My presentation blog of sem - 4 , Batch 2015- 16

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Paper : 13 ( The new literature )
Batch : 2015 - 16
Title   : Female characters in films with reference to Hamlet, A scarlet letter,
             Hermione , and Da vinci code.


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Female Characters in films with reference to Hamlet, A scarlet letter, Harry Potter and Da Vinci code from gondasmita







My presentation:
Paper : 15 ( Mass communication and media studies)
Batch : 2015 - 16
Title   : What is censorship? How it functions?


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Asmita paper mass communication from gondasmita








My presentation:
Paper : 14( The African Literature)
Batch : 2015 - 16
Title   : Waiting for Barbarian is an allegorical representation of imperialism.

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Asmita rollno. 1 the african literature from gondasmita

Ngugi Wa Thiango’s ‘The grain of Wheat’ is the anti- colonial struggle as a national epic

M.K. Bhavnagar University

Name: Asmita Gond

SEM: 4(M.A English)

Bath Year: 2014- 2016

Roll no – 1

Enrollment No: pg14101017

Paper name:  The African Literature

Assignment Topic:

Ngugi Wa Thiango’s  ‘The grain of Wheat’ is the anti- colonial struggle as a national epic .

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Ngugi Wa Thiango was born on 5^th January 198 in Limuru , enya and was one of the few students from Limuru to attend the lit Alliance High school.  3. He is a Kenyan writer who wrote in English he wrote novels, plays, short stories and essay. He later on abandoned writing in English and began to write in is native Gikuyu and Swahili. He and his family were harassed for the anti- colonial work done by him. As a spokesman for his people and a chronicler of Kenya’s history, Ngugi is widely regarded as one of the most significant writers of East Africa. His first novel, Weep not, child was the   first English novel to be published by an East African , and his account of the Mau Mau – language novel to be published by a East African and his account of the Mau Emergency in Grain o Wheat. Additionally, Ngugi’s ‘CaitaaniMutharabaini’ is the first novel written in Gikuyu or Kenyan language in which the author intends to continue writing his creative works.

v  About the novel ‘ The grain of wheat’:

The novel ‘A grin of wheat’ is Ngugi wa Thiongo’s third novel. The novel has Marxist and Fanonian militant attitude.

The action of the novel focuses on the hero’s memory of the incidents of the ‘Mau Mau revolt, the movement began in 1946 Mau Mau rebellion an anti – colonial movement which historians says revolt an independence for the African nation. 

The novel stats into a small village and it give us detail about the physical, psychological and political impact of the revolt on small village people. The novel can be summarized as a “Collective act of recalling and reflecting on the past” that is a narration of nation.  We can also compare this novel with European and Latin American style – especially historical novel is a vehicle to construct a national conscience.

Plot of the novel ‘A grain of wheat:

‘A grain of wheat’ chronological the events leading up to Kenyan independence, or Uruhu, in a Kenyan village. Gikonyo and Mumbi are newlyweds in love when Gikonyo is sent to detention. When he comes back six years later,Mumbi has carried and given birth to his rival’s child. Instead of talking about their trials, a wall of anger separates them. Mumbi’s brother Kihika , a local hero, is captured and hanged and his comrades search for the betrayer. Mugo becomes a hero through leading a hunger strike in detention, and to town wants him to become a political leader. Mugo, though, struggles with guilt and ultimately confesses that he betrayed Kihika. So the whole novel shows the darker image of the African nation that how people and woman were get tortured by someone and how rivalry takes place into the unwanted relationships. So one let’s see that how the novel A grain of wheat is the national ant colonial struggle as a national epic.

·         A grain of wheat is the national anti colonial struggle as an national epic.

What is anti - colonialism:

Ant colonialism is a political straggle of colonized peoples against the specific ideology and practice of colonialism. Anti colonialism signifies the point at which the various forms of oppositions become articulated as a resistance to the operations o colonialism in political, economical and cultural institutions. I emphasize to reject colonial power and restore the local control. Paradoxically anti colonialism movements often articulated in the terms of a discourse of anti – colonial nationalism in which the form of the modern European nation – state was taken over and employed as a sign of resistance. It also sometimes related to racial liberation also.

So the actions of the novel is focuses  on the protagonists remembrance of the events of the ‘ Mau Mau’ revolt which Ngugi sees as the only historical moment which allows “the space to imagine the birth of a new Kenya.

What is ‘Mau Mau’ rebel?

The movement was violently suppressed and failed to capture widespread public support.

“Gang of freedom fighters called ‘Mau Mau'

The settler knew a lot about how to use African labor. But he could not see what the use of the labor and the production of money were beginning to bring about. He could not see the political changes.  

The fiercest opposition authorities came from the Kikuyu tribe who, 5o years earlier, had been evicted from their traditional areas to make way for the European farmers. By the end of the Second World War 3 000 European settlers owned 43,000 square kilometers of the most fertile land, only 6 percent of which they cultivated. The pore people were suppressed by them and they started rule over the people because of that the peasant has been forced to Mau  Mau rebellion a military conflict that took place in Kenya between 1952 and 1960. The movement was violently suppressed and ailed to capture widespread public support.

“Gang of freedom fighters called Mau Mau “

The settlers knew a lot about how to use African labor. But he could not see what the use of that labor and the production of money were beginning to bring about. He could not see the political change. The construction of the nation in “A grain of wheat’ is shown as a narration. The narration does not relate the events of revolt directly most of the actions have an instruct network of speech – acts performed and unperformed, acknowledged and unacknowledged. Here we can see that  how the people peasants were forced to leave their land as well as their own identity also and with it traditional method of  extensive agriculture and did not have access to the new technology that make intensive agriculture viable. 

So we can say that the novel is an anti- national struggle and the action of the novel focuses on tre protagonists’ remembrance of the events of the Mau Mau revolt the birth of a new Kenya.

The novel is set in Thabai , an imaginary Gikuyu village of Kenyas white Highlands, in the days preceding and following 1 December 1963, the day Kenya got its independence.

·         What is Uhuru

The definition of the actual meaning of Uhuru is an open political and social question: the new Kenyan bourgeoisie sees it indeed as the possibility to replace the colonizer without changing the existing social, political and economical structure. Whereas for Gikuyu peasants Uruhu means a profound break with the colonial past, a rebirth which has to bring about the restitution of the white settlers who wants to rule over the others. So Uhuru is a struggle for the freedom and to get individuals own existence and identity. So Uruhu is the central question into the novel it also related with the national conscience.

·         What is National conscience

          The construction of the nation in A grain of wheat represented as a narration, refracted revolt through the conscience of its heroes and heroines: it is their narration which is represented and it is through their narration that those historical events are relived. The country side as a environment where human being can live in harmony with nature, where as the city is represented as a place of corruption and deceit ruled by that same escape its national duties and keeps at a distance rural masses. So we can say that relation between land and people is calling to nationalism and real identity of the people.

 The Author’s view centers on the gikuya but addresses the whole nation. He reflects his ideas of Kenya as a melting pot of all its various people. The African communities are placed at the centre. Kenya is delineated as the “country of black people” in the novel.

So in to the novel all the fragments were kept together is narrated by anonymous person whom Ngugi trust. This strategy makes the novel “a national epic”. This novel contains a different style; the narrator’s voice is only one among many voices so that this traditional storyteller can distance himself when there is a need. The storyteller narratives are keystones in the construction of the nation. The idea of Kenya is also described as the melting pot because the people were placed from their own identities and the nation is known as the “country of the black people” among the others. Because as we find into the novel black skin white mask about black people is that black is the sign of evil and white is the sign of something good it means that black people were treated as an animal it means that they were suppressed by the white people even in beauty as well as into the individual identities also. Gikuya peasants, people from rural community are chosen as heroes f the novels and of the narration of the nation.

Gokuya as the savior of the nation:

Gikuya peasants, people from rural community are chosen as heroes of the novels and of the narration as erodes of Ngugi endorses Fanon’s thesis on the central role of the peasant in the anti colonial struggle the author represents the romantic view of the relationship of land and people with reference to the nationalism. Its roots are in the pre-colonial tradition roots are in the pre-colonial tradition of Gikuya culture where the land was seen as mother lots of cultural elements are derived from European and African clash. The author represents them and gives them new meaning the writer…

1  Employs the narrative mode of African creature

2      Mix-up biblical and Gikuya mythologies

3.      Employs the techniques of detective stories.

4.      Finds interpretation for the plot

Here we will also find that in Grain of wheat the heroic character par Excellencies the late Kihiki who is guerilla leader with huge spirit. He lives in the memories of survivors. Though his life in center the modern Kenyan history is identified with the story of the resist, “once to colonization and of three development of the liberation movement. The author chooses Christianity as a knife to tear apart the society.

“They look beyond to laughing face of the White man and suddenly saw a long line of other red stranger who carried the Bible but the sword.”

   So we can say that the writer has adopted new ideas as it is to show his intention about the novel as a national epic by putting the effect of realism   of the African people.  Thus, we will find that Ngugi  does not intended just to narrate the colonial trauma but its beyond of the expectations of to reality of the life of a heron and nation.

As a hero  gikuaya  what they find is that the loss of to land promotes in the colonized community Ngugi uses the epic model and reshapes it o construct his mythical narration of the nation : the nation and narration is interwoven with each other and the story teller presents the story of the movement as a succession of battles waged by heroic leaders against the colonizers.

As one looks at the male characters in this novel, we find several heroes and perhaps one anti-hero. Mugo, Gikonyo, and especially Kihika are praised for their acts and words as they fought for Kenya’s freedom. Though they may not be quite similar to the Western heroes of old, still they stand for their cultural values and are loved and respected by others. Karanja does not fit into the mold of hero or anti-hero as well as other book characters, but nonetheless, he is never praised for his heroism and is hated for his betrayal and brutality toward his fellow native Africans. This novel helps Western readers understand the African sense of heroism as well as the realities of the human condition. No hero is really as pure as we’d like him to be but nonetheless they are still worthy of honor and devotion.

Narrating the past:

  Since history is “a continue in which the past, present and future are inextricably tied together, each helping mirror, to justify or condemn the other”

Ngugi deploys a narrative in which stories are successively intertwined: the first story from the past that the real cause of Kihika’s death is a betrayal by a turncoat during the Mau Mau rebellion is told on the commencement of the novel’s present moment, Sunday and in the next three days that precede the arrival of independence at Thursday midnight, Gikonyo would confide in Mugo on Monday, Mumbi to Mugo on Tuesday and finally on Wednesday , the foremost secret of the novel Mugo’s betrayal of Kihika would be known by Mumbi through his confession.

So we can see that how Ngugi demonstrates how an understanding of the past is the only way to overcome a crisis of repetition at to present 0 –future moments. As many critics pointy out the narrative structure of ‘A grain of wheat ‘markedly attempts to evoke the strong presence of the past. In a manner similar to the book of ne thousand and One Nights. The novel is formulated into a series of interpretation ans interrelated personal stories from the past.

As we will find that “sharing of personal histories and secrets, often through storytelling, is a critical condition for persona; and communal progress.” So as understanding of past can never is complete through any singular narrative, but it is sharing stories into the form of critical and urgent. By bringing juxtaposition Mumbi’s and Gikonyo’s stories, Ngugi depicts how such progress is its inception at the d of the novel. It is Jomo Kenyatta, who, significantly, is not even named thus increasing his mythical status. Here the storyteller’s narrative stops and gives way to the musings of Mugo but it is the point and through the conscience of the latter that we get to know Kihika.

If we talk about Tagore he had very deep religious caste of mind and profound humanism. He has both a patriot and profound humanism. He has both a patriot and a internationalist. In a poem Tagore sketches a moving picture of the nation he would like India to be the poet wishes to be awakened to a heaven when the mind can work knowledge in all freedom of choices which related with the ideas of nationalism. So we can say that ‘A grain of wheat ‘can be called impossible irony of nationalism in the words of Terry Ealgton Anti colonial nationalism. Is politically limited. Ant colonial nationalism was important to dismantle of imperialism of Ngugi’s character.

Conclusion:

By sum up I would like to say that the novel is not only indicates the nationalism but also it reflects the sign of national epic. The Kenyan writer offered a romantic view of a nation marching towards freedom. The sacrifice the natives gave did go in Vain. Mugo confesses and the community is overtaken. The novel gives us detail about the physical, psychological and political impact of the revolt on small village people. The novel can be summarized as a “collective act of recalling and reflecting on the past” that is a narrative of nation. The narrative is divided between the new national bourgeoisie and the peasants. And in this way we will say that the novel is an ant colonial struggle of national epic.

Works Cited

<Wikipedia contributors. "A Grain of Wheat." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 17 Feb. 2016. Web. 17 Mar. 2016.>.

Use of various approaches into the language teaching like Communicative, Structural, Situational and functional approach.

Name:                  Gond  Asmita  K.

Class:                     M.A. SEM -3

Roll no:                 Year – 2015

Enrollment no:       pg14101017

Email Id        :             asmita.gond414@gmail.com

Paper:                     12 English language teaching.

Submitted to:        M.K.B.U, Bhavnagar University

                                 Department of English

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Topic:

  Use of various approaches into the language teaching like Communicative, Structural, Situational and functional approach.

Introduction:

             Theoretical positions and beliefs about the nature of language teaching and language learning and the applicability of both to pedagogical settings are Includes into the approaches. Approaches seeks to be provide a comprehensive and comprehensible account of major and minor trends  in language teaching from beginning of the twentieth century to the  preset also. It has extensive and acknowledge links to a particular tradition in second or foreign language teaching. So let’s learn about various approaches. (Richard and Rodger 178 to 180)

 We will found various approaches into the language teaching such as …..

1). Functional approach

2) Situational approach

3) Communicative approach and

4) Structural approach so let’s understand briefly about above approaches.

1)   Functional approach.

             The functional approach explains the behaviour is indebted to Smith Freud and Durkheimnged.

                   Functional national syllabus is a syllabus in which the language content is arranged according to the functions that the learner will use the language for and the meaning a learner needs to express through the language. It contains some syllabus which contains the meaning and concept the learner needs to communicate example, duration and location.

                       The language is needed to express different functions for example requesting suggesting. Like the language becomes medium which depends on request of the student and it leads towards suggestions which were given by the teacher is call functional approach. Functional syllabus is based on the communicative and interpersonal Functional syllabus is based on communicative use and interpersonal use. Functional approach is based on communicative use and interpersonal use. It also does direct contrast with function syllabus and grammatical syllable. Functional approach emphasize on the functioning of a language and not on its structure and form.

                                   Functional approach seeks to impart instruction in the hope that attempting to use language in life like or real world context is the best way of learning. Language knowledge   of formal structure is at best incidental and is considered valid only in so far as it provocative language use, so we can say that Functional approach  promotes active language use.

                            Functional approach refers to notions like location, gyration, ability and concept of time.  Some functions are given to students while teaching through this approach which related with the communication between teacher and students. For example student will make request, enquiries and suggestions and so teacher should give advice and introductions. So it will call functional approach. (contributors)

The second approach is situational approach:

                                  Situational language teaching is an approach developed by British applied linguist in the 1930s to the 1960. While it is an approach unknown for many teachers it had a big influence on language courses till the 1980s.

                     The language teaching is base on a structural view of language speech; structure and a focus on a set of basic vocabulary are seen as the basis of language teaching. This was a view similar to American structuralisms’ such as Fries. However what distinguishes, the Second language teaching approach is it’s emphasize on the presentation of structures in situations.

                            

                            Situational language teaching is characterized by two major features:

                                  

1)    Focus on vocabulary and reading is one of the most salient traits of S.L.T. In fact, mastery of a set high frequency vocabulary items is believed to lead to good reading skills.  Reading skill is a main kill into the language teaching experts believe that learners learn to read best by reading both simplified and authentic materials.  The activities   in a reading lesson often follow this pattern.

1) Introductory activities

2)   Main  activities and

 3)   Post activities.

2)   An analysis of English and a classification of its prominent grammatical structures into sentence patterns also called situational tables are believed to help learner internalize grammatical rules.

 Of language learning constitutes the cornerstone of situation of language teaching. The approach gives primary to the process over the conditions of learning. The following processes   are noted in this approach.

1)   The act of receiving the  knowledge or material

2)   Repetition to fix that knowledge, or material in memory.

3)   The use of the knowledge or material in actual practice until it becomes a personal skill.

Objectives of S .L.A

        The adjective of situational language teaching involves accurate use of vocabulary items and grammar rules in order to achieve a practical mastery of the four basic skills.

 Learner must be able to produce accurate pronuntiation and use of grammar. The ultimate aim is to be able to respond quickly and accurately in speech situation s with an automatic control of basic structures and sentence pattern.

                               Syllable of Second language teaching is designed upon a word list and structural activities. Grammar teaching involves situational presentation of new sentence pattern and drills to produce the pattern. The teacher moves from controlled to free practice of situations and from oral use of sentence. Patterns to their automatic use in speech, reading and writing.

          In Situational Language teaching, a lesson practice followed by a revision and a presentation of new material. The teacher then proceeds to oral practice and drilled of the elements presented finally, the lesson or exercises.

                                  Advantages of situational approach:

                             Situational language teaching is still attracting to many teachers who still believe in structural practice of language. It’s radically in the teaching of grammar or pattern has contributed to the survival of the approach until recently. Besides its emphasis on oral practice still attracts support among language teachers.

                           Disadvantages of Situational approach:

             Many premises underlying   the approach have been criticized for example Chomsky 1957 showed that the structural and the behaviouristic approach to language are simply incorrect as the fundamental features of language learning: the ability to create novel and unique sentences. Children   do not acquire their    mother tongue through repetition and habit formation. There must be, however an innate predisposition that leads them to a certain kind of linguistic competence. So situational approach is very important approach in Language teaching.

  The third approach is Structural approach

                                       Structural approach is a prescriptive model that suggests learner’s should start to develop rules for problems solving.  In developing    rules, the learner needs to fulfil the gaps in the problem and in doing so learner‘s problem solving.

                        Structural Approach is based on the assumption that language can best be learnt through a science selection and grading of structures or patterns of sentences and vocabulary. The stress is on the learning of essential structure of English.

                             In the words of Menon and Patel: “The structural approach os based on the belief that in the learning of foreign language, mastery of structures is more important than the acquisition of vocabulary.” This approach employs the technique of the direct Method of teaching but the use of translations is not wholly discarded. Teaching is done in situations. Speech is mainly stressed but reading and writing are not neglected. There is scope for limitless experiments in imaginative ways of applying the structural Approach in the classroom. Prof. C.S. Bhandari has rightly said …….

                        “It is not proper and the correct to call the structural Approach a method of teaching. It is not proper and correct is known as the structural Approach a method of teaching. It is not a method; it is an approach any method can be used within.” (Jack c. Richards and Theodore S. Rodgers)

Specification of theory:

1)   Goals and preconditions :

-         Problem solving

-          

2)   Principles :

1.    Teach higher order rules that can be used to derive lower order rules.

2.    Teach simple solution paths and lead to more complex paths.

3.    Rules must be composed of the minimum capabilities possessed by the learner.

3)   Condition of learner:

1.    This theory is based on interaction between a tutor and one or more learner.

2.    Technology may fill the role of tutor.

3.    The structure means task analysis determines the rules required to solve their problems.

4)   Required media

5)   Role of facilitator.

-         External agent means tutor that influences learning.

-          

6)   Instructional strategies:

1.    Use structural analysis to identify the problem domains means input and output for problem solving.

2.    Develop a hierarchy of rules for the problem domain starts with prototypical examples. This prototype may leave gaps.

3.    Covers this gap into higher order problem that contains the rules for the gap.

4.    Fulfil the gaps with the higher order rules help to validate lover level rules and allow for consolidation of reluctant rules.

7)   Assessment method

    The learner can use higher order to solve the problem solve in complex and ill defined domains. The learner can distinguishes between lower and. higher order rules. Learner enabling rules to solve problems.

Characteristics of Structural approach

                     The concept of English study system depends upon three main characteristics which are briefly, discussed as:-

1)   Words order, or the “patterns of form” is of primary importance in learning English language. It is the order of words in a pattern that makes true meaing clear.

2)   Presence of function words. The structural devices makes use of the another important principle. This is the essential use of ‘function, words or structural words.”  Observe the following :

a.    I kill the snake

b.    I shall kill the snake

c.     I have killed the snake

3)    Use of important characteristics is that English language makes use of a small number of inflections as compared to other languages. Which makes changes are prominent in the following for ex.

-         I Verbs: 

-          I write,

-          He writes,

-          I am writing ,

-          I wrote.

-          

·       Principles of  the structural approach

a.    Forming Language habits :

                         The Second language acquisition gives due importance to the forming of language habits. The learners should acquire the habit of arranging words in English study through the language drill.

b.    Importance of speech:

                 The structural approach regards speech as more important that reading and writing. Speech is the necessary means of fixing all ground works.

c.     Important of pupils activity:

         The second language acquisition puts more emphasis on pupil’s activity that on the teaching. It is he child who is the learner, so he must be actively involved into the teaching- learning process.

            The whole approach is based on the activities and thinking process which is almost accomplished by activities if some kind of pleasurable activities is the secret of success in the long assimilation.

Forth approach is Communicative approach: 

                                  The communicative approach is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study.

                         This approach rise in 1970’s and 1980’s. Due to the colonialism number of student has the opportunity to learn foreign languages. Educators were forced to invent new technique to involve active participation of students.

                            Chomsky realizes that their theories of prevalent time could not explain the creativity and variety evident in real communication. British linguistics like Christopher Canadian and Henry Widdowson focused on structure.

                      The linguistics and anthropologists Dell Hymes developed the concept of communicative competence.Hymes says “there are rules of use of without which the rules of grammar would be useless.” Communicative language learning materials were also developed in Germany personal freedom was emphasized.

David Nunan 1991 gave five features of communicative language teaching:

 1.      Learning to communicate through interaction in the target language

2.    Introducing authentic text into the learning situations.

3.    To provide opportunity to learner in learning.

4.    Enhancing of learners experiments to classroom teaching.

5.    An attempt to link classroom language outside the class room.

                     This approach also provides the classroom activities like:

·        Role play:

   It includes Information gap, Games, language exchange, questioning etc. Survey, pair work and learning by teaching.

 Critics complained for paying insufficient attention to the context in which teaching and learning takes place.

                  Communicative approach focuses on the process communication rather than on structural, functional ornotional items.

Analysis of communicative tasks:

·       Goals

·       Inputs

·       Activities

·       Teacher’s role

·       Setting etc.

·        

Communicative competence:

                      The ability not only to apply the grammatical rules of a language in order to perform grammatically correct sentences, but also known when and where to use the sentences.

                                This approach is related with the close interaction with teacher and students active participation into the activities like.

1. Role play

2. Learning by teaching

3. Pair works

4. Survey

5. Information gaps

6. Games

7. Language exchange etc.

        This approach is a set of assumption about how language is learnt by the enjoyment.

Conclusion

   So all the approaches like Communicative approach, Functional approach, structural approach and the situational approach are most important for language teaching and learning also. All approaches were achieved through the practice, great knowledge and hard work

Works Cited

contributors, Wikipedia. Wikipedia, The Free Encyclopedia. 13 September 2015. <http://www.Wikipedia.com>.

Jack c. Richards and Theodore S. Rodgers. Approaches and methods in language teaching. Cambridge : The press syndicate of the University of Cambridge, 2001.

Richard and Rodger, Jack c. and Theodore S. Approachesand methods in Languageteaching. United Kingdom: The press syndicatesof the university of Cambridge, 2001.