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 The original language labs are now very outdated.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.

Assignment of The African Literature: Relation of Colonizer and Colonized with reference to Waiting for Barbarians.

 Assignment of The African Literature: Relation of Colonizer and Colonized with reference to Waiting for Barbarians.

• Prepared by:  Hansa G. Bhaliya
• Roll No: 6
• Paper – 14: The African 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: Relation of Colonizer and Colonized with reference to Waiting for Barbarians.

Abstract:-

                This novel tries to presents the harsh reality of the Barbarian people that how they suffered. That’s why the theme of Ambivalence by Homi K Bhabha  is very important to show the relation of colonizer and colonized . Through this study we come to know that how Colonizers exploit Colonizer and make a relation with them as “We” and “Other”.

Men has divided men into castes,countries and colonies.Though God has created us as one,we have divided us for our personal gains and for self.

African Literature -and the country its elf have seen slavery.We, who have not  experienced the cruelty of slavery,not even seen that earlier ,have no idea -what the slavery means! We should understand it first.Slaves have no freedom to live as they like.They have no rights,no wishes to fulfill,no joy ,no happiness and no need of certain essential things to live.They are slaves and have to live,act according to their owners  wish and will.They have to obey their masters and should do whatever their master's like.The poor slaves have not their own life but they are fully dependent on their masters/owners.They cannot go against their will or wish.

This type of slavery reflected in the Literature too because 'Literature is a mirror of the life'. The pain and sufferings ,the tragic life of a slave can be seen in African Literature due to this only.For a long time,Africans were slaves and their lives are bound to be there in African Literature.
African people were slaves for centuries they were marginalized and were compelled to live like slaves.

About Writer:-
                           

John Maxwell Coetzee is a  South African writer -a  novelist, essayist, translator and the Nobel Prize in Literature 2003. He focuses on power. The novel ‘Waiting for Barbarian' was published 1980. He was born in Cape Town, South Africa, in 1940 educated in South Africa and United States. His philosophical depth and stylistic brilliance put him as rival of Kafka and Beckett. (Wikipedia)

About Novel:-

                The title of the novel “Waiting For Barbarian” is borrowed from the poem “Waiting For Barbarian” by C.P. Cavafy. In this novel three are major characters like Barbarian girl, Magistrate and Colonel Joll. Narrator of the novel is unnamed. It has no historical and geographical setting with names but yet it is excited in through out the novel . The novel presents various aspects like concept of ‘We and Other’, conflict between ‘Civilized and Barbarian’ or Colonizer and Colonized, problem of power and position , difference  between white and black etc.

Theme of Ambivalence:-

                 The word ambivalence means dual tendencies toward a thing or a person.Originally the term developed in psychoanalysis to describe a continual fluctuation between wanting one thing and wanting its opposite.It also refers to a simultaneous attraction toward and repulsion from an object,person or action.(Young.1995.161) Homi Bhabha adopted the colonial discourse theory in his novel.He describes the complex mix of attraction and repulsion that characteristics the relationship between colonizers and colonized.

Most importantly in Bhabha’s theory, however, ambivalence disrupts the clear-cut authority of colonial domination because it disturbs the simple relationship between colonizers and colonized. Ambivalence is therefore an unwelcome aspect of colonial discourse for the colonizer. The problem for colonial discourse is that it wants to produce compliant subjects who reproduce its assumptions, habits and values – that is, ‘mimic ‘the colonizer. But instead it produces ambivalent subjects whose mimicry is never very far from mockery. Ambivalence describes this fluctuating relationship between mimicry and mockery, an ambiva- lence that is fundamentally unsettling to colonial dominance. In this respect, it is not necessarily dis empowering for the colonial subject; but rather can be seen to be ambivalent or ‘two-powered. The effect of this ambivalence (the simultaneous attraction and repulsion) is to produce a profound disturbance of the authority of colonial discourse. Ambivalence therefore gives rise to a controversial proposition in Bhabha’s theory, that because the colonial relationship is always ambivalent- lent, it generates the seeds of its own destruction. This is controversial because it implies that the colonial relationship is going to be disrupted, regardless of any resistance or rebellion on the part of the colonized. Bhabha’s argument is that colonial discourse is compelled to be ambivalent because it never really wants colonial subjects to be exact replicas of the colonizers – this would be too threatening.

Robert Young has suggested that the theory of ambivalence is Bhabha’s way of turning the tables on imperial discourse. The periphery, which is regarded as ‘the borderline, the marginal, the unassailable, the doubtful’ by the center, responds by constituting the centre as an ‘equivocal, indefinite, indeterminate ambivalence’ (1995: 161). But this is not a simple reversal of a binary, for Bhabha shows that both colonizing and colonized subjects are implicated in the ambivalence of colonial discourse. The concept is related to Hybridity because, just as ambivalence ‘decanters’ authority from its position of power, so that authority may also become hybridized when placed in a colonial context in which it finds itself dealing with, and often inflected by, other cultures. The hybridity of Charles Grant’s suggestion above, for instance, can be seen as a feature of its ambivalence. In this respect, the very engagement of colonial discourse with those colonized cultures over which it has domination, inevitably leads to an ambivalence that disables its monolithic dominance. (Ashcroft)

Relation of Colonizer and Colonized:-



                   In this paper J. M. Coetzee’s novel Waiting for the Barbarians is seen as fundamentally disrupting the binary logic that un- deepens colonial discourse. The binary constructs an image of the civilized, rational and good, and the primitive, irrational and evil on the opposite sides of a fixed border. In this novel, as well as in colonial reality, the binary dissolves into ambiva- lence, overlap and often complete inversion of the two op- posed constructed identities. This paper analyses the novel Waiting for the Barbarians identifying as the most important themes – the ambivalence and inversion of colonial identity, which are seen as a reflex of the fear of the indigenous other. Furthermore, the power/knowledge that fixes
the identities of the two opposed entities feeds on stereotypical images of the other, for it is on the image of the dark barbarian other that the Eurocentric cultures have constructed their own fragile sense of civilization and identity.

Bhabha focuses on the ambivalence as central to stereotype: “In the objectification-tion of the scenic drive there is always the threatened return of the look; in the iden tification of the imaginary relations there is always the alienating other (or mirror) which crucially returns the image to the subject, and in that form of substitution and fixation that is fetishism there is always the trace of loss, absence” (Bhabha 1994, 81). The ambivalent effect of stereotype is that instead of securing the binary order of subjection it proliferates fantasmatic images that terrorize the colonizer. (Anicic)

Ambivalent create the fear and some kind of colonial power in indigenous people or we can say the people of village. Through the fear they can ruled over them. And gave the stereotypical image of them like “Barbarian” or “ Nomadic” people not like human being .No any Barberian come only this type of fear created by the Third Bureau . And that’s why we can say that one border created between them, inside and outside also. So the colonial psyche we find in this people also.

Barbarian girl and Colonel Joll :-

                In both the character one similarity we find that is Blindness. The blindness is present very symbolically in the novel that Colonel’s vision converges into the center of his dark circle while the girl’s eyesight diverges from the round blur. This could be an indication of the Colonel’s nar- black-and-white vision centered at the enemy, juxtaposed to the wide and open one of the barbarian girl’s in which there is no center-periphery, or self-enemy po-larity. So, it’s suggesting the relation of colonizers and colonized. So, through this blindness we notice that who has real vision.

Relation of Barbarian girl and Magistrate:-

             The  relation of Barbarian girl and Magistrate is like relation of colonizers and colonized, because Magistrate came in village as a Colonizers and he has all power and authority so he try to torture this girl. This unnamed girl hu has no power to raise her voice against the power because she has no any authority or power. So here we can say that Magistrate has dual power as a Man and as a Colonizer so the effect of ‘Double Colonialism’ we find in the case of that Barbarian girl. She suffers a lot. This girl considered as a prostitute named ‘Bird like’. Women have no choice. So hear the question is “Can Subaltern Speak?” – Gayatri Spivak.

So, here the Barbarian girl represent as a whole colonized people. How they are Voiceless. Magistrate always ruled over her.  So the objectification of women’s body also can find in the novel. Barbarian girl became victim of that colonial power.

On the other side the character of Magistrate also have some kind of Post modern characteristics because his personality is absolutely ambiguous. He has some kind of problem of belongingness, his post is very ironical, double consciousness also we can find in the character of Magistrate.

Power, Violence and Torture:-

Throughout the novel these major themes we find that how colonial power ruled over colonizers and they always tortured them. They suffer a lot because of violence because they arrest this Barbarian people and treated very badly. Coetzee represent both type of violence physical as well as mental.  So the power played a very vital role.

Conclusion:-

So, the novel presents the real situation of Africa and the condition of colonized people.

Works Cited

Anicic, Andrijana. "The Ambivalence of Colonial Discourse: Waiting for the Barbarians in the Gaze of the Other." 19 5 2015.

Ashcroft, Bill. Key Concept of Post Colonial Studies. n.d.

Wikipedia. 4 4 2018 <https://en.wikipedia.org/wiki/J._M._Coetzee>.

Thinking Activity on Things Fall Apart

This blog is a part of my Academic thinking  activity.

“Literature is the mirror of the society” which reflects the society and so the culture. Culture is the texture of any society and it is inseparable part of any society. The Things Fall Apart is one of the greatest novels written by Nigerian post-colonial writer Chinua Achebe. It was first published in 1958. It is the first African novel to get global critical acclaim. It is staple book in schools throughout the Africa and widely read and studied in English speaking countries.  The title of the novel is taken from a line in the poem Second coming by W B Yeats. (Wikipedia)

The novel presents the culture of the Ibo community in Nigeria. Achebe himself belongs to this culture thus we get the more appropriate and truer picture to the culture of the Ibos. Throughout the novel he celebrates the strength of his own culture, with that he also points out the weaknesses of the Ibo community and point out where they really need changes.

Achebe gives exposure to his culture, which had….

The great culture of Ibo community is an example in itself and how it is disturbed and disintegrated by the British imperialism and by missionaries. Various interpretation of the title Things fall apart are like   

“Things begin to fall apart in these nine villages Umuofia clan long before European colonist missionary culture inserts itself there.”

“When he accidently kills a clan man, things begin to fall apart in life of Okonkwo.

“So when some members of the Umuofia community unwittingly accepted the invitation and endorsed “strange faith” things fall apart for the Igbo people in Achebe’s novel.”

Achebe tried to show his own people the greatness and dignity of their culture which they have lost during the colonial period in his work Anthills of the savannah 1987 he wrote

“Igbo, had a philosophy of great depth and value and beauty that they had poetry above all they had dignity.” (Nnoromele, 2000)

This novel we have various pictures of Igbo society at the end of the 19^th century. Achebe presented to the word the positive as well as negative sides of the Igbo people .he discussed Igbo‘s customs, their political structure religions seasonal festival and ceremonies. In his comment on the novel,  Achebe said “the characters are normal people and their events are real human events” (Achebe, 2001)

 Democratic system of government

Collective will

Tolerant of other culture

Forbid on killing each other

Igbos does not fight with each other because they are primitive, but because it’s a matter of existence in Nigeria thus there raise need of war as a matter of survival. The land in Nigeria is rocky and very poor and thus it could not support large number of people. Planting soon depleted and so villagers were forced to move further and further afield to find land which would high support them to continue life. As the population of Nigeria increased land and food were insufficient to provide everyone. The novel seems to map the turning point in the alteration from plenty to scarcity. Some times between generation of Okonkwo and his uncle Uchendu speaks of “the good days when a man had friends in distant clans nobody like fight” but at list it provides means of preservation. Some wars are inevitable if the clan is to survive “Neighboring clans try to avoid war with Umuofia because it is feared as a village powerfully war”

Religion

Religion is a factor both in limiting war and supporting it when it is just. Igbo had a develop system of religion which works as effectively as Christianity. In a matter of religion, Achebe has given a close comparison between Christianity and Igbo religion. Before the British there was only religion in clan that was Igbo. But now they have to religion and both supports morality. For British it seems crazy to worship wooden idols as in chapter 19^th Mr. Brown says “you carve piece of would like that one, and you call it a god. But it is still a piece of wood.” (Achebe, 2001) and for Igbos it seems crazy to say that god has a son when he has no wife “you told us with your mouth that there was only a god. And now you talk about his son. He must have wife then.” (Achebe, 2001)

Both system of religion believe in only a one supreme god and both gods have messenger on earth. Supreme god or Umuofia is Chukwu and wooden idols are messenger of god for Igbos. With that it is also true that each member of the clan has its own personal god whom the call Chi- Luck. Whereas for Christianity there is one god, and Jesus Christ is the son of god and messenger of god. Both religion supports humanity and humility. Igbo speak to god through messenger because they do not want to worry the master, but they deal with Chukwu directly if all else fails. Both gods are vengeful only when disregarded. If person disobeys Chukwu, the god is to be feared, but Chukwu “need not to be feared by those who do his wills.” (Achebe, 2001) The good things about the Ibos in matter of religion is that they do not fight on the name of the god, as Christianity has killed more people on the name of crusade than any wars by Igbo. Achebe makes it clear that the demoralizing state of the political affairs in Africa is the result of European interference rather than simply the natural outgrown culture. (Rhoads, 1996)

System of justice

Consist of nine Egwagwu each of the nine represents a village of the clam” one of the greatest crime man could commit was to unmask an Egwagwu in public “Igbos have a well established and effective system of district commissioner and court messengers. Dispute in clam which is not solved by each other then they can go before Egwugwu the greatest masked  spirits of the clan, played by the titled villagers. They hears and witness from both sides and give decision for example in novel we have..

in chapter ten – in case of Uzowoli, who beat his wife and his wife and children had gone away. In this matter Igwagwu try to assuage each side.

They warn and suggests Uzowoli “go to your in-laws with a pot of wine and beg your wife to return to you. It is not bravery when a man fights with a woman.” Here we discover two things at once that Egwagwu settles this types of disputes in clan with that we come to know about the a custom of wine pot in exchange of  woman. The duty of the Ewugwu is as Evil Forest says “our duty is not to blame this man or to praise that but to settle the dispute”

Okonkwo's gun accidently discharged and killed the son of Ezeudu. Even though this was an accident, it was viewed as an abomination in the land, for under no circumstances would someone kill a clansman. And according to the rules of the clan Okonkwo and his family has to leave in exile for seven years.

Igbo considered suicide as a worst crime against life, and it is unforgivable, no one dare to touch the body of the person, the funeral or burial is not given to the dead one. Even the family members or friends are not ready to touch Okonkwo’s body "That man was one of the greatest men in Umuofia. You drove him to kill himself and now he will be buried like a dog...”

Week of peace

The life in Nigeria requires war like men for the survival of the clan. But the clan also knows how to control the war like spirits and anger of the men. For that Igbo decided to celebrate the week of the peace it’s a kind of the way to control these men. During the week of peace it was convinced to all that no violence should be allowed in clan even domestic violence is also not allowed. Though the men in clan must be the warrior and fierce to their enemy, but gentle to his own people. 

“Killing a member of his own clan is forbidden.”

“Okonkwo broke the week of peace, and was punished” on one afternoon in anger he had forgotten that it was the week of peace and beat her wife very heavily. It was forbidden even to beat family member however sever crime one has committed. When he violated the peace week by beating his youngest wife, which was an offense to the goddess, Okonkwo agreed to make offerings as demanded by the custom of Umuofia. In fact, he offered an additional pot of palm-wine, which was a distinct indication of genuine repentance and cooperation for the good of the community

Combination of Male and Female principles

The male is strong and war like and female is tender and supportive in times of adversity. Uncle Uchendu explains his explication of saying “Mother is the supreme.”

"It's true that a child belongs to its father. But when a father beats his child, it seeks sympathy in its mother's hut. A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness he finds refuge in his motherland. Your mother is there to protect you. She is buried there. And that is why we say that mother is supreme.” (Achebe, 2001)

In Igbo Culture the earth goddess acts as counter balance to male strength. Yet Igbos have not achieved the ideal balance of male and female. But they have control over the abusing of woman by man and even domestic violence is no longer regarded as virtue. Even in clan we find some elements which see male and female as equal. For instance tribe says that it is not bravery to fight with a woman, even Achebe depicts in-laws as objecting to treatment of a wife and as action to prevent domestic violence. Igbo includes men like Ndulue who treats their wives as equals: about Ndulue and his wife “it was always said that Ndulue and Ozoemena had one mind”. “he could not do anything without telling her” though many people in the clan sees him as weak. But by giving such example Achebe indirectly suggests that this is the great warrior whom the rest of tribe should admire. And that is the way to bring equality in society.

In contrasts to Ndulue there is aso men like Okonkwo whose war like anger makes them dangerous for the peace. For he is harsh with his children and wives, he often beats his wives to prove his strength. Even more in that cruelty he kills Ikmefuna only because he is afraid of being thought like his father. “his whole life was dominated by fear the fear of Failure and weakness.”

Even during the week of peace he beats his wife without any kind of fear not even goddess. Okonkwo’s friend Oberika sees “Okonkwo’s part in killing Ikmefuna’s death as crime against earth it is the kind of action for which the goddess wipes out the whole families.” And we see Okonkwo’s tragic destruction at the end of his life, the imposition ofone culture, social, political structure upon another and thus he had to kill himself.    

Economic system-

The Igbos have an economic system which redistributes wealth among the people to prevent supremacy of man over the wealth. In order to take any titles of the clan, a man has to give up a portion of the wealth to clan. Idemili title is the highest title in the land and most expensive too.

Arts and Poetry

Achebe introduces various arts of the Ibos during the course of the novel. The chief among them are poetry, music, flute playing, decoration of walls and body, shaving hair patterns in various ceremonies. Music and dancing are the part of Igbo rituals. Story telling becomes means of inciting men to strength, of teaching about gods, or generally passing the culture.

Okonkwo encouraged his children with masculine and bloodshed stories, while the mother tells stories of animals and gods.

Igbos makes very good use of proverbs to show respect and wit in conversations Achebe says ‘for Igbos proverbs are the palm oil with which words are eaten.”

Some of the well known proverbs used in the novel are

“the sun will shine on those who stand before it shine on those who kneels under them”

To explain his culture Achebe use proverb “as elder said if a child washed hands he could eat with kings.” (Achebe, 2001) This proverb is the emblem of the Igbo’s culture, it says through the hard work even a person like Okonkwo can overcome his father’s ill repute to make himself “one of the greatest man of his time.” Proverbs also helps to sustain morality and virtue in tribe which is the backbone of the culture.

The system and institutions of the Igbos are not rigid like that of Britishers which do not allow any kind of change. Ibo culture allows changes where they needed and is progressive towards change. It has made many changes in the old, unnecessary, cruel, and unwanted customs for instance

" My father told me that he had been told that in the past a man who broke the peace was dragged on the ground through the village until he died. But after a while this custom was stopped because it spoiled the peace which it was meant to preserve." (Achebe, 2001)   

Why Bruisers were able to destroy the old Igbo culture

Those who converts initially were those who have not been fully incorporated into clan life. The first woman who convert is a woman who four times gave birth to twins and thrown away just because of Igbo believe twin child as devils or ghost, which will bring destruction to the society. But Christianity accepts a woman with twins. Outcasts, osu, and down trodden of the society sees that Christianity receives twins and thus they will also receives them also. Other like Nwoye, who bored of his father’s harsh behavior and shocked by the murder of Ikmefuna finds brotherhood in poetry of Christianity. This passage is taken from the end of Chapter 20 during the conversation between Obierika and Okonkwo

“Does the white man understand our custom about land?” “How can he when he does not even speak our tongue? But he says that our customs are bad; and our own brothers who have taken up his religion also say that our customs are bad. How do you think we can fight when our own brothers have turned against us? The white man is very clever. He came quietly and peaceably with his religion. We were amused at his foolishness and allowed him to stay. Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart.” (p. 129)

This entire paragraph can be seen as Achebe’s views on the colonialism.

To conclude this discussion on the culture, Igbo like any other culture in the world has its own reputation. And we can see the culture in better way to being in culture. Achebe has presented his culture to the world through the language which is not his own. Like many other cultures Igbo has its strength and weakness too. If the Igbos are not civilized than still there is culture with which they were and are living, but the intervention of the Christianity has fractured the integrity, unity, dignity, pride. Oberika rightly observed “Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart.” (p. 129)

Thank you...😔