Evolving Notions and Experiences of English Studies and Pedagogy in Contemporary India

The article highlights how new sub-disciplines such as Malayalam literature are increasingly emerging as the mainstay of Literary studies in India. Though there is a debt to the British model that highlighted the canon from Chaucer to the twenty-first century, it has become increasingly clear that India will have to find its own understanding of what English Studies can best represent for contemporary Indian interests. Innovation will thus have to emerge both in terms of the content and a student-centred pedagogy. Shift in languages, with an increasing interest in gender, caste, visual culture has been an important step. In terms of pedagogy, negotiation between the need for articulations in mother tongue and English as a second language requires pedagogical reflections.

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Tracing the Evolution of Contemporary French Studies Through the Twentieth (and Twenty-first) Century French (and Francophone) (Literary) Studies Colloquium

Contemporary French and Francophone Studies ◽

10.1080/17409292.2016.1173848 ◽

2016 ◽

Vol 20 (3) ◽

pp. 503-510

Author(s):

Jennifer Willging

Keyword(s):

First Century ◽

Literary Studies ◽

French Studies ◽

Twenty First Century ◽

French And Francophone

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Twenty-First-Century Second Language Literacy Development in Universities

The Idea and Practice of Reading ◽

10.1007/978-981-10-8572-7_2 ◽

2018 ◽

pp. 11-24

Author(s):

Hazel L. W. Chiu

Keyword(s):

Second Language ◽

Literacy Development ◽

First Century ◽

Second Language Literacy ◽

Language Literacy ◽

Twenty First Century

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“WHERE HEAVES THE TURF”: THOMAS HARDY AND THE BOUNDARIES OF THE EARTH

Victorian Literature and Culture ◽

10.1017/s1060150304000622 ◽

2004 ◽

Vol 32 (2) ◽

pp. 495-503 ◽

Cited By ~ 1

Author(s):

Catherine Robson

Keyword(s):

Nineteenth Century ◽

Thomas Hardy ◽

Literary Text ◽

First Century ◽

Literary Studies ◽

The Earth ◽

Twenty First Century

WHAT DO WE EXPECTto learn when we scrutinize the boundaries of, or within, Victorian literary studies at the beginning of the twenty-first century? Because many nineteenth-century scholars had always worked within an interdisciplinary paradigm, the theoretical shifts of the last thirty years or so, which broke down divisions between generically distinct discourses, could be said to have brought continuity, rather than change, to this particular community. Yet it is probably true that a pre-existing predilection for historicist investigation has gained added strength in Victorianist circles in recent times. Certain kinds of journeys have become especially common: intrepid explorers travel beyond the bounds of a literary text to hitherto unimagined contexts, and then return to said text laden with the spoils of their expeditions. The exotic voyage to discover the strangeness of the Victorians, then, has become a familiar event; we have witnessed an expansion of the empire of possible connections. Rarer than these heroic ventures, however, has been the practice of quiet contemplation: we have perhaps been less adept at standing still, and looking carefully at the ground we already hold, the ground we assume we share with our nineteenth-century predecessors. What happens when we eschew the temptation to strike out across new territory, and turn our eyes merely to the earth below? Might we discover boundaries between the Victorians and ourselves in the most mundane, the most fundamental of places?

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Teaching and Irish English

English Today ◽

10.1017/s0266078411000228 ◽

2011 ◽

Vol 27 (2) ◽

pp. 58-64 ◽

Cited By ~ 1

Author(s):

Anne O'Keeffe

Keyword(s):

English Language ◽

Language Teaching ◽

English Language Teaching ◽

First Century ◽

English Studies ◽

British English ◽

Irish Language ◽

Research Agendas ◽

Twenty First Century ◽

Global Language

The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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