Friday, 18 November 2016
Thursday, 10 November 2016
Old Man and The Sea
Name: Poojaba S. Gohil
Class: M.A. Sem. 3
Paper no.: 9
Topic: Symbolism in Old Man and The Sea
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Old Man And Sea is a great novella with many philosophical ideas. Hemingway is very careful while portraying characters in his works. The novella is centred on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence.
Class: M.A. Sem. 3
Paper no.: 9
Topic: Symbolism in Old Man and The Sea
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Old Man And Sea is a great novella with many philosophical ideas. Hemingway is very careful while portraying characters in his works. The novella is centred on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence.
Hemingway has borrowed a surprisingly abundant supply of facts from his own life for his novels. The books have therefore something autobiographical about them. Something of the author's character and personality is attributed to the hero of the Hemingway novel. But in The Old Man and the Sea the identification between the author and the hero is complete: and the story is an interesting personal allegory. ( Hemingway)
What is the Symbolism
The word symbolism is derived from the Greek word “symbollein” which means ‘to throw together, mark, emblem, token or sign’. The verb symbol is an object which can be animate or unanimated. Symbols represent or stand for something different.Definitive to manifesto of symbolism was published in September 1886 in an article ‘le Figaro’written by Jean Mores’. He founded the symbolist school whose members were Baudelaire, Mallarme, and Verlaine etc. Other famous followers include Reme Ghil, Griffith and Gustavo khan.
According to Oxford Dictionary
"Symbolism means use of symbols like Object, character use of figure of color to represent abstract idea concept or quality."
The element of symbolism is presented in all the works of Hemingway. However, the word symbolism came to be associated with him only after the appearance of his novel “Old man and the sea”. Hemingway’s use of symbols comes to climax in this novel. As a result,the novel is reach in symbolism images and motifs that enhance both the plot and the themes.
“In the usage of literary historian, symbolist movement designates specifically a group of French writers beginning with Charles Baudelaire”.
According to critic M.H.Abrahm
According to critic M.H.Abrahm
Now there might be question that what can be effective and universal symbols in literary writing. To answer the question critic J.A.Cuddon suggest that any object and action can be symbol in literary writings. EXAMPLE in literature there are many objects commonly used as symbols by writers.
1) SCALE symbol of justice2) MONARCHY symbol of rule3) DOVE symbol of peace4) A GOAT symbol of lust5) THE LION symbol of strength and courage6) THE ROSE symbol of beauty7) THE LILY symbol of purity8) CROSS symbol of christianity9)THE SWASIKA Nazi in German10) BLOOD mourn and violence
Symbolism is an essential literary device used by Ernest Hemingway in his book the old man and the sea. Hemingway uses numerous forms of symbolism but a recurring contour id biblical allusion. Hemingway filled this story with biblical allusion to create a deeper meaning within the text. Knowing biblical allusion allows a reader to have wider perspective of the story.
vSymbolic use of sea.
vSymbolic use of sea.
The major symbol used by Hemingway in distinctive way is the wide sea. This sea is symbol of life itself. Man has to sail either it is sea or life to go through. According to Hemingway, in both the sea and in life, there are many possibilities and similarities that the eye cannot see. The first similarity between them is that, both the sea and life are full of mystery, surprise, shock and challenge. However man has to fight bravely and nobly until the end.
Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.
However, either it is like or sea, man has to embark journey and go through it amid all possible odes.
For example- Santiago goes for eighty four days without a single fish but he does not give up. He even continues his journey on eighty fifth days and brings a giant Marlin which shows his victory.
vSymbolic use of Baseball and lion.
The novel introduces two important symbols of baseball and lion. These are recurring reference to DiMaggio who symbolizes Santiago’s determination, will- power enthusiasm and physical strength at the age of 75 year. In American baseball history, DiMaggio is the greatest player of baseball of all time. Though he was handicapped physically, he was determined and strong mentally. Santiago’s frequent returns to baseball players DiMaggio empires him to win the battle in spite to old age. The image of the baseball hero playing in pain, giver Santiago renewed vigor and stamina to bear his own pain.
Thus, DiMaggio in the role model for Santiago and he symbolize triumphant survival.
Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition. According to the novelist Hemingway,
“He no longer dreamed of storms, or of woman, nor of accordance nor of great fish… did he only dream of places now and then lion on the beach.”
Santiago’s dreams of lion suggest circular nature of life and harmony between two opposite force like death, love and hate, destruction and regeneration of nature
v symbolic use of Marlin and Shark.
Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.
However, either it is like or sea, man has to embark journey and go through it amid all possible odes.
For example- Santiago goes for eighty four days without a single fish but he does not give up. He even continues his journey on eighty fifth days and brings a giant Marlin which shows his victory.
vSymbolic use of Baseball and lion.
The novel introduces two important symbols of baseball and lion. These are recurring reference to DiMaggio who symbolizes Santiago’s determination, will- power enthusiasm and physical strength at the age of 75 year. In American baseball history, DiMaggio is the greatest player of baseball of all time. Though he was handicapped physically, he was determined and strong mentally. Santiago’s frequent returns to baseball players DiMaggio empires him to win the battle in spite to old age. The image of the baseball hero playing in pain, giver Santiago renewed vigor and stamina to bear his own pain.
Thus, DiMaggio in the role model for Santiago and he symbolize triumphant survival.
Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition. According to the novelist Hemingway,
“He no longer dreamed of storms, or of woman, nor of accordance nor of great fish… did he only dream of places now and then lion on the beach.”
Santiago’s dreams of lion suggest circular nature of life and harmony between two opposite force like death, love and hate, destruction and regeneration of nature
v symbolic use of Marlin and Shark.
Marlin a magnificent and glorious fish symbolizes the mysterious world of sea which is full of surprise and challenge.
Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago finds him lucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin.
Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.
A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive.
However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.
Fish can resemble the Christian faith in this book. Fish are the antagonist of Santiago. Santiago may find the fish as his brother but through the tension of opposites within destruction and defeat fish bring out the best in Santiago. This tension makes Santiago feel a love for fish the fish while struggling against the fish. He has to work hard for them and they are the force that pain him through his crucifixion and allows for his later resurrection.
Throughout the story Santiago has faith and perseveres that he will catch fish like the other entire fisherman. Near the end sharks start killing all of the fish. The shark resembles the evil of the world trying to pick away at him. Santiago never gives up on catching his faith though even if the flesh is eaten off he still wants to finish what he started. Santiago finally catches his fish on Monday also known as “Good Friday’’ the day of sacrifice. When he caught the fish he did not do it for the pride of the fish itself, he did it for a personal sense. This can portrays the image that evil may be able to try and break apart people and their faith. Evil can never truly take away the bones or the morals that are the structure of the real faith.
Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago finds him lucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin.
Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.
A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive.
However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.
Fish can resemble the Christian faith in this book. Fish are the antagonist of Santiago. Santiago may find the fish as his brother but through the tension of opposites within destruction and defeat fish bring out the best in Santiago. This tension makes Santiago feel a love for fish the fish while struggling against the fish. He has to work hard for them and they are the force that pain him through his crucifixion and allows for his later resurrection.
Throughout the story Santiago has faith and perseveres that he will catch fish like the other entire fisherman. Near the end sharks start killing all of the fish. The shark resembles the evil of the world trying to pick away at him. Santiago never gives up on catching his faith though even if the flesh is eaten off he still wants to finish what he started. Santiago finally catches his fish on Monday also known as “Good Friday’’ the day of sacrifice. When he caught the fish he did not do it for the pride of the fish itself, he did it for a personal sense. This can portrays the image that evil may be able to try and break apart people and their faith. Evil can never truly take away the bones or the morals that are the structure of the real faith.
v Symbolic use of numbers like three, seven, forty and eighty five.
The numeric symbolism in the novel ‘’the old man and the sea’’ seen to be religious. Numbers of figure like three, seven, forty and eighty five have special significant I the bible.
Example-when the novel opens, we come to know that Santiago has unsuccessfully fished for forty days. This figure is considered unlucky in the Bible.
Then Santiago’s fight with great fish marlin lasts for three days. Thus figure symbolizes struggle in the bible.
There is reference to figure eighty five which is considered to be lucky and good figure. Even Santiago remarks;
“Eighty five is a lucky number’’
Example-when the novel opens, we come to know that Santiago has unsuccessfully fished for forty days. This figure is considered unlucky in the Bible.
Then Santiago’s fight with great fish marlin lasts for three days. Thus figure symbolizes struggle in the bible.
There is reference to figure eighty five which is considered to be lucky and good figure. Even Santiago remarks;
“Eighty five is a lucky number’’
Thus, such figures are biblical allegory in the novel.
v Santiago; symbol of crucifixion and Christianity.
Many times, stories by Hemingway have much religious influence and symbolism. In the old man and the sea, by Ernest Hemingway, numerous occurrences in the life of Santiago the fisherman are similar to the incident recorded in the life of Jesus of Nazareth. The names of the character translated from Spanish to English are just one of those many similarities.
In the story, there are many references to the crucifixion of Jesus. Santiago’s badly injured hand evokes the hands of the crucified Jesus and three other situations reinforce this theory first, Santiago’s marlin is approached by a pair of shovel nosed sharks.
According to Carlos Baker
“Santiago shows certain qualities of mind and heart;which are clearly associated with the character and personality of Jesus Christ in the gospel stories."
In the story, there are many references to the crucifixion of Jesus. Santiago’s badly injured hand evokes the hands of the crucified Jesus and three other situations reinforce this theory first, Santiago’s marlin is approached by a pair of shovel nosed sharks.
According to Carlos Baker
“Santiago shows certain qualities of mind and heart;which are clearly associated with the character and personality of Jesus Christ in the gospel stories."
To wind up
This novella, the symbolism has far deeper significance. The book is representation of life as struggle against unconquerable force of nature. In this novella Hemingway symbolized person , place or thing to represent the real meaning of his writing In every day struggle of old man there is deep meaning behind it. Hemingway is very much connected with the nature .
This novella, the symbolism has far deeper significance. The book is representation of life as struggle against unconquerable force of nature. In this novella Hemingway symbolized person , place or thing to represent the real meaning of his writing In every day struggle of old man there is deep meaning behind it. Hemingway is very much connected with the nature .
Indian writing in English
Name: Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 12 A
Topic:Issues of English language in india
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Issues of teaching of English at the elementary stage:-
Included points:-
Influence of English language and beginning of English language teaching
Issues of teaching English in a multilingual/multi social/multicultural society
Some suggestions to improve English language in a multilingual and multicultural classrooms
Affected facts to acquisition of second language
Introduction:-
India is a multilingual country.there are so many different languages that mostly people from various States using in their day today rutine life. There are approximately 122 languages existed now a days. These all languages mainly affected by 5 language families-
Indo-Aryan,Dravidian, Austro-Asiatic,Tibato-Barman and Cemito-Hemitic and even uncountable dialects effects them largely. As a result, our Indian classrooms becomes a multicultural and multilingual classroom in which to give equal and proper justice to English language is become a task or challenge itself.
Introduction of English studies in India:-
Generally if we try to see then we can say that the routes of Indian culture spreads initially from Mohenjodaro or Hadappa-Lothal.during this time India which was like a small plant started to become a wide Ajubaa.in which approximately one million and billion people living human lives. (Population) here various languages,different ways of eating-making foods, uncountable rituals, customs are caring & serving side by side.no matter what if there are various reasons such as cultural variety or linguistic differences or any how if it's about dressing or rituals or variation in lifestyle based reasons-but yet India remains always an attractive culture for voluntaries or foreigners especially for foreign countries.
European were the first exited people who migrated from urban up from. Afterwards some of the representation of British people came to india for filled the aim of business.after observing India's that time's political condition they easily planned to highjack polititions in india.to gain people's respects through enough serving and policies they means Britishers had required a huge trainee class for that "Baabu Class."
"A class of persons,India in blood and colors.But English in taste in in of India, in morals and in interests."
For that parliament Britishers entered teaching methods that was based on British strategies.
So this way, such types of teaching methods has intension to create or establish such tribal class that can help them to rule over India and by using it they can take help to earn in their business.
Pre-independance English language teaching in India:-
Initially British East India company had no such interest that required the establishment of English teaching process except business or trade only. No doubt some attempts were done at that too such as Warren Hearings A British man permitted to open Madressa in kalkatta in 1781 and after that in 1800 Lord Wellesley established fort William cottage with intension to be aware as well as inform company's clients about Indian language and rituals. But those all attempts were at individuals no social or political force was there that can support to give it light. Apart from this Christian missionary leads for some opportunities to spread and flows of Christianity by English medium teaching,because that was the time when in India a particular crash was established that wanted such teaching methods from where they can get support of earning.
For that in 1813,British parliament prepared a law or chart in which every year about 1,00,000/-Rs.were decided to purchase for books publications and education. But there also some issues raised, like is this money can use for English literature and science education only..? Or it can be take in use in Indian language such as Sanskrit and other..? What about it's spread and flows..? In 1835,when Lord Macaulay granted English as official, educational and progressive language after that some universities were established in the cities some special courses and training were started to promo English education.
Post independent India and English language teaching in India:-
Unfortunately after independence also there was no change towards English education and it's objects and priorities and afert independence also English education continued as before. Today our relations with foreigne countries are increasing and that almost deals in English and that's why may be interest towards English learning of people is increasing that shows glory or importance and significance of English language. There were so many confusions regarding the position of English language as well as other language and due to that many issues were created at that time. In 1961's counseling or meeting of state governance there was a decision was passed of Tribhasha that later on accepted in schools regularly.
1)Regional language
2)Hindi or any Indian language
3)English or any European language
To decrease the burden of learning and teaching various languages this may be tried but some each other's mentality towards particular language it also can not work properly.yet some organizations continued to work on it by suggesting particular rules and regulations. Such as in 1952,under Madras English language teaching it was attempted throughout was in 1954 with the corporation of British counselling in Allahabad English language teaching institute was started.
Aacharya Rammurti commission also worked to support Tribhasha Sutra and recommended some institutions to bring actuality in learning various languages to students.
At present, in India we can observe that people are willing to learn English and by using that to fulfill means of earning. That's why in India 18 official regional languages are existed but yet English considers as India's associate official language.
Multilingualism and multiculturalism is the biggest problem for Indian classrooms for English education. Let's know these two problems creates distances in classroom and how English language become a challenge.
Issues of teaching English in a multilingual or multi social or multicultural society:-
India means a country of versatility and wider heritage of culture. Not only in culture and social variation it has but also with it has also variations in regional rules and rituals, casts, religions, trades, way of living life and there is also versatility in language.
Annamalia 2001 quoted:-
"Indian multilingualism is huge in size, having 1620 mother tongues reduced to 200 languages with the population of many minorities longer than European countries."
Indian language basically comes or driven from main English families such as Info Aryan,Tibato Burman and Austro Asiatic. Superiority and versatility between different languages based on it's social, cultural and geometrical differences this shows that every language has it's own social and cultural heritage. To keep in mind this multilingual and multicultural or multi social classrooms are imagined.
-Multilingualism
Three language formula was suggested by Indian government in Indian education council. Under this students have to compulsorily learn two other languages apart from their own first language or mother tongue. These two languages are starting to learn during higher secondary education. If student's mother tongue is Gujarati then he has to learn Hindi and English except that Sanskrit also learn in higher secondary education so this way, our classroom is multilingual classroom.in which two types of languages learning can find. Pupils learn two languages through two ways:Oral and Practical.
Being language teacher, they have to pass some challenges in classroom they do multilingualism.
Issues in teaching English in a multilingual classrooms:-
Natural flow that students use to learn mother tongue can not be as same as in learning second language.in fact, to learn L2 and L3 he take support of mother tongue,so on new language there may be remains some pronunciations of mother tongue's words and structures of sentences which can be obstacle for them to learn English language.
Sentence patterns:-
The another problem of multilingual classroom is of sentence patterns.
Sentence structure of English language is quite different from the sentence structure of Gujarati language and that's why may be students feels problems in learning English language in multilingual classroom.
English sentence pattern:-SVO
Subject Verb Object
Gujarati sentence pattern:-SOV
Subject Object English sentence patterns:-
For example:-
English structure
Reshma (S) is playing (V) cricket (O).
Gujrati structure
Reshma (S) Cricket (O) rami rahi che (V).
In Gujarati language,simple sentence can be turn to introgative sentence after adding question mark only.(?)
For example:-
Kale shala ma raja che.(Simple sentence)
Kale shala ma raja che..? (Introgative sentence)
While in English language, there are some required changes also has to do while turn simple sentence into introgative sentence.
For example:-
Dhawani is in standard 10th. (Simple sentence)
Is Dhawani in standard 10th..? ( Introgative sentence)
Even in English language order of words means position of words in sentence is most important. If we try to change the position of word then it may happen that the meaning of sentence may be also changed.
For example:-
Housewives love watching TV in the afternoon.
Here in this sentence if we try to change words such as we change the word Housewives then it will change the meaning of the sentence but the same sentence we can use in Gujarati language as without change in meaning even.
For example:-
Bapore Gruhinio ne TV jovu game che.
Gruhinio ne bapore TV jovu game che.
Tv jovu Gruhinio ne game che.
Class: M.A. Sem. 3
Paper no.: 12 A
Topic:Issues of English language in india
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Issues of teaching of English at the elementary stage:-
Included points:-
Influence of English language and beginning of English language teaching
Issues of teaching English in a multilingual/multi social/multicultural society
Some suggestions to improve English language in a multilingual and multicultural classrooms
Affected facts to acquisition of second language
Introduction:-
India is a multilingual country.there are so many different languages that mostly people from various States using in their day today rutine life. There are approximately 122 languages existed now a days. These all languages mainly affected by 5 language families-
Indo-Aryan,Dravidian, Austro-Asiatic,Tibato-Barman and Cemito-Hemitic and even uncountable dialects effects them largely. As a result, our Indian classrooms becomes a multicultural and multilingual classroom in which to give equal and proper justice to English language is become a task or challenge itself.
Introduction of English studies in India:-
Generally if we try to see then we can say that the routes of Indian culture spreads initially from Mohenjodaro or Hadappa-Lothal.during this time India which was like a small plant started to become a wide Ajubaa.in which approximately one million and billion people living human lives. (Population) here various languages,different ways of eating-making foods, uncountable rituals, customs are caring & serving side by side.no matter what if there are various reasons such as cultural variety or linguistic differences or any how if it's about dressing or rituals or variation in lifestyle based reasons-but yet India remains always an attractive culture for voluntaries or foreigners especially for foreign countries.
European were the first exited people who migrated from urban up from. Afterwards some of the representation of British people came to india for filled the aim of business.after observing India's that time's political condition they easily planned to highjack polititions in india.to gain people's respects through enough serving and policies they means Britishers had required a huge trainee class for that "Baabu Class."
"A class of persons,India in blood and colors.But English in taste in in of India, in morals and in interests."
For that parliament Britishers entered teaching methods that was based on British strategies.
So this way, such types of teaching methods has intension to create or establish such tribal class that can help them to rule over India and by using it they can take help to earn in their business.
Pre-independance English language teaching in India:-
Initially British East India company had no such interest that required the establishment of English teaching process except business or trade only. No doubt some attempts were done at that too such as Warren Hearings A British man permitted to open Madressa in kalkatta in 1781 and after that in 1800 Lord Wellesley established fort William cottage with intension to be aware as well as inform company's clients about Indian language and rituals. But those all attempts were at individuals no social or political force was there that can support to give it light. Apart from this Christian missionary leads for some opportunities to spread and flows of Christianity by English medium teaching,because that was the time when in India a particular crash was established that wanted such teaching methods from where they can get support of earning.
For that in 1813,British parliament prepared a law or chart in which every year about 1,00,000/-Rs.were decided to purchase for books publications and education. But there also some issues raised, like is this money can use for English literature and science education only..? Or it can be take in use in Indian language such as Sanskrit and other..? What about it's spread and flows..? In 1835,when Lord Macaulay granted English as official, educational and progressive language after that some universities were established in the cities some special courses and training were started to promo English education.
Post independent India and English language teaching in India:-
Unfortunately after independence also there was no change towards English education and it's objects and priorities and afert independence also English education continued as before. Today our relations with foreigne countries are increasing and that almost deals in English and that's why may be interest towards English learning of people is increasing that shows glory or importance and significance of English language. There were so many confusions regarding the position of English language as well as other language and due to that many issues were created at that time. In 1961's counseling or meeting of state governance there was a decision was passed of Tribhasha that later on accepted in schools regularly.
1)Regional language
2)Hindi or any Indian language
3)English or any European language
To decrease the burden of learning and teaching various languages this may be tried but some each other's mentality towards particular language it also can not work properly.yet some organizations continued to work on it by suggesting particular rules and regulations. Such as in 1952,under Madras English language teaching it was attempted throughout was in 1954 with the corporation of British counselling in Allahabad English language teaching institute was started.
Aacharya Rammurti commission also worked to support Tribhasha Sutra and recommended some institutions to bring actuality in learning various languages to students.
At present, in India we can observe that people are willing to learn English and by using that to fulfill means of earning. That's why in India 18 official regional languages are existed but yet English considers as India's associate official language.
Multilingualism and multiculturalism is the biggest problem for Indian classrooms for English education. Let's know these two problems creates distances in classroom and how English language become a challenge.
Issues of teaching English in a multilingual or multi social or multicultural society:-
India means a country of versatility and wider heritage of culture. Not only in culture and social variation it has but also with it has also variations in regional rules and rituals, casts, religions, trades, way of living life and there is also versatility in language.
Annamalia 2001 quoted:-
"Indian multilingualism is huge in size, having 1620 mother tongues reduced to 200 languages with the population of many minorities longer than European countries."
Indian language basically comes or driven from main English families such as Info Aryan,Tibato Burman and Austro Asiatic. Superiority and versatility between different languages based on it's social, cultural and geometrical differences this shows that every language has it's own social and cultural heritage. To keep in mind this multilingual and multicultural or multi social classrooms are imagined.
-Multilingualism
Three language formula was suggested by Indian government in Indian education council. Under this students have to compulsorily learn two other languages apart from their own first language or mother tongue. These two languages are starting to learn during higher secondary education. If student's mother tongue is Gujarati then he has to learn Hindi and English except that Sanskrit also learn in higher secondary education so this way, our classroom is multilingual classroom.in which two types of languages learning can find. Pupils learn two languages through two ways:Oral and Practical.
Being language teacher, they have to pass some challenges in classroom they do multilingualism.
Issues in teaching English in a multilingual classrooms:-
Natural flow that students use to learn mother tongue can not be as same as in learning second language.in fact, to learn L2 and L3 he take support of mother tongue,so on new language there may be remains some pronunciations of mother tongue's words and structures of sentences which can be obstacle for them to learn English language.
Sentence patterns:-
The another problem of multilingual classroom is of sentence patterns.
Sentence structure of English language is quite different from the sentence structure of Gujarati language and that's why may be students feels problems in learning English language in multilingual classroom.
English sentence pattern:-SVO
Subject Verb Object
Gujarati sentence pattern:-SOV
Subject Object English sentence patterns:-
For example:-
English structure
Reshma (S) is playing (V) cricket (O).
Gujrati structure
Reshma (S) Cricket (O) rami rahi che (V).
In Gujarati language,simple sentence can be turn to introgative sentence after adding question mark only.(?)
For example:-
Kale shala ma raja che.(Simple sentence)
Kale shala ma raja che..? (Introgative sentence)
While in English language, there are some required changes also has to do while turn simple sentence into introgative sentence.
For example:-
Dhawani is in standard 10th. (Simple sentence)
Is Dhawani in standard 10th..? ( Introgative sentence)
Even in English language order of words means position of words in sentence is most important. If we try to change the position of word then it may happen that the meaning of sentence may be also changed.
For example:-
Housewives love watching TV in the afternoon.
Here in this sentence if we try to change words such as we change the word Housewives then it will change the meaning of the sentence but the same sentence we can use in Gujarati language as without change in meaning even.
For example:-
Bapore Gruhinio ne TV jovu game che.
Gruhinio ne bapore TV jovu game che.
Tv jovu Gruhinio ne game che.
So sometimes some changes in words can also not effect the meaning of the sentence. But the difference between these two English and Gujrati language learning can effect our learning process of students also.and they may done mistakes that can be problem in learning as well.
Difference between the sound system of two languages:-
Student's multilingualism techniques sometimes become obstacle in pronunciation of words of English language.students pronunciate words of learning language. In Gujrati language pronunciation of English ang L1 has no difference so not only in classrooms but also in day today conversation when we listen pronunciated words from someone we get mispronunciation also and that may be turn to misinterpretation also.
For example:-
The snakes get serverd in the hole instead of snakes in the Hall.
Difference between written and spoken words:-
Like Indian languages Gujrati language is also written words with the same pronunciation while in English words writing and pronunciation looks different. Even some words of English language are silent.
For example:-
Budget (D)
Listen (T)
Science (E)
Island (S)
Psychology (P)
Knight (K)
It may create problem in learning English language for students.
Change of verb according to the number or gender:-
In Indian languages the verbs changes according to the gender and number, but in English it is not so.
For example:-
Kavya is drawing a picture.
Ved is drawing a picture.
Kavya and Ved are drawing pictures.
The change of objective according to the gender.
In Gujrati and other Indian language the objectives change according to the gender but in English language it does not.
Gujarati syntax:-
Aa kevo bhavya mahel che..!
Aa kevi sundar savar che..!
Aa maja drashya che..!
English syntax:-
What a beautiful scene is this..!
What a lovely picture..!
What a magnificent palace is this..!
So in this way after looked upon the challenges and problems in learning English language multilingual classroom let's turn to think on the effects on students of multiculturalism or multisocialism in classroom during language learning.
Multiculturalism or multisocialism:-
Each language shows it's user's social tequireme,rituals, religious, sentiments,emotions, cultural heritage and so that's why it is rightly quoted that,
"Language are the expressive dimension."
If a person know more than one society or culture then he can communicate with same sign I finance during teaching of learning English language as L2 second language there are so many possible challenges are before a teacher. And out of them multiculturalism or multisocialism is one.students are come from different social environment in our classrooms, they also differ from each other in the matter of social,emotional, cultural, economical, regional etc..their understanding, meditative attitude and mentally social requirements are mostly differ from each other. To teach such types of multisocial and multicultural Indian students is become a challenge for teachers.
Issues involved in a multicultural or multisocial classrooms or differences in social cultural classrooms:-
In this multisocial classrooms some rural or some semirural or some urban students studies sitting with each other. In each environment some students of English language reading and writing are clever and talented but due to lack of proper atmosphere they can't communicate in English and other and having different sociocultural background they can't even match with students.
Gap between kinship terms:-
In Indian language and English language we can find some differences in relatively nouns. In indian family we call each relatives differently while in English this can not be find.
For example:-
Gujrati language-Mama Mami
Kaka Kaki
Dada Dadi
Nana Nani
Bhai Bhabhi
Hindi language-Mama Mami
Chacha Chachi
Dada Dadi
Nana Nani
English language-Uncle Aunty
Uncle Aunty for kaka kaki
GrandMother Grandfather
Gap in pronominal structure inter personal relations:-
"Every language has its unique system of linguistic etiquettes and formalities."
Our Indian language also follow some rules to show interpersonal relationship.
Here plural forms means Bahuvachan is used to show feelings towards someone.
Especially if he is elder or older or unknown or has special position or special stage.
Such as Lata Mangeshkar ek pratishthit gayakkaar che. Temne sangit khetra ma potanu aagvu yogdaan apyu che.
While in English no such courses are use to show respects. That's why may be sometimes students uses he or she instead of they for olders too.
Pronominal structure interpersonal relations:-
English-I or We
You or You
He She It
This or These
That or Those
Gujarati-Hu Ame
Tu Tame
Te
Teni Teo
Aa
Pelu Peli
By above table we can see that in Indian language second person pronounce has different forms while in English language we can't find the same.
Let's see some of the suggestions to face challenges of multilingual and multisocial or multicultural classrooms:-
Language structure should have varietal personality and his way of teaching should be new and fresh it's even important.
The teaching learning process in English should be more interactive and communicative in which students should be equal participants.
To level or rather decrese the effects of multiculturalism and multisocialism in classrooms English language teacher should be inspires to students for participants in classrooms activities.
English language teacher should not only concerns with chalk and talk method in classrooms but with that he also should use various initiative teaching methods.
In language learning classrooms with the method of teaching learning theory teacher should be enough basic on listening speaking activities more.
Learners of English language can also get the opportunities of oral work in classrooms and out of the classrooms and such responsibilities teach should handel.
In classrooms students can get enough chance of listening and thinking particular answer and also do different activities and answering it well and on for that teacher should plan accordingly.
English classrooms should be more interactive. If English language teacher can creates such atmosphere for students to communicate in English. And take part in classrooms activities without any shy or hesitation.
English language teacher should be plan for such classrooms activities in which more and more refrences,authentical material and various related specimens from different literature can be provided to the students and by that they can part in maximum activities and that English language more and more.
Factors affecting acquisition of second language:-
Inputs-Result
Language evidences
Provided time for education
Quality
Teaching aids
Characteristics-Student's age
First language is knowledge
Different capacity
Personality
Social factors
Sum up,attempts to reach upto the meaning in their inter communication.
Conclusion:-
Multilingualistic and multisocialism and multiculturalism is one of the most effected problem of English language education in classrooms and outside.and special in indian countries where such social culture geometric regional and some other versatality are based to control for english language teacher.but yet,by understanding classroom's atmosphere and changing it accordingly.with the changing of his own teaching methods by including some different ideas and techniques being a english language teacher such obstacles or challenge solve at some major points and can make english language teaching effective.
Difference between the sound system of two languages:-
Student's multilingualism techniques sometimes become obstacle in pronunciation of words of English language.students pronunciate words of learning language. In Gujrati language pronunciation of English ang L1 has no difference so not only in classrooms but also in day today conversation when we listen pronunciated words from someone we get mispronunciation also and that may be turn to misinterpretation also.
For example:-
The snakes get serverd in the hole instead of snakes in the Hall.
Difference between written and spoken words:-
Like Indian languages Gujrati language is also written words with the same pronunciation while in English words writing and pronunciation looks different. Even some words of English language are silent.
For example:-
Budget (D)
Listen (T)
Science (E)
Island (S)
Psychology (P)
Knight (K)
It may create problem in learning English language for students.
Change of verb according to the number or gender:-
In Indian languages the verbs changes according to the gender and number, but in English it is not so.
For example:-
Kavya is drawing a picture.
Ved is drawing a picture.
Kavya and Ved are drawing pictures.
The change of objective according to the gender.
In Gujrati and other Indian language the objectives change according to the gender but in English language it does not.
Gujarati syntax:-
Aa kevo bhavya mahel che..!
Aa kevi sundar savar che..!
Aa maja drashya che..!
English syntax:-
What a beautiful scene is this..!
What a lovely picture..!
What a magnificent palace is this..!
So in this way after looked upon the challenges and problems in learning English language multilingual classroom let's turn to think on the effects on students of multiculturalism or multisocialism in classroom during language learning.
Multiculturalism or multisocialism:-
Each language shows it's user's social tequireme,rituals, religious, sentiments,emotions, cultural heritage and so that's why it is rightly quoted that,
"Language are the expressive dimension."
If a person know more than one society or culture then he can communicate with same sign I finance during teaching of learning English language as L2 second language there are so many possible challenges are before a teacher. And out of them multiculturalism or multisocialism is one.students are come from different social environment in our classrooms, they also differ from each other in the matter of social,emotional, cultural, economical, regional etc..their understanding, meditative attitude and mentally social requirements are mostly differ from each other. To teach such types of multisocial and multicultural Indian students is become a challenge for teachers.
Issues involved in a multicultural or multisocial classrooms or differences in social cultural classrooms:-
In this multisocial classrooms some rural or some semirural or some urban students studies sitting with each other. In each environment some students of English language reading and writing are clever and talented but due to lack of proper atmosphere they can't communicate in English and other and having different sociocultural background they can't even match with students.
Gap between kinship terms:-
In Indian language and English language we can find some differences in relatively nouns. In indian family we call each relatives differently while in English this can not be find.
For example:-
Gujrati language-Mama Mami
Kaka Kaki
Dada Dadi
Nana Nani
Bhai Bhabhi
Hindi language-Mama Mami
Chacha Chachi
Dada Dadi
Nana Nani
English language-Uncle Aunty
Uncle Aunty for kaka kaki
GrandMother Grandfather
Gap in pronominal structure inter personal relations:-
"Every language has its unique system of linguistic etiquettes and formalities."
Our Indian language also follow some rules to show interpersonal relationship.
Here plural forms means Bahuvachan is used to show feelings towards someone.
Especially if he is elder or older or unknown or has special position or special stage.
Such as Lata Mangeshkar ek pratishthit gayakkaar che. Temne sangit khetra ma potanu aagvu yogdaan apyu che.
While in English no such courses are use to show respects. That's why may be sometimes students uses he or she instead of they for olders too.
Pronominal structure interpersonal relations:-
English-I or We
You or You
He She It
This or These
That or Those
Gujarati-Hu Ame
Tu Tame
Te
Teni Teo
Aa
Pelu Peli
By above table we can see that in Indian language second person pronounce has different forms while in English language we can't find the same.
Let's see some of the suggestions to face challenges of multilingual and multisocial or multicultural classrooms:-
Language structure should have varietal personality and his way of teaching should be new and fresh it's even important.
The teaching learning process in English should be more interactive and communicative in which students should be equal participants.
To level or rather decrese the effects of multiculturalism and multisocialism in classrooms English language teacher should be inspires to students for participants in classrooms activities.
English language teacher should not only concerns with chalk and talk method in classrooms but with that he also should use various initiative teaching methods.
In language learning classrooms with the method of teaching learning theory teacher should be enough basic on listening speaking activities more.
Learners of English language can also get the opportunities of oral work in classrooms and out of the classrooms and such responsibilities teach should handel.
In classrooms students can get enough chance of listening and thinking particular answer and also do different activities and answering it well and on for that teacher should plan accordingly.
English classrooms should be more interactive. If English language teacher can creates such atmosphere for students to communicate in English. And take part in classrooms activities without any shy or hesitation.
English language teacher should be plan for such classrooms activities in which more and more refrences,authentical material and various related specimens from different literature can be provided to the students and by that they can part in maximum activities and that English language more and more.
Factors affecting acquisition of second language:-
Inputs-Result
Language evidences
Provided time for education
Quality
Teaching aids
Characteristics-Student's age
First language is knowledge
Different capacity
Personality
Social factors
Sum up,attempts to reach upto the meaning in their inter communication.
Conclusion:-
Multilingualistic and multisocialism and multiculturalism is one of the most effected problem of English language education in classrooms and outside.and special in indian countries where such social culture geometric regional and some other versatality are based to control for english language teacher.but yet,by understanding classroom's atmosphere and changing it accordingly.with the changing of his own teaching methods by including some different ideas and techniques being a english language teacher such obstacles or challenge solve at some major points and can make english language teaching effective.
A Tempest
Name: Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 11
Topic: Post Colonial text Cesaire’s A Tempest
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
'A Tempest'-Post Colonial Text
Bird view on the meaning of 'A Tempest':-
-A violent windstorm, especially one with rain, hail or snow.
-A violent commotion,disturbance or tumult.
-An unclassified term referring to technical investigations for compromising emanations from electrically operated information processing equipment;these investigations are conducted in support of emanations and emissions security.
Literary:-Storm,hurricane, gale, tornado, cyclone,typhoon, squall
Torrential rain and howling tempest
Brief about Colonialism:-
Colonialism is the establishment of a colony in one territory by a political power from another territory,and the subsequent maintenance, expansion and exploitation of that colony.the term is also used to describe a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous peoples.
Collins English Dictionary defines Colonialism as "The policy and practice of a power in extending control over weaker peoples or areas."
Colonialism is a relationship between an indigenous majority and a minority of foreign invaders. The fundamental decisions affecting the lives of the colonized people are made and implemented by the colonial rulers in pursuit of interests that are often defined in a distant metropolis.rejecting cultural compromises with the colonized population, the colonizers are convinced of their own superiority and their ordained mandate to rule.
Class: M.A. Sem. 3
Paper no.: 11
Topic: Post Colonial text Cesaire’s A Tempest
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
'A Tempest'-Post Colonial Text
Bird view on the meaning of 'A Tempest':-
-A violent windstorm, especially one with rain, hail or snow.
-A violent commotion,disturbance or tumult.
-An unclassified term referring to technical investigations for compromising emanations from electrically operated information processing equipment;these investigations are conducted in support of emanations and emissions security.
Literary:-Storm,hurricane, gale, tornado, cyclone,typhoon, squall
Torrential rain and howling tempest
Brief about Colonialism:-
Colonialism is the establishment of a colony in one territory by a political power from another territory,and the subsequent maintenance, expansion and exploitation of that colony.the term is also used to describe a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous peoples.
Collins English Dictionary defines Colonialism as "The policy and practice of a power in extending control over weaker peoples or areas."
Colonialism is a relationship between an indigenous majority and a minority of foreign invaders. The fundamental decisions affecting the lives of the colonized people are made and implemented by the colonial rulers in pursuit of interests that are often defined in a distant metropolis.rejecting cultural compromises with the colonized population, the colonizers are convinced of their own superiority and their ordained mandate to rule.
Brief about Post Colonialism:-
Post Colonialism or Post Colonial studies is an academic discipline that analysis,explains and responds to the cultural legacy of colonialism and imperialism. Post colonialism speaks about the human consequences of external control and economic exploitation of a native people and its lands.
Post colonialism is the critical destabilization of the theories that support the ways of western thought-deductive reasoning, rule of law and monotheism by means of which colonialists Perceive, Understand and Know the world.
Post colonial literature is the literature of countries that were colonized by European countries and which exists on all continents,but Antarctica. Post colonial literature often addresses the problems and consequences of the decolonisation of a country, especially questions relating to the political and cultural independence of formerly subjugated people and themes such as racialism and colonialism. A range of literary theory has evolved around the subject.
Notable Theorists:-
Edward Said,
Gayatri Spivak,
Frantz Fanon,
Bill Ashcroft,
Chinua Achebe..and many more.
Definition of Post colonialism:-
As an epistemology ,as an ethics and as a politics the field of post colonialism address the politics of knowledge-the matters that constitutes the post colonial identity of a decolonized people which derives from-the coloniser's generation of cultural knowledge about the colonized people and how that western cultural knowledge was applied to subjugate a non-European people into a colony of the European mother country which after initial invasion was effected by means of the cultural identities of Coloniser and Colonised.
Brief about the play:-
A Tempest
A Tempest was originally written in 1969 in French by Aime Cesaire and translated into English in 1985 by Richard Miller. It is written as a post colonial response to the Tempest by William Shakespeare. The story is the same:-a big storm,an angry Duke who's been usurped by his brother, all the devoted courtesans and of course the natives. This play deals mostly with the natives, Ariel and Caliban. It is Cesaire's comment on the colonization of the "New World".He has many of the same ideas as C.L.R. James and Franz Fanon and he as inspired newer Caribbean writers like Michelle Cliff.
About the author:-
Aime Cesaire was born in Martinique in 1913.He is renown poet,playwright and essayist. He began a movement called Negritude Modernisme involving the work of native Caribbean writers and artists. His work has influenced other writers as well as sociologists like Franz Fanon.
How can we compare Shakespeare’s The Tempest with A Tempest?
Post Colonialism or Post Colonial studies is an academic discipline that analysis,explains and responds to the cultural legacy of colonialism and imperialism. Post colonialism speaks about the human consequences of external control and economic exploitation of a native people and its lands.
Post colonialism is the critical destabilization of the theories that support the ways of western thought-deductive reasoning, rule of law and monotheism by means of which colonialists Perceive, Understand and Know the world.
Post colonial literature is the literature of countries that were colonized by European countries and which exists on all continents,but Antarctica. Post colonial literature often addresses the problems and consequences of the decolonisation of a country, especially questions relating to the political and cultural independence of formerly subjugated people and themes such as racialism and colonialism. A range of literary theory has evolved around the subject.
Notable Theorists:-
Edward Said,
Gayatri Spivak,
Frantz Fanon,
Bill Ashcroft,
Chinua Achebe..and many more.
Definition of Post colonialism:-
As an epistemology ,as an ethics and as a politics the field of post colonialism address the politics of knowledge-the matters that constitutes the post colonial identity of a decolonized people which derives from-the coloniser's generation of cultural knowledge about the colonized people and how that western cultural knowledge was applied to subjugate a non-European people into a colony of the European mother country which after initial invasion was effected by means of the cultural identities of Coloniser and Colonised.
Brief about the play:-
A Tempest
A Tempest was originally written in 1969 in French by Aime Cesaire and translated into English in 1985 by Richard Miller. It is written as a post colonial response to the Tempest by William Shakespeare. The story is the same:-a big storm,an angry Duke who's been usurped by his brother, all the devoted courtesans and of course the natives. This play deals mostly with the natives, Ariel and Caliban. It is Cesaire's comment on the colonization of the "New World".He has many of the same ideas as C.L.R. James and Franz Fanon and he as inspired newer Caribbean writers like Michelle Cliff.
About the author:-
Aime Cesaire was born in Martinique in 1913.He is renown poet,playwright and essayist. He began a movement called Negritude Modernisme involving the work of native Caribbean writers and artists. His work has influenced other writers as well as sociologists like Franz Fanon.
How can we compare Shakespeare’s The Tempest with A Tempest?
There is not much difference between Shakespeare’s The Tempest and Aime Cesaire’sA Tempest. But ‘A Tempest’ presents colonial aspect and mentality of master-slave relationship. Here in the play Caliban and Ariel portrays as a different way. Prospero is also a good example of the role power plays in the story. Character of Stephano is another example of power in the play. Miranda plays very innocent role in the play and she is only one character who presents woman role in the island.
Prospero asked question to Caliban.
Prospero: What would you be without me?
Caliban: Without you? I’d be the king, that’s what I’d be, the king of the Island. (Original text A Tempest, Page no. 12)
So, in this question we can find that how Prospero overpower and make his self superior to Caliban. But Caliban also very talkative and give appropriate answers to the questions of Prospero and can’t bear him. Here, Aime Cesaire gives voice to Caliban, the subaltern identity of The Tempest. Caliban tells Prospero that “I am not interested in peace; I am interested in free will.” Here Caliban presented as free individualistic person and rebel.
Prospero asked question to Caliban.
Prospero: What would you be without me?
Caliban: Without you? I’d be the king, that’s what I’d be, the king of the Island. (Original text A Tempest, Page no. 12)
So, in this question we can find that how Prospero overpower and make his self superior to Caliban. But Caliban also very talkative and give appropriate answers to the questions of Prospero and can’t bear him. Here, Aime Cesaire gives voice to Caliban, the subaltern identity of The Tempest. Caliban tells Prospero that “I am not interested in peace; I am interested in free will.” Here Caliban presented as free individualistic person and rebel.
Post- Colonial Reading of 'A tempest'
“When the work was done, I realized there was not much Shakespeare left.”
–Aimé Césaire
Interpreted as white man’s burden, colonization was a means of conquering new lands and imposing the colonizer’s culture from on the native people. Prospero’s capture of Sycorax’s land and his treatment of the natives of the island have prompted many critics to interpret the play as working out the drama of colonization. Caliban’s protest against Prospero and his resistance to colonial power using the language taught by the colonizer helps us interpret the play as a postcolonial text.
The Tempest has often been interpreted as a play about colonialism primarily because Prospero comes to Sycorax’s island, subdues her, rules the land and imposes his own culture on the people of the land. Pushing the native to the side, he places himself at the helm of affairs. He displaces Caliban’s mother and treats her as a beast. He has full control over everything on the island. He makes Caliban work as his servant and calls him a thing of darkness. Caliban is being dehumanized or treated as subhuman. This shows the colonizer’s attitude of looking down on the colonized people. Caliban is seen as a despicable entity. The whites looked down on the people of other color. Some are born to dominate while others are born to be dominated. Caliban is treated as inferior. The colonizer used words like light, knowledge and wisdom to refer him while he used terms like darkness, ignorance and elemental to describe the colonized. This binary opposition shows how Prospero as a colonizer creates essences about the colonized people. Prospero sees himself as a ruler carrying out the project of civilization mission. Prospero as a colonizer educates and civilizes Caliban but without much success. The civilizing mission is always accompanied by the politics of domination over the colonized. These elements allow us to study the play in the light of colonialism.
A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest. He is successful at this attempt by changing the point of view of the story. Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives. Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.
We can read the text with certain means and certain ideas presented in the text itself.
Prospero Complex
Fanon has coined the term ‘ Prospero Complex. Europeans in Madagascar exhibit the need to feel highly regarded by others. The dependence versus inferiority relationship has already been established prior to each individual European entering a colonial situation. An inferiority complex occurs specifically for those colonizers whose “grave lack of sociability combined with a pathological urge to dominate” urges them to seek out a situation with servile people. This complex falls into place especially for the colonizer with self-esteem that is not quenched, or more specifically raised, while in the presence of his own people, where he feels that he cannot compete. They have sexual guilt in their minds. The guilt constantly challenges the masculinity of the white man. The inferior they feels, the more they dominates. They dominate the natives and tries to mould them as their convenience in power politics. Moreover they would rather like to dominate from.
–Aimé Césaire
Interpreted as white man’s burden, colonization was a means of conquering new lands and imposing the colonizer’s culture from on the native people. Prospero’s capture of Sycorax’s land and his treatment of the natives of the island have prompted many critics to interpret the play as working out the drama of colonization. Caliban’s protest against Prospero and his resistance to colonial power using the language taught by the colonizer helps us interpret the play as a postcolonial text.
The Tempest has often been interpreted as a play about colonialism primarily because Prospero comes to Sycorax’s island, subdues her, rules the land and imposes his own culture on the people of the land. Pushing the native to the side, he places himself at the helm of affairs. He displaces Caliban’s mother and treats her as a beast. He has full control over everything on the island. He makes Caliban work as his servant and calls him a thing of darkness. Caliban is being dehumanized or treated as subhuman. This shows the colonizer’s attitude of looking down on the colonized people. Caliban is seen as a despicable entity. The whites looked down on the people of other color. Some are born to dominate while others are born to be dominated. Caliban is treated as inferior. The colonizer used words like light, knowledge and wisdom to refer him while he used terms like darkness, ignorance and elemental to describe the colonized. This binary opposition shows how Prospero as a colonizer creates essences about the colonized people. Prospero sees himself as a ruler carrying out the project of civilization mission. Prospero as a colonizer educates and civilizes Caliban but without much success. The civilizing mission is always accompanied by the politics of domination over the colonized. These elements allow us to study the play in the light of colonialism.
A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest. He is successful at this attempt by changing the point of view of the story. Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives. Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.
We can read the text with certain means and certain ideas presented in the text itself.
Prospero Complex
Fanon has coined the term ‘ Prospero Complex. Europeans in Madagascar exhibit the need to feel highly regarded by others. The dependence versus inferiority relationship has already been established prior to each individual European entering a colonial situation. An inferiority complex occurs specifically for those colonizers whose “grave lack of sociability combined with a pathological urge to dominate” urges them to seek out a situation with servile people. This complex falls into place especially for the colonizer with self-esteem that is not quenched, or more specifically raised, while in the presence of his own people, where he feels that he cannot compete. They have sexual guilt in their minds. The guilt constantly challenges the masculinity of the white man. The inferior they feels, the more they dominates. They dominate the natives and tries to mould them as their convenience in power politics. Moreover they would rather like to dominate from.
The Caliban Complex
There is the dependence complex. After being forced out of the stable routine of their tribal society by colonizers, they are able to do the thing. It is believed that the lack of stability caused a strong reliance on the colonizers. There are differences in how each group of people handle a difficult situation. When the Europeans entered a difficult situation they were more concerned in proving that they were not inferior. Colonised were more interested in avoiding The drive to avoid a sense of abandonment results in dependence.
Language
Language is essential. Whether written or spoken, the need for human beings to communicate is intrinsic to our social development and so language is the first thing to be passed on from coloniser to colonise. This we see in The Tempest as Caliban has been taught English by Prospero and Miranda and seems to speak it with a certain amount of fluency. But this an entirely positive experience?
“CALIBAN: Call me X. That’s best. Like a man without a name. Or, more precisely, a man whose name was stolen. You speak of history. Well that’s history, known far and wide! Every time you’ll call me that will remind me of the fundamental truth, that you stole everything from me, even my identity! Uhuru !” (Act 1, Scene 2)
The language is the part of identity. Due to the language of Prospero Caliban felt that he has lost his own identity. Then he uses the language of protest and rebale.
“Ay, that I will, and I’ll be wise hereafter
And seek for grace. What a thrice-double ass
Was I to take this drunkard for a god
And worship this dull fool!”
Caliban is conscious for his identity and race. He is also well known about his colonisation. He is not sorry for hus rebel and wants freedom. These all the rebel he presented through his language.
Miranda obviously believes it to be a great honour and reminds Caliban how she "took pains to make thee speak" and describes Caliban's previous way of speaking as "gabble". However Caliban himself obviously takes a very different view and in a quote that is often cited by anti-colonialist critics he tells them, "You taught me language; and my profit on't is I know how to curse" and he goes on further to wish "the red plague rid you for teaching me your language!" clearly not sharing Miranda's view that she has done him a great service.
Caliban however does recognise the importance of education, citing Prospero's books as the source of all of his magical power and when Stephano and Trinculo fail to see the importance of the books and are more interested in the fine clothes they find, Caliban is incredibly scathing of them.
Thus, we can conclude that ‘A Tempest’ is the Caliban represents the more Black Nationalist ideas. He wants his ideas, his culture and his identity back. The emergence of postcolonial rebel is given flame in the work.
There is the dependence complex. After being forced out of the stable routine of their tribal society by colonizers, they are able to do the thing. It is believed that the lack of stability caused a strong reliance on the colonizers. There are differences in how each group of people handle a difficult situation. When the Europeans entered a difficult situation they were more concerned in proving that they were not inferior. Colonised were more interested in avoiding The drive to avoid a sense of abandonment results in dependence.
Language
Language is essential. Whether written or spoken, the need for human beings to communicate is intrinsic to our social development and so language is the first thing to be passed on from coloniser to colonise. This we see in The Tempest as Caliban has been taught English by Prospero and Miranda and seems to speak it with a certain amount of fluency. But this an entirely positive experience?
“CALIBAN: Call me X. That’s best. Like a man without a name. Or, more precisely, a man whose name was stolen. You speak of history. Well that’s history, known far and wide! Every time you’ll call me that will remind me of the fundamental truth, that you stole everything from me, even my identity! Uhuru !” (Act 1, Scene 2)
The language is the part of identity. Due to the language of Prospero Caliban felt that he has lost his own identity. Then he uses the language of protest and rebale.
“Ay, that I will, and I’ll be wise hereafter
And seek for grace. What a thrice-double ass
Was I to take this drunkard for a god
And worship this dull fool!”
Caliban is conscious for his identity and race. He is also well known about his colonisation. He is not sorry for hus rebel and wants freedom. These all the rebel he presented through his language.
Miranda obviously believes it to be a great honour and reminds Caliban how she "took pains to make thee speak" and describes Caliban's previous way of speaking as "gabble". However Caliban himself obviously takes a very different view and in a quote that is often cited by anti-colonialist critics he tells them, "You taught me language; and my profit on't is I know how to curse" and he goes on further to wish "the red plague rid you for teaching me your language!" clearly not sharing Miranda's view that she has done him a great service.
Caliban however does recognise the importance of education, citing Prospero's books as the source of all of his magical power and when Stephano and Trinculo fail to see the importance of the books and are more interested in the fine clothes they find, Caliban is incredibly scathing of them.
Thus, we can conclude that ‘A Tempest’ is the Caliban represents the more Black Nationalist ideas. He wants his ideas, his culture and his identity back. The emergence of postcolonial rebel is given flame in the work.
The Waste Land
Name:Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 8
Topic: Reflection of the modern age in The Waste Land
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Class: M.A. Sem. 3
Paper no.: 8
Topic: Reflection of the modern age in The Waste Land
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Introduction of T. S. Eliot:
Born - 26th September, 1888
Died - 4th January 1965
T. S. Eliot is one of the major poets of the Modern age in English literature.He has written greatest poems in the twentieth century. His influence has been very great on English poetry.He uses the different language like effectively to communicate the predicament of modern world and modern man. The waste land is considered one of the most important poetic documents of the age. It expresses poignantly a desperate sense of the poet, and the age’s lack of positive spiritual thinking.
Born - 26th September, 1888
Died - 4th January 1965
T. S. Eliot is one of the major poets of the Modern age in English literature.He has written greatest poems in the twentieth century. His influence has been very great on English poetry.He uses the different language like effectively to communicate the predicament of modern world and modern man. The waste land is considered one of the most important poetic documents of the age. It expresses poignantly a desperate sense of the poet, and the age’s lack of positive spiritual thinking.
Introduction:
The Modern Age
The modern age is very different from the other ages in English Literature. The modern age is known as “Modernist Movement” in English Literature. The period of modern age is 1915 to 1945 and this age is totally different from the Victorian age.
The people of modern age reject old forms and trying to do a new technique and new style. Even in literature also many of the poet and writer wants to do different and bring something new in their writing.
The term “Modern” is generally known as an adjective expressing the state of being contemporary or possessing the qualities of current style. In art and culture, however, the terms modern and modernism pertain to the beliefs and philosophy of the society during the late 19th to the early 20th century. Because the concept has two different accepted meaning,
The Modern Age
The modern age is very different from the other ages in English Literature. The modern age is known as “Modernist Movement” in English Literature. The period of modern age is 1915 to 1945 and this age is totally different from the Victorian age.
The people of modern age reject old forms and trying to do a new technique and new style. Even in literature also many of the poet and writer wants to do different and bring something new in their writing.
The term “Modern” is generally known as an adjective expressing the state of being contemporary or possessing the qualities of current style. In art and culture, however, the terms modern and modernism pertain to the beliefs and philosophy of the society during the late 19th to the early 20th century. Because the concept has two different accepted meaning,
“The Modern Age a period of sudden and unexpected breaks with traditional ways of viewing and interacting with the world. Experimentation and individualism became virtue, where in the past they were often heartily discouraged”.
Introduction
The Waste Land
The Waste Land
The Waste Land was quickly recognized as a major statement of modernist poetics, both for its broad symbolic significance and for Eliot’s masterful use of formal techniques that earlier modernists had only begun to attempt. The critic I. A. Richards influentially praised Eliot for describing the shared post-war “sense of desolation, of uncertainty, of futility, of the groundlessness of aspirations, of the vanity of endeavour, and a thirst for a life-giving water which seems suddenly to have failed.” Eliot later complained that “approving critics” like Richards “said that I had expressed ‘the disillusionment of a generation,’ which is nonsense. I may have expressed for them their own illusion of being disillusioned, but that did not form part of my intention.” Nonetheless, it was as a representative of a postwar generation that Eliot became famous. To compare Eliot’s comments on the poem with the way it was received illustrates strikingly the fact that, as William K. Wimsatt and Monroe Beardsley put it, “The poem is not the critic’s own and not the author’s (it is detached from the author at birth and goes about the world beyond his power to intend about it or control it). The poem belongs to the public.” The Waste Land made use of allusion, quotation (in several languages), a variety of verse forms, and a collage of poetic fragments to create the sense of speaking for an entire culture in crisis; it was quickly accepted as the essential statement of that crisis and the epitome of a modernist poem.
Eliot’s age itself was symbolic of an entry into mid-life. It was at 33, “in the middle of our life’s way,” that Dante had the vision of heaven and hell recorded in his Divine Comedy. It was at the same age that Christ was crucified. His death and resurrection form a major symbolic framework for The Waste Land. Although its first lines suggest an aversion to “mixing / Memory with desire” and to “stirring / Dull roots with spring rain,” the poem’s success results largely from Eliot’s ability to mix modes and tones. The originality of The Waste Land, and its importance for most poetry in English since 1922, lies in Eliot’s ability to meld a deep awareness of literary tradition with the experimentalism of free verse, to fuse private and public meanings, and to combine moments of lyric intensity into a poem of epic scope.
Eliot’s use of allusion and quotation seems in part a response to the dilemma of coming at the end of a great tradition. The poet seeks to address modern problems—the war, industrialization, abortion, urban life—and at the same time to participate in a literary tradition. His own imagination resembles the decaying land that is the subject of the poem: nothing seems to take root among the stony rubbish left behind by old poems and scraps of popular culture. The method of assembling “fragments” or “broken images” from the past into a sort of mosaic allows him at once to suggest parallels between contemporary problems and earlier historical situations and to disorient the reader, turning the reading process into a model of modern, urban confusion. It parallels the cubist use of collage, calling attention to the linguistic texture of the poem itself and to the materials—literary and popular—out of which it is constructed. Eliot’s allusive method is a distinctive feature of his poetry, but he developed it in part on the model of some of Pound’s earlier poems, and Pound’s editing of The Waste Land greatly increased its fragmentation. An even more important influence was Joyce. Eliot read the early episodes of Ulyssesthat appeared in the Little Review; as assistant editor at The Egoist, he read the original drafts of five episodes that were published there in 1919. He also read other parts of the novel in manuscript and corresponded with Joyce about it. He later confessed to having felt that Joyce’s Ulysses did “superbly” what Eliot himself was “tentatively attempting to do, with the usual false starts and despairs.” Allusion would become a favorite modernist technique for reconciling formal experiment with an awareness of literary tradition.
The land is cursed because people killed Son of Man and hanged him. So, it’s cursed on the land. People are not happy. Darkness, decay, fragmentation and death are because of that cursed.
‘‘A rat crept softly through the vegetation
Dragging its slimy belly on the bank
While I was fishing in the dull canal
On a winter evening round behind the gas house
Musing upon the king my brother’s wreck
And on the king my father’s death before him.’’
Second thing is about Fisher king. Fisher king was responsible for the barrenness of the land.
In short we cannot say that definitely that whether people are or land itself is responsible for wasteland. Because both are interwoven. Both are responsible for each other.
Some other examples of fragmentation and non-linear also find out in the poem. The waste land itself, a fragment open to interpretation. The waste land seems to lack coherence because of its fragmentation. All the images are broken, not well organized that’s why it’s look like fragmented images/poem.
‘‘Goodnight Bill. Goodnight Lou. Goodnight May. Goodnight.
Ta ta Goodnight. Goodnight.
Goodnight, Ladies, good night, sweet ladies, good night, good night.’’
‘‘Speak to me. Why do you never speak. Speak.
What are you thinking of? What thinking? What?
I never know what you are thinking. Think.’’
These lines not goes into linear way rather these are remain uncompleted, abstract or in fragment way. These lines indicates the life of modern people. They think in a fragment way. They speak in a fragment way. They lived life in a fragment way. This is the reason of fragmentation of culture which is leads towards despair, nothingness, and hopelessness.
Eliot’s use of allusion and quotation seems in part a response to the dilemma of coming at the end of a great tradition. The poet seeks to address modern problems—the war, industrialization, abortion, urban life—and at the same time to participate in a literary tradition. His own imagination resembles the decaying land that is the subject of the poem: nothing seems to take root among the stony rubbish left behind by old poems and scraps of popular culture. The method of assembling “fragments” or “broken images” from the past into a sort of mosaic allows him at once to suggest parallels between contemporary problems and earlier historical situations and to disorient the reader, turning the reading process into a model of modern, urban confusion. It parallels the cubist use of collage, calling attention to the linguistic texture of the poem itself and to the materials—literary and popular—out of which it is constructed. Eliot’s allusive method is a distinctive feature of his poetry, but he developed it in part on the model of some of Pound’s earlier poems, and Pound’s editing of The Waste Land greatly increased its fragmentation. An even more important influence was Joyce. Eliot read the early episodes of Ulyssesthat appeared in the Little Review; as assistant editor at The Egoist, he read the original drafts of five episodes that were published there in 1919. He also read other parts of the novel in manuscript and corresponded with Joyce about it. He later confessed to having felt that Joyce’s Ulysses did “superbly” what Eliot himself was “tentatively attempting to do, with the usual false starts and despairs.” Allusion would become a favorite modernist technique for reconciling formal experiment with an awareness of literary tradition.
The land is cursed because people killed Son of Man and hanged him. So, it’s cursed on the land. People are not happy. Darkness, decay, fragmentation and death are because of that cursed.
‘‘A rat crept softly through the vegetation
Dragging its slimy belly on the bank
While I was fishing in the dull canal
On a winter evening round behind the gas house
Musing upon the king my brother’s wreck
And on the king my father’s death before him.’’
Second thing is about Fisher king. Fisher king was responsible for the barrenness of the land.
In short we cannot say that definitely that whether people are or land itself is responsible for wasteland. Because both are interwoven. Both are responsible for each other.
Some other examples of fragmentation and non-linear also find out in the poem. The waste land itself, a fragment open to interpretation. The waste land seems to lack coherence because of its fragmentation. All the images are broken, not well organized that’s why it’s look like fragmented images/poem.
‘‘Goodnight Bill. Goodnight Lou. Goodnight May. Goodnight.
Ta ta Goodnight. Goodnight.
Goodnight, Ladies, good night, sweet ladies, good night, good night.’’
‘‘Speak to me. Why do you never speak. Speak.
What are you thinking of? What thinking? What?
I never know what you are thinking. Think.’’
These lines not goes into linear way rather these are remain uncompleted, abstract or in fragment way. These lines indicates the life of modern people. They think in a fragment way. They speak in a fragment way. They lived life in a fragment way. This is the reason of fragmentation of culture which is leads towards despair, nothingness, and hopelessness.
Conclusion:
In short the waste land at every angle reflected as a modern poem. Poem is feather on the hat of modern literature and also of modern people. But the poem has its own pros and cons. Pros in the sense it is gave the direction to the people. And cons in the sense that poem first announced as a depersonalizing of the poet but later on the secret was revealed that poem is totally depends on poet’s own experiences. Poet and his personal life fully reflected in the poem. Though it’s not the life of only T.S.Eliot instead of that it is reflected all the life of modern people.
The waste land considered as a modern epic of the English literature. The best example of modernist literature is T. S. Eliot’s “The waste land”. Throughout this poem Eliot shows us the real image of culture and society after the World War 1 and 2.
This poem depicts an image of the modern world through the perspective of a man finding himself hopeless and confused about the condition of the society.
“The waste land illustrates the contemporary waste land as a metaphor of modern Europe.”
Eliot’s the waste land is very hard to describe and analysis because this poem mainly deals with the idea of modern age and its new technique. In this poem the waste land there are so many features and influence of the modern age, and we can apply some of the characteristics of the modern age in this poem the waste land.
The modern age is the most complex, complicated and revolutionary age in the history of the world. The people of this age challenges everything like,
The Modern Age
T. S. Eliot said that modernist literature is….
“…. A way of controlling, of ordering, of giving a shape and significance to the immense panorama of futility and anarchy which is contemporary history….instead of narrative method, we may now use the mythical method. It is, I seriously believe, a step toward making the modern world possible for art”
Characteristics of the modernist literature in the waste land:
oThe waste land made a tremendous impact on the post war generation, and is considered one of the most important documents of the modern age.
oThe poem is difficult to understand in detail, but its general aim is clear. Based on the legend of the Fisher King in the Arthurian cycle, it presents modern London as an arid, waste land.
oThe poem is built round the symbols of drought and flood, representing death and rebirth, and this fundamental idea is referred to throughout. Other symbol in the poem are, however, not capable of precise explanation.
oIn a series of disconcertingly vivid impression, the poem progress by rather abrupt transition through five movements.
The waste land considered as a modern epic of the English literature. The best example of modernist literature is T. S. Eliot’s “The waste land”. Throughout this poem Eliot shows us the real image of culture and society after the World War 1 and 2.
This poem depicts an image of the modern world through the perspective of a man finding himself hopeless and confused about the condition of the society.
“The waste land illustrates the contemporary waste land as a metaphor of modern Europe.”
Eliot’s the waste land is very hard to describe and analysis because this poem mainly deals with the idea of modern age and its new technique. In this poem the waste land there are so many features and influence of the modern age, and we can apply some of the characteristics of the modern age in this poem the waste land.
The modern age is the most complex, complicated and revolutionary age in the history of the world. The people of this age challenges everything like,
The Modern Age
T. S. Eliot said that modernist literature is….
“…. A way of controlling, of ordering, of giving a shape and significance to the immense panorama of futility and anarchy which is contemporary history….instead of narrative method, we may now use the mythical method. It is, I seriously believe, a step toward making the modern world possible for art”
Characteristics of the modernist literature in the waste land:
oThe waste land made a tremendous impact on the post war generation, and is considered one of the most important documents of the modern age.
oThe poem is difficult to understand in detail, but its general aim is clear. Based on the legend of the Fisher King in the Arthurian cycle, it presents modern London as an arid, waste land.
oThe poem is built round the symbols of drought and flood, representing death and rebirth, and this fundamental idea is referred to throughout. Other symbol in the poem are, however, not capable of precise explanation.
oIn a series of disconcertingly vivid impression, the poem progress by rather abrupt transition through five movements.
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