English Language Studies - Publications

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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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    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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    Hinglish: Code-switching in Indian English
    ( 2011-10-01) 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.