided in a group of four
to five persons. Choose one person as a group leader who will be playing the role of an
educational consultant and other will be playing the role of job seekers.
IV. BRAINSTORMING:
In brainstorm, the students are given a single stimulus which serves as a clue for large
number of responses. The stimulus may be a question with plenty of possible answers like
what do you do when?The advantages of this technique are that it provides a large volume of
productive language practice on the part of the learners relative to the contribution of the
teacher and that it allows students to compose utterance at convenient level for them. The
wide range of possibilities are open to participants and the fact that many of them are original
and entertaining means to tend to be motivated to contribute and activity usually move
forward briskly with a high density of learners participation.
V. USE OF NEWS PAPERS IN THE CLASS:

Jon Chandler and Mark stone have rightly remarked that newspapers are a valuable but
often underused classroom resource. There is a breadth of coverage in them, which means
there is something of interest to almost all readers. In large classes with few resources,
newspapers, even the cutting and clippings are the most useful teaching and learning aids, they
can be more used of successful learning in many ways. It gives a visual context. In the
classroom language teachers can use newspapers to teach a wide range of topics from the
alphabet to grammar structures, vocabulary, conversation techniques and skills including
skimming and scanning on one hand and listening, speaking, reading and writing on the other.
And thus newspapers can be treated as an object for linguistic dissection and analysis.
Moreover the additional advantage is that it instills a sense of confidence with a feeling of
familiarity in the learner who uses it. Thus news papers are good source for these materials as
they are all contextualized, well illustrated real news items, containing a variety of materials
that Innovative Techniques for Teaching English to Second Language Learners conforms to the
psychological needs of the pupils. Language learners find newspapers motivating because they
offer interesting, relevant, topical and varied information.
VI. USE OF INTERNET:

With the focus on language, communication and culture English language teachers are
continually searching for better ways of accessing authentic materials that will improve their
students knowledge and skills in the targeted areas. As the technology of internet has
transformed communication around the world, it is natural that it should play a major role in a
multi media language laboratory for developing English language skills. E- mail is the most
commonly used internet application today. English language teachers can integrate e- mail
based activities into curriculum. The search engines such as google and yahoo takes one to
sites that enables one to correspond with native speakers of the English language. Todays e-
mail software can handle text in a wide variety of languages and can include word processed
files as attachments.
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The software also allows us to send sound and images as attachments that enhance the
context of the written communication. British Broadcasting Corporation is doing an excellent
job in providing regular on line lessons on English language learning. Technology has advanced
to such an extent that there are sites which provide on line language laboratories giving
listening and speaking practice with recording facility for feedback. A web camera can be a
very important tool for on line video conferencing which can be used to interact with native
and non native speakers. One such application is Internet relay Chat which enables
synchronous conversation among participants in different parts of the world. Though
technology cant be a substitute to the classical method of language teaching yet it supplements
the basic training system. The teacher is very much on the scene and has a massive
responsibility.
At the same time the teacher has to make learners understand that their aim is not
mastering technology but language itself. It is the teacher who identifies the weaknesses of the
learners, provides them with the correct guidance, motivates them, inculcates confidence in
them and makes language learning experience a real joy. Other roles assumed for teachers are
needs analyst, counselor and group process manager. As an analyst the teacher has to take into
account the students perception of his or her learning style, learning assets and learning goals.
The teacher counselor is expected to exemplify an effective communicator seeking to maximize
the meshing of speaker intention and hearer interpretation through the use of paraphrase,
confirmation, feedback. As the group process manager, itis the teachers responsibility to
organize the classroom as a setting for communication and communicative activities.
Guidelines given by Littlewoods, Brumfit suggest that during an activity the teacher monitors,
encourages and suppresses the inclination to supply gaps in lexis, grammar and strategy but
notes such gaps for later commentary and communicative practice. At the conclusion of group
activities, the teacher leads in the debriefing of the activity, point out alternatives and
extension and assists groups in self correction discussion.
VII. CONCLUSION:
Much study has been made on exploring different theories relating to methods,
methodologies, approaches, strategies but they have not yielded any lasting solutions to the
problems of English language teaching and so much has to be attempted towards exploring
materials in teaching language skills in a more efficient way. Whatever may be the methods
and approaches, the most pragmatic and the desirable thing seems to explore the possibility of
using the underused and valuable materials which will definitely facilitate the learning and
teaching of language skills.
WORK CITED:
[1] Horwitz and Cope. Foreign Language Classroom Anxiety,(1986)JSTOR, Vol.70,No. 2.
[2] Richards Jack& Schmidt Richard W. Longman. Dictionary of Language Teaching and
AppliedLinguistics, London,2002
[3] Jon Chandler and Mark Stone,The Resourceful English Teacher,New Delhi: Viva Books
Private Ltd., 2004.
[4] Klippel, Friederike. Keep Talking, New Delhi: Cambridge University Press, 1985.
[5] Krishnaswamy&Sriram. Creative English Communication, India: Macmillan Publishers,
2009.
[6] Verma, S.K.Introduction to English Language Teaching & Linguistics, Vol.1. New Delhi:
Oxford University Press, 1974.
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INTEGERATION OF E-LEARNING AND CBI IN ENGLISH LANGUAGE

TEACHING AND LEARNING
M. Megala and Dr P. Madhumathi
VIT UNIVERSITY, VELLORE.

Abstract--- In recent days the acquisition of knowledge has taken dimensional role with the
aid of latest technologies and newer strategies.The present paper aims to explore the effects of
integratingE-learning and Content Based Instruction (CBI)method in ESL classrooms and
identifyingthe means to executing it effectively. An analytical research is made to bring out views
of educationists regarding this assimilation.Everyone defends that CBI is often used to ensure
English for specific purpose and English for occupational purpose. On other hand people agreed
that using technology in ESL classrooms have been changed because of creative teachers. To grab
the attention,teachers use e-learning tools like audio visual aids, projectors, internet, kindle,
laptop, tablet and so on.So, while merging E-learning and CBI inlearning processstudents can go
beyond mere language andupdate their knowledge too. Therefore, while using language
classrooms to teach content of their academic syllabus will pave way for easy learning both the
content as well as language.
Keywords: E-learning, Content Based Instruction, English for specific purpose, English for
occupational purpose.
I. INTRODUCTION:
NGLISH LANGUAGE teaching and learning is not at all an easy task as if in the case of first
E language. It widely varied in every aspect. So that there are several strategies has
undertaken to teach and learn. It begins with grammar translation method, in which students
native language had used as a medium of instruction to easy access of foreign language. After
that direct method came into trend with the hint of refusing native language in teaching
learning process. But now due to enormous development in all area technology takes it grant
in education too. So, E-learning take lead due to its low expenses, skill of grabbing attention
and entertaining nature. Therefore, it is defined as, the application of electronic systems such
as internet, computers, multimedia CDs which their aim is to reduce the amount of expenses
and goings and comings (Mohammadi, 2011, p.465).
On other hand mere technology wont reach the learners properly rather a method must be
fitted to each level of students. Content based instruction is the upcoming trend suits to the
learners of any level. It is defined as, an approach to second language teaching in which
teaching is organised around the content or information that students will acquire, rather than
around the content or information that students will acquire, rather than around a linguistic or
other type of syllabus (Jack., Theodore, 2012, p. 204).
II. E-LEARNING:
E-learning can be described as a set of practices which enhance peoples potential to learn
with other via technology-aided interaction (Beyers., Hlala, 2015, p. 165). However, the
development of e-learning practices is associated with a tremendous complexity, by
correlating technology in education it obtained a broad range of activities and products that
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are under the sign of innovation in education for last twenty years. Whileinvestigating the
values and merits of e-learning programs, it should be guided by a set of principles.Therefore,
there is a need for epistemological clarification. Thus C. Paul Varghese (1989, p. 104) has noted
that, no teaching of English as a second language is effective without periodic tests being held
to test the four skills.
III. ADVANTAGES OF E-LEARNING:

Attractiveness
Cheap costs
Self-learning process
Mobility
Entertaining
IV. DISADVANTAGES AND OBSTACLES OF ONLINE COURSES:

E-Learning may be the far better mode of study. But it lacks the human factor that is simply
a bonding between teachers and students. Likewise, here are some disadvantages:
Unless the student possessed internet or computer facility he cant get access of
knowledge he required.
However, the student may be an intellectual person he must spend much more some
to prepare and learn lessons from the self-study mode by using computer.
In case of doubt students cant clarify it with the assistance of their teachers. They
have to solve it by their own effort or else he will be retaining with doubt until the end.
Due to lack of verbal communication students might lose their ability to speak up
boldly in order to solve his problem out of the internet world.
In health wise students might get eye problem for their continuous vision over the
monitor.
They become too dependent, natural skills may evaporate from him. Everything
becomes mechanical.
As a deviant from traditional mode of learning students lack the responsibility and
discipline.
Moreover, not all the students are sure to use the facility in fruitful way. They may
distract or involve in immoral activities.
V. CONTENT BASED INSTRUCTION:

CBI refers to an approach to second language teaching in which teaching is organized
around the content or information that students will acquire, rather than around a linguistic or
other type of syllabus. (Jack., Theodore, 2012, p. 204). Nowadays students dont have enough
time to concentrate on their language skills. It is the utmost problem of a student from rural
area, because the student of urban sector is capable to interact with varied circumstances and
he could get opportunities to access with technologies. But the rural students stammering to
set right languagewith people when they migrate to cities for the higher education. Because
they become familiar with the technical terms which they are going to study in higher
education in the higher secondary education. So, the content based instruction becomes a boon
to such children.
VI. ADVANTAGES OF CBI:

Time saving: Students need not to spend separate time to learn language and other major
subjects. Both can be acquired simultaneously.
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Free from stress: Fear of second language give them stress while-learning but in case
of CBI they need not to worry about the new language. Because informations play key role and
they are using language only as an aid.
Low labour: In case of separate-learning they have to do home works for both but
here they need not to work out special exercise for language alone.
VII. DISADVANTAGES OF CBI:

There is a need for efficient teacher. It is not possible to get a subject specialist
with the quality of language teacher or as if the native speaker.
Advanced learners can cope up with this method. Slow learner gets confused
with the content and the language concept that he/she has to learn.
Interests of student can vary according to subjects, so it can spoil the-learning
process.
The pre framed set of teaching learning process get collapsed.
Mis-understanding between the subject staff and the language teacher will
disturb students education.
Unless students are good enough in basic aspects of language he cant learn
the content properly.
VIII. MEANS OF MERGING E-LEARNING AND CBI IN LANGUAGE

ACQUISITION:
Toolslike Audio Visual Aids, Video Conferencing, Kindle and so onsupport this kind of
learning. Not only for learning but also teachers are using this mode to instruct their students.
Moreover, lesson videos and project details were being send through this facility. Therefore,
Communion of CBI and E-learning in L2 learning is possible through adapting following
perspectives.
IX. KINDLE INTHEME BASED LANGUAGE INSTRUCTION:

Kindle is a kind of wireless, portable reading device that can be used for downloading free e
books, reading pdf documents and creating power points etc., Apart from other devices it is
somewhat different. Because other devices harm our eyes much but kindle devoid of such
issues. And for students flexibility it has dictionary and they can also modify the size of the
text to their comfort. Moreover, student can use this only for reading purpose.For CBI method
kindle plays a vibrant role.Theme based language instruction is simply using some general
concepts for discussion or study over it.
Teacher can give common theme to be discussed by students like pollution, harassments,
human rights etc., and let them to study for a while for keen understanding then they have to
raise questions and make them to speak about their view on this.Teacher can frame both micro
level and macro level syllabus for CBI method. It can be about anything like drugs,
nanotechnology, culture, terrorism and so on but it should suit to the level of students.
Through this they can learn content as well as their reading and speaking skill. It would
develop their pronunciation properly in L2 language.
X. VIDEO CONFERENCING IN TEAM TEACH APPROACH:

It is not possible to accumulate the subject specialist and language teacher in traditional
classrooms. unless they have coordination among them the session would end in vain. But it is
possible with latest technology.Language teacher can exhibit the grammatical aspects from the
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class of subject specialists. Then the students can clarify the doubts from both sides
simultaneously.
XI. AUDIO VISUAL AIDS IN ADJUNCT LANGUAGE INSTRUCTION:

Audio visual aids can be a possible thing in each and every institution with the help of
overhead projectors. In CBI Adjunct language-learning is committed by students with their
enrolment in two course works that are linked basically. In ESL classrooms teacher can play a
movie or video based on common issues like earth quake or of any space issues like Gravity.
After watching some session of the movie they can ask the student to summarize the
happenings. It would be helpful to teach the listening skills and develop their speaking skills.
Apart from this they can also learn reason or effects of earth quake or some other scientific
genre.
XII. POWER POINT PRESENTATION IN SHELTERED CONTENT INSTRUCTION:

PPT helps the student to learn lessons easily and instantly. By using PPT in Sheltered
content instruction an area specialist can use second language to teach the difficult concepts of
their subjects. Even though it is hard to comprehend PPT makes it simple. For instance, if a
science teacher is teaching about Energy they can present the pictures regarding the
renewable and non-renewable energy they can present the statistical data regarding the
energy usages. It will be more out ward than the traditional way of summarizing the
information in textbook.
XIII. CONCLUSIONS:
However, second language-learning seems to be harder job, people are toiling to find it
possible through the latest technologies.Thus,Nagarajan. K, Natarajan. S, Manivasagan, (2013. P
137-142)envisioned the projects that the government has implemented for effective-learning
through SITE (Satellite Instructional Television), ITV (Instructional Television), and ETV
(Educational Television), EDUSAT (Educational Satellite) programmes. These are all the
examples of some advanced learning of both the content and language.
Therefore, by integrating CBI and E-learning in language-learning students need not to pay
special attention over language classes. Because they use language to learn things instead of
learning language itself. It will make the classes livelier, authenticate, interesting and
entertaining and they can learn more things particularly over the concern subjects which they
are about to choose in higher level education.
WORK CITED:
[1] Beyers L.J.E., Hlala Silas. (2015).E- Learning Evaluation in the Department of
Education
[2] Limpopo Province. (pp.164-171).J Communications.
[3] Jack C Richards., Theodore. S Rodgers. (2012). Approaches and Methods in Language
Teaching. (2nd ed.). United Kingdom: Cambridge university press.
[4] Mohammadi, Neda., Ghorbani,Vahid., Hamidi,Farideh. (2011). Effects of e-learning on
Language-learning.(pp. 464468). Procedia Computer Science 3.
[5] Nagarajan. K, Natarajan. S, Manivasagan.(2013). C.R. Educational Innovation and
Curriculum Development.Chennai: Sriram Publishers.
[6] Verghese C. Paul.(2012). Teaching English as a second language.New Delhi: Sterling
Publishers Private Limited.
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ENGLISH FOR SPECIFIC PURPOSES
R.RAMANAN
THIRUVALLUVAR UNIVERSITY
INTRODUCTION:
NGLISH is still seen as a language number one at schools. Students interest in this
E language is enormous and I dare say there is no school where English language is not
taught. English is a part of school curriculum. In my thesis I aimed at English, not as a subject
matter, but as an aid to meet learners needs in two specific disciplines Tourist Management
and Hotel Industry.
The main goal of this work is to explain the term of ESP - English for specific purposes
such as a part of English language teaching and to introduce various activities aimed at
reading, vocabulary, speaking, language study and writing.
My work is divided into two main sections: theoretical part and practical part. Theoretical
part contains theoretical background concerning ESP, its definition supported of several
theories, and characteristic features connected with ESP discipline e.g. organizing of ESP
course, selecting material, types of activities, a role of the teacher, motivation and evaluation.
Section two, the practical part, presents concrete activities applied in the course of Tourist
Management and Hotel Industry in order to learn and practice particular learners skills. That
is why most activities is specialized in the area of tourism and hotel trade.
Since English is viewed as the medium of expression, oral and written English assignments
are integrated into classroom activities and student assignments. These multi-skill activities
flow naturally to and from the reading of professionally relevant texts and impact on student
progress. Wherever possible, use of additional media is included in the students' learning
experiences spoken (radio, television, and lectures) and electronic (computers and internet).
Thus, students are provided with language experiences from a number of available sources
and are encouraged to communicate in English at all stages and levels of the learning
process. The introduction of additional media appeals to differences in student cognitive
and learning styles and creates an awareness of this issue among these future teachers.
Students are introduced to online dictionaries, thesaurus, and other tools. Students are
permitted to use dictionaries of any type throughout the course and during examinations.
On the level of application, students are exposed to content-based and task-oriented
learning approaches (Song, 2006) in order to attain a specified level of proficiency. Although
they are ultimately tested on their ability to cope with textual materials, their oral and written
skills are also related to. Students will be exposed to a varied and enriched curriculum which
will hopefully expand their horizons so that they in turn can stimulate their own students in
the future. Inaddition, students' exposure to all facets of English language learning will enable
them to attend lectures, use the internet, and participate in courses offered by visiting scholars
in fields relevant to their profession, all in English.
THEORETICAL PART
English for Specific Purposes (ESP)
What is ESP and its definitions
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English for specific purposes is a term that refers to teaching or studying English for a
particular career (like law, medicine) or for business in general. (International Teacher
Training Organization, 2005). There is a specific reason for which English is learned.
Pauline C. Robinson (1989) describes ESP as a type of ELT (English Language Teaching)
and defines it as: Goal-oriented language learning. (Robinson, Pauline C., ed. Hywel Coleman,
1989, p 398) that means student has a specific goal that is going to be attained.
The origin of ESP and its development is closely linked with learners interest in various
specific disciplines e.g. Law English, English for Hotel Industry or English for Tourist
Management, as I present in my work. Students learn English for a specific purpose,
represented by studying subject matter, to gain and develop appropriate knowledge and skills
through English. That is why English language is not seen as the main goal in the process of
learning, but rather a vehicle for its acquirement. Students study ESP not because they are
interested in the English language as such but because they have to perform a task in English.
Their command of the English language must be such that they can reach a satisfactory level in
their specialist subject studies. (Robinson, Pauline C., ed. Hywel Coleman, 1989, p 396).
The fact that learners know specifically why they are learning a language (Hutchinson
and Waters, 1992, p 6) is a great advantage on both sides of the process. The group of ESP
learners is going to achieve the same goal in the field of studying branch, so learners
motivation, in a form of the same aim, enables teacher to meet learners needs and
expectations easier. Learner and the way of learning (acquiring language) are considered to
be the main factors in the whole process. Hutchinson and Waters (1992) emphasise ESP to be
an approach not product that means language learning not language use is highlighted. They
draw the attention to a learning-centred approach in which all decisions as to content and
method are based on the learners reason for learning. (Hutchinson and Waters, 1992, p 19).
Tony Dudley-Evans and Maggie Jo St John (1998) divided characteristic features of ESP in
two groups according its absolute and variable attributes. Concerning the absolute
characteristics (according to Dudley-Evans and St John):
ESP is defined to meet specific needs of the learner
ESP makes use of the underlying methodology and activities of the discipline
it serves
ESP is centred on the language (grammar, lexis, register), skills, discourse and
genres appropriate to these activities
The variable characteristics are seen in five points:
ESP may be related to or designed for specific disciplines
ESP may use, in specific teaching situations, a different methodology from that of
general English
ESP is likely to be designed for adult learners, either at a tertiary level institution or
in a professional work situation
ESP is generally designed for intermediate or advanced students
Most ESP courses assume some basic knowledge of the language system, but it can
be used with beginners (Dudley-Evans, 1998).
Characteristic features of ESP course:

Organizing course
Organizing the ESP course is very important step to achieve a satisfying goal in the course.
There exist many factors playing a crucial role in organizing ESP course without them the
learning process would not lead to effectiveness.
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The term specific in ESP refers to a specific purpose for which English is learnt and
teacher should be familiar with. He or she should be able to find an answer to what Hutchinson
and Waters (1992) describe as language description. The language description involve
questions, e.g. What topic areas will need to be covered? What does the student need to
learn? What aspects of language will be needed and how will they be described?
(Hutchinson and Waters, 1992, p 19, 22). Finding the right answers to these questions results
from the setting exact goals and objectives of the course. Designing a syllabus analyses what
the course is going to be about. Setting goals and objectives of the course in advance is
inevitable.
Another feature of organizing course underlines the way the learning is achieved.
Hutchinson and Waters (1992) speak about learning theory which provides the theoretical
basis for the methodology, by helping us to understand how people learn. (Hutchinson and
Waters, 1992, p 23). It is natural that learning strategies vary and corresponds with learners
groups, their age, level or reason they study. The way adults acquire language is differ from
children, the group of advanced expects different attitude from beginners and teachers
determine which aspects of ESP learning will be focused on to meet learners needs and
expectations successfully.
Hutchinson and Waters (1992) point out another aspect affecting the ESP course as well. It
relates to learners surrounding and discusses the questions of who, why, where and
when connected with the nature of particular target and learning situation. They describe
them as needs analysis. (p 22)
To organize the ESP course effectively and consequently achieve a satisfactory goal, having
respect for all three factors is evident.
Selecting material:
Choosing ESP materials determines the running of the course and underlines content of the
lesson. Good material should help teacher in organizing the course or what is more it can
function as an introduction into the new learning techniques, and support teachers and
learners in the process of learning. Materials are also a kind of teacher reflection, they should
truly reflect what you think and feel about the learning process. (Hutchinson and Waters,
1992, p 107).
Good material should be based on various interesting texts and activities providing a wide
range of skills. Teachers determines which aspects of ESP learning will be focused on but one
piece of material can serve for developing more than one skill, e.g. reading, listening,
vocabulary etc. Teaching materials are tools that can be figuratively cut up into component
pieces and then rearranged to suite the needs, abilities, and interests of the students in the
course. (Graves, 1999, p 27).
Adequacy - should be at the appropriate language, age level.
Motivation - should present content which is interesting and motivating for
students work. It goads into students effectiveness, interest and pleasure of
work.
Sequence - it is important if there is some relation to previous texts, activities,
topics not to miss the sense of a lesson.
Diversity - should lead to a range of classroom activities, be a vehicle for
teaching specific language structure and vocabulary and promote reading
strategies.
Acceptability - it should accept different cultural customs or taboos.
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Teachers should be aware of the fact if the material is suitable not only for a particular
discipline and answers given course goals but also for teachers and learners themselves.
Materials should also function as a link between already learnt (existing knowledge) and new
informtion. (Hutchinson and Waters, 1992).
Concerning the selection of General English material and ESP material some criteria
must be matched as well. Language teacher is responsible for selecting an appropriate text that
contributes to students effectiveness that means he or she should pay attention to suitable
criteria for its choice. Wallace (1992, 9.1) suggests those main criteria:
Selecting an appropriate material regarding the main criteria is an essential phase in
organizing each course. It may happen that learners needs and expectations are not met due
to wrong choice of material. Materials provide a stimulus to learning. Good materials do not
teach: they encourage learners to learn. (Hutchinson and Waters, 1992, p 107).
Text as a learning material can be used for learning and practising wide range of skills. In
ESP course it can be source for new vocabulary, communicative or reading skills. To make
working with a text as much effective as possible it is necessary to involve all students skills. It
is preferred to combine working with printed text with listening to audio-cassette or video-
cassette that means receptive with productive activities. Concerning the ESP activities it is
necessary to keep in mind the context that should be consistent with studying subject matter.
Warming-up activities - pre-teaching and activation of new vocabulary or

grammar structures, discussing questions concerning the topic. We can use
various types of plays, puzzles, collocation grids, questionnaires etc. to increase
students interests in given topic and lead them into further problems. It is a
kind of preparing step. Wallace (1992) e.g. considers pre-reading activity very
important for students motivation; topic or genre of the text is introduced e.g.
with collective discussion or some pictures to be fully motivated. (Wallace,
1992, p 62). I see warming-up activities as a very important and necessary
phase on which the next working process depends.
Receptive activities - work with a text itself, reading, listening. We can realize
various reading strategies e.g. aloud, quiet, skimming, scanning, with or
without translation, informative. They should lead to encouragement of
students. We can distinguish language-based approaches (e.g. jigsaw reading,
gap-filling) or approaches relating to content of the text. Both of them should
aim students to be as much active and reflexive as possible.
Productive activities - practising of acquired knowledge. Work in pairs, in
groups or individual with help of teacher who takes notice of using target
language. Summarization of lesson that should be done by students, it shows
how students understand given topic.
Follow-up activities - next improving, developing, appropriate using of learnt.
We can practise it in a form of creative homework, exercises. Harmer (1991)
draws that large scale of skills and activities can be developed e.g. drawing
characters, making discussion, creating some pictures, dramatic activities etc.
(Harmer, 1991, p 188).
The role of the teacher in ESP lesson

ESP teacher versus General English teacher
It is difficult to delimitate where General English and ESP course starts and ends. It is the
same with the role of the teacher in those two courses. The aim of ESP teacher is not only to
meet the learners specific needs in the field of particular discipline but also to provide
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satisfying learning background (Designing course, setting goals and objectives, selecting
material etc.) as it was already pointed out above. Studying subject matter in English is in the
centre of students attention not the language itself how it is in General English course that is
why the concept of ESP course is adapted to students needs. On the other hand ESP teacher
should not become a teacher of the subject matter, but rather an interested student of the
subject of the subject matter. (Hutchinson and Waters, 1992, p 163).
Hutchinson and Waters (1992) stress two roles differ between ESP and General English
teacher. Beside the typical duties of classroom teacher, ESP teacher deals with needs analysis,
syllabus design, materials writing or adaption and evaluation, they see ESP teachers role in
one of many parts. (Hutchinson and Waters, 1992, p 157).
The other aspect refers to training ESP teachers which was not covered as much so
teachers of ESP have to orientate themselves to a new environment. (Hutchinson and Waters,
1992, p 157).
In general, positive attitude to ESP content, learners and previous knowledge of the subject
area are required. (Hutchinson and Waters, 1992, p 163).
Dudley Evans theory of ESP practitioner:
Tony Dudley Evans and St John (1998) define five key roles for the ESP practitioner:
teacher, collaborator, course designer and materials provider, researcher and evaluator. The
role of teacher is in fact the same as a role ofGeneral English teacher. The role
ofcollaborator is connected with working (collaborating) with specialists to meet the specific
learners needs. The aim of the role of course designer and materials provider is the same in
both, ESP and General English courses; to provide the most suitable materials in the lesson to
achieve set goals. Researchers results find out if the choice of materials meets learners and
teachers expectations. The role of evaluator is very important in the whole learning process.
It is necessary to inform students about their progress in their language learning that is why
giving feedback is an inevitable part of each activity. (Laurence Anthony, 2007).
Creating a learning environment motivation:
Creating a positive learning atmosphere in the classroom is a primary step for achieving
setting objectives and goals. It makes teaching and learning more pleasant for both sides of the
process, for a teacher and a learner, and it supports students in their work.
Creating a positive learning atmosphere is closely linked with motivation. Motivation is an
important and a necessary part of students work that affects their future success or failure. It
is a kind of inner motor that encourages us to do our best to achieve a satisfactory goal in our
activity. Harmer describes motivation as some kind of internal drive that encourages
somebody to pursue a course of action (Harmer, 1991, p 14). The role of motivation during
each activity is inevitable. Students should be motivated as much as possible to enjoy the
activity and achieve its real aim. Motivation makes teaching and learning immeasurably easier
and more pleasant, as well as more productive. (Ur, 1996, p 274). That can be made in many
ways.
Motivation to learn can be affected by various factors around students. Teacher is
probably the major factor in a process of motivation. He or she acts a primary role in the
continuance of students motivation. His or her enthusiasm and interest in subject are
considered to be highly motivated feature for students. Students are definitely influenced by
the way of speaking, explaining and teachers attitude to them so the method of learning is
another important factor in motivation. It has a close connection with an attractive way of
ISBN 978-93-86176-18-9
lesson presentation. Others factors that influence motivation may be the general attitude to
subject or the influence of people close to them.
Concerning the ESP course, positive attitude to subject is more than evident and there is no
prior need to develop students positive attitude to subject matter, that was already developed
by previous knowledge and interest in studying subject, but to make students familiar with
particular way of using English. That is why English should not be presented as a subject
matter of learning, but in the context with learners needs and knowledge. The way of
presenting the content through English is an important motivating step for ESP students. Lack
of motivation may lead to lack of students interests in studying subject that is why a teacher
should be careful about the choice of ESP materials and activities in the lesson and about
organizing the course in general. Students will acquire English as they work with materials
which they find interesting and relevant and which they can use in their professional work or
further studies. (Fiorito, 2007).
The good selecting of materials, teachers way of presenting the content with regard to
context and students evaluation are considered to be the most motivating factors in the
process of ESP approach learning. Successful language learning and teaching lies not in the
analysis of the nature of language but in understanding the structure and process of the mind.
(Hutchinson and Waters, 1992, p 39).
CONCLUSION
In my thesis I concerned with English for Specific Purposes (ESP). In the theoretical part I
introduced the theoretical background concerning ESP and mentioned some characteristic
features closely connected with process of ESP learning. I drew the special attention to
organizing ESP course and selecting material as an important phase to fulfil its demands and to
achieve satisfying goals in ESP process of learning. I also pointed out some differences between
the role of ESP and General English teacher and stressed the importance and possible ways
of evaluation. I mentioned learning-centred approach based on learners needs, expectations
and learners way of learning language. They are mainly learners needs that must be met
rather than teachers ones and it depends on learning strategies and teachers attitude to ESP
course that is why a motivation was emphasized as a necessary part of a learning process as
well.
In the practical part I focused on particular learning aspects and presented various
activities that have been done in the course of Tourist Management and Hotel Industry. The
work may be seen as a mixture of different practised skills but that was my aim. I tried to cover
more skills purposely so I did not concentrated just on one area of learning.
Some of the activities were more popular some of them less. The way of likeability resulted
from students previous knowledge and interest in given topic. The most suitable activities, for
the group of Hotel Industry, were vocabulary concerning hotel facilities in a form of flashcards
and activity relating to making dialogue. The group of Tourist Management considered reading
about foreign countries and following activities about them the most useful in the field of their
studying subject. On the other hand I found writing activity less interesting for them. In
general, students do not like writing skills much.
It is difficult to find an activity that suits all students in the class. Each of the students has
various interests that are reflected in their claims and expectations. Teacher is not able to
cover all students needs in every lesson, but he or she is able to present an activity in the most
interesting way. There exist many possibilities of presenting ESP activities in an attractive
way for learners.
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THE ADVANCEMENT OF BLACK WOMENS WRITING IN THE

CONTEMPORARY WORLD
Jinka Jyotsna and Dr.R.Srinivasan
VIT, Vellore.
Abstract:This paper recounts the changes encountered and the progresses madein the history
of black womens writing in Afro-American literature. In a male dominant society, black women
have proved that they are no less inferior to their male counterparts in contributing to the society
through their works. It also highlights the major problems such as class, race, sex and identity of
women in the male dominated society. To exemplify the progression of women in the field of Afro-
American literature, the paper discusses the contributions of two prolific black women writers-
Alice Walker and Toni Morrison, and vindicates the perspective through a major character in
their works.
Key Words: Black Women; oppression; development; male-dominance; ideals; identity;
discrimination; class; culture; race; sex; tradition; heritage; womanhood; relationships; society.
From the beginning, the Black-Women writers have produced a literature of human
enlightenment and social protest. None of the early writers sat in ivory towers surrounded by
fetishes of refined culture and composed art for arts sake. Black writing did not come into
being as a result of some black persons desire to exercise the inspirational muse. What
motivated blacks to write were the conditions of oppression, slavery and discrimination.
Black writers were often harassed by the black people to define the condition of the race.
Since writers possess the word and the word is powerful,people feel it is the intrinsic duty of
writers to communicate the aspirations of the people and to lead the people against those who
oppose them. Being a black writer is an ennobling exigency, and black literature portrays the
supreme enrichments of the black culture and black life. This has been the burden as well as
the heritage and the legacy of every black person who has takento writing in the United States.
It is a shame that black men writers and door keepers of black American literature
historically ignored, underrated and suppressed the women writers and the works they
produced.
Black literature in the United States has been a world of black-mens literature. The
forefathers and promotors of black writing have been men. There have been no recognized
mothers of black literature. The male authors portrayed male protagonists almost completely
and fundamentally ignored the complexity and vitality of black female experiences.
Though black women have been involved in the development of American literature since
its origin, no pre-twentieth century black women writers were treated as major contributors
to the history of black literature.
The improvement of Afro-American womens fiction is a mirror image of the intensity of
the relationship between sexism and racism in America. A recurring struggle in the tradition of
writers form the 19th century to the present is reflected in their attempt to use the range of
ones voice and to express the totality of self. There has been an incredible change in the last
two decades in Afro-American literature. The pertinent point to note is, many of the pre-
eminent leaders of this revolutionary new fiction are black women, who as a group were for a
long time the invisible authors in the literary tradition.
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Afro-American women writers have developed from a particular historical background.

Through their writings, Afro-American women authors create self-affirming protagonists. To
understand the remarkable achievements of Toni Morrison, Alice walker, Paule Marshall is to
understand the creativity and ethos of black American women writers.
I see a greater and greater commitment
among black women writers to understand
self, multiplied in terms of the nation,
multiplied in terms of the world. You
have to understand what your place as an
individual is and the place of the person
whole is close to you. You have to
understand the space between you before
you can understand more complex and larger groups.
- Alexis De Veaux
Black women in America are triply burdened. They suffer from racial, sexual and class
prejudices. They are forced to occupy a very insignificant place in the male dominated America.
As a result, their identityand the black female self had been denied a rightful place by white
men and also by their own people, the black men. This led the blackwomen to feel faceless,
subservient, insignificant and without any identity. The black women writers took up the
responsibility of giving the rejected humanity and the womanhood back to these ill-fated
creatures.
These female writers have had to struggle against the confines of race and gender for both
liberty and selfhood. The truth of Gerda Lerners statement is, therefore, irrefutable when she
says, belonging as they do to two groups which have been treated as inferiors by American
society Blacks and women (black women), have been doubly invisible. Their records lie
buried, unread, infrequently noticed and even more seldom interpreted.Since the times of
slavery, black womanhood has been destroyed, distorted,dismantled and abused with
racial,sexual and inhuman practices by black men and whitemen and women.
But the fighting spirit of these women writers endured against all adversities and they
exposed their trauma through their writing.
Alice Walker notes in her essay notes that, when Toni Morrison was asked why she wrote
the books she did, she said she wanted to readthem. Thus, the black women writer chose to
make a discourse of her own experiences, and this led to a strong co-relation between the
emergence of the woman characters in the fiction of these writers and the acceptance of black
women writers into mainstream American literature as competent writers of fiction.
African-American literature in the 1920s continued to progress under the heavy cloak of
theological terror as it reacted to white societys view of black like the whites, accepted the
American ideals of materialism, security and comfort. Thus the black female novelists of the
1920s chose to make their heroines light complexioned, upper-middleclassblack women with
taste and refinement. Two such writers Jessie Fauset and Nela Larsen were acknowledged
during the Harlem Renaissance as significant novelists and both exclusively focused attention
on this image of the black woman.
The black womans individuality and natural instincts were not allowed to develop, so that
she often was a mere chattel, sex-object or passive receptor of male violence. If the physical
labor and acquiescence in their victim status emotionally paralyzed them, the political,
economical and social restrictions of slavery and racism stunned their creative lives. However,
the notion of the new black womanhood involves the growth of the black woman from a
ISBN 978-93-86176-18-9
person wholly battered and abused by society to one who consciously tries to project herself
culturally, spiritually, politically and intellectually. It is the conviction of the new black woman
that, she must survive with dignity.
We clearly see that most of the African-American novelists of the 20th century were
concerned with the plight of the black woman, herposition within the family, in society and the
world at large. As her position within the family is the center point of this unending spiral of
relations, this is the primary concern. At the same time, the black women writers struggled for
recognition and had to fight the stiff opposition from their own male counterparts (black
males) and this led a constant criticism of any male characters created by these writers.
Black women writers, poets, novelists, dramatists, scholars, intellectuals, critics have been
subjected to harsh criticism. As a result, they are forced to weild their pens like spades
unearthing forbidden treasures buried in old soil. Collectively, it is the mass presence of
literature written by black women that is unprecedented.
Two prominent women novelists, Toni Morrison and Alice Walker, come to mind in any
discussion on the emergence of strong women characters in African American literature. This
paper describes the triumph of these writers and provides a brief account of a major character
in their fiction.
Toni Morrison is one of the writers who played a pivotal role in the history of black women
literature. She has won many prizes and awards and stands high in American literary
organizations and is often the main speaker at major literary gatherings. She has published
highly acclaimed novels: The Bluest Eye(1970), Sula(1974), Song of Solomon(1977) and Tar
Baby(1981).
Toni Morrisons works are fabulous works of earthy realism. They are deep rooted in
history and mythology and her works are a profound mixture of pleasure and pain, wonder
and horror. Her characters come out with the force and beauty of the gushing water, seemingly
fantastic but as basic as the earth they stand on. Her work is of sensuality with an intrigue that
only a piercing intellect could create.
The Bluest Eye presents a simple theme: the story of a black girl who wants blue eyes as a
symbol of beauty and therefore of goodness and happiness. This simple theme is a real and
symbolic statement about the conflict between the good and the beauty of two cultures and
how it affects the psyche of the people with in those cultures. The theme is at the base of the
conflict of artistic and societal values between the Anglo-American and Afro-American
cultures, complicated by the psycho, political dominance of one culture over another. This
novel is about mythic, political and cultural mutilation as much as it is book about race and sex
hatred.Toni Morrisons works teach us lessons about the integral relationships between the
destructive limits imposed on the black woman and the inversions of truth in the society.
Alice Walker is regarded as a writer of powerfully expressive fiction. Her work consistently
reflects her concern with racial and political issues. Particularly, with the black womans
struggle for spiritual and political survival.
In her first novel, The Third Life of Grange Copeland(1970), she traces the history of the
Copeland family through three generations. The novel is set in the rural south, and rather than
concentrating on the racist conflict, it moves onto the violence that the men, women and
children of that family inflict on each other. In her characterization of Margaret and Mem, she
depicts the fact that the abused black women do not endure. These women are cruelly
victimized by their men as they move about from day to day exposing their shame to
themselves and to the world around them.
We find her women characters moving towards recognition of their womanhood and a
much denied independence from the double yoke of race and gender. Alice Walker succeeds in
ISBN 978-93-86176-18-9
reddening the image of stereotypical black women through the effective, sensitive and realistic
portrayals in her novels.
One can trace the development of Black Womens literature and co-relation between the
writer and their characters created by them. The socio-cultural and literary journey of the
black women writers has been one of struggles and triumphs against various odds. African
American womens writing has come a long way from its meek origins by emerging as a
powerful force to reckon with.
REFERENCES
[1] Barbara Christian, Black Feminist criticism: Perspectives on Black Woman Writers,New
York, Pergamon Prss,1985.
[2] Barbara Christian, Black Women Novelists: The Development of a Tradition 1892-1976,
Westport, Connecticut: Greenwood Press,1980.
[3] Molly Doughtery, Becoming A Woman in Rural Black Culture, New York,Rinehart
andWinston,1978.
[4] Greda Learner (ed.), Black Women in White America: A Documentary History, New York,
Random House, 1972.
[5] Nancy J.Peterson (ed.),Toni Morrison: Critical and Theoretical Approaches, London, John
Hopkins University Press,1997.
[6] Harold Bloom, Alice Walker, New York, Chelsez House, 1989.
[7] RangaraoBhoongle, Contemporary American Literature Poetry, Fiction, Drama, and
Criticism, Atlantic, New Delhi, 2011.
ISBN 978-93-86176-18-9
WEB BASED LEARNING

Drishya.R
K.Ramakrishnan College of Technology, Trichy.

Abstract:
Web based learningis benefiting many. In present days itis likenumber of haemoglobin in a
healthy blood. With growth growing pains are obvious so are its benefits too. This study throws
light on benefits and issues of web based learning.
Keywords:
online learning, pros and cons, benefits of web based learning.]
I. INTRODUCTION:
EB based learning, where the word learning is an experience that every man can
W experience in every aspect of his life. Web based learning also known as e-learning , is
accessible to many. Hence man can learn in every aspect of his life easily.
II. PROS AND CONS :WEB-BASED LEARNING
Advantages of web based learning

Distant learning:
One can usually also set your own pace of study. It is your decision as to when and where
you study. It doesn't matter where you live you can gain a degree from anywhere in the
world. As with a full-time degree, students may find that they gain useful, transferable skills,
such as planning and research. A distance learning course often costs less than a full-time
degree.
Independent learning:
Improved academic performance increased motivation and confidence. Greater student
awareness of their limitations and their ability to manage them, enabling teachers to provide
differentiated tasks for students. Fostering social inclusion by countering alienation.
Easily updatable:
One can access to any new innovation within fraction of seconds rather than to update
yourself when you meet new people or when it is put up in news. it gives you something to
think about. Not only you are updated, but so are your thought patterns. It provokes questions
about yourself, your life, and about the world in general.
Disadvantage of web based learning:
a) Social isolation:
Social isolation is the complete or near-complete lack of contact between an individual and
society. It differs from loneliness, which reflects a temporary lack of contact with other
humans. Social isolation can be an issue for individuals of any age, though symptoms may
differ by age group.
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b) Poor technology:
Disadvantages of technology in onlineclasses can include concerns about
technicalproblems and limitations of one kind ofinstructional delivery, demonstrating learning
andturning in assignments. The success of web basededucation is very dependent upon the
technology.When the technology fails, the online course can
fail with it. This causes student frustration anddissatisfaction, particularly to students who
arealready uncomfortable or unfamiliar with thetechnology orthe online environment in
general.
III. SUMMARY :
A major benefit of online education for professors is thatan online environment is time-
independent and placeindependent.
Online education provides convenience andflexibility for professors. The less demanding
workenvironment enables professors to attend conferences,present papers, recruit for the
university. Professors who
teach online courses can be compared to those whotelecommute. According to study by
Brigham YoungUniversity (2010) 25 percent of employees reported thatwork interfered with
personal and family life. A member ofthe faculty at Brigham Young University also
concludedthat flexible work options is connected to increased
production, more flexibility in the workplace and reducedoffice space needs. That's the
good side.
Online education decreases limitations and increasesdiversity among the student
population. The wide range ofstudents' geographies, cultures, backgrounds, and ages bringnew
ideas and premonitions of the subjects being introduced
in the course. Students in the course are able to gain a muchbroader prospective on the
subjects at hand which make fora richer learning environment .However, for the professor
tasked with developing and
conducting an online class, a significant portion of theirtime will be required. Although web
based education offersthe instructors flexibility and the convenience todetermining their
teaching schedule, the time demands aregreater for teaching a course in the online format than
forteaching a course in a face-to-face setting (Cavanaugh,2005). Cavanaugh conducted a study
that did a timecomparison between a course taught online and a coursetaught in the face-to-
face setting (same class and sameinstructor). He contends, The amount of time spentteaching
online was over twice the amount of time spentteaching in-class. Cavanaugh further states
that the amountof time spent teaching an online course seems to increasedirectly with the
number of students enrolled and that themajor difference in the additional time spent is
largely dueto communication with the student (time emailing, timespent answering students
questions). The AmericanAssociation of University Professors found that onlinecourses take
more time to conduct than traditional courses.Online professors find a huge amount of time
spent inanswering individual questions which could be handledclass-wide in a face-to-face
environment. Additionally
learning multiple course management system softwarepackages requires a learning curve
use of time. Discussionswith students can take place 24/7 and students expectimmediate
feedback online.Online education opens up a Pandora's Box forprofessors. Many of the evils
from this box are substancefrom the lack of physical interaction between the studentand
teacher. Dykman and Davis articulated the value of thephysical human interaction as it relates
to education,"Without significant human contact, students may seek toget by with the least
ISBN 978-93-86176-18-9
amount of effort possible, and theirlearning and the quality of the online course will
sufferaccordingly"(p.288).
Many professors are concerned with the increased risk ofacademic dishonesty. Students
who want to cheat will find away; however, research has found that it is easier forstudents to
cheat in online classes. Although the coursemanagement system, e-College, continues to
implementchanges to their software package to make the assessmentportion more secure
robust, students can easily use a simplescreenshot of their monitor to save and share test
questions.
Therefore, professors must rethink how they choose toassess their students in order to
increase the true validity ofthe exam results. On response from an SHSU like/dislikesurvey of
online classes pointed out that this can beaccomplished as the student said, "You had to
studybeforehand. You didn't have time to look up the answers."
This was definitely in the dislike section. Another issue for professors is the constant
demand ofwritten communication. E-mail is a great way tocommunicate technical messages,
but is not a great way tocommunicate emotional messages. In a traditionalclassroom,
professors can read body language, pick outsarcasm, and reflect on tone while a student
expresses theirissues, confusion, or excitement. E-mail is written word thatcan be stored and
forwarded; it has the possibility to hauntthe professors and affect a teacher's position, tenure
orreputation.
Professors must also be more aware of students in onlinecourses who are not self-
regulated. Self-regulated learnersset goals and monitor and react with regards to theirprogress
towards their goals. Professors can addencouragement, deadlines, and scheduling reminders
to theInternet class documents. They can communicate to thestudents the importance of doing
the assigned reading,meeting deadlines, and taking exams, but if the student isnot disciplined
and motivated enough to check-in to theonline course or read their e-mail, then the teacher is
forcedto fail the student. For instance at one institution of higherlearning (Sam Houston State
University), they have aspecial advising Centre called Sam Centrewhich provides a"First Alert"
process whereby they will follow up withstudents and try to get them on track or drop the
class.Professors have the issues surrounding self-regulatedexcuse makers. These students tend
to monitor the coursebut fail to produce results. These students constantly have acrisis, a
schedule conflict, a family emergency, or someother justification for not doing the coursework.
Professorshave to wade through the written communication and makedetermination if the
student is worthy of an extension. Notonly is this possibly unfair to other students, it can
beechnologically challenging to alter course managementsystem deadlines without
intervention from others.Some research shows that students in online coursesperform worse
than those in traditional classrooms. Studentsthat have low technological, communication,
ororganizational skills and professors need to be ready toapproach these issues in order to
help the student succeed.
IV. CONCLUSION:
Online education continues to gain popularity as thedemands for an educated workforce
continue to increase.Students who work full-time, have children at home, haveodd work hours,
or live across the globe can attend class inthe comfort of their homes. Students with handicaps
cantake classes without special arrangements for travel or in theclassroom. With enhanced
access in the form of onlineeducation, student enrolment will increase. Ease of
access,convenience, and flexibility is not only beneficial for thestudent population; it also is
attractive to faculty. Theflexible work schedule and environment makes it easy foruniversities
to obtain the best faculty and more faculties tomeet the demands of increased enrolment. The
main benefit of online education is both facultyand student is that it allows time and place
ISBN 978-93-86176-18-9
independentaccess. The issues of online education tend to varysignificantly between

institutions, professors, students, andemployers. Professors and students have issues with
studentself-regulation and written communication, with moreemphasis. Online education has
long had its proponents and naysayers. Do the benefits of online education outweigh the
issues? The answer: It depends.
Finally, the student survey on their perspectives oftechnology use in their courses indicates
several benefits from better understanding to better communication withtheir instructors. It is
clear that students perceive somepositives of technology use in this setting.
WORK CITED:
[1] Atkinson , cited in Valentine 2002 & NG, 2000)
[2] Carr, S. (2000, February 11). As distance education comes of age, thechallenge is keeping
the students [Electronic version]. Chronicle ofHigher Education, A39.
[3] Cook, D. A. (2007). Web-based learning: pros, cons andcontroversies. Clinical Medicine, 7
(1), 37-42.
[4] Kern, R. (2010). Maximizing an Online Education. U.S. News &World Report, 147(5), 46-47.
Retrieved from Business SourceComplete database.
[5] Li, C., & Irby, B. (2008). An Overview of Online Education:Attractiveness,Benefits, Challenges,
Concerns and Recommendations,College Student Journal, 42(2), 449-458. Retrieved from
AcademicSearch Complete database.
[6] McNair, P., Thompson, T. (2007). Creating a first class experiencethats first class. Online
Journal of Distance Learning Administration,10(3). Retrieved April 3, 2008,
fromhttp://www.westga.edu/~distance/ojdla/fall103/mcnair103.htm.
[7] Millson, M., &Wilemon, D. (2008). Technology Enabling Innovationin Online Graduate
Management Education. International Journal ofInnovation & Technology Management,
5(4), 401-421.
[8] Trawick, M., Lile, S., &Howsen, R. (2010). Predicting Performancefor Online Students: Is It
Better to be Home Alone?. Journal ofApplied Economics & Policy, 29(1), 34-46.
ISBN 978-93-86176-18-9
THE NEED FOR INTERCULTURAL COMMUNICATION IN ENGINEERING

EDUCATION
M AMBIKAVATHY
M.KUMARASAMY COLLEGE OF ENGINEERING, KARUR
ABSTRACT---In the current climate of increasing globalization making intercultural

interaction a virtual inevitability, it is important that engineering students gain awareness of
intercultural considerations and cultural dimensions, especially in relation to communication. It
helps topromote the understanding of different people and cultures. Governments, universities
and private industry emphasize that internationalizing curricula is not only important to remain
competitive in a global world economy, but even indispensable for the worlds survival through
global communication. , intercultural competence integrates a wide range of human relations
skills. An awareness of cultural components will aid in maximizing understanding of
communication, thereby contributing to positive student, academic, engineer and worker
experiences, and enhancing effectiveness. This paper asserts, as a result of globalization and the
overall expansion of engineering industries across international borders, that there is a need for a
new, non-technical competency for engineering students in intercultural communication.
Keywords:Intercultural, Communication, Global, Competence
INTRODUCTION
DUCATION not only reflects society but is also an influence in shaping the life of each and
E every individual. Intercultural education is concerned with ethnicity, culture and is
valuable to all students in equipping them to participate in an increasingly diverse society.The
ability to communicate a technical concept clearly, efficiently, and completely to culturally
diverse society is a necessary engineering skill. In the present scenario an engineering
students success in finding a good job is mainly based on their demonstration of
communication skills. The main focus of the intercultural education is to contribute towards
the development of all aspects of the individual including
aesthetic,creative,critical,cultural,emotional,intellectual,moral,physical,social and spiritual
development.
INTERCULTURAL EDUCATION
Intercultural education has two focal points. It is education which respects, celebrates and
recognizes the normality of diversity in all parts of human life. It sensitizes the learner to the
idea that humans have naturally developed a range of different ways of life, customs and
worldviews, and that this breadth of human life enriches all of us. It is education which
promotes equality and human rights, challenges unfair discrimination and promotes the values
upon which equality is built.
Intercultural education is based on the general aim of enabling the student to develop as a
social being through respecting and co-operating with others, thus contributing to the good of
society. Intercultural education is beneficial to all the students since they need to learn how to
live within and contribute to the evolution of our growing multicultural society.
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COMPONENTS AND GOALS OF INTERCULTURAL EDUCATION
Enable creating an intercultural learning environment.

Supports students to become proficient in the language of instruction.
Encourage and promote active participation and effective communication between
the teachers and students.
Promote and evaluate data gathering and monitoring so that policy and decision
making is evidence based.
Ensure that every student has a role to play in creating an inclusive, integrated and
intercultural educational environment.
CHARACTERISTICS OF INTERCULTURALEDUCATION
Intercultural education is for all children;

Intercultural education is embedded in knowledge and understanding, skills and
capacities, and attitudes and values;
Intercultural education is integrated with all subjects and with the general life of the
school;
Intercultural education requires a realworld focus;
Language is central to developing intercultural abilities and capacities;
Intercultural education takes time;
The school as a model of good practice.
BENEFITS OF INTERCULTURAL EDUCATION:

It encourages curiosity about cultural and social difference.
It helps to develop and support young peoples imagination by normalizing difference.
It helps to develop critical thinking by enabling people to gain perspective on and
question their own cultural practices.
It helps to develop sensitivity in the student.
It helps to prevent racism.
THE NEED:
Most of the technical graduates find it challenging in the outsourcing because of their lack
of intercultural communicative skills. The urgent need to improve technical students
intercultural communication skills has been emphasized by educationists as well as employers.
New communication technologies and the increasing speed and reduced costs of international
transport and Globalization of business have resulted in an ever-increasing number of people
engaged in intercultural communication. Successful communication requires an understanding
of the cultural aspects involved in communication.Engineers need skills in human relations,
intercultural communication, as well as technological knowledge.
An intercultural approach in engineering classroom is important within the curriculum in
order to help students to develop the ability to recognize inequality, injustice, racism, prejudice
and bias and to equip them to challenge and to try to change these manifestations when they
encounter them in the society.
Students should be enabled to appreciate the richness of a diversity of cultures and be
supported in practical ways to recognize and to challenge prejudice and discrimination.
Intercultural education is one of the key responses to the changing shape of the society. As an
approach, it should emerges naturally from students. Intercultural communication enables the
educational institute and the students to:
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incorporate an intercultural and anti discrimination approach to staff development

ensure equality of access and participation
promote intercultural education in the classroom
create an inclusive physical and social environment.
provide language support
select appropriate resource material for learning and teaching
celebrate special events in the calendars of a diversity of culture.
CONCLUSION
Students communicate with each other by means of telecommunication. Technology offers

the means to provide such virtual learning communities in which social construction of
meaning occurs and this has an advantage over pencil and paper methodology. Students would
provide visual and aural representation of themselves, their interests, and their cultures and
share it with others through Internet. The students can be engaged in projects that encourage
collaboration and communication among students in classrooms for purposes of discussing
issues from different perspectives across distant cultures.
REFERENCE:
[1] Celebrating Difference: An Intercultural Resource for Senior Primary Classes Blackrock
Teachers Centre and Crosscare,1996
[2] M.C. Paretti, LD. McNair, C.B. Burgoyne, Pedagogies for developing cross-cultural
communication competencies in an era of virtual collaboration, IEEE International
Professional Communication Conference, 2006.
[3] P Rayan, A., and Shetty, R., "Developing Engineering Students Communication Skills by
Reducing their Communication Apprehension", English for Specific Purposes World , Vol 7.
No 20, 2008.
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Mahesh Dattani: A Writer with a Difference
T ARUL PRAKASH
M.KUMARASAMY COLLEGE OF ENGINEERING (AUTONOMOUS), KARUR
ABSTRACT---Contemporary Indian writing in English treads a new path that remained out of
sight of the writers till now. In its journey for about two centuries, Indian Writing in English has
dealt with the vicissitudes of life touching our countrys ancient history, culture, tradition and life
under the colonial rule. But the advent of Mahesh Dattani as a trail blazer has shaken the entire
fabric of the Indian literary scene. With his savior heart and radical intellect, he has unearthed
the so far untouched, alienated, excluded, and ignored life of the eunuchs, homosexuals, victims of
child sexual abuse. Moreover he has treated the theme of communal violence and the oppression
of women with a progressive mind. Dattanis objective approach towards these issues and the
conviction of character to take up the cause of the marginalized brushing aside the narrow views
and comments of the mainstream society is examined in detail. This paper focuses on the issues
that should be presented to the literary student and the importance of the Mahesh Dattani as a
voice of the voiceless in the Indian writing in English literary scene.
Keywords: Trail blazer,Marginalized,Eunuchs, Homosexuals,Child sexual abuse,Communal
Violence,Progressive Mind,Conviction of Character,Voice of the Voiceless
AHESH DATTANI is the name that is etched in the Indian Writing in English literary
M scene as a writer with a difference. The teaching of his work to the students with the
focus on his treatment of controversial, taboo issues will sure enlighten the impressionable
young minds about the need to look at the people of every kind with a sensible mind and
humane heart. He has chosen to make his art a humanitarian craft by encompassing the life of
the subalterns. He does not weave his material around the world of romantic people or
imaginary world or sensual subjects. His world of drama revolves round the contemporary,
urban, and middle class people of India. He lives in this world and has extraordinary
knowledge of the patterns of behavior, thoughts, attitude, and actions of the people of this
group. He believes that he could not do justice to write about other sections of society since his
whole upbringing was urban.Family is the center space in most of his plays as he holds family
and family values of Indian culturevery close to his heart. Even though he chooses to tell the
Indian story with Indian images, characters and plot that are attuned to Indian reality, the
themes of his plays are universal in nature. According to him, the practitioners of theatre today
should be radical. They have to explore and develop new forms and languages.
Mahesh Dattani is not a run of the mill kind of writer who entertains the audience with the
stories that are made up of imaginary situations, stereotype characters, the themes of sensual
love or other common affairs of the worlds. His plays rather focus on conflicts that plague
Indian Society.He portrays the life of people who are not part of that mainstream in the major
chunk of his writings. Dattani becomes a writer with the difference when he uses the theatre as
a medium to espouse the cause of the marginalized sections of our society. He does not shy
away from subjects considered taboo in Indian set up. His handling of the themes like
homosexuals, HIV positive, eunuchs, oppressed women and abused children, is a testimony to
his genuine concern for humanity as a whole irrespective of ones sexual identities, social
status, and intellectual caliber. The voiceless are the victims of oppression, marginalization,
discrimination, abuse and ostracization. These groups of people are the victims of the social
malady of insensitiveness of the humanity towards the plight of their fellow human beings.
Through his committed concern for these victims, Dattani has turned the plight of them in to
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plays.Through his works he gives vent to their aspirations, mood, sufferings, trauma and quest
for justice. Healso focuses on unraveling the circumstances and socio economic conditions that
caused the voiceless to live a life of hell on earth.He does not intend to correct anyone by giving
readymade solutions, but place the reality to prick their conscience. He wants the audience to
introspect and get some insights about their own life.Imbibing the above said
principles,Dattani has taken the less travelled road by portraying the life of the marginalized
sections of society.
Dattanis handling of the sensational, controversial issues helps to create awareness about
the plight of the marginalized, outcast and oppressed human beings. Human society that boasts
of its culture, customs and the other so called valuable practices which is formed to promote
love, caring, compassion and understanding among the humans to lead a harmonious life, has
really been manipulated by a section of people to promote the vested interests. The social
principles are not for everyone to follow and get the fruitful benefit, since it is governed by the
rules and regulations formulated by the powerful, the rich, and the whims and fancies of the
fortunate few. To satisfy the powerful peoples ego or cravings for material and sensual
pleasure, a section of people are sexually, physically, emotionally and financially exploited. The
injustice meted out to the latter goes deliberately unnoticed and considered unimportant. By
virtue of portraying the pathetic life of these victims, Dattani plays become significant by
stirring up debate on the condition of those people and causes.
A few plays that have the substance to showcase Mahesh Dattani as a writer with a
difference have been chosen to prove his mettle in the untrodden path.Dattanis two plays
Bravely Fought the Queen and Taradeal with the malady of patriarchal oppression. The
playsThirty Days in September and Final Solutionsbring out the evil of abuse whereasSeven
Steps around the Fire andOn a Muggy Night in Mumbaifocus on social aversion.Bravely Fought
the Queen is the story of the sufferings of a three generation women of Trivedy family by the
male members of the family. The authority of the patriarchy that wields the scepter of power
transcending time from the past to the present day exercising its influence over Indian women
from all sections of the society is traced convincingly. The negative consequence of the
hardships of the victims of patriarchy is emphasized. The crushed dreams,loveless heart,
spoiledbody,incompatible relationships and bleak future of the females are stressed to register
their hidden pain. Dattani exposes the mental makeup of males which prompt them to treat
women like dirt, expendables and a commodity. The womens safe less condition against
reality that pushes them to build their imaginary world as a measure of surmounting the crisis
but in reality an escaping tendency is highlighted.Tara is the story of Siamese twins, Chandran
and Tara. It projects the injustice meted out to Tara for being born a female child in an Indian
patriarchal society. The themes of gender discrimination and guilty consciousness have been
thoroughly analyzed. The bond of love and affection that run among the family members and
their tragic failure have been examined in the light of the pressure mounted up by the
patriarchal society. The deprivation of a female child financially, emotionally, and socially in
the family is brought forth convincingly. Dattanicritically examines how the powerful hand of
patriarchy with the support of money power,social status and physical strength curbs the
freedom of female gender. It further delves deep in to how the same gender becomes enemies
for one another. He also draws attention to how a revolutionary change has occurred in the
mind set of women in recent times who fight back against the injustice, torture, suffering,
oppression, mental trauma caused by the dominance of male in family and society.
Thirty Days in September and Final Solutionsmake an in-depth study of the life of the victims
of child sexual abuse and communalism respectively. As the impressions registered during
childhood, have a lasting impact on the future life of a human, the trauma experienced by a
child when sexually abused, turns her life a hell on earth. This traumatic life lived by Mala and
Shanta, daughter and mother respectively is intensely dramatized by Dattani in Thirty Days in
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September. It diligently delineates the poignant traumatic after-effects of the sexual assault on
Mala and Shanta in their childhood. Their meek voice expressing their longing but the inability
to come to terms with what happened and turn a new leaf in their life is placed on the table by
Dattanis artisticskills as a playwright. The next play Final Solutionscenters round the abused
life of the two youths Javed and Bobby for the personal gains of the politicians and communal
leaders. The wrongly directed anger, overly emotional mind and the inherited hatred that is
the root cause of the communal riots are brought on the stage by Dattani. He mirrors the
confused, perplexed, vengeance full, misguided mind of the stakeholders of the communal
riots. The psychological and emotional conflict, the victims of abuse have to endure and its
effect on their behavior is given prominence for the better understanding of their situation.
The shame, the social stigma and the hypocritical life endured by this closed society has
been lion heartedly presented by Dattani without covering anything under the rug through the
plays Seven Steps around the FireandOn A Muggy Night in Mumbai.The degenerated life
conditions enforced by false beliefs of society on eunuchs are brought to limelight by Dattani in
the first play while the second play On A Muggy Night in Mumbai deals with a whole
community of homosexuals and their psychological traits. The fear of ostracism, the hypocrisy,
trust and betrayal and the sexual ventures of the gay community are uncovered in this play.
Dattanis truthful portrayal of this socially outcast group aims to prepare the traditional society
to accept the reality and give space for this marginalized in the mainstream society.
Dattanis radical acumen also finds its expression in his stage craft. It stands as an
embodiment of innovations and experiments which results in eliminating the barrier between
art and real. His stage setting is a fine example of Dattanis modern outlook. He creates
multilevel sets which exhibits the whole interior of the house to the audience. This apart, the
stage setting represents the disillusioned, unorganized consciousness of modern man. Dattani
channels his view through powerful images, symbols, and stage direction. His craft of
playwriting synthesis his stage setting, dialogue, verbal and non-verbal signs with the mental
spaces of audiences, dramatist and actors. Thus Dattani as a dramatist stands apart from the
ordinary writers and carves out a niche for himself as a voice for the voiceless.
REFERENCES
[1] Agarwal, Beena. Mahesh Dattanis Plays: A New Horizon in Indian Theatre: Jaipur Book
Conclave, 2008.Print.
[2] Dattani,Mahesh. Collected Plays. New Delhi: Penguin Books India, 2000.Print.
[3] ---. Collected Plays. Vol II.New Delhi:Penguin Books India, 2005.Print.
[4] Das, Bijay Kumar. Form and Meaning in Mahesh Dattanis Plays. New Delhi: ATLANTIC P,
2012.Print.
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INTRODUCING PHONETICS TO ENGINEERING STUDENTS
Dr.M.ARJUNAN
M.KUMARASAMY COLLEGE OF ENGINEERING(AUTONOMOUS)
ABSTRACT:This paper is to explore the avenues for introducing pronunciation to engineering

students. Poor pronunciation remains a stumbling block not only to students but also to teachers.
The significance of teaching pronunciation cannot be denied since most of the students are weak
in pronunciation as they hail from different walks of life where achieving good pronunciation is
ofte overlooked. Knowledge in grammar, vocabulary alone does not make the process of learning
complete but for a little knowledge in pronunciation.This present study aims to find out the
difficulties that teachers and students face in learning and teaching pronunciation. Introducing
phonetics to the students allows them to get the hang of words and their sounds.
Keyword:pronunciation, stumbling block, significance, words, sounds.
I. INTRODUCTION
PEAKING is the base in any language learning. While saying so one can understand the
S plight when it comes to teaching and learning of the articulation of a second language to the
adults who are already tongue-tied and MTI.(mother tongue influence) affected. Learning
pronunciation is a skill which is obtained often through self-interest and teaching and learning
methodology. Its not to be wondered if people from different parts of the world and people
with dialectal variations tend to have difference in adopting the method that suits them. Once
the newly tested technique is a success then it is a boon for others who are interested in and
also helps the MTI(mother tongue influence)students achieve what is hitherto unachievable.
II. PHONETICS
Phonetics is a branch of linguistics that deals with the speech sounds in spoken language.
And is one of the most patient-testing yet worth-learning aspects of ESL/EFL teaching.
Pronunciation is a must-to-know aspect in the process of communication as it holds the key to
the success of ones communication on the one hand and a little knowledge in that makes the
listener take himself away from the speaker on the other.Being bad at this skill not only leaves
the audience in doldrums but also makes them misconceive idea leading loss of interest.
Pronunciation includes stress, rhythm and intonation. Every language has its own
distinctive sound system. So does English with only twenty-six alphabets yet boasts of unique
forty-four sounds to this complex pattern of sound system. It is the order of the day for the
teachers of Englishto have a penchant for its pronunciation aspect since having knowledge in
vocabulary alone, needless to say an essential skill, is not enough as that has nothing to do with
sounds but meanings.
The use of correct English stress and pitch pattern helps the students to improve the
articulatory phonetics (production of vowel and consonant sounds). Even a small mess in
articulating consonants and vowel sounds could lead to a total confusion.Getting to grips with
pronunciation doubles their (both teachers and students) confidence level and helps them
communicate in good English even with native English speakers
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III. DOES PHONETICS PAY OFF?

Yes, honingones knowledge in phonetics not only draws the attention of listeners but also
makes them glue to their chairs until the speaker concludes his speech. In contrast to that, the
audience may leave abruptly if the speaker sounds bad at that skill. The teachers or the
students whoever it may be will be able to recognize what word and its spelling of a particular
sound indicates which the others find it difficult to.
IV. INTRODUCING PHONETICS

Both teachers and students will find it difficult to learn the complex pattern of
pronunciation initially. As nothing will happen overnight it is essential to school our tongues
with some basic speech sounds. For instance, one can know the know -how of vowel sounds by
making it a habit practicing some simple rhyming words for (I) sound as inpIt,bIt,sIt. And for
learning shwa sound the commonest and unstressed syllable in phonetic sounds.The ending
letter signifies the shwa represented by ein written reversely and is unstressed as in
Indi(a),Chin(a),Russi(a).
The first thing that the teacher and the learner have to follow is to collect a number of
similar sounding words in addition to learning the sounds of any particular symbols, for
example conscious, precious, fractious,dubious for shwa sound and manage,
courage,luggage,baggage for Isound respectively. However, there is a greater chance of losing
the touch with the pronunciation unless the learner puts his level of understanding by
matching his with the natives. This can be achieved either by befriending a native English
speaker or using a recorded speech by a native speaker.
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EFFECTIVE WRITING SKILLS-AN ORDER OF THE DAY
K.POOMALAR

ABSTRACT: It is a known fact that in the effective use of any language, the four basic
communication skills such as Listening, Reading, and Speaking& Writing play a vital role. Of the
four, writing plays a predominant role in our day today life. Writing is a skill that is acquired
through the diligent acquisition and sustained application of the three other skills. Thinking is
an unspoken and less mentioned skill that monitors and tutors all the four language acquisition
skills.
Writing is an art that all should master in order to excel academically and professionally.
Effective writing means conveying thoughts, ideas, and facts in simple and clear language.Now-a-
days Effective writing skills arecrucial for college students because of the following reasonssuch
as to acquire technical knowledge , to write research papers ,to get placed in a good company
etcSo, It has become indispensable for all the studentsto be skilled in writing. This paper
predominantlydeals with the importance of writing skills and also suggests somestrategies to
overcome the difficulties in acquiring good writing skills.
Key words: Writing, Effective, Writing process, Strategies
I. INTODUCTION:
RITING plays a predominant role in our day today life. It is an equally productive skill in
W the written mode and a skill that enables an individual to write accurately, lucidly,
coherently, grammatically and legibly for effective communication with ease and speed.
Writing provides a relatively permanent record of information, opinions, beliefs, explanations,
theories in time (history) and space (letters, books, documents etc.,). Writing is more
complicated than it seems at first, and often seems to be the hardest of the skills, even for
native speakers of a language, since it involves not just a graphic representation of speech, but
the development and presentation of thoughts in a structured way. Like speech, writing has
been considered as a powerful mode of communication. Writing is the primary basis upon
which ones work, learning, and intellect will be judgedin college, in the workplace, and in
the community. Writing expresses who one is as a person. It makes ones thinking visible and
verifiable. This papermainly deals with the importance of writing skills and some strategies to
develop Writing skills.
II. IMPORTANCE OF WRITING

The art of writing is slowly slipping away in the modern computing age. Nowadays, most
people do not write much in day-to-day life and in a way, a great deal of what we write
includes brief notes, answers for the questions, diary-entries, letters etc. Written expression is
a crucial part of communication and critical thinking. For high school students, developing
strong writing skills not only helps their high school grades but also prepares them for their
academic and professional futures. Whether writing essays, taking notes or applying for
scholarships, high school students must learn to develop their ideas and proofread their
written work before sharing it. Creating a strong foundation of writing skills in high schools
prepares them for success after graduation. Not only is writing an important academic skill,
but it is also an important skill that translates into any career field.
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Nearly all professions require some form of writing on the job. For example, doctors and
nurses write medical reports on patients; accountants and business managers create financial
reports; engineers and software technicians write instruction sheets and user manuals; nearly
every worker in all business fields composes emails and other forms of written communication
for customers, clients, and co-workers.In the workplace,you need to make sure that you
proofread everything you write,from an e-mail to a memobecause good writing skills are plus.
Ultimately, the number of job tasks that require writing is countless. Since writing is used in
all fields and jobs, it is a skill that all students and workers should learn and become better at.
Writing in English requires good knowledge about the grammar, vocabulary, and structure.
A crystal clear, structured, and correct writing can effectively convey ones thought to the
reader. Effective Writing is writing which has a logical flow of ideas and is cohesive. This
means it holds together well because there are links between sentences and paragraphs. the
reader 'on track'. Effective written English helps to glide through ideas, feelings, and opinions
without getting perplexed. Good writing reflects positive traits like self-confidence, clear
thinking, analytical mind etc. Writing properly makes you look intelligent and professional. It is
also the mental organizational skills of the person which comes into picture at this stage. A
person can effectively write when he has mental clarity about what exactly he has to convey.
Effective written English polishes and organizes your thinking process which makes you speak
in better way. What person speaks is the manifestation of his thought process which develops
due to writing.
The following are the some of the steps involved in the writing process which all can
follow
III. FOUR STEPS OF THE WRITING PROCESS:

1. Prewriting:
Whatever type of writing a student is attempting, the prewriting stage can be the most
important. This is when students gather their information, and begin to organize it into a
cohesive unit. This process can include reading, taking notes, brainstorming, and categorizing
information. Prewriting is the most creative step and most students develop a preferred way to
organize their thoughts. Stream of consciousness writing, graphic organizers, outlines, or note
cards are popular techniques. Many of these tools are already accommodated through
Time4Learnings Odyssey Writer program. Often this stage is best taught by a parent modeling
the different methods, perhaps a different one each week until the student finds which one
works best for him.
2. Writing:
The actual writing stage is essentially just an extension of the prewriting process. The
student transfers the information they have gathered and organized into a traditional format.
This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. Up
until this stage, they may not be exactly certain which direction their ideas will go, but this
stage allows them to settle on the course the paper will take. Teaching about writing can
sometimes be as simple as evaluation good literature together, and exploring what makes the
piece enjoyable or effective. It also involves helping a student choose topics for writing based
on their personal interests. Modeling the writing process in front of your child also helps them
see that even adults struggle for words and have to work at putting ideas together.
3. Revising:
Revising or editing is usually the least favorite stage of the writing process, especially for
beginning writers. Critiquing ones own writing can easily create tension and frustration. But
as you support your young writers, remind them that even the most celebrated authors spend
the majority of their time on this stage of the writing process. Revising can include adding,
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deleting, rearranging and substituting words, sentences, and even entire paragraphs to make
their writing more accurately represent their ideas. It is often not a one-time event, but a
continual process as the paper progresses. When teaching revision, be sure to allow your child
time to voice aloud the problems they see in their writing. This may be very difficult for some
children, especially sensitive ones, so allow them to start with something small, such as
replacing some passive verbs in their paper with more active ones.
4. Proofreading:
This is a chance for the writer to scan his or her paper for mistakes in grammar,
punctuation, and spelling. Although it can be tempting for parents to perform this stage of the
writing process for the child, it is important that they gain proofreading skills for themselves as
this improves a students writing over time. And because children want their writing to be
effective, this can actually be the most opportune to teach some of the standard rules of
grammar and punctuation. When students learn the rules of mechanics during the writing
process they are much more likely to remember to use them in the future. Odyssey Writers
built in spelling checker and self-assessment rubric are wonderful tools to aid in strengthening
a students revision and proof-reading skills.
It is necessary that the students should undergo thesewriting process to make their writing
effective.
IV. STRATEGIES TO ENHANCE WRITING SKILLS:

Strong writing skills in English come from practice and determination. No one is born as an
excellent writer. Learning to be an excellent writer in English takes a lot of time and practice.
Anyone can be a good writer if they are determined enough.
Below are 8 Tips to Improve Your English Writing Skills:
a. Keep all of your Writing in one place-Buy a notebook and keep on writing in
the note .Keep everything in one place so that you will be able to see how
much you have improved and keep it organized.
b. Practice Writing in English daily-The importance of writing English daily is
that you start to create a new habit.If it is practiced daily, then it will become a
natural habit. If you do so,you can become an effective writer
c. Pick a topic and WRITE! Dont stop your writing practice. Write whatever
you do ,think,hear,see,news or make up a story.
d. Write more than one draft- Write as many drafts as you can because only
revising makes yourwriting better
e. Use Online Resources to correct your Grammar- Use online resources such as
grammarly,grammarcheck or grammarbook.com to check your doubts in
grammar.
f. Think outside the box (or Lines)-dont write the same daily. If you are trying
with a story, try to write a story from different perspectives or with
differenttenses. Be creative otherwise you will get bored
g. Have a friend to edit your Writing-Have a good friend who is good at writing,
to correct or edit your mistakes. Through this you can generate more ideas to
make your writing better.
h. Find the best place for you to write.-you should try writing in different places
or at different select a best place to write.try writing in a quiet and
comfortable place Writing is a process; the more you work on your writing
the better it (and you) will get.
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V. CONCLUSION:
Developing Writing skill can help all aspects of ones life, from professional life to social
gatherings and everything in between. The ability to write information accurately, clearly and
as intended, is a vital life skill and something that should not be overlooked. The above
mentioned tips to improve writing skills will definitely act as guiding principles for the
learners who learn writing skills. Its never too late to work on your writing skills and by doing
so you can improve your quality of life.
REFERENCES
[1] http://www.skillsyouneed.com/writing -skills.html
[2] http://www.dailywritingtips.com/the-writing-process/
[3] http://unilearning.uow.edu.au/effective/1b.html
[4] http:// smallbusiness.chron.com/importance-good-writing-skills-workplace-10931.html
[5] http://english-tonight.com/8-tips-to-improve-english-writing-skills/
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THE EFFECTIVENESS OF ACTIVITY-CENTRIC LANGUAGE LEARNING AND TEACHING
S SUBHA

ABSTRACT --- Teaching and Learning a foreign language is a challenging task. It has become
the need of the hour to search for more effective ways to teach English. Various language
teaching activities and techniques have been introduced in recent years to overcome these
challenges. The main aim of this paper is to give suggestions for motivating, engaging and
creating interest in teaching and learning English language among the teachers and students in
order to encourage them to interact and take part in classroom activities. Motivating and
involving students to take part in classroom activities is aextraordinary task for teachers because
students do not pay attention to the importance of learning English language. They are
unresponsive and reluctant in learning English either because they think they already have
mastery over it or they are hesitant to use it as they have not learnt it properly. Teaching through
activities helps the teachers to motivate the learners to participate actively in the classroom.
Keyword: activity, interact, techniques, motivate, creating interest
INTRODUCTION
NGLISH in India is gaining more and more thrust day by day. It is the most widely used
E medium for international communication all over the world. In order to search for more
effective ways to teach English, various language teaching activities and techniques in recent
years have been introduced to English teachers.
Classrooms are considered the most important place of intellectual and individual
development because many classroom activities created through classroom interaction occurs
between teachers and students. Students will ultimately shape individual learners
development. This is best achieved when the learners are properly motivated by adopting
activities. Activities bring activeness and smartness among the students. Teachers should make
their teaching activity based to induce the interest level of the students.
ACTIVITY BASED TEACHING AND LEARNING
Activity based teaching and learning is an approach focusing on the ideas that students
should be engaged actively. In activity based teaching, the teacher serves the function of
facilitator, assisting students through the learning process and providing them with guidance.
Through activities the students will become directly involved in the learning process, rather
than remaining passive in the classroom.
WHY ACTIVITY BASEDTEACHING AND LEARNING
It enhances creative aspects of experience.
It gives reality for learning.
Provides varied experience to the students to facilitate the acquisition of knowledge,
experience, skills and values.
Builds self confidence and develops understanding through group work.
Gets experience, develop interest and enriches vocabulary.
Develops cordial relationship between students and students, teachers and students.
Subjects of all kind can be taught through activity.
CHARACTERISTICS OF ACTIVITY BASED TEACHING AND LEARNING
Student friendlyactivities (educational aid) to foster self-learning.
Allows the students to study according to his/her aptitude and skill.
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Learning becomes fun, an enjoyable process.

Learning is contextual, so, easy to grasp and meaningful.
Classroom activities are more student-centric.
ADVANTAGES OF ACTIVITY BASED TEACHING AND LEARNING
Activity based learning appeals to those who enjoy learning via performing action.
However, not all participants are active learners. Some learners are more reflective
and like to observe, while others enjoy theorizing and thinking about concepts without
any practical work. Activity based learning does work for those who are actively
inclined.
Activity based learning can be fun and motivate not only those students who are
entertaining, exciting, instantly gratifying and who would otherwise be lost because of
their poor attitude but also will help in engaging people with introvert attitude.
Team learning activities give them an opportunity to mingle with other participants to
share their side of learning, hence evolving the session into a win-win situation for the
entire participating audience.
TIPS FOR MAXIMIZING THE EFFECTIVENESS OF ACTIVITIES
Activities described below can be used successfully with different levels of students. They
are especially crucial for literacy- and beginning-level classes as vehicles to move learners
toward independent and confident learning. To make the activities as useful as possible there
are a few things to remember:
Keep teacher talk to a minimum.
Design activities that are lively, interactive, and fun filled.
When people are comfortable they are likely to learn more. An active, cooperative class is a
class where a great deal of learningsocial, cultural, and linguisticis evident.
ACTIVITIES TO PROMOTE LANGUAGE LEARNING

ThinkPairShare
This activity involves the students to consider a question on their own, and then provides
an opportunity for students to discuss it in pairs, and finally together with the whole class. The
success of these activities depends on the nature of the questions posed. This activity works
ideally with questions to encourage deeper thinking. The group discussions are critical as they
allow students to articulate their thought processes.
The procedure is as follows:
1. Pose a question, usually by writing it on the board or projecting it.
2. Have students consider the question on their own
3. Then allow the students form groups of 2-3 people.
4. Have students discuss the question with their partner and share their ideas and/or
contrasting opinions.
5. Re-group as a whole class and solicit responses from some or all of the pairs.
Jigsaw
A Jigsaw is a cooperative active learning exercise where students are grouped into teams to
solve a problem or analyze a reading.
1. The class must be divided into several equal groups.
2. Each group implementing experiments, small research projects, analyzing and
comparing datasets, and working with professional literature.
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3. The process of working together enables learning from each other, and sharing
critical thoughts and ideas.
Free writing
Free writing is a very useful activity for getting students to think and write, and be a little
critical, at the same time. Free writing can be used in a range of ways, but generally free writes
are short and focused on a single question or mini-topic.
1. Students can be encouraged to write during class.
2. Topics can be given to the students individually.
3. Students are asked to bring in the innovative thoughts into their writing.
4. Comparative analysis can be done among the students.
5. Varied perspectives can be appreciated.
SUGGESTIONS FOR TEACHERS IN ACTIVITY CENTRIC CLASSROOMS
Provide maximum opportunity to students to learn the target language by providing a
rich environment that contains collaborative work, authentic materials and tasks, and
shared knowledge.
Try to involve each student in every activity and practice different ways of student
participation.
Reduce teacher speaking time in class while increasing student speaking time. Step
back and observe students.
Indicate positive signs when commenting on a student's response.
Ask eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to participate more.
Provide written feedback like "Your presentation was really great. It was a good job. I
really appreciate your efforts in preparing the materials
Do not correct students' pronunciation mistakes very often while they are speaking.
Correction should not distract student from his or her speech.
Involve activities not only in class but also out of class; contact parents and other
people who can help.
Circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs.
Provide the relevant vocabulary beforehand to facilitate the active participation of the
students.
Diagnose problems faced by students who have difficulty in expressing themselves in
the target language and provide more opportunities to practice.
CONCLUSION
Activities provide opportunities for learners to use the language with one another and with
people in the community. The purpose of activity based teaching and learning in the classroom
is to stimulate students to learn the language use, activate whatever language the students
have, provide learning opportunities to them.
REFERENCES:
[1] Allwright, D. & Bailey, K. B. (1991).Focus on the language classroom. Cambridge:
Cambridge University Press.
[2] Birova,T.L (2013). Games as a main Strategy in language education.American Journal
of Education Research, 1 (1):7-11.
[3] Ruso, Nazenin. (2007)The Influence of Task Based Learning on EFL Classrooms.
Internet Sources
[4] http://www.residentassistant.com/games/problemsolving.htm
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USES OF M-LEARNING
M.VINAYAGI

Abstract
From dawn to dusk, man is using technology in various aspects for all his works.We live in an
age of 'technological immersion. A present century has declared to be the age of information and
communication technology.It is technology that is evolving every day.People have to update
themselves for acquiringnew knowledge and skills for surviving in this hi-tech world. The modern
technologies particularly the internet made education no longer limited to the four walls of the
class room.
Nowadays,Mobile learning actsas a vehicle to get access with this modernized world.The
mobile learning can be used to enhance the overall learning experience of our students and
teachers. This paper discusses the background of mobile learning and how it can be used to
enhance in English Language Teaching (ELT).The paper also highlights the benefits and future
challenges of mobile learning in our educational scenario.M-Learning enables the learner and
teacher to extend beyond the traditional schoolrooms (classroom, tutorial room, laboratories and
lecture theatre).M-learning can be particularly useful for teachers who use technology in the
classroom, as it can help them to pick out which techniques are best for which education scenario.
Key Words:Communication technology,Mobile learning, English Language Teaching (ELT)
INTRODUCTION:
The term mobile refers to possibility of taking place in multiple locations, across multiple
times, and addressing multiple content areas using such as wireless laptops, Personal Digital
Assistants (PDAs) and smart phones.The term mobile learning or in short M-Learning refers
to the use of mobile and handheld IT devices, such as mobile telephones, laptops, PDAs and
tablet PC technologies, in training, learning and teaching.
Mobile learning is sometimes considered merely an extension of E-learning, but quality M-
learning can only be delivered with an awareness of the special limitations of mobile devices.
Mobile learning has the benefits of mobility and its supporting platform.
M-learning is a means to enhance the broader learning experience. It is a powerful method
for engaging learners on their own terms.Mobile devices allow students to gather, access, and
process information outside the classroom. They can encourage learning in a real-world
context and help them to connect from school, afterschool, and home environments.
Mobile technology opens various ways for new educational technologies aimed at fulfilling
the countrys educational needs. There are various ways to use mobile phones for enhancing
learning. Mobile phone plays an important role in our day-to-day lives in various purposes.
One of the important purposes is learning. Mobile learning, as a novel educational approach,
encourages flexibility; students do not need to be a specific age, gender, or member of a
specific group and to participate in learning opportunities. Restrictions of time, space and
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place have been lifted. M-learning is the idea that a student can learn from any place at any
time using portable learning devices.
FEATURES OF MOBILE LEARNING
Acquisition of any knowledge and skill by using mobile technology anytime, anywhere
that results in alteration of behavior.
Produces strong portability by replacing books and notes with small RAM's filled with
learning contents.
Provides the potential to give right information to right people using portable
learning devices.
Thus M-learning can be summarized in a single statement, deliverance of education or
any learning via any portable devices.
ADVANTAGES OF MOBILE LEARNING
Increased mobility
Time-saving
Environmental-friendly
Interactive
Use of relatively inexpensive everyday technologies
Better opportunities to acquire skills.
Good support for preferred modes of interaction.
Catering for interests beyond what is provided in class.
Opportunities for learners to give immediate feedback on their learning experience.
Better assessment and diagnosis of learning problems as they occur.
Psychological support for those at risk of droppingout, through social networks or
personal guidance from a mentor.
Learning materials can become accessible to a larger audience, through podcasts,
mobile applications, blogs and e-books, which are seen by potential students.
Supporting learners retention, progression and transition.
Making the learning experience more tailored to the changing needs of individuals,
encouraging learners to return for knowledge updating and further study.
To emerge as potential educational environments supporting lifelong learning.
Learner gets stimulated in learning.
Convenient and create interest.
encourage both teachers and students to take personal responsibility for their own
learning.
Thus, these are beneficial to education, corporations and to all types of teachers / learners.
It is the effective learning process created by combining digitally delivered content with
learning support and service. Therefore, we can conclude that teachers need to acquire
technological skills in order to succeed in E-learning.
USES OF M-LEARNING
Mobile technology is also used in learning purpose. It is an innovative educational approach
which provides learning opportunities to the students. M-learning is a natural extension of E-
learning. It has the potential to additional extend when, where and how students learn and
perform in all aspects of their life.
One of the main benefits of M-learning is its possibilities to improve students productivity
by making knowledge and learning available by enabling learners to participate in learning
activities without the traditional place and time restrictions.
M-learning supports performance with easy access to information, which can immediately
impact students performance in a learning environment, facilitating their education. M-
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learning manages different learning requirements, where it is ideally geared for allowing
students to get knowledge at their own speed.
M-learning enhances two-way interaction where it supports direct communication
between students and their teachers, in such way to encourage shy or hesitant students to
communicate more easily than in classrooms. As well as, teachers of large groups can use the
direct interaction as a way of giving special instruction to all students. M-learning also helps
students those facing financial, family or health problems in migrating out to university classes.
M-learning is self-motivated, self-disciplined that supports studying. In future students
should be regularly allowed to utilize some of this time, and enable the use of mobile
technology outside the classroom. Nowadays, students are very rarely asked to use their
mobile devices for school work.
In fact, most of universities explicitly prohibit the use of mobile devices inside classrooms
and students are very rarely using the web browser in their mobile devices to search or look
up information during lectures and classroom exercises. Some students may use their mobile
devices in foreign language classes for look up words in bilingual dictionaries either built in or
web based dictionaries. Other students may use their mobile cameras to photograph
blackboards, PowerPoint displays or any other important documents. Therefore, mobile
devices can be an effective educational platform, due to the fact that mobile devices are easily
accessible by students and provide adequate support for standard Internet technologies. Using
modern methods and techniques integrated in M-learning, help in making the learning of our
student more interesting, more interactive, widely available and flexible. M-learning is cost-
efficient that helps students to learn more without traditional restrictions.
CONCULSION
M-Learning makes the merge and connection between technology and education possible.
The learner includes nomadic, institutional, home, children and adult users and the variety of
learning environments includes standalone, schoolroom, networked, internet-based.
Finally, the learners, instructors, students and teachers should be prepared for the next
generation of learning and training. The development of a mobile infrastructure for the
provision of nomadic learning will meet this need and opening new scenarios for e-learning
and the telecommunication industry. M-learning can be used to solve the traditional learning.
Both teachers and students need a proper and handy system to interact with each other and
facilitate the teaching system. The M-learning systems are not to replace traditional
classrooms but they can be used to complement the learning process in educational
institutions.
REFERENCES
[1] Attewell.J. (2005) Mobile Technologies and Learning, London Learning and Skills
Development Agency.
[2] Awad. A. A (2007) Technology of M- learning ... A step toward a better learning, Available:
amanysm 9498.jeeran.com
[3] Begum, A.J., Natesan, A.K. &Sampath, G. (2011). ICT in Teaching Learning, New Delhi: APH
Publishing Corporation.
[4] Hammami, M (2006). M-learning, a new stage of e- Learning, Information.Magazine-

Automationin leaning, No.6, pp.70. Hana M. EltayebAbdalla and Mohammed Osman Ali
Hegazi. Mobile phone: Portable Devices In Learning. Ppt.
[5] Kynaslathi, H (2003). In search of element of Mobility in the Context of Education.In
Mobile Learning.pp.41-48.
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M UmaiArasiM.A., M.Phil.,(Ph.D), Dr.S.Jayanthi M.A., M.Phil.,Ph.D and Dr.B.

MallikaM.A.,M.Phil.,Ph.D
K.S.Rangasamy College of Technology

Tiruchengode, Namakkal DT
Abstract--- The history of language teaching and learning has constantly been undergoing
developments over the years. The researchers and the practitioners have been experimenting on
the diverse models of imparting the English language skills. Their quest for an effective working
model has resulted in the refinement of existing models or the development of new practices. In
certain cases, an eclectic model that tries a winning combination of the traditional and the
modern approaches have yielded results. Above all, the digital age has flooded the classrooms and
the learners with a wide array of language tools that may enhance the learning experience of
digital age learners. All the three factors, an extensive research in the language teaching-learning
practices, blended and collaborative learning platforms and the digital era has completely
changed the countenance of todays English Language classrooms. The present study focuses on
the activity centred language teaching model that has been practiced and experimented in a
semi-rural engineering institution.
Key Words: Language teaching, practitioners, traditional, modern, eclectic model, activity
centred, collaborative learning platforms
I. INTRODUCTION
EARNING is perceived to be a life-long cognitive process in which the learners acquire the
L skills pertained to it. The brain is an important organ that processes the information,
experience, exposure, skills and knowledge acquisition in the event of its learning activity. Seen
in this light, Plutarchs words, A mind is not a vessel to be filled, but a lamp to be lighted...
hold good for the context of Language learning. The learning of a language is closely associated
with the skills that accompany it. The imparting of knowledge in the language domain was
traditionally tailored to meet certain specifications based on a present, practice and produce
(PPP) frame where the teachers introduce a language item through a passage, situation build,
conversations etc and the learners are initiated into a controlled practice stage and finally they
are eased into a freepractice stage where they produce the language component in limited
communicative tasks. But there emerged a paradigm shift that takes into account the needs of
the learners and debates over the approaches in structuring, planning and implementing the
language tasks to the learners.
The primary aim of education is to increase the student potential for his individual growth,
facilitate his social behaviour, enhance his academic excellence and finally to groom him into a
noble and refined human being. Learning a language in general and learning English as a
second language in particular has some specific goals entwined in it.
In its broadest sense, learning can be defined as a process of progressive change from
ignorance to knowledge, from inability to competence, and from indifference to understanding.
In much the same manner, instruction or education can be defined as the means by which we
systematize the situations, conditions, tasks materials and opportunities by which learners
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acquire new or different ways of thinking, feeling and doing.(Kenneth A. Feldman and Michael
Paulson 1994)
Learning may best be begun with a sense of motivation and an intention to learn. There are
different models of Teaching English proposed by the practitioners and professionals. This
renewed awareness has resulted in the emergence of Task Based Learning approach (TBL),
Project Based Learning (PBL) and the well-known applications of humanism in ELT as
propounded by Curran (1976) and Gattegno (1972) that encouraged devising tasks that may
expose the learners to the contexts where language may be used for a wide range of
interactions. In the task based learning frame, the entire learning experience pivots around a
task; in the process of completing the tasks, the learners experiment with different
grammatical, lexical and cognitive strategies and arrive at a working model. In these learning
environs, language becomes an effective tool for communication and language acquisition
happens naturally unlike the traditional methods that relied on target structures. The students
can use language at any competency level but they need to reach their objective. Usually there
is no correct answer for a task outcome. Students decide on their own way of completing it,
using the language they see fit.
The TBL mode comprises three stages: the pre-stage, the perform-stage and the review
stage. In the pre-stage, the teacher introduces the task with situations/lexical areas/texts
through reading and listening. This draws the students into the topic and brings up language
that may be useful. The teacher then explains what the task is and sets up the activity. During
the perform-stage, the students pair or group themselves into small units and plan the activity,
present a brief description of their activity and then proceed to perform using the language
resources available as the teacher facilitates and encourages the group or the pair. During the
review stage, the teacher highlights the language components practised based upon the
requirements of the students and what materialized from the task and the corrective measures
that may be adopted after the feedback. The students then duplicate the practice activities to
enhance their confidence and make a note of the useful language.
ACTIVITY BASED TEACHING METHOD

Activity based teaching is a new learning platform devised to engage the learners actively in
the learning environment. Activity method is a technique adopted by a teacher to emphasize
his or her method of teaching through an activity in which the students participate rigorously
and bring about efficient learning experiences. It is a student-centredapproach. It is a method
in which the student is actively involved in participating mentally and physically. They are
guided to emote for a given context, coordinate with the members of the group and perform in
a synchronized way and they also gradually evolve into mature human beings learning to
handle feedback in a constructive way. Learning by doing is the main focus in this method.
Learning by doing is imperative in successful learning since it is well established that more the
senses are stimulated, the better a person learns and longer he/she retains.
II. THE ADVANTAGES OF ACTIVITY BASED LEARNING

Unlike the traditional approaches where the learners are bound to a pre-selected context,
structure and a vocabulary base and the resultant activity turning out in the most unnatural
perspective, the activity based learning offers the learners the freedom to devise their own
activity, a flexible structure with the associated vocabulary support based on their individual
needs. This results in a natural learning atmosphere. Each learner group is allowed to take
stock of his groups competency mapping, decide upon the range of lexical phrases,
collocations and patterns as well as language forms and roles assigned. The language explored
and experimented arises from the students need and this need necessitates the learning
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outcomes and the choice of the tasks. It is a strong communicative approach where the
learners are actively involved in sharing their ideas for a better performance and a learning
environment.
III. THE ACTIVITY PROFILE OF OUR ESD (ENGLISH SKILL

DEVELOPMENT) CLASSES
The ESD schedule has a plan to include the four basic skills of a language learning-
Listening, Speaking, Reading and writing to the best of our implementation level. As no single
skill may be imparted as a stand-alone skill, it is necessary that every English teacher uses
his/her ingenuity to effectively employ these activities in a balanced mix. The instructor should
also be able to integrate these brief or detailed activities with a selective eye for the lessons
they are planning to offer in the main course. (Penny 1992)
Some of the listening tasks include listening to short dialogues, short stories, animated TED
talks and TED talks with subtitles, customizing it to the proficiency of the individual classes
concerned. The comprehension of the students is ascertained by taking up follow-up activities
like taking roles of characters in the story and enacting, discussion on the story line and its
finer aspects, narration activities as well as an online test. We have tapped the resources
available at BBC and VOA Special English podcasts and some regional story platforms.
The speaking tasks comprise picture card activities with helping vocabulary in the initial
stages to describe a place, a person, a thing or an event. The presenters in the beginning may
go for team-talk performance where a specific perspective of the picture may be taken up by
each presenter. Once their confidence is built, then they are encouraged to go for individual
presentations. The Picture-Word Inductive model (Calhoun 1999; Joyce and Calhoun 1998)
encourages the learners to develop sight vocabularies, learn to inquire into the permutations
and combinations of words, phrases and structures and experiment in writing short passages
and essays. There is also a topic card activity where the student is enthused to express
opinions on a selected/given topic with their justification either for or against the topic. Self-
introduction speeches, prepared talks and extempore talks are taken up in a graded level.
The reading tasks consist of reading comprehension tasks where each group is encouraged
to bring their own passages to be read aloud in the class with meaningful pauses and later on
going for a quizzing activity with content-based questions, inferential questions and
vocabulary based questions on the passages read. Later a read-a-thon activity where they are
encouraged to read a story of their choice, narrate a story before the audience and it is further
taken up on an extended platform where they present it in a Readers clubs book talk
presentations. It gives them an opportunity to explore multiple platforms as their talks are
recorded by the KSR Community radio and later are broadcast for them to hear their own voice
on air. It helps them to self-assess or peer-assess the(ir) (own) performance. A few of them
have even tried their hands in contributing their reading experiences to the library blog.
The writing tasks are based on newspaper-based activities. Writing an imaginary news
story based on a picture selected from the newspaper. Writing a short dialogue for a selected
picture, writing a mock advertisement for anopted picture, writing a mock letter- to- the-editor
for a selected news context, encouraging them to identify differences between an article and a
review, a comparative study of a particular news in two different newspapers of their choice
and ultimately guiding them to write cover letters and CVs for the situations vacant column
entries of their choice.
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IV. CONCLUSION
The language teaching-learning methodology has come a long way. It has seen a paradigm
shift over the years. From the traditional model that insisted on a PPP (Present-Practice-
Produce) mode to the Task Based Learning (TBL) of the recent years, it has set many
remarkable milestones. The traditional mode relied more on the precept that language skills
may be imparted in water tight compartments increasing the proficiency level in neat little
grades leading the learners from one lesson to the other; while the activity based teaching
learning model thrives on the learning outcome of a particular concept or an activity which is
indirectly related to the ever-changing application needs of the learners. The teacher assumes
the role of a planner, facilitator and an evaluator in an activity based model of teaching. The
activities may be pivoted around the needs, interests and the attributes of the learning groups
along with the skills and personality of the instructor in a given teaching-learning
environment.
However, this case study based activity method of language learning analysis has shown us
that what or how much the students should read,need not be confined to limited frames of
concepts or practices. Ultimately, it is proven through our model that offering the learners a
wide range of language exposure may ensure that they learn the language in a more natural
and effective way rather than the traditional approach that was trying to predict or guarantee
the language applications on some basic structures. Restricting the learners experiences to
limited practices of the target language may not be adequate to meet the current demands of
the recruitment industries.
REFERENCE
[1] Calhoun E.F, Teaching beginning reading and writing with the picture word model.
Alexandria VA: Association for Supervision and Curriculum Development, 1999.
[2] Curran, Charles Arthur. "Counselling-learning in Second Languages". Apple River
Press, 1976.
[3] Joyce, B & Calhoun E. Learning to teach inductively. Boston: Allyn & Bacon, 1998.
[4] Joyce, Bruce Marsha Weil and Emily Calhoun, Models of Teaching. New Delhi: PHI Learning
Private Limited, 2011.
[5] Ur, Penny, Five-minute activities: A resource for Language Teachers. Cambridge:
Cambridge University Press, 1992.
[6] https://www.teachingenglish.org.uk/article/a-task-based-approach
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THE ROLE OF LANGUAGE AND COMMUNICATION IN HUMAN LIFE
R.MOHAMMED FARITH
M.KUMARASAMY COLLEGE OF ENGINEERING (AUTONOMOUS)

ABSTRACT
The Language and Communication play a vital role in Human Cognition. Around 18,000
creatures are living in this world including human, among these humans are the best creation on
this earth, because human has sixth sense, language and good communication with smile, love,
care and affection. The first creature of Almighty is Pen, then Almighty Instructed the pen to write
all the things which will be happened till the judgment day. Hence without Language and
Communication nothing happens on the earth or any planets. There are no normal humans that
cannot speak and no animals that ever can. This is the great unbridgeable gap between all
mankind and every component of the animal kingdom.
Keywords: Almighty, Creatures, Human, Language, Communication, Judgment Day
I. INTRODUCTION
HE importance of language is essential to every aspect and interaction in our everyday
T lives. We use language to inform the people around us of what we feel, what we desire, and
question/understand the world around us. We communicate effectively with our words,
gestures, and tone of voice in a multitude of situation.
The communication skills that your child learns early in life will be the foundation for his or
her communication abilities for the future. Strong language skills are an asset that will
promote a lifetime of effective communication. The communication skills that your child learns
early in life will be the foundation for his or her communication abilities for the future. Strong
language skills are an asset that will promote a lifetime of effective communication.
The human language faculty is thought to be fundamentally different from and of much
higher complexity than those of other species. Human language is highly complex in that it is
based on a set of rules relating symbols to their meanings, thereby forming an infinite number
of possible innovative utterances from a finite number of elements.
Humans acquire language through social interaction in early childhood, and children
generally speak fluently when they are around three years old. The use of language has become
deeply entrenched in human culture and, apart from being used to communicate and share
information, it also has social and cultural uses, social stratification and for social grooming
and entertainment. The word "language" can also be used to describe the set of rules that
makes this possible, or the set of utterances that can be produced from those rules.
Language is an abstract system of symbol and meanings. This system includes grammar
that relates meaning so that we can communicate with each other. As language plays very
important role in the development of a person personality. Not only in personality but by
learning more than one language it can develop persons cognitive skills, learning more than
one language also important in social development of person. As language is not the creation of
one person or of one period but it is an institution, on which hundreds of generations and
countless individual workers have worked. The present study is undertaken with a view to
explain role of language in human life. Main objectives of the paper were; meaning and
definition of language; nature and scope of language. Role of language in
intellectual development, emotional development and social development.
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II. MEANING OF LANGUAGE

According to Benjamin Whorf Language shapes thoughts and emotions, determining
ones perception of reality. Language is a tool to transmit information, learn knowledge,
express feelings, emotions, and ideas, construct social identity. As we all know that language
plays a great role in the process of transmitting knowledge. Now days, at a very earlier age of
the life everybody learns a different different language and this means of communication will
be used throughout in order to give and receive knowledge. A quote from The Status of
Linguistics as a Science by Sapir summarizes Human beings do not live in the objective
world alone, nor alone in the world of social activity as ordinarily understood, but are very
much at the mercy of the particular language which has become the medium of expression
for their society.
Language is a living and dynamic phenomenon, and people have always found ways of
expressing their thoughts, feelings even in the most tightly controlled and oppressive societies.
In fact language is continuously creating new words in order to define a new concept. To
understand this lets have an example, an example of rejection letter from university. Besides
the sadness is not being accepted, the letter produced feeling like an anger and helplessness
just with this phrase From your predicted grades it is clear, I am afraid that an application
to us would stand little chance of success. But if the phrase was formulated in another
manner like if it is written that it is clear then it would have sorted out a different reaction.
Man has rightly been called a talking animal. Man is gifted with the quality of speech,
which differentiates him from other living beings. Language consists of words, idioms and
syntax. Through language human beings think, feel, judge, and express. In producing this
speech man will utter some sounds. These sounds are conventionalized and recognized as
common usage and provide the social aspect of a language. In short, language is speech.
Language and life are inter-related.
Language is the most important aspect in the life of all beings. We use language to express
inner thoughts and emotions, make sense of complex and abstract thought, to learn to
communicate with others, to fulfill our wants and needs, as well as to establish rules and
maintain our Culture.
III. THE RELATIONSHIP BETWEEN LANGUAGE & CULTURE:

The relationship between language and culture is deeply rooted. Language is used to maintain
and convey culture and cultural ties. Different ideas stem from differing language use within ones
culture and the whole intertwining of these relationships start at ones birth.
The relationship between language and culture is deeply rooted. Language is used to
maintain and convey culture and cultural ties. Different ideas stem from differing language use
within ones culture and the whole intertwining of these relationships start at ones birth.
IV. ROLE OF LANGUAGE IN LIFE

Language has crucial role in the life of every individual. The role of language in our lives is
incomparable. It is not just restrained to being a means of communicating ones thoughts and
ideas to the rest, but has also become a tool for forging friendships, cultural ties as well as
economic relationships. Throughout history, learned men have reflected on the importance of
language in our lives. Language is an extremely important way of interacting with the people
around us. We use language to let others know how we feel, what we need, and to ask
questions. We can modify our language to each situation. For instance, we talk to our small
children with different words and tone than we conduct a business meeting. To communicate
effectively, we send a message with words, gestures, or actions, which somebody else receives.
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The role of language in the life of the individual and for the human civilization can be stated as
follow:
Vehicle of thought: Language is the vehicle of our thought. We think through language.
Thought is called sub-vocal speech. The thinking process is disturbed if the individual has
deficiency in language.
Medium of expression: Language is the medium of expression of our feelings and
experiences. In other words we express our feelings and experiences through language. He
expresses his feelings and experiences through signs and gestures.
Medium of communication: We communicate with one another through language.With
the advent of the concept of globalization, people all over the globe communicate with each
other and exchange ideas. Though technological advances have served as a medium for
communication, you cannot deny the role played by language. Understanding of a common
language has helped people to communicate, despite being from varied parts of the
world. Language has become a major tool of communication between countries, cultural
groups, various companies and organizations, communities and friends.
Human developmental process: Language is one of the key factors of our human
developmental process, which sets us apart from the rest of the animal kingdom and knits a
strong feeling of kinship amongst us. A baby is born without language, but even without formal
training, by the age of five, the child knows several hundred words and grammar of a particular
language. This is an inherent human tendency, which is extremely important for further
growth. Any discrepancy seen in learning a language at such early stage might indicate certain
illness in a child.
Childs growth: In the developmental trajectory of a child, language plays an important
role since it is connected with various aspects of a childs growth. Learning a language is
directly related to emotional development. For instance, a baby gazing at his parents face is
responded by cooing and few words of love by his parents. This retains in the babys mind and
when he is a little older, he begins using language to express his emotions as well.
Bases of Education: Language is the bases of all education. School education is
predominately language oriented. Reading, writing and arithmetic are all based on language
proficiency.
Medium of literature: Language is the medium of literature. All great literature are
produced through the medium of language. Language thus helps us to read literature,
understand and appreciate the work of great writers and poets.
Growth of civilization: Language contributes to the growth of our civilization. Language
and civilization are inseparable.
Development of peace: Language contributes to peace process. International
understanding and international peace have been possible through the medium of language.
V. CONCLUSION:
Language is the great gift of the Almighty. It is language that distinguishes man from
animals. Language is mans finest asset. To the philosopher, language may be the instrument of
thought, for we think through language Languages evolve and diversify over time, and the
history of their evolution can be reconstructed by comparing modern languages to determine
which traits their ancestral languages must have had in order for the later developmental
stages to occur. A group of languages that descend from a common ancestor is known as a
language family. A human system of communication that uses arbitrary signals, such as voice
sounds, gestures, or written symbols. The study of language is called linguistics. Human
ISBN 978-93-86176-18-9
activity linked to language goes on widening in the manner of concentric circles. Generally
speaking Language is a socially shared code, or conventional system, that represents ideas
through the use of arbitrary symbols and rules that govern combinations of these symbols.
Human speech is very much complicated. It cannot be explained from any single source. The
first sound a child makes on coming into the world is one of discomfort, it is a cry, a reflex
action and the child does not expect a response. In the developmental trajectory of a child,
language plays an important role since it is connected with various aspects of a childs growth.
Language is the medium of literature. All great literature are produced through the medium
of language. Language thus helps us to read literature, understand and appreciate the work of
great writers and poets.
REFERENCES:
[1] Aleksander Kwaniewski (1954) president of Poland.
[2] Awoniyi, T.A. (1978). The mother tongue in education. Yoruba language in
education.Ibadan:OUP 15-26.
[3] Bernstein K. Deena and EllenmorrisTiegerman, (1989).Language and Communication
Disorders, Second edition, Merrill Publishing Company, United States of America, p.4.
[4] Chomsky, N.(1965). Aspects of the Theory of Syntax. Cambridge.
Cooper, D.(1973). Philosophy and the Nature of Language. London,
Education and national development report of the education commission, 1964-1966
[5] Goodluck, H.(1991). Language Acquisition: A Linguistic Introduction. Cambridge, Mass.:
Blackwell Publishers.
[6] Harmer, J.(1994). The Practice of English Language Teaching.Longman.
Hindustan Times (daily), 1964, July 12.
[7] Joseph Mukalel C. (2011).Teaching of English Language, New Delhi: Discovering Publishing
House.
[8] John Stuart Mill (1806) British Philosopher, Political economist. Influenced by Adam
Smith, John Locke.
[9] Ludwig Josef Johann Wittgenstein (1889) philosophy of language, philosophy of
mathematics.
[10] Mark Lenhart (1990) Executive Director of CET Academic Programs.
[11] Noam Chomsky(1928) American linguist, philosopher, Cognitive Scientist.
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INTERNATIONAL CONFERENCE ON

INNOVATIONS IN THE TEACHING OF ENGLISH LANGUAGE

E:Mail: eltconference@vit.ac.in Blog: viteltconference.blogspot.in

DAY-2 PLENARY SESSIONS

About VIT University

VIT University founded in 1984 by the Chancellor Dr. G. Viswanathan,

Dr. K.Revathi / Dean SSL

Dr.V. Anitha Devi/ Head, Department of English

THE ORAL COMMUNICATION SKILLS COMPONENTS STUDIED AT

Gunadevi K. Jeevi Subramaniam 1, Raja Nor Safinas Raja Harun (Phd)2

Keywords--- Oral communication skills, marketing industry, work place.

know-how personnel to accommodate the specific situation regarding genuine functioning

II. LITERATURE REVIEW

Discipline-related use of Oral Communication skills, Communication at workplace to Perform

IV. RESULTS AND DISCUSSION

Figure 4.1 Two zones of Students Learning English Oral Communication.

4.1.1 Theme 1: Discipline-related to use of Oral Communication

Projects that were given to us in English Language. (Reference 1b6)

I must speak English when want to communicate with

I had some hard time in trying to communicate with them

Through industrial training I able to make work-related

English oral communication helps me in communicating

Using English language only happens when I

it was very difficult for me to being understood

Mostly if the clients are Malay, I used to communicate

English oral communication helps me in communicating

4.1.2 Theme 2: Communication at workplace to Perform Task

I am able to make new changes to the present

I do communicate in English language when I

I never felt ashamed of myself even though I

I will answer whatever questions asked without problem (Reference 3aii3)

I was in need to work in the reception department.

Use English language when meeting employers and co-workers

My problem is to introduce something when immediately asked.

When I need to go and promote the product at big fair,

my problem is to introduce something when immediately

practice was totally different from what I have

For me, theory education isnt the real education

I believe that practical education certainly has a lot

I had observed that practical is is more effective

I have learnt how to do a lot of things that I had

Related to what I study in polytechnic with company.

I think practical is just the same with what

I observed that in theory we just learn the

Information Management and Business Review, 3, 178184. Retrieved from

COMMUNICATION IS NOT AN OPTION

Harshan Senadhira, Sri Lanka

I. HOW? LETS ANALYZE

II. WHY? LETS DISCUSS

III. HOW TO BECOME BETTER COMMUNICATORS? LETS CONCLUDE

IV. HOW TO MAKE THIS A REALITY?

GAMES TO MOTIVATE STUDENTS

University Academic Preparation Program, Dar Al Hekma University, Jesdah, K.S.A

I. ADVANTAGES OF PLAYING GAMES IN A CLASSROOM:

games lower the affective filter

games reinforce learning

games are extremely student centered

games can be easily adjusted for age, level, and interests

6. Tic Tac Toe:

A FEWREASONS WHY LEARNING THE ENGLISH LANGUAGE IS

COMMUNICATION AT WORK PLACE.

HINGSTON LOVELL, Sri Lanka

ANEES JUNG AND PINKI VIRANI THE VOICE OF HOPE