MEG-10 Solved Assignment 2021-2022

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MEG-10 Solved Assignment 2021-2022

Title Name

MEG-10 English Solved Assignment 2021-22

Subject Name

English Studies in India

No.of Pages in Solution

27

Course

MA(English) MEG

Language

ENGLISH

Semester

2021-2022 Course: MA(English) MEG

Session

2021-22

Submission Date

31st March 2022(if enrolled in the July 2021 Session) and  30th Sept 2022 (if enrolled in the January 2022 session)

 

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MEG-10 Solved Assignment 2021-2022

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MEG-10 Solved Assignment 2021-2022

Submission: 31st March 2022(if enrolled in the July 2022 Session) and 30th Sept, 2022 (if enrolled in the January 2022 session).

 English Studies in India

Question: -01) Discuss the various phases that marked the introduction of English Studies in India between independence and today. (1947 – 2020).

Answer:

THE INTRODUCTION OF ENGLISH IN INDIA: PHASE FOUR (1947-2020)

The fourth stage, post-Independent India, is extremely difficult, as the efflorescence of Indian languages and literatures has been reversed over time. The advancement and expansion of Indian languages and literatures halted significantly during this period. Writing in Indian languages grew more disassociated from wider social issues throughout time. English has achieved unparalleled popularity in direct proportion to this. This period has also seen a significant advancement of English as a language of not just communication but also of creative endeavour. At the present time, it has mostly supplanted Indian languages as a medium of instruction at the college and university levels.

English’s impact has grown exponentially in the media as well. English and elitism are inextricably linked. Not just in urban areas, but also in rural villages, there is a proliferation of institutions teaching spoken and written English. These institutes, which are privately operated, are moneymakers. Since its inception in the nineteenth century, English has been accepted as the language of the Indian ruling elite.

It is linked with power and status. We observe that a well-dressed English-speaking individual serves as a role model for all of our country’s kids. It’s fascinating to see a renowned Hindi film actor speak in English while being interviewed on a Hindi-language television programme, attempting to wow the viewer with his accent and mastery of the prestige language. Similarly, Indian writing in English has grown in popularity and impact. English-language education and research attract more talent than Indian-language education and research. What may be the cause of this? It’s difficult for us to make an objective appraisal of this phenomena because it occurred very recently.

This review has attempted to emphasise the conditions behind the introduction of English to India by our colonial overlords in the nineteenth century. English’s spread and progress were neither straightforward or seamless. After overcoming the early obstacles, it attracted a huge number of Indians and played a significant role in motivating an entire group to embrace it. Thus, in the nineteenth century, an Indian middle class committed to English customs arose. English in India through a variety of phases before establishing itself as an integral component of Indian life in the post-Independence period. Its significance grew significantly in the last years of the twentieth century.

ENGLISH IN EDUCATION

English is the official language of two eastern Indian states: Meghalaya and Nagaland. It is the primary medium of instruction at the postgraduate level and is taught as a second language at all levels of education in all of India’s states. In India, like in other diverse language and cultural countries, the status of English is influenced by a variety of political, cultural, and social factors (Kachru, 1986b p.15: 11-30).

There are essentially three issues that remain debatable. The first question addresses the place of English in primary and secondary education as well as higher education. The second question is on the regional languages Hindi and English and their respective roles. The final question is about the model of English that is provided to Indian learners and how that model may be delivered consistently and successfully. The Indian government has been particularly concerned with the first two concerns, which are directly connected to national and state language planning. There are no satisfactory solutions to any of those queries at the moment (Kachru, 1986b p. 15:11-30.)

According to the formula, people from non-Hindi areas study their regional language Hindi, English, and another language in order to make the educational load more equitable, to promote national integration, and to provide a broader language choice in the school curriculum (Srivastava, 1990, p.37-53). Although the formula appears to be solid in principle, it has been a failure in practise throughout India, as it has not been implemented. Hindi states did not enforce the curriculum, and Tamilnadu’s anti-Hindi DMK administration abolished all Hindi instruction in schools.

Thus, in India, a plethora of sociolinguistic forces are exerting an influence on the evolution of language instruction. Spolsky (1978, p. 87-136) asserts that the educational system’s language policy is both a product of and a source of pressure. He, too, asserts that education is the most powerful weapon for enforcing language policy, citing the following pressures on language planning in a society: family, religion, ethnicity, political pressures, cultural pressures, economic pressures, legal pressures (lack of an official language is frequently used as a basis for discrimination), and military pressure (desirability of using one co (Spolskey, 1978). Effective learning occurs only when the student is able to communicate smoothly in both written and spoken English and is able to utilise English effectively in the library. In this context, Mahajiteswar Das takes a contrary position, claiming that teaching English as a ‘library language’ is detrimental to job opportunities because students who learn to use English as a ‘library language’ are less competent than students who acquire proficiency in all four English language skills.

As a result, Mahajiteswar Das believes that it is critical to acquire all language abilities in order to increase communication skills (Indira, M.2003:4). Mark Tully (1997: 51(2) 157-164) observes that “the elite position of English in India impedes economic growth by implying that the majority of people’s education would be neglected.” He thinks that the problem may be resolved by encouraging the growth of English throughout India. Thus, it would become a true connection language for the country, rather than, as it already is, the elite’s link language.

Conclusion

As a result, English has been regarded as a significant foreign language in India since the country’s independence. As the globe has become more globalised, there has been a growing awareness of English as a worldwide language, not merely a language of the United States or the United Kingdom. Although English was once regarded a significant foreign language in India, Indians are more likely than ever to have observed or experienced the benefits of increased competence. These developments in roles and advantages have shifted English’s position from that of a foreign language to that of a global language. English language education is rising in popularity in India on a daily basis as a result of committed researchers who have contributed to the area of English language teaching and a growing number of linguists who have left a mark in the field of applied linguistics.

MEG-10 Assignment Question Paper

1. Discuss the various phases that marked the introduction of English Studies in India between independence and today. (1947 – 2020).

2. Discuss the contribution of Raja Ram Mohan Roy to the promotion of Indian English writers.

3. Is Matangini’s involvement outside of marriage justified in the novel, ‘Rajmohan’s wife’ or do you see some contradictory signals in the text? Discuss.

4. What are the issues and problems in the construction of a feminist canon of Indian English Writing?

5. Compare Premchand’s writing with that of Mulk Raj Anand and investigate the ways in which the two represent social issues.

 
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MEG-10 Solved Assignment 2021-2022

MEG-10 Solved Assignment 2021-2022

150.00200.00

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