small poems and identify "Modernist" symbols, imagery and metaphors.

1) The Embankment - past has something to give you at present . - this poem is all about dark side behind the light of the artificiality. - star comes as negative sight here that ultimately though has shining get disappear. 2) Darkness - This poem shows the reality of our life that goes hand by hand with us. - pride turns to degradation one day. - Title itself shows it well that songs towards symbol of hardship of life. 3) Image - image shows the inner side of our human mindsets. - lustful nature of human beings ultimately leads towards "burning" ,fall of man. - Love & death goes side by side , like life and death in short.lust & desire forces to us to lead it before time. 4) In the station of the metro - Things does not matter when it turns to a medium for our profit. - As a result , become tools for us to Earning , without interest & passion we countinue to deal with profession menaning lessly. 5) The pool - symbolically water presents the ultimate truth of our life. - moment less , motion less life does not matter at all , but purified , flowing life style gives opportunity to come up with enthusiasm & it's call rebirth. 6 ) insouciance - life is all about ups & down, no one can be free from it. There are two possibilities together one is bright & another is harsh. - balanced position between two can only help to manage our retire to the end. 7) Morning at the window - morning at the window signs towards the way of living , without end , purpose ,if you try to pass your life then it can't provide us that real joy of life that actually we have to. - Ethusiasm only has chances to wait for death with new spirit within. 8) The Red wheel barrow - two sides of life , negative & positive reflects here. - Hardships of life turns to reliefs. - Dying stage is the ultimate way of living life throughout. 9) Anecdote of the jar - the jar shows the illusions of our minds that prevents us to come out from some hardships of life. 10) 'I' ('a - E .E curnings ) - loveliness and its result of degradation is a sign of actual life. - modern literature has power to shows indirect way of satire & judgement & our borring depressed life will have ultimate fall of life.

The waste land...t.s Eliot

1) Friedrich nietzche prefer to be forward in solving problems while t.s Eliot liked to go with traditional way of that. nietzche believed in super human power that one should have while Eliot thought that malaise can solve through mythical spiritual way. nietzche demands for where as Eliot believed in past that provides requires.t think both are right on their stand but i prefer to go with Eliot as he told that past suggests us to look at the future and present so it has always remain sources and chances to come out from malaise. 2) Sigmund Freud believed that instinct primitive instinct draws towards happy and satisfied life while t.s Eliot had opinion to go with divinity of god. freud pointed out freedom that provides chances to be comfortable. Eliot had belief in both of god that suggests the path towards cultural traditions that in reality has satisfaction. immense things always leads to degradation so according to Eliot with reference to the waste land one can get support to come out from sexual or spiritual degradation of divinity as well as cultural aspects. 3) Indian philosophy in the waste land t.s Eliot used immense use of myths that is enough to look at the Indian sources. spiritual aspects from Hinduism Christianity and budhdhism also a point out to note here. upnishad sources in many parts of the poem and references that he tried to correct it with are also shows Indian philosophy. Ganga mountains historical characters are comes as references. "shantih" word also has the same concept to deal with indianness at the end of the poem.

Haji chand ma dag chhe...by mahommd mankad

Today i want to give book report on the novel which is written by mahommd mankad.which is my first step to start journey of reading novels. I was in s.t.d 10 when i read this novel.i was not so elder in understanding novels still i have been always attracted by it. In starting we feel that the main protagonist is Ashok vora. and main heroine is Hirva.she is his student.and ashok is her science teacher.hirva attracts to him.but ashok afraid because he was already married.but his wife was mad so their relation were above to divorce.then hirva come to reality so she accepted him as he is.but her parents ramesh bhai and mom gitaben decided to engage her anyone else.so hirva ran out with ashok...becuase of escaping from that school ashok left his job.now he is jobless. he is leaving in his friend's shelter.his friends name is Sunil. In very starting we feel that Ashok is main protagonist but the novel moves ahed we comes to know that sunil plays heroic role.sunil commits his whole life for ashok and hirva. though sunil has also his personal life.he loves girl named Kusum.and professionally he is lawyer.so he was waiting for finish the ashok's case.but there tragedy happens.ashok started doubting on hirva and sunil that they have affair.and so hirva can't bear.so she fell down unconsciously and so she was admitted in hospital.and in kusum...who is sunil's lover..comes to know about and misunderstands everything.and she committed suicide.she drank poison.sunil went to her but his whole life is finished now.so he gives her whole property to ashok...he writes his will to ashok's name.he left the town and goes in the jungle.disappears there. The hirva's mother Gitabahen...came in d hospital..than hirva and ashok were joined each other beacause of her.but then there was a secret revealed that the marrige of gita ben with ramesh bhai, was d second marriage.and sunil was her first child and hirva her little child.so hirva and sunil were brother and sister.ashok...guilt a lot.he cried out for sunil.he did hundreds try to find out the sunil but he can't find out. story wind up with deep pain. though ashok and hirva get to gather but ashok lost his best friend and hirva lost her own brother. thank you...

Bilingualism - agnes lam

bilingualism refers to the phenomenon of competence and communication in two languages.the above definitions
An ability or psychological state in the individual has been referred to as bilingualism- Hamers and blanc 2000.
Monolingual or communicative norms: do we measure the competencies of bilingual persons against the respective competencies of monolingual persons? If so, we end up with labelling some bilingual as perfect bilingual (as small minority) and others as imperfect bilinguals the vast majority.another approach is not to apply monolingual norms in measuring bilingual abilities but just to evaluate the communicative competence of the bilingual as a whole Grosjean 1912.
Apart from bilingual abilities involving individuals may also have bidialectal or biscriptural abilities within one language.
A final definitional issue concerns the relationship between bilingualism and multilingualism.discussions of bilingualism often include multilingual contexts, because in many multilingual societies there are more bilingual than multilingual individuals.
the study of language switching milroy and muysken 1995 is the research on biculturality, the abilty to alternate to alternate between two cultures.they develop negative attitudes towards their own languages in the process of becoming bilingual, then it is called subtractive bilingualism.Some researchers have related these positive and negative attitudes to cognitive advantages and disadvantages(hamers and blanc 2000)

Second language acquisition

The term second language acquisition refers to the processes through which someone acquires one or more second or foreign languages.SlA reasearchersook at acquisition in naturalistic contexts and in classroom settings.researchers are interested in both product.
A major shift in perspective occurred in the 1960s, when linguists and language educators turned their attention from the CA of languages and began studying the specific language learners used as they attempted to communicate in the target language.In an important publication corder (1967) made a strong case for the investigation of learners' errors as a way of obtaining insights into th processes amd strategies underlying SlA.Errors were seen not as evidence of pathology on the part of learners , but as a normal and healthy part of the learning process.
During the early 1970s a series of empirical investigations in to learners language were carried out which became known as the morpheme order' studies.
these researchers argue that items can only be learned when they are one stage ahead of a learners present processing capacity.this is called the ' teachability ' hypothesis.
SLA conscious learning and sub conscious. acquisition.
According to krashen 1982 1988 when using the language to communicate meaning the learner must draw on subconscious knowledge.the suggestion of conscious and subconscious process functioning in language devlopmemt was not new or radical ; however krashen 's assertion that these processes were totally separate.
A major challenge for curriculum designers materials writers and classroom practitioners who subscribe to task -based teaching is how to develop programmes that integrate tasks with form focused instruction.

Intercultural communication by Claire kramsch

Intercultural or cross - cultural communication is an interdisciplinary field of research that studies how people understand each other across group boundaries of various sorts: national ,geographical ,ethnic, occupational , class or gender.
TESOL has always has its goal the facilitation of communication among people who do not share the same language and national culture.but before the second world war , the term 'culture' meant knowledge about great works of literature,social institutions and historical events ,acquired through the translation of written texts.
while the term ' intercultural communication ' became prominent in TESOL only in the 1980s.
The field jf intercultural communication in europe was a direct outcome of the social and political upheavals created by the large scale immigrations in to the industrialised countries. It has therefore been much more closely linked to fields such as anthropology sociolinguistics pragmatics and discourse analysis even though behavioural training is also part of the field in europe.it is worth noting that intercultural communication studies have not drawn to any notable extent on humanistic disciplines like semiotics , hermeneutics or cultural studies( however , byram 1989).
the society for intercultural education training and  research (SIETAR).international communication association (ICA).  

English for specific purposes (ESP)

English for specific purposes (ESP) has for about 30 year been a separate branch of English language Teaching.it has developed its own approaches , materials and methodology and is generally seen as a very active, even ' feisty' movement that has had considerable influence over the more general activities of TESOL  and applied linguistics.
1) ESP  is designed to meet the specific needs of the learners.
2) ESP makes use of the underlying methodology and activities of the discipline it serves.
3) ESP is centerd on the language ( grammar ,lexis, register) , skills, discourse and genres appropriate to these activities ( Dudley-  Evans And st John 1998 )
ESP is material led field.most materials, however , are prepared by individual teachers for particular situations and there is not a huge amount of published ESP material.Hamplyons discusses a number of coursebooks in EAP.

English for academic purposes

Engkish for academic purposes EAP is not only a teaching approach.it is also a branch of applied linguistics consisting of a significant body of research in to effective teaching and assessment approaches,method of analysis of the academic texts and analysis of the textual practices of academic.EAP is an educational approach and set of beliefs about TESOL that is unlike that taken in general English courses and text books.it begins with the learner and the situation, where as general English begins with the language. IN discussing ESP and EAP , strevens 1977 argued that courses can be specific in four ways : 1) by restricting the language taught to only those skills which are required for the learner's immediate purposes. 2) by sleeping from the whole language only those items of vocabulary , grammar patterns , linguistics functions etc , which are required for the learners immediate purposes. 3)by including only topics themes and discourses contexts that are directly relevant to the learners immediate languages needs and 4) by addressing only those communicative needs that relate to the learner's immediate purpose. Needs analysis is fundamental to an EAP approach to course design and teaching.if a general approach to an EAP course is taken the course usually consists primarily of study skills practice ( e.g listening to lectures , seminar skills , academic writing, reading and note taking , etc ) with an academic register and style in the practice texts and materials.

The English as 'second language' in India - kapil kapoor

This paper argues that the concept of English as a 'second language' is not a purely pedagogic construct and has to be properly understood in the larger historical , social and education context.
secondly it ironically restricted the learning and use of Hindi areas by allowing the student to learn English as the second language.And finally the three language formula pitted English aagainstthe classical language , particularly Sanskrit,  for now a student who does not learn English as the first language or the second language would certainly want to opt for English as the third language.
in this perspective while Hindi is truly a second language functionally, English is certainly not - no Indian uses  English for the purposes set above. the report itself acknowledges that Hindi is different from a foreign second language. The foreign language , if it holds the position of the second language, may help the first language in administrative and business purposes but it can not serve national, or cultural purposes.

Teaching Of EST In Indian Condition by R.S.SHARMA

In this paper, R. S. Sharma has focused upon the “needs of students”. English language for science and technology requires advanced vocabulary and good materials. Most of the Indians have not good command over English language because it is second language for them and when it becomes necessary to learn English, it requires good materials and proper methodology.
             Science and technology has a different language than we have in our day to day communication, there is a vast difference between technical English language and normal English. There are many limitations of English language in India, first we have L1 and L2 conflicts,  second is not using proper English language or we can say Indian version of English, English has always treated as a language of ‘need’ rather than knowledge.
            There are many limitations of English in academics also, like, teachers are not using English properly or they have not enough knowledge of English and that is the reason that students are not able to communicate properly. The financial condition of a student also matters because the fees of this kind of courses are out of budget for many Indian middle class families.
There are two abilities of the student of science and Technology:
Þ   Reading and comprehension
Þ   Able to speak English properly
           R.S. Sharma has criticized the method of developing materials and use of that materials by teachers. As per Sharma teachers should be aware about the learner and the learner should be analyzed by the teacher. Teacher should also motivate the learners. Teacher should always give challenges to the learner so it can be helpful in expanding the knowledge about the subject.
The most important instructions which Sharma has given to the teachers are,
Þ  Teacher should always get ready to change for the learner
Þ  “Identifying the nature of the learner’s need” is the first priority of a teacher.
        Thus R.S. Sharma has studied the needs of learners, limitations of EST, ill equipment of teachers, lack of good materials, and training of teachers for teaching EST.

Teaching English as a second language in India -Focus on Objectives”

Teaching English as a second language in India – Focus on Objectives” with the reference of S. K. Verma's research paper

S. K. Verma has  talked about the process of teaching and learning that it is a ‘bidirectional’ and international process. Learners are not only a photocopy of learning but meaningful and cultural creation, learners are meaning makers. Every learner is born with a built – in language learning mechanism and this mechanism get activated in the atmosphere of learning.
      
          By narrowing down his research he talks about the materials of English in ‘language actions’. Grammatical rules and interaction both are important in the learning of any language and grammar correction gives you confidence to speak. Both are important to learn and understand language

The Dual Role of English in India

This blog is in reference to a research paper by E annamalai “Satan and Saraswati: The Double Face of English in India”. English language is more important nowadays. English plays a conflicting double role in India in policy and practice. We all know that English is official language. English is taught as a language for its instrumental value in school and colleges compulsorily. English as a Satan:-- In English languageLarge number of words makes difficult to learn many irregularities in spelling, pronunciation and other kind of things also. -people would be unhappy,especially those who do not know English and it would be difficult to convert everybody to the English language.- English is not learned from primary level education so communication is a bit difficult. English as a sarswati:- English is a link language.A large number of people in non-english speaking countries already know and /or studying English,and it's an easy language to learn. English language is the world most used business and with the vast number of people learning English as a second language. It is international language,therefore anyone who wants to be able to read and speak English. Thank u….

Socio cultural dimension of English as a second language by Rekha Asalm

Socio cultural dimension of English as a second language by Rekha Asalm

   We use English but our requirements are behind English. English people and it is just created by English people. They are the first who used English as a language. English is not become our need but it is just medium and it is not our goal. For us English is not very important because without speaking English we can communicate with other peoples in India so it is not our need but for English people it is their need because without speaking English they can not speak or display their ideas and they can not communicate with other peoples in their country. There are so many factors which are related to English and social and cultural dimensions are among them.

    Nowadays we need English because our higher education is not in our mother tongue (Gujarati) but it is in English. English becomes a compulsory subject. All the higher education is in English so we need to learn English and it is become our need. We have not genuine interest in English. English is not boring but our teacher makes it boring so we have not interest in learning English as a subject because teacher have not any special method for teaching English as a language. If English is taught in a particular way or in a effective method, we can learn it very easily. The rules and methods are not used in classroom for teaching English as a subject so student cannot learn it easily or he can not use it in day to day life. These all things are flexible and the main reason of behind them is socio cultural dimensions of English.

    Indian people have neglected the Gujarati language and we want to learn English as a second language. All languages have something in common. People do not have thoughts to express. Thinking is closely connected with language learning. We do not love English that is why we can not learn English language. We have to put interest in learning any language. We have to love of our target language language; we can not learn it very easily or in a proper way. We have not used the language in analyzing a poem. We should learn language. In language teaching students should use their language and thinking combing efforts with thinking. Language in action means a language in use.

   Language grows never be a static. It changes in different contexts and interaction. Every person socially is a bundle of personae, a bundle of parts and each part having its line means language. English can not be a medium of instruction but as a second language not a subject. Slang or taboo wards are rely on outside and we use it in our education. Second language can never take place of our mother tongue. Learning culture of Gujarati is not possible in second language. Reflection of culture is in our mother tongue, Gujarati.

Plea for Practical Attitude

A Plea for Practical Attitude' done by R. K. Singh. He is a scholarly person of institute like 'Indian Institute of Mines, Dhanbad'.

At very beginning, he emphasises upon the topic of research work -
"English is a potential national resource. It is important to develop tolerance and positive attitude towards English. Practical approaches can be adopted in the areas of its teaching by making it more need based, flexible and innovative"

In order to bring the language in practical usage, we have to give it opportunities to use language in intelligent and relevant interaction: they deserve an opportunity to think, to provide information from their world of knowledge, to express their personal opinions and to disagree wirh other people.

It hurts...

just learning  ignoring lier people...
have lots of work...i couldn't publish blog at my department because there was electricity gone..
though atmosphere was wonder..slow rain was falling but...i can't pay attention  on rain..
i was thinking and thinking.....like HAMLET(* Shakespeare)  ......today in classroom my sir Barad sir discussed about 'THE WASTE LAND' by t.s Eliot...there was d question is modern epic poem or .....
but i was stopped....
i was only just thinking about the literature...if every thing is just imagination or fairy tale than why we r studying this...if there is no need of human feelings than why we very interestingly are taught this poem novel or etc...form of literature which is like dream world for me...i habituated to read novel...and so may...be....i like to live in fantasy...but why should i don't live in dream world? 
what is wrong in it...just read...be d character..fly with it....why should i criticise it?
when we will became aged...the air around us ...the monsoon rain ...the shivering cold will ask me have you ever enjoyed me?
or just passed your time in criticising me😃😃😃...
i can't be practical ...Or don't want so.
to see...what is truth and what is false...my heart is all...i am fully slave of my heart...
and so whenever some one lies with heart, it hurts...