Centre for English Language Studies

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    A case study of the reel-life ‘Wimin’ in fire and girlfriend: Fruition to miso phallicism from mere feminism
    ( 2010-01-01) Deepa, Shree
    “The cinema is not an art which films life: the cinema is something between art and life. Unlike painting and literature, the cinema both gives to life and takes from it…” Jean-Luc Godard The words woman and women have intrinsically interwoven masculinity in them and scream out that a lady is incomplete without the other gender ‘in’ her, and if she ever dared to reject, she is left with nothing but woes. The terms are to be recognized and accepted as derivatives of a ‘phallogocentric’ society. A new vocabulary that has arisen from many feminist movements will help us in redefining the role of modern human beings in a liberated society. ‘Wimin’ ‘womin,’ ‘womyn’ are terms produced by many parts of lesbian feminist movements to distinguish it from men and masculine (or ‘phallogocentric’) language. I choose to derive from this vocabulary in this paper. ‘Wimin’ are people who consciously reject men from their lives and choose to live their own lives free from the binding shackles of the dominant man (men) made society and cultures. They feel, find, and enjoy completeness bereft of the other gender. Feminism as a philosophy is a shift of focus to women from men, to prove that women matter too. Gynocentrism is a focus on women as a clan and their views and experiences, needs, desires, likes, dislikes, usually without consideration of the other gender's views. Ultra-feminism (caused by both internal and external factors) can give birth to misogamy.
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    Articulating identities–the role of English language education in Indian universities
    ( 2019-04-03) Mahapatra, Santosh ; Mishra, Sunita
    This paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape English education in India. Today, English and English education play a major role in articulating, binding and dividing multiple identities and knowledge systems. In the first part of the paper, we critically review debates and discussions on the significance of English language education in institutes of higher education in India. Specifically, we focus on discourses on the rationale behind continuing and contesting English education. The second part examines how in the postmodern context, English is being taught differently to different groups and highlights how these contexts of teaching have been defining knowledge systems, patterns of dominance and also, articulating resistance.
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    Hinglish: Code-switching in Indian English
    ( 2011-10-01) Sailaja, Pingali
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    India
    ( 2011-11-30) Sailaja, Pingali
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    Indian English
    ( 2009-01-01) Sailaja, Pingali
    This volume is a description of English as it is spoken and used in India. The volume focuses mostly on those features that are pan-Indian. Regional differences are touched upon, to some extent, where relevant. Since India is a country of continental proportions, as the cliché goes, it is not possible to cover every linguistic detail or the variation across all the regions. The book focuses on the more important or common features in evidence across the country. Indian English is classified in this book as standard, non-standard and informal and features of these form the core of the book. at the same time, the attempt has been to cover standard Indian English as much as possible. One chapter deals with history and presents the events that led to the institutionalisation of English in India. The first chapter provides the context and current position of this language especially in relation to the cultural factors of the country.
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    Indian English: Features and development
    ( 2021-08-30) Sailaja, Pingali
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    Indian English: Features and Sociolinguistic Aspects
    ( 2012-01-01) Sailaja, Pingali
    Indian English has been the subject of study since colonial times, with several works written over the years describing its linguistic features. Considerable attention has been paid to the lexis, morphology and syntactic constructions, as also the sound system. Yet, the investigation is far from over, nor is there agreement on issues. Recent work has moved in the direction of corpus-based studies, enabling the establishment of tendencies and grammaticalised forms in a quantified manner. Acoustic phonetic studies are increasingly the norm. These empirically verified conclusions either negate or confirm earlier intuition-based and impressionistic descriptions. Together, these works help to establish what makes up the national variety, the standard and variation. Two theoretical debates emerge in this scenario. The first is the nature and extent of substrate influence and its intersection with L2 universals. The second is a debate on the phase to which Indian English belongs in Schneider's dynamic model of evolution for New Englishes: phase 3 of nativisation or phase 4 of endonormative stabilisation. © 2012 The Author. Language and Linguistics Compass © 2012 Blackwell Publishing Ltd.
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    Making sense of compound nouns: A study of word relatedness in Telugu
    ( 1999-01-01) Vasanta, Duggirala ; Sailaja, P.
    Lexical development is typically viewed as elaboration, differentiation, and integration of semantic codes - codes that signify the meanings embodied in the words. Our earlier work based on 50 noun + noun (NN) compounds in Telugu has shown that children in the age group 8-14 years exhibit clear-cut developmental trends in producing and segmenting the NN compound nouns and generating words that are related in meaning to the target compounds. The database for the present study is drawn from our earlier work, and it consists of 1800 words reported to be related in meaning to the 50 target compound nouns by 36 children (12 III grade children, 12 VI grade children, and 12 IX grade children) and 600 words produced by 12 adults. A thorough analysis of the individual word associations generated by the subjects revealed that children tended to generate: (I) compounds with the same head word as the target word but with a new modifier word, (2) novel compounds that have phonetic/phonological association with the target words, most of which are actually nonwords in the language; and (3) new single-stem nouns and new compounds that are considerably fewer in number than those produced by adult subjects. Some of the theoretical and pedagogical implications of the differences in performance of children vs. adult subjects in the encoding of word meanings in an experimental context are discussed in this paper. © 1999 Plenum Publishing Corporation.
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    Telugu
    ( 2015-06-03) Sailaja, Pingali