the Indian English novels of recent times written by migrant writers have chosen materials for their art from contemporary Indian socio-cultural situations. They also undertake the exploration of the relationship between the East and the West. It has become a recurring theme in contemporary Indian English fiction because of the nature of the linguistic medium the novelist uses. Fictional reworking of mythology and history has given new significance and possibilities to the Indian English novel writings
“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become… C. S. Lewis In this ever developing world, education particularly literature education plays as a fundamental necessity for each and every one of us in order to constantly be abreast and equipped with wider range of knowledge regarding the aspects of life and have the access to other
formative journey of Indian English literature in the form of novel “The rise of the novel in India was not purely a literary phenomenon.It was a social phenomenon as much, rather the fulfillment of a social need’’.1 Writes K.S.Ramamurti in his book Rise of the Indian Novel In English . Of Course, fiction can be called a new branch, a new attempt in comparison with poetry, prose and other treatises but today we can claim that it is the most popular genre of Indo-Anglian literature. Although in the beginning
CHAPTER ONE INTRODUCTION 1.0 Background Teaching English as a foreign Language to Arab students, specifically, to the Sudanese ones requires from EFL teachers to devote a considerable amount of time and effort in different areas of the learning process. Improving students' performance and competence in the four basic skills of English (receptive and productive) has for a long time, been the main concern of the teachers in classrooms. In addition to the grammatical rules which represent the main focus
Teaching English have evolved taking into consideration relevant aspects such as proficiency, needs and interests of students. Some studies have reported that children´s literature is an effective and significant way not only to teach English, but also to help learners to grasp the language. It is pertinent to know how children’s literature have been implemented into classroom and its pedagogical benefits. This paper expose some studies that show how teachers in development have used stories
In literature, feminism exists as an ideology as well as a critical tool. But it assumes different shades, in accordance with social, class and cultural variations. Feminism and its crusade against an oppressive system is of special importance in the Indian context and has left a deep impression on Indian – English writings. The long period from the Vedic era to the twentieth century saw the gradual deterioration
The English language became an incisive and strong instrument in the hands of Mahatma Gandhi for freedom. He edited and wrote for papers like ‘Young India’ and ‘Harijan’. He also had penned his autobiography, My Experiments with truth, which is known for its literary flair. Jawaharlal Nehru stands out as another prominent leader, who had excellence in writing prose, all of them taking the budding Indian English literature of British India, to heights of excellence and merits. Nehru is however particularly
always depreciated the canonical status of the Indian English fiction on the basis of its reliance on the western form, its inability to speak to the large Indian masses, and its failure to be desi in its outlook. Paranjape’s arguments have often proved the Indian English fiction a mediocre to English fiction. In his work Towards a Poetics of the Indian English Novel (2000) Makarand Paranjape asserts (anti-)colonial ancestry of Indian English fiction but for him, it can rarely function in an anti-imperialistic
Literature Review: A number of studies have been conducted in which the researchers argue that many ESL students face difficulties in learning English language at various levels and with different skills (e.g. McCardle and Hoff, [15] Hoffman, [10]). Other examples are Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988) and Wahba (1998). But, we hardly come across with the researches that cite the problems that Arab students face in learning English literature. Al Shumaimeri (2003)
Literature Review 2.1. Overview This study focuses on the teachers perceptions regarding the use of L1 in English classrooms. More specifically, what are the English teachers’ perceptions toward using Persian in classroom in different institutes in Kermanshah? And also in what circumstances and for what purposes do they prefer to switch to the mother tongue. This chapter will focus on the literature that I found helpful to understand these questions 1) what are the supports for the monolingual approach;