ELT

Hello viewers!!!

Here is my review on Language Lab software so let's see my blog....

Definition: 

 “A network of computers along with appropriate software which provides most of the functions of a conventional language lab together with integration of video, word processor and other computer application.”

Language Lab to Digital language Lab:

• 1877: Edison‟s invention of tin foil phonograph

• 1920s: Radio – foreign language instruction 

• 1950s: Tape recorders – learning linguistic units–mastered through mechanical process of repetitive drills Keating, Lorge, Hutchinson – study on the merits of audio-lingual skills). 

• 1970s: Rejection of LLs – language acquisition theories changed towards ‘communicative fluency’ rather than ‘linguistic accuracy’ 

• 1980s: Revival period began – digital technologies aided linguistic learning theories - DLL 

The Language Laboratory Software:

The language lab has seen ups and downs in the history of its evolution. Ths 60s and 70s witnessed up-rise and sudden decline in its usages.

Give five advantages of language learning software with reference to your review and experience: 

1). Verify, Reset, show answer

2) Check Box

3) Clear and smooth voice

4) Good structure with index

5) Exercise were very innovative

6) Some had true and false, some had fill the black.

This is an advantages of language learning.

Give five disadvantages of language learning software with reference to your review and experience: 

1) Drag and Drop was not working well.

2) Continuous log in and log out. It was very time consuming.

3) Accent problem during communication with the software.

4) ESL was not working

5) No documentation of the task.

6) It was too long.

This is a disadvantage of language learning.

List at least five things (related to language skills) you think can be learnt from this lang lab programme: 

1) Innovative

2) LSRW Skills

3) Visual

4) Vocabulary

5) Learn new Accent

6) Group work can be also possible

Compare mobile app language lab with language lab programme in DELL. Write at least 3 points on 'similarities' and 3 points on 'dissimilarity'. Also write about the 'user-friendliness' of both platforms. You can also philosophise the advantage one has over the other and vice-versa.

Difference between Mobile and Computer Application preferred for English Language Learning.

In response to the group task, we were assigned on English Language learning through (Namo e-tab) and Computer(E-Dell Language Lab Software).

As the device changes and the apps, being supported only on simultaneous devices. it would obviously be having some differences regarding its operating, accessing and functioning systems. We only had to see how when it comes to experience such a type of learning on two simultaneous devices, it differs a lot.

On tab, one is supposed to install the "namo e-tab application", which is incorporated with British Council Language Lab. Under the Menu section, one can find many language learning related topics; like enhancement of Skills : LSRW, Grammar, Vocabulary, Business English, IELTS related courses etc. The latter tests your language proficiency, competency, and provides you with techniques, tips, and strategies to have command on the concerned language. However the course is paid one, distributed into 12 weeks, allotting 3 hours per week. The good thing about this application is, especially for the basics of learning a language. It will provide you with all the related tasks, videos(if needed), downloadable worksheets, concerning any pursued topic, and lastly ask you to take a quiz, to check your understanding. After completing any quizzes, it will show you the level of language(where you're standing). Either on elementary, pre-intermediate, intermediate or at advanced level. Thus perceiving your position, you may come to know, now what to do to further improve your language proficiency.

In a way, except the device distinction, there isn't any remarkable difference between the two than providing two variants of software for language learning. The structure and the method have differences, but not the means through which it is provided, altogether adopting a different strategy to make students' learn.

In Dell Software, each and every lesson is given explicitly. For example : Under "Question Formation" how to make 'wh' questions and how to attempt 'Is/Are/Have/Has' questions and how with specificity the answers should be given. In an exercise named 'Preposition' an object is highlighted, to identify the position and give the position its name, one has to identify where the object is and accordingly name the spot considering the prime position of the main object(in, above, below etc). It is the way through which one can learn easily, only by identifying the objects. Accordingly the treatment is given to 'singularity' and 'plurality', subsequently one can learn all the grammar portion; comprising tenses,articles(articles related to vowels) etc.

When visualising the childhood days, we had been given an opportunity to learn in this way. This would have been more interesting and fun making than experiencing today, as in our 2nd class book the similar pattern was adopted. Which makes one wonder if the entire pattern is digitalized so succinctly. One main difference is, in mobile apps, they are giving quizzes, while in e-dell software, the traditional pattern is followed by giving an exercise, after understanding each lesson.

In Dell software particularly it is found, though the lesson starts systematically from the home tab and finishes as highlighted in index, but somewhere when such lessons like, 'sentence correction' where you have to drag the item from the given table, drop where you have to restructure the sentence again, with all its comprising elements. There might be some intended errors considering singularity, plurality of verbs or indicators. When going through this exercise drag and drop tools didn't work(as felt by one of the students), seemingly it was as one is supposed to see, read and learn, rather than doing any activity actively.

Thus is the experience. When you actually sit to learn, you would realise. As we already know, human needs can't be satiated at once. It is as endeavouring an adventure, overcoming, attempting another and in a similar pattern the Journey goes on, without taking a halt. When you experience something on your own, you would realise, what are we provided with? Is it enough for us? Some alterations were required or not..How in absence of one, the task is disrupted badly. But then how to stabilize. It is only the situation that treats you as a mother, how you should be well-equipped with all soft-skills. Required if you're ready to learn.

Language Lab - Survey : DELL Software

Hello viewers!!!

Among the numerous tools utilized in the field of English Language Teaching using technology, one tool is the language lab which truly focuses on not only the LSRW aspects of language learning but also the basic communication skills. The lab of the Department of English, M K Bhavnagar University uses ‘language lab’ software as developed by Globarena Software Solution. It provides tailor-made, easy, step-wise chapters that aid language learning. There are many benefits including-

1.  Listening skill development

2. Speaking skills (fluency in conversation, Phonetics, etc)

3. Reading comprehension

4. Writing skill development

This blog post highlights how the use of Globarena software can improve the English Language Learning of students. It aims to share my personal experience of using the software as well as the difficulties I faced in using the software. It is a good idea to introduce the use of Globarena in our ELT-2 course but it is equally challenging for the software and its equipment to compete with today's 21st century when compared to other mediums.

What is Language Lab?

                                              A language laboratory is a dedicated space for foreign language learning where students access audio or audio-visual materials. They allow a teacher to listen to and manage student audio, which is delivered to individual students through headsets or in isolated 'sound booths.' A language laboratory is a classroom or other area containing electronic and mechanical equipment designed and arranged to make foreign-language learning more effective than is usually possible without it.

What is Language Lab software?

                                              Language lab software has some designed features that give a platform to vernacular students to explore the targeted language. It is a kind of self-access language learning software. The student in the language lab puts into practical use his acquired language skills as well as exposed to newer expressions, as a result, language learning is internalized and it becomes part of his/her everyday verbosity.

Globarena -

Globarena Technologies is a leading learning and assessment company operating in the higher education space offering a wide range of solutions to enhance learning and assessment that helps institutions to effectively address their entire skilling needs be it generic or subject-specific needs.

Globarena started with the aim of providing Quality Learning Solutions by using state of the art technology and has created a niche for itself. Globarena software provides many features and their products can make a positive impact on learner's learning needs in many ways. 

                                      Globarena is a flexible software where students, as well as teachers, operate the system easily. The software provides features like reading comprehension, phonetics, Vocabulary development etc.

Advantages of language learning software - Globarena

1. A perfect platform for beginners: 

The software caters to all the needs of a learner who is learning English as a second language. There is a teacher console and a student console. 

The teacher console is one server with various student's files. The teacher can view the progress of the student. The teacher enrols the students, handles the administration part and schedule the activities for the learners. Whenever the student finds any difficulty or has a doubt, the student will 'hand raise' by clicking on that option. The teacher will be able to solve the doubt. The teacher can also share a desktop and chat with the students in solving their doubts. Hence, the teacher console is for monitoring the student's activities and their progress in language learning. 

In the student console, there are three levels and all the levels are open for the learners to practice the LSRW. 

2. Encourages active participation: 

                                          It helps in developing basic skills like listening, reading, speaking and writing with images and animated cartoons. The visuals are also interesting which gives it a very convenient and refreshing quality of hold the learner's attention and maintain the learner's enthusiasm. 

3. Highly interactive: 

                                          The software is highly interactive. Learners can listen to native accents and try to imitate the capture the exact tone of the speaker by speaking. After recording their own voice, the learners can compare their accent with the native accent and can learn about the frequency wave to improve their intonation and tone. The phonetic lesson happens to be very interesting and useful. 

4. Boosts Learner's confidence: 

                                          The 'verify' options help a lot in boosting learner's confidence in learning the language. The learner practices some tests and is able to get instant feedback where s/he can find out where s/he has made a mistake. 

5. Self-accessible: 

                                          The software is self-accessible which helps the learners to learn independently and in their own space without much difficulty. If a learner faces issues in learning, s/he can again repeat the lesson as many times as s/he wishes to. Hence, there is less chance of avoiding a lesson when the learner faces difficulty in understanding. 

Disadvantages of language learning software - Globarena

1. Time-consuming: 

                                          The present-day digital platforms provide results in no seconds. In today's world, everything is available at the finger tip. So, when compared to modern technology, operating the software and utilizing it requires a great deal of patience. It can shut down at any minute. There is no certainty till when this software can work. Additionally, the interactive feature takes a lot of time to process the command

2. Triviality:

                                          The language software lags a lot. While performing the writing tasks, the exercise was to drag the selected word and fill/put it in the appropriate blank, the dragging process was not working smooth enough to engage the learner. And as a result, it becomes monotonous to handles the machine. 

3. Lack of experience:

                                           There is a need for technical knowledge or first-hand experience in utilizing the language lab software. But the fact is that the learners who really wish to learn are not aware of such devices or technical knowledge.

4. Not compatible as mobile:

                                          The language lab software is not as compatible with mobile phones or such devices as tablets. Additionally, it requires a microphone, earphones or headsets, to record or listen whereas with mobile, learning a second language has become very efficient and learner-friendly. 

5. Inconvenience of time:

                                          As mentioned, it requires a lot of patience to work with a language lab software like Globerena. Hence, there might occur error in software and all the process needs to be done from first. 

Things I have learnt-

                                          Globarena - the language learning software helped me to improve my speaking skills. To be very precise, it enhanced the way of stressing a particular word or syllable. While pronouncing even a simple word like 'electrify' we make errors. So it taught me the right way to put stress on a particular syllable. 

 It also helped me with basic grammar skills.

                                          It successfully built my vocabulary. From action words to descriptive words and beyond, it provided me with a strong vocabulary. The software had a broad range of vocabulary, and describe specific settings, emotions, and ideas. This specificity is what I have learnt. 

                                          One of the important lessons I have learnt is to have patience along with language skills. The software demands a very subtle hand that uses it. 

It also enhanced my communication skills. 

Few new words (vocabulary or pronunciation) I learnt while reviewing the software:

Meandering,

Myrmecology,

Herpetology,

Ornithology,

Rebuttal

I like the 'food for thought' section the most.

Mobile app language lab - NAMO e-TAB 

and

Language lab programme in DELL - Globarena

Similarities-

Both provide very standardized content for language learning and communication skills. 

Both are interactive and promoted self-paced learning environments. 

Differences-

                                          The NAMO e-TAB was considerably more convenient and easy to access than the DELL software. The disadvantage of DELL software is that it can only be accessed at a particular spot i.e. in the language lab of a department or any institution but the tab application can be installed on mobile and hence proves that the learner is free to learn at home also. 

                                          The language lab software- Globarena is much more advanced when it comes to standardized training. It provides a feature of phonetic learning from basic to advanced levels. It allows the learner to test their speaking skills and compare them with the standardized format. This is only of the advantage of using DELL software over NAMO e-TAB. 

Thank you. ✍️

Lab

Language Lab review

Hello reader !

                                                 As a part of ELT paper and language learning study, This task given by Prof. Dilip Barad sir. For the for information click here, I am lucky that department of English has active language lab and useful software. Somewhere language lab still remain into dead condition but somewhere they don't  know about how to used language lab for specifically students improvements. During  this time Prof. Dilip Barad sir always inspired and give support to us for improving language through language lab, blog writing and various kind of activities. He also introduced about various types of software, hardware and vivid structure of language lab. Moreover Sir shared his experiences when he went to visiting others language lab. 

                                               If I am not wrong so that Language lab is a one of the software which was a concept of improving basic grammar, four basic skill and soft skill which developed by Globarena. While helping educational institutions to increase their faculty’s effectiveness, improve course ware and spread their reach, Globarena’s solutions help corporate to get right talent and increase productivity. Professionals and students also benefit vastly as their skill level and employ-ability get a massive boost. Thus Globarena has kept true to the founders vision of social responsibility of making quality education available to multitude of students and lateral learners who aspire to improve their employ ability in the global marketplace.

                                                  When First time I sit to learnt at that time I faced so many problem then language learning software became as a part of my habit. Through Globarena software I learnt basic English grammar, soft skill, phonetics and pronunciation of difficult words and about four basic skills.

Strong Points of Language learning software:-

1.  Language learning software become more helpful to improving basic four skills because of there were appropriate way doing treatment on learner by software. Moreover, I think we haven't specific native speaker who connect with us in 24/7 regularly for improving ourselves but through this software I learnt so many new things without native English speaker or without any payment.
2. Language learning software also provided basic English grammar with interesting activities. We know that nowadays exam normally asking basic question which related to English Grammar into exam of government jobs. So that this software become more useful for that perspective also. Moreover, We learn without teacher there and another benefit is that there are feature of verify answer, show answer and reset....etc. Through this option we have to know that when we do mistake and also Software gave chance for solved mistake again and again.
3. Language learning software has variety of activities like as, fill the blank, join "A" with "B", write name beside the pictures, complete the sentences, recording the words...etc. May be Without this software it's difficult to manage for the teacher  into the classroom. Moreover, This activity strongly made bridge to learner for achieve next level. 
4. I like one more things from language learning software is that there were I get new vocabulary or similar words from dialogues and phonetics section which more useful to make wealthy language and that's always proved by language learning software.
5. One more interesting thing in language learning software is that there were given diagram of the words which help to learner where and when put stress or remain silent word during pronunciation. There were given vivid list of words and we can repeat again and again also. Through out this process and practice may be improving pronunciation of all kind of the words.

Some Weakness of Language learning Software:-

1. One of the disadvantage of language learning software is that this software is costly so that everyone or every institute may be doesn't able to purchase.
2. Moreover, This software working into only computer or laptop so here one question is that everywhere we can't remain with PC or Laptop rather than mobile. Sometime this software installed specific version's PC or may be into latest version's computer don't support.
3. If one time we learnt all the things trough this software then this software become useless so that no longer advantages of the software.
4. Here I share my one experience, this software working with specific set up so If We write right answer or some kind of similar word although software display that your answer is incorrect. Ex. I wrote into first level about picture. There were given picture so I Wrote:- "This is a Table". That's the correct sentence as grammatically but software's answer is that, " This is a Desk " here Desk is similar word of table. So sometime learner become discourage because of this type of set up.
5. Another thing is that When I was working on level of phonetics so that there were a struggle a lot to pronounce the words correctly. I was again and again listen, record and repeat my voice then compared. This is more difficult part of language learning software for me.
6. One general disadvantage is that this software installed into only one PC of language lab at department so that sometime I didn't get chance to spend more time there. If possible to installed into all the PC of the language lab so that may be all learner will be learn all the features with appropriate way and doing more practice.

Self Analysis:-

1. This is great experience for me because first time I learnt so many things within few days through this software. I have improved myself into vocabulary, Basic Grammar, basic four skill but I have not improve more speaking skill because of there were only given activity of words and repetition whom I listen words then spoke but If There were put features of calling or live communication  with expert so may be I improving my speaking skill a lot.
2. Moreover, I know about myself that I need to improving more vocabulary and spelling correction because sometime I was writing wrong words or doing spelling mistake also. So that I know very well way about my self that which types of topic off language whose I weak more.
3. If I get chance as a language software designer so may be I will put more feature which based of study level or based on learners age. During  working on this software I felt that there were some level given  like for primary children. So that I also add update option which become more helpful to next generation.

Five new words:-

This following words became difficult for me to understand and pronounce also.
Accustomed,besmirch,remedy,conceited,snide,boycott,callous...

Namo E- Tab Review:-

Benefits of  Namo e - Tab software:-

1. In the mobile language software there were providing various kind of new features rather than PC's language software. There were new features like games, stories or magazines, Audio-video...etc. According to my point of view that through this features I learnt new things with entertainment.
2. Another advantage was that Mobile is always remain into everyone's pocket, so that We can carry on easily rather than PC or laptop. Moreover, We learn whatever, wherever and whenever. So I more preferred to mobile software rather than Computer for language learning software.
3. Through mobile we communicated with experts lively. It's not happen in PC language software and there were  given also choice about communicator. 
4. One more feature I liked into mobile language app was that there were provided transcript with video clip. Sometime we missing some words or we don't get proper ideas or pronunciation of speaker so that through transcript learner get proper understanding with good way.

Negative side of Namo e-Tab software:- 

1.  I faced difficulty to search and join to language lab software into mobile Namo app. There were not proper sequence to join that course.
2. There were no given column of language lab so that sometimes learner doesn't enter proper way in language learning software. Thus learner become discourage for used this app or software.
3. In the mobile software, there were not given classification of pronunciation of the words which happen into PC's language learning software. 
4. In the mobile difficult way we learnt all activity because of there were small screen but in The PC I saw questions and answer both as only one display.

                                                Thus, I have to say that Language lab is useful software for learner which improving basic learning skill, basic grammar, soft skill...etc. I can't conclude that one is better and other is bad software but both has strong or weak points so that without waste of time If you want to learn and improve your language skill so you can used both the software because everything never competed on the earth.

Thank you....

Lo

Benefits of  Namo e - Tab software:-

1. In the mobile language software there were providing various kind of new features rather than PC's language software. There were new features like games, stories or magazines, Audio-video...etc. According to my point of view that through this features I learnt new things with entertainment.
2. Another advantage was that Mobile is always remain into everyone's pocket, so that We can carry on easily rather than PC or laptop. Moreover, We learn whatever, wherever and whenever. So I more preferred to mobile software rather than Computer for language learning software.
3. Through mobile we communicated with experts lively. It's not happen in PC language software and there were  given also choice about communicator. 
4. One more feature I liked into mobile language app was that there were provided transcript with video clip. Sometime we missing some words or we don't get proper ideas or pronunciation of speaker so that through transcript learner get proper understanding with good way.

Language Lab Software.....

Introduction-

The word ‘laboratory’ originated in the late 15th century. Language learning has its separate requirements like all other subjects. There are four skills to master as Listening, Speaking, Reading and Writing. The sequence of all these skills is also important. They must be acquired in a sequence for one’s proper development. After the boom in ICT a new chapter in language learning started as language laboratory. The language laboratory plays an important role in the language learning process. As it is a combination of various technological aids which gives many advanced facilities that can help a student to learn a language developing all four skills. It proves that education and technology are best complement of each other. Language lab is a class of English language learning where teaching learning process happens with computers and other technical support. For language learning students individually use a computer which is connected with a server.

History of Language Lab-

The language laboratory is an audio or audio-visual installation used as an aid in modern language teaching. They can be found, amongst other places, in schools, universities and academies. Perhaps the first lab was at the University of Grenoble in 1908. In the 1950s up until the 1990s, they were tape-based systems using reel to reel or (latterly) cassette. Current installations are generally multimedia PCs. The original language labs are now very outdated. They allowed a teacher to listen to and manage student audio via a hard-wired analogue tape deck based systems with 'sound booths' in fixed locations.

five disadvantages of language learning software with reference to your review and experience: *

# need electricity

# hard work on software

# need fast and effective work 

# still at some extent level we need teacher for some spacific level 

#very costly so everyone can't carry it easily

# we need laptop for that , can't excess in mobile phones.

five things (related to language skills) you think can be learnt from this lang lab programme: *

#learning by practice exercises 

# improvement grammar

#vocabulary 

#improvement in lsrw

#self-confidence .... 

from this learning software we can evaluate our won answers , we can find , write answers right below every page , so it creats learner friendly environment .software provides both formal and functional way even it is informative like for example global warming etc ....

five advantages of language learning software with reference to your review and experience: *

trough this software we can find our knowabilities , that where we are stand , what level we expand our grammar skill and also , I find that it's like " LEARING WITH FUN " we learn things with enthusiasm , fun . 

another thing is there is not only one then drag drop the word , listening AND writing and it also includes speaking exercise . here we learners able to check his answers and later on we can work on the exercises again.

Thinking Activity : Teaching Language through Literature

This blog is a part of thinking activity which is given by my Prof. Dilip Barad. Here is the link of the blog click herehttps://blog.dilipbarad.com/2020/02/teaching-english-language-through.html

Teaching language through literature and with the use of literature as a popular technique for teaching both basic language skills example for reading, writing, listening, and speaking and language areas example for vocabulary, grammar and pronunciation in our times. Literature and the teaching of language skills, benefits of different genres of literature to language teaching and some problem encountered by language teaching within the area of teaching language trough literature genres of literature example for poetry, short fiction, drama and novel.

Introduction.

In recent years, the role of literature as a basic component. English teaching today has evolved around the primary emphasis on its viability as a communication skill to help acquire jobs, promote business interests or provide various forms of entertainments. Teaching language through literature  Another perspective that strengthens the argument of the advocates of teaching English without any affiliation with its literature, borders on the fact that the world today needs English for Special Purposes – for the understanding of scientific or technical vocabulary specific to different subjects of interest to the learners. English has been commonly attributed to the teaching methods as used and adopted by language teachers. Our main concern as teachers and teacher trainers is not to teach about language, but to develop learners’ abilities to make them capable of using the language for a variety of communicative purposes. But there is a difference between teaching about the language and communicating in the language. But many teachers believe that teaching about the language in itself will make the learners capable of using the language for communication. In fact, there is often ‘a great ability gap’ between having information and being able to use it spontaneously for communicative purposes. A great gap between knowledge and the ability to use that knowledge in terms of communication and the Manipulation of that communication. In order to bridge this gap and frame a relevant syllabus its contents should be made to bear a resemblance to the social contexts. And this awareness of the social context can be had from the world of literature which depicts society in all its hues and colors in a language as varied as it is authentic and natural. It is here that the learner might encounter his real world outside the classrooms. The syllabus should include verbal and non-verbal communication, short narratives, short stories, dialogues, conversations, and interviews. These short literary texts will.

Teaching language through literature help teachers first to acquaint themselves with language use to develop their own competence and understand language as a social phenomenon, and not as an exclusive branch of learning. And another thing is that it transforms the classrooms as the stage in which there is real practice of communicative language. And also help teachers to consider language as entailing social acceptability in other words; they can look to classroom language as carrying resemblance with the outside language. And As a result, this would raise communication to the level of a social responsibility.

#What is literature? 

Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction. 

Why and What Literature Is Useful in Language Learning?

Teaching Language Through Literature to use of literature as a technique for teaching both basic language skills example for reading, writing, listening, and speaking and language areas example for vocabulary, grammar and pronunciation is very popular within the field of foreign language learning and teaching nowadays and in translation courses, many language teachers make their students translate literary texts like drama, poetry and short stories into the mother tongue. Literature is used and different context. Example for focus on teaching language and language learning purpose vs. academic analytical purpose and linguistic orientation vs. literary critical orientation and learning how to study literature vs. studying literature.

Literature offers a wide range of language structures, which can enhance our understanding of the range of language usages. This understanding a direct impact on the learner’s ability to learn and use language not for mechanical responses but for the expression and response of those thoughts and ideas which would have stifled in the brain in the absence of rich language resources. Literature work in such a situation becomes a vehicle for language learning.

Using Literary Texts in Foreign Language Classes.

Four Main Reasons Which Lead a Language Teacher to Use Literature in the Classroom.

       Valuable Authentic Material.

Literature is authentic material and most works of literature are not created for the primary purpose of teaching a language. But many authentic samples of language in real-life contexts example for newspaper or magazine and articles are included within recently developed course materials. Thus, in a classroom context, learners are exposed to actual language samples of real life and real life like settings. And students have also to cope with language intended for native speakers, they become familiar with many different linguistic forms, communicative functions and meanings.

       Cultural Enrichment.

For many language learners.  The ideal way to increase their understanding of Verbal and non-verbal aspects of communication in the country within which that language is spoken - a visit or an extended stay - is just not probable. For such learners, literary works like as novels, plays, or short stories etc. a novel, play, or short story is an imaginary and it presents a full and colorful setting in which characters from many social and regional backgrounds can be described. The way the characters in such literary works see the world outside example for their thoughts, feelings, customs, traditions, possessions. Literature is perhaps best regarded as a complement to other materials used to develop the foreign learner’s understanding into the country whose language is being learned. And Also literature adds a lot to the cultural grammar of the learners.

Language Enrichment.

Literature provides Learners with a wide range of individual lexical or syntactic items. Students become familiar with many features of the written language, reading a substantial and contextualized body of text. And they learn about the syntax and discourse functions of sentences, the variety of possible structures, the different ways of connecting ideas, which develop and enrich their own writing skills. They improve their communicative and cultural competence in the authentic richness, naturalness of the authentic texts.

Personal Involvement.

Literature can be useful in the language learning process owing to the personal involvement it fosters in the reader. Once the student reads a literary text, he begins to inhabit the text. He is drawn into the text. And Understanding the meanings of lexical items or phrases becomes less significant than pursuing the development of the story. And also the student becomes enthusiastic to find out what happens as events unfold via the climax. And he feels close to certain characters and shares their emotional responses. This can have beneficial effects upon the

Whole language learning process. At this juncture, the prominence of the selection of a literary text in relation to the needs, expectations, and interests, language level of the students is evident. In this process, he can remove the identity crisis and develop into an extrovert. Some of the other reasons for regarding literature as a potent resource in the language classroom.

Universality.

Because we are all human beings and the themes literature deals with are common to all cultures despite their different way of treatment example for like Death, Love, Separation, Belief, Nature ... the list is familiar. These experiences all happen to human beings.

Non – Triviality.

Many of the more familiar forms of language teaching inputs tend to trivialize texts or experience. Literature does not trivialize or talk down. It is about things which mattered to the author when he wrote them. It may offer genuine as well as merely “authentic” inputs.

3. Personal Relevance

Since it deals with ideas, things, sensations and events which either constitutes part of the reader’s experience or which they can enter into imaginatively, they are able to relate it to their own lives.

  Variety

Literature includes within it all possible varieties of subject matter. And It is in fact a battery of topics to use in ELT. Within literature. We can find the language of law and of mountaineering, of medicine and of bull-fighting, of church sermons and nursery talk.

Interest

Literature deals with themes and topics which are intrinsically interesting, because part of the human experience, and treats them in ways designed to engage the reader’s attention.

 Economy and suggestive power

One of the great strengths of literature is its suggestive power. Even in its simplest forms, it invites us to go beyond what is said to what is implied. Since it suggests many ideas with few words, literature is ideal for generating language discussion. Maximum output can often be derived from minimum input.

Ambiguity

And at last ambiguity it is highly suggestive and associative, literature speaks subtly different meanings to different people. It is rare for two readers to react identically to any given text. And in teaching. This has two adv huantages. And the first advantage is that each learner’s interpretation has validity within limits. The second advantage is that an almost infinite fund of interactive discussion is guaranteed since each person’s perception is different and that no two readers will have a completely convergent interpretation establishes the tension that is necessary for a genuine exchange of ideas.

Literature and the Teaching of Language skills.

Teaching Language through Literature a Literature plays an important role in teaching four basic language skills like reading, writing, listening and speaking. And when using literature in the language classroom skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences. And the study of literature in a language class, though being mainly associated with reading and writing, can play an equally meaningful role in teaching both speaking and listening. Oral reading, dramatization, improvisation, role-playing, pandomiming, reenactment, discussion, and group activities may center on a work of literature.

Using of Different Genres of Literature to Language

Poetry.

Teaching language through literature Poetry can pave the way for the learning and teaching of basic language skills. And it is metaphor that is the most prominent connection between learning and poetry. And because most poetry consciously or unconsciously makes use of metaphor as one of its primary methods, poetry offers a significant learning process. There are at least two learning benefits that can be derived from studying poetry. First is that the appreciation of the writer’s composition process, which students gain by studying poems by components. And second is that Developing sensitivity for words and discoveries that may later grow into a deeper interest and greater analytical ability. But some other benefits of poetry is the educational.

provides readers with a different viewpoint towards language use by going beyond the

known usages and rules of grammar, syntax and vocabulary,

 triggers unmotivated readers owing to being so open to explorations and different

 interpretations, evokes feelings and thoughts in heart and in mind,

  Makes students familiar with figures of speech due to their being a part of daily language use. Example of simile, metaphor, irony, personification, imagery, etc.

Thus, poetry is a rewarding and enjoyable experience with the properties of rhyming and rhythm both of which convey “love and appreciation for the sound and power of language.” At this juncture, it can be stated that students become familiar with the suprasegmental aspects of the target language, such as stress, pitch, juncture, intonation by studying poetry.

Short Stories.

Teaching language through literature a Short fiction is a supreme resource for observing not only language but life itself. And In short fiction, characters act out all the real and symbolic acts people carry out in daily lives and do so in a variety of registers and tones. The world of short fiction both mirrors and illuminates human lives (Sage 1987:43). The inclusion of short fiction in the ESL / EFL curriculum offers the following educational benefits example for following educational benefits.

makes the students’ reading task easier due to being simple and short when

 compared with the other literary genres,

enlarges the advanced level readers’ worldviews about different cultures and

 different groups of people,

provides more creative, encrypt, challenging texts that require personal exploration supported with prior knowledge for advanced level readers,

motivates learners to read due to being an authentic material,

offers a world of wonders and hu a world of mystery,

gives students the chance to use their creativity,

promotes critical thinking skills,

 facilitates teaching a foreign culture (i.e. serves as a valuable instrument in

attaining cultural knowledge of the selected community,

makes students feel themselves comfortable and free,

helps students coming from various backgrounds communicate with each other because of its universal language,

helps students to go beyond the surface meaning and dive into underlying

meanings,

acts as a perfect vehicle to help students understand the positions of

themselves as well as the others by transferring these gained knowledge to their

Own world.

Thus, the use of a short story seems to be a very helpful technique in today’s foreign language classes. And it makes the students’ reading task and the teacher’s coverage easier. An important feature of short fiction is its being universal. To put it differently, students all over the world have experienced stories and can relate to them. And also a short fiction, like all other types of literature, makes contribution to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation

In a single place and moment.

Drama.

Teaching language through literature a drama in a language classroom is a good resource for language teaching. And It is through the use of drama that learners become familiar with grammatical structures in contexts and also learn about how to use the language to express, control and inform. The use of drama raises the students’ awareness towards the target language and culture. In this context, the use of drama as a tool rather than an end gains importance in teaching a foreign language. And the educational benefits of drama are that.

stimulates the imagination and promotes creative thinking,

  develops critical thinking skills,

promotes language development,

heightens effective listening skills,

 strengthens comprehension and learning retention by involving the senses as an

integral part of the learning process,

increases empathy and awareness of others,

fosters peer respect and group cooperation,

  reinforces positive self-concept,

Provides teachers with a fresh perspective on teaching.

bringing authenticity into the classroom,

exposing the learners to the target culture as well as the social problems a society

May be undergoing,

 increasing creativity, originality, sensitivity, fluency, flexibility, emotional

Stability, cooperation, and examination of moral attitudes, while developing

Communication skills and appreciation of literature,

helping learners improve their level of competence with respect to their receptive

And productive skills,

providing a solid basis for the learners to bridge the gap between their receptive

And productive skills,

offering students the space and time to develop new ideas and insights in a range

Of contexts,

  enabling students to develop new understandings and forms of knowing not

Accessible in other more traditional ways of learning.

Thus, the use of drama seems to be an effective technique in today’s communication-based, student-centered foreign language teaching. it is an authentic material, it helps students to promote their comprehension of the verbal / nonverbal aspects of the target language they are trying to master.

Novel

Teaching language trough literature a novel is a beneficial technique for mastering not only linguistic system but also life in relation to the target language. In novel, characters reflect what people really perform in daily lives. Novels not only portray but also enlighten human lives. Using novel in a foreign language class offers the following educational benefits that.

develops the advanced level readers’ knowledge about different cultures and

 different groups of people,

 increases students’ motivation to read owing to being an authentic material,

 offers real life / real life like settings,

 gives students the opportunity to make use of their creativity,

 improves critical thinking skills,

paves the way for teaching the target language culture,

 Enables students to go beyond what is written and dive into what is meant.

And when selecting a novel to be used in the foreign language class, the language teacher should pay attention to whether the novel has an intriguing story that will be of interest to the entire class. Themes and settings captivating their imagination and exploring the human condition should be included in the nature of the selected novels. Novel should have a powerful, fast-paced plot and interesting, well delineated, memorable characters. and The content of the novel should be suitable to students' cognitive and emotional levels. Specific themes and concepts being developed in class should also be incorporated within the novel. When assessing comprehension, teachers may employ novel tests requiring students to develop the sub-skills of written language like spelling, handwriting, grammar, and punctuation. Essay type tests written by teachers help students to gradually improve their skills in writing and organizing material into paragraphs with acceptable sentence structure.

Thus, the use of novel is a very beneficial technique in today’s foreign language classes. If selected carefully, using a novel makes the students’ reading lesson motivating, interesting and entertaining. Though many students find reading a novel written in a target language difficult, boring, unmotivating, novel is a very effective way of building vocabulary and developing reading comprehension skills. And it is through reading that students broaden their horizons, become familiar with other cultures, and hence develop their intercultural communicative competence, learning how to view the world from different perspectives. The result will be the possession of critical thinking and writing.

Conclusion :

Thus, at last literature helps students acquire a native-like competence in English, express their ideas in good English, and learn the features of modern English, and also learn how the English linguistic system is used for communication, see how idiomatic expressions are used, speak clearly, precisely, and concisely, and become more proficient in English, as well as become creative, critical, and analytical learners. Literature is not only a tool for developing the written and oral skills of the students in the target language but also is a window opening into the culture of the target language, building up a cultural competence in students.

Tesnig and evaluation

“Tell me and I forget, teach me and I may remember, involve me and I learn” 

-Benjamin Franklin

The involvement of the student in learning can be considered an essential part of educating oneself. Benjamin Franklin's above-mentioned statement may clearly state the foremost and important thing of the teaching-learning process which is 'involvement'. Teachers often practice the testing and evaluation system to check students' understanding of the proper functioning of the education system. Testing and evaluation, though being considered as not good for liberal education, have been a part and parcel of today's ideal education system. 

This blog aims to provide an understanding of the validity and reliability of the test, the practicality of the test, backwash in English Language Teaching and testing, the difference between assessment and evaluation as well as providing a brief understanding of good assessment.

1) Validity and Reliability of the test

Validity

                There are three major concepts in testing. Among the three, one is called validity. The term 'validity' means is the extent to which a concept, conclusion or measurement is well-founded and likely corresponds accurately to the intended outcome. 

             This test is particularly designed in a manner that the questions are directly related to the profession which it ought to test. It is an important criterion for the quality of the test. It checks whether the test measures what it aims to measure or not. 

1. Content validity-

                        The test items and the subject-related tasks are connected with each other. The test is supposed to evaluate only the content which is related to the field of study. A test is considered a good test if there is content validity.

2. Criterion-related validity-

                It puts emphasizes on the pre-designed criteria by the teacher. It is compared with other standard tests. It tends to compare the validity of the test with alternative sources.

Reliability

                                        A useful test is consistent over time.  It aims to show how often the result is desirable during repeated trials. It depends on two factors: whether the test can be used repeatedly and whether the test can be used for various levels of students. 

2) Practicality of the test

                                    It refers to the obvious practical aspect of testing such as convenient in terms of its design, administration, score and results and comparatively less difficult. 

3) Backwash

                                    The effect of testing on teaching and learning is known as backwash. It highlights the learner's conception of being assessed in terms of language proficiency that it involves. 

1. Positive backwash-

                             It is a good test if it produces language learning capabilities in the students. It helps students to learn the language more. 

2. Negative backwash-

                                        If the test creates anxiety and fear among students and doesn't help students to learn the language but actually find means to keep the test can be called negative backwash. 

4) Difference between assessment and evaluation

Assessment	Evaluation
It is process-oriented	It is product-oriented
It measures the ongoing learning	It judges at the end of the learning
It aims to find – ‘How’ learning is going?	It aims to find – ‘What’ has been learnt?
It aims to provide a feedback to improve learning	It judges the quality and there is a little scope of improvement
It is conducted during the learning process	It is done at the end of learning process
It generates a collaborative learning environment where peers learn from each other	It generates a competitive environment in learning
It generates the scope of improvement in the areas of learning	It arrives at an overall result of the entire learning process
It is diagnostic	It is judgemental
It is non graded	It is graded
It is individualized	It is applied against standardsU

5) how do you define a good assessment?

A good assessment is reliable and constructive. One of the several principles of a good assessessment is fairness. To achieve the satisfactory outcome from the learners, it is evident to provide them the criteria on which the assessment shall be done. the assessment criteria should be displayed in advance to achieve the necessary and desired outsome from the learners. The context of the task along with the conditions if there is any, shall be mentioned. To complete the task, the resources, materials, equipment that the learners needs shall be made clear to the learners. A good assessment is that which validates itself in different situations with constructive outsome. 

Thank you. 

Hansa Bhaliya's assignment on History of CALL - MALL

• Prepared by:  Hansa G. Bhaliya
• Roll No: 6
• Paper – 16: English language Teaching-2
• M.A (English)   :  Sem -4
• Enrollment No: 206910862090004
• Batch: 2019 - 21
• Email: hansabhaliya20@gmail.com
• Submitted to: Smt. S. B.  Gardi,  Department of English,MKBU. 
• Topic: History of CALL - MALL

History of CALL 

Although computers have been used since the first half of the 20th century, they were not used for educational purposes until the 1960s. The 1970s witnessed the evolution of CALL as a result of development in research related to the use of computers for linguistic purposes and for creating suitable language learning conditions. In America the computer based introductory courses in the 1960s were pioneering projects in CALL, and were referred to as computer Assisted Instruction (CAl) The 1980s have witnessed the spread of computers both in educational institutions and in people's homes. Since the beginning of the '80s computers have also found their way into many schools. CALL software has also become more readily available on the market (Ittelson: 2000).

The emergence of inexpensive computer technology and mass storage media, including optical videodiscs and compact disks, has given instructional technologists better tools to work with. Compact disks are used to store large amounts of data, such as encyclopedias or motion pictures. In CALL centers with computers and software such as CD-ROM, CD-I, or videodiscs, a student who is interested in a particular topic can first scan an electronic encyclopedia, then view a film on the subject or look at related topics at the reach of a button. Thus, such learning centers present students with the advantages of reference materials and popularize computer-aided instruction. The computer laboratory has become an integral component of foreign-language programs in most educational institutions (Hardisty & Windeatt: 1989).

          Computers have been used for language teaching for more than three decades. According to Warschauer & Healey (1998) the history of CALL can be divided into three stages: behaviouristic CALL, communicative CALL and integrative CALL.

Each stage corresponds to a certain pedagogical approach.

Behaviouristic CALL

It was formed in the late 1960s and used widely in the 1970s under the influence of Audio-lingual teaching method. In this stage of CALL, repetitive language drills, referred to as drill-and practice were used. The computer was seen as a mechanical tutor who never allowed students to work at an individual pace, which hindered motivation. Further, it included extensive drills, grammatical explanations and translation at various intervals (Warschauer & Healey 1998).

Communicative CALL

   It was the period of the 1980s. This period was the time that behaviouristic approach to language teaching was being rejected at both theoretical and pedagogical level, and also personal computers were creating greater possibilities for individual work at school. Communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery, expression and development. Under the influence of Communicative Language Teaching defendants of communicative CALL argued that computer based activities should focus more on using forms. Software developed in this period included text reconstruction program and simulations. In communicative CALL, the focus was not so much on what students did with the computer, but rather what they did with each other while working at the computer.

Interactive CALL

By the 1990s communicative CALL began to be criticized. New second language acquisition theories and socio-cognitive views influenced many teachers and lead them to use more social and learner-centered methods. This time, emphasis was put on language use in authentic social contexts. Ta husk-based, project-based and content-based approaches all sought to integrate learners in authentic environments, and also to integrate the various skills of language learning and use. In integrative approaches, students are enabled to use a variety of technological tools as an ongoing process of language learning and use rather than visiting the computer lab once a week basis for isolated exercises.

v Computer-work, pre-computer work and post-computer work

There are three stages in CALL activities:

a)       Pre-computer work before students make use of the machines;

b)      Work done at the computer;

c )      Post-computer work done away from the computer (Hardisty and Windeatt: 1989).

 CALL AND LANGUAGE SKILLS

          Computers offer learners various activities for developing different language skills. They can provide a useful and motivating medium for both integrated skills and separate activities. Warschauer & Healey (1998) describe them as follows:

Computers offer learners various activities for developing different language skills. They can provide a useful and motivating medium for both integrated skills and separate activities. Warschauer & Healey (1998) describe them as follows:

Reading Skills

          There are three main ways in which computers are useful in helping language learners develop reading skills.

a)       Incidental reading. Most of the CALL programs, whether oriented towards reading or not, involve the learner in reading text for the successful completion of the activity.

b)    Reading comprehension. Traditional question and answer CALL programs are used for reading comprehension as well as grammar and vocabulary development.

C))       Text manipulation. There are a number of ways in which computers can manipulate continuous text which involve the learner in close study of the content and structure of the text. An example might be shadow reading which provides students with authentic texts. Additionally, sentence structure, speed reading and cloze-reading are some of the alternative ways of developing reading skills. An example for software matching activity might be the JMS Newline activity: 'Match the slang words with their definitions'. Another activity might be JMS Newline Software: Speed Practice Reading Comprehension activity (Sperling, 1998).

Writing Skills

          The Word Processing program is one of the most common purposes for which computers are used and it is regarded as the most powerful to use when starting to work with CALL. In order to use word processors learners have to be familiar to the keyboard of the computer and they also have to learn the following before using the computer:

·        Learn how to start a word processor

·        Learn how to delete and insert a letter, a word or a larger chunk of text

·        Learn how to save text

·        Print a text

·        Moving words, lines, sentences, etc. around.

Word-processing programs transform the computer into a sophisticated and flexible writing aid that can improve learners' writing skills and their attitude toward writing. The main principle of word-processing programs is based on the ability to manipulate text freely. By writing text into the memory of a computer, the writer can play round with his text until entirely satisfied. The word-processor provides useful practice for guided and free writing.

Vocabulary, grammar, punctuation and reading tests have an obvious relevance to the sub-skills that are needed for writing (Duber: 2000). By providing something to write about, the computer stimulates both writing and speaking. An example might be the following activity from the Redhouse Dictionary CD-ROM: 'Put the jumbled idioms in order and write them in your notebook'.

Speaking Skills

          Oral communication is very important in language learning process. In today's language "classrooms, considerable emphasis is given to oral activities in which learners use the language they have learned to communicate with each other. These activities include simulations, role-plays and discussion. Computer simulations provide a stimulus for such a work, as they offer both a focus for oral activity and a continually changing scenario for learners to talk about. Computers have a useful contribution to the development of oral skills if they are used wisely (Hammersmith: 1998).

Dialogue studies can be made by the computers with the aid of the movies; students watching these dialogues can see the conversation, setting and cultural atmosphere clearly. They can also see the body movements and the semiotic background of the conversations and earn a powerful experience and thus improve their communicative competence. These all pave the way to their communicative performances through reinforcing their accuracy, intelligibility and fluency.

The main advantage of computer simulations is that they are very motivating. They give learners instant feedback on the effects of their decisions, and this feedback itself stimulates arguments and comments, suggestions and counter suggestions. An activity for improving listening and speaking skills might be a listening activity from 'Learn to Speak English Software I': Spoken English Demo: Communication Skills.

Listening Skills

        Listening activities that use the computer are more complex than the other kinds of  CALL materials since they involve equipment other than the computer itself. One of the simplest ways of giving practice in listening comprehension is to use a multiple-choice or fill-in program in conjunction with a cassette recorder or the latest multimedia containing a recorder. In addition to the normal feedback given after a wrong answer, the computer can let the learner hear the relevant part of the tape again. If a separate cassette recorder is used, the error message can give the learner appropriate counter numbers. Another simple technique is to use a tape with a test-reconstruction program which enables learners to reconstruct a summary of a recorded anecdote on screen by the help of the tape.

Such activities not only help to integrate listening and writing skills but also evaluate learners' listening comprehension skills in a more active way than is generally possible in a non-CALL class (Jones & Fortescue: 1987). An activity for improving listening skills might be a listening activity from 'JMS Newline Software', The Listening Leaner: Listening Comprehension, Spoken English.

Conclusion

The role of computer in language teaching has changed signified in the last three decades previously; computers used in language teaching were limited to text. The computer is a mechanical device which can be used well or badly. The use of computers is compatible with a variety of approaches, methods and techniques of learning and teaching.

Hansa bhaliya's assignment on Globalization in The white tiger

Hansa bhaliya's assignment on Globalization in The white tiger

• Prepared by:  Hansa G. Bhaliya
• Roll No: 6
• Paper – 13: The New Literature
• M.A (English)   :  Sem -4
• Enrollment No: 206910862090004
• Batch: 2019 - 21
• Email: hansabhaliya20@gmail.com
• Submitted to: Smt. S. B. Gardi, Department of English, MKBU. 
• Topic: Globalization in The white tiger
• Total words: 1900.
• Plagiarism in percentage:____%

INTRDUCTION :

Aravind Adiga, the contemporary Indian novelist is undoubtedly one of the outstanding figures in the realm of postmodern literature. He achieved this position through his masterpiece The White Tiger which brought him the 2008 Man Booker Prize for fiction. His novels are preoccupied with such emerging issues like globalization, urbanization, rich and poor divide, social disparity, technoculture, corruption, erosion of human relations and moral values. By fusing postmodern techniques of metafiction, dark humour, parody, pastiche, binary and multiple narrative voices with the prevailing issues of consumerism, materialism, deterioration of moral values, Adiga sensitively captivates the readers’ nerve. It is because of this sensitivity towards the changing realities that Adiga writes in tune with the global changes. The White Tiger is a story about the existential and class struggle of the protagonist. A neo-liberal country like India widens the gap between the rich and poor with its pro-capitalist, free-market policies that privilege a few.

Aravind Adiga has emerged as a writer who exposed the disastrous vices, malignant evils, political manipulations and social injustices prevalent in the contemporary India. He is a characteristic postmodern writer who portrays corruption, inequalities and the social evils that persist despite India’s slogan of progress and prosperity. He shot into international fame with the publication of his debut novel The White Tiger in 2008. The book won the coveted Man Booker’s Prize for fiction during the same year of its publication. Born in Chennai on 23 October, 1974 to Madhava Adiga and Usha, Aravind Adiga belonged to an educated family hailing from Mangalore, Karnataka. Adiga started his career as a financial journalist interning with Financial Times, Money, and Wall Street covering stock market, investment protocols and interviewing luminaries. He also wrote literary reviews, a famous one being on the Booker Prize winner Peter Carey’s Oscar and Lucinda. He then moved to Time magazine where he served as South Asia correspondent for three years. Later he quit the job and opted to work as a freelancer. It was during his freelance period that he wrote the Man Booker Prize winning novel The White Tiger, thus becoming the fourth Indian to receive the Prize. His second book, Between the Assassinations a collection of twelve interlinked short stories was released in November 2008. Last Man in Tower (2011), being Adiga’s second novel, tells the story of a retired school teacher’s struggle to keep up the traditional values, his resistance to money and power. (Sharma)

All throughout the White Tiger some form of America seems to pop up in a key moment. It’s subtle, and the reader can easily pass over it without giving any second thought to the matter, but each time has its significance. Take for example when Balram is describing Ashok’s corruption on page 173, “you’ve got plenty of places to drink beer, dance, pick up girls, that sort of thing. A small bit of America in India.” This goes back to the motif of Identity, someone trying to be something they’re not. Balram sees Ashok being transformed by the influence of American culture, the creeping globalization that is taking over Delhi. The next situation was an ironic one, foreshadowing the last I’ll blog about, when the  fat minister’s assistant spoke about drinking and elections, “Elections, my friend, can be managed in India. It’s not like in America. . . Everyone has whiskey in their car in Delhi, Ashok, didn’t you know this?” (pg. 181). The idea of being “better than” Americans and their politics is juxtaposed with drinking American whisky, in the hypocritical nature of their characters. And finally, on page 245, Balram described his murder weapon, “It’s a good, strong bottle, Johnnie Walker Black–well worth its resale value.” The reader can see just how embedded American culture is in the Indian society, while every person is trying to become their own “Individual.” Personally, I found it wildly hilarious because of its subtleness and depth that just sinks in so well into the entire satire.

Globalization in The White Tiger

Impact of Globalization on Indian Culture

Globalization has changed our current social conditions and contributed to the deteriorating of nationality and the creation of globality. It has a wide role to play the world over. It has left its footprints in every field of life. The exchange of world views and ideas has led to a major transformation of the standard of living globally. Indian culture is no exception to this transformation process. Globalization quickened this process and resulted in the fusing of cultural practices and increased advertising of culture through influx of MacDonald’s and Pizza Huts, etc., in all metropolitan cities and through the celebration of special days like Valentine’s Day, Father’s Day, etc. With the emergence of globalization, our age old traditions and customs have slackened off their hold.

India has a rich cultural milieu which is well-known to the whole world. Globalization has not only led to in the westernization of India, but on the contrary, the Indian culture has also spread its impact globally. Culture and traditions of any geographical region hold a special significance with respect to their distinctiveness and that is the differentiating feature for a population within a geographical boundary. This distinctiveness and individuality has been disturbed in varying degrees in lieu of globalization. Such an impact is very much pronounced when they hit a developing country like India.

The  White Tiger

Born in India and raised in Austria, Aravind Adiga is the fifth Indian author to win the Man Booker Prize in 2008, for his debut novel, The White Tiger. This Booker Prize winner novel study the distinction between India’s ascend as a modern global economic giant and the protagonist, Balram, who comes from rustic poverty background. The major theme of the novel is to present the impact of globalization on Indian democracy. All through the novel Adiga remarks about the first world influence on the third world countries. The West is the adjudicator and the jury of every facets of third world behaviour.

The story begins with a letter from a self-made Indian entrepreneur, Balram Halwai, who narrates the story of his own success to the Chinese Premiere. Born in a poor family in a backward village, he grows up in extreme poverty and deprivation; he is not allowed to complete his education and is employed as a child labour in a local tea stall. Running away from his village, Balram seeks a job in the city and finds one at his erstwhile village landlord’s house, who has now moved to the city. A major part of the novel depicts Balram’s life as a servant cum driver at the household of his former landlord, and the kind of exploitation and class difference that exists between the rich masters and their poor servants. Consequently, in an urge to escape his situation and enjoy the luxuries of life available to the rich, Balram kills his employer, robs his money and finally finds a new successful life of entrepreneurship in the hub of India’s globalization- the city of Bangalore. (Sreelatha)

Balram justifies his actions as the only resort for resistance left in his state of oppression. It was either to submit to servitude that society had destined for him, or to break out of the coop and embrace the global network, even if that includes murder. The rhetoric he uses is thus essentially one of binaries- old India vs. new India, the feudal oppression vs. the neoliberal liberation, the failed state vs. the successful market. The novel depicts that Globalization replaces the native culture by consumerist culture. Take for example, when Balram says, “I should explain to you, Mr Jiabao, that in this country we have two kinds of men: Indian liquor men and English liquor men. Indian liquor was for village boys like me - toddy, arrack, country hooch. English liquor, naturally is for rich. Rum, whisky, beer, gin - anything the English left behind.”

All throughout the novel, some form of America seems to pop up in a key moment. It’s subtle, and the reader can easily pass over it without giving any second thought to the matter, but each time has its significance. Take for example when Balram is describing Ashok’s corruption, “you’ve got plenty of places to drink beer, dance, pick up girls, that sort of thing. A small bit of America in India”. This goes back to the motif of Identity, someone trying to be something they’re not. Balram sees Ashok being transformed by the influence of American culture, the creeping globalization that is taking over Delhi. The next situation was an ironic one, when the fat minister’s assistant spoke about drinking and elections, “Elections, my friend, can be managed in India. It’s not like in America. Everyone has whiskey in their car in Delhi, Ashok, didn’t you know this?” And finally, Balram described his murder weapon, “It’s a good, strong bottle, Johnnie Walker Black–well worth its resale value.” The reader can see just how embedded American culture is in the Indian society, while every person is trying to become their own “Individual” . Underlying Adiga's descriptions of the boom in outsourcing Bangalore’s gleaming call-centres are the idea that India is making itself the servant of European and American companies.

All the way through the novel English is represented as the language of master or superior in India. There are many examples in the novel which bring to light the superiority of English language. The opening of the novel itself suggests the dominance and supremacy of English. Balram writes to Jiabao, “Neither you nor I speak English but, there are some things that can only be said in English” .

Another instance is “Ashok,’ she said. ‘Now hear this. Balram, what is it we’re eating?’ I knew it was a trap, but what could I do? – I answered. The two of them burst into giggles. ‘Say it again, Balram. They laughed again. ‘It’s not p iJJA. It’s pizza. Say it properly.’ ‘Wait – you’re mispronouncing it too. There’s a T in the middle. Peet.Zah” (Sreelatha)

Conclusion :

Throughout the novel, Adiga represents the impact of Globalization on India. It has made radical changes in each and every sphere of Indian life. Globalization offers a social world whose precincts have become fluid. It has imposed global culture by debasing local individualistic culture. Globalization has affected the Indian political arena too. The first world countries are trying to inflict their rules and laws upon the third world countries in the guise of lending out a helping hand.

Works Cited

Sharma, Richa. "The impact of globalization on Indian culture and literature: Aravind Adiga’s The White Tiger." International Journal of Multidisciplinary Research and Development (January 2017): 4.

Sreelatha, Dr. M. "EXISTENTIAL STRUGGLE IN THE WHITE TIGER." 14 April 2017. ashvamegh.net. web. 5 april 2019.