{"id":2560,"date":"2012-04-28T04:10:08","date_gmt":"2012-04-28T04:10:08","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=2560"},"modified":"2012-04-28T04:10:08","modified_gmt":"2012-04-28T04:10:08","slug":"vol-4-issue-18-research-paper-in-search-of-swaraj-in-elt-class-rooms-translation-indian-literatures-and-english-by-tushar-vyas","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=2560","title":{"rendered":"Vol. 4 Issue 18 \u2013 Research Paper: ‘In Search of Swaraj in ELT Class-rooms: Translation, Indian Literatures and English’ by Tushar Vyas"},"content":{"rendered":"

ELTWeekly Vol. 4 Issue#18 | April 30, 2012 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong>
\n<\/strong><\/span><\/p>\n

\n

This paper is submitted by\u00a0Dr. Tushar Vyas<\/strong>,\u00a0Asso.Professor,\u00a0Dept. of English,\u00a0S.D.Arts and B.R.Com. College,\u00a0Mansa, Gujarat – India.\u00a0<\/em><\/p>\n

Away from ELT theories propounded by the western theorists, the paper aims at studying the scenario of English language teaching in Gujarat and India. While the paper emphasizes the need for English language, it addresses issues related to learner, learning, content and culture and searches for alternatives of culturally loaded English literature taught in Indian class-rooms by the name of English language learning.<\/p>\n

In a multi-lingual country like India English can function as a link language among Indian regional languages and in this context English translations from Indian languages may become fruitful both academically and culturally. Teaching and learning of Indian literatures translated into English can provide new insights not only into English language, but also into Indian culture and Indian poetics.<\/p>\n

<\/p>\n

But unfortunately, a decolonized model of English education hardly seems to exist in Indian Universities. The ghost of Macaulay\u2019s educational framework, it seems, still haunts Indian universities. Today we find \u201ca class of persons, Indian in blood and color, but English in taste, in opinions, in morals and in intellect\u201d.1\u00a0 Isn\u2019t it shocking that Oxford University allowed English literature as a subject in 1894, but the British rulers started English education in India long back in 1857? The objective of introducing English literature as a subject to cut Indians off their tradition and to create a new class of babus seems to be forgotten now. Even today, many irrelevant English texts find their place in English syllabi of Indian Universities. Still at Under-graduate and Post-graduate levels, Spenser, Marlowe, Defoe and Pope enjoy their place in Indian Universities as if these were indispensable men of letters in English. While Aristotle and Longinus are still worshipped as the angels who brought<\/em> the light of criticism on the earth, many Indian poets and writers go unheard and unsung. Indian scholars who eloquently speak on Derrida and Faucault feel shy for not knowing Bharata and Mammata. Isn\u2019t it an irony that Eliot\u2019s \u2018The Waste-Land\u2019 has often been taught on the fertile land of India without properly understanding the cultural implications and the Christian overtones in the text? One interpretation of English literature is that it is the literature of the colonizer imposed<\/em> upon us at the cost of Indian literatures.<\/p>\n

In Indian Universities, generally there is no separate, systematic provision for English language learning. The learner opts for English at Undergraduate level with a dream of acquiring proficiency in English, but he is confronted in classrooms more with English literature than with English language. The irony of learning English in Indian Universities is that English literature seems to be the only source for the learner to learn English. Practically English literature and English language cannot be separated, but psychologically, the teacher eloquently lecturing on Shakespeare, Tennyson and Eliot, emphasizes his role as a teacher of English literature<\/em> than as a teacher of English language<\/em>. This separatist mentality of the teacher becomes harmful to the learner. Even the idea of universality of literature often appears to be deceptive in class-rooms. The medieval texts like \u2018Sir Gawain and the Green Knight\u2019 may discourage the learner since the medieval English creates a gap between the learner and the material. In compulsory classes where the learner may hope to learn English grammar, a considerable part of the academic year passes battling with the lessons of Compulsory English text-book. On his part, the teacher is expected to complete a long train of lessons in Compulsory English text-book. At the end of the year, the teacher feels satisfied that he has completed the syllabus and the learner finds solace in several most important questions that the teacher has sorted out.<\/p>\n

The tragedy in Indian classroom is that the material\/ text is foreign, while learners are Indians. Consequently, literary communication fails in Indian class-rooms. English teachers then sadly conclude in Refresher Courses and seminars that English literature is rootless in our country. Prof. R.P.Bhatnagar voices this sense of failure:<\/p>\n

Let me state straight that I believe that English literature should not be taught in the name of English and that by and large English literature cannot be taught here. Because the pre-conditions for learning English literature do not exist\u2014knowledge of the Bible, a high proficiency in English language, knowledge of Greek mythology and of course knowledge of European history.2<\/p>\n

Today, those who are in Board of Studies in Indian Universities must address these issues:<\/p>\n

(a)\u00a0\u00a0\u00a0\u00a0 Where is the Indianness of content in ELT class-rooms? Generally, Keats\u2019s odes and Eliot\u2019s poems, prescribed at Undergraduate Level, pose a set of problems. \u2018Ode on a Grecian Urn\u2019 cannot be studied without\u00a0 proper understanding of English Romanticism and Greek Hellenism and similarly Eliot\u2019s \u2018Preludes\u2019 cannot be studied without proper understanding of modern age and cubism.<\/p>\n

(b)\u00a0\u00a0\u00a0\u00a0 What is the place of Kalidas, Meghani, Ghalib and Bankimbabu in Departments of English in India? Isn\u2019t it an irony that the minor poets like Gray and even the racist writers like Defoe are studied in English departments leaving our own Indian poets and writers unheard and unsung? In fact, Indian literatures translated into English would be more fruitful to learners than English literature.<\/p>\n

(c)\u00a0\u00a0\u00a0\u00a0 Aren\u2019t we over-enthusiastic in accepting and appreciating western poets and western critical theories? It seems that they are the \u2018inventors\u2019 who \u2018give\u2019 theories and we are the slavish recipients. Often we eulogize Keats\u2019s poetics, Eliot\u2019s poetics, Structuralism and Deconstruction forgetting our own Panini and Bharatmuni, Amrita Pritam and Mahasweta Devi.<\/p>\n

(d)\u00a0\u00a0\u00a0\u00a0 Are the learners interested in English language or in English literature? Generally, the learners opt for English as a special subject with an idea of improving English. But then culturally loaded English texts are imposed upon them and too often the jungle of critical theories belonging to western philosophy and western linguistics lead them astray and confuse them.<\/p>\n

The role of English translation of Indian literatures becomes significant in reinforcing Indianness in educational programmes of Indian Universities. Indian literatures, translated into English, would be more fruitful in the following ways.<\/p>\n

    \n
  1. Translation is connected with human communication. The paradigm of conflict between material and learner or between the eastern and the western culture would vanish, if Indian literatures are introduced for Graduate and Post-Graduate levels in English.<\/li>\n
  2. In a pluralistic society like India, English translations from Indian literatures would lessen conflicts of caste, class and religion and would establish harmony. English, then, can be a powerful medium of intra-cultural exchange.<\/li>\n
  3. Indian students would get an exposure to Indian poets, Indian poetics and Indian literatures through English translations. They would get a chance to closely study literary and cultural tradition of India. Moreover, culture-centred essays on Shivaji, Vivekananda, Shahid Bhagatsinh, Gandhiji and Sardar Patel would acquaint Indian learners with the glorious past of India.<\/li>\n
  4. The four skills of language-learning would effortlessly develop, if Indian students learn Indian literatures through English translations. The Indian learners would learn both the lessons in English language and the lessons in Indian culture. The familiarity with the content would improve their linguistic competence and strengthen in them a sense of self-respect by learning about the glorious tradition they belong to.<\/li>\n
  5. Patriotism which has either become a mere philosophy or a slogan in political circles would be realized in its truest sense through study of Indian literatures in English translations.<\/li>\n
  6. The field of comparative study would develop through English translations of Indian literatures. Between Gujarati and Punjabi classics, a comparative study would create more interest among learners, if instead of \u2018English literature\u2019 \u2018Indian literatures translated into English\u2019 are taught.<\/li>\n<\/ol>\n

    Indian texts translated into English would indeed bring Swaraj in ELT class-rooms in India. Then the conflicts between the Indian learner and the foreign literature would be automatically resolved and some of the problems pertaining to syllabi and class-room communication would be easily solved.<\/p>\n

    References<\/strong><\/p>\n

    1\u00a0 http:\/www.mssu.edu\/projectsouthasia\/history\/primarydocs\/education\/macaulay.<\/p>\n

    2\u00a0 R.P. Bhatnagar, \u201cEnglish Education: What Has Gone Wrong?\u201d An Address\u201d, Decolonization: A Search for Alternatives, ed., Adesh Pal, Anupam Nagar, Tapas Chakraborty, New Delhi: Creative Books, 2001, p.81.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Away from ELT theories propounded by the western theorists, the paper aims at studying the scenario of English language teaching in Gujarat and India. While the paper emphasizes the need for English language, it addresses issues related to learner, learning, content and culture and searches for alternatives of culturally loaded English literature taught in Indian class-rooms by the name of English language learning.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[31,32,39,45,466,174,332,335],"tags":[636,768,851,873,888,1054,1110,1120,1128,1132,1152,1762,1797],"class_list":["post-2560","post","type-post","status-publish","format-standard","hentry","category-elt","category-elt-articles-and-research-papers","category-elt-newsletter","category-elt-research-articles","category-elt-research-papers","category-eltweekly-vol-4-issue-18","category-english-language-teaching-webinars","category-esl","tag-christopher-harwood","tag-efl","tag-elt-newsletter","tag-elt-research-papers","tag-elt-tips","tag-eltweekly-vol-4-issue-18","tag-english-language-teaching-newsletter","tag-english-teachers-newsletter","tag-english-teaching-newsletter","tag-english-teaching-tips","tag-esl","tag-tefl","tag-tushar-vyas","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/2560","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2560"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/2560\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2560"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2560"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2560"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}