This document provides an introduction, body, and conclusion to a case study on multilingualism in contemporary India conducted by Pushpi Bagchi. The introduction discusses the debate around loss of linguistic diversity in India, which has over 20 official languages. The body explores themes of English as the unofficial national language, language as a cultural asset, advocating for regional languages, and multilingualism in India. Interviews with Indian students in Edinburgh are presented. The conclusion suggests that while English is prominent, regional languages are still important to cultural identity and pride, and linguistic diversity in India will continue to evolve.
This document provides an introduction, contents page, and first chapter of a book titled "Speaking in Tongues" by Pushpi Bagchi. The book is a case study on multilingualism in contemporary India. The introduction discusses the importance of both English and regional Indian languages. It outlines that the book will use interviews and research to explore language as part of cultural identity and the significance of linguistic diversity in a globalizing world. The first chapter discusses how English has become India's unofficial national language but that regional languages are still important to cultural identity. It also explores advocacy for languages through education and multilingual communication.
Hindi Diwas is celebrated every year on September 14 in India to commemorate the adoption of Hindi written in the Devanagari script as an official language. It aims to promote the use of Hindi and preserve its cultural heritage amid increasing use of English. Various literary and cultural events are held across the country on this day, including poetry recitals, essay competitions and awards given for enriching the Hindi language. Hindi was adopted as one of India's official languages on this date in 1949 to strengthen national unity and identity.
This document discusses the issue of medium of instruction in Pakistan. It outlines the history of different mediums used, including Urdu, English, and local languages. It analyzes the merits and demerits of each option and considers factors like national integrity, access to education, and employment opportunities. While mother tongue education has benefits for understanding, it may threaten national unity. English provides access to international knowledge but places strain on students and doesn't reflect local culture. Ultimately, the document concludes that promoting the national language Urdu as the medium of instruction could help progress without relying on English, citing examples from other countries.
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
This document provides an introduction, contents page, and first chapter of a book titled "Speaking in Tongues" by Pushpi Bagchi. The book is a case study on multilingualism in contemporary India. The introduction discusses the importance of both English and regional Indian languages. It outlines that the book will use interviews and research to explore language as part of cultural identity and the significance of linguistic diversity in a globalizing world. The first chapter discusses how English has become India's unofficial national language but that regional languages are still important to cultural identity. It also explores advocacy for languages through education and multilingual communication.
Hindi Diwas is celebrated every year on September 14 in India to commemorate the adoption of Hindi written in the Devanagari script as an official language. It aims to promote the use of Hindi and preserve its cultural heritage amid increasing use of English. Various literary and cultural events are held across the country on this day, including poetry recitals, essay competitions and awards given for enriching the Hindi language. Hindi was adopted as one of India's official languages on this date in 1949 to strengthen national unity and identity.
This document discusses the issue of medium of instruction in Pakistan. It outlines the history of different mediums used, including Urdu, English, and local languages. It analyzes the merits and demerits of each option and considers factors like national integrity, access to education, and employment opportunities. While mother tongue education has benefits for understanding, it may threaten national unity. English provides access to international knowledge but places strain on students and doesn't reflect local culture. Ultimately, the document concludes that promoting the national language Urdu as the medium of instruction could help progress without relying on English, citing examples from other countries.
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
This is a presentation I made for my college project. The topic is highly personal for me, and I hope that I was able to do it justice. I made the presentation, while my classmates (names provided in the first slide) did the speaking.
All the content is shared with a CC BY-SA 4.0 licence. You are free to download and share it provided you give me proper credits. Thank you.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
Language policy in India: A Voyage from Ancient India to Modern IndiaHathib KK
A comprehensive discussion on language policy in India- Language policy during Vedic Age-Language Policy during Budhist period-Language Policy during Islamict period-Language Policy during British period-Language Policy After Independence- Three Language formula-
India, as well-known to all, is the home of diversity; linguistic, cultural, religious, and social diversity. All these aspects are interwoven together making India a vibrant nation promoting the impeccable idea of "unity in diversity". As a multilingual nation, the study of language contact, where hundreds of different languages are in a constant negotiation, provides an appropriate zone for investigating the language interaction and the sociolinguistic consequences resulting from such process. This paper casts the light on the Kurukh’s contact with Hindi and Sadri, being the languages spoken in the area under scrutiny, tracing the sociolinguistic consequences of this interaction through studying a sample of these tribes residing in Mandar area. It also seeks to find out the sociolinguistic status quo of Kurukh and its status among its speakers through considering the contexts and situations in which both Hindi and Kurukh are used. It has been reported that Hindi, Sadri, and Kurukh are used exchangeably in a complementary distribution. Kurukh is spoken in some certain domains; at home, talking with friends of the same speech community, and in-group occasions when they come together to celebrate their religious festivals or any other social occasions whereas Hindi and Sadri are used for conversing with people of other speech communities or when they are in the presence of out-group people. On the other hand, the children receive their education in Hindi-medium schools and some of them in that of English-medium. In the school context, the students of Kurukh background avoid using their mother tongue even when they talk to each other lest to be mocked at or stigmatized by their friends and classmates who do not understand their language. This linguistic behavior of the young generation puts the Kurukh language at stake and jeopardizes the linguistic identity of its speakers as the time goes by.
This document summarizes a research paper about the status of Mewati language in relation to Hindi and Urdu in the Mewat region of India. It examines how social institutions like schools and madrasas contribute to language shift away from Mewati. The document discusses the Three Language Formula policy and how its implementation has pushed minority languages out of schools. While Urdu is taught in madrasas, its association with Muslim identity has also contributed to the decline of the local Mewati language. The document argues that language maintenance of minority languages like Mewati requires inclusion in school curriculums.
The document discusses the growth and role of English in India. Some key points:
- English is widely used in India, with an estimated 35 million speakers as of 1994, though it makes up a small percentage of the total population. It is most prevalent among the educated elite.
- English serves important administrative and educational functions in India, as a link language between various linguistic groups and a language of wider communication. It is used extensively in government, media, and higher education.
- While Hindi is the official language, English continues to play a major role due to opposition to replacing it and making Hindi the sole national language. English is recognized as an associate official language.
- English has had a significant
Multilingualism is the ability of an individual speaker or a community of speakers to communicate effectively in three or more languages. Contrast with monolingualism, the ability to use only one language. A person who can speak multiple languages is known as a polyglot or a multilingual.
AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
Abstract:
Languages are tools that connect people globally and help them acquire knowledge. It is a highly critical decision to choose a language or a set of languages for inclusion in curriculum in a manner that would be most productive at personal, community and national level. What we need to see in our next generation has to be ‘sowed the seeds for’ today. Our study present an overview of choices related to languages inclusion in curriculum for Muslim children from the perspective of acquiring local languages, Arabic, English and other international languages. Findings suggest that learning this set comprising of 4 languages is already practiced in different cultures and institutions. However selection of languages to be included in mix needs be carefully considered. Paper also highlights factors that govern influence of a particular language globally or for communities and recommend a set of languages that can be adopted for curriculum with further research.
This document discusses improving the word accuracy of an automatic speech recognition (ASR) system for the Telugu language. It analyzes the substitution errors in the system using two different lexical models - one based on stress-timed English phonemes (CMU lexicon) and one handcrafted lexicon for syllable-timed Telugu (UOH lexicon). The UOH lexicon improves word accuracy by 20-30% compared to the CMU lexicon by better modeling the phonetic characteristics of Telugu. The paper also examines the effect of gender, accents, and non-native speakers on substitution errors and the resulting confusion matrices provide insight into the most commonly substituted phonemes.
The document discusses India's Three Language Formula policy for promoting multilingualism and national integration. The policy recommends that in Hindi-speaking states, students learn Hindi, English, and one Modern Indian Language. In non-Hindi states, students learn the regional language, Hindi or English, and a Modern Indian Language. There have been implementation issues due to uneven adoption of the 3+1/-1 formula and preference for English. Fully implementing mother tongue education and managing the language load are ongoing challenges. Improving resources for teaching additional languages and making duration requirements consistent could help address non-implementation.
A critical review of marko modiano's article 'linguistic imperialism, cultura...Osnovna šola Pivka
This document provides a summary and critical review of Marko Modiano's 2001 article "Linguistic imperialism, cultural integrity, and EIL". Modiano argues that the spread of English continues to impose on the cultural integrity of learners. He urges teachers to use practices that position English as an international language rather than property of Anglo-American cultures. The review examines opposing views and discusses how promoting only certain English varieties undermines cultural diversity and learner identities. It also explores how government and private organizations promote Anglo cultures globally, challenging cultural integrity.
This document discusses issues related to English language proficiency testing based on native speaker varieties and proposes incorporating English as a lingua franca (ELF) into testing practices. It outlines how English spread globally through colonialism and how testing is still often based on dominant native varieties. However, it notes English is now used more as an international language between non-native speakers. The document examines problems with testing materials being culturally bound and issues around preparing students for specific tests. It proposes redefining English users based on competence rather than nativeness and recognizing ELF norms that promote mutual understanding between international users.
The document is the 2013 K to 12 Curriculum Guide for English in the Philippines. It outlines the philosophy, rationale, guiding principles and framework for teaching English from grades 1 to 10. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with texts using both meaning and accuracy. It also discusses the context of teaching Generation Z, who are digital natives comfortable with technology but have reduced attention spans. The overall goal is to produce graduates who can effectively interact with others, learn other subjects, and be successful in their chosen careers through application of language skills and conventions.
The document provides an overview of Bonny Norton's foundational work on identity, investment, and imagined communities in language learning. It then discusses efforts to enhance this model of investment and apply it to digital contexts. Specifically, it describes several digital storybook projects - Storybooks Canada, Global Storybooks, and Storybooks Norway/Denmark - that aim to promote multilingual literacy. These projects allow for the democratization of knowledge between the global north and south by making stories available in many languages. The document raises questions about how these resources can best support language learners and questions for further research.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
Inclusive Education: A View of Higher Education In IndiaiBoP Asia
This document summarizes a public lecture given by Prof. Ganesh N. Devy at the National Institute of Advanced Studies in Bangalore, India on September 26, 2010. The lecture discussed issues of inclusiveness and access to higher education in India. It noted that despite decades of affirmative action, discrimination and marginalization still exist in Indian society. It argued that loss of indigenous languages and cultural amnesia have denied access to education for many communities. The lecture also highlighted the complex layering of social inequalities in India's caste system that has marginalized the majority of its population.
Challenges and Issues in Promoting Language Diversity in India.pptxGondwanaFoundation
The document discusses the linguistic diversity of India and the challenges and issues related to promoting language diversity. It notes that India has one of the highest numbers of languages in the world, with major language families including Indo-Aryan, Dravidian, Austro-Asiatic, and Tibeto-Burmese. After independence, two major issues emerged regarding linguistic diversity - the official language debate and linguistic reorganization of states. Addressing language diversity in education also presents challenges like unequal access and standardization, but embracing multilingualism can empower students and preserve cultural heritage.
This document discusses the relationship between language and culture, and the importance of incorporating local culture into English language teaching. It begins by providing context on the spread of English globally and the different views on whether to teach just the target language and culture or also integrate local culture. It then defines culture and explains how closely intertwined language and culture are, with language serving as a carrier of culture. The main points are that teaching a language means teaching its culture; learning a foreign language is incomplete without understanding the associated cultures; and integrating local culture promotes learners' cultural identity and nationalism while making language learning more meaningful and effective for communication. The document argues that both target and local cultures should be incorporated into English teaching.
Multilingualism in Bharat, defines the linguistic diversity of Bharatlarencebapu132
This PPT was checked by Dr.Santosh(Proffer At GNDU Amritsar,in Department of education)
I expect this will help you to increase your knowledge in language,you can trust it for making any report or file
This document proposes revisions to India's three-language formula for education. It suggests:
1. Teaching students in their mother tongue and state language from 1st to 3rd standard, with the state language as the medium of instruction for other subjects.
2. Introducing English, Hindi, and an Indian language as subjects from 4th to 7th standard.
3. Continuing state language, classical languages like Sanskrit, and English and Hindi/an Indian language from 8th to 12th standard.
4. Using the state language as the medium of instruction up to the graduation level to better connect students to their history and traditions while respecting India's linguistic diversity.
This is a presentation I made for my college project. The topic is highly personal for me, and I hope that I was able to do it justice. I made the presentation, while my classmates (names provided in the first slide) did the speaking.
All the content is shared with a CC BY-SA 4.0 licence. You are free to download and share it provided you give me proper credits. Thank you.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
Language policy in India: A Voyage from Ancient India to Modern IndiaHathib KK
A comprehensive discussion on language policy in India- Language policy during Vedic Age-Language Policy during Budhist period-Language Policy during Islamict period-Language Policy during British period-Language Policy After Independence- Three Language formula-
India, as well-known to all, is the home of diversity; linguistic, cultural, religious, and social diversity. All these aspects are interwoven together making India a vibrant nation promoting the impeccable idea of "unity in diversity". As a multilingual nation, the study of language contact, where hundreds of different languages are in a constant negotiation, provides an appropriate zone for investigating the language interaction and the sociolinguistic consequences resulting from such process. This paper casts the light on the Kurukh’s contact with Hindi and Sadri, being the languages spoken in the area under scrutiny, tracing the sociolinguistic consequences of this interaction through studying a sample of these tribes residing in Mandar area. It also seeks to find out the sociolinguistic status quo of Kurukh and its status among its speakers through considering the contexts and situations in which both Hindi and Kurukh are used. It has been reported that Hindi, Sadri, and Kurukh are used exchangeably in a complementary distribution. Kurukh is spoken in some certain domains; at home, talking with friends of the same speech community, and in-group occasions when they come together to celebrate their religious festivals or any other social occasions whereas Hindi and Sadri are used for conversing with people of other speech communities or when they are in the presence of out-group people. On the other hand, the children receive their education in Hindi-medium schools and some of them in that of English-medium. In the school context, the students of Kurukh background avoid using their mother tongue even when they talk to each other lest to be mocked at or stigmatized by their friends and classmates who do not understand their language. This linguistic behavior of the young generation puts the Kurukh language at stake and jeopardizes the linguistic identity of its speakers as the time goes by.
This document summarizes a research paper about the status of Mewati language in relation to Hindi and Urdu in the Mewat region of India. It examines how social institutions like schools and madrasas contribute to language shift away from Mewati. The document discusses the Three Language Formula policy and how its implementation has pushed minority languages out of schools. While Urdu is taught in madrasas, its association with Muslim identity has also contributed to the decline of the local Mewati language. The document argues that language maintenance of minority languages like Mewati requires inclusion in school curriculums.
The document discusses the growth and role of English in India. Some key points:
- English is widely used in India, with an estimated 35 million speakers as of 1994, though it makes up a small percentage of the total population. It is most prevalent among the educated elite.
- English serves important administrative and educational functions in India, as a link language between various linguistic groups and a language of wider communication. It is used extensively in government, media, and higher education.
- While Hindi is the official language, English continues to play a major role due to opposition to replacing it and making Hindi the sole national language. English is recognized as an associate official language.
- English has had a significant
Multilingualism is the ability of an individual speaker or a community of speakers to communicate effectively in three or more languages. Contrast with monolingualism, the ability to use only one language. A person who can speak multiple languages is known as a polyglot or a multilingual.
AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
Abstract:
Languages are tools that connect people globally and help them acquire knowledge. It is a highly critical decision to choose a language or a set of languages for inclusion in curriculum in a manner that would be most productive at personal, community and national level. What we need to see in our next generation has to be ‘sowed the seeds for’ today. Our study present an overview of choices related to languages inclusion in curriculum for Muslim children from the perspective of acquiring local languages, Arabic, English and other international languages. Findings suggest that learning this set comprising of 4 languages is already practiced in different cultures and institutions. However selection of languages to be included in mix needs be carefully considered. Paper also highlights factors that govern influence of a particular language globally or for communities and recommend a set of languages that can be adopted for curriculum with further research.
This document discusses improving the word accuracy of an automatic speech recognition (ASR) system for the Telugu language. It analyzes the substitution errors in the system using two different lexical models - one based on stress-timed English phonemes (CMU lexicon) and one handcrafted lexicon for syllable-timed Telugu (UOH lexicon). The UOH lexicon improves word accuracy by 20-30% compared to the CMU lexicon by better modeling the phonetic characteristics of Telugu. The paper also examines the effect of gender, accents, and non-native speakers on substitution errors and the resulting confusion matrices provide insight into the most commonly substituted phonemes.
The document discusses India's Three Language Formula policy for promoting multilingualism and national integration. The policy recommends that in Hindi-speaking states, students learn Hindi, English, and one Modern Indian Language. In non-Hindi states, students learn the regional language, Hindi or English, and a Modern Indian Language. There have been implementation issues due to uneven adoption of the 3+1/-1 formula and preference for English. Fully implementing mother tongue education and managing the language load are ongoing challenges. Improving resources for teaching additional languages and making duration requirements consistent could help address non-implementation.
A critical review of marko modiano's article 'linguistic imperialism, cultura...Osnovna šola Pivka
This document provides a summary and critical review of Marko Modiano's 2001 article "Linguistic imperialism, cultural integrity, and EIL". Modiano argues that the spread of English continues to impose on the cultural integrity of learners. He urges teachers to use practices that position English as an international language rather than property of Anglo-American cultures. The review examines opposing views and discusses how promoting only certain English varieties undermines cultural diversity and learner identities. It also explores how government and private organizations promote Anglo cultures globally, challenging cultural integrity.
This document discusses issues related to English language proficiency testing based on native speaker varieties and proposes incorporating English as a lingua franca (ELF) into testing practices. It outlines how English spread globally through colonialism and how testing is still often based on dominant native varieties. However, it notes English is now used more as an international language between non-native speakers. The document examines problems with testing materials being culturally bound and issues around preparing students for specific tests. It proposes redefining English users based on competence rather than nativeness and recognizing ELF norms that promote mutual understanding between international users.
The document is the 2013 K to 12 Curriculum Guide for English in the Philippines. It outlines the philosophy, rationale, guiding principles and framework for teaching English from grades 1 to 10. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with texts using both meaning and accuracy. It also discusses the context of teaching Generation Z, who are digital natives comfortable with technology but have reduced attention spans. The overall goal is to produce graduates who can effectively interact with others, learn other subjects, and be successful in their chosen careers through application of language skills and conventions.
The document provides an overview of Bonny Norton's foundational work on identity, investment, and imagined communities in language learning. It then discusses efforts to enhance this model of investment and apply it to digital contexts. Specifically, it describes several digital storybook projects - Storybooks Canada, Global Storybooks, and Storybooks Norway/Denmark - that aim to promote multilingual literacy. These projects allow for the democratization of knowledge between the global north and south by making stories available in many languages. The document raises questions about how these resources can best support language learners and questions for further research.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
Inclusive Education: A View of Higher Education In IndiaiBoP Asia
This document summarizes a public lecture given by Prof. Ganesh N. Devy at the National Institute of Advanced Studies in Bangalore, India on September 26, 2010. The lecture discussed issues of inclusiveness and access to higher education in India. It noted that despite decades of affirmative action, discrimination and marginalization still exist in Indian society. It argued that loss of indigenous languages and cultural amnesia have denied access to education for many communities. The lecture also highlighted the complex layering of social inequalities in India's caste system that has marginalized the majority of its population.
Challenges and Issues in Promoting Language Diversity in India.pptxGondwanaFoundation
The document discusses the linguistic diversity of India and the challenges and issues related to promoting language diversity. It notes that India has one of the highest numbers of languages in the world, with major language families including Indo-Aryan, Dravidian, Austro-Asiatic, and Tibeto-Burmese. After independence, two major issues emerged regarding linguistic diversity - the official language debate and linguistic reorganization of states. Addressing language diversity in education also presents challenges like unequal access and standardization, but embracing multilingualism can empower students and preserve cultural heritage.
This document discusses the relationship between language and culture, and the importance of incorporating local culture into English language teaching. It begins by providing context on the spread of English globally and the different views on whether to teach just the target language and culture or also integrate local culture. It then defines culture and explains how closely intertwined language and culture are, with language serving as a carrier of culture. The main points are that teaching a language means teaching its culture; learning a foreign language is incomplete without understanding the associated cultures; and integrating local culture promotes learners' cultural identity and nationalism while making language learning more meaningful and effective for communication. The document argues that both target and local cultures should be incorporated into English teaching.
Multilingualism in Bharat, defines the linguistic diversity of Bharatlarencebapu132
This PPT was checked by Dr.Santosh(Proffer At GNDU Amritsar,in Department of education)
I expect this will help you to increase your knowledge in language,you can trust it for making any report or file
This document proposes revisions to India's three-language formula for education. It suggests:
1. Teaching students in their mother tongue and state language from 1st to 3rd standard, with the state language as the medium of instruction for other subjects.
2. Introducing English, Hindi, and an Indian language as subjects from 4th to 7th standard.
3. Continuing state language, classical languages like Sanskrit, and English and Hindi/an Indian language from 8th to 12th standard.
4. Using the state language as the medium of instruction up to the graduation level to better connect students to their history and traditions while respecting India's linguistic diversity.
Sociology of Language of Telugu Minorities in Tamil Naduijtsrd
This document summarizes a paper that examines the sociology of language among Telugu linguistic minorities living in southern Tamil Nadu. It finds that while Telugu speakers maintain their mother tongue in core domains like home, they predominantly use Tamil in public domains due to its status as the dominant regional language. Over time, the use of Telugu has diminished and become restricted to intimate settings, resulting in linguistic convergence with Tamil and potential language shift and loss. The paper analyzes language use across different domains and generations of Telugu speakers in Tamil Nadu.
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
The role of mother tongue in early childhood educationAlexander Decker
This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
Teaching of English as a second Language in India: Focus on objectives by Shivendra K. Verma central institute by Foreign languages Hyderabad.
This is a group task which includes objectives of language, Functions of languages etc.
- The document discusses multilingualism and multiculturalism in the United States. It notes that while some advocate for an "English only" policy to unite the country and improve immigrants' English skills, others argue that multilingualism should be embraced to honor diverse cultures and ideas.
- The author's view is that multilingualism should be supported rather than an English only policy, as languages are important for understanding other cultures, exploring new places, and passing valuable cultural traditions to new generations. Languages also have spiritual significance for communities.
9Esmaeel Indian education in promoting the Heritage langua.docxransayo
9
Esmaeel
Indian education in promoting the Heritage language
Introduction
In the current formal education, the curriculum is involving the maximization of the instruction in many subjects through the heritage language. Regarding this, we can say that there are many benefits that attribute to Indian education in promoting the Heritage language. This is because the Indian education has shown many psychological and cultural benefits of having skills in a person’s heritage language. Furthermore, there is cognitive development as well as the development of problem-solving skills, which indubitably leads to creativity. In this paper, I will explore the subject of Indian education in promoting the Heritage language from the previous studies and support the argument that there are many benefits that attribute to Indian education in promoting the Heritage language.
Persuasive Syntheses of Indian Education
It would be true to say that most indigenous communities find their native languages of the dominant cultures as the best for giving instruction. This is because there is overwhelming evidence-based research that has been done on the bilingual education, which has shown that Indian educations promotes the heritage language and also brings other benefits. According to Haley De Korne, the Indian education promotes the native language which also comes with improvement of the instruction process as well as the overall school performance (Korne). We can thus say that this formal school-based of Indian program is complemented by a genuine and beneficial community involvement. It is thus a shared goal towards promoting the heritage language and making instruction more efficient.
Consequently, there are various benefits attributed to Indian education in promoting the heritage language. Teresa McCarty has it that the students will have an ability to increase the metalinguistic awareness together with the knowledge relating to the Indian language. This entails the metalinguistic skills, which are indubitably very significant piece of intellectual development to the students (McCarty). Such skills lead the development of reading skills development, which plays a crucial role in the overall academic performance a student.
According to Manjula Shinge, the metalinguistic abilities have been found to have a greater phonemic awareness, especially in the bilingual students (Shinge). For instance; they have the ability to answer various questions with the sounds having the same soundings at the beginning. Further, they have the ability to break the words into corresponding syllables and most importantly be successful more than the monolingual students (Shinge).
Combs and Nichola argue that the study of the Indian language in promoting its heritage has also been found to increase the knowledge of such language together with the development of math’s and logic skills (Combs and Nichola). Students who study using native language have been found to have standard.
This document discusses teaching culture in the English as a foreign language (EFL) classroom. It emphasizes that language and culture are intertwined and that teaching a language means teaching its culture. The document provides examples of idiomatic expressions from different English-speaking countries to illustrate cultural variations. It also discusses definitions of culture and language from various scholars. Finally, it proposes ways to incorporate culture into EFL classrooms, such as compiling lists of cultural topics, using various materials from the target culture, and setting goals around cultural understanding for students.
This document is a reflective essay on a graphic design masters thesis project focused on linguistic diversity in India. The project used ethnographic research and poster designs to introduce the cultural complexities around the loss of traditional languages in India. The essay outlines the research process, from initial explorations of Indian visual culture to focusing on the political and social issues surrounding the predominance of English. Interviews revealed varied opinions on the significance of mother tongues. Posters were created featuring masks representing 22 official Indian languages to engage audiences and encourage reflection on cultural identity and preservation of diversity. The project aims to initiate dialogue around this important issue.
Pushpi Bagchi Research Proposal_ContextPushpiBagchi
1. The document discusses exploring contemporary Indian aesthetics through typography by drawing inspiration from cultural roots while avoiding standardized western styles.
2. It outlines plans to research current Indian visual culture through comparative case studies and gather audience input through cultural probes and ethnography to understand different perspectives on Indian visual communication.
3. The research will inform experimenting with handcrafted typographic executions that respect cultural contexts.
Cheeku announces his ambition to become an explorer but his ideas of becoming an entomologist, seafarer, or astronaut are dismissed by his parents as impractical given his age and size. His grandfather suggests exploring everyday life, sharing that he is a "Balcony Botanist" who studies plants growing in pots on his balcony. Cheeku decides he wants to be a "food explorer" or "Gastronaut," and with his friends they establish guidelines for becoming "Eco Gastronauts" who explore food cultures while also investigating how to make food systems more sustainable.
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Ecogastronomy promotes values-based consumerism by focusing on the connections between food choices and environmental and social impacts. It encourages small, sustainable changes people can make within their schedules rather than an impossible ideal. Slow Food also links food choices to environmental and cultural impacts, encouraging people to learn about and support local producers and traditions. Jamie Oliver's Food Revolution aims to replace junk food in schools with fresh, cooked meals to improve health while believing in making a positive difference through better food.
Ecogastronomy promotes values-based consumerism by focusing on the connections between food choices and environmental and social impacts. It encourages small, achievable changes rather than an impossible ideal. Ecogastronomy aims to guarantee a delicious, diverse and sustainable future through thoughtful living.
Slow Food counters fast food and disappearing traditions by linking producers and consumers through events like farmers markets. It advocates for pleasure, local heritage, and morally acceptable production methods.
Jamie Oliver's food revolution in schools replaced junk food with freshly cooked meals using quality ingredients. It focused on ensuring children receive nutrition, developing belief in cooking from scratch, and taste education.
Pushpi Bagchi proposes a diploma project to design products that engage children ages 3+ in learning about food through interactive methods. The proposal notes a loss of traditional food knowledge and values, and that children are not appreciating the importance of food choices. The project would involve interviews with parents and teachers, workshops with children, and designing products using local materials to educate children on food. User testing would evaluate the effectiveness of engaging children to value food.
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2. INTRODUCTION
BODY
English Spoken Here
Language = Cultural Asset
Advocating Language
CONCLUSION
LIST OF ILLUSTRATIONS
BIBLIOGRAPHY
All content for this book is for
academic purposes only. No part
of this book may be reproduced
in any manner without
permission from the author.
Content, editing and design by
Pushpi Bagchi
Printed and bound in
Edinburgh College of Art.
04
19
22
23
Contents
07
09
13
0302
3. Introduction
Earlier this year at the 79th All India Kannada
Sahitya Sammelan (All India Kannada Literary Con-
ference) the attendees demanded that the Union
Government of India create a national policy that
would advocate regional languages and make it
compulsory for primary school children to be taught
in the ‘mother tongue’. This was in response to a
sentiment that many of the participants shared—
the influence and use of local languages (in this
particular case Kannada) was being lost due to the
predominance of English as the lingua franca (ND
Shiva Kumar, February 2013). In a country with over
twenty official languages and over a hundred unof-
ficial ones (Timmons, 2012), linguistics, regional-
ism and politics are topics that evoke passionate
responses from most. In a globalised world being
bilingual is a necessity for many, and most contem-
porary Indians have the character trait of being mul-
tilingual; yet there is much debate over the issue of
loss of linguistic diversity.
One cannot discount the importance of learning
the English language. It can be considered as the
world’s second language as it “allows you to be part
of a global conversation” (Jay Walker, 2009). In India
competence in English leads to opportunities as it
is the official language of commerce (Joseph, 2011).
There are people like Mr. Chandra Bhan Prasad, an
Indian Dalit activist who believes that promoting
fluency in English will help liberate his people from
being at the bottom of India’s social caste system
(Tripti Lahiri, 2011). Which leads us to Indian English;
the adapted English language that is spoken
differently based on your geographic location—is
not the evolution of the spoken language inevitable
and necessary?
The aim of this project is to initiate a dialogue
on the issue of multilingualism and the apparent
loss of Indian vernacular culture by using graphic
design as a tool to reflect contemporary India’s
evolving cultural values. This report explores the
role of language as part of our cultural identity
and the significance of linguistic diversity in a fast
globalising world. The primary audience is con-
temporary, multilingual Indians who posses the
gift of tongues but also share the responsibility of
taking it forward to the next generation. The loss
of cultural diversity is a global concern and while
this research might be region specific, the issues
are wide ranging and of significance to many. The
study uses two main research techniques; primary
research as personal interviews of Indian students
in Edinburgh and secondary research of literary
reviews of articles, journals and talks that address
the issue. The interviews were conducted in an
informal manner, not unlike a discussion to put
the respondents at ease and engage in an active
dialogue. The report does not include details of the
studio practice done alongside this study due to
the limitation of the word count.
“The greatest indicator of the loss of cultural
diversity is language loss” (Wade Davis, 2003).
This study attempts to understand what it is that
we stand to lose and hopes to contribute to the
safeguarding of the vernacular.
0504
4. English spokenhere
According to the constitution of India the country
does not have a national language. However, one
can confidently claim English as India’s unofficial
national language (Joseph, 2011). The best schools
in India teach in English and the best jobs require
fluency in the language. Institutes that teach
English are thriving and according to Sumanyu Sat-
pathy; even broken English speaking skills are con-
sidered to be empowering with advertisements for
“Spoken/Broken English” classes (Satpathy, 2012).
He continues to claim that the growth of India’s
two most popular languages, English and Hindi in
the Indian education system and consequently the
culture will turn the country’s linguistic landscape
into a “depressingly monolingual
affair.”
As mentioned earlier,
Mr. Chandra Bhan Prasad
believes that in a country
riddled with the social
stigma of caste barri-
ers, English is “caste-
neutral” (Lahiri, 2010).
Whether a Kannadiga
can speak good
Kannada or not isn’t
an evaluation of him
as a person. Him as a
person comes first—
languages are just
words.
Prasanna Kumar, PhD Student
University of Edinburgh
“
Figure 1: Pushpi Bagchi (2013)
Prasanna Kumar’s Portrait
[sketch].
06
5. In Raj Krishnan’s opinion, a Business student at the
University of Edinburgh giving English preference
is a step in the right direction as “it is necessary to
be a more global citizen” (Krishnan, 2013). However,
he doesn’t believe this is at the cost of losing our
traditional culture or linguistic diversity.
Language=Culturalasset
A few years ago the Massachusetts Institute of
Technology had released a fact by linguist Ken
Hail which stated that of the 6,000 languages cur-
rently spoken on earth, 3,000 aren’t spoken
by the children. This fact implies that the world’s
linguistic and therefore cultural diversity is going
to be halved over the span of a single genera-
tion (Borges, 2006). What do we lose with the
demise of a language? Borges continues his talk
by suggesting we lose a philosophy and knowledge
system as that is no longer passed on. According to
Jenal Mehta (an Irish citizen of Indian origin) apart
from knowledge, languages are also a cultural
asset and a commodity that can establish cultural
identity. Her ability to speak in Gujarati (her mother
tongue) and Hindi plays a significant role in es-
tablishing a connection to her Indian roots (Mehta,
2013). To help preserve a language, or ensure the
continuity of its use there has to be an emotional
connection to it.
Vani Sriranganayaki believes Indians won’t lose
touch with their mother tongues as it is deeply em-
bedded in our familial values (Sriranganayaki, 2013).
It is often considered disrespectful to talk to elders
in the family, especially grand parents in a language
Figure 2: Pushpi Bagchi (2013)
Vani Sriranganayaki’s Portrait
[sketch].
098
6. other than the mother tongue. It is part of tradi-
tion. Khushi Mandalia on the other hand takes pride
in the fact that she can express herself in three
languages without having to think about it too much.
Her multilingualism is one of her biggest cultural
assets (Mandalia, 2013).
Figure 3: Pushpi Bagchi (2013)
Multinlingual signage [collage using
found images].
1110
7. Advocatinglanguage
The Indian Census asks for a first, second and
third language from each respondent. The 2001
census listed a 122 spoken languages in the
country, making multilingualism a presumption
(Timmons, 2012). Most Indian education boards
require students to be taught a second and often
third language along with the language of in-
struction from primary school which makes most
educated Indians bilingual at the very least. It
is not uncommon to find contemporary Indian
households where children speak in a different
language to each parent, another one with their
friends and English at school. Such examples can
be found in my family and among the students that
I interviewed. Shruti Chandak speaks Marwari (her
mother tongue) at home, she learned Sanskrit as a
third language in school and her mother made her
read religious texts in Sanskrit which familiarised
her with the language. Living in Maharashtra she
often speaks to her friends back home in Marathi
which is the local language there. She is also fluent
in Hindi as that was her second language at school
and of course English (Chandak, 2013). People like
Shruti are not uncommon as multilingualism is
inevitable in such a diverse country.
A medium where one can find fantastic real world
applications of multilingual methods of communica-
tion is Indian street graphics. Whether hand painted
signboards or embellished means of transport,
there are innumerable examples of multilingualism
seen in everyday communication. One can also
find ways in which English is adapted to suit the
Language cannot
be legislated by an
academy...it emerges
from human minds
interacting with one
another—
slang, jargon....
Steven Pinker, 2005
“
1312
8. vernacular (Figure 3). Instead of fostering such unex-
pected avenues of multilingual expression, we find
politicians in Karnataka legislating rules that require
all commercial institutions to have their signage
in Kannada, the official state language alongside
their English counterparts or pay a hefty fine (The
Times of India, 2008). Such laws do not help in
advocating the regional languages, instead they
often encourage acts of violence and vandalism by
Figure 4: Samosapedia (2012)
Screen shots from samosapedia.com
[online image].
1514
9. self appointed protectors of the vernacular by giving
them liberty to deface signs in English and create
social tension (The Economist, 2012). It is the same
in the state of Maharashtra (Joseph, 2011). Other
than violence, such laws also have other effects, as
pointed out by Vani, regional magazines and publica-
tions that talk of preserving or protecting vernacular
languages are often perceived as fundamental-
ist (Sriranganayaki, 2013). The State Governments
appear to be failing in their attempt to help save the
vernacular and promote regional languages.
Figure 5: Pushpi Bagchi (2013)
Jenal Mehta’s Portrait [sketch].
Jenal Mehta, MSc Business
University of Edinburgh
1716
People should be
taught to take pride
in their own language
and in the fact that
they can learn more
Indian languages—
because most people
in India know quite
a few languages...and
that’s not the case in
most places.
“
10. 18
Figure 6: Pushpi Bagchi (2013)
Khushi Mandalia’s Portrait [sketch].
Considering the earlier research, some might
consider this as debasing languages. In his Ted
talk, John McWhorter discusses how texting is
considered by many as the fall of serious litera-
ture, especially among the youth. In his opinion
however this is simply not true as texting is a form
of speech and is not literature (McWhorter, 2013).
He terms texting as “fingered speech” which has
an emergent complexity and its own structure
which acts as an extension of a persons linguistic
repertoire. Mingling Indian languages in spoken
slang or otherwise is a similar concept and indi-
cates an interesting alternate to the dominant use
of English.
Thismatterof culture
The variety of people that make up the Indian sub-
continent bring together the influences and inspira-
tion of many different cultures (Cooper, Gillow, 1996)
and this culture has been evolving and adapting to
change for hundreds of years. However, Indian
history is unique in the way that it has maintained
a sense of tradition while absorbing aspects of other
cultures during its numerous invasions and coloniza-
tions (Ypma, 1994). It appears that the only constant
is the continuos evolution of the culture and a sense
of unity amongst the vast diversity.
From the research undertaken,
it is clear that English is a
predominant language in
India. Whether this is at
the cost of the coun-
try’s linguistic diversity
is debatable. Con-
temporary Indians
are not going to
stop speaking their
mother tongue as its
deeply rooted in their
familial values and is
a source of comfort as
mentioned by most stu-
dents interviewed (refer
appendix). However,
as Jenal mentioned, “...
people should be taught
to take pride in their
own language
11. Figure 7: Pushpi Bagchi (2013)
Shruti Chandak’s Portrait
[sketch].
21
and take pride in the fact that they can learn more
Indian languages because most people in India
know quite a few...and that’s not the case in most
places” (Mehta, 2013).
This study has helped generate content for studio
work that aims to introduce the issue of multilin-
gualism and linguistic diversity in contemporary
India and generate a dialogue on the topic of loss
and preservation of vernacular culture. While there
are no conclusive solutions it can be seen that the
issue is not the predominance of English or Hindi
in India, or for that matter
the world over
but that
of appreciating the value of culture and linguistic
diversity and encouraging its expression in new and
innovative formats. The ideal goal is to instil a sense
of pride, whether nationalistic or cultural regarding
this unique gift of tongues. The loss of culture is a
loss of knowledge and identity, and languages are a
commodity that can be freely used to express iden-
tity. Perhaps by allowing them to evolve and adapt
freely is their best method or preservation.
12. 2322
Listof illustrations
Cover image: Bagchi, P (2013) Speaking in Tongues
[personal image].
Figure 1: Bagchi, P (2013) Prasanna Kumar’s Portrait
personal image].
Figure 2: Bagchi, P (2013) Vani Sriranganayaki’s
Portrait [personal image].
Figure 3: Bagchi, P (2013) Multinlingual Signage
[personal image].
Figure 4: Samosapedia (2012)
Screen shots from samosapedia.com
[online image] Available from: http://samosapedia.
com/.
Figure 5: Bagchi, P (2013) Jenal Mehta’s Portrait
[personal image].
Figure 6: Bagchi, P (2013) Khushi Mandalia’s Portrait
[personal image].
Figure 7: Bagchi, P (2013) Shruti Chandak’s Portrait
[personal image].
Figure 8: Bagchi, P (2013) Raj Krishnan’s Portrait
[personal image].
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Graphic design as communication. London,
Routledge.
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A Case for Hinglish. Found in Translation, [blog] 13th
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