International Multidisciplinary Conference on Education for Future: Issues and Challenges 8 & 9 July 2017

International Multidisciplinary Conference 

on

Education for Future: Issues and Challenges

8 & 9 July 2017

International Multidisciplinary Conference 

on

Education for Future: Issues and Challenges

8 & 9 July 2017

The Aim of Teaching

The Aim of Teaching

There are various modes of teaching. These include conditioning, training, instruction and indoctrination. These are a kind of teaching (or a part of teaching, i.e., whole teaching process include all these) but not synonym with teaching. Some concepts related to various modes of teaching are as
follows:
1. Training helps in shaping conduct and teaching various skills
2. The distinction between training and education may be made through the evaluation of the degree of intelligent behaviour produced by them.
3. Instruction work on a higher footing than conditioning and training as far as the involvement of intellectual powers and modes of teaching are concerned. But they cannot be equated with teaching.
4. Instruction is mainly concerned with the development of knowledge and understanding in an individual which represents one of many objectives of education and teaching.
5. Teaching is aimed towards shaping a total man, while instruction aims only for the development of intellect and affect the cognitive domain of behaviour. Teaching may include or cover instruction.
6. Indoctrination represents a fairly high level of teaching shaping beliefs and ideals. Indoctrination may mean teaching can be done without indoctrination.
To summarize, the aims of teaching with respect to its various modes, are as follows:

 Teaching – to bring changes in the behaviour of student.
 Conditioning – to improve the learning skills of student.
 Training – shaping the behaviour and conduct.
 Instruction – Acquisition of knowledge.
 Indoctrination – Formation of belief.  

Harry Behn's Trees

Trees  - Harry Behn

Harry Behn (September 24, 1898 – September 6, 1973), also known as Giles Behn, was an American screenwriter and children's author.  Harry Behn was born in 1898 in McCabe, Arizona, which is now a ghost town, in Yavapai County in what was then the Arizona Territory. He was the son of Henry K. Behn, an immigrant from Germany, and Maren (or Marion) Christensen Behn, an immigrant from Denmark. 
At the age of 18, after he had been accepted as a student at Stanford University but before he went there, he met Henry Berger, a photographer affiliated with the Prizma Company, who hired Harry Behn as his assistant for the summer. The two of them went to Yellowstone and Glacier National Park, where they were supposed to take a series of nature slides for Prizma. A family emergency took Henry Berger away for a month, and during this time Harry Behn stayed in Glacier National Park with all the photographic equipment, waiting for Berger to return. While Berger was gone, Harry Behn made friends with some young Blackfoot Indians whose reservation was in the park, and lived with them. He was invited to join the tribe, and underwent all the tests and rituals involved in becoming a Blackfoot, and received the name Big Wolf Medicine. For a while he was actually listed as a Blackfoot with the Indian Service, making him eligible for oil royalties being paid to the Blackfoot tribe, and he actually received a check, but he later convinced the Indian Service to give the money to the tribe. 

He received his education at Stanford University, which he attended in 1918, and Harvard University (S.B., 1922).

Trees are the kindest things I know,

they do not harm, they simply grow

and spread a shade for sleepy cows,

and gather birds among their bows.

They give us fruit in leaves above,

and wood to make our houses of,

and leaves to burn on Halloween

and in the Spring new buds of green.

They are first when day’s begun

to tough the beams of morning sun,

they are the last to hold the light

When evening changes into night.

And when a moon floats on the sky

They hum a drowsy lullby

of sleepy children long ago…

Trees are the kindest things I know.

Comprehension 

Say whether these statements are true or false:-

1) Trees are unkind to human being . False

2) Trees offer shelter to birds. False

3) Birds sing a lullaby. False

4) Trees are kind because the sun is kind to them. True

5) Trees go to sleep before the sun set. False

6) Trees are first to welcome the sun. True

1)      How do the trees show kindness to animals and birds?

Ans: The trees show kindness to animals by providing shade and spread the boughs for birds.

2)    Where do the birds builds their nests?

Ans: The birds build their nests among the boughs (branches).

3)    Why do the trees look beautiful during both morning and evening?

Ans: The trees look beautiful during morning when the first beams of the sun fall on them, similarly in the evening the trees hold the last ray of the sun which is delicate and tender.

4)    What is a lullaby? Why is the hum of trees compared to a lullaby?

Ans: A lullaby is a song sung gently and softly to make a baby sleep. The hum of trees is compared to a lullaby as their gentle movements helps the world to sleep.

Q) How do trees behave like a kind person?

Ans: Trees are kindest things because they help birds, animals, man and environment selflessly. Trees do not mean any harm to anyone, they simply grow.

 Q) Quote complete praising trees

Ans: Couplets praising trees are – a) They do no harm, they simply grow And spread a shade for sleepy cows. b) And when a moon floats on the sky They hum a drowsy lullaby.

Q) Writes down the rhyming word:

Ans: know, grow / cows, boughs light, night / sky, lullaby.

This is a simple poem in four stanzas about trees and what they mean to the poet. The poem conveys the importance of trees to the world with the use of very simple images and the poem has a regular rhyme scheme. A regular rhyme scheme means that you can see a pattern in the last words of each line. In this poem you will notice that the poem is in couplets with the last two words of each couplet having similar sounding words (Know/Grow, Cows/boughs).

Trees, as you all know, are very important for the survival of this world. Trees not only add colour to the landscape but make survival possible for us and many other creatures. Today we see that trees are slowly disappearing from our cities, villages and jungles, which, perhaps, is leading to global warming and a possible threat to our very existence. Thus it is important to preserve our forests and, if possible, plant as many trees as possible. You would perhaps remember the lesson on tree planting in "Everyday English-I." The title of the lesson is "My Father's Trees in Dehra." It will be interesting to compare that lesson with this one and see if they sound similar or different.

The poem begins with the line "Trees are the kindest things I know." Trees are kind because, amongst other things, they harm no one. To be kind is to be gentle, caring and helpful to others. In the first stanza the poet talks about the kindness of the trees towards the animal world. They provide shade to the sleepy cows and provide a place for the birds to gather and to build their nest as well among their branches. In the second stanza the poet talks about the tree's kindness to human beings. They provide us with food, wood for building houses and leaves full of beauty and joy in spring time, when the trees get fresh leaves and flowers.

The trees are kind because they just grow (without much help from us) and in their process of growth, they only shower blessings on man and animals without harming anyone. The images of `sleeping cows' and `birds among their bough' evokes an extremely pleasant, simple and peaceful landscape. The first two stanzas create an image of a peaceful and harmonious world and at the centre of the world are the trees which provide many things but demand very little or nothing from us.

This atmosphere of peace and tranquility is carried over to the stanzas, 3 and 4. The third stanza talks about the loftiness of the trees. The trees, being tall, are the first ones to catch the morning beams of the sun as it rises over the horizon. The expression `To touch the beams of morning sun" make the trees seem tall, majestic and lofty reaching out to the sun with their many arms (branches) spread out. And they are also the last to "hold the light" before night sets in. It seems as if the trees, in a generous gesture, bring in and hold the life giving sunlight for the world's benefit. And finally, in the last stanzas the trees sing a lullaby, when the moon is up, to put people to sleep. The trees look very benign in the stanza. After the day's work when people are tired and sleepy, the trees, like an old loving grandmother, sings them a lullaby of `sleepy children long ago.' This lullaby is the rustling of leaves in a gentle breeze. It reminds people of sleepy children or in other words, of uncorrupted, pure and simple life. The last line is a repetition of the opening line, "Trees are the kindest things I know." The poet's belief that trees are the kindest things is reinforced through the various images used in the poem and this is again reaffirmed in the last line of the poem.

Harry Behn's Trees

C.A. Bowles's The River

C.A. Bowles's The River

River, river, little river! 
Bright you sparkle on your way; 
O’er the yellow pebbles dancing, 
Through the flowers and foliage glancing, 
Like a child at play. 

River, river! swelling river! 
On you rush through rough and smooth; 
Louder, faster, brawling, leaping, 
Over rocks, by rose-banks, sweeping
Like impetuous youth. 

River, river! brimming river! 
Broad and deep, and still as time; 
Seeming still, yet still in motion, 
Tending onward to the ocean, 
Just like mortal prime. 

River, river! headlong river! 
Down you dash into the sea, _
Sea that line hath never sounded, 
Sea that sail hath never rounded, 
Like eternity.

C.A. Bowles

Caroline Ann Bowles (1786-1854) was married to Robert Southey who was the poet laureate of Britain. She wrote various other works including CHAPTER ON CHURCHYARD and TALES OF THE FACTORIES. THE RIVER is a poem which describes a river in all its vitality and splendor. 

1st stanza:  River, river, little river! Bright you sparkle on your way; O’er the yellow pebbles dancing, Through the flowers and foliage glancing, Like a child at play.

EXPLANATION Oh! Little river, you sparkle brightly on your way. You go dancing over the yellow pebbles. You glance through the flowers and leaves of trees, dancing all the while like a child at play (like a child who plays hide and seek.)

2nd stanza: River, river! Swelling river! On you rush through rough and smooth; Louder, faster, brawling leaping, Over rocks, by rose-blanks, sweeping Like impetuous youth.

EXPLANATION Oh you rising river, you rush through rough places and smooth places. You are brawling and leaping. You go by rough rocks and banks where roses grow. Now you are like a reckless youth.

 3rd stanza: River, river! Brimming river! Broad and deep, and still as time; Seeming still, yet still in motion, Tending onward to the ocean Just like mortal prime..

EXPLANATION Oh! River, which is full, now you are broad and deep and motionless as time. Though you seem motionless, you are moving towards the ocean. Now you are like a man in his prime.

4th stanza: River, river! Headlong river! Down you dash into the sea,- Sea that line hath never sounded, Sea that sail hath never rounded, Like eternity.

EXPLANATION Oh! River, you move quickly down into the sea. That sea’s depth has never been measured by a weighted line. None has gone by ship completely around the sea which can be compared to eternity. 

LAST STAGE OF THE POEM- Four stages of life are compared with the four stages in the course of the river

MICROPROCESSING OF THE INPUT THEME-It is a poem which describes a river in all its vitality and splendour FLOW OF THE RIVER -It shows the journey of life to eternity THE SEA -The sea reminds the pool of eternity TONE- The poem is highly philosophical

RHYMING WORD The Word which has the same last sound as another word. Motion – Ocean Dancing – Glancing Leaping – Sweeping

MEANING OF THE DIFFICULT WORDS PEBBLES: Small smooth and round stone especially found on a beach or river bank FOLIAGE: The leaves of plants or trees IMPETUOUS: Acting without thinking MORTAL PRIME: A man in the best age of his life ETERNITY: Endless time

C.A. Bowles's The River

On Friendship - Kahlil Gibran

On Friendship

-  Kahlil Gibran

Your friend is your needs answered.

He is your field which you sow with love and reap with thanksgiving.

And he is your board and your fireside.

For you come to him with your hunger, and you seek him for peace.

When your friend speaks his mind you fear not the "nay" in your own mind, nor do you withhold the "ay."

And when he is silent your heart ceases not to listen to his heart;

For without words, in friendship, all thoughts, all desires, all expectations are born and shared, with joy that is unacclaimed.

When you part from your friend, you grieve not;

For that which you love most in him may be clearer in his absence, as the mountain to the climber is clearer from the plain.

And let there be no purpose in friendship save the deepening of the spirit.

For love that seeks aught but the disclosure of its own mystery is not love but a net cast forth: and only the unprofitable is caught.

And let your best be for your friend.

If he must know the ebb of your tide, let him know its flood also.

For what is your friend that you should seek him with hours to kill?

Seek him always with hours to live.

For it is his to fill your need, but not your emptiness.

And in the sweetness of friendship let there be laughter, and sharing of pleasures.

For in the dew of little things the heart finds its morning and is refreshed.

1.         He is your field which you sow with love and reap with thanksgiving and he is your board and you fireside.

            These lines are taken from the Poem ‘On Friendship’ by Lebanese – Arabic poet Kahlil Gibran. The poem is an extract from his book ‘The Prophet’, written in 1923. The poem is a celebration of the joys of friendship.

 Context and Meaning: - When questioned by a student on the subject of friendship, the poet notes that a friend is God’s blessing. The most important ingredient in friendship is love. We shower friends with love and in return, we earn their gratitude. It is his way of answering our needs. The poet makes interesting comparisons while describing the traints of a true friend. A friend is your board and fireside. Even when he is physically away he provides you with the comfort and warmth in winter, a friend is a source of comfort during times of distress.

            Critical Comment : - The poem uses lucid imagery to describe the relationship between friends. The most important ingredient in friendship is love. We shower friends with love and in return, we earn their gratitude.

2.      For without words, in friendship, all thoughts, all desire, all explanations are born and shared, with joy that is unacclaimed.

These lines are taken from the Poem ‘On Friendship’ by Lebanese – Arabic poet Kahlil Gibran. The poem is an extract from his book ‘The Prophet’, written in 1923.The poem is a celebration of the joys of friendship.

            Context and Meaning: - When questioned by a student on the subject of friendship, the poet notes that a friend is God’s blessing. The poet makes interesting comparisons while describing the traits of a true friend. The most important ingredient in friendship is love. We shower friends with love and in return, we earn their gratitude. A true friend is one with whom we can share our joys and sorrows. Communicating with him does not need any special effort. He is one who can understand not only our words but our silence too. We need not be afraid to speak out our mind in his ‘presence’ we can express our innermost feelings, hopes and fears.

            Critical Comment: -  A true friend is sure to understand and sympathise with us. We need not declare aloud the peace and contentment we feel in his company. For free friendship does not require publicity or elaborate explanations. Gibran focuses on the ability to understand each other, in silence as it is stronger than words and move eloquent than speech.

3.         For that which you love most in him may be clearer in his absence, as the mountain to the climber is clearer from the plain.

These lines are taken from the Poem ‘On Friendship’ by Lebanese – Arabic poet Kahlil Gibran.The poem is an extract from his book ‘The Prophet’, written in 1923.The poem is a celebration of the joys of friendship.

            Context and Meaning: -  When questioned by a student on the subject of friendship, the poet notes that a friend is God’s blessing.  The poet makes interesting comparisons while describing the traits of a true friend. The most important ingredient in friendship is love. We shower friends with love and in return, we earn their gratitude. A true friend is one with whom we can share joys and sorrows. When we climb a mountain we cannot see it in a proper perspective. A mountain appears cleaner when one is on the plain, at some distance away. In a similar manner we can appreciate fully the value of a friend only in his absolve .when he is in our midst, we fail to understand his good qualities. But once he is away, we miss him dearly and cherish the memories of our friendship.

            Critical Comment: The poet makes the use of words. His ideas are novel, philosophical and close to reality. The Imagery is apt and reveals his own clarity of perception in life in all its paradoxes.

4.         For in the dew of little things the heart finds its morning and is refreshed.

Poem & Poet : - These lines are taken from the Poem ‘On Friendship’ by Lebanese – Arabic poet Kahlil Gibran.The poem is an extract from his book ‘The Prophet’, written in 1923.The poem is a celebration of the joys of friendship.

            Context and Meaning: -  When questioned by a student on the subject of friendship, the poet notes that a friend is God’s blessing.  The poet makes interesting comparisons while describing the traits of a true friend. The most important ingredient in friendship is love. We shower friends with love and in return, we earn their gratitude. A true friend is un with whom we can share joys and sorrows. We count on friends when our life is at an ebb and we feel ‘low.’  We should be equally ready to share with them the flood of joy in our life.  We should turn to friends not simply because we are bored and need some recreation.  We feel relaxed and refreshed in the presence of a friend.  He is like the morning dew which brings freshness and life.  Thus, the company of a friend can refresh and enliven us.

            Critical Comment: The poet makes the use of words. His ideas are novel, philosophical and close to reality.  Gibran describes the qualities of a true friend.  A friend is a rock of support during times of grief.  But the poet gently reminds us at the end of the poem that we should share not only our troubles but our joys too.

1.     “Who finds a faithful friend finds a treasure.” Do you agree? Base your answer on Kahlil Gibran’s ‘On Friendship’.  (or)

          List all the qualities a true friend should have, according to Kahil Gibra.

                     The poem ‘On Friendship’ is written by Lebanese – Arabic poet Kahlil Gibran.  The Poem is an extract from his book ‘The Prophet’, written in 1923. The poem is a celebration of the joys of friendship.

                        A true friend is one who supports us in a crisis. He is like a board which gives support. He is like the fireside which keeps us ward in winter. He fulfils both material and spiritual needs. He can understand not only our words but out silence too. We need nit be afraid to speak freely in his presence. We can express our innermost feelings, hopes and fears. A mountain appears more clear when one is on the plain, at some distance away. In a similar manner, we can appreciate the value of a friend even more in his absence. True friendship is enjoyed and celebrated for its own sake. There are no ulterior motives or expectations among friends.

                        However, a friend is not merely one to whom we turn in times of sorrow. Gibran gently reminds us that we should share not only our troubles but our joys too with friends. We count on friends when our life is at an ebb and when we feel “low”. We should be equally ready to share with them the flood of joy in our life. We should seek the company of friends not simply because we are bored and nee some recreation. We feel relaxed and refreshed in the company of a friend as he is like the morning dew. A friend thus is an invaluable treasure.

On Friendship

-  Kahlil Gibran

Cedric Mount's The Never Never Nest

Cedric Mount's The Never Never Nest

Cedric Mount's The Never Never Nest

Dr Suraya Nasim's Abandoned

Dr Suraya Nasim's Abandoned

Dr Suraya Nasim's Abandoned

J B Priestley's Mother's Day

J B Priestley's Mother's Day

J B Priestley's Mother's Day

UGC National Eligibility Test (NET) 19 Nov 2017

CBSE NET 

UGC National Eligibility Test (NET)

Notification 

UGC National Eligibility Test (NET) 19 Nov 2017

It is notified that CBSE will conduct the next UGC NET for Junior Reserarch Fellowship and Eligibility for Assistant professor on 19  November 2017. The candidates who desire to appear in the test may see the detailed notification available on the website http://cbsenet.nic.in from 24 July 2017. The candidates are required to apply online from 1 August 2017. The last date for applying online is 30 August 2017 and fee can be paid up to 31 August 2017.

UGC National Eligibility Test (NET) 19 Nov 2017

Medora Chevalier's Or Will The Dreamer Awake?

Or Will The Dreamer Awake?

- Medora Chevalier

Medora Chevalier's Or Will The Dreamer Awake?

The very title of the poem is interesting. It is a question arousing interest in the minds of the readers. It clearly depicts how certain species of animals are about to disappear. The dreamer , perhaps, here is the man; the destruction is caused in four directions. It seems that man is still dreaming about something. The animals like tigress, white bear, songthrush and whale are disappearing very fast. But the question is whether the dreamer or the man would wake up in the right time, is an open ended question.

Gabriel Okara's Once Upon A Time

Once Upon A Time

- Gabriel Okara

Gabriel Okara's Once Upon A Time

Summary of Once Upon a Time 

The poem “Once Upon A Time” written by Gabriel Okara illustrates the changes a father has seen in him throughout his life which have been influenced by the way society has changed.

In the first stanza, at the start of the poem, Okara writes “they used to laugh with their hearts and… eyes; but now they only laugh with their teeth while their ice-block cold eyes search behind my shadow.” This phrase illustrates the change in the way people act showing that their laughs used to be genuine and heartfelt however now their attitudes have changed. The description of “laugh with their teeth” illustrates someone showing false interest. The dark imagery “ice-block cold eyes” which follows shows that there is no emotion or feeling in the action.

In the next stanza, Okara describes how “they used to shake hands with their hearts” implying that the actions were genuine and were also symbolic of good intentions, however, “Now they shake hands without hearts while their left hands search my empty pockets.” This phrase illustrates that all good intentions have gone and how now it is every man for him. Everybody is only focusing on their own personal gain. The use of a metaphor emphasizes how there is a lack of trust as everybody is trying to use each other.

The phrase “empty pockets” could connote that he has been stripped of all genuine happiness and has been left feeling empty and alone.

In the next stanza,Okara shows the change in him as a man. “And I have learned, too,… to say ‘Goodbye’, when I mean ‘Good-riddance”. Here there is an evident shift in the stanza due to the fact that he is now talking about himself and how he too has learned to be false. This could imply that society has pressured him into changing in a negative way.

At the end of the poem, Okara confesses “I want to be what I used to be” showing instant regret and sadness at the choices he previously made. This piece of dialogue could suggest that he can only be himself around his son as he recognizes his younger self in his son, the self that was genuine and true, which had not yet been beaten down by society.

Gabriel Okara in his poem ‘Once Upon a Time’ speaks about Africa’s cultural changes with the coming of western cultures. What I realized is that these changes can relate to what happened to Sri Lanka, the country that once stood together to face the British invasions to Kandy. Once the British left us Sri Lanka, as Africa described in this poem was left insincere and fake.

One of those changes the poet speaks about is the handshake. The handshake was not originally present in the African culture. However, with the invasions of the European nations and the coming of the western cultures the people got used to the handshake and the ‘left hand work’.

“Now they shake hands without hearts

While their left hands search

My empty pockets”

Am not trying to be racist or anything here. Am just wondering if Sri Lanka was affected by the western culture like Africa was. I’m not talking about fashion, English language or cool music. Did the Sri Lankans lose their real wealth (their good qualities such as hospitality, friendship and genuineness) and become “empty pockets” the same way Africa did, according to Okara? Personally, I think the Sri Lankan “ayubowan” is a much better greeting than the handshake, though I am against the Sri Lankan custom of worshipping elders. The gesture of ‘ayubowan’ gives our neighbor much more respect than a handshake which is often forced, as not many people like to make any kind of physical contact with a stranger. If one thinks that the gesture of ‘ayubowan’ has too less kindness and connection between two maybe a hug is a better substitute.

Then we have Gabriel Okara speaking about the art of appointments.

“…and when I come

Again and feel

At home, once, twice,

There will be no thrice-

For then I find doors shut on me.”

Sri Lanka and Africa, both countries were known for the hospitality of the people. This countries were said to have people who welcome strangers in and offer them food, drink and lodging generously. But now we live in an age where we don’t open a door to almost anybody. People have become cruel and dangerous. Further if no one takes an appointment to visit us we find them annoying and an intrusion to our privacy. Though the local people found this appointment thing an extreme pain when we were under the British rule (when the Gam Sabha was abolished they had to take appointments, blah blah blah) it is the descendents of the very same people who follow this trend today.

And the other thing Okara is speaking about is the fakeness of people. This could have come to both countries with industrialization and business. In a business, everybody is out for themselves and all they think about is there profit. This is the heart of fake kindness and stuff like these mask like faces;

“…homeface,

Officeface, streetface, hostface, cock-

Tailface with all their conforming smiles”

We’ve got to admit, all of us have these multiple faces. And the other thing that Okara speaks about?

“…to say ‘Goodbye’

When I mean ‘Good riddance!’

To say ‘Glad to see you,’

Without being glad; and to say ‘it’s been

Nice talking to you,’ after being bored.”

We all have done these at least once in our lives. Is it that we care about hurting the other person’s feelings? Or are we just selfishly concerned about what kind of impression we would leave on the other person? Anyway, why should we be fakes in our lives? People should love us for who we are and not what they want us to be. This poem really gives us a lot to think about…

International Conference on The Teaching of English Language and Literature: Critical Perspectives

GITAM University

International Conference 

on

The Teaching of English Language and Literature:

Critical Perspectives

August 11-12 2017

Organised by Department of English

GITAM University, Hyderabad

Journal of Language and Education (JLE) Call for Papers

Journal of Language and Education (JLE) 

Call for Papers

Dear Colleagues,

we are honoured to inform you about Journal of Language and Education

http://jle.hse.ru

The aim of the journal is to bring together scholars, practitioners, and researchers working in the above important disciplines worldwide

Submission is opened for

Volume 3 Issue 2 (is scheduled to be published on June 20, 2017)

Volume 3 Issue 3 (is scheduled to be published on September 20, 2017)

Volume 3 Issue 4 (is scheduled to be published on December 20, 2017)

Journal of Language and Education (JLE) is a high quality open access peer-reviewed international journal published quarterly by the National Research University Higher School of Economics, Russia.

JLE provides a platform for the researchers, academicians, professionals, and practitioners to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews. The journal publishes theoretical, analytical and research articles in the fields of linguistics, psycholinguistics, pedagogical psychology, interdisciplinary linguistic studies and methods of teaching languages.

The articles range from research-based work to personal experience of implementing a language course.

The journal addresses academics, professionals, and students interested in innovations in phonetics, lexis, grammar, interdisciplinary linguistic studies and theory and practice of teaching languages.

All submissions should be sent via our online submission section (please follow the link https://jle.hse.ru/information /authors ) except letters to the editor (jle@hse.ru). When submitting manuscript to JLE you need to register, log in, go to your account, upload the paper and then it will be forwarded to reviewers.

All JLE submissions must be original and plagiarism free. JLE will not consider any manuscripts that have been previously published in any format (other languages included), except as an abstract or academic thesis.

For more information, visit the official website of the journal: http://jle.hse.ru

Acceptance Notification: within 15 days from the date of manuscript submission

Submission deadline:

April 20, 2017 (Volume 3 Issue 2)

July 20, 2017 (Volume 3 Issue 3)

October 20, 2017 (Volume 3 Issue 4)

With respect and appreciation
for your cooperation,
Editorial team,
International Scientific Journal
Journal of Language and Education (JLE),
the National Research University
Higher School of Economics, Russia

ELT Workshop on Capacity Building Workshop for Teacher Trainers

ELT Workshop

on

Capacity Building Workshop for Teacher Trainers 

Centre for English Language Education (CELE) 

Ambedkar University Delhi 

The Centre for English Language Education (CELE) at Ambedkar University Delhi (AUD) proposes to offer several teaching and research programmes in English Language Teaching (ELT). One such being planned is an outreach programme that aims to enhance the English language proficiency of Delhi government school students (Classes IX, X and XI).

As part of the outreach programme, it plans to prepare teachers through a 3-month certificate course in ELT, expected to be launched in August 2017. In order to do this, it plans to orient experienced teachers through an intensive workshop to enable them to teach on the 3-month certificate course. These teacher trainers will form part of the ‘Extended Faculty’ of AUD and will receive remuneration as per AUD norms for teaching on the Certificate course.

Applications are invited from experienced English teachers for the 7-day Capacity Building Workshop for Teacher Trainers. Details are as follows:

Venue: Ambedkar University Delhi
Dates: 28 June-5 July 2017 (holiday on Sunday 2 July), 9 am to 5 pm

The Workshop Director is Professor Rama Mathew. Malcolm Griffiths of The Open University, U.K. will be the lead Facilitator assisted by other ELT experts from India.

Eligibility 
Educational qualifications: Master’s degree in Education/English Literature/English Linguistics/English Language Teaching English language proficiency: At least B2 level proficiency in all four language skills (as per the Common European Framework of Reference)
Teaching experience: At least 5 years of teaching English to young adults (secondary/higher secondary/under-graduate level) Teacher training experience: Desirable

Duration and credits The 7-day intensive workshop requires participants to work for 8 hours a day (56 hours face-toface engagement) and to do required reading/writing outside the programme to acquire necessary competence and confidence to become a teacher trainer.

Credits: 2 (equivalent to 10 points in UGC’s API score)

Fee: Rupees 10,000 for the entire workshop which includes workshop materials and working lunch/snacks While this is not being assessed through any test, participants are encouraged to ensure through self-assessment that it is roughly at B2 level. Participants will receive a Certificate based on their participation and performance in the sessions.

Attendance in each session is mandatory and a commitment to this would be a prerequisite for enrolling on the course.
Outstation participants will be helped to find accommodation in reasonably priced Guest Houses near the venue on payment.
Last date for applying: 16 June 2017

Download application form here 
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This week long, 56 hours credit-based capacity building programme will cover three modules: an introductory module on language learning theories and teacher education; a module on materials development, language pedagogy and assessment; and a module that will deal with issues around Continuing Professional Development (CPD).

 It will provide hands-on experience of how teachers can be trained in learner-centred ESL pedagogy who will in turn teach ESL learners using a blended learning model. An important dimension will be to help participants to experience learner-centred pedagogies appropriate to the trainer-training context and to in turn enable them to adapt those pedagogies to the training context.


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UGC NET English Paper III Jan 2017 with Key

UGC NET English Paper III Jan 2017 with Key

UGC NET English Paper III Jan 2017 with Key

UGC NET ENGLISH PAPER II Jan 2017 with Key

UGC NET ENGLISH PAPER II Jan 2017 with Key

UGC NET ENGLISH PAPER II Jan 2017 with Key

UGC NET Paper I Jan 2017 with Key

UGC NET Paper I Jan 2017 with Key

UGC NET Paper I Jan 2017 with Key

A Glossary of Literary Terms

A Glossary of Literary Terms

A Glossary of Literary Terms

William Wordsworth's Anecdote For Fathers

Anecdote For Fathers

                                                             - William Wordsworth

I have a boy of five years old;

His face is fair and fresh to see;

His limbs are cast in beauty's mold

And dearly he loves me.

One morn we strolled on our dry walk,

Or quiet home all full in view,

And held such intermitted talk

As we are wont to do.

My thoughts on former pleasures ran;

I thought of Kilve's delightful shore,

Our pleasant home when spring began,

A long, long year before.

A day it was when I could bear

Some fond regrets to entertain;

With so much happiness to spare,

I could not feel a pain.

The green earth echoed to the feet

Of lambs that bounded through the glade,

From shade to sunshine, and as fleet

From sunshine back to shade.

Birds warbled round me---and each trace

Of inward sadness had its charm;

Kilve, thought I, was a favoured place,

And so is Liswyn farm.

My boy beside me tripped, so slim

And graceful in his rustic dress!

And, as we talked, I questioned him,

In very idleness.

"Now tell me, had you rather be,"

I said. and took him by the arm,

"On Kilve's smooth shore, by the green sea,

Or here at Liswyn farm?"

In careless mood he looked at me,

While still I held him by the arm,

And said, "At Kilve I'd rather be

Than here at Liswyn farm."

"Now, little Edward, say why so:

My little Edward, tell me why."---

"I cannot tell, I do not know."---

"Why, this is strange," said I;

"For, here are woods, hills smooth and warm:

There surely must one reason be

Why you would change sweet Liswyn farm

For Kilve by the green sea."

At this, my boy hung down his head,

He blushed with shame, nor made reply;

And three times to the child I said,

"Why, Edward, tell me why?"

His head he raised---there was in sight,

It caught his eye, he saw it plain---

Upon the house-top, glittering bright,

A broad and gilded vane.

Then did the boy his tongue unlock,

And eased his mind with this reply:

"At Kilve there was no weather-cock;

And that's the reason why."

O dearest, dearest boy! my heart

For better lore would seldom yearn,

Could I but teach the hundredth part

Of what from thee I learn.

 William Wordsworth's Anecdote For Fathers    

"Anecdote For Fathers" is a poem penned by William Wordsworth. This poem is somewhat funny but also heartwarming. It is a story of a boy of five years walking along with his farm with his father and talking. The father is at first daydreaming but then changes his attention to his boy. He asks him, would you rather be here or at the shore? The boy thinks about it for a while, but then says he would rather be on the shore because there isn't a weather-cock there.

"Anecdote For Fathers" is a fifteen-stanza poem with four lines in each. The poem is rhymed as ABAB and is written in iambic tetrameter and triambic-diameter.

Context

How many times have you witnessed an artist contrast the simple wisdom of children with the folly of corrupt adults? Many artists throughout history have portrayed issues such as wars and poverty as the consequence of adults losing their youthful innocence and curiosity. One terrific example of this is William Wordsworth's poem 'Anecdote for Fathers', which was originally published in 1798 in an influential collection of poems titled Lyrical Ballads.

Lyrical Ballads marks the beginning of what is known as the Romantic era of literature. The start of Romantic literature was the end of Neoclassical literature, which had begun in 1660 and emphasised the importance of reason and logic. The Neoclassical era witnessed the birth of modern science and what is known as the Industrial Revolution, a period of technological improvement and economic growth that lasted from 1760 to around 1830. The Industrial Revolution produced larger factories and cities, and although a handful of people grew wealthy during this period, a significant part of Europe's population suffered from poverty, sickness, pollution, and poor working conditions. Romantic poets saw these social problems as evidence of the failures of the Neoclassical philosophy and poetry that emphasised reason and science.

In contrast to the Neoclassical emphasis on strict logic and reason, Romantic writers praised imagination, nature, and simplicity. Many of Wordsworth's poems, for example, are set in rural areas and portray the return to an earlier and more agrarian lifestyle as desirable. Additionally, it's fairly common to find Romantic poets depicting a more childlike perspective towards the world as a solution to the problems caused by formal reason and science.

 The ballad “Anecdote For Fathers” by William Wordsworth portrays how adults seek for more rationality and logic than children and capture how much adults can learn from children’s innocence and purity. The poem consists of 15 stanzas à 4 lines. Through this light and simple structure, the simplicity and innocence of children is underlined. The effect is further emphasised by the simple rhyme scheme abab. Moreover, in consideration of the title “Anecdote For Fathers,” it can be observed that the poem is a teaching little depiction of a situation while fulfilling the features of a true anecdote: The characterization of one or more characters, a punchline, and the concentration on the basics.
             Contentwise, the poem can be divided into three parts: The first 6 stanzas are introduction of the father including a short and simple description of his son, a mentioning of the fact that they walk and talk one morning, a reminiscence of their previous home in Kilve, and lastly a description of the setting where he and his son walk together on that morning. The following 8 stanzas are a dialogue between the two figures where the father asks his son whether he would rather live in Kilve or at Liswyn farm. When his son answers that he would rather still live in Kilve, the father does not let go of the question why until the son finally takes the first suggestion that comes into his head when he sees a weather-cock: “At Kilve there was no weather-cock” (line 55). The poem ends with a short reflection of the father upon what he can learn from his son through his simple answer.
              It is interesting that the father himself seems to prefer Kilve as a home, which can be interpreted from stanzas three and four (line 9: “My thoughts on former pleasures ran”); but then he pulls himself together to focus on the walk with his son instead of following the train of thought of his “regrets” (line 14). However, it can be assumed that he lies to himself or at least tries to suppress his longing for “Kilve’s delightful shore” (line 10) and their “pleasant home” (line 11) there. He tries to convince himself that he “could not feel a pain” (line 16) with all the good things that he has around him right then (Line 15: “With so much happiness to spare”). The repetition in lines 19 – 20 (“From shade to the sunshine (...) from sunshine (...) to shade”) suggests that he thinks that things inevitably change and that life goes on, and also those good things follow on bad things but simultaneously bad things follow on good things. Nature then seems to wake him out of his thoughts completely: Through the acknowledgement of the “birds warbl(ing) round” him, the father seems to realize that there can be joy and freedom through taking things easier, as he says “each trace of inward sadness had its charm” but comes to the conclusions that living in either place – Kilve or Liswyn farm – should be fine in the end. He sets himself confident with the present situation. Thereafter, he asks his son, where he would “rather be” (line 28), at Kilve or Liswyn farm. His son “careless(ly)” (line 32) answers that he would rather be at Kilve. The father then tediously asks why, which makes him represent most adults’ need for logical evidence and rational thinking. The son’s answer seems to be too simple for the father to understand. It also seems as if he tries to control what the boy prefers by offering him what is at Liswyn farm: “For, here are woods, hills smooth and warm” (line 41). Repeatedly, he questions the child’s answer, which is emphasised be the alliteration in line 47: “Three times to”. Through the constant questioning Edward, as he is called in line 37, feels guilty and may feel to be unable to fulfil his fathers demands; maybe he senses that he hurt or at least surprised his father, which can be interpreted line 46: “He blushed with shame.” However, the child just said what he felt, without reasoning – he just happened to feel that way. As the son senses the father’s disapproval of the answer, he tries to please him by providing the first suggestion that comes into his head when he sees a weather-cock. The weather-cock represents a scientific way of thinking and thereby logic, measurement, and reasoning, and it can be interpreted that in Liswyn, things are more controlled than at Kilve. This could be the real reason why Edward would rather live at Kilve. The father seems to be touched that “the boy (unlocked) his tongue” (line 52), a metaphor that stands for the independent decision of the boy to give an answer, even if any answer, to protect his father’s feelings which also strengthens line 4: “(...) dearly he loves me.” The father finds excellence in the child’s simple answer, even if it was just a pretence, and sees that he can learn from it: Namely that it might be sometimes better to just accept things without any reasoning.
             The poem is a great reminder for humans to listen to their spiritual intelligence instead of trying to figure out everything with logic. Wordsworth thereby suggests to accept things and let go of the need for rationalisation. It could be the key to more happiness, freedom and easiness of life, features that can also all be found in childhood.

William Wordsworth's Anecdote For Fathers