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Dissertations / Theses on the topic 'English language in India'
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Jayadeva, Sazana. "Overcoming the English handicap : seeking English in Bangalore, India." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.
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Sargent, Marilyn Jane. "Indian English: Is it "bad" or "baboo" or is it Indianized so that it is able to deal with the unique subject matter of India?" CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/563.
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Dubey, Vinod S. "Newspaper English in India /." New Delhi : Bahri, 1989. http://catalogue.bnf.fr/ark:/12148/cb36983636s.
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Lawrence, Constance Diane. "English oral language usage of caregivers in selected orphanages of eastern India a phenomenological study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/lawrence.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Lois Christensen, Lynn Kirkland, Maryann Manning, Lou Anne Worthington. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 106-113).
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Frith, Nicola. "Competing colonial discourses on India : Representing the Indian 'mutiny' (1857-58) in French- and English language texts." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526867.
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Superle, Michelle. "Inside and Out : Representations of India, Indianness, and the New Indian Girl in Contemporary, English-language Children s Novels in India nad the Diaspora." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506523.
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Seale, Jennifer Marie. "An analysis of the syntactic and lexical features of an Indian English oral narrative: A Pear Story study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5123/.
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This pilot study addresses the distribution of nonstandard syntactic and lexical features in Indian English (IE) across a homogeneous group of highly educated IE speakers. It is found that nonstandard syntactic features of article use, number agreement and assignment of verb argument structure do not display uniform intragroup distribution. Instead, a relationship is found between nonstandard syntactic features and the sociolinguistic variables of lower levels of exposure to and use of English found within the group. While nonstandard syntactic features show unequal distribution, nonstandard lexical features of semantic reassignment, and mass nouns treated as count nouns display a more uniform intragroup distribution.
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Bedi, Jaskiran Kaur. "Is English language causing a dichotomy between economic growth and inclusive growth in India?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277744.
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India's colonial legacy and linguistic diversity has given English language a prominent role in the country. This research, through a historical analysis, first understands the factors behind the persistent prevalence of the language in India. The reasons go beyond colonial legacy and globalisation, and enters the domain of economics. Particularly, India’s reliance on the service sector plays a role in accrediting the language with a superior status. Having entered the economic arena, the research, using India Human Development Survey Round 2, conceptualises and quantifies the impact of English language on economic indicators including wage rates and GDP. The results reflect a significantly positive relationship between the language and income. A fluent English speaker earns 34 percent more than a non-English speaker. Furthermore, the empirical results highlight that the response of growth to investment in a state is greater the higher the number of English speakers. The substantiation of the importance of language’s perpetuation from service-based growth is further embedded by the fact that there exists a positive and statistically significant relationship between the number of fluent English speakers in a state and the growth rate of the Gross State Domestic Product of services. The thesis further investigates the relationship between the language and the inclusivity of growth. The results highlight that the likelihood of fluent English speakers moving out of the ‘deprived’ income strata by earning INR 1.5 lakh or more annually is 33 percentage points higher than that of non-English speakers. The research thus, empirically proves that though English is helping economic growth, it is simultaneously hindering development in terms of inclusivity, hence paving way for a dichotomy that policy makers need to resolve. Finally, the research aims to suggest a solution to the dichotomy through an analysis of the education system in India. Particularly, using primary data collection in Delhi, Chandigarh and Shimla, the research evaluates the pedagogy of English Language, and its impact on the learning levels. It highlights that the pedagogy of the language within the CBSE framework requires editions to lead to an inclusive learning of the language.
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Proctor, Lavanya Murali. "Discourses on language, class, gender, education, and social mobility in three schools in New Delhi, India." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/726.
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This dissertation examines the ideological connections between schooling, mobility, and social difference among students in New Delhi. In it, I argue that educational mobility, especially with regard to English-language education, is an ideology which seems to offer a path to reduce social difference while in fact protecting it. I also argue that people who desire mobility engage in discursive practices which attempt to emphasize how their social positions are better than the ones they aspire to, a process I call discursive mobility. These discourses are inherently conflicted and contradictory, something I argue is characteristic of discursive responses to ideologies of educational mobility. Thus, I inquire into how different ideologies and discourses (dominant and subordinate) relating to social difference, education, and mobility interact, the prominent role of English in ideologies of education and mobility, and how the process of attempting mobility produces inherently contradictory ways of being.
This research was conducted in two government schools and one private school in New Delhi, using a number of methods including participant observation, surveys, interviews, group discussions, and matched guise technique. I describe the discursive contradictions that come from attempts at discursive mobility, how language is implicated in ideologies of educational mobility, how social ideologies of privilege affect schooling experiences and mobility possibilities, how students discursively respond to social difference, and how the discursive worlds of students in government and private schools differ.
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Amir, Alia. "Chronicles of the English Language in Pakistan : A discourse analysis of milestones in the language policy of Pakistan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65526.
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In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three phases: the mid-eighteenth century, the 1970s and the present decade. I will be tracing the similarities and differences in the language policies of these eras, and identifying any patterns which transcend these eras. I shall deal with each phase separately with a brief introduction and the rationale for their selection. The Colonial period which I have marked as an important phase is before 1857; the First War of Independence (also called the War of Mutiny). This is a period of the British East India Company Rule, and indirect involvement of the British Crown. My thesis revolves around the principle that language policy of an alien origin has played an important role in South Asian history which segregated between the colonized and the colonizer, which later turned to the segregation of the masses on the basis of Anglicised and non-Anglicised. I will also be looking at this segregation, in the LPP documents of the present decade as well. The language policy of the 1970s will be analyzed for the patterns in contrast with the present decade. The 1970s in Pakistan are a period of extraordinary chaos, beginning with a language-based separatist movement in East Pakistan gaining independence in 1971, the execution of a deposed elected prime minister and a nationalist language policy. Here, I would like to shed light on the reason of my label “nationalist” for this policy , as this was the only policy which determined, and made some concrete steps towards the establishment of Urdu as a medium of instruction, and Zia’s reinforcement of Urdu as a symbol of nationalism and Islam. But ironically this could not be implemented, in its true spirit either. This policy will not be dealt in detail, but the effect of its annulations on the present decade, if any. This decade will also be analyzed for patterns linked to the past colonial trajectories and the continuity of policies in favour of the English language as a medium of instruction. I will also be investigating the link between the present decade in relation to the interplay between colonial and Post- colonial influences. I would also like to bring forth the research carried on Pakistan’s language policy. The research carried on colonial India is vast, with researchers like Robert Philipson, and his influential book Linguistic Imperialism (1992). Pennycook (2001) also sheds light on the introduction of English language in colonial context and its implications. My contribution in this field is the comparison between the colonial and post-colonial policies with, Discourse Analysis. The selection of the policies of 2008 is also an advancement in this paper, which has helped in looking at the current policies in Pakistan.
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Balchin, Kevin. "Local perspectives through distant eyes : an exploration of English language teaching in Kerala in Southern India." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16296/.
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This thesis examines professionalism of English language teaching (ELT) in one particular setting, the state of Kerala in southern India. It reveals that there is an independent and unrecognised professionalism amongst ELT professionals in the setting. This includes a lack of recognition of the efficacy of methods and approaches traditionally used in the setting and a lack of recognition of the informal professional development that is happening in the setting. This professionalism is unrecognised by local ELT professionals because of their belief in ‘Western TESOL’. I am only able recognise it when I learn, through an autoethnography of my own professionalism, to put aside my own preoccupations with ‘Western TESOL’. The initial objective of this study was to attempt to gain insights into local perspectives surrounding ELT methodology and teacher education, set against a background of a perceived need for methodological change in the setting. However, once the study had begun, it became clear that my own professional background and experiences, my ‘Western TESOL’ ‘professional baggage’, combined with the fact that I was coming into the setting as an outsider, seeing it through distant eyes, was affecting the ways in which I was viewing the setting and interpreting the events happening within it. As I began to offload some of this ‘professional baggage’, realising that my ‘Western TESOL’ understanding of the setting did not necessarily match local participants’ understandings of it, I began to question and re-evaluate the data I had collected. For example, I realised that I was focusing on what I saw as the negative aspects of what I was observing and being told about ELT in the setting, and comparing these to approaches to ELT in ‘Western TESOL’ settings that I was more familiar with. Over time, I began to look at these same aspects in a more positive light, seeing different perspectives and valuing what I was seeing or being told in different ways. My re-evaluations of the data from the setting over time also thus became a focus of the study. The study as a whole is therefore ethnographic in terms of attempting to understand local perspectives, using open-ended questionnaire, classroom observation, interview and field note data, with an autoethnographic dimension to acknowledge the influence of my own distant eyes perspective in understanding these local perspectives. It brings into focus how I, as a researcher, through re-evaluating my own data and as a result gaining greater insight into my own positioning, was able to give credit to different perspectives on the data collected, particularly the data from classroom observations and teacher accounts of practice, and in the light of this to offer possible ways forward for ELT in the setting. It has implications for local ELT professionals in terms of understanding and appreciating their own professionalism. It also has implications for TESOL professionals in unfamiliar settings in terms of the need to understand the complexity of these settings, rather than make hasty judgments about local practices, particularly in the case of ‘Western TESOL’ professionals working in ‘non-Western TESOL’ settings. It may therefore be of interest both to ‘Western’ teachers, teacher trainers and academics working or researching, or intending to work or carry out research, in settings with which they are not familiar, particularly ‘non-Western TESOL’ settings, and to local TESOL professionals and academics in the setting for the study.
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Hickey, Raymond. "Contact, shift and language change : Irish English and South African Indian English." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4102/.
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Content:
1. Introduction
2. English in South Africa
2.1. Transmission of English
2.2. The Language Shift
3. Features of South African Indian English
3.1. Discussion of Features
4. Further Shift-induced Varieties
4.1. Aboriginal English
4.2. Hebridean English
5. Conclusion
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Baishya, Amit Rahul. "Rewriting-nation state: borderland literatures of India and the question of state sovereignty." Diss., University of Iowa, 2010. http://ir.uiowa.edu/etd/1120.
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This project studies the paradoxical juxtaposition of the modern nation-state's guarantee of life and security to its citizenry, along with the spectacular (encounter killings, torture chambers and cells) and banal (border control practices, population policies) forms through which it exercises the power over life and death in the sphere of everyday life in particular borderland areas. I argue that a study of exceptional locales like India's eastern borderlands elaborates the paradox of state sovereignty in two ways: first, it illustrates that so-called "margins," like colonies and borderlands, are necessary for the institution of modern state sovereignty, and second, it enables a critical scrutiny of the function of forms of violence as essential tools of modern governmentality. India's eastern borderlands are a crucial locale for such an inquiry because they lie at the crossroads of the three area-studies formations of South, Southeast and East Asia. The institutionalization of the official borders of the nation-states that rim this region--India, China, Myanmar, Bangladesh and Bhutan--are comparatively recent historical developments. Specters of pre-nation-statist spatial connections still survive in the region, and often come into conflict with modern state technologies such as citizenship laws and statutes regulating cross-border socioeconomic contacts among people. The central focus of my project is on post-1980 Anglophone and local language literary fictions by Amitav Ghosh, Siddhartha Deb, Parag Das and Raktim Xarma. These fictions demonstrate how the eastern borderlands are figured in popular Indian discourse as a "state of nature" that occupy a position of being both inside the rationalized territorial body of the nation-state and outside the regime of normalized law and order. Focusing on figures as diverse as bureaucrats, army officials, journalists, guerrillas and refugees (among others), they show how socio-historical changes over a longue durée, and the practices and policies employed by the state apparatus, coalesce to produce new modalities of subjectivity and politics in these zones of exception in the Indian nation-state.
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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.
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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.
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Muthiah, Kalaivahni Chelliah Shobhana Lakshmi. "Fictionalized Indian English speech and the representations of ideology in Indian novels in English." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12168.
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Ammouri, Quinteros Diana. "The Integration of the Four Skills in English in an Indian Classroom : A study of the integration of speaking, listening, reading and writing in the English classroom in a primary school in Vadodara, India." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121436.
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The aim of this study and field trip is to study how English as a second language is taught in a school in India. The focus will be on the materials used during the lessons and how they are used by the teacher. My concentration will be on a primary school in Vadodara, Gujarat in India and my delimitation will be on English learned as a second language in a governmental school. The purpose of this study is to describe and analyze how English teachers in local government schools in Vadodara, Gujarat focus on the integration of the four skills; speaking, listening, reading and writing during the English lessons. I have gathered data through interviews, observations and through the material used during the lesson. The results of the empirical findings are that even though the government has specific goals, focusing on the teaching of the four skills, for the schools these goals cannot be attained. These goals can be found in the syllabus which is presented in the theoretical background of the essay. Even though the teachers state that they can use different materials teaching English, the only material used in the classroom is the textbook and all the lessons are based on it. To be able to "pronounce English words and word-clusters and sentences occurring in the text; correctly" was a speaking goal that was difficult for the students to attain. The reason for that may be because of the teachers’ lack of proficiency in the English language.
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Pike, Erica. "School Leaders' Perceptions of Caribbean Students' English Language Needs." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/94.
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Although British West Indian Caribbean (BWIC) immigrant students are considered to be English speaking students by U.S. public schools, many of them speak other languages. These students experience hardships and have unique remediation needs that many schools are not providing. The conceptual frameworks that guided this case study were sociocultural theory, acculturation theory, and leadership theory. These theories postulate that culture influences learning, second language acquisition is linked to adapting to a new culture, and leadership is important to implement system-wide changes. Qualitative data included interviews with 6 teachers and 3 administrators who work closely with BWIC students, New York City Department of Education English Language Test results of 512 students, and 26 BWIC student school enrollment forms. Data were analyzed through a coding process to determine emergent patterns and themes. Key findings indicated that participants identified the students' academic struggles with Standard English and that teachers experiment with various strategies to reach the students. Recommendations include development of identification and remediation programs for BWIC students and additional research on strategies to teach English to these students. Study findings may promote positive social change by encouraging school districts to work with the Caribbean-American community to help increase BWIC student retention rates.
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Choudhuri, Sucheta Mallick. "Transgressive territories: queer space in Indian fiction and film." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/346.
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This dissertation argues that the representation of queer space in colonial and postcolonial Indian fiction and film counters the marginalization of the sexual dissidents, both in the Indian nation-state and the Indian diaspora. The spatial reclamation in these texts, I contend, also interrogates the received notion of queer empowerment by shifting the emphasis from visibility and inclusion to alternative agential modes such as secrecy and camouflage. This departure from liberal Eurocentric discourses defines the essence of my project. The main body of my dissertation consists of analysis of texts by Anglophone, regional and diasporic Indian writers and filmmakers: Rabindranath Tagore's short stories (c.1890), Ismat Chughtai's "Lihaaf" (1941), Shani Mootoo's "Out on Main Street" (1993), Nisha Ganatra's Chutney Popcorn (1999), Anita Nair's Ladies Coupe (2001), Manju Kapur's A Married Woman (2002), and R.Raj Rao's The Boyfriend (2003). I examine the different ways in which these texts represent queer space and how they imagine an alternate cartography for the disenfranchised sexual citizens. In order to contextualize the process of this dispossession, I examine the relationship between colonialism, nationalism and alternative sexualities by focusing on the contemporary historical and theoretical debates around the issues. My theoretical framework combines two emergent discourses in contemporary academia: cultural geography and postcolonial rethinking of the constructions of gender and sexuality. In the texts that I examine, queer space emerges as a site of contestation with an underlying consciousness of conflicts, not as utopian loci of disconnection with reality.
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Muthiah, Kalaivahni. "Fictionalized Indian English Speech and the Representations of Ideology in Indian Novels in English." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12168/.
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I investigate the spoken dialogue of four Indian novels in English: Mulk Raj Anand's Untouchable (1935), Khushwant Singh's Train to Pakistan (1956), Rasipuram Krishnaswami Narayan's The World of Nagaraj (1990), and Rohinton Mistry's Family Matters (2002). Roger Fowler has said that literature, as a form of discourse, articulates ideology; it is through linguistic criticism (combination of literary criticism and linguistic analyses) that the ideologies in a literary text are uncovered. Shobhana Chelliah in her study of Indian novels in English concludes that the authors use Indian English (IndE) as a device to characterize buffoons and villains. Drawing upon Fowler's and Chelliah's framework, my investigation employs linguistic criticism of the four novels to expose the ideologies reflected in the use of fictionalized English in the Indian context. A quantitative inquiry based on thirty-five IndE features reveals that the authors appropriate these features, either to a greater or lesser degree, to almost all their characters, suggesting that IndE functions as the mainstream variety in these novels and creating an illusion that the authors are merely representing the characters' unique Indian worldviews. But within this dialect range, the appropriation of higher percentages of IndE features to specific characters or groups of characters reveal the authors' manipulation of IndE as a counter-realist and ideological device to portray deviant and defective characters. This subordinating of IndE as a substandard variety of English functions as the dominant ideology in my investigation of the four novels. Nevertheless, I also uncover the appropriation of a higher percentage of IndE features to foreground the masculinity of specific characters and to heighten the quintessentially traditional values of the older Brahmin generation, which justifies a contesting ideology about IndE that elevates it as the prestigious variety, not an aberration. Using an approach which combines literary criticism with linguistic analysis, I map and recommend a multidisciplinary methodology, which allows for a reevaluation of fictionalized IndE speech that goes beyond impressionistic analyses.
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Naregal, Veena. "English in the colonial university and the politics of language : the emergence of a public sphere in western India (1830-1880)." Thesis, SOAS, University of London, 1998. http://eprints.soas.ac.uk/28959/.
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The introduction of English as 'high' language and the designs to reshape the 'native vernaculars' under its influence through colonial educational policy altered the universe of communicative and cultural practices on the subcontinent. Colonial bilingualism also introduced hierachical and ideological divisions between the newly-educated and 'illiterate', 'English-knowing' and 'vernacular-speaking' sections of native society. On the basis of an analysis of the possibilities for a laicised literate order opened up through the severely elitist project of colonial education, the thesis proposes an argument about the structural links between these crucial cultural shifts and the strategies adopted by the colonial intelligentsia in western India to achieve a hegemonic position. The main argument of my thesis is set against a discussion of the relations between linguistic hierarchies, textual practices and power in precolonial western India. My thesis is a study of the bilingual relation between English and Marathi and it traces the hierarchical relation between the English and vernacular spheres in the Bombay-Pune region between 1830-1880. The initiatives to establish the first native Marathi newspaper, the Bombay Durpan. a bilingual weekly, in 1832 signified the beginning of the intelligentsia's efforts to disseminate the new discourses among wider audiences and to establish a sphere of critical exchange through the vernacular. Later attempts, from the 1860s onwards, to aestheticise vernacular discourse by creating 'high' 'modern' literary forms were undoubtedly important in enhancing the intelligentsia's hegemonic claims, but they also corresponded with crucial shifts in their self-perception and their ideological orientation. The emergence of Kesari and the Maratha in early 1881 indicated that the bilingual relation that structured the colonial-modern public sphere had, by this time, yielded two separate, largely monolingual literate communities within native society. Concomitantly, by the early 1880s, the upper-caste intelligentsia had renounced even the minimal scope that had existed for them to act as agents for a more egalitarian cultural and social order. In analysing the conditions under which the colonial intelligentsia in western India were able to achieve a position of ideological influence, the thesis also aims to raise questions about the displacement of the meanings and spaces for hegemonic articulation within colonial modernity.
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Choudhury, Romita. "Representations of language, gender, and subalternity in Indian women's writing in English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0001/NQ39517.pdf.
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Sirsa, Hema. "First Language and Sociolinguistic Influences on the Sound Patterns of Indian English." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18715.
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The current dissertation is a systematic study of variation in the English spoken in multilingual and multicultural India. Three experiments were conducted to investigate the influence of two native languages (Hindi and Telugu) on English, which is spoken by almost all Indians as a second language. The first experiment indicated that Indian English (IE) is accented by the first language of its speakers, but high English proficiency and the degree of divergence between the sound patterns of the speaker's native language and his or her IE suggested that other factors might influence the preservation of a native language accent in IE. The second experiment controlled for language investigated the effect of region on IE, finding that listeners were able to distinguish speakers based on region even when they spoke the same native language. The regional variation in IE was more noticeable for native Telugu speakers than for native Hindi speakers. This difference was attributed to differences in the social and political power associated with these native languages: Hindi being the national language and the language of the capital city of India; Telugu, a regional language of Andhra Pradesh and spoken by many fewer people than Hindi. The third experiment was motivated by the idea that persistent effects of the speaker's native language might also be used to reflect a speaker's personal identity. Accordingly, the experiment investigated the effect of speaking about personal versus neutral topics on IE pronunciation. The results were that speakers' IE pronunciation was more like their native language when speakers discussed personal topics then when they discussed neutral topics. Overall, the results suggest that the pronunciation of IE is conditioned by social factors, meaning that it has entered the differentiation phase of Schneider's dynamic model of English evolution.
This dissertation includes previously published co-authored material.
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Ahmed, Irfan. "Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43289/.
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The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.
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An, Shi Mo. "In search of the origin of four-character structures with er (而) in literary translation from English into Chinese :a descriptive study of A Passage to India." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954314.
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Miner, Joshua David. "Indian agencies: Native poetics of resistance in a bureaucratic landscape." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6477.
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This dissertation offers a transdisciplinary exploration of the relationship between settler-colonial bureaucracy and Native artistic production. Employing methodologies from literary, media and rhetorical studies, public health and organizational studies, I argue that the settler compulsion to manage Native people, formalized in the bureaucratic model, precipitated the twentieth-century development of a Native poetics of resistance. A managerial presence has always permeated U.S.–Native relations, as bureaucrats regulated Native activity, maintained records, instructed in Anglo-Western values and habits, and reported on Native progress toward assimilation. Bureaucratic parlance contained a crucial contradiction: the “Indian agency” and “Indian agent” originated at the start of—and for the purpose of—the erosion of Indigenous agency. I investigate how authors exploit these as tropes in deconstructing Native administrative subjectivity. Two faces of this presence emerge: the agent, instrument of surveillance and managerial practice; and the agency, management’s projection in space, creating a bureaucratic landscape that impairs Native health. Within all representations of bureaucracy linger traces of the unmanageable, an Indigenous fugitive presence that eludes classification, regulation, and narratives of control. I analyze these tropes in four realms of settler-bureaucratic practice, where a transmedia poetics develops within the field of Native arts that engage with administrative systems and discourses. I begin with expressions of therapeutic insobriety that defy Anglo-Western models of addiction and treatment; in chapter two, I delineate a wiindigoo poetics that critiques the management of Native foodways. A poetics of truancy surfaces in chapter three to express a dynamic of escape from representational closure by settler education. I argue finally that, in stories of sexual violence against Native women, there arises a poetics that privileges experiences of violence over legalist records that efface those experiences. The enduring U.S. bureaucratic obsession with regulating Native lifeways and modes of expression presupposes Indigenous disappearance, but it also produces a generative breach wherein contemporary Native authors and artists cultivate a poetics of resistance in a new literature and cinema of bureaucracy. Recent works make clear their intention to engage with historical representation, public policy and administration, and a panoply of institutional discourses—including the academic discourse we use to discuss Native knowledges and cultures.
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Elliott, David W. "A Psychological Literary Critique from a Jungian Perspective of E. M. Forster's A Passage to India." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1069.
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This paper is a psychological reading of E. M. Forster's A Pasage to India. It uses the psychological theories of C. G. Jung and the methodological postulates of Jungian literary critic, Terence Dawson, to examine the psychological implications of the text, especially in relation to the novel's characters. Attention is given to biographical material related to Forster, particularly his homosexuality, that is important for understanding the psychological implications of the text as well as Forster's art. The paper concludes that the Marabar Caves is the the central psychological symbol of the narrative, representing what Jung calls the collective unconscious. Both Adela Quested and Mrs. Moore, the novel's effective protagonist, encounter heretofore unconscious material in the caves that precipitate psychological growth for each. Adela's encounter is best understood as an animus confrontation while Mrs. Moore's more profound journey is best characterized as a meeting of the self archetype.
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Seale, Jennifer Marie Chelliah Shobhana Lakshmi. "An analysis of the syntactic and lexical features of an Indian English oral narrative a pear story study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5123.
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Peterson, Anne Marie. "The rhetorics of sovereignty: representing Indian territory in nineteenth-century newspapers and journals." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1724.
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"The Rhetorics of Sovereignty: Representing Indian Territory in Nineteenth-Century Newspapers and Journals" explores issues of Native American sovereignty in newspapers and journals published in and about places imagined as "Indian territory." Each chapter of this project explores how Indian territories were identified by different reading publics as both "space" and "place," as "empty" places on maps to be filled by ideas about how Native peoples should live, and as places with concrete, local affiliations based on the experience of the Native people who wrote about living in these territories. The project explores connections between publics of readers and ideas about Indian territories through an analysis of The Cherokee Phoenix, the first Native American newspaper in North America, which was published at New Echota, Georgia beginning in 1828; Copway's American Indian, the newspaper published in New York during 1851 by the Ojibwa author George Copway; Ramona Days, the quarterly publication of the Ramona Indian Industrial school published at Santa Fe, New Mexico Territory from 1887 to 1889; Our Brother in Red, which was published in Muskogee, Indian Territory from 1882 to1899; and the contemporary, online version of The Cherokee Phoenix, published at Tahlequah, Oklahoma. I assess how the journals construct ideas of Indian Territory through the concept of "rhetorical sovereignty," which Richard Scott Lyons (Ojibwe/Mdewakanton Dakota) defines as "the inherent right and ability of peoples to determine their own communicative needs and desires" and "to decide for themselves the goals, modes, styles, and languages of public discourse." I argue that while the journals articulate Anglo-American ideas about Indian Territory as a location for Native civilization as well as sites for geographic assimilation into the United States, they also reveal "rhetorically sovereign" discourse and imagery, in which Indigenous people construct their own representations of Indian Territory. Because the journals demonstrate that Indian Territory was as much an idea as a geographic place during the nineteenth century, I argue that the nineteenth-century idea of Indian Territory was socially constructed, unstable, and subject to changing geographical, political, and cultural circumstances; however, I conclude that the concept maintains contemporary relevance to Native peoples in North America.
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Matheson, Breeanne. "“[Taking] Responsibility for the Community”: Women Claiming Power and Legitimacy in Technical and Professional Communication in India, 1999-2016." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7111.
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Though the field of technical and professional communication has long been saturated with the narratives of Euro-Western males, technical and professional communication as a field has a responsibility to expand the lens of study to include the experiences of global and nontraditional practitioners. This study examines the experiences of Indian women working as practitioners, building power and legitimacy in a globalized economy. Drawing from interviews with 49 practitioners as well as an analysis of historical documents, this study examines the methods that Indian practitioners have used to build power and legitimacy by founding professional organizations, leveraging their educational opportunities, and using tactical strategies in their workplaces. The data suggests that Indian women have done strong, innovative work in building their own legitimacy in the field. However, work remains to remove barriers that disproportionately bar women from access to professionalizing structures.
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Hofmeyr, Andrew James. "Archipelagic thinking in the Indian Ocean world : the story of 'Sindbad the Sailor' and Alan Villiers's Sons of Sindbad." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20693.
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This project focuses on the travel literature produced through the Indian Ocean world of the dhow trade. It examines the medieval story of "Sindbad the Sailor and Sindbad the Porter" alongside the 20th century travel narrative Sons of Sindbad (1940) written by mariner and author Alan Villiers. Both texts engage with the ocean and the ways in which immersion in the watery world result in an uneasy sense of hybridization. In "Sindbad", the sailor's world is represented as a place of deep encounter that renders him indelibly changed and so sets up a paradox between home and away. His voyages and adventures, while often explored purely in terms of their fantastic value, depict an Indian Ocean world that is densely connected through trade and travel. Alan Villiers' narrative uses "Sindbad" as a trope and signifier for this world and through him seeks to rekindle the romance of the free sea and pure-sail that is encroached upon by maritime modernity. Villiers constructs himself as a citizen of the sea and so straddles an uneasy line between the Arab sailors and his own colonial affiliations. It is a position that means he is constantly narrating from a perspective that is simultaneously inside and out. This minor dissertation will look at the way in which travel narratives located in the Indian Ocean render the subjects foreign to themselves and how the sense of identity flux engendered through the tales shed light on and open new paths for enquiry, what I have called archipelagic thinking, focusing not on constructed borders but connectivity across time and between disparate locations.
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Sahney, Puja. "Cultural Analysis of the Indian Women's Festival of Karvachauth." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/7343.
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The festival of Karvachauth is celebrated by upper class married women of North India and occurs in the month of October or early November. On this day married women fast to ensure the long lives of their husbands. They wake up before dawn and eat a meal. After sunrise they do not drink water or eat any food until they see the moon at night. The moon is watched through a sieve and prayed to before breaking the fast. An important part of Karvachauth is a ritual that is performed by women in the afternoon. This ritual is hosted by a woman of the neighborhood and other women assemble in the house where they form a circle. The narration of a folktale of a princess named Veeravati forms the center of the ritual. Women also dress up in festive bright saris and lots of jewelry for the ritual. Some part of the day is spent in putting intricate designs of henna on their hands and feet.
Although women's act of fasting for their husbands might appear as a sign of subjugation, in my thesis I argue that it is not. Rather, festivals like Karvachauth temporarily liberate women from daily restrictions and give them a licensed freedom to break away from customs that confine them to the threshold of their households. I argue that Karvachauth gives women a chance to move out of their confined private worlds into the public world, dominated by men, and out of their reach in daily life. I do acknowledge that women must satisfy the serious aspects of the ritual first if they wish to enjoy the liberties. But once they are able to do so, the freedoms are easily manipulated by women to empower them, albeit temporarily, in various ways.
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Eyre, Angela Catherine. "Land, language and literary identity : a thematic comparison of Indian novels in Hindi and English." Thesis, SOAS, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414439.
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Pienaar, Cheryl Leelavathie. "Towards a corpus of Indian South African English (ISAE) : an investigation of lexical and syntactic features in a spoken corpus of contemporary ISAE." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002640.
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There is consensus among scholars that there is not just one English language but a family of “World Englishes”. The umbrella-term “World Englishes” provides a conceptual framework to accommodate the different varieties of English that have evolved as a result of the linguistic cross-fertilization attendant upon colonization, migration, trade and transplantation of the original “strain” or variety. Various theoretical models have emerged in an attempt to understand and classify the extant and emerging varieties of this global language. The hierarchically based model of English, which classifies world English as “First Language”, “Second Language” and “Foreign Language”, has been challenged by more equitably-conceived models which refer to the emerging varieties as New Englishes. The situation in a country such as multi-lingual South Africa is a complex one: there are 11 official languages, one of which is English. However the English used in South Africa (or “South African English”), is not a homogeneous variety, since its speakers include those for whom it is a first language, those for whom it is an additional language and those for whom it is a replacement language. The Indian population in South Africa are amongst the latter group, as theirs is a case where English has ousted the traditional Indian languages and become a de facto first language, which has retained strong community resonances. This study was undertaken using the methodology of corpus linguistics to initiate the creation of a repository of linguistic evidence (or corpus), of Indian South African English, a sub-variety of South African English (Mesthrie 1992b, 1996, 2002). Although small (approximately 60 000 words), and representing a narrow age band of young adults, the resulting corpus of spoken data confirmed the existence of robust features identified in prior research into the sub-variety. These features include the use of ‘y’all’ as a second person plural pronoun, the use of but in a sentence-final position, and ‘lakker’ /'lVk@/ as a pronunciation variant of ‘lekker’ (meaning ‘good’, ‘nice’ or great’). An examination of lexical frequency lists revealed examples of general South African English such as the colloquially pervasive ‘ja’, ‘bladdy’ (for bloody) and jol(ling) (for partying or enjoying oneself) together with neologisms such as ‘eish’, the latter previously associated with speakers of Black South African English. The frequency lists facilitated cross-corpora comparisons with data from the British National Corpus and the Corpus of London Teenage Language and similarities and differences were noted and discussed. The study also used discourse analysis frameworks to investigate the role of high frequency lexical items such as ‘like’ in the data. In recent times ‘like’ has emerged globally as a lexicalized discourse marker, and its appearance in the corpus of Indian South African English confirms this trend. The corpus built as part of this study is intended as the first building block towards a full corpus of Indian South African English which could serve as a standard for referencing research into the sub-variety. Ultimately, it is argued that the establishment of similar corpora of other known sub-varieties of South African English could contribute towards the creation of a truly representative large corpus of South African English and a more nuanced understanding and definition of this important variety of World English.
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Boberg, Per. "A Corpus Study of the Mandative Subjunctive in Indian and East African English." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-607.
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This corpus study discusses the subjunctive construction in mandative sentences in East
African and Indian English. Data taken from the East African ICE-EA corpus and the Indian
Kolhapur corpus are compared to previous studies about American English and British
English, mainly by Hundt (1998) and Johansson & Norheim (1988). Subjunctive, indicative
and modal periphrastic constructions are identified and examined.
The conclusion of this study is that the subjunctive construction in mandative sentences is
more common in Indian and East African English than in British English.
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Domange, Raphaël. "Proficiency, language use and the debate over nativeness : A sociolinguistic survey of South Delhi English." Thesis, Stockholms universitet, Engelska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64998.
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This study examines the extent of the impact of proficiency and language use on sociophonetic variation in Indian English (IE). It is based on an oral corpus using the methods and tools of the PAC project and derived from a pool of South Delhi-based highly proficient speakers. The investigation was conducted using quantitative and qualitative methods and focused on two understudied variables: (1) the fricative realisation of th, and (2) the realisations of the vowels in words of the NORTH and FORCE lexical sets. First, the results demonstrate that a significant amount of variation which cannot be accounted for by the traditional age, gender and social class factors can be explained by the language use parameter. A degree of correlation was found between the volume of use of English in a range of domains, and how speakers take advantage of the sociolinguistic potential of prestigious forms. This offers indications on the location of the leaders of the linguistic change. The second central feature of this study is derived from the investigation of the NORTH versus FORCE distinction. It is argued that the general maintenance of this distinction in IE provides evidence for the endo-normative nature of this variety. In the light of these findings, issues ultimately relating to the debate over nativeness are discussed.
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Larsson, Anna. "Looking for Bidis-A Comparative Lexical Analysis of Indian English in The White Tiger and The Inheritance of Loss." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17865.
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This is an essay about Indian English and especially its presentaion in the novels The Inheritance of Loss and The White Tiger. The focus is on the lexical presentation in the novels. There is also a presentation of the concept Indian English.
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Escobar, Allan K. "An Exploratory Survey of Code-Switching in the Coachella Valley, CA." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7397.
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This thesis surveyed a group of second generation Mexican-American Spanish-English bilingual speakers in the Coachella Valley, California to determine common motives for code-switching in speech. In previous studies, motives or triggers to code-switching have been identified and recorded in major urban cities such as Los Angeles and New York, and this thesis seeks to identify this phenomenon in the rural and agricultural cities of the Coachella Valley, with focus on Indio and Coachella, CA. Furthermore, another goal of this study was to analyze research on code-switching in a sample of older adults ages 45-75 as compared to much of the research that tends to focus on young adults or children. This study also took into consideration the code-switching patterns between males and females.This thesis analyzed 10 audio-recorded interviews of second generation Mexican-American Spanish-English bilingual speakers. The interviews were recorded in Indio, CA in 2015. The data collected were analyzed for naturally occurring code-switching pattern frequencies, code-switching differences found between genders, and code-switching differences found in age groupings.The results showed similar findings to those found in previous studies on code-switching patterns, the greater code-switching frequency in women, and the stronger disapproval of code-switching in adults.
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Lavery, Charne. "Writing the Indian Ocean in selected fiction by Joseph Conrad, Amitav Ghosh, Abdulrazak Gurnah and Lindsey Collen." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:bc0865da-1b17-47c6-8bb8-46a4fe0962bc.
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Tracked and inscribed across the centuries by traders, pilgrims and imperial competitors, the Indian Ocean is written into literature in English by Joseph Conrad, and later by selected novelists from the region. As this thesis suggests, the Indian Ocean is imagined as a space of littoral interconnections, nomadic cosmopolitanisms, ancient networks of trade and contemporary networks of cooperation and crime. This thesis considers selected fiction written in English from or about the Indian Ocean—from the particular culture around its shores, and about the interconnections among its port cities. It focuses on Conrad, alongside Amitav Ghosh, Abdulrazak Gurnah and Lindsey Collen, whose work in many ways captures the geographical scope of the Indian Ocean: India, East Africa and a mid-point, Mauritius. Conrad’s work is examined as a foundational text for writing of the space, while the later writers, in turn, proleptically suggest a rereading of Conrad’s oeuvre through an oceanic lens. Alongside their diverse interests and emphases, the authors considered in this thesis write the Indian Ocean as a space in and through which to represent and interrogate historical gaps, the ethics and aesthetics of heterogeneity, and alternative geographies. The Indian Ocean allows the authors to write with empire at a distance, to subvert Eurocentric narratives and to explore the space as paradigmatic of widely connected human relations. In turn, they provide a longer imaginative history and an alternative cognitive map to imposed imperial and national boundaries. The fiction in this way brings the Indian Ocean into being, not only its borders and networks, but also its vivid, sensuous, storied world. The authors considered invoke and evoke the Indian Ocean as a representational space—producing imaginative depth that feeds into and shapes wider cultural, including historical, figurations.
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Shook, Jennifer E. "Unending trails: Oklahoma-as-Indian-territory in performance, print, and digital archives." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6501.
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Far from vanishing as romantically predicted, Native being remains present despite centuries’ efforts of erasure. Far from empty space or a blank page, the state of Oklahoma has always been and continues to be a site of transcultural negotiations. Native playwrights unghost—make visible—those shimmering glimmers when they re-present historical events. Centering the work of Native playwrights from Oklahoma-as-Indian-Territory, I in turn unghost—recover—the connections between historical crises dramatized by Native poets and playwrights and reenacted by historical interpreters in the twentieth and twenty-first centuries, with nineteenth century archives and circulations. I elucidate a new genealogy of Oklahoma-as-Indian-Territory, where borders bend in genre, time, and space. The Native plays here share a time-weaving relationship to earlier historical crises, a resistance to false closure, a recycling of time-worn stereotypes in the service of their undoing. Unghosting Native playwrights can mean reviving those who have fallen out of print, as with Red Renaissance prodigy Hanay Geiogamah, and reclaiming those whose Native identity has been erased, as with Lynn Riggs, whose Green Grow the Lilacs became the largely unsung foundation of the musical Oklahoma!, as well as expanding the dramatic archive to capture plays only found online.
My first chapter, “Staking Claims on Mixed-Blood Inheritance,” draws upon performance theorists Diana Taylor and Rebecca Schneider’s work in transcultural written and bodily archives to investigate two key repeated performances: the statehood mock wedding and the Land Run reenactments recently discontinued by the Oklahoma City Public Schools but still celebrated annually by schoolchildren across the state. Juxtaposing them with commemorative poetic performances by Diane Glancy, N. Scott Momaday, Joy Harjo, and LeAnne Howe, I situate these performances not as quirky local fun but as rituals of systemic colonial representational power. My second chapter, “Active States,” unghosts folk drama through Lynn Riggs’ pre-statehood play Green Grow the Lilacs and the collaboratively revised Trail of Tears outdoor spectacle produced for decades by the Cherokee Nation, including the extended material performances of these texts in playbills, a songbook, and a fine press illustrated edition. My third chapter, “Kitchen Table Worlds in Motion: Collaborations in Native New Play Development” examines four recent plays and the development institutions that support them, all breaking new ground in form yet recycling images and adapting texts and experiences from many archives: Hanay Geiogamah’s Foghorn, LeAnne Howe’s The Mascot Opera: A Minuet, Diane Glancy’s Pushing the Bear, and Joy Harjo’s Wings of Night Sky, Wings of Morning Light. My fourth and final chapter continues the exploration of recent work, yet on specific policy issues: the stolen bodies of residential schools and of looted funerary remains, and the ongoing repercussions of these instances of cultural genocide in courts and heritage sites today, as dramatized by Mary Kathryn Nagle and Suzan Shown Harjo in My Father’s Bones, Annette Arkeketa in Ghost Dance, and N. Scott Momaday’s in The Moon in Two Windows.
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Collins-Frohlich, Jesslyn R. "CREATING DOMESTIC DEPENDENTS: INDIAN REMOVAL, CHEROKEE SOVEREIGNTY AND WOMEN’S RIGHTS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/16.
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What, this project asks, are the impacts of the alliance between women and Native Americans in the nineteenth century debate over Indian Removal? How might groups similarly excluded from patriarchal systems of government by race and gender turn exclusion into arguments for inclusion? In what ways might this alliance change interpretations of the women’s right and Native American rights movements? While arguments made by women and Native Americans during Indian Removal receive considerable scholarly attention, most studies-especially those concerned with women’s involvement- subordinate Indian Removal to abolition or create significant omissions in the narratives of both movements by adopting a critical approach that interprets strategic use of racialized and gendered ideology as assimilation.
In “ Creating Domestic Dependents” I fill these gaps and situate Indian Removal as a significant intersection of the Native American rights and women’s rights movements. Using historical romances by Catherine Sedgwick and Lydia Child, Catherine Beecher’s “Circular Addressed to the Benevolent Ladies of the United States,” the Cherokee Nation’s “1829 Memorial” and “Letter to the American People,” and domestic fiction by E.D.E.N Southworth and Nathaniel Hawthorne, I argue that, during Indian Removal, white women and the Cherokee come together to fight for rights by situating property-- the very thing used to exclude them-- at the center of their arguments for rights and against Indian Removal. In doing this, they create interdependent approaches that simultaneously embrace and reject prescribed societal roles in order to construct a rhetorical strategy composed of moments of public solidarity and strategic distance.
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Boberg, Per. "The inflected genitive and the of-construction : A comparative corpus study of written East African, Indian, American and British English." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1372.
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This quantitative corpus study discusses and compares the distribution of the inflected genitive (’s- or zero-genitive) with that of the of-construction in East African, Indian, American and British English using data collected from the ICE-EA, ICE-IND, Frown and FLOB corpora. This study also discusses the semantic categories of the inflected genitive in the varieties mentioned.
The first conclusion of the study is that the distribution of tokens according to semantic categories is similar in all varieties examined. Furthermore, it is concluded for the modifier classes that animateness-biased classes are more common with the inflected genitive, while inanimateness-biased classes are more common with the of-construction; this distribution is similar in all varieties.
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Sengupta, Aparajita. "NATION, FANTASY, AND MIMICRY: ELEMENTS OF POLITICAL RESISTANCE IN POSTCOLONIAL INDIAN CINEMA." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/129.
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In spite of the substantial amount of critical work that has been produced on Indian cinema in the last decade, misconceptions about Indian cinema still abound. Indian cinema is a subject about which conceptions are still muddy, even within prominent academic circles. The majority of the recent critical work on the subject endeavors to correct misconceptions, analyze cinematic norms and lay down the theoretical foundations for Indian cinema. This dissertation conducts a study of the cinema from India with a view to examine the extent to which such cinema represents an anti-colonial vision. The political resistance of Indian films to colonial and neo-colonial norms, and their capacity to formulate a national identity is the primary focus of the current study.
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Andrews, Gabriel M. "William Apess and Sherman Alexie: Imagining Indianness in (Non)Fiction." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_theses/97.
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This paper proposes the notion that early Native American autobiographical writings from such authors as William Apess provide rich sources for understanding syncretic authors and their engagement with dominant Anglo-Christian culture. Authors like William Apess construct an understanding of what constitutes Indianness in similar and different ways to the master narratives produced for Native peoples. By studying this nonfiction, critics can gain a broader understanding of contemporary Indian fiction like that of Sherman Alexie. The similarities and differences between the strategies of these two authors reveal entrenched stereotypes lasting centuries as well as instances of bold re-signification, a re-definition of Indianness. In analyzing these instances of re-signification, this paper focuses on the performance of re-membering, the controversy of assimilation/authenticity, accessing audience, the discourse of Indians as orphans, and journeys to the metropolis.
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Gillespie, Sandra Walton. "Maternal Shadows and Colonial Ghosts in Jamaica Kincaid's Annie John." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0716101-172936/restricted/gillespies0731.pdf.
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Anderson, Joshua Tyler. "Dams, Roads, and Bridges: (Re)defining Work and Masculinity in American Indian Literature of the Great Plains, 1968-Present." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1768.
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This master's thesis explores the intersections of labor, socioeconomic class, and constructed American Indian masculinities in the literature of indigenous writers of the Great Plains published after the Native American Renaissance of the late 1960s. By engaging scholars and theorists from multiple disciplines--including Native labor historians such as Colleen O'Neill and Alexandra Harmon, (trans)indigenous studies scholars such as Chadwick Allen and Philip Deloria, and Native literary and cultural critics such as Gerald Vizenor and Louis Owens--this thesis offers an American Studies approach to definitions and expressions of work, wealth, and masculinity in American Indian literature of the Great Plains. With chapters on D'Arcy McNickle's posthumous Wind From an Enemy Sky (1978), Carter Revard's poetry and mixed-genre memoirs, and Thomas King's Truth and Bright Water (1999), this thesis emphasizes the roles of cross-cultural apprenticeships for young Native protagonists whose socioeconomic opportunities are often obstructed, threatened, or complicated by dams, roads, and bridges, both literal and metaphorical, as they seek ways to engage (or circumvent) the capitalist marketplace on their own terms. In highlighting each protagonist's relationship to blood (family and community), land, and memory, the chapters reveal how the respective Native authors challenge and reimagine stereotypes regarding Native workers and offer more complicated and nuanced discussions of Native "traditions" in modernity. (173 pages)
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Traister, Laura. "Immigration and Identity Translation: Characters in Bharati Mukherjee’s Jasmine and Jhumpa Lahiri’s The Namesake as Translators and Translated Beings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/335.
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Bharati Mukherjee’s 1989 novel Jasmine and Jhumpa Lahiri’s 2003 novel The Namesake both feature immigrant protagonists, who experience name changes and identity transformations in the meeting space of Indian and American cultures. Using the theory of cultural translation to view translation as a metaphor for identity transformation, I argue that as these characters alter their identities to conform to cultural expectations, they act as both translators and translated texts. Although they struggle with the resistance of untranslatability via their inability to completely assimilate into American culture, Jasmine and Gogol ultimately gain the ability to bypass the limitations of a foreigner/native binary and enter a space of negotiation and growth.
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Salmi, Charlotta. "Bloodlines, borderlines, shadowlines : forms of belonging in contemporary literature from partition areas." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8c26fce5-8454-4864-95dc-8a3f07fe29e4.
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This thesis explores cosmopolitan and humanist literary interventions by Palestinian, Israeli, Indian and Pakistani writers to the rise of ‘ethnically’ defined cultural and political narratives of community. It uses a comparative framework to look at contemporary authors such as Amitav Ghosh, Raja Shehadeh, Kamila Shamsie, Uzma Aslam Khan and David Grossman, who deconstruct the biologically defined border as a repressive literary, cultural and political metaphor in favour of more open-ended categories of identity and community. I argue that in deconstructing the epistemology of the exclusive boundary through cosmopolitan and humanist philosophies, these international writers demonstrate the impossibility of shedding all borders in their own work. Their ‘borderless’ aesthetic that constantly conjures the border is thus indicative of the interrelated nature of cosmopolitan and sectarian identities in a globalized modernity. Moreover, it is suggestive of the ambivalent relationship between politically-conscious postcolonial texts (which draw political lines) and the emerging field of World literature that is coming to be defined by its ability to appeal to the 'universal'.
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De, Luise Rachel Bailey. "Creating a New Genre: Mary Rowlandson and Hher Narrative of Indian Captivity." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/699.
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In the aftermath of King Philip's War, Puritan Mary Rowlandson recorded her experiences as an Indian captive. In a vivid story that recollects the details of these events, Rowlandson attempts to impart a message to her community through the use of a variety of literary techniques. The genre of the Indian captivity narrative is a literary construct that she develops out of the following literary forms that existed at the time of her writing. These are the spiritual autobiography, a documentary method meant to archive spiritual and emotional growth through a record of daily activities; the conversion narrative, which made public one's theological assurance of God's grace; and the jeremiad, a sermon form designed to remind Puritans of their Covenant with God. To her contemporaries, Rowlandson served as an example of God's Providence. To later generations and specifically twenty-first century scholars, she represents America's first female literary prose voice.
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Taffa, Deborah. "Against a divided land: a memoir in personal essays." Thesis, University of Iowa, 2013. http://ir.uiowa.edu/etd/1771.
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Against a Divided Land is a tale of escape from the poverty of the Yuma Indian reservation, the flight of a young girl and her family into modern American in the 1970's. The stories in the collection emerge via the narrator: a forty-year-old woman exploring landscape and memory. Her recollections as a mother and international traveler, juxtaposed alongside her childhood on the reservation, reveal the unique concerns of Native Americans in the era of government relocation and displacement. The stories in this collection paint a picture of United States subculture rarely seen. The accounts link the narrator to the past in surprising ways as they push forth with a modern voice, imagining a brighter future: a future filled with both loss and beauty. From Africa to the Southwest, the characters in these essays seek relationships across typical boundaries.
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Komalesha, H. S. "Issues of identity in Indian English fiction : a close reading of canonical Indian English novels /." Oxford : Peter Lang, 2008. http://catalogue.bnf.fr/ark:/12148/cb41328568g.
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