Thinking Activity : The white Tiger

      The white Tiger by Arvind Adiga 

This blog is part of the thinking activity given by Prof. Dilip Barad . Click Here

https://blog.dilipbarad.com/2015/01/quiz-on-aravind-adigas-white-tiger.html

( 1 ) How far do you agree with the India represented  in  the  novel The White 

Tiger ?

Ans. In the novel Balram him self said that he is Half baked Indian, so through this we can see that Adiga portrays various realistic and graphic picture of some of the most drastic and bitter facts of India. But he well said that the narrator is half baked Indian so we can’t believe hundred present on it. As per M.Q. Khan said it is about Adiga’s India but it is not everybody’s India. He does not bring out the whole of India. Because on the other side some good soul , good persons, truth and honesty are there. But in novel he criticize various aspects of Indian society like Education, Indian traditional marriage, politics, Religion, Land lords, corruption and culture etc.

( 2 ) Do you believe that Balram’s story is the archetype of all stories of ‘rags to riches’?

Ans. Yes, Balram’s story is become the archetype of all stories but We can say only 30 to 40 percent people can follow same thing like Balram did specially in the era of Post truth. People can take as new morality like Balram said. But other can also become a good and well known person in society through the hard work, think out of box, intelligence and some time may be luck. For ex – In slumdog millionaire movie Jamal became rich. Because people of India wants to become reach any way and that’s why they used lottery tickets or this kind of shows also. 

( 3 ) "Language bears within itself the necessity of its own critique, deconstructive criticism aims to show that any text inevitably undermines its own claims to have a determinate meaning, and licences the reader to produce his own meanings out of it by an activity of semantic 'freeplay' (Derrida, 1978, in Lodge, 1988, p. 108). Is it possible to do deconstructive reading of The White Tiger ? How?

Ans. Yes, this text can be deconstructed well. Here is one So here we can say that Balram himself say that he is half baked Indian and author him self said at starting point that – “ This book is Auto – Biography of half – baked Indians”, so how we can believe on his all criticism of dark India. Because he knows only through his own experience. So it’s very narrow views not wider one.

“Me, and thousands of others in this country like me, are half-baked, because we were never allowed to complete our schooling. Open our skulls, look in with a penlight, and you'll find an odd museum of ideas: sentences of history or mathematics remembered from school textbooks (no boy remembers his schooling like one who was taken out of school, let me assure you), sentences about politics read in a newspaper while waiting for someone to come to an office, triangles and pyramids seen on the torn pages of the old geometry textbooks which every tea shop in this country uses to wrap its snacks in, bits of All India Radio news bulletins, things that drop into your mind, like liz huards from the ceiling, in the half hour before falling asleep—all these ideas, half formed and half digested and half correct, mix up with other half-cooked ideas in your head, and I guess these half-formed ideas bugger one another, and make more half-formed ideas, and this is what you act on and live with. The story of my upbringing is the story of how a half-baked fellow is produced.”

(4 )With ref to screening of the Netflix adaptation:

1. write review of the film adaptation of The White Tiger

Ans. Balram Halwai the protagonist ironically hails from a village named Laxmangarh, kyunki a all he wants to do is not follow his elder brother . After he's made to quit school to repay his family debt, instead wants to live up to his own elder brother name . Soon he lies his way into a job as a driver at the village's most affluent man's homs. Gradually he learns more about the privilege eavesdrops on conversations and through acute observations figures out various ways to denounce his older life and works towards the life he aspirs. As much as Balram wants to up his stature in society he is just as desperate to leave his past behind.and you know not behind in an underdog way, somebody . Who would overcome obstacles but behind in a way. That at this point he stopped who dies. Which here can be interested in two ways  one which says . That modern India chasm between the have's and have nots is so wide, there no instional way to bridge and information to make up your own own mind about all the characters you are seeing on screen. There's enough opportunity to enter the scenery and check biases by finding your reflection in people on display.

Ashok and pinky the rich masters with the most common names, lives high above in a tall to tower, whereas Balram curls up on dusty mattress in the basement, not allowed to go up unless summned.

2. Have you identified any difference in the novel and the addpation ? Does it make any significant difference in the overall tone and texture of the novel ?

 Ans. We can find same Narrative in the novel and the movie . In novel and movie both are using different kind of gymic. As in movie Jamal is describing with #KBC show. In novel Balram is reading poster one by one and he is seeing some wanted pictures as he kills his master. But when we look into the movie,than Jamal is very brilliant, intelligent and fast observer boy. When he is giving answer than it opens some pages of his past, story is folding with some new kind of chapter.Both Narration goes parreral as both are talking about India and it's culture or history. Novel and movie both reaches on their top and trying to showing us best.

3. David Ehrani's in his review write this - Ramin Bahrani's Netflix Triller is a Brutal corrective to ' slumdog millionaire' is it a corrective what was the error in slumdog millionaire that it is corrected ?

1)Narrative structure :

    The Novel and the  film has almost similar structure. Both works starts with flashback techniques. In the film used one reality show KBC  in which  question and answer session going on. All the questions leads Jamal into his past. While in the novel wanted poster used. By using this poster writer talking about his past.The narrative structure was first person narrative.

Indianness : 

Train :

            Train is also found in both the works. It shows the Indianness in the work.It is a symbol of poverty and crowd.Train shows middle class position .

Curruption :

              Curruption can be found in both works. In the novel talking about Currupt nature of entrepreneur's drivers. In the film shows Currupt nature of Jamal 's brother. He was getting more money from tourist.Anchor of KBC show do cheating by telling answer to Jamal.Nowadays Curruption also part of India.This way we see Indianness in these works.

Religion :

       Religion is also important element of Novel and film. In the novel described  the darker side of religion.And in the film we had seen Hindu Muslim riot which creates problem in the Area ,criticism of  'Darshan do Ghanshyam' song . This way people use Religion.Indian people blindly believe in religion that we seen in both the works.

Religion :

Education system :

              Both the protagonist Jamal ( Film) and Balaram ( Novel ) are uneducated. In the novel shows darker and Currupt side of education system. It shows the darker side of India. Jamal could not able to study. 

Poverty  :

               In the film shows the  largest slum area of Asia  Dharavi which located in India. Both the works based on the life of poor peoples struggle.   Both works criticised poverty as  the darker side of India.Both protagonists believes that if you want to become rich you must do wrong things.

In the novel poetic justice not happened by punishing the Balram. He murdered his master yet  not caught by police. While in the film poetic justice happened when salim committed suicide at the end and Jamal became popular and rich. Both the work differs from each other on the Bases of  treatment  given to wrong people.

   Thanks...✍️

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.

Thank you...😔

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 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.

###### sssss####

Ø 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.

Ø 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. 

Ø 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.

Ø 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 advantages. 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.

Ø  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.

Ø Using of Different Genres of Literature to Language.

v 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.

v 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 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

https://blog.dilipbarad.com/2020/02/testing-and-evaluation.html

Thinking Activity : on @tcc

This blog is a part of thinking activity which is given by my Prof. Dilip Barad. Here is the link of the blog click hereclick here

Write brief note on any 2 points from the below given 5 points with reference to on@tcc. You can think and write on all 5 points also:

Points to ponder: (take help of video recordings)

Write on any two or all topics:
1. Globalization and on@tcc
2. Self-help and on@tcc
3. Popular Literature and on@tcc
4. Comparative study of Narrative Structure on on@tcc and Life of Pi
5. Problems of Youth: How do you related yourself with the issues of youth discussed in the novel.

* Effect of Globalization in on@tcc?

Chetan Bhagat's most of the novels deals with contemporary issues. Young urban middle-class people. He is a twentieth century writer, and knows well that how to sold his books. In his novel One Night at the Call Centre, there is some aspects of modern India. People are working in call centres, so, title itself suggest that writer included several contemporary issues of modern India. Globalization is an economic development, everyone is struggle with their personal angst, the problems which are the causes of globalization. 

I’m tired of job hunting. There is nothing good out there. And I’m tired

of rejections. Moreover, what is the point of joining another call center? I’ll

just have to start as a junior agent all over again—without you, without my

friends. And let me tell you this, I may not be team leader, but I am happy I

am content. You realize that?

Globalization can be considered as a step towards the modernization. Where a middle-class man have job issue, love issues and have to struggle with everyday's problems. Fredrick Jameson's "Notes on globalization" as a philosophical issue. There is nothing like globalization in the novel. All are facing different kinds of problems. Friedman's 'The world is flat' note on globalization. People are working in such sectors, call centres, where they don't get better opportunity but it's juskt temporary jobs. With the help of a novel writer mocks at the movement of globalization.

 popular literature and on @tcc :

Popular literature means those writings intended for the. Masses and favour with large audiences. It is different from artistic literature. It only designed for the entertainment. Popular literature has ,

1) Lack of deep philosophy

2) Lack of deep spirituality

3) Not deals with abstract problems

4) Lack of morality / humanity

5) Not challenges the belief of people

6) unacceptable solutions

7) Lack of intellectualism 

So popular literature has this kind of structure of the works. In the one night at the call center shows the solutions of the problems through character of God. It has not intellectual solution of problems. Then she forced him to write it as his second book without mentioning her name. Chetan Bhagat then write story and used one character Shyam for narration. In this way it becomes unreliable.There is similarity of narrative structure between Life of Pi and One Night @call centre. In the life of Pi, the protagonist told the story to the writer, just like the woman in the train telling story to Chetan Bhagat. There are two stories being told and it was upon the writer that which they select to write, the one is with God or the one without God. In both the cases the writer chose to write story with God.

Thank you... ✍️